irs program accomplishments · form 990 part iii · fy2024
What they reported doing
- #1 primary $96KRELATED SERVICES ARE PROVIDED BY HIGHLY QUALIFIED PROVIDERS, SPECIAL EDUCATORS, SPEECH LANGUAGE PATHOLOGISTS, OCCUPATIONAL AND PHYSICAL THERAPISTS, TEACHERS OF THE VISUALLY IMPAIRED, ASSISTIVE TECHNOLOGY COORDINATORS, PSYCHOLOGISTS, AND LICENSED CLINICAL SOCIAL WORKERS. INTERVENTION IS PROVIDED IN THE AREAS OF ADAPTIVE/COGNITIVE SKILLS, BEHAVIOR MANAGEMENT, SOCIAL SKILLS, FAMILY SERVICES, THERAPEUTIC FEEDING, SPEECH AND LANGUAGE DEVELOPMENT, ALTERNATIVE AUGMENTATIVE CUMMUNICATION, AND GROSS-MOTOR AND FINE-MOTOR SKILLS. SERVICES ARE PROVIDED IN THE COMMUNITY OR THE HOME SETTING. 46 STUDENTS SERVED.
- #2 $68KEVALUATION SERVICES PROVIDE MULTIDISCIPLINARY EVALUATIONS FOR STUDENTS TO DETERMINE ELIGIBILITY FOR INTERVENTION: COGNITIVE, ADAPTIVE, SPEECH AND LANGUAGE, BEHAVIOR/SOCIAL SKILLS, OCCUPATIONAL AND PHYSICAL THERAPY, AND SOCIAL WORK SERVICES. 153 CHILDREN SERVED.
named programs · 6 · from sources
What they call their work
Family Support Services
Services including service coordination, parent education, counseling, crisis intervention, financial advocacy, and social skills groups for children and families.
Integrated Classroom
Classroom model integrating preschoolers with special needs and typically developing peers; offered in partnership with UPK programs in Troy and Schenectady and with Kid’s Caboose in Albany.
Multidisciplinary Evaluations
Comprehensive assessments to determine eligibility for intervention services across cognitive, adaptive, speech, behavioral, motor, and social domains.
Related Services
Therapies including occupational, physical, and speech-language therapy, vision services, assistive technology, and counseling delivered in home or community settings.
Self-Contained Classroom
Small-class, high staff-ratio program for children with disabilities in a structured, language-intensive environment; includes daily inclusion opportunities and full special education services.
Special Education Itinerant Teacher (SEIT)
One-on-one special education instruction provided in the child’s home, daycare, or childcare setting.
activities · 5 groups
What they do
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Specialized Therapy for Children with Disabilities 2 activities
- Home- and community-based early intervention servicesProvides Special Education Itinerant Teaching (SEIT) and related therapeutic services—including speech, occupational, physical, and vision therapy, counseling, and assistive technology support—to children with disabilities in homes, daycares, and other early care settings.
- Therapeutic and educational service deliveryDelivered over 2,800 units of therapeutic and educational services to children with disabilities during fiscal year 2021, including speech, occupational and physical therapy, special education, behavioral intervention, and assistive technology support.
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Special Education Preschool Programs 1 activity
- Center-based preschool programs for children with disabilitiesOperates self-contained and integrated preschool classrooms for children ages three to five with disabilities at three locations in Albany, Schenectady, and Troy. Programs run 4.5 hours daily and feature small class sizes (8–12 students), high staff ratios, interdisciplinary support, and inclusion opportunities.
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Early Childhood Developmental Evaluation and Screening 1 activity
- Developmental and educational evaluationsConducts multidisciplinary evaluations to assess children’s eligibility for early intervention services across cognitive, adaptive, speech, motor, behavioral, and social domains, including supplemental assessments in speech, psychology, occupational therapy, physical therapy, vision, and functional behavior.
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Community Resource Navigation and Support Services 1 activity
- Family support and parent engagement servicesOffers comprehensive family support including service coordination, counseling, parenting skills training, crisis intervention, financial advocacy, and behavior management. Also hosts parent conferences and workshops and provides at-home activity resources to support child development.
