CAMPHILL SPECIAL SCHOOL
CAMPHILL SPECIAL SCHOOL
CAMPHILL SPECIAL SCHOOL
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Camphill Special School consists of The Children’s<br />
Village and School at Beaver Run, The Transition<br />
Program at Beaver Hill and Beaver Farm, and<br />
The Camphill School of Curative Education.<br />
Our mission is to create wholeness for children and<br />
youth with developmental disabilities through education<br />
and therapy in extended family living. The Camphill<br />
School of Curative Education offers a four-year professional<br />
course of studies in anthroposophical curative<br />
education, the approach to working with children and<br />
youth with special needs that is practiced at Camphill<br />
Special School. Camphill Special School does not<br />
discriminate on the basis of race, age, color, creed,<br />
gender, sexual orientation, national or ethnic origin,<br />
or disability.<br />
<strong>CAMPHILL</strong> <strong>SPECIAL</strong> <strong>SCHOOL</strong><br />
2006–2007 Board of Directors<br />
Craig L. Adams, President<br />
Warren R. Gleicher, Esq., Vice President<br />
Jeffrey Powers, Treasurer<br />
Claus Sproll, Secretary<br />
Guy Alma<br />
Jan Christopher Goeschel<br />
William C. Herman, Esq.<br />
Ronald Landon<br />
Eliza Carlson Lee, Ph.D.<br />
Manfred Maier<br />
Richard Oswald<br />
Andreas Schad<br />
Bernard Wolf<br />
Emeriti<br />
Ursel Pietzner<br />
Raymond Ripper<br />
<strong>CAMPHILL</strong> <strong>SPECIAL</strong> <strong>SCHOOL</strong><br />
2006 – 2007 ANNUAL REPORT<br />
43 Years of Sharing Life<br />
and Sharing Learning<br />
1784 Fairview Road<br />
Glenmoore, PA 19343<br />
610.469.9236<br />
www.camphillspecialschool.org
What does it mean to arrive at middle age Our<br />
“forties” can be either a decade of crisis or years of<br />
tremendous fruitfulness. Middle age potentially is a time<br />
of maturity, capability, and a growing sense of purpose.<br />
After years of learning the ropes, figuring out who we<br />
are, and mentoring from our elders, we come to a time<br />
Less visible, but equally important, our Camphill School<br />
of Curative Education has matured into a full four-year<br />
Certification course with an optional BA degree completion<br />
component. This is our brightest hope for the<br />
expansion of our work, not only here in Glenmoore,<br />
but across North America.<br />
TABLE OF CONTENTS<br />
A message from the President 4<br />
Bernie’s poem: To Autumn Wake 5<br />
1972: Something wonderful might slip in 6<br />
2007: More beautiful than we imagined 7<br />
This Annual Report is dedicated with love to<br />
the memory of Theresa Katharine McCardell,<br />
who lived as an angel among us from<br />
of giving back.<br />
Camphill Special School turned forty-three in December<br />
Camphill Special School is forty-three years of proof that<br />
children with intellectual and developmental disabilities<br />
What does it mean to be a Waldorf School 8 – 9<br />
Transition Program eagerly looks to the future 10 – 11<br />
September 4, 1998, to July 20, 2006.<br />
2006. Our middle-aged community remains excited<br />
about its mission and devoted to its work, yet we feel<br />
can shine in a community. We will continue to build<br />
upon our rich traditions, always true to our mission, but<br />
Collaboration extends School of Curative Education’s influence 12<br />
Rock Crystal renovated and rededicated 13<br />
”All I ask of you is forever to<br />
we have new contributions to make. For instance, our<br />
kindergarten is enriching its program and increasing<br />
the number of children it nurtures, while The Transition<br />
Program, serving eighteen to twenty-one year olds,<br />
is entering its sixth year and expanding on a new<br />
property.<br />
unafraid to change and grow whenever we find it necessary.<br />
In our 2006–2007 Annual Report, we celebrate<br />
our past and with gratitude look forward to a promising<br />
future.<br />
Guy Alma<br />
Forty-three years of Camphill Special School 14 – 15<br />
Volunteers help our children grow 16 – 17<br />
Camphill ProAm highlights fundraising year 18 – 19<br />
Fundraising events are music to our ears 20<br />
Strategic financial planning makes Beaver Farm purchase a reality 21<br />
remember me as loving you.”<br />
Director of Development<br />
Our donors 22 – 27<br />
2 3
A message from<br />
the President<br />
