The Lantern, Fall 2022/Winter 2023

Dyslexia

Navigating the Gifts and Challenges of Living with Dyslexia at School, Home, and Work

THE

spread the word!

BOOST SKILLS, GAIN CONFIDENCE, GET BACK ON TRACK

Landmark School offers three programs for students in grades 2–12.

Elementary•Middle School Program

July 3–August 4, 2023

1 2

Half-day program for students entering grades 2–7.

High School Program

July 10–August 4, 2023

Full and half-day 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. Designed for students with a diagnosed language-based learning disability, such as dyslexia.

 Learn more at Landmarkschool.org/summer • 978-236-3000

3

Skills+ Study Skills Workshop

July 24–August 4, 2023

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 2022/WINTER 2023

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 www.landmarkschool.org/lantern Contact us at lantern@landmarkschool.org

Lantern Editorial Committee and Contributors

Scott Blanchette

Josh Clark P’28 ‘31

Hazel Crowley

Michelle Granese

Scott Harlan

Kimberly Hildebrandt

Rob Kahn

Brittany Kenney

Chrissy Kenney

Susan Tomases

Designer

Melanie deForest-Malloy

Contributors

Alyssa Gibbs

Kate Griggs

Made By Dyslexia

Hannah Tsouvalas ‘23

Grace Walkowicz

Eliza Wildes ‘16

Illustrator

Olivia Malloy

Photographers

Graham Hebel

Kelly Howard

Kieran Kesner ‘09

Jules Work

Illustrations by Olivia Malloy

I Wept

It was my seventh year as a leader of a school for students with dyslexia, my fifteenth year in education, and my thirty-sixth year as a dyslexic learner. I had given dozens of presentations around the globe about the challenges and opportunities associated with learning differently. I had engaged in hundreds of conversations with parents about their child’s recent diagnosis, using data, research, and my own experiences to assure them that though their path may diverge from others, their children would thrive.

All of this, and when the psychologist shared with my wife and me what we already knew—that our oldest child had dyslexia—I bawled. I cried because I knew what was before him. I cried because the story I had written for him would change. I cried because of my own school scars. I cried because he was me. I cried because it was my fault.

When I talk with my children (my youngest child was diagnosed a few years later) about having dyslexia and (one of them) ADHD, I remind them that they have inherited my gifts. And there will be times in life when they

come asking for the receipt. There will be periods when my gifts do not seem to fit and feel less like a present and more like a weight. Especially during their school-age years, they may want to exchange my contributions for the status quo. During these times, I remind them that this is perhaps the most challenging but also best part of my gifts. Having to work harder and differently than their peers may feel like an injustice now but with the right support (and

privileges), attitude, and effort, it can pay dividends in the game of life.

As this issue of The Lantern illustrates, dyslexia is complicated. Please enjoy the suite of articles explaining some basics of what dyslexia is—and is not, along with pieces about dyslexia at school, at home, and at work.

While sometimes my own dyslexia does not feel like a gift, I know that I live a life full of gifts because of it. BOOK-OPEN

HEADLIGHT from Josh Clark, Head of School

“Having to work harder and differently than their peers may feel like an injustice now but with the right support (and privileges), attitude, and effort, it can pay dividends in the game of life.”

What’s Cookin’?

Next Stop, Platform 9 ¾

In mid-December, the Elementary•Middle School faculty and staff hosted the inaugural Harry Potter Day for the entire campus. The plan was hatched in mid-September and transfigured into a festive, playful, and competitive day for everyone. Students were sorted into houses from the Harry Potter series with key qualities guiding them through the day. continued on pg. 6

MAKING WAVES

APRIL 12

Gryffindor: courageous, brave, daring

Hufflepuff: loyal, honest, patient Ravenclaw: witty, intelligent, observant

Slytherin: proud, determined, resourceful

GOLF

5

Join

The High School Cooking Club kicked off the holiday season with a sushi night. Bayron Contreras, faculty supervisor for the Club said, ”It’s always inspiring when the students come together and choose a dish they want to learn about and cook. The students, with the help of cooking faculty volunteers, were able to execute the plan that resulted in some really delicious and beautiful looking sushi.” We can’t wait to see what else is in store. EVENTS! SEE YOU THIS SPRING

❱❱ CLUB SCENE

Next Stop, Platform 93/4 continued

The goal was to create a community event to build spirit, a sense of positivity, and teamwork. Students had an opportunity to practice many of the social skills that they learn throughout the year, to celebrate, and have fun.

Teams earned points for participating in positive and constructive ways including: positive cheering; completing tasks within the four main rotations: logic, transfiguration, trivia, and the headless hunt; winning Quidditch matches; participating in outdoor games; making announcements over the loudspeaker; and more. The winner of the day was Gryffindor with a total of 4,202 points.

With teams competing neck and neck throughout the day, Hufflepuff was the last house to enter the meeting room for the final ceremony, when the winner was announced. In matching yellow shirts—and epitomizing the purpose of the day—the students made a dramatic entrance, marching in a conga line chanting “Huffle-HuffleHuff-Puff” to win second place.

EMS plans to make this an annual tradition, selecting a different book or series each year.

Special thanks to the Held Family P’29 for helping to make Harry Potter Day possible.

Kindness, More Than a Theme

At the Elementary•Middle School (EMS), kindness has been a driving force this year. During morning meetings, Mrs. Sullivan, campus head, discussed the idea of community and the importance of kindness within it. She invited students to voluntarily participate in a contest demonstrating what the concept means to them. Of the many submissions, there were three standouts. Grace B. ’30 wrote a poem about how one benefits from acts of kindness. Working as a team, Sasha B. ’31 and Cristina H. ’31 designed a poster that illustrated how kindness looks in their community. They drew pictures of themselves picking up a neighbor’s newspapers and assisting someone crossing the street. They also wrote a paragraph explaining how showing kindness allows you to feel better.

If I Built a Boat…

Several Landmark elementary classes were treated to a special enrichment lesson in October, organized by EMS teacher, Mrs. Parker. Her husband, Will Parker, presented an interesting lesson about the boat-building process. Will currently works at C.W. Hood Yachts, a custom boat company located in Marblehead, Mass. In addition to viewing a digital

slide presentation, students got to climb aboard the Athena, a 32-foot wooden sailboat that Will towed up to the EMS campus.

Survival at Sea

Michael J. Tougias, author and professional storyteller, spoke to middle school students at the EMS in November. Tougias is the author of 30 books, seven are about rescues at sea and one was turned into a Disney movie, The Final Hours, starring Chris Pine and Casey Affleck. Tougias prepared a captivating presentation that detailed the harrowing sea rescue of boats off the coast of Manchester and Gloucester during the Blizzard of 1978. Tougias’s captivating stories and his practical advice were well received by all.

Let’s Make Pickles!

Tom Pepin, head of EMS food service, gave Ms. Wilson’s eighthgrade science class a practical lesson on how chemical changes are used in food preparation. Mr. Pepin explained the process of pickling for different vegetables, and the students enjoyed the tasty results of this kitchen chemistry experiment.

Surprise Recognition

Earlier this year, Landmark High School Junior Kacie N. ‘24 and her mom, Cindy, surprised Landmark Elementary•Middle School faculty member, Lauri Johnson, with a very special honor.

Mr. Pepin demonstrates how to pickle a variety of vegetables.

Eighth Graders Bond

Early in the fall, the eighth grade class participated in an off-site bonding event at a local college to kick off the year with energy and focus. The afternoon consisted of team building activities, planning for the year, voting on class representatives, and discussing their class legacy.

Kacie and Cindy had heard about “It’s Not About the Bag,” a program sponsored by the popular women’s bag and accessory company, Consuela, and felt compelled to nominate Ms. Johnson for the award.

In their letter to Consuela, Cindy said, “I truly owe my daughter’s life to Lauri without whom I cannot imagine where we would be.” She describes how Ms. Johnson came to school each day with fresh ideas for how to earn Kacie’s trust and help her achieve success, one small step at a time. “What mother could ever thank a person enough for saving them; for helping them in ways no one else has been able to? She showed my daughter that she was capable of learning anything—truly the gift of education.”

Fall Athletes of the Week

Max Ash ’23, Golf

Katie Davagian ‘23, Girls Varsity Soccer

Caitlin Garcia Stenson ‘23, Volleyball

Sean Hoey ’24, Boys Varsity Soccer

Ermiyas Johnson ’26, Cross Country

Miles Parker ’26, Junior Varsity Soccer

Ella Twomey ’25, Cross Country

Lily Vaughan ’24

Girls Varsity Soccer

Brady Yutkins ’26

Cross Country

High School Student Council

This fall, Landmark High School held Student Council elections with several brave students making stump speeches in front of the entire student body, faculty, and staff. Students elected Rocco C. ’23 as president, Jack B. ’23 as vice president, and Derek C. ’24 as treasurer.

In addition to organizing campuswide events, the Student Council raises money for organizations near and far, including the Open Door Food Pantry in Gloucester, Beverly Bootstraps, nAGLY, Ddembe Home Uganda, Nuestros Pequenos Hermanos (NPH), and many more.

Debate, Alive and Well at Landmark

High School debate students spent several months debating the merits of U.S. Supreme Court term limits, investments in high-speed rail, and the country’s strategy of great power competition. Debaters extensively researched the topics, developed arguments supporting each side of the issues, and then debated a side determined by the flip of a coin. The exercise helped them develop and hone skills in research, case writing, speech, and debate. Congrats to our debaters: Andre G. ’24, Ben A. ’24, Blade S. ’23, Dylan A. ’23, Elijah A. ’23, Kaden J. ’24, and Luke G. ’23.

GIVING BACK

Landmark School offers students a wide range of community service opportunities throughout the school year. This fall, students chipped in at Windrush Farm in Andover, Mass., which specializes in equine-assisted supports for children and adults with cognitive and physical challenges. Students learned about the horses, cleaned the stables, painted fencing, and enjoyed a beautiful fall day with each other and some very special four-legged friends.

2022–2023 High School student council leaders

Landmark’s female cross country runners pose at New Englands.

Debaters dressed for success

Math is Fun

Several times a year the Landmark Math Department hosts Math Day, when classes come together to explore thematic, hands-on concepts. Students were tasked with three challenging assignments this fall and approached them with spirited team collaboration and friendly competition.

The Boat Challenge

Using limited materials, students worked together to construct a floating device to hold as many pennies as possible.

Secret Path

One by one, students had to reveal the secret stepping pattern that only the teaching staff knew. The classes communicated successfully and moved through the same seven steps nine different times.

Puzzles and Brainteasers

Mathematicians put pencil to paper to solve very tricky multistep problems and riddles.

Coffee With Counselors

Each month, Landmark’s High School Transition and Guidance team hosts a virtual Coffee With Counselors meeting to brief parents and guardians on

important deadlines, updates on college/university/program visits to campus, ways that families can prepare for post-secondary placements, and to answer questions. “There are so many questions related to standardized tests, application details and deadlines, financial aid, vocational post-secondary programs, and so much more. We wanted to give parents and guardians an opportunity to learn as much about the process as possible from our team,” said Suzanne Crossman, director of the Transition and Guidance Department.

Landmark Idol 2022

In mid-October, Landmark Idol returned to the stage. Talented students put on a rollicking show, lip-syncing to the latest chart-topping tunes and classic anthems. There was even a surprise performance from alumni George Athanasiadis ’21, Stephen Bangs ’21, Nick Morouzzi ’21, and Jackson Reid ’21. Faculty judges Jenn O’Riordan, Sarah Gosse, and Taylor Morrow nearly stole the show with their creative costumes, animated feedback, and heartfelt performances.

