The Lantern - Fall/Winter 2022

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THE MAGAZINE OF LANDMARK SCHOOL

MISSION DRIVEN Sam Vigersky’s ’98 Journey to the UN

FALL 2021/ WINT ER 2022

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

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Elementary•Middle School Program July 5–August 5, 2022 Full and half-day options for students entering grades 2–7.

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High School Program July 11–August 5, 2022 Full and half-day for students entering grades 8–12.

Both programs offer a one-to-one daily tutorial and challenging academics, all in a small collaborative environment. Designed for students with a diagnosed language-based learning disability, such as dyslexia.  Learn more at Landmarkschool.org/summer

• 978-236-3000

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Skills+ Study Skills Workshop July 25–August 5, 2022 Half-day program for middle and high school students.

Get your academic edge this summer with skills and strategies to get and stay organized, manage time, gain focus, and so much more.

Designed for students in traditional learning environments who need to improve executive function skills.

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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 Scott Blanchette Bob Broudo P’11 Hazel Crowley Michelle Granese Scott Harlan Rob Kahn Brittany Kenney Beth Rowen P’20 Susan Tomases Designer Melanie deForest-Malloy Contributors Alyssa Gibbs Sunaina Hoon ‘22 Brook Sumner Sam Vigerksy ‘98

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Photographers Melanie deForest-Malloy Kieran Kesner ‘09 Kimberly Hildebrandt Winslow Martin

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 TABLE OF CONTENTS

11 FEATURE ARTICLES

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Mission Driven 11 D yslexia and Humanitarian Diplomacy One Alum’s Journey to the UN 18 H omecoming Landmark Alumni Come Back to Give Back 22 Man (Still) on a Mission 24 Drama for Fun and Purpose

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30 A Foundation for Landmark’s Next 50 Years FALL 2021/WINTER 2022

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DEPARTMENTS ◗ HEADLIGHT

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Landmark School, A Mission with a School

◗ THE BEACON

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Landmark’s News in Brief

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◗ PROFILES

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Donor Spotlight: Suzanne Wright P’22 Penlight: In Her Own Words, Sunaina Hoon ’22 Faculty Spotlight: Karl Pulkkinen

◗ STARLIGHT

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Athletics Performing Arts

◗ FLOODLIGHT

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Events Wrap-Up Alumni Notes

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 HEADLIGHT

a message from the Head of School

A Mission with a School

by Bob Broudo

Non-profit organizations exist to create change for individuals and in society, as defined by a clearly articulated mission statement. Mission-driven individuals identify with organizational missions that resonate with them, and, in this way, a very personal connection often develops between the individual and the organization—and strong cultures are born.

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Millions of students with this profile are actually underserved based on a lack of understanding or best practices for their needs.

While no mission can respond to all needs, a specific and clear statement such as Landmark’s becomes a deep, supportive response of the heart based on the dignity, integrity, and well-being of every single member of our community—on campus and well beyond. Landmark’s school-based programs, outreach and training, research, collaborations and partnerships, and every goal and strategy developed for 51 years are all grounded in our mission and culture. Landmark is, truly, a mission with a school, and clearly much more than a school. Landmark is a call to action, with a mission that is forever, and our goals and programs will always continue to evolve and grow. BOOK-OPEN

“ Landmark is a call to action, with a mission that is forever, and our goals and programs will always continue to evolve and grow.”

K I E RA N K E SN E R ’ 09

Landmark’s mission called out to me in its very formative stages due to a common drive to create change in the course of students’ lives and a passion for creating educational change within the broader society. Regardless of my role through the years, I have been motivated at Landmark by the knowledge that I have been working for the students, families, faculty and staff, and for the broader community. I have been working for the mission, not for the institution.

I am not alone, as thousands of others who have formed Landmark’s faculty and staff have similarly been called by this mission.

Landmark’s mission speaks of an exemplary school, outreach, and research with the knowledge that students with dyslexia and other language-based learning disabilities need to be met where they are as individuals in the learning process based on their unique neurodiversity.

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Beacon Landmark’s News in Brief |

SPORTS

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FACULTY

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THE ARTS

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❱❱ FALL/WINTER 2021–2022

STUDENTS

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SERVICE

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ALUMNI

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RESOURCES

❱❱ HOLIDAY FUN!

A Lot to be Thankful For SAGE Dining Services pulled out all the stops just before the Thanksgiving break with a scrumptious feast with turkey, stuffing, and all the trimmings.

Later that evening the vibe shifted from festive high school dining hall to spirited night club as the lights in the tent behind the Alexander building dimmed and students and faculty members took to the stage for Solo Night. It was truly a night to remember.

Each year, about a dozen seniors are selected to be Student Advocates. The Advocates, led by Dan Ahearn, Amanda Doyle, and Jason Mansfield, make presentations to graduate and undergraduate students at local colleges and universities, as well as to students, teachers, and administrators at elementary and middle schools. The Advocates provide personal anecdotes about their learning differences and offer advice and strategies to current and future teachers about how to support students who learn differently. They also inspire students to advocate for themselves both inside and outside the classroom.

EVENTS! SEE YOU THIS SPRING FALL 2021/WINTER 2022

21-22 Advocates

2021–2022 Student Advocates Amelia Bella Ciara Erik Ethan Garland Lindsay MacKenzie Mark Nik Olivia

Stay in the Loop CONNECT WITH US:

 facebook.com/landmarkschool  @landmarkschool landmarkschool

 The Landmark School Alumni landmark360.org

MAKING WAVES APRIL 13

GOLF BENEFIT JUNE 5

LET’S CELEBRATE! JUNE 18

Celebrate the Landmark community at the eighth-annual event and auction.

You won’t want to miss this! landmarkschool.org/ making-waves

Join us for one of our most popular events of the year when we take to the links at Ipswich Country Club. Learn more at landmarkschool.org/ golf-benefit. See page 47.

Join us for a community celebration for our belated 50th anniversary and to honor Bob Broudo upon his retirement. See back cover.

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Beacon ❱❱ Landmark’s News in Brief

Community Groups

The Community Groups Program aims to empower Elementary•Middle School (EMS) students to create a strong school community and instill the value of service, while also allowing them to recognize, grow, and develop who they are as individuals. There are four Community Group levels: elementary, sixth grade, seventh grade, and eighth grade, and each has its own theme.

The courtyard at EMS was buzzing with Halloween festivities.

Elementary: Students learn what it means to be caring, involved community members and how to participate in community service.

Sixth Grade: Students begin to find their voices, get to know each other, and explore what it means to be in middle school.

Seventh Grade: Students focus on self identity. They serve as mentors to elementary school students.

Eighth Grade: Students assume leadership roles, promote and organize community efforts on campus, foster middle school community, and mentor sixth grade students.

Fall Cleanup

Students at EMS helped to make the campus even more stunning by participating in a full-campus cleanup during milkbreak in late September.

The event was the first of several initiatives organized by the school’s new Community Groups Program.

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EMS Cares!

Landmark School celebrated all things Landmark during Landmark Cares Week, and EMS students exuberantly displayed their school spirit and creative flair!

Claire Sullivan, head of EMS, initiated her own Landmark Cares event. She asked the elementary teachers to have their students create a class mascot poster and hang them on their doors for Spirit Day. “In typical fashion, the students went above and beyond!” she said. “Each one is so well done and reflects the students inside each classroom.”

Fall Fun at EMS

The courtyard at EMS was transformed into Halloween Central in late October! At the after-school Monster Bash,

elementary students donned creative costumes and danced to spooky tunes spun by our own Mrs. Flannery. A panda, with some serious moves, led a conga line that grew longer with each lap around the courtyard.

Students showed an impressive familiarity with classic pop songs, jumping to “Y.M.C.A” and ending the afternoon singing in unison to local favorite “Sweet Caroline.”

When the sun went down, middle school students descended on the courtyard for an outdoor dance, the first dance the school has hosted in more than three years. The event happened in large part because students convincingly advocated for a school dance. Halloween tunes coupled with Top 40 hits blasted through the courtyard, which was

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adorned with fog and decorations.

Students even persuaded Mr. Swanson to show his moves on the dance floor!

❱❱ TIPS FROM OUR HEAD

Bob’s Books

Wearing Red

In October, EMS faculty member Ann Andrew organized a campuswide “dress-down and wear red” day to observe Dyslexia Awareness Month. In 2013, Mrs. Andrew and other members of the Massachusetts Decoding Dyslexia group began lobbying Governor Charlie Baker, requesting that he declare October as Dyslexia Awareness Month in Massachusetts to increase public understanding of dyslexia and improve the outcomes of students with dyslexia. Their efforts were realized in 2017, when the governor issued an official proclamation.

It’s become a tradition for Head of School Bob Broudo to share books that have had an impact on him. Here is the list he shared during his address to the faculty and staff at the beginning of the 2021–2022 school year.

The Big Burn,

by Timothy Egan

Not Your Typical Jack-o-Lanterns

Elementary students put a new spin on decorating pumpkins!

They creatively transformed pumpkins into their favorite book characters using an array of art supplies—and a large dose of ingenuity.

