Benchmark Magazine, Fall 2023

The Magazine of Benchmark School Benchmark Weighs in on the Science of Reading Honoring a 50-Year Career 2022-2023 Report of Gifts

Fall 2023

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On Field Day, students wrote farewell wishes to our graduating 8th graders on the windows of the Middle School.

Board of Trustees

On the Cover

Benjamin B. Rogers ’95, P’24, Chair

Louisa Hanshew, Ex-Officio

George Brion ’30 takes a big step

Dan Berger ’93, P’27, Vice Chair

Chris Hancock, Head of School

forward in Little Gym, with the support

Wendi Chase, P’06, Secretary Charles J. Bramley, Treasurer Michelle Bogosian, P’19 Amanda Bruno, P’26 Amber West Buller ’84 Betsy Cunicelli, Ph.D. Len DeStefano, P’23 Turaya Bryant Kamau, P’24

of Trey Milby ’12, our Director of Physical

Credits

Education. Little Gym, specialized for our

Alyce Callison, Director of Marketing & Communications, Editor Megan Craven, CR8IV LLC, Design

Contributors

Nicholas Kemp, Jr., P’10

Alyce Callison

Anne Rice-Burgess, P’18

Stefanie Frayne

Andrew B. Rogers ’93

Sam Gerlach

Amanda Atterbury Ryan, P’25

Chris Hancock

Charles E. Ryan, P’17

Eric MacDonald

Michele Todd

Theresa Scott

James Viner, P’21

Heather Warley

of physical education activities.

Benchmark School is accredited by the 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.

Irene W. Gaskins, Ed.D., Founder & Trustee Emerita Howard R. Marcus, Ph.D., Trustee Emeritus

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CONTENTS

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Farewell Sally Laird

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Weighing in on the Science of Reading

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Building Creative Capacity

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Class of 2023 Message from the Head of School

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Building Creative Capacity

28

Campus News

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Class of 2023

32

Farewell to Sally Laird

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Alumni Updates

37

Sharing EF Skills Expertise

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2022-2023 Report of Gifts

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Science of Reading

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A Message From the Head of School

GROWING MINDS, BUILDING FUTURES The Educational Experience Our Students Deserve

By Chris Hancock There’s really no other way to say it: it was a banner year

is already impressively high) and attract the finest

for Benchmark School.

educators in the country.

The desire in our community to see this school thrive is

We were also able to take advantage of the sudden sale

apparent and collectively we seem to will into existence

of a property by our neighbors (picture a donut hole

the educational experience our students deserve. Truly,

in the middle of our campus). We have purchased 3.3

it is this desire and more that shaped a wonderful year.

acres and the private home on which it resides to finally unify all parts of our campus. This was the original

What stands out most to me, however, is a mindset at

estate from which Benchmark purchased adjacent land

Benchmark that I find palpable at times. It permeates

in the 1970s to build our first building. It will provide

the walls and hallways, leaving a sense of excitement

exciting new opportunities for community gathering as

about growth and opportunity—for our students and for

well as improvements to campus navigability.

the future of our school. A return to Angela Duckworth’s seminal work on mindset confirms its importance for

Also, we have advanced institutional research on

us. Our growth is inextricably linked to our belief that

learning outcomes over time at Benchmark. We have

such growth is continual and ever-evolving. The more

begun new outside partnerships to increase enrollment

we believe it, the more successful we are bound to be.

and student diversity that have already shown results.

If this doesn’t sum up the last 50+ years I do not know

We have raised a record amount of money in a single

what does. This very well might be Benchmark’s origin

year due to so many people’s generosity. Finally, we

story.

have launched our school’s new visual brand, which you see reflected in this magazine, on our website, and on

Our evolution as an institution continued in remarkable

and within our school itself. We’re proud of this brand,

ways this year beginning with our generous donors

which we believe is a beautiful and authentic expression

who have been helping us turn our dream of a truly

of the care and support our Benchmark community

spectacular play space that will welcome every student

provides, and well as the transformative growth our

into a tangible reality. We broke ground the day after

students experience.

summer camp ended and please look out for word of Like I said earlier, this year has been a remarkable

our playground unveiling later this fall.

success for our current students and for the future Additionally, our Board of Trustees, administration, and

of Benchmark. Let’s continue to maintain that special

teachers have spent the last several years helping us

mindset. Let’s maintain the environment in which our

create a new compensation and benefits plan that will

students thrive. Together, let’s keep doing great things.

dramatically improve these critical areas for all faculty and staff which, in turn, will promote retention (which

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Campus News

NEW BOARD MEMBERS Welcome to Our New Trustees We are pleased to welcome three new members of our Board of Trustees. Get to know Amber West Buller, Turaya Bryant Kamau, and Amanda Atterbury Ryan.

AMBER WEST BULLER ’84

Commission of Children’s Behavioral Health.

Dr. Amber West

Amber says, “Benchmark put me on the trajectory to

Buller is a clinical

get where I am today. As long as I am able to, I will give

psychologist. She has

back to this place. I would love to see Benchmark be

worked extensively

around forever to continue its great work of resetting

with children, young

trajectories of kids. All too often not knowing how one

adults, parents

learns best interferes with how one sees themself

and caregivers as a

and can undermine what the individual can achieve. I

licensed psychologist

see Benchmark as the starting place for kids and their

in Pennsylvania and

families to start to see new and bigger possibilities

Delaware. Dr. Buller has

for themselves. I was thrilled to be asked to join the

experience in individual

Board as it is another way I hope I can be helpful and

therapy, family therapy,

supportive of Benchmark.”

educational support and coaching. With a background in pediatric

TURAYA BRYANT KAMAU, P’24

neuropsychology, her work today focuses on

Turaya Bryant Kamau is

assisting individuals,

a Broadcast Producer

families, and schools.

for CBS Saturday Morning. Turaya has 20

After graduating from Benchmark School in 1984, Dr.

years of television news

Buller attended The Episcopal Academy, the University

experience, working

of Arizona where she earned a Bachelor of Arts in

at stations across the

Psychology, and Palo Alto University where she earned a

country.

Ph.D. in clinical psychology.

Passionate about Amber has always been an active member in her

education, Turaya is

community. and is the current Judge of Elections for

an adjunct journalism

Newlin Township. She has also served on the board

professor at Temple

at Greene Towne School, the board for Public Citizens

University. She is a

for Children and Youth, chaired the PA Psychological

member of the National

Association Legislative & Government Affairs committee,

Association of Black

and served on the Philadelphia Mayor’s Blue Ribbon

Journalists and Alpha

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Campus News

Kappa Alpha Sorority, Inc. Turaya also serves on the

Amanda worked for Deloitte as an auditor but then

Congenital Hyperinsulinism International board of

left to pursue her dream of becoming a veterinarian.

directors.

Amanda attended the University of Pennsylvania’s School of Veterinary Medicine, earning her VMD, and

Turaya has a BA in Broadcast Journalism from Howard

worked at Southwest Equine Medical & Surgical Center

University, and a Master’s of Journalism from the

in Scottsdale, Arizona, where she focused on surgery,

University of California, Berkeley.

internal medicine, and ambulatory medicine of (mostly) equine patients.

Turaya lives in Philadelphia with her husband and two children. Her son Malcolm currently attends Benchmark.

Amanda returned to the Philadelphia area in 2010 to raise her family. She and her husband, Kevin, live in

Turaya says, “Benchmark has been key to helping

Willistown with their three children. Amanda’s oldest

my son thrive as a student and in building his self-

son, Sam, attends Benchmark School. She has enjoyed

confidence.”

being involved with the Benchmark Parents Association and her past role as Class Parent over several years.

AMANDA ATTERBURY RYAN, P’25

In her free time, Amanda enjoys playing multiple sports,

Amanda Atterbury Ryan

spending time with horses, playing the piano, reading,

grew up in California,

and sailing.

where she developed a passion for horses and

Amanda says, “I am honored to join Benchmark’s Board

soccer before moving

of Trustees. Benchmark School has had such a positive

to the Philadelphia

impact on so many past and current students, and the

area to be closer

future of the school looks bright. This is an exciting

to extended family.

time to be joining the Board and I am happy to help the

Amanda attended

school in any way that I can.”

Westtown School and Franklin and Marshall College, where she

Read all about our

earned a BA in Business

Trustees on our website,

Administration/

benchmarkschool.org.

Accounting and played on the women’s soccer team. After college,

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Campus News

THE LATEST From 2107 North Providence Road

Benchmark’s New Brand An Authentic Expression of Our School This magazine is showcasing our new look! This past June, we were thrilled to introduce our new visual brand. For more than a year and a half, we had been planning, researching, and finally creating this new visual brand you see today.

We believe that this brand is an authentic expression of the care and support our Benchmark community provides, and well as the transformative growth our students experience.

Exciting Changes on the Academic Team Dr. Latrisha Chattin, New Head of Middle School With Sally Laird’s retirement from her dual roles of Head of Lower School and Assistant Head of School, we have made some changes to our academic leadership team that will keep us moving forward in a way that is both dynamic and deeply respectful of Benchmark’s foundations.

Head of School Chris Hancock named Dr. Eleanor Gensemer to be the new Assistant Head of School for Academics. Formerly the Head of Middle School for fifteen years, Eleanor’s new role will focus on enhancing and building connections in our academic program across the school and with other educational institutions. Colleen O’Hara and Joyce Ostertag, both formerly Lower School Supervisors with decades of experience at Benchmark, are now serving as Co-Heads of Lower School.

We conducted a comprehensive national search for a new Head of Middle School, and were delighted to select Dr. Latrisha Chattin. A Philadelphia native, Latrisha most recently served as Middle School Director at The Northwest School in Seattle, WA, and brings over two decades of robust experience as an educator and school administrator. She holds an M.S. as a Reading Specialist from St. Joseph’s University and an Ed.D. in Special Education from Arcadia University. We warmly welcome Latrisha to our Benchmark community.