Dear Families and Friends of Camphill Special School,<br />
It seems that the conclusion of every school year<br />
approaches more quickly than the last one, and I find it<br />
amazing that there have been forty-three such years at<br />
Camphill Special School. From our inception, families<br />
and children have looked to us for the unique care<br />
and education found only in a Camphill community.<br />
As President of Camphill Special School’s Board of<br />
(L to R) Evan, Board<br />
President Craig Adams,<br />
and Tavake enjoying<br />
time together.<br />
Directors, I am very proud of our dedication to this timeless<br />
heritage and energized by our community’s ability<br />
to evolve and grow in its commitment to improving the<br />
lives of students and their families.<br />
The development of our Transition Program at Beaver<br />
Farm is an example of this dichotomy. The Transition<br />
Program has made available significant opportunities<br />
for students completing our twelfth grade, providing<br />
incomparable Camphill support while preparing<br />
eighteen to twenty-one year olds for their next big steps<br />
in life. In December, we purchased Beaver Farm and<br />
now look forward to expanding and improving it while<br />
enriching its essential programming.<br />
At this time, I also wish to recognize and thank retiring<br />
hard work on behalf of the school, and welcome Jeffrey<br />
Powers as our new Treasurer.<br />
Camphill Special School, at age forty-three, is advancing<br />
and changing in remarkable ways, but remaining<br />
focused on its legacy. Thank you for sharing your financial<br />
support and your time and energy with our students.<br />
Your gifts permit us to dream and to make those<br />
dreams come true, so that more families might benefit<br />
from the great blessing of Camphill Special School.<br />
Thank you for another wonderful year.<br />
Our Annual Report is written and assembled during the<br />
summer and arrives in your hands in the fall. Summer is<br />
a time for playing and dreaming. Fall is a time of waking<br />
to learning and working. This whimsical, playful<br />
poem tries to capture the transition between these two<br />
moods. It is part of the cycle and rhythm of life as we<br />
move each year from camp and vacation to classrooms<br />
and workshops and then yearn for the summer to come<br />
once more.<br />
“Bernie” is Bernard Wolf, Program and Admissions<br />
Director. Bernie has been associated with Camphill<br />
Special School since he was nineteen years old, now<br />
is a grandfather, and raises ducks in his “spare” time.<br />
TO AUTUMN WAKE<br />
When children smudge the summer’s green<br />
On faces smeared with rich ice cream<br />
And run and splash in crystal stream,<br />
Then too soon the autumn hue<br />
Forebodes an end to what they do.<br />
When children smudge the summer’s green,<br />
Shorts and shirts all splattered,<br />
Rolling, tumbling, sliding hard,<br />
As if it really mattered,<br />
Then cricket answers with a chirp<br />
And evening’s coolish creep alerts<br />
Those greenish happy smudgy folks<br />
Whose dream to autumn wakes.<br />
Bernie<br />
board members Marianne LaKamp, Tom Rosendale,<br />
Craig L. Adams<br />
Lydia Schulze, and Bob Swain for their enthusiasm and<br />
President, Board of Directors<br />
4 5
1972: Something<br />
wonderful might<br />
slip in<br />
by Jill Levy<br />
(L to R) Joseph and Jill Levy; Camphill<br />
Special School alum Bruce and his<br />
wife of sixteen years, Jodi; and<br />
Allan, Bruce’s brother.<br />
The fruit trees were newly planted along the path leading<br />
up to Antanor from the office. The new grass was<br />
shades of green and yellow and the light breeze made<br />
the scene come alive. We didn’t notice it at the time,<br />
but until we met Ursel Pietzner and Andy Hoy, we did<br />
not see a soul, adult or child. It was May of 1972 and<br />
we had stepped into a world that was unknown to us.<br />
On the one hand, we desperately wanted our son to<br />
be accepted. On the other hand, we were distressed<br />
and frightened to part with him. The only hope we had<br />
was what we felt in our hearts, the possibility in which<br />
we believed, and the face of a wide-eyed, beautiful<br />
and loving child. The world that we knew rejected all<br />
of those things and we had little hope left. At Camphill<br />
Special School we learned that there always is hope,<br />
