The Lantern Fall/Winter 2014 by Landmark School

Lantern THE

Fall 2013â&#x20AC;˘Winter 2014

the magazine of Landmark School

What Makes Landmark Work? RECIPES FOR SUCCESS

RECIPES FOR SUCCESS

What Makes Landmark Work?

our mission founded 1971

Landmark School’s mission is to enable and empower students with language-based learning disabilities (LBLD) to reach their educational and social potential through an exemplary school program complemented by outreach and training, assessment, and research.

photo©Carl Gasowski

cover photo:

seniors in “The Biochemistry of Food” class

l e f t t o r i g h t : David Giovannacci, Emily Hermo, Michael Santana,

May Lobacki, Mike Flood, Simon English, Jamie Bergin, Luke Duffy, Lia Giber, Mike Ijames, and instructor Ms. Elyse Gordon see ar ticle on page 34:

“The Science of Food. What Are We Really Eating?”

Lantern THE

Fall 2O13•Winter 2O14

The Lantern is published twice yearly by the Marketing and Communications Department at Landmark School, P.O. Box 227, Prides Crossing, MA 01965-0227.

The Lantern is available online: landmarkschool.org

Director of Marketing and Communications Susan Tomases Director of Institutional Advancement Carolyn Orsini Nelson Leadership Gifts Officer and Alumni Programs Ryan DeJoy Leadership Gifts Officer and Parent Programs Lisa Robinson Director of The Landmark Fund Jeff Fauci

LANTERN EDITORIAL BOARD

Editor and Designer Dede Grace Manager of Design Services Managing Editor Susan Tomases Contributing Editor Rob Kahn

P Contributors Bob Broudo P’11 Bill Chamberlain Deborah Chandler Khiet Chhu Max Cournoyer ’14 Suzanne Crossman Ryan DeJoy Helene Dionne Simon English ’14 Jeff Fauci Bill Ferguson Jay Flannery Sherry Fuller P’18 Robb Genetelli Elyse Gordon Abigail Hammond Peter Harris Adam Hickey Brigid Houlihan Scott Jamieson Emily Kahn Rob Kahn

Larry Karle P’20 Will Klinar ’14 Kaitlin Laughlin Courtenay Macaulay Ariel Martin-Cone Maura McDonald ’18 Andrea Meade Jeremy Melvin Christine Ozahowski Freddi Pare Gabriella Pecoraro ’07 Lisa Robinson Matt Rogers ’07 Joe Rose Catherine Steinhoff Brook Sumner Kirk Swanson Morgan Talbot Susan Tomases Amy Veling Tristan Whitehouse

Photography Erin Curran Jimmy Daly Ryan DeJoy Carl Gasowski Dana Jo Photography

Susan Tomases Tom Underwood Winslow Martin Zachary Webster ’17

What Makes Landmark Work?

LANDMARK

President and Headmaster Robert Broudo Vice President of Finance Mark Brislin Assistant Head of School and Director of Outreach Dan Ahearn Head of Elementary • Middle School Rob Kahn Head of High School Chris Murphy Director of The Prep Program Joe Rose

Many sources can teach us “how things work” but stop short of differentiating why they work. In the world of machines, that distinction may not even be necessary. Understanding how their components function makes it clear why some products work. But complex social systems – such as schools – are not so readily explained. They may appear similar on the surface: if the right parts are present, students should succeed. Yet too often they work to varying degrees for various students. What is it that empowers the components to achieve synergy at Landmark? Perhaps why Landmark works is ultimately each individual’s story interacting with mission, philosophy, and community.

synergy Printing graciously donated by

LIFETOUCH SERVICES

table of

CONTENTS Features

Highlight

5 What Makes Landmark Work? Inquiries to Outcomes 28 Landmark Girls Unite! Residential Sisterhood at Landmark High School 30 Kids Around The Globe Weaving A Tapestry of Lessons From Global Resources 32 An Impulse To Give It’s In Our DNA 34 The Science of Food What Are We Really Eating? 40 Landmark School Outreach Program Christopher Woodin – Pioneer of Numbers

Limelight

24 Landmark. A Love Story. Khiet Chhu and Katie Loughlin

Departments Headlight The First Word 4 Message from the Headmaster LANDMARK. What Makes It Work? Leveling The Playing Field

Penlight 20 In Her Own Words by Maura McDonald ’18 Behind The Door A Feeling of Community 22 In His Own Words by Will Klinar ’14 What Makes Landmark Work? Teachers Are More Than Just People

Departments Sidelight 12 Insights What Makes Landmark Work? Dad, Why Can’t I Read Chapter Books? 14 Insights What Makes Landmark Work? Evolving With Time

Spotlight 16 Faculty Profile The Marvelous Mrs. Meade Investing in What Makes Landmark Work

18 Student Profile Simon English ’14 A Headliner With A Heart 26 Parent Profile Sherry Fuller P’18 SHARing Her Time to The FULLest 44 Alumnus Profile Matt Rogers ’07 From Landmark to Law School

Starlight 36 Performing Arts Landmark Stage Company Fall Production “The Miser” by Molière

38 Athletics Practicing Leadership Through Athletics

Floodlight 46 Homecoming and Reunions 2013 48 Connections Alumni Notes 53 Upcoming Events

Taillight The Last Word 56 Message from an Alumna LANDMARK. What Makes It Work? Life Lessons: A Positive Attitude. Confidence. Perseverance.

the first word

headlight

message from the headmaster

LANDMARK. What Makes it Work? Leveling the Playing Field by Bob Broudo

he answer to that question is obvious, I initially thought: Landmark works because of disciplined adherence to its mission and goals; the school’s teaching principles and methodology; the customized tutorials and academic advising system; careful skills-based class placements and size; the level system in the residential program; a truly committed faculty, staff, and administration; and a passionate board of trustees. Even as this list grew, I was well aware that I could easily expand it.

photo©Erin Curran

Upon reflection though, I found these details to be too easily generated and, yes, obvious. Seeking a higher level, more encompassing response, I was reminded of some words from Rumi, the 13th century Persian poet:

“

What makes Landmark work is the school’s unfailing

desire and ability to meet our students where they are in their educational and

learning process – to meet them on their own field of

learning and interest– and to build their confidence, skills, and self-concepts from that very personal place.”

“Out beyond ideas of wrongdoing and rightdoing, there is a field. I’ll meet you there.”

Rumi clearly had the answer I sought. What makes Landmark work is the school’s unfailing desire and ability to meet our students where they are in their educational and learning process – to meet them on their own field of learning and interest – and to build their confidence, skills, and self-concepts from that very personal place. Regardless of where our students have previously attended school, there is no wrongdoing or rightdoing to consider; rather, there is empowering and enabling through programs that have been designed and refined for 43 years so that each teacher can meet each student where he or she is on the learning continuum. Rumi’s message resonated with other chapters of my life as well. Before joining Landmark during its founding year, I was a student at Bates College. I entered Bates as a student-athlete in track. As such, I made every effort to learn in classes and to run like the wind on the track. I graduated from Bates as a student-volunteer at Head Start. As such, I knew I had to make every effort to learn so many cultural lessons and how to meet these children and families where they were. By being present, they taught me about the field we were on together, and the learning, for me, was exponential and ever so rewarding. The process at Landmark has been the same. What makes Landmark work is an internalized cultural focus on meeting our teachers, our families, and ultimately, our students, where they are. By being present, attentive, proactive, and responsive, we have learned how to use and refine our teaching tools and to level the playing field for our bright and creative students.

Inquiries to Outcomes

What Makes Landmark Work?

introduction

Landmark works first and foremost because of community. Close-knit and devoted to our mission and to each other, everyone shares a passion and dedication that is at the foundation of everything we do. We strive to be resourceful, industrious, dynamic, and proud of our work.

The Lantern asked representative members of our community one simple question: "What makes Landmark work?" The answers appear on the following pages and vary in their breadth and scope. But there is one common, underlying theme: the human relationships and connections that empower us each and every day. They are not only what makes Landmark work, but what sets us apart.

Joe Rose Director, The Prep Program at Landmark School

Relationships. Connections.

Inquiries to Outcomes

One common, underlying theme.

highlight feature

Admission The Ideal Fit An applicant sits anxiously on the couch in the Admission Office, waiting to be interviewed. She has just finished two hours of placement screening and her parents resist the urge to pepper her with questions about how it went. In a few moments, their questions are answered as they sit down with the person who administered the screening for an in-depth discussion of the results. Three months earlier, her parents started the application process. They worked with an admission counselor to complete the application forms and gather diagnostic testing, school records, and teacher references. When the application file was complete, the Admission Committee began a careful review, reading every document, conducting follow-up, and finally meeting to discuss whether Landmark’s program would be an ideal fit for this student’s learning profile. A few weeks later, her appointment takes place. As her parents discuss the screening, their daughter begins her interview. She is asked about her campus tour and she mentions the nice gym and the inviting art center. She remembers the enthusiastic students who had lunch with her and those who just smiled and said, "Hi!" as she walked around campus. When asked what she likes most about Landmark she pauses for a moment and then says, "Everyone seems happy here." That, in a nutshell, is the goal: the admission process is designed to ensure that this applicant, and all our students, will be happy and successful here.

Emily Kahn Admission Counselor

Tutorial

Inquiries to Outcomes

The Linchpin of Landmark

Merriam-Webster defines a linchpin as “a central cohesive source of support and stability.” The tutorial is the linchpin of Landmark, encompassing the core triad of tutee, tutor, and academic advisor. For new students at EMS, it’s where the “band-aid comes off.” Decoding, comprehension, written expression, and spelling are targeted individually and diagnostically. Once rapport and trust are established, tutorial is also usually the child’s favorite class. Tutors want to see the students’ mistakes and help them learn strategies. The tutor/tutee/academic advisor matchup is a critical choice as we program for each student, taking into account strengths, preferences, teaching styles, and the students’ changing areas of focus. The goal is to meet students where they are and make the most out of each session, while monitoring academic needs and balancing the pace. Students often form a strong working relationship with their tutor and share concerns about classes and social situations. Information is relayed to academic advisors who will in turn go to classroom teachers, department heads, or parents, and keep the Landmark circle of learning rotating smoothly.

Jay Flannery Academic Advisor, Elementary • Middle School

Teaching: Elementary • Middle School A Recipe That Works “That must be a tough job,” is a frequent comment from those not familiar with Landmark. People assume that our job is fraught with adversities; however, when given the right ingredients, positive outcomes are inevitable. Teachers at EMS enjoy small classes of intelligent students with similar needs, built-in support systems consisting of an individual student’s academic advisor and class department heads, and daily staff meetings where concerns and ideas can be tossed around. We relish the dedicated administration and supportive community consisting of parents, extended family, and peers. Add to this, free, healthy and delicious lunches and the beautiful surroundings. Sure, some of our classrooms are in dire need of updating and our lengthy individualized progress reports are time-consuming to write, but given this recipe, we can enjoy rewarding and successful teaching where we watch students thrive each day!

