The Lantern Fall/Winter 2024

Lantern THE

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THE MAGAZINE OF LANDMARK SCHOOL

Reading What the science tells us about reading instruction and why it matters

k o o b e d i u G A

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BOOST SKILLS, GAIN CONFIDENCE, GET BACK ON TRACK Landmark School offers three programs for students in grades 2–12.

1

Elementary•Middle School Program July 1–August 2, 2024 Half-day program for students entering grades 2–7.

2

High School Program July 8–August 2, 2024 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 22–August 2, 2024 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.

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RESOURCES Landmark Learns

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A series of webinars for parents

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 Managing Editor Susan Tomases

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Designer Melanie deForest-Malloy

The intersection of AI, education, and learning differences

Lantern Editorial Committee and Contributors Josh Clark Hazel Crowley Michelle Granese Jill Flemming Scott Harlan Kimberly Hildebrandt Rob Kahn Chrissy Kenney Bernie Romanowski Jennifer Whyte

Landmark360 Blog

Copy Editor Beth Rowen Contributors Kristine Burgess Robin Day-Laporte Adam Hickey Kelly Howard Kate Kinsman Liam Maher Meghan Sebens Brook Sumner Illustration Olivia Malloy

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Photographers Khiet Chhu Sara Coklet Photography Kelly Howard Tara Joly-Lowdermilk Kieran Kesner ’09 Tom O’Riordan Cindy Spreer Kristine Stark Brook Sumner Jonathan Tadiello, The Image Standard Jules Work

Articles by experts on the art and science of learning

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LANDMARK SCHOOL | THE LANTERN

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TABLE OF

Contents

Reading A Guidebook

11 What the science tells us about reading instruction and why it matters

12 What is Reading?

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18 Developing Eager Readers

22 Landmark’s Approach to Teaching Reading

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The Value of Play

32

Meeting the Moment

DEPARTMENTS ◗ HEAD OF SCHOOL

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From Josh Clark P’28, ’31

◗ THE BEACON

34

5

Landmark’s News in Brief

◗ PROFILES

34 36 38 40 42 44

Student: Knowing the Score Faculty: By the Book Trustee: Selfless Service Student: Turning the Page Performing Arts: Spot the Difference Athletics: Team Spirit

◗ STAY IN TOUCH

46 49

Events The Crew—Alumni and Community News

44 FALL/WINTER 2024

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HEAD OF SCHOOL

Josh Clark

READING IS... by josh clark Reading is the gateway to realizing the mind’s potential. Reading is essential for economic independence and upward mobility. Reading is the bedrock of our constitutional democracy. Reading is a right we have allowed to become a privilege.

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KE L LY HOWAR D

Today in the United States, an elementary school student would have better odds of surviving the Titanic than becoming a competent reader. Even before the prolonged school closures introduced by COVID, most American students failed to reach their reading potential.

This is not a new problem; it is a national crisis played out in classroom tragedies we have passively accepted for years. It is not the fault of overwhelmed teachers, well-meaning parents, or even bureaucratic school districts. It is our collective shrug when we should be screaming that allows the status quo to not only continue but also to deteriorate.

The good news is that America’s reading crisis is also artificial.

Researchers have unlocked the complex inner workings of the reading brain, broadly referred to as the Science of Reading. Structured Literacy is the classroom application of this knowledge, an approach Dr. Charles Drake and his disciples began using more than 50 years ago at Landmark School.

We have the knowledge and tools needed to make nearly every child in our country a competent reader. It is complex, difficult work where the solution is broadly understood and its application highly personalized by the school and the circumstances of its students. The reading crisis, though, is not a problem in search of a solution. It is a tragedy in search of our will to right it. BOOK-OPEN

Learn More: Starting on page 11

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Beacon

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Landmark’s News in Brief | SPORTS | FACULTY | THE ARTS | STUDENTS | SERVICE | ALUMNI | RESOURCES

xpartnerships

Better Together

Wild and Wonderful Jumanji Day In mid-December, Landmark’s Elementary•Middle School faculty and staff transformed the campus into a rollicking full-day experience from the hit series, Jumanji, a fantasy picture book by acclaimed author Chris Van Allsburg. The books have been adapted into a wildly popular movie series.

Continued on next page

EVENTS! SEE YOU THIS SPRING FALL/WINTER 2024

Josh Clark, Landmark’s head of school, along with other school leaders around the United States, recently founded the Association of LD Schools (ALDS). This non-profit organization includes more than 50 independent schools that serve students with learning differences such as dyslexia, dyscalculia, dysgraphia, and executive dysfunction.

The organization provides an opportunity for LD schools nationwide to have a formal opportunity to partner, share resources, and support one another to make a positive impact for students with learning differences.

MAKING WAVES

COMMENCEMENT

GOLF BENEFIT

10th Anniversary event featuring a Landmark showcase of talent and a lively auction.

A memorable day to celebrate the Class of 2024. Join us for the festivities!

A great day out on the links in support of the Landmark Fund for faculty and students.

FRIDAY, APRIL 26

SATURDAY, JUNE 1

MONDAY, JUNE 3

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Landmark’s News in Brief

Continued from page 5 Jumanji Day was the second in what has become an annual EMS tradition, Literary Day. The first in the series was Harry Potter Day. Head of Campus Claire Sullivan said, “I didn’t think our team could top what they pulled off last year, but working tirelessly and late into the night, they made it happen. Our goals were to create community and build spirit, and Jumanji Day was the perfect vehicle for these. The EMS community was truly at its best, and I couldn’t be more proud and amazed by how everything came together.”

and Rhinoceros. Leaders helped each team come up with a cheer and the team spirit and camaraderie grew organically from there.

Friendly competition began with everyone rotating through activities, including: chevron-circle-right B ecoming the Beast (creation and construction) chevron-circle-right M onsoon Mayhem (scavenger hunt) chevron-circle-right W elcome to the Jungle...

Escape if You Can! (escape rooms) chevron-circle-right Jumanjardy (trivia)

Teachers and students were assigned to one of four multi-grade groups: Alligators, Elephants, Lions,

Lead the Way! meet our EMS Leaders

Groups earned Life Tokens through participation, supporting each other, showing respect, and for their performance in the four main activities listed.

Faculty member Scott Harlan and a contingent of the Alligators said, “At the end of this memorable and spirited day, we gathered in the courtyard to cheer once more and finish with a joyful feast of ‘Jungle Jam’ treats in our Meeting Room.

Congratulations to the EMS Pride of Lions for earning the most Life Tokens throughout the day.”

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

xrock out

Rocking Learning Differences Mirabel B. ’31 helped to lead the campus-wide initiative to participate in the International Dyslexia Association’s (IDA) Rock for Dyslexia Contest.

Dyslexia-themed painted rocks were entered into the national contest, “planted” around campus, then relocated to local community neighborhoods to continue to raise dyslexia awareness.

Mirabel worked with faculty member Ann Andrew to develop a presentation for the entire EMS community.

Teacher Alexis Lynch was instrumental in supporting the artistic efforts of all students. Finally, photography and science teacher Lauri Johnson and her photography students captured shots of the painted rocks.

Community Group Representatives are students from each of the middle school grades who serve as spokespeople for their classmates. Thank you to the following students serving in this leadership role.

Bottom row: Franny E. ’29, Meg O. ’29 Row 2: Daniel C. ’30, Josh W. ’30, Dermot C. ’30, Izzy F .’29, Maya N. ’28 Row 3: Theo M. ’30, Griffin D. ’30, Leanna S. ’30 Top Row: Charlie M. ’28, Shea D. ’28, Eli B. ’28, Liliana S. ’29, Serena W. ’29, Olivia T. ’28

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xBook bistro

Abondanza!

On a dreary afternoon in January, EMS faculty member Kristine Stark hosted a zesty “book tasting” for elementary students. The lobby was transformed into a festive Italian eatery with music, red and white gingham tablecloths, flickering candles, and more. Mustaches, chefs’ hats, and saucy attitudes were encouraged! Students filled out a booklet to review four books and ultimately chose a selection to check out of the library. Thanks to all of the elementary teachers, and especially librarian (see pg. 36) Mrs. Sylvester, for curating such wonderful titles for students to review.

penpals

From Bridge Street to Japan For the past four years, Elementary•Middle School (EMS) students, through faculty member Freddi Triback and her Kids Around the Globe elective, Social Studies classes, and even tutorials, have been corresponding by good old-fashioned letters with students in Japan. The relationship was founded through former head of EMS, Rob Kahn, more than 10 years ago. Mr. Kahn forged a relationship with educators in Japan who have been visiting Landmark ever since to collaborate and learn about our approach and method. xbringing history to life

It’s a Tea Party Landmark Elementary classes have been diving into the events of the American Revolution. In honor of the Boston Tea Party’s 250th Anniversary—and to help bring history to life—elementary teachers took their students on a field trip to the Tea Party Museum in Boston. Students time traveled and pretended to be colonists, sneaking onto a ship full of tea from England and tossing crates overboard.

They even checked out some real artifacts from the actual Boston Tea Party ships.

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Beacon

Landmark’s News in Brief

November 11! She also qualified for the New England All-Star meet for the third year in a row— congratulations, Ella! xlife skills

Making it Real

xdream season

For the Record Books For the first time in school history, the Girls Varsity Soccer team was selected to play in the New England Preparatory School Athletic Conference (NEPSAC) Class D New England Championships this fall. Landmark hosted a first-round match on Alumni Field against a strong Kents Hill team.

