Lantern THE
T H E M AG A ZINE OF LANDM ARK SCHO O L
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Our Mission 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.
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When our Student Advocates were not representing Landmark to schools and teaching colleges in the region, they were found reenacting a scene from a favorite television sit-com from the 90s and early 10s. Email us at lantern@landmarkschool.org if you can name the TV show.
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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 at landmarkschool.org/lantern Contact us at lantern@landmarkschool.org Lantern Editorial Committee and Contributors Bob Broudo P’11 Scott Harlan Carl Gasowksi Rob Kahn Tom O’Riordan Carolyn Orsini Nelson Christine Ozahowski Lisa Robinson Joe Rose Susan Tomases Tristan Whitehouse Designer Melanie deForest-Malloy
Contributors Ariel Martin Cone Adam Craig Daniel Crossman Harry Dudley
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Jon Ells Wendy Ellis Andrew Gruden Mara Hale Natalia Harrison Adam Hickey Elizabeth Jamieson Jennifer Schley Johnson Tara Joly-Lowdermilk Jeremy Melvin Erin Morrisseau Katie Mullen Tom O’Riordan Jennifer Pitkin Jalen Reis Marianne Rutter Jerry Smith Brook Sumner
F RO M TO P : K I E RA N K E SN E R ( 2) ; RYA N D EJ OY
Photographers Natalie Clark Ryan DeJoy Carl Gasowski Peter Harris Kara Healy Kimberly Hildebrandt Kieran Kesner Kaleigh Mangiarelli Winslow Martin Cindy Spreer
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TABLE OF CONTENTS
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COVER STORY
9 Celebrating 45 Years 10
Veterans Bob Broudo and Karl Pulkkinen
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Traditions Milkbreak, Silver Bullet, Slam Jam, and more
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Generations Generation United
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Legacy New Buildings on our Campuses
26 Empowerment Through Technology To enhance, not bypass
28 It’s all about ACTIVE Learning at EMS New comprehension curriculum
30 Sign Me Up Sign Language at the High School
32 When Technology and Art Collide Digital Art at the EMS
Cover photo by Kieran Kesner
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DEPARTMENTS ◗ HEADLIGHT
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We Know What We Know, and...
◗ THE BEACON
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Landmark’s News in Brief
◗ LIMELIGHT
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A River That Runs Deep
◗ SPOTLIGHT
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Alumni: Theo van Roijen Parent: Jennifer Pitkin Student: Abby McClung
◗ PENLIGHT
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Erin Morrisseau Jalen Reis
◗ OUTREACH
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Time to Reflect
◗ EVENTS
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Homecoming Weekend
◗ STARLIGHT
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Keeper of the Spirit The Power of Music EMS Athletics: More than Just Games
◗ FLOODLIGHT
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Alumni Notes
◗ IN MEMORIAM
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Tom Mitchell
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HEADLIGHT a message from the headmaster
We Know What We Know, and... by Bob Broudo P’11
K I E R A N K E S NE R (3)
Landmark’s mission to “enable and empower students with Language-Based Learning Disabilities (LBLD) to reach their educational and social potential through an exemplary school program……” has been the driving force behind every decision at the school for 45 years. By maintaining the integrity of this mission, we have been able to focus our efforts and constantly assess and refine our practices and programs, which always have been informed by neuroscience, research, and experience that both pre-date our founding and continue to provide us with new understandings. It is true at Landmark that WE KNOW WHAT WE KNOW about how to fulfill our mission, AND that our learning never ends.
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We KNOW that the awareness of Dyslexia/LanguageBased Learning Disabilities (LBLD) began around 1900 with observations of children who appeared “normal” and could learn many things, yet were not learning to read and write. They were thought to have “word blindness,” or a visual problem. In the 1930’s, Samuel Orton, Anna Gillingham, Edith Norrie, Rita Buchan, and others began to focus on reading and speech problems, and they developed specific strategies or remedial techniques that seemed to help, without yet understanding the causes of these learning difficulties. These strategies included: multi-sensory inputs; hierarchical, tightly structured, micro-united instruction; review and practice (repetition and spiraling); and an emphasis on cracking the code, or using a child’s cognitive ability to analyze language. These strategies continue to be ever so relevant today. Since the 1930’s, neuroscience, research, and direct experience have continued to inform best practices and we have learned that: ◗ Dyslexia/LBLD is a language processing problem that interferes with an individual’s ability to realize learning potential yet is unrelated to intelligence. ◗ LBLD affects HOW people learn, NOT whether they CAN learn. ◗ Individuals with LBLD may have average to superior cognitive ability to learn, analyze, and solve problems, yet struggle to master language through traditional educational techniques. ◗ LBLD is a neurologically-based learning problem. ◗ LBLD is a life-span issue that affects school performance, social development, family life, etc. ◗ LBLD is a hidden handicap that is not easily identified. ◗ LBLD can be devastating if undiagnosed and unremediated, and can lead to defeated self-concepts, school failure and drop-out, substance abuse, involvement with the juvenile justice system, etc. We also KNOW that with appropriate intervention, children and adolescents with Language-Based Learning Disabilities become successful, productive, entrepreneurial adults with LBLD. To achieve FALL/WINTER 2015-2016
We KNOW that with appropriate intervention, children and adolescents with LanguageBased Learning Disabilities become successful, productive, entrepreneurial adults with LBLD.
this success, we know that INTERVENTION is the key. LBLD/Dyslexia is essentially a biological, neurological, hereditary condition for which there is no MEDICAL treatment, yet, through a diagnostic– prescriptive approach, appropriate educational models DO provide a solution. Through science, research, and extensive experience, we KNOW that such an appropriate educational program for students with LBLD should include: ◗ A thorough and appropriate diagnosis of the student’s relative processing and learning strengths and challenges. ◗ Individualized intervention and REMEDIATION. ◗ A structured, systematic, language-based approach. ◗ A skills-based curriculum. ◗ Teamwork, including the parents, student, teachers, and specialists. For 45 years, Landmark has built its programs on the awareness that began around 1900, and the ongoing developments in neuroscience, research, and experience that have taken place since. The result is that WE KNOW WHAT WE KNOW about meeting students with LBLD where they are in the learning process, and literally creating success one student at a time…..and we also know that we will always continue to learn. The Lantern
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Featuring
Howie Day, with Emcee Billy Costa THURSDAY, APRIL 14, 2016, 7 PM
SHALIN LIU PERFORMANCE CENTER, ROCKPORT, MA
Howie Day is most recognized for his majorlabel debut album, Stop All The World Now. Stop was certified gold in the U.S. and spawned two Top 10 radio hits: “She Says” and the platinum single “Collide.” 44
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Beacon SPORTS
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FACULTY
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THE ARTS
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STUDENTS
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PARENTS
CARL GASOWSKI
Landmark’s News in Brief |
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ALUMNI
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RESOURCES
HONOR ROLL
Beverly Citizen of the Year In December, Bob Broudo was named the 2015 Beverly Citizen of the Year for his tireless efforts and commitment to the city and his longstanding leadership on the police department’s Community Advisory Committee. Congratulations Bob! Landmark’s InvenTeam takes a break from innovating for a group photo
Lemelson-MIT Grant - Again!
This fall Landmark’s InvenTeam received the distinguished Lemelson-MIT award. The group was one of only 14 selected from public and private schools nationwide to solve real world problems through invention. The team is working on an eel grass restoration and planting project. Landmark received the award in 2012 as well. Read more about Landmark’s STEAM program on page 23
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Stay in the Loop CONNECT WITH US: facebook.com/landmarkschool @landmarkschool landmarkschool The Landmark School Alumni
MAKING WAVES
COMMENCEMENT
GOLF BENEFIT
THURSDAY, APRIL 14, 2016
SATURDAY, JUNE 3, 2016
MONDAY, JUNE 6, 2016
Join us for our Second Annual Spring Concert and Auction featuring Howie Day, critically acclaimed singer/songwriter most well known for the topselling song “Collide”.
We cordially invite our seniors and their families to join us for Commencement - always a moving and transformative event at Landmark School.
Mark your calendar for our 24th Annual Golf Benefit at the stunning and award-winning Ipswich Country Club in Ipswich, MA. The Lantern
K I ER A N K ES N E R
EVENTS! SEE YOU THIS SPRING
Bob Broudo
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Beacon
Landmark’s News in Brief
Making it Happen Special Needs Art Educator of the Year Gemma Flavin We are delighted to announce that our Elementary•Middle School Digital Art Teacher, Gemma Flavin, was named the 2016 Special Needs Art Educator of the Year by the Massachusetts Art Education Association.
Self Portrait Goes National! IN THE NEWS
Landmark Featured in Harvard’s Ed. Magazine This fall Landmark School was profiled in a feature article in the Harvard Graduate School of Education’s award-winning Ed. Magazine. The piece, entitled Decoding Drake’s Dream, provides a very positive and thorough overview of the school from its founding to present day. To read the article you can search online for Decoding Drake’s Dream. Enjoy!
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Michelle Authelet Senior Michelle Authelet’s self portrait illustration was selected to grace the cover of two upcoming issues of The Journal of Learning Disabilities in 2016. This national publication is widely read by professionals in the special education field.
New England Regional Figure Skating Champ Analise Gonzalez Skating since she was seven, Analise Gonzalez ‘20 is a top five New England Regional Championship competitor, and named first alternate to the 2016 U.S. Eastern Sectional Championships. Next year, Analise hopes to compete at the 2017 U.S. Championships. Her ultimate dream is to skate in the Olympics someday.
Winter Photo Contest
Pull out your cameras and phone and start shooting for our 3rd Annual Winter Photo Contest for Landmark High School and Elementary•Middle School students. One winning photo from each of our campuses will be selected and its photographer will receive a $100 cash prize. Submissions are due by Friday, March 4, 2016 to stomases@landmarkschool.org. FALL/WINTER 2015-2016
Student Athletes of the Week - Fall 2015 Congratulations to these stellar athletes for their sportsmanship, determination, and skill on the field, course, and court. EMS Students Josh Thibeau ’20, Cross Country Cate MacDonald ’22, Soccer Kathryn Burns ’20, Volleyball Abbie Howe ’20, Cross Country Taylor Padulsky ’20, Soccer
HS Students Gwei Strong-Allen, Girls Varsity Soccer Madelyn Fraser, Cross Country Jake Hartshorn, Boys Varsity Soccer Matt Nevins/ Tom Howland, Boys Junior Varsity Soccer Krystyna Dolson, Girls Volleyball Kyle Furey, Golf Kevin Richardson, Boys Cross Country Cooper Ozoonian, Boys Varsity Soccer Matt Pramas, Varsity Golf Skylur Demers, Girls Varsity Basketball Noah Benstock, Wrestling Joseph McDonald, Wrestling
HEADMASTER’S DESK
Bob’s Books
Every September Headmaster Bob Broudo shares his top reading pics from the past year. Here are some of his favorites: ◗ Peeling the Onion, Gunter Grass Memoir of the Nobel Prize-winning author of The Tin Drum when he was taken prisoner of war during World War II. ◗ The Long Shadow, David Reynolds The impact of the nearlyforgotten First World War and its impact on the century that followed it. ◗ All the Light We Cannot See, Anthony Doerr Pulitzer Prize-winning story of a German boy and a blind French girl during the occupation of France during World War II.