Deborah Chandler Academic Advisor, Elementary • Middle School

Teaching: High School Growth from Struggle Teaching at Landmark’s High School is demanding; it encompasses residential responsibilities, multiple supervisors with varied expectations, rigorous training, and daily work in the trenches. Our program is intensely structured which continually taxes the will of our students. They struggle with the raw frustration that accompanies a learning disability at the early to middle stages of remediation. Teachers must learn to set aside conflicting emotions while watching for moments to increase or decrease challenge. That is difficult! We also witness remarkable stories; we see the slow growth of self-worth catching up to the potential of native intelligence and creativity, making any amount of hard work incredibly fulfilling. To witness a student who once couldn't comprehend a short paragraph begin to take joy in reading…to watch a student who comes in full of anger and finds room for hope…that's the real thing. There’s nothing in the world like it for a teacher.

Bill Chamberlain Inquiries to Outcomes

Director of Technology, Landmark High School

-continued next page

Academic Advising Identify Weaknesses. Honor Strengths. Landmark Academic Advisors are a link between campus and parents, students and teachers. Our students often come to campus wary of educators after years of being misunderstood. Our parents are usually exhausted from fighting for their child, and wary of a school’s ability to truly “see” their child. The Academic Advisor’s job is to identify a student’s weaknesses and honor their strengths. We create a schedule that will appropriately remediate skills, while also offering opportunities to develop their strengths and/or interests. Whether a student is here for one year or five, we aim to make school a safe, meaningful, and positive environment. By working closely with parents, teachers, coaches, administrators, and residential staff, Academic Advisors help steer students through the inevitable challenges of learning and adolescence. It’s a tremendous joy to watch our students grow, and feel the palpable sigh of relief from their parents.

Ariel Martin-Cone Academic Advisor, High School

Counseling: Elementary • Middle School and High School

Inquiries to Outcomes

Tools for Navigating

The role of the counseling department is to help students take advantage of all that Landmark offers, academically and socially. Our unique understanding of language-based learning disabilities is essential in achieving that goal. Our intervention may include the expansion of vocabulary to express emotions, the development and practice of templates for anger management and conflict resolution, or the exploration of previous traumatic experiences in school. Beyond traditional assessment and counseling sessions, we work in collaboration with academic and residential staff, and seek to integrate a wide and creative range of techniques. This has meant the introduction of meditation in classes to help students cope with anxiety, for instance, or the implementation of a leadership program for 8th graders. The close relationship between counselors from both campuses facilitates the transition to high school for students who require more support, as they navigate their way through their teenage years.

Helene Dionne, Ph.D. Director of Counseling

Academic Departments: Elementary • Middle School Closing the Achievement Gap The role of Department Head at Landmark’s Elementary • Middle School is multifaceted. We are the builders of the class groupings that are more about learning style and academic achievement level than simply chronological age or grade. We are the trainers of teachers who work on the front line everyday to execute the departmental curriculum decisions and behavior management strategies that are discussed and agreed upon during our weekly one-to-one meetings. As the school year gets into full swing, we are routinely involved in the day-to-day goings on of each class within our respective department, and we have the privilege of conducting classroom observations to verify that the curriculum choices and management strategies are working effectively to close the achievement gap that exists in our student population. In short, we put six to eight students together and assign them a highly qualified teacher. Then, we train and work with that teacher to ensure they feel supported throughout the school year. When everything is working, students succeed. Mission accomplished.

Peter Harris Department Head, Language Arts, Elementary • Middle School

Academic Departments: High School Meeting the Needs of Every Student Landmark is a small school, however our academic program requires the coordination of many people to function successfully. No one piece is more essential than any other; we divide tasks to efficiently meet the overall needs of each student. As a Department Head, I act as an organizer for my content area of Social Sciences. My job is to create a schedule at the beginning of the year that provides students with the best class for their remedial needs. In conjunction with the teachers in my department, we fine-tune this schedule as the year progresses to make sure students are enrolled in appropriate, yet challenging classes. In addition to this responsibility, I help train teachers in my department, keep them abreast of current methodologies and ever-changing state standards, and encourage them to push themselves professionally and to constantly improve upon their practice. I am a bridge between the administration and the full time teacher, and sometimes between the student and the teacher.

Morgan Talbot Department Head, Social Sciences, High School

Residential Life Landmark’s residential mission is to support and challenge students as they grow to understand and accept their learning needs. The focus of the residential curriculum is predicated on the mastery of three critical skill areas: the development of effective time management skills, the effective use of positive self-advocacy skills, and the development of organizational skills. In addition, we feel it is imperative that students have an awareness of the complexity in their social environment. Decision-making, consequences, and responsibility to self and community govern all our lives and the student life department embodies these principles as we administer the privilege system, create programs, and facilitate opportunities for individual growth.

Robb Genetelli Dean of Students, High School -continued next page

Inquiries to Outcomes

Responsibility to Self and Others

Afterschool Extracurriculars: Elementary • Middle School Forming Lasting Friendships Landmark EMS is comprised entirely of day students, but campus life does not end after 8th period is over. Approximately one third of our students stay each afternoon and participate in activities and middle school sports. The offerings depend on student interest, faculty participation with supervision, availability of space, and time of year. There is a wide range of activities to choose from including library, boatbuilding, art, woodworking, running club, cheerleading, Red Cross babysitting certification course, and science club. Past offerings include bike club, drama club, games club, and card-making club to name a few. Students that do stay after school form lasting friendships that often carry over to their lives outside of Landmark. Parents also appreciate the opportunities for socialization and after school involvement for their students. A typical stroll around campus on a brisk November afternoon finds the boys’ basketball team running wind sprints in one half of the gym, the girls’ team using the other half to practice shots, cheerleaders learning their repertoire in the meeting room, junior woodworkers carving projects in the shop, students working on homework at the library computers, and other students playing ball on the courtyard while awaiting rides home. Around 4:30 p.m. clubs conclude and sports teams end their practices and the EMS campus is quiet once again till the students arrive for the next day.

Kirk Swanson Dean of Students, Elementary • Middle School

Afterschool Extracurriculars: High School A Menu for Self-Discovery After school activities are a vital part of student life at the High School campus. The Student Activities program provides a diverse range of opportunities for students to challenge themselves to develop new and different skills. Our activities complement the academic program by providing a relaxed, safe environment for students to discover a hidden talent or master a developing one.

Inquiries to Outcomes

On the High School campus, students participate in a wide variety of after-school programs. Many students participate in our athletics and performing arts programs; however, students who don’t play a sport or participate in the performing arts are encouraged to explore new and different options. Art, woodworking, auto mechanics, rock climbing, community service, and weightlifting are offered every season. Students are also encouraged to pursue their own passions by working with teachers to propose new and diverse activities. This winter, for example, two new clubs were created: the Varsity Yugioh Club and the Competitive Gaming Club are both student-run. Individual students worked with the Student Life Department to create these clubs, and both are highly attended.

In addition to after school activities, Landmark High School students participate in a number of clubs and organizations during their free time. Students are involved in student government, peer leadership, gay/straight alliance, debate club, and more. All of these activities are led and managed by energetic, passionate Landmark teachers who volunteer their time to help students make a difference.

Scott Jamieson Assistant Dean of Students, High School

Transition and Guidance A Personalized Sequential Map The principles and methodologies that are core to the curriculum at Landmark are the same principles employed as students think about and plan for their future. Landmark teaching principles serve as the foundation for transition planning. The Transition and Guidance curriculum is sequential and individualized. In both small groups and individual settings, students begin to explore their interests and to identify ways they can develop those interests early in their freshman year. In the sophomore year, students are further engaged in the process through Saturday School workshop activities designed to deepen their understanding of their learning disability. In individualized lessons, students complete inventories and a learning style project that asks them to talk directly with teachers about their specific learning profile. Junior year is a time for students to begin to explore post-secondary options. Students participate in small group workshops during the first half of the year. During the second semester, they begin regular individual meetings with a guidance counselor to identify their interests, needs, and goals and to find appropriate post-secondary programs that will help them reach their goals. Using the same success-oriented perspective that students are exposed to in the academic day, students are guided to find programs that will support them in the next step of their education. During the senior year, students participate in Saturday School workshops and classroom multi-modal activities to learn about their rights and responsibilities as they move to post-secondary settings. This knowledge enables students to become effective and confident self-advocates as they prepare to leave Landmark.

Suzanne Crossman Director of Transition and Guidance, High School

Alumni Relations As we all know, Landmark is a family and when our students graduate our goal is to continue to support and engage with them as alumni. While many alumni stay in close touch with teachers on a personal level, the school, as a whole, aims to stay connected to our alumni to provide opportunities to gain professional mentoring, socialize, and give back as volunteers. Alumni return to campus to sit on panels for our juniors and seniors at the High School and in The Prep Program. We help foster entrepreneurship by connecting inventors and innovators with each other, and we encourage all of our alumni to return to campus for fundraising, athletic, and networking events. We currently have the highest number of alumni serving on our Board of Trustees in Landmark history with four active members. Alumni are encouraged and invited to stay involved with Landmark on many levels.

Ryan DeJoy Alumni Programs and Leadership Gift Officer

Inquiries to Outcomes

Fostering a Lasting Connection

sidelight insights

Dad, Why Can’t I Read Chapter Books? by Larry Karle P’20 My daughter Maddie is 11 and in that short lifetime,

I have almost lost her twice. he first time was when she was two. My wife and I thought Maddie had a bad flu. It turns out that after many tests, she didn’t have the flu. Maddie had leukemia. From age two to age four, Maddie was treated by the doctors at Children’s Hospital and Dana-Farber and to this day, her cancer is in remission. They saved her. They gave us our Maddie back.

Maddie did not miss a beat. She started school on time in pre-school and kindergarten with all of the kids her age. To us, this was nothing short of a miracle.

“

That curious, happy, inquisitive child was shutting herself down and no matter what extra help we gave her, it wasn’t helping.”

