Lantern Winter 2010
community. Together We...
E m b r ac i n g Po t e n t i a l . E m p ow e r i n g L i v e s . Educating students with language-based learning disabilities.
© 2009 Erin Curran
the landmark mission Landmark School’s mission is to enable and empower people with language-based learning disabilities, such as dyslexia, to realize their educational and social potential through an exe m p l a ry school program complemented by outreach and training, diagnosis, and research.
Front cover: Elena Adkins ’12 adds her name to the more than 300 names signed on one of the steel roof support beams for the new Activity and Athletic Center. Story on page 22.
co n t e n ts
Lantern Winter 2010 The Lantern is published twice yearly by the Marketing and Communications Department for alumni, parents, and friends of the school.
Message from Head of School Bob Broudo • Community: What Do We Come Together to Do?
Compete • The Difference Makes All the Difference • Fall 2009 Athletics: Photo Montage • Collaborate, Create, Challenge – Robotics Leads the Way Serve • The Uganda Goat Project • Candor: The Key for Student Panelists • Girls Around the Globe: Making a World of Difference • EMS Community Action Team: Not for Oneself • If You Want Something Done, Ask a Busy Person to Do It!
President and Head of School Robert Broudo Vice President of Finance Mark Brislin Assistant Head of School and Director of Outreach Dan Ahearn
Recognize • The Boston Globe 2010 Scholastic Art Awards • Welcome Lisa Robinson, LPA Liaison
Head of High School Chris Murphy
Grow • Hands-On Experience – Lessons Cultivated Across the Curriculum
Chief Development Officer Maureen Flores
Associate Director of Development Paula Prifti Weafer
Create • Conversations With Nature – The Art of Place and Time
Director of Admission Carolyn Orsini Nelson
Teach • Little Shop of Treasures – A Sense of Pride in Simpler Things
Empower • Faculty Inservices: Time Well Spent • Outreach Program Awarded Content Institute Contract
Reminisce • Landmark: Shining its Beam of Light, Signing its Beam of Might
Celebrate • Activity and Athletic Center: The Building Takes Shape
Landmark Parents Association Liaison Lisa Robinson
Persevere • Boy With One Shoe – The Little Field Home
Lantern Editorial Board Editor & Designer Dede Grace Manager of Design Services
Support • The Reyer Family: Committed to Making a Difference • Landmark Hospitality: Sharing Time, Knowledge, Research, Expertise Build • Practical Arts Spans Departments • The Physics of Technology – How Things Work
Head of Elementary • Middle School Rob Kahn
Director of Marketing and Communications Susan Tomases Director of Annual Giving Ryan DeJoy Director of Alumni Relations Jeff Fauci Parent Relations Liaison Peggie Cook
Managing Editor Rob Kahn
Contributing Editor Susan Tomases
Learn • Landmark Seniors Gain More Than Friendship • Beyond History Lessons on a Civil War Battlefield
Entertain • EMS Campus Gets Down to Phunk Phenomenon
Play • Travis Melick ’09: Dedication and Winning Ways
Landmark School, Inc.
Events – Mark Your Calendars!
Post Office Box 227 Prides Crossing, Massachusetts 01965-0227 www.landmarkschool.org
Pathway of Honor, Brick Order Form
Contributors Deborah Blanchard, Bob Broudo, Bill Chamberlain, Deborah Chandler, Erin Curran, Helene Dionne, Anna DiPerna, Jeff Fauci, Maureen Flores, Bill Flynn, Carl Gasowski, Nathan Gray, Scott Harlan, Kara Healey, Jaquelin Hubbard, Beth Jamieson, Emily Kahn, Jim Kent, Janet Littlefield, Tara Lowdermilk, Cecilia Mullings, Adam Oliver, Christine Ozahowski, Allen Pickwick, Elizabeth Sarantos, Paul Schwartz, Brook Sumner, Paula Prifti Weafer, Scot Wilson, Jennifer Woodin
What Do We Consistently Come Together To Do?
ny group sharing common interests, work, a mission, or merely living together can be a community. Some communities are strong and spirited, others are loosely held together. Those communities that are strong, whether they be cities or towns, hospitals, churches, or schools, embody an unfailing sense of identity, place, support, pride, empathy, and resilience.
The Landmark School community is driven by a clear common mission, has grown in strength, size, and impact for almost forty years, and is now unique and cherished by all involved. In reality, Landmark can be likened to a small (very small!) city with its own form of government, operating budgets, daily human interactions, activities and events, people caring for people, celebrations and triumphs, challenges and struggles, dining experiences, and on and on. What makes the Landmark community so deeply moving, though, is that our work actually creates hope, saves lives, and paves the way to promising futures.
While discussing “community” as the theme for this edition of The Lantern, the planning group was asked,“What is it that we consistently come together to do at Landmark?” In response, the words flowed easily. At Landmark, we come together to compete, serve, recognize, grow, create, teach, empower, reminisce, celebrate, persevere, support, build, learn, entertain, play. Words are just that, but these particular words are not at all superficial to Landmark. They truly convey the richness and sincerity of the work that characterizes our school. These descriptors are literally brought to life every day through the common experiences we all have within the Landmark community. Major events, such as Landmark’s approaching 40th Anniversary, or the building of our new Activities and Athletic Center, capture significant attention as well they should; however, Landmark’s community is built on and sustained by empathy, caring, commitment, and the amazing range of things that people do with and for others every day. Our goal for this edition of The Lantern is to capture poignant and moving images and stories from the Landmark community to share with you and also to thank you for your involvement. Landmark – the community – is now and always will be as strong as its people, and in this regard, we are truly fortunate. -Bob Broudo Head of School
serve compete recognize
empower celebrate reminisce build support persevere play entertain learn
compete together we
THE DIFFERENCE MAKES ALL THE DIFFERENCE
Two Coaching Styles – One Winning Combination
ometimes, it just works. Sometimes two coaches, with different styles, different backgrounds, unique personal experiences, and individual perspectives on the game they coach just seem to effortlessly complement one another. Such is the case with boys’ varsity basketball head coach Carlton Winslow and assistant coach Scott Jamieson, and the Landmark boys’ basketball program is all the better for it. Winslow and Jamieson took over the varsity boys’ team five years ago. Both coaches share the distinction of winning “The Bill Meserve Award for Outstanding Coaching,” given annually to one deserving coach at Landmark. Since taking the reins of varsity basketball, coaches Winslow and Jamieson have cultivated a competitive tradition that has provided Landmark boys with a rewarding basketball experience in which learning about the game, themselves, and the meaning of team work and competition is most important. Winslow and Jamieson have guided the Landmark boys’ varsity basketball team to two Eastern Independent “B Bracket” tournament championships, taking the Vikings from a team that everyone in the EIL could look past to a team that nobody wants to play. While winning games is great, both coaches cite personal basketball coaching highlights not from games, but from practices. Jamieson describes those moments “when they run a play perf e c t l y” or “when the team’s intensity is where it should be for an entire practice” as his most rew a rding. Similarly, Winslow’s highlights occur “e ve ry day in practice, working with the kids and seeing them improve and have breakthroughs of a personal or group nature, understanding a play or the intensity they need to have on defense.”
Coaches Carlton Winslow and Scott Jamieson
Carlton Winslow grew up playing youth basketball in the greater Albany, New York area. He played high school ball at Ravena-Coeymans-Selkirk Central High School where he was the winner of the Sportsmanship Award and the second leading scorer, averaging 12.5 points per game as a senior. As a power forward at college, Winslow was a three-year letter winner for Alfred University in New York. It was during his college years that Winslow nurtured a desire to coach basketball. He began his coaching career right out of college at the Hornell, New York YMCA before coaching summers at Camp Cedar in Maine. In 1999, Winslow came to Landmark School. He has taught in the History Department and coached at all levels of basketball before moving to the boys’ varsity team.
Scott Jamieson’s playing career started in his neighborhood in Marshfield, Massachusetts where he developed skills that made him an Atlantic Coast League All Star at Marshfield High as well as a Patriot Ledger All Scholastic point guard. Jamieson took his studies and his game to Bowdoin College where he served as the basketball team captain his senior year (he also captained Bowdoin’s baseball squad during both his junior and senior year). Jamieson, who is the Assistant Dean of Students, also coaches Landmark’s baseball team. Both Winslow and Jamieson continue to keep their competitive nature satisfied not only by coaching but by playing together in an over-18 North Shore basketball league. Their competitive drive is fresh in the minds of many current and former players. Alumnus Jordan Yorks ’09, remembers that neither coach was “ever concerned with anyone else other than us. They cared how we played and that was all. They always thought we could win.” Current player Ian Griffiths ’10 notes “They are so different. Their game has very different styles and so does their coaching. Coach Winslow is more vocal and Jamieson more subtle, but both are intense.” And so it is – two very different personalities, players, and coaches just seem to click. The one certain similarity is that both coaches demand a lot from their players. Griffiths says,“They both want team players. As coach Winslow always says ‘if you whine, you ride the pine.’ ” 4
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1. Spiro LustPhillips ’13 and Alcott Covington ’11 look on as the boys’ JV soccer team prepares to take a corner kick. 2. Tori Arsenault ’11 steals the ball. Many of the girls showed great im p rovement in their skills over the course of the season.
3. Johnny Benevento ’11 reaches down deep for the extra burst of energy. Many of the runners this season improved by minutes over their original times and the team overall improved significantly from last year. 4. Freshman Rachel Smith ’13 enjoys a laugh. Rachel provided the girls’ varsity team with not only laughter but also strong defense and play-making ability.