A special thank you to Ryan Seacrest (Scott Jamieson P’31) for hosting, Nate Efinger for DJing, Nate Haywood and Alyssa Gibbs for coordinating, Scott Blanchette and the coverage staff for chaperoning, Jeff Fauci for organizing, and the Lop 1 boys for setting and cleaning up. It was certainly a night to remember.

Reflection and Celebration

Landamrk Idol Judges. Can you identify who’s under that cowboy hat?

In early December, the Landmark Interculturalist Club celebrated Human Rights Day. Teachers embraced the theme of the day and discussed a variety of humanrights topics in class. The club had a presence in the Dining Room, and students noted on posters what they consider to be essential human-rights. Their thoughts included: clean environment, safe drinking water, freedom of religion and speech, and so many more.

Life Raft

BY ELIZA WILDES ’16

“Life Raft” is an original poem written by Eliza Wildes ‘16 in honor of Landmark’s recent 50th anniversary. It serves as a central and moving component of a video commemorating this special milestone for the school.

Take look!a

“Letters don’t make words, mom. They’re two different things.”

“I never thought I’d graduate high school.”

“I hate reading.”

“I feel like I’m drowning in it all.”

“I don’t know.”

“There isn’t a place for kids like me, there never was anyway.”

A shipwreck, stranded with no where to go, an impossible circumstance.

The only thing to lean on is the life raft.

“School doesn’t have to be a test. It can be a journey.”

“I matter here.”

“I’m going to college!”

“This is so hard, but I know I can do it.”

“Can I do more?”

“Can I be more?”

“Am I greater than what I thought?”

The life raft will carry me for as long as it can, not exactly to the land, but only in view of land.

The final mile being mine alone to swim.

When I left the life raft I didn’t know what my final mile would be.

The life raft had carried me for so long, it brought me places I never thought I’d go: it brought me books and stories, Shakespeare and Dickinson, it brought me confidence and self-assurance, it brought me mentors, educators who shaped who I was and am, it brought me family, connections that will last a lifetime if I nurture them, it brought me peace, strength, failure, and guidance. Each one essential—guiding me through that last mile as the life raft headed back to sea.

There are others now.

At new shipwrecks so familiar they are almost my own. I don’t know them and they will not know me, but the life raft will. It will carry them until they too can start swimming, joining in this final mile.

Eliza Wildes attended Landmark’s Elementary•Middle School and continued on to graduate from the High School in 2016. She earned a Bachelor of Arts in History from Ithaca College and a Master’s of Education in Higher Education Administration from Merrimack College, and is currently an Admissions Counselor for Cornell University.

Illustrations by Olivia Malloy

What is Dyslexia?

Dyslexia is a common difference in the way the brain is wired to learn to read, write, and spell.

by Kimberly Hildebrandt

Although the characteristics and degree of dyslexia vary, people with dyslexia generally have trouble matching the sounds of language to their symbols. This makes reading challenging, along with other essential literacy skills, such as writing and spelling.

Dyslexia has no bearing on intelligence. And although these individuals learn differently, they often excel in analytical thinking, complex problem-solving, innovating, creativity, and more.

More About Dyslexia

The human brain develops speech naturally, but we are not “wired” to read. Our brains must construct this ability. While people with dyslexia don’t “grow out of it,” with proper instruction, especially when provided early in life, people with dyslexia can learn to read.1 Frequently Asked Questions

Signs of Dyslexia

Phonological Awareness

Difficulty recognizing sounds in words, such as:

* segmenting words into their parts (e.g. cowboy broken into cow-boy)

* blending individual sounds into larger words (e.g. /b/ /a/ /t/ into bat)

* manipulating sounds (e.g. what’s bat without the /b/ at the beginning?)

*

difficulty recognizing rhyme

Decoding

Difficulty matching letter names to their sounds (e.g. the letters “ph” make the sound /f/) or, in older children, sounding out unfamiliar words.

Dyslexia looks different for everyone, but here are some common signs, some of which may be recognized in children as young as three years old.2

o ther Signs in o lder Children

Sometimes dyslexia is not recognized until a child is older, when peers are already reading. Additional signs of dyslexia may include4:

* Frustration, such as avoiding reading, or complaining that reading is too hard

* Slow and laborious reading (poor reading fluency)

* Spelling/writing that is unusually difficult to decipher

* Difficulty understanding or remembering what one reads or summarizing a story

* Having trouble understanding idioms or puns or not “getting the joke”

* Frequently making the same mistakes

read more!

2 Early Markers of Dyslexia Landmark360

o ther Signs in Adults

There are many adults who read through these signs and realize “Oh! This was me!’

While many adults with dyslexia have found strategies to help them be successful, some may still struggle with reading and writing. They may be knowledgeable about a topic and able to express their ideas verbally, but not be able to write them down. 3

These strugGles, when not identified and remediated, can lead to anxiety and low self-esteem.

Even as an adult, if you suspect you have dyslexia, getting identified can be freeing and help you find support and more effective strategies to help with reading, writing, processing language, and learning.

3 What Is Dyslexia? DyslexiaUK

4Signs of dyslexia at different ages Understood.org

Facts and Myths

There are many misconceptions about dyslexia. Take a look at some myths and facts.

Myth: People with dyslexia are not smart.

Fact: People with dyslexia have average to above average IQs and have unique strengths in other areas.

Myth: People with dyslexia won’t find success in life.

Fact: It is true that a world built on reading can make the path for those with dyslexia harder, but people with dyslexia have unique skills that make them the future of our world’s workforce. (pg. 28) People with dyslexia are often advanced in visualizing, communicating, connecting, exploring, and imagining.5

Myth: People with dyslexia have poor eyesight or read backward.

Fact: Dyslexia is not a visual problem.

Myth: Just because my child has dyslexia doesn’t mean I do.

Fact: Dyslexia is strongly heritable, occurring in up to 50% of individuals who have a first-degree relative with dyslexia.6

Myth: People with dyslexia just need to work harder.

Fact: People with dyslexia are often working twice as hard to compensate for their reading difficulties.

Myth: You have to wait until late elementary school before being diagnosed with dyslexia.

Fact: There are signs of dyslexia as early as age 3, before a child begins to learn to read, and screening can happen in kindergarten to determine if a child is at risk for dyslexia.6

Myth: Dyslexia isn’t that important as it doesn’t affect me.

Fact: Most experts estimate that 20% of people have dyslexia, representing 80–90% of all those with learning disabilities. Chances are very likely that you know someone with dyslexia.7

Myth: People with dyslexia can be cured.

Fact: People with dyslexia do not need a cure. With the right teaching approaches and strategies, people with dyslexia can learn to effectively read and write and will thrive.

More About Dyslexia

5We’re Here to Redefine Dyslexia Made By Dyslexia

a Myth That Young Children Cannot Be Screened for Dyslexia Landmark360

So What Now?

If you think you or a loved one may have dyslexia, you’re in good company!

You belong to a group of people who are smart and creative communicators, explorers, and connectors.

School systems and workplaces are not always geared for people with dyslexia, so there are some things that you can do:

get diagnosed

Having a diagnosis can open important accommodations for people with dyslexia, which fall under the category of Specific Learning Disability (SLD). Work with your doctor, teachers, and, if needed, an independent psychologist.

* Learn more about how to request an evaluation at school:

6 Steps to Request a Free School Evaluation

talk about it

Psychoeducational and Neuropsychological Evaluations Explained

If your child has dyslexia, don’t be reluctant to talk with them about it.

* Here are some tips:

The Best Way to Explain Learning Disabilities to Your Child

persist

Finding the right interventions to help your child requires patience. Don’t give up! Take the time to learn the best ways to support and empower your child. There is a movement to redefine dyslexia.

* Learn more about it:

Made By Dyslexia

key take-aways

* Dyslexia is a difficulty learning to read, write, and spell.

* The earlier a student gets intervention, the better the outcome.

* Dyslexia is the most common learning disability, affecting about 20% of people.7

* People with dyslexia are smart, often with above-average intelligence.

Dyslexia

At School

Seeking specific support at each step of your child’s educational career can lead to a more productive and enriching school experience.

by Rob Kahn

Consider this excerpt from the IDA’s definition of dyslexia: “It is referred to as a learning disability because dyslexia can make it very difficult for a student to succeed academically in the typical instructional environment…”

For people with dyslexia, the school years often present challenges. Any delay in acquiring or employing literacy skills sets students with dyslexia apart in an environment where processing language is the basis for nearly every expectation and interaction.

Whatever the stage of schooling, the reason the school years can be difficult is the same “reason” that square pegs and round holes don’t play well together. Neither one is right or wrong, better or worse.

They just aren’t designed to work with each other. The more we learn about the strengths and challenges of having dyslexia, the more the disconnect between school and real life becomes apparent.

See School is Not Real by Josh Clark for more on this.

The fight to even the playing field for all learners is two-fold: While we engage with the educational system in response to neurodiversity and real-world demographics, we also have to examine how to give those students with dyslexia tools to survive and thrive. It is not zero-sum: A useful assumption is that everyone involved wants all students to succeed.

Let’s organize the typical school journey into stages, and talk about essentials for navigating the school experience.

The e arly Years

Family members and caregivers play a key role in the preschool years. Experts agree that early identification is the path to acquiring basic literacy skills, and getting a diagnosis is the key to accessing effective remediation and accommodations when needed.

Resources such as the Yale Center for Dyslexia & Creativity, Reading Rockets, and many others have helpful information on what to look for at an early age.

Suspect Dyslexia: Act Early Pre-K Getting Ready to Read and Write

e lementary Through High School

Early assessment with science-based screening tools is growing. As of July 28, 2022, 29 states and the District of Columbia have passed laws or implemented new policies related to evidence-based reading instruction. Information on Massachusetts’s policy and laws around literacy screening can be found at: Early Literacy Universal Assessment and Massachusetts Dyslexia Guidelines.

How to Teach Reading

For students with dyslexia, it’s not primarily about content and curriculum but rather about access and the rules of engagement. The more that curriculum and assessment depend on literacy skills and traditional norms of presentation and testing, the greater the risk that students with dyslexia will be marginalized and not well served.

There is no longer a debate that a science-based, structured language approach to teaching reading is the most effective method for students with dyslexia. Parents and students can use a variety of sources to keep informed about and evaluate the approaches to literacy acquisition practiced in their school.

If we look at the two sides of the challenge—equipping the dyslexic brain for school while trying to shape school to be inclusive of all brains, we can identify key priorities for parents and students:

* Specific focus on literacy skills as a primary goal along with content

* Appropriate modifications in class and on assignments

* Interfacing with instructors who are informed about dyslexia and are also patient and flexible

* Communication for families to school personnel in a supportive, non-adversarial channel; students to teachers from the standpoint of self-knowledge and advocacy.

Retooling educational systems, like any systemic change, will take time and sustained advocacy. Informed students and parents/guardians can use local and national resources (Decoding Dyslexia, International Dyslexia Association [IDA], National Center for Learning Disabilities [NCLD], The Yale Center for Dyslexia & Creativity Advocacy Toolkit) to work both sides of the equation: ensuring successful experiences for their children by staying involved, looking at assessment results, asking questions, while also exploring advocacy groups to push for equitable change for all types of learners.

Top priorities for educational policy makers and teachers at these levels are to institute effective training for identification and remediation (e.g., Landmark Outreach, LETRS) to ensure teachers have access to training during paid hours. Research has linked dyslexia to school failure and higher rates of incarceration for nearly 80 years.

When their personality, strengths, and hopes are a mismatch with the expectations of the school environment, students with dyslexia are caught in a bind. They are always playing “defense” and trying to cope with demands while not having time or space to share their strengths. It can be a no-win situation if they are not provided with the basic tools needed to succeed. As students get older and assume increasing responsibility for their personal journey, schools and families are faced with a metacognitive challenge: while students learn, they also need to learn how they learn. When an educational setting matches student needs, such as Landmark School, you begin to hear families say things like, “I have my child back.”

