Landmark School Lantern Magazine, Spring/Summer 2019

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S P R ING/ S UMMER 2019

THE MAGAZINE OF LANDMARK SCHOOL

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PREPARING STUDENTS FOR TRANSITIONS TO AND FROM LANDMARK SCHOOL

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ON THE BLOG IN CASE YOU MISSED IT:

The Special Relationship Between Language-Based Learning Disabilities and Anxiety The literature reports that rates of anxiety are significantly higher for students with learning disabilities. While the reasons for this remain unclear, students with LBLD connect their increased stress level to a number of factors. The difficulty of performing daily school tasks, may certainly trigger a constant state of hypervigilance.

CHEVRON-CIRCLE-RIGHT Read this article and more on our blog: landmark360.org

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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 Michelle Granese Scott Harlan Christopher Hunt Carl Gasowski Rob Kahn Avery McNiff Beth Rowen P’20 Susan Tomases Designer Melanie deForest-Malloy Photographers Kieran Kesner ’09 Lifetouch Special Events Max Lukegord ’19 Cindy Spreer

K I E RA N K E SN E R ’ 09

Contributors Angelina Assetta ’24 Scott Blanchette Suzanne Crossman Nate Efinger Linda Fitzpatrick ’16 Tara Joly-Lowdermilk Tom O’Riordan Laura Polvinen Brook Sumner Linda Sylvester Ady Tibrewal ’17 Amy Veling

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 TABLE OF CONTENTS

COVER STORY

32 UP NEXT

TRANSITIONS TO AND FROM LANDMARK SCHOOL

34 TO LANDMARK SCHOOL

36 FROM MIDDLE TO HIGH SCHOOL

38 FROM HIGH SCHOOL TO POST-SECONDARY

40 FROM LANDMARK TO PUBLIC SCHOOL

42 TEACHERS COMING TO LANDMARK

FEATURE ARTICLES

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14 Scholastic Art + Writing Awards 21 Class of 2019 30 Merryl Green Finishes What She Started 43 I Found “My Thing” 44 Landmark’s Green Day

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DEPARTMENTS ◗ HEADLIGHT

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The Changing River

◗ THE BEACON

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Landmark’s News in Brief

◗ SPOTLIGHT

46 Faculty: A Sense of Belonging, Thousands of Miles from Home 48 Alumni: Ady Tibrewal ’17 50 Parents: Bryan and Katherine Bottarelli P’23, ’26 ◗ PENLIGHT

52 Angie Assetta ’24 ◗ STARLIGHT

54 Athletics 56 Performing Arts ◗ FLOODLIGHT

58 Events 63 Alumni Notes 69 Retirements and Farewells ◗ IN MEMORIAM

71 Mrs. El Heneidy, Mrs. El, Fairy Godmother, Friend

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 HEADLIGHT a message from the Headmaster

The Changing River

by Bob Broudo

Important lessons of life and learning come to each of us from myriad sources, including parents, friends, teachers, nature, experience, books, movies, etc. Perhaps one of the lessons we are most challenged to understand and learn about is the one that is the most constant, and that is the lesson of change.

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for the future.

Everyone at Landmark is acutely mindful that each and every student and family is experiencing such change and it is our mission and responsibility to meet everyone where they are in their life and learning process and to help prepare for future changes as well. Teamwork, a diagnostic and prescriptive remedial approach, teaching language and learning skills, helping to develop confidence and self-advocacy skills, creating a safe environment within which students are willing to take the risk of speaking in class, communicating openly, trying a new sport or other activity for the first time, and more contribute to each student’s ability to succeed and accept, even embrace change.

Ultimately, the knowledge that none of us can step into the same river twice can offer unforeseen opportunities that our students are very capable of taking on once they know how smart they are and that they have the tools to embrace change.

“ No man ever steps in the same river twice, for it’s not the same river and he’s not the same man.”

— Heraclitus, Greek philosopher

K I E RA N K E SN E R ’ 09

Throughout history, philosophers, educators, world leaders, and everyday people have grappled with the concept of change. Heraclitus, a Greek philosopher born in 544 b.c. explored this concept and said, “No man ever steps in the same river twice, for it’s not the same river and he’s not the same man.” And Thich Nhat Hanh, a present-day renowned Zen Monk also explained, “We cannot step in the same river twice. If we look for a single permanent entity in a river, we will not find it.”

How we address and cope with the constantly changing river of life also varies. As this pertains to Landmark, I am keenly aware that families do not aspire to enroll their young children in our school as a goal. Landmark becomes part of the family landscape only when a child begins to struggle in school despite strong cognitive skills and a diagnosis determines that Landmark might be a fit. This path represents change and an actual placement at Landmark represents a leap of faith for the parents and student. Clearly, Landmark does not represent the same river as a previously chosen school, living situations, or plans

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Beacon Landmark’s News in Brief |

SPORTS

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FACULTY

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THE ARTS

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STUDENTS

❱❱ SPRING/SUMMER 2019 |

SERVICE

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ALUMNI

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RESOURCES

❱❱ SLAM DUNK

Max Ash Max Ash ‘23, a budding entrepreneur who developed a mug outfitted with a hoop for tossing marshmallows into hot cocoa, was honored

by Matan, a non-profit organization that helps Jewish leaders, educators, and communities create learning environments supportive of children with special needs. Max turned his idea into a profitable business, MAX’IS Creations (www.maxiscreations.com), which he runs with the help of his parents and older brother, Sam.

Evening of Dance Members of the Performing Arts Department’s dance troupe impressed audiences with their poise, teamwork, and talent during February’s Evening of Dance. Twenty high school students performed an ambitious selection of performances, from large group numbers to solos, in genres spanning hip-hop to modern jazz to lyrical.

Kelli-Ann Camacho, head of the Dance Department, choreographed most of the dances, and Paige O’Connor, the after-school dance instructor at the High School, choreographed a selection of the solos and duets. Piper Nichols’19 and Nellie Maxwell ’19 choreographed their solos. Nellie incorporated sign language into her performance. An Evening of Dance, an annual two-night celebration of dance, gives students the opportunity to showcase their dedication to the art.

EVENTS! SEE YOU THIS FALL SPRING/SUMMER 2019

Stay in the Loop CONNECT WITH US:

 facebook.com/landmarkschool  @landmarkschool landmarkschool

 The Landmark School Alumni landmark360.org

HOMECOMING OCTOBER 19

HS PARENT DAYS OCTOBER 24–25

EMS PARENT DAYS NOVEMBER 7–8

Celebrate our 48th anniversary and come back to campus for our 5K Road Race and Family Festival Pg. 66

Current high school families please stay tuned for more information about these days when you 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

Vocabulary Parade

It was a glorious day for a parade—a Vocabulary Parade!

In June, Landmark Elementary School students dressed up as a word from a book they recently read and paraded around the Main Building and into the Meeting Room, where they presented their words. Parents and faculty and staff lined the sun-lit parade route and cheered as the students, dressed in creative, intricate costumes, passed by.

The Vocabulary Parade is one of the most anticipated year-end traditions at the EMS. Each student took to the stage and stated their word’s definition, synonym, antonym, and an original sentence using the word.

The challenging words included crepuscular, succulent, durable, and perfidy.

There’s no shortage of creativity st the EMS Vocabulary Parade

Science Fair

Dozens of Landmark High School students competed in the annual science fair and presented their ambitious projects to judges and observers in February.

Some students proved their hypotheses (rap music helps basketball players sink shots better than country or rock music), while others were surprised by their findings (adults age 40 and over have better memory than teenagers). 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.

Dyslexia Simulation

In January, about 40 Landmark parents and guests experienced some of the frustration that students with dyslexia face on a daily 6

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basis. Landmark teachers presented an impactful dyslexia simulation, created by the International Dyslexia Association (IDA), that resulted in a memorable and powerful morning.

Identity Day

In January, the Landmark Gay Straight Alliance (GSA) and the International Group celebrated Landmark’s third annual Identity Day, a dress-down fundraiser in which students are encouraged to dress in clothing that represents their identity. Proceeds from the fundraiser benefitted Outright International and the Trevor Project.

“The goal is to raise awareness of the mosaic of identities that our community is made up of and to give students the opportunity to celebrate who they are in a more visible way,” said Jennifer Moy, an academic advisor and organizer of Identity Day. SPRING/SUMMER 2019

Writing Around the World

Nearly 30 students in the Elementary•Middle School’s Kids Around the Globe and World Geography classes are corresponding with students from Belarus, Japan, and Canada. EMS teacher Freddi Triback found the pen pals from Belarus and Canada on the website Postcrossing, and the Japanese program grew out of a relationship between Landmark and a group of Japanese educators who regularly visit our campuses.

Students in Belarus and Japan learn English as a second language, so all correspondence is in English.

Ms. Triback had students fill out a form with their age, hobbies, pets, siblings, and favorite foods, and the other teachers matched their students with Landmark’s.

Landmark students learned that the school day in Belarus is similar to schools in the U.S. However, schools in Belarus don’t have names. Instead, they are identified by a number.

Mother Language Day

In February, Landmark High School joined hundreds of schools around the world to celebrate International Mother Language Day. Students and faculty participated in events to showcase the many languages spoken on campus. They wrote synonyms for the words “hope,” “joy,” and “loyalty” in other languages on posters. The word “joy” was chosen in honor of Mrs. El Heneidy, whose middle name was Joy. (See appreciation on page 71). An impressive 25 foreign languages are understood at Landmark, from Cantonese to Farsi to Spanish to Vietnamese.

❱❱ LIBRARIAN’S DESK

Suggestions from Our Librarians Looking for a beach read or compelling podcast? Check out these suggestions from our librarians.

FROM AMY VELING, HIGH SCHOOL LIBRARIAN

For Students and Adults: Just Mercy, by Bryan Stevenson (nonfiction) Eleanor Oliphant Is Completely Fine,

by Gail Honeyman (fiction) For Adults: Educated, by Tara Westover (nonfiction) Where the Crawdads Sing,

by Delia Owens

Elementary students eagerly read a letter from a pen pal from Belarus.

Podcasts: Skimm This Fresh Air Invisibilia Ten Percent Podcast FROM LINDA SYLVESTER, EMS LIBRARIAN

For Students: Crossing on Time: Steam Engines, Fast Ships, and a Journey to the New World, by David Macaulay The Line Tender, by Kate Allen Sweeping Up the Heart,

by Kevin Henkes Because of the Rabbit,

by Cynthia Lord Yes, She Can: 10 Stories of Hope & Change from Young Female Staffers of the Obama White House, compiled by Molly Dillon For Adults: Reader Come Home: the Reading Brain in a Digital World, by Maryanne Wolf

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Beacon ❱❱ Landmark’s News in Brief

Girls Lacrosse Prevails

❱❱ HIGH SCHOOL

Athletes of the Week

August Reid ‘20, varsity wrestling Jon Roman ‘21, swimming Joshua Appelstein ‘21, boys JV2 basketball Cole Palmer ‘21, boys JV2 basketball Patrick Sullivan ‘19, boys varsity basketball Rebecca Morcos ‘19, girls JV basketball Skylur Demers ‘19, girls varsity basketball Leo Fobert ‘19, boys varsity basketball

This year’s varsity girls’ lacrosse team fought hard for an undefeated EIL season.

The Landmark girls varsity lacrosse team won the 2019 Independent Girls Conference Division 2 Championship! The strong group of athletes was led by two phenomenal coaches, Mary Guinee and Amanda Doyle.

The team finished undefeated in league play, dropping only one game, to the Hyde School. The team also tied the D1 powerhouse, Waring School, 10–10.

Landmark Wrestlers Qualify for Regional and National Competitions

In February, George Athanasiadis ‘21; Isaiah and Josiah Castellucci,

‘19, ‘21; Ethan Kerr ‘21; John Simpson ‘20; and Rudy Wurlitzer ‘22 qualified to compete in the 72nd Annual New England Independent School Wrestling Association (NEISWA) Championships at Greens Farms Academy in Westport, Conn.

Isaiah took sixth and Josiah fifth in their respective weight classes, and both advanced to the National Prep Championships at Lehigh University in Pennsylvania.

They were two of four students in the Eastern Independent League who made Nationals.

While neither student placed at Nationals, it was an accomplishment to receive an invitation to participate. Isaiah went on to be named the EIL Wrestler of the Year and Boston Globe All Scholastic Athlete.

