The Arbor School of Central Florida Inc.
1010 Spring Villas Pointe
Winter Springs FL 32708
Contact Information
Address 1010 Spring Villas Pointe
Winter Springs, FL 32708
Phone (407) 388-1808
Fax (407) 636-6915
Web and Social Media
Donate with a credit card http://www.arborschoolflorida.com
Art project by the kids.
Mission
Mission

Our mission, is to provide a customized therapeutic/educational experience to help every child achieve their full potential. The Arbor School uses several different therapy methods to support and enhance the academic and social needs of our students. Students who attend The Arbor School may have diagnoses such as Sensory Processing Disorder, High Functioning Autism, Asperger's Syndrome, dyslexia, ADHD and other learning disabilities. The combination of education, counseling, therapeutic training and professional expertise in teaching and treating our students makes us a unique learning environment in Central Florida.


 

Leadership
CEO/Executive Director Wendy Cox Blair
Board Chair Mr Geoffrey Dean
Board Chair Company Affiliation Sun Trust Bank
History
IRS Ruling Year 2011
Former Names
NameYear
LifeSkills Academy of Orlando2013
Financial Summary
 
 
Projected Revenue $1,482,387.00
Projected Expenses $1,441,056.00
Statements
Mission

Our mission, is to provide a customized therapeutic/educational experience to help every child achieve their full potential. The Arbor School uses several different therapy methods to support and enhance the academic and social needs of our students. Students who attend The Arbor School may have diagnoses such as Sensory Processing Disorder, High Functioning Autism, Asperger's Syndrome, dyslexia, ADHD and other learning disabilities. The combination of education, counseling, therapeutic training and professional expertise in teaching and treating our students makes us a unique learning environment in Central Florida.


 

Impact

Key accomplishements of 2015-2016 School Year

· Expanded programs to include a Transition to Work/College and Independent Living for students 18 -22

· Entered into Community Partnership with Gordon Foods, DoubleTree at UCF, and Flanagan’s Restaurant for on the job training

· Supported community outreach through student volunteering at Clean the World and SALT with Geneva School

· Created a Best Buddies program for students 18 – 22 with Rollins College

· Created opportunities for students to experience college life at UCF through a shadow a student for a day program

· Expanded enrollment by 24% from 2014/2015 year to 2015/2016 school year

· Through grants and fundraising 50% of the families received scholarships

Goals for 2016-2017

· Introduce leading edge technology to increase student learning, communication, and preparation for the future

· Begin the process of Accreditation with the Florida Council of Independent Schools

· Review and update By-laws and other Policies

· Increase staff professional development through year round training and workshops

· Raise community awareness through community events, presenting at conferences, and through networking

· Add additional Best Buddies programs for elementary and high school students

Independent Research has been conducted on this organization's theory of change or program effectiveness? Yes
Needs

Currents needs of Arbor School are:

1. Space – We are at capacity in our current space. We are in need of approximately 7,000 – 10,000 square feet in the Winter Park/Winter Springs area in order to provide the continued level of education and support our students require as we experience a consistent growth in our census.

2. Community Volunteers – We are in need of volunteers to help provide support for our Robotics Club, gardening program, job training, music program, summer enrichment camp, serve on our board, and one on one academic help.

3. Technology – Our students learn best though the use of kinetic and interactive learning. To support their learning styles, we would like to add Smartboards, laptops, and IPads to each of our classrooms. The cost of the equipment would be $5000 per classroom.

4. Funding to support families and students who need to receive on-going therapies that the students receive on a weekly basis:

    Speech Therapy - $4,000 per student per school year

    Occupational Therapy - $4,000 per student per school year

    Music Therapy - $1,000 per student per school year

    Art Therapy - $1,000 per student per school year
 
5. Arbor School is committed to helping at least 50% of our student families through our in house scholarship program.
Background

The school was founded in 2002 as an addition to therapy clinic to serve children ages 12-14 as a transitional school with 2 students.  In its origins and up until August 14, 2010, Arbor School was a for-profit privately owned entity under a different name.  In 2009, the owners made the decision to divest themselves of the school.  At that time, the opportunity came about to change to a non-profit school.  This became official on August 14, 2010, with the signing of the financial agreements, the appointing of a board, and the hiring of a director.  Since that time, we have moved into a new building, hired fulltime in-house therapists, and added computers, IPads, interactive educational technologies and music. During the 2012-2013 school year, the decision was made to add high  school classes to the program.  Also in 2013, the board voted to change the name of the school to Arbor School of Central Florida. 


