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

Board of Trustees

Benjamin B. Rogers ’95, P’24, Chair

Dan Berger ’93, P’27, Vice Chair

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

Nicholas Kemp, Jr., P’10

Anne Rice-Burgess, P’18

Andrew B. Rogers ’93

Amanda Atterbury Ryan, P’25

Charles E. Ryan, P’17

Michele Todd

James Viner, P’21

Irene W. Gaskins, Ed.D., Founder & Trustee Emerita

Howard R. Marcus, Ph.D., Trustee Emeritus

Louisa Hanshew, Ex-Officio Chris Hancock, Head of School

Credits

Alyce Callison, Director of Marketing & Communications, Editor

Megan Craven, CR8IV LLC, Design

Contributors

Alyce Callison

Stefanie Frayne

Sam Gerlach

Chris Hancock

Eric MacDonald

Theresa Scott

Heather Warley

On the Cover

George Brion ’30 takes a big step forward in Little Gym, with the support of Trey Milby ’12, our Director of Physical Education. Little Gym, specialized for our youngest students, teaches fundamentals 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.

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

is already impressively high) and attract the finest educators in the country.

The desire in our community to see this school thrive is apparent and collectively we seem to will into existence the educational experience our students deserve. Truly, it is this desire and more that shaped a wonderful year.

What stands out most to me, however, is a mindset at Benchmark that I find palpable at times. It permeates the walls and hallways, leaving a sense of excitement about growth and opportunity—for our students and for the future of our school. A return to Angela Duckworth’s seminal work on mindset confirms its importance for us. Our growth is inextricably linked to our belief that such growth is continual and ever-evolving. The more we believe it, the more successful we are bound to be. If this doesn’t sum up the last 50+ years I do not know what does. This very well might be Benchmark’s origin story.

Our evolution as an institution continued in remarkable ways this year beginning with our generous donors who have been helping us turn our dream of a truly spectacular play space that will welcome every student into a tangible reality. We broke ground the day after summer camp ended and please look out for word of our playground unveiling later this fall.

Additionally, our Board of Trustees, administration, and teachers have spent the last several years helping us create a new compensation and benefits plan that will dramatically improve these critical areas for all faculty and staff which, in turn, will promote retention (which

We were also able to take advantage of the sudden sale of a property by our neighbors (picture a donut hole in the middle of our campus). We have purchased 3.3 acres and the private home on which it resides to finally unify all parts of our campus. This was the original estate from which Benchmark purchased adjacent land in the 1970s to build our first building. It will provide exciting new opportunities for community gathering as well as improvements to campus navigability.

Also, we have advanced institutional research on learning outcomes over time at Benchmark. We have begun new outside partnerships to increase enrollment and student diversity that have already shown results. We have raised a record amount of money in a single year due to so many people’s generosity. Finally, we have launched our school’s new visual brand, which you see reflected in this magazine, on our website, and on and within our school itself. We’re proud of this brand, which we believe is a beautiful and authentic expression of the care and support our Benchmark community provides, and well as the transformative growth our students experience.

Like I said earlier, this year has been a remarkable success for our current students and for the future of Benchmark. Let’s continue to maintain that special mindset. Let’s maintain the environment in which our students thrive. Together, let’s keep doing great things.

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

Dr. Amber West Buller is a clinical psychologist. She has worked extensively with children, young adults, parents and caregivers as a licensed psychologist in Pennsylvania and Delaware. Dr. Buller has experience in individual therapy, family therapy, educational support and coaching. With a background in pediatric neuropsychology, her work today focuses on assisting individuals, families, and schools.

After graduating from Benchmark School in 1984, Dr. Buller attended The Episcopal Academy, the University of Arizona where she earned a Bachelor of Arts in Psychology, and Palo Alto University where she earned a Ph.D. in clinical psychology.

Amber has always been an active member in her community. and is the current Judge of Elections for Newlin Township. She has also served on the board at Greene Towne School, the board for Public Citizens for Children and Youth, chaired the PA Psychological Association Legislative & Government Affairs committee, and served on the Philadelphia Mayor’s Blue Ribbon

Commission of Children’s Behavioral Health.

Amber says, “Benchmark put me on the trajectory to get where I am today. As long as I am able to, I will give back to this place. I would love to see Benchmark be around forever to continue its great work of resetting trajectories of kids. All too often not knowing how one learns best interferes with how one sees themself and can undermine what the individual can achieve. I see Benchmark as the starting place for kids and their families to start to see new and bigger possibilities for themselves. I was thrilled to be asked to join the Board as it is another way I hope I can be helpful and supportive of Benchmark.”

TURAYA BRYANT KAMAU, P’24

Turaya Bryant Kamau is a Broadcast Producer for CBS Saturday Morning. Turaya has 20 years of television news experience, working at stations across the country.

