E.L. HAYNES PUBLIC CHARTER SCHOOL ANNUAL REPORT ...

Elementary School 4501 Kansas Avenue, NW Washington, DC 20011 (202) 667-4446

Middle School 3600 Georgia Avenue, NW Washington, DC 20010 (202) 667-4446

High School 4501 Kansas Avenue, NW Washington, DC 20011 (202) 667-4446

William Rawson, Chair, Board of Trustees

E.L. HAYNES PUBLIC CHARTER SCHOOL

ANNUAL REPORT

SCHOOL YEAR 2014-2015

2| E.L. Haynes Public Charter School

TABLE OF CONTENTS

I. SCHOOL DESCRIPTION ............................................................................................................................................................... 4

A. Mission Statement ..................................................................................................................................................................... 4

B. School Program ......................................................................................................................................................................... 4

1. Curriculum Design and Instructional Approach .............................................................................................................................................................. 4

2. Parent Involvement Efforts .............................................................................................................................................................................................. 12

II. SCHOOL PERFORMANCE ........................................................................................................................................................ 16

A. Performance and Progres ........................................................................................................................................................... 16

CHARTER GOAL ONE: Students will be confident, independent readers. ................................................................................................................. 16

CHARTER GOAL TWO: Students will be strong, independent writers and speakers. ............................................................................................... 16

CHARTER GOAL THREE: (a) Students will be able to think critically and solve problems effectively. (b) Students will master increasingly

sophisticated mathematical concepts and be able to apply those concepts in a variety of settings. ............................................................................. 17

CHARTER GOAL FOUR: Students will master national science standards and become proficient in scientific inquiry, able to design and

execute age-appropriate experiments. .................................................................................................................................................................................. 18

CHARTER GOAL FIVE: Students will become independent learners and will complete independent papers, reports, and performances,

culminating in a high-stakes independent project before they graduate........................................................................................................................... 18

CHARTER GOAL SIX: Students will satisfy EL Haynes PCS’s graduation requirements and gain admission to college, the military, or other

postsecondary option of their choice upon graduation. ..................................................................................................................................................... 20

CHARTER GOAL SEVEN: Students will have a positive attitude toward school and learning.( b) Students will embrace diversity. (c) The

school will create an environment for student and adult learning with a welcoming culture, high levels of trust, and rigorous standards. ............ 20

CHARTER GOAL EIGHT: (a) Students will treat themselves, other students, staff, and the physical plant with respect. (b) Students will work

collaboratively and resolve conflicts effectively and safely. ............................................................................................................................................... 21

CHARTER GOAL NINE: Students will contribute to their school and community through service projects and see the positive impact they

have on others. ........................................................................................................................................................................................................................ 22

CHARTER GOAL TEN: Graduating students will have a plan for their future and the confidence and preparation to pursue it. ....................... 22

CHARTER GOAL ELEVEN: Teachers and staff will be highly qualified, demonstrate high expectations for all students, and have a positive

attitude toward the school and their colleagues. ................................................................................................................................................................. 23

CHARTER GOAL TWELVE: Families will see themselves as partners in their child’s education and will be actively involved in the life of the

school. ...................................................................................................................................................................................................................................... 24

CHARTER GOAL THIRTEEN: The school will be led by a strong, active Board of Trustees and a competent, effective leadership team

headed by the principal. ......................................................................................................................................................................................................... 24

CHARTER GOAL FOURTEEN: The school will strive to recruit and retain a diverse group of students, teachers, staff, administrators, and

board members. ...................................................................................................................................................................................................................... 25

CHARTER GOAL FIFTEEN: A School Planning Team will support the principal and leadership team in the effective management of the

school. ...................................................................................................................................................................................................................................... 26


CHARTER GOAL SIXTEEN: The school will be in sound fiscal health, and the Board of Trustees will ensure the school has the resources it

needs to carry out its program............................................................................................................................................................................................... 26

CHARTER GOAL SEVENTEEN: The school will be a good citizen, contributing to the local community and sharing its math and science

expertise with the larger educational community. ............................................................................................................................................................... 26

B. Lessons Learned and Actions Taken ........................................................................................................................................ 27

C. Unique Accomplishments .......................................................................................................................................................... 30

D. List of Donors of $500+ in FY 14-15 ..................................................................................................................................... 32

Data Collection Template: Elementary School ................................................................................................................................. 37

Data Collection Template: Middle School ......................................................................................................................................... 38

Data Collection Template: High School ............................................................................................................................................ 39

Appendix A: Staff Roster ...................................................................................................................................................................... 40

Appendix B: Board Roster ................................................................................................................................................................... 46

Appendix C: Unaudited Financials ..................................................................................................................................................... 47

Appendix D: Approved 2015-16 Budget ........................................................................................................................................... 51


I. SCHOOL DESCRIPTION

A. MISSION STATEMENT

The mission of the E.L. Haynes Public Charter School is to ensure that every E.L. Haynes student – regardless of race, socioeconomic status, or home language - will reach high levels of academic achievement and be prepared to succeed at the college of his or her choice. Every E.L. Haynes student will be adept at mathematical reasoning, will use scientific methods effectively to frame and solve problems, and will develop the lifelong skills needed to be a successful individual, an active community member, and a responsible citizen.

B. SCHOOL PROGRAM

1. CURRICULUM DESIGN AND INSTRUCTIONAL APPROACH

The curriculum at E.L. Haynes is founded on the belief that in an environment with excellent teaching, high expectations and a strong partnership with families, every student can reach high levels of academic achievement. The school expects students to:

► Meet rigorous expectations;

► Produce authentic, interesting work;

► Actively engage with real-life problems and questions;

► Become passionate and skillful life-long readers and writers;

► Develop mathematical and scientific thinking, problem solving and inquiry skills; and

► Build strong interpersonal, communication and collaborative skills.

Differentiated Instruction: We are committed to intellectually engaging every student, every day at E.L. Haynes Public Charter School. Our curriculum, our classrooms, and our culture are designed to challenge each student to deepen his/her understanding of critical concepts and skills. Differentiation may include the following strategies:

Small group teaching/individual conferences – After teaching a mini-lesson on a critical concept or skill, teachers meet with individuals or small groups, customizing instruction to meet the needs of each student.

Daily Assessment – Teachers use daily assessments to monitor student understanding. This feedback allows the teachers to make instructional decisions that support each student. These daily checks for understanding include “do nows” and “exit tickets”.

Probing Questions – During instruction, teachers challenge students to think out loud by asking questions like: How do you know that’s true?, What’s another way of explaining it?, How would that work in a different situation? These questions deepen students’ understanding.

Multiple Approaches – Teachers present concepts and skills in multiple ways (visually, orally, kinesthetically) to meet the needs of students with different learning styles.


Choice – Teachers regularly provide students with choice so that they can read, write, and problem solve in ways that appeal to their interests and abilities.

Curriculum Aligned to Common Core: Teachers backwards plan each unit using Understanding By Design. What should every student know and be able to do when the unit ends and how will they show it? Evidence of learning might include a presentation, a unit assessment, an essay, an answer to a challenging math question, a public book talk, or a published piece of work. All students are expected to meet CCSS grade level standards. For students who already meet the standards, the final product should extend their learning. Ongoing Assessment: At E.L. Haynes, students at all grade levels are assessed in a variety of ways through the year. The goal of assessment is two-fold: To give the teacher(s) information about what a student does and does not know to inform instruction; and to give the school and our stakeholders information about the effectiveness of our program. Assessment is critical to ensuring that every E.L. Haynes student succeeds academically. E.L. Haynes administers a variety of assessments including systematic observations, student conferences, unit assessments, quizzes, regular performance assessments, externally developed exams, portfolios, diagnostic assessments, and the District of Columbia’s standardized assessment, called the Partnership for Assessment of Readiness for College and Careers (PARCC). Social Development: Responsive Classroom®, a classroom management model and a social curriculum, is used at our elementary campus. The Positive Behavioral Intervention and Supports (PBIS) model of culture-building is implemented across all three campuses. E.L. Haynes recognizes that academic achievement goes hand in hand with social growth. Responsive Classroom® is an approach to teaching and learning that fosters safe, challenging, and joyful classrooms and schools. This program incorporates social learning into students’ daily program; embraces E.L. Haynes’ remarkable cultural, ethnic, socio-economic, and linguistic diversity; emphasizes the peaceful and fair resolution of conflicts; and highlights the critical need for parental partnership with the school. To supplement Responsive Classroom, E. L. Haynes 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. In the middle school and the high school, every student is assigned an advisor with whom they meet daily to teach and reinforce important social skills and study habits. E.L. Haynes also has developed the E.L. Haynes Promise, similar to a Code of Conduct, which explains in student-friendly language the behaviors that constitute the school’s motto: Be Kind, Work Hard, Get Smart. Literacy: Balanced literacy is a framework for instruction built on the premise that all children will learn to read and write when given a wide variety of real-life experiences appropriate to their current level. Students are given daily opportunities to practice reading and writing skills with varying levels of support and scaffolding. At the heart of E.L. Haynes’ balanced literacy model in grades K-8 is the independent workshop in both reading and writing. The workshop structure allows students to spend long periods of time reading at their independent level and writing within a variety of genres; the workshop also provides


opportunities for small group and individualized instruction. All students are given ongoing reading assessments that identify their independent reading levels – the levels at which they can read with deep understanding and independence. Students are expected to 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 student’s teacher for specifics about their children’s levels and progress. In addition to the reading and writing workshops, all students in grades K-4 engage in phonics or word study lessons and participate in interactive read aloud. At the high school, students have the following course of study in the 2014-15 school year:

World Literature

U.S. Literature

A.P. Literature and Composition Mathematics: E.L. Haynes implements curriculum aligned with the Common Core State Standards (CCSS) for Mathematics. Across all grades, the Standards for Mathematical Practice are emphasized. These practices rest on important processes and proficiencies with long standing importance in mathematics education (e.g., problem solving, conceptual understanding, procedural fluency). In grades Pre-K through 5, the standards by domain include:

Counting & Cardinality

Operations and Algebraic Thinking

Number & Operations in Base Ten

Number & Operations – Fractions

Measurement & Data

Geometry In grades 6 through 8, the standards by domain include:

Number & Operations – Fractions

Geometry

Ratios & Proportional Relationships

The Number System

Expressions of Equations

Functions

Statistics & Probability In grades 9 through 12, students have the following course of study:

Algebra I

Geometry

Algebra II

PreCalculus


AP Calculus AB

AP Statistics. At every level, teachers use small groups and modify assignments to differentiate instruction for students who are working below or above grade level, using resources such as Marilyn Burns' Do the Math program, Conceptua, ST Math and First in Math for students with gaps in their foundational knowledge. Science: As a Science, Technology, Engineering, Mathematics (STEM)-enhanced school, the development of scientific thinking is an important goal at E.L. Haynes. 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 FOSS (Full Option Science System) science units are the basis for much of our science instruction. FOSS is an inquiry-based program that provides students with hands-on opportunities to engage in authentic scientific inquiry that requires increasingly complex cognitive skills. Each grade (PK-8) addresses science standards through study of the FOSS science units. At the high school, students are offered a variety of science courses using the “Physics First” approach starting with Physics as the 9th grade course. Teaching physics to students early in their high school education is an important and useful way to bring physics to a significantly larger number of students than has been customary in the United States and lays the foundation for more advanced coursework in Chemistry, Biology and Physics. E.L. Haynes offered AP Chemistry and AP Physics in 2014-2015. Social Studies: Students at E.L. Haynes learn grade level social studies content and concepts by reading and listening to texts on their level. Students 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. At the high school, students have the following course of study:

World History

U.S. History

Government/AP Government

Sociology

D.C. History Arts: E.L. Haynes arts programs seek to build creative expression and arts appreciation, and to accommodate students’ multiple learning styles. The arts emphasis is particularly helpful to students with special needs and English-language learners. The arts program in 2014-2015 provided students with regular instruction in the performing and visual arts. At the elementary school, students enrolled in dance and art. At the middle school, students took drama, art and music. And at the high school, students could choose Video Game Design or Digital Music. Teachers use the arts as a


tool for helping children learn in a developmentally appropriate manner about social studies, literacy, science, and math. Health and Fitness: Health promotion and wellness at E.L. Haynes is based on DC standards and in accordance with the Healthy Schools Act. Haynes students are expected to understand, explain, and apply concepts related to health promotion and disease prevention in order to achieve and maintain healthy lifestyles. E.L. Haynes students are able to access, interpret, evaluate, and communicate age-appropriate health information. E.L. Haynes 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. At the high school, students are required to take 1.5 credits of Physical Education/Health. All students took Health in the high school during 2014-15. World Language Instruction: In elementary school (Pre-K to 4th grade), students at E.L Haynes receive Spanish instruction twice a week for 45 minutes each time. In middle and high school (5th to 12th grade), take world language four times per week. Students in 6th grade and above have the opportunity to take Arabic or Spanish. At the high school, both Arabic and Spanish are offered levels 1-4. World language instruction focuses on speaking practice, development of vocabulary and learning reading and writing skills. Teachers follow the Organic World Language approach and developed a school-wide scope and sequence for Spanish and Arabic during 2014-2015. Students participate in age-appropriate activities and games in their world language. Introducing students to a second language also validates the linguistic experience of the school’s students who speak other languages at home and reinforces Haynes’ commitment to diversity. Inclusion Program: E.L. Haynes values diversity of all kinds. 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) and 504 plans. The E.L. Haynes Inclusion team is comprised of inclusion teachers, social workers, speech-language pathologists, occupational therapists, reading and math intervention teachers, and a psychologist. These team members collaborate with general education teachers, English Language Learner (ELL) teachers, and each other to provide students with disabilities the necessary instructional environment, tools, and support to access the general education curriculum. The inclusion program and team has two main priorities to:

► Identify students with disabilities through a rigorous and timely referral, evaluation, and eligibility process; and to

► Provide excellent services to students with disabilities so that they may meet their IEP goals.


