Summer/Fall 2021 Lantern by Landmark School

Lantern THE

50 Y E AR S • 197 1–2021

T H E M AGAZINE OF LANDM ARK SCHO O L

50 THINGS THAT MAKE LANDMARK, LANDMARK

OUR MISSION HAS BEEN GUIDING US FOR 50 YEARS

Landmark’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.

Lantern THE

S U M M E R / FA L L 2 0 2 1

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 Deborah Blanchard Scott Blanchette Bob Broudo P’11 Hazel Crowley Michelle Granese Scott Harlan Rob Kahn Jim Kuhns Brittany Kenney Katie Mullen Karl Pulkkinen Beth Rowen P’20 Morgan Talbot Susan Tomases Designer Melanie deForest-Malloy Photographers Kim Hidebrandt Kieran Kesner Landmark Archives Lifetouch Winslow Martin Jennifer Schley-Johnson Illustrator Beth Jamieson P’31

SUMMER/FALL 2021

The Lantern

 TABLE OF CONTENTS

THINGS THAT MAKE LANDMARK, LANDMARK

The Lantern

SUMMER/FALL 2021

12 PART 1

PART 2

FOUNDING

METHOD

A visionary leader. A leap of faith...and the promise of empowering learning disabled students to succeed. PAGE 6

At the center of what makes Landmark so impactful is our method—an approach that we’ve honed over the past 50 years. PAGE 12 DON’T MISS:

CONTEST giveaway on page 39

56 PART 3

PART 4

EXPANSION

Landmark has grown over the years, increasing its enrollment, faculty and staff, and infrastructure— on and off our campuses. PAGE 42 DON’T MISS:

CAMPUS MAP POSTER page xx

SUMMER/FALL 2021

COMMUNITY

Like any place where the work is intense (but rewarding), community represents many of the same traits as family: collaboration, respect, and trust. PAGE 56 The Lantern

 HEADLIGHT

a message from the Head of School

50 YEARS OF MEMORIES by Bob Broudo

The beacon from Landmark’s lighthouse has been charting a safe and successful course for our students for over 50 years. This moving edition of The Lantern is shining a light on many of the touching memories from the remarkable historical journey of our school from day one until now. I vividly recall the first time I entered the Warren Estate (now the Alexander Center) during the summer of 1971 to begin the work to prepare the building for the opening of school that September. My very first thoughts were that this was a beautiful building, AND that it seemed to be haunted! Indeed, Mrs. Warren’s spirit was pervasive, and legend had it that she reappeared in the form of a fox—and there was a fox roaming the property daily! Such an auspicious beginning (two buildings, a chicken coop, some rented house trailers, a dog run) required immediate and concrete attention, and included everything from sanding floors, painting walls, and procuring used furniture to developing curriculum and hiring and training faculty. Later that summer, almost like magic, Landmark School was prepared to receive its first 40 students. Today, we have the good fortune of being able to reflect on our rich history of growth, challenge, strategic decisions, program development, faculty, staff, extraordinary students, generosity and support, and thousands of saved lives from around the world. How did this haunted estate become the Landmark of today? It is certainly much more than brick-and-mortar structures. Undeniably, mission and culture have been the driving forces 4

The Lantern

that have molded us. Throughout this Lantern, Landmark’s mission emanates from every page as seen through the people of Landmark, physical and programmatic development, and a strong, interconnected community. At the core of Landmark’s mission and culture has been the drive to do whatever it takes to build a safe, individualized, remedial environment for our students. Are there too many stories to tell? Yes. Was everything always positive? No. Did the students ALWAYS come first as motivated by our mission? YES. Landmark is the Landmark I knew when I started here and the place I know today, because we have never wavered from our original mission and goal; because of our cohesive culture; and because we have used our experience and evolving research to continue to develop and build our effective, student-centered programs. Rod Stewart’s song “Every Picture Tells a Story” could be the title of this edition of The Lantern, and the stories from year one feel as fresh and moving to me as the stories from the past year. Landmark, on our golden anniversary, is truly the special and impactful place that Chad Drake imagined—and that has come to fruition through passion, vision, dedication, and love. BOOK-OPEN

“

Are there too many stories to tell? Yes. Was everything always positive? No. Did the students ALWAYS come first as motivated by our mission? YES.

SUMMER/FALL 2021

50 THINGS THAT MAKE LANDMARK, LANDMARK

There are countless people, milestones, objects...things that make Landmark, Landmark. To celebrate our 50th anniversary, we reflect on 50 of these things to help tell the tale of our Founding, Method, Expansion, and Community. In this commemorative edition of The Lantern, we share some of our rich history told through stories, photos, and even trivia (we hope you’ll play along). #LMK50 SUMMER/FALL 2021

The Lantern

No. 1 | Dr. Charles Drake The founder of Landmark School was a charismatic minister with an Ed.D. from Harvard’s Graduate School of Education. He dedicated the first part of his career to working with teens in marginalized communities in Appalachia and the second half to those with dyslexia and other language-based learning disabilities through the founding of Landmark School. The seed he planted over 50 years ago has nurtured many thousands of students.

The Lantern

SPRING/SUMMER 2021

FOUNDING PART I

A brilliant visionary. A leap of faith. A passionate and dedicated team of eager, intelligent educators. A North Shore estate ready for a new chapter. And the promise of empowering students with learning disabilities to succeed. by bob broudo and karl pulkkinen DR. CHARLES “CHAD” DRAKE WAS A MINISTER

from Georgia, who, because of his own dyslexia, became deeply involved in the research and remediation of such language-processing challenges, and moved to the Boston area to earn his Ed.D. in education from Harvard. Dr. Drake founded a diagnostic center, the Reading Research Institute, in Wellesley, Mass. As he diagnosed children and adolescents with dyslexia and other language-based learning disabilities, he realized that remedial programs in private or public schools for these students were almost non-existent. Dr. Drake understood not only the neurological processing challenges faced by these students, but also the specific remedial methodologies that were critical to their success in learning. He explored the works of many others in the field and began to imagine an individualized remedial program appropriate for this specific group of learners. One-to-one tutorials, structured language-based approaches, and a customized program that met each student where they were in the learning process were the underpinnings of his vision. His concept and vision of an individualized, diagnostic, prescriptive program became a reality SUMMER/FALL 2021

in 1968, when he created a summer program at Camp Deer Trees in Maine. The success of this program led to a subsequent program on the Bates College campus the following summer. And it was at Bates College that Karl Pulkkinen and Bob Broudo met Dr. Drake. Karl Pulkkinen was hired in the spring of 1969, at the end of his sophomore year at the University of Maine, to teach in the seven-week Reading Research Institute program on the Bates College campus. As with others in the program, Karl had no experience teaching students with dyslexia and received an intensive seven-day series of lectures and demonstrations that provided background on dyslexia and how to remediate the students’ reading, spelling, and language challenges. Dr. Drake had assembled a staff of professionals with backgrounds in reading and diagnostic testing who served as the trainers and supervisors for all the tutors and teachers. After teaching that summer, Karl was hooked, gladly returning the following two summers to teach at the program, offered at Hebron Academy in Hebron, Maine. Bob Broudo was introduced to Dr. Drake by a psychology professor at Bates College, where Bob was a sophomore and studying

TRIVIA What brand of cigar was Chad Drake known to favor?

The Lantern

50 YEARS FOUNDING

Dr. Drake acknowledges the efforts and generosity of one of Landmark’s earliest families.

The Lantern

developmental psychology. While Bob did not participate in that summer program, he visited several times, met with Dr. Drake at Bates and in Wellesley, and became fascinated by the developmental aspects of dyslexia. Bob then joined Karl and worked in the summer programs at Hebron Academy in 1970 and 1971. During spring break in 1971, Dr. Drake called Bob, Karl, and several others who had worked in his summer programs to inquire about their interest in helping to start a full-time school for students with dyslexia and other language-based learning disabilities in the fall of 1971. Karl signed up and, having plans to attend graduate school, Bob deferred a response and asked where the school would be located. Dr. Drake stated that he did not yet have a site but was looking. Bob

requested that Dr. Drake call him again if he did find a site. Dr. Drake, Karl, Bob, and others toured a property for the new school in Lincoln, Mass., that did not work out. Later Dr. Drake secured a property in Prides Crossing (Beverly), Mass. Once confirmed, Dr. Drake called Bob and announced that he had found a site adjacent to Endicott College, to which Bob replied, “Oh no, that’s my hometown and my father runs the art department at Endicott.” To which Dr. Drake replied, “Great, you can be our tour guide!” Karl and Bob both accepted positions in the new yet-to-be-named school. That final summer at Hebron, they taught tutorials and classes and ran the dorms six days a week, and took turns driving down to Prides Crossing on Saturday SUMMER/FALL 2021

A snapshot of the entire student body in Landmark’s first year. Today, enrollment hovers around 470.

Students as young as 10 years old were part of the original crew at Landmark and became fast friends.

TRIVIA Dr. Drake was often accompanied by his beloved terrier. What was the dog’s name?

Karl Pulkkinen walking the dress code walk and looking very daper in his ‘70s finest!