Passionate about education, Turaya is an adjunct journalism professor at Temple University. She is a member of the National Association of Black Journalists and Alpha

Kappa Alpha Sorority, Inc. Turaya also serves on the Congenital Hyperinsulinism International board of directors.

Turaya has a BA in Broadcast Journalism from Howard University, and a Master’s of Journalism from the University of California, Berkeley.

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

Turaya says, “Benchmark has been key to helping my son thrive as a student and in building his selfconfidence.”

AMANDA ATTERBURY RYAN, P’25

Amanda Atterbury Ryan grew up in California, where she developed a passion for horses and soccer before moving to the Philadelphia area to be closer to extended family.

Amanda attended Westtown School and Franklin and Marshall College, where she earned a BA in Business Administration/ Accounting and played on the women’s soccer team. After college,

Amanda worked for Deloitte as an auditor but then left to pursue her dream of becoming a veterinarian. Amanda attended the University of Pennsylvania’s School of Veterinary Medicine, earning her VMD, and worked at Southwest Equine Medical & Surgical Center in Scottsdale, Arizona, where she focused on surgery, internal medicine, and ambulatory medicine of (mostly) equine patients.

Amanda returned to the Philadelphia area in 2010 to raise her family. She and her husband, Kevin, live in Willistown with their three children. Amanda’s oldest son, Sam, attends Benchmark School. She has enjoyed being involved with the Benchmark Parents Association and her past role as Class Parent over several years.

In her free time, Amanda enjoys playing multiple sports, spending time with horses, playing the piano, reading, and sailing.

Amanda says, “I am honored to join Benchmark’s Board of Trustees. Benchmark School has had such a positive impact on so many past and current students, and the future of the school looks bright. This is an exciting time to be joining the Board and I am happy to help the school in any way that I can.”

Read all about our Trustees on our website, benchmarkschool.org.

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.

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.

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.

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

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 Create Meaningful Change Using the Design Thinking Process.”

L to R: Superhero teachers Heather Warley, Laura Sahlin, Melissa Savage, and Lisa Grieco at PAMLE.

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 students and the Benchmark community where I first fell in love 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.

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

Director, cast, and crew!

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.

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.”

SHARING EF SKILLS EXPERTISE Benchmark Hosts Lansdowne Friends School Teachers

When you want to learn more about teaching executive function skills, you come to Benchmark School.

In February, a team of teachers from Lansdowne Friends School (LFS) visited Benchmark to observe and gain firsthand insights into improving their own classroom practice. Lauren Frantz, a former Benchmark Lower School teacher and now reading support teacher at Lansdowne Friends School, initiated the visit.

In addition to welcoming Lauren back to her former school, we were pleased to meet Spanish teacher Julia Slater, 1st/2nd grade teacher Kate Grant-Day, 5th/6th grade teacher Rich Hendricks, and 3rd/4th grade teacher Chris Paynter.

The teacher team from LFS observed two Lower School classes and spent an afternoon in discussion with our supervisors, counselors, and teachers on the topics of executive function skills instruction and classroom practice. They talked about how to use goal-setting to involve children deeply in making improvements in attention, organization, reflection, and mindfulness, as well as how to make goals more sophisticated over time. The LFS team was particularly struck by our characteristics of student success, a list of executive function skills which posit that successful students are flexible, attentive, persistent, reflective, organized, and active.

The visit was a fruitful one, as the Lansdowne Friends team walked away with new ideas and tweaks to bring to their own classroom practice. Rich Hendricks said, “I took away a lot. Most notably the focus on target characteristics that are a focal point for students’ social-emotional learning and academic instruction. I plan on using this same practice with my class. The individual goal focus is something I plan on implementing as well. I’m eager to think more about all we experienced and how to incorporate other practices into my class.”

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

success. A few particular ideas were not entirely new to me, but thinking of them with fresh eyes was useful. I expect to incorporate the following into my current classroom as a result of yesterday’s visit: student goals (for select students), highlighting explicit strategies for school success (as you do with your characteristics), more opportunities to turn and talk to a neighbor, and more opportunities for mindfulness.”

We extend thanks to the thoughtful and dedicated LFS teachers for spending time with us and engaging in mutually valuable reflections on teaching practice.

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 of Reading? Is Benchmark’s approach to reading instruction aligned with the Science of Reading? We hear these questions often from parents, and you may have questions as well.

What is the Science of Reading?

You may notice that the term Science of Reading (SOR) is capitalized; it is the name of a specific way of approaching literacy. The Science of Reading movement has been developing for over a decade and was popularized by American Public Media journalist Emily Hanford’s podcast “Sold a Story” in the fall of 2022. Locally, the Science of Reading movement gained national attention when parents in the Tredyffrin/ Easttown School District formed the group “Everyone Reads T/E” to promote more phonics instruction in the district’s literacy curriculum. The International Dyslexia Association coined the term “structured literacy” that includes a heavy emphasis on phonics and related word learning, often emphasizing this over comprehension in early grades and with struggling readers. “Structured literacy” is the umbrella term being used for programs that IDA and others feel meet their qualifications for following the Science of Reading. Groups such as the Reading League have pushed to get states such as Pennsylvania to pass laws requiring structured literacy as part of public school literacy curriculum and teacher training programs.

