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SPRING/SUMME R 2 01 6

T H E M AGAZINE OF LANDM A RK SCHO O L

COLLABORATIONS WEAVING US TOGETHER. MAKING US STRONGER.

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Our Mission

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Elementary students pose for an impromptu photo during Milkbreak this spring.

K I ER A N K ES N ER ’ 09

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

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The Lantern is published twice yearly by the Marketing and Communications Department at Landmark School, P.O. Box 227, Prides Crossing, MA 01965-0227 The Lantern is available online at landmarkschool.org/lantern Contact us at lantern@landmarkschool.org Lantern Editorial Committee and Contributors Bob Broudo P’11 Scott Harlan Carl Gasowksi Rob Kahn Tom O’Riordan Carolyn Orsini Nelson Christine Ozahowski Lisa Robinson Joe Rose Susan Tomases Tristan Whitehouse Designer Melanie deForest-Malloy

Contributors Bill Chamberlain Hélène Dionne Jeff Fauci Bill Ferguson Brittany Fredette Amira Ghobrial ‘17

Adam Hickey Tara Joly-Lowdermilk Chris McKernan Jeremy Melvin Jennifer Moy Kate Payson Matthew Pramas ‘16 Kevin Roberts Claire Sullivan Brook Sumner Linda Sylvester Lauren Torres Amy Veling Illustrator Elizabeth Hersch ‘17 K I E R A N K E S NE R ’ 09

Photographers Melanie deForest-Malloy Carl Gasowski Kimberly Hildebrandt Kieran Kesner Lifetouch Winslow Martin Susan Tomases

Thank you to Lifetouch Inc. for generously donating printing services for the Lantern SPRING/SUMMER 2016

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TABLE OF CONTENTS

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COVER STORY

13 Collaboration

14 All Good Things...

By Bill Ferguson

16 Social Stars

By Wendy Ellis

18 Research Partnerships

By Adam Hickey

20 Unstoppable

By Tara Joly-Lowdermilk

22 Counseling Partnerships

By Hélène Dionne

24 The 11 Year, 2000 Mile Friendship

By Kevin Roberts

25 Spread the Word

by Bob Broudo

26 Sharing the Wealth

By Kate Payson and Claire Sullivan

27 Borderless

By Matthew Pramas ’16

28 Graduation & Transition To college, hometown schools, and everywhere in between

38 Scholastic Art Award Winners Celebrating the creativity of our students.

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DEPARTMENTS ◗ HEADLIGHT

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Collaboration

◗ THE BEACON

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Landmark’s News in Brief

◗ LIMELIGHT

46 Landmark Love Story Guido and Andrea Meade ◗ SPOTLIGHT

48 Faculty: Cassandra Coleman 50 Staff: Dave Seiter 52 Alumni: Charles Altuzarra ’06

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54 Student: Sam Stein ’20 56 Student: Philip Popkin ’17 ◗ PENLIGHT

58 Amira Ghobrial ’17 ◗ STARLIGHT

60 Coaches vs. Cancer 62 Performing Arts, Behind the Scenes ◗ EVENTS

64 Events Wrap Up 65 Homecoming Weekend ◗ FLOODLIGHT

66 Alumni Notes ◗ IN MEMORIAM

71 Peggie Cook GP ’15

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HEADLIGHT a message from the headmaster

Collaboration

by Bob Broudo

The true value proposition of collaboration is that credibility grows, understanding expands, and everyone wins. Through Landmark’s Outreach Program, we both disseminate best practices AND bring back to Landmark salient ideas and practices.

To meet the challenge of continually refining and improving our methods, we can draw from a plethora of emerging knowledge and information from neuroscience and a deeper understanding of the brain, from research on the outcomes of best practices, and from experience gained through the rich traditions of educational institutions.

Collaboration at Landmark has taken many forms. In-house, a clear mission and goal, well defined student population, and a true customized collaborative team approach have resulted in positive outcomes for our students. Regular meetings with Heads of area schools have taken place for over 35 years.

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Professional development opportunities for Admission and Advancement Directors and Faculty Members have existed through informal meetings or planned presentations (pg. 26).

Research collaborations with Harvard and other universities (pg. 18) have been exciting and fruitful. Attendance at national conferences has provided learning and networking opportunities. The recent creation of the SPREAD the Word group (pg. 25), bringing together neuroscientists, researchers, educators, advocates, and practitioners has produced energy, ideas, and hope.

Landmark IS indeed a mission, which is broad, embracing, and progressive, yet single-minded in its determination to meet students where they are in the learning process. Collaborative efforts always have and always will provide the optimal opportunity for success.

Landmark’s administrators, trustees, faculty, parents, and students have always come together with a unity of purpose that represents collaboration at its highest level.

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K I E R A N K E S NE R ’ 09

Landmark is ON a mission. Landmark IS a mission. Landmark is mission-DRIVEN. Regardless of how it is stated, the reality is that none of Landmark’s successes would have been possible in isolation.

Since its inception, Landmark has collaborated with neuroscientists, researchers, practitioners, physicians, psychometricians, psychologists, consultants, educators, speech and language therapists, etc., in its effort to create the best possible remedial programs for its students, raise awareness, and create an impact well beyond its walls. Landmark’s administrators, trustees, faculty, parents, and students have always come together with a unity of purpose that represents collaboration at its highest level.

Beacon Landmark’s News in Brief |

SPORTS

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FACULTY

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THE ARTS

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STUDENTS

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PARENTS

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ALUMNI

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RESOURCES

❱❱ HALL OF FAME

Athletic Awards ◗ John Coffey, Eastern Independent League Coach of the Year, Baseball ◗ Tom O’Riordan, Eastern Independent League Coach of the Year, Track ◗ Jeff Fauci, Eastern Independent League Coach of the Year, Men’s Lacrosse

CAR L G ASOWS KI

◗ Eastern Independent League Champions, Landmark School Boys Track Team ◗ Ryan Dumont, Eastern Independent League Most Valuable Player, Track ◗ Gabe Stearns, Eastern Independent League Player of the Year, Baseball

Viking Drop On Friday, June 10 we celebrated a new fundraising tradition at Landmark School. The Viking Drop was an exciting cap to the school year where alumni, friends, and family purchased squares that were arranged in a random grid on Alumni Field. A sky diving Viking dropped from a plane and the number associated with the square that he landed on revealed the grand prize winner.

Thank you to everyone who purchased a square and helped us raise $12,000 and meet our goal for this year’s Landmark Fund and to our grand prize donors for contributing Patriots tickets and dinner at Davios.

EVENTS! SEE YOU THIS FALL SPRING/SUMMER 2016

◗ Shannon O’Brien, Independent Girls Conference Most Valuable Player, Softball

Stay in the Loop CONNECT WITH US: facebook.com/landmarkschool @landmarkschool landmarkschool The Landmark School Alumni

HOMECOMING OCTOBER 15

HS PARENT DAYS OCTOBER 20-21

EMS PARENT DAYS NOVEMBER 3-4

Celebrate our 45th anniversary and come back to campus for our 5K Road Race and Fun Run, Alumni Soccer Game, dinner, schmoozing, cocktails and more…join us! Pg. 65

Current high school families please stay tuned for more detailed information to come on these special days to learn about your child’s progress.

Elementary and Middle School families are invited to come to campus for teacher and advisor conferences, speakers, and more.

More information to follow.

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Beacon ❱❱ Landmark’s News in Brief

Making it Happen Eagle Scouts ❱❱ Mike Dalzell ’16*, Mark Jaklitsch ’16, Kevin Richardson ’16, Thom Quirk ’16, Jaime Blouin ’16, Doug Woodin ’17* We congratulate our six Landmark School Eagle Scouts on their leadership, perseverance, and hard work.

Becoming an Eagle is an impressive accomplishment and we are extremely proud of these students. *pictured Eagle Scouts

❱❱ IN THE NEWS

InvenTeam, a Class Act It’s been a whirlwind of a year for the Lemelson-MIT InvenTeam. On June 3rd, they were featured on the local NBC affiliate (WHDH) segment called “Class Act” where they won an award from the station and had a chance to explain to the many hundreds of thousands of viewers about their project and the importance of restoring eelgrass for our coastline.

Just two weeks later on June 17 and 18, Landmark School InvenTeam participated in the Lemelson-MIT EurekaFest. There they were recognized for over a year of sheer hard work which resulted in receiving a grant in the fall of 2015. At MIT, the students presented to the open forum of interested parties and all the attendees. The team plans to continue to develop and test the idea for planting eelgrass next year. Overall, the grant provided the team with direction and led them to accomplish so much in the 2015-2016 school year, and it will continue to propel their productivity in years to come.

NORTH SHORE CHAMBER OF COMMERCE HONOR SCHOLARS 6 The Lantern

Kianna Gonzales Bagdon

Nahass Shreds It! ❱❱ Lukas Nahass, ‘17 Luke competed in the United States of America Snowboard and Freeski Association (USASA) National Championship in April of this year, after qualifying in the New England Region. He competed in the Snowboarding Slope Style Event, in the 16-17 age bracket. Luke has competed at the national level since first qualifying when he was nine years old!

Poetry Winner ❱❱ Bennet Malbon ’17 Please join us in congratulating Bennet Malbon ’17 for being a finalist in the 20th Annual Teen Poetry Contest through the Beverly Public Library. There were over 778 submissions and Bennet was one of the 29 finalists selected.

Alexander Foilb

Tonisha Gracia

Kaitlin Johnson

Hugh Mitchell

Matthew Pramas

Marcus Wright

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❱❱ RECOGNITION

All State Art Competition ❱❱ Ady Tibrewal Art All-State Massachusetts is an intense twoday program that brings together 145 high school juniors of exceptional artistic potential and commitment to work with practicing artists to create collaborative installations. This years event took place on June 10 and 11 at Umass Dartmouth. Ady applied to this program and also had to interview for a spot. He will be the first-ever Landmark representative to attend this program!

Robotics Champ ❱❱Thom Quirk ’16 Thom Quirk, one of our day students from Lincoln, MA, traveled to St. Louis this spring for the FIRST Robotics World Championship.

He competed as part of the Gearticks (the Lincoln-Sudbury team). They were named Captain of the Finalist Alliance (2nd place) for the Franklin division (made up of 64 teams).

Woodworking Awards ❱❱ Avery Albl ’18 and Michael Foley ’18 Both students earned Honorable Mentions at the New England Student Woodworking Design Competition this spring.

EMS Hoops for Heart During the Jump Rope and Hoops for Heart fundraiser this spring, the Landmark EMS raised $3,625 for the American Heart Association. The Physical Education Department at EMS is doing their best to raise heart health awareness!

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EMS Art Awards!

Six of our many Digital Art students sent entries into the Youth Art Month contest and were exhibited this spring in Boston. Gregory Dimitri’s work was selected to advance to the national competition. The following students represented Landmark School: Gregory Demetri ’20 Arlo Grey ’20 Nathan Ingelfinger ’23 Alden Martin ’20 Lucy Lopardo ’23 Oliver Paul ’20 The following students received honorable mention or had artwork selected to be exhibited at the NOAA Fisheries Greater Atlantic Division Regional Office in Gloucester this spring.

Isabella Cahill ’21 Libby Coble ’23 Sam Curtis ’22, Honorable Mention Ben Enos ’20, Honorable Mention Katharine Judy ’21, Honorable Mention Kaitlin Rattray ’23 Jack Sielian ’22 Congratulations to all of our talented EMS artists and their supportive and encouraging teachers, too!

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Beacon ❱❱ Landmark’s News in Brief

❱❱ GO PLAY OUTSIDE!

EMS Bike Club The EMS Mountain Bike Club, under the guidance of faculty member Chris McKernan, hit the trails this spring with nearly a dozen students participating. The team rode the fire roads and singletrack two days a week and made huge progress in skill and endurance. Each ride averaged over six miles of cycling and hundreds of feet of climbing. The team focused on improving bike-handling, shifting, and braking skills, but most of all on having muddy fun! When the weather made riding outdoors impossible, the team rode trainers indoors and took care of bike maintenance. Hoping to “ride” the momentum from such a great spring season, the club will start a fall season as well. ❱❱ IN THE STUDIO

MakerSpace update Our Hacker/MakerSpace will have a home next year in the ground floor of Alexander; that area currently has had the drop ceilings taken down, the floor coverings pulled up in most areas, some walls removed, and had a general cleaning. It has a way to go, but that’s a great start. Beyond our initial investment in basic power tools, hand tools, measuring devices, soldering equipment, and electronic needs, we’ve received several machines that fit into the niche of “maker” tools. We have two CNC milling machines, a plastic 3D printer, and a resin 3D printer. We expect a CNC laser cutter to arrive in August.

The machines we have are remarkable examples of the trend in computer-controlled tools for the home or workshop. All have been tested and three of them have been used for student designed projects.

Our most current project is a cooperative effort with Visual Arts and the Printmaking class. Stay tuned for the results of that. And, by the way, we think we have a good name for the space: Steamworks.