Winnie Mandela: A Life,

by Anné Mariè du Preez Bezdrob EMS students proudly wear red to observe Dyslexia Awareness Month.

The Great Secret,

by Jennet Conant The Road to Character,

by David Brooks This Is the Fire,

by Don Lemon The Color of Law,

by Richard Rothstein The Dead Are Arising: The Life of Malcolm X,

by Les Payne and Tamara Payne The Overstory,

by Richard Powers The President’s Daughter,

by Bill Clinton and James Patterson

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Beacon ❱❱ Landmark’s News in Brief

Student Council Officers Elected

Landmark High School students voted to elect Student Council officers in September. Dillon West ‘24 won the race for president, Ciara Haggerty ‘22 secured the vice president slot, Rocco Carrieri ‘23 was elected treasurer, and Kaitlin Rattray ‘23 assumed the position of secretary. An impressive 84% of the student body participated in the election.

Dillon West ’24

Landmark Idol returns!

Workout Club

In addition to learning selfadvocacy skills, adopting more personal responsibility, and taking care of their room and belongings—our residential students are encouraged to attend to their health and well being.

Residential students hit the gym bright and early.

Faculty members Nate Efinger and Mike Richardson have gone above and beyond their duties on the residential team by offering students an earlymorning Workout Club, five days a week from 6:00 a.m.–6:45 a.m. Anywhere from four to 20 students participate in these sessions at dawn!

Not to be outdone, faculty judges Taylor Morrow, Jim Kuhns, and Jenn O’Riordan nearly stole the show with their creative costumes and animated feedback.

A special thank you to host Scott Jamieson, Nate Efinger, and the Woodside residents and staff for making it a night to remember.

Landmark Idol

During Saturday School in September and October, students volunteered at Windrush Farm, a horse farm in North Andover that specializes in using horseback riding to help people recovering from accidents or who were born with a disability improve their balance, mobility, and confidence.

Students cleaned the paddock area, cleared weeds, planted a tree in a memorial garden, stacked wood, and painted horse obstacles.

After a two-year COVID-related hiatus, Landmark Idol returned to the stage in October. It was worth the wait! Nearly 20 students, faculty, and staff put on a rollicking show, lip-syncing to the latest chart-topping tunes and classic anthems. Congratulations to the winners: JR Sasso ‘25 (first place) and Kat Grocela ‘22 and Summer O’Sullivan ‘23 (tied for second).

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Fired Up

Windrush Farm

Each year at the High School, the graduating class raises funds for a senior gift as a way to thank the community and make a lasting mark on the school. The class of 2021 raised an impressive $2,500 for a fire pit, which is located on the ocean side of Alexander. The pit was unveiled during the High School’s Welcome Back Dance in September and was a big hit among students and faculty alike.

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New Teacher, New Equipment Greet Auto Mechanics Students

Matt Baginski assumed the role as auto mechanics teacher and fleet manager for the 2021–2022 school year, replacing longstanding and beloved teacher John Fettig who retired in June.

Not only were students greeted with a new instructor, but they were also met with two new tire machines from Hunter Engineering. The machine on the right is for mounting and dismounting of tires and the other is a high-speed balancer.

Mr. Baginski infused his classes with friendly competition—the first ever Auto Mechanics Olympics! The eight-event games included fastest tire replacement (NASCAR style), fastest tire replacement (on machine), and part and tool Identification.

“The Olympics boosted engagement,” Mr. Baginski said. “Seeing the students work together, conquer each event, and enjoy themselves was truly gratifying.”

Math Day

Several times a year, the Landmark High School Math Department holds Math Day, when math classes collaborate to explore thematic, handson, mathematical concepts— usually with a dose of friendly competition. This fall, Math Day focused on a favorite topic: coffee.

Landmark High School Math Department Head Adam Craig outlined the three goals for Math Day this fall.

1. Help students consider a “reallife” overlap between math and coffee by identifying the ratios involved when creating espresso drinks, along with the executive functioning required to plan ahead when crafting cold brew.

2. Help students build class communities through the creative problem-solving activity of making their own coffee holders.

3. Promote a local business, Beantrust, whose owner has taken numerous steps to foster collaborative relationships with the local community.

Math, coffee, and competition—a winning combination.

Fall Athletes of the Week

The following High School students were recognized this fall for their outstanding performances both on and off the field.

Max Ash ‘23, varsity golf Ana Battles ‘24, girls varsity soccer Lilly Coble ‘23, varsity volleyball Nik Guthrie ‘22, boys varsity cross country Kaden Jacobs ‘24, boys varsity soccer Gaven Moreschi ‘23, boys varsity soccer

Solidarity Day

New tire machines in the Auto Mechanics shop.

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Each year, Landmark High School’s Genders and Sexualities Alliance (GSA) sponsors Solidarity Day and encourages community members to reflect on their values and actions, commit to end racism, harassment and bullying, and support their peers, regardless of their sexual orientation, gender identity or expression, and race. Some 200 students, faculty, and staff signed the following pledge: The Lantern

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Beacon ❱❱ Landmark’s News in Brief

I believe that all students, regardless of race, sexual orientation or gender identity/ expression deserve to feel safe and supported, and that Black lives matter. That means I pledge to: Angle-right Try to listen to perspectives and experiences that differ from my own, and to keep an open mind.

Angle-right Not use racist, or antiLGBTQIA+ (lesbian, gay, bisexual, transgender, queer/ questioning, intersex, asexual) language or slurs.

Angle-right Intervene, if I safely can, in situations where students are being harassed or tell an adult.

Angle-right Support efforts to end bullying and harassment.

Angle-right Encourage others to be Allies.

“Our goal for Solidarity Day and Solidarity Week is for members of the Landmark community to focus on how our actions and words can foster a community that is a welcoming, equitable, and safe place for all,” said Christine Vander Werf, a High School counselor.

Timothy Burke

Khiet Chhu

Summer O’Sullivan ’23

Burke & Petway Awards

Each year, the family of former faculty member Andrew Burke sponsors a summer stipend for curriculum development. Social

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Kaitlyn Rattray ’23

studies, language arts, and tutorial teachers are invited to apply for the Andrew Burke Memorial Award.

In 2021, Timothy Burke (no relation to Andrew Burke) and Khiet Chhu were recipients of the Burke Award. Burke created a curriculum for tutorial faculty to teach symbolism to their students. He selected texts that represent a wide range of voices and foster multicultural awareness.

Chhu developed a personal financial literacy course, Introduction to Economics, that focuses on the application of economic theory in real-life situations. Students who enroll in the course learn about personal finance through case studies and project-based work.

Petway Family Faculty Development Fund Last summer, math teachers Adam Craig, Ashley Norman, Sheehan Gotsch, Jen Whyte, and Bill Chamberlain were the beneficiaries of the Petway Family Faculty Development Fund grant, which is also for curriculum development. They created a new geometry curriculum for the High School that’s based on a discovery method that includes a substantial use of inductive and deductive reasoning. Teachers use a model focused on experiential, hands-on,

discovery-based, and projectbased learning. The primary goals of the curriculum are to help students develop their problemsolving skills and their ability to persevere when navigating complex mathematical scenarios.

American Sign Language

Summer O’Sullivan ‘23 and Kaitlyn Rattray ‘23 delivered an interactive presentation to faculty in November about American Sign Language (ASL). Both are students in Ms. Fidrych’s ASL II class. They explained that learning ASL is a matter of inclusivity, as signing helps to bridge the gap between the hearing and deaf worlds. Summer described herself as a kinesthetic and visual learner and said that ASL is a natural fit for a student with dyslexia.

They shared signs for common words, such as “hello,” “thank you,” and “help,” as well as words related to teachers, including “math,” “academic advisor,” and “reading.” They then helped audience members sign the alphabet and asked them to sign what they teach and their names. The young women graciously offered guidance and encouragement to the participants.

Harvest Helpers

Landmark students help a local resident harvest food, which was then donated to food pantries in the area. BOOK-OPEN

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Dyslexia and Humanitarian Diplomacy One Alum’s Journey to the UN

An interview with Sam Vigersky ’98, Landmark School Trustee and Senior Humanitarian Advisor at the U.S. Mission to the United Nations.

BY SUSAN TOMASES AND SAM VIGERSKY FALL 2021/WINTER 2022

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Dyslexia and Humanitarian Diplomacy

In the fall of 1994, Sam Vigersky came to Landmark

with a familiar story: a student struggling with dyslexia and searching for help. Today he is the senior humanitarian advisor to Ambassador Linda Thomas-Greenfield, the U.S. Representative to the United Nations and a member of President Biden’s cabinet. I caught up with Sam recently and he opened up about his experience at Landmark and how dyslexia has shaped his career.

CHEVRON-CIRCLE-RIGHT You grew up in Washington, D.C.,

CHEVRON-CIRCLE-RIGHT How did your school experience

and came to Landmark at age 14. What do you remember about that time?