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Campus News

A Tradition Restored Grandparents and Special Guests Morning After a multi-year hiatus, we were thrilled to restore the tradition of Grandparents and Special Guests Morning. On May 10, we welcomed nearly 200 visitors to campus.

We believe it may have been the biggest Grandparents and Special Guests Morning ever! We were so glad that many of our families were able to make the time to visit Benchmark and get a taste of our students’ everyday experience.

Moving forward, we plan to hold this event every other year.

Mehki McFadden-Spurell ’28 explains key words to his classroom visitor.

Getting Fired Up Art Department Gets a New Kiln Thanks to the generosity of The Sawyer Henry Weir Creative Learning Initiative, we have purchased and installed a new electric kiln in our art room. This gift, made possible entirely thanks to Tom and Cheryl Weir’s specialized endowment in support of art education, allows us to expand our creative experiences for our students.

Already, students in all grades have been making a wide range of hand-built ceramics. Our art teacher Mrs. Joan Fox is a RISD-trained professional ceramicist among her many talents, and is delighted to be able to expose our students to this form of art.

Joan says, “Art is a language, a new way to tell their stories.

It’s so important. My job is to introduce them to different materials, and they use them in unique ways, and then they have a new palette with which to tell their stories.”

Art teacher Joan Fox with the new kiln.

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Campus News

Sixth Grade Team Presents at PAMLE Sharing Our In-House Research Benchmark’s 6th grade team, Melissa Savage, Ruth Kelemen, Laura Sahlin, Lisa Grieco, Kevin Canney, Judi Clay, and Heather Warley had their proposal on their design thinking project selected for presentation at the Pennsylvania Association of Middle Level Educators (PAMLE) conference in February 2023. Melissa, Ruth, Laura, Lisa, and Heather gave their presentation, “Unlocking Empathy: How to Empower Students to L to R: Superhero teachers Heather Warley, Laura Sahlin, Melissa Savage, and Lisa

Create Meaningful Change Using the

Grieco at PAMLE.

Design Thinking Process.”

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Campus News

Making Music with Colin McAdoo The Return of the Musical, Club Style This past spring, the tradition of the Middle School Musical returned in an opt-in club format, and Benchmark alum Colin McAdoo ’98 came back to help make it happen. The musical called Doing Nothing Together featured a variety of music woven into a story created by Colin and the students in the club.

Our actors were Jayson Blum ’23, Mac Cahill ’23, Avery McMahon ’23, Penelope Prinbeck ’25, Isabelle Quinn ’25, and Maddie Siravo ’25, and our tech crew was Laz Scheibe ’23 and Myles Silber ’23. Doing Nothing Together debuted on April 14, 2023.

While on campus, Colin took some time to speak about the experience.

How does it feel to be back on campus as a director?

I always love coming back to visit Benchmark. I consider so many of the teachers here dear friends and coming back to direct or teach makes everything that much more enjoyable. I love directing and choreographing as much as I do singing and dancing. What makes it doubly special is being able to share this craft with the

L to R: Isabelle Quinn, Maddie Siravo, Penelope Prinbeck, and

students and the Benchmark community where I first fell in love

Avery McMahon.

with the theater.

What was it like working with this group of kids?

This group of students is particularly special. First of all, they signed up for this in their free time. Second, I believe none of them have ever seen a Benchmark musical due to the changes and challenges of the last couple years. So the fact that they took a risk to come out for this speaks volumes about their character and heart. They also worked incredibly hard and I think people will be blown away by what they have accomplished because these students are simply that amazing.

Director, cast, and crew!

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How and why did you decide to create your own show?

After talking with Dr. MacDonald, Dr. Gensemer, and Mr. Hancock, I felt that we should wait to see who signed up and start a conversation with the actors about what story they want to tell. I felt a traditional book musical was maybe too aggressive. I quickly found that all the students had wonderful ideas. I put the ideas into a story, picked songs that could fit, taught the music, and then taught the steps.

How would you describe the show to people who will have missed seeing it?

A group of students break into the Benchmark auditorium on a Sunday wanting to see what the school is like vacant and to enjoy the empty halls. They come across a student who lives backstage and she shares with them all the sets, props, stories and magic of theater. They then have their own adventures using music and movement, some empowering and some mischievous. By the end of the show, they unite with a mutual love of the school and each other but also realize it is in fact Monday morning. They haven’t done any work and school is starting.

Deepening Practice Teacher-Led Professional Development This past school year saw the initiation of a new teacher professional development group. Led by Dr. Eric MacDonald, interested teachers met a few times over the course of the year to discuss scholarly research.

Dr. MacDonald shared, “We read and discussed blog posts by noted literacy researcher Timothy Shanahan, the Literacy Research Association’s dyslexia research report, and research articles on executive function skills, and growth mindset, as well as articles that questioned what is commonly believed about learning styles. The discussions focused on how the ideas in the research matched what happens in Benchmark classrooms and/or how we might implement some new ideas. We hope to continue to meet in the future and for other staff to join us.”

Teachers diving into contemporary research.

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FAREWELL TO A FRIEND AND MENTOR Sally Laird Retires After 50 Years Sally Laird retired from Benchmark School this June, and in doing so, ended the longest run of any Benchmark employee to-date. Sally came to Benchmark School in 1973, before there was even a structure that would become Benchmark’s permanent home on Providence Road. When Sally joined Benchmark as a young teacher, she and the small and dedicated early crew of educators continued to operate out of the basement of the Wallingford Presbyterian Church for the next two years. When Benchmark School was constructed in 1975, Sally had the first classroom that was her own.

Over the years, Sally was a teacher and supervisor, eventually becoming Head of Lower School and Assistant Head of School. While she’s witnessed many changes in her 50-year history at the school, what stands out to her are actually the constants. She says, “There have been lots of changes–in facilities, finance, and staffing.

We always had to make adjustments to keep accommodating students. The details changed, but the goals remained constant. I see more similarities and consistency than changes.”

It’s a rarity for someone to spend their entire career in one place. For Sally, it was no hardship. She says, “What’s been so powerful and what’s kept me at Benchmark over so much time is this notion of how passionate and dedicated the people have been. They’re intensely interested in each other and they laugh together. What has kept me here and what I will miss is that everything done here is a team effort and that has been true across my fifty-plus years at Benchmark. We’re truly making a difference in the lives of students.”

Sally’s passion for learning will not abate in her retirement. When thinking about her plans for the future, she says, “I’ll spend time with my family, traveling and pursuing my interests. I love to hike, I enjoy nature, but I also like to talk with people, learn new things, and build my own knowledge. I enjoy sharing knowledge with others and gaining knowledge from others.” She will keep an eye on Benchmark’s development as well, commenting, “I look forward to watching Benchmark move into the future and continue to grow and change.

It will be exciting to see how that unfolds.”

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SHARING EF SKILLS EXPERTISE Benchmark Hosts Lansdowne Friends School Teachers When you want to learn more about teaching executive

The teacher team from LFS observed two Lower School

function skills, you come to Benchmark School.

classes and spent an afternoon in discussion with our supervisors, counselors, and teachers on the topics

In February, a team of teachers from Lansdowne Friends

of executive function skills instruction and classroom

School (LFS) visited Benchmark to observe and gain

practice. They talked about how to use goal-setting

firsthand insights into improving their own classroom

to involve children deeply in making improvements in

practice. Lauren Frantz, a former Benchmark Lower

attention, organization, reflection, and mindfulness,

School teacher and now reading support teacher at

as well as how to make goals more sophisticated over

Lansdowne Friends School, initiated the visit.

time. The LFS team was particularly struck by our characteristics of student success, a list of executive

In addition to welcoming Lauren back to her former

function skills which posit that successful students are

school, we were pleased to meet Spanish teacher Julia

flexible, attentive, persistent, reflective, organized, and

Slater, 1st/2nd grade teacher Kate Grant-Day, 5th/6th

active.

grade teacher Rich Hendricks, and 3rd/4th grade teacher Chris Paynter.

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The visit was a fruitful one, as the Lansdowne Friends

success. A few particular ideas were not entirely new

team walked away with new ideas and tweaks to bring

to me, but thinking of them with fresh eyes was useful.

to their own classroom practice. Rich Hendricks said,

I expect to incorporate the following into my current

“I took away a lot. Most notably the focus on target

classroom as a result of yesterday’s visit: student goals

characteristics that are a focal point for students’

(for select students), highlighting explicit strategies for

social-emotional learning and academic instruction.

school success (as you do with your characteristics),

I plan on using this same practice with my class.

more opportunities to turn and talk to a neighbor, and

The individual goal focus is something I plan on

more opportunities for mindfulness.”

implementing as well. I’m eager to think more about all we experienced and how to incorporate other practices

We extend thanks to the thoughtful and dedicated LFS

into my class.”

teachers for spending time with us and engaging in mutually valuable reflections on teaching practice.

Kate Grant-Day commented, “As a teacher, it was helpful for me to step away from my classroom and take time to reflect on supporting my students for their

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RESEARCH INTO PRACTICE Benchmark School and the Science of Reading

By Eric C. MacDonald, Theresa Scott, Heather P. Warley Where does Benchmark School stand on the Science

draw a direct line from this research to effective

of Reading? Is Benchmark’s approach to reading

classroom practice that will impact student’s reading.1

instruction aligned with the Science of Reading? We

Fortunately, we know a lot about effective literacy

hear these questions often from parents, and you may

instruction from a variety of research, much of it

have questions as well.

conducted in the more than 50 years since Benchmark’s founding. But many other schools have struggled to

What is the Science of Reading?

implement this knowledge and no single published

You may notice that the term Science of Reading

reading program encapsulates all of what is known to be

(SOR) is capitalized; it is the name of a specific

effective. We also know that every student is different

way of approaching literacy. The Science of Reading

and no one approach will work for all students.

movement has been developing for over a decade and Emily Hanford’s podcast “Sold a Story” in the fall of

What sets Benchmark’s approach to reading apart from SOR?