At E.L. Haynes, students with exceptionalities receive all or the majority of their services within the general education setting through the collaborative efforts of therapists, inclusion teachers, and general education teachers. General 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 lesson-specific modifications and accommodations to support students’ success throughout the day. When it better meets a student’s instructional needs, therapists and inclusion teachers work with students individually or in small groups outside of the general education classroom. This instruction may be alternative instruction in areas that are not addressed in the classroom, such as Wilson Language System instruction in reading and spelling. This instruction may also be additional practice in skills that have been taught in class or previews of lessons to come. To allow special education teachers to focus primarily on instruction, the Senior Director of Student Support Services manages the evaluation, eligibility and IEP process and meets weekly with special education teachers, social workers, and related service providers to monitor the success of the inclusion program, to facilitate cohesion in instruction, and to assess school-wide professional development needs. Response to Intervention (RtI): RtI provides a framework to integrate academic and behavior supports for students who are across all aspects of the spectrum, not only for students who are behind. RtI provides a common language, performance targets, and structures that provide a framework of how to organize ourselves to meet our mission. The key to RtI is the ability to monitor individual student’s progress so we know what the student needs. This requires assessments that measure growth and proficiency and a data system to use the data easily. RtI’s focus on growth is important so students can catch up as quickly as possible if the student is behind and keep students advancing if he or she is ahead. We use the RtI Triangle pictured below as our targets to work toward. We expect that it will take between two and five years to meet the ideal targets for each of our campuses (elementary, middle, and high school).


English Language Learning (ELL) Program: E.L. Haynes has developed its English Language Learning (ELL) program to support the success of our students who are culturally and linguistically diverse in the general education curriculum. The purpose of our ELL program is to:

► Develop the language and literacy skills of non-native English speakers; and to

► Ensure access to the general education curriculum for students who are still developing cognitive academic language proficiency.

Our ELL team achieves these goals through identification of students, direct instruction, consultation with general education teachers, professional development for staff, and participation in Academic and Social Student Support Team (AS3) and Multi-disciplinary team (MDT) meetings. Our ELL teachers monitor the progress of students’ language and literacy acquisition quarterly by conducting assessments, making observations, and soliciting input from general education teachers. They prepare quarterly ELL progress reports for families of students who receive services. In accordance with guidelines determined by the OSSE, we use annual ACCESS test scores to track the progress of students’ language and literacy development over time. Year Round Programs: In order to ensure that every child at E. L. Haynes is academically and socially successful regardless of socioeconomic status, school readiness, race/ethnicity, home circumstance, or home language, E.L. Haynes adopted a year-round calendar with 1,000 additional hours of out-of-school time programming so that all of its students have access to consistent, comprehensive, high quality educational experiences throughout the year. E.L. Haynes’ out-of-school time programming takes place both throughout the year (the Extended Day Program) and during quarterly breaks (Intersession). The Extended Day and Intersession Programs are embedded in the school’s mission, goals, and design.


Extended Day Program: The Extended Day Program (EDP), which consisted of a Before School and After School Program, is for students in grades PK-8 and incorporates the philosophies and activities of the classroom, carrying them over into the before and after school hours. The Before School Program begins at 7:30 AM and provided breakfast to students who arrive before 8 AM. Quiet classical music played while students activated their minds with educational games, read books, or drew pictures until they began “Morning Math” or “Morning Reading” in their classrooms. The After School Program begins when the students are dismissed from their classes and ends at 6:00 PM. The program is offered Mondays through Fridays when school is in session and during summer Intersession. The program consists of an Afternoon Meeting with a greeting, initiative, and snack; time to play at a local playground; “Quiet Time” for students to complete their homework; and, for our younger students, “Choice Time” when they played educational games, read books, or drew pictures with friends and adults. Students in second grade and above participate in electives, including sports teams, newspaper, chess, Latin club and step club. At the high school, students stay after the academic day ends to meet with teachers during their office hours or participate in a variety of clubs and athletics offerings. Intersession: In 2014-15, E.L. Haynes offered Intersession programming for two weeks in October, one week in April, and four weeks across June and July. Taught by E.L. Haynes teachers, Capital Teaching Residents, EDP leaders, and local experts, twelve to fifteen students embarked on week-long investigations involving classroom, community, and museum-based work. Students took advantage of Washington, DC resources such as the Smithsonian Institution, National Geographic Society, the Kenilworth Aquatic Gardens, historic theaters and parks, among many others. Trips were coupled with learning from local experts brought in to speak with the students on whatever topic was being studied. All Intersession classes aligned to the school’s academic standards and involved daily reading, writing, and math; used the framework of active pedagogy and learning expeditions; and shared their learning through a weekly newsletter and individual student progress reports written by the teacher. At the high school, intersession may be used for enrichment e.g., Civil Rights trip, community service abroad, internships. They are also a time when students who have fallen behind can receive extra help and complete missing assignments. In the summer, opportunities for credit recovery are available. Learning Expeditions: In spring 2015, every science class in grades K-8 at E.L. Haynes embarked on a multi-week learning expedition in order to tackle a science topic more deeply. Expeditions are in-depth, long-term investigations of significant real-life problems and questions. These topics are compelling and relevant to students, but also address issues important to the community or discipline at large. Classes began preparing for their expeditions early in the second semester. E.L. Haynes’ learning expeditions last year were typically nine weeks long and contained the following components:

► In-depth investigations that address guiding questions;


► A high-quality product that meets an authentic need and has an audience and purpose beyond families and the classroom teacher;

► Many opportunities for fieldwork that have a clear purpose, often related to collecting data or research in an authentic way;

► Service learning;

► Visits from outside experts; and

► Student performances and presentations of expertise and high-quality work. Shared Leadership: Leadership at E.L. Haynes is shared at every level. Students have a voice in determining classroom rules and choosing their activities through the use of Responsive Classroom at the elementary campus. Parents and teachers work together to advise the Head of School and Principals on issues and priorities and have a voice through Principal Chit Chats, evening events, and meetings before and after school on specific topics, e.g. middle school, year-round programs, or homework. Lastly, the Board of Trustees works collaboratively with the Head of School, Chief Academic Officer and Principals to set policy and provide leadership for the school with the help of three parent board members. Professional Development: Two of E.L. Haynes’ core beliefs are that learning is a lifelong endeavor and that students succeed when teachers, administrators, and school staff are constantly learning themselves. In 2014-2015, E.L. Haynes provided high quality, ongoing, differentiated professional development to all staff members and developed a professional learning community and culture of adult learning. In summer 2014, E.L. Haynes provided a week-long orientation for new staff and a two-week-long Summer Institute, and during the school year, weekly professional development workshops for 2.5 hours each week for instructional staff, day-long professional development days, and numerous off-site professional development opportunities to build and hone skills so that every school professional worked toward mastery of the skills and knowledge he or she needs to best fulfill the school’s mission.

2. PARENT INVOLVEMENT EFFORTS

Parent engagement at E.L. Haynes centers around four key goals:

► Supporting student academic progress;

► Celebrating student work;

► Strengthening families; and

► Building community. Supporting Student Academic Progress: To support the academic success of all E.L. Haynes students, we hold a series of events and workshops each year to provide opportunities for teachers, parents and caregivers to have meaningful dialogue, learn how to supper their students in school, gain clarity around student expectations and the school’s curriculum.

Parent-Teacher Conferences (3 times per year). Parent-Teacher-Student conferences offer a great chance to meet individually with teachers to learn more about the specifics of the students’ academic progress.


Back to School Nights (Annual). Families meet teachers, view classrooms, ask questions, and learn about the exciting skills students will learn for the new school year.

Home Visits (Annual). PK and K teachers, meet students and families in their homes and gain rapport with the families prior to the first day of school in order to build relationships with families and students.

ELL Workshop (Annual). Parents are given tools to support their students at home. Parents are also given the opportunity to have a dialogue with ELL staff.

Math Nights (Annual). Families learn about how to support their child's learning in math as well as fun games to play at home!

Parent-Principal Chit Chats (Monthly). Parents and caregivers are invited to meet with the school’s Principals to discuss whatever topics are important to them.

PreK and K Parent Discussions (Monthly). Parents and caregivers are invited to meet with grade level team and support staff, for topic driven, discussion and activity in support of their child’s early development. This is facilitated by the elementary school wellness-team.

HS College Nights (Monthly). High School parents are invited to meetings throughout the year to share information about the college application process, college financing and the financial aid process, and the college experience.

PARCC Night (Anually). Third and fourth grade parents learn about the PARCC assessment, ask questions, and participate in a simulated online PARCC test. Resources and skills for PARCC preparation are modeled and reviewed. Parents from other grades are welcome. Childcare provided for families

Celebrating Student Work: E.L. Haynes hosts regular activities to bring families and teachers together to celebrate student work.

Culminating Activities for Expeditions (Annual). Each of our grade levels embark on dynamic learning expeditions culminating in a day when our students teach others about the real-world problem they've been tackling.

Grandparents/Special Friends Day (Annual). We celebrate guests for their support in their grandchildren/special friends’ education.

Gallery Walk (Annual). An evening for middle school parents to experience their child’s showcased art.

Choir and Band Concerts (Bi-Annual). The elementary school choir performs contemporary songs for families in the winter and spring. While the middle school plays a variety of musical genres for their special guests and families in the fall and spring.

Theatrical Productions (Annual). Middle School families work together with the middle school drama teacher to create a beautiful set, costumes, and general family support in debut of their Peter Pan production in the Spring.

Promotion Ceremonies (Annual). E.L. Haynes celebrates students’ promotion from Elementary School to Middle School (at the end of 4th grade) and Middle School to High School (at the end of 8th grade).

Graduation (Annual). On Saturday, June 20, 2015, E.L. Haynes Public Charter School graduated our very first class of students! The students were inspired by a keynote address


from our honored guest, BB Otero. We had much to celebrate, with co-valedictorians, a Gates Millennium Scholar, a National Science Foundation Scholar, a 100% college acceptance rate, and $3.5 million in merit scholarships!

Athletic Events and Banquet (Ongoing/Annual). Student athletes are celebrated both throughout the year at games and then at an annual athletics banquet in the spring.

Promise Roll (Bi-annual). The Middle School celebrated nearly 100 scholars who earned a 3.0 or higher for two consecutive quarters.

Strengthening Families: To help parents and caregivers support the social and emotional growth of their children at home, E.L. Haynes provides a number of opportunities for parents and caregivers to learn more about child development, violence prevention, stress management, parenting, and other topics.

College Savings Workshops (Annually). This workshop provides parents the opportunity to understand the special benefits for DC residents while educating families about the substantial cost of higher education.

Bullying Prevention Workshops. (Ongoing) In this workshop parents learn the definition of bullying, what they can do to support their child, and how to work with the school to provide a positive environment for all students.

Health and Wellness Workshops (Ongoing). Thanks to a Community Schools partnership with Mary’s Center, E.L. Haynes offered a variety of health and wellness workshops during the 2014-2015 school year.

Attendance Awards (Quarterly). Because we emphasize EVERY DAY, ON TIME for every student, we take the time to celebrate students who have achieved perfect attendance or experienced strong improvement in attendance across each quarter and the year.

Wellness Day (Annual). Haynes Wellness Team hosted a Wellness Day and Parent Resource Fair. Families had the opportunity to meet each other and learn more about 25 community resources. The event included parent-student workshops and demos focused on: Hip-Hop, Reiki, Yoga, Capoeira, Zumba, Dental Health, Arts, Nutrition, and Meditation.

Building Community: To build family-school relationships, it is essential to create a welcoming environment that transcends culture and language.

Haynes Family Team (Monthly) E.L. Haynes established to strengthen school and family connections to help ensure that all E.L. Haynes students reach high levels of academic achievement, enjoy a rich school experience from PK to 12th grade, and are prepared to succeed at the colleges of their choice. The Haynes Family Team sponsored a number of events in the 2014-2015 school year.

Heritage Day Celebrations (Ongoing). To create meaningful educational opportunities about world cultures through fostering connections to E.L. Haynes students’ lives and studies. The Extended Day Program staff invites parents and relatives to school to share their knowledge of cultures being studied through heritage celebrations.

Family Activities (Ongoing). The Elementary School regularly hosts playdates, and game nights to keep families connected and engaged throughout the year.