SUMMER/FALL 2021

The Lantern

50 YEARS FOUNDING

The ocean side of the Alexander Building is still home to an intimate courtyard and a charming fountain and reflecting pool—and remains a favorite spot to gather.

The Lantern

afternoons to work all day on Sunday to ready the estate building on the property. Landmark’s beginnings included two buildings, a chicken coop and a dog run, 40 students, house trailers, used hotel furniture, a clear mission, a passionate group of people, and an important reason to be. Landmark opened its doors to its first group of students in the fall of 1971, and, indeed, some things are just meant to be. Though there have been many changes in the last 50 years, including growth, expansion, consolidation, building business models, etc., many of Dr. Drake’s founding principles remain at the core of Landmark School. Maintaining specific teaching principles and the one-toone tutorial as the cornerstone of the program, keeping class sizes small so that teachers can individualize instruction for each student, honoring our commitment to offer these

teaching principles and practices to the broader community, always developing the intensive, ongoing training of our own staff, as well as offering our expertise to parents, school professionals, and the larger public through our Outreach program are all central to what Landmark offers. Landmark remains current with the new research in the field, participates in research studies on campus, and informs the parent body of new findings in the field of dyslexia. The result? The course of thousands of learners has been changed from failure and frustration to success, confidence, and independence. Landmark’s story will continue into the future, reaching new families and students, and Landmark will continue to thrive and build upon the original vision and deep legacy of those who have gone before! Little wonder that Karl and Bob have stayed involved for 50+ years! SUMMER/FALL 2021

3 7 2 9

5 4 1

8 10

FACULTY THAT BECAME FAMILY Founding faculty members were often young, idealistic, and hardworking educators. Specialists were hired to address the needs of certain students and offer teacher training and support. Mentorship and collaboration were always at the heart of the faculty experience and what made the tireless work and long hours worthwhile.

campuses humming on evenings and weekends. These teams managed everything from homesickness and laundry runs to campus safety and day trips. Teams A, B, C, and D exist today at the High School, and while the campuses, programs, and resources have grown and become more sophisticated, the overall responsibilities remain the same.

Employees were given opportunities to advance their careers by taking on additional responsibilities, including captaining rotating teams to keep the

Early in the life of the School, C-team captain, Bob Broudo, with his iconic mass of curly hair and glasses, was memorialized on a team t-shirt.

SUMMER/FALL 2021

C-Team of Yore

1. Jim Olivier 2. Ed Bromfield 3. Mike Winer 4. Harry Dudley 5. Steve Whitten 6. Carolyn Olivier 7. Joel Swimm 8. Sally Hoskinson 9. David Leslie 10. John Everitt 11. Paul Buckhout 12. Sally Broudo 13. Bob Broudo

The Lantern

SUMMER/FALL 2021

METHOD PART 2

There is much that plays in to what makes Landmark so impactful for the thousands of students and families we’ve served. At the center of this is our method—an approach that we’ve honed over the past 50 years. by rob kahn I’VE HAD THE RARE PRIVILEGE OF LEARNING THE

Landmark methodology from our founder, Dr. Charles “Chad” Drake, and other educators he trusted, and of sharing it in turn with wouldbe Landmark teachers and professionals near and far. Whenever I have that privilege, I feel I am passing along not so much a recipe as a belief system. The Landmark method is hard to capture succinctly. One analogy that can help is dance or music or even the history of worldwide religions. There are basics which, once imparted, take on a variety of expressions. And just as certain dance companies and composers have characteristic styles and religion has countless denominations, the Landmark methodology has evolved in the hands of hundreds of practitioners. Ultimately though, it represents individual understandings

of basic principles imparted 50 years ago. Come with me back to Blake House (now demolished) in July 1972. New Landmark teachers sit around the room listening to founder Dr. Drake and Julia Ball talk about linguistics and people with dyslexia. For most of us who learned to read through a top-down, sight-word approach featuring the riveting adventures of Dick and Jane, it was new territory. At Landmark, we learned about principles of syllabication and spelling, from basic to more complex, but always from the perspective that the mechanics of language would help our bright, dyslexic students unlock the printed word. The Landmark method did not focus on comprehension initially. This was a bit of a revelation. That ultimate goal of reading was put to the side in favor of “decoding”—a word

TRIVIA Chalkboard, masonite, corrugated cardboard, sandpaper...what is another name for these objects used in the Landmark teaching method?

No. 2 | Daily One-to-One Tutorial The gold standard in teaching students with dyslexia and other language-based learning disabilities—and the hallmark of the Landmark method—is the daily one-to-one language arts tutorial. Maintaining this highly effective aspect of our program is a promise that we have made for the past 50 years—and will uphold for the generations of students to come. SUMMER/FALL 2021

The Lantern

50 YEARS • METHOD

I had encountered previously only in spy novels or military history. Dr. Drake assured us that reading was something few of our students had done for pleasure. More likely it was an arduous task they put aside whenever possible, in favor of experiential, hands-on learning—purposeful and goal-oriented. The Landmark methodology meant unlocking the code to reading, writing, and spelling. Once accomplished, the meaning and utility of the information would be well within the grasp of our students’ excellent reasoning and problemsolving abilities. My notes from those early days contain precepts, including:

No. 3 | Milkbreak Dr. Drake knew that Landmark students were working hard in their classes and needed a structured break to reenergize mid-morning to stay productive. Today students and faculty still use the time to meet, enjoy some fresh air, and a snack. Cookies and milk are offered, but sometimes soft pretzels, scones— even smoothies— make an appearance.

The Lantern

Start at the lowest level of competency. How many times since, have we heard the phrase: “Meet the student where they are?” Micro-unit. We were told to consider our instructional scripts very carefully. Analyze each lesson in terms of increments—small foundational steps to eliminate assumptions and fill in gaps.

Teach to the point of automatization. We learned about repetition, the need to form habits, long-term vs. short-term memory, and the perils of insufficient exposures. Neuroanatomy provided the rationale for moving information from the “new” to the “old” brain. Spiral back to incorporate all that has been taught before. Moving short-term knowledge into long-term storage requires continual review, not a unit-byunit approach. The best exercises were teacherdesigned to encompass and retain previously presented material. Provide structure and sequence. The logic of your presentation must be clear— with step-by-step components making up the whole. Teach through many different modalities. The whole body can be a vehicle for learning, reinforcing, and expression. The tactile mode is particularly under-utilized and potentially powerful. We were issued “rough boards”—a piece of masonite whose flat side could serve as a chalkboard while its coarse reverse side was used to trace letters and words. We were assured that feeling and seeing what was inscribed with the fingertip helped establish multiple paths to associations in the brain. And finally, and perhaps most repeatedly: Ensure success! The point of all these precepts combined was to reverse a history of failure by instilling confidence. KNOW that your student can learn, so long as you find the way to deliver the instruction. Student failure meant teacher failure. Developmentally appropriate time on task was the mantra for all faculty and staff. But beyond essential literacy skills, the key takeaways from Landmark, according to most alumni, are selfSUMMER/FALL 2021

No. 4 | Two-Column Notes Organizing time, materials, and information is central to empowering students to manage the rigors of a program designed to meet their specific learning needs. Taking two-column notes is a practice that is applied across all academic subjects and is taught to all Landmark students, regardless of their age or ability level. The left column is designed to note the main ideas of what the student is learning. The column on the right is reserved for the details. Templates provide structure and focus. Teaching students to employ the two-column notetaking strategy has become a standard practice in many public and private schools today—but it started at Landmark. Here is an example of how this plays out in topics as diverse as math and language arts. advocacy and confidence. Students are given what they need, explicitly, but those supports are also progressively and sensitively removed. Learning happens in class but also in activities, at meals, in dorms, and on athletic fields. Dr. Drake instructed teachers—who are to this day still residential counselors, coaches, activity leaders—not to do for students what they could be shown to do for themselves. (I remember a student asking me for a phone number in the ’70s, and being told: “Don’t! Teach them alphabetical order so they can find it themselves.”) Methods that Landmark has since copyrighted and shaped over the years into SUMMER/FALL 2021

our signature Six Principles™, and which practitioners speak about as the cornerstone of Landmark methodology, are the curated result of Dr. Drake’s own experience learning and teaching. They represent the distilled essence of what he knew at a visceral level to be the way to reach students like himself: 1) Provide Opportunities for Success 2) Use Multiple Modalities 3) Micro-unit and Structure Tasks 4) Ensure Automatization Through Practice and Review 5) Provide Models for Our Students as Guides 6) Include the Student in the Learning Process The Lantern

50 YEARS • METHOD

No. 5 | Six Teaching Principlestm Established by founder, Dr. Drake, and fine tuned by the faculty at Landmark School, these principles have provided the backbone of our method since day one. The Six Teaching Principles™ are applied in all learning environments, from the classrooms and the playing fields to the residence halls, on the stage, in the art rooms—virtually all academic and/ or extracurricular pursuits our students choose.

TRIVIA Self awareness about one’s learning style— what we often describe as “thinking about thinking,” is also known as what?

