Landmark was designed to disrupt the status quo for educating students with learning differences.
THE MAGAZINE OF LANDMARK SCHOOL
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Reading is a Right
Learn more about the reading crisis.
The statistics are staggering. Today in the United States, an elementary school student would have better odds of surviving the Titantic than becoming a competent reader. And yet our society prizes literacy as a basic human function. It’s time to understand the crisis and do something about it.
with
webinar on reading. Plus find more Landmark Learns webinars on dyslexia, motivation, anxiety, and more.
Podcast on the Science of Reading from Emily Hanford and APM Reports.
Empowering questions any parent can ask their school about their child’s reading instruction.
Lantern
THE SPRING/SUMMER 2024
The Lantern is published twice yearly by the Marketing and Communications Department at Landmark School, P.O. Box 227, Prides Crossing, MA 01965-0227
The Lantern is available online at www.landmarkschool.org/lantern Contact us at lantern@landmarkschool.org
Managing Editor Susan Tomases
Designer Melanie deForest-Malloy
Lantern Editorial Committee and Contributors
Josh Clark
Hazel Crowley
Michelle Granese
Jill Flemming
Scott Harlan
Kimberly Hildebrandt
Rob Kahn
Chrissy Kenney
Bernie Romanowski
Jennifer Whyte
Copy Editor Beth Rowen
Contributors
Suzanne Crossman
Chris Harris
Beth Jamieson
Tara Joly-Lowdermilk
Hannah O’Neil
Laura Polvinen
Kelly Scimone
Meghan Sebens
Maggie Vogt ‘29
Jennifer Whyte
RESOURCES
Photographers
Jill Flemming
Kelly Howard
Kieran Kesner
Lifetouch Photography
Laura Polvinen
Cindy Spreer
lantern! If you’re not already receiving The Lantern, or have a friend who you think would like our magazine, please subscribe today. The Lantern is chock
It’s the Difference That Matters
By Josh clark P’28,
’31
In April of 1991, I was 10 years old, and I had only one thing on my mind: Adolphe Quetlet be damned!
designing for the average
Adolphe Quetelet was a 19thcentury astronomer, mathematician, sociologist, and statistician—and, in my third-grade mind, a secret sadist. In 1835, he introduced the concept of “the average man,” a hypothetical standard of normalcy based on the average value of human characteristics, including height, weight, age, intelligence, and even moral character. Quetelet’s application of the bell curve to the social sciences cannot be understated. While it no doubt led to significant breakthroughs in medicine, behavioral sciences, and even your Facebook feed, it also introduced a quantifiable definition of intelligence, and with it came standardized testing.
Quetelet’s “average man” became the driving force in education. We standardized curricula, approaches, and measurements to meet the “average” need. And we continue to judge student performance against the “average.” In traditional education, the goal is not to identify and invest in what students can do but to drive their deficiencies toward the average.
designing for the difference, not the average
Because of Quetelet, in third grade, I was initiated into the world of poor academic performance via the Tennessee Comprehensive Assessment Program (TCAP), where my deviation from the average was in stark display. Like most people with learning differences or otherwise, my performance was a jagged profile of strengths and struggles. Instead of thinking of my education as a mountain
range to traverse, my potential was measured by a dart board, with the average covering its bullseye.
At Landmark School, we don’t strive for the average. We know that a global, interconnected, tech-infused world does not produce average problems. Employers are not looking to recruit average performers. As you will see throughout this issue of The Lantern, at Landmark School, we design for the difference (pg. 10) because it is the difference that matters. BOOK-OPEN
Josh Clark then & now
Trip to Our Nation’s Capital
This May, 43 eighth graders from Landmark School set off on their Washington, D.C., trip. Highlights included an unforgettable meal at the world-famous Ben’s Chili Bowl followed by visits to the Iwo Jima, Korean War, 9/11, Lincoln, and Duke Ellington monuments. Later in the trip, the students toured the Holocaust, African American History, and Air and Space Museums, as well as the Capitol building. On the final day, the group visited Mount Vernon with a live Revolutionary War reenactment and took in exhibits at the Natural History and American History Museums. Students soaked up every opportunity to connect their classroom learning to these historic places, explored all that D.C. had to offer, and most of all, spent time with classmates making memories they’ll never forget.
10-YEAR REUNION
SATURDAY, SEPTEMBER 21
Celebrating the Class of 2014 (Classes 2012–2016 are invited too!)
LANDMARK CARES
SEPTEMBER 21-27
This week promises a host of in-person and virtual events to come together as a community to celebrate and support Landmark School.
x always learning
Summer Reading to Inspire
For several years, Landmark has provided books for a faculty and staff summer reading initiative. This year’s choices represent a broad set of topics and entry points, fiction and nonfiction, and explicit and implicit connections to expand our perspectives by challenging assumptions. Titles represent themes related to our Meeting the Moment strategic vision work (pg. 46) and include:
The Seven Habits of Highly Effective People, Stephen Covey Culturally Responsive Teaching and the Brain, Zaretta Hammond
Our Iceberg is Melting: Changing and Succeeding Under Any Conditions, John Kotter
Mindset: Changing the Way You Think to Fulfill Your Potential, Carol Dweck
Hidden Potential: The Science of Achieving Greater Things, Adam Grant
The Anxious Generation: How the Great Rewiring of Childhood Is Causing an Epidemic of Mental Illness, Jonathan Haidt
James: A Novel, Percival Everett
HOMECOMING
SEPTEMBER 21
Homecoming kicks off Landmark Cares Week. Grab your friends and come back to reconnect with your Viking family!
Beacon Landmark’s News in Brief
x trial run
Testing the Higher Ed Waters
This year, a hand-selected group of Landmark High School students was invited to participate in an early college pilot program with Endicott College. Students enrolled in Endicott’s Van Loan program and chose from three seven-week courses: The Salem Witch Trials, Terrorism Studies, and Foundations of Mindfulness.
One student enrolled in all
three! Participants earned both Landmark School and college credit. Along with the academic opportunities available through this program, students experienced getting a college ID and using the Endicott library, gym, and other facilities.
Coordinating faculty members Christopher Murphy and Joe Rose provided the student support and momentum behind the program. Chris said, “Once
Signed and Sealed community supPort
Only weeks after the Meeting the Moment construction projects broke ground on our campuses, our building partners, Windover Construction, arranged for all faculty, staff, and students to sign beams that are now essential structural elements in each building. Signatures will forever be etched into the fabric of these spaces.
again our students rose to meet an opportunity, to take a chance, and succeed.”
Student comments about the program included:
• “I learned the differences between high school classes and college classes.”
• “College classes actually aren’t that scary.”
• “Managing Landmark and Endicott courses helped me manage my time better.”
Landmark and Endicott will continue to collaborate next year to offer this opportunity to even more students.
Congratulations to the following juniors and seniors for all of their hard work:
Kendall A. ’25, Maggie A. ’25, James B. ’25, Anders I. ’25, Mariel J. ’24, Abby L. ’25, Eddie P. ’24, Christina S. ’25, Lily V. ’24, Hayden L. ’25, and Taylor N. ’25.
x outside opportunities
Andrew Burke’s Legacy
Each spring, High School faculty are invited to submit proposals to be considered for an Andrew Burke Professional Development Grant for summer curriculum development. The grants honor the memory of former High School faculty member, Andrew Burke.
This year’s recipients are:
Mary Guinee and Kristine Burgess World History 1 Curriculum with Reading Instruction Overlap Kim Motylewski Curriculum to Support Oral Expression and Social Communication Goals in Tutorial Brianna Tzortzis Executive Function Curriculum
Inspired Tic Tac Toe
High School Foundations of Art students created whimsical Tic Tac Toe boards inspired by the ceramics artist Amanda Eve. Beth Jamieson, co-head of the Visual Arts Department said, “Students enthusiastically executed this project and enjoyed choosing their own ideas for a theme. This project incorporated a variety of skills that they learned throughout the year and was an introduction to creating a functional piece using clay. It was especially fun to see each student’s interests, personality, and style come through in their finished projects.”
x tacking to victory
Landmark Sailors Know the Ropes
For several years running, Landmark’s High School sailing team has dominated the competition on the North Shore and beyond. The co-ed team sailed out of Manchester Harbor and participated in both invitational and school-to-school competitions. In nearly all cases, Viking mariners took first or second place. Landmark’s team finished first in the North Shore Fleet Race regatta with six schools and eight teams, it won the B League North honors with an 8:1 record, and placed fifth against 16 competitors in a race in Boston Harbor. Thank you to coaches Doug Walker, Landmark robotics teacher, and Matt Baginski, head of the Automotive Department, for coaching the team with outstanding results.