Movie and Pajama Night (Monthly). The Elementary School wellness team provides families with an opportunity to connect with each other and watch a movie monthly on Fridays.

End of Year Celebration (Annual). Roughly six hundred people were in attendance for this celebration where the Elementary School Choir, Elementary School Dance Team, High School Latin Dancers, DC Girls Rock and The Lofton's featuring Skipp Pruitt all put on FANTASTIC shows! Families contributed potluck dishes, monitored kids’ games and activities and engaged in conversation.


II. SCHOOL PERFORMANCE

A. PERFORMANCE AND PROGRES

CHARTER GOAL ONE: STUDENTS W ILL BE CONFIDENT, INDEPENDENT READERS.

E.L. Haynes PCS is meeting this charter goal. Reading is a pillar of the school day at E.L. Haynes. Literacy coursework at each grade level is structured such that students will learn not just how to comprehend a text, but also how to unpack the text, search for subtext, and develop their ideas about a text in writing and in class discussions. PARCC results for 2014-2015 are not yet available. Elementary Assessments Elementary reading assessments that we give in pre-kindergarten through 2nd grade show our early readers are growing, though not always at the pace that we would like. The Fountas & Pinnell (F&P) assessment tells us whether the grade level equivalent of a student’s reading ability. Each student has a growth goal so they will move up at least one grade level during the year. If the student is below grade level, the growth goal is more aggressive. Note that Kindergarten students were not assessed as frequently and therefore only generated a half-year of data for analysis.

Grade Goal Goal Met %

K One-half Year of Growth or More in one-half year

70%

1 One Year of Growth or More in One Year 58%

2 One Year of Growth or More in One Year 63%

In pre-kindergarten, we use the Individual Growth and Development Indicators (IGDI) assessment. IGDI’s are especially designed for use in early childhood to measure general outcomes, such as communication. The three areas assessed related to this reading charter goal were picture naming, rhyming, and sound identification.1

CHARTER GOAL TWO: STUDENTS WILL BE STRONG, INDEPENDENT WRITERS AND

SPEAKERS.

E.L. Haynes PCS has met this charter goal in the past. PARCC results for 2014-2015 are not yet available. Across disciplines, students engage in the writing process: prewriting, drafting, revising,

1 As of this writing, validated score data on the IGDIs was not available.


peer conferencing, teacher conferencing, revising, editing, and publishing. At the elementary campus, students follow the Lucy Calkins Units of study for Primary Writing curriculum. At the middle school campus, 8th grade students participated in the One World Writing Program, which is a Common Core-aligned four-week unit centered on student writing. Through peer-to-peer learning, students become more informed about cultural and global issues and gain important researching and writing skills as they produce their own argumentative and persuasive essay. Eighth graders focused on school issues as their theme in 2014-2015. In 2015-2016, we have expanded our partnership, and students in grades 5, 6, 7, 8 and 12 will participate in the One World Writing Program. Tenth graders enhanced reading, writing and speaking skills through their participation in National History Day. Also at the high school, students regularly engage in Socratic Seminars in English.

CHARTER GOAL THREE: (A) STUDENTS WILL BE ABLE TO THINK CRITICALLY AND

SOLVE PROBLEMS EFFECTIVELY. (B) STUDENTS WILL MASTER INCREASINGLY

SOPHISTICATED MATHEMATICAL CONCEPTS AND BE ABLE TO APPLY THOSE

CONCEPTS IN A VARIETY OF SETTINGS.

E.L. Haynes has met both of these goals in the past and continuously seeks to improve the math program so that students will develop in-depth understanding of essential math concepts in each grade, as well as problem solving, procedural fluency, and model drawing. As previously noted, PARCC results for 2014-2015 are not yet available. Elementary Assessments Kindergarteners through 2nd graders were assessed using iReady, an adaptive assessment that leverages advanced technology to provide a deep, customized evaluation of every student and to track student growth and performance consistently and continuously over a student’s entire K–12 career. By dynamically adapting based on student response patterns, adaptive assessments are able to derive large amounts of information from a limited number of test items. This allows the assessments to more accurately and more efficiently pinpoint students’ needs as compared to traditional fixed-form tests.

Grade Goal Goal Met %

K Met or exceeded expected growth based on iReady scale score

20%

1 Met or exceeded expected growth based on iReady scale score

23%

2 Met or exceeded expected growth based on iReady scale score

79%

In pre-kindergarten, we use the Individual Growth and Development Indicators (IGDI) assessment. IGDI’s are especially designed for use in early childhood to measure general outcomes, such as


problem solving. Pre-kindergarten students were tested in four areas related to this charter goal: number naming, oral counting, quantity comparison, and one-to-one correspondence counting.2

CHARTER GOAL FOUR: STUDENTS WILL MASTER NATIONAL SCIENCE STANDARDS

AND BECOME PROFICIENT IN SCIENTIFIC INQUIRY, ABLE TO DESIGN AND EXECUTE

AGE-APPROPRIATE EXPERIMENTS.

E.L. Haynes PCS has met this charter goal in previous years. Student science proficiency rates have been above the state average since 2010-11. PARCC results for 2014-2015 are not yet available. As a Science, Technology, Engineering, Mathematics (STEM)-enhanced school, the development of scientific thinking is an important goal at E.L. Haynes. 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 FOSS (Full Option Science System) science units are the basis for much of our science instruction. FOSS is an inquiry-based program that provides students with hands-on opportunities to engage in authentic scientific inquiry that requires increasingly complex cognitive skills. Each grade (PK-8) addresses science standards through study of the FOSS science units. At the high school, students are offered a variety of science courses using the “Physics First” approach starting with Physics as the 9th grade course. Teaching physics to students early in their high school education is an important and useful way to bring physics to a significantly larger number of students than has been customary in the United States, and lays the foundation for more advanced coursework in Chemistry, Biology and Physics. E.L. Haynes offered AP Chemistry and AP Physics in 2014-2015 and will offer AP Chemistry, AP Physics and AP Biology in 2015-2016.

CHARTER GOAL FIVE: STUDENTS WILL BECOME INDEPENDENT LEARNERS AND

WILL COMPLETE INDEPENDENT PAPERS, REPORTS, AND PERFORMANCES,

CULMINATING IN A HIGH-STAKES INDEPENDENT PROJECT BEFORE THEY

GRADUATE.

E.L. Haynes is fully meeting this goal. At every grade level, we assign projects that lead students to develop learning independence. We know that our mission of college success for every student turns on our graduates’ ability to transition to the post-secondary environment of self-guidance and study. Below are examples of independent learning taking place at E.L. Haynes: National History Day. To participate in National History Day (NHD), tenth grade students chose a historical topic related to the annual theme, and then conducted primary and secondary research. They looked through libraries, archives and museums, conducted oral history interviews, and visited historic sites. After they analyzed and interpreted their sources, and have drawn a conclusion about the significance of their topic, they presented their work in one of five ways: as a paper, an exhibit, a

2 As of this writing, validated score data on the IGDIs was not available.


performance, a documentary, or a website. The project entails a multi-step process that takes place over several months and teaches time management, research, organization and critical thinking skills. E.L. Haynes had 122 tenth grade students compete at our school wide NHD competition. Twenty-two of those students moved on to do the citywide competition. Three students moved on to Nationals. The 8th grade will also participate in National History Day in 2015-2016. Senior Project. In the twelfth grade, seniors complete a capstone project that involves research, writing, speaking, collaboration and critical thinking. Students can either work as a team of 2 - 4 to facilitate a discussion related to the focus themes (identity, power, oppression, rebellion) using protocols and strategies for effective discussion. The discussion is focused through an appropriate core text related to the group’s theme. Alternatively, students can develop a creative representation connecting the key thematic topics examined in AP Literature with issues studied in Sociology to show their deep understanding of the issue and theme selected. Student Led Conferences. All students in grades 8 through 12 are required to lead presentations for their parents and adviser at the end of each quarter. Typical parent/teacher conferences often leave out the most important voice in determining educational outcomes – that of the student. At E.L. Haynes, we believe that a person’s most powerful tool is his or her voice, and we encourage our students to use their voices to take ownership of their own learning. The student led conference is an important opportunity for students to independently reflect on what the mission of the school means to them and how their work, behavior and work habits are moving them closer to realizing their own goals and our collective mission. Students are responsible for every aspect of organizing the conference and the digital portfolio they will present. To prepare them for success, they access “how-to” videos on creating a Google site, attaching appropriate documents, and designing site layout. They are given a checklist itemizing each conference requirement and the evaluation rubric to assess their delivery. They are permitted to view sample videos of other student-led conferences at other schools. Lastly, they are given scripted prompts to aid in inviting their parents and other adults to the scheduled conference. Students on assessed with grades on the skills that these conferences are meant to demonstrate, such as “Creative and Critical Thinking – Evidence and Discussion of Habits and Performance.” Each skill/standard is graded on a 4.0 scale and is a part of the Health & Advisory course that all students take. Independent Reading. As soon as the students can read, they are allotted independent reading time during their literacy block. Teachers model different ways to approach text and support them as they read by discussing and annotating challenging words. In order to ensure that students choose books that are sufficiently challenging, they are organized by level. Based on our regular reading assessment levels, students know from which shelf, basket, or labeled books they should be choosing. They also carry those chosen books to do independent reading as a part of the entry routine to other classes. Writing. Across disciplines, students engage in the writing process: prewriting, drafting, revising, peer conferencing, teacher conferencing, revising, editing, and publishing. In the middle school, 8th grade students participated in the One World Writing Program, which is a Common Core-aligned four-


week unit centered on student writing. Through peer-to-peer learning, students become more informed about cultural and global issues and gain important researching and writing skills as they produce their own argumentative and persuasive essay. Eighth graders focused on school issues as their theme in 2014-2015. In 2015-2016, we have expanded our partnership, and students in grades 5, 6, 7, 8 and 12 will participate in the One World Writing Program. Science. Project-based learning is implemented at every level in science courses. In grades K-8, students use FOSS, which allows students to appreciate the scientific enterprise, learn important scientific concepts, and develop the ability to think critically. Students actively construct ideas through their own inquiries, investigations, and analyses. The FOSS program was created to engage students in these processes as they explore the natural world. At the high school, all course offerings are lab sciences that ask students to conduct their own inquiries, investigations and analyses. Expedition units are self-created, and students conduct their own research with the teacher’s guidance. In 2015-2016, all science curriculum will be aligned with the Next Generation Science Standards. Drama. Middle school students are given a monologue project where they are asked to choose any movie with a monologue and forget everything they know about that movie. The goal is to create a character, develop the thoughts, costume, and props to perform that monologue in a different way than it is presented in the movie. In 2015-2016, high school students will reenact scenes from classic American musicals in a new Musical Theater course.

CHARTER GOAL SIX: STUDENTS WILL SATISFY E.L. HAYNES PCS’S GRADUAT ION

REQUIREMENTS AND GAIN ADMISSION TO COLLEGE, THE MILITARY, OR OTHER

POSTSECONDARY OPTION OF THEIR CHOICE UPON GRADUATION.

We had our first graduating class in 2015. Each member of the Class of 2015 at E.L. Haynes was accepted into college – 100%. E.L. Haynes does not yet have an official 2014-15 on track rate yet. We have completed the data collection part. Our estimate of the rate the DCPCSB will propose is 72.0%. In 2015-2016, we have implemented a credit recovery program, which allows students to move forward with their original cohort while simultaneously earning credit for courses they failed in previous years. In addition, we have created a tight team structure and enrichment blocks for 9th grades to ensure every student stays on track in 2015-2016.

CHARTER GOAL SEVEN: STUDENTS WILL HAVE A POSITIVE ATTITUDE TOWARD

SCHOOL AND LEARNING.(B) STUDENTS WILL EMBRACE DIVERSITY. (C) THE SCHOOL

WILL CREATE AN ENVIRONMENT FOR STUDENT AND ADULT LEARNING WITH A

WELCOMING CULTURE, HIGH LEVELS OF TRUST, AND RIGOROUS STANDARDS.

E.L. Haynes PCS considers student attendance and reenrollment as indicators to assess whether students have a positive attitude toward school and learning. We have met pre-kindergarten attendance targets, and the attendance rate for kindergarten through tenth grades is at or above the sector average. Our strong attendance rates dropped slightly at the elementary and high school, and stayed the same at the middle school in 2014-15. Our reenrollment rate also continues to be strong. The school’s reenrollment has been consistently above the sector average.


2014-15 Attendance Rate

2014-15 Reenrollment Rate

ELHES 94% 92%

ELHMS 94% 91%

ELHHS 91% 88%

In 2014-2015, we made significant effort to reduce our truancy rates. We have a Student Engagement and Attendance Support Specialist whose exclusive role is to provide intensive services to our hardest to reach, truant youth. Services included calling students for daily wake up times; visiting homes of disengaged students; arranging for basketball tickets and free haircuts; conducting group meetings with truant students to talk about time management and life goals; and linking students in need of physical, dental or mental health services with Mary’s Center. Nevertheless, our truancy rates increased at all three campuses. We are establishing systems and procedures with our operations team to ensure absences are documented consistently and follow-up procedures are implemented with fidelity.