Note that STEAM is an acronym for Science, Technology, Engineering, Art, and Math. It’s an apt choice for a space that will incorporate those five areas and more.

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❱❱ 1000 Fans 1 MONTH, 1000 FANS This past February the Student Life Office at the High School challenged students, staff, and faculty to get out and support our hard-working students.

Despite the short days and cold weather, over 1000 fans cumulatively attended home events including athletic games and performing arts productions.

Students and staff were rewarded with a raffle that included Level 6 for a week, free dress down days, and a night off of coverage.

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2016 Awards Nathan Stowes ‘11 Citizenship Award ❱❱ Abby McClung ’16 The Nathan Stowes Citizenship award, named after one of the kindest and most generous students to attend Landmark School, is given out to honor an individual who is a model community member and a positive force on campus. The recipient is someone who commits time toward improving campus, helps others through volunteer work, and befriends everyone they meet, and someone who makes everyone’s day a little brighter at Landmark.

Christopher Darcy ‘05 Award ❱❱ Kianna Gonzales Bagdon ’16 This award is bestowed in memory of Christopher Darcy ‘05 and is given to a student who is involved in athletics or a combination of athletics and the arts who honors Chris’s commitment to better himself/herself. The award recognizes a student who gets up early every morning to be transported to the high school campus, plays three seasons of sports each year, then after practices and/or games, travels home to study, without complaint, in preparation for the next day.

Max Clayman ‘10 Compassion Award ❱❱ Matthew Blundin’16, Kathryn Burns ’20 Awarded​in memory of Max Clayman​ to those students graduating from the middle school and the high school who naturally incorporate regular acts of kindness and compassion​into their everyday lives​and as a result have made their schools better, more positive places. ​T​o this year’s awardees we say, “Thank you for making the world a better place. Thank you for keeping Max’s memory alive.”​​

Patrick Murphy ’06 Award ❱❱ Andrew Medros ’16 Gillian MacLellan ’16 We are ever grateful to the Murphy family for their continued support and caring and for keeping Pat’s memory alive within the Landmark community. Pat was a kind, gentle, caring soul who was well liked by peers and faculty. This scholarship is awarded in memory of a student whose quiet kindness and respectful attitude was greatly appreciated during his or her time at Landmark School.

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❱❱ LIBRARIAN’S DESK

Summer Reading (or listening) Suggestions For those of you who are looking for some summer or fall reading, here are some suggestions from our High School and Elementary•Middle School Librarians.

FROM AMY VELING, HIGH SCHOOL LIBRARIAN Eleanor & Park (Rainbow Rowell) The Night Circus (Erin Morgenstern) The Mathew’s Men: Seven Brothers and the War against Hitler’s U-boats (William Geroux) PODCASTS: TED radio hour This American Life (NPR) FROM LINDA SYLVESTER, EMS LIBRARIAN The War that Saved my Life (Kimberly Brubaker Bradley) The Misadventures of the Family Fletcher (Dana Alison Levy) Ada’s Violin: The Story of the Recycled Orchestra of Paraguay (Susan Hood) I Will Always Write Back (Caitlin Alifirenka) The Lantern 9

Beacon ❱❱ Landmark’s News in Brief

Student Athletes of the Week - Spring 2016

Congratulations to these stellar athletes for their sportsmanship, determination, and skill on the field, track, water, and court.

EMS Students Louie Alexandris ’20, Track Abbie Howe ’20, Track Ryan Shea ’20, Track Ben Nichols ’20, Baseball Alden Martin ’20, Baseball

High School Students Madison Coddington ’17, Track Aidan Powers ’17, Baseball Gabe Stearns ’16, Baseball Jenna Wilder ’18, Girls Varsity Lacrosse Ryan Dumont ’17, Track Shane McClure ’16, Boys Varsity Lacrosse Kevin Dalton ’17, Sailing Shannon O’Brien ’19, Softball Kate Fraga ’18, Softball Julia Ventura ’19, Girls Varsity Lacrosse Abby Higgins ’18, Tennis Julia O’Neill ’18, Tennis Ryan Kenney ’18, Boys Varsity Lacrosse Boys Varsity Baseball, Team of the Week

A Visit from Nancy Clements On March 29, Nancy Clements, founder of Social Thinking Boston, spoke to an engaged group of over 50 parents, educators, and professionals about how social cues and social interactions can be some of the most nuanced and sophisticated we as humans navigate. For students who struggle with learning disabilities, these pragmatic skills can be especially challenging and Nancy did an excellent job of breaking down and explaining some important and common social interactions. The program was hosted and sponsored by the Landmark Parents Association as part of their Parent Education Speaker Series.

EMS Makers

Read, Set… Blast Off

Ukelele Heads

This year’s CO2 cars from our EMS students included beautifully crafted garages.

Students at the EMS crafted ukeleles this spring under the supervision of Scot Wilson.

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Campus Promotions Abby Siemasko, Prep Program Lead Teacher Margot Marcou, Assistant Head of the Prep Program ❱❱ FAVORITE TRADITIONS

Vocabulary Parade A favorite year-end tradition at the Elementary•Middle School is the annual Vocabulary Parade. Elementary students choose a word from a book that they recently read and create a costume/personae to illustrate the word’s definition.

After the parade, each student gets up in front of a standing-room-only audience to provide a definition, synonym, antonym, and sentence for their chosen word.

The day is a substantive and silly way to end the year.

Day of Silence - May 3, 2016 On May 3rd, Landmark High School held its annual Day of Silence. This is a day of commemoration to raise awareness of the silence experienced by the LGBTQ (lesbian, gay, bisexual, transgender, and questioning) community. Landmark strives to be an environment that is accepting and supportive of all students, no matter what they identify as. Students and faculty who chose to take part in the event remained silent for the day (or wore a supporter sticker if they were unable to be silent) to show their solidarity. Participants and supporters then gathered during the final period of the day to break their silence, share their experiences, reflect on the day, and hear from guest speakers.

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Lauren Torres, Assistant Athletic Director Kristine Burgess, Reading Department Head Caroline Teague, Assistant Reading Department Head Kyle Clark, Campus Coordinator Ben DiFrancesco, Porter House, Houseparent Hillary Mackay-Smith, Assistant Drama Director

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Beacon ❱❱ Landmark’s News in Brief ❱❱ DOING GOOD

David Warmack ’20, high school philanthropist As a first grader studying at the Tucson Hebrew Academy, David was diagnosed with dyslexia.

The school fostered a deep sense of performing acts of kindness to repair the earth, and David took this responsibility seriously. A couple of years later after a visit to his mother’s hometown village on the Tohono O’odham Reservation he learned that there were no libraries there and that many of the people did not know how to read. In 2011, supported by his parents, David founded the Native American Advancement Foundation (NAAF) to deliver research-based, community-driven, sustainable academic development throughout the Tohono O’odham Nation. The NAAF is dedicated to providing programs in education, health and wellness, and opening economic opportunities on tribal lands.

Fathoms and Fathoms Live This spring the Visual Arts Department published the 6th Edition of Fathoms, Landmark’s Literary Journal. It featured the art and writing of 34 students all carefully selected by faculty members.

In addition to the Fathoms publication, the high school hosted Fathoms Live, a showcase held in our Black Box Theater featuring the work of the students taking classes in the Technology Department. This moving community event also included an exhibit of art and personal statements from each of our Portfolio students.

Energy Conservation Challenge During the months of February and March there was a campus-wide energy conservation challenge.

The goal was for the school to reduce its electricity usage by 3% compared to usage in the past two years. In the end, the campus reduced its electricity usage by 4.7%!

FreeFit A new tradition on the high school campus is the addition of Freefit!

Open to all students and staff, Freefit is simply an opportunity for kids and adults to break a sweat.

Classes range from spinning, to crossfit, to yoga, and barre. Many in our community participate and it is a great way to meet new friends and get in shape.

❱❱ If you are interested in ordering a copy of Fathoms, send an email to

lantern@landmarkschool.org and we will mail one to you.

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COLLABORATION THE SPIRIT AND THREAD THAT WEAVE OUR PROGRAMS TOGETHER.

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n our 45 years, Landmark has made an indelible mark on education for students with language-based learning disabilities – but that Landmark effect comprises individuals, groups, campuses, and organizations working together at multiple levels.

The spirit of collaboration has been a strong current running through our programs, within our community, between our campuses, with outside organizations, and with other professionals since our founding in 1971. This issue celebrates some of these exciting collaborations including our Elementary, Middle, and High School Social Pragmatics classes working together to co-host a Social Stars Luncheon, a partnership between our Outreach program and Southern New Hampshire University offering graduate degrees and a certificate program for educators, and research collaborations with leaders in the fields of neuroscience, psychology, and education using Landmark as a lab to establish best practices. As Helen Keller so eloquently put it, “Alone we can do so little. Together we can do so much.”

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COLLABORATION LANDMARK HIGH SCHOOL I SMOKEY MANOR, JAMAICA

KI E R AN KE S NE R ’09

Maureen Wright-Evans of Smokey Manor in Smokeyvale, St. Andrews, Jamaica and our chaplain Bill Ferguson enjoy a moment on an early service/learning trip.

ALL GOOD THINGS...

A DECADE OF SERVICE TRIPS TO JAMAICA COMES TO AN END BY BILL FERGUSON

As the saying goes, “All good things must come to an end,” but just what were all of those things that made the Jamaica trips so good? Let me share a few.

I still remember that first phone call from Maureen Wright-Evans (our host and proprietor of Smokey Manor) in the fall of 2005. Landmark High School’s community service program was five years old, and I was beginning to think about an international component for our students. “Would you consider doing community service in Jamaica?” the woman with that wonderful Jamaican accent asked me. We hit if off right away and talked as if we’d known each other for years. “Of course we’d be interested!” I told her. I’d never been to the Caribbean before and the idea of going to a warm climate in the beginning of March sounded pretty good, too!

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We made plans to begin in the spring of 2007. I called our first trip the “Maiden Voyage.” While it was our first trip, as it turned out, all of the students were also young maidens! When we arrived, we realized that Maureen and her husband Audley’s home was truly our home away from home. Maureen was incredibly warm and friendly, making us feel immediately at ease. Her two teenage sons, Omar and Marlon, also had language-based learning disabilities (LBLD), so in many ways we all spoke the same language. Jamaica became our “Landmark South.”

What made these trips so special was our work with the Jamaican children at local elementary schools and orphanages. In the early years, we tried teaching Landmark strategies to the teachers to help them with their LBLD population while we interacted with their students. Over time, though, it became clear our singular focus was to be with the kids because we were always completely enamored with them.

At the orphanages, we did everything from play board games to basketball, but at the schools our approach was more structured. Before we left for Jamaica each year, our students created lesson plans. We taught the Jamaican children how to make hemp bracelets and necklaces, sock puppets, tie dye t-shirts, and just about anything you can do with Popsicle sticks, buttons, and glitter. Our students also taught sports like rugby, soccer, track, basketball, and American football. It was through these interactions that very special memories were formed.

On our most recent trip, we were asked to assist the teachers with their lessons instead of coming in with our own. This proved to be a very poignant and sad experience. Our students knew immediately who needed the kind of help our students get at Landmark. The sad part was seeing the Jamaican

Landmark students assist in a Jamaican elementary classroom during a recent service/learning trip.

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One night as we peered at the sunset over Kingston from our mountain perch on Strawberry Hill, I overheard one student say, “This has been the best day of my life!”

Students take in the breathtaking view of the sun setting over Kingston, Jamaica

children misunderstood as our students had been misunderstood, knowing these kids would never have the same opportunities for success. This hit us very hard at our last debriefing, but what prevailed in our memories was the resilient and irrepressible joy these children had, no matter how dire their circumstances.

Maureen took us to all of her favorite places.

Because we were in the southeastern part of the country, our visits took us to the Portland area where we glided on bamboo rafts down the Rio Grande, swam in the Blue Lagoon, and ate their famous “jerk” chicken, pork, and shrimp in Boston (yes, Boston!). This was the other thing that made Jamaica so good; our excursions. One night as we peered at the sunset over Kingston from our mountain perch on Strawberry Hill, I overheard one student say, “This has been the best day of my life!”

I’d told Maureen at the beginning that we’d commit to ten years, and recently, it just seemed our time had run its course. Jamaica was all good things, and all good things, one day, do come to an end. Our 2016 trip was our tenth and last. I’m not exactly sure what lies ahead, but Jamaica will always, always have a very special place in our hearts.

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COLLABORATION EMS SOCIAL STARS I HS PRAGMATICS

SOCIAL STARS

STUDENTS HONE THEIR SOCIAL SKILLS BY INTERACTING WITH PEERS AT THE HIGH SCHOOL AND ELEMENTARY•MIDDLE SCHOOL. BY WENDY ELLIS

K I M BE R LY H I LD EB RA NDT

This past summer, Linda Gross and Wendy Ellis, Speech-Language Pathologists at the High School and Elementary•Middle School (EMS), met to discuss ways that students in the EMS Social Stars Program and High School Pragmatics Classes could interact during the school year.

