SUSAN SEAMANS EXECUTIVE DIRECTOR’S LEGACY
WHOLE CHILD INITIATIVE SPOTLIGHT ON TEACHERS
Jillian's CONNECTION
issue 3/summer 2018
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inside 2
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Executive Director’s Memo Promotions and new appointments Task Forces Small groups focus on strategic objectives
6 potential Editorial Staff Managing Editor Andrea C. Quigley Director of Development Assistant Managing Editor Erin Martin Development Coordinator Writers Amara D’Aquanni Development Coordinator Erin Martin Brittany Pino Development Associate Andrea C. Quigley Contributors Annie Clayton Jenfu Cheng, M.D. Jeanine Gervasio Joyce Hartnett Abbey Horwitz Laura Jaarsma Maureen Kwiatkowski Janet Michalowski Lynne Pinto Nicole Pitts Kathy Rossi Krysta Senek Maria Smith Katye Stanzak Janice Wolfe Holli Wright Graphic Design Joanne Hemerlein Photography JoEllen Kelly Erin Martin Michelle Norkin Photography Flaghouse Printing Professional Printing Center
Spotlight on Teachers Dynamic teachers support students’ academic goals
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Halko Happenings New faces, veteran achievements
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Menus Series Signature event raises awareness of school’s mission
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Community Partners Believing in PGCS!
issue 3 /summer 2018
Whole Child Initiative A culture of health within our school Students Create Local artists share their talents
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A Girl and her Dog Jillian and her service dog have a unique bond
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Scoliosis Awareness and early detection
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Welcome Patty Sly New executive director arrives
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Nursing Suite Renovation Well-designed, functional space becomes a reality
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PGCS Auxiliary Spreading goodwill for over 50 years
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Holiday Express/ Trick or Suites Our children just love these seasonal celebrations!
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Q&A with Maria Smith We sit down with the director of physical therapy
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Golf/5K Annual events embraced by the community
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New Trustees
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Our Donors
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Susan’s Legacy Our executive director retires, leaving the school in a strong position and prepared for a successful future
P.G. Chambers School 15 Halko Drive Cedar Knolls, NJ 07927-1380 973.829.8484 • www.chambersschool.org
potential PRESIDENT’S LETTER
Dear Friends of P.G. Chambers School, I am so pleased to send you the latest edition of potential, our P.G. Chambers School magazine providing you with an in-depth look at student life, new initiatives, staff profiles, and the wonderful special events that have taken place throughout the year. It has been an exciting time for us—and we are eager to share the news! Officers of the Board of Trustees Unjeria C. Jackson, M.D. President Thomas J. Walsh Vice President Lori Solomon Vice President and Treasurer Patty Sly Secretary and Executive Director Board of Trustees Anthony Bonanno Patricia Chambers Jerry DeFrancisco Lesley Draper Eric C. Elbell Abbey Horwitz Walter Kneis Susan Lodge Joseph Longo Aftab Malik Peter Porraro Gabriel Sasso Steve Tuttle Steve Vittorio
After 25+ years of extraordinary leadership, our executive director, Susan Seamans, announced her retirement effective June 29, 2018. This of course, is very bittersweet as we wish Susan all the best, knowing that she will be sincerely missed. A search committee was formed in the fall and we are very pleased to announce that Patricia Sly will be taking the reins. Ms. Sly has been a member of the Morristown community for many years; you may recognize her from her work as executive director of Jersey Battered Women’s Service. We welcome her and know that she will maintain the leadership that makes P.G. Chambers School so unique among private schools for children with disabilities. This year, we said goodbye to trustees, Joanne Balady, James Brazel, John Mulhearn, Keith Savel, and Wendy Tait, and thank them for their enormous contributions to the governance of the organization. We welcomed several new trustees (see article p. 50) who will carry on the fine work of our board. This has also been a time for several building improvements, including a major renovation and refurbishing of our nursing suite. Health and wellness, always important, have been in the forefront of our efforts thanks to our Whole Child Initiative and funding from the New Jersey Collaborating Center for Nursing. From our Back-to-School Health Fair to fitness for everyone (including staff!), we have cemented the strong connection between physical health and learning. I hope you enjoy this look into life at P.G. Chambers School as much as I enjoy being part of this exceptional organization. With warm regards,
Unjeria C. Jackson, M.D. President, Board of Trustees
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Promotions, New Appointments, and Task Forces
executive director’s* memo
TO: ALL STAFF Rachel Miller, Group Teacher for Toddlers in Kids Count As a 2012 graduate of Rowan University, Rachel soon realized that her career path would lead to working with children. She has been an integral member of the Kids Count Child Care staff for nearly five years. In March 2017, Rachel was promoted to toddler group teacher. Rachel has made significant changes to the child development and activities program for the children in her care, ensuring that the activities are appropriate for both the age and developmental level of each child. She performs this task, and all others, with a level of commitment and energy that is exemplary. Rachel strives to continually gain knowledge. She has participated in continuing education conferences, webinars, and self-study courses on topics that include curriculum, social and emotional development, inclusion, CPR and First Aid, behavior management, discipline and guidance, child assessment, and family relationships. Rachel’s future plans to grow professionally and personally include obtaining a degree in early childhood education and getting married in 2019. Bravo Rachel!
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Dana Hall, Senior Therapist Dana’s career as a speech language pathologist began at P.G. Chambers School in 2007. Dana demonstrated an interest in Augmentative Alternative Communication (AAC) and Assistive Technology early in her career as she worked to develop and implement communication systems for her students in our school program. In 2011, Dana became a part of the AAC evaluation team and collaborated to complete evaluations, consultations, and trainings throughout a number of public and private schools. Dana, along with her AT team members, continue to build a reputation in the special education community as leaders in the field. Dana has provided clinical supervision to graduate students, is a member of the Community Services task force, and is a graduate of our LEAD (Leadership Exploration and Development) program. She continues to seek out innovative ways to support the work that we do. Dana’s contributions to our organization as a leader exemplify our definition of a senior therapist! Jen Jacobs, Senior Therapist As a Pennsylvania State University graduate, Jen began her career as a speech language pathologist at P.G. Chambers School more than 10 years ago. Jen has continued to build her expertise and pursue her passion in AAC. Jen was a member *As reported in this issue, Susan Seamans retired from her position as executive director effective June 29, 2018.
of the Leadership Task Force and is a graduate of the LEAD Program. Through Jen’s leadership on the AAC Project, our school has built a library of augmentative and alternative communication (AAC) systems so that our students have the ability to trial equipment and teams are better equipped to make recommendations. Jen engages our teams by presenting trainings and by providing support to others as we seek solutions to students’ communication challenges. Jen’s dedication to ensuring that all students are successful communicators is inspiring. Jen is a member of the AT/AAC evaluation team and leads evaluations, consultations, and trainings throughout a number of schools in the surrounding communities. As part of the Access to Ed team, Jen helps teams at P.G. Chambers School collaborate to assess, trial, and implement AT needs. She and another colleague were part of an AAC Project and created an AAC Clinic. Jen has also led two team building events in which staff members explored their creative side. Jen continues to inspire and motivate others to grow personally and professionally.
ABOVE (from top) Rachel Miller, Dana Hall, Jen Jacobs, Kristin Geraghty, and Sarah Vitale
Kristin Geraghty, Senior Therapist This year Kristin marked her 11th year as a speech language pathologist dedicated to seeking solutions for students with significant communication challenges and needs. Kristin has displayed a key leadership role on her teams at P.G. Chambers School for the last four and a half years. Previously, Kristin collaborated with Sarah Vitale to introduce and lead an initiative to develop staff skills in facilitating language development for our students. By opening our September in-service days, they ignited excitement amongst all staff that attended and set the tone for continued learning. Kristin is one of the leaders to incorporate the use of CORE vocabulary, and her humor, hard work, and caring have helped to motivate others to work more effectively as a team. Kristin collaborated with Christine Cayero to facilitate training on interprofessional practice for graduate level students from Seton Hall University. Kristin is a strong ambassador for our school and plays a key role as we increase our visibility in the community by leading trainings and workshops, including presentations at the Council for Exceptional Children, ASAH (the association
of private schools for children with disabilities), and trainings for faculty and graduate students at Montclair State University and Seton Hall University. Sarah Vitale, Senior Therapist Sarah began her career as a speech language pathologist over a decade ago and has been a valuable team member at P.G. Chambers School for the past five years. She earned her BS (summa cum laude) at Montclair State University and her MS at Columbia University, Teachers College. Sarah has helped initiate projects designed to further enhance the communication skills of PGCS students in the classroom and in extracurricular activities. This includes her leadership role in incorporating the use of core vocabulary in the preschool and early childhood classrooms to improve students’ ability to communicate more effectively and participate more directly in their curriculum. Sarah was also instrumental in starting a gardening club for students, which provides the opportunity to practice conversational and social skills. Her dedication and leadership have helped motivate others to work more effectively as a team. Sarah is a graduate of LEAD and continues to support PGCS’s leadership program by providing clinical supervision to graduate students, mentoring new staff, and providing clinical supervision to clinical fellows. Like her colleague, Kristin Geraghty, Sarah has played a key role in outreach to the community, and along with Sarah has trained professionals at the state Council for Exceptional Children and ASAH, and also for faculty and graduate students at Montclair State University and Seton Hall, as well as for PGCS staff and parents. In addition, Sarah worked with the PGCS’s conference coordinator so PGCS could become an ASHA (American Speech and Hearing Association) approved CEU (Continuing Education Units) provider. She currently serves as the ASHA continuing education content consultant. Although Sarah most enjoys working directly with the children, she also has a long-term interest in research and evidence-based practice incorporating new research into language learning. She is currently collaborating with a local university on planning a research project on early language development for students with complex communication needs.
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task forces Every two years, we develop a strategic plan for P.G. Chambers School: goals, objectives, and strategies to carry us to the next level of excellence for our students. In order to bring the strategic plan to life, several years ago we established task forces to focus on the strategic objectives. A task force is a small group, usually four to twelve people, which brings together a specific set of skills to accomplish a shortterm task. It may also be called a “project team” or a “working group.” We selected Individuals to chair and serve on the task forces for their expertise, their history in the organization, and their interest in the project. A task force usually has a start and an end date. With certain strategic objectives the work of the group is more long-term and the task forces have evolved into “working committees” or “advisory committees” that ensure that the objective remains a part of our continuing organizational operations. At this time we are discontinuing and celebrating the success of the Augmentative and Alternative Communications (AAC) Project, the Assistive Technology Task Force, the Cortical Visual Impairment Work Group, and the Transition Task Force. Susan would like to recognize the chairs and members of those groups for their outstanding contributions to P.G. Chambers School.
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task forces, work groups, and membership Augmentative and Alternative Communications (AAC) Project Dana Hall Jen Jacobs Assistive Technology Program Julie Haggerty, Coordinator Cortical Visual Impairment Work Group Joyce Hartnett, Chair Mary Carroll Lisa Brown Dawn Hearne
Linda Krupp Sarah Vitale
Transition Task Force Sharodka Tofte, Chair Teresa Brennan
Kelly Myerson Therese Weiss Dominique Scacciaferro
Whole Child Initiative Janet Michalowski, Chair Heather Gilliland
Judy Hooper Andrea Quigley
Orla Slattery Holli Wright
New and Continuing Task Forces and Committees for 2018-2019 Community Services Committee Kristin Young, Chair Dana Hall Claudia Bonfante Erin Martin Sarah Clark Jenny Puzia Heather Gilliland
Andrea Quigley Patty Sly Holli Wright
Health and Safety Committee Janet Michalowski, Chair Judy Hooper Heather Gilliland Patty Sly
Carolyn Young
Internal Communications Committee Nicole Pitts, Chair Becky Tate Beth Burger Lisa Vanderhoof
Mentor: Patty Sly
Mealtime Plan Task Force Mindy Porcelan, Chair Rebecca Addo-Nartey
Dawn Hearne Janet Michalowski
Patti Stenzel Betsy Zindel
Outcomes Measurement Task Force Kelly Meyerson, Chair Sharodka Tofte Dominique Moore Therese Weiss
Mentor: Heather Gilliland
Whole Child Initiative Janet Michalowski, Chair Heather Gilliland
Holli Wright
Judy Hooper Orla Slattery
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Spotlight on Teachers BY AMARA D’AQUANNI AND ERIN MARTIN
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By combining their expertise and creativity, and collaborating with teacher assistants and therapists, the teachers at PGCS are able to identify each student’s strengths and support the student in reaching his or her academic goals.
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he academic program, preschool through eighth grade, at P.G. Chambers School operates under the capable hands of a dynamic group of teachers. By combining their expertise and creativity, and collaborating with teacher assistants and therapists, the teachers at PGCS are able to identify each student’s strengths and support the student in reaching his or her academic goals. After interviewing four of the incredible teachers at the school, we discovered some common themes that echoed for each of them, including implementing a strong academic program, utilizing assistive technology to support learning, valuing the collaborative spirit at PGCS, and feeling joy in doing what they love—teaching children with disabilities. Kathy Rossi, Preschool Preschool is a transition time for all members of the family. Typically it is the very first time children, ages three to five years of age, are separated from the security of their families as they begin their journeys towards independence. For many parents at P.G. Chambers School, preschool opens the doors for communication, information, and support for their children with disabilities. The transition to preschool is a new and sometimes scary step for parents,
and long-time teacher, Kathy Rossi, is careful to provide the building blocks that will guide new families as well as support the child. Communication is essential and each week, Kathy sends a letter home to parents that provides helpful information about their child. Kathy establishes a strong foundation for her students, with teaching that ranges from communication to movement, from decision-making to problem-solving. At P.G. Chambers School our preschool uses the HighScope Curriculum, which is play-based and focuses on direct experiences with people, objects, and things. This curriculum employs active learning and the support of positive interactions with adults and fellow classmates to facilitate exploration. In order to follow this curriculum, which hinges on making choices and interacting with people and things, Kathy learned to make modifications and teach her students the skills necessary for social play. “Research consistently shows that with the appropriate level of support from adults and the environment, children with disabilities demonstrate higher levels of engagement. This in turn leads to improved learning, classroom participation, emotional adjustment, and social relationships.” (www.highscope.org) Following this philosophy, Kathy provides all children with comparable opportunities, recognizing their wide range of abilities. Assistive technology (AT) is an umbrella term that includes assistive or adaptive devices that help children or adults access their world. AT plays a major role in the lives of our students and their ability to be independent in communicating and making decisions. AT is introduced to preschool-aged children, where decision-making begins with selecting play areas and toys. Kathy’s young students build confidence and independence by developing the ability to make a choice: whether it is red or blue, 3 or 5, yes or no—each decision is a stepping stone to effective communication and independence. Kathy recognized her team by saying, “I’m sure you have heard the saying, ‘It takes a village’ to help a child grow and develop throughout their lives. Here at P.G. Chambers School, it takes a great team and I have always been blessed with a great team. Without their support—the teacher assistants; occupational, speech, and physical therapists; and the administration, I would not be able to meet the many needs of my students, and for that I am thankful.” Collaboration is, and continues to be, the most important part of a student’s success at P.G. Chambers School. This holistic approach not only sets the child up for greatness, but it provides a cooperative and positive atmosphere throughout the school. One department would not be as effective without the other, and together, we have wonderful, beautiful outcomes—our students’ successes and achievements. After 13 years of teaching at PGCS, greeting her students each morning with a big smile, a wave, or making happy sounds, still excites Kathy. Even at three or four years old, the children know that coming to school means working hard to do their very best, no matter the task. “Whether they are rolling, sitting up, walking, communicating, or playing, they are always smiling and are happy to be here,” she states. Kathy enjoys teaching preschool-age children, where “I can create a song for anything” and she does—whether to calm down the group or to transition to a different activity, keeping things upbeat and happy! Not only are her students happy and engaged, they also make progress every day. “The lucky part about being in preschool is that I watch my children grow up—there are small victories every day. A half kneel to a stand, lifting a handkerchief, choosing objects, crawling, making eye contact, counting to five, or speaking—these are the moments that are steps forward to the future.” Joyce Harnett, Elementary Joyce Harnett knows that in order to teach kindergarten/first-grade students, she has to make it interactive and fun. “My classroom needs to be stimulating and engaging. That is why I am so child-directed and play-based. I need to find what motivates the students and use it in every part of my day.” When Joyce discovered one of her students loved Taylor Swift, she used this opportunity to teach the student how to use her augmentative equipment. “We played Taylor Swift songs and set up her switch so that she could pause the song when she hit the switch. We would dance and then “freeze” when she paused the song.” The game was silly and fun, but most importantly, it taught the student how to use her switch.