CHARTER GOAL EIGHT: (A) STUDENTS WILL TREAT THEMSELVES, OTHER

STUDENTS, STAFF, AND THE PHYSICAL PLANT WITH RESPECT. (B) STUDENTS WILL

WORK COLLABORATIVELY AND RESOLVE CONFLICTS EFFECTIVELY AND SAFELY.

E.L. Haynes is meeting this two-part goal, as exhibited by our discipline rates for suspension and expulsion that are consistently lower than charter sector averages.

Suspension Rate Expulsion Rate

ELHES 5% 0%

ELHMS 17% 0%

ELHHS 16% 0%

We attribute our generally low suspension and expulsion rates to the use of Responsive Classroom, Restorative Practices and Positive Behavioral Interventions and Supports. In developing classroom and school-wide behavior management plans, we prevent misbehavior and help students become increasingly respectful, motivated, and engaged in instruction. We recognize that students are developing adolescents seeking independence while still in need of adult guidance, and we help them to negotiate life challenges by providing tools to resolve conflict in a safe and welcoming environment. When expectations are not met and harm is done to relationships and/or community, these situations are an opportunity for learning, growth and community building through restoration. We practice restorative conferences, proactive community-building circles, and affective statements to give students a voice, knowing that students are happier and more cooperative when adults do things with them rather than to them or for them.


We will continue to set high expectations for our students, teach them, reward those who follow them, and provide support to those in need. If we are consistent in enforcement and positive recognition, we expect our suspension and expulsion rates stay low. In addition, in 2014-2015, we added the role of Behavior Intervention Coordinator at all three campuses. The Behavior Intervention Coordinator leads and supports members of the school staff in assuring that effective and efficient, evidence-based behavioral intervention and support systems are in place to support continuous academic progress of students.

CHARTER GOAL NINE: STUDENTS WILL CONTRIBUTE TO THEIR SCHOOL AND

COMMUNITY THROUGH SERVICE PROJECTS AND SEE THE POSITIVE IMPACT THEY

HAVE ON OTHERS.

Students are required to complete 100 community service hours in order to graduate from E.L. Haynes PCS. The Chris Kim Day of Service has been set aside for the past several years at Haynes to honor a staff member who played a large role in the organization’s earliest days. The day serves as a chance to give back and to show our students that a 'Be Kind' attitude is important. Each grade level team decides on how to approach the day, whether a simple project or a service to others off campus. Staff and students start the day with a wonderful All School Meeting and go from there into different service projects. The entire day is devoted to service and the values that E.L. Haynes supports. Examples of Additional Service Projects in 2014-2015:

4 students travelled to Paraguay with LearnServe to work on projects in the Santa Ana community related to health, job skills training, environmental education, and art – all led by youth from the Centro Cultural Comunitario.

4 students travelled to Jamaica with LearnServe and did these things: Offered literacy training to children at St. Albans Primary School in Kingston, in partnership with KBC Learning; received training from KBC Learning to be effective tutors; lived and worked with families in the Blue Mountains, helping to improve their health center and community center; and worked with Scott’s Hall Primary School, also adopted by KBC Learning, in Scott’s Hall, a rural community approximately 1 hour outside Kingston.

8 students participated in the 14 week "Bringing the Lessons Home" tour guide training program at the Holocaust Museum (Spring 2015).

2 students went to join Stephen Tyrone Johns Summer Youth Leadership Program and gave tours all summer to museum visitors, engaging in over 200 hours of service in the Columbia Heights Area.

High school students tutored students at the elementary and middle schools and volunteered in the Extended Day Program.

CHARTER GOAL TEN: GRADUATING STUDENTS WILL HAVE A PLAN FOR THEIR

FUTURE AND THE CONFIDENCE AND PREPARATION TO PURSUE IT.


Each high school student has an individual learning plan (ILP) and is assigned an advisor. Advisors review the student’s ILP on a weekly basis and quarterly with the student and family to discuss goals, grades and their impact on life after high school. We begin work on life after E.L. Haynes with 11th graders in the spring. We take juniors on a spring college tour. In junior spring, students begin work on the building blocks of the college application process. Juniors write brag sheets to assist teachers write recommendations for them. They request letters of recommendations from teachers of their choice and begin work on personal statements. Year round, they take College Prep, a class designed to prepare students for the college application process and life in college. Juniors also take a Career Interest Profiler, which guides their college selection process. We also work with juniors to build their resumes through college trips, service learning opportunities, study abroad and internships. In senior year, there are individual conferences with students. And there are workshops with families on how to best access Naviance to their advantage, understand the common application, select colleges for best fit and decipher the processes for financial aid and scholarships. In 2015-2016, students will receive a SAT prep course during their school day. A college trip for families is also planned for 2015-2016. As a result of our partnership with College Directions Inc. (CDI), a group of E.L. Haynes sophomores are selected as College Directions Scholars. CDI supports its Scholars over a seven-year span, providing comprehensive counseling and tutoring services from the end of 10th grade through college graduation. They help their Scholars gain admission to selective four-year colleges as well as to secure financial aid, obtain scholarships, and manage the transition to campus life. Unwilling to leave Scholars at the college gate, they then provide ongoing academic and social support throughout college to ensure that each Scholar thrives and graduates.

CHARTER GOAL ELEVEN: TEACHERS AND STAFF WILL BE HIGHLY QUALIFIED,

DEMONSTRATE HIGH EXPECTATIONS FOR ALL STUDENTS, AND HAVE A POSITIVE

ATTITUDE TOWARD THE SCHOOL AND THEIR COLLEAGUES.

E.L. Haynes PCS has met this goal and is proud to have an exceptionally qualified team of teachers, administrators, and staff. The school’s teachers and staff have extensive qualifications, including being designated as Highly Qualified for purposes of ESEA. From 2009-10 through 2014-15, the school has employed a high rate of Highly Qualified Teachers (HQT), as defined by the federal Elementary and Secondary Education Act. Our administrative team holds degrees from some of the most prestigious colleges and universities in the country and advanced degrees in law and business. The table below shows the percentage of teachers that have four or more years of teaching experience:

2012-13 2013-14 2014-15

Highly Qualified 96% 98% 96%

4+ Years Teaching 72% 76% 75%


CHARTER GOAL TWELVE: FAMILIES WILL SEE THEMSELVES AS PARTNERS IN THEIR

CHILD’S EDUCATION AND WILL BE ACTIVELY INVOLVED IN THE LIFE OF THE

SCHOOL.

E.L. Haynes PCS is meeting this goal and highly values parental partnership in supporting academic progress and celebrating students. The school invites parents to many events throughout the school year, as detailed in the “Parent Involvement Efforts” section of this annual report. In survey responses, parents have consistently reported satisfaction with the school program, including feeling included in school activities and their students’ education. With every parent survey given, the majority of parents who completed the survey consistently responded that they strongly agreed or agreed with statements supporting this goal, including the following:

I feel welcome at E.L. Haynes (87%).

I feel that my child is safe at E.L. Haynes (84%).

I understand how my child is performing academically in school (81%).

I would recommend E.L. Haynes to other parents (81%).

My child’s principal/assistant principal/teacher are responsive to my needs (69%). At the elementary campus, parents were more satisfied with consistent communication from school to home (85%), and as a result, middle school and high school are analyzing the elementary school’s procedures and replicating them in a developmentally appropriate manner for their campuses.

CHARTER GOAL THIRTEEN: THE SCHOOL WILL BE LED BY A STRONG, ACTIVE

BOARD OF TRUSTEES AND A COMPETENT, EFFECTIVE LEADERSHIP TEAM HEADED

BY THE PRINCIPAL.

E.L. Haynes PCS is fully meeting this goal. The school’s Board and leadership team are closely monitoring academic performance to ensure E.L. Haynes fulfills its mission. Another point of support for this goal is the school’s strong financials, which indicate that the Board and leadership team are making prudent decisions regarding the school’s finances. PCSB conducted a review of the school’s Board minutes during the ten-year charter review process and concluded that the minutes reflect an engaged board and school leader. In 2014-2015, the Board partnered with Charter Board Partners, a nonprofit organization committed to strengthening the governance and thereby the quality of public charter schools. Charter Board Partners completed an overall assessment of the Board. They recruited new Board members and asked their Fellows to support staff members with special projects. In 2014-15, the organization under Board leadership embarked on a strategic planning process to look back at its first decade and plan for the next five years. The purpose of the strategic planning process was to identify and establish a plan to strengthen the academic outcomes of the school and to explore ways to better fulfill our mission and commitment to families and scholars.


The Haynes board and senior leadership engaged an external consulting firm, the U.S. Education Delivery Institute (EDI), to help drive the process of creating a vision for the next five years, and formed a strategic planning team consisting of EDI, executive staff, and board members to lead the effort. The strategic planning team started by conducting a range of analyses of academic, organizational, and operational performance at the organization. Vision 2020 with its four key interlined academic strategies is being implemented in 2015-16.

CHARTER GOAL FOURTEEN: THE SCHOOL WILL STRIVE TO RECRUIT AND RETAIN A

DIVERSE GROUP OF STUDENTS, TEACHERS, STAFF, ADMINISTRATORS, AND BOARD

MEMBERS.

The student body at E.L. Haynes is diverse and representative of the District of Columbia. E.L. Haynes values the diversity of its students and is committed to hearing, sharing, and understanding aspects of every family’s experience, language, and culture in order to ensure student success. We have a high percentage of students with special needs and English Language Learners, which generally exceeds the city-wide average enrollment of these subgroups.

E.L. Haynes PCS – Student Demographics

Year Enrolled Students

ELL Low Income

Special Education

African-American

Hispanic White Asian Other

2010-11 606 18.0% 63.1% 11.7% 51.8% 27.9% 18.2% 1.6% 0.0%

2011-12 797 19.1% 58.7% 18.0% 54.0% 31.0% 11.0% 3.0% 1.0%

2012-13 949 22.5% 70.6% 18.3% 49.7% 34.5% 9.3% 1.5% 4.9%

2013-14 1073 20.4% 58.7%3 18.0% 48.6% 37.9% 7.9% 1.3% 4.4%

2014-15 1157 20.0% 70.0% 20.3% 48.0% 41.0% 6.6% .7% 4.0%

E.L. Haynes Public Charter School is committed to recruiting and retaining a diverse staff and Board of Trustees to serve the needs of our students. As hiring season approaches each year, the human capital team reviews our student demographic data. Throughout our hiring and recruitment process, our hiring managers are focused on building a staff that reflects our student body. We recruit from historically black colleges and universities (HBCUs) including Howard University and Morgan State University. We have a referral program and incentives that encourage our staff members to refer great candidates who meet the needs of our students. In addition to the recruitment efforts, E.L. Haynes staff has created and participated in Race and Equity in Education Seminars (REES). Every staff member from the maintenance staff to the

3 This figure reflects a lower percentage of Low Income students than we believe to be true. As our high school

population has grown, we have seen a reduction in the number of families that return their qualification form for meal

subsidies. Thus, the result is a figure that does not necessarily truly represent the poverty levels of our student

population.


classroom teachers are required to participate. REES training is an integral part of New Staff Institute each summer, and the seminars take place over three days. By building the skill, will, and courage in each of us to interrupt the status quo, we are shifting our focus to permeate all aspects of our interaction with students, families, and each other at E.L. Haynes to confront the effects of systemic racism – the achievement gap. We have hosted panel discussions on our Race and Equity seminars and have an open door policy for community members to join any of our REES seminars. This focus on race and equity has assisted in recruiting a diverse board and staff; candidates are attracted to working within a school that is focused on such important and ground-breaking work.

CHARTER GOAL FIFTEEN: A SCHOOL PLANNING TEAM WILL SUPPORT THE

PRINCIPAL AND LEADERSHIP TEAM IN THE EFFECTIVE MANAGEMENT OF THE

SCHOOL.

E.L. Haynes PCS is meeting this goal and actively supporting the three school principals. The “School Planning Team” is now referred to as the core leadership team. The leadership team meets at least monthly and is composed of upper-level staff including the Head of School, Chiefs, Principals, Senior Directors, and Directors. In 2014-15, our leadership team had nine monthly meetings and two week-long intensive training and planning sessions. The two-week long intensive training and planning sessions included other key staff e.g., assistant principals, assistant directors of special education, deans of culture, behavior intervention coordinators.

CHARTER GOAL SIXTEEN: THE SCHOOL WILL BE IN SOUND FISCAL HEALTH, AND

THE BOARD OF TRUSTEES WILL ENSURE THE SCHOOL HAS THE RESOURCES IT

NEEDS TO CARRY OUT ITS PROGRAM.