Ethan Townsend ‘19, Sarah Mann ‘20, Luca Miranda ‘20, and Justin Estep ‘19, swimming Nevada Fahey ‘21, varsity track Reece Stevenson ‘21, boys JV baseball Lilly Abbott ‘21, girls varsity lacrosse Anya Crowley ‘19, girls varsity tennis Steve Lukasiewicz ‘22, sailing Antonio Calvanese ‘21, boys varsity lacrosse Merryl Green ‘19, varsity track

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Corbitt Commits to Assumption

Baylah Corbitt ‘19 will join Assumption College’s crew team in the fall as a coxswain. She’s been active in the Greater Lawrence Rowing program since eighth grade.

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Wellness Week

Alumni vs. Faculty Basketball Game

Landmark faculty and alumni took to the court in January and enjoyed a fun-filled night of basketball and conversation—and some sweet moves!

Coaches vs. Cancer

❱❱ NEW HEIGHTS

The Landmark High School girls’ varsity basketball team hosted the Fourth Annual Coaches vs. Cancer game in February, at the Ansara Center. The event raised more than $4,000 for the American Cancer Society.

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-finale game against CCA. Coaches vs. Cancer is a nationwide program organized by the American Cancer Society and the National Association of Basketball Coaches (NABC).

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Landmark Athletes Notch Career Milestones Each high school sport has a benchmark that athletes strive to attain. Two Landmark High School students reached the standard of excellence in early February.

On February 2 at the Hyde School, Isaiah Castellucci ‘19 landed his 100th varsity wrestling win.

Pat Sullivan ‘19 notched the 1,000-point plateau in the boys varsity basketball game against Brewster Academy, also on February 6. He entered the game needing 24 points to achieve the milestone. During the second half, after a strong drive to the rim, Pat was fouled and then knocked down his first free throw attempt—and his 1,000th varsity point. (pg. 54) Years of hard work and commitment paid off for these two student-athletes. Congratulations!

Just before the High School March break, students were encouraged to lace up their sneakers, whip up a green smoothie, and take time each day to practice mindfulness—all part of Wellness Week, a new initiative organized by High School faculty members John Michaud and Lauren Torres.

“The goal is to help students develop an interest in and strategies to support their physical, mental, and emotional health,” said Torres. The idea came from a conversation she had with Michaud about how challenging it can be to get students to enthusiastically participate in physical education classes. The two fitness buffs planned the week with the goal of getting students to adopt healthy habits.

Students distilled some of what they learned into a series of posters promoting health.

Faculty members filled out health and wellness questionnaires and shared their views on exercise, diet, managing stress, and more.

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Beacon ❱❱ Landmark’s News in Brief

aspect, focus, perspectives, and editing. The club is open to students in grades 5–8.

“Additional creative outlets are so helpful for our students and enrich our learning and lives,” said Ms. Johnson.

High School faculty and staff mingle at the first-ever art show exhibiting their work.

Faculty and Staff Art Exhibit

In late February, High School faculty and staff members displayed their creative pursuits in the Inspiration Gallery. The first-ever faculty/staff art show featured audio recordings, quilts, pottery, photography, weavings, woodwork, knitting, carvings, light fixtures, short stories, calligraphy, and many other art forms.

The exhibit, curated and hung by the High School Art Department heads Kara Healey and Beth Jamieson will undoubtedly be the first of many.

❱❱ BRAGGING RIGHTS

Winter Photo Contest

For the fifth consecutive year, the Marketing and Communications Department sponsored a student Winter Photo Contest. The season was not as dramatic as most New England winters, and the more than 50 students who participated were challenged to capture images not only to document but also inspire. Photos were judged on skill, composition, and originality and a jury of faculty and staff from both campuses and the administration made the difficult decision of selecting just one finalist from each campus.

Congratulations to Emma Babcock ’26 (EMS) and Sean Lorenc ’19, (High School), below, on capturing this year’s winning photos.

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Improv at the Meeting Room

EMS Afternoon Photography Club

While strolling campus with students during milkbreak and lunch, seeking out evocative scenes for the Landmark photo contest, Lauri Johnson noted the enthusiasm of the students. She and Erin Herzeelle, who studied photography and printmaking at Wellesley College, discussed ways they could help students expand their knowledge and foster their creativity. They decided a photography club was the perfect vehicle to encourage the budding artists.

Students learn the basics of photography, including ratios,

The Milkbreak Drama Club performed a series of improvisations in front of a crowded and engaged house in June. The impressively acted skits included a sticky situation that occurred when a girl ignores the parental supervision warning on a jar of glue, how an episode of The Bachelorette helped to quell a fear of being alone, an encounter with a hypocritical police officer, and many more!

Each skit was performed with minimal props but ample enthusiasm. Faculty member Carolyn Aliskevicz started the Milkbreak Drama Club in January. This was the group’s second improvisational performance. “They are learning SPRING/SUMMER 2019

Jessica Fauci Named New Director of Health Center

After the tragic passing of Georganna El Heneidy in late January (see page 71), Jessica Fauci was named director of the Health Center. Jess has been at Landmark for four years. Prior to coming to Landmark, she worked at Beverly Hospital, Addison Gilbert Hospital, and as a school nurse at the HoweManning Elementary School in Middleton, Mass.

that it takes hard work and discipline but it is also incredibly fun,” Aliskevicz​​said. “They are all quite talented and my hope is that they realize this and carry themselves with a little more confidence.”

The budding actors are: Maggie F., Catherine F., Alexa M., Solenn M., Taylor N., Linnea N., and Elaina V.

The High School administration surveyed the class of 2019 to better understand their experience at Landmark as seniors.

Caret-left Jessica Fauci

After weeks of cold, rainy weather, the sun shone brightly on EMS Day. Students were energized by the engaging activities and the springlike weather. Dozens of workshops kept the students busy throughout the fun-filled May day. Activities included caramel making, car building, boxing, board breaking, fairy houses, and many more!

Leo Redford ‘23 led a workshop on boxing. He explained the rules and history of boxing, and demonstrated a move or two. Louis Farrah ‘26 proudly displayed the car he built. “I’m going to modify it so I can race it,” he said.

The Visual Arts and Technology Departments collaborate each year to produce a coffee-table worthy, glossy art and literary magazine, Fathoms, which showcases the work of Landmark High School students. Media include poetry, short stories, illustration, sculpture, papercut, and photography. In addition to the publication, students showcase their art in Fathoms Live, which is held each spring in the Performing Arts Center in front of a live audience.

In 2019, 26 students contributed to the Fathoms publication.

• Students reported that their senior year was the hardest year, their teachers all had high expectations for them, and they were all expected to advocate for support.

• 87% reported feeling informed about educational technology options (text-to-speech, speechto-text, and educational apps) that can help them manage their workload after Landmark.

The Sun Shines on EMS Day

Fathoms and Fathoms Live

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Climate Survey

• Residents reported learning how to live independently (do laundry, make food, ask for help) and most day students felt like they could easily get involved in campus life.

Teachers and students lead workshops throughout EMS Day this spring.

• Although many students said that it’s challenging to be away from home and the daily commute can be exhausting, seniors overwhelmingly indicated that their teachers, the Landmark community, and the opportunity to learn and find academic success was well worth the sacrifice.

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Beacon ❱❱ Landmark’s News in Brief

Keeping the Faith

Valentines to Vets

For Valentine’s Day, a group of Landmark High School students visited Veteran’s Hospital in Bedford to participate in Recognition Day—a day when special attention is given to the elderly veterans living or being treated at the hospital.

Travel with a Purpose

Two groups of Landmark students visited the Dominican Republic over March break. Gillian Garvey ‘19, Gaby Kenney ‘20, and Jamie Pehl ‘21 spent a week working with children at the Nuestros Hermanos Pequenos (My Little Brothers and Sisters) orphanage. Ethan Kerr ‘21, Erin Morrisseau ‘20, and Violet Tetel ‘21 engaged in physical labor, mixing concrete to build and restore homes in area villages.

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Community Service All Stars

Each of these students performed more than 50 hours of community service during the 2018–2019 school year.

In early April, with Passover and Easter approaching, Chaplain Bill Ferguson wanted to ask students to reflect on the existential notion of having faith in a higher power.

To help facilitate this process, he invited Rabbi Alison Adler, of nearby Temple B’nai Abraham, to talk about maintaining one’s faith despite experiencing loss, illness, or another tragedy.

Rabbi Adler brought along a Torah, the holiest document for the Jews. She explained that each Torah is sacred and how, even today, each is crafted in the ancient tradition with “paper” made from the hide of a kosher animal and the text hand lettered by a special scribe.

She described that in spite of experiencing the horrors of the Holocaust, many Jews were re-

markably able to maintain their faith in a higher power.

Spirit Week

The entire EMS campus comes alive during Spirit Week, with cheering squads, homemade team t-shirts, blaring inspirational music, and heaps of school spirit.

Funds raised during Spirit Week support EMS’s sponsored orphan, Carlos, and Nuestros Pequenos Hermanos (NPH), a non-profit organization that operates nine orphanages throughout South and Central America.

Spirit Week at EMS was capped off by the always lively Slam Jam, a 3-on-3 single elimination basketball tournament for middle school students and a knockout basketball tournament for elementary students and faculty.

Annie Abate ‘19 Nevada Fahey ‘21 Margaret Hamilton ‘20 Gaby Kenney ‘20 Ethan Kerr ‘21 Katya Leikikh ‘20 Luca Miranda ‘20 Nathaniel Smith ‘21 Alia Wilmot ‘20

Cape Ann Animal Aid

A group of Elementary•Middle School students delivered donated items and more than $400 to Cape Ann Animal Aid in Gloucester in March. They raised the money on a Dress Down day. Students visited the animals and assembled treat bags for their furry friends!

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Unsung Heroes

Throughout the year, Landmark high school teachers nominate students for the Unsung Hero Award, which recognizes students who consistently contribute to the Landmark community in a positive and meaningful way. Recipients are acknowledged at Milkbreak by the teacher who made the nomination. The following students were named Unsung Heroes for the 2018–2019 school year.

Academic Advisor Jennifer Moy and Elizabeth Singer ’20 invite students to participate in the Day of Silence.

Day of Silence

technical schools, and other non-traditional options.

“My daughter and I left feeling less stressed and better prepared to make a college list. We even started to plan our trips/visits,” said Christine Jackson P’20. “Outstanding job on your first college fair.”

Landmark High School observed a Day of Silence in May. The purpose behind the day is to acknowledge the silencing many people feel by not being able to express themselves as individuals.

The movement is run nationally by the Gay, Lesbian + Straight Education Network (GLSEN) and is designed to help honor the LGBTQ (lesbian, gay, bisexual, transgender, and questioning) people who have been silenced by those who do not or have not accepted them.

❱❱ AND THE WINNER IS...

Ella Graham ’26

Ella Graham ’26 was selected as the Grand Prize Winner of 2019’s Massachusetts Association of Approved Private Schools (maaps) What My School Means to Me contest. maaps represents 88 schools and 10,000 students in the Commonwealth.

Ella produced a digitized story with pictures and captions about her arrival at Landmark and how quickly she felt understood and nurtured as a student.

Landmark Hosts Its First Post-Secondary Fair

Landmark’s inaugural Post-Secondary Fair for Students Who Learn Differently was a resounding success! Parents and students packed the Ansara Athletic Center in March to talk to representatives from nearly 50 colleges and universities, gap-year programs, SPRING/SUMMER 2019

Stephen Bangs ’21 Ned Barrett ’20 Claudia Caliandro ’20 Noah Carton-Smith ’20 David Chrumka ’20 Gavin Colby ’21 Edward Crain ’19 Anya Crowley ’19 Skylur Demers ’19 Philip Eskes ’20 Nevada Fahey ’21 Carter Fairweather ’21 Kiki Finn ’21 Jessup Goldberg-Cook ’20 Teddy Gravel ’19 Merryl Green ’19 Ciara Haggerty ’22 Margaret Hamilton ’20 Lydia Jackson ’20 Maddie Karle ’20 Chloe Kinteris ’19 Aliyah Knudsen ’21 Peter Laird ’21 Joe Membrino ’20 Nick Leslie ’21 Lucie Lott ’20 John MacDonald ’19 Caitlin McLaughlin ’20 Rebecca Morcos ’19 Erin Morriseau ’20 Taylor Nault ’21 Piper Nichols ’19 Ethan Townsend ’19 Shaq Turner ’19 Greta Wright ’20 The Lantern

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SCHOLASTIC

ART+WRITING

AWARDS T

his year Landmark students

were recognized with Scholastic Art Awards in a variety of media, including Foundations, Photography, Ceramics, Drawing, Graphic Design, Printmaking, and Portfolio. All five art teachers were responsible for instructing and mentoring award-winning students from 9th to 12th grade, which speaks to the strength of our most advanced students but also the potential in our youngest artists. Our students do not make their work to get awards, however, there is something rewarding about seeing their work recognized beyond the boundaries of Landmark, alongside their peers from across Massachusetts.