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“The lucky part about being in preschool is that I watch my children grow up—there are small victories every day.” - Kathy Rossi Preschool Teacher
“I expect my students to learn every concept I teach them, because if not, why am I here?” -Joyce Harnett Elementary School Teacher
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Joyce uses the ALL (Accessible Literacy/Learning) curriculum in her classroom, which is a reading curriculum for students who use augmentative communication. Part of the ALL method includes prompting students to look at picture choices after the teacher sounds out the word. With a focus on phonics, using ALL helps teach the students the concept that sounds make words. According to Joyce, “The idea is that you do not have to be able to speak in order to read. This is a precursor to reading and the children are rocking it!” For math, Joyce’s class follows the Harcourt curriculum and she adapts the curriculum by using manipulative objects as opposed to pencil and paper. The students work in groups for math and the classroom staff adjust the activities to make them accessible for each student. When asked about how the varying needs and abilities of the students in her classroom influence her lesson planning, Joyce responded that it requires just that—a lot of planning. “Once I’ve established the content that I need to teach the students, I make adaptations for each child so they can receive the content. One child might need picture cues for the question and another might need the right words on her iPad™ so she can answer the question. All of this has to be planned.” “I expect my students to learn every concept I teach them, because if not, why am I here? They may only get a piece of the concept but I expect every child to get a piece.” Joyce shared that many times the students exceed her expectations. “In one class I was teaching the students about capacity: how much something can hold. We were playing with water and different sized cups and learning which would hold more or less. A speech therapist came in and asked one of my students to leave for a session and the student said, ‘I can’t, I’m finding out the capacity of my cup.’” Joyce was thrilled that this student demonstrated an understanding of the lesson. Joyce works closely with the teacher assistants in her classroom to prepare for each lesson and assistive technology plays a significant role. “In my class of 10, we have children with seven different types of communication devices. For the staff, it is about knowing the different AT and AAC (assistive technology and alternative augmentative communication) devices and where to find target words in each device. To accomplish this, we work together and prepare well enough in advance to make sure things are ready for each lesson. Smart Boards™ and iPads™ are a part of every lesson. With Smart Notebook™, we can re-create a book for the Smart Board™ and it makes a huge difference; the children are so motivated by it.” Collaboration is an integral part of how P.G. Chambers School operates. Echoing Kathy Rossi’s message, Joyce states that “It is a team effort—our therapists could not do their job without the teachers, and we could not do our job without the therapists. And I wouldn’t know where to begin without the teacher assistants! Here at PGCS we have really nailed the collaborative piece. We now have ‘whole child’ meetings; whether you are a teacher or a therapist, we are all looking at how each child functions throughout the day and how all the elements fit. We look at the whole day and then how the puzzle pieces go together to meet all of the child’s needs. I cannot imagine teaching anywhere else—it is pretty magical here! There is an atmosphere of family between the students and the staff. At any given time, there are incredible things happening no matter which classroom you go into.” When asked what is most rewarding about teaching at PGCS, Joyce responded, “There are so many things. I love seeing a child do something they have never done before—answer a question, use a communication device—all the firsts. I remember the first time I saw a girl walk at the school. She was paralyzed from the rib cage down and after she was put into a brace, she walked to me. I started crying, and she wiped my tears and said, ‘It’s okay, Miss Joyce, my mommy cries too.’ When I create a lesson plan, differentiate it for each
LEFT Early elementary teacher, Joyce Hartnett, works with Eliana to make a choice using her PODD (Pragmatic Organization Dynamic Display) book. BELOW Preschool teacher, Kathy Rossi, works with student, Valentina, by signing “more� to communicate her preferred activities.
ABOVE Elementary school teacher, Lynne Pinto, helps her student, Valerie, answer a math question using number boards. RIGHT Middle school teacher, Laura Jaarsma, poses with PGCS student, Jake.
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“ What I love most about PGCS is that we are a dynamic team. I can ask my co-workers for anything and we work together to make it happen.”
make it happen. Recently during the Winter Olympics, we created our own “slalom ride” - Lynne Pinto for the students!” This collaborative approach Elementary School Teacher also allowed Lynne to create an interactive learning experience for the students surLynne Pinto, Elementary School rounding the royal wedding in 2011, for which we earned an Lynne Pinto was born to be a teacher and even as a little girl Innovations in Special Education Award from the NJ School Boards she would line up her stuffed animals to create her own class. She Association and AHSA. Staff worked together to create a virtual taught her nephew, who had special needs, to count and write his tour of London for the students, including an “airplane ride” and name and began to realize that she had a gift. “He was calmer around visiting Big Ben; each classroom had their own theme and became me and more attentive.” After Lynne’s third child, Nicholas, was part of the tour. The students even participated in decorating a born with a neurological impairment, Lynne says, “That’s when large sheet cake for the wedding. By working together, the staff the real teaching began.” While teaching her own son to walk, was able to incorporate a variety of lessons into the event and the talk, and eventually read, Lynne completed her degree in Special students had a unique learning experience. Education/Elementary Education. She worked in the Roxbury and When asked what she finds most rewarding about teaching, Rockaway school districts for 25 years prior to joining the staff at Lynne says, “The joy I get when the children learn. My joy is P.G. Chambers School almost 10 years ago. teaching children and I don’t ever want to stop!” Students in Lynne’s elementary school classroom use the SPIRE curriculum, a phonetic-based curriculum that reinforces Laura Jaarsma, Middle School the concepts taught in kindergarten and first grade. Lynne shares Laura Jaarsma teaches students who are at the bittersweet age that teaching literacy is her passion and she loves to make books of middle school, preparing to leave P.G. Chambers School and “come alive” for the students by using props and other methods begin their new lives in high school. Laura has been teaching for to make books interactive. Lynne finds ways to incorporate all the 19 years, this year marking her 15th year at P.G. Chambers School. subjects that her students are learning and relate them to the book. Laura teaches all subjects including math, social studies–Ancient One year, Lynne’s students read the book Wabi Sabi, by Mark Civilizations, science, health, and reading. Reibstein, which tells the story of a cat by the same name. Wabi The reading curriculum used in Class 10 is MEville to WEville, Sabi sets out to find the name’s meaning, which is that there is which, as all of the curricula used in the school program, is beauty in the ordinary and imperfect. By creating large boxes with a research-based K-12 literacy and communication program interactive materials that represented each character and element developed for students with disabilities. The program is aligned of the book, Lynne was able to not only teach the story, but also with state, alternate, Common Core State Standards. The lessons incorporate lessons about other subjects as well—a social studies are appropriately paced and designed to incorporate assistive lesson about Japan, an art lesson with help from Marcie Schembre, technology strategies to meet the unique needs of the students. PGCS art teacher, and the introduction of new vocabulary to the Each lesson provides them with experiences in reading, writing, students. The class learned by exploring the items of varying colors speaking, and listening. and textures in the boxes to involve them in the story. Lynne says Finding ways to incorporate learning into life situations is that in her experience, “If you have fun and make it interesting, the best way to teach, for children of all abilities. Class 10 incorthe children will learn.” porates math into the cooking program for the Middle School When it comes to assistive technology, Lynne worked hard Café. Students solidify their lesson on fractions by following to gain the expertise she has in order to support her students. a specific recipe. This week, they prepared parmesan zucchini “Working at P.G. Chambers School threw me into the 21st century! fritters, chicken enchilada bake, and white chocolate cranberry When I moved into Class 4, all of the students in the class were treats—carefully measuring ½ teaspoon of salt or a ¼ tablespoon using assistive technology; they all had talkers. I went to Stockton of baking powder… delicious! College and received my certification in Assistive Technology. I Students are taught in groups based on their particular learnbecame the AT teacher and co-taught with Janet Hughes and I ing style. Some students may better understand the lesson with was the ‘tech teacher’ in our community services to public schools pictures or objects, and others may need a more hands-on modeling and went out on evaluations.” lesson, for example, with the use of PODD books. PODD or “The “What I love most about PGCS is that we are a dynamic team. Pragmatic Organization Dynamic Display” is a book or device that I can ask my co-workers for anything and we work together to contains symbols and words to support communication between child, and then it all comes together and they get the answers correct, it is a great feeling. Knowing that they are learning the content you are teaching is so rewarding.”
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people with complex communication needs and their communication partners. (www. novita.org.au) Assistive technology is incorporated into every lesson through use of the Smart Board™, iPads™, Splash Top, a stepby-step sequencer, switches, and PowerLink, which is used to control household items, such as a blender. By connecting a student’s switch to PowerLink, the student can turn items on and off and increase or decrease speed, creating a sense of independence. Technology is a vital part of the students learning everyday, enabling small victories and strengthening independence. Small victories are possible through the dedication and team work by the staff at PGCS. The middle school teachers, therapists, and teaching assistants meet weekly to discuss upcoming events, new strategies within the classroom, and plans for graduation. When planning lessons, Laura meets with therapists to incorporate new strategies for learning, and how best to generate learning based on each child’s individual needs. Laura speaks about her classroom dynamic, “I always bring my
“ Sometimes I have to sit on my hands because students must have the opportunity to learn independence!”
ideas and ask for feedback, and am willing to give new ideas a chance, as I like to give everyone an equal voice.” This teamwork approach makes learning and communication flow freely, giving our staff the power to use the right tools to unlock each child’s greatest potential. - Laura Jaarsma Teaching and supporting independence is one Middle School Teacher of Laura’s top priorities as a teacher. “Sometimes I have to sit on my hands because students must have the opportunity to learn independence. It is important to me to teach my students how to problem solve and express their feelings when something might not be going their way.” Laura’s current class is non-verbal, and at first, she thought that she might miss having verbal conversations. “When you think of a group of students who use augmentative and alternative communication devices what do you think of? A quiet group? No way! My class is so vocal, making noises, laughing, choosing with their body language, and being engaged.” Laura has learned so much from her current class, including how they communicate and the best way to modify lessons for each student’s learning style. Laura speaks about the most rewarding parts of her job. “I love it when I see the light bulb go on, and the student’s eyes light up. When I teach something over and over and finally, it clicks. I enjoy seeing my students’ pride when completing an activity. When I observe my students developing skills to communicate on their own, finding their devices to either express their feelings or to answer a question—this is truly rewarding.” Laura prides herself on giving her students the tools they need to communicate independently, to feel empowered by their abilities, and supporting them to feel confident about taking the next steps in life.
On the occasion of her retirement, we congratulate Susan Seamans for her years of dedication to the children of P.G. Chambers School.
Patti and Ray Chambers
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to grow, so does the need for quality teachers, therapists, and support staff. Over the past few years, we have hired a great number of highly qualified and talented individuals who are using their skills to provide quality services to our students.
haLko dRive
As P.G. Chambers School continues
Happenings
BY ERIN MARTIN
Listed here are the recent new hires at P.G. Chambers School:
Administration Claudia Bonfante-Knauer Administration Manager Patty Sly Executive Director Child Care Christen Napolitano Teacher Alexa Pizzuta Teacher Assistant Development Amara D’Aquanni Development Coordinator Brittany Pino Development Associate Early Intervention Fridda Ayala Interpreter Tetyana Gomon Teacher -EIP
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Stacey Oram Teacher-EIP
Brianna Funicelli Instructional Paraprofessional
Nicole Syristatides Instructional Paraprofessional
Rebecca Peipert Interpreter
Leah Gruber Teacher of Students with Disabilities
Laura Weintraub School Nurse
Eugenia Pizarro-Moya Intrepreter Olga Roman Interpreter Education Dina Alves Teacher of Students with Disabilites Kelly Clark Instructional Paraprofessional Kathleen Coleman Teacher of Students with Disabilities Ewa Dobkowski Instructional Paraprofessional Katelyn Ferris Instructional Paraprofessional Victoria Franklin Instructional Paraprofessional
Jovannie Guerrier Instructional Paraprofessional Brigid Hagan Instructional Paraprofessional Monika Kusmierkowska Instructional Paraprofessional
Meghan Yessman Instructional Paraprofessional Occupational Therapy Lee Ann Kern Occupational Therapist
Kathleen Lynch Instructional Paraprofessional
Speech Therapy Michelle Barkemeyer Speech Therapist
Lucrecia Quesada Instructional Paraprofessional
Luba Chesky Speech Therapist
Theresa Reilly School Nurse Diane Smith Instructional Paraprofessional Emily Smith Instructional Paraprofessional Julia Suter Instructional Paraprofessional
Lauren Duffy Speech Therapist Alexandra Golkin Speech Therapist Amanda Paravati Speech Therapist
Promotions As our staff continues to improve upon their professional skills, there are those who merit recognition through increased responsibility and impact on the organization. Listed below are those who have recently received promotions: Sarah Vitale Senior Therapist Kristin Geraghty Senior Therapist Dana Hall Senior Therapist Jen Jacobs Senior Therapist Rachel Miller Group Teacher for Toddlers in Kids Count
LEAD Members
Nominations
2016-2017 Ashley Chardoussin Candice David Nicole Pitts Jessica Simao Patti Stenzel Sarah Vitale
While we understand and recognize all that our staff does for our students, the staff is also recognized outside of our organization for excellence in the special education community. ASAH, an organization “serving the private special education community” in New Jersey annually recognizes an educator, paraprofessional, and related service provider for their outstanding work. Here are P.G. Chambers School’s nominees from 2017 and 2018:
2017-2018 Desiree Calabrese Christine Cayero Lindsay Kramer Dominique Moore Sharodka Tofte Lisa Vanderhoof
2017
2018
Chrissy Malkinski Educator of the Year
Summitra Rajah Educator of the Year
Christine Cayero Related Service Provider of the Year
Kristin Geraghty Related Service Provider of the Year
Emily Jarger Paraprofessional of the Year
Caile Brennan Paraprofessional of the Year chambersschool.org 13
S usan,s Legacy
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Our executive director retires, leaving the school in a strong position and prepared for a successful future
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BY ANDREA C. QUIGLEY
he more you know yourself, the that we can continually improve services, support creative and innovative staff in their more patience you have for what work, and always remain focused on our mission. It is this thinking of our work as an you see in others.” investment that has been one of Susan’s greatest contributions. This quote from Erik Erikson, a psySusan told me that her most exciting work here involved the capital campaign and chologist and a pioneer in the study of the expansion of the current facility in Cedar Knolls, to double the size and the number child development, came immediately to of students that the school could serve. Everything from the design, to construction, to mind when I sat down with my colleague, securing the funds to make the expansion a reality, drew on Susan’s knowledge, experiexecutive director, Susan Seamans, to talk ence, community awareness, and passion. From a business point of view, Susan was clear about her years at P.G. Chambers School. about how the project would need to proceed and worked with the board of trustees and When asked how she grew the organizabuilding committee at each step of the way. Understanding our needs, years of careful tion from a small center for children with planning, identifying the best contractors and materials, and monitoring the work while disabilities to one of New Jersey’s most the school was in full operation, drew on Susan’s skills as a former business owner and respected schools for children with multiple, real estate broker. Her personal love of remodeling and hands-on building projects gave complex disabilities, Susan reflected on her her a special edge and she was often seen donning her hard-hat and walking the new personal style and developing her skills to construction. Her tireless work with foundations, corporations, and donors resulted in manage change, challenges, risks, and opthe successful $3 million building campaign. portunities with the patience that allows Susan never asks anything from others that she would not ask from herself. Her expecevents to unfold, people to develop their tations for excellence drove the building project, as it continued to drive her leadership ideas, and “think different”, to here at the school. I asked Susan to tell me about the borrow from Steve Jobs.1 origins, growth, and future of the programs that were “ The more you know It is this combination of most important, as well as closest to her heart. the logical, pragmatic, business Beginning at the earliest age when children with yourself, the more woman and the visionary entredisabilities need services, early intervention for infants patience you have for preneur that has meant success to and toddlers and their families has always been part P.G. Chambers School. “When Susan’s vision for the school. She emphasizes that, what you see in others.” of I began my career as a physical “If we cannot provide services to the youngest and therapist at the school,” Susan most vulnerable of our population, we are missing the -Erik Erikson said, “I knew that some day I mark.” However, it is this program as well that can be wanted to lead, grow, and create the most challenging in terms of both securing funding a culture that would expand our reach.” and providing quality services. Long before federal legislation mandated services for this Susan spoke fondly of her mentor and population, Susan was a member of the successful coalition formed to secure state funding friend, Elizabeth McKenna, who was then for early intervention in New Jersey. PGCS, then the Children’s Center for Therapy and the executive director of the small nonprofit Learning, used an exceptional model for family-focused services that combined group agency. “In those days, meeting payroll and programs at the Center and a robust home-visiting program. Understanding how integral keeping the lights on were our measures the family is in these early developmental years, the Center put extraordinary resources to of success!” work for early intervention services. After decades of providing early intervention, many Her first step to building the organizachallenges remain, particularly in funding and approach. So why do you continue? “Because tion was to change from the mind-set where it is the right thing to do!” Susan will say in her most matter-of-fact, no-nonsense way nonprofit means we are without resources to of stating things. Through the most stressful periods of shrinking funding and growing what success really could mean for this needs, Susan maintained these critical services to families with her strong philosophy of fledgling nonprofit. Being a successful monitoring spending, conservative growth, and innovative staffing and practices—with nonprofit means that we are able to reinvest a touch of her ever present patience. There may always be challenges to providing early our profits back into the organization, so intervention, however the school’s commitment remains constant and strong. Steve Jobs, Apple
1
chambersschool.org 15
Patti and Ray Chambers hosted a lovely evening for current and former trustees to honor Susan Seamans’ retirement. There were many touching moments and everyone had a kind word and a cherished memory of Susan and her work at the school.