Before a spirited all-school fan base, the girls won, 2-1, advancing to the semifinals against Hamden Hall. While their run ended there, the girls finished the season with an impressive record of 14-3-1. “Coaching this exceptional group of athletes has been an absolute privilege”, said Head Coach Grace Walkowicz. Kudos 8

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to senior captains, Ana B., Mia K., Lily V., and Sofia V. and thank you to coaches Alexis Lynch, Chris Murphy, Grace Walkowicz, and Steve Walkowicz. xall-star

Running Like the Wind Landmark School’s Cross Country team put up an excellent showing this fall. The runners’ dedication and grit combined with stellar coaching, made for some great successes.

Ella T. ’25, placed fourth and was named a New England All-Star at the New England XC Division 4 Championship meet in Kent, Conn., on

Since 2017, a growing number of students in Landmark High School’s Senior Seminar classes within the Study Skills Department have participated in two-week internships during the spring semester. Student interns practice transitional skills and gain hands-on experience while developing workplace values. Past internships have included marketing/graphic design, boat building, real estate, business/finance, and many other exciting opportunities. Each student is paired with a faculty mentor who collaborates with the internship site to provide feedback and guidance to the student.

These are not just internships—they are gateways to self-discovery within the professional landscape.

xgiving back

Leading the Way This year’s High School Student Council has been busy organizing campuswide events and raising 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. Thanks for your leadership!

Evan J. ’24 (center), President Carter L. ’24 (left), Treasurer Van E. ’24 (right), Vice President xholiday cheer

Holiday Concert Reimagined As Landmark High School students wrapped up midterm exams, the Landmark Performing Arts Department threw a festive holiday gathering before FALL/WINTER 2024

the December break. The upper campus glowed with red, white, and green twinkle lights. Fires roared, hot cocoa and cookies filled bellies, and students and faculty sang holiday tunes open-mic style on an outdoor stage. An inventive touch was hiring a horsedrawn carriage to wander through campus carrying visitors to take in the sights and sounds.

xup for debate

Mental and Verbal Gymnastics Competition shows up in all forms for our students.

Debate classes took a deep dive into the topic, Resolved: The United States Federal Government should forgive all federal student loans. Over the past several months, students participated in a variety of debate tournaments. In time for the holiday season, varsity debaters Ben A. ’24 and Grant G. ’24, as well as novice debaters Jack M .’25 and Sean T. ’25, competed in the Arlington St. Nick Showdown.

Grant and Ben had tough varsity-level competitions, but went home with the bestdressed award (see photo).

Later in the winter, novice debaters Cameron M. ’25 and Jackson B. ’25 competed

at the Lincoln-Sudbury Warrior Showdown. Faculty supervisor Liam Maher said, “Student debaters displayed motivation and persistence, consistently improving throughout the competitions.”

direction of Dept. Director Alyssa Gibbs and Music Director Nate Efinger, veteran and new performers showcased the exploits of Charlie Brown, Snoopy, and all the Peanuts friends through song, dance, and comedic scenes. The technical crew, led by Dept. Head Nate Haywood, created a set that captured the 2D world of the comic strip, turning it into an interactive 3D world that included a rotating stage carrying actors and sets alike.

xgood grief

Peanuts Comes to Landmark Landmark Stage Company closed its fall season by presenting four sold-out shows of You’re A Good Man, Charlie Brown. Under the Attend a future performance!

Dollars + Cents Landmark faculty member Danielle Phillips teaches Integrated Math at the High School and educates her students on personal finance, among other topics. Her passion has become teaching personal finance to all high school students in Massachusetts. Mrs. Phillips said, “We are petitioning the state legislature to require all high school students to take a semester-long personal finance course as a graduation requirement.” The curriculum would include understanding a bank account, building credit to manage debt, investing, and so much more.

Athletes of the Week Ana B., Girls Varsity Soccer Kolby B., Boys Varsity Soccer Maddox D., Boys Varsity Soccer Mariel J., Girls Cross Country Emin S., Boys Junior Varsity Soccer Christina S., Varsity Volleyball Ella T., Girls Cross Country Sofia V., Girls Varsity Soccer Lily V., Girls Varsity Soccer Brady Y., Boys Cross Country Richie F. ‘26, Wrestling

Sydney K. ‘24, Girls Basketball Ben M. ‘24, Hockey (playing for Masconomet Regional High School) Enzo O. ‘25 Wrestling Gabe S. ‘24, Boys Varsity Basketball Sam R. ’25, Wrestling No athletes listed after Feb. 16 due to print deadline.

Landmark’s News in Brief

xclub scene

xextra extra!

What’s Cookin’?

Landmark Featured in The Boston Globe

Saturday School offers educational opportunities that extend well beyond the classroom and enrich the whole student. Options are often fun, and sometimes even delicious! This fall, Cooking Club was a popular choice. Students and faculty embarked on a culinary journey that included the U.S., Afghanistan, and Greece.

Cooking and feasting brought equal joy, leaving no trace of leftovers behind.

Landmark is proud to have been featured in a January 12 Boston Globe article by the Globe’s Great Divide education team. In the interview, Head of School Josh Clark shed light on the critical issues surrounding special education in Massachusetts. In addition, Jessica Hoag, a junior at Landmark High School shared her journey with dyslexia in a special accompanying video for the article.

The article highlights the shortcomings of the state of Massachusetts and its obligation to teach its children to read. Students and their parents often find themselves amid long, strenuous,

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

A Guidebook

Caret-Circle-Left

Beacon

Watch Jessica Hoag ’25 share her story with The Boston Globe, and for those with a subscription, read the full article.

and expensive legal battles with their public school systems to receive necessary diagnoses and proper instruction.

Early intervention is crucial, and Landmark’s successful history has shown that

with appropriate teaching and support, students with dyslexia can make significant reading progress relatively quickly. Without this support, students may find themselves trapped in a cycle of repeated failure, eroding their self-confidence.

Download your free copy of

Dyslexia: A Guidebook to learn more about this common learning difference and how to navigate the gifts and challenges of dyslexia at home, school, and work.

The Dyslexia Guidebook is a publication of Landmark School— educating students with dyslexia and harnessing the power of learning differently.

Reading 12 What is Reading?

18 Developing Eager Readers 22 Landmark’s Approach to Teaching Reading

A Guidebook

Curated and edited by Landmark School and Landmark Outreach Illustrations by Olivia Malloy

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What is Reading?

What the science tells us about best practices for teaching reading.

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A teenager is on the school bus on their way home. They pull out their smartphone and start scrolling through their favorite social media sites—skimming and reading an unending ribbon of pictures, videos, and text. They catch the meaning of each post quickly, then move on. It looks easy, relaxed, even automatic.

We were never born to read.

Reading is a human invention that reflects how the brain rearranges itself to learn something new.”1

Reading is anything but. According to renowned literacy expert Maryanne Wolf, “We were never born to read. Reading is a human invention that reflects how the brain rearranges itself to learn something new.”1 “The most fundamental definition of reading is being able to interpret written symbols and understand printed material.”2 But being able to read is fruitless unless there is comprehension.

To achieve this level of proficiency, a variety of knowledge and skills must come together to create meaning from the text.

This is known as the Simple View of Reading, a research-based reading development model.

— M A R YA N N E W O L F

The Simple View of Reading3 Word Recognition

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x

Language Comprehension

=

Reading Comprehension

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Language Comprehension BACKGROUND KNOWLEDGE (facts, concepts, etc.)

why this matters

Nationally, only

35% of public school students were at or above Proficient in grade 4 reading.6

VOCABULARY (breadth, precision, links, etc.)

LANGUAGE STRUCTURE (syntax, semantics, etc.)

VERBAL REASONING (inference, metaphor, etc.)

LITERACY KNOWLEDGE (print concepts, genres, etc.)

Learn more

Caret-circle-right The Miracle of Reading Produced by Bodine School

Word Recognition

The Many Strands Woven into Skilled Reading

PHONOLOGICAL AWARENESS (syllables, phonemes, etc.)

DECODING (alphabetic principle, spelling—sound correspondences) SIGHT RECOGNITION (of familiar words)

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SCARBOROUGH’S

READING ROPE (2001)4

SKILLED READING

Fluent execution and coordination of word recognition and language comprehension.

Scarborough’s Reading Rope helps to show the many reading skills that must be woven together across the two broad areas of Word Recognition and Language Comprehension.

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structured literacy “Studies from education, literacy, developmental psychology,

educational psychology, cognitive science, and neuroscience fields continue to provide evidence about how the brain learns to read, and what is needed to effectively teach reading. What has evolved is more than just phonics instruction. In 2000, a National Reading Panel determined that effective reading instruction requires five key components: phonemic awareness, phonics, fluency, vocabulary, and comprehension.” 5 (For an explanation of these concepts, see Landmark’s Approach, pg. 22) In recent years, the International Dyslexia Association defined a systematic approach to reading instruction, known as Structured Literacy, “a comprehensive approach that teaches the Structure of language (phonology, orthography, morphology, semantics, syntax, and discourse) in an explicit, systematic, cumulative, and diagnostic way.”5 But despite all of the scientific evidence, there is still debate in many schools and districts across the country that haven’t subscribed to this evidence-based best practice.

In 2000, a National Reading Panel determined that effective reading instruction requires five key concepts: phonemic awareness, phonics, fluency, vocabulary, and comprehension.”

Book-reader Book-reader Book-reader 20% Book-reader Book-reader why this matters

of Americans CANNOT READ well enough to make a living wage.7

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Myths Vs. Facts About Reading The following myths and facts about reading were excerpted from a Reading Rockets article, Ten Myths About Learning to Read.8

war. Literacy is an indispensable prerequisite for success now and in the future.