 Gold Key

Kiki Finn ’21, Mixed Media

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 Gold Key

Lydia Jackson ’20, Mixed Media

Chevron-circle-down Gold Key

Chevron-circle-down Gold Key

Andrew Meador ’19, Digital Art

Eleanor Bradley ’19, Drawing

 Gold Key

Coco Haseltine ’19, Drawing SPRING/SUMMER 2019

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 Silver Key

Dante Vukotic-Ferry ’19, Digital Art

 Silver Key

Kalle Migliaccio ’20, Woodworking  Silver Key

Eleanor Bradley ’19, Drawing

 Silver Key

Gabby Kenny ’20, Digital Art

 Silver Key

Anya Crowley ’19, Drawing

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 Honorable Mention

 Honorable Mention

Elijah Kline ’21, Digital Art

Ellie Becker ’20, Printmaking

 Honorable Mention

 Honorable Mention

Eleanor Bradley ’19, Digital Art

Chloe Kinteris ’19, Digital Art

 Honorable Mention

Coco Haseltine ’19, Drawing

 Honorable Mention

Max Lukegord ’19, Photography

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 Honorable Mention

Dominic Paolini ’21, Photography

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 Honorable Mention

Casper Childs ’19, Mixed Media

 Honorable

 Honorable Mention

Mention Gabby Kenney ’20, Mixed Media

 Honorable Mention

Coco Haseltine ’19, Sculpture

Alexandra Rojas ’21, Mixed Media

 Honorable Mention

Anya Crowley ’19, Printmaking

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 Honorable Mention  Honorable Mention

Anya Crowley ’19, Drawing

Chloe Kinteris ’19, Drawing

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 Honorable Mention

Coco Haseltine ’19, Ceramics

 Honorable Mention

Amelia Silvestro ’22, Drawing

 Honorable Mention

Andre Richard ’20, Printmaking

 Honorable Mention

 Honorable Mention

Elijah Kline ’21, Drawing

SPRING/SUMMER 2019

Elijah Kline ’21, Drawing

 Honorable Mention

Casper Childs ’19, Drawing

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2019 CLASS OF

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2019 Landmark High School Graduates Anne Marie Abate Fairfield University Fairfield, Connecticut Jerry Rocco Andreottola Bentley University Waltham, Massachusetts Matthew Balestracci Westfield State University Westfield, Massachusetts Lyandra Janiz Benitez  University of Massachusetts Lowell Lowell, Massachusetts Michael R. Bird Vermont Technical College Randolph, Vermont Michael A. Blundin* University of New Haven West Haven, Connecticut Eleanor C. Bradley* Ringling College of Art and Design Sarasota, Florida Mahmood Ismail Mohamed Buhidma Lone Star College Houston, Texas Isaiah D. Castellucci Messiah College Mechanicsburg, Pennsylvania Casper F. Childs Dynamy Internship Year Worcester, Massachusetts James Tracy Colby IV University of Denver Denver, Colorado Isabella L. Combs The New School New York City, New York Baylah Rose Corbitt Assumption College Worcester, Massachusetts Edward B. Crain III Lynn University Boca Raton, Florida Anya D. Crowley University of Massachusetts Lowell Lowell, Massachusetts

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Chloe Freda Kinteris Lasell College Auburndale, Massachusetts

Zachary Anthony DeLeo Peabody, Massachusetts Employment

Sam Joseph Knight University of the West of England Bristol, United Kingdom

Quinn James Demain St. Lawrence University Canton, New York Skylur Jean Demers Westfield State University Westfield, Massachusetts

Michael Thomas Krol Massachusetts College of Art and Design Boston, Massachusetts

John Patrick Early Franklin Pierce University Rindge, New Hampshire

Samuel G. Lagan* Providence College Providence, Rhode Island

Justin James Estep Gap Year

Alexander P. LoChiatto University of New Hampshire Durham, New Hampshire

Sisi Farrah Lynn University Boca Raton, Florida

Sean Matthew Lorenc High Point University High Point, North Carolina

Leo P. Fobert University of Vermont Burlington, Vermont

Maxwell T. Lukegord Columbia College Chicago Chicago, Illinois

Gillian Marie Garvey* Skidmore College Saratoga Springs, New York

Joseph B. MacDonald Boston Baptist College Boston, Massachusetts

Michael M. Giardina Champlain College Burlington, Vermont

Danielle Sophia Maxwell* American University Washington, District of Columbia

Ryan Peter Graf Lynn University Boca Raton, Florida

Andrew Meador University of Maine Orono, Maine

Joseph Theodore Gravel* Carthage College Kenosha, Wisconsin

Ben J. Millard Massachusetts Maritime Academy Buzzard’s Bay, Massachusetts

Merryl Elisabeth Green Loras College Dubuque, Iowa

“...you might say that my view is through rose-colored glasses— seeing things overly optimistically.

But we all see the world a little differently—through different lenses.

The way that I see you, 30 years after being a student at Landmark myself, knowing all of the ups and downs my educational path would take—I see you as rays of light going out into the world.”

Nathaniel Z. Halpern Make-Up Designory New York City, New York Erik Michael Harvey* Westfield State University Westfield, Massachusetts Coco F. Haseltine Montserrat College of Art Beverly, Massachusetts Luiza G. Isaksen Rio de Janeiro, Brazil Gap Year Anna Leigh Jensen Lynn University Boca Raton, Florida

—Elizabeth Dello Russo Becker, Commencement Speaker, Executive Director of the Massachusetts Association of Approved Private Schools (MAAPS)

*Landmark Prep Program SPRING/SUMMER 2019

Richard Earl Moore Jr. University of Mississippi University, Mississippi Rebecca Nicole Morcos University of Massachusetts Amherst Amherst, Massachusetts Luke Michael Morgan* Merrimack College North Andover, Massachusetts William T. Morton Madison Area Technical College Madison, Wisconsin Andrew Moylan New England College Henniker, New Hampshire

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Kate Alyson Murphy Keene State College Keene, New Hampshire Piper Winslow Nichols* Boston College Chestnut Hill, Massachusetts Joseph K. Noonan Saint Michael’s College Colchester, Vermont Shannon F. O’Brien Bridgewater State University Bridgewater, Massachusetts Alexander J. Phelan Champlain College Burlington, Vermont Gregory John Sarmanian Plymouth State University Plymouth, New Hampshire Ashton T. Sears NOLS Patagonia Chile Pedro Trassos Pereira da Silva Slomp Bryant University Smithfield, Rhode Island Antonio David Sodano Curry College Milton, Massachusetts Josephine Mei-Li Steere Manhattanville College Harrison, New York Thomas John Stephans* Providence College Providence, Rhode Island Paige O. Steriti Salem State University Salem, Massachusetts Patrick Sullivan Salem State University Salem, Massachusetts Sean Gerard Sullivan* Bryant University Smithfield, Rhode Island Ethan C. Townsend North Bennet Street School Boston, Massachusetts Shaquan M. Turner University of New Hampshire Durham, New Hampshire Caiden Valleli Merrimack College North Andover, Massachusetts

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Julia Ventura Endicott College Beverly, Massachusetts Santry Elizabeth Vied Westfield State University Westfield, Massachusetts Sigrid Marie Jonsdottir von Tetzchner* Drew University Madison, New Jersey Dante Michele Pietro George Vukotic-Ferri Massachusetts College of Art and Design Boston, Massachusetts Anthony J. G. Warry Lakes Region Community College Laconia, New Hampshire Alexia Morey Zinzopoulos Fisher College Boston, Massachusetts

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LANDMARK SENIOR AWARDS

Patrick Murphy Scholarship Award: Chloe Kinteris

Patrick Murphy Scholarship Award: Richard (RJ) Moore

Overall Academic Award: Julia Ventura

Prep Program Academic Award: Piper Nichols

Alumni Council Award This award was established by the Alumni Council, a dedicated group of former students of Landmark School who foster and support ties between the school and its alumni community. This award honors one graduating senior for their student leadership, significant personal growth, and/ or demonstrated potential to be an alumni leader. Alumni leaders motivate classmates, display school spirit, support the school’s mission, and recognize the importance of involvement and service to the Landmark community. This year’s Alumni Council Award was given to Skylur Demers ’19.

Patrick Murphy Scholarship Award: Patrick Sullivan

Max E. Clayman Compassion Award: Shaquan Turner

Christopher B. Darcy Scholarship: Rebecca Morcos

Nathan Stowes Citizenship Award Michael Blundin

2019 Honors Scholars Landmark seniors, left to right: Jerry Andreottola, Piper Nichols, Chloe Kinteris, and Julia Ventura, were recognized for their outstanding academic achievement in May at the 51st Annual Honor Scholars Recognition Dinner.

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. More than 300 students were cited at the reception held at the DoubleTree by Hilton Hotel in Danvers.

Dr. Patricia Gentile, president of North Shore Community College, delivered the keynote address.

Peggie E. Cook Landmark Parents Association Awards Left to right: Lyandra Benitez Annie Abate Isaiah Castellucci Anya Crowley Center: Angela TimponeGowan P’23, Co-President, LPA

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EMS2019 TRANSITION SPRING/SUMMER 2019

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Landmark 2019 EMS Transitioning Students Elijah Anderson ’23 Max Ash ’23 Emma Babcock ’26 Jack Becker ’23 Dillon Bellow ’23 Wyatt Benchoff ’25 Avery Bird ’23 Julia Bottarelli ’23 Jack Bram ’23 Kolby Buddenhagen ’27 Trevor Buddenhagen ’23 Liam Camuso ’23 AJ Carey-Marujo ’23 Rocco Carrieri ’23 Lilly Coble ’23 Breanna Cohen ’23 Emily Collins ’26 Nicholas Csongor ’23 Katie Davagian ’23 Nick DiBurro ’23 Kylie Donovan ’23 Quinn Donovan ’25 Cole Drouin ’23 Cole Everitt ’24 Emily Fike ’23 Daniel Freedman ’23

“ Landmark has truly changed my life.

They have taught me in ways I easily understood. This was like lifting weight off my shoulders, school felt easier for once and I came home with a smile on my face.

I had never entered a school before feeling safe and cared for. I would just like to thank everyone, my friends, and teachers, for making me feel loved and appreciated.

Thanks to Landmark I have changed my perspective on school for the better. “ —JULIA BOTTARELLI ’23

Christian Ghirardini ’23 Gavin Goddard ’23 KK Gordon ’23 Luke Graham ’23 Nikolai Grant ’23 Teagan Hardiman ’23 Nolan Harlor ’28 Timmy Hearn ’23 Becca Hearns ’23 Paprika Indresano ’24 Slater Johnson ’26 Sydney Jolivet ’23 Macy Kane ’23

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Brendon Katz ’23 Ben Lear ’24 Zaylan LeBlanc ’23 Eva Liatsos ’23 Emma Lopardo ’24 Lucy Lopardo ’23 Aidan MacMaster ’26 Agata Markuns ’23 Luke McStay ’23 Aymee Michel ’24 Solenn Minogue ’23 Gaven Moreschi ’23 Brendan Murphy ’23 JP Murphy ’23 Hannah Perry ’23 Kaitlin Rattray ’23 Leo Redford ’23 Matthew Reed ’23 Colin Reed ’23 Thomas Ryan ’23 Chloe Sachs ’23 Shane Skinner ’23 Anna Steffen ’23 Dylan Timpone ’23 Clint Vieira ’23 Kyle Weldon ’23 Charlie Winship ’23

LANDMARK EMS AWARDS

Christopher Langston Award for Citizenship: Dillon Below ’23

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Max Clayman Compassion Award: Jack Bram ’23

Charles Drake Award: Dylan Timpone ’23

Director’s Award: Solenn Minogue ’23

Overall Student-of-theYear Award: Paprika Indresano ’24

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MERRYL GREEN FINISHES WHAT SHE STARTED

BY TOM O’RIORDAN

Last year, as a junior, Merryl Green ’19 set a goal to be the first female in six years to win both hurdle events at the New England Preparatory School Athletic Council Track and Field Championship, known as “New Englands.” She won the 300-meter intermediate hurdles (IH) but took second in the 100-meter high hurdles (HH). She set the same goal this year as a senior.

On a rainy Tuesday afternoon in April, the Landmark track team traveled to Austin Preparatory School in Reading, Mass., for a mid-season meet. Merryl opened the day for the Vikings with her only 400-meter IH race of the season. She won easily, but her time was slow—at least by her standards. Merryl was disappointed and frustrated. Since mid-winter things had not gone her way.

Despite all her hard work, her times were inconsistent and she was not where she wanted to be.