CEO Statement The Arbor School of Central Florida is unique from other private special needs schools in many ways. What truly sets us apart from the other schools is that our program is therapeutically based. Unlike many schools for Autistic children, we do not feel that Applied Behavioral Analysis is the only method of treating and teaching our students with unique abilities. At Arbor School each and every child gets both occupational therapy and speech/language therapy each week as part of the school tuition. Many schools in the area offer these therapies but parents must pay for them in addition to the tuition but we feel that these therapies are too important to the children to have and so we are the only ones who incorporate the therapies into the school program.

What is most distinct about our school is the relationship between the staff, the children and the families of the school. Many of our students have been “fired” from other schools for behaviors that are not in their control or for not conforming to expectations that can’t be met. Our staff looks at each child as an individual and sets the expectations based on that child’s ability. We don’t ask a child who is on the level of an 18 month child to sit and read a book as the child is not capable of understanding the request or the expectation of being gentle with the book. Furthermore, our parents come to us as scarred as the children by the repeated firings and are always waiting to be fired again. A request for a chat with the Director of the school is met with fear that once again, they are going to be asked to find another school. Our staff is open and understanding to the needs of the parents and provides the support that they need to feel safe and understood.

Finally we understand that we are part of a community of people who care for, work with, and teach our students. Our culture is that the door is open at all times to our parents and we are open to new ideas and ways of helping our students reach their highest potential. This constant conversation between everyone involved allows us to provide our students a school that is open to their needs, understanding of their limitations, and a refuge for our families. 

Board Chair Statement

My appreciation and respect for the mission and staff at the Arbor School grew rapidly during the three years my son attended. The staff was compassionate, informative, and flexible in helping him achieve his goal of catching up academically and socially to his peers. In three years, he caught up and surpassed his peers academically. At the same time, they coached and encouraged him in coming out of his shell to where he is now just another teenager with friends and going out to have fun.

Stories like my son are the successes that Arbor School continuously achieves. With the dedication and personal attention by each of the staff, I am proud to be a part of an organization that helps each child and family change their story into a victory.

The greatest and continual challenge for the school right now is space. Due to the success and growth there is not enough room in the current location for more growth. A capital campaign is in its infancy as we work to gain the funds needed for a 2nd site or potentially move the entire school to a larger location. Along with the space to grow, additional qualified staff will be needed at a competitive pay to ensure the standards of care and teaching are met for this unique population. A concern more than a challenge that is out of our control is the funding for parents through the State. If specialized scholarships are reduced or eliminated, our goal to helping the family without financial burdens will be difficult.

NTEE Information
Primary Organization Type Education
Primary Organization SubType Special Education
Secondary Organization Type Employment
Secondary Organiztion SubType Employment Preparation & Procurement
Areas Served
Geographic Areas Served
FL - Brevard
FL - Orange
FL - Osceola
FL - Seminole
FL - Volusia
FL - Lake
FL - Polk
We are located in Winter Springs in the Tuskawilla/Red Bug area. We serve a large part of Central Florida including Seminole, Orange, Osceola, Lake, and Volusia counties. Some of the local communities with the most attendance come to us from Winter Park, College Park, Winter Springs, Longwood, Lake Mary, Sanford,  Oviedo, Orlando. And we serve families as far away as Celebration, Clermont, Sorrento, Davenport, and Deltona.
Goals
HelpWhat is the organization aiming to accomplish? This is the organization's ultimate goal for intended impact.

Current-  Arbor School was founded for students ages 10-13 with the goal of providing an education for special needs students that is student-centered, academically appropriate and includes the therapeutic supports each student needs to be successful. As parents learned of our unique therapeutic and academic approach, demand of our services grew quickly. Within two years of opening, at the request of parents we expanded our served age range to 5-14. After this growth, we learned from parents of the need for a high school program. We began the high school classes in 2014 and have 41 students in the program now. Our commitment to provide our students with the opportunity to learn the needed skills to live their lives as independently as possible led us to opening our Transition program in 2015.  Students learn basic skills such as cooking, managing money, and doing laundry as well as skills to help prepare them for college and the workplace. It is the goal of this program to assure that Arbor School students are prepared for adulthood.


The long term goal (4-6 years) of Arbor School is to expand to provide continuing services for students after the age of 22. Currently we are working with a graduate student examining the feasibility of opening B-Corp enterprises with the mission to hire people with disabilities for work that is meaningful and rewarding. Additional plans include the opening of an activity center so that students have a place to go for social interaction, academic supports, and additional therapy services.

Strategies
HelpWhat are the organization's strategies for its stated long-term goals?

By providing a personal yet quality child centered education from grades K-12th, we can continue our success of growing our student body size. We have grown by over 200% in the last three years as word of mouth and reputation reaches the families in need. Through this word of mouth and other more traditional marketing methods we hope to continue this trend.

