187 Spring Street, Lexington, MA 02421 781/861-7081
2011 Volume 23 #1
Dear Friends, Families and Colleagues,
It is a result of the collective efforts of our board, staff, professional community and donors that allows us to sustain
and strengthen our mission to care for children and their families.
In reading this annual report we hope you will gain a deeper understanding of our work which encompasses learn-
ing, teaching, guiding, understanding and helping.
“Being at CTDS has helped
me to learn so much about
myself, to understand more
about being a therapist and
to crystallize my professional
“Sibling Group is both hard and easy. I
like the projects but it’s hard to talk about
this stuff. It used to be hard to talk about
this but now it’s getting easier.”
“We as parents found out
how our daughter thinks
and works. We can now be
proactive and get her the
help and support she needs.
We are now on the right
“Your insight, advice and
kindness helped to give us
not just a road map, but
also the emotional lift to
feel the joy in our journey.”
“CTDS has created a “holding environment” for our
son within our public school. He feels safe enough
to take chances, expose his vulnerabilities and work
with some very difficult emotions.”
“The excellent teaching pro-
vides relevance to clinical work
in medicine & psychiatry.”
Peace is great neighbors and good friends.
Peace is perfection in making mistakes.
Peace is knowing we make a difference.
Peace is courage in running away.
Peace is smiling because you can.
Peace is plunging into cool deep waters.
Peace is being inspired to inspire.
Peace is being happy every day even when we were sad.
Peace is knowing you are no better or no worse than anyone else.
Peace is second chances.
Peace is saying “why not?”
Peace is saying “why?”
Peace is not needing everything we want.
Peace is getting everything we need.
Peace is not thinking twice to be kind.
Peace is doing the little things that do make a difference
Peace is pass it on.
Peace is people who help because they want to.
Peace is not cold and impersonal.
Peace is offering extra help.
Peace is remembering the good we have.
Peace is feeling good because someone else does.
Peace is forgiving anything.
Peace is you know it’s good and that’s enough.
Peace is warm and cuddly.
Peace is thinking about peace all the time.
Peace is not having to be perfect.
Peace is things are great.
Peace is wanting good change.
Peace is yes we can.
Peace is you are great the way you are.
Peace is don’t worry.
Peace is diversity.
Peace is liking your work.
Peace is remembering.
Peace is appreciating.
Peace is hard work.
Peace is doing good because you can.
Peace is flexibility.
Peace is child’s play.
Peace is observing, caring and playing.
Peace is wonderful.
Peace is the amazing in the ordinary.
Peace is necessary.
Peace is being alive.
Peace is joyful.
Peace is everything.
Peace is acceptance.
Peace is when everyone cares for you.
Peace is a rainbow.
Peace is when you know your neighbor.
Peace is love.
Peace is my family.
Peace is when you have hope, but you don’t need it.
Peace is when you know who you are.
Peace is when we’re all at sea.
Peace is everyone.
Edward Cunningham recently joined Boston University as an Assistant Professor focusing on energy
markets, energy policy, and the political economy of development. He is a research fellow at the Ash
Center and the Belfer Center of Harvard University’s John F. Kennedy School of Government, and a
consultant to public and private sector organizations. Prof. Cunningham graduated from Georgetown
University, received an A.M. from Harvard’s Graduate School of Arts and Sciences, and received his
Ph.D. from the Department of Political Science at M.I.T. He was selected as a Fulbright Fellow to the
P.R.C., during which time he conducted his doctoral fi eldwork as a visiting fellow at Tsinghua Univer-
sity. Edward’s late father was a former CTDS Board member and Edward’s brother, an alumnus of the
school, passed away in 2004.
When asked about his work Edward described that for most professors, their lives are primarily about
because it allows him to interact with many individuals from a range of cultures, industries, and perspectives. Teaching appeals to
him because he is able to share what he learns with others and inspire them to teach as well. He was fortunate, early on to become
fascinated with change in China. That change has become the defi ning story of the late 20th and early 21st centuries, and arguably
of his generation.
Edward describes his involvement with CTDS as follows:
the board. I even served as an intern at CTDS while in high school. However, the relationship has transformed in important ways.
Serving on the board as an adult has enabled me to learn about how others - other students, other families - cope with profound
challenges like my brother’s. In this sense, I suppose board service fulfi lls selfi sh needs on my part - a selfi shness that perhaps
serves as the best foundation for any long- term commitment. Selfi sh in the sense that I feel as if service on the board does allow
me to act in some small way in a capacity that I was unable to act when I was younger. I was too young, too immature, and too
overwhelmed while my brother was alive to help him cope in all the ways that an older brother probably should. I feel that that
sense of overwhelming died with him, and I am left with a need to in some way support others, however indirectly, by supporting
the teachers and the mission of CTDS.
What strikes me most is a common reaction that parents, including my own, have when they fi rst visit the school. Many
our society tends to adopt a purely medical and therefore technical approach to children with special needs. CTDS addresses the
medical, and emotional needs of the child, but does so by addressing the needs of the entire family. The Sibling group, Parent, and
Grandparent groups are indicative of this.
In terms of skills, I at least like to think that I bring an ability to listen objectively, an ability to provide honest feedback
be an effective steward of the school. In terms of perspective, I hope to add the perspective of a long time sibling of someone who
attended the school, and who was shaped by the school, the perspective of a younger generation who questions established patterns
of thought, of teaching, and of care to ensure that positive change is always welcome, and the perspective of a political scientist
who believes that an institution’s strengths are found both in the people within its walls, but also the norms of a culture that are sup-
ported informally and formally.