5. Thaoi Kline ’10 clears the ball out with a header. Thaoi is a senior and earned an EIL first team selection for his outstanding play for the boys’ varsity team. 6. Bryanna Angus ’11 heads the ball to a teammate. Bryanna was the MVP for the girls’ varsity soccer team providing both scoring and defense. 7. Patrick Grimes ’10 shows his look of determination. Patrick is a great example of determination and hard work as he improved his time by over 4 minutes on the season. 8. Brian Hulley ’11 and Robert Rutherford ’12 take a break to smile for the camera. Robert was the #1 golfer and Brian was #2 for the Vikings. 9. Brian Hulley ’11 shows off his swing. The boys’ varsity team pla ys many of the top courses in the area and was able to hold its own against some excellent teams.
10. Luke Weigel ’10 takes a goal kick. Luke as a senior joined the boys’ JV team and helped to provide leadership in goal. background photo: M a ria Tashjian ’13 crosses the ball. Maria is a freshman who showed great scoring ability and a knack for making pla ys as the top goal scorer for the girls’ JV team. 9
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Collaborate, Create, Challenge
Robotics Leads the Way
andmark’s First Robotics Team 2010 is preparing to compete in the First Robotics Challenge for the second year. The team consists of students from both the High School and Elementary-Middle School. Teachers Carl Ga s owski and Doug Walker mentor the team of seven students. This year’s challenge has the team building their robot to retrieve and deliver wiffle balls. As with every robotics challenge, the team must design and program their robot to operate independently for the first part of the competition, then be remotely operated by “bluetooth” joystick for the final half. The robotics team began last year with help and support from parent Ernest Carabillo P’15. Last year the team made it to the quarterfinals. This year, with greater experience, the team hopes to be even more competitive with their direct drive robot.
Scott Varley ’11 (HS) and LB Wallace’14 (EMS) are programming the robotic brain using “Robot C,” a variant of “Turbo C” programming language.
Assembling one side of the robotic drive train – the wheels and gears are pre-assembled before being added to the main structural member.
Ernie Carabillo ’16 (EMS) and Brandon Davidson ’13 (HS) work on attaching the tensioner to the chain that will drive the wheels.
A look at the underside of the robot
Ernie Carabillo ’16 (EMS), Brandon Davidson ’13 (HS), Scott Varley ’11 (HS), LB Wallace ’14 (EMS) and High School teacher Doug Walker work on mounting the motor controller and battery pack to the robot.
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The Uganda Goat Project
Empowering Special Needs Children in Africa
id you know that most children with cognitive, emotional, or physical disabilities in Africa do not receive support services? They often cannot even attend school. For families already struggling to survive, children with disabilities can constitute an unbearable burden. Moreover, those children are often feared, rejected, or considered shameful, because people in their community do not understand the reasons for their disability. Last ye a r, six EMS students along with Counselor Amy Ballin and Teacher Liz Rust decided that EMS should take part in the Uganda Goat Project. The Project gives a goat to children with disabilities, which in turn provides them with a new, positive role in the family, as the goat provides food and milk. Taking care of the animal brings the children a sense of pride and competency, and it allows them to contribute to the community. Last year, the student group put together an ad campaign and a fund drive, as well as a bake sale, all of which resulted in enough money to purchase and distribute 13 goats. Pictures of some of the recipients reached EMS this summer and are shown here.
Ominai Village, Uganda
For more information about this worthwhile cause, visit: www.poluscenter.org/ugandagoat.html
Bira Village, Uganda
Back, l. to r.: Faculty members Liz Rust and Helene Dionne, Hannah Sinclair ’13 Front, l. to r.: Maura McDonald ’18, Ashley Holmes ’13, Lauren Mello ’14 Not pictured: Counselor Amy Ballin, Cindy Sullivan ’19, Milly Detels ’18
Olochoi Village, Uganda 7
CA N D O R
The Key for Student Panelists
very month the Admission Office hosts an Informational Visit for pro s p e c t i ve parents and students at both the High School and EMS campuses. An important part of the visit is the participation of current students at Landmark who volunteer to sit on a student panel. The students on the panel offer their unrehearsed answers to a variety of questions posed by parents and student visitors. Student panelists know that they can be honest in their responses and their audience has the opportunity to hear, firsthand, what it is like to be a Landmark student. Their comments are always unique and re f reshingly candid! High school student panelists are often asked questions about Landmark’s community, teaching methods, and preparation for college. At a recent visit, Amanda Doyle, an 11th grader from North Andover said, “What I like the most about Landmark School is the community. Everyone here is really close. The one-to-one attention makes a huge difference for me.” Megan Searls, an 11th grader from Concord added, “The teachers here are truly there to help you. They really care and are always changing their methods to adapt to the learning styles of the kids in their classroom.” Antwon Calhoun also commented, “I started off at a small boarding school in Vermont but I was ready for more of a challenge and a social life. I love Landmark. I get a lot done in tutorial and my teachers are helping me get ready for college. I'm looking forward to that.”
l. to r.: Jared LaFosse-Baker ’10, Amanda Doyle ’11, Brennan West ’11, Antwon Calhoun ’10, Brett Clark ’12, Brittany Dzugas-Smith ’12 Not pictured: Megan Searls ’11
Elementary and Middle School students are often asked questions about their transition to Landmark, their classes, and participation in after school activities. When asked what makes Landmark different from other schools, Sam Guttentag, an 8th grader from Andover, responded, “At Landmark you are put into the right classes and you can l e a rn because the teachers know how to teach you.” Ariane Mills, a 6th grader from Salem, added, “I really like my tutorial teacher because she teaches me cool tricks to learn how to read.” Abby McNulty, a 7th grader from Arlington, mentioned an after school activity: “I love drama. You really have to work together to put on a show and it helps in getting to know people and feeling more comfortable around them.” When asked for words of wisdom for a new student, Mac Kelley, a 5th grader from Needham, said, “Try to get to know a lot of people and make lots of friends. Use your time wisely because you are here for a reason.”
Andrew Halpin ’15, Sam Guttentag ’14, Emilee Miller ’14, Abby McNulty ’15, Ariane Mills ’16, Cynthia Sullivan ’19, MacKenzie Kelley ’17, Andrew McNamee ’17
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Girls Around the Globe: Making a World of Difference
ing a bucket full of water around the parking lot. “I can’t imagine myself lugging water everyday,” said Linnea Janes, 12, of Hamilton. “Or not being able to show my face.” She was surprised to find out that is still in the case in many p a rts of the world while reading The Breadwinner, which chronicles the life of a young girl living in Taliban-controlled Afghanistan. Some scenes are graphic, enough to “make you a little queasy,” said Eliza Wildes, 12, of Groveland. But she’d rather hear it how it is. “I think it’s good,” she said. “Then when we’re adults, it's not a big shocker. This is real life, and it's going on, and it should be stopped.” To support the program “Barakat,” Girls Around the Globe organized a “dress-down day” at Landmark and raised more than $700 to send 17 girls from Afghanistan, Pakistan, and India to school for one year. “What’s so great,” Pare said, “is everything they’ve done has been initiated by the girls themselves. They just keep coming up with these ideas and I just run with them. It helps them build confidence and lets them know they can accomplish anything.”
Ellie displays her “girls around the globe” !
rom writing letters to orphans in South Africa to selling bracelets to support indigenous women in Uganda, middle-schoolers in Landmark’s “Girls Around the Gl o b e” class are making a world of differe n c e .“They get it,” teacher Freddie Pare said. “It’s helping them re a l i ze things are a lot different in other parts of the world.” The course includes ten middle school and five elementary school students and helps them understand what’s happening continents away, through the eyes of other kids. “When it’s adults and you’re a kid, it’s kind of hard to relate,” said Summer Kelley, 12, of Billerica.
Students have been working on a variety of projects to help people around the world. Recently, the group found out the orphanage in South Africa received their letters and gifts and were eager to see what the children would write back. Serafina Rogers,12, of Newburyport, made matching bracelets and sent one to her pen pal. “So I have a bracelet that someone else has around the world,” she said.
l. to r.: Eliza Wildes ’16, Linnea Janes ’16, Serafina Rogers ’16, Summer Kelley ’17, and Caroline Sullivan ’19 talk about the different ways they’ve helped people all over the world through their “Girls Around the Globe” class at EMS.
Jewe l ry has been big, and through the organization “Beads for Life” “Girls Around the Globe” raised more than $200 for women in Uganda, who make beads out of recycled magazines. “They live in poverty,” Summer said. “With Beads for Life, they can have a house, and health care. Their kids can go to school, and they can have the things they need.” “Girls Around the Globe” also got the whole school involved in making more than 500 bracelets for a school in Nicaragua through “H20 for Life,” a nonprofit committed to providing students with clean drinking water. To see what life could be like, the Landmark kids practiced carry-
Like Australian Jessica Watson, 16, the youngest girl to attempt to sail solo around the world – the girls have been following Jessica's progress through her blog, and it led to a discussion about what adventures they’re intere s ted in. “I want to ski down Mount Everest,” Eliza said. “I want to go to either Africa or South America to teach,” Summer said. “I think everyone deserves an education.” - by Cate Lecuyer -reprinted by permission of THE SALEM NEWS
EMS Community Action Team Not for Oneself
he Elementary • Middle School Community Action Team (CAT) meets to consider a variety of service opportunities during the year. Anyone can join the team and take advantage of trips, jean days, dress down days, bake sales, and a variety of other projects.