Would she have to settle for a mediocre senior year after all those hours on the track and in the weight room, the long bus rides to far away meets? Merryl Green was one of the best hurdlers in the state of Massachusetts. She was scouted by schools in all three NCAA divisions. She was the most successful athlete Landmark track had ever produced and she was leading the best team the school had ever seen. It wasn’t enough for her—she knew she was capable of more, but time was slipping away.

Merryl toed the line for her second race of the day at Austin Prep, the 100-meter high hurdles. She exploded out of the blocks and was a full stride’s length ahead when she hit the first hurdle and went down, hard. She watched from the ground as the race went by.

I’ve seen Merryl fall many times and always get up. I’ve seen her dive across finish lines and run her next races with bloody knees. This time I hoped she would stay down, walk off the track, reset, and refocus on the season ahead. Maybe take the easy way out, just this once. Not Merryl. She scrambled to her feet and caught up to the pack. She passed six runners and finished second, losing by a nose.

After the race, Merryl was taken to the trainer’s room but was back, just in time to take her place on the 4x400 relay team, her arm completely wrapped up. The girls set a school record, with Merryl blowing the race wide open as the second leg, carrying the baton with, as it turns out, a fractured wrist.

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The season went on. Merryl, now pushing through with the pain of a broken wrist, continued a season of ups and downs.

Despite the setback, she never lost sight of her goal to win both hurdle events at New Englands.

Fast forward to May18th: the New Englands in Thompson, Conn.

Merryl’s first hurdle race was the 100-meter highs, the event she took second in last year. The gun sounded and Merryl got out in front. She settled into a fast rhythm, maintaining her lead, smoothly stepping three times between each hurdle. With the last hurdle behind her, Merryl reaccelerated over the last 10 meters to secure her first championship in the event.

An hour later Merryl was racing again in the 300-meter IH. One of the hardest things to do in sports is to win in back-toback events. Midway through the race it was clear that was exactly what she was going to do. Merryl drove down the final stretch, nearly two seconds ahead of the next hurdler, her casted arm a reminder of her perseverance, strength, and determination in the face of a tumultuous season.

Merryl Green finished what she started two years ago.

Merryl's Merits CHEVRON-CIRCLE-RIGHT N EPSTA CHAMPION

300 m Intermediate Hurdles - 2018 & 2019

CHEVRON-CIRCLE-RIGHT N EPSTA CHAMPION

100 m High Hurdles - 2019

CHEVRON-CIRCLE-RIGHT E astern Independent League RECORD HOLDER

300m Intermediate Hurdles

CHEVRON-CIRCLE-RIGHT L andmark School Record Holder

100 m HH, 300 m IH, 4x100 m & 4x400 m

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1 TO LANDMARK SCHOOL 2 FROM MIDDLE TO HIGH SCHOOL

UP NEXT

3 FROM HIGH SCHOOL TO POST-SECONDARY 4 FROM LANDMARK TO PUBLIC SCHOOL 5 TEACHERS COMING TO LANDMARK

TRANSITIONS TO AND FROM LANDMARK SCHOOL The work of preparing students for academic and personal success is central to Landmark’s philosophy and is an important goal behind our Six Teaching Principles™, which have provided the backbone to our approach for nearly 50 years.

Structuring tasks and providing models are not just components of Landmark teaching practice in the classroom, but they are also principles that inform our approach to the many transitions in a Landmark journey.

When we think about families transitioning into or out of Landmark and about students moving from one Landmark program to another, we approach the process by identifying key needs, sequencing them in SPRING/SUMMER 2019

a logical way, and modeling what those key pieces of information look like. Wherever they are in that process, students and families can expect information sessions, panels of student experts who have been through it all, and opportunities to get a real-time taste of what awaits them.

Underlying our best practices are the training and support provided to incoming faculty, whereby trainers, mentors, and others strive to model “how we teach” for our incoming faculty.

The theme of this issue is Transitions, and the following articles aim to explain and illustrate just five of the myriad transitions related to the Landmark experience.

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1 TO LANDMARK SCHOOL

Going to a new school might be exciting, but it can also be

scary. Thinking about meeting new friends, getting to know a new campus, and figuring out how everything works can be daunting. To ease the transition, both campuses at Landmark School have created orientation programs geared toward integrating new students into the community to help them acclimate, meet peers in their grade, and feel connected before the first day of school. New students meet administrators and advisors, take a tour led by peers, and engage in ice-breaker games to feel more at home. New parents to Landmark also have the opportunity to become familiar with the staff that will be working closely with them and their children.

Residential students at the High School spend three days at Lake Winnipesaukee in New Hampshire to connect with others in their respective dorms and to ease into the transition of living away from home. Then, on the first day of school, all students participate in an orientation and introduction to their classes—a way to dive back into school, acknowledge the time that has passed over the summer, and ease into the academic rigor about to begin. After the first few days of school, new students feel much more at home and less intimidated by the transition.

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BY CHRIS HUNT AND AVERY McNIFF SPRING/SUMMER 2019

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TRANSITIONS TO AND FROM LANDMARK SCHOOL

Cole Regan

Philip and Nick

After attending the Landmark Summer Program in 2018, Cole Regan '27 moved across the country from San Mateo, Calif. to attend fourth grade at the Elementary•Middle School. From the beginning, Cole has made his mark on campus. Early last fall, he ran for the elementary Student Council and presented a solo tutorial as part of a training session for ten Japanese educators.

Impressively, Cole has placed in every knockout basketball game he has entered. He also ran in the Landmark Homecoming 5k and placed sixth overall. Outside of Landmark, Cole plays soccer for his town league. While Cole has had many accomplishments, making the transition was not always easy. Like many new students, Cole missed his old school community. He shared, “I had to make new friends and leave 285 friends behind.” However, Cole has not let this challenge hinder his experience. True to Cole’s positive and determined attitude, he affirmed, “I’m on my way back up to 285.”

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It was no mistake that Philip Eskes ’20 (above right) and Nick Leslie ’21 (above left) found each other two years ago when they became roommates in Lopardo house. Robb Genetelli, dean of students, spends countless hours poring over admissions data to pair students who will be compatible roommates. Philip and Nick had a lot in common from the outset. Both had families that lived thousands of miles away, loved all forms of take-out food, and shared similar obscure interests in TV shows and music. They quickly joined various clubs and sports teams and found their niche within the community. Despite their reading difficulties, they have developed a shared passion for books. Whether trying to read a 20-page comic book or a 200-page computer coding textbook, they continue to subtly support and challenge each other.

Tips/takeaways for parents and students entering Landmark programs: checkAsk for help. Transitioning to a new school is hard, but no student or parent has to do it alone. Teachers and staff at Landmark want to help, and a student just has to advocate for it when needed. Parents can play a role by letting us know when a student is feeling isolated. check Get involved. Find something you love to do and do it. There are so many choices for everyone, from athletics to performing arts to student clubs. Other options exist in the summer for students who want to get a headstart or cannot be here year round. check Be yourself. Embrace your learning difficulties, cultural identity, and family values.

Don’t forget where you came from and what your identity means to you. check Challenge yourself. Learn to overcome challenges and understand you will make mistakes along the way. You will end up being more resilient in the long run.

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2 FROM MIDDLE TO HIGH SCHOOL

Students entering the eighth grade,

like all of our students at Landmark, come with a variety of life and school experiences, including varied time at Landmark. Some started at the Elementary• Middle School (EMS) as second graders, eager and excited to join the community.

Others started as eighth graders, never having known a community like this one, and felt hesitant about fitting in, finding friends, or even being able to learn. In any case, all of our eighth graders are preparing for high school. To support this transition, we present students with the opportunity to hear from current high school students, ask questions, and tour Landmark’s High School to get a taste of what may lie ahead.

They select their elective classes, see former EMS students, and have lunch in the High School dining hall. Being a middle schooler can be tough, but we work hard to foster a sense of excitement about having reached the final year of middle school and the opportunities that await in high school.

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BY TARA JOLYLOWDERMILK AND LAURA POLVINEN

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UP NEXT

TRANSITIONS TO AND FROM LANDMARK SCHOOL

After one year at Landmark Julia Bottarelli is feeling ready and looking forward to attending the high school.

Julia Bottarelli

Going to a new school might be exciting—and scary.

Julia Bottarelli ’23, an eighth grader new to Landmark this year, left her school in Illinois and is now looking forward to going to Landmark High School.

“I felt surprised at the difference…[being here] helped with my stress and improved my mood. I feel like there was a weight lifted off my shoulders.”

Julia describes the High School visit day, saying, “It helped me get the lay of the land and be more aware of my surroundings, to get a ‘warm-up’ before the actual game.” She adds, “It was really nice to see what the students were like...you were not going in blindly...it’s easier to picture [now]. I was pleased that there were so many quality electives offered, too.” For peers making the transition, Julia has some advice: “Even if you don’t want to go...why not make the most of it!...It’s still school, [but] it sets you up for life. I want to learn some strategies to help me with high school and college. Middle school and high school are preparation for college and life...if you can get the best preparation you need to succeed, then do it!”

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Tips/takeaways for students: check

Have a positive attitude about the transition.

check Orient yourself to the campus and to people

who can help you.

check Make connections to peers and adults early. check Advocate for what you need. check Remember everyone is a little bit nervous, so

you are not alone!

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3 FROM HIGH SCHOOL TO POST-SECONDARY

BY BETH ROWEN

The High School Guidance and Transition Department begins to prepare students for life

after Landmark during freshman year. The transition curriculum focuses on a specific theme each year that helps students explore their post-secondary options. The curriculum encourages students to identify their interests and skills, inventory their talents, and understand themselves as learners.

By the end of junior year, most students have a sense of what they want to pursue after high school: twoor four-year college, technical school, gap year, or employment. During senior year, guidance counselors meet weekly with students to make specific plans for the future. For students headed to college or technical school, guidance counselors and students carefully select schools that fit the student’s learning style and offer appropriate services and accommodations. Our counselors guide students every step of the way through the application process, from securing accommodations on the SAT and ACT, to helping them fill out applications, to providing them templates and “to-do” lists to manage and organize the multi-step process.

No matter what path Landmark students choose, the Guidance and Transition Department equips them with knowledge and skills to decide their next steps. “We meet them where they are. If higher education isn’t for them, we help them develop an action plan that suits their goals, talents, and interests,” says Suzanne Crossman, director of the Guidance and Transition Department.

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TRANSITIONS TO AND FROM LANDMARK SCHOOL

David Savage

David Savage '18 looks back on his experience with the Guidance and Transition Department at Landmark. He’s a mechanical engineering major at Wentworth Institute of Technology.

“Landmark’s Guidance Department played a huge role in helping me confirm that I wanted to study engineering in college and then finding the right school. The department offered several workshops based on engineering. Mr. Walker introduced us to the major types of engineering. It got me pondering what I’d be doing in the industry.

“My guidance counselor encouraged me to visit college campuses and research the resources on campus. In the summer between my junior and senior year, I visited about 10 or 12 schools.”

Looking back on his first year at Wentworth, David says the most important skill he acquired at Landmark was self advocacy. When registering for courses, he realized a required class for his major was over-enrolled and he could not take it. After a brief period of panic, he met with the accommodations office, explained his situation, and they were able to enroll him in the class. “Landmark gave me the confidence and skills to figure out what I had to do and how to do it.”

I knew I wanted to be close to home but far enough away to be independent. I chose Wentworth, and it was absolutely the right choice. It has accommodations for my classes, and I love the school and the community.”

Tips/takeaways for students starting their post-secondary chapter: check Explore as many postsecondary options as you can and don’t discount any of them until you are sure which path is best for you. check Before you visit a school or program, write a list of the questions you will ask. check Keep detailed notes about each program you visit. For example, include what you liked or didn’t like about the school, the accommodations offered for students with languagebased learning disabilities, and the requirements for admission. check Stay in touch with the schools to which you apply so you know you have submitted all the required documents and information.

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4 FROM LANDMARK TO PUBLIC SCHOOL

Whether a student leaves Landmark from our

elementary program or as a graduating senior, remediation of literacy skills is our core mission. But when a transition to other programs is imminent, we must impart essential tools to ensure success in the next school environment. These include increased self-confidence, experience in self advocacy, awareness of learning profiles, customized organizational templates, and study skills to enhance executive functions. Linda Fitzpatrick was already a Landmark veteran by her fifth grade year, and she left for a series of other placements armed with self-awareness, a gritty work ethic, and the knowledge that challenges could be faced and overcome.

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UP NEXT

TRANSITIONS TO AND FROM LANDMARK SCHOOL

Linda Fitzpatrick

Landmark taught me many things: How to read and write. How to advocate for myself. How to open my mind to the world and my limitless potential. But, I’ll be honest, upon leaving in fifth grade, I faced challenges.

