Dear Donors and Friends, This was a strategic planning year for The Hadley School for the Blind, as we reached out to play an ever expanding educational role in the lives of individuals who are visually impaired, their families and related professionals. During this time of shortage of qualified teachers of those who are blind, turbulence in public funding and drastically increasing numbers of baby boomers experiencing vision loss, the Hadley School sought input from all stakeholders to better serve our constituents. We developed a Three-Year Strategic Plan calling for collaborations with others who might help serve our target audience and proposed partnerships with colleges, public agencies and private entities, such as The Chicago Lighthouse, to better serve our consumers locally and worldwide. Our Woman’s Board excelled at fundraising to support Hadley’s mission—this year focusing on the need to develop our business curriculum. The Board of Trustees ably managed the endowment fund to ensure increasing resources, and the Executive Committee was ever vigilant on how these funds were used to reach our valued students. This year’s emphasis on outreach and collaboration resulted in a merger of our Development and Communications Departments to better convey this message of teamwork. We wanted to demonstrate the power of collaboration, while promoting communication, emphasizing opportunity and putting people in touch with what matters in the lives of those who are blind and their support networks. We communicated to the media repeated examples of the capability of individuals with severe visual impairments. This resulted in weekly articles in the local press, regional radio and cable TV appearances—and even a feature story on the NBC Today Show. We welcomed the opportunity to introduce new audiences of blind workers, public school teachers, professionals and volunteers to Hadley—leading these new students on journeys of exploration through distance learning, while fanning the embers of wonder in the minds of an increasingly diverse student population. We reached out to develop business courses for blind workers affiliated with the National Industries for the Blind and contracted with seven U.S. guide dog schools to educate people about the guide dog experience. We refined e-Hadley online courses to educate students on current events, while continuing to improve well-established educational offerings, such as teaching braille. As this Annual Report attests, in the eloquent testimony of so many who have benefited from Hadley’s outreach during 2006, we have accomplished the positive impact we set out to achieve. In some cases, it has been profound. At times, even life-changing. Again, this success is due to the amazing teamwork of the Trustees, Woman’s Board, our incredible donors and the many friends of Hadley to whom we are truly grateful for their generosity, energy and commitment. This leadership, working in concert with Hadley’s administration, staff and faculty, has resulted in The Hadley School for the Blind being regarded as a national treasure. Sincerely, Clyde F. Willian, Chairman, Board of Trustees Charles E. Young, President Crow Island Teachers and Students Receive President’s Award Crow Island School teacher Marie Dickey, her 2005-06 second grade class and Gail Wilson, teacher of the visually impaired, received the 2006 President’s Award from The Hadley School for the Blind. This award is given at the discretion of the president to an individual or group that has demonstrated exceptional spirit in raising awareness of the needs and abilities of blind and visually impaired people. Students reaching out to each other Students at Crow Island Elementary School had their choice of Legos™, working on the computer or reading. Instead, they chose to learn braille. This is how the second graders in Marie Dickey’s class spent their free time at school. The class has gone to great lengths to communicate with two visually impaired classmates, Charlotte and Charlie. Marie says often the kids will write notes in braille, including Valentine’s Day cards they created this year. “I’ve never heard of any children who didn’t need to know braille who wanted to learn braille,” she said. The class visited The Hadley School for the Blind in April and were presented with a surprise gift of a new braille writer, which they were allowed to take home to use. The class toured the school and learned how a braille embosser and computer technology assist blind people. Gail Wilson, a teacher of the visually impaired, visited Crow Island every day and taught both Charlie and Charlotte through the North Suburban Special Education District. She said that in her 23 years as a teacher she has never seen such a cohesive group out to support one another. “I’ve had a few kids over the years who were interested in braille but nothing like this where they are so invested in learning braille and really want to be in Charlie’s and Charlotte’s world. These kids love Charlie and Charlotte for who they are.” “These children are amazing, and we are thrilled to have them excited about learning braille at such a young age,” said Susan Dennison, Hadley’s director of development and communications. “Hadley is always happy to open its doors not only to the community but also to an extraordinary group of children.” “It is a major accomplishment for kids in the second grade to learn braille in order to assist someone who is blind,” said Susan Fisher, braille instructor for Hadley. “When the kids have a choice between games or learning braille, and they are 8 years old, it is a rare and amazing achievement.” Instructors reaching out to each other Instructor Nafisa Keels One big thrill for me when I began working as a Hadley instructor was the possibility of communicating with students far away. I enjoy getting to know about the varied cultures of my students