beyond
the tuition
P.G. Chambers School Annual Report 2013 I 2014
beyond
the tuition
means endless possibilities
Dear Friend of P. G. Chambers School, At P.G. Chambers School (PGCS), we had the privilege and the responsibility of providing state-of-the-art education and therapy for more than 800 children in the 2013/2014 school year. The school serves children with multiple disabilities from birth to 22 years of age, and provides inclusive early education and child care for children with and without disabilities. Services for over 300 children from 10 northern New Jersey counties are provided on our Cedar Knolls campus and in homes, and another 500 children are served in community schools in Morris County. We are proud to present the P.G. Chambers School annual report for 2013/2014: Beyond the Tuition, describing the cutting-edge initiatives that make our school unique. We take our responsibility for our mission – discovering the unique potential in every child – very seriously, and our approach to education and therapy is executed with careful planning, thoughtful research, and rigorous accountability. While traditional educational approaches provide the foundation for our programs, our role as innovator, advocate, and catalyst delivers the difference. This annual report highlights PGCS extraordinary initiatives that go beyond the tuition. With the support of foundation grants and individual contributions, we are exploring new ways to teach, recognizing that to teach children with multiple and complex disabilities we must incorporate movement, special positioning, technology, and advances in neurodevelopment, particularly around vision, to help children gain access to their education. This, coupled with our considerable investment in outcomes measurement and leadership development, has raised the standard of excellence that we avidly embrace. PGCS has bid farewell to two dedicated and dynamic trustees, Cathy Walsh and David Nakamura. Cathy chaired our signature fundraiser, Menus for the Mind, for many years; and David was active in the Golf Classic since its inception and shared his expertise in marketing to raise public awareness about our school. Our accomplishments in going beyond the tuition would not be possible without the generosity of our donors, the wisdom and encouragement of our board of trustees, and most importantly, the expertise, enthusiasm, and passion of our incredible staff. We extend our sincere gratitude to each individual who contributes to the success of P.G. Chambers School.
Susan Seamans Executive Director
Unjeria C. Jackson, M.D. President, Board of Trustees P.G. Chambers School Annual Report 2013 I 2014 / 1
p.g. chambers school
by the numbers
2 / Beyond the Tuition
29
The 2013/2014 year was one of growth in all of our programs, reflecting a % increase in total enrollment over the past five years. While our numbers may be growing – the individualized planning, teaching, and therapy for each child remains foremost to our mission. This requires professionals, who not only excel in their own discipline, but also know how to work in a team environment using collaboration and shared responsibilities.
Children Served
School Program – Preschool to Eighth Grade............126 Students Kids Count Child Care..............................................63 Children Comprehensive Early Intervention Services...............132 Infants & Toddlers Contract Services........................................................496 Students Total Number of Children Served..............................
817
Five Year Trend in Enrollment 850.............................................................................................. 800.............................................................................................. 750.............................................................................................. 700.............................................................................................. 650.............................................................................................. 600..............................................................................................
2009
2010
2011
2012
2013
2014
Staff
Teachers & Assistant Teachers.............................. 75 Therapists.............................................................. 53 Kids Count Child Care........................................... 9 Comprehensive Early Intervention......................... 7 Administration, Business, Finance, & Development................................................... 20 School Leadership & Related Staff....................... 19
183
Total Staff.......................................................
Therapy Units
Physical Therapy............................................. 17,620 Occupational Therapy..................................... 20,493 Speech Therapy............................................... 14,279 Educational Therapy......................................... 3,218 Total Therapy Units...........................
55,610 P.G. Chambers School Annual Report 2013 I 2014 / 3
P.G. Chambers School is a leader in the field of assistive technology for education. Assistive technology is any device which aids function, and can range from low tech (e.g., eye glasses) to high tech (e.g., electronic devices). This year, the Assistive Technology Task Force worked to bring all technology under one umbrella: The Assistive Technology Program (AT Program). The AT Program initially combined separate clinics (equipment, orthotics, splinting) with Access to Education, a problem-solving, team-based approach – developed here at the school – to identify a student’s needs in technology. Along with evaluations, all of these services are now incorporated into one comprehensive program. The AT Program will soon include Augmentative and Alternative Communication (AAC), using technology to address the speech and communication needs of our growing population of students who are nonverbal or have limited verbal skills. The aim of the new, consolidated program is to provide a more collaborative, yet still individualized approach to each child’s unique needs, and make the process of identifying appropriate technology equipment and devices easier to navigate. The program provides services to children onsite at the school one day per week, where students, parents, teachers, therapists, and vendors can come together to discuss solutions, as well as trial and purchase new equipment. The AT Program also provides offsite consultations and evaluations to regional school districts, a service that has more than doubled in the past year, in part through our Community Services Program. The Move to Learn Grant from the Margaret and Peter Chang Foundation and the Wish List from Menus for the Mind, the school’s signature fundraiser, helped support the development of the Assistive Technology Toolkit. The toolkit is used for trialing in the AT Program and is comprised of switches, mounts, tablets, iPads, books, applications, and other resources. In the coming years, we will continue to build the AT Program, and maintain our position on the cutting-edge of assistive technology.