C I NDY S P RE E R
◗ Citizens of London, Lynne Olson A behind-the-scenes look into how the United States forged its wartime alliance with Britain during World War II as seen through the eyes of three influential Americans: Edward R. Murrow, Averell Harriman, and John Gilbert Winant
Landmark’s Annual Dodge Ball Tournament To cap off the 2015 year, students and faculty from the high school turned out in record numbers to face off in the Third Annual Dodge Ball Tournament. Congratulations to the Dodge Fathers on this year’s title. FALL/WINTER 2015-2016
◗ Teacher Man, Frank McCourt Chronicles 30 years of an educator in New York City public schools before becoming a Pulitzer Prize-winning author.
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Beacon
Landmark’s News in Brief
SCHOOL SPIRIT
Guinness World Record, 2nd Year Running Once again, the students at the Elementary•Middle School joined the worldwide Speed Stacking cup stacking effort to break last year’s Guinness World Record for the largest number of people stacking cups simultaneously. The activity cultivates concentration, ambidexterity, right and left brain connections, speed, and hand-eye coordination and is part of an international competitive movement. Participating students helped raised over $500 for Horizons for Homeless Children, a Massachusetts-based nonprofit serving the needs of homeless children and their families.
IN THE STUDIO
Cedar Trees Live Again In our last issue Senior Marcus Wright reported on the repurposing of the majestic cedar trees that were removed from the site of our new Swalm Science Center. All the wood was milled and is now ready to live again. Our Maintenance Supervisor, Jeremy Hammond, a skilled woodworker, is putting the finishing touches on a beautiful cedar conference table that will be used for High School Faculty meetings.
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Putting the Garden to Bed Among many projects in and around the North Shore that took place this fall and winter, members of the Community Action Team at the Elementary•Middle School volunteered at the Trustees of Reservation’s Discovery Center removing old vegetation, trimming back perennial plants, and preparing compost to ready the Learning Garden for the winter. FALL/WINTER 2015-2016
For Landmark, reaching our 45TH ANNIVERSARY is an important and meaningful milestone. It seems like yesterday that 40 students and their families took a leap of faith and made a commitment to an entirely NEW APPROACH TO TEACHING AND LEARNING. And yet, in that short period of time, Landmark has developed and expanded to become a LEADER IN THE FIELD OF EDUCATING STUDENTS WITH LANGUAGE-BASED LEARNING DISABILITIES, providing professional development programs for educators worldwide in our practices. According to numerology, 45 reflects reliability, focus on building a foundation for the future, philanthropy, and making life better for others paired with a worldliness and sense of adventure – an apt description for where we are in our evolution.
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VETERANS
Bob Broudo and Karl Pulkkinen, remaining founding faculty members, share a laugh in the new Swalm Science Center.
In August 1971, a group of young teachers left Hebron Academy in Maine,
after completing a summer program with the Reading Research Institute, to follow Dr. Charles Drake and his wife Mardi to Prides Crossing, Massachusetts. Our destination was the Warren Estate consisting of a brick Georgian mansion, a carriage house/garage, a caretaker’s shed, and an old chicken coop (eventually to become classrooms) surrounded by thirteen acres of lawns, formal plantings, and woods. Bunk beds were purchased and set up. Kitchen facilities were modernized. Construction trailers served as temporary classrooms. We all worked day and night to ready the facility for opening day. In fact, we were still painting when the first of the students began to arrive. by Harry Dudley, retired founding faculty member
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K I E R A N K E S NE R
Physically, Landmark was very different in 1971. Most of the 40 students lived on campus, as did most of the teachers. Students’ ages ranged from 9 to 19. To say it was a closely-knit community would be an understatement. It was fun and inspiring but tiring as well. Teachers not only taught classes but also did “duty” every other day from 6:30 am - 11:00 pm and every third weekend. Rather than a fleet of vans and small buses to transport students, we had an old station wagon, a beat-up Suburban, and a well-worn school bus. In principle, that Landmark was identical to the one that exists today, founded to assist students with language-based learning disabilities to achieve their fullest potential. Remarkably, well into the school’s 45th year two of the founding faculty members are still at Landmark striving toward that goal: Karl Pulkkinen and Bob Broudo. In fact, during that first year they lived together in room seven on the second floor of what is now the Alexander Building. Karl (“Pulkki” to me) came to help found Landmark after three full summers working with Dr. Drake in Maine and graduating from the University of Maine in Orono. Although Karl is very proud of his Finnish heritage, he is a Mainer through and through, born in Bridgton and raised in Owl’s Head at the mouth of Rockland Harbor. Mention Maine to Karl and he will immediately burst into a huge smile and roll out his thick Down East accent. Just after that first year at Landmark and the subsequent summer program, Karl married his lovely wife Jane. Karl initially taught history, physical education, and tutored. Eventually, Karl moved down the road to North Campus (EMS) where he has run summer programs, served as Director, and is now the Public School Liaison and Guidance and Transition Director. Each morning, Karl hosts the informal “Breakfast Club” where a group of boys gather and chat to get in the right frame of FALL/WINTER 2015-2016
Landmark School Timeline 1971-2015 1968 I Charles Drake starts a summer program that serves as the predecessor and training ground for the founding of Landmark School 1971 I Dr. Charles Drake founds Landmark School in Prides Crossing, MA 1971 I 40 students enrolled in the school
To say it was a closely-knit community would be an understatement. It was fun and inspiring but tiring as well. Teachers not only taught classes but also did “duty” every other day from 6:30 am 11:00 pm
1972 I Build gym, classrooms, and auto shop on the South Campus (now High School) 1972 I Youngman Building donated to Landmark School 1973 I North Campus (now EMS) purchased in Manchester, MA for younger students
1973 I Summer Seamanship Program begins 1977 I Landmark founds Outreach and Training Program
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VETERANS
Karl and student posing for a photograph
mind for the day. He is a dedicated family man with a summer house in his beloved Maine, an occasional actor, a nonstop gatherer of firewood, and in his spare time coaches basketball at Waldorf School. Bob (I call him either “Broudi” or “Your Headmastership”) also came to Landmark via Maine (a Bates grad), but is actually a hometown boy, and probably the only kid from Beverly who is a diehard Yankees fan! Bob was the first Social Studies Dept. Chair, the first Dutymaster of C team, the founder of the Outreach Program, the founder of the Prep Program, and presently Headmaster. He has always been a dedicated 14
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teacher and close friend. In the 90s when Landmark’s finances were at a critical point, Bob, as the new Head, along with an invested board of directors, made the difficult decisions necessary to restructure or eliminate programs so that Landmark remained solvent. He never lost sight of the school’s original goal and mission. In fact, he put them forefront and reminded us all why we were here. I used to tell Bob he had the worst job in the school: “I get to teach kids and train teachers and you have to beg people for money and deal with whiners’ complaints all day.” He would just laugh and say it all goes with the job. The wonderful relationship he has with his wife Maida and his family helps give him the strength
Bob never lost sight of the school’s original goal and mission. In fact, he put them forefront and reminded us all why we were here.
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to face the rigors of his position. It especially helped him in getting through a very serious medical crisis last spring. Landmark - at 45 - is well represented in the characters of these two remaining members of the founding faculty, resilient, experienced, and excellent at what they do. The school’s involvement in Outreach and participation in research is unmatched. Enrollment this fall was the highest ever but the high standards and educational philosophy remain essentially the same as those in place when that little school was established in 1971. That is something Bob and Karl can be very proud of.
Landmark - at 45 - is well represented in the characters of these two remaining members of the founding faculty, resilient, experienced, and excellent at what they do.
1978 I Beverly Farms (West Beach) property is purchased 1980 I Expressive Language Program begins at West Beach 1981 I Te Vega, 156-foot schooner purchased for Watermark Program 1982 I Landmark’s Prep Program founded
Landmark’s first group of students
1983 I Tot Spot Day Care Program begins 1987 I Dr. Charles Drake announces his retirement as Landmark’s Headmaster 1989 I Watermark Program’s final year of operation 1989 I Landmark joins Eastern Independent League (EIL) for athletics 1990 I New Administration appointed – Bob Broudo named Headmaster 1991 I Consolidated four sites to two (North and South Campuses) 1993 I Nicholas Lopardo P’92, GP’22, ’23, ’24 begins 19 year term as Chairman of the Board 1993 I First strategic plan developed with campus-wide involvement 1993 I First year of eight that Landmark’s wrestling team wins EIL Championship
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TRADITIONS
Faculty members still gather for regular meetings during Milkbreak.
“Cultures grow on the vine of tradition” – JONAH GOLDBERG In looking back over 45 years one can see trends, moments of historical relevance, accomplishments, and the glue that binds all of it together – tradition. Is a tradition something that brings us together? Celebrates an institution? Renews joy or sparks gratitude? Anchors our memories? Generates pride? Probably all of these.
by Susan Tomases
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At Landmark we have many traditions. Some were established with the founding of the school and some are recent additions. Here are a few favorites.
◗ Milkbreak A treasured tradition on both campuses, Milbreak was established by founder Charles Drake. It was a time that he preserved to provide the faculty an opportunity to regularly gather, share relevant student notes and progress, and provide teaching guidance and mentoring – all hallmarks of the Landmark faculty experience – while students refueled with a snack (milk and cookies anyone?), and prepared to work hard through the rest of the morning.
◗ Silver Bullet The Silver Bullet is another long-standing tradition and utilized a found, live bullet as a trophy, soon replaced by its fired counterpart, for high school faculty members to award each other for a job well done. Recipients accept the award at Milbreak every Friday, bask in its glow for the week, and then pass it to another deservFALL/WINTER 2015-2016
1994 – North Campus (EMS) officially adds Elementary Program
ing faculty member the following Friday. It is truly a beloved tradition and the speeches that accompany the honor are some of the most entertaining orations heard anywhere on campus.
1994 – Landmark purchases 429 Hale Street, later named the Drake Administration Building after Founder Charles Drake
WI NS LOW MART I N
◗ Slam Jam Slam Jam began in 2011 at the Elementary•Middle School to raise funds for the survivors of the Japanese tsunami. Its momentum has grown dramatically since its inception and it is a favorite annual event and a source of excitement amid the March doldrums. Slam Jam consists of a 3-on-3 single elimination basketball tournament for middle school students and a knockout basketball tournament for elementary students and faculty. The entire EMS campus comes alive during Slam Jam week with cheering squads, homemade team t-shirts, blaring inspirational music, and heaps of school spirit. Funds raised support EMS’s sponsored orphan Carlos, and another worthy cause of the student body’s choosing.