Their vision resulted in two collaborative projects involving intercampus visits and collegial relationships for students and faculty.

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EMS Students and teachers enjoy the excitement of the Social Stars Luncheon

Two ideas that emerged brought High School and EMS students and teachers together to teach social lessons and participate in the Social Stars Luncheon, a pragmatics event at the EMS.

Teaching “Social Filter” Awareness In December, Linda Gross and High School Pragmatics teacher Lauren Torres prepared students to present a social lesson to the elementary students. In January, four high schoolers in the second year Pragmatics class came to EMS and taught elementary students a targeted social skill: “Using your social filter.” The high school students quickly engaged their audience (14 elementary students and 8 teachers) with a clear and organized explanation about the meaning of a “social filter” and took turns reading from the book, I Can’t Believe You Just Said That!, by Julia Cook, to further explain the concept.

As they taught their younger peers, the high school students were also working hard at applying social communication skills from their own classes.

The elementary students enjoyed the lesson and the high school students thought it was fun being teachers! In addition, they excelled as role models for pragmatics goals across both Landmark campuses.

Social Star Luncheon Collaboration

After several contacts throughout fall term, Mrs. Mahoney and Mrs. Ellis visited the High School Pragmatics class in January 2016 to explain the luncheon and provide High School students with a list of social jobs which they could choose to perform during the event. Responsibilities included: hosting, handing out social stars to elementary students, facilitating conversation with students and staff during the lunch, taking pictures/videos of the event, cleaning and setting up for skits, and advocating for themselves. During class time, prior to the event, the High School Pragmatics teachers discussed the expectations that coincided with each responsibility.

Back at EMS, the Elementary students practiced their telephone skills by calling the Social Stars Restaurant and making a reservation. High School students also implemented their telephone skills by calling the Social Stars Restaurant to make a reservation and indicate the job(s) they would be fulfilling during the event. Telephone skills and techniques were practiced with each student grouping before making their reservations.

On February 4th, the collaborative efforts of faculty and students paid off. The Social Stars Luncheon served a total of 85 guests, including 49 elementary students, 8 high school students, and faculty from the EMS, High School, and Landmark’s central administration. A great time was had by all, with abundant social competencies in evidence!

In late fall, Wendy Ellis and EMS Academic Advisor Beth Mahoney collaborated with High School Pragmatics faculty Linda Gross, Katie Worden, Lauren Torres, and Jennifer Moy to create social opportunities for eight High School students enrolled in a first-year Pragmatics class to be role models and apply their targeted social communication skills at the second annual Social Stars Luncheon, a culminating event for the EMS Elementary Pragmatics initiative, “Social Stars.”

Teachers, administrators, and outside guests attend this yearly event which provides an opportunity for elementary students to exhibit their social skills, enjoy a luncheon, and perform skits for those in attendance.

The collaborating faculty also realized that the banquet was a perfect venue for high school students to showcase their social skills by engaging in conversation with familiar and unfamiliar staff and students in a luncheon/ restaurant type setting.

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COLLABORATION EMS TEACHERS I HS TEACHERS

RESEARCH PARTNERSHIPS MARRYING RESEARCH AND BEST PRACTICES BY ADAM HICKEY

Landmark School is proud of its commitment and focus on the individual student when making pedagogical and curricular decisions.

At the same time the constituents that make up Landmark: students, teachers, parents, and administrators recognize the value of collaboration and partnership, so we purposefully and thoughtfully foster relationships with leaders in the field of education, neuroscience, and psychology to bring what we understand about learners with learning disabilities (LD) to those who are dedicated to researching and mining knowledge, and move the field forward while respecting and holding onto that wisdom which works best.

The following represents some of the partnerships that have occurred over the last year while giving insight into where the field is moving.

CAST Over the course of the last two years Landmark School partnered with CAST and researchers Gabrielle Rappolt-Schlichtmann, EdD and Samantha Daley, EdD, specialists studying Universal Design for Learning (UDL). Their project dug into Stereotype Threat and the Learner with LD. 18

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CAST had two goals for the study; to develop and validate a measure of stigma consciousness for adolescents with learning disabilities and to explore the prevalence and impact of stigmatization and stereotype threat on mathematics performance among high school students with learning disabilities.

CAST worked directly with Landmark students and contrasted their experience learning in the context of a Landmark approach and community to students with LD who are not attending Landmark. Broadly in life, high school students with LD are conscious of stigma related to their LD. They reported, “I worry about people judging me because I have a learning disability.� However, when we looked closely at the context of stigma in an SPRING/SUMMER 2016

academic setting, the data indicated that Landmark students reported significantly less concern that their LD would affect their academic outcomes, social experiences, or how they were viewed by their peers.

Most notably, the study concluded that Landmark students were, in fact, inoculated against stereotype threat as a result of the instructional approaches used at Landmark.

Landmark remains in awe of its reflective and insightful students. The following quotes come from students who participated in the study. “Having a learning disability means to me that our brain works differently than everyone else’s; therefore, learning certain things can be harder for you than it is for others.” “I see a learning disability more as an advantage; we think differently than everyone else, but it is a gift.”

MIT / MGHIHP John Gabrielli, Ph.D. from the Department of Brain and Cognitive Sciences at MIT and Joanna Christodoulou, Ed.D. from the Massachusetts General Hospital Institute of Health Professions are partnering with Landmark School to explore digital text modifications and visual spatial abilities in language-based learning disorders.

Students have been meeting with testers to complete assessments and activities such as reading real and made-up words, remembering and repeating letters, and reading parts of short stories on a computer. Students are surveyed to get an understanding of their preferred mode of presentation and eye-tracking software is used to look closely at what their eyes do during the act of reading.

In addition to these two significant projects, Landmark currently has relationships with the following experts in their fields: Nadine Gaab, Ph.D. Nadine is Associate Professor of Pediatrics at Boston Children’s Hospital, the Harvard Medical School, and faculty member of Harvard Graduate School of Education.

Nadine is currently a member of Landmark School’s Board of Directors Charles W. Haynes, Ed.D., CCC-SLP From 1979 -1991 Dr. Haynes served as a teacher, Research Coordinator, and Director of SpeechLanguage Services at Landmark. Today, he and his colleagues in the Graduate Program in Communication Sciences and Disorders at MGH Institute design and establish coursework for dual teacher certification in both Speech-Language and in Reading.

Gigi Luk, Ph.D. Gigi is Associate Professor at the Harvard Graduate School of Education. Her research focuses on the cognitive consequences of bilingualism, including literacy acquisition in children and executive functions in young and older adults.

Manju Banerjee, Ph.D. Manju is Vice President of Educational Research and Innovation, and Director of Landmark College Institute for Research and Training (LCIRT). Dr. Banerjee has over 29 years of experience in the field of learning disabilities, ADHD, and postsecondary disability services.

Matthew H. Schneps, Ph.D. Matt is the Director of the Laboratory for Visual Learning. He investigates how differences in the brain (whether inherited or developed through learning) alter insights and capabilities people bring to STEM. Dean Bragonier Dean has founded his own nonprofit organizations and served as board member and advisor to a number of others. NoticeAbility is the culmination of Dean’s passion for education and his conviction that the advantages of dyslexia far outweigh its associated challenges.

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COLLABORATION EMS GIRLS BASKETBALL TEAM

UNSTOPPABLE As the seconds ticked off the clock on a wintry February day, the Landmark Middle School Girls basketball team realized that they had done what no other female team has done in the history of the school. They went undefeated. They won every contest and by a landslide margin – an average of 18.4 points per game.

Coaches Julie Littlefield and Jaquelin Hubbard challenged and encouraged them in practice, and they responded with tireless tenacity, playing each game with ferocity and the determination to win.

For a team to go undefeated a host of factors must coincide: talent, persistence, passion, and unyielding trust in your teammates. From the start of the season, the girls’ team demonstrated their skills on the court, their spirit, and their willingness to come together as a family. Each day they grew closer and pushed one another to work harder. They counted on each other and allowed their teammates to count on them.

The dedication and passion these young women expressed throughout their perfect season will forever benefit them athletically and relationally. The meaningful connections they made with one another as a result of their willingness to collaborate will influence them for years to come. When a team truly collaborates, they achieve something greater than the sum of their parts. The girls’ basketball team did just that. They fostered the potential in one another and motivated and supported each other to be their best. The outcome was the ultimate victory, an undefeated team.

By playing their hearts out with poise and class, the Elementary • Middle School ladies showed us that when you put your heart into something and trust in those around you, you can enjoy remarkable successes. Landmark is so proud to share in our basketball team’s success and grateful for the attention and esteem they’ve brought to female athletics. As each year passes, the 14-0 banner in the EMS gym will serve as a celebration of the first time in Landmark School history a female basketball team went undefeated.

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S USA N TO M A SE S

BY TARA JOLY-LOWDERMILK

The Landmark 2016 Girls Basketball dream team.

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COLLABORATION COUNSELORS I TEACHERS I NURSES I PARENTS

COUNSELING PARTNERSHIPS

COUNSELORS, TEACHERS, NURSES, AND PARENTS WORK TOGETHER TO HELP STUDENTS WITH HEALTHY SOCIAL SKILLS

BY HÉLÈNE DIONNE

M E LA N I E DE FOR E ST- M A L LOY

Collaboration, teamwork, partnership…all words that describe the “state of mind” of counselors at Landmark School. Counselors partner with nurses, academic advisors, deans, teachers, and parents to make sure the needs of all students are met. Counselors provide staff training on a variety of mental health topics and team up with teachers to improve the social-emotional skills of their students. For instance, they lead “friendship groups” with students of all ages to promote healthy social interactions, they meet with 5th graders to discuss their concerns about going to middle school, or with 8th graders to talk about getting ready for high school. Counselors also work collaboratively to identify the needs of the community and help develop programs to address these needs.

Students get comfortable expressing their emotions.

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Here are a few examples of projects created and implemented as a result of such collaboration and teamwork this year:

Mix It Up Lunch The “Mix It Up Lunch” is a bullying prevention project where teachers and counselors organize a different lunch setting for students in the elementary school. A combination of playful seat assignments, games, and “conversation starters” are used to promote communication between students who may not typically sit together, thereby fostering more flexible social thinking. Sixth graders are enlisted to facilitate exchanges among younger students.

Relaxation Response Following their training at the Massachusetts General Hospital Benson-Henry Institute for Mind Body Medicine, Elementary•Middle School (EMS) counselors developed the “Relaxation Response Program.” Counselors partner with a number of tutorial teachers to integrate meditation and mindfulness in the daily routine of some students to decrease anxiety and increase focus.

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...And Much More Larger staff discussions led High School counselors to run psycho-educational groups for students who struggle with anxiety as well as groups to foster the development of greater social and friendship skills among boys. Every year, counselors also team up with high school faculty and teach the wellness and sex education classes for the Saturday School Health Initiative.

Finally, the close relationships between counselors from the different campuses allow them to tap into each other’s skills and benefit the community. This year, James Retos, counselor at the High School, worked with EMS counselors to enhance their curriculum on substance use and co-taught some of the classes. Laura Sherman, counselor at EMS, used her expertise in the field of Lesbian, Gay, Bisexual, Transgender, and Questioning (LGBTQ) issues to work with some high school students. At the end of every year, the transition of EMS 8th graders to the high school is facilitated by the easy communication and collaboration between counselors of both schools.

And there’s much more to come next year!

A finger labrynth offers relaxation, clarity, and even a little fun!

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COLLABORATION LOPARDO ONE DORM I AXEL ONAN BU RODRIGUEZ, HONDURAS

THE 11 YEAR, 2000 MILE FRIENDSHIP A COLLABORATION OF SPIRIT AND GENEROSITY BY KEVIN ROBERTS In 2005, at a regular house meeting, I remember asking the 27 boys of Lopardo One if they’d be interested in sponsoring a boy from another country as a type of service project. I saw it as a teaching opportunity to help them gain perspective on the world and the disparity between the haves and the have nots, recognize and be grateful for all they had, and simply do some good. To my pleasure, they enthusiastically agreed. At the time, this sponsorship through Children International was about $20 a month, which feeds, clothes, provides health care, and schooling for one child. The students agreed to each donate $1 per month out of their own cash towards this endeavor. So we all congregated around the lounge computer, with Dan Schwartz ’06 and Willem Cooper ’06 at the helm if memory serves, and we selected Axel Onan Bu Rodriguez, from Honduras, to be our sponsor child.

Since then, for eleven years annually, I’ve walked into a similar house meeting with a new group of 27 boys and posed the same question, asking if this is something they wish to continue.

Each year, they’ve all instantly agreed. At some point throughout each month, a student goes door to door with the same tin can donated by Dan Price ’09 back in 2005, and each boy is expected to give $1 – often times, it’s much more. We end up sending extra gifts for Axel and his family for Christmas, his birthday, Easter, and other occasions.