I was diagnosed with dyslexia in fifth grade. At the time, there was no academic setting near home to help me. Before school, my mom would park the car and read my textbooks out loud to me. I had a tutor for a few years but fell deeper underwater each year. By eighth grade it was clear that I couldn’t read. Going to school was a humiliating experience. When my family and I discovered Landmark, it felt like a crossroads. I didn’t want to leave home, but there was nowhere else to turn, so arriving on the North Shore was a heavy moment. Deep down, I knew I had to have faith that it would work out.

change once you got to Landmark?

My first year had a lot of structure. I had these exercises—almost like circuit training at a gym—where I’d practice the phoneme sound combinations, decode words, and memorize vocabulary. All of that helped wire my brain toward a process for reading and writing. I was extremely lucky because I had Santo Brillati as my tutor and he understood from experience what I needed. I remain grateful to Santo, and so many other kind people at Landmark who helped me in my first year. It was truly a community effort to pull me through the fire.

My second year, I attended Landmark’s Prep Program and

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everything started clicking. My reading came up to grade level and I gained confidence. I felt ready to go back to D.C., and I enrolled in the Edmund Burke School for junior year.

CHEVRON-CIRCLE-RIGHT What happened when you went

back to D.C.?

I realized dyslexia would always be with me. I’d have to work harder and longer than my classmates to keep up, but I had the tools to succeed. I spent Friday nights getting ahead on assignments and was inspired by great teachers who introduced me to civil rights history and literature. Imagine not being able to read your entire life, and then, a few years later, you’re discovering The Great Gatsby, by F. Scott Fitzgerald, and Letter from Birmingham Jail, by Martin Luther King, Jr. Your world becomes radically different.

CHEVRON-CIRCLE-RIGHT You went to Reed College, an

academically intense place. Did you struggle with dyslexia there?

The struggle was still very real at Reed.

It was like this apex of academic rigor, and it felt like my peers were all ahead of me. As a history major, I was assigned FALL 2021/WINTER 2022

Sam in the Security Council Chamber at the UN headquarters.

He has balanced his career between fieldwork and policy in Washington and New York.

Sam with the 101st Airborne Division in Liberia during the Ebola outbreak in 2014.

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Dyslexia and Humanitarian Diplomacy to read two books a week in addition to other coursework. There were moments when I felt like that 14 year old arriving at Landmark—underwater and terrified I wouldn’t survive.

CHEVRON-CIRCLE-RIGHT So how did you make it through?

I fought through self-doubt and kept grinding to improve. And I wasn’t ashamed to ask for help. Dyslexia is humbling in that way. In the end, I wrote a senior thesis at Reed and graduated in four years. It’s still the most challenging thing I’ve ever done.

myself in Gulfport, Miss., a week later. I saw incredible generosity from Americans, but the emergency response system was not adequate for the purpose. People were suffering through no fault of their own. There was a small window to help them bounce back and we were falling short. It broke my heart and I couldn’t accept it. So I went to the University of Michigan to get a master’s degree in social work and studied programs to help the most vulnerable.

CHEVRON-CIRCLE-RIGHT Today you’re working in New York at

CHEVRON-CIRCLE-RIGHT How did you get from a history

degree to humanitarian aid?

I wanted to be a civil rights lawyer and work on social justice issues since high school. When I took the LSAT, I struggled, and it made me question whether that was the career I wanted.

Around that time, Hurricane Katrina happened. A friend encouraged me to get involved with the American Red Cross, so I volunteered and found

the UN. What’s a day-in-the-life like?

The UN is a special place. You’re far from the field, but you’re at the epicenter of global diplomacy. It’s like three dimensional chess here. Most days start early, walking my dog, Santos, in Prospect Park. Somewhere between playing fetch and dishing treats, I read emails about events that broke overnight. There’s a lot going on in Afghanistan and Ethiopia this morning.

There were moments when I felt like that 14 year old arriving at Landmark— underwater and terrified I wouldn’t survive.

Sam serving as the U.S. representative to an International Federation of a Red Cross Donor Mission to the Afar region of Ethiopia in 2017 in response to a drought.

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Clockwise from top: In November 2021, Sam joined the U.S. ambassador to the United Nations, Linda Thomas-Greenfield, at a briefing at the Zaatari refugee camp in Jordan, home to over 80,000 Syrians, where children constructed a Lego map of their community.

Bottom right: Aerial view of the Monrovia Medical Unit in Monrovia, Liberia, an Ebola treatment unit that was built to care for healthcare workers treating Ebola patients.

Bottom, center: Sam joins healthcare workers to commemorate the opening of the Barclayville Ebola Treatment Unit, one of more than a dozen erected in Liberia during the Ebola outbreak.

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Dyslexia and Humanitarian Diplomacy

Sam and a team of healthcare workers who were instrumental in building out the Ebola Treatment Units in Bopolu, Liberia.

Last month, I was negotiating a Security Council resolution to keep a UN aid corridor open from Turkey into northwest Syria. Without it, millions of women and children would lose access to food, medicine, and shelter. These are complicated political waters to navigate. You have to work diplomatic channels with China, France, Russia, and the United Kingdom. A big part of my job is developing strategy and implementing it in a way that keeps the debate centered on humanitarian needs. That could mean helping my boss draft a speech or preparing her for a meeting with the head of UNICEF or the World Food Programme.

There’s always a political undertow, so you’ve got to try to firewall it off by proactively appealing to our common humanity. The people impacted by something like this could be your own children, parents, or relatives.

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A big part of my job is developing strategy and implementing it in a way that keeps the debate centered on humanitarian needs.

Recently, Ambassador ThomasGreenfield, who is a lifelong humanitarian herself and all-around amazing human, knew it was important to hear firsthand from Syrians. So I went with her to the Turkey-Syria border last June and we spoke to refugees, health workers, and UN officials. That experience shaped the narrative in New York because she used her platform to amplify these stories, which then made news around the world in other capitals. Thankfully, the resolution was unanimously adopted on July 9. It was the first time in four years that all 15 Council members agreed on the topic.

CHEVRON-CIRCLE-RIGHT You’ve worked on some big

emergencies—the 2010 Haiti Earthquake and Ebola—to name a couple. How does your dyslexia impact you in those types of situations?

The dyslexia is always there, but it’s more of a strength at this point.

During the Ebola response, I was in charge of building and running more than a dozen Ebola field hospitals across Liberia. It was a massive operation. We cleared jungles, flew in 747 cargo planes filled with equipment, and searched the globe for thousands of staff. I had to coordinate a lot of stakeholders—Liberian FALL 2021/WINTER 2022

health authorities, the Army’s 101st Airborne Division, international aid workers, and contractors. President Obama was getting daily updates on progress. A lot of what helped me were the soft skills I’d honed while struggling in school: learning how to read a room, picking up on non-verbal cues, improvising, and recognizing that, like me, other people might have a different perspective and creative approach toward the same problem.

And it turns out that these kinds of creative interpersonal skills are really valuable in the real world.

Of course I’m still not the fastest reader—and there’s no way I’d survive without spell check!

CHEVRON-CIRCLE-RIGHT How do you think dyslexia impacted

your career choice?

Feeling helpless as a kid and then having people fight and advocate for me cultivated a sense of empathy for others who are struggling. You need a community to overcome dyslexia.

People have to actually care or you get left behind. And that rule holds true for anyone in a vulnerable spot.

Whether it’s a learning disability or a

refugee displaced by a conflict—helping someone in need is at the core of our humanity. So when I see people on the verge of famine or fleeing conflict, I think about what we, as a community, can do to stop the suffering. And that feeling of responsibility ties back to my experience as someone with dyslexia.

Countless people helped me overcome my struggle. I hope I can do the same for someone else. BOOK-OPEN

Whether it’s a learning disability or a refugee displaced by a conflict— helping someone in need is at the core of our humanity.

Sam uses the bird’s-eye view from a helicopter to survey the development of a field operation.

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HOME COMING LANDMARK ALUMNI COME BACK TO GIVE BACK Landmark students, faculty, staff, parents, and guardians often speak about the sense of community that permeates the campuses. They say the camaraderie and support are key ingredients in the secret sauce that makes Landmark such an impactful, life-changing place. A group of Landmark School alumni have returned to campus in faculty or staff positions and have found the nurturing environment remains as strong as ever.

Here’s what these alumni/ae who work on our campuses have to say about their Landmark experience— then and now.

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MARI ANSARA CLASS OF ’15 Certificate TOT SPOT TEACHER

THEN

NOW

“It’s inspiring to work with passionate, committed, enthusiastic, and hard-working people. The young kids learn through the experiences and lessons we provide each day.”

AMANDA DOYLE CLASS OF ’11 Certificate HIGH SCHOOL FACULTY

THEN

NOW

“This community was so important when I was young and to be a part of that for others is really special. I love working at Landmark because of the community!”

ZACHARY FINE CLASS OF ’92 Certificate HIGH SCHOOL FACULTY

THEN

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“I came back to Landmark to help students conquer their learning disabilities, serve as a role model, and help them achieve their dreams.”

ZACH HARDY CLASS OF ’05 Certificate CUSTODIAL SUPERVISOR

“I returned to Landmark because the school helped me tremendously, and I wanted to do the same for the school.”

