Number of Signatures as of October 28: 1,160
(adjusted down slightly from last time, due to removal of accidental duplicates)
Thank you to the many health professionals who have been signing!
We’re starting to get more teachers who support disability awareness — yay!
We need more teens to sign and write comments!
Please don’t forget to ask your friends and neighbors to sign to support our students with Tourette Syndrome. Anyone who supports this proposal can sign, as long as they live in New York State and are 13 or older. Thank you!
Here is a small sample of the many great comments that have been received so far. (Stay tuned for more info.)
| I, or my child, has benefited from Tourette Education, as follows: |
|---|
| We had an educational in-service done prior to my son beginning a new school. The in-service was conducted by Susan Conners, and was for each member of the faculty staff at the elementary school. The accommodations that my son has been given are unparalleled, and I truly believe that it is due to the comprehensive education the educators received. |
| Sue Conners has gone to my son's schools and has done a tremendous job providing education to staff and peers. |
| My child has TS. In-service education for his teachers and peers by Susan Conners and my son himself gave him confidence and acceptance with other students. His teachers told us the training was invaluable not just for working with students with TS, but for many disabilities and helped foster an anti-bullying atmosphere. |
| My child has benefited greatly. His teachers understand the complexity from the beginning. |
| My daughter has had a Tourette presentation done in her elementary school. It wasn't until then, that she began to be treated with respect. |
| My child and I often plan and provide education and awareness about TS in school ourselves. |
| As an In Service presenter and coordinator for the NYC Chapter I have experienced firsthand the gratitude of teachers who are offered information, resources and tools to deal with a classroom challenge they know little about and feel ill prepared to handle. Most teachers and administrators are not aware that TS is a spectrum disorder and thus presents differently for each person with the diagnosis. The relief for the family, in gaining some understanding from school staff is extremely beneficial toward setting realistic goals so the student can reach full potential. I would further suggest that teachers and school psychologists receiving certification from NYS, and those graduating from a NYS university with an Education degree, should receive mandatory training in recognizing and dealing with Tourette Disorder. |
| He feels more confident going to school. It is no longer a daily struggle to get him in the door fearing he will be bullied on a daily basis. Teachers and his peers have become more patient and understanding since we have begun Tourette education. |
| After our legal struggle with the school, we were granted an IEP and it has made a huge difference. |
| education helped my son and me understand his diagnosis |
| Sue Conners has helped support our son at his CSE Meetings. She also observed our son in his classroom setting. |
| In service in his school. |
| The children and teachers in his class now accept him and treat him like any other peer. This is because of staff and peer training. |
| I present to my child's school every year on Tourette Syndrome. It would be helpful to have the support of a mandated education program for Tourette syndrome |
| Many of my patients and their families have experienced the positive benefits from appropriate Tourette Education at school including but not limited to improved self esteem, improved family and peer interactions, improved psychoeducational functioning and academic performance and reduction in overall associated TS symptom morbidity. This is a public health concern Educating school staff and students about Tourette and its related conditions will improve quality of life not only for people with Tourette and their loved ones but also for those interacting and working closely with individuals affected by TS and related conditions. Education about TS and related disorders is a "win/win" for everybody. |
| My patients have greatly benefitted from Tourette Education by improved psychosocial functioning and reduced overall morbidity from tics and related symptoms. |
| My teachers better understood me |
| Support in obtaining an IEP, training for teachers and students |
| Sue Conners came to my son's school |
| Help in understanding TS. Help for teachers and classmates in school in dealing with my son who has TS |
