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Dear Cooke Students, Families, and Friends,
This semester, Transitions students had an opportunity to enroll in a new course developed and taught by the Self-Advocacy Association of New York State (SANYS). For one group of students, the course’s advocacy project requirement became a platform to present a set of concerns and proposed solutions to the Transitions leadership team. The students felt that speaking up was important because “Staff needs to listen to students,” “To make change,” and notably, “We feel we are a part of the decision.” Their proposal, delivered to Associate Head of School Nefertari McKenzie-Davy and Assistant Head of School Francesca Ward, included thoughtful recommendations for student-led tours for prospective families, student-led counseling groups, more hours and pay for internships, and more internships centered on student interests, such as acting and construction.
| | | Harvard University’s Center on the Developing Child published a working paper last fall on the significance of mattering that begins in the early days of infancy. Harvard defines mattering as “the feeling that we are valued and have value to add to the world.” The concept of mattering extends beyond belonging to encompass agency, contribution, and the belief that one’s voice can influence meaningful change. In adulthood, mattering finds its expression as a sense of purpose in life. Researchers note that this sense of purpose releases neurobiological chemicals that affect happiness as well as sleep, digestion, memory, and learning. These neurotransmitters also have anti-inflammatory properties that reduce pain and promote healing. | Harvard’s report, underscoring the mental and physical benefits of mattering, affirms Cooke School’s founding vision. Since 1987, Cooke has advocated for a world in which all people with disabilities are included as valued members of their communities, leading independent and purposeful lives. Why do we ask each student to stand next to their favorite painting at a museum or to vote on the charity their class should support for their civics project? Why do we distribute surveys and hold focus groups with our alumni? Why do we encourage every student from the moment they step on campus to advocate for themselves? We engage in these conversations because our students’ opinions and experiences matter. The Harvard report confirms that knowing that they matter has profound implications for their physical and mental health. | | | |
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Pictured here and above, Ms. Christie DiStefano's Grade 4-5 class toured and explored the Brooklyn Children's Museum.
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As we head into Spring, we celebrate the ways our students’ voices shape our community. From advocacy projects to classroom decisions, every opportunity to speak, be heard, and make a difference reminds us and them that they matter. At Cooke, we are proud to nurture a culture where students are empowered, valued, and supported in growing into independent, purposeful, and engaged citizens of the world.
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Dr. Francis Tabone
Head of School
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Special Education Math Curriculum Meet-Up Group
Cooke’s Director of Curriculum for Mathematics (K–12), Andrew Gael, recently partnered with Libby Miles Sapadin, K–8 Math Specialist at the Stephen Gaynor School, to launch a Special Education Math Curriculum Meet-Up Group for educators across the New York City area. Faculty from multiple schools braved sub-zero wind chills to gather for the group’s first meeting, hosted at Cooke on February 9th.
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Naturally, the icebreakers for the inaugural gathering were math games! Andrew set up a different game at each table, and attendees also brought their own favorite math game to share. Math games are an often-overlooked avenue for mathematical learning and exploration. Many in attendance commented that they wished there were more time set aside for students to engage in these rich mathematical problems, puzzles, and challenges. Following the hands-on gameplay and discussion, participants gathered to share successes and challenges related to math curriculum, instruction, and assessment. Creating a space where math curriculum specialists can share information and work through challenges will inevitably increase the effectiveness of students with disabilities’ math learning city-wide.
“My hope for the group is to build a community grounded in professional collaboration and open communication,” says Andrew. “Not all schools have math curriculum specialists, and we want to create a collaborative space for this unique educational perspective.”
The Meet-up Group, open to area professional educators, has scheduled their next meeting for April. Contact us here for more information and to receive an invitation.
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Although this is her first year working with Cooke, Music Therapist Dannyele Crawford knew immediately that she wanted to volunteer to coach a student act for the Upper School Talent Show. “Community is really important to me, and I don’t get to work with Upper School students as much as I like,” says Dannyele. “This was my chance, and I took it!”
