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1887 1889 1893 1894 1904 1912 1922 1926 1948 1960 1972 1973 1885 1889 1893 1894 1904 1912 1922 1926 1948 1960 1972 1973 1974 1980 1986 1988 1990 2005 2008 1887 1889 1893 1894 1904 1912 1922 1926 1948 1960 1972 1973 1974 1980 1986 1988 1990 2005 2008 1887 1889 1893 1894 1904 1912 1922 1926 1948 1960 1972 1973 1974 1980 1986 1988 1990 2005 2008 1887 1889 1893 1894 1904 1912 1922 1926 1948 1960 1972 1973 1974 1980 1986 1988 1990 2005 2008 1887 1889 1893 1894 1904 1912 1922 1926 1948 1960 1972 1973 1974 1980 1986 1988 1990 2005 2008 1887 1889 1893 1894 1904 1912 1922 1926 1948 1960 1972 1973 1974 1980 1986 1988 1990 2005 2008 1887 1889 1893 1894 1904 1912 1922 1926 1948 1960 1972 1973 1974 1980 1986 1988 1990 2005 2008 1887 1889 1893 1894 1904 1912 1922 1926 1948 1960 1972 1973 1974 1980 1986 1988 1990 2005 2008 1887 1889 1893 1894 1904 1912 1922 1926 1948 1960 1972 1973 1974 1980 1986 1988 1990 2005 2008 1887 1889 1893 1894 1904 1912 1922 1926 1948 1960 1972 1973 1974 1980 1986 1988 1990 2005 2008 1887 1889 1893 1894 1904 1912 1922 1926 1948 1960 1972 1973 1974 1980 1986 1988 1990 2005 2008 1887 1889 1893 1894 1904 1912 1922 1926 1948 1960 1972 1973 1974 1980 1986 1988 1990 2005 2008 1887 1889 1893 1894 1904 1912 1922 1926 1948 1960 1972 1973 1974 1980 1986 1988 1990 2005 2008 1887 1889 1893 1894 1904 1912 1922 1926 1948 1960 1972 1973 1974 1980 1986 1988 1990 2005 2008 1887 1889 1893 1894 1904 1912 1922 1926 1948 1960 1972cotting 1973 1974 1980 1986 school 1988 1990 2005 2008 1887 1889 1893 1894 1904 1912 1922 1926 1948 1960 1972 1973 1974 1980 1986annual 1988 1990 report 2005 2008 1887 1889 1893 1894 1904 1912 1922 1926 1948 1960 1972 1973 1974 1980 1986 1988 1990 2005 2008 1887 1889 1893 1894 1904 1912 1922 1926 1948 1960 1972 1973 1974 1980 1986 1988 1990 2005 2008 1887 1889 1893 1894 1904 1912 1922 1926 1948 1960 1972 1973 1974 1980 1986 1988 1990 2005 2008 1887 1889 1893 1894 1904 1912 1922 1926 1948 1960 1972 1973 1974 1980 1986 1988 1990 2005 2008 1887 1889 1893 1894 1904 1912 1922 1926 1948 1960 1972 1973 1974 1980 1986 1988 1990 2005 2008 1887 1889 1893 1894 1904 1912 1922 1926 1948 1960 1972 1973 1974 1980 1986 1988 1990 2005 2008 1900 Twice daily snacks of milk were given out to Cotting 1887 1889 1893 1894 1904 1912 1922 1926 1948 1960 1972 1973students, 1974 as well1980 as a hot 1986 lunch at1988 noontime. 1990 2005 2008 1887 1889 1893 1894 1904 1912 1922 1926 1948 1960 1972 1973 1974 1980 1986 1988 1990 2005 2008 1887 1889 1893 1894 1904 1912 1922 1926 1948 1960 1972 1973 1974 1980 1986 1988 1990 2005 2008 1887 1889 1893 1894 1904 1912 1922 1926 1948 1960 1972 1973 1974 1980 1986 1988 1990 2005 2008 1887 1889 1893 1894 1904 1912 1922 1926 1948 1960 1972 1973 1974 1980 1986 1988 1990 2005 2008 1887 1889 1893 1894 1904 1912 1922 1926 1948 1960 1972 1973 1974 1980 1986 1988 1990 2005 2008 1887 1889 1893 1894 1904 1912 1922 1926 1948 1960 1972 1973 1974 1980 1986 1988 1990 2005 2008 1887 1889 1893 1894 1904 1912 1922 1926 1948 1960 1972 1973 1974 1980 1986 1988 1990 2005 2008 1887 1889 1893 1894 1904 1912 1922 1926 1948 1960 1972 1973 1974 1980 1986 1988 1990 2005 2008 1887 1889 1893 1894 1904 1912 1922 1926 1948 1960 1972 1973 1974 1980 1986 1988 1990 2005 2008 1887 1889 1893 1894 1904 1912 1922 1926 1948 1960 1972 1973 1974 1980 1986 1988 1990 2005 2008 1887 1889 1893 1894 1904 1912 1922 1926 1948 1960 1972 1973 1974 1980 1986 1988 1990 2005 2008 Front cover: (l to r) 1896 Two students assist a vision-impaired child on a rocking horse. | The senior class of 1912 captured while hard at work. | 1887 18891946 Ladies1893 Committee 1894 member1904 Mrs.1912 Gertrude 1922 Adamowski 1926 presents 1948 diplomas 1960 at graduation.1972 1973 | 2008 1974 Upper School1980 student 1986 Olivia 1988 pauses while1990 reading. 