THEN FALL 2021/WINTER 2022

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HOMECOMING PETER LUCIA CLASS OF ’91 Certificate CUSTODIAL STAFF

THEN

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“I love watching children who arrive here nervous and quiet open up and blossom by the middle of the year. It’s wonderful to see young people meet their goals in life.”

AMANDA MADDOX SUMMER CLASS OF ’09 Certificate EMS FACULTY

THEN

NOW

“One of my fondest memories from attending the Summer Program was the thematic unit we did in language arts. Having an engaging and interesting theme helped me retain the writing strategies.”

GUIDO MEADE CLASS OF ’81 Certificate HIGH SCHOOL STUDENT LIFE

THEN

NOW

“I returned to Landmark because I wanted to give back to Landmark after all it had done for me. I love interacting with the students and how it feels like a big family here.”

DERRICK NEAL CLASS OF ’04 Certificate HIGH SCHOOL FACULTY

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“I came back to Landmark to give back to the community that I love. It truly is a special place, and after working in public schools you realize how unique and special the education we give is.”

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SOFIA PLATER CLASS OF ’07 Certificate HIGH SCHOOL FACULTY

“I connect with Landmark students in a unique way given that I was once in their position, and I can easily relate to their past educational experiences.”

THEN

NOW

THEN

NOW

THEN

NOW

THEN

NOW

MARC PUGLIESE CLASS OF ’12 Certificate CUSTODIAL STAFF

“The people at Landmark brought me back here.”

NELL SCHWECHHEIMER CLASS OF ’86 Certificate EMS FACULTY

“ It feels like I never left Landmark. This is a place that changes lives. Having the chance to support students in their learning and help them realize that they are so much more capable than they think is why we are all here.”

TRISH SULLIVAN CLASS OF ’82 Certificate HIGH SCHOOL FACULTY

“As a person with dyslexia I am understood, and if I ever need help I can just ask. I really enjoy working with the students, watching their progress, and being able to provide the support that I was given as a student.” BOOK-OPEN

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Man (Still) on a Mission On a brisk afternoon earlier this winter, I found myself on the second floor of the Drake Administration Building in a room that’s part workspace, part conference room, and part museum—the office of the head of school. In my youth, I may have found myself in an office like this for some disciplinary purpose. On this particular day, I was here to interview the third and longest-serving head of Landmark School, Bob Broudo.

Much has been written about Bob’s 22

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history at Landmark. He was among the first group of faculty members who built the school in 1971, and he worked his way from teacher to a myriad of administrative roles to head of school starting in 1990. So with retirement approaching, I wanted to know: What’s next for Bob Broudo?

Knowing that mission is at the heart of what makes Bob tick, I wasn’t surprised when he quickly offered, “I’ve always felt I’m here for the

BY SCOTT BLANCHETTE

mission, which means I don’t work for an ‘institution,’ but rather I work for the students and faculty/staff.” He continued, “I’m stepping out of the role of head, but I’m definitely not stepping away from the mission.” He then went on to explain some of the broader initiatives he’ll take on, such as traveling the country to meet with Landmark families, governors, and educational leaders to continue to raise awareness and support for students with dyslexia.

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After all these years, his excitement for the work and the future of this mission remains unmistakable. “I’m also angry because we’ve known about dyslexia and neurodiversity for a long time. We’ve passed federal and state laws to ensure that students who struggle with dyslexia and other language-based learning disabilities get the services, support, and teaching they deserve—but millions of kids are still getting hurt and being left behind. Many are dropping out of school or ending up in the juvenile justice system, and that’s not okay.” His devotion to the cause and desire to always do more is palpable.

Bob’s successor is Josh Clark, current head of Schenck School in Atlanta, Ga. (see sidebar). “Josh has the passion for the mission,” Bob explained. “He has the qualities to be a great leader of this institution. I’m eager to see Josh’s fresh perspective and influence on Landmark.

I will be here for him whenever he needs it but will not shadow him or interfere in any way.”

Bob also touched on some of the more personal pursuits he’s looking forward to in retirement, including spending more time with his four grown children and seven grandchildren, travel, adventures on Watermark, the boat he co-owns with Landmark veteran Jim Kent, and, of course, time with Maida, his wife.

In my time at Landmark School, I’ve mostly known Bob Broudo as head of school, the man who’s been here from the beginning, the one who’s shaped the Landmark method, community, and persona. But during our conversation, I came to see him as so much more than that. I witnessed him as a historian, a storyteller, a family man, and a visionary.

Most noticeably, I saw him as a man (still) on a mission. BOOK-OPEN FALL 2021/WINTER 2022

Meet Josh Clark On July 1, 2022, Josh Clark will assume the role as Landmark’s head of school. Josh is currently the head of the Schenck School and is the executive director of the Dyslexia Resource in Atlanta, Ga. He has served in these roles since 2016. For the five years prior, he was the head at Bodine School in Germantown, Tenn. He started his professional teaching career in his hometown of Memphis, Tenn., at Lausanne Collegiate School, where he was a sixth grade language arts instructor. He later became the assistant head of Lausanne Collegiate’s Middle School program.

Josh is the chair of the International Dyslexia Association (IDA), a trustee of the Southern Association of Independent Schools, and an expert contributor to a myriad of organizations and media outlets, including Education Week, Made By Dyslexia, CNN, and Teen Vogue.

Josh and his wife, Melanie, also an educator, and their children, Rigby (age 11) and Dalloway (age 9), are eager to join the Landmark family and will be living in the head’s house on the Prides Crossing campus.

Bob Broudo said, “Josh is well prepared to usher the school and our mission into a promising new era filled with excitement and growth.

He is a passionate advocate for students with dyslexia and other languagebased learning disabilities and will ensure that Landmark maintains and builds on its mission to help students reach—and exceed—their academic and social potential.”

FUN FACT

Josh is an avid runner and has completed 13 marathons.

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Drama Elementary•Middle School

FOR FUN

& PURPOSE

By Rob Kahn

The paper in my hands said: “jackhammer,” “criminal,” and “I want my mommy!” on it. My eighth grade partner, Asher, and I had to invent a scene using those three elements. We huddled up, made a plan, and then ran it by Ms. A to ensure it had a starting point, a direction, and an ending. Then we waited for our turn to perform…

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Landmark is about unlocking potential: students finding themselves, realizing their gifts, and parents “getting my child back” are what we celebrate most. But Landmark is also a place where faculty revisit talents that have been dormant until the right moment brings them back into the light.

That brings us to Carolyn Aliskewicz.

“I began acting at age 13 in Shakespeare’s A Midsummer Night’s Dream. Later, I was an undergraduate theater major, directed and wrote plays, studied voice, and performed in bands and theatrical companies—most recently with the Cape Ann Theater Collective. Acting for me has always been a lifeline, and my favorite place in the world is standing in the wings waiting for my entrance cue.”

A former director of performing arts, Ms. A, as she is known to students at Landmark’s Elementary•Middle School (EMS), had left education and applied for an administrative position here. She did not take that position but loved the community feel and signed on as an EMS faculty member the next year. “I felt a door open,” she said. It has led her to reintroduce drama to EMS at a challenging moment for performing arts, to say the least. She has a vision of a “someday” production involving theater, music, and dance—with the help of other faculty who hold “regular” Landmark positions along with “side gigs” as musicians and choreographers.

This year, with mitigation and mask mandates in place, a fledgling drama initiative is growing. Elementary classes have drama weekly, while middle school students have an afterschool club once a week.

“Drama is important for all students, but it’s an especially rich opportunity for Landmark students,” Carolyn noted. “It exposes students to multiple peers in a structured format where they can explore life situations, identities, and emotions. Practicing facial expressions and physical stances develops poise and confidence and makes student actors interesting personalities to be around.

Students at Landmark invariably move from the whole idea to the specifics,” she added. “They quickly sense the story’s narrative arc and grasp personality and body language before mastering the script.” This talent for the big picture made “improv” an obvious choice for EMS drama. “I give the students an idea. Instead of starting with text, they color that idea and tell me where the scene starts, goes, and 26

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ends.” Visitors sense the creative energy and clear sense of fun with a purpose. Students learn the basics of acting while enhancing their focus, social thinking, teamwork, and communication.

Asher, now an eighth grader, had never acted before he arrived at Landmark three years ago. As a sixth grader, he took a drama class with Ms. A, and the acting bug he caught at Landmark led to community theater—he recently appeared in Footloose in his hometown! The improv approach is “a great way to get better at building characters and learning skills for acting,” Asher told me. In addition, he now has an entry point for wherever he goes after Landmark. And Landmark continues to benefit from the talents of faculty like Carolyn who blend their expertise with Landmark methodology to create growth experiences for our students.

And in case you were wondering: Asher was quick to suggest himself as a busy jackhammer operator and I got to channel my inner criminal by trying to recruit him for a bank robbery. He resisted my pleas and the scene ended as he pleaded, “I want my mommy” to rescue him from a life of crime! BOOK-OPEN FALL 2021/WINTER 2022

“ Drama exposes students to multiple peers in a structured format where they can explore life situations, identities, and emotions.”

