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A letter from Beth Dear Orchard Friends Family, In the 2007 movie Evan Almighty, God—wonderfully portrayed by Morgan Freeman—asks: “If someone prays for patience, do you think God gives them patience? Or does he give them the opportunity to be patient? If he prayed for courage, does God give him courage? Or does he give him opportunities to be courageous? If someone prayed for the family to be closer, do you think God zaps them with warm, fuzzy feelings? Or does he give them opportunities to love each other?” I love this quote because it teaches us to reframe our challenges as opportunities to grow: to practice patience. To be brave. To love each other a little better, and to hold each other a bit more closely and carefully. Through this lens, the last two and a half years have given us more opportunities than perhaps any time in recent history to move closer to the people—and school community—we’d like to be. With the rapid and terrifying onset of COVID in 2020, we were forced to adapt, to circle the wagons, and to find ways to move forward—with love, with courage, and with patience—in the face of uncertainty. It is not only because of this period of constriction, but also because of all that we have learned during this period of constriction, that reengaging with each other, with our community, and with the wider world feels so meaningful, so freeing, and so vital. The theme of this year’s annual report is “Beyond the Classroom,” and it’s a theme that resonates in so many ways. First, it’s a celebration of our ability to reconnect as individuals and restore our sense of community. As a school, we are bigger than our classrooms or our campus. We’re a family. And our time apart has only served to reinforce how much we mean to each other. Second, it’s a reminder that the classroom is not an end point; it’s a starting point. Everything our students learn in the classroom is meant to prepare them to live rich, fulfilling, and successful lives outside the classroom. To do that, they need more than advanced academics. They need practical life skills; social, emotional, and regulatory tools; and the ability to navigate barriers to resources that can make the difference between succeeding and struggling.
104%
27%
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1st
0
increase in the number of Orchard Friends donors
were first-time donors—compared to 0 first-time donors in 2020
new community partnerships
ever OFS Music Fest
No COVID-19 spread in our school
2021 BY THE NUMBERS COVID forced us to turn our gaze inwards, to draw on our inner reserves, and to reevaluate almost every aspect of our lives. Today, we’re taking what we’ve learned—the patience, courage, and love we’ve cultivated, as well as all the lessons remote learning has taught us—and radiating it outwards. And, as others rejoin the world and bring with them their own lessons learned, we’re receiving an incredible influx of energy as well: new families who are seeking a better educational experience for their children. New donors who believe in who we are and what we do and who are helping us to bring our mission to life in real, tangible ways. And new community partnerships that take learning beyond the classroom. And, just as importantly, we’re seeing students like Marty Alexander, featured on page 3, writing the next courageous chapter of their life stories after OFS—stories that they once wouldn’t have believed were possible. Stories like Marty’s—and of all our OFS students, past and present—remind us what’s possible. They inspire us to keep taking the next right step, and to remember that just because something doesn’t exist today, doesn’t mean it won’t exist tomorrow. To be surrounded by this kind of bravery each day is to be reminded, moment by moment, how to be patient. How to be brave. How to love each other for all we are today, and for all we can become. Thank you for coming with us on our journey.
Sincerely, Beth DiPerna
Beyond Belief: Each of our students’ stories is their own— as personal, individual, and unique as they are. In sharing their stories, we celebrate our students’ incredible triumphs: the challenges they’ve overcome before they came to us; their bravery in learning where and how they need to be supported and to accept that support; and their courage in daring to imagine a new future— one that previously seemed out of reach. For Marty Alexander and his mom, Sue, the path to Orchard Friends was rife with challenges. Like so many of our students, Marty struggled to learn in a rigid, formulaic academic environment that failed to see and understand his specific needs. Without the time, space, and resources needed to unlock Marty’s potential, he and his mom began to lose hope. Then they found Orchard.