The Lantern

I would argue that the Landmark method really encompasses not only the Six Teaching Principles™ but also other holistic factors, such as the appropriate setting, program model, and consistency of approach. Critical to the Landmark methodology is an Admission model with integrity. The school is focused on a specific population, and teachers are not asked to meet a wide variety of special-needs profiles. Instead, they train for and focus on variations of specific language-learning differences. Equally important is that the Residential Program, the Athletic Program, extracurricular programming, and Outreach all embrace and reflect Landmark methods with students as the focus point. Visitors to Landmark invariably remark at the consistency of methods they see, whether in tutorial, social studies, the arts, coaching, or in the dorms. Finally, community and collaboration

with experienced faculty (orientation, the advisory system, mentors, colleagues) are key to the Landmark method’s effectiveness. Over the course of Landmark’s first 50 years, the Landmark methodology has evolved to meet the needs of our youngest and oldest students. Witness the photos on these pages from the Elementary•Middle School and the High School. Second/third grade teacher Meg Arnio said, “In my class, we have been studying Brazil for the past month. We built background knowledge by taking two-column notes from a slideshow about the layers of the Amazon Rainforest. Then we used our notes to collaboratively fill in a planning page. Students wrote an enumerative paragraph that included facts about each layer and their favorite animal found there.” High School economics teacher, Chris Murphy, added, “Today we created a SUMMER/FALL 2021

An Elementary•Middle School student hard at work practicing a new skill. SUMMER/FALL 2021

The Lantern

50 YEARS • METHOD

Veteran teacher Doug Walker uses a kinesthetic strategy to teach. Finding a variety of creative and often hands-on methods to explain complex content is in Landmark teachers’ DNA.

Engaging students in the learning process is a hallmark of Landmark’s approach, helping students internalize content in meaningful ways. And it has the added benefit of making learning fun and relevant.

Ensure Automatization Through Practice and Review and Provide Models for Our Students as Guides are two of Landmark’s Six Teaching Principles™ illustrated through the assignment shown above.

The Lantern

SUMMER/FALL 2021

two-column document that included terms from the investing unit. Students found definitions for the terms and were encouraged to create a third column to offer examples of the terms in action. The students added more terms to the list if they discovered other investing vocabulary during their reading and research. Since few students have been exposed to economic content, we built knowledge and created study sheets based on the main idea/detail paradigm embedded in Landmark’s note-taking and study-skill work.” The Landmark method takes on a variety of environments and expressions because ultimately it serves individuals. It demands a

top-down, whole-to-part feel for what is right, yet it adapts that worldview to the bottom-up individualized needs of each unique student. While a pandemic challenged educational establishments worldwide, Landmark continued to replicate its individualized approach, combined with continued training, advisory oversight, and social-emotional support, to keep students engaged and progressing. In its most basic form, Landmark’s method has taken principles of how to be a good teacher and made the case for why pragmatic instruction, effectively delivered, will make literacy accessible to those who learn in a different way.

“

The Landmark method really encompasses other holistic factors, such as the appropriate setting, program model, and consistency of approach.” —Rob Kahn

No. 6 | Academic Advisors First called Supervisors, then Case Managers, and now Academic Advisors, these veteran teachers are the thread that stitches together our program. They provide guidance and a safety net for students and their parents/guardians.

SUMMER/FALL 2021

The Lantern

50 YEARS • METHOD

TRIVIA What program was based on our Beverly Farms campus?

No. 7 | Individualized Education No two students are alike. No two Landmark programs are alike. This is the individualization that is the result of an approach that does not subscribe to any particular method—e.g., Wilson, LiPS, or Orton Gillingham. Our faculty members hand pick strategies from these, and many more, to meet the needs of each of our students. Tutorial is a daily class where students work one-on-one with a teacher to address their specific needs through a range of innovative and proven strategies to build skills—and confidence.

The Lantern

SUMMER/FALL 2021

No. 8 | Small Class Size Small classes, with students grouped by skill level, enable and empower learners to build a sense of trust that results in their willingness to step outside of their comfort zone, take some chances academically, learn, and succeed. This is something that most Landmark students coming from other school settings with 20–30 students in a classroom have never experienced. No one is left behind or made to feel less than their peers.

SUMMER/FALL 2021

The Lantern

50 YEARS • METHOD

The Lantern

SUMMER/FALL 2021

“

Visitors to Landmark invariably remark at the consistency of methods they see, whether in tutorial, social studies, the arts, coaching, or in the dorms.” —Rob Kahn

No. 9 | Residential Program Living on Landmark’s campus comes with a well-established, effective curriculum explicitly designed to teach students a myriad of life skills, such as getting to class on time, managing health and nutrition, navigating personal relationships, self advocacy, doing laundry, and so much more. A level system rewarding students with increased responsiblities is baked into the program.

SUMMER/FALL 2021

The Lantern

50 YEARS • METHOD

No. 10 | Visual Arts The Visual Arts programs on both our High School and Elementary•Middle School campuses provide students with opportunities to stretch their minds and learn new skills that open pathways to fulfillment, higher education, and even careers that they may have never considered. In the early days, Landmark received a donated printing press that students learned to operate and some went into that trade. Today, Visual Arts includes everthing from drawing, painting, and printmaking, to graphic design, sculpture, digital art, ceramics, and photography. 24

The Lantern

SUMMER/FALL 2021

No. 11 | Performing Arts Landmark offered students opportunities to engage in the performing arts from early on in the school’s history. Musicals, plays, dance performances, and technical theater were ways to take a break from academic pursuits and face new challenges. Performing in works that range from Macbeth to You’re a Good Man, Charlie Brown allows our students to spread their wings, challenge their minds, and soar.

SUMMER/FALL 2021

The Lantern

50 YEARS • METHOD

Auto-mechanics teacher, John Fettig, works on the Rambler with a student.

No. 12 | Industrial Arts Offering our students opportunities to gain new skills is part of our mission. The industrial arts have a strong tradition here and today include auto mechanics, woodworking, and boatbuilding at the High School and woodworking, small engines, and bike repair at the Elementary•Middle School. Many of our students have gone on to pursue additional training in these fields and have found fulfilling careers in the trades as a result. 26

The Lantern

SUMMER/FALL 2021

No. 13 | Athletics Participating in a robust athletic program has always been an important vehicle for students to learn new skills, build cameraderie, get fit, and compete against other schools. Today, Landmark offers students the opportunity to play on more than 30 athletic teams.

SUMMER/FALL 2021

The Lantern

“

Life on board a ship during a school year is very different than school on land. For instance, classes are held in our cabins and the main salon, since we do not have regular classrooms.” —Daniel Well November 4, 1984

TRIVIA Who was the original owner of the classic schooner, When and If, before Landmark owned it? 28

The Lantern

SUMMER/FALL 2021

No. 14 | Seamanship Program The Seamanship Program encompassed a range of opportunities for students to get out on the water and learn to sail on small and large vessels alike. One of the most noteworthy aspects was the Watermark program, where students lived and learned alongside highly trained faculty members aboard the Te Vega, a 156-foot schooner that made several successful transatlantic journeys.

SUMMER/FALL 2021

The Lantern

50 YEARS • METHOD

No. 15 | Tools of the Trade Elementary•Middle School teachers strive to “break the code” with our youngest students and thus have developed numerous tools to enhance visual appeal, involve multiple senses, prolong attention through game-like strategies, and instill in young learners methods that will stick with them for years to come. From the earliest tachistoscopes used to isolate linguistic patterns to colorful felts and blocks that stimulate phonetic processing, from clocks that promote executive functioning to a sight-word pond where repetition happens almost subliminally— because it’s fun—creative and individualized tools represent Landmark teaching at its best.

The Lantern

SUMMER/FALL 2021

The Lantern

50 YEARS • METHOD

No. 16 | Vocabulary Parade Experiential learning is a hallmark of the Landmark method and the Vocabulary Parade is one of the more entertaining and memorable forms of this approach. A beloved event on the EMS campus, students are challenged to select a unique word, provide a definition, use it in a sentence, and create and don a costume to embody the word. Hosted at the end of the academic year, the event illustrates our faculty and students’ creativity and humor.

The Lantern

SUMMER/FALL 2021

The Lantern

50 YEARS • METHOD

No. 17 | Counseling Meeting students where they are academically and personally transcends any specific strategy employed at Landmark. Perhaps there is no better example of this than a strong, actively engaged Counseling Department on both of our campuses. These professionals provide students with an added level of support, guidance, perspective, and a safe space to share their feelings.

The Lantern

SUMMER/FALL 2021

No. 18 | Transition and Guidance Soon after the founding of the school, it became necessary to establish best practices and services to help our students transition out of Landmark. A Transition and Guidance Department was established to meet students’ unique profiles and needs and provide ongoing support to identify the next best step—whether it be to pursue a trade, work, travel or a gap year, the military, college, or university. Today, 100% of our graduates are accepted to college and 94% choose to attend.

TRIVIA What became the familar nickname of the High School location of the Counseling Department? SUMMER/FALL 2021

The Lantern

50 YEARS • METHOD

No. 19 | Social Stars Luncheon Addressing the social and emotional needs of our students is vital to their success. Learning and practicing social skills is often integrated across the many aspects of our programs. One example is the annual Elementary Social Stars Luncheon. Students are asked to call ahead to make resevations, engage in polite conversation with their table mates, and employ their best table manners. Faculty and staff from all areas of the School are invited, making the event a memorable community gathering.