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assistivetechnology
Technology Task Force: Judy Hooper & Lisa Vanderhoof, Co-Chairs; Ryan Ahern, Peter Crimi, Julie Haggerty, Janet Hughes, Jen Jacobs & Linda Russell
P.G. Chambers School Annual Report 2013 I 2014 / 5
What are the identified outcomes for our school program? We believe our school program is successful when students exhibit progress in: 1. U sing appropriate social skills 2. Communicating effectively 3. N avigating their various environments (school, home, and community) 4. D eveloping personal care skills 5. Advancing academic skills
Outcomes Measurement Task Force: Amber Hummer, Chair; Laura Jaarsma, Melisa Kasmin, Kelly Meyerson, Brie Nepil, Giana Resta, Linda Russell & Susan Seamans
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In an effort to make our programs and services more accountable and measure changes in our students’ skills, attitudes, and behaviors, the Outcomes Measurement Task Force was formed in 2008. Previously, students were evaluated year-to-year on an individual basis, however we did not have organized information on the effectiveness of our services as a whole, nor could we compare rate of change among our various programs. By gathering this information we could learn what was working and understand where we needed to make changes. These assessments would yield more information about the successes and viability of programs offered at the school.
outcomes
measurement The initial task for the Outcomes Measurement Task Force was to research options for a tool that would measure outcomes for students with multiple and severe disabilities. Upon completing their research, the task force determined that there was no pre-existing tool that was sensitive enough to adequately measure outcomes for children with disabilities in the five critical areas of development: social skills, communication, navigation, personal care, and academics. Therefore, the task force developed a custom, proprietary tool that would yield the information needed to measure progress.
The task force adopted the United Way outcomes measurement model and used this 8-step approach to build the outcomes measurement tool. As part of this model, the task force identified “indicators,” a quantifiable way to measure achievements. These indicators are:
• The number and percent of children whose average score in each of the skill areas increases during the school year
• The number and percent of parents who become more involved and supportive of the school
Through a collaborative effort with two PhD candidates from Rutgers University, we began examining the tool’s reliability and validity. This phase of the Outcomes Measurement process continued into 2014/2015. The Outcomes Measurement Task Force will develop an Annual Report of Findings for the School Program, make recommendations for organizational or systemic changes, and develop a plan for communicating the findings to various constituents. P.G. Chambers School Annual Report 2013 I 2014 / 7
cor tical visual impairment
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Cortical Visual Impairment Task Force: Dawn Hearne and Joyce Lewis, Co-Chairs; Lisa Brown, Mary Carroll, Christine Cayero, Dawn Fontana & Andrea Quigley
In recent years, we have experienced an increase in students diagnosed with Cortical Visual Impairment (CVI). CVI is a brain dysfunction, as opposed to an eye dysfunction, that affects vision. In 2011, a task force was charged with developing a comprehensive program that would serve this growing population of students diagnosed with CVI, ensuring that the school became a regional leader in the field.
After attending training with Christine Roman-Lantzy, PhD, a pioneer in the field of CVI, the task force adopted her approach, an evidence-based theory that the brain can adapt to new tasks. Per Roman-Lantzy, “CVI is a condition in which improvement in vision is not only possible but is likely.” In 2013/14, with funds secured by grants from Seton Hall University, the task force obtained the consultative and training services of Sandra Newcomb, PhD, a close collaborator of Roman-Lantzy. These consults included: CVI assessments, intervention planning and implementation, and the support of a teaching fellow, who – along with the task force members – helped to train staff and student families in strategies to support functional vision. P.G. Chambers School Annual Report 2013 I 2014 / 9
P. G .
C H A M B E R S
S C H O O L
small
CHANGES
BIG make a
difference
10 / Beyond the Tuition
There are three phases of CVI intervention. During the first phase, students start to use their eyes to look; in the second phase, students begin to associate functionality with the objects they are now seeing; and students in the third phase learn how to access and use their vision for everyday life and activities. The phases are measured on a ten-point scale. The students with CVI here at school improved their functional vision by .5 to 2.25 points over the course of the year. In practical terms, the impact and importance of CVI is that students, who were previously limited to learning primarily through auditory means, are now learning through more visual methods as well. This not only provides them CVI intervention with a more robust educational experience, but also has a significant has a significant impact on their daily lives. A parent recently relayed the emotional story of her child looking at, recognizing, and smiling at his father positive impact for the first time, adding that nothing in their lives could match this experience.
on the children’s daily lives.
In the 2014/2015 school year the CVI program continued with funding from the Community Foundation of New Jersey.
P.G. Chambers School Annual Report 2013 I 2014 / 11
move to
learn Move to Learn Task Force: Maria Smith, Chair; Desiree Calabrese, Margaux Coffey, Maya Karam, Andrea Quigley, Giana Resta, Laura Valerio & Holli Wright
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Several years ago, staff began to observe that the traditional educational model of sitting upright was not necessarily conducive to optimal learning for our students with complex physical disabilities. Teachers and therapists began experimenting with alternative learning positions, including lying down and standing up, and began collecting data regarding which positions resulted in increased attentiveness. The Move to Learn Task Force was established in order to put more structure around these observations and changing outcomes. Move to Learn is a philosophy, based in scientific evidence, that suggests children learn best through movement; and, research shows that movement can change the brain. For students unable Scientific to move on their own, we found it advantageous to help them move into evidence shows positions of optimal alertness to play that children and explore. And, as positional strategies shifted, more changes were made to learn best through other areas of the school; if a student’s movement. assistive technology had been previously positioned for use in the seated position, it would necessarily need to be adjusted to be compatible with an alternative position. Classrooms also needed to be altered to improve comfort levels and rearranged to create more space. The project also required that we purchase additional equipment. Concurrently, the preschool and K-2 classes adopted the High Scope curriculum. High Scope is designed for children who are at risk of academic failure, and is a play-based approach to learning. This presented some difficulty with mobility-challenged children. However, the school met and exceeded this challenge. Heather Gilliland, Principal, stated that Move to Learn is about “figuring out not who can participate, but how everyone can participate.” The High Scope curriculum and supplemental materials also help to ensure that the school is operating in accordance with the State of New Jersey Common Core educational standards. The “High Scope Preschool Workshop Series,” a training program, also provided teachers and teaching assistants with mission-focused and step-by-step guidelines for implementing the program. This project was refined and expanded in the 2014/2015 school year through a grant from the Margaret and Peter Chang Foundation. P.G. Chambers School Annual Report 2013 I 2014 / 13
In 2011, administrators and staff launched a Leadership Task Force with the goal of creating a “pool of leaders with the vision and ability to frame and sustain the school’s mission and core values.” In phase one, the task force researched concepts around leadership and attended trainings with Donald Lombardi, PhD, of Stevens Institute of Technology. With their increased knowledge, this group incorporated the “language of leadership” in and around the school, and provided trainings to their peers. Staff were also invited to participate in leadership training workshops on a variety of topics, offered here at the school, through County College of Morris (CCM). CCM also assisted us in securing a grant from the
inspire change create apply sustain New Jersey Department of Labor to support the training. We far surpassed the goal of having at least 25% staff participation in these trainings, with actual participation reaching almost 75% of the staff members.