| Once my students moved up to Middle School, the staff there was open to education, and a whole new world of acceptance opened up. Staff felt more comfortable and open to using whatever strategies necessary. Peer education was provided to students in her classes and they were thankful to gain understanding. They were able to respect the differences and be supportive. We are very fortunate that this has continued each year in high school. |
| Kathy Giordano, TAA Education Specialist, and Jean Tydings, Starbridge, came to my son's third grade team meeting in Rochester, NY after his diagnosis. This provided deep understanding of Tourette to my son's team members. Also, Matt Giordano, percussionist with Tourette, came to my son's school to perform and talk about Tourette Syndrome. During this performance, my son willingly went up with Matt to talk about his Tourette at age 9. Since this time, my son has been accepting of his Tourette and spoke to his class on his own about his Tourette Syndrome. |
| My son's peers and school staff were educated about TS through TAA sponsored program. |
| Sue Conners gets all the glory!! She has educated me. |
| Our Rochester Tourette's ambassador did a wonderful job giving a peer talk to all the sixth graders in my son's middle school. It really helped. This is an extremely important mandate - please support it and make it a law! |
| My child's teachers were educated about Tourette's and it made all the difference |
| Susan Conners has provided awesome support to my granddaughter and my granddaughter's school district and teachers each year so that teaching accommodations can be provided to her to help her as she begins each school year for the past 5 or so years. |
| We experience full support from peers and school administration following an In-Service Faculty Training Program |
| Seminars and informational materials were and are invaluable to help us not only educate our family, but gain a better understanding of what our child can and cannot control, it has given is greater empathy as well as tools to help advocate for he in school and socially. |
| My teachers in-turn were able to help me educate my classmates. My classmates became very understanding of my disorder. A school environment of bullying changed to an environment of understanding, dramatically. |
| My daughter is a Youth Ambassador |
| My daughter received teacher training during IEP meetings in which Susan Conners or myself described Tourette Syndrome, my daughter's tics, and ways to help her learn best. |
| Yes |
| Talks were given to staff and students from elementary school thru high school to educate them on Tourette Syndrome |
| A Student Ambassador came to my son's school. His teachers, classmates, and assorted support staff attended. The experience was wonderful for all around. The students finally were able to understand some of my son's "quirks" and the teachers did as well. |
| Yes, through my dear friend |
| This chapter, since its onset in 1972, has improved the quality of my life! |
| Receiving some accommodations and mostly understanding from teachers who were given Tourette Education and information. |
| My school district was educated by my daughter and I, and because of their support and understanding my daughter is having a very positive high school career. The education has also helped her peers to have understanding and tolerance. |
| My child and others have benefited from a Tourette in service at his school. All teachers are now aware of how Tourette's can affect and tics waxing/waning. He is so much happier knowing that the teachers understand his uniqueness. As a parent, this helped us get an appropriate 504 Plan in place to support his learning and self-confidence. |
| My son has become a youth ambassador |
| When they finally characterized Tourette as Other Health Impaired my son was able to get accommodations. |
| I have been blessed with the education provided to me through the Tourette's Society of America, Greater New York Chapter. It has helped me better understand my child's needs and has helped me find resources I need to help my son. I have also been blessed for Sue Conners to provide support for my son and support my efforts to try to get the school to better understand his needs. |
| My child successfully completed a prestigious music summer camp, with staff and peer training. |
| I am a Youth Ambassador and have seen the difference that education and awareness about TS makes. |
| My son's difficulties were better understood by school staff and peers after in-service education by Jane Zwilling, Psy. D. , the Co-Chair of the Long Island Tourette Association. |
| Yes!! |
| My daughter benefited greatly from a Youth Ambassador presentation in 1st grade as well as a presentation done for the educators. |
| Advocacy |
| School/ peer education |
| I, or my child, was harmed by our school's lack of Tourette education, as follows: |
|---|
| My son experienced bullying by peers and his grades fell due to lack of knowledge among staff in how to accommodate his TS |
