named programs · 3 · from sources
What they call their work
Lower School (K–5)
Foundational program focusing on confident communication, reading, and social-emotional development using integrated staffing and a science of reading curriculum.
Middle School (6–8)
Program supporting intellectual, social, and emotional growth with Social Thinking, academic rigor, and self-advocacy skills.
Upper School (9–12)
High school program offering transferable credits, transition planning, and preparation for college, vocational training, or supported independence.
activities · 9 groups
What they do
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General Support for Educational Institutions 1 activity
- Conduct annual fundraising to support programs and studentsOperates an Annual Fund campaign to financially support educational programs, faculty, and student services.
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Special Education Day Schools 1 activity
- Deliver integrated academic and therapeutic education for students with speech and language delaysProvides a comprehensive school program for students in grades K–12 with speech and language delays, integrating academic instruction and therapeutic services throughout the school day. Each classroom is staffed with a licensed teacher, teaching assistant, and dedicated Speech-Language Pathologist, with occupational therapy embedded in daily schedules.
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Social-Emotional Learning (SEL) Programs 1 activity
- Deliver social-emotional learning using Social Thinking frameworkOffers Social Thinking-informed social-emotional learning (SEL) classes that build students' social communication skills, empathy, self-esteem, and sense of community belonging.
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Family-School Engagement Programs 1 activity
- Facilitate family engagement and involvement in educationEngages families through regular communication with teachers and therapists, parent workshops, and school events to support their involvement in students’ educational journey.
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Structured Student Enrollment Process 1 activity
- Manage student admissions and enrollment processOperates a rolling admissions process with support from initial inquiry through enrollment, including virtual tours, classroom visits, and an online application portal via Veracross.
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Charter School Operations 1 activity
- Operate dual-campus school model for expanded grade levelsRuns a school with two campuses, including a second location at 109 East 50th Street for Middle and Upper School, serving students from kindergarten through twelfth grade, with the first high school graduation in 2022.
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Special Education Support Services 1 activity
- Provide occupational and speech-language therapy within the classroomProvides integrated occupational therapy and speech-language therapy services to students as part of their daily academic schedule, ensuring concurrent therapeutic and academic support.
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Comprehensive K–8 Academic Curriculum 1 activity
- Provide structured literacy and mathematics instruction using evidence-based curriculaDelivers reading instruction grounded in the science of reading using iReady and Magnetic Reading, focusing on phonemic awareness, phonics, fluency, vocabulary, and comprehension. Mathematics instruction is supported by HMH Into Math, with skill-based grouping and a 6:2:1 student-to-staff ratio to personalize learning.
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College Access and Success Support 1 activity
- Support student transition to post-graduation pathwaysProvides transition planning for all students to prepare them for life after graduation, including college, vocational training, or supported independence, with transferable high school credit coursework to support academic progression.
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financials · form 990 · fy2024
revenue
Total revenue$8.05M
Contributions & grants$410K5%
Program service revenue$7.57M94%
Investment income$77K1%
Other revenue$-12K
expenses
Total expenses$8.22M
Program expenses77%
Admin / overhead22%
Fundraising1%
Salaries & benefits$5.76M
Grants paid out$0
Largest expense lineCompensation
balance sheet
Total assets$20.05M
Cash$2.51M
Investments$2.79M
Liabilities$12.45M
Net assets$7.60M
Liquid reserves7.7 mo
6 years on record · 2019–2024 · YoY revenue +11.1%
leadership · form 990 part vii · fy2024
Who runs it
paid leadership · 3
| Name | Title | Hours/wk | Compensation |
|---|---|---|---|
| Cheval Bryant | Head of School | 40 | $263K |
| Jordan T Wishner | Dir of Admissions | 40 | $195K |
| Lawrence Feltz | Director of Fin | 40 | $136K |
board members · 8
- Chantal Aflalo — Trustee
- Kate Lod — Trustee
- Laura Davis — Secretary
- Marianne Duldner — Trustee
- Martin Lindberg — Treasurer
- Melissa Pearsall Hirsch — President
- Patrick Frame — Trustee
- Peter J Volandes — Trustee
relationships · 9
Who they work with
- Digistorm Partner — Tech partner that designed the organization's website
- Magnetic Reading Partner — Uses Magnetic Reading curriculum for structured literacy instruction in the lower school.
- NYS Board of Regents Government — Charter-granting authority under which the school operates
- Saint Albans Partner — Partnered with Saint Albans to establish the flagship campus at 317 East 50th Street.
- Saint Bartholomew’s Church Partner — Occupies space at 109 East 50th Street in a building owned by Saint Bartholomew’s Church for the new Upper School campus.
- Social Thinking Partner — Uses Social Thinking-informed curriculum in social-emotional learning classes.
- Veracross Partner — Provider of the school calendar and website solution used by the organization
- Veracross Partner — Uses Veracross as the platform for its admissions portal and application management.
- iReady Partner — Uses iReady curriculum for reading instruction in the lower school.
strategies · 3
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.
- Integrated Academic-Therapeutic Modelmethodology: integrated_academic_therapeutic_modelBy embedding therapeutic services such as speech-language pathology and social-emotional learning directly into daily academic instruction, the school improves student outcomes because seamless integration allows for consistent, contextualized support that reinforces both academic and developmental goals.
- Science of Reading Instructionmethodology: science-of-readingBy using structured, systematic literacy curricula grounded in the science of reading, the school develops strong foundational reading skills because this approach explicitly teaches phonics, fluency, vocabulary, and comprehension in a developmentally appropriate sequence.
- Social Thinking-Informed Curriculummethodology: social-thinkingBy using a Social Thinking-based approach, the school builds students' social-emotional competence because explicit instruction in social communication and self-regulation provides shared language and practical strategies that students can apply in real-world contexts.