Reed Academy Inc

Oakland, NJ   |  www.reedacademy.org

Mission

At REED Academy, no two students are the same. Our highly-trained staff focuses on each child's needs, applying the highest standard of individualized and specialized education. Our philosophy is built into our name: REED stands for Resources for Effective Educational Development, and all of our services follow the expert-endorsed Applied Behavior Analytic (ABA) model of teaching and learning.

Ruling year info

2002

Principal Officer

Jill Nadison

Main address

25 Potash Rd

Oakland, NJ 07436 USA

Show more contact info

EIN

01-0735034

NTEE code info

Specialized Education Institutions/Schools for Visually or Hearing Impaired, Learning Disabled (B28)

IRS filing requirement

This organization is required to file an IRS Form 990 or 990-EZ.

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Communication

Programs and results

What we aim to solve

SOURCE: Self-reported by organization

1 in 34 children have autism in the state of New Jersey. That’s why we’re here. Our philosophy is built into our name: REED stands for Resources for Effective Educational Development, and all of our services follow the expert-endorsed Applied Behavior Analytic (ABA) model of teaching and learning.

Our programs

SOURCE: Self-reported by organization

What are the organization's current programs, how do they measure success, and who do the programs serve?

Early Intervention

Research shows that early intervention significantly impacts development for a child with an autism diagnosis. The services offered through our Early Intervention program improve the capabilities of individuals from diagnosis through age three. As with all REED services, we use the approach of Applied Behavior Analysis (ABA)—widely recognized as an effective treatment for autism spectrum disorder by the US Surgeon General, American Academy of Pediatrics and the National Institute of Mental Health.

Population(s) Served

Autism is called a spectrum disorder because people with autism display a wide range of skill deficits. They are at the same time remarkably different and similar. Each child with autism has unique educational needs and challenges. Educators tailor their teaching to those specific needs.

At REED, we see the potential in every child and know that every person with autism is capable of learning. We use the science of Applied Behavior Analysis (ABA) to teach both foundational and sophisticated skills, as well as to assess the effectiveness of our individualized instructional programs.

Population(s) Served

Based on the needs of our student population, each individualized education plan will guide REED’s curriculum. The curriculum and instructional strategies are continually revised to suit the individual needs of students given the diverse nature of autism spectrum disorder.

REED is committed to the implementation of science-based intervention strategies that objectively define teaching methods, the format and design of the curriculum, as well as data-based evaluation procedures.

The curriculum is prepared in a structured series of steps as learning is built upon previously mastered material. The curriculum format is comprised of instructional goals and objectives for specific skill areas, with each skill being broken down into its appropriate instructional units.












Opportunities for Extra Curricular Services and Activities

Community-based instruction opportunities are planned in order to learn about and practice appropriate behavior in public environments. Visits to restaurants, malls, bowling alleys, zoos, and other locations will be scheduled on a regular basis or as needed and identified by families as areas of interest or difficulty.

Population(s) Served

Where we work

Our results

SOURCE: Self-reported by organization

How does this organization measure their results? It's a hard question but an important one.

Number of educators who have opportunities to attend programs offered by professional organizations

This metric is no longer tracked.
Totals By Year

Number of administrators and staff who plan and experience professional development activities together

This metric is no longer tracked.
Totals By Year

Number of Individualized Education Programs (IEPs) developed

This metric is no longer tracked.
Totals By Year

Goals & Strategy

SOURCE: Self-reported by organization

Learn about the organization's key goals, strategies, capabilities, and progress.

Charting impact

Four powerful questions that require reflection about what really matters - results.

Autism should not limit a child’s opportunities to learn and grow. Our goal is to give individuals with autism opportunities to learn, grow, and succeed to the best of their abilities as every child deserves a productive, independent, happy life. At REED, we recognize the importance of making the education process not just about supporting the student but about supporting the whole family. The curriculum is tailored to each child’s needs and administered by educators trained in ABA, an evidence-based science implemented to effect meaningful change in behaviors ranging from social skills and academics to life skills and job training.

At REED Academy, no two students are the same. Our highly-trained staff focuses on each child’s needs, applying the highest standard of individualized and specialized education emphasizing academics, language, self-care, health and safety, functional life skills and pre-vocational skills. Throughout each day, students work one-to-one with a team of experts including classroom instructors, certified teachers, Board Certified Behavior Analysts (BCBA’s), and speech and language therapists.
Technology plays an essential role at REED, by helping students communicate effectively, providing dynamic, engaging instruction, and by offering opportunities for leisure activities. It also allows for a constant flow of communication and collaboration with parents and caregivers.

At REED, in order to accomplish our goals of individualized education, special programs are developed and utilized for each student. For instance, if a student is apprehensive about getting a haircut, special programs are put into place to facilitate the end goal of sitting in a salon chair and being able to tolerate a haircut. Also, for students that are non-verbal, iPads are used for help with communication.

REED Academy was founded in 2003 by parents desperate to find an appropriate education for their children with autism. The doors of a small church basement opened to 5 chidren. 15 years later, over 40 students are enrolled in the 24,000 foot state of the art facility. The curriculum is tailored to each child’s needs and administered by educators trained in ABA, implemented to effect meaningful change in behaviors ranging from social skills and academics to life skills and job training. One student might be getting a haircut at our on-campus salon; another might be stocking shelves in our market; while another might be working on language skills. REED Academy’s goal is to prepare young people with autism for everything they might encounter in life—from reading a street sign to ordering a drink at a coffee shop, brushing their teeth and working at a job.

Financials

Reed Academy Inc
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Operations

The people, governance practices, and partners that make the organization tick.

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Reed Academy Inc

Board of directors
as of 04/29/2019
SOURCE: Self-reported by organization
Board chair

Scott Marshall

Board leadership practices

SOURCE: Self-reported by organization

GuideStar worked with BoardSource, the national leader in nonprofit board leadership and governance, to create this section.

  • Board orientation and education
    Does the board conduct a formal orientation for new board members and require all board members to sign a written agreement regarding their roles, responsibilities, and expectations? Yes
  • CEO oversight
    Has the board conducted a formal, written assessment of the chief executive within the past year ? Yes
  • Ethics and transparency
    Have the board and senior staff reviewed the conflict-of-interest policy and completed and signed disclosure statements in the past year? Yes
  • Board composition
    Does the board ensure an inclusive board member recruitment process that results in diversity of thought and leadership? Yes
  • Board performance
    Has the board conducted a formal, written self-assessment of its performance within the past three years? Yes