as much as I enjoy witnessing their enthusiasm and progress with learning the braille code. Toward the end of each correspondence, I try to inquire about a student’s surroundings and weather. Some are very eager to let me know about their life and generously extend warm friendship. When I have the opportunity to travel, I try to look up a student. But one student motivated me to arrange my travel to include a visit to a location I had not previously considered. Ryan Agius, a professional student with Hadley, would be a terrific tourism promoter for the wonderful island nation of Malta. His description of life in this Mediterranean paradise stirred my imagination. One of the things that impressed me most is that to live in Malta, one needs to continue his or her education with several different languages over a lifetime. Ryan and his lovely wife speak many languages in addition to their native Maltese. So Ryan naturally appreciates the knowledge he gained from Hadley’s braille courses. My husband and I were traveling to Europe and decided to add Malta to our itinerary. Ryan was always welcoming in his emails to visit Malta. I had only planned to treat him to lunch, but he exceeded my expectations, giving us a personal tour of the beautiful island over several days. Ryan’s warm friendship was a welcome addition to our journey. His enthusiasm for his work and how he applies his newfound braille knowledge touched me. Students often tell me how much they appreciate Hadley’s courses, and when I can personally witness this appreciation it recharges my efforts to strive for optimal communication in this distance education process. Through his hard work and enthusiasm in serving blind children, Ryan encourages me to be a better instructor. I am glad he chose the Hadley School to assist in his continuing education. As a result, he has generously introduced me to the Maltese way of lifelong learning. Hadley Student Ryan Agius I am a teacher at the Helen Keller School for students with sensory disabilities in Malta, off the coast of Sicily, and a Hadley student. I have always wanted to work in the field of visual impairment and blindness and was lucky to meet a teacher trained by the Royal National Institute for the Blind (RNIB), who inspired me to continue my studies. I am also pursuing an M.Ed. in teaching children with vision impairments. My teacher at RNIB encouraged me to learn braille and guided me toward Hadley’s braille courses. During my six years as a Hadley student, Nafisa Keels, my braille instructor, has been a source of inspiration. Last summer I had the opportunity to put what I have learned with Nafisa into practice working for the National Braille Production Centre in Ireland for two months, where I learned about producing braille textbooks. When I returned home, Nafisa told me she and her husband Kevin would be visiting Malta over the holidays. We exchanged photos by email so we would recognize each other at the airport. We visited several interesting historical places, among these Valletta, the capital of Malta, and the Grand Harbour. Nafisa and Kevin noted how straight and narrow the roads were. In Senglea we strolled along the promenade and saw boats of different sizes and colors, and in Vittoriosa, we hoped to explore a cave, but had no light with us. Unfortunately, this adventure will have to wait until Nafisa’s next visit. My family and I plan to visit America next summer. I look forward to visiting The Hadley School for the Blind and meeting some of my instructors. Hadley currently employs 33 instructors from around the country, 12 of whom are visually impaired or blind. Between July 2005 and June 2006, Hadley served 10,222 students from all 50 states and more than 100 countries. Hadley-China reported an enrollment of 1,130 students during Fiscal Year 2006. “I love corresponding with the students because I always learn new facts, get glimpses into their lives, and that keeps me positive.” —Julie Kay, instructor Friends of Hadley honored with service award The Friends of Hadley, a volunteer organization that supports The Hadley School for the Blind, received the American Council of the Blind’s prestigious James R. Olsen Distinguished Service Award this year in Jacksonville, Florida. Since their inception in the 1970s, the Friends have quietly gone about their goal of helping Hadley students on an individual basis. The majority of the group has known each other since the organization began, and together they have opened up their hearts and provided support to those in need. “What is most impressive of all, they go about their business without any fanfare, pomp or circumstance, no fund-raisers or special events, but with a personal commitment from each member to assist a student in need or address a special cause,” said Tom Tobin, vice president of development and communications. “This kind of selfless giving and sincere altruism is not only remarkable, but indeed commendable.” “The Friends of Hadley have opened their hearts to make a difference to our students, one at a time,” said President Chuck Young. “They know the story behind each of their gifts, and they feel a bond with each and every student they have helped for the past 30 years.” Recently, in the aftermath of Hurricane Katrina, Hadley student Lisa Batist-Mayfield was devastated to find herself without a home, personal belongings and, most importantly, the computer equipment she needed to continue her employment. When The Friends of Hadley heard about Lisa’s losses, each member wrote a check toward the purchase of a new computer, monitor and adaptive software so she could return to work. “The school feels like a family,” says Patti Willian, Friends’ founding member and chairman. “We want to keep being a part of it, even if we don’t do fund-raisers. Our goal has always been to ask, ‘What do you need?’ and then ask our members to donate toward