Landmark School

LanternWinter 2010

the

community.

Together We...

E m b r ac i ng Pot e nt i a l . E m p owe r i ng L i ve s .Educating students with language-based learning disabilities.

t h e l a n d m a r k m i s s i o nL a n d m a rk School’s mission is to enable and empower people with language-based learning disabilities,such as dyslexia, to re a l i ze their educational and social potential through an exe m p l a ry school pro g r a mcomplemented by outreach and training, diagnosis, and re s e a rch.

© 2009 Erin Curran

Front cover: Elena Adkins ’12 adds her name to the morethan 300 names signed on one of the steel roof support beamsfor the new Activity and Athletic Center. Story on page 22.

02 Message from Head of School Bob Broudo• Community: What Do We Come Together to Do?

04 Compete• The Difference Makes All the Difference• Fall 2009 Athletics: Photo Montage• Collaborate, Create, Challenge – Robotics Leads the Way

07 Serve• The Uganda Goat Project• Candor: The Key for Student Panelists• Girls Around the Globe: Making a World of Difference• EMS Community Action Team: Not for Oneself• If You Want Something Done, Ask a Busy Person to Do It!

14 Recognize• The Boston Globe 2010 Scholastic Art Awards

• • Welcome Lisa Robinson, LPA Liaison

17 Grow• Ha n d s - On Experience – Lessons Cultivated Across the Curriculum

18 Create• Conversations With Nature – The Art of Place and Time

19 Teach• Little Shop of Treasures – A Sense of Pride in Simpler Things

20 Empower• Faculty Inservices: Time Well Spent• Outreach Program Awarded Content Institute Contract

22 Reminisce• Landmark: Shining its Beam of Light,

Signing its Beam of Might

23 Celebrate• Activity and Athletic Center: The Building Takes Shape

24 Persevere• Boy With One Shoe – The Little Field Home

26 Support• The Reyer Family: Committed to Making a Difference• Landmark Hospitality:

Sharing Time, Knowledge, Research, Expertise28 Build

• Practical Arts Spans Departments• The Physics of Technology – How Things Work

30 Learn• Landmark Seniors Gain More Than Friendship• Beyond History Lessons on a Civil War Battlefield

32 Entertain• EMS Campus Gets Down to Phunk Phenomenon

33 Play• Travis Melick ’09: Dedication and Winning Ways

34 Alumni Notes

36 Events – Mark Your Calendars!

40 Pathway of Honor, Brick Order Form

LanternWinter 2010

the

The Lantern

is published twice yearly by the Marketing and Communications Department

for alumni, parents, and friends of the school.

President and Head of SchoolRobert Broudo

Vice President of FinanceMark Brislin

Assistant Head of School andDirector of OutreachDan Ahearn

Head of Elementary • Middle SchoolRob Kahn

Head of High SchoolChris Murphy

Chief Development OfficerMaureen Flores

Associate Director of DevelopmentPaula Prifti Weafer

Director of AdmissionCarolyn Orsini Nelson

Director of Marketing and CommunicationsSusan Tomases

Director of Annual GivingRyan DeJoy

Director of Alumni RelationsJeff Fauci

Parent Relations LiaisonPeggie Cook

Landmark Parents Association LiaisonLisa Robinson

Landmark School, Inc.Post Office Box 227

Prides Crossing, Massachusetts 01965-0227www.landmarkschool.org

ContributorsDeborah Bl a n c h a rd, Bob Broudo, Bill Chamberlain, De b o r a hC h a n d l e r, Erin Curran, Helene Dionne, Anna Di Perna, Je f fFauci, Ma u reen Fl o res, Bill Flynn, Carl Ga s owski, Nathan Gr a y,Scott Harlan, Kara He a l e y, Jaquelin Hu b b a rd, Beth Ja m i e s o n ,Emily Kahn, Jim Kent, Janet Littlefield, Tara Lowdermilk, CeciliaMullings, Adam Ol i ve r, Christine Oz a h ow s k i , A l l e n Pi c k w i c k ,Elizabeth Sarantos, Paul Schwartz, Brook Su m n e r, Paula Pr i f t iWe a f e r, Scot Wilson, Jennifer Woodin

Managing EditorRob Kahn

Contributing EditorSusan Tomases

Lantern Editorial BoardEditor & Designer

Dede GraceManager of Design Services

c o n t e n ts

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C o m m u n i t yWhat Do We Consistently Come Together To Do?

Any group sharing common interests, work, a mission, or merely living together can be a com-munity. Some communities are strong and spirited, others are loosely held together. Thosecommunities that are strong, whether they be cities or towns, hospitals, churches, or schools,embody an unfailing sense of identity, place, support, pride, empathy, and resilience.

The Landmark School community is driven by a clear common mission, has grown instrength, size, and impact for almost forty years, and is now unique and cherished by allinvolved. In reality, Landmark can be likened to a small (very small!) city with its own form ofgovernment, operating budgets, daily human interactions, activities and events, people caringfor people, celebrations and triumphs, challenges and struggles, dining experiences, and on andon. What makes the Landmark community so deeply moving, though, is that our work actuallycreates hope, saves lives, and paves the way to promising futures.

While discussing “community” as the theme for this edition of The Lantern, the planninggroup was asked,“What is it that we consistently come together to do at Landmark?” In response,the words flowed easily. At Landmark, we come together to compete, serve, recognize, grow,create, teach, empower, reminisce, celebrate, persevere, support, build, learn, entertain, play.Words are just that, but these particular words are not at all superficial to Landmark. Theytruly convey the richness and sincerity of the work that characterizes our school. These descrip-tors are literally brought to life every day through the common experiences we all have withinthe Landmark community.

Major events, such as Landmark’s approaching 40th Anniversary, or the building of our newActivities and Athletic Center, capture significant attention as well they should; however,Landmark’s community is built on and sustained by empathy, caring, commitment, and theamazing range of things that people do with and for others every day.

Our goal for this edition of The Lantern is to capture poignant and moving images and storiesfrom the Landmark community to share with you and also to thank you for your involvement.Landmark – the community – is now and always will be as strong as its people, and in thisregard, we are truly fortunate.

-Bob BroudoHead of School

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ometimes, it just works. Sometimes two coaches, with different styles, different backgrounds, unique personalexperiences, and individual perspectives on the game they coach just seem to effortlessly complement onea n o t h e r. Such is the case with boy s’ varsity basketball head coach Carlton Wi n s l ow and assistant coach ScottJamieson, and the Landmark boy s’ basketball program is all the better for it.

Wi n s l ow and Jamieson took over the varsity boy s’ team five years ago. Both coaches share the distinction ofwinning “The Bill Me s e rve Aw a rd for Outstanding Coaching,” given annually to one deserving coach atL a n d m a rk. Since taking the reins of varsity basketball, coaches Wi n s l ow and Jamieson have cultivated a com-p e t i t i ve tradition that has provided Landmark boys with a rew a rding basketball experience in which learningabout the game, themselves, and the meaning of team work and competition is most important. Wi n s l ow andJamieson have guided the Landmark boy s’ varsity basketball team to two Eastern Independent “B Br a c k e t”tournament championships, taking the Vikings from a team that eve ryone in the EIL could look past to a teamthat nobody wants to play. While winning games is great, both coaches cite personal basketball coaching high-lights not from games, but from practices. Jamieson describes those moments “when they run a play perf e c t l y” o r“when the team’s intensity is where it should be for an entire pra c t i c e” as his most rew a rding. Si m i l a r l y, Wi n s l ow’shighlights occur “e ve ry day in practice, working with the kids and seeing them improve and have bre a k t h roughs of apersonal or group nature, understanding a play or the intensity they need to have on defense.”

Carlton Wi n s l ow grew up playing youth basketball in the greater Albany,New Yo rk area. He played high school ball at Ravena-Coeymans-SelkirkCentral High School where he was the winner of the Sp o rtsmanship Aw a rdand the second leading score r, averaging 12.5 points per game as a senior. Asa power forw a rd at college, Wi n s l ow was a thre e - year letter winner for Alfre dUn i versity in New Yo rk. It was during his college years that Wi n s l ow nur-t u red a desire to coach basketball. He began his coaching career right out ofcollege at the Hornell, New Yo rk YMCA before coaching summers at CampCedar in Maine. In 1999, Wi n s l ow came to Landmark School. He hastaught in the Hi s t o ry De p a rtment and coached at all levels of basketballb e f o re moving to the boy s’ varsity team.

Scott Jamieson’s playing career started in his neighborhood in Marshfield, Massachusetts where he developedskills that made him an Atlantic Coast League All Star at Marshfield High as well as a Patriot Ledger AllScholastic point guard. Jamieson took his studies and his game to Bowdoin College where he served as thebasketball team captain his senior year (he also captained Bowdoin’s baseball squad during both his junior andsenior year). Jamieson, who is the Assistant Dean of Students, also coaches Landmark’s baseball team. BothWinslow and Jamieson continue to keep their competitive nature satisfied not only by coaching but by play-ing together in an over-18 North Shore basketball league.

Their competitive drive is fresh in the minds of many current and former players. Alumnus Jordan Yorks ’09,remembers that neither coach was “ever concerned with anyone else other than us. They cared how we played andthat was all. They always thought we could win.” Current player Ian Griffiths ’10 notes “They are so different.Their game has very different styles and so does their coaching. Coach Winslow is more vocal and Jamieson moresubtle, but both are intense.” And so it is – two very different personalities, players, and coaches just seem toclick. The one certain similarity is that both coaches demand a lot from their players. Griffiths says,“They bothwant team players. As coach Winslow always says ‘if you whine, you ride the pine.’ ”

compete

Coaches Carlton Winslow and Scott Jamieson

THE DIFFERENCE MAKES ALL THE DIFFERENCETwo Coaching Styles – One Winning Combination

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1. S piro Lu s t P h i l l ips ’13 and A l co tt Co v i ngto n ’ 1 1 look on as the boys ’J V soccer team prepares to take a corner kick.2. To ri Arse n a ul t ’1 1 s te als the ball. Many of the girls showedg reat im p ro vement in their skills over the co u r se of the season. 3. Johnny Beneve n to ’ 1 1 re a ches down deep for the ex tra burst ofe n e rgy. Many of the runners this season im p ro ved by minutes over theiro ri g i n al times and the te am ove rall im p ro ved signifi cantly from last ye a r. 4. Freshman Ra chel Smith ’13 e n j o ys a la ugh. Ra chel pro v id ed the girls’ va r s i t yte am with not only la ug h ter but also stro ng d e f e n se and pla y - m a k i ng a b i l i t y .5 . Thaoi Kline ’ 1 0 c lears the ball out with a header. Thaoi is a se n ior and earned an EI L first te am se le ction for his outsta n di ng p la yfor the boys’ varsity te am .6 . Bryanna Angu s ’ 1 1 heads the ball to a te am m a te. Bryanna was the MV Pfor the girls’ varsity soccer te am pro v idi ng both sco ri ng and defense.7. Patrick Grimes ’10 shows his look of determination. Patrick is agreat example of determination and hard work as he improved histime by over 4 minutes on the season. 8. B rian Hul le y ’ 1 1 and R o b e rt Ru t h e rfo rd ’12 ta ke a break to smile fo rthe cam e ra. Robert was the #1 golfer and Brian was #2 for the Vik i ng s .9. B rian Hul le y ’ 1 1 s h ows off his swing. The boys’ varsity te am pla ysmany of the top co u r ses in the area and was able to hold its owna gainst some ex ce l le n t te am s .10. Luke Weigel ’10 takes a goal kick. Luke as a senior joinedthe boys’JV team and helped to provide leadership in goal. background photo: M a ria Ta s h j ia n ’ 1 3 c ro s ses the ball. Maria is a f reshman who showed great sco ri ng ability and a knack for making p la ysas the top go al sco rer for the girls’ JV te am.