I used to walk with my dad on the breakwater at the beach. My father was always ahead of me. I would follow learning
we would talk and then turn around and resume the same pattern my father ahead and I would follow. It was a place of security I
would draw on, and then he died. Being on the CTDS board is like a bridge. Following where he put his foot. Now I am in the
and the late
Edward Cunningham, Senior Esq
CTDS Board Member
MEMBER OF THE CTDS BOARD OF DIRECTORS
U.S. POSTAGE PAID
PERMIT NO. 56707
ANNUAL FUND GIVING JULY 1, 2010-JUNE 30, 2011
Individual and Family
Anonymous, in honor of
Nancy Fuller & Bruce Hauptman
Tom & Kathy Albert, in honor of
Mary Alessi, in honor of Lauren Alessi
Frieda Alpert, in honor of Kathy Alpert
Jeffrey Alpert, in honor of Kathy Alpert
Edward & Peggy Bell, in honor of Alan Shapiro
Robert & Kathy Bennett, in honor of Kim Barad
Robert & Margaret Bicknell, in memory of
John Butler, in honor of Linda Butler
Linda & Tim Butler
Elizabeth Cabot, in honor of the Arshard’s
Tom & Judith Calagna, in honor of Alan Shapiro
Wayne & Sue Campbell
Norma Canner, in memory of Leonard Canner
Edward Clark, in honor of Nancy Fuller
Herbert & Christine Cline
Elisa Cunningham, in memory of
James Dardeau, in memory of Vivian Walker
Eric & Margaret Darling
Margaret Davidson, in honor of Nancy Fuller
Constantino De Lollis
Paula Maria Fand
Jean Farrington, in memory of Avis Tait
Gary & Sharon Feldman, in honor of
Michael & Ellen Fontenot, in memory of
Nancy Fuller, in memory of Matt Doran,
Trudy Goodman, in memory of my cousin
Peter & Jayne Hamel
Bank of America Matching Gift
Foundation of Metrowest,
The English Family Fund
Mortimer Charitable Trust
Raytheon Matching Gifts
United Way of Mass Bay & Merrimack Valley
Clark, Hunt, Ahern, & Embry
Clausen Financial Group
General Mills Box Tops for Education
James Devaney Fuel Company
Keane Fire & Safety Equipment
Leonard, Mulherin & Greene, P.C.
Target Take Charge Of Education
Wagon Wheel Nursery & Farmstand, Inc.
Gerald & Marie Hass, in memory of Jock Roby
Ed Hauben, in honor of Alsie
Bruce Hauptman, in honor of Herbert Hauptman
Herbert Hauptman, in honor of Bruce Hauptman
Patty Hinckley-Kilmain, in honor of
Megan Hinckley, in memory of
Steve & Beth Israel
Steven & Joan Jacobs, in honor of Alan Shapiro
Laura & Geoff Jarbeau, in honor of Alan Shapiro
Lisa & CJ Jennings, in memory of Joey Briere
Jake & Rosalind Joffe, in honor of Amina Israel
Arthur & Reda Jovellas, in honor of
Nadine Fowler & Dawn Burau
Tony & Gail Keefer, in honor of
Robert & Beth Lavoie, in honor of Tyler Lagasse
William & Beatrice Lavoie, in honor of
Elaine Mansfield, in honor of Janice & Jim Ware
Henry & Joan May, in honor of Charlie Humber
Mary McDonald, in honor of Tyler Lagasse
Corinne Miller, in honor of William Olesen
Joe & Noreen Mitchell
Virgina Ohanian, in honor of Michael Heath
Jennifer Ripman, in honor of Daniel Reinstein
Chris Ruigomez & Emily Bruell, in honor of
Nadine Fowler & Dawn Burau
Richard Sailor, in memory of Vivian Walker
Henry Shaw, in honor of Jan Brown
Dana & Gail Sheff, in honor of
Russell & Wha Sherman, in memory of Do Hee Kim
Ralph & Sylvia Shuman, in honor of
Sheldon & Karen Spector, in honor of
Fiona & Frik Strecker, in honor of Colin Strecker
Joanna Stull, in memory of Maxine Stull
Barry & Pam Sullivan, in honor of Justin Sullivan
Michelle & Sean Traverse
Ernest Van Seasholes
Michael & Vicky Walton
Dorothy Wilde, in honor of Aaron Hauptman
Linda & William Wolk
Emily Yerkes, in honor of Makai Yerkes & Family
Mark Yerkes & Jennifer Connor, in honor of
Sharon Yerkes, in honor of Makai Yerkes
uplifting our world through love and action.
The mission is to cultivate every child’s innate ability to foster
peace through cross cultural experiences and hands on arts, service
and environmental projects.
CTDS is a Chapter Member of Kids for Peace and the only special
needs school participating internationally and the only chapter
school in Massachusetts. The children in Nadine and Dawn’s class
have been engaged in the following:
• Collected and donated school supplies to a Vermont school dam-
aged by Hurricane Irene.
• Collected books and school supplies for homeless women and
children for Rosie’s Place in Boston.
• Participated in Free Rice.com
Answered questions in:
language learning, humanities, geography, english,
math, chemistry and donated 4,000 grains of rice
for world hunger.
• CTDS children will be creating wishes through artist expression
to a Kids for Peace school in Kenya.
REVENUES, GAINS AND OTHER SUPPORT:
Tuition and fees
Net unrealized and realized gains
(losses) on investments
Net assets released from restrictions:
Satisfaction of program restrictions - -
Total revenues, gains and other support 3,146,027
EXPENSES AND LOSSES:
Day treatment and education (Summer) 132,728 143,644
After School program
Total program services
Management and general 377,376 386,573
Total supporting services
Net assets at beginning of year
Net assets at end of year
Latest CTDS staff publication by Olivia
von Ferstel and Bridget Glenshaw avail-
able in a few weeks through Amazon.