ACADEMY OF ST LOUIS
Providing Hope, Promise, and Opportunity to Students with Learning Challenges
Programs and results
What we aim to solve
Many times students diagnosed with particular learning disabilities, developmental delays and mental health issues are categorized as behavior problems, underachievers, lazy, and attention seeking individuals. Many of our students have attended more than 3-4 schools including public, private, parochial, and other special education programs until they are enrolled at the Academy. Our goal is to create a safe, nurturing, stable learning environment where these same students can regain their self-confidence, self-respect and conquer the fears they have developed through their life. Through a relationship-based program built on trust and support, our students are surrounded by professional staff trained to aid in their academic and emotional recovery. The Academy is a "trauma-Informed school" designed to transition students with learning disabilities, developmental delays and emotional trauma successfully into the next stage of their lives!
Our programs
What are the organization's current programs, how do they measure success, and who do the programs serve?
Academy of St Louis School
The Academy of St. Louis fills the gap for students who do not fit the mold of other special education schools or classrooms. All students attending the Academy have attended at least 2-4 different public, private, or parochial schools that have left their emotional and educational needs unmet, before finding success at the Academy.
While there are other schools in St. Louis for students with learning disabilities, there are none who offer the individualized curriculum with detailed accommodations along with a student to teacher ratio of 3:1 ensuring each child’s success. This approach allows the students to accelerate in their areas of strength and move slowly through their areas of difficulty. The majority of our students will transition into a 2-year college, while others enter technical/trade schools or gain employment after graduating from our school. The Academy will provide a safe, nurturing environment enabling each child to grow academically, socially and emotionally.
Transitioning into Adulthood
Preparing students to transition into adulthood in a healthy, viable manner creating self-esteem and self-confidence. Helping to assure each student has a role to play within their community upon graduation.
Where we work
Affiliations & memberships
Council for Advancement and Support of Education (CASE) 2004
External reviews

Photos
Videos
Goals & Strategy
Learn about the organization's key goals, strategies, capabilities, and progress.
Charting impact
Four powerful questions that require reflection about what really matters - results.
What is the organization aiming to accomplish?
The Academy of St. Louis students gain the emotional, academic and life skills needed to transition into a successful, productive, healthy, happy young adult. Academy students are availed an individualized curriculum tailored to their specific learning style in all five transition areas. This includes education, Independent Living, Work, Leisure and Community Involvement. A collaborative effort among the student's transition team begins at enrollment with surveys given to the student and parent. All aspects of our program are designed to maximize success in transitioning from the Academy into post-secondary adulthood.
What are the organization's key strategies for making this happen?
Strategies are developed by the Academy transition team beginning with enrollment with an Interest Survey given to the student and a Long-Term Transition Survey given to both the student and parent. Testing is completed by students to determine the level of ability, areas of strengths and challenges within each Transition area. Transition goals are defined including rubrics to meet each goal in the following areas: Education (Academics), Independent Living, Work, Leisure and Community Involvement. Goals are then established within each area of transition. Transition goals are measured every three weeks by a member of the Transition Team and are reviewed with student and parents every 8-10 weeks.
What are the organization's capabilities for doing this?
The Academy's Budget and Annual Plan reflects our commitment to excellence in teaching the area of special education. Our teachers are trained and mentored in a specific behavioral model conducive to students who have been diagnosed with one or more learning disabilities. The Academy's low, 3:1 student to teacher ratio combined with it's small, relationship-based learning environment sets the stage for successful transition into a successful post-secondary experience for each student. With IQ's ranging from 50-130, the Academy strategically plans each student's personalized academic, social, and life skills curriculum to meet our goal of graduating happy, well-balanced, & productive young adults into their local communities.
What have they accomplished so far and what's next?
95% of all students graduating from the Academy of St. Louis have successfully matriculated into post-secondary education. Many students have transitioned back to their home school after completing 2-3 years at the Academy. All students have secured part-time employment after graduation. Most importantly, while attending the Academy, students have found friendship for the first time, have been inspired by their peers and are looking towards a healthy, happy future.
Financials
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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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ACADEMY OF ST LOUIS
Board of directorsas of 04/29/2019
Tom Daly
Board leadership practices
GuideStar worked with BoardSource, the national leader in nonprofit board leadership and governance, to create this section.
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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