x on the job
Senior Internships
This spring, 35 students from the Senior Seminar courses and the Student Advocates completed two-week internship programs to practice their skills outside of the classroom and in the “real world.” Students worked alongside professionals in various fields, ranging from the trades to science, law, creative fields, and much more. Starting next year, all seniors will complete a capstone project related to an experience of their choosing that could include an internship, community service project, or independent study.
x your turn
Kiara and Gaby get a taste of the demands of the recording studio at BevCam. See more!
x crushing it
Spring High School Athletes of the Week
Kiera Carr ’24
Girls Varsity Lacrosse
Avery Dovich ’26
Girls Varsity Lacrosse
Grant Garrett ’24
Co-ed Varsity Sailing
Abby Laster ’25
Co-ed Varsity Sailing
Teddy Pollack ’24
Track & Field
Nico Santosuosso ’26
Boys Varsity Lacrosse
Ella Twomey ’25
Track & Field
x black box highlights
On Their Toes
In April, the Landmark Dance Club brought the magic of movement to life during the spring Evening of Dance performance held in the High School Performing Arts Center. Each number was choreographed and executed by the school’s dedicated students. The showcase captivated audiences with an array of dance styles, moods, costumes, and technical effects. Under the guidance of student director J.R. Sasso ‘25 (p. 12) and faculty advisor Kaitlyn Munsell, the dedicated dancers showed off their technical skill, stage presence, and emotional depth.
x under cover
Investigating the FBI
The High School Law class visited the Federal Bureau of Investigation in Boston to meet with former Landmark parent and FBI agent, Scott Robbins P’16. The field trip was an extension of a unit on law enforcement and the criminal process, including arrests, search warrants, surveillance, investigations, cybercrime, and the Boston Marathon bombing. Students toured the bureau, the motor pool, got to see a SWAT vehicle called the “BearCat” up close, and learned about specialized weaponry, safety, and surveillance equipment. Above all, they learned on-site and interviewed two agents about their experiences. Thanks to faculty members Dan Ahearn and Bill Barrett for arranging the trip and to Scott Robbins for making the visit so enlightening.
x trade U
Pursuing the Practical Arts
Landmark School’s Transition and Guidance Department has long encouraged high school students to pursue training in the trades and other forms of job preparation outside of the four-year college path—well ahead of the recent national trend. In May, members of the guidance team brought students to an open house at the New England Institute of Technology (NEIT) in East Greenwich, Rhode Island. NEIT prides itself on specializing in hands-on learning and offers certificate programs, associate and bachelor degrees in diverse fields like traditional trades, technology programs, and subjects including criminal justice, vet tech, nursing, cybersecurity, and videogame design.
Beacon Landmark’s News in Brief
x
Middle School Hits the Track
Despite this spring’s damp weather, Landmark’s middle school track and field athletes competed in a variety of events to prove their grit, determination, strength, and speed. Coach Triback said of an early meet in the season, “We experienced all four seasons in one afternoon.
As we loaded the bus it was a beautiful sunny day. As we threw the shot put, jumped into the long jump pit, tossed the turbo jav, and flew over the high jump bar, the skies opened up and dumped icy rain on us. Kudos to the team for hanging in there and always doing their best!” Congratulations to our middle school athletes—you make us proud!
x metamorphosis
Butterflies Fly Free
In the final quarter of the school year, Landmark School’s elementary classes experienced life cycles in real time. Some would argue that there is no better way to witness this phenomenon than by fostering caterpillars into butterflies. Students and their teachers received painted lady caterpillar babies and watched them eat and grow, and after they returned from April break excitedly observed that their caterpillars had each formed a chrysalis! After a few days of patiently watching and waiting, the butterflies began to hatch. Students then released the butterflies into the wild.
D&D Adventurer’s Guild
Imagine if Stonehenge wasn’t just a mysterious collection of ancient stones but a gateway to infinite dimensions. That’s how Landmark’s EMS Dungeons & Dragons Adventurer’s Guild began in 2021, sparked by the curiosity of Eli B. ’28, a fifth-grade student at the time.
From that single spark, seven intrepid students banded together to embark on a grand adventure, fueled by dreams, imagination, and the thrill of problem-
solving. Little did they know, it was just the beginning of an epic saga.
The Guild (club) has flourished and expanded to a community of 14 dedicated members who explore the boundless possibilities of new worlds, dimensions, and stories. The group is split into two divisions—the D&D Starter Set, led by seasoned DM Nick Johnson, and Advanced D&D, led by Chris Harris. Each week, members delve into realms teeming with magic, perilous challenges, and the sheer joy of unleashing one’s imagination.
on your mark...
Landmark was founded in 1971 to disrupt the status quo and creatively and effectively meet the needs of students who struggled with dyslexia and other language-based learning differences. Fifty-three years later, Landmark is still at it. Read on to find out how Landmark was and will always be designed for the difference.
How I LEARN
How We COACH
JR Sasso ’25 on stage at a recent dance performance.
How I Learn Differently
Watching students meet and exceed their potential, fueled by an individualized program, is what drives us.
THE SMALL AND INVESTED LANDMARK dancers were understandably disappointed when their teacher left in the middle of the academic year. With the support and encouragement of the administration, JR Sasso ‘25, a junior, eagerly stepped up to revive the High School’s after-school Dance Club. This spring, the troupe wowed audiences with 13 originally choreographed numbers for two nights of Evening of Dance performances.
How are opportunities like this available for Landmark students?
An academic program that’s designed for the difference.
“Getting the opportunity to run the Dance Club made my organizational skills better,” JR said. “I have learned so much at Landmark, and this was a chance to practice in a real-world situation. I never thought I could do something like this, but now I know I can.”
One day, JR hopes to teach dance and musical theater to adults and kids—and he can’t hide his zeal for the performing arts. Not only is he active in all of Landmark Theater Company’s performances, but he also choreographs for a local public high school and performs on stages around the area.
For Landmark students like JR who are motivated to improve skills and adopt the strategies explicitly taught across all subject areas, the rewards are infinite.
THE CHALLENGE: StAYInG ORGAnIZeD AnD mAnAGInG tIme WHILe enGAGInG In PeRfORmInG ARtS InSIDe AnD OUtSIDe Of SCHOoL.
THE DIFFERENCE: LAnDmARK mAKeS UnIQUe AnD CHALlenGInG OPpORtUnItIeS AVAILABLe tO me BASeD On mY ABILItIeS AnD PASsIOnS.
HOW LANDMARK SUPPORTS ME: mY teACHeRS tAKe tHe tIme tO ReALlY KnOW me AS A PeRSOn AnD A StUDent.
Landmark has helped me harness my ADHD and use that energy to express my creativity more easily.”
—JR SASSO
’25
How We Coach Differently
Coaches who are highly trained Landmark educators make all the difference for athletes on the field, court, mat, and track.
SHE HIGH-FIVES HER TEAMMATE AND steps onto the field. Her head held high, her face set with determination and a slight smile at the prospect of joining her teammates for competition and fun. She has worked hard to find her place in the classroom, and this resilience also shows on the field. This is a Landmark athlete.
What has allowed this athlete to achieve such confidence?
A coaching approach that’s designed for the difference.
Landmark School coaches are beyond ordinary. They are classroom teachers transformed like superheroes, shifting from collared shirts to athletic shorts. They understand their athletes' unique challenges and strengths and implement the Landmark Six Teaching Principles™ on the field as well as in the classroom. They teach drills explicitly, using models and spiraling back. They provide opportunities for success and individualize goals. They give immediate feedback that is constructive, instructive, and positive.
While Landmark coaches understand that some students step onto the field with visualspatial deficits, working memory challenges, or built-in complexes of failure, they also know they have a higher level of resilience, grit, and determination. The field, the court, the mat, and the track are all opportunities for coaches to show their athletes that they are valuable and capable. They teach the importance of skills, self-advocacy, character, leadership, and the rewards of hard work. And while winning feels good, being a team feels better.
THE CHALLENGE: mAnY LAnDmARK AtHLeteS HAVe VISUALSPAtIAL OR WORKInGmemORY DefICItS.
THE DIFFERENCE: COACHeS BUILD teAmS, nOt AtHLeteS.
tRAInS AtHLetIC COACHeS tO USe tHe LAnDmARK SIX teACHInG PRInCIPLeS™, JUSt LIKe In tHe CLASsROom.
We can find a lot of
victories
even when we are not winning on the scoreboard.”
—BROOK SUMNER, ATHLETIC DIRECTOR
How We Teach Differently
A specific student profile, small classes, skilled teachers, and a customized approach are key ingredients to the recipe for Landmark's secret sauce.
THE LAST PERIOD OF THE DAY.
The six students are restless and playful, but their teacher is prepared. With graphic organizers to complete for some and hands-on activities to engage in for others, she gives them a few minutes to settle in and then they dive into a class that is designed for their needs. This is a Landmark teacher.
