Strategies for the brain’s conductor to make you more efficient at home, school, and work.
Landmark School offers three programs for students in grades 2–12.
1
Elementary•Middle School Program
June 30–August 1, 2025
Half-day program for students entering grades 2–7, with optional fun, afternoon activities.
2
High School Program
July 7–August 1, 2025
Full, half-day, and boarding options for students entering grades 8–12.
Both programs offer a customized tutorial and engaging 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
Skills+ Study Skills Workshop
July 14–July 25, 2025
3 BOOST SKILLS, GAIN CONFIDENCE, GET BACK ON TRACK
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.
Lantern
THE FALL/WINTER 2025
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
Designer Melanie deForest-Malloy
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
Copy Editor Beth Rowen
Contributors
Jackson Booker
Kristine Burgess
Nate Haywood
Adam Hickey
Scott Jamieson P’31
Kate Kinsman
Lauren Murphy
Laura Polvinen
Brook Sumner
Freddi Triback
RESOURCES
Photographers
Kristie Dean
Kelly Howard
Kieran Kesner ’09
Natalie O’Donnell P’30
Cindy Spreer
Illustration
Olivia Malloy
not already receiving
Executive Function
Avoiding the Dinosaur’s Dinner Table:
the case for executive functioning
By josh clark
Bill Gates, co-founder of Microsoft, once joked that in the age of dinosaurs, he would have been the first to be eaten—a clever way to highlight how success depends on adapting to one’s environment. Gates, a visionary who reshaped industries, admitted that his skills might have been useless in a different era.
I relate, particularly when it comes to executive functioning—the ability to plan, organize, execute, and regulate oneself. If survival had required mastering email organization, I’d have been doomed. The search bar is my lifeline; without it, I’d be buried under paper and endless folders.
Challenges like managing time or regulating emotions can feel overwhelming. But just as I’ve adapted my inbox quirks, others can develop the tools they need to thrive.
Landmark treats executive functioning as a set of teachable skills. Through direct instruction, modeling, and practice, our students are empowered to transform obstacles into opportunities, build on their strengths, and be prepared for the complexities of the modern world.
This issue of The Lantern dives into the world of executive functioning, showcasing strategies that equip students and adults to plan, organize, and self-regulate.
Executive functioning is key to success in an ever-changing landscape. By addressing our weaknesses and leveraging our strengths, we will adapt and grow. Gates and I might not have survived the Jurassic era, but today, we thrive—and so will our students. BOOK-OPEN
Winter Wonderland
The Landmark High School Performing Arts Department, in partnership with the Residential Life team and Rev. Ferguson’s Community Service Club, hosted a magical Winter Wonderland event in December. This festive gathering brought the school community together to celebrate the season and embrace the holiday spirit before winter break. Guests enjoyed live performances, delicious holiday treats, cheerful surprises, open-mic karaoke, and the chance to meet Santa and the Grinch. A highlight of the evening was the enchanting horse-drawn carriage rides, which added an extra touch of magic.
MAKING WAVES
FRIDAY, MAY 9
Showcase & Auction Landmark’s largest fundraiser.
COMMENCEMENT
SATURDAY, MAY 31
A memorable day to celebrate the class of 2025.
Wind Power
This fall, our high school community spotted a strange and impressive vessel just off our shores. After some investigation, we learned that the Sea Installer , a Wind Turbine Installation Vessel (WTIV) based out of Salem Harbor, has been at work helping to build components of the windmills that are being installed off of Martha’s Vineyard. This vessel serves as a stable platform for its powerful crane— capable of lifting more than 1,600 metric tons—to install the tower sections, nacelle, and blades for each turbine.
GOLF BENEFIT
MONDAY, JUNE 2
A great day on the links in support of the Landmark Fund.
x mystery vessel
Masterful Splatter
This fall, Landmark’s Elementary•Middle School community was treated to two inspiring and exhilarating presentations by renowned speed painter, Rob Surette. Mr. Surette works fulltime illustrating for The Walt Disney Company and loves to perform for schools around the country. In his presentation, Surette showed videos highlighting values that all align with Landmark’s values (p. 43) while he swiftly painted large-scale masterpieces of Abraham Lincoln, Martin Luther King, Albert Einstein, Mother Theresa, and others. Thank you to the Held Family P’29 for making this program possible.
x paging EMS Students
Dissecting Books
This winter, elementary students traded their outfits for scrubs as the former EMS dining room transformed into a busy “operating room” for Book Surgery Day! Acting as “book surgeons,” students carefully examined books from four different genres, searching for key text features such as titles, headings, and illustrations.
This hands-on activity turned learning into an exciting adventure, bringing literature to life in a whole new way. “It was so much fun pretending to be a surgeon while learning about different genres,” one student said.
Thank you to Mrs. Stark (p. 44) and the elementary teachers for always coming up with ingenious ways to make learning so much fun!
x bringing percy jackson alive Greek Gods Transform EMS
Athena, Hermes, Poseidon, Zeus. These Greek gods were rulers du jour at this year’s annual Landmark Elementary•Middle School Literary Day.
Percy Jackson and the Olympians, by Rick Riordan, provided the theme for this festive, substantive, and rollicking day of friendly competition fueled by Landmark’s core values: Exploration, Character, and Empowerment. Each house took on the identity of a Greek god featured in the seven books in the series. Occidens House (Athena), Oriens House (Hermes), Meridies House (Zeus), Septentrio House (Poseidon). Teams of students, faculty, and staff earned points for spirit, teamwork, encouragement, and effort. Athena (Occidens) ruled the day as this year’s Keeper’s Cup victors. Thank you to the EMS teachers, administrators, and staff who made this day one we’ll never forget.
visiting artist
x our values
Leadership and Character
Just before the holiday break, the sophomore class participated in a leadership and character workshop. Students were divided into groups, each led by a senior, to collaborate on creating a public service announcement. Topics ranged from after-school activities and safe driving to climate change. Seniors
empowered underclassmen to share their voices and explore both familiar and new topics. Landmark’s values come to life each day through students’ coursework in their coursework, interactions, and experiences on campus.
x support system
Becoming an Upstander
In early November, high school students
Higher Ground
participated in a meaningful activity to understand the impact of harmful comments and to practice being an upstander— one who intervenes to support others facing marginalization. Students created identity webs to reflect on their unique experiences and then explored what it truly means to be an upstander.
x money monday
Playing the Market
Stock Club at Landmark is a fully student-run club, meaning the students dictate how the club operates. Every Monday (Money Monday), a member of the Stock Club presents a stock of their choosing and the club votes on whether to buy it.
Sometimes, presenters go head-to-head and debate which stock is the better investment before the club decides which one to buy and which to pass on. Members conduct extensive research to ensure they are making smart investments.
Jackson Booker, the President of Stock Club, has been a member for all four years. “When I was a freshman, our account balance was $10,000, and now it has grown to $15,500—a significant gain. Our biggest earner was Netflix, with an almost 300% increase. The best part of the club is the people in it—without them, the club wouldn’t exist!”
This fall, students in the Outdoor Leadership elective braved chilly weather on an overnight camping adventure to Mount Cardigan in New Hampshire. From cooking dinner and breakfast over the campfire to hiking round-trip to the summit and back, the group demonstrated incredible teamwork and resilience! The stunning views from the top made it all worthwhile.
x up next!
Signing Day
Ella Twomey ’25, an AllState Cross Country runner, signed with Le Moyne College’s D1 swimming program this fall. This future Dolphin is headed for greatness.
Theo Masella ’25 signed with St. Joseph’s College in Standish, Maine, to play baseball next year as a freshman. Congratulations, Joe, and good luck, Monks!
x undefeated
On the Mat!
This January, at a tournament hosted by Landmark, the Viking wrestlers went undefeated with victories over Thayer Academy, Hyde School, and league opponent Wheeler School! The team displayed exceptional skill, determination, and teamwork throughout the
competition. A special shout-out goes to our seniors, who wrestled their final matches in the Ansara Center. We thank them for their leadership and dedication to the program— they’ve left a lasting legacy.
x go vikings!
HS Athletes of the Week: FALL
Kendall Akoury ’25, GV Volleyball
Julian Lhuilier ’28, Varsity Golf
Lola Rich ’27, GV Volleyball
Z Flessas ’26, BV Soccer
Harry O’Connor ’25, BV Soccer
Libby Dahn ’28, GV Soccer
Nicco Guarnotta ’27, BV Soccer
Braden Russell ’28
BJV Soccer
WINTER
Evan Drew ‘28, Wrestling
Aidan Herlihy ’26, Swimming
Mair Jennings ‘27, GJV Basketball
Tessa MacDonald’28, GV Basketball
Theo Massella, BV Basketball
Maya Najjar, GV Basketball
Patrick Stone ’25, Wrestling
x new additions
Viking Athletics, Better Than Ever MEET THE NEWEST MEMBERS OF OUR TEAM!
Katelyn Dolan
We are very fortunate to have Katelyn Dolan in our Sports Medicine Department as a Certified Athletic Trainer (ATC), serving alongside veteran Mike Murphy, ATC. Katelyn most recently worked at a middle- and high-school program in Tuscaloosa, Ala., where she also served as a preceptor for the University of Alabama Athletic Training Program. Katelyn earned her Master of Science Exercise from Texas’s Baylor University and her Bachelor of Science in Athletic Training from Ithaca College in her home state of New York.
Having two certified athletic trainers on staff greatly enhances our program’s ability to respond to and support our student-athletes. Katelyn’s knowledge, competence, and warm demeanor have quickly earned her the trust and respect of our students and the broader community.
George Lynch
Longtime staff member George Lynch joined our department as Assistant Athletic Director this fall. He first came to Landmark as an intern while studying at Endicott College. After earning his Bachelor of Science in Sports Management in 2012, he became a valued member of the Landmark community, contributing to our Athletic, Grounds, and Residential teams. George brings a wealth of experience and knowledge, along with a deep commitment to athletics and our students.
A GuideboOk Executive Function
Strategies for the brain’s conductor to make you more efficient at home, school, and work.
Curated and edited by Landmark School and Landmark Outreach Illustrations by Olivia Malloy
What is Executive Function?
Think, do, feel— how your brain keeps it all together
by Kimberly Hildebrandt
Definition: The ability to get stuff done. Executive Function (EF) is a set of mental processes that helps us manage our thoughts, actions, and emotions to achieve goals.1
Purpose: It enables us to plan, start, and finish tasks. It helps us focus, control impulses, monitor and adapt behaviors, and stay on track to get things done. 2
It is the brain’s conductor, like that of an orchestra, coordinating our thoughts and emotions to guide us through complex situations and achieve a goal. 3
Why Is Executive Function Important?