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Marty’s Story
SUE ALEXANDER Marty’s mom Marty was struggling. He was enrolled
a school that was able to home in on the
at a school with a “one size fits all” program
places he needed to be challenged as well as
for children with learning differences. There
the places he needed additional support.
was nothing flexible or collaborative about their approach; if I asked about adjusting the
Orchard Friends understood that.
resource reading curriculum, extending Marty’s speech therapy, or enrolling him in after-school
They knew that the same student can be
tutoring, the response was always the same:
advanced in science but struggle with reading;
“this is the way we do it.”
that there is no “one size fits all” approach to teaching students with learning differences
But my son was not “one size fits all.” I knew
because there is no “one size fits all” student.
that Marty needed more help than he was
That recognition, along with Orchard’s
getting. He needed smaller class sizes and
small size and warm, emotionally nurturing
more personalized programming. He needed
environment, is why we chose them.
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MARTY ALEXANDER
Orchard Friends is amazing. It’s like they began by learning me: my strengths and challenges, where and how I learn best, and why. Because they took the time to do this, they were able to teach me things that I never would have learned if I’d stayed in my previous school. For example, my teachers realized that I am a visual learner. They not only helped me to understand how this shaped my personal learning style, but also to see that it’s okay to learn differently. I now see this aspect of myself as just another part of who I am—not something to overcome.
BRITTANY SEFRANSKY Marty’s teacher
In addition to everything I learned in the classroom, I also had incredible experiences outside the classroom, helping to renovate the Battleship New Jersey and working at Habitat for Humanity’s ReStore as a volunteer. Orchard also offered me the chance to explore a trade. Working as a plumber’s apprentice, I learned how to use tools like a blowtorch and jackhammer. Each of these opportunities helped to mold me into the person I am today; no matter what I do next, I’ll be able to take these skills with me.
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When Marty came to Orchard Friends, he was four years behind in math and three years behind in reading. After his time with us, Marty’s college Accuplacer scores are now on level for math and very slightly behind in his reading. In just six years, we taught him ten years of math and nearly eight years of English. A huge part of Marty’s success was figuring out how he learns best. If we— Marty’s teachers—understand how he learns best, then we’re able to teach him effectively during his time with us. But if Marty also understands how he learns best, he’ll be able to apply this knowledge in a variety of contexts for the rest of his life. For us, this is just as important as teaching the material for a given subject. We’re teaching our students how to learn—how they specifically, uniquely learn—and that’s a skill that will unlock learning for them for the rest of their lives. 7
MARTY ALEXANDER Orchard Friends was able to teach me when others couldn’t. They helped me grow, both academically and personally. Because of them, I am now able to envision a future that didn’t seem possible a few years ago: attending college, possibly enlisting in the Marines.
SUE ALEXANDER When Marty began applying to colleges, I searched for schools with programs for students with learning differences. We narrowed the list down to six schools and visited several campuses. Orchard Friends was so supportive of Marty during the application process—he actually wrote his college essays at school. Beth personally reformatted his high school transcripts to fit the typical transcript format and Orchard Friends also handled all of the required paperwork for his applications. This was a huge undertaking, but they came through with flying colors, and Marty was ultimately accepted by the school he most wanted to attend.
Orchard Friends has helped me understand myself more fully and appreciate my strengths. I now see myself as a fiercely loyal, thoughtful, and incredibly determined person who is an asset to his community. My time here changed the way I see myself. It changed the ways I understand myself. And it changed what I believe is possible. Orchard Friends changed my life forever.
Today, Marty is doing amazingly well. Although he is preparing to graduate from Orchard Friends, we will forever be a part of this community. When Marty first started here, I believed he would need help to function for the rest of his life. Now, thanks to the school’s expertise and unwavering support, that is no longer true. After seeing what this school has done for Marty, I am committed to spreading the word in any way I can. I want parents who are in the same place that we were in just six years ago to know that Orchard Friends exists and that they really are changing the lives of students with learning differences. 8
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Beyond Barriers: Orchard Friends’ Transitional Learning Program At Orchard Friends, everything that happens in the classroom helps to prepare our students for life beyond the classroom. Academic achievement is only one part of the equation; our students must have the support, tools, and self-knowledge to function successfully and confidently in the world outside OFS—and, like all learning, that requires some hands-on practice.