| In kindergarten, my five-year-old was repeatedly bullied by his educators and administrators who refused to give him a 504 citing he had behavior problems, not a neurodevelopmental disorder. They felt he could control it (tics), and he was just a problem. He was shamed by his teachers publicly, which trickled down to his peers and he was often the victim of not only verbal torment, but also physical abuse. We left the district and bought a house elsewhere to protect our child. |
| My son was forced out of a catholic school due to a swearing tic |
| My son has struggled with Tourette's for years. His school has been very supportive. |
| Some of my child's teachers did not receive the training. They would not call on him. They're taking points off because of problems due to his disability. |
| My daughter was bullied, by kids and teachers. She was made fun of picked on and often was segregated. She has felt like she doesn't belong her every school year. The label that was placed on her due to tics, ocd and behavior has been carried with her over the years. She has been punished, recess was taken away and has been embarrassed multiple times in front of other students. She still carries these insecurities with her and hurts every day when she enters the school. |
| Bullied by Teachers!!!!!! |
| My son was not receiving the proper care -- education on how to interact with a child with TS -- and the other things that come with TS such as ADHD and anxiety. I ended up pulling him out of public school and home schooling him because he would have daily melt downs at school due to the way he was treated by teachers. He eventually went back to public school a year later but at a different school. |
| We were denied accommodations for her |
| His school was so awful he was humiliated by school counselor and refused to discuss his diagnosis at school any more |
| Bullying |
| My son and daughter |
| back in the 1950's -60's no one knew what I had and was teased in school...parents were 'embarrassed ' by my movement disorder. |
| We have been fighting for our district to allow OCD & TS training for their staff for about a year. To date, the training hasn't happened. Instead the district had BOCES train the staff w/ "The Nurturing Heart" program which had no disability-specific information. It is basically a program on how to be positive w/ students. Our son's then general education teacher was not present, and it was known ahead of time she wasn't able to attend the scheduled date. This teacher was very inflexible and subjected our son to shaming and bullying throughout his 5th grade school year. We found out the district wasn't providing co-taught services as outlined in his IEP. We met w/ the principal about the bullying and the Director of Special Education about their non-compliance w/ co-teaching for over 2 years. We suggested additional training for that teacher. They refused. We requested OCD staff training and executive functioning training for our son on his IEP. We ended having to hire an attorney where the attorneys are negotiating an agreement. Because the case is in the pendency stage no staff training has occurred and no executive functioning training for our son has occurred. He has had a terrible start to middle school. He is late to classes, is unorganized, forgets to hand in completed assignments, and feels a state of chaos. The district hasn't provided executive functioning training for him, or goals to help him be organized etc, and now they want to move him to a 8:1:3 service because he is behind in his work and needs additional adult support. |
| My son and daughter |
| Yes, from adults |
| Made fun of for his tics |
| My school denied me the right to graduate on stage as a senior(the CSE chair and SUPERINTENDENT of the school did that), they denied me the right to see a school play as a community member, I have been put in detention and isolated due to my ts and the lack of knowlegde that the staff at leroy central school district have |
| Unfortunately, I have a significant number of patients who have suffered from bullying by classmates and in some cases even by school staff; others and their family members have experienced misunderstanding and misinterpretation of their tics and TS related symptoms by school staff which has led to inappropriate disciplinary actions, academic underperformance and in some cases failure, social isolation, rejection, humiliation, physical discomfort, increased anxiety, increased tic-related pain, increased depression, social phobia, school phobia and in some cases suicidal ideation and/or gestures. The longstanding dangers of not educating school staff and students about TS and its related conditions are severe; education is a cost-effective intervention that literally has meaningful long term benefits for everyone. |