2022. Locally, the Science of Reading movement gained

The SOR movement seems to be the latest pendulum

national attention when parents in the Tredyffrin/

swing in what has often been referred to as the “reading

Easttown School District formed the group “Everyone

wars.” Over the last few decades, reading instruction has

Reads T/E” to promote more phonics instruction in the

swung between a heavy emphasis on skills, particularly

district’s literacy curriculum. The International Dyslexia

around phonics, now being called “structured literacy,”

Association coined the term “structured literacy” that

and an approach focused on making meaning from

includes a heavy emphasis on phonics and related word

text, often called “whole language.” Dr. Irene Gaskins,

learning, often emphasizing this over comprehension

Benchmark School’s founder, recognized that neither

in early grades and with struggling readers. “Structured

end of this spectrum provided the best approach.

literacy” is the umbrella term being used for programs

She was gifted in keeping Benchmark’s approach

that IDA and others feel meet their qualifications for

above the fray in the “reading wars” and steering it

following the Science of Reading. Groups such as the

towards a thoughtful, comprehensive approach to

Reading League have pushed to get states such as

literacy instruction grounded in strong educational and

Pennsylvania to pass laws requiring structured literacy

psychological research.

was popularized by American Public Media journalist

as part of public school literacy curriculum and teacher Dr. Gaskins’s background was as a reading teacher

training programs.

and her doctorate from the University of Pennsylvania The SOR movement grounds itself in the developing

was in the psychology of reading. Unlike many similar

neuroscience research that is revealing more about how

schools, Benchmark’s roots are in the field of literacy

the brain works when reading. While this research is

and not special education and the two fields do not

interesting in showing us brain functioning, we cannot

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always approach reading and learning differences in the same way.2 (It is interesting to note that it is the field of special education that has embraced the SOR movement.) Many in special education see programs such as Wilson or Orton-Gillingham as the solution to helping students learn to read, with an emphasis on a very structured, multi-sensory approach to phonics/ decoding. Research does show the importance of phonics and decoding, but there is little evidence that these particular programs demonstrate long-term gains in reading comprehension, which is the goal of reading.3 In the 1980s, Dr. Irene Gaskins began a collaboration with Dr. Richard Anderson of the University of Illinois at Urbana-Champaign. Dr. Anderson and his colleagues at the nationally funded Center for the Study of Reading published a report, Becoming a Nation of Readers4, whose research base formed the foundation for Benchmark’s approach to reading instruction and continues to reflect the key findings of research in literacy education. Benchmark teachers discussed the reports coming out of this center and how to apply it to the students they were working with in weekly research seminars. According to that research, reading is a complex task5 that is constructive, fluent, strategic, motivated, and a lifelong pursuit.6 Literacy researchers Tim Pressley, Richard Allington, and Michael Pressley sum up the findings of this seminal report, and Benchmark’s approach to reading instruction that continues to this day, writing: 2 3 4 5 6

Gabriel, 2020 Johnston & Scanlon, 2020, p. 10 Anderson et al., 1985 Johnston & Scanlon, 2020 Pressley et al, 2023, p. 24

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...the Nation of Readers report suggested that teachers teach phonics instruction as a way to help students identify words, teach comprehension strategies as a way to help students understand the text, and include discussions of the text that promote students using their background knowledge to grasp an understanding. This comprehensive approach to teaching reading should be done in a stimulating environment that includes texts that students find interesting.7 In the 1990s, preeminent educational psychologist Dr. Michael Pressley worked with Benchmark staff and conducted research, including in Benchmark classrooms, that led to enhancing our comprehension instruction through the implementation of explicit strategy instruction. Benchmark has never adopted any one published reading program. Instead, our approach developed through careful study of research and interaction with the many noted educational researchers who visited the school, many of whom are members of the Reading Hall of Fame. Led by Dr. Gaskins, the staff’s study of the research and collaboration with these researchers led to the development of a broad, comprehensive, effective literacy program reflecting the complexity of the reading process. As Dr. Gaskins often said, there is more to teaching reading than reading. For example, we know that executive function skills, such as working memory, flexibility, and sustained attention, are related to successful reading.8 Literacy researchers Nell Duke and Kelly Cartwright find that executive functioning “is so important to reading that there is 7 8

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Pressley et al, 2023, p. 24 Faith et al, 2022, p. 13

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reason to believe that for some students, limited EF

Benchmark has worked to develop a systematic, yet

skills are the primary cause of reading difficulty.”

flexible, research-based approach to teaching children

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for whom decoding does not come easily. Benchmark

What is Benchmark’s approach to word identification or phonics?

developed its own Word Identification program through research with leading literacy experts such as Richard

Since the SOR movement is focused on issues around

Anderson, Linnea Ehri, and Pat Cunningham. It is a

word identification, how does Benchmark approach

flexible approach that features many components that

this? Difficulties in decoding, phonemic awareness,

lead to proficient decoding and fluency.

and fluency are common among struggling readers.

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Duke & Cartwright, 2021

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phase, where they remember matches between some or all sounds and letters in a word, or the consolidated alphabetic phase, where they can also match multiletter units and syllables.

At Benchmark, all students are taught how to fully analyze words. Using key words that represent the most common spelling patterns in our language [e.g, kick], students learn how to stretch a word into its constituent sounds [|k| |i| |k|], match the sounds they hear to the letters they see and reconcile any differences [ck represents one sound]. They discuss why the vowel(s) makes the sound it does [i is followed by a consonant], and connect this word to other words they have learned [kick is like black]. Once students have analyzed key words, they are encouraged to use spelling patterns within those words to decode unfamiliar words with the same patterns [use kick to decode stick]. This analogy approach is similar to what mature decoders do. Where words do not map exactly onto other words, students are taught to flexibly use multiple strategies to decode a word, including considering the context of the word in a sentence.

Benchmark’s Word Identification program recognizes

Metacognition, or “thinking about your thinking” also is a

the complexity of the English language and provides

crucial part of Benchmark’s Word Identification program.

multiple pathways for decoding, in keeping with the

After successfully decoding a difficult word, students

reality that no one approach will work for all students

are asked to think about and identify the strategies

all the time. Students may be at many points on the

that they used to decode. For instance, did they use

continuum of word-reading ability10 and instruction

sound-letter matches, or spelling patterns from key

needs to be flexible to meet students where they are.

words? Did they recognize a portion of the word such as

Even upper elementary and middle school students

a prefix or suffix, or use a meaning unit that they have

might be in what is called the partial or full alphabetic

seen in other words? Most often, students use some combination of these strategies, which are brought to

10

Ehri, 2020, p. S50

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the surface through thinking about their process.

Decoding is infused throughout the day. The pattern or sound-letter match being taught is accompanied by reading in texts that provide practice applying those concepts. In the youngest classes, students are also asked to be “word detectives” as they seek out similar patterns in environmental print and in the texts they read. They keep a log of their discoveries.

Teachers model decoding in all classes. Daily fluency practice might consist of repeated reading of text that is introduced as part of Word Identification lessons.

Students are encouraged to use their strategies in their other classes, such as science, social studies, and math.

The inverse of decoding is encoding, or going from speech to text using knowledge of letter-sound relationships and alphabetic principles,11 therefore spelling is a part of the lessons. Students are not asked to memorize words or have weekly spelling tests, but apply what they have learned immediately using sound boxes in early stages, where they try to segment the sounds they hear in a word, then spelling without them.

As students progress on the word reading continuum, they learn seven steps for spelling that include making discoveries about portions of a word that are difficult to spell, as well as using morphemes (meaning units) and Greek and Latin roots.

Because each child is unique in how they learn, Benchmark targets its instruction to meet each student where they are developmentally. As a result, in any classroom, you might see a child decode a word using 11

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an analogy approach by using spelling patterns in known

choices about the books they read, they spend more

words to determine the unknown one, matching sounds

time reading.13 Lower School students have daily access

to letters, or using what they know about language and

to the extensive collection of books in Benchmark’s

context clues. You will also see teachers who are adept

library, where students select books of interest that

at coaching students.

are in keeping with their reading level. Middle School students continue to have access to the library

What else is important for students to become proficient readers?

collection, but may also bring in books from home, when given a choice in books to read.

The SOR movement rightfully highlights the critical role

Comprehension

of phonics and decoding in the process of learning to read. However, this presents an incomplete view of the

Ultimately, the purpose of reading is to make sense of

reading process.12 If we focus too narrowly, we fail to

the text that we read. When visiting many Benchmark

acknowledge multiple other processes that are critical

classrooms, you will see the phrase “Reading must

in the reading process, such as fluency, motivation, and

make sense” prominently displayed. Comprehension

comprehension, to name a few.

instruction begins with our youngest readers.

Benchmark, supported by research14, does not believe

Fluency

that students must learn to decode before beginning

At Benchmark, all of these elements are incorporated

comprehension instruction. Through comprehension

into daily literacy instruction beginning with our

strategy instruction, students are taught to become

youngest students. To develop fluent reading,

active participants in the reading process and to

students engage in repeated readings of short texts

monitor their understanding of text. Students work in

independently, chorally with a group, or in response

small groups under the guidance of a teacher to stop

to teacher modeling. Readers theater activities

and reflect on what they read. Small group discussions

give students an authentic purpose for repeatedly

help to deepen student understanding. Through teacher

reading text. Students spend time reading books at

read-alouds of more sophisticated books and through

a comfortable level, which builds automatic word

reading along with recorded books, students develop

recognition and fosters positive feelings towards

language and vocabulary skills as they experience age-

reading.

appropriate text that is written at a level beyond what they currently may be capable of reading on their own.