TOP LEFT Board member, Patti Chambers; executive director, Susan Seamans; and board president, Unjeria Jackson share a moment at the event.
MIDDLE LEFT Development committee member, Sharmin Malik; community member, Regina DeFrancisco; board members, Aftab Malik, Jerry DeFrancisco, and former board member, John Mulhearn were in attendance.
TOP RIGHT Outdoors at the home of Patti and Ray Chambers was a beautiful setting for the party.
MIDDLE RIGHT Former board member, Pavan Mehta, poses with wife, Julie, and Susan Seamans.
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LEFT Susan gives new executive director, Patty Sly, PGCS gifts as she welcomes her to the organization.
THE SUSAN SEAMANS
Legacy Campaign
Susan’s affinity for innovation and her entrepreneurial spirit is most evident in her work in developing leadership in the organization—the LEAD Program. Always part of her own leadership style, Susan values the enormous capabilities of the staff and has desired to support them in what they are doing. “The outcomes for our students can only be as good as the staff we have working with them”, and in this respect, leadership in this organization is for everyone. Changing the culture of any organization is challenging, and weaving the leadership is for everyone concept into the PGCS culture was initially quite challenging. At first questions arose: What does this really mean? Too new, too different a concept? How will this affect my work? While another administrator might become frustrated, this is an extraordinary example of Susan’s appreciation of the need for patience, listening, meeting people where they are, and supporting them in developing the skills and understanding to manage the challenge. This desire to build the organization’s leadership capacity translated into an organization-wide series of awareness and training and a focused effort to provide intensive, year-long experiences for selected staff, who had the desire and readiness to develop their own leadership skills. LEAD is now in its sixth year of operation, and as with other initiatives, it has been integrated into the organization’s continuing staff development efforts.
The program has introduced an enormous range of changes in the school—from tools and procedures for working more efficiently and effectively, to innovative programs that drew on each LEAD participant’s passion, skill, and area of expertise. What was most exciting was the change in the culture encouraging staff to explore, innovate, and ultimately create richer opportunities for our students that reflect our vision to “Discover the unique potential in every child”. Participants were involved in projects that impacted the ability to improve their existing work to looking ahead to what they could achieve in the next five years. Once the LEAD participants shared their work with the entire staff, others were motivated to improve teamwork, collaboration, and program implementation. Several of the LEAD participants have advanced to senior therapist and teacher, coordinator, and director positions at PGCS. Finally, one of Susan’s proudest achievements is building an endowment fund for the school of almost $15 million. “Nothing is more important to the organization than financial security”, she states emphatically. When asked why, Susan replied, “Because the future holds uncertainty, I have tried to plan for the unexpected, particularly regarding the school’s finances. My singular goal has been to secure the future at P.G. Chambers School for generations of children with disabilities to come. We will be challenged in the future, whether it is in funding for early intervention, changes in policies for private schools for children with disabilities, or economic downturns across the community, state, and on the national level. All of these—and the ever-present unknown—can and will affect our future, and my most significant legacy to the school is to be prepared.” Interestingly enough, when Susan is asked about her greatest challenge, she reflects on what we have observed in her strengths. “I am impatient”, she relates, “to the slow pace of change.” Recognizing that change takes time, she nonetheless feels stymied at times by how long it can take. “I remind myself to stay focused on the outcome or goal when I am frustrated at the slow pace, and I practice being patient. That is not always easy!” After 25+ years as executive director, we can clearly see that Susan’s “ The outcomes for our patience has led us to several exemplary students can only be as achievements. The building and our capacity to serve children with disgood as the staff we abilities has doubled. We have evolved from a school providing education and have working with them.” related services to a state-of-the-art, team-driven model of true collabora-Susan Seamans tion across disciplines to provide the very best experience for children with disabilities. It has taken years of preparation to become an organization that is ready for and embraces change in our model of education, in our approach to school finances, and in the establishment of an excellent board of trustees who guide the administration and policies of the school. This allows us to stay true to our mission and values, always striving to meet the needs of the community that we serve. We are deeply indebted to Susan Seamans who has worked so tirelessly to place us in this strong position, ready for future challenges. We wish her much happiness and continued success as she moves into the next phase of her life. Susan and her husband, Swift will be relocating to Florida after her retirement, where we are sure she will continue her passion for personal growth.
Susan Seamans
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22nd/23rd Annual
MENUS FOR THE MIND Lecture Series
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BY ERIN MARTIN
or 23 years, Menus for the Mind has been the signature fundraising event for P.G. Chambers School. In addition to raising awareness about the school and its mission, Menus for the Mind continues to raise hundreds of thousands of dollars to provide new technologies, curriculum, specialized equipment, and materials to students with disabilities. What began as a benefit called “An Evening of Magic” soon blossomed into what is now the Menus for the Mind Lecture Series, filling the need to raise money on a continuing basis for the school. Speakers have come from all over, drawn from the worlds of theater, music, the arts, sports, broadcasting, and philanthropy. The 22nd year of the Menus for the Mind Series marked a year of change and success, as we, for the first time, changed the format of the spring luncheon to an evening event, generating the highest revenue for the series to date. Thank you to the wonderful donors, staff, families, and friends who contributed to this outstanding accomplishment. Our 22nd annual Menus for the Mind Lecture Series began on Thursday, November 3, 2016 with featured guest speaker, Kerry Magro, a national motivational speaker, bestselling author, movie consultant, and founder of a nonprofit organization, KFM Making a Difference. Kerry was diagnosed with a form of autism at the young age of four. Once non-verbal, he has overcome countless obstacles to accomplish what he has today. In 2012 Kerry began consulting for the major motion picture, Joyful Noise, starring Queen Latifah and Dolly Parton. Kerry played an integral role in rewriting, as well as mentoring the character of Walter Hill, a 14-year-old boy with Asperger Syndrome, played by Dexter Darden. Kerry has authored several books, including Defining Autism From The Heart, Autism and Falling in Love, and College for Students with Disabilities: We Do Belong. Seventy million individuals have autism worldwide and in 2011, Kerry founded KFM Making a Difference to help break down barriers for those 18 potential summer 2018
LEFT Best-selling author Kerry Magro’s book, Defining Autism from the Heart. Kerry was the guest speaker at the 22nd annual fall Menus for the Mind lecture series. BELOW PGCS students, Jackie and Michael, took part in the 2016 fall luncheon. FACING PAGE Hamilton star, Leslie Odom Jr., was featured at the first evening Menus event in spring 2017. Students from music teacher, Margey Dwyre-Daily’s vocal group begin the spring program with song.
with special needs, while providing college scholarships for students with autism. Kerry’s insights and experiences give hope to children and adults of all abilities to seek a better tomorrow. In his book, Defining Autism From The Heart, Kerry states, “I wish for you to always live a life with hope for a better tomorrow, and for today, no matter how dark life sometimes gets, that you realize you are never alone.” Our fund-a-need portion of the program featured one of the most important services in the school, our nursing program. The nursing suite was only 125 square feet to serve 120 children, with one cot and limited space for storage and treatment. Thanks to the remarkable generosity of our fall menus guests, we raised over $60,000 to help fund its renovation. The money helped to build three treatment areas and a secure storage space for the students’ medications, and created a rest area for sick children. To read more on the renovation of the nursing suite, please go to page 36.
Announcing a new evening event to the Menus for the Mind Series For the first time in 22 years, Menus for the Mind transformed the spring luncheon to an evening event, bringing an intimate performance and conversation to our Menus guests. On Thursday, June 15, 2017 we welcomed Leslie Odom Jr., recently seen in the Broadway blockbuster Hamilton, for which he won the Tony Award for Best Leading Actor in a Musical for the role of “Aaron Burr” and won a Grammy as a principal soloist on Hamilton’s Original Broadway Cast Recording. Leslie made his Broadway debut at the age of 17 in “Rent” before heading to Carnegie Mellon University’s prestigious School of Drama, where he graduated with honors. He has several additional theatre credits and significant awards, as well as small screen credits, including his portrayal of “Sam Strickland” in the NBC musical series “Smash” and his recurring role as “Reverend Curtis Scott” on “Law & Order: SVU”. Leslie’s debut
album, “Leslie Odom Jr.”, was released in June 2016 on S-Curve Records and quickly rose to the top of the Billboard and iTunes Jazz charts. The Park Avenue Club transformed into a chic and stylish nightclub, with geometric table cloths and centerpieces created by the very talented florist and event planner and event co-chair, Jerry Rose. Small plates and cocktails were served as guests mingled with friends of the school. New this year, the Teal Innovator and Teal Benefactor sponsorship levels were invited to a private meet-and-greet with Leslie Odom Jr., where they were able to meet and take a photo with Leslie. The program began with songs from the PGCS vocal group, with “Lean on Me” and “Time of Your Life” directed by music teacher, Margey Dwyre-Daily. The excitement and enthusiasm were felt throughout the room. As our opening act finished, Leslie arrived on stage with three band members. His mesmerizing voice and his story of rising to meet his own unique potential truly was profound. To quote “Dear Theodosia” (Hamilton), “If we lay a strong enough foundation, we’ll pass it on to you, we’ll give the world to you, and you’ll blow us all away…” echo the need to start early, provide much needed therapy and education, and support for a growing child facing multiple challenges. And that is exactly what we did during our “fund-a-need” portion of the program where we raised $41,854 for the youngest and most vulnerable population—infants and toddlers with disabilities. PGCS recognizes that early intervention is of the utmost importance in helping children with disabilities achieve their unique potential and each year must raise over $200,000 to cover the costs of providing early intervention services. It was truly an evening to remember. Introducing a new major format to Menus for the Mind proved to be an enormous success, raising $285,352 for the school. As it came time to plan the 23rd Menus series, our co-chairs, Joanne Balady and Jerry Rose, thought, “How can we outdo the 22nd Menus series?” Each year must outshine the last. We began our series with the fall luncheon on Thursday, November 3, 2017. We welcomed son of the late Christopher and Dana Reeve, Will Reeve, to the school. Will embraced the school’s mission and vision with an open heart, as he too is an advocate for people with challenges. Will recounted that his mother spoke at PGCS almost 17 years ago, and reflected on the similarities of the mission of P.G. Chambers School and the Christopher and Dana Reeve Foundation. Will said, “Who you are, in your soul, your heart, and your mind, can never be touched.” He believes that it is not in the things we do but the time we spend together that makes life worthwhile. Will also sits on the board of the Christopher and Dana Reeve Foundation, which benefits those affected by spinal cord injuries. He is the leader of the Reeve Foundation Champions Committee, which is dedicated to fostering multi-generational involvement in the cause. Along with Will’s powerful message, came a dynamic parent speaker, Cindy Labar, who spoke about her daughter, Hannah. Hannah was born with an extremely rare chromosomal anomaly, a cleft lip and palate, heart defects, and developmental delays. She had multiple surgeries before the age of two years. At that time, Hannah was the only person with her diagnosis, and everything was uncertain. Cindy knew that PGCS was a place chambersschool.org 19
Menus for the Mind
SPONSORS 22ND ANNUAL
Teal Innovator Lesley Draper and Robert Stolar Unjeria C. Jackson, M.D. and Larry Thompson The MCJ Amelior Foundation
Megan Hagerty Carroll McNulty & Kull LLC Rose and David Nakamura Lynn and Steven Robbins Janet and J. Peter Simon
Teal Benefactor Bayview Foundation Normandy Real Estate Karen and Ted Walsh
Teal Supporter Glenmede Mary Kay and John Strangfeld Cathy and Jeffrey Walsh
Teal Table Host Atlantic Health System Patti and Ray Chambers D&B Jill and David Farris Alane and Howard Gruber and Abbey and Ken Horwitz
Teal Friend Carolyn Ferolito Lori and Richard Kariss Linda and David Kaugher Katye Stanzak
23RD ANNUAL Teal Innovator The MCJ Amelior Foundation Teal Benefactor Lesley Draper and Robert Stolar Unjeria C. Jackson, M.D. and Larry Thompson Teal Table Host Atlantic Health System Patti and Ray Chambers Kennedys CMK Jill and David Farris Rose and David Nakamura Lynn Robbins
Teal Supporter Glenmede Mary Kay Strangfeld The Tarpey Group, LLC Teal Friend Connell Foley, LLP The Haverford Trust Company Lori and Richard Kariss Elizabeth and Paige L’Hommedieu Mutual of America NK Architects Lynne Pagano Katye Stanzak Kim and Finn Wentworth
ABOVE RIGHT Will Reeve was our featured guest at the 23rd annual MFTM. Will is the son of the late Christopher and Dana Reeve and an ambassador and board member for the Christopher and Dana Reeve Foundation. CENTER Thank you to event co-chairs, Jerry Rose and Joanne Balady (shown with Will), for bringing your dedication and passion for the students, resulting in the two of the most successful series. We look forward to what the future has to bring!