| Unfortunately a number of my patients have suffered longstanding psychological and even physiological adverse effects from being bullied by classmates and by the misinterpretation and misunderstanding of TS-related symptoms by school staff. Such problems include depression, anxiety, panic attacks, chronic pain, worsening of tics, worsening of obsessive compulsive symptoms, social isolation, school phobia, social anxiety, academic underperformance etc. to name just a few of the serious consequences. |
| Treated unfairly by teachers |
| harmful comments by students & teachers prior to training |
| Negative attitudes toward my son as well as questioning our family's morals as my son's tics involve inappropriate language |
| My son's school has been incredibly reluctant to learn about his personal experience with TS, and because he has "hidden disabilities" they continue to tell us that nothing is wrong with him. We have repeatedly offered education which they have ignored and are very limited in supporting him. They do not seem interested in learning about his challenges and continue to tell us that this is a problem for us to deal with at home. His symptoms are so much worse during the school year because he is not appropriately supported in the academic setting. His school has chosen ignorance instead of support and he is suffering greatly because of it. We fear how this experience will affect his future. |
| I struggled from Kindergarten all through elementary school to get training for staff who taught my student. This was partially due to parent refusal, but once they came on board, some were still uncomfortable doing it. It became more of a struggle for my student every year as tics increased, changed and became more disruptive. It was very challenging. I would never let that happen again. |
| The two years in elementary school before Tourette teacher education, my son had a teacher that could not understand Tourette Syndrome as a neurological disorder. She was often offended by his behaviors and her reactions and punishments often made the situations worse. I am an educator and a parent of a child with Tourette, but school teams and teachers often need someone outside of the immediate family to explain Tourette in order for them to accept and understand it fully. |
| One of my son's teachers repeatedly reprimanded him because of a tic, even though the teacher was informed that the facial movement was due to Tourette's. |
| My child was treated as a behavior problem in her class which made her self esteem plummet. |
| I was told that my daughter should get her GED in 9th grade by Fayetteville-Manlius High School. |
| Bullying and shaming |
| Had to take my son out of public school because of lack of knowledge of TS. Did have education meeting with TS representative and did contact state education dept. But school refused to cooperate. My son eventually got his GED. |
| I was harassed and treated badly in elementary school by a teacher who was not educated about TS. |
| Not all Tourette's children are the same, in fact leading expert the University of Rochester, Dr. Mink, says the only thing predictable about Tourette's is that it is unpredictable. Our school compared my child with others with Tourette's and were far from understanding her and her needs. She has Tourette's Plus; this has Comorbid conditions such as ADHD, anxiety, learning disabilities and wrongly assumed symptoms of the condition to be more behavior than not. Ineffectual shaming and punishment had terrible effects on my daughter. |
| Staff's lack of knowledge lead to my son not receiving the necessary accommodations for him to learn. |
| Yes, teachers did not follow 504 accommodations for both my children that have Tourette |
| Yes |
| Bullying, physical and verbal violence |
| My son had been bullied by his peers and made fun of. Teachers' and pricipal's lack of understanding led to him being inappropriately punished for his behaviors. |
| My son was asked to leave a school 2 yrs ago due to his tics. My son is still recovering from this experience. |
| Rochester |
| My grandson's school refused to accept his formal diagnosis. They insisted it was a behavior problem, and made his life miserable for many years causing him to hate school. |
| My child was well supported and educated by Adirondack central School |
| In preschool my son was greatly misunderstood. In his first years of elementary school, he felt very self-conscious because children and adults would notice his sniffing or motor tics. Fortunately a doctor told us it could be Tourette's and when he was 8 years old he was diagnosed. |
| His glasses were broken and he was bullied |
| He was refused accommodations until 8th grade because of lack of educated school officials. They claimed they didn't see any tics. |