On my first day of sixth grade, I was called on to complete a math equation aloud. I was speechless, mortified, and entirely confused. While I never mastered that particular activity, I survived the class. I found my strengths and I leaned on others to help me with my weaknesses. A math tutor was key all throughout high school.

What’s important to remember is not everything will be a challenge. When I transferred to my town’s public high school in 10th grade, I was required to take two years of a foreignlanguage. Just weeks into the semester, my teacher encouraged me to move to the honors-level class. The work ethic Landmark instilled in me paved the way for my success in a subject multiple doctors told my parents I could never learn. It also allowed me to graduate from a public high school with honors and multiple college scholarships—more things doctors said I would never do.

Through facing the unknown time and time again, I have become a stronger, more confident individual.

With each transition I have faced—and there have been many—I’ve learned that you can always make a change. Life is a compilation of a million decisions—there is no right or wrong choice. Sometimes things that are meant to be don’t occur on the first try. Be willing to see where life takes you and always be open minded. Transitions can be hard, there’s no denying that. They are a leap into the unknown—the mystery is the worst part—but I implore you to walk through that void, eyes wide open. You are not just anybody. You have grown as a student and individual in your years (however many) at Landmark. Those skills are a part of your armor now. You are ready for every and all challenges that lie ahead. So transition and transition again. I can’t wait to see what expectations you break.

—Linda Fitzpatrick '16

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Tips/takeaways for parents and students leaving Landmark for another school: check U nderstand that things will be different when you leave Landmark, but embrace those differences. You are more prepared than you realize. check Seek ways to build on your strengths, especially in school.

Incorporate your passions into your assignments when possible.

It will help make the work feel more meaningful and give you more determination to finish. check A lways make time for what makes you happy. Transitions are hard enough, so prioritize self-care. chec kE mbrace your dyslexia! You are you because of it, and there is no one better.

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5 TEACHERS COMING TO LANDMARK

UP NEXT

TRANSITIONS TO AND FROM LANDMARK SCHOOL

More Than a Job

THE ALLURE AND IMPACT OF BEING A LANDMARK SCHOOL TEACHER

BY HAZEL CROWLEY A former camp counselor, a tank commander, a landscape gardener, and the (self-titled) “worst waitress in the world” walk into a bar…oh wait, that is, into the Landmark Elementary•Middle School (EMS). They are new (or returning-after-a-long-hiatus) teachers of varying levels of experience eager to take on a fresh challenge. Some, like Libby Rozeski, who once dressed up as her beloved third grade teacher for Career Day, and Josh Sykes, whose late mother’s career inspired his own professional sea change, are driven to fulfill lifelong dreams. Some, like Carrie Lang and Starry Joseph, who each left temporarily to pursue family and/or professional goals, have been drawn back to this community because, per Carrie, there is just “nothing quite like it.”

“Much like a young bird returns to the nest,” Starry says, “I discovered that I needed to be part of a positive, safe, and success-based milieu.” Some, like Erin Herzeelle, who wishes to someday become both an author and a lawyer, and Jill Flemming, who sees potential in teaching and traveling abroad, may be at just the beginning of a longer journey that takes them far away.

Despite their relative rookie status, each new (or returning) teacher credits the Landmark community as their reason to stick around. In conversation, they speak fondly and frequently about the culture of overwhelming support, both directed at students and fostered among faculty, that makes working on campus “feel like a family.” Referring to the individualized support systems designed for each child within their classroom, grade, and school like nesting dolls, Jill comments: “We run in teams here.”

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According to Erin, this genuine commitment to a singular goal is unique: “Instead of each teacher promoting their own niche or obsession, people here are unified in their mission to find the next, best challenge for every student.” That said, such intense interaction can feel overwhelming at times.

Though she calls the dedicated atmosphere “infectious,” Starry admits that developing relationships with guarded students can definitely be difficult. Josh agrees: “Praising their strengths while encouraging them to take their next step forward is hugely challenging.”

From a counseling perspective, Erin points out that, in many cases, her interactions with students just barely “scratch the surface.” Still, these teachers agree that working alongside students with language-based learning disabilities, such as dyslexia, continuously offers new perspectives. As social studies teacher Mike Cunha says, even long-established facts of history “can look different” given student discussion. Indeed, this reflects another cultural mainstay of life at Landmark’s EMS: all voices are heard. While Josh appreciates the “trust and freedom to implement programs,” Starry offers that the leadership “treats faculty as partners not employees.” “Every voice is valued,” Erin concludes.

So sure, it might sound like the makings of a bad joke: a diverse group of educators enter a new community, but overall these folks have found a lifeline, not a punchline. BOOK-OPEN

“ Instead of each teacher promoting their own niche or obsession, people here are unified in their mission to find the next, best challenge for every student.”

—Erin Herzeele, Landmark EMS teacher SPRING/SUMMER 2019

Morgan Frazier ’20 (center) poses with the editorial team of The Landmark Journal, online student newspaper.

I FOUND “MY THING”

BY MORGAN Everyone in the world has “their thing.” For some FRAZIER ’20 people it’s mathematics or science, and for others it’s singing or drawing. For most of my life I never really understood what made me happy—what I was truly good at and wouldn’t make me bored. I have faced challenges for years, beginning when I was diagnosed at age six with mitochondrial disease, age eight with ADHD, and especially age 13 with dyslexia.

I’ve been at Landmark since my freshman year.

In the middle of my junior year, I discovered my true passion for writing. I realized that there were other kids like me who had a talent for writing, but few options available to showcase our work and share our creativity. This is why I advocated to start the school newspaper called The Landmark Journal.

In January of 2019, I began to make a draft of the website on my own, and when I had my final product I pitched my idea to Ms. Rowen, who works in Landmark’s Marketing Department.

Thankfully she loved it, agreed to serve as an advisor, and we moved forward with my plan. I recruited and organized the staff, finalized the website, and made writing and photography assignments.

On April 15th, 2019, The Landmark Journal was published. The committee meets weekly and posts new work. I am very proud of all of our work, and extremely excited to see where this program goes from here.

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KEEPING IT LOCAL

O

ne of the cornerstones of landmark’s approach is teaching students self-advocacy skills. Isabel West ’20 and August Reid ’20 displayed mastery of the skill when they recognized a problem on campus, sought a solution, and approached the administration with a proposal.

The problem was food waste. Tons of it. Day after day, Isabel and August watched as students dutifully cleared their plates into trash cans. They were driven to eliminate the waste and reached out to Jennifer Kuhns, a science teacher at the High School. With her support, they began researching composting options and took their plan to William Barrett, head of the High School.

Isabel’s father taught her from an early age the benefits of composting.

“Growing up with a father who was a huge composter, I knew this was doable.” Her family’s composting reputation earned Isabel and her brother a spot on the 2008 composting episode of the PBS show Curious George.

“I grew up in a home where composting all of our food waste and eating leftovers to minimize our environmental footprint was the norm, so we had very little food waste,” West said. “Once I came to Landmark, I was immediately struck by the amount of food being wasted on a daily basis. I learned that Ms. Kuhns had been pushing for a composting system for a long time, and she and I started meeting to talk about how to make it happen.”

Ms. Kuhns gave Isabel direction and encouraged her to take charge of the initiative. August eagerly got involved as another student who shared her passion for environmental issues.

“When students become well informed about environmentally unsustainable behavior, they can make a huge impact!” Kuhns said. “I am proud of the efforts and the positive changes that Isabel and August are making in our community.”

LANDMARK’S

After researching several companies, the pair decided on Black Earth in Manchester-By-theSea, which provides sealable animal-resistant containers. Black Earth makes daily pickups Monday through Friday.

“Starting the process of composting was the easy part,” said August. “The hardest part of the entire composting campaign was connecting it with the school. The size of the school posed numerous problems, but the administration dealt with them.”

The cafeteria in Alexander produces approximately 750 pounds of food waste each week, according to David Seiter, director of facilities. That figure includes food thrown away by the kitchen staff and items discarded by people eating in the cafeteria. Because of health regulations, certain food items that sit out for prolonged periods cannot be donated or served at subsequent meals.

“I’m very excited about composting on campus,” Seiter said. “We’ve been trying to do this for years. The program is a result of a student-led initiative, which makes it even more exciting.”

Landmark plans to expand the program to the residences and the Elementary•Middle School this fall.

“ When students become well informed about environmentally unsustainable behavior, they can make a huge impact!”

—Jennifer Kuhns, Landmark High School Teacher

GREEN DAY SPRING/SUMMER 2019

BY BETH ROWEN

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 SPOTLIGHT faculty

A Sense of Belonging, Thousands of Miles from Home

by Scott Blanchette The wooden tables were arranged in rows. The audience members sat in pairs as they copied down the diagram written on the board in the front of the room. A few of them scrambled to find a pencil, some of them stared out the window into the courtyard beyond, and others attentively focused on their assigned task. The instructor walked up and down the rows, providing support for those in need of it.

If anyone were to walk up the dirt road and wander into this setting, they would instantly recognize the familiar environment in which they found themselves: a classroom. An environment solely dedicated to teaching and learning. A construction site for an educational foundation.

A place where I, as an educator, feel a sense of belonging, even though I’m thousands of miles away from home. It was clear to me, despite the undeniable similarities, that I was no longer at Landmark School. I was no longer in America, the shining example of first-world development.

I was in Mozambique, the post-colonial, poverty-stricken country in southern Africa.

I found myself in Mozambique with two of my colleagues, Michelle Boucher and Jamaal Dixon, as part of an outreach initiative through the Sunshine Approach Foundation. We were there to work with local school teachers and visit orphanages, share our experiences as educators, and learn from them. As Americans, when you first arrive in Mozambique, it’s easy to fixate on the shocking difference compared to our way of life. However, when I left after two weeks, I 46

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found myself reflecting more on the commonalities between our cultures than the disparities.

It was the visit to the local schools and the translated conversations with the teachers that made me see the similarities. Despite the language barrier, despite the fact that we have whiteboards and Chromebooks, and they have chalkboards and lined paper, we are all teachers.

We all connected through shared experiences: managing difficult students, developing engaging lessons, teaching not only academic skills, but also life skills. Most importantly, we bonded over our shared passion for education.

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It brought me great comfort to know that even in one of the poorest countries in the world, a quality education still holds value. Oftentimes in this country, we judge learning on the appearance of where it takes place. A sprawling green campus with historical brick buildings and a multi-story library? A TV in every hallway and a projector in every classroom?

Looks like a great education to me! In Mozambique, none of those things matter. Don’t have electricity?

Guess we’re learning in the dark today. No classroom?

I guess we’ll sit underneath a tree. We’ll use the rocks to help us add and subtract.

That may seem like a criticism of American education, but I use it only to highlight something more important. When you strip away the physical and technological facade, you realize that education, in its most basic form and environment, is universal.

A state-of-the-art classroom in Massachusetts serves the same purpose as a bare-bones, brick-and-mortar classroom in Mozambique. The differences are obvious, but it’s the similarities that matter—the desks and books, pencils and pens, teachers and students.

Regardless of the country you find yourself in, you see those things and know exactly where you are.

People of all religions find comfort in knowing they can walk into a church, or mosque, or temple in any corner of the globe and feel a sense of belonging. I find that same comfort in the classroom, in America, Mozambique, or anywhere else.  CHEVRON-CIRCLE-RIGHT To learn more about the Sunshine

Approach Foundation: https://sunshinenuts. com/sunshine-approach/ SPRING/SUMMER 2019

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 SPOTLIGHT alumni

Dyslexia: A Boon or a Bane?

by Ady Tibrewal ’17

Dyslexia sounds like a made-up word. At least that’s what I thought when I was diagnosed with it. I was 10, and I had again failed many subjects. My confidence was at rock bottom. After elementary school, everything had become super difficult, and I couldn’t keep up with my classmates. And I was living in the heavy shadow of my grade-A cousins. “Why can’t you be a little like them? You’re lazy and don’t try hard enough!” Those words hurt. Whenever I envisioned my future, I came up with a blank.

One magical day I saw a small flicker of light in this dark tunnel—Landmark, a school for people with “special minds.” My new boarding school stood like a lighthouse. I actually felt like Harry Potter in Hogwarts. That Landmark helped me restart my life is an understatement.

I felt as if someone had pushed a reset button and I was reinventing myself. There, I secured all the tools needed to combat my disability.

The teachers were compelling and remarkable.

They actually cared and wanted me to succeed.

Together we worked on my foundation. I was excited to utilize effective and practical strategies and rushed to class every day. Gone were the days when I pretended to have stomach aches to skip school. That flicker of light soon became the brightest beacon. I discovered an ebullient

and aspirations of my own. Strangely, the curse of dyslexia became a silver lining in my life.