◗ Golden Croc The EMS Golden Croc - a tiny, gold Croc sandal much like the larger version that Social Studies Department Head Matthew Rutter wore after a terrible car accident and many reconstructive surgeries. After Matt’s passing, the faculty conceived of this award to honor his indomitable spirit. Like the Silver Bullet, it is passed from one EMS faculty member to another to recognize outstanding service, creativity in the classroom, or a special contribution to the community. These, and many more old and new traditions truly connect us, memorialize Landmark experiences, and shape our school culture. There are too many treasured traditions to mention in one Lantern magazine but we’re thinking ahead to our 50th anniversary. Please go to our Facebook page or email us at Lantern@landmarkschool.org and share your favorite Landmark School traditions. We’ll compile a running list to share at our Golden Anniversary! FALL/WINTER 2015-2016
These, and many more old and new traditions truly connect us, memorialize Landmark experiences, and shape our school culture.
1995 – Board meetings now attended by faculty, staff, and parent representatives
1995 – Lopardo Dormitory built 1996 – Kambour Computer Center on the North Campus created 1998 – Loring Barn acquired as headquarters for Landmark Prep Program 1998 – Collins Field at the High School constructed 1999 – Enrollment hits 410
1999 – Doug Flutie Speaks at graduation 2001 – 431 Hale Street, Governor’s Landing, is purchased 2003 – Middle School Basketball “Dream Team” celebrates undefeated season The Lantern
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GENERATIONS
Family Bonds and Inspiration Unite the Past, Present, and Future of the School BY JOE ROSE Landmark has always been a “family business.” Throughout the past 45-years, a myriad of husbands, wives, brothers, sisters, and cousins have worked side-by-side to foster the school’s mission. As the school continues to grow, a new generation of inspired family members continues to build on the examples and inspiration of their progenitors. The Kahns enjoying a Landmark outing at Fenway Park
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µ ROBERT,
MARY, AND EMILY KAHN Emily Kahn, who works as a Landmark Admissions Counselor and is the daughter of EMS Head Rob Kahn and EMS tutor Mary Kahn, practically grew up at Landmark. “Some of my favorite early memories are of running around and dancing at end-of-year faculty parties at West Beach,” recollects Emily. “Growing up, Landmark always felt like a place where kids could finally be themselves. Landmark’s emphasis on compassion, understanding, and facilitating true learning is life-changing. I was lucky enough to find a position in the Admission Office after college and I am continuously grateful to be a part of an institution with these priorities.”
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2003 I Dr. Charles (Chad) Drake dies at age 81
Bob and Margot through the years
2003 I Landmark’s North Campus changes name to Elementary•Middle School. South Campus changes name to High School 2004 I Norrie House renovated to create the Eric Alexander Academic Center 2004 I Research collaboration started with the Harvard Graduate School of Education 2004 I Rimmer building renovated at EMS to provide new classrooms instead of dorm space
OP P OS I T E PAG E : CO URT ESY O F T HE K A HN FA M I LY ( 2) ; T HI S PAG E : CA RL GA SOWS K I ; COU RT ESY OF T H E B RO UD O FA MI LY
2006 I Windows of Opportunity campaign makes High School Dining Room and EMS Meeting Room a possibility µ BOB
BROUDO AND MARGOT MARCOU Prep Program Lead Teacher, Margot Marcou has a similar story. The daughter of Landmark Headmaster Bob Broudo, she started her career at Landmark immediately after graduating from Mount Holyoke College in 2010. “I knew it was a great community to be a part of,” she confides. “Watching my dad devote his entire professional career to Landmark reveals the passion at the heart of all the teachers, administrators, and staff. When I am feeling particularly busy, I think of the hard work my dad and all Landmark employees do every day - and why we do it. This always motivates me to do my best for the community and for the students.”
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2007 I 456 students enrolled 2008 I New Elementary classrooms opened above EMS Meeting Room
2010 I Alice Ansara Athletic and Activity Center is completed
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GENERATIONS
Charley and Peter Harris
difference and to help others was instilled in me and my four older siblings,” says Peter who currently serves as EMS Language Arts Department Head and Summer Program Director. “As my father enters his 85th year, I treasure my conversations about the day-to day happenings at Landmark even more, and I am ever grateful to my dad for pointing me in the direction of Landmark.” µ JOE
AND PETER HARRIS Peter Harris, youngest son of Charley Harris who served as Assistant Headmaster from the school’s founding until his retirement in 2000, was motivated to follow in his dad’s career path in part because of the inspiring stories Charley would share at the dinner table. “It was clear to me from a young age that the job my dad did mattered very much in the lives of other people; therefore, that calling to make a
F ROM TOP : COU RT ESY O F T H E H A RRI S FA M I LY; CA RL G A SOWS K I ; CO U RT E SY O F J O E ROS E
µ CHARLEY
ROSE AND MICHAEL BARTELT, ROBB AND MATTHEW GENETELLI First-year teachers and residential live-in staff Matthew Genetelli and Michael Bartelt came to Landmark from different parts of the country but with similar family connections. Mike, whose uncle Joe Rose is the Prep Program Director, completed his dual major in literature and journalism from Arizona State University last spring and was intrigued by the community his uncle often spoke of so highly. “You could hear it in my uncle’s voice, and I certainly felt it the minute I set foot on campus,” he says. “Landmark is a one-of-a-kind
Joe Rose and Michael Bartelt then and now
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2003 I New England Association of Schools and Colleges reaccreditation for 4th time 2010 I Landmark School featured on ABC’s Chronicle 2011 I Rick Lavoie speaks at graduation
CARL GASOWSKI
2011 I Gym at the High School transformed into a black box theater
community. It exemplifies going above and beyond to help students realize their fullest potentials. Moreover, it’s a place where as a young teacher, you can truly make a difference.” Matthew Genetelli, who graduated with a political science degree from George Washington University in May 2015, literally grew up at Landmark living in faculty residence since he was three years-old with his mother, sister, and father, Dean of Students Robb Genetelli. “My father was instrumental in showing how Landmark positively influences young individuals,” he professes. “It certainly inspired me to find a way to positively impact the lives of others. Landmark is my home and it truly is an honor and privilege to say that I work here. For years I have seen the type of community that exists here at Landmark, and I’m proud that I have become even more involved in that.”
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Matthew and Robb cross paths frequently on the high school campus these days.
2011 I Landmark establishes Athletics Hall of Fame 2012 I New flooring and rehabbing of EMS gymnasium
2012 - 2013 I Landmark students win 53 Scholastic Art Awards, more than any other private school in the state 2013 I Moira McNamara ’10 James succeeds Nicholas Lopardo P’92, GP’22, ’23, ’24 as Board Chair The Lantern
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GENERATIONS
2013 I Landmark Matters campaign launched to focus on High School science, EMS classroom building
CARL GASOWSKI; COURTEST OF THE ANASTASIA-MURPHY FAMILY
2014 I Landmark Outreach offers online courses 2014 I EIL and NEPSAC Cross Country Champions
2015 I EIL Track and Field Champions 2015 I Landmark InvenTeam wins second Lemelson-MIT innovation grant
µ CHRIS
Sean, Chris and Kate Anastasia-Murphy are joined by son/brotherin-law Fraser Watson, current hight school faculty member
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MURPHY, KATE ANASTASIA AND SEAN ANASTASIA-MURPHY Assistant Athletic Director Sean AnastasiaMurphy, the son of former Head of High School Chris Murphy and High School faculty member Kate Anastasia is also a de facto “child of Landmark.” “My brother, sister, and I spent a lot of time on the high school campus when we were young,” acknowledges Sean. “The example that both my parents set speaks volumes to why I chose to work here. There is no more fulfilling job and to get the chance to work alongside my mom and dad everyday makes it all the more rewarding.”
2015 I Swalm Science Center built on the High School campus 2015 I 470 enrollment – largest ever 2015-2016 I Matthew M. Rutter Classroom Building constructed at EMS
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Full STEAM Ahead
COLLABORATING AUTHORS: DANIEL CROSSMAN, ELIZABETH JAMIESON, AND ADAM CRAIG (Science) + (Technology) + (Engineering) + (Art) + (Math) = STEAM, a new team at Landmark High
School. The fuel thrusting this collaborative locomotive is the concept that “real life” problems require multi-disciplinary solutions. Landmark students, like many students, have not always applied what was learned in one academic area to curriculum in another. Last spring, anticipating the construction of the Swalm Science Building adjacent to the Governor’s Landing Math Building, a STEM (now STEAM) committee was formed, with the cooperation of Academic Dean, Tim Mahoney. The STEAM committee acknowledges that there are too many variables to rely on a “one-size-fits-all” mentality … or even a “one-discipline-matters-most” mindset. If students are indeed expected to grow into the next round of problem-solvers (tackling problems that do not yet exist), educators have little choice but to intentionally communicate with those on “the other side of the tracks” in order to work together across disciplines. To be successful in science classes for example, students need to apply a wide variety of skills: reading, writing, math, study skills, and occasionally visual arts. Laboratory activities, an integral part of the science curriculum, require students to develop problem-solving skills and the FALL/WINTER 2015-2016
application of mathematical principles. The art department has always excelled at communicating ideas, emotions, and beauty. Their involvement in the STEAM team bolsters the ability of others to communicate their research, while promoting the same experimental mindset practiced in both the math and science building. As John Maeda stated in Scientific American, “We know that the scientist’s laboratory and the artist’s studio are two of the last places reserved for open-ended inquiry, for failure to be a welcome part of the process, for learning to occur by a continuous feedback loop between thinking and doing.” Success in the math realm at Landmark has been measured in large part this year by each student’s application and development of a Growth Mindset. Faculty members have incorporated activities, language, and feedback in order to promote problem-solving and perseverance (e.g. “You don’t understand it --- yet, but don’t give up! Don’t surrender!”). One instructor, Carina Walder, has even accepted the call to teach both math and science classes in order to better identify current topics covered in each area. It has been said that if you can’t handle the heat, you should get out of the kitchen. At Landmark, we say, “Welcome to the kitchen and enjoy the STEAM!”
“We know that the scientist’s laboratory and the artist’s studio are two of the last places reserved for open-ended inquiry, for failure to be a welcome part of the process, for learning to occur by a continuous feedback loop between thinking and doing.”
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LEGACY
The Swalm Science Center in honor of David C. Swalm The Swalm Science Center
During the nearly twenty years that David spent fostering his company’s growth, he used his success as a resource for helping others.