MYTH: Phonemic awareness is a

consequence of reading acquisition.

The most compelling evidence for the importance of phonemic awareness (thinking about and working with the individual sounds [phonemes] in spoken words) stems from the research that has shown that when children are taught to develop phonemic awareness, they are more likely to develop good word decoding skills faster and earlier than children who are not taught to be aware of phonemes in spoken words.

Fact:

MYTH: Learning to read is a natural

process.

Learning to understand speech is indeed a natural process, but reading is a skill that is quite unnatural and very difficult to learn. Reading and writing simply have not existed long enough to be described as a “natural” phenomenon.

Fact:

MYTH:

Children will eventually learn to read if given enough time.

If literacy instruction needs are not met early, then the gap widens between proficient and struggling readers.

Research has shown that if a child is not reading grade-appropriate materials by the time they are in the fourth grade, the odds of that child ever developing good reading skills are very slim.

Fact:

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MYTH: Reading programs are

“successful”.

There are a few programs that, if properly implemented, could help a school move in the right direction with reading instruction, but nothing could ever take the place of a knowledgeable and talented teacher.

Fact:

MYTH: We used to do a better job of

teaching children to read.

Based on statistics from the National Assessment of Educational Progress (NAEP), we have evidence that this is not true.9 Other investigations have found that literacy rates have not changed in this country since World War II, and some studies suggest that literacy rates were worse before the

Fact:

MYTH: Short-term tutoring for

struggling readers can get them caught up with their peers, and the gains will be sustained.

Such gains made by children in these programs (and even those gains are questionable) are not sustained for very long once they leave the program.

Studies of these pull-out tutoring programs have shown that children who are not thriving like their peers in the classroom continue to fail to thrive when they are placed back in that classroom full-time.

Fact:

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Developing Eager Readers Skill isn’t the only driver for developing eager readers.

Motivation plays a key role too.

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A parent, other relative—even a babysitter—is reading to a young child. There’s something warm and inviting about this scene. But there’s also something miraculous going on in the brain of the child who’s being read to. Neurons are firing, connections are being made, and language is getting solidified.

It starts earlier than you think With reading proficiency hovering near the mid-30th percentile nationally, it’s imperative that we better support our children to become more eager and capable readers. This can and should begin at home with our youngest children. There is vast scientific evidence that proves that the more language children are exposed to, the more they have a chance of becoming strong readers.

Infants absorb language in utero. They hear verbal conversation, pick up patterns, and learn words, phrases, tone, and meaning innately.

The more children of any age hear and see language, the better.

talk matters The most important aspects of parent talk are amount and quality.

And the more precise and descriptive it is with a higher number of unique words, the better. Children’s academic successes at ages 9 and 10 can be attributed to the amount of talk they hear from birth through age 3. Young children who are exposed to early language and literacy experiences are also more likely to be good readers later on in life.

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Children who are read to at least three times a week by a family member are almost twice as likely to score in the top 25% in reading compared to children who are read to less than three times a week.10

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Tips for Fostering Positive Reading Habits with Your Child •

Make reading together a priority and build daily habits like reading at bedtime or during breakfast.

•

Have your child read to you without your criticism or judgment to understand how their reading is progressing.

• •

Make reading material plentiful in your home from newspapers and books to magazines—even comic books.

•

Read material to your child that is of inherent interest to them and for which they have background knowledge. Give graphic novels a try.

Point out written words in everyday life. This can include signs in grocery stores, subway stations, along roadways—virtually anywhere.

•

Point out letters, individual letter sounds, and vowel teams like “oa”, “ie”, and “au”, and consonant sounds like “ch”, “sh”, and “th”—as well as others.

•

Use Artificial Intelligence to help you write stories that would interest your child.

•

Talk with your child about what they’re reading and what they like or dislike about it.

•

•

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Follow the text with your finger while reading and talk about the content of a story with your child. Or use a “read-to-me” function in an app like Epic, which highlights the words as the story is read.

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If your child is struggling with reading, encourage them to talk about what’s challenging them.

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Finding the right level of reading challenge for your child

Determining if your child is The Importance of Early Intervention struggling to read:

Ask your child’s school for their Lexile score if they administer a Scholastic Reading Inventory (SRI)—most public schools do. You can then search using many online tools. Here is just one: Please bear in mind that scores are based on averages and are just one measure of a child’s abilities.

There are a host of reasons why some people struggle to read. Here are two helpful resources that give you red flags to look for: Dyslexia: A Primer, Early Signs of a Landmark360 Reading Difficulty, Reading Rockets

The great challenge is for teachers of reading to find ways to make the science of reading come to life in artful, authentic, engaging, and effective ways.”12 —T I M O T H Y R A S I N S K I

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If your child is struggling in school, the earlier you bring this to the attention of their teachers and key administrators, the better. Early intervention is the single most effective method of helping them get back on track. Waiting is never a good option.

“Once children fall behind in the growth of critical word reading skills, it may require very intensive interventions to bring them back up to adequate levels of reading accuracy (Allington & McGillFranzen, 1994; Vaughn & Schumm, 1996), and reading fluency may be even more difficult to restore because of the large amounts of reading practice that is lost by children each month and year that they remain poor readers (Rashotte, Torgesen, & Wagner, 1997).” 11

Learn more Tips for Parents Who Suspect Their Child Has a Learning Disability, Landmark360

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Landmark’s Approach At Landmark, we design a program specifically for each student to focus on their strengths and interests while bolstering their areas of need.

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While there have been countless reading programs built over the years, the literacy profiles of students lie along a wide spectrum of development, and no single approach meets the needs of all students.8 For this reason, Landmark School does not prescribe to one set reading paradigm but artfully draws from many research-based practices to find what works best for each individual student.

To achieve success for all children, teachers need to become extremely sophisticated and diagnostic in their approach to reading instruction.”8 —SEBASTIAN WREN, LITERACY FIRST

Key Components of Reading Landmark’s approach to literacy aligns with scientific research and includes instruction in the following areas: 13, 14 Phonemic Awareness: Students working on phonemic and phonological awareness skills get intensive training of sounds and their corresponding oral-motor feedback.

Phonics: Phonics knowledge is the understanding that letters correspond to certain sounds and is explicitly taught to enhance decoding and encoding (spelling).

Spelling: Spelling instruction, part of phonics, follows an ordered progression of patterns closely paralleling oral reading. As the decoding-encoding link is reinforced, students utilize knowledge of common expectancies and syllabication to improve their spelling in isolation and in context.

Oral Reading Fluency: Through interactive fluency practice, students develop rate, accuracy, and expression in oral reading.

Vocabulary: Vocabulary is built through explicit instruction in defining words, understanding meaningful parts of words (morphology), and accurate use of target words both orally and in writing.

Comprehension: Reading comprehension is developed concurrently with oral reading and is stressed regardless of a student’s reading level. A variety of materials are used to engage learners and enhance background knowledge.

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Creating Reading Support for Each Student Across the Curriculum Reading is a complex process with many layers. When a student is struggling to read, drawing from research-based practices to artfully implement the right supports has many elements.

While individualized literacy instruction, like a language-arts tutorial, is important, there needs to be consistent reading and writing instruction across the curriculum by expert teachers.

Here is a snapshot of Landmark’s diagnostic-prescriptive and artful approach to creating a program that helps struggling readers thrive. 17, 18, 19, 20

Diagnostic:

Formal neuropsychological assessments from outside Landmark, combined with ongoing internal assessments, give us a strong picture of student skills. This allows us to individualize both in literacy instruction and content areas for each student.

Throughout the year, teachers give students daily informal assessments to constantly gauge student progress and optimize instruction.

One-to-one Language Arts Tutorial:

No one literacy curriculum works for all students.11 Using diagnostic testing, Landmark faculty pull from a battery of research-based methods to find what works best for each student. All tutorials use a systematic, sequential, and structured approach. This way, students don’t just get what comes next in a curriculum, they get what they need.

Small Classes:

Small classes allow teachers to create more individualized instruction within content areas. They can use learning-to-read strategies while helping students to access the curriculum.

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Learn more Teaching Reading: The DiagnosticPrescriptive Approach

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Integrated:

Landmark School integrates the language arts tutorial within the student’s academic schedule. It feels like just another class during the school day and doesn’t pull students away from other activities.

Across the Curriculum: Reading and writing skills aren’t just taught in a Language Arts Tutorial. By infusing reading instruction into all subjects, Landmark School creates an environment where students are consistently exposed to opportunities for reading practice and application.

Academic Advisor:

Each student is carefully matched with their advisor who serves as guide, communications coordinator, and advocate.

They monitor the student’s program across all classes to make sure it meets the needs of the student.

Research-based: Landmark methodologies are based on the recommendations of the National Reading Panel15, and current research informs any updates and additions to our programming. Our methodologies are based on a speech-to-print format16, which begins by teaching phonology (speech sounds) and connecting sounds to printed text, as opposed to print-tospeech (phonics) that begins with learning graphemes.

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Specifically Trained Educators:

Teaching reading is an artful practice. It requires a lot of knowledge, but also experience.

Every adult a Landmark student interacts with understands the complexities, anxieties, and gifts of learning differently.

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ACTIVE Learning Landmark’s Elementary•Middle School classes practice ACTIVE Learning strategies for comprehension. In our elementary program, each strategy is personified by a character who visits the classrooms to share their expertise and bring each strategy to life.

