student at whiteboard

High School

Wrestlers Take EIL Tournament

News Type:  High School Date:  Thursday, February 6, 2020

Landmark's varsity wrestling team swept both the Eastern Independent League (EIL) regular season Dual Meet Championship and the end-of-season EIL Tournament.

The team secured the EIL season championship with a 9–1 league record and an overall mark of 18–4. On February 5, the team traveled to Portsmouth Abbey in Portsmouth, R.I., for the EIL Tournament, departing the school at 6:30 a.m. for a long drive in traffic, weigh-ins, breakfast, and meetings before the competitions began at noon. 

Landmark captured the tournament championship in convincing fashion with a total score of 171 points. Concord Academy followed with 154.5 and Portsmouth Abbey notched 153 points to round out the top three.  Landmark sent seven wrestlers to the championship round including: John Simpson '20, Josiah Castellucci '21, Evan Kane '21,  August Reid '20, George Athanasiadis '21, Aidan Warren '22, and Rudy Wurlitzer '22. David Delpico '21, Mario Cocuzzo '22 and Gavin Goddard '23 all advanced to the consolation round, gaining valuable points for the Vikings. ​ Makayla Carrafiello '21 won her weight class in the first-ever EIL girls' wrestling competition. Landmark's coaches, Nate Efinger, Bruce Miller, and Dave Hammond were named EIL Coaches of the Year.

Girls Compete for the First Time

The season marked another milestone: it was the first time female athletes have competed on the varsity wrestling team. In addition to Carrafiello, Layla Tsay '21 and Sophia Vasil '23were members of the squad.

"To see our three girls progress so well throughout the season was an especially gratifying experience,"  said Landmark Athletic Director Brook Sumner. "Our three female athletes brought a passion for learning and improving and fit in seamlessly. They were fantastic additions to this great team."

"We've been fortunate to have seen some very talented wrestling teams over the years at Landmark, but this group stands out for their incredible support of one another," said Sumner. "This is a team that genuinely shares in the excitement and happiness of their teammate's successes and accomplishments.  It's been really terrific to watch this culture develop and it's a credit to the coaching staff and the team's leadership."

Landmark last swept the Dual Meet and Tournament Championships in 2012. The wrestling program has won a total of nine EIL Dual Meet Championships since 1993 and 13 EIL Tournament Championships since 1989.

landmark high school wrestling team after winning EIL championship

High School Students Win 2020 Scholastic Art Awards

News Type:  High School Date:  Wednesday, January 29, 2020

Landmark High School students won a total of 28 awards at the regional level of the 2020 Scholastic Art and Writing Awards. Three students won the Gold Key Award, six the Silver Key, and 15 students earned a total of 19 Honorable Mentions. (See below for a full list.)

 "This year, we had students recognized from a variety of classes including, Foundations, Printmaking, Painting, Graphic Design, Drawing, and Portfolio. It's especially exciting that we had four Woodworking students receive awards for their work in sculpture. This speaks to the high level of artistry and craftsmanship in that program," said Art Department Co-Head Beth Jamieson. "We continue to participate in the Scholastic Art Awards as a way for students to gain recognition and exposure for their hard work and vision in the arts." 

The work by Gold Key recipients will be on display from March 14–22, 2020, at Breed Hall, Tufts University, 51 Winthrop Street, Medford, Mass., 02155, and will be judged at the national level by a panel of renown artists, authors, educators, and industry experts. 

Winners

Gold Key

  • Lydia Jackson '20, Self-Portrait in Stripes, Printmaking
  • Elijah Kline '21, Us Minimalist Movie Poster, Digital Art
  • Sarah Mann '20, Reveal, Drawing and Illustration

Silver Key

  • Brett Cicccolo '20, River Table, Sculpture
  • Julius Culliton '21, Cleat Side Table, Sculpture
  • Emily DiRico '20, Painting Self-Portrait, Painting
  • Philip Eskes '20, The Double Movie Poster, Digital Art
  • Dominic Paolini '21, Super Sunday, Photography
  • Sophia Pirone '21, Untitled, Printmaking

Honorable Mention

  • Ellie Becker '20, Linoleum Self-Portrait, Printmaking
  • David Chrumka '20, Inlaid Dovetail Box, Sculpture
  • Jacquelin Connor '20, Self-Portrait, Drawing and Illustration
  • Simon Easton '20, Checkered Bowl, Sculpture
  • Abigail Garthwaite '20, Mask of Misery, Drawing and Illustration
  • Lydia Jackson '20, Amputated Torso Self-Portrait, Mixed Media
  • Lydia Jackson '20, Reveal Self-Portrait, Drawing and Illustration
  • Gabrielle Kenney '20, Titanic Movie Poster, Digital Art
  • Sarah Mann '20, Image Transfer Suit Jacket, Fashion
  • Lily Martin '21, Ghost Rider Movie Poster, Digital Art
  • Tyler McSheffrey '21, Adel Blind Contour Portrait, Drawing and Illustration
  • Sophia Pirone '21, Lion, Mixed Media
  • Anna Roussos '22, Taj Mahal Etching, Printmaking
  • Amelia Silvestro '22, Queen Blind Contour Portrait, Drawing and Illustration
  • Henry Terrien '20, Black Self-Portrait, Drawing and Illustration
  • Henry Terrien '20, Self-Portrait Drawing and Illustration
  • Henry Terrien '20, Self-Portrait, Printmaking
  • Alex Williams '20, Self-Portrait, Drawing and Illustration
  • Alex Williams '20, Self-Portrait, Drawing and Illustration