The Lantern

SUMMER/FALL 2021

“

Landmark gave my son the foundation to be confident, wellrounded, and prepared for the future. I am so thankful for the administration, teachers, tutors, counselors, residential teams, coaches, and everyone at the school for taking such good care of my son and loving him along this journey.” —Gina Mahoney-Wilson P’16

No. 20 | Student Advocates At Landmark, we are passionate about sharing what we know. The Student Advocates (p. 51) are seniors who make presentations to education students at local colleges and universities, as well as to elementary and middle school students and teachers. They share their first-hand knowledge and experience of having a learning disability. Audiences are amazed and moved by the Advocates’ candor and confidence—and they learn a lot, too! SUMMER/FALL 2021

The Lantern

No. 21 | The Bell The Bell has been a fixture on the Prides Crossing campus for decades and has served multiple roles. In the early days, it marked the beginning and end of class periods. Today its function is a bit more ceremonial. Graduating seniors ring the Bell as part of commencement exercises to represent the culmination of each students’ Landmark experience. Young children of Landmark teachers have been known to mischievously ring the bell during mealtimes.

The Lantern

SUMMER/FALL 2021

No. 22 | Dress Code The structure that Dr. Drake preached in the early days applies to a firmly enforced dress code policy today. The philosophy behind it suggests that how one looks is an extension of how one feels. In the 1970s and ‘80s, male students were required to wear a jacket, necktie, and belt to dinner. Girls wore dresses and skirts. Karl Pulkkinen, founding faculty member, recalled, “There were always a few kids in the dining hall who were either wearing jackets that were three sizes too small because they accidentally put them in the washer and dryer, or kids who were wearing something that was three sizes too big because they lost an important piece of clothing and needed to borrow a garment from another student or a teacher.”

CONTEST Post a photo of yourself wearing your favorite Landmark swag and tag it with #LMK50. We’ll randomly select one participant to win a cozy, new Landmark hoodie.

SUMMER/FALL 2021

The Lantern

50 YEARS • METHOD

No. 23 | Student Scheduling Scheduling for more than 470 students can be a challenge. Crafting a customized schedule for every student takes days and teams of teachers, academic deans and advisors, and department heads, but it offers our students a program that ultimately contributes to their success. Today, we schedule electronically, but the effort is no less intensive or individualized.

The Lantern

SUMMER/FALL 2021

No. 24 | Book Look The tradition of Book Look during the final weeks of school at EMS is an example of the individualized approach to summer reading assignments. Offering titles assigned by grade with a uniform readability is a system that does not put the individual first. Instead, the EMS librarian and literature department head assemble an array of titles to reflect interest levels of all ages at accessible reading levels. Tutors shop with their tutees and “road-test” interestinglooking items for a list that is then sent home to families.

No. 25 | Teacher Training Our Teacher Residency Program offers new faculty an on-site master’s degree in special education from Boston University Wheelock College of Education & Human Development, intensive training, mentoring, and the benefits of working with some of the most highly trained teachers in the field.

SUMMER/FALL 2021

The Lantern

SUMMER/FALL 2021

EXPANSION PART 3

Landmark has steadily grown over the years, not only increasing its student enrollment and the number of faculty and staff, but it has also expanded structurally—both on campus and off. Buildings have been purchased, repaired, and renovated to provide students with athletic facilities, classroom buildings, and dorms on the Prides Crossing and Manchester-by-the-Sea campuses. And, for a time, property was acquired on both coasts, in Vermont—and even in Canada—to expand our reach. by beth rowen ANYONE WHO HAS SPENT TIME ON CAMPUS

has heard Head of School Bob Broudo describe Landmark as a “mission with a school.” His epigram rings as true today as it did 50 years ago, when Landmark opened its doors. What’s different today is the vast reach of Landmark’s mission, made possible through Landmark Outreach and expansion efforts. While Landmark has educated thousands of students on its two Massachusetts campuses, thanks to Dr. Charles “Chad” Drake’s entrepreneurial spirit and willingness to take risks, the school has transformed the educational experience of many others across the United States and the world. Here’s a look at the many tentacles of Landmark School.

TRIVIA When Landmark was in the early planning stage, what was the proposed name of the school?

No. 26 | School Sign Hanging, carved signs have been welcoming visitors to the School since day one. Styles have changed over the years but the campuses—and these markers—are route 127 Landmarks. SUMMER/FALL 2021

The Lantern

50 YEARS • EXPANSION

No. 27 | We’re Always Growing Since the school’s founding in 1971, Landmark’s footprint has expanded and evolved to meet the needs of our burgeoning popuation. The following pages illustrate how the School has grown to accommodate students on the Elementary•Middle and High School campuses, with the acquisition of property, the expansion of others, and the construction of additional buildings.

This elegant building facing West Beach housed the Expressive Language Program at our Beverly Farms campus from 1979 to 1991.

The EMS gym is still housed in this basic metal building but now is home to a regulationsize basketball court, updated lighting, ventilation, and more.

The Lantern

SUMMER/FALL 2021

TRIVIA What EMS rival basketball team did 51-year Landmark veteran and founding faculty member, Karl Pulkkinen, coach for many years?

A group of our earliest students enjoys recess on a crisp fall day on what is now the courtyard outside the Main Building on the EMS campus. SUMMER/FALL 2021

The Lantern

50 YEARS • EXPANSION

This budget proposal details the cost of preparing campus for Landmark’s first cohort of students.

The Classroom Building on the High School campus long before it became a hub of learning.

Landmark EMS students and faculty pose for a picture in what would become the Rutter Building, which now houses the new middle school.

The Lantern

SUMMER/FALL 2021

“

I remember walking into the new cafeteria at the High School, with my kids, and thinking, Where am I? It was so grand compared to the old cafeteria. —Jim Kuhns, High School faculty

Woodworking students contributed to the construction of the Bain Dormitory.

Students, along with High School dean of students, Robb Genetelli, sign a steel beam during construction of the Alice Ansara Athletic Center. SUMMER/FALL 2021

Landmark’s Prep Program faculty when it was located in Saint Margaret’s Church.

The Lantern

50 YEARS • EXPANSION

THEN

A missing hard wood floor doesn’t stop EMS students from playing kick ball in a newly constructed gym.

NOW

Today, the EMS gym houses a regulation basketball court, climbing wall, locker rooms, staff offices, and even an environmentally efficient ventilation system.

The Lantern

SUMMER/FALL 2021

THEN

High School students enjoy dining in a solarium-style space on the ocean side of the Alexander Building.

NOW

The solarium in the Alexander Building was removed and replaced in the mid 2000s with an expansive and stately dining room for meals, dances, teacher appreciation events, and more.

THEN

A collection of used, donated, and new equipment provided opportunities for students, faculty, and staff to work out on the High School campus. SUMMER/FALL 2021

NOW

The Alice Ansara Athletic Center offers students a state-of-the-art gym with brand new workout equipment, regulation basketball court, wrestling room, team and training rooms, home and guest locker rooms, and more.

The Lantern

50 YEARS • EXPANSION

No. 28 | Landmark Outreach Landmark Outreach, whose mission is to empower students with languagebased learning disabilities (LBLD) by offering their teachers meaningful and effective professional development grounded in theory and practice, was Bob Broudo’s concept. From 1975–1977, he took time off from Landmark to develop a special education program at the American International School in Israel, where he implemented Landmark’s methodology and saw immediate results. “When I came back, I explained to Dr. Drake that I thought Landmark had an obligation to train others—to spread the word,” Broudo recalled. “In his inimitable way, Dr. Drake said ‘I’ll underwrite the program for one year and then we’ll revisit it to see how it’s going.’” Bob recruited a team of Landmark teachers to help educators in area public schools address the needs of struggling students—and Outreach was born. He secured ten $10,000 Commonwealth Inservice and Technical Assistance grants from the Massachusetts Department of Education and partnered with school districts in Brookline, Watertown, and Lowell, among others, introducing the Landmark approach to dozens of educators. Other grants followed, as well as support from then trustee Stanley Stern, a Landmark parent and staunch advocate for all students with learning disabilities. What began as a pilot program in a handful of schools has blossomed into a robust suite of professional development options for educators: online courses, an annual Summer Institute, partnerships with school districts across the country, monthly webinars, and print and digital resources.

The Lantern

SUMMER/FALL 2021

Student Advocates Landmark students also provide tips for teaching students with dyslexia and other language-based learning disabilities. Each year a group of seniors is selected to serve as Student Advocates (p. 37). They deliver presentations to graduate and undergraduate education students at local colleges and universities, as well as to students, teachers, and administrators at elementary and middle schools. They talk about how learning differences affect them in school, at work, and in other aspects of life, and how teachers can incorporate strategies and tools into their classrooms to help struggling students. Since 1995, dozens of Advocates have shared their stories, given advice, answered questions, and enlightened many.

SUMMER/FALL 2021

Southern New Hampshire University Since 2012, Landmark Outreach has collaborated with Southern New Hampshire University (SNHU) to offer online master’s and certificate programs in dyslexia studies and languagebased learning disabilities. Landmark Outreach developed the courses, which are taught by Landmark School faculty and delivered by SNHU. To date, several hundred educators have earned advanced degrees through this program.