David C. Swalm was born in Whittier, California on November 8, 1932 to Frank Martin and Grace Clarkston Swalm. From meager beginnings, David began working at an early age to help support his family. Following a move to Mississippi, David applied his formidable work ethic to earn his Eagle Scout ranking, graduate from high school, and work his way through Mississippi State University. After graduating with honors in Chemical Engineering, he worked as a design engineer with Dow Chemical, as a production engineer for Texas Butadiene, as a regional manager for Sinclair Petrochemicals Inc., and as a marketer for Steuber Company. David founded Texas Olefins Company in Houston, Texas in 1968, which eventually became the largest privately-owned petrochemical raw material producer in the United States. As chairman of the board, chief executive officer, and majority owner of Texas Olefins Co., David worked to build and better his company each year until 1996, when he sold the company to Texas Petrochemical Corporation. During the nearly twenty years that David spent fostering his company’s growth, he used his success as a resource for helping others. In 1979 he established the Swalm Foundation to fulfill the obligation he felt to give back to the community and to those less fortunate. Over the Foundation’s thirty-six year existence, grants were made to support the homeless, the hungry, the abused, and to educationally and culturally disadvantaged youth. By combining an entrepreneurial spirit with altruistic ideas, David built a sizable fortune and used his wealth to improve the lives of others. David Swalm passed away on April 13, 2008. As a hardworking, brilliant man, David left this earth a better place through his continued support of the study of science and engineering. He is greatly missed and happily remembered by those who loved him.
David C. Swalm
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Matthew M. Rutter, 1953-2014 Matthew M. Rutter
The youngest of three boys, Matthew Maury Rutter was born April 3, 1953 in Washington, DC, to Peter and Nancy (Comstock) Rutter. His father’s diplomatic career kept Matthew’s family quite literally on the move: as a boy he lived in Britain, Ghana, Liberia, and Germany. The Rutter family took advantage of their overseas assignments to travel together often, instilling in Matthew an adventurous spirit and a passion for flying. He learned German as a boy and retained fluency in it his whole life. Matthew always saw himself as a citizen of the world, and as an adult he satisfied this global curiosity by devouring news magazines, newspapers, and the evening news. In a very real sense, teaching social studies was a natural outgrowth of his love of history and its “first draft,” journalism. For high school, Matthew boarded at New Hampton School in central New Hampshire. He found his rhythm there, and the wise guidance of its talented teachers planted the seed for his life’s work. From New Hampton, Matthew went to Haverford College and spent his junior year in Munich. FALL/WINTER 2015-2016
While still in college, he landed a summer teaching job at the then-fledgling Landmark School in Prides Crossing. After graduating from Haverford, Matthew packed his bags for New England and never looked back. He went on to spend more than two score years at Landmark, interrupting his tenure to earn his M.Ed. degree at Harvard University, and eventually becoming a fixture in the EMS Social Studies department. Matthew married Marianne (Pantano) Rutter in 1978 and together they had two children, Lucia Spencer in 1983 and Malcolm Paul in 1990. In 1985 they moved to Boxford, where Marianne still lives. Reprising his peripatetic boyhood, Matthew loved showing the world to his children. One memorable family trip to Sicily enabled Marianne’s parents to celebrate their 40th wedding anniversary with family there. A three-week around-the-world sojourn with his son Malcolm ten years ago had them lighting on five continents before turning homeward. Natural teacher that he was, Matthew never tired of teaching. He could spot a troubled kid in a crowd of youngsters, and was generous with counsel for worried parents. He had a talent for understanding what his students needed, not just what would excite and motivate them. It gave Matthew great joy – largely unspoken but implicitly always in evidence – to help them reach for their dreams.
He could spot a troubled kid in a crowd of youngsters, and was generous with counsel for worried parents.
Matthew M. Rutter Classroom Building
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Empowerment Through Technology by Jon Ells, Ariel Martin Cone, Andrew Gruden
As our mission states, Landmark seeks to enable and empower its students to reach their academic and social potential. Over the years, different forms of technology have come into play, some with staying power, others not in sync with our philosophy. We’ve generally been open to assistive technology while trying to avoid “bypass” technology. For example, we encourage the use of spell-checking even while we continue to teach spelling principles. But technologies that essentially read a passage to you so you don’t have to read it yourself are what we classify as bypass. Appropriate technology acts as a tool for organizing and presenting information, collaboration, self advocacy, and independent learning to name a few. These technologies are part of what it takes to empower our students to reach their potential.
by FIrst Last
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ELEMENTARY•MIDDLE SCHOOL At the Elementary•Middle School this empowerment begins with teaching the fundamentals of technology. In short our goal is to prepare our students for the next level of education: High School. All students receive instruction in password creation and security, file organization and management, and the appropriate and safe use of email. Instruction then moves towards concepts such as “What is a computer?”, “How do Networks and Servers Function?”, “What does it mean to store data in the Cloud?” From there, our focus is exposure and practice. Students are given opportunities to work with a wide range of applications within the context of their regular academic classes. These might include: Google Drive Applications (Docs, Slides, Sheets), Microsoft Word and Powerpoint, and online study skill tools such as Quizlet.com. At the Middle School level, students receive daily instruction and practice to develop the skill of efficient keyboarding. Elective classes allow students to explore the more creative applications of technology, as they interact with such topics as digital art and movie making. HIGH SCHOOL At the High School, we start to introduce technology as a transitional tool to help students prepare for life after Landmark. Students continue to work on developing effective digital file management, and using the internet effectively FALL/WINTER 2015-2016
and appropriately. Students are introduced to online research, while also learning how to access information in the stacks of the library. Thanks to the increase in smartphones, many students (and teachers!) keep track of important due dates and community events in their digital calendars. The whole campus enjoys using Google Drive to create and share documents, and many classrooms operate with a bare minimum of printed handouts. We also have a variety of tech-based classes that introduce students to the skills and opportunities of Computer Engineering, Graphic Design, and Drones and Robotics. When appropriate for their skills and/or career interests, seniors are introduced to a variety of apps and software designed to help them work more efficiently once they leave Landmark’s remedial program, including Bookshare, Dragon Dictation, and VoiceDream Reader. Landmark still prioritizes its skill-based instruction for all students, but the ever-increasing array of apps and software mean that our students can integrate appropriate assistive technology tools and continue to find success as they transition into work or post-HS education.
The everincreasing array of apps and software mean that our students can integrate appropriate assistive technology tools and continue to find success as they transition into work or posthigh school education.
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Ian the Inferian helps students make hypotheses based on clues.
It’s All About ACTIVE Learning at EMS NEW COMPREHENSION CURRICULUM ENGAGES STUDENTS
by Wendy Ellis, EMS Speech/Language Pathologist Jennifer Schley Johnson, OE/Lit Department Head & Teacher 28
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The EMS campus has been very busy this year integrating our A.C.T.I.V.E. Learning Program into the curriculum campus-wide. This approach is a compilation of other active reading programs and strategies noted in the research to improve comprehension. Since September, teachers and students have been learning specific and consistent strategies to understand the information they read and hear in all of their classes. Working together, faculty have introduced and applied the following six strategies to improve comprehension skills for reading and overall learning. Each letter in the acronym ACTIVE stands for a strategy:
A? C T I V E
Ask Questions Who? What? When? How?
Connect (make connections with your background knowledge)
Tools to Repair (fix-it strategies)
Infer (make a hypothesis based on the clues) Visualize (picture what you are reading or hearing) Explain (state the main idea in your own words).
Below, Esther the Explainer asks students to state the main idea.
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Connie the Connector works with a student to make associations
It has been rewarding to see how the students have been invested in the ACTIVE Learning process by frequently asking, “What’s the next strategy?” or by stating, “I made a connection today!” A new strategy is introduced to the students every other week in their Oral Expression/Literature class and is then reinforced in their other classes. Each strategy is represented by an icon and a fictional character who introduces the strategy, via video, to the students in their Oral Expression classes. Several Landmark faculty have received acclaim for their “character debut”; e.g., Connie the Connector (Dept. Head Jennifer Schley Johnson), Ian the Inferian, ( EMS Head Rob Kahn), Esther the Explainer (Academic Dean Debby Blanchard) and Tony the Tool Guy (Dean of Students Kirk Swanson)! All students have an ACTIVE Learning bookmark to keep in their binders as a reference tool. Picture icons are spread throughout the campus to remind students of the strategies. It has been rewarding to see how the students have been invested in the ACTIVE Learning process by frequently asking, “What’s the next strategy?” or by stating, “I made a connection today!” We are hopeful that these strategies will serve as lifelong skills that empower our students and enhance their learning in any situation they encounter. The Lantern
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American Sign Language is a popular offering at Landmark High By Mara Hale, ASL teacher
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Learning a foreign language can be a daunting requirement for students with Language Based Learning Disabilities as they focus on mastering their first language. However, Landmark has offered American Sign Language (ASL) as an elective since the 2005-2006 school year when it was introduced by teacher Courtney Pierce. More and more often, American Sign Language is now accepted as a foreign language credit in colleges. Although often thought of as a derivative of English, ASL is a foreign language with its own grammar and vocabulary. It is a fully developed, naturally-occurring language with roots right here in Massachusetts: a large Deaf community once resided in Martha’s Vineyard and their signed language
mixed with French Sign Language to create ASL. Most importantly, it’s a visual, kinesthetic language that plays to the strengths of our students. I fell in love with the language as an undergraduate at the University of Vermont. There I learned ASL from Deaf professors without interpreters. Each class was a challenge, but it made me want to succeed and I try to mimic that setting here at Landmark. Students learn signed vocabulary, ASL word order, facial grammar, and Deaf culture in classes where they may not use their voices for up to 50 minutes. To practice their language skills and see real world applications, students also meet with Deaf students from Beverly School for the Deaf, interview Deaf professors, and complete signed projects FALL/WINTER 2015-2016
CARL GASOWSKI
SIGN ME UP!
ranging from 2 minutes to 45 minutes, depending on the level of the class. Through this immersion process, students are able to grasp ASL as their second language. Victoria Smith, an Advanced ASL student, told me, “I’ve never been good at any other language before I found Sign Language. I finally found a talent that is useful and I plan to use it in the future in child life studies.” Another student, Taylor Bagdon told me, “ASL just clicks with me. It also helps me with my word recall. When I am trying to remember a word, I am usually trying to sign it as well.” ASL lends itself to Landmark’s teaching principles nicely; it’s multimodal by nature. When learning new words, students see a picture, say the word, and then sign it. They use visual tricks and create sayings to remember vocabulary. They practice facial expressions in the mirror until they feel natural. They complete worksheets converting English sentences into ASL sentences. This is more than enough to confuse any second language learner, FALL/WINTER 2015-2016
but the students at Landmark have an aptitude for holding all of these skills in their head and completing them simultaneously. I feel lucky to be present when it all falls together; their faces light and they cheer each other on silently, waving their hands above their heads – the perfect salute for their new language.
IT’S A VISUAL, KINESTHETIC LANGUAGE THAT PLAYS TO THE STRENGTHS OF OUR STUDENTS.
Victoria Smith’16 plans to continue studying ASL in college.