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Hannah could thrive and grow. In her first year she could not walk, maintain eye contact, or use sign language. By the age of eight years old, she was able to walk on her own. And just this year, Hannah and Cindy had their first conversation with Hannah using a voice synthesizer. “At times, Hannah even spoke like a typical 11-year-old girl with some sass and attitude,” and she has seen enormous growth in Hannah. “We are certain that she is at the right school to accomplish all that she is able to.” If we can live like Hannah, Will Reeve, and the students of P.G. Chambers School, emulating their perseverance, positivity, and passion, the world will be a better place. On Thursday, May 3, 2018 we welcomed beat boxer and cellist of the Grammy-winning vocal quintet, Pentatonix, Kevin “K.O.” Olusola, to the Maplewood Country Club. Pentatonix won season three of NBC’s “The Sing-Off” and has more than 10 million YouTube subscribers. They have released four studio albums, each landing in the top 15 on Billboard’s Top 200 Album Chart, selling 1.5 million albums cumulatively. Guests enjoyed light bites and cocktails, as they enjoyed a performance and conversation with Kevin. Parent speaker, Lori Kariss, shared her story of raising triplets, two of whom, Ella and Connor, were born “ Who you are, in your with cerebral palsy. Lori soul, your heart, and said, “None of us know what the future holds, your mind, can never but with the help of P.G. be touched.” Chambers School, the future holds hope. Hope -Will Reeve that our children and other students will accomplish things that people thought they may not ever do. Hope that as technology and medical science advance, they will do what is currently unthinkable.” That evening, Menus guests funded assistive technology, giving children like Ella and Connor the ability to speak, move, and be independent. For 23 years, Menus for the Mind guests have been our partners in helping us fulfill our mission “to discover the unique potential in every child”. Collaboration among our families, staff, and friends of the school is vital in building this strong foundation for children with disabilities, and gives them the opportunity to amaze us again and again.
Community Partners MAKING SIGNIFICANT CONTRIBUTIONS TO PGCS FUNDRAISING
A
s part of P.G. Chambers School 2017-2018 fundraising goals, community businesses, retail stores, and services play a significant role. Throughout the year, we partnered with members of the community to create awareness and raise funds for our school. Several businesses dedicated an entire day to P.G. Chambers School and donated a portion of all proceeds to the school. Raising awareness makes these fundraisers very special in that they enable us to meet new friends in our surrounding communities and educate them about our mission and the services available through the various programs at PGCS: early intervention, child care, special education for children three through 15 years of age, and related services (physical, occupational, and speech therapy), and educational consultation to community schools throughout the region. This approach provides an opportunity to touch an entirely new group of people and bring awareness to our school and our students. Through the generosity of businesses and their customers, we far exceeded our goal of $2,500 to support the programs at P.G. Chambers School. We would like to recognize the businesses that partnered with us on community fundraisers for both their hospitality and help in furthering our mission: Project Physique, Summit; Talbots, Morristown; and Windswept, Mendham.
Interested in partnering with PGCS for a community fundraiser? Please contact Brittany Pino at Pinob@ chambersschool.org
“ It never ceases to amaze me how the mission of P.G. Chambers School brings people together to raise awareness and support for a truly special place.�
- Katye Stanzak
Founder, Project Physique
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WHOLE
CHILD
Initiative BY ANDREA C. QUIGLEY
n June 2017, P.G. Chambers School was awarded a grant from the New Jersey Collaborating Center for Nursing to implement the Whole Child Initiative. The purpose of this project was to build a culture of health within P.G. Chambers School (PGCS), through creating awareness, providing education and training, and developing an environment that encourages and supports healthy lifestyle choices among students, families, and staff. Under the leadership of the school’s director of nursing, Janet Michalowski, in collaboration with community partners, this project addressed the findings of the Healthy School Report Card, a needs assessment conducted as part of our Whole School, Whole Community, Whole Child Initiative. Nurse Michalowski leads the school’s health and safety committee, composed of nurses, community members, school administrators, and physical therapists. This committee was charged with guiding the assessment, implementation, and evaluation of our efforts towards creating a healthy school community. The first step in this effort was the Back to School Health Fair, held on September 16, 2017 at P.G. Chambers School, with 37 families; 110 individuals attending. There were more than 19 vendors (see vendor list
I
on our website) representing health and wellness providers across a wide range of services. Most popular was the adaptive bicycle clinic, where families had the opportunity to try out several types of bicycles to determine what would work best for their children, many with significant motor disabilities. One child received an adaptive bicycle through a grant from the Billie McKenna Foundation, which developed the eligibility and selection criteria for awarding the bicycle. The fair took place inside the 24,000 sq. ft. school facility and outdoors in our Learning Park. Stations were set up around four health and wellness areas: fitness, nutrition, health, and emotional health/well-being/self-care. Families received nutrition and fitness tote bags that included portion plates, nutritional and fitness guidelines, and raffle tickets for prizes in the wellness drawings. Fitbits were distributed to appropriate students and their families were instructed in their use for monitoring children’s activity levels. The fair was free to all families and community members, however the “entrance ticket” was a completed survey, collected to gather baseline information about families’ knowledge and understanding of health and wellness. Post-event surveys were distributed to determine if families gained knowledge and information about wellness, nutrition, fitness, and community resources. Survey results demonstrated that in the six health and wellness categories, the majority of respondents felt that they received adequate information at the health fair and increased their knowledge (see sample survey on our website). Post participation data was collected in May 2018 to gather information on all components of the Whole Child Initiative, particularly change in family physical activity. Data demonstrated a slight increase in the number of families who engaged in 30 minutes or more 1-2 times a week and 3-4 times a week. Of all the Whole Child activities, the FITTE plans have had the greatest impact on the students. The physical therapy department took the lead on developing fitness plans for each of the students using a transdisciplinary approach to student fitness. Thirty-five students participated in the first phase of the project. Student fitness was monitored using pulse oximeters and pedometers purchased through the grant. The vision is that fitness is for every child. • Focus on the child first, disability second • All children need to be physically fit • If all students with disabilities are children, and all children need fitness training, then all students with disabilities need fitness training The team used the National Physical Activity Guidelines FITTE ( F=Frequency, I =Intensity, T=Time, T=Type, E=Enjoy) as a template for our fitness plans. The following two case studies illustrate FITTE plans for Michela and Jayden. Michela’s Current Pre-FITTE Activities • Walks each day from the bus to class—10-15 minutes in her KidWalk • Participates in Morning Movement daily for 20-30 minutes in her stander • Participates in gym twice per week in her gait trainer for 25-30 minute sessions and actively walks, increasing her heart rate significantly, thereby challenging her Michela is getting the challenges she needs by walking to class each day and participating in Morning Movement and gym. How does Michela’s plan look? Pretty good!! She is getting the challenges she needs during her school day! chambersschool.org 23
Jayden’s Current pre-FITTE Activities • Gym: Two times per week for 45 minutes, first and last 5 minutes spent waiting—he gets a total of 70 minutes of range of 150-225 minutes per week. • Activities in gym: Walking around the Learning Park, throwing a Frisbee or bean bags. Is this moderate to vigorous for him? On PT assessment, we realize neither his respiratory rate nor his heart rate are elevated. Why? • Morning Movement: Yoga to address needs of majority of class—does not address moderate to vigorous exercise for Jayden, although it does address needs for other students in the classroom. • Small group PT session: Once per week for 30 minutes—more vigorous because he is paired with a child who is also active. • PT: Once per week for 30 minutes. • Recess: Jayden spends time playing on the floor in the classroom. How does Jayden’s fitness plan look? Jayden would benefit from participating with a group of children with similar abilities for that time period, engaging in vigorous exercises possibly as part of recess or additional gym class/group. In addition to the Health Fair and the FITTE plans, the initiative provided safety and nutrition workshops for families, staff, and students. Members of the Whole
Michela
Child Task Force wrote five blog posts on health and wellness and a page was created for the school’s website: www.chambersschool. org/programs/whole-child-initiative/. The Colgate Dental Truck made a visit to the school and conducted dental screenings on all of our students and provided in-class demonstrations on dental health. Nurse Janet reflects, “The resources provided by the grant from the NJ Collaborating Center for Nursing have been invaluable in creating the Whole Child environment in the school and impacting the health and wellness of students and staff alike. This, however, is only the beginning, as we integrate fitness and healthy lifestyles into the fabric of school life.” The project will continue as part of the ongoing programs at the school.
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Michela’s FITTE Plan Frequency: Daily Intensity: Moderate intensity—walking is exerting her. We know this because both her respiratory rate and her heart rate are elevated during ambulation. Time: 10-25 minute spurts several times per day Type: Walking, moving her upper extremities in morning movement, walking in gait trainer in gym, standing in stander Enjoy! Michela’s physical activities are fun and engaging! Jayden’s FITTE Plan Frequency: 30 minutes daily including gym and morning movement or recess Intensity: Vigorous to engage sweating and hard breathing: 60-90%. Perceived exertion scale of 6-9 Time (duration): 30 minutes per day in 15 minute blocks of movement to accommodate his attentional capacity
Jayden
Type: Jumping jacks, mountain climbers, jumping, running, stretches, step ups, wall squats, plank Enjoy! It should be fun!
The healthy school report card P. G. Chambers School adopted the Whole Child Initiative designed by the Association for Supervision and Curriculum Development (ASCD) in collaboration with the Centers for Disease Control (CDC) in September 2016. The Whole Child Initiative seeks to create school and community partnerships to ensure that students and staff are healthy, safe, engaged, supported, and challenged in their school, home, and community environments. The emphasis on health encompasses physical and emotional well-being and acknowledges the relationship between health and safety and learning. A comprehensive baseline assessment of school policy, procedures, and practices was completed using the Healthy School Report Card published by ASCD. Data from the assessment identified both strengths and weakness: strengths were identified in the areas of administrative and leadership support, strategic planning, supervision and instruction of students, and staff credentials and professional development. Areas of improvement relative to health and wellness include: communication with families, physical fitness of staff and students, and enrichment of health and physical education curricula.
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“ I f o u n d I c o u l d sa y t h i n g s w i th c o l o r a nd s ha p e s tha t I c o u l d n o t s a y a ny o t he r wa y t h i n g s I h a d n o w o rd s f o r . �
G eo rg i a O Ke e f f e
A mixed media piece created by a P.G. Chambers School student, inspired by the work of Susan Gast
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create students
BY AMARA D’AQUANNI
in
early 2017, our middle school students had the exciting opportunity to collaborate with ARTsee to create unique pieces of artwork. ARTsee is a network of artists who together host various community art events and exhibits. Their mission is “to build camaraderie among area artists and promote our vibrant arts community.” ARTsee member, Regina DeFrancisco, coordinated and provided materials for the four artists—Beth Murphy, Cindy Wagner, Alex Bigatti, and Susan Gast, who came to P.G. Chambers School. Each artist brought one of her own works as an inspiration piece for the children. The students worked with different mediums on pieces reflecting the artists’ style and methods. Our art teacher, Marcie Schembre, assisted the artists in adapting tools and methods so that they were accessible for our students. The students’ creations were then displayed at an exhibit at the school in May and at our Menus for the Mind event at the Park Avenue Club in June. You can learn more about ARTsee and view their upcoming events at www.artseenj.org
BELOW Jake working on his collage piece, inspired by artist, Beth Murphy A masterpiece completed by Tomas, inspired by artist, Alex Bigatti
From left, PGCS art teacher, Marcie Schembre, with ARTsee members Beth Murphy, Regina DeFrancisco, Susan Gast, and Alex Bigatti chambersschool.org 27
JILLIAN’S CONNECTION
to her service dog, Oliver, provides her with comfort, protection, and independence.
a girl and HER DOG
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BY AMARA D’AQUANNI
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LEFT PGCS student Jillian shares a special moment with her mom, Abbey. Abbey states that Jillian’s dog, Oliver, has given her a new sense of ownership, responsibility, and independence. ABOVE Jillian and Oliver have a wonderful connection and her family loves watching their interaction. One of Jillian’s favorite activities— reading with Dad!
amilies that have children with disabili- but Jillian has her own special leash, a green ties may consider whether a service dog one, which she holds. This gives her a sense of would benefit their child. We spoke with ownership and responsibility for Oliver. Jillian’s two P.G. Chambers School families about their parents are also able to tether her to Oliver’s experiences in getting a service dog for their vest, which provides an extra safeguard should children. Both families worked with Merlin’s Jillian begin to wander from her parents. AcKids, an organization created by founder and cording to Jillian’s mother, this gives Jillian a executive director, Janice Wolfe, to rescue, measure of freedom and independence. “She rehabilitate, and train shelter dogs and other doesn’t have to hold our hands all the time dogs to become service dogs. Merlin’s Kids places but we also know that she won’t get distracted the dogs with special children and veterans, thus and wander off.” This allows the family to take “saving two lives at a time”. Wolfe says the best part in more activities together. “We went to part of her job is twofold: saving a dog’s life by Citi Field for a Mets game and Jillian was able getting him out of a shelter, and the day that a to walk from the parking lot to the stadium, dog is placed with a child. holding Oliver’s leash, instead of us holding on Abbey Horwitz, a parent and trustee at to her to keep her safe.” P.G. Chambers School, says that her daughter, Another bonus: Jillian absolutely loves her Jillian, has always loved dogs. “We were debating dog, Oliver. Her mother says that Jillian and getting a pet versus getting Oliver have a wonderful a service dog. We knew connection and she enjoys that a service dog could “ Oliver is a calming seeing how they interact potentially help Jillian by one another. presence for Jillian; withThe easing her anxiety when cost to Merlin’s going to the doctor’s office, Kids of a single service dog allowing her the knowing when she needs can easily run $25,000 to opportunity to do to use the restroom, pro$30,000. This includes viding protection for her, housing and veterinary many things she and being a calming prescare, comprehensive trainwas unable to do ence. We learned about ing provided to dogs and Merlin’s Kids through before. Oliver puts humans, travel, and other another PGCS family expenses incurred during Jillian at ease.” and once we heard all the 18 to 24 month trainthe things that a service ing program and placement – Abbey Horwitz dog could do, everything process. Wolfe explains that about it seemed right.” The Merlin’s Kids is able to give family went through the application process most of their dogs out free, through the genand eventually began visits with Jillian’s service erosity of donors and by subsidizing 40-50% dog, Oliver. Visits progressed as Oliver’s training of the cost. Due to high demand, the process continued and he began living with the family takes time and many families will raise funds full time last summer. to cover the expenses. There are two main things that Oliver does The Seneks, a former PGCS family, began for Jillian. The first is that he provides comfort the process of getting a service dog for their to her in high-anxiety situations. According to daughter, Josephine, in 2016. The prospect of Horwitz, “Having Oliver with us puts Jillian at raising funds was daunting, as mom, Krysta, ease. He comes to the doctor’s office with us, and explains. “At first I was really cautious about now Jillian is much more open to allowing the fundraising but I threw it to the wind and the doctor to do her exam. Recently, I was able to response was amazing.” By posting their story take Jillian to a salon for a haircut—something and their need on Facebook, the family successwe have not been able to do for a long time. fully raised $18,000 in just eight days! According Oliver is simply a calming presence for her.” to Senek, “People shared our Facebook post The other services that Oliver provides and people we have never met gave—friends of are protection and independence for Jillian friends and friends of family. I was very open, when they are in public. When the family goes sharing about my child, my family, and my out, Oliver is kept on a leash held by Abbey, love of animals.” chambersschool.org 29
With this support, Josephine, her mother, and her grandmother were able to travel to a ranch in Missouri operated by Merlin’s Kids. The trip allowed them to meet and interact with four different dogs to determine which dog would be the best fit for Josephine and her family. Three of the dogs were Rhodesian Ridgebacks and one was a German Short-haired Pointer. Senek, having researched various breeds, believed that the Rhodesian Ridgeback would be the right breed for their family. The process for selection of the right dog is fascinating. With guidance from a head trainer with Merlin’s Kids, Josephine was able to engage with each of the dogs at the ranch. This enabled the
family to narrow down to two dogs; one of the ridgebacks and the pointer. The next step was to go out to a public setting with the two dogs. This outing allowed them to observe the dogs’ reactions when Josephine had a sudden, aggressive meltdown in a restaurant.One dog stood, walked over to Josephine, and remained by her side until she was calm. The other dog tried to playfully engage Josephine, and she pushed him away. It was clear that the first dog’s reaction was more appropriate for Josephine. That evening, the dog came to dinner with the family and stayed by Josephine’s side the whole time. “It surprised me but in the end, the dog that was right for us was not one of the ridgebacks—it was the pointer!” says Senek. “His name is Ryder and he was a rescue—neglected by his owner, chained Josephine & Ryder at home outside, with very little food or water. They have a slogan at Merlin’s Kids, which is ‘Saving two lives at a time.’ They were able to save Ryder, and Ryder is able to save us.” Ryder completed his training and transitioned to the Senek’s home this summer, where he is already helping Josephine when the family is out in the community, in the car, at the grocery store, and even at a Broadway show!