A C T I V E

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Ask Questions Ask questions to clarify and deepen your thinking Connect Connect new information to your background knowledge Tools to Repair Monitor for understanding and repair with fix-it tools Infer Make an educated guess based on clues and your connections Visualize Picture what you are reading or hearing Explain State the main idea in your own words

Listening vs. Reading Comprehension Listening to spoken text is not the same as reading comprehension.

Using an accommodation like an audiobook must be navigated wisely. When listening, either the actor who is performing the passage or the technology turning text into speech is in control of the “pause.” Pausing and thinking that leads to comprehension is not inherently in the control of the reader. Wait, what? Let me read that again! Exactly. The decision to pause, and recognize that there may have been a “clunk” in our understanding begins the metacognitive experience, which drives the strategies to make meaning of what the listener just heard. If the goal for the student is to help them develop their reading comprehension, allowing them to listen to an oral presentation of the text will not provide the practice necessary to improve that skill. However, if the goal is for students to learn content and not necessarily to develop reading comprehension, then the choice to use audiobooks or other recordings may be an outstanding way to support that student’s ability to learn new material.

Learn more Metacognition and Reading Comprehension

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Questions to Ask About Your Child’s Reading Instruction If your child struggles with reading, or even if they are just a new reader, here are some good questions to ask about their school’s approach to reading instruction.

What curricula are being used to teach reading and what are their purposes (phonemic awareness, comprehension, etc.)?

Is the reading curriculum utilizing research-based approaches?

Can you describe them?

How and when is my child’s progress being assessed? What information will parents get about these assessments?

The teacher or school may use terms you are unfamiliar with. Take notes, research, and don’t be afraid to ask follow-up questions.

How will I know if my child is struggling to read? What supports are available?

How is technology integrated, if at all?

More questions to ask about your school’s reading instruction, Understood.org

Explicit literacy instruction rooted in the science of reading, the decades of cognitive and neurological research into how reading is processed in the brain, is proven to close equity gaps and achieve the goal of literacy for all.”21 —LEXIA

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Resources Landmark Outreach Professional development and coaching for educators—blog and free webinars Landmark School For boarding and day students in grades 2-12 with dyslexia Landmark360 Blog A blog for parents on the art and science of learning IEP Resources Questions to Ask Before and During Your Child’s IEP Meeting, Landmark360

Experts to Follow David Kilpatrick, Professor of Psychology for the State University of New York College Tim Rasinski, Professor of Literacy Education at Kent State University Maryanne Wolf, Director of the Center for Dyslexia, Diverse Learners, and Social Justice at UCLA Podcast Sold a Story,

by Emily Hanford on APM Curriculum Assessment Tool For educators and school committees to assess their reading curriculum

IEP Process Guide, Massachusetts Department of Education Understanding IEPs, Understood.org

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Citations 1 Wolf, M. (2010). Proust and the squid: The story and Science of the reading brain. Icon Books.

2 Johnson, B. (2017, March 9). What is Reading? Children’s Literacy Foundation (CLiF). January 5, 2024, https://clifonline. org/what-is-reading/ 3 Gough, P.B., & Tunmer, W.E. (1986). Decoding, Reading, and Reading Disability. Remedial and Special Education, 7(1), 6–10. https://journals.sagepub.com/ doi/10.1177/074193258600700104 4 What is the Reading Rope? (n.d.). Braintrust Tutors. March 16, 2023, https://braintrusttutors.com/what-is-the-reading-rope/ 5 The Science of Reading vs. Balanced Literacy: The History of the Reading Wars. (2022, June 30). Lexia. January 5, 2023, https://www.lexialearning.com/blog/the-science-of-reading-vsbalanced-literacy-the-history-of-the-reading-wars 6 NAEP Report Card, N. (n.d.). NAEP Report Card: Reading.

The Nation’s Report Card. https://www.nationsreportcard.gov/ reading/states/achievement/?grade=4 7 Parker, A. (2023, September 11). US literacy rate statistics for 2024 (Trends & Data). Prosperity For All. https://www. prosperityforamerica.org/literacy-statistics/ 8 Wren, S. (n.d.). Ten Myths About Learning to Read. Reading Rockets. 2023, https://www.readingrockets.org/topics/aboutreading/articles/ten-myths-about-learning-read 9 NAEP Long-Term Trend Assessment Results: Reading and Mathematics. The Nation’s Report Card. (n.d.-a). https://www.nationsreportcard.gov/ltt/?age=9 10 Travis. (2019, February 19). 30 Key Child Literacy Stats Parents Need to be Aware Of. Literacy Project. October 15, 2023, https://literacyproj.org/2019/02/14/30-key-child-literacystats-parents-need-to-be-aware-of/ 11 Torgesen, J. (n.d.). Catch Them Before They Fall: Identification and Assessment to Prevent Reading Failure in Young Children.

Reading Rockets. 2023, https://www.readingrockets.org/topics/ intervention-and-prevention/articles/catch-them-they-fallidentification-and-assessment

14 Sebens, M. (2019, February 24). The Five Components of Reading: The Keys to Unlock Reading Proficiency. Landmark360.

December 15, 2023, https://www.landmarkschool.org/ourschool/landmark-360-blog/?id=253211/the-five-componentsof-reading-the-keys-to-unlock-reading-proficiency 15 Langenberg, D. N. (n.d.). Findings of the national reading panel.

Reading Rockets. https://www.readingrockets.org/topics/ curriculum-and-instruction/articles/findings-nationalreading-panel 16 Moats, Dr. L. (n.d.). Speech to Print or Print to Speech? It Makes a Difference. EDView360. https://www.voyagersopris.com/blog/ edview360/speech-to-print-or-print-to-speech-it-makes-adifference 17 Howard, P. (2022, October 21). Teaching Reading: The Diagnostic-Prescriptive Approach. Landmark 360 Blog.

October 24, 2023, https://www.landmarkschool.org/ourschool/landmark-360-blog/?id=306128/teaching-reading 18 Landmark Approach. Landmark School. (n.d.). https://www. landmarkschool.org/our-advantage/landmark-approach 19 Hildebrandt, K. (2023, January 17). Helping Struggling Readers. Landmark360. December 15, 2023, https:// www.landmarkschool.org/our-school/landmark-360blog?id=315469/helping-struggling-readers 20 One-to-One Tutorial. Landmark School. (n.d.). https://www. landmarkschool.org/our-advantage/one-to-one-tutorial 21 The Science of Reading vs. Balanced Literacy: The History of the Reading Wars. (n.d.). Lexia Learning. October 30, 2023, https:// www.lexialearning.com/blog/the-science-of-reading-vsbalanced-literacy-the-history-of-the-reading-wars

Reading: A Guidebook was curated and edited

by Landmark School and Landmark Outreach with special thanks to: CONTRIBUTORS:

Kimberly Hildebrandt and Susan Tomases

12 Rasinski, T. (2020). Art and Science of Teaching Reading.

Timothy Rasinski. http://timrasinski.com/presentations/Art_ and_Science_of_Teaching_Reading_TR.pdf

COLLABORATORS:

13 Landmark School. (n.d.). Elementary•Middle School Curriculum Guide. https://docs.google.com/presentation/ d/1Csx8nQa5ok9M5kGp--D1C6AImPgKlxs_L9ie4_juTRs/ present?slide=id.p

ART DIRECTOR: Melanie deForest-Malloy

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Kristine Burgess, Adam Hickey, Kate Kinsman, Meghan Sebens ILLUSTRATOR: Olivia Malloy

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The Value of

Photos and Article by Kelly Howard

“ Play is often talked about as if it was a relief from serious learning, but for children, play is serious learning. Play is really the work of childhood.”

—FRED ROGERS 30

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“Almost all creativity involves play.”

—ABRAHAM MASLOW, AMERICAN PSYCHOLOGIST

Play is not just a frivolous pastime; it is a fundamental component of childhood that contributes significantly to a child’s physical, emotional, social, and cognitive development. When children engage in imaginative play, they are not only pretending, they are also developing essential lifelong skills and learning how to interact with their peers, negotiate, share, and develop empathy.

Students at Landmark Elementary· Middle School (EMS) have turned the campus into a magical world of make-believe. From Swanson Field to the playground, alliances have been formed, intricate shelters constructed, and saplings gathered for their stickbased economy. It all began with a small group of students who built a lean-to fairy house on the playground, inspiring students of all ages to stake out their sites, collect sticks, and create shelters.

Students across campus now spend the duration of their milkbreak hanging out with their friends, all of whom have distinct roles within each “tribe.” There are the traditional parents, royalty, and even saber-toothed tigers. Students work at different jobs, like staffing the “bakery,” a bench packed with different types of “food,” fashioned from moss

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and acorns. Students maintain their structures and are constantly sweeping out debris that accumulated the night before in the kitchens, building new mossy pathways, and tidying up their stick piles. They wander into the woods to get vegetation to pack into their leaf huts, trade sticks with the “stickmaster,” transfer rainwater collections into containers, and add to the underground acorn caches.

As they maintain their cherished structures, students are not just playing, they also are actively shaping their understanding of the world and acquiring skills that will serve them throughout their lives.

The magic of play, with its spontaneity and boundless possibilities, reminds us that learning extends far beyond the classroom and that the seeds of creativity and collaboration planted in these moments will flourish for years to come. BOOK-OPEN

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Have You Heard?

Landmark School, led by Josh Clark, is meeting the moment with a soon-to-be-finalized strategic plan, a portrait of a Landmark graduate that will propel our students beyond their expectations, and two exciting construction projects to be completed this time next year.