Partnerships with several local businesses have enabled our Transition students to gain on the job training as well. Some of the companies we have worked with are Thales, Gordon Food Service, Double Tree, and Marriot Vacations Worldwide joining soon. This has given our students a wide range of skills to learn what they enjoy while gaining experience.

This all leads up to our goal of establishing a B-Corp enterprise that will employ our graduating students who choose not to go onto college and others throughout the community. With this additional opportunity, we will achieve our goal of empowering our students to be contributing members of our community beyond High School.

Capabilities
HelpWhat are the organization’s capabilities for doing this? What resources, capacities, and connections support its progress towards long-term goals?

The Arbor School team is deeply dedicated to children and young adults with autism and other developmental disorders. With that commitment comes a great deal of experience both in years and activities. The director of the school brings nearly 35 years as an educator in general education, special education and inclusion programs. Collectively, the teaching staff includes Master’s level educators with 20+ years and those completing graduate work. Of the 8 teachers, 6 either have or are completing Master’s degrees in Special Education, Math Education, or Counseling. The classroom aides are also college graduates working on graduate degrees in communication disorders and special education. The therapists of Arbor School include 2 Master’s level speech therapists, a Master’s level occupational therapist, a COTA with 15 years of experience, and a bachelor’s level music therapist.

Developing business relationships has helped our school build wonderful supportive friendships as well as helped us offset our expenses. Our long term relationship with a law firm has allowed us to operate from day one without attorney costs, our CPA provides services at a reduced rate and most recently, our contractor has been kind enough to donate their time and talents to our building project. Arbor School has a several-year relationship with Universal Studios of Florida. Universal has provided both manpower and goods for past projects and has agreed to supply landscaping goods and services to go along with the remodel of the physical plant. The school’s newest business partner, Westgate Resort Foundation, recently signed on as a principal sponsor of the 2014 fund-raiser and has promised to aid with technology to start with the 2014-2015 academic year. Westgate Resorts is the largest private seller of Timeshare units in the world and has evidenced a commitment to become a long-term supporter of the Arbor School. We also find that in building these relationships, we are able to educate people about our wonderful students and their gifts.

Developing a robust volunteer team is about talking to different groups and graciously accepting offers of help. Arbor School has enjoyed the volunteer support of local businesses such as Verizon, and private school groups who help with mentoring our students; the University of Central Florida provides interns, and other nonprofits such as church groups help with everything from tutoring to building repair. We are also blessed with supportive families and friends. Our parents have helped with short-term projects such as the playground remodel, light maintenance and repair projects, and chaperoning field trips. We also have volunteers who help with on-going work such as setting up and maintaining our library, overseeing our garden, and fund raising.

Indicators
HelpHow will the organization know if it is making progress? What are the key qualitative and quantitative indicators against which the organization assesses its progress toward its intended impact?

Our qualitative level of success is celebrated through the successful lives our students lead once they leave Arbor School. Our students have gone to college, held jobs, and are living productive lives. Feedback from our parents and those in community also provide us with a level of progress of our students as they move around in the community and at home. Listening to our parent’s needs is a key indicator in determining the program needs at Arbor School as well. Quantitative measures for our programs are calculated in the measurable gains from formal academic and therapeutic evaluations from the beginning of the year compared to yearend evaluations. The key indicators used to track and plan future growth and planning are student enrollment, academic test scores, graduation rate and the employment rate of graduates. Using enrollment numbers has allowed us to prepare for appropriate hiring and space allocation as students move through up through the grades. Tracking of test scores is important as we are continually working to ensure we use the most effective curriculum and supports to ensure student success.

Progress
HelpWhat has and hasn’t been accomplished so far?

Progress towards the long-term goal of satellite campuses and a B-Corp have been steady. With the growth of attendance by 200% over the last three years, we are learning the best areas to pursue future locations to help benefit our far away current families and further develop those markets. Startup concerns of cost will be somewhat limited with these current family’s commitments.  However, historically Arbor School has relied on word of mouth through our families. Until the newly hired marketer builds relations within those areas, we may only have our existing families if we open to soon. This eventual goal will also help with our next topic as well.

During the summer of 2014, we completed a total renovation of our building. This was accomplished completely through donations and grants. Our most pressing need is that of additional space, even though we added a large modular building on the property. Our current location puts program constraints on us due to lack of space and class size. The 2017-2018 school year will be the first-year Arbor School must use a wait list for applicants.

In dealing with the consistent growth, we discovered the use of in house book keeping was becoming too cumbersome. In 2015 the school and financial management was converted to one cloud based program allowing teachers, parents, students, and administrators to access information from anywhere.

