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THE WINSTON PREPARATORY SCHOOL
NEW YORK, NY · EIN 133085860 · Form 990 · FY2024 · NTEE B28Z · Education · Very Large (>$50M) · winstonprep.edu
revenue
$51.0M
expenses
$47.5M
net assets
$39.5M
employees
0
program ratio
78%
mission · from form 990

INTENSIVE EDUCATION PROGRAM FOR STUDENTS WITH LEARNING DIFFERENCES

profile · synthesized from sources

The Winston Preparatory School is a specialized private school serving students with learning differences such as dyslexia, nonverbal learning disabilities, and ADHD. It provides individualized education through a Continuous Feedback System that assesses and adapts to each student's academic, social, and emotional needs. The school focuses on developing independent learners, with a 99.7% high school graduation rate and 80% of graduates pursuing college or post-secondary programs.

named programs · 4 · from sources

What they call their work

Continuous Feedback System (CFS)
An ongoing assessment and instructional model that evaluates each student's academic, social, and emotional responses to tailor individualized learning plans and promote skill development.
Focus Program
Daily one-to-one remedial instruction targeting individual student goals in areas of greatest need, based on a thorough understanding of each student's learning profile.
Qualities of a Sustainable and Independent Learner (QSIL)
A framework identifying eight key qualities—such as resilience, self-reflection, and social responsibility—developed through instruction and modeling to support long-term independence.
Winston Transitions Program
Individualized program for students preparing for post-secondary life, including content classes, internships, and twice-weekly Focus sessions.
activities · 6 groups

What they do

  • Special Education Support Services 1 activity
    • Delivers individualized education programs for students with learning differences
      Provides a comprehensive, individualized education program for students aged 8–21 with learning differences such as dyslexia, ADHD, and nonverbal learning disabilities (NVLD), using a neuropsychological approach to tailor instruction. Operates seven physical campuses in New York City, Connecticut, New Jersey, Long Island, and San Francisco, plus an online learning program, serving 637 students with an average class size of 8.
  • College Access and Success Support 1 activity
    • Operates college and post-secondary transition planning services
      Provides structured college placement and transition planning starting in students' junior year, including individualized meetings with families to plan post-secondary pathways and refine applications. Offers instructional seminars on navigating college challenges such as syllabi interpretation, scheduling, and accessing campus resources.
  • Documentary Film Production 1 activity
    • Produces documentary films to share institutional and student experiences
      Creates and distributes documentary films that capture the lived experiences of students, faculty, parents, and school leaders across Winston Prep campuses, used to communicate the school’s mission and model.
  • Individualized Academic Support 1 activity
    • Provides daily one-to-one remedial instruction through the Focus Program
      Offers daily 45-minute, one-to-one remedial sessions for each student, five times per week, targeting individual academic and executive functioning goals. Each Focus teacher serves as both case manager and specialist for no more than seven students and provides weekly progress updates to families.
  • Youth Workforce Readiness Programs 1 activity
    • Runs the Winston Transitions program for post-secondary readiness
      Offers a specialized program for students aged 17–21+ who are college-capable but need additional skill development before entering higher education or employment. Includes twice-weekly individualized Focus sessions, six content classes, and internship opportunities to build independence and workforce readiness.
  • Uncategorized 1 activity
    • Conducts original research on postsecondary success for students with learning disabilities
      Conducted the longitudinal "Lives Over Time" research study to identify eight key qualities correlated with long-term independence and success in individuals with learning disabilities, informing educational practices across the organization.
financials · form 990 · fy2024
revenue
Total revenue$51.01M
Contributions & grants$2.86M6%
Program service revenue$47.39M93%
Investment income$760K1%
Other revenue$0
expenses
Total expenses$47.49M
Program expenses78%
Admin / overhead20%
Fundraising1%
Salaries & benefits$35.94M
Grants paid out$0
Largest expense lineCompensation
balance sheet
Total assets$102.40M
Cash$31.69M
Investments$1.15M
Liabilities$62.88M
Net assets$39.52M
Liquid reserves8.3 mo
6 years on record · 2019–2024 · YoY revenue +10.1%
leadership · form 990 part vii · fy2024

