Educational Institutions

Cooke Center for Learning and Development, Inc.

  • New York, NY
  • http://www.cookecenter.org

Mission Statement

The Cooke Center collaborates with parents and professionals to provide inclusive educational programs for students with special needs, from early childhood to young adulthood. We also share our knowledge and skills with those committed to enhancing and supporting inclusive learning environments.

Main Programs

  1. Cooke Center Lower and Middle School
  2. Cooke Center Academy
  3. SKILLS Program
  4. Cooke Center Preschool
  5. Cooke Center Institute
Service Areas

Self-reported

New York

Cooke serves students and families from all five boroughs of New York City.

ruling year

1993

Principal Officer

Self-reported

Michael Termini PsyD

Keywords

Self-reported

transition services, inclusion, education, disabled, special needs, New York, special education, training, advocacy, learning disabled, consultation and training

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EIN

13-3396691

Contact

Cause Area (NTEE Code)

Specialized Education Institutions/Schools for Visually or Hearing Impaired, Learning Disabled (B28)

Educational Services and Schools - Other (B90)

Developmentally Disabled Services/Centers (P82)

IRS Filing Requirement

This organization is required to file an IRS Form 990 or 990-EZ.

Programs + Results

How does this organization make a difference?

Overview

Self-reported by organization

From preschool through the age of 21, Cooke students work with their families, teachers and therapists to develop the academic, social, and daily living skills they need for a lifetime of independence. Our students leave Cooke after they have successfully devised a transition plan that will carry them into adulthood. Cooke graduates work in a variety of fields - from business to nonprofits to the arts - that reflect their own passions and interests.

Programs

Self-reported by organization

What are the organization's current programs, how do they measure success, and who do the programs serve?

Program 1

Cooke Center Lower and Middle School

The Cooke Center Lower and Middle School serves students with a variety of developmental disabilities, ages 3 through 14, whose educational needs cannot be met in the public or other private special education schools.  Students receive individualized instruction that begins with their strengths and interests.

Category

Education

Population(s) Served

Disabled, General or Disability Unspecified

Children Only (5 - 14 years)

Budget

$6,000,000.00

Program 2

Cooke Center Academy

A free standing high school in lower Manhattan for students whose needs cannot be met in the public or other private special education schools.

Category

Education

Population(s) Served

Disabled, General or Disability Unspecified

Youth/Adolescents only (14 - 19 years)

Budget

$5,200,000.00

Program 3

SKILLS Program

SKILLS is a program for students who have completed 4 years at the Cooke Center Academy, but who require additional support as they transition to adulthood.

Category

Education

Population(s) Served

Disabled, General or Disability Unspecified

Young Adults (20-25 years) -- currently not in use

Budget

$1,700,000.00

Program 4

Cooke Center Preschool

The Cooke Center Preschool is a variety of programs designed to prepare all children for a successful academic career.  In addition to one-on-one mandated special education and therapeutic services, we also run two inclusion classrooms.  In addition, our Collaboration for Inclusion program works with Head Starts and other publicly-funded early childhood programs in some of New York City's most underserved communities in Manhattan and Brooklyn.

Category

Education

Population(s) Served

Disabled, General or Disability Unspecified

Poor/Economically Disadvantaged, Indigent, General

Immigrants/Newcomers/Refugees

Budget

$2,600,000.00

Program 5

Cooke Center Institute

As an approved provider of professional development services through Title II, each year Cooke consultants work in dozens of parochial general education schools and charter schools throughout New York to help them improve learning school-wide.

Category

Education

Population(s) Served

Poor/Economically Disadvantaged, Indigent, General

Children Only (5 - 14 years)

Budget

$500,000.00

Service Areas

Self-reported

New York

Cooke serves students and families from all five boroughs of New York City.

Funding Needs

There is a distinct population of students whose needs cannot be met in the public schools, and who, without Cooke, would sadly join the ranks of adults with disabilities who lead socially isolated lives.  The Cooke Center’s mission is to serve these children. More than 65% of Cooke families cannot afford to pay the cost of tuition.  Cooke is the only private special education school in New York City that enrolls such a high percentage of low-income families without requiring full up-front tuition payment. As a result, Cooke does not receive tuition payments for these children until after their parents go through the annual process of obtaining tuition reimbursement from the Department of Education – a process that can take up to 18-24 months.  This delay puts a tremendous stress on Cooke’s cash flow. We rely on a working capital fund – our Fund for Diversity – which alleviates the financial pressures that result from our mission to maintain a needs-blind admissions policy.