Robbie and Emilee joined other EMS CAT members to help neighbors with yard clean up chores.
Combining the pleasure of service with the irresistible allure of a pile of leaves, Grace became fully immersed in her work.
Other CAT pro j e c ts this year inclu d e : Windrush Farm – Ms. Hedman and her painting crew decorated many lovely horseshoes to be sold at Windrush Farm for their fundraiser. Windrush Farm Therapeutic Equitation (WFTE, Inc.) is a non-profit, working horse farm that has been successfully helping children and adults with physical, emotional, and learning disabilities since 1964. Sponsor: Community Action Team Raking Project (3 days) – Students and faculty partnered with the High School to rake leaves for local residents who could not rake their own yards. Sponsor: Community Action Team Blueberry Hill Project – Students spent two weeks of milkbreaks making cards and Thanksgiving crafts to bring to Blueberry Hill, a nursing home in Beverly. Students visited the home to bring the crafts. During the visit, students worked with residents to make decorative frames, and participated in a sing-along. Sponsor: Community Action Team Walk for Literacy (Barakat) – Students and staff walked to raise money during the Walk for Literacy in Boston. Sponsor: Girls around the Globe Can Drive for Gloucester Food Bank – A food drive for the Gloucester Food Bank. Sponsor: Student Council Wellspring Thanksgiving Meals – Students used money raised during dress down day to buy Thanksgiving meals and other groceries for families in need. They then delivered the meals/groceries to the local families. Sponsor: Community Action Team
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Wellspring Gift Drive – Students and staff brought in new toys to be donated to Wellspring’s Holiday Store. Sponsor: Community Action Team Angel Tree – Staff bought holiday gifts for individual children. Mrs. Sauder interviewed families at a local soup kitchen to find out what the children needed/wanted for Christmas. Sponsor: Community Action Team Beads for Life Project – Students and staff we re able to buy necklaces made of recycled paper, made by women in Uganda. All money raised went to the women in Uganda who made them. This project raised $1,600! Sponsor: Girls around the Globe, Mrs. Pare with Community Action Team
J e a n s / D ress Down Day s Barakat – Barakat is a non-profit organization whose mission is to strengthen the fundamental human rights to education in South and Central Asia by providing exemplary basic education, increasing access to higher education and advancing literacy, particularly for women and children. Sponsor: Girls Around the Globe Allie Castner Scholarship Fund – The fundraiser aimed to raise money for a scholarship in memory of a young local woman. Sponsor(s): Spencer Darby and Westy McCa rthy (students) H2O for Life – H2O for Life School to School is a nonprofit organization dedicated to providing clean water and sanitation to school children around the globe. Sponsor: Student Council
Founder of H2O for Life Patty Hall and EMS student council member Maura McDonald
As a school-wide Service Learning project, EMS is a partner with the Hermanos Linartes school in Nicaragua to raise money for sanitary water and hygiene facilities. Through the auspices of H20 for Life and its Central American partner El Porvenir, we have learned about the critical issue of access to fresh water in many countries. This issue in turn has a negative impact on quality of life, education, and health. Landmark was fortunate to host Patty Hall, the founder of H20 for Life who taught students and faculty a great deal about the need to provide WASH (water, sanitation, hygiene) projects and how to raise funds.
Wellspring House – Wellspring is a local non-profit dedicated to helping families move out of poverty. Sponsor: Community Action Team (Mrs. Estes) Mants'ase Children's Home – An orphanage in Lesotho, South Africa. Sponsor: Girls Around the Globe Susan G. Komen For The Cure – Dedicated to education and research about causes, treatment, and the search for a cure for breast cancer. Livestrong Lance Armstrong Foundation – Unites, inspires, and empowers people affected by cancer. Leukemia and Lymphoma Society – Jaquelin Hubbard Cystic Fibrosis – Danielle Merriam (student) Nick simulates the daily trek so many adults and children must face to deliver water to their communities.
If You Want Something Done, Ask a
BUSY Person to Do It!
s Lucille Ball said, “If you want something done, ask a busy person to do it!” Despite the large demands on their time, a commitment to service drives many Landmark faculty to contribute beyond their daily roles at school. The personalities, preferences, and passions that bring people to Landmark also have their effects outside the school community in a wide variety of activities.
Anna DiPerna Anna tutors, teaches Math, serves as Assistant Department Head for Mathematics, and is a guiding presence on the EMS Community Action Team, Community Day Steering Committee, and Drama Team, as well as Landmark’s Diversity Committee. Despite those demands, she maintains two very important service commitments to Environmental Education and Dance outside of her life at Landmark. Anna DiPerna reviews some script changes with the EMS drama club.
“I enjoy bringing a different aspect of Mexican culture to communities in Massachusetts, and teaching them that Mexican culture is more than just delicious food!”
Anna serves on the Board of Directors of Kestrel Education Adventures, and is currently Interim Chairperson. Kestrel is a nonprofit group working with North Shore schools to integrate local ecology with classroom curriculum. “Schools are great places to offer environmental education because they are a part of most children’s lives. Environmental education should take place on publicly accessible land that children can visit again and again with their families. We need to encourage thinking about nature as a part of normal life, rather than as an exotic destination. Kestrel’s naturalists connect students’ creative ideas, interests, and stories to local wildlife and habitats, so children understand that nature is about them. It’s about building a relationship and love between students and the outdoors.” Anna has also been a member of the Tierra del Sol Mexican Folklorico Dance Group for five years. This Boston-based dance group performs about once a month in a variety of venues, such as colleges, folk festivals, fairs, and recently at the Museum of Fine Arts. The group performs for entertainment and to promote cultural awareness.
Anna (far left) and Tierra Del Sol perform at the Museum of Fine Arts.
“Tierra del Sol performs traditional Mexican dances, some of which can be traced back hundreds of years. I enjoy bringing a different aspect of Mexican culture to communities in Massachusetts, and teaching them that Mexican culture is more than just delicious food!” 12
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A second year EMS instructor, Jaquelin teaches mathematics, tutorials, and physical education. “A year ago I joined Team in Training – connected to the Leukemia Lymphoma Society, which helps blood cancer p a t i e n t s and their families. Team in Training helps people train for endurance events – marathons, triathlons, long hiking trips, and century rides on bikes – by providing coaching and tools to train without injury while also fundraising for cancer patients.”
Jaquelin and friends preparing for the “Goofy” Marathon at Disneyworld.
“...the support is huge, a huge part of Landmark School.”
In May, Jaquelin ran her first marathon and raised $4,500. This past January, she flew to Florida for a weekend and participated in the Disney World Marathon Weekend. She ran a half marathon on Saturday and a full marathon on Sunday! “I love it here! I am currently trying to raise $3,200 and the support is huge, a huge part of Landmark School. I organized a raffle and breakfast at a local Chili’s, and between Landmark and community friends, I brought in $1400 just at that event.”
Elizabeth Sarantos A Landmark parent (Christopher ’09) and EMS tutor/language arts teacher, Elizabeth has also volunteered and served on the board of the Lowell Association for the Blind. Before returning to teaching at Landmark, she was an Adult Literacy Tutor in Lawrence. In addition to singing and playing the piano at a nursing home in Andover, Elizabeth co-leads a church community service group which has participated in projects with Habitat for Humanity, Lazaru s House, and Cor Unum, a meal center affiliated with St. Patrick’s Church in Lawrence. She assists the music director with choir rehearsals at her church and has also participated in a monthly group providing respite care for special needs youngsters on Friday evenings.
Elizabeth Sarantos takes a break from community service to impart some Language Arts lessons.
With all that on her agenda, Elizabeth still lends her talents to the EMS Community Action Team as well. “I help plan activities with children and faculty at EMS and the CAT. Last fall, we helped sponsor ‘Beads for Life’ – coordinated by Freddi Pare and ‘Girls Around the Globe,’ and we visited Bl u e b e r ry Hill to do a craft project with residents and join in a Sing-along. Our students were great!”
“...Girls Around the Globe...Beads for Life... Blueberry Hill craft project and sing-along. Our students were great!”
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2010 SCHOLASTIC ART AWARDS Recognition and Re w a rd: An Indescribable Feeling
n the 2010 Boston Globe Scholastic Art Competition, Landmark High School students won an all-time record 23 awards: 5 Gold Keys, 11 Silver Keys, and 7 Honorable Mentions. Landmark has the singular distinction of being the most decorated private school in Massachusetts, and among the top six schools overall.
Kiley Davis ’11 • Gold Key “Graveyard” • Printmaking
The Scholastic Art & Writing Awards is the largest and longest-running program of its kind in the country. The Boston Globe Scholastic Art Awards is a state-level affiliate program which draws thousands of individual works of art and hundreds of portfolios from students in grades 7-12 each year. Selected Portfolio Nominees will be sent on to New York City for national judging, awards, and a public exhibition. “To be able to create something is an amazing feeling, but to be recognized and rewarded is an indescribable feeling,” said Gold Key winner Sarah Streck ’10. “Coping with the constant struggles of my learning disabilities, I've never achieved such successes in academic areas; my skills as an artist help me to share a strong and independent part of myself. Winning the two gold keys was like having the world recognize me for the first time.”