The SOR movement grounds itself in the developing neuroscience research that is revealing more about how the brain works when reading. While this research is interesting in showing us brain functioning, we cannot

draw a direct line from this research to effective classroom practice that will impact student’s reading.1 Fortunately, we know a lot about effective literacy instruction from a variety of research, much of it conducted in the more than 50 years since Benchmark’s founding. But many other schools have struggled to implement this knowledge and no single published reading program encapsulates all of what is known to be effective. We also know that every student is different and no one approach will work for all students.

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

The SOR movement seems to be the latest pendulum swing in what has often been referred to as the “reading wars.” Over the last few decades, reading instruction has swung between a heavy emphasis on skills, particularly around phonics, now being called “structured literacy,” and an approach focused on making meaning from text, often called “whole language.” Dr. Irene Gaskins, Benchmark School’s founder, recognized that neither end of this spectrum provided the best approach. She was gifted in keeping Benchmark’s approach above the fray in the “reading wars” and steering it towards a thoughtful, comprehensive approach to literacy instruction grounded in strong educational and psychological research.

Dr. Gaskins’s background was as a reading teacher and her doctorate from the University of Pennsylvania was in the psychology of reading. Unlike many similar schools, Benchmark’s roots are in the field of literacy and not special education and the two fields do not

1 Johnston & Scanlon, 2020

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 Gabriel, 2020

3 Johnston & Scanlon, 2020, p. 10

4 Anderson et al., 1985

5 Johnston & Scanlon, 2020

6 Pressley et al, 2023, p. 24

...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 Pressley et al, 2023, p. 24 8 Faith et al, 2022, p. 13

reason to believe that for some students, limited EF skills are the primary cause of reading difficulty.”9

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

Since the SOR movement is focused on issues around word identification, how does Benchmark approach this? Difficulties in decoding, phonemic awareness, and fluency are common among struggling readers.

Benchmark has worked to develop a systematic, yet flexible, research-based approach to teaching children for whom decoding does not come easily. Benchmark developed its own Word Identification program through research with leading literacy experts such as Richard Anderson, Linnea Ehri, and Pat Cunningham. It is a flexible approach that features many components that lead to proficient decoding and fluency.

9 Duke & Cartwright, 2021

Benchmark’s Word Identification program recognizes the complexity of the English language and provides multiple pathways for decoding, in keeping with the reality that no one approach will work for all students all the time. Students may be at many points on the continuum of word-reading ability10 and instruction needs to be flexible to meet students where they are. Even upper elementary and middle school students might be in what is called the partial or full alphabetic

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.

Metacognition, or “thinking about your thinking” also is a crucial part of Benchmark’s Word Identification program. After successfully decoding a difficult word, students are asked to think about and identify the strategies that they used to decode. For instance, did they use sound-letter matches, or spelling patterns from key words? Did they recognize a portion of the word such as a prefix or suffix, or use a meaning unit that they have seen in other words? Most often, students use some combination of these strategies, which are brought to

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 Lapp et al., 2023

an analogy approach by using spelling patterns in known words to determine the unknown one, matching sounds to letters, or using what they know about language and context clues. You will also see teachers who are adept at coaching students.

What else is important for students to become proficient readers?

The SOR movement rightfully highlights the critical role of phonics and decoding in the process of learning to read. However, this presents an incomplete view of the reading process.12 If we focus too narrowly, we fail to acknowledge multiple other processes that are critical in the reading process, such as fluency, motivation, and comprehension, to name a few.

Fluency

At Benchmark, all of these elements are incorporated into daily literacy instruction beginning with our youngest students. To develop fluent reading, students engage in repeated readings of short texts independently, chorally with a group, or in response to teacher modeling. Readers theater activities give students an authentic purpose for repeatedly reading text. Students spend time reading books at a comfortable level, which builds automatic word recognition and fosters positive feelings towards reading.

Motivation

From the extensive research base on motivation, we know about the importance of student choice when selecting books. When students are allowed to make

12 Solic & Flanigan, 2022

choices about the books they read, they spend more time reading.13 Lower School students have daily access to the extensive collection of books in Benchmark’s library, where students select books of interest that are in keeping with their reading level. Middle School students continue to have access to the library collection, but may also bring in books from home, when given a choice in books to read.

