Landmark School Lantern Magazine, Fall 2018/Winter 2019 by Landmark School

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FALL/W INTE R 201 8–2 01 9

T H E M AGAZINE OF LANDM ARK SCHO O L

LANDMARK’S

SIX TEACHING PRINCIPLES What’s Worked Since Day One

Our Mission

K I ER A N K ES N ER â&#x20AC;&#x2122; 09

Landmark Schoolâ&#x20AC;&#x2122;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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FALL/WINTER 2018 –2019

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 Hazel Crowley Danielle Figueira Michelle Granese Scott Harlan Christopher Hunt Carl Gasowski Rob Kahn Avery McNiff Beth Rowen P’20 Susan Tomases Designer Melanie deForest-Malloy

FALL/WINTER 2018–2019

Sam Stein ’20 Brook Sumner Elizabeth Theriault ’20 Lauren Torres Christopher Woodin P’17 Jennifer Woodin P’17 Photographers Bill Ferguson Faith Hall Kieran Kesner ’09 Kristen Lamb P’22, ’24 Jenni Leikikh P’20 Magnolia Photographie Lauren Morrow Cindy Spreer

K I E RA N K E SN E R ’ 09

Contributors Kathie Babcock Michelle Boucher Deborah Chandler Anna DiPerna Nate Efinger Jill Flemming Natalia Harrison Dan Larson Dannel Malloy Kaleigh Mangiarelli Ariel Martin-Cone Lauren Morrow Deirdre Mulligan Geoff Russell Jerome Schultz, Ph.D.

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 TABLE OF CONTENTS

COVER STORY

I5 6 TEACHING PRINCIPLES

I8 Provide Opportunities for Success 20 Use Multisensory Approaches 22 Micro Unit and Structure Tasks 24 Ensure Automatization Through Practice and Review 26 Provide Models 28 Include Students in the Learning Process

30 Leonardo Day

18 30

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34 Landmark’s Elementary Program Celebrates 25 Years 36 Stress and Anxiety 38 Come Together 40 Lessons from Connecticut Governor Dannel Malloy

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DEPARTMENTS ◗ HEADLIGHT

Principles for Potential

◗ THE BEACON

Landmark’s News in Brief

◗ SPOTLIGHT

42 Faculty: Meg Arnio 44 Student: Solenn Minogue 46 Community ◗ LIMELIGHT

48 The Road Back Home ◗ PENLIGHT

50 Elizabeth Theriault ’20 ◗ STARLIGHT

52 Athletics 54 Performing Arts ◗ FLOODLIGHT

56 Alumni Notes ◗ 2018 ANNUAL REPORT OF GIVING

65 We Are a Village

52 54

FALL/WINTER 2018–2019

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 HEADLIGHT a message from the Headmaster

Principles for Potential by Bob Broudo

Landmark’s Six Teaching Principles™ are the underpinnings of our entire schoolbased program and the most consistently appreciated “takeaways” for educators who participate in Landmark’s training programs. When taught how to provide opportunities for success, use multisensory approaches, micro-unit and structure tasks, ensure automatization through practice and review, provide models, and include students in the learning process, teachers enter into a new realm of helping all students achieve their full potential. While these teaching principles may appear “basic,” when integrated into the classroom they empower educators to help all students access all curriculum areas and provide students with tools to become lifelong learners and to reach their potential. Landmark is in the fortunate position of being well established, clear in its mission, strong programmatically and economically, able to make an impact beyond its walls, and involved collaboratively with organizations, institutions, legislators, and other cohort groups throughout the United States and abroad. In all corners, the greatest concern and the most actively discussed topic is the enormous number of students whose learning needs are not being met through traditional educational programs. Generally, students are considered to be successful if they attain skills commensurate with the median skill level of 4

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their group, regardless of their cognitive ability, learning style, diagnosis, or the general context for each student. This agenda dismisses the concept of helping each student achieve their individual potential and leaves far too many students behind. Of all of the research, program development, outreach and training opportunities, and collaborations Landmark has participated in throughout its history, the implementation of a diagnostic and prescriptive approach to teaching with core teaching principles has had the most effective and positive impact on systemic change. Landmark truly is a mission with a school, focused on enabling students to access the curriculum and perform to their own level of potential. Primary pillars of that mission are Landmark’s Six Teaching Principles™ which undoubtedly are “Principles for Potential.”

The implementation of a diagnostic and prescriptive approach to teaching with core teaching principles has had the most effective and positive impact on systemic change.

FALL/WINTER 2018–2019

Beacon Landmark’s News in Brief |

SPORTS

FACULTY

THE ARTS

STUDENTS

❱❱ FALL/WINTER 2018-2019 |

SERVICE

ALUMNI

RESOURCES

❱❱ FALL KICK-OFF

KI E R AN KE S NE R ’09

EMS Family Barbecue

Aging with Grace The Eric Alexander Building is the heart and soul of Landmark School. It was the first building we obtained in 1970 and was the hub for living, learning, dining, socializing, and so much more. Thanks to the generosity of the Alexander family ’83, the building has seen several significant capital improvements over the years. Most recently, the Charles Harris Library got a major facelift, making the space more useful 365 days a year. The renovations included new interior and exterior walls and windows to replace rotted sections due to extreme weather, passing time, and tenacious critters. “The space is filled with glorious natural light, will be cool in the summer and warm in the winter, and will provide our faculty and students with a private and inspiring place in which to teach and learn. We cannot thank the Alexanders enough for their generosity, enthusiasm, and ongoing support,” said David Seiter, director of facilities.

EVENTS! SEE YOU THIS SPRING FALL/WINTER 2018-2019

Stay in the Loop CONNECT WITH US:

 facebook.com/landmarkschool  @landmarkschool landmarkschool

 The Landmark School Alumni landmark360.org

MAKING WAVES

VIKING DROP

GOLF BENEFIT

Celebrate with us at our fifth annual Making Waves concert and auction featuring John Popper of Blues Traveler at the stunning Shalin Liu performance center in Rockport, MA. See pg. 14 for details.

It’s a bird! It’s a plane! It’s a viking?!? Take a chance to win big when the Landmark Viking skydives onto Alumni Field.

Join us for one of our most popular fundraising events of the year as we take to the links at the award-winning Ipswich Country Club. Learn more at landmarkschool.org/events. See pg. 63.

WEDNESDAY, APRIL 10

The rain held off for our annual Elementary•Middle School Family Barbeque on Tuesday, September 11. Students and their parents and guardians, faculty members, and friends gathered on campus to welcome in the 2018–2019 school year. Classrooms were open, families and teachers had a chance to get to know one another, shoppers enjoyed a Landmark pop-up store well-stocked with school swag, and everyone enjoyed a delicious BBQ meal thanks to SAGE Dining Services.

SPRING 2019

MONDAY, JUNE 3

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Beacon ❱❱ Landmark’s News in Brief

News Around Campus

High School ❱❱ BRUSH WITH FAME

Gaeta Goes to Hollywood

Landmark’s Bain House Residential Advisor Michael Gaeta, or “Mikey MC” as he is known in the entertainment world, and his friend, Frank “DJ Prince” Prinzivalli, were chosen from more than 60,000 other contestants to appear on an episode of the hit FOX game show Beat Shazam. The pair taped 14 hours for a one-hour show. The episode was broadcast in September 2018. Even though they missed advancing to the final round by the slimmest of margins, Mike and Frank consider the experience an amazing one. Beat Shazam, hosted by Jamie Foxx, pits three teams of two people against each other in naming the title of hit songs as quickly as possible. Contestants who succeed in the first two rounds compete against Shazam, the popular music identification app.

NATIONAL ADVOCATE 6

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This fall the high school orientation program for day students included an interactive concert by Boston singer Casey McQuillen, who delivered an inspiring performance that incorporated themes of anti-bullying, taking healthy risks, and building self-confidence. Residential students retreated to a camp in New Hampshire for some bonding time, while day students remained on campus to complete their orientation activities.

Elementary•Middle School The Elementary•Middle School academic year opened with 167 students—the largest group ever. Students participated in orientation on the first day of school. Activities included school pictures, bus evacuation drills, getting-to-know-you games, and meet-and-greets with advisors, deans, and administrators. “In orientation sessions with faculty, we talked about the increased anxiety among students and the ways that a strong school culture and community can allay those fears,” said Head of School Rob Kahn. “One of my hopes is to make a concerted effort this year to use milkbreak as a community-building tool for faculty.”

Nicole Talbot ‘20 has been selected as a Human Rights Campaign (HRC) Youth Ambassador. Youth Ambassadors are LGBTQ advocates who draw on their personal experiences to raise awareness about the most important and pressing issues and concerns facing LGBTQ youth and to help improve their quality of life at home, in school, at work, and in their community. FALL/WINTER 2018-2019

High School Unsung Hero Award Nevada Fahey ‘21 won the first Unsung Hero Award of the school year. In September, she was honored by her academic advisor, Kathy MacMannis P ’18, for her “kind heart and for showing what true friendship means.” Nevada provided friendship and support to a Landmark friend who underwent a serious operation over the summer. Nevada kept in touch with her peer all summer and helped her transition back to school in the fall. “Landmark is lucky to have her as part of the community,” MacMannis said. Kiki Finn ’21 received the award in November. Assistant Dean of Students Andrea Meade P ’24 and Jennifer O’Riordan, Woodside house parent, presented the award. “She has been a positive member of the community and a leader in Woodside,” said Meade. “Over the last few weeks, she has encountered some challenging behaviors from her peers and has conducted herself with grace and self-reflection. She reflects upon her strengths and personal challenges, and acts according to her values.”

International Peace Day This fall, the International Group organized a celebration of International Peace Day. Students were asked what the word “peace” means to them and sampled delectable churros. Responses included “kindness,” “celebrating who you are,” “everyone is heard,” “freedom and love.”

❱❱ SPEAKING OUT

Ally Day Dozens of students, faculty, and staff participated in Ally Day at the High School in October. Student and faculty members of the Gay Straight Alliance (GSA) handed out “safe space stickers” and encouraged community members to sign the Ally Pledge, which states: “I believe that all students, regardless of sexual orientation or gender identity or expression, deserve to feel safe and supported. That means I pledge to:  Not use anti-LGBT (Lesbian, Gay, Bisexual, Transgender) language or slurs.  Intervene, if I safely can, in situations where students are being harassed, or tell an adult.  Support efforts to end bullying and harassment.  Encourage others to be Allies. “Ally Day is a day where we can show pride in and support for the uniqueness of ourselves, our peers, and our community. On this day, we show our support for the LGBTQIA+ community, whether you are an ally within or outside of the community,” said Anna Hughson ‘20, co-president of the GSA. “It is a great reminder that we should stand together and support each other on our many paths to success.”

FALL/WINTER 2018-2019

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Beacon ❱❱ Landmark’s News in Brief ❱❱ SPEAKING OUT ❱❱ HEADMASTER’S LIBRARY

Bob’s Books

2018–2019 Student Advocates Each year, a small group of Landmark seniors are selected to be Student Advocates, a time-consuming yet rewarding program. The Advocates, led by faculty members Jason Mansfield, Dan Ahearn, and Ashley Hubacz, deliver presentations to graduate and undergraduate education students, as well as students, teachers, and administrators at local schools. They talk about how having a learning difference affects them at school, work, and in other aspects of their lives.

At the beginning of the year at our all-school meeting, Headmaster Bob Broudo recommends books that he found inspiring—or couldn’t put down. Suggest one of these page-turners for your next bookclub! The Common Good, by Robert B. Reich Dare Not Linger, by Nelson Mandela and Mandla Langa Dogtown: Death and Enchantment in a New England Ghost Town by Elyssa East Lincoln’s Greatest Speech, by Ronald C. White Grant, by Ron Chernow The President Is Missing, by Bill Clinton and James Patterson The Great Alone, by Kristin Hannah

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2018–2019 Student Advocates Michael Blundin Isabella Combs Baylah Corbitt Merryl Green Samuel Lagan

Piper Nichols Pedro Slomp Thomas Stephens Patrick Sullivan Alexia Zinzopoulos

Learning How to Manage Stress

In a second-quarter educational workshop titled Stress Management, High School students learned about the evolutionary basis for why humans experience stress and how our bodies physiologically respond to stress. Then, students practiced three strategies for managing stress: art, mindfulness, and physical movement. John Michaud led students in a brief CrossFit session.

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❱❱ IN IT TO WIN IT

Landmark Idol

Educators from Afar Bring Landmark Teaching Strategies Home In October, six undergraduate students studying education at Oral Roberts University, as well as two faculty members, spent three days at Landmark, observing classes and presentations on both campuses, meeting with administrators, and learning about Landmark Outreach’s school consultation program. They eagerly soaked up instructional strategies based on Landmark’s Six Teaching Principlestm that they will share with fellow students back in Tulsa, Okla.—and someday imple-

ment in their own classrooms. In September, five Japanese educators made what has become a regular visit to Landmark. The group, led by Kazuki Tani, a professor at Tamagawa University in Tokyo, observed classes, watched a presentation by the Student Advocates, and sat in on a tutorial. The primary goal of the trip was to observe Landmark reading and mathematics methods and apply what they learn to help students with language-based learning differences in Japan.

“Best community night of the year!,” many students enthusiastically remarked as Landmark Idol 2018 came to a close. A great time was had by all who watched students and teachers lip sync to classics and the latest chart-topping songs. Kiki Finn ’21 took the prize for best performance and Anton Calvanese ’21 earned a nod for the most spirited. Thank you to DJ Nate Efinger, Host Scott Jamieson, Guest Judges Jim Kuhns, Sarah Gosse, and Doug Turnbull, and to Andy Knox ’97 for setting up the Performing Arts Center.

World Religion

In December, Samer Nasareden, the Islamic chaplain at Northeastern University who is also associated with the Islamic Society of Boston Cultural Center, spoke to the students at Landmark High School. He addressed the basic beliefs of Islam and many popular misconceptions about the faith as well as the origin of the misconceptions. Ryuoh Faulconer, a monk at the Nichiren Buddhist Sangha of Greater New England, gave an overview of the structure and philosophy of Buddhism to High School students in December. He explained how mindfulness and meditation have their roots in Buddhism and that Buddhists have practiced mindfulnessbased stress reduction (MBSR) for hundreds of years. FALL/WINTER 2018-2019

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Beacon ❱❱ Landmark’s News in Brief

❱❱ BRINGING ITII

Boys Cross Country Program Reaches New Level

Olivia Moran ’20, leading the pack

❱❱ PUSHING THE LIMITS

Athletes of the Week

The boys cross country program has been selected to move from NEPSTA’s Division 4 to Division 3. Since 2014, the boys cross country team has amassed a record of 30–5 in the Eastern Independent League (EIL), with two EIL Championship seasons (2014 and 2017). Over that same period, the team has produced 12 EIL All-League athletes and has been a top three team five years running. In this amazing stretch, the team has also won two Division 4 NEPSTA Championships and seen 14 athletes selected as NEPSTA All-Stars. The boys took second place at the NEPSTA D3 Championship meet this year and had two athletes named NEPSTA All-Star. The boy’s JV team won their third consecutive NEPSTA Championship, their first at the D3 level. “This is a direct result of the incredible success the team has worked so hard for over the years,” said Brook Sumner, Landmark School’s athletic director. “It is a real honor for our team to be pushed into the next division and another challenge for the program.”

EMS Fall Athletes Dillon Below ’23: cross country Thomas Ryan ’23: cross country Agata Markuns ’23: soccer Max Ash ’23: golf Taylor Nichols ’25: cross country

High School Hillary Ryan ’20: girls varsity soccer Olivia Moran ’20: girls varsity cross country Ian Alsop ’20: boys varsity cross country John Simpson ’20: boys JV soccer Skylur Demers ’19: varsity volleyball Gaby Kenney ’20: JV volleyball Sam Lagan ’19: boys varsity soccer Tyler Sullivan ’22: varsity golf Shannon O’Brien ’19: girls varsity soccer Andrew Meador ’19: boys varsity soccer Ryan Shea ’20 and Will O’Brien ’20: boys varsity cross country Liam Oliver ’21: boys JV basketball *Last updated on December 17, 2018.

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EMS Student Represents Massachusetts at Florida Lacrosse Tournament Kyle Weldon, an eighth grade student at EMS who plays midfield for Harvard Youth Lacrosse and the New England Twisters, was selected to the Mass Bay Colonials U14 boys’ lacrosse team. Athletes are chosen not only for their athletic ability, but also for their character and contribution to their community. He participated in the Orlando Lacrosse Open in December.

FALL/WINTER 2018-2019

All-League Honors The following students were named All-League athletes for the fall season.

2018 Winning team: Revenge of the Pancakes

Tom Mitchell Annual Volleyball Tournament The sixth annual Tom Mitchell Annual Volleyball Tournament did not disappoint! Eight teams made up of students and faculty members took to the court over two days before Thanksgiving break, seeking victory and bragging rights. Congratulations to Revenge of the Pancakes, who prevailed over Ace Jam. Thank you to Sean Anastasia-Murphy for enthusiastically coordinating the event.

Back row: Jon Genova ’20 Mr. Horan Mr. Blanchette John Simpson ’20 Ms. Torres Front row: Kindred Hurtado ’20 Liz Theriault ’20 Not pictured: Pedro Slomp ’19 Merryl Green ’19

Eastern Independent League Sam Lagan ’19: boys varsity soccer Sean Lorec ’19: varsity golf Will O’Brien ’20: boys cross country Dominic Paolini ’21: boys cross country Ryan Shea ’20: boys cross country Independent Girls Conference Anya Crowley ’19: girls varsity soccer Morgan Joyce ’20: girls varsity soccer Lily Martin ’21: girls volleyball Mass Bay Independent League Olivia Moran ’20: girls cross country

Special Olympics Soccer Tournament In November, 77 bleary-eyed teenagers and eight teachers woke at dawn and set out to volunteer at the Massachusetts Special Olympics State Soccer Tournament at the Governor’s Academy in Byfield. The students were assigned a particular team, and they spent the day with that team, cheering players on during games, getting lunches for them, and hanging out with them between games. They acted as buddies to the team members and helpers for the coaches. “There is no other activity during the school year for which our students volunteer in such large numbers—not to mention the sacrifice of precious Sunday morning slumber,” said Rev. Bill Ferguson, who organized the trip. FALL/WINTER 2018-2019

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Beacon ❱❱ Landmark’s News in Brief ❱❱ GIVING BACK

Holiday Spirit In true Landmark spirit, members of the community banded together over the holidays to help local families in need. The Student Council organized a food drive for the Open Door Food Pantry in Gloucester. Some 975 pounds of food were donated by the High School community. Another tradition on the High School campus is participating in the gift-giving programs run by Beverly Bootstraps and the Beverly Children’s Learning Center. More than 65 people at Landmark bought holiday gifts for 147 children whose families are struggling financially. In the days leading up to Thanksgiving, high school students wrote thank-you notes to important people in their lives. They followed that activity by writing expressions of appreciation for people or things for which they are thankful on cut out turkeys and leaves. The sentiments were placed on a tree in the foyer in the Swalm science building. During Thanksgiving week, students in the Elementary Program made thank-you letters and cards for Manchester-by-the-Sea public employees. A group of students hand-delivered the cards and small bags of candy to workers in the fire, police, and public work departments, library, and post office.

Green Team A group of concerned students on Student Council along with other elementary students have joined together to promote recycling at EMS. They are encouraging students and staff to choose reusable cups, mugs, and water bottles, since paper cups cannot be recycled. Green Team students are making announcements and creating posters to raise awareness about what can and can’t be recycled on campus.

Start with Hello Week In September Landmark Elementary•Middle School students and faculty participated in Start With Hello Week, part of the Sandy Hook Promise organization’s initiative to decrease social isolation and promote inclusion. It was an event-packed week, with students engaging in a variety of activities to foster a sense of connectedness and display kindness and empathy. Students made bookmarks, listened to the student MilkBrake Band, gave and received compliments, said hello to students and teachers they may not know, and took part in “Mix-it-Up” lunches. 12

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FALL/WINTER 2018-2019

Leaf-Raking Marathon

More than 110 high school students eagerly set out across Beverly in November to take part in a New England fall ritual—and Landmark tradition: leaf raking. They raked leaves and tidied up yards for local elderly residents. Thank you to the hard-working students, the houseparents who coordinated the rakers, and Rev. Bill Ferguson, who organized the event.