the cause.” The James R. Olsen Distinguished Service Award recognizes people or organizations that have demonstrated service to others. The award was first offered in 1997. In 2005 it was renamed after the late James R. Olsen, chief financial officer for the American Council of the Blind for almost 30 years. Among other gifts, the Friends have provided numerous scholarships to Hadley students, purchased the school’s first camera and established the initial support for the Family Education Program. “We like to think of ourselves as the fairy godmothers of Hadley,” says Friends’ founding member and Chairman Patti Willian. Donors reaching out to students When Hadley student Lisa A. Batist-Mayfield, formerly of New Orleans, lost everything in Hurricane Katrina, she lost more than her belongings—she lost a way to make a living. All of her cherished memories, her belongings and her home were washed away, forcing her to find a new job and home and begin again. But before Lisa, who is visually impaired, could return to work, she needed a closed circuit TV (CCTV) to magnify paper documents so that she could read them. When The Friends of Hadley, a group founded in 1974, heard about Lisa’s personal loss, they contributed a basic computer, a screen reader, magnification software and a CCTV that was essential for Lisa to return to work and regain her independence. “It is our mission to be of service to individuals in the Hadley family who have special needs,” said Patti Willian, The Friends of Hadley chairman. “When Hadley said they were going to give me a CCTV, I thought it was going to be one of those things that took six months or didn’t come true,” Lisa said. “When it did come true, it was like gold to me. Otherwise, I wouldn’t be able to work. I just knew, at that point, that everything was going to be OK.” In a letter of thanks to The Friends of Hadley, Lisa wrote, “I hope one day I can give the gift of hope and promise that you all have given me.” Since the Hurricane Katrina disaster, Lisa has relocated to Houston, where she works at Corinthian College as a career services representative. She plans to continue her education with Hadley. “Everything is replaceable except life,” Lisa said. “It just depends on how you look at it.” Woman’s Board Benefit soars to new heights Five years ago Herb Culver, president of Culver Duck Farms in Middlebury, Indiana, enrolled with The Hadley School for the Blind. Keeping records for his business was tedious and time- consuming because of his visual impairment. “It is so important for me to improve the efficiency of Culver Duck Farms and that’s what Hadley’s Access Technology: Beginnings course did for me. It made it easier to analyze data; it made it possible—let’s put it that way.” The Woman’s Board members have been dedicated to supporting Hadley for 53 years. Through their efforts we are able to introduce exciting new opportunities to students like Herb. Proceeds from the 2006 Benefit, “Passport to Independence,” grossed $240,000 and will support the Business Skills Series, the school’s initiative to expand its course offerings and help students acquire skills needed to succeed professionally. Nearly two million adults with visual impairments (almost 40 percent) are not employed, and those who are earn 31 percent less than non-disabled workers. With proper education and new skills, Hadley students can compete in today’s workplace. The Business Skills Series is designed to give students the tools necessary to lead independent, productive, successful lives—their “Passport to Independence.” Hadley opens its doors to the community To celebrate 85 years of service and recognize co-founder William A. Hadley’s induction into The Hall of Fame for Leaders and Legends of the Blindness Field, The Hadley School for the Blind held an Open House in October 2005. The event was open to the public and included tours of the Hadley School, a reception, music, presentation of an honorary plaque and a variety of Hadley and blindness-related information. William Hadley attended Earlham College in Richmond, Indiana, where he earned a bachelor of arts degree. He quickly became a highly regarded teacher at Chicago’s Lake View High School. In 1915 he contracted influenza, which led to his vision loss. After he learned braille and regained his independence, Mr. Hadley dedicated himself to teaching essential living skills to other blind people, enabling them to lead more independent and productive lives. He died in 1941. Now, 86 years later, the Hadley School is delivering more than 90 tuition-free courses directly to students’ homes through distance learning. Working with other professional organizations Choosing whether or not to use a guide dog isn’t simply a matter of deciding between a Labrador or a German Shepherd. “You have to find the right match,” says Michael Rydel, Hadley’s dean of curricular affairs. “It involves training the human as much as the dog.” Hadley has formed a partnership with seven guide dog schools in the United States to create a course, “Guide Dogs,” that will teach students, families and professionals about working with and owning a guide dog. “A guide dog is a huge commitment in terms of time, money and resources,” says Mike. “Guide dogs are highly trained, and there is a lot they can do. But there are also misconceptions about what a guide dog can do, and this course will give students, their families and professionals information about the benefits of using a guide dog and the commitment involved so they’re better informed consumers. The goal is to get the word out. People who might not have considered using a guide dog can take this course and decide whether or not a dog is for them.” In addition to providing a history on the use of guide dogs, the course will also focus on how they are chosen, bred and trained, and the student’s role in obtaining, caring for and working