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Cotting School Annual Report Inspire Inspire T Cotting School, We Measure Success by the “Small Miracles” That Occur Every Day

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Cotting School Annual Report Inspire Inspire T Cotting School, We Measure Success by the “Small Miracles” That Occur Every Day cotting school annual report inspire inspire t Cotting School, we measure success by the “small miracles” that occur every day. These smallIntroduction miracles require a tremendous amount of time and persistence on the part of our students. But over time, collectively, they lead to Aincreased independence and inspire our entire community. Sparked by those same miracles, our students, faculty, staff, trustees, parents, and friends give of themselves every day. We hope you, too, are inspired by the stories in our annual report of those who are new and those who have made long-term commitments to Cotting School. 1 inspire To the Cotting School Community t is an understatement to say that it has been an inspiring Iyear. Cotting School has installed a new artificial turf playing field and renovated the existing playground, thus increasing access to the world of outdoor sports to all our students. In late March, after a three-year process, we received the final permits necessary from the Town of Lexington and the Commonwealth of Massachusetts. Leadership gifts from the Connelly and Killian families, and inspirational gifts from our alumni and friends, made our field a reality. On the first day of school in September, the entire student body played the inaugural soccer game on the new turf. The In October we hosted an evaluation team from the New England excitement was palpable! Outdoor gym classes, after-school Association of Schools and Colleges (NEASC). Researched and soccer and flag football, and a Saturday morning soccer league written during the previous academic year by all faculty members have all been greeted enthusiastically by our students, many in collaboration, the self-study involved a rigorous examination of of whom have not previously played outdoor sports. Student all aspects of our school. Over the course of three days, the nine fitness levels are increasing due to the incentive and sheer visiting team members met with 120 staff, members of the Board of pleasure of participating outdoors. Trustees, parents, and students, for a total of 450 hours! We greatly 2 inspire appreciate the candor and dedication of this outside team as they measured our self-evaluation against all they heard, saw, and experienced. We are very proud to report that the School has been officially accredited by NEASC. Other “firsts” include our inaugural Cotting Fellow, Jeanine Dowd, who is teaching in the middle school. The Fellows Program is part of our School’s commitment to train the next generation of teachers of children with special needs. We have initiated a new program whereby qualified Program Assistants are mentored with the goal of becoming classroom teachers. Through Project Bridges, an unprecedented 48 upper school students have weekly jobs in community businesses. At each location, our students favorably impress their co-workers and job coach with how much they contribute to the work place. In all we do, we are constantly reminded of your loyal support. A Cotting education is transformative, but it requires enormous perseverance from the whole community- students, parents, teachers, volunteers, and donors. We are deeply grateful for the many ways that each of you gives to this School. Your gifts of time, money, and energy inspire us to do more every day. Thank you. Sincerely, Anne Phillips Ogilby, David W. Manzo, Chairman, Board of Trustees President/Executive Director 3 Kate Dewhirst t is rare that a donation to Cotting consists of an individual’s entire paycheck, yet that is IHerexactly whatGift Kate Dewhirst, Inspired Class of 2008, Others did with her first gift to the School. Kate is currently employed at CHAI Works!, a program of Jewish Family and Children’s Service in Waltham. When Kate learned about Cotting School’s plans to construct an artificial turf playing field and resurface the playground so that all students could fully access outdoor sports, Kate wanted to help. She met President Dave Manzo at the school and handed him an envelope, which included her donation and the following note, “Please use this for the new field. I want to show how much I love Cotting and want to help you.” She told Manzo, “It feels so good to be part of this project. I can just picture students playing soccer outside on this field.” Many gifts of all sizes enabled that construction project, which occurred in the three weeks in August between summer and fall sessions. However, no gift held more meaning than Kate’s. Kate attended Cotting for eleven years before she graduated at age 22; out of the seven schools she attended in total, it was her “favorite. I love the school, the staff, and my friends. I enjoyed 