E.L. Haynes PCS is meeting this goal and in good financial standing. The school adheres to Generally Accepted Accounting Principles (GAAP) and has a positive track record of completing audits on time and without findings. The school’s financial statements may appear weak in some areas, such as a high debt burden and negative operating results. This apparent weakness, however, is the result of numerous tax-advantaged transactions the school has employed in the construction of their two facilities at Georgia Avenue and Kansas Avenue. The PCSB has studied these transactions carefully and concluded that the school is financially strong given its current cash flow position, other financial indicators, and overall understanding of the school’s financing structure and trajectory. In May 2015, the school successfully refinanced its debt, which resulted in the simplification of the school’s financial structure and replaced it with traditional long-term debt. Numerous financial measures should improve as the result of the refinance, which will be reflected in future financial statements and audits. The Board of Trustees has an active Audit and Finance Committee that closely monitors the financial health for school by meeting at least quarterly with school leadership.

CHARTER GOAL SEVENTEEN: THE SCHOOL WILL BE A GOOD CITIZEN,

CONTRIBUTING TO THE LOCAL COMMUNITY AND SHARING ITS MATH AND SCIENCE

EXPERTISE WITH THE LARGER EDUCATIONAL COMMUNITY.


E.L. Haynes PCS met this goal. The school continued to contribute significantly to the improvement of DC public education, particularly in supporting the transition to the Common Core State Standards. The school shared its expertise with the larger educational community in many ways, including that the school:

Continued to lead the Capital Teaching Residency (CTR) Program. The program trains residents who work alongside lead teachers for one year and, through that classroom experience, extensive professional development, and teacher certification, gain the skills necessary to become exceptional teachers ready to serve students in schools across DC. Each year, CTR recruits and trains an impressive cohort of teachers. And recognition of the CTR model grows. This past school year, 2014-15, CTR had an 11% acceptance rate; 828 applicants applied for 91 positions. Thirteen (13) of these residents completed the program at E.L. Haynes.

Built on the success of the DC Common Core Collaborative to support DC’s transition to the Common Core with the Partnership for the Assessment of College and Career Readiness (PARCC) Readiness Project. As in the Common Core Collaborative, E.L. Haynes convened teachers citywide to work with Common Core content and become fluent in what students are now expected to know and be able to do. Teachers in the PARCC Readiness Project worked in small Professional Learning Communities to practice and refine new instructional techniques in line with Common Core shifts. More than 100 teachers from 34 DC Public and Public charter schools participated in this impactful program that benefited more than 11,000 students citywide.

B. LESSONS LEARNED AND ACTIONS TAKEN

E.L. Haynes PCS has grown from 138 students in PK-2nd grade to nearly 1,200 students in PK-12th grade and the staff has learned many lessons along the way. While we have seen some student performance growth over time and have outperformed the state consistently, we strive to do better. Beginning in Spring 2014, the school began a strategic planning process that entailed capacity review, school review, comparison studies, and input from faculty, students, staff and families. In March, we shared Vision 2020 with our school community. What follows are our goals, the strategies to achieve those goals and how to monitor our progress to ensure we achieve them. GOALS FOR 2020 The barriers to progress are high, but they are not insurmountable. To achieve its mission, E.L. Haynes is setting out three student outcome goals for 2020:

► Goal 1: All E.L. Haynes students will become successful individuals, active community members, and responsible citizens.

► Goal 2: All E.L. Haynes students will graduate prepared to succeed in college.

► Goal 3: All E.L. Haynes students will be adept at mathematical reasoning and use scientific methods effectively to frame and solve problems.


Each of these goals has a set of primary metrics with targets for 2020, as well as a set of supporting metrics to monitor progress between now and then. STRATEGIES TO ACHIEVE THE GOALS The goals provide direction for the organization. The strategic planning team combined this information with the evidence on current performance and the school’s core values and beliefs to prioritize eight 5-year strategies for achieving the goals, as well as a series of six key drivers (systems and structures) that must be developed in order to sustain the work. Due to the nature of the academic challenges uncovered by analyses of the school’s performance, the four highest priority strategies are focused on centralizing and strengthening the school’s academic program to ensure consistent and excellent instruction in every classroom. They will be implemented together, and aim to change teacher practice through three primary vehicles: a comprehensive curriculum review, high-quality professional development, and revision of the school’s Teacher Competency Rubric to reflect new academic expectations for educators. These four interlinked strategies are:

► Design engaging and rigorous student-centered instruction, with classroom practices and learning activities that incorporate student voice and choice and incorporate higher order thinking skills;

► Implement rigorous, research-based, vertically aligned curriculum for all content areas, phased in over a four-year review cycle that touches every subject area;

► Monitor student performance to ensure high levels of mastery by building core educator skills in assessment as instruction; and

► Differentiate instruction to meet the needs of all learners by developing stronger systems for intervention and enrichment.

There are four additional strategies that focus on improving students’ academic success through extra-curricular and leadership opportunities, comprehensive socio-emotional supports, and use of extended-day and year-round programs for academic intervention and enrichment. These strategies support and extend the core academic program into students’ everyday lives and are a critical part of the school’s mission. In many cases, however, these strategies represent more minor shifts to existing activities – this in recognition of the fact that most of the energy for new initiatives must be focused on turning around the academic program. Finally, there are six key drivers of success – systems and structures that the school must build or maintain in order to sustain this work. They include recruitment and retention of staff, family engagement, effective resource allocation, strong governance, systems of performance management against this plan, and school culture. Some of these drivers imply big changes in the way that the school operates – particularly in performance management – while others require smaller shifts. MONITORING PROGRESS


All of these elements of the strategic plan – the goals, the strategies, and the key drivers – have quantitative and qualitative measures identified for tracking progress. The school will regularly review this information by establishing a system of performance management routines: regularly scheduled and structured conversations about progress between the Head of School, Chief Academic Officer, and principals. During these routines, which will take place on a monthly basis, school leaders will review progress, discuss and solve major challenges that have arisen, and make decisions that will drive the delivery of results. These routines will also serve as the basis for the Head of School’s regular reporting to the board on performance against this plan. At the school level, school leaders will conduct Weekly Data Analysis meetings with teachers at every grade level. They will analyze a student exemplar compared to the teacher exemplar and then sort student work to identify gaps and how to address them to move students to proficiency on a particular standards. We have hired an Instruction Specialist, Mathematics and and Instructional Specialist, Literacy to support this work. SHIFTS IN PLACE FOR THE 2015-16 SCHOOL YEAR Implement rigorous, research-based, vertically aligned curriculum for all content areas.

Next Generation Science Standards (NGSS) aligned FOSS kits implemented for grades K-8.

Earth & Space Science course designed for 9th grade to address NGSS standards.

Mathematics textbooks aligned to Common Core State Standards for Mathematics implemented grades 6-12.

AP textbooks implemented for Physics, Biology, Chemistry and Calculus.

Engage NY English Language Arts implemented for grades 3-8.

Engage NY Math implemented grades K-2.

Imeplementation of Read 180 and Wilson at the high school.

Implementation of Wilson at the middle school.

Implementation of Fundations at the elementary school.

Implementation of Every Child Ready for PK.

Implementation of Social Studies Alive curriculum implemented in the middle school.

Core content areas (ELA, Science, Mathematics, Social Studies) given equal time in the schedule grades 6-12.

Monitor student performance to ensure high levels of mastery by building core educator skills in assessment as instruction.

Hired instructional specialists for Mathematics and Literacy.

All three principals trained at Relay on how to implement weekly instructional cycle.

Review of end of unit assessments underway.


Design engaging and rigorous student-centered instruction, with classroom practices and learning activities that incorporate student voice and choice and incorporate higher order thinking skills.

Appointed teacher leaders to serve as signature learning activity coordinators to establish hallmark experiences for each grade.

Revised teacher competency rubric to include indicators such as engagement in learning and heavy lifting.

Differentiate instruction to meet the needs of all learners by developing stronger systems for intervention and enrichment.

Establishment of enrichment blocks to remediate or extend learning in grades 5-9.

Use of pre-assessmnet in math to determine underlying skills that need to be addressed to bridge the gap.

Revised teacher competency rubric to include indicators such as differentiation, checks for understanding and response to student misunderstanding.

C. UNIQUE ACCOMPLISHMENTS

E.L. Haynes served 1,150 students in PK through 12th grade in 2014-15 and continues to receive local and national recognition for student achievement gains and our model program in fulfillment of our mission. Our mission-driven accomplishments include various exciting activities that are part of our work to prepare students for college success. Our broader impact accomplishments include strategic programs and partnerships that reached hundreds of teachers and thousands of students in DC and beyond in the 2014-2015 school year. Mission Driven Accomplishments

E.L. Haynes Celebrates First High School Graduation. In June 2015, E.L. Haynes Public Charter School celebrated a significant milestone as 53 graduating seniors received their high school diplomas. The event took place at Catholic University’s Hartke Theatre. Speakers included Beatriz (BB) Otero, President of Otero Strategy Group, LLC, Former Deputy Mayor for Health and Human Services, and Founder of CentroNía; Jennifer C. Niles, Deputy Mayor for Education, Founder of E.L. Haynes, and former Head of School; Darren Woodruff, Chair of DC Public Charter School Board; student leaders of the Class of 2015; and E.L. Haynes leadership. E.L. Haynes’ Class of 2015 boasts a 100% college acceptance rate and more than $3.5 million in merit based scholarships. Senior Wins Gates Millennium Scholarship. In May 2015, the United Negro College Fund selected Kai Lin Shi, Class of 2015, as one of 1,000 students nationwide – and one of seven from the District – to receive the prestigious Gates Millennium Scholarship. As a GMS winner, Shi will receive financial support to pursue a degree in any undergraduate major and selected graduate program at accredited colleges or universities, as well as leadership development opportunities, mentoring, academic and


social support. He began his studies at Kalamazoo College (Michigan) this fall to pursue a degree in economics and political science. Summer Programs Open Minds. In June/July 2015, E.L. Haynes high school students gained real world experiences while participating in prestigious summer programs abroad and at home. Eight students completed service learning projects in Paraguay and Jamaica. Students traveled to China, Japan, and Guatemala as part of cultural exchange programs. Others took college classes at Stanford, Syracuse, Howard, Georgetown, and George Washington. A group of 15 sophomores began internships in the Escalera College Prep Program at Mary's Center, two students led tours at the Holocaust Museum, and one student participated in NIH's HISTEP Program. E.L. Haynes’ Fourth Annual Fundraising Event a Success. In May 2015, E.L. Haynes held its fourth successful Toast to Transformation fundraising event. More than 300 guests celebrated the accomplishments of our graduating seniors, got a glimpse of our students’ artistic talents, and heard the profound testimony of co-valedictorian Katy Reyes, Class of 2015. E.L. Haynes honored Kaya Henderson, Chancellor of DC Public Schools, and DC Mayor for Education, Jennifer Niles. The event raised more than $150,000 in support of E.L. Haynes’ work, including $25,000 toward the newly-established E.L. Haynes College Support Fund. Building New Field of Dreams. In April 2015, E.L. Haynes began construction on our new athletic field at 4501 Kansas Avenue NW, Washington, DC 20011. This project marks the capstone project of E.L. Haynes’ work to upgrade and develop the former Clark Elementary School facility, once again making it a vital space for learning and play. The $1.3 million field project features a soccer field and site amenities that will provide our students with a safe place to play intramural and interscholastic sports, both during and outside the school day. Support for the project was provided by the Office of the State Superintendent of Education, the U.S. Soccer Foundation, and private donors. Exploring Race, Diversity and Social Justice. In July 2014, every E.L. Haynes teacher and administrator gathered around a shared goal: Closing the achievement gap between white students and students of color. Race and Equity in Education Seminars (REES), convened throughout the year, are mandatory trainings for staff to develop the will, skill, and courage to confront the residual effects of systemic racism. During spring semester, high school sociology students explored the impact of gentrification on communities of color in Washington, DC. During the 2014-2015 spring break, high school students toured southern landmarks of the Civil Rights Movement. Broader Impact Accomplishments Celebrating Our Award Winning Faculty. In June, E.L. Haynes High School history teacher Barrie Moorman became the 2015 Patricia Behring Teacher of the Year at the National History Day Ceremony; she competed against affiliate winners from across the nation to win the national title and received $10,000. E.L. Haynes teachers Nio Olutsin, Beth Barnes, Kathryn O'Keefe, Elani Lawrence, Kris Bengtson, and Rohey Mbenga won acceptance into the Master Teacher Cadre, a partnership of OSSE and American University to develop Common Core State Standards-based lessons to support English Language Learners and students with disabilities. Additionally, Connie


Parham and Beth Barnes won competitive fellowships through Teach for America and Flamboyan Foundation to create a new family engagement initiative to increase student achievement. Jennie Niles Becomes DC’s Deputy Mayor for Education. In December 2014, Mayor Elect Muriel Bowser appointed E.L. Haynes Founder and Former Head of School as DC’s new Deputy Mayor for Education. Bowser cited Niles’ deep roots in education and her record for bringing together DCPS and public charter schools in efforts to ensure excellence for students citywide. She praised Niles’ “impressive and innovative background” that has prepared her for her role “increasing collaboration between all of our public Schools.” E.L. Haynes Prepares DC Teachers for the PARCC. In March 2015, E.L. Haynes convened more than 100 teachers from district and charter schools across the city to gear up for the first high-stakes PARCC that will assess how well DC measures up to the new Common Core State Standards. In 2014-2015, E.L. Haynes led monthly meetings to collaborate on lesson planning, address challenges, and learn from expert workshop leaders. The PARCC Readiness Project builds on the momentum and success of the DC Common Core Collaborative, a three-year project largely funded by a $1.4 million Race to the Top grant that brought together teachers from 30 DC district and charter schools to support DC's transition to the Common Core. E.L. Haynes Featured in New Book on Diverse Charters. According to A Smarter Charter: Finding What Works for Charter Schools and Public Education (2014), a new book by Richard D. Kahlenberg and Halley Potter, E.L. Haynes is among the nation’s best charter schools in creating diverse student communities. The book draws on decades of research into successful models for intentional diversity. Of the 15 charter schools featured in the book, E.L. Haynes is one of eight nationwide regarded as an exemplar in cultivating and supporting diversity; E.L. Haynes’ student body is diverse in race/ethnicity, socioeconomic status, and home language. Capital Teaching Residency (CTR) Program Cultivates Excellence. CTR trains residents who work alongside lead teachers for one year and, through that experience, extensive professional development, and teacher certification, gain the skills necessary to become exceptional teachers ready to serve students in schools across DC. Each year, CTR recruits and trains an impressive cohort of teachers. In 2014-2015, CTR’s sixth year, CTR trained 13 teachers to serve in district and charter schools.

