Lantern Winter 2O11
the magazine of Landmark School
40th Anniversary C o m m e m o r ative Edition
CHARLES DRAKE teacher of teachers
Dr. Charles (Chad) Drake, founder of Landmark School, was a brilliant visionary. Chadâ€™s own personal challenges, insights, training, and perseverance contributed to his truly incredible and deep awareness of how to diagnose and teach students with language-based learning disabilities (LBLD). As a leader, friend, advocate, and true believer, Chad was also the consummate teacher of teachers. Dr. Charles Drake and Landmark School will always be synonymous. Without his initiative and creativity, there simply would not be a Landmark School. Thousands of students, families, and professionals owe so much to Chad Drake, and Landmark will always be grateful for his work.
Lantern Winter 2O11
The Lantern is published twice yearly by the Marketing and Communications Department at Landmark School, Post Office Box 227, Prides Crossing, MA O1965-O227.
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 Prep Program Suzanne Crossman
Director of Admission Carolyn Orsini Nelson Chief Development Officer Maureen Flores Director of The Landmark Fund Ryan DeJoy Director of Parent Programs and Special Events Lisa Robinson Parent Relations Liaison Peggie Cook Director of Alumni Relations Jeff Fauci
Director of Marketing and Communications Susan Tomases Editor and Designer Dede Grace Manager of Design Services
40th Anniversary C o m m e m o r ative Edition
Managing Editor Susan Tomases Contributing Editor Rob Kahn Contributors Dan Ahearn Carol Bedrosian Louisa Behnke ’15 Greg Bilezikian ’8O Bob Broudo Peggie Cook Ryan DeJoy Jeff Fauci Richard Fish Maureen Flores Nadine Gaab Scott Harlan Kara Healey Beth Jamieson Emily Kahn Chris Myers ’12 Melody O’Neil Carolyn Orsini Nelson Christine Ozahowski Nora Raschle Lisa Robinson Elena Sinagra ’15 Brook Sumner Scot Wilson Sophie Wilson Maryanne Wolf Jennifer Zuk
Photography Erin Curran Gabe Davis Ryan DeJoy Winslow Martin Matthew Taffel Tom Underwood
As Landmark School turns 4O, we celebrate not only its chronological age but also its iconic place in educating young people with language-based learning disabilities.The Watermark program’s Te Vega (cover photo and story) serves as a fitting emblem for Landmark’s own voyage in history. This 4Oth Anniversary Commemorative Edition of The Lantern visits ports in Landmark’s singular passage: Our Founder, Timeline, Historical Retrospective, Watermark, One-to-One Tutorial, 4O-Year Veterans, Iconic Personalities, Athletics, Performing Arts, Tot Spot, Landmark Parents Association, Outreach. And typical of so many seafaring excursions, each port-of-call along our vessel’s historic journey is marked with our unique stamp: “Landmark at 4O. Voyage in History.” If you have comments, please feel free to contact us: email@example.com The Lantern is available online: www.landmarkschool.org
cover photo: Schooner “Te Vega,” home to Landmark’s Watermark Program, 1981-1990. See story pg. 8.
Printing graciously donated by LIFETOUCH SERVCIES
TABLE of Features Backlight 4 Timeline: Landmark at 4O ✭ Voyage in History 8 COVER STORY Watermark: Lessons Learned at Sea on Te Vega
12 A Sure and Steady Vessel The Landmark Tutorial Turns 4O
14 Landmark’s 4O-Year Veterans:
Form, Shape, Value in Landmark History
20 Athletics: 4O Years of Fun and Games 22 Landmark Performing Arts Through the Years 24 Tot Spot Tots: Where Are They Now? 41 Outreach Program: Educating Students with Language-Based Learning Disabilities Through Their Teachers
Landmark. A Love Story: Sophie and Scot Wilson
Highlight 26 The Art and Science of Admission 40 Bilezikian Foundation:
Expanding Impact of Outreach
Sidelight 36 38
Open Letter to the Landmark Community by Maryanne Wolf The Future of Dyslexia by Nadine Gaab
Winter Lantern 2O11
CONTENTS Departments Headlight 6 Message from Headmaster Landmark at 4O: Perpetuating Purpose, Passion, and Principles
Spotlight 18 Faculty: 28 Parent:
Karl Pulkkinen Parents’ Love in Action Landmark Parents Association
34 Student: Elena Sinagra ’15 42 Alumnus: Greg Bilezikian ’8O Penlight
30 In Her Own Words by Louisa Behnke ’15 Landmark: A Special Place
32 In His Own Words by Chris Myers ’12 Finding My Voice: Opening Up. Tuning In.
Floodlight 44 An Evening of Celebration: Alice Ansara Athletic Center Dedication
46 Landmark 5K Road Race Reborn 48 2011 Save the Dates! • Golf Benefit • Landmark Casino Night • Party Like it’s 1971!
50 Alumni Notes inside back cover:
LANDMARK AT 40
• Dr. Charles Drake founds Landmark School in Prides Crossing, MA
• Vietnam War officially ends
• Expressive Language Program begins at West Beach
• Landmark College opens in Vermont
• “Saturday Night Live” debuts on NBC
• Total enrollment is 40 • China admitted to the UN
• “One Flew Over the Cuckoo’s Nest” wins Oscar for Best Picture
• Jim Morrison of The Doors found dead in Paris
• Microsoft founded
• Pair of Wrangler jeans: $12.00
• U.S. celebrates its Bicentennial
• Average house price: $7,374
• Jimmy Carter elected 39th President of the U.S.
• Equal Rights Amendment passed by U.S. Senate • Richard Nixon wins re-election as 37th President of the U.S.
1973 • North Campus (now EMS) purchased in Manchester for younger students • “When and If” 63-foot schooner acquired
• Porter, Williston, Woodside, Campus Cottage purchased from Endicott College
• Te Vega,156-foot schooner purchased for Watermark Program
• Total enrollment is 440
• Total Enrollment is 363 • Researchers find wreck of the Titanic in the North Atlantic • The term “Internet” is first used
• Space Shuttle “Challenger” explodes
1987 • Dr. Charles Drake announces his retirement as Landmark’s Headmaster
• Fidel Castro becomes President of Cuba
• MTV is launched
• Apple Computer launched
• World population reaches 5 billion
• Landmark’s Prep School program founded
• Margaret Thatcher elected for a 3rd term as British Prime Minister
1977 • Landmark founds Outreach and Training Program • The first MRI Scanner is tested in Brooklyn • Epic film “Star Wars” released
• Summer Seamanship Program begins
• Watergate trial begins. Nixon tells the American people, “I am not a crook.”
• Beverly Farms (West Beach) property is purchased
• Ronald Reagan elected 40th President of the U.S.
• Summer Seamanship Program expands significantly at West Beach
• Bain Dorm is built with student help • North Campus gym completed • Classic film “E.T.: The Extraterrestrial” released • “Ghandi” wins Oscar for Best Picture
• AZT made available to treat AIDS virus
1988 • David Drake succeeds his father as Landmark’s Headmaster
• Landmark Stage Company founded by David Dean and Tripp Robbins
•“Tot Spot” Day Care Program begins
• Gallon of gas: $1.19
• Blake House built • Watermark Program includes 4 weeks on land, 3 weeks on “When and If” • President Nixon resigns. Gerald Ford becomes 38th President of the U.S. • 3.9 million-year-old skeleton “Lucy” found in Ethiopia • "People" magazine begins sales
• Microsoft Word is first released
• George H.W. Bush elected 41st President of the U.S.
• Gallon of gas: $.63
• Final Episode of M*A*S*H airs, record 125 million watch
• Watermark Program begins, run by Steve Wedlock and Kim Pedersen
• Landmark West opens in California
• Landmark East opens in Nova Scotia
• Sony Walkman introduced for $200
• Watermark Program’s final year of operation • Landmark joins Eastern Independent League (EIL) for athletics
• Berlin Wall separating
1980s East and West Germany comes down
VOYAGE IN HISTORY
• New Administration appointed – Bob Broudo named Headmaster
• Lopardo Center built
• Total Enrollment 409
• Total Enrollment is 436
• Eric Alexander Memorial Library is named
• Gallon of gas: $1.26
• Gallon of gas: $2.58
• George W. Bush elected 43rd President of the U.S.
• Major renovations include HS Dining Room and EMS Meeting Room
• 431 Hale Street, Governor’s Landing is purchased
• Beverly Farms, West Beach property sold
• Storm drives “When and If” on the rocks; suffers considerable damage • Hubble Space Telescope carried into space by space shuttle
• Total Enrollment 335
2::7 • Landmark School divests Landmark West
• Landmark consolidates from 4 to 2 sites in Massachusetts
• Kambour Computer Center created at North Campus
• The Dow Jones average tops 3,000 for the first time
• Landmark produces large scale musical, “Man of La Mancha”
• “Silence of the Lambs” wins Oscar for Best Picture
• eBay launches
• Soviet Union is dissolved
2::4 • “Jurassic Park” released • Cost of first-class stamp: $.29
2::5 • North Campus (EMS) officially adds an Elementary Program • Landmark purchases 429 Hale Street, later named Drake Administration Building after Founder Charles Drake • Celine Dion, Snoop Doggy Dog, and the Beastie Boys top the musical charts
• Gallon of gas: $1.35
• Gallon of gas: $1.22
• “American Idol” debuts
• Mother Teresa dies in Calcutta
• Pokemon introduced in Japan
• Dr. Charles (Chad) Drake dies at age 81
• Total Enrollment is 299 • Bill Clinton elected 42nd President of the U.S.