always joy, and a universe of possibilities.<br />
For me, as an educator, I learned more in several years<br />
“Embrace life!<br />
about the human spirit, sharing, giving, child development,<br />
communication, and beauty in all shapes and<br />
And when you think there is nothing<br />
But pain to embrace,<br />
forms than I had learned in my lifetime. Those elements<br />
Open your arms a little wider,<br />
became part of who I became and how I met the<br />
Something wonderful might slip in.”<br />
challenges put before me.<br />
J.L. 1988<br />
Most of all, the human connections that grew over the<br />
2007: More beautiful than<br />
we ever imagined<br />
by Sandy and Brian Epstein<br />
We thought our dream of an independent life for our<br />
son, Brandon, would remain a dream. Brandon had<br />
never spent more than two nights away from home<br />
or his family, and he became very dependent on us,<br />
his older sister, Kenya, and Lucy, our yellow lab. As<br />
Brandon’s sixteenth birthday grew closer, however, we<br />
realized that he needed to develop a life outside of<br />
his family.<br />
Brandon loves the outdoors, animals, and music; he<br />
can be inconsistent, difficult to understand, and, at<br />
times, become frustrated with our world. Brandon has<br />
autism. We kept all this in mind while searching for a<br />
place that would honor his special abilities and needs,<br />
but we were filled with anxiety.<br />
We began our search and after nearly a year we<br />
thought there was no such place. Then we found<br />
Camphill Special School and before we even made it<br />
into the office, we felt a loving and accepting sense of<br />
peace. After our tour, we knew this was exactly<br />
where our son belonged.<br />
Brandon joined Longhouse in January 2007. With<br />
the care and guidance of his houseparents, other<br />
boys to keep him company, and Floss, a beautiful<br />
yellow lab, he works with the land crew every day,<br />
helps deliver milk, and is happy to be a part of his<br />
community. Brandon walks through the Children’s<br />
Village as if he has been there forever. Our son is<br />
part of an extended family which is more beautiful<br />
than we ever imagined.<br />
Brandon<br />
years remain with me and shape my everyday existence.<br />
If there is a message, it is:<br />
6 7
What does it mean to<br />
be a Waldorf school<br />
by Else Wolf<br />
Faculty Chair<br />
The first Waldorf school was founded by Rudolf Steiner<br />
for typically developing children. You will find many indications<br />
in Steiner’s lectures to teachers about the importance<br />
of balance in teaching, the significance of<br />
breathing, and the implications of sleeping and waking.<br />
You find, too, that all children are in need of healing.<br />
Waldorf education is based on anthroposophy, which<br />
means ”wisdom of man.“ If you were to work with the<br />
Waldorf curriculum over many years, as I have, you simply<br />
would feel how well it is suited to each developmental<br />
age group. The fourteen-year-old adolescent,<br />
for instance, tests his parents’ authority and learns<br />
about revolutions.<br />
In Waldorf education, learning becomes real, consisting<br />
of exciting experiences, not simply abstract theories. In<br />
a physics class, we use a pulley to hoist everyone up<br />
to the ceiling, and even the most delicate children are<br />
able to lift another youngster with this simple machine.<br />
Often these experiences are remembered far better<br />
than laws and formulas from a textbook.<br />
Many schools simply teach the head, or maybe the<br />
limbs in athletics, and the arts often are omitted entirely.<br />
In Waldorf education, it is an ideal to integrate head,<br />
heart, and hands in the learning process. The arts play<br />
major roles in bringing subject matters to life.<br />
To adapt the Waldorf curriculum for our students,<br />
teachers need to wrestle for essential elements and<br />
condense content into shorter forms. Often inspiration<br />
comes from our students, and suddenly we know the<br />
perfect story for a specific child or the entire class! Our<br />
students are fantastic teachers, for they help us to find<br />
what we could not achieve without them.<br />
8 9
Transition Program<br />
eagerly looks<br />
to the future<br />
by Guy Alma<br />
In years past, our students would leave us after grade<br />