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leadership
development program
Leadership Development Task Force: Mindy Porcelan, Chair; Nancy Atlshuler, Jen Jacobs, Kelly Meyerson, Susan Seamans & Kristin Young
P.G. Chambers School Annual Report 2013 I 2014 / 15
P. G .
C H A M B E R S
S C H O O L
Through our leadership initiative, we will build a strong, competent, and leaders to drive our mission, and compassionate force of not only prepare our students for the world, but change the world for our students.
INSPIRE potential
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2013/2014 Original LEAD Program Members: Amber Hummer, Laura Jaarsma, Jen Jacobs, Kelly Myerson & Kristin Young
The Leadership Task Force selected the leadership model posited in The Leadership Challenge (Kouzes and Posner), which describes the characteristics of leadership as: “Model the Way,” “Inspire a Shared Vision,” “Challenge the Process,” “Enable Others to Act,” “Encourage the Heart,” and “Leadership is for Everyone.” This final belief has been a central tenet of the school; however, the task force ensured that it would be enacted in day-to-day operations, and become an everlasting legacy. Phase two began in 2013/14; when the first group participated in the Leadership Exploration and Development program (LEAD) and established the curriculum, which includes: classroom training, independent study, practical application, mentoring, and individual learning plans. The characteristics of leadership are also incorporated into the staff ’s annual performance reviews. The task force has been immensely successful in creating an enriched leadership training and development program for the organization, with the LEAD program becoming an integral part of staff career development.
P.G. Chambers School Annual Report 2013 I 2014 / 17
comprehensive
early intervention 18 / Beyond the Tuition
program
The Comprehensive Early Intervention Program serves children from birth to three years old, who have developmental delays or disabilities, and provides support for their families. Research shows that early intervention leads to better outcomes for children and families, both in the immediate- as well as in the long-term. In 2013, we conducted a sustainability study examining all school programs, and this was particularly helpful for strategic planning of early intervention services. The results told us that the mission of early intervention is significantly
education support development aligned with the school’s mission and that early intervention is a valuable source of referrals to the school; however, the program costs exceed public funding from the New Jersey Department of Health, making it necessary to seek additional funding through grants and donations.
Referencing our school mission, we have maintained our belief in providing early intervention services for children with disabilities and their families because it is simply the right thing to do. Families who have infants and toddlers born with disabilities, or who have children experiencing developmental delays or are at risk of developmental delays, need comprehensive early intervention services to care for their children in the first three critical years of life. Our program is comprised of three components: home-based educational and therapy services, onsite parent-child groups, and assistive technology services to provide important assessments and interventions. The overarching goals of the program are to provide education and support for children and families, promote overall development, and aid in transitions to preschool – both community and school-based.
P.G. Chambers School Annual Report 2013 I 2014 / 19
The program has achieved remarkable success in attaining its definitive goals of children and their families:
• Meeting and exceeding individual program goals
• Improving mobility through the use of assistive technology
•D emonstrating increased understanding of their child’s disability and risk factors
The program also provides an introduction to P.G. Chambers School and serves as a referral source. Future plans for the program include the continuation of group offerings that are tailored to the needs of families, as well as increasing community awareness of our these unique group experiences and assistive technology services. Home-based services are supported in part by funding from the New Jersey Department of Health and Comprehensive Early Intervention Services are supported by grants from F.M. Kirby Foundation, The Blanche and Irving Laurie Foundation, and TD Charitable Foundation.
Providing early intervention services for children with disabilities is simply the right thing to do. 20 / Beyond the Tuition
2013/2014 Number of Children Served:
87 Onsite Parent-Child Groups: 36 Assistive Technology: 9 Home-Based Services:
P.G. Chambers School Annual Report 2013 I 2014 / 21
community services Task Force: Kristin Young, Chair; Sarah Clark, Heather Gilliland, Renee Gitto, Dana Hall, Dawn Hearne, Amber Hummer & Susan Seamans
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P.G. Chambers School provides services to the community through contracts with public and private schools. These services have been a pillar of the school’s community programs for over forty years. Community services provide physical, occupational, and speech therapy for students with disabilities; and, include evaluations for speech, occupational and physical therapy, assistive technology, and augmentative communication. As part of our contracts, we provide trainings and workshops for district and private school staff and other participants. In 2013/2014, the team began to emphasize team-building and knowledge-sharing. Within our community services staff, we prioritized peer-to-peer training and mentoring, as well as developing expertise in the technology platforms used in the schools. In addition, the team worked on relationship building with case managers and therapists at the contract schools. In this way, PGCS therapists began to act as ambassadors, highlighting the ways we can provide a wide range of services. In the same year, we worked with the districts to help build their capacity to accept students with more complex disabilities. In addition to providing direct therapy, we provided support, consultation, and training to teachers in these schools. This resulted in an increase in the number of children with significant disabilities attending their neighborhood schools. Our outreach and marketing efforts also resulted in an increase in contract services revenue by more than 10% in this year.