❱❱ YOUNG LEADERS

Student Council

ELEMENTARY•MIDDLE SCHOOL In late September, 25 students ran for positions on the Student Council. Students prepared and delivered speeches to their schoolmates and were rewarded with thunderous applause and an overwhelming response. Spirits were high and the mood friendly and collegial. The decision was unanimous—ALL students running deserved the right to sit on this year’s Student Council. It’s the largest group ever! EMS Student Council Members Elementary: Alex Alfieri ’26, James Aloi ’27, Zachary Boesen ’26, Paige Bottarelli ’26, Maggie Conly ’27, Hadley Davis ’26, Kenady Dorr ’26, Cole Eidson ’26, Will Hart ’26, Myles Hernandez ’27, Harrison Hilaire ’26, Jack Leidner ’29, Cole Regan ’27, Nico Santosuosso ’26, Clara Steffen ’27 Middle School: Elijah Anderson ’23, Julia Bottarelli ’23, McKenzie Burke ’24, Abby Cournoyer ’25, Catherine Fee ’25, Solenn Minogue ’23, Nathaniel Standley ’25, Dylan Timpone ’23, Rose Werner ’24

Farm Hands

In October, a group of Elementary•Middle School students volunteered at the Trustees of Reservations at Appleton Farms in Ipswich. They performed a variety of barnyard chores, including sweeping the barn, clearing sticks, and brushing the goats.

HIGH SCHOOL Landmark students voted to elect Student Council officers in September. Gillian Garvey ’19 won the race for president, Joseph Membrino ’20 secured the vice president slot, and Ethan Kerr ’21 will serve as treasurer. Candidates bravely delivered speeches in Ansara, outlining their platform and explaining what makes them the strongest candidate for the job. FALL/WINTER 2018-2019

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MAKING WAVES

5 th A N N U A L S P R I N G C O N C E RT A N D AU C T I O N

April 10, 2019 Take in the spectacular scenery

at the Shalin Liu Performance Center as you enjoy our featured artist, John Popper of Blues Traveler, the musical talents of students, and a lively auction. Purchase tickets at: landmarkschool.org/events Contact us to learn more about sponsorship opportunities. Katie Mullen, director of Annual Giving kmullen@landmarkschool.org â&#x20AC;˘ 978-236-3408 14

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6 Teaching

Principles

––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

Provide Opportunities for Success

Use Multisensory Approaches

Micro-Unit and Structure Tasks

Ensure Automatization Through Practice and Review

Provide Models

Include Students in the Learning Process

FALL/WINTER 2018–2019

Many professional visitors to Landmark wrap up their visits by observing: “It’s really remarkable to see the same materials and methods used by teachers in many different classes.” That’s no accident. Visualize Landmark as an inverted pyramid. The pyramid’s wide base is 478 students and 252 teachers in hundreds of classes going about their business each day. Below the surface, the pyramid’s base narrows to an underlying point. Despite widely different experiences and individualized classes, all teaching at Landmark tapers to that origin point of Six Teaching Principlestm that have existed since the school began. These core principles inform the school’s deep-rooted philosophy. Their influence and expression are what visitors perceive whether they visit a second grade or 12th grade classroom, a study hall, a dorm, or a sports venue at Landmark. The Lantern

Six Teaching Principlestm are the result of reflection and mentoring by a dyslexic student who became a teacher. Charles Drake thought about what did and did not work for him and others like him and formulated a practice. First, don’t repeat the errors of traditional teaching when confronted with diverse minds. Let students experience success, not repeated failures, so they build confidence and resilience while acquiring language skills. Successful interactions are key to establishing trust and motivation. Second, recognize that traditional teaching— text-based and lecture-oriented—is adequate for some learners but leaves out others. Teach through multiple senses: vision, hearing, movement, and touch, to reinforce brain connections. Learning can take many forms, and more paths to the desired end maximize reinforcement. Next, beware of paths where increments are out of sequence, oversized, or poorly paced. A success-oriented teacher should have a clear chain of micro-units, each building logically from those preceding, so that students are inevitably led to the goal. Realize that skills must be reinforced until they are habits, the result of hours of practice and review. Automatized learning is learning at the deepest level, a level that relieves the strain on working memory because the response is ingrained. That review and practice must be meaningful, based on models for the desired result that guide students to produce successful outcomes. Finally, give respect and credit to your students by partnering with them in the endeavor of learning. This principle fosters self-advocacy, perhaps the most often-cited tool, along with reading proficiency, that students take as their legacy from Landmark. Why have these six principles endured for 50 years at Landmark? They are essentially a recipe for the population, mission, and secret 16

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––––––––––––––––––––

The

Reclaim education

for all learners by meeting students where they are and looking for ways that all can learn. FALL/WINTER 2018–2019

A lot has changed since our founding, but our Six Teaching Principlestm remain the bedrock of our approach.

to Landmark. They are logical, sequenced, and comprehensive. Recognize that all students arenâ&#x20AC;&#x2122;t served well by one way of teaching, and that a history of school failure has terrible consequences for individuals and society as a whole. Reclaim education for all learners by meeting students where they are and looking for ways that all can learn. Finally, recognize that diverse learners have gifts and talents to offer, in their personal learning process and for the world at large. What Landmark provides is the confidence and tools to move forward and unlock their potential. Introduction by Rob Kahn FALL/WINTER 2018â&#x20AC;&#x201C;2019

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PRINCIPLE

Teachers meet students at their level of ability and incrementally introduce more challenging skills. Experiencing success fosters confidence and empowers students to take on greater challenges.

o. —

N 1

Provide Opportunities for Success 18

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K What I KNOW

The Pilgrims came to the New World (America) from England because they were not happy with their king.

W What I WANT TO KNOW

L What I LEARNED

have on the ship for their voyage

Pilgrims to support the

How much food did the Pilgrims to the New World?

.............

Build on current knowledge base with a K-W-L brainstorming activity.

.............

– –TR– Y– T–H–I S– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – The king still taxed the British army.

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Providing students with opportunities for success is key. Failure and poor selfesteem often result when teachers challenge students beyond their ability. Landmark begins teaching students at their current level of ability. This approach improves basic skills and enhances confidence. As Landmark teachers introduce each new skill, they provide basic examples and assignments to build confidence and keep students from becoming overwhelmed. As the information becomes more challenging, teachers assign students easier problems to supplement the more difficult ones. In this way, those students who are having trouble with the material complete at least part of the assignment while they work at understanding and learning to apply new information. Teachers provide students with whatever structure is necessary to help students be successful, such as study guides for tests, templates for writing, and guidelines for projects. Only with a solid foundation of basic skills and confidence can students make progress. That is why it is key to provide them with opportunities for success. NOTE: Providing opportunities for success is the most basic of the building blocks of the Landmark approach. If the other five principles are applied effectively they should all lead to the student experiencing and being aware of their success.

IN PRACTICE

“Academic advisors use goal sheets to help students make positive decisions. This allows teachers to provide constructive and positive feedback in person and on the goal sheet. They also allow the student, teacher, advisor, and parents to be informed of the patterns of behavior and the goal(s) that the student is working toward.” —Geoff Russell, EMS academic advisor

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––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

DEFINITION

Expert Advice ›M ake time at the beginning of

each class to post and review the day’s agenda.

›D o not overload students’ auditory

processing ability. Avoid ongoing verbal encouragement while students are trying to work (e.g., “You can do it.”).

› Simplify visual information on the

board, worksheet, or class web platform so students can focus on one or two topics or math problems at a time.

› F rame suggestions or directions in a

positive way (e.g., “I’d like you to hold your pencil still.” Instead of “Stop tapping your pencil!”).

›H ave students verbalize directions prior to attempting tasks to ensure that they understand the expectations.

›H elp students set goals to be more productive, focused, and to foster accountability (see example below). TRY THIS:

GOAL WORKSHEET Student’s Name: Period

Goal #1 Use expected tone with teacher

Goal #2 Raise hand with less than one reminder

Language Arts





Social Studies



Math





Science





Tutorial



KEY  Student achieved goal independently  Student needed explicit feedback to achieve goal

 Student was unable to achieve goal

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PRINCIPLE

Chris Woodin, head of Landmark’s Elementary•Middle School Math Department, knows that students learn best by doing. His curriculum uses a vast array of multimodal strategies.

o. —

N 2

Use Multisensory Approaches – –TR– Y– T–H–I S– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

Provide Multisensory Models

# to make 1 whole

From Whole-to-Part

There are 6 shoes. It takes 2 shoes to make a pair. How many pairs can be made?

# wholes

all the parts you have Concrete

Representational

Abstract

6 -6 0

Extracted from Multiplication and Division Facts for the Whole-to-Part Visual Learner, by Christopher L. Woodin

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FALL/WINTER 2018–2019

Multisensory teaching is effective for all students. In general, it means presenting all information to students via three sensory modalities: visual, auditory, and tactile. Visual presentation techniques include graphic organizers for structuring writing and pictures for reinforcing instruction; auditory presentation techniques include conducting thorough discussions and reading aloud; and tactile presentation techniques include manipulating blocks and creating paragraphs about objects students can hold in their hands. Overall, implementing a multisensory approach to teaching is not difficult; in fact, many teachers use such an approach. It is important, however, to be aware of the three sensory modes and to plan to integrate them every day.

IN PRACTICE

“We recently talked about physics (motion, momentum, speed, velocity, Newton’s Laws, etc.) in my physical science class. I had my classes participate in a roller coaster competition, in which they built roller coasters out of paper and tape to get a marble around a loop, over a hill, and around two turns, based on their knowledge of the physics concepts that we had talked and written about. Using multiple modalities allowed students to see the concepts come to life, and they were engaged and interested. Students were also engaging in teamwork, accessing their long-term project planning skills, and utilizing vocabulary in context.” —Michelle Boucher, High School faculty

FALL/WINTER 2018–2019

DEFINITION

Expert Advice › S upplement discussions and lectures with graphics, pictures, and other visuals for clarification.

› P resent information through

multimodal activities to give students a variety of access points for the content.

AUDITORY: speaking/listening TACTILE: touching/being touched KINESTHESIA: moving/being moved VISUAL: imaging in the mind’s eye/ seeing

›H ave students illustrate a concept in

writing or kinesthetically (e.g., acting something out).

› Reinforce skills with hands-on learn-

ing in electives and extracurriculars, such as bike repair, music, digital arts, woodworking, and auto mechanics.

› I nvite students to work in pairs

and move around the classroom, brainstorming, drawing, and moving.

› P rovide time for oral rehearsal of ideas before writing.

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PRINCIPLE

o. —

N 3

At Landmark, our daily one-toone tutorial is an ideal time to take on challenges, break down school work into manageable parts, and master new skills.

Micro-Unit and Structure Tasks 22

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FALL/WINTER 2018–2019

DEFINITION

Effective teaching involves breaking information down into its smallest units and providing clear guidelines for all assignments. This is especially important for students with learning disabilities. Micro-uniting and structuring are elements of directive teaching, which Landmark consistently uses with students. Micro-uniting means analyzing the parts of a task or assignment and teaching those parts one step at a time. Teachers organize information so that students can see and follow the steps clearly and sequentially. As students learn to micro-unit for themselves, they become less likely to give up on tasks that appear confusing or overwhelming. Consequently, these strategies enable students to proceed in a step-by-step, success-oriented way.

IN PRACTICE

“Students worked through the five-step writing process for three separate papers over the course of 10 weeks. They followed templates for each step of the writing process, participated in many rounds of edits, and adhered to both progressive and final due dates. Once done with the written elements, they created additional elements for their magazines and wrote poetry, designed ads, and generated a variety of other creative pieces. Their favorite (and perhaps the most frustrating) part was putting it all together, and seeing their work in a real magazine format.” —Lauren Morrow, High School faculty

–––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––

Expert Advice › Activate relevant knowledge base, then connect new concepts to previously learned material.

› In math, get students to visualize and

STORY listen to theme-related book 10:45 - 10:57

interact with the whole concept, take it apart, and then reassemble it.

› Use a template to plot the steps for

HOMEWORK assign new/go over old 10:10 - 10:20

writing different types of sentences, paragraphs, or essays. Don’t move on until everyone fully understands the concept.

› Break down workload of learning,

reading, and participating into manageable pieces to encourage better comprehension. Tackle the tasks you don’t want to do but need to do first. This sense of accomplishment can fuel the rest of the day.

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WRITING work on personal sequence narrative 10:35 - 10:45 CURSIVE PRACTICE 10:20 - 10:25 SEQUENCE STORY 10:25 - 10:35

Post the class agenda within the face of an analog clock so

›

› Deliver information in small chunks.

students can VISUALIZE THE PASSING OF TIME. Posting a syllabus on a calendar is another version of this.

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PRINCIPLE

o. â&#x20AC;&#x201D;

N 4

Automatizing facts kinesthetically, verbally, and visually integrates them into memory storage for efficient retrieval.

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co l o r f ul

lo co

Ensure Automatization Through Practice and Review

FALL/WINTER 2018â&#x20AC;&#x201C;2019

Automatization is the process of learning and assimilating a task or skill so completely that it can be consistently completed with little or no conscious attention. Repetition and review (spiraling) are critical. Sometimes students appear to understand a concept, only to forget it a day, week, or month later. It is not until students have automatized a skill that they can effectively remember and use it as a foundation for new tasks. Teachers must therefore provide ample opportunities for students to repeat and review learned material. For example, the Landmark writing process emphasizes practice and consistency. Students always brainstorm, map/outline, draft, and proofread in the same way. This provides them with an ongoing, consistent review of learned skills.

IN PRACTICE

“In language arts we use card-sorting and Go-Fish games daily and weekly to practice different parts of speech and grammar rules. This strategy utilizes several of Landmark’s Teaching Principlestm. It’s multimodal (#2), helps micro-unit the information (#3), and supports students’ practice and review (#4). Students are also forced to “figure it out,” which gets them to move beyond learned helplessness without even realizing it, because they are having fun!” —Kaleigh Mangiarelli, High School faculty

te e l th

Students practice parts of speech and rules of grammar by playing a card game developed by faculty member Kaleigh Mangiarelli. Play, interaction, and practice helps students learn—and master—skills and concepts.

ath

letic

DEFINITION

Expert Advice › B efore moving ahead in the curric-

ulum, build in rehearsal of physical, oral, and written activities to spiral back to previously learned skills and content to enhance competency.

›N ever sacrifice accuracy for speed.

Deep learning that sticks often takes time.

› C ollaborate with students to help

establish routines and make tasks more automatic.

› S trive to have students perform a

new skill at least three times per class while slowly removing structure and support.

› A ssign homework that reviews a

variety of previously acquired skills that are no longer at the instructional level.

› U se similar worksheet designs across all academic subjects to emphasize clarity and repetition.

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PRINCIPLE

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Faculty member Deirdre Mulligan displays the example of Mulligan Island for her student, Ella Graham ‘26, who created her own map to learn about key, legend, gridlines, compass rose, scale, and more.

Provide Models ––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––––– TR Y T H I S :

From Jennings & Hayes, 2018, p.105

Providing models is simple, yet very important. It is one of the most effective teaching techniques. Models are concrete examples of what teachers expect. They do not mean that teachers are doing assignments for students. They are standards to which students can compare their own work. A model or an example of a completed assignment serves as a springboard for students to begin the assignment. For example, teachers should give students a model of a sequential paragraph when teaching basic sequential paragraph writing.

IN PRACTICE

“In our Early Childhood Education class, we asked students to create children’s books explaining ‘how babies are made.’ We read them a few examples to provide visual and oral structure, and then gave them blank, hardcover books. The assignment provided students with an opportunity to be creative and explain a complicated process using simple language. Their final products were terrific!” —Ariel Martin-Cone, assistant academic dean, High School Chloe Kinteris ‘19 shows the book she wrote and illustrated to explain to young children how babies are made. The books in the foreground are the models she used for inspiration and guidance.

FALL/WINTER 2018–2019

DEFINITION

Expert Advice › C learly explain the goal and the action plan for a given activity, task, or project so students can understand the big picture and the end goal.

› F or written work, discuss and

review models of sample writing assignments.

› U se mirrors to model how the mouth

is shaped and moves to cue students learning phonics and to improve phonemic awareness.

› I nvite students to generate their own examples of models to engage them more deeply.

›H elp students create a resource

binder to use when they leave Landmark, which they can refer back to at any time.

› P rovide examples on every worksheet, especially homework assignments, to be used as templates. (see example below).

TRY THIS:

DISTRIBUTIVE PROPERTY Model Problem:

¼ (16A-8)=22 ¼ x 16A - ¼ x 8 = 22 4A - 2 = 22 +2 +2 4A ___ = 24 ___ 4 4i A = 6i

Solve the equation:

L (6A-3)=9

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PRINCIPLE

Jacqueline Bianculli ‘26 carries out her daily job of passing out writing folders to her classmates. Students feel more invested in their education if they are included in the process.

o. —

N 6

Include Students in the Learning Process – –TR– Y– T–H–I S– – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – – –

Self-Rating: Circle your rating

Then reflect on how you could increase your ratings tomorrow.

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Needs improvement

Satisfactory

Excellent

Homework Effort

Classwork Effort

Participation

Behavior

Focus/Attention

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Students are not passive receptacles to fill with information. They come to class with their own frames of reference. Their unique experiences and knowledge affect them as learners and should be taken into account. Therefore, during every exercise, teachers should accept student input as much as possible. Teachers should justify assignments, accept suggestions, solicit ideas, and provide ample time for students to share ideas. They should include students in assessing their own progress by reviewing test results, written reports, and educational plans. Creating and improvising opportunities to involve students in the learning process allows students to become aware of how they learn and why certain skills benefit them. As a result, students are motivated and more likely to apply those skills when working independently. In short, an included student becomes an invested student who is eager to learn.

After students discuss the plan for their tutorial session or homework assignments, they transfer them to their own notebook. Being spoken with, not to, is an essential part of a student feeling valued.

IN PRACTICE

“Setting goals has proven to be a successful way to get students to buy into academic tasks, reduce complaints, and encourage progress.” —Deb Chandler, academic advisor, EMS “In our ongoing quest to foster healthy decision making and destigmatize conversations around mental health, we invite students to co-lead discussion groups and to serve as ambassadors to the larger school community.” —Dan Larson, counselor, High School

Special thanks to Scott Harlan and Chris Hunt for collecting materials to illustrate these teaching principles. FALL/WINTER 2018–2019

DEFINITION

Expert Advice › C ultivate students’ self awareness of

their learning style (metacogniton) by helping them analyze their thought process, planning, and execution.

› G uide students to assess their

progress by reviewing test results, reports, and their Individualized Education Plan (IEP).

› I nclude students in the daily agenda and plan for their tutorial.

›W ork with students to set and

articulate specific, measurable goals.

› Take the time to engage each

student, seize the moment, and have conversations that matter.

› C reate a “full value contract” that identifies desirable attitudes and behaviors for each class.

› P rovide opportunities for students

to evaluate and report back on strategies that are effective for them. (See example below from a test reflection sheet.) TRY THIS:

TEST REFLECTION For the next test, which of these study strategies are you going to use?  l ook at problems from homework or classwork  r e-try problems from homework or classwork m ake flashcards for vocabulary or math facts  make up my own problems from review materials  study with a friend or parent (circle)  review notes from WoodinMath.com

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Leonardo Day by Beth Rowen

When one thinks about the atmosphere at Landmark School, “community” and “collaboration” are among the first words that come to mind. Both were on full display on the High School campus during Leonardo Day, a school-wide multi-disciplinary event held on October 4. 30

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FALL/WINTER 2018–2019

Teachers and students participated in more than 20 hands-on activities throughout the day that celebrated, reflected on, and mirrored the life and work of Italian polymath Leonardo da Vinci. Da Vinci, the definitive Renaissance man, studied—and in most cases gained renown in—painting, sculpting, architecture, science, math, engineering, anatomy, geology, astronomy, botany, writing, history, and cartography.

