Lantern Magazine - Spring/Summer 2018

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THE MAGAZINE OF LANDMARK SCHOOL

WE INVITE YOU

BEHIND THE SCENES See what makes our students thrive!

Our Mission Landmark School’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.

K I ER A N K E SN E R

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Student cubbies in the EMS Visual Art building

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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 landmarkschool.org/lantern Contact us at lantern@landmarkschool.org Lantern Editorial Committee and Contributors Bob Broudo P’11 Hazel Crowley Danielle Figueira Liz George Michelle Granese Scott Harlan Christopher Hunt Carl Gasowski Rob Kahn Avery McNiff Christine Ozahowski Joe Rose Beth Rowen P’20 Susan Tomases Designer Melanie deForest-Malloy Photographers Cassie Fulford Kristie Rae Images Seth Ireland Michael Jarvela Kieran Kesner ’09 Matthew Soule Illustration Sam Erhard

K I E RA N K E SN E R ’ 09

Contributors Dan Ahearn Anna Belle Brown ’22 Adam Hickey Tim Mahoney Elizabeth Maurer Tom O’Riordan Kevin Roberts Dave Seiter Linda Sylvester Jeanne Talbot ’20 Amy Veling

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 TABLE OF CONTENTS

COVER STORY

14 BEHIND THE SCENES

16 Scheduling Stew 18 Living and Learning on Campus 20 The Making of a Landmark Teacher 22 Food with Thought 25 No Greater Priority 26 Max’s Basement Laboratory

28 Gearing Up

30 Learning to Do Better

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50

32 Why Is Giving to Landmark So Important?

36 Fulfilling Landmark’s Mission of Supporting Educators

38 Celebrating Landmark’s International Day

40 2018 Scholastic Art Awards 48 The Responsibility of Research 50 Graduation/Transition 55 Seventh Grade Students Reflect

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DEPARTMENTS ◗ HEADLIGHT

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Fostering a Sense of the Common Good

◗ THE BEACON

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Landmark’s News in Brief

◗ LIMELIGHT

60 When Opposites Attract ◗ SPOTLIGHT

62 64 66 68

Faculty: Carlton Winslow Student: Nicole Talbot Parent: Ann Andrew P’24 Alumni: Matthew and Michael Tucker

◗ PENLIGHT

70 Anna Belle Brown ◗ STARLIGHT

72 Performing Arts 74 Athletics ◗ EVENTS

77 Parents, Community, and Alumni ◗ FLOODLIGHT

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83 Alumni Notes 87 Retirements and Farewells

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 HEADLIGHT a message from the Headmaster

Fostering a Sense of the Common Good

by Bob Broudo

I was struck in many ways by Reich’s concept of common good. Primarily, I believe that whenever and wherever there is mindful attention to the common good, there is ever so much that takes place BEHIND THE SCENES to enhance others and the community/society as a whole. Perhaps many of these things go unnoticed, unrecognized, unheralded, yet they make a difference and are motivated by the society’s shared values.

I believe that the common good is kept in mind at Landmark because of our shared mission, values, and goals. I also believe that BEHIND THE SCENES, a plethora of efforts, activities, actions, and interactions take place that go unnoticed yet make a significant difference.

Peering behind the scenes at Landmark, one might observe faculty members working with students after school or mentoring each other (pg.

20), or the Facilities Department (maintenance, grounds, custodial) simply doing what they do and 4

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going out of their way to do even more (pg. 28).

Also not immediately obvious every day are: the work of the Tech Department within Performing Arts (pg. 72); our complex food services (pg.

22); the customized scheduling of students (pg.

16); advocacy efforts by parents (pg. 66); many aspects of the residential program (pg. 18); health and safety initiatives (pg. 25); our Outreach and training programs (pg. 36); the commitment and involvement of trustees (pg. 32); and so very many more. All of this takes place BEHIND THE SCENES specifically for the common good of the entire Landmark community and beyond, because of our shared values and the sense that we are ALL in this together.

At Landmark, the concept of the common good does indeed exist and is essential to building and nurturing Landmark’s culture and success. Please enjoy the following revelations about what takes place BEHIND THE SCENES at Landmark.

I believe that whenever and wherever there is mindful attention to the common good, there is ever so much that takes place BEHIND THE SCENES to enhance others and the community as a whole.

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K I E RA N K E SN E R ’ 09

In his new book, The Common Good, Robert B. Reich explains that the common good consists of shared values about what we owe one another; who we are together in the same society. These shared values are the norms we abide by and the ideals we seek to achieve. Reich believes that a concern for the common good, or keeping the common good in mind, is a moral attitude that recognizes that we are all in it together. Ultimately, if there is no common good, there is no society.

Beacon Landmark’s News in Brief |

SPORTS

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THE ARTS

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STUDENTS

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ALUMNI

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RESOURCES

2018 Photo Contest The long winter of 2018 is not remembered for stellar weather, but Landmark’s 4th Annual Winter Photo Contest kept our students mindful of the beauty of the season. Students submitted more than 150 photos this year, and a jury of judges representing the Elementary•Middle School (EMS), High School, and the Administration reviewed the photos. This year the competition was robust, with many more students participating and a much higher caliber of work submitted than before. A winner was selected from each campus, and they were awarded a $100 check as a prize.

The High School winner was Ashton Sears ’19 (Dinghy) and the recipient from the EMS was Sydney Jolivet ’23 (Archway).

Their photos were evocative of the season and stood out for their originality, quality, and unique perspective. Thanks to all students who participated and congratulations to this year’s winners.

Stay in the Loop I CONNECT WITH US: A SH TON S EA R S

facebook.com/landmarkschool @landmarkschool landmarkschool The Landmark School Alumni

EVENTS! SEE YOU THIS FALL SPRING/SUMMER 2018

HOMECOMING OCTOBER 13

HS PARENT DAYS OCTOBER 18-19

EMS PARENT DAYS NOVEMBER 8-9

Celebrate our 48th anniversary and come back to campus for our 5K Road Race and Fun Run, Alumni Soccer Game, campus tours, and 20+ year reunions. Pg. 84

Current high school families please stay tuned for more detailed information to come on these special days to learn about your student’s progress.

Elementary and Middle School families are invited to come to campus for teacher and advisor conferences, speakers, and more.

More information to follow.

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Beacon ❱❱ Landmark’s News in Brief

SPRING BREAK 2018 ❱❱ FAR AFIELD

A Journey to Africa in the Name of Education Five Landmark High School teachers, Rachael Bartz, Chelsey Bergsten, Nathan Gray, Brigid Houlihan, and Victoria Tansey traveled to Mozambique over March break and worked with teachers at three schools.

The classes they visited ranged from small and intimate (think Landmark) to large and loud.

The Landmark team presented to groups of teachers around the topic of “difficult students.” They discussed ways to self reflect before class, during class, and even after class, as well as some root reasons surrounding what might cause difficult behavior. The presentation intentionally involved input from the Mozambican teachers, and the Landmark team also gained new ideas and insight from their hosts.

In each of the schools, the Landmark teachers went into a variety of different classes and introduced activities and lessons using the Landmark method.

Thank you to Cassie Coleman and her family’s Sunshine Approach Foundation for making this possible.

Mozambique students showering affection on visitors from Landmark (above). Landmark students supervise a creative activity with students in Costa Rica (right).

❱❱ SERVICE TRIP

Costa Rica Trip During March Break, 11 Landmark High School students (Emma Champey ’20, Nick Engstrom ’18, Gaby Kenney ’20, Caroline Manning ’18, Cristina Monarrez ’18, Kayla Hudzik ’18, Lydia Jackson ’20, Jared Joshi ’18, Skylur Demers ’18, Jenna Wilder ’18, and Kathryn Burns ’20) and three staff (Sarah Gosse, Mary Guinee, Rev. Bill Ferguson) ventured to Costa Rica for a visit with the people and their country.

After a night in San José, the group traveled to the bustling little town of Turrialba, nestled in the Cordillera Central Mountains, where students planned and led games and activities for the local children and taught English at the La Dominica elementary school. The week was capped off with two days of well-deserved indulgences: whitewater rafting and a beach day at the Cahuita National Park.

 LANDMARK PARENTS’ ASSOCIATION EVENT

Dyslexia Simulation In March at EMS, nearly 50 Landmark parents and guests experienced some of the frustrations that students with dyslexia face on a daily basis. Landmark teachers presented a powerful dyslexia simulation, created by the International Dyslexia Association (IDA), that resulted in a memorable and impactful experience.

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❱❱ RECOGNITION

Nominated

by His Peers ❱❱ THE ARTS

Evening of Dance Members of Landmark High School’s dance program displayed exquisite grace, fluidity, and creativity in solos, duos, and group numbers during the Spring Evening of Dance at the Performing Arts Center in April. Dance genres included contemporary, jazz, pointe, hip-hop, and more! Kelli-Ann Camacho and Paige O’Connor choreographed the event and Cindy Spreer took amazing photographs.

EMS Art on Display in Boston and Beyond The artwork of six students from Landmark Elementary•Middle School (Kendall Akoury ’25, Louis Caputo ’24, Macy Kane ’23, Will Pitkin ’24, Thomas Ryan ’23, and Anna Steffen ’23) was displayed in the Massachusetts Art Education Association (MAEA) Youth Art Month Show at the State Transportation Building in Boston in February and March. The exhibit, sponsored by the MAEA, was part of a national celebration held each year that emphasizes the value of art education for all children and encourages support for quality art programs in schools.

Louis Caputo’s digital self-portrait (above) was selected to move on to the National Art Education convention in Seattle, Wash.

Fathoms and Fathoms Live With over 30 students submitting work and more than 40 pieces including poetry, illustration, sculpture, papercut, and photography, Fathoms, Landmark High School’s art and literary magazine, is something that everyone should have sitting on their coffee table. But displaying the work of students doesn’t stop with the magazine.

The Visual Arts and Technology Departments collaborate to bring Fathoms to life each spring. Fathoms Live is held in the Performing Arts Center and the Inspiration Gallery on the High School campus. During this 90-minute evening performance in front of a live audience, students share a range of artistic pursuits from audio, video, and gaming production to set and product design, painting, woodworking, and poetry. The culmination of Fathoms Live is a series of presentations by each of the senior Visual Arts Portfolio students showcasing their work.

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There was a surprise waiting for Robb Genetelli, High School dean of students, when he made his annual pilgrimage to the Small Boarding School Association (SBSA) conference this spring. He didn’t expect to hear his name announced as the recipient of their highest honor, the Michele Gorman Award, conferred upon a person who has made an outstanding contribution for the benefit and advancement of small boarding schools.

The namesake of the award, Michele Gorman, is alive and well and working as an educational consultant after a long stint serving in small boarding schools (200 residents or fewer). Michele said that Robb “is always such a welcome presenter at the conferences and has attended all but one in the organization’s 32 year history.”

She added, “Robb is a gift to our organization. The topics he presents at our conferences are always so relevant and he speaks with passion and honesty. He has so much depth.”

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Beacon ❱❱ Landmark’s News in Brief

❱❱ EMS RECOGNITION

Student Art Honored

by NOAA A drawing by Pierce Donlon ‘22 was chosen for Honorable Mention in the National Oceanic and Atmospheric Administration’s 2018 Greater Atlantic Region’s Marine Endangered Species Art Contest, and works by Katie Davagian ‘23, Felim Meade ‘24, and Aymee Michel ‘24 were selected to be displayed in the NOAA gallery in Gloucester, Mass.

The annual art contest coincides with Endangered Species Day (the third Friday in May).

EMS Awards Winners Among the final EMS Awards presented in June were Overall Student of the Year, Citizenship, The Max Clayman Compassion Award, the Charles Drake Award (recognizing a student who personifies Landmark’s mission), and the Director’s Award (acknowledging a unique Landmark journey).

Overall Student: Isabella Teta-Bright ’22 Citizenship: Dylan Timpone ’23 Max Clayman Award: Ciara Haggerty ’22 Charles Drake Award: D.J. Roberts ’22 Director’s Award: Colin Mastrocola ’22 8 The Lantern

❱❱ Jack Anastopoulos ’18 to Hold Court at

Springfield College

Tennis ace Jack Anastopoulos committed to Springfield College in February as a member of the tennis team and the class of 2022!

“As a long-time member of the Landmark tennis team, Jack has worked diligently during both our winter and spring seasons to continuously improve his game to the point where he was recognized among competing coaches as one of the best overall players in the EIL,” said Landmark Tennis Coach Dan Ahearn. “His dedication to conditioning, skill improvement, and teamwork all point to continued success in his career at Springfield College.”

❱❱ Landmark Scholars Honored Landmark seniors Itai Segev, Nicholas Engstrom, Jake Cooper, Michael Foley, Elizabeth MacMannis, and Emily MacMannis were recognized for their outstanding academic achievement on May 8 at the 50th Annual North Shore Honor Scholars Recognition Dinner.

“We are proud of these students for the hard work and diligence they have demonstrated throughout their academic careers,” said William Barrett, head of Landmark High School. “We are also thankful for the teachers and staff members who have also worked hard in guiding and supporting these students during their time at Landmark.

Well done!”

The annual event, sponsored by North Shore Chamber of Commerce, honors the top 5% of graduating seniors from 32 North Shore public and private secondary schools.

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2018 High School Awards Cole Dubois ’18

Nathan Stowes ’11 Citizenship Award ❱❱ Itai Segev ’18 The Nathan Stowes Citizenship award, named after one of the kindest and most generous students to attend Landmark School, is given out to honor an individual who is a model community member and a positive force on campus. The recipient is someone who commits time toward improving campus life, helps others through volunteer work, befriends those that they meet, and makes everyone’s day a little brighter at Landmark.

Scout’s Honor Ned Barrett ’20 and Cole Dubois ’18 each received their Eagle Scout rank this year and Cristina Monarrez ’18 earned the Gold Award, the highest form of recognition from the Girl Scouts.

Congratulations to each of these hardworking and dedicated students.

Christopher Darcy ’05 Award ❱❱ Gwei Strong-Allen ’18 This award is bestowed in memory of Christopher Darcy ‘05 and is given to a student who is involved in athletics or a combination of athletics and the arts who honors Chris’s commitment to better himself/herself. The award recognizes a student who gets up early every morning to be transported to the high school campus, plays three seasons of sports each year, then after practices and/or games, travels home to study, without complaint, in preparation for the next day.

Max Clayman ’10 Compassion Award ❱❱ Bryan Kelly ’18, Awarded​in memory of Max Clayman​to those students graduating from the Middle School and the High School who naturally incorporate regular acts of kindness and compassion​into their everyday lives​and as a result have made their schools more positive places to learn and grow. ​T​o this year’s awardees we say, “Thank you for making the world a better place. Thank you for keeping Max’s memory alive.”​​

Patrick Murphy ’06 Award ❱❱ Acadia Caron ‘18, Julia O’Neill ‘18, Christopher Parece ‘18 We are ever grateful to the Murphy family for their continued support and caring and for keeping Pat’s memory alive within the Landmark community. Pat was a kind, gentle, caring soul who was well liked by peers and faculty.

This scholarship is awarded in memory of a student whose quiet kindness and respectful attitude was greatly appreciated during his or her time at Landmark School.

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Ned Barrett ’20

Cristina Monarrez ’18

Overall Academic Award This award is given to a student who has exceeded the expectations of his or her teachers, performed at the highest level in all of his or her courses, works diligently, and never gives up.

Michael Foley ’18

Prep Program Academic Award Bestowed upon a Prep Program student who has achieved the highest level of academic accomplishment in his or her courses and approaches his or her work with grit and determination.

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Beacon ❱❱ Landmark’s News in Brief

Athletic All-Stars The following Landmark High School student-athletes were named 2018 Winter Prep School All-Stars Ryan Carruthers ’18, basketball Maddie Karle ’20, basketball Ally Teichert ’20, basketball Josh Thibeau ’20, swimming; MVP Jake Colby ’19, swimming Luca Miranda ’20, swimming Ethan Townsend ’19, swimming Adin Chapman ’18, wrestling Isaiah Castellucci ’19, wrestling Cole Dubois ’18, wrestling

Athletes of the Week Congratulations to these skilled High School athletes for their prowess on the field, court, and track.