As a child, Maddie loved school. She was a curious, loving, inquisitive, spunky child. She loved story time and in the words of her preschool teacher was “very social.” She loved to read with us at home and learn new things. As she moved on to first and second grade, her teachers noted she had some “developmental delays.” Nothing unusual they said, but worth watching. They gave her some extra help and attention in an effort to bridge the gaps. Maddie continued to thrive socially, with many friends, playing both soccer and basketball. In third grade as school became more challenging, she seemed to be falling further behind. More help was given to fill the widening gaps. Learning wasn’t as fun. By the end of third grade Maddie asked, “Dad, why can’t I read chapter books?” Kids were starting to read longer books with chapters. Maddie simply couldn’t. By fourth grade, “Why can’t I read chapter books?” became “I don’t want to read chapter books.” For the second time in her life, we were losing our Maddie. That curious, happy, inquisitive child was shutting herself down and no matter what extra help we gave her, it wasn’t helping. I think it’s fair to say that about 90% of a child’s world revolves around school. They spend most of their waking time there, they socialize there, and they learn there. If you spend 90% of your time running to stand still, you become more different than your friends each year, and each day you are mentally exhausted; shutting down is just easier. Homework was a nightly two-hour battle. Reading? Forget it. And who could blame her? Like many of you reading this, we then took the path that led us to Landmark. Maddie started in September of 2013. Sending a sixth grader 70 miles a day each way to school wasn’t the easiest decision to make. She has to leave early, getting up at 5 a.m., and she gets home at about 4:30 p.m. By the end of the day, she is physically tired.

What makes Landmark work?

insights

teaching with

love

For the second time in her 11-year life, we have our Maddie back. The first time, it was Children’s and Dana-Farber. This time, it is Landmark. One night after dinner and three weeks into her new adventure at Landmark, Maddie said to me “Dad, can I read to you?” The child who for the last three years wanted nothing to do with books wanted to read to me, and she loves school. That night, we read until she fell asleep. I asked Maddie why she loves school and she told me “because they (the teachers) love me.” I didn’t have the words for a response right away. I could only imagine what it took for a child, who for the majority of her formative experience around school had felt struggle, unhappiness, and mental exhaustion, to feel loved at school. For teachers to impart this love in their students, they must teach with a level of “agape” or unconditional love for what they do. The teachers at Landmark looked in Maddie’s eyes and instead of saying “Come to this spot.” went inside her and brought her out. Not for what they wanted or for a test they wanted her to pass, but for whom she is. They show the kids that they are in and of themselves valuable and so are the kids around them. In three short months, the teachers and staff have empowered Maddie to embrace and maximize who she is. They dare her to go further and give her the confidence to do so. She has a bounce in her step and a smile back on her face. She can focus on being a kid. This is no accident; it is quite simply how each one of the faculty and staff at Landmark is wired. For the second time in her life, we have our Maddie back and we have Landmark to thank.

photo©Susan Tomases

“

The teachers at Landmark looked in Maddie’s eyes and instead of saying ‘Come to this spot.’ went inside her and brought her out.”

It’s good to have you back, Maddie!

transformation

“

I had made a paradigm change

from riding

in the academic car

to driving

it in my own direction.”

What makes Landmark work?

insights 14

Evolving With Time

sidelight insights

Weightlifting Sparks Weighty Change

by Maximilien Cournoyer â&#x20AC;&#x2122;14

evolution

ometimes change happens slowly. So slowly in fact, that the change appears almost invisible. Over time, however, this invisible change gains significance and clarity. I have changed physically from lifting weights, and went from a lanky ectomorph to having a mesomorph build. Before I began lifting I was eating unhealthily and felt insecure about my body. This affected my self-confidence and personality. This was not only in school but also with my family. I was initially drawn to lifting because of my grandfather, who is also interested in being healthy and lifting weights. Since I began working out, my relationship with him has grown immensely. He now gives me tips on how to achieve certain goals that I am trying to obtain. I have grown in width and height. My posture has changed from a hunched back to a normal stance. Standing taller mirrored my confidence change which allowed me to grow as a person both physically and mentally.

As my confidence grew, I moved from a place of hiding to a place of acceptance. However, this was not always the case. When I first arrived at the Landmark School, I shut myself off, purposefully blocking my success and hoping I could attend North Andover High School in the town where I lived. I did not want to make friends at my new school, and I prevented a connection from happening so leaving would be easier. Fortunately, I became aware of the wasted opportunities. I became more willing to talk to peers and teachers, allowing myself to make friends and participate more in class. At the time, I was in a weightlifting class of seven students and a dynamic teacher that supported and challenged me. This class provided a place to take social risks and a peer group to connect with in other places on campus. Taking risks socially motivated me to interact more with students and teachers during class.

One of the risks I took in my junior year was to make presentations in my chemistry class about current scientific breakthroughs. I knew the information so well that I did not need to use note cards or any references. By doing this, my presentation skills grew tremendously and improved my communication skills. After the presentation I then answered any questions that my classmates had, and I asked thought-provoking questions. This motivated me to take two science classes as a senior. Choosing these meant that there would be more work. Before weightlifting I may have avoided such a challenge. Taking the classes has defined what my interests are. I had made a paradigm change from riding in the academic car to driving it in my own direction. Not only was I more social after I began lifting weights, I also helped others. For instance, I used my knowledge of physical education to teach my friends about exercising. I motivated them to work at what they are passionate about instead of taking the easy road. By pushing themselves in the gym, they were able to use that same discipline to do better in school. Additionally, they were able to walk with confidence and ambition. Despite their challenges they were able to welcome new ones.

In the last four years, I have changed drastically and am interested in how I will change in the next four years. Weightlifting has been the spark that has fueled my confidence, my approach to challenges, and my perspective on change. My motivation in life is that I can evolve with everything I do. I could not have realized this purpose by not picking up that first weight. Whether through physical labor, academics, or immersing myself in the community, I will welcome change and inspire it.

standing

THE MARVELOUS MRS. MEADE Investing in What Makes Landmark Work by Amy Veling

photoÂŠ2013 Carl Gasowski

Andrea Meade

empowering students with knowledge and choices

spotlight

a balancing act

faculty profile

ike many faculty at Landmark, Andrea (Puia) Meade balances numerous responsibilities: Assistant Dean of Students, Chemistry teacher, mentor, role model, wife, and mom. She is steadfast in her work with the community and performs her tasks with little fanfare or recognition. Most remarkable about Andrea, however, is her investment in educating students outside the classroom.

Fresh from an AmeriCorps National Civilian Community Corps program in San Diego in 1998, Andrea moved in to Williston Hall, taught tutorials, Biology and Chemistry, and observed how Landmark “works.” She gained knowledge from Simmons courses, worked weekend coverage, and spent countless hours lesson planning. She quickly implemented learned strategies, became a Campus Coordinator in 1999, and moved into the position of Assistant Dean of Students two years later.

“

We all make mistakes. It is not the mistake that defines an individual, but how one responds to and works through the mistake that speaks to who you are.”

Through her NCCC work and teaching experiences, Andrea found that empowering students with knowledge and choices was just as important socially as it was academically. In her current role as Assistant Dean of Students, Andrea works with many of the female students and invites them to think critically about who they are and how they will define themselves. She challenges them with questions such as “What are your personal traits and values?”; “How do actions and choices reflect who you are?”; and “Why is it important to have healthy relationships with your peers?” Andrea encourages the young women to increase their self-esteem, to be proud of who they are, to recognize their accomplishments, and to turn mistakes into valuable learning experiences. “We all make mistakes,” she reflects. “It is not the mistake that defines an individual, but how one responds to and works through the mistake that speaks to who you are.” As a mom, Andrea knows the importance of wanting what is best for her children and earnestly desires the same for those attending Landmark. She especially wants female students to realize their potential and become true women of character. It is through her unwavering work ethic, stellar academic and residential interactions, model mentoring, and countless other interactions that Andrea exemplifies what it means to be a strong female role model to the Landmark community.

What makes Landmark work? 17

Simon English ’14 A Headliner With A Heart by Susan Tomases t’s from life’s unexpected twists and turns that we often find our calling. Simon English is no exception. What’s unique about English is that at 18 years of age – a determined, energetic, and sincere Landmark senior – he’s already committed to what he wants to do in college and in life.

As a boy, English tried and excelled in a myriad of extracurricular activities. It was his family’s way of helping maintain his confidence since reading and writing were a challenge. “I didn’t even realize that I couldn’t read or write because I had an aide in school and they did most of the work for me. Of course my parents knew I was struggling but they did a great job helping me explore all sorts of other interests where I was able to excel,” said English. English’s love affair with the stage began early in elementary school. By 4th grade he had auditioned his way to a coveted position in the Boston Ballet. But an offer to dance in the Nutcracker forced the family to reconsider the time commitment of dancing, and English soon was enjoying all kinds of sports including soccer, baseball, competitive gymnastics, and Kung Fu. This led to circus camp where he learned to juggle and ride a unicycle (simultaneously), perform on trapeze, and much more. He enjoyed the spotlight and the opportunity to perform. “What I loved most,” remembers English, “was seeing my parents, who divorced when I was four, sitting together in the audience.” By 9th grade, English had arrived at Landmark School and soon began to experience a breakthrough and renewed confidence with reading and writing. He played soccer his freshman year, and when his season ended early due to a broken toe, he decided to get involved with technical theater preparing for the fall play. Fast-forward four years and English is a now a Landmark theater veteran, having participated in nearly every performance since his arrival.

photos©Zachary Webster ’17

“In some ways acting seems sort of fake, and so I’d like to try to use my role in that industry to help other people. I sometimes join my mom who volunteers at Lovelane Farm where they provide therapeutic horseback riding for children with special needs,” English continues with a sheepish smile on his face. “It’s amazing to see kids who are so afraid and distracted get on a horse and become really present – at peace. After I’m established as an actor, I’m hoping to start a charity, maybe something environmental. My ultimate goal is to give back in some way.” When asked what he’ll miss the most about Landmark, English offers, “I’ll miss living with all my friends in Porter House. I’ll miss the stability of this place and how kind everyone is – but mostly I’ll miss the theater.”

photos: Simon in the role of Cleante in The Landmark Stage Company’s production of ----- “The Miser”

spotlight student profile

What makes Landmark work?

“

After I’m established as an actor, I’m hoping to

start a charity, maybe something environmental. My ultimate goal is to give back in some way.”

penlight

in her own words

BEHIND THE DOOR: A Feeling of Community by Maura McDonald ’18

n 2007 as a third grader, I walked into my brand new school. I reached up to open the door after my mom and dad gave me a hug and kiss. Right away Cindy Sullivan ran up to me to introduce herself. She informed me that she was also new at the school, but her sister attended Landmark Elementary • Middle School so she knew her way around. In third grade there were only seven kids, and three of them were girls. I immediately found a group of friends I would hang out with that whole year. Let me remind you that I had only been in this school for ten minutes! Landmark gave me such a warm, welcoming feeling when I first arrived that I have been a student here for six years.

In her

wn words

What makes Landmark work?

“Kids can be themselves here.” In 2013 as an eighth grader, I walked in and Cindy, Betsy, Emmy, Lizz, Tori, Skylur, and Kate all gave me welcome-back hugs. Six new eighth graders came to Landmark that year. Ever since third grade when people came up to me, I feel the need to approach the new kids. I put it on myself to give the new kids that same welcoming feeling that I had. Most kids dread the first day of school; I love it! To me it is a day to make new friends and see my old ones.