Curiosity, Imagination, Ingenuity Da Vinci led a life of curiosity, imagination, and ingenuity, and those attributes were incorporated into each program. In the Leonardo’s Bridge activity, students worked together to build a replica of Da Vinci’s self-supporting bridge that they would then be able to climb over as a trust exercise. They used wooden support boards and dowels to construct the bridge. The activity emphasized communication, problem-solving, teamwork, and perseverance. “While it was certainly a challenge at times, the students worked together and found a solution to construct a safe and solid structure,” said Trevor Ward, a language arts teacher. “It was awesome to see them overcome multiple setbacks before confidently crossing the completed bridge that they built together.”

“ While it was certainly a challenge at times, the students worked together and found a solution to construct a safe and solid structure.” —Trevor Ward

Design a Building Students learned about Leonardo as an engineer, architect, and urban planner. After the Black Plague, most of Milan was destroyed. Leonardo wanted to rebuild the city with majestic, symmetrical structures and a system of canals to help simplify transport and maintain improved hygiene. Students built symmetrical structures and then combined them to lay out a city that they named Leoland. FALL/WINTER 2018–2019

Nature as a Medium Students were fully engaged in the activities, even if the conditions were challenging. In the Walking on Water exercise, students crafted flotation devices using cardboard boxes, duct tape, and pool noodles. The project was inspired by Leonardo’s walk on water shoes (and possibly also by the movie Ever After, in which a character, Leonardo, propels himself briefly across a pond). Landmark students didn’t have the advantage of a still body of water. Instead, they were confronted with a choppy swell in the chilly Atlantic. One group of students built their water shoes by putting five noodles under each “shoe” and one on each side. They used tape to make footholds inside the box, which was covered by a trash bag. Vitalij Markuns ’22 succeeded in taking two or three steps in the water. “It was hard because of the waves, but I consider it a success,” he said. “I think the placement of the noodles helped with balance.” In Mathematical Beauty in Nature, students walked around campus and the surrounding woods to look for symmetry and patterns. On close The Lantern

inspection, pine cones revealed the Fibonacci sequence, a series of numbers that when plotted create a spiral. The Fibonacci sequence has informed much of our understanding of modern-day mathematics.

Landmark Rooms Transformed Social Studies Department Head Morgan Talbot and Sssistant Department Head Khiet Chhu devised four “escape” or puzzle rooms. In one room, there were several puzzles that students had to solve to earn a letter. Once the puzzles were solved, the letters spelled “pietra,” which means “stone” in Italian. There was plenty of extraneous information throughout the room, and students had to discern what material pertained to each puzzle. Peter von Tetzchner ’21 was the spokesperson for the room. “It was frustrating at first for everyone because we were

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Kanella Zaralides and Danielle Phillips, dressed as da Vinci and the Mona Lisa, shared information about Leonardo as an artist. They displayed a replica of the pen-and-ink drawing Vitruvian man, which illustrates ideal human proportions. They also shared images of The Last Supper and explained how this was one of the first paintings to show perspective.

disorganized,” Peter said. “But we figured out how to work as a team to solve the puzzles.” Visual Arts faculty member Kelly Howard led students through a demonstration of how camera obscura works by having them join her in a darkened room with one small pinhole to let in light. Directly across from the pinhole, images from outside were projected onto the wall upside down. Through research, da Vinci realized that this is exactly how the human eye sees things. The chemistry lab was the setting for the Sistine Chapel, where students laid on their backs and painted the “ceiling” of the chapel. They experienced the discomfort and challenges of such painstaking, intricate work.

A Year in the Making Organizing such an ambitious event required skills on par with Leonardo’s. Ben DiFrancesco, a science department faculty member, conceived of the idea in the fall of 2017. It took a full year of planning to bring his plan to life. “Leonardo Day resulted from my research into collaboration and cross-curricular planning as part of my mentorship program,” DiFrancesco said. “I was inspired by other faculty who already reach across subjects to do creative things—Bill Chamberlain, Doug Walker, Adam Craig, Brigid Houlihan, and Andrea Meade, to name a few. STEAM (science, technology, engineering, art, math) is a constant buzzword in the educational community and this presented itself as a perfect opportunity to showcase its value.” Reflecting on the day, DiFrancesco observed that Landmark lived up to its reputation as a collaborative community. “Leonardo Day went great! It was a product of community involvement,” said DiFrancesco. “Everyone contributed to make the day run smoothly. Faculty and students took full advantage of the creativity of the experience. I think the students really enjoyed the diversity of the lessons.” FALL/WINTER 2018–2019

Leonardo Day Activities Mechanical Mind of Leonardo Walking on Water Document Event If Leonardo had a Laser Cutter Broadsheet News of the Day / Contour Mapping Dissect Sheep Eye Leonardo’s Rule Cheese and Bread Making Design a Building Leonardo’s Bridge Painting Upside Down Leonardo Glider Drones Drones Drones Modern Leonardo Camera Obscura and Golden Mean Escape Room x4 Invent Your Own Creation Field Activities Video/Pix Mash Up Nap (polyphasic sleep patterns) Board Games Mathematical Beauty in Nature Anagrams Mona Lisa Paint by Numbers Look at Shapes in Art

Bread, Cheese, and Butter Making Da Vinci was a vegetarian who preferred food to be “well cooked and simple.” You can’t get more simple than bread and cheese, which were staples of his diet. Throughout the day, the aroma of fresh baked bread permeated the first floor of Governor’s Landing. “We’re demonstrating to students that bread and cheese are traditional foods that not only provided sustenance but were also practical because of their natural preservatives. Both could be stored for long periods of time and transported over long distances,” explained science teacher Jennifer Kuhns. FALL/WINTER 2018–2019

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THEN Landmark’s Elementary Program Celebrates 25 Years By Kathie Babcock, Jill Flemming, and Rob Kahn When Jill (Maroni) Flemming returned to Landmark this fall after what she terms an “18-year maternity leave,” she rejoined Elementary Program Coordinator Kathie Babcock as a living link to Landmark history—the founding of our Elementary Program in 1994. Celebrating its 25th anniversary, the Elementary Program comprises a third of our Elementary•Middle School, but it was far smaller in its early days. “We began the program with four teachers, nine students, and two small classrooms on ‘North Campus’ as EMS was called in those days,” recalled Kathie. Jill was one of four original teachers and she recalls some nitty-gritty planning decisions. 34

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“Creating this early intervention model for the first time meant making big decisions for little people. As instructors we had to consider not only the physical limitations of the younger students, but our academic programming also needed to be redesigned to address a much younger student than we had originally taught.” Today, the program typically enrolls around 50 students with eight lead teachers. Their base of operations on the second floor of the Main Building also includes a meeting space; offices for deans, advisors, Counseling, and Speech and Language; a dedicated computer room; and tutorial and curriculum spaces. Integrated into the Elementary Program

“ Creating this early intervention model for the first time meant making big decisions for little people.” —JILL FLEMMING

FALL/WINTER 2018–2019

NOW day are initiatives that have grown over the past decades such as Keys to a Better Me, Social Thinking, enrichment activities, library, music, counseling, Relaxation Response, Mix-It-Up Lunches, and more. “I was amazed at how many changes there have been to the campus!” Jill noted when she returned this fall. “Walls, staircases, and bedrooms that were once part of a dorm have been beautifully renovated into a new Elementary Program wing. The Rutter Building now stands where our playground swings used to be, and a new playground complete with monkey bars has taken their place.” “Activities have scaled with the times but not necessarily changed,” noted Kathie. “Pizza Movie nights—once enjoyed on TV/VCR units in the small classrooms—are now events in the EMS Meeting Room with a big screen and sleeping bags.” Rob Kahn, EMS head of school reflected: “Deb Blanchard, Kathie Babcock, and the original teachers FALL/WINTER 2018–2019

did an amazing job conceptualizing this program back in the ’90s. It was truly an example of a need that was anticipated, resources identified, and a careful foundation established. Kathie, Deb, and Jill represent not only a link to the past 25 years, but a testament to what is best about Landmark: a carefully considered meshing of original philosophy with necessary adaptations to meet changing demands.” Kathie laughed and added, “Who knew back in September of 1994 how this idea would grow? And with all the attention now on early screening and diagnosis, who knows what the future will bring?”

Since its founding in 1994, Landmark’s Elementary program has grown by an astounding 466%! The program was comprehensive right from the start, offering extracurricular activities in addition to a full complement of academics.

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Stress and Anxiety: An Overview, Their Effect on Learning, and Strategies for Mitigation

This article is part one of our Stress, Anxiety, and Learning series. Chevron-circle-right Read more at landmark360.org.

By Jerome Schultz, Ph.D.

Most children will experience some form of stress or anxiety during childhood. Temporary stress and anxiety are normal and typically harmless, but more severe forms can have a lasting toll. Most of my writing, webinars, and keynote addresses over the past decade have focused on the impact stress has on learning, emotions, and behavior in students from preschool (yes, unfortunately!) through college. I’ve come to believe that stress is one of the most important factors underlying efficient learning and also one of the most under-recognized impediments to successful and joyful learning (and teaching). Teachers and parents both express concern about an apparent increase in stress in children and young adults. This troubling observation is confirmed by recent research. According to the National Institute of Mental Health, about 32% of adolescents have been diagnosed with anxiety, and a little more than 8% have what’s regarded as a severe impairment.

What is stress? Stress is the reaction of the body and brain to situations that put us in harm’s way. The stressor may be a physical threat (e.g., a baseball coming quickly toward you) or a psychological threat (e.g., a worry or fear that you will make a mistake delivering your lines in a play). Stress, or more specifically, the stress response, is our body’s attempt to keep us safe from harm. It’s a biological and psychological response. When we’re under stress, the chemistry of our body and our brain (and, therefore, our thinking) changes. A part of the brain called the amygdala does a great job learning and remembering what’s dangerous, and it tries to help us avoid those things.

How can stress be good and bad? All human and non-human animals have the built-in capacity to react to stress. You may have heard of a “fight or flight” response. This means that when faced with a threat, we have three basic ways of protecting ourselves. We can run away (flee), stand firm (freeze), or try to overcome or subdue the threat (fight). When we have a sense that we can control or influence the outcome of a stressful event, the stress reaction works to our advantage and gets our body and brain ready to take on the chal36

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lenge. That’s good stress; at the most primitive level, it keeps us alive. It also allows us to return to a feeling of comfort and safety after we have been thrown off balance by some challenge and overcome it. On the other hand, bad stress occurs in a situation in which we feel we have little or no control over the outcome. We have a sense that no matter what we do, we’ll be unable to make the stressor go away. Body and brain chemistry become over-reactive and get out of balance. When that happens, it can give rise to another protective mechanism—to “freeze” (like a “deer in the headlights”). We can freeze physically (e.g., become immobilized) or we can freeze mentally (e.g., “shut down”). In these situations, the stressor wins and we lose because we’re incapacitated by the perceived threat.

What is anxiety? Anxiety comes in many forms. It can be situational (that is, specific to one kind or class of worry, like traveling or being in social situations). Kids who have not had a lot of success in school may experience marked anxiety in situations in which they feel they will make mistakes, be ridiculed, or be made to feel foolish in front of others. Children and adults who have been exposed to early trauma or extreme neglect or abuse (sometimes referred to as Adverse Childhood Events, or ACEs) are more likely to experience anxiety. When the anxiety is specific to or triggered by the demands of being with or interacting with people and is characterized by a strong fear of being judged by others and of being embarrassed, it is known as social anxiety disorder (or social phobia). This fear can be so intense that it gets in the way of going to work or school or doing everyday activities. Children and adults with social phobia may worry about social events for weeks before they happen. For some people, social phobia is present in specific situations, while others may feel anxious in a variety of social situations. Anxiety can also be generalized (that is, a kind of free-floating sense of worry or impending trouble that doesn’t seem to be specific to one trigger or event). In its more serious form, this is considered a psychiatric disorder known as generalized anxiety disorder (GAD). FALL/WINTER 2018–2019

What’s the relationship between anxiety and stress?

What to DO?

Simply put, anxiety is a state of worry about what might be—as compared to stress, which is a reaction to what is. If you take the stressor (i.e., the threat) and subtract from that your coping skills, you get anxiety. Both stress and anxiety trigger the same chemical reactions in the brain, which does a really good job remembering negative experiences. If you worry all the time about something bad happening to you, that puts you in a state of chronic stress.

Here are a few simple, but effective, strategies to minimize stress in school:

What’s the connection to stress and learning disabilities? Stress and anxiety increase when we’re in situations over which we have little or no control (a car going off the road, tripping on the stairs, reading in public). People of all ages can experience overwhelming stress and exhibit signs of anxiety. Children, adolescents, and adults with a learning disability, such as dyslexia, are particularly vulnerable to stress and anxiety. It’s often because they may not fully understand the nature of their learning disability. As a result, they may blame themselves for their own difficulties. Years of self-doubt and self-recrimination may erode a person’s self-esteem, making them less able to tolerate the challenges of school, work, or social interactions and more stressed and anxious. When students understand the nature of their learning disability, and how to use specialized strategies to experience success, stress and anxiety can take a back seat to competence.

Hurdles and Helpers: Have students think of some task that they did well and examine the factors that got in the way (hurdles) and those that led to success (helpers). Example: A student who successfully learned to scuba dive can be asked to think of the factors that got in the way, e.g., a fear of suffocation, and those that enhanced that learning, e.g. the thrill of seeing the wonders of undersea life. Have students apply that same analysis to the task at hand. What gets in the way and what will increase their chances for success?

Difficulty and Competence Ratings: Have students rate (using a 1–5 scale) the perceived difficulty level of a task: 1= incredibly easy; 5 = “wicked hahd” (as we say up here in New England). Then have students rate their ability to do this task: 1 = “piece of cake”; 5 = “no way.”

How can students move from distress to DE-STRESS? A little bit of stress is a good thing; it keeps us on our toes and gets us ready for the challenges that are a normal and helpful part of living in a complex world. Yoga, mindfulness activities, meditation, biofeedback, cognitive behavioral therapy (CBT), medication, and exercise are among the many ways that individuals (with and without dyslexia) can conquer excessive or debilitating stress. For the individual with a learning disability such as dyslexia, effectively managing and controlling stress must also involve learning more about the nature of the specific learning disability. Competence instills confidence, and competence leads to success. When children, adolescents, and adults are able to develop a sense of mastery over their environments (school, work, and social interactions), they develop a feeling of being in control of their own destiny. Control through competence is the best way to minimize the negative effects of stress and anxiety.

When children, adolescents, and adults are able to develop a sense of mastery over their environments (school, work, and social interactions), they develop a feeling of being in control of their own destiny. Control through competence is the best way to minimize the negative effects of stress and anxiety. FALL/WINTER 2018–2019

Enlightened teachers ask the student: “What can you or I do to make you think of this as a ‘work zone’ task?” (For example, level 3: a task on what I call “the cusp of their competence.”) This might mean putting pictures with the words, defining difficult words first, doing one math problem at a time, or having the information read to the student. If a student says she has very little ability to do the task, but she has in fact done equally challenging tasks in the past, the teacher can pull out samples of similar, yet successfully completed work. By setting what I call “competence anchors” in this way, the student may approach the new task with an “I can” mindset. If so, this increases a sense of control, decreases anxiety, and moves the student in the direction of success. I hope that my comments here reflect both my concern about the impact of stress in the lives of kids, as well as my optimism that this “demon” can be tamed, its energy harnessed, and used to move kids from an “I can’t” frame of mind to “I can do this!” Jerome Schultz is a clinical neuropsychologist, author, and speaker who has provided clinical services to families, and consultation and staff development to hundreds of private and public schools in the U.S. and abroad during his 35 year career. He is the author of Nowhere to Hide: Why Kids with ADHD and LD Hate School and What We Can Do About It. Follow him on Twitter@docschultz. The Lantern

Come Together BY HAZEL CROWLEY

“What’s milkbreak? Is that when you drink milk?” It’s a question every person affiliated with Landmark has fielded at least once. And for most students and faculty, the answer is yes (though coffee and juice are also provided). However, a small group of Elementary• Middle School students get their mid morning pick-meup in a different form: rock and roll. In the earliest days of Landmark, milkbreak began with home-baked cinnamon buns or oatmeal cookies for kids and faculty to enjoy while running off energy around campus or gathering to discuss pedagogy. But on 38

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any given Wednesday in October, while most EMS students are shooting hoops in the gym, doing puzzles in the lobby, or playing tag on the playground, the MilkBrake [sic] Band is hard at work in the music classroom. It’s a busy scene. Assorted bongos, ukuleles, and xylophones (donated, as is most of their equipment) are crammed into corners. Stacks of vinyl records are piled haphazardly on every surface. Posters commemorating The Clash, Patsy Cline, and Miles Davis adorn the walls. Amid the FALL/WINTER 2018–2019

Left to right: Solenn Minogue ’23, Jack Bram ’23, Peter Murdoch (faculty), Jerry Smith (faculty), K.K. Gordon ’23, Tyler Berard ’24, Abby Cournoyer ’25

“ The students in ‘real life’ are not the same kids we see on stage. If it weren’t for the band, we might not see their true selves.” —Eva Oliveira, Academic Advisor FALL/WINTER 2018–2019

chaos, music teacher Jerry Smith counts down the starting beats of “Come Together,” just one of the songs in their pop/classic rock repertoire. They’re rehearsing for their next gig, Fall Fest, at which they will play nine songs, nearly twice the amount as last year, a testament to the group’s considerable growth in a short amount of time. After the concert, the band gathers to debrief. Morale is high, per usual. “It’s just fun to perform for everyone. And it’s good to be outside. I saw people, like, actually dancing!,” says drummer and guitarist K.K. Gordon. “Last year, I couldn’t sleep or even remember my class schedule,” confesses bassist Tyler Berard. “This time, I wasn’t even nervous!” Brand new member Abby Cournoyer agrees: “You meet nice people so it’s fun even if you’re scared.” The crowd is equally impressed, lauding the band’s camaraderie, talent, and courage. Academic Advisor Eva Oliveira adds: “The students in ‘real life’ are not the same kids we see on stage. If it weren’t for the band, we might not see their true selves.” When asked to identify the best part of being in the band, the answer is twofold. First, all are welcome. New members need not know an instrument or have any prior experience to join. Another perk: Mr. Smith. “He’s awesome.” “He’s funny.” “He’s like the goofy dad.” “More like he’s the mom,” points out Jack Bram, jokingly referring to Smith’s assistance creating the group (per Jack’s suggestion). Smith’s secret? Use accessible songs the kids can have fun with. In Landmark fashion, he sets the band up for success. “People don’t realize it, but they put in a lot of time. We like ‘easy’ (material), but we work hard.” Last year, Bram distributed signs advertising a performance by the MilkBrake Band. Despite the alternative spelling, the name stuck. “The misspelling is kind of punk,” says lead singer Solenn Minogue. “We’re like The Beatles.” Come together? They have. Back down? Don’t think so. Should they stay or should they go? Oh, they’ll stay.  The MilkBrake Band performs during milkbreak in October.

“ Learn to love yourself and be happy with what you have— not what you don’t have.” —Governor Dannel Malloy

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FALL/WINTER 2018–2019

LESSONS FROM

Connecticut Governor Dannel Malloy By Sam Stein ’20

Last summer, I had the unique opportunity to meet Dannel Malloy, the 88th governor of Connecticut. During our conver-

Office as an assistant district attorney and relied on my strengths of strong listening skills and having a good memory. I was elect-

sation he openly spoke about his learning disabilities and how he has been able to excel as a lawyer and politician, despite these challenges.

ed mayor of Stamford, serving for 14 years, and then I became the governor of Connecticut.”