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WHEN TECHNOLOGY Art should be accessible to all students through a program where differences are appreciated, curiosity is ignited, and artists are nurtured in pursuit of their own voice and happiness. BY SUSAN TOMASES
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For the past two years, the Elementary•Middle School has offered Digital Art to their students as an elective course. The program was the brainchild of Gemma Flavin, a veteran elementary and middle school art educator having taught in Gloucester for over 20 years. Ms. Flavin also has a Master’s degree in Technology in Education and has fallen into her new role with an open mind, enthusiasm, and creativity. The tools of the trade in the Digital Art room are minimal but sophisticated. The campus made an initial investment in iPads, 3-D pens, and a SMART Board and the class occupies one of the
smallest classrooms on the campus to engage over 60 students throughout the day in projects that range from digital self portraits and three dimensional drawings using plastic filament to flip-book style animations, to name a few. When asked about the goal of her curriculum Flavin offers, “I want to get students comfortable with technology in as many formats as possible. We are working on creating original artwork to complement their coursework in other subjects. I want students to realize that powerful tools like an iPad can open up a world of opportunities for them. We work on becoming independent with FALL/WINTER 2015-2016
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AND ART COLLIDE the tools at their disposal and moving seamlessly from one app to another toward a specific goal.” She continues, “Art should be accessible to all students through a program that sets clear expectations and provides a non-critical learning environment where differences are appreciated, curiosity is ignited, and artists are nurtured in pursuit of their own voice and happiness.” Rob Kahn, Head of the Elementary•Middle School says, “Students who might not gravitate towards an art elective think of this as a technology class as much as an art class and they find themselves uncovering their creative side.” FALL/WINTER 2015-2016
As I chatted with Ms. Flavin by phone during time between classes, three sets of students knocked on her door to say hi or ask to create something quickly on the iPad in their free time. “Kids are in my classroom all the time. They just can’t get enough and the artwork is very good. They surprise themselves with what they can dream up and execute,” says Flavin. This fall, Ms. Flavin was honored with the Special Needs Art Educator of the Year Award by the Massachusetts Art Education Association (MAEA).
CAPTION INFO 1 Blake, Blake, grade 7 2 Green Screen, Anna, grade 5 3 Self portrait, Gemma Flavin, teacher 4 All in a day’s work, Alberto, grade 7 5 Gregory, grade 8 6 Lucy, grade 5 7 Self portrait, Stephen, grade 8 8 Self portrait, Alberto, grade 7 9 The flower of life, Thomas, Grade 7
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LIMELIGHT a love story
A River That Runs Deep by Christine Ozahowski Pam and Mark Brislin are like a river that runs deep with a quiet passion for their work, and a dedication to Landmark School that spans 36 years. They have shared a lifetime, raised four children, and been major contributors to the school that brought them together. Pam, having recently graduated from Kenyon College with a degree in Psychology, was visiting Boston when her friend introduced her to Landmark in 1977. She “fell in love with Landmark School” and soon joined the faculty of dedicated teachers who used cutting edge strategies to teach their students. If you ask Pam about her work, she still gets tears in her eyes. She remembers, with sadness, one boy who came to Landmark wearing a t-shirt that said, “I’m stupid”. The excitement that comes from changing that boy’s life, and so many more, has never left her. Meanwhile, Mark was working at a financial firm in Boston in 1978 after graduating a few years earlier from The Wharton School at Penn with a degree in Economics. A friend, also a Landmark parent, drafted him to join Landmark as a twenty-eight year old Business Manager. Mark recognized Landmark as a pioneer in education, and was impressed by his colleagues. “People here were dedicated…you could just feel it”. Pam, “a very attractive young teacher who drove a Fiat convertible”, particularly impressed Mark. It did not take long to ask her on out on a date. Pam, however, thought, “Oh poor guy he doesn’t know anyone,” and assumed Mark was just looking to make friends at Landmark, missing his true intention. Shortly thereafter Mark broke his Achilles tendon 34
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playing basketball. Not wanting to try for a second date while on crutches, he didn’t call Pam again. Another opportunity for the two to connect happened a few months later at a Parent’s Day Reception on Landmark’s Schooner, the When and If. This time there was a bit of a mutual spark and their “first real date” followed, according to Mark. Pam recalls loving the interesting conversation that ranged from philosophy, to books, to music. Before long the two were discussing marriage and Mark found a romantic way to formally propose and present Pam with her diamond - a treasure hunt that led her to the hidden ring. They were married in Washington, DC in 1981 with 250 friends and family in attendance. Pam and Mark each left Landmark for a time; Pam to stay home with their growing family and Mark to attend law school and begin private practice. Both missed the school and community they loved, however, and were inevitably drawn back by the feeling of dedication, rewarding work, and the recognition of how Landmark changes lives. As Mark put it so beautifully, “It is our life’s work”.
NAME
Pam and Mark Brislin HOMETOWN
Hamilton, MA CHILDREN
3 girls, 1 boy FAVORITE TRAVEL SPOT
Antigua SHARED HOBBY
Tennis
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SPOTLIGHT alumni
Paying it Forward by Tom O’Riordan When Theo van Roijen graduated from high school in Washington, DC, she was convinced that she would never be able to handle college. After a couple of years taking art and music classes, she decided she wanted to attend a four-year college. Theo recognized in herself a deficit in her academic foundation and sought a place to rebuild and strengthen her skills before enrolling in college. That place turned out to be Landmark High School where she lived and studied for two years as a post-graduate student. At Landmark, Theo built academic supports that served her through college and led her to a career helping others as a Kurzweil Assistive Technology Specialist. Aside from learning language arts and study skills, Theo also developed a strong understanding of her own learning disability, as well as strategies for living with her disability in an academic setting. Academic skills are not the only necessary attribute for success; the desire to learn and the confidence to overcome barriers are just as crucial. At Landmark, Theo began to nurture an interest and fascination with books and learning. She developed an intellectual curiosity for the first time because she was able to interact with the material rather than struggling to access it. Reflecting on her time at Landmark, she says, “I began to believe I was smart enough to succeed in college. Landmark is a place that nourishes hope and builds self-confidence.” 36
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It was that confidence and resiliency that led Theo down her current career path. As a Kurzweil Technology Specialist at Lesley University in Cambridge, Massachusetts, Theo now focuses on helping students with learning disabilities access college level material. Her job presents her with a constant flow of students of all ages, many of whom are struggling to stay afloat handling the demands of college. Theo teaches them the ins and outs of Kurzweil Assistive Technology, while simultaneously sharing with them her understanding of her own disability. When students leave her office, Theo hopes they will have the ability to access material and to build on their own academic foundation.
“I began to believe I was smart enough to succeed in college. Landmark is a place that nourishes hope and builds selfconfidence.”
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SKILLS + TOOLS FOR EXECUTIVE FUNCTION + STUDY SKILLS
SUMMER WORKSHOP
Tell your family, friends, and neighbors...
study skills + strategies for students in public and private middle and high schools July 25 - August 5, 2016 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. â—— LEARN MORE:
landmarkschool.org/skillsplus
or contact Margot Marcou, Skills+ Director mmarcou@landmarkschool.org, 978-236-3324 HOSTED BY LANDMARK SCHOOL. TAUGHT BY LANDMARK FACULTY. 38
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SPOTLIGHT parent
What does Landmark mean to you? by Jennifer Pitkin (mother to Lindsay, 6th grade and William, 4nd grade)
Before attending Landmark, Lindsay had become consumed by sadness and William had become consumed by anger. Attending Landmark has given them a new sense of themselves and so much good has come forward. Before Landmark, my children were hurting, my family was hurting, my marriage was hurting, and I was hurting. For me, Landmark has meant that my children are thriving. My family and marriage are good. I no longer cry while running or driving alone because I didn’t know how to help my children to feel better. I did know that Landmark was the answer and yet I didn’t know how to get them both there. Lindsay and William are in their second year at Landmark and the difference has been truly remarkable. Landmark has become a gift that continues to give to our family each day. Lindsay no longer says, “Mom, what is wrong with my brain?” She says, “Mom, I feel smart at Landmark.” William has a fabulous sense of humor. Lindsay and William are loving, kind, thoughtful, self-confident and fun; they feel good and it shows! FALL/WINTER 2015-2016
CO U RT E SY O F T H E P I T K I N FA M I LY
Landmark means that our drive to school is one of the very best parts of our day. I leave Lindsay and William at school knowing they are in the best environment possible; I know they feel safe. When I pick Lindsay and William up after school they are happy and calm. William sometimes hums in the car. William sometimes hums in the car!
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SPOTLIGHT student
On the Right Track by Natalia Harrison
As the High School’s Student Council President, Abby McClung ’16 serves as the voice for the students on the high school campus. When she proudly took the podium to deliver her campaign speech to a crowd of hundreds of students and faculty, she was poised, confident and expressive. However, that does not describe the student who walked through our doors as a freshman. In those days, Abby was shy, soft-spoken, and she apologized for everything. With each year at Landmark though, Abby cultivated her skills through taking risks in the classroom and building on important relationships. Her transformation has been so profound that it’s hard to believe the braces-clad 14 year old freshman is the same self-assured young woman representing our community and preparing to graduate in June.
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One conversation with Abby, and it’s easy to see why this connection and care is important to her. She is the first to lend a classmate a helping hand, cheer others on, and empathize with new, unsure students. Abby’s small acts of kindness are done out of her genuine spirit and concern for others, and she notices when others just need a pick-meup. Her former Academic Advisor describes one such occasion, “Abby knew that my first day back from maternity leave might be difficult, so she coordinated all the students in my caseload to sign a giant poster with balloons to welcome me back to school.” She has a certain warmth and love for all whom she encounters that is well beyond her years, and the Student Council and Landmark in general are better for her leadership.
NAME
Abby McClung HOMETOWN
Southborough, MA CLASS OF
2016 FAVORITE SPORT
Soccer DREAM JOB
Dorm parent and teacher at Landmark
K A L EI GH M A NG I A RE LL I
Abby’s deep involvement with campus activities makes it easy for her to represent her peers. She’s a student advocate and a peer leader, a captain on the varsity soccer team, a volunteer at the student store, an intern at our on-campus day care Tot Spot, and so much more. Abby recognizes the role that these experiences have played in her success at Landmark, and she credits the community for giving her the confidence to get involved both in extracurricular activities and her own educational track. “It doesn’t matter if it’s your first day, minute, or hour.” she explains. “At Landmark you are going to feel welcome and wanted. Teachers and staff don’t just want to know you academically, they want to know all about you - who you are and what you like. They want to have that connection with you because they want you to succeed. It’s a care you can’t get anywhere else.”