“

Most kids dread the first day of school; I love it!”

At Landmark kids can be themselves, because there will always be other students who accept you for you. The feeling of community at Landmark is so strong. By the end of the year your classmates mean more to you than just kids you pass in the hallway. They are your friends. I may not meet everyone in my grade on the first day but by the end of September I know all the kids in my grade. I know people from having class with them or just playing basketball at milkbreak. What I believe to be the most wonderful thing about Landmark is the way the community treats each other. As an 8th grader I have a lot of pressure to make this year count. I must take advantage of what my teachers help me with and teach me because this is my last year at Landmark EMS. Applying to schools has been great for me because of the support my tutorial teacher Ms. Hubbard gives me. She always helps me with applications and it makes me feel confident in what I am sending in. As I get nearer to opening my ninth grade door at a new school, I know I will be able to use what I have learned and be successful no matter what school I attend. I am applying to different schools but I realize that the tools Landmark has given me will help all through high school and college. The past six years at Landmark I have learned to always take advantage of what you learn.

“

As I get nearer to opening my ninth grade door at a new school, I know I will be able to use what I have learned and be successful no matter what school I attend.” 21

penlight

in his own words

What Makes Landmark Work? Teachers Are More Than Just People by Will Klinar ’14

hroughout my time at Landmark I’ve given many tours and been a participant on many student panels, and I get asked the same question every time: “What makes Landmark work?” Over time I’ve come up with a variety of answers, but there is only one true response: Landmark works because of the relationships that form between the students and the faculty.

“

When you can go home to your parents and actually boast about how great your teachers are, that is something special –something you can’t find many other places.”

o In his

Sure, Landmark has a unique teaching style and plenty of great academic supports, but nothing is more essential to the success of the students at Landmark than the teachers themselves. When I went to elementary school, I hated my teachers and I “dealt with” my teachers in middle school. But when I came to Landmark as an eighth grader, I discovered that teachers were more than just people you had to tolerate. I met Mr. Roberts, my houseparent, and immediately formed a close friendship with him. I then began to meet and bond with other teachers, the dorm faculty, administration, and even the kitchen staff. I discovered my teachers cared about me, which wasn’t always apparent in the past. Landmark teachers wanted me to succeed, not just finish or slide through classes. Moreover, they supported me, came to my sporting events, saw me in plays, and even spent time with me out of class. Today, I can walk from one class to the next and say hello to faculty as I pass. This is not just a courtesy, but because I enjoy conversing with them and actually care about them. The other day I spent nearly an hour just talking with a former teacher and other faculty. We weren't discussing classwork and I wasn’t getting help on an assignment; we were having a genuine discussion. We swapped old stories, relived moments from past classes, and just plain laughed. I’m not sure I ever remember laughing with one of my teachers before Landmark, let alone spending time with them outside of class. spending time with them outside of class.

wn words

“

Landmark works because of the relationships that form between the students and the faculty.”

When you become close with those who teach you, guide and mentor you (and yes, sometimes reprimand you!), it not only makes you a better student, it makes you an even better person.

Landmark is a special place. The teaching styles are great, the lessons are extremely useful, and the extracurriculars sure to please every type of person. But when you can go home and actually boast to your parents about how great your teachers are, that is something special, something you can’t find many other places.

limelight feature

Landmark.

ALoveStory by Christine Ozahowski

“Landmark. A Love Story” is a regular feature of The Lantern showcasing couples who met at Landmark and continue to be part of the Landmark family.

Katie Loughlin and Khiet Chhu A Distinct Presence and Introspection: A Perfect Balance

atie Loughlin and Khiet Chhu leave a strong impression of perfect balance. While Katie has a dazzling smile, wonderful laugh, and distinct presence, Khiet appears a bit more introspective and reserved. That balance serves to bring the best out in both of them. While they acknowledge that they do not always agree, they both know “We are here at Landmark for the long term.” A History major at Dartmouth College, Khiet spent summers volunteering as a mentor to underprivileged youth and joined the local Big Brothers Big Sisters Program. His “little brother” was a third grade boy with whom he bonded over their shared interest in the Red Sox and batting averages. Through his volunteer work, Khiet soon developed an appreciation of community and an interest in education. After graduation, Khiet found Landmark through a friend and knew he had “found a home.” During the first few days of teacher orientation, Khiet found more than he had been expecting from his new community, in the presence of the impressive young woman across the hall. Katie’s path to Landmark began with her own school experience growing up in Kansas. Although an excellent student, she was always aware that she poured far more effort into her work than her classmates. Discovering only in college that she is dyslexic, Katie found Landmark High School and became determined that her future as a teacher would be here. Khiet and Katie became friends almost instantly and soon shared a first “real date” on which Katie remembers loving Khiet’s “go with the flow personality” and interesting sense of humor. Before long, they each knew that marriage was in their future. Katie calls herself the “ultimate planner,” yet Khiet is clearly a match for her extraordinary energy. Determined that his proposal should be a complete surprise, Khiet hid the ring in his golf bag, “the only place she would never look.” Their students were, of course, among the first and the happiest to know they were engaged. Their wedding, planned around school vacation, is set for March 15 in North Carolina. When they return as a married couple, the two will continue to bring their individual qualities and shared passion for teaching to Landmark. We can only imagine the bright future they will have.

hiet

KChhu

n i l t i a &K hlin Loug

photoÂŠ2013 Dana Jo Photography

Sherry Fuller P’18

SHARing Her Time to The FULLest

by Lisa Robinson

volunteerism: an altruistic

gift

herry Fuller has been a Landmark parent for five years yet she still remembers how welcome she felt when fellow parent Kim Cole P’17, asked her to come to a Landmark Parents Association (LPA) meeting. Right away she felt part of the community. And Sherry has been giving back to the Landmark community ever since. In addition to helping run Country Carriage with partner John Cowhig, Sherry volunteers in the Boxford school system and town sports programs and helps care for an elderly grandmother. At Landmark’s Elementary • Middle School (EMS), Sherry can be found at the center of every volunteer event. Her son Daniel, now in eighth grade, started Landmark in the fourth grade after attending summer school at EMS. After one year of volunteering, Sherry was ready to take on more. Now in her fourth year as an officer of the LPA, she has also become an ambassador for new parents. Her secret? Make it fun! One of the goals of the LPA is to show appreciation for the faculty at Landmark. Several times a year, Sherry and her energetic volunteers organize a special feast or an ice cream party to celebrate faculty and staff and, more importantly, offer words of thanks. Sherry, along with LPA President Ruth Ann McDougall P’17, also host drop-in monthly coffees at a local Panera for Landmark parents to share ideas and concerns, “The Landmark family is unique because we all come from different communities, many from out of state or the country. It’s important to try different events and to be inclusive.” Sherry and the other LPA officers hope to add more remote access for our long distance parents in the near future. Volunteering is generally considered an altruistic activity. Sherry shows us that in return, volunteering offers socialization and enjoyment.

spotlight parent profile

N “ othing is so contagious as enthusiasm.” -Samuel Taylor Coleridge

“

The Landmark family is

unique because we all come from different communities, many

from out of state or the

country. It’s important to try different events and to be inclusive.”

involved genuine ENERGETIC

What makes Landmark work?

SHERRY

highlight feature

LANDMARK GIRLS UNITE! Residential Sisterhood at Landmark High School by Susan Tomases

rowing up for young women today can be overwhelming and confusing. For Landmark High School’s 54 female residential students, the culture and program help to make living on campus a fulfilling and memorable part of their high school experience.

The two female houses on campus – Williston and Woodside – house 35 and 19 girls respectively. While they each have their distinct cultures, the Residential Advisors work hard to make sure the girls know they are part of a larger sisterhood. “Last year during Orientation, the girls came up with ‘Landmark Girls Unite’ – a catch phrase they chant when they need a boost or to get psyched for a campus or house event. It’s so simple but it sums up the spirit of the residential experience,” said Courtenay Macaulay, Residential Advisor, Co-Department Head of Early Literacy, and the mother of three young children who live with mom and dad in Woodside.

WOODSIDE What makes Landmark work?

WILLISTON

The Residential Curriculum at Landmark is unique among other boarding schools (see pg. 9). To move up levels, students submit a written request to their Residential Advisor. “They learn to be responsible for their possessions, themselves, and each other,” says Abigail Hammond, Co-Residential Advisor in Williston, Algebra II, and Tutorial Teacher. “The girls really respond positively to the responsibility that comes with each new level.” “We work hard to make sure they feel like Landmark is their home,” says Brigid Houlihan, Co-Residential Advisor of Williston, Algebra II and Tutorial teacher, and Swim Team Coach. “This includes celebrating birthdays and holidays, participating in house events like pumpkin carving and pizza making, going out to shop or to the movies on weekends, and so much more. Some of the girls in Williston even started a book club.”

connected

“How do I describe

“The thing I like most about

words? One word comes

connected, it’s like family.”

Landmark in a couple of

to mind – home.”

Landmark is that we’re so

- Caroline Frantz ’15

- Rachel Bussone ’16

“Landmark is my home away from home.

I’m going to miss the endless laughter, the friendships I have built, and the family

I have created.”

-Jamie Bergin ’14

family

fresh start

“To me Landmark is creating a fresh start to the new

chapter in my life.”

- Rhea Malafeew ’15

“I’m grateful for the

opportunities

Landmark has given

me. It has allowed me to become the

person I strive to be.”

- Cathryn Garrett ’15

opportunities

home

During Fall Parent Days, a few in the “residential sisterhood” performed a dance to a song called “To Build a Home” by Cinematic Orchestra. The statements the girls wrote to accompany the piece speak volumes:

highlight feature

THI

NG NKI

G N I T AC

AL LOB

LY L A OC

Weaving a Tapestry of Lessons From Global Resources by Rob Kahn

arly in the term, Freddi Pare shows her Kids Around the Globe (KAG) classes Matt Harding’s YouTube videos, that celebrate the spirit of adventurous globetrotting through exuberant dancing in diverse geographic locales. That same spirit clearly infuses Mrs. Pare’s own approach to learning. After communing with sea turtles in the Galapagos, penguins in Antarctica, pandas in China, elephants and camels in Africa, and bungee jumpers in New Zealand, she wanted to share with students her passion for the vast cultural landscape and varied experiences of children around the world. Underlying that love of diversity, however, was a more lasting message: highlighting the serious issues affecting children around the world who lack the resources so common to our students’ everyday lives.

E “

One great

thing about

Kids Around the Globe is

raising money for kids who have more

needs than

we do here.”

