MITCHELLS PLACE INC

Unlocking Potential

aka Mitchell's Place   |   Birmingham, AL   |  www.mitchells-place.com

Mission

It is our mission to provide comprehensive, research-based services for children and families affected by autism spectrum disorder and other developmental disabilities.

Ruling year info

2004

Executive Director

Sara Nall

Main address

4778 Overton Road

Birmingham, AL 35210 USA

Show more contact info

EIN

20-1056421

NTEE code info

Autism (G84)

Kindergarten, Nursery Schools, Preschool, Early Admissions (B21)

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

Mitchell’s Place is a comprehensive autism treatment center and Accredited Early Learning Preschool for children ages two to six. Established in 2005 after a local family became frustrated by the lack of services and autism treatment options for their son, Mitchell. Mitchell’s Place works to meet the growing need for specialized services for children with Autism Spectrum Disorder (ASD), and their families, in the greater Birmingham area and across the state. Mitchell’s Place provides an array of outcome-based, early intervention programs specifically designed to enable children with autism to reach their highest potential before transitioning to a public-school setting. The Early Learning Preschool (ELP) is an Accredited program and consists of four classrooms serving children ages two to six. Operating year round, it is an inclusive program serving both children with autism and an equal number of typically developing peers. Teach Me is another early intervention program involving an

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 Learning Preschool

Mitchell's Place Early Learning Preschool (ELP_ is an ABA (applied behavior analysis) based accredited preschool with a 3:1 student teacher ratio designed to serve children on the autism spectrum. Although our program is structured to serve those children on the spectrum, we are a collaborative setting with an equal number of typical peers in each classroom. We strive to unlock the potential of every child and use best practices in both education and ABA to achieve this. Mitchell's Place is committed to providing a nurturing environment aimed at improving the quality of life for our families.

Population(s) Served
Infants and toddlers
People with disabilities
Children

Mitchell's Place offers full and part-time ABA Therapy. We use best practice and research based programs to help each child unlock their full potential.

Population(s) Served
Infants and toddlers
People with disabilities

Mitchell's Place offers speech and occupational therapy as an outpatient service and as part of our Early Learning Preschool and ABA programs. Although most of our clients are on the autism spectrum and we specialize in that, we see children with many different types of developmental disabilities in our outpatient programs.

Population(s) Served

Mitchell's Place offers psychological evaluations and therapy for children and families affected by autism spectrum disorder and other developmental disabilities.

Population(s) Served
Children and youth
People with disabilities

Mitchell’s place is now offering a collaborative 12-week feeding therapy program. This hands-on, collaborative program is led by a Psychologist, Occupational Therapist, and Speech Therapist. Together, the three disciplines evaluate and treat children with autism with complex feeding issues.

We look at the whole child to determine to core of what is negatively impacting the child’s ability to eat a well-balanced diet, and then target those areas during treatment. We do not have a dietician on staff, so it is also recommended that families in our program consult with their pediatrician and a dietician.

Population(s) Served
Infants and toddlers
People with disabilities
Infants and toddlers
People with disabilities

Where we work

Affiliations & memberships

Advanced Ed Accreditation- Preschool by Cognia 2019

Behavioral Center of Excellence - 2 year reaccreditation 2022

Early Learning Preschool - First Class Preschool 2022

Our Sustainable Development Goals

SOURCE: Self-reported by organization

Learn more about Sustainable Development Goals.

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.

At Mitchell's Place, we strive to unlock the potential of individuals affected by Autism Spectrum Disorder by providing quality diagnostic, educational and therapeutic services. Mitchell's Place is a cutting edge, evidence-based center that is committed to providing a nurturing environment aimed at improving the quality of life for our clients and families.

To continue our progress and success of unlock a child's full potential, we have developed three strategies, identified in our Strategic Plan, that will further the mission of Mitchell's Place.

Strategy One: Diversify and increase revenue. This strategy would allow us to expand and improve various programs. We plan on accomplishing this strategy through the following avenues: Pursue grants that are outside our city and state, partner with universities and other organization to write grants that provide services in the community and to the underserved so that we can seek nationwide grants; work with school systems to contract with Mitchell’s Place to provide services not offered by the school system; offer in-home services to our current clients and when possible to others in the community; work with school systems to professionally develop their paraprofessionals, special education teachers and general education teachers, and many more.

Strategy Two: Actively pursue expansion. This strategy is a long-term goal that will increase collaboration as well as awareness and services for Autism Spectrum Disorder. To accomplish this we have become a Medicaid provide and continue to actively pursue an alignment of programs and services with a local major university and/or the local children’s hospital in order to increase reimbursement rates and serve more families living with autism. We have also made expanding Autism Education in the community a high priority.

Strategy Three: Explore, and possibly pursue, a Capital Campaign. This has been a 15 year dream in the making and, if possible, will change the landscape of Autism care and services for the entire state of Alabama. In order to pursue this strategy we plan on conducting a Feasibility Study in 2021.