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competeCollaborate, Create, Challenge

Robotics Leads the Way

a n d m a rk’s First Robotics Team 2010 is preparing to compete in the First Robotics Challenge for the second ye a r. T h eteam consists of students from both the High School and El e m e n t a ry - Middle School. Teachers Carl Ga s owski and Do u gWalker mentor the team of seven students. This ye a r’s challenge has the team building their robot to re t r i e ve and delive rwiffle balls. As with eve ry robotics challenge, the team must design and program their robot to operate independently forthe first part of the competition, then be remotely operated by “bluetooth” joystick for the final half.

The robotics team began last year with help and support from parentErnest Carabillo P’15. Last year the team made it to the quarterfinals.This year, with greater experience, the team hopes to be even morecompetitive with their direct drive robot.

together we

Assembling one side of the robotic drive train – the wheels and gears are pre-assembled

before being added to the main structural member.

Scott Varley ’11 (HS) and LB Wallace’14 (EMS) are programming the robotic brain using “Robot C,”

a variant of “Turbo C” programming language.

A look at the underside of the robot

Ernie Carabillo ’16 (EMS) and Brandon Davidson ’13 (HS) workon attaching the tensioner to the chain that will drive the wheels.

Ernie Carabillo ’16 (EMS), Brandon Davidson ’13 (HS), Scott Varley ’11 (HS),LB Wallace ’14 (EMS) and High School teacher Doug Walker work on

mounting the motor controller and battery pack to the robot.

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servetogether we

id you know that most children with cognitive, emotional, or physical dis-abilities in Africa do not receive support services? They often cannot evenattend school. For families already struggling to survive, children with dis-abilities can constitute an unbearable burden. Moreover, those children areoften feared, rejected, or considered shameful, because people in theircommunity do not understand the reasons for their disability.

Last ye a r, six EMS students along with Counselor Amy Ballin and Te a c h e rLiz Rust decided that EMS should take part in the Uganda Goat Pro j e c t .The Project gives a goat to children with disabilities, which in turn prov i d e sthem with a new, positive role in the family, as the goat provides food andmilk. Taking care of the animal brings the children a sense of pride andc o m p e t e n c y, and it allows them to contribute to the community.

Last year, the student group put together an ad campaign and a fund drive,as well as a bake sale, all of which resulted in enough money to purchase anddistribute 13 goats. Pictures of some of the recipients reached EMS this sum-mer and are shown here.

For more information about this worthwhile cause, visit:

www.poluscenter.org/ugandagoat.html

gThe Uganda Goat Project

Empowering Special Needs Children in Africa

Charles Onyunyu Olochoi Village, Uganda

Winny Alwou Ominai Village, Uganda

Patrick Ewayu Bira Village, Uganda

Back, l. to r.: Faculty members Liz Rust and Helene Dionne, Hannah Sinclair ’13Front, l. to r.: Maura McDonald ’18, Ashley Holmes ’13, Lauren Mello ’14Not pictured: Counselor Amy Ballin, Cindy Sullivan ’19, Milly Detels ’18

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serveThe Key for Student Panelists

ve ry month the Admission Office hosts an Informational Visit for pro s p e c t i ve parents and students at both theHigh School and EMS campuses. An important part of the visit is the participation of current students atL a n d m a rk who volunteer to sit on a student panel. The students on the panel offer their unrehearsed answers to avariety of questions posed by parents and student visitors. Student panelists know that they can be honest in theirresponses and their audience has the opportunity to hear, firsthand, what it is like to be a Landmark student. T h e i rcomments are always unique and re f reshingly candid!

High school student panelists are often asked questionsabout Landmark’s community, teaching methods, andpreparation for college. At a recent visit, Amanda Doyle,an 11th grader from North Andover said, “What I likethe most about Landmark School is the community.Everyone here is really close. The one-to-one attention makesa huge difference for me.” Megan Searls, an 11th graderfrom Concord added, “The teachers here are truly there tohelp you. They really care and are always changing theirmethods to adapt to the learning styles of the kids in theirclassroom.” Antwon Calhoun also commented, “I startedoff at a small boarding school in Vermont but I was readyfor more of a challenge and a social life. I love Landmark. Iget a lot done in tutorial and my teachers are helping me getready for college. I'm looking forward to that.”

El e m e n t a ry and Middle School students are often askedquestions about their transition to Landmark, their classes,and participation in after school activities. When askedwhat makes Landmark different from other schools, Sa mGuttentag, an 8th grader from Andove r, responded, “AtL a n d m a rk you are put into the right classes and you canl e a rn because the teachers know how to teach yo u .” A r i a n eMills, a 6th grader from Salem, added, “I really like mytutorial teacher because she teaches me cool tricks to learnh ow to re a d .” Ab by Mc Nu l t y, a 7th grader from Arlington,mentioned an after school activity: “I love drama. You re a l l yh a ve to work together to put on a show and it helps in gettingto know people and feeling more comfortable around them.”When asked for words of wisdom for a new student, Ma cKe l l e y, a 5th grader from Needham, said, “Try to get to knowa lot of people and make lots of friends. Use your time wiselybecause you are here for a re a s o n .”

l. to r.: Jared LaFosse-Baker ’10, Amanda Doyle ’11, Brennan West ’11, Antwon Calhoun ’10, Brett Clark ’12, Brittany Dzugas-Smith ’12

Not pictured: Megan Searls ’11

A n d rew Halpin ’15, Sam Guttentag ’14, Emilee Miller ’14, Ab by Mc Nulty ’15,Ariane Mills ’16, Cynthia Su l l i van ’19, Ma c Ke n z i e Kelley ’17, Andrew Mc Namee ’17

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CA N D O R

From writing letters to orphans in South Africa to sellingbracelets to support indigenous women in Uganda, middle-schoolers in Landmark’s “Girls Around theGl o b e” class are making a world of differe n c e .“They geti t ,” teacher Freddie Pa re said. “ It’s helping them re a l i zethings are a lot different in other parts of the worl d .”

The course includes ten middle school and five elemen-tary school students and helps them understand what’shappening continents away, through the eyes of otherkids. “When it’s adults and you’re a kid, it’s kind of hard torelate,” said Summer Kelley, 12, of Billerica.

Students have been working on a variety of projects to helppeople around the world. Re c e n t l y, the group found out theorphanage in South Africa re c e i ved their letters and gifts andwe re eager to see what the children would write back.Serafina Ro g e r s ,12, of New b u ry p o rt, made matchingbracelets and sent one to her pen pal. “So I have a bra c e l e tthat someone else has around the worl d ,” she said.

Jewe l ry has been big, and through the organization “Be a d sfor Life” “Girls Around the Gl o b e” raised more than $200for women in Uganda, who make beads out of re c yc l e dmagazines. “They live in pove rt y,” Summer said. “Wi t hBeads for Life, they can have a house, and health care. T h e i rkids can go to school, and they can have the things they need.”“ Girls Around the Gl o b e” also got the whole schooli n vo l ved in making more than 500 bracelets for a schoolin Nicaragua through “H20 for Life,” a nonprofit commit-ted to providing students with clean drinking water. To seewhat life could be like, the Landmark kids practiced carry-

ing a bucket full of water around the parking lot. “I can’timagine myself lugging water eve ryd a y,” said Linnea Ja n e s ,12, of Hamilton. “ Or not being able to show my face.” Sh ewas surprised to find out that is still in the case in manyp a rts of the world while reading The Bre a d w i n n e r, whichc h ronicles the life of a young girl living in Ta l i b a n - c o n-t rolled Afghanistan. Some scenes are graphic, enough to“make you a little queasy,” said Eliza Wildes, 12, ofGroveland. But she’d rather hear it how it is. “I think it’sg o o d ,” she said. “Then when we’re adults, it's not a big shocker.This is real life, and it's going on, and it should be stopped.”

To support the program “Barakat,” Girls Around theGlobe organized a “d re s s - d own day” at Landmark andraised more than $700 to send 17 girls from Afghanistan,Pakistan, and India to school for one ye a r. “W h a t’s sog re a t ,” Pa re said, “is eve rything they’ve done has been initiat-ed by the girls themselve s . They just keep coming up with theseideas and I just run with them. It helps them build confi-dence and lets them know they can accomplish anything.”

Like Australian Jessica Watson, 16, the youngest girl toattempt to sail solo around the world – the girls havebeen following Jessica's pro g ress through her blog, and itled to a discussion about what adve n t u res they’re intere s t-ed in. “I want to ski down Mount Eve re s t ,” Eliza said. “ Iwant to go to either Africa or South America to teach,”Summer said. “I think eve ryone deserves an education.”

- by Cate Lecuyer-reprinted by permission of THE SALEM NEWS

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serveGirls Around the Globe:

Making a World of Differe n c e

l. to r.: Eliza Wildes ’16, Linnea Janes ’16, Serafina Rogers ’16,Summer Kelley ’17, and Caroline Sullivan ’19 talk about the different ways they’ve helped people all over the world

through their “Girls Around the Globe” class at EMS.

Ellie displays her “girls around the globe” !