| My son is an amazing and intelligent child who is bursting full of potential. He is currently in 5th grade and school has taken a horrible toll on his self-esteem, confidence, scholastic abilities, as well as many other areas in his life. The school does not understand his disabilities and think that his behavior is purposeful. This has caused my son's frustration and anxiety levels to sky rocket, and his melt downs to become more frequent. He was suspended from school last year due to one of his meltdowns. The school have refused free education from the TS Society, or "allowed it" but only allotted 30 minutes, which is only enough time for an overview. |
| My child was sent to the principal for disturbing class multiple times - tics were not recognized as such. |
| My son's challenges were sometimes seen as behavioral problems by certain school staff (gym teacher, substitute teacher, etc.) |
| Yes |
| My child. |
| Refusal to grant an IEP and subsequent services. Lack of teacher training. |
| I, or my child, has benefited from Tourette Education, as follows: |
|---|
| We had an educational in-service done prior to my son beginning a new school. The in-service was conducted by Susan Conners, and was for each member of the faculty staff at the elementary school. The accommodations that my son has been given are unparalleled, and I truly believe that it is due to the comprehensive education the educators received. |
| Sue Conners has gone to my son's schools and has done a tremendous job providing education to staff and peers. |
| My child has TS. In-service education for his teachers and peers by Susan Conners and my son himself gave him confidence and acceptance with other students. His teachers told us the training was invaluable not just for working with students with TS, but for many disabilities and helped foster an anti-bullying atmosphere. |
| My child has benefited greatly. His teachers understand the complexity from the beginning. |
| My daughter has had a Tourette presentation done in her elementary school. It wasn't until then, that she began to be treated with respect. |
| My child and I often plan and provide education and awareness about TS in school ourselves. |
| As an In Service presenter and coordinator for the NYC Chapter I have experienced firsthand the gratitude of teachers who are offered information, resources and tools to deal with a classroom challenge they know little about and feel ill prepared to handle. Most teachers and administrators are not aware that TS is a spectrum disorder and thus presents differently for each person with the diagnosis. The relief for the family, in gaining some understanding from school staff is extremely beneficial toward setting realistic goals so the student can reach full potential. I would further suggest that teachers and school psychologists receiving certification from NYS, and those graduating from a NYS university with an Education degree, should receive mandatory training in recognizing and dealing with Tourette Disorder. |
| He feels more confident going to school. It is no longer a daily struggle to get him in the door fearing he will be bullied on a daily basis. Teachers and his peers have become more patient and understanding since we have begun Tourette education. |
| After our legal struggle with the school, we were granted an IEP and it has made a huge difference. |
| education helped my son and me understand his diagnosis |
| Sue Conners has helped support our son at his CSE Meetings. She also observed our son in his classroom setting. |
| In service in his school. |
| The children and teachers in his class now accept him and treat him like any other peer. This is because of staff and peer training. |
| I present to my child's school every year on Tourette Syndrome. It would be helpful to have the support of a mandated education program for Tourette syndrome |
| Many of my patients and their families have experienced the positive benefits from appropriate Tourette Education at school including but not limited to improved self esteem, improved family and peer interactions, improved psychoeducational functioning and academic performance and reduction in overall associated TS symptom morbidity. This is a public health concern Educating school staff and students about Tourette and its related conditions will improve quality of life not only for people with Tourette and their loved ones but also for those interacting and working closely with individuals affected by TS and related conditions. Education about TS and related disorders is a "win/win" for everybody. |
| My patients have greatly benefitted from Tourette Education by improved psychosocial functioning and reduced overall morbidity from tics and related symptoms. |