Motivation From the extensive research base on motivation, we

Extensions in older grades

know about the importance of student choice when

Revised word identification lessons adapted for the

selecting books. When students are allowed to make 12

Solic & Flanigan, 2022

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Worthy & McKool, 1996

14

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Middle School were implemented this past year in

to transition to high school, 8th grade students are

our 6th grade classes and fluency is often a part of

exposed to the types of advanced literature found in

instruction through 7th grade. Small group discussions

late middle school or high school, such as To Kill a

help students to learn and apply strategies and further

Mockingbird, Animal Farm, and All American Boys. Read

construct meaning from text. Texts used for instruction

alouds may be a part of language arts classes, even

are near, at, or, in 8th grade, even beyond grade level

into 8th grade. Content area classes, such as science

to help students begin to apply the strategies they

and social studies, gain increased focus in the Middle

are learning to more complex texts. As they get ready

School and are important to extending students’

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“

Reading instruction should not be viewed as a competition between decoding/phonics instruction and making meaning from text. The best literacy instruction provides a “healthy” mix of these skills. comprehension strategy learning beyond literature

students. While word identification is critical, there are

to expository text, as well as developing study skills

many additional factors that can impact the goal of

strategies and background knowledge. (The latter being

reading, which is comprehension. Even comprehension

essential to comprehension.)

occurs on multiple levels, from literal to analytical.

Benchmark School’s approach is designed to meet

These are just a few of the examples of the literacy

the needs of a variety of struggling literacy learners.

instruction that happens at Benchmark, but they serve

The book Reading Instruction That Works: The Case

to highlight the complexity of the reading process

for Balanced Teaching, which features Benchmark

and the importance of supporting all aspects of our

throughout, sums up our approach to reading, stating:

students’ literacy development. While accurate, efficient

...there is systematic teaching of decoding, lots

decoding is a necessary part of the reading process, it

of repeated oral reading, lots of independent

is not sufficient, in and of itself, to develop successful

reading, and lots of emphasis on sight vocabulary.

readers. Literacy researcher Timothy Shanahan makes

The particular mix a student receives depends

an insightful comparison between reading instruction

largely on how he or she responds to instruction.

and nutrition, writing:

That level of customization can happen because

No nutritionist would ask, “Which food group

of the close monitoring that occurs at the school.

do we need to provide children?” They would

In addition, the school never loses track of the

recognize it as a trick question – to be healthy

goal that students should understand what they

kids need all of these food groups, of course

read in text and should use text productively in

– it isn’t a competition between proteins and

higher-order literacy tasks, such as composing

carbohydrates.15

written work. There is much teaching of

Similarly, reading instruction should not be viewed as a

comprehension strategies and writing strategies.

competition between decoding/phonics instruction and

By the end of the middle school years at the

making meaning from text. The best literacy instruction

school, many Benchmark students are very

provides a “healthy” mix of these skills, and varies

strategic and constructively responsive as they

the proportions depending on where a child is in the

read, even if they can’t sound out every word

developmental process of reading.

quickly. They get much from the text and can use what they get. Thus, the Benchmark students

Summarizing Benchmark’s approach to reading instruction

are proof positive that fully fluent reading in the sense of every word being read accurately

Reading is a complex cognitive process and effective

and quickly is not absolutely necessary. Even

literacy instruction must therefore work to address the

if word-level fluency is beyond the capacities

many areas that can make reading difficult for some

of some children, there remains the hope that

15

they can learn to get much out of text and be

Shanahan, 2023

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functionally literate through the teaching of

References Anderson, R.C., Hiebert, E.H., Scott, J.A., & Wilkinson, I. A.G. (1985).

Becoming a nation of readers: The report of the Commission on Reading.

The National Academy of Education, The National Institute of Education, and the Center for the Study of Reading.

Duke, N.K., & Cartwright, K.B. (2021). The science of reading progresses: Communicating advances beyond the simple view of reading. Reading Research Quarterly, 56(S1), S25-S44.

Duke, N.K., & Ward, A.E. (2021). The science of reading comprehension instruction. The Reading Teacher, 74(6), 663-672.

Ehri, L.C. (2020, September). The science of learning to read words: A case for systematic phonics instruction. Reading Research Quarterly, 55(S1), S45-S60.

Faith, L., Bush, C.-A., & Dawson, P. (2022). Executive Function Skills in the Classroom: Overcoming Barriers, Building Strategies. Guilford Publications.

Gabriel, R. (2020). The future of the science of reading. The Reading Teacher, 74(1), 11-18.

Johnston, P., & Scanlon, D. (2020, December 8). An examination of dyslexia research and instruction, with policy implications. Literacy Research Association. https://literacyresearchassociation.org/resources/literacyresearch-association-releases-dyslexia-research-report/ Lapp, D., Alvermann, D., Jimenez, R., Kirkland, D.E., Martinez, H., McVeigh, F., O’Brien, L., Ogle, D., Paciga, K., Roberts, S.K., Spengler, K.C., & Zisselsberger, M.G. (2023). Literacy Glossary. International Literacy Association. Retrieved May 8, 2023, from https://www.literacyworldwide. org/get-resources/literacy-glossary Pressley, T., Allington, R.L., & Pressley, M. (2023). Reading instruction that works: The case for balanced teaching. Guilford Publications.

Solic, K., & Flanigan, K. (2023, September 2). The Science of Reading Movement in PA and Beyond [Presentation given to Benchmark staff].

Worthy, J., & McKool, S. (1996). Students who say they hate to read: The importance of opportunity, choice, and access. In Literacies for the 21st century: Research and practice (45th yearbook of the National Reading Conference ed., pp. 245-256). National Reading Conference.

higher-order literacy competencies, beginning with comprehension strategies.16 Benchmark’s approach has always been rooted in solid educational and psychological research. Dr. Irene Gaskins started Benchmark School because she recognized that every student is different and effectively supporting struggling readers must go beyond just phonics or reading instruction. She was fond of the saying that could be seen in a drawing in her office that read, “Labels are for jelly jars,” so at Benchmark the use of the term “dyslexia” is more of a jumping off point than a destination. We believe we all learn differently.

Benchmark will continue to iterate its approach, based on a wide-range of research, to further Benchmark’s reputation as the leading example of a school where effective literacy instruction happens every day, and every child is supported to become a confident and strategic lifelong learner, thinker, and problem solver.

16

Pressley, et. al, 2023, p. 204

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BUILDING CREATIVE CAPACITY Why Innovation Works So Well for Our Students

By Sam Gerlach At Benchmark, our dynamic school-wide innovation program is the core of engaged learning, designed for the depth and breadth of our student’s experience, and is an integrated part of daily instruction. The Innovation Labs serve as a catalyst for multi-modal classroom learning and as a playground for our students to discover, imagine, explore, and make meaningful connections that further their personal and academic growth.

Fairy Tale Problem Solving

Benchmark’s signature innovative approach

A great example of a teacher-initiated engineering challenge is the Fairy Tale Project that Karen

The core of our innovative approach is grounded by

Berry’s class completed this year.

Benchmark’s specific design thinking language and process. At every grade level, we have embedded

The students had two choices. In the first,

design thinking and problem-based learning, guiding

students could be Little Red Riding Hood and

our students in using our design thinking process. From

their task was to create a basket that could hold

design thinking sprints that take place in both Lower

a lunch that they were going to have with their

and Middle School Innovation Labs, to the 6th and 7th

grandmother. In the alternative, students could

grade culminating capstone projects, the integration

be the fourth little pig and they had to build a

of age-appropriate maker space education builds our students’ creative capacities and agency.

house out of certain materials that were in the

Through teacher-initiated engineering challenges,

winds from the big bad wolf.

Innovation Lab that could withstand the howling

student-initiated inquiry-based projects, and discipline-

Creativity was at the center of this project.

specific approaches, our students further develop “the

Working on the problem brewed excitement

4 C’s” of critical thinking, creative problem-solving, collaboration, and communication.

and generated creative problem-solving and

Why is this approach important for today’s students?

they were trying to create the strongest wall

collaboration among the first graders, whether for the front of their piggy’s house or the best

Students today are digital natives who work best when

basket handle that would be both practical and

they feel a personal connection to the material and

aesthetically pleasing.

the problems they are asked to solve. The combination

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“

Failure is welcomed, discovery is required, and collaboration is a must.

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Feature

of traditional learning, effective use of technology, and a maker space approach designed for creative problem-solving along lines of interest allow for a deep connection to content and concepts. We know that engagement is activated when students are the drivers of their own learning. That student agency builds confident learners and increases the capacity for risktaking in general. When creative problem-solving is at the core of learning, our students’ creative capacities grow and flourish in all areas of school life.

Benchmark’s innovation programming is designed

engages with a variety of thinking routines. Our maker

to help students see and develop novel approaches

space approach involves learning processes that require

to problems by combining creativity with rigor in

renderings (drawn, built, digital) that make thinking

traditional disciplines. Part of the engagement factor in

visible. In this way, students can better understand

Benchmark’s innovation programming is that students

their thinking, what they know, what they are trying to

can draw from their education to look for novel

express, and how to find clarity in their ideas.

solutions to particular problems—integrating learning from all areas of the approach.