I embraced it like never before; it made me stronger. I could now stand tall without any inferiority complex. Not only did Landmark give me a wider scope to prove my competence but, it also granted me the confidence to reach my goals.

I just completed my sophomore year at Drexel University in Philadelphia, where I am pursuing an accelerated master’s program in architectural engineering. I play an integral part in groups like Drexel Investment, the American Institute of Architectural Engineers, and even athletic activities, such as squash.

With the aid of tools I acquired at Landmark, I strive to thrive in all my current and future endeavors, willing to step into a brand new world

feeling of accomplishment. I developed ambitions

and create my own story.

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NAME

 Ady Tibrewal West Bengal,  Kolkata, India HOMETOWN

CLASS OF

 2017

WHERE IS HE NOW

university Drexel Universty

Book-reader Architectural

AREA OF STUDY

Engineering



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 SPOTLIGHT parents

After months of trying to best educate their daughter, Julia ’23, in their home district in Illinois, the Bottarelli family learned about Landmark School from their pediatrician, a friend of longtime Landmark Trustee, Martin Slark P’01. The journey to Landmark involved extensive testing, tears, and emotional family decisions. Throughout that process, Bryan and Katherine Bottarelli realized that their younger daughter, Paige ’26, would also benefit from Landmark’s approach. Thus began the maiden voyage to Manchester-by-the Sea, Mass., where the family eventually docked.

Taking this leap of faith can be stressful, and assimilating to a new area presents challenges, both large and small: uprooting your family, buying a house, selecting new doctors, signing kids up for summer camp, navigating roadways filled with aggressive Massachusetts drivers, and even adjusting to Red Sox and Patriots fever!

Many months ago, I met with Bryan and Katherine at a local coffee shop where we brainstormed ways that parents who have made this enormous transition could connect socially—and discuss shared experiences. The idea of an informal cocktail party to bring these folks together was born. The title took a few variations. After some time, “Movers and Shakers” felt right.

Bryan and Katherine agreed to host the gathering at their home in February 2019, and a common 50

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Left to right: Bryan, Paige, Julia and Katherine Bottarelli

C RE D I T T K

Movers and Shakers

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refrain echoed throughout the party: “Why didn’t we think of this sooner?!” Twenty-five parents representing both campuses attended. The group was comprised of people who moved across the country or across the state, those who live part time on the North Shore, and locals who simply wanted to meet and welcome other parents.

Drawing on the characteristics of a Landmark education, which follows a diagnostic–prescriptive, and personalized approach, Katherine said, “We studied what was originally an overwhelming challenge, broke it apart, and found an opportunity. A simple coffee shop chat led to the first-ever “Movers and Shakers” gathering—and many new meaningful Landmark friendships.”

A special thank you to our gracious hosts, the Bottarelli family! 

Movers+Shakers

Going forward, we will continue to offer similar “Movers and Shakers” events. Don’t hesitate to let us know if you have interest in attending, you’d like to host an event, or have an idea for a future event!

Contact Danielle at Dfigueira@landmarkschool.org.

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 PENLIGHT

in her own words

Arriving at Landmark: My Story

by Angie Assetta ’24

It all started in third grade.

Kids made fun of me because I couldn’t keep up or read quickly. Sometimes I told my mom I didn’t feel well or threw tantrums so I didn’t have to go to school. I used to hide in the bathroom during lunch, and during recess I hung out with the lunch monitors. In fourth grade I made some friends, or so I thought, until I was bullied by my “best friends.” The next year I went for testing and found out I am dyslexic, and it kind of scared me because I thought dyslexia was a bad thing. I was put in a class that was supposed to help me with reading, but it didn’t.

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About a week before the program ended, my aunt had to pick me up and I was really confused because my mom always picked me up. When I got home, a huge balloon said “Congratulations.” I was shocked and excited when mom told me I was accepted into Landmark for seventh grade!

My seventh grade year at Landmark was the best school year ever. I have met a lot of amazing friends I never want to lose. The students at Landmark are different because they understand me.

They have similar learning styles and know that I’m not stupid, I just learn differently. Whenever I’m having a problem, staff members will find me and help because they want me to enjoy learning and not be distracted by problems. The teachers teach in a way that I can understand, and if I don’t, they will always help me. Classes are small and everyone in my classes learns the same way I do, so I don’t feel stupid. I feel smart, actually. I can’t wait for eighth grade, and to see where my life goes after Landmark! 

NAME

 Angie Assetta

 Woburn, MA HOMETOWN

CLASS OF

 2024

FAVORITE ACTIVITIES

 Soccer, Field Hockey, Crafting

AT LANDMARK books YEARS 1 Summer

1 Academic Year

K I E RA N K E SN E R ’ 09

The first day of sixth grade was one of the scariest days of my life. I had to go to a whole new school, and I was in a special class with six boys. The boys behaved badly, but I eventually learned to deal with them. My female friends left me and then the boys turned on me, too, and called me names and even some swears too. Luckily, things were about to change.

At the end of the year, my mom mentioned Landmark to me. My first reaction was, “Is it after school?” but my mom told me Landmark was a new school. I began to cry tears of joy but also sad tears because it would be another major change for me. My mom said it would change my life, but I thought “just another school.”

That summer I got to go to Landmark. During my classes we actually learned skills like EKS (expanded kernel sentence) and my tutorial helped me sound out words and be better at reading and spelling. I didn’t want summer to end because I met lots of friends who lived far away.

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Angie (left) with friend, Breanna enjoying some free time at milkbreak SPRING/SUMMER 2019

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 STARLIGHT athletics

Sibling Success Is Earned

by Brook Sumner

The Sullivan siblings, Alana ’12 and Patrick ’19, personify commitment and determination, two of the most critical ingredients for success and qualities that are difficult to teach. While their success has been entirely earned, the nurturing support and guidance they’ve received from their devoted parents, Ann and Duane, have been unconditional, providing them a foundation that has allowed these siblings to achieve so much.

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in Lynn and Boston before taking a teaching position on Nantucket Island. She is enrolled in a master’s program through American International College, pursuing a degree in moderate disabilities as a reading specialist. Her commute involves a ferry, train, and car!

Pat’s five years at Landmark were transformative.

He struggled with letting go of his dream of playing for his local high school basketball team. It may have been the decision to board at Landmark for his junior and senior years that helped Pat make the transition complete. He likened this moment to a famous quote about “burning the boats”—the idea that in order to be successful you must completely and totally commit yourself to the endeavor. Pat says he has no regrets about his decision to leave home and commit fully to the Landmark community. It was this commitment that made all the difference, and he is excited to begin studying and playing basketball at Salem State this fall, where he will once again be a Viking—but this time at the university level.

Success for Pat and Alana was the result of their determination and commitment to a community, process, and program that rewarded each of them mightily. 

NAMES

 Alana and Pat Sullivan

 Quincy, MA HOMETOWN

CLASSES OF

 2012 + 2019 SPORT basketball-ball FAVORITE Swimming (Alana)

Basketball (Pat) NEXT STOP

on university Teaching Nantucket (Alana) Salem State University (Pat)

LI F ETO U CH S ERV I C ES

Beyond the traditional challenges students with language-based learning disabilities face, Pat and Alana also endured a long, traffic-filled commute by car from Quincy, Mass. (an hour plus each way on a good day!). This was especially challenging in the winter, as both participated in varsity winter sports. Alana was a three-year swimmer who served as captain during her senior year, and Pat was a basketball player who became a starter his freshman year before leading the team as captain during his junior and senior years. Pat is also only the second player in the history of Landmark’s basketball program to reach 1,000 points, a milestone he achieved this past winter against Brewster Academy!

Alana attended Westfield State, where she studied early education with a concentration in math. Alana says,”Landmark is where I learned how I learn.” Understanding her own educational needs and how to self advocate were pivotal to her success. Not only did Alana graduate with honors from Westfield State, but she was also on the swim team for four years, once again serving as captain during her senior year. After graduation, Alana worked as an elementary school teacher

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 STARLIGHT performing arts

Taking the City That Never Sleeps by Storm

by Nate Efinger

This spring, 17 students enjoyed a true New York experience: eating, dancing, acting, and attending several Broadway and Off-Broadway shows in the city that never sleeps. Rest was not a high priority with such a demanding and exhilarating itinerary—just ask the three intrepid faculty members who chaperoned!

Day One: After checking in to our hotel in Times Square, we explored Central Park, grabbed dinner, and headed off to a performance by the Harlem Dance Company. Students were mesmerized by the diversity of styles, from lyrical and contemporary to traditional African, complete with tribal headdresses and intricate costumes.

Day Two: An early wake-up preceded breakfast at the famed Ellen’s Stardust Diner in Times Square, where we were serenaded by the talented wait staff! The stereotype of actors “singing for their supper” was all too real, and the students appreciated the honest snapshot of an aspiring actor.

We then jumped on the subway to a Brooklyn post-production sound studio. Students were dazzled by the process that goes into filmmaking after the cameras stop rolling. With no time to spare, we headed back to Manhattan to catch our second 56

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Gillian Garvey ’19 gets a taste of performing on a Broadway stage

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show, Puffs, a parody of the popular Harry Potter books and films, with a very different point of view. We were doubled over with laughter and left the theater wanting more!

After a quick costume change into our formal duds, we were treated to a special dinner at Becco, an Italian restaurant, and made it to the theater just in time to catch Phantom of the Opera.

A special night out at Becco before seeing Phantom of the Opera

Students auditioned for a professional actor

Making time for a little shopping

Taking a moment for a photo op before their next stop.

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Day Three: Our day started with the Ghostlight Tour of Times Square that recounted the history and ghost stories of major Broadway theaters. Then we hustled to a rented rehearsal room where a professional actor put the kids through a master class in musical theater audition. Students sang a prepared song, received a critique, and appreciated the hilarious antics and methods for improving stage presence offered by the actor. Next the students learned a dance routine. It was truly magical to see the group work together on this number! We grabbed a quick bite and headed off to the musical, Be More Chill.

What a show! The entire audience was on its feet at the end, and we left with the music still in our heads and our hearts. We ended our day with a musical review at Feinstein’s, under the old Studio 54, sitting in the front row as Broadway stars performed renditions of popular show tunes.

Day Four: We ended strong with a tour of the New Amsterdam Theater, currently hosting the musical Aladdin, and visited the Museum of the City of New York to absorb history and details about this stimulating and rich city. It was a great way to end an action-packed visit.

Despite bumps, bruises, blisters, and bandages that come along with walking more than 12 miles per day, no one was complaining with so many wonderful memories. We’re already looking forward to our next trip in 2021!  The Lantern

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EVENTS  Parents LPA by the Numbers 6 PARENT EDUCATION EVENTS 111 VOLUNTEERS 154 EVENT ATTENDEES

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 efforts.

Special Events This past year we sponsored a variety of events each month to help parents make meaningful connections to each other and Landmark School. Events included guest speakers, a dyslexia simulation, a lecture on special education law, and three staff appreciation luncheons.

Check landmarkschool.org/parents for upcoming events.

Lisa Fenn, LPA Marquee Speaker In April, award-winning ESPN producer and author Lisa Fenn shared the remarkable story of how she befriended and later adopted Dartanyon Crockett and Leroy Sutton, creating relationships that changed the course of all of their lives. Lisa is a passionate spokesperson for the rights of young people, especially those with learning and other disabilities. Lisa kindly stayed late into the night, talking to attendees and signing copies of her book, Carry On. Showing the Love—Staff Appreciation Events This spring Landmark parents showered Elementary•Middle and High School faculty and staff members with gratitude, gifts, and love. With a record amount of monetary donations that exceeded $8,000 and more than 60 raffle prizes, the parent community pampered attendees with a delicious lunch, gifts, desserts, and sentiments of appreciation. Many thanks to the parents who donated food, decor, flowers, gifts, and their time to the LPA.

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With deep appreciation, we thank retiring LPA board members Lisa Castellucci P’19, ’21 and Jennifer Pitkin P’22, ’24 for their years of service.

2019–2020 Landmark Parents’ Association Board Angela Timpone Gowans P’23 Co-President Robert Gowans P’23 Co-President

 LPA RECENT EVENTS

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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 automatically members.

Carolyn Beatty P’27 Secretary Mark Moreschi P’23 Treasurer Meghan Cashel P’28 EMS Vice President Jeff Appelstein P’21 High School Co-Vice President Jacquie Gardner P’23 High School Co-Vice President Jane Anne Chrumka P’20 Landmark Fund Liaison Caitlin Fawcett P’26 Landmark Fund Liaison Maureen Palmer P’21 Landmark Fund Liaison SPRING/SUMMER 2019

EVENTS  Community

On June 3, bluebird skies and warm sunshine welcomed more than 100 golfers to our annual Golf Benefit at Ipswich Country Club.