• First Harry Potter film released – “Harry Potter and the Sorcerer’s Stone”
2::9 • Loring Barn acquired as headquarters for Landmark Prep • “Harry Potter and the Sorcerer’s Stone” hits bookstores • Google is founded
2::: • “Windows of Opportunity” (largest capital campaign since Landmark’s founding) launched • Lance Armstrong wins his first Tour de France • Cost of a dozen eggs: $.89 • World population exceeds 6 billion
• Landmark’s North Campus changes name to Elementary • Middle School, South Campus changes to High School • “The Lord of the Rings: The Return of the King” wins Oscar for best picture
2004 • Norrie House renovated to create the Eric Alexander Academic Center
• Summer Seamanship Program ends
2007 • Apple introduces the iPhone
2008 • Barack Obama elected 44th President of the U.S. • “Slumdog Millionaire” wins Oscar for Best Picture
2009 • Longest Olympic torch in history travels 30,000 miles
2010 • Alice Ansara Athletic and Activity Center is completed • Landmark School begins a year-long celebration of its 40th Anniversary • Enrollment is 445
• Elementary • Middle School transitions to a day program exclusively
• Gallon of gas: $2.78
• Facebook launches
message from the Headmaster
LANDMARK at 4O
Perpetuating Purpose, Passion, and Principles by Bob Broudo
This is La n d m a rk Sch o o l’s 40th year of serving students with language-based learning disabilities, an anniversary which is poignant, worthy of celebra t i on, and quite monumental. As I reflect back to 1971, I am stru ck by what has been ach i eved and established, and also by the fact that La n d m a rk’s success seems to be closely associated with many words that begin with the letter “P”: Purpose, People, Principles, P rog rams, Prof i l es, Planning, Passion, Pride, P roduct. The Landmark community – built on the essence of these words – is strong and resilient resulting in a sense of confidence, spirit, and success at the school. We opened in September 2010 with a full enrollment of 445 students from the United States and other countries, and an experienced faculty and staff of 321 employees, 66 of whom have been at the school for 20 years or more. The Alice Ansara Athletic Center was dedicated on the High School campus, immediately improving every aspect of our programs, and representing the completion of a $20 million campaign that includes the High School dining room, the Elementary • Middle School meeting room and classrooms, and endowment funds. These are significant milestones for a relatively young school. How did those “P” words come into play and guide us to where we are today? It began with the vision and insight of Dr. Charles Drake who became frustrated with the lack of services available for the students he was diagnosing with language-based learning disabilities. His successful Maine-based summer programs paved the way for the founding of
Landmark School in 1971. Those of us involved from the very beginning spent weekends that summer coming to Prides Crossing from Hebron, Maine to prepare the new campus to receive students. We opened in September 1971 with 40 students ages 10 to 18, all together on what is now the upper High School campus. We only had two buildings at first, although we did have some house trailers that acted as dorms at night and classrooms during the day as well as a chicken coop that we had converted into classrooms. Six 10-year-old boys shared one room with bunk beds, a memorable challenge at bedtime! The bottom line for us, always, was that the program was making a difference in the lives of the students. They were learning. They knew it and we could see it. Obviously, much has changed. Over the years we have expanded, consolidated, stabilized, professionalized, organized, built, and grown. Indeed there have been ups and downs – significant swings from excited beginnings to very dangerous lows to rewarding highs. However, we are strong today because we have always been Landmark – in all that that means, and because of what the faculty and staff do every day leading to the outcome of success for our students. The school has grown from an idea to an internationally known reality, from 40 students to 450, from 17 acres with an old estate building to over 50 acres on two sites with buildings galore, from 50 employees to 321. Add to that our Outreach Program and research activities, and Landmark now presents as dynamic and accomplished.
From the beginning, Landmark’s keys to success could be found in the words that begin with “P.” This remains true today.
Purpose: mission driven and adherence to core values and strengths People: quality and integrity of faculty and staff leading to a strong community
Principles: teaching principles critical to the mission
Programs: designed and refined for the school’s student population Profiles: integrity of student population diagnosed with language-based learning disabilities
Planning: sound fiscal and strategic planning and partnership between governance and management Passion: deep investment in the mission, goals, and students Pride: student, family, and faculty recognition of achievement and success
Product: confident, self-advocating, independent learners
With these KEYS as our foundation, La n d m a rk is unique and is now – as far as we know – the largest school in the world exclusively for students with LBLD that is also: co-educational, d ay and boarding, publicly and pri v a t e ly funded, o f fe ring customized 1:1 tutori a l s , s m a ll classes, case management, perf o rming arts, visual arts, athletics, commun i ty service, a view of the ocean, a Headmaster who is a Yankees fan, and mu ch more. It is now our charge to protect and further develop Landmark while remaining focused on these keys to our success. Serving our students continues to be our sole and common mission. To accomplish this,
we have in place short - , medium-, and lon g - t e rm s t rategic action items to help Landmark to keep growing. We will continue to develop and support our professional staff, refine our programs, improve facilities such as classrooms and space for perf o rming arts, and plan for Landmark’s long-term sustainability. 40 years. With hindsight and experience, the vitality of the present and clear visions for the future, we can and will remain strong and productive primarily by continuing to be “Landmark.”
The bottom line for us, always, was that the program was making a difference in the lives of the students. They were learning. They knew it and we could see it.” 7
Lessons Learned at Sea story compiled by Jeff Fauci
backlight cover story
As The Lantern revisits Landmarkâ€™s WATERMARK program, we board the 156-foot schooner Te Vega. Te Vega was not our first offshore academic program, but it may be best remembered for its ambitious transatlantic journeys. With Captain Steve Wedlock at the helm and Kim Pedersen as head of academics,Te Vega sailed on behalf of Landmark until May 1990 while carrying, on average, fourteen faculty and crew to accompany 35 students.
Wat e r m a r k Lessons Learned at Sea
The educa t i onal value and the learning environment of the Watermark Pro g ram were unpara lleled. It provided students with language-based learning disabilities a structured school setting with highly motivated, committed,
November 4, 1984
Life on board a ship during a school year is very different than school on land. For instance, classes are held in our cabins and the main salon, since we do not have regular classrooms. Instead of working on desks, we work on our dinner table…and we have a fireplace in our classrooms. -Daniel Well
and interested staff. During the afterschool and free-time phases, the students were enriched by the experiences of different cultures and world famous historic cities and sites. Finally, in the seamanship phase, the ship’s crew learned the value of teamwork and responsibility. The students worked ve ry hard on their academics and running the schooner 24/7. There were constant teachable moments to enrich students and staff, from the traditional class, to identifying different constellations during an 11 p.m. to 3 a.m. watch, using celestial navigation to find our bearing, or sailing into a pod of sperm whales on a trans-Atlantic crossing. Watermark definitely was a “feather in the cap” of Landmark School. Te Vega served as a go o d w ill ambassador and representative for the school any place it traveled. It gave the school recognition outside of the field of learning disabilities and in a mu ch wider community. The Te Vega got people talking and motivated them to find out more about the school. It also served to attract many students because the seamanship and travel aspects enticed parents. In addition, there were many staff who were attracted to Landmark School because they had heard about Watermark. Personally, it is THE reason I came to work at Landmark School. In turn, it resulted in meeting my husband-to-be (see story on pg. 16), attending graduate school at Harvard, becoming a department head, living on campus, and working here for over 25 years. Watermark and the Te Vega were integral in making Landmark School unique in the world.
by Sophie Wilson former Watermark teacher aboard the Te Vega and current Landmark Department Head
The Watermark program was extraordinary. It not only gave students a first rate Landmark education but all students were part of the working crew on Te Vega. I believe Landmark was proud of the accomplishments of the Watermark students, helping us to expect more of ourselves. -Fred Dodge current Landmark teacher and former Watermark administrator
May 21, 1985
Going to school on Te Vega, I never thought I would be tromping through the engine room checking gauges at three a.m. while everyone else is sound asleep. At a regular school you would go from nine to three but on Te Vega, you’re doing something school- related twenty-four hours a day. On sails, we learn to work together for the benefit of the boat. In most schools, you don’t learn how to work together like you do on Te Vega. Our meals are also much different than a boarding school; they are excellent. -Glenn Montag
November 4, 1984 Cooking on Te Vega is a challenge. The equipment, like the 440 stove, is a lot of fun to work with. On Te Vega, three meals a day go out for about 43 people. The breakfast includes eggs and some kind of meat, as well as some fruit juices. Lunch is mainly soups and sandwiches. For dinner we serve meat or fish. With the meal, fresh fruit, vegetables, and salad are served. -David Leche
May 21, 1985 In the beginning, life was rough, but as time went on life began to get easier. This is what it’s been like for us aboard Te Vega this year. During that time people started to think about their real purpose for being on the boat and we also got to know each other a lot better. One of the good things about the end of the year is that people are pulling together during the sails. We are also beginning to trust one another enough so that if one student suggests something or gives an order, most people will react to it. Because we all had such a hard time at the start of the year, we can all see the difference in people’s feelings toward each other and the boat. I think the students respect what the boat is all about a lot more now than they ever did before. -Chip Rosenberg
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A SURE and STEADY VESSEL the Landmark Tutorial Turns 40 by Scott Harlan
Ask a group of Landmark faculty who were there in the beginning to tell you a story or two about what it was like teaching in those early years and behold: the stories unfold, the room fills with laughter, and you’re reminded again about why you love Landmark.