A recent Easter Seals study found that young adults with disabilities are less likely to finish high school, attend and graduate from college, live independently, hold a job, and/or have regular social interactions outside the home. Our transitional learning programming teaches students how to navigate the day-to-day barriers that are causing these less favorable outcomes. Through supported, hands-on learning experiences with community partners, we’re creating opportunities for our students to engage with new people and 10
environments; build relationships and a network of safe spaces beyond our campus; and hone the foundational life skills they’ll need to thrive after graduation. Paired with additional, individualized vocational training and volunteering opportunities, these experiences lay the foundation for successful, independent futures. Transitional learning programming is critically important to students with learning and/or neurological differences. Executive functioning skills like time management and task prioritization are essential to success at work and in everyday life,
as is the ability to stay regulated in the face of stress,
Like any new, challenging subject, these skills must
unexpected changes, and sensory challenges. Skills
be explicitly taught and practiced with appropriate
like these, combined with social competencies and
support in a variety of situations and environments,
basic life skills like cooking, using public transportation,
and with a variety of people. Our growing transitional
shopping for groceries, and budgeting, aren’t simply
learning programming provides a safe, structured
useful to have—they can be the difference between
environment within the “real world” where our students
getting hired or fired; living independently or with
can practice these critical skills.
caregivers; staying socially engaged or becoming isolated. Ultimately, these skills determine our ability to move safely and successfully through the world. For many of our students, these skills are not intuitive and cannot be acquired simply through exposure. 11
Through our new partnership with Planet Fitness,
we practice each day on our campus. Practicing
our high school students are learning practical
asking for assistance, managing sensory challenges
life skills while building relationships within the
and emotional dysregulation, and reducing social
wider community. From transportation to time
anxiety helps our students understand where and why
management, social anxiety to sensory stressors, this
they may experience difficulties; learn to anticipate
is an opportunity to not only learn how to practice
and manage these challenges; and practice doing so
independence and use community resources,
while working within accepted social norms.
but also to work with any barriers to these resources,
Over time, this helps our students to construct a
like the noise of clanging machines and patrons
reliable internal frame of reference for engaging with
racking weights; a fear of taking the bus; or
a world that does not always understand how to
nervousness about asking a staff member for help.
support, adapt, or respond to them.
This partnership also creates an opportunity for us to expand our physical education offerings to better
Beyond learning fundamental life skills, these are
align with New Jersey state standards, helping our
opportunities for us to teach our students how to
students improve their physical, mental, and emotional
stay safe, active, and engaged—and how to navigate
well-being: benefits that last a lifetime!
a world that often feels overwhelming or confusing. By teaching these skills in a supportive, structured
Thanks to our ongoing—and growing!—partnership
way, we’re ensuring that these learning experiences—
with Habitat for Humanity’s ReStore, our students
and resulting associations—are positive ones, and in
are also learning skills that will serve them well in
the process, helping our students to build relationships
the workplace through hands-on vocational
in our community.
experiences. This partnership not only gives our students the opportunity to learn those practical skills,
Ultimately, the “real world” is the one in which we’ll all
but also to understand the behaviors and expectations
spend most of our lives. It’s the context in which we
that will help them to be successful in any work
all must find a way to function, even as we recognize
environment, like personal responsibility, preparedness,
that in many ways, the world is not designed for
following workplace policies and safety guidelines,
neurodivergent individuals. At the end of the day, to
and completing tasks in a timely manner.
prepare our students to enter the real world, we have to teach the real world—and these are experiences
In both of these settings, we provide supported experiences for our students that build on skill sets
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that simply can’t be replicated in a classroom.
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Everybody wins. Our students aren’t the only ones
Through our transitional learning
who benefit from our transitional
program, we’re opening eyes,
learning programming. For our
hearts, and minds in our
community partners, these
community. Simply meeting
experiences are also opportunities
someone with a learning difference
to learn and grow.
or neurodivergence can go such a long way in collapsing stereotypes,
By engaging with Orchard Friends
fostering understanding, and
students in a one-on-one capacity,
improving the experiences of
the staff and patrons of businesses
everyone involved.
like Planet Fitness and ReStore are learning about the needs of
Our community partners are
the neurodivergent community
learning that although neurodiverse
members who live and work
individuals might need some
alongside them. Many businesses
additional support, with minimal
do not specifically train employees
investment businesses can
in understanding the needs of
reap the incredible rewards that
neurodiverse individuals and do not
neurodiverse employees can
understand that, on the whole, the
offer, including creativity, new
accommodations that can make
perspectives, and unique insights.
all the difference for neurodiverse people—like giving clear directions
We believe that educating our
and consistent feedback—require
community members about
little additional effort or cost
the needs, strengths, and talents
and are often beneficial for all
of neurodiverse young people—
employees.
while teaching our students how to navigate and understand the
For example, while changing a
challenges and expectations
flickering fluorescent light might
of primarily neurotypical spaces—
be critical for an individual on the
can be a win for all.
autism spectrum, better lighting improves everyone’s experience.