Strong executive function (EF) skills contribute to people’s ability to achieve goals and have healthy and happy lives. Strong executive functioning can help people do well in school, find and keep a job, and develop strong social connections. Learn more about executive function and how to develop strong EF skills in your child’s life.
TOP EF TIPS
Chunking
The practice of chunking is simply breaking larger projects and assignments into smaller pieces, or chunks. Take breaks in between each of these smaller, more manageable tasks and you will find that your efficiency will improve.
Key Executive Function Processes
While not all experts view executive function the same way, the following are commonly agreed upon Executive Function processes.4
TOP EF TIPS
Limit distractions
Closing your door, turning off notifications, removing clutter from your workspace, and limiting multitasking are just a few suggestions.
Working Memory
The ability to hold and manipulate information in our minds for short periods.
Examples:
* Following verbal multi-step instructions without needing them repeated or written down.
* Doing mental math, like calculating a tip at a restaurant.
* Remembering details of a story.
Cognitive Flexibility
The ability to problem solve by switching perspectives and adapting to new rules.
Examples:
* Switching from one task to another without getting stuck, like play time to meal time.
* Being open to new strategies when the current approach isn’t working.
* Being able to make up a new story.
Inhibitory Control
The ability to resist impulses and distractions to stay focused.
Examples:
* Stopping yourself from blurting out in a meeting or class.
* Ignoring your phone to stay on task during work.
* Waiting for your turn.
Boosting Your Brain’s Toolbox
Think of Executive Function (EF) as your brain’s toolkit for navigating life. It’s important to sharpen our tools, learn new techniques, and get better at using each one. This is where EF skills come in—they’re the strategies and habits we can build to work with our EF.
Hot EF skills
Hot executive function refers to the brain processes that help us manage our actions and emotions in situations when emotions are running high.
Cold EF skills Cool executive function refers to the brain processes that help us manage our thoughts, allowing us to plan, stay organized, and solve problems logically in situations that are low-stakes.
organization
Arranging thoughts, materials, and activities in an orderly manner.
snowflake COOL | Practical Tips:
* Use folders or labels to categorize items.
* Break larger tasks into smaller, manageable steps.
fire HOT | Emotional Response: What if I don’t know where to put things? Is there TOO much to wade through?
Task InitIation
The ability to start tasks without unnecessary delay.
snowflake COOL | Practical Tips:
* Set a 5-minute timer: Work on a task for just 5 minutes to build momentum.
* Create a designated workspace to signal it’s time to start.
fire HOT | Emotional Response: Have I done something like this before and either not liked it or failed?
Self-Control & Emotional Regulation
Managing emotions, thoughts, and actions to respond appropriately to situations.
snowflake COOL | Practical Tips:
* Practice deep breathing or mindfulness when feeling overwhelmed or needing to pause before taking an action.
* Practice positive self-talk.
fire HOT | Emotional Response: Are my emotions based in reality or perception? How do I distinguish between the two?
PlanNing and PrioritIzing
The ability to create a roadmap to reach a goal and decide what’s most important.
snowflake COOL | Practical Tips:
* Write down a daily or weekly to-do list.
* Identify three main tasks to focus on each day.
fire HOT | Emotional Response:
How can I finish if I can’t even start? Is there anyone who can even help me? Is it embarrassing to ask for help?
Time ManAgemEnt
The skill of estimating time accurately and managing it to complete tasks efficiently.
snowflake COOL | Practical Tips:
* Set timers or alarms as reminders.
* Break the day into time blocks for specific activities and reflect on whether or not you gave yourself enough time for each.
fire HOT | Emotional Response: Did I have enough time for the task? How off was I in my time estimates?
Goal-Directed PersiStence
The ability to stay focused on a goal despite challenges.
snowflake COOL | Practical Tips:
* Break large goals into smaller milestones and celebrate progress.
* Create a vision board with inspiring quotes and images.
fire HOT | Emotional Response: What if the goal isn’t something I WANT to do but just something I NEED to do?
Myths and Facts
How Executive Function Skills
Drive Focus, Planning, and Achievement, and Other Facts (and Myths).
MYTH: Executive function challenges aren’t real.
Fact: Executive function (EF) challenges are real and affect individuals in different ways. Although EF issues are not listed as a separate diagnosis in major diagnostic manuals like the DSM-5, they are often associated with conditions like ADHD, depression, and anxiety. EF difficulties can manifest as challenges with planning, organization, or impulse control, making them a legitimate concern for many people. 6
MYTH: Only people with ADHD have executive function issues.
Fact: While individuals with ADHD often experience EF challenges, they are not the only group affected. People without ADHD can also struggle with EF skills due to factors like trauma, stress, or mental health conditions. Weak EF skills can also be present in those with learning disabilities, anxiety, or depression. 6, 9
MYTH: Executive function skills only affect academic success.
Fact: EF skills are essential for every aspect of life, not just school or academic success. They impact how we manage daily routines, maintain relationships, regulate emotional responses, and achieve longterm personal and professional goals. Everyone, regardless of their career or educational background, uses EF skills in activities like managing time, setting goals, and regulating emotions 7
MYTH: Kids outgrow Executive Function challenges.
Fact: EF skills continue to develop into early adulthood, but challenges do not simply disappear with age. Many adults still struggle with EF skills if they did not receive support or develop effective strategies in childhood. With consistent practice and intervention, EF skills can improve, but they don’t naturally resolve on their own. 6, 7
Executive Function for Home
Getting and staying organized can make home a more tranquil place for your whole family.
by Susan Tomases
Lila, age 14, is lying on the couch scrolling through her social media feed. She has to walk the dog and start her homework. With a research paper and a math test looming, she knows she’s procrastinating but can’t seem to get started. Lila’s mom suggests she get off the couch, lay on a yoga mat, and do some stretching to clear her head. Lila’s experience is typical for any teen but particularly challenging without executive function (EF) skills and tools to tackle what’s before her.
Creating BalAnce on the Homefront
Strong EF skills help you achieve your goals whether you’re a student dealing with school demands or a professional juggling work and a busy family. These skills are vital for everyday tasks, like getting ready in the morning, completing chores, managing emotions, and maintaining healthy relationships. They also allow us to balance responsibilities and enjoy hobbies. When EF is underdeveloped, people may struggle with focus, self-regulation, and time management. With some strategies, we can all improve these skills and feel less overwhelmed and more fulfilled.
TOP EF TIPS
Establish routines
Consistent routines help minimize cognitive load and make you more efficient.
Establishing these daily habits can be challenging for those who struggle with EF, but they’re essential. These could include daily exercise, meditation, sleep, getting up and walking around consistently throughout the day, checking off completed projects on to-do lists, and many more.
Making Everyday Tasks More
Manageable
Simple digital and analog tools can help you stay on track, manage emotions, and have more time for the fun stuff.
1. Getting Out the Door on Time
Mornings are a great opportunity to practice time management for everyone in the household. For parents with children struggling with EF, assist your child with structure and support, and then relinquish some control over time, letting them be in charge of their routines. Arrow-circle-down Downloadable
use timers
Set alarms for key transitions, like waking up, taking a shower, or getting out the door.
make it visual
Post a step-by-step routine with pictures. For example: “Eat a healthy breakfast” (list some suggested food options to make decision-making easy), “clean up from breakfast,” “brush teeth” and “pack backpack.”
prepare ahead
Lay out clothes and supplies the night before. This reduces stress in the morning and builds planning skills.
don’t rush
Carve out extra time into your morning routine to practice.
rely on reminders
Set alerts on your phone or write notes on scrap paper the night before.
Executive function doesn’t fully mature until we’re in our mid-20s, so it’s natural for children to need support. By practicing routines, managing emotions, and exploring interests, you and your child can build a foundation for success.
2. Keeping Your Room or Your Home Organized
Routines for organization and time management are keys to support executive function.
Break taskS into manAgeable chunks:
This makes an overwhelming chore more doable. An example for cleaning the house or a room could include: pick up clutter, fold laundry and put it away, make bed, empty trash cans, vacuum, etc.
Provide spaces to sort and organize: Use boxes, bins, or baskets with labels to put things in their place. Clutter will build up if there’s nowhere to put it.
Use time limIts:
Set a timer or challenge yourself or your child to complete a task in a manageable predetermined amount of time. For kids, making it fun turns a chore into a game.
3. Managing Emotions
Emotional regulation is a cornerstone of executive function and an essential life skill:
Teach calming strategies:
Identify and practice techniques like deep breathing or counting to ten during stressful moments.
Role-play scenarios:
Practice ways to handle disagreements or express feelings with phrases like, “I feel upset because...”
Encourage reflection:
After emotional moments, discuss what went well and what could improve. This builds self-awareness.
4. Balancing Screen Time
Technology like smartphones and computers are resources to help accomplish tasks with built-in tools to help manage time, set reminders, and more. But they can also be a distraction, interfering with accomplishing tasks, and more personal pursuits like cooking or practicing a sport.
The downsides of too much screen time are well documented and can result in obesity, irregular sleep, behavioral problems, and impaired academic performance. 10
Outside of work and school, practicing moderation when it comes to screens is a good idea.
Set clear boundaries:
For example, “No screens during dinner,” or “Screens off 30 minutes before bed.”
OfFer engaGing alternatives: Encourage creative hobbies, like drawing, puzzles, fitness, or socializing to fill downtime.
Consider parental controls:
Putting the pressure on parents to limit their child’s access to online content potentially places blame for their child’s overuse or misuse of their devices unfairly on the parent. However, knowing what, where, and how your children are using their devices is important. Open and honest dialogue, as challenging as that may be with adolescents, is always the best way to address this.
TOP EF TIPS
Meditate and practice mindfulness
Take a few minutes every day to sit quietly, calm your mind, and tap into regular, deep breathing. Science has proven that this helps regulate emotions, improves memory and focus, and reduces anxiety.
“As a mother of three sons with dyslexia and executive functioning challenges, I was the embodiment of a helicopter parent—constantly hovering to shield my children from failure. I not only intervened in their academic struggles but also micromanaged their friendships to prevent feelings of rejection. Fast forward 15 years, and I now realize in trying to protect their feelings, I unintentionally hindered their ability to develop resilience and problem-solving skills. I was just making it harder for them to learn how to pick themselves up when they faced failure.
Now, as a teacher for students who learn differently, I recognize the importance of allowing children the space and support to navigate challenges with greater independence.”