Our design thinking approach provides students with opportunities to combine their personal passions

This approach to problem-based learning incorporates

with rigorous learning through a scaffolded creative

the wide range of skills and habits of mind developed

problem-solving practice: empathizing (Wonder &

at every grade level while placing individual student

Connect), defining (Describe & Clarify), ideating (Imagine

interests at the center of the process. Our program is

Possibilities), prototyping and testing (Design & Create),

designed in a particular sequence so that students gain

and reflecting (Share, Reflect & Revise).

more confidence and practice with these innovative approaches each year. Culminating projects in the form

Our approach to design thinking combines empathy-

of grade-level capstones invite students to be the

based inquiry with hands-on engineering and creation,

agents of their own learning.

which strengthens our unique student-centered approach to differentiated learning. Failure is welcomed,

How is it different from traditional learning?

discovery is required, and collaboration is a must. The Innovation Labs and their approach help support a

Our innovative programming and approach allow for

wide range of learners and thinking routines. In the

student choice and passion-driven projects. It also

Innovation Lab, the one size fits all mentality of

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In a research study done during the inaugural year of the 6th grade capstone project on the United Nations Sustainable Development Goals, four congruent themes emerged. Students, while being guided in utilizing the design thinking process, frequently demonstrated primary executive function skills:

• •

•

traditional learning practices is tossed out the window,

•

and each student has the capabilities to further their own learning and academic journey.

•

What are the particular benefits to neurodiverse learners?

•

•

Planning and organizing, mostly surrounding ideation and brainstorming.

Cognitive shift, with an emphasis on problemsolving and considering different perspectives.

Persistence and maintaining effort, making sure to be able to get “unstuck.”

Staying engaged and attentive, highlighting the importance of students driving their own learning.

Being a neurodiverse learner myself, when I was first introduced to maker space education during my middle out. The learning environment of the Innovation Lab

Preparing students for high school and life after Benchmark

feels like a melting pot of science, art, and gym classes,

Innovative programming combined with traditional

where freedom of expression meets the creativity of

learning is not only a way to bring out the best

thought. Kinesthetic learning supports our students’

in each of our students but also allows us to be

complex idea development, memory retention, and

responsive in teaching the skills and habits of mind

motor skills. In this type of learning, the left and

that a fast-moving and complex world will demand.

right brain hemispheres work in tandem, making the

In short, we give them the kind of education that

intended learning and concepts more memorable, easier

makes them future-ready. Our commitment to critical

to retrieve at a later date, and integrated into other

thinking, creative problem solving, collaboration, and

learning. These practices will build creative capacities

communication (the 4 C’s), forges habits of mind that

for children to combine creative thinking with their work

will ensure their success in a global economy that is

in other academic disciplines, simultaneously developing

ever in flux, while simultaneously creating a foundation

and building upon the executive function skills that

for our students to make positive contributions as

Benchmark supports.

community members and global citizens.

school years, I was the first student in and the last one

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Graduates

Congratulations Class of 2023!

We are so proud of you and how far you’ve come.

We know you have a very bright future ahead, and we can’t wait to see what you do next.

Bryan Behrens

Will Biscardi

What is your favorite memory from Benchmark?

What is your favorite memory from Benchmark?

Being on the soccer team with my

The Dorney Park Project.

friends and the bus rides to games.

Benchmark has taught me...

Benchmark has taught me... ...how to persevere.

...how to problem solve on my own.

Mckenna Black

Jayson Blum

Mac Cahill

What is your favorite memory from Benchmark?

Words of the Wiser for Younger Students

What is your favorite memory from Benchmark?

Making new friends.

Focus on the present and what you

Baking a cake in math.

Benchmark has taught me... ...to have confidence in myself.

can accomplish instead of worrying about the future.

Benchmark has taught me...

Benchmark has taught me... ...that Marco Polo and William Howard Taft share a birthday.

...to be confident in myself. It is ok to be unique, you can always be different and have something that you are really good at.

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Graduates

Beckett Charriez

Chris DeStefano

Taylor Dyson

What is your favorite memory from Benchmark?

What is your favorite memory from Benchmark?

What is your favorite memory from Benchmark?

When I went on the Gettysburg trip.

Playing football with my friends at

Getting in trouble for doing my

recess.

homework on a paper towel with a

Words of the Wiser for Younger Students

yellow highlighter.

Do not procrastinate. It’s a slippery

Words of the Wiser for Younger Students

slope that never ends.

You can do anything that you set

Words of the Wiser for Younger Students

your mind to.

Always do your homework.

Aiden Greenberg

Hunter Lankford

Zev Levin

What is your favorite memory from Benchmark?

What is your favorite memory from Benchmark?

What is your favorite memory from Benchmark?

Playing baseball outside in sixth

Balloon fight with an undisclosed

My first House Morning.

grade all the time.

teacher.

Benchmark has taught me...

Words of the Wiser for Younger Students

...to think before I speak.

Keep a goal in mind.

If you keep trying, eventually you will succeed.

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Words of the Wiser for Younger Students

33

Graduates

Jayden McHugh

Avery McMahon

Luke Moleski

What is your favorite memory from Benchmark?

Words of the Wiser for Younger Students

What is your favorite memory from Benchmark?

Meeting new friends.

Don’t worry about dress code, just

Benchmark soccer.

Words of the Wiser for Younger Students

get to school.

Benchmark has taught me...

Benchmark has taught me...

Keep your head up and don’t give

...a lot of new things about myself

up.

that I think I would have never

...how to write a structured essay.

known.

Frankie Polizzi

Julia Prosnitz

Sage Richards

Words of the Wiser for Younger Students

What is your favorite memory from Benchmark?

Words of the Wiser for Younger Students

School gets easy.

Baking a cake in math class.

Make sure to follow your gut and

Benchmark has taught me...

Benchmark has taught me...

...to focus.

...how to successfully write essays.

find friends who really support you.

What have you learned throughout life?

To always follow your heart and be yourself; the right people will come to you when you do so.

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Graduates

Laz Scheibe

Nicole Semerjian

Porter Shaw

What is your favorite memory from Benchmark?

What is your favorite memory from Benchmark?

Words of the Wiser for Younger Students

Making idiom flip grids with Myles

Meeting new people in my Middle

Don’t procrastinate on your

and Will in 7th grade.

School years.

assignments.

Words of the Wiser for Younger Students

Benchmark has taught me...

Benchmark has taught me...

...that there will always be people

...how to manage my work.

Plan your work ahead of time so

there for you, and to always be

you’re not stressed out.

yourself.

Myles Silber

Sam Sylvester

Jack Waldman

What is your favorite memory from Benchmark?

What is your favorite memory from Benchmark?

What is your favorite memory from Benchmark?

Working on the Dorney Park

The 2021-22 soccer season.

My favorite memory from

presentation.

Words of the Wiser for Younger Students

Benchmark has taught me... ...how to problem solve hard situations and get positive results.

Benchmark was playing football in the snow with my friends.

Benchmark has taught me...

If you get a bad grade, don’t worry

...to be resilient and ask for help if

about it. It won’t matter at all later.

you need it.

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35

Graduates

Zoe Wareikis

Paul Youngblood

Words of the Wiser for Younger Students

Words of the Wiser for Younger Students

It’s not about how you screw up, it’s

Manage your time effectively and

about how you fix your screw-up.

be aware of whenever you have

What are you going to miss about Benchmark?

assignments due.

Benchmark has taught me...

I am going to miss the people and

...that I sometimes will need to

the relationships I made with them.

reach out for help and get feedback from teachers as well as family

GRADS! STAY IN TOUCH! 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.

members and friends.

The class of 2023 with Mr. Hancock in the center.

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Alumni Updates

CLASS NOTES ’80

’85

David J. Bloom is the

Andrew (Drew) Samuelsen

Resident Director & Wealth

is a 7th grade language

Management Advisor

arts teacher in the Hanover

for Merrill Lynch Wealth

Public School District. He

Management and he

recently authored the YA

manages the Media office.

thriller Restart, released

David says, “After twenty

through an indie BIPOC

years of serving on nonprofit

publisher called Cosby

boards focused on improving

Media Production. Drew

educational outcomes for

promoted Restart by speaking in

students, I have turned my philanthropic attention to

local schools at the time of the

teaching financial literacy to high school students. I’ve

book’s release, and he has another

always had immense respect for teachers and getting up

book, a conspiracy thriller, coming

in front of the classroom myself has been a wonderful

out this year. Drew says about

experience.”

Benchmark, “I absolutely loved the emphasis on reading as many

’81

books as possible, and going to the

Eric Knight recently wrapped

library was very nearly a magical

up a successful 4-year term

experience to me, especially when the rain pitter-

as Commander (president)

pattered on the glass roof while I searched for books.”

of the Wheelmen antique

’91

bicycle club in 2022. His fourth article in Silent Sports

Larry Besa recently

Magazine on learning to

launched a new venture

ride a High Wheeler was

and is the President of

published in May 2023. Eric

Main Line Home Concierge.

is nearing completion of the

The business, which

renovation of a house in Philadelphia. Thinking back how

kicked off in October

Benchmark influenced his life, Eric says, “In my day, we

2022, manages home

did morning journal writing. That experience helped me

maintenance with a team

develop a love of writing as an avenue for expressing my

of professionals. Larry says, “Benchmark made alasting

thoughts. Time and experience have changed my style and the quality of my writing, but what I do now stands

impression on who I am today. From how I learn, how

on the foundation of my Benchmark education.”

I apply those learnings to my everyday life, all the way

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Benchmark Magazine | Fall 2023

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37

’01 Eric Mack and Lauren Campbell were married this April at the Clock Tower in Palm Beach, FL. The couple asked Kristina Reisinger, Lauren’s sister and Eric’s former teacher, to officiate the ceremony in the presence of their immediate families. The newlyweds plan to celebrate with a larger event this September at their home in Villanova.

to the confidence that I have in myself, Benchmark

impact the academic success of our Black students. I

provided me with so many important skills and values

work with the Transfer Pathways subcommittee where

that have helped to shape my successes.”

our focus is centered around Black transfer students.