D. LIST OF DONORS OF $500+ IN FY 14-15

E.L. Haynes gratefully acknowledges the support of our dedicated donors, whose generous contributions ensure high achievement for every E.L. Haynes student. The following individuals, foundations, corporations, and organizations supported E.L. Haynes with gifts of $500 or more between July 1, 2014 and June 30, 2015:

Ampersand Education

Annie's Ace Hardware

Anybill


Mr. Phillip Ash and Ms. Elizabeth Ash

Mr. Andrew Drechsler and Ms. Beth Bangert

Mr. John D. Barrett, II and Mrs. Lucy Barrett

Anonymous

Mr. Andrew Berg

Mr. David Bonelli and Mrs. Anna Bonelli

Mr. Kevin Borgmann and Mrs. Haise Borgmann

Mr. Alan Bubes and Mrs. Nancy Bubes

Mr. and Mrs. C. Austin Buck

Building Hope

Mr. Dixon Butler and Mrs. Susan Butler

The Morris and Gwendolyn Cafritz Foundation

Mr. and Mrs. Tucker Carlson

Mr. Guy Cecil and Mr. Ed McNulty

Mr. Brian Chalmers

Mr. John Chase and Mrs. Courtney Chase

Mrs. Sara Horwitz Cherkis and Mr. Jason A Cherkis

Dr. Purnell Choppin and Mrs. Joan Choppin

Ms. Theresa Cibrano

CityBridge Foundation, Inc.

Community Foundation for the National Capital Region

Mr. Langdon Cook and Mrs. Lyn Cook

Mr. John F Cozzi and Mr. Wendell S Cozzi

Mrs. Susan Crowley

Mr. Charles and Mrs. Sabine Dalluge

Ms. Mindi d'Angelo and Mr. Jeff Blackwell

Ms. Jacquelyn Davis and Mr. Jordan Dey

Mr. Alec Dawson and Mrs. Anne Noel Dawson

DC Children and Youth Investment Trust Corporation

DC Office of the State Superintendent of Education

Diane and Norman Bernstein Foundation

Mr. John Dickerson and Mrs. Anne Dickerson

The Geraldine R. Dodge Foundation

Mrs. Nancy Folger and Dr. Sidney Werkman

Mr. David T. Buente and Ms. Frances A. Dubrowski

Mr. and Mrs. Le Roy Eakin

EdOps

Kristin Ehrgood

Mr. David Kelly and Mrs. Sarah Ely Kelly


Mr. Adam Fazackerley and Mrs. Amy Fazackerley

Forrester Construction

Mr. Kevin Fox and Mrs. Deanna Fox

Mr. Joseph Gibson and Mrs. Heath Kern Gibson

Graham Holdings Company

Ms. Jackie Gran

Dr. Stephen Green and Ms. Susanne Walker

Ms. Julie Anne Green and Mr. William S. Murray, III

Ms. Caryn B. Gottlieb and Mr. Richard Grinspun

Haldeman Family Foundation

Mr. Michael Hall and Ms. Anne Crowley

Mr. Jamie Hedlund and Dr. Phyllis Hedlund

Mr. James Henderson and Ms. Catherine Henderson

Ms. Traci L. Higgins

Ms. Caroline Hill

Mr. William Holding and Mrs. Judith Holding

Mr. Paul Houghton and Mrs. Dianne Houghton

Mr. Ramon S. Jacobson and Ms. Alwynne Wilbur

Jarman Company

JLAN Solutions

Dr. Roy S. Jones, Jr.

Ms. Carolyn Kari

Mr. Michael Kershow and Ms. Marianne Keler

Mr. Stefan Kershow

Mr. Nicholas Kilavos and Dr. Mary Kilavos

Mr. Andrew and Mrs. Julie Klingenstein

Mr. Hugo Roell and Ms. Lisa Landmeier

Mr. Jon T. Larranaga

Mr. Andrew Lee and Mr. Matt Cunningham

Mr. Terry Falk Lenzner and Mrs. Margaret Rood Lenzner

Mr. Christopher Linen and Mrs. Robin Linen

Ms. Margaret Lopez-Balboa

M&T Bank

Mr. Joshua Mandell and Mrs. Carolyn Reynolds Mandell

Ms. Maura Marino

The J. Willard and Alice S. Marriott Foundation

The Richard E. and Nancy P. Marriott Foundation

Mr. Leonard Marx and Mrs. Sylvia Marx

Mr. Thomas McCormick


Ms. Danielle McCoy

Mrs. Monique McDonough and Mr. Gregory McDonough

McGladrey & Pullen LLP

MCN Build

Mr. Alan Meltzer

Mr. Glenn Merten and Mrs. Allison Merten

The Honorable Stephen Milliken and Mrs. Rebecca P. C. Milliken

Mr. Stephen Henn and Mrs. Emily Henn

Mr. John Lugar and Mrs. Kelly Lugar

Mr. Joshua Bernstein and Mrs. Lisa Bernstein

Mr. James R. Wilson and Ms. Clarissa C. Potter

Mr. John Gutman and Ms. Elizabeth Duffy

Neustar

Mr. A. David Niles and Mrs. Allison Clark Niles

Mr. Nicholas Niles and Mrs. Margaretta Niles

Ms. Jennifer C. Niles

Mr. Larry Nussdorf and Mrs. Melanie Nussdorf

Mr. Stephen Padre and Mrs. Sarah Padre

Mr. Malcolm Peabody and Mrs. Pamela Peabody

Perkins Malo Hunter Foundation

Mr. Richard Pohlman and Ms. Ingrid Andersson

Public Economics

Mr. William Rawson and Mrs. Mary Rawson

Mr. Victor Reinoso

Mr. Gerald Rigg and Mrs. Dedee Rigg

Mr. Steve Rosenthal and Mrs. Ilene Rosenthal

San Francisco Foundation

Mr. Raj Shah and Mrs. Shivam Mallick Shah

Mr. James Shelton and Mrs. Sonia Shelton

Shinberg Levinas

Shippy Foundation

Mr. Saul Shorr and Mrs. Margaret Shorr

Mr. Douglas D. Smith

Mr. Nelson Smith and Mr. Paul Garrard

Mr. Clyde L. Solomon and Ms. Shirley E. Thompson

Mr. Stephen Springer and Mrs. Caroline Springer

Mr. William Stafford and Mrs. Ingrid Stafford

Mr. Aaron Stallworth and Ms. Danielle Conley

Mr. Michael Steinig and Ms. Lara Flint


Ms. Margot Stiles

Struble Eichenbaum Communications

Studio 27

Mr. Devin L. Talbott and Mrs. Lauren L. Talbott

The Culinary Trust

Mr. Joseph Gibson

The Meltzer Group

Mr. Walter Tunnessen and Dr. Aviva D. Zyskind

Mr. Theodore Smith and Ms. Gretchen Van Fossan

Mr. Steven VanRoekel and Mrs. Carrie VanRoekel

Mr. Claude Vol and Mrs. Kira Vol

Mr. A. Christopher Wailoo and Ms. Alisa Lasater

Ms. Sarah Wallerstein

Mr. Benjamin Edelman and Ms. Ruth Wielgosz

Mrs. Diane Wilbur

Mrs. Emma Wilkey

Mr. Dudley Williams

The Honorable Edwin Williamson and Mrs. Kathe Williamson

Ms. Tammy Wincup

Mr. and Mrs. Rick Witmer

Mr. Michael S. Zamore and Ms. Abigail Smith


DATA COLLECTION TEMPLATE: ELEMENTARY SCHOOL

GENERAL INFORMATION

PCSB LEA Name/ ID E.L. Haynes PCS / 116

PCSB Campus Name E.L. Haynes Elementary School

PCSB Ages served – adult schools only NA

PCSB Audited Enrollment Total 358

PCSB PK3 Audited Enrollment 42


PCSB KG Audited Enrollment 49

PCSB Grade 1 Audited Enrollment 50












PCSB Adult Audited Enrollment 0

PCSB Ungraded Audited Enrollment 0

School Total number of instructional days 181

PCSB Suspension Rate 5.3%

PCSB Expulsion Rate 0.0%

PCSB Instructional Time Lost to Suspension 0.09%

PCSB Promotion Rate (All Grades) 94.6%

PCSB Mid-Year Withdrawal Rate Not yet validated – Intentionally blank

PCSB Mid-Year Entry Rate Not yet validated – Intentionally blank

PCSB College Acceptance Rate (SY 13-14) NA

PCSB College Admission Test Scores (SY 13-14) NA

PCSB Graduation Rates (SY 13-14) NA

School Teacher Attrition Rate 28%

School Number of Teachers 40

School Average Teacher Salary $58,861

School Minimum Teacher Salary $47,600

School Maximum Teacher Salary $83,059


DATA COLLECTION TEMPLATE: MIDDLE SCHOOL

GENERAL INFORMATION

PCSB LEA Name / ID E.L. Haynes PCS / 116

PCSB Campus Name E.L. Haynes Middle School

























PCSB In-Seat Attendance Rate 94.13%





PCSB Graduation Rates (SY 13-14) NA







DATA COLLECTION TEMPLATE: HIGH SCHOOL

GENERAL INFORMATION

PCSB LEA Name / ID E.L. Haynes PCS / 116

PCSB Campus Name E.L. Haynes High School

























PCSB In-Seat Attendance Rate 91.04%





PCSB Graduation Rates (SY 13-14) < 25 students in subgroup







APPENDIX A: STAFF ROSTER

E.L. Haynes is proud to have an exceptionally qualified staff. In 2014-2015, 96% of our teachers were “Highly Qualified Teachers” (HQT), as defined by the federal Elementary and Secondary Education Act; seventy-five percent (75%) of teachers had more than four years of teaching experience. Our administrative team holds degrees from some the most prestigious colleges and universities in the country and advanced degrees in law and business. Alexandra Alderman, Institutional Giving Manager (2011)

Noris Alderson, Interpretation and Translation Specialist (2007)

Darnell Almanzar, Teacher, High School Special Education (2011)

Leonard Anderson, Teacher, Grades 7 Science and Math (2014)

Lisa Apple, Teacher, Grades 5-8 Math Intervention (2009)

Kirsten Bakken, Teacher, Pre-Kindergarten (2011)

Amy Balas, Tier 3 Interventionist, Grades PK-4 (2011)

Beth Barnes, Teacher, Grades 6 & 8 Math Inclusion (2012)

Tijuana Barnes, Teacher, Grades 5-8 Resource (2014)

Brent Bass, Director, Athletics, Health and Fitness (2011)

Kristopher Bengtson, Teacher, Grade 8 English Language Learning (2010)

Sharon Blount, Paraprofessional (2014)

Eva Bollag, Paraprofessional (2011)

Jessica Brewster, Assistant Principal, Grades PK-4 (2012)

Bethany Bronson, Teacher, Grade 4 (2013)

Kimberly Brown, Teacher, Kindergarten (2013)

Tia Brumsted, Director of Student wellness (2011)

Sasha Buchanan, Teacher, Grade 7 Math (2014)

John Burns, Teacher, Grade 7 & 8 Math Inclusion (2012)

Benjamin Byrd, School Culture Coordinator & Staff Developer (2012)

Caitlyn Calabrese, Teacher, Grade 6 Math (2014)

Keith Calix, Teacher, High School English (2014)

Mark Calligan, Teacher, Grades 9-12 Special Education (2014)

Caitlin Campbell, Teacher, Grade 5 Writing & Science (2014)

Celeste Capaldi, Teacher, Grade 10 US Literature (2012)

Vanessa Carlo-Miranda, Chief Financial Officer (2012)

Gisella Castillo, Literacy Curriculum & Staff Developer & Teacher, Grade 9 World Literature (2011)

David Chachere, Paraprofessional (2014)

Jeannette Chang, Director of Technology Innovation (2012)