PGCS Community Services Program 2013/2014 • Contracts with 16 school districts • 26 therapists working in the school districts • Provided treatment for 386 students • Completed evaluation for 110 students
P.G. Chambers School Annual Report 2013 I 2014 / 23
Kids Count is a uniquely positioned, inclusive child care program, open to both typically developing young children and those with disabilities and developmental delays. The children are drawn from the community, PGCS early intervention and preschool programs, and staff families. Since Kids Count opened in 1993 almost 1,000 children have spent a significant portion of their childhood in the program. The program is licensed by the State of New Jersey, Department of Children and Families, and in 2014 was selected to participate as a pilot site in the program, Grow NJ Kids. This program is designed to create universal standards of quality for all early care and education programs throughout New Jersey. Grow NJ Kids has since become a statewide program. Through participation in Grow NJ Kids, we have been able to showcase our program’s commitment to quality. Grow NJ Kids has given Kids Count access to tools that will continuously improve our program:
growth ambition creativity • Shared best practices
• Professional training programs • Technical assistance, educational scholarships, and program incentives As part of the pilot, Kids Count has: • Completed a self-assessment to review the program • Developed a plan for improving quality • Positioned the program in the state as a higher quality child care program There is an increasing emphasis in Kids Count to provide not only care but also a robust early education program. Children are prepared for the increasing challenges of kindergarten through exposure to a research-based curriculum combined with a clear understanding of each child’s unique learning style and strengths. At Kids Count, the Creative Curriculum provides a basis for hands-on, intentional learning activities. In 2013/2014 Kids Count Child Care enrolled 63 children, including 14 children with disabilities.
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kids count
child care P.G. Chambers School Annual Report 2013 I 2014 / 25
While children from various counties participate in our child care program, 77% of the children in the program reside in Morris County and almost 50% are children of the school staff. Kids Count staff work in collaboration with special educators, nurses, occupational and physical therapists, and speech-language pathologists to identify strengths and weaknesses of the children and provide, when appropriate, intervention techniques and strategies. Grouping typically developing children and children with disabilities together provides opportunities for all children to have more meaningful child care experiences. Through inclusion, genuine friendships develop between children who have disabilities and children who are developing typically. Children with disabilities have increased motivation in learning environments with nondisabled children, and children without disabilities learn to appreciate and accept individual differences and the abilities and strengths of their friends with disabilities.
There are three rationales for providing services in inclusive settings:
1. A social rationale, which states
that children with disabilities are more likely to develop typical characteristics and behaviors if they have experiences in typical, early childhood settings
2. An ethical rationale, a premise
that life in the mainstream increases the likelihood that a child with a disability will learn how to effectively manage the real world
3. An educational rationale,
which demonstrates that the early years of life are critical for learning and growth, and inclusive settings are well suited to meet every child’s needs and to enhance every child’s potential
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P.G. Chambers School Annual Report 2013 I 2014 / 27
financial statement The successful operation of P.G. Chambers School depends on both our organization’s impact on the lives of children with disabilities and their families, as well as our ability to sustain the school’s financial health over time. This dual bottom line remains front and center in all of our strategic decisions. The board of trustees and executive director apply key business principles, ensuring the school has sufficient working capital to adequately meet present needs without compromising the future. P.G. Chambers School operates from a secure financial position with a planned annual surplus, minimal debt, and a modest investment portfolio. Contributions from our community are critical to our programs and fill the gap between earned income and the actual cost of services. In 2013/2014, for every dollar contributed,
95% went directly to programs, a number we
can all be proud of reporting.
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Public Support and Revenue Fees and Tuitions......................................................... $10,307,118 Contributions...................................................................... 436,227 United Way of Northern New Jersey.................................. 17,000 Government Contracts..................................................... 417,469 Special Event Revenues, less cost of direct benefits to donors.............................................. 295,740 Investments...................................................................... 1,408,074 Total Public Support and Revenue.................................. $12,881,628
80 % 2% 3%
95 %
11% 3%
>1%
5%
Expenses Program Services........................................................ $10,629,177 Administration and Development................................. $553,600 Total Expenses.................................................................... $11,182,777
P.G. Chambers School Annual Report 2013 I 2014 / 29
Statement of Financial Position June 30, 2014 and 2013 2014
2013
Assets Cash and cash equivalents Accounts receivable, net Prepaid expenses Investments, at fair value Other assets Cash restricted for property acquisition Property and equipment, net
$1,842,989 877,048 54,084 10,287,733 25,296 471,250 5, 247,180
$534,643 399, 220 68,848 10,627,172 29,984 456,250 5,495,730
Total Assets
18,805,580
17,611,847
117,587 559,450 53,680 697,378
621,880 478,978 0 832,355
1,428,095
1,933,213
6,683,142 7,763,823
1,345,579 11,785,617
14,446,965
13,131,196
1,059,119 1,871,401
676,037 1,871,401
17,377,485
15,678,634
$18,805,580
$17,611,847
Liabilities Accounts payable and accrued expenses Accrued compensation Capital lease payable Mortgage payable Total Liabilities Commitments and Contingencies Net Assets Unrestricted; designated by Board for investment Unrestricted Total Unrestricted Temporarily Restricted Permanently Restricted Total Net Assets Total Liabilities and Net Assets
Statement of Activities Year Ended June 30, 2014 Public Support and Revenue Fees and tuition Contributions United Way Government contracts Special events revenues Less: costs of direct benefits to donors
Unrestricted
Temporarily Restricted
Permanently Restricted
$10,307,118 316,227 0 417,469 435,054 (139,314)
$0 120,000 17,000 0 0 0
$0 0 0 0 0 0
Total $10,307,118 436,227 17,000 417,469 435,054 (139,314)
295,740
0
0
295,740
1,039,402 122,590
368,672 (122,590)
0 0
1,408,074 0
Total Public Support and Revenue
12,498,546
383,082
0
12,881,074
Expenses Program services Management and general Fundraising
10,629,177 69,911 483,689
0 0 0
0 0 0
10,629,177 69,911 483,689
Total Expenses
11,182,777
0
0
11,182,777
Net revenues from special events Investment loss, net of investment fees Net assets released from restrictions
Change in Net Assets Net Assets at Beginning of Year Net Assets at End of Year
30 / Beyond the Tuition
1,315,769
383,082
0
1,698,851
13,131,196
676,037
1,871,401
15,678,634
$14,446,965
$1,059,119
$1,871,401
$17,377,485
P.G. Chambers School operates from a secure financial position with a planned annual surplus, minimal debt, and a modest investment portfolio.