— Ann Andrew, Middle School Teacher and parent
5. Developing Interests Beyond Work, School, or Chores
Explore hobbies and develop passions based on innate interests.
Try new activIties:
Experimenting with new activities or tapping into existing strengths and interests is a great way to alleviate stress.
CelEbrate Everyone’s efForts:
Whether it’s building a model, baking, or gardening, give yourself or your child a pat on the back for getting involved with new interests.
Be curious:
Try something new with friends or family or explore more personal pursuits like crafting, learning a trade, video editing, or drawing. Or set a physical goal and aim toward that like training for a 5K road race.
Five Ways to Manage Your Digital Resources
Organize Your Digital Files and Folders
CHECK-CIRCLE Create a clear folder structure.
CHECK-CIRCLE Use consistent and descriptive names for files.
CHECK-CIRCLE Search for “untitled documents” and rename any.
CHECK-CIRCLE Use document tabs to reduce the number of documents open for each project.
CHECK-CIRCLE Close tabs daily to reduce visual clutter and create tab groups in Google Chrome.
CHECK-CIRCLE Archive old files.
CHECK-CIRCLE Delete duplicate files.
Manage Email
CHECK-CIRCLE Create folders or labels like “Assignments,” “Activities,” or “Family.”
CHECK-CIRCLE Unsubscribe from emails you don’t read.
CHECK-CIRCLE Manage email settings from Google Classroom and other learning management platforms.
CHECK-CIRCLE Set up filters to move emails with specific words like “morning announcements”, “assignments” or from certain senders into folders automatically.
Calendar and Scheduling
CHECK-CIRCLE Use Google Calendar, or a similar app, to add all your events and color-code them (e.g., blue for School, red for Personal).
CHECK-CIRCLE Set reminders for deadlines.
CHECK-CIRCLE Schedule weekly planning time to review tasks and events for the week.
Software and Apps
CHECK-CIRCLE Hide apps from the dock on MacBook that you don’t use regularly.
CHECK-CIRCLE Uninstall unused apps.
CHECK-CIRCLE Update frequently used apps to avoid performance issues.
CHECK-CIRCLE Organize apps on your phone into folders.
Digital Wellness
CHECK-CIRCLE Turn off non-essential notifications.
CHECK-CIRCLE Use a tool like Screen Time on iPhone to limit daily usage of apps like Instagram.
CHECK-CIRCLE Turn on “Focus” mode during work/study periods to mute notifications.
Executive Function for SchoOl
The demands that school puts on our Executive Functions can be significant. Planning, strategizing, and communicating can help.
by Kimberly Hildebrandt
It’s a school night, and your child sits at the kitchen table surrounded by textbooks, a pencil in hand, and a blank worksheet staring back at them. “I don’t even know where to start,” they say, frustrated. Sound familiar? Moments like these often bring executive function (EF) into sharp focus—not because EF only matters in school, but because school is where young people face some of their biggest challenges in planning, organizing, and managing tasks.
We all have strengths and weaknesses when it comes to EF, and we rely on strategies to help us stay on track. This is more important for kids than adults, as their brains are still growing and changing. EF begins developing in infancy, but there are major growth spurts between the ages of 3 and 5 and again during adolescence. During these times, it’s critical for adults to step in and help children build the skills they’ll need to eventually manage on their own.11
TOP EF TIPS
Reward yourself
With a little bit of selfreflection, you will become more aware of what rewards you need to feel successful. Maybe it’s a five-minute break, a cup of tea, a few minutes of stretching, or simply closing your eyes and focusing on deep breathing.
EF Strategies to Help Your Child with School
When a 9-year-old forgets to hand in an assignment, we often shrug it off, gently reminding them to turn it in the next day. But as children grow older, our expectations shift. By middle or high school, we assume they’ll manage deadlines, stay organized, and juggle multiple assignments on their own. The truth is, many kids simply aren’t ready for this level of independence. As school demands increase, the support from adults often decreases, leaving some students to struggle— not because they lack intelligence, but because their EF skills are still catching up.
Below are strategies you can implement at home to support EF for schoolwork.
Planner or Assignment
Notebooks:
If your school doesn’t provide one, get your child an assignment notebook where they can make and keep checklists of assignments, due dates, and activities. Check in with your child every day after school. Have them get out their assignments either online or in their notebook and talk through their to-dos.
Model Planning:
On either a daily or weekly basis, talk through what the schedule is for the week. If you are using an assignment notebook or calendar, you can have your child add in their after-school activities. This way, if a particular evening is extra busy, talk about planning ahead. Perhaps there won’t be time to do homework that evening and the child needs to adjust when they get work done.
Set Aside Time to Get Work Done:
It is helpful if this is a consistent time each day, but if it can’t be consistent, make sure it is communicated with your child so they know what to expect.
Set Aside Space to Get Work Done:
A quiet space, if possible, with an adult nearby for support. Ideally, the workspace should be well-lit and free of distractions like phones or TVs.
Learn more
5 Strategies to Support College Students’ Executive Functions
Create Routines:
Routines help your child know what to expect, to help them get their brain in the right frame of mind. This is particularly important for older children who struggle more with task initiation. Arrow-circle-down Downloadable
Estimate Time:
Help your child estimate how long it might take to complete tasks. Then have your child reflect on how long the task actually took. This helps them build time awareness. Arrow-circle-down Downloadable
Tell Your Child Why: Especially as your child gets older, it is important that they understand WHY these strategies are being used. This will help them decide how and what strategies to implement on their own as they gain independence.
Change It Up: If a strategy isn’t working, try something different! Talk to your child about why it isn’t working and brainstorm ideas together. Involving them in the process gives them more agency and demonstrates the need for flexibility.
Micro Unit:
If your child gets overwhelmed by homework or projects, help them break the assignment down into smaller parts. Get started with a small step that is easy to complete. This builds confidence and helps with task initiation. Arrow-circle-down Downloadable
Rewards:
Let your child pick rewards for completing steps. The size of the reward should match the size of the step. If it is a short step that takes a few minutes, perhaps it is just a bite of a snack. If it is a longer step that has taken them most of their homework time, perhaps it is some screen time or something else they enjoy. 12
Questions to Ask Your Child’s Teacher
Below are questions you can ask your child or child’s teacher. It is better to do this early in the school year. If you already have concerns about your child’s EF, be specific with the teacher, working to build collaboration. As your child gets older, if they don’t already know the answers to these questions, encourage them to advocate by reaching out to the teacher for answers. (Tip: you could help your child compose an email to their teacher.)
• How do students know what their homework is and when it is due?
• Do you expect your students to track their assignments in a planner or online?
• What strategies do you use to help students stay organized with materials?
• If students are doing a longerterm project, like a book report, are there due dates along the way?
If my child is struggling with a concept, what options are available to them for extra help? What is the best way for my child to communicate their needs with you?
Are there any visual cues or reminders you use to support student focus and time management?
Have you noticed any specific challenges with my child initiating tasks or completing tasks independently?
More tips for discussions with your child’s teacher about EF challenges
It’s helpful to know if there’s anything stressful happening at home, so I can manage expectations with that student at school.”
—MARIA R., MIDDLE SCHOOL TEACHER
What is Metacognition and How Does it Work?
“Metacognitive thinking teaches us about ourselves,” says Tamara Rosier, a learning coach who specializes in metacognitive techniques. “Thinking about our thinking creates perspective — perspective that leaves room for change.”
She gives an example: “Instead of saying, ‘Math tests make me anxious,’ we’re asking ourselves, ‘What is it about math tests that makes me feel anxious and what can I do to change that?’ ”
Kids [and adults] who are taught to think of themselves as being “good” or “bad” at a particular task can have a fixed mindset that makes them passive in approaching a challenge: either they can do it or they can’t, but they aren’t likely to think they can change that outcome.
Teaching someone to become more self-reflective helps them move from a mindset that leaves little room for change to a mindset which promotes selfawareness and resilience.13
TOP EF TIPS
Self-reflect
Metacognition is the practice of understanding the way you think and learn. Taking time to reflect on what strategies are working and why will build self-awareness and define how to tackle certain tasks more efficiently.
Executive Function for work
No matter what you do for work, Executive Function skills are essential for getting the job done.
by Susan Tomases
Ronaldo works at a tech start-up. He’s a brilliant coder, has excellent people skills, and is passionate about the software his company sells. But he sometimes arrives late to meetings, misses deadlines, and struggles to organize the resources he needs to get his job done. Renaldo has clear executive function (EF) deficits at work—and they show up at home, too.
Know Your Rights
Executive function is not a diagnosed disability, so while people may struggle with this at work, employers are not required to provide accommodations for those struggling with time management, prioritization, motivation, and more. However, many employers are willing to provide reasonable accommodations even if there is no disability diagnosis, especially if it is something that will benefit several employees.
Many employers agree that accommodations provided for one employee often benefit many.
TOP EF TIPS
Set clear goals
Setting achievable, actionable, realistic goals and establishing a plan will make completing something more manageable. If you aren’t sure what you’re aiming for, how can you know whether you’ve completed a task?
Workplace Accommodations
Here is a list of possible workplace accommodations. A larger list is available on the Understood.org website.14
1. Written instructions with short, clear steps.
2. Pictures, photos, or videos that show how to do an important task.
3. Text-to-speech tools if needed for emails and texts.
4. Visual reminders posted in physical and virtual workstations.
5. Checklists to help structure the steps in a given task.
6. Daily or weekly huddles to ensure that each team member is aligned and focused on goals.
7. Written agendas shared before a meeting or conversation.
8. Mentors and/or job coaches to support interactions or to help teach new tasks.
9. Ergonomic workstations, including the flexibility to sit or stand as needed.
10. Flexible break times.
11. Clear goals and metrics, including examples of how to achieve them.
12. Tasks broken down into smaller steps.
13. Visual demonstration of how to start a task and what it should look like at the end.
14. Daily schedules and/or ideas on how to structure work time to be more productive.
It isn’t about right or wrong tools, but rather what works for you.
Self Awareness and Communication
Understanding how you think and learn, called metacognition (pg. 31), is vital to making change. If you are asking your employer for workplace accommodations, it’s imperative that you know what support you need to be effective.
model behavior
There’s always that person at work who seems to be on top of everything. Observing the routines and practices of colleagues can be a great way of developing skills and strategies that may be useful to you and your EF skills.
The Power of Teamwork
If there are specific things that challenge you, e.g. time management, talk to a trusted colleague about this. You should feel comfortable owning your weaknesses and asking for help. Peers at work are often eager to share strategies that work for them and you likely have some tips that your colleagues can benefit from, too.