You’re quickly struck by the abiding affection for their long-ago students and colleagues and the determined sense of mission they brought as pioneering educators. Those early days were a special time that inspired the purposeful and sound development of Landmark School. R e ca ll: in the early 1970s, students with dyslexia were too often easily mislabeled, misunderstood, and underappreciated. Often, under-performing students were blamed for their failure and fe ll through the cra cks. A misguided teaching philosophy claimed “one size fits a ll . ” Understanding of dyslexia was cloudy and partial. Dr. Charles Dra k e, Landmark School’s founder, recognized that students with dyslexia learned diffe re n t ly and needed diffe rent teaching strategies to realize their potential. His cl e a r - eyed vision infused how Landmark would go about its work. It ca n’t be overstated how Landmark’s well-worn paths and time-tested strategies of today grew from Dr. Dra k e’s convictions.
“Give them gobs and gobs of success!” The 1:1 tutorial became the cornerstone for Landmark’s approach. It provided the consistency, daily practice, and time for remediation that each student needed. Tutorials took place in every nook and cranny, even in closets! From the beginning, the student, the tutor, and the supervisor all played important roles. Landmark faculty were trained to consider the whole child and to pay attention to the whole teaching environment. Assumptions about a child’s abilities and understanding were examined carefully and ineffective strategies were discarded in favor of success-oriented teaching.
“Teach skills, not frills.” Dr. Drake knew that teaching skills through a structured, organized approach was essential when teach i n g children with dyslexia. He posted a favorite saying on his fireplace – “Te a ch skill s , not frills.” – and printed bumper stickers to remind all to keep this focus. He even coined a new term for his approach – “microuniting.” Dr. Drake believed “Any process successfully completed ca r ries with it its own reinforcement.” The t u t o rial became the setting where students and teachers started on a new path together. One peri o d , e a ch day. There was no place to hide anym o re for the student or for the teach e r. A ch i l d’s struggle would be clearly revealed. A teach e r’s ch a llenge – to find a better way – had to be quick ly felt and pursued.
forging one small success at a time “Don’t do for the student what they can do for themselves, even turning a page.” Dr. Drake knew that a child with dyslexia was capable, but that such a student too often used his intelligence to manipulate his teacher to avoid any difficulty. Dr. Drake cautioned teachers that the tutorial was not to be “a therapy session.” The work itself, the skills that the child and tutor were building and working on, were most important. He advised, “We must go back to ‘point zero’ and start at the place where the student can perform successfully, bringing renewed confidence.” When a child said, “I can’t do it. I don’t know.” Dr. Drake gently admonished, “That and 10 cents will get you a cup of coffee.” He would not give up on students, and he expected the same determination and resolve from his teachers. Slowly, a new school community was forged, one small success at a time. From the start, tutors used a variety of resources, like the “Let’s Read” series, to build decoding and word attack skills. “Rough boards” provided tactile kinesthetic reinforcement when teaching letter formations. The expanded kernel sentence was developed in an early tutorial to aid sentence construction. Over time, other tools were added as new insights and methods enriched instruction and tutorial centers replaced dorm rooms.
Today, computer technologies have ev o lved, phonemic sequencing and fluency programs have become essential resources, and executive functioning skills are fully integrated. Diagnostic ch e cklists are easier to manage, yet more detailed. Student progress reports are no longer handwritten to be given to the typing pool, and “Wi t e - Out” has long since been retired. Now, many tutors use laptops to provide customized instruction. How long before the iPad becomes as common as “rough boards” once were? Yet, at the start of Landmark’s fifth decade, the oneto-one tutorial continues to embody the wisdom of Dr. Dra k e, echoed in notes from a teacher training session in the 1970s: “E a ch element, each skill , must progress logica lly, and be micro-united and practiced to ensure automaticity.” Dr. Drake trained teachers in “differentiated instru c t i on” way before its time, giving them the charge to build from each student’s individualized needs rather than re ly on a “one approach fits all” pedagogy. The tutorial exemplifies his teaching philosophy that “failure to learn is a t e a cher problem, not a student problem.” This 40th Anniversary ye a r, let us pause and celeb rate how La n d m a rk has provided a safe harbor and a beacon of light for so many over the ye a r s . Listen: do you hear the wind stirring? Do you feel the sails robust and sure? Come and let us cheer once more at how, year after ye a r, thousands of students first learned “to rig their vessels” during those countless hours in tutorial to set sail for unknown horizons.
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SHAPE VALUE in
Landmark HISTORY by Kara Healey
4O t The “Collaboration Dra w i n g” has been a tradition in the Landmark Art Department for five years. E ve ry October, as part of an introductory lesson in value, line, and shape in charcoal, the drawing and painting students re c e i ve a 2” x 2” square of a part of a drawing or photograph of an unknown subject. The ch a llenge is for the students to re p l i cate their square onto a 1O” x 1O” square using value and line. Because the smaller square sections are split up before they are handed out, the students do not have any point of reference to distract them from focusing primari ly on the forms, shapes, and values in their square. Once students are finished, the squares are laid out in the correct formation to reveal their subject. In celebration of Landmark’s 4Oth Anniversary, the Art Department decided to expand the exercise beyond our drawing and painting classes to include the portfolio class and the After School Art Club. We created portraits from old photos of the four original members of the Landmark community who have been at Landmark School for 4O years:
Bob Broudo, Gail Dudley, Harry Dudley, and Karl Pulkkinen.
f e a t u re
by Susan Tomases
There are many threads that knit Sophie and Scot Wilson together: India, family, sailing, teaching, and Landmark School. They are the kind of couple you instantly like. He’s a little shy and very unpretentious, while she listens thoughtfully but loves to contribute and sometimes finish his stories. He’s happy to oblige. With Sophie’s family roots in India and Scot’s experience living there for a period of time during childhood, the couple had connections long before they met in 1985 as teachers in Landmark’s summer program. Scot’s ties to Landmark had begun two decades earlier in 1967 as one of Dr. Drake’s students at Eagle Hill School in Hardwick, Massachusetts. Despite profound dyslexia, Scot used the tools Dr. Drake taught him and worked his way through high school, college, and a master’s degree program.
Soon after they met, Sophie was offered a job in Landmark’s Watermark program aboard the Te Vega, for the 1985-1986 school year. (See pg. 8 for more on the Watermark Program.) Upon her return, Sophie and Scot were engaged, and in 1987 the couple married at the school’s Beverly Farms property overlooking the Atlantic Ocean. The Wilson family soon grew to five with the addition of Kristen, Maya, and Nolan, and slipped effortlessly into the juggling act of work and the demands of a busy family. In 1998 the Wilsons’ peaceful existence was thrown when Scot experienced what was the first of many serious cardiac episodes ultimately diagnosed as cardiomyopathy. Scot’s heart muscle was failing. By 2007 he received a pacemaker and by March 2009 he was “parked” at Brigham and Women’s Hospital where he lived for the next six weeks, awaiting a transplant. Sophie and the children filled Scot’s room with love and much-appreciated frivolity. Nurses and doctors frequently stopped by to read the “riddle of the day,” check out the latest care package, or just say “hello.” A revolving array of Landmark visitors delivered cards and drawings from adoring students, brought meals to the Wilson home, took the kids for dinner, a sleepover, athletic events, and much more. On March 27, 2009, EMS faculty sent a videotape of everyone sending Scot a get well cheer. The following morning Dr. Baughman (Scot’s doctor), Director of The Advanced Heart Disease Program, walked ca s u a lly into his room and asked “What are you doing today?” Scot shrugged and replied, “I don’t know. What am I doing today?” Beaming from ear to ear, Dr. Baughman announced, “You’re getting your new heart . ” Mary and Rob Kahn coincidentally stopped by to visit Scot that day and saw him off as he was being wheeled down the hallw ay to his new future. Fast forward nearly two years: Scot’s recovery has been methodical, consistent, and positive. Sophie credits the Landmark community for helping every step of the way. “We experienced the best that Landmark had to offer and it was given to us in the form of compassion. No amount of thanks could ever express how grateful we are for the care, effort, and love we received from everyone.”
This love story reaches far beyond Sophie andScot Wilson. It’s also a story of the love and power of community. 17
Karl Pulkkinen by Susan Tomases
Karl Pulkkinen’s relationship with Landmark School began when he was an undergrad at the University of Maine. In the late 60s, he was hired to teach at Dr. Charles Drake’s summer program held at Bates College for students with dyslexia.
I feel privileged to have been here for the gestation, infancy, adolescence, young adulthood, and now – middle age of this school.”
Dr. Drake and Karl became fast friends, and when the time came to start a school for students with language-based learning disabilities, Karl was called on to help. The school opened in the fall of 1971, its early days driven by idealism, youthful energy, and a brilliant, visionary mentor. When they weren’t teaching, staff members could be found leading trips after hours, searching for bargain furniture in nearby towns, or attending auctions for surplus vehicles.
“Dr. Drake fostered an environment of support,” Karl fondly remembers, “made up of noncompetitive collegiality, an unwavering dedication to and passion for the mission – and pride. I always felt that I was able to learn and grow as a professional,” often in the form of mentoring sessions with Dr. Drake. By 1980, Pulkkinen had been at Landmark for nearly a decade and was ready for a change. So was his colleague Dottie Seiter who was Public School Liaison at the time. Dottie wanted to get back to teaching so the two decided to swap roles. Karl has been ably serving Landmark’s Elementary • Middle School ever since. Looking back on the spirit of Landmark’s beginnings, Karl notes, “It’s the same today. I talk to new teachers who are working long hours earning entry level salaries and they feel that same degree of support we appreciated forty years ago. We’ve maintained the same institutional character we had when we first stepped foot on this property in 1971.” What’s different, however, is the institutional memory residing in treasured faculty who have been the face of Landmark for four decades. Karl expresses no small degree of parental pride when he looks back, “I feel privileged to have been here for the gestation, infancy, adolescence, young adulthood, and now middle age of this school. The child has developed capabilities far beyond what we could have imagined – and we are so proud of the confident, capable, and accomplished institution that Landmark has become.”