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the El e m e n t a ry • Middle School Community Action Team (CAT) meets to consider a variety of serv-ice opportunities during the ye a r. Anyone can join the team and take advantage of trips, jean days,d ress down days, bake sales, and a variety of other pro j e c t s .

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Wi n d rush Fa rm – Ms. Hedman and her painting crew decorated many lovely horse-shoes to be sold at Wi n d rush Farm for their fundraiser. Wi n d rush Farm T h e r a p e u t i cEquitation (WFTE, Inc.) is a non-profit, working horse farm that has been successful-ly helping children and adults with physical, emotional, and learning disabilities since1964. Sponsor: Community Action Te a m

Raking Project (3 day s ) – Students and faculty part n e red with the High School torake leaves for local residents who could not rake their own yards. Sponsor: CommunityAction Te a m

Blueberry Hill Project – Students spent two weeks of milkbreaks making card sand Thanksgiving crafts to bring to Bl u e b e r ry Hill, a nursing home in Be ve r l y. St u d e n t svisited the home to bring the crafts. During the visit, students worked with residents tomake decorative frames, and participated in a sing-along. Sponsor: Community Action Te a m

Walk for Literacy (Barakat) – Students and staff walked to raise money duringthe Walk for Literacy in Boston. Sponsor: Girls around the Globe

Can Drive for Gloucester Food Bank – A food drive for the Gloucester FoodBank. Sponsor: Student Council

We l l s p ring Thanksgiving Meals – Students used money raised during dress dow nday to buy Thanksgiving meals and other groceries for families in need. They thend e l i ve red the meals/groceries to the local families. Sponsor: Community Action Te a m

Robbie and Emilee joined other EMS CAT members tohelp neighbors with yard clean up chores.

Combining the pleasure of service with the irresistible allureof a pile of leaves, Grace became fully immersed in her work.

Other CAT pro j e c ts this year inclu d e :

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EMS Community Action Team Not for Oneself

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We l l s p ring Gift Dri ve – Students and staff brought in new toy sto be donated to We l l s p r i n g’s Holiday St o re. Sponsor: CommunityAction Te a m

Angel Tree – Staff bought holiday gifts for individual children.Mrs. Sauder interviewed families at a local soup kitchen to findout what the children needed/wanted for Christmas. Sponsor:Community Action Team

Beads for Life Project – Students and staff we re able to buynecklaces made of re c ycled paper, made by women in Ug a n d a .All money raised went to the women in Uganda who made them.This project raised $1,600! Sponsor: Gi rls around the Globe, Mrs.Pa re with Community Action Te a m

J e a n s / D ress Down Day s

Ba r a k at – Barakat is a non-profit organization whose mission is tos t rengthen the fundamental human rights to education in So u t hand Central Asia by providing exe m p l a ry basic education, incre a s-ing access to higher education and advancing literacy, part i c u l a r l yfor women and children. Sponsor: Gi rls Around the Gl o b e

Allie Castner Scholarship Fund – The fundraiser aimed toraise money for a scholarship in memory of a young local woman.Sponsor(s): Spencer Da r by and Westy McCa rthy (students)

H2O for Life – H2O for Life School to School is a nonprofitorganization dedicated to providing clean water and sanitationto school children around the globe. Sponsor: Student Council

Wellspring House – Wellspring is a local non-profit dedicat-ed to helping families move out of poverty. Sponsor: CommunityAction Team (Mrs. Estes)

Mants'ase Children's Home – An orphanage in Lesotho,South Africa. Sponsor: Girls Around the Globe

Susan G. Komen For The Cure – Dedicated to educationand research about causes, treatment, and the search for a curefor breast cancer.

L i ve s t rong Lance Arm s t rong Foundat i o n – Unites, inspire s ,and empowers people affected by cancer.

Leukemia and Lymphoma Society – Jaquelin Hubbard

Cystic Fibrosis – Danielle Merriam (student)

Founder of H2O for Life Patty Hall and EMS student council member Maura McDonald

Nick simulates the daily trek so many adults and children must face to deliver water to their communities.

As a school-wide Service Learning project, EMS isa partner with the Hermanos Linartes school inNicaragua to raise money for sanitary water andhygiene facilities. Through the auspices of H20 forLife and its Central American partner El Porvenir,we have learned about the critical issue of access tofresh water in many countries. This issue in turnhas a negative impact on quality of life, education,and health. Landmark was fortunate to host PattyHall, the founder of H20 for Life who taught stu-dents and faculty a great deal about the need toprovide WASH (water, sanitation, hygiene) proj-ects and how to raise funds.

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Anna DiPernaAnna tutors, teaches Math, serves as Assistant Department Head forMathematics, and is a guiding presence on the EMS CommunityAction Team, Community Day Steering Committee, and DramaTeam, as well as Landmark’s Diversity Committee. Despite thosedemands, she maintains two very important service commitments toEnvironmental Education and Dance outside of her life at Landmark.

Anna serves on the Board of Directors of Kestrel EducationAdventures, and is currently Interim Chairperson. Kestrel is a non-profit group working with North Shore schools to integrate local ecology with classroom curriculum.

“Schools are great places to offer environmental education because they area part of most children’s lives. Environmental education should take placeon publicly accessible land that children can visit again and again withtheir families. We need to encourage thinking about nature as a part ofnormal life, rather than as an exotic destination. Kestrel’s naturalists con-nect students’ creative ideas, interests, and stories to local wildlife andhabitats, so children understand that nature is about them. It’s aboutbuilding a relationship and love between students and the outdoors.”

Anna has also been a member of the Tierra del Sol Mexican FolkloricoDance Group for five years. This Boston-based dance group performsabout once a month in a variety of venues, such as colleges, folk festi-vals, fairs, and recently at the Museum of Fine Arts. The group per-forms for entertainment and to promote cultural awareness.

“Tierra del Sol performs traditional Mexican dances, some of which canbe traced back hundreds of years. I enjoy bringing a different aspect ofMexican culture to communities in Massachusetts, and teaching them thatMexican culture is more than just delicious food!”

s Lucille Ball said, “If you want something done, ask a busy person to do it!” Despite the large demands ontheir time, a commitment to service drives many Landmark faculty to contribute beyond their daily rolesat school. The personalities, preferences, and passions that bring people to Landmark also have theireffects outside the school community in a wide variety of activities.

If You Want Something Done,

Ask a B U S Y Person to Do It!

Anna DiPerna reviews some script changes with the EMS drama club.

Anna (far left) and Tierra Del Sol perform at the Museum of Fine Arts.

“I enjoy bringing a different aspect of Mexicanculture to communities in Massachusetts, and teaching them that Mexican culture

is more than just delicious food!”

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Jaquelin HubbardA second year EMS instructor, Jaquelin teaches mathematics,tutorials, and physical education.

“A year ago I joined Team in Training – connected to theLeukemia Lymphoma Society, which helps blood cancer p a t i e n t sand their families. Team in Training helps people train fore n d u rance events – marathons, triathlons, long hiking trips, andc e n t u ry rides on bikes – by providing coaching and tools to tra i nwithout injury while also fundraising for cancer patients.”

In May, Jaquelin ran her first marathon and raised $4,500.This past January, she flew to Florida for a weekend and par-ticipated in the Disney World Marathon Weekend. She ran ahalf marathon on Saturday and a full marathon on Sunday!

“I love it here! I am currently trying to raise $3,200 and the sup-port is huge, a huge part of Landmark School. I organized a raffleand breakfast at a local Chili’s, and between Landmark and com-munity friends, I brought in $1400 just at that event.”

Elizabeth SarantosA Landmark parent (Christopher ’09) and EMS tutor/lan-guage arts teacher, Elizabeth has also vo l u n t e e red and serve don the board of the Lowell Association for the Blind. Be f o rereturning to teaching at Landmark, she was an Ad u l tLiteracy Tutor in Lawrence. In addition to singing andplaying the piano at a nursing home in Andove r, El i z a b e t hco-leads a church community service group which has par-ticipated in projects with Habitat for Hu m a n i t y, Lazaru sHouse, and Cor Unum, a meal center affiliated with St .Pa t r i c k’s Church in Lawrence. She assists the music dire c t o rwith choir rehearsals at her church and has also part i c i p a t e din a monthly group providing respite care for special needsyoungsters on Friday eve n i n g s .

With all that on her agenda, Elizabeth still lends her tal-ents to the EMS Community Action Team as well. “I helpplan activities with children and faculty at EMS and theC AT. Last fall, we helped sponsor ‘Beads for Li f e’ – coord i n a t e dby Freddi Pa re and ‘Gi rls Around the Gl o b e ,’ and we visitedBl u e b e r ry Hill to do a craft project with residents and join in aSing-along. Our students we re gre a t ! ”

Elizabeth Sarantos takes a break from community service to impart some Language Arts lessons.

Jaquelin and friends preparing for the “ Go o f y” Marathon at Di s n e y w o r l d .

“...the support is huge, a huge part of Landmark School.”

“...Girls Around the Globe...Beads for Life...Blueberry Hill craft project and sing-along.

Our students were great!”

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In the 2010 Boston Globe Scholastic Art Competition, Landmark High School studentswon an all-time re c o rd 23 awards: 5 Gold Keys, 11 Si l ver Keys, and 7 Honorable Me n t i o n s .L a n d m a rk has the singular distinction of being the most decorated private school inMassachusetts, and among the top six schools overall.

The Scholastic Art & Writing Aw a rds is the largest and longest-running program of its kind inthe country. The Boston Globe Scholastic Art Aw a rds is a state-level affiliate program whichdraws thousands of individual works of art and hundreds of portfolios from students in grades7-12 each ye a r. Selected Po rtfolio Nominees will be sent on to New Yo rk City for national judg-ing, awards, and a public exhibition. “To be able to create something is an amazing feeling, butto be re c o g n i zed and re w a rded is an indescribable feeling,” said Gold Key winner Sarah St re c k’ 1 0 . “Coping with the constant struggles of my learning disabilities, I've never achieved such suc-cesses in academic areas; my skills as an artist help me to share a strong and independent part ofmyself. Winning the two gold keys was like having the world re c o g n i ze me for the first time.”

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recognizetogether we

Kiley Davis ’11 • Gold Key“Graveyard” • Printmaking

Sarah Streck ’10 • Gold Key“Self Portrait, Stripes” • Drawing

Sarah Streck ’10 • Gold Key“Self Portrait” • Drawing

Palmer Long ’10 • Gold Key“Self Portrait” • Drawing

Jessica Reagan ’11 • Gold Key“Claire” • Photography

C ri t e ria Used by Juro r s

Ju rors look for. . .Im a g i n a t i ve Content: Subject matter that reflects personal interpre t a-tion and individual viewpoints, and which is invested with a sense oflife, feeling, and personal engagement (interest and commitment).

