Special times
Yüklə 71,42 Kb. Pdf görüntüsü
|
- Bu səhifədəki naviqasiya:
- Community Therapeutic Day School
- Special Times Editor
- Corporations Organizations
- COMMUNITY THERAPEUTIC DAY SCHOOL Statement of Activities For the Year Ended June 30, 2011
| SPECIAL TIMES Community Therapeutic Day School 187 Spring Street, Lexington, MA 02421 781/861-7081
2011 Volume 23 #1 2011 ANNUAL REPORT 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. Nancy Fuller, Executive Director Grad School Training Inclusion: Therapeutic Education & Consultation Diagnostic Consultation UMASS
Med School Teaching Affiliation Community Therapeutic Day School Sibling
Groups Neuropsychological Evaluations
Peace is knowing and then caring. 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 helping one person and helping the world. 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 thinking twice to do everything else. 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 others are amazing. 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 patience. 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 when you like things just the way they are. Peace is my family. Peace is when you have hope, but you don’t need it.
Peace is endless. Peace is when you know who you are. Peace is when we’re all at sea. Peace is everyone. PEACE by Aleph in Nadine and Dawn’s class 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 research and the creation of knowledge, with rewarding interludes of teaching. He enjoys research 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: “My initial relationship with CTDS was very much a personal one. My brother William attended CTDS and my father served on 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 fi nally feel as if someone is listening to them - someone is treating their child holistically and not in an a la carte fashion. I think 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 to ideas, and an ability to think clearly about what areas of expertise, personalities, and functions this board must bring together to 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 how to negotiate the rocks and maintain secure footing. It was a ritual. I would watch and follow in silence. At the end of the rocks 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 lead.”
Elisa Cunningham and the late Edward Cunningham, Senior Esq CTDS Board Member William Cunningham 1979-2004 CTDS 1987-1995
EDWARD CUNNINGHAM, PHD., MEMBER OF THE CTDS BOARD OF DIRECTORS NONPROFIT ORG. U.S. POSTAGE PAID LEXINGTON, MA PERMIT NO. 56707 Special Times Editor: Nancy Fuller Lisa Jennings
Anonymous Anonymous, in honor of
Tom & Kathy Albert, in honor of Aaron & Miriam’s wedding Mary Alessi, in honor of Lauren Alessi Frieda Alpert, in honor of Kathy Alpert Jeffrey Alpert, in honor of Kathy Alpert Michael Bassichis Phyllis Baumann Seddon Beaty Edward & Peggy Bell, in honor of Alan Shapiro Robert & Kathy Bennett, in honor of Kim Barad George Berman Robert & Margaret Bicknell, in memory of
Malcolm Blier Jacob Bloom Richard Brodie Chris Broughton Jan Brown John Butler, in honor of Linda Butler Linda & Tim Butler Paul Buttenwieser 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 Peretz Chein Edward Clark, in honor of Nancy Fuller Herbert & Christine Cline Edward Cunningham Elisa Cunningham, in memory of William Cunningham James Dardeau, in memory of Vivian Walker Eric & Margaret Darling Margaret Davidson, in honor of Nancy Fuller Dana DeAngelis Constantino De Lollis Alan Dershowitz Neil Devins Tom Draper Daniel Dwyer Barry Dym Paula Maria Fand Jean Farrington, in memory of Avis Tait Gary & Sharon Feldman, in honor of Ava Shapiro’s mission in India Howard Fisher Michael & Ellen Fontenot, in memory of