Follow Along

Game-Changing Construction Projects Elementary•Middle School Expanded Meeting Space, Dining Commons, and Amphitheater This project will foster enhanced community engagement, more productive group work, and flexible spaces for large and small gatherings for students, faculty, and staff to learn and grow.

High School Student Center Construction will focus on a much-needed student center to serve as the hub of social, academic, and community gathering spaces attached to the Eric Alexander building.

Support the Moment To complete funding for these projects we need to raise $3 million, roughly 1/3 of our overall costs. By donating to this historic endeavor, including opportunities to name spaces on both campuses, you will be making a difference for our students today and tomorrow.

Contact Michelle Granese, Director of Institutional Advancement, mgranese@landmarkschool.org, 978-236-3201

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30% fund raising

70%

self financed

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Elementary•Middle School Expanded Meeting Space, Amphitheater, and Dining Commons

High School Student Center

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PROFILE

Student

KNOWING THE SCORE I was born in Ethiopia to a deeply religious family who didn’t listen to secular music. When I was almost four, after a year in an orphanage, I was adopted and moved to Cambridge, Massachusetts.

Being adopted and brought to a completely new country where the language made no sense definitely scared me. Seeing an escalator for the first time petrified me. To make matters worse, I was used to warm weather, with average temperatures in the 80s. You can probably guess my reaction when I stepped outside in February in Massachusetts—there was dandruff falling from the freezing sky.

Nothing comforted me. My parents didn’t look like me, and no one spoke my language. I needed something to break this barrier.

JONAT HAN TADI E L LO, T HE I MAG E STA N DA RD

music has undeniably shaped me as a human being by bini hill

Ethiopmiabrtoidge, MASS. Ca

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It only took a few days for me to fall in love with music.

“Wannabe” by the Spice Girls is a catchy song. I had no idea what they were saying, but I felt something akin to magic. But isn’t that what music really is? Their music made me feel something, but I didn’t know what it was. In no time, I was jumping on the couch grooving to fire beats, and yelling songs from the back seat of the car, even though I had no idea what I was saying.

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About a month after arriving in Boston, I saw Up, my first movie in a theater, and I fell in love again—this time with movies. You might think watching this movie would be pointless since I couldn’t recognize English, but I understood the stories through the music and the animation.

There’s a montage where there is no dialogue, allowing the music to speak for itself.

The soundtrack captured our

love language so perfectly. Despite not speaking the language, I became infatuated with movies that day because of the way the film and the music intertwined to tell the story.

While loving music and movies was easy, school was difficult for me. I was diagnosed with dyslexia when I was in second grade and transferred to a school for dyslexic kids the next year. My music teacher introduced me to GarageBand, and it changed my world. I was able to create the music I kept hearing. As time passed, I became more articulate with music and began to improve the quality of my compositions.

Years later, during the summer of 2020, I took a course on film scoring at Hartt School of Music, and I finally understood what I wanted to do with music. Watching movies and seeing how drastically music changes a scene has always impressed me. Now I spend my free time stripping trailers and movie scenes of their original score and composing new scores for the scenes because I love how it can completely change their entire feel.

Music can make us laugh, become emotional, motivate us, or even cause feelings of anger. Music connects me to people who have nothing in common with me. It has always evoked different emotions within me. It never made me feel just one thing; it never made me feel just joyful or just sad. It brought out all my emotions, and that’s why I love it. I want to be able to do that myself. I want to be a professional media composer to give my audience the gift of that special feeling.

I love being able to evoke emotions through my music, and the best way to do that for me is by scoring trailers. In addition to scoring, I play in a rock band at school and compose my own songs.

Music brings me happiness and makes my life fuller. My dream is to be able to use my passion to bring joy to others the same way it has brought joy to me. BOOK-OPEN LANDMARK SCHOOL | THE LANTERN

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PROFILE

KI E R AN KE S NE R ’09

Faculty

Elemenary•Middle School Librarian, Linda Sylvester

BY THE BOOK

Landmark’s librarians create a safe haven in the stacks by hazel crowley

Both Linda Sylvester (EMS) and Amy Veling (HS) remember always wanting to be teachers.

Inspired by the storied career of a grandmother, Linda completed coursework at the Simmons Center for the Study of Children’s Literature and, after years as a classroom teacher elsewhere, came to Landmark in 2008. To her, the library is a safe haven where she hopes students begin to love literature. “If we teach to dice carrots but never make stew, the children will never be able to fully immerse themselves in the love of a story. I’m so fortunate to know every student and feel honored to put books in kids’ hands.”

Raised alongside three younger sisters with disabilities, Amy observed Landmark while an undergrad at Gordon College in Wenham. She was wonderstruck that such an institution existed, and has been at Landmark the 27 years since. For her, the library is also a refuge—both for struggling readers and aimless researchers. “In our digital age, it’s so easy to get information from a post on social media. I love that kids can come to the library to read, explore, analyze, slow down their investigation, and get lost in the experience.”

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Linda Sylvester

Landmark EMS Librarian FAVORITE BOOK SHE READ AS A YOUTH:

The Secret Garden, by Frances Hodgson Burnett. I revisited it as an adult and was wowed by the vocabulary. As a kid, I surely didn’t know what the word obsequious meant!

FAVORITE BOOK SHE’S READ RECENTLY:

The Inheritance Games,

by Jennifer Lynn Barnes.

Olivia Tatum, an eighth grader, recommended it so enthusiastically, I’ve since bought two copies for the library!

FAVORITE GENRE TO RECOMMEND:

I love fantasy, but I’ll go to bat for anything with a redemption arc!

FAVORITE HOBBIES OUTSIDE OF SCHOOL:

Knitting, walking, and travel. “Must we stay? Can’t we go?” has long been our unofficial family motto.

FAVORITE LITERARY NICKNAME:

My grandchildren call me Marmee, like in Little Women.

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Amy Veling

Landmark High School Librarian FAVORITE BOOK AS A YOUTH:

The Nancy Drew series.

I liked that it was logical but not gory. I’ve always preferred to keep my hands clean!

FAVORITE BOOK SHE’S READ MOST RECENTLY:

I’m excited to start Wellness, by Nathan Hill, and discuss with other Landmark folks as host of the second annual faculty book club!

FAVORITE GENRE TO RECOMMEND:

KR I ST I E DE AN ( 2 )

Mystery and true crime are very in right now.

I’ve also worked to stock the library with different graphic novels—to be read, not instead of, but in conjunction with the classics!

FAVORITE HOBBIES OUTSIDE OF SCHOOL:

High School Librarian, Amy Veling

My 10-year-old son, James, does karate. I usually bring a book, but it’s so fun, I often get distracted watching him!

FAVORITE LITERARY NICKNAME:

I’d like to think I am kind of a Nancy Drew. A librarian must do a fair bit of sleuthing!

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PROFILE

Trustee

SELFLESS SERVICE Trustee Joe Morgart P’12,’22

By Bernie Romanowski I met with Joe Morgart for coffee near his office in downtown Boston on a rainy December morning, one of those rare days with no traffic, great parking, and light crowds. As expected, Joe was punctual and polite, asking me as many questions as I asked him. Spending time with Joe is always like this—he makes the host feel like the guest of honor.

As one of our longest-serving Trustees, Joe serves as treasurer and sits on the Executive Committee. He began his tenure on Landmark’s Board of Trustees in 2008, shortly after his oldest child, Alexander ’12, enrolled. Although Joe’s children are now young adults, he loyally continues to give his time, talent, and resources to the Landmark community.

As I spoke with Joe, a picture emerged— one of hospitality, commitment, caring, and respect for others.

Over his long professional career, Joe has focused his efforts on “alternative investments.” He has held senior leadership roles at Boldwater Capital and Fidelity Investments and has been at Amundi for the past eight years. Joe also shares his experience and insights as a guest lecturer at MIT’s Sloan School of Management.

In addition to being a Landmark Trustee, Joe serves as chair of the Board of Jewish Big Brothers Big Sisters (JBBBS) endowment and previously served as the organization’s chair. He is also a member of the Investment Committee of Combined Jewish Philanthropies and has served those organizations for more than 25 years. I asked Joe why he devotes so much of his life to board service, and his reply is profound and 38

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simple. “I see the positive impact all these organizations have on so many individuals and families, and I want to make sure others always have access to them.”

Jeffrey Savit is the president and CEO of JBBBS. He and Joe have become close personal friends and share an unwavering focus on the organization’s mission. “Joe is truly selfless and cares

deeply about his family and others.” As Jeffrey told me, “With Joe on your team, only good things will come.”

Joe is the proud parent of four adult children, two of whom attended Landmark School. Alexander attended both the EMS and High School for three years and is as gracious and kind as his father.

Alexander developed a deep interest in healthcare and is a paramedic for Mass

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“ Joe truly embodies an ideal Trustee. His unwavering commitment to the school’s mission stands paramount, always placing it at the forefront of his endeavors.

He recognizes that support extends beyond mere philanthropy; it encompasses sharing his wealth of expertise, as well as providing mentorship and encouragement to those actively engaged in the work. Joe’s approach exemplifies the vital attributes and best practices desired in a Trustee, highlighting a deep understanding that the strength of a school lies not just in its resources, but also in its community and the shared dedication to its goals.”

—JOSH CLARK

SA RA CO LK ET

General Brigham’s mobile integrated health team, providing in-home medical care to patients and responding to emergencies. This spring, he will be awarded an MBA degree from Boston University.

Seeing the good work his father is doing at JBBBS, Alexander decided to become a Big Brother three years ago.