The Human and The Art i s t i c : Evidence of attention to the use ofmaterials as a tool in the expression of ideas and feelings. Ju ro r sw o rk to be sensitive to the personal statement made in a work.

Skill and Cr a f t s m a n s h i p : Wo rks that exhibit sensitivity andi n ve n t i veness along with mastery in handling materials.

St y l e : The emergence of a personal style and are sensitive to the re l a-tionship between style and ideas, thoughts, and feelings.

Ob s e rvation and In q u i ry: Evidence of work derived from direct andthoughtful observation. The most successful works are not mere imita-tions of the observed elements but rather a reflection of personal inve s t-ment in the act of looking, responding, organizing, and expre s s i n g .

2010 SCHOLASTIC ART AWARDSRecognition and Re w a rd: An Indescribable Fe e l i n g

Honorable MentionJessica DiGiovanni ’11

“Catherine” • Archival Pigment Print“Twins” • Archival Pigment Print“Sisters” • Archival Pigment Print

Lena Gold ’10“Self-Portrait” • Charcoal on Paper

Merriweather McCarty ’10 “Self-Portrait with Skull” • Graphite on Paper

Katelyn Ming ’11“Animal Triptych” • Solar Plate Etching

Eliza Woodworth ’10“Mirror” • Charcoal on Paper

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Eden Bellow ’10 • Silver Key“Mother Triptych” • Photography

Johnny Benevento ’11 • Silver Key“Tractor” • Printmaking

Morgan Brennan ’10 • Silver Key“Sink” • Painting

Ariadne Colliard ’10 • Silver Key“Jellyfish” • Photography

Kiley Davis ’11 • Silver Key“Perfume” • Drawing

Christopher Hatch ’10 • Silver Key“Oliver” • Painting

Wesley Lickus ’12 • Silver Key“Lighthouse” • Photography

Merriweather McCarty ’10 • Silver Key“Self-Portrait – Hands” • Drawing

Haley McWaters ’10 • Silver Key“Self-Portrait” • Drawing

Haley McWaters ’10 • Silver Key“Refrigerator” • Painting

Keith Wilkins ’10 • Silver Key“Tree” • Sculpture

recognizetogether we

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Last October Lisa Robinson took over the reins as Liaison to the Landmark Pa rents Association. Sh ehas been doing a wonderful job of supporting the parents who are working hard to raise funds,host events, and sponsor an array of outstanding events for Landmark students on both campuses.

Lisa joins the Landmark community with a variety of skills and interests and has brought withher creativity, enthusiasm, and professionalism. Trained as an attorney with a JD degree fromSuffolk University and an undergraduate degree in economics from Boston College, Lisa’s workbackground has included ten years in the Leasing Division and Legal Department of The FirstNational Bank of Boston (currently known as Bank of America).

When Lisa is not working at Landmark, she is very busy as a volunteer in a broad range offundraising events in her community of Hamilton/Wenham. She is an avid reader, enjoys boat-ing, and loves holding the position of her three sons’ number one fan. Welcome Lisa!

Lisa may be reached at 978.236.3205 • lrobinson@landmarkschool.org.

For more information about the Landmark Parents Association, please contact:Lisa Robinson, Liaison to the LPA, 978.236.3205 • lrobinson@landmarkschool.org

Kim Cole P’17, LPA President, 978.363.2481 • kimberlycole@verizon.netOr visit us at www.landmarkschool.org/parents/LPA

Busy Landmark ParentsThanks to the hard work, dedication, and fundraisingefforts of the Landmark Parents Association, many parentshave enjoyed and supported a number of events and initiatives last fall and this winter.

In Nove m b e r, parents attended a luncheon at the ChiltonClub in Boston featuring Landmark faculty member J.Adam Hickey who spoke on Metacognition: Facilitating theShift from Learning to Read to Reading to Learn .” At theL PA’s fall event, over 50 attendees we re inspired by a p resentation by author and consultant, Kirsten Olson, entitled, Recapturing the Joy in Learn i n g.

T h rough LPA dues and fundraising efforts at EMS, they we reable to sponsor master storyteller Valerie Tutson and PhunkPhenomenon, a high energy, urban dance troupe.

The LPA also supported the High School Pe rforming Art sDe p a rtment and gave discre t i o n a ry funds to the HS andEMS. As they move through winter and into spring, theylook forw a rd to Va l e n t i n e’s Day ice cream parties planned forboth campuses, Staff Ap p reciation Lu n c h e o n s at EMS andthe HS, new parent teas, the In t e rd i s c i p l i n a ry Event at theHigh School, Community Day at EMS, and senior awards tocome. Bi-monthly e-newsletters and monthly meetings keepe ve ryone connected. All parents are invited to attend.

LPAWelcome Lisa Robinson

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grow

Jackson, Mac, Jack, and Andrew pose for a photo outside a wetu.

Science classes enjoy the Meeting Room presentationby Mrs. Wizard/Wilson.

Mac and Sam observe the pre-launch preparations.

Students acquire increasing proficiency andaccuracy while maintaining appropriate pos-t u re, attention, and focus on task.

David dedicates himself to touch typing with evident concentration.

Field trips are rare treats but hands-on learning at EMS is a daily occurrence. Sophie Wilson gathered Science classes in themeeting room and court y a rd for a presentation by Mrs. Wi z a rd illustrating a variety of physical and chemical pro p e rt i e s .

The Ke y b o a rding initiative at EMS invo l ve sall departments under the direction ofComputer Science Head, Deb Chandler.

Hands-On ExperienceLessons Cultivated Across the Curriculum

the entire Elementary School went on an expedition toPlimoth Plantation in November where they experiencedthis amazing historical recreation of 17th century life. T h ecrisp fall weather cooperated and the students learned muchas they interv i ewed Plantation settlers and Na t i ve Americanst h roughout the day.

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l

createCONVERSATIONS WITH NATURE

The Art of Place and Time

a n d m a rk High School students Stephanie Scanlon ’13, Katy Aldrich ’13, Alec Adamian ’10, Sarah Munson ’11, AshleyMing ’13, and Annie Wiggins ’11 re v i ewed elements and principles of design in Mr. Gr a y’s Ceramics and Sculptureclass. They experimented with these concepts before watching clips of a documentary about Andy Go l d s w o rt h y.

Goldsworthy is a British sculptor, photographer, and environmentalist living in Scotland who works withnatural materials in primarily natural settings to create art that fits a specific place and time. Many of hisworks are temporary and intended almost as a conversation with the landscape, where he allows nature torespond to his creations and change them over time. The materials used in Andy Goldsworthy’s art ofteninclude brightly colored flowers, icicles, leaves, mud, pinecones, snow, stone, twigs, and thorns.Photography plays a crucial role in Goldsworthy’s art due to its often ephemeral and transient state.

After discussing Goldsworthy’s work, the students created their own individual sculptures around campus.Finally, the class designed and constructed a group sculpture on the beach at Governor’s Landing.

One of the firstsculptures, by SarahMunson andStephanie Scanlon,creates a visual center of interest.

Katy Aldrich work son her sculptureexploring re p e t i t i o nand balance. The nextphoto (center right)s h ows the finishedpiece, in harmony with its environment.

These sculpturesechoed the islandsvisible fromLandmark, andbecame islands themselves as the tidecame in.

Annie Wiggins, Sa r a hMunson, and KatyAldrich work on theg roup sculpture at theGovernor's Landingbeach. Designed andbuilt entirely by theclass, this piecee x p l o res and depictsbalance, move m e n t ,and contrast. T h estone sculptures ( c e n-ter right) stand alonein stark contrast to thenatural rock forma-tions supporting them.

together we

According to Goldsworthy, “I think it’s incredibly brave to be working with flowers and leavesand petals. But I have to – I can’t edit the materials I work with. My remit is to work with natureas a whole. Each work grows, stays, decays – integral parts of a cycle which the photograph showsat its heights, marking the moment when the work is most alive. There is an intensity about awork at its peak that I hope is expressed in the image. Process and decay are implicit.”

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teach

Little Shop of TreasuresA SENSE OF PRIDE IN SIMPLER THINGS

When you walk in to the Woodworking Shop on the High School campus you expect to hear loudmachinery and wade through inches of sawdust. Instead, the shop is impeccably neat and clean, warm,welcoming, and peacefully quiet. In that mysterious way that certain pets resemble their owners, theHigh School woodshop reflects its head teacher, Paul Schwartz.

Tour guides invariably pass by Mr. Schwart z’s shop with pro s p e c t i ve Landmark families; and he is quick towelcome them, speaking quietly yet proudly of the talents inherent in young Landmark woodwork e r s .S c h w a rtz believes in the value of learning woodworking the old fashioned way, with hand tools, trial ande r ro r, and a sense of pride in the simpler things in life. “ Each of my students chooses a project. They are oftenve ry challenging but my students are motivated and so I encourage them. Wo rking with your hands is fundamen-tally right-brained. All of your senses are invo l ved and this is where the satisfaction comes in,” says Schwart z .

Over the past few years, with Schwartz’s supervision, the shop has undergone a full renovation, all thework done by students. They stripped away rotting boards, replaced old windows with new ones, addeda level plywood floor, shelves, cabinets, and worktables. It always was, and continues to be, a haven forstudents to explore the possibilities of building with wood. Projects run from canoes and sailing doriesto carved and inlaid tables and other pieces of fine furniture.

Always striving for improvement, in 2008 Schwartz appliedfor a $5,000 grant from the Massachusetts Charitable Gr a n tFoundation for the shop. His proposal was accepted and thefunds helped purchase equipment to replace tools that hadbecome outdated due to new OSHA standards. In 2009, heapplied again and re c e i ved a grant of the same size plus anadditional $2,000 that the Foundation needed to spend beforethe end of the calendar ye a r. With this infusion of funds, theschool has been able to invest in a professional set of tools thatwill serve Landmark students for decades to come. Matt Roberts ’11 uses one of the planes

provided by the MCGF grant to smooth over the end piece of his captain’s chest.

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empower

At a recent EMS inservice, 15 workshops were offered by faculty forfaculty. In rotating sessions, teachers imparted tricks of the trade relat-ed to: rubrics; vocabulary; decoding; spelling; goal setting; lessondesign using Indesign; Word and Smartboards; implications of testingscore patterns and executive functioning profiles; curriculum enrich-ment for Language Arts, Social Studies, and Physical Education.

