Great Leaps Academy

Melbourne, FL   |  greatleapsacademy.org

Mission

Great Leaps Academy takes a whole-child approach to learning. Analysts, teachers, and support staff work together to meet the academic, social, behavioral, and independent living skills for each and every child we serve.

Ruling year info

2017

Owner/Director

Richele Zvorsky

Owner/Director

George Zvorsky

Main address

470 Kimberly Drive

Melbourne, FL 32940 USA

Show more contact info

EIN

81-1411928

NTEE code info

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

Autism (G84)

Remedial Reading, Reading Encouragement (B92)

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

Due to public education ignoring effective research strategies, approximately 14 million children aged 5 - 14, (35% of students) are currently behind grade level in basic literacy skills. Furthermore, children diagnosed with Autism Spectrum Disorder and other related disabilities fall even further behind with no recourse in site.

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?

Verbal Behavior

The Verbal Behavior program is designed to increase language skills in individuals with language deficits. Therapists under the supervision of a Board Certified Behavior Analyst, utilize a systematic program that concentrates on specific skill deficits. The method used comes directly from the work of B.F.Skinner and his analysis of how language and verbal behavior develops. Students individual targets and learning program are introduced through errorless teaching techniques to ensure success in their learning. The sequence begins with prompting the target, which means providing the correct response for the student. This procedure ensures success and keeps problem behaviors low. Next, the therapist transfers the target to an independent response, which is then reinforced and builds upon the skill. Now, the therapist distracts the learner with previously mastered, easy responses to further gain independence within this skill. Finally, the therapist checks by restating the initial target in order to be sure they are able to maintain the skill over a delay from the original prompt. Great Leaps Academy, trained with and adapted the teaching techniques with permission from PaTTAN's Autism Initiative.

Population(s) Served

Precision Teaching (PT) is a system of precise measurement designed to guide a teacher's decision making process. PT utilizes the Standard Celeration Chart which allows a visual representation of student progress. The sequence of PT starts with assessment and analysis of students' current skills. After assessment and selection of targets, teachers begin to train selected targets. Next, the target skills are timed and responses are charted. If the charted data is found to be at a flat or decreasing trend, program changes are made. However, if data indicate increase in correct responding programing remains on course. The sequence of train, time, and analyze continues until the student gains complete fluency of the selected target skills. This method allows for quicker and more meaningful learning success.

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 teachers who demonstrate effective teaching practices

This metric is no longer tracked.
Totals By Year
Related Program

Percision Teaching

Context Notes

Student's performance measures the effectiveness of teaching practices.

Number of teachers trained

This metric is no longer tracked.
Totals By Year
Context Notes

Teachers trained is measured by credentials obtained.

Number of students who demonstrate improved overall literacy

This metric is no longer tracked.
Totals By Year
Context Notes

Standard Celebration Chart data is utilized to determine growth rate of literacy skills.

Number of students who receive scholarship funds and/or tuition assistance

This metric is no longer tracked.
Totals By Year
Context Notes

All students receive scholarship an/or tuition assistance.

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.

Great Leaps Academy aims to fill the gaps in academic, language, and social skills for children otherwise overlooked.

Great Leaps Academy utilizes researched-based programs of instruction combined with Applied Behavior Analysis to accomplish it's mission. These programs include Direct Instruction, Precision Teaching, Verbal Behavior, and Applied Behavior Analysis.

Great Leaps Academy is led and owned by certified special educators and Board Certified Behavior Analysts with over 20 years experience in the field of education and behavior. The company requires rigorous competency-based assessments and training of all staff members. In addition, Great Leaps Academy consults with top professionals in the filed for application, ethical, and mangement practices.

Great Leaps Academy has accomplished learning growth, as evident by the Standard Celebration Chart data, learning gains of 1.5 academic years in as little as 60 instruction hours with children diagnosed with Autism Spectrum Disorders and other related diagnoses and 40 hours with children undiagnosed.

Financials

Great Leaps Academy
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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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Great Leaps Academy

Board of directors
as of 06/20/2019
SOURCE: Self-reported by organization
Board chair

Richele Zvorsky

Great Leaps Academy

George Zvorsky

Great Leaps Academy

Bradley Zvorsky

Great Leaps Academy

Amanda Kollen

Great Leaps Academy

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 ? No
  • 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? No
  • Board performance
    Has the board conducted a formal, written self-assessment of its performance within the past three years? No