What makes this class dynamic possible?
A teaching environment that’s designed for the difference.
Training, mentorship, collegiality, independence, and mastery are the foundations of what makes a Landmark School teacher uniquely equipped to work with students who have dyslexia and other language-based learning differences. This approach, and the whole system, are set up for students who have struggled in school but want to learn.
According to Elyse Gordon, Head of the High School Science Department, “We know our kids so well and are always balancing teacher-to-student roles, upholding high standards, including students in the process, and redirecting when needed.”
The small class sizes, students grouped by skills and learning profile, and explicit teacher training allow countless opportunities to individualize the curriculum. This is the secret sauce of Landmark’s approach. Teachers modify classroom content based on the needs of the students. Each student is additionally supported by a team of other teachers, advisors, coaches, and house parents, all of whom have the same training. Landmark teachers are the heartbeat of our program.
THE CHALLENGE: BeInG emPAtHetIC AnD SUPpORtIVe WItHOUt LOWeRInG tHe BAR.
THE DIFFERENCE: In A COmmUnItY Of LIKe-mInDeD LeARneRS, StUDentS nO LOnGeR feeL StIGmAtIZeD. tHeY feeL SAfe AnD ARe ReCePtIVe tO LeARnInG.
HOW LANDMARK SUPPORTS ME: tHe entIRe enVIROnment IS DeSIGneD SPeCIfICALlY fOR OUR StUDentS. eVeRYOne IS On tHe SAme PAGe.
A challenge (and joy!) about working with Landmark students is continuously collecting data, assessing plans, tweaking cues, designing/redesigning, and learning to serve a unique student or group.”
—HAZEL CROWLEY, MIDDLE SCHOOL LANGUAGE ARTS TEACHER AND ADVISOR
How We Train Differently
Cultivating top-notch educators to deliver Landmark's proven method is a delicate balance of training, mentorship, first-hand experiences, intentionality, and collegiality.
ANEW TEACHER STANDS IN FRONT of a room of expectant students on the first day of school. This moment can be daunting for students and teachers alike. For the teacher, the feeling is more exciting than anxiety-provoking. They have had weeks to be immersed in explicit training, gel with colleagues, and learn about their students. Now is the moment to put all of this preparation into action. This teacher is ready.
What has gotten this teacher to this place of preparedness?
A Teacher Residency program that’s designed for the difference.
Landmark’s approach to teacher training is collaborative, intensive, and dynamic. Central to our philosophy is the recognition that the success of every student hinges on the skill, adaptability, and empathy of top-notch, wellprepared educators.
Landmark's Teacher Residency Program is finely tuned to meet the needs of our student body. Throughout the journey, new teachers are given a scaffold of support, (just like our students!), with department heads and colleagues offering continuous mentorship. By investing in the training of its teachers, Landmark cultivates an environment where every student can thrive.
THE CHALLENGE:
OUR StUDentS HAVe eXeCUtIVe fUnCtIOn AnD LIteRACY CHALlenGeS On tOP Of neeDInG tO LeARn COntent
THE DIFFERENCE: teACHeR tRAInInG IS nOt JUSt ABOUt ImPARtInG KnOWLeDGe BUt ALSO ABOUt nURtURInG A PeRSPeCtIVe.
HOW LANDMARK SUPPORTS ME:
We ARe ALl In It tOGetHeR. teACHeR tRAInInG SPeCIfICALlY PRePAReS eVeRY teACHeR tO Be A COntent AReA teACHeR…AnD An eXeCUtIVe fUnCtIOn COACH… AnD A LIteRACY InStRUCtOR…AnD A CHeeRLeADeR—AnD SO mUCH mORe.
Our students dictate our training. Teachers must have an appreciation for who our students are and why they are here.”
—PETE ASARO, DIRECTOR OF FACULTY RECRUITMENT
Key Elements of Teacher Residency Program:
+ trainIng
In-house comprehensive training before the school year begins, and residential life experience for High School teachers.
+ master’s Degree
Fully subsidized on-site Master's degree that allows teachers to put into practice what they are learning.
+ mentorship
Extensive professional development and mentoring emphasizing evidence-based strategies to reach students with dyslexia and other specific learning disabilities.
+ CohOrt
Cohort model creating camaraderie, support, and belonging.
+ Culture
Landmark fosters a culture of collaboration, empathy, and a growth mindset for our students and our teachers.
SCHOLASTIC ART AWARDS
The Scholastic Art & Writing Awards are the oldest and are considered to be the most prestigious art and writing recognition for teens in the country. Each year, our High School Visual Arts Department partners with its students to create, curate, and submit works to the program. This year, 14 Landmark students were recognized in the Massachusetts round of competition with one piece advancing to the national round where it earned a Silver Medal. Congratulations to all of the participating students.
Greg Bowman ’26 GOLD KEY LORRAINE
Sydney Karp ’24
GOLD KEY FRAMES
Kiara Nisenbaum ’24
GOLD KEY SELF PORTRAIT
Sophia Lopez ’24
GOLD KEY SELF PORTRAIT
Sydney Karp ’24
GOLD KEY ROPE LINE
Mark Frost ’24
KEY SELF PORTRAIT
Addy Canute ’27
GOLD KEY CAT
SILVER
Sophia Lopez ’24
SILVER KEY SELF PORTRAIT
Elaina Vorrias ’25
SILVER KEY PANCAKES
HONORABLE MENTION
West ’26 HONORABLE MENTION DRAGONFRUIT
Sydney Karp ’24 HONORABLE MENTION MY SISTER
Anna
Sydney Karp ’24
SILVER KEY STAIRS
Tommy Bewick ’24 SILVER KEY MOVEMENT
Harper Neville ’27 SILVER KEY MOTION
Ella Graham ’26 HONORABLE MENTION BOTTLES
Elaina Vorrias ’25 HONORABLE MENTION SELF PORTRAIT
Kacie Neely ’24 HONORABLE MENTION COMPOSITION 1
Maggie Fardin ’25
SILVER KEY EYES
Kacie Neely ’24
SILVER KEY COMPOSITION 2
Sydney Karp ’24
SILVER KEY KIO
Dominic DiBenedetto ’25
SILVER KEY JACKSON’S CHAMELEON
CLASS OF 2024
PHOTOS BY KELLY HOWARD AND LIFETOUCH PHOTOGRAPHY
Benjamin F. Andrew University Of New Hampshire Durham, New Hampshire
Angelina Felicia Assetta Curry College Milton, Massachusetts
Marco Joseph Bared
Oregon State University-Cascades Bend, Oregon
Anastasia Hope Battles St. Lawrence University Canton, New York
Bryce R. Begin Peterson School Woburn, Massachusetts
Thomas Paul Harry Bewick Oxford Brookes University Oxford, England
Josiah Kevin Burke Curry College Milton, Massachusetts
McKenzie Burke
Bunker Hill Community College Charlestown, Massachusetts
Derek Aubrey Cannuscio College of Charleston Charleston, South Carolina
Madeline Tenney Capriotti Montserrat College of Art Beverly, Massachusetts
Kiera Lynn Carr
Rollins College Winter Park, Florida
Lia Ellen Carr
Rollins College Winter Park, Florida
Alexandria Elle Civitarese University of New Hampshire Durham, New Hampshire
Andrew R. Cutter
Elon University Elon, North Carolina
Margaret K. Dalton Marist College
Poughkeepsie, New York
Maddox James Ladd Devine Employment
Dambou R. Diawara
New England Institute of Technology East Greenwich, Rhode Island
Ariana DiRienzo Regis College
Weston, Massachusetts
Paul James Durant
Elon University
Elon, North Carolina
Van Dexter Elwell
Elon University Elon, North Carolina
William Michael Filosa
Providence College Providence, Rhode Island
Mark Frost Gap Year
WORDS OF WISDOM
Veteran Landmark School faculty member, Jason Mansfield, delivered a poignant and amusing address at this year’s Commencement Ceremony. He capped off his speech with this important message. “Luck is the point where preparation meets opportunity.” And reminded the graduates that they are prepared for what comes next. Thank you, Mr. Mansfield!