Sam: “What have been your biggest challenges and how have you overcome them?” Governor Malloy: “When I was growing up, few educators understood much about the science of learning disabilities. I never believed that I was stupid, although other people thought I was. I had a difficult time spelling and reading. Late in high school I started to experience academic success. I learned to rely on my listening skills, good memory, and on recorded books for the blind but I struggled to keep up with the volume and pace of school.” Sam: “I have always enjoyed science and biology, and would like to be in the medical field some day. I know it is a big challenge, but it is something I would like to strive for. When did you realize you wanted to go into public office?” Governor Malloy: “I realized I wanted to be a lawyer on the first day of college. The students were talking about what profession they wanted to go into. Everyone said they wanted to be either a doctor or a lawyer. I did not want to be a doctor, so I said lawyer. I went to Boston College, and was the first student admitted with a learning disability. It was kind of an experiment, and I was able to take a lot of my exams orally. In my first job as a lawyer I quickly learned that I didn’t want to spend my career tracking time and billable hours, so I turned to public policy. I ended up working for the Brooklyn District Attorney’s FALL/WINTER 2018–2019

Sam: “Do you have mentors or people in your life who have helped guide or influence you?” Governor Malloy: “I was the youngest of eight and my mother always believed in me. She also taught me how to be happy with myself. My fourth grade teacher understood that I had potential. Years later, another teacher encouraged me to attend a summer program at Eagle Hill School. This was a turning point for me in becoming my own advocate.” Sam: “What advice would you give to the students at Landmark School?” Governor Malloy: “Get out of bed every morning and remind yourself to have a positive attitude. Learn to love yourself and be happy with what you have—not what you don’t have. Happiness goes hand-in-hand with success. It’s hard to be successful if you’re unhappy.” Sam: “I swim competitively to clear my head and stay healthy. What do you do to stay calm, focused, and fit?” Governor Malloy: “I have always found time to run and it has made a world of difference for me. I also take care of a koi fish pond to relax, and despite my dyslexia, I read a lot. I like to cook, too, and spend time with my family. Finding activities that you are good at builds your confidence and helps you feel more balanced, which leads to health and happiness.” The Lantern

 SPOTLIGHT faculty

Making Things Make Sense: Faculty Member Meg Arnio by Avery McNiff

In a bright and orderly elementary classroom, a group of seven students settles in for class. They go about their routine seamlessly. One student passes out the subject folders, which are organized in rainbow order. Another student updates the daily schedule. Colored dots on the folders correlate to colored dots on the schedule items. The color of the student job cards matches the labels on the cursive binders, which match the students’ key rings. The abundant posters, labels, and resources in Meg Arnio’s room surpass Pinterest for teacher inspiration.

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ology at Gordon College. After working at a physical therapy office for four years, she realized that she liked the patient care, but memorizing muscle names was not for her. A family she had nannied for a while in college recognized Meg’s potential as a future teacher and recommended she look into Landmark. Meg applied, and was teaching soon after. Sandy Adams, a fellow teacher in the elementary program, sums up Meg’s impactful teaching, “Meg meets our students where they are, to get them where they need to be.” EMS Head of School Rob Kahn adds, “Meg’s students are often the youngest and neediest. Her magic is to support them with unparalleled kindness and respect as they learn to be students.” In addition to teaching, Meg has expanded her responsibilities to include the role of director of the Landmark Outreach Summer Institute. In this position, Meg uses her organizational expertise and depth of knowledge to help empower teachers and students beyond her Landmark classroom. 

NAME

 Meg Arnio ROLE  OTHER Director, Landmark

Outreach Summmer Institute ALMA MATER

 Gordon College



MEG’S MAGIC

Making things make sense

OF THE TRADE  TOOLS Colored dots, labels,

key rings, binders

K I E RA N K E SN E R ’ 09

Over the past 13 years of teaching in Landmark’s Elementary program, Meg has developed a systematic classroom environment that provides students with the best opportunities for success. Meg’s consistency and use of visual aids pervades all of her teaching. This predictability and routine helps students feel safe and supported. Meg also possesses a special ability to balance concrete and routine-oriented teaching with spontaneity and flexibility. She adapts her plans to the needs of her students, always willing to whip off a new worksheet or refine a lesson based on student response. “I like trying to figure out a way to make things make sense,” reflects Meg. Jack, a second grade student in her class, describes his teacher’s magic: “She always explains something if you don’t understand it, and then you understand it.” Unlike Meg’s teaching style, her path to teaching was not necessarily predictable. Meg studied kinesi-

FALL/WINTER 2018–2019

pssst.

Cute story overheard in Meg’s classroom: Student 1: “Whoa! I thought organizing those papers was going to take forever!” Student 2: “Well, she is a teacher. And it’s Ms. Arnio. She could probably blink her eyes and fix anything.”

FALL/WINTER 2018–2019

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 SPOTLIGHT student

The Girl on Her Own Adventure by Hazel Crowley

It’s the night before this article’s deadline. I’ve just lost an hour, entranced by a video game called Cuphead. I’m following a 1930s-esque grinning mug cartoon as it battles a boxing frog and spitting potato, all to a feisty ragtime beat and…I’m confused. This is one of Solenn Minogue’s favorite pastimes?

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nice!” She also acknowledges her close connection to family and praises their ongoing encouragement. Our second interview was in the space where Solenn meets daily with tutor Bella Jackson. It’s just another cubicle, yet the sense of comfort and connection is palpable. A dog bobblehead on an upper shelf makes Solenn bounce and smile throughout. A Post-It on the wall commemorates a heroic Scrabble win for Solenn (and devastating loss for Ms. Jackson). A copy of Neil Gaiman’s The Graveyard Book is presented eagerly for show-and-tell. It’s a dress-down day and Solenn is wearing a Cuphead t-shirt. While Solenn agrees she has made academic gains at Landmark, she says she prefers to stay “next to the curtain, not behind it but not in front of it either.” Bella quickly rebuts: “I admire how true to yourself you are, Solenn. And how hard you work. It’s exciting because you’re on an upward trajectory where your skills and your intelligence are bound to meet.” My Cuphead research culminated in a discovery— impressively, each graphic is hand drawn AND the music is performed by a 13-piece band. It’s also insanely challenging, making it the perfect match for Solenn—a fiercely independent explorer who has gathered so many projects, interests, and companions around her that she’ll never feel alone. And likely, it will be adventures of exactly this kind that she pursues and creates throughout her life. I can’t wait. 

NAME

 Solenn Minogue



HOMETOWN

Beverly, Mass. CLASS OF

 2023



PASSIONS

Cuphead, music, reading, karate, synchronized swimming, steampunk

K I E RA N K E SN E R ’ 09

Before this assignment, I’d never interacted with eighth-grader Solenn Minogue. Sure, I’d seen her perform micro-sketches of Back to the Future and Star Wars at the Elementary•Middle School variety show, heard her rock the chorus of Come Together and Won’t Back Down as lead singer of the MilkBrake Band, listened to her advocate for educational field trips (and make puns) while running for student council, and admired her powerful, determined stride across campus—but, despite her busy six-year Landmark career, we had never spoken. So, when we sat down, I was immediately struck by Solenn’s profound sense of personal style. In quick succession, she introduced me to several favorite characters (relatable yet unique individuals like Izuku Midoriya, the protagonist of the manga comic, My Hero Academia) and passions (karate, synchronized swimming, all things retro/ steampunk), and I was privileged to gain a nuanced take on each. Equally, I was impressed by Solenn’s poise and self-awareness. She spoke candidly about being bullied at a former school to the extent that she ran away, only to be chased down by the police. Solenn credits Landmark teachers with providing the supportive environment that has turned her into a book lover (evident from her correspondence with award-winning author Gary Schmidt), and she commends their kindness. “Even on off days, they’re

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 SPOTLIGHT community

Triathletes Train with Viking Spirit by Danielle Figueira

What do three Landmark parents and two Landmark teachers have in common? They’re all traveling to Lake Placid this summer with one ambitious goal: to become an Ironman triathlete. Kristen Lamb P’22, ’24 (Elementary•Middle School parent) and Jaquelin Hubbard (EMS teacher) have already accomplished the milestone, competing in seven and eight Ironman races respectively, while Jenni and Alex Leikikh P’20 (High School parents) and Lauren Torres (High School teacher) will be attempting the grueling race for the first time. The concept sounds simple in theory: swim 2.4 miles, bike 112 miles, run 26.2 miles, and become an Ironman. But the conditioning involved to get the body in physical shape for such a feat is far from simple. It requires hours of arduous training and is a lifestyle that not many people choose—and few can endure. But these five folks, brought together by Landmark, have all taken the plunge. Kristen Lamb, mother of Will ’22 and Carter ’24, is often asked how she makes time for her family and the intense training. “I’ve always said family comes first. If my training clients have to choose, I encourage them to sacrifice the workout,” she said. “It’s taken me a long time to find Ironman, but once I found it I knew that in order to live out this passion, I needed to make sure my family life was taken care of.” “I get my workouts done early in the morning or while the kids are at school so I’m available for ‘mom’ things like pick-up and afterschool activities, helping with homework, making dinner, etc. Triathlon training is what gives me the energy I need to be present for my husband and kids.” 46

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Clearly a driven individual, Lamb’s ability to inspire, teach, and coach others in the sport sets her apart from other elite athletes. Coming Together as a Group In 2013, Jaquelin Hubbard became Will’s tutorial teacher. On the first day of class, Will realized that his teacher and his mom were training to compete in the same triathlons: Syracuse 70.3 (also known as a half-Ironman) and the Ironman Lake Placid. In true Landmark spirit, Will knew he had to connect the two. A close friendship developed as Kristen coached Jaquelin for the next several years, helping her achieve a personal record at Ironman Lake Placid 2018. In another Landmark turn-of-events, Jenni Leikikh, mother of Katya Leikikh ’20, started competing in shorter triathlons years ago with Kristen as her coach. She loved the sport so much that she convinced her husband, Alex, to start training and together they will compete at Ironman Lake Placid 2019. Back on Hale Street, after meeting Kristen at a training camp, High School teacher Lauren Torres decided she also wanted to make the leap and start training for her first Ironman, with Kristen as her trusted coach—bringing the Landmark group up to five. The Landmark community will be cheering for this determined group of Vikings when they cross the finish line at Lake Placid on July 28, 2019. 

Facebook-square INSTAGRAM TUMBLR-SQUARE Look for updates on these Viking triathletes on Landmark’s social media channels in the months to come.

Training for an Ironman triathlon is grueling work but Kristen Lamb P ’22, ’24 keeps her clients and friends going with positive reinforcement and support on the road and in the water. Lauren Torres getting ready for a training run (top left), Jacquelin Hubbard and Kristen reaping the rewards of their superhuman efforts (top middle and lower left), Jenni Leikikh ’20 makes her way from the swim to the biking leg of a half marathon (center), and Alex Leikikh ’20 completing the biking leg of a half marathon last summer (center left). FALL/WINTER 2018–2019

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 LIMELIGHT a love story

The Road Back Home by Susan Tomases

At Gordon College, Andrew Gruden majored in music performance and minored in outdoor education and leadership. Jill Gruden, née Nisbett, also a Gordon student but seven years behind Andrew, studied recreation and leisure studies with a concentration in outdoor education. When the couple first met as leaders in Gordon’s LaVida Outdoor Education program in the Adirondack mountains, they had no idea that their paths would bring them to Landmark School and eventually marriage.

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relationship was still young. Four years later, Andrew finally popped the question. They were at their favorite place, his grandfather’s cabin on a lake in Wisconsin. Fast forward to one week before the wedding. The students still didn’t know about their relationship. Head of EMS Rob Kahn, invited Jill and Andrew to make an announcement at morning meeting. Andrew said, “After the upcoming April break Ms. Nisbett will not be coming back to the EMS.” There was a collective gasp and moan throughout the student body. Andrew then said, “But she will be coming back to school as Mrs. Gruden.” After an extended pause while everyone processed what this meant, students jumped up and cheered for the soon-to-be-married couple. Their drive to Illinois and back is still 36 hours, Jill and Andrew are still committed to education, the outdoors, and each other, but home means so much more now. 

NAMES

 Andrew and Jill Gruden



HOMETOWN

Wheaton, Ill. ALMA MATER

 Gordon College TREE

FAVORITE ACTIVITES

Hiking, apple picking, family lakehouse in Wisconsin

M AG N OL I A PH OTOG R A PH I E

They were each drawn to working at Landmark for its intentional approach, the opportunity to foster sustained and meaningful relationships with students, and hands-on teaching and learning. When he first came to the Elementary•Middle School, Andrew taught math, physical education, film production, computer electives, and tutorial. He is now the Computer Department head. Jill teaches physical education, science, and tutorials at EMS. They couldn’t have predicted that one day they would share much more than an alma mater, workplace, and even the same hometown of Wheaton, Illinois. The pair frequently carpooled on the 36-hour round trip to Illinois for school breaks and couldn’t ignore the growing feelings that they had for each other. When Jill’s father was diagnosed with terminal cancer, Andrew drove back to Wheaton to let him know that he had fallen in love with his daughter and hoped to marry her someday, even though their

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 PENLIGHT

K I E RA N K E SN E R ’ 09

in her own words

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FALL/WINTER 2018–2019

The Path to Confidence by Elizabeth Theriault ’20

“Through my education, I didn’t just develop skills, I didn’t just develop the ability to learn, but I developed confidence.” —Michelle Obama Confidence is defined as belief in oneself, power, and ability. It leads to success not only in academics and one’s career but also in everyday life. My name is Elizabeth Theriault, and I am a junior at Landmark School. I play on the varsity volleyball team, I am a resident of Williston House, and I am an active member of a vibrant and welcoming school community. When I arrived in the summer of 2016, I was a quiet, shy, and insecure teenager who struggled for years in a public-school learning environment. Since then, I have not only developed self-advocacy skills and independence but also, most importantly, confidence in myself. Becoming successful academically wasn’t easy. Before, I felt like most of the work I completed was not my own. Teachers in my public school were supposed to be helping me, but I felt like I never actually did any work on my own. Within my first few weeks at Landmark, teachers taught me in ways I was never taught before. For the first time, I was able to grasp concepts I had previously struggled with. Finally being able to understand key concepts of mathematics, writing, and biology—subjects that I never understood before—made me feel intelligent, and I liked this new feeling. Learning to advocate for myself allowed me to communicate more effectively with my teachers, coaches, and friends. I used to depend on my parents when I was struggling academically because I was insecure about the way my FALL/WINTER 2018–2019

teachers would respond to me. Now, I am much more comfortable asking for help, not only from my teachers but outside of the classroom as well. I have learned that in order to succeed, you must speak for yourself and advocate for what you need. My Landmark teachers have contributed greatly to my growth. Besides being able to explore new strengths like visual art, they have also encouraged me to participate in class discussions. I used to sit in the back of the classroom at my public school, hoping my teachers wouldn’t notice me or ask me any questions in front of my peers. I lacked the self confidence to share my thoughts and always thought I was wrong. I thought others would think I was dumb. Within my first few months here, I realized sitting in the back of the classroom wasn’t an option. I was quickly forced to become engaged in class discussions. I was particularly afraid of reading my writing in front of my classmates. I knew my writing needed a lot of work, and I struggled with reading fluency. However, my teacher gave me the encouragement and skills to be successful, including walking me step by step through the writing process and providing graphic organizers and daily reading fluency practice. After a few years of being pushed and taking personal risks, I finally developed the confidence to read my work aloud in class. Not only did I share when asked by my teacher, but I volunteered to share any writing from free writes to open responses, and even poetry. While Landmark has helped me improve many academic skills, the most important thing I have gained from this school is self-assurance. I have learned that if you do not have confidence in yourself, you will never know how capable you really are.  The Lantern

 STARLIGHT athletics

Making An Impact Through Athletics by Brook Sumner

During the summer of 2018, Greta Wright, a senior from Swampscott, Mass., traveled through Switzerland, Austria, and Germany on foot with a group of other high school students from around the United States. During her trek, Greta engaged in conversations with her traveling companions about their high school athletic experiences. While some of the conversation was specific to certain teams and sports, the dialogue eventually turned to the topic of what schools were doing to promote opportunities for learning, serving, and enhancing school spirit. Greta was inspired by what she heard and began molding these ideas into an action plan.

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themes each day. Plans are in place to run fundraisers, such as concession stands at Friday night and Saturday afternoon home sports events. The group is also researching guest speakers to discuss themes such as leadership, teamwork, and perseverance. In addition, the council will play a key role in the fundraising effort for the annual American Cancer Society Coaches vs. Cancer event at the end of the winter season. Greta and Merryl are developing a program that will offer student athletes a way to make an impact beyond the athletic venue and into the larger community. We are looking forward to the Student Athletic Council becoming a permanent part of our program and applaud these students for their inspiration, initiative, hard work, and dedication. The Landmark community is a better place thanks to their vision and effort. We are proud to call Greta and Merryl Landmark VIKINGS! 

Greta and Merryl are developing a program that will offer student athletes a way to make an impact beyond the athletic venue and into the larger community.

BROO K S UM N ER

Early in the process of developing a proposal, Greta contacted her good friend and fellow senior, Merryl Green, of Iowa City, Iowa, who helped her brainstorm what this concept should look like. Together, they came up with the idea for an Athletic Student Council at Landmark. The council would be made up of student athletes, and its main objective would be to help student athletes communicate with the Athletic Department and create community service efforts, foster leadership opportunities, and promote school spirit through athletics. When school reconvened in the fall, Greta and Merryl met with the head of the Athletic Department and began to recruit participants and set goals for the 2018–2019 school year. The new Athletic Student Council is now meeting on a regular basis. In October, they independently organized and ran the Fall Pep Rally and Keeper of the Spirit ceremony. The council also coordinated a successful Spirit Week in which the community dressed in different

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 STARLIGHT performing arts

The Quadruple Threat of the Theater by Nate Efinger

Landmark’s Performing Arts Department is filled with enthusiastic and talented students from all over the country. We are constantly awed by the quality of our actors, singers, dancers, technicians, costumers, make up artists, and more.

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dance program by taking a combined music/dance class. Paige had now established herself as a triple threat with growing skills in acting, singing, and dancing. Never one to rest idle or pass up a challenge, Paige also embraced the technical side of theater, spending hours helping with set construction on a variety of productions. Director of Technical Theater Andy Knox ’97 said of Paige, “Her primary roles are on stage but she is a tireless worker behind the scenes too.” Now in her senior year, Paige not only leads by example, but she is also dedicated to helping others achieve their goals. She thinks nothing of meeting a friend at a coffee shop on the weekend to help them rehearse lines or accompany a peer on piano to prepare for an upcoming show. This young woman literally does it all. Keep your eyes peeled in your next Broadway Playbill for the name Paige Steriti! 

NAME

 Paige Steriti



HOMETOWN

Beverly, Mass. CLASS OF

 2019

CENTER STAGE

acting, singing, dancing, technical theater

 Study performing arts NEXT STOP

in college

K I E RA N K E SN E R ’ 09

The department is divided into four major disciplines: dance, music, technical support, and theater. When a student “crosses the boundaries” and is involved with two disciplines, it’s noteworthy; to participate in three facets of the program is rare; and for a student to work in every discipline within the department is remarkable. Meet Paige Steriti ’19. Paige came to Landmark in 2015 with a passion for music and a budding interest in theater. It was clear from the start that she would find success within the program. She began by taking the Exploring Music course, an introduction to music theory and appreciation. She learned how to play the piano and guitar and eventually could accompany herself in performances. Before too long she was immersed in every after-school performing arts program. Paige soon found success as an actress, claiming the leading role in the spring musical, Once Upon a Mattress—as a freshman! As time passed, Paige got involved with the

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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 dfigueira@landmarkschool.org Trevor Seitz ’77 Recently retired after 30 years of service in the U.S. Army. Stephen Gallagher ‘79 Hello Landmark, I live near Richmond, Va., and have been here 25 years. I have three grown sons, two have graduated from college and are working, and one is a senior at Virginia Tech. I am engaged to a great lady, Heather Hummel, and we are planning a 2019 wedding. I am a sales manager for a technology company and work with the K–12 and higher education market in Virginia. We bought an RV last year and have been doing a lot of long weekend trips around the Mid-Atlantic region. This past summer we went to Kennebunkport, Maine, for a week and had a great time. I would like to hear from anyone who was at Landmark from 1977–1979. I enjoy reading the Lantern and seeing how Landmark has grown and changed over the years. Chuck Casey Blust ’81 I have been working in a cardiac rehab in Brattleboro, Vt., for the past 20 years. I’m spending much of my time riding bikes and coaching soccer. I have attended a few reunions and had great fun playing on the student/staff soccer games. I’ve spent the past three years building a Caledonia Yawl. I finished the boat in July and have enjoyed getting wet and wind blown with my wife ever since.