Comprehension

Ultimately, the purpose of reading is to make sense of the text that we read. When visiting many Benchmark classrooms, you will see the phrase “Reading must make sense” prominently displayed. Comprehension instruction begins with our youngest readers. Benchmark, supported by research14, does not believe that students must learn to decode before beginning comprehension instruction. Through comprehension strategy instruction, students are taught to become active participants in the reading process and to monitor their understanding of text. Students work in small groups under the guidance of a teacher to stop and reflect on what they read. Small group discussions help to deepen student understanding. Through teacher read-alouds of more sophisticated books and through reading along with recorded books, students develop language and vocabulary skills as they experience ageappropriate text that is written at a level beyond what they currently may be capable of reading on their own.

Extensions in older grades

Revised word identification lessons adapted for the

13 Worthy & McKool, 1996

14 Duke, Ward, & Pearson, 2021

Middle School were implemented this past year in our 6th grade classes and fluency is often a part of instruction through 7th grade. Small group discussions help students to learn and apply strategies and further construct meaning from text. Texts used for instruction are near, at, or, in 8th grade, even beyond grade level to help students begin to apply the strategies they are learning to more complex texts. As they get ready

to transition to high school, 8th grade students are exposed to the types of advanced literature found in late middle school or high school, such as To Kill a Mockingbird, Animal Farm, and All American Boys. Read alouds may be a part of language arts classes, even into 8th grade. Content area classes, such as science and social studies, gain increased focus in the Middle School and are important to extending students’

comprehension strategy learning beyond literature to expository text, as well as developing study skills strategies and background knowledge. (The latter being essential to comprehension.)

These are just a few of the examples of the literacy instruction that happens at Benchmark, but they serve to highlight the complexity of the reading process and the importance of supporting all aspects of our students’ literacy development. While accurate, efficient decoding is a necessary part of the reading process, it is not sufficient, in and of itself, to develop successful readers. Literacy researcher Timothy Shanahan makes an insightful comparison between reading instruction and nutrition, writing:

No nutritionist would ask, “Which food group do we need to provide children?” They would recognize it as a trick question – to be healthy kids need all of these food groups, of course – it isn’t a competition between proteins and carbohydrates.15

Similarly, 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, and varies the proportions depending on where a child is in the developmental process of reading.

Summarizing Benchmark’s approach to reading instruction

Reading is a complex cognitive process and effective literacy instruction must therefore work to address the many areas that can make reading difficult for some

15 Shanahan, 2023

students. While word identification is critical, there are many additional factors that can impact the goal of reading, which is comprehension. Even comprehension occurs on multiple levels, from literal to analytical. Benchmark School’s approach is designed to meet the needs of a variety of struggling literacy learners. The book Reading Instruction That Works: The Case for Balanced Teaching, which features Benchmark throughout, sums up our approach to reading, stating: ...there is systematic teaching of decoding, lots of repeated oral reading, lots of independent reading, and lots of emphasis on sight vocabulary. The particular mix a student receives depends largely on how he or she responds to instruction. That level of customization can happen because of the close monitoring that occurs at the school. In addition, the school never loses track of the goal that students should understand what they read in text and should use text productively in higher-order literacy tasks, such as composing written work. There is much teaching of comprehension strategies and writing strategies. By the end of the middle school years at the school, many Benchmark students are very strategic and constructively responsive as they read, even if they can’t sound out every word quickly. They get much from the text and can use what they get. Thus, the Benchmark students are proof positive that fully fluent reading in the sense of every word being read accurately and quickly is not absolutely necessary. Even if word-level fluency is beyond the capacities of some children, there remains the hope that they can learn to get much out of text and be

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.

functionally literate through the teaching of 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.

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.

16 Pressley, et. al, 2023, p. 204

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.

Benchmark’s signature innovative approach

The core of our innovative approach is grounded by Benchmark’s specific design thinking language and process. At every grade level, we have embedded design thinking and problem-based learning, guiding our students in using our design thinking process. From design thinking sprints that take place in both Lower and Middle School Innovation Labs, to the 6th and 7th grade culminating capstone projects, the integration of age-appropriate maker space education builds our students’ creative capacities and agency.

Through teacher-initiated engineering challenges, student-initiated inquiry-based projects, and disciplinespecific approaches, our students further develop “the 4 C’s” of critical thinking, creative problem-solving, collaboration, and communication.

Why is this approach important for today’s students?

Students today are digital natives who work best when they feel a personal connection to the material and the problems they are asked to solve. The combination

Fairy Tale Problem Solving

A great example of a teacher-initiated engineering challenge is the Fairy Tale Project that Karen Berry’s class completed this year.

The students had two choices. In the first, students could be Little Red Riding Hood and their task was to create a basket that could hold a lunch that they were going to have with their grandmother. In the alternative, students could be the fourth little pig and they had to build a house out of certain materials that were in the Innovation Lab that could withstand the howling winds from the big bad wolf.

Creativity was at the center of this project. Working on the problem brewed excitement and generated creative problem-solving and collaboration among the first graders, whether they were trying to create the strongest wall for the front of their piggy’s house or the best basket handle that would be both practical and aesthetically pleasing.