Golfers and friends enjoyed an afternoon on the links, friendly competition and prizes, an air cannon, and a festive reception and dinner.

This year’s outing, our largest fundraising event of the year for the Landmark Fund, raised nearly $300,000. Thank you to our sponsors, donors, volunteers, and players.

View photos from the event at: www.landmarkschool.org/sunny-day-golf Save the date for next year’s tournament: Monday, June 1, 2020

Thank you to our generous sponsors: Presenting Sponsors Celanese Molex, Inc. The Dow Chemical Company The Duffy Family P’14 Ravago Manufacturing Americas The Slark Family P’01 Wells Fargo

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Cart Sponsor TD Bank Evening Sponsors The Alter Family ‘82 The Buddenhagen Family P’23, P’27 Burns & Levinson, LLP The Carney Family P’16, P’18 The Chicago Sky Digi-Key Electronics The James Family P’10 Plastic Express TGS Cedar Port Gold Tee Sponsors The DiGiovanni Family P’11, P’20 KF Partners LLC Fred A. Krehbiel Liberty Mutual Insurance Company

Corporate Sponsors Bank of America Merrill Lynch Century Mold Chevron Phillips Chemical Company, LP Columbia Recycling Corporation Compass 360, LLC Heilind Ernst & Young LLP Exelon G2 Capital Advisors GJ Burns CPA, LLC Hub Group, Inc. Northern Trust Pinnacle Polymers Seaboard Marine & Jacintoport International US Bank

Half-Corporate Sponsors Alan D. Gordon Family Foundation C.E. Floyd Company, Inc. The Core Group at RBC East Boston Savings Bank MAX’IS Creations, Inc. Joseph H. Morgart P’12, P’22 Oak Consulting Group Peterman Architects, Inc. Schulze & Burch Biscuit Co. The Tancreti Family P’09, P’11

Hayden Safe & Lock McInnis Paving, Inc. New World Van Lines Seigle’s Cabinet Center Stephen P. O’Brien Jr. Plumbing and Heating Inc. TTI, Inc.

Hole Sponsors Arthur J. Gallagher Edgar Bachrach Beverly Shade Shoppe Brenner Facility Services Dana Alarm and Electric, Inc. EMS-Chemie (North America) Inc. Haworth, Inc.

Special thanks to: Buzzword, Inc. Daily Printing Fusion, LLC

Teacher Sponsors Brian E. Hagale ‘05 New World Van Lines Waters & Brown Paint & Decorating

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EVENTS  Community

KIE RAN KE S N E R ’0 9 (3 )

FIFTH ANNUAL SPRING CONCERT AND AUCTION

MAKING WAVES

On April 10, more than 200 Landmark parents, alumni, faculty, and friends gathered for the fifth annual Making Waves Concert and Auction held at the Shalin Liu Performance Center in Rockport, Mass. The audience soaked up the talent of the Landmark High School Chorus, a spirited live auction with emcee Billy Costa, and a soulful performance by John Popper of Blues Traveler.

The event broke last year’s fundraising record, with over $225,000 raised for the Landmark Fund through generous sponsorships, a successful auction and raffle, and ticket purchases. A paddle raise for teacher laptops, new to this year’s event, garnered more than $70,000!

We are grateful to all of our event participants, especially our sponsors, donors, and auction item purchasers. View photos from the event at: www.landmarkschool.org/making-waves-2019huge-success

Thank you to our generous sponsors: Headliner Sponsors Jack and Alissa Sebastian P’21 Lead Sponsors Alan Dachs Murray and BatSheva Halpern P’19 Ilan and Shiri Segev P’18 Ibrahim El-Hefni Technical Training Foundation Paul and Suzanne Wright P’22 Center Stage Sponsors: The Buddenhagen Family P’23, ’27 Long’s Jewelers Moira and Lance James P’10 On the Rocks Sponsors: Sandra Jesse P’13 Playbill Sponsors: Jeffrey and Larisa Alpaugh P’21 Harvey Alter ‘82

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Jenny Casey P’02, ’06 C.E. Floyd Company, Inc. Edward and Catherine Crain P’19 Crisp Education Advising Jay Kenney and Rosaleen Doherty P’20 The du Four Family P’22, ’23, ’24 Kevin and Beth Ege P’20 Eric and Emily Haggman The Lopardo Family P’92, GP’20, ’22, ’23, ’24 Lynne Darling-Melochick ‘98

Joseph H. Morgart P’12, ‘22 Northern Trust The Patten Family P’07 Peterman Architects, Inc. Right at Home Boston and North The Tessier Family P’10 Alumni Showcase Sponsors: The Doyle Family P’11 Houlihan Parnes, Realtors Gary and Cherylann Smith P’16 Taylor Patten ‘07 Donors: Annie and The Tees Anonymous BDS Design, Inc. Captain Claude and Judy Beaudet Boston Harbor Hotel Anthony Caturano ‘92 Cisco Brewers

Astrid Boeze and Guy Hayward P’19 John and Sheila Demers P’19 Izzy Ferreira ‘29 Frayed Knot Sailing Charters Bill Gersh ’06 Brendan Griffin Bill Hall and Jennifer DumasP’29 Frannie Hall ‘29 Michael Hall Jerry and Ruth Healey Henry Jr. Sandwich Shop The Hernandez Family P’27 Elin Hilderbrand Hy-line Cruises Island Resorts Somers Kellogg ‘29 Landmark School Lenox Hotel Dr. Timothy Lepore Matt and Kelly Lord P’25 Venessa Moore P’19 Nantucket Baby and Beach Equipment Rentals

North Shore Glass School Michael and Randa Pehl P’21 Shelia Rice Rockport Music The Sea Grille Resturant Shearwater Excursions Christina Smith ‘25 Brian and Stephanie Stein P’26 Harley and Cindy Stowell P’22 The Galley Resturant The Sunken Ship The White Elephant Tonno Resturant Triple Eight Distillery Ventuno Resturant Wicked Island Bakery Perry Wolfman P’18 and Dan Wright P’18 Wylie Inn and Conference Center Young’s Bicylcle Shop Jane Ziesing P’18

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It’s a Bird…

It’s a Plane…

It’s a Viking!

Landmark School held its fourth annual Viking Drop on May 16, during High School Field Day. High School students, faculty, staff, and friends gathered 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 New England Patriots game-day package. This year’s Viking Drop raised $5,000 for the Landmark Fund, benefiting Landmark’s students, teachers, and programs. Thank you to all who contributed and participated in this memorable and fun event!

Special thanks to our sponsors: The Buddenhagen Family P’23, ’27 Harvey Alter ’82

The Landmark Fund

Our students are always at the center of every dollar we raise. Your support...

PIGGY-BANK FINANCIAL AID

Contributes to the over $1 million dollars awarded for student financial aid

BOOK-OPEN

lightbulb-on

ACADEMICS

INNOVATION

Advances academic programs and curriculum development on both campuses

Develops and implements cutting-edge educational and technological initiatives

basketball-ball

building

STUDENT LIFE

FACILITIES

Expands options in the arts, athletics, and other extracurricular activities

user-friends FACULTY & STAFF Attracts, retains, and mentors our valuable 300+ faculty and staff members

Maintains our beautiful 45+ acre campuses and facilities

Support the Landmark Fund by making a gift at: landmarkschool.org/give

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EVENTS  Alumni

Thank you to the Alumni Council of 2018–2019 for your dedication to the school and for contributing your time to many events held this year.

Fred Ferris ’89 Jeffrey Gladney ’06 Ashley Holmes ’13 Guido Meade ’81 Derrick Neal ’04 Taylor Patten ’07 Gabriella Pecoraro ’07 Jake Pike ’05 Sofie Plater ’07 Alison Troy ’06 Marcus Wright ’15

Back in Action The 2019 Alumni Lacrosse Game was held on a beautiful May day with an overwhelming number of returning players. Thank you faculty, students, and alumni for bringing your A-game to Landmark.

Boston Alumni Bar Night More than 30 alumni gathered in Boston on a chilly night in February to reconnect and work on their two column notes!

The Inside Scoop—Prep Program Alumni Panel This spring Prep Program alumni returned to campus to shed light on their experiences after leaving Landmark. Thank you for your honesty and humor. Pictured left to right: Jarrod Sweeney ’18, Kendall Butler ’13, Joe Rose, prep program director, Skylar McClure ’15, and Via Valenti ’17.

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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 Robert Baldera ’77 Happily married and living in Florida!

Andrew Weiner ’84 caret-right My wife, Marcia, and I are going on 20 years of marriage. We have a 16-year-old daughter, Rachel, who is a sophomore at Acton-Boxborough Regional High School. I have been in the tech industry since 1997.

Since 2003, I have been either on the engineering or training end of the ATM industry. I also have a second job as a part-time contributing writer and reviewer at Medium.com. Other than that, I’m just loving life. Marcia is a preschool teacher in Stowe, Mass. We spent Christmas eve with my classmate Janine Klein Roche ‘83 and her husband, who live up the street from us. My wife hates having her picture taken, so here is a recent pic of our daughter with me on her birthday.

Joe Arellano ’85 I married Ann Stewart in 2008 and currently live in Ocala, Fla. We travel the world for both business and pleasure. I still have my love of boating, which started at Landmark, and I have the opportunity to boat all over the U.S. I also own my own rum manufacturing business.

Andrew Weiner ’84

caret-up Elizabeth Kohn Lutsky ’93 After graduating from Landmark, I studied psychology at the University of Michigan and learning disabilities at Northwestern University. I am currently living in Los Angeles with my husband, Zach, and our two kids, Emma (11) and Jacob (13). I enjoy my work as an educational therapist in private practice helping children to learn. caret-down Jerusha Thacker ’93 After 13 years of being a behavioral specialist in public schools in my county, I needed a life change.

I’m now a disaster recovery case manager where I primarily help people victimized by hurricanes. We help to rebuild homes. I love living in Florida!

Michael Deckers ’92 I am a front desk attendant at a disabilities center at University of Connecticut Health in Farmington, Conn. I’ve been there for 15 years, and I volunteer at the hospital every day as well.

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Elyse Palleschi ’03 caret-right I’m having fun raising two amazing kids, Quinn (4) and Asher (3). I am also going back to school for a degree in social work. I sing in my church’s choir and volunteer a lot of my time to my childrens’ schools and our church community.

Chris Capaldi ’04 I am currently the global sales manager at Taza Chocolate in Somerville, Mass. Taza Chocolate is a leading chocolate maker in the natural/organic consumer packaged goods (CPG) industry. We have more than 50 employees and our products are sold globally.

Briana Sommer ’05 I’m an accountant!

Paul Williams ’06 I’m living in the San Francisco Bay Area and working as a web/server administrator for a climate technology startup called Jupiter Intelligence.

Recently, I became engaged to my best friend.

Zack D’Angelo ’07 I’m running an electrical contracting business (Systems Electrical Services) with my family.

We have actually completed three large jobs for Landmark in recent years!

Emily Olsen ’09 I graduated from Colby-Sawyer College in 2013 with an early childhood degree and a certificate in education. I have been a second grade teacher for more than five years in Lynn, Mass., and I just received a Master’s degree in reading from Endicott College!

Christian Donato ’11 Upon graduating from high school, I went on to receive a BFA in architecture from MassArt. I was then accepted into the graduate school at Virginia Tech, where I received a Master of Architecture and a Master of Science in building construction.

I’m currently working as a designer for Hutker Architects on Martha’s Vineyard.

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Caret-left Emily Smith ‘11 I recently graduated from the Massachusetts College of Pharmacy and Health Sciences (MCPHS) with a Bachelor of Science in nursing.

This was an accelerated 16-month, post-baccalaureate program. I earned my first degree and certification in recreation therapy back in 2015 from the University of New Hampshire. I am now studying for my boards to officially become a registered nurse. Thank you, Landmark.

I am so grateful for the many skills I learned there— especially the importance of advocating for myself. This allowed me to reach my full potential despite having a learning difference.

Elizabeth Schrank ’11 I am the assistant director at Brain Balance Achievement Center in Bluffton, S.C. My husband and I are expecting our first baby in August!