twelve, often moving on to other Camphill or similar lifesharing<br />
adult placements. But increasingly we noted a<br />
lack of readiness for placement or, more commonly,<br />
a simple lack of openings at other communities. We<br />
dreamed of beginning a “Transition Program” to act as<br />
a safety net for our students, but we needed a suitable<br />
location and appropriate coworkers.<br />
Camphill Special School’s Transition Program began<br />
in 2002 when we leased “Beaver Hill” and since then<br />
has experienced tremendous success. In 2005 we<br />
leased two additional houses at another site called<br />
“Beaver Farm,” and in 2006–2007 we served thirteen<br />
students. After this year’s purchase of Beaver Farm, we<br />
eagerly look forward to expanding our program while<br />
consolidating it at one location.<br />
Our academic program includes language arts, functional<br />
math, current events, social group work, and<br />
content area electives. All students have opportunities<br />
to work with different vocational crews in biodynamic<br />
farming or gardening; animal husbandry; land and<br />
building maintenance; crafts, such as pottery, candle<br />
making, or textile arts; and recycling. Twice a year students<br />
make outreach trips, visiting life-sharing communities<br />
throughout North America, both Camphill and<br />
Camphill-related. They go in small groups, helping out<br />
wherever they are needed, meeting new friends, and<br />
making successful connections.<br />
This year four students are moving on: Derek and Alex<br />
will be nearby at Camphill Soltane; Evan has gone<br />
home to live near his family in California; and Jonathan<br />
is checking out Cadmus in Massachusetts. As always,<br />
we will miss them, but we are delighted they have<br />
gained the skills they need to leave us.<br />
10 11
Collaboration extends<br />
School of Curative<br />
Camphill Special School’s history of professional training<br />
in curative education started in 1965, just two years<br />
after our founding at Beaver Run. At that time, Donegal<br />
Education’s influence<br />
Springs, one of Camphill Special School’s forerunners,<br />
still was in operation. Camphill Village Copake had<br />
by Jan Christopher Goeschel<br />
been founded earlier in upstate New York, so the three<br />
Director, Camphill School<br />
of Curative Education<br />
communities joined forces to create an apprenticeshipstyle<br />
two-year training course.<br />
By 1972, this course was consolidated at Beaver Run<br />
and extended to three years, following the curriculum<br />
of the ”International Camphill Seminar in Curative<br />
Education.“ Many of its graduates became the founders<br />
and leaders of other Camphill communities that exist in<br />
North America today. By the beginning of the twentyfirst<br />
century, however, it became clear that new steps<br />
were needed. Extensive curriculum development, college<br />
credit equivalency, BA completion options for<br />
graduates, and renewed national and international<br />
engagement led to the formation of what now is called<br />
the Camphill School of Curative Education.<br />
enrolled students. Once<br />
again, our activity also is<br />
spreading beyond Camphill<br />
Special School. We will be<br />
cooperating with the Sophia<br />
Project in California and<br />
Maison Emmanuel in<br />
Quebec to establish new<br />
foundation studies programs.<br />
We envision that such<br />
shared efforts, not unlike<br />
the original collaboration<br />
among Camphill Special<br />
Rock Crystal renovated<br />
and rededicated<br />
With the help of generous gifts from many dear friends,<br />
Rock Crystal, Camphill Special School’s first house<br />
built specifically to serve as a home for students and<br />
coworkers, was expanded and renovated over the<br />
summer of 2006. The house was rededicated amidst a<br />
crowd of families, friends, coworkers, students, and staff.<br />
Rock Crystal is named after a small book of the same<br />
name by Adalbert Stifter. First published in 1845 as a<br />
“Christmas tale,” Rock Crystal is a fable of two children,<br />
Providence, are rescued the next day when residents<br />
of both villages overcome their prejudices towards each<br />
other and search together to find the lost ones.<br />
In the same way, Rock Crystal was the first home to<br />
embody Camphill Special School’s new ideal of a<br />