A
For example, a dog who does not mind someone landing on them and is good at bracing might be a good match for a child with a disability related to mobility.
ccording to the Americans with Disabilities Act, “A service animal is a dog that has been individually trained to do work or perform tasks for an individual with a disability. The task(s) performed by the dog must be directly related to the person’s disability.” There is a distinction between service dogs and emotional support or therapy animals, which provide comfort to a person but are not necessarily trained to do a specific task. Training and placement practices vary from agency to agency. Janice Wolfe provided insight into how the program operates at Merlin’s Kids. Training service dogs: Merlin’s Kids service dogs receive extensive training prior to and post-placement with a family, including approximately 18 months at one of their training facilities, where the dogs work with experienced trainers and behavioral experts. Merlin’s Kids utilizes behavioral training instead of obedience training. This teaches the dogs to become independent thinkers, who understand what they need to do when no one is telling them what to do. The dogs learn specific skills to support and assist people with disabilities. The dogs train in all the skill sets but if a dog excels in a particular skill set, it enables the trainers to determine whom the dog can help the most.
Transitioning to placement: Merlin’s Kids, in partnership with several universities, provides their dogs with additional “real world” training by temporarily placing them with qualified college students. This occurs after the dogs complete the full training program, including Public Access training, with behavioral trainers from Merlin’s Kids. The time spent with the college students serves to improve the dogs’ transitions from professional trainers to the eventual recipients. Participating students receive 16 weeks of training and Merlin’s Kids places the dogs with the students for about 3 – 6 months. Wolfe notes that this intermediary time with the students is important, because dogs behave differently with experienced professional behaviorists and trainers than they do with a family or child.
What a Ser is Dog?vice
Training for families: Merlin’s Kids provides a 16-week “human training course” where families learn about proper care, ADA laws, utilizing the dog’s skills, public access, and how to properly feed and walk the dog. There are myriad visits and hours of hands-on training for the family and recipient to ensure a successful transition and placement. Merlin’s Kids provides a year of follow-up after placement and continues to assist families for a lifetime. Wolfe explains that it is critical for families to have the support of the organization and its behavioral experts, both canine and human, as they delve into a new lifestyle with the service dog. Depending on the needs and age of the child identified for them, some dogs return to Merlin’s Kids for additional training or spend some time with a foster family before placement. The service dogs from Merlin’s Kids receive approximately 1,000 to 2,000 hours of training prior to placement. Although there are currently no national regulations for certification as a service dog, Wolfe is hopeful that through legislative efforts this will change to require a certain number of training hours and certification as service dogs for specific disabilities, which would benefit both the service dogs and their owners. Editor’s Note: Our feature of Merlin’s Kids in this article in no way implies endorsement by P.G. Chambers School, Inc.
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T hinking of Getting a Service Dog? We asked founder and executive director of Merlin’s Kids, Janice Wolfe, her advice for a family considering a service dog for their child: 1. Don’t jump into it. Getting a service dog is a big commitment and families must be aware of the time and cost associated with caring for a dog, as well as necessary lifestyle changes. A legitimate agency should require the family to meet with them for an honest assessment and obtain full history and lifestyle information to make sure the family is a good candidate for the dog and to make sure the dog will help the child. Expect the agency to ask a million questions to determine whether your family is a good candidate for a service dog. This leads to the next point… 2. D o your homework. Start by conducting a Google search on the agency and learning more about them. Look for agencies with long-term positive media. The agency should have a positive history of successful placements and offer comprehensive training to families. One of the best ways to discover a quality agency is by speaking with someone who has worked with them. Get references from families who have already gone through the process. An organization that is training and placing service dogs should have extensive experience in terms of the number of years training service dogs and in working with children with disabilities.
3. Ask questions. Be prepared to ask the organization about the number of successful placements they have and specifics about how they train their dogs—how many hours of training, what type of training, and for which skills. Ask about the experience of the trainers and their qualifications. You want to ensure the service dog received proper training from an agency with hundreds of successful placements and that the dog will be able to meet your child’s needs—if you need a service dog for an autistic child, you do not want a trainer who specializes in diabetic alert dogs. 4. B e realistic but optimistic. Families need to understand that having a service dog is not going to take away their child’s disability but rather; the dog is going to provide help. Parents must not overburden the dog or treat the dog as a babysitter. It is still a dog; it may have a bellyache one day or an injury. Be realistic about what the dog can do and understand that the dog cannot work 24 hours a day.
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O SC
O S I IS L Why our physical therapists are making awareness and early detection a priority BY AMARA D’AQUANNI WITH ANNIE CLAYTON, PT, DPT, PCS
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coliosis is a curvature of the spine which is oftentimes idiopathic (cause unknown) or congenital (a person is born with the condition). Scoliosis can be secondary to other conditions such as cerebral palsy, spina bifida, or muscular dystrophy. Many people with scoliosis do not require medical intervention but is important for their In the state of New itphysician to monitor the condition and ensure it Jersey, every child does not worsen. Surgery between the ages may be necessary if the curvature of the spine is of 10 and 18 must more severe and has the receive a screening potential to impact the bodies’ other systems, for scoliosis. such as respiratory or cardiac function.
Identifying Scoliosis in Children Led by Annie Clayton, PT, DPT, PCS, the scoliosis monitoring program at P.G. Chambers School began in the spring of 2016, with an eye toward identifying students with scoliosis as soon as possible and ensuring that they receive the appropriate monitoring and, if necessary, interventions. In the State of New Jersey, every child between the ages of 10 and 18 must receive a screening for scoliosis. (N.J.S.A. 18A:40-4.3). According to Clayton, this guideline makes sense for the majority of children, who are at greater risk for developing scoliosis just before adolescence. Typically, the scoliosis will stop progressing once the person stops growing. Clayton notes, “At P.G. Chambers School, most
sco•li• o•sis /skō-lē-ō-səs/ noun an abnormal lateral curvature of the spine
of our students who have scoliosis have the neuro-muscular type, which begins at an early age and progresses throughout the person’s lifespan.” As a result, Clayton recognized the need for a system that would allow for early detection and monitoring for our students.
How the Program Works A physical therapist (PT) performs a basic scoliosis check on each student in the school program every six months. If the PT determines there is a need for a formal scoliosis screening, the school will contact the child’s parent for permission to have Dr. Jenfu Cheng, M.D., a physiatrist, conduct a formal screening during one of his monthly visits to the school. With the parent’s consent, Dr. Cheng will check each child referred to him and determine whether there is an indication of scoliosis. The next step is to refer the student for X-rays, which are necessary to confirm a diagnosis of scoliosis. The scoliosis diagnosis informs and guides therapists and teachers as they work with a student. It may impact a child’s positioning throughout the day and in some cases, require specialized seating. This can help the student to focus and pay attention in the classroom, thereby facilitating learning. Some children may eventually require surgery to address issues related to scoliosis and to realign the spine using hardware. Recovery for our students can be long and arduous, as many of them have additional medical diagnoses that can inhibit a quick recovery. By identifying scoliosis early on, our therapists strive to delay or prevent surgery by implementing alternative interventions for as long as possible. One means of intervention is for the child to wear a brace. As a child grows, this intervention becomes less effective, so the earlier it begins, the better. Another intervention, specialized seating, allows students to be positioned in a way that helps address issues related to scoliosis, can delay the need for surgery, and facilitates learning.
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When asked his opinion of the program, Dr. Cheng stated, “I think it’s incredibly well-developed. Annie Clayton and her team did a phenomenal job. Many children here are at risk for scoliosis at a young age; we can treat them early and keep them from invasive treatment later on. P.G. Chambers School has definitely been proactive and at the forefront with a program for early detection.” Since the program’s inception, 61 students have received scoliosis screens and of those children, seven students were referred for a follow-up X-ray to confirm the diagnosis of scoliosis. The screening program also identified 22 students as being “at-risk” for developing scoliosis or showing signs of mild scoliosis.
Program Impact: Josephine’s Story Although the scoliosis monitoring program is only in its second year of implementation, it is already positively impacting the children at P.G. Chambers School. One child is former student, Josephine, who had a scoliosis screen with Dr. Cheng in
June 2016. Based upon this screen, Dr. Cheng recommended that Josephine see an orthopedist and her parents arranged an appointment. The orthopedist acknowledged the scoliosis but was more immediately concerned with Josephine’s foot, which was turned inward and asymmetrical. An MRI revealed that she had tethered cord syndrome, a rare spinal disorder that required surgery without delay. Josephine underwent the surgery and recovered successfully. Her mother, Krysta, attributes identification of the issue to the scoliosis monitoring project, noting, “Had we not had the red flag from Dr. Cheng, we would not have known about her other syndrome.” The family’s experience with the program was extremely valuable to addressing Josephine’s overall health and well-being and her mother praises the program because it can help other children as well. “Something so simple can alert you “ P.G. Chambers School has to something else you need to address. Be open to listening to what is said. been proactive and at the The doctor running the program is forefront with a program incredible and he is looking at the whole child.” for early detection.” Once Josephine recovered from surgery, her doctors were able to Dr. Jenfu Cheng, M.D. address her scoliosis, which contin- ued to worsen. She now wears a back brace, with the hope that this will prevent the need for future surgery. It is essential for Josephine to wear the brace over the next 6 – 8 years, because it is critical to redirect the spine during the time that a child is still growing. Treating doctors monitor her scoliosis every six months and they are already seeing improvement. Josephine’s story exemplifies what Annie Clayton had in mind for all of the students when she started this program— for therapists, treating physicians, and families to all work together to identify and treat scoliosis as early as possible for the benefit of the students.
Thank you P.G. Chambers School Staff & Volunteers! Best School Ever!
Aidan Lodge & Nina Srnensky
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PATTY SLY
Patty brings a deep understanding of health care through her years of work at Atlantic Heath System. Most significantly in her 17-year tenure, she directed the creation of the $20 million Carol G. Simon Cancer Center, including design, construction, state and local approvals, and program development. There, she actively participated in fundraising and the marketing campaigns, as well as managed a $16 million operating budget. Patty’s work in nonprofit management and missiondriven strategic planning and fund development are highly important to P.G. Chambers School. Patty’s many recognitions in the community, including selection as New Jersey’s International Women’s Forum Leadership Fellow, speak to the high level of excellence that she brings to her work. At P.G. Chambers School, we speak of limitless possibilities, and Patty understands and appreciates this vision as fundamental to our work. When speaking to Patty about her vision for PGCS, she tells us that her immediate goal is to maintain the level of excellence that P.G. Chambers School has established as she learns about the organization, the staff, and the children. “I have always been mission-driven in my approach to my work,” Patty states, “and I know that what is in the best interest of the children will guide us.” Patty wants to promote a collaborative environment where the “staff can succeed and the children can thrive.” Collaboration, communication, and service are prevalent themes and strategies that Patty uses to describe her approach to her work. When discussing one of her proudest accomplishments, the establishment of the Morris Family Justice Center, collaboration and communication were essential to bringing together 10 community partners under one roof. It took more than a year to establish a shared vision and once that was in place, the technical and logistical issues could be tackled. “It is so important to have a collective vision for a project such as the Justice Center to be successful.” She sees collaboration as a fundamental element in working with the PGCS team. Patty will approach the challenge of her new role as she approaches all challenges—by gathering the facts, developing an understanding or how the organization operates, and allowing the time necessary for her vision to unfold. She learns by asking questions, making keen observations, and gathering as much information as possible. She is eager to “talk to the experts” here at PGCS and learn from the experience that the professionals here can share. Patty’s expectations include open communication, mutual respect, and strong relationships with the staff, volunteers, board members, donors, and most importantly, the children and their families. When asked about what is most important to her she responded without hesitation, “my family!” proudly speaking about her three children. Her oldest, Robin, is a science teacher with the Hurricane Island Foundation in Maine, and Melissa is a human resource professional with Graham-Pelton in Summit. Her son, Jack, is a rising sophomore at Columbia University. Patty lives in Chester with her husband, Bob, who teaches science at Randolph Middle School. She grew up in Connecticut and has worked in Atlanta and New Orleans, where she earned her MBA at Tulane University, before moving to New Jersey. P.G. Chambers School has limitless possibilities and will continue to have great challenges. We also have tremendous assets in terms of our dedicated board of trustees, highly skilled and passionate staff, and the exceptional families who we serve. We are confident that Patty will be a great asset, a person we will all enjoy working with and come to respect. Please join us in welcoming Patty Sly!
Welcome e are very excited to introduce Patty Sly, who has joined P.G. Chambers School as our new executive director. The search committee composed of trustees and staff sought a person with a broad range of skills: • great executive skills • strong leadership skills • successful strategic planning skills • effective team building of diverse professionals • and of course, compassion and empathy Patty Sly stood out in the search process because of the way that she bridges these skill sets. She melds the abilities of a good executive with an understanding of the private, nonprofit organization. Patty comes to us from her work as executive director of Jersey Battered Women’s Service (JBWS), where she provided strategic and operational leadership consistent with the needs of the community for more than 10 years. At JBWS, she actively lead missiondriven fundraising and advocacy, advancing the organization’s image and reputation with donors, stakeholders, the community, the media, and other affiliated agencies. There she successfully launched several critically important initiatives, including the multiagency Morris Family Justice Center, for which she successfully ran a $1.2 million major gifts campaign.
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BEFORE
AFTER
NURSING SUITE RENOVATION The proper environment has enhanced and expanded our capacity to help, care for, and treat our students and we are so grateful for the generous and compassionate donors, foundations, and community partners who made this renovation and equipment update possible:
BEFORE
E.J. Grassmann Trust, Kim and Finn Wentworth, the 2016-2017 Menus Sponsor a Child Donors, the 12th Annual Golf Classic Sponsor a Child Donors, and P.G. Chambers School Capital Fund.