“A f t e rnoons like this one are just inspiring,” says Ma ry Kahn, a ve t e r a ntutor at EMS. “ It never ceases to amaze me and make me proud when Iexperience the exceptional caliber of training faculty offer each other.”

It was indeed an inspiring mixture of collegiality, excellent teaching, andk n owledge disseminated among faculty eager to share, teach, and learn.

FACULTY INSERVICES

Time Well Spent

Santo Brillati shares ideas with Sandi Nadeau,Tina Estes, Jaquelin Hubbard, Aubrey Drugan, and Liz Rust.

Geoff Russell, Ma rk Joseph, and Jay Fl a n n e ry discuss exe c u t i ve functioning.

Sarah Ayres shares rubric formats with Jay Flannery, Lisa Nichols, and Claire Caputo.

Elizabeth Urbanek...“strategizing”

Deb Blanchard discusses Executive Functioning with

Elizabeth Urbanek, Meg Arnio, and Mary Kahn.

Anna DiPerna and Jennifer Schley Johnson discuss Smartboard software’s capabilities.

he close-knit and singular nature of the Landmark faculty is re m a rkable, and their talent and dedication is often exe m p l i-fied by what happens after teaching hours as much as what goes on in the classrooms. Students and parents may wonderabout those mysterious “inserv i c e” days: the days when students are dismissed at noon and teachers remain on campusfor re q u i red training. What goes on in these closed door sessions? Be assured that the time is incredibly well spent, asmembers of the community share their expert i s e with each other.

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empower

O ver 25 participants from school districts all over Massachusetts enrolled in theContent Institute course, “Im p roving Spoken and Written Language Sk i l l s” offere dduring Landmark’s annual Summer Professional De velopment Institute. The courseu t i l i zed Ou t re a c h’s expertise in combining an on-site five-day graduate coursecoupled with an online component that extended through De c e m b e r. Ja n e tPa r a d y, Ann Larsen, and Trish Newhall all combined to plan, re s e a rch, and teachthe course to the enrolled teachers.

The Institute focused on enhancing language skill development – listening,speaking, reading, and writing – to improve academic performance. Teacherslearned about typical and atypical language skill acquisition, the foundationlanguage skills necessary to engage in effective expository discourse, andresearch-recommended best practices for fostering success in the classroom.

The five-day face-to-face portion of the Institute provided the foundation forimplementing classroom strategies in the fall. The subsequent online portion ofthe Institute focused on developing an online community to discuss the suc-cesses, challenges, and efficacy of implementing the strategies in the classroom.

As noted by a sampling of the many positive comments above, the course provided teachers with the exact level of support and resources needed to helpstudents in public school settings succeed in the classroom. Through initiativessuch as this partnership with the Massachusetts DESE and continuing workwith school districts, Outreach strives to achieve its mission of empowering students with language-based learning disabilities through their teachers.

Landmark Outreach ProgramAwarded Content Institute Contract

“This has been a really important course for me. I have a lot of grati-tude for Landmark and its outstanding instructors for thinking aboutthe topics that I have lost touch with and then doing outreach to thoseof us working in a test-driven teaching environment.”

“It is probably the best professional development experience I have had.I found the materials (templates and organizers) presented to be verypractical and usable in my classroom.”

“I thought the course was presented at Landmark in a manner that wasi n f o rm a t i ve, knowledgeable, and respectful of all levels of part i c i p a n tk n owledge.... The information, activities, and lessons planned we re clearand effective teaching strategies that would make all learners successful.”

Janet Parady

Trish Newhall

Ann Larsen

last summer, the Massachusetts De p a rtment of El e m e n t a ry & Se c o n d a ry Education award-ed a Content Institute contract to Landmark Ou t reach for the first time in Landmark’s his-t o ry. The award serves as an indication that Landmark and the Ou t reach Program are re c o g-n i zed as leaders in the field of language-based learning disabilities and literacy.

together we

e m p owering students with la n g uage-based learning disabilities through their teac h e r s .

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Signing the beam of the new Athletic Center brings back a sense of dedication and life purpose in the mind of a veteran staff member.

reminisceL A N D M A R KShining its Beam of Light, Signing its Beam of Might

At the ready – Jim Kent sits with markers in hand.

History in the making – Landmark names cover the beam.

For posterity – Before names fill the beam,

the Landmark logo gets hand-painted onto it.

Coming down the home stretch – Dean of Students Robb Genetelli supervises

as another name gets added to the beam.

together we

T“he day before December break we had a beam-signing. Construction of the long-awaited Activity and Athletic Center at the High School was underw a y, and thecontractors made a main steel beam available for the school community to com-memorate the event. The art department painted our logo and mascot on thebeam, and the students, teachers, and staff all signed their names. It was a won-d e rful event allowing the community to take ownership of our new gym.

The first name on the beam was mine; not because I’m special or important, butprobably because I was the first one there with hot chocolate and doughnuts.The second name is that of my twin brother Paul Kent who passed away lastsummer. Both of Paul’s sons attended Landmark. Paul is the main reason I workhere, and here is why I added his name to the beam.

Landmark School is a beacon, an oasis, and a sanctuary for those fortunateenough to have found us. As a twin, I was there every day to observe my brotherbeing humiliated, insulted, and tormented by his teachers, nuns who, along withmost people, simply did not know what dyslexia was back then. The day I sawmy brother’s heart broken – when he was humiliated in front of a class of 45 students for not being able to sequence the days of the week – was when I knewon a deep level what I would do with my life. I did not know the form it wouldtake at that time, but when I found Landmark School, I knew. My brother Paul,because of his intelligence and perseverance, and the love of our family, had asuccessful, productive life. And through the gift of Landmark School, Paul andhis wife, a supervisor at Landmark, provided his children the wonderful opportunity for the education he had been denied.

When I think of my 29 years here as a teacher and counselor I feel privileged to havebeen given the opportunity to serve our students.”

With gratitude and fondness, James C. Kent

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celebrate

The Building Takes Shape

As students venture across campus this winter, the customary pound-ing of surf and howl of New England winter winds have been accom-panied by the hammering of steel and the creak of swaying construc-tion cranes. Our new Activity and Athletic Center is taking shapenext to the Prep Building.

On a frigid December day, the school community trooped to theconstruction site to sign a special steel beam which was painted whiteand adorned with the Landmark Lighthouse and Viking logos, hand-painted by student artists. The beam, filled with over 300 names, willhang prominently in the new wrestling room, a reminder of theActivity and Athletic Center’s long anticipated role as a gatheringplace for the entire school.

A key architectural design goal is for the Center to reflect its sur-roundings, despite its size. The rooflines of the front entryway echothe distinctive architecture of the Prep Building next door. The con-struction crews have been diligently working through winter condi-tions in anticipation of an early June completion date. The Broudodogs, who reside next door in the Headmaster’s home, keep a watch-ful eye on the comings and goings each day, enjoying the activity in anormally quiet part of the campus.

This project is a wonderful testament to the vision and generosity ofmany generations of Landmark families who have desired an appro-priate facility to support the many sports teams, the fitness programs,and the after-school activities of our students and faculty. Our thanksto all those whose generosity ensured that this building would befully funded through philanthropic contributions.

A final aspiration for this building is to add solar panels to the roofwhich would supply all the energy needed to support both this build-ing and the Prep Barn. We continue to seek funding opportunities tohelp us take this important environmental step as a school.

Each week, an update of construction progress along with photos is posted on the Landmark website, www.landmarkschool.org.

Log on and stay informed!

together we

o c to b e r

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persevere

n 2003, Landmark teacher Janet Littlefield and Shaibu Kaliatidecided to make a difference for 20 homeless children in the vil-lage of Chigamba, Malawi. T h rough Ja n e t’s administrative supportand Sh a i b u’s efforts onsite, they opened The Little Field Ho m e .

When Janet taught at Landmark, she worked extra we e k e n d searning “Duty for Do l l a r s” and called on the Landmark commu-nity to lend a hand. With the help of several staff members andstudents, Janet put together a yard sale and raised over $1900.The Landmark community continued to rally behind Janet as shehosted “Dinner and a Mov i e” nights where staff vo l u n t e e red tocook and serve students a four-course meal. Student organizationshelped by arranging “Dress Comfortably Da y s” – a popularfundraiser on campus. Ul t i m a t e l y, the collective efforts betwe e nJanet, Shaibu, and their surrounding communities directly bene-fited 35 orphans.

The story of The Little Field Home began in 1998 when Ja n e te n t e red the Peace Corps. Janet met Shaibu, at the time anorphan dressed in torn clothes and wearing just one shoe.Shaibu needed help paying for secondary school. They agre e dthat she would pay for his school if he helped out around the vil-lage. Janet tutored Shaibu during her tenure in the Peace Corps.Shaibu graduated from secondary school, only the second fro mhis village to do so, and attended college classes. Ja n e t’s friend-ship with Shaibu continued as he began to pay it forw a rd.

Janet spent the next six years teaching science at Landmark Hi g hSchool. Soon after, Janet moved closer to home to be with familyand take a job at He b ron Academy in Maine. She worked hardto increase the influence of The Little Field Home. Upon beingre c o g n i zed as an official nonprofit 501C(3), the orphanage beganseeing a steady growth in the number of children support e d .Janet admits that neither she nor Shaibu ever thought The LittleField Home would grow to such magnitude and significance.They we re simply meeting an immediate need to provide for theorphans of Chigamba.

Boy With One Shoe

Front of The Little Field Home

Takondwa brushes his teeth.

Janet introduces volunteers to some of the children.

Farming is one way of supporting The Little Field Home.

together we

The Little Field Home: An Orphanage Grows in Malawi

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The Landmark community has responded as well. Janet re c e n t l ymarried Bill Flynn, former Landmark language arts teacher,coach, and Po rter Dorm houseparent. Bill assists Janet in eve ryaspect at the administrative level and onsite in Malawi. In 2007,L a n d m a rk alumnae Christine Brechbill ’07 and Sofie Plater ’07joined Bill and Janet as volunteers. In the coming months cur-rent students Per Hovem ’10 and Ma rco Ferrari ’11, along withthe Ferrari family, will volunteer their time at The Little Fi e l dHome to help conduct workshops on education, health care ,a g r i c u l t u re, and HIV/AIDS education. In addition, Wi l l i s t o nDorm has been sponsoring a Form 2 (high school sophomore) student named Patuma Mustafa for two years. Bill writes,“They have sent over some great stuff for her!”