Post-Secondary Self-Knowledge Leading to Self-Advocacy

Remediation during the later school years has a threefold goal: provide the literacy skills needed, restore selfconfidence and a sense of competence, and instill a game plan that supports the student’s learning profile for future success.

Here’s what we’ve learned from our own students and families at Landmark School:

* Be clear and realistic about the next step after high school.

* Make the student an active partner in determining the right fit for the immediate future.

* Be open to alternatives when exploring the path that feels right, which may be a gap year or a vocation.

* If the immediate next step is college, seek out schools known for their student services and validate what you learn by visits and information from alumni.

Strategies and self-advocacy should be essential takeaways from high school. The strategies that work come from a student’s own understanding of their learning profile. The self-advocacy skills help in forming trusted relationships, two-way communication, and use of accommodations.

Technology for High School, College, and Beyond

In the formative years when literacy skills are being built, tech work-arounds can actually be a drawback. While they may allow access to content, if they bypass acquiring a toolbox for literacy, then they are not sustainable as a strategy. However, once in college, students with dyslexia generally find technology skills to be absolutely essential, combined with organizational and executive functioning assists to make time management and self-monitoring productive. Landmark alumni have mentioned products with integrated suites of features such as Capti Voice, Read&Write Gold, and apps such as Notability and Recorder Plus for their utility—and there are many others. But the key is the underlying self-advocacy and metacognitive awareness that students take away from their school years.

This translates into the ability to determine what works best for each individual in their particular post-secondary or graduate setting. For example, Olivia Hearn ’22 noted: “If you read your notes to someone like you are teaching them, you can retain the information better,” and Ethan Cadorette ’22 added that basic organizational habits have become critical scaffolding in college: “I still use an organizer for all my work to stay on top of assignments. You can forget assignments very easily and the teacher

won’t always remind you. I put all dates of exams from the syllabus into my calendar. You are on your own for a lot of the work you do in college unless you seek out the help, which I recommend you do if you feel it’s beneficial.”

It’s not the bells and whistles that define what works, but rather the metacognitive understanding of the person using the tech assist. As alumna Ashley Holmes ’13 points out: “The tool that I use the most at work is the read aloud function in Word. It helps me proofread important content. The computer has to read exactly what I write and sometimes it does not make sense. I am able to hear the mistake and make the necessary changes. If I proofread my work without an audio assistant I would read what I want it to say, not what I wrote.”

For individuals with dyslexia, greater acknowledgement and validation in the last few years have led to positive change, but there is much to do—particularly in schools.

* For the pre-school and early years: continue to push for early identification and linguistically based approaches.

* During elementary and secondary school: increase teacher training initiatives and accommodations.

* In the post-secondary world: use technology and curriculum that not only facilitates learning but also incorporates the valuable perspectives of neurodiversity.

Dyslexia

At Home

A supportive home life can lead to more success for students with dyslexia and can foster strong relationships and increased confidence.

by Chrissy Kenney

Managing your child’s learning disability at home may at times feel frustrating. It can be hard to understand why certain everyday skills are challenging for someone with dyslexia or another language-based learning disability (LBLD). But for all people, regardless of learning styles or challenges, the way we interact with the world, process information, interpret social cues, and problem solve—extends beyond the classroom to who we are at home, with friends and family, and elsewhere. It makes us who we are.

We’ve compiled some helpful tips with strategies that might make accomplishing certain tasks at home and in social relationships more successful.

Tackling Homework

* Work with your child to break assignments into smaller, digestible chunks.

* Together create a motivating chart to track progress to goal.

* Reward successful effort of homework with a fun activity (i.e., outdoor time, family game night, a visit to a local attraction or friend’s house).

Handling Housework

* Create a chore chart to help your child visually see the tasks they need to complete.

* Use wait time. After you’ve provided an instruction, allow several seconds to pass in silence to give your child time to process the information.

* Use visual cues to reinforce directions when possible.

* Provide positive reinforcement along the way.

Social Support

* For children of all ages, role-playing common social situations, such as spending time at a new friend’s house or having a large family dinner, can help them understand appropriate behaviors in those settings.

* Watch scenes on TV or in movies that model positive social behavior and talk about them with your child to help them implement the behaviors in their own lives.

* Don’t throw the video game controller away! Multiplayer online games can be a refuge for students who struggle with connecting in-person with their peers. Setting playing time limits and monitoring for online bullying are important to keep your child on track.

One Family’s Story

Landmark High School junior Naomi Welles doesn’t complete any task casually. In third grade Naomi explained to her mom, “My mind works differently than most kids. Others think linear and straightforward, but I see and think more in a sphere.”

Ask her to throw a baseball, and you might expect her to simply wind up and release her grip on the ball. For Naomi, it’s not quite that simple. “I first need to understand the right angle to throw the ball. I think about how much wind might be blowing. Should I use my core or twist my body to gain momentum?” Naomi reflected.

Naomi turns the task into a math problem, a language she can easily understand. She is conscientious and puts much thought into all of her decisions. Naomi also attributes her ability to problem solve by combining her love of math and intense imagination to the very challenge her family feared might hold her back: her dyslexia.

“Dyslexia has helped me become who I am. It has made me so much stronger than I would be otherwise. Growing up, when I struggled, my mom would always tell me, ‘Naomi, you’re learning the most important lesson in life: to work hard,’” Naomi shared.

Today, Naomi is ambitious with a passion for learning, but her path to Landmark was challenging. She feels that at Landmark she is learning more about how she thinks about her disability and that she is getting the tools and help she needs to realize her full potential.

Naomi’s mother, Jessica, also has dyslexia. Jessica is from Sweden and attended an international school in Spain. As a young student, she used many coping skills. She was able to easily pick up foreign languages and often served as a translator between teachers and students, in English, Swedish, and Spanish. When it came to reading, she would deflect with humor by being the entertainer of the class. She was also a strong athlete, which helped build her confidence.

Jessica believes in exposing children to different types of learning early—teaching her daughters how to read

when they were young toddlers. Reading was an important part of their family life. Naomi’s passion for books and storytelling could have been hindered by her dyslexia, but her younger sister Annika’s love for reading helped them grow closer. They were a perfect team. Annika would often handle the reading and writing-related tasks. Naomi oversaw anything math related. Naomi used this as a strategy to navigate the world around her, but Annika was only available at home—not at school.

Naomi was formally diagnosed with dyslexia and dysgraphia in third grade. Even though the family went so far as to move towns to get Naomi the appropriate school support, her teachers struggled to understand why such a smart and hardworking student wasn’t progressing in reading and writing.

“It’s a struggle to accept that your child has dyslexia, especially when you know firsthand the painful path ahead and challenges that come along with it,” Jessica said.

When local public school, public online school, and

“‘We are all dyslexic here. you don’t need to hide anymore. If you ever feel alone, just come and get me.’”

—CLASSMATE OF NAOMI WELLES ’24

Naomi (left) with two of her three siblings

private tutoring didn’t address Naomi’s academic needs, Jessica and her husband, David, fiercely advocated on behalf of Naomi, which eventually led to her enrollment at Landmark High School. And because the family lives so far from campus, they made the difficult decision to have Naomi board, which was worth it in the long run.

While Naomi loves her classes, the social aspect of Landmark has perhaps benefited her the most. As a young student, the discrepancy between her ability to break down the written language and her powerful mind formed a wedge between her and her classmates. This was only reinforced by the numerous pull-out sessions that additionally separated her from the rest of her classmates. She felt isolated and singled out. Her selfesteem took a toll.

Today, Naomi loves attending a school where students’ learning differences are celebrated and their educational needs are met with an individualized program.

Naomi was understandably guarded upon arriving at Landmark, having experienced some prior bullying and isolation. A coping skill she had used was to hide and try to not be seen. When a classmate at Landmark

noticed that Naomi seemed disengaged, he offered his friendship and some well-received advice: “We are all dyslexic here. You don’t need to hide anymore. If you ever feel alone, just come and get me.”

This advice has stuck with Naomi. When asked about the wedge dyslexia created in her social life, she said, “That barrier is gone, and I am slowly learning to trust teachers and peers.” At Landmark today, Naomi is navigating this new experience one step at a time, trying out many different clubs and after-school activities. So far, she has participated in dance, track and field, cross country, climbing club, chorus, the sailing team, and various service projects. And she’s thrilled with every opportunity she gets to give tours of Landmark to potential students and families.

After Landmark, Naomi plans to attend college, and her list of potential careers is about 100 deep. We know one truth with certainty: Naomi will put a great deal of thought into what she decides to pursue next, and she will work incredibly hard to accomplish it.

Upon reflection, Naomi offered: “Dyslexia has taught me how to work 10 times harder than others. When I’m older, that’s going to help me.”

Many would argue it already has.

Strategies for Coping with Dyslexia at Home from the Welles Family

* Use hands-on activities, like building, to illustrate important skills.

* Craft and post visual charts to keep tasks organized.

* Turn problems into games to increase motivation.

* Use multimodal approaches (listen to and read a book at the same time).

* Utilize apps such as Snap & Read or other assistive technology not to bypass skill development but to enhance workflow.

* Identify tools that might supplement your child’s remediation, such as audiobooks on LBLD-focused apps like Learning Ally.

* Create a “distraction-free” homework space.

* Cultivate strengths, such as athletics or the arts.

* Work with your student to develop a strong sense of self-awareness.

Dyslexia

At work

The world view of hiring people with dyslexia is slowly changing with opportunities for these “out-of-the-box” thinkers starting to open. Finding the right fit is the key to success.

by Susan Tomases

Reframing the n arrative About Dyslexia in the Workplace

For those of us in the workforce, having a LinkedIn profile feels pretty typical. So when LinkedIn added Dyslexic Thinking in the spring of 2022 as one of many skills that users could select to describe their work attributes and reframe the narrative, it was a significant departure from the norm. What’s even more amazing is that once they began to promote this opportunity to their users, they had over 10,000 people apply this skill within the first hour. Polls suggest that 97% of people view dyslexia negatively. When LinkedIn added Dyslexic Thinking as a skill in the platform, positive sentiment toward dyslexia rose by 1,562% on social media.1 Bloomberg calls LinkedIn’s decision, “a breakthrough in acknowledging dyslexia in the workplace.”

What the Research Shows Us

The common belief that having dyslexia is disabling is based on cultural assumptions, often related to school performance. A research study conducted at Cambridge University in the United Kingdom argues that the form of cognition represented by developmental dyslexia plays an essential role in enabling humans to adapt. The study posits that the work world is an ever-changing environment that now looks at many of the strengths of people with dyslexia and recognizes them as potential advantages.

“Additional studies of creative ability also show evidence of a heightened ability to connect and carry out unusual combinations of ideas (Cancer et al., 2016), as well as heightened ability in tasks requiring novelty, insight, and more innovative styles of thinking (Everatt et al., 1999).” 2

In a study published in the November 2022 issue of Risk & Insurance, the author notes that, “Numerous scientific studies suggest that dyslexic people have creative capabilities and critical thinking skills as compared to non-dyslexic individuals. Their other traits on par with or better than nondyslexics’ include empathy, sensitivity, and awareness of other people’s emotions. Altogether, these varied qualities are associated with exceptional problem-solving, teamwork, and leadership—skills in high demand in the specialty insurance market.”3

Ernst & Young conducted research where they mapped the top 10 trending and top 10 declining competencies against typical capabilities of people with dyslexia. They found that of the skills that people with dyslexia struggle with, spelling and reading skills as well as time management could be supported by technology. There will be increased demand for strengths like leadership and social influence, creativity, initiative, and analytical thinking.