Over the course of our sponsorship, we’ve written letters, mailed Lop 1 shirts or sweatshirts, 24

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and have usually had a bulletin board in the hallway to share Axel’s pictures as he grows and matures each year. It’s very cool to look back as his face has gone from a young, sad, five year old boy to a smiling young man about to turn 16 and think about the impact we’ve made. As each boy has given his dollar over the months and years, I don’t imagine many have paused to realize they’re changing a life. I hope this article does evoke that pause, and I hope they recognize they’ve been a part of something very valuable over the years.

Axel Onan Bu Rodriguez at 16, friend to all in Lopardo One

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EDUCATORS I NEUROSCIENTISTS I RESEARCHERS I PSYCHOLOGISTS I ADVOCATES

SPREAD THE WORD: A COLLABORATIVE EFFORT SCIENCE, PRACTICE, RESEARCH, EDUCATION, AWARENESS, AND DYSLEXIA BY BOB BROUDO “What more can be done, and how can we do it?”

These questions are commonly asked in institutions where there is a strong mission, deep passion, growing understanding, realized successes, AND some frustration. Within the many positives at Landmark, such frustration (mine!) does exist and is related to the belief that so many students with dyslexia are not able to receive the help they need, that Landmark alone cannot make a transforming difference in awareness and understanding beyond its walls, and that knowledge of neuroscience and the positive outcomes of applied best practices should be leading to change. With a strong sense of obligation to do more, efforts to collaborate represent the strongest potential for generating answers about how to do it.

In 2015, a group of dedicated stakeholders representing neuroscience, public and private education, research, private practice, psychology, and advocacy came together to discuss collaborative strategies for raising awareness, increasing understanding, and improving educational best practices for students with dyslexia. This initiative was aimed at merging the knowledge and understanding gained from the most recent findings of neuroscience and the related experiences and outcomes of best practices to create a practical program concept that will expand the understanding and skills of educators to benefit students with dyslexia. In effect, the group became intent upon spreading the word that implementing best practices infused with science will positively impact teacher and student success.

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“SPREAD” represents Science, Practice, Research, Education, Awareness, and Dyslexia.

Consistent advancements and understanding in neuroscience, research, and direct experience have continued to inform our knowledge of the brain and best practices for education. Today, we know more than ever before about how the brain works and about successful strategies for teaching students who are not learning through traditional techniques due to inefficient language processing.

Through much hopeful and energetic discussion, the SPREAD the Word group answered the “how” question by designing a Teacher/Ambassador of the Year Training Program. This initiative will create cohorts of motivated teachers and enter into partnerships with school districts committed to making a significant difference in the way students are taught. It is hoped that through this initiative the barriers of inadequate training and time might be overcome. Through pilot projects and related research, SPREAD hopes to demonstrate that cutting-edge brain science can be translated into appropriate and effective teaching strategies that will allow a growing number of students to achieve their full academic, social, and vocational potential.

The questions – “What more can be done, and how can we do it?”– resulted in a high level collaboration, increased credibility, and a defined, focused program concept. While not the whole answer, it certainly is a large step forward, through and about which we plan to SPREAD the Word!

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COLLABORATION ELEMENTARY•MIDDLE SCHOOL TEACHERS I HIGH SCHOOL TEACHERS

SHARING THE WEALTH

INREACH, A COLLABORATIVE PROGRAM WHERE LANDMARK HIGH SCHOOL AND ELEMENTARY• MIDDLE SCHOOL TEACHERS CAN SHARE NEW PROFESSIONAL DEVELOPMENT KNOWLEDGE AND SKILLS BY KATE PAYSON AND CLAIRE SULLIVAN Landmark teachers are in constant pursuit of new, cutting edge materials and strategies that will help us better reach our students. To help facilitate this effort, the InReach Program was created with the goal of providing our faculty with high-quality professional development on a variety of topics, as well as to provide opportunities to bring the two campuses together for collaboration and discussion.

For the past four years, it has been spearheaded by three Landmark faculty who represent multiple aspects of our community. Dan Ahearn, the Assistant Head of School, works in tandem with faculty members Claire Sullivan (EMS) and Kate Payson (HS) to facilitate, coordinate, and plan all aspects of the InReach Program.

One element of InReach’s mission is to enable teachers to access professional development outside of the Landmark “bubble”. Over the past academic year, InReach has funded nearly 20 teachers, administrators, and specialists from both campuses to attend conferences on topics ranging from Social ThinkingⓇ to executive function. Faculty are encouraged to share their newfound expertise with the greater Landmark community as well.

Milkbreak meetings, department meetings, and halfday workshops have provided excellent venues for collaboration and information-sharing.

Additionally, InReach coordinates two halfday in service workshops each year which provide opportunities for learning, discussion, and collaboration. In the last three years, Landmark has been fortunate to welcome speakers such as Sarah Ward and Dr. Charles Haynes to the Ansara Center’s 26

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wrestling room. In particular, Haynes’ presentation this fall encouraged teachers from both campuses to collaborate and communicate best practices, strategies that work, and methods in need of redevelopment.

As more students enroll as elementary•middle schoolers and graduate from the high school, it is imperative to maintain the relationship between the campuses. By providing professional development grants and facilitating in-service speakers, InReach hopes to be one facilitator in maintaining the collaborative spirit among faculty that has characterized Landmark since the school started in 1971.

Claire Sullivan (L) and Kate Payson (R) InReach Coordinators

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LANDMARK I SIMMONS COLLEGE I OUTREACH I SNHU HEADMASTER’S NORTHSHORE COLLABORATIVE

BORDERLESS COLLABORATING BEYOND THE CLASSROOM

BY MATTHEW PRAMAS ’16 ILLUSTRATION BY ELIZABETH HERSCH ’17

If you ask ten people about what makes Landmark different or special, you will likely get ten slightly different answers. Andrea Meade, Assistant Dean of Students at Landmark’s High School, applauded Landmark’s ability to adapt and refocus to changing times. I didn’t quite understand the relevance of this until months later when I began inquiring about our school programs in preparation for writing this article.

Take the Simmons/Landmark collaboration established in 1993, when Henry Willette, former Academic Dean at the High School, and Rob Kahn, Head of the Elementary•Middle School collaborated with Simmons College to provide Landmark teachers a Master’s degree program in Moderate Special Needs offered on our campuses in the evenings and on weekends.

As a student, I see this as a unique opportunity, allowing teachers to fulfill a state requirement while gaining classroom experience during the day. Henry Willette is especially thankful for the accommodating nature of Simmons emeritus professor Allan Blume, who helped Landmark navigate through the many details of making the program work. “The relationship has grown into a strong and rewarding partnership,” Henry states.

“It’s collaboration at its best.”

In many aspects, the Landmark Outreach Program is similar to Simmons, but it focuses instead on educating instructors who do not teach at Landmark. Outreach’s mission is to share what we know with educators outside of our campuses so they can reach the many SPRING/SUMMER 2016

students who cannot attend Landmark School.

The foundations of Outreach’s offerings adhere to the original principles pioneered by Landmark’s founder Charles Drake, and date back to its earliest faculty members including current Headmaster Bob Boudo who started the program in 1977. Outreach is now run by the Assistant Head of School Dan Ahearn. The focus is on the three-week Summer Institute, school consulting relationships, and online courses directly offered through Outreach and for degree and certificate credit through Southern New Hampshire University. Even though I don’t see the effects of Landmark Outreach on a daily basis as a student, it is inspiring to know that it exists to help others.

It is equally inspiring to know about the collaboration going on between Headmaster Bob Broudo and the heads of 14 other schools on the North Shore. The group meets monthly and shares information and experiences about what it means to run a successful and effective school in 2016. When I interviewed Mr. Broudo, it became clear that he has a unique role in this collaborative. Landmark is not in competition for the same students as these other schools, so Landmark can take a different perspective on issues that matter most. That means he also gains widely diverse feedback from his peers at neighboring schools.

Time and time again, Landmark displays an ability to collaborate. As a recent graduate, I am proud to know that the school that has done so much for me has a commitment to reach far beyond our campuses.

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GRADUATION 2016

GRADUATION PHOTOS BY LIFETOUCH

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Landmark 2016 High School Graduates Sebastian Luke Abate Bryant University, Smithfield, Rhode Island Shaurya Agarwal Bryant University, Smithfield, Rhode Island Ali Al Said Lynn University, Boca Raton, Florida Naseema Amin Massachusetts College of Liberal Arts North Adams, Massachusetts Michelle Carol Authelet Rhode Island School of Design Providence, Rhode Island Kianna Taylor Marisol Elena Gonzales Bagdon Hawai’i Pacific University, Honolulu, Hawaii Abbey June Barrientos Stonehill College, Easton, Massachusetts Allyson Hartman Bartels Worcester Polytechnic Institute Worcester, Massachusetts *Katherine Read Belguendouz Manhattanville College, Purchase, New York Jaime Paul Blouin Gap Year Matthew Gabriel Blundin New England College Henniker, New Hampshire Aedhan Thomas Burke Saint Michael’s College, Colchester, Vermont Rachel Marie Bussone Champlain College, Burlington, Vermont Sean-Patrick Frias Callahan Suffolk University, Boston, Massachusetts Ernest Anthony Carabillo IV University of Massachusetts Amherst, Massachusetts John Carney Colorado Mountain College Glenwood Springs, Colorado Cristian Antonio Rodrigues Centeio Suffolk University, Boston, Massachusetts

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*Natalie Amanda Clark Colby-Sawyer College New London, New Hampshire Emma Rose Colcord Westfield State University Westfield, Massachusetts *Harry John Coward University of Denver, Denver, Colorado Patrick Timothy Cunningham Norwich University, Northfield, Vermont Jordan P. D’Abbraccio University of Massachusetts Lowell Lowell, Massachusetts Michael A. Dalzell White Mountain Community College Berlin, New Hampshire Kenneth Anthony Deluze III Elon University, Elon, North Carolina *Olivia Briand Demetri Lynn University, Boca Raton, Florida Rebecca T. C. DeNatale Johnson & Wales University Providence, Rhode Island Alexander McCann Drake Framingham State University Framingham, Massachusetts Bradley James Ellis Champlain College, Burlington, Vermont *Rachel Ann Esham Wake Forest University Winston-Salem, North Carolina *Alexander Amabile Foilb Wentworth Institute of Technology Boston, Massachusetts Nicole Amabile Foilb Norwich University, Northfield, Vermont *Samantha Amabile Foilb Emmanuel College, Boston, Massachusetts Madelyn Jean Fraser Springfield College, Springfield, Massachusetts

Landmark Parents Association co-chairs bestow this year’s award to five outstanding students.

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John Walter Fuller University of Colorado Boulder Boulder, Colorado Johnathan Dean Gaudet Universal Technical Institute Norwood, Massachusetts SPRING/SUMMER 2016

Tonisha Nathanielle Gracia Liberty University, Lynchburg, Virginia Brennan A. Hill Mitchell College, New London, Connecticut Michael-Paul Patrick Ho-Kang-You Champlain College, Burlington, Vermont *Joshua Ryan Jacobson Temple University, Philadelphia, Pennsylvania Mark Frederick Jaklitsch University of Denver, Denver, Colorado *Linnea Rose Janes Hampshire College Amherst, Massachusetts Kaitlin Olivia Johnson Lasell College, Newton, Massachusetts Olivia Zora Kearse Hofstra University, Hempstead, New York Christopher Ryan Keating Nichols College, Dudley, Massachusetts Evan John Kramich Santa Barbara City College Santa Barbara, California William Scott Larson Vermont Technical College Randolph, Vermont Natalie Umpowin Lawrence Endicott College, Beverly, Massachusetts *Alexander Loring Bryant University, Smithfield, Rhode Island Devin Terrance Mackie Endicott College, Beverly, Massachusetts Gillian Marie MacLellan Mitchell College, New London, Connecticut Jacqueline Elizabeth Mahoney Thomas College, Waterville, Maine Abigail Eleni McClung Emmanuel College, Boston, Massachusetts *Shane Maxwell McClure Rivier University, Nashua, New Hampshire Shane Craig McLaughlin Roger Williams University Bristol, Rhode Island Andrew John Medros Bryant University, Smithfield, Rhode Island SPRING/SUMMER 2016

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Aurise Mary Miedico Norwich University, Northfield, Vermont Ariane Marie Mills Rivier University, Nashua, New Hampshire *Hugh Addison Mitchell Hobart and William Smith Colleges Geneva, New York Anthony Charles Nickas Suffolk University, Boston, Massachusetts *Mary Elizabeth O’Connor Savannah College of Art and Design Savannah, Georgia Charles Phillip Dee Oberg Porter and Chester Institute Worcester, Massachusetts Maxwell Grigg Olmsted Castleton State College, Castleton, Vermont Adam Joshua Pomerantz North Shore Community College Danvers, Massachusetts

We were delighted to welcome​​Dean Bragonier, Founder of Noticeability, as our​​commencement speaker this year.