“children’s village”: a collection of accepting and loving<br />
homes where the lost could be found and, once found,<br />
lead lives with purpose and significance.<br />
We are grateful to everyone that made this extensive<br />
project and significant event in our history a reality.<br />
This year, for the first time, all four years of the new<br />
School, Donegal Springs, and Copake, will become<br />
lost on Christmas Eve on a glacier separating two<br />
curriculum ran concurrently, with a total of twenty-six<br />
ever more important parts of our work.<br />
villages. The youngsters, protected by The Angel of<br />
12 13
Forty-three years of<br />
Camphill Special<br />
School<br />
14 15
Volunteers help<br />
our children grow<br />
by Courtney M. Coffman<br />
Development Officer<br />
2006–2007. These generous volunteers serve in our<br />
classrooms, houses, and office; participate in the Parent-<br />
Staff Group, on our Board of Directors, special event,<br />
and other fundraising committees; and help with outdoor<br />
projects, like mowing the grass or creating the<br />
Horizontal Path.<br />
In fact, volunteer groups nearly completed the<br />
Horizontal Path this year! Volunteers from Chicago<br />
Every August, volunteer coworkers from all over the<br />
world arrive at Camphill Special School to learn, to<br />
serve, and to gain experience in working with children<br />
with special needs. While accomplishing all of this,<br />
these exceptionally bright, hard-working, and caring<br />
young people forge lifelong friendships, not only<br />
among themselves, but also among the children they<br />
work with so closely. We are grateful for all that they do<br />
for our community and for the special kind of love and<br />
companionship they offer our students. Without volunteer<br />
coworkers, we could not sustain Camphill Special<br />
School’s extraordinarily nurturing environment.<br />
Non-resident volunteers also are a vital part of our<br />
school community. Over 255 parents, grandparents,<br />
family members, and members of the greater community<br />
volunteered over 2,300 hours to our students in<br />
Waldorf School, Church Farm School, Cornerstone<br />
Co-op, Deloitte Consulting, GE/LNP, GRACO Children’s<br />
Products, Sanofi-Aventis, Shamona Creek Elementary<br />
School, Wayne Baptist Youth Group, and Williams Gas<br />
Pipelines were welcome additions to our community<br />
this year.<br />
We appreciate the hard work of these<br />
volunteers on our 2006–2007<br />
fundraising committees:<br />
Parent Campaign for the Annual Village Fund<br />
Toni and Bob Bowersox, Chairs<br />
Mary Beekley<br />
Warren R. Gleicher, Esq.<br />
Ruth Hedrick<br />
Roz Heiko<br />
James Herbert<br />
Camilla Lange<br />
Emily Smith<br />
Thym Smith<br />
Ginny and Bob Swain<br />
Paula Toburen<br />
Fiona Young<br />
Grandparent Campaign for the Annual Village Fund<br />
Iris and Sheldon Wyman, Chairs<br />
Major Gift Committee<br />
Warren R. Gleicher, Esq., Chair<br />
Craig L. Adams<br />
Robert Domergue<br />
William C. Herman, Esq.<br />
Marianne LaKamp<br />
Ronald Landon<br />
Eric Maskin<br />
Richard Oswald<br />
Bob Swain<br />
We also extend appreciation to these officers of the<br />
Parent-Staff Group:<br />
Lisa Linder and Kim Small, Chairs<br />
Camilla Lange, Secretary<br />
Beth Eagen, Event Coordinator<br />
16 17
Camphill ProAm<br />
highlights<br />
fundraising<br />
year<br />
The Camphill ProAm grows larger and more rewarding<br />
every spring, and this year was no exception! Presented<br />
by PECO, An Exelon Company, and hosted by Anthony<br />
DeCecco’s Tennis Addiction, the 2007 Camphill<br />
ProAm Tennis Tournament and Tennis Ball earned<br />
over $107,000 in support of our 2006–2007 Annual<br />
Village Fund and renovation projects at Beaver Farm.<br />
Two hundred and fifty supporters enjoyed dinner, dancing,<br />
auctions, and a student musical performance at The<br />
Desmond Hotel on May 11. 6abc sportscaster Jamie<br />
Apody volunteered as our celebrity auctioneer, while<br />
parent and QVC on-air personality Bob Bowersox<br />
served as emcee. At Valley Creek Park the next day,<br />
energetic athletes treated spectators to exhilarating<br />
tennis matches in the ProAm Tennis Tournament.<br />
Professional Kyle Hawthorne and amateur Matt<br />
Bonds triumphed over seven other teams to win<br />
the coveted championship.<br />