Programs
Description

Our primary school program works with children in within the ages of 5–14. Our school was created to meet the needs of our students through an all-encompassing approach to achieve academic success, sensory and emotional integration through multiple therapies, music and art class. Students at Arbor School have diagnoses such as Autism, Asperger’s Syndrome, Pervasive Developmental Delays, and other unique abilities. We ensure each child receives an individualized curriculum and supports that gives them the ability to progress and learn in a safe and comforting environment. Each class is set up to meet the needs of the students with bean bags or yoga balls to sit on, low tables for floor sitting, space to stand, quiet spaces, and natural lighting. Many times, lessons take place outside with the kids walking, jumping, or sitting quietly in the shade. In addition to highly personalized academics, students with the need receive all or some of our in-house therapy services. These components are utilized in combination to help your child with their learning abilities, social skills, and language skills. By allowing our students to learn in a more natural and comfortable environment, they experience growth and progress not seen in other programs.

Population Served K-12 (5-19 years)
People/Families with of People with Disabilities
People/Families with People of Developmental Disabilities
Short Term SuccessHelpOrganizations describe near term achievement(s) or improvement(s) that will result from this program. This may represent immediate outcomes occurring as a result of the end of a session or service. The short-term success of our program varies as it is based individually on everyone that we have enrolled. One example of a short-term success may be a student that has opened up and begun to have friends and socialize on a daily basis. Another short-term success may a student that has given the teacher undivided attention for one straight week in class. Part of who we are and what we do is finding these small victories and celebrating them with the student and families as often as possible.
Long Term SuccessHelpOrganizations describe the ultimate change(s) that will result from this program. This may be far into the future and represent an ideal state.  Our mission is to provide our students with the skills that they are going to need to have a happy and productive life. We work with each family to target a goal and achieve it. It may be for the student to spend a period with Arbor School to help the student gain confidence or catch up academically to enable a smooth transfer back to a public school. Or a student may want to prepare for college or join the workforce after high school. We firmly believe that our responsibility for our student does not end at graduation and our success is measured in their ability to thrive as a comember of our community.
Program Success Monitored ByHelpOrganizations describe the tools used to measure or track program impact. Students are evaluated upon entrance in the program using the latest methods in the academic and therapeutic fields. Therapeutic, academic, and social goals are written based on the child’s development level and includes specific multi-sensory goals to help them progress from that point. Formal evaluations and testing is done in May of each year to measure the level of success on a yearly basis. The staff are observed by management on a regular basis to ensure the environment and methods used are the most efficient to reach each students goal.
Examples of SuccessHelpOrganization's site specific examples of changes in clients' behaviors or testimonies of client's changes to demonstrate program success. On average 40% of the students are able to increase their academic skills to grade level, 45% increased their skills by 1.5 grade levels, and 15% increased their skills by 1 full grade level. Additionally, 85% improved their communication skills and 95% improved their behavioral and social skills by at least one chronological year. A student who came into the program as a Kindergartener with diminished academic skills as well as severe behavioral and social skills, is now a 2nd grader participating in the gifted program at a mainstreamed local school. Another joined Arbor School as a 4 year old Autistic non-verbal child with low social skills and unknown intelligence levels and is now 8 years old working a year ahead in all areas of academics versus their classmates.
Description
Camp is a motivating and rewarding experience for students’ Pre-k (5) - 8th grade (14) with weekly themes that are exciting and fun. Each day the campers experience sensory based play that improves body awareness, core strength, gross and fine motor skills as well as social skills such as being a good team member and gracious loser/winner. The day moves quickly with art activities, language based activities and academic supports all carefully planned to support the interest and needs of the campers. The camp program is for typical developing children as well as children with unique abilities. Students can attend camp for either 8 week or 4 week sessions. Camp hours are 9:00am-2:00 pm, Monday through Friday.
Population Served K-12 (5-19 years)
People/Families with of People with Disabilities
People/Families with People of Developmental Disabilities
Short Term SuccessHelpOrganizations describe near term achievement(s) or improvement(s) that will result from this program. This may represent immediate outcomes occurring as a result of the end of a session or service. Research shows that summer academic and therapeutic support programs provide students the necessary time to maintain their academic, language, behavioral, and social levels throughout the summer months. Summer camps offer a time to keep the student's mind engaged thus decreasing the chance of academic regression as well opportunities to practice and improve their language and social skills. 65% of the students will maintain their academic, language, behavioral, and social skills. 35% of the students will increase their academic, language, behavioral, or social skills.
Long Term SuccessHelpOrganizations describe the ultimate change(s) that will result from this program. This may be far into the future and represent an ideal state. Summer Enrichment Camp is an opportunity to continue the progress made during the school year through the summer months. Numerous studies show that extended breaks in academic and therapy programs can cause regression in all areas of learning for both typical and unique ability students. Our goal and long term success is driven by trying to reduce these regressions to allow the students to achieve more with the new school year in a fun and interactive environment.
Program Success Monitored ByHelpOrganizations describe the tools used to measure or track program impact. Students of the Summer Enrichment Camp are evaluated upon entrance in the program. These evaluations cover a range of items that give an overall picture of the students’ current levels in the following fields; visual/motor skills, language skills, and sensory skills. In addition to these evaluations, other methods include teacher observation, weekly activity logs, test scores and parent reporting. Formal evaluations and testing is done at the end of the summer to measure the level of success on a yearly basis.
Examples of SuccessHelpOrganization's site specific examples of changes in clients' behaviors or testimonies of client's changes to demonstrate program success. On average 95% of the students are able to maintain their academic, communication or social skills. 5% of the students are able to increase their academic skills, 75% increased their communication skills, and 60% increased their social/behavioral skills. KB, at 6 years old came into camp with severe sensory issues and weak academic skills. After 8 weeks in our camp program, she returned to her mainstream class at grade level with improved sensory needs. ST who was 5 years old, non-verbal with several behavioral problems came into the school barely able to transition into the school building let alone participate in the camp activities. At the end of the summer, she was able to come into the building with little stress and was able to participate with the other students.