AFTER
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A BY ERIN MARTIN
Quick facts • The school has three full-time nurses for 120 students. • 18 children in the school have private duty nurses, supervised by our nursing director. • Over half of the 120 students have seizure disorders; the other half are at risk for seizures. • Nurses provide 30-40 tube feedings each day. • There was one exam bed, a non-working bathroom, very little office space, and limited storage. • There was no place for a child who is not feeling well to rest or wait for parent pick-up.
day in the life of a P.G. Chambers School nurse can be an endless combination of administering medications, providing respiratory treatments, monitoring blood sugar, blood pressure, and pulse, and managing seizures—and this may all occur before 10:00 am! Days must begin with securing 30+ backpacks containing medications, then a nurse may help a child who became sick on the bus or talk to a concerned parent on the phone… and this does not even account for surprises! With a medically and physically fragile population such as ours, the area for treatment and care must be optimal. As our population grew and the complexity of medical needs increased, the need for a space to accommodate these needs became critical. Recognizing the changing needs of our student population and the dramatic increase in medical services required throughout the day, PGCS planned a complete renovation and refurbishing of the nursing suite. The project was supported by a major goal of our 2016-2018 strategic plan: to provide a well-designed and functional facility that meets the needs of our organization and supports the development of model programs. An objective of this goal was to make the necessary renovations and upgrades to our nursing suite. This was a large project, requiring funding from various sources as we moved through each stage of the renovation process. The renovation expanded the square footage of the office, which allowed our staff to accommodate a greater number of students simultaneously. The updated nursing suite includes three individual exam areas, each with an exam bed and shelving for storage and two which are hydraulic beds, allowing the nurses to lower the table for transferring a child from a wheelchair to the exam table. The renovation created a separate storage space for double-locking the 20-30 backpacks containing students’ travel medications for use during the day. Resolving the storage issue allowed for plans to update the restroom and return it to its original function. In addition to creating
workspace for staff, the suite also includes a conference area with a table and chairs as well as a separate rest area with child-sized recliners for sick children to await parent pick-up while remaining under the nurses’ supervision. Another crucial component of this renovation was acquiring new and updated medical equipment. Given the medical needs of our students, our nursing staff must operate in an efficient manner throughout the day. Janet Michalowski, Nursing Director, identified several pieces of equipment to assist her staff in providing quality care to the children. Among the equipment purchased, we secured two pulse oximeters with pediatric probes and accessories, used to check oxygen levels, and an automatic blood pressure reader with a pediatric cuff. Many of our children have respiratory needs and to assist them in both the nursing suite and in classrooms, we secured two portable nebulizers and accompanying components. Effective management of the nursing suite requires that each nursing staff member has a workspace within the office, as well as a tablet to use while working throughout the building during the day. Our nurses use the tablets to effectively research issues, document interactions with students, and update information. When children go to the nurse’s office, they and their families expect capable treatment of their medical needs, a calming presence in an emergency, and a quiet place for comfort and rest when they are not feeling well. The nursing suite at P.G. Chambers School embodies all of these things, while also operating much differently from the typical nurse’s office you might find in a public school. As nurse Janet notes, it runs much more like a clinic, remaining busy throughout the day, with numerous daily scheduled visits as well as unscheduled sick visits and the occasional emergency. The newly renovated nursing suite has been an important renovation to the facility, improving our ability to meet the needs of our students. The nursing staff is tremendously pleased with the new space. chambersschool.org 37
In Memory
With great sadness, the Auxiliary has lost six members in the past few years. All were long-time members of the Auxiliary and played influential roles in the support of our school and the community.
Barbara Jacobus (1932-2015) Barbara, of Morristown NJ, was a longtime Caldwell resident and member of the Auxiliary. Barbara was a great supporter of P.G. Chambers School and “our kids” and loved to join in theatre trips. Barbara’s passion for the children will continue to benefit the school for many years, as she has named the Auxiliary as a beneficiary of her estate. Barbara’s gift to the Auxiliary will match all funds raised during their annual “non-event” and virtually double each gift made. Barbara will continue to make an impact for years to come.
Ruth Kalish (1922-2017) Ruth and her late husband Harry were involved with the school for over 56 years and sat on the executive committee of the Auxiliary. Harry and Ruth organized the biannual Broadway theatre trips for the Auxiliary, and through their business, Kalish Fine Brushes, made many gifts of art and art supplies to the art program here at the school. Ruth and Harry were extremely generous, contributing funds annually to help the students. They were strong supporters of the endowment fund and believed in the importance of planning for the students’ future needs. Jeanne Nichols (1922-2017) Jeanne was one of the longest standing members of the P.G. Chambers School Auxiliary, acting as treasurer on the board for many years. She faithfully managed the finances of the Auxiliary and reported at each meeting with absolute accuracy! With her background as a librarian, Jeanne brought her skills of organization and thoroughness to the many years of pie sales, theatre trips, and the non-event fundraisers each spring. Jeanne was exceptionally generous and continued to spread the word about the good things happening here.
In Memory Auxiliary Members Elaine Gebel Lonia Kaletkowski Barbara Scheckman
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The P.G. Chambers School Auxiliary: Become a Leader The oldest supporters help the youngest and most vulnerable—infants and toddlers with disabilities
BY ERIN MARTIN
T
he P.G. Chambers School Auxiliary was founded more than 50 years ago when a group of dedicated volunteers joined hands to form an auxiliary with the mission to raise money to help fund therapy programs for “our kids”—children with disabilities living in Morris County. That small handful of volunteers has blossomed into a dedicated group of over 50 people, and growing each day. These passionate women have been spreading goodwill throughout the community since the 1960’s and are still a force to be reckoned with! The Auxiliary conducts fundraising throughout the year with membership mailings, “non-event” events, luncheons, theatre parties, the annual New York City Lights Tour, pie and cake sales at Thanksgiving and Easter, as well as many other exciting and unique projects. Through their non-event mailing, the Auxiliary has chosen to become a leader in fundraising for the Early Intervention
Program. As you may know, each year early intervention serves 160 infants and toddlers who have disabilities. The very essence of early intervention is to identify the needs of children at the earliest age possible, in order to begin services that will impact their learning and development throughout their lifetime. In the words of a parent of a child in early intervention: “Never do you prepare for a doctor telling you that there is something wrong with your child, especially something that involved 69 days in the NICU, 47 days in the PICU, three abdominal surgeries and a feeding tube. Our lives would never be normal… or so we thought. Now, 18 months later, Auxiliary board member, Helen my daughter Charlie is about to walk, Schuyler, congratulates executive eat without a feeding tube, and is hitting director, Susan Seamans, on her her milestones, even after all that she has retirement with a bouquet of flowers. gone through. We owe this to the amazing, “Susan, you will be missed!” extraordinary group of women who are part of our early intervention team, giving my daughter the opportunities to be the best she can be. Without you, my daughter, and my family, would not be where we are today. I am forever grateful for Early Intervention and the therapists from P.G. Chambers School.”
To all the dedicated members of the Auxiliary, we thank you for your devotion and advocacy for P.G. Chambers School: Joyce Blackford, Harriet Broadwin, Marilyn Covello, Betty Davis, Janet Engelmann, Judith Fallon, Ann Fawcett, Denise Frisoli, Siobhan Gilfillan, Jill Gillette, Dee Goldstein, Flora Grossman, Doris Harris, Patricia Healy, Kathleen Hoch, Renee Hopper, Ruth Kantrowitz, Janet Lentz, Edee Levey, Nancy Perkalis, Deborah Pasquali, Laura Paulman, Andrea Quigley, Deenie Schlosser, Helen Schuyler, Francine P. Schwartz, Irene Solondz, Helen Szeeley, Mitzi Szerlip, Janet Tamburini, Carolyn Trapold, Dot Walek, Theresa Walsh, Joan Zarnick, and Grethe Zarnitz The Auxiliary is recruiting new members to help with their mission of supporting the school and the children. If you are interested in becoming a member please contact: Fran Schwartz, P.G. Chambers School Auxiliary Secretary, 39 Parker Drive, Morris Plains, NJ 07950
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BY ERIN MARTIN
hol iday express
“ Where words fail, music speaks.” - Hans Christian Andersen
Music is a language that children of all abilities can speak. When music is shared, beautiful things happen—children vocalize, they acknowledge one another, they count, they choose, they dance to a beat, and, most importantly, they express themselves. For the past three years, Tim McLoone and his Holiday Express have brought music to the staff and children of P.G. Chambers School. It is a day filled with smiles and laughs and holiday cheer! The mission of Holiday Express is to deliver music, food, gifts, financial support, and friendship to those with the greatest need for the gift of human kindness during the holiday season and throughout the year. Holiday Express not only brings music to the halls, but also donates an item each year from our school wish list.
The history of Holiday Express Founded in 1993 by Tim McLoone, who believes that the healing power of music and friendship to improve the lives of others, is most important. In 2017, their 25th season, Holiday Express visited 100 organizations in the metropolitan tri-state area, bringing joy to 27,000 people. Their program provides an interactive holiday musical extravaganza led by a team of volunteer professional musicians, a donated meal, fun holiday activities, and gift bags of useful items such as toiletries, gloves, and hats! Over 2,000 volunteers work year-round to make a difference in the lives of adults and children in need. All of the funds, food, and gift bag items are donated or purchased at discounted prices. Thank you Holiday Express for bringing hope and joy to the P.G. Chambers School community, fostering the healing connection between music and our students!
LEFT Music teacher, Margey Dwyre-Daily; Terri Brennan; art teacher, Marcie Schembre; and Holdiay Express volunteer in their holiday gear! ABOVE Pre-schooler, Aubrey, sings with Holiday volunteer. She was so excited, she barely left the stage. Kids Count child care teacher, Christen Napolitano, sings holiday songs with student, Zara.
40 potential summer 2018
BY BRITTANY PINO
t r i cko rs u i tes This year the children celebrated the 26th Annual Trick or Suites, held at the Embassy Suites Hotel in Parsippany. Each year, Embassy Suites hosts the PGCS students and treats them to an interactive, fun-filled, Halloween day. Upon entering Embassy Suites one is immediately met with the sound of laughter and scene of smiling children roaming from suite to suite costumed as Doc McStuffins, Wonder Woman, and even Game of Thrones’ Cersei Lannister, complete with her Iron Throne! Many of our students use walkers and power wheelchairs. Trick or Suites enables our students, who might otherwise be unable to participate in traditional trick-or-treat activities, a safe and accessible environment to celebrate the holiday. Embassy Suites aids in transporting the children from school to the hotel and also provides lunch. The festivities include a decorate-your-own cupcake station, courtesy of Duncan Hines and Pinnacle Foods. Local businesses participate by transforming the hotel suites into whimsical spaces for the children to interact and trick-ortreat, and include everything from spooky to extraordinarily creative adaptations of memorable childhood books, movies, and games. This year PGCS decorated our suite as “The Very Hungry Caterpillar” and, just like the illustrations in the book, the room was colorful and bright and a huge hit with our students. Our friends at Colgate, among the many businesses and corporations that decorate a room, had a cowboy themed room where the children especially loved the cowboy hats—and of course toothbrushes—that were distributed as part of the Colgate “treats”. We thank Embassy Suites of Parsippany for always providing the PGCS children and staff with a welcoming and safe environment to participate in the fun of Halloween. Seeing the children get into the Halloween spirit with their costumes, and having the local businesses come together to help make this day a success, is surely enough to make even the scariest ghoul crack a smile!
ABOVE PGCS student, Julia, impresses fellow students and staff with her costume as Cersei Lannister from the very popular series Game of Thrones. Teacher assistant, Nicole Syristades, with student, Manuel. A bumble bee and Spiderman—what a dynamic duo!
chambersschool.org 41
f i el d day! LEFT Leah works on climbing the stairs up and down at Field Day! BELOW Elliot giggles as he crawls through the tunnel!
CENTER LEFT PGCS student, Ethan, gleams with pride as he poses with his new baby brother and family in the photo booth! CENTER RIGHT Benji is so excited kicking the soccer ball back and forth with Eliana! LEFT Sarah and her brother pose at the Valentine’s Day Dance. Both are looking very dapper!
vale nti ne’s day!
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PROUD SUPPORTER
Walk.Run.Fun. 5K
chambersschool.org 43
Q&A with Maria Smith, Director of Physical T herapy
BY BRITTANY PINO
M
aria Smith began working at P.G. Chambers School (PGCS) in 2009, as the first director of physical therapy, bringing with her a wealth of knowledge and enthusiasm. Prior to joining the PGCS family, Maria had a successful career at ARC Kohler School as a therapy coordinator. At PGCS, physical therapists play an integral role in our school program, with almost 100 percent of our students needing physical therapy as part of their Individual Education Plans. Our physical therapists specialize in helping our children move. Students move throughout the day with the supports necessary to be successful, achieving independence in accessing the curriculum and navigating the school environment. As movement enhances learning, physical therapists design an individualized movement plan for each student. The physical therapy program at PGCS includes a multitude of different techniques to ensure that each child develops unshakeable self-confidence. Therapeutic exercises are incorporated into the student’s day to improve strength, balance, coordination, and flexibility. PGCS maintains an inventory of traditional and innovative walkers, standers, and powered wheelchairs for students to use that facilitate movement around the school and traveling freely
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throughout their environment. Our physical therapy department leads the field in schools for children with multiple complex disabilities. The department has grown and maintains a high standard of excellence as a result of Maria’s dedication and commitment to the students of PGCS.
Maria, you have been the director of physical therapy at PGCS for eight years. What made you want to pursue a career in physical therapy and work with children with disabilities? My first introduction to working with children with disabilities was volunteering at a summer camp as a swim instructor. This was my first job, and I couldn’t believe that I could have so much fun at work! Through high school and college, worked as a lifeguard at this camp. After graduating from Columbia University with my physical therapy degree, I chose to work with young adults with spinal cord and head injuries at Burke Rehabilitation Center and later as the rehabilitation coordinator at JFK Medical Center. With the birth of my fourth child, Emily, my career came full circle. Emily is a person with Down syndrome, who not only changed my career path, but also changed the lives and career choices of my entire family. Emily introduced me to the world of pediatric physical therapy through our participation in early intervention at the ARC Kohler School. Emily “graduated” and I stayed on for thirteen years, leaving as the therapy coordinator to join the leadership team at PGCS as the physical therapy director.
What prompted you to pursue a career with P.G. Chambers School? I came to a conference at the school. I knew the amazing reputation the school had as a leader in education for children with disabilities. I received an issue of potential magazine in the mail and I read about the hiring of Dawn Hearne, who was working in the dual role of director of physical and occupational therapy. I thought, “I would love the challenge of
working at this school.” As the organization grew and the decision was made to hire a separate director of physical therapy, I jumped at the chance. When offered, I was thrilled to take on the director position.
What has been the hardest part of your job over the years? When working with young children, both typical and children with disabilities, the sky is the limit. High expectations result in high success! It is challenging for me to see limitations put on children with disabilities. All children, and especially our students, have one shot at their education and it is important that they are given every opportunity to reach their full potential. I was once told that my daughter, Emily, would have a very difficult time learning to read, however, she has gone on to exceed all expectations! Because others believed in her, she believed in herself. She has accomplished so much in her life, recently graduating from The College of New Jersey.
Please share with us an impactful story from the field. I was working with a young boy through early intervention. He was learning how to use a power wheelchair. He had significant motor challenges, only able to move one finger to activate a control switch. Although his physical disabilities were severe, he learned how to operate his power chair independently. Years later when he had outgrown his chair, he donated it back to our school to give other students the same opportunity he had to gain their independence. With the donation of the power wheelchair, he wrote this letter to future students who would use it: “Hi, This is Rodney. He was my very first wheelchair. You’re going to have really fun times with
him. I hope you enjoy him. He was my best friend and I hope he will be your best friend, too.” Needless to say, Rodney has become a “best friend” to many of our students!