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 SPOTLIGHT donor

Something My Dad Would’ve Done

By Brittany Kenney

Opportunities are often circumstances that require us to choose a path. But what happens when the opportunities we often take for granted—those to learn, excel, and create a fulfilling life—are not available? Ibrahim El-Hefni’s foundation has spent decades addressing issues of inequity in education, especially for students of color, and has provided countless opportunities to access the educational experiences they need and deserve.

From Humble Beginnings a Philanthropist Is Born Born in 1927 as one of seven children in a rural village in Egypt, Ibrahim El-Hefni took full advantage of a rare opportunity, defied the odds, and became a successful entrepreneur and philanthropist. After his father died and they lost their farm, Ibrahim’s family had few resources and could only afford to send one child to school. Ibrahim was given the opportunity— and he took it. Earning a bachelor’s degree in engineering from Cairo University and a master’s and Ph.D. from Sheffield University in electrical engineering, Ibrahim worked hard and was able to pull his family out of poverty. While in England earning his advanced degrees, he met a nurse named Wensley. They married and moved to the U.S. in 1960 so Ibrahim could take a job at MIT’s Lincoln Labs. A few years later with a $2,000 investment, Ibrahim started an engineering company out of his basement in North Andover, Mass., which he grew into a multi-million dollar business that is still thriving today.

Ibrahim credited his education as the catalyst to achieve success in life, and he wanted to make sure other young immigrants and people of color 28

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received that same opportunity. In the 1980s, he established a foundation that for decades anonymously gave full college scholarships to marginalized students in the Lawrence, Mass., area. His daughter Suzanne Wright P’22 said, “Dad always thought that children from underserved communities getting straight As could get a scholarship to Harvard. But if you were a B or C student working every afternoon and weekend to help support your family, you’d be overlooked. So he really focused on those students.”

Fulfilling Her Father’s Legacy of Decency and Generosity After his death in 2005, Suzanne and her mom began carrying on Ibrahim’s philanthropic legacy.

Suzanne, who was a litigator in Los Angeles and professor at UCLA, brought new perspectives to the foundation. As a professor she had seen firsthand how many students of color started out in her classes at a disadvantage. “After the first semester, some of these students were pulled out of my classes and put into remedial classes because they had a substandard education before getting into college,” she said. “It was

Clockwise from top: Ibrahim El-Hefni receives his Ph.D. from Sheffield University in 1958, Jack Wright ‘22, Suzanne Wright P’22, and Wensley El-Hefni GP’22 in 2021 in Nevada; Ibrahim and Wensley on a visit to Egypt; Ibrahim with workmates in England in the late 1950s.

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obvious to me that the playing field was not level, and that we couldn’t wait for these kids to get to college to try to help.”

From then on, the foundation focused on trying to level the playing field for young students in need.

Giving Back to Landmark Suzanne’s passion for educational equity became very personal when her youngest son, Jack, began showing signs of learning difficulties.

“I know how privileged I am to be able to give my kids exactly what they need. Jack’s learning profile was so complex and unique, I was sort of piecing together his education—private school, tutors, anything that might help. When we finally got him into Landmark, I felt like I could breathe.”

Suzanne jokes that Jack loves school so much he doesn’t want to go on winter or summer breaks and looks forward to Saturday school! After seeing the difference Landmark made for Jack, she knew she needed to help give other kids the opportunity to access this type of life-changing education. “I started thinking about the parents in underserved communities with limited resources to even fight for funding—immigrant parents who might not have the time or English language skills to navigate a complicated educational system.

That is when I decided to help fund scholarships for those kids—the kids who needed to be at Landmark, but couldn’t get there on their own. It’s something my dad would have done.”

The foundation has given generously to the financial aid program at Landmark over the years and has helped complete the $8 million financial aid goal for the 50 Forward Capital Campaign (pg. 30). Because of the foundation’s commitment to equity in education, many deserving students have been given the opportunity to learn at Landmark School, an opportunity that will no doubt change the course of their lives. A touching legacy for a man who took his educational opportunity and built an incredible life focused on helping others. BOOK-OPEN FALL 2021/WINTER 2022

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$20M

$15M

$10M

$5M

A Foundation for Landmark’s Next 50 Years Landmark School has been a beacon of hope for 50 years. We have empowered thousands of students to change the course of their lives by giving them the tools to successfully navigate an ever-changing world. The 50 Forward Campaign is about supporting those who matter most—our students and teachers—and ensuring Landmark continues to light the way for generations to come.

GOAL: $8M

8

hands-usd

$5M

Landmark Fund

$8M

Financial Aid Endowment

The 50 Forward capital 7 campaign goal is to raise $20 6 million by June 2022!

$20M

These funds will:

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• Boost financial aid for students.

4

GOAL: $7M

GOAL: $5M

• Increase compensation and3 expand faculty resources.

Users

$7M

2

Faculty Endowment

0

hands-usd

Users

• Provide essential revenue for 1 Landmark School through the annual Landmark Fund.

93%

70%

98%

RAISED

RAISED

RAISED

Landmark Fund

Faculty Endowment

Financial Aid Endowment

Progress reported as of January 1, 2022.

TIMELINE JULY 2018

Comprehensive campaign counting begins.

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SEPTEMBER 2018

Cornerstone Financial Aid Gift received.

SPRING/SUMMER 2019

Board commitments

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Silent phase fundraising

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Exciting News!

Thanks to the encouragement and support of so many generous community members, we’ve raised $17.3M so far!

The end is in sight, and we can do this together.

To finish strong by June, our Board of Trustees has launched a Matching Gift Challenge of $1 million! That means, every dollar that you contribute to the faculty endowment fund, starting on Feb. 1, 2022, will be matched dollar for dollar.

So $1 million will automatically become $2 million!

Cementing a Legacy Through Faculty Support

The Matching Gift Challenge will support Faculty Endowment and provide monetary bonuses at five-year employment anniversaries, as well as expand professional development opportunities and resources for our extraordinary teachers.

Help turn $1,000,000 into $2,000,000!

Help us light the way.

SHARE

Double your gift today!

We are here.

APRIL 14, 2021

Official public campaign launch at Making Waves virtual event FALL 2021/WINTER 2022

SPRING 2021–SPRING 2022

Public phase fundraising

Star

Help us get...

WINTER 2022

Board Matching Gift Challenge announced

As part of the Faculty Endowment, we will honor the name, presence, and spirit of a Landmark legend, Head of School Bob Broudo, who will retire in the spring of 2022. Bob helped build Landmark from the ground up as a young teacher in 1971 and played a critical role in shaping the school into the world-renowned institution it is today. He is an ardent supporter and advocate for teachers. The Bob Broudo Excellence in Service Awards will raise $5 million toward the overall Faculty Endowment goal of $7 million and will provide monetary bonuses presented to Landmark teaching faculty at each five-year milestone of service at the school. BOOK-OPEN

Star here.

JUNE 2022

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 PENLIGHT

in their own words

Spelling Success on Her Own Terms

By Sunaina Hoon ’22

It was under these circumstances—and the advice of a counselor—that my parents took me to New York to be tested for a potential learning disability.

The results came in. I was declared dyslexic. The diagnosis brought relief because I now knew what the problem was. My academic advisor at school was informed of the developments, and it was clear that the school was simply not equipped to offer the kind of support I needed. They suggested we look for alternatives. In a matter of weeks, my life as I knew it, was set to change dramatically.

One day, when I returned home from school, my parents sat me down. “We’ve decided to send you to a boarding school in Boston specifically for kids with dyslexia.” It took a few seconds for this to sink in, and then a huge sense of relief washed over me. The cycle of doom appeared to draw to a close. I leaped into my mother’s arms with joy, and she later described the smile on my face as “butter spreading on hot toast.”

Coming to Landmark has changed my perspective on how I see learning disabilities. I came from a country where they weren’t widely acknowledged and mainly looked down upon and where students with learning disabilities 32

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were stereotyped as “special.” At Landmark, being surrounded by students who share the same struggles as I do and taught by excellent teachers has helped me to finally be myself and set me on a path of self-discovery. I learned that Walt Disney, Albert Einstein, Leonardo Da Vinci, Daniel Radcliffe, and countless others have encountered similar issues that I have, and seeing their remarkable success emboldened my spirits.

Landmark has helped me reach my best potential, teaching me skills and helping me improve over time. I have come a long way since freshman year, and being a senior, I feel the difference in me and how I have changed as a learner. I thrive in my new environment. I discovered a love for ceramics, graphic design, and the biggest surprise of all— my love for writing. My learning disability taught me invaluable lessons for life, too. I learned to evaluate my assumptions, question prejudices and biases, and defy stereotypes. As a student with dyslexia, I was berated for not being able to spell correctly. Today, I have learned to spell success on my own terms. Dyslexia no longer seems like a disability, but an opportunity to use my unique ability to live life differently. BOOK-OPEN

W I N S LOW M A RTI N

My fifth grade English teacher at my school in New Delhi, India, admonished me loudly, saying “Sunaina! Are you not paying attention again! How are you going to cope with senior school if you make silly mistakes like these?” My math class was worse. At age 11, I felt like life was closing in on me, bereft of support, humiliated, and helpless. I always took a long time processing information and never had the confidence to participate in class discussions. I wondered why I was different.