with a guide dog. “Each school has an application process to get a dog, and then an on-campus three-week training period, so there is a time commitment,” says Mike. The course, scheduled to be available in 2007, will consist of five lessons and will be available in large print, online, braille and audiocassette. It will also be available for families and professionals who want to educate themselves about guide dogs. “In most cases guide dogs are free to people who are blind,” says Mike. “The guide dog schools are looking to place as many dogs with owners as possible. Hadley has students all over the country, and Hadley has the instructional design and expertise in distance education.” The partnership is an example of how President Chuck Young is taking the school in a new direction by partnering with organizations whose resources can benefit Hadley students while giving the school an opportunity to share its expertise in distance education. A blind person who is a successful guide dog handler must be assertive, must have enough self- discipline to work his or her dog for at least a mile a day and must be motivated to keep up with daily obedience and grooming routines, says Christie Lynn Gilson, pictured above with her guide dog, Jill. “The sense of freedom I have when working a dog matches nothing I’ve ever experienced before,” she says. “I trust my guide dogs infinitely more than even the most seasoned sighted guide.” Hadley has formed a partnership with these seven guide dog schools to create a course on the “ins and outs” of owning a guide dog: Fidelco Guide Dog Foundation Guide Dog Foundation for the Blind Guide Dogs for the Blind Guide Dogs of America Guiding Eyes for the Blind Leader Dogs for the Blind The Seeing Eye When doctors told Mike and Christine Cornell their daughter Sela was visually impaired, they reacted as any other parents would—with tears and fear. They wondered how Sela’s life would be affected and how they could offer her the best support and education. Their pediatrician told them about The Hadley School for the Blind. The Cornells enrolled in Hadley’s Family Education Program, which includes topics such as child development, independent living and braille instruction. Their fears were allayed and their confidence in the future restored. The Cornells are one of thousands of families touched by Hadley’s Family Education Program, established by former Hadley President Dr. Robert J. Winn and the first of its kind in the United States. “As a youngster, my parents were the single most important influence in how I perceived the world and how successful I became,” says Dr. Winn. “I believe family support is key to helping blind children become independent, self-confident members of society.” Hadley’s Family Education Program is open to parents or grandparents of a blind or visually impaired child, and spouses, siblings and children age 14 and older of blind adults. The program addresses the needs of younger children through their teachers and counselors. It helps families better understand their loved ones’ adjustment to blindness, foster their development and communicate through braille. Through Hadley’s courses families learn about the physical, emotional and educational needs of blind infants and children. The courses are designed with the help of nationally known experts and are tested by parents of blind children. Students receive free course materials and study manuals that provide guidance, encouragement, opportunity and resources. “Hadley gave us the opportunity to be part of a community that was dedicated to helping visually impaired people and their families…a place that would be a support for our daughter, Sela, as well as for parents of a visually impaired child,” says Christine. Twelve million school age children—or one in four—are visually impaired. When parents first learn their child is blind or visually impaired, many questions go through their mind. Our Family Education Program is designed to answer the questions parents have during every step of their child’s development. The program helps parents build on their own instincts thereby developing confidence in their role as a caregiver. By completing course work they gain a sense of pride in learning how to help their child or family member. Our Family Education Program includes a wide range of courses including “Raising Responsible Children” and “Learning Through Play.” Courses are designed to give parents the skills and knowledge they need to become advocates for their child and to encourage their child’s development. Parents can also enroll in “Introduction to Braille,” which provides a critical communication tool for parents. Most blind children will learn braille in school. By learning braille, parents of a blind child can read with their child just as they would a sighted child. Hadley’s courses on reading and writing braille are available to family members of adults who are blind, as well. “The ability to communicate in writing with loved ones who are blind is a much sought after skill,” says Dawn Turco, senior vice president of educational operations. “Hadley delivers. We are teaching braille to family members and professionals in record numbers.” “Several people told me about Hadley. It was one of the first places I contacted in search of information and support.” —Christine Cornell Donors get up close and personal at Hadley Hadley strengthens its relationships with grantors through personal visits to the school. Representatives from foundations and corporations are invited to visit Hadley and meet students and faculty, see demonstrations of online courses and tour the production area where we produce courses in braille and on audiocassette. Visiting donors are always impressed with the breadth of Hadley’s offerings, its long history and high level of experience and expertise in creating high- quality programs. Personal