2015–2016 Student Advocates

The Lantern

50 YEARS • EXPANSION

High School faculty members, Jamaal Dixon, Michelle Boucher, and Scott Blanchette on their 2019 trip to Mozambique.

The Lantern

SUMMER/FALL 2021

No. 29 | International Collaboration While Landmark Outreach connects with thousands of students and educators each year, Landmark teachers also share the school’s method and mission on a smaller scale, though the impact is no less meaningful. Mozambique What started in 2017 as a spring break trip to provide professional development to schools and educators in Mozambique has blossomed into a cross-cultural partnership that has touched hundreds of teachers and their students. The inaugural trip was organized by former High School faculty member, Cassie Larson, whose family runs the Sunshine Approach Foundation, part of the Sunshine Nut Company in Mozambique. The company uses a majority of its profits to support agricultural development, orphans and vulnerable children, and other altruistic organizations in the area. Since that first visit, a team of Landmark teachers has visited Mozambique each year (except 2021 due to COVID-19 restrictions), cultivated meaningful friendships, collaborated with teachers, delivered lessons and activities to school-age children, and donated thousands of dollars in Landmark teaching publications and supplies to hundreds of students. “Each year, we partner with more than 100 teachers, many of whom we reconnect with each year. They teach us as much as we teach them,” said Michelle Boucher, a High School science teacher. Japan Landmark also has a relationship with Japanese educators that dates back some 30 years. In the early 1990s, Kiyomi Ueki, whose son has dyslexia, as well as members of the Japanese Association for Children with Learning Disabilities (JALD), connected with Landmark. When Ms. Ueki asked for assistance establishing a school in Japan, Charley Haynes, who was director of Landmark’s Expressive Language Program at that time, and Terry Jennings, then Language Arts department head and curriculum developer at Landmark, visited, consulted, and shared their expertise with Japanese colleagues. In 2012, Manabu Wakuta, chief researcher at the Institute of Child Development Science Research at Osaka University, became acquainted with Landmark School. “I was looking for something special for learning disabled students,” explained Manabu, “and the Landmark teaching principles, strategies, teacher training, and support for students and families were amazing.” Four years later, Manabu visited Landmark with Kazuki Tani, a professor at Tamagawa University Graduate School of Education. They brought best practices for dyslexia and other LBLD schools back to Japan. A visit to Landmark has become an annual event. Through Outreach and these international relationships, Landmark educators—and students—have worked wonders to create a promising future for LBLD students near and far. SUMMER/FALL 2021

The Lantern

50 YEARS • EXPANSION

No. 30 | An Expanding Campus Landmark’s flagship campuses have long been in Prides Crossing and Manchester-by-the-Sea, but Landmark’s footprint can be seen in Nova Scotia, California, Vermont, and several foreign countries. Landmark College Beginning in 1982, Landmark offered a college preparatory program for students with learning disabilities who had earned a high school diploma but were not ready to pursue a postsecondary education. Based on its success, Dr. Drake envisioned establishing a college for students with learning disabilities who remained motivated to continue their education. In a case of fortuitous timing, Windham College in Putney, Vermont, had gone bankrupt and was on the market. Dr. Drake bought the campus in 1983 and recruited members of the Landmark community, Jim and Carolyn Olivier, as president and admission director, respectively, to help establish the first college in the United States dedicated to educating students with learning disabilities. Landmark College opened in 1984 with 80 students. From the outset, Landmark College was incorporated separately from Landmark School with its own board of directors. The school and the college diverged over time in their student profiles, but have always remained close. Landmark East In the mid-1970s, several students from Nova Scotia and Prince Edward Island attended the residential program at North Campus (now the Elementary•Middle School). Their parents were eager to have these young students closer to home, and appealed to Dr. Drake to open a program in Canada if they could find a property. Again, as luck would have it, the Paramount Hotel, Wolfville, Nova Scotia, was up for sale. The parents pooled their resources to purchase it, and Dr. Drake asked Rob Kahn (p. 71), a supervisor 54

The Lantern

at North Campus, and his fianceé, Mary Beth Mould, a tutor, to administer Landmark East. There was a catch. The hotel came with permanent residents. “One was a retired school inspector, who was tickled to death to be a resident in a place that was being turned into a school,” Rob recalled. Rob and Mary made several trips north after their 1978 wedding to hire and train teachers. They opened the residential school in 1979 with six students and ran the school until 1983. Now with 71 students and operated by a separate board with a Canadian faculty, Landmark East remains Canada’s only day and boarding school for students with learning differences. Landmark West Landmark’s expansion was bicoastal. Landmark West’s origins are similar to those of Landmark East. Several students from California attended North Campus (EMS), and their parents approached Dr. Drake about opening a school on the West Coast. Dr. Drake said if they raised funds and found a location, he would consider it. In short order, these families raised money and identified an empty public school building in Culver City in 1983. Landmark West was born and functioned as an additional campus under the Landmark governance model. Dr. Drake identified several Landmark faculty members who were willing to relocate to California, including David Drake, Dr. Drake’s son, who became director of the school. Landmark West relocated in 1994, when the Landmark Foundation (Landmark’s corporate name, later changed to Landmark School, Inc.) purchased a property in Encino, Calif. Landmark West was acquired by the nonprofit, Learning With a Difference, in 1997, and was renamed Westmark. All three institutions continue to educate students with language-based learning disabilities and help them reach their academic and social potential, furthering Landmark’s mission. SUMMER/FALL 2021

TRIVIA Which child in this photo has a parent who also attended Tot Spot?

No. 31 | Tot Spot Landmark’s on-site daycare center, Tot Spot, has had a profound influence on the youngest members of our community. Under the nurturing direction of Jennifer Brennan Blute, Tot Spot has laid the foundation for a lifelong love of learning for hundreds of youngsters, many of them the children of Landmark faculty and staff.

SUMMER/FALL 2021

The Lantern

SUMMER/FALL 2021

COMMUNITY PART 4

Community runs through the veins of an organization—it’s the soul of the place. At Landmark, community provides the underpinning of what makes the method so effective. Like any place where the work is intense (but rewarding), community represents many of the same traits as family: collaboration, communication, respect, and trust. by susan tomases Student Life: Fostering Gobs and Gobs of Success A student is strolling the woodsy, coastal campus talking to a counselor; the residential faculty are crammed into a conference room on the High School campus for their daily meeting; students scatter across our campuses to participate in after-school activities and athletics contests; a group of students pile into a Landmark minibus to prepare and serve a meal to Beverly residents in need. These are a handful of examples of what Student Life looks like at Landmark School. Skills for Life From day one, founder Dr. Charles “Chad” Drake knew that addressing the social and emotional needs of students was central to building selfadvocacy, time-management and organizational

skills, and ultimately confidence. This largerthan-life character (p. 6), who was also a trained minister and held several advanced degrees, was known to preach that “gobs and gobs of success” were what his young, idealistic faculty should be fostering in their students—and what they needed most. “Student Life is an essential part of the mission of the school. These are the life skills that people use everyday—like managing relationships, having a job, taking care of and respecting your body, learning to drive, seeking counseling when needed, and so much more,” said Robb Genetelli, dean of students at Landmark’s High School. “Over the past 50 years, we’ve honed a curriculum to teach these skills—explicitly—and they are woven more subtly through every interaction.”

TRIVIA Who was the first person to receive the Silver Bullet, an award presented each week to a member of the High School faculty or staff?

No. 32 | School Spirit The Viking, ever present at many Landmark sporting events, is just one emblem of school spirit. Pride in our community is continuously on display through sold-out performing and visual arts shows, robust attendance at alumni and fund-raising events, and the variety of Landmark gear students don each and every day. SUMMER/FALL 2021

The Lantern

BOB

“

Landmark helped me grow and gain confidence in myself. This helped me become more selfreliant, and I found that I wanted to take on new challenges.” —Ethan Kerr ‘21

Tara Joly-Lowdermilk, assistant academic dean at the Elementary•Middle School offered, “We look at this concept by flipping the term Student Life and seeing it as the ‘life of the student.’ We don’t fit students into activities but rather match activities to individual students. Yes, this is exercised and practiced through a range of fun and challenging activity offerings, from leadership programs and athletics, to Mountain Bike Club, dance, Community Action Team, and so much more—but these are just the vehicles to help students build greater self awareness and confidence.” Feeling Seen Joly-Lowdermilk added, “The minute the student steps out of the car, we welcome them in person and check in to gauge how they are feeling. Oftentimes, students come to Landmark with a lot of concerns about not being good enough. It’s our job to help them fill in those gaps and uncertainties. Through support and trust, they can start to express some of those vulnerabilities, step outside of their comfort zone, and then try something new like a

The Lantern

sport, Student Council, or morning meeting announcements—to give a few examples. Bit by bit, they build confidence and a willingness to take on greater challenges inside and outside of the classroom. Deans, advisors, teachers, and even other students are always at the ready to offer that next challenge.” Ethan Kerr ’21 said, “Teachers were always there—in a supportive and engaging way, not in an overbearing way, and it feels more like a family than a school. Landmark helped me grow and gain confidence in myself. This helped me become more self-reliant, and I found that I wanted to take on new challenges, like participating in Debate Club, Student Advocates, InterCultural Club, sports—even Performing Arts!” Structure in Everything You Do Former head of the Elementary•Middle School, Rob Kahn, recalled, “Chad believed that structure was what our students needed most. He was a living, breathing example of why structure is so important, and he drew on lessons from his personal experience. His desk and office tables were piled high with assorted papers, SUMMER/FALL 2021

Celebrating milestone events like birthdays was and is an important part of making school feel like home.