Honorable Mention Jessica DiGiovanni ’11 “Catherine” • Archival Pigment Print “Twins” • Archival Pigment Print “Sisters” • Archival Pigment Print Lena Gold ’10 “Self-Portrait” • Charcoal on Paper Merriweather McCarty ’10 “Self-Portrait with Skull” • Graphite on Paper
Katelyn Ming ’11 “Animal Triptych” • Solar Plate Etching
Sarah Streck ’10 • Gold Key
Sarah Streck ’10 • Gold Key
“Self Portrait, Stripes” • Drawing
“Self Portrait” • Drawing
Eliza Woodworth ’10 “Mirror” • Charcoal on Paper
C ri t e ria Used by Juro r s Jurors look for... Imaginative Content: Subject matter that reflects personal interpretation and individual viewpoints, and which is invested with a sense of life, feeling, and personal engagement (interest and commitment). The Human and The Artistic: Evidence of attention to the use of materials as a tool in the expression of ideas and feelings. Jurors work to be sensitive to the personal statement made in a work. Skill and Craftsmanship: Works that exhibit sensitivity and inve n t i veness along with mastery in handling materials. Style: The emergence of a personal style and are sensitive to the relationship between style and ideas, thoughts, and feelings.
Palmer Long ’10 • Gold Key “Self Portrait” • Drawing
Jessica Reagan ’11 • Gold Key “Claire” • Photography
Observation and Inquiry: Evidence of work derived from direct and thoughtful observation. The most successful works are not mere imitations of the observed elements but rather a reflection of personal investment in the act of looking, responding, organizing, and expressing.
Eden Bellow ’10 • Silver Key “Mother Triptych” • Photography
Kiley Davis ’11 • Silver Key “Perfume” • Drawing
Keith Wilkins ’10 • Silver Key “Tree” • Sculpture
Wesley Lickus ’12 • Silver Key
Johnny Benevento ’11 • Silver Key
“Lighthouse” • Photography
“Tractor” • Printmaking
Christopher Hatch ’10 • Silver Key Ariadne Colliard ’10 • Silver Key
“Oliver” • Painting
“Jellyfish” • Photography
Haley McWaters ’10 • Silver Key “Self-Portrait” • Drawing
Merriweather McCarty ’10 • Silver Key “Self-Portrait – Hands” • Drawing
Morgan Brennan ’10 • Silver Key “Sink” • Painting
Haley McWaters ’10 • Silver Key “Refrigerator” • Painting
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Welcome Lisa Robinson
ast October Lisa Robinson took over the reins as Liaison to the Landmark Parents Association. She has been doing a wonderful job of supporting the parents who are working hard to raise funds, host events, and sponsor an array of outstanding events for Landmark students on both campuses. Lisa joins the Landmark community with a variety of skills and interests and has brought with her creativity, enthusiasm, and professionalism. Trained as an attorney with a JD degree from Suffolk University and an undergraduate degree in economics from Boston College, Lisa’s work background has included ten years in the Leasing Division and Legal Department of The First National Bank of Boston (currently known as Bank of America).
When Lisa is not working at Landmark, she is very busy as a volunteer in a broad range of fundraising events in her community of Hamilton/Wenham. She is an avid reader, enjoys boating, and loves holding the position of her three sons’ number one fan. Welcome Lisa! Lisa may be reached at 978.236.3205 • email@example.com.
Busy Landmark Parents
Thanks to the hard work, dedication, and fundraising efforts of the Landmark Parents Association, many parents have enjoyed and supported a number of events and initiatives last fall and this winter.
Through LPA dues and fundraising efforts at EMS, they were able to sponsor master storyteller Valerie Tutson and Phunk Phenomenon, a high energy, urban dance troupe. The LPA also supported the High School Pe rforming Art s De p a rtment and gave discretionary funds to the HS and EMS. As they move through winter and into spring, they look forward to Valentine’s Day ice cream parties planned for both campuses, Staff Appreciation Luncheons at EMS and the HS, new parent teas, the Interdisciplinary Event at the High School, Community Day at EMS, and senior awards to come. Bi-monthly e-newsletters and monthly meetings keep everyone connected. All parents are invited to attend.
In November, parents attended a luncheon at the Chilton Club in Boston featuring Landmark faculty member J. Adam Hickey who spoke on Metacognition: Facilitating the Shift from Learning to Read to Reading to Learn .” At the LPA’s fall event, over 50 attendees we re inspired by a presentation by author and consultant, Kirsten Olson, entitled, Recapturing the Joy in Learn i n g.
For more information about the Landmark Parents Association, please contact: Lisa Robinson, Liaison to the LPA, 978.236.3205 • firstname.lastname@example.org Kim Cole P’17, LPA President, 978.363.2481 • email@example.com Or visit us at www.landmarkschool.org/parents/LPA 16
Hands-On Experience Lessons Cultivated Across the Curriculum
he entire Elementary School went on an expedition to Plimoth Plantation in November where they experienced this amazing historical recreation of 17th century life. The crisp fall weather cooperated and the students learned much as they interviewed Plantation settlers and Native Americans throughout the day.
Jackson, Mac, Jack, and Andrew pose for a photo outside a wetu.
Field trips are rare treats but hands-on learning at EMS is a daily occurrence. Sophie Wilson gathered Science classes in the meeting room and courtyard for a presentation by Mrs. Wizard illustrating a variety of physical and chemical properties.
Mac and Sam observe the pre-launch preparations.
Science classes enjoy the Meeting Room presentation by Mrs. Wizard/Wilson.
The Keyboarding initiative at EMS involves all departments under the direction of Computer Science Head, Deb Chandler.
Students acquire increasing proficiency and accuracy while maintaining appropriate posture, attention, and focus on task.
David dedicates himself to touch typing with evident concentration.
CONVERSATIONS WITH NATURE The Art of Place and Time
andmark High School students Stephanie Scanlon ’13, Katy Aldrich ’13, Alec Adamian ’10, Sarah Munson ’11, Ashley Ming ’13, and Annie Wiggins ’11 reviewed elements and principles of design in Mr. Gray’s Ceramics and Sculpture class. They experimented with these concepts before watching clips of a documentary about Andy Goldsworthy.
Goldsworthy is a British sculptor, photographer, and environmentalist living in Scotland who works with natural materials in primarily natural settings to create art that fits a specific place and time. Many of his works are temporary and intended almost as a conversation with the landscape, where he allows nature to respond to his creations and change them over time. The materials used in Andy Goldsworthy’s art often include brightly colored flowers, icicles, leaves, mud, pinecones, snow, stone, twigs, and thorns. Photography plays a crucial role in Goldsworthy’s art due to its often ephemeral and transient state. According to Goldsworthy, “I think it’s incredibly brave to be working with flowers and leaves and petals. But I have to – I can’t edit the materials I work with. My remit is to work with nature as a whole. Each work grows, stays, decays – integral parts of a cycle which the photograph shows at its heights, marking the moment when the work is most alive. There is an intensity about a work at its peak that I hope is expressed in the image. Process and decay are implicit.” After discussing Goldsworthy’s work, the students created their own individual sculptures around campus. Finally, the class designed and constructed a group sculpture on the beach at Governor’s Landing.
Katy Aldrich works on her sculpture exploring repetition and balance. The next photo (center right) shows the finished piece, in harmony with its environment.
One of the first sculptures, by Sarah Munson and Stephanie Scanlon, creates a visual center of interest.
Annie Wiggins, Sarah Munson, and Katy Aldrich work on the group sculpture at the Governor's Landing beach. Designed and built entirely by the class, this piece explores and depicts balance, movement, and contrast. The stone sculptures (center right) stand alone in stark contrast to the natural rock formations supporting them.
These sculptures echoed the islands visible from Landmark, and became islands themselves as the tide came in.
Little Shop of Treasures
A SENSE OF PRIDE IN SIMPLER THINGS
hen you walk in to the Woodworking Shop on the High School campus you expect to hear loud machinery and wade through inches of sawdust. Instead, the shop is impeccably neat and clean, warm, welcoming, and peacefully quiet. In that mysterious way that certain pets resemble their owners, the High School woodshop reflects its head teacher, Paul Schwartz.
Tour guides invariably pass by Mr. Schwart z’s shop with prospective Landmark families; and he is quick to welcome them, speaking quietly yet proudly of the talents inherent in young Landmark woodworkers. Schwartz believes in the value of learning woodworking the old fashioned way, with hand tools, trial and error, and a sense of pride in the simpler things in life. “Each of my students chooses a project. They are often very challenging but my students are motivated and so I encourage them. Working with your hands is fundamentally right-brained. All of your senses are involved and this is where the satisfaction comes in,” says Schwart z .
Over the past few years, with Schwartz’s supervision, the shop has undergone a full renovation, all the work done by students. They stripped away rotting boards, replaced old windows with new ones, added a level plywood floor, shelves, cabinets, and worktables. It always was, and continues to be, a haven for students to explore the possibilities of building with wood. Projects run from canoes and sailing dories to carved and inlaid tables and other pieces of fine furniture. Always striving for improvement, in 2008 Schwartz applied for a $5,000 grant from the Massachusetts Charitable Grant Foundation for the shop. His proposal was accepted and the funds helped purchase equipment to replace tools that had become outdated due to new OSHA standards. In 2009, he applied again and received a grant of the same size plus an additional $2,000 that the Foundation needed to spend before the end of the calendar year. With this infusion of funds, the school has been able to invest in a professional set of tools that will serve Landmark students for decades to come. 19
Matt Roberts ’11 uses one of the planes provided by the MCGF grant to smooth over the end piece of his captain’s chest.