Justine Campbell, Ernst & Young’s, UK and Ireland managing partner of Talent said, “Attracting neurodiverse talent, including individuals with dyslexia, provides an opportunity for organizations to harness the fullest range of skills and perspectives. Our business looks to diversity of thought to remain competitive, continuously innovate, and drive better business performance.”4

opportunity for

to harness the fullest range of skills and perspectives.”

Unique strengths of many people with dyslexia:

* Analytical and critical thinking

* Complex problem solving

* Empathy/sensitivity

* Innovation

* Learning strategies

* Leadership

* Persistence

* Resilience

* Team player

“Attracting neurodiverse talent, including individuals with dyslexia, provides an

organizations

—JUSTINE CAMPBELL, ERNST & YOUNG’S, UK AND IRELAND MANAGING PARTNER OF TALENT

e ntrepreneurial Advantage

According to Julie Hogan, professor of Entrepreneurship at the Cass Business School in London, 35% of American entrepreneurs have dyslexia.5 Innovation, persistence, and perseverance are common traits of some of the most successful self-starting people in a range of professions from education to healthcare, finance, biotech, and everything in between. “People with dyslexia are often highly creative thinkers, likely because in compensating for or overcoming the challenges of dyslexia we develop a strategic intelligence, as well as a stubborn persistence. It is no surprise to me that entrepreneurs exhibit higher rates of dyslexia than the general population. We’re wired to approach challenges in new ways, to work around obstacles, and to solve problems,” says Elliot Weissbluth, HEC Paris Business School visiting lecturer and founder and former chair of Hightower Advisors.6

Advice from e lliot Weissbluth:

* Take your time.

* Be purposely attentive.

* Keep a journal to reflect back on.

* Reject the myth of multitasking—it doesn’t work for most of us.

* Recognize your strengths and develop them rather than improve a weakness.

Reality Check

None of what we’ve shared so far in this article is meant to sugar coat the challenges of having dyslexia at school, home, or work. Anyone with a learning disability will tell you that they have to work twice as hard, are often ashamed of their learning style, can be overly focused on their shortcomings rather than their strengths, and can suffer from low self-esteem.

Challenges for people with dyslexia in the workplace can specifically include:

* Slower processing speed

* Poor working memory

* Stress, anxiety, poor self-esteem, and fear of being judged

* Concentration

* Following complex instructions

* Spelling

* Using fast-paced project management and social media tools

Alumni advice

Jake Andrews ’07

“When you work on your own, you need to be self-sufficient and get the job done. I learned that when I hit a roadblock I stop, take 10 minutes, compose myself, and try to find a way to work through the problem. There’s always a solution, you just have to be in the right state of mind to figure it out.”

Hillah Cullman ’01

Every year I reread the book The First 90 Days: Proven Strategies for Getting Up to Speed Faster and Smarter, and then I create a monthby-month road map of everything that needs to get done in that year.

There are a lot of apps out there that are your friend and will keep you honest. I use my Outlook calendar as a reminder tool for me and my colleagues. If you can color code the initiatives on the calendar, even better!

Everyone should have a subscription to Grammarly.

Alumni advice

Dylan Shrier ’15

* Question everything, network, take risks, hustle, and believe in yourself.

* Since I am slow at processing and sometimes understanding information, I ask a million questions to learn more quickly and make my workflow easier.

* In the creative design industry, you have to hustle early in your career. You start out at

Popular Careers for People With Dyslexia

Kate Griggs, founder of the advocacy group Made By Dyslexia said, “We need to change the world’s perception of dyslexia from a disability into a valued difference. With skills such as ‘big picture’ thinking, strong problem solving, three-dimensional, spatial awareness, and visualization skills, people with dyslexia often gravitate to media, communications, and creative industries. For example notable architects with dyslexia include: Norman Foster (Apple headquarters), Jørn Utzon (Sydney Opera House), Lord Richard Rogers (Pompidou Centre in Paris).”

This may be easier said than done, however. Finding the right fit often takes extra time, but people with dyslexia are used to that and often have the determination to push through in ways that traditional learners do not. Of course, exploring and experimenting with a variety of careers and talking to a trusted friend or hiring a coach to help you zero in on finding careers that match your strengths are helpful steps.

the bottom, and you slowly make your way up. If you stay positive, do your job, work your tail off, and maintain your connections, doors will open for you.

* The most important thing is to believe in yourself. The real world is overwhelming, but by focusing on your strengths and toolkit from what Landmark and college have taught you, it will make you prepared and confident to take on anything ahead.

Honesty i s the Best Policy

Suzanne Crossman and Kevin Roberts in Landmark’s Transition and Guidance department said, “Consider careers that take advantage of your strengths, and don’t listen to the voices asking you to conform to societal norms.” Most people with dyslexia do not want to divulge their dyslexia to their employers. However, when asked if someone with dyslexia should share this in the interview process, Suzanne offers, “Consider your strengths and articulate those to any prospective employer. You are interviewing them as much as they are interviewing you. If the job and the employer don’t appreciate what you can offer, maybe that’s not where you want to work.” Kevin adds, “Having dyslexia often means that you have the grit, determination, and ability to overcome adversity. Use these qualities to help boost your confidence and don’t apologize for your learning style.”

What e mployers Should Consider

There are many ways that employers can provide simple supports to help their curious and creative employees8:

* Focus on what the employee can do, rather than what they can’t.

* Provide additional time to complete tasks.

* Encourage employees with dyslexia to break projects down into manageable chunks.

* Foster a culture of creativity, visualization, and group problem solving.

* Offer text-to-speech tools on electronics, recording devices, etc.

* Articulate understanding and patience to employees with dyslexia.

* Foster an environment where employees feel comfortable disclosing their dyslexia.

* Provide disability and inclusion awareness training.

* Give employees opportunities to communicate verbally, graphically, and in writing.

* Provide positive feedback.

* Listen, learn, and remain open minded to the strengths of all employees, especially those with dyslexia.

* Provide opportunities for employees who think and problem solve differently to share their thinking and creativity.

“Having dyslexia often means that you have the grit, determination, and ability to overcome adversity.”

—KEVIN ROBERTS, LANDMARK GUIDANCE COUNSELOR

Max Ash ’23, i nventor of Max’ i S Creations®

Since second grade, Landmark senior Max Ash has been committed to three things: school, golf, and his brainchild and business, MAX’IS Creations. We recently asked Max about his experience as an innovator and entrepreneur and here’s what he said.

lantern: What has been the most valuable lesson you have learned from founding and helping to run your business?

max: The most meaningful lesson for me has been realizing that the ability to find the best-fit people to work with is challenging but essential. Since I was so young, I started MAX’IS Creations® slowly, and I would recommend being patient with the process.

lantern: What do you plan to do after leaving Landmark?

max: I am planning to study astronomy in college along with playing competitive golf. After I graduate, I will attempt to make it onto the PGA Tour. When I settle down, I hope to work at NASA/SpaceX.

lantern: What are some ways that your learning style has been an advantage to you in running MAX’IS Creations®?

max: Dyslexia helps me think differently and innovatively. My business’s success has enabled me to support organizations that directly impact other people with learning disabilities, such as Understood.org and Made by Dyslexia.

* Learn more about Max’s story and inventions. maxiscreations.com

Well known entrepreneurs who have dyslexia 7 :

Max Ash ’23, Landmark School senior and inventor of The Mug With a Hoop

Richard Branson, business mogul

Barbara Corcoran, real estate mogul

Ben Foss, inventor of the Intel Reader, mobile text to speech reader

Reyn Geyer, inventor of the Nerf ball and many other items

Stan Gloss, co-founder of BioTeam

Daymond John, founder of FUBU and many other companies

Tommy Hilfiger, fashion designer

Ingvar Kamprad, founder of IKEA

David Neeleman, founder of JetBlue

Paul Orfalea, founder of Kinkos

Charles Schwab, founder of multinational investment firm

Diane Swonk, economist and author

1Made by Dyslexia. (2022, July 7). Dyslexic thinking campaign film. YouTube. Retrieved January 23, 2023

2Taylor, H., & Vestergaard, M. D. (2022). Developmental Dyslexia: Disorder or Specialization in Exploration? Frontiers in Psychology, 13.

3Hiring in the Specialty Insurance Field? People with Dyslexia Can Be an Asset. (2022, November 10). Risk & Insurance.

4The value of dyslexia Dyslexic capability and organisations of the future Acknowledgements and information. (n.d.).

5New Research Reveals Many Entrepreneurs Are Dyslexic. (n.d.). www.amanet.org.

6Dyslexia: Learning Disability or Entrepreneurial Advantage? (n.d.). Www.landmarkschool.org.

7Entrepreneurs Who Learn and Think Differently. (n.d.). www.understood.org. Retrieved November 9, 2022

8Dyslexia in the workplace: Daily challenges. (n.d.). www.understood.org.

SPOTLIGHT student

Leaning In

By Susan Tomases

Teddy Pollack is a junior at Landmark School. She’s friendly, fast-talking, smiles easily, and comfortably offers that she’s happy here. Teddy is a day student, traveling from Arlington, Mass. every day. She plays volleyball, basketball, and tennis at Landmark and also loves to swim, work out, and babysit when time allows. Between a long commute, academics, athletics, and an active social life—there’s not much time in the day for much of anything else.

Coming from Carroll School, Teddy had the good fortune of receiving the academic support that she needed through much of her formal schooling. “When I came to Landmark, I was so glad that there were other students from Carroll who were also coming here. I think the transition would have been a lot harder if I didn’t know anyone. But I had some anxiety and making the move from middle to high school had me worried.”

Teddy knew that the privilege of going to schools like Carroll and Landmark was an opportunity that many students don’t typically enjoy. Before she started here, she challenged herself to up her game in high school and lean into the fresh start that was being offered to her. “I set my mind to working harder

in school, focusing on improving my grades, making more friends, and getting involved in life outside of the classroom.”

One of the many pursuits that she is exploring is taking early childhood elective classes, which are part of the Study Skills department. In this two-part elective, students learn about childhood development, theories and instructional methods and programs, curriculum development, nutritional practices, and much more. Teddy dove head first into the content, learned material that resonated with her, and relished the opportunity to work directly with Landmark’s youngest population through the on-site daycare center, Tot Spot.

Jennifer Brennan-Blute, director of Tot Spot said of Teddy, “She’s a natural in the preschool. The kids sense her

genuine interest in their experiences and are excited to share them with her. Whether she is taking a moment to chat with a 3-year-old about their favorite dinosaur or being chased by a pack of 4-year-olds, Teddy is fully engaged in building relationships that make the preschoolers feel seen and heard.” When asked, Teddy says that she’s planning to go to college after she graduates from Landmark and hopes to continue her early childhood education studies.

Teddy has contributed to the Landmark community in many ways, and she’s reaping the benefits of her efforts. With the rest of her junior and senior year ahead of her, we’re looking forward to seeing what else Teddy accomplishes when she continues to lean in. BOOK-OPEN

Tried and True: Kirk Swanson

by Hazel Crowley

It all started in 1981, with a litter of golden retriever puppies and a unique job offer. Recent Ithaca College grad Kirk Swanson returns home to the North Shore, intent on finding work as a gym teacher or coach. A D3 basketball forward with work experience as a camp counselor, Kirk hopes to put his physical education degree to use but feels discouraged by his daily scan through the Boston Globe classifieds. He can’t find the right job. Lucky for Kirk, his mother has an idea. The premise: she’ll call a friend, local dog breeder Charley Harris (also assistant headmaster at Landmark), claiming interest in his newest litter. The setup: if Harris gives Kirk a job, the family will buy a puppy. The punchline: days later, Kirk shows up in a suit for his interview, only to arrive…on the wrong campus.