Stephen Gallagher ’79

Traci Howard ’81 Life since Landmark has been a great adventure! I graduated from the University of Michigan and went on to own and run a preschool/childcare center for 24 years. I married the most wonderfully kind, honest, and gracious man I have ever met. Sadly, my husband, Clint, passed away almost seven years ago. Together, we had a daughter, who has been married for nearly 13 years and blessed our lives with three amazing grandchildren. Currently, I live in the beautiful state of Utah and work in the healthcare industry, ensuring the safety of our aging population. Sincerely and wholeheartedly, I am forever grateful for the gift of my Landmark education and look forward to reconnecting with each of you.

Chuck Casey Blust ’81

Traci Howard ’81

Stefanie Sacks ’84 I just adopted a puppy, Jasmine. That keeps me busy. It’s like having a new baby! Amy Auerbach ’86 I have lived in Reno, Nev., since 1994. I’m a mom of an intellectually challenged son who is learning to live independently and has a part-time job working for a local company. I started a project called Northern Nevada Disability Access, a referral network connecting disabled individuals, seniors, and veterans to services in northern Nevada. Visit our website nnvdaccess.com. Morgan Gesner ’92 Hi all! I guess you could say I am back where I started. I am living in southern California where I grew up. I am living with two amazing little dogs

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FALL/WINTER 2018-2019

that are so funny and make me laugh everyday with their antics. I am a photographer working for a little newspaper in Santa Monica, covering mostly high school sports. Every once in a while I will get the opportunity to photograph an NCAA Division I event. It’s not uncommon to see me walking around with four cameras attached to me, two of which have the long zoom lenses you would see at an NFL game. I also cover news events and have been on the scene taking photos of several brush fires.

Berta Nahra ’83 I’m a teacher at an international school in Braintree, Mass. I attended the Landmark summer program back in 1983, and it helped a lot. Being born in Lebanon and speaking both French and English made reading and spelling difficult. Coming to Landmark helped tremendously and I appreciate everything you’ve done for me. Morgan Gesner ’92

Julie Zisson Rubenstein ‘98 Currently, I own my own business called Fox & Hanger. It is an image consulting business that helps individuals shop online by creating personalized lookbooks that are customized to meet their budget, body type, and authentic style. F&H also supports trans women through a specialty program called MTF Style.

Sue Kesselring ’97 My husband and I bought a house and welcomed another grandchild into this world. Our granddaughter joins her three older brothers. We also celebrated five years of marriage. Claire Knutson ’98 I am an ophthalmic technician for a large practice and a single mom of two kids. We stay very busy in the outdoors!

Sue Kesselring ’97

Mary Dowdy Devereaux ’91 I am currently a teacher at Hugs Plus Learning Center in Braintree, Mass. I am going on my ninth year working with toddlers and infants. I have been married to Robert Devereaux ’92 for 16 wonderful years. We love keeping in touch with our Landmark family.

Sam Boardman ’99 I am employed by the Needham and Wellesley Public School systems as a substitute teacher. I spent five years as the director of Football Operations at Brookline High School. My wife, Kristel, and I reside in Dedham.

20+ Year Reunion - October 13, 2018 More than 40 alumni gathered in Manchester, Mass. for a celebratory evening honoring the Class of 1998. Many current and past faculty members attended, including fan favorites Gail and Harry Dudley. The alumnus who got the award for traveling from farthest away? David Cunningham, who attended Landmark in our inaugural year, 1971, flew in from Hawaii! His then, physical education teacher, Karl Pulkkinen, now our EMS public school liaison, was happy to show him around and point out new and original highlights.

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Matthew Whooley ’00 I live in Manchester, Mass., but will be relocating back to Indianapolis, Ind. I spent the last several years as a firefighter and government liaison for the American Red Cross. Before that I was an assistant chaplain for the Salvation Army. I have five children, ages 17, 16, 15, 13, and 10. I have been married to my wife, Laura, for nine years. My hobbies are mechanics, hunting, and education reform. I sit on several boards, focusing on improving education for underprivileged students in Indianapolis. I am the former vicechairman of the Indianapolis University/Purdue University Westside Educational Task Force. I am also a founding member of IUPUI’s Health and Education Task Force. I attribute my success after Landmark to lessons I learned in Mr. Keesler’s, Mr. Mansfield’s, and Mr. Woodin’s classes.

working as a program manager for a restaurant point of sale company called Toast. Michael Sullivan ’03 I am married to my lovely wife, Cynthia, and father to my beautiful daughter, Isabella. I am also a Local 22 laborer steward. Matthew Wooley ’00

Seth Lubran ’02

Jonathan Priest ’05 After a lot of freelance work, I am currently working at the Museum of Science as a graphic designer and part-time photographer. If you are in the area, stop on by. Charles Altuzarra ’06 I am a postdoctoral associate at the Institute for Quantum Science and Engineering at Texas A&M University.

Seth Lubran ’02 I recently found my biological family through AncestryDNA. This is a photo of my half sister and me.

Britton Hoffman ’06 I am working for the state of Massachusetts and taking care of my family.

Cara Steinborn ’03 Last summer my husband and I bought a house in Beverly, Mass., something I thought we would never do! We are slowly fixing it up and deeply enjoying everything that comes with home ownership. I am

Lisa Star ‘09 I am attending Ball State University, earning my master’s in applied behavioral analysis and am working as a behavior technician in an applied behavioral therapy clinic.

Michael Sullivan ’03

10-ish Year Reunion Alumni from the Class of 2008 and other local alumni gathered for a spirited and friendly night of bowling, catching up, and flipping through old yearbooks. Faculty members happily joining in the fun included Jennifer and Jim Kuhns, Robb Genetelli, and Andrea and Guido Meade. ALL ARE WELCOME! You did not have to graduate from Landmark to be considered an alum. Anyone who attended Landmark at any point in time is part of our alumni family and you are welcome to any of our reunions!

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â&#x20AC;&#x2122;T MIS ON

4TH ANNUAL

May 2019 2:30 p.m., Alumni Field

Purchase your square by making a $100 gift to the Landmark Fund. If the Viking happens to land on your square, you will win an exciting grand prize and have the satisfaction of knowing that your contribution supported the faculty and students at Landmark School. landmarkschool.org/giving

Stay Warm and Look Sharp in Landmark Swag Our inventory is better than ever with hot sellers this season including baseball caps, Champion and Stadium hoodies, long sleeve pocket tees, Landmark neckties from Vineyard Vines, and so much more. Store hours are flexible. To set up a time to stop by and purchase your own Landmark swag please contact us by email at store@landmarkschool.org. FALL/WINTER 2018-2019

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Luke Crocker ’11 I am currently a pilot for a cargo company based in San Juan, Puerto Rico. If there are any students that have any interest in aviation, please let me know. I would be happy to help in any way I can.

Tom Greenfield ‘10 and Faculty (L to R) Pictured is Tom Greenfield ‘10 and his new bride, Julie. Andy Knox ‘97 and wife, Beth Knox, Becky Briano ‘09, Paul Schwartz, and Carole Rein (former faculty). This photo was taken in Tom’s yard at his wedding on September 1, 2018. Becky has completed her master’s degree and is now a special education kindergarten teacher! Nate Efinger (High School teacher and coach) also was the wedding DJ!

Chris Trumbo ’09 I am currently working for WB Mason as a sales associate. John Kelly Driscoll ’10 I am currently a junior at the University of New Hampshire pursuing a degree in business administration along with a degree in sustainable energy. I have excelled in my short career in business, having led a team of 16 sales interns at a software business based in Boston. I would never have made it to where I am today without Landmark School. I think about the opportunities that have opened up for me due to my education, which shaped the way I see myself and the world. I was given the confidence and motivation to succeed, and I owe it all to the time I spent at Landmark. Luther Weigle ’10 Since I graduated from Landmark, I received associate’s and bachelor’s degrees in forestry. I worked as a park ranger for the Army Corps of Engineers, as an entomologist for the U.S. Forestry Service, as a curator for a reptile zoo, and then managed the largest reptile breeding facility on the East Coast. Now I am teaching forest technologies at a two-year Society of American Forestersaccredited college in Maryland. I am also a logistics coordinator for a natural resource careers camp for high school students. 60

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Michael Dyreby ’15

Abby McNulty ’15

Shannon Hickey ’13 I graduated from Plymouth State University in 2018 and played varsity hockey there for four years. I was recruited, then drafted first in the 10th round for the Canadian Women’s Hockey League (CWHL) as a professional hockey player. I just returned from China where I played against the Chinese Olympic team with more than 10,000 fans in attendance. Currently, I am playing for the Worcester Blades (formerly the Boston Blades). Michael Dyreby ’15 I am currently a student at Suffolk University in Boston finishing up my senior year as a finance major with a minor in law. I am part of the applied legal studies program and investing club. I work part time at Bank of America Merrill Lynch during the school year in their small business and preferred retail division. This summer I did an internship at Merrill Lynch (PBIG), where I was placed on a team that worked with CEOs, CFOs, and other key executives at private and public companies in the New England area as well as the West Coast. The division offers advisory services to these corporations, in areas such as mergers and acquisitions, debt and equity offerings, and treasury solutions. After I finish school I will be starting an investment banking program in Boston. Abby McNulty ’15 I am currently a senior at Southern New Hampshire University and will graduate in May 2019. I am a member of the International Hospitality Management Honor Society, also known as Eta Sigma Delta. I am also a part of Future Business Leaders of America, Phi Beta Lambda—FBLA. I have been spending my fall semester studying in Florence, Italy, at Florence University of Art. When I am not in classes, I am traveling around Europe. I have traveled to nine countries while abroad. My favorite place to travel so far was Paris, France. I am looking forward to seeing where I will go next. Kaitlin Johnson ’16 I am studying abroad in Paris, France, at the Paris American Academy in their Fashion Design program. FALL/WINTER 2018-2019

Homecoming: October 13, 2018 Like true Vikings, the Landmark community braved the wet weather to celebrate another great Homecoming!

Homecoming Highlights: • More than 200 runners ran, walked, and sloshed through the scenic 5K. • Participants cuddled rabbits, chickens, and pigs at the petting zoo, while the brave enjoyed pony rides. One over-zealous goat tried to join the runners in the 5K. • Carnival treats were enjoyed by all. You’re never too old for cotton candy! • More than 60 alumni and faculty reconnected at the 20+ Year Alumni Reunion. • Alumni and friends helped raise $15,000 to support the Landmark Fund! Thank you to our sponsors: The Anastasia-Murphy Family The Buddenhagen Family ’23, ’27 Brookwood Landscape and Stonework Chapman’s Greenhouse, Florist, Garden Center & Gift Shop Daily Printing DL hairbar Jeffrey Gladney ‘06, Alumni Council Member Jennifer Graham JGPT Hawaiian Jim’s Shave Ice & Company New England Running Company Taylor F. Patten ‘07, Alumni Council Member Phil Richard Insurance Todd’s Sporting Goods The Torres Family View more photos from the event at: landmarkschool.org/eventphotos

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When I return to the states, I will continue at Lasell College as a junior fashion design and production major. My past three years at Lasell have included designing garments, working with 70+ club leaders as the vice president of Financial Affairs on our Student Government Association, and working as an orientation leader and coordinator. I plan to be back in Paris in the summer of 2019 to complete my internship and secure a job for after graduation. Steve Davis ’17 After graduating from Landmark, I attended Hobart and William Smith College as a business major and then transferred to the University of New England to study marine entrepreneurship. Due to complications at school and with my health, I dropped out. Currently, I am working for a car dealership as an apprentice mechanic, proving that good things can come from unfortunate situations.

(L-R) Head of the Prep Program, Joe Rose P’25, David Kast ‘11, and Matthew Delaney ‘11 at David’s wedding in Greenwich, Conn.

Henry Koo ’17 It has been a full semester and a half since returning to the United States and starting at Rochester Institute of Technology (RIT), which has been a huge step closer toward making me feel like this is my educational home. Although I have been mostly focusing on the STEM (science-technologyengineering-math) fields at RIT, I anticipate declaring a major in media technology. I hope to come back to the North Shore one day and visit Landmark. See you guys soon! Andrew McNamee ’17 I am a sophomore at Regis University in Denver, Colo. I am running cross country in the D2 Rocky Mountain Athletic Conference. I am studying international business with a minor in marketing. I am also looking forward to studying abroad in the spring of 2020. Gwei Strong-Allen ’18 I am settled in at Middlebridge School in their post-graduate program and taking two high-school classes: Social Pragmatics and Consumer Math. I’m also taking college-level classes at Community College of Rhode Island in Basic Composition and College Success. My first-ever college writing assignment was great. We were asked to write about something that has had a positive impact on us. I wrote about Boy Scouts of America and I received a 99% on it! Thank you Landmark for helping me develop stronger writing skills. 62

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There was a mini Landmark alumni reunion at the wedding of Billy Gersh ‘06, held at the Boston Public Library in October 2018. In attendance were Charlotte Goff ’07, Taylor Patten ‘07, Kaitlin McGowan ’06, and Maeve Tintle ’06.

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27 TH ANNUAL

LANDMARK SCHOOL

Golf Benefit

June 3, 2019

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: Katie Mullen, 978-236-3408, kmullen@landmarkschool.org or visit us at landmarkschool.org/events FALL/WINTER 2018-2019

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FACULTY NOTES

Will Klinar Wallace ’15 Getting the gang back together again in NYC for the weekend and enjoying a southern feast. Lop 1 for life! Thank you Rachel Urbonas ’14 for taking the photo. From left to right: Kyle Dzugas-Smith ’15, Michael Flood ’14, William Klinar Wallace ’15, Nigel Blasi ’14, Henry Casey ’15, AD Sullivan ’14

Noel Foy Landmark Teacher 1981–1985 As a neuro-educator, author of ABC Worry Free and founder of AMMPE Neuroeducational Consulting, my mission is to help educators, students, and coaches use the neuroscience of learning to their advantage in quick, user friendly ways to decrease stress and boost learning and performance. My 32-page storybook is a response to the rise in anxiety and aims to empower teachers, students, counselors, and parents with a quick and easily transferable strategy to face, process, and manage worries/anxiety. The book is geared toward early elementary grades up to fourth grade, but the strategy used in the story can be applied to all ages.

Trivia and Game Night: December 1, 2018 Oh, what a night! Friends, parents, faculty, and alumni came back to campus to join us for our first-ever Trivia and Game Night! Laughter and cheers could be heard down the halls as teams won big on Stump!Trivia. Music filled the air and got people moving with Music Bingo, while many players profited at the blackjack tables. Thank you to our many sponsors, donors, and participants for helping us raise $15,000 for the Landmark Fund…all while having fun!

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2018 ANNUAL REPORT OF GIVING

We Are a Village There is great debate about the source of the proverb “It Takes A Village to Raise a Child” but there is no mistaking its meaning. Our philosophy and structure are based on collaboration and partnership and always keeping our students at the core of what we do. Academic Advisors check in with students and their parents, teachers, coaches, the residential team, and others on an ongoing basis. Academic departments collaborate on curriculum. Administrators partner with countless players to keep the school fully enrolled, fiscally stable, and running smoothly. And the list goes on and on…all so our students will have the best possible experience and reach their potential. Our supporters are central players in the village. Thank you for making Landmark School a priority and for helping give our past, present, and future students the opportunity to soar. FALL/WINTER 2018-2019

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LANDMARK SCHOOL 2018 ANNUAL REPORT OF GIVING

For quite some time, the phrase “It Takes a Village”

has felt to me to be an overused, somewhat hackneyed expression. Recently the phrase came up again and, to my surprise, it felt fresh and relevant. I reflected on the Landmark community and culture, the daily involvement and investment of the faculty and staff, the commitment of our families and students to come to Landmark, the support and leadership of the board of trustees, the many generous supporters over the years, the inspiring outcomes for our students…did I mention that “It Takes a Village?” Our 2018 Annual Report of Giving is an inspiring example of the sustaining nature of active participation in a critical area of the school. Gifts to Landmark support the annual operating budget, including teacher salaries, financial aid, capital maintenance and improvements, and so much more. Donations also increase our capital assets, including endowment, which assures a strong and sustaining future for the school and all of its programs. Each and every donation helps Landmark achieve its very highest potential, is a key to success, and contributes to the common good of the entire Landmark community. At a time of increasing awareness of the neuroscience of learning, best practices that make a difference, and the responsibility to meet all students where they are in the learning process, the phrase “It Takes a Village” does have new meaning and relevance, and your generous support of Landmark makes a defining difference both within our school and throughout the broader world of education.

Thank you! Robert Broudo Headmaster

Thank you! 66

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The Landmark Fund Leadership Society $50,000 or more *The Buddenhagen Family Ibrahim El-Hefni Technical Training Foundation *Mr. and Mrs. James Duffy and Ravago Manufacturing Americas Mr. and Mrs. Gregory W. Fazakerly Mr. and Mrs. Joel Freedman Mr. and Mrs. John Grayken *Mr. and Mrs. Michael Pehl

Flagship Society $25,000–$49,999 Celanese The Dow Chemical Company Luetta and Jay Gould Mr. and Mrs. Jack Sebastian *Mr. and Mrs. Martin P. Slark Wylie Construction Services, LLC

Admirals Society $10,000–$24,999 Anonymous Joseph W. and Christiane K. Alsop *The Alter Family ‘82 Betty and Michael Bradley Mr. John Brenden ‘83 and the Brenden Mann Foundation **Amy and Robert Campbell *Jennifer Casey and Gerard Johnston and The Casey Family Foundation Mr. and Mrs. Peter Donovan Mr. and Mrs. Murray Halpern Mr. and Mrs. John Hernandez *The James Family Mr. and Mrs. Bruce Kaneb *Mr. and Mrs. Nicholas A. Lopardo Molex, Inc. Dr. Randolph Nelson and Dr. Cynthia Nelson O. Paul Decker Memorial Foundation Michael P. and Patricia J. O’Neill Michael and Janet Rogers Foundation Mr. and Mrs. Paul G. E. Schomber ‘92 *Mr. and Ms. Ilan Segev Wells Fargo Bank Foundation

Founders Society $5,000–$9,999 **The Ansara Family Fund at The Boston Foundation Arrow Electronics, Inc. Christine E. Bancheri Esq.

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Dan and Mona Cahill *Mr. and Mrs. Jeffrey R. Carney Mr. John Cowhig and Ms. Sherry Fuller *Ms. Nancy Crate **John and Kerri DeJesus Deloitte Digi-Key Corporation Mr. and Mrs. Matthew P. DiGiovanni EMS-Chemie Florence V. Burden Foundation G2 Capital Advisors Gay D. and William F. Scott Family Foundation *Bill Gersh ‘06 **Mr. and Mrs. William M. Graves Jr. ‘87 and The Graves Foundation Mr. and Mrs. Frank Hennessey Mr. and Mrs. Peter Higgins Mr. and Mrs. Stephen Jeffries *Ms. Sandra L. Jesse KF Partners, LLC Kay and Fred Krehbiel John and Kennetha Krehbeil Jr. Liberty Mutual Mr. and Mrs. Thomas F. Moran Mr. and Mrs. William Mulvey ‘79 Mr. and Mrs. Robert Nentwig Mr. and Mrs. Mark Nichols Mr. and Mrs. William Nichols Plastic Express Mr. and Mrs. E. Everett Post Jr. **Mr. George W. Ratermann ‘79 RBC Capital Markets Rich Foundation-Rich Harvest Farms Mr. Joseph Rose and Ms. Alicia B. Peckham Rose Mr. and Mrs. Jeff Staley Mr. and Mrs. Craig J. Tashjian TD Bank, N.A.