Bill and Janet are quick to re c o g n i ze the impact volunteers aremaking in Malawi. The annual budget is $175,000, all of whichis raised through charitable donations. Volunteers (who pay forthe experience) and special events help offset the costs but attimes there are uncertainties. Volunteers are asked to commitfully to the mission and work hard, get dirt y, live withoutplumbing and make a difference.

“We tell our volunteers that they will have time to rest when they get home and that we want them to give 100% of themselves while they are here .”

Malawi has an estimated 1,000,000 orphaned and vulnerablec h i l d ren, many of whom face long odds in order to avoid s t a rvation, prostitution, and contracting HIV.

“ Our purpose has moved beyond just providing food and shelter for the orphans and vulnerable children of the Ntaja area. The childre n’s health care and education are e x t remely important to us. We also want to empower this community to find self-sustaining solutions. Cu r rently we have opened a medical clinic in the area and we areworking on bringing commerce into this village through job training and appre n t i c e s h i p .”

Janet, Shaibu, and Bill are looking forw a rd to employing pastorphans who have graduated from high school and college.Po s i t i ve, accomplished, and young employees are the mosti m p o rtant role models for kids in Malawi. Shaibu, the boyd ressed in torn clothes and wearing just one shoe, is now theDi rector of The Little Field home. Shaibu is also a member ofthe National Parliament and an active member on the nationalHIV/AIDS council.

For more information or to stay current with The Little Field Home, visit w w w. l i t t l e f i e l d h o m e . o r g.

Janet and Bill would love to hear from yo u !

Janet, Bill Flynn, with some very happy children

Yassin N

Landmark alumna Sofie Plater ’07 with a new pal

L a n d m a rk alumna Christine Brechbill ’07 and a village friend

“We are not business people and we sure did make some mistakes, but over the pastfour years we have created the largest and most successful orphanage in the Ma c h i n g aDistrict. We support not only our kids, but we set up satellite orphanages to give outfood and blanket stipends, part i c u l a rly during the rainy (hungry) season.”

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support

We recently had the pleasure of chatting with Ginny Re ye r, mother of alumnus David Re yer ’08. David is a s o p h o m o re at Green Mountain College in Ve rmont m a j o ring in Outdoor Education. We asked Ginny if L a n d m a rk truly pre p a red David to be a college student. “Landmark prepared David by providing him with the abilityto advocate for himself and the things that he needs. Helearned excellent organization and time management skills.Landmark was wonderfully effective for him and I feel heentered his freshman year far more ready for college than otherstudents. David still struggles but when he hits a wall he’ll goto a teacher and explain what he needs. It’s a huge plus for himto know what he needs and how to succeed. David has learnedthe hard way, but in a good way, what his true abilities are.Landmark gave him confidence!”

Ginny also noted that David’s preparation extended to the col-lege application process as well.“Landmark's staff prepares the kids for college interviews,teaches them to explain what support they need from the col-lege to be successful, and helps to find the right college. I wasvery impressed with Mr. Brown’s knowledge of colleges andtheir support programs. He had gone out of his way toresearch schools that he didn't know about, but that we hadbeen interested in visiting. He helped David with all the appli-cations and paperwork, making sure it went out on time.David was accepted to all the colleges he applied to. What ablessing and relief that was.”

Ori g i n a l l y, Da v i d’s plan was to major in Physical T h e r a p y.Du ring freshmen year he attended Sp ringfield College buta c c o rding to his mother it was more challenging than expected.He is now focusing on his other love, Outdoor Education, atGreen Mountain College in Po u l t n e y, Ve rmont. Tom andGinny have gone to extremes to make sure they have re s e a rc h e dand selected the right schools for their childre n’s needs. “He’s definitely found his match!” stated Ginny, adding thatboth she and David’s dad, Tom, are proud that he tried his firstchoice Physical Therapy and that now he’s exploring OutdoorEducation. “Continuing education is so important for a child’sself esteem. Two out of our three children have learning differ-

ences and because of that Tom and I know that they have toput in way more effort to succeed. By providing them with thetools they need to accomplish their goals, they will always beprepared in life. All three of our children have loved school andwe support them in every way. We don’t let them flounder.Being your child’s advocate is critical for their education tomake them successful.”

The Re yers re c o g n i ze that supporting their children and stre n g t h-ening their school are part of a larger picture. They have con-t ributed to Landmark’s fundraising initiatives through the AnnualFund, the Capital Campaign, and other philanthropic efforts, ande ve ry year they help out with Landmark’s spring auction.“My husband and I have watched Landmark School grow. Weknow full well that Landmark has put their critically neededdollars into the academic program and educational personnel.Because Landmark’s academic program is so strong and fabu-lous, it’s nice to see that now the school is turning their atten-tion to support the building of physical structures such as thenew Activity and Athletic Center!”

The Reyers’ belief in education has led them to give back toestablishments and organizations that change people’s lives.“We’ve been blessed to afford David’s education and we try ourbest to support schools such as Landmark. Even a smallamount of money makes a difference. We are proud and feelprivileged that David graduated from Landmark School, andwe know that his success comes from being a part of theLandmark family. Landmark helped David with his self-esteemand provided him with the self-confidence to love himself. Youcan always have the academic part of an institution, but it’s thewarmth and caring of a school that enables young people todevelop their whole personality, so they then believe in them-selves. Landmark helped to develop the whole student, not justthe academic student.”

The entire Re yer family clearly takes pride in Da v i d’s success.His siblings, Chelsea and Michelle, are proud of the fact that hewas accepted to eve ry college he applied to, and that his adjust-ment to college life has been positive. Ginny con c l u d e d, “ David has come a long way. L a n d m a rk Schoolis truly a miracle cure .”

A family’s place in the Landmark Community reflects many shared understandingsand felt obligations: parents supporting and advocating for their child, studentsrecognizing the support and commitment of parents, and the ways that familiess u p p o rt – through networking, communicating, contributing to the Annual Fu n d ,and volunteering – all the essential undertakings of a school community.

A Conversation With The Reyer FamilyCommitted to Making a Difference

together we

The Reyers – Ginny, David, and Tom

27

support

l. to r.: Paula Trewin, Amanda Glenin, Jennie Hope, and Natalie Wilks

LANDMARK HOSPITALITYSharing Time, Knowledge, Resources, Expertise

Visitors to the Landmark campuses invari-ably remark on the welcoming atmosphereof the community. As a recent guest put it,“I felt at home here almost immediately.People look you in the eye and ask if they canhelp you. The students and staff are great,and the building doesn’t feel like a school.”

That warmth is genuine and reflects notonly hospitality and the unique surround-ings, but also our comfort with the pres-ence of frequent visitors. While not techni-cally a lab school, Landmark rarely experi-ences a day without professional colleagues,observers, testers, admission tours, orresearchers on campus.

Some of our favorite visitors are from otherschools. Landmark recently hosted visitorsfrom the Learning Support Department atthe Whitgift School in the U.K. Whitgiftwas founded in 1596 and serves 1200 boysfrom London, Surrey, Sussex, and Kent. AsLandmark contemplates its 40th anniver-sary milestone, we felt a sense of historicalproportion to connect with a school thathad recently turned 400!

We have also recently hosted visitors fromtwo Propel Charter schools from thePittsburgh area, the Center for ChildEvaluation and Teaching from Kuwait, TheSiena School in Maryland, RobinsonSchool of Puerto Rico, and many others inaddition to Whitgift.

together we

28

build

RED, WHITE, and BLUEThe finished products reflect the individuality of their creators.

READY...SET...Teacher Allen Pickwick and Mike

supervise as Robbie and Aidan lock and load their cars.

PETER’s CAR at the START. BANG ! With an impressive CO2 wake,

Peter’s car explodes out of the starting block.

Practical Arts Spans Departmentsand Ends With a Bang

the practical arts course is a stru c t u red program incorporatingfundamental skills related to small engines, art, and wood-w o rking. Each project is primarily built by hand with limiteduse of power tools, and instruction is designed to foster eachs t u d e n t’s ability to work independently and follow dire c t i o n swhile cooperating with others. Over the course of the semester,students use the skills presented in Small Engines, Art, andWo o d w o rking to design, build, and paint a model car pow-e red by air, solar, and CO2 . The culminating event of eachPractical Arts unit is the launching of the cars, as studentsgather at “Pickwick Sp e e d w a y” in the gym. Model cars are dis-p l a yed, radar guns are at the re a d y, and the “Ba n g” signifies theexplosion of another CO2 c a rtridge as cars race to the finishline and students see which designs produce better re s u l t s.

together we

29

buildThe Physics OfTechnologyHow Things Work

physics of Technology is an inquiry-based, hands-on class at the High School that focuses on the physics of how thingsw o rk and how things are “e n g i n e e red.” Students take part in projects which emphasize brainstorming, re s e a rch, plan-ning and journal writing. One of the more challenging aspects of the class is the need to maintain individual goalswhile working with a group of other students, as a design team, to create and meet production deadlines.

Typically, students are given an open-ended design chal-lenge that highlights and reflects specific physics and engi-neering concepts. End results are diverse and unique toeach design team. Success is measured in many ways:knowledge of the materials and concepts, meeting dead-lines and specifications, student journals as well as an indi-vidual’s understanding of how the end product could beimproved with the knowledge gained. Earlier this fall, theclass produced Marble Roller coasters and newspaperstructures. Currently students are finishing prototypes ofgliders and rubber band-powered aircraft.

The students choose to build a structure with 3 inter-connectedcolumns to spread out the weight/pressure,

rather than using a single column.

Jon Gil ’10 and Allie Schreiber ’10 are adding weight to the testing boardto measure the strength of their newspaper and glue structure.

Working from a plan, Allie Schrieber ’10 is measuring the wooden wing spars for her airplane.

Exhibiting glider design diversity

together we

at twe l ve noon each day, Landmark seniors Luke Saviano and Ja m i eToulan leave school and head to work at the Salem Ma r i t i m eNational Historical Site. It’s certainly not a typical school day, but forthese two gifted woodworking students, a program that blends aca-demics with some hands-on experiential learning suits them to a T.

It all began in the spring of 2009 when Landmark High Schoolwoodworking teacher Paul Schwartz realized that Saviano andToulan had “exceptional talent and passion” for this age-old trade.Mr. Schwartz also realized that as upcoming seniors they would bethinking about their next step after high school. He made a call to afriend who proposed an internship working with a team of historicpreservationists and craftspeople renovating Friendship, a reconstruc-tion of a 171-foot, three-masted Salem East Indiaman tall ship orig-inally built in 1797. Friendship is part of the National Park Service’sSalem Maritime National Historic Site.