Grant Andrew Garrett College of Charleston
Charleston, South Carolina
André Tanini Giles
Saint Michael’s College Colchester, Vermont
Andrew P. Hayes
Merrimack College North Andover, Massachusetts
Ella R. Hayward
Curry College
Milton, Massachusetts
Rowan A. Henkes University of Vermont Burlington, Vermont
Biniam Hill Gap Year
Sean T. Hoey
McDaniel College
Westminster, Maryland
Tyler James Hutchings Employment
Brianna James
North Shore Community College
Danvers, Massachusetts
Catherine Rose Johnson
Syracuse University Syracuse, New York
Evan Hall Johnson
Fairfield University
Fairfield, Connecticut
Mariel Jones
Stonehill College Easton, Massachusetts
Byron Alexander Kalogerou
Merrimack College
North Andover, Massachusetts
Mia Kaminsky
Johnson and Wales University
Providence, Rhode Island
Sydney Sara Karp
Fairfield University
Fairfield, Connecticut
Carter Hall Lamb
St. Lawrence University
Canton, New York
Sophia LaRosa
Keene State College
Keene, New Hampshire
Sophia Esther Jane Bermingham Lopez Pratt Institute Brooklyn, New York
James Cameron Luck University of Vermont Burlington, Massachusetts
Sophia Angelina Lucontoni High Point University High Point, North Carolina
Maxwell D. Ludmar University of Denver Denver, Colorado
Gabrielle J. Matte-Roy Massachusetts College of Art and Design Boston, Massachusetts
Luke Michael McCann University of Alabama Tuscaloosa, Alabama
Christianna Marie McGaffiigan University of New Hampshire Durham, New Hampshire
Felim Victor Meade Drexel University Philadelphia, Pennsylvania
Mathew James Merrikin
Bryant University Smithfield, Rhode Island
Benjamin Douglas Merrill Lynn University Boca Raton, Florida
Samantha Wei Model Merrimack College North Andover, Massachusetts
Kacie Alexis Neely University of Alabama Tuscaloosa, Alabama
Kiara Bella Levy Nisenbaum Pitzer College Claremont, California
Lucy M. Olson
University of New Hampshire Durham, New Hampshire
William Pitkin IV St. Lawrence University Canton, New York
Maya Teddy Pearl Pollack Colby-Sawyer College New London, New Hampshire
Edward Dallas Pratt College of Charleston Charleston, South Carolina
Andrew F. Reilly University of New Hampshire Durham, New Hampshire
Alexander Dunbar Saville University of Vermont Burlington, Vermont
William John Schurman University of Vermont Burlington, Vermont
Isabella Rose Sestini University of Massachusetts Lowell Lowell, Massachusetts
Sydney Mary Sheehan University of Massachusetts Amherst Amherst, Massachusetts
Gabriel J. Simone
Alfred University Alfred, New York
Joshua Mason Small University of Alabama Tuscaloosa, Alabama
William Christopher Terrien Saint Michael’s College Colchester, Vermont
Sofia Teagan Valleli Keene State University Keene, New Hampshire
Joshua William Van Son Elon University Elon, North Carolina
Lily G. Vaughan
College of Charleston Charleston, South Carolina
Kylie Waltman Lasell University
Newton, Massachusetts
Naomi A. Welles Brigham Young University Provo, Utah
Shania Nyiome Wight
Eastern Connecticut State University Windham, Connecticut
Nathan Woodside Merrimack College North Andover, Massachusetts
CLASS OF 2024 ACADEMIC AWARDS
Lia Carr Christopher Darcy Award LPA Peggie E. Cook Award
Ella Hayward Faculty Award • North Shore Chamber of Commerce Honors Scholars
Cameron Luck Faculty Award
Lily Vaughan North Shore Chamber of Commerce Honors Scholars
Joshua Van Son Muska Award
Derek Cannuscio LPA Peggie E. Cook Award
Rowan Henkes Murphy Award
Kiara Nisenbaum North Shore Chamber of Commerce Honors Scholars
Kylie Waltman LPA Peggie E. Cook Award
Will Filosa Murphy Award
Tyler Hutchings Faculty Award
William Pitkin Muska Award LPA Peggie E. Cook Award
Shania Wight Muska Award
Andre Giles North Shore Chamber of Commerce Honors Scholars
Sydney Karp North Shore Chamber of Commerce Honors Scholars
Isabella Sestini Max E. Clayman Compassion Award Brian W. McDonald Resilience Award
Nathan Woodside Muska Award
EMS CLASS OF 2024
PHOTOS BY KELLY HOWARD AND LIFETOUCH PHOTOGRAPHY
EMS STUDENTS MOVING
ON
Blake Anderson
Reece Archibald
Wade Barnes
Annie Beckley
Amico Bignami
Maeve Brennan
Elijah Bridge
Zara Brown
Catherine Clancy
Rigby Clark
Lilly Costello
Audrey Cullinane
John Daddario
Augustus Davis
Finley Dean
Stella DiScipio
Jack Doherty
Shea Donovan
Rachel Ehlers
Emily Finn
River Gauthier
Logan Gorman
Kevin Hansen
Abigail Hess
Gabriella Hood
Caleb-Louis Levesque
Hannah Lindstrom
Tessa MacDonald
Charles Mackey
Saxon Mahooti
Gary Main
Theodore Massaro
Hunter McCormick
William McDonough
Ainsley Miller
Maxwell Miselis
Lucas Morabito
Jonathan Morris
Maya Najjar
Tyler Prevost
Jacob Rasner
Braden Russell
Violet Sands
Ava Showers
Lucas Siciliano
Caroline Small
Anthony Smith
Jenna Sullo
Breck Tarlow
Olivia Tatum
Liam Todd
Kellan Upton
2024 EMS AWARD WINNERS
Elijah Bridge Clayman Compassion Award
Blake Anderson Langston Citizenship Award
Maya Najjar Rob Kahn Director’s Award
Annie Beckley Charles Drake Award
Olivia Tatum Overall Student of the Year
Highly Trained Teacher
Highly trained teachers (see more on pg. 18) understand not just the curriculum but the methods with which to deliver content.
Purpose
Matching state standards, the purpose or objective of the class lets students know what they are expected to learn.
Vocabulary actively being worked on within the current lesson.
Breaks the lesson into smaller segments that help students know how they are going to achieve the purpose/ objective and anticipate what’s coming next. material
Lets the students know what they need to have ready on their desk during a lesson.
Organization of Materials
Whether it is a physical three ring binder or digital files, teachers work explicitly with students to show them how to organize their materials to make information easier to access.
Anatomy of a
LANDMARK CLASSROOM
Students develop time awareness by visualizing allotted and remaining time for classwork.
Students with learning disabilities often have trouble with months and dates. This visual reminder helps solidify this skill.
word wall
A visual cue to help students retrieve vocabulary that is being used in the classroom.
The teacher takes time during class to make sure students have copied the assignment and understand the expectations.
Small classes of 6-8 allow the teacher to individualize and pace the lesson according to the ability of their students.
Landmark’s approach to serving our students permeates everything we do, including classroom design. Take a look at how we structure our classrooms to support our students’ needs.
Teaching students concepts using more than just paper and pencil is key. Manipulatives and materials
Dorr to Dorr
Andrew and Kenady DOrr ’26
By Jill f lemming
“Ohana means family. Family means nobody gets left behind or forgotten.”
Stitch from Lilo and Stitch.
Lilo and Stitch are a famous dynamic duo of Disney movie fame. The care they showed each other was evident, and the support for one another was unparalleled. Landmark has its own dynamic duo in the brother and sister team of Andrew and Kenady Dorr.
Sibling SupPort
Andrew recalled the struggles Kenady experienced in school before she was diagnosed with dyslexia and accepted at Landmark’s Elementary•Middle School (EMS) in second grade. Four years her senior, Andrew would take Kenady off the bus and help her with homework. He saw her struggling academically, but as a big brother, he was doing all he could to help.
A turning Point
Kenady remembered her first experience at Landmark. “I refused to get out of the car and did not want to be a student here.” Eventually, she did get out of the car, and Andrew watched as Kenady became more confident in her skills and academic abilities.
“Landmark has made a huge impact on our whole family,” said Andrew. “I can’t imagine where Kenady would be, where I would be, or where my parents would be if she didn’t end up here.“ Andrew and Kenady’s mother, Dawn Dorr, is active in the Landmark Parents’ Association.
As Kenady graduated from EMS, Andrew, a junior at Fitchburg State University, looked on as she won the Dr. Charles Drake Award. He remembers thinking, “This community fosters so many powerful connections between teachers and students. I want to be a part of that.” He credits Kenady’s success as the inspiration for wanting to teach at Landmark.
taking It to the next Level
After his graduation, Andrew accepted a job at EMS teaching tutorials, science, and math. He also coached the EMS basketball team.
When asked what advice they would give to current Landmark students, both Kenady and Andrew agreed, “Get involved in the school community. Take advantage of the clubs, sports, and events on campus. Get to know your teachers and be an active part of the school.”