Kirk landed the job. He spent the next two years teaching physical education (P.E.) and coaching flag football and floor hockey in the linoleum-tiled gym (now, the Performing Arts Center) at Landmark South (today the High School campus). In 1983, he was promoted to P.E. department head at Landmark North (now the Elementary•Middle School). His organization, leadership, and energy were noted by incoming EMS head, Rob Kahn, and two years later, Kirk accepted a position on the leadership team.

From the vantage point of 2023, in which email correspondence, social media engagement, and video surveillance technology (from the

devices in our pockets!) influence experience at EMS, it’s nearly impossible to delineate all the changes Kirk has witnessed in his nearly 40year tenure. But sitting down with him to reminisce, it’s fun to try! In his office (once a porch), he rattles off various spatial reconfigurations (wait, people used to live in the faculty workspace?), explains the difficult, somewhat convoluted process of supervising residents from afar (hint: many pay phones were involved), and recounts myriad stories about the events compiled in the Duty Book (nickname: “my bible”). Of years past, Kirk reflects: “I’m proud of the work we did and the

communication we had. I’ve worked with many fantastic teachers and just learned so much.”

I’ve known Kirk a fraction of the time other colleagues have and, for most, I’ve interacted with him in his leadership role. I’ve felt the weighty echo as students murmur about a classmate being “sent to the principal’s office” (their words). I’ve received one (OK, more) Sharpie-inscribed note, in his distinctive caps lock penmanship, reprimanding me for leaving lights on in my tutorial space. I’ve heard the one about lunch being “on the house” but not “on the floor” and could probably recite verbatim his trademark end-of-

SPOTLIGHT faculty KIERAN KESNER ’09 (TOP); LANDMARK ARCHIVES (BOTTOM)

day intercom broadcast exhorting us to get that homework done and help out around the house. But, as EMS Head Claire Sullivan points out, “Kirk is someone you think you know in one capacity, but then, you get to see this really caring, thoughtful, wonderful person who loves a good joke, story, or fun day surrounded by people.”

We are all so, so lucky. Though his presence (and mustache!) looms large, Kirk is someone students across generations remember with fondness, whether because he made them feel safe or helped guide them to best access what EMS has to offer. Even in harder moments, Kirk approaches all

situations fairly and treats every student with kindness. He arrives earlier and stays later than anyone to ensure our shared space is not only functional but welcoming. He truly does hope we have a wonderful evening with our families, as he does with his wife, Brette, whom he met, married, raised two daughters and, yes, many golden retrievers with, all while at Landmark.

According to Assistant Dean of Students Tara Joly-Lowdermilk, “Kirk is one of the most thoughtful and loyal people I know. He is deeply committed to making sure every part of EMS is cared for. His dedication to the Landmark community is invaluable

Throughout his career, amid the ever-changing landscape of students, faculty, and culture, Kirk’s devotion to the Landmark community has remained constant, his commitment tried and true. BOOK-OPEN

College: It’s Only a Game

by Susan Tomases

When Ian Alsop ’20 started as a freshman at the University of Hartford, the COVID-19 pandemic was raging. Students were lonely in their dorm rooms or at home learning remotely and, let’s face it, school was just not what it’s supposed to be. Now, add a highly anxious roommate

afraid to leave the room and you’ve got a formula for trouble.

Transitioning to college is hard enough without all of these obstacles. Ian struggled, as many students did, but became aware of his learning needs in this new environment of independence. He

persisted, but by the end of the year, he was listed on academic probation.

Feeling somewhat deflated but still hopeful, Ian returned the following year with a renewed outlook. He advocated for a single room in a four-bedroom suite to avoid the distractions of navigating the

 SPOTLIGHT alumni

habits of a roommate, which he admitted, “was a game changer.” He added, “And learning math has always been a challenge for me, so to be more proactive, I found a math tutor.”

As a person who spends his free time playing video games, Ian began to realize that there was a connection between playing a video game and strategizing in the academic world. Ian played games differently than most. He is what you would call “a completionist,” wanting to get a score of 100% in several titles of mainstream video games. He explains, “The academic and essential life skills are comparable to the stats you earn in a computer game. For example, learning to solve problems efficiently, write more confidently, and manage time more effectively is like gaining advantages in a game—such as earning additional armor, strength, or speed. You acquire skills and knowledge to overcome challenges in a game—these challenges are like tests and quizzes at school. Each new semester is a new level. The final tests and exams at the end of the semester are what is considered the ‘boss fight’ at the end. When you finally defeat the boss, your grade is your high score.”

There’s nothing more motivating than achieving a goal and feeling successful. With some tools in place, a gaming mindset, and an improvement in his grades, Ian developed more confidence and started to set his sights on a new goal—to be placed on the University of Hartford’s President’s List, which requires maintaining a 3.8 grade point average. With grit, determination, and his new approach, Ian earned a spot on the Dean’s List by the end of his first semester as a

sophomore with a GPA of 3.32. And by the end of the second semester he had reached his goal and had landed on the President’s List. “The strategies that I implemented and practiced, along with the new habits, helped me reach my goal.”

Now, halfway through his junior year, Ian has set new goals: a summa cum laude degree in Cinema and Media Studies, a master’s degree, and producing movies that inspire a new generation. Watch out for the name Ian Alsop, he may win an Academy Award one day. BOOK-OPEN

Ian’s Take

Inspirations:

Actor, Robert Downey Jr.

Directors, Ari Aster, Hayao Miyazaki, and Steven Spielberg

Lessons for academic success:

CHECK-CIRCLE Use the Pomodoro Method of working for 25 minutes followed by a five-minute break to get up and walk around. Any interval will work as long as you are comfortable.

CHECK-CIRCLE Make a list of everything you need to do in a day and revisit the list several times each day.

CHECK-CIRCLE Have multiple calendars, this way you cannot set yourself up to miss an important deadline.

CHECK-CIRCLE Do your work wherever there are the fewest distractions. Sometimes this is in my room, other times it’s in a quiet corner of the library. Mix it up for your brain to be comfortable with spontaneity.

CHECK-CIRCLE “I don’t face my bed when I’m working—it’s too tempting!”

GRAHAM HEBEL (2)

Helping to Demystify Dyslexia for the Next Generation

by Brittany Kenney

It’s 11:00 p.m. and Shelley Moses-Reed P’23 is up late for the fourth night in a row, scouring the internet trying to find help for her son, Matt. Despite all the tutoring and extra hours of study, he is still struggling with reading and math. This was Shelley’s life for many years. Coming home after long days at her senior tech job in Denver, Colo., and starting her second job of searching for educational solutions for her son. One evening many years into the journey, Shelley came across an article about Landmark Elementary•Middle School’s (EMS) mathematics curriculum created by Chris Woodin, head of the EMS Math Department—and a new leg of the journey began.

In the summer of 2013, Shelley, her husband, Steven, and Matt rented a home near the EMS campus so that Matt could attend Landmark’s Summer Program. “That was such an important moment for us—to see our son succeed academically and understand he just needed to be taught in a way that made sense for it to all click,” remarked Shelley. A few years later, after failing to receive the accommodations he needed in Colorado, the family decided it was time to enroll Matt at Landmark full time for middle school. Opting to keep Colorado as their homebase, they split their time between Denver and Manchester. Despite the transient nature of their situation, the Reeds formed a strong and lasting connection to the North Shore. Shelley explained, “The sense of community and care that we felt in Manchester was incredible. We made lasting friendships that are still going strong, most of which came from Landmark’s wonderful group of faculty and parents.” One of these new friends happened to be a Landmark Trustee who thought Shelley’s professional experience and perspective as an out-of-state parent would be a

great addition to the governing body. Shelley joined the Board of Trustees in July 2019 and has helped guide Landmark through the pandemic, 50 Forward Campaign, and recent Head of School transition. When asked what inspired her to step into this role, she answered, “I think back to where I was when I started this journey with my son. I truly didn’t know where to turn or what to do next. I want to make sure other parents don’t find themselves in my situation. My goal is to demystify dyslexia and give parents a roadmap of what to do when you learn your child

has dyslexia. I want everyone to understand that dyslexic thinking can be the way of the future: connecting, exploring, communicating, imagining, visualizing, and empathizing are all characteristics tied to dyslexic thinking and are attributes employers are looking for. On a large scale, I want to take the lessons we’ve learned in Landmark classrooms over the last 52 years and bring them to people beyond our beautiful campuses in Prides Crossing and Manchester.”

In July 2019 Shelley and her family returned to Colorado for Matt to attend high school. His time at EMS gave him the tools to navigate his educational journey and prepared him for life after Landmark. This spring, Matt will graduate from high school, and the Moses-Reeds are deeply grateful to the Landmark community and the friends they’ve made along the way who helped them reach this important milestone. Shelley continues to bring her passion and perspective to Landmark’s Board of Trustees, offering innovative ideas and enterprising solutions—the embodiment of an empowered dyslexic thinker herself! BOOK-OPEN

I want everyone to understand that dyslexic thinking can be the way of the future: connecting, exploring, communicating, imagining, visualizing, and empathizing are all characteristics tied to dyslexic thinking and are attributes employers are looking for.”

My Backpack

by Hannah Tsouvalas ’23

I’ve always carried a backpack. Over the years, it has held books for school, practice equipment, clothes for sleepovers, and my favorite teddy bear as a kid. If you look around at school, everyone has a different backpack. Some people use them to express themselves, others have clearly been passed down from siblings. My backpack seems simple and plain, until you look inside.

In the main part of my backpack, I carry my dyslexia. This is with me all day in every aspect of my life. When I am reading, the letters dance around the page, and it feels like they are trying to distract me. Carrying this in my backpack all day often leaves me mentally and physically exhausted, but I can never take my backpack off to relieve the weight, even when I go to hockey practice. On the ice, I appear confident but, even here, I carry the weight of my backpack. Despite having 10 years of experience, I need support to learn new drills and plays. When my coach briefs us on drills in practice, I find myself passing to the wrong teammate or going in the wrong direction. Unlike my teammates, I struggle to comprehend verbal directions, but when I’m able to see the plays in action, I am ready to go.

Even though the things I carry in my backpack can cause a lot of frustration, it also holds my most important relationships.

The padded laptop sleeve inside my backpack is the most secure compart-

ment, and it holds my most valuable school supply: my friendships. The sleeve keeps me safe throughout the school day, even when I drop my backpack onto the cafeteria floor or throw it into the passenger seat of my car. I have always cherished my relationships with my friends. Even though the people I’m closest to have changed throughout the years, each friendship I create has benefited me in similar ways throughout my life. If I’m having a bad day at school, I can always call on my high school friends to meet me during passing time or to vent with me during lunch. When I go to hockey practice, I have all of my friends on the team to rally around me if I mess up a play or get a penalty. These relationships need to be protected because they get me through my day-to-day challenges.

The front pocket of my backpack is where I keep the things I need to access quickly during the day: my siblings. Chris, Margo, and I are all 16 months apart, which means we have a better relationship than most people I have known with

siblings. Even though I don’t see them as much as I see my friends, I know that they will always protect me and have my back no matter what because we are family. That being said, I also feel a weight in my backpack because of them. Being the youngest, they would always team up on me or tell me I couldn’t do something because I was too young or too small. I constantly feel pressure to be as “smart” as them in school, but this feels difficult because they always took AP and Honors classes while I was always pulled for “special help.” Though sometimes the front pocket of my backpack weighs me down, I know I can always count on them for everything.