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Time Well Spent
he close-knit and singular nature of the Landmark faculty is remarkable, and their talent and dedication is often exemplified by what happens after teaching hours as much as what goes on in the classrooms. Students and parents may wonder about those mysterious “inservice” days: the days when students are dismissed at noon and teachers remain on campus for required training. What goes on in these closed door sessions? Be assured that the time is incredibly well spent, as members of the community share their expertise with each other. At a recent EMS inservice, 15 workshops were offered by faculty for faculty. In rotating sessions, teachers imparted tricks of the trade related to: rubrics; vocabulary; decoding; spelling; goal setting; lesson design using Indesign; Word and Smartboards; implications of testing score patterns and executive functioning profiles; curriculum enrichment for Language Arts, Social Studies, and Physical Education. “A f t e rnoons like this one are just inspiring,” says Mary Kahn, a veteran tutor at EMS. “It never ceases to amaze me and make me proud when I experience the exceptional caliber of training faculty offer each other.”
Deb Blanchard discusses Executive Functioning with Elizabeth Urbanek, Meg Arnio, and Mary Kahn.
Sarah Ayres shares rubric formats with Jay Flannery, Lisa Nichols, and Claire Caputo.
It was indeed an inspiring mixture of collegiality, excellent teaching, and knowledge disseminated among faculty eager to share, teach, and learn.
Geoff Russell, Mark Joseph, and Jay Flannery discuss executive functioning.
Santo Brillati shares ideas with Sandi Nadeau, Tina Estes, Jaquelin Hubbard, Aubrey Drugan, and Liz Rust.
Anna DiPerna and Jennifer Schley Johnson discuss Smartboard software’s capabilities.
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Landmark Outreach Program Awarded Content Institute Contract
ast summer, the Massachusetts Department of Elementary & Secondary Education awarded a Content Institute contract to Landmark Outreach for the first time in Landmark’s hist o ry. The award serves as an indication that Landmark and the Outreach Program are recognized as leaders in the field of language-based learning disabilities and literacy. Over 25 participants from school districts all over Massachusetts enrolled in the Content Institute course, “Improving Spoken and Written Language Skills” offered during Landmark’s annual Summer Professional Development Institute. The course utilized Outreach’s expertise in combining an on-site five-day graduate course coupled with an online component that extended through De c e m b e r. Janet Parady, Ann Larsen, and Trish Newhall all combined to plan, research, and teach the course to the enrolled teachers.
“It is probably the best professional development experience I have had. I found the materials (templates and organizers) presented to be very practical and usable in my classroom.” The Institute focused on enhancing language skill development – listening, speaking, reading, and writing – to improve academic performance. Teachers learned about typical and atypical language skill acquisition, the foundation language skills necessary to engage in effective expository discourse, and research-recommended best practices for fostering success in the classroom. “This has been a really important course for me. I have a lot of gratitude for Landmark and its outstanding instructors for thinking about the topics that I have lost touch with and then doing outreach to those of us working in a test-driven teaching environment.” The five-day face-to-face portion of the Institute provided the foundation for implementing classroom strategies in the fall. The subsequent online portion of the Institute focused on developing an online community to discuss the successes, challenges, and efficacy of implementing the strategies in the classroom.
“I thought the course was presented at Landmark in a manner that was informative, knowledgeable, and respectful of all levels of part i c i p a n t knowledge.... The information, activities, and lessons planned were clear and effective teaching strategies that would make all learners successful.” As noted by a sampling of the many positive comments above, the course provided teachers with the exact level of support and resources needed to help students in public school settings succeed in the classroom. Through initiatives such as this partnership with the Massachusetts DESE and continuing work with school districts, Outreach strives to achieve its mission of empowering students with language-based learning disabilities through their teachers. Trish Newhall
empowering students with language-based learning disabilities through their teachers. 21
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Shining its Beam of Light, Signing its Beam of Might Signing the beam of the new Athletic Center brings back a sense of dedication and life purpose in the mind of a veteran staff member.
he day before December break we had a beam-signing. Construction of the longawaited Activity and Athletic Center at the High School was underway, and the contractors made a main steel beam available for the school community to commemorate the event. The art department painted our logo and mascot on the beam, and the students, teachers, and staff all signed their names. It was a wonderful event allowing the community to take ownership of our new gym.
At the ready – Jim Kent sits with markers in hand.
The first name on the beam was mine; not because I’m special or important, but probably because I was the first one there with hot chocolate and doughnuts. The second name is that of my twin brother Paul Kent who passed away last summer. Both of Paul’s sons attended Landmark. Paul is the main reason I work here, and here is why I added his name to the beam. Landmark School is a beacon, an oasis, and a sanctuary for those fortunate enough to have found us. As a twin, I was there every day to observe my brother being humiliated, insulted, and tormented by his teachers, nuns who, along with most people, simply did not know what dyslexia was back then. The day I saw my brother’s heart broken – when he was humiliated in front of a class of 45 students for not being able to sequence the days of the week – was when I knew on a deep level what I would do with my life. I did not know the form it would take at that time, but when I found Landmark School, I knew. My brother Paul, because of his intelligence and perseverance, and the love of our family, had a successful, productive life. And through the gift of Landmark School, Paul and his wife, a supervisor at Landmark, provided his children the wonderful opportunity for the education he had been denied. When I think of my 29 years here as a teacher and counselor I feel privileged to have been given the opportunity to serve our students.” With gratitude and fondness, James C. Kent
History in the making – Landmark names cover the beam.
For posterity – Before names fill the beam, the Landmark logo gets hand-painted onto it.
Coming down the home stretch – Dean of Students Robb Genetelli supervises as another name gets added to the beam.
The Building Takes Shape o c to b e r
s students venture across campus this winter, the customary pounding of surf and howl of New England winter winds have been accompanied by the hammering of steel and the creak of swaying construction cranes. Our new Activity and Athletic Center is taking shape next to the Prep Building.
On a frigid December day, the school community trooped to the construction site to sign a special steel beam which was painted white and adorned with the Landmark Lighthouse and Viking logos, handpainted by student artists. The beam, filled with over 300 names, will hang prominently in the new wrestling room, a reminder of the Activity and Athletic Centerâ€™s long anticipated role as a gathering place for the entire school. A key architectural design goal is for the Center to reflect its surroundings, despite its size. The rooflines of the front entryway echo the distinctive architecture of the Prep Building next door. The construction crews have been diligently working through winter conditions in anticipation of an early June completion date. The Broudo dogs, who reside next door in the Headmasterâ€™s home, keep a watchful eye on the comings and goings each day, enjoying the activity in a normally quiet part of the campus. This project is a wonderful testament to the vision and generosity of many generations of Landmark families who have desired an appropriate facility to support the many sports teams, the fitness programs, and the after-school activities of our students and faculty. Our thanks to all those whose generosity ensured that this building would be fully funded through philanthropic contributions. A final aspiration for this building is to add solar panels to the roof which would supply all the energy needed to support both this building and the Prep Barn. We continue to seek funding opportunities to help us take this important environmental step as a school. Each week, an update of construction progress along with photos is posted on the Landmark website, www.landmarkschool.org. Log on and stay informed! 23
222 222 i Boy With One Shoe The Little Field Home:
An Orphanage Grows in Malawi
Takondwa brushes his teeth.
Janet introduces volunteers to some of the children.
Front of The Little Field Home
n 2003, Landmark teacher Janet Littlefield and Shaibu Kaliati decided to make a difference for 20 homeless children in the village of Chigamba, Malawi. Through Janet’s administrative support and Shaibu’s efforts onsite, they opened The Little Field Home.
When Janet taught at Landmark, she worked extra weekends earning “Duty for Dollars” and called on the Landmark community to lend a hand. With the help of several staff members and students, Janet put together a yard sale and raised over $1900. The Landmark community continued to rally behind Janet as she hosted “Dinner and a Movie” nights where staff volunteered to cook and serve students a four-course meal. Student organizations helped by arranging “Dress Comfortably Days” – a popular fundraiser on campus. Ultimately, the collective efforts between Janet, Shaibu, and their surrounding communities directly benefited 35 orphans. The story of The Little Field Home began in 1998 when Janet entered the Peace Corps. Janet met Shaibu, at the time an orphan dressed in torn clothes and wearing just one shoe. Shaibu needed help paying for secondary school. They agreed that she would pay for his school if he helped out around the village. Janet tutored Shaibu during her tenure in the Peace Corps. Shaibu graduated from secondary school, only the second from his village to do so, and attended college classes. Janet’s friendship with Shaibu continued as he began to pay it forward. Janet spent the next six years teaching science at Landmark High School. Soon after, Janet moved closer to home to be with family and take a job at Hebron Academy in Maine. She worked hard to increase the influence of The Little Field Home. Upon being recognized as an official nonprofit 501C(3), the orphanage began seeing a steady growth in the number of children supported. Janet admits that neither she nor Shaibu ever thought The Little Field Home would grow to such magnitude and significance. They were simply meeting an immediate need to provide for the orphans of Chigamba.
Farming is one way of supporting The Little Field Home.
“We are not business people and we sure did make some mistakes, but over the past four years we have created the largest and most successful orphanage in the Machinga District. We support not only our kids, but we set up satellite orphanages to give out food and blanket stipends, particularly during the rainy (hungry) season.” The Landmark community has responded as well. Janet recently married Bill Flynn, former Landmark language arts teacher, coach, and Po rter Dorm houseparent. Bill assists Janet in every aspect at the administrative level and onsite in Malawi. In 2007, Landmark alumnae Christine Brechbill ’07 and Sofie Plater ’07 joined Bill and Janet as volunteers. In the coming months current students Per Hovem ’10 and Marco Ferrari ’11, along with the Ferrari family, will volunteer their time at The Little Field Home to help conduct workshops on education, health care, agriculture, and HIV/AIDS education. In addition, Williston Dorm has been sponsoring a Form 2 (high school sophomore) student named Patuma Mustafa for two years. Bill writes, “They have sent over some great stuff for her!” Bill and Janet are quick to recognize the impact volunteers are making in Malawi. The annual budget is $175,000, all of which is raised through charitable donations. Volunteers (who pay for the experience) and special events help offset the costs but at times there are uncertainties. Volunteers are asked to commit fully to the mission and work hard, get dirty, live without plumbing and make a difference.