40 Years of Devotion 18
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40 Years of Fun and Games by Brook Sumner
Short ly after Landmark School opened in 1971, founder Chad Drake and others decided the students needed an indoor recreational facility to stay active over the long winter months. In 1972, construction of a temporary gymnasium began. A small indoor pool was added to this building short ly afterward and the modest complex sufficed as the high school’s main athletic center for the next 38 years. At No rth Campus (now the Elementary • Middle School) a student-built “motor training” space (now the Art building) was the sole indoor play space. Athletics in the ’70s consisted of intra mural battles in floor hockey, voll eyb a ll, basketball, football, softb a ll, and soccer, until Landmark and Waring began their long and ongoing rivalry in bask e tb a ll and soccer. John Farber, Bill Ferguson, and Chris Murphy coached the first interscholastic soccer team in 1982 and convinced a local farmer to allow Landmark to use his haying field (now Iron Rail in Wenham) to run practices. The coaches constructed their own goal posts and students played each day, kicking the excess hay out of their way. By 1982, Landmark was competing interscholastically in basketball, cross country, ice hockey, soccer, and wrestling. The EMS gym was completed and remained the only full-size gym at Landmark until September 2010. The wrestling program, started by Ron Marr in the early 1980s, has seen a consistent level of success. The wrestlers won their first tournament by 1982.
North Campus Gym 1977
This tradition has ca r ried on over the years as the team has won multiple Eastern Independent League (EIL) championships and tournaments. The ’90s saw Rob Nadeau become Landmark’s first formal Athletic Director, succeeded by Bill Barrett. Milestones of the decade include joining the EIL, the addition of baseball and lacrosse, and a new mascot – the Viking! In 1995 Athletic Director and long time basketball coach, Bob Iannucci, oversaw Landmark School’s entrance into the Interscholastic Girls Conference (IGC), formalizing competition for a growing and eager girls population. By 2004, the girls’ basketball team had won two IGC Championships under Wayne Walton. Notable markers of the past decade include: Jason Haley being recognized as the Boston Globe NEP S AC Athlete of the Year 2001-2002, the highest achievement by a Landmark athlete; coach Kim Davis leading the 2002-2003 boys’ Middle School basketball team to perfection with a record of 17-0; Charlotte Goff ’s 2007 New England Cross Country Championship; and John Begley being named All American by US Lacrosse in 2010, his final year at Landmark. Today Landmark students at the High School practice and play in the Alice Ansara Athletic Center, a state-of-the-art facility located at 447 Hale Street. (See pg. 44.) Our teams are proud of their school, their spirit, and successes. We have much to celebrate on our 40th Anniversary.
Alice Ansara Athletic Center 2010
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Landmark Performing Arts
Through the Years by Richard Fish
I was introduced to our founding headmaster, Dr. Dra k e, by Rob Kahn who said, “Chad, remember how you always said that students with dyslexia ca n’t sing? We ll , this is our new Music Director!” For many years, the premise of “s k i lls not fri lls” kept La n d m a rk’s focus away from the arts, but looking back , our Pe rf o rming Arts pro g ram has come a long way since its early beginning in the sch o o l’s second deca d e .
TH E EARLY YEARS 1988-1995 In 1988, David Dean, a Landmark teacher (and brother of Bob Dean in the High School Guidance Office), convinced Bob Broudo and Chris Murphy that drama perf o rmance should be introduced on the High School campus.These years were marked by Shakespeare productions, as well as some pieces written by students and faculty. “The Landmark St a g e Company” was founded in 1988 – its name chosen out of reverence for The Bard. The Stage Company essentially had no facilities and barely any budget. Like so many projects undertaken in the youth of Landmark, this was a labor of love.
A TRANSITIONAL P E R I O D 1995-1998 In 1995, I applied to La n d m a rk High School for a position in the Language Arts Department. Knowing of my background in vocal and instrumental music, Chris Murphy asked what my thoughts were on starting a music program. We decided that the emphasis should be placed on vocal music and before long, The La n d m a rk Chorus was founded.
L ANDMARK P ERFORMING A R T S 1 9 9 8 - PRE SE N T With a growing interest in music and theater, Landmark established the Department of Performing Arts encompassing Drama, Music, Dance, and Technical Theater. For our spring musicals, we performed major pro d u c t i ons like Fiddler on the Roof, The Music Man, Annie Get Your Gun, South Pacific, and Kiss Me, Kate.
As the pro g ram and pro d u c t i ons grew, we moved f rom the Landmark Elementary • Middle School gymnasium to Fu ller School in Gloucester, where – for most of our productions – we have perf o rmed ever since. In the areas of drama, music, and tech n i cal theater, our graduates have attended some ve ry prestigious programs.Among them are Emerson College, Berklee College of Music, and The Tisch School at New York Unive r s i ty. Performing Arts alumni are a special breed and are a part of this “family” that really does keep in touch. Last year, during our annual Commencement Eve Concert, a dozen or so Landmark Chorus alumni joined our current chorus in song!
T H E F U T U R E: W H E R E D O W E G O F R O M H E R E? In the immediate future, we look ahead to the remainder of our year, including our spring 2011 tour to Los Angeles where we have been invited to sing at Disneyland, among many other venues. We could not be more proud of the evolution of the Performing Arts Program and the wonderful benefits our students have reaped from it. As one walks through the front door of Performing Arts’ newest location (Landmark’s former gymnasium), it is difficult not to dream of a future Landmark Center for the Performing Arts. Our hope is to be able to learn, practice, and perform on the Landmark campus, in our own venue that is dignified, spacious, and – most importantly – a place where dreams are realized.
“Fiddler on the Roof” 1999
“Once Upon a Mattress” 2005
singing “The National Anthem” at Fenway Park 2004
Landmark Chorus first Winter Concert 1995
tag these tots? See answers below.
Tot Spot Tots: Where Are They Now? by EM I LY K A H N
In 1983 Tot Spot opened its doors, providing a place of learning and play for the children of Landmark’s faculty and staff. Today, Tot Spot is thriving with 35 tots currently enrolled. The former tots who attended the day care pro g ram in its first few years are thriving as w e ll . Here are a few life updates from some of the earliest Tot Spot alumni.
LauraBlanchard La u ra fondly remembers her nap loca t i on in the playhouse because she was notorious for never napping and keeping all the others up! The teachers used to get Dick and June’s ice cream during naptime and they made La u ra swear not to tell . La u ra studied psychology and elementary educa t i on at Wheaton College in Norton, M a s s a chusetts graduating in 2008. She works at Boston Unive r s i ty in alumni relations and deve l o pment and re c e n t ly finished her masters degree in educa t i onal leadership.
MatthewBlanchard After graduating from Drew University in Madison, New Jersey, Matthew moved to Florida, interned for an investment firm, worked as a Project Manager for commercial and residential development, and managed a yacht charter company. He moved back to Wenham, Massachusetts last spring and now manages 15 Walnut Bistro, just awarded “Best New Restaurant 2010” by North Shore magazine. Matthew lives in the house next to the one in which he grew up and says, “I have become a total townie.”
RachaelDeCruz Rachael graduated from Colby College in 2008 with a degree in Anthropology and International Studies. From 2008-2010 she worked as the SkillBuilder Program Manager at the Maine Association of Nonprofits in Portland. Rachael currently lives at home in Massachusetts with plans to move out to Seattle this winter.
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SarahDeCruz Sarah attended Framingham State College and majored in English. She then completed the Boston Teacher Residency Program and has been teaching middle school in Boston for the past five years. She lives in Roslindale, Massachusetts with her husband Chris Chapman. Sa rah is planning to enroll in a yoga teacher training this winter.
AshleyDrinkwater A s h l ey graduated from Bridgewater State in 2007, started working at the Gap, and is now general manager of the Bro okline store. She lives in Gloucester, M a s s a chusetts and loves going to the beach with friends.
EmilyKahn Emily graduated from Harvard in 2005 and came to work at Landmark. She is enjoying her 6th year working in Landmarkâ€™s Admission Office and loves living near Dane Street Beach in Beverly, Massachusetts.
RachelKahn Rachel graduated from Bryn Mawr in 2003 with a degree in chemistry. After five years at Dupont, she is currently at the U.S. Patent and Trademark Office in Alexandria, Virginia. Rachel considers her greatest accomplishment in life to be the doubling of her height since age five.
AlisonPickwick Alison graduated in 2004 from New England College in Henniker, New Hampshire. She and husband Jon married in 2005, and live near Worcester, Massachusetts with their daughter Joyce Jane and two Boston Terriers. Her favorite memory of Tot Spot was playing at West Beach and talking with the other kids about how one of the pine trees looked like a wolf.
EmilyUnger (Rubin-Johnston) Emily attended Brandeis Unive r s i ty and graduated with an interdisciplinary major in Health: Science, So c i e ty, and Po l i cy. She worked for three years as a paralegal in Boston before earning her Masters from Suffolk in Healthcare Administration. Sh e got married in June 2010 and is curre n t ly living outside of Washington, D.C.