Joanna Charles, YRP Site Manager, Grades PK-4 (2011)

Andrew Christian, Teacher, Grade 10 Chemistry (2013)

Tameka Christmas, Capital Teaching Resident (2014)


Darren Clark, YRP Site Manager, Grades 5-8 (2013)

Gayle Clark, Literacy Curriculum & Staff Developer (2013)

Cassandra Class, School Psychologist (2012)

Mary Clune, Executive Assistant to the Head of School (2013)

Davon Coachman, Paraprofessional (2011)

Michelle Coachman, Instructional Aide (2011)

Nathaniel Cole, Teacher, Grade 9 AP World History (2012)

Ashton Conklin, Teacher, Grades 5-8 Music (2014)

Maria Conner, Senior Director of Student Support Services (2013)

Michael Conners, Teacher, Grade 5 English Language Learning (2010)

Ebony Crawford, Assistant Principal, Grades 5-8 (2014)

Jamaal Crowder, Teacher, Grade 9 World Literature (2014)

Elsi Cruz, Office Manager, Georgia Ave Campus (2007)

Charles Curtis, Behavior Intervention Coordinator, Grades 9-12 (2014)

Lionel Daniels, Paraprofessional (2014)

Teresa Danskey, Teacher, Grades 9-12 Spanish (2011)

Quivianna Davis, Capital Teaching Resident (2014)

Ebony Dennis, School Psychologist (2014)

Carmel Domond, Capital Teaching Resident (2013)

Claire Donahue, Teacher, High School English Language Learning (2012)

Shane Donovan, Teacher, Grade 9 Physics (2012)

Alison Drury, Teacher, Pre-Kindergarten (2013)

Lindsey Dubose, Instructional Aide (2014)

Melanie ElLaissi, Teacher, Kindergarten (2013)

Hannah Engel-Rebitzer, Teacher, Grade 10 Algebra II (2013)

Margaret Fatovic, Response to Intervention Coordinator, Grades 5-8 (2009)

Elizabeth Fighera, Teacher, Grade 7 Humanities (2013)

Jodi Fiteny, Assistant Director, Grades PK-4 Student Support Services (2009)

Rob Fleisher, Teacher, Grade 7 Inclusion (2012)

Shirley Fletcher, Paraprofessional (2012)

Meredith Flynn, Speech Language Pathologist, Grades PK-4 (2009)

Quintin Floyd, Paraprofessional (2014)

Jennifer Fox-Thomas, Teacher, High School Art/Music (2011)

Cyril Gerald-Quinn, Paraprofessional (2013)

Kennon Goff, Teacher, Grades 5-8 Health and Fitness (2010)

Joe Golub, Teacher, Pre-Kindergarten (2007)

Marissa Gonzalez, Teacher, Grade 9 Geometry (2012)

Paula Gordon, Assistant Principal, Grades 5-8 (2012)

James Grange, Capital Teaching Resident (2013)


Julie Green, Chief Marketing and Development Officer (2005)

Alvin Greene, Instructional Aide (2009)

Tia Greene, Teacher, Grade 2 (2014)

Carla Grinnell, Teacher, Grades K-1 Inclusion (2009)

Emmalia Sanks, Teacher, Grade 6 Literacy (2014)

Christel Guillen, Assistant Director, Grades 9-12 Student Support Services (2011)

Erica Hamilton, Teacher, High School Special Education (2013)

Randy Harper, Paraprofessional (2014)

William Harris, Teacher, Grades 9 & 10 World & US Literature (2013)

Tarek Hbeichi, Teacher, Grades 3-4 Math Inclusion (2010)

Phyllis Hedlund, Chief Academic Officer (2014)

Rachel Heitin, Teacher, Grade 2 (2014)

Krystina Hermes, Capital Teaching Resident (2014)

Garrett Hess, Capital Teaching Resident (2014)

Caroline Hill, Principal, Grades 9-12 (2010)

Erin Hogan, Development and Communications Associate (2015)

Julie Holt, Associate Director of Student Support Services (2012)

Kate Hubbard, Senior Director of Curriculum and Instruction (2005)

Emily Hueber, Teacher, Grade 10 Algebra II (2012)

Caitlin Hurwit, Capital Teaching Resident (2014)

LaToya Hutchins, Teacher, Grade 5 Math (2012)

Samone Jackson, Child Care Subsidy Manager (2008)

Dion Jackson, School Counselor, Grades 5-8 (2011)

Lakesha Johnson, Food Service Manager, Grades 5-8 (2012)

Travis Johnson, Food Service Manager, Grades 9-12 (2014)

Tanisha Jones, Assistant Principal, Grades PK-4 (2004)

Eric Jones, Teacher, Grade 9 Geometry (2011)

Brittany Kam, Teacher, Grades 6-8 Arabic (2014)

Krystiana Kaminski, Instructional Aide (2009)

Beth Kara, Teacher, Grade 8 Humanities (2013)

Sarah Kennelley, Teacher, Grade 11 Biology (2014)

Kathryn Keyser, Teacher, Grades PK-4 Dance (2014)

Kimberly Kirby, Behavior Intervention Coordinator, Grades 5-8 (2014)

Joseph Kotarski, Teacher, Grade 9 AP World History (2011)

Sofiya Kotarski, Office Manager, High School (2013)

Vicki Koussoglou, Operations Manager, Georgia Avenue Campus (2012)

Allen Kramer, Budget and Finance Manager (2013)

Chanel Laguna, Capital Teaching Resident (2014)

Katharine Landfield, Social Worker, Grades PK-4 (2005)


Danielle Lassiter, Paraprofessional (2014)

Christine Law, Occupational Therapist, Grades 5-8 (2014)

Marc Lawrence, Teacher, Grade 10 Inclusion (2012)

Elani Lawrence, Teacher, Grades 6 English Language Learning (2012)

Kwame Lawson, Teacher, Grades 9-12 Arabic (2013)

Khanh Le, Teacher, Grades PK-4 Art (2012)

Shaundranetta Lee, Teacher, Grade 11 Pre-Calculus (2012)

Maurice Lee, Instructional Aide, Grade 9 (2014)

Kristy Li Puma, College Office Coordinator (2012)

Myron Long, Principal, Grades 5-8 (2011)

Daniel Malec, Assistant Principal, High School (2012)

Megan Maples, Teacher, Grade 8 Literacy (2014)

Alonzo Marshall, Recovery Room Specialist (2015)

Deena Martins, Teacher, Grade 2-4 English Language Learning (2014)

Diller Matthews, Teacher, Grade 8 Science (2014)

Rohey Mbenga, Teacher, Grade 8 Inclusion (2012)

Kelly McAllester, Teacher, Grade 3 (2013)

Holly McBride, Assistant Director of Student Support Services, Grades PK-4 (2011)

Erin McDonough, Math Curriculum and Staff Developer, Grades 5-8 (2012)

Nicole McElroy, Human Capital and Recruitment Manager (2014)

Jshuane Melton, Operations Manager, Kansas Avenue Campus Grades 9-11 (2012)

Katie Meyer, Teacher, Grades 3 & 4 Literacy Inclusion (2012)

Samuel Miranda, Teacher, Grade 9 World Literature (2013)

April Mitchell, Teacher, Grade 6 Science (2015)

Bethany Molitor, Director of Kansas Ave Operations (2005)

Barrie Moorman, Teacher, Grade 10 AP US History (2011)

Emily Morris, Literacy Curriculum & Staff Developer, Grades PK-4 (2009)

Sandra Mun, Teacher, Grades 5-8 Reading Intervention (2013)

Carmelita Naves, Community Partner - Marys Center - Truancy Intervention (0)

Tiana Nguyen, Occupational Therapist, Grades PK-4 (2013)

Becky Nolin, Teacher, Grade 1 (2007)

Kate Noonan, Literacy Curriculum and Staff Developer, Grades 5-8 (2010)

Thais Nysus, Paraprofessional (2015)

Katherine O'Connor, Teacher, Grade 3 (2013)

Kenli Okada, Director of Student Information (2011)

Kathryn O'Keefe, Teacher, Grade 6 Inclusion (2014)

Iris Olsen, Director of Human Capital (2012)

Nioyonu Olutosin, Teacher, Grade 10 Inclusion (2013)

Élan Ousley, School Counselor, Grades 9-12 (2014)


Dior Paire, Paraprofessional (2012)

Reynaldo Paniagua, Maintenance, Building, and Grounds (Georgia Ave Campus) (2008)

Silvestre Paniagua, Maintenance, Building, and Grounds (Kansas Ave Campus) (2010)

Aashish Parekh, Teacher, Grades 2-4 ELL (2013)

Constance Parham, Teacher, Grade 8 Math (2012)

Katharine Patton, Teacher, Grade 9 Inclusion/Reading Intervention (2013)

Janelle Peoples-Shaw, Teacher, Grades 5-8 Resource (2014)

Griffin Pepper, Teacher, Grades 9-12 Spanish (2014)

Aide Peralta, Receptionist, Grades 9-12 (2014)

Naomi Perl, Math Curriculum and Staff Developer, Grades PK-4 (2014)

Michelle Petrotta, Teacher, Grades PK-4 Response to Intervention (2011)

Lan-Ahn Pham, Teacher, Grades K-1 ELL (2013)

Caroline Pinto, Capital Teaching Resident (2014)

Richard Pohlman, Chief of Operations (2011)

Claudia Price, Social Work Intern (0)

Colette Price, IT Help Desk Technician (2013)

Benjamin Pruitt, Dean of Culture, Grades 5-8 (2014)

Khristina Pullings, Teacher, Grade 5 Inclusion (2013)

Eliana Ramirez, Receptionist, Grades PK-4 (2011)

Alexia Ramos, Teacher, High School English Language Learning (2011)

Amos Renix, Teacher, Grades PK-4 Health and Fitness (2013)

Rosenda Reyes, Food Manager and Facility Assistant, Grades PK-4 (2008)

Paul Robinson, Instructional Aide (2006)

Maria Roldan-Vasquez, Teacher, Grades 9-12 Health and Fitness (2013)

Jessica Rucker, Capital Teaching Resident (2014)

Michelle Rush, Director of English Language Learning (2008)

Ruth Salamanca, Receptionist, Grades 5-8 (2014)

Adriana Salcedo, Social Worker, Grade 9 (2013)

Jamienne Santos, Capital Teaching Resident (2014)

Robert Sapp, Student Engagement and Attendance Specialist (2005)

Gabriela Schaps, Capital Teaching Resident (2014)

Kara Schoo, Assistant Director, Grades 5-8 Student Support Services (2010)

Carter Semple, Capital Teaching Resident (2014)

Ty'ease Setepenra, Teacher, Grade 1 (2010)

Shivam Shah, Interim Executive Director (2015)

Cindy Sherman, Speech Language Pathologist, Grades 9-12 (2014)

Shalini Shybut, Senior Director of Response to Intervention & Planning (2012)

Omar Sillah, Teacher, Grades 9-12 Math Inclusion (2014)

Elizabeth Simmonds, Teacher, Grade 4 (2013)


Sharlene Simon, Individual Giving Manager (2014)

William Skaggs, Human Capital & Benefits Manager (2012)

Mignon Smith, Teacher, Grade 9 Physics (2014)

Zuleika Smith, Teacher, Grades 5-8 Art (2012)

Anna Smunt, Teacher, Grade 6 Literacy (2013)

Kiara Social, Teacher, Grade 5 Literacy (2011)

Andrew Somerville, College Counselor (2014)

Samantha Sosey, Teacher, Grade 11 AP Government (2013)

William Stafford, Teacher, Grade 10 Algebra II (2011)

Aaron Stallworth, Director of College Counseling (2011)

Matt Stephens, Teacher, Grade 7 Literacy (2010)

Dana Stiles, Teacher, Grade Pre-K Inclusion & ELL (2013)

Teri Stokes, Social Worker, Grades 5-8 (2007)

Stephanie Storlie, Teacher, Grades PK-4 Resource (2012)

Marie Stott, Teacher, Grade 10 AP & Honors Chemistry (2012)

Romaine Stover, Assistant Principal, High School (2011)

Cherrelle Swain, Family Communications Manager (2014)

Julian Taurozzi, Teacher, Grades 9-12 English Language Learning (2012)

Seshmi Taylor, Teacher, Pre-Kindergarten (2011)

Adrian Taylor, School Counselor, High School (2013)

Florence Thomas, Paraprofessional (2011)

Elizabeth Toth, Teacher, Grades 2 Inclusion (2012)

Tammy Tuck, Director of Student Performance and Assesment (2004)

LaToya Tufts, Teacher, Grades 5-8 Resource (2014)

Iris Ventura, Office Manager, Grades PK-4 (2010)

Keysi Villalobos, Teacher, Grade 7 English Language Learning (2011)

Brittany Wagner-Friel, Principal, Grades PK-4 (2007)

Lindsey Walker, Teacher, Grades 9-12 Special Education (2014)

Fatima Walsh, Teacher, Grades 5-8 Spanish (2014)

ShaNeda Warren, Paraprofessional (2014)

Franklin Wassmer, Education Technology & Systems Specialist (2012)

Jonathan Williams, Teacher, Grade 4 Math (2012)

Sharon Witting, Marketing and Public Relations Manager (2011)

R'Kheim Young, Teacher, Grades 5-8 Drama (2011)

* Parentheses indicate year of hire.