Self Esteem
Even though researchers note that EF solidifies in the human brain in our mid-twenties, it doesn’t mean that adults cannot learn strategies to address their EF deficits. A recent article from the renowned Mayo Clinic15 offers some advice, including being aware of situations in which your self-esteem may be challenged. For example, making a presentation to colleagues could be difficult and intimidating, and it’s important to recognize that. Are the beliefs you have about yourself and your performance true? For those who suffer from low self-esteem, negative thoughts often become exaggerated.
If you notice that you frequently convert positive emotions into negative ones, address this and try to raise your awareness of this habit. Here are some key tips for maintaining positive self-esteem.
• Focus on your strengths and lean into these to help counteract your negativity.
• Spend time with people who make you feel good about yourself.
• Try to do something you enjoy every day.
• Take care of yourself by eating a healthy diet, getting seven to eight hours of sleep each night, and exercising 30 minutes each day. 15
Tips from Landmark Alumni
We’ve polled some Landmark alumni to share favorite executive function tips they practice at work.
Spencer Smitherman ’08 Head of Customer Success, Sublime Security
Use AI to SumMarize CalL Notes
I use ChatGPT or Claude to summarize a meeting transcript generated from call recording software like Gong. It helps augment any notes I take during the meeting.
MinImize Distractions
I disable most notifications on my phone to reduce distractions.
Prep the Night Before
I generate meeting agendas on Sunday before my week starts. It makes back-toback meetings much less stressful.
Use Visual ToOls
Kanban-style trackers to organize tasks and make them visual in project management software, like Notion or Asana, are super helpful when juggling simultaneous tasks.
TOP EF TIPS
Use visual aids
There are many analog and digital tools available to help visually plan out projects and execute a plan.
Low-tech project management options:
• Post-It notes with smaller tasks on a wall or bulletin board
• Large format paper taped to a wall with bulleted lists
• Daily agenda with space for to-do lists on each day
Simon English ’14 Co-Founder, Common Table Creative
As a filmmaker running my own production company, Common Table Creative, I face a myriad of short and long-term tasks. Executive functioning is the backbone of my operation. The two essential strategies I use are the Pomodoro technique and maintaining micro and macro checklists.
PomOdorO Technique
With the Pomodoro technique, I work intensely for 25 to 35 minutes, then take a quick 3 to 5-minute break. This helps me stay on task but also lets me reset periodically to keep my eyes and mind fresh and to avoid burnout.
Macro and Micro ChecklistS
The macro checklist is what I need to get done in the next month or two. My micro list is my day-to-day tasks.
These strategies help me stay focused, achieve my goals, and hit deadlines.
If you want to explore higher-tech options, here’s a link to a website with some toprated digital project management tools.
Ady Tibrewal ’17
Assistant Project Manager, EDA Contractors
DigItal Calendar ManAgemEnt
With numerous meetings, site visits, and calls every day, I use my online calendar to schedule appointments and even block out time for independent tasks that require focus.
MinI Whiteboards or Post-It Notes
With my ADHD, I find it difficult to hold too many details in my head, so I make a habit of writing things down or recording notes as soon as I hear them. Each mini whiteboard is dedicated to a specific project where I track tasks and action items. It’s simple but incredibly effective!
comMunication
Constant communication with colleagues ensures that we’re aligned on completing tasks. If something slips through the cracks, my team helps keep me on track.
File and Flag Emails
Managing hundreds of emails every day can be overwhelming. I organize them by project and further categorize them based on topics. This helps me access information later and focus on the most urgent tasks.
Downloadable Resources
Helpful checklists, guides, templates, and more
• Daily Checklists
• Ready-for-School Checklist
• Estimate Time Log
• Room Clean-up Checklist
• Two-Column Notes Template
• Five-Step Writing Process
• Five-Day Study Plan
• Microuniting Template
• Daily Priorities Template
• Organizing Your Digital Downloads
• Top 10 EF Tips
Citations
1. What Is executive function?. Landmark Outreach. (2024, September https://www.landmarkoutreach.org/strategies/ executive-function-overview/
2. Newhall, P.W. (2014). Executive function: foundations for teaching and learning. Landmark School Outreach Program.
3. Brown, T.E. (2007). A new approach to attention deficit disorder. Educational Leadership. 64, 22-27.
4. Belsky, G. (n.d.). The 3 areas of executive function. Understood. org. https://www.understood.org/en/articles/types-ofexecutive-function-skills
5. Executive function: Skills for life. Cleveland Clinic. (2024, August 27). https://my.clevelandclinic.org/health/articles/executivefunction
6. Cohen, D. B. (2022, April). 7 Myths of Executive Functioning drbarbaracohen.com. October 2024, https://www. drbarbaracohen.com/blog/7-myths-of-executive-functioning
7. Morin, A. (2022, June). 5 common myths about executive function challenges. Understood.org. October 2024, https://www. understood.org/en/articles/executive-functioning-challengesmyths
8. Hot and Cool Executive Function Skills. (2022, November 15). Landmark Outreach. October 25, 2024, https://www. landmarkoutreach.org/strategies/hot-cold-executive-functionskills/
9. Heller, C. A., & Cooper-Kahn, J. (2022, September 15). Executive Function Issues and ADHD. CHADD. https://chadd.org/ attention-article/executive-function-issues-and-adhd/
10. Mayo Clinic Health System Staff. (n.d.). Children and screen time: How to set limits. Retrieved November 21, 2024, from https://www.mayoclinichealthsystem.org/hometown-health/ speaking-of-health/children-and-screen-time
13. Jacobson, R. (2024, February 5). Metacognition: How thinking about thinking can help kids. Child Mind Institute. https://childmind.org/article/howmetacognition-can-help-kids/#what-is-metacognition-andhow-does-it-work
14. Understood. (n.d.). Reasonable workplace accommodation examples. Retrieved November 21, 2024, from https:// www.understood.org/en/articles/reasonable-workplaceaccommodation-examples
15. Mayo Clinic Staff. (n.d.). Self-esteem: Take steps to feel better about yourself. Retrieved November 21, 2024, from https://www.mayoclinic.org/healthy-lifestyle/adult-health/indepth/self-esteem/art-20045374
Executive Function: A Guidebook was curated and edited by Landmark School and Landmark Outreach with special thanks to:
CONTRIBUTORS: Kimberly Hildebrandt and Susan Tomases
COLLABORATORS:
Kristine Burgess, Adam Hickey, Kate Kinsman, Lauren Murphy, Meghan Sebens
ART DIRECTOR: Melanie deForest-Malloy
ILLUSTRATOR: Olivia Malloy
They’re Creepy and They’re Kooky…
The Addams Family Musical Haunts Sold-Out Audiences This Fall
By Nate Haywood
This fall, the Landmark’s Performing Arts Department was thrilled to present The Addams Family, a musical comedy that celebrates the charm of being delightfully different. As the director and producer, I focused on elevating the production values and enhancing students’ acting skills, making this an unforgettable journey for everyone involved.
One of my primary goals was to ensure that students grew as performers while delivering a professional-quality production. Through dedicated workshops and rehearsals, I emphasized character development, emotional expression, and timing—essential skills for bringing the quirky Addams family to life. The results were evident as students showcased newfound confidence and depth in their performances, consistently earning laughter and applause from audiences.
The Landmark Stage Company continues to heighten the technical elements of its productions. From the custom lighting effects that created an otherworldly ambience to the hand-painted wallpaper of the set that transported audiences to the Addams’ iconic mansion, every detail was meticulously crafted. The sound design added layers of both humor and mystery, while costumes and makeup
perfectly captured each character’s unique essence and offbeat personality.
The most rewarding part was witnessing our students rise to the challenge. They embraced their roles with enthusiasm, mastering complex choreography and harmonies, while also managing advanced technical cues behind the scenes. Their dedication and hard work made The Addams Family truly come alive.
This production wasn’t just a show— it was a celebration of creativity, collaboration, and growth. Thanks to our enthusiastic sold-out audiences for their support. BOOK-OPEN
and sound
FEBRUARY 20-22, 2025
Superb lighting, set,
design paired with top-notch acting, costumes, and makeup bring The Addams Family to life.
Exploration, Character, Empowerment Guided by Our Values
By Susan Tomases
Let’s go back in the mini time machine to better understand where Landmark’s primary and secondary values came from.
In 2022, Landmark embarked on a deep learning exercise driven in part by our 10-year New England Association of Schools and Colleges (NEASC) accreditation process. At the time, Head of School Josh Clark was starting his second year here. As part of the process, he encouraged the Landmark community to cast its net more broadly than the NEASC requirements. This resulted in extensive surveys, focus groups, and small-group discussions across Landmark’s varied constituencies, from students, parents, and alumni to faculty and staff, donors, educational consultants, and even peers at other schools nationwide that also serve students with learning differences. All this information came together to affirm where the school was in 2022 and provide a blueprint for where we needed to go.
Part of that deep learning was a nearly year-long initiative, headed by High School Assistant Dean of Students Andrea Meade P’24, EdD, to poll faculty, staff, and students about what they considered Landmark’s most central values.
Primary and Secondary Values
Character: Respect, Integrity, Kindness, Empathy
Empowerment: Growth, Confidence, Independence
Exploration: Creativity, Learning
Values in Action
The following initiatives turbocharged bringing Landmark’s values to life—a new Elementary•Middle School (EMS) House system designed to put the values into practice, monthly community assemblies
at the High School, a revised level system in the Residential Program, more leadership programming on both campuses, and veteran faculty member Scott Jamieson P’31 assuming the new role of Director of Community, Culture, and Wellness. Community Engagement Director and Director of EMS Counseling Laura Polvinen said recently, “Layering the values into Landmark’s compass rose logo is a perfect metaphor. Generated by the community, the values are helping to shape where we’re going and will provide the direction for how we’ll get there.”
High School students and faculty showcase their values badges acknowledging their leadership.