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“I learned to evaluate my assumptions, question prejudices and biases, and defy stereotypes.”

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 SPOTLIGHT faculty

Punster, Legend, Landmark Classic

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Karl Pulkkinen retires after more than five decades of service.

By Hazel Crowley

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It turns out that, in addition to Landmark School, a few other cultural icons

K I E RA N K E SN E R ’ 09

turned 50 years old this past year. The year 2021 commemorated the 50-year anniversary of the Apollo 14 mission, Disney World’s opening day, and the first McDonald’s Quarter Pounder® ever sold. At Landmark’s Elementary•Middle School, 2021 also marked 50 years of service by Public School Liaison Karl Pulkkinen, Landmark’s own, equally intrepid, entertaining, and enduring classic.

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According to author Malcolm Gladwell, in his 2008 book Outliers, it takes 10,000 hours of rigorous practice to achieve mastery of complex skills and concepts, such as playing the oboe or perfecting your golf swing. Let’s do the math. Fifty years of 180 eight-hour school days (though that’s likely an underestimate) mounts to a whopping 72,000 hours. So, what do you call a master 7.2 times over? Some might use the term guru, others maestro, or perhaps legend (and he surely is all of those combined). Karl, ever the punster, might quip: you’d call yourself out of breath.

It all started in 1969, his sophomore year at the University of Maine, where Karl was recruited last minute by Dr. Charles Drake to work at a program called the Reading Research Institute at Bates College. After teaching that summer at the Institute and the next two summers in the program at Hebron Academy, Karl was hooked on teaching one-to-one tutorials and collaborating with Drake.

So much so that, despite being a true-blue Mainer who emanates pride in his Owls Head roots and invokes the Pine Tree state on a regular basis, Karl became a Bay Stater. After graduation, on Drake’s invitation, Karl moved to the North Shore along with a mix of former colleagues to help open and staff the school that would eventually become Landmark. In Beverly, things moved quickly. With future Head of School Bob Broudo as his roommate and Dr. Drake, Drake’s wife, children, and mother among his colleagues, Karl went immediately to work, literally gutting, painting, and renovating what is now the Alexander Building on the High School campus, establishing himself as a mainstay in the community.

When his position teaching physical education on a concrete floor covered in linoleum tile finally

took its toll on his knees and back, Karl went to Dr. Drake. He said, “Listen, is there anything else I can help with?” He mused somewhat wistfully and added, “And here we are.” In 1985, Karl took over as public school liaison at both EMS and the former Beverly Farms campus (Expressive Language Program). Though it’s emotional and challenging— and there’s lots of paperwork—Karl loves the role, as it is first and foremost about relationship building, not just with Landmark parents but also with countless educators across the region. Karl’s transition into this role shouldn’t come as much of a surprise. Looking back, his high school guidance counselor, Mr. Lunn, was a true inspiration. “He was the most warm, outgoing, helpful, and respectful person,” Karl fondly recalled.

Butcher? Baker? Candlestick maker? In some ways, Karl has done it all. In fact, though he has worked for decades helping Landmark families navigate the educational system, students on campus recognize him for many other reasons.

To some, he’s the guy with a full plate making students feel comfortable at the morning breakfast club, the teacher with a special mini basketball hoop mounted in his office, or the one who’s always trading wordplay with Mr. Kahn in an epic, years-long pun battle.

This summer, Karl will leave his position at Landmark in the competent hands of the crew he has trained to take on his duties. What will he do with his next 72,000 hours? It seems unlikely Karl will stop giving: to his family, his theater group, his basketball team, his plants, his woodpile. When asked for this article to name something he’d like people to know about him, Karl said, only; “I have appreciated all the support and friendship of colleagues over my time at Landmark.” BOOK-OPEN The Lantern

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 STARLIGHT athletics

Coaching Matters

by Brook Sumner

There was a time when competitive athletic programs were not considered a priority for students with learning disabilities. Conventional wisdom held that these students needed more classroom time to build academic skills or that organized sports would not provide a positive experience for them. The presumption was that competitive sports did not provide them the opportunity to thrive and boost their self esteem.

How far from the truth!

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Why Sports Matter Sports are for everyone and coaching is teaching.

Today, we believe many students learn some of life’s most important lessons after the academic day in athletic programs. These lessons last a lifetime and reinforce commitment, teamwork, and perseverance. The athletic program at Landmark is an extension of the school day and an important part of our curriculum. Over twothirds of our High School students take part in competitive interscholastic sports every year.

Making an Impact In and Out of the Classroom Our coaches are at the core of this program.

We draw nearly 100% of our coaches from our faculty ranks. In this era of sports specialization and club and AAU programs, we take pride in the fact that our teachers are our coaches. As the teacher-coach model disappears across the country, we are proud to say that it is alive and well at Landmark. This is important. Coaching matters! Our coaches often spend more than two hours a day, five days a week coaching their players. They travel with their players on game days across New England, not only sharing in their triumphs and disappointments, but also meals on return trips, which provides time to catch up or debrief. Later in the evening, they may help students with homework in the dorms and the following morning greet them in class. Our coaches know their studentathletes, and through this they serve as role models who guide and motivate. We know that students who feel connected and inspired are students who make the most of their Landmark experience.

Spotlight on Two Landmark Coaches Two coaches who’ve excelled at this in recent years are Tom O’Riordan and Christina Scanlon.

Together, they have built a powerful crosscountry and track-and-field program. Their philosophy is simple and effective. They believe that successful teams strive for excellence in a friendly, accepting, and competitive environment.

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The proof can be found in their success. Since 2013, the track team has won five Eastern Independent League (EIL) Championships. The cross-country team has accumulated a 42–6 record and won three EIL and New England Championships. Tom and Christina have coached five EIL Players of the Year and sent 21 of their students off to compete in college. One, Merryl Green, is a back-to-back NCAA Division 3 National Champion.

While these statistics are impressive, it is the culture of support and community that makes these teams so successful. Our athletes are encouraged to try, work, and exceed goals. It is why they thrive and why athletics serve as such an important part of our overall program. And it is why coaching matters! BOOK-OPEN

A Stellar Record TRACK: • 5 x EIL Champs Varsity XC: • 3 x EIL & NEPSTA Champs • 42-6 EIL Record • MBIL Girls Champs 2019 JV XC: • 3 x JV Champs (‘16, ’17, ’18) • 44 EIL All-Stars between both Track & XC • 9 x Coach of the Year • 5 EIL MVPs 21 athletes have gone on to compete collegiately across all three divisions.

Eight are currently competing.

The secret sauce behind Christina and Tom’s success includes encouragment and positivity.

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 STARLIGHT performing arts

Landmark Stage Company Returns to the Theater

by Alyssa Gibbs

For the first time in almost 20 months, the Landmark Stage Company welcomed students and faculty back to the Performing Arts Center this fall with a performance of Disney’s Freaky Friday!

The two-hour musical follows a day-in-the-life of mother and daughter Katherine and Ellie Blake, who magically switch bodies for the day and learn about life in each other’s shoes. The two lead actors each play two roles, tricky for any actor and even more so when asked to rehearse and develop the roles in only two months!

Played by junior Summer O’Sullivan and senior Kat Grocela, the characters Katherine and Ellie were brought hilariously to life with the comedic and musical talents of these incredibly hardworking actors. Friends and residents in the same dorm, Summer and Kat spent hours outside of each day’s rehearsal running lines and learning music. Their perseverance paid off with beautiful performances and accolades each night.

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K E I RA N K E SN E R ’ 09 ( 6 )

Another student actor who embodied the hard work and dedication of the cast was newcomer to the theatrical stage, junior Jack Bram. Jack played the role of 10-yearold Fletcher, an aspiring puppeteer. Jack, an accomplished musician who had never acted in a musical before, was tasked with not only learning lines and music, but also manipulating puppets for the majority of his time on the stage. Jack’s comedic timing and interpretation of his role had the audience roaring with laughter.

Rounding out the cast was a mix of veteran Landmark performers and those brand new to the stage. Each actor brought energy and enthusiasm to the process—learning lines, music, and choreography through commitment and focus. Students were asked to develop their characters from scratch in some roles and did a remarkable job creating personae through rehearsal and improvisation.

Freaky Friday was truly a collaborative process, with new and veteran faculty alike participating in direction and design elements, including theatrical direction by new Performing Arts Department Head Alyssa Gibbs, musical direction by Nate Efinger, technical direction by Nate Haywood, choreography by new faculty Taylor Morrow, stage management by Liz Maurer, and prop making by new faculty Helen Monroe. The cast and crew of 25 students and faculty members showcased their talent singing, dancing, acting, designing, puppet making, and creating seamless stage transitions.

The performing arts were deeply missed at Landmark during the COVID-19 hiatus. This fall sold-out performances and standing ovations greeted every show. We could not be happier to be back! BOOK-OPEN

COVID-19 and masks didn’t deter the talented cast of Freaky Friday from putting on three outstanding performances in Landmark’s Performing Arts Center this fall.

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EVENT WRAP-UP

Coming Together With strict COVID-19 protocols in place, we safely gathered this fall, in-person and virtually, for many events that helped us meet, greet, connect, celebrate, and learn.

