Womble Institute for Neurodiversity Inc

“Management and the board chairman review the 990 and then present it to the board for review and approval.”

“Any directors, officers, key person or other member of a committee within the governing board is required to disclose all conflicts of interest when/if they arise.”

“The board (or a designated committee thereof) will obtain research and information to make a recommendation to the full board for the compensation (salary and benefits) of the president (and other officers, officials, and key employees) based on a review of comparability data. For year ending 2022, comparability data was gathered but there was not enough money in the budget for comparable pay for the president/director of school. Starting pay for the position was the same as starting pay for the support teacher position and one bonus was given and a pay raise was given by a vote of the board when the budget allowed for it. The goal long-term would be to have enough revenue to pay the president/director a comparable salary.”

“The board (or a designated committee thereof) will obtain research and information to make a recommendation to the full board for the compensation (salary and benefits) of the president (and other officers, officials, and key employees) based on a review of comparability data.”

“Documents are made available upon request.”

“To empower our learners to become happy, successful adults through specialized instruction and loving guidance. Working as a team with each learner's family, we systematically build essential skills that lead to immediate and long term success with family connections, peer relationships, community participation, employability and independent living.”

“David sims, chairman of the board, has a son at the school. Donations from the sims family and tuition payments to the school are the only financial transactions. No tuition discounts were given.”

“True abalities preparatory school the womble institute for neurodiversity operates true abalities preparatory school (taps), a private school in cary, nc that currently serves neurodiverse learners across the triangle area between the ages of 4 and 18. Taps programs include: intensive communication program (ages 4-8, 9-12); current enrollment = 2 this program is designed for learners that are unable to safely or effectively learn within a classroom ratio or within a whole group. These services are provided 1 on 1 by a bcba and focus on building the skills necessary to begin accessing learning in a 2 to 1 ratio. The program offers a total of 13 hours of instruction weekly. Parent training is provided bi- weekly for 3.5 hours, with 1 session occurring at school and 1 session occurring at home. This program is designed to systematically increase critical communication skills, functional replacement behaviors for mal- adaptive behaviors, and classroom readiness skills. Functional communication program (ages 4-8, 9-12, 13-18); current enrollment = 9 this program is designed for learners that are currently unable to fluently communicate wants and needs, comment on their social surroundings, answer questions with and without visual information available, and engage in conversational exchanges. This program is designed to systematically increase critical communication skills, functional replacement behaviors for mal-adaptive behaviors, and classroom readiness skills. The program offers a total of 13 hours of instruction weekly and 7 hours of parent training. This classroom is designed to systematically increase communication, social, play, self-help, community, and recreational skills that are fundamental to changing immediate quality of life and building towards desired long-term adult outcomes such as independent living, employability, community participation, and a confident sense of self. Social emotional program: (ages 6-14); current enrollment = 7 this program is designed for both neurotypical and neurodivergent learners who thrive in a small classroom setting with hands on strength-based instruction and more explicit social skill training. Learners in this classroom are often aware of differences between themselves and peers, may know their diagnosis, and may be demonstrating self-esteem issues related to feeling different. Learners may have mild to moderate learning differences, anxiety, emotional regulation difficulties, and exhibit social skill and executive functioning deficits. This classroom is designed to increase confidence, self-esteem, & social connectivity while strengthening academic skills. This classroom is also designed to repair the damage caused by previous educational experiences and help learners learn to love being in a classroom and being in a group with their peers.”