Innovating and Inspiring, Everyday
Kristine Stark makes learning meaningful and fun
By Hazel Crowely
About A yeAr Ago, I had the privilege of working under Kristine Stark to help set up for Jumanji Day, an annual, thematic, literary event at Landmark’s Elementary•Middle School. Our task was to transform the library (cozy, bright) into the monsoon scene (turbulent, dark) from the book. The space would serve as the headquarters for an epic scavenger hunt the following day. As a cog in the machine of Kristine’s incredible imagination, I dutifully taped raindrops to ribbon and inflated balloons to add to the already enormous cascading “waterfall” she had been painstakingly (literally!) crafting for days. Not until hours later, when she dimmed the overhead lights, turned on the twinkle lights flickering in fits and starts like lightning, and cued
the roaring rainfall soundtrack did I see her vision truly come to life. What struck me wasn’t just the impressive final tableau but the calm, competence, and confidence she exuded throughout our preparations. She had clearly scoured the internet for creative hacks and was willing to take the time to meticulously employ each gadget perfectly. To me, the process was as expert as the outcome. Recently, when I sat down to talk further with Kristine, her approach made perfect sense. “When I plan something, I always think of the decorations first,” she said. “I imagine what’s going to grab my students visually when they first walk into the room.” Her reasoning is simple: if the kids think something is cool, they’re more likely to invest in the work and do it well. Secretly, it’s also about her: “It’s
easier for me to get excited when I know my students will be excited, too.”
I had expected Kristine, who is super organized, incredibly tech-savvy, and “loves a good checklist” to say she’s always been type A. I was wrong. While she’s still a passionate reader and now a focused planner, as a kid she was a social butterfly who wanted to do it all—sports, academics, and extracurriculars—even when it didn’t come naturally. “My report cards always said I talked too much,” she laughed.
Growing up in a large family with lots of kids around, she always gravitated toward helping others and being creative. Though teaching wasn’t always the plan, it quickly became a focus. Before she even graduated with a psychology degree and a minor in
Stark’s transformation of the former EMS Library into Jumanji’s monsoon scene for 2023 Literary Day
As the creative force behind EMS’s book tasting, Stark turned the dining room into an Italian eatery where books replaced the food for students to sample and review.
special needs from the University of New Hampshire, Kristine was hired at Landmark. But landing the job wasn’t easy: with 15 summer teachers hired for just five permanent positions, it was a “battle royale” to get noticed. Determined to stick around, she showed up early and volunteered for chores like washing tables to prove she belonged. Now, her contributions to the elementary curriculum are impossible to miss. From annual traditions like the Balloons Over Broadway parade to special events, including book tastings that build comprehension strategies, to creative curriculum like Zillow-style haunted house composition writing, Kristine is constantly innovating. “I like to make it feel fresh for the kids. There’s a lot of flexibility to run with a group’s interests—whether that’s pirates or Taylor Swift.” She credits our administration, the entire elementary team, social media, and her own kids (now around the same age as her students) for continuing to inspire and support her as the ideas keep flowing. Reflecting on my conversation with Kristine, I was reminded of a famous quote once attributed to Mother
Teresa: “Not all of us can do great things, but we can do small things with great love.” While Kristine has undoubtedly contributed great things to our community, it’s her attention to the smallest details—the beak or trunk or hat that makes an inflated balloon into a creature/friend; the chef mustaches that turn sampling a variety of book genres into a fun gourmet adventure; the soft lighting and Spanish guitar that make a classroom into a cozy reading nook—that set her apart. In countless ways, Kristine is caring for and inspiring us all. BOOK-OPEN
KELLY
Kristine Stark’s classroom in the newly completed EMS wing features her signature cozy, creative, and organized style.
Sharing and Caring
Landmark Trustee, Spencer Smitherman ‘08
By Bernie Romanowski
SPENCER SMITHERMAN ’08
was introduced to Landmark School at age 9, when he attended our Summer Program before entering the fifth grade. He and his family lived in Louisiana and decided to relocate to Manchester, Mass. when Spencer began attending Landmark’s Elementary•Middle School (EMS). His sister eventually enrolled in Dana Hall School in Wellesley, while his brother Stephen ‘00 also attended Landmark for his final year of high school. After graduation, Spencer attended Bentley College (now Bentley University) and currently resides in Sacramento, Calif., with his wife, Holly, and their two children, ages 1 and 3.
Spencer works as the head of customer success at Sublime Security, an email security company. He has spent most of his career working for software startups in Silicon Valley, where his immense interpersonal skills serve him well.
He fondly remembers his time at Landmark and was quick to join the Board of Trustees as an alumni representative in 2016 and now as a Trustee. Spencer is highly engaged and brings an invaluable perspective as a Landmark graduate, parent, and busy professional to discussions and decision-making. When asked why he remains so connected to Landmark despite living on the West Coast, Spencer said, “The school did so much for me and my family and I’m happy to give back.” Spencer visits campus for Trustee meetings and special events and attends meetings virtually as needed.
Spencer was a panelist in our Landmark Learns session on Executive Function at Work webinar on February 5, where he and other professionals shared their executive functioning strengths and struggles in the workplace. They also offered practical tips, strategies, and resources to maintain focus, manage workloads, and be effective! BOOK-OPEN
“Spencer was the kind of student who made me love teaching and coaching at Landmark. He was hard-working, driven, and competitive— and he was always ready with a joke or a laugh to bring life perspective to his friends and classmates. It’s no surprise that he has found success beyond his time at Landmark. I feel lucky to have played a tiny role in his journey.”
—SCOTT JAMIESON P’31, LANDMARK’S DIRECTOR OF COMMUNITY, CULTURE, AND WELLNESS
Landmark Highlights
Spencer’s best memories from Landmark School:
Having the opportunity to take classes at North Shore Community College during his senior year
Spending time with Mr. & Mrs.
and
Spencer and Landmark friends 2008
My Path to Learning and Leadership
transforming obstacles into opportunities
By Olivia Roussel ’25
Iopened the door to the girl’s bathroom.
The first thing I saw was the soap. I pumped a pile of soap into my hands and started throwing it at every wall in the bathroom. Then, I started throwing it over the stalls, hitting random people trying to use the restroom. This was normal for me in elementary school (don’t worry, I don’t still do this!). This wasn’t a one-time thing either—I was “that kid,” always up to some sort of mischief.
In my fifth-grade math class one day, I was desperate to leave. By now my teacher had learned all my tricks, and I had used up all my “excuses.” Then, I noticed a classmate getting to leave because their baby tooth had fallen out, which gave me the brilliant idea to do the same. Inspired, I started banging my head against the desk, hoping one of my teeth would come loose. Instead, my tooth cracked in half without fully falling out. I did get to leave math class that day but also spent the day at the dentist. I was consistently getting into an inordinate amount of trouble at school—I would do anything to get out of school work and no one understood that.
At the time, my teachers didn’t see my actions as cries for help. They assumed I was lazy, disruptive, or just trying to cause trouble. But the truth was, I wasn’t bad—I was struggling. No
matter how hard I tried, school felt like learning a foreign language. While my classmates breezed through lessons, I was stuck, unable to make sense of the material.
One moment that sticks with me is when we read Because of WinnDixie. I felt so lost trying to keep up that I skipped ahead, reading random paragraphs just to make it through. The next day, I skipped ahead again, never really understanding what was happening in the story. To this day, I don’t know how that book ends.
My classmates and teachers didn’t understand why I was constantly distracting people and running around in the halls. I remember my classes having a behavior chart at the front of the room. Almost every day I would have to walk to the front crying, having to move my behavior color down to orange or sometimes even red. My teachers mistook me for a bad kid when really I was a kid struggling.
I still don’t know what happens in Because of Winn-Dixie, but I no longer throw soap on the walls either. When kids with language-based learning differences are not identified and not given the instruction they need, they lose hope and their problems can become behavioral and emotional. Before Landmark High School, I had lost hope in my education; however, the right
teachers and resources in high school changed that for me. Now, instead of avoiding things I don’t know, I am seeking them out.
Landmark has a “level system” for residential students, where we earn privileges through tasks like keeping our room clean and staying on top of schoolwork. By my junior year, I reached Proctor status, the highest level—a milestone I’m proud of because I started at level one. I realized that this challenge was something I had been avoiding, so I chose to embrace it because I started to see the value in the outcome.
This year, I’m taking several difficult classes that aren’t required, simply because I want to gain experiences that will benefit me both in the classroom and in life. I’m even enrolled in a college course, American Government and Politics, not because I have to, but because I want to. The kid who once cracked a tooth to escape math class is now eager to learn and grow.
Looking back on my struggles with dyslexia and dyscalculia, I’ve come to understand that my challenges were not roadblocks but stepping stones toward resilience and growth. With the right support and a willingness to embrace my learning, I transformed my obstacles into opportunities, not seeing them as challenges that I needed to avoid. BOOK-OPEN
“The truth was, I wasn’t bad—I was struggling.”
—OLIVIA ROUSSEL ’25
“Landmark changed my world. It made everything that I’ve achieved in my life so far possible.”
—JOE DUBINSKI
PHOTOS COURTESY OF JOE DUBINSKI
Joe Dubinski ’14 with his wife, Ali Ansara Dubinski ’25
Giving Back to the Community
Joe Dubinski ’14, Director of Landmark School’s Facilities
By jill flemming
When you first meet Joe Dubinski, Landmark School’s director of facilities, you can’t help but notice his kind nature and willingness to serve the community. You may not know that there is more to the story behind his success. That success is deeply rooted in his experience as a student at Landmark.
A Family Man
The Student
Joe attended Landmark School from eighth to 12th grade. After graduating in 2014, he attended Wentworth Institute of Technology in Boston and earned a degree in Construction Management with a minor in Business. After college, he worked for CM&B construction on a Porsche dealership in Stratham, N.H. and other noteworthy building projects including the TimeOut Market at Fenway Park and The Sportsbook at the Encore Boston Harbor Casino. When asked how Landmark impacted his life, Joe responded, “Landmark changed my world. It made everything that I’ve achieved in my life so far possible. It makes me proud to be able to come back to this school and have a positive impact on this community.”
Dubinski, a Topsfield resident, is married to Alicia Ansara ’15, whom he met his junior year at Landmark. They are the proud parents of 9-month-old Quinn. The Dubinskis also have a dog named Archie.
Director of FacilitIes
As director of facilities, Joe oversees three departments: Custodial, Maintenance, and Grounds. He is proud of the amazing team working with him and is tasked with making hundreds of decisions each week. With new construction projects on both campuses, he recognizes the importance of providing competitive facilities to attract new families and offer state-of-the-art spaces for our students to learn, grow, and thrive.
Reflecting
What lessons did Joe learn that made a lasting impact on his professional life? “All the writing skills I learned here helped me enormously. The familyoriented environment and the feeling of community here is wonderful—it’s one of the reasons I came back. I wanted to give back for all that Landmark gave me.”