Jack Vieira ’21, baseball Aidan Shea ’21, lacrosse Kathryn Burns ’20, tennis Jack Anastopoulos ’18, tennis Merryl Green ’19, track Makayla Carafiello ’21, lacrosse

EMS Track Team Makes History While most of the Landmark community was focused on graduation on Saturday, June 2, another milestone was in the works about 60 miles southwest of Landmark.

The eighth grade relay team of Aidan Warren ’22, Michael Balestracci ’22, Nikolaus Guturie ’22, and Myles Moreira ’22 qualified for the Massachusetts State Championship Meet in the 4 x 100 meter relay. In addition, Aidan qualified in the long jump and Myles for the 100 meter.

It was the first time members of the Landmark Elementary•Middle School Track and Field team advanced to the state championships. Congratulations!

High School Swim Team Competes in NEPSAC Championships

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Ten members of the Landmark High School swim team traveled to the Cornerstone Aquatics Center in West Hartford, Conn., on March 3 to compete in the New England Preparatory School Athletic Council Swimming Championships. It was a trials/finals meet, meaning that everyone swims in the morning and the top 16 swimmers compete in their events again later in the day. In most events there were more than 20 competitors, some had as many as 50.

Caroline Manning ‘18, Sarah Mann ‘20, Bianca Drouin ‘21, Emma Champey ‘20, Ethan Townsend ‘19, Josh Thibeau ‘20, Luca Miranda ‘20, Justin Estep ‘19, Jake Colby ‘19, and Ruairi Stack ‘21 all swam extremely well.

Ethan Townsend swam a 1:00.08 in the 100 butterfly, placing fifth. He also swam a 1:01.75 in the 100 backstroke, placing fourth.

Jake, Luca, Ethan, and Josh swam the 200 freestyle relay, placing third. They also swam the 400 freestyle relay, placing fifth, and breaking the Landmark School record. Great job!

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❱❱ LIBRARIAN’S DESK

Book and Podcast Suggestions from Our Librarians ❱❱ TEAM EFFORT

The Will to Run Scott Jamieson, director of faculty recruiting, and Beth Jamieson, co-head of the Visual Arts department, lost their infant son, Will, in 2016. He was born three months premature and lived for just 10 days. He was cared for at Boston Children’s Hospital.

“The end of our Children’s Hospital experience was the worst tragedy. The worst thing a parent or person can ever experience,” said Scott in an interview on WBZ-TV. “Yet we look at that time so fondly because of the people there. The care he got and the care we got.”

To honor Will and show his support for Boston Children’s Hospital, Scott and two friends, Jed and Brynn Wartman, ran the 2018 Boston Marathon as part of the Children’s Hospital Miles for Miracles team. Scott and his friends raised more than $50,000 for Children’s Hospital. He finished the race, which was run in horrendous conditions—cold temperatures, blustery wind, and driving rain—in 4:30:02. An impressive time for any runner, never mind a first-time marathoner!

Coaches vs Cancer The Girls Varsity Basketball team held its third annual Coaches vs. Cancer fundraiser and community night in February. The team raised more than $4,000 for the American Cancer Society.

A highlight was being joined by alumna Madison Coddington ‘17, who initiated the event in 2015. Madison, a junior at Marist College, was joined by fellow alumni Chris Belfi ‘17 and Eric Citrano ‘17.

The evening began with the Boys Varsity Basketball win over Covenant Christian Academy (CCA), followed by a silent auction, bake and t-shirt sale, pizza dinner, and culminated with the girls’ season-ending game and victory over CCA. Thanks to everyone who worked so hard to organize this memorable community event.

Chris Belfi ’17, Madison Coddington ’17, and Eric Citrano ’17

For those of you who are looking for summer or fall reading, here are some suggestions from our High School and Elementary•Middle School librarians.

FROM AMY VELING, HIGH SCHOOL LIBRARIAN

A Hope More Powerful Than the Sea

by Melissa Fleming Vincent and Theo: The Van Gogh Brothers by Deborah Heiligman The Hate U Give by Angie Thomas Podcasts Crimetown: A documentary podcast that looks at the culture of crime in an American city. Each season explores a different city.

Endless Thread: A collaboration between WBUR and Reddit that takes a look at some of the Internet’s most intriguing stories through the eyes of Reddit’s communities.

It’s Been a Minute: This NPR podcast takes a look back at the week in news, culture, and more.

FROM LINDA SYLVESTER, EMS LIBRARIAN

Journeys: Young Readers’ Letters to Authors who Changed Their Lives collected by Library of Congress Recycle this Book: 100 Top Children’s Book Authors Tell You How To Go Green edited by Dan Gutman The Misadventures of the Family Fletcher by Dana Alison Levy Blooming at the Texas Sunrise Motel

by Kimberly Willis Holt

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Beacon ❱❱ Landmark’s News in Brief

❱❱ LET THE SUN SHINE

Energy Sources Presentation During the spring, Middle School students studied the science, efficiency, sustainability, and pros and cons of several energy sources, from nuclear to wind energy.

Dr. Christopher Niezrecki, chairman of the University of Massachusetts, Lowell, Department of Mechanical Engineering, visited the Elementary•Middle School to give a culminating presentation of the unit. The EMS Science Department Head, and Dr. Niezrecki’s sister, Sophie Wilson, organized the presentation.

Ms. Wilson said, “Although a complex topic, the students were able to broaden their knowledge about renewable energy and learn about the process of building wind turbines from a scientist who is on the forefront of the field.”

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EMS Day A rainy start to the annual EMS Day didn’t dampen the enthusiasm of students as they participated in a series of community-building workshops and service activities.

Students learned about the homeless population in Beverly’s Ellis Square area and prepared bagged lunches for them. Other students braved the elements to lay the groundwork for a pollinator wildflower garden to encourage and protect local bee populations, while others spread mulch along the pathway to our high- and low-ropes courses.

Talent on Display The fun-filled day culminated with the much-anticipated Variety Show that featured a broad spectrum of talent by students, faculty, and staff. The entertainment included soloists, poetry, cheering, stand-up comedy, karate, the musical talent of Jack Bram ’23 and his EMS band, gymnastics, and a number from faculty that offered a hint of what they may do in retirement (gravedigger, ballerina, surfer, and bird watcher were a few post-Landmark options).

During the week of February 5–9, Landmark Elementary• Middle School students and faculty participated in Start With Hello Week, part of an initiative organized by Sandy Hook Promise to decrease social isolation and promote inclusion. It was an event-packed week, with students engaging in a variety of activities to foster a sense of connectedness and display kindness and empathy.

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❱❱ GIVING BACK

Community Service All Stars These dedicated students completed at least 50 hours of community service during the 2017–2018 year. Way to go!

❱❱ SCIENTIFIC FINDINGS

2018 Science Fair

Lucie Lott ’20 earned second place for her experiment on the effectiveness of toothpaste vs. whitening strips.

Eighty-five Landmark High School students competed in the annual science fair and displayed their ambitious projects for judges and observers in February.

Some students proved their hypotheses (runners have larger lung capacity than singers) while others were surprised by their findings (eating does not help with concentration!). Despite the outcomes, the students reported that their projects taught them a thing or two about the scientific process and they gained an appreciation for the level of detail required to defend a hypothesis.

Each project was assessed by four judges and their science teacher. Projects were judged on presentation, scientific thought, thoroughness, and creativity. The students were required to state the purpose of the project, the hypothesis, the scientific procedure they followed and observations; gather and interpret data; draw a conclusion; and finally, present the project to judges.

Annie Abate ’19 Ned Barrett ’20 Felicity Bidwell ’18 Kathryn Burns ’20 Emma Champey ’20 Skylur Demers ’19 Cole Dubois ’18 Gillian Garvey ’19 Gaby Kenney ’20 Max Lawton-Yoder ’18 Caroline Manning ’18 Nellie Maxwell ’19 Caitlin McLaughlin ’20 Cristina Monarrez ’18 Joa Segal ’18 Gwei Strong-Allen ’18 David Warmack ’20 Jenna Wilder ’18

Holocaust Remembrance Day Students and faculty packed the Performing Arts Center on April 11, 2018, to observe a commemoration of Holocaust Remembrance Day. The crowd watched in somber silence as Bill Chamberlain narrated a frank and emotional overview of the atrocities carried out against Jews, gays, Gypsies, Poles, and people with handicaps at the hands of the Nazis.

Student Perspectives Several students spoke about what moved them during a visit to the United States Holocaust Memorial Museum. “I was struck by how ordinary Nazis appeared. They could be a member of your family or your neighbors and that really scared me,” said Lydia Jackson ‘20.

Lizzie MacMannis ‘18 opened her presentation with an image from the museum of hundreds of shoes once worn by Holocaust victims. “People went to a shop to buy shoes to wear on outings with their families. Instead they wore them on a march to their death.”

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Communication and collaboration are at the center of what makes Landmark’s approach work.

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Behind the

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n the bowels of a cruise ship lives the power center of the vessel. Pumps, pistons, electrical equipment, and generators maintain order, function, and efficiency, while on deck vacationers reap the rewards oblivious to the complexities that reside behind the scenes. As a school, much of what we do—and who we are, is visible. We aim for this transparency. But what keeps Landmark leading the way in helping students with dyslexia and other language-based learning disabilities often happens at times and in ways that are not necessarily apparent. We dedicate this issue to the elegance and influence of some of these behind-the-scenes initiatives.

Enjoy.

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SCHEDULING STEW THE RECIPE FOR A CUSTOMIZED SCHEDULE FOR EVERY STUDENT

BY ROB KAHN

Members of the Elementary•Middle School faculty and administration pore over student files— part of the scheduling process.

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t Landmark, putting together each student’s schedule can be compared to making a scrumptious stew: a variety of ingredients, gathered and prepped, then combined with expert hands. Before classes begin, many components make up the scheduling process.

Landmark’s Admission Office loads our in-house database with prior testing, evaluations, school reports, Landmark screening results, and interview notes. Administrators, deans, department heads, and our reading supervisor prepare comments regarding achievement levels, learning styles, background material, and recommended matchups for teachers and peers. Data on current students at Landmark are refreshed from the previous year with suggestions going forward.

Department heads are then tasked with separating students into class groupings across all departments. They consider age, skill levels, goals, and limits on class size. Concurrently, reading supervisors and academic advisors make recommendations for tutors, reflecting ongoing relationships, preferences, productive times of day, and new observations or information.

As opposed to models where grade level is primary, Landmark’s main objective is to produce the best learning group and an individualized program for each child.

Once scheduling time arrives, department heads and administrators gather for three days of hand-scheduling for the 165 students at the EMS and 315 at the High School, with an eye toward keeping optimal groupings intact.

Although blackboards were used for scheduling until very recently, the scheduling tables now are filled with laptops and paper notes detailing the groupings. Landmark High School has even started using a customized program to organize class sections, resolve conflicts, and save time.

The “King Crimson” program, created by a Landmark graduate for a senior project at Wentworth Institute of Technology, has helped streamline the High School process.

To those who ask: “You mean a computer

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doesn’t actually DO the scheduling?,” we cite countless questions the scheduling team confronts each year. “Jason works really well with Ms. Miller, but she’s only available period seven so he’d either have to change his math class, or his language arts group, or be tutored in the afternoon when we know he prefers mornings?”

It’s not unusual for multiple departments to want a student at the same time of day, leading to a scheduling conflict. Assessment, advocacy, and negotiation ensue.

The beauty of the scheduling conflict-resolution process stems from the undeniable fact that department heads, advisors, deans, and teachers are all determined to craft the best schedule they can for every student. Cases are made, arguments passionately defended, all in the interest of individualized teaching and a success-oriented experience for our students.

Departments complete assigning students to a framework of the schedule in three days, but the work doesn’t end there. The scheduling team and the campus head continue to work on tutorial assignments with input from academic advisors. Electives and room assignments follow.

At the end of two weeks, the schedule is typically ready for faculty and students to receive their copies after the first day of orientation.

All participants hope they’ve met as many needs as possible with the aim being a delicious stew of customized programs for all. However, this is one case where the proverb is wrong; too many cooks do not spoil the broth!

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Living and Learning

ON CAMPUS

BY CHRISTOPHER HUNT

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he moment 3:13 p.m. hits, a quiet shift occurs on Landmark’s High School campus.

As many faculty and staff head home, the campus coordinators are just getting started.

Every day they seamlessly assume responsibility for an array of afternoon activities. Though their success often goes unmeasured, it certainly impacts the academics and social/emotional development of Landmark’s residential population.

Dean of Students, Robb Genetelli ensures that “the residential curriculum changes as the students change.” The mission of this curriculum is to support students as they grow to understand and accept their learning needs.

The Residential Life team achieves this through a well-honed approach, thoughtful strategy, and consistent delivery. Teachers, advisors, department heads, and coaches all work on a rotational schedule to ensure that students have continued success outside the classroom. That subtle continuity from school day to residence is a foundational principle at Landmark, and an important contributor to the success of the High School as a whole.

On special occasions, students might attend various workshops run by the residential staff to focus on topics such as stereotypes and healthy relationships. Andrea Meade, assistant dean of students, notes, “We are always looking at our 18

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kids’ needs and exploring what we can do better.”

The programming is geared to be proactive and engaging to make it a meaningful experience for students.

By 8:00 p.m., most students have settled in for study hall to complete homework and are receiving customized levels of support from familiar staff members. Tucker Harrison, who runs and organizes the structured study hall, explains, “The key is for students to gain awareness and strategies to positively impact their homework.” Whether in the library, the dorms, or at home, it’s important for students to build metacognitive awareness of the most effective strategies they can use to engage with their homework.

After the final 9:30 p.m. check-in, another group of behind-the-scenes staff is coming on duty. Whether it’s helping out with a late-night assignment or hosting a friendly dinner party in the dorm, the live-in staff members and residential advisors are another crucial part in the residential life experience. These faculty choose to live in a dorm and share their home with the students down the hall. They work hard

to develop a sense of community and family for those students who live on campus, sometimes far away from their own families.

The entire residential staff lives the mission of the program, bringing learning to the non-academic hours. And each August, during orientation on Lake Winnipesaukee in New Hampshire, they prepare to do it all over again.

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The Making of a Landmark

TEACHER LANDMARK PROVIDES INCREDIBLE SUPPORT TO ITS STUDENTS. THE SAME GOES FOR NEW TEACHERS.

BY AVERY MCNIFF

N

o fear,” Christopher Woodin, Elementary•Middle School (EMS) Math Department head, said to me encouragingly in the days leading up to taking on an eighth grade math class this past fall.

Slope was not necessarily my bailiwick, but I trusted these words, which I heard several more times that fall. As the school year progressed, I realized that fear of failure has no place at Landmark, for its teachers or its students. Along with many other new teachers, I benefited from comprehensive training, mentorship, and the camaraderie of dedicated department heads, advisors, teachers, administrators, and parents that together make Landmark a uniquely supportive community.

LAYING THE FOUNDATION While the delivery of new staff training differs at the Elementary•Middle School and High School, both aim to set staff up for success.

All new teachers take the online course, Language-Based Learning Disabilities (LBLD): Strategies for Success, offered through Landmark Outreach. This course provides foundational knowledge upon which further training builds, as well as the opportunity for staff across campuses to connect. In addition, new teachers enroll in a fully subsidized, on-site Simmons College Master’s Degree program in moderate special needs. New teachers also benefit from inReach, Landmark’s in-house professional development program.

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Scott Jamieson, director of faculty recruitment at the High School (center) checks in with new teachers every day.

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TRAINING AT THE HIGH SCHOOL Scott Jamieson, director of Faculty Recruiting at the High School, emphasizes the benefit of the cohort model: “New teachers are never alone.

They can lean on each other as they go through the first year together.”

The High School hires and trains about a dozen new faculty each year. The training consists mainly of an intensive three-week program in August. In the first week, new staff receive an overview of the Landmark approach as well as an understanding of student profiles and how they relate to academics and residential life. The second week focuses on the tutorial, and the third week consists of department-specific training.

“ New teachers are never alone. They can lean on each other as they go through the first year together.”