Mitchell's Place has numerous strengths that support its ability to provide outstanding services. Among these strengths are its unique product offering, mission driven staff and its culture and community. Mitchell’s Place’s highly qualified staff has an expertise in autism that is unrivaled in the community. They are well trained and provide a setting for our families that allows children to thrive and grow. The growth of our applied behavior analysis therapy program has allowed Mitchell’s Place to not only provide more services, but additionally to move out into the community to help families and school systems. The staff provides a safe, loving environment for children and are committed to helping each and every child. This commitment creates a culture and community for our families that would not exist otherwise. Furthermore, an added benefit is the commitment of Mitchell's Place to work with other organizations to form a continuum of services for individuals on the autism spectrum, which fosters community among families on the spectrum and other providers.

Previous Measurements of Success - Mitchell’s Place develops programs based on research and best practice, with a commitment to data-driven outcomes. As a cutting edge, evidence-based center, Mitchell’s Place is committed to providing a nurturing environment aimed at improving the quality of life for students and their families. Instructional focus, teaching methods, and materials are rooted in the principles of ABA. Mitchell’s Place has a full-time BCBA staff for intensive and on-going staff training, as well as assisting with problem behavior assessment, intervention, and data collection. The ELP implements a research-based early learning curriculum called Mother Goose Time. Mitchell’s Place also utilizes Handwriting Without Tears, a multisensory curriculum that draws from years of innovation and research to provide developmentally appropriate strategies for early writing. Also implemented is Social Communication, Emotional Regulation and Transactional Support (SCERTS). SCERTS is a research-based educational approach and multidisciplinary framework that directly addresses the core challenges faced by children and persons with ASD. All students are evaluated by teachers, counselors, and other therapy providers to measure gains in all areas of development. Each student is evaluated quarterly to assess progress related to IEP goals with a goal of at least “some progress made” on each section. Each child is assessed via the VB-MAPP or ABLLS-R annually as well. No matter age, any child who exits the ELP program is given an exit assessment through the Battelle Developmental Inventory-Second Edition to measure a variety of development milestones. All students in the Pre-K 4 program are evaluated for Kindergarten Readiness at the end of the Pre-K year.

Additionally, all Mitchell’s Place teachers and counselors meet with school staff for each child’s kindergarten placement to ensure new kindergarten IEPs are comprehensive and based on goals worked toward during time at Mitchell’s Place, and to share ideas regarding best classroom behavior and learning style practices for each child as he/she transitions to kindergarten. Also, at the end of the Pre-K 4 program, all parents complete a Kindergarten Readiness Survey, which was designed by UAB’s School of Public Health for all Alabama students who participated in Alabama’s First Class Pre-K program. In addition, for younger students not headed to kindergarten, Mitchell’s Place sends out parent surveys each year to measure parents’ satisfaction with the education and therapeutic services provided by the organization as well as their perception regarding gains their child has made related to cognition, social skills, gross/fine motor development, and kindergarten readiness.

Financials

MITCHELLS PLACE INC
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Operations

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

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Connect with nonprofit leaders

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  • Analyze a variety of pre-calculated financial metrics
  • Access beautifully interactive analysis and comparison tools
  • Compare nonprofit financials to similar organizations

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MITCHELLS PLACE INC

Board of directors
as of 06/07/2022
SOURCE: Self-reported by organization
Board co-chair

Allen Meisler

Rime Companies


Board co-chair

Jr Edward Aldag

Medical Properties Trust

Angela Redmond

Children's of Alabama

Josh Simpson

Intermark Group

Wally Evans

Amy McKinney

Nancy Meisler

Patrick Carlton

SouthState Bank

A. Michelle Clemon

The Clemon Consulting Group

Rose James

UAB/Children's of Alabama

Brenda Hackney

The Hackney Foundation

Christi Lunsford

Encompass Health

James Ward

Ward Cooper Law

Herbert Wilkerson

UAB

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? No

Organizational demographics

SOURCE: Self-reported; last updated 6/7/2022

Who works and leads organizations that serve our diverse communities? GuideStar partnered on this section with CHANGE Philanthropy and Equity in the Center.

Leadership

The organization's leader identifies as:

Race & ethnicity
White/Caucasian/European
Gender identity
Female, Not transgender (cisgender)
Sexual orientation
Heterosexual or Straight
Disability status
Person without a disability

Race & ethnicity

Gender identity

 

Sexual orientation

Disability

No data

Equity strategies

Last updated: 06/07/2022

GuideStar partnered with Equity in the Center - an organization that works to shift mindsets, practices, and systems to increase racial equity - to create this section. Learn more

Data
  • We review compensation data across the organization (and by staff levels) to identify disparities by race.
  • We have long-term strategic plans and measurable goals for creating a culture such that one’s race identity has no influence on how they fare within the organization.
Policies and processes
  • We use a vetting process to identify vendors and partners that share our commitment to race equity.
  • We have a promotion process that anticipates and mitigates implicit and explicit biases about people of color serving in leadership positions.
  • We seek individuals from various race backgrounds for board and executive director/CEO positions within our organization.
  • We have community representation at the board level, either on the board itself or through a community advisory board.
  • We help senior leadership understand how to be inclusive leaders with learning approaches that emphasize reflection, iteration, and adaptability.
  • We engage everyone, from the board to staff levels of the organization, in race equity work and ensure that individuals understand their roles in creating culture such that one’s race identity has no influence on how they fare within the organization.