He spoke from his​​heart and personal experience as someone who struggled in school​​due to his​​dyslexia.

Noticeability is a​​nonprofit organization enabling students​​with dyslexia to cultivate their strengths and providing tools to the adults who support them.

To learn more about Dean and Noticeability visit noticeability.org.

Matthew William Pramas Saint Michael’s College, Colchester, Vermont Locke Seth Prescott New Hampshire Technical Institute Concord, New Hampshire Samantha B. Putur Oceanview Professional Dog Grooming School, Revere, Massachusetts Thomas Benedict Quirk University of Massachusetts Lowell Lowell, Massachusetts Timothy J. Regan Massachusetts Bay Community College Wellesley, Massachusetts Kevin Randolph Richardson Florida Institute of Technology Melbourne, Florida Callum Scott Robbins Clarkson University, Potsdam, New York Hannah A. Robillard Southern Vermont College Bennington, Vermont Alec V. Salzer United States Marine Corps

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*Aliza Yuye Schachter Colby-Sawyer College New London, New Hampshire Crewe Sawyer Schuessler New England College Henniker, New Hampshire Victoria Elizabeth Smith University of Maine, Orono, Maine David Thomas Stahr Bryant University, Smithfield, Rhode Island *Kaitlyn Eileen Stanislawzyk Northeastern University Boston, Massachusetts Gabriel J. Stearns Maine Maritime Academy Castine, Maine William Hsiangling Stevens University of Arizona, Tucson, Arizona Brandon Ross Strasnick Landmark College, Putney, Vermont David Alexander Sullivan Westfield State University Westfield, Massachusetts Mercer Erick Therrien Roger Williams University Bristol, Rhode Island Abigail Leigh Thomas Massasoit Community College Brockton, Massachusetts Joel Tower Lyndon State College, Lyndonville, Vermont *Naomi Vittoria Turner College of Charleston Charleston, South Carolina *Nicole M. Whalen Unity College, Unity, Maine Eliza Faye Wildes Ithaca College, Ithaca, New York Tucker Mills Worthen University of Arizona, Tucson, Arizona Marcus Rick Wright Dean College, Franklin, Massachusetts *Prep Program

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Matt Pramas

Student Speaker, Class of 2016 I remember sitting on the swings, 11 years ago on a beautiful spring day. My teacher let my class out to recess for the last 20 minutes of school and we were allowed to use the entirety of the playground and field. I was minding my own business and then I looked over to my left to see only 30 feet away the resource room kids. Only they weren’t allowed to play with us; they couldn’t reach me on the swings. They were restricted to a small fire lane by the back door of the resource room. They were trapped, penned in by some painted yellow lines outlined on the ground. And I looked around the entire playground where my class was running on the field, playing on the jungle-gym, filling the air with their laughter, and then back at that tiny, quiet box the resource room kids were left in.

Even then, I knew this was wrong.

Because, in a way, I wasn’t with my usual classmates at all; I was with those resource room students. I knew what those kids were going through because for several times a day, I was one of them. I too was restricted; I was trapped by my school and put in confining places like the resource room. My possibilities were decided by my school, and they were very narrowly defined, just like those resource room students. And just like them, my classmates and I have been defined. We’ve had decisions made for us, things chosen for us; but now it’s time to make our own decisions, to be in control of our own lives. That is why we all need to find something-whatever it may be-that speaks to us, that leads us on our own journey.

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And we have that ability to succeed in what we want to do like few others.

I wouldn’t dare say that to any other group of seniors, because we do things differently. We have always done things our own way because we have a languagebased learning disability and we have needed to find different ways of doing routine activities in order to survive in the classroom. And I know that many of us would trade our disability if we had the chance because we have gone through so much, and we’re even still advised to conform to a world created by other people. People who aren’t like us. Because remember that we weren’t seen as outsiders for what we did, we were seen as outsiders for who we were as people.

Who we are as people. But none of that defines us now. We just need to know that this disability we bear is not a disability, but a great ability. This ability we have to think differently and take our own path is

completely vulnerable. We know what that feels like. Except this supposed vulnerability isn’t a weakness for David because no armor meant increased mobility, and when it came time to fight, David shot a rock in between Goliath’s eyes and won. He won because he turned his supposed weakness into his strength into a force no one else expected.

This is our story. We are the David who can dare to think differently. Don’t lose this ability to see different sides, think of new solutions, and use creativity to solve the difficult problems.

And as I look back in on those resource room kids, after all these years as my fellow peers and I prepare graduate, I know that this spring day liberates me to live; it no longer confines me. It motivates me to see how far things need to be taken, how much better things can be - that it isn’t pointless to make the world a better place or try to advance something just

We just need to know that this disability we bear is not a disability, but a great ability. This ability we have to think differently and take our own path is natural to us all, and it is our strength. natural to us all, and it is our strength.

Malcolm Gladwell argues this very point in his book David and Goliath.

Gladwell talks about how people’s weaknesses can actually be strengths, and he mentions one lawyer, David Boies, who is severely dyslexic, but who turns his disability around to be an asset by memorizing every case. This has made him one of the most respected lawyers in the United States. Gladwell chose this title “David and Goliath” because in the old story, David is the young, weak boy who challenges Goliath, the strongest fighter on the enemy side, to a duel. Everyone assumes David will be easily killed as they gear the boy up with soldiers’ armor, like everyone before him. Only for David, the usual armor won’t work for him because David doesn’t fight the normal way, he uses his slingshot, which is unusual. So he takes his armor off, leaving himself

a little more for the sake of humanity.

We all have this motivation, this passion somewhere. Some of us have already found it, some of us haven’t, but we all have it. For me, living means becoming a writer. It means waking up every day to channel that passion to work for justice, to fight ignorance, to do something great. We can all do great things.

Because for me living means taking every opportunity, seizing every moment.

It means that if I ever have the chance to grow old, that I will look back on my life and regret nothing. It means for me, at this time, being satisfied with what I did with my life and deciding to choose a way of life over a job, and a vocation over a career.

Class of 2016, we escaped from our confining places a long time ago, but there are those who never got the chance to leave. Prove that we aren’t bound by some painted yellow lines.

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Landmark 2016 Elementary•Middle School Transitioning Students Louie Alexandris Austin Preparatory School Ian Alsop Landmark High School Christopher Aylward Landmark High School Stephen Bourque Northeast Metropolitan Regional Vocational High School John Bowab Andover High School Kathryn Burns Landmark High School Caniff Brandon Essex Technical High School David Chrumka Landmark High School Samuel Curtis Brookwood School Shane D’Agostino Masconomet Regional High School Nicholas Dalton Landmark High School Gregory Demetri Landmark High School Emily DiRico Landmark High School Campbell Drew Landmark High School Thomas Dufour Brookwood School Kaya Dumas Clark School Bejamin Enos Landmark High School Carter Fairweather Landmark High School Gabriel Flynn Greater Lawrence Technical School Tatum Galuski Ipswich High School

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Abigail Garthwaite Landmark Prep Program Anthony Gelsomin Ipswich High School Tyler Gillis Landmark High School Analise Gonzalez Undecided Arlo Grey Landmark High School Abigail Howe Landmark High School Nathan Ingelfinger Whitefish, Montana Christopher Kagan Shore Country Day School Madeline Karle Landmark High School Ian Kreinsen Thurston Middle School, Westwood Peter Laird Landmark High School William Lamb Marblehead Veterans Middle School Damien Lancaster Learning Prep School John Lear Ipswich High School Jena Luong Malden High School Catherine MacDonald Lynnfield Middle School John MacDonald Landmark High School Ruby Mallon Landmark Prep Program Alden Martin Landmark High School Joseph Membrino Landmark High School Erin Morrisseau Landmark High School Benjamin Nichols Landmark High School William O’Brien Landmark High School 36

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Keegan O’Shea Hamilton/Wenham Regional High School Taylor Padulsky Landmark High School Oliver Paul Landmark High School Jessica Pehl Landmark Prep Program Morgan Peterson Wakefield Memorial High School Jalen Reis Landmark High School Andre Richard Landmark High School Zachary Richardson St. John’s Prep Hillary Ryan Landmark High School Ryan Shea Landmark High School Harrison Smith Marblehead Veterans Middle School Sam Stein Landmark High School Alexander Talambekos Malden Catholic High School Allison Teichert Landmark High School Valerie Teichert Landmark High School Griffin Therrien Landmark High School Joshua Thibeau Landmark High School Teya Tribuna Carroll School Kevin Watts Landmark High School Rose Werner Cutler Elementary School, Hamilton Alexandra Williams Landmark High School Ryan Woodin Landmark High School

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GO KE LD Y

Michelle Authelet ’16, Self-portrait In Jean Jacket, n gold key

2016

Scholastic Art & Writing Award Winners

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Michelle Authelet ’16, Album Cover, n gold key

★

Michelle Authelet ’16, Sister, n gold key

NATIONAL WINNER

Michelle Authelet ’16, Interior, n gold key

Amira Ghobrial ’17, Vase, gold key

n

Samantha Foilb ’16, Hummingbird, n gold key

Bradley Ellis ’16, Shoe, gold key

n

★

NATIONAL WINNER

Natalie Clark ’16, Perfume In White, n gold key Eliza Wildes ’16, Tech Week, n gold key

Eliza Wildes ’16, Lost In The City n gold key SPRING/SUMMER 2016

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SI KELVE Y R

2016 Scholastic Art & Writing Award Winners

Clara O’Connor ’17, Morocco 1, n silver key

Rachel Esham ’16, Self Portrait Fighter, n silver key

Ryan Dumont ’17, Bee, silver key

n

Jacob Sallaway ’17, Self Portrait With Roots n silver key

Michelle Authelet ’16, Self Portrait Portfolio, n silver key

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Katie Stanislawzyk’16, Self Portrait In Blue And Red n silver key

Michelle Authelet ’16, Self Portrait In Pencil, n silver key SPRING/SUMMER 2016

Aliza Schachter ’16, Sam Running Away, n silver key

Michelle Authelet ’16, Crowd, n silver key

Amira Ghobrial ’17, Doug Levitation, n silver key

It Gets Better They always say it will get better but never tell you when it will It’s not a snap clap moment It’s reflection when you’re finally standing still.

Eliza Wildes ’16, It Gets Better, n silver key

Michelle Authelet ’16, Self-portrait In Trees, n silver key

Cooper Ozoonian ’17, Self Portrait, n silver key Natalie Clark ’16, Dante, n silver key

Aliza Schachter ’16, Farm Series Portfolio, n silver key

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2016 Scholastic Art & Writing Award Winners

Olivia Kearse ’16, Self Portrait In Black, n honorable mention

Michelle Authelet ’16, Self-portrait In Leather Jacket, n honorable mention

Mary O’Connor ’16, Self Portrait In Black, honorable mention

n

Mary O’Connor ’16, Self Portrait Dyptych, n honorable mention

Natalie Clark ’16, Self Portrait, n honorable mention

Natalie Lawrence ’16, Self Portrait, n h onorable mention

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Artist Name, image title, n honorable mention Olivia Kearse ’16, Self Portrait, n honorable mention

Linnea Janes ’16, Self Portrait With Jemma, n honorable mention

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E BL RA ION NO T O EN H M Ryan Dumont ’17, New World - Artist Book, n honorable mention

Melissa Gaudet ’17, Eye, n honorable mention

Serena Jeffreys ’19 Soup Bowl, n honorable mention

Rachel Esham ’16, Self Portrait, honorable mention

n

Mary O’Connor ’16, Self Portrait, n h onorable mention

Samantha Foilb ’16, Self Portrait With Ink, n honorable mention

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2016 Scholastic Art & Writing Award Winners

Hannah Robillard ’16, Entomology Design, n honorable mention

Sami Williams ’17, Levitation, n honorable mention

Julia O’Neill ’18, Vase, n honorable mention

Naseema Amin ’16, Self Portrait Papercut, n honorable mention

Aliza Schachter ’16, Farm Series 1, n honorable mentions

Aliza Schachter ’16, Farm Series 2 n honorable mentions 44

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2016 Congressional Art Competition and

Endicott College Art Award Winners n

Kat Green ’17, endicott art award

Amira Ghobrial ’17, Vase endicott art award

n

Kat Green ’17, n congressional art award n

Jared Joshi ’18, n congressional art award

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Elizabeth Hersch ’17, Self Portrait n congressional art award

Madison Coddington ’17, congressional art award

Aliza Schachter ’16, n endicott art award

Julian Vye ’17, n congressional art award

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♥

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LIMELIGHT STARLIGHT a athletics love story

Landmark Lifers

by Susan Tomases There are many responsibilities that Landmark School faculty members like…and some that they don’t prefer quite as much. Driving students from Logan Airport back to campus after Thanksgiving, the busiest travel day of the year, can be one of those “less desirable” tasks.