TRAINING AT THE EMS Training at the EMS begins with a basic education in the methodology and philosophy of Landmark, together with intensive training in the

LiPS® Program. Following this introduction, firstyear teachers get their “feet wet” by teaching in the five-week summer program. Faculty Training Coordinator Deirdre Mulligan plans daily trainings for teachers. Mulligan believes this immersive experience gives new staff the opportunity to put freshly acquired skills to work.

Training at both campuses continues well into the school year. At the High School, Jamieson primarily serves as a mentor for new staff during the first half of the year before shifting his focus to hiring the next cohort. Throughout the year, the High School layers in training. Department heads and advisors provide continuous observation and feedback. According to Jamieson, “We let the teachers take the lead, but the supports are not far behind.”

For the first half of the school year at the EMS, all new faculty have a common prep period under the guidance of a faculty trainer. This invaluable daily period provides time for specific training, observations of veteran teachers, mentoring, and questions, both big and small.

Additionally, first-year staff receive weekly training and support from department heads, academic advisors, and the reading supervisor.

BEYOND TRAINING The support for new staff goes beyond the planned trainings, meetings, classes, and observations. Rob Kahn, EMS head of school, highlights the informal training that occurs daily across the campus: “Sharing space, sharing resources, and sharing students all contribute to communication and the constant flow of techniques and common wisdom. Not every school enjoys this spirit of collaboration, a Landmark constant throughout the decades.”

Community and support is woven throughout Landmark and it certainly applies to the training model. “It’s the perfect place to come in and be a new teacher,” says Jamieson. “Our communities are built to support.”

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Left - Icelso Fernandez, lead cook and Executive Chef Jerry Reardon prepare a vegetarian option for dinner.

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ichelle Obama would be thrilled with the fare served at Landmark by SAGE Dining Services. Ketchup isn’t considered a vegetable, a colorful variety of whole grains, fruits, and vegetables are offered each day, and the chefs often prepare food from scratch.

One of SAGE’s highest priorities is to provide students an assortment of healthy food, not a predictable rotation of school-lunch classics.

Indeed, SAGE does not observe Taco Tuesday.

“When children are served the same or similar foods week after week, they learn to expect and like only those things. We regularly introduce new foods to help foster new choices,” said Michael 22

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With Thought Chen, director of food services at SAGE. About those fruits and vegetables. SAGE employee Charlene Donahue, who works at the High School, hand cuts all the produce in the salad bar and makes the salad dressings and grain and pasta salads from scratch. Five days a week.

“It makes me feel good about myself and proud of the work I do when I see how nice the

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food looks, and how much people seem to enjoy it,” Charlene said.

At the High School, Todd Johnson arrives at 5 a.m. to prepare breakfast for students who start showing up in the cafeteria at 7 a.m. The kitchen is a hive of activity until 8 p.m., when the last employees leave after dinner clean-up.

The day at EMS begins at 5:30 a.m. for the SAGE team. Food service assistant director Tom Pepin and his staff set out a continental breakfast for students who arrive anytime after 7:15 a.m.

They then organize milkbreak and prep for the two lunches that follow. It takes about four hours to prepare lunch for the 165 students and 90 faculty members.

INSPIRING THE PALATE SAGE’s monthly Educational Seasonings program exposes students—and faculty—to foods they may have never eaten and cooking methods they may have never tried. In February, SAGE chefs at the high school prepared an array of ancient grain salads featuring spelt and roasted squash, curried sweet potato and freekeh, and kamut, beet, and goat cheese.

In March, glass jars were filled with a vibrant array of pickled fruits and vegetables. The chefs were on hand to talk about the history of these ancient grains and pickling as a food preservation method.

Chen collaborates with Jerry Reardon, the High School executive chef, and Pepin at EMS to plan the meals served on each campus. They take into consideration the dietary needs of the population, feedback from comment cards and the Touch of SAGE mobile app, and SAGE’s focus

on presenting a range of healthy choices.

The culinary team submits the menus to SAGE’s home office, where registered dieticians comb through the selections, making sure they comply with nutritional guidelines, tagging ingredients for allergens, and ensuring that the menus include a variety of allergen-free options.

Chen and the chefs change the menu seasonally, every three months.

EMS students are offered multiple main and side dishes each day.

GLOBAL FLAIR, LOCAL FARE Chen buys food locally as often as he can. For example, SAGE takes advantage of Landmark’s proximity to the ocean, serving fresh fish from Gloucester, Mass. The Fantini Bakery in Haverhill, Mass., provides the bread, and Chen buys local produce when it’s available.

Ethnic foods are a staple at Landmark, introducing students to different cultures and using food to celebrate cultural holidays and events. During Chinese New Year, High School students were treated to Chinese-black-vinegar-marinated flank steak, fried rice, bok choy, and other Chinese delicacies. A matzo

SAGE features a variety of ingredients to introduce diners to diverse options.

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sandwich station, matzo ball soup, and beet horseradish were featured during Passover.

While most students indulge in SAGE’s diverse menu, Chen admitted with a chuckle that chicken tenders are by far the favorite meal at the High School. A group of High School girls recently praised the variety of food offered, from the vegetarian paninis to the alfredo to the packed salad bar, but when asked their favorite meal, the tenders earned a near unanimous nod.

Pepin was equally accurate in predicting the “best-selling” lunch at EMS. “Breakfast for lunch,” he quickly responded when asked about the preferred meal. While a group of middle schoolers concurred, each had a favorite component of the meal.

“The breakfast sandwiches are the best!” said

Colin Mastrocola ‘22. “I think it’s the French toast sticks,” said Tyson D’Orio ‘22.

Chen and his team not only prepare and serve nearly 1,000 meals a day, but they also cater two to three functions a week. These events range in scope from bagged lunches to multi-course meals that can include shrimp cocktail and beef tenderloin. He and his team squeeze these jobs into their regular work day. Chen puts in between 10 and 11 hours a day, five days a week. Factor in a commute from the South Shore, and his workday extends to about 14 hours.

Despite the long days and endless chopping, roasting, and boiling, Michael and his team greet students and faculty at each meal with wide smiles and engaging conversation, eager to discuss the offerings of the day.

Nearly 1,000 meals are prepared each day at the High School and EMS

SAGE by the Numbers

Number of

Pounds of

Pounds of

Pounds of

Pounds of

Hours of

MEALS

MEAT

DELI MEAT

VEGETABLES

FRUIT

LABOR

prepared each day:

High School: 650 (breakfast, milkbreak, lunch, dinner) EMS: 330 (continental breakfast, milkbreak, lunch) 24

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served each week: (not including deli meats)

High School: 1,570 EMS: 300

served each week: High School: 100 EMS: 30

served each week:

High School: 725 EMS: 75

served each week: High School: 500 EMS: 200

to prepare and serve meals per week High School: 470 total hourly labor + 3 chefs EMS: 100 total hourly labor + 2 chefs

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No Greater

PRIORITY THE HEALTH AND SAFETY OF THE LANDMARK COMMUNITY

BY SUSAN TOMASES

W

hen visitors come to Landmark they are impressed by our gorgeous coastal location, historic buildings, and expansive campuses. Behind the bucolic appearance is a planned network of systems and practices in place to keep our community safe and healthy that few people would notice. “There is no greater priority at Landmark than the health and safety of our students, faculty, and staff,” says Headmaster Bob Broudo. “This is a broad topic for us and includes physical, emotional, and personal health and safety,” he adds. We are always reviewing the myriad of initiatives that keep our community safe. Below we outline just some of what we have established to maintain our community’s health and safety.

PHYSICAL We continually upgrade systems to our physical plant to make our campuses safe. These include installing generators for key buildings, stockpiling drinking water and flashlights, adding lighting and surveillance cameras, locking many doors during the day at the EMS, and landscaping to improve visibility along walkways and roads and around buildings.

EMOTIONAL With students ranging in age from 8 – 20 on our two campuses, we tailor how we present health- and safety-related information when we are discussing emergency protocols. Counseling teams are tuned in to our students and are always available to discuss a problem, work oneon-one with a student, and are present during and after fire and lockdown drills.

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PERSONAL In addition to a Personnel Committee that oversees our health and safety practices, we have an Emergency Response Team that is constantly working to fine tune our systems to best serve our community. We actively enforce our policies around possession of illegal substances and deliver health- and safety-related training to our faculty members at least twice each academic year. With support from our local police departments, we practice fire and lockdown drills several times throughout the year and debrief with students afterward to include them in the process of continual improvement.

We have two Title IX coordinators on staff and have strict practices and enforcements to eliminate bullying, harassment, and hazing of any kind. Our Health Centers are staffed by licensed medical practitioners and are actively involved with the health needs of our students, faculty, and staff. All faculty are CPR-certified. Health and safety extends far beyond our campuses, and we actively educate students about digital citizenship.

The Landmark model is based on the 3:1 student to teacher ratio and perhaps this is our most valuable asset in keeping our community safe. With that many sets of well-trained eyes on campus you can rest assured that someone is always watching.

“ This is a broad topic for us and includes physical, emotional, and personal health and safety.”

—Bob Broudo, Headmaster

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Max’s Basement

LABORATORY WHAT STARTED AS A SCIENCE FAIR PROJECT EVOLVED INTO A LABOR OF LOVE AND DETERMINATION

BY SUSAN TOMASES

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T Max checked his aquaponics system seven days each week to troubleshoot challenges.

he babbling sound of water filling and draining lures you in to an unexpected workshop tucked into the east-facing corner of the Swalm Science Center basement at Landmark High School. This well-lit hive is filled with a tank of 28 active tilapia fish, two 2’ x 4’ grow beds, an overflow tank, multiple pumps and hoses, shelves neatly stocked with fish food and other supplies, and most importantly, small cups growing tender 3” – 5” plants of cilantro, basil, romaine lettuce, spinach, and seasoning peppers. It’s organized, efficient, and pretty magical.

This is 2018 graduate Max Lawton-Yoder’s turf and it’s been a home away from home for the last two years of his high school career. Max was inspired by his sister’s friend who worked at an aquaponics farm in Denver to help combat the challenges of food deserts. These are regions lacking sources of affordable fresh food, often found in low-income, urban communities.

What started as a science fair project evolved into a labor of love and determination.

Max dedicated more than 300 hours of time and $2,000 that he raised to build Landmark’s first-ever aquaponic system. Elyse Gordon, science co-department head, said, “Every once in a while a student comes along who teaches their teachers. Max was that student. He taught me about the growth and stamina that students are capable of. Through this project, I had the pleasure of observing Max develop his problem-

solving abilities, demonstrate perseverance to reach his goals, and increase his resiliency each time he had a setback—which was almost daily!

These qualities earned Max the overall Science Award this year.”

Aquaponics is a system of growing plants that are fed by the nutrients generated by the waste of fish and is rooted in farming practices that date back to 1,000 a.d. and the ancient Aztecs.

The fish release waste into the water, which mixes with bacteria, producing nutrients that are pumped into the grow beds to feed the root systems of the seedlings. These roots absorb the nutrients and clean the water that gets returned to the fish tank, and the cycle repeats itself.

This elegant system offers many benefits over traditional agriculture since aquaponics requires 90% less water, no pesticides, and stimulates a faster growing cycle.

Max credits his success to the support from faculty members Dan Crossman, Jennifer Day, and Doug Walker, but insists that he would not have been able to make it happen without the encouragement and enthusiasm of Elyse Gordon.

The Science Department is committed to maintaining Max’s system in the future, following many of his carefully articulated instructions and diagrams. Max is looking forward to next year as a political science major and economics minor at American University and knows that he’ll miss his basement laboratory and his 28 finned friends.

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GEARING UP FACILITIES DEPARTMENTS AT WORK THIS SUMMER

“It’s always busy for us but summer is when we catch up from a hectic year and prepare for the next one,” says David Seiter, director of facilities at Landmark School. Custodial, maintenance, and grounds teams are like a well-oiled machine working to make sure that campuses and residences are repaired, refreshed, and safe for our students, faculty, and staff. It’s also a time to tackle special projects including office, department, classroom, and dorm renovations. With 37 buildings, 50 acres, and year-round programming, the work is never really finished.

For this Behind-the-Scenes issue we applaud these dedicated staff members for their tireless work, skill set, and positive attitude.

SPECIAL PROJECTS

SA M E RH A RD

From renovations and repairs to technology infrastructure improvements, the Facilities Department uses the summer months to complete complicated and disruptive projects.

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CUSTODIAL Every bathroom, dorm room, window, and common space on our campuses is scrubbed and disinfected. Every carpet is cleaned, vinyl floors are cleaned and waxed, and even worn or damaged shower curtains and mats are replaced. Mr. Clean would be proud!

MAINTENANCE A maintenance team goes over the campuses with a fine-tooth comb, making sure that every light bulb, lockset, screen, and heating system is in good working order. The paint crew works to freshen up classrooms, dorms, offices, and halls.

GROUNDS With our 50-acres of oceanfront property built on ledge, maintaining our campuses requires constant mowing, weeding, and pruning. This team works non-stop to keep our grounds and fields well-manicured and useable.

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Learning to Do

BETTER WEAVING SOCIAL PRAGMATICS INTO THE MIDDLE SCHOOL CURRICULUM

BY HAZEL CROWLEY

I

t’s Christmas Eve and Beth Knox’s father, George, needs to pick up one last gift for his wife. Though inside she stews over this belated request, Beth agrees to drive him to a nearby antique shop. On the way home, the snow picks up. Suddenly, Beth is hurtling down the steeply inclined road toward their family home in Kent, Conn. As she loses control of the vehicle, her throat tightens with fear...and curse words. Then, from the passenger seat, in his deep and unflappable voice, her father says, “Ok Beth, right now I’d like you to steer us into that snowbank.” It was a soft landing. No injuries or damage. “I wasn’t embarrassed. I just thought, ‘Next time, I’ll do better,’” Beth recalls.

A middle school science teacher who eventually became a professor at Western Connecticut State University, Beth’s father has always been a steadfast beacon of calm. His practiced, reliable manner allowed Beth, and her many siblings, to truly hear him, even under stress. “Every time, the lesson was accessible because he was so calm.”

Fast forward several years, and now Beth is in the passenger seat, guiding students through the “snowstorm” of middle school. With the support and guidance of her colleague Wendy Ellis, Beth has recently spearheaded a Social Communication and Pragmatics class. Impressed by the programs offered for elementary and high school students, Beth wondered why there was a gap in the curriculum. As always, she wanted to do

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Students work in teams to learn how to share ideas and successfully collaborate on group projects.

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G A M E S: SOC I A LTHI NKI NG .COM

better. Combining the conflict management and de-escalation training she received from Massachusetts General Hospital with her past teaching experience, Beth was in a unique position to initiate something new.

Much of Beth’s curriculum is inspired by the award-winning speech-language pathologist Michelle Garcia Winner, whose social thinking frameworks she adapted to suit the Landmark student profile. Beth most appreciates Winner’s belief that, as part of a child’s learning disability, social competency can be taught in a tangible way. In her classroom, Beth focuses primarily on what she calls the “technique of delivery.”

Using nonverbal and verbal cues to provide calm, consistent, direct, and explicit feedback, she is able to eliminate shame and anxiety by providing a nonjudgmental rhythm of classroom management. In lessons ranging from tone of voice to facial expressions to expressing opinions, Beth uses scenarios, video clips, and scripting to help students understand expected behaviors through self-discovery, not scolding. Though she makes it look easy, Beth’s repertoire of cues and strategies has been honed over years of self-reflection.

She can always ‘do better.’ In the near future, she hopes to consult with colleagues in order to provide similar instruction interdepartmentally.

Years after the dive into the snowbank, Beth’s entire family has gathered for a whale watch in, you guessed it, miserable weather. While nearly everyone on the boat suffers with violent seasickness, Beth’s father remains unflustered, advising strangers to remain calm. While she certainly inherited elements of her composure from her father, in her life and her work Beth has surely multiplied the sum he passed on to her.

Using games to role play is one of many approaches Beth uses with her students.

Beth uses white boards to demonstrate the difference between what we think and what we say.

PROMPT: You were given a shirt as a gift and you don’t like it. Write down what you might be thinking and what you would say to the person who gave you the gift.

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Why Is

GIVING

to Landmark School So Important?