Advice For Students
Joe says, “Stick with it. Learn as much as possible but be realistic. It’s impossible to know everything. Having dyslexia means you are different but in a positive way. I use my dyslexia to see things differently. It is a benefit to my everyday life and it can be for you, too.” BOOK-OPEN
Paying it Forward
Landmark Students Launch Prides Scholar Program
It started as a Junior Writing Class assignment by Abby Laster ‘25 and Harry O’Connor ‘25 that planted the seeds to build the Prides Scholar Program—an exciting new initiative at Landmark School.
BY
MICHELLE GRANESE AND CHRISSY KENNEY
BY KELLY HOWARD AND KIERAN KESNER ’09 (FACING PAGE)
More Than Just a Homework Assignment
When Abby and Harry were tasked with developing and presenting a project that would positively impact the school community, they reflected on their personal accomplishments as a result of their time here. Inspired by the opportunities they have been afforded, the students identified a goal of making Landmark more accessible to students who face financial barriers.
“I don’t think anyone should be held back because of their financial situation,” Abby said. “We wanted to help kids who couldn’t afford to come here.”
PHOTOS
“It’s such a privilege and great thing to be able to be at Landmark, and we are going to give that [opportunity] to somebody else,” Harry said.
Prides Scholar Award
The Prides Scholar program provides a financial aid award to an incoming ninth-grade Landmark High School student as a supplement to any other financial aid that they may receive from the school. It is given to a student who has demonstrated financial need as well as a history of involvement in their current school community. As a Prides Scholar, the student is expected to be an engaged member of the student body, taking advantage of the many resources and opportunities that the school offers inside and outside of the classroom. In addition, Prides Scholars have the option to opt into peer-to-peer mentoring with current Landmark students.
The Prides Scholar award provides a commitment of $25,000 in financial aid per year for all four years at Landmark High School.
Making It Happen
Abby and Harry presented their Prides Scholar concept to some high school administrators, including Head of School Josh Clark, who connected them with an anonymous donor with a history of supporting the school’s financial aid program.
The donor was impressed by the students’ tenacity and passion, pledging $25,000 to launch the program. From there, Abby and Harry were asked to raise an additional $25,000. If they were successful, the donor would match the remaining $50,000 to fully fund the first Prides Scholar, for a total of $100,000.
In partnership with Landmark’s Advancement Office, and with great enthusiasm and the financial backing of many inspired Landmark School faculty and staff, Abby and Harry reached their goal of raising $25,000 to officially kick off the program earlier this year!
To designate the first Prides Scholar, recipient, Abby and Harry worked with our Admission team to select a recipient for the 2024–2025 school year. That student is now attending Landmark as a ninth-grade residential student and is thriving in our school community.
Looking Ahead: The Next Prides Scholar
The work doesn’t stop here! With the first $100,000 in Prides Scholar funding successfully secured, Abby, Harry and the Landmark Administration seek to raise the next $100,000 to enable a second Prides Scholar to join the Landmark School community in the upcoming academic year.
The Prides Scholar program represents Landmark School’s core values in action: Empowering students to creatively drive a concept from a simple spark through the complexities of execution; building character by leading with empathy and a problem-solving mindset; and exploring the unknown with confidence and an openness to learn from setbacks and successes.
Congratulations to Abby and Harry for their creativity, determination, and success in launching the Prides Scholar Program, which will impact future generations of Landmark students.
Want to learn more
and support our next recipient of the Prides Scholar Award? Use the QR code!
The Prides Scholar award provides a commitment of $25,000 in financial aid per year for all four years at Landmark High School.
Ready, Set, Race!
By FredDi Triback, MidDle SchoOl CrosS Country and Track Coach and Teacher
“If you want something you’ve never had, you must be willing to do something you’ve never done.”
—Thomas Jefferson
This fall, having never run cross country before, Landmark Elementary•Middle School (EMS) seventhgrade student Jenna O’Donnell joined the middle school team—and hasn’t looked back. With a record that would be the envy of any veteran distance runner, Jenna has been in the lead pack and top finisher in nearly every race throughout the season, including impressive postseason performances.
Notes from the Field
A PostSeason SumMary
After coaching middle school cross country for more than 20 years, something quite unexpected happened this season. With hundreds of games of tag and capture the flag, runs to local beaches, hill workouts, and a chance to introduce running to many kids over the years, a superstar emerged from the hockey rinks of Massachusetts. And after the regular season ended, hers continued.
NOVEMBER 2, 2024
Massachusetts State Meet
Devens, MA
This year we had two Landmark runners participate in the state meet. Dennis J. ’31 placed 16th overall for runners in grades 5 and 6. Jenna ran with the seventh-grade girls and crushed it—winning 23 seconds ahead of the secondplace finisher.
NOVEMBER 10, 2024
Junior Olympic Cross
Country Championship
Attleboro, Mass.
Jenna came in first place again!
NOVEMBER 18, 2024
Junior Olympic
Regional Championships
Staten Island, N.Y.
Three weeks after our season ended, I met Jenna and her mom in Staten Island for the Region 1 Junior Olympic Championship race, a qualifier for Nationals. The top 30 of the best 11 and 12 year olds would make it.
Jenna finished in sixth place earning a spot at Nationals!
Getting Ready for Nationals
Through bitter cold, rain—and even hail, Jenna trained with me after school three days a week, while also running on the weekends. I recruited one of the best runners I know to run double loops on our cross-country course with her. They happily chatted away while easily running my race pace. The sky’s the limit for this first-time runner who went to hockey practice every day after cross-country practice.
DECEMBER 14, 2024 Race Day
Junior Olympic National Cross Country Championship Race, Shelbyville, Ind.
As we arrived and picked up Jenna’s bib, hundreds of runners were checking out the 3,000-kilometer/1.8-mile course. The speed of some of the athletes was a little overwhelming but Jenna took it all in stride…she was exactly where she was supposed to be.
With variable weather in mid-December, deciding what to wear was a challenge. One definite was the lucky blue Landmark T-shirt she wore to all of her other races.
There was a lot of buzz in the air. Jenna and the other runners found their starting boxes and started to do some warmup sprints. She looked determined and focused. Once that gun went off to start the race, the crowds went wild cheering and screaming for their runners.
I had scoped out several locations along the route to cheer Jenna on. She looked great when she passed me so I sprinted to my next location. The crowds were so thick but I was able to make my way to cheer her to the finish line. Coming into this race, Jenna’s race time of 11:18 ranked her 55th in her age group. In the end, she continued to amaze us, placing 41st overall out of 362 finishers with a time of 11:29. 41st in the country! BOOK-OPEN
Landmark is Bringing the Outdoors Indoors— and Vice Versa!
By Bernie Romanowski
At Landmark School, we have been hard at work on two major construction projects since March 2024. As we enter 2025, we are ready to open exciting new features on each campus. But first, a recap of the overall project...
Elementary•Middle School Campus
Angle-right A new dining hall in our Elementary•Middle School (EMS) building has created a flexible and dynamic environment for students to dine, participate in school-wide activities, and build community.
Angle-right Additional EMS classroom spaces to meet the growing demands of our program.
Angle-right A new terrace and amphitheater where students can gather, perform, and engage are now installed and ready to be opened for middle school students. This terrace is a place where our older students can gather during free time, and where our entire school community will engage in performances and school-wide events.
Angle-right Remodeled and reimagined community room and main lobby areas, so our students and faculty have additional community meeting spaces.
Angle-right Renovations and additions to all existing counseling and tutorial spaces, to ensure our students and faculty have comfortable, private spaces.
Angle-right Expansion and a full redesign of the kitchen and food-service areas, improving the storage and food preparation spaces as well as the flow of student traffic.
High School Campus
Angle-right A brand-new, three-story Student Center on the north side of the Alexander Academic Center will provide meeting and gathering spaces to help foster community-building activities and enhance the student-life experience for our residential and day students.
Angle-right The first floor will include a large student lounge, game room, Student Life administrative offices, and expanded access to the outdoors with gracious patio spaces.
Angle-right The second floor features a Meeting and Media Room seating over 100 people for presentations, movies, and special events. The second floor will also include three new classrooms and a tutorial space.
Unveiling the New EMS Spaces
Angle-right A NanaWall (doors with floor-to-ceiling glass) is “bringing the outdoors inside” 365 days a year. This mammoth feature creates a seamless indoor-to-outdoor experience for students.
Angle-right A new pavilion and expanded patio on the Alexander lawn will provide an uplifting outdoor space to take advantage of our coastal location and breathtaking views.
Angle-right Creation of a rooftop deck outside our relocated library will create an outdoor learning and socializing space.
Angle-right Refurbishing four classrooms in the Alexander Academic center, will create inspiring spaces for students to learn and interact.
Angle-right The High School Student Center officially opens in late March 2025.
Parents and guardians excitedly toured the new EMS spaces as part of our Big Reveal event on Tuesday, January 14. Students and guardians then split into their house groups to play fun Minute-to-Win-It games, creating opportunities to earn points and build community. Everyone had a blast!
Don’t miss this video of the installation to see the wall in action!
Events
ARROW-CIRCLE-RIGHT
Landmark Cares Week: Creating Moments that Matter
This past fall, we celebrated an unforgettable Landmark Cares Week! We are so grateful to all of the parents, students, alumni, families, faculty, staff, and friends for showing how much you care about Landmark during our fall fundraising and school spirit initiative. Thanks to all who contributed— we raised more than $277,000!
Incredible Week
Read on to hear about the exciting slate of events and activities that made Landmark Cares Week such a success:
Homecoming: 5K/1K Road Races and Fall Festival
More than 125 runners registered for our 5K and 1K races. The morning also included activities and games, featuring pony rides and an inflatable slide that quickly turned into a slip-and-slide, thanks to rainy skies! The event closed out with a community lunch.
Monday Funday
Our campuses were transformed into a vibrant canvas for students and faculty to discover on Monday morning, with messages of encouragement, positivity, and Viking spirit splashed all over the two campuses.
Landmark Parents’ Association (LPA) Meeting
Featuring
Alumni Panel
This special presentation for parents and guardians featured an engaging panel of Landmark alumni who have all followed different professional, educational, and personal journeys since graduating from the school.
A special thank you to our alumni panelists Morgan Sebastian ‘21, Jacob Schneider ‘08, Liz Theriault ‘20, Aidan Powers ‘17, and Rachel Venuti ‘17.
Spirit Day
Our campuses were bustling with energy on Spirit Day. All students were given their own Vikings rally towel. EMS students enjoyed a riveting special assembly featuring professional BMX athlete Mannie Nogueira, and High School students participated in a lively pep rally.
