irs program accomplishments · form 990 part iii · fy2024
What they reported doing
- #1 primary $240KPROVIDES AFTER-SCHOOL ACTIVITIES FOR CHILDREN WITH AUTISM AND OTHER DISABILITIES.
named programs · 10 · from sources
What they call their work
Applied Behavioral Analysis (ABA)
Evidence-based behavioral intervention used to develop communication, social, and learning skills through structured, individualized support.
Creative Arts Therapies
Uses music, art, and movement to support emotional expression, social interaction, and cognitive development.
DIR®/Floortime™
Developmental, Individual Differences, Relationship-Based model that promotes emotional and intellectual growth through child-led, interactive play and engagement.
Individualized Academic Programming
Blends ABA and DIR/Floortime methodologies with adapted core curriculum in literacy, math, science, and social studies, tailored to each student’s profile and strengths.
Occupational Therapy
Supports development of fine motor, sensory integration, and daily living skills to enhance independence and classroom participation.
Parent and Family Training
Integral component of the program that equips families with strategies to support their child’s development and carry over skills at home.
Physical Therapy
Addresses gross motor development, balance, coordination, and mobility needs for students with physical challenges.
Social Skills Training
Teaches peer interaction, emotional regulation, and social problem-solving using group activities and evidence-based curricula like Social Thinking.
Speech-Language Pathology
Therapy to improve communication skills, including expressive and receptive language, pragmatics, and augmentative communication.
Vocational/Life Skills Training
Prepares older students for adulthood through instruction in job readiness, self-care, community navigation, and independent living.
activities · 5 groups
What they do
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Special Education Support Services 3 activities
- Operating specialized facilities to support therapeutic and educational programmingMaintains a school environment with customized classrooms equipped with SMART technology, state-of-the-art gyms, dedicated therapy rooms (speech, occupational, physical, music, art, and Floortime), a vocational kitchen, and an outdoor playground designed to support sensory, academic, and developmental needs of students with autism.
- Providing multidisciplinary therapeutic servicesDelivers on-site speech and language therapy, occupational therapy, physical therapy, creative arts therapy, and mental health services tailored to student needs. Services include functional communication development, motor skill improvement, sensory integration, and psychological support through active engagement in the arts and interactive play, with programming delivered individually or in groups and integrated into academic settings.
- Providing remote learning and technology supportOffers remote learning options during school or classroom closures and ensures access by providing technology tools and technical support to students and families who lack resources for remote participation.
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Community Foundation & United Way Support 1 activity
- Funding charitable organizations through grantmakingProvides financial support to other charitable organizations through a formal grantmaking program.
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Infection Prevention & Control Protocols 1 activity
- Maintaining health and safety protocols during operationsConducts daily temperature checks for students and staff, performs routine cleaning and disinfection of all areas including high-touch surfaces in accordance with CDC standards, and provides on-site nursing services during all operating hours.
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Special Education Day Schools 1 activity
- Operating a specialized school for students with autism and developmental disabilitiesProvides individualized educational programming for students aged 5 to 21 with autism and developmental disabilities, using a 1:1 student-to-professional ratio and integrating Applied Behavior Analysis (ABA) and Developmental Individualized Relationship-Based (DIR/Floortime) methodologies. The school delivers academic instruction in literacy, math, science, and social studies through an adapted core curriculum and thematic units, with individualized education programs based on cognitive, sensorimotor, and communication profiles.
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Autism and Neurodiversity Family Support Services 1 activity
- Supporting families and caregivers through training and support groupsProvides parent and family training as a core component of its daily curriculum and facilitates an autism parent support group in Essex County, NJ, to support caregivers of children with autism and developmental disabilities.