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Movers & Shakers September 11, 2021

Thank you to the Bottarelli Family P’23, P’26 for hosting a spirited Movers & Shakers event for the third year running to help welcome relocated Landmark families to the area and our school community.

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Back to School Brews Sept. 17, 2021

Alumni, faculty, and staff gathered at Old Planters Brewing Co., a favorite Beverly watering hole, to ring in the new school year and reconnect. Thank you to the Alumni Council for hosting and all who joined us for a festive and memorable evening.

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EMS parents and guardians gather at the Chowder House in Manchester-By-the-Sea for a start-of-school meet and greet.

Landmark Cares Sept. 25–Oct. 2, 2021

Our second annual Landmark Cares week was a great success for our school, students, friends, and families. The week began with a parent mixer at Riversbend Restaurant in Essex, Mass., and included a beach cleanup, community movie night on Swanson Field on the Elementary•Middle School (EMS) campus, and culminated with our annual 5K Road Race and Homecoming. Throughout the week, our students, faculty, and staff were treated to special milkbreak treats, Landmark swag giveaways, a BBQ lunch, and Spirit Day. The outpouring of support on display was exhilarating and heartwarming. We set a goal of raising $100K, and with a challenge match of $12K, we raised more than $135K. Thank you for helping us nail it!

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High School students proudly wear Landmark swag at this year’s Homecoming celebration.

Landmark Parents’ Association (LPA) and Landmark Learns Events

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High School teachers enjoy a special milkbreak provided by the LPA.

The LPA started the 2021–2022 year with enthusiasm and energy, including an in-person and live-streamed Coffee and Conversation hosted by Head of School Bob Broudo.

In October, the LPA hosted parents for a presentation by Assistant Head of School and In-House Legal Counsel Dan Ahearn, who spoke about Special Education Law. With generosity, creativity, and spirit, our parents outdid themselves this year by treating Elementary•Middle and High School School faculty and staff to milkbreak goodies and warm wishes of deep gratitude at their autumn staff appreciation events.

The LPA remains committed to providing relevant educational content for members of the Landmark community. This fall, the group sponsored two virtual Landmark Learns presentations by internet safety expert Doug Fodeman. The EMS program was titled Navigating Children’s Healthy and Age-Appropriate Technology Use and the High School presentation was called Parenting, Teens & Technology— Concerns and How to Navigate Them. Thank you Doug and all who attended. To view recordings of past Landmark Learns presentations, visit landmarkschool.org/landmark-learns. BOOK-OPEN

Attend an upcoming event! Check out our

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

FALL 2021/WINTER 2022

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Alumni AlumniNotes 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 lantern@landmarkschool.org.

David Allon ’77 The first time that my dyslexia was addressed was at Landmark School. I spent a wonderful summer in high school there in 1977, and Matt Rutter was my tutor. He prepared me for college, despite my language challenges. I also have fond memories of Dr. Drake. I recently completed a book called Oranges to Easels: Journey of an Israeli Pioneer, published by Oak Tree Press, Co. It’s available at Amazon.

Robert Baldera ’77 I’m married, retired, and keeping busy. When this pandemic is over and life begins to normalize, I would like to get to a Landmark reunion.

Stephen Moschella ’80 I have a house in the U.S. as well as in the Philippines and have been married for five years.

For the past 35 years, I have been working in the computer field. I was one of the first people to go to Landmark, and Dr. Drake helped me have a life.

I remember when they converted the library and built the gym. Room 28 in the main building (now the Alexander Academic Center) was my room for three years—I have so many fond memories.

I still have a hard time spelling and reading, but Landmark gave me the tools to make it in life and the school will always be in my heart.

Berta Nahra ’83 (Summer Program) I’ve been teaching high school for the past eight years at the Cambridge School of Visual and Performing Arts Academy located just outside Boston. I teach health, professional communication, and the history of rock n’ roll.

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Geoffrey Abeles ’84 I am a holistic therapist/coach focused on helping people discover what is holding them back from achieving their goals. I currently live in Acton, Mass.

David Allon ’77

Dr. Lani Victoria “Tori” Lockett Hidalgo ’88 I received the University of Arizona Foundation Leicester and Kathryn Sherrill Creative Teaching Award, recognizing excellence in the art of teaching at all levels, with particular emphasis on teaching at the undergraduate level. I am a lecturer in chemistry and biochemistry at the University of Arizona.

Michael Livingston ’89 I am raising twin 3-year-old boys who light my world up!

Brian Hiltz ’92 I have been a truck driver for almost 15 years. I stay busy with my large family and am eager to reconnect with people who attended Landmark around the same time that I was there.

Robert Baldera ’77

Geoffrey Abeles ’84

Michael Pelsor ’90 I am living in St. Louis, Mo., with my wife, Natalie, and our son, Max, who is a toddler. I am a fire and building inspector for the St. Louis County region.

I have an associate’s degree in fire protection and a bachelor’s degree in OSHA safety and health.

I also hold certifications in fire inspection in the state of Missouri, the National Fire Protection Association, and International Codes Council. In my free time, I enjoy photography, riding my bike on the trails in the area, and spending time with my family.

FALL 2021/WINTER 2022

Douglas Huisman ’96

Claire (DeWinter) Knutson ’98

Mary Beth (Dowdy) Devereaux ’91 For the past 10 years, I have been working as a teacher at Hugs Plus in Braintree, Mass., an early education center. I live in Hanover, Mass., with my husband, Robert T. Devereaux, who graduated from Landmark in 1992. We reconnected in 2000 at a Landmark reunion and got married later that year. Rob works as a ranger for the Department of Conservation and Recreation at the State House in Boston, and since 9/11 has been part of the security team protecting that building and the surrounding area. I attended an online alumni gathering in November, and I loved seeing my Landmark family and hearing about what everyone has been up to.

Matthew Whooley ’00

Matthew Whooley ’00 I was a firefighter until I had a heart attack in February of 2019. Now I run a tattoo business and design company in Indiana.

Mary Beth (Dowdy) Devereaux ’91

Christy (Litten) Acosta ’01 I am currently the clinical manager of a pediatric out-patient clinic in Winter Haven, Fla., where we are in the process of becoming a specialty clinic for feeding and life skills. I have two boys, ages 8 and 4.

My husband and I have been married for 10 years!

Christy (Litten) Acosta ’01

Douglas Huisman ’96 I’m doing very well. Since leaving Landmark, I started my own company and sold it. I have two beautiful daughters and would love to show them Landmark the next time I am in the Boston area.

I follow some Landmark friends on Instagram and have enjoyed seeing some familiar faces of teachers who are still there. These bring back great memories and make me realize how much I miss Landmark.

Claire (DeWinter) Knutson ’98 I’m enjoying life with my children on our property in Washington state.

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Vivienne (Lowe) Brefini ’05

Julie Blanchard ’01 I was one of the first Landmark Elementary•Middle School boarding students at age 10 and attended for three years. I had an amazing experience that I am still grateful for today. I have worked in a medical practice for 19 years, moving up from medical biller to supervisor and am now the practice manager, overseeing 35 employees. I owe much of my success to Landmark School. I have a beautiful family and have been reminded of my struggles in school prior to Landmark as my 7-yearold daughter is going through similar challenges. I hope this message will help inspire other parents not to ignore the early signs of dyslexia. Thank you to all of my Landmark teachers—especially Mr. Swanson and Mr. Miller.

Courtney Murray Marshall ’01 I am married to Andy Marshall and we have two kids, Silas (age 5) and Rayea (age 3). I have a master’s degree in education, and I am a professor of education.

Vivienne (Lowe) Brefini ’05 After graduating from Landmark, I got a degree in fashion design and production, worked for a couple of different places, then started my own business.

About seven years ago I decided to join forces with my mother, and we created TIEN2, a clothing and jewelry boutique in Beverly, Mass., where we make both the clothing and jewelry ourselves. I have also worked 44

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Terence (Jamie) Quinn ’07

with the Landmark Performing Arts Department, helping with costumes for their productions.

Matthew Selinger ’06

Matthew Selinger ’06 I left Landmark Elementary•Middle School in June 2002 and went on to attend St. John’s Prep in Danvers, Mass., and St. Joseph’s College in Standish, Maine, where I graduated with a Bachelor of Science in Human Services. I am currently a recruitment coordinator for Cataldo Ambulance Services. I got engaged to Brittany Lavoie in January 2021.

Daniel Keogh ’07 I currently live just outside downtown Salem, Mass., with my fiancé and two children, Guy (age 9) and Katie (age 2). Last year my son was diagnosed with dyslexia.

Terence (Jamie) Quinn ’07 Currently, I am a service technician at a Subaru dealership in northern Virginia. After graduating from Landmark, I received my bachelor’s degree in public relations and advertising. After that, I worked at an investor relations firm. Ultimately, I had a change of heart and followed my passion. I went back to school to study automotive technology while working at a dealership.

Zachary Volpe ’08 Thanks to my time at Landmark, I am a marine systems engineer consultant, traveling the world’s FALL 2021/WINTER 2022

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TH

LANDMARK SCHOOL’S

ANNUAL SPRING CONCERT & AUCTION

MAKING WAVES JOIN US!