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

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 to help students see and develop novel approaches to problems by combining creativity with rigor in traditional disciplines. Part of the engagement factor in Benchmark’s innovation programming is that students can draw from their education to look for novel solutions to particular problems—integrating learning from all areas of the approach.

This approach to problem-based learning incorporates the wide range of skills and habits of mind developed at every grade level while placing individual student interests at the center of the process. Our program is designed in a particular sequence so that students gain more confidence and practice with these innovative approaches each year. Culminating projects in the form of grade-level capstones invite students to be the agents of their own learning.

How is it different from traditional learning?

Our innovative programming and approach allow for student choice and passion-driven projects. It also

engages with a variety of thinking routines. Our maker space approach involves learning processes that require renderings (drawn, built, digital) that make thinking visible. In this way, students can better understand their thinking, what they know, what they are trying to express, and how to find clarity in their ideas.

Our design thinking approach provides students with opportunities to combine their personal passions with rigorous learning through a scaffolded creative problem-solving practice: empathizing (Wonder & Connect), defining (Describe & Clarify), ideating (Imagine Possibilities), prototyping and testing (Design & Create), and reflecting (Share, Reflect & Revise).

Our approach to design thinking combines empathybased inquiry with hands-on engineering and creation, which strengthens our unique student-centered approach to differentiated learning. Failure is welcomed, discovery is required, and collaboration is a must. The Innovation Labs and their approach help support a wide range of learners and thinking routines. In the Innovation Lab, the one size fits all mentality of

•

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?

Being a neurodiverse learner myself, when I was first introduced to maker space education during my middle school years, I was the first student in and the last one out. The learning environment of the Innovation Lab feels like a melting pot of science, art, and gym classes, where freedom of expression meets the creativity of thought. Kinesthetic learning supports our students’ complex idea development, memory retention, and motor skills. In this type of learning, the left and right brain hemispheres work in tandem, making the intended learning and concepts more memorable, easier to retrieve at a later date, and integrated into other learning. These practices will build creative capacities for children to combine creative thinking with their work in other academic disciplines, simultaneously developing and building upon the executive function skills that Benchmark supports.

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:

• 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.

Preparing students for high school and life after Benchmark

Innovative programming combined with traditional learning is not only a way to bring out the best in each of our students but also allows us to be responsive in teaching the skills and habits of mind that a fast-moving and complex world will demand. In short, we give them the kind of education that makes them future-ready. Our commitment to critical thinking, creative problem solving, collaboration, and communication (the 4 C’s), forges habits of mind that will ensure their success in a global economy that is ever in flux, while simultaneously creating a foundation for our students to make positive contributions as community members and global citizens.

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

What is your favorite memory from Benchmark? Being on the soccer team with my friends and the bus rides to games.

Benchmark has taught me... ...how to problem solve on my own.

Will Biscardi

What is your favorite memory from Benchmark? The Dorney Park Project.

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

Mckenna Black

What is your favorite memory from Benchmark?

Making new friends.

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

Jayson Blum

Words of the Wiser for Younger Students

Focus on the present and what you can accomplish instead of worrying about the future.

Benchmark has taught me... ...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.

Mac Cahill

What is your favorite memory from Benchmark?

Baking a cake in math.

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

Beckett Charriez

What is your favorite memory from Benchmark?

When I went on the Gettysburg trip.

Words of the Wiser for Younger Students

Do not procrastinate. It’s a slippery slope that never ends.

Chris DeStefano

What is your favorite memory from Benchmark?

Playing football with my friends at recess.

Words of the Wiser for Younger Students

You can do anything that you set your mind to.

Taylor Dyson

What is your favorite memory from Benchmark?

Getting in trouble for doing my homework on a paper towel with a yellow highlighter.

Words of the Wiser for Younger Students

Always do your homework.

Aiden Greenberg

What is your favorite memory from Benchmark?

Playing baseball outside in sixth grade all the time.

Benchmark has taught me... ...to think before I speak.

Hunter Lankford

What is your favorite memory from Benchmark?

Balloon fight with an undisclosed teacher.

Words of the Wiser for Younger Students

Keep a goal in mind.

Zev Levin

What is your favorite memory from Benchmark?

My first House Morning.

Words of the Wiser for Younger Students

If you keep trying, eventually you will succeed.

Jayden McHugh

What is your favorite memory from Benchmark?

Meeting new friends.

Words of the Wiser for Younger Students

Keep your head up and don’t give up.

Avery McMahon

Words of the Wiser for Younger Students

Don’t worry about dress code, just get to school.

Benchmark has taught me... ...a lot of new things about myself that I think I would have never known

Luke Moleski

What is your favorite memory from Benchmark?

Benchmark soccer.

Benchmark has taught me... ...how to write a structured essay

Frankie Polizzi

Words of the Wiser for Younger Students

School gets easy.