The two seniors carry a full load of four core academic classes,including their tutorial, and spend each afternoon on Friendship.Every day they are supervised by Head Carpenter and Engineer

John Pydnkowski, who guides the seniors in carving, cabinet making, repairing line, removing the ship’s yards,using a vast array of fine woodworking tools, and learning the tricks of the trade. He is thrilled with the Landmarkstudents’ dedication, skill, and work ethic. John comments, “Luke and Jamie are doing an outstanding job. Theyshow up for work with a great attitude; they never complain; and they are eager to soak up as much as they can. They arelearning practical skills that will last a lifetime.”

When asked what they enjoy most, Saviano offers, “I like gettingto know more about working, interacting with peers, and reportingto a boss. I am probably going right to work after high school so thisis a great experience for me.” Toulan adds, “ Finishing my classes forthe day and heading to Salem helps get my mind off my school work .It gives me time to clear my head, think, and re l a x .”

Toulan was asked how he thinks this experience will affect hischoices for a post Landmark experience, “I’m not sure I would haveconsidered college before doing this internship. Some of the guys fromFriendship even wrote college recommendations for me. I’m still notsure what I’m going to do after Landmark but spending time here hasopened up a lot of possibilities for me.”

When asked what they will miss about their internship when itends in May, Saviano smiles wistfully and says – “Everything.”

30

learnTwo Landmark Seniors

Gain More than Friendship

Friendship

together we

ve ry ye a r, six faculty High School faculty members and 15-20 students travel to Gettysburg, PA. On Sa t u rd a y s ,we typically play “g a m e s” on the battlefield; the games are created to generate a backhanded way of learningabout the battle.

One such game begins. The students are divided into small groups and dropped off in different areas on thebattlefield. Gettysburg National Mi l i t a ry Pa rk is about six miles by two miles so the groups are not at

all within sight of one another. Each group is given a topographical map that has all 2,000 monumentsm a rked, as well as the primary locations such as Little Round Top and The Angle. Students are also given apuzzle to solve using the map and their wits. The puzzle should lead them to a location where they will findthe faculty lounging on beach chairs.

A few years ago, one puzzle was particularly difficult for the stu-dents to solve. It was a hot day and miles of walking we rei n vo l ved. After four hours had passed, the students had nota r r i ved at our location. Since we keep in close contact by cellphones, we knew that the kids had found one another and we reall together. They we re complaining about the heat and blisters.They didn’t know where to go because they didn't know how tos o l ve the puzzle. They we re frustrated and physically exhausted,and they made a group decision to throw in the towe l .

It would have been a simple step to pass on a clue to help themout. But this would deprive them of important lessons and valu-able experiences like overcoming adversity and the feeling ofsuccess upon completion. We were not going to sully thoseopportunities - tough love! Was it the right choice? On anygiven day – 50/50 odds.

The faculty group began to pack up to drive the vans to the stu-d e n t s’ location. Minutes later, we re c e i ved another call from thestudents. “ Forget picking us up, we ' re going to keep trying!” T h i rt yminutes later, as we pondered how long it would take the stu-dents to arrive at our location, we saw them! All 15 studentswe re skipping and running down the road that leads up LittleRound To p. The most re m a rkable sight was seeing all of themholding hands – one connected to the next in a long line, asthey descended the hill.

Their faces were glowing and their energy was renewed.Blisters, while not forgotten, were minor afflictions at most. Itwas a living example of the kind of success experienced throughpositive group dynamics that foster desire and perseverance. Thepride I felt for them was overwhelming. More importantly, thesestudents were proud of themselves. It was openly evident. As wesat and debriefed the experience, everyone had a different storythey wanted to share. This is why I teach – first and last.

- Bill Chamberlain31

learnView from Little Round Top

Nate Stowes ’11 consults a map to verify exact location.

Mr. Chamberlain gives instructions for the next puzzle.

Small group stops to reconnoiter and enjoy the view.

together we

Eve ry ye a r, six High School faculty members and 15-20 students travel toGettysburg, PA. On Sa t u rdays, we typically play “g a m e s” on the battle-field; the games are created to generate a backhanded way of learningabout the battle.

One such game begins when the students are divided into small gro u p sand dropped off in different areas on the battlefield. Gettysburg Na t i o n a lMi l i t a ry Pa rk is about six miles by two miles so the groups are not at

m

32

entertain

idwinter can feel quite bleak and oppressively cold in New England, but on an otherwiseroutine mid-January afternoon, Landmark’s Elementary • Middle School was hot, hot, hot.

Phunk Phenomenon blasted onto the campus to perform for students and teachers whowere transfixed by this edgy, youthful, multicultural dance troupe. Their provocativeperformances were a “cross-cultural fusion of traditional and contemporary street dance formats with highlights of modern dance, ballet, tap, and various music forms (jazz, house, hiphop, tribal, and Latin).”

The performers moved skillfully through a series of complex and physically demanding choreographed and improvisational dance numbers and at the end of the show invited a feweager student and staff volunteers to strut their stuff.

This special performance was sponsored by the Landmark Parents Association with additional support from funds collected at an EMS Dress Down day in the fall.

To learn more about Phunk Phenomenon check out their web site at www.phunkphenomenon.com/home.html

EMS Campus Gets Down to

Phunk Phen o m en o n !

together we

33

The November 2009 issue of L a c rosse Magazine d e voted a full page feature to Landmark alumnus Travis Melick ’09.While at Landmark, Travis personified dedication and earned his role as Captain of boy s’ varsity lacrosse during hisjunior and senior years. But the recognition didn’t stop there. Tr a v i s’s commitment to the game led to his re c o g n i-t i o n as a two-time Eastern Independent League All St a r. He is currently at Johnson State College in Ve rmont play-ing lacrosse and succeeding in the classro o m . “Playing sports at Landmark helped me commit to my academics since fail-ing in class would have meant letting my teammates down.”

Dedication and Winning Ways

Continue at Johnson State

Originally published with the caption “Mean St reak,” thisphoto illustrates the type of athlete Travis became at Landmark.

Photo by Landmark High School teacher Adam Ol i ver

playtogether we

34

Robert Liddy ’82Robert has led an active life since leaving Landmark in1979 and returning home to Connecticut. He volun-teered in The Philippines and Sierra Leone as a part ofthe Peace Corps before earning a degree in history fromthe University of Wisconsin in 1989. After college,Robert entered the work force as a corrections officer inVirginia. From 1999-2000 he spent time in Bosnia withthe NATO Peacekeeping Forces and has also been a partof the Military Reserve. He was deployed to Fallujah, Iraqbetween 2003 and 2004. Robert is currently in the mili-tary in the Active Duty Army stationed in Korea.

Carrie Helmer Dukes ’84 Carrie and her husband St e ven Dukes are pleased toannounce the birth of their son, St e ven William Dukes, Ap r i l10, 2009 at 4:29 p.m.; 8 pounds 5.3 ounces, and 21 inches.Congratulations Carrie!

Jamie Annarelli ’90Jamie and wife Kim have a beautiful baby girl, Avalyn,who turned one in December 2009.

Michael Deckers ’92Michael is living in West Hartford, Connecticut workingat the University of Connecticut Health Center doingoffice work for a disabilities center. Michael spends timevolunteering at the Health Center at night and wantseveryone to know that he is doing great and says “Hi!”.

Dave Hirschberg ’98“After studying for three months, I have passed my CoastGuard exam and am now a licensed Captain. While thismeans I can take anyone anywhere in the world, I plan tostay in Jupiter, Florida fishing for tarpon and snook.”

Sam Begin ’99“I am currently working 60-70 hours per week, completingyear five of a six-year medical MD degree. At the moment Iam assigned to a surgical rotation at the Royal Ho b a rtHospital in the island state of Tasmania. In De c e m b e r2010 I will wed Annie, my beautiful partner of six ye a r s .We are eagerly anticipating the ceremony to be held at St .

Da v i d’s Cathedral in closep roximity to the date of mymedical school graduation. Iam expecting an influx offamily and friends from theUSA (some from Landmark )to attend the wedding andgraduation. Warm re g a rd sf rom Au s t r a l i a ! ”

Jason Rish ’99“I graduated from New England College in He n n i k e r,

New Ha m p s h i re in 2004 with a B.A. in Business. InDecember of 2004, I moved to Scottsdale, Arizona for achange of scenery. I began working for a small wine andspirit start-up company called Frontier Distribution. I leftthem about six months later, about six months before theyfiled for bankruptcy so it was pretty good timing. I didlearn a lot about wine and spirits and now have a fondnessfor wine! In August of 2004, I went to work for Target in asmall town just outside of Scottsdale. I began as a Gu e s tSe rvice Team Leader (GSTL) before being promoted seve r-al times and earning a new position as a Senior Te a mL e a d e r. In Ja n u a ry of 2005, I was promoted to anExe c u t i ve Team Leader of Assets Protection for Target inScottsdale and achieved great success in that position. Ihelped reduce shortage caused by external and internaltheft and fraud. Sixteen months later I was promoted to aHigh Risk Target store in the heart of Phoenix. In a highrisk store, I faced new challenges and adversity with thee n v i ronment and location. I have continued to have gre a tsuccess at this store and am currently waiting to see wheremy Target career will take me next. In May 2007, I pur-chased a home in Phoenix. I am currently not married andstill waiting for that perfect person to come into my life.”

Christy Litten ’01“I graduated from Florida Hospital College of HealthSciences in April 2009 with an A.S. degree as anOccupational Therapy Assistant. I am in the process oftaking my state boards in order to earn my license andbegin practicing. I have been offered a job at a charterschool here in Florida working with children ages four totwelve with all different types of diagnoses. My mainfocus is on the Sensory Integration area. Hope to hearabout others from the class of ’01.”

Michael Bailey ’01“Well, it’s been a while since I told you all what’s going onin my life. I'm out of the Army now, working at a BoyScout camp in the Sierra Ne vada Mountain range as a riflei n s t ru c t o r. In August, I start at West Virginia Un i versity andI'm pretty excited. Still having a little trouble adjusting, butt h a t’s OK; I'm getting there. Hope all is well at Landmark . ”

Sally Slaughter ’98, Sam Begin ’99, and Tamara Reynolds ’99

Alumni Notes

Sam and fiancée Annie skiing

35

Oliver Schwab ’01 Oliver is working in the political world in WashingtonDC, while teaching sailing on weekends.