2005 2008 1887 1889 1893 1894 1904 1912 1922 1926 1948 1960 1972 1973 1974 1980 1986 1988 1990 2005 2008 1887 1889 1893 1894 1904 1912 1922 1926 1948 1960 1972 1973 1974 1980 1986 1988 1990 2005 2008 1887 1889 1893 1894 1904 1912 1922 1926 1948 1960 1972 1973 1974 1980 1986 1988 1990 2005 2008 1887 1889 1893 1894 1904 1912 1922 1926 1948 1960 1972 1973 1974 1980 1986 1988 1990 2005 2008 1887 1889 1893 1894 1904 1912 1922 1926 1948 1960 1972 1973 1974 1980 1986 1988 1990 2005 2008 1887 1889 1893 1894 1904 1912 1922 1926 1948 1960 1972 1973 1974 1980 1986 1988 1990 2005 2008 Introduction 1887 1889 1893 1894 1904 1912 1922 1926 1948 1960 1972 1973 1974 1980 1986 1988 1990 2005 2008 1887 1889 1893 1894 1904 1912 1922 1926 1948 1960 1972 1973 1974 1980 1986 1988 1990 2005 2008 1887 1889 1893 1894 1904 1912 1922 1926 1948 1960 1972 1973 1974 1980 1986 1988 1990 2005 2008 his year marks three significant milestones for Cotting School: 115 years as a leader in the field 1887 1889 1893 1894 1904 1912 1922 1926 1948 1960 1972 1973 1974 1980 1986 1988 1990 2005 2008 of education of children with disabilities, 50 years of service by our wise leader and friend, Ray TKillian, and 20 years in our beautiful Lexington facility. 1887 1889 1893 1894 1904 1912 1922 1926 1948 1960 1972 1973 1974 1980 1986 1988 1990 2005 2008 The timeline represented on our cover and throughout our annual report measures significant events that have shaped both Cotting School and the lives of all children with disabilities. Each sidebar 1887 1889 1893 1894 1904 1912 1922 1926 1948 1960 1972 1973 1974 1980 1986 1988 1990 2005 2008 documents changing attitudes in our community or introduces individuals who have had a lasting impact on the School and our students. 1887 1889 1893 1894 1904 1912 1922 1926 1948 1960 1972 1973 1974 1980 1986 1988 1990 2005 2008 As we reflect on several important milestones this year, we also consider how we measure success. Consistently since 1893, Cotting’s mission has been to enable students to achieve their highest 1887 1889 1893 1894 1904 1912 1922 1926 1948 1960 1972 1973 1974 1980 1986 1988 1990 2005 2008 learning potential and level of independence. In this annual report, therefore, we have focused on this year’s senior class as they celebrate an 1887 1889 1893 1894 1904 1912 1922 1926 1948 1960 1972 1973 1974 1980 1986 1988 1990 2005 2008 important milestone with us – graduation. Their stories serve as a current barometer of student successes. Well prepared, calm, and confident, these seniors depict determination and persistence in 1887 1889 1893 1894 1904 1912 1922 1926 1948 1960 1972 1973 1974 1980 1986 1988 1990 2005 2008 the face of difficult challenges each has faced in his or her personal timeline. Like these seniors upon graduation, we use this year’s milestones as an opportunity to honor our past 1887 1889 1893 1894 1904 1912 1922 1926 1948 1960 1972 1973 1974 1980 1986 1988 1990 2005 2008 while looking toward an exciting future. We invite you to turn these pages and participate in the life of Cotting School, past and present. 1887 1889 1893 1894 1904 1912 1922 1926 1948 1960 1972 1973 1974 1980 1986 1988 1990 2005 2008 1887 1889 1893 1894 1904 1912 1922 1926 1948 1960 1972 1973 1974 1980 1986 1988 1990 2005 2008 To the Cotting School Community Just as you likely do, we at Cotting School get nostalgic around milestone birthdays. As we commemorate our 115th year, we are taking time to reflect on where we have come from and where we are going. We have so much to feel proud of, and yet, so much more to do! In the last year, we paid homage to our rich past by compiling Cotting School: A Pictorial History. The Cotting archives and stories gathered from long-time friends and leaders provided ample material for our tribute, while the book launch presented the opportunity to bring old friends together once again. The book has also offered the occasion to introduce new friends to the school. Book talks, a news story for NPR’s Morning Edition and a story on Channel 5’s Chronicle allowed us to acquaint new audiences with our amazing staff and students. We continue to demonstrate the strengths of our faculty and students beyond our campus. All of our Middle and Upper School classes spend time in the community each week using their skills in real- life situations. Furthermore, 42 of our oldest students have jobs in community businesses through our Project Bridges program. These community inclusion experiences reinforce to our students and those 1887 1889 1893 18941904 1912 1922 1926 1948 1960 1972 1973 19741980 1986 1988 1990 2005 2008 they encounter how much they have to offer. Additionally, we have expanded our outreach and consulting services through the Pace Assistive Technology Assessment Center. Led by a full- time Coordinator, the multi-disciplinary team now works with six area school districts to help them meet the needs of their students with disabilities.
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