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PENLIGHT
in their own words
A Good Fit by Erin Morrisseau EMS, ‘20
“When writing the story of your life, don’t let someone else hold the pen” –unknown On my first day at Landmark I was a sixth grader and I came in the middle of the year. It was a hard transition for me because I was used to a big, loud, and overly populated public school. I had never been to a private school before, and I did not know a soul. Everything was new to me, even the town. I soon realized that the staff here at the school were very helpful individuals and were more then happy to show me where to go. Even the students were nice and friendly, and a group of girls let me join their group right away. The big thing I noticed was that when I became lost, confused, or even frustrated, people didn’t laugh or judge me. Instead they helped me, and I ended up learning the campus pretty quickly. I was not as nervous to ask questions in class, or to read aloud. For the first time, I was learning and I started to enjoy school. I fit in right away, and everyone on campus tried so hard for me to learn all the little things. This stuck out because all my old teachers would get frustrated and just give up on me. The best thing that I remember was that no one cared about where you sat at lunch. It may seem like a little thing to you, but the lunchroom in my old school was like a jungle, and finding a seat was nearly impossible. Now I am in eighth grade, and still have a great time at school. Sure there are ups and downs, but that’s just life. I have made lots of 42
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good friends and improved on my academic skills so much that it blows my mind sometimes. I have always loved writing, but had such a hard time getting my words out on the paper the way I wanted them. Now, thanks to Landmark, I plan on writing my own stories and posting them online for people to enjoy. I wanted to write this as a thank you to Landmark, for all it’s done for me academically and mentally. If I were to say any words of wisdom to other kids that struggle with dyslexia or any other learning disability, it’s this. Don’t give up. Even though learning is a lot harder for us then it is for other people, it doesn’t mean you can’t learn. It makes you a stronger and smarter person, and if you keep working hard, you will get where you need to go. Also, don’t be afraid to show the world who you are. Be different. Show the world you’re not a quitter and that you will beat your problems, instead of just hiding from them like everyone else.
NAME
Erin Morrisseau HOMETOWN
Natick, MA CLASS OF
2020 FAVORITE PASTTIME
Creative Writing YEARS AT LANDMARK
2.5
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Landmark Is Not Just About Academics; It’s About Life.
P E T E R H A RR I S (2 )
by Jalen Reis ‘20 There are many important skills I have learned at Landmark. Before Landmark, teachers taught me through textbooks. They would tell us to read the directions and do a page, but sometimes I wouldn’t understand the directions and I would get the answers wrong. When the teacher told me I got the problem incorrect, I would feel frustrated because I had tried my best. Classes had up to 26 students and if a teacher wasn’t in the center of the room I couldn’t hear her. Other kids might be talking to me when she was giving instructions and I would have a hard time paying attention. Teachers at Landmark do not use textbooks. Instead, they make their own assignments with simple instructions. The visuals aren’t distracting and the topics are relevant. Instead of having 26 students, there are 8 or less in a classroom. Everyone can see and hear what is going on. When the class is small, it is less distracting because everyone knows the teacher’s expectations. At Landmark, I’ve learned more than just academics skills. I’ve learned skills that will impact me in the future like note-taking, social and communication skills including job interviewing skills, as well as computer science. Note-taking is important when someone is giving you directions. It helps me remember and be organized in my thoughts. Social and communication skills are also essential in every part of my life. When talking to peers, teachers, and family, it’s very important they understand me as well as me understanding them. Learning job interview skills, such as speaking in full sentences when someone asks you a question and staying on topic, has prepared me for employment opportunities. At a job interview, the first thing you FALL/WINTER 2015-2016
should do is to greet the boss or employer with a firm handshake and eye contact. Learning this skill helped at my first job this past summer. When I met my boss, I felt confident because I had practiced these skills with my teachers. Lastly, in computer science, I discovered my true talent in design, moviemaking, and music composition. In this class, I’ve learned how to edit videos, make short films, and compose music. The class has broadened my interest in music and genres. Someday I would like to be a movie editor and use design skills along with music composition to make my films look and sound great. I’m not sure what high school is going to be like. Some of my teachers say we will be continuing some skills like algebra and essay writing, but I feel prepared. When I apply for another job I feel ready for a one-on-one interview. If a friend comes up to me about one of these skills, I will help them out by giving them some useful advice. Overall, I am glad that I’ve learned these important life skills at Landmark.
NAME
Jalen Reis HOMETOWN
Revere, MA CLASS OF
2020 PASSION
Film/Movie Making
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SUMMER 2016
Spread the Word!
LANDMARK IS THE
GAME CHANGER Students in GRADES 1-12 can get a fresh start at LANDMARK SCHOOL’S SUMMER PROGRAM FIND OUT MORE! landmarkschool.org/summer P R I D E S C R O S S I N G , M A S S AC H U S E T T S • 97 8 . 2 3 6 . 3 0 0 0 44
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Time to Reflect HIGHLIGHTS FROM OUR RECENT QUALITATIVE ASSESSMENT FROM THE DONAHUE INSTITUTE BY ADAM HICKEY AND SUSAN TOMASES As significant anniversaries approach we often use the occasion to reflect on what has been and what could be. In our case, we felt that 45 years seemed like the right time to dig deep and assess our methodologies and impact. To conduct the research we enlisted the services of The Donahue Institute, Applied Research and Program Evaluation from the University of Massachusetts, to insure an unbiased result. Last spring, data was collected from interviews with alumni, parents, faculty, administrators, and staff. Below you will find three primary findings from this qualitative component of our self assessment. LANDMARK’S SIX TEACHING PRINCIPLES WORKED THEN AND THEY STILL WORK TODAY. 1 Give students many opportunities for success 2 Use multiple modalities for students to access the material 3 Micro unit and structure tasks 4 Insure automatization of skills through practice and review 5 Provide models for students to use as examples 6 Include students in the learning process Many faculty members felt that the teaching principles serve as a foundation of common understanding leading to consistency across all departments at the school. Faculty and staff emphasized that Landmark’s focus is on acquiring skills, as opposed to memorizing content, and above all else - to teach students how to learn. Parents and alumni reflected on how their abilities, especially reading and writing, improved although they were less aware of how the six teaching principles played a part. FALL/WINTER 2015-2016
A STRONG SENSE OF COMMUNITY IS THE SECRET SAUCE. Staff and alumni explained that there is a communitywide focus on the students and substantial collaboration among administration, faculty, and staff in order to most effectively support students socially and emotionally. Many respondents noted that “everyone is speaking the same language.” ALUMNI GAINED CONFIDENCE WHILE AT LANDMARK BUT MANY STRUGGLED WITH THE TRANSITION TO COLLEGE. Most alumni explicitly stated that they do not think they would have graduated from high school if they had not come to Landmark. In addition to developing self confidence they learned critical study skills and the ability to self advocate. Before the Donahue Institute confirmed that our students struggled with the transition to college, we began to build more robust and intentional programs to teach students what they needed to know to succeed outside of Landmark. It has remained an ongoing process with new technology and initiatives added each year resulting in betterprepared students upon graduation. After 45 years we have much to be proud of and we continue to work hard every day to meet our students where they are as learners and improve our programs to support them.
Many faculty members felt that the teaching principles serve as a foundation of common understanding leading to consistency across all departments at the school.
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Fall Campus Events Over 150 Runners took to the streets through Prides Crossing, Beverly Farms, and Manchester.
Homecoming 2015
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RYA N D E J OY ( 1 2)
This October, alumni, parents, students, and friends returned to campus for our annual Homecoming celebration. The day kicked off with a festive 5K Road Race and Fun Run. Attendees enjoying the campus on a gorgeous fall day, watched a Boys Varsity Soccer game, played in a spirited Alumni vs. Faculty match, and we capped the day off with an evening filled with laughter and fond memories at the reunion celebration. Thanks to all who attended and enjoyed the day with us. FALL/WINTER 2015-2016
Homecoming events featured an alumni vs. faculty soccer game, reunions, and more.
Swalm Science Center Dedication
The dedication of a new building at Landmark is always a thrilling and moving event.
During Homecoming we were delighted to host the Frantz family and other Landmark Matters donors as we officially dedicated the new Swalm Science Center on our High School campus. The project provided students and faculty with state-of-the-art classrooms, labs, and other educational resources. This enabled us to create a Science, Technology, Engineering, Art, and Math hub (see pg. 24), with the Swalm Science Center and Governor’s Landing Math Building adjacent to each other overlooking the Atlantic Ocean. Thank you to everyone who contributed to this exciting project. Bob joins the Frantz family to toast our new science center.
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STARLIGHT athletics
Keeper of the Spirit by Brook Sumner
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The Viking lifting spirits
Shauyra Agarwai ’16, this year’s Keeper of the Spirit
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K I M BE R LY HI LD EB RA N DT; N ATA LI E C LA R K; K A RA H EA LE Y (TO P RI G HT )
On a brisk October morning, Landmark’s high school gathered at the annual fall Pep Rally in the Ansara Center to recognize and support the school’s fall athletic teams and, for a third consecutive year, select the school’s “Keeper of the Spirit” for the 2015-16 school year. Selecting “The Keeper” has become a unique tradition each year that generates a sense of excitement and anticipation. There’s a lot of buzz in the days leading up to the fall Pep Rally. Once selected, “The Keeper” is charged with leading Landmark’s upper school community in developing a sense of pride and school spirit by rallying support for the home teams at athletic contests, generating enthusiasm at Community Nights, and inspiring others during public service events, and other community-based school activities. In many ways “The Keeper of the Spirit” becomes an important school leader! At this fall’s Pep Rally, ten different student nominees were called before their peers as the entire school sat, packed in tight, on the bleachers of the Ansara Center. A panel of seven student judges scored each contestant as they led the community in a variety of creative and rollicking cheers designed to get the crowd as excited as possible. The judging criteria is simple; how creative is the cheer and how loud can they urge everyone to get? When the winner is chosen, they come to front and center of the gym, don the coveted Viking mascot costume, and lead the school in the final cheer of the Pep Rally. While Landmark’s first three “Keepers of the Spirit” have all had unique styles and approaches, they’ve all demonstrated a fun sense of humor along with a positive and infectious enthusiasm. Our Keepers have come from Massachusetts, California, and this year from India, yet each possesses a wonderful sense of community and a keen understanding of Landmark’s culture – a culture that emanates from our students’ incredible resilience and optimism in the face of challenge. The Lantern
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STARLIGHT performing arts
The Power of Music New Music Programs Energize our EMS and High School campuses by Robert Kahn and Jerry Smith
Music at EMS: A Partnership Grows; a Creative Elective Begins. Without the physical space or financial means to hire a fulltime music teacher, integrating music into the Landmark Elementary•Middle School (EMS) curriculum had always remained an item on the school’s wish list. Teachers with musical talent would occasionally lend their expertise to after-school clubs or in-class units, but it was difficult to sustain a program over time.