Camphill Special School thanks our sponsors, ticket<br />
purchasers, program advertisers, donors, volunteers,<br />
and committee members for contributing to our<br />
most successful ProAm ever.<br />
2007 Camphill ProAm Committee<br />
Craig L. Adams, Honorary Chair<br />
Theresa and Henry Beekley, Tennis Ball Chairs<br />
Anthony DeCecco, ProAm Tournament Chair<br />
Mary Beekley<br />
Toni Bowersox<br />
Amy Colannino<br />
Michele and Dennis Duym<br />
Kyle Hawthorne<br />
Wasyl Manko<br />
Cookie Maranella<br />
Celes Panichelli<br />
Ginny Swain<br />
Paula Toburen<br />
Tara Wood<br />
18 19
Fundraising events are<br />
music to our ears<br />
Strategic financial planning<br />
makes Beaver Farm<br />
purchase a reality<br />
by Claus Sproll, Finance Director<br />
I wish to extend appreciation to Tom Rosendale, who<br />
has retired from our Board of Directors after serving<br />
eight years as treasurer. We remain grateful for the<br />
steady guidance of our Finance Committee and<br />
the innumerable gifts of commitment and financial<br />
resources that enable us to fulfill our mission: to provide<br />
educational opportunities for children with intellectual<br />
In March 2006 Camphill Special School was offered<br />
On September 26, 2006, the Frederick P. Rose Hall of New York Concert Benefit Committee<br />
and developmental disabilities from pre-kindergarten<br />
the chance to purchase Beaver Farm, a fifty-six acre<br />
Jazz at Lincoln Center was the setting for a concert celebrating<br />
Betsy and Bill Herman, Chairs<br />
through age twenty-one.<br />
property we had leased as a second location for our<br />
forty-five years of Camphill in North America. Craig L. Adams<br />
Transition Program (see page 10). Thankfully, due to the<br />
Presented collaboratively by all the North American Robert Domergue<br />
(L to R) Paul and Sandy Pluta,<br />
kindness and generosity of many donors and our prudent<br />
management of resources, we were able to take<br />
Camphill communities, the concert featured Paula Sandy and Brian Epstein<br />
2006–2007 REVENUE<br />
Tamara Sheen of The Transition<br />
Program, and B.J. Sarkissian presented<br />
a concert on October 27, Elena McEntire, Charles Neidich, Mark O’Connor’s Leslie and Larry Meril<br />
84%<br />
Robison, Michael Bacon, Eroica Trio, Imani Winds, Eric Maskin<br />
advantage of this spectacular opportunity.<br />
4%<br />
12%<br />
2006. Despite the rainy and Appalachia Waltz Trio, Charles Wadsworth, and the Ginny and Bob Swain<br />
We settled on the property in December 2006, securing<br />
Tuition 84%<br />
a tax-free mortgage from the Chester County<br />
windy conditions that evening,<br />
Contributions 12%<br />
Camphill Village Ensemble before an audience of over Kim and Finn Wentworth<br />
nearly 150 friends of Camphill<br />
Other 4%<br />
one thousand music lovers. The spectacular event raised<br />
Economic Development Corporation administered by<br />
Special School attended and<br />
$4,400 was raised for The<br />
Transition Program.<br />
nearly $1.3 million in support of Camphill’s unique<br />
mission.<br />
New York Concert Committee<br />
Amy and Warren R. Gleicher<br />
New Century Bank. Forty-five acres will remain in permanent<br />
agricultural easement, preserving unspoiled<br />
Lydia Schulze<br />
farm land in the heart of Chester County. Over the summer,<br />
2006–2007 EXPENSES<br />
with the help of gifts to our Annual Village Fund<br />
7% 4%<br />
Thanks to the unparalled efforts of Camphill Special<br />
Lisa and Philip Turits<br />
School’s own Benefit and Concert Committees and the<br />
43%<br />
4%<br />
Iris and Sheldon Wyman<br />
and several specific grants, some priority renovation<br />
Administration 7%<br />
generosity of our sponsors and those who purchased<br />
Development 4%<br />
projects were undertaken on the two existing houses.<br />
18% Maintenance 4%<br />
concert tickets, the concert raised $221,000 for our<br />
Residential 18%<br />
Our strategic plan calls for constructing two additional<br />
Other 11%<br />
2006–2007 Annual Village Fund. This was the highest<br />
residential buildings and a multi-purpose space, eventually<br />
permitting us to accommodate eighteen to twenty<br />
13%<br />
Program Cost 13%<br />
amount ever raised for Camphill Special School at the<br />
11%<br />
Program Personnel 43%<br />
triennial event.<br />
students.<br />
20 21