As to who inspired whom? Each insists on crediting the other for their success. BOOK-OPEN
Life as a Forest
m eet alumnus, Hector Simoudis ’09
By Susan t omases
When you mention alumnus Hector Simoudis to the more seasoned faculty and staff on Landmark’s High School campus, they light up. There is no denying that Hector has left a positive and indelible mark on the institutional memory of this place.
making a Commitment
Hector arrived as an international student his sophomore year, reading at a third-grade level. He recalls sitting in his Lopardo 1 dorm room early one evening, leaning over, and staring at the ground in deep thought about his future. “I was telling myself that this was the turning point. I would commit myself to working harder than ever, accept everything Landmark could offer me, reach academic achievements I hadn’t before, and turn everything around. That year, I jumped from a third- to a tenth-grade reading level and received the ‘Overall Academic Award.’ I put everything else aside, set goals, and was dedicated to the decision I made.”
the next Chapter
His next step took him to the University of Denver to study international business and marketing. He has always had a passion for business, people, and entrepreneurship. “When I was in second grade, I put a bedsheet out on
our front lawn to try and sell toys that my mom wanted to donate to people walking by. I also opened a candy shop in sixth grade and sold candy to kids in my neighborhood and at my school. Then, when I was at Landmark, I’d take orders for clothes and accessories that my classmates wanted me to bring back from Saudi Arabia. I was always hardwired for business.”
In addition to business and inspiring other people with dyslexia, I have a love for the mountains and my Greek culture.
“ When I was in second grade, I put a bedsheet out on our front lawn to try and sell toys that my mom wanted to donate to people walking by... I was always hard-wired for business.”
—HECTOR SIMOUDIS
Turning points in college included winning an entrepreneurship pitch competition and conducting an independent study for entrepreneurship that launched his first official business. He admits, “Entrepreneurship has always been in my heart. When you fill a need for people, it’s thrilling.”
finding His Purpose
Among Hector’s many successes is the venture he started after college with one of his college best friends, called eLearning Partners. The company provides an interactive platform with online educational and training courses for businesses and individuals around the globe. Having weathered the pandemic, and with business continuing to move forward, Hector began to consider what was next for his career.
This is where our story ends, and Hector’s journey continues. When asked to reflect on his Landmark days and a piece of advice he would give about overcoming obstacles, he said, “I love the analogy of life as a forest. A healthy ecosystem requires that the forest endure occasional fires to remain healthy. We all must experience some hard times to gain perspective, regroup, and start again. I want to share this message with more people, especially those with dyslexia, like me.”
Leaving the World a Little Better
t rustee Brandi Johnson
By Bernie Romanowski
EarliEr this summEr, a short walk down Hale St. brought me to Endicott College’s campus, which immediately borders Landmark School and shares the same world-class view of the Atlantic Ocean. The landscapes of our campuses are evolving with new buildings, approaches, visions for the future, and an increased focus on inclusion to ensure all students share a sense of belonging.
Brandi Johnson joined our Board of Trustees one year ago and serves as the Vice President and Chief Diversity Officer and Director for their Center for Belonging at Endicott College, where she is also a doctoral candidate in their Educational Leadership program. She’s a seasoned professional, having worked in public and private school districts as well as college and university settings. She’s also a devoted trustee at several other local organizations focused on youth and education.
Brandi’s story of service began in the AmeriCorps in Boston, providing hands-on support to youth involved with Citizen Schools. At the Center for Belonging, Endicott seeks to provide students with programs and a dedicated space to connect with and learn from peers. Brandi’s vibe is ever present, from her vinyl record player to the comfy chairs, sofas, and snacks—the Center is a haven where all students truly feel welcome.
Brandi takes a “thoughtful and practical approach to her work and she understands the challenges and opportunities we all face as we integrate
DEIB practices into our work,” said Josh Clark, head of Landmark School. As she’s getting to know Landmark, Brandi said, “I’m impressed with the students and mission of the school. We have had Landmark interns on our campus, and they are so talented and inspiring.”
Brandi is also the proud mother of Nevaeh and has lived by her father’s advice of “leave the world a little better than you found it.” She brings this approach to her role as a parent and as a Landmark Trustee where her expertise further supports Landmark’s work on Diversity, Equity, Inclusion, and Belonging (DEIB) initiatives. Even after just one year, Brandi’s service as a Trustee further strengthens Landmark’s relationship with Endicott College. Thank you, Brandi! BOOK-OPEN
“Brandi takes a thoughtful and practical approach to her work and she understands the challenges and opportunities we all face as we integrate DEIB practices into our work.”
—JOSH CLARK P’28, ’31
Joining Forces
Brandi is excited about future Endicott/Landmark partnerships:
CHEVRON-CIRCLE-RIGHT Dual Enrollment/Early College program for Landmark High School students
CHEVRON-CIRCLE-RIGHT Landmark Outreach faculty serving as adjunct professors at Endicott
CHEVRON-CIRCLE-RIGHT Endicott interns working at Landmark School
CHEVRON-CIRCLE-RIGHT Emergency Response Teams on both campuses collaborating
CHEVRON-CIRCLE-RIGHT And more...
Hi, I’m Maggie
By maggie vogt ’29
thErE arE many aspects of my personal and academic journey that have allowed me to thrive and change since coming to Landmark School. I have grown immensely since my arrival here in the fourth grade. Over the past four years, I have met many wonderful people, found new hobbies, and developed skills that have made me the person I am today.
f inding my Place
When I started at Landmark, I remember being nervous and uncomfortable in a new school that was so different from what was familiar to me. I made friends quickly, and I felt more confident in a place where everyone could relate to how I learned. Something that really struck me was drama class. It was a place where I immediately felt strong and comfortable—until we were given a small script. When it was my turn to read, I panicked and broke down, but everyone was helpful and supportive.
gain I ng confidence
As time passed, I became more confident with my reading and writing. I started here exclusively reading Elephant and Piggie books because those were all I knew how to read. I was slowly pushed out of my comfort zone and found more books to read as I progressed. The Landmark library was probably the first library I could walk into with confidence and without feeling out of place among the books.
time and space to pursue pas S ions
At this time I don’t know if I would have ever picked up drama or track without my experiences at Landmark. Also, I’m not sure if I would love reading and writing stories as much as I do now. My goal is to become a teacher and someday find my way back to where it all started for me. I want to be a teacher at Landmark for future students in the same way that teachers at Landmark are here for me now. BOOK-OPEN
EVENT WRAP-UP Events
ARROW-CIRCLE-RIGHT
10th Anniversary of Making Waves, Bringing it Back Home in a Big Way
In honor of the 10th Anniversary of Landmark School’s largest community fundraiser, we switched up the format of this signature event, exclusively featuring Landmark’s own talented students, alumni, and faculty. Congratulations to all performers who rocked the Shalin Liu Performance Center stage at the Making Waves REMIX Showcase & Auction on Friday, April 26 in Rockport, Mass.
Our showcase featured performances spanning genres, ages, and skill sets, including:
• An original story presentation by EMS students
• Music and choreography from the High School Girls’ Chorus
• Performances by Alumni Cam Evans P’22 and Nicole Talbot P’20
• A stunning and energetic dance composition
• And last but not least, the all-faculty band WhiskeyTalk, that closed out the evening in style.
It was an incredible evening, but perhaps even more incredible is the generosity of our Landmark School community that stepped up in a big way to support our beloved school. Including our exciting live auction hosted by emcee and local celeb Billy Costa, the event raised $126,000 for the Landmark Fund. We also completed a successful fund-a-need mini-campaign at the event, raising more than $100,000 and meeting our goal to support two key elements of the Meeting the Moment building enhancements underway at each campus.
These funds will support:
A Game Room’s folding glass wall system in the High School Student Center, allowing users to open an entire wall of glass to the outside with sweeping views of the Atlantic Ocean.
The Terrace and Amphitheater at EMS, creating an uplifting, flexible outdoor space for students to engage, present, and learn.
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Savoring Sunny Skies While Supporting Landmark
More than 130 golfers enjoyed a beautiful day of friendly competition at the 32nd Annual Landmark School Golf Benefit held at the Ipswich Country Club on Monday, June 3. As if the enthusiasm and energy out on the course weren’t enough to celebrate, the Golf Benefit was a major success, raising more than $200,000 in support of Landmark School. Thank you to all of our golfers, sponsors, and donors for ensuring the event was a “hole-in-one!”
Making Waves Highlights
LPA Events
The Landmark Parents’ Association (LPA) had a wonderful year full of events and activities to bring the parent/guardian community together, celebrate Landmark’s amazing faculty and staff, and create opportunities for relationship building for students and parents alike.
EMS Game Night
Parents/guardians and students participated in an evening of friendly and fun competition at the first-ever Landmark Parents’ Association (LPA) Elementary•Middle School (EMS) Game Night on Friday, March 15.
Attendees rotated through three structured games: Left, Right, Center; a giant Twister competition; and a homemade, Landmark-themed Pictionary showdown. Winners chose from a host of great prizes, and fun was had by all.
twist and shout Silliness ensues when you piece together six games of Twister.
hug breaks
Family-friendly fun calls for Head of EMS, Claire Sullivan, to take a break to give her daughter a quick snuggle.
win, lose, or draw
You didn’t have to be a master artist, or even doodler, to win at Landmark Pictionary.