What stands out as your biggest accomplishment during your time at PGCS? Inspiring the shared vision that young children learn best through movement. For children with significant motor challenges, we need to help them move so that they can learn by exploring and playing with their peers and their environment. They need to learn to move, and move to learn. At PGCS, all students are engaged in movement and position changes throughout their day, thanks to the extraordinary dedication of the teachers, teachers’ assistants, and therapists! Every morning the children start their day along with the staff engaged in a movement activity to get them ready to learn, whether through aerobics, dancing, reflex integration, or yoga. The fun and activities continue throughout their day, individualized to meet each student’s specific needs. Whether moving on their own or using a walker or wheelchair, students at PGCS have many opportunities to learn and grow, ensuring that they will reach their unique potential. This initiative has recently expanded to include Project Impower, a partnership established with Stevens Institute of New Jersey, to adapt and modify toy ride-on cars to give mobility to some of our younger students. I am very proud of our students and staff who make this happen every day!
Salutes
P.G. Chambers School and joins them in congratulating
Susan Seamans on her retirement as Executive Director MUTUAL OF AMERICA LIFE INSURANCE COMPANY Providing retirement products and related services since 1945 John R. Greed 320 PARK AVENUE NEW YORK NY 10022-6839 • 1-800-468-3785 • mutualofamerica.com
chambersschool.org 45 p.g._chambers_school_seamans_salute_7.5x4.65_2018.indd 1
7/10/2018 12:16:09 PM
13TH ANNUAL GOLF CLASSIC On September 18, 2017 P.G. Chambers School hosted its 13th Annual Golf Classic at Roxiticus Golf Club in Mendham, NJ. This year, we celebrate its seventh year at the beautiful golf club in the hills of New Jersey. The format of play was Team Shamble and we were blessed with sunny skies. The players were eager to tee off in support of the students at P.G. Chambers School and experience the exemplary grounds of Roxiticus. The Golf Classic has truly become an event our guests look forward to year after year. The day’s success is largely due to the dedication and leadership of PGCS board member and golf committee chair, Tom Walsh. Since our first Golf Classic Tom has worked diligently securing major sponsorships for this event. His commitment to our mission and to the children of our school in the past two years as golf chair is evident in all of the hard work he puts into making this day so special. A total of 93 golfers 14th Annual Golf Classic joined us on the course and great times were had on the Monday, October 8, 2018 green. The evening concluded Roxiticus Golf Club with cocktails and dinner on Mendham, NJ the terrace. This year was our inaugural year of awarding the “Richard Aboia Memorial Award” for low gross foursome and low net. The late Richard “Dick” Aboia and the Knippenberg Foundation have been presenting sponsors of the Golf Classic for many years and great friends of PGCS. We honored Dick at the 2016 Golf Classic and his family continues to join us each year for the event. Dick loved the Golf Classic and it is our sincere privilege to honor his memory and love of the school.
save the date!
46 potential summer 2018
BY BRITTANY PINO
The evening’s presentation included a heart-felt speech from parent, Cindy LaBar. Cindy shared that her daughter Hannah, a student at PGCS, has experienced tremendous growth during her time at the school. At PGCS, teachers, therapists, and staff work tirelessly to help each child discover their unique potential and help them to lead full, productive lives. The day was an overwhelming success, raising over $118,000 to support innovations in special education and therapies at PGCS. For more information on sponsorships, golf foursomes, and event details, please contact Brittany Pino at 973.829.8484, ex. 112 or pinob@chambersschool.org
ABOVE The Richard Aboia trophies are lined up, waiting for their lucky recipients. One of the more than 90 golfers who played under sunny skies in support of the children at P.G. Chambers School tees off.
T
BY AMARA D’AQUANNI
he P.G. Chambers School annual Walk.Run. Fun. 5K is a much-loved and anticipated event among the P.G. Chambers School community. We had a beautiful morning for the race in 2017 and many current and former students, families, friends, and community members came out to make it a memorable day. We asked our community members to “be a hero” and support PGCS by participating in the event dressed as a superhero. They certainly rose to the occasion! In 2018, the skies were gray but our crowd was cheerful as we gathered for the sixth annual race. The Children’s Race is undoubtedly the best part of the day, when children of all abilities race together, cheer for one another, and have fun. All the children receive a well-deserved medal. The Walk.Run.Fun. 5K supports the innovative special education and therapy programs at P.G. Chambers School. We are so grateful to our sponsors, participants, and volunteers who help make this event a success year after year. To learn more about how you can get involved in the 5K and for sponsorship opportunities, contact Amara D’Aquanni at daquannia@chambersschool.org
TOP PGCS graduate, Michael, proudly rides his adaptive bicycle in the Children’s Race.
CENTER RIGHT Heroes! Participants in the Children’s Race cheer from the sidelines during the 2017 race.
CENTER LEFT School principal, Heather Gilliland, and her daughter, Kimberly Luongo, pose for a quick photo before running the 5K.
LEFT And they’re off! The six and under age group races to the finish!
chambersschool.org 47
48 potential summer 2018
QUALITY IS
Jeffrey M. Bagley, CFA
Abbey M. Horwitz, Esq.
Estate Planning & Administration Special Needs Planning amhorwitz@nmmlaw.com
Vice President, Senior Research Analyst & Portfolio Manager 610.995.8715 | jbagley@haverfordquality.com
Robert F. Stiles
Vice President, Business Development 610.995.8720 | rstiles@haverfordquality.com
Bridgewater, NJ New York, NY Allentown, PA www.nmmlaw.com chambersschool.org 49
new trustees BY BRITTANY PINO
SUSAN LODGE is a content strategist
LESLEY DRAPER is a longtime sup-
porter of P.G. Chambers School, serving as a member on the development committee for three years, this year leading the group as the development committee chair. Lesley is a Wealth Advisor at Regent Atlantic. She is a member of the firm’s Neighborhood Nonprofits Group and Financial Planning Committee. Prior to joining RegentAtlantic, Lesley was a vice president at Citigroup Private Bank, focusing on relationship management and business development. Lesley is passionate about giving back and also serves on the board of Impact 100 Garden State.
ABBEY HORWITZ is an Associate
Attorney at Norris McLaughlin & Marcus, P.A. specializing in wills, trusts, and estate planning. Abbey assists individuals and families with estate and tax planning in both New Jersey and New York, preparing both simple and complex estate plans for her clients. Abbey is a proud parent of a P.G. Chambers School student. She has also been involved in the Menus for the Mind planning committee. Abbey joined the development committee in 2016 and has been the chair of the Walk. Run.Fun. 5K for two years.
50 potential summer 2018
for ADP and is responsible for strategic marketing initiatives. Susan’s son has attended P.G. Chambers School for 10 years and will be graduating in 2019. Susan has been on the development committee for four years, as well as a co-chair of our major fundraiser, Casino Night, for three years. Susan is a member of the Delbarton Mother’s Guild and has chaired several committees there as well.
JOSEPH LONGO is a licensed profes-
sional engineer in the State of New Jersey and president of Longo Electrical-Mechanical, Inc. Joe is a senior member of the Association of Energy Engineers. From 1998 to 2011 Joe served on the Board of Managers for Family Services of Morris County and was also once President. Joe has also served on numerous other boards including the Notre Dame Club of North Jersey, the Mayo Center for the Performing Arts, and the Jersey Battered Women’s Service. Joe has also been president of the New York Metropolitan Chapter of the Electrical Apparatus & Service Association and serves on the PGCS facilities committee.
PETER PORRARO serves as executive
managing director, Northeast/Mid-Atlantic Regions for Mill Creek Residential. Prior to this role, Peter served as senior managing director for Mill Creek, responsible for development and construction activities from Philadelphia to Boston. Peter is a member of the PGCS finance and strategic planning committees.
GABE SASSO is a vice president
at Avison Young located in Morristown, New Jersey. He retains over 30 years of experience within the construction industry. Prior to joining Avison Young, Gabe was employed with The Gale Construction Company since 1991, where he ran the Princeton office for 11 years. Subsequently, Gabe moved into the corporate office as senior vice president, becoming an integral part of the management team. Gabe has been a longtime friend of the school through his involvement with the PGCS golf outing and serves on the school’s facilities committee.
STEVE TUTTLE is the owner, chief in-
vestment officer, and chief compliance officer for Signet Financial Management. He possesses over 25 years experience in financial services and the investment industry. Steve has knowledge and experience in equity and fixed income investments, options strategies, portfolio management, and financial planning. Prior to joining Signet in 2001 he worked for JP Morgan and Waterhouse Securities. Steve joins our facilities committee and is also president of Ringwood Hockey and the Lakeland Ice Hockey Association.
chambersschool.org 51
Monsen Family Foundation is a proud supporter of P.G. Chambers School
supporting the projects and programs for children with disabilities at P.G. Chambers School
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It has been my great honor to have worked with Susan these past 10 years as president of the P.G. Chambers School Board of Trustees. Susan’s 25+ years of extraordinary leadership is a testament to how “Special” she is. Susan has a “Unique” ability to lead while fostering leadership. As a part of her legacy, we look forward to continuing the Leadership Exploration and Development Program (LEAD) which she initiated six years ago. Susan has been a “Strong” role model both professionally and personally. She is an “Advocate” for improvements in education, technology, and therapy for children with special needs. (Early intervention is one example.) Additionally, Susan is a very “Nice” person to work with. We congratulate and wish her much happiness on the occasion of her retirement.
Unjeria C. Jackson, M.D. and Larry Thompson
chambersschool.org 53
JanuaryJune 2018 donor list
dream maker
The Blanche and Irving Laurie Foundation Inc. Patti and Ray Chambers The Dorothy B. Hersh Foundation F.M. Kirby Foundation Sandy Hill Foundation Unjeria Jackson, M.D. and Larry Thompson Walmart Foundation
visionary
Anonymous Bayview Foundation Charles F & Ruth J Knippenberg Foundation Lesley Draper and Robert Stolar E.J. Grassmann Trust Carolyn Ferolito Joanna and Michael Hanrahan Hyde and Watson Foundation Addie and Daniel Kanter Kennedys CMK Adrienne and S. Dillard Kirby Bernadette and John R. Mulhearn
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Rose and David Nakamura Regeneron Pharmaceuticals Rutgers The State University of New Jersey Lori and Jerry Solomon Summit Area Public Foundation Karen and Ted Walsh Mimi and Frank Walsh
innovator
Anonymous Atlantic Health Avison Young Bayer HealthCare Gwen and Elias Eid Jill and David Farris Heather Gilliland and James Luongo The Glenmede Trust Company, N.A. Valerie and Pat Horan Ilene and Bruce Jacobs Sheila Labrecque Level 3 Communications Matthijssen, Inc. The MCJ Amelior Foundation The Monsen Family Foundation, Inc. Mutual of America Newton-Metallo LLC P.G. Chambers School Auxiliary The Page Hill Foundation, Inc. Pfizer Consumer Health Prestige Construction Services, LLC Lynn and Steven Robbins The Ryan Family Foundation The Tarpey Group, LLC Thermal Service of N.J. Inc. Turner Construction Co. The Wilf Family Foundation
leader
Joanne and Loren Balady Pat and Donald Budis The Capital Group Companies Charitable Foundation Elizabeth Carroll The Daniel Galorenzo Foundation, Inc. Regina and Gerald DeFrancisco Concetta and Robert Dwyer Eric and Sarah Elbell George A. Ohl, Jr. Charitable Trust William and Amy Haskel The Haverford Trust Company Terry Hayes Abbey and Ken Horwitz Lori and Richard Kariss Elit and Jeff Kirschenbaum KJP Enterprise, Inc. Elizabeth and Paige L’Hommedieu Susan and Matthew Lodge Carol and James Longley Aftab and Sharmin Malik Louise and John McGlinchey Amy McHugh Janet and Richard Michalowski Nadaskay Kopelson Architects Net Worth Management Group, Inc. Sandra and Gregory Niccolai Robin Petty Lauren and Scott Pinkus Leigh and Randolph Porges Roofco Inc. Helen and Raymond Schuyler Susan and Swift Seamans Irene Solondz Mary Kay and John Strangfeld Cathy and Jeff Walsh Virginia and Thomas J. Walsh
benefactor
Joan and Frank Adubato Patricia and Gregory Anagnostis Anonymous Eileen and Benjamin Appelbaum Benmar Conditionaire Corp. Binsky & Snyder, LLC Michele and Anthony Bonanno Tim Bronish Budwick-Bonavita Foundation Bullet Communications, Inc. Patricia and Anthony Calandra Castle Fire Protection, Inc. Century Group Carpet Inc. Lucy Chen, M.D. and Calvin Shen, M.D. Mindy Cohen Gina Conti County Glass and Metal Fabricators and Installers D&B Gloria and William Dodd Karen and John Dubel ExxonMobil Foundation Matching Gift Programs Annette Fasciano Dennis Fashano April Fey Christine and Michael Gilfillan Jeanne and Joseph Goryeb Alane and Howard Gruber Stephanie and Peter Holloway Kimberly and Daniel Honeker Frank Isoisl Jim Rose Jewelry John Wiley and Sons Johnson and Johnson Matching Gifts Program Joseph A.Natoli Construction Corp.
Linda and David Kaugher The Linda Sue Pfarrer Nortillo Charitable Foundation KF Mechanical, LLC Susan Kloss Walter and Deborah Kneis Knights of Columbus John Kritzmacher Veronica and Ernest Larini Let It Grow, Inc. Molly and Gerald Lodge Pam and Joe Longo Adam Merino Alison and J. Murray Charles Musumeci Nancy and Michael Neary Thelma and Edward Negley Normandy Real Estate Management Norris McLaughlin & Marcus, P.A. Olsen & Thompson, P.A. Owens Group Lynne and Jeffrey Pagano Marek Pazowski Janet and Jay Petrillo Pfizer Foundation Matching Gifts Program The Pick Foundation Timothy Pope Michelle and Peter Porraro Project Physique Andrea C. Quigley Debra Rose-Focazio and William Focazio The Rotary Foundation Roth D’Aquanni, LLC S & R Steel Construction Nancy and Nelson Schaenen Maria and Stephen Smith Tiffany and Pavel Srnensky Katye Stanzak Structure Tone Inc. Sweetwater Construction Corp. Margaux and Nick Urciuoli Laurie and Steve Vittorio Nancy Weeks Kim and Finn Wentworth Windswept Boutique, LLC
supporter Amptek Electrical Contractors LLC Andersen Interior Contracting, Inc. Debra Balady BCS Interactive Kathleen Beck Belway Electrical Contracting Corp. Robin Berg Best Way Electric Co., Inc. Barbara Bilello Blaine Chambers Elizabeth Clarke Kathleen and James Cowan Brian and Michelle Cox
Crisp Insurance Advisors, LLC Frederick Curry Amara and Michael D’Aquanni Ralph Dawson and Leslie Demus East Hanover Elks Lodge 815 BPO Encon Mechanical Environmental Waste Management Associates, LLC Judith Fallon Noel and Edward Foley Janet and Ronald Frigerio General Mills Box Tops For Education Elaine and Anthony Grillo Sajal Hamilton Tony Haskel Deirdre and Edward Hatfield Dawn Hearne Alison and Mark Hicinbothem Paul Horwitz Kelli and Charles Hutchinson Susan and Angelo Intile Vina Isaac, M.D. and William Powers, Ph.D. J.R. Prisco, Inc. Jewish Communal Fund Joseph W. Curvino, Inc. Kohl’s Marie-Eve Koziol and Russell Fairfield Karen and Richard Kuran David Lewis Mary Ann and John LoFrumento Michele Logan Longo Electrical-Mechanical, Inc. Anne MacCowatt Suzanne and Michael Maguire Devin Marino Rebecca Markley Maurice J. Spagnoletti Foundation Marylyn and Thomas McLaughlin Pavan and Julia Mehta Millenium Fire Protection, LLC Kristin and Daniel Mon Theodora Mulgrum Notre Dame of Mount Carmel Church Antonia and Nicolo Palermo Kathleen and Peter Palmer Phyllis and Daniel Patyk Adam Psichos Kyle Purcell Kevin Pustelniak Lori Rabinowitz Virginia and Michael Ranger RegentAtlantic Capital, LLC Christine Rios Caren and Charles Rubin Gabriel Sasso Robert Scudiero Susan and Gregory Sherowski Carla Skodinski Talbots Triangle Plumbing Co.