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Even one basic life skill is transferable in so many ways. Meeting friends, commuting to work, and managing deadlines all require time management. Having this skill—or, conversely, not having it—can be the difference between succeeding or struggling. CARLA DONEGAN BOARD MEMBER, ORCHARD FRIENDS PARENT (CHARLIE ’12)
Acts of service empower our students. Learning that we can offer help as well as receive it, and that we all take turns needing and giving support, is a powerful perspective shift. To experience this reciprocity is to experience the heart of community. It is truly transformative. BETH DIPERNA HEAD OF SCHOOL
The WAY Foundation’s mission includes promoting total health, education, and the joy of living. We believe in providing resources to entities which support this mission. Orchard Friends’ Transitional Learning Program fills a gap in training and education for students with special needs. The WAY Foundation supports the efforts of Orchard Friends to provide essential lifelong skills in a supportive, safe environment, and we invite others to do the same!
ANN ADORNETTO, LPC TREASURER, WAY FOUNDATION 15
2021 Financial Statements 2021 was a year of growth for Orchard Friends—and thanks to the efforts of our committed staff and steadfast supporters, this is also true of our financial resources. Looking at our 2020 and 2021 financial statements side by side, you can see a marked increase in our total assets, net assets, and revenue; most notably, a 110 percent increase in donor contributions matched with a 13 percent decrease in fundraising expenses, as well as an 11 percent increase in net tuition. Each of these numbers underscore the need for continued growth in two critical areas: the measured, thoughtful expansion of our student body while ensuring our class sizes remain small enough to preserve our approach to teaching, as well as the continued support of donors like you.
Revenue and Expenses Revenues, Gains and Other Support
2021
2020
$837,895
$742,481
($134,033)
($158,497)
$703,862
$633,984
$55,841
$26,588
$147,075
$177,220
$14,733
$14,605
$28,490
$7,753
$244,853
$110,803
Net assets released from restrictions
–
–
Total Revenues, Gains and Other Support
$1,194,854
$970,953
Program services
$720,581
$713,612
Support services: Management and general
$236,944
$246,891
$36,518
$42,169
Total Expenses
$994,043
$1,002,672
Changes in Net Assets
$200,811
($31,719)
Net Assets - Beginning of Year
$598,588
$630,307
Net Assets - End of Year
$799,399
$598,588
Gross tuition Less: Student aid Net Tuition Contributions Grants Special event revenue Investment income, net Other income
Expenses
Support services: Fundraising
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Liabilities and Assets ASSETS
2021
2020
$519,229
$325,436
Restricted cash
$33,027
$10,284
Accounts receivable, net
$33,787
$225,843
$586,043
$561,563
$139,831
$112,812
$160,439
$132,159
$7,330
$7,330
$167,769
$139,489
$893,643
$813,864
Accounts payable
$19,325
$13,743
Accrued payroll
$74,919
$69,543
$94,244
$83,286
–
$131,990
$94,244
$215,276
Net assets without donor restrictions
$634,213
$456,145
Net assets with donor restrictions
$165,186
$142,443
$799,399
$598,588
$893,643
$813,864
Current Assets Cash
Total Current Assets
Property and equipment, net
Other Assets Long-term investments, Endowment Deposits Total Other Assets Total Assets
LIABILITIES AND NET ASSETS Current Liabilities
Total Current Liabilities
Long-Term Liabilities Notes payable: PPP loan Total Liabilities
Net Assets
Total Net Assets
Total Liabilities and Net Assets
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ORCHARD FRIENDS SCHOOL 405 Linden Avenue Riverton, NJ 08077 (856) 786-1123