LRC for the win
Students had fun taking turns playing and dealing for a spirited game of Left, Right, Center.
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Parents “Experience Dyslexia”
The LPA ran an Experience Dyslexia® Simulation—a perennially popular program—on Saturday, April 6. Created by the Northern California Chapter of the International Dyslexia Association, the simulation is an engaging opportunity for parents/ guardians to participate in modules designed to mimic the experience a student with a language-based learning difference may have in a traditional classroom environment. Through tasks meant to challenge visual-motor and writing skills, comprehension and reading, and word identification, more than 60 attendees experienced firsthand how demoralizing and exhausting school can feel for someone who learns differently.
Following the simulation, the group came together for a lively brunch and discussion with Head of School Josh Clark. Several parents and guardians shared their takeaways and processed the emotional and enlightening experience together. The purpose of the program was to build a sense of empathy and understanding, while also developing a deeper understanding of how Landmark’s unique approach breaks down barriers for students with LBLDs, helping them thrive inside and outside the classroom.
Sharing the Love
The LPA showed Landmark faculty and staff how much they are appreciated by parents and guardians at two Spring Staff Appreciation events: an extended Milkbreak on Wednesday, May 22, at the High School and a luncheon at the EMS on Friday, May 26. Parents and guardians assembled beautiful gift baskets that were raffled off to our deserving staff.
Faculty at both campuses were showered with delicious food, treats, music, and heartwarming messages and remarks from grateful parents.
One parent said it best: “Sending so much appreciation and gratitude to each of you and all you do each day to make Landmark a place where our children feel supported, encouraged, valued, and empowered. You are an amazing group of kind, caring individuals who generously share your experience, wisdom, and skill with our kids—and with us—and I cannot thank you enough!”
The LPA would like to give a special thank you to SAGE Dining Services and Delphine’s Kitchen for partnering with us on this effort.
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The future looks bright for Landmark School. We’re meeting the moment by fostering the power of learning differently to empower our students to think independently, solve creatively, and be prepared for an ever-changing, interconnected world.
Strategic Mindset for Our Future
Since our 50th anniversary in 2021, we have been reflecting on our past and dreaming about our future. In partnership with trustees, administrators, faculty, and parents, we are optimizing our vision for the next 50 years, which will serve as the course for Landmark’s next chapter.
STRATEGIC VISION
Our Students Are Our North Star, Portrait of a Graduate
Our commitment to student support and success is our North Star. The four pillars of our Portrait of a Graduate provide the foundation for the investments that we will make to offer the highest quality and most comprehensive program for students with dyslexia and other language-based learning differences throughout their journey at Landmark School.
Portrait of a Graduate Pillars
Angle-right Self-Awareness and Self-Advocacy
Angle-right Literacy and Communication
Angle-right Problem-Solving and Perseverance
Angle-right Empathy and Perspective
learn more
View our Strategic Vision and read more about our Meeting the Moment initiative.
Landmark’s Values Are Our Compass
Landmark is a caring community committed to:
Angle-right Exploration
Creativity, learning
Angle-right Character
Respect, integrity, kindness, empathy
Angle-right Empowerment
Growth, confidence, independence
Ready for What Comes Next
In an increasingly complex world, preparing our students for life and learning after Landmark is essential. Our students’ success will be a measure of our success. According to the World Economic Forum, skills of the future include analytical and creative thinking, resilience, curiosity and lifelong learning, technological literacy, empathy, and active listening—all skills that align with the strengths of people with dyslexia.
Pride in Place
This Meeting the Moment initiative is a symbol of our dedication to nurturing students’ unique talents and abilities. Tangible aspects of this effort include exciting building projects on both campuses.
Library
A state-of-the-art space with a roof terrace to expand learning opportunities, research, and study
Meeting Room
100 capacity gathering space to host interdisciplinary and social programs
Student Lounge
For students, faculty, and families to collaborate, connect, and socialize
Game Room
A fun and playful space for ping-pong, foosball, pool, chess, and more
Student Life
A vibrant epicenter of student activities and programming
Pavilion
Outdoor event and classroom space that celebrates our coastal location
Elementary•Middle School Campus Enhancements
Dining Room
Dedicated student-centered space for dining and community programming
Four Reimagined Community Rooms
Each specifically designed for students, faculty, families, and the community
Library
Nestled in the heart of the classrooms to enhance accessibility and interaction
Terrace and Amphitheater
Inviting students and faculty outdoors to perform, present, and engage
Four New Classrooms
To help meet the enrollment demands of our EMS campus
Our Community—It Takes a Village
Recently, we have made significant investments in faculty compensation and embarked on gamechanging building projects. These initiatives are helping to provide momentum for continued improvements over the next five years.
We’re innovating, renovating, and meeting the moment!
Winter 2025! help us make history!
Financial support from individuals, foundations, and organizations will make this vision a reality. Please consider a charitable donation to join us in Meeting the Moment.
ANNUAL REPORT of Giving LANDMARK SCHOOL’S
FY2024
Thank you to everyone who donated toward Landmark’s successful Fiscal Year 2024. As you know, our unique approach takes creativity and ample resources and ensures that we can evolve and meet the ever-changing needs of our students. You helped make this possible.
Last year, nearly 600 individuals and organizations made gifts to Landmark School. You helped raise over $2.4 million to support our important mission!
The Landmark Fund is central to our fundraising efforts and fills the gap between tuition and the cost of running our highly- customized and effective programs. These contributions support financial aid, teacher resources, and all aspects of the school’s operation.
While the Landmark Fund represents the core of our philanthropic priorities, we also recognize the invaluable generosity of individuals, foundations, and companies who support special initiatives and projects here. Your contributions directly benefited our students’ experiences, current building enhancements, professional development for teachers, financial aid, Landmark Outreach, and many other programs that enrich and strengthen our vibrant school community and impact.
Each individual, company, and organization listed in this report played an important role in the success of our students, faculty, and programs this past year. In addition to those who contribute financially, we would also like to thank those who gave to Landmark School through inkind donations, time, and volunteer efforts.
We couldn’t do this important work without you— thank you!
To find out more about the Annual Report, please contact Michelle Granese at mgranese@landmarkschool.org
Crew THE
Alumni Notes & Community News
Alumni Notes
1975
Darryl Lesser ’75
In January, I became a horological consultant, which is someone who advises professionals in the watch and timepiece industry.
1992
Michael Deckers ’92
I’ve worked at the University of Connecticut Health Center for more than 23 years as a front desk receptionist and as a volunteer at their Disability Center. Last year, I moved into a new apartment in West Hartford, which is lovely and feels like a hotel.
David Breen ’92
For the past ten years, I have lived in the Diamond District in Lynn, Mass., and spent the past 30 years in theater
and entertainment. In 2021, I launched David Breen Productions, a youth theater education and performance workshop for elementary school children. My program features performance art classes, and I also have put together, written, and directed shows and plays with children. I have partnered with the Danvers Community YMCA, Boys & Girls Clubs of Stoneham & Wakefield, and Melrose
Public Schools. Running the program in Melrose brought my life full circle as I was raised there and many of my peers judged me unfairly because of my dyslexia.
1996
Jake Levenson ’96
Although I’ve been involved with several scientific studies, I just received first-author status in a peerreviewed journal—a big deal in the science geek world! The published paper is the second chapter of my PhD dissertation analyzing data gathered from attaching tiny tracking transmitters to nest-rescued sea turtles. The research is relevant because we don’t know where sea turtles go for the first 10–20 years of their lives. Historically, these years are often referred to as the lost years. You can read more here.
Here is a picture of me attaching a satellite tag to a turtle in Dominica as part of this study!
I would never have been a marine scientist and accomplished any of this without the help of Landmark School, Mr. Walker, Mr. Kent, and the other amazing teachers who believed in me!
2001
Arlan Eatman ’01
I am a homeowner living in Jamaica Plain, a cat mom, and I earned my Master’s Degree in Social Work from Simmons
David Breen ’92
Jake Levenson ‘96
University in 2015. I’m currently working as a mental health clinician at a local nonprofit and city hospital.
2007
Amy Rodrigues ’07
I graduated with my Master’s Degree in Education with a concentration in Moderate and Severe Disabilities. After my two sons were born, I left teaching and opened an integrated daycare and preschool, called Little Big Dreams. In February 2024, we moved to a commercial space and currently service more than 50 students, ages infant through six. In the next five years, we are aiming to grow and offer more Applied Behavior Analysis (ABA) and integrated services as well as occupational, physical, and speech therapy.