 

Description

Arbor School uses sensory-based therapies such as occupational therapy, speech/ language therapy and music therapy that are tailored to bring out the best in each child. We strive to provide our students with communication skills that allow them to grow into responsible, community oriented individuals with a purpose.  We put in place programs developed by our team, incorporating measurable goals across settings, while addressing specific needs of our students.

During therapy sessions, students can be found sitting on the floor, or on a swing or lying prone on a bean bag, or they may be fitted with weighted or pressure vests. You can find us with our students in the therapy room, classroom, in the kitchen, on the playground, or in the school hallways. We incorporate ideas from each of the therapies to promote the development of language skills, communication, and social skills. Working together with teachers and parents guides us in setting goals and priorities, thus providing therapy that is personal, functional, and relevant to the individual student.

Therapists guide children through whole body sensory experiences by following the child’s lead. The therapy room is set up to promote initiation and problem solving skills. Our students frequently utilize these skills along with heavy muscle work when setting up equipment for obstacle courses. Therapists often lead students through simple scenarios which require problem solving skills to get from point A to point B.

Population Served K-12 (5-19 years)
People/Families with of People with Disabilities
People/Families with People of Developmental Disabilities
Short Term SuccessHelpOrganizations describe near term achievement(s) or improvement(s) that will result from this program. This may represent immediate outcomes occurring as a result of the end of a session or service.  Studies indicate that therapies increases a child’s developing language, academic and social skills. Further studies show that our different therapies can calm, redirect and diminish stress, inappropriate behaviors and increase mood. 60% of the students will increase their language skills through the use of verbalizing words, mimicking sounds, and singing of songs. 85% of the students will show a decrease in inappropriate behaviors and stress. 90% will show an increase in mood and modulation.
Long Term SuccessHelpOrganizations describe the ultimate change(s) that will result from this program. This may be far into the future and represent an ideal state. Long term goals vary from student to student, but our goal aligns with the school mission to help the students adapt and overcome any disability to thrive in life. Some examples of our long term goals for our speech/language therapist may be for a student to communicate with eye contact or awareness of personal space while speaking pronouncing words clearly. Our occupational therapist may work towards balance and core strength goals to enable a student to walk without falling or swaying. The biggest success and goal we works towards everyday though, is for each student to build self confidence and self assurance.   
Program Success Monitored ByHelpOrganizations describe the tools used to measure or track program impact. Students are evaluated by the team of therapist at the beginning of each school year. These evaluations cover a range of items that give an overall picture of the students’ current levels in the following fields; visual/motor skills, language/ communication skills, and sensory skills. In addition to these evaluations, other methods include daily and weekly one on one sessions, in class observations. Formal evaluations and testing is done at the end of each semester to measure the level of success as the school year progresses.
Examples of SuccessHelpOrganization's site specific examples of changes in clients' behaviors or testimonies of client's changes to demonstrate program success.

CB with severe ADHD and sensory issues is able to sit and participate in the music therapy sessions without any need to move around or become overloaded.

SB who is 11 with Autism is making tremendous gains both in modulation (calming) and conversational skills since the beginning of the program.

Description

Small class instruction in English, Math, Science, and History through a traditional high school model of changing classes. School electives include Independent Living Skills, Vocational Skills, Art, and PE. If deemed appropriate, our students also receive Occupational Therapy and Speech/Language Therapy within the school day. We separate the age groups into a “lower house” which is for ages 15-16 and “upper house” for 17-22. Arbor High is in place to develop our young people to either prepare them for further education after High School or for the work-place. Through skill building, continued education and hands on experience in working environment, we prepare our young adults for the next phase in life.