Broudo Awards and Faculty/Staff Appreciation
We recognized our longest-serving staff as part of the inaugural cohort of the Bob Broudo Excellence in Service Awards.
Snack Bags for Bootstraps
Our families contributed more than 1,000 snacks to Snack Bags for Bootstraps, and EMS and High School students volunteered their time to put together more than 200 snack bags for children experiencing food insecurity in our local community.
EMS Community Movie Night and Dinner
We were thrilled to see so many families enjoy pizza and the strong sense of community in the EMS courtyard for what has become a beloved campus tradition.
Viking Hall of Fame
As part of Landmark Cares Week, we honored five outstanding contributors to our Athletics program as inductees to the Viking Hall of Fame. Members were recognized for their significant contributions to the Athletics Program, leadership on our campus, as well as smiles they bring to all of those around them. Please join us in congratulating:
Merryl Green (2019): track
Patrick Sullivan (2019): basketball, baseball
David Giovannacci (2014): wrestling
Rachel Smith (2013): soccer, swimming, lacrosse
Dan Ahearn: coach
Thank you all who contributed to or participated in a successful Landmark Cares Week!
Winter Crafting Fun
The Landmark Parents’ Association held its first-ever Winter Crafting Party this past December, with more than 40 families gathering for a cozy and festive evening to decorate mini gingerbread houses.
The joyful mood was palpable as EMS students, siblings, and parents/guardians worked together on truly unique designs. Congratulations to the winners of our contests!
Most Festive House (General)
Charlie Monday ’34
Most Spiritful House (representing an EMS house)
Avery Leccese ’31 (Oriens House)
Most Festively Dressed
Lillian Counts ’29
Crew THE
Alumni Notes & Community News
Alumni Notes
1984
Stephanie Sacks ’84 Recently, I had pictures taken for the Humankind Campaign, a fashion-show fundraiser at The Encore Hotel, for the Northeast ARC, where I go. The picture I’m sharing is me with an exPatriots team member.
1997
David Horgan ’97, PhD I was promoted to Lead Instructor at Alamance Community
College, specializing in information technology, web development, system administration, helpdesk, cybersecurity, networking, and technical writing. In addition, I oversee the work-based learning courses college-wide across all departments and majors.
2001
Adjoa Blake ’01
I brought my daughter to an Admissions informational visit just before Thanksgiving.
She’s still in middle school, but we’re starting to think about high school. It was so much fun returning to campus, where I went to school, and showing her around.
2006
Jeffrey Gladney ’06 I am currently working for the U.S. Army at Natick, Mass., and Fort Devens as an IT specialist for PM-FSS. Last summer, I spent time at Fort Irwin, Calif., at the National Training Center testing new equipment. I also spend a lot of time in Alaska supporting the 11th Airborne, developing new Arctic base camps for the Arctic Angels.
jeff’S AdvIce to StudentS: Explore different interests, gain experiences, and gradually discover what truly fulfills you before committing to a specific career path or major life decision.
2008
Zachary Miller-Graves ‘08 I recently visited campus and reconnected with faculty members Jeff Fauci and Jim Kuhns. I am the director and producer of Six Locked Doors, a documentary about the Coconut Grove fire in Boston. We screened the film at Landmark last spring. During my visit, I collaborated with seniors
Jeff Gladney ’08
Adjoa Blake ’01
David Horgan ’97, PhD
Stephanie Sacks ’84
exploring careers in film. They had great questions, and I shared any insights and advice I could from what I’ve learned in the industry so far.
2009
Andrew Platt ’09
I recently made a dramatic career change. For a decade, I was in the management consulting world, managing projects in New York, London, Munich, and Boston. In 2022, I left consulting to start a career in commercial aviation. In 2023, I was hired at my first airline, Republic Airways, a regional carrier for Delta, United, and
1985
Mark Kenney ’85
American. Next time you’re flying in the Northeast, feel free to drop in the cockpit and say hi. You might find a Landmark alum!
Jordan Yorks ’09
I recently attended the Alumni vs. Faculty Basketball Game, where I enjoyed reconnecting with familiar faces and catching up with former faculty members. I currently reside in Natick with my wife and our 3-yearold daughter. Professionally, I work at an accounting firm specializing in financial services.
2014
Zander Manning ’14
I am engaged and will be getting married next October! I’m working as a freelance sports reporter and as a fulltime community association manager.
2016
Sean Callahan ‘16
In 2016, I enrolled in college but struggled to find my true passion. After exploring various fields, I discovered that hospitality was my calling. I am currently pursuing my Bachelor’s Degree in Hospitality Management
Dear younger Mark, You can hardly imagine it now, but someday having dyslexia will be a great thing for your career. The challenges you have persevered through will give you a much better understanding of the challenges many others face and a stronger ability to guide and instruct those with similar challenges. This will make you a stronger and more compassionate teacher. You will be the lead instructor (going on 14 years) for a company called New England Crane School, a job you will truly love. The company will be able to boast to its clients that it specializes in helping crane operators with learning differences get through their nationally accredited exams and keep their jobs. The company will be the best provider of crane-related training and testing in the Northeast—maybe the best in the country—and you will know you were a part of that.
at Lasell University in Auburndale, Mass.
I work part-time as a supervisor at a nightclub in Boston and also host monthly events at various restaurants around the city. In my free time, I enjoy trying new restaurants, lounges, and clubs to keep up with the ever-evolving trends in the hospitality industry. Last summer, my research took me to the Middle East, where I spent three unforgettable weeks in Lebanon. Landmark will always hold a special place in my heart because of the incredible friends and lifelong mentors I found there.
SeAn’S AdvIce to StudentS: Life doesn’t follow a simple playbook. What you imagine for your future and what happens can be vastly different and constantly evolving. Take time to explore, enjoy life, and don’t shy away from risks or new experiences. Life has so much to offer and Landmark equips you with skills that extend far beyond the classroom.
2019
RJ Moore ’19
Recently, I attended the Alumni vs. Faculty Basketball Game, where I reconnected with some old friends and acquaintances. It was great to catch up with faculty members and some classmates. I am currently employed at an excavation and construction company.
Zachary Miller-Graves ’08
Andrew Platt ’09
High School faculty member, Erin Brewer visits Sean Callahan ’16
Patrick Sullivan ’19
After graduating from Salem State University, I became a member of Landmark High School’s faculty. As a live-in mentor for Lopardo House, I support students in their day-to-day lives. I am also the assistant coach for the Boys’ Varsity Basketball team. I’m currently pursuing my Master’s in Special Education through Landmark’s faculty partnership with Boston University. In January, I attended the Alumni vs. Faculty Basketball Game, where I had a blast seeing old friends.
2020
Alia Wilmot ’20
I graduated cum laude from the South Carolina School of Art and Design (SCAD) in 2024, where I discovered my passion for weaving and merged it with my lifelong love of horses. My senior thesis collection, Equus X Alia, celebrated the timeless connection between humans and horses, featuring intricate horsehair tapestries that blend traditional weaving techniques with modern design elements. My pieces
embody nature, strength, and elegance, telling a visual story. I was also a proud member of SCAD’s Equestrian Team, one of the highest-ranking collegiate teams in the country. I’ve been working on building my personal brand by developing a website, logo, and Instagram account to bring my Equus X Alia collection to life. Additionally, I have been working at Luke Irwin Rugs, Ltd., designing patterns inspired by Art Deco and cowhide themes, refining concepts into productionready designs.
Kalle Migliaccio ‘20
I recently graduated from SCAD with a degree in Furniture Design and am spending the winter in Jackson Hole, embracing some well-deserved ski bumming. You can follow me and see some of my woodworking creations via Instagram @kallemigwoodworking.
2021
James Grayken ’21
I am in my third year at the University of Virginia studying political science and playing on
the men’s varsity polo team. I am interning for a think tank in Washington, D.C., this summer and am applying to graduate schools.
Morgan Sebastian ’21
I am a senior at Endicott College, where I created my own major, Expressive Art Therapy and Integrative Health and Wellness. This fall, I sat on an alumni panel hosted by the Landmark Parents Association to talk about life after graduation. I truly would not be where I am today without Landmark! I continue to work with Keryn Kwedor, my academic coach at Endicott, which is a highlight of my week. I raise awareness about dyslexia and LBLD on Endicott’s campus by sharing my story, which is empowering for me. Landmark taught me to embrace my differences. Next semester, I will complete an independent study with a professor to create a course on the arts and wellness.
Stephen Bangs ‘21
I am half way through my senior year at Franklin Pierce University, where I play baseball. I’m excited to
graduate and dive into an internship this summer. In January, I attended the Alumni vs. Faculty Basketball Game. It was fun to catch up with faculty and new and old friends from Landmark.
Jackson Reid ’21
I’m balancing three unique jobs: one in the Galápagos Islands, another with the Beverly Harbormaster, and a retail position at West Marine. I played in the Alumni vs. Faculty Basketball Game this winter and got to see coaches, faculty, and friends.
Landon Alpaugh ’21
I’m a senior at Colby College and actively seeking employment opportunities after graduation. I came back to Landmark to play in the Alumni vs. Faculty Basketball Game, which was a blast.
George Athanasiadis ‘21
I am wrapping up my senior year at Merrimack College, where I play baseball. My goal is to continue traveling the world and pursue a career playing baseball professionally. This winter, I
Alia Wilmot ’20
Kalle Migliaccio ’20
James Grayken ’21
Morgan Sebastian ’21
joined a bunch of Landmark friends to play in the Alumni vs. Faculty Basketball Game.
Nick Moruzzi ’21
I am currently working as a plumbing apprentice. I attended the Alumni vs. Faculty Basketball Game in January, where we had fun dominating the faculty!
Layla Tsay ’21
I am a senior and Outdoor Education Coordinator at Plymouth State University. I had one of my articles published recently in the Plymouth State University magazine.
2022
Charlie Lopardo ’22
I am preparing to start my career with the United States Marine Corps. I returned to the Landmark High School campus in January to play in the Alumni vs. Faculty Basketball Game, which was a great way to reconnect with friends and faculty.
Jack Wright ’22 and Jack Bram ’23
We returned to the Landmark High School campus during the Winter Extravaganza this December. I (Jack Bram) played guitar alongside Music Director Nate Efinger on keyboard, performing holiday classics. I’m finishing up my sophomore year at Berklee College of Music, while Jack Wright is studying at the University of Vermont.
2023
Jack Brahm ’22
See above
Katie Davagian ’23
I am currently a sophomore at Endicott College studying Graphic Design. I play rugby, and we won the Division III national championship in Houston, Texas, earlier this year.