This work is near and dear to me because with it we

’93

have the power to unlock possibilities for positive

Melissa Torpie is working as a realtor with Elfant

change at the University and in the communities that

Wissahickon Realtors in Philadelphia focusing

each of the students come from. I’ve seen evidence that

on Northwest Philadelphia, Center City, and the

academic success leads to professional and personal

surrounding neighborhoods. She and her husband have

success.” Levi’s family has grown in the last year, with

been rebuilding a home in West Mt. Airy and are building

he, his wife, and his son Mansa welcoming a baby

a 17-unit apartment building in Northern Liberties. She

daughter Luka in June 2022.

has a 14-year-old son named Connor who is entering 9th grade at Germantown Friends School. Melissa says, “From the very start of summer camp and the first week of 3rd grade until my 8th grade graduation, I knew I belonged in the Benchmark environment and thrived.”

’03 Levi A. Tucker II is working as a Student Success Coordinator at West Chester University, where he engages in advising, degree progress tracking, academic mentoring, retention support, and diversity, equity and inclusion (DEI). Levi says, “At work I am involved with and lead on a few committees. We are in the onset of

’05

an initiative called Moonshot for Equity where we are

Coleman J. (C.J.) Walsh III and his spouse Jordan

looking to identify and eradicate any obstructions within

welcomed a baby, Coleman Joseph Walsh IV on May 21,

all of our policy areas which have shown to negatively

2022.

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Alumni Updates

’06

Nicholas J. Rechtiene works for Ryder as the sales manager of the Cincinnati location. Nicholas has the

Stephen Chase and

distinction of being the youngest sales manager in

Greg Langan tied

company history. In his first year in the role, his location

the knot aboard

was able to generate over $8 million in sales, more

the Moshulu in

than doubling the two previous years. Outside of work,

Philadelphia in

he enjoys weekends on the lake and Alabama (his alma

October 2022.

mater) football. Nicholas says, “When looking back at

Stephen is the

my time at Benchmark what really sticks out to me

current chair

are the people. There were several staff members that

of Benchmark’s

played a large role in my time at Benchmark most

Alumni

notable being Mr. McCorkell and Ms. Wonderland. I owe

Association. Stephen works in investments, helping

a great deal of gratitude to them and everyone else that

manage Drexel University’s endowments. Greg is a

helped me develop and grow.”

professor at The College of New Jersey and a Director at Jefferson Health. They happily reside in Cherry Hill, NJ,

Daniel Kurtz just graduated from University of Rochester

with their beloved dog, Rex, while renovating their midcentury modern home.

and is applying to medical school.

’08

’13 Theodore J. (TJ) Fallon works at TE Connectivity as a

Luca A. Dragani recently bought his first house, adopted

Manufacturing Process Development Engineer in the

a rescue dog, and got promoted. He has been restoring

Aerospace, Defense, and Marine division. TJ began at TE

his historic home and garden, which has led to learning

after graduating from Rochester Institute of Technology,

new skills he enjoys, such as plastering. Luca works as a Senior Data Solution Analyst at Comcast Global Audit.

and he is on a rotational track, shifting locations every

’12

control systems in the various plants.

six months. He is focused primarily on integrating

Mary Kate Grubbs is

Joseph Gallo works

attending the University

in transmission

of Pennsylvania School of

specialties,

Veterinary Medicine, and

specifically focusing

has conducted equine

on warehouse

cardiovascular research at

worker shipping

the New Bolton Center in

and receiving. He

Kennett Square. Reflecting

worked for a time

on her time at Benchmark,

at Ferrari PHL then

Mary Kate says, “My

left to go back to the

education is something

warehouse business.

I take great pride in, and looking back it all starts at

Joseph has particularly fond memories of Benchmark

Benchmark. Benchmark equipped me with the tools to

Camp.

be successful in my academic career and beyond.”

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39

Alumni Updates

’17

Alexa Green is a Social Media Producer for Good

Emma Six works at

Morning Football and works

RejuvePod in Glen Mills

for NFL Films. After she

as a receptionist and has

graduated from Xavier

recently begun offering her

University of Louisiana, she

own services, providing

moved abroad to England

lash extensions, lash lift

and traveled through

and tints, brow tinting,

Europe and freelanced as a content creator. She says,

and waxing. Emma

“I had the opportunity to collaborate with a lot of cool

received her esthetician

brands while also making videos about my travels and

license from Venus Beauty

even be featured in some local publications in different

Academy. Emma says, “I am engaged in all things

countries.” About Benchmark, Alexa says, “The tools that

beauty. I also like doing all things art in my free time.

I received not only helped me become a better student,

My favorite form of art is abstract art. I love showing

but also helped me become a better advocate for

my emotions through my paintings.” Emma reflects,

myself when it comes to my disabilities.”

“Before I started at Benchmark I felt lost and as though no one understood me as a person. The teachers at

Dan Santoleri is

Benchmark truly took the time to understand me and

working as a Project

my learning differences. I feel as though I found myself

Engineer II at the

at Benchmark.”

engineering firm

’19

Bastian Solutions.

He has been living

Colin Mount graduated from

in Philadelphia for

Ridley High School and

the past five years

Delaware County Technical

and in Center City for the last two years. Dan says, “I

High School (DCTS), Aston

think if I could push one thing for Benchmark students,

campus in 2023. He won

it would be not to allow others to put restrictions on

the 2023 Bureau of Career

their success. If you have a goal, career, or invention,

and Technical Education

put your mind to it and actually push your boundaries

Theme Poster Contest

and you’ll be able to accomplish anything.” When

for the PA Department

Dan was on campus in April to take part in a video in

of Education. His poster

support of our capital campaign, he took a moment to

design was chosen from 82

visit with Kristina Reisigner and Eleanor Gensemer.

submissions and will be used for marketing Career and Technical Education materials in all of the technical

’14

high schools in Pennsylvania. Colin attended an award

Michael Robert Jones graduated from Penn State

ceremony in State College where he received an award

University’s Smeal College of Business in May 2022.

from Tanya Garcia, Deputy Secretary of Education for

Michael works as a Public Sector Consultant for

the Pennsylvania Department of Education. Because

Guidehouse Living in Arlington, VA.

of winning this award, Colin was chosen to represent

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40

Alumni Updates

DCTS at monthly school board meetings at the DCIU.

the students of Stratford

Additionally, Colin was a finalist in Cabrini University’s

Friends School (where his

2022 Art + Effect High School Poster contest. Colin is

brother attends) for their

now studying graphic design at Temple University’s Tyler

outdoor play equipment.

School of Art.

Otto was accepted into a pre-college course at

Ashley Schnyder recently

Harvard University during

graduated from Sanford

the summer of 2023, where

School in Delaware, where

he studied the Weimar

she initiated a Mini-THON in

Republic. Otto presently

support of Four Diamonds

attends Haverford High

pediatric cancer research.

School and plans to study

She led Mini-THONs for

history in college. He comments, “Dr. Mac inspired my

two years, and they raised

love of history! I have taken 3 AP History courses so far.

more than $10,000. Ashley

I understood how to take notes for ME so that I could

says, “Mini-THON was such

study and show what I know. I also created my own

a rewarding and memorable

Independent Study course this past fall comparing today

experience at Benchmark. It

with the Medieval Ages through the lens of disease,

truly left me inspired to bring Mini-THON to my school.

economics, war, and architecture/art. I had no problem

It was amazing working together as a team all year to

advocating for doing something different that interested

fundraise for such a worthy cause.”

me instead of what was just being offered and coming up with a plan on designing my course and how my

In addition to this outstanding project, she was named

“mentor” teacher could assess my progress. I don’t see

HOBY Ambassador and was awarded The President’s

a lot of other people being able to tackle that or having

Volunteer Service Award, Gold level, for completing 281

close relationships with teachers.”

community service hours; played singles on the varsity tennis team all four years; participated in the school’s

’23

musical and plays; and was part of Honor Council and

Abbey M. Breslin is attending high school at Delaware

served as Class Secretary. Ashley was also a Poetry

Valley Friends School. She plays three sports and is also

Out Loud state finalist, won a Silver Key Award in the

the co-clerk of the service club. After high school, she

Ray Bradbury Science Fiction & Fantasy category for

plans on going to college to help her reach her goal of

Scholastic Writing & Art and was a member of the World

becoming an interior designer. Abbey says, “I feel very

Language Spanish Honor Society. Ashley is attending

strongly that Benchmark left a really big impact on my

Elon College this fall and is planning a double major in

life. It helped me learn to work through the struggles I

Journalism and Strategic Communications.

was having in school. Being able to go there really made me a better person and made me realize that it is not a

’20

bad thing that I don’t learn the same way other people

Otto Heckendorn earned the rank of Eagle Scout in May

do and it taught me how to help myself with my ADD.

2023, after 11 years of hard work and fun in Cub and Boy

Now in high school, I am able to use some of the ways I

Scouts. His Eagle project was building a new shed for

was taught to help me in my studies.”

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Benchmark Magazine | Fall 2023

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REPORT OF GIFTS 2022-2023 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, and endowed funds to Benchmark School total $1000 or more. It is with great appreciation and gratitude that we recognize these donors.