So when Scott MacMannis, former Campus Coordinator and Houseparent, assigned Guido Meade and Andrea Puia to go to Logan Airport to tackle the complex pickup, he had a plan. An exhausting nine hours later, after multiple vans were filled with kids headed back to the North Shore, the two returned to campus and the stage was set for a love connection.

Guido, an alum from the Class of 1980, began work here in 1986. He was a Landmark veteran when Andrea arrived in 1998 after a year of working for Americorps.

They went bowling on their first date where Andrea could show off her talents on the lanes.

Her father owned a bowling center and, at one time, she planned to pursue a professional career in the sport. Guido was impressed, but as someone strongly attached to his Italian and Irish roots he wanted to put Andrea to a more serious test – to be the judge of authentic Italian food.

They ended the evening at a little Italian eatery in Beverly that Guido knew offered mediocre fare. As he had hoped, Andrea was not impressed with the food and told him so. Guido was smitten.

Andrea was amused, and the couple has been together ever since.

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Guido has just completed his final year as Landmark’s longest-standing Campus Coordinator at the High School after 22 years and Andrea is the current Assistant Dean of Students and a science teacher. They proudly admit to being “lifers”.

When they talk about their years here the commitment, loyalty, and love is evident.

As with most couples and families who have dedicated their lives to this school, they reflect fondly and appreciatively on the extraordinary community, camaraderie, and passion that the faculty and staff bring to Landmark. Working in the Student Life Department is not a job, but a lifestyle – a lifestyle that Guido and Andrea have intentionally chosen.

Although they don’t live on campus, they confess to feeling like Landmark has been instrumental in the raising of their children, Gabriella and Felim. All cycles repeat themselves and Guido and Andrea’s children are no longer the babies of the faculty but are now helping to look after the next generation of Landmark kids. As the familiar African proverb reminds us, it takes a village to raise a child. The Meades couldn’t agree more.

NAME

Andrea and Guido Meade HOMETOWN

Beverly, MA CHILDREN

Gabriella and Felim TOTAL YEARS AT LANDMARK

43 SUMMER GETAWAY

San Vito Chietino, Italy

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SPOTLIGHT faculty

Spreading Sunshine

by Tristan Whitehouse When her family packed up her childhood home in Pennsylvania and moved to Mozambique, Cassie Coleman had no idea what a transformative effect this experience would have on her family and her future as a Landmark teacher. Making a new home in the East African nation would become central to her teaching style and now she wants to give back.

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teaching philosophy revolves around inspiring students to step outside their comfort zones and learn things that they may not have experienced before.” This has resulted in a curriculum in her English classes which asks students to identify their identity, culture, and current stage of life.

She often uses anecdotes and stories from her time in Mozambique to further develop this metacognitive self-reflection. Cassie hopes that opening the eyes of her students will make them better citizens of the world, as well as more tolerant people.

Cassie plans to further merge her teaching at Landmark to a larger mission establishing a link between Landmark School and education in East Africa. In the spring, Cassie and several Landmark teachers travelled to Mozambique to teach Landmark teaching principles and strategies at several schools in the country. She hopes that better teachers in Mozambique will lead to a culture of hope and understanding.

After five years, Africa isn’t as different as Cassie expected. In fact, many things are the same, and she hopes that Landmark can shed its light to parts of the world that need it most.

“ My teaching philosophy revolves around inspiring students to step outside their comfort zones and learn things that they may not have experienced before.”

COU RT ESY OF CA SS I E CO LE M A N

In 2011, Cassie’s parents decided to leave the corporate world in search of a way to give back to the world in some way. The result was the Sunshine Nut Company, which focuses on conducting business where dignity, love, and community come together to change the lives of everyone involved. Capitalizing on Mozambique’s cashew tree forests, Cassie’s family company now sources from local cashew farms and then reinvests 90% of the company profits into farm support, local business investments, and orphan and vulnerable children support.

When the family moved, Cassie was in high school and the change of environment was both shocking and invigorating. This spring at Landmark High School’s International Day, Cassie spoke about the culture shock she experienced while making this change: “What stuck in my mind the most were the smiles and happiness that came from deep down inside of each person I met. The happiness and joy in spite of owning nothing was what shocked me the most.”

Cassie’s experiences of culture shock have directly affected her role as a teacher. “My

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5:40 am

Dave heads to Landmark

6:00 am

6:45 am

Dave reviews emails and calls

Off to the first crisis

A Day in the of Dave Seiter Head of Facilities at Landmark, Dave Seiter, gets around on campus

by Susan Tomases

7:00 am

Back seat stacked with lunch, hard hat and building specs

11:00 am

Checking progress on the new Middle School classroom building

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9:00 am

9:30 am

Heading to the new Swalm Science Center

Ventillation inspected and approved

11:15 am

Daily meeting with CE Floyd foreman Frank Rose

11:30 am

Weekly construction meeting at EMS

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SPOTLIGHT staff

Life

A person’s workspace is often reflective of who they are. As I sit in Dave Seiter’s office on the 3rd floor of the Drake Administration Building, my ADD takes over. My eyes dart around the room taking in the collected and found artifacts on his mantel—from old rusted-out water pipes and exploded outlets to a Mr. Bill figure and a squeezie ball that looks like a foot. The shelves behind his desk are crammed with binders housing safety standards, building codes, ADA regulations, and more -- all intermingled with cherished photos of family, heavily weighted with images of his grandchildren.

10:00 am

Dave meets with the electrical crew

...and that’s just the morning. After a healthy lunch, he launches into an equally-packed afternoon.

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Dave oversees the management of maintenance, grounds, custodial services, crossing guards, new construction, and renovations on Landmark’s two campuses comprised of 49 acres and 33 buildings. He is clear about his primary responsibility: keeping our 470 students and 320 faculty and staff safe to learn, work, and play.

Dave is one of the Landmark originals. Starting here in 1972, he taught tutorials, social studies, and physical education. After a few years as a Case Manager and then a stint in the business office overseeing renovations, construction, and maintenance, Dave left for nearly two decades to work in commercial electrical contracting and construction and manufacturing management.

In 2000 Dave returned to Landmark with a rich background in corporate bidding, project management, sales, and architectural and engineering projects among other skills. His first responsibilities here were to serve as the owner’s representative in all capacities to several large construction projects including Campus Cottage dorm, a Diagnostic Center (now our Business Office), and a full renovation of the old Loring Barn now called the Murphy Academic Center, home to our Prep Program. “I was in heaven,” says Dave, whose true love he admits, outside of his family, is buildings and construction.

When I ask Dave what he likes the most about his job he hesitates for a long time. In his busy day he moves at lightning speed but he’s thoughtful and careful with his words. “I love the jazz. Every day is different. I like the unexpected. I am so lucky —I get to work with folks from academia to the trades and I do my best to communicate with everyone and solve problems.

It’s very satisfying.”

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SPOTLIGHT alumni

Charles in Charge Living and Working in Southeast Asia, Charles Altuzarra ‘06 has found success building on his “Landmark Foundation.” By Joe Rose

Diagnosed with a language-based learning disability when he was 17 years-old, Charles Altuzarra arrived at Landmark School in August of 2004. The fresh-faced junior from Paris, France did not know it at the time, but the following two years would change his life in ways he could not imagine.

“Throughout middle school and early high school in France I found very little success,” says Altuzarra. “I felt like school was more of a punishment than a reward. There wasn’t one person who understood why I was such a bad student, until a psychiatrist diagnosed me as learning disabled.”

Charles knew very little about why he needed to go to Landmark. He was also unaware of what being “dyslexic” or “learning disabled” meant. The confusion and culture shock caused a few bumps in the road when he started his Landmark journey, but ultimately he settled in.

“I started 11th grade at Landmark School with a rebellious attitude,” he recalls. “There were so many rules! But in the 12th grade, I finally defined why Landmark School was necessary for me. I bought into my education and reached high levels of success in the Prep Program.”

As he reflects, Charles praises various elements of the Landmark community, from the student life department to the diverse extra-curricular activities he joined. But there is a special place he reserves for the mentors he discovered inside the classroom.

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me to work with them,” he recollects. “To this day I still remember the skills Derek Pierce taught me in my Prep writing classes. They will remain engraved in my memory forever. They helped to set the foundation for the rest of my life.”

Currently living and working in Singapore, Charles takes these skills to his job with the French National Centre for Scientific Research.

He is also once again using his “Landmark Foundation” inside the classroom.

“I am currently in the last year of my doctoral program in quantum optics and materials science at Nanyang Technological University here in Singapore,” he says proudly. “I am incredibly passionate about what I do and I am grateful for having been given the tools to learn and build projects based on my own knowledge.”

Just last year, his knowledge and skills were fully on display in Osaka, Japan as Charles was awarded the 2015 Outstanding Student Oral Presentation at the Society of Photo-Optical Instrumentation Engineers Asian CORE Student Meeting.

“Prior to my time at Landmark, I frequently used the fact that I was learning disabled as an excuse for failing. Today, I use my learning disability as motivation for being successful.”

NAME

Charles Altuzarra CITY

Singapore CLASS OF

2006 DOCTORAL PROGRAM

Quantum optics and materials science UNIVERSITY

Nanyang Technical University, Singapore

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SPOTLIGHT student

The Other Side of Sam Stein!

Interview by Rob Kahn The busy life of a Landmark student is on view to peers and faculty daily, but their school identity may conceal a lifelong passion less known to the school community. In Sam Stein’s case that passion is swimming, a sport he has been competing at since he was eight years old.

What got you into swimming at such a young age, Sam? Actually I started swimming lessons even younger than 8. My dad swam when he was younger, for Marblehead and at college. He got me into it, and I loved it. I don’t enjoy any other sport as much as swimming. I swim for the Marblehead YMCA Sharks. There are different levels and I’ll be moving up to Seniors next year.

How much time do you spend swimming?

4-5 days a week for 2-3 hours. Each session is structured by the head coach of the Marblehead Y swim team who emails it to the other coaches. They put it on the white board (like a LMK agenda!) and you swim what’s on there: laps, drills, etc. Each practice is over 200 laps.

What are your favorite swim events and what have you learned over the years about swimming competitively?

I like freestyle the best. I enjoy the 50 meter, 100, and 500 freestyle, the 100 and 200 Individual Medley, and the 100 Butterfly. The Individual Medley or IM is butterfly, backstroke, breaststroke, and freestyle in order.

I’ve learned that swimming is about beating your best time and also about being part of a team. In multi-team meets, you are trying to beat your individual time but also trying to win heats for your team to advance. So, I’ve learned discipline, competitiveness, the need to work hard, and also good sportsmanship, and teamwork.

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Has coaching had a large impact on your swimming?

Yes, a big influence. I’ve had one long time coach, Jenny, who has worked with me since 4th grade. A new coach, Andy, has helped me with arm stretching techniques and kicking. The head coach, Sue, is at every meet and always has something to say no matter how good or bad you did. She has taught me techniques and how to improve. Even more important than competing, Sue has taught me how to give back. We do a swim event every year called the Marathon Swim to raise money for families who can’t afford the Y. Sue also leads by example: she keeps fit by biking to most swim meets and swims herself. She has been a great influence on my swimming and life.

CA R L G A SOWS K I

Is there a takeaway from your years of swimming you would like to share?

One important lesson is that you may want something a lot and work hard but it doesn’t always mean you’ll get it. There was a meet where I was so excited and eager to qualify for the New England’s, but I fell at the opening buzzer and that affected my start and lowered my time.

Although I missed qualifying for individual events, I was still happy because I got to be part of my team’s relay. I’ve learned you have to focus extra hard at your event because everything matters!

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Does swimming figure into your future goals?

I hope so. My goal is to go to Medical School.

When I was younger I broke my hand playing basketball, and I was asking the surgeon so many questions about the procedure, he suggested I might like to go to med school. I began to research it and it’s a goal now. I think swimming might help me get into a good pre-med college and get me closer to that goal.

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SPOTLIGHT student

Singer, Dancer, Actor, Writer

by Brittany Fredette On May 13, 2016 the spotlight was shining on Philip Popken at the Boston Playwrights’ Theater, yet not in his typical role as an actor, singer, or improviser. Philip, a rising senior at Landmark High School, wrote a 10-minute original play that was selected and performed at the New Noises Massachusetts Young Playwrights’ Project Festival sponsored by Boston University’s Center for Humanities. The festival selected ten plays out of the several submitted by high school students statewide for an opportunity to work with professional directors and actors – the ultimate performance of original work.

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writing I used Landmark skills that I’ve learned.

It was a huge process with brainstorming, rough draft, and our overall Language Arts process, yet the most amazing thing was that I didn’t have to use a template.” As a young playwright, Philip sees the value of writing as a craft for a bigger message that can be delivered with vocabulary words, context clues, common phrases, silence, or simply the actions of his characters on stage. “If I want to make a big impact on the stage I can do it by performing, but I can also do it by writing.