Nancy Fuller, in memory of Matt Doran, Albert Irish Terry Andy Goldberg Kerstin Gomez Trudy Goodman, in memory of my cousin Jaimie Gamler Maryann Haldi Peter & Jayne Hamel Lisa Hammer Foundations Bank of America Matching Gift Foundation of Metrowest,
Kiskadee Fund Mortimer Charitable Trust Raytheon Matching Gifts United Way of Mass Bay & Merrimack Valley
Clark, Hunt, Ahern, & Embry Clausen Financial Group Fitzmaurice Electric General Mills Box Tops for Education James Devaney Fuel Company Keane Fire & Safety Equipment Leap School Leonard, Mulherin & Greene, P.C. Shire Pharmaceuticals Target Take Charge Of Education Wagon Wheel Nursery & Farmstand, Inc. Ernestine Harmel Lawrence Hartmann 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 Nadine Heaps Michelle Heller Patty Hinckley-Kilmain, in honor of
Michael Holz David Horton Maureen Huddleston 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 Ron Joseph Arthur & Reda Jovellas, in honor of
Tony & Gail Keefer, in honor of Bridget & John Glenshaw Thomas Klejna Andrea Kramer Terry Ladka Robert & Beth Lavoie, in honor of Tyler Lagasse William & Beatrice Lavoie, in honor of Tyler Lagasse Mark Lucier Elaine Mansfield, in honor of Janice & Jim Ware Gabrielle Marroig Henry & Joan May, in honor of Charlie Humber Laura McAnena Mary McDonald, in honor of Tyler Lagasse Timothy McInerny Rachel Milbury Corinne Miller, in honor of William Olesen Joe & Noreen Mitchell David Morris James Morris Gary O’Connell Gilbert O’Connell Kevin O’Leary Virgina Ohanian, in honor of Michael Heath Mike Pembroke Christopher Perley Charlie Popper Pavithra Ramprasad Christopher Ripman Jennifer Ripman, in honor of Daniel Reinstein Richard Robbins Chris Ruigomez & Emily Bruell, in honor of
Richard Sailor, in memory of Vivian Walker Melvin Scales Simon Scheff Stephen Schlein Ed Seldin Richard Seltzer Alan Shapiro Henry Shaw, in honor of Jan Brown Dana & Gail Sheff, in honor of The Jarbeau Family Daniel Sheff Russell & Wha Sherman, in memory of Do Hee Kim Ralph & Sylvia Shuman, in honor of Sarah Howard Robert Silver Pamela Smith Sheldon & Karen Spector, in honor of Kathy Alpert Tom Speth Lisa Spirio Fiona & Frik Strecker, in honor of Colin Strecker John Glenshaw & Cheryl Delorey Joanna Stull, in memory of Maxine Stull Barry & Pam Sullivan, in honor of Justin Sullivan Michelle & Sean Traverse Ernest Van Seasholes Michael & Vicky Walton Janice Ware Al Weismann Dorothy Wilde, in honor of Aaron Hauptman Kendra Wilde 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 Jeffrey Zankel
Kids for Peace is a National nonprofit organization dedicated to 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.
2011 2010
Total Total
REVENUES, GAINS AND OTHER SUPPORT: Tuition and fees
$2,470,424 $2,437,186 Grants
- 24,000 Contributions
93,777 121,059 Other Income
6,524 6,263 Investment income
66,277 47,579 Net unrealized and realized gains
(losses) on investments 509,025 107,363 Net assets released from restrictions: Satisfaction of program restrictions - -
Total revenues, gains and other support 3,146,027 2,743,450 EXPENSES AND LOSSES:
Program services:
Day treatment and education
1,760,928 1,707,392 Day treatment and education (Summer) 132,728 143,644
After School program
34,347 36,295 Inclusion program
252,018 258,396
Total program services
2,180,021 2,145,727
Supporting services: Management and general 377,376 386,573
Fundraising
188 8,159
Total supporting services
377,376 394,732
Total expenses
2,557,397 2,540,459 Change in net assets
588,630 202,991 Net assets at beginning of year 4,295,323 4,092,332
Net assets at end of year
$4,883,953 $4,295,323 COMMUNITY THERAPEUTIC DAY SCHOOL Statement of Activities For the Year Ended June 30, 2011 Latest CTDS staff publication by Olivia von Ferstel and Bridget Glenshaw avail- able in a few weeks through Amazon. 2011 CTDS staff publication by Ann Densmore Yüklə 71,42 Kb. Dostları ilə paylaş:
|