Accreditations

Middle States Association of Colleges and Schools

External Reviews

Source: greatnonprofits.org

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Financials

Financial information is an important part of gauging the short- and long-term health of the organization.

COOKE CENTER FOR LEARNING AND DEVELOPMENT
Fiscal year: Jul 01-Jun 30
Yes, financials were audited by an independent accountant.

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Operations

The people, governance practices, and partners that make the organization tick.

Cooke Center for Learning and Development, Inc.

Leadership

NEED MORE INFO ON THIS NONPROFIT?

Free: Gain immediate access to the following:
  • Address, phone, website and contact information
  • Forms 990 for 2014, 2013 and 2012
  • Board Chair and Board Members
  • Access to the GuideStar Community
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Principal Officer

Michael Termini PsyD

BIO

Dr. Michael Termini has been active in the field of education for over 30 years, first as a biology teacher, then as school principal, school psychologist and now as the Cooke Center?s Executive Director and head of its seven Elementary/High School sites.

Upon receiving his BA in Biology at Iona College (NY), Dr. Termini taught at Iona Grammar School (New Rochelle, NY), Bergen Catholic High School (Oradell, NJ) and St. Cecilia Elementary School (NYC). In 1978, Dr. Termini received his Masters Degree in Science Education from Teachers College, Columbia University.

As Principal of NYC?s Sacred Heart of Jesus Elementary School in 1987, Dr. Termini helped found the Cooke Center for Learning and Development at his school by agreeing to create an inclusive classroom for seven five-year-old children with special needs.

After serving as Principal of Tampa Catholic High School (FL), Dr. Termini received his PsyD in School Psychology from the State University of New York (SUNY) Albany in 1992. He was School Psychologist for the Schenectady City School District (NY) until he rejoined the Cooke Center as its Executive Director in 1996.

A speaker, trainer and consultant on inclusive education, Dr. Termini has worked with The Archdiocese of New York, the Diocese of St. Petersburg, the National Catholic Education Association, New York City Community School District 15 and Hamilton Madison House Head Start Program. He has also served as an adjunct faculty member at Marymount Manhattan College, Russell Sage College and Mercy College. Internationally, he has also participated in professional development programs in Peru, Guatemala and Lithuania. Dr. Termini is a member of the National Association of School Psychologists, the American Psychological Association and National Catholic Education Association.

STATEMENT FROM THE Principal Officer

"The Cooke Center envisions a world in which all people with special needs are included as valued members of their communities, leading independent and purposeful lives. To realize this vision, our core mission is to educate students from early childhood through young adulthood, guided by these principles:
 ·         A curriculum that integrates academic, social and life skills with opportunities for learning that promote inclusion
·         Instruction that focuses on each student’s strengths and interests
·         The incorporation of inclusive activities as a key instructional strategy to foster positive attitudes in the broader community towards Cooke students and others with special needs
·         Families as partners in their children’s growth towards independence
·         Access to quality special education for all children who need it, regardless of their financial circumstances
·         Sharing our knowledge with other professionals and schools to improve the educational experience for all children"

Governance

BOARD CHAIR

Eileen Caulfield Schwab Esq

Retired, Sidley Austin

BOARD LEADERSHIP PRACTICES

GuideStar worked with BoardSource, the national leader in nonprofit board leadership and governance, to create this section, which enables organizations and donors to transparently share information about essential board leadership practices. Self-reported by organization


RESPONSE NOT PROVIDED

BOARD ORIENTATION & EDUCATION

Does the board conduct a formal orientation for new board members and require all board members to sign a written agreement regarding their roles, responsibilities, and expectations?


RESPONSE NOT PROVIDED

CEO OVERSIGHT

Has the board conducted a formal, written assessment of the chief executive within the past year?


RESPONSE NOT PROVIDED

ETHICS & TRANSPARENCY

Have the board and senior staff reviewed the conflict-of-interest policy and completed and signed disclosure statements in the past year?


RESPONSE NOT PROVIDED

BOARD COMPOSITION

Does the board ensure an inclusive board member recruitment process that results in diversity of thought and leadership?


RESPONSE NOT PROVIDED

BOARD PERFORMANCE

Has the board conducted a formal, written self-assessment of its performance within the past three years?