Janet, Bill Flynn, with some very happy children
“We tell our volunteers that they will have time to rest when they get home and that we want them to give 100% of themselves while they are here.” Malawi has an estimated 1,000,000 orphaned and vulnerable children, many of whom face long odds in order to avoid starvation, prostitution, and contracting HIV. “Our purpose has moved beyond just providing food and shelter for the orphans and vulnerable children of the Ntaja area. The children’s health care and education are extremely important to us. We also want to empower this community to find self-sustaining solutions. Currently we have opened a medical clinic in the area and we are working on bringing commerce into this village through job training and apprenticeship.”
L a n d m a rk alumna Christine Brechbill ’07 and a village friend
Janet, Shaibu, and Bill are looking forward to employing past orphans who have graduated from high school and college. Positive, accomplished, and young employees are the most i m p o rtant role models for kids in Malawi. Shaibu, the boy dressed in torn clothes and wearing just one shoe, is now the Director of The Little Field home. Shaibu is also a member of the National Parliament and an active member on the national HIV/AIDS council. For more information or to stay current with The Little Field Home, visit www.littlefieldhome.org. Janet and Bill would love to hear from you! 25
Landmark alumna Sofie Plater ’07 with a new pal
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A family’s place in the Landmark Community reflects many shared understandings and felt obligations: parents supporting and advocating for their child, students recognizing the support and commitment of parents, and the ways that families s u p p o rt – through networking, communicating, contributing to the Annual Fund, and volunteering – all the essential undertakings of a school community.
A Conversation With The Reyer Family Committed to Making a Difference
The Reyers – Ginny, David, and Tom
We recently had the pleasure of chatting with Ginny Reyer, mother of alumnus David Reyer ’08. David is a sophomore at Green Mountain College in Vermont majoring in Outdoor Education. We asked Ginny if Landmark truly prepared David to be a college student. “Landmark prepared David by providing him with the ability to advocate for himself and the things that he needs. He learned excellent organization and time management skills. Landmark was wonderfully effective for him and I feel he entered his freshman year far more ready for college than other students. David still struggles but when he hits a wall he’ll go to a teacher and explain what he needs. It’s a huge plus for him to know what he needs and how to succeed. David has learned the hard way, but in a good way, what his true abilities are. Landmark gave him confidence!”
ences and because of that Tom and I know that they have to put in way more effort to succeed. By providing them with the tools they need to accomplish their goals, they will always be prepared in life. All three of our children have loved school and we support them in every way. We don’t let them flounder. Being your child’s advocate is critical for their education to make them successful.” The Reyers recognize that supporting their children and strengthening their school are part of a larger picture. They have contributed to Landmark’s fundraising initiatives through the Annual Fund, the Capital Campaign, and other philanthropic efforts, and eve ry year they help out with Landmark’s spring auction. “My husband and I have watched Landmark School grow. We know full well that Landmark has put their critically needed dollars into the academic program and educational personnel. Because Landmark’s academic program is so strong and fabulous, it’s nice to see that now the school is turning their attention to support the building of physical structures such as the new Activity and Athletic Center!”
Ginny also noted that David’s preparation extended to the college application process as well. “Landmark's staff prepares the kids for college interviews, teaches them to explain what support they need from the college to be successful, and helps to find the right college. I was very impressed with Mr. Brown’s knowledge of colleges and their support programs. He had gone out of his way to research schools that he didn't know about, but that we had been interested in visiting. He helped David with all the applications and paperwork, making sure it went out on time. David was accepted to all the colleges he applied to. What a blessing and relief that was.”
The Reyers’ belief in education has led them to give back to establishments and organizations that change people’s lives. “We’ve been blessed to afford David’s education and we try our best to support schools such as Landmark. Even a small amount of money makes a difference. We are proud and feel privileged that David graduated from Landmark School, and we know that his success comes from being a part of the Landmark family. Landmark helped David with his self-esteem and provided him with the self-confidence to love himself. You can always have the academic part of an institution, but it’s the warmth and caring of a school that enables young people to develop their whole personality, so they then believe in themselves. Landmark helped to develop the whole student, not just the academic student.”
Originally, David’s plan was to major in Physical Therapy. Du ring freshmen year he attended Springfield College but according to his mother it was more challenging than expected. He is now focusing on his other love, Outdoor Education, at Green Mountain College in Poultney, Ve rmont. Tom and Ginny have gone to extremes to make sure they have researched and selected the right schools for their children’s needs. “He’s definitely found his match!” stated Ginny, adding that both she and David’s dad, Tom, are proud that he tried his first choice Physical Therapy and that now he’s exploring Outdoor Education. “Continuing education is so important for a child’s self esteem. Two out of our three children have learning differ-
The entire Re yer family clearly takes pride in David’s success. His siblings, Chelsea and Michelle, are proud of the fact that he was accepted to every college he applied to, and that his adjustment to college life has been positive. Ginny concluded, “David has come a long way. Landmark School is truly a miracle cure.” 26
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Sharing Time, Knowledge, Resources, Expertise
isitors to the Landmark campuses invariably remark on the welcoming atmosphere of the community. As a recent guest put it, “I felt at home here almost immediately. People look you in the eye and ask if they can help you. The students and staff are great, and the building doesn’t feel like a school.”
l. to r.: Paula Trewin, Amanda Glenin, Jennie Hope, and Natalie Wilks
That warmth is genuine and reflects not only hospitality and the unique surroundings, but also our comfort with the presence of frequent visitors. While not technically a lab school, Landmark rarely experiences a day without professional colleagues, observers, testers, admission tours, or researchers on campus. Some of our favorite visitors are from other schools. Landmark recently hosted visitors from the Learning Support Department at the Whitgift School in the U.K. Whitgift was founded in 1596 and serves 1200 boys from London, Surrey, Sussex, and Kent. As Landmark contemplates its 40th anniversary milestone, we felt a sense of historical proportion to connect with a school that had recently turned 400! We have also recently hosted visitors from two Propel Charter schools from the Pittsburgh area, the Center for Child Evaluation and Teaching from Kuwait, The Siena School in Maryland, Robinson School of Puerto Rico, and many others in addition to Whitgift.
Practical Arts Spans Departments and Ends With a Bang
he practical arts course is a structured program incorporating fundamental skills related to small engines, art, and woodworking. Each project is primarily built by hand with limited use of power tools, and instruction is designed to foster each student’s ability to work independently and follow directions while cooperating with others. Over the course of the semester, students use the skills presented in Small Engines, Art, and Woodworking to design, build, and paint a model car powered by air, solar, and CO2 . The culminating event of each Practical Arts unit is the launching of the cars, as students gather at “Pickwick Speedway” in the gym. Model cars are displayed, radar guns are at the ready, and the “Bang” signifies the explosion of another CO2 cartridge as cars race to the finish line and students see which designs produce better results.
READY...SET... Teacher Allen Pickwick and Mike supervise as Robbie and Aidan lock and load their cars.
PETER’s CAR at the START. BANG ! With an impressive CO2 wake, Peter’s car explodes out of the starting block.
RED, WHITE, and BLUE The finished products reflect the individuality of their creators.
The Physics Of
Technology How Things Work
Working from a plan, Allie Schrieber ’10 is measuring the wooden wing spars for her airplane.
hysics of Technology is an inquiry-based, hands-on class at the High School that focuses on the physics of how things work and how things are “engineered.” Students take part in projects which emphasize brainstorming, research, planning and journal writing. One of the more challenging aspects of the class is the need to maintain individual goals while working with a group of other students, as a design team, to create and meet production deadlines.
Typically, students are given an open-ended design challenge that highlights and reflects specific physics and engineering concepts. End results are diverse and unique to each design team. Success is measured in many ways: knowledge of the materials and concepts, meeting deadlines and specifications, student journals as well as an individual’s understanding of how the end product could be improved with the knowledge gained. Earlier this fall, the class produced Marble Roller coasters and newspaper structures. Currently students are finishing prototypes of gliders and rubber band-powered aircraft. The students choose to build a structure with 3 inter-connected columns to spread out the weight/pressure, rather than using a single column.
Jon Gil ’10 and Allie Schreiber ’10 are adding weight to the testing board to measure the strength of their newspaper and glue structure.
Exhibiting glider design diversity
Two Landmark Seniors Gain More than Friendship
t twelve noon each day, Landmark seniors Luke Saviano and Jamie Toulan leave school and head to work at the Salem Maritime National Historical Site. It’s certainly not a typical school day, but for these two gifted woodworking students, a program that blends academics with some hands-on experiential learning suits them to a T.