MAKING THE CASE Fundraising professionals are often asked, “Why should I give to your organization?” and “How can my gift have an impact?” In today’s world where individual fundraisers, local charities, and national causes inundate your inbox and social media profiles, it can be challenging to “make the case” for why your organization deserves support over another. At Landmark, we feel fortunate that it’s an easy case to make.

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Donating to Landmark School transforms students with language-based learning disabilities (LBLD) into empowered, confident learners. It provides faculty the tools and training needed to meet each student where they are in the learning process. It sustains and expands our buildings and campuses to serve future generations of students. Simply put, philanthropy to Landmark opens doors and changes lives.

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WHO ARE LANDMARK DONORS? Mark and Karen Nichols P’25 Current Parents “We welcome the opportunity to contribute to the Landmark Fund because it provides the necessary financial assistance to help Landmark carry out its mission. We can see the impact daily when our daughter returns home from school with a smile and a growing sense of self-confidence from reaching her educational and social potential.”

Charlotte Goff ’07 Made her first gift to Landmark this year “I give because I would not be the person I am today if I had not attended Landmark. I am very proud to be part of this community.”

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Students conduct experiments in the state-of-the-art Swalm Science Center thanks to the support of many generous donors.

THE LANDMARK FUND Essential to this is the Landmark Fund, the cornerstone of the school’s fundraising activities.

For more than 20 years, the Landmark Fund has worked behind the scenes to provide immediate and flexible dollars where they are needed. This bridges the gap between tuition income and the cost of running the school.

Last year, the Landmark Fund raised more than $1 million for the first time in the school’s history from 1,200 contributions. This new annual goal will help realize the full potential of our faculty and students, ensure the sustainability of our facilities and programs, and help us achieve our long-term vision.

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Michael and Ann Sherman P’90 Have given every year for the past 25 years “We support Landmark because we know firsthand the transformative impact a Landmark education had on our son, Scott ’90. Our commitment helps ensure that all Landmark students reach their highest potential both as learners and as members of their community.”

John and Shiela Demers P’00, GP’19 Parents of an alumni and current grandparents “We are supporters of Landmark because it provides the educational, emotional, and social skills to help a student thrive as well as the family as a whole. As parents of an alumni and now grandparents of a student, we can see how our granddaughter has grown into a confident person because of the support of all the wonderful teachers and staff.”

Deirdre Mulligan Landmark Faculty Member “I give to Landmark as a way to show my commitment to the students and the mission of our organization. The people that make up the community are like family and I’d do anything for my family. Giving to the Landmark Fund is my small way of showing my support to everyone in that community.”

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WHO GIVES AND HOW MUCH? Many donors support the school as a way of giving back to a place that has given them so much. Others wish to honor an inspiring faculty or staff member, celebrate a milestone, or invest in Landmark’s future. Donors are alumni, parents, grandparents, board members, faculty and staff members, foundations, corporations, and friends.

NO GIFT IS TOO SMALL Contributions to Landmark come in all forms and sizes, and each gift has meaningful impact.

In addition to making an outright gift, members of the Landmark community can support the Landmark Fund by attending a fundraising event, volunteering with the Alumni Council or Parents’ Association, or by hosting an event in their region.

DONORS TO THE 2017 LANDMARK FUND 7%

Trustees

13%

5%

Students

Faculty/ Staff

16%

Current Parents

20%

29%

Other*

Parents of Alumni/ Grandparents SUPPORT THE LANDMARK FUND

BY ATTENDING AN EVENT!  Homecoming  Casino Night  Making Waves  Viking Drop  Golf Benefit More than 120 donors purchased a square at this year’s Viking Drop.

11%

Alumni *Other includes general public, corporations, foundations, and matching gifts.

Constituents are not double counted. Gifts from a household of multiple constituency types are counted in their primary role.

Runners and walkers participate in the annual 5K road race as part of our Homecoming weekend. Join us this year on October 13!

HOW CAN YOU MAKE AN IMPACT? • Make a gift to the Landmark Fund that is most meaningful to you.

• Attend one of our fundraising events throughout the year.

• Run the Homecoming 5K. • Donate an item for an auction or raffle prize.

• Volunteer for the Landmark Parents’ Association.

• Join the Alumni Council to stay connected to Landmark today.

•C ome visit the Advancement Office and share your ideas—we are located in the Drake Administration Building and would love to hear from you!

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MAKE AN IMPACT AND MEET NEW LANDMARK FRIENDS AT ONE OF OUR EVENTS

landmarkschool.org/events SPRING/SUMMER 2018

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Fulfilling Landmark’s Mission of

SUPPORTING EDUCATORS

BY DAN AHEARN

A

s a key component of Landmark’s mission, the Outreach Program seeks to help children with learning disabilities who don’t attend Landmark succeed in school.

Outreach operates three distinct, but interrelated, programs: a Summer Institute, an Online Program, and a School Consultation Project.

Behind the scenes, lots of moving parts (and Landmark faculty!) mesh to make it all happen on a daily basis.

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SUMMER INSTITUTE FOR EDUCATORS In early July, the Murphy Building, site of the Prep Program during the academic year, is transformed into the Summer Institute. Facilities staff replace desks with conference equipment and Summer Institute staff move in, set up classrooms, hang banners, organize parking lots and transportation, coordinate food-service options, and open the doors to hundreds of teachers for another Summer Institute! For the next three weeks, more than 40 courses are offered to teachers from around the country.

Then, each August, planning for the following Summer Institute begins. Over 30 Landmark faculty are contacted to confirm their willingness to teach for the upcoming year. As the schedule takes shape, Institute staff coordinate with Fitchburg State University for course approval and to provide participants with graduate credit, and update the Outreach website. Marketing occurs from December through June.

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ONLINE COURSES FOR EDUCATORS The Online Program offers teachers an opportunity to learn Landmark strategies via 3-credit graduate courses and 15-hour courses. Though the online courses appear seamless to the student, the behind-the-scenes work to develop and teach them is extraordinary. After new courses are approved for development, the online team maps out the course script. A Landmark faculty content-area specialist writes the course curriculum.

As content is layered into the course, it evolves into a series of modules on the learning management system (LMS). As part of course construction, videographers film Landmark teachers and students to illustrate different strategies discussed in the course. Once completed, the course runs as a pilot where feedback is solicited so the course can meet a teacher’s expectations.

Before the formal course launch, the Outreach website is updated, and then registration opens. More than 30 Landmark faculty members teach online courses during each of the three terms per year. In addition, the marketing team is in constant marketing mode to fill courses to capacity. Once each term is completed or each new course is developed, the process starts all over again!

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CONSULTING FOR SCHOOLS AND DISTRICTS Outreach also works directly with other schools around the country, providing advice on how to teach students with learning disabilities.

The School Consultation Project begins with a request from a school administrator. After initial conversations, Outreach assigns a lead faculty member to work with the school and develop a project blueprint. Upon executing an agreement, the lead faculty member works within the district over a defined period of time. During this time, other veteran Landmark School faculty members may be called in to provide expert guidance on topics.

In essence, these three Outreach program elements operate both independently and as complementary pieces. To make that happen, the behind-the-scenes efforts of the Outreach management team, as well as over 50 Landmark faculty who work with Outreach, are key to our mission of helping to unlock the potential of students with learning disabilities who attend other independent and public schools.

The Landmark Outreach Summer Institute offers more than 40 courses to 500+ educators each summer.

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Celebrating Landmark’s

INTERNATIONAL DAY

L

andmark High School celebrated its Fifth International Day on April 18. The program included presentations, panels, and slideshows in the Performing Arts Center by members of the International Group and faculty. Each year, the group selects a theme, and for 2017–2018 that theme was “Privilege.” The word means different things to different people and carries

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with it a range of emotion and responsibility.

Members of the audience were asked to give examples of words they think about when they hear the word “privilege.” Opportunity, race, gender, education, location, social status, and wealth were among the terms offered.

Samantha Ellner, a language arts teacher, said “those born into privilege should take advantage

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of it to help others. Use it to give back to those who weren’t given privilege at birth. Open doors to them and help them succeed.”

CONCEPT HITS HOME Volunteers participated in a “One Dollar Race” to make the concept of privilege/fairness “visible.”

They were asked a series of statements, such as “You have never been ashamed of your learning ability,” “Your parents are still together,” “You feel safe walking in your hometown after dark,” and “You have never had negative assumptions made about you because of your race or ethnic background.” Those who answered “yes” to the statements stepped forward.

The exercise was intended to show how little control one has over their circumstances— whether or not they have privilege. As the questions progressed and participants moved accordingly, it became evident that not everyone shared the same privileges; some were more fortunate than others.

Jamaal Dixon, a history teacher, said that privilege is hard to recognize, particularly for people who live in suburban areas, such as those surrounding Landmark, where many people share privilege and advantages.

“Until you go to a neighborhood that doesn’t have those advantages, such as in Baltimore or DC, people may not understand what it’s like to attend a ‘school that’s not safe’ or ‘doesn’t send kids to college.’” Because of these circumstances, people who lack privilege often have a much harder time succeeding than those born into privilege.

Pedro Slomp, a Landmark High School student from Rio de Janeiro, Brazil, told how he was not allowed to walk alone after dark until he was 14 years old. “You have a constant fear that if you walk alone you’ll get mugged.

I knew to never to take my phone out on the street because I could get mugged for it.” By contrast, Pedro didn’t hesitate to pull his phone out of his pocket to read a text on a recent trip to Salem, Mass.

EMBRACING LANDMARK’S DIVERSITY Students who were born in foreign countries or who have ties to or interests in other nations presented slideshows that depicted landmarks, maps, food, and cultural items from those countries. Some debunked stereotypes. For example, we learned from Ethan Kerr ’22 that people in Mexico do not dress like performers in mariachi

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Students and teachers came together to share messages of acceptance and understanding.

bands. Cameron Evans, who represented Italy, however, was eager to embrace—and portray—the stereotypical Italian crooner, belting out a rendition of “That’s Amore” that would make Dean Martin jealous! Other countries represented included Australia, Brazil, Germany, Ghana, Greece, Namibia, Norway, Sweden, Spain, and the U.K. The purpose of the day and the mission of the International Group is to foster a sense of identity, acceptance, and belonging for the international community, as well as to explore, raise awareness, and honor Landmark’s rich cultural and ethnic diversity.

Landmark High School early literacy teacher Kanella Zaralides spearheaded the effort. “Over the years, I have been impressed with the palpable sense of community evident during the event when discussing sensitive issues such as privilege or bias. We are indeed privileged to belong to a community where members feel safe and comfortable to share their identity and voice their opinions knowing that they will be valued and respected. It is this kind of reflection and discussion that facilitates growth and betterment.”

In the past five years, Landmark students have hailed from the following countries: Aruba Austria Bermuda Brazil China Curaçao India Italy Mexico Namibia New Zealand Norway Oman Saudi Arabia Switzerland United Kingdom

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2018 SCHOLASTIC ART AWARDS WINNERS

By Beth Rowen Seventeen Landmark High School students won a total of 26 awards at the regional level of the 2018 Scholastic Art and Writing Awards. Four students won the Gold Key Award, eight the Silver Key, and 13 Honorable Mention. “I’m particularly thrilled that students of all ages and levels were recognized in almost all of our classes. Each one of our incredibly dedicated instructors has students who were recognized,” said Art Department Co-Head Beth Jamieson. “I’m also very proud of our oldest and most dedicated Portfolio students. All five of them were recognized by the Scholastic Art Awards, and many of them received multiple awards.”  Gold Key

Julia DeLorenzo ’18, Spring, drawing

The work by Gold Key recipients was on display from March 18–25, 2018, at Breed Hall at Tufts University, and went on to be judged at the national level by a panel of renowned artists, authors, educators, and industry experts. The Silver and Honorable Mention work was on display in Landmark’s Inspiration Gallery this spring.

“The awards give students the opportunity to show their creativity and hard work to a larger audience (and potentially even the whole country),” said Landmark art teacher Kelly Howard. “Winners see the fruits of their labor and become more invested and interested in their artwork. They might choose to sign up for a class that challenges their skill set, do more independent work outside of class, or push themselves out of their comfort zone and choose more challenging subjects and compositions in their next class project.”

History of the Awards The Scholastic Art & Writing Awards recognize student achievement in the visual and literary arts in 29 categories, including editorial cartoon, poetry, graphic design, fashion, science fiction, video-game design, and more. Founded in 1923, the awards are the nation’s longest-running, most prestigious educational initiative supporting student achievement in the visual and literary arts. Students in grades 7–12 from public, private, and home schools throughout the U.S. and its territories can submit works to the awards.

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2018 SCHOLASTIC ART AWARDS  GOLD KEY

 Gold Key

Acadia Caron ’18, Self Portrait, drawing

Award Categories  Gold Key

The best works submitted to local programs.

Gold Key works are automatically considered for national-level recognition.  Silver Key

 Gold Key Coco Haseltine ’19, Self Portrait, printmaking  Gold Key

Anna Hughson ’20, Self Portrait, printmaking

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Standout works submitted to local programs that demonstrate exceptional ability.  Honorable Mention

Accomplished works submitted to local programs showing great skill and potential.

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2018 SCHOLASTIC ART AWARDS  SILVER KEY

 Silver Key

Emma Champey ’20, Self Portrait, mixed media

 Silver Key

Acadia Caron ’18, Glyph, graphic design  Silver Key

David Chrumka ’20, Double Exposure, photography 42

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 Silver Key

Sophia Grausam ’18, Self Portrait, drawing

 Silver Key

Cristina Monarrez ’18, Self Portrait, drawing  Silver Key

Svetlana Simkovits ’18, Self Portrait, drawing

 Silver Key

Cristina Monarrez ’18, Self Portrait, drawing

 Silver Key Julia DeLorenzo ’18, Self Portrait, drawing SPRING/SUMMER 2018

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2018 SCHOLASTIC ART AWARDS  HONORABLE MENTION

 Honorable Mention

Lydia Jackson ’20, Quarter stamp, printmaking

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 Honorable

Mention Maxwell Lukegord ’19, Candy Package, graphic design

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 Honorable

Mention Catherina DiGiovanni ’20, Pulling Up the Blinds, photography

 Honorable

Mention Acadia Caron ’18, Self Portrait, printmaking

 Honorable

Mention Svetlana Simkovits ’18, Self Portrait, mixed media

 Honorable Mention

Cristina Monarrez ’18, Self Portrait, mixed media

 Honorable Mention

Caroline Manning ’18, Self Portrait, mixed media

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2018 SCHOLASTIC ART AWARDS  HONORABLE MENTION

 Honorable Mention

Baylah Corbitt ’19, Monster, printmaking  Honorable Mention

Emma Champey ’20, Monster, printmaking

 Honorable Mention

Alejandra Rojas ’21, Surreal Study, printmaking

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 Honorable Mention

Eleanor Bradley ’19, Continuous Line Portrait, sculpture

 Honorable Mention  Honorable Mention

Avery Albl ’18, Coat Rack, sculpture

Julia DiLorenzo ’18, Triplets, mixed media

 Honorable Mention

Baylah Corbitt ’19, Self Portrait, mixed media

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THE RESPONSIBILITY OF RESEARCH A recent alumni survey reveals affirming and validating results.

by Adam Hickey and Susan Tomases

At our ten-year reaccreditation, when the New England Association of Schools and Colleges suggested that Landmark School had an educational responsibility to conduct a longitudinal study of our alumni, we were honored.

C RE DI T T K

We knew that our method worked and that Landmark graduates attended college at a much higher rate than the national average, but we wondered (and worried a bit), what the data would tell us.

Would the news be as affirming as we had hoped, or would we be disheartened by the results?

Working with a third-party market research firm, Echo Cove Research Consulting, we gathered a group of faculty and staff from both campuses to establish goals and brainstorm a list of questions that we wanted answered and that would best inform our practices.

Our survey invited our alumni for whom we had accurate postal and email addresses to participate.

Thirteen percent of the group responded, a very strong response rate.

In the end we affirmed that our teaching method does indeed work—gratifying and validating. The survey showed us that the alumni who responded are doing well, appreciate their Landmark experience, and credit the school with some of their successes.