I’ve always carried a backpack. Over the years it’s held my challenges, my friendships, and my family, and while I know that these pieces of my life are heavy, they are also essential to my success. As I progress to college, I am interested to see what new experiences will come my way and what my backpack will hold. BOOK-OPEN

Against All Odds

by Grace Walkowicz

In a 2022 season for the record books, the tenacity, perseverance, and grit of our girls varsity soccer team truly made Landmark history. We got off to a rough start during the first game of the Independent Girls Conference (IGC) season against Covenant Christian Academy. Within 20 minutes of the match, Ana B. ’24, our lead scorer last year, tore her ACL and was out for the season. Not long after, Kiera C. ’24, another starter, was taken away in an ambulance with a broken leg. The team was crestfallen, worried about teammates, and uncertain about the future of the season. By the two-week mark, we had played six games with two wins, two ties, and two losses.

Turning a Corner

But then the energy shifted. Perhaps it was having Sofia V. ’24 back in action on the field, or maybe it was the new field formation that was finally starting to click, or chalk it up to some good old-fashioned group bonding—but the team was eager and intent on proving its strength, talent, and power. After that two-week mark, with our 2-2-2 record, the team fought through the rest of the season winning every remaining game— every single one—finishing with a 14-2-2 record. Landmark was ranked third in the regular season, and we were hungry for the league title.

The championship game was against athletic powerhouse Montrose School, the No. 1 team in the league on their home turf in Medfield, Mass. Their reputation preceded them with only two goals scored on them all season. In the history of Landmark girls soccer, we had never beaten Montrose.

David vs. Goliath

Our goal for the game was to stay present and in the moment. Win or lose, we wanted to work as a team, enjoy this last time on the field together, play hard, and have fun. We all know how the David and Goliath story ends, but there is a moment during this game that will stay with me for the rest of my life. The score was tied 1–1. We just came off our second overtime, and after 90+ minutes of exhausting and dramatic play, we went into penalty kicks. The team huddled together and remembered our promise to stay present. The sun was setting and the light from a full moon shone on us. We knew it came down to these six players to represent our team: Agata M. ’23, Charlotte F. ’26, Lily V. ’24,

Rocky D. ’25, and Sofia V. ’24, taking shots, with Katie D. ’23 in goal. The rest of the team was locked arm-in-arm, waiting with bated breath. Win or lose, I was more proud of these girls than I can say. Whether a player missed or made their shot, they were all heroes. We were up three penalty kicks to two and getting ready to send our next kickers in if need be. It all came down to the final Montrose kick. Their player wound up, shot it hard and precisely… Katie met the ball fearlessly and knocked it out of the net. One second, two seconds…and then reality hit. We had won the IGC season championship! In a swirl of celebration, relief, and Viking pride—we had made Landmark history. BOOK-OPEN

COACHES:

Steve Walkowicz

Christopher Murphy

Alexis Lynch

CAPTAINS:

Sophia V. ’23

Katie D. ’23

Agata M. ’23

MOST IMPROVED: Oona D. ’23

COACHES AWARD: Agata M. ’23

PLAYER OF THE YEAR: Lily V. ’24

Grace Walkowicz

Head coach, Grace Walkcowicz, celebrates with her team.

A Night Landmark Stage Company Will Never Forget!

by Alyssa Gibbs

Landmark Stage Company took on the challenge of staging and performing Carrie: The Musical this fall with three sold-out performances and an open dress rehearsal, showcasing the behind-the-scenes process of this vocally, theatrically, and technically demanding show.

Based on Stephen King’s seminal first novel, Carrie: The Musical centers around outcast and abused high school senior Carrie as she discovers her telekinetic powers and the attendant chaos that comes with them. More than just a horror story, at its core Carrie is a coming-of-age story about the pressures of high school and the inner lives of adolescents.

The cast of Carrie: The Musical was a mix of veteran Landmark Stage Company performers and those new to theater. In just two months, actors were asked to learn music, choreography, stage movement, and elements of stage combat. Backed by a professional band, each performance showcased the musical talents of featured and ensemble performers alike. Their brave commitment to telling the story of Carrie brought the audience to its feet after every performance. Taking the stage and in backstage roles for their last Landmark Stage Company musical were seniors Summer O. (Carrie), Savannah H. (Sue), Jack B. (Tommy), Nona B. (Chris), Solenn M. (Mr.

Stephens), Jack F. (Freddy), Liam H. (Stokes), Dylan A. (stage manager), and Colton B. (crew member).

In addition to the demands placed on actors, Carrie: The Musical was a technical feat. Technical Theater students and crew rose to the occasion under the direction of Technical Theater Director Nate Haywood. The scene shop was turned into a makeshift science lab, with students’ experimenting to find the perfect recipe for the copious amount of stage blood used in each night’s performance before finally settling on a mix of corn syrup, chocolate sauce, and food dye. Projections, light cues, and sound effects were used to transform the Performing Arts Center into the varied settings of the show without the use of major set changes, including the climactic prom scene, with its fiery explosions and dramatic lighting effects. Each performance of Carrie: The Musical was truly a night that Landmark Performing Arts participants and patrons will never forget! BOOK-OPEN

calendar-check

MARK YOUR CALENDARS

Landmark Stage Company’s upcoming theatrical performances:

CHEVRON-CIRCLE-RIGHT Clue: High School Edition, February 23–25

CHEVRON-CIRCLE-RIGHT Sideways Stories from Wayside School, May 18–20

Peace (Rocks and) Rolls!

by Alyssa Gibbs

Walk by the Williston music room during seventh period and you can’t help but groove to the sounds of student musicians mastering their instruments and practicing their vocals. In and outside of practice, Landmark’s student band, Peace Rolls, continues to wow crowds with tight rhythms, collaborative process, and multi-instrumental talents.

Comprised of five members, seniors Jack B. (vocals/guitar/drums), Liam H. (vocals/ guitar/drums), and Blade S. (guitar), and juniors Carter L. (bass) and Bini H. (keyboard/vocals)—Peace Rolls is well known around the High School campus for its exciting performances at dances, musical shows, and community events.

Jack and Liam, both planning on pursuing music after high school, take turns on lead vocals, covering everything from Pink Floyd and The Grateful Dead to Jimi Hendrix and Sublime. But their setlists don’t just include classic rock. For the Holiday Concert, Peace Rolls took on the challenge of interpreting the iconic “Lucy and Linus” music from A Charlie Brown Christmas. They worked off the original riff and collaborated to add instrumentation and solos to make the scaled down version more like their amped-up sound, while keeping the keyboards a focus.

The band class is in its second year. Music Director and Course

Instructor Nate Efinger said that the goal for students in the class is to “get comfortable with crucial feedback and peer-to-peer interaction while contributing to the larger project. It’s a way to practice social communication skills through the outlet of musical expression.” He continued enthusiastically, “They want

to perform all the time. We have lots of opportunities on campus, but a larger goal is to get them off campus and performing for audiences outside the Landmark community.”

Look for lots more Peace Rolls performances this year, including at Ensemble Night (March 1) and Senior Showcase (June 1). BOOK-OPEN

STARLIGHT performing arts

Coming Together

The energy this fall at Landmark School was as lively as ever, and we were thrilled by the enthusiastic parent and guardian participation at many of our events!

ARROW-CIRCLE-RIGHT ARROW-CIRCLE-RIGHT

Parent/Guardian Social, MetroWest November 3, 2022

Thank you to everyone who joined us for the first of our regional parent/guardian socials of the year. Attendees enjoyed connecting with old friends, making new acquaintances, and finding community with one another. Thank you to Ronald and Jennifer Ash P’23 for hosting us!

Landmark Parents’ Association (LPA)

Parent-to-Parent Perspectives on LBLD

We loved having a robust parent and guardian attendance— both in person and virtually—for the Landmark Parents’ Association (LPA) Welcome Meeting in September.

The LPA’s first meeting of the school year featured a presentation by new Head of School Josh Clark on Understanding Dyslexia: Parent-to-Parent Perspectives on LBLD With poignant reflections and humorous stories, Josh shared insight into his own experiences growing up with dyslexia and how it influenced his struggle with and passion for education. Josh also reflected on his understanding of the science and research behind effective ways to educate children with an LBLD and how this has evolved over time. Josh and his wife, Melanie, are peers among our Landmark parent population with two children (ages 10 and 13) at our Elementary•Middle School.

LPA Staff Appreciation Events

Landmark High School faculty and staff enjoyed special treats for their LPA-sponsored Staff Appreciation event. Thank you to the many parents/guardians who donated delicious goodies, including a “make-your-own yogurt parfait” bar!

The EMS Meeting Room was transformed into a mini winter wonderland for the LPA Staff Appreciation Milkbreak in December. Everyone enjoyed delicious treats, including a sumptuous “hot cocoa” bar!

Watch a video of Josh’s presentation:

EMS faculty and staff enjoy a special milkbreak.

ARROW-CIRCLE-RIGHT

Landmark Cares September 24 – October 1

Our third annual Landmark Cares Week was a major success! This fall fundraising and school-spirit initiative was chock full of events and activities to promote a culture of philanthropy at the school, while also celebrating Landmark pride.

Thanks to the support from members of every facet of the Landmark community—current and past parents, alumni, faculty and staff, students, and friends—we exceeded our goal of $300,000, raising more than $324,000 to support Landmark School!

Landmark Cares Highlights

The spirited week included a multitude of fun events and initiatives, including:

LPA Kickoff Mixer

Nearly 100 parents—from brand new to veteran, gathered at Riversbend Restaurant in Essex. Thank you to the Bergeron Family P’30 for hosting us!

Attend an upcoming event!

School Spirit Days

Students at both campuses showed their Landmark pride by dressing in their finest “blue and gold” attire and were given fun pom poms to show their school spirit. A special pep rally was held at the High School as an opportunity for students, faculty, and staff to celebrate all that makes them proud to be a part of the Landmark community!

Homecoming: 5K Road Race & Fall Festival

The capstone event of the week, our annual Homecoming 5K Road Race & Fall Festival was a blast. Thank you to the student volunteers who cheered on 5K participants during the rainy morning.

Other fun Landmark Cares events included a community beach cleanup, campus BBQ lunches, EMS Movie & Dinner Night, a social media takeover, faculty and staff appreciation efforts, and an alumni soccer game.

From the bottom of our hearts, thank you to all who participated in Landmark Cares Week!

Check out our offerings at landmarkschool.org/events to learn about what’s on tap for the spring.

April 12, 2023

MAKING WAVES Ken Block & Drew Copeland of Sister Hazel

Show your commitment to Landmark School by becoming a sponsor of one of the most memorable nights of the year! Enjoy an elevated cocktail reception overlooking the picturesque Rockport Harbor, an exciting auction emceed by local celebrity Billy Costa, and a private concert, featuring not only our marquee act but also Landmark High School student musicians. Tickets will go on sale in March, but you can secure tickets by sponsoring today.

All proceeds from Making Waves directly support the Landmark Fund, which ensures Landmark School can deliver on its mission every day.

Thank you for partnering with us.

For more information please contact:

Chrissy Kenney Director of Annual Giving & Parent Engagement ckenney@landmarkschool.org

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Alumni Notes

1982

Douglas Reeve ’82

2006

Charles Altuzarra ‘06

“I got my PhD in physics in 2017 and focused on advances in nanoscience and quantum optics, more specifically entangled photons. A paper that I wrote entitled, Squeezed light-induced two-photon absorption fluorescence of fluorescein biomarkers , was included in the 2022 Physics Nobel Prize

resources by the American Institute of Physics! I left academic research in 2021 and started a tech company called Metahelios Ltd. with a good friend and former colleague. We develop cutting-edge imaging technologies for industries including defense, aerospace, and satellite imaging for climate tracking.”

My advice for current students is: most of my learning skills really improved after graduating from high school, chances are the same applies to many Landmark students. It might seem obvious,

but realizing it will change everything. Also, it’s easy to feel stigmatized because of your learning difficulties, however, don’t let anyone tell you what you can or can’t do. Chances are, you are much smarter than you think you are.