It all began in the spring of 2009 when Landmark High School woodworking teacher Paul Schwartz realized that Saviano and Toulan had “exceptional talent and passion” for this age-old trade. Mr. Schwartz also realized that as upcoming seniors they would be thinking about their next step after high school. He made a call to a friend who proposed an internship working with a team of historic preservationists and craftspeople renovating Friendship, a reconstruction of a 171-foot, three-masted Salem East Indiaman tall ship originally built in 1797. Friendship is part of the National Park Service’s Salem Maritime National Historic Site. The two seniors carry a full load of four core academic classes, including their tutorial, and spend each afternoon on Friendship. Every day they are supervised by Head Carpenter and Engineer John Pydnkowski, who guides the seniors in carving, cabinet making, repairing line, removing the ship’s yards, using a vast array of fine woodworking tools, and learning the tricks of the trade. He is thrilled with the Landmark students’ dedication, skill, and work ethic. John comments, “Luke and Jamie are doing an outstanding job. They show up for work with a great attitude; they never complain; and they are eager to soak up as much as they can. They are learning practical skills that will last a lifetime.” When asked what they enjoy most, Saviano offers, “I like getting to know more about working, interacting with peers, and reporting to a boss. I am probably going right to work after high school so this is a great experience for me.” Toulan adds, “Finishing my classes for the day and heading to Salem helps get my mind off my school work. It gives me time to clear my head, think, and relax.” Toulan was asked how he thinks this experience will affect his choices for a post Landmark experience, “I’m not sure I would have considered college before doing this internship. Some of the guys from Friendship even wrote college recommendations for me. I’m still not sure what I’m going to do after Landmark but spending time here has opened up a lot of possibilities for me.” When asked what they will miss about their internship when it ends in May, Saviano smiles wistfully and says – “Everything.” 30
learn together we
ve ry year, six faculty High School facultyvemembers 15-20 students travel to Gettysburg, PA. On Sattravel urdaysto, ry year, sixand High School faculty members and 15-20 students we typically play “games” on the battlefield; the games to generate a backhanded way Gettysburg, PA.are Oncreated Saturdays, we typically play “gam es” of onlearning the battleabout the battle. field; the games are created to generate a backhanded way of learning about the battle. One such game begins. The students are divided into small groups and dropped off in different areas on the battlefield. Gettysburg National Military Park is about mileswhen by two so the notsmall at groups One such game six begins the miles students are groups dividedare into and dropped off in different areas on the battlefield. Gettysburg National View from Little Round Top Military Park is about six miles by two miles so the groups are not at all within sight of one another. Each group is given a topographical map that has all 2,000 monuments marked, as well as the primary locations such as Little Round Top and The Angle. Students are also given a puzzle to solve using the map and their wits. The puzzle should lead them to a location where they will find the faculty lounging on beach chairs. A few years ago, one puzzle was particularly difficult for the students to solve. It was a hot day and miles of walking were involved. After four hours had passed, the students had not arrived at our location. Since we keep in close contact by cell phones, we knew that the kids had found one another and were all together. They were complaining about the heat and blisters. They didn’t know where to go because they didn't know how to solve the puzzle. They were frustrated and physically exhausted, and they made a group decision to throw in the towel.
Small group stops to reconnoiter and enjoy the view.
It would have been a simple step to pass on a clue to help them out. But this would deprive them of important lessons and valuable experiences like overcoming adversity and the feeling of success upon completion. We were not going to sully those opportunities - tough love! Was it the right choice? On any given day – 50/50 odds.
Mr. Chamberlain gives instructions for the next puzzle.
Nate Stowes ’11 consults a map to verify exact location.
The faculty group began to pack up to drive the vans to the students’ location. Minutes later, we re c e i ved another call from the students. “Forget picking us up, we're going to keep trying!” Thirty minutes later, as we pondered how long it would take the students to arrive at our location, we saw them! All 15 students we re skipping and running down the road that leads up Little Round Top. The most remarkable sight was seeing all of them holding hands – one connected to the next in a long line, as they descended the hill. Their faces were glowing and their energy was renewed. Blisters, while not forgotten, were minor afflictions at most. It was a living example of the kind of success experienced through positive group dynamics that foster desire and perseverance. The pride I felt for them was overwhelming. More importantly, these students were proud of themselves. It was openly evident. As we sat and debriefed the experience, everyone had a different story they wanted to share. This is why I teach – first and last. 31
- Bill Chamberlain
entertain together we
EMS Campus Gets Down to
idwinter can feel quite bleak and oppressively cold in New England, but on an otherwise routine mid-January afternoon, Landmark’s Elementary • Middle School was hot, hot, hot.
Phunk Phenomenon blasted onto the campus to perform for students and teachers who were transfixed by this edgy, youthful, multicultural dance troupe. Their provocative performances were a “cross-cultural fusion of traditional and contemporary street dance formats with highlights of modern dance, ballet, tap, and various music forms (jazz, house, hip hop, tribal, and Latin).”
The performers moved skillfully through a series of complex and physically demanding choreographed and improvisational dance numbers and at the end of the show invited a few eager student and staff volunteers to strut their stuff. This special performance was sponsored by the Landmark Parents Association with additional support from funds collected at an EMS Dress Down day in the fall. To learn more about Phunk Phenomenon check out their web site at www.phunkphenomenon.com/home.html
Dedication and Winning Ways Continue at Johnson State
The November 2009 issue of Lacrosse Magazine devoted a full page feature to Landmark alumnus Travis Melick ’09. While at Landmark, Travis personified dedication and earned his role as Captain of boys’ varsity lacrosse during his junior and senior years. But the recognition didn’t stop there. Travis’s commitment to the game led to his recognition as a two-time Eastern Independent League All Star. He is currently at Johnson State College in Ve rmont playing lacrosse and succeeding in the classroom. “Playing sports at Landmark helped me commit to my academics since failing in class would have meant letting my teammates down.”
Originally published with the caption “Mean Streak,” this photo illustrates the type of athlete Travis became at Landmark.
Photo by Landmark High School teacher Adam Oliver
Alumni Notes Robert Liddy ’82 Robert has led an active life since leaving Landmark in 1979 and returning home to Connecticut. He volunteered in The Philippines and Sierra Leone as a part of the Peace Corps before earning a degree in history from the University of Wisconsin in 1989. After college, Robert entered the work force as a corrections officer in Virginia. From 1999-2000 he spent time in Bosnia with the NATO Peacekeeping Forces and has also been a part of the Military Reserve. He was deployed to Fallujah, Iraq between 2003 and 2004. Robert is currently in the military in the Active Duty Army stationed in Korea.
David’s Cathedral in close proximity to the date of my medical school graduation. I am expecting an influx of family and friends from the USA (some from Landmark) to attend the wedding and graduation. Warm regards from Australia!”
Sam and fiancée Annie skiing
Jason Rish ’99 “I graduated from New England College in Henniker, New Hampshire in 2004 with a B.A. in Business. In December of 2004, I moved to Scottsdale, Arizona for a change of scenery. I began working for a small wine and spirit start-up company called Frontier Distribution. I left them about six months later, about six months before they filed for bankruptcy so it was pretty good timing. I did learn a lot about wine and spirits and now have a fondness for wine! In August of 2004, I went to work for Target in a small town just outside of Scottsdale. I began as a Guest Se rvice Team Leader (GSTL) before being promoted several times and earning a new position as a Senior Team Leader. In Ja n u a ry of 2005, I was promoted to an Executive Team Leader of Assets Protection for Target in Scottsdale and achieved great success in that position. I helped reduce shortage caused by external and internal theft and fraud. Sixteen months later I was promoted to a High Risk Target store in the heart of Phoenix. In a high risk store, I faced new challenges and adversity with the environment and location. I have continued to have great success at this store and am currently waiting to see where my Target career will take me next. In May 2007, I purchased a home in Phoenix. I am currently not married and still waiting for that perfect person to come into my life.”
Carrie Helmer Dukes ’84 Carrie and her husband Steven Dukes are pleased to announce the birth of their son, Steven William Dukes, April 10, 2009 at 4:29 p.m.; 8 pounds 5.3 ounces, and 21 inches. Congratulations Carrie! Jamie Annarelli ’90 Jamie and wife Kim have a beautiful baby girl, Avalyn, who turned one in December 2009. Michael Deckers ’92 Michael is living in West Hartford, Connecticut working at the University of Connecticut Health Center doing office work for a disabilities center. Michael spends time volunteering at the Health Center at night and wants everyone to know that he is doing great and says “Hi!”. Dave Hirschberg ’98 “After studying for three months, I have passed my Coast Guard exam and am now a licensed Captain. While this means I can take anyone anywhere in the world, I plan to stay in Jupiter, Florida fishing for tarpon and snook.”
Christy Litten ’01 “I graduated from Florida Hospital College of Health Sciences in April 2009 with an A.S. degree as an Occupational Therapy Assistant. I am in the process of taking my state boards in order to earn my license and begin practicing. I have been offered a job at a charter school here in Florida working with children ages four to twelve with all different types of diagnoses. My main focus is on the Sensory Integration area. Hope to hear about others from the class of ’01.”
Sally Slaughter ’98, Sam Begin ’99, and Tamara Reynolds ’99
Michael Bailey ’01 “Well, it’s been a while since I told you all what’s going on in my life. I'm out of the Army now, working at a Boy Scout camp in the Sierra Nevada Mountain range as a rifle instructor. In August, I start at West Virginia University and I'm pretty excited. Still having a little trouble adjusting, but that’s OK; I'm getting there. Hope all is well at Landmark.”
Sam Begin ’99 “I am currently working 60-70 hours per week, completing year five of a six-year medical MD degree. At the moment I am assigned to a surgical rotation at the Royal Ho b a rt Hospital in the island state of Tasmania. In December 2010 I will wed Annie, my beautiful partner of six years. We are eagerly anticipating the ceremony to be held at St.