| My teachers better understood me |
| Support in obtaining an IEP, training for teachers and students |
| Sue Conners came to my son's school |
| Help in understanding TS. Help for teachers and classmates in school in dealing with my son who has TS |
| Once my students moved up to Middle School, the staff there was open to education, and a whole new world of acceptance opened up. Staff felt more comfortable and open to using whatever strategies necessary. Peer education was provided to students in her classes and they were thankful to gain understanding. They were able to respect the differences and be supportive. We are very fortunate that this has continued each year in high school. |
| Kathy Giordano, TAA Education Specialist, and Jean Tydings, Starbridge, came to my son's third grade team meeting in Rochester, NY after his diagnosis. This provided deep understanding of Tourette to my son's team members. Also, Matt Giordano, percussionist with Tourette, came to my son's school to perform and talk about Tourette Syndrome. During this performance, my son willingly went up with Matt to talk about his Tourette at age 9. Since this time, my son has been accepting of his Tourette and spoke to his class on his own about his Tourette Syndrome. |
| My son's peers and school staff were educated about TS through TAA sponsored program. |
| Sue Conners gets all the glory!! She has educated me. |
| Our Rochester Tourette's ambassador did a wonderful job giving a peer talk to all the sixth graders in my son's middle school. It really helped. This is an extremely important mandate - please support it and make it a law! |
| My child's teachers were educated about Tourette's and it made all the difference |
| Susan Conners has provided awesome support to my granddaughter and my granddaughter's school district and teachers each year so that teaching accommodations can be provided to her to help her as she begins each school year for the past 5 or so years. |
| We experience full support from peers and school administration following an In-Service Faculty Training Program |
| Seminars and informational materials were and are invaluable to help us not only educate our family, but gain a better understanding of what our child can and cannot control, it has given is greater empathy as well as tools to help advocate for he in school and socially. |
| My teachers in-turn were able to help me educate my classmates. My classmates became very understanding of my disorder. A school environment of bullying changed to an environment of understanding, dramatically. |
| My daughter is a Youth Ambassador |
| My daughter received teacher training during IEP meetings in which Susan Conners or myself described Tourette Syndrome, my daughter's tics, and ways to help her learn best. |
| Yes |
| Talks were given to staff and students from elementary school thru high school to educate them on Tourette Syndrome |
| A Student Ambassador came to my son's school. His teachers, classmates, and assorted support staff attended. The experience was wonderful for all around. The students finally were able to understand some of my son's "quirks" and the teachers did as well. |
| Yes, through my dear friend |
| This chapter, since its onset in 1972, has improved the quality of my life! |
| Receiving some accommodations and mostly understanding from teachers who were given Tourette Education and information. |
| My school district was educated by my daughter and I, and because of their support and understanding my daughter is having a very positive high school career. The education has also helped her peers to have understanding and tolerance. |
| My child and others have benefited from a Tourette in service at his school. All teachers are now aware of how Tourette's can affect and tics waxing/waning. He is so much happier knowing that the teachers understand his uniqueness. As a parent, this helped us get an appropriate 504 Plan in place to support his learning and self-confidence. |
| My son has become a youth ambassador |
| When they finally characterized Tourette as Other Health Impaired my son was able to get accommodations. |
| I have been blessed with the education provided to me through the Tourette's Society of America, Greater New York Chapter. It has helped me better understand my child's needs and has helped me find resources I need to help my son. I have also been blessed for Sue Conners to provide support for my son and support my efforts to try to get the school to better understand his needs. |
| My child successfully completed a prestigious music summer camp, with staff and peer training. |
| I am a Youth Ambassador and have seen the difference that education and awareness about TS makes. |
| My son's difficulties were better understood by school staff and peers after in-service education by Jane Zwilling, Psy. D. , the Co-Chair of the Long Island Tourette Association. |