“My dad wants us all to make the world

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a little better and he exemplifies this, always leading by example,” said Alexander. As for Joe’s other three children, Jonathan is working as a senior account executive focusing on alternatives at PIMCO, Lauren ’22 is working in the finance industry, and Sarah is completing her sophomore year at the University of Vermont, studying social work.

While speaking about his young adulthood, Joe told me he learned the importance of philanthropy in all forms.

He witnessed family members giving their time, talents, knowledge, and financial resources, and he was exposed to “the power of advocacy,” which drove Joe to contribute his considerable talent to organizations like Landmark.

As a parent and a Trustee, Joe has left an indelible mark on our community. BOOK-OPEN LANDMARK SCHOOL | THE LANTERN

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PROFILE

Student

TURNING THE PAGE There was less than a minute to go in the basketball game between Landmark and neighbor/archrival Brookwood. It had been a battle of 1 point leads the whole way. With 26 seconds to go and Brookwood in possession, it looked like a well-fought defeat—with the score 19-18 Brookwood. Then, Maya Najjar steals the ball, draws a foul, and Landmark has a chance for 2 points. The two free throws miss—but Landmark gets the rebound! There was no doubt where the ball was headed as the team looked to Maya for a three-pointer…

It’s no surprise that Maya’s name surfaced for this Lantern’s student profile. She has a presence; a personality comprised of wisdom, openness, sincerity, curiosity about others, and candor about herself, her talents, and her path.

She tells me it was during fifth and sixth grade that she realized something wasn’t right at school. She felt left out.

“Learning was happening around me but I wasn’t a part of it. I remember going home and feeling defeated,” she told me.

That feeling of being stuck crystallized one day when her sixth grade teacher was absent. Maya has a memory of her Special Ed. teacher from fourth grade coming in to sub and saying ”Let’s do some reading.” When Maya took out her book, her teacher was shocked: “You can’t still be reading that! That’s where you were when you left me!”

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K E LLY HOWA RD

maya najjar ’29 comes into her own at landmark by rob kahn

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Born Leader

Maya N

a

2023–2 jjar 4

TOUR G U

CHECK c ampus tour guide CHECK Eighth grade Class leader CHECK EMS Advocate CHECK v olunteers on student panel for prospective families visiting campus

IDE

Thinking back on that interaction, Maya realizes now that as a sixth grader with many talents and friends, she knew she wasn’t learning how to read and she was ready for a change that could help. “ I remember going home and feeling discouraged. Now I come home and feel like I’ve accomplished something every day. Everyone deserves to feel that way.”

Her first term at Landmark was also the first time she had finished a book.

Now her teachers describe her as an avid reader. When asked about it, she says: “If you told me that I would have read seven books last year, I would have looked at you like you had ten heads!“ Maya has made a deep impression on faculty and students. Librarian Linda Sylvester sums it up beautifully: “Maya is a ‘woman of substance.’

She chooses reading material with themes

pertaining to global experiences and the human condition and sees the world around her in terms of personal responsibility—how she can make a difference.

She is ever cognizant of those around her, consciously including anyone she perceives on the periphery. Along with a deep-thinking maturity and intelligence, she also is fun-loving: wherever Maya is, frivolity and laughter are to be found.”

And then of course, there’s basketball, where Maya’s passion has led her to join two town teams and to lead a revival of girls’ basketball at Landmark EMS this year. If you’re wondering how the Brookwood game came out, Maya popped the three pointer with just under two seconds left, and - - - Swish! Landmark wins 21-19!

And Landmark wins by having students like Maya Najjar in the community. BOOK-OPEN

“ It didn’t seem right that as a school for dyslexia we weren’t doing anything for Wear Red day for Dyslexia month, so I organized it.”

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PROFILE

Performing Arts

SPOT THE

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J U LE S WO RK

Take a careful look at this image from the High School Performance of You’re a Good Man, Charlie Brown, and see if you can spot what’s different in the picture on the right.

See if you can spot all that are missing.

10 things We’ve helped you with the first one!

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PROFILE

Athletics

next play

Heard from the sidelines and on the court, the team’s motto was “Next Play” to remind players that mistakes are part of the game. Shrug it off, move on, and do their best.

Evidence of the team’s spirit was demonstrated by a memorable 80’s practice and custom shirts for all players inspired by their talents and personalities that included: Itsy Bitsy Setter, It’s a Hard Bump Life, Hits and Giggles, and many more.

This fall, the Girls’ Varsity Volleyball team had a memorable season with enthusiastic attendees and nail-biter contests. The team made it to the second round of the Independent School Girls’ Conference (IGC), led by coaches Gabby Carpenter and Krista Muska. “This group of players had more spirit, camaraderie, and genuine care and support of each other than I’ve ever seen,” said Coach Carpenter. Special thanks to team captains Derek C., Teddy P., and Christina S. for their leadership.

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C I N DY S PR EER C RE D I T T K

TEAM SPIRIT

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Kiara n.

Senior Kiara N. joined the team for the first time this year and led the way in spirit— cheering on every player and infusing games, bus rides, and practices with energy and positivity.

seniors!

Senior night brought a big win for the Vikings after a grueling overtime battle going to five sets. Every soon-to-be graduate took earned time on the court to strut their stuff.

Amaya n.

Freshman Amaya N., quickly captured the attention of the coaches and players.

“In general, and especially serving, she was our secret weapon,” said Coach Muska.

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EVENT WRAP-UP

Events ARROW-CIRCLE-RIGHT

Landmark Cares…

A Whole Lot!

Now in its fourth year, Landmark Cares Week was a huge success this fall! A week-long fundraising and school spirit initiative, Landmark Cares brought together members of our community—students, faculty, alumni, families, and friends—to celebrate what makes Landmark such a special place.

Beginning with a Parent/Guardian Kick-Off Mixer at Head of School Josh Clark’s home, energy was high throughout the week, with special treats for students, a lively Spirit Day, and an EMS community dinner, just to name a few!

Landmark Cares Week culminated in the most fun event of them all—our Homecoming 5K Road Race & Fall Festival. For the first time, we added a 1K fun run for younger kids to join in the festivities, which was a major hit. All morning, the Alice Ansara Athletic Center lawn was a bevy of activities, with pony rides, a bouncy inflatable, donut-eating contests, music, and more!

Thanks to every person, family, and organization who supported this effort. You helped raise $260,000 for the Landmark Fund.

We are so grateful!

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ARROW-CIRCLE-RIGHT

Staff Appreciation: Goodies and Good Vibes

One of the major goals of the Landmark Parents’ Association (LPA) is to plan events throughout the year to ensure our faculty and staff feel appreciated for their hard work. This fall, the LPA outdid itself with two special pop-up milkbreaks at both campuses.

Thank you to every parent who donated, volunteered, baked, and submitted messages of appreciation to make certain our faculty and staff know how much their dedication, patience, creativity, and mentorship mean to our students.

We say a special thank you to LPA co-vice presidents, Erin Sweeney P’27 and Lori Leif P’27, for High School and Sondria Berman P’31 and Erin Upton P’28 at EMS for their leadership and organization.

ARROW-CIRCLE-RIGHT

Building Lasting Connections and Community

We are always looking for opportunities for our current parents/guardians to gather, share their stories, and build lasting connections within the Landmark community.

Earlier this year, we held two Parent/Guardian Socials, representing the North Shore and South Shore regions, with plans for similar gatherings in the Metro West and Boston areas in 2024. Thank you to all who have attended or who plan to attend a social this academic year. Creating a network of engaged parents/guardians is an important part of upholding Landmark’s mission and values.

Thank you to our event hosts: Charles Hardwick and Sheilagh Mylott P’27, Michael McCarthy and Sarah Bettencourt P’31, Patrick and Lisa Taffe P’31, and a Proud Class of 2027 family.

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MAKING WAVES Landmark’s largest fundraiser of the year is going to look a little different... and we think you are going to LOVE it.

THE DETAILS Friday, April 26, 2024

*New Day of the Week* LOCATION: Shalin Liu Performance Center, Rockport, MA COCKTAIL RECEPTION: 5:00 p.m.–7:00 p.m.

SHOWCASE & LIVE AUCTION: 7:00 p.m.–9:30 p.m.

THE REMIX

You told us how much you love the talented Landmark performers...so we made them the main event! The Making Waves headline performances will include a showcase of talent by Landmark High School and Elementary•Middle School students, alumni, and faculty.

TICKETS

landmarkschool.org/makingwaves

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Crew    youtube-square

Alumni Notes & Community News

Alumni Notes 1984

1989

Stefanie Sacks ’84 This December, I had a craft table at the Liberty Tree Mall and sold some of my jewelry and greeting cards. I attend a day program three days each week and see friends too. I’m exploring joining a bowling group.

Chuck Weimer ’89* I stopped by to visit in February and was so impressed with the expansion on the high school campus. I have great memories of being at Landmark and so many stories to share.

1986 Alan Kerr ’86* I am currently the President of the northeast division for Swipe For A Cause, a credit card company that donates a percentage to non-profit organizations. Something I still do now that I did in high school is pursue my love for politics and history. alumni advice: A piece of advice for my younger self is not to worry about anything because everything has a way of working out.

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1991 Andrew Reed ’91 My wife Kimberley and I have 18- and 16-year-old daughters, Lila and Ruby.

I am currently living in the UK and for the past 20

Alan Kerr ’86 * note corresponds to a photo

years have been involved in teaching physical education.