4 inspire woodworking, getting exercise, and the after-school classes.” Her mother, Laura, notes, “From the minute we came to Cotting, we saw all the things students do to help others. Kate made gift wrap to benefit Globe Santa in Lower School. She helped sew quilts for teenage mothers in Middle School. She participated in the ‘Read to Feed’ program and a clothing drive, and sent backpacks to victims of Hurricane Katrina in Upper School. Students are so used to being recipients, and we liked the emphasis on community service. Her job now involves quite a lot of community service, so the skills carry over nicely.” In Kate’s new position, her supervisors have noted that, “Kate has been a wonderful addition to our program. The quality of her work and her work ethic are top notch, which has made her a great role model for her peers.” This past fall, students have reveled in the new Connelly Field and renovated playground surface, which have transformed recess and gym classes. Thank you, Kate. What a gift! 5 inspire The Camille Family e first came to Cotting because Mike wanted what his older brother, Christopher, New“W hadChanges – a school. Cotting In looked Every like the ‘real deal,’”Year Ruth Camille explains. “He has experienced so many changes in the last thirteen years! Cotting always makes sure I see the progress. For example, when Mike first learned to drive his power chair, they called me in to show me. I was sitting on a bench,” she recalls, “and he came around the corner driving by himself and whooping with delight! All our experiences at Cotting have been like that. Not once have I thought he could get more elsewhere.” She continues, “Every year has brought something huge for him, even something like working out a coping mechanism for change. As a result, we have a nice solid plan between us. If there’s an issue, he will bring it home and we’ll talk about it. He has great energy for math and has learned a lot through community trips. “Last winter Mike attended the ski trip. It was so well orchestrated! I saw firsthand how hard the staff work to make that happen. There are two instructors per student. At Mount Sunapee they kept one lift open only for Cotting students. On the last day students were ‘sailing’ over moguls squealing with joy. Again, at the Special Olympics, Mike participated in track, with a sleepover at Boston University. I am amazed at the commitment of these staff members. They have hearts of gold!” 6 Ruth has seen progress in Mike through the choice of community jobs he has held through Project Bridges. This year Mike’s job involves data entry at Eastern Bank; his first Project Bridges job was at Bedford’s VA Hospital to talk with the veterans. She remembers, “The night before, he’d ask me to program the weekend’s sports scores and information about the Patriots games into his Dynavox, an augmentative communication device. He’d bring along chocolates from Green Mountain Chocolate, a company owned by his aunt.” As far as future Cotting jobs are concerned, she says, “Mike loves libraries, and his goal is to work in the Cambridge Public Library. He needs to learn more skills before he can do this, and the bank is a good transition to that.” When he turns 22, Mike will work for Green Mountain Chocolates two days a week. He will also assist with billing at his father’s business and volunteer at the Hopkinton Library, a place he already loves. Ruth concludes, “We couldn’t be more pleased with his progress. The self confidence and the self advocacy are the result of Cotting. His confidence has cemented here.” 7 inspire Louise Marr he strength of Cotting School has always been the significant partnerships that develop TAtbetween the students Head and teachers of as theyHer work togetherClass to attain specific milestones of progress. One of the longest standing friendships we know of between teacher and student is that of Louise Marr and her sixth grade student, Arthur Downing. As a four year-old, Arthur Downing developed polio. In 1938, his parents enrolled him in first grade at Cotting, which was then called The Industrial School for Crippled and Deformed Children. In that first grade classroom, Downing met and became smitten with Geraldine Borges, who became his wife years later. He stayed at Cotting through the end of eighth grade and recalls, “At that time I was wearing a long brace on my left leg and my arms and back were quite weak. It was at Cotting that I learned to accept my handicap as something not unconquerable. Through exercise and therapeutic treatment, my back and arms became strong. I have since eliminated my brace. At that time, being so young, I don’t think I appreciated the individual care that I received, but today I look back and thank God for those people who had the foresight to build and maintain such a school.” Having begun her career in a one-room schoolhouse in Maine, Louise Marr taught Downing fairly early in her forty-one year career at the School.
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