A group of students happily takes one of the campus golf carts for a spin during a sunny, fall weekend.

SUMMER/FALL 2021

Students dress up for a formal campus event.

The Lantern

50 YEARS • COMMUNITY

seemingly random, but he saw the big picture. He knew students needed to be able to construct a forest that made sense of the trees they were encountering.” Margaret Hamilton ’20 said, “I transferred to Landmark as a boarder half-way through the school year, moving away from home at the age of 15. Thanks to the structured level system, I was able to learn life skills that helped me navigate being on my own. This gave me a sense of independence, and also allowed me to gain the confidence to self advocate, which has turned out to be one of the most important skills I ever learned.”

Students and teachers enjoy a stroll across the bridge on the High School campus.

Self Awareness For all children, especially those with a learning difference, awareness of strengths, weaknesses, learning styles, and habits (both good and bad) is essential to building these all-important “soft skills.” This metacognitive aspect of human development is central to what makes Landmark’s Student Life program so effective, and it’s reflected in Teaching Principle number six: “include students in the learning process.” The programming and intention behind Student Life at Landmark is far-reaching and permeates every aspect of the School’s approach. From the outside it looks like weekend activities, trips, sports, learning to live on your own, taking care of your belongings, making a speech, or singing in front of your peers, but it’s so much more. It’s the millions of in-between moments that culminate in a student feeling valued, seen, and respected for who they are and what contributions they can make. And it all amounts to “gobs and gobs of success.”

Students test out a GoKart crafted from scrap wood in the woodshop. Assemble some wood, wheels, and nails, and they’re off!

The Lantern

SUMMER/FALL 2021

SOME OF OUR FAVORITE TRADITIONS dodgeball tournament

ems fall fest

ival spring carn

disney trip

EMS DAY field day

senior sunrise SUMMER/FALL 2021

The Lantern

50 YEARS • COMMUNITY

No. 33 | Graduation Commencement is a momentous occasion for Landmark seniors. It’s a day filled with celebration, tradition, and more than a few tears. Students begin the morning parading through campus, ring the Bell (p.38) outside Alexander, and walk down the Hill one last time, stopping to say a final farewell to our beloved Annie, before making their way to a packed Alice Ansara Athletic Center. Families, friends, and Landmark faculty and staff watch as the soon-to-be-graduates are ushered to the stage by bagpipers and senior marshals. “Graduation is one of the best days of the year for me,” said Bob Broudo. “It’s a day to reap the rewards of hard work, persistence, and grit.” 62

The Lantern

No. 34 | Silver Bullet Since 1988, the Silver Bullet has been presented each Friday during milkbreak to a High School faculty or staff member—by a fellow colleague—who has made a difference to the community. The first trophy was an actual live bullet! See original (defused) p. 57. The presentation has evolved from a few words of praise to emotional anecdote-filled speeches to songs and dances! SUMMER/FALL 2021

No. 35 | Annie Annie Elso, our beloved crossing guard, has been a Landmark institution since 2006. She greets every High School student by name from her perch at the bottom of the Hill and safely shepherds them across Hale St.

SUMMER/FALL 2021

The Lantern

50 YEARS • COMMUNITY

Then

No. 36 | People Stick Around It’s not unusual for faculty and staff to work at Landmark for 25, 30, or even 50 years. That’s commitment! Match the current faculty member’s photo (facing page) with their younger self (this page).

The Lantern

SUMMER/FALL 2021

Now

TRIVIA

How many positions has Bob Broudo held during his tenure at Landmark?

SUMMER/FALL 2021

The Lantern

50 YEARS • COMMUNITY

No. 37 | Traveling in Style Transportation has come a long way in 50 years—and so have safety features! Landmark continues to maintain a fleet of vans, buses, and cars to transport students to athletic events, to and from local train stations, weekend trips, community service outings, and more. For 45 years, faculty member John Fettig taught students auto mechanics and kept Landmark’s vehicles in tip-top shape.

The Lantern

SUMMER/FALL 2021

TRIVIA What year is this classic Rambler in the auto mechanics shop on the High School campus?

SUMMER/FALL 2021

The Lantern

50 YEARS • COMMUNITY

COMMUNITY

Community is one of those broad terms that can mean so much. A group of friends, colleagues, residents of a city, town, or an affinity group. At Landmark, community suggests something more deeply rooted—family. Below are a few examples of community at Landmark. Faculty: From day one, Landmark faculty bonded together as a community building a school, a

The Lantern

concept—a dream that required innovation, education, tenacity, and just plain hard work. Students: Students arrive and realize that for the first time in their lives they aren’t different. They fit in. Students struggle with many of the same learning challenges, and they feel an intrinsic connection. Educators Farther Afield: A few years after our founding, Landmark Outreach was formed to share what we know and to provide professional development workshops and courses to teachers outside the School. This created a collaborative community of educators prepared to serve more students in public and private schools around New England and the U.S.

Tot Spot: In 1983, the School was home to many faculty members having children of their own. To support them, Tot Spot (p. 55), an on-site daycare center, was established. This community spans generations of Landmark families.

SUMMER/FALL 2021

Alumni: Former Landmark students are Vikings forever. Many alumni will tell you that they made lifelong friends here. Some even serve on our Board of Trustees and Alumni Council—or just stay in touch, regularly attend events, visit campus on occasion, and support the School in traditional and creative ways. Community Service: Students from both campuses participate in thousands of hours of community service each year. Many of these hours are spent contributing time and money to the Beverly and North Shore community. We have established bonds with many of these organizations over the decades. Landmark Parents: From the first moment a student steps onto either of our campuses, their parents, guardians, and families are embraced as members of the Landmark community. We consider these folks family forever. In fact, several families are a legacy, with alumni becoming parents of students in the next generation. Fond Farewell: At the culmination of the academic year, the Elementary•Middle School and the High School host casual gatherings for faculty to toast to another year, share a few memories, and send off departing and retiring colleagues. These events embody the spirit and soul of the community. Compliments and jokes are exchanged, a few tears are shed, and everyone is reminded of how special a place Landmark is.

SUMMER/FALL 2021

The Lantern

50 YEARS • COMMUNITY

Perfect Casting:

Claire Sullivan’s New Role as Head of the Elementary•Middle School By Jennifer Schley-Johnson

The Lantern

It’s her seventh video conference of the day on a Friday afternoon, but Claire Sullivan’s eyes are bright, her questions probing, and her pen engaged, scribbling notes as a small group of faculty brainstorm ideas about continual adjustments to the program due to the challenges of COVID-19. This was a typical day during Claire’s first year as head of the Landmark Elementary•Middle School (EMS). What would have been a transition loaded with a vast array of challenges turned out to be something that no one could have imagined when she was interviewing for the position over two years ago. Claire was hired to take over from long-time and beloved former head of the EMS, Rob Kahn. Despite the unusual nature of the 2020– 2021 school year, Claire proved to be well suited for the task. “I tend to thrive most when there’s a lot going on. New challenges make me feel alive,” she said. Her extensive resumé would support this sentiment. Starting as a tutor and middle school classroom teacher in 2006, Claire was eager to undertake new roles, from coaching soccer and directing drama to teaching every subject at the elementary level. Claire then became head of the EMS Summer Program and co-chair of the Language Arts Department. She continued to stretch herself as a workshop developer and consultant for Landmark Outreach and coordinator of Landmark’s Inreach faculty training options, among other responsibilities. While many would find this array of work responsibilities a sufficient challenge, Claire’s creativity found expression beyond education. Drawn to the performing arts, but without any prior training, Claire joined the North Shore Players Community Theater. In her debut performance as a supporting character, she stole the show, friends and colleagues attest. Next

SUMMER/FALL 2021

up was a musical, “and I’m not a singer,” Claire confessed. Yet she landed the lead role in Miracle on 34th Street and performed as if she had acted for years. Needing to step onto center stage, this time during an unprecedented health pandemic, Claire remained professional, competent, and passionate about Landmark School and her work. When meeting with teachers or students, it’s common to find her listening carefully, empathizing, synthesizing information, and responding with thoughtfulness and action, all while injecting a dose of humor on the side. Peter Murdoch, an EMS language arts teacher, reflected on countless interactions with Claire: “She always balances her commitment to high standards with support and care for those with whom she works, students and colleagues alike.” One of Claire’s greatest satisfactions is helping the student become the master. She sees that moment in language arts teaching as a thrilling tipping point: “When learning something new, you’re initially supplied a script to guide you. But the real reward comes at that tipping point when your student’s understanding and confidence lets them write their own words.” While Claire has flourished in her many roles, it’s evident she possesses a particular gift in mentoring others through the same process. This is when she is in her element: directing and supporting the performers until they can play their parts and demonstrate their skills with natural confidence. Educational aministration aligns with these natural gifts. What about her biggest role yet, as head of the Elementary•Middle School? Asked how she feels having to begin at such a tumultuous time, her response came easily: “I feel at home.” Landmark is fortunate to have cast her.