visits allow our friends and supporters to see first-hand what Hadley does and better understand the profound impact our courses have on people’s lives. Corporate and foundation funders are important partners in our work to develop and offer courses for students around the country and the world. Hadley met personally with representatives of the following organizations in 2005-06. The Fred J. Brunner Foundation Farmers Insurance Group The Grant Healthcare Foundation The Kemper Educational and Charitable Fund The Elick and Charlotte Lindon Foundation The Dr. Scholl Foundation The Siragusa Foundation The George B. Storer Foundation The W.P. and H.B. White Foundation Children tune in to TV Tune Out More than 50 boisterous and curious voices filled the halls of The Hadley School for the Blind for the 12th Annual TV Tune Out event sponsored by The Winnetka Alliance for Early Childhood. The event was held Tuesday, March 7 with both kids and adults exploring Hadley to learn more about blindness. “It really is a tremendous event and an excellent opportunity for Hadley to show the community what we do and what it is like to be visually impaired,” said Susan Dennison, Hadley’s director of development and communications. Upon arriving, participants were offered the chance to put on blindfolds and be led through Hadley’s halls while listening to various office sounds. Children and their parents also visited activity stations featuring games, braille, technology and sound effects. They played a variety of games produced in braille including cards, chess and Scrabble, and had their names or messages brailled to take home. The technology station demonstrated how blind people use a specially adapted computer that reads aloud what is typed or shown on the screen. The sound effects station offered a sample of everyday sounds that are important to listen for, such as cars or animals. Visitors also tried on goggles that simulated various visual impairments and learned how guide dogs and canes help blind people navigate their environment. A scavenger hunt quiz offered the opportunity to learn more about Hadley and blindness. TV Tune Out is a week-long event with more than 30 schools in Winnetka, Northfield and North Shore communities participating. It involves families, schools and various organizations and businesses working together to provide activities that celebrate kids and the community in which they live. Each year, many Hadley students demonstrate growth and accomplishment. In 1959, Hadley began what has become an annual tradition of honoring our highest achievers. The “Student of the Year” awards honor individuals who have inspired others through their hard work, dedication and spirit. Since then we have presented awards to more than 100 students. We are proud to introduce our distinguished 2006 Student Award Winners in this Annual Report. Dannie Hawley, WASHINGTON student of the year “Hadley instructors shared their confidence in such a way as to remove a lot of the fear of being blind for me.” Lois Hodge, KANSAS the richard kinney challenge of living award “Naomi Tuttle gave specific answers to questions I’d had most of my life. I now know that my phases of adjustment toward deafness and later blindness were normal and that I will be able to adjust gradually to changes in my vision.” Donna M. Thompson, WISCONSIN donald wing hathaway lifelong learning award “The Hadley instructors made me feel that I personally had a lot of potential. They are not only committed to what they do, but have given me the impression that they really love their work.” Stephanie Kieszak-Holloway, GEORGIA robert j. winn family education award “[Instructors Debbie Worman, Pam Winters and Linn Sorge] were wonderful resources for me. I particularly liked being able to ask Linn questions about her experiences as a blind child since the blind adults I know all lost their vision later in life.” Kevin Ward, WEST BENGAL, INDIA international student of the year “Hadley instructors have not only taught me painstakingly from the beginning; they have gone on to inspire me over and above the call of duty. I recognize in each instructor who guided me a kindred spirit.” Rosemarie Hahn, ILLINOIS dean w. tuttle professional education award “The family atmosphere at Hadley and the opportunity to help so many people regain the ability to read, help their loved ones and participate in lifelong learning make working at Hadley rewarding and fulfilling. The best part of my job is to be able to say to people ‘Yes, Hadley can help you.’” In June, Hadley students and their families gathered together for the school’s fifth onsite commencement exercise. High School graduation provides a wonderful opportunity to gather students, instructors, family, donors and Trustees together under one roof to celebrate the accomplishments of our students. “When students hear the ceremony is complete with caps, gowns and a commencement speaker, they are overjoyed. They’ve had to face many obstacles that prevented them from obtaining a diploma. They are excited about Hadley because they are able to accomplish their goals and be a part of a traditional graduation ceremony. “I feel very passionate about what the ceremony means to our school. I hope to see it continue in the future.” —Karen Woodfork, director of student services “Hadley gave me something I needed.” —Norma Griffith, 2006 Hadley graduate, 2004 Student of the Year “The school made me feel good about myself and at one point was the one positive thing that I had in my life.” —Danny Collins, 2006 Hadley graduate “Without Hadley, I wouldn’t have a high school diploma or be going to college.” —Terri Doughman, 2006 Hadley graduate Keynote speaker Richard Nelson Bolles, author of The 2006 What Color is Your Parachute?, told students, “You’re going to be radiant, and you’re going to be filled with joy, if you’re doing what you love to do.”