THE ART AND SCIENCE OF
ADMISSION by Rob Kahn
front row, l. to r.: Melody O’Neil, Carolyn Orsini Nelson, Emily Kahn back row, l. to r.: Christine Ozahowski, Laurie Arsenault, Carol Bedrosian
The hours spent on each file are a hidden side of Admission. All the documentation requested, the tests and screenings we use, the interview questions, the extensive write-ups that our testers do – all this speaks to how seriously we take our role in maintaining the mission of Landmark despite the need to fill our open spots.” -Carolyn Orsini Nelson
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Imagine you run a business with well over 4OO workers. And imagine too that each of your employees is a specialist; and that it requires many hours of assessing and screening every potential worker to keep
your workplace running at capacity with the right sort of personnel.
Now imagine that close to 25% of your workers retire every year and it’s up to you to replace them!
If you translate the “business” into a school and the “workers” into Landmark students, you have at least a partial glimpse into the daunting task faced by Landmark’s Admission Office. “We see ourselves as gatekeepers of the Landmark mission,” says Carolyn Orsini Nelson, Director of Admission since 2002. Landmark has had eight Directors of Admission in its history: Mardi Drake, (spouse of founding Headmaster Charles Drake), Sally Grimes, Judith Gale, Carolyn Olivier, Matthew Rutter, Meryl Sheriden, Veronica Kenney, and Carolyn Orsini Nelson. Along with Assistant Directors Christine Ozahowski and Melody O’Neil, Orsini Nelson heads a cohesive team responsible for identifying and enrolling students from 2nd to 12th grade who are the right fit for Landmark. “We believe there is both an art and a science to what we do,” adds Ozahowski. “The ‘scientific’ side is to enroll bright, well-adjusted students with languagebased learning disabilities. We identify those students through a thorough review of their testing, school records, and references to find those who will benefit from our teaching methodologies and thus make progress here at Landmark. The ‘art’ side of what we do is the dedication to helping families understand our process and profile, and to act as a sounding board for their fears and frustrations.” According to Carol Bedrosian, Database Manager, the Admission Department receives an average of 1,600 inquiries in any given year, of which typically 35% become applications, eventually filling the 120 new fall term openings and 110 summer spots in an average year. “We estimate conservatively that 13.5
staff hours are spent on each file, from intake through processing the application, conversations, scheduling, testing, touring, interviewing, decision-making, and tracking contracts and payment.” “The hours spent on each file are a hidden side of Admission,” says Orsini Nelson. “All the documentation requested, the tests and screenings we use, the interview questions, the extensive write-ups that our testers do – all this speaks to how seriously we take our role in maintaining the mission of Landmark, despite the need to fill our open spots.” La n d m a rk is a selective school. The hardest parts of the Admission role are helping families understand when La n d m a rk is not the right fit for their child, and working with students who are appro p riate but cannot secure the necessary funding to enro ll . “One argument for the lengthy process and multiple ‘reads’ of each file is to make screening as success-oriented as possible,” explains O’Neil. “We don’t invite students to interview unless Admission personnel feel that most signs point to a successful match of student and school.” How has Admission changed over the years? Refinements in diagnosis and assessment have continued to clarify the Landmark profile. Technology has improved office efficiency and communication. A close relationship with Landmark’s Marketing and Communications department has led to improved use of the website and promotional materials. “We envision assessment continuing to respond to new research, and the application process becoming ever more streamlined,” Orsini Nelson says , “and we would love to see endowment for scholarships increase, so that Landmark can be more accessible to the many students who can benefit from our approach.”
gatekeepers of the Landmark mission
Current LPA President
Kimberly Cole P’17
Elementary • Middle School
Jackson Cole ’17
IN ACTION by Susan Tomases
p a re n t
We all felt such a profound sense of gratitude for the strides our children were making at Landmark and we wanted to give back in some way.” -Elaine Marks P’00 first LPA President Parent Relations Liaison
Peggie Cook GP’15
It was the early 1990s and Landmark was established as a leader in the field of educating children with language-based learning disabilities. Families from around New England and the country were sending their children to receive an individualized education. Parents who had devoted full time to advocating for their children found themselves trusting their children’s teachers and breathing deep sighs of relief.
With the support of ve t e ran staff person Peggie Cook GP’15, a small but pow e rful group began what is known today as the Landmark Parents Association (LPA). “We all felt such a profound sense of gratitude for the strides our children were making at Landmark and we wanted to give back in some way,” says Elaine Marks P’00, the first LPA President. A newsletter from 1995 quotes Marks articulating the group’s founding vision: “The goal this year is to unite parents, students, and faculty in a variety of activities that will develop a real sense of community for Landmark and our children.” With guidance from the school, the fledgling LPA skillfully conceived and implemented programs that still exist: staff appreciation events, an LPA newsletter, a student directory, a speaker series, and outstanding accomplishment awards for seniors to name a few. Perhaps some of their most significant work in the early years was organizing major fundraising events such as auctions and a dinner dance that raised over $140,000 to support projects at the school.
First LPA President
Elaine Marks P’00
Today, the LPA is strong and growing. Kimberly Cole P’17 is serving her third term as President. She echoes the same motivation and sense of satisfaction as the founding LPA members. “I joke that I ori g i n a lly joined the LPA because I’m nosy and wanted to know what was going on in my son’s school life . I met a unique group of women who were sincere, focused, and fiercely dedica t e d to their children. We understood each other immediately. It’s so gra t i f ying to know that, through the LPA, I am able to make a diffe rence for the school that has changed our lives forever.”
It was the perfect storm of opportunity,” says Linda Fuller P’00. “We were a group of parents (admittedly mostly moms) with interest and talent, arriving at a school without a cohesive parent group, and looking to channel our energies into something substantive that would benefit our children.” -Linda Fuller P’00
fiercely dedicated to their children
in her own word s
LANDMARK: A Special Place by Louisa Behnke ’15
The most distinct memory I have is pasting sticky caramels to the grand supports of the cardboard bridge we made. I think if I was at any other school I would have slowly fallen behind and not learned about fun topics or made projects like this one.”
Landmark has helped my confidence and learning style develop and grow for eight years. I look back and I cannot believe how many teachers and faculty have taken their time to patiently work with me through my academic troubles. Landmark has helped me learn math in a way in which I never would have in public school. For instance, when I came here from another school I did not even know how to count. When I came to Landmark, right away this was recognized and I was given a one-on-one math session with Mr. Lemure every morning. If I attended one more year at a different school, I would have been a late bloomer in math and would probably have been teased because of this. By my fifth grade year at Landmark, I really started to notice that my work was paying off and I could have fun with learning. I vividly remember building the Brooklyn Bridge in Ms. Katter’s class to follow-up on a bridge project. This was so fun and I learned many details about this beautiful bridge that spans from New York City to Brooklyn over the East River. The most distinct memory I have is pasting sticky caramels to the grand supports of the cardboard bridge we made. I think if I was at any other school I would have slowly fallen behind and not learned about fun topics or made projects like this one. When I look back, seventh grade also sticks out for me. I was pushed to achieve my goals, work even harder on classwork and show more effort on my homework. Seventh grade was the year I learned a great deal more than I already knew. I was a cocky sixth grader and thought I knew it all. Wow, was I mistaken! There was so much to learn and apply across subjects. During this year, I learned about elaborating with detail in my essays with Mr. McKernan. My science teacher, Ms. Davis, taught me to open my mind to the wide world of science. Seventh grade is the year that sticks out for me because it glued pieces of my knowledge together that would help me in the future. Today I feel more ready than ever to move on to a new school next year. This school has helped me through hard times and has pushed me to reach my goals. Overall, Landmark has made me a better person. I would have had a tough past if I had not come here. In conclusion, Landmark is an extraordinary school and will always have a special place in my heart.
â€œ Seventh grade is the year that sticks out for me because it glued pieces of my knowledge together that would help me in the future.â€?
â€œ Not only have I, the tone-deaf wonder,
learned to sing beautifully, but I have also learned to speak up and advocate for myself.â€? 32
in his own word s
Finding My Voice Opening Up. Tuning In.
by Christopher Myers ’12
I went from a nervous face in the crowd to the soloist with the strong voice I am today. Not only have I, the tone-deaf wonder, learned to sing beautifully, but I have also learned to speak up and advocate for myself. The Landmark Chorus taught me that I need to be brave and confident both when singing and in the rest of life, for the same reason: so that my voice can be heard.
My first day at Landmark High School, I was a small, nervous freshman with an interest in the Performing Arts. I was hoping to find a group of peers with whom I could connect. It was the last class period of the day when I walked into the Chorus Room and knew I had found the connection I was seeking. Here I discovered a subject I am passionate about and I have built friendships with students who share my love of music, acting, and performing. There are many students in the Chorus that I admire, students who not only excel at singing, but who are also student officers and great athletes. All of these students have gained something from Chorus that is more than just the ability to sing well. The skills and talents we develop as members of the Chorus transfer to other aspects of our lives making us good team players and effective leaders. In Chorus we learn the merits of harmony and diversity. We learn about our growing edges and our strengths. We learn to “open up” and “tune in to each other” not only vocally but socially as well.
The skills and talents we d evelop as members of the Chorus transfer to other aspects of our lives making us good team players and effective leaders.”
In the three years since my first day at Landmark High School, I have grown physically, socially, and emotionally. I have become someone who is not afraid to sing out so that others can hear me. I am using my voice to be a leader in getting things done. I am forming strong connections with peers, and I am standing up for myself and others. Chorus helped me to find my voice, and now I am helping others to find theirs. Using what I have learned about “opening up and tuning in,” I am able to be more welcoming to new students, more aware of their hopes and fears, and I can encourage them to find avenues to their strengths in the classroom, on the sports field, or in the performing arts.