2009
Christine Bonaventura ’09
I attended Landmark’s Summer Program in 2008 and 2009. This September, Edward Morgan (seen in photo) and I will be getting
married—he attended the Summer Program too! Four other alumni from the same years are attending the wedding. When I was 13, I couldn’t think of anything I wanted to do less than attend summer school, but within a week, my entire perspective shifted. Landmark changed my life for the better and not only prepared me for high school but also life itself. I couldn’t be more grateful for my time at Landmark. Stay tuned for wedding photos in a future edition of The Lantern.
2010
Dan Schoenfeld ’10
I’m married with one son who is two-and-a-half. I’ve been working in logistics as a freight broker for eight years and live in Columbus, Ohio. My family enjoys all things Ohio State Buckeyes as well as Cleveland sports. We are itching to take a trip to Boston soon so I can show my wife and little boy where I went to school.
2015
Bo Levine ’15 (above)
I’ve come a long way working a few different jobs in the trades, but have now landed as a heavy equipment operator and teamster for Massport at Logan Airport. I’m still new, but it’s one of the best jobs I’ve had. Those big yellow machines you see plowing the runways in the winter, that’s me! Anything and everything that gets done to keep the airport clean, safe, and running—I play a part in and it’s great. I also spend time with my two pups and hit the road on my days off to see where it takes me. Life is too short so you’ve gotta make the best of each and every day!
Dylan Shrier ’15
I just started a new job in
Manhattan at LIV Golf as a graphic designer. I design for the league, making marketing materials and merchandise for our tournaments. Outside of work, I am running with my run club and training for my second NYC Marathon in November.
Skylar McClure ’15
I decided to stay in Syracuse, N.Y., after graduating from Syracuse University with a Bachelor’s Degree in Sociology and a minor in Information Management & Technology. I work for Clear Path for Veterans, a nonprofit organization dedicated to providing programs for healing, fulfillment, and empowerment for veterans, service members, and military-connected families. As the Canine Program Experience Manager, I play a vital role in Clear
Christine Bonaventura ’09
Dan Schoenfeld ’10
Arlan Eatman ’01
Skylar McClure ’15
Dylan Shrier ’15
Path’s service dog program, which matches psychiatric service dogs with veterans struggling with post-traumatic stress, military sexual trauma, and traumatic brain injuries. My responsibilities include overseeing the experience for both participating veterans and volunteers in the Canine Program.
I’m grateful for the skills I gained at Landmark, particularly in self-advocacy, which I’ve applied extensively in my role within the veteran community. It’s incredibly rewarding to be able to make a tangible difference in the lives of those who have served our country.
2016
Ernest Carabillo ’16
I graduated from the
University of Massachusetts, Amherst, with a degree in Plant Soil and Insect Sciences and a minor in Plant Pathology. I had the pleasure of studying viticulture (winemaking) for three years as well as plant genetic engineering. I got my first job at a medical device testing company and now work at Eurofins, where I am a biological assessment scientist working on oncology and rare disease drug development, primarily testing new drugs. I also work with automation robots and am learning to use some outstandingly cool robotic technology. Knowing that I’m helping people fight cancer or rare disease is a great feeling. I finally finished building the boat I started at Landmark,
which I am enjoying this summer. I also love fixing up antique tools, typewriters, CRT TVs, and recently a Victor Victrola Gramophone music cabinet from 1916. I’m making some time to give back to Landmark with plenty of stories to share about having dyslexia in the working world.
2018
Zhilin (Gwei) Strong-Allen ‘18
For eight months, between October 2023 and June 2024, I studied Mandarin in Taiwan, where I earned my B2-Level. My goal is to find a job teaching children with learning disabilities and continue studying Mandarin in the US.
Mandarin: 我想念地標學 校. 我希望每個人都做得很好.
Pinyin: Wǒ xiǎngniàn dìbiāo xuéxiào. Wǒ xīwàng měi gèrén dōu zuò dé hěn hǎo.
English: I miss Landmark School. I hope everyone is doing well.
Here is a photo of me in Taiwan while my parents were visiting in February 2024.
2020
Callie Dangel ’20
I graduated from Lesley University with a degree in Fine Arts. I owe my passion for visual art to the teachers at Landmark. At Lesley, I had a wonderful time studying alongside other very talented artists, experimenting with various art forms and processes, and of course, getting to call the great city of Cambridge my home for four years. I’m happily beginning this next chapter of my life by moving to New Hampshire. A piece of advice for my younger self is to enjoy the moment.
Lucie Fabregas (Lott) ’20
In June 2024, I married the love of my life, Lalo Fabgregas, after we met on the campus of Samford University, in Homewood Alabama back in 2021!
Eliza Keefe ’20
I just graduated from McDaniel College, with a Bachelor’s Degree in Sociology and Criminal Justice and will be pursuing my Master’s in Social Work.
Ernest Carabillo ’16
Zhilin (Gwei) Strong-Allen ’18
Callie Dangel ’20
Eliza Keefe ’20
PHOTOS THE BROWNS, ASHLEY & ZAC
Lucie Fabregas (Lott) ’20
2021
Connor Mulready ’21
After spending the last few years working, I saved enough money to travel around Europe and will be moving to Germany in September. I am excited for the journey ahead and the new opportunities it will bring.
Mia Silverman ’21
I am starting my senior year at New York University (NYU), majoring in Psychology and minoring in Child & Adolescent Mental Health Studies. I made the Dean’s List last year and in addition to my classes, I am a research assistant at NYU’s Infant Action Lab, where I study infant motor development. My research poster was presented at NYU’s Undergraduate Research Conference, a milestone I’m particularly proud of. I am also conducting an independent research study with NYU Langone and Boston Children’s Hospital, focusing on the intersection of food allergies and disordered eating. Beyond academics,
my passion for food allergy advocacy continues to grow. With a social media following of over 115,000 people, I have been able to educate and spread awareness about food allergies. Recently, I had the honor of being a keynote speaker at a food allergy retreat in Toronto, Canada. I also work at Fig (Food Is Good), a startup dedicated to making life easier for those with food allergies and dietary restrictions.
Nathaniel Smith ’21 and Makayla Carrafiello ’21 Small world! We were each traveling abroad in Australia this spring and had the chance to reunite. We can’t say enough about the importance of being able to take advantage of the opportunity to study overseas. Thanks, Landmark, for preparing each of us for college and beyond.
(Photo on p. 65)
2022
Jack Wright 2022 I attend St. Michael’s College in Colchester, V.T., right next to Burlington, where I
am majoring in history and minoring in theater.
Peter Lalos ’22
I am starting my third year at Johnson & Wales University. This summer, I worked at a two-star Michelin restaurant in Washington, D.C., called Pineapple and Pearls.
Mackenzie Stowell ’22
I’m studying to become a pediatric nurse at Belmont University in Nashville, Tenn., where I love the city and listening to country music. A piece of advice I would give to my younger self is to always speak up and advocate for yourself.
College has taught me the importance of this. I owe a big thanks to all the teachers at Landmark who helped me achieve my goals.
2023
Anna Steffen ’23
I am starting my sophomore year at the University of Denver. Since graduating from Landmark, I donated a foot of my hair for fun and to give back and also earned my lifeguard, CPR, AED, First Aid, and Concussion certifications. This past summer, I was a lifeguard at Tenacre Camp, teaching kids how to swim.
Sophia Vasil ’23
I am entering my sophomore year at Elon University, with a double major in Finance and Consulting, and I am a member of the Tri Sigma sorority. I loved attending Landmark’s commencement ceremony this year to congratulate all of the new graduates!
Connor Mulready ’21
Mia Silverman ’21
Anna Steffen ’23
Hannah Tsouvalas ’23, Kiera & Lia Carr ’24, Neve Schirmer ’23, and Sophia Vasil’23
Jocelyn Vando ’25
Jocelyn Vando ’25
Since leaving Landmark, I have been attending Quincy High School. In my spare time, I work at a restaurant called Cucina Mia. In five years, I hope to be finishing cosmetology school and working at a hair salon. One piece of advice I would give to my younger self is to keep going and don’t give up on the things you love.
IN MEMORIAM
Katelyn Lynch ’02
Katelyn was a member of Landmark’s class of 2002 and passed away in April 2024.
Alumni Events
(Only)
10-Year Reunion
In celebration of the class of 2014 SATURDAY, SEPTEMBER 21, 2024 All alumni who attended Landmark High School from the years 2012-2016 are welcome. ENVELOPE-OPEN-TEXT Questions? Please email Jwhyte@landmarkschool.org
Alumni Meet-up
NOV. 15, 2024 Kings Bowling, Seaport!
Alumni Faculty Basketball Game
WINTER 2024/25 Ansara Athletic Center
Alumni Faculty Lacrosse Game SPRING 25 Alumni Field
Visit Landmark’s Alumni Page
• Stay in touch with your Landmark family
• Read our Alumni Stories
• Stay up to date on Alumni events and meet-ups get tickets!