P.G. Chambers School Annual Report 2013 I 2014 / 31
On behalf of P. G. Chambers School Board of Trustees, staff, students, and families, we’d like to thank those friends who made unrestricted and restricted gifts
donors 2013/14 to the general fund and to the endowment fund between July 1, 2013 and June 30, 2014. If you made a gift after June 30, 2014, your gift will appear in our 2014/2015 Annual Report.
dream maker
Patti and Ray Chambers County of Morris – Board of Chosen Freeholders Suzan Gordon F. M. Kirby Foundation Park Avenue Foundation Sandy Hill Foundation Mimi and Frank Walsh
visionary
The Dun & Bradstreet Corporation Hyde and Watson Foundation Unjeria C. Jackson, M.D. and Larry Thompson Daniel and Addie Kanter Charles F & Ruth J Knippenberg Foundation The MCJ Amelior Foundation United Way of Northern New Jersey Morris County Office
innovator
Bayer HealthCare Lucy Chen, M.D. and Calvin Shen, M.D. Eric and Sarah Elbell The Glenmede Trust Company, N.A. Sheila Labrecque The Lipper Family Charitable Foundation Carol and James Longley The Monsen Family Foundation, Inc. Rose and David Nakamura Novartis Pharmaceuticals Corporation Prudential Foundation Matching Gifts Lori and Jerry Solomon TD Charitable Foundation 32 / Beyond the Tuition
Cathy and Jeff Walsh Karen and Ted Walsh Virginia Walsh and Thomas J. Walsh, P.E. Kim and Finn Wentworth
leader
Atlantic Health Foundation for Morristown Medical Center Michele and Anthony Bonanno Breakaway Technologies, Inc. Carroll McNulty & Kull L.L.C. Jill and David Farris JD Shehadi LLC Louise and John McGlinchey Cynthia and Paul McNutt Bernadette and John R. Mulhearn Nadaskay Kopelson Architects P.G. Chambers School Auxiliary Susan and Gregory Sherowski Mary Kay and John Strangfeld Bryan and Stacey Supran Vericon Construction Company Laurie and Steve Vittorio
benefactor
Joan and Frank Adubato Eileen and Benjamin Appelbaum Carolyn and James Badenhausen Balady Promotions, Inc. Jennifer and Steven Bedell Betsy* and Kurt Borowsky Budwick-Bonavita Foundation County Concrete Corp. Ralph Dawson and Leslie Demus Stephanie and Chris Donato Karen and John Dubel
Bill Freed Megan and John Hagerty Anthony Haskel Kimberly and Daniel Honeker Michael Hronec Kelli and Charles Hutchinson Maria and Jon Jimenez Lori and Richard Kariss Linda and David Kaugher Peter R. & Cynthia K. Kellogg Foundation Jennifer and Anastasios Konidaris Carrie Kurtzman Joyce and Steven Kwasney Edee Levey and Jon Nichols Susan and Matthew Lodge Maureen and John Lynch Sharmin and Aftab Malik Frances and James McCarthy Alison and J. Murray Sandra and Gregory Niccolai The Linda Sue Pfarrer Nortillo Charitable Foundation Kathleen and Peter Palmer Barbara and Michael Phillips Joseph and Christine Prestifilippo Susan and Swift Seamans Alison and Brett Skapinetz Tiffany and Pavel Srnensky Katye Stanzak The Tarpey Group, LLC Stephanie and Stephen Trapp Pamela and James Weichert
supporter
Dana and Peter Andolino Judy Banks, M.D. Janet and Ernest Biondolillo
Dianne and Raymond Bonanno Linda Bruno and Marco Bruno, D.C. Michele and Jerry Bruno Sabina and Jerry Bruno Erin and Jeffrey Budwick Julia and Andrew Buteux Krista and Philip Cerasoli Christine and David Clark CMC Adaptive Seating & Homecare, LLC Michelle and Brian Cox Peter Crimi Rosa and Franklyn Cunha-Greenwaldt Rose A. DeLuca Boyle and Reverend Frederick Boyle Gwen and Elias Eid April Fey Susan Fox Christine and Michael Gilfillan Errol Train Giordano Thomas Graham Andrea and Charles Grom Susan and Angelo Intile Heather and John Kerner Susan Kloss Edna and George Knudsen Judy A. Koepff Allen Kopelson Lindsay and Christopher Kramer Gail and Herman Kurz Mary Ann and John LoFrumento Donna and Dick Lohmeyer Barbara and John Lynch Lacey and Matthew Malloy Donna and Richard McAdam Mindy and Arthur Papetti Parents Guild Eryn Porcelli Tara and Sean Powers Andrea C. Quigley Amy and William Robb Andrea Ross Annaliese and R. Rush Carla Skodinski Irene Solondz Debbie Spicehandler Anita Spivey-Dent and Dean Dent Danielle and William Strazza Surestep LLC Elizabeth Tarantino Patricia and Gary Thunell
partner
Advocare Ear, Nose & Throat Specialists of Morristown Nicole and James Beale Bernadette and Alphonse Briand
Frank Calabrese Darlene and Thomas Canete Kristen and Antonio Celii Guiseppina and Giuseppe Ciccone Katherine and John Ciliberti Margarita and Paul Cirigliano Kelly and Scott Consentino Kathleen and James Cowan Ann and Peter Crimi Viola and William DeLuca Austin and Christine Fagan Virginia and Rodney Frelinghuysen Claire Giambattista Elizabeth Gilfillan Colleen and Steven Goodyear Lisa and Carl Grau Joanna and Michael Hanrahan Deirdre and Edward Hatfield Alison and Mark Hicinbothem Nancy and Hale Holden Marleen and Lennox Holder Richard Hufnagle Christa Iamiceli and Mark Anderson Adrienne and S. Dillard Kirby Carolyn and John Kowalik Karen and Richard Kuran Sandra Lascari Elizabeth and Paige L’Hommedieu Lynn and Michael Linczyc Mary Beth Lohuis Suzanne and Michael Maguire Jeremy Manjorin Ann and James Mongey James and Mary Mongey Jen and James Morrison Jennifer and Frederick Moss Kathleen Murphy Jeanne Nichols Laurie and Joseph Nosofsky Lynne and Jeffrey Pagano Pediatric Dental Associates Eleanor Enriquez and Robert Peter Radiology Management Corporation RegentAtlantic Capital, LLC Carrie Reinhart and Sarah Reinhart Dawn and Keith Richardson Tara and Brian Roach Caren and Charles Rubin Ellen Seidman and David Smokler Selective Insurance Krysta and Sheldon Senek Hermine Silverstein Janet and Peter Simon Hidden Pond Foundation Amy Snouffer and Joseph Roccesano Mercedes and Sean Stevens Sherri and Michael Strauss
giving levels
Dream Maker........... $25,000+ Visionary.......$10,000-$24,999 Innovator..........$5,000-$9,999 Leader............. $2,500-$4,999 Benefactor...... $1,000-$2,499 Supporter............... $500-$999 Partner................... $250-$499 Advocate.............. $100-$249 Friend....................... up to $99
Erin and David Sussman Laura and Gregory Sutton Carl Symecko Mitzi Szerlip Target Corporation United Way of Hunterdon County Christine and Frank Urgo Nadine and Douglas Vogel Marybeth and Joseph Walsh Veronica Yankowski Carolyn Young Betsy and Mark Zindel
advocate
Tina Alessi American Vending and Coffee Service AT&T United Way Employee Giving Campaign Cricket Barkhorn Cynthia and Dennis Barrett Jillane and Jose Bastarrika Law Office of Drew J. Bauman Dominic Bavaro Megan and Joel Bernstien Nancy and George Birdsall Mary and Clifford Blanchard Joan Blandine Monica and Joseph Boswell Theodore and Betty Bragg Lauri Brennan Patricia and Donald Budis Dan Budwick Patricia and Anthony Calandra Sabrina and Thomas Claro Joseph Coccia Barbara and Claude Coleman Audrey and James Connelly Julie and Robert Corman Lenore Dankulich-Smith and Donald Smith Amara and Michael D’Aquanni P.G. Chambers School Annual Report 2013 I 2014 / 33
advocate (cont.)