I live outside of London and my girls attend an international school where my wife teaches. We have a summer cottage in Nova Scotia and I love to surf there.

1992 Brad Kaplan ’92 I am happy to report that life is good. 2024 marks 10 years with Jennifer, my soulmate. My son Owen, is a freshman in high school and I am still working in the live events and TV sector as a project manager.

Chuck Weimer ’89

1995 Ursa Marder ’95* I have a deep love for traveling, other cultures, and the ocean. I grew up practicing Dzogchen, a spiritual path that led me to Margarita Island, Venezuela where I lived for close to a year. My professional calling is working in the wellness and spa industry where I am licensed as a massage therapist and aesthetician. I’m passionate about the outdoors, being close to water, and swimming, and feel the best when I am helping others. I am always trying to create artwork and keep developing myself and hope to do more traveling in the future.

Ursa Marder ’95

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Danica (Kurzhals) Grillo ’08

Amanda (Doyle) Ryan ’11

John (Jack) Shafter ’14

at Beth Israel Deaconess Medical Center in the Social Work Department as a Community Resource Specialist. The greatest lesson I took away from Landmark was the ability to advocate for myself. This helped me in college and beyond. Also, I realized many more people go through learning struggles than I thought. I am very grateful that I was able to attend Landmark!

2014

Michael and Kimberly Hildebrandt connect with Hector Simoudis ’09 (right) at Reading in the Rockies Conference

Maxie Cataldo’13 (left) Maria (center), Elizabeth DiRico’13 (right)

2006

Course So It Actually Sells and How to Get Your Employees to Actually Want to Take Your eLearning. Check out our website.

Jennifer Sweeney ‘06 I am currently a stay-at-home mom with my two-yearold son. I have a wonderful husband and love seeing him as a father. I moved back to the town I grew up in with my family so our son could have a good upbringing.

2008 Matt Cohen ’08 My family and I recently moved to Marblehead, Mass., and love being back on the East Coast in the town where I grew up! I started a new job as a Director of Marketing for NIL/Collegiate Engagement at Fidelity Investments and have been in that role for about a year.

Danica (Kurzhals) Grillo ’08* As a medical social worker, I continue to work at High 50

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Pointe House in Haverhill, Mass., an inpatient hospice facility. With 11 years of experience in the field, I still have a passion for helping patients and their families during this pivotal time in their lives. My husband and I will be welcoming our first child this spring. alumni advice: A piece of advice I would give my younger self would be to trust yourself.

Listen to that inner voice. It will help guide you through life’s ups and downs. You will be happiest when you are your authentic self.

2009 Hector Simoudis ’09* I currently live in Colorado and am building a company, eLearning Partners, with my best friend. We also co-authored two e-books, How to Market Your Online * note corresponds to a photo

2011 Amanda (Doyle) Ryan ’11* I’m in my seventh year working at Landmark and began the role of Admissions Coordinator this fall! I also lead the Student Advocates group and tour with them to a variety of New England universities and colleges. Last summer, I married Andrew Ryan (former Landmark faculty 2016-2021).

2013 Maria Tashjian ’13* I graduated from Merrimack College with a major in Psychology and Criminal Justice. I am now working

Peter Norton ’14 I’m currently a longshoreman in the port of Boston! When I’m not at work, I enjoy golfing and skiing.

John (Jack) Shafter ’14* I graduated from the University of Arizona, where I studied Urban Regional Development and Finance. I currently work in Boston where I serve as the Northeast Regional Sales Manager for a manufacturing company.

I stay in touch with both friends and faculty from Landmark. I credit the School for making me the wellrounded reader and writer that I am today, but more importantly, for giving me the confidence to succeed in the real world. alumni advice: Advice to Landmark students is that nothing that comes easy is worth having. Work hard, and the harder you work, the more rewards you will receive.

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2015 Brooke (Williams) Lawhorne ’15* Since Landmark, I graduated from Salem State University with a Bachelor’s in English and a minor in Earth Science.

In 2023, I got married to my college sweetheart and we had our first baby girl in August.

Casey Nevers ’15 I completed the 193rd class of the New Hampshire Police Academy and am now working as an officer in Windham, New Hampshire.

2016 Devin Mackie ’16* After dropping out of college I picked up DJing as a hobby which got me through a tough time in my life. I moved to Seattle in 2018 where I DJ’d and started a career

in the aviation industry.

After COVID and losing my jobs, I moved to New Haven, Conn. to join Avelo Airlines, a startup based at Tweed New Haven Airport which led to my becoming the ramp supervisor for Menzies Aviation at Bradley International Airport. I love working at the airport, there is always something going on. I’m also working on getting my pilot’s license.

Landmark helped me with organization which was my Achilles heel. I will always look back at those distant memories as some of the best ones in my life.

2017 Via Valenti ’17 After graduating from Bryant University in 2021, I completed my Master of Business Administration from Bentley University.

I’m finishing my second Master’s in Diversity and Inclusion Leadership with a specialization in Corporate Diversity from Tufts University. My academic research has been focused on integrating Gen Z into the multigenerational workforce.

I currently work full-time as a Diversity and Inclusion Strategy Consultant. In my free time, I take advantage of my remote job by traveling. In 2023, I visited 20+ states and over six countries, including spending over a month in South East Asia!

Samantha Williams ’17* After graduating from Landmark in 2017, I attended Bryant University. In 2019 I left to start my first e-commerce company and to sell real estate. In 2021 I moved to Charleston, SC to attend The College of

Charleston and graduated in 2023 with a degree from their School of Business.

I plan to move back to Boston to start my career in technology sales.

2019 Skylur Demers ’19* I am currently working for the Transportation Security Administration (TSA) and am coaching Landmark’s JV Volleyball and JV Girls Basketball teams.

Gillian Garvey ’19* After graduating from Landmark I went on to study at Skidmore College where I graduated Cum Laude. I am currently working as the Development Associate of Operations and Events at Heading Home, a nonprofit working to end homelessness in Greater Boston and Lawrence, Mass.

Brooke (Williams) Lawhorne ’15

Samantha Williams ’17

Devin Mackie ’16 (center)

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Gillian Garvey ‘19

Skylur Demers ’19

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Josh Thibeau ’20

Margaret Hamilton ’20

Sam Whyte ’21

Laylah Tsay ’21

2020

minor in Psychology. I am the Vice President of the Gerontology Club, which I co-founded with a classmate. Outside of academics, I actively contribute as a student advocate for the Learning Disability Program on campus and give school tours to prospective students and their families.

A strategy that I continue to use since graduating from Landmark is creating daily and weekly to-do lists. alumni advice: Advice to my younger self would be to enjoy the opportunities that open up with each new experience and adventure.

2021

Laylah Tsay ’21* I am wrapping up my junior year at Plymouth State as an Adventure Education major. I just completed a 90-day NOLS semester expedition with sections in alpine mountaineering, sailing, rock climbing, and coastal backpacking. I’m passionate about providing access for anyone who wants to explore outdoor recreation.

Josh Thibeau ’20* I entered Landmark in fifth grade, reading at a pre-K level, unable to write a paragraph. I left Landmark after my sophomore year to return to Pentucket High School where I graduated in 2020. I attended Ithaca College to study Film, Photography, and Visual Arts.

After three semesters during the pandemic, I withdrew to intern at Hoptop Films as a grip and electrician.

Being a hands-on learner, I found more enjoyment on set than in a classroom. I’ve worked on indie films, music videos, corporate marketing videos, and contributed to the recently released Marvel movie, Madame Web. Thanks to Landmark, I learned to read, write, and see myself beyond academic challenges.

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Margaret Hamilton ’20* I am a senior at Westfield State University, majoring in Health Science with a concentration in Gerontology and a

Maddie Karle ’20 I am in my final semester at Roger Williams University!

This May I will graduate with a double major in Criminal Justice and Political Science. I also work in the Student Accessibility Services department at the university, where we ensure that students understand and receive the accommodations they need.

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* note corresponds to a photo

Sam Whyte ’21* I am in my junior year at The University of Rhode Island pursuing a degree in Landscape Architecture and minoring in Turf Management and Community Planning. I am currently interning at The Northeast Golf Company, working on golf course design and redesign.

Lilly Abbott ’21 I’m in my second semester of junior year at Gettysburg College majoring in Environmental Studies and I’ve made the Dean’s list!

Right now, I’m studying abroad in Berlin, Germany.

Sam Clough ’21 After changing paths from Elementary Education, I’m pursuing a career in real estate. In early 2024, I’ll be taking a course to earn my real estate license.

Griffin Pelrine ’21 I am currently working as a sales service representative at Metro Credit Union.

2023 Nick DiBurro 2023 I am starting my second semester at Trinity College where I still use the brainstorming strategy I learned at Landmark.

Shoutout to my former teacher, Kate Kunin!

Luke Graham ’23 * I am a freshman at Northeastern University and just returned from

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studying abroad in Italy. I have a side job with a digital media company and have been working with them in the US, France, and the UK filming high-level rugby.

I am also working with Northeastern Radio and called Division 1 hockey games this winter. alumni advice: My advice for my younger self would be to live life, enjoy it, be nice to people, talk to people, and good things will come.

Gaven Moreschi ’23* I am currently studying History and Geology at McDaniel College in Maryland. I recently took a trip to Washington D.C. and Baltimore with my friends. alumni advice: Advice to my younger self or college students would be to attend every event during the first week of college and make an effort to meet all the students on your floor.

Advice to my high school self would be to attend more plays with my friends and participate in a sport each season.

Friendships outside of school are so important!