Award Categories

Gold Key

The best works submitted to local programs. Gold Key works are automatically considered for national-level recognition.

Silver Key

Standout works submitted to local programs that demonstrate exceptional ability.

Honorable Mention

Accomplished works submitted to local programs showing great skill and potential.

History of the Awards

The Scholastic Art & Writing Awards recognize student achievement in the visual and literary arts in 29 categories, including editorial cartoon, poetry, graphic design, fashion, science fiction, video-game design, and more. Founded in 1923, the awards are the nation's longest-running, most prestigious educational initiative supporting student achievement in the visual and literary arts. Students in grades 7–12 from public, private, and home schools throughout the U.S. and its territories can submit works to the awards. 

lydia jackson self portrait scholastic art gold key winner

 

Special Visitors Address Landmark Faculty

News Type:  High School Date:  Wednesday, January 22, 2020

On the Friday afternoon before the long Martin Luther King holiday weekend, more than 200 Landmark faculty members gathered in the Ansara Athletic Center to listen to local author Lisa Fenn share her remarkable story. The event was organized and sponsored by Landmark's internal professional development committee, InReach. At that time of day and after a long week, most teachers might start to mentally check out, but not this group of educators. Instead, they listened with rapt attention to Fenn tell her compelling story.  

As a former ESPN producer, Fenn talked about how her father tipped her off to a story about two remarkable high school wrestlers, both born in to poverty, in Cleveland, Ohio. But their story was much more complicated than that. Leroy Sutton lost his legs from a tragic train accident when he was 11 years old and was regularly seen being carried by his closest friend and fellow wrestler Dartanyon Crocket, who was legally blind. Lisa was hooked the moment she saw these two young men and, over many years, not only told their story on ESPN but came to mentor and then legally adopt both of them.  

About half way through her presentation, Fenn said that "saving some twist or a surprise to reveal at an unexpected moment in the unfolding of a story is an important skill for any television producer." At that moment she turned to the gym entrance and introduced Crocket, to the shock and delight of the audience. As a co-presenter he introduced the notion of, as he put it, "compassionate investment—the human instinct to nurture another person to help them grow and foster confidence and self sufficiency." Crocket continued, "It often boils down to simple things like genuine eye contact, authentic listening, and empathy. Lisa gave Leroy and me this, and so much more."

Toward the end of the presentation Lisa explained that Sutton had completed his undergraduate degree in video game design and was gainfully employed in his field, and Crocket, a two-time paralympian in Judo, was finishing his degree in sociology. She ended her presentation by thanking Landmark teachers for their compassionate investment, never giving up on their students, and serving as role models for other educators. 

Lisa Fenn and Dartanyon Crocket at Landmark School

Watch the ESPN segment about Lisa Fenn, Dartanyon Crocket, and Leroy Sutton

Read the book, Carry On: A Story of Resilience, Redemption, and an Unlikely Family, by Lisa Fenn  

Student Advocates: Empowered By Their Disability

News Type:  High School Date:  Friday, January 17, 2020

There’s no doubt that having a language-based learning disability (LBLD), such as dyslexia, affects students in the classroom. They may struggle with listening, speaking, reading, or writing; managing time, materials, or information; or self-advocacy and self-regulation. LBLDs also factor into students’ lives outside school, in social situations and at work, for example.

Several of Landmark School’s Student Advocates talked about how their LBLDs influence their personal lives. While their learning differences certainly pose challenges, these students embrace their disability and find inspiration from it. 

The Student Advocates are a small group of seniors who deliver presentations about their learning difference to graduate and undergraduate education students at local colleges and universities, as well as to students, teachers, and administrators at elementary and middle schools. Their personal accounts are honest, powerful, and eye-opening.

Embracing Their Learning Differences

Several of the advocates said they feel empowered by their learning difference, whether it boosts their creativity or drives them to exceed the expectations of those who don’t understand what it means to have a learning disability.

Joe, who plans to study architecture in college, thinks that his learning disability has enhanced his creativity and eye for design subtleties. “I've always found that with architecture I tend to be a critical thinker and designer, and I can see things that other people can’t see when it comes to structures,” he said. For example, “somebody might look at a building and say, ‘Wow, that’s a cool building.’ Meanwhile, I see that building has some components of Victorian architecture, and it also has some of this and some of that. Due to having a learning difference, I can notice things that others can’t.”