Who runs it

paid leadership · 17
NameTitleHours/wkCompensation
SCOTT BEZSYLKO EXECUTIVE DIRECTOR 40 $882K
BETH SUGERMAN CHIEF ENROLLMENT OFFICER 40 $648K
DANIEL DEGNAN CHIEF FINANCIAL OFFICER 40 $613K
SANDFORD HAGERTY HEAD OF SCHOOL 40 $407K
ELIZABETH DEHAVEN CHIEF OPERATING OFFICER 40 $388K
ERICA PICHE HEAD OF SCHOOL 40 $356K
DOUGLAS ATKINS DIRECTOR OF STRATEGIC INITIATIVES 40 $294K
STEPHANIE ZABAR HEAD OF SCHOOL 40 $274K
DIANA GARCIA BREINICH ASSISTANT CFO 40 $261K
JOHN CIVITA DIRECTOR OF TRANSITIONS PR 40 $255K
KEITH ONCALE HEAD OF SCHOOL 40 $233K
SUSAN SLATER HR DIRECTOR 40 $223K
PAX WHITFIELD TECHNOLOGY DIRECTOR 40 $202K
MONIQUE LAYANI FOCUS PROGRAM DIRECTOR 40 $195K
KRISTEN ATKINS HEAD OF SCHOOL 40 $191K
JEREMY ANTAR HEAD OF SCHOOL 40 $184K
TABITHA MANCINI HEAD OF SCHOOL 40 $181K
board members · 8
  • ANDREA GEISSER — TRUSTEE
  • CHRIS PETILLO — TRUSTEE
  • CHRIS SPOFFORD — TRUSTEE
  • CONSTANCE POND — TRUSTEE
  • DAN WEISSMAN — TRUSTEE
  • JOSEPH M RAULT III — TRUSTEE
  • MARK UNTHANK — TRUSTEE
  • SUZANNE ENGEL — TRUSTEE
relationships · 11

Who they work with

  • CHAP EQUITY Consulting Partner — Partners with CHAP EQUITY Consulting to advance diversity, inclusion, and belonging across all Winston Preparatory School campuses.
  • Dan Weissman Partner — Award-winning filmmaker who created documentary films about Winston Prep.
  • David L. Partner — Teacher quoted in support of the Focus Program's methodology and purpose.
  • Douglas Atkins Partner — Strategic Initiatives and Partnerships contact for exploring national and international replication opportunities.
  • Focus Program Partner — Daily one-to-one remedial instruction program targeting individual student goals in areas of greatest need.
  • National Center for Learning Disabilities Partner — Partner organization offering the Anne Ford and Allegra Ford Scholarships for students with learning disabilities pursuing undergraduate degrees.
  • Winston Online Network — Online Learning Program operated as part of the Winston Prep campus network.
  • Winston Online Program Partner — Virtual program delivering instruction and support to students as part of the Winston Preparatory School network.
  • Winston Transitions Partner — Collaborates on a program for full-time students that includes individualized Focus sessions, content classes, and internship opportunities.
  • Winston Transitions Partner — Specialized program within Winston Prep serving learners ages 17-21+ who are not yet ready for college or the workplace.
  • YouTube Partner — Hosts video content showcasing student experiences and the school's educational philosophy.
strategies · 4

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.

  • Continuous Feedback System for Skill Development and Independence
    methodology: continuous_feedback_system
    By using a Continuous Feedback System to monitor progress in real time and adjust teaching strategies across academic, social-emotional, and contextual domains, the school cultivates sustainable learner qualities such as self-regulation and resilience, because ongoing feedback loops reinforce skill acquisition and promote long-term independence.
  • Explicit and Individualized Transition Planning for Post-Secondary Readiness
    methodology: explicit_transition_instruction
    By providing explicit instruction in college-level skills and creating individualized transition plans based on cognitive, academic, and social-emotional profiles, the school reduces the post-secondary learning curve, because students with learning differences require structured support to navigate new academic and personal demands successfully.
  • Individualized Learning Model Based on Ongoing Assessment
    methodology: individualized_assessment_and_instruction
    By conducting continuous, in-depth assessments of each student's learning profile, the school tailors instruction and remediation to individual needs, because this personalized approach enables students with learning differences to develop independence and achieve post-secondary success.
  • Skill-Based Development of Learner Qualities for Postsecondary Success
    methodology: skills_based_development_of_learner_qualities
    By explicitly teaching and practicing non-cognitive skills like resilience, self-reflection, and social responsibility, the school builds capacities necessary for college and life beyond, because these qualities are not fixed but can be developed through targeted instruction and integrated practice.