2024
Nathan Woodside ’24
I’m a freshman studying Criminal Justice at the University of Massachusetts, Lowell.
nAthAn’S AdvIce to StudentS: No matter how hard things get, just keep going and remind yourself that everything will be okay in the end.
Wei Wei Model ’24
I’m doing well socially and academically as a firstyear student at Merrimack College. I couldn’t have achieved this without the incredible support from Landmark’s faculty—thank you! I also love being a part of the Merrimack women’s rowing team and have been having fun in our winter training season.
and
the
this December to visit some favorite teachers. Thank you, Ms.
for sharing this shot of you and these two happy Landmark alumni.
Layla Tsay ’21
Jack Wright ’22, Jack Brahm’23
Nathan Woodside ’24
Lucy Olson ’24
Sydney Sheehan ’24 returned to
High School campus
Seaver
Wei Wei Model ’24
Luke McCann ’24, Evan Johnson ’24, Josh Small ’24, Alex Kalogerou ’24, and Dillon Below ’23
Crew THE Community News
Chelcey Begsten - Former High School Faculty
After leaving Landmark in the summer of 2023, my nowfiancé, Robert Holmberg, and I moved to Rhode Island, where he began a professorship at Roger Williams University. I have been teaching at Fairhaven High School in Fairhaven, Mass. Since then, we’ve gotten a dog (Yoshi), bought a house, and, this New Year’s Eve, as the ball dropped, we got engaged to ring in 2025! I miss everyone at Landmark dearly, but things are going very well for us as our adventure continues to unfold.
Debbie Blanchard - Former EMS Academic Dean
Bobby and I are enjoying life on Chebacco Lake and are grateful for his continued recuperation from a heart transplant. We love spending time with our three grandchildren, and my favorite pastime is creating handmade clothing for our granddaughters.
Anna DiPernaCurrent EMS Faculty
It was a privilege to have Landmark send me to the National Association of Independent Schools People
of Color Conference in December. It was so inspiring to be with 9,000 other teachers of color from private schools across the country— all working toward making our schools more equitable and inclusive.
Gemma
Flavin - Former EMS Faculty
Former Landmark Art teacher, Gemma Flavin, the 2016 Massachusetts Special Needs Art Teacher
of The Year, is excited to announce her availability for art education lessons, private art education lessons, virtual art parties, and art commissions, and can be reached as follows: Linktr.ee/ Gemmasgemsart.
Mary Guinee - Current High School Faculty
From 2016 to 2021, I taught history, coached lacrosse, and served as a Campus Coordinator at Landmark, which cemented my love for education, fostering growth and development, and deepened my appreciation for this community. In 2021, I married my husband, Lieutenant Commander
Peter Lutter, and we moved to Philadelphia for his role in the U.S. Navy. In 2023, we returned to Boston so Peter could pursue his MBA at MIT Sloan School of Management, and I was incredibly fortunate to rejoin Landmark. This summer, we will be moving to the Virginia Beach area for Peter’s next Navy assignment. As I explore employment opportunities in Virginia, I’m excited for this new adventure and deeply grateful to be part of the Landmark family.
Josh Hardin - Former High School
Faculty
I currently teach English to ninth and 12th graders at
Josh Hardin, his wife, and baby #1.
Mary Guinee with husband, Peter Lutter
Debbie and Bobby Blanchard with their grandchildren
Chelcey Begsten and fiancé Robert Holmberg
Rockport High School. We moved to Gloucester last summer and are adjusting to homeownership. Our second child is due in mid-February, so we’ll have two under two for a couple of months!
Erica Lee - former High School Faculty
I’m happily married and the mom of a toddler, Thomas, with baby number two on the way. I’m raising chickens and selling eggs to Northern Light Farm in Ipswich.
Nick McPhail - Current High School Faculty
A couple of days before Christmas, I proposed to Caroline Ferrazzani, my partner of four years. She is a physical education teacher at Arlington Middle School. We live in Beverly with our beagle, Sawyer, and are planning a summer wedding sometime in the next calendar year!
Cecilia Mullings - former EMS faculty
This is my second year as a language-based teacher in sixth grade at the Madeline
English School in Everett. The city has been working with Landmark Outreach to develop a true languagebased program at the school, so I occasionally get to see Kate Ryan—a welcome infusion of Landmark energy. In July, I welcomed my second granddaughter, Lula, into the world. She adores her big sister, Fadela Helena, as you can see in the photo from New Orleans BugFest. Their mom, Alex, who once spent a few summers working on Landmark’s maintenance crew, is much happier these days being a mom!
Carissa and Derrick Neal ’04 - Current High School Faculty
Derrick is thriving in his new role in the Physical Education Department and enjoying his position in High School Student Life as a coordinator and house dad. I (Carissa) am in my fifth year as a Williston houseparent, sharing my passion for the outdoors through trips and activities. In January 2024, we welcomed our daughter, Madelyn, into the world and
have been embracing the joys (and sleepless nights) of parenthood. We recently bought a van and are excited to explore the country during school breaks. Our next stop is the Grand Canyon this spring!
Karl Pulkkinen - Former EMS Public School Liaison
I’ve been volunteering in the Building and Grounds Department at the Waldorf School at Moraine Farm and am learning so much about what it takes to keep the operation running. Last summer, my wife, Jane, and I took a two-week trip to Finland, covering 2,000 miles by tour bus and seeing much of the countryside. We enjoyed the trip so much that we’re going again this summer, when we’ll spend a few days
in Kuhmo, the town where my grandfather emigrated from in the early 1900s!
Carole Rein and Paul Schwartz - Former High School Faculty
Married alumni couple Mark Meszaros ’11 and Lucia Ansera ’12 visited us over the holidays to introduce the newest member of their family, Karter. They have much to celebrate: their marriage in 2022, a new home in Princeton, N.J., and Lucia’s graduation last spring from Boston University with a Master’s in Social Work.
Kevin RobertsCurrent High School Faculty
It’s been exciting to launch my own business, North Shore Education Coaching, which
Erica Lee and family
Nick McPhail and fiancé, Caroline Cecilia Mullings’ daughter and grandchildren
Carissa and Derrick Neal with daughter Madelyn ready for adventure.
Carole Rein, Paul Schwartz with alums Mark Mezaros’11, Lucia Ansera’12, and son Karter
provides education consulting, tutoring, and college advising. My goal is to help families find quality tutoring and match them with tutors based on both skill and personality. We’ve been gaining a lot of traction on the North Shore and beyond! Check out our website: www.nsedcoach. com.
Christina Scanlon - Current High School Faculty
In January 2024, I ran the Disney Marathon to raise awareness and funds for the American Foundation for Suicide Prevention, a cause close to my heart after losing a close friend. This past October, I ran the Chicago Marathon to raise awareness and funds for the Epilepsy Foundation. Thank you to the Landmark community for being essential in helping me reach my fundraising goal. In January 2025, I ran the Disney Marathon again— achieving my personal best! My ultimate goal is to qualify for and run the Boston Marathon. Until then, I’ll continue to run to raise awareness and funds for causes I care about.
Bruce Stoddard - Former High School Faculty
Since retiring last June, I’ve been traveling extensively, immersing myself in learning more about sports and history. In Alabama, I visited Rickwood Field for the celebration of the Negro Leagues’ 100th anniversary, toured the Museum for Tuskegee Airmen and Civil Rights, and explored the Muscle Shoals studios. I also visited the underground city there and the Walt Disney Family Museum in San Francisco. Most recently, I traveled to Northern Ireland, where I saw the Peace Wall and met people from Boston with connections to Landmark. While there, I visited the Game of Thrones Studio, which explains the photo I’m sharing. I also made a trip to Chicago, where I visited Frank Lloyd Wright homes and the historic Pullman Railroad City, as well as Washington, D.C., where I saw Ford’s Theatre, the site of Abraham Lincoln’s assassination. Along the way, I attended many baseball, football, and hockey games.
In Memoriam
MG Foster - Former High School Faculty
Dedicated member of the Landmark family and former head of the High School Reading Department, MG Foster passed away late last year. She started the Materials Room and filled it with books from all over the North Shore. The room is named in her honor.
Paul Harrington IIFormer Staff Paul passed away on November 24, 2024, after a lengthy illness. In his retirement he joined the custodial team at Landmark School. His children, Allana and Paul (III), served with their father in the same department.
Jay Markland - Former Staff
This January, longtime Landmark School employee Jay Markland passed away. Jay was a beloved member of the Landmark family and most recently served on the custodial team. The Elementary•Middle School community shared many digital notes in his memory, while the High School raised over $2,000 for the Markland family.
Christina Scanlon after completing the Disney Marathon in January 2024
Bruce Stoddard at the Game of Thrones studio
MAKING WAVES
FRIDAY, MAY 9, 2025
Shalin Liu Performance Center I Rockport, Mass.
Join us for our biggest annual fundraiser of the year— with impressive Landmark performances, lively auction, delicious food, and lots of surprises.
TICKETS GO ON SALE SOON!
Landmark School 2025 Board of Trustees
Thilo Henkes P’24 CHAIR Georgetown, MA Managing Director and Partner, L.E.K. Consulting
Michael Pehl P’21 VICE-CHAIR Mooresville, NC 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
Jeffrey Alpaugh P’21 Wellesley, MA President, North America for Aon
Karen Altman P’26 Volunteer
Michael Altman P’26 Atlanta, Georgia Chief Investment Officer, Cortland
Dr. Troy Baker Minneapolis, MN Upper School Director, Breck School
Bill Gersh ’06
Beverly Hills, CA Agent, The Gersh Agency
Dr. Brandi Johnson Beverly, MA Vice President and Chief Diversity Officer, Endicott College
Gabriella (Pecoraro) Leone ’07 Salem, MA Global Events and Strategic
Gretchen Hover Moreschi P’23 Middleton, MA Founder and Managing Partner, Imbue Partners
Shelley Moses-Reed P’23 Greenwood Village, CO Former Customer Experience Executive, Medallia
Spencer Smitherman ’08 Sacramento, CA Head of Customer Success at Sublime Security
Alex Tatum P’28 Topsfield, MA Partner, Constitution Capital Partners
Jennifer Worley, J.D. P’27 Boston, MA Associate Director and Investigator, Harvard University, Office for Dispute Resolution (ODR)
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
Jennifer Paul Casey P’02, ’06
Suzanne H. Chick P’02
Alan Dachs
Moira McNamara James P’10
David G. Petersen P’08
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
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.