Nathaniel Smith ’21 and Makayla Carrafiello ’21
Community News
Erin Brewer, High School Faculty
This summer, my daughter, Nora, and I have been spending time in nature with our yellow lab, Rufus, and traveling around experiencing different cultures.
Bob Broudo P’11, former Head of School
I have adjusted to retirement and remain active as a consultant to the Chartwell
School in California, providing executive leadership mentoring and support to their head of school and board. I’m also the vice-chair of the board of Build Health International. And Maida and I are both trustees of Green Beverly.
Maida is enjoying her new role as project manager of the Global Brain Care Coalition of the McCance Center for Brain Health at Mass General Brigham. Together, we have seven adult children and nine grandchildren, ages 17 down to 2.5. High on our list are relaxing at home, exercising, and being with friends.
Mary Cozean, former EMS Faculty
I taught Language Arts and Tutorials at Landmark North
(EMS) from 1988 to 1996 before moving to California.
I am a violinist. After raising my children, I decided to teach violin, and in 2017, founded Cozean Music Violin Studio. Seven years later, I teach more than 50 violin students and one violist. My husband, Nate, is a violinist and our piano accompanist. I have quite a few students who have dyslexia or learning differences. My training from Landmark has helped me more effectively teach them so they can be confident and successful. www.cozeanmusic.com
Lisa Kaplan-DiStasio, High School Nurse
I visited Yellowstone National Park and Grand Teton National Park for a week this summer with my husband and son. What beautiful national treasures! I loved seeing the herds of bison with their offspring.
Becky Kenney-Olofsson, former faculty
I started teaching at Landmark in 1971 as a Perceptual Motor Training Instructor and eventually introduced Uechi Ryu Karate into the curriculum. I still practice this martial art as an Honorary Red Belt. Current
Erica Lee and
Bob and Maida Broudo P’11
Lisa Kaplan-DiStasio
Becky Kenney-Olofsson with Jonathan Consentino ’26
Family
junior, Jonathan Consentino ‘26, who is a Black Belt - level 3, and I gave a demonstration at Landmark’s EMS in March of 2023.
Erica Lee, former faculty
Erica Adams (Lee) lives in Georgetown, Mass, and loves being a new mom. Here she is pictured with her husband, Kevin, and her son, Thomas.
Kaleigh Mangiarelli, former faculty
In the five years since leaving Landmark School, I have been the special education liaison and English Language Arts teacher for students with language-based learning differences at Miles River Middle School in South Hamilton, Mass. Working in a public school has provided me with the opportunity to take everything I learned in my time teaching at Landmark to provide an engaging and safe space for public school students with LBLDs. I met my husband, Kyle Clark, while we were both new teachers living in the dorms at Landmark. Five
wonderful years later, we eloped on our front porch on Bearskin Neck in Rockport in the summer of 2022, and had a big, fun wedding reception on the Landmark campus the following summer. We even had Landmark’s own, Whiskey Talk band play! Since then, we bought a house in Kyle’s hometown of Essex, Mass., and adopted two kittens, Poppy and Petey. Together, we love going on walks and bike rides, surfing when we can, reading books, and watching movies.
Jason Mansfield, Faculty
Jason delivered the commencement address this year and entertained the graduates and entire audience with his charm, wit, and humor. He is, indeed, the elder statesman of Landmark School after 52 years here, and we treasure his contributions to our community. Thank you, Jason!
To listen to his speech, scan this QR code and fast forward to 55 minutes 27 seconds.
Margot Marcou, former faculty
Since leaving the Prep Program in spring 2023, I’ve been working part time as a lead faculty for Landmark Outreach, providing professional development to educators in the area. I also started my own executive function coaching business for college students (check out margotmarcoucoaching.com). This allows me to continue my work with students, which I love. This spring, my husband and I also bought a house in Salem, Mass., and adopted two adorable Siamese kittens!
High School faculty
Lauren and John Michaud, former
We’re all doing well! Johnny (15), Rowan (13), and Reggie (7) are so big and grown up! John and Lauren are both working at local middle schools as special education teachers.
We still live in Beverly and love staying connected to our Landmark people during the summer and beyond. Landmark and the Lopardo building, where we lived for so long, will always be the most special place to us.
Rachel and Michael Orie, former faculty
Rachel currently works at the Open Door Food Pantry in Gloucester as the community nutrition coordinator. Mike Orie now works in Rockport Public Schools. They are pictured with their daughters, Esther and Amira.
Jason Mansfield
The Michaud kids
The Orie Family
Kyle Clark and Kaleigh Mangiarelli, former faculty
Retirements
Please join us in congratulating these faculty members on their retirement from Landmark School. Their dedication, tenure, and commitment to our mission and community are commendable.
*Roles served does not specify subject matter or class type.
Mary Kahn 48 YEARS
Roles served:
Academic Advisor, Faculty, Supervisor
43 YEARS
Roles served:
Academic Advisor, Faculty, Houseparent, Supervisor
Bruce Stoddard 45 YEARS
Roles served: Faculty, Supervisor
Scot Wilson 44 YEARS
Roles served: Faculty, Driver, Counselor
Laura Bougas 16 YEARS
Role served: High School Faculty
Sandi Nadeau
Landmark School 2024 Board of Trustees
Thilo Henkes P’24 CHAIR Georgetown, MA Managing Director and Partner, L.E.K. Consulting
Michael Pehl P’21 VICE-CHAIR Mooresville, NC Founder and Managing Partner, Guidepost Growth Equity
Joseph H. Morgart P’12 ’22
TREASURER Waltham, MA Alternative Investment, Amundi US
John Leslie P’21 SECRETARY Newton Centre, MA IHS Markit, Office of the CTO
Josh J. Clark P’28, 31 HEAD OF SCHOOL Beverly, MA Landmark School, Inc.
Dina Kleros
EXECUTIVE ASSISTANT TO HEAD OF SCHOOL ASSISTANT TO THE BOARD Beverly, MA Landmark School, Inc.
Jeffrey Alpaugh P’21 Wellesley, MA President, North America for Aon
Karen Altman P’26 Volunteer
Michael Altman P’26 Atlanta, Georgia Chief Investment Officer, Cortland
Dr. Troy Baker Minneapolis, MN Upper School Director, Breck School
Bill Gersh ’06 Beverly Hills, CA Agent, The Gersh Agency
Dr. Brandi Johnson Beverly, MA Vice President and Chief Diversity Officer, Endicott College
Gabriella (Pecoraro) Leone ’07 Salem, MA Global Events and Strategic Initiatives
Manulife Investment Management
Gretchen Hover Moreschi P’23 Middleton, MA Founder and Managing Partner, Imbue Partners
Shelley Moses-Reed P’23 Greenwood Village, CO Former Customer Experience Executive, Medallia
Spencer Smitherman ’08 Sacramento, CA Founder/CEO, Switchboard Technologies, Inc.
Brian Stein P’26 Hamilton, MA Owner/Principal, BDS Design, Inc.
Lisa Taffe P’31 Boston, MA Volunteer
Alex Tatum P’28 Topsfield, MA Partner, Constitution Capital Partners
Jennifer Worley, J.D. P’27 Boston, MA Investigator Harvard University, Office of Dispute Resolution (ODR)
Meet Trustee
Brandi Johnson
See page 38
Landmark’s Mission
Landmark’s mission is to enable and empower students with language-based learning disabilities (LBLD) to reach their educational and social potential through an exemplary school program complemented by outreach and training, assessment, and research.
LIFETIME TRUSTEE
*Nicholas A. Lopardo P’92, GP’20 ’22 ’23, ’24
Danvers, MA Retired, Vice Chairman State Street Corporation
TRUSTEES EMERITUS
Harvey L. Alter ‘82
Robert J. Campbell P’04
Jennifer Paul Casey P’02, ’06
Suzanne H. Chick P’02
Alan Dachs
Moira McNamara James P’10
David G. Petersen P’08
Catherine Slark P’01
Martin Slark P’01
BOARD REPRESENTATIVES
Jamie Sullivan P’26
Parent Representative
Jacob Schneider ’08 Alumni Representative
Beth Knox Elementary•Middle School Representative
Kyle Clark
High School Representative
HOMECOMING FALL FESTIVAL
Get ready for one of Landmark School’s largest events of the academic year— HOMECOMING!
This event includes a 5K road race, kids 1K fun run, and a family fall festival!
JOIn tHe fUn! SATURDAY, SEPTEMBER 21, 2024
Landmark Cares Week SATURDAY, SEPTEMBER 21–FRIDAY, SEPTEMBER 27, 2024 Landmark’s Homecoming, 5K/1K road race and Fall Festival are part of Landmark Cares— a week-long fundraising initiative to celebrate our community and cultivate Landmark pride.