Dannyele’s group of students, Aleah, Joey, Charm, Jaiden, and Louis C., based their act on music from the animated musical KPop Demon Hunters. “Since the beginning of the school year, the students have been listening to the music, singing to the music, and dancing to the music from this movie,” says Dannyele. “I created a mashup of two of the songs and some simple choreography for their performance.”
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A dozen student groups presented at the Community Meeting on the last day of school before Mid-Winter Break. Upper School Division Head Cassie Manzo spearheaded the effort to revive the talent show this winter. The Upper School Talent Show was a longstanding Cooke tradition that had not been held since the COVID interruption.
“The Talent Show was the first community event I attended after starting at Cooke School, and it left a lasting impression," says Cassie Manzo, Division Head of the Upper School. "Watching students shine on stage—proud, confident, and cheering each other on—was incredible. That same spirit is what we hoped to re-ignite in the Upper School by creating more opportunities for students to share their talents, passions, and take center stage.”
“I have been impressed by how supportive the students are of each other during rehearsal,” says Dannyele. “They really cheer each other on, and there is so much positive energy in the room! I was excited to see the other acts.”
| | Alumni Valentine's Day Dance | As the number of Cooke alumni continues to grow each year, alumni events (also open to current Transitions students) regularly sell out. The 2026 Valentine’s Day Dance was no exception, and the many attendees were serving looks! They hit the dance floor to music spun by a DJ, grabbed pizza slices in the refreshment room, snapped photos at the photo booth, and unwound with quiet activities in the art room. The quiet room featured Valentine theme mandalas, crossword puzzles, and color-by-number, along with materials to make valentines. | | |
SANYS U Graduation & Leadership Presentations | |
“I’m usually not interested in working together in a group, but in this case it helped to generate more ideas,” says Transitions student Kahlil Alicea about the collaborative self-advocacy project developed by students enrolled in the six-week course at SANYS U. "My team members thought of ideas that I would never have thought of!"
“We provide the students with many examples, but we want them to create what they want,” says Sandy Mislow, Regional Coordinator at SANYS U, about the leadership projects. “The only rules are that the project must illustrate self-advocacy and everyone in the group must participate.”
The Self-Advocacy Association of New York State (SANYS) is an organization founded and led by people with developmental disabilities for people with developmental disabilities. SANYS U offers a leadership course covering the history of the self-advocacy movement, rights and responsibilities, and more. SANYS spoke at Transitions last year, but this is the first year that Transitions students have enrolled in the course.
Kahlil’s group created a board game for their leadership project inspired by a hybrid of Monopoly and Candy Land, which they presented at graduation. “I came up with the name, The Sweet Advocate Land. Emma and Camili made the board, and Ivan and others wrote some of the scripts for the cards,” Kahlil shared.
Players move their token after rolling the dice and pick up a card depending on the color space they land on. Each card prompts players to respond to a mock scenario, define aspects of advocacy, or name a trusted person who could help in challenging situations.
The game is now available in the Transitions office for anyone who would like to play!
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Alumni Focus Group
Staying connected with Cooke alumni is a vital component of our commitment to fostering independence well beyond a student’s graduation. One way we learn about the activities of our alumni (and their ongoing needs) is through surveys. Last month, inspired by the Alumni Panel at Career Day, the Transitions and Advancement teams hosted an Alumni Focus Group on the Transitions campus. Participants were invited to share their post-graduation experiences, discussing their educational pursuits, career paths, and community involvement. Together, the group explored ways to strengthen alumni engagement and support systems, including planning social events, expanding career support, and addressing the challenges students face as they transition from Cooke.
To encourage active participation, the team incorporated Mentimeter, a web-based platform that allows participants to respond to polling questions using their phones. The digital responses sparked thoughtful discussion and brainstorming around alternative event formats and venues, enhanced career and post-graduation resources and services, and effective communication strategies to reach and engage the broader alumni community.
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