Benchmark has taught me... ...to focus.

Julia Prosnitz

What is your favorite memory from Benchmark?

Baking a cake in math class.

Benchmark has taught me... ...how to successfully write essays.

Sage Richards

Words of the Wiser for Younger Students

Make sure to follow your gut and 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.

Laz Scheibe

What is your favorite memory from Benchmark?

Making idiom flip grids with Myles and Will in 7th grade.

Words of the Wiser for Younger Students

Plan your work ahead of time so you’re not stressed out.

Nicole Semerjian

What is your favorite memory from Benchmark? Meeting new people in my Middle School years.

Benchmark has taught me... ...that there will always be people there for you, and to always be yourself.

Porter Shaw

Words of the Wiser for Younger Students

Don’t procrastinate on your assignments.

Benchmark has taught me... ...how to manage my work.

Myles Silber

What is your favorite memory from Benchmark?

Working on the Dorney Park presentation.

Words of the Wiser for Younger Students

If you get a bad grade, don’t worry about it. It won’t matter at all later.

Sam Sylvester

What is your favorite memory from Benchmark? The 2021-22 soccer season.

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

Jack Waldman

What is your favorite memory from Benchmark?

My favorite memory from Benchmark was playing football in the snow with my friends.

Benchmark has taught me... ...to be resilient and ask for help if you need it.

Zoe Wareikis

Words of the Wiser for Younger Students

It’s not about how you screw up, it’s about how you fix your screw-up.

What are you going to miss about Benchmark?

I am going to miss the people and the relationships I made with them.

Paul Youngblood

Words of the Wiser for Younger Students

Manage your time effectively and be aware of whenever you have assignments due.

Benchmark has taught me... ...that I sometimes will need to reach out for help and get feedback from teachers as well as family members and friends.

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.

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

CLASS NOTES

’80

David J. Bloom is the Resident Director & Wealth Management Advisor for Merrill Lynch Wealth Management and he manages the Media office. David says, “After twenty years of serving on nonprofit boards focused on improving educational outcomes for students, I have turned my philanthropic attention to teaching financial literacy to high school students. I’ve always had immense respect for teachers and getting up in front of the classroom myself has been a wonderful experience.”

’81

Eric Knight recently wrapped up a successful 4-year term as Commander (president) of the Wheelmen antique bicycle club in 2022. His fourth article in Silent Sports Magazine on learning to ride a High Wheeler was published in May 2023. Eric is nearing completion of the renovation of a house in Philadelphia. Thinking back how Benchmark influenced his life, Eric says, “In my day, we did morning journal writing. That experience helped me develop a love of writing as an avenue for expressing my thoughts. Time and experience have changed my style and the quality of my writing, but what I do now stands on the foundation of my Benchmark education.”

’85

Andrew (Drew) Samuelsen is a 7th grade language arts teacher in the Hanover Public School District. He recently authored the YA thriller Restart, released through an indie BIPOC publisher called Cosby Media Production. Drew promoted Restart by speaking in local schools at the time of the book’s release, and he has another book, a conspiracy thriller, coming out this year. Drew says about Benchmark, “I absolutely loved the emphasis on reading as many books as possible, and going to the library was very nearly a magical experience to me, especially when the rain pitterpattered on the glass roof while I searched for books.”

’91

Larry Besa recently launched a new venture and is the President of Main Line Home Concierge. The business, which kicked off in October 2022, manages home maintenance with a team of professionals. Larry says, “Benchmark made alasting impression on who I am today. From how I learn, how I apply those learnings to my everyday life, all the way

’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 provided me with so many important skills and values that have helped to shape my successes.”

’93

Melissa Torpie is working as a realtor with Elfant Wissahickon Realtors in Philadelphia focusing on Northwest Philadelphia, Center City, and the surrounding neighborhoods. She and her husband have been rebuilding a home in West Mt. Airy and are building a 17-unit apartment building in Northern Liberties. She 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 an initiative called Moonshot for Equity where we are looking to identify and eradicate any obstructions within all of our policy areas which have shown to negatively

impact the academic success of our Black students. I work with the Transfer Pathways subcommittee where our focus is centered around Black transfer students. This work is near and dear to me because with it we have the power to unlock possibilities for positive change at the University and in the communities that each of the students come from. I’ve seen evidence that academic success leads to professional and personal success.” Levi’s family has grown in the last year, with he, his wife, and his son Mansa welcoming a baby daughter Luka in June 2022.

’05

Coleman J. (C.J.) Walsh III and his spouse Jordan welcomed a baby, Coleman Joseph Walsh IV on May 21, 2022.

’06

Stephen Chase and Greg Langan tied the knot aboard the Moshulu in Philadelphia in October 2022. Stephen is the current chair of Benchmark’s Alumni Association. Stephen works in investments, helping manage Drexel University’s endowments. Greg is a professor at The College of New Jersey and a Director at Jefferson Health. They happily reside in Cherry Hill, NJ, with their beloved dog, Rex, while renovating their midcentury modern home.