Nicole DeCaito Christine and Philip DeLuca Edmund and Janice DeNoia Lesley Draper Patty and Bill Dunne Theodore and Delores Elbell Frederick Elston Janet Engelmann Dawn Fontana Colette Fraenkel Frances and Richard Frigerio Dawn and Kahli Gaita Heather and James Gilliland Alicia and Arthur Gilroy Renee and Anthony Gitto
Fern Gotfried and Michael Dugan Michele and Donroy Gounaud Elaine and Anthony Grillo Suzy Gumm Ruth and William Hardin William and Amy Haskel Helene and Charles Havers Margaret Hinchcliffe Stephanie and Peter Holloway Geraldine and Michael Horn Cathy and William Huff Patricia Hutchinson Beatrice and Saverio Iannaccone Vina Isaac, M.D. and William Powers, M.D. Noele Jencarelli Diane Judge Pamela Kariotis Carolyn Kovach and Frank Kovach Carol Kraus Cynthia and Garrett LaBar Terriann and David Lawrence Anna Wetzel and Rafael Leonardo Barbara and James Liati Mary Loughran Carmela and Michael Luzzi Elizabeth and Martin Martinez Amyn and Nitza Maskati Susan L. Massengill Errolyn and Claude Maxwell Marylyn and Thomas McLaughlin Margaret and Robert Meyer Janet and Richard Michalowski Richard Monsen Michael Nittolo Joan and David Ortland P. G. Chambers School Renee Pagan Phyllis and Daniel Patyk 34 / Beyond the Tuition
Christine and James Petrat Maria and Luis Quinones Virginia and Michael Ranger Carole Reifsnyder Mary Alice and Francisco Ribeiro Mary and James Riccio Wendy Tait and Christopher Richards Bette Rieger and Mark Rieger, M.D. Patricia Robinson, M.D. Lorraine and Robert Rodriguez Gayle Rossi Julie and Christopher Royse Randee and Kenneth Rubenstein Linda and Gerald Russell Michael Saliter Maria and William Scavone Nancy and Nelson Schaenen Kenneth and Mary Anne Schuster Elizabeth and Joseph Sipper Carmella and Thomas Slivinski Mary Ann and Henry Smith Nancy Sniffen Patricia Snouffer Suzanne and Kurt Spero Eliot Steinberg Cathleen Stipek Patricia and William Stoddard Collene and Larry Stout Janet and Samme Thompson Michael and Renee Thunell Raymond Torella Sue and Raymond Torrey Uta Totton Eric Tynan Lisa and Kenneth Vanderhoof Harry and Dorothy Vannatta Caryn Vitolo Sherry and Stephen Wang April Weber Michael Wittenberg Jinette and David Ziering
friend
Christine and Thomas Ahern Ariel Anderson Paula and Ira Antin Barbara Arenson J. Roger Bailey Elie and Lucy Barrieres Lisa and Ted Berzak Susan and Robert Bethea Eileen Klok Bevan, D.C. Jennifer Borroel Lisa and Michael Brennan Kathleen Buerger Barbara and Clifford Carter
Randi and Howard Cohen Annette and Francesco Colbertaldo Catherine and James Connelly Lisa and William D’Amico Patricia and Arthur Delmonico Kimberly and Ryan Drew Margey Dwyre-Daily and John Daily Joanne Evans Jeanmarie and Kenneth Falco Jennifer Ferris Jane Flynn Jennifer Flynn Suzanne and Lance Fraser Patricia and Lawrence Frohnhoefer Judith Gallante-Hooper and Douglas Hooper Bonnie and Gordon Gannon Siobhan and John Gilfillan Ruth Glaser Tracy Goerlitz Meredith Hanson Jane and Richard Haskel Dawn Hearne IGive.com K. and Diane Janne Joseph M. Juliano, D.C. Maureen Katzgrau Amy Kim Jamie Kitt Carol and Lou Kotsinis Regina Krauth Susan and Albert Kroll Mel and Beryl Lamster Susan and Patrick Lanza Barbara and Robert Lewis Melissa and Brian Martin Michael and Suzanne Mautone Stephanie Jones and Allen McIntosh Joan M. McKenna Andrea and Thomas McNamara Gilbert E. Moscatello Rachel Olivier-Trotman and Lennox Trotman Tracy Padalino and Craig Brown Maria and Jeffrey Parisi Frank and Barbara Pecca Lillian Pena Harriet Petrat Kathleen and Michael Piero Frances and Richard Pogorzelski Joan and Edmund Pugh Denyse Rawding Susan Rehnquist Mary and Robert Reto Nicki and Jose Rionda Judith and Wayne Roth Kevin Schessler