-Brandon Caniff ’20

6th grade

Originally conceived as Girls Around the Globe and focused specifically on girls’ empowerment, the popular elective is now in its sixth year and has expanded to include students of both genders and encompass elements of geography, demographics, environmental studies, literature, crafting, and community service. Students of all ages relate positively to the varied curriculum. “The class helps us learn about other cultures in other places,” said 6th grader Brandon Caniff ’20. “I really like making crafts, watching videos, and reading books.” Pare’s students definitely respond to the global message of KAG classes. “One great thing about Kids Around the Globe is raising money for kids who have more needs than we do here,” notes Brandon. This semester, students have already helped with a book sale that raised over $400 for The Open Door Food Pantry and Harvest Meals, and have designed and sold crafts to benefit the Malala Fund and the Healing Garden project.

sharing with students a passion for the vast cultural landscape 30

What makes Landmark work?

the spirit of paying it forward

The Elementary • Middle School (EMS) tradition of Slam Jam sprang from one KAG project, when the classes wanted to respond to the 2011 tsunami in Japan. By thinking globally and acting locally, Pare’s classes mobilized the whole school community and their initiative led to an annual three-on-three knockout basketball tournament – a major fundraising anchor of the EMS Community Action Program. The event is now a cornerstone of EMS’s support for Carlos, a resident of the Nuestros Pequenos Orphanage in Honduras who is sponsored by the EMS community.

“Early on, I was worried about attracting students,” Pare adds, “because there was a lot of pressure to create activities, find materials, and keep students interested.” Five years after her initial year, she exhibits no worries; simply total enthusiasm for the tapestry of lessons she has woven from global resources: guest speakers including other faculty and young nonprofit founders; service projects such as walks, book fairs, and craft sales to support worldwide causes; literature selections and movies highlighting children’s issues; and class discussions and journals aimed at instilling the KAG spirit of “paying it forward” through global awareness and service to others.

highlight feature

AN IMPULSE TO GIVE It’s In Our DNA by Reverend Bill Ferguson Chaplain, Landmark School

450 STUDENTS

COMMUNITY SERVICE

8,000

HOURS

f you were to ask anyone who works or has worked at Landmark School, they would tell you there is something special about this place, and they’d be right. People who leave Landmark bemoan the fact that they are relinquishing an experience and an environment not likely to be duplicated anywhere else.

So what is it about Landmark that makes it so special? This community is proof that it is more blessed to give than to receive. Giving is simply in its DNA. Recognizing the fact that so many more students need our services than we could possibly serve on our two campuses, we offer our teaching strategies and approaches to educators locally and nationally through our Outreach Program. We share what we know; we don’t keep it to ourselves. This inherent impulse to give is also evident in our community service programming at both campuses. Despite the fact that we don’t have a community service requirement like most schools do, our 450 students dedicate nearly 8,000 hours each year to others.

dedication

What makes Landmark work?

“ 32

We share what we know; we don’t keep it to ourselves.”

Elementary • Middle School Sponsoring Carlos Through the campus-wide, one-week “Slam Jam Basketball Tournament” every spring, EMS students raise funds to sponsor Carlos at Nuestros Pequenos Hermanos Orphanage, Honduras. Students, faculty, and staff participate and the 2013 “Slam Jam” was the most successful to date. Students raised over $480 for Carlos.

Operation Troop Support EMS students conducted a fundraising drive for “Operation Troop Support” to send care packages to troops abroad. All students had the opportunity to make greeting cards at milkbreak. We had an impressive stack of letters and very creative cards. Students raised $410 to cover the cost of mailing the care packages.

At the Elementary • Middle School (EMS), teachers coordinate a Community Action Team (CAT), that promotes projects like supporting an orphan in Honduras, cleaning area beaches, Operation Troop Support in Danvers, and collecting coats for the less fortunate. Inspired by the Kids Around the Globe class, students have designed numerous projects each year, such as selling crafts to benefit the Malala Fund and promoting education for women in Pakistan and throughout the world. Events such as the gift drive for Wellspring House in Gloucester and monthly Dress Down days also involve the entire campus in fundraising for worthy causes.

High School At the High School, money is raised for numerous charities such as Oxfam America, Unicef, and the American Red Cross. This year we collected over 4,000 pounds of food, more than ever before, for The Open Door Food Pantry – just in time for Thanksgiving. The students are active in the community by helping the elderly maintain their yards, through their involvement with children in after-school programs, and caring for cats and dogs in a local animal shelter. They also help national agencies such as Habitat for Humanity and Special Olympics. In their most recent Adopt-a-Family program, teachers, students and parents provided 127 children with gifts so they could have a merry Christmas.

Food Drive Breaks Records! Landmark donated 2,824 pounds of food and $300 to The Open Door food pantry in Gloucester, exceeding the student council goal by more than 400 pounds! Most items • Staff: Guidance, Counseling, Health Center –295 • Students: Williston – 248 Most items per person: • Staff: Art Department – 44 • Students: Woodside – 13

The Landmark community fosters a special kind of selflessness, one of the many qualities that makes this school so special.

What makes Landmark work?

highlight

The Science of Food

feature

A MOUTHFUL OF

VOCABULARY

What Are We Really Eating?

biomolecule

by Tristan Whitehouse

carbohydrate macromolecule glycerol metabolism enzyme protein nucleic acid lipid fat saturated unsaturated inorganic

hree years ago, a group of new teachers were told to describe themselves in one word, and while most gave responses such as “enthusiastic” or “dedicated,” Elyse Gordon unabashedly responded “Food.” This year her passion for food came to fruition with the creation of a senior-level science course that explores the complex world of food science and cooking to delight the taste buds.

“The Biochemistry of Food,” on its face, seems like a normal Landmark course. The teacher asks pointed questions of the students to encourage self-discovery and comprehension. But Ms. Gordon’s teaching style makes this class come alive. It is loud, energetic, and a vortex of controlled chaos. One student offers, “When I joined this class I thought I knew everything about fats, proteins, and carbohydrates but what I didn’t know is that there is so much science behind food that I never realized.” Not only are students cooking and eating, they are also discovering the complex science that makes our food work. Sugar isn’t just a food additive, it is a system of crystals, concentration, agitation, and ripening. Words such as sucrose, sucralose, glucose, and fructose are more than just vocabulary the students need to learn; they are terms that are magnified and explored in detail through experimentation.

organic amino acid gluten crystal preservative sugar sucrose glucose fructose sucralose additive starch catalyst triglyceride gram 34

Students spend their weekly laboratory period in a kitchen. With instructor Elyse Gordon (right), Lia Giber ’14, May Lobacki ’14, and Emily Hermo ’14 watch as Mike Flood ’14 pours a liquid from the pan. The students are looking at the graduated cylinder at eye level so that they can get the most accurate measurement while learning about accuracy and how it affects the final product. Students observe how measuring ingredients with scientific equipment, such as a scale and a graduated cylinder, promotes greater accuracy than using liquid and dry measuring cups found in a traditional kitchen setting.

Students spend their weekly laboratory period in a kitchen. Instructor Elyse Gordon (left) looks on as Jamie Bergin ’14 has measured out heavy cream, Simon English ’14 prepares to whip the cream with the mixer, and Michael Santana ’14 has massed out sugar. During this lesson, students are learning about the complex nature of dairy products. In the classroom, students learn about the molecular structure of milk and the nutrients that make it up. In the laboratory setting, students are able to incorporate air molecules into the liquid cream, allowing for the lipid structure to enclose around the air bubbles. In addition, students are able to taste and feel the difference between cream and whipped cream. This allows the students to actually experience the effect that air has in the process and how it relates to foods with a high fat content.

gastronomical lessons

Like any science class, the lab component lends much to the learning process. Fudge-making is quite the craft; and upon taste-testing, it was found that most of the fudge was delicious, while one “should never be available for human consumption.” Failures however are not terrible things, because they’re experiences and learning opportunities. Whether or not the students realize it, real learning is happening here; food is sampled, described on lab reports, tested, and reevaluated. Ms. Gordon adds, “We’re covering many of the concepts in chemistry and biology but this makes a lot more sense to the students because they relate to food in their everyday lives.” An enthusiastic student adds, “This class is not for people who want to become chefs. Anyone can take the class and it’s fun because Ms. Gordon teaches to all different learning styles.” Students are taught the same concept in multiple ways; they will use their hands to prepare the food, use their eyes to take notes and evaluate diagrams, and use their ears to take in Ms. Gordon’s wide knowledge of the nutrition and chemistry of food. Using these varied modes of instruction, bringing enthusiasm with her to every class, and helping Landmark students learn life skills through experimentation and science, Ms. Gordon’s Biochemistry of Food class is a prime example of why Landmark works. Her passion for the subject of science is palpable and it is reflected in her students.

So what makes Landmark work? Elyse Gordon’s description still stands:

it’s food.

“

We’re covering many of the concepts in chemistry and biology but this makes a lot more sense to the students because they relate to food in their everyday lives.”

about

Elyse Gordon I have a B.S. and M.S. in nutritional sciences with a focus in sustainable agriculture and food chemistry. During graduate school I worked with dairy farms to look at the effect that cows consuming pasture have on the nutritional value and sensory profile of milk and cheese made from that milk. As a graduate student, I also taught Nutrition and Food Science at the University of New Hampshire where I was conducting my research. This is my 3rd year teaching at Landmark. It has always been a passion of mine to spread my knowledge of nutrition and interest in food to young adults so that they can make more informed decisions about their health and where their food comes from.

starlight

performing arts

the landmark stage company fall production

MISER

THE

Molière

by jeremy melvin director The Landmark Stage Company recently produced “The Miser” by Molière (as adapted by Freyda Thomas.) It is the comedic story of the miser Harpagon (William Klinar '15), who tries to marry off his children: Cleante (Simon English '14) and Elise (Eliza Wildes '16). Unfortunately, they are already in love with other people and so they conspire with the marriage broker Frosine (Madelyn Wnorowski '15) to undermine Harpagon's plans and marry the people they want. The plot unfolds with the help of people in disguise, stolen money, faked insanity, many wigs, knickers, and dresses with bustles. Guaranteed fun for all!

n stole , e s i disgu

For the second year in a row, the fall play was a dinner theater. John Scopelites and the kitchen crew provided a full meal for the Friday night performance. We also continued our tradition of unusual formats: “The Miser” was staged in the round with the stage in the center of the audience, so the players needed to change their positions constantly to play to all sides of the house. As Eliza Wildes said, “The idea of doing a play in the round really scared me at first, but after many weeks of rehearsal it become really easy and natural.” And they did do a very good job with this challenging play. The audience response was extremely positive – people have been telling me for the last several weeks how funny the students were, a testament to their talents and hard work. Zander Manning '14 said, “The play was a lot of fun. The rehearsals were constant work, but every time I heard how good it was I couldn't resist smiling.”

tles s u b with s e s s dre d n a , ckers i n k , wigs y n a ity, m n a s n ked i a f , y mone