My language can stand out now. My writing can share a message with other people that is very important to my life.” Philip hopes to continue writing and is constantly encouraged and inspired by his family and school community.

NAME

Philip Popken HOMETOWN

Reading, MA CLASS OF

2017 PASSION

Theater FAVORITE BROADWAY SHOW

Pippin

CA R L G A SOWS K I

As an advocate for social awareness, Philip found that his driving force behind writing a play was to reach the audience using real life experiences, “My goal was to write a play that could be performed at BU with a real message of what teenagers are going through now.” Philip has nurtured his career in theater for several years at Landmark Elementary•Middle School, Landmark High School, and Reading Memorial High School, yet this is the first time he has been able to showcase his creativity and talent in the form of a script. The play “Things Change” draws on several of Philip’s personal life experiences used for characterization and plot, but Philip attributes his writing process and organization to skills he has learned at Landmark. “When

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PENLIGHT

in her own words

The Last Piece of the Puzzle

By Amira Ghobrial

From kindergarten until fourth grade, I went to a French Catholic school in Toronto, Canada. I started my first year at an English school when my family moved to Saudi Arabia, and I began school at Saudi Aramco. For the first time, school became hard for me. I had difficulties connecting with the teacher and I thought that it was so hard because it was my first time going to an English school. I kept pushing myself because I thought I just needed to work harder.

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In February, I came to visit Landmark during a snowstorm. I was given a great tour by three lovely girls, but still had to make my decision whether or not I wanted to come. I knew that if I didn’t choose Landmark, school would be super hard, I wouldn’t do well, and I wouldn’t have time for other things, such as sports. So I decided to go. I started at Landmark in the fall of 2014, my sophomore year.

My decision to come to Landmark was one of the best decisions I have ever made. I always felt there was a puzzle piece missing in my life. Not knowing I was dyslexic until Landmark was tough because I always felt like there was something missing. However, I am happy I didn’t know because it made me develop a good work ethic, and now the puzzle is complete.

NAME

Amira Ghobrial HOMETOWN

Toronto, Canada CLASS OF

2017 FAVORITE SPORT

Volleyball SUMMER PLANS

Visit Egypt

CA R L G A SOWS K I

By October 2013, my freshman year of high school, I was thinking about boarding school since the Aramco and Saudi systems weren’t well-suited to my learning style. I had heard about Landmark, but since I didn’t know I had a learning disability, I didn’t take it into consideration. On Christmas day that year, my family and I went to visit our friends the Simoudis family for dessert. I had asked their son, Hector ’09, where he had gone to boarding school. He told me that he left Saudi Aramco because he struggled in school. He said that he worked really hard, but didn’t get the grades he deserved. It was as if he was describing my life story, as if he knew exactly what I was going through. And then he told me about Landmark, and how it changed his life, and he got me hooked.

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STARLIGHT athletics

The Spirit of Generosity

By Lauren Torres

Madison Coddington, a junior and resident student at Landmark, brought the Coaches vs.

Cancer event to Landmark from her previous school in New York in memory of her coach, Pete Miller, who died of liver cancer when she was ten years old. She spearheaded the event with support from her basketball coach Lauren Torres, Athletic Director Brook Sumner, and Assistant Dean of Students Jeff Fauci.

Countless student and faculty volunteers from within the school community came together to raise money by donating silent auction items and money, baking for the bake sale, and ensuring the event ran smoothly. During the event, senior student DJ Cristian Centeio kept the whole event flowing smoothly, with senior Kat Belguendouz singing the national anthem to open the game.

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for the event. When students donated, they were given a paper basketball to decorate, and the basketballs lined the gym during the big event.

The Athletics Department sponsored the event by providing pizza for sale. Landmark’s food service, Brock and Co., donated water and soda. All proceeds went to the American Cancer Society. A favorite local restaurant, Hale Street Tavern, sponsored the event by giving a gift card to the winner of the halftime contest.

While most schools that participate in the event raise and donate around $800, Landmark raised $3,273. Upon hearing the final contribution number, the American Cancer Society representative said, “I am completely blown away by what you and your small school accomplished this season!”

The event was an excellent example of the dedication to community service at Landmark School.

CA R L G A SOWS K I

This past February, the Landmark Girls’ Varsity Basketball team participated in the American Cancer Society’s Coaches vs. Cancer program. The Coaches vs. Cancer program is a nationwide collaboration between the American Cancer Society and the National Association of Basketball Coaches. The initiative leverages the personal experiences, community leadership, and professional excellence of coaches nationwide to increase cancer awareness, promote healthy living, and to save more lives.

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Samantha Foilb applies makeup to Cole Bascome-Duong for Once Upon a Mattress

Jeremy Melvin preps the cast during dress rehearsal

Bill Chamberlain and Cara O’Neill fine tune the sound.

Stage Manager Eliza Wildes gives the crew a cue.

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Making final adjustments to the set during dress rehearsal

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STARLIGHT performing arts

Collaboration Behind the Scenes

by Jeremy Melvin

K I E R A N K E S NE R

The technical crew is the backbone of any performance. They are the ones who build the sets, bring up the lights, balance the sound, and move things on and off stage. Without them, much that happens on stage wouldn’t. If they do their jobs right they are never seen, literally working in the shadows.

Landmark’s technical crewmembers are there not for the glory, but for the love of the job. If asked why they do it, one of the first things they say is that they learn a lot. Suzy Eustis ’17 says they “get to learn so much about different things. I know how to do lights, how to wire things up, and program [the lightboard].” Senior Nicole Foilb says that working in tech is “a chance to try things and learn things, to be good enough to teach someone else.” Over the summer Nicole read the manual for the state-of-the-art lightboard. She made what Jenna Wilder ’18 calls the “magic book” of cheat sheets so everyone can learn it quickly - including Technical Director Andy Knox ’97, who learned much of the new program from Nicole.

Gavin Carmichael ’17 likes that they “learn to do just about anything with your hands and learn to build a lot of stuff.” And the sets they put together with Mr. Knox are, as junior Cara O’Neill says, “really cool.” This winter they SPRING/SUMMER 2016

built a multi-level series of stages that rose eight feet in the air. For the spring musical they constructed a two-story castle (filling the back and side walls of the stage) with a 12-foot tall tower that opened, allowing a 7-foot tall platform to be rolled onstage.

The musical set also had a working portcullis and drawbridge, designed and built by sophomore Evan Graham. But “it’s more about working with people than a single person building stuff,” Evan says. Collaboration is crucial to their success.

“It’s a great community,” says Gavin. “I enjoy the people,” adds Cara.

They also like the responsibility they take on, especially since shows are run by student stage managers, not faculty. “I like that it is more student-run,” says Suzy. And Nicole likes that “it’s another student telling us what to do - and we have to figure it out on our own. Working out your own problems and figuring out how to fix them.”

Which is exactly like life - on and off stage.

“It’s another student telling us what to do - and we have to figure it out on our own.

Working out your own problems and figuring out how to fix them.”

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EVENTS

Casino Night 2016 Landmark’s 11th annual Casino Night provided an exciting opportunity for everyone in the community to gather and have a wonderful evening. There were many winners throughout the night at the trivia, blackjack, craps, and poker tables. Thanks to all of our sponsors and attendees who helped us raise over $22,000 to support the Landmark Fund. See you next year!

Making Waves 2016 Our Second Annual Making Waves event was another huge success. Guests enjoyed the musical talents of the​​Landmark High School chorus and platinum recording artist Howie Day at the magnificent Shalin Liu Performance Center.

Emcee​​and Auctioneer Billy Costa had the crowd​​ laughing out loud and​​on​​the edge of their seats​​ as guests were​b ​ idding​​during our live auction. It was a wonderful evening!

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K I ER A N K ES N E ER

Thank you to our generous donors, sponsors, fabulous families, faculty, and friends.​​This year’s spring​c​ elebration raised over $140,000 - all of which will benefit our teachers, students,​​and programs at Landmark School!

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Fall Festival and Homecoming Celebration Saturday, October 15, 2016 Join us on Saturday, October 15 to commemorate our 45th anniversary. The day will begin with our annual road race (4.5 K) and fun run, seasonal games and family-friendly activities, a scrumptuous BBQ lunch, and athletic events. Break out your Landmark swag and bring friends and family back to campus to celebrate this milestone. The day will also include campus tours, live music, and even a few surprise guests.

Golf Outing 2016

RYA N DE J OY

The 24th Annual Landmark School Golf Benefit was a day to remember. Beautiful sunshine and calm winds welcomed 150 golfers to Ipswich Country Club for a wonderful afternoon all to benefit the Landmark Fund. With the generous support from a record number of sponsors, Landmark raised over $300,000 to support students and faculty.​​​​​​​​​

Lance James​P’10​, Neil Hurley, Andrew Oprian​‘17​, and Dan Oprian​P’17​

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Alumni Notes facebook.com/landmarkschool

@landmarkschool

landmarkschool

The Landmark School Alumni

Stay in touch! Please email us and let us know what you’ve been up to.

Send updates and pictures to Tom O’Riordan at toriordan@landmarkschool.org I have been happily married for 23 years and have an 11 year old that makes me proud every day.

John Colwell ’74 I have my own design firm located in Iowa City, IA. I hope someday to teach a seminar at Landmark School about graphic design.

I am semi-retired from a technical rescue/wildland fire agency I volunteered with for over 20 years. I spent four of those years as the Assistant Chief and many more as a Lieutenant.

Leslie Bell ’78 I was the first gal that started back in 1971 with Dr. Charles Drake, Gail and Harry Dudley, and many of the original teachers. I am now retired and my life is good!

Charles Casale ’85 After attending Landmark, I continued my education at Landmark College. I happened to be in town for a family event recently and decided to stop by the school and pay a visit.

Charles Casale

Stefanie Sacks ’85 I had an art show with two other artists at Lesley University in Cambridge, MA this April.

Kipp Euler ’89 I still live in Colorado working as a detective for a local police department where I primarily investigate vehicle thefts and arsons.

I have been working for the same department for 19 years (20 in December) and was awarded the department Detective of the Year award for 2015. I was awarded the department Award of Excellence for major investigations I led in 2015.

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Chuck Weimer ’89 I work for myself as an antique dealer and have been a firefighter for 28 years with the Danielson Fire Department.

I also raced stock cars at Thompson Speedway for quite a few years and did very well until my son came along and that had to go.

“ What I reflect mostly on is how the teachers were very candid and open with teaching new ways of learning to students.”

—Keri ButlerMacKinnon ’90

My son is an EMT Firefighter also and started nursing school recently.

As far as my years at Landmark are concerned, I LOVED the whole time I was there! I tried college and it was not for me. I was missing the structure that Landmark gave me but I’ve done OK for myself. I’m not rich but I’m happy.

Keri Butler - MacKinnon ’90 I am currently residing in Leominster, MA with my husband and 11 year old son. I am a twenty-year special education teacher, teaching grades 5-8. With the help of social media I have been reconnected with my friends from my Landmark years. I have been blessed to have many fond memories during my two years at Landmark. To pinpoint one would be impossible. What I reflect mostly on is how the teachers were very candid and open with teaching new ways of learning to students.

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Stacy Mazor ’93 I still live in the East Bay of Northern California. I work with a company called IHSS which refers people to be caregivers. I talk with Michael Deckers, a Landmark friend, as well as other LMK friends on Facebook.

David Horgan ’97 My most memorable event from my Landmark years were: (1) The French Club with Ms. Donnelly learning about French culture. Going to Quebec City opened my eyes to a world beyond, “the other side of the tracks.”

(2) Being part of the inaugural class of the Landmark Chorus. Mr. Fish was tough but I respected him. I know he has moved on to another school, but he

David Hirshberg ‘98 While teaching at Landmark’s Elementary•Middle School for the past two years, I have been able to inspire students in both 2D and 3D art classes. I worked with students in the Woodshop to design and construct small-scale Japanese room dividers. Students were encouraged to use their imagination to create unique designs out of thinly sliced pieces of pine. Digital Art students studied the anatomy of different rainforest animals from Amazonia such as birds, reptiles, and amphibians. Eighth-grader, Greg Demetri, was inspired by the scarlet macaw and so he first created a sketch of the bird using pencil, then applied color with markers. Finally he digitally remastered the piece using the Percolator app on the iPad (see pg. 7). Greg’s macaw was one of only 13 pieces chosen to represent Massachusetts at the National Art Educators Association conference in Chicago this spring.

found a spot for me in the Chorus and the Schola and I was very grateful for that.

Dave Roberts ’98 I’m currently living in Tacoma, WA and I’m married with one child.

Mark O’Maley ’98 This past fall I was appointed as an Assistant Professor for production and design in the Dance Department at Mason Gross School of the Arts at Rutgers University in New Jersey.

Anna Soule ’99 I am living on Sugarloaf Mountain in Maine, teaching 4th grade during the week, and teaching skiing on the weekends. It was quite a busy year and I am feeling lucky to have found a school close enough to the mountain so I can enjoy both passions. My teachers at Landmark helped me to develop a love of learning, and now I spend each day working to inspire my students to love it too.