Caret-left Brittany Dzugas-Smith ’12 I am an assistant manager for Enterprise RentA-Car. Oh boy, do they challenge my organizational skills, but my job helps make me the best I can be! Work takes up most of my time, but I am prioritizing rowing (crew) as well. My team in D.C. races in the summer and fall seasons. I’m working on fitting in other activities: coaching, interpreting (ASL-English), learning Spanish, traveling, and learning how to relax. Also, I want to find ways to give back to the school that helped me. Landmark helped me build the skills I now have to not only survive life but also to enjoy reading, writing, problem solving, and knowing I am smart. continued on page 68 SPRING/SUMMER 2019

Check out The Store online and get your Landmark swag for the new school year! Shipping is available or schedule to pick-up in person.

Youth and adult sizing available in many options.

Email store@landmarkschool.org with questions or concerns.

Regular store hours will resume at the end of August/beginning of September

www.storeatlandmark.org SPRING/SUMMER 2019

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HOMEC Join the Landmark community for a day of fun events: our ninth 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, Director of Annual Giving at kmullen@landmarkschool.org or 978-236-3408 66

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SPRING/SUMMER 2019

OMING SATURDAY, OCTOBER 19

2019 DON'T MISS IT! SPRING/SUMMER 2019

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Luke Duffy ’14 I’m currently getting my Master’s degree in elementary education/curriculum and instruction at the University of Denver.

Molly Early ’14 I am a senior at the University of Massachusetts, Boston, majoring in political science. I also work full time in the State House as a special assistant and legislative aide for the majority leader. I started off as an intern for the Massachusetts Democratic Party and through networking, I was hired as an intern in the State House, which led to a full-time position there. I love what I do. Now, more than ever, I am extremely appreciative of what Landmark gave me. As a kid struggling with dyslexia, I never would have imagined that one day I would attend college or work in state politics. I am also studying for the LSAT exam and plan to apply to law school after graduation. Without Landmark, I would be in a very different place than I am now.

Jordan D’Abbraccio ’16 I am a chemical engineering student at the University of Massachusetts, Lowell!

Caret-left Anthony Nickas ’16 I am currently attending Suffolk University pursuing a business degree. I recently graduated from the Massachusetts Call/Volunteer Firefighting Academy, and I am working as a firefighter for the town of Wenham. My brother and I have also started a real estate investment company.

Michael Dalzell ’16 I am currently working at TW Excavating in Newbury, Mass., as a mechanic in the shop and on the road.

Caret-left Gwei Strong-Allen ’18 This spring I completed my post graduate program at Middlebridge School. The second semester included three classes at Community College of Rhode Island.

I’m looking forward to starting Beacon College in the fall and joining the Class of 2024.

caret-up Emma Colcord ’16 and Alex Drake ’16 Emma and Alex contributed presentations of their research at this year’s University of Massachusetts Undergraduate Research Conference (UMassUCR).

The annual gathering is a one-day event showcasing student research from 28 Massachusetts public colleges and universities. Students present their research, share knowledge, and learn from their peers.

Emma is studying movement science, sport, and leisure studies at Westfield State University and her research was entitled “Where Should I Live? The Effects of Altitude With Cardiovascular Disease.”

Alex attends Framingham State University, where he studies chemistry and food science. His presentation was entitled, “Evaluation of Plant Extracts for Their Total Phenolic Content and Carbohydrate Hydrology Enzyme Inhibitor Activity.”

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Charlotte Goff ’07, was interviewed in Boston Voyager magazine. Take a peek! http://bostonvoyager.com/interview/ conversations-inspiring-charlotte-goff/

SPRING/SUMMER 2019

Retirements and Farewells

The following faculty members are either retiring or leaving Landmark after having been here for 10 or more years.

Thank you for the professionalism and care that you showed to the many students you inspired during your time here. We wish all of you success in your next adventure. Landmark will always be a home for you.

Faculty Members Retiring from Landmark School: Fred Dodge started in 1977 • 42 years Tutorial Teacher, High School and Elementary•Middle School (see article on pg. 70) Paul Krueger started in 2013 • 6 years Tutorial Teacher, High School Academic Advisor, High School

Sandy Valentine Adams started in 2008 • 11 years Elementary Lead Teacher Tutorial Teacher, Elementary•Middle School Middle School Language Arts and Oral Expression Teacher Kelli Ann-Camacho started in 2008 • 11 years Dance Instructor, High School Michael Gaeta started in 2005 • 14 years Porter House Residential Advisor

Marie Mirandi started in 1980–1987, returned in 2000–2019 • 26 years Tutorial Teacher, High School Academic Advisor, High School Department Head, Elementary•Middle School Charlie Symonds started in 2010 • 9 years Probability and Statistics Teacher, High School Algebra Teacher, High School SPRING/SUMMER 2019

Faculty Members departing Landmark after 10 or more years:

Andy Knox '97 started in 2007 • 12 years Director of Technical Theater, High School Jonathan Miller Started in 2004–2006, returned in 2011–2019 • 10 years Advancement Department Tutorial Teacher, Elementary•Middle School Middle School Teacher

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A Thank You Note I am so grateful to Landmark School for allowing me to teach here for the last 42 years and have such a wonderful experience. I never thought an organization would be willing to hire a dyslexic kid who despised school and hated teachers, but perhaps I never gave them a chance to say “no.” I moved into a room on the third floor of the Alexander Building in the summer of 1977 and could not believe that I was hired back for the fall.

During the snowstorm of 1978, I became engaged to my now wife. She was amazing, and we were both hired at North (now the Elementary•Middle School). We lived at Youngman House, right next to the EMS. Our first child was born there; we had a wonderful time. The people who worked at Landmark had more energy and spirit than anyone you could imagine. We were a family.

In the early days, Harry Dudley, a founding faculty member and former head of the Social Studies Department, invited me to teach in the Seamanship Program. My dream came true. I was teaching students with dyslexia and was able to share my favorite passions on earth: sailing and seamanship.

And for 30 years there we were, teaching seamanship on West Beach in Beverly Farms in 30 small boats.

When my son was ready to go to school, he was put in the back of his class and never taught to read or write. It should have been no surprise that the poor guy got my genes. We pulled him out and got him into Landmark—the school’s youngest student.

In two years he was above grade level. His experience galvanized my belief in Landmark.

Over the years, I have had the honor of working with countless intelligent and hard-working students.

Every one of their successes has been a validation and a personal victory over all the teachers from my childhood who called me stupid, lazy, and unmotivated.

Those words led me to think no school would have a teacher with my learning profile, but an institution that promised to teach students with dyslexia and other language-based learning disabilities did just that. My dream is that Landmark, on its 50th anniversary, will be heralded as the premier institution for dyslexic students and will be accepted as the model for how teachers in all schools should teach. Thank you, Landmark, for making me proud and giving me a rich and rewarding career.

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K I E RA N K E SN E R ' 09

By Fred Dodge

SPRING/SUMMER 2019

 IN MEMORIAM

Mrs. El Heneidy, Mrs. El, Fairy Godmother, Friend Georganna El Heneidy (1945–2019) Georganna with her beloved Skye Terrier, Baci Mia

Georganna El Heneidy served as Landmark’s director of the Health Center for 26 years. Earlier this year, we tragically lost Georganna in a car accident that also took her beloved Skye Terrier, Baci Mia. She was a treasured member of the community and an integral part of Landmark’s commitment to meeting students where they are developmentally and to their learning. Georganna was known as someone who was empathetic, loving, joyful, and steady.

As a parting gift to the School, the Class of 2019 raised more than $800 to plant a memorial garden outside of the High School Health Center to honor Georganna El Heneidy.

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We reached out to members of our community to reflect on Georganna’s style, contributions, and impact.

Robb Genetelli, Dean of Students “Whether you talked with her for five minutes or five hours, Georganna made you feel like you were the only person that mattered. Everyone had that same experience. That’s an extraordinary gift—few people can achieve that. She relished her role as caregiver and loved taking care of us.

Before she arrived at Landmark, Georganna was a psychiatric nurse, and these skills and intuition were invaluable assets to the school. When we were most challenged by a student’s behavior, she always picked up on details that we missed. She had a natural capacity to look at students beyond their physical symptoms and uncover what was troubling or driving them.”

Sally Gagnon and Paula Deffer, High School Nurses “When Georganna passed away and we were cleaning out some of her records, we came across several handwritten lists that she had made over the years of tasks, projects, and goals that she wanted to accomplish for the Health Center. Every single one of them had been completed in her time here.

She had a sixth sense about people and knew when they needed attention. Everyone who came in contact with her, whether for an aspirin, ice pack, or urgent care, recognized how cared for and loved she made them feel.

Georganna was part Florence Nightingale, part Charo. She had so much spunk. She loved the color purple, hearts, elephants, the circus, and especially all of us.”

Luke Morgan ’19 “Mrs. El was a kind-hearted person who truly cared about everyone. I got to know Mrs. El during the four years that I was at Landmark and became close with her...I always appreciated her kindness yet her honesty as well. I’ll always remember her for how much she cared about her job and the students.”  72

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“ Georganna was part Florence Nightingale, part Charo. She had so much spunk. She loved the color purple, hearts, elephants, the circus, and especially all of us.”

—Sally Gagnon, High School Nurse

In Memoriam

Carol Florendo (right) was the steady, warm, and caring night nurse at Landmark’s High School for 26 years.

Carol Florendo Last summer, the High School Health Center also lost Carol Florendo, R.N., after a brief illness. Carol was a consistent and reliable resource for students and faculty and served as the night nurse for most of her 26 years at Landmark. Carol was full of life and love, and nurses Sally Gagnon and Paula Deffer remember her as a free spirit and someone who loved the beach, music, dancing, art, and travel. Nurse Gagnon recalls, “Carol was easy to talk to and affectionate. The students felt so comfortable with her. As the night nurse, students would come in to the Health Center when they felt like they needed a little dose of the warmth and familiarity of home. Carol’s empathy and nursing instincts were always spot on and the students appreciated and admired her.”

SPRING/SUMMER 2019

Landmark School 2018–2019 Board of Trustees 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 Sanibel, FL Retired, Vice Chairman State Street Corporation Robert J. Broudo P’11 PRESIDENT AND HEADMASTER Beverly, MA Landmark School, Inc. Larry Karle VICE PRESIDENT Norwell, MA Landmark School, Inc. Julie A. Murphy CLERK Beverly, MA Landmark School, Inc. Charles P. Harris CLERK EMERITUS Winchester, MA Landmark School, Inc.

Jeffrey Alpaugh P’21 Wellesley, MA Growth and Industry Practices Leader, Marsh & McClennan Harvey L. Alter ’82 Glenview, IL Vice President, The Alter Group Jennifer Buddenhagen P’23, ’27 Magnolia, MA Chief Marketing Officer, Carling Technologies, Inc. Jennifer Paul Casey P’02, ’06 Marblehead, MA Casey Family Foundation Nancy Crate P’19, ’21 Ipswich, MA Volunteer Alan Dachs San Francisco, CA CEO and Director, Fremont Group Lynne Darling-Melochick ’98 Hampden, ME Director of Community Relations, Darling’s Automotive Group

Thilo Henkes P’24 Georgetown, MA Managing Director and Partner, L.E.K. Consulting Sandra L. Jesse P’13 Manchester, MA Consultant Robert S. Merowitz P’06 Sudbury, MA President & CEO, Universal Realty Corporation Joseph H. Morgart P’12,’22 Waltham, MA Alternative Investment, Amundi Pioneer Investments Shelley Moses-Reed P’23 Greenwood Village, CO Customer Experience Executive, Medallia Michael Pehl P’21 Manchester, MA Founder and Managing Partner, Guidepost Growth Equity

Julie Donovan P’23, ’28 Marblehead, MA Recently Retired Senior Vice President, Fidelity Investments

Ilan Segev P’18 Newton, MA Executive Director, Private Wealth Advisor; International Wealth Advisor, Morgan Stanley

James Duffy P’14 Auburndale, MA President, Ravago Holdings America, Inc.

Catherine Slark P’01 Burr Ridge, IL Volunteer

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 As of July 2019

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

Martin P. Slark P’01 Burr Ridge, IL Retired, President and CEO, Molex, Inc. Spencer Smitherman ’08 Denver, CO Director of Client Onboarding and Technical Support, Returnly Michael D. Tancreti P’09, ’11 Nashua, NH Chief Executive Officer, Ashwood Development Company

David A. Tessier P’10 Del Ray Beach, FL President, Hospitality and Gaming Advisors *Robert J. Campbell P’04 Rockport, ME Investment Counselor Beck, Mack, & Oliver *David G. Peterson P’08 Bedford, MA Sales Management Consultant *Suzanne H. Sears P’02 Hamilton, MA * Trustee Emeritus Robert and Angela Gowans P’23 Landmark Parents’ Association Representatives Beverly, MA Gabriella Pecoraro ’07 Alumni Representative Salem, MA Global Wealth and Asset Management Strategy Leader, John Hancock

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.

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