Population Served Children and Youth (0 - 19 years)
People/Families with of People with Disabilities
People/Families with People of Developmental Disabilities
Short Term SuccessHelpOrganizations describe near term achievement(s) or improvement(s) that will result from this program. This may represent immediate outcomes occurring as a result of the end of a session or service. The short-term success of our program varies as it is based individually on everyone that we have enrolled. One example of a short-term success may be a student that has opened up and begun to have friends and socialize on a daily basis. Another short-term success may a student that has given the teacher undivided attention for one straight week in class. Part of who we are and what we do is finding these small victories and celebrating them with the student and families as often as possible.
Long Term SuccessHelpOrganizations describe the ultimate change(s) that will result from this program. This may be far into the future and represent an ideal state. The goals and success ride on the individual's ambitions. One student may want to attend college, while the other may want to earn a diploma to attend a vocational school. The High School and Transition programs are in the third year have had limited data to collect to determine a measurable goal. As of now, if our graduates gain admission into a higher education school or a vocational school while being a positive member of the community we consider that a success.
Program Success Monitored ByHelpOrganizations describe the tools used to measure or track program impact.

Students are evaluated upon entrance in the program using the latest methods in the academic and therapeutic fields. Therapeutic, academic, and social goals are written based on the child’s development level and includes specific multi-sensory goals to help them progress from that point. Formal evaluations and testing is done in May of each year to measure the level of success on a yearly basis. The staff are observed by management on a regular basis to ensure the environment and methods used are the most efficient to reach each students goal.

Examples of SuccessHelpOrganization's site specific examples of changes in clients' behaviors or testimonies of client's changes to demonstrate program success. In 2016, Arbor High had one scheduled graduate. The young man came to the school in 10th grade with a goal of earning a High School Diploma. Through hard work and determination, he not only graduated with a diploma, but he was also accepted into Rollins College in Central Florida.
Description

All students participate in academic classes to prepare them for a standard Florida diploma and/or a CTE Florida diploma. Students age 15 - 18 years old participate in elective classes that focus on independent and social skills Upon graduation students and/or reaching the age of 18 will begin one of the following: College - state or university pursuing a degree, Technical College - pursuing a certificate or degree, Begin the Arbor School Transition Program Continuum 18-22-year old’s Independent Living Lab. Independent transportation through the use public transportation and Lynx Access options, Developing and/or working in a student enterprise, Pursue a certificate of training in areas such as Computer programming, Early childhood, or Bookkeeping, and participate in off campus employment training or external internships. 

Population Served People/Families with of People with Disabilities
People/Families with People of Developmental Disabilities
Short Term SuccessHelpOrganizations describe near term achievement(s) or improvement(s) that will result from this program. This may represent immediate outcomes occurring as a result of the end of a session or service.

Projected outcome for 2015-2016 year, is to have at least 2 students in sustained competitive employment. Additionally, 25 high school students will gain work experience in student run enterprises while working to complete LCE curriculum and core academics.

Long Term SuccessHelpOrganizations describe the ultimate change(s) that will result from this program. This may be far into the future and represent an ideal state.

Students will complete the transition program and will be able to take care of their basic needs including cooking simple meals, laundry, and grocery shopping. Students will gain employ-ability skills necessary to maintain a full time or part time job in the community. Students will earn industry certifications in employment skills such as Safe Serv, Early Childhood, Computer Programming, and others that are available through Florida Department of Education.

Program Success Monitored ByHelpOrganizations describe the tools used to measure or track program impact.

Employment follow up will be completed by monitoring student’s employment for 90 days after date of employment. Formal evaluations will be completed at the 45 and 90 day marks as well as the 6 and 12-month mark. Weekly employee and employer contact will be made by the Transition Coordinators. An employment satisfaction survey will be used to determine if the students are satisfied with their jobs.

Examples of SuccessHelpOrganization's site specific examples of changes in clients' behaviors or testimonies of client's changes to demonstrate program success. Through the Transition Program three students were able to convert the on the job training opportunity into job offers that they have accepted.
Comments
CEO Comments

The team at Arbor School as done a tremendous job with their ability to adapt the programming to the growing needs of the families with children with unique abilities. The growth of the program has always been driven to fulfill the request and needs of the families we serve. With the addition of the High School and Transition programs in the last few years, Arbor School can now help a child from kindergarten to graduation. This stable and consistent environment are crucial to a happy and healthy family working with adverse situations.