ELENA SINAGRA ’15 Finding Motivation Halfway Around the World
by Susan Tomases
Going to South Africa to work in an orphanage is not something most American teenagers would choose to do during a school vacation, but Elena Sinagra, Landmark Elementary • Middle School (EMS) 8th grader, is not your average teenager. Sinagra has been a student at EMS for two years and mentions the “Girls Around the Globe” elective, trying new experiences, reading challenging books, and working on special projects as favorite aspects of her Landmark education. Elena’s love of new experiences, challenge, and cultural enrichment led her to Lesotho in South Africa last year. She, her mother, and brother visited her sister who was working at an orphanage where they stayed and worked for two weeks. The orphanage is home to children, ages 5 to 18, who have lost parents to HIV/AIDS and is one of many institutions of its kind in the region. Lesotho has an estimated 500,000 orphans from HI V / A I D S. Sinagra beams as she describes spending time with the children, appreciating the beauty of the country, and trying to make even a small diffe rence for a handful of these orphans. “The kids were so joyful. T h ey were always singing and dancing and playi n g with a toy or game. They smiled and laughed all the time. I felt so welcome there.” “My plan is most definitely to go back,” she adds, reflecting on the benefits of her experience. “I felt like something changed in me when I was in South Africa. When I came home I felt more motivated to work really hard in school. I felt much more focused.” Sharing the details of her trip was also a learning experience, as Sinagra created a PowerPoint, sharing photos and narration with faculty and students. Among her many interests, Sinagra is presently focused on planting a horse-chestnut tree on the EMS campus. Her poster on Anne Frank was a feature at EMS’s fall Parents Days. “A 150-year-old specimen of the same variety stood, and recently fell, outside the Anne Frank House in Amsterdam,” she explains. “This tree represented freedom for Anne while she was hiding in the attic of her house during World War II. Planting the same tree here is my way of honoring Anne and keeping her memory alive.” As Linda Sylvester, EMS librarian, overhears Sinagra speak about her travels and special projects, she can’t help but offer a comment, “Elena consciously chooses books about adventurous, gutsy women. I see a lot of the same qualities in her.” We couldn’t agree more.
I felt like something changed in me when I was in South Africa. When I came home I felt more motivated to work really hard in school. I felt much more focused.”
maryanne wolf LANDMARK SCHOOL My First Foray Into Intervention Research 36
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Open Letter to the Landmark Community
I am proud of all that the Landmark community has done and continues to do for children and their families and also for the research community well beyond the borders of New England.â€?
Almost twenty years ago, I came to Landmark for the first time as a young researcher with a nascent idea for a small intervention: I wanted to understand if children with dyslexia could build up their vocabulary in very particular ways and if this knowledge would help them learn to retrieve words more easily. Further, I wanted to know if they learned more about a particular set of words, whether they would be able to read these words better and faster. With my post-doctoral fellow at the time, Dr. Denise Segal, and with gifted Landmark teachers Martha Heddon and Robbie Stacey, we worked with thirty children and learned some of our most important insights into research on this topic. This beginning research project at Landmark became part of the foundation for a completely new direction of research on reading intervention for children with dyslexia. Over the last decade and a half, my colleagues and I have designed the RAVE-O reading program that simulates what the young brain does when it reads. We now have a host of research studies which document the efficacy of this program with struggling readers and the importance of adding a deep emphasis on semantic and other linguistic components of words to any intervention. By now this work has contributed to the lives of hundreds of children. One cannot ask much more of a professional life.
As Landmark celebrates its extraordinary history of service and commitment to individuals with dyslexia and other learning disabilities, I wish to congratulate and give public gratitude to Landmark School for allowing me to conduct my first foray into intervention research there. I am proud of all that the Landmark community has done and continues to do for children and their families and also for the research community well beyond the borders of New England. (I shall never forget my pleasure in presenting to the Japanese Academy of Learning Disabilities beside Elementary â€˘ Middle School Head Rob Kahn!) I am proud to consider myself a member of this dedicated community. Congratulations! Sincerely yours, Maryanne Wolf John DiBiaggio Professor of Citizenship and Public Service Director, Center for Reading and Language Research, Tufts University
The Future of Dyslexia Making a Difference through Brain Research at Children’s Hospital Boston
Working with the Gaab Lab was really fun. The games were great, the prizes were awesome, and I hope learning about how my brain works will help other kids who have dyslexia.” -Joshua Thibeau
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While La n d m a rk’s core principles of teaching philosophy have remained remarkably consistent over the school’s 40-year history, there have been many refinements and productive changes in focus, methodology, and materials dri ven by ev o lving research into language-based learning disabilities. Landmark has alw ays been open to research partnerships dating back to our earliest days (see art i c l e by Maryanne Wolf on pg. 37), but in the last seve ral ye a r s , Landmark’s association with researchers from Harvard Medical School, Children’s Hospital Boston, and M.I.T. has led to many more ongoing projects both on and off campus. Sophisticated brain-mapping technology has incre a s i n g ly resulted in observations that validate teaching assumptions dating back decades. These exciting findings continue to hold much promise for early assessment, diagnosis, and remediation, thanks to participation from many Landmark families and friends. Researchers at Children’s Hospital in Boston have been working hard to find early signs of dyslexia in children’s brains before they even start learning to read. Results show differences between pre-school aged children with and without a family history of dyslexia in brain structure and function in various regions of the brain. We believe that in the future this research will help to catch children at risk for dyslexia e a rly, and help them to get interventions before they even start school. We wish to express our deepest gratitude to the Landmark families who have participated in our brain research studies and made our dyslexia research possible. With about two dozen families from Landmark coming in to take part in our research, they have made a tremendous contribution to our current results. We have enjoyed our experiences with them very much, and we are pleased to know that other families have also benefitted from this experience. Reflecting on her children’s participation, Landmark mother Brenda Hicks comments, “I signed my kids up because I thought it was important they help others who struggle with reading. Then from a
mother’s perspective, I was pleased to see how well the researchers explained all the steps inv o lved for my children and why the research is significant. I was fascinated by how the studies were designed to be fun for kids. Pa rticipating also helped us better understand our pre-reading child’s language development.” From the child’s perspective, Joshua Thibeau says, “Working with the Gaab Lab was really fun. The games were great, the prizes were awesome, and I hope learning about how my brain works will help other kids who have dyslexia.” While we have exciting findings from our work with pre-readers, we don’t yet know how early these bra i n differences appear. So, our newest study is looking at whether diffe rences in brain structure can already be observed in infants (ages 5-9 months) with a family history of dyslexia. If you and your little one are interested in participating in this study, please contact us! Nadine Gaab, Ph.D. Assistant Professor of Pediatrics and Principal Investigator GAAB Laboratory, Harvard Medical School
Nora Raschle, MA Jennifer Zuk, M.Ed
For more information about the Gaab Lab and how to sign up for our newsletter or our database for future research studies: website: www.childrenshospital.org/research/gaablab email: firstname.lastname@example.org • ph one: 857.2 18 . 4629
photo: Joshua Thibeau, younger brother of a La n d m a rk student, inside the MRI scanner when he participated in our study.
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EXPANDING Impact of Outreach by Dan Ahearn
Last year, the Bilezikian Family Foundation agreed to fund the Outreach Program’s proposal for establishing a Seminar Series on Cape Cod. In addition to funding the project, the Foundation generously provided scholarships for attendees from each of the school districts on Cape Cod. This project was designed to expand the impact of Outreach by connecting Outreach faculty to educators on the South Shore and Cape Cod. As with any of our initiatives, the ultimate goal is to positively impact students with learning disabilities by sharing teaching strategies and methods developed at Landmark. The summer seminars on Cape Cod each lasted for two days. To meet the needs of the diverse population of educators on the Cape, a variety of seminar topics was offered, including: • Overv i ew of Language-Based Learning Disabilities, and the Implications for Language-Based Instruction • Interventions to Improve Executive Function • Understanding and Teaching Students with Expressive Language Disorders: an Introduction • Teaching Writing: Paragraphs to Essays • Teaching Arithmetic: Processing Numbers from Whole to Part • Reading Comprehension: The Implications of Metacognition and Discourse
With excellent registration numbers, the overall feedback from participants was overwhelmingly positive, and many were interested in similar opportunities for professional development through Landmark Outreach in the future. Below are comments taken directly from the participants’ evaluations of their individual seminars: “I truly enjoyed the relaxed learning environment with the give and take atmosphere as the seminar progressed. Thank you – I learned a lot and am eager to implement what I have learned with my sta f f and students!” “Excellent – I will recommend this course to my fellow colleagues. I can’t wait to start using the materials!” “I found the course incredibly inspiring and informative.” “The seminar was fabulous – I learned so many practical strategies that I can teach my L.D. students.”
Thanks to the generosity of the Bilezikian Family Foundation, Outreach was able to successfully introduce Landmark teaching methods to educators who can then use the methods in their classrooms to help children succeed. In addition, the blueprint established by this project will allow Outreach to potentially replicate this model in other locations. To that end, the Bilezikian Foundation’s support impacted both educators and students last summer and well into the future.
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Empowering Students with Language-Based Learning Disabilities
through their teachers by Dan Ahearn
Since the early days of La n d m a rk School, the Outre a ch Pro g ram has been a core element of the School’s mission. Within the Sch o o l’s mission of empowering individuals with learning disabilities, the Outre a ch Prog ra m’s mission is to further empower children with learning disabilities through their teachers. In essence, Landmark has long recognized that many children are unable to attend the School for multiple reasons. As a result, Landmark remains committed to helping those children via the Outre a ch Prog ra m’s model of providing consultation and professional development to teachers in public and independent schools around the world. At its inception, the Outreach Program worked directly with Massachusetts school districts under the auspices of federal grants. These grants enabled Landmark faculty to work with school districts to develop “staff support” teams. These teams, then headed by current Headmaster Bob Broudo, worked within schools to help teachers identify strategies and ideas to assist students with learning disabilities. Staff support teams were also established among Landmark’s own faculty to ensure that best practices were shared internally as well.