Keepers Society $2,500–$4,999 Arthur J. Gallagher & Co. Bank Of America Merrill Lynch *Mr. and Mrs. Robert J. Broudo Mr. and Mrs. Stephen Burbage Burns & Levinson, LLP C.E. Floyd Company, Inc. Mr. and Mrs. Stephen C. Caulfield Century Mold Co. Chevron Phillips Chemical Company, LLC Mr. Nicholas F. Childs and Mrs. Jean A. Robinson Childs Mr. Robert Clapp Columbia Recycling Corporation Connell Limited Partnership

Mr. and Mrs. Edward Crain Jr. Mr. and Mrs. Evan Dangel Mr. and Mrs. Brian J. Darcy *Mrs. Lynne Darling-Melochick ‘98 and Mr. Michael Melochick The du Four Family Ernst & Young Exelon ◆Goldman Sachs Matching Gift Program *Eric and Emily Haggman Mr. and Mrs. Patrick Hegarty Hub Group, Inc. Mr. Perry Justesen KPMG Peat Marwick, LLP John E. Krampf *Joseph H. Morgart Northern Trust Mr. and Mrs. James Olmsted People’s United Bank Peterman Architects, Inc. Pinnacle Polymers Mr. John W. Rowe Ann and Michael Sherman Mr. and Mrs. Stephen Slaney **Mr. and Mrs. Charles S. Strauch US Bank Dr. Myrna J. Weissman Mr. and Mrs. David Wilder

Atlantic Society $1,000–$2,499 Anonymous Mr. and Mrs. Joseph Abate Mr. and Mrs. Jeffrey Alpaugh Mr. and Mrs. Stephen Belgrad Mr. and Mrs. Martin J. Benchoff Mr. and Mrs. Ronald E. Bishop Mr. and Mrs. James A. Boone Mr. Gary Brenner ‘90 Mark and Pamela Brislin Mr. and Mrs. Jonathan C. Clark Mr. and Mrs. Brian Cutter Mr. and Mrs. Stuart Davies Mr. and Mrs. Frederic P. Dodge The Eagan Family East Boston Savings Bank Mr. and Mrs. Joseph Federico Jr. Mr. and Mrs. Dennis Frazier Mr. and Mrs. Steven Garfinkel Mr. and Mrs. Brian Garvey **Marty and John Gillin KEY * Landmark Trustee ** Landmark Former Trustee ◆ Matching Gift Company

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LANDMARK SCHOOL 2018 ANNUAL REPORT OF GIVING GJ Burns CPA, LLC Mr. Jeffrey W. Gladney ‘06 Mr. and Mrs. Alan Gordon Mr. and Mrs. George E. Gove III The Griswold Family H. Carr & Sons, Inc. Mr. and Mrs. John Haggerty Susanna Hamilton and Family Ms. Jamie Hartwright-Wadham and Mr. Benjamin Wadham Mr. Ned Jannotta Mr. and Ms. Matthew Kane Mr. Jay Kenney and Ms. Rosaleen Doherty Mr. Frank D. Kittredge and The Reverend Cynthia B. Kittredge Dr. and Mrs. Yamil Kouri Jr. **Mr. and Mrs. Leonard I. Ladin Mr. and Mrs. Peter D. Laird Donald McLellan and Martina Keller Mr. and Mrs. Guido Meade ‘81 ◆Merck Partnership for Giving *Myrna and Robert Merowitz Mr. Michael Miele and Ms. Anne Esbenshade Ms. Betsy A. Mizell ‘06 Mr. and Mrs. Christopher B. Moore Mr. and Mrs. Frederick Morgan Ms. Nan Morgart Mouser Electronics Mr. and Mrs. Ernest J. Mrozek Ms. Deirdre Mulligan The Anastasia-Murphy Family Mr. and Mrs. Michael Nault Mr. and Mrs. Oliver A. Parker *The Patten Family Perlstein Foundation Mr. and Mrs. Michael Pomposelli **The Guy V. Pontius Family Premier Builders, Inc. **Mr. and Mrs. Edward W. Probert Jr. Mr. and Mrs. Gary Rappeport Mr. and Mrs. Thomas M. Reyer Right At Home Boston & North Mrs. Michelle ‘99 and Mr. David Roccio Mr. Matthew J. Rogers ‘07 Nancy and Bryan Ruez Schulze & Burch Biscuit Co. Mr. and Mrs. Edward Sheehan Mr. and Mrs. David Sidon Mr. Spencer W. Smitherman ‘08 Ms. Zerla M. Stayman Mr. and Mrs. Brian Stein *Mr. and Mrs. Michael Tancreti and Children *Mr. and Mrs. David A. Tessier ◆The Coca-Cola Foundation 68

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TTI, Inc. Ms. Theodora van Roijen ‘96 Mr. Samuel Vigersky ‘98 Ms. Terre S. Wallach Mr. and Mrs. Daniel Warmack ◆Wellington Management Company, LLP William Blair & Company, LLC Mr. and Mrs. Michael J. Young

1971 Society $500–$999 Mr. and Mrs. Daniel W. Ahearn Mr. and Mrs. John Andrew Sr. Mr. Edgar H. Bachrach Mrs. Barbara Ball The Barrett Family Mr. and Mrs. Kevin J. Barrett Mr. and Mrs. Eric M. Benstock Ms. Chelsey Bergsten

Mr. and Mrs. Gregory Bidwell Blockowicz & Tognocchi, LLP Ms. Diana B. Blyer Ms. Astrid Boesze Hayward and Mr. Guy Hayward Mr. Joel Boyarsky Mr. and Mrs. Anthony Bram Mr. and Mrs. Greg Brougham Joan and Edward Callahan Mr. and Mrs. Glenn Chrumka Dr. Michael D. Clayman and Dr. Patricia F. Clayman Mr. Marc Cooper Cosgrove, Eisenberg and Kiley, P.C. Mr. and Mrs. William Couzens Mr. and Mrs. Samuel D. Daume Mr. and Mrs. John Demers Mr. David DiCenso and Ms. Kathleen Drew

The EMS Village and the Eighth Grade Leadership Program

In its fifth year, the Eighth Grade Leadership Program is humming along at the Elementary•Middle School. What transformed a gem of an idea into a thriving program with a beating heart was the teamwork of the faculty, staff, and students at the EMS. The program aims to prepare students for high school, establish members as leaders at the EMS, and foster stronger relationships among the group. The program is achieving these goals—and then some. This year, with a record-breaking 53 students in the eighth grade class, the group has been divided into four subcommittees that include: Community Service, Legacy Fundraising, Making Leaders, and Middle School Advocates. Students raise money for in- and out-of-school initiatives, plan field trips and events, enhance the EMS campus, and serve as role models for the other students on campus. Several faculty members serve as supervisors and mentors for the subcommittees. All of the other EMS students, teachers, and staff members benefit from the program, and the eighth graders learn how to contribute and take care of their school community, each other, and themselves.

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Ms. Deborah Donovan Mr. and Mrs. Harry C. Dudley Economic Development & Industrial Corp of Lynn Ernst & Young Mr. and Mrs. Scott J. Ganassin Ms. Jane Gardner Alexander Garthwaite and Julie Brown-Garthwaite ◆GE Foundation Ms. Kelley Glass Ms. Charlotte D. Goff ‘07 Mr. John Grady Mr. and Mrs. Paul Graf Michelle and Christopher Granese Mr. Howard Grill Mr. Anders Gustafsson Haworth, Inc. *Mr. Thilo Henkes and Ms. Lucy Armstrong-Henkes Mr. J. Adam Hickey Dr. and Mrs. Francis W. Ho-Kang-you Mr. and Mrs. Donald B. Holmes Jr. Ms. Tara Joly-Lowdermilk and Ms. Courtney Joly-Lowdermilk Mr. and Mrs. Mark Kagan Mr. and Mrs. Robert M. Kahn Mr. and Mrs. Michael Kaminsky Mr. and Mrs. Richard Katz Mr. and Mrs. Peter Keefe Kemet Corporation Mr. Thomas King **Mr. and Mrs. Maurice P. Lamarque Mr. and Mrs. Mark Larsen Mr. and Mrs. Per-Olof Loof Mr. and Mrs. Anthony Lopardo ‘92 Mr. and Mrs. Richard Marks Mr. and Mrs. Kevin McKernan Dr. Gerard McMahon and Ms. Judith A. Gale Medtronic Mr. Walter C. Meibaum III Mr. Jeffrey C. Melick Mr. and Mrs. Terence Moran Mr. and Mrs. Mark Moreschi Mr. and Mrs. Donald L. Mrozek New World Van Lines Mr. and Mrs. Caleb Nichols Mr. Richard A. Norwitt Mr. and Mrs. James P. O’Conor Jr. **Mr. Arthur B. Page Mr. Kent L. Palmer and Ms. Robin S. Palmer Ms. Taylor F. Patten ‘07 Mr. and Mrs. Richard Rattray Mr. Steven Reed and Mrs. Shelley Moses-Reed FALL/WINTER 2018-2019

Lisa and Tim Robinson Mr. Francisco Rodriguez The Rutter Family Constantine and Elizabeth Sarantos Ms. Meghan Sebens Seigle’s Cabinet Center Mr. Mark Seigle Susan and Robert Smitherman Ms. Rosalie Sorenson Mr. and Mrs. Thomas W. Stewart Mr. and Mrs. Harley Stowell III Mrs. Carol H. Tolan Ms. Susan Tomases and Mr. Paul Erhard Mr. and Mrs. Douglas B. Turnbull Dr. Robert A. Vigersky and Ms. Karen J. Fitzgerald The Van Damme-Waelchli Family Mr. and Mrs. Jeremy Wilmot Mr. Marcus R. Wright ‘16

Landmark Society $250–$499

Mr. and Mrs. David Aldrich Mr. and Mrs. Anthony Aloi Alpine Environmental Ms. Laura Alter Klapman Mr. John F. Averill Mr. and Mrs. Raymond Baril Mr. and Mrs. William Barrett Ms. Leslie Bell ‘78 Beverly Shade Shoppe Deborah and Robert Blanchard Brenner Facility Services, LLC The Brusca Family Mr. and Mrs. Stephen Burke Clark, Hunt, Ahern, & Embry Mr. Garland E. Coble and Ms. Katherine Linhares Mr. and Mrs. James Colby Mr. and Mrs. David Crowley Daily Printing Dana Alarm and Electric, Inc. Mr. Jack K. DeJesus ‘07 Delande Supply Company, Inc Mr. and Mrs. Robert DiRienzo Mr and Mrs. Thomas Eidson Mr. John E. Engstrom Mr. and Mrs. David Evans Mr. John J. Fettig Mr. Joseph Finn and Mrs. Dolores McIlmail Mr. and Mrs. Nicholas Granese Hayden Safe and Lock Co., Inc. Mr. Timothy Henry Mr. and Mrs. Richard Hughson Mr. and Mrs. Scott Johanson Mr. and Ms. Matthew Kanaracus

Roger and Linda Kendrick Mr. and Mrs. John H. Knowles Jr. Ms. Keryn Kwedor Mr. Alex Lamb ‘99 and Mrs. Natasha Lamb Mr. and Mrs. Daniel Ludmar M. A. Talbot Heating & Energy Systems Mr. Alan Mallas Mr. and Mrs. David C. McAveeney McDonnell Investment Management, LLC Mrs. Patricia McGovern McInnis Paving, Inc. Ms. Susan Membrino and Ms. Kimberly Joly Mr. and Mrs. Raymond F. Miller Mr. Loren Morgan and Ms. Mary-Anne Benevento Ms. Taylor Morris Mr. and Mrs. James E. Morris Ms. Julie A. Murphy Newark Mr. John Nissenbaum and Ms. Gabriella Browne Mrs. Melody R. O’Neil Mr. and Mrs. Brian Oppenheim R. LeBlanc & Sons Mr. Peter R. Ramsey and Ms. Isabel B. Phillips Mr. and Mrs. Karl Renney Mr. and Ms. John Riley Mr. Jake G. Riopel ‘08 Mr. and Mrs. Russell Roman Martin and Peggy Rubenstein Mr. and Mrs. David Seiter Mrs. Sarah W. Sherwood Mr. Harvy Simkovits and Ms. Beth Davenport Mr. Andrew Singer Mr. and Mrs. Mark Spreer Mr. and Mrs. Robert Standley Stanley Elevator Company, Inc. Stephen P. O’Brien Jr. Plumbing & Heating Mr. and Mrs. Alexander Taggard ‘90 Mr. and Mrs. Marc Tetel Mrs. Angela Timpone Gowans and Mr. Robert Gowans Ms. Beth Tyler and Mr. Jett Skell Mr. William J. Tylko ‘13 Mr. Douglas Walker Waters & Brown Paint & Decorating Ms. Amanda White Mr. Thom C. Wilson and Dr. Susan M. Seidman Mr. and Mrs. Richard Wright KEY * Landmark Trustee ** Landmark Former Trustee ◆ Matching Gift Company

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LANDMARK SCHOOL 2018 ANNUAL REPORT OF GIVING Viking Society $100–$249

Anonymous Ms. Annie M. Abate ‘19 Mrs. Janet Abdow Mr. Charles Allen **Charley, Jill and Robert Ammerman Mr. and Mrs. George Anastopoulos Mr. and Mrs. Angelo Andreottola Ms. Kathleen Andreozzi Mr. and Mrs. Eben Andrew The Angier Family Dr. Stanley J. Antonoff Mr. and Mrs. Jeffrey Appelstein Mr. Patrick M. Arlauskas ‘21 Mr. and Mrs. Elkin Arredondo Mr. and Mrs. John Austin Ms. Kathleen Babcock ◆Bank of New York Mellon Community Partnership Mr. and Mrs. Thomas E. Baratka Mr. and Mrs. Jeffrey G. Barlow ◆Barnes Group Foundation Mr. and Mrs. John W. Barrett Drs. Donald deB. and Olga R. Beaver Mr. and Mrs. Matt Below Mr. and Mrs. Dean Bennett Mr. and Mrs. Angelo Bertolino Sr. Dr. and Mrs. Angelo A. Bertolino Jr. Mr. and Mrs. David W. Betts Mr. and Mrs. Richard Bolton

Ms. Michelle Boucher Mr. Jason Brenner Mr. and Mrs. Steven A. Brown Mr. and Mrs. Howard J. Bruschi Mr. and Mrs. Will Buddenhagen Dr. and Mrs. Daniel R. Budman Mr. and Mrs. Thomas Burke Joan K. Burke Mr. and Mrs. Mark E. Burns Mr. and Mrs. Jack L. Butts Ms. Cassie Cammann Ms. Vanessa Candelora Mr. and Mrs. James Caron Mr. Peter Carr and Ms. Lisl Warren Mr. and Mrs. Massimo Carrieri Mr. and Mrs. William Carruthers Mr. and Mrs. James Casey Mr. and Mrs. William H. Cash Mr. and Mrs. Edward F. Casieri Mr. and Mrs. Dennis D. Christensen Mr. and Mrs. Larry Cohen Robert C. Cohn ‘91 Mr. and Mrs. Richard Cole Mr. and Mrs. John Collins Mr. James Cowdell Mr. John Crisafulli and Ms. Maria DeLuzio Ms. Elizabeth F. S. Crisafulli ‘21 Mr. Mark Culliton and Ms. Mary DiCicco Mr. and Mrs. Dennis P. Curtis Nicholas and Jayne D’Angelo

Summary of Giving to Landmark School

Landmark Fund Restricted: $69,440

Mr. and Mrs. John Dacey Ms. Stefanie E. Davidowitz ‘05 Ms. Melanie deForest-Malloy and Mr. Jason Malloy Dr. and Mrs. Robert B. DeMaggio Mrs. Emily R. Denoncour Mr. Jeffrey Dickinson Mr. Jeffrey Dietz and Ms. Angela Binda Mr. Benjamin DiFrancesco Ms. Helene Dionne Mr. and Mrs. Travis M. Drouin Mr. and Mrs. Dennis Drouin Ms. Alexandra Dube Mr. Joseph J. Dubinski ‘14 Glen and Norma Dubois Ms. Carol Ann R. Dumond Mr. and Mrs. Paul Durant Mr. and Mrs. William S. Ebert Ms. Georganna El Heneidy Mr. and Mrs. John C. Elwell Mr. Nicholas Engstrom ‘18 Mr. Peter Evans Mr. and Mrs. Michael R. Fahey Mr. and Mrs. John Fawcett Mr. Corey Fealtman Captain and Mrs. Michael L. Felmly Mr. and Mrs. Eduardo P. Fernandez Ms. Danielle M. Figueira Ms. Keandra C. Finn ‘21 Mr. and Ms. Michael J. Fitzemeyer

Other Gifts: $88,750

We are grateful for all of the ways that our community gives back philanthropically to the school. In fiscal year 2018 we received over $2 million in contributions. July 1, 2017 – June 30, 2018

Landmark Fund: $1,439,508 Landmark Fund Unrestricted: $728,211 Landmark Fund Restricted: $69,440 Landmark Fund Events: $641,857

Landmark Fund Events: $641,857

Landmark Fund Unrestricted: $728,211

Fiscal Year 2018 Landmark School Giving Figures are unaudited. Landmark Fund and other Designated Gifts include long-term pledges made during the fiscal year, not including payment towards pledges made in prior years.

Other Designated Gifts: $88,750 The Landmark Matters Campaign successfully concluded in 2015 with over $6.6. million raised. As part of the campaign effort, many donors made pledges for multi-year commitments that they continue to support. See page 79 for additional information.

Gifts Towards Pledges Made to the Landmark Matters Campaign: $476,300 70

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Ms. Katie Fitzpatrick Mr. and Mrs. Neil Flavin Ms. Lee Fleming Ms. Stacy R. Flood Mr. Gregory J. Flood and Mrs. Andrea O. Carol-Flood Mr. Christopher J. Floyd Mr. Michael Flynn Mrs. Noel Foy Mr. and Mrs. Kurt Frampton Mr. and Mrs. Peter B. Frazier Ms. Sharen Froilan *Dr. Nadine Gaab Ph.D. Ms. Christine Galvin Mr. Philip Ganz ‘97 Mr. and Mrs. German Garcia Mr. Robert Gardin Mr. Adam P. Gauvin ‘10 Mrs. Laura F. Geary Mr. and Mrs. Reed George David Gold and Wendy Herzog Mr. and Mrs. Kevin Gould Mr. and Mrs. Peter Graham Mr. Bryan Granese Mr. and Mrs. Scott Grant Mr. and Mrs. Benjamin Grenier Ms. Kristen K. Guinane ‘04 Mr. Mitchell Guttentag and Ms. Rebecca Fishbein Ms. Kathleen Hamon Dr. and Mrs. Robert S. Harper Mr. Richard A. Harriman and Ms. Kristen Wainwright Mr. and Mrs. Michael Hildebrandt Dr. Stephan M. Hochstin Mr. and Mrs. Ralph Hopkins **Mr. William W. Hoyt Mr. and Mrs. Gregory Hurlburt Mr. and Mrs. Kevin Jackson Mr. Ralph James Mr. and Mrs. Scott Jamieson Mr. Adam Janus Mr. and Ms. Graeme Jarvis Ms. Suzanne Johnson Ms. Laura Johnson Mr. Larry Jones and Mrs. Sumiko Kanazawa ‘84 Dr. Stanley K. Jordan Mr. and Mrs. Sharad Joshi Mr. and Mrs. Allen L. Kaplan Ms. Madeline Karle ‘20 Mr. and Mrs. Peter A. Kast Mr. and Mrs. William Kelly Ms. Jaime C. Kenney Rebecca Kenney-Olofsson and

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We are grateful to our community of supporters who participated in a meaningful way in the Fiscal Year 2018 Landmark Fund. Through the participation of our donors we broke another fundraising record with over $1.4 million raised! This achievement is a testament to your commitment to our mission to serve generations of students whose lives are impacted by Landmark School.