Founders $50K+ The Graham Family Charlie Ryan,* P’17 James Viner,* P’21 Scholars $25K-$49,999 Ashly & Dan* Berger ’93, P’27 Ilene & Steve Berger, P’93, P’96 Comcast Patti Karolyi & Michael Semerjian, P’20, P’23 Cindy Berger Nissen ’96, P’27 Anna & Nick Romeo ’04 The Tally Foundation Loralee West, P’85 WSFS Bank Anonymous Visionaries $10K+ Benchmark Parents Association Tara & Anthony Bucci, P’29, P’30 Wendi* & Charlie Chase, P’06 The Coltman Family Foundation Elaine & Len* DeStefano, P’23 Kathy & Bob Elias Philanthropic Fund Missy & Ed Hanway, P’18, P’19, P’22, P’24 Caren Lambert, P’17 Nancy & Robert Mitchell, P’21 Stephanie & Charles Moleski, P’23 Mondrian Investment Partners Keith Morgan Kristen & Keith Peter, P’25, P’27 Sheri & Ken Resnik, P’09 Meghan & Kevin Shea, P’26 The Slye Family Terryglass Foundation Lesli Esposito & Pete Verdi, P’24

Innovators $5000+ The Becket Family Foundation Nikki & John Bendl, P’22 Michele & Charles* Bramley Amanda* & Doug Bruno, P’26 Megan & Patrick Cahill, P’23 Anne Marie & Darryl Cilli, P’24 Marcia & W. Gregory* Coleman Laina & Robert Driscoll, P’24 Patricia Ralph Fowler & Gordon B. Fowler Jr., P’11 Martha Hill, P’80 Jami W. McKeon & John F. Hollway, P’98 Emily & Brian Newmark, P’15 Suzanne Perot The Joey Pozzuolo Memorial Scholarship Candice & Benjamin* Rogers ’95, P’24 Dawn & Rich Salerno, P’26 Cheryl & Thomas S. Weir, P’01 Anonymous (2) Trailblazers $2500+ Susan Deakins, P’11 Carole M. Filtz, P’92 Beth & Peter Goodhart, P’10 Chris Hancock Lauren & James Maloney ’04 Ann & Howard Marcus Salesforce.com, Inc. Mentors $1000+ Sasha Ballen & Dee Spagnuolo, P’24, P’28 Valerie & Sean Bard ’82 Carolyn & John Bartholdson, P’24 Citizens Charitable Foundation Barbara & B. Gerard Bricks, P’88

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Anne Cahill Marie & John Connolly, P’11 Betty & Vic Esposito Eileen & Andrew Flaherty, P’24 Ann & Maurice Glavin, P’12 Anne & Matt Hamilton, P’94, P’98, P’01, P’07 Louisa Hanshew Ann Jones Henry L. Kimelman Family Foundation Sarah & Shane Kinsella, P’26 Robert Kutscher, P’90 Sally & Rob Laird Emily & Rob Lambert, P’27 Sue & Mark Lankford Connie Lotz, P’01 The McAllister Family Ashley & John McEvoy, P’15, P’24 Susan & Brian McGowan Jr., P’24, P’25 The Migliore Family Mary Katherine ’08 & Nicholas Montgomery Julia & Thomas Patterson, P’83, P’89 Amy & Jim Petersen, P’07 Charles Rayfield, P’25 Jess & Andrew* Rogers ’93 The Rorer Foundation Frances & Jonathan Rorer, P’27 Kai & Pete Seelaus, P’15, P’18, P’19 Anne & Jeff Walkenhorst, P’27 Cynthia Haveson Veloric, Ph.D & Michael Veloric, P’09 Anonymous

Benchmark Magazine | Fall 2023

*Trustee

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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 pledged or made gifts towards capital projects during the 202223 school year.

Monika & Joerg Ahlgrimm Lauren Ainsworth Carol & Douglas Allan America’s Charities Susan Arabia Elizabeth Atterbury Mary & Richard Auchincloss

Didem Goz Ayturk & Ugur Ayturk Aqua America, Inc. Erin & Shaun Bacon Sasha Ballen & Dee Spagnuolo Valerie & Sean Bard ’82 Carolyn & John Bartholdson Mary Lee & Harris Bass The Becket Family Foundation Kristin & Bill Becket Betsy & Charles Bemis Benchmark Parents Association Nikki & John Bendl Benevity Dorrance (Hamilton) Benson ’94 Ashly & Dan* Berger ’93 Liz & Jeff Berger Karen Berry Janell & Larry Besa ’91 Stacy & Gaeton Biscardi Kate & David Black Blackbaud Giving Fund/YourCause Anne Blackburn Alfred Blatter Leslie Rogers Blum Michelle* & Kathy Bogosian Bonvicini Family Stephanie, Kirk & Chase ’14 Brandow Barbara & B. Gerard Bricks Josh Bricks ’88 Sally & Peter Brodie Amanda* & Doug Bruno Amber B. West Buller & Pierce Buller Anne Cahill Megan & Patrick Cahill Alyce Callison Rachel Cameron Kevin Canney Susan & James Carr Sandra Casimir & Alexa CasimirGreen Stefanie Causey Stephen T. Chase ’06 Robert R. Chew Jr. (Ridge) ’00 Anne Marie & Darryl Cilli Coca-Cola Give/Skybridge Americas, Inc. Marcia & W. Gregory* Coleman Comcast Corporation Shannon & Terry Connelly Marie & John Connolly Samantha Conway ’84 Corning Incorporated Faith Cost

Benchmark Magazine | Fall 2023

*Trustee

Ashly & Dan* Berger ’93 Ilene & Steve Berger Liz & Nicholas Blum Maggie & Matthew Brodnik Amanda* & Doug Bruno Wendi* & Charlie Chase Elaine & Len* DeStefano Tina Isen Fox & Richard Fox Beth & Peter Goodhart The Graham Family Sarah Willie-LeBreton* & Jonathan LeBreton Jami W. McKeon & John F. Hollway Cindy Berger Nissen ’96 Micah Nissen ’27 Shira & Brad Paul Amy & Jim Petersen Candice & Benjamin* Rogers ’95 Dawn & Rich Salerno James Viner* Anonymous (2)

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 359 trustees, parents, alumni, parents of alumni, grandparents, faculty, and friends who helped us raise over $335,000 for the Benchmark Fund.

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Maria & Kevin Courter Lauren Cristella & Doug Campbell Jesse Crowding Rosanne Crowe Christopher B. Crowley ’94 Sarah & Brian Cuzzolina Linda & Kevin Czachor Joan M. Davidson Eleanor Davis Stephanie & Erick Davis Nikki DeAngelis Debbie DeBenedictis Jane & Ernest Dellheim Rachel Dellheim ’93 Elaine & Len* DeStefano Kathy Dinella Jessie & John Dinome Mara Dixon Kay Draper Betsy & Michael Dubin Jeong & Bill Duffy Merril & John Dutton Susan & Michael Effgen Carliss Egan McDevitt ’08 Sara Barton & Hentzi Elek Kathy & Bob Elias Glenn Ereso & Hang Nguyen Anne Esposito Betty & Vic Esposito Lesli Esposito & Pete Verdi Anna Everetts Aimee & Vince Fabiani Carole M. Filtz Kathy & Dan Fitzgerald Eileen & Andrew Flaherty Karen & Ted Fluck Corrinne Fogg & Patricio Ramirez Kelly & Kevin Ford Patricia Ralph Fowler & Gordon B. Fowler Jr. Joan Fox Stefanie Frayne Alexandra & Thomas Frazier Paula & Bruce Fuhrmann Francesca & Noah Gans-Pfister Jennifer & Robb Gaskins Wendy & William Gaunt Eleanor Gensemer Alexandra Georgiou Jenna & Jeff Glahn Ann & Maurice Glavin Joann & Scott Goldstein Beth & Peter Goodhart

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Andrea & Richard Gottlieb Douglas Gould ’81 Kim & Rich Graham Linda & Michael Graham Nettie & Sterling Green Megan & David Grubbs Mary Kate Grubbs ’12 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 Andrea & Robert Harvey Lauren Hastings Mary Ann & Joseph Hausmann Karen & Tom Helm Henry L. Kimelman Family Foundation Jeff & Helene Herman Martha N. Hill Julie & Alan Hochman Barbara & Dennis Hoffman Joseph & Karen Hofmann Elizabeth & Charles Hottenstein Morton Howard Marcea & Tom Hummel Tom Hurster Chelsea Iobst ’01 Karen & Joe Iobst Sallie & Tom Jackal Robert Jaffe ’85 The Joey Pozzuolo Memorial Scholarship Ann Jones Sharon & Michael Jones Andrew Jordan ’81 Turaya Bryant Kamau & Nicholas Kamau Hedy Karbiner Terrance Kassis Susan Keith Ruth Kelemen Mary & Ed Kelly Raine Kelsall ’22 Dawn & Nicholas* Kemp Marie & Jeffrey Kenkelen Gay & Don Kimelman Sarah & Shane Kinsella Lindsey & Noah Kissell Leslie Komarnicki MaryBeth & Robert Kowalski Barbara & Al Kurtz Kari & Ken Kurtz Robert Kutscher

Sally & Rob Laird Virginia & David Laird Emily & Rob Lambert William Lampe Jack Lamperez Sue & Mark Lankford Lankford Acquisition Company, LP Julie Lasorsa Jamie Lauth Adam S. Lemisch Rebecca ’96 & Mike Lerario Joanne Levy Sandy & Robert Lichtenstein Deborah & Mark Livingston Shannon & Tom Locher Suzanne Long & Glenn Krotick Connie Lotz Frances & Robert Lytle Eric MacDonald The Mader Family Sandy Madison Gail & Len Magargee Jennifer & Terrance Malone Tricia & Richard Maloney Ann & Howard Marcus Rosario Marino & Jim Regan Leigh Martin & Daniel Cassidy Julie & Tim Mattaliano Louis & Carol Mayer Elsie & Sandy McAdoo Colin Campbell McAdoo The McAllister Family Sarah & Don McCarren McClenahan Painting Co Inc. Cynthia & Robert McClung ’81 Ashley & John McEvoy Crys & George McFarland Janet Audrain-McGovern & Paul McGovern Susan & Brian McGowan Jr. Brazen McMullin ’12 Patricia & H. Brooke McMullin Jr. Joseph McPeak The Migliore Family Marjorie Mitchell Nancy & Robert Mitchell Christal Mockenhaupt & Anthony Edmonds Mary Katherine ’08 & Nicholas Montgomery Montgomery McCraken Walker & Rhoads LLP Barbara & Bruce Morgan Mandy & Eric Muller Joyce & Mike Murphy Margaret C. Naugle Michelle & Bill Nieczpiel Cindy Berger Nissen ’96