Taking what we gathered from this survey, Landmark will move forward with a more extensive longitudinal study to evaluate the efficacy of our instructional practices.

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The following are some key data points from the survey:

  Left: One of the many Nieman Marcus window displays by designer Michael Solis ‘87; below: Vivienne Lowe ‘05 pauses for a moment in the workshop of her store, Tien 2 in Beverly, Mass.; above: Charles Altuzarra ‘06, Ph.D., postdoctoral research associate in quantum optics and materials science at Texas A&M University.

    

K I E RA N K E SN E R ’ 0 9

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

79% of Landmark graduates who responded to the survey earned a college degree within six years, compared to a national average of 64%.

Landmark alumni graduate from four-year colleges at about the same rate (60%) as do those from other private high schools.

90% of alumni respondents between ages 22 and 55 are employed in a full-time job; the same percent as the U.S. “real” employment rate.

89% of employed alumni report that their job is either one they would like to keep or they are in a transition to a better job, compared with only 70% of workers in general.

96% of respondents reported that Landmark helped them improve their reading and writing.

73% respondents ​said that Landmark helped them improve their reading and writing “a lot.”

95% of respondents said that they are “happy” or “very happy” with their soft skills, including self advocacy, time management, organization, problem solving, perseverance/resilience, awareness of strengths and weaknesses, and community participation.

93% of female respondents and 83% of male respondents said that Landmark helped make their self esteem somewhat better or much better.

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CLASS 2018 50

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Landmark 2018 High School Graduates Avery Grace Albl Unity College Unity, Maine Madeline Greer Aldrich Lynn University Boca Raton, Florida Jack Steven Anastopoulos Springfield College Springfield, Massachusetts Cole Bascome-Duong University of New England Biddeford, Maine Noah Alexander Benstock Roger Williams University Bristol, Rhode Island Felicity Emma Bidwell The Evergreen State College Olympia, Washington Marco Gerardo Calvanese University of New Hampshire Durham, New Hampshire John S. Cannon Dean College Franklin, Massachusetts Rory James Carney American University Washington, District of Columbia Acadia Rose Caron Endicott College Beverly, Massachusetts Ryan Gray Carruthers University of Maine at Farmington Farmington, Maine Adin Chapman Southern New Hampshire University Manchester, New Hampshire

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Jake Aaron Cooper Bryant University Smithfield, Rhode Island Daniel August Cowhig New England Institute of Technology Warwick, Rhode Island Katelyn Mary Cecilia Dacey Southern New Hampshire University Manchester, New Hampshire Julia DeLorenzo Savannah College of Art and Design Savannah, Georgia Cole Joseph DuBois American University Washington, District of Columbia Nicholas John Engstrom Trinity College Hartford, Connecticut Cameron Arthur Fairweather George Mason University Fairfax, Virginia Michael Fitzemeyer New England Institute of Technology Warwick, Rhode Island Michael Vincent Foley Wheaton College Norton, Massachusetts Aaron Matthew Gould Lynn University Boca Raton, Florida Evan Dane Graham Rutgers University New Brunswick, New Jersey Sophia Mae Grausam Champlain College Burlington, Vermont Colin E. Gruszka Westfield State University Westfield, Massachusetts Abigail L. Higgins Fairfield University Fairfield, Connecticut Kayla Elizabeth Hudzik Lynn University Boca Raton, Florida Brendan Charles Jackson Roger Williams University Bristol, Rhode Island Lily Ayn Jarvis Saint Michael’s College Colchester, Vermont

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Jared Sharad Joshi Hofstra University Hempstead, New York

Peter Mario Reidy North Shore Community College Danvers, Massachusetts

Bryan Patrick Kelly High Point University High Point, North Carolina

Peyton Philip Renzi Mount Wachusett Community College Devens, Massachusetts

Ryan Aidan Kenney Lynchburg College Lynchburg, Virginia

Claude Otto Ropitzky University of New Hampshire Durham, New Hampshire

Henry Lee Kimber White Champlain College Burlington, Vermont

Michael George Roy Rollins College Winter Park, Florida

Yamil Haron Kouri III Lynchburg College Lynchburg, Virginia

David Michael Savage Wentworth Institute of Technology Boston, Massachusetts

Maxwell Graham Lawton-Yoder American University Washington, District of Columbia

Max Harrison Schraut Worcester State University Worcester, Massachusetts

Elizabeth Rachel MacMannis University of Vermont Burlington, Vermont

Joa Grace Isabella Segal University of Denver Denver, Colorado

Emily Katrina MacMannis Simmons College Boston, Massachusetts

Itai Segev American University Washington, District of Columbia

Caroline Elizabeth Manning University of Mississippi University, Mississippi Avery Frederick Morgan Dean College Franklin, Massachusetts Loren Sherwood Morgan III University of Central Oklahoma Edmond, Oklahoma William Augustino Morganelli Bridgewater State University Bridgewater, MA Cristina Monarrez-Rios Savannah College of Art and Design Savannah, Georgia Samantha Emily Nelson Grafton, Massachusetts Julia Thomas O’Neill High Point University High Point, North Carolina Christopher Parece High Point University High Point, North Carolina Tynan Callahan Reed Saint Michael’s College Colchester, Vermont

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Upon Our Son’s Landmark Graduation In four short years, our son has grown into a young man of amazing personal strength, balance, and fortitude. It goes well beyond the maturing of a teenage boy who has conquered his learning disability.

This is what we see in him, and in so many of his classmates: • When he speaks with others, he is polite and it’s genuine.

• He is respectful and listens to people who can teach him and help him.

• He is kind and considerate and intentional in his actions.

• He speaks and acts with newfound confidence and true belief in himself.

• He found himself, and then he found friends.

• He gained compassion from his disability.

• He lives with his disability; he does not make excuses for it.

• He is proud of who he is and what he can accomplish.

• He firmly makes good choices.

• He recognizes the importance of solid core values that will help him succeed in life.

• He even found the confidence to push himself academically (physics—really??)

It is refreshing to know so many young adults that are respectful, mindful, caring, passionate, humble, and good people at their core.

As I state above... the world needs more Landmark students.

From the bottom of our hearts, thank you.

—A parent of a 2018 Landmark graduate who wished to remain anonymous

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Lana Marie Davenport Simkovits University of Hartford West Hartford, Connecticut Jacob Doyle Slaney Plymouth State University Plymouth, New Hampshire Cameron MacLeod Stewart Northern Essex Community College Haverhill, Massachusetts Zhilinn Yu Strong-Allen Middlebridge School Post-Grad Year Narragansett, Rhode Island Jarrod Paul Sweeney Nichols College Dudley, Massachusetts Philip G. Tsoukalas Saint Leo University St. Leo, Florida Alexander R. Watty University of Tampa Tampa, Florida Nicholas F. Watty Ringling College of Art and Design Sarasota, Florida Jenna Young Wilder Southern New Hampshire University Manchester, New Hampshire McKenna Isabel Kirsten Wolfman Columbia College Chicago Chicago, Illinois

Other High School Destinations: Tanner Coyne Danvers High School Danvers Massachusetts Bianca Drouin Lawrence Academy Groton, Massachusetts Philip Jeffries The Governor’s Academy Byfield, Massachusetts Aidan Shea Brooks School North Andover, MA Joshua Thibeau Pentucket Regional High School West Newbury, Massachusetts Jack Vieira Gloucester High School Gloucester, Massachusetts

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EMS

Elementary•Middle School Sarah Almeida Hamilton-Wenham Middle School Michael Balestracci Landmark High School Matthew Bozzi Landmark High School Kristianna Brown Landmark High School Noah Brown St. John’s Preparatory School Ethan Cadorette Landmark High School Siri Carr Brookwood School Mario Cocuzzo Landmark High School Benjamin Cregier Landmark High School Sarah DiCenso Tower School Tyson D’Orio Landmark High School Pierce Donlon Landmark High School

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TRANSITION

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Meredith du Four Brookwood School Jessica Escalante Carroll School Matthew Favreau Landmark High School Joseph Fleming Landmark High School Nikolaus Guthrie Landmark High School Ciara Haggerty Landmark High School Olivia Hearn Landmark High School Sean Holland Winchester High School Hayden Holway Beverly Public Schools Ryan Karle Landmark High School Stephen Lukasiewicz Landmark High School Colin Mastrocola Boston College High School Myles Moreira Landmark High School Yasmine Mostoufi Landmark High School Brendan Murphy Landmark High School Kara O’Shea Hamilton-Wenham High School Olivia Pierce Landmark High School

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Lindsay Pitkin Landmark High School Daniel Roberts Landmark High School Edward “Michael” Sheehan Landmark High School James Sheehan Landmark High School Jack Sielian Landmark High School Veronica Smoot Landmark High School Tyler Sullivan Landmark High School Isabella Teta-Bright Landmark High School Casey Twombly Manchester-Essex Middle School Emily Varga Landmark High School Aidan Warren Landmark High School Asa Whitney Landmark High School Jack Wright Landmark High School

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Seventh Grade Students Reflect WHAT DOES IT MEAN TO HAVE A LANGUAGE-BASED LEARNING DISABILITY?

By Susan Tomases

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By Lilly Coble ‘23

There is nothing worse than sitting in the back of a crowded classroom Not knowing what is going on Made to feel like I was in last place of some imaginary race Like those cartoon characters trying to run and catch up but my feet weren’t moving The 60 seconds that they allow in a minute were moving too fast for me Everyone else around me was learning While I was playing catch up on the stopwatch There was always a challenge I had to face My brain felt fuzzy with bees in my ears Not knowing how to count in order Not able to do math in my head Spelling phonetically Trying so hard to understand the words on the page Reading out loud feels like a broken white noise machine is playing all of its sounds that it has at once and I can’t focus As I gnaw on my cheeks as if the words on the page are buried beneath my gums Scared to say something wrong so the only thing behind my words is insecurity I smile, grin away the pain, I live with it I learn how to work with it

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K I E R A N K ES N E R

Most of us know what we’re good at and what we struggle with, but we don’t often delve deeper and ask “why?”

This year, Elementary•Middle School Reading and Testing Supervisor Meghan Sebens asked a seventh grade language arts class to do just that. Through a new initiative, she worked with her students to study the science of dyslexia and other language-based learning disabilities (LBLD), write an essay about their findings, and produce a project illustrating something concrete or abstract about LBLD and their personal experience.

Meghan says, “I was impressed by how invested the students were with this unit. They were particularly interested in learning about the neurobiology of dyslexia.” A common school of thought is that people with dyslexia are left-brained, meaning that they are imaginative, creative, and intuitive. Right-sided people tend to be logical and stronger in reading and writing. These two hemispheres are connected by the corpus callosum, often called the brain’s superhighway. People with dyslexia transfer information in unique ways when that information involves language sounds, literacy skills, and reading comprehension.

They make connections in a variety of ways and call on their considerable strengths to compensate for areas that may be challenging to those who have dyslexia.

Students also met with Landmark High School’s Student Advocates, a group of seniors who make presentations at local schools and colleges and share first-hand stories about having a learning disability. A common refrain among all of the students was how frustrating and belittling their prior school experiences were and how coming to Landmark made them realize their full potential and helped to boost their confidence.

The unit culminated in an oral presentation of their essays, and students shared their projects with fellow classmates, invited guests, and the entire faculty at milkbreak meetings. Rob Kahn, head of the Elementary•Middle School, told the students, “These were some of the most memorable Hayden Holway, Sydney Jolivet, presentations I have heard delivered on our Teagan Hardiman, campus!” Projects included three-dimensional Clint Vieira, Lily Coble, Lucy Lopardo, and models of the brain, videos, illustrations, Kylie Donovan, and even a poem. all class of 2023

Beautiful Mind

 LIMELIGHT a love story

When Opposites Attract

by Christine Ozahowski Sarah and Doug Turnbull met when they were high school students with summer jobs at an Appalachian Mountain Club camp in New Hampshire. Their mutual love of the outdoors was a shared passion right from the beginning. They quickly became friends, and yet, as Sarah says, “The thought of dating Doug never even occurred to me.” Doug, however, had a different idea…“Oh, it definitely occurred to me!”

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Sarah with a beautiful brooch that had belonged to his grandmother that would be made into a ring. Doug proposed a third time by dropping down on one knee in the grocery store. Sarah describes this as “mortifying but funny,” but leaving them officially engaged.

Their wedding was held at an inn in New Hampshire with a big barn that brought them back to their first summer. It was a celebration that included live music, dancing, and personal touches that were meaningful. Doug wore white buck shoes in honor of his grandfather for whom that had always been a tradition. Sarah wore a traditional white wedding dress with the added touch of navy blue shoes with buckles handed down from an ancestor who rode with Paul Revere. Sarah is now an administrative assistant at EMS, working part-time so that she can spend more time at home. Doug is the woodworking teacher at the High School, and both of their daughters are at Tot Spot, Landmark’s day-care center. They have built their lives around the love of their children, their home, and their Landmark community. Sarah and Doug are planning a road trip this summer to Nova Scotia with daughters Suzanna and Molly. The adventure of their life continues, and both look forward to seeing what might be just around the next corner! 

NAMES

 Sarah and Doug Turnbull

LOVE AT FIRST HIKE

couple first  The became friends

during their high school summer job at an Appalachian Mountain Club camp.

ALMA MATER

 Colby College (4) and  Suzanna Molly (2) CHILDREN

S E TH I R EL A ND

Coincidentally, or not, Sarah and Doug both went to Colby College where their “not dating” friendship continued. It was not until right after college, when Sarah was working at Landmark as an Elementary School teacher, and Doug was teaching Spanish at St. Andrews in Rhode Island, that their friendship sparked into something more. A five-week trip to Ecuador the following summer found them realizing their many shared interests, including the love of travel and adventure. They recall a warm Ecuadorian evening thinking and talking about what a shared life might hold in store.

Along with their shared interests, they have discovered that, in fact, opposites do attract. Sarah acknowledges that she is a bit more reserved, while “Doug loves to perform!” Sarah is also a planner when they travel (“So that we don’t miss anything”), while Doug is content to wander and discover whatever might be around the next corner. While Sarah tends to be highly organized, Doug describes himself as “a bit scattered.”

They are perfect complements to one another, as Doug notes, “Sarah can always pull me back to center.”

Their different personality traits were evident in their proposals of marriage. Sarah proposed first, however it felt “not quite official.” Doug, acting a bit spontaneously, returned the proposal, presenting

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 SPOTLIGHT faculty

Pied Piper of Chill

By Kevin Roberts If you really want to understand Carlton Winslow, let’s do this properly. Pause for a minute. Put on some Coltrane. Take a few deep breaths...in through the nose...out through the mouth.

Now, I doubt you really have the free time to practice that long enough to get your blood pressure down to Winslow level, but I imagine you can get yourself moving in the right direction.

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NAME

 Carlton Winslow



HOMETOWN

New Baltimore, New York

AT LANDMARK  YEARS 19 K I E R A N K E S NE R ’ 09

To know Carlton Winslow is to know a confident, collected, and calm houseparent, teacher, and basketball coach. When I started as a houseparent, it took me a while to realize that this was his first year at it too. He just did it that capably, and he continues on many fronts. His patient demeanor has served Landmark well in his 13 years of houseparenting in Campus Cottage and close to two decades of Landmark teaching. By my rough calculations, his direct impact on individual people reaches into the thousands, especially if you factor in the parents who have benefited from the Winslow vibe that lulls them into the confident security that their son or daughter is well taken care of.

It’s no surprise that he’s very effective with the younger energetic boys— a soothing pied piper of chill. And since he’s so patient, he is also a very good listener. The boys of Cottage talk to him often about peer conflicts, knowing they’ll always be heard and respected. Seeing him in action in difficult student situations, challenging basketball games, or in spirited meetings with colleagues, he’s still just cool and controlled.

Many also know him as a passionate coach, but he’s tough and compelled to motivate his players to produce too—all without raising his voice. Simply put, he’s a calming force. With four of my own kids, and as a houseparent of many years, I need a good dose of the Winslow effect every morning at our 9 a.m.

Residential Life meeting. I seek out a seat next to him, and let the de-escalation osmosis begin. If you can find the time to let his aura wash over you, it’s worth it. In the meantime, keep the Coltrane playing. 