Board Chair
Board Chair Mr Geoffrey Dean
Company Affiliation Sun Trust Bank
Term Aug 2014 to Aug 2017
Board Co-Chair
Board Co-Chair
Board
Board Members
NameCompany AffiliationsStatusCertificate*
Mrs. Sarah Canfield Arbor School of Central FloridaNonVoting
Ms. Wendy Cox Blair Executive DirectorExofficioYes
Mr. Geoffrey Dean Sun Trust BankVoting
Ms. Angela Duerden Community VolunteerVotingYes
Mr. Greg Eisenberg American Campus CommunitiesVoting
Ms. Keri Kozlowski Community VolunteerVotingYes
Mr. Nick Mouralis BioPlus Specialty PharmacyVotingYes
Mr. Ron Popchock Hilton VacationsVotingYes
Mr. Steven Smith Arbor School of Central FloridaNonVoting
*This individual has been awarded a Certificate in Orientation to Board Service by the Edyth Bush Institute for Philanthropy & Nonprofit Leadership at Rollins College ebi.rollins.edu, the Central Florida Partnership www.centralfloridapartnership.org, and the Central Florida Foundation www.cffound.org.
Board Term Lengths 3
Board Term Limits 3
Board Ethnicity
Asian American/Pacific Islander 0
Caucasian 9
Hispanic/Latino 0
Native American/American Indian 0
Other 0
Other (if specified) 0
Policies
Written Board Selection Criteria Yes
Written Conflict of Interest Policy Yes
Percentage of Monetary Contributions 100%
Percentage of In-Kind Contributions 100%
Constituency Includes Client Representation Yes
Standing Committees
Standing Committees
Committee Name
Development / Fund Development / Fund Raising / Grant Writing / Major Gifts
Finance
Academic Affairs
Scholarship
Comments
CEO Comments

Our success of having a strong and passionate board is also a challenge. Our existing board is a very driven with a “can do” attitude, that I think is a great success. The challenge to find potential board members that will be a positive addition that understands the goals and mission of the school.

CEO/Executive Director
CEO/Executive Director Wendy Cox Blair
Term Start May 2010
Email wendy.blair@arborschoolflorida.com
Experience

Achievements

 Program Creation: Researched and delivered educational and social development programs designed to meet individual and group needs.

 Financial Management: In concert with the board of directors, created and managed  annual operating budget.

 Human Resources: Effectively managed the hiring, training, and workflow of the staff providing a positive work environment.

 Community and Public Relations: Created press releases and magazine articles promoting the school to the community. Spoke regularly to groups such as the Winter Springs Rotary, evangelizing the school, its mission, and its needs.  

 Fundraising: Wrote and was awarded a private grant in excess of $430,000 over 5 years to fund and expand the programs of the school. Organized annual find raising events including dinner and auction evenings.

 

 

Professional Experience

 

 Arbor School of Central Florida

Executive Director for a non-profit specialized school serving children with Sensory Processing Disorder, Autism, learning disabilities, and other special needs

 LifeSkills Academy of Orlando

Lead Teacher for a specialized school for children with Sensory Processing Disorder, Autism, Learning Disabilities, and other special needs.

 Social Bridges

Facilitator specializing in Social Skills training for children with Autism, Sensory Processing Disorder, Learning Disabilities, and other special needs.

 Wendy’s Banchee Ranch

Owned and managed a private pre-school, after school, and summer camp in Spokane, WA.

 

Boards and Memberships

 

McKay Coalition of Schools Treasureer and Conference Chair                           

Chairperson of the Regional Board of the Northwest Regional Church (Disciples of Christ)                                                                                                                                                 Vice-Chair of the Regional Board of the Northwest Regional Church (Disciples of Christ)                                                                                                                                          

Chair of Mission Interpretation Commission of the Northwest Regional Christian Church (Disciples of Christ)                                                                                               

Director of Christian Education the Northwest Regional Church (Disciples of Christ)

 

 

CEO Salary Range $50,001 - $75,000
Staff
Number of Full Time Staff 26
Number of Part Time Staff 2
Number of Volunteers 15
Number of Contract Staff 1
Staff Retention Rate 90%
Senior Staff
Title Director of Therapy Services
Experience/Biography

Received a B.A in Psychology with a focus on children in 2008 from the University of Central Florida. In 2014 and a Master’s of Science in Occupational Therapy from Barry University. I am also certified in Therapeutic Listening and Astronaut Training. I am a current NBCOT certified occupational therapist, AOTA member, with past experiences including teaching preschool for 2 years, utilizing the Floortime method with autistic children, 4 years actively instructing the Learn to Learn program and volunteering as a Guardian ad Litem through Seminole county. She joined Arbor School in 2011.