Similarly, Lucie credits dyslexia with gifts that will help her succeed in every aspect of her life. “I’m super organized, have a creative mindset, am an abstract thinker, and have well-developed social skills that will take me far,” she said. In addition, Lucie takes pride in proving people wrong who doubt her abilities. “People sometimes think I’m not able to do something because I have a learning disability. I prove to them that I’m much more capable than than they immediately expect.” 

Isa’s working memory deficits affect her in situations such as job interviews. “Absorbing content coming at me really fast is difficult,” she said. “In job interviews, my biggest anxiety is they are going to tell me crucial information that I won’t remember, so through Landmark I’ve learned to write things down and create to-do lists. I’ll bring a pen and paper to the interview.” Having a learning difference has helped Isa develop an enviable outlook on test scores. “If I don’t do well on a standardized test, it doesn’t mean I’m not intelligent. Having a learning disability (LD) helped me see that getting a certain number on the SAT doesn’t indicate my intelligence or affect my self-worth. I think having an LD has allowed me to move past those types of ranking of worth.”

People sometimes think I’m not able to do something because I have a learning disability. I prove to them that I’m much more capable than than they immediately expect.—Lucie

 

Overcoming Challenges with Strategies

Other advocates reported that working can be difficult and stressful, but they overcome these challenges by using strategies they learned at Landmark or by focusing on their strengths.

When John started working as a salad chef, he had a difficult time memorizing the recipes and he made a few mistakes. He used strategies to commit them to memory.  “I took pictures of the recipes and quizzed myself before and after every shift,” he said. Perhaps because of some of the difficulties he has faced, John considers himself an empathetic problem solver. “I've always been great at solving social conflicts or helping people combat whatever they're struggling with at the time.”

Jessup’s job can also be stressful as a result of his LBLD. He works at a family-owned grocery store, and he sometimes takes phone orders for fruit baskets. He said that customers can get annoyed if he asks them to repeat information. “I try to avoid that part of the job!,” he said. An eager, ambitious, and enthusiastic student, Jessup embraces his learning disability because it has helped him view education “more positively than many other students. I care about my education a lot.” 

Liz shares Jessup’s sunny outlook about having dyslexia. “I would say I am a creative person and I often see things in a different way than others,” she said. “I believe this is because of my dyslexia, and this has helped me in numerous ways.” And like John, Liz works in food service and has struggled at times, particularly with spelling some menu items. “When I'm typing in the orders on the computer there are certain words, marinara for example, that I don't know how to spell. My coworkers don’t understand that even though I spell it about 10 times a day, I can’t spell it correctly even if I just typed it 10 minutes ago,” she said. “I explain to my co-workers that I have dyslexia, a learning difference but they don’t always understand it.” 

The Student Advocates are going a long way in helping people understand that learning differences don’t make a person less capable and these differences can in fact be a gift that helps them see the world through a different lens. As Lucie said, these students will go far in life.

 

 

Learning About Dwarfism at Landmark

News Type:  High School Date:  Wednesday, January 8, 2020 Byline:  Taylor Nault '21

My name is Taylor Nault. I am a junior at Landmark High School and I was born with Achondroplasia, which is a form of Dwarfism. This is my seventh year being a part of the Landmark community. It was hard at first to adapt, because I was the only person here with Dwarfism. However, I have overcome this by learning to self advocate and make friends that accept my disability.

Since getting my license, I have been able to drive to school using extension pedals, which are metal attachments that clamp on to the regular pedals. Before this, I used to commute by train. I am also very involved in Landmark’s community service. I have volunteered during Saturday school and after school to help the community. I have participated in the electronic recycling drive at School and at Lifebridge Homeless Shelter by making blankets and preparing dinner for people in need. I have also been asked to take part in the service learning trip to Jamaica this spring where we will spend time at an orphanage and a school.

This year, I introduced Dwarfism Awareness Month to Landmark and worked with the student council to raise money to support Little People of America, a nonprofit organization that provides support and awareness to people of short stature, their families, and healthcare professionals. To help the Landmark community better understand Dwarfism, I also gave a presentation to high school faculty, staff, and students this fall. 

Taylor Nault girl smiling

Viking All Stars

News Type:  High School Date:  Monday, January 6, 2020

What a Season, 18 Viking All-Stars! 

Congratulations to the following cross country athletes who were named Boston Globe all stars for the fall 2019 season.

Ryan Shea - Boston Globe All-Scholastic

2019 Eastern Independent League MVP

2-Time EIL & NEPSAC Team Champion 

3-Time EIL XC ALL-STAR

3-Time NEPSAC XC ALL-STAR

Congratulations to all our All-Stars!

Lucy Lopardo - Girls XC - MBIL ALL-STