Alyce Callison, Director of Marketing & Communications, Editor
The Heads of State, Design
Contributors
Alyce Callison
Latrisha Chattin
Jesse Crowding
Stefanie Frayne
Eleanor Gensemer
Leslie Stein
Where’s the Bobcat?
Can you find the Benchmark Bobcat?
He’s hiding on a page in this magazine! Answer on page 49.
On The Cover
Benchmark School is accredited by Pennsylvania Association of Independent Schools, which is a member in good standing of the National Association of Independent Schools’ Commission on Accreditation.
Benchmark School does not discriminate on the basis of race, color, national or ethnic origin, religion, gender and sexuality diversity, age, or against qualified individuals with disabilities on the basis of disability, in its admissions and financial program, in the administration of its educational program, or in its employment policies.
Benchmark School is a tax-exempt organization as provided by IRS regulations and is registered as a charitable organization within the State of Pennsylvania. The official registration and financial information for Benchmark School may be obtained from the Pennsylvania Department of State by calling toll-free, within Pennsylvania, 1-800-732-0999. Registration does not imply endorsement
Mr. Scott Pfautz and Sadie Ritacco ’28 flash some peace signs on the new playground.
Above, Oliver Mambu ’28 defies gravity inside one of our playground’s giant dodecahedrons.
A Message From the Head of School
WHAT IMPACT REALLY MEANS
Reaching Out With Intention
By Chris Hancock
It’s impossible for me to think of Benchmark School without considering both the intention and meaning of the word “impact.” It’s a potent thing, impact. Taken literally, one object strikes another, affecting both. It’s easy to think of moon craters, or collisions in an NFL game, when you think of impact. The impacts that happen here at Benchmark may be less visible–and certainly less painful than taking a tumble in a game–but are all the more striking (to use another impactrelated word) in their effect.
Impact can be a form of transformation. At Benchmark, we create impact on our students’ lives daily through our unique education program that is literally transforming educational trajectories, through our holistic community support, and through genuine care for every member of our community. This magazine is filled with demonstrations of these impactful transformations.
In the past year, we’ve expanded our educational impact beyond Benchmark through a collaboration with the Horizons program at Episcopal Academy, a tuition-free academic and enrichment program serving students outside of the traditional school year to support academic achievement. With support and training from Benchmark faculty leaders, Horizons at Episcopal Academy has deployed our Word Detectives program in their language arts instruction, with significant gains for the students. (Read more about how Benchmark is expanding Word Detectives access on page 18.) This partnership with Horizons, while deeply valuable on its own, is also serving as a pilot as we seek to expand access to Word Detectives even wider.
Within our own school, we can see daily the impact that teachers and administrators have on our students. Still, this impact goes both ways. Our students’ sparks of inventiveness, their gift for experimentation, and their sense of care for each other has an impact on our staff and helps to provide the regenerative energy that keeps this school’s sense of purpose strong and vibrant.
Lastly, we hold a deep belief that our educational techniques can have a beneficial impact on the wider world of education. That’s part of why we’re taking the steps we are to expand Word Detectives. Yet it goes beyond that. When we see our bright students flourish here–when they were perhaps falling behind and previously failing to thrive–it fills us with a thirst to bring this reversal to other struggling students. It becomes a matter of educational justice. We can help other students in the wider world succeed, and so we should, if it is within our power. Stay tuned for our next big moves. I hope you’ll be a part of the journey with us.
WELCOME, NEW TRUSTEES!
Three Newcomers on the Board
We are happy to announce that Sarah Kinsella, P’26; Rob Lambert, P’27; and Rich Salerno, P’26 have joined the Board of Trustees.
Sarah Kinsella, P’26
Sarah Kinsella is the Nearly Three’s Toddler co-teacher at Phebe Anna Thorne school at Bryn Mawr College and parent of Annie Kinsella ’26. Sarah began her teaching career in New York City at St. David’s School where she taught both kindergarten and second grade. Before having her son, she was the temporary lower school math specialist at Little Red School House and Elisabeth Irwin High School in Greenwich Village.
Sarah earned her undergraduate degree at Kenyon College and an MA from Teacher’s College, Columbia University.
Sarah and her family moved to the Philadelphia area from New York City in 2013. She currently resides in Narberth with her husband, Shane, son Charlie (Shipley ’27), and daughter Annie (Benchmark ’26).
At Benchmark, Sarah has been an active volunteer at the school library and has served as secretary of the Benchmark Parents Association (BPA). She has been a homeroom parent and was co-chair of the BPA spring social and silent auction. Sarah is the current BPA President and is the BPA Liaison to the Board of Trustees.
Sarah says, “I recently had the privilege of looking at old pictures of Benchmark. Some of these photographs included the building and expansion of our current school. It made me think of the devotion and energy past parents, board members, and faculty and staff have put into making Benchmark the school it is today
for my daughter and her peers. I am honored to be the Parent Association Representative to the Board of Trustees to not only help guide the school in the present, but to ensure its continued success for future students and their families.”
Rich Salerno, P’26
Rob Lambert, P’27
Rob Lambert is the founder of SITE Engineering Concepts, LLC, a civil engineering and surveying firm, located in Berwyn, Pennsylvania. Rob has over 25 years of experience providing civil engineering and surveying services to institutional campuses, commercial, mixed use and residential properties throughout southeastern Pennsylvania.
Rob has a BS from the University of Notre Dame and a MS from Villanova University.
Rob has twin daughters with one attending Benchmark and the other Agnes Irwin School.
Rob says, “When asked about our experience at Benchmark my usual response is ‘two weeks’. It took two weeks at Benchmark to change the trajectory of my daughter’s educational path. She went from loathing going to school to being excited about learning!”
Rich Salerno is Chief Executive Officer of Aramsco, a comprehensive solution provider serving a wide range of contractors, service providers, and facilities maintenance professionals. From 2007 to 2009, Rich served in other roles at Aramsco including Chief Financial Officer.
Prior to Aramsco, Rich worked at Summit Partners, one of the leading private equity and venture capital firms in the United States. While at Summit, Rich was responsible for sourcing new acquisitions, completing due diligence, negotiating, and structuring transactions, and working closely with management teams to increase shareholder value. Rich also worked at Prudential Capital Group on a team focused on making investments in privately placed investment grade, high yield, and mezzanine debt investments.
Rich graduated from Boston College, summa cum laude, with a dual degree in Accounting and Finance. Rich’s daughter Ashley (Class of 2026) is a Benchmark School student.
Rich shares, “Benchmark is a special place. The school allows talented young minds to succeed in an environment purpose built for those who learn differently. I am proud to serve on the Board of Trustees and hope to give back in a small way given how much Benchmark has provided our family.”
THE LATEST
From 2107 North Providence Road
Our Inaugural Jubilee Joy and Learning
In March, we hosted our first Jubilee, an all-school assembly celebrating multiculturalism and social justice trailblazers. The fifth grade created an informative presentation on Black pioneers through the lens of ice cream, revealing that everything from now-iconic recipes, ice cream trucks, and even ice cream scoops are due to Black creators. A choir performance, videos, a folktale retelling, and a beautiful dance rounded out the celebration.
Benchmark Wins International Marketing Award Rebranding Lauded
Benchmark School won a 2023 Bronze InspirED School Marketers Brilliance Award for Graphic Identity Redesign in the only international competition that recognizes excellence in private and independent school marketing and communications. Benchmark gratefully recognizes the partnership of our brand agency, The Heads of State.
Benchmark’s Director of Marketing and Communication Alyce Callison says, “We’re so proud to have created a new brand identity that is not only visually appealing but also truly represents the growth and support our students and families experience at our school.”
Pioneers on the Pitch
Benchmark Partners with a Philadelphia Union Program
From the start of the 2023-2024 school year, Benchmark has been engaged in a partnership with The SWAG, an organization connected with the Philadelphia Union that is designed to expose young people (from preschool through age 8) to soccer.
Four players who began with The SWAG and who have now moved into the Philadelphia Union Junior Academy began at Benchmark last year. This partnership enables more students to experience the top-level academic experience at Benchmark School while also taking part in a professionally oriented soccer training program.
Head of School Chris Hancock is deeply appreciative of the advantages of this program for the participants. He says, “The SWAG is very much aligned with what Benchmark is trying to do in terms of how we view children. They are unique unto themselves, and at a very early age really benefit from exposure to excellent adults in their lives.”
Coach and parent Ryan Griffith says, “My son Riley Griffith has benefited tremendously from the Benchmark program. He wants to read a lot more. Instead of jumping on a quick FIFA game, he’s more engaged with reading his comic book or one of the
books he’s pulled from the library or one of the books he’s brought from the school. Reading obviously is a huge focus of Benchmark, and that engagement is going to go a long way. The reading comprehension is going to help, especially on the pitch. Giving kids that voice and the ability to express themselves freely really, really helps.”
Andrew Cressman, Head of Philadelphia Union Junior Academy, speaks about our Benchmark students engaged in this pilot program, remarking, “For them to have an opportunity to try something different, to essentially be pioneers in their own way of trying this program and see if they’re the first ones that can really make it work for everyone else, it’s a good test for them and it’s a good test for the program as well.”
Scan the QR code to watch the video created by the Philadelphia Union about the partnership with Benchmark School.
Mini-THON 2024
10-Year Grand Total
In February 2024, we raised $9,346.45 during Mini-THON to support Four Diamonds, which seeks to conquer childhood cancer by assisting children treated at Penn State Children’s Hospital. Our huge ten-year grand total is $106,332.57! We are grateful for the generous support of the Benchmark community.
Our New Playground
Brodnik
Outdoor Learning Environment
On Thursday, November 16, 2023, we cut the ribbon on our new playground, the spectacular Brodnik Outdoor Learning Environment, or BOLE. Students, staff, families, members of the Board of Trustees, and other friends gathered to celebrate the opening and experience the playground first-hand.
The new play space was carefully designed to complement our outdoorsy, treecentric campus, using natural materials in both the construction of the play elements as well as the landscaping. In addition to the play structures, some of which are nearly unique in the country, the boulders (many unearthed during construction) and log steppers across planted rain gardens allow for deeper engagement with nature and are in harmony with the feel of our campus. The playground also features 16 newly planted trees and nearly 2,000 native plants.
At the ribbon-cutting ceremony, Head of School Chris Hancock commented, “I must admit, I am fired up standing here today. Because we celebrate not just the opening of a new space worthy of the experience we seek to provide our students and families. Today, we serve notice that we have only begun to hit our stride as a school community. We offer the best education in the nation for students who learn differently. They deserve excellence in the classroom and for over 50 years Benchmark has delivered. And now, we have a renewed outdoor space that too is excellent, and worthy of our students.”
We are grateful to the Brodnik family who were instrumental in bringing this project to fruition. Matt and Maggie Brodnik are parents of TJ Brodnik ‘22, who is now at The Haverford School. The Brodniks were the first family to offer a lead gift to this project back when we were celebrating our 50th anniversary as a school, and they are a testament to just how transformational contributions can be for decades into the future.
Photos by Sahar Coston-Hardy
Trailblazers Return to Benchmark
Welcoming Irene Gaskins and Dick Anderson
In April 2024, we were honored to welcome our founder Dr. Irene Gaskins, her longtime collaborator and prominent literacy researcher Dr. Richard Anderson, and education researchers Dr. Jingjing Sun from the University of Montana and Dr. Tzu-Jung Lin from The Ohio State University.
Dr. Anderson and Dr. Gaskins worked together closely during Benchmark’s formative years, and Dr. Anderson’s research played a large role in forming the basis for our literacy program today.
It had been years since Dr. Gaskins and Dr. Anderson visited Benchmark during a school day, and Dr. Gaskins noted that she’s been hearing good things from parents. Dr. Anderson was pleased to return and see the fruits of their educational research and practice still going strong. He said, “It feels great. We managed to have a grand idea and it’s working out in exquisite detail. Children are learning each aspect of what it means to be able to read.”
The team of educators observed a Word Detectives lesson in the Berry/Grace class of our youngest learners, and then moved to 5th grade to sit in on reading groups in the Scott/Causey and Warley/ Witalec classes.
Dr. Lin and Dr. Sun were both once students of Dr. Anderson’s and now both specialize in educational psychology. Dr. Lin commented, “I’ve read articles about Benchmark and learned from Dick [Anderson], but it cannot compare with the personal experience today. The small class structure, the dynamic discussions–everything is evidence-based. Every sentence spoken by teachers was evidence-based in relation to how to decode, how they asked openended questions…it’s amazing.” She also remarked on the students’ in-class behavior as well, noticing, “Kids knew how to regulate their behaviors in class and focus on the dialogue.”
“The small class structure, the dynamic discussions–everything is evidencebased.”
Dr. Tzu-Jung Lin on her visit to Benchmark classrooms
Commenting on the visit to the Berry/Grace classroom, Dr. Sun said, “Watching Karen [Berry] and seeing her teach Word Detectives brought me so much joy! Effective teaching brings out the best in the kids. It instills a love of learning for a lifetime and it was remarkable to watch.”
Following the classroom visits, the visitors gathered for a roundtable discussion in the afternoon, where both our faculty and visitors exchanged questions and ideas about literacy instruction and how best to support kids’ emotional needs.
Dr. Anderson, who was celebrating his 90th birthday, was presented with a cake to celebrate that milestone and a named bench to be placed on campus to honor his contributions to Benchmark School’s evolution.
Seventh Graders Launch “The Pink Project” You Matter, Words Matter
Seventh graders transformed a moment of restless boredom into a surge of empathy. At the start of music class one day last year, a group of 7th graders begged Laurie Veacock to kick off the class by reading to them from BIG, a picture book by Vashti Harrison that she had displayed for Black History Month. BIG follows a child who experiences the daily hurt of body shaming and must find a way to make space for herself and love herself despite the others’ cruel words.
BIG (a Caldecott Medal Winner, Coretta Scott King Honor Title, and New York Times bestseller) spurred the students to action immediately, and they sought to share the book’s powerful anti-bullying message with other students. They created a group called “The Pink Project,” whose goal is to inform the Benchmark community about body shaming and other types of bullying.
The 7th graders took turns reading BIG to the Lower School students at an assembly and discussed how powerful words can be. Together they made a poster that says “You Matter, Words Matter,” now displayed in the halls of our school as a reminder. They also created and distributed Pink Project bracelets with the “You Matter, Words Matter” slogan. This kind group of students have plans to continue spreading this important message to the rest of the student body.
Art Bears Witness Recent Grad Wins Award
Evie Bartholdson ‘24 won an Honorable Mention award for her 2D art submission entitled, “Train Ride to the Endless Abyss” in the 2024 Mordechai Anielewicz Creative Arts Competition at Gratz College on May 20, 2024. The Mordechai Anielewicz Creative Arts Competition invites students in grades 7-12 to learn about the Holocaust and respond by means of creative expression.
Evie’s language arts teacher Jesse Crowding said, “I am so proud of Evie. She worked very thoughtfully and created a piece of art that combined our research of WWII and our reading of Night, and it serves as a way to bear witness to the tragedies of the Holocaust. Evie combined many techniques in her art, including watercolor, mixing charcoal and water, as well as using fire to create a burned appearance.”
“The Gold Standard for Children Who Learn Differently”
PsyD Students from Widener Visit
Benchmark has always had open doors for academics eager to get a close-up look at how our educational program works. In January, a team of students in the clinical psychology PsyD program at Widener University came to learn more.
Jaci Zarabba, a professor in the program, had visited Benchmark School during a Professional Visitor Day, and the experience inspired her to bring her students in the child/family/school and pediatric neuropsychology concentrations for a visit. These students had expressed an interest in observing classrooms outside of the public school setting to further understand potential alternatives when the public school is not able to meet a child’s needs. Dr. Zarabba said, “I often talk about Benchmark as the gold standard for children who learn differently, and I wanted to see if one of my students could conduct an observation in a classroom.” She connected with Dr. Adam Lemisch, the Head of Child and Family Support Services, who invited her to bring many students.
Dr. Zarabba and nine clinical psychology PsyD students
observed Middle School students in the Innovation Lab and in language arts; 5th graders in language arts; 3rd graders in math; and our youngest students having a Word Detectives lesson. Following these observations, the students reconvened to debrief and chat with Dr. Lemisch and other members of our academic and administrative team.
One student commented, “Meeting the students and teachers allowed us to conceptualize what a successful intervention might look like and how successful a child can be given the appropriate support system.” Another noted, “I loved observing the classes and seeing how the teachers used the students’ individual strengths to help them succeed. It was also very clear how passionate the staff was about working at Benchmark.”
Dr. Zarabba reflected, “It was so clear to see the ways in which the Benchmark team excels in leveraging each student’s unique strengths to create an environment where students are actively engaged and invested in their learning.”
BENCHMARK QUEST
Eight Days of Exploration
In the spring of 2024, the entire Middle School dedicated eight intense days to a learning experience called Benchmark Quest, or simply Quest.
Benchmark Quest is a learning experience that uses design thinking to address real-world, personally meaningful problems. The intention behind Quest is that students will gain knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging, and complex question, problem, or challenge.
Engaging all of Middle School
This was the first year in which the whole of the Middle School took part in Benchmark Quest. This wider Quest was created as an outgrowth of the 6th grade’s capstone projects that have been focused on the United Nations Sustainable Development Goals. The Middle School Quest, which will now be an annual part of the curriculum cycle, follows a developmental sequence of themes, which are “My World” in 6th grade, “My Community” in 7th grade, and “Myself” in 8th grade.
The students’ Quest projects employ the six steps of Benchmark’s own design thinking process (wonder & connect; describe & clarify; imagine possibilities; share; design & create; and reflect & revise) to develop and refine their projects, and also provide an opportunity to engage the 4C’s of critical thinking, creative problem solving, collaboration, and communication.
Head of School Chris Hancock explains, “Quest is an integration of different subjects, and is about finding convergences, such as among science, social studies,
and math, to create solutions. Engaging in Benchmark Quest creates a unique space between disciplines and subjects. Quest is also a really meaningful support for our intention to continue to build Middle School traditions.”
Shaping the projects
Beginning in early fall, the Innovation Planning committee, which was composed of Eleanor Gensemer, Latrisha Chattin, Rosanne Crowe, Sam Gerlach, and our innovation consultant Gaby Russomagno, met weekly to discuss the goals of Quest. It was important to the planning team that students would be able to grapple with real-world issues that were meaningful to them and to use design thinking to solve a problem. Once the Innovation Planning team designed the project’s parameters, it was turned over to teachers to implement and lead with the 6th grade teachers spearheading the 6th grade team, Latrisha Chattin leading the 7th grade team, and Sam Gerlach taking the lead for the 8th grade team.
This 8-day concentrated celebration of investigation involved every Middle School teacher and classroom, and spilled outdoors as well. Students across all grades kicked off their Quests by brainstorming about specific issues that related to their grade’s theme, and then deepening their inquiry until a project took shape.
Students in 6th grade, whose theme was “My World,” continued as other 6th grade classes had before them with a focus on the UN Sustainable Development Goals. Of the 17 UN goals, they chose four: No Poverty, Zero Hunger, Clean Water and Sanitation, and Responsible Consumption and Production. Sam says, “Those were ones that the Innovation Planning team and the 6th grade team picked out as the ones that were both related to the curriculum that they were learning in science, social studies, LA, and also could impact the Benchmark community.”
Recognizing that significant change can often begin close to home, sixth grade teams created projects designed to improve the wider world through the lens of our school community. One group sought Chef Nick’s help with reducing CO2 emissions, and he agreed to have Meatless Monday lunches. The students hope this will reduce demand for cows and therefore cut down on the carbon dioxide they emit. Another group built a robot prototype that will be placed in the lunchroom to help collect recyclable items to reduce non-biodegradable waste in our landfills, while a third explored the logistics of having an onsite garden at Benchmark, with the hope that having fresh herbs, vegetables, and fruits will help foster a sustainable community here at Benchmark.
Sam explains the 7th grade’s approach to their “My Community” theme, which involved looping in several kinds of service organizations. Sam says, “We brought in Cradles to Crayons, Wonder Key [which works with children in foster care], and the Anti-Defamation League. Building empathy was the goal. We did a lot of identity work, and that was also DEI-partnered as well. Dr. Chattin led a restorative circle, which I think was something that took the kids by surprise for how much they actually got from it. There was a really pivotal moment, when the kids were like ‘Oh, we’re actually doing this work. We have a certain lens and approach to it.’”
Groups of 7th graders dove deep on the design thinking process to devise projects that would support these groups’ efforts. At first, Sam explains that the students had to talk through ideas that would bring them around to student-centered solutions. He shares, “I think the hardest thing for 7th grade was, their ideas were like, ‘Well, we can just raise money,’ and I said, ‘Yes, that’s what adults can do for kids, but what can kids do for kids?’ We talk a lot about the feelings of it all. What can we give them to ignite a feeling inside of them? We talked about their needs–what needs aren’t being met? We talked a lot about the kids in Wonder Key, the foster care program, and our students said, ‘Well, it might be harder for them because they’re feeling kind of isolated.’ And I said, ‘Okay, when you’re feeling by yourself and not feeling great, what do you do?’ and they said, ‘Sometimes I like to read, sometimes I like to listen
to music, or sometimes I like to draw.’” This led to students creating care packages for kids in foster care that each included kind notes of care and support. Sam says, “We were trying to see how we can incite a feeling of someone caring about you, someone who sees you, someone who loves you even if you’re having a bad day.”
In 8th grade, the focus was on “Myself,” so the students all designed personal projects that related to their own interests. Sam comments, “We had everything from Nathan designing a baseball bat to Conall making his own sleeve for his prosthetic leg, a fidget sweatshirt created by Angelina and Ashton, to Isabella focusing on photography, and Addison making ballerina toe-pads. We had some coders–Lance worked with Raspberry Pi–we had game designers, Anthony and Emmett designed games on Roblox, Billy made an app that I honestly think he could make some money with if he pursued it. I mean, you had such an open-ended topic. It was the exact opposite of what they’re used to with direct instruction, but it really showed growth and I think it really surprised some people that these kids could find a topic and really dive into it.”
Head of Middle School Latrisha Chattin is hugely enthusiastic about the benefits of Quest. She says, “This year’s Quest brought out the best in our students as they strengthened their executive function skills of task initiation, planning and prioritizing, goal-directed persistence, and time management to achieve an ultimate product goal. Additionally, our faculty donned their expert caps and assisted students with their studies in non-profit organizations, improving their freethrow percentage, creating a solar-powered phone case prototype, and a trash-collecting Lego robot among many other items. Quest is an amazing adventure where our students get to become problem-solvers through intellectual curiosity and innovation.”
Looking ahead, Sam says, “The sky is always the limit,” adding, “Next year will be even better, and their skills just keep on building and building. And I think that will be something beautiful too.”
WORD DETECTIVES EXPANSION
Unlocking Literacy Beyond Our Campus
We do things differently at Benchmark School. Doing things differently–finding unique ways to reach students who struggle to learn–is exactly why Benchmark was founded.
This difference is perhaps most visible in our Word Detectives program, the decoding and spelling program developed here at Benchmark. This researchbased approach has formed the foundation of our language arts program since the formal launch of Word Detectives in 1983.
Making Word Detectives
Benchmark’s founder and first Head of School Dr. Irene Gaskins developed Word Detectives working in close collaboration over years with literacy experts Dr. Richard Anderson, the Director of the Center for the Study of Reading at the University of Illinois at Urbana-Champaign and Dr. Linnea Ehri, now a Distinguished Professor of the Graduate Center, CUNY and former member of the Congressional National Reading Panel. Since those early days of development, the Word Detectives program continues to undergo refinement as our Benchmark teachers work with the program and as research in the field of literacy grows.
Today, Word Detectives is taught with increasing tiers of sophistication throughout Lower School, and has application and extensions in the Middle School as well.
With the foundational decoding skills Word Detectives provides, in combination with the personalized support of Benchmark teachers in comprehension instruction and vocabulary development, hundreds of students have unlocked the power to decode and spell words.
Now, we’re taking new strides to bring our Word Detectives program to a wider audience. This means we’ll be engaging in a combination of teacher training, teacher certification, building out the Word Detectives curriculum, and planning training supports. There’s a lot going on to make this happen, and we’ll share how it’s going to work.
This initiative to expand the reach of Word Detectives
follows several threads:
Thread 1: Certifying expert teachers of the program as Benchmark School Master Teachers of Word Detectives.
Our teachers are ground zero for Word Detectives excellence. Naturally, this makes sense, given that this is the only place in the world where teachers are teaching and refining Word Detectives daily. Many of our teachers have taught Word Detectives for many years, and are already what we consider to be “Master Teachers” in this area.
We recognized that it would be valuable to create formal tiers of mastery that demonstrate and honor where each Benchmark teacher is in their journey. To this end, a dedicated committee created the Word Detectives Teacher Certification Program, which is designed to give recognition to those teachers who have mastered teaching the Word Detectives program at a range of levels.
In the 2023-2024 school year, we initiated the Word Detectives Teacher Certification Program. We recognized 15 teachers as Master Teachers, and began working with other teachers according to their relative experience. Each level of certification requires attendance at professional development sessions, seminar participation, readings, instruction experience, and demonstration of background knowledge and key instructional techniques.
February 2024, we formally recognized
L to R: Eleanor Gensemer, Karen Berry, Theresa Scott, Scott Pfautz, Zeffie Spirokostas, Teri Watkins, Colleen O’Hara, Heather Warley, Joyce Ostertag, Julie Mattaliano, Laurie Veacock, Sandy Madison, Sue Arabia, Eric MacDonald, and Chris Hancock. Not pictured: Melinda Rahm and Susan North
In
our first group of Master Teachers in Word Detectives.
Thread 2: Piloting the expansion of Word Detectives in the Horizons program.
In a unique pilot program, we have already begun a version of our external training and curriculum expansion through a partnership with the Horizons program at Episcopal Academy in Newtown Square. Horizons is an academic summer program that offers tuition-free academic support for 135 students in grades K-8 from three partner schools in North Philadelphia, Lansdowne, and West Philadelphia.
In 2023, Benchmark teachers trained the Horizon teachers who would be working with the youngest summer program students on using Word Detectives. The growth that these students experienced after six weeks was remarkable. Ryan Learn, the Executive Director of Horizons at Episcopal Academy, says, “Our students in K-2 (45 students) piloted the Word
Detectives program. We use STAR to benchmark our students pre- and post-summer. Our students showed 28.9 weeks of growth in Early Literacy Skills. Our students who originally tested below grade level grew 34.7 weeks. This is a substantial growth from our previous two summers, which was 17.6 weeks in 2021 and 12.8 weeks in 2022.”
This past summer, Benchmark’s training expanded to instruct teachers working with older students as well, and we enhanced our training materials with instructional videos. (More on that below.)
Ryan Learn comments, “Horizons at EA is proud to partner with Benchmark’s Word Detectives program, witnessing firsthand the remarkable strides our students have made in literacy. The systematic approach of word identification empowers our learners, making literacy block a seamless and enriching experience every day. Finding curriculum for outof-school-time programs can be challenging, but Benchmark’s program, meticulously crafted for both school year and summer sessions, aligns perfectly with our needs. From decoding strategies to vocabulary development, it’s a model that not only works but excels, backed by research and yielding consistently impressive results.”
Thread 3:
Creating training videos to support the Horizons program, and later, other teacher trainings.
In the past school year, we’ve created dedicated instructional videos specifically designed to supplement the Horizons teacher training. With these videos, teachers can see best practice modeling of the lessons and Benchmark-specific instructional methods that make our teaching so effective.
We hope these videos may also serve as early steps forward in our wider plans for expanding our curriculum access beyond our walls and into many other classrooms.
Thread 4:
Building a certification program that can be offered to teachers outside Benchmark so they can become trained and certified in teaching Word Detectives successfully.
Benchmark teachers can teach anything–including how to teach other teachers to be like Benchmark teachers. We’re in the early stages of planning how to translate our in-house training, in which it takes years to reach mastery, to other teachers and schools. With careful planning and time, we will have a comprehensive training program that will support outside teachers through Word Detectives training. These teachers will have the same leveled certification tiers as our in-house teachers.
Thread 5:
Building out the Word Detectives program curriculum for use by other schools.
When teachers become certified in being Word Detectives teachers, they’re going to need the curriculum that goes with it. Simultaneous with creating external teacher certification, we are beginning to develop a version of our Word Detectives curriculum that can be used in other schools.
With time for careful development and planning, we hope that many more students may someday benefit from Benchmark’s expertise.
REIMAGINING ENGLISH CLASS
Using Hands-on Projects to Expand Learning
Jesse Crowding, 8th Grade Language Arts Teacher
You may be familiar with the quote typically attributed to Einstein: “Everybody is a genius. But if a fish’s intelligence was judged based on its ability to climb a tree, it would spend its life thinking it was stupid.” If you know this quote, you may be surprised to discover that the internet misattributed the quote. While Einstein didn’t say this, taking the quote at face value makes a valid point, and we need to be careful we aren’t judging students by the same rigid metric.
What I love about teaching at Benchmark is that we believe in flexibility. We believe “climbing a tree” can be achieved in many ways, beyond the traditional. As Benchmark teachers we’re also empowered to ask, “If the goal is to get to the top of the tree, is there more than one way to get there? What if we build a ladder instead?”
Diving deep
In my eighth-grade English class, we read and write. Surprised? Probably not. But what if I told you we also design, build, and create? At Benchmark, I’ve realized the importance of “climbing a tree” in different ways. With the help of my amazing colleagues, I’ve grown to understand how we can take the task of climbing the tree, or to be exact, analyzing literature, differently. I’ve been encouraged to ask myself, “How can I support students in showing what they know and to express their deep thinking, in more ways than simply putting pen to paper? How can I help students access their deeper thinking if pen-to-paper doesn’t reflect their ability to do so?”
My answer? Hands-on projects.
Over the years I have worked to develop hands-on design projects to go along with several of the books we read in class. While my type-A heart sometimes cringes at the paper scraps, glue spills, and time spent “away” from traditional English class tasks, this is all outweighed by the connections, creativity, and growth my students exhibit.
For example, we read George Orwell’s Animal Farm and Elie Wiesel’s Night. I’m not sure anyone would categorize either of these works as fun, and certainly not as “light, easy reads.” However, any reader of these books would likely agree that these texts are important and have depth.
In
my classroom, we talk about the levels of reading:
• The literal level: What the words on the page say
• The critical level: What the words on the page might mean
• The analytical level: Considering the author’s message and thinking beyond the text
That can be a lot to process. The hands-on projects we create help students move through these levels of understanding. That’s why we can read and deeply understand texts like Animal Farm and Night that are more typically found in high school curriculums. These
projects allow our eighth graders to dive deep between the lines of those pages and pull out the meaning.
The projects
After reading Animal Farm, students are asked to create 3-D artwork to portray a connection between a character or event in Animal Farm with its historical parallel from the Russian Revolution. Then, the students are challenged to prove this allegorical connection in writing.
Those familiar with the text may know that Boxer, the steadfast workhorse, represents the proletariat, or the working class. One student created a unique representation of Boxer with an army tank. In his analysis, he wrote:
My visual for Boxer is a tank because Boxer is super strong like a tank…I also made sure the tank had a very large base to show how sturdy and strong the working class was, just like Boxer. I made the tank a dark army green color because tanks in the war were the same color and tend to blend in with the background. Boxer and other members of the working class like to blend in as well. They want to just do their jobs, follow the rules and keep moving.
Not only did this student symbolically represent Boxer’s immense strength with a tank, he consciously made choices, even down to the paint color, regarding how each aspect of his art represented his allegorical connection. The art served as a bridge to get the connection from his head to the art and then onto the paper. Offering this type of project as an additional means of expression allows students to extend the thinking that began during class discussion and solidify their understanding.
In another unit, we study background information on the Holocaust, read the memoir Night, and learn about the author, Elie Wiesel. Then, students are asked to bear witness
to what they’ve learned and share the opportunity to bear witness with others. To do so, students created memorial art based on Night and transformed the breezeway in our school into a temporary art exhibit, calling the community at large to engage with this part of history. Students’ artworks have been deeply reflective and they often use abstract symbolism in their art to express larger themes of oppression, injustice, bigotry, and fear.
In fact, their work has been so thoughtfully created that twice in the past two years, we have had a Benchmark student honored at Gratz College’s The Mordechai Anielewicz Creative Arts Competition for their creations.
Two years ago, a student wrote an original song from Wiesel’s perspective after being especially inspired by the final lines of the memoir: “One day when I was about to get up, I decided to look at myself in the mirror on the opposite wall. I had not seen myself since the ghetto. From the depths of the mirror, a corpse was contemplating me. The look in his eyes as he gazed at me has never left me.” This student’s analysis of his song states:
I was inspired to write this song after reading the final page of Night by Elie Wiesel. My song is a sad acoustic song, which represents this time period for [Wiesel]. Reading the last page of the book really struck me. It shows [Wiesel] looking into a mirror, seeing himself for the first time in a long time, and questioning who he is. It shows how being in the situations he’s been in, causes change. Religion and human identity are brought up many times throughout the novel, and this song shows how he questions them throughout his time in persecution.
For this student, such a project not only allowed him to express a deep understanding of Wiesel’s persecution but also gave him a space in school to leverage his musical talents.
In the zone
If you’ve ever done anything creative, you know that magical phase when you’re “in the zone.” The creativity
Malcolm Kamau displays his creation, “Light in Darkness.” Malcolm explains, “I chose to have light in the center symbolize the people who had hope. The musical notes that are resonating from the light are showing a specific time in the novel…specifically when the prisoners of Auschwitz-Birkenau were being relocated to central Germany because the Allies were getting closer. When they arrived at the new camp a boy, Juliek, that Elie had seen before was playing Bach on his violin (a German composer whose music Jewish people were banned from playing). This music was light in the midst of horrible darkness and was the one thing that the boy chose to do before his death.”
is flowing, the ideas are cranking, and everything feels like it’s coming together. That’s when the magic happens! These hands-on projects allow students to get “in the zone” with literature topics, and that’s when those deep, subconscious, yet intentional connections are realized.
So, perhaps if you saw my planner and noticed the time spent on creative hands-on projects you would scratch your head and suggest I squeeze in another novel or assign another essay. But the truth is, challenging students to think deeply about a novel through close reading, discussion, writing, AND hands-on projects creates avenues for them to show what they know in different ways, albeit non-traditional.
By creating a space for all kinds of thinkers—those who flourish in writing, creative arts, critical thinking, and discussion—we make more pathways for success and opportunities to think differently. And that’s the important thing—the ability and the freedom to think differently. Our rapidly changing world needs us, as teachers, to foster students’ ability to move beyond the
concrete, to guide students in bringing an idea to life, and to approach a task from several different angles. That’s the kind of learning I seek to support in my classroom.
While Einstein may not have said the opening quote, he did say this about education: “I want to oppose the idea that the school has to teach directly that special knowledge and those accomplishments which one has to use later directly in life. The demands of life are much too manifold to let such a specialized training in school appear possible […] The development of general ability for independent thinking and judgment should always be placed foremost.”
So I’ll close by saying, thank goodness for institutions like Benchmark that honor the independent thinking, of students and teachers, and that allow teachers the autonomy to be flexible with their time in the classroom so we can create opportunities for more light-bulb moments and make learning more accessible for our many kinds of thinkers.
TEACHING EXECUTIVE FUNCTION SKILLS
What It Means and Why It Matters
Eleanor Gensemer, Ed.D., Assistant Head of School for Academics and Leslie Stein, Ph.D., Licensed Clinical Psychologist and Certified School Psychologist, Child and Family Support Services
Parents come to Benchmark School seeking specialized support for the complex learning processes that often remain unscaffolded in their child’s traditional school environment. In the course of their time at Benchmark, they hear about the crucial role executive function plays in their child’s learning curve or progress.
Just what do we mean by executive function, and how do we understand the important connection between learning processes and the executive skills that drive success? An executive function skill set has been identified as one of the most significant contributors to a child’s ability to manage academic demands. These skills are governed by the brain’s two prefrontal lobes that are fueled by neurotransmitters. When strong, learning progresses predictably. When not, frustration and stress loom large and growth becomes derailed. As educators, we invest heavily in our role as teachers and cultivators of this skill set that has been described as the “brain’s CEO.”
Hidden assets come to light
So what are these skills or “hidden assets to learning”? Executive function refers to the cognitive skills that help us establish the necessary strategies allowing the planful completion of goal-directed tasks. The role these skills play is closely linked to the concept of “self-regulation,” i.e., our capacity to organize behavior across time. Selfregulation is what enables our learning train to stay on track and make it up steep hills. Without it, we might have a train filled with valuable cargo going nowhere, unable to deliver the cognitive goods on the production line. Potential is wonderful, but remains an abstraction until it can be realized!
Let’s take a closer look at the connection between executive function skills and curricular demands, highlighting the significance these skills hold for school success.
Reading
A competent reader, for example, must learn the “ropes” for decoding while acquiring sight vocabulary and word knowledge, ultimately being able to comprehend what was read. To this end, students must first possess strong enough skills of focus and alertness to direct their sustained attention to the encoding of these new rules for later recall.
Closely related, the skill of working memory allows one to maintain access to rules already encoded while learning new ones...a hefty job, indeed! Struggling readers will likely require more “fuel” to attain the level of goal-directed persistence that is indispensable for such a challenging task. Students will furthermore need to demonstrate a capacity for response inhibition (the ability to “stop and think”) in order to prevent the impulsive guessing of a word based on the first letter that is perceived.
Finally, self-regulation enables the management of frustration that is inherent in every learning process, but is especially common in young readers with a history of phonological challenge.
Math
Success in math requires the attainment of number sense along with an understanding of spatial reasoning
and problem-solving, culminating in the accurate execution of computational demands. Because of the unique juxtaposition of signs, numbers, and letters in mathematical problem solving pursuits, sustained attention takes on a critical role, not only in the process of listening to explanations, but also in correctly reading the “sign” to successfully manage the computation.
The executive function skill of working memory plays a prominent role in enabling the student to handle multi-step procedures so intrinsic to mathematical operations. Think about the level of working memory involved in recalling the steps of a long division problem while maintaining the computational sustained attention that will ensure success.
The presence of flexibility as derived from the ability to shift mental set plays a central role in mathematical learning. Mathematical operations will sometimes require the student to abandon a comfortable, though incorrect notion, and shift focus (much to a student’s chagrin) to a new idea that enables the problem to be solved correctly.
Additionally, the process of self-monitoring, i.e. checking one’s work for mistakes, plays a significant, if not exasperating role, in all problem-solving ventures. This skill is obviously closely tied to the self-regulatory ability that enables response inhibition, affording students the brakes that are needed to “stop and rethink.”
Writing
Let’s say a few but vital words about the task of writing, one of the most energy-depleting academic jobs of all. The act of writing is extremely complex and dependent upon all of the executive function skills working in sync to achieve the desired outcome. How can any student produce a reflection, for example, without strong enough sustained attention, combined with the ability to get things started (which is referred to as the executive function skill of task initiation)? Challenges in the skill of organization can create major difficulties in being able to pull ideas together logically and
sequentially in the act of writing, be it a paragraph in the lower grades or a literary analysis in middle school.
Satisfactory levels of goal-directed persistence allow students to engage in the working memory process of holding onto their thoughts while grappling with the appropriate organization of them. Writing appears daunting, however, when one considers that a student must concurrently handle the mind jobs of handwriting, spelling, convention use, ideation, and expressive language. It is of little wonder that many capable students, when undermined by a weak toolbox of executive skills, function as “minimalists,” writing as little as possible to get by, certainly not utilizing their true potential gifts.
Lastly, an adequate level of goal-directed persistence is also key in handling the frustration of proofreading, (i.e., self-monitoring), an executive function skill that plays
a significant role in middle school success. Speaking of frustration, the availability of self-regulation can prevent a student from impulsively destroying a product that has caused disappointment. Successful separation of one’s self-worth from one’s product is decidedly enhanced by the presence of metacognition (the act of self-reflecting), an executive function skill that we attempt to “gift” to all Benchmark students during their tenure at our school.
The visual and performing arts
At Benchmark we embrace the research that supports the value of an arts-integrated curriculum. Not only do the performing arts enhance the cognitive skills of problem-solving, pattern recognition and critical thinking, but in the process of promoting creativity, they also provide a rich environment for the development and emergence of strong executive skills.
The visual arts
In our less formal art environment, we expose children to different media, offering guidelines for successful management of materials and artistic expression. When a new material or task is introduced, sustained attention allows the child to take in the information that facilitates favorable engagement. Engagement then requires involvement in task initiation, creating an initial plan that includes such elements as color and size selection.
Of course, any project in art demands a certain level of planning and organization, allowing students to remain on track as they pursue the goal of task completion. Time management skill is modeled by the teacher who guides students in accomplishing the task within a realistic time frame. In the process of creating a new idea, flexibility is key, especially when a student’s original vision is not necessarily achieved and something quite different emerges. It takes the support of an attuned teacher to encourage a student’s persistence in staying the course while being willing to explore the exigencies of the unknown. Needless to say, this degree of exploration requires and ultimately builds a significant degree of emotional control.
Music & performing arts
In our music room, students are offered the complex, multisensory experience of “making music” that likewise involves and supports the development of executive function skill. Both singing and learning to play an instrument “is as much an exercise in executive function as it is in musicianship,” says Laurie Veacock, Benchmark music teacher.
When introduced to a new instrument, for example, a critical level of sustained attention enables the student to grasp the guidelines for successful involvement. The process of procedural learning, however, cannot be successfully accomplished without some degree of working memory that permits the student to recall how to create specific sounds within a larger musical context. Of course, instrumental involvement takes
practice, whether the instrument is a recorder or one’s own voice. As anyone who has ever engaged in this type of learning knows, automaticity takes a good deal of practice, challenging the student to attain a reasonable level of goal-directed persistence.
When the musical task involves the mastery of a drum, as in our Drums Alive program, our students are confronted with the task of maintaining their focus and alertness while working to develop the capacity for response inhibition that curtails “chaos.” Think about how much emotional control is involved in waiting for one’s cue to beat a drum! As in many other areas of the curriculum, an adequate level of self-regulation reins in the frustration inherent in musical performance, allowing our students to benefit from the pleasure and joy involved in creating music collaboratively.
How we build skill success
So how are these executive function skills taught and reinforced at Benchmark School? Research has shown that instruction that is explicit and carefully scaffolded leads to successful outcomes for students in all areas of the curriculum. Research is also clear that skills instruction that is embedded in existing learning opportunities is more effective than when taught in isolation; for example, a course in executive function skills is not as effective as executive function instruction built into what students are already learning.
When the skill taught is embedded in existing instruction, there is more likelihood that the skill will be used in the situations where it is taught and cued, and transferred to other situations or experiences. Executive function skills are explicitly taught in one class and scaffolded and embedded across the curriculum so that students experience the skill in a variety of settings and begin to internalize ways they can use the skill in many different ways and in different contexts.
Explicit instruction
Teaching executive function skills explicitly follows a prescribed format. Teachers introduce the skill by talking about what the students will learn. Often teachers give an example, or read a book to the students that demonstrates the strategy. The lesson proceeds with a discussion of why the skill is important, when the students can use the skill, and the teacher then discusses how the skill will be implemented both in the classroom and outside the classroom. For example, when introducing the executive function skill of response inhibition, the teacher would begin by telling the students:
“Today we’re going to talk about response inhibition. Response inhibition means being able to control your response to a distraction, or to wait your turn in a conversation. Today we’re going to read My Mouth is a Volcano! by Julia Cook about learning to manage our thoughts and words without interrupting others.”
The teacher would read the book aloud, and continue the lesson by talking about the why, when, and how of the skill. Depending on the age of the students, the how might
be raising their hands to share an idea, or the teacher may have the group sit quietly and then pull the name of a student from a container and that student shares their thoughts, or the teacher may have a plan to cue students when they interrupt someone.
Transitioning responsibility
After the skill is introduced, the teacher scaffolds the use of the skill using the “I do, we do, you do” approach, moving from teacher control of the skill to student control. The teacher has introduced the skill using the “I do” step where the skill is explicitly taught (see above). Next, in the “we do” step, the teacher and the students practice the skill together with the teacher giving immediate feedback to the students about their
use of the skill. This step can be repeated as often as necessary for the students to be comfortable using the skill. Finally, in the “you do” step of scaffolding, the teacher observes the students using the skill on their own, again giving feedback as needed.
Executive function skills are assessed on an ongoing, individualized basis through teacher observation of the student implementing the skill. In the “you do” step of scaffolded instruction, teachers observe the students and give immediate feedback, shaping the student’s use of the skill. The teacher engages the student in selfreflection about how the skill is working: Is it helping the student? Are changes in the skill needed? How is the student feeling about using the skill?
Additional assessment is done through goal cards, where students set a goal to use the skill and keep track of the number of times they were successful at implementing it. This also leads to a discussion with the teacher about the student’s successes at implementing the skill, and about the need for changes in the approach, if warranted.
The extraordinary lifelong toolbox
One of the hallmarks of a Benchmark education is the extraordinary “toolbox” of strategy and study skills that our students carry to their next learning environment and beyond. Our graduates have continually remarked about the significance these tools have in the foundational landscape of their lives.
Clearly, the assemblage and reliability of a “toolbox” is highly dependent upon the underpinning of executive function skills that afford our students access to strategy instruction. A strong sustained attention, for example, allows for the encoding of strategies and study skills into short-term memory storage which is critical for long-term memory consolidation and subsequent academic success. In other words, our students need a stable capacity to sustain attention in order to process the strategic information imparted to them within the classroom.
We work diligently as a staff, to assess and bolster the skills responsible for the attainment of this cherished “toolbox.” Our parents, as well, become a valuable resource in this process of supporting the continued growth and development of their child’s executive function skill set. Committed partnering with our children and their families allows this transfer of skills to occur.
If we believe the voices of our alumni, we, perhaps, can agree that we are on the right track.
Resources for Parents/Caregivers
• ADDitude Magazine, additudemag.com
• Cooper-Kahn, Joyce, and Laurie C. Dietzel. Late, Lost and Unprepared: A Parents’ Guide to Helping Children with Executive Functioning. Bethesda, Woodbine House, 2008.
• Dawson, Peg, and Richard Guare. Smart but Scattered: The Revolutionary “Executive Skills” Approach to Helping Kids Reach Their Potential. New York, The Guilford Press, 2009.
• Levine, Melvin D. The Myth of Laziness. New York, Simon & Schuster, 2004.
Books for Children
• Cook, Julia. My Mouth is a Volcano! National Center for Youth Issues, 2005.
• Smith, Bryan. How Do I Remember All That? Boys Town Press, 2021.
• Smith, Bryan. Time to Get Started! Boys Town Press, 2018.
Executive Function Skills
Response Inhibition Working Memory
Response inhibition is the capacity to think before acting. This ability to resist the urge to say or do something allows students the time to evaluate a situation and how one’s behavior might affect it.
Working memory is the ability to hold information in one’s mind while performing complex tasks. It incorporates the ability to draw on past learning to apply to the situation at hand or to project into the future.
Emotional Control Flexibility
Emotional control is the ability to manage emotions in order to achieve goals, complete tasks, or control and direct behavior.
Flexibility is the ability to revise plans or intentions in the face of obstacles, setbacks, new information, or mistakes.
Sustained
Attention Planning/ Prioritizing
Sustained attention is the capacity to maintain attention to a situation or task in spite of distractibility, fatigue, or boredom.
Task Initiation Organization
Task initiation is the ability to begin projects without undue procrastination.
Planning and prioritizing are the abilities needed to create a roadmap to reach a goal or to complete a task. It also calls for being able to make decisions about what’s important to focus on and what’s not important.
Time Management
Time management is the capacity to estimate how much time one has, how to allocate it, and how to stay within time limits and deadlines. It also involves a sense that time is important.
Goal-Directed Persistence
Goal-directed persistence is the capacity to have a goal, follow through to the completion of the goal and not be put off or distracted by competing interests.
Metacognition
Metacognition is the ability to stand back and take a birds-eye view of oneself in a situation. It is an ability to observe how one thinks and solves problems. It also includes self-monitoring and selfevaluative skills, such as asking oneself, “How am I doing?” or “How did I do?”.
Organization is the ability to create and maintain systems to keep track of information or materials.
COMING FROM A PLACE OF GRACE
Facilitating DEIB Conversations With Students Who Have Executive Function Challenges
Latrisha Chattin, Ed.D., Head of Middle School, DEIB Coordinator
Our DEIB Mission and Vision
Benchmark School strives to build a culture that honors the dignity and value of every race, religion, ethnicity, economic means, family structure, physical ability, age, sex, sexual identity, gender identity, and approach to learning. Individual introspection, open dialogue, and institutional reflection are critical and ongoing elements to building a just, equitable, and inclusive school community.
We embrace and affirm diverse beliefs and backgrounds in our curriculum, professional development, hiring practices, admissions, professional relationships, event programming, and most especially, among the lived relationships of our students. We believe that this work is a responsibility held by all and done for all.
Benchmark has a strong history of valuing the diversity of its students and faculty. The individual racial, ethnic, religious, and socioeconomic backgrounds of our school family define us at our core. To this end, we are committed to creating an environment where everyone feels valued and welcomed through our instruction, policies, and practices. This is work held by the entire Benchmark community, but overseen by the DEIB Coordinator and Committee.
“What are those?”
Billy and Khasim are outside playing four square at recess. Billy bounces the ball at Khasim’s feet and notices that he’s wearing a pair of no-name sneakers that are coming apart at the toe.
“What are those?!” Billy exclaims.
Khasim, upset, runs away crying.
That evening Khasim’s parents email the teacher and explain the situation. They want to know what consequence Billy will receive for bullying their son about his sneakers.
Who we serve
This past year, the DEIB Committee employed the theme of “Belonging,” so that all stakeholders could bring their complete and authentic self to school every day in ways that support the learning environment.
Because our school serves such a diverse population— including students who are neurodivergent, have executive function challenges, mobility disabilities, speech and communication challenges, and other language-based learning differences—many of our students have a personal experience with being “othered.” These experiences may be layered on top of their racial, ethnic, religious, socioeconomic, or genderbased identities.
However, despite having these experiences our students may impulsively repeat something they’ve heard or act in a way that contradicts their value systems because of their underdeveloped executive function skills.
In the vignette above, Billy has been unkind to Khasim. His actions disparaged Khasim’s shoes, which can be interpreted as an insult to Khasim’s social class status. Without any further context, this is clearly a case that’s headed toward disciplinary action.
Benchmark’s restorative justice approach
However, when DEIB-related issues occur at Benchmark, I prefer to take a restorative justice approach to resolving the conflict. I find this approach to be child-centered, developmentally appropriate, and aligned with our mission and values. Restorative justice practices allow all parties involved to engage in productive dialogue.
In the case of Billy and Khasim, they would be asked to conference with a trusted adult. The adult will:
• Conference with all involved parties. All individuals directly or indirectly involved and witnesses would be asked to share their perspectives.
• Identify the intent. Sometimes what was said wasn’t what was intended. This can be compounded by students who are still developing their emotional control and response inhibition. During the restorative process, all parties can discuss what they intended to accomplish with their actions. Students may not be interrupted while they are delivering their statements and the statements are not debatable.
• What do you need? Individuals name what they need to move on and create a plan to prevent the incident from reoccurring.
In the case of Billy and Khasim our restorative conference went like this:
Teacher: Khasim, why don’t you start by telling me what happened yesterday during four square?
Khasim: Well, we were playing four square and Billy said my shoes were ugly.
Billy: No I didn’t!
Teacher: Billy, we don’t interrupt, but why don’t you tell me what happened from your point of view?
Billy: I didn’t say your shoes were ugly, I said, “What are those?!”
Khasim: That’s what that means! You’re making fun of my shoes.
Billy: Oh, I didn’t know that.
Teacher: Well, what did you mean when you said that to Khasim?
Billy: I don’t know. My older brother always says that to his friends. I just thought it was funny. I didn’t mean to hurt his feelings.
Teacher: Well, it’s good to know you didn’t mean to do it on purpose. Khasim, did you hear that Billy didn’t know what that meant?
Khasim: Yes, but it still hurt my feelings.
Teacher: Billy, Khasim’s feelings are hurt. What can you do to restore your relationship with him?
Billy: Khasim, I’m sorry. I didn’t mean to hurt your feelings. Now that I know what that means, I won’t say it again. Next time you can tell me when I hurt your feelings. I don’t want you to not be my friend.
Teacher: So, what I heard was Billy apologizing for hurting your feelings and promising not to say it again. Billy is asking that next time you let him know if his words are harmful so that he can apologize immediately. Khasim, does that plan work for you?
Khasim: Yes.
The restorative justice process encourages all parties to take responsibility in their part of the conflict and to create a resolution that everyone can agree with. In the older grades, there is often a written reflection that precedes the conversation so that students can process their thoughts before the conference.
At times, this constructive and time-consuming process can ironically feel as if justice has not been served. Restorative justice requires us to put aside the punitive systems that most of us have been raised with and operate in and move toward a solution-oriented approach. Furthermore, there are times when restorative justice is just the first step in the resolution process. The next step may involve issuing a consequence. However, our primary focus when serving students who are developing their executive skills is to first operate from a place of grace to help them understand why their actions were harmful and to repair their learning community.
You can also have restorative conversations at home. You might find it a welcome alternative to implementing restrictions and arguments with your children. Here are some resources you can use to guide your conversations.
Resources for Restorative Justice
• Restorative Conversations at School
Maynard, N., & Weinstein, B. (2020). Hacking school discipline: 9 ways to create a culture of empathy & responsibility using restorative justice. Times 10 Publications.
• Restorative Conversations at Home
The Conflict Center (conflictcenter.org).
Congratulations Class of 2024!
Every member of the class of 2024 worked very hard to reach this point, and we are immensely proud of their perseverance and commitment.
We wish you great success and happiness in high school and beyond!
Sara Ahlgrimm
What is your favorite memory from Benchmark?
Playing volleyball with friends.
Words of the Wiser for Younger Students Embrace the Benchmark process.
Lucas Arend
Words of the Wiser for Younger Students
Study for math tests in 7th grade. Math gets way harder in 7th grade.
Benchmark taught me... It is important to study for your tests because it will help you in the long run.
Thomas Ashton
What is your favorite memory from Benchmark?
Ben using hand sanitizer as hair gel or Golden Corral at Gettysburg.
Benchmark taught me... Good study habits and how to manage your work.
Alexander Bacon
Words of the Wiser for Younger Students School will get harder and harder but it’s worth it.
What is your favorite quotation?
“So many books, so little time.” (Frank Zappa)
Evie Bartholdson
What is your favorite memory from Benchmark?
My favorite memory from Benchmark was the Shrek murals.
Benchmark taught me... To ask for help when I need it.
Jaya Chahal
What is your favorite memory from Benchmark?
7th grade math class.
What is your favorite quotation?
“Embrace failure as an opportunity to learn and improve.” (Dominic Fike)
Fintan Duffy
What is your favorite quotation?
“Living in the moment, it’s a gift. That’s why they call it the present.”
(Ted Lasso)
Benchmark taught me... How to think for myself.
Kyle Cilli
Words of the Wiser for Younger Students
Make use of your mentors.
Benchmark taught me... How to effectively use the tools around me.
Jane Driscoll
What is your favorite quotation?
“You can have it all, you just can’t have it all at once.” (Oprah Winfrey)
Benchmark taught me... That if you try hard you will succeed.
Luke Elliott
Words of the Wiser for Younger Students
Hard work will always outwork talent and if you keep persisting you can be anything you wish.
What is your favorite class? My favorite class is gym. I love getting exercise.
Eliza Flaherty
Words of the Wiser for Younger Students
Just keep going when times are tough even when you really don’t want to because you’ll make it eventually.
Benchmark taught me... How to be myself.
Lance Ford
Words of the Wiser for Younger Students
Learn using Audible.
What is your favorite quotation?
“Where there’s a will, there’s a way.” (William Hazlitt)
Angelina Georgiou
Words of the Wiser for Younger Students
You’ll survive.
Benchmark taught me...
Lots of stuff.
Conall Harvey
What is your favorite memory from Benchmark?
Going to the Spy Museum.
Benchmark taught me... That math gets harder every year.
Emmett Hastings
What is your favorite memory from Benchmark?
My favorite memory from Benchmark was all the Field Days because they were a lot of fun.
Benchmark taught me… Lots of great things I can use later on in life.
Cass Hanway
Words of the Wiser for Younger Students
Do your homework.
Benchmark taught me... How to read.
Will Hummel
What is your favorite memory from Benchmark?
Doing Flipgrids in 7th grade.
Benchmark taught me... How to be an effective student.
Malcolm Kamau
What is your favorite memory from Benchmark?
When me and my friends were JCs at Benchmark summer camp.
Benchmark taught me... Strategies for learning and studying.
William Lampe
Words of the Wiser for Younger Students
Stay motivated.
What is your favorite quotation?
“Once you know what failure feels like, determination chases success.” (Kobe Bryant)
Jude Mallowe
Words of the Wiser for Younger Students
Always do what you are told even if you don’t want to.
Benchmark taught me...
To try your best.
Mercy McEvoy
Words of the Wiser for Younger Students
Don’t put assignments aside or you’ll never get them done.
Benchmark taught me... How to problem solve.
Dillon Locher
What is your favorite memory from Benchmark?
Going to Gettysburg.
Benchmark taught me... How to read better.
Conor McGowan
Words of the Wiser for Younger Students
We all have grit inside of us, we just need to use it.
Benchmark taught me...
To be flexible and accept feedback from my teachers.
Isabella McKernan
What is your favorite memory from Benchmark? Mini-THON.
Benchmark taught me... That it is okay to make mistakes so you can learn from them.
Ashton Muehl
What is your favorite memory from Benchmark?
The Golden Corral from Gettysburg.
Benchmark taught me... How to read.
Anthony Orapallo
What is your favorite memory from Benchmark?
Meeting my friends.
Benchmark taught me... That I get a lot of support here.
Addison Rogers
What is your favorite memory from Benchmark?
Ms. Yatsinko and Mrs. Malone’s break time in 7th grade language arts.
Benchmark taught me... How to be independent and solve problems for myself.
Chase Schmidt
Words of the Wiser for Younger Students Don’t talk back to teachers.
Benchmark taught me... To be myself.
Nathan Sofish
What is your favorite memory from Benchmark?
The 7th grade Gettysburg trip or going to the aquarium in third grade.
Benchmark taught me... How to be a good self-advocate.
Beau Spagnuolo
Words of the Wiser for Younger Students
Everything will work out.
Benchmark taught me... Everything I know.
Miles ToussaintWilliams
Words of the Wiser for Younger Students
Advocate for yourself.
What is your favorite quotation?
“If you can’t fly then run, if you can’t run then walk, if you can’t walk then crawl, but whatever you do you have to keep moving forward.”
(Martin Luther King, Jr.)
Madaline Yerger
Words of the Wiser for Younger Students
Always work hard no matter what obstacles come your way.
Benchmark taught me... How to advocate for myself.
Annie Verdi
Words of the Wiser for Younger Students
Asking a question isn’t embarrassing, it’s beneficial.
Benchmark taught me... I do need the time and a half.
We love to hear about your activities! Tell us about your achievements, clubs, sports, employment, educational undertakings, life changes, and anything else you’re proud of.
Submit your news and photos via the “Alumni” section of our website.
CLASS NOTES
‘80
David Bloom serves as Resident Director and Senior Financial Advisor at Merrill Wealth Management. He says, “My wife and I are excited to become Benchmark Parents in the fall of 2024 when our son Logan enters the 6th grade.”
‘81
Eric Knight has continued to engage in cycling adventures. He reports, “I took one of my high wheel bicycles to Japan to retrace the final leg of Thomas Stevens’ historic around the world tour (1884-1887). My college roommate, Mark Kennedy, accompanied me on an ebike and together we completed the 900mile journey from Nagasaki to Yokohama on October 25, 2023. We got a lot of media attention including the Yahoo News feed and NHK TV. The journey was physically demanding riding on a 54-inch high wheeler, but it was rewarding to see the smiles on the faces of so many and to bring history to life.”
‘93
Christopher Prout stopped by Benchmark in April with his wife Sarah and two of his three children, his daughter Ivy and his baby boy Thomas. His other daughter is Emily. Chris said, “Benchmark was a phenomenal thing for me. I came to Benchmark in 4th grade and I just crushed it that year. I guess I was
yearning for that structure. It was really good for me. I was very fortunate to go here and get the help that I needed.”
After Benchmark, Chris went to Malvern Prep, then Loyola University, and graduated with a degree in business administration with a concentration in finance. In June 2001, he took a job as a financial representative at Northwestern Mutual, and then entered the mortgage industry. He later applied his knowledge of mortgages to become a federal agent in the US Department of Housing and Urban Development, investigating mortgage fraud, amongst other things. Chris became an agent at 30, spent 6 years with HUD, and just over 6 years with the Department of Justice working with internal affairs investigations. Now Chris is with the US Department of Transportation investigating financial fraud and criminal safety investigations of counterfeit parts.
‘03
Alex Krenz graduated from Villanova University in December 2023 with his Doctor of Nursing Practice in Anesthesia (DNP). Alex (newly Dr. Krenz), works as a Certified Registered Nurse Anesthetist (official title DNP-CRNA) at York Hospital in York, PA.
Alex gained many accolades during his training; he graduated with a 4.0 GPA, was a 2023 Student Representative to Pennsylvania Association of Nurse Anesthetists’ Board of Trustees; was a Nurse Anesthetist Traineeship Federal Grant Recipient; American Association of Nurse Anesthetists Scholarship Recipient; a Pennsylvania Association of Nurse Anesthetists’ Diana U. Davidson Memorial Scholarship Recipient; and the winner of Student Advocate of the Year Award for Villanova University’s Nurse Anesthesia program.
‘04
Laura (Carrington) Sahlin and her husband welcomed a little boy, Graham, in May of last year. She resides in the Philadelphia suburbs and just finished up her 11th year teaching at Benchmark.
‘05
Macauley Kistler Marshall lives in Boulder, CO and attended West Chester Henderson High School before completing a degree in Communications from West Chester University. Macauley says, “I just celebrated
10 years with Walker Luxury Vacation Rentals out of Austin, Texas. I am now the Executive Director of the company. I got married in October 2022 and became a mom to my amazing daughter Weston on September 17, 2023.” Reflecting on Benchmark, Macaulay says, “I will never forget the teachers I had and the friends I made, many of whom I still stay in touch with today! Ms. Scott, Miss McKenna, and Mrs. Veacock created the most welcoming environment and made education fun for the first time in my life. I also loved being one of the few female soccer players. Mr. Reichart and that team was a highlight of my experience at Benchmark.”
‘07
Zac Arch visited Benchmark in April 2024 to share his new children’s book, Tot the Talented Otter, about an otter whose dyslexia is not a hurdle but a superpower that unlocks adventures. Zac spoke to Lower School students about his dyslexia and explained how Benchmark School and his teachers were instrumental in allowing him to become a successful writer and professional.
‘08
Luca Dragani attended La Salle College High School after Benchmark and then gained his BA at Loyola University and an MS from The New School for Social Research. Luca works as a Senior Data Solutions Analyst at Comcast NBCU and he recently became engaged.
‘09
Lucas Elek is in the process of applying for the bar in Colorado. Lucas attended The Haverford School followed by Williams College, and studied law at the University of Colorado. He enjoys doing “Colorado things” like trail running, skiing, and petting dogs.
‘10
Devon Cosgrove is finishing her MFA in Sound Design at the Savannah College of Art and Design (SCAD) in Savannah, GA. Over the past summer, Devon worked as a sound effects editor on a feature length film alongside Hollywood sound designers Matt Yocum and Ryan Sullivan. (Matt Yocum has worked on American Fiction, The Last of Us, and Madame Web, and Ryan Sullivan has worked on The Lord of The Rings: Rings of Power, The Bikeriders, and Five Nights At Freddy’s.) This was Devon’s first feature length film, and she hopes to move to Los Angeles in the near future.
‘12
Trey Milby just completed his second year as the head of athletics and PE teacher at Benchmark School. Trey
is still an avid rugby player and is going into his 13th year playing the sport. During the fall and spring, he plays for Media Rugby and during the summer, he plays for NAV (National Athletic Village).
Derick Geddes Peake lives in Bryn Mawr and recently graduated from Williams College. He works at a real estate private equity firm that invests in multifamily apartment buildings. He’s also an active skier, saying, “I have been a competitive ski racer almost all of my life (until retiring recently). After high school, I took time off and pursued ski racing professionally. I trained and competed across four continents and eleven countries. After a year, I decided to go to college and compete on the Division I circuit.”
Reflecting on Benchmark, Derick says, “When I initially came to Benchmark I could not read. I thought that I would never learn and was doomed. However, Benchmark completely changed the trajectory of my academic and life path. Without Benchmark I truly do not know where I would be today and I constantly think of the impact the school made on my life.”
Graham Zug came back to Benchmark for a visit in January 2024. He said, “The primary thing that brought me back here is my relationship that I had with a lot of my teachers, even though I hadn’t talked to them in years.” He offered a special shout-out to Dr. MacDonald, Ms. Scott, Mrs. Rahm, Ms. Wonderland, Mrs. Crowe, and Mrs. Cuthbertson, saying, “They were extremely engaged with who we were as individuals and that is something
that is very important especially in the context of education…They helped me find my way in the world.”
After Benchmark, Graham completed a double major in math and computer science at University of Pittsburgh. Graham recently worked as a software engineer at LongPath Technologies, where he helped to create methane mitigation technology. Before LongPath, he had been a professional poker player. Graham is recently engaged and just moved to Burlington, VT. Many of his friends and their partners are in the Burlington area, and he and his fiance moved to Burlington to be closer to a strong friend community. “I’m more excited about life right now than just about any other time.” Graham has recently embarked on a new position as a research scientist at a company called GTO Wizard, where he’ll be building poker solutions.
‘13
Joseph A. Gallo lives in Media and attended Penncrest High School. Joseph works at Transmission Specialties and started side work detailing cars to try to start his own business. Lately Joseph has been enjoying going to car shows. He has fond memories of his time at Benchmark helping out with the play.
‘17
Blake Fox recently completed a summer internship at the Foundation for Individual Rights and Expression (FIRE), a 501(c)(3) organization dedicated to protecting free speech and free expression in American society. In this role, he conducted legal research, assisted FIRE’s litigation and development teams, and helped plan FIRE’s Student Network Conference.
A rising junior at Wesleyan University in Middletown, Connecticut, Blake is pursuing a history major and a minor in animal studies. In the Spring 2024 semester, he was a “student teacher,” teaching a full-credit course on the United States Supreme Court at Wesleyan. He also manages the largest independently operated TikTok account (@ConstitutitonalLaw) dedicated to covering the United States Supreme Court with a following of nearly 22,000. After his undergraduate studies, Blake plans on attending law school and envisions a law career, focusing on Supreme Court and Appellate litigation.
Blake notes that he is always thankful and appreciative of his teachers at Benchmark, who helped him grow into a better learner, self-advocate, and person.
Jenna Gibson attended Woodlynde School for high school and then went to college for a year, studying animal science. She decided college wasn’t for her, noting, “It isn’t for everyone. You aren’t genuinely forced to go to college, and you can be just as successful even if you end up not going to college.”
Jenna spends a lot of her time volunteering and taking in foster animals and rehabilitating animals in need, as well as landscaping.
‘19
Gabby Paolella is in her sophomore year at the College of the Holy Cross in Worcester, MA. She is working on a double major in Psychology and Nutrition and is an athlete on the Track and Field team.
‘20
Jimmy Bruder is beginning his first year at the University of Florida this fall. His mother Marisa comments, “We owe all of his success to the Benchmark School. He could not be where he is today without the skills and support of Benchmark!”
Tommy Smith graduated this past spring from Delaware County Technical High School in the carpentry program, where he was awarded the DCTS Registry of Excellence Medal. This award is only given to the top student
in each vo-tech program. He also earned one of the highest scores on the NOCTI performance test. Tommy currently works for Cavan Construction, the Smith family business, but he is looking to move on from there to make his own way.
Tommy is also attending fire school for firefighter training, and is currently serving as a volunteer firefighter with the Edgmont Township Fire Company. In the future, Tommy plans to take business classes and eventually own his own construction business.
‘21
Charlie Noble is thriving at the Haverford School, where he is playing varsity soccer and finished a successful season on the Speech Team (and was semifinalist at the state competition for the past two years). Charlie credits his years at Benchmark for building his skills, confidence, and self-knowledge.
‘22
Abbey Breslin is attending Delaware Valley Friends School, where she is helping co-clerk the service committee. She’s also heavily involved in athletics, and plays tennis, basketball, and lacrosse. Abbey says, “Benchmark has truly changed my life in so many ways. It has helped me be able to know the way I learn and what I need to do or ask for to help me be a better learner. Also the staff and I made some really good relationships and they have helped me in happy times and at times where there was something going on or I was stuck on my assignment. Now being in high school, some of the things that I learned are really helping me to be the best student and friend that I can be.”
Generational Friendships
Jessica (Katz) Grosso ‘08, Carly (Katz) Grosso ‘09, Mike Grosso ‘10, and Mary Katherine (Ortale) Montgomery ‘08 all met and became friends at Benchmark. Now their children are growing up together!
L to R: Kiernan Montgomery, Ben Furniss ‘29, Mason Grosso, and Adler Furniss
Did you find the bobcat? It's on page 29!
Alumni Kickball Game
In May, we hosted our first annual Young Alumni Kickball event. High school students returned to campus to compete with and against our staff and 8th grade students with special guest umpire, Wayne Reichart.
REPORT OF GIFTS 2023-2024
The 1970 Leadership Society
Named for the year of its founding, the 1970 Leadership Society is composed of donors whose generous gifts through the Benchmark Fund, EITC, OSTC, capital giving, and endowed funds to Benchmark School total $1,000 or more. It is with great appreciation and gratitude that we recognize these donors.
Founders $50K+
Ashly & Dan* Berger ’93, P’27
Ilene & Steve Berger, P’93, P’96
Maggie & Matthew Brodnik, P’22
Wendi* & Charlie Chase, P’06
Clark Capital Management Group, Inc.
LLC
Comcast Corporation
Elaine & Len* DeStefano, P’23
The Graham Family
Dawn & Nicholas* Kemp, P’10
Cindy Berger Nissen ’96, P’27
Shira & Brad Paul, P’25
Charlie Ryan,* P’17
Scholars $25K-$49,999
Monika & Joerg Ahlgrimm, P’24
Nikki & John Bendl
Jeffrey Berstein
The Bucci Family, P’29, P’30
Marcia & Greg Coleman
Lesli Esposito & Pete Verdi, P’24
Aimee & Vince Fabiani, P’28
Joanne & Jon Harmelin
Ashley & John McEvoy, P’15, P’24
Jami W. McKeon & John F. Hollway, P’98
Brooke & David Rounick, P’30
The Slye Family
The Tally Foundation
Jim Viner,* P’21
WSFS Bank
Visionaries $10K-$24,999
Stacy & Gaeton Biscardi, P’23, P’26
Kate & Dave Black, P’23
Michelle & Charles* Bramley
Anne Marie & Darryl Cilli, P’24
The Coltman Family Foundation
Kathy & Bob Elias Philanthropic Fund
Mary & Joe Fenkel, P’03
Beth & Peter Goodhart, P’10
Missy & Ed Hanway, P’18, P’19, P’22, P’24
Emily & Rob* Lambert, P’27
Caren Lambert, P’17
Keith Morgan
Sandra Nesbitt
Northwestern Mutual Foundation
Sheri & Ken Resnik, P’09
The Rorer Foundation
Suzanne B. Perot
Candice & Benjamin* Rogers ’95, P’24
Dawn & Rich* Salerno, P’26
Terryglass Foundation
Alfred P. West, P’85
Loralee West, P’85
Anonymous (2)
Innovators
$5,000-$9,999
Sasha Ballen & Dee Spagnuolo, P’24, P’28
Carolyn & John Bartholdson, P’24
The Becket Family Foundation
Laina & Rob Driscoll, P’24
Patricia Ralph Fowler & Gordon B. Fowler, P’11
Tina Isen Fox & Richard Fox, P’17
Martha N. Hill, P’80
Kelly & Kevin Kolmer, P’27
Lauren & James Maloney ’04
Wendy Miller & Mark Dooley, P’18
Nancy & Robert Mitchell
Kristen & Keith Peter, P’27
Amy & Jim Petersen, P’07
The Joey Pozzuolo Family Foundation
SofterWare, Inc.
Cheryl & Thomas Weir, P’01
Anonymous
Trailblazers
$2,500-$4,999
Amanda* & Doug Bruno
Mindy & Jesse Civan, P’28
Susan T. Deakins, P’11
Carole M. Filtz, P’92
Chris Hancock
Ann & Howard* Marcus
Emily & Brian Newmark, P’15
Republic Bank
Barbara & James Rogers, P’93, P’95, P’00
Utica National Insurance Group
Harris Wildstein
Mentors $1,000-$2,499
Valerie & Sean Bard ’82, P’21
Leslie R. Blum
Barbara & B. Gerard Bricks, P’88
Solomon & Sylvia Bronstein Foundation
Amber ’84* & Pierce Buller
Citizens Charitable Foundation
Marie & John Connolly, P’11
Eileen & Andrew Flaherty, P’24
Staci & Eric Gaupp, P’26, P’27
Eleanor Gensemer
Ann & Maurice Glavin, P’12
Carol Glowacki, P’26
Anne & Matt Hamilton, P’94, P’98, P’01, P’07
Natasha Harnwell-Davis ’05
Ann Jones
Patti Karolyi & Michael Semerjian, P’20, P’23
Henry L. Kimelman Family Foundation
Sarah & Shane Kinsella, P’26
Sue & Mark Lankford
Kate & Mark McAllister, P’18
Susan & Brian McGowan Jr., P’24, P’25
Mercedes & Michael Migliore, P’25
Mary Katherine ’08 & Nicholas
Montgomery
Julia & Thomas Patterson, P’83, P’89
Carter Paul ’25
Michelle Pearlman & Andrew Denker, P’27
Judy & Geoff Schnyder, P’22
Meghan & Kevin Shea, P’26
Nuriye Uygur, P’16, P’17
Anne & Jeffrey Walkenhorst, P’27
Sarah & Paul Westcott, P’28
Mark Wildstein
Anonymous
Philanthropy at Benchmark
There are many ways in which we ask our community to participate in Benchmark School’s philanthropic efforts. Below are the ways in which our generous donors have contributed to making our school extraordinary.
Capital Giving
The following donors have made gifts towards capital projects during the 2023-2024 school year.
Carolyn & John Bartholdson
Ashly & Dan* Berger ’93
Ilene & Steve Berger
Stacy & Gaeton Biscardi
Maggie & Matthew Brodnik
Wendi* & Charlie Chase
Anne Marie & Darryl Cilli
Citizens Charitable Foundation
Marcia & Greg Coleman
Elaine & Len* DeStefano
Lesli Esposito & Pete Verdi
Tina Isen Fox & Richard Fox
Beth & Peter Goodhart
The Graham Family
Dawn & Nicholas* Kemp
Ashley & John McEvoy
Jami W. McKeon & John F. Hollway
Cindy Berger Nissen ’96
Northwestern Mutual Foundation
Shira & Brad Paul
Amy & Jim Petersen
Candice & Benjamin* Rogers ’95
The Tally Foundation Anonymous
Benchmark Fund
The Benchmark Fund is Benchmark School’s annual giving program. Each year, we invite all members of our community to make an unrestricted gift of any size to this fund. Supporting our school through this fund enables us to provide the best educational experience to our students. Thank you to the 305 trustees, parents, alumni, parents of alumni, grandparents, faculty, and friends who helped us raise over $341,000 for the Benchmark Fund.
Acme-Give Back Where It Counts Program
Mary & Joel Adams
Lauren Ainsworth
Carol & Douglas Allan
America’s Charities
Susan Arabia
Elizabeth Atterbury
Mary & Richard Auchincloss
Didem Goz Ayturk & Ugur Ayturk
Aqua America, Inc.
Sasha Ballen & Dee Spagnuolo
Valerie & Sean Bard ’82
Carolyn & John Bartholdson
Mary Lee & Harris Bass
Dolly & Bill Baumann
The Becket Family Foundation
Kristin & Bill Becket
Dona Horowitz-Behrend & David Behrend
Betsy & Charles Bemis
Nikki & John Bendl
Benevity
Dorrance (Hamilton) Benson ’94
Ashly & Dan* Berger ’93
Karen Berry
Stacy & Gaeton Biscardi
Blackbaud Giving Fund/YourCause
Anne Blackburn
Alfred Blatter
Leslie R. Blum
Lenore Boccia
Kathy & Michelle* Bogosian
Lisa & Rick Bonvicini
Michele & Charles* Bramley
The Brandow Family
Rochelle & Brian Brazina ’91
Barbara & B. Gerard Bricks
Josh Bricks ’88
Sally & Peter Brodie
Maggie & Matthew Brodnik
Amanda* & Doug Bruno
The Bucci Family
Amber ’84* & Pierce Buller
Alyce Callison
Rachel Cameron
Terri Cappelli & Francis Jennings
Lauren Cristella & Doug Campbell
Susan & James Carr
Sandra Casimir
Stefanie Causey
Centeno Family
Wendi* & Charlie Chase
Latrisha Chattin
Ridgely Chew ’00
CHUBB Charitable Foundation
Melody Chou & Ted Tang
Mindy & Jesse Civan
Coca-Cola Give
Marcia & W. Gregory Coleman
Comcast Corporation
Shannon & Terry Connelly
Marie & John Connolly
Corning Foundation
Susan & Kevin Cosgrove
Faith Cost
Jesse Crowding
Rosanne Crowe
Christopher B. Crowley ’94
Sarah & Brian Cuzzolina
Andre Dasent
The Davidson Family Charitable Fund
Astrid Davis ’22
Heidi Davis ’20
Debbie DeBenedictis
Jane & Ernest Dellheim
Barbara Demos
Gina & Ted Diederich ’91
Kathy Dinella
Mara Dixon
Lorraine Wilson-Drake & Anthony
Drake
Kay Draper
Betsy & Michael Dubin
Jeong & Bill Duffy
Lindsay & Jerry DuPhily
Carliss Egan McDevitt ’08
Sara Barton & Hentzi Elek
Kathy & Bob Elias
Employees of Penn’s Way
Anne Esposito
Betty & Vic Esposito
Lesli Esposito & Pete Verdi
Aimee & Vince Fabiani
Maura Fallon ’15
Carole M. Filtz
Eileen & Andrew Flaherty
Karen & Ted Fluck
Dorothy Flynn
Kelly & Kevin Ford
Patricia Ralph Fowler & Gordon B.
Fowler Jr.
Joan Fox
Stefanie Frayne
Jan & Don Frisch
Francesca & Noah Gans-Pfister
Jennifer & Robb Gaskins
Wendy & William Gaunt
Staci & Eric Gaupp
Eleanor Gensemer
Ann & Maurice Glavin
Carol Glowacki
Joann & Scott Goldstein
Lynn M. Gonzalez
Donna & Lewis Gould
Linda & Michael Graham
Nettie & Sterling Green
Report of Gifts
Lisa Grieco
Pat Hacik & Bob Emery
Anne & Matt Hamilton
Crawford Hamilton ’01
Miles Hamilton ’07
Samuel M.V. Hamilton III ’98
Jaime Hanaway & Jonathan Arend
Chris Hancock
Louisa Hanshew
Ellen & Ed Hanway
Missy & Ed Hanway
Natasha Harwell-Davis ’05
Andrea & Robert Harvey
Emmett Hastings ’24
Mary Ann & Joseph Hausmann
Karen & Tom Helm
Henry L. Kimelman Family Foundation
Helene & Jeff Herman
Martha N. Hill
Sara Hill
Carrie & Brad Hill
Julie & Alan Hochman
Barbara & Dennis Hoffman
Karen & Joseph Hofmann
Elizabeth & Charles Hottenstein
Morton Howard
Mary Beth & Bob Humbert
Marcea & Tom Hummel
Tom Hurster
Robert Jaffe ’85
The Joey Pozzuolo Family Foundation
Ryakkia Johnson
Ann Jones
Andrew Jordan ’81
Turaya* & Nicholas Kamau
Hedy Karbiner
Patti Karolyi & Michael Semerjian
Terrance Kassis
Susan Keith
Ruth Kelemen
Mary & Ed Kelly
Raine Kelsall
Marie & Jeffrey Kenkelen
Gay & Don Kimelman
Sarah & Shane Kinsella
Lindsey & Noah Kissell
Jenny & Brandon Knox
Leslie Komarnicki
MaryBeth & Robert Kowalski
Barbara & Al Kurtz
Kari & Ken Kurtz
Sally & Rob Laird
Emily & Rob Lambert
Jack Lamperez
Sue & Mark Lankford
Lankford Acquisition Company, LP
Jamie Lauth
Helen Lawrence
Adam S. Lemisch
Joanne Levy
Sandy & Robert Lichtenstein
Lincoln Financial Group
Shannon & Tom Locher
Joan & Robert Lodge
Suzanne Long & Glenn Krotick
Connie Lotz
Casita Lynn ‘89
Eric MacDonald
Sandy Madison
Gail & Len Magargee
Jennifer Malone
Ann & Howard* Marcus
Rosario Marino & Jim Regan
Leigh Martin & Daniel Cassidy
Julie Mattaliano
Carol & Louis Mayer
Elsie & McKinley McAdoo
Colin McAdoo ’98
Kate & Mark McAllister
Cynthia & Robert McClung ’81
Hayden McCray ’21
Ashley & John McEvoy
Susan & Brian McGowan Jr.