SUMMER/FALL 2021

ROB KAHN, AN EMS MAINSTAY Just as Claire Sullivan stepped into the fire when she became head of the Elementary•Middle School, Rob Kahn retired as head at the end of the 2019–2020 school year in a blaze of glory—though COVID-19 denied him a proper celebratory sendoff. Nevertheless, faculty and staff—always resourceful—lavished Rob with praise for his 49 years of service at Landmark with a photo album, cards, video messages, and a drive-by parade. Rob, who took the helm of EMS in 1985, joined Landmark in 1972 as a teacher in the Summer Program. During his tenure, Rob taught language arts, served as an academic advisor, a department head, a residential staffer, launched Landmark East in Nova Scotia, and met and married fellow teacher Mary Beth Mould. Retirement didn’t mean a complete departure from Landmark. Instead, Rob remains a presence on campus, redirecting his efforts to administrative efforts, teaching, writing for Landmark’s blog, Landmark360, and coordinating the school’s upcoming NEAS&C accreditation. Landmark would not be Landmark without Rob’s finger on the pulse of so many initiatives.

The Lantern

50 YEARS • COMMUNITY

An Angler’s Spirit By Bill Chamberlain

Bill Barrett has served as head of the High School since 2015. Prior to that he held positions as athletic director, faculty recruiter, teacher, and coach. He continues to teach in the Social Studies Department.

The Lantern

We’re on Essex Bay in Bill’s boat. It’s not a fishing trip, but he’s got his fly rod. He spots some whorls, casts once, and hooks a fish. I yawn sarcastically, but his expertise is impressive, and he asks if I’d like to land the fish. I think, “Cool.” I reel haltingly because I don’t want to break the line—a rookie move. He said, “Pull it in quick, no need to make it suffer.” I glance at him thinking he is joking, but he isn’t—not a whit. The fishing story characterizes Bill because he relishes sharing things he’s passionate about. And fishing exemplifies him because it’s outdoors, purely experiential, and its harmonic traits resonate with his character; Bill is rife with empathy, compassion, humanity, and humility. Dan Brown wrote, in The DaVinci Code, “We are

who we protect...and...what we stand up for.” Bill is a living example of this. His family, friends, and coworkers know it intimately. Superb leadership has a cost in psyche and time that Bill doesn’t shirk. He is present at everything, and when moving through campus, he has a congenial smile, usually accompanied by an appropriate ribbing. He listens actively with purity while grasping his power with a light and compassionate hand. These traits allow him to manage the complex edges of human nature with grace. I’m drawn to him as a leader because of what is becoming an old-school attitude: loyalty to an institution. It means he takes ownership of all he surveys, even if it isn’t listed on his job description. SUMMER/FALL 2021

No. 38 | Hill at the High School The Hill has long been an icon of the High School campus. Students, faculty, and administrators alike announce their destination not by a building name, but by “up the Hill” or “down the Hill.” A stroll down the Hill provides a stunning view of the Atlantic Ocean—with redtail hawks often spotted perched or flying overhead.

This isn’t blind loyalty; he’s just all in. He has a topdown view that encompasses an understanding of everyone’s job, and his aim is to assimilate the physical plant and the external influences to make them work for the faculty, staff, and students. These traits define a persona that engenders trust, faith, and compassion—creating an environment that is open to discussion. His example guides us to take ownership, which begets personal growth and a freedom of space (in every sense of that word) to be creative. Thanks, Bill, for your powerful work ethic, your compassion, and your dedication to our institution. And thanks for helpin’ me/us to land the striper— literally and metaphorically. SUMMER/FALL 2021

“

Bill is rife with empathy, compassion, humanity, and humility.” —Bill Chamberlain, former High School faculty

The Lantern

50 YEARS • COMMUNITY

No. 39 | EMS Transition Ceremony At the end of each school year at EMS, faculty members, hand-picked by students, acknowledge those who are moving on from the Middle School with words of wisdom, humor, and praise. Families, friends, students, faculty, and staff are all on hand to celebrate this momentous occasion. 74

The Lantern

SUMMER/FALL 2021

TRIVIA In Landmark’s early days, the Rock was a place on campus reserved for what habit?

No. 40 | The Rock Students have been gathering on the Rock outside Alexander since day one. Its central location provides the perfect spot to chat with friends between classes, before and after school, and during free time on nights and weekends.

SUMMER/FALL 2021

The Lantern

50 YEARS • COMMUNITY

No. 41 | Slam Jam The always lively Slam Jam, a 3-on-3 single elimination basketball tournament for middle school students and a knockout basketball tournament for elementary students, has been the highlight of the Elementary•Middle School Spirit Week since 2011. It began as a fundraiser for survivors of the Japanese tsunami and has become an annual, much-anticipated event that provides support for EMS’s adopted son, Carlos, a resident of NPH orphanage in Honduras.

No. 42 | Inclusion By its very nature—and mission—Landmark School embraces and celebrates differences and diversity. But no institution is perfect, and the School has laid out a roadmap to help our students and faculty become informed, invested global citizens who have an awareness of inequality, injustice, and institutional racism.

The Lantern

SUMMER/FALL 2021

No. 43 | Community Service Landmark has a strong commitment to supporting the community, both locally and internationally. Community service projects help our students develop a stronger sense of self and a greater ability to connect with the world around them. Our students complete more than 6,000 volunteer hours each year.

No. 44 | Golden Croc Since 2014, faculty at the Elementary•Middle School have presented the Golden Croc to colleagues who have demonstrated a special achievement, trait, or act of kindness. The award was established in honor of Matt Rutter, the former Social Studies department head, who donned the quirky footwear after a car accident severely injured his legs. The award helps EMS keep Matt’s memory alive.

SUMMER/FALL 2021

The Lantern

50 YEARS • COMMUNITY

No. 45 | Health Center Not surprisingly, Landmark’s Health Centers are an essential component to fostering student health and wellness on all levels. Deans, teachers, counselors, advisors, and the nursing teams collaborate closely with each other about how Landmark can support each and every student, ensuring they have the most fulfilling experience here. 78

The Lantern

TRIVIA How many coverage teams exist today on our High School campus? SUMMER/FALL 2021

No. 46 | Duty/Coverage Coverage, originally termed “duty,” is among the many responsibilities of Landmark faculty. High School teachers remain on campus late into the night and on weekends to supervise students. EMS faculty monitor students during milkbreak, lunch, and recess. SUMMER/FALL 2021

The Lantern

Thilo Henkes P’24 Board Chair

No. 47 | Board of Trustees The Board of Trustees serves as the School’s beacon, providing vision, leadership, and management of the School. They guide the School and its leadership through both prosperous and lean times, always with the best interest of the institution and community in mind. Parents, alumni, members of the community, and people from a range of fields have served as trustees. Today, our board is comprised of over 20 loyal trustees.

The Lantern

SUMMER/FALL 2021

No. 48 | LPA The Landmark Parents’ Association (LPA) organizes teacher-appreciation events, sponsors Landmark Learns webinars, educational workshops, presentations, and other resources for Landmark School parents and guardians, and funds scholarships for graduating seniors. The LPA was the brainchild of Peggy Cook, an adminstrator at Landmark, along with parents Michelle LaMarque and Elaine Marks. They recognized a need and made it a reality!

No. 49 | Fundraising Fundraising is an essential component of most non-profit organizations, Landmark included. Our Advancement team oversees capital and annual campaigns, fosters deep connections between the School and donors, and organizes events that are fun-filled and accessible to the entire community. Emmylou Harris, the Grammy Awardwinning singersongwriter—and parent of a Landmark alumna, held a benefit concert for the school in the early 1990s. It was a resounding success—and a turning point for the School’s fundraising efforts.

SUMMER/FALL 2021

The Lantern

50 YEARS • COMMUNITY

Everpresent, Ever Loyal, Ever After By Rob Kahn

No. 50 | Bob The 2021–2022 academic year marks the end of an era for both Landmark and Bob Broudo, current head of the school and founding faculty member. He has served as head of school for 31 years.