Alumni Notes Will Ruez ’05 Will is a junior at Southern Methodist University in Dallas studying economics. This past semester Will earned straight A’s!
Oliver Schwab ’01 Oliver is working in the political world in Washington DC, while teaching sailing on weekends. Krystal (Parker) Goodwin ’03 “I have been married to my wonderful husband Steve for five years! We have two children, Leiah Marie who will be four in November, and Nathan Parker who was born on February 26, 2009. I'm a stay-at-home mom and love being with my kids. We’ve been living in Sarasota, Florida for over two years and I love making cakes and other small treats as well!”
Forrest Schwab ’05 Forrest is a Senior at St. Lawrence studying Geology and teaching rock climbing. Luke McMahon ’08 “I really like Savannah College of Art and Design (SCAD) and being back in the South. I've decided to do a double major in film and photography. So far I've won awards (and cash!) in two film contests. Last year I won first prize in a SCAD Film Department environmental film contest, and just this week my roommate Chris, who is a screenwriting major, and I were named runners-up in a film contest sponsored by Stuart Weitzman. College work is hard, but I've made the Dean's list since 2nd quarter of my freshman year and had a cumulative GPA of 3.66 at the end of freshman year. I'm a member of the SCAD Student Ambassadors, who represent SCAD to visitors and I do other leadership activities. I got a job as a Resident Assistant starting the last quarter of my first year; I really enjoy interacting with the students. For relaxation I go surfing, make dinner with my girlfriend at her apartment, and take photos at a nearby wildlife refuge which has lots of birds and Luke McMahon and alligators. Last summer, Chris Durenberger filming I worked at Camp High Rocks, a high adventure camp in western No rth Carolina, teaching rock climbing. It was a blast and I met a lot of great people. I hope to work there again this summer. Hello to eve ryone at Landmark and thanks to all my teachers!”
Jillian Rex ’04 Jillian is living in Cheltenham, United Kingdom, attending the University of Gloucester. Stefanie Davidowitz ’05 “Greetings fromW h i s t l e r, British Columbia! I am thrilled to be working for the Vancouver Organizing Committee for the 2010 Olympic and Paralympic Ga m e s ! The exc i t ement and activity continues to build and in my position as Assistant Venue Logistics Manager at Whistler Olympic Park – the venue for Nordic Skiing, Ski Jumping, and Biathalon events – I’m meeting and working with people from all over the globe and from every department. This experience is actually exceeding my expectations. The skiing and scenery are icing on the cake.” Tim Nuccio ’05 Tim recently graduated from No rth Shore Community College's Re s p i r a t o ryTherapy Program. While a student there, he worked in the Respiratory Therapy Department at Mt. Auburn Hospital in Cambridge. Tim has taken and passed both his national certification and registration examinations. He is excited about his new profession and has learned so much. Last September Tim's class attended the Massachusetts Society for Respiratory Care Annual Conference in Sturbridge where Tim’s father, Paul Nuccio, was a speaker. Each year, the conference has a college bowl type of competition with respiratory trivia questions. The winners receive a trip to compete at the national conference of the American Association for Respiratory Care. Tim put a team together with a couple of classmates to compete against teams from the other programs across the state and they won! Beyond the fame and exposure, Tim and his team received an all-expenses paid trip to compete in the national competition in Anaheim, California. Tim is currently working at Massachusetts General Hospital as a registered respiratory therapist (RRT). He thanks Landmark and re c o g n i zes that much of his success is due to the skills he learned while at Landmark. In fact, Tim credits one of his Landmark instructors, Ms. Barlow, for teaching him how to write well enough to have an article published in the online health journal Respiratory Therapy magazine.
Jeremiah Rex ’08 Jeremiah is in his sophomore year at University of Denver, has joined ZBT fraternity, and is learning to snowboard.
Whatever you’re into, be into Landmark!
The friendly five...there’s something for everyone. Check out our new website.
We are proud to introduce our new alumni website. To find the most recent news, share photos, or simply request a transcript, visit:
Find us on Facebook.
Over 600 fans and growing! Login, become a fan, and instantly find old friends and teachers! This is already the best way to reconnect and stay current with everything Landmark.
5th Annual Landmark Casino Night
Saturday, May 15, 2010 We’ll play everything from craps, blackjack, and poker tournaments to Casino War and Left/Right/Center. Prizes include signed sports memorabilia, weekend trips, Red Sox tickets, a Caribbean Cruise, and much more!
$20 admission includes food and drinks all night!
Alumni Lacrosse Games and BBQ
Thursday, May 20, 2010 Join us on Collins Field to keep this new tradition alive! Come to play, watch, or enjoy a casual BBQ after the game.
All alumni are welcome!
40th Anniversary Homecoming Weekend
October 1 & 2, 2010 Festivities will include opening the doors to the new Activity and Athletic Center, class reunions with parties all weekend, Varsity Soccer on Collins Field, and a 5K road race.
Experience History. Create History. Celebrate History. For more information please visit www.landmarkschool.org or contact Jeff Fauci, Director of Alumni Relations 978.236.3367 • firstname.lastname@example.org 36
1 8 t h A n n ual Landmark School Golf Benefit
Monday • 24 May 2010 Kernwood Country Club • Salem, Massachusetts www.kernwoodcc.org
for more information please visit: www.landmarkschool.org/giving/events or contact: Ryan DeJoy, Director of Annual Giving 978.236.3208 • email@example.com
Golf • Dinner • Auction
Coming! to! A! Theater Near! US! Landmark Performing Arts proudly announces our spring musical
BEAUTY BEAST AND! THE
Featuring a large cast, amazing set, and a full orchestra!
Friday,! May! 7! &! Saturday,! May! 8 Fuller School Auditorium Gloucester, Massachusetts
This one is not to be missed! 37
s Landmark nears its 40th year, the lighthouse has been an enduring symbol of our mission and of our community.
In preparation for our upcoming 40th Anniversary, we are posing a challenge. We would like to assemble a small exhibit of the most unique, creative, or otherwise outstanding lighthouses that you may have. All pieces will be reviewed by a jury of art teachers and students, and the final selections will be on display at events celebrating our 4 0th Anniversary.
It’s time to dig through your basement, attic, or closets. Or, perhaps you want to create something special just for this occasion. We are looking for paintings, drawings, sculpture, carvings, textiles – even great stories about lighthouses. Winning stories will be featured in the 40th Anniversary Edition of The Lantern . You may send photos of the lighthouse(s) you would like to submit for review. All original artwork that is sent in will be kept safe and secure throughout the entire jury and exhibit phases of the program.
w For more information or questions, please contact Susan Tomases, Director of Marketing and Communications, firstname.lastname@example.org • 978.236.3369
a taste of Landmark
foo! wine art music atmos!"ere Please join us for
A Taste of Landmark
Wednesday, April 14, 2010 at the Landmark Elementary •Middle School 167 Bridge Street •Manchester, Massachusetts This event promises a multi-sensory experience showcasing the rich diversity of our community – a taste of the art and drama programs at the High School and the Elementary • Middle School. In addition, taste a creative array of food, wine, and desserts featuring restaurants and wineries that have relationships with Landmark School. Enjoy an outstanding raffle and auction while listening to the dynamic harmony of the Landmark Chorus. Event chairs Elizabeth Clifton P’11, Carolyn Nickas P’16, and Karyn Zervalis P’12 along with our other dedicated volunteers warmly look forward to seeing you there! More details will follow in the mail. For more information or questions, please contact: Paula Prifti Weafer, Associate Director of Development email@example.com • 978.236.3408 For up-to-the minute updates: www.landmarkschool.org/giving/taste
Pat h way of Ho n o r at Landmark
Thank you to all who have purchased bricks for The Pathway of Honor which leads to the front door of The Alexander Academic Center. The Pathway has plenty of room for more inscribed bricks. For a donation of $100, you can purchase a brick for the walkway to honor your child, a former teacher, your family, a parent, a friend, or the memory of a loved one. A perfect graduation gift!
to order a brick: by mail: Please complete the order form below and mail to the address on the form, with a check payable to Landmark School. by phone: Please contact Jeff Fauci, Director of Alumni Relations, 978.236.3367, to provide brick inscription and credit card information.
brick orders must be completed on this form. Number of bricks______ X $100 each = Total enclosed ____________.
Inscription on brick(s): For each brick, choose up to 3 lines of text, with up to 15 characters per line, including spaces.
Please enclose this form with your check payable to Landmark School and send to: Landmark Pathway of Honor • P.O. Box 227 • 429 Hale Street • Prides Crossing, MA 01965-0227 40
Explore! 2010Landmark School Summer Programs Whether your student wants to gain a jumpstart on next year’s grade, or supplement gaps in learning,
Landmark’s Summer Programs offer a chance to learn and relax in a supportive, fun environment.
Elementary and Middle School
“Summer School in a Month” Grades 8-12 July 5 -30
Six-week Program Grades 1-7 July 1 - August 11
Completed applications for these 2 programs are due by May 14, 2010.
Middle School, High School, and College Students Summer Seminars for Essential Skills July 5-16 & July 19-30
L a n d m a rk School Post Office Box 227 • Prides Crossing, MA 01965-0227 978.236.3000 • www.landmarkschool.org/summer-programs
Lantern Winter 2010
Landmark School Post Office Box 227 Prides Crossing â€˘ MA 01965-0227
Change Service Requested
community. Together We Break Ground.
Published on Mar 10, 2010
Landmark School’s mission is to enable and empower people with language-based learning disabilities, such as dyslexia, to realize their educ...