Melanie & Jim McHugh
Jessica McKee
Jami W. McKeon & John F. Hollway
Brysen McMullin ’12
Patricia & H. Brooke McMullin Jr.
Erin McNichol
Joseph McPeak
Jenna & Chris Mesigian
Maria Michetti
Mercedes & Michael Migliore
Marjorie Mitchell
Nancy & Robert Mitchell
Christal Mockenhaupt & Anthony
Edmonds
Mary Katherine ’08 & Nicholas
Montgomery
Mark Muehl
Joyce & Mike Murphy
Margaret C. Naugle
New York Life
Hang Nguyen & Glenn Ereso
Cindy Berger Nissen ’96
Kevin Nissen
Micah Nissen ’27
Marcia & Neal Niznan
Susan Null
Colleen O’Hara
Jenna & Kevin O’Nell
Amy & Anthony Orapallo
Ann Rita Orapallo
Joyce Ostertag
Julia & Thomas Patterson
Carter Paul ’25
Janine & Michael Pawlowsky
William Pawlowsky ’96
MIchelle Pearman & Andrew Denker
Suzanne B. Perot
Kristen & Keith Peter
Kathy & Michael Peters
Amy & Jim Petersen
Anita & Joseph Pew
Scott Pfautz
Pam Phillippe
Marie & Jacques Piquion
Deborah Pointer
Robin Pointer & Rob Whalley
Sharyn & Joe Pozzuolo
Carrie & Bear Pratt
Alison & Joseph Preisser
Becky & Doug Pyle
Ginger & Chris Quinn
Susan & Tom Quinn
Melinda & Dan Rahm
Wayne Reichart
Anne Rice-Burgess*
Kim Riley
Rebecca & Richard Ritacco
Patti Robak
Sally Robbins & Chris Martinak
Barbara & Jim Rogers
Candice & Benjamin* Rogers ’95
Jess & Andrew Rogers ’93
The Rorer Foundation
Betsy & Gerald Rorer
Frances & Jonathan Rorer
Rebecca Rosenstock
Craig Rushmore ’06
John Russell ’83
Amanda & Kevin Ryan
Dawn & Rich* Salerno
Julie & Michael Samuels
Ellen & Doug Sanders
Teresa & Dave Santoleri
Donna & Michael Saulino
Nicole Scali
Cory & Rick Scheibe
Judy & Geoff Schnyder
Liz & Pete Schofield
Tobey & Sandy Schreiber
Marie Schueren
Theresa Scott
Kai & Pete Seelaus
Cordelia M. Seeley
Kathryn & Andrew Semon
Judith Sennett
Virginia Sharpless
Meghan & Kevin Shea
Kathryn & David Shields
Donna Shooster
Tiffany & Rachel Silliman Cohen
Joann & Charles Simmonds
The Slye Family
Jeanne Smith
Marianne Smith
Rachel & Andy Sofish
Joanna & Phil Solomon
Solomon & Sylvia Bronstein Foundation
*Trustee
Zeffie Spirokostas
Leslie Stein
Craig W. Stevens
Kim & Mark Sylvester
The Tally Foundation
Alex Templeton
Terryglass Foundation
Chas Thomas
Tom Thompson
Michele* & Mike Todd
Jenelle Tomov
Sharon Townley
Nora Trost
Erica & William Tucker
United Way of Chester County
United Way of Greater Philadelphia and Southern New Jersey
Nuriye Uygur
Judith & Rodger Van Allen
Vanguard Charitable
Laurie & Tim Veacock
James Viner*
Athena Volikas & William Rought
Audrey R. Waldman
Anne & Jeff Walkenhorst
Heather Warley
Teri Watkins
Nanci Weber & Bernie Schaeffer
Wells Fargo Community Care Grants Program
Loralee West
Alfred P. West
Sarah & Paul Westcott
F. John White
Christina Whitehouse
Cherie & Paul Williams ’80
Rochelle & Nelson Wolf
Megan Wonderland
Merrie & Graydon Wood
Kristin & Stephen Yerger
Alyce Zenner
Kathryn & Frank Zirnkilton
Tracey & Michael Zubey
Anonymous (4)
Pennsylvania Tax Credit Programs
These donors gave or pledged a record $1,078,000 through Pennsylvania’s Educational Improvement Tax Credit (EITC) and Opportunity Scholarship Tax Credit (OSTC) programs. EITC and OSTC programs allow individuals and businesses who pay Pennsylvania state taxes to obtain a significant state tax credit through their contributions to scholarship support at Benchmark. We are deeply grateful to the following donors.
EITC
AIM Scholarship 1 LLC
Made possible by Sasha Ballen & Dee Spagnuolo
Business Leadership Organized for Catholic Schools (BLOCS)
Made possible by Monika & Joerg
Ahlgrimm, Nikki & John Bendl, Ilene & Steve Berger, Michele & Charlie*
Bramley, Tara & Anthony Bucci, Clark Capital Management Group, Inc. LLC, Elaine & Len* DeStefano, Laina & Rob
Driscoll, HSC Builders & Construction Managers LLC, Dawn & Nicholas*
Kemp, Keith Morgan, Cindy Berger
Nissen, Candice & Benjamin* Rogers, Lesli Esposito & Pete Verdi, James Viner*, Mark Wildstein
Central Pennsylvania Scholarship Fund
Made possible by Mindy & Jesse Civan and Lauren & James Maloney
Friends of Education LLC
Made possible by Ashly & Dan* Berger, Kate & Dave Black, Deb Capital LLC, EPM Apparel LLC, Aimee and Vince Fabiani, Sarah & Shane Kinsella, Kelly & Kevin Kolmer, Emily & Rob* Lambert, Shira & Brad Paul, Candice & Benjamin* Rogers, Brooke & David Rounick
The Graham Family
Harmelin Media
Made possible by Joanne & Jon Harmelin
Pennsylvania Education Partnership 6 LLC
Made possible by Harris Wildstein
Pennsylvania Education Partnership 90 LLC
Made possible by Jeffrey Berstein
Republic Bank
SofterWare, Inc.
WSFS BANK
Anonymous
OSTC
Business Leadership Organized for Catholic Schools (BLOCS)
Made possible by Sheri & Ken Resnik
Comcast Corporation
The Graham Family
McLean Packaging Corporation
Made possible by Mary & Joseph Fenkel
Ryan Advisory Services, LLC
Made Possible by Charlie Ryan*
Utica National Insurance Group
Veterans Financial, Inc
Made possible by Emily & Brian Newmark
Gifts to Endowed Funds
Benchmark is the grateful recipient of numerous gifts to our restricted funds, all of which provide valuable, but targeted, resources for the school. The gifts from these individuals not only speak to their passion, but also to their commitment to our school community.
Beth Coltman Scholarship Fund
Made possible by The Coltman Family Foundation
The Dr. Robert Gaskins Fund for Mindfulness, Peace, and Social Justice
Made possible by Jennifer & Robb Gaskins and Wendy Miller & Mark Dooley
The Joey Pozzuolo Memorial Scholarship
Made possible by Sharyn & Joe Pozzuolo
The Peter B. Deakins Memorial Fund
Made possible by Susan Deakins
Pincus Summer Scholars Program
Made possible by Pincus Family Foundation
The Promising Scholars Fund
Made possible by Jennifer & Robb
Gaskins, Caren Lambert, and Wendy Miller & Mark Dooley
Report of Gifts
The Sawyer Henry Weir Creative Learning Initiative
Made possible by Cheryl & Thomas
Sawyer Weir
Gifts in Memory
Benchmark School is deeply appreciative of the gifts given by our donors in memory of friends and loved ones. It is our privilege to remember the individuals listed in bold type.
James Bemis ’86
Betsy & Charles Bemis
Anna Marie Everetts
Jennifer & Robb Gaskins
Tracy Elizabeth Hottenstein
Elizabeth & Charles Hottenstein
Susan Howard
Morton Howard
Angela Mariño
Rosario Mariño & Jim Regan
Jana Mason
Jennifer & Robb Gaskins
Nancy Pertschuk
Rochelle & Brian Brazina ’91
Gifts in Honor
The following generous donors have chosen to celebrate the individuals listed in bold type with a gift to Benchmark School in their honor.
7th Grade Staff
Carter Paul ’25
8th Grade Class
Jaime Hanaway & Jonathan Arend
All Benchmark Teachers
Cordelia M. Seeley
Andrew Blum ’21
Leslie R. Blum
Jayson Blum ’23
Leslie R. Blum
Lisa Kurtz Bragin ’93
Barbara & Alfred Kurtz
Child and Family Support Services
Adam Lemisch
Sherry Cress
Judith & Rodger Van Allen
Rachel Dellheim ’93
Jane & Ernest Dellheim
Bowen DuPhily ’12
Lindsay & Jerry DuPhil
Lucas Elek ’09
Sara Barton & Hentzi Elek
Dr. Irene Gaskins
Mary & Ed Kelly
Dr. Robb Gaskins
Patricia Hacik & Robert Emery
Karen & Joseph Hofmann
Eleanor Gensemer
Maura Fallon
Julie & Michael Samuels
Seamus Glavin ’12
Ann & Maurice Glavin
Douglas Gould ’81
Donna & Lewis Gould
Jessie Graham ’07
Linda & Michael Graham
Louisa Hanshew
Jennifer & Robb Gaskins
Laura Herman ’95
Helene & Jeff Herman
Benjamin Hoffman ‘92
Barbara & Dennis Hoffman
Aimee Horowitz Hoffner ’92
Dona Horowitz-Behrend & David Behrend
Carly Hottenstein ‘16
Elizabeth & Charles Hottenstein
Gavin Kaiser ’01
Connie Lotz
Gregory Kenkelen ’10
Marie & Jeffrey Kenkelen
Leslie Komarnicki
Sue Arabia
Jennifer & Robb Gaskins
Sally Ross Laird
Craig Stevens
Anna Lodge ’13
Alice & Bob Lodge
Dr. Eric MacDonald
Judy & Geoff Schnyder
Sergio Mariño
Rosario Mariño & Jim Regan
PA Branch of the International Dyslexia Association
Jessica McKee
Suzanne Baird Perot
Barbara & James Rogers
Nate Quinn ’17
Susan & Tom Quinn
Joanna Reimel ’89
Barbara & Dennis Hoffman
Amy Wolf Robbins ’84
Rochelle & Nelson Wolf
Barbara Rogers
Candice & Benjamin* Rogers
Theresa Scott
The Brandow Family
Richard Smith ’83 F. John White
Annie Verdi ’24
Anne Esposito
Betty & Vic Esposito
Jack Waldman ’23
Audrey Waldman
2023-2024 Benchmark Parents
Association Committee Chairs
President
Kristin Yerger, P’21, P’24
Vice President
Missy Hanway, P’18, P’19, P’22, P’24
Treasurer
Jenna O’Nell, P’26
Secretary
Sarah Kinsella, P’26
Every effort was made to ensure the accuracy of this list. If there are additions, corrections, or omissions, please accept our apologies and contact development@benchmarkschool.org
Years listed following the names of our Benchmark alumni and parents indicate the year the student graduated or is expected to graduate.