Lisa Loeb April 13, 2022 Book your tickets or sponsor one of the most memorable nights of the year and be treated to a cocktail reception overlooking the picturesque Rockport Harbor, a lively auction emceed by local celebrity Billy Costa, and a private concert with Grammy Award winner LISA LOEB! Tickets will sell out quickly— order yours TODAY!

www.landmarkschool.org/makingwaves

For sponsorship opportunities to this memorable event, please contact: Michelle Granese Director of Institutional Advancement mgranese@landmarkschool.org FALL 2021/WINTER 2022

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MOLLY QUILL

Ali and Mari Ansara ’15 with Katie Goldberg ’15

Adam Gauvin ’10

Anna Gupta ’15

Ali Ansara ’15 and Joseph Dubinski ’14

oceans designing, installing, and testing electrical systems on catamarans. My travels have taken me to China, South Africa, Japan, and the Caribbean.

Ian Couzens ’14 I work on the PBS NewsHour’s politics beat, primarily working on Capitol Hill covering Congress.

Adam Gauvin ’10 In the spring of 2021, I earned my J.D. from the Massachusetts School of Law.

Ali Ansara ’15 I completed my master’s degree in education from Gordon College and will be married to Joseph Dubinski ’14 in June 2022.

Danny Czerkawski ’12 Since graduating from Lynchburg University with a degree in film, I’ve been working with Suffolk Construction as a creative storyteller, capturing brand stories that highlight our people and the amazing projects we work on all over the country.

Dylan Rock ’13 After Landmark, I attended Elon University and studied political science and economics. I was fortunate enough to have the opportunity to study abroad at the University of the Sunshine Coast (Queensland, Australia), where I analyzed lobbying efforts within the energy industry. After graduating from Elon, I worked for technology start-ups in the cyber security and data privacy industries.

Today, I am working for Amazon’s cloud computing subsidiary, Amazon Web Services, as an enterprise account executive. I currently live in Arlington, Va., but will always miss Massachusetts—and especially Prides Crossing!

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Mari Ansara ‘15 In 2021, I received my Bachelor of Arts Degree in Educational Studies from Endicott College. I am currently working at Tot Spot, an early education center, at Landmark School.

Katie Goldberg ’15 I completed my Master’s Degree in Education from Merrimack College in 2021.

Anna Gupta ’15 In the spring of 2021, I graduated from the nursing program at Westfield State.

Shaurya Agarwal ’16 I am currently the managing director and CEO of two companies, one in the field of manufacturing and distribution of alcoholic beverages and the other focuses on aquaculture and aquaponics. I graduated from Bryant University in 2020.

FALL 2021/WINTER 2022

30th Annual

GOLF BENEFIT MONDAY, JUNE 6, 2022

For 30 years, Landmark School has been hosting a beloved annual Golf Benefit which has become one of our most successful fundraisers. The spirit of generosity and sportsmanship makes this an event for golfers both seasoned and new to the game.

Corporate and other local sponsor partners, parents, and friends join us on the Ipswich Country Club’s award-winning course each year for a fun and festive way to usher in springtime in New England.

See you on the links!

BENEFIT SCHEDULE: CHEVRON-CIRCLE-RIGHT 11:30 a.m.

Registration and lunch Driving range and putting green open.

1:00 p.m.

Shotgun start CHEVRON-CIRCLE-RIGHT

6:00 p.m.

Evening reception Cocktails and hors d’oeuvres Dinner and awards CHEVRON-CIRCLE-RIGHT

148 COUNTRY CLUB WAY • IPSWICH, MA 01938

Sponsor and/or register online: landmarkschool.org/golf The Lantern

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Nicole Foilb ’16 I was recently commissioned as a second lieutenant from Norwich Academy.

Chloe Kinteris ’19 I was named to Lasell University dean’s list for academic performance in the spring 2021 semester.

Maxwell Olmsted ’16 Last semester, I made the dean’s list at Castleton University.

Kevin Richardson ’16 I graduated from Florida Tech University with a Bachelor’s Degree in Ocean Engineering.

Cameron Walter ’16 I graduated from Endicott College in 2021 and am attending graduate school at Boston University, pursuing a career in advertising. When I was young, I never felt I could be a strong student, but Landmark really helped me get to where I am today and gave me confidence in my abilities and creativity. I also co-founded a start-up company with my dad called POW Audio. We make portable, collapsible, Bluetooth speakers.

Cameron Walter ’16

Kevin Richardson ’16

Julia Ventura ’19 I am proud to say that I made the dean’s list at Endicott College several semesters in a row.

Merryl Green ’19

Kyra Bailey ’17 I graduated as a student-athlete (lacrosse) from Wingate University in May of 2021 with a Bachelor of Science Degree in Accounting and Finance. I plan to attend Villanova University School of Business in their Master of Accountancy in Data Analytics program.

Robert McDougall ’17 I graduated in the spring of 2021 from Curry College and was inducted into Psi Chi, the International Psychology Honor Society.

Cristina Nelson ’17 I graduated from Endicott College in 2021 with a focus in hospitality management.

Jenna Wilder ’18 I studied culinary arts at Nashoba Tech and was the school’s nominee for the Massachusetts Vocational Association’s post-secondary student award. The award is given to a student who shows personal commitment to and success in vocational education, good character and leadership, and involvement in community activities.

Merryl Green ‘19 In the spring of 2021, I ran the 4x4 relay for Loras College, and we won the Women’s Outdoor Track and Field D3 National Championship by two points!

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Sam Stein ’20, Pete Laird ’21, and Andy Leshaw ’21 Sam, Pete, and Andy take a moment to pose for a Landmark alumni shot wearing their Massachusetts Maritime Academy finest.

IN MEMORIAM James Gordon ‘90 James graduated from Landmark School in 1990. He went on to study computer animation at Savannah College of Art and Design and received his bachelor’s degree from Johnson State College. James felt a deep gratitude to Landmark School and gave a good deal of credit for his success to his time there. He lived in Shelburne, Vt. and felt that he had a wonderful life, taking pleasure in his work, music, art, and friends.

Richard Caves: September 22, 1949-January 12, 2021 Rick was a former faculty member who taught 1978-1988. He was a tutor, teacher, duty master, and testing and scheduling director. Working with Landmark students was the most important work Rick did. Rick wishes to be remembered for connecting with students and supporting them in their education and life. He so wanted to participate in Landmark’s 50-year celebration. He will be there in spirit. BOOK-OPEN

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Landmark School 2022 Board of Trustees Thilo Henkes P’24 CHAIR

Georgetown, MA Managing Director and Partner L.E.K. Consulting Michael Pehl P’21

VICE-CHAIR

Wayland, MA Founder and Managing Partner Guidepost Growth Equity Joseph H. Morgart P’12 ’22 TREASURER

Waltham, MA Alternative Investment Amundi Pioneer Investments John Leslie P’21 SECRETARY

Newton Centre, MA IHS Markit, Office of the CTO

Robert J. Broudo P’11 HEAD OF SCHOOL

Beverly, MA Landmark School, Inc. Kim Hildebrandt

ASSISTANT TO THE BOARD

Beverly, MA Landmark School, Inc.

Jeffrey Alpaugh P’21 Wellesley, MA Growth and Industry Practices Leader Marsh & McClennan Harvey L. Alter ’82 Glenview, IL Executive Vice President The Alter Group Jennifer Buddenhagen P’23, ’27 Franconia, NH Volunteer Jennifer Paul Casey P’02, ’06 Annapolis, MD Community Volunteer and Artist Nancy Crate P’17, ’21 Ipswich, MA Volunteer Alan Dachs San Francisco, CA President and CEO Fremont Group Julie Donovan P’23, ’28 Marblehead, MA Retired Senior Vice President Fidelity Investments Lori H. Freedman P’23 Winchester, MA Vice President & General Counsel Organogenesis Bill Gersh ’06 Los Angeles, CA Agent The Gersh Agency

As of January 2022

Moira McNamara James P’10 Marblehead, MA Director of Video Operations The Conference Board Robert S. Merowitz P’06 Sudbury, MA President & CEO Universal Realty Corporation Shelley Moses-Reed P’23 Greenwood Village, CO Customer Experience Executive Medallia

LIFETIME TRUSTEE *Nicholas A. Lopardo P’92, GP’20 ’22 ’23, ’24 Danvers, MA Retired, Vice Chairman State Street Corporation TRUSTEES EMERITUS Robert J. Campbell P’04 David G. Peterson P’08 Suzanne H. Sears P’02

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

Catherine Slark P’01

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

BOARD REPRESENTATIVES

David A. Tessier P’10 Del Ray Beach, FL President Hospitality and Gaming Advisors Sam Vigersky ’98 Brooklyn, NY Senior Humanitarian Advisor United States Mission to the United Nations

Martin P. Slark P’01

Mark Moreschi P’23 Parent Representative Gabriella Pecoraro Leone ’07 Alumni Representative Laura Polvinen Elementary•Middle School Representative Doug Musco High School Representative

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

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