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that we study and rehearse, and immediately put them to use in practical application. If college music education programs across the country integrated the “pre-practicum” experience like that of the GordonLandmark partnership, music education in our country would be absolutely booming with skilled educators.” While Elementary students have benefited from the Landmark-Gordon Partnership for six years, Middle School students still lacked a music education opportunity during the school day. Last year, however, new faculty member Jerry Smith – also a professional musician – offered to run an elective class. Now in its second year, students in middle school music work with various instruments in a collaborative setting, much like a rock band rehearsal, with an emphasis on timing and rhythm patterns. Working with drums, guitar, piano, or bass, students are given a specific part of a song, usually a simple chord progression or a drumming pattern to practice independently, with a goal of playing the song together as a class. Students learn to read chord charts and practice moving between chords with proper timing. They practice rhythm patterns and play basic beats on a drum set. Students are given a choice of instrument (guitar, piano,
P E T E R HA R RI S
Then in the spring of 2010, thanks to the creative urging of parent Cynthia Nelson, a connection was forged between Gordon College’s Music department, headed by Sandi Doneski, and EMS’s Elementary Program. The Elementary program was able to designate a dedicated Enrichment period for weekly music, and Landmark proved to be a nearby and needy laboratory for undergraduate Music Education majors from Gordon College to gain valuable experience. A cooperative Music Education venture was designed. Gordon undergrads, under veteran Music Educator Mary Correia’s guidance, visit Landmark to provide a musical learning experience for all students in the Elementary Program on Thursdays. “Teaching at Landmark is a fantastic way to gain firsthand experience,” states Gordon’s Sophia Pellegrino. “Working with the same group of children every week has been one of most beneficial and rewarding learning experiences I have had since coming to Gordon.” “The Landmark-Gordon partnership is such a valuable relationship,” adds Amy Belhumeur. “It provides a unique experience that is instrumental in making Gordon College’s music education program one of the best: as blossoming music educators, we have the opportunity to take the methodologies
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Aidan Cammann, lead guitar Ryan Shea, keyboards Jalen Reis, drums Griffin Therrien, ukulele Ryan Woodin, percussion Kevin Watts, bass guitar
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Giving a group of eighth grade boys an AC/DC or a Ramones song to work on really helps students “buy in” to working on learning music. drums, bass, ukulele) and work with that instrument until the class moves on to a new song. An important part of the success of the class has been song choices. Giving a group of eighth grade boys an AC/DC or a Ramones song to work on really helps students “buy in” to working on learning music. Last year’s class performed George Ezra’s “Budapest” for their classmates at morning meeting, and Adele’s “Someone Like You” for their parents at Parents’ Day. “The structure of the class is designed in a way so that beginners and players with experience can play together on the same song,” Smith explains. “If someone has mastered their part before the group is ready to move on, they are given a more challenging part that can still be played within the confines of the basic patterns of the song. While a music elective can’t teach a student everything they might learn in private lessons, the goal of the class is to expose students to playing music, and hopefully inspire them to keep playing after they’ve moved on from the class.” “I have always wanted to learn to play guitar, and Mr. Smith was a great teacher for me,” said Aidan Cammann, a seventh grader at EMS. After starting the elective, Aidan acquired a guitar and routinely practices at home. When the elective began last year, Landmark’s music equipment consisted of two electric pianos. Since that time, faculty donations have led to the addition of several guitars, a bass guitar, and a drum set. The desire of faculty to see the elective grow has truly been a big part of the program’s success! 52
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High School Music by Jeremy Melvin The music program at the High School has grown and changed in many ways over the years. With the recent hiring of Nathan Efinger as our Music Coordinator, the Performing Arts Department is hoping to continue the tradition of vocal performance, especially choral singing, that our campus has been known for. Mr. Efinger has a B.A. in music with a concentration in voice. Before coming to Landmark, he toured the country, performing with various ensembles. He has a broad range musically, from singing classical repertoire to musical theater to playing jazz and rock. He is proficient in piano, guitar, drums, and bass, and is familiar with a wide range of string, woodwind, brass, and percussion instruments. Reflecting his own passion for music, Mr. Efinger says “I want students to walk away with a good grasp of the fundamentals of music and develop a strong base of musical knowledge and music appreciation that they can build upon in future years.” We are glad to have a teacher with such a diverse background because we are working to expand and broaden the types of music performance and training available to students at the High School. Many of our students arrive able to play various instruments, but there have been limited opportunities for them to perform or continue receiving lessons and honing their skills. This year we also created a new class, Exploring Music, to expand students’ general musical knowledge whether they are musicians or not. They study music history and theory, and put this knowledge into practice by creating their own compositions, learning some basic audio production techniques in the process. Students now have an opportunity to explore areas of music without being musicians themselves, that they would have been not been exposed to in the past. We look forward to our campus being a place where students are engaged in making music of all types both in and out of class so that visitors cannot help but hear the strains of a melody or the thump of a beat echoing across campus throughout the day!
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Make a Statement! Purchase a Pathway of Honor brick today, show your support, and become a permanent part of the fabric of Landmark School. Each brick is engraved with your special message. Bricks will be placed in either the walkway in front of the Alexander Building at the high school or in the pathway adjacent to the Elementary•Middle School dining and meeting rooms. ◗ Thank a special teacher ◗ Honor a student ◗ Memorialize a loved one ◗ Congratulate a graduate ◗ Make a statement!
◗ Your personal message can include 15 characters per line, maximum of 3 lines of text/brick. ◗ Bricks are $100 and are a tax deductible contribution.
Order today!
Please contact Matthew Murphy, High School Campus Coordinator, at 978-236-3456 or mattmurphy@landmarkschool.org.
Visit:
www.landmarkschool.org/bricks
24 th ANNUAL
LANDMARK SCHOOL GOLF BENEFIT MONDAY, JUNE 6, 2016
Join us at the magnificent Ipswich Country Club for our popular annual golf benefit. To learn more about sponsorships and how to reserve your spot please contact: Ryan DeJoy, 978-236-3208, rdejoy@landmarkschool.org or visit us at landmarkschool.org/events
148 COUNTRY CLUB WAY IPSWICH, MASSACHUSETTS 01938 FALL 2014/WINTER 2015
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EMS Athletics: More Than Just Games by Tara Joly-Lowdermilk Sports at Landmark have always been about empowering our students to come together as a community, to have fun, and to learn a little bit more about the sport at each practice or game. The first three decades of “North Campus” sports were mainly after-school intramurals and pick -up games featuring floor hockey and basketball. In the mid90s, however, interscholastic contests began and The Elementary•Middle School (EMS) now offers six competitive sports teams in Soccer, Cross Country, Basketball, Baseball, and Track over three seasons, with 8th graders having six additional sports based at the high school. Our EMS Basketball teams even have a uniformed Cheerleading Squad! Each year we’ve noticed the desire to play sports at EMS grow. The reasons behind the resurgence of interscholastic athletics at the Middle School are inspiring. Being a Landmark athlete is more than just putting on a uniform and participating on a team. It’s taking pride in the school that so many of our studentathletes feel has changed their lives. For them, it’s a way to give back to Landmark as well as a critical strength – a way to shine and work with their peers outside of the classroom. Coach Jono Miller shared, “Seeing some of the older more experienced students help their younger teammates understand a concept is just fantastic. It shows that these student-athletes want to teach their peers so that they can achieve success together. As a coach, you really couldn’t ask for anything more.” Whether they have participated for years or are just starting out, our players use the field, court, 54
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pool, pitch, and track as their platform to prove they are committed to taking risks and physically pushing to be the best they can be. Sports at Landmark aren’t so much about winning and losing, but rather about a group of young athletes coming together with the common goals of having fun, working hard, and always leaving the game with their heads held high. We love to walk away from a contest with more points on the scoreboard, but we also take satisfaction in knowing that we’ve competed with heart and done our best. So the next time you see an EMS studentathlete, please take a moment to realize that it’s more than just a game to them. It’s their way of connecting and giving back to the place that gives so much to them. Our players strive to represent our school with excellence, sportsmanship, and integrity.
We love to walk away from a contest with more points on the scoreboard, but we also take satisfaction in knowing that we’ve competed with heart and done our best.
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Alumni Notes facebook.com/landmarkschool
@landmarkschool
landmarkschool
The Landmark School Alumni
Stay in touch! Please email us and let us know what you’ve been up to. Send updates and pictures to rdejoy@landmarkschool.org Jon Rock ’74 I am living in the Newton/Watertown area and working for Visual IQ as their Product Support Manager. Greg Kearney ‘74 I graduated from Brigham Young University with a BFA and spent the next 20 years as an editorial cartoonist for the Casper Star-Tribune in Casper, Wyoming where I was a finalist for a Pulitzer Prize. As newspapers experienced a downturn I transitioned to work at the University of Wyoming and then to the Association for the Blind of Western Australia. Most recently, I was recruited by Apple to head their alternative media efforts at the iTunes Division in Cupertino, CA. I have been married to my wife Tamara for 30 years and we have three children and five grandchildren. Our volunteer work with the Commonwealth Braille & Talking Book Cooperative has enabled us to travel the world including stops in Denmark, Japan, Malaysia, South Africa, and many more. Mike Baldwin ’77 I am very lucky to be living and working in Bermuda. I work for the United States Department of Homeland Security-U.S. Customs and Border Protection. I have over 28 years in so far. It is exciting and has taken me all around the world. My wife Anna works in the Learning Support section of a Montessori-based school here in Bermuda which helps students with all sorts of academic difficulties. Berta Nahra, Summer ‘83 I am living in Newton MA. I teach American History at an International High School, CATS Academy 56
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“I have so many fond memories of my time at Landmark... deep sea fishing, sailing, snorkeling in Canada, watching Animaniacs in the lobby of the dorm on a cold winter day, dances, and one of the best performances of Romeo and Juliet that I have ever seen.” —Jeremy Wingert, ’92
Boston. My favorite Landmark memories are running my first and only 5K, and the very very yummy cinnamon buns! Amy Auerbach ’86 I live in Reno, Nevada with my son who recently graduated high school and I have lived here since April 1994. I am the owner/founder of Northern Nevada Disability Access, a one-stop resource directory for individuals with disabilities/health conditions helping them connect to services within Northern Nevada. Michael Bova ’87 I currently live in Arlington, MA with my wife and two kids. After 17 successful years at EMC Corporation as a software engineer, I decided to join a software start-up on the ground floor. I’m an avid yacht racer and have been on the water more days than I can count. Michael Bova
Sheyne Branconnier, attended Summer ’89 and ’90 I live in Dover, NH and am the President of SMILE Media, a Web Design and Development Online Marketing Company. Andrew Sharpe ’91 2015 was an exciting year. Among other news, I started a professional organizing service that assists people in space efficiency and environmental enhancements to basements and garages. This service business encompasses my thirty years of customer service experiences and thirty-six years of organizing and cleaning expertise. Andrew Read ’91 Andrew has a Master’s in Physical Education and works as a PE Teacher outside of London, England. Andrew has two children Ruby (8) and Lila (10) and he fondly remembers looking out at the ocean while at Landmark.
David Breen
David Breen ’92 So far it’s been a very busy and awesome year for me. In addition to The King Serpent Variety Troupe, which is still going strong and evolving, I recently wrote and performed a new show this year about pirates in Salem, MA called Pirate Tales and Ditties of Ye Olde Salem. The show is for The Salem Historical Theater, a new theater company sponsored by Salem Historical Tours. When I have down time I spend as much of it as possible on Nahant Beach just a block away from my apartment in Lynn, MA.