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financials · form 990 · fy2024
revenue
Total revenue$6.81M
Contributions & grants$20K0%
Program service revenue$6.76M99%
Investment income$28K0%
Other revenue$0
expenses
Total expenses$5.91M
Program expenses93%
Admin / overhead7%
Fundraising0%
Salaries & benefits$5.33M
Grants paid out$0
Largest expense lineCompensation
balance sheet
Total assets$9.76M
Cash$4.65M
Investments$0
Liabilities$237K
Net assets$9.52M
Liquid reserves9.4 mo
6 years on record · 2019–2024 · YoY revenue +2.3%
leadership · form 990 part vii · fy2024
Who runs it
paid leadership · 2
| Name | Title | Hours/wk | Compensation |
|---|---|---|---|
| ELISA CHREM | PRINCIPAL | 35 | $189K |
| ABRAHAM LEVI | DIRECTOR OF MOTOR DEPARTMENT | 35 | $180K |
board members · 10
- DAVID JEMAL — PRESIDENT
- HEATHER DEUTSCH — PRESIDENT OF LADIES AUXILIARY
- JANE SUTTON — SECRETARY
- JEFFREY DEUTSCH — VICE PRESIDENT
- JOSEPH M HARARY — ASSISTANT TREASURER
- MARVIN DWECK — VICE PRESIDENT
- REBECCA HARARY — VICE PRESIDENT
- SAM SUTTON — TREASURER
- SUSIE DWECK — ASSISTANT SECRETARY
- WENDY JEMAL — VICE PRESIDENT
relationships · 23
Who they work with
- Applied Behavioral Therapy Partner — Integrated into the school's academic programming as part of a combined methodology with DIR/Floortime.
- CDC Government — Follows CDC guidelines for health and safety protocols, including cleaning, symptom management, and reporting.
- CSE Partner — Maintains collaboration with the Committee on Special Education to support student instruction.
- DIR/Floortime Partner — Integrated into the school's academic programming as part of a combined methodology with Applied Behavioral Analysis.
- DIR®/Floortime Partner — Implements the DIR®/Floortime methodology as part of its integrative program.
- David Jemal Partner — Co-founder of Imagine Academy
- Department of Education Government — Receives special education bus services for students from the Department of Education.
- Elisa Chrem Partner — Principal at Imagine Academy who leads the school’s efforts in supporting students with autism.
- Heather Deutsch Partner — Co-founder of Imagine Academy
- Interdisciplinary Council on Developmental and Learning Disorders Partner — Professional affiliation and training collaboration in DIR/Floortime methodology.
- Jane Sutton Partner — Co-founder of Imagine Academy
- Jeffrey Deutsch Partner — Co-founder of Imagine Academy
- Joseph M. Harary Partner — Co-founder of Imagine Academy
- NYSED Government — Aligns operations with New York State Education Department guidelines.
- Not specified in source Partner — No named organizational partners mentioned
- Profectum Partner — Faculty and training collaboration in DIR/Floortime practice.
- Profectum Partner — Partners with Profectum to provide DIR/Floortime training and certification for staff at all levels.
- Rebecca Harary Partner — Co-founder of Imagine Academy
- Sam Sutton Partner — Co-founder of Imagine Academy
- Susie Dweck Partner — Co-founder of Imagine Academy
- Website Design & Managed by Partner — Tech vendor responsible for website design and management.
- Website Design & Managed by Partner — Technology and design partner responsible for website development and management
- Wendy Jemal Partner — Co-founder of Imagine Academy
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.
- Integrated ABA and DIR/Floortime Modelmethodology: aba_dir_integrationBy combining Applied Behavior Analysis (ABA) and DIR/Floortime methodologies into a unified, individualized educational approach, the academy addresses both behavioral and developmental needs, because integrating structured skill-building with relationship-based, child-led interaction supports greater engagement, regulation, and skill generalization for children with autism.
- Strength-Based Scaffolding in Curriculum Designmethodology: strength_based_scaffoldingBy designing curriculum goals that build on students’ existing sensorimotor and communicative strengths while providing targeted support for challenges, the academy fosters skill development, because leveraging intrinsic capabilities increases motivation, reduces frustration, and enables more effective learning progression.
- Whole-Child, Individualized Development Approachmethodology: whole_child_individualized_interventionBy using a flexible, multimodal framework that personalizes education and integrates therapeutic, academic, and behavioral services, the academy supports holistic development, because addressing the full range of a child’s strengths, needs, and learning styles—without adherence to a single methodology—promotes deeper learning and better outcomes.
- Wraparound Family and Environmental Supportmethodology: wraparound_family_supportBy extending educational and therapeutic support into home and emergency settings and customizing physical learning environments, the academy reinforces consistency and reduces sensory stress, because aligning school, home, and environment strengthens regulation, generalization of skills, and family capacity.