Krystal (Parker) Goodwin ’03“I have been married to my wonderful husband Steve forfive years! We have two children, Leiah Marie who will befour in November, and Nathan Parker who was born onFebruary 26, 2009. I'm a stay-at-home mom and lovebeing with my kids. We’ve been living in Sarasota, Floridafor over two years and I love making cakes and othersmall treats as well!”

Jillian Rex ’04 Jillian is living in Cheltenham, United Kingdom, attend-ing the University of Gloucester.

Stefanie Davidowitz ’05“ Greetings from W h i s t l e r, British Columbia! I am thrilledto be working for the Va n c o u ver Organizing Committeefor the 2010 Olympic and Paralympic Ga m e s ! The exc i t e-ment and activity continues to build and in my position asAssistant Venue Logistics Manager at Whistler Ol y m p i cPa rk – the venue for No rdic Skiing, Ski Jumping, andBiathalon events – I’m meeting and working with peoplef rom all over the globe and from eve ry department. T h i sexperience is actually exceeding my expectations. The ski-ing and scenery are icing on the cake.”

Tim Nuccio ’05Tim recently graduated from No rth Sh o re CommunityCollege's Re s p i r a t o ry Therapy Program. While a studentt h e re, he worked in the Re s p i r a t o ry Therapy De p a rt m e n tat Mt. Auburn Hospital in Cambridge. Tim has taken andpassed both his national certification and re g i s t r a t i o nexaminations. He is excited about his new profession andhas learned so much. Last September Tim's class attendedthe Massachusetts Society for Re s p i r a t o ry Care AnnualC o n f e rence in Sturbridge where Ti m’s father, Paul Nu c c i o ,was a speaker. Each ye a r, the conference has a college bow ltype of competition with re s p i r a t o ry trivia questions. T h ewinners re c e i ve a trip to compete at the national confere n c eof the American Association for Re s p i r a t o ry Care. Tim puta team together with a couple of classmates to competeagainst teams from the other programs across the state andthey won! Be yond the fame and exposure, Tim and histeam re c e i ved an all-expenses paid trip to compete in thenational competition in Anaheim, California. Tim is cur-rently working at Massachusetts General Hospital as a re g-i s t e red re s p i r a t o ry therapist (RRT). He thanks Landmarkand re c o g n i zes that much of his success is due to the skillshe learned while at Landmark. In fact, Tim credits one ofhis Landmark instructors, Ms. Ba r l ow, for teaching himh ow to write well enough to have an article published inthe online health journal Re s p i ra t o ry T h e ra py magazine.

Will Ruez ’05Will is a junior at Southern Methodist University inDallas studying economics. This past semester Willearned straight A’s!

Forrest Schwab ’05 Forrest is a Senior at St. Lawrence studying Geology andteaching rock climbing.

Luke McMahon ’08“I really like Sa vannah College of Art and Design (SCAD)and being back in the South. I've decided to do a doublemajor in film and photography. So far I've won awards (andcash!) in two film contests. Last year I won first prize in aSCAD Film De p a rtment environmental film contest, andjust this week my roommate Chris, who is a scre e n w r i t i n gm a j o r, and I we re named runners-up in a film contest spon-s o red by St u a rt Weitzman. College work is hard, but I'vemade the Dean's list since 2nd quarter of my freshman ye a rand had a cumulative GPA of 3.66 at the end of fre s h m a nye a r. I'm a member of the SCAD Student Ambassadors,

who re p resent SCAD tovisitors and I do otherleadership activities. Igot a job as a Re s i d e n tAssistant starting thelast quarter of my firstyear; I really enjoyinteracting with the stu-dents. For relaxation Igo surfing, make dinnerwith my girlfriend ather apartment, and takephotos at a nearbywildlife refuge whichhas lots of birds andalligators. Last summer,I worked at Camp Hi g h

Rocks, a high adve n t u re camp in western No rth Caro l i n a ,teaching rock climbing. It was a blast and I met a lot ofg reat people. I hope to work there again this summer. He l l oto eve ryone at Landmark and thanks to all my teachers!”

Jeremiah Rex ’08 Jeremiah is in his sophomore year at University ofDenver, has joined ZBT fraternity, and is learning tosnowboard.

Alumni Notes

Luke McMahon and Chris Durenberger filming

5Check out our new website.

We are proud to introduce our new alumni website. To find the most recent news, sharephotos, or simply request a transcript, visit:

http://alumni.landmarkschool.org/

Find us on Facebook. Over 600 fans and growing! Login, become a fan, and instantly find old friends and teachers! This is already the best way to reconnect and stay current with e ve rything Landmark .

www.facebook.com/landmarkschool

5th Annual Landmark Casino NightSaturday, May 15, 2010We’ll play everything from craps, blackjack, and poker tournaments to Casino War and Left/Right/Center. Prizes include signed sports memorabilia, weekend trips, Red Sox tickets, a Caribbean Cruise, and much more!

$20 admission includes food and drinks all night!

Alumni Lacrosse Games and BBQThursday, May 20, 2010Join us on Collins Field to keep this new tradition alive! Come to play, watch, or enjoy a casual BBQ after the game.

All alumni are welcome!

40th Anniversary Homecoming WeekendOctober 1 & 2, 2010Festivities will include opening the doors to the new Activity and Athletic Center, class reunions with parties all weekend, Varsity Soccer on Collins Field, and a 5K road race.

Experience History. Create History. Celebrate History.

For more information please visit www.landmarkschool.org or contact Jeff Fauci, Director of Alumni Relations

978.236.3367 • jfauci@landmarkschool.org

Whatever you’re into, be into Landmark!

The friendly five...there’s something for everyone.

36

1.

2.

4.

5.

3.

Coming ! to ! A ! Theater Near ! US!Landmark Performing Arts

proudly announces our spring musical

Featuring a large cast,amazing set, and a full orchestra!

Friday, ! May ! 7 ! & ! Saturday, ! May ! 8Fuller School AuditoriumGloucester, Massachusetts

This one is not to be missed!

BEAUTYAND ! THE

BEAST BEAUTYAND ! THE

BEAST

Kernwood Country Club • Salem, Massachusettswww.kernwoodcc.org

for more information please visit:www.landmarkschool.org/giving/events

or contact:Ryan DeJoy, Director of Annual Giving

978.236.3208 • rdejoy@landmarkschool.org

Monday • 24 May 2010

1 8t h A n n ual Landmark School Golf Benefit

Golf • Dinner • Auction

37

18

38

As Landmark nears its 40th year, the lighthouse has been an enduring symbol of our mission andof our community.

In preparation for our upcoming 40th Anniversary, we are posing a challenge. We would like toassemble a small exhibit of the most unique, creative, or otherwise outstanding lighthouses thatyou may have. All pieces will be reviewed by a jury of art teachers and students, and the finalselections will be on display at events celebrating our 4 0t h Anniversary.

It’s time to dig through your basement, attic, or closets. Or, perhaps you want to create somethingspecial just for this occasion. We are looking for paintings, drawings, sculpture, carvings, textiles –e ven great stories about lighthouses. Winning stories will be featured in the 40t h A n n i ve r s a ryEdition of The Lantern .

You may send photos of the lighthouse(s) you would like to submit for re v i ew. All original art w o rk thatis sent in will be kept safe and secure throughout the entire jury and exhibit phases of the program.

wFor more information or questions, please contact

Susan Tomases, Director of Marketing and Communications, stomases@landmarkschool.org • 978.236.3369

Please join us for A Taste of LandmarkWednesday, April 14, 2010at theLandmark Elementary•Middle School 167 Bridge Street •Manchester, MassachusettsThis event promises a multi-sensory experience showcasing the rich diversity of our community – a taste of theart and drama programs at the High School and the Elementary • Middle School. In addition, taste a cre a t i vearray of food, wine, and desserts featuring restaurants and wineries that have re l a t i o n s h i p s with Landmark School.Enjoy an outstanding raffle and auction while listening to the dynamic harmony of the Landmark Chorus.

Event chairs Elizabeth Clifton P’11, Carolyn Nickas P’16, and Karyn Zervalis P’12 along with our other dedicated volunteers warmly look forward to seeing you there!

More details will follow in the mail.

For more information or questions, please contact:Paula Prifti Weafer, Associate Director of Development

pweafer@landmarkschool.org • 978.236.3408For up-to-the minute updates:

www.landmarkschool.org/giving/taste

Facebook: www.facebook.com/landmarkschool

39

a taste ofLandmark

foo!wine

artmusicatmos!"ere

40

brick orders must be completed on this form.Number of bricks______ X $100 each = Total enclosed ____________.

Inscription on brick(s): For each brick, choose up to 3 lines of text, with up to 15 characters per line, including spaces.

Brick #1 Brick #2

Please enclose this form with your check payable to Landmark School and send to:Landmark Pathway of Honor • P.O. Box 227 • 429 Hale Street • Prides Crossing, MA 01965-0227

thePat h way of Ho n o r

at Landmark

!

Thank you to all who have pur-chased bricks for The Pat h way ofH o n o r which leads to the fro n tdoor of The Alexander Ac a d e m i cC e n t e r. The Pathway has plenty ofroom for more inscribed bricks. Fo ra donation of $ 1 0 0, you can pur-chase a brick for the walkway tohonor your child, a former teacher,your family, a parent, a friend, or them e m o ry of a loved one.

A perfect graduation gift!

to order a brick:

by mail: Please complete the order form belowand mail to the address on the form,

with a check payable to Landmark School.

by phone: Please contact

Jeff Fauci, Director of Alumni Relations, 978.236.3367,to provide brick inscription and credit card information.

Explore!2010Landmark School Summer Programs

Whether your student wants to gain a jumpstart onnext year’s grade, or supplement gaps in learning,

Landmark’s Summer Programs offer a chance to learn and relax in a supportive, fun environment.

Completed applications for these 2 programs are due by May 14, 2010.

L a n d m a rk SchoolPost Office Box 227 • Prides Crossing, MA 01965-0227

978.236.3000 • www.landmarkschool.org/summer-programs

Elementary and Middle SchoolSix-week Program

Grades 1-7July 1 - August 11

Middle School, High School, and College StudentsSummer Seminars for Essential Skills

July 5-16 & July 19-30

High School“Summer School in a Month”

Grades 8-12July 5 -30

the

L a n d m a rk SchoolPost Office Box 227

Prides Crossing • MA 01965-0227

LanternWinter 2010

Change Service Requested

community.

Together We Break Ground.