MISSION
South Florida Autism Charter School provides education and therapeutic services to individuals diagnosed with autism spectrum disorders (ASD) residing in Miami-Dade/Broward Counties, targeting with communication deficits and/or behavioral challenges, and who may require training in self-help skills. The methodologies of B.F. Skinner’s Theory of Applied Behavioral Analysis (ABA) and Verbal Behavior (VB) are applied in conjunction with State Standards for students on a modified curriculum in order to provide the most effective individualized educational programs possible.
GRADE LEVELS / CAPACITY
Kindergarten – 12th Grade
It is our goal to expand our programs and services in an all-in-one campus that will meet the needs of the entire demographic of autism spectrum disorder, from newly diagnosed children to adults living with ASD
SCHOOL HOURS
• Kindergarten – 1st Grade: 8:30 a.m. to 2:00 p.m.
• 2nd Grade – 8th Grade: 8:30 a.m. to 3:00 p.m. (Dismissal at 2:00 p.m. on Wednesdays)
• 9th Grade – 12th Grade: 8:00 a.m. to 3:00 p.m.
PROGRESS IN INDIVIDUALIZED ABA-VB PROGRAMMING
Communication Skills:
Upon enrolling at SFACS a large portion of the student body lacked appropriate means of Communication. Many students were unable to request desired items and/or activities appropriately. In many cases, students engaged in problem behaviors including self-injuries, behaviors and physical aggression when trying to communicate wants and needs to others. Students learned to appropriately request desired items and or activities by using their voice or by utilizing sign language, pictorial system, and/or augmentative devices. Rate of student improvement in Communication:
• 2009 – 2010: 60%
• 2010 – 2011: 75%
• 2011 – 2012: 75%
• 2012 – 2013: 70%
• 2013 – 2014: 85%
• 2014 – 2015:  85%
• 2015 – 2016:  83%
• 2016 – 2017:  85%
• 2017 – 2018:  85%
• 2018 – 2019:  87%
2020 – 2021: 90%
Behavior Issues:
Difficult or inappropriate Behavior is common in children with Autism. Other undesirable behaviors exhibited by our students upon enrollment include self-injury, physical aggression, pica, elopement, property destruction, and other disruptive behaviors.  Students were taught appropriate alternatives to undesired behaviors such as appropriate requests for items, activities and attention, following instructions, remaining seated, on task behavior, following classroom routines etc., and appropriate transitioning behaviors. Rate of student improvement in Behavior:
• 2009 – 2010: 90%
• 2010 – 2011: 80%
• 2011 – 2012: 85%
• 2012 – 2013: 95%
• 2013 – 2014: 80%
• 2014 – 2015:  85%
• 2015 – 2016:  82%
• 2016 – 2017:  85%
• 2017 – 2018:  90%
• 2018 – 2019:  85%
2020 – 2021: 87%
Self-Help Skills:
Self-help skills is a challenging area for our students, and since inception many have increased their level of independent functioning and learned skills such as toileting, personal hygiene (hand washing, tooth brushing and feeding). Rate of student improvement in Self-Help Skills:
• 2009 – 2010: 60%
• 2010 – 2011: 80%
• 2011 – 2012: 90%
• 2012 – 2013: 85%
• 2013 – 2014: 90%
• 2014 – 2015:  75%
• 2015 – 2016:  85%
• 2016 – 2017:  80%
• 2017 – 2018:  85%
• 2018 – 2019:  85%
2020 – 2021: 90%