2012

Pelagia Candelas ’12

“Last time I updated Landmark I believe I was doing my master’s degree at Boston University in cellular molecular biology. However, I got into medical school in 2021 and am currently a second year medical student at Drexel University College of Medicine. I truly could not have been able to achieve these goals without

the help of Landmark. Many educators, mentors, and professors doubted my abilities due to my dyslexia. I have also had to fight every step of the way to get the accommodations I need. It is hard to convince a system that the supports that I am asking for are not an advantage, but the only way I can be on an equal playing field with my peers. I was able to fight and advocate for myself due to the confidence and mentorship that I had at Landmark. Thank you!”

Matt Fries ’12

“Six years, three presidents, and one pandemic later… never a dull moment.”

Douglas Reeve ’82

Charles Altuzarra ‘06

Pelagia Candelas ’12

Matt Fries ’12 (right)

2013

Lauren Clayton ‘13

“Landmark was such a special place for me and it was the safety and comfort that I needed while going through high school. I know how privileged I was and still am that I got the amazing opportunity to find people who understood me. I always thought of Landmark people as my other family and the school as a place to call my second home. Finding that in a higher education setting is really hard, but I was doubly lucky to find it again at Lesley University. I can honestly say I wouldn’t be where I am today without both Landmark and Lesley.”

2014

Zander Manning ’14

“I am currently working as a property manager for a condominium complex in western Massachusetts while earning my real estate license. I also use my degree in journalism that I earned in 2018 from University of Massachusetts by periodically writing for a self-run sports blog where I tweet about the game as it’s happening, and recap the game right after. I mostly write about the American Hockey League and college hockey and have had the opportunity to interview many different people, such as Bruins prospect Fabian Lysell and others. You can find it on the web at northeastregionalsports journal.com. My girlfriend and I live in Granby, Mass. I

hope everyone at Landmark is doing well.”

2016

Alec Salzar ‘16

After two years of civilian life, halfway through his Individual Ready Reserve (IRR) status, and promotion to Sergeant in the Marine Corps, Alec has decided to return to active duty in the Army. He insisted that he maintain his rank if the Army wanted him and the Lieutenant General of the northeast approved his request. Usually, you lose a rank when transferring to another branch of service. Alec is the happiest he’s been in years!

Eliza Wildes ’16

Eliza graduated from Ithaca College with a major in history. She then earned a master’s degree from Merrimack College in higher education in a one-year program. Eliza is now working at Cornell University as an admission counselor at the College of Industrial and Labor Relations and is living in upstate New York. See pg. 10 for Eliza’s poem that was recently used in Landmark’s 50th Anniversary video presentation.

Reunion, Oct. 1, 2022

Alumni traveled from both coasts and everywhere in between to celebrate the graduates of 2012 in their 10-year reunion—and it was a huge success!

Sixty members of the Landmark community attended a festive and memorable gathering at ReelHouse in East Boston. Alumni from the classes of 2010–2014, as well as former and current faculty members, joined in the fun. The site was a picture-perfect location where revelers could take a step outside to gaze at the spectacular view of the city skyline across the water. Thanks to all who joined us. We’re looking forward to getting together again soon!

Eliza Wildes ’16

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2017

Ryan Dumont ’17

Ryan graduated from Bryant University with a double major in finance and marketing and a minor in environmental science. In an additional fifth year, he completed an MBA in supply chain management. While at Bryant, he competed on the Division I track team for four years. Currently, he is working part-time with Landmark’s assistant athletic director, Tom O’Riordan, implementing the knowledge he gained from college athletics and applying it to coaching at Landmark. Ryan is also a part-time business consultant, working with small businesses that are struggling from the economic impact of COVID-19. Ryan aspires to make his career in corporate social responsibility and sustainability and consult in the Boston area.

Amira Ghobrial ’17

Amira graduated from Queen’s University in Ontario, Canada. She earned a degree in economics, is currently working as a financial analyst for Compugen, and is living in Toronto.

Garrett Hoag ’17

Garrett graduated from Bryant University with a degree in project management. Garrett recently completed a trip he had been saving for and dreaming of that included stops in 17 different European countries. Highlights included Greece’s coastline, the Swiss Alps, and the incredible food along the way. Garrett is currently utilizing what he learned from Landmark and applying his takeaways from traveling as an operations manager at CommTank, a company that installs, maintains, and removes oil tanks.

Brian Kreidberg ’17

Brian graduated from Hofstra University with a degree in computer science and a master’s degree in computer engineering. He is currently working at Wintriss Control Group as a software engineer where he has helped design an app for assembly equipment that showed more efficient data for operations managers in manufacturing facilities, including Ford, Tesla, Chevrolet, General Electric, US Mint, Hershey, and many more. Brian is currently living in Shrewsbury, Mass.

Jake McCaughey ’17

Jake graduated from Bryant University where he majored in entrepreneurship and double minored in legal studies and marketing. Jake completed a fifth year at Bryant to earn his MBA in business analytics. He is currently a licensed realtor at Mayer Realty Group of

Aidan Powers ’17

Aidan graduated from Bryant University with a degree in finance. He worked at Ross Mortgages in Danvers, Mass., for a year before landing a job as an execution service analyst at Fidelity Digital Assets, which is part of the company’s cryptocurrency services. Aidan is currently living in East Boston.

Ady Tibrewal ’17

Ady graduated from Drexel University with a double major in civil and architectural engineering. Ady is now working for P. Agnes Inc. as an assistant project manager and lives in Philadelphia. “The most rewarding aspect of the construction industry, apart from the camaraderie, contribution, and constant innovation, would have to be the end product. Just like

Compass in the greater Boston area.

Garrett Hoag ’17

Jake McCaughey ’17

Amira Ghobrial ’17

Brian Kreidberg ’17

Ryan Dumont ’17

Ady Tibrewal ’17

any artist, I feel very fulfilled and proud of the piece of art we produce on the world’s biggest canvas.”

Matt Tucker ’17

Matt graduated from Saint Michael’s College in Burlington, Vt., where he played lacrosse for four years. He is currently living in Reading, Mass., and working as a commercial plumber. Matt also serves on Landmark’s Alumni Council.

Mike Tucker ’17

Mike graduated from Saint Michael’s College, where he played on the rugby team. He is currently teaching physical education at Landmark High School. Mike lives on campus in Cottage House as a live-in faculty member. Mike is pursuing his master’s degree in special education, 5-12, moderate disabilities through Boston University.

2018

Gwei Allen ’18

“I am currently a senior at Beacon College. Last summer, I participated in the Broad Futures Program in Washington, D.C, for nine weeks and did an internship at the Council of Insurance Agents & Brokers for seven weeks, also in D.C. I met new friends and created amazing memories exploring our nation’s capital. Hello to everyone at Landmark. I miss you!”

Jack Anastopolous ’18

Jack graduated from Springfield College with a

degree in sports management and a minor in business. He also played Division III tennis for four years at Springfield. Jack is currently a tennis pro at the Wightman Tennis Center and is the assistant head coach of tennis at Regis College in Weston, Mass. Jack lives in South Boston.

Jake Cooper ’18

Jake graduated from Bryant University with a degree in project management. While he was there, he was the president of Bryant’s Hillel chapter and its CEO Club. Jake is now working as a technical sales engineer at Keyence Corporation, and he’s living in South Boston.

Katelyn Dacey ’18

“After graduating from Landmark, I went to Southern New Hampshire University. During the first year I was on the president’s list and in the honor society. I decided that studying education wasn’t right for me, so I went to Spa Tech to get my esthetician license. After graduating from Spa Tech and passing my state boards, I decided to open Katelyn’s Beauty Counter and Spa in Hanover, Mass. In addition to running the business, I also have training in oncology, dermaplane, eyelash extension, brow lamination, chemical peel, CBD cupping/ gua sha, and much more. Each treatment is designed to fit my clients’ skin types and preferences. From facial treatments and makeup services to waxing and more, we have it all. Come visit us!”

Jack Anastopolous ’18

Gwei Allen ’18

Kayla Hudzik ’18

Matt Tucker ’17

Mike Tucker ’17

Jake Cooper ’18

Katelyn Dacey ’18

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Michael Foley ’18

Michael graduated from Wheaton College in the spring and currently works as a software developer at Meditech.

Kayla Hudzik ’18

“I am a 2018 graduate of Landmark and graduated from Lynn University in May 2022. I have been fortunate enough to return to the Landmark community and am currently teaching at the Elementary•Middle School.”

Lizzy MacMannis ‘18

“I majored in social work at the University of Vermont. In my junior year I worked as a residential counselor at a program called Lund, which is for people who have given birth and are struggling with addiction or other mental health issues. As a senior, I was placed with the policy team of the Vermont Network Against Domestic and Sexual Violence and worked on Proposal 5, legislation aimed at codifying access to reproductive health care in the Vermont state constitution. I testified at an open forum in front of the House committee that was responsible for putting this legislation to a vote. It was voted into law on November 8, 2022! I’m currently pursuing my master’s in social work at Simmons University. I am in the accelerated advanced standing program, so I started in August and will graduate with my MSW this

May. After I graduate, I plan to get my EMT certification while I study to become a licensed social worker. After I’m certified and licensed, the goal is to take all of these skills to the Peace Corps.”

2019

Patrick Sullivan ’19

Patrick is a senior at Salem State University pursuing a degree in sports management. He played Division III basketball for Salem State but had to sadly hang up his jersey due to COVID and a desire to focus on school and his career. He is currently interning at Landmark School in the Athletic Department, working for Brook Sumner and serving as the assistant coach for the boys varsity basketball team.

2020

Ian Alsop ’20

Ian is currently a sophomore at the University of Hartford, studying cinema and media studies. See more on pg. 38

George Athanasiadis ’20

George is currently attending Merrimack College and is a catcher on their Division I baseball team.

Margaret Hamilton ’20

“I am in my junior year at Westfield State studying health science with a concentration in community health, a minor in psychology, and just recently added a minor in gerontology. This past semester I took part in a nature wellness class, learning about the connection that nature has to overall health. This has brought back great memories from my Outdoor Leadership class at Landmark.”

Catherine Hegarty ’20

“I am currently attending Regis College and working toward my Bachelor of Science in nursing and plan to graduate in the spring of 2024. After graduation, I hope to work as a labor and delivery nurse for a few years and go back to school to become a nurse practitioner. I’m living on Regis’s campus and compete on the track and field team. In 2021, I set a new Regis high jump school record and finished first place in triple jump at the Great Northeastern Athletic Conference. All of the teachers and people at Landmark have made such an amazing impact on my life and I am so thankful!”

Ryan Shea ’20

A huge congrats to Ryan Shea, who finished in first place with a time of 18:32 at the Landmark 5K Road Race this past October during Homecoming.

Margaret Hamilton ’20

Patrick Sullivan ’19

George Athanasiadis ’20

Ian Alsop ’20

Ryan Shea ’20

Catherine Hegarty ’20

2021

Morgan Sebastian ’21

“I am currently a sophomore at Endicott College. As someone who learns differently, I am very proud to say that I was on the Dean’s List for both semesters of my freshman year. Thanks to Landmark, I gained so many skills and I would not be where I am today without my experiences there! I work with

faculty member Keryn Kwedor as my Endicott academic coach. She was also my senior year English teacher in high school, and it’s great to have a little piece of Landmark with me each week. I am in the process of creating my own major, which will consist of the topics of nutrition and wellness, art therapy, and a little bit of special education. And my hope is to become a certified yoga instructor soon!”