Alan P. Kenney Mr. James Kent Mr. and Mrs. Peter Kerndt Ms. Katherine Kinsman Mr. and Mrs. Richard M. Kohn Mr. Lawrence Kotin Mr. and Mrs. Paul S. Kramer Mr. Jordan A. Kreidberg Michael Thomas Krol & Family Mr. Michael Krol ‘19 Mr. Paul Krueger Mr. and Mrs. James A. Kuhns Mr. and Mrs. David Kurz Mr. Pete Laird ‘21 Mr. Reid C. Lavoie ‘04 Mr. and Mrs. Alexander Leikikh Ms. Marleen Spengler and Mr. Marvin Liberman Mr. John Libront Ms. Rachel Lubets Mrs. Tracy A. Lukegord-Hayes and Mr. Joseph Hayes Mr. and Mrs. Robert A. Lyman Mr. George Lynch III Mr. and Mrs. D. Lloyd Macdonald Mr. and Mrs. Scot B. MacMannis Mr. and Mrs. Tim Mahoney Mr. and Mrs. Julian R. Mallett Mr. Brian W. Marks ‘00

Mrs, Camilla Martin Ms. Patty McCauley Mr. and Mrs. Robert McLaughlin Mr. and Mrs. Mark McLaughlin Mr. Jeremy Melvin Mrs. Alice Michel and Mr. Mark Michel Mr. and Mrs. Jonathan R. Miller Mr. James C. Mills ◆Mizuho USA Foundation Inc. Mr. Phillip H. Monier ‘83 Mark and Sylvia Moss Mr. and Mrs. John Moylan Mr. and Mrs. Joseph Mullen Mr. and Mrs. Stephen J. Mullen Ms. Elizabeth Murphy Ms. Nancy Murphy Ms. Kathleen M. Murray Mr. Derrick S. Neal ‘04 Mr. and Mrs. Stephen D. Neal Ms. Nanny Noyes Mr. Nicholas P. Nuccio ‘07 Mr. and Mrs. David A. Nussdorfer Mr. William O’Brien ‘20 Mr. and Mrs. John O’Connor KEY * Landmark Trustee ** Landmark Former Trustee ◆ Matching Gift Company

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LANDMARK SCHOOL 2018 ANNUAL REPORT OF GIVING Mr. and Ms. Peter O’Neill Ms. Julia T. O’Neill ‘18 Ms. Mary Okner Ms. Eva Oliveira Mr. Richard Olney III Ms. Anita Olson Mr. and Mrs. David Parece Mr. and Mrs. Joseph S. Parker Dr. Martin Paul and Dr. Chris Talsness Mr. Thomas C. Peterman Mr. and Mrs. Patrick Phelan Mr. Jacob D. Pike ‘05 Dr. and Mrs. James P. Pitts Mr. Chad Porter Mr. Dino Puia Mr. Neil W. Putnam and Dr. Pamela S. Putnam The Puttkammer Family Ms. Bernadette L. Quirk and Mr. Mark Elliott Mr. and Mrs. Douglas Reed Mr. and Mrs. Michael Reilly Mr. and Mrs. Richard B. Rex The Robbins Family Mr. and Mrs. Frederick Roberts Bill D. Roebuck and Karen J. Baumgartner Mr. and Mrs. Christopher Rowen Mr. Martin J. Rowland and Ms. Eleanor J. Griffin Ms. Eugenie Roy Mr. and Mrs. Mark D. Savage The Schley Johnsons Mr. and Mrs. David W. Schraut Mr. and Mrs. Jeffrey C. Scipione Mr. and Mrs. Gardner P. Sisk Mr. and Mrs. Dean T. Skiffington Ms. Deborah Smith Mr. and Mrs. Kevin Smith Mr. and Mrs. Gary L. Smith Susan & James Snider Fund Ms. Jessie P. Snyder Mr. and Mrs. David B. Soule Mr. Alex Spear ‘94 Donald and Roberta Stacey Dr. Martin Steffen and Dr. Paula Ragan Mr. and Mrs. Donald Stein Mr. and Mrs. John Stephans Ms. Ginny Stephenson Mr. and Mrs. Joseph Steriti Ms. Anne Stevenson Mr. and Mrs. Douglas Stevenson Mr. Edward Storey Mr. and Mrs. Gary L. Stromberg Ms. Zhilin Strong-Allen ‘18 Ms. Katherine Stroup Mr. and Mrs. Thomas Sullivan 72

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Your gifts to the Landmark Fund were essential to filling the gap between tuition and the cost of operating the school. The gifts provide teachers with the resources for individualized classroom instruction, allow students to thrive in a supportive academic environment, and give administrators the flexibility to pursue new and engaging programs. Mr. and Mrs. Owen G. Sullivan Mr. and Mrs. Charles Sumner Jeffrey Swanson and Kristyn Newhall Mr. and Mrs. Don Sweeney Mr. Charles Symonds Ms. Jeanne Talbot Ms. Wendy C. Taylor Mr. and Mrs. Frederick Teichert Mr. and Mrs. Chris C. Ten Eyck Ms. Violet Tetel ‘21 The Therrien Family Richard K. Thorndike III Barbara and Norman Tomases Mr. and Mrs. George Tsoukalas Mr. and Mrs. Todd Twombly Ms. Doreen A. Waine ‘83 Mr. Guyton H. Watkins and Ms. Ellen C. Donnelly Ms. Ann Weeks and Mr. Eric Lustig Mr. Thomas E. Wellwood III Mrs. and Mr. and William White Dr. Beth Wigden and Mr. Steven Rioff Mr. Perry Wolfman and Mr. Sheridan Wright Mr. and Mrs. Christopher Woodin Mr. Stephen Woods and Ms. Abigail McNamee Ms. Greta H. Wright ‘20 Ms. Alexia M. Zinzopoulos ‘19

Blue & Gold Society up to $99 Anonymous Ms. Carolyn Aliskewicz Mr. Jack S. Anastopoulos ‘18

Ms. Sharon Anderson Mr. Jacob P. Andrews ‘07 Ms. Megan Arnio Thomas and Kathleen Ashley Ms. Lindsay Banks Mr. Trey Barth Mr. Charles Bascome and Ms. Dana Duong Mr. and Mrs. Daren Bascome Mr. and Mrs. Mark C. Bedrosian Mr. Matthew Belliveau Mr. Carson Berglund Ms. Kelise Biondo ‘22 Ms. Lenore Bird Mrs. Priscilla A. Black Mr. Scott Blanchette Ms. Frances Bolla-Larkin Ms. Ruth Bossler Mr. and Mrs. Charles S. Bougas Mr. William Bourque Ms. Paula S. Brand Ms. Nancy Brennan Mr. William F. Bresnahan IV Mrs. Erin Brewer Ms. Kristine Burgess Mr and Mrs. Neil Burke Mr. and Mrs. Tom Burke Mr. Thomas Burke Mr. Connor Burke ‘24 KEY * Landmark Trustee ** Landmark Former Trustee ◆ Matching Gift Company

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Mr. and Mrs. Brian T. Butler Ms. Madeline Bycoff ‘20 Mr. and Mrs. Christopher Cannon Mr. and Mrs. Bernard J. Carey Mr. Rory J. Carney ‘18 Ms. Jessica Caron Ms. Acadia R. Caron ‘18 Mr. and Mrs. Thomas Carpenter Mr. David Carr Ms. Siri Carr ‘25 Ms. Makayla Carrafiello ‘21 Ms. Susan Cashman Mary Ellen and Joe Castagno Mr. and Mrs. David Castellucci Mr. Isaiah D. Castellucci ‘19 Mr. Josiah Castellucci ‘21 Richard and Lisa Chace Mr. William Chamberlain Mr. and Mrs. Robert A. Chandler Mr. and Mrs. Robert Chapman Mr. David Chechik Mr. and Mrs. Khiet Chhu Mrs. Kerri Coen Matthew Cohen ‘08 Mr. James T. Colby IV ‘19 Mr. and Mrs. Brian S. Colcord Mr. Charles Collins Ms. Amy Conant Mr. Nicholas Cook Mr. Daniel A. Cowhig ‘18

Mr. Tanner Coyne ‘21 Mr. and Mrs. Adam Craig Mr. Michael W. Cronin ‘07 Mr. and Mrs. Daniel E. Crossman Mr. Michael Cunha Mr. Nicholas Curtin Mr. and Mrs. David Daddario Ms. Judith Davis Mr. Paul Deflumeri Ms. Marla Dennehy Mr. Patrick Desmond Ms. Elizabeth and Mr. Michael Dietze Ms. Catherina C. DiGiovanni ‘20 Ms. Anna DiPerna Mr. Rob Dixon Mrs. Kathleen Donaghey Mr. Dung Duong Mr. John P. Early ‘19 Ms. Alexandria Edwards Ms. Lindsey R. Ellis ‘14 John and Wendy Ellis Ms. Samantha Ellner Mr. Jonathan Ells Mr. and Mrs. Jon Elso Ms. Nevada R. Fahey ‘21 Mr. Toby Fairweather and Ms. Melissa Young-Fairweather Mr. Albert Farrah and Mrs. Karen Van Beers Ms. Amanda Farrer Reverend William R. Ferguson

Ms. Mary Fitzsimmons Mr. Jay Flannery Ms. Judith Flynn Mr. and Mrs. Vincent Foley Ms. Jennifer Fortin John and Betty Franklin Ms. Carissa Fraser Ms. Hillary French Mr. and Mrs. John O. Gallant Mr. Michael Galuski Mr. Carl Gasowski and Ms. Elyse Gordon Mr. and Mrs. David Gatti Ms. Lisa Gelormini Mr. and Mrs. David Genova Ms. Gretchen Gerig Mr. Jack Gerry ‘21 Mr. Michael M. Giardina ‘19 Dr. and Mrs. Michael Goldberg Mr. Blake M. Gondella ‘21 Ms. Sarah Gosse Mr. Ryan P. Graf ‘19 Mr. and Mrs. Bruce Graham Ms. Heather Graham ‘21 Mr. and Mrs. Philip Grandchamp Ms. Sophia Grausam ‘18 Ms. Kelly Graves and Mr. Paul Howard Mr. Nathan Gray Mr. James Grayken ‘21 Ms. Merryl E. Green ‘19 Mr. Daniel Grimm

Minding Your Mind—Coming Together to Manage Student Stress and Anxiety With stress, anxiety, and depression on the rise, our High School took the initiative to address these issues head on. Working with the national organization Minding Your Mind, faculty and staff organized a full morning of programming to help students learn, process, and reflect on this timely and relevant topic. A well-attended parent version of the program was offered the evening before and was hosted by the Landmark Parents’ Association. For the entire High School community, Minding Your Mind provided an engaging and informative presentation on how to recognize the warning signs of stress, anxiety, depression, and crises, how to look beyond the stigma, and adopt positive coping strategies. Students then broke up into small groups and using color-coded index cards, wrote reflections of what they learned, evaluated how their thinking changed, and listed resources for support inside and outside of Landmark School. Bill Barrett, head of the High School said, “The program did exactly what we had hoped. We raised awareness, we all learned a lot, and our students and parents felt supported. Coming together as a community to address this important topic felt important and productive. Students and faculty did a great job working together and sharing reflections and ideas.” FALL/WINTER 2018-2019

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LANDMARK SCHOOL 2018 ANNUAL REPORT OF GIVING Ms. Mary Guinee Dr. and Mrs. William G. Hagar III Ms. Ciara Haggerty ‘22 Ms Christine Halkett Ms. Mara Hale Mr. and Mrs. Brett Hall Mr. Andrew Hamilton Mr. Joshua Hardin Mr. Zachary Hardy ‘05 Mr. and Mrs. Scott Harlan Mr. and Mrs. Tucker Harrison Ms. Christine Harty Mr. and Mrs. George Haseltine Mr. and Mrs. Jonathan Hecht Ms. Sophia R. Hecht ‘21 Ms. Martha Heddon Ms. Susan Hedman Ms. Cristina I. Hennessey ‘21 Ms. Melissa Herron Ms. Lauren Hobbs Ms. Lindsay M. Hobbs Ms. Crystal Hodges Ms. Abigail Howe ‘20 Dr. and Mrs. Robert C. Hoyer Ms. Jaquelin Hubbard Ms. Ashley Hubacz Ms. Kayla E. Hudzik ‘18 Ms. Anna J. Hughson ‘20 Ms. Beth Hurst Ms. Isabella Jackson Mr. Brendan C. Jackson ‘18 Mr. Philip Jeffries ‘20 Terry Jennings Ms. Anna L. Jensen ‘19 Ms. Shannon R. Jordan-Quern ‘11 Mr. and Mrs. Albert Jordan-Quern Mr. Jared S. Joshi ‘18 Ms. Morgan E. Joyce ‘20 Ms. Eliza F. Keefe ‘20 Mr. Derek D. Keene ‘21 Mr. Bryan P. Kelly ‘18 Ms. Gail A. Kent Mr. James Kent Mr. James Kent Ms. Kathleen Kiely Ms. Anne Kinigstein Mr. Aaron Kirsten and Mr. Jorge Delgado-Breuer Ms. Linda Klemis Mr. and Mrs. Peter Kleros Mr. Andrew R. Knox ‘97 and Ms. Elizabeth Theisen-Knox Mr. Chris Koloski Ms. Jessica Krol The Kula Foundation 74

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Ms. Margaret Layton Mr. Vinny Leone Mr. Michael Letzeisen Mr. Bo M. Levine ‘16 Ms. Julie Littlefield Mr. and Alexander LoChiatto ‘19 Mr. and Mrs. David W. Locke Mr. and Mrs. Michael Loeb Mr. and Mrs. David C. Loeper Mr. Charles A. Lopardo ‘22 Ms. Emma E. Lopardo ‘24 Ms. Lily Lopardo ‘22 Ms. Lucy Lopardo ‘23 Mr. Nicholas S. Lopardo ‘20 Ms. Lucie Lott ‘20 Mr. Peter A. Lucia ‘91 Mr. Peter Lutter Mr. and Mrs. Brian MacDonald Ms. Hillary Mackay-Smith Ms. Olivia A. Maguire ‘21 Ms. Ruby M. Mallon ‘21 Ms. Kaleigh Mangiarelli Ms. Sarah Mann ‘20 Mr. and Mrs. Charles Manning Ms. Caroline E. Manning ‘18 Mr. Jason Mansfield

Ms. Margot Marcou Mr. and Mrs. Gerald L. Marcus Mr. Jay Markland Ms. Michael Martin Ms. Elizabeth Maurer Ms. Allison Mazzarella Mr. Douglas C. McDonald and Ms. Nancy W. Porter Mr. and Mrs. John McDonnell Mr. Sean C. McDonnell ‘20 Mr. and Mrs. Christopher McKernan Ms. Joan McLaughlin Ms. Kierce G. McLean-Benson ‘04 Ms. Maureen McNamara-Karlberg and Mr. Kent Karlberg Mr. George B. McNamee ‘19 Ms. Avery McNiff The Meicher Family Mr. and Mrs. Richard F. Mello Mr. and Mrs. John Michaud Mr. Bruce Miller Mr. Luca D. Miranda ‘20 Mr. and Mrs. Steve Mirandi Mr. and Mrs. Vincent M. Mitchell Mr. Max Modugno Ms. Olivia Moran ‘20

2018 Senior Gift The Senior Class of 2018 raised over $900 in their Senior Gift effort. The funds aided in the purchase and installation of a new lamppost on the High School Upper Campus. This lamppost will help to illuminate a frequently traveled area of campus and serve as a proud example of the tradition of Senior Class philanthropy at Landmark School. Congratulations and thank you to the Class of 2018!

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Ms. Rebecca Morcos ‘19 Mr. and Mrs. Gregory Moreira Mr. Myles Moreira ‘22 Ms. Lauren Morrow Mr. and Mrs. Wilbur M. Mounsey Jr. Ms. Jennifer Moy Ms. Ann Mulcahy Andrew Mr. Conor J. Mullin ‘21 Ms. Cecilia Mullings and Mr. Michael Kilburn Mr. Peter Murdoch Mr. D. Matthew Murphy ‘02 Ms. Kiley Murphy Mr. Michael Murphy Ms. Jacquelyn Murray Mr. and Mrs. Armand Musto Ms. Sandra Nadeau Ms. Jillian Nannicelli Ms. Emily Nentwig Mr. James R. Nentwig ‘20 The Estate of Karen J. Ness Mr. and Mrs. Scott Nichols Mr. and Mrs. Jeffrey Nichols Ms. Eleni Nikitas Ms. Julia D. Norcross ‘08 Ms. Shannon F. O’Brien ‘19 Ms. Bridget O’Connell Ms. Paige O’Connor Ms. Sarah Jane S. O’Connor ‘21 Mr. Edward P. O’Neil ‘91 Ms. Maura O’Riordon Mr. and Mrs. Michael Orie Claudia Owens Mr. and Mrs. Steven Ozahowski Mr. Robert Panunzio Ms. Carla Panzella Mr. Christopher Paolini Mr. Dominic Paolini ‘21 Ms. Freddi and Mr. Scott Pare Sarah Patt Ms. Katherine Payson Ms. Gabriella R. Pecoraro ‘07 Tom and Joan Pennace Ms. Melissa Peraner Mr. and Mrs. Michael Perry Ms. Sallie R. Pettengill and Ms. Marianne Chatterton Mr. Allen Pickwick Mr. Oronde Popplewell Francis Powers Mr. Brad Ramsdell Mr. Matthew Reed ‘23 Mr. Tynan Reed ‘18 Ms. Samantha Rizza Mr. and Mrs. Daniel J. Roberts ‘83 Mr. and Mrs. Kevin Roberts

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Ms. Elizabeth Rozeski Mr. Michael G. Roy ‘18 Mr. Matthew F. Russell ‘14 Mr. Joshua Safdie and Mrs. Amy Carpineto Ms. Maureen Sage Ms. Meghan F. Sauder Mr. David Savage ‘18 Ms. Christina Scanlon Mr. Jacob J. Schneider ‘08 Mr. and Mrs. John Schwechheimer ‘86 Ms. Alice M. Schwechheimer ‘20 Ms. Elizabeth Scola Ms. Morgan E. Sebastian ‘21 Ms. Amy Sellers Ms. Paige Sellers Mr. and Mrs. David Sestini Mr. and Mrs. Frederick Sewall Mr. Ryan Shea ‘20 Ms. Laura Sherman Polvinen Mr. Andre Sicuranza ‘21 Mr. and Mrs. David Simpson Ms. Masha Smith-Realmuto ‘20 Mr. Tomi Sousa Ms. Patricia E. St. Amand Ms. Kristine Stark Mr. Nevan Steere Ms. Josephine Steere ‘19 Mr. Bruce Stoddard Ms. Patricia Sullivan ‘82 Ms. Claire Sullivan Mr. and Mrs. Kirk Swanson Mr. and Mrs. Bradford F. Sweeney Barbara and Jen Sweeney Mr. Jarrod Sweeney ‘18 Mr. and Mrs. Vinal Tabor Mr. Morgan Talbot and Ms. Ariel Martin-Cone Ms. Paige M. Taylor ‘05 Ms. Allison J. Teichert ‘20 Ms. Deborah W. Telep Mr. and Mrs. Constantine Theokas Ms. Elizabeth B. Theriault ‘20 Mr. Brandon Thomaszvic Ms. Jane E. Thompson Ms. Lauren Torres Mr. and Mrs. Kenneth Tremblay Ms. Joanne Tucker O’Toole Ms. Alexandra Valentine Mr. and Mrs. David A. Veling Ms. Julia D. Ventura ‘19 Ms. Leslie Victorine Mr. Jack Vieira ‘21 Mr. and Mrs. Michael Vincent Mr. James Vincent Mr. Cody M. Vincent ‘25

Mr. and Mrs. Jon von Tetzchner Mr. Peter N. von Tetzchner ‘21 Ms. Sigrid M. von Tetzchner ‘19 Ms. Carina Walder Mr. and Mrs. Robert G. Walker Ms. Grace Walkowicz Mr. Stephen Walkowiz Mr. Leonard B. Wallace V ‘14 Mr. Ernest Walsh Ms. Patricia L. Walsh Mr. Trevor Ward Mr. Martin Wells and Ms. Susan Loring Wells Ms. Jenna Wilder ‘18 Ms. Charlene Williams Ms. Amy Willis Ms. Alia C. Wilmot ‘20 Mr. Scot Wilson and the Wilson Family Ms. Sophie N. Wilson and the Wilson Family Mr. Carlton Winslow Ms. Kathryn Worden Ms. Julia Wysoker ‘20 Ms. Danielle Yaracz Mr. James Yoder and Ms. Constance Lawton Ms. Kanella Zaralides Mr. and Mrs. Bernard D. Zelenka

Honors

In Honor of J. Adam Hickey Ms. Ann Weeks and Mr. Eric Lustig In Honor of Sam Vigersky ‘98 Dr. Robert A. Vigersky and Ms. Karen J. Fitzgerald

Memorials

In Memory of Sean Callahan ‘94 Joan and Edward Callahan In Memory of Christopher B. Darcy ‘05 Mr. and Mrs. Brian J. Darcy In Memory of Herbert J. Dunphy Mr. and Mrs. Frederick Sewall In Memory of Chet and Will Griswold The Griswold Family In Memory of Chester and William Griswold

KEY * Landmark Trustee ** Landmark Former Trustee ◆ Matching Gift Company

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LANDMARK SCHOOL 2018 ANNUAL REPORT OF GIVING In Memory of R. Scott Martin Mr. John F. Averill Mr. and Mrs. Edward F. Casieri Mr. and Mrs. Stuart Davies Mr. and Mrs. David Gatti Mr. and Mrs. Philip Grandchamp Mr. and Mrs. Gregory Hurlburt McDonnell Investment Management, LLC Joanne Tucker O’Toole Mr. and Mrs. Jeffrey C. Scipione Ms. Patricia E. St. Amand Mr. and Mrs. Bradford F. Sweeney Ms. Jane E. Thompson Through the generosity of Mr. and Mrs. Michael J. Young for the Alexander Young Memorial Fund In Honor of Bob & Kathie’s 40th Anniversary (Honor: Bob Becker) In Memory of Dr. Gabriel Kitchener In Memory of Mark Rosen In Honor of Judith Weiner on her 100th Birthday In Memory of Dr. Paul Epstein In Memory of Mr. Ken Hagerstrom In Memory of Sergio Lopez de Mesa

Event Sponsors and Donors

Landmark’s fundraising events play a crucial role in raising unrestricted support for the school and creating a strong community among our parents, alumni, teachers, and students. These events would not be possible without the generosity of so many Landmark families and friends. The list below represents individuals and organizations who sponsored or donated to an event this past year.