Verde Partitions VMC Carolyn Young Zack Painting Co. Inc.
partner Jill Abramson Anonymous Joseph and Melanie Bancheri Marshall and Margaret Bartlett Jennie and Thomas Berlinski Ramos Patrick Brigond Wendy Brosse Julia and Andrew Buteux Cynthia and Stephen Byrd Stefan Carouge D&L Paving Contractors, Inc. Lenore Dankulich-Smith and Donald Smith Donna Darrow Day Pitney LLP Michele Emanuele F. Gerald New, Inc. Ivette Figueroa Frances and Richard Frigerio Laurie and Robert Fritze Siobhan and John Gilfillan Michael Gruber, DMD, FAGD, PA Hidden Pond Foundation Gary and Suzanne Hubschman Aimee Hunnewell Joanne Iamiceli Linda and Albert Iamiceli Industrial Cooling Corp. Diane Judge Kessler Rehabiliation Center Robert Kimpland Edna and George Knudsen Michael Krajkovich Cynthia and Garrett LaBar Barbara and James Liati Jessica and Steven Margosian Linda and Alan Martin Jennifer McNamara Brad Mehl Jennifer and Brad Melvin Matt Mignon Modern Floors Co. Inc. Laurie and Joseph Nosofsky Sheila Oliver Judith Otterman Will Reeve Patricia Robinson, M.D. Annaliese and Eric Rush Robert and Sue Sameth Gail Stone Sue Ellen Strong Mitzi Szerlip Tea Living, Inc. Robert and Rose Tiefenbacher Mary and Jonathan Van Cleef Michelle and Paris Vrouvas Marybeth and Joseph Walsh
advocate
ABM Air Conditioning & Heating Allyson Agathis Amy Anania Marta M. Andino Stephen Annese Anonymous Joan Atkin Jeff Bagley Elaine Balady Bank of America Charitable Foundation Judy Banks, M.D. Cynthia and Dennis Barrett Janice and Robert Beck Jeff Berkheimer Valerie Bialous Sarah and Marc Bonnefoi Jeffery Boyer Theodore and Betty Bragg Carole and Patrick Breheny Bernadette and Alphonse Briand Scott Brunner Michele and Jerry Bruno Assunta Buonincontri Renee and Stephen Burns Andrew Calo Mark Cantaluppi Patricia Capawana Mary E. Carroll Dorothy Carter Marcella Cassanelli Sandy Castor Domenic Chiarella Katherine and John Ciliberti Christine and David Clark Deborah and Ray Colameta Lisa Collins Linda and Nat Conti Gary Coopersmith Jeanne Courtright Susan Dean France and Brian Delle Donne Esmeralda and David Delrosario Anita Spivey-Dent and Dr. Dean Dent Ashley Di Stefano Carrie Dilgard Rob Dinerman Robert Donnell James Duthie Elizabeth Egan Elizabeth and Jeffery Eilender Theodore and Delores Elbell Janet Engelmann Jeanmarie and Kenneth Falco Kelly and Joseph Falcone Andrew Flint Kimberly Foreman Bill Freed Virginia and Rodney Frelinghuysen Lois E. Fromhertz Eric Furey Bonnie and Gordon Gannon chambersschool.org 55
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.
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giving levels Advocate (cont.) Kathie and Joseph Gazdalski Jana and Richard Gerlock Mary Lee and Tom Giblin Elizabeth Gilfillan Michael Giuliano Maggie Goldberg Naomi Granvold Lisa and Carl J. Grau Anne and Christopher Grimes Jeremy Gruber Suzy Gumm Denise and Harry Hamill Diane M. Hamilton Rich Hennion Matthew Hipenbecker Linda Hogoboom Cathy Holden-Pope and John Pope Colleen and Michael Holland Peter Holloway Rob Hooper Geraldine and Michael Horn Meggan Horowitz Leslie Hyans-Depalma Lisa Iamiceli Jeanne Jaeckle Noele Jencarelli Ryann Johnson Annette Joubert Kaltenbacher Family Foundation Inc. Jon E. Kammer Marion Katz Ellen Kiernan Julie Kimmel Yana Kofman Joanne and Wayne Kohler Jennifer and Anastasios Konidaris Stacey and Roland Kuczynski Joyce and Steven Kwasney LaBar/Johannessen Family Mark Laverty Gilda Lee Arlene and Arthur Leshin Vijay Leventhal Lorbin Painting Louge Trust Melissa Lovell Margaret and Michael Luther Timothy Madigan Brendan Mahon Diane and Corrado Mancini Erin Martin Mary Anne and Kevin Martin Donna and Richard McAdam Joseph McCarthy Ryan McCloy Anne and George McDonald Susan and Michael McGahan John McHugh Mark McPherson Bartosz Mebel Frances-Melinda and Karl Meister Margaret and Robert Meyer Tamra Micco Anna Miranda
Alan Mohfanz Jeffery Morrison Rita and Stephen Morrison Maria and Ralph Mortellito Alicia Lapierre and Dominique Mossmann Kathleen Murphy Maureen Murray Marie Nardiello Jon Nichols Michael Nittolo Christa and Donald O’Connor Morgan O’Hara Mark Oliver Gina Oneil Brian Oneill Roger Oneill Joseph Paltenstein Constance Paterno Pamela Peedin Barbara and Michael Phillips Brittany Pino Amanda Platt Patricia and Arnold Plonski Lucille Plumstead Annette Poe Mindy and Michael Porcelan Bruce Porter Dot Principe James Prusinowski Michelle Qually James Quinn Carole Reifsnyder Joe Rodriguez Laura and Anthony Romano Laura Rosen Sarah Rosen Randee and Kenneth Rubenstein Linda and Gerald Russell Christopher Ryan Betty and Richard Saccaro Emily Samansky Andrew Sanford Marie-Josette and Niel Santiago Maria and Andrew Sapol Stacey and William Schlosser Rosemarie Sciacca Rob Scudiac David Smokler and Ellen Seidman Kara and Jamie Serino Dawn Shallieu Kevin Shepard Lynn and Donald Siebert Carolyn Simon Carmella and Thomas Slivinski Patricia Sly and Robert Chernow Nancy Sniffen Marisa Spagnoletti Suzanne and Kurt Spero Helene Stanton Michael Stoyko Lisa and Patrick Stuffle Diane Tait Marybeth and John Tamburro Janet and Samme Thompson Rita and John Toohey Joyce Toran
Amy Tracey Stephanie and Stephen Trapp Janine Tremblay Anthony Triolo Aaron Turner Stephen Tuttle Lisa and Kenneth Vanderhoof Antonia and Frederick Von Zuben Jeanette and John Walton Toni Ann and Michael Waters April and Karl Weber Therese and Leigh Weiss Iris and Eric White Joanne Wikle Marianne and Lester Wolfson Lisa Yuppa Andrew Zdrahal
friend
Diego A. Alcazar Jeanne Alusik American Vending and Coffee Service Annette and James Anello Anonymous Janice Arellano Lauren Auchter Linda A. Bacon J. Roger Bailey Michelle and Michael Barkemeyer Cecilia Becker Lisa Bellak William Beneduce Alan and Lisa Bensen Susan and Robert Bethea Beth Ann and Robert Betrus Erin Bielechi and Pawel Bielecki Janet and Ernest Biondolillo Donna Bizbub Ann and Joseph Bono Darrin Borell Sasha and John Bowman Teresa and Dennis Brennan Kathleen Buerger Maya and Paul Buono James Burkett Frank Calabrese Alison Calo David Calo Fern Calo Jaclyn Calo Kristine Cariaga Patricia and Christopher Carlson Laura Cava Christine Cayero Shelia and Yigael Chetrit Lou Cirigliano Randi and Howard Cohen Terry Colaneri George Conrad Emmanuelle Cornelio Christina Cortese John Cossolini Danielle Crowley Ken Crowley Nicole Crowley CVS Pharmacy #4771
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 Eric Davis Frances and David Davis Adam Day Nicholas Depierro Lynn Devereux Mary Doherty Margaret and Douglas Donahue Elizabeth Duff Lauren Duffy Susan and Jim Dukin Karen and Michael Dunne Patty and Bill Dunne Tamara Durham Elaine Dwyre Margey Dwyre-Daily and John Daily Christina and Esteban Espinoza Kathleen and David Fadden Nida and Muhammad Faizi Ann and Robert Fawcett Erin Fidler Donna and Thomas Finn Lorraine First John Fitzgerald Jane Flynn Susan Foti Aidan Fox Judith Gallante-Hooper and Douglas Hooper Sebastian Garcia Katherynn Garita Linda and Martin Garry Kristin Geraghty Jeanine Gervasio Michael Giusto Kathy and Art Godin Carolynn Gold Maria and Fabian Gomez Jennifer Gordon Leta and Morris Gordon Melissa Gould Debbie Griffiths chambersschool.org 57
Decide with Confidence
is proud to support School Š2011 Dun & Bradstreet, Inc. www.dnb.comP.G. Chambers Casino Night Our Aspiration: To be the most trusted source of commercial insight so our customers can decide with confidence.
www.dnb.com Š2018 Dun & Bradstreet, Inc.
Proud Supporters of P.G. Chambers School Casino Night
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Friend (cont.) Jay Gruber Rosemarie Guidice Brigid Hagan Julie Haggerty Kiera Hartnett Jill and Merwin Haskel Heinz and Helen Hauser Susan Havens Margaret Hinchcliffe Janet Hughes Christa Iamiceli and Mark Anderson Diana Irace Lauren Jacobs-Lazer and Adam Lazer Joel Jacobson K.W. and Diane Janne Patricia Jasinkiewicz Jason Jerome June and Michael Jeske Amy Jillard Judy Joost Lor Joost Namita Joshi Joseph M. Juliano, D.C. Michael Kaine Amy Kargauer Wing-Ming Katona Helen and Timothy Kelly MichaelAnn Knotts Jennifer Kohler Ryan Kovatch Regina Krauth Susan and Albert Kroll The Kula Foundation Tracy Kulick Rosemary Lang Rita and Marc Lashley Zelma Lavin Jill Lebowitz Jennifer Lehotay-Taylor Kathleen and Edward Lennon Andrew Linden Marissa Liquari Saudhi and Julio Lopez Catherine Lovas Carol and Allan Lutcza Linda Lynch Eugenia and Paul Macchia Phyllis Marino Mindee Marks Sandra Marrero Christopher Martell Audrey and William Martin Erin Martin Michele Matarese Michael and Suzanne Mautone
Jean and Ed McCarty Noreen McGrath Renee and Evan Mcgraw Diane and Charles McGuire Stephanie Jones and Allen McIntosh Roberta and Ron McKinnon Marina and Miroslaw Michalski Barbara Mikytuck Dan Miller Maryann Miller Rachel Miller Amy Mormak Edward Murphy William and Tracie Murray Christen Napolitano Joni Noble Wendy Nunn Wendy and Stephen Offen Dina and Fabio Oliveira-Alves Rachel Olivier-Trotman and Lennox Trotman Bridgid Orourke Suzanne Orourke Mary Osterman Amanda Paravati Sapna and Nehal Parikh Naya Pearlman Nancy and David Penczak Lynne B. Pinto Gary Pitts Nicole Pitts Alexa Pizzuta Frances and Richard Pogorzelski Eryn Porcelli Joan and Edmund Pugh Debra Quevedo Briana Ramos Denyse Rawding Karen and John Reed Susan Rehnquist Shannon Reid Joan Reilly Michael Reilly Todd Ricca Henrieta Riccobono Dawn and Keith Richardson Nicole Roedl Mary Rogers Kayla Rosario Sally Rossi Jean and Eric Rothrock Jean and Thomas Ryan Ronald Ryer C. Sabo Emily Sahuto Ray Santana Deenie and Sidney Schlosser
Nicole Schubert Marci Scott Andrea Seaman Cynthia and Brian Searls Olivia Shapiro Anne and Robert Sheehan William Siebert Jessica Simao Cindy and David Sims Joanna Smith Kathleen Smith Kimberly Smith Matthew Smith Harald Snik Amy Snouffer and Joseph Roccesano Jamie Snyder Alexis W. Stein Joan Stell Charles Stella Patricia and Dan Stenzel Doris Stober Sylvia Swanson Wendy Tait Linda and Victor Talamini Elizabeth Tarantino Rebecca and Christopher Tate Paul Tevelow Bee Thao Diane and Vincent Thomas Kwamara Thompson Bobbi Tomalo Kara Trowbridge Jenna Turiano Dorothy and Harry Van Natta Maria Venezia Sarah and Joseph Vitale Marie and Norman Volz Barbara and Jay Vreeland Debra Ward Lauren and Howard Weintraub Lauren and Marc Weissberg F. Winkler Holli Wright Mary and Reginald Wright Kristina Yatskiv Debbie Yeager Kelly Yeager Maureen Yeager Russ Yeager Kristin and Jared Young Nancy and Stephen Zaklukiewicz Sarah Ziccardi Jenna Zielinski Betsy and Mark Zindel Karen and Christopher Zipp
gifts in-kind Jill Abramson Patricia Anagnostis PGCS Board of Trustees Balady Promotions, Inc. Patricia Bell Bethann Betrus Bloomingdale’s at The Mall at Short Hills Patricia Calandra Mary Carroll Patti and Ray Chambers Kathy and John Ciliberti Stacy Colatrella Denville Township Schools Linda and Michael Downey Margey Dwyre-Daily and John Daily Gwen Packard and Elias Eid Equinox F. Gerald New, Inc. Annette Fasciano Laura Gallagher Patricia Gargiulo Michele and Donroy Gounaud H2Ocean Restaurant Hudson Bay Company Unjeria C. Jackson, M.D. and Larry Thompson Jerry Rose Floral and Event Design Jim Rose Jewelry Emily Klein Jonathan Krissel Carrie Leshin Don Lombardi Lucy’s Gift Maureen Lynch Madison Mud Max Mara USA Mary Beth McAllister McGuggan, LLC Morris County School of Glass Adrienne Myeroff Myofascial Freedom Nola Rose Jewelry Paper Mill Playhouse Park Avenue Club Alexis Pickell Carmen Ramirez Sue Rehnquist Structure Tone MariaScavone Simon Pearce Katye Stanzak Lisa and KenVanderhoof Jinette Ziering
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.
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Charles F. and Ruth J. Knippenberg Foundation Proud Supporters of P.G. Chambers School Annual Golf Classic In loving memory of Richard Aboia
“ L“ ive each day t he way you want to be remembered tomorrow .” 60 potential summer 2018
The MCJ Amelior Foundation is proud to support
P.G. Chambers School as they host another successful season of Menus for the Mind series supporting the projects and programs for children with disabilities
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NONPROFIT ORG. U.S. POSTAGE PAID NORFOLK, VA PERMIT NO. 287
15 Halko Drive Cedar Knolls, NJ 07927 www.chambersschool.org
Our vision
At P.G. Chambers School, we believe in our mission with a passion beyond all others; we see limitless possibilities 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.
Our mission
The P.G. Chambers School mission is to help children with disabilities lead full, productive lives; develop confidence in their own abilities; and engage fully and frequently in the community.