HOBBIES

music, guitar, basketball, running, and tennis

 Listen, you might learn

FAVORITE PIECE OF ADVICE

something. (From his mom.)

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The Most Uninteresting Thing About Nicole

by Jeanne Talbot P ’20 64

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 SPOTLIGHT student

CA SS I E F UL FORD

It was a cool spring afternoon at Landmark with a sweeping, stiff ocean breeze that rushed up the hill between the Alexander and Lopardo buildings. I saw him across the drive, and he saw me. He smiled, I think, but maybe not. It was Parents’ Day, and although he’s not a teacher, I’m a parent and I needed to talk to him, even though I didn’t have an appointment. Eight months had passed since our first conversation, and there was still a lot to say about my daughter.

I’ll admit it. I’ve got a bit of “mama bear” in me (ok, a lot), at times fiercely protecting my daughter from a world that doesn’t understand or perhaps doesn’t want to understand her. Yes, my daughter is dyslexic … and she’s transgender.

There was a day that I thought Robb Genetelli, dean of students, was one of the people who didn’t understand. But on that spring day, I learned differently. He understood more than I could have hoped.

Nicole was assigned male at birth, and that’s who I thought she was, and it’s how I initially raised her.

It took me 12 years to realize and learn what she knew from the start: that she is a girl. I had to learn that being a girl was not a fad, not a phase, and not something that she was going to outgrow. It’s who she is, has always been, and will always be.

Nicole began fully and publicly living as a girl in the middle of seventh grade. Her middle school trained its staff and teachers and adjusted its policies to provide an affirming and supportive space for Nicole and, ultimately, all students. But now it was time for Nicole to go to a new high school: Landmark.

Would the kids understand and accept her?

Would teachers and the administration have her back? Though I was hopeful and did my due diligence with the school, I wasn’t sure Landmark understood what it means to be transgender, how to create a supportive environment, how to give staff the language to respond, and how to have a backbone when necessary. It was a stressful time, and both Nicole and I crossed the threshold holding our breath, hoping and yet wondering if Landmark would be the right place for her.

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simply Nicole. She’s achieving all As and Bs, enjoying friendships, participating in school activities, and outside of school, pursuing her musical theater dreams.

I did catch up to Mr. G. that day on the driveway, and I’ll never forget what he said to me: “The fact that Nicole is transgender is the most uninteresting thing about her.”

The simplest truth, but the most powerful message. Transgender people are people: humans with families, friends, hobbies, talents, and above all, dreams. They are just like all of us, because they are us. The difference is that there is no difference.

My daughter is living her best life. Is it perfect? No. But she’s thriving.

My 16 year old is fundamentally no different from your 16 year old. Nicole has dreams and aspires to perform on Broadway. She has her driver’s permit and will get her license soon. She spends too much time on social media and doesn’t always do her homework. She breaks dress code and thinks Mr. G. won’t notice. She’s a teenage girl. And, in the words of Mr. G., being transgender is the most uninteresting thing about her. 

NAME

 Nicole Talbot



HOMETOWN

Beverly, MA HIGHLIGHTS

 Singing the national anthem at a Bruins game and being on the Megyn Kelly Show FAVORITE PASTIME

Musical theater ADVOCACY WORK

• Freedom for All Massachusetts •Gendercool Project

Nicole performs in Landmark’s production of Little Shop of Horrors

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 SPOTLIGHT parent

Passion with a Purpose Ann Andrew P’24, Advocate for Students with Dyslexia

by Liz George

After spending a few minutes with Ann Andrew P’24, one thing becomes instantly clear: don’t let her size fool you. Small in stature but mighty in determination, Ann packs more emotion and purpose with her words than most people, and she has made it a personal mission to help the needs of her three sons, each of whom has dyslexia.

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Next on her agenda is working to pass state legislation to support early dyslexia screening, and she hopes to see more training for public school teachers. “I admire the work of the Landmark Outreach program (pg. 37) and wish every teacher across the state could take advantage of the trainings and courses they offer.”

One might wonder how Ann has time for all that she does or what drives this mission? For her, it’s personal. Her voice fills with emotion when she reflects on how Landmark has helped her youngest son, Ben, a rising seventh grader at the Elementary•Middle School (EMS). “When I drive up the hill to EMS, I pinch myself. The teachers are incredible. Ben is a different kid now that he’s here. He’s confident, independent, and he’s proud. Aside from the academics, he’s supported in a way that could never happen anywhere else.”

Landmark, according to Ann, “not only saves students but it also saves parents.”

Throughout her journey, Ann has maintained a hopeful, optimistic outlook. “Rather than feeling sadness or despair, I have watched with wonder as my sons learn and grow in ways few parents can ever really appreciate. They are amazing boys, with an abundance of empathy, perseverance, and spirit.”

All characteristics, one can observe, that are also reflected in their mother. 





NAME

Ann Andrew HOMETOWN

Gloucester, MA PARENT CLASS OF

 2024

ADVOCACY

 Chair of Rockport

Parents Advisory Committee, Leadership Team of Decoding Dyslexia-MA, Massachusetts Attorney General’s Disability Rights Committee



NEXT MISSION

Working to pass state legislation to support early dyslexia screening

K I E R A N K E S NE R ‘ 09

Dyslexia wasn’t a word in her vocabulary prior to November 23, 2011, when her oldest son, Johnny, was diagnosed. As Johnny—and then his brothers Will and Ben—struggled in school, Ann decided that she would devote herself to helping students with language-based learning differences. She dove head-first into trainings and workshops to familiarize herself with dyslexia, eventually becoming an Orton-Gillingham tutor and a learning disability advocate.

In her pro bono advocacy work, she enjoys remaining behind the scenes to empower parents to navigate the Individual Education Plan (IEP) process, create goals, and understand terminology and evaluations. Connecting with other parents comes easily to Ann, and she is overwhelmed by the friendships she has made through her advocacy work. “My very best friends today are those I’ve met while on this journey.”

When she is not helping her own children or other parents, she is passionate about her volunteer work on behalf of the learning disability community.

She chairs the Rockport, Mass., Parents Advisory Committee, is a member of the Leadership Team of Decoding Dyslexia-MA, and a member of the Massachusetts Attorney General’s Disability Rights Committee.

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 SPOTLIGHT alumni



NAME: Michael Tucker ’17

 STUDYING AT:

Saint Michaels College, Double major in secondary education and history

 SELF ADVOCACY TIP:

Be up front about your learning disabilities. If you share this with your professors and the teaching assistants, they can better help you.

Double the Advocacy

by Danielle Figueira 68

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

NAME: Matthew Tucker ’17

 STUDYING AT:

Saint Michaels College, sociology and social work

 SELF ADVOCACY TIP:

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K RI ST I E RA E I MAG E S

I’ve learned to introduce myself to my professors on the first day of class and try to attend office hours at least a few times each semester so they know who I am.

Despite their identical appearance and shared language-based learning disability, twin brothers Matthew ’17 and Michael Tucker ’17 had diverse interests and gained different skills during their time at Landmark. Matthew came to Landmark halfway through his freshman year and pursued woodworking, while Michael enrolled his junior year and studied early education. Although they had separate journeys, they both recognize and appreciate the education they received at Landmark and feel fortunate to have received individualized instruction.

“Landmark should be the norm for what students with learning disabilities deserve,” says Matthew.

The brothers graduated in 2017 and are currently enrolled at St. Michael’s College in Vermont, where they continue to advocate on behalf of their learning disabilities. Michael notes, “Other students with learning disabilities do not know what they are entitled to and are not utilizing the services available to them. Landmark taught me how to advocate for myself and I will never stop doing that.” Matthew adds, “You only get out of Landmark what you put in. The faculty go above and beyond to give you what you need. It’s the student’s—and then the alum’s—responsibility to use that skill set.” The brothers credit the popular Study Skills class at Landmark for helping prepare them for transitioning to college. Now, they are armed with the resources and confidence needed to navigate the education system as independent, confident adults.

When they are on break from St. Mike’s, Matthew and Michael can often be seen on Landmark’s High School campus visiting friends, faculty, and the alumni relations office. It’s important to them to stay connected to the school that made such a significant impact on their lives. Michael, speaking for his brother as well, says, “Attending Landmark was such a privilege and we are so proud to be alumni of the school. We hope we can continue to come back to visit the faculty who helped shape who we are today, and perhaps share our story with current students.”

Michael is pursuing a double major in secondary education and history and hopes to become a Landmark teacher. Matthew is studying sociology and pursuing a degree in social work.  The Lantern

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 PENLIGHT

in her own words

Stuck Under Water

by Anna Belle Brown ’22

I always would buy notebooks because I had the inspiration to write, but those notebooks would sit on a shelf, empty. I always had so many thoughts that I wanted to put on paper, but I couldn’t because I didn’t know how.

When I think about my experience with learning, it has been like being pushed under water and then brought back up again over and over. Sometimes it felt like I hadn’t really started learning until I came to Landmark. Unfortunately, I haven’t been at Landmark as long as most people, because I got here in seventh grade. Getting here in seventh grade made it feel like I was being swept into another new situation since I had just gotten into middle school the year before. Just like people have their strengths and weaknesses, no school is perfect, not Landmark or my public school. My old school wasn’t bad, and I had a really great group of friends and some understanding teachers, but they didn’t know how to help.

The school gave my family a lot of empty promises about my learning. This was very frustrating for me because I felt like I was the problem, when really it was my learning disability.

Before I came to Landmark, my learning experience from first through sixth grade was not as smooth as I would have hoped it to be. I found out that I had dyslexia when I was in third grade, but even after I found out, nothing was done about it.

The school finally put me into a small class, but they 70

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K I E R A N K E S NE R ’ 09

all had a range of behavior and learning problems, and we were all taught the same way. I was constantly taken out of my other classes, and was starting to fall behind. For a long time, I could barely remember what I had learned the year before. I was putting in an immense amount of hard work and effort, but all the work I was doing was not resulting in positive outcomes. It felt like I was stuck in first grade for my entire school experience up through sixth grade, which was like drowning underwater. That is why I am so grateful to be where I am now.

When I got to Landmark, my entire family and I were excited, but we were worried about what was going to come next and whether it was going to work out. After the Landmark Summer Program, I felt a little more comfortable because I SPRING/SUMMER 2018

knew my way around and I knew a few kids. When the school year began, I felt really self-conscious.

I didn’t want to open up to anyone and I didn’t feel like I could trust the community because of my past school experiences. Gradually, I started to open up more and meet people in the community.

I began to feel more comfortable with classmates and teachers. Learning was becoming easier, and I started improving immensely. My family and friends from home all noticed that my love for reading and writing was growing. I am happy to say that all those notebooks sitting on my shelf are now filled with piles of ideas and inspiration. Overall, I am so glad that I came here, and I can’t wait to continue on to Landmark High School. I really don’t know where I would be now if I didn’t enroll at Landmark. 

NAME

 Anna Belle Brown



HOMETOWN

Stow, MA CLASS OF

 2022

HOBBIES

 Writing, hanging out

with friends, gaming, biking FAVORITE CLASS

 Science

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 STARLIGHT performing arts

Stand-Out Performances

A performance where the set is one of the stars of the show

by Elizabeth Maurer

As an ensemble show, the whole cast came together to pull off a great production. All 13 cast members delivered outstanding performances, with some standout actors, including sophomore AJ Hughson who played Penny, Alice’s play-writing and portrait-painting mom, eighth-grader Cam Evans who played the over-the-top Russian ballet instructor, and junior Gillian Garvey who went en pointe as Essie, dancing her way through life.

One of the stars of the night was the magnificent set, a two-story house, designed and built by Evan Graham ’18. Evan has been taking part in a full-year internship with Andy Knox ’97, the technical director at Landmark. He began work in the Performing Arts Center every day at noon and stayed most evenings until 10 p.m. The internship included a wide array of learning experiences—everything from running errands to Home Depot to drafting layouts for the dressing room renovations that took place this spring. Evan spent significant time planning 72

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various events that were scheduled for the theater and included tasks such as focusing lights, setting up sound equipment, and consulting with the faculty or students who hosted the events.

His biggest project of the year, the set for the spring production, came to fruition following several months of brainstorming, drafting, collaborating with directors, redrafting, and then building the set. After the set was built, Evan dressed the walls and stairs with trim, paint, railings, and props. Throughout this process, he stayed within a budget, got approval from the directors, directed a team of students, ordered supplies, and troubleshot a variety of problems. Evan also made his acting debut during this production as the Department of Justice officer who breaks down the door to arrest the whole cast.

The production was a fantastic end to a memorable year! Many thanks to all who were involved in making this play the success that it was! 

K I E R A N K E S NE R ’ 09 (4 )

This spring, the Landmark Stage Company put on a show full of bursting fireworks, dart throwing, ballet dancing, and xylophone playing in an explosive performance of You Can’t Take It With You. In this chaotic story, the young and in love couple, Alice Sycamore (Paige Steriti ’19) and Tony Kirby (Ethan Kerr ’21), decide to introduce their families; however, when the Kirbys come to the Sycamore house on the wrong night, everything blows up (quite literally)!

SPRING/SUMMER 2018

Evan Graham ‘18 (lower right) designed, built, and dressed the set of You Can’t Take it With You as part of a year-long internship with Technical Theater Director, Andy Knox ‘97.

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 STARLIGHT athletics

Diamond Dreams:

A Middle School Baseball Season for the Ages

by Scott Harlan

“Sport is a moral undertaking because it requires of participants, and it schools spectators, in the appreciation of noble things – courage, grace under pressure, sportsmanship.

Sport should be the triumph of character, openly tested…”

— George Will 74

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front l to r: Jack Bram ’23, Timmy Hearn ’23, Dillon Below ’23, Cole Everitt ’24, Stephen Hilaire ’24, Brendon Katz ’23, Stephen Lukasiewicz ’22. rear l to r: Mario Cocuzzo ’22, Hayden Holway ’23, D.J. Roberts ’22, Ryan Karle ’22, Matthew Reed ’23, Jack Wright ’22, Luke Graham ’23, JP Murphy ’23.

K I E R A N K E S NE R ’ 09

not pictured: Andrew Cutter ’24, Nate Miller ’24

This past spring, the Landmark Middle School Baseball team completed one of its most successful seasons to date. The team soared, winning its final four games to finish 4–1, in an abbreviated yet fulfilling season.

A record 17 boys signed up, representing a range of experience and skills. Coach Bill Bresnahan’s early season encouragement—to treat each other “with kindness and humility”—soon came to life in promising ways at practice. As players moved through SPRING/SUMMER 2018

fielding and hitting stations, they asked questions and shared knowledge about the game. An environment in which all could learn from each other and thrive developed.

Slowly, behind the scenes, a team started to form.

Despite many indoor practices and a longing to be outside on the diamond, it was evident, as Coach B. observed, that “… these boys had a Sandlot The Lantern

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quality to them. They love to play. They love to learn. And they love to teach each other. What more can a coach ask for?!?!”

After three games were rained out, we finally got a chance to play in early May. Although disappointed to lose our first game, after five weeks of practice we were determined to improve.

In our second game, our “home opener,” the season turned in thrilling fashion. Trailing 5–4 in the last inning, Mario Cocuzzo ’22 smacked the game-winning hit for a dramatic 6–5 walk-off victory. In our next game, team co-captain DJ Roberts ’22 cleared the bases with a first inning grand slam to propel us to a 4–0 lead and a 7–2 victory. Who knew then that we would never again trail in a game! In game four, DJ continued his mastery on the mound, retiring the first 11 batters in our third straight win—a 7–5 nail-biter. Overall, DJ’s pitching this season was exceptional: he did not yield a run in 7+ innings, striking out 15 of the 25 batters he faced and walking only one. He earned the “Most Valuable Player” award for his dominant play as well as his gentle leadership. In our last game, we blew open a close 4–3 contest, erupting for nine runs in our best inning of the year.

What had begun in the cold, dark, rainy days of March culminated on the sun-splashed green fields of May. An exciting ensemble—players displaying confidence and trust in one another, performing beautiful baseball choreography— had emerged. Our final celebration was bittersweet, as we wished we could keep playing. And yet, as we packed our gear away, we beamed with joy, savoring what we had accomplished together.