Title Business Development Director
Experience/Biography Started working for Arbor School in August of 2015. Brings 12 years business management experience with special focus on marketing and business development.
Plans
Organization has Fundraising Plan? Yes
Organization has Strategic Plan? Yes
Years Strategic Plan Considers 3
Date Strategic Plan Adopted Oct 2015
Management Succession Plan No
Organization Policies And Procedures Yes
Other
Affiliations
AffiliationYear
Oviedo ~ Winter Springs Regional Chamber of Commerce2010
Seminole County Chamber of Commerce2017
State Registration Yes
State Charitable Solicitations Permit Yes
State Charitable Solicitations Permit Expiration Month Nov
State Charitable Solicitations Permit Expiration Year 2017
Fiscal Year
Fiscal Year Start Aug 01, 2016
Fiscal Year End July 31, 2017
Documents
Form 990s
YearDocument
2016990
2015990
2014990
2013990
2012990
2011990
2010990 return
2010990 schedules
2010990 signature page
IRS Letter of Determination
IRS Determination Letter
Detailed Financials
Revenue SourcesHelpThe financial analysis involves a comparison of the IRS Form 990 and the audit report (when available) and revenue sources may not sum to total based on reconciliation differences. Revenue from foundations and corporations may include individual contributions when not itemized separately.
Fiscal Year201620152014
Foundation and
Corporation Contributions
$94,760$70,000$0
Government Contributions$0$0$0
Federal$0$0$0
State$0$0$0
Local$0$0$0
Unspecified$0$0$0
Individual Contributions$13,387$2,382$362,907
$0$0$0
$1,192,429$458,120$890,237
Investment Income, Net of Losses$0$0$8
Membership Dues$0$0$0
Special Events$4,487$0$15,127
Revenue In-Kind$25,000$0$0
Other$2,378$719$2,750
Expense Allocations
Fiscal Year201620152014
Program Expense$1,320,988$572,404$98,688
Administration Expense$107,672$73,564$52,028
Fundraising Expense$21,729$0$235
Payments to Affiliates$0$0$0
Total Revenue/Total Expenses0.920.821.22
Program Expense/Total Expenses91%89%9%
Fundraising Expense/Contributed Revenue19%0%0%
Assets and Liabilities
Fiscal Year201620152014
Total Assets$310,987$332,317$428,110
Current Assets$8,472$57,678$93,309
Long-Term Liabilities$99,000$0$0
Current Liabilities$52,765$48,631$39,570
Total Net Assets$159,222$283,686$388,540
Top Funding Sources
Fiscal Year201620152014
Top Funding Source & Dollar AmountEarned Revenue $1,192,429Earned Revenue $458,120Earned Revenue $890,237
Second Highest Funding Source & Dollar AmountFondations and Corporations $94,760Foundations and Corporations $70,000Foundations, Corporations and Individuals $362,907
Third Highest Funding Source & Dollar AmountIn-Kind $25,000Individuals $2,382Special Events $15,127
Solvency
Short Term Solvency
Fiscal Year201620152014
Current Ratio: Current Assets/Current Liabilities0.161.192.36
Long Term Solvency
Fiscal Year201620152014
Long-Term Liabilities/Total Assets32%0%0%
Capital Campaign
Currently in a Capital Campaign? Yes
Capital Campaign PurposeHelpCapital Campaigns are defined as a fundraising efforts over-and-above an organization's annual operating budget. Campaigns might include the purchase of land or a building, major renovations, and major equipment purchases. Endowment campaigns may also be included if the funds are legally restricted. Starting with the 2016 school year in August, The Arbors will begin campaigning to raise funds to be able to expand the school to a second location to accommodate recent growth. In the last two years, the school has grown 24% and 36% since the 2014/2015 school year. Our goal is to have the high School and Transition program to a separate site for lifeskills and educational learning.
Campaign Goal 500000
Capital Campaign Dates Jan 2017 - July 2018
Capital Campaign Anticipated in Next 5 Years? Yes
Comments
CEO Comments The 2015-2016 school year was a year of expansion with the addition of our Transition to Work/Independent Living Program.  Due to high demand, the decision was made to take a temporary loss in order to meet the needs of our students and to increase our services for this growing, underserved population.
Foundation Comments
Financial figures taken from IRS Form 990.
Audits were not provided.
Contributions from foundations and corporations are included in total for individuals, as they were not separated on the 990.
990 for 2015 is a short year.  Organization changed fiscal  year end dates so that affected the 990 reporting.  
Voluntary Organizations Active in Disaster
Notes Programs listed here are those that are only activated during a disaster. Some organizations have unified budgeting and do not budget by program. Because of this, some budget fields may be blank or represent an approximation. Organization describes previous experience during the immediate response, recovery or rebuilding phases following a disaster.