Currently, the Outreach Program continues to build on its past through further recruitment of Landmark faculty to serve as Outreach faculty members. Over fifty Landmark teachers now serve as Outreach faculty members and consultants to school districts for the Program. In addition, Outreach now operates a three-week Summer Institute that routinely offers over thirty graduate courses, seminars, and a speaker series that attracts over 400 teachers from around the world each summer. Finally, Outreach continues its consulting work with over 20 school districts annually as well as offering a steady stream of publications complemented by an expanded Outreach website and online course program.
Julie Jones taught at Landmark’s Elementary • Middle School from 1992-1999. She now teaches public school in Beverly, Massachusetts and collaborates with Outreach throughout the summer and school year.
From this beginning, the Outreach Program, under the leadership of Joan Sedita, then entered a phase of training additional Landmark faculty to provide consultation to school districts. This consultation ranged from one day workshops for teachers to longer term partnerships with districts like the Boston Public Schools. In addition, the Outreach Program published its first series of books through the generous support of the State Street Foundation and Board Chair Nick Lopardo. Finally, the Outreach Program operated a series of full-day conferences throughout the year at local hotels and also ran a highly successful one-week intensive summer practicum program for teachers under the leadership of Deb Blanchard, current Elementary • Middle School Academic Dean.
The Bilezikian family: l. to r. back: Wendy, Greg, Lindsay, Kate, front: Chad, Mia
“ I seem to have a different way
to get to the end of a problem. I call it creative thinking.”
Greg Bilezikian ’8O
gregbilezikian by Ryan DeJoy
Q. A. Q. A. Q. A. Q. A. Q. A. Q. A. Q. A. Q. A.
How did you find Landmark? Why did you come and what did you feel like when you arrived? I was struggling in school. In 6th grade, my language-based learning disability was identified through lots of testing. My parents and I chose Landmark School. Moving to Landmark and living away from home at 12 years old was not easy. I was living in the main building at Landmark North (now the Elementary â€˘ Middle School). There were kids from all over the country with varying needs of support. The most enjoyable part of Landmark was the tutorial. I was truly happy there and enjoyed my teachers and friends. Are there particular skills you learned at Landmark that you still use today? The most important thing I learned at Landmark was self-confidence. I think differently than most. While I always start from the beginning, I seem to have a different way to get to the end of a problem. I call it creative thinking. I have to work longer and harder because I digest information differently. While I am still a slow reader and get things mixed up sometimes, I find myself being more patient with others because at Landmark, people were patient with me. Can you tell us about your career? I own a small business located on Cape Cod. My company is called Dennis East. I design, manufacture, and distribute gift and home products. Owning a small business must be exciting. What do you find most rewarding about your work? I enjoy the challenge of building a business. I could not have picked a more difficult time to start. What is your life like at home? I have been married to Wendy for 19 years. We have four children, Lindsay, Kate, Chad, and Mia. We are fortunate to live in Norwell where the schools have smaller class sizes and great teachers. I am so happy they can stay home and do not need to go to boarding school. What are your professional and personal goals? Professionally, I hope to continue to grow as a business person. Personally, an equally important goal is to ensure my family is happy, healthy, growing, and well cared for. What advice can you offer to others who might be finding school difficult? My advice to those who might be struggling in school is simple: get help or find a tutor or advocate that can help. Secondly, remember you are not the only one who is struggling. Be confident you are doing the right thing by finding a person to work and grow with you. Can you talk about the Bilezikian Family Foundation and the partnership you have with Landmark? The Bilezikian Family Foundation, as it relates to Landmark, is looking to spread the teaching abilities of the Landmark method of education. (See article on pg. 40 by Dan Ahearn.) Many children need a Landmark education. Our foundation is looking for opportunities to extend the Landmark Outreach Program so teachers in public schools can learn the Landmark methods that have been so successful. We are hoping with increased teacher training, more students can benefit.
The lights in the entryway cast a warm glow over the new grass on the just-completed Alice Ansara Athletic Center lawn as Trustees, school administrators, and leadership donors joined Bob Broudo and members of the Ansara family to dedicate and celebrate the grand opening of the Alice Ansara Athletic Center. It was an evening of celebration, thanks, and reminiscence as guests gathered to hear Headmaster Bob Broudo speak of his long-held vision of a new home for Landmark sports and activities. He thanked the Ansara Family and many others whose generosity made those dreams a reality, and acknowledged the Board of Trustees for their leadership, financial support, and strategic vision for the school.
After the ribbon-cutting ceremony, guests gathered in the lobby to admire the spacious, bright, and inspiring new space. A prominent feature is a donor wall of honor recognizing the more than 600 people who contributed to the building. After a tour, guests headed to dinner on the lawn of the Headmasterâ€™s home to enjoy this milestone.
Guests tour the inside of the gymnasium.
Guests enjoy the ambience of the new ly d e d i cated Ansara Athletic Center.
The Alice Ansara Athletic Center was named for a pioneer in the field of language-based learning disabilities, long before her four grandchildren attended Landmark School. As the editor of the Orton Society Bulletin, a prolific writer and national lecturer on dyslexia, and an inspirational classroom teacher, Alice Stearns Ansara (1913-1982) taught teachers how to help students reach their full potential. Her son Jim and his wife Karen, Landmark School parents from 2002 to 2010, remain grateful to Landmark School’s faculty and staff for embodying her spirit and vision.
Trustee David Peterson and wife Joan P’08 l. to r.: With giant blue scissors, Headmaster Bob Broudo, Chairman of the Board Nick Lopardo, and Karen Ansara P’11, ’12, ’15 cut the ribbon to officially mark the opening of the Alice Ansara Athletic Center.
an evening of
They’re off! #781 Andrew Clifton ’11 and #728 High School faculty member Kevin Roberts lead the pack at the start.
LANDMARK 5K REBORN
Reigniting this fantastic event was more successful than we ever imag-
ined! Thank you to all participants for making the time and saving the energy for the 3.1 mile trek between campuses. The “new” Landmark 5K
began at Landmark’s Elementary • Middle School and traveled through Beverly Farms before finishing at the Alice Ansara Athletic Center. Spirits were high as the Landmark community enjoyed the beautiful weather.
Save the Date!
1 October 2O11 Keep the tradition alive.
Approaching the podium to receive his prize for the fastest male time is Sean Murphy (son of Head of High School Chris Murphy).
2 October l. to r.: High School faculty members Kimberly Hildebrandt and Carole Rein run to the finish.
Running the race in 1981 – #4741 current EMS faculty member Nell (Steinert) Sch w e chheimer ’86, P’20
#702 Spencer Blake ’13 with fan Sophie Wilson
Why is she smiling? High School faculty member Rebecca Anderson finished with the fastest female ti m e . Joining her at the start are other Landmark faculty l. to r.: Bob Kain, Tom O’Riordan, Dan Ahearn, Fred Dodge, former faculty member Casey Harris, and Peter Harris.
Save these 1 9t h ANNUAL LANDMARK SCHOOL GOLF BENE F I T Monday • May 16, 2011 Kernwood Country Club • Salem, Massachusetts www.kernwoodcc.org
for more information, visit www.landmarkschool.org/giving/events
Golf • Dinner • Auction
Landmark Casino Night Saturday May 14, 2011 •
Meeting Room Landmark Elementary • Middle School for more information, contact Jeff Fauci, Director of Alumni Relations 9 7 8 . 2 3 6 . 3 3 6 7 • email@example.com 48
Dates! like it’s
Landmark School 4Oth Anniversary Celebration
Party Like it’s 1971 Wednesday • April 13, 2O11 Alice Ansara Athletic Center 6:3O until 1O:OO p.m. We hope you will consider playing a role in our celebration by attending, sponsoring, volunteering, or donating items for our Silent or Live Auction. All proceeds from “Party Like it’s 1971” benefit the Landmark Fund which provides unrestricted support for the school’s operating budget.
More details will follow in the coming weeks!
To get involved, contact Lisa Robinson • firstname.lastname@example.org • 978.236.3205 49
alumninotes Jon Rock ’72
Robert Liddy ’79
“I attended Landmark as a boarding student in the early ’70s. I have fond memories of Mr. and Mrs. Dudley, the smoking rock, and Uncle Don’s cinnamon buns. Thank you to Dr. Drake and Mr. Whynot for their patience with me, and for putting up with my teenage antics. I now live in Newton, MA with my high school sweetheart and her two teenage daughters. My oldest stepdaughter is in her first year at Harvard (I am extremely proud of her), my youngest is a junior at Newton South High School. Professionally, in the mid ’90s, purely by chance, I got involved with what was then the fledgling Internet and online marketing industry. Currently, I work in opera t i ons management for an online ad placement tool serving the technology sector owned by Isobar NA. Isobar is a netw o rk of digital adve rtising agencies with headquarters in Lon d on. For pleasure, I enjoy tra veling throughout the U.S. and Europe with my family. Thank you La n d m a rk for turning many of my dreams into reality.”
“I am currently in Afghanistan on a military deployment (stationed in Korea). Prior to this, I was in Iraq and in Bosnia for my Overseas Deployment. I began full-time military service in 2007, after working in the Virginia Prison System.”