“People ask me what I do in winter when there’s no baseball.

I’ll tell you what I do. I stare out the window and wait for spring.”

— Rogers Hornsby, Hall of Fame player and manager

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Bench Left to Right - Merryl Green ‘19, Christina Scanlon (coach), Skylur Demers ‘19 Standing L to R - Andrew Ryan (coach), Sam Lagan ‘19, Matt Horan (coach), Jake Cooper ‘18, Chris Parece ‘18, Tom O’Riordan (coach)

Stellar Showing for Landmark Varsity Track and Field The Landmark Boys Varsity Track and Field team prevailed at the 2018 Eastern Independent League (EIL) Championships at Marianapolis Prep in Thompson, Conn., on May 12, placing first ahead of Portsmouth Abbey, Pingree, Concord, and Bancroft. Landmark scored 159 points while Portsmouth Abbey finished second with 139 points.

The phenomenal win is a reflection of the team’s dedication, focus, work ethic, and the committed coaching staff led by Tom O’Riordan and assistants Matt Horan, Andrew Ryan, and Christina Scanlon.

“All Landmark track athletes should be proud of the win! This was the best team Landmark has ever assembled, and it took everything we had to overcome a very deep and talented league,” said Coach O’Riordan.

In the EIL Championship, the top six finishers in 15 events score points for their team, and each team is allowed three athletes per event. There are also two relays where every school is permitted one team in each.

Seventeen Landmark athletes earned points, with 14 turning in personal records to secure the win. While Landmark only took three first places, the team claimed nine seconds, scored all three entrants in six events, and two out of three in another five events.

“It seems each passing year this group gets stronger and stronger and that is a testament not only to the incredible group of athletes Landmark has assembled, but to the positive and powerful culture Tom O’Riordan and the coaches have built around these programs,” said Brook Sumner, Landmark’s athletic director.

Landmark Girls Set School Record On the girls’ side, Landmark athletes scored the most points in school history at the EIL Championship. The team claimed one first place, two seconds, two thirds, four fourths, and a fifth to beat Bancroft and finish within eight points of Concord and 21 of Pingree. This is the closest Landmark has ever been to these large and well-established programs! The next week, at the NEPSAC Championship, the girls went on to tie Pingree for tenth place and beat both Concord and Bancroft! With no female scorers graduating, we’re an up-and-coming team with a chance to shake things up in the EIL next year!

STAR TURNS Merryl Green NEPSTA Champion, 300m hurdles NEPSTA All Star EIL All Star EIL Champion 300m hurdles: Broke league record

EIL ALL STARS Sam Lagan EIL MVP (Voted by EIL coaches) EIL All Star EIL Champion: 300m hurdles, 400m, 4 x 400 relay

Chris Parece ‘18 Sam Knight ‘19 Adin Chapman ‘18 For additional details on individual performances, see www.landmarkschool. org/track-champs.

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C I NDY S P RE E R

“Baseball is 90% mental and the other half is physical.” — Yogi Berra

EVENTS Review of recent Landmark events Parents................................. 78

Community..........................79

Alumni.................................. 82

Staff Appreciation

Making Waves

Vegas Reunion

LPA 2018 Award Winners

Golf Benefit

Alumni Career Panels

Viking Drop

Alumni Council Award

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EVENTS  Parents

LPA by the Numbers 6 PARENT EDUCATION EVENTS

LANDMARK PARENTS’ ASSOCIATION

Year in Review This year the Landmark Parents’ Association was busier than ever providing parent education programs, staff appreciation events, and social activities. Thanks to the LPA Board and everyone . who participated by attending, volunteering, and donating to our organization.

Special Events This past year we sponsored one to two events each month to help parents make meaningful connections to each other and Landmark School. Events ranged from guest speakers, a dyslexia simulation, lecture on special education law, staff appreciation luncheons, and even a wine tasting!

Check landmarkschool.org/parents for upcoming events.  LPA RECENT EVENTS Staff Appreciation Luncheons Every spring the LPA hosts special luncheons for the High School and Elementary•Middle .

School faculty and staff to express their gratitude for the many ways they help and support . their students. Dining rooms are transformed, a scrumptious lunch is served, parents share . heartfelt remarks, and each faculty member receives a generous gift card. Thank you to the . many parents and guardians who contributed to making these events possible this year.

Peggie E. Cook Landmark Parents’ Association Award One of the many ways that the LPA gives back to the Landmark community is through the Peggie E. Cook Landmark Parents’ Association Award, granted to four deserving graduating seniors. The $500 awards recognize four Landmark students who have demonstrated outstanding academic and. personal growth through positive effort and motivation, . and have made impactful contributions to their community.

Congratulations to the class of 2018 LPA Senior Award Winners: Felicity Bidwell, Jake Cooper, Jared Joshi, Gwei Strong-Allen 78 The Lantern

111 VOLUNTEERS 154 EVENT ATTENDEES

Mission of the Landmark Parents Association The purpose of the Landmark Parents’ Association (LPA) is to cultivate a strong sense of community and to support Landmark School in its mission to foster an understanding of language-based learning disabilities. ALL parents and guardians are . members of the LPA.

2017- 2018 Landmark Parents’ Association Board Co-Presidents: Angela Timpone Gowans and Robert Gowans P’23 High School Vice President: Lisa Castellucci P’19, ’21 EMS Vice President: Jen Pitkin P’22, ’24 Treasurer: Charlie Cimino P’22 Secretary: Jane Ann Chrumka P’20

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EVENTS  Community

All Smiles, Despite the Rain The 26th Annual Landmark School Golf .

Benefit was held at the Ipswich Country Club on June 4. Despite chilly temperatures and more than a few raindrops, over 100 hearty golfers enjoyed a fun afternoon on the links, followed by a celebratory reception and dinner. This year’s outing raised more than $400,000 to benefit the Landmark Fund and student financial aid. We are grateful to all of our sponsors, volunteers, and players for making this year’s tournament so successful.

View photos from the event at .

Landmarkschool.org/golf-benefit.

SAVE THE DATE FOR NEXT YEAR: Monday, June 1, 2019

Thank you to our generous sponsors: Presenting Sponsors The Campbell Family ’04, Celanese, Dow Chemical Company, The Duffy Family ’14, The Lopardo Family ’92, ’20, ’22, ’23, ’24, Molex, The O’Neill Family ’06, Ravago, The Slark .

Family ’01, Wells Fargo, Wylie Construction Company Lead Sponsor TGS Cedar Port Cart Sponsors The Core Group at RBC TD Bank 19th Hole Sponsor Arrow Electronics Evening Sponsors Burns and Levinson, LLP Deloitte Gold Tee Sponsors The Alter Group The Carney Family ’16, ’18 The DeJesus Family ’07 Digi-Key Electronics SPRING/SUMMER 2018

The DiGiovanni Family ’20 EMS-CHEMIE .

(North America) Inc. G2 Capital Advisors The James Family ’10 Fred A. Krehbiel John H. Krehbiel, Jr. Liberty Mutual Ins. Co. Plastic Express Rich Harvest Farms Jack and Alissa Sebastian P’21 Waldom Electronics Corporate Sponsors Arthur J. Gallagher & Co. Avnet Bank of America Merrill Lynch The Buddenhagen .

Family ’23, ’27

Century Mold Chevron Phillips Chemical Company LP Columbia Recycling .

Corporation Connell Limited Partnership Country Carriage DAC Ernst & Young LLP Exelon Hub Group, Inc. Ned Jannotta KPMG The Laird Family ’21 Northern Trust People’s United Bank Pinnacle Polymers Seaboard Marine & .

Jacintoport International The Tashjian Family ’13 US Bank Half-Corporate Sponsors Alan D. Gordon Family Foundation Bishop & Associates, Inc.

C.E. Floyd Company, Inc. East Boston Savings Bank GJ Burns CPA, LLC Kenneth Kumph/Premier Builders, Inc. Don McLellan and Martina Keller Joseph H. Morgart P’12, ’22 Mouser Electronics Ernie Mrozek Peterman Architects, Inc. Gary Rappeport Schulze & Burch Biscuit Co. TTI, Inc. William Blair Hole Sponsors Adam Norwitt Alpine Environmental, Inc. Ed Bachrach Ray Baril Beverly Shade Shoppe Blockowicz & Tognocchi, LLP Brenner Facility Services, LLC Clark, Hunt, Ahern & Embry Dana Alarm and Electric

Delande Electrical Supply Ernst & Young Haworth, Inc. Hayden Safe & Lock Co. Hinshaw & Culbertson LLP Per-Olof Loof McInnis Paving, Inc. Moelis & Company New World Van Lines Newark R. LeBlanc & Sons Seigle’s Cabinet Center Stanley Elevator Company, Inc. Stephen P. O’Brien, Jr. Plumbing & Heating Talbot Heating & Energy Waters & Brown, Inc. Zebra Technologies .

Corporation Event Donors Robert Clapp Jack DeJesus ’07 Davios Ipswich Country Club

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EVENTS  Community

KIE RAN KE S N E R ’0 9 ( 3 )

FOURTH ANNUAL SPRING CONCERT & AUCTION

MAKING WAVES The 4th Annual “Making Waves” Concert and Auction was one for the record books. Held at the beautiful Shalin Liu Performance Center in Rockport, MA, on April 11, the audience enjoyed the talents of the Landmark High School Chorus, local celebrity emcee Billy Costa, and an inspiring performance from Ingrid Michaelson.

This year’s event was the most successful to date, raising more than $210,000 to benefit Landmark School’s students, faculty, and programs.

We are grateful to all of our event participants, especially our sponsors, donors, and auction purchasers. View photos from the event at www. landmarkschool.org/makingwaves SAVE THE DATE FOR NEXT YEAR: Wednesday, April 10, 2019

Thank you to our generous sponsors: Lead Sponsors Anonymous John and Eilene Grayken P’21 Murray and BatSheva Halpern P’19 Molex, LLC Ilan and Shiri Segev P’18 The Slark Family ’01 Technical Training Foundation Center stage sponsors: The Buddenhagen .

Family ’23, ’27 The James Family ’10 Sandra Jesse P’13 On the Rocks Sponsors: Lynne Darling-Melochick ’98 and Michael Melochick Mark and Meg du Four .

P’22, ’24 Eric and Emily Haggman Playbill Sponsors: Jeffrey and Larisa Alpaugh P’21

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Harvey Alter ’82 Jeff and Carolyn Carney P’16, ’18 C.E. Floyd Company, Inc. Catherine and Edward Crain P’19 Jay Kenney and Rosaleen Doherty P’20 Fade and Focus Digital Productions Kimberlea and Stephen Jeffries P’20 Yamil and Suzanne Kouri P’18 The Lopardo Family ’92, ’20, ’22, ’23, ’24

Joseph Morgart P’12, ’22 Northern Trust The Patten Family ’07 Peterman Architects, Inc. Right at Home Boston and North The Tessier Family ’10 Alumni Showcase Sponsor: Taylor F. Patten ’07 Donors: Anonymous Claude and Judy Beaudet Astrid Boesze and Guy Hayward P’19 Boston Harbor Hotel Brattle Entertainment Bravo by the Sea Anthony Caturano ’92 Jenny Casey and Gerry Johnston P’02, ’06 Country Carriage Billy Costa

John Cowhig and Sherry Fuller P’18 John and Shiela Demers P’00, GP’19, Exclusive Resorts® Frayed Knot Sailing Charters Bill Gersh ’06 Shannon Kelly Gilmour Eric and Emily Haggman Henry Jr. Sandwich Shop Elin Hilderbrand Hy-line Cruises Island Resorts and The White Elephant Jenny Johnson Juice Bar Rob Kahn KISS 108 FM Landmark School’s Woodworking Department Matt and Kelly Lord P’25 The Michel Family ’24 Captain Tom’s Charters Venessa Moore P’19 Nantucket Baby and Beach

Equipment Rentals Nantucket Historical .

Association Michael and Randa Pehl P’21 Shearwater Excursions SAGE Dining Services Sheila Rice Something Natural Café Harley and Cindy .

Stowell P’22 Kirk Swanson Don and Christine .

Sweeney P’18 Nancy Thayer The Galley Restaurant The Sunken Ship Tonno Restaurant Tradewind Aviation, LLC Ventuno Restaurant Wicked Island Bakery Perry Wolfman and .

Dan Wright P’18 Wylie Inn Young’s Bicycle Shop Jane Ziesing P’18 SPRING/SUMMER 2018

It’s a Bird…

It’s a Plane…

It’s a Viking!

Landmark School held its third Annual Viking Drop on May 17, capping off High School Field Day. High School students, faculty, and staff gathered with others from the Landmark community on Alumni Field to watch as a viking parachuted from a plane onto the field, landing on a numbered square. The purchaser of the square won a Patriots Game Day package. Additionally, three High School students won prizes as part of the festivities. This year’s Viking Drop raised $13,000 for the Landmark Fund, benefiting Landmark’s students, teachers, and programs. Thank you to all who contributed and participated in this entertaining event! View photos from the event at www.landmarkschool.org/vikingdrop Special thanks to our sponsors: Harvey Alter ’82 Jennifer Casey and Gerard Johnston P’02, ’06 and the Casey Family Foundation The DiGiovanni Family ’20

Make a Statement!

Purchase a Pathway of Honor brick today, show your support, and become a permanent part of the fabric of Landmark School.

Each brick is engraved with your special message. Bricks will be placed in either the walkway in front of the Alexander Building at the High School or in the pathway adjacent to the Elementary•Middle School dining and meeting rooms. ◗ Thank a special teacher. ◗ Honor a student. ◗ Memorialize a loved one. ◗ Congratulate a graduate. ◗ Make a statement.

For more information and to order, please visit: landmarkschool.org/bricks SPRING/SUMMER 2018

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EVENTS  Alumni

From Hale Street to the Vegas Strip!

Thirteen members of the Landmark community attended the annual Vegas Alumni and Friends Reunion in February. This year’s group spanned the classes of 1979 to 2006 and represented six states. Activities included a tour of Brenden Theaters hosted by John Brenden ’83, a ride on the High Roller Observation Wheel, a trip to Top Golf, an excursion to Old Vegas, a visit to the “O” show by Cirque du Soleil, and a fantastic dinner hosted by Harvey Alter ’82. ALL alumni and friends are invited to this reunion so stay tuned for details about next year’s excursion!

Paying it Forward Alumni Panels This Spring This spring the Office of Guidance and Transition and the Prep Program hosted alumni panels to introduce high school students to a range of possible paths and careers to consider after Landmark. We are so grateful to the many alumni who enthusiastically returned to campus to share your story with humor and honesty. Thank you for paying it forward!

From Left to right, Spencer Smitherman ’08, Caroline Manning ’18, Charles Manning and Lesleigh Manning P’18 at the Senior/Parent Dinner, June 1, 2018

Alumni Council Award

Alumni who joined us for the Prep Program Panel from left to right: Shane McClure ’16, Emilee Miller ’14, Samantha Foilb ’16, Diane Churchill ’15, Kris Churchill ’10, Sarah Munson ’11, Adam Gauvin ’10, Dan Fahey ’12, Ben Strawbridge ’12 (behind the post)

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The Alumni Council is a dedicated group of graduates of Landmark School who foster and support ties between the school and our alumni community. This award honors one graduating senior who has distinguished themselves through their student leadership, significant personal growth, and demonstrated potential to be an alumni leader.

This year Caroline Manning ’18 received the inaugural $1,000 Alumni Council Award. In giving the award, Spencer Smitherman ‘08, the Board of Trustees’ Alumni Representative said, “Alumni leaders exhibit four primary qualities. They motivate their fellow alumni. They display school spirit. They recognize the importance of involvement and service to the Landmark community, but most of all, they help drive Landmark’s mission.”

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Alumni Notes facebook.com/landmarkschool

@landmarkschool

landmarkschool

The Landmark School Alumni

Stay in touch! Please email us and let us know what you’ve been up to.