Jeffrey Fay ’00 I attended the Acorn Gallery School of Art in Marblehead, MA and have had solo shows at the Marblehead Art Association. In two separate occasions I’ve had my work at the Lynn Museum in Lynn, MA. Last fall I had a solo show at the Cooper and Smith Gallery in Essex, CT. Tyler Castagno ’03 I was recently promoted to detective in Wayland, MA. Kingston Huffman, ‘03 Thank you so much for the help and I wish I was qualified to work there [Landmark] so that I could help someone the way that landmark helped me so much.

I don’t know where I would be without landmark but I’m sure I would be way worse off than I am now.

Please express my gratitude to all who work there for really making a difference to kids. Thank you greatly once again.

Jonathan Priest ’05 Currently I am a Digital Graphic Designer of e-commerce at Keurig located in Burlington, MA. You can find me paddle boarding in the Beverly area this summer.

I’m holding one of my abstract landscape paintings (acrylic on canvas) created from my imagination and used as a template for some of the Digital Art students.

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Ethan Sedman ’06 I am now living in Colorado Springs, CO working as a full-time Physical Therapist in an outpatient orthopedic clinic. I also volunteer for a trauma team working with men’s/women’s gymnastics and am

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Communications office at Landmark. Katy is entering her senior year at Colby Sawyer majoring in Business with a concentration in Marketing.

George Sullivan ’14 I am a sophomore at Roger Williams College in Bristol, RI. I am a marketing major and I belong to the business fraternity Delta Sig Pi.

Lizzy Brown ‘11 and her husband, Jake

aiming to do volunteer work for the Men’s Olympic Wrestling Team.

Taylor Patten ’07 After working at the Pingree School in South Hamilton for the past three years as the Capital Campaign Assistant in their Institutional Advancement office, I recently accepted a position at The Governor’s Academy in Byfield, MA. Starting in May I have been working in their Office of Advancement as their Advancement Services Coordinator.

Lizzy Brown ’11 Lizzy Brown married a wonderful man, Jake, on December 28, 2015. Jake is in the service and has shipped out to the Middle East... enjoy these pictures and say a prayer or two for his safe return and their new beginning as husband and wife…

Sam Seckler ’12 Currently I am still living in Provo, UT. Depending on the job, then I may have to relocate. I graduated this May from the Utah Valley University with a degree in Electrical Automation and Robotics Technology.

“ My teachers at Landmark helped me to develop a love of learning, and now I spend each day working to inspire my students to love it too.”

—Anna Soule, ’99

Kim (Gore) Ross , EMS Faculty 1982-1986 I am currently living in Wolfeboro, NH and am working at Brewster Academy, a private school for students in grades 9 - PG. I try to stay in touch with Landmark friends through Facebook. I have lots of great memories from my time at Landmark! A few trips off campus stand out for me. A weekend ski trip to Mt. Snow in VT. with Kathy Ells, Louise Ingalls, and a few faculty members plus a group of about 30 students.

Lots of laughter, bonding and fun! The end of the year trips for students and faculty were fun too. I remember a visit to Hershey, PA. I also had the fantastic experience of getting selected to sail a leg on the Te Vega as we delivered it to Copenhagen. My trip was from the Azores to South Hampton with a memorable stop in Branden Bay, Ireland. As we sailed through the Isles of Wright, Jim Kent reminded me of the battles and history made along this route~ a great story teller!

I taught at Landmark South and the Beverly Farms campus from 1982-1986. I assisted Jon Ells in the Math Dept., taught math, was a tutor, and dorm parent in Porter Hall and Ober St. I have many great memories and feel so fortunate to have started my teaching career at Landmark. It set me up for many memorable teaching experiences where I’ve been a part of so many students’ lives.

Life has moved on from Landmark to college and beyond, but I do wish I could keep in more contact with Landmark School friends and teachers. Some of my memories include a large storm that knocked out the power, along with the large tree that used to exist at the top of the hill. The school was evacuated due to power lines being down — no power or heating. Those that couldn’t bunk with a friend or go home were shuttled off to Endicott College’s hotel complex, while the rest had a nice long weekend from school.

Katy Aldrich ‘13 Katy Aldrich ‘13 stopped by this spring for an information interview in the Marketing and 68

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Simon English ‘14 and Mike Santana ‘14 stopped by to tour the new Swalm Science Center.

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Alumni stop by to reconnect!

Will Klinar ‘15, Jeremy Melvin

Chandler Teichert ’15 and Ana Salzer ’14

George Sullivan ’14

Tyler Castagno ’03

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Katy Aldrich ’13

Olivia Cook ’15, Carolyn Frantz ’15, Noelle Garruppo ’15, Skydiving Viking, Katie DiRico ’15, Rhea Malafeew ’15 return for the inaugural Viking Drop.

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Molly Naser ’15, Lindsey Ferguson ’15, Jenn O’Riordan

Tim Belgrade ’15, Will Kliner ’15, Mike Flood ’15, Nigel Blasi ’15, Cathryn Garrett ’15, Rhea Malafeew ’15, and Henry Casey ’15 return for the 2016 graduation.

Two generations of Landmark Alumni, mother and son, Crewe Schuessler ’16, Julie Goldberg (Liversidge) ’85

Marcus Brantle ’14, Tom O’Riordan

Ian Couzens ’15, Katie DiRico ’15, Mike Flemming ’15

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Tom O’Riordan, Liam Burbage ’15, Dylan Shrier ’15, Cole Burbage ’15, Sean Branagan ’15, Andrew Halpin ’15

John Shannon ’15, Griffin Rock ’15

Seif Mina ’15

Tom O’Riordan, Nicole Raponi ’15

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*

IN MEMORIAM

Remembering Peggie

by Rob Kahn

Peggie Cook started as a ‘secretary’ at North Campus in 1976, a title she outgrew from the moment she took off her coat. She managed the resident students, their parents, faculty and staff; and while organizing us, made everyone aware of the constant human comedy around us by lighting up the hallways frequently with her laughter.

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W I N S LOW MA RT I N

Back then, we did not have a Landmark counseling staff. Peggie was the Landmark Counseling staff, dispensing good sense, motherly advice, a kick in the rear when richly deserved, but always administered with support and sound advice.

Peggie was also the power behind the throne in the residential program. She was a de facto member of every team and knew how every student needed to be approached. Back then, we did not have an Assistant Dean with special responsibility for our girl students. Peggie was that Dean. One summer she actually lived in one of the dorms as a houseparent.

Computers were not around when Peggie started. She was the central processing unit of the school. She was the campus stage manager and events planner – arranging dry cleaning, doctors’ appointments, riding lessons, invitations, and visits for residents and day students. Out of the small confines of her office, she ran: •a full service travel agency and taxi service – dispatching staff to South Station, Logan Airport, and many destinations in all sorts of weather.

•a shipping and receiving dock.

•a tour agency for Landmark and local communities.

•a real estate office.

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• a nursing station during the school day and after hours.

• a scheduling office for after school activities and sports.

Back then, we did not have a Guidance Department. Peggie was the guidance department, and she extended her warmth and personality to empathize with youngsters who were living away from home. She understood – in ways that we, her younger colleagues, perhaps didn’t – what students needed when they were outside of the classroom.

Peggie’s sense of hospitality always ran deep: hosting showers, brunches, get-togethers for faculty, even sleepovers (!) at her house.

And her historic appearance in a nightgown and rouge for the Dance of the Sugarplum fairies skit and her shrieking version of the “chicken plucker” at every “If I were not at Landmark” skit are iconic memories.

Peggie was always part of the group that managed Parents Weekends, and in her 3rd and 4th decades at the school, she became liaison to Landmark’s Parent Association. With her creative flair, she helped Landmark’s Annual Auctions and galas get off the ground. Peggie knew instinctively what many of us had to learn about development work: it starts with nurturing caring relationships.

Back then we didn’t have an Alumni Coordinator.

Peggie connected with alums and continued to stay involved with parents and Special Events as receptionist at our High School in recent years.

When we didn’t have a great database, Peggie was that database. Mention a name and she would immediately connect it with past alums, present families - and all right out of her prodigious social working memory!

We all will remember and try to emulate Peggie’s human qualities: joyful, skillful, down-toearth, hilarious, proactive, intelligent, energetic, irrepressible, and a gracious friend to anyone fortunate enough to cross her path.

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Make a Statement!

Purchase a Pathway of Honor brick today, show your support, and become a permanent part of the fabric of Landmark School.

Each brick is engraved with your special message. Bricks will be placed in either the walkway in front of the Alexander Building at the high school or in the pathway adjacent to the Elementary•Middle School dining and meeting rooms. ◗ Thank a special teacher ◗ Honor a student ◗ Memorialize a loved one ◗ Congratulate a graduate ◗ Make a statement! ◗ Your personal message can include 15 characters per line, maximum of 3 lines of text/brick. ◗ Bricks are $100 and are a tax deductible contribution.

Order today!

Please contact Matthew Murphy, High School Campus Coordinator, at 978-236-3456 or mattmurphy@landmarkschool.org.

www.landmarkschool.org/bricks

The Perfect Landmark School Gift!

These exclusively-made Landmark pendants are available to you from LOLA Company and Lil Guerrera P’19.

Every handcrafted, high quality pendant features the Landmark lighthouse logo on the front and is engraved with “Embracing Potential. Empowering Lives” on the back. Each piece is made with enamel, combined with delicate colored, hand painted glass embossed over a 925 sterling silver design then hand polished.

Each piece is one-of-a-kind just like the person who wears it.

Small (19 mm) pendant (white or blue) w/ 18” sterling chain.............................................. $111.56 (incl. tax) Medium (27 mm) pendant (white only) w/ 18” sterling chain........................................... $185.94 (incl. tax) Small, oxy pendant on brown or black leather cord..................................$90.31 (incl. tax) A portion of the proceeds will support The Landmark Parents Association. Cash or check accepted. Please contact Katie Mullen, kmullen@landmarkschool.org to place your order.

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LANDMARK SCHOOL

Board of Trustees FOUNDED 1971

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

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

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

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

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

Sandra L. Jesse P’13 Manchester, MA Vice President & Chief Legal Officer Haemonetics Corporation

David A. Tessier P’10 Beverly, MA President Hospitality and Gaming Advisors

Jennifer Paul Casey Marblehead, MA Casey Family Foundation Alan Dachs San Francisco, CA CEO and Director, Freemont Group Lynne Darling Melochiek ’98 Hampden, ME Director of Community Relations Darling’s Automotive Group John DeJesus Marblehead, MA Retired Entrepreneur James Duffy P’14 Auburndale, MA President Ravago Holdings America, Inc. Nadine Gaab Cambridge, MA Associate Professor of Pediatrics, Boston Children’s Hospital and Harvard Medical School Faculty at Harvard Graduate School of Education

Charles P. Harris CLERK EMERITUS Winchester, MA Landmark School, Inc.

Nancy Crate, Volunteer Nancy currently serves as the Chair of the Board at Brookwood School where she has been a trustee since 2011. Nancy has served on the boards of Boston’s Museum of Fine Arts, Montserrat College of Art, and is a founding member of the Leadership Council for Massachusetts General Hospital’s Department of Psychiatry.

She earned her BA from Bucknell University and her MBA from Columbia Business School and has worked at JP Morgan and Cambria Consulting. Nancy has four children – three of whom, Emma, Audrey, and Ellie attended Landmark EMS between 2010-2015.

Robert S. Merowitz P’06 Sudbury, MA President & CEO Universal Realty Corporation Joseph H. Morgart P’12 Weston, MA Alternative Investment Pioneer Investments William T. Patten P’07 Hamilton, MA Director of Administration Brookline Bancorp

*Robert J. Campbell P’04 Rockport, ME Investment Counselor Beck, Mack, & Oliver *David G. Peterson P’08 Bedford, MA Sales Management Consultant *Suzanne H. Sears P’02 Hamilton, MA * Trustee Emeritus

Edward W. Probert Jr. P’15 Simsbury, CT Westminster School Assistant Headmaster for Advancement George W. Ratermann ’79 Livermore, CA Founder and Owner Ratermann Manufacturing, Inc. Catherine Slark P’01 Burr Ridge, IL Volunteer

New Trustees Bill Gersh, Agent, Alternative and Digital Packaging Division, The Gersh Agency Since 2014 Bill has been working at The Gersh Agency, the oldest talent agency in Hollywood that was started by his grandfather in the 1940’s.

The agency represents actors, writers, directors, cinematographers, editors, and comedians in television, film, and theater. Bill is currently an agent in the Alternative and Digital Packaging Division, which represents many of the people in the fields in which Bill worked prior to joining the agency.

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LANDMARK SCHOOL

NON PROFIT ORG U.S. Postage PAID Rockford, IL Permit No. 781

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

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