7 nds ’1 y bou e l a h

p phili

en ’17 popk

io ’16 racc b b ’a an d jord

c liam g ’14 nnin r ma e d n za

costumes designed and crafted by: Donna Backman photos©Zachary Webster ’17

ly ’15 assil

The theater can be

as transforming as our school is. Simon English noted: “I can vividly remember stepping on to the stage and feeling the presence of the crowd, the lights on my face, and the excitement in the air. I have been in every production thus far, and I intend on pursuing theater in my life after Landmark. Landmark School has helped me grow in so many different ways. I am privileged to say that I am a Landmark student, and I am even more honored to say that I am an actor with the Landmark Stage Company.”

jacqueline mahoney ’16 and simon english ’14

“The idea of doing a play in the round really scared me at first, but after many weeks of rehearsal it become really easy and natural.” -Eliza Wildes ’16

What makes Landmark work?

r ’14 klina will

5 ski ’1 noro w n y l made guise , in dis 7 ’1 s nd y bou hale an ha nath es ’16 wild eliza

5 nd ’1 mmo

me Mada ed by g ie ues, s q e r) is b re Jac a it n a li K M nder er, ( ski), ney-le he Mis r (Wnorow o t , m n e o g roke ey are ne, th Harpa im. Th riage b dame Simo r right: h a m m a son's fro e the nd his , and M for money a ) Frosin ) ly s il e s s d Wil ing ef (Ca Elise ( ll look his ch ghter, cio), a c u a a r d b (D'Ab Harpagon's oney). by (Mah e n n aided aria ed, M belov

“The play was a lot of fun. The rehearsals were constant work, but every time I heard how good it was I couldn't resist smiling.” -Zander Manning ’14

starlight

Practicing Leadership Through Athletics

athletics

by Brook Sumner Director of the Landmark Athletic Department

erhaps the most important purpose of high school athletic programs is to promote character and teach values such as discipline, teamwork, and sportsmanship. These traits are also hallmarks of leadership, and competitive sports provide very practical opportunities to practice leadership skills. Yet often, in high school sports, a student athlete is chosen to captain a team with very little guidance. Leadership skills, like literacy skills, don't just manifest themselves independently; they must be taught and practiced. It’s unrealistic and unfair to put students into positions of leadership, a role where much is expected, without offering them the necessary skills to succeed. Landmark's athletic program makes a concerted effort to set leaders up for success. We want to build a culture that teaches leadership qualities, a culture where student athletes understand that being a captain is a responsibility, not just a title.

Finding different ways to teach leadership skills is an ongoing priority at Landmark. Over the years we have implemented a variety of methods, and in true Landmark fashion, we practice multi-modal teaching: supplementing words with visuals and actions. At our early season “Captains Dinner,” the Headmaster, administrators, and coaches join our team captains to honor them for taking on the responsibility of being a leader and also to outline our expectations for them. Periodically, we host professional athletes, as well as athletes who have overcome incredible hardships to achieve success. Through our partnership with the Positive Coaching Alliance, we have provided insightful workshops to develop self-esteem, confidence, and motivation. Finally, bringing in guest speakers at our end-of-season awards ceremonies has given role models such as decorated high school, college, and professional coaches from outside our community a formal structure to teach and inspire students.

What makes Landmark work?

“ 38

We want to build a culture that teaches leadership qualities, a culture where student athletes understand that being a captain is a responsibility, not just a title.”

a coterie of captains middle row: Jonathan Barrett ’14, Thomas Kazi ’14, Ryan Dumont ’17, Ian Couzens ’14, Michael Fleming ’14, Harry Zakarian ’15, Nathaniel Douglass ’14, David Giovannacci ’14 front row: Emilee Miller ’14, Summer Kelly ’15, Meghan Doolan ’14

back row: Griffin Rock ’15, Zach Moyse ’14

highlight feature

Christopher Woodin Pioneer of Numbers by Susan Tomases

“

In the Landmark world of divergent thinkers, Chris Woodin stands out as one of the most creative visionaries I’ve encountered.” -Rob Kahn Head of the Elementary • Middle School

photo©Winslow Martin

What makes Landmark work? 40

outreach

LANDMARK SCHOOL

“

I want to share what I know with more people, to make the program a consumable product instituted in many schools.”

hris Woodin is a man of many talents. He’s Head of the Mathematics Department at Landmark Elementary • Middle School (EMS). He’s a lobsterman and fishing enthusiast, Scoutmaster, accomplished woodcarver and perhaps most well known for creating what he calls “Woodin Math,” an approach he conceived early in his career at EMS in the late 1980s. Woodin realized that Landmark students didn’t have specific problems with math, but because they struggled with language, understanding math concepts was often a challenge. His earliest work was aimed at getting his students to think about math in a more visual, multi-modal, kinesthetic way. His approach was rooted in allowing students to see the whole picture and then break it down into parts to make it tangible, real – and relevant.

Using some of the templates that his colleague Terry Jennings developed to help students scaffold their thoughts for writing as inspiration, Woodin developed his first of many graphical tools to learn math. His ladder chart, designed to teach students about multiplication tables and to see how the numbers related to each other in a structured, logical, visual way, is now one of many tools that have become the foundation of the math program at EMS. “In the Landmark world of divergent thinkers, Chris Woodin stands out as one of the most creative visionaries I’ve encountered,” says Rob Kahn, Head of EMS. “Chris has the mind, skill set, and personality to diagnose the language processing and visual perceptual issues underlying mathematics, translate his insights into hands-on, appealing activities for all learners, and then charismatically coach students to make progress while inspiring and mentoring their teachers.”

-continued next page

Landmark Outreach SUMMER PROFESSIONAL DEVELOPMENT INSTITUTE

swoosh

photo©Tom Underwood

Graduate students attending the weeklong course prepare to play a game of Swoosh. Swoosh is a strategy game like Tic-Tac-Toe, played on a large Cartesian plane. Players must verbalize the intended coordinate locations of the game pieces before placing them.

The math program founded by Woodin at EMS has been so successful that he is now sought after as a presenter at numerous national conferences for educators and leaders in the field of learning disabilities and dyslexia. His work is featured on the Yale Center for Dyslexia and Creativity website and Woodin is one of Landmark Outreach’s most popular teachers, using his methods to show educators around the country the benefits of his program for all learners – not just those with language-based learning disabilities.

woodin math an example

This series of photographs illustrates

the dynamic use of the matrix diagram

combined with gross motor kinesthetic processing.

To start this exercise, use sidewalk chalk to draw a completed matrix diagram on an area of blacktop outside. If it is sunny outside, orient the diagram so that the sun is at the top of the diagram as pictured in the photographs. Ask the participating student to face the sun throughout the exercise. The sun’s warmth on the student’s face will provide a nonverbal cue to help the student maintain a constant orientation, which will provide a stable reference frame for the various movements.

If it is cold out or rainy outside, you may do this exercise inside by writing on a carpet with plain chalk. Don’t worry—you can vacuum out the chalk. Take the place of the sun by standing above the quotient, facing the diagram. The student should face you throughout the exercise.

Ask the student to start on one of the three positions of the diagram. In the first photograph in this series, the student stands on the 2 of the diagram. For the student to make an accurate fact sentence, he or she must jump to the number 3 in the quotient position, and then down to the 6. The student should verbalize the numbers as his or her feet make contact with them:

“2 times [hop] 3 [hop] equals 6.”

If you need to provide directional cues, give them in the context of the student taking the place of a pencil and “writing” on the diagram. For instance, if the student hesitates when standing on the 3, cue him or her to hop down, not back. These descriptions of motor action should be consistent when later applied to the fine motor skill of writing with a pencil.

Woodin realized that Landmark students didn’t have specific problems with math, but because they struggled with language, understanding math concepts was often a challenge.

Woodin’s most recent accomplishment is a book published by Landmark Outreach titled: Multiplication and Division Facts For The Whole-to-Part, Visual Learner: An Activity-Based Guide to Develop Fluency With Math Facts “Readers will learn to provide students with a way to store, access, and express multiplication and division facts through multimodal activities that utilize visual and kinesthetic processing,” says Woodin. Woodin’s book is available through the Landmark School Outreach Program.

landmarkoutreach.org/publications

Asked about what’s next, Woodin quickly offers, “I want to share what I know with more people, to make the program a consumable product instituted in many schools. These are good practices for introducing math concepts. Implemented at the right stage, they can be beneficial for all students.”

a divergent thinker chris woodin

&Matt Rogers ’07

QA spotlight alumnus profile

impact

from landmark to law school

Looking back, how did the Landmark experience impact your life? I came to Landmark as a full time student in the 7th grade, but had been tutored by Landmark teacher, Meg Bamford, two days a week since the 3rd grade. Landmark had a tremendous impact on my life. Looking back, I am so thankful I had the opportunity to attend the school. It certainly was a turning point for me, one that I did not recognize until some time later. Feelings of frustration defined my elementary school days. At Landmark, school went from a place I dreaded to one where I comfortably succeeded. What really made Landmark great was the people. I found a group of friends early on who provided me with a lot of support. I am especially thankful for the teachers who took the extra time to guide, motivate, and challenge me. They instilled in me that quitting was not an option and emphasized skills like perseverance, confidence, and self-advocacy.

skills

insights

interview by ryan dejoy

What skills did you learn at Landmark that you use today? I still use many of the basic notetaking, writing, and reading techniques I learned at Landmark. Using different color highlighters to break down a complex assignment into different parts – main idea, key details, and the conclusion – is a key skill for me. Index cards for key vocabulary terms were my trademark throughout high school and college. Most importantly though, I walked away from Landmark with the confidence that I could succeed and reach whatever goals I set for myself.

How was your college experience at Union College? What life lessons did you learn there/words of wisdom for other alums entering college? I had an incredible experience at Union. I think one of the biggest lessons I took away was how most people are willing to help if you show you are willing to work hard, reach out, and demonstrate determination. I met countless people over my four years there that truly wanted me to succeed. I would advise anyone about to enter college or high school to reach out to mentors early on in your college experience. I immediately got familiar with Support Services and took advantage of the accommodations they offered. Coaches and faculty members provided great insight and were key advocates for me when I needed them. It definitely helped me adjust to a new environment. I couldn’t have done it alone.

paths

workload What are the differences between your workload in grad school and your other educational environments? School has always been hard and I don’t expect that to ever change. Yet, as I had been warned, the workload in law school is significantly tougher than other educational environments I’ve been in.Just the volume of reading and writing alone is a step up from college and high school.The first year was especially difficult because many of the concepts are brand new, and challenge you to think in ways you never have before. However, overcoming dyslexia gave me an advantage because I had already developed a successful system. I continue to make use of every accommodation allowed to me. I spend lots of hours in the library. It often takes twice as long for me to complete assignments compared to my peers, so free time is a luxury. Anything worthwhile usually requires hard work. Ultimately I’m happy with my decision to attend BC Law.