The Lantern

This year is Bob Broudo’s last as head of Landmark School. Bob and Landmark have become synonymous, mainly because of his presence or “ever-presence” on the School’s campuses. As we look forward to a year of personal farewells, 2021–2022 will be a time to celebrate Bob’s lifetime of remarkable devotion to our School. Students of leadership are fond of sorting leaders into styles, and one could argue that Bob has tailored his style to whatever Landmark has needed over his 51 years with the community and 31 as head. His service and loyalty to Landmark’s

mission and its students have—at varied times—put him in the role of designer, guide, entrepreneur, coach, authority, delegator, servant, visionary, convener—all parts of a personality that has ultimately made him the responsive, responsible, and respected leader of our “mission with a school”: a phrase he coined to describe Landmark’s unique role in the educational landscape. Bob discovered his life’s calling early. His intellect and skill set might have taken him to the top of a range of fields. Yet, rather than a step along the way of a career path, Landmark SUMMER/FALL 2021

has become the opportunity for him to express his humanity and utilize his talents to make a difference. He is possessed of amazing energy, unflagging optimism, and relentless positivity. Thousands of students, families, and organizations have intersected paths with Bob and changed course for the better. His colleagues in the Drake Administration Building invariably find Bob already at work in his office when they arrive. His workday is a 24-hour clock. At mealtimes and break times, he roams the dining hall, injecting and enabling spirit into each conversation. Students passing SUMMER/FALL 2021

his building feel free to drop in and chat, and in that way Bob has also been a member of the guidance and counseling staff for decades. After the academic day ends, Bob attends athletic games, extracurriculars, or meetings. At every Landmark event—and there are many each day— the expectation and fact is that Bob somehow remarkably appears. His morning rounds often bring him to the arriving line of cars or to the dining room as students and faculty begin their days. Familiar faces are treated to a greeting, perhaps a friendly tweaking of a Red Sox loss or Yankees victory, a reference to something seen in class, at an event or a game, and often a handshake and introduction for first-year students or new teachers. After too many months of virtual milkbreak held via Google Meet rather than our signature faculty assemblies due to COVID-19, Bob’s presence, whether in the High School library or sitting on the Elementary•Middle School stage, is a welcome return. He brings campuses together and affirms his faith in the faculty and their work. Bob moves easily from training new teachers in Landmark history to swapping stories at snack time or with the SAGE Food Service crew at lunch. Then he’s off to wander the campus, greeting facilities team members and dropping in on a class or two to say hi. For generations of colleagues, Bob’s legacy has been to model the concern for the individual we strive for as a School. He not only adds value but also empowerment to every interaction. Perhaps most notably, Bob has always lent a sense of reassurance. Whatever your connection to Landmark, whether you are faculty, staff, family member, trustee, or student, if Bob is part of your team, you feel confident the situation is going to work out. That has never been more true than in the 2020–2021 school year—leading Landmark through a worldwide pandemic. As he finishes out his career at Landmark, the atmosphere he has fostered will endure as a hallmark of the community. Let the “Mr. Broudo” victory lap begin!

“

For generations of colleagues, Bob’s legacy has been to model the concern for the individual we strive for as a School.” —Rob Kahn

TRIVIA Bob left Landmark for two years in the 80s. Where did he go and what did he do?

The Lantern

50 YEARS • COMMUNITY

TRIVIA ANSWER KEY P. 7 What brand of cigar was Dr. Drake known to favor? A: Marsh Wheeling P. 9 Dr. Drake was often accompanied by his beloved terrier. What was the dog’s name? A: Ruff-n-Ready P. 13 Chalkboard, masonite, corrugated cardboard, sandpaper...what is another name for these objects used in the Landmark teaching method? A: Roughboard P. 16 Self awareness about one’s learning style—what we often describe as “thinking about thinking” is also known as what? A: Metacognition P. 20 What program was based on our Beverly Farms campus? A: Expressive Language Program P. 28 Who was the original owner of the classic schooner, When and If, before Landmark owned it? A: General George S. Patton P. 35 What became the familiar nickname for the High School location of the Counseling Department? A: the third floor P. 43 When Landmark was in the early planning stage, what was the proposed name of the school? A: Viking School P. 45 What EMS rival basketball team did 51-year Landmark veteran and founding faculty member, Karl Pulkkinen, coach for many years? A: Waldorf School P. 55 Which child in this photo has a parent who also attended Tot Spot? A: Milo (wearing the orange shirt), son of Emily Kahn Denoncour P. 57 Who was the first person to receive the Silver Bullet, an award presented each week to a member of the High School faculty or staff? A: Harry Dudley P. 65 - How many positions has Bob Broudo held during his tenure at Landmark School? A: 11 (see below for extra credit) P. 67 What year is this classic Rambler in the auto mechanics shop on the High School campus? A: 1964 P. 75 In Landmark’s early days, the Rock was a place on campus reserved for what habit? A: Smoking P. 78 How many coverage teams exist today on our High School campus? A: four (A, B, C, and D) P. 83 Bob left Landmark for two years in the ’80s. Where did he go and what did he do? A: Walworth-Barbour American International School in Tel Aviv. His roles were Director of Special Education K-12, and Assistant High School Principal

EXTRA CREDIT

Name all of Bob’s past Landmark roles: Tutor Social Studies Teacher Social Studies Department Head Academic Advisor (Supervisor) Houseparent Residential Team Leader Coach Founding Director Outreach Founding Director of Prep Head of High School Head of School

The Lantern

50 THINGS INDEX 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45. 46. 47. 48. 49. 50.

Dr. Charles Drake P. 6 Daily One-to-One Tutorial P. 13 Milkbreak P. 14 Two-Column Notes P. 15 Six Teaching Principles™ P. 16 Academic Advisors P. 19 Individualized Education P. 20 Small Class Size P. 21 Residential Program P. 23 Visual Arts P. 24 Performing Arts P. 25 Industrial Arts P. 26 Athletics P. 27 Seamanship P. 29 Tools of the Trade P. 30 Vocabulary Parade P. 32 Counseling P. 34 Transition and Guidance P. 35 Social Stars Luncheon P. 36 Student Advocates P. 37 The Bell P. 38 Dress Code P. 39 Student Scheduling P. 40 Book Look P. 41 Teacher Training P. 41 School Sign P. 43 We’re Always Growing P. 44 Landmark Outreach P. 50 International Collaboration P. 53 An Expanding Campus P. 54 Tot Spot P. 55 School Spirit P. 57 Graduation P. 62 SIlver Bullet P. 62 Annie Elso P. 63 People Stick Around P. 64 Traveling in Style P. 66 Hill at the High School P. 73 EMS Transition Ceremony P. 74 The Rock P. 75 Slam Jam P. 76 Inclusion P. 76 Community Service P. 77 Golden Croc P. 77 Health Center P. 78 Duty/Coverage P. 79 Board of Trustees P. 80 LPA P. 81 Fundraising P. 81 Bob Broudo P. 82

SUMMER/FALL 2021

Landmark School 2021 Board of Trustees Thilo Henkes P’24 CHAIR

Georgetown, MA Managing Director and Partner L.E.K. Consulting Michael Pehl P’21

VICE-CHAIR

Wayland, MA Founder and Managing Partner Guidepost Growth Equity Joseph H. Morgart P’12 ’22

TREASURER

Waltham, MA Alternative Investment Amundi Pioneer Investments John Leslie P’21 SECRETARY

Newton Centre, MA IHS Markit, Office of the CTO Robert J. Broudo P’11

HEAD OF SCHOOL

Beverly, MA Landmark School, Inc. Kim Hildebrandt

ASSISTANT TO THE BOARD

Beverly, MA Landmark School, Inc.

Jeffrey Alpaugh P’21 Wellesley, MA Growth and Industry Practices Leader Marsh & McClennan Harvey L. Alter ’82 Glenview, IL Executive Vice President The Alter Group Jennifer Buddenhagen P’23, ’27 Franconia, NH Chief Marketing Officer Carling Technologies, Inc. Jennifer Paul Casey P’02, ’06 Annapolis, MD Community Volunteer and Artist Nancy Crate P’17, ’21 Ipswich, MA Volunteer Alan Dachs San Francisco, CA President and CEO Fremont Group Julie Donovan P’23, ’28 Marblehead, MA Retired Senior Vice President Fidelity Investments Lori H. Freedman P’23 Winchester, MA Vice President & General Counsel Organogenesis Bill Gersh ’06 Los Angeles, CA Agent The Gersh Agency

As of September 2021

Moira McNamara James P’10 Marblehead, MA Director of Video Operations The Conference Board Robert S. Merowitz P’06 Sudbury, MA President & CEO Universal Realty Corporation Shelley Moses-Reed P’23 Greenwood Village, CO Customer Experience Executive Medallia

LIFETIME TRUSTEE *Nicholas A. Lopardo P’92, GP’20 ’22 ’23, ’24 Danvers, MA Retired, Vice Chairman State Street Corporation TRUSTEES EMERITUS Robert J. Campbell P’04 David G. Peterson P’08 Suzanne H. Sears P’02

Spencer Smitherman ’08 Mission Viejo, CA Founder/CEO Switchboard Technologies, Inc.

Catherine Slark P’01

Michael D. Tancreti P’09, ’11 Nashua, NH Chief Executive Officer Ashwood Development Company

ALUMNI AND PARENT RELATIONS

David A. Tessier P’10 Del Ray Beach, FL President Hospitality and Gaming Advisors

Gabriella Pecoraro Leone ’07 Alumni Representative

Sam Vigersky ’98 Brooklyn, NY Senior Humanitarian Advisor United States Mission to the United Nations

Martin P. Slark P’01

Mark Moreschi P’23 Parent Representative

Laura Polvinen Elementary•Middle School Representative Doug Musco High School Representative

Post Office Box 227 Prides Crossing, Massachusetts 01965-0227 CHANGE SERVICE REQUESTED

NON PROFIT ORG U.S. Postage PAID tktk, MA Permit No. tk