’08

Luca A. Dragani recently bought his first house, adopted a rescue dog, and got promoted. He has been restoring his historic home and garden, which has led to learning new skills he enjoys, such as plastering. Luca works as a Senior Data Solution Analyst at Comcast Global Audit.

’12

Mary Kate Grubbs is attending the University of Pennsylvania School of Veterinary Medicine, and has conducted equine cardiovascular research at the New Bolton Center in Kennett Square. Reflecting on her time at Benchmark, Mary Kate says, “My education is something I take great pride in, and looking back it all starts at Benchmark. Benchmark equipped me with the tools to be successful in my academic career and beyond.”

Nicholas J. Rechtiene works for Ryder as the sales manager of the Cincinnati location. Nicholas has the distinction of being the youngest sales manager in company history. In his first year in the role, his location was able to generate over $8 million in sales, more than doubling the two previous years. Outside of work, he enjoys weekends on the lake and Alabama (his alma mater) football. Nicholas says, “When looking back at my time at Benchmark what really sticks out to me are the people. There were several staff members that played a large role in my time at Benchmark most notable being Mr. McCorkell and Ms. Wonderland. I owe a great deal of gratitude to them and everyone else that helped me develop and grow.”

Daniel Kurtz just graduated from University of Rochester and is applying to medical school.

’13

Theodore J. (TJ) Fallon works at TE Connectivity as a Manufacturing Process Development Engineer in the Aerospace, Defense, and Marine division. TJ began at TE after graduating from Rochester Institute of Technology, and he is on a rotational track, shifting locations every six months. He is focused primarily on integrating control systems in the various plants.

Joseph Gallo works in transmission specialties, specifically focusing on warehouse worker shipping and receiving. He worked for a time at Ferrari PHL then left to go back to the warehouse business.

Joseph has particularly fond memories of Benchmark Camp.

Alexa Green is a Social Media Producer for Good Morning Football and works for NFL Films. After she graduated from Xavier University of Louisiana, she moved abroad to England and traveled through Europe and freelanced as a content creator. She says, “I had the opportunity to collaborate with a lot of cool brands while also making videos about my travels and even be featured in some local publications in different countries.” About Benchmark, Alexa says, “The tools that I received not only helped me become a better student, but also helped me become a better advocate for myself when it comes to my disabilities.”

Dan Santoleri is working as a Project Engineer II at the engineering firm Bastian Solutions. He has been living in Philadelphia for the past five years and in Center City for the last two years. Dan says, “I think if I could push one thing for Benchmark students, it would be not to allow others to put restrictions on their success. If you have a goal, career, or invention, put your mind to it and actually push your boundaries and you’ll be able to accomplish anything.” When Dan was on campus in April to take part in a video in support of our capital campaign, he took a moment to visit with Kristina Reisigner and Eleanor Gensemer.

’14

Michael Robert Jones graduated from Penn State University’s Smeal College of Business in May 2022. Michael works as a Public Sector Consultant for Guidehouse Living in Arlington, VA.

’17

Emma Six works at RejuvePod in Glen Mills as a receptionist and has recently begun offering her own services, providing lash extensions, lash lift and tints, brow tinting, and waxing. Emma received her esthetician license from Venus Beauty Academy. Emma says, “I am engaged in all things beauty. I also like doing all things art in my free time. My favorite form of art is abstract art. I love showing my emotions through my paintings.” Emma reflects, “Before I started at Benchmark I felt lost and as though no one understood me as a person. The teachers at Benchmark truly took the time to understand me and my learning differences. I feel as though I found myself at Benchmark.”

’19

Colin Mount graduated from Ridley High School and Delaware County Technical High School (DCTS), Aston campus in 2023. He won the 2023 Bureau of Career and Technical Education Theme Poster Contest for the PA Department of Education. His poster design was chosen from 82 submissions and will be used for marketing Career and Technical Education materials in all of the technical high schools in Pennsylvania. Colin attended an award ceremony in State College where he received an award from Tanya Garcia, Deputy Secretary of Education for the Pennsylvania Department of Education. Because of winning this award, Colin was chosen to represent

DCTS at monthly school board meetings at the DCIU. Additionally, Colin was a finalist in Cabrini University’s 2022 Art + Effect High School Poster contest. Colin is now studying graphic design at Temple University’s Tyler School of Art.

Ashley Schnyder recently graduated from Sanford School in Delaware, where she initiated a Mini-THON in support of Four Diamonds pediatric cancer research. She led Mini-THONs for two years, and they raised more than $10,000. Ashley says, “Mini-THON was such a rewarding and memorable experience at Benchmark. It truly left me inspired to bring Mini-THON to my school. It was amazing working together as a team all year to fundraise for such a worthy cause.”