Diane and Robert Schultheis Martin Sciortino Shalom Club Lynn and Donald Siebert Angelica and Marc Simone Cindy and David Sims Jamie Snyder Helene Stanton Doris Stober Michael Stoyko Lisa and Patrick Stuffle Lisa and Ronald Swanson Diane and Vincent Thomas Brie Anne and Christopher Tierney Rita and John Toohey Robert Tortoriello Susan Unger Elizabeth and Doug Vanderlee Ella Visakay Laura and Shane Wagner Karl and Carol Ann Zeliff Tara Zinna *Deceased
gifts in- kind
Individuals Alyssa Agrifolio Michelle and Michael Barkemeyer Jennifer and Steven Bedell Beth Ann and Robert Betrus Dianne and Raymond Bonanno Michele and Anthony Bonanno Stephen and Nadia Bongo Michaela and Daniel Brownstein Patricia and Donald Budis Patricia and Anthony Calandra Darlene and Thomas Canete Catherine and James Connelly John Crimi Suzanne and Michael Donadio Jeanmarie and Kenneth Falco Dawn and Kahli Gaita Renee and Anthony Gitto Donna Gonabe Colleen and Steven Goodyear Michele and Donroy Gounaud Unjeria C. Jackson, M.D. and Larry Thompson Lisa and Noel Lamster Lisa Latino Pui and Stephen Lee Danielle and Steven Lindner Susan and Matthew Lodge Donna and Dick Lohmeyer Maureen and John Lynch Deborah Madaio
Samreen Malik-Laird Meital and Shimon Nissel Maria and Jeffrey Parisi Maria and Karl Petti-Weber Patricia and Arnold Plonski Carmen and Henry Ramirez Adriana and Fernando Ribeiro Lopes Jorge Khari Ricks Kirk and Anabela Rossi Linda and Gerald Russell Marisol and Raymond Santos Maria and William Scavone Ronnie Sue and Barry Schub Susan and Gregory Sherowski Alison and Brett Skapinetz Ellen Seidman and David Smokler Tiffany and Pavel Srnensky Sue Ellen Strong Diane and Vincent Thomas Anna and Javier Torrens Laura and Shane Wagner Virginia Walsh and Thomas J. Walsh, P.E. Sarah Zeliff Organizations Advanced Theraputic Massage Studio Balanced Wellness Bayer HealthCare Blue Peacock Jewelry Design Bottle King Morris Plains Bradford World Renowned Portraiture Calypso St. Barth Coatue Management, LLC Crystal Springs Resort Depasquale The Spa Fleet Feet Sports Hand Blown Glass by Arnie Hanover Supply, Co. Henri Bendel Jerry Rose Floral and Event Design Jumpstart Morristown Deli Mount Freedom Printing Myofascial Freedom New York Jets Nola Rose Jewelry NRDC One Source Communications Open Road Panico Salon & Spa Park Avenue Club Pink Bungalow Premier Office Supply Runner’s Haven Runway Boutique ShopRite of Greater Morristown
Simoudis Image Design The Golden Pineapple Trader Joe’s
volunteers
Individuals Ryan Ahern Mark Anzelmo Stephanie Bertram Valerie Bialous Erin Budwick Desiree Calabrese Gabriella Campana Darlene Canete Mark Cantine Barbara Carter Christine Cayero Priscilla Chan Amanda Chapman Ann Crimi Peter Crimi Peter Crimi Jr. Eric DiFalco Kimberly Drew Ryan Drew Judy Duff Eileen Dwyre Margey Dwyre-Daily Lou Ann Fellers Martha Fischer Dawn Fontana Colette Fraenkel Deena Fried Maria Gaglioti Judy Gallante-Hooper Laura Gerard Nafia Gerbeshi Elizabeth Gilfillan Katie Gilfillan Natalie Gilfillan Patrick Gilfillan Siobhan Gilfillan Renee Gitto Abbie Greenberg Ron Greenfield Carly Hassler Janet Hughes Amber Hummer Lori Kariss Robert Keyser Melissa Kuter Aaron Lamaute Erin Martin Kit Murphy Rose Nakamura
P.G. Chambers School Annual Report 2013 I 2014 / 35
volunteers (cont.)