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Bonnie Cormier ‘93
Brad Kaplan ’92 I have been living in the NYC Metro area for 25 years now. I work as a Lighting Director/Gaffer for TV and Special Events. Some highlights are The Daily Show with Trevor Noah, the lighting of the United Nations complex for the 70th UN Day, and The Mormon Tabernacle Choir with the US Army Band July 4th concert. Jeremy Wingert ‘92 I am currently living in Sacramento California where I work as a corporate tax auditor for the state of California. My job enables me to travel all over the United States which I really enjoy. I was fortunate enough to see Michelle LaMontagne while I was in Boston in November. It was fantastic catching up with her. I have so many fond memories of my time at Landmark. A few of the highlights include regular trips to Boston, deep sea fishing, sailing, snorkeling in Canada, walks into town, watching Animaniacs in the lobby of the dorm on a cold winter day, dances, and one of the best performances of Romeo and Juliet that I have ever seen. Thank you so much Landmark for the great times and wonderful teachers and staff. Bonnie Cormier (Wadsworth) ‘93 I am living in Sonoma county, CA and working at Sonoma State University. I manage presidential events at the university, including the commencement ceremonies for 2,500 grads every year. I often see Megan Harmon who lives near me and George Sweeny visits us from Massachusetts. The Lantern
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Social media has been a great way to stay in touch with many other Landmark friends and teachers! This past June, my husband surprised me with an early birthday present: tickets to see the Grateful Dead playing their farewell concert at Levi Stadium! I had the fortune of meeting Congresswoman Nancy Pelosi in the audience! I am an animal lover and hope to have my own small-scale rescue farm for cats, dogs, chickens, horses, and goats.
Dana Barney
Dave Roberts ’98 My wife and I are living in Washington state now. I’m the North American MultiMedia Group Video Production Lead for Xerox Learning Services.
Chris Amoroso ‘94 (center) and Friend
Taylor Grinnell ’98 I’m living in Boston’s Back Bay working with the Red Sox. I would say besides the teachers and graduating, winning a double OT game vs. Chapel Hill Chauncy Hall in lacrosse was a great Landmark School memory. Melissa Lundberg ’01 I received my AGS in outdoor recreational leadership at Colorado Mountain College, Leadville, CO campus!!! I appreciate all Landmark has done for me and I tell people about Landmark whenever I can.
Bhishma Sanghvi ’94 I live in Bombay, India and I can’t give you a single memory about school, as it would do injustice to my complete stay at Landmark. Being at Landmark was an experience that cannot be expressed in a few words, it changed my life, is the best way I can put it.
Gael Burman ’95 and son James
Sara Grossman (Kaplan) ‘94 My husband and I just welcomed our second son on December 1st. We are living in Natick, MA. Thanks! Gael Burman ’95 I’m so excited to share the birth of my son James Patrick Francis Burman in June 2015. He was born six weeks early at 5lbs 3oz. 17 inches. He is doing great. I love being a mom. I am still living in Montvale, NJ and returned to work at the end of October. Dana Barney ’98 I just published my first book, Flatline. It is an Austin-based crime fiction. 58
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Tyler Castagno’s (‘03) children Avery and Joseph
Courtney Lynn Murray Marshall ‘01 I am currently a Stabilization Specialist for ACCEPT Educational Collaborative out of Natick, MA. I have a Masters degree in education which would not have been possible without all the help and support from both my family, and my family at Landmark. This October I had two fantastic things occur; first on October 3, I celebrated my third anniversary of being declared cancer free. Four years ago I was diagnosed with cervical cancer and after numerous surgeries, I beat the odds and survived. On October 10, I married my soul mate Andy J. Marshall. We are currently in the process of building our dream home in Medway MA and looking forward to all the great years together to come. I am sorry to report my Aunt Julie, many of you may remember her cooking for us at Woodside Hall, passed away from Leukemia. Tyler Castagno ’03 I live and work as a police officer in Wayland, MA. I have two children, Avery and Joseph Castagno.
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Tori Smith ‘16, Zander Manning ’14, and John Cronin ‘14
Tim Barrett ‘07, Ryan DeJoy, and Nick Nuccio ‘07
Hector Simoudis ‘09 and Marissa Meads ‘09*
Corey Kramer ‘15*
Ashley Holmes ‘13*
Tyler Schulz ‘15*
AD Sullivan‘14, Emilee Miller ‘14, and Will Klinar ‘15
Pete O’Neill ’06 I’m living in NYC and just graduated culinary school. I’m in current contact with Joe Dion, Tom Ashley, Max Merrow, and Gabby Pecoraro. My favorite memory was all the antics we did in the dorms and sneaking off campus to go to 7/11 and drive around town. Ashley Holmes ’13 Ashley Holmes dropped by in early January to visit friends and faculty members. She reports that she is a Junior at Bryant College in Rhode Island studying Marketing with a minor in Psychology. She enjoys Karate Club and serving on the Student Programming Board planning events like Spring Weekend, Crazy Karoke Night, concerts, and other on-campus events. FALL/WINTER 2015-2016
Lizzy Johnson ’13, and Caressa Nelson ’13*
* Alumni who stopped in for a visit during their winter break from college
Maria Tashjian ’13 I am at Merrimack College studying Psychology and finishing up my first semester of my junior year. Next semester I am studying abroad in Rome, Italy and will be leaving mid January. I plan on going to Landmark soon for some sports games so I can see some faculty and the new additions! The Lantern
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IN MEMORIAM
Tom Mitchell - Reflections by Adam Craig Adam Craig, Head of the Landmark High School Math Department, delivered the following eulogy at Tom Mitchell’s funeral and Tom’s family kindly agreed to our sharing it in this issue of The Lantern. The first of Landmark’s teaching principles is, “Provide opportunities for success” and that pretty much summarizes the teaching style and mentoring focus of Mr. Mitchell. He was determined to help his students find success. However, success stretched far beyond the classroom … it involved thinking about the future, understanding risk, and making wise decisions. Success involved putting time and energy into relationships. One teacher said to me this past week, “I’m going to miss his good morning greetings … ‘Good mooooorning, Grace!’ They were the best.” Often, as students would arrive to his class, he could be heard saying phrases like, “There’s the man!” making them feel like movie stars. One student said to me, “Mr. Craig, just make sure that whoever teaches us next is really positive, just like Mr. Mitchell ALWAYS was …” It was easy for me to picture … Every single time I observed one of his classes during the past four years, he would say, “Mr. Craig, let me introduce you to the best Integrated Math class in the world!” He spent the past few weeks showing off pictures of his precious granddaughter, Juliana … he’d say, “Do you want to see something incredible?” and the next thing I’d know, there would be a picture of a precious bundle being displayed on his iPad. He was determined to make his corner of the world a better place and he will be greatly missed. At the same time … I can’t help but feel inspired by my co-worker and friend, Tom Mitchell. After his heart surgery last year, when I would ask him how he was doing, he would say things along the lines of, 60
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“I’m a walking miracle. I’m out of bed, so it’s a good day.” I am not guaranteed tomorrow … so how will I spend today? My hope is that, like Tom, I will strive to provide opportunities for success … in my classroom … in my family … and in my corner of the world … Thank you, Tom, for showing us how to persevere and finish well. You will be missed. Thank you.
Tom, and his beloved wife Gloria
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LANDMARK SCHOOL
Board of Trustees FOUNDED 1971
Harvey L. Alter ’82 Glenview, Illinois Vice President The Alter Group Jeffrey Carney P’16, ’18 Wellesley, Massachusetts President & CEO Mackenzie Investments Moira McNamara James P’10 CHAIR Marblehead, Massachusetts *Nicholas A. Lopardo P’92, GP’22, ’23, ’24 CHAIRMAN EMERITUS Newburyport, Massachusetts Founder and President Susquehanna Capital Management Co. Robert J. Broudo P’11 PRESIDENT AND HEADMASTER Beverly, Massachusetts Landmark School, Inc. Martin P. Slark P’01 VICE CHAIR Burr Ridge, Illinois President and CEO, Molex, Inc. Mark R. Brislin VICE PRESIDENT Hamilton, Massachusetts Landmark School, Inc. Gia F. Meicher CLERK Beverly, Massachusetts Landmark School, Inc. Charles P. Harris CLERK EMERITUS Winchester, Massachusetts Landmark School, Inc.
Dr. Nadine Gaab
Jennifer Paul Casey Marblehead, Massachusetts Casey Family Foundation Alan Dachs San Fransisco, CA CEO and Director, Freemont Group Lynne Darling ’98 Hampden, Maine Rental Director and Finance Manager Darling’s Automotive Group
Nadine Gaab Cambridge, MA Associate Professor of Pediatrics, Boston Children’s Hospital and Harvard Medical School Faculty at Harvard Graduate School of Education William A. Goldthwait ’86 Brookline, Massachusetts Managing Director RBS Global Banking & Markets Emily Haggman Manchester, MA President and Director of Client Services, Haggman, Inc. Sandra L. Jesse P’13 Manchester, Massachusetts Vice President & Chief Legal Officer Haemonetics Corporation
John DeJesus Marblehead, MA Retired Entrepreur
John J. McDonough Andover, Massachusetts Executive Vice President & CFO American Renal Associates
James Duffy P’14 Auburndale, Massachusetts President Ravago Holdings America, Inc.
Robert S. Merowitz P’06 Sudbury, Massachusetts President Universal Realty Corporation
Amy O. Fitzpatrick P’16 Marblehead, Massachusetts Senior Administrative Manager at Red Sox Foundation and MGH Home Base Program
Joseph H. Morgart P’12 Weston, Massachusetts Senior Vice President Pyramis Global Advisors
Edward W. Probert Jr. P’15 Simsbury, Connecticut Westminster School Assistant Headmaster for Advancement George W. Ratermann ’79 Livermore, California Founder and Owner Ratermann Manufacturing, Inc. Catherine Slark P’01 Burr Ridge, Illinois Michael D. Tancreti P’09, ’11 Nashua, New Hampshire Chief Executive Officer Ashwood Development Company David A. Tessier P’10 Beverly, Massachusetts President Hospitality and Gaming Advisors *Robert J. Campbell P’04 Rockport, Maine Investment Counselor Beck, Mack, & Oliver *David G. Peterson P’08 Bedford, Massachusetts Sales Management Consultant *Suzanne H. Sears P’02 Hamilton, Massachusetts * Trustee Emeritus
William T. Patten P’07 Hamilton, Massachusetts Director of Administrative Services Brookline Bancorp
Dr. Gaab has had a relationship with Landmark School for numerous years and has enjoyed working with many of our students and their families through her Gaab Lab at Children’s Hospital/Harvard Medical School. Her research within the Laboratories of Cognitive Neuroscience focuses on auditory and language processing in the human brain and its application for the development of typical and atypical language and literacy skills. The Gaab Lab utilizes structural and functional magnetic resonance imaging (fMRI) as well as behavioral measurement tools to identify possible pre-markers of developmental dyslexia
New Trustee
in the pre-reading and infant brain, the identification of the underlying neural mechanism between dyslexia and ADHD, brain plasticity following sound- and musicbased remediation for reading and language impaired children, and much more. She received her PhD in Psychology from the University of Zurich in Switzerland and did her postdoctoral training at Stanford University and MIT. Nadine lives with her husband and three young children in Cambridge. In her free time she enjoys reading Scandinavian mystery novels and indulging in New England oysters.
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