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Marcia & Neal Niznan Northwestern Mutual Foundation Susan Null Amy & Thomas O’Donnell Jenna & Kevin O’Nell Colleen O’Hara Amy & Anthony Orapallo Mary Lew & Bob Orsatti Joyce Ostertag Jacquetta & Aaron Owens Liz & Ken Parsons Julia & Thomas Patterson Shira & Brad Paul Janine & Michael Pawlowsky William Pawlowsky ’96 Suzanne B. Perot Kristen & Keith Peter Kathy & Michael Peters Amy & Jim Petersen Anita & Joseph Pew Scott Pfautz Pam Phillippe Leslie Pincus Robin Pointer & Rob Whalley Nancy Powell Sharyn & Joe Pozzuolo Becky & Doug Pyle Ginger & Chris Quinn Susan & Tom Quinn Melinda & Dan Rahm Susan & Jeff Ramage Charles Rayfield Wayne Reichart Justin Richards Kim Riley Rebecca & Richard Ritacco Candice & Benjamin* Rogers ’95 Jess & Andrew* Rogers ’93 Barbara & Jim Rogers The Rorer Foundation Betsy & Gerald Rorer Frances & Jonathan Rorer Rebecca Rosenstock Craig Rushmore ’06 Virginia Russell Amanda & Kevin Ryan Dawn & Rich Salerno Salesforce.com, Inc. Julie & Michael Samuels Melissa Savage Nicole Scali Cory & Rick Scheibe Marissa Schnelle & Mark Fiss Liz & Pete Schofield Tobey & Sandy Schreiber Marie Schueren Michel & Dean Schwartz Jenn & Phill Scirrotto Benchmark Magazine | Fall 2023

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Theresa Scott Kai & Pete Seelaus Phyllis & Shel Seligsohn The Semerjian Family Joan Semerjian Kathryn & Andrew Semon Virginia Sharpless Meghan & Kevin Shea Kate & David Shields Donna Shooster Sheila & Edward Singer The Slye Family Regina & Charles Smith Jeanne Smith Marianne Smith Rachel & Andy Sofish Jessica Spencer Zeffie Spirokostas Kelly & Drew Steele Leslie Stein Dr. Craig W. Stevens Ann & James Stinchon David Sullivan ’00 Whitney & Brit Suttell Jeralyn Svanda Irene Sylvester Kim & Mark Sylvester The Tally Foundation Neely Tang & Dominic Mambu Alex Templeton The Terryglass Foundation Michele* & Mike Todd Jenelle Tomov Scott Trayah Erica & William Tucker Nuriye Uygur Laurie Veacock The Veloric Foundation Cynthia Haveson Veloric, Ph.D & Michael Veloric Starr Vernon Athena Volikas & William Rought Anne & Jeff Walkenhorst C.J. Walsh III ’05 Heather Warley Teri Watkins Danielle & Eric Weems Loralee West Sarah & Paul Westscott Katherine Wex Robin Pointer & Rob Whalley F. John White Christina & Robert Whitehouse Megan Wonderland Camille Woodruff ’22 Mikaela Yatsinko Kristin & Stephen Yerger Daniel Zabar ’22

Albert Zug Anonymous (4)

Benchmark Magazine | Fall 2023

*Trustee

Republic Bank

EITC The Benchmark community greatly appreciates the donors listed below who gave or pledged more than $250,000 through Pennsylvania’s EITC program.

The Educational Improvement Tax Credit (EITC) program allows individuals and businesses who pay Pennsylvania state taxes to obtain a significant state tax credit. These contributions must be made to schools that provide tuition assistance to students from low-income households.

Benchmark School awarded nearly $1.5 million in tuition assistance dollars, so we are deeply grateful to the following donors who have participated in this program.

Business Leadership Organized for Catholic Schools (BLOCS) Made possible by Nikki & John Bendl, Ashly & Dan* Berger, Ilene & Steve Berger, Michele & Charlie* Bramley, Tara & Anthony Bucci, Wendi* & Charlie Chase, Elaine & Len* DeStefano, Laina & Rob Driscoll, Dawn & Nicholas* Kemp, Stephanie & Charlie Moleski, Keith Morgan, Cindy Berger Nissen, Candice & Benjamin* Rogers, Lesli Esposito & Pete Verdi, James Viner* Central Pennsylvania Scholarship Fund Made possible by Lauren & James Maloney Friends of Education LLC Made possible by Sarah & Shane Kinsella and Meghan & Kevin Shea The Graham Family Montgomery Avenue LLC Made possible by Nancy & Robert Mitchell Pennsylvania Education Partnership LLC Made possible by James Viner*

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SofterWare, Inc. WSFS Bank

OSTC The Opportunity Scholarship Tax Credit (OSTC) program is very similar to the EITC program, the difference being students who receive Financial Aid through OSTC funds must also reside in an underperforming school district.

We are also grateful to these donors who have contributed to the OSTC program.

Business Leadership Organized for Catholic Schools (BLOCS) Made possible by Candice & Benjamin* Rogers and Sheri & Ken Resnik Comcast The Glenmede Corporation The Graham Family Pennsylvania Indemnity Insurance Company Ryan Advisory Services Made possible by Charlie Ryan* UHS of Pennsylvania 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 The Coltman Family Foundation

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The Dr. Robert Gaskins Fund for Mindfulness, Peace, and Social Justice Jennifer & Robb Gaskins Innovation Lab Building Fund Patti Karolyi & Michael Semerjian Mondrian Investment Partners, Inc. The Joey Pozzuolo Memorial Scholarship Sharyn & Joe Pozzuolo The Peter B. Deakins Memorial Fund Susan Deakins The Promising Scholars Fund Jennifer & Robb Gaskins Caren Lambert Nicholas Romeo ’04 The Sawyer Henry Weir Creative Learning Initiative 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 Ellen Chan Jennifer & Robb Gaskins Richard C. Gaskins, Sr. Jennifer & Robb Gaskins Tracy Elizabeth Hottenstein Elizabeth & Charles Hottenstein Arthur Kaiser Connie Lotz Nathan Pincus Leslie Pincus James E. Russell Virginia Russell

a gift to Benchmark School in their honor.

Benchmark’s Dedicated Faculty and Staff Anne Esposito Stefanie Frayne

All of Henry Goodhart’s Fabulous Teachers Beth & Pete Goodhart Gracie Gottlieb ’09 Rich & Andrea Gottlieb

Andrew ’21 & Jayson ’23 Blum Leslie Rogers Blum

Louisa Hanshew and Our Giving Tuesday Memories Kim & Rich Graham

Liza Kurtz Bragin ’93 Barbara & Al Kurtz

Carly Hottenstein ’16 Elizabeth & Charles Hottenstein

Edward Chan Jennifer & Robb Gaskins

Chelsea Iobst ’01 M.Ed. Karen & Joe Iobst

Jennifer Chan Susan Arabia

Joseph & Karen Iobst Chelsea Iobst ’01

Kelly Colton Glenn Ereso & Hang Nguyen

Leslie Komarnicki Stephanie & Kirk Brandow

Rosanne Crowe Betsy Cunicelli*

Sally Laird Susan Arabia Betsy Cunicelli* Jennifer & Robb Gaskins

Child and Family Support Services Adam S. Lemisch Rachel Dellheim ’93 Jane & Ernest Dellheim Sari Dubin ’22 Ken & Kari Kurtz Lucas Elek ’09 Sara Barton & Hentzi Elek Caroline Fenkel ’03 Eleanor Davis Dr. Irene Gaskins Susan Arabia Joan M. Davidson Jennifer & Robb Gaskins Dr. Robb Gaskins Susan Arabia Dr. Eleanor Gensemer Betsy Cunicelli* Elaine & Len* DeStefano Charles Smith Nuriye Uygur

Gifts in Honor The following generous donors have chosen to celebrate the individuals listed in bold type with

Seamus Glavin ’12 Ann & Maurice Glavin

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Dr. Adam Lemisch Erica & William Tucker Simon Livingston ’25 Sheila & Ed Singer Julie Mattaliano Glenn Ereso & Hang Nguyen Dr. Eric MacDonald Betsy Cunicelli* Sandy Madison Melinda & Dan Rahm My Hardworking Colleagues Joyce Ostertag Susan North Jennifer & Robb Gaskins Erica & William Tucker Melinda Rahm Betsy Cunicelli* Anna Everetts Mary Ann & Joseph Hausmann Wayne Reichart The McAllister Family

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Kristina Reisinger Mary Ann & Joseph Hausmann

Jewel Trayah ’26 Jeanne Smith

Barbara B. Rogers Kim & Rich Graham Barbara & Bruce Morgan

Annie Verdi ’24 Anne Esposito

Suzanne B. Perot Barbara & James Rogers Nicole Scali Patti Karolyi & Michael Semerjian

Megan Wonderland Stephen T. Chase ’06 Susan & Jeff Ramage

Benjamin Seligsohn ’09 Phyllis & Shel Seligsohn

2022-2023 Benchmark Parents Association Committee Chairs President Kristin Yerger, P’21, P’24

Kelly Sullivan ’05 Jessie & John Dinome

Vice President Missy Hanway, P’18, P’19, P’22, P’24

Sam Sylvester ’23 Irene Sylvester

Treasurer Joanna Solomon, P’25

Peter Tarnoff Julie & Michael Samuels

Secretary Sarah Kinsella, P’26

Years listed following the names of our alumni indicate the final year a student attended Benchmark or graduated. Years listed following the names of our parents indicate the final year their student attended Benchmark, graduated, or is expected to graduate.

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Every effort was made to ensure the accuracy of this list. If there are additions, corrections, or omissions, please accept our apologies and contact Director of Development Louisa Hanshew at 610-5653741, ext. 150 or louisahanshew@ benchmarkschool.org.

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