| Yes!! |
| My daughter benefited greatly from a Youth Ambassador presentation in 1st grade as well as a presentation done for the educators. |
| Advocacy |
| School/ peer education |
Names of those who have agreed to display their names publicly:
| Alicia Canne |
| Amanda Zwilling |
| Amber Fields |
| Amiee Feyes |
| Amy Doce |
| Amy Fuhrman |
| Amy Jenks |
| Amy Melton Prentiss |
| Amy Parker |
| Amy Vierhile |
| Amy Zona |
| Andrew R Weigel |
| angie wentling |
| Ann E. Mellen |
| Ann Robinson |
| Ann-Marie Giannosa |
| April Lazarus |
| Ashley Haefner |
| Barrie Grinberg |
| Bonny Blair |
| Brandi Buzard |
| Brian unterborn |
| Bridget Barback |
| Calvin Houghton Sr |
| Carl Palmer, |
| Cassandra DiVirgilio |
| Catherine Garvey |
| Cathy L. Budman, MD |
| Cathy Leah Shaffer |
| Christelle Belmont |
| Christina Ashley |
| Cinda Gilmore |
| Dan Sapp |
| Dana Inzeo |
| Darin K. Russell |
| Darlene A Duger |
| David Furfaro |
| Dawn Van Kleeck, 1st VP Greater Upstate NY Chapter |
| Deborah Goodwin |
| Deborah Mcbride |
| Deborah Weber |
| Dee Ann Pease |
| Denise Hurd |
| Denise O’Brian |
| Detlef Smilgies |
| Diana Osher |
| Diane McKeon |
| Dominik Ferrante |
| Dominique Guessford |
| Don Missel |
| Donna Reynolds |
| Dorothy Mayone |
| Eileen Goatseay-Curto |
| Elaine Kelley |
| Elif Tokbay |
| Elizabeth Assad-Penner |
| Elizabeth Barasch |
| Elizabeth Belden Handler |
| Elizabeth Ferrari-Wiberg |
| Erica Pitera, DMD |
| Florentina Lazaroaie |
| Galia Binder |
| Gary Wainwright |
| Gayle Taylor |
| Gloria Matthews |
| Gretchen Kamke |
| Heather Howes |
| Heather Wheeler |
| Hillary Hasselbring |
| Ianthe Warner |
| Jacob Buzard |
| Jacob Cerrie |
| Jacqueline Olivieri |
| Jaime Ennis |
| JAMES F. BOTTA |
| Jamie Weigel |
| Janet Long |
| Janie Hutchinson |
| Jason Santiago |
| Jen Zwilling |
| Jennifer Bellino |
| Jennifer Brogan |
| Jennifer Huber |
| Jennifer Lunson |
| Jennifer Mahon |
| Jennifer Meyers |
| Jeremy Daly-Griffen |
| Jessica Tanguay |
| Jillian Firenze |
| Joan S Rosenthal |
| Joan Sheehan |
| Joanne Sarver |
| John Silverwood: Former Chair, Greater New York State Chapter of TAA |
| Joyce Krakowski |
| Judith A. Steward |
| Judith Doepel |
| Julie Mellen |
| Juliette Murphy |
| Kaitlin Roney |
| Karen Adams |
| Karen Hartman |
| Karen Pickard |
| Kate Farrar |
| Katharine Weber |
| Katherine Lamb |
| Katherine Sarro |
| Kathy Bolam |
| Katie Tilson |
| Kelly A. Weber |
| Kelly Fitzgerald |
| Kenneth Scileppi |
| Kim Nolan |
| Kim Sommer |
| Kimberly Gallup |
| Kimberly Getman |
| Kimberly S Weiler |
| Laurel Ullyette |
| Lenise Deakin |
| Linda Ann Smith |
| Linda jeffer |
| Linda Wisselman |
| Lindsay Ennis |
| Lindsay Rosen |
| Lindsay Smith |
| Lindsey Schwartz |
| Lisa Clemens |
| Lisa Frankel |
| Lisa Hazen |
| Lisa Perez |
| Lisa Perry |
| Lisa Phillips |
| Lisa St. John |
| Lisa Truax |
| Lisa Wilson |
| Loralee Puppa |
| Loretta Longo |
| M Doug Fenik |
| Marc Fuhrman |
| Margaret Kaufman |
| Margaret M. Weigel |
| Maria DeCore |
| Marielle Hathaway |
| Marissa Buchan |
| Mark Renfro |
| Marta L Hewitt |
| Mary Russell |
| Maryanne Sanza |
| Matt Ferrante |
| Matthew Ferrante |
| Megan Tumilowicz |
| Melissa Kaltenbach |
| Merry Riehm-constantino |
| Michael McKeon |
| Michelle ferretti |
| Michelle Lippa |
| Michelle Phillups |
| Michelle Robinson |
| Molly Dertinger |
| Nancy Kramer |
| Nancy Purdy |
| Nancy Woodworth |
| Nichole Gladky |
| Nicole Argro |
| Nicole DeMartino |
| Nicole E Powell |
| Noreen Scileppi |
| Pam Kefi |
| Pamela Cerrie |
| Pamela LaCasio, OTR/L |
| Pamela snelson |
| Patricia Katona |
| Patricia Keelan |
| Patricia Smith |
| Patricia Stephens |
| Paula Burns |
| Paula Gridley |
| Rachel Bliss |
| Rebecca Hernandez |
| Rebecca Versace |
| Rebecca, Mark, and Leo Shiner |
| Regina Scalisi |
| Renae Totsline |
| Richard Paul |
| Richard Simmons, M.D. |
| Robert A. Bolam |
| Robert Gross |
| Robert Lieb |
| Robin Belthazard |
| Robyn Torpey |
| Roger T Mellen |
| Ron Harris |
| Ronald Phillips |
| Rosine Tantalo |
| Sandra Perrotta |
| Sandra Perrotta |
| Sandra Perrotta |
| Sandra Perrotta |
| Sandra Perrotta |
| Sandra Perrotta |
| Sandra Perrotta |
| Sandra Perrotta |
| Sandra Perrotta |
| Sandra Phillips |
| Sandra Testani |
| Sarah Tyo |
| Seth Richter |
| Shannon Hennessey |
| Shannon Scott |
| Sharon Manning DNP(c) RN |
| Sheila Kastner |
| Sheila Olesky |
| Shelby L Buzard |
| Shirley Betts |
| Stephany Czech |
| Susan Anderson |
| Susan Caron |
| Susan Eggleton |
| Suzanne Vettet |
| Tamara L Sarver |
| Tammy M. Terry |
| Teresa Diegelman |
| Terri Rizzone |
| Tiffany Ferrante |
| Tracy Carr |
| Tricia Van Wie |
| Trish Kelley |
| Vanessa Dumont |
| Wendy Wegman |
| William J Sarver |
| William Pickard |
Stay tuned for more updates!