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Anonymous Mr. and Mrs. Jeffrey Alpaugh Alpine Environmental, Inc. Joseph W. and Christiane K. Alsop *The Alter Family ‘82 Alto Forno The Anastasia-Murphy Family Arrow Electronics, Inc. Avnet Mr. Edgar H. Bachrach Bank Of America Merrill Lynch Mr. and Mrs. Raymond Baril Mr. and Mrs. Claude Beaudet Beverly Shade Shoppe Bishop & Associates, Inc. William Blair & Company, LLC Blockowicz & Tognocchi, LLP Boston Bruins Boston Harbor Hotel Brattle Entertainment Brenden Mann Foundation Brenner Facility Services, LLP *The Buddenhagen Family Burns & Levinson, LLP C.E. Floyd Company, Inc. Mr. and Mrs. Edward Crain Jr. **The Campbell Family Captain Dusty’s Ice Cream *Mr. and Mrs. Jeffrey R. Carney *Jennifer Casey and Gerard Johnston and The Casey Family Foundation Mr. Anthony Caturano ‘92 Celanese Century Mold Co. Chevron Phillips Chemical Company, LP Cindy Nails & Wax Mr. Robert Clapp/DAC Clark, Hunt, Ahern & Embry Cobra Puma Golf Columbia Recycling Corporation Connell Limited Partnership The Core Group at RBC Corporate Coach & Limousine Mr. Billy Costa Country Carriage Mr. John Cowhig and Ms. Sherry Fuller Crosby’s Marketplace Crossfit Variance Daily Printing Dana Alarm and Electric *Mrs. Lynne Darling-Melochick ‘98 and Mr. Michael Melochick Mr. Jack K. DeJesus ‘07 **John and Kerri DeJesus Mr. and Mrs. Ryan DeJoy

Del Frisco’s Double Eagle Steak House Delande Electrical Supply Deloitte Mr. and Mrs. John Demers Depot Liquors Digi-Key Corporation Mr. and Mrs. Matthew P. DiGiovanni The Dow Chemical Company The du Four Family *Mr. and Mrs. James Duffy East Boston Savings Bank Economic Development & Industrial Corp of Lynn Elements Massage EMS-Chemie (North America), Inc. Ernst & Young Ms. Samanta Ettore and Mr. Paul Barrow Exclusive Resorts Exelon Fade and Focus Digital Productions Frederick E. Ferris ‘89 Greg Fortier Frayed Knot Sailing Charters Fusion Apparel G2 Capital Advisors Arthur J. Gallagher & Co. The Galley Resturant Mrs. Jacquie Gardner *Bill Gersh ‘06 Shannon Kelly Gilmour GJ Burns CPA, LLC Mr. Jeffrey W. Gladney ‘06 Mr. and Mrs. Alan Gordon ‘82 Alan D. Gordon Family Foundation Mr. and Mrs. Nicholas Granese Mr. and Mrs. John Grayken Brian Hagale ‘05 *Eric and Emily Haggman Half Baked Mr. and Mrs. Murray Halpern Haworth, Inc. Hayden Safe & Lock Co. Ms. Astrid Boesze Hayward and Mr. Guy Hayward Henry Jr. Sandwich Shop Elin Hildenbrand Hinshaw & Culbertson, LLP Ms. Lindsay M. Hobbs Hub Group, Inc. Mr. Thomas Hudzik and Ms. Jane Ziesing Hy-Line Cruises KEY * Landmark Trustee ** Landmark Former Trustee ◆ Matching Gift Company

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Ibrahim El-Hefni Technical Training Foundation Ipswich Country Club Island Resorts and The White Elephant *The James Family Mr. Ned Jannotta Mr. and Mrs. Stephen Jeffries *Ms. Sandra L. Jesse Jenny Johnson Juice Bar Mr. and Mrs. Robert M. Kahn Kemet Corporation Mr. Jay Kenney and Ms. Rosaleen Doherty KF Partners LLC KISS 108FM Dr. and Mrs. Yamil Kouri Jr. KPMG Peat Marwick, LLP Kay and Fred Krehbiel John and Kennetha Krehbiel Jr. Kenneth Kumph/Premier Builders, Inc. The Laird Family Landmark School Performing Arts Department Landmark School Visual Arts Department Landmark School Wood Working Department Liberty Mutual Mr. and Mrs. Per-Olof Loof Mr. and Mrs. Anthony Lopardo ‘92 *Mr. and Mrs. Nicholas A. Lopardo Mr. and Mrs. Matthew Lord Mrs. Patricia McGovern McInnis Paving, Inc. Donald McLellan and Martina Keller Mr. and Mrs. Guido Meade ‘81 The Micheal Family Michelle James Salon Tom Mlesko Moelis & Company Molex, Inc. Mr. and Mrs. Richard Moore Mr. and Mrs. Mark Moreschi *Joseph H. Morgart Mouser Electronics Mr. and Mrs. Ernest J. Mrozek Nantucket Baby and Beach Equipment Rentals Nantucket Historical Association New England Running Company New World Van Lines Newark Northern Trust Mr. Richard A. Norwitt Mr. Nicholas P. Nuccio ‘07 Stephen P. O’Brien Jr. Plumbing & Heating Michael P. and Patricia J. O’Neill Panini Pizzeria

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Donor Support for Landmark Outreach We extend our sincere appreciation to the individuals and organizations who contributed their support in fiscal year 2018 to the Landmark School Outreach Program. With their commitments, Landmark Outreach is able to further its mission to empower students with language-based learning disabilities by offering their educators meaningful and effective professional development grounded in theory and practice. Anonymous The Bilezikian Family Foundation Betty and Michael Bradley Mr. Jack K. DeJesus ‘07 East Boston Savings Bank Charitable Foundation First Ipswich Bank Mr. Jeffrey W. Gladney ‘06 *Mr. and Mrs. Nicholas A. Lopardo The McCarthy Family *Mr. and Mrs. Michael Pehl People’s United Community Foundation of Eastern Massachusetts The Peter and Elizabeth C. Tower Foundation PowerOptions Salem Five Charitable Foundation **Ricki and Stanley Stern Bold Indicates donors who supported The Edward E. Ford Foundation Matching Challenge Grant in fiscal years 2017 and 2018.

The Edward E. Ford Foundation Awards Landmark Outreach a Matching Challenge Grant In 2016, The Edward E. Ford Foundation awarded a $50,000 matching challenge grant to support the development of a new Landmark Outreach Online course, Study Skills: Strategies to Support Executive Function. The course explores the importance of developing strong study skills in order to achieve goals and build overall academic proficiency, particularly for students with language-based learning disabilities (LBLD) and executive function deficits. With the support of generous donors like The Edward E. Ford Foundation, Landmark Outreach Online’s suite of online course offerings continues to grow. All courses are available in 15-hour or 3-credit formats. Landmark Outreach is incredibly grateful to The Edward E. Ford Foundation and to the donors who contributed to the matching challenge in fiscal years 2017 and 2018.

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LANDMARK SCHOOL 2018 ANNUAL REPORT OF GIVING Something Natural Cafe Stanley Elevator Company, Inc. Mr. and Mrs. Harley Stowell III The Sunkin Ship Mr. and Mrs. Kirk Swanson Mr. and Mrs. Don Sweeney Mr. and Mrs. Alexander Taggard ‘90 M. A. Talbot Heating & Energy Systems Mr. and Mrs. Craig J. Tashjian Tavolino TD Bank, N.A. *Mr. and Mrs. David A. Tessier TGS Cedar Point Nancy Thayer Tonno Resturant Tradewind Aviation TTI, Inc. Mr. and Mrs. Douglas B. Turnbull US Bank Ventuno Resturant Waldom Electronics Waters & Brown Paint & Decorating Wells Fargo Bank Foundation Wicked Island Bakery Wild Oats Health Food Store Scot Wilson and the Wilson Family Mr. Perry Wolfman and Mr. Sheridan Wright Wylie Construction Services, LLC Wylie Inn and Conference Center Wynn Las Vegas Youngs Bicycle Shop Zebra Technologies Corporation

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Ms. Taylor F. Patten ‘07 *The Patten Family *Mr. and Mrs. Michael Pehl People’s United Bank Peterman Architects, Inc. Pinnacle Polymers Plastic Express Mr. Daniel Pontes-Macedo Prides Deli & Pizzeria R. LeBlanc & Sons Mr. and Mrs. Gary Rappeport **Mr. George W. Ratermann ‘79 Ravago Manufacturing Americas RBC Capital Markets Rich Foundation-Rich Harvest Farms Right At Home Boston & North Mrs. Michelle ‘99 and Mr. David Roccio Mr. and Mrs. Russell Roman Mr. John W. Rowe SAGE Dining Services Samuel Adams Schulze & Burch Biscuit Co. Gay D. and William F. Scott Family Foundation Seaboard Marine & Jacintoport International Mr. and Mrs. Jack Sebastian *Mr. and Ms. Ilan Segev Mr. Mark Seigle Seigle’s Cabinet Center Shearwater Excursions Sheila Rice *Mr. and Mrs. Martin P. Slark

In addition to those who contributed financially, we also recognize the many members of our community who gave back to the school with their time and volunteer efforts. Each individual, company, and organization listed in this report played an important role in the success of Landmark’s students, faculty, and programs. Thank you! 78

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Volunteers Our school has a vibrant group of volunteers who dedicate their time and energy to all things Landmark. Their involvement is vital to efforts, such as leading the Landmark Parents’ Association, organizing faculty and staff appreciation, lending an extra hand at fundraising events, and welcoming new families to the school—just to name a few of the ways that they are engaged. Below is a list of individuals who volunteered for Advancement-sponsored activities this past year. Christiane K. Alsop Laura Andreottola Ann Andrew Lucy Armstrong-Henkes Peter Asaro Suzanne Below Nancy Bennett Michelle Boucher Julie Brown-Garthwaite Sharon Burke Tracey Burke Carolyn J. Carney Amy Carpineto Lisa Castellucci Rebecca Champey Jane Ann Chrumka Blakney Ciccolo Charlie and Dafne Cimino Deborah Cohen Allison Collins Mary-Clare Condon-Dalzell Stephanie Creegan Heather Csongor Susan Dangel Melissa Davis John and Shiela Demers Mary DiCicco Ben DiFrancesco Pamela Drouin Nate Efinger Catherine Eidson Karen Elwell Samanta Ettore Lisa Evans Jordana Everitt Heather Fahey Jeff Fauci Caitlin Fawcett Reverend Bill Ferguson Fred Ferris ‘89 Gemma Flavin Jacquie Gardner

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Robb Genetelli Jeffrey W. Gladney ‘06 Lisa Glass Angela Timpone Gowans and Robert Gowans Jennifer Graham Sheila Graham Karen Grant Dan Grimm Mary Guinee Jennifer Haggerty Kara Healey Carole Hearn Michelle Hernandez Bonnie Higgins Diane Hopkins Claire Hunt Jeni Indresano Joyce Jackson Scott and Beth Jamieson Carrie Jelsma Lynn Katz Meredith Kimber White Jim Kuhns Shawnette LeBlanc Jennifer Leikikh Karen Lorenc Jill Ludmar George Lynch Hillary Mackay-Smith Camilla Martin Pamela Martin Julie McDonnell Dolores McIlmail Rebecca McKernan Marsha McMakin Avery McNiff Alice Michel Delphine Minogue Emily Moore-Cross ‘97 Mark Moreschi Nan L. Morgart Eva Mostoufi Martina Moylan-Sielian Sharyn Nault Derrick S. Neal ‘04 Karen Nichols Lucy Noyes Kathleen O’Brien Sarah Perry Joanne Pierce Jacob D. Pike ‘05 Lysa L. Pirone Jennifer Pitkin Kristin Rattray

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Monita C. Reed Steven Reed Lina Reidy Amy Reilly Katherine Renney Gloria Rios-Monarrez Michelle Roccio ‘99 Eugenie Roy Jacob Schneider ‘08 Cornelia A. Schwechheimer Pam Sheehan Harvy Simkovits Spencer Smitherman ‘08 Lee Sodano Jennifer Standley Stephanie Stein Katherine Stephans Katherine Stroup Jeanne Talbot Chris Talsness Caroline Teague Susan Teta Carly Tetel Janet P. Thibeau Doug Turnbull Chrissie Twombly Karen Varga Zoe Vincent Marit von Tetzchner Laura Vorrias Grace Walkowicz Kristen Walsh Jennifer Warren Lisl Warren Mary Beth Watts Tristan Whitehouse Lori Whyte Katchen Wittner Suzanne Wright Suzanne K. Zimmer Jennifer Zinzopoulos Jennifer Zuniga

Note About Report

Every effort has been made to ensure the accuracy of the listing of donors and volunteers. If an error has been made, please accept our apologies and contact the Office of Institutional Advancement at mgranese@landmarkschool.org, so that the appropriate change can be made.

Gifts on Pledges Made to The Landmark Matters Campaign The Landmark Matters Campaign successfully concluded in academic year 2015, having raised $6.6MM to construct the Matthew M. Rutter Academic Center at the Elementary•Middle School and the Swalm Science Center at the High School. These facilities have transformed both campuses by providing inspiring spaces for students and faculty to explore and learn. We are grateful to our Landmark community of contributors who supported this campaign and the individuals and organizations, listed here, who made gifts in fiscal year 2018 towards their generous commitments to this effort. Brenden Mann Foundation Mark and Pamela Brislin *Mr. and Mrs. Robert J. Broudo *Ms. Nancy Crate *Mrs. Lynne Darling-Melochick ‘98 and Mr. Michael Melochick David and Laura Dietz The du Four Family **Mr. and Mrs. Robert Gersh Mr. Brian E. Hagale ‘05 *Eric and Emily Haggman Tom and Monica Healey *The James Family *Ms. Sandra L. Jesse **Mr. John J. McDonough Mark H. and Terese S. Merrill *Joseph H. Morgart *The Patten Family Mr. and Mrs. Andrew Shafter *Mr. and Mrs. Martin P. Slark Margaret P. Stevenson Foundation Mr. and Mrs. Harley Stowell III Lisa Swalm Frantz Mr. and Mrs. Eric N. Talcofsky *Mr. and Mrs. Michael Tancreti and children Mr. and Mrs. David A. Tessier

KEY * Landmark Trustee ** Landmark Former Trustee ◆ Matching Gift Company

The Lantern

Please help us spread the word.

BOOST SKILLS, GAIN CONFIDENCE, LOVE LEARNING Landmark School offers three programs for students in grades 1 - 12 throughout the summer.

Elementary•Middle School Program July 1 - August 6, 2019 Full and half-day options for students entering grades 1 - 7.

High School Program July 7 - August 2, 2019 Full, half-day, and residential options for students entering grades 8 - 12.

Both programs offer a one-to-one daily tutorial and challenging academics, all in a small collaborative environment followed by exciting and fun afternoon activities. Designed for students with a diagnosed language-based learning disability, such as dyslexia.  Learn more at Landmarkschool.org/summer • 978-236-3000 80

The Lantern

Skills+ Study Skills Workshop July 29 - August 9, 2019 Half-day program for middle and high school students Get your academic edge this summer with skills and strategies to get and stay organized, manage time, gain focus, and so much more. Designed for students in traditional learning environments who need to improve executive function skills. FALL/WINTER 2018–2019

LANDMARK SCHOOL

Board of Trustees FOUNDED 1971

Moira McNamara James P’10 CHAIR Marblehead, MA Director of Video Operations The Conference Board *Nicholas A. Lopardo P’92, GP’20,’22 ’23, ’24 CHAIRMAN EMERITUS Danvers, MA Founder and President Susquehanna Capital Management Co. Robert J. Broudo P’11 PRESIDENT AND HEADMASTER Beverly, MA Landmark School, Inc. Martin P. Slark P’01 VICE CHAIR Burr Ridge, IL President and CEO, Molex, Inc. Mark R. Brislin VICE PRESIDENT Hamilton, MA Landmark School, Inc. Julie A. Murphy CLERK Beverly, MA Landmark School, Inc. Charles P. Harris CLERK EMERITUS Winchester, MA Landmark School, Inc.

Harvey L. Alter ’82 Glenview, IL Vice President The Alter Group

Emily Haggman Manchester, MA President and Director of Client Services, Haggman, Inc.

*Robert J. Campbell P’04 Rockport, ME Investment Counselor Beck, Mack, & Oliver

Jennifer Buddenhagen P’23, ’27 Magnolia, MA Chief Marketing Officer, Carling Technologies, Inc.

Thilo Henkes P’24 Georgetown, MA Managing Director and Partner L.E.K. Consulting

*David G. Peterson P’08 Bedford, MA Sales Management Consultant

Jeffrey Carney P’16, ’18 Wellesley, MA President & CEO IMG Financial, Inc.

Sandra L. Jesse P’13 Manchester, MA Consultant

Jennifer Paul Casey P’02, ’06 Marblehead, MA Casey Family Foundation Nancy Crate P’19, ’21 Ipswich, MA Volunteer Alan Dachs San Francisco, CA CEO and Director, Fremont Group Lynne Darling-Melochiek ’98 Hampden, ME Director of Community Relations Darling’s Automotive Group James Duffy P’14 Auburndale, MA President Ravago Holdings America, Inc. Nadine Gaab, PhD Cambridge, MA Associate Professor of Pediatrics, Boston Children’s Hospital and Harvard Medical School Faculty at Harvard Graduate School of Education Bill Gersh ’06 Beverly Hills, CA Agent, The Gersh Agency

Robert S. Merowitz P’06 Sudbury, MA President & CEO Universal Realty Corporation Joseph H. Morgart P’12,’22 Weston, MA Alternative Investment Amundi Pioneer Investments Michael Pehl P’21 Manchester, MA Founder and Managing Partner, Guidepost Growth Equity William T. Patten P’07 Hamilton, MA Director of Administration Brookline Bancorp Ilan Segev P’18 Newton, MA Executive Director, Private Wealth Management Morgan Stanley Catherine Slark P’01 Burr Ridge, IL Volunteer Michael D. Tancreti P’09, ’11 Nashua, NH Chief Executive Officer Ashwood Development Company David A. Tessier P’10 Beverly, MA President Hospitality and Gaming Advisors

*Suzanne H. Sears P’02 Hamilton, MA * Trustee Emeritus Robert and Angela Gowans P’23 Landmark Parents’ Association Representatives Beverly, MA Spencer Smitherman ’08 Alumni Representative Denver, CO Senior Solutions Architect, Optimizely

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