Gregory Kearney ’74 “I am the Manager of Accessible Media for the Association for the Blind of Western Australia in Perth, Australia. We provide talking book services for the blind and dyslexic communities in Au s t ralia and New Ze a l a n d . I am also the Perth reporter for United Press Intern a t i onal.”
Susan W. Thornton ’76 Susan received her second master’s degree in 2009, this time in special education from Lesley University in Cambridge, MA. She has been teaching special education classes for the past two years at Marblehead High School.
Allen Palmer ’85 “After college, I traveled to Kenya and climbed Mt. Kenya and Mt. Kilimanjaro in Tanzania. I married and later separated but keep a great relationship with my ex-wife. Currently, I am w o rking my 11th year on a top golf course here in the Blue Ridge Mountains of Virginia.”
Jon Ross ’86 Jon came back to campus recently and reconnected with many of his past teachers. It had been 20 years since Jon was here at Landmark and he strongly encourages others who hesitate to come back. He currently lives in Goshen, NY with his wife Lisa. Their Canine Country Club is in its twelfth successful year. Jon is looking forward to reconnecting with other alums from the early ’80s!
Kenneth Elkind ’86
Lori Widder ’76 “I work for a diagnostic center in Florida as a department head. I am in charge of ten medical records departments and I love what I do!”
Leslie Bell ’78 “I was one of the few first girls to attend Landmark when the school opened. I graduated from my local high school in 1978 after leaving Landmark in 1977. I worked in Boston commuting to a bank for 23 years before retiring. I currently work at a grocery store three days a week. I also spend time taking a computer class and I am looking forward to seeing everyone this spring at the auction.”
Laura Bernstein ’83 “After Landmark I went on to Mt. Ida College and earned an associate’s degree in early childhood development. After Mt. Ida, I completed my bachelor’s degree with a focus on special education. In 2008, I was a peer mentor and advocate in Mt. Vernon, NY. In June 2010 I graduated with a certificate as a peer facilitator for people with psychiatric illness. Recently, I graduated with a degree in science and therapeutic recreational studies.”
“After Landmark, I spent two years at Landmark College building my skills to apply to a small liberal arts school, Lewis and Clark College, in Portland, Oregon. I studied anthropology and sociology, and took advantage of their overseas program spending five months in Turkey. What a wonderful experience! Eventually I went on to the University of Oregon for a Masters in Special Education. My experiences in education introduced me to the importance and excitement of assistive technology. I worked for a company called Kurzweil Educational Systems for eight years, promoting and educating students and teachers on the use of Kurzweil 3000, reading, writing, and scanning software. Currently I am working at University of Massachusetts Boston as an assistive technology specialist, teaching and
assisting students how to use this amazing technology. I currently live in Cambridge with my wife Suzanne and our two-year-old, with a second child on the way.”
Matt Winkler ’86 “After Landmark I went back to my DC high school for senior year. I returned to Curry College(’87-’91) and set the men’s single season record in basketball. It has since been eclipsed three times. After graduation I became an NCAA College Athletics Sports Info Director (SID) at Lehigh, American, and George Mason Universities. I then went to work for the Washington Capitals (NHL) and most recently developed the Ultimate Sports Masters program here at Georgetown.” [ed. note: Matt is also remembered for a 41-point performance at Landmark in 1985!]
Michael Bova ’87 “After Landmark, I attended Northeastern University and received a dual degree – a BS in physics and a BS in mathematics. After Northeastern, I undertook the WPI Management Certificate program in Worcester. I currently have two kids, work in the cloud computer/storage field, and do too much yacht racing…just ask my wife!”
Nicole Becker Corbin ’87 “I just celebrated my 11th wedding anniversary with my husband Scott. I also just celebrated my 22nd year in my business and my 20th year owning my skin care spa here in New Jersey! I have two kids: my son Kyle who is seven years old and my daughter Cali who will be seven years old in May. February 20th is my due date for my 3rd baby, which we just found out is a healthy girl! Life doesn't get too much better than this! I thank Landmark each and every day for giving me the courage and the strength to keep reaching for the stars! Thank you for making me the person I am today and after 23 years, still being my inner strength. I thank you from the deepest part of my heart!”
Kipp Euler ’89 “I recently retired from the Assistant Chief 's Position with the Boulder Emergency Squad in September 2009, and went back to the line as a senior technical rescue specialist. I am still with the Boulder Police Department assigned to the Detective Section. My main assignments are to investigate vehicle thefts and arson. My daughter Elizabeth just turned five years old and is getting ready for “big girl
alumninotes school.” My wife is the Production Manager for the Metro State College Theatre Program. They put on great shows and she is very talented and amazingly organized. Who knows... perhaps my daughter will get to experience Landmark too!”
t i on equipment. I got married in 2006, and I h a ve a two-year-old daughter. About two ye a r s ago we bought a house in Tewksbury, MA.”
past June I was awarded the “L i fesaving Award” for helping a cyclist who was trapped under a car in Newton, MA.”
Sam Boardman ’99
Jamie Quinn ’07
“I have received both my bachelor’s and master’s degrees from McDaniel College (formerly Western Maryland College) in Sports Management. I’m a huge sports fan and currently live in Boston.”
“After graduating from Landmark I attended Dean College where I graduated with my Associate’s degree in liberal arts. I then went to Suffolk Unive r s i ty in Boston, majoring in public relations and will graduate in May 2011. I curre n t ly reside in Boston on Beacon Hill.”
Dillon Okner ’01
Tyler Harold Grossman
Sara Kaplan Grossman ’94 “My husband Todd and I just welcomed our first baby, Tyler Harold Grossman, into the world on 10/10/10, weighing seven pounds! We just bought a house in Bedford and will be moving at the beginning of December. I also own an online diaper cake company that is doing really well: www.babycakesbysara.com. I’m a lw ays adding new products. C h e ck it out :)”
Straight from Apple Corporate: “Congratulations, Dillon Okner! Real Estate’s newest Development Coordinator! Dillon joined Apple at The Westchester in 2006 as a part-time Specialist. After moving into a fulltime Specialist position, Dillon began to work extensively with the Visuals team. For 18 months, Dillon led the Visuals team at The Westchester overseeing overnights, window and planogram changes, and imaging. Dillon joined our team one year ago, and has been instrumental in the coordination and implementation of running one of Ap p l e’s largest stores. Dillon will be moving to California to join our Retail Real Estate team as we continue to grow our retail presence around the worl d . ”
Dave Aresty ’02 Karl Hinterkopf ’95 “In my freshman year, 1991, at Landmark School I became inv o lved in running and ph otography. T h ey became part of my life . I ran cross country at Mars Hill Coll e g e . My team won three con fe rence titles. Du ring my free time I run local 5K or 8K races in No rt h Carolina and have won 34 times in my age group. Along the way I have also become a well known photographer in my town and have published seve ral pictures in the newspaper, winning three years in the professional ca t e gory.”
Since leaving Landmark Dave has earned a bachelor’s degree in business from Muskingum University in Ohio. Since graduation, Dave has been working in Boston wholesaling specialty microbrews. In his spare time, Dave has been touring the U.S. visiting microbreweries, jet skiing and restoring his 1973 baby blue VW Beetle that he has named “Laura.”
Sue LaPoint ’97 “I have been working in retail for a while and love it. It’s a challenge and it’s definitely not for everyone, but I have a lot of fun. I work for Columbia Sportswear in Chicago and absolutely love it. I have been in a relationship for about three years and life in general is just great. Can’t complain at all!”
James Annarelli ’99 “I graduated from Curry College in 2003 and I currently work for Medford Wellington Service i n s t a lling and repairing HVAC and re f ri g e ra-
Gabriella Pecoraro ’07 “With one more semester until my college career is complete, I continue my investigation for long-term career opportunities. After interning as a Property Underwriter at Swiss Re, a reinsurance company in Manhattan, I obtained a job offer, as well as two others at Boston Mutual, and Bankers Life and Casualty Company. I have also applied for a Stock Administration position and to multiple insurance brokerage houses, such as Aon and Marsh. As an international business and economics double major, I believe I can continue to succeed in any path I desire.”
Dustin Collupy ’08 “I am living on the North Shore and taking EMT classes at North Shore Com mu n i ty College.”
Jacob Schneider ’08 “I am currently attending Wentworth Institute of Technology in Boston, MA. I am now a junior studying mechanical engineering technology. After I graduate, I plan on going to graduate school for mechanical engineering or biomedical engineering. I have been pretty involved on campus at Wentworth these past two years. I am currently a radio host on W.I.R.E (Wentworth’s Internet Radio Experience) and the recruiting officer for Wentworth’s ASME (American Society of Mechanical Engineers) student chapter.”
Becky Briano ’09 Becky is doing well at Fitchburg State College and attributes her success to her time spent at Landmark. Dave Aresty’s 1973 VW Beetle “Laura”
Tyler Castagno ’03
Jared Lafosse-Baker ’10 Jared is a freshman attending Mitchell College and loving it. “We owe it all to Landmark!”
“My future wife and I bought a house and are getting married in June. I am a member of the honor guard for the Wayland, MA police. This
Landmark School Summer Program Whether your student wants to gain a jump-start on next year’s grade, or supplement gaps in learning, Landmark’s Summer Program offers a chance to learn and relax in a supportive, fun environment.
Summer School in a Month
July 5 - August 10
July 5 - July 29
Boarding and Day
Completed applications are due by June 1, 2011.
www.landmarkschool.org/summerprograms Landmark School
Post Office Box 227
Prides Crossing, MA 01965-0227
La n t e rn LANDMARK SCHOOL
Post Office Box 227 Prides Crossing, Massachusetts O1965-O227 CHANGE SERVICE REQUESTED