APPENDIX B: BOARD ROSTER

Guy Cecil (Co, Vice Chair), Democratic Senatorial Campaign Committee (2015)

Jacquelyn Davis (Trustee), Founder, ED-Volution Education Group (2016)

Michael Hall (Co-Vice Chair and Parent Trustee), Principal Architect, Studio CrowleyHall (2015)

Dr. Roy Jones (Trustee), Physicist, Leidos (2015)

Stefan Kershow (Treasurer), Assistant Director-The Bernstein Companies (2015)

Maura Marino (Trustee), Managing Director, NewSchools Venture Fund (2016)

Danielle McCoy (Trustee), Deputy Counsel and Assistant Corporate Secretary, Fannie May (2017)

Monique McDonough (Trustee), Principal Consultant, Symmetrics Group (2018)

William Rawson (Board Chair), Partner, Latham & Watkins LLP (2015)

Victor Reinoso (Trustee), Co-founder, Decision Science (2016)

Abigail Smith (Parent Trustee), Former DC Deputy Mayor for Education (2016)

Theodore Smith (Parent Trustee), Supervising Producer, Discovery Channel GEP (2016)

Tammy Wincup (Trustee), Chief Operating Officer, Everfi (2016)

* Parentheses indicate end year of term.


APPENDIX C: UNAUDITED FINANCIALS

Ordinary Income/Expense

Accrual Basis

Income

Jul '14 - Jun 15

04 · State and Local Revenue

400 · Per-Pupil Operating Revenue

4000 · Per-pupil alloc

12,486,726.03

4010 · Per-pupil SpEd alloc

3,664,399.14

4020 · Per-pupil LEP/NEP alloc

1,060,446.24

4030 · Per-pupil summer alloc

22,267.00

4040 · Per-pupil at risk

837,837.00

4050 · Per-pupil adjustment

6,548.32

Total 400 · Per-Pupil Operating Revenue

18,078,223.73

410 · Per-Pupil Facility Revenue

4100 · Per-pupil facility alloc

3,554,304.00

Total 410 · Per-Pupil Facility Revenue

3,554,304.00

420 · Other Local Revenue

4200 · Local grants

38,475.04

4210 · Local programs

22,396.10

Total 420 · Other Local Revenue

60,871.14

Total 04 · State and Local Revenue

21,693,398.87

05 · Federal Revenue

500 · Federal Grants

5000 · NCLB grants

731,855.39

5001 · IDEA grants

231,309.75

5030 · Competitive federal grants

1,208,808.79

Total 500 · Federal Grants

2,171,973.93

510 · Public Programs

5100 · National school lunch prog

327,168.96

5110 · E-rate program

44,442.65

5130 · Child care subsidy program

322,715.20

Total 510 · Public Programs

694,326.81

Total 05 · Federal Revenue

2,866,300.74

06 · Private Revenue

600 · Private Grants

6010 · Corporate/business grants

4,100.00

6020 · Foundation grants

593,075.00

Total 600 · Private Grants

597,175.00

620 · Private Contributions

6200 · Individual contributions

249,287.21

6210 · Corporate contributions

17,773.40

6220 · Foundation contributions

154,884.84

6230 · Special event contributions

58,345.00

Total 620 · Private Contributions

480,290.45

630 · Activity Fees

6300 · Supplemental BC/AC fees

202,148.46

6320 · Club & other fees

11,632.00

Total 630 · Activity Fees

213,780.46

640 · School Sales

6400 · Paid meals sales

8,001.85

6410 · School store sales

40.00

Total 640 · School Sales

8,041.85

650 · Additional Revenue

6500 · Short-term investments

54,081.59

6520 · Rental revenue

4,560.60

6530 · Realized gains/losses

-5,823.25

6560 · Miscellaneous revenue

54,595.65

6561 · Misc rev - Georgia leasebk gain

27,261.96

6562 · Misc rev - Kansas assign gain

40,941.00


6563 · Misc rev - Kansas loan gain

546,913.64

Total 650 · Additional Revenue

722,531.19

Total 06 · Private Revenue

2,021,818.95

Total Income

26,581,518.56

Gross Profit

26,581,518.56

Expense

07 · Staff-Related Expense

700 · Curricular salaries

7000 · Leadership salaries

765,851.69

7010 · Teacher salaries

4,020,967.70

7011 · SpEd teacher salaries

1,476,726.90

7012 · ELL teacher salaries

709,158.59

7020 · Teacher aides salaries

1,147,251.16

7080 · Curricular stipends

124,669.58

7090 · Curricular bonuses

58,248.15

Total 700 · Curricular salaries

8,302,873.77

710 · Supplemental Service Salaries

7100 · Student support salaries

2,197,044.46

7110 · Instr staff support salaries

804,285.89

7120 · Clerical salaries

492,814.75

7130 · Business, operations salaries

447,280.80

7131 · IT staff salaries

169,957.73

7140 · Maintenance/custodial salaries

70,459.68

7180 · Supplemental service stipends

12,223.32

7190 · Supplemental service bonuses

95,115.66

Total 710 · Supplemental Service Salaries

4,289,182.29

720 · Supplemental Program Salaries

7200 · Program leadership salaries

155,360.31

7210 · Program staff salaries

121,245.04

7280 · Program stipends

1,000.00

7290 · Program bonuses

250.00

Total 720 · Supplemental Program Salaries

277,855.35

730 · Management/Development Salaries

7300 · Executive salaries

555,145.26

7310 · Development salaries

334,321.23

7380 · Executive bonuses

7,700.00

7390 · Development bonuses

150.00

Total 730 · Management/Development Salaries

897,316.49

740 · Employee Benefits

7400 · Retirement plan contrib.

400,290.93

7410 · Health insurance

866,749.34

7420 · Life and disability insurance

197,726.99

7440 · Travel stipends

70,657.45

7460 · Workers' comp insurance

35,776.93

Total 740 · Employee Benefits

1,571,201.64

750 · Payroll Taxes

7500 · Social security & medicare

1,059,367.25

7510 · State unemployment tax

98,560.85

Total 750 · Payroll Taxes

1,157,928.10

760 · Professional Development

7600 · Staff development (non-travel)

183,941.72

7610 · Staff development travel

40,377.62

Total 760 · Professional Development

224,319.34

770 · Contracted Staff

7700 · Substitute teachers

240,518.95

7711 · Curricular contract staff

27,982.50

7712 · Sup service contract staff

2,802.50

7713 · Sup prog contract staff

515,472.46

7714 · Fundraising contract staff

700.00

Total 770 · Contracted Staff

787,476.41


780 · Other Staff Expense

7800 · Staff recruiting

115,546.80

7810 · Staff background checks

12,687.77

7820 · Staff meals, events, & awards

134,882.96

7830 · Staff travel (non-development)

4,126.89

Total 780 · Other Staff Expense

267,244.42

Total 07 · Staff-Related Expense

17,775,397.81

08 · Occupancy Expense

810 · Occupancy Service Expense

8100 · Utilities & garbage removal

363,514.77

8110 · Contracted building services

513,882.01

8120 · Maintenance and repairs

426,548.66

8130 · Janitorial supplies

35,969.83

8140 · Facility consulting fees

1,300.00

Total 810 · Occupancy Service Expense

1,341,215.27

Total 08 · Occupancy Expense

1,341,215.27

09 · Additional Expense

900 · Direct Student Expense

9000 · Student supplies, snacks

357,550.08

9010 · Student assessment materials

106,502.97

9020 · Student Textbooks

148,397.19

9030 · Student Uniforms

3,796.22

9040 · Library & media materials

5,119.50

9050 · Contracted instruction fees

182,569.01

9060 · Food service fees

588,553.02

9070 · Student travel / field trips

141,201.96

9080 · Student recruiting

4,885.30

9090 · Other student expenses

25,459.19

9091 · Translation services

51,717.44

Total 900 · Direct Student Expense

1,615,751.88

910 · Office Expense

9100 · Office supplies

107,648.44

9110 · Copier rental & services

171,085.59

9120 · Telephone & telecommunications

87,766.88

9130 · Postage, shipping, delivery

27,237.65

9140 · External printing

3,232.01

Total 910 · Office Expense

396,970.57

920 · Business Expense

9200 · Business insurance

68,911.79

9210 · Authorizer fees

267,452.42

9230 · Accounting, auditing, payroll

290,360.18

9240 · Legal fees

40,942.40

9260 · Computer support fees

207,129.98

9270 · Fundraising fees

137,804.69

9280 · Other professional fees

357,125.55

9290 · Other expenses

19,412.69

Total 920 · Business Expense

1,389,139.70

930 · Business Fees

9300 · Dues, fees, and fines

61,262.99

9320 · Bad Debts, Pledges

10,482.01

9341 · Misc exp - Kansas grant release

155,591.52

Total 930 · Business Fees

227,336.52

Total 09 · Additional Expense

3,629,198.67

1X · Interest, Depr, and Amort

11 · Depreciation and Amortization

11000 · Operating asset depreciation

326,845.12

11010 · Facility asset depreciation

1,659,461.00

11020 · Amortization expense

107,929.92

Total 11 · Depreciation and Amortization

2,094,236.04

12 · Interest Expense


12000 · Interest payments

41,893.61

12002 · Interest pmts - Georgia junior

931,457.13

12003 · Interest pmts - Kansas senior

803,209.24

12004 · Interest pmts - Kansas junior

322,273.23

Total 12 · Interest Expense

2,098,833.21

Total 1X · Interest, Depr, and Amort

4,193,069.25

Total Expense

26,938,881.00

Net Ordinary Income

-357,362.44

Net Income

-357,362.44

1 Standing alone, the school’s financials may appear weak in some areas, such as a negative operating result. However, this apparent weakness is the

result of numerous tax-advantaged transactions the school has employed in the construction of their two facilities on Georgia Avenue and Kansas

Avenue. The PCSB has studied these transactions carefully and concluded that when the effects of these transactions are accounted for, the school is

economically viable and financially strong. As the school unwinds its tax-advantaged transactions beginning in 2015, numerous financial measures will

strengthen. The Board of Trustees has an active Audit & Finance Committee that closely monitors the financial health for school by meeting at least

quarterly with school leadership.


APPENDIX D: APPROVED 2015-16 BUDGET

Income Statement SY15-16

Account Future

Event -

Revenue

01. Per Pupil Charter Payments 17,916,150

02. Per Pupil Facilities Allowance 3,471,360

03. Federal Entitlements 825,440

04. Other Government Funding/Grants 1,220,727

05. Private Grants and Donations 1,354,700

06. Activity Fees 199,284

07. Other Income (please describe in footnote) 669,969

Total Revenue 25,657,630

Operating Expense

Personnel Salaries and Benefits

08. Principal/Executive Salary 1,428,230

09. Teachers Salaries 6,683,954

10. Teacher Aides/Assistance Salaries 1,066,309

11. Other Education Professionals Salaries -

12. Business/Operations Salaries 662,989

13. Clerical Salaries 378,337

14. Custodial Salaries 102,573

15. Other Staff Salaries 3,360,972

16. Employee Benefits 2,770,737

17. Contracted Staff 805,816

18. Staff Development Expense 260,000

Total Personnel Salaries and Benefits 17,519,917 Direct Student Expense

19. Textbooks 100,000

20. Student Supplies and Materials 260,426

21. Library and Media Center Materials -

22. Student Assessment Materials 150,000

23. Contracted Student Services 200,000

24. Miscellaneous Student Expense ** 90,600

Total Direct Student Expense 801,026 Occupancy Expenses

25. Rent -

26. Building Maintenance and Repairs 215,062

27. Utilities 445,562

28. Janitorial Supplies 41,091

29. Contracted Building Services 469,562

Total Occupancy Expenses 1,171,278 Office Expenses

30. Office Supplies and Materials 106,093

31. Office Equipment Rental and Maintenance 200,405

32. Telephone/Telecommunications 102,106

33. Legal, Accounting and Payroll Services 349,702

34. Printing and Copying 3,254

35. Postage and Shipping 26,339

36. Other 297,500

Total Office Expenses 1,085,399 General Expenses

37. Insurance 74,834

38. Transportation 174,809

39. Food Service 647,122

40. Administration Fee (to PCSB) 256,576

41. Management Fee -

42. Other General Expense 398,043

43. Unforeseen Expenses -

Total General Expenses 1,551,384

Total Ordinary Expenses 22,129,003

Interest, Depreciation

44. Depreciation Expense 1,372,231

45. Interest Payments 1,774,720

Total Interest, Depreciation 3,146,951

Total Expenses 25,275,955

Net Income 381,676

Adjustments To Cash Flow

Net Income 381,676

Operating Activities 754,655

Investing Activities 430,168

Financing Activities (577,066)

Net cash increase for year 989,433

E.L. HAYNES PUBLIC CHARTER SCHOOL ANNUAL REPORT ...

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