What path did you take after Union College? What are you doing now? In college, I majored in Political Science and became increasingly interested in law, history, and our legal system. After Union, I applied and was accepted to law school. Having spent four years in New York, I wanted to come back to Boston. I am now in my third (and final) year at BC Law School. I plan on taking the Massachusetts Bar this summer.

“

memories

pastimes

Do you have any specific memories of Landmark that remain with you? There were plenty of great memories at Landmark. The undefeated basketball season always comes to mind. I looked forward to practice every day, and it was a great group of guys to play and spend time with. Sports, and especially basketball, were my escape from the hard work of the classroom. They acted as an extension of the classroom where I could continue to develop confidence in my abilities. Also, I remember the tutoring sessions with Mr. Rutter. He pushed and challenged me, especially with reading and the amount of reading; yet, he always supported me. I am thankful for all the extra time and effort he put in. As required, every few years, when I must be retested for exam accommodations, the neuropsychologist never fails to comment in surprise at the fact that as a dyslexic, I read for pleasure. That enjoyment I owe to Mr. Rutter.

Where are your favorite “hot spots” in the city? What do you do for fun in your free time? Living in Boston has been a great experience. There is always something going on, and it’s great running into people I haven’t seen in years. I have a close group of friends from both Union and BC who also live in Brighton so I spend most of my free time in the Allston/Brighton area.

goals Where do you see yourself in 10 years? Personal Goals? Career Goals? Right now my focus is on graduating from BC this spring and passing the bar in the summer. Once I accomplish this, I’ll spend some time thinking more specifically about my options. I have plans to practice law in Boston.

What makes Landmark work? 45

floodlight events

What makes Landmark work?

Landmark School's 4th Annual 5K Road Race at Homecoming was a blast! There was something for everyone â&#x20AC;&#x201C; running, arts and crafts for the youngest fans, face painting, followed by the annual faculty vs. student soccer game on Alumni Field. Over 200 walkers, runners, and volunteers filled the Ansara Center lawn and lined the 3.1 mile course through Beverly Farms on a beautiful October day. Thank you to the entire Landmark community for making this a fun and festive way to start our Homecoming Weekend!

l. to r.: guest, Danica Kurzals ’08, Jake Schneider ’08, Jon Kalus ’08, Eric Spiller ’08, Jared LaFosse-Baker ’10, Evan Fishman ’08

Matt Murphy ’02 and Alexis Westergan ’09

Bill Chamberlain and Gabby Pecoraro ’07

2013

Jake Schneider ’08 and Jon Kalus ’08

homecoming

cominghome l. to r.: Pete O’Neill ’06, Joe Dion ’06, Tom Ashley ’06, and Robb Genetelli

Harvey Alter’82, Ryan DeJoy, and...karaoke

Ryan DeJoy, along with Jake Pike’05 and Harvey Alter ’82, lead the traditional TOAST to ALUMS on the great staircase at Governor’s Landing.

fall 2014...join us! reunion.

connected the art of staying

What makes Landmark work?

connections

connections ALUMNI NOTES

Eric Preuss ’84

Chief Warrant Officer Eric M. Preuss joined the U.S. Navy on March 13, 1986. He attended Hospital Corpsman School and served as an Emergency Medical Technician (EMT). In March 1990 he was honorably discharged from the U. S. Navy as Hospital Corpsman Third Class and enlisted in the U.S. Coast Guard. In 1998, CWO Preuss accepted orders to attend the Navy’s Diving and Salvage Training Center in the Diving Medical Technician (DMT) Program. Eric graduated as the Coast Guard’s only DMT. In 1999, Preuss delivered medical Eric Preuss care to Pacific Islanders in the South Pacific handclasp missions and provided life-saving efforts to Chinese immigrants on the high seas. Preuss is a graduate of George Washington University with a B.S. in Health Care Administration and graduated 2007 with a Masters of Health from George Washington University. Eric is now working as Executive Director, OB/GYN Service Line at South Shore Hospital in South Weymouth, MA. Eric Puttkammer ’87 Eric is working at Andrews Air Force Base in Maryland. Matthew Ridge ’93 “I am a Computer Tech/Inventory control and logistics officer for a small business in Chelmsford, MA. I was married in 2008 and live in Dracut, MA.” Sue LaPointe Kesserling ’97 Sue was in town this fall visiting Landmark, following her October wedding to Ron Kesserling. They live in Chicago.

Sue LaPointe Kesserling with husband Ron and Headmaster Bob Broudo during the Kesserlings’ visit to Landmark last fall.

Amanda Reed ’97 and Jason Quinn ’97 Amanda and Jason are joyfully anticipating the birth of their son in February 2014. Suzanne Hoyer ’98 and Jason Lloyd ’98 Jason and Suzanne reconnected after 15 years and were married last October. They are living in North Carolina. Dan Pouladian ’99 and Sara (Safer) Pouladian ’99 The Pouladians are both Landmark alums and live in Marblehead, MA. They have two children – Ava, 29 months and Jake, 9 months. The couple has a real estate investment company, Field Stone Properties. Dan is also the owner of North Shore Realty Advisors, LLC. Thomas Tyson ’02 “Since leaving Landmark, I continued to pursue art and science. I obtained technical degrees in engineering and when I could, I squeezed in the occasional art class. Through my academic career, I found that my skills in art allowed me to better express my thoughts in mathematics and

landmarkschool.org/alumni 48

What makes Landmark work?

connections

Ashley Howard ’05 Ashley wrote to Mr. G stating that she is in graduate school studying to be a marriage and family therapist. She is grateful to Landmark School for helping her develop her academic excellence. Timothy Nuccio ’05 “I am currently working at Beth Israel Deaconess Medical Center in Boston. Timothy Barrett ’07 “I am attending Curry College and am in my senior year.” Heather Harmon ’07 Heather was recently married and she is now Heather Greenfield. Thomas Tyson with wife Nicole Wyre in Hong Kong last October

engineering through the use of visual aids. I applied to Penn State for graduate school and took as many classes as I could to better prepare myself for a career in electrical systems. Currently, I work full time at Kichler Lighting in Cleveland. In my free time I still enjoy painting and I love to travel. Some of my work can be seen at www.thomas-tyson.com.” Tasha Bara ’03 “I am a stay-at-home mom and just finished my Associates Degree in Medical Assisting. I live in Leicester, MA with my two-year-old and my boyfriend. We recently bought a house.” Tyler Castagno ’03 Tyler graduated cum laude from Curry College in 2006. He is a police officer in Wayland, MA and lives there with his wife Claire and their 3-month-old baby Avery. “I miss Landmark School very much and I know they helped me a great deal to be where I am today.”

Heather Greenfield with her new husband

Nicholas Nuccio ’07 “I am working full-time at Mount Auburn Hospital in Cambridge as a Respiratory Therapist and am still playing soccer whenever I have time!” Gabriella Pecoraro ’07 “I currently work in Boston for John Hancock. I have continued to educate others about Language-Based Learning Disabilities through Toastmasters, a club that focuses on improving public speaking. I attended the Landmark Reunion in October 2013 at Governor’s Landing.” See Gabby’s essay, “Life Lessons: A Positive Attitude. Confidence. Perseverance.” on page 56.

Tyler Castagno’s daughter Avery

What makes Landmark work?

connections

Matthew Rogers ’07 Matthew is doing very well at Boston College Law School and still feels his time at Landmark School was a starting point that got him on the right track. See the Alumni Profile, “From Landmark to Law School” featuring Matt on page 44. Robert Connelly ’08 “I am presently in grad school studying Plastics Engineering at UMASS Lowell.” Chris deRonde ’08 “I graduated from Landmark and went to Maine Maritime Academy in the fall of 2008. I graduated last December with a degree in Marine Engineering Operations and it wasn’t easy. I currently have a job with U.S. Navy Military Sealift Command as a Third Assistant Engineer and I just got home for a vacation after five months at sea. I do like my job but it’s a big time commitment. I spend at least four months at sea each time. However, I get paid to travel the world which is pretty awesome. Overall, the hard work has turned out to be worth it.” Jonathan Kalus ’08 Jonathan is working in market research. Molly Pugsley ’08 Molly is a nurse at Massachusetts General Hospital. Jacob Schneider ’08 “After graduating from Landmark in 2008 I attended Wentworth Institute of Technology in Boston and graduated in August 2012 with a B.S. in Mechanical Engineering Technology. After graduation, I went straight to work as an energy analysis/commissioning engineer at a small engineering consulting firm called EH&E (which was just awarded top places to work in the Boston area by the Boston Globe). I also decided to further my education and began pursuing my M.S. in Energy Systems Engineering at

Northeastern University in Fall 2013. I am really enjoying the challenge. Other than my busy schedule with work and school I am living with two Landmark alumni – Mike Cronin ’07 and Henry Mallett ’08. It’s just like living in Porter House again.” Susanna Hamilton ’09 Susanna’s mom writes, “Thank you for all you do. My daughter is graduating from Northern Arizona University this year and is applying to nursing school. It never, never, never would have happened without Landmark.” Alexis Westergan ’09 Alexis graduated as a Dean’s Scholar with a B.A. in Sports, Entertainment, and Event Management from Johnson & Wales University in Providence, RI. Eliza Joy Woodworth ’10 “I’m currently a senior at Rhode Island School of Design. I’m studying Glass, which includes learning the traditional techniques of blown glass along with how to appropriate traditional technique into a contemporary art realm. I have also been taking photography classes. We are studying Antique and Alternative Photo Processing and learning techniques like Wet Plate Collodian, Cyanotypes, Tintypes, Gum Bicromate, Van Dyke, and more. On a lighter note, I adopted a cat at the beginning of this school year. His

Eliza Joy Woodworth during glass-blowing class

Jacob Schneider

@landmarkschool 50

What makes Landmark work?

connections

Elizabeth Brown ’10 “I am attending school at Randolph College in Lynchburg, Virginia.”

Corrine Prohovich ’11 “I am currently an English major at Curry College hoping to become a tutor or a high school teacher.”

Jared LaFosse-Baker ’10 “I am attending Mitchell College in New London, CT and competing on their Division I Sailing Team.”

Nathan Stowes ’11 “I am currently attending Framingham State University in Framingham, MA. The best memory I have from Landmark is the Washington D.C. trip with Mr. Chamberlain.”

Michael Brand ’11 Michael is currently in his junior year as a communications major at Penn State University. “I am having the time of my life as well as maintaining a great GPA, fencing on Penn State’s Division I team, and have been nominated for the Athletic Director’s Leadership Institute. For two years, I have worked as a Litigation Assistant at a Boston law firm and this summer I am traveling to Israel and Hungary for Fencing meets. I just had the honor to fence on the USA Men’s Sabre Team at the 2013 World Maccabiah Games and we won the gold medal!” Michael, a nationally ranked fencer, was one of four Sabre Fencers selected to the Maccabiah Games held every four years and the world’s third largest sporting event, behind the Olympic and University Games. Most recently, Michael placed 30th at the North American Cup Tournament where the top 30 finishers earn points toward winning a spot on the US Fencing Team to represent the United States at the World Fencing Championships and the US Olympic Team. Currently, Michael is ranked 65th in the United States.