In addition to this outstanding project, she was named HOBY Ambassador and was awarded The President’s Volunteer Service Award, Gold level, for completing 281 community service hours; played singles on the varsity tennis team all four years; participated in the school’s musical and plays; and was part of Honor Council and served as Class Secretary. Ashley was also a Poetry Out Loud state finalist, won a Silver Key Award in the Ray Bradbury Science Fiction & Fantasy category for Scholastic Writing & Art and was a member of the World Language Spanish Honor Society. Ashley is attending Elon College this fall and is planning a double major in Journalism and Strategic Communications.

’20

Otto Heckendorn earned the rank of Eagle Scout in May 2023, after 11 years of hard work and fun in Cub and Boy Scouts. His Eagle project was building a new shed for

the students of Stratford Friends School (where his brother attends) for their outdoor play equipment. Otto was accepted into a pre-college course at Harvard University during the summer of 2023, where he studied the Weimar Republic. Otto presently attends Haverford High School and plans to study history in college. He comments, “Dr. Mac inspired my love of history! I have taken 3 AP History courses so far. I understood how to take notes for ME so that I could study and show what I know. I also created my own Independent Study course this past fall comparing today with the Medieval Ages through the lens of disease, economics, war, and architecture/art. I had no problem advocating for doing something different that interested me instead of what was just being offered and coming up with a plan on designing my course and how my “mentor” teacher could assess my progress. I don’t see a lot of other people being able to tackle that or having close relationships with teachers.”

’23

Abbey M. Breslin is attending high school at Delaware Valley Friends School. She plays three sports and is also the co-clerk of the service club. After high school, she plans on going to college to help her reach her goal of becoming an interior designer. Abbey says, “I feel very strongly that Benchmark left a really big impact on my life. It helped me learn to work through the struggles I was having in school. Being able to go there really made me a better person and made me realize that it is not a bad thing that I don’t learn the same way other people do and it taught me how to help myself with my ADD. Now in high school, I am able to use some of the ways I was taught to help me in my studies.”

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

*Trustee

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

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.

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.

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

*Trustee

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

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

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 *Trustee

Cindy Berger Nissen ’96

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)

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*

Republic Bank

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

*Trustee

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

Gifts in Honor

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

a gift to Benchmark School in their honor.

Benchmark’s Dedicated Faculty and Staff

Anne Esposito

Stefanie Frayne

Andrew ’21 & Jayson ’23 Blum

Leslie Rogers Blum

Liza Kurtz Bragin ’93

Barbara & Al Kurtz

Edward Chan

Jennifer & Robb Gaskins

Jennifer Chan

Susan Arabia

Kelly Colton

Glenn Ereso & Hang Nguyen

Rosanne Crowe

Betsy Cunicelli*

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

Seamus Glavin ’12

Ann & Maurice Glavin

All of Henry Goodhart’s Fabulous Teachers

Beth & Pete Goodhart

Gracie Gottlieb ’09

Rich & Andrea Gottlieb

Louisa Hanshew and Our Giving

Tuesday Memories

Kim & Rich Graham

Carly Hottenstein ’16

Elizabeth & Charles Hottenstein

Chelsea Iobst ’01 M.Ed.

Karen & Joe Iobst

Joseph & Karen Iobst

Chelsea Iobst ’01

Leslie Komarnicki

Stephanie & Kirk Brandow

Sally Laird

Susan Arabia

Betsy Cunicelli*

Jennifer & Robb Gaskins

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

*Trustee

Kristina Reisinger

Mary Ann & Joseph Hausmann

Barbara B. Rogers

Kim & Rich Graham

Barbara & Bruce Morgan

Suzanne B. Perot

Barbara & James Rogers

Nicole Scali

Patti Karolyi & Michael Semerjian

Benjamin Seligsohn ’09

Phyllis & Shel Seligsohn

Kelly Sullivan ’05

Jessie & John Dinome

Sam Sylvester ’23

Irene Sylvester

Peter Tarnoff

Julie & Michael Samuels

Jewel Trayah ’26

Jeanne Smith

Annie Verdi ’24

Anne Esposito

Megan Wonderland

Stephen T. Chase ’06

Susan & Jeff Ramage

2022-2023 Benchmark Parents Association Committee Chairs President

Kristin Yerger, P’21, P’24

Vice President

Missy Hanway, P’18, P’19, P’22, P’24 Treasurer

Joanna Solomon, P’25 Secretary

Sarah Kinsella, P’26

Every effort was made to ensure the accuracy of this list. If there are additions, corrections, or omissions, please accept our apologies and contact Director of Development

Louisa Hanshew at 610-5653741, ext. 150 or louisahanshew@ benchmarkschool.org.

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.

2107 North Providence Road

Media, PA 19063-1898

610-565-3741 benchmarkschool.org

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