Send updates and pictures to dfigueira@landmarkschool.org Daniel Franklin ’80 I earned my master’s degree from the Harvard Graduate School of Education in reading, language, and learning disabilities and my Ph.D. from UCLA in education. For the past 30 years, I have been working in education as a teacher, administrator, and consultant. I am the Founder and President of Los Angeles-based Franklin Educational Services, Inc., which provides a wide range of individualized school support services for students of all ages and learning needs.

Phil Monier ’83 I taught skiing and snowboarding in Vail from 1990 to 2003. From 2003 to 2015 I worked as a Professional Golfer’s Association (PGA) greenskeeper and since 2015, I have been employed as an owner and operator for Jim Palmer Trucking.

Stefanie Sacks ’85 I attend a day program three days a week for adults with disabilities and speak to professionals about my experiences growing up with a disability.

Amy Auerbach ’86 For the past eight years, I have maintained a project connecting disabled senior citizens and veterans to service providers in northern Nevada. The project is called Northern Nevada Disability Access.

The organization was inspired by the mother of an intellectually challenged young adult and was founded to help families find services in our community. I have lived in the Reno area for more than 20 years.

Mark O’Maley ’91 I work as a lighting designer for the band Magnetic Fields. We had a busy year with a tour that took us to the Brooklyn Academy of Music, London’s Barbican Centre, the Edinburgh International Festival, CAP/UCLA, and the Melbourne Festival as well as additional venues throughout the U.S. and the U.K. This spring I joined the Dance and Drama faculty at Bennington College in Vermont.

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Jeff Palleschi ’88 I am currently an international sales director for Trex Company. My territory is the Caribbean, Central and South America. I live in Vero Beach, Florida. When I’m not traveling I serve on a county board that assists veterans who have committed a crime.

Stephen Grossman ’89 I am getting a master’s degree in law enforcement, criminal justice, and homeland security.

Join the Landmark community for a day of fun events: our 8th annual 5K Road Race, Family Festival, BBQ & Alumni Activities!

Students, alumni, friends, faculty, and staff—bring your families. Everyone is invited to enjoy the festivities!

FOR MORE INFORMATION, PLEASE CONTACT:

Katie Mullen, Manager of Advancement Special Events at kmullen@landmarkschool.org or 978-236-3408

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Jonathan Howe ’94 Currently working and raising my family. I hope to get a second degree soon.

Chris Avery Braico ’95 I’m a father, husband, carpenter, electrician, plumber, a certified fiber optic lineman and splicer, a NYS licensed whitewater and wilderness guide, a ceramics artist, fruit tree arborist, master gardener.

Recently, I built a 700 sq. ft. addition to my Adirondack home, and a pole barn for solar panels.

I enjoy creating something from nothing!

Briana Sommer ’05 After graduating from Landmark, I went to Westfield State University, where I majored in business management with a concentration in accounting. During my college years I was on the swim team and did a semester abroad in Dublin, Ireland. Currently, I’m a grants manager at Harvard Medical School and am currently studying for the certified public accountant exam.

Ashley Wood Moore ’98’s son Jackson

Ashley Wood Moore ’98 I have been at America’s Test Kitchen for almost seven years and became an on-air test cook two years ago. Check out your local PBS station to catch the show! In other news, my husband and I welcomed our amazing son, Jackson William, in May of 2017. We live in Salem, Massachusetts, and absolutely love being back on the North Shore.

James Bartolo ’02 I am currently working in the utilities field in the greater Boston area.

Kierce McLean-Benson ’04 Currently I am a pharmacy technician and the inventory specialist at CVS Pharmacy.

Corrine Prohovich ’11

Kaitlin McGowan ’06 I am a creative director at POPcreative, a full service PR and digital media agency specializing in lifestyle, food and beverage, hospitality, design, and technology brands at: www.popcreativepr.com.

Corrine Prohovich ’11 I currently have a job as a fulfillment assistant at a medical practice called Healthdrive. I have been there for three years, but my main passions are writing and photography. I started my own company called Core Art Creations, mainly photographing landscapes and architecture.

Landmark taught me that to fulfill your dreams you have to work hard and keep pushing. Never give up on what you want. I give my thanks to all of the Landmark faculty, specifically my English teachers, because they encouraged me to pursue a career path in writing.

Taylor Seitz ’06 I am working with the Crew Health Care System (CHeCS) at NASA Johnson Space Center in Houston, Texas. Specifically, I work with the Environmental Health System, which monitors the environment of the International Space Station, to make sure it is safe for the crew onboard.

Before this opportunity, I was an intern at NASA and worked on a project called HERA, or Human Exploration Research Analog. This involved a mock space habitat that tested subjects who lived in the environment for 45 days. We studied the effects of isolation, confinement, and remote conditions in space exploration scenarios. While at NASA, I also met my fiancé, Anna. Together with friends, we have converted an old school bus into an RV. We regularly take it tailgating and camping. Anna and I will be married in March 2019.

SPRING/SUMMER 2018

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Jocelyn Fumo ’14 I graduated with a degree in psychology in May 2018 and was accepted to Boston College and Springfield College to pursue a master’s in social work.

Corey Kramer ’14

Lia Giber ’14 I graduated in May 2018 from the University of Vermont with a Bachelor of Science degree in early childhood education. I also made the Dean’s list!

I will be teaching in Essex, Vermont, this summer and fall.

Corey Kramer ’14 I graduated this May from The School of the Art Institute of Chicago with a focus in visual communications. I will be staying in Chicago post graduation for a few years building my freelance design practice.

Via Valenti ’17 I currently attend Bryant University in the honors program as a politics and law major, with a women and gender studies concentration and a double minor in business administration and communication. I am a student ambassador on campus, the Outreach Coordinator for Women in Business, a professional development coordinator for the honors council, and the secretary for the Bryant Student Government. In the fall I will be working as a writing tutor in our Academic Center for Excellence. This summer, I’ll be doing an internship with a state district representative candidate, as well as attending the UN leadership conference in D.C!

Via Valenti ’17

Ernest Carabillo ’16 I am currently at the University of Massachusetts, Amherst, studying plant and soil sciences with a focus in plant sciences. In the past two years I’ve been studying in several labs doing independent studies, had an internship at Durfee Conservatory, been a tutor for the Introduction to Botany class, and I am currently making a vineyard for the UMass campus. I am looking into what other majors/minors I want to add on and the many other research opportunities on campus. I would love to keep in contact with Landmark friends and talk with any students who might be interested in UMass–Amherst.

Antonio Chase ’17 I am working as a deckhand on the Boston Harbor Cruises for the whale watch ferries.

Henry Koo ’17 I decided to transfer from Australia back to the United States this past semester and am currently studying as an undeclared student at Rochester Institute of Technology. I’m looking to do something along the lines of film production, but also have many other options and interests to consider. Hope to be back at Landmark soon!

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Alumni Breakfast Many alumni returned for Commencement to celebrate and congratulate the Class of 2018 as they received their diplomas. Alumni were treated to a breakfast and enjoyed reconnecting with each other and some favorite faculty members. Many more alumni arrived later to attend the graduation ceremony, which made for an informal and impromptu reunion. Thanks to all alumni who joined us. You made the day even more memorable!

SPRING/SUMMER 2018

Retirements and Farewells  Roberta DeCruz (started in 1986–32 years) “Roberta Decruz’s commitment, professionalism, intelligence, and compassion have contributed for many years to the building and implementation of a comprehensive counseling department that works collaboratively with other departments throughout Landmark for the benefit of many hundreds of students. Roberta’s direct intervention and leadership have made it possible for so many students to succeed and reach their full potential and for the counseling department to evolve, grow, and contribute to the common good of the Landmark community. Thank you, Roberta!”

—Bob Broudo, headmaster “I have far exceeded the amount of time that I thought I would work at Landmark. In part, I imagine that is because it is such an easy place to be; a beautiful campus, dedicated and competent staff, and an opportunity to get to know and work closely with students during an important phase of their life. Although it is time for me to move on, I am grateful for the opportunity to have been part of the mission, the community, and most importantly, the Counseling Department of this school.”

—Roberta DeCruz

“ Roberta’s direct intervention and leadership have made it possible for so many students to succeed and reach their full potential.”

—Bob Broudo, headmaster SPRING/SUMMER 2018

 Dave Loeper (started in 1994–24 years) “Dave has dedicated the majority of his professional career to Landmark School. For nearly 25 years, he has commuted a 60-mile distance between his home and Landmark, and has done so faithfully. Like many Landmark faculty, Dave has worn many hats: math teacher, tutor, and Junior Transition Workshop leader; however, his main role has been that of an Academic Advisor. In that role, he has worked closely with students, their respective families, and faculty to ensure that the students received the best educational opportunity possible while attending Landmark High School. We will miss Dave and thank him for his years of service.”

—Tim Mahoney, academic dean and assistant head of the High School

Roberta DeCruz

“It has been a privilege to work at such a great educational institution for nearly 25 years. I’ve enjoyed working with and helping so many students find their way educationally as they have grown through what can be challenging teenage years. The families I’ve worked with and the colleagues who have become close friends have all had a lasting impression on my life. Best wishes to all of you.

Thank You.” —Dave Loeper Dave Loeper

Rick Mello

 Rick Mello (started in 1987–31 years) “Rick has managed the Landmark Custodial Department for 31 years. He is dedicated to maintaining a safe, clean environment for the Landmark community and manages his staff such that their work is consistent with his goals. He interacts with all administrative teams at both campuses and has a streetwise, common-sense way of functioning within the organization. He is professional and demanding in managing his team and when interacting with other facilities departments. He has been a pleasure to work with and will be deeply missed.”

—David Seiter, director of facilities “I would like to sincerely thank Landmark School for 31 wonderful years of employment. It’s like saying goodbye to a close friend—reflecting on fond memories over the past three decades. I am looking forward to spending time with my wife, Beverly, and our dog, Lincoln.”

—Rick Mello The Lantern

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 Dave Shaw (started in 1977–41 years) “Dave Shaw arrived at Landmark in January of 1977 and was a part of the school’s growth and development for over 40 years. A stalwart of the Social Sciences Department, Dave helped countless students build their academic skills through his consistent, methodical teaching style and dedication to the core principles on which Landmark was built. His no-nonsense classroom approach coupled with genuine care for his students allowed many of his pupils to experience success in a content class for the first time in their lives.”

—Morgan Talbot, High School Social Sciences department head “Landmark has been the best place for me to teach and it became a major part of my life. It is a community made up of teachers, students, staff members from all departments, parents, and administrators. People become part of this community from many parts of the country and world. Its main objectives have always been to improve its students’ reading, writing, and study skills. The school is a community that cares about all involved and often has reached out to its members in times of need and crisis. I will always feel a part of the Landmark community.”

—Dave Shaw  Tom Wellwood (started in 1976–42 years) “Schools and communities do not just happen; instead, they are built over time with many contributors and much hard work. Tom Wellwood is one of the critical building blocks creating the foundation of Landmark School. As teacher, dean of students, counselor, mentor, and friend, Tom helped build a culture that is student-centered, collaborative, stable, and unique—all based on the mission of the school. Tom’s perspective and caring have been guiding lights at Landmark for decades.

Thank you, Tom!” —Bob Broudo, headmaster “Having some experience with adolescent offenders, I was hired in September of 1976, at 26 years old, as a tutor/teacher/duty staff for $5,600 a year. Tutorial only lasted one year as I had some of the same academic challenges as the students. I taught math, P.E., health, and became a duty master 88

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in the Residential Program. I taught woodworking one summer and other summers taught sailing.

Over the years, I was able to crew on the schooner When and If, with voyages from Mystic, CT, to Mt. Desert, ME. In time, Dr. Drake asked me to be the director of student personnel, which then became the residential director, which became the dean of students. Sixteen years later, I joined the Counseling Department.

Dave Shaw

Tom Wellwood

“ Schools and communities do not just happen; instead, they are built over time with many contributors and much hard work.

Tom Wellwood is one of the critical building blocks creating the foundation of Landmark School. “ —Bob Broudo, headmaster

My goal was always to help a younger generation by providing an academic and emotional education.

I have learned a great deal from my students.

Sharing wisdom is how it should be. Landmark opened my eyes to my own academic issues and those of the offenders I had worked with. I came from a time when “special ed” did not exist. I grew up at Landmark. I consider it an honor to have worked here, and I thank all the students and staff who have had such an impact on my life.”

—Tom Wellwood

Landmark faculty and staff members departing after ten or more years of service:  Ryan DeJoy (started in 2000–18 years) • Teacher at the Elementary and Middle School levels • Soccer coach • EMS Summer Program Dean of Students • Director of Alumni Affairs • Director of the Landmark Fund • Associate Director of Institutional Advancement  Matt Murphy (started in 2008–10 years) • Full-time Residential Life Staff (coverage) • Lopardo live-in • Residential Coordinator • Sr. Class Advisor • Graduation committee • Student Store Director  Christine Ozahowski (started in 2006–12 years) • Assistant Director of Admission • Associate Director of Admission  Meg Ferguson-Sauder (started in 2004–14 years) • Elementary•Middle School Counselor • Elementary•Middle School Team Leader SPRING/SUMMER 2018

LANDMARK SCHOOL

Board of Trustees FOUNDED 1971

Moira McNamara James P’10 CHAIR Marblehead, MA Director of Video Operations The Conference Board *Nicholas A. Lopardo P’92, GP’20,’22 ’23, ’24 CHAIRMAN EMERITUS Danvers, MA Founder and President Susquehanna Capital Management Co. Robert J. Broudo P’11 PRESIDENT AND HEADMASTER Beverly, MA Landmark School, Inc. Martin P. Slark P’01 VICE CHAIR Burr Ridge, IL President and CEO, Molex, Inc. Mark R. Brislin VICE PRESIDENT Hamilton, MA Landmark School, Inc. Julia A. Murphy CLERK Beverly, MA Landmark School, Inc. Charles P. Harris CLERK EMERITUS Winchester, MA Landmark School, Inc.

Harvey L. Alter ’82 Glenview, IL Vice President The Alter Group

Emily Haggman Manchester, MA President and Director of Client Services, Haggman, Inc.

*Robert J. Campbell P’04 Rockport, ME Investment Counselor Beck, Mack, & Oliver

Jennifer Buddenhagen P’23, ’27 Magnolia, MA Chief Marketing Officer, Carling Technologies, Inc.

Thilo Henkes P’24 Georgetown, MA Managing Director and Partner L.E.K. Consulting

*David G. Peterson P’08 Bedford, MA Sales Management Consultant

Jeffrey Carney P’16, ’18 Wellesley, MA President & CEO IMG Financial, Inc.

Sandra L. Jesse P’13 Manchester, MA Consultant

Jennifer Paul Casey P’02, ’06 Marblehead, MA Casey Family Foundation Nancy Crate P’19, ’21 Beverly, MA Volunteer Alan Dachs San Francisco, CA CEO and Director, Fremont Group Lynne Darling-Melochiek ’98 Hampden, ME Director of Community Relations Darling’s Automotive Group James Duffy P’14 Auburndale, MA President Ravago Holdings America, Inc. Nadine Gaab, PhD Cambridge, MA Associate Professor of Pediatrics, Boston Children’s Hospital and Harvard Medical School Faculty at Harvard Graduate School of Education Bill Gersh ’06 Beverly Hills, CA Agent, The Gersh Agency

Robert S. Merowitz P’06 Sudbury, MA President & CEO Universal Realty Corporation Joseph H. Morgart P’12,’22 Weston, MA Alternative Investment Amundi Pioneer Investments Michael Pehl P’21 Manchester, MA Founder and Managing Partner, Guidepost Growth Equity William T. Patten P’07 Hamilton, MA Director of Administration Brookline Bancorp Ilan Segev P’18 Newton, MA Executive Director, Private Wealth Management Morgan Stanley Catherine Slark P’01 Burr Ridge, IL Volunteer Michael D. Tancreti P’09, ’11 Nashua, NH Chief Executive Officer Ashwood Development Company David A. Tessier P’10 Beverly, MA President Hospitality and Gaming Advisors

*Suzanne H. Sears P’02 Hamilton, MA * Trustee Emeritus Robert and Angela Gowans P’23 Landmark Parents’ Association Representatives Beverly, MA Spencer Smitherman ’08 Alumni Representative San Francisco, CA Senior Solutions Architect, Optimizely

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