Paul Acciavatti ’12 Paul has just finished his 13-week training for the United States Marine Corps in Paris Island, South Carolina. Following a brief leave, he returned to Camp Geiger in South Carolina to attend the United States Marine Corps School of Infantry. Landmark’s Athletic Director, Brook Sumner, reflected, “Alumnus Paul Acciavatti ’12 is what some might call a gym rat – and he returned home today to say hello to his mentor gym rat, Mike Murphy. Great to see Paul looking so good!”

Mike Murphy (left) with Paul Acciavatti

Michael Brand (left) fencing at the North American Cup Tournament

Brittany Dzugas-Smith ’12 “I was on the Women’s Novice Crew Team at Rochester Institute of Technology, winning three medals in the eight-person boat last year. This year I am on Women's Varsity Crew team. We competed in the Head of the Charles in October and placed 8th out of a field of 35 boats. This earns us a spot to compete in next year’s 50th Head of the Charles! I work in the College Library and in the Speech and Language Center at NTID (National Institute for the Deaf ). Because of my great note taking

facebook.com/landmarkschool

What makes Landmark work?

connections

in memoriam

Lawrence “Larry” Bulloch July 16, 2013

Christopher B. Darcy ’05 July 24, 2013 Brittany Dzugas-Smith (center) with her RIT rowing team

skills learned at Landmark, I am a note taker in my classes for students who have that as an accommodation in our classes! As a sophomore I am working as an R.A. Etta Resnick-Field ’12 “I am a sophomore at Hartwick College in Oneonta, New York.” Maxie Cataldo ’13 “I am going to Marist College in Poughkeepsie, New York. I am doing a lot of work at school.” Robert Masucci ’13 “I am studying at the University of New Hampshire, playing soccer, hockey, and living the dream.” Stephanie Scanlon ’13 “I have been working during the fall and plan on attending school in the spring.” RachelWoolf ’13 Rachel reports through faculty member Ed Storey that she got her first semester, Suffolk University grades back and she got all As and one B+. She says that Landmark prepared her more for a Harvard workload than Suffolk’s. She’s grateful to the entire faculty and staff and is a testament to the rule that hard work reaps big rewards.

Send us your news and photos!

rdejoy@landmarkschool.org

reconnect. stay connected.

Naomi Dady Goldstein ’97 September 14, 2013

Phyllis M. Lloyd-Whynot July 28, 2013

Douglas Thomas ’92 November 25, 2013

correction

On page 45, in the Spring/Summer 2013 issue of The Lantern, we mistakenly gave credit to Libby Soehl '13 for the Gold Key winning photograph (above) in the 2013 Boston Globe Scholastic Art Awards. In fact, former student Leah Kalfel is the photographer of the award-winning image shown here. We regret the error and congratulate Leah on her excellent work.

Summer at Landmark 2014 Small classes. Supportive environment. Personalized approach. Daily one-to-one tutorial. Landmark School

SUMMER PROGRAM

Grades 1-7 July 7 - August 8 Day Grades 8-12 July 6 - August 1 Boarding and Day

Landmark School 978.236.3000 • email: admission@landmarkschool.org landmarkschool.org/summerprograms

skills sharpen

Study Skills + Strategies

skills and

for students in public or private middle and high schools July 28 - August 8, 2014 • 8:00 a.m. - 12 noon

maximize

learning potential this summer.

Executive functioning challenges are common among middle and high school students. Our short and effective two-week, half-day workshops will help students refine their skills, explore and adopt new strategies and work habits, and boost academic achievement – all in a lively and low-pressure small group setting.

to learn more: landmarkschool.org/skillsplus or call Lauren Michaud, Skills+ Director • 978.236.3209 Hosted by Landmark School. Taught by Landmark Teachers.

landmarkschool.org/skillsplus

What makes Landmark work?

summer study skill s work shop

Take a walk on the

Red Carpet!

Thursday • April 17, 2014 6:00 p.m. until 10:00 p.m. Alice Ansara Athletic Center We hope you will play a role in “Landmark Live!” by attending, sponsoring, volunteering, or donating an item to our Silent and/or Live Auction. All proceeds from “Landmark Live!” benefit The Landmark Fund which provides unrestricted support for the school’s operating budget.

To take part, please contact: Katie Mullen • 978.236.3408 kmullen@landmarkschool.org

More details will follow! What makes Landmark work? 54

annual

ninth

What makes Landmark work?

CASINO

NIGHT

may 2014 date to be determined

Landmark Elementary • Middle

School for more information: RYAN DEJOY • rdejoy@landmarkschool.org • 978.236.3208

22nd annual landmark school golf benefit Monday • June 2, 2014

. . 148 Country Club Way • Ipswich, MA 01938 clubcorp.com/Clubs/Ipswich-Country-Club

. .

for more information: Jeff Fauci • jfauci@landmarkschool.org • 978.236.3367 • landmarkschool.org 55

the last word

taillight

LANDMARK. What Makes It Work? P

message from an alumna

Life Lessons

A Positive Attitude. Confidence. Perseverance. by Gabriella Pecoraro ’07

t all started when I was in first grade. I can recall one eventful day walking back into my class from recess. The teacher strolled to the front of the room and announced that it was now reading time. I sat down to read like all my other classmates and as I looked up I saw the teacher peering down at me. She noticed that I was holding my book, Frog and Toad, upside down and she announced to the class that I was...stupid. Yes, she used the 'S' word. Even while my classmates were laughing at me, I didn’t realize the impact these words would have. I learned to never let someone else bring you down. Let the positive influences impact the way you feel about yourself. Use the negative to drive you further to success and be your motivation to prove the doubters wrong.

After completing the Landmark Summer Program prior to going into 5th grade, my parents enrolled me in the school for the academic year. I worked diligently day in and day out each and every year in tutorial and was introduced to multiple strategies and skills that I still use to this day, but Landmark gave me something much more profound – a positive attitude, confidence, and perseverance.

By senior year of high school, I wanted to start sharing my story. I participated in the Student Advocates program where we visited colleges, universities, and even elementary schools in the area to talk about what it is like to have a learning disability. We spoke at venues ranging from Harvard Graduate School of Education all the way to a Montessori elementary school. I learned that talking publicly about my learning difference made me feel empowered.

With the end of senior year approaching, I started to look for a job. I remember in an interview I was asked: “What is your biggest weakness?” With no hesitation, I answered, “Without the confidence and the right attitude, my learning disability could be a weakness.” However, I clarified that it was really just an obstacle that I had learned to overcome and cope with – every day. This interview was for a position at John Hancock Financial Services where I currently work.

As I established myself in a new community at Stonehill College where I majored in International Business and Economics, I got involved on campus. In my freshman year, I joined the Disabilities Services Committee as a Student Ambassador. What I realized was that my confidence to share my story allowed me to support others who were struggling with a similar learning difference. By my junior year, I had created a Disability Awareness Project and I realized that I was putting the most valuable lesson I learned at Landmark into practice. I had the confidence and speaking skills to help people better understand others’ learning differences, and maybe even their own.

Even as my obligations continued in my career, I joined Toastmasters, a public speaking organization for professionals. I am always looking to improve my skills and face my learning differences head-on allowing me to become more confident and comfortable in the work force and stride forward.

“

Who would ever have thought that the little girl holding the book upside down pretending to read would be where I am today?

Thank you Landmark.

Use the negative to drive you further to success and be your motivation to prove the doubters wrong.” 56

Landmark School Board of Trustees founded 1971

Moira McNamara James P’10 Chair

Harvey L. Alter ’82

Marblehead, Massachusetts Landmark Alumni Parent and Volunteer

Nicholas A. Lopardo P’92, GP’22, ’23, ’24 Chair Emeritus

Joseph H. Morgart P’12

Glenview, Illinois Vice President The Alter Group

Weston, Massachusetts Senior Vice President Pyramis Global Advisors

Robert J. Campbell P’04

William T. Patten P’07

Jeffrey Carney P’16, ’18

David G. Peterson P’08

Hamilton, Massachusetts Director of Sales & Marketing Construction Management & Builders, Inc.

Rockport, Maine Investment Counselor Beck, Mack & Oliver

Newburyport, Massachusetts Founder and President Susquehanna Capital Management Co.

Robert J. Broudo P’11 President and Headmaster Beverly, Massachusetts Landmark School, Inc.

Wellesley, Massachusetts President and CEO Mackenzie Investments

Bedford, Massachusetts Sales Management Consultant Trustee Emeritus

Lynne Darling ’98

Edward W. Probert Jr. P’15

Hampden, Maine Rental Director and Finance Manager Darling’s Automotive Group

Martin P. Slark P’01 Vice Chair Burr Ridge, Illinois President and CEO Molex, Inc.

James Duffy P’14

George W. Ratermann ’79

Amy O. Fitzpatrick P’16

Suzanne H. Sears P’02

Auburndale, Massachusetts President Ravago Holdings America, Inc.

Mark R. Brislin Vice President

Hamilton, Massachusetts Landmark School, Inc.

Swampscott, Massachusetts Landmark Alumni Parent and Volunteer

Gia F. Meicher Clerk

William A. Goldthwait ’86

Brookline, Massachusetts Managing Director RBS Global Banking & Markets

Beverly, Massachusetts Landmark School, Inc.

Charles P. Harris Clerk Emeritus

Sandra L. Jesse P’13

Manchester, Massachusetts Vice President & Chief Legal Officer Haemonetics Corporation

Winchester, Massachusetts Landmark School, Inc.

Newburyport, Massachusetts Director of Alumni Affairs & Development Phillips Exeter Academy

John J. McDonough

Andover, Massachusetts Executive Vice President & CFO American Renal Associates

Livermore, California Founder and Owner Ratermann Manufacturing, Inc. Hamilton, Massachusetts Landmark Past Parent and Volunteer Trustee Emerita

Catherine Slark P’01

Burr Ridge, Illinois Landmark Alumni Parent and Volunteer

Michael D. Tancreti P’09, ’11

Nashua, New Hampshire Chief Executive Officer Ashwood Development Company

David A. Tessier P’10

Beverly, Massachusetts Executive VP & Chief Investment Officer Turnberry Associates

Robert S. Merowitz P’06

Sudbury, Massachusetts President Universal Realty Corporation

Whatmakes makesLandmark LandmarkWork? work? What

Lantern

THE

Fall 2013â&#x20AC;˘Winter 2014

LANDMARK SCHOOL

Post Office Box 227 Prides Crossing, Massachusetts 01965-0227