Nicole Nasseri Sunny O’Toole Barbara Perkalis Eryn Porcelli Jenny Puzia Andrea C. Quigley Richard Reinhardt Pattie Robinson Linda Russell Christopher Savastano Marcie Schiembre Susan Seamans Greg Sherowski Sue Sherowski Jessica Simao Miriam Stepnowski Diane Thomas Michael Thunell
board of trustees
Renee Thunell Mila Trajanovic Ken Vanderhoof Lisa Vanderhoof Therese Weiss Charlene Williams Nicole Williams Carolyn Young Jared Young Kristin Young Corporate and Volunteer Groups Bayer Delbarton Students GSK Jersey Cares Kohl’s of Morris Plains Novartis Pharmaceuticals Peck School Students Rotary of Morris Plains
credits
Unjeria C. Jackson, M.D. President
Executive Editor Susan Seamans
Lori Solomon Vice President and Treasurer
Assistant Managing Editors Erin Martin Thameka Thompson
Thomas J. Walsh Vice President
Susan Seamans Secretary
Anthony Bonanno Patricia Chambers Eric C. Elbell William Haskel Robert Iannaccone Pavan Mehta Eric Monsen John Mulhearn David Nakamura Calvin T. Shen, M.D. Steve Vittorio
36 / Beyond the Tuition
Managing Editor Andrea C. Quigley
Donor Records Erin Martin
Graphic Design Joanne Hemerlein
Please consider remembering P.G. Chambers School in your will.
planned
giving
For more information, contact Andrea C. Quigley, Director of Development, at 973.829.8484 or quigleya@chambersschool.org.
Photography JoEllen Kelly Photography Erin Martin
Printing Professional Printing Center Contributors Nancy Altshuler Lisa Brown Peter Crimi Kelly Faber Heather Gilliland Julie Haggerty Dawn Hearne Amber Hummer Jennifer Jacobs Joyce Lewis Mindy Porcelan Maria Smith Michael Thunell Carolyn Young Kristin Young
facebook.com/PGChambersSchool twitter.com/PGChambersSchl pgchambersschool.wordpress.com PGCS strives for accuracy in recognizing donors. If your name was omitted or listed in error, please accept our apologies and contact Andrea C. Quigley at 973.829.8484 or quigleya@ chambersschool.org so that the error may be corrected. On request, PGCS Form 990, and related information is available for public inspection at PGCS in Cedar Knolls, NJ. Copies of this information will be provided at cost within five days of the request by calling 973.829.8484.
P.G. Chambers School is a private, nonprofit, tax-exempt organization under Section 501(c)(3) of the Internal Revenue code. Tax Id# 22-1551480. Information concerning charitable solicitations may be obtained from the Attorney General of the State of New Jersey by calling 609.292.4925. Registration with the Attorney General does not imply endorsement.
At P.G. Chambers School, we believe in our mission with a passion beyond all others; we see limitless possibilities
our vision
for the children and families we serve, for ourselves, and for our organization; and we promise to keep the needs of the children and their families foremost, as we help them achieve all that is important to them.
The P.G. Chambers School mission is to help children lead
our mission full, productive lives; develop confidence in their own abilities; and engage fully and frequently in the community.
P.G. Chambers School Annual Report 2013 I 2014 / 37
our core values
By working cooperatively, diligently, and thoughtfully, we hope to maintain an organizational culture that values:
Seeking quality in everything we do by providing the very best services for children with disabilities; Showing respect for the children and families we serve, and for our colleagues with whom we work and grow; Supporting creativity in our thinking, and innovation in our solutions;
Pursuing professional and personal growth every day, rewarding excellence and celebrating accomplishments; Taking pride in our organization, its uniqueness, flexibility, and capacity for change; Knowing the children and families we serve and what is truly important to them; Showing ambition first and foremost for the cause, the organization, the work— not for ourselves, and; Being accountable for delivering results, disciplined in our thinking and actions, and responsible to the community that supports us.
15 Halko Drive, Cedar Knolls, NJ 07927-1380 I 973.829.8484 I www.chambersschool.org