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Training and Capacity Building for Trauma-Informed Student Support 1 activity
- Staff training and professional developmentConducts regular staff training on specialized topics such as trauma-informed care (“Handle with Care”) and the use of low- and high-tech assistive technology applications to enhance teaching and therapeutic practices.
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financials · form 990 · fy2024
revenue
Total revenue$6.27M
Contributions & grants$443K7%
Program service revenue$5.78M92%
Investment income$00%
Other revenue$49K
expenses
Total expenses$6.19M
Program expenses89%
Admin / overhead11%
Fundraising0%
Salaries & benefits$5.34M
Grants paid out$0
Largest expense lineCompensation
balance sheet
Total assets$3.53M
Cash$720K
Investments$0
Liabilities$2.49M
Net assets$1.04M
Liquid reserves1.4 mo
6 years on record · 2019–2024 · YoY revenue +0.6%
leadership · form 990 part vii · fy2024
Who runs it
paid leadership · 3
| Name | Title | Hours/wk | Compensation |
|---|---|---|---|
| RACHELLE KEHOE | EXECUTIVE DIRECTOR/ BOARD | 40 | $152K |
| NICOLE ORSINO | TREASURER | 40 | $124K |
| CHRISTI HAYDEN | SECRETARY | 40 | $81K |
board members · 10
- AMY AGAN — BOARD MEMBER
- JESSE FARMER — BOARD MEMBER
- LAUREN LABERGE — BOARD MEMBER
- LEILANI PRUSKY — BOARD MEMBER
- PAMELA HUNT — BOARD MEMBER
- RAYANNE BABICH — BOARD MEMBER
- ROBERT COLESANTE — BOARD MEMBER
- RUSTY KINDLON — BOARD MEMBER
- STEPHEN MAWN — BOARD MEMBER
- TIM BARTHOLOMEW — VICE PRESIDENT/CHAIRPERSON
relationships · 15
Who they work with
- Colonie Center Partner — Hosted ECEC's art show featuring children's artwork in Fall 2024.
- Department of Health Government — Approves ECEC programs.
- East Greenbush Central School District Partner — Partnership to operate an Integrated Universal Pre-Kindergarten (UPK) program at the Troy site.
- Eleanor Roosevelt Developmental Services Partner — Collaborated with founding parents and staff to secure services and obtain initial federal grant funding.
- Kid’s Caboose Preschool Partner — Collaborates on an integrated early childhood program at the Albany site.
- Matt and Patricia Klemm Partner — Donated hot dogs and hamburgers for ECEC’s Annual Picnic.
- McDonald’s Partner — Donated hot dogs and hamburgers for ECEC’s Annual Picnic.
- New York State Education Department Government — Approves ECEC programs.
- New York State Office of Children and Family Services Government — Approves ECEC programs.
- Rachelle Partner — Staff member providing direct support to families at the Schenectady campus.
- Regional Food Bank of Northeastern New York Partner — Partner organization through which ECEC purchases food and supplies via the Adopt-a-Program program.
- Stewart’s Shops Funder — Provided a $1,600 grant to support Integrated Programs at ECEC preschools.
- US Department of Health and Human Services Government — References physical activity guidelines issued by the U.S. Department of Health and Human Services for preschool-aged children.
- United Way Funder — Funder through which donations can be directed to ECEC using designation code 1010.
- school districts Partner — Collaborates with school districts as part of its educational services and has a strong reputation with them.
strategies · 2
How they approach the work
Named approaches extracted from this org’s sources. Where others share an approach, follow it to see the full set of orgs running it.
- Individualized, Family-Partnered Approach with Interdisciplinary Supportmethodology: family_partnered_approachBy tailoring programs to the unique needs of each child and family and treating parents as full partners in development and governance, the organization improves child outcomes because family insight and engagement are critical to effective intervention and long-term progress. This is reinforced by interdisciplinary collaboration and assessments that integrate diverse professional perspectives into cohesive, responsive plans.
- Natural Environment Integration for Accessibility and Routine-Based Learningmethodology: community-based service deliveryBy delivering services in homes and community settings, the organization increases accessibility and functional learning because embedding therapy and education into natural routines enhances developmental integration and family participation.