31st Annual

GOLF BENEFIT

MONDAY, JUNE 5, 2023

Stephen Bangs ’21 Stephen is attending Franklin Pierce University, majoring in sports management. He is playing on its Division II baseball team as a pitcher. Stephen says that college baseball has definitely helped him with academics because it keeps him motivated to get his work completed. Bangs is searching for internships with AAU organizations,

such as Garciaparra Baseball Group (GBG) and is hoping to open his own training facility.

Landon Alpaugh ’21

Landon Alpaugh is currently attending Colby College where he plays club soccer and basketball and is studying history and economics. He is currently exploring summer internships and hopes to focus on bulge bracket banks.

Taylor Nault ‘21

“I was recently accepted into the education program at Curry College to complete my Early Care and Education major. My goal is to become a Child Life Specialist and to give back in gratitude for all the care I received in my life.”

For thirty years, Landmark School has been hosting a beloved annual Golf Benefit which has become one of our most successful fundraisers. The spirit of generosity and sportsmanship makes this an event for golfers both seasoned and new to the game. Corporate and other local sponsor partners, parents, and friends join us on the Ipswich Country Club’s award-winning course each year for a fun and festive way to usher in springtime in New England.

Sponsor and/or register online: landmarkschool.org/golf-benefit

148 COUNTRY CLUB WAY• IPSWICH, MA 01938

Stephen Bangs ’21

Morgan Sebastian ’21

Landon Alpaugh ’21

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Community News

Lindsay Barth, former advancement database and events manager

Lindsay is now the executive director of Beverly Mainstreets. The organization plans many arts and culture-related events in Beverly and has been a great supporter of and partner to Landmark School. Congratulations, Lindsay!

Ellie Bertolino, Jean Crane, Leslie Victorine, and Cal Zelenka, EMS and High School Administrators

This past fall, recent retirees

Ellie Bertolino and Jean Crane met with former colleagues Leslie Victorine and Cal Zelenka for lunch at the Rev Kitchen in North Beverly. They enjoyed hours of non-stop chatter, recounting stories from the early years at Landmark, comparing notes on the lifestyle changes that retirement brings, and catching up on the many changes on Landmark’s campuses.

Mike Cunha, former EMS Social Studies teacher and tutor

Mike is the Social Studies teacher at Gloucester High’s Anchor Program. He also produces the podcast Battles of the First World War which has over 130 episodes dating back to 2016.

“My plans for this year are to return to France. My buddy and I will be leading battlefield tours again out in eastern France, and then we’ll be searching for missing U.S. service members from WWI. We hope this is the year we can scan and break ground, and hopefully get some answers. Hello to all the folks at Landmark!”

Adam Craig, former High School Math Department head

“Purple Thursday has caught on at my new school, Innovation Academy Charter School in Tyngsborough, Mass. The school community reminds me A LOT of Landmark. I hope everyone is doing well.”

Harry Dudley, founding faculty member and most recently retired High School Social Studies Department head

A local Maine television station recently featured Harry Dudley and the Woodchucks, a group of Boothbay, Maine, residents who collect, split, and deliver firewood to local people who need heating assistance. The Landmark High School Student Council ran a dress-down day just before the holiday break to raise money for the Woodchucks.

Danielle Figueira, former director of Alumni and Parent Relations

“Hello Landmark friends! I am now working at Perkins School for the Blind and living on the North Shore with my pup, Noel.”

and one-on-one coaching on anxiety, executive function, growth mindset, and student engagement. My most recent book release, Are You a Bird

Like Me? is about diversity, friendship, kindness, and working together—even with folks who aren’t “just like us.” My first book, ABC Worry Free, a Mom’s Choice winner, is my response to the current mental health crisis and empowers readers with a three-step approach to manage anxiety. Landmark laid an excellent foundation for my work, and I am forever grateful!”

Rich Harris, former faculty and administrator

Noel Foy (aka Neuro Noel), former faculty

“My passion for all things related to education and the brain inspired me to become a children’s author, anxiety coach, and founder of Neuro Noel Consulting. I offer author visits, workshops,

“I was at Landmark from 1998–2008. During my time there, I was a tutorial and P.E. teacher, as well as the athletic director. Since leaving, I have lived overseas all but two years. I’ve lived in Qatar, London, Saudi Arabia, Minnesota, and the past two years in Cairo, Egypt. I have been married since 2006. My wife, Stacy, and I will be returning to the states in 2023 with the hopes of returning to Landmark, fingers crossed. Landmark was the longest and favorite stint of my career.”

Lindsay Barth Leslie Victorine, Ellie Bertolino, Cal Zelenka , and Jean Crane

Harry Dudley

Danielle Figueira Rich Harris

Joni McLaughlin, current EMS public school liaison

Joni’s family and friends were part of an event to honor veterans at the Massachusetts National Cemetery located in Bourne held in December. Their large team laid 1,000 wreaths to show gratitude and respect for many dedicated and courageous servicepeople.

Sarah Patt, current EMS faculty Elementary•Middle School

Andrea

teacher Sarah Patt released the second in her trilogy of novels. The most recent book is called Dakota and is available in hardcover currently with a paperback coming out on May 23 and an e-book version on July 1. Sarah thanks her readers for their support!

Karl Pulkkinen, founding faculty member and most recently retired EMS public school liaison

“My days are busy with home projects, wood cutting and

Meade, current assistant dean of students, High School

Please join us in congratulating Andrea Meade P’24 on receiving her Doctorate in Education from Vanderbilt University this fall. Andrea currently serves as one of two assistant deans of students at Landmark High School. She began the doctoral program in January 2020 just before the pandemic began. Despite her leadership role in overseeing most aspects of health-and-safety management for our campuses over the past three years, she completed the program virtually, meeting her classmates for the first time this past November as they assembled to deliver their doctoral dissertation presentations. Andrea’s programmatic focus was on K–12 leadership and policy with an emphasis on bridging the gap between theory and practice. For her doctoral thesis, Andrea explained, “I partnered with a Holocaust Museum in Orlando, Florida, to do a qualitative project about a bullying intervention program they offer to local middle schools; they use lessons of the Holocaust to teach empathy and social responsibility to empower students to stand up to bullying.”

splitting, participating in two study groups, and coaching basketball again with the Waldorf School Hawks. I even have more time to read! I recently returned to EMS to see the Pulkkinen Courtyard stone that was placed.”

Carole Rein and Paul Schwartz, former High School faculty members

“Paul and I have been to many places, but none have moved us as much as Egypt, where we traveled

in November 2022. In the background of the photo you can see the great pyramid of Giza. This iconic 4,000+ year old structure is familiar to all of us, but being there felt other-worldly. Besides walking among and entering these pyramids, we spent five days cruising on the Nile, visiting tombs, temples, and obelisks on either side of the river, and witnessing the green oasis surrounded by desert.”

Carole Rein and Paul Schwartz

Karl Pulkkinen

Joni McLaughlin

Crew THE

Jenny Robinson, former EMS faculty

“I am living in Beverly, occasionally polar plunging at West Beach, visiting friends in Florida and family in Washington State, doing college visits with my oldest child, volunteering with toddlers at church, doing reading practice with my nephew, driving children to basketball practice and games, reading...always reading, and occasionally running into Landmark friends like Kirk Swanson, Peter Lucia, Kristine Stark, Ally Gnoza and the Assetta family! I wish all my friends in the Landmark community the best, with a special shout out to my fave alumni from the 80s. I loved seeing you all at the 50th!”

Joan Sedita, former faculty and administrator

“I worked at Landmark from 1975–1998 as a teacher, supervisor, ELA department chair, High School head, cofounder/director of Landmark’s College Prep Program, as well as Outreach Director. I recently published The Writing Rope: A Framework for Explicit Writing Instruction in partnership with Brookes Publishing. In the book, I draw on my 40+ years

“Take a boot-stomping musical journey with our new band, WhiskeyTalk. Born out of the fires of COVID restlessness, we’ve found a unique musical partnership and are taking it on the road(ish). Like alley cats fighting over the last fish head, we howl our originals and covers somewhere around the North Shore once a month or so. Blending rock and roll, country, Irish, funk, punk, bluegrass, and folk isn’t exactly what everyone’s used to hearing, but there’s never a dull moment, and nobody’s thrown anything at us or unplugged the PA yet (not an invitation). Check us out at whiskeytalkband on Facebook or Instagram to stay on top of recordings we’re releasing or shows we’re playing. Or give us a shout if you have musical needs that just aren’t being met in traditional settings. Hope to see you out there!”

experience in the literacy field—including some of the instructional practices from my time at Landmark!”

Jerry Smith and Moira Smith, former faculty at EMS “We moved to Laughlintown, PA, about 5 minutes from Moira’s parents in Ligonier. Moira is happy to be teaching K-3 science at Valley School of Ligonier, a school with acres of outdoor space. Our kids go there as well and love it. I’ve been subbing there while also spending plenty of time outside.”

IN MEMORIAM:

Richard Caves:

September 22, 1949–

January 12, 2021

Rick was a former faculty member who taught from 1978–1988. He was a tutor, teacher, duty team leader, and testing and scheduling director. Working with Landmark students was the most important work Rick did. Rick wishes to be remembered for connecting with students and supporting them in their education and life.

Carl Gasowski, Paul Howard, Jim Kuhns, Doug Turnbull, High School faculty

Landmark School 2023 Board of Trustees

Thilo Henkes P’24 CHAIR Georgetown, MA

Managing Director and Partner L.E.K. Consulting

Michael Pehl P’21 VICE-CHAIR Wayland, MA Founder and Managing Partner Guidepost Growth Equity

Joseph H. Morgart P’12 ’22 TREASURER Waltham, MA Alternative Investment Amundi Pioneer Investments

John Leslie P’21 SECRETARY Newton Centre, MA IHS Markit, Office of the CTO

Josh J. Clark P’28, 31 HEAD OF SCHOOL Beverly, MA Landmark School, Inc.

Dina Kleros EXECUTIVE ASSISTANT TO HEAD OF SCHOOL ASSISTANT TO THE BOARD Beverly, MA Landmark School, Inc.

Jeffrey Alpaugh P’21 Wellesley, MA Growth and Industry Practices Leader Marsh & McClennan

Jennifer Buddenhagen P’23, ’27 Franconia, NH Volunteer

Jennifer Paul Casey P’02, ’06 Minden, NV Community Volunteer and Artist

Nancy Crate P’17, ’21 Ipswich, MA Volunteer

Alan Dachs San Francisco, CA President and CEO Fremont Group

Lori H. Freedman P’23 Winchester, MA Vice President & General Counsel Organogenesis

Bill Gersh ’06 Los Angeles, CA Agent The Gersh Agency

Landmark’s Mission

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

As of February 2023

Gretchen Hover Moreschi P’23 Middleton, MA Founder and Managing Partner Imbue Partners

Shelley Moses-Reed P’23 Greenwood Village, CO Former Customer Experience Executive Medallia

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

Brian Stein P’26 Hamilton, MA Owner/Principal BDS Design, Inc.

Alex Tatum P’28 Topsfield, MA Partner

Constitution Capital Partners

Sam Vigersky ’98 Brooklyn, NY

Senior Humanitarian Advisor United States Mission to the United Nations

LIFETIME TRUSTEE

*Nicholas A. Lopardo P’92, GP’20 ’22 ’23, ’24 Danvers, MA Retired, Vice Chairman State Street Corporation

TRUSTEES EMERITUS

Harvey L. Alter ’82

Robert J. Campbell P’04

Moira McNamara James P’10

David G. Peterson P’08

Suzanne H. Sears P’02

Catherine Slark P’01

Martin P. Slark P’01

BOARD REPRESENTATIVES

Mark Moreschi P’23

Parent Representative

Jacob Schneider ’08 Alumni Representative

Wendy Ellis Elementary•Middle School Representative

Kyle Clark High School Representative