Olivia Brown ’23* I am currently studying Sports Management at Dean College. I still make graphic organizers in the same format that I learned at Landmark.

Quick shoutout to Miss MJ my Language Arts teacher! alumni advice: Advice to my younger self would be to not give up even when times get tough.

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Blade Spataro ’23* I am currently in the process of joining the Bricklayers Union and will be working in Boston.

Amelia Silvestro ’23* I am majoring in Graphic Design at Salve Regina University and currently spending my fourth semester abroad in England. I actively participate in the dance and art clubs at Salve. alumni advice: Advice to my younger self would be to just be yourself, make friends, and remember that everyone is scared in the beginning.

Sydney (Sky) Jolivet ’23* I am a freshman at Merrimack College where I made Dean’s list. I’m also working as a pharmacy technician. I recently got a puppy named Millie. alumni advice: My advice to my younger self would be, it’s not an easy road. There will be a lot of ups and downs but don’t give up.

JP Murphy ’23 I am currently studying Criminal Justice at Keene State. I still use the twocolumn note-taking strategy that I learned at Landmark.

Quick shoutout to Mr. Burke! alumni advice: Advice to my younger self would be to have fun.

Sophia Vasil ’23 I’m currently a freshman at Elon University, majoring in Finance, and I can’t express enough how much I love

Amelia Silvestro ’23

Olivia Brown ’23

Luke Graham ’23

Sydney Jolivet ’23

Gavin Moreschi ’23 (right) and Blade Spataro ’23 (left)

Charlie Lopez ’23 (right) with sister Sophia ’24

being here. Shout out to the amazing Kate Kunin, Landmark High School faculty. She’s a huge reason why I feel confident in my education—and I can’t thank her enough for her support.

Charlie Lopez ’23* I returned to visit the campus during winter break for the holiday concert’s festive lights, musical performances, and to visit my sister Sophia who is a senior here.

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Community News Breakfast Club Going Strong* About each month, semi and retirees of Landmark School gather at local restaurants to reconnect. The group typically consists of Chris Murphy, Jim Kent, Karl Pulkkinen, Bob Broudo, Dave Seiter, and Jon Ells. Dan Ahearn typically joins the group but is not pictured here.

Paige (Sellers) Centauro* I am currently in my second year at Marshfield High School as a language-based learning disabilities special education teacher with a caseload of 20 students. I’m also heading back to school to get my Master’s in Special Education Administration.

Since leaving Landmark, I’ve remained an enthusiastic runner and I ran the Boston Marathon last year. To my former students, I love seeing updates about you and I’m so proud of all of your hard work!

Jamaal Dixon* I’m currently a general education teacher at Framingham High School teaching Modern World History 2 and African American History. When I reflect on my professional routines while I was working at Landmark, I feel that I still spend a considerable amount of time modifying and 54

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accommodating my classes.

Socially? I have no life, I’m a teacher! To all my former students, I miss you, and hope you haven’t forgotten me yet.

Scott Frey* I am teaching at an alternative public high school in Windsor Locks, Conn., called Pine Meadow Academy. My wife, three children, and I live nearby in Granby. I have been doing a

lot of writing and have begun to find new readers and audiences. I recently learned that my book won a contest to be published in the fall of 2024. Also, three of my poems were awarded the Perkoff Prize at The Missouri Review and are featured in its winter issue.

Rebekah (Sellers) Malay* I am currently a learning specialist at Rising Tide Charter Public School in Plymouth, Mass. I write and implement IEPs for students with a variety of learning disabilities. While I was working at Landmark, I loved

to explain the nuances of Taylor Swift to my students— and it’s still one of my favorite topics to share. One thing I want my former students to know is that I am so proud of them! I love seeing and hearing their updates.

Danielle Phillips* My daughter and I went to New York City during the December break. We got to see the musical, & Juliet, saw an exhibit called Traditions at the New York Public Library, visited the Museum of Broadway, and did an up-close tour of The Hudson Theater— billed as one of the oldest theaters on Broadway.

Breakfast Club

Scott Frey

Rebekah (Sellers) Malay

Paige (Sellers) Centauro

* note corresponds to a photo

Jamal Dixon (right)

Danielle Phillips

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Gavin Co

olby ’21

In Memoriam Betsy Jones

By Henry Willette Betsy Jones, a 30-year veteran of Landmark School and former faculty member, passed away in December 2023. After reinventing herself in her early 40s, Betsy joined Landmark School as a tutorial teacher. Students felt she was always in their corner, and they became her second family.

After retiring from Landmark, Betsy and her husband, Joe, moved to Maine, where she tutored at the Hyde School into her 80s. Betsy was one of the best talkers I have ever known. She taught me things about her life and the School that would have taken months and even years to learn from

anyone else. She was open and honest about everything in her life. Many first-time teachers owe their mastery of the Landmark tutorial to Betsy. She will be missed.

Christain Meier ’95 Alumnus Christian Meier ‘95 passed away in December 2023 from Niemann Pick disease, type C. At the time of his death, he was in Brazil serving as a missionary.

“I want to thank everyone at Landmark for making me a man and for helping me become a functioning dyslexic. Thanks for being there for me for my five years at Landmark!,” Christian said in a correspondence at the time of his graduation from Lynn University in 2000.

Betsy Jones

Steve Krom

Stephen (Steve) Krom

By Bill Barrett On Jan. 4, 2024, Steve Krom, a member of the Landmark community for 38 years, passed away after a brief illness. He left behind Christine Krom, his wife of 50 years, his daughter, Nora, and many friends from his church and Landmark School.

Steve began his career at Landmark after serving in the Peace Corps in the Ivory Coast. He became the school’s longest-serving public school liaison and registrar. He helped to oversee and coordinate multiple transitions at the High School campus, especially in the areas of grading, student records, and developing important relationships with our funding districts.

Steve retired over a decade ago but stayed connected to the High School and would sometimes visit campus.

He loved sharing stories

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about his travels, articles, and books with former colleagues. He was also very loyal to Landmark’s mission and commitment to faculty, students, and families.

Terrill (Terry) Jennings

By Peter Harris and Claire Sullivan On November 26, 2023, Terrill Jennings, longtime Landmark School teacher and icon passed away. Terry was a founding teacher of the School and dedicated nearly 50 years of her life to teaching. She chaired and co-chaired the Language Arts department at our Elementary•Middle School (EMS), and co-founded Landmark’s Expressive Language Program with her longtime colleague and friend, Dr. Charley Haynes.

Her particular instructional focus was developing techniques and strategies for teaching written expression, a topic on which she coauthored the indispensable publication From Talking to Writing. After her redirection (Terry was adamant it should not be referred to as a retirement) she worked as the reading coordinator for volunteer tutors at Esperanza Academy, an inner city school for Latina girls. She also consulted for the Dyslexia Reading Center in Dubai, UAE. In December LANDMARK SCHOOL | THE LANTERN

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Crew 2016, the Massachusetts Branch of the International Dyslexia Association presented Terry with the Alice H. Garside Award for outstanding commitment and service to children who struggle with reading.

Head of EMS, Claire Sullivan said of Terry, “She was a mentor to me, but equally important, she was my friend.

We laughed together as officemates and swapped countless stories. She danced at my wedding, met both of my children shortly after their births, hosted me a few times yearly in her home since leaving Landmark, and comforted me in times of need. I am so fortunate to have known her; she is one of the main reasons I learned to

be a teacher and stayed one all these years.”

Peter Harris, Co-Head of the Language Arts Department at EMS said of Terry, “For those of us who were lucky enough to know and work with Terry, we understand that her commitment to the mission of helping students with LBLD was unparalleled.

She trained countless teachers, presented to audiences all over the globe, and was a mentor and good friend to so many. Terry’s passing leaves us all with a deep feeling of both loss and gratitude for showing us the way and demonstrating how to bring out the best in ourselves for the sake of our students.”

32ND ANNUAL

Golf Benefit Monday, June 3 2024 Join us for a fun-filled day out on the course!

Register and sponsor today at landmarkschool.org/golf-benefit

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Landmark School 2024 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 US 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 President of North America for Aon

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

Karen Altman P’26 Volunteer Michael Altman P’26 Atlanta, Georgia Chief Investment Officer, Cortland

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

Dr. Troy Baker Minneapolis, MN Upper School Director, Breck School

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

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

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

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

Lisa Taffe P’31 Boston, MA Volunteer

Alan Dachs San Francisco, CA President and CEO, Fremont Group

Alex Tatum P’28 Topsfield, MA Partner, Constitution Capital Partners

Bill Gersh ’06 Beverly Hills, CA Agent, The Gersh Agency

Sam Vigersky ’98 Brooklyn, NY Humanitarian Advisor

Dr. Brandi Johnson Beverly, MA Vice President and Chief Diversity Officer, Endicott College

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. Petersen P’08 Suzanne H. Sears P’02 Catherine Slark P’01​ Martin Slark P’01 BOARD REPRESENTATIVES Jamie Sullivan P’26 Parent Representative Jacob Schneider ’08 Alumni Representative Beth Knox Elementary•Middle School Representative Kyle Clark High School Representative

Meet Trustee

Joe Morgart See page 38

Landmark’s Mission

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

As of February 2024

NON PROFIT ORG U.S. POSTAGE PAID CITY, STATE PERMIT NO. XXX

POST OFFICE BOX 227 PRIDES CROSSING, MASSACHUSETTS 01965-0227 CHANGE SERVICE REQUESTED

What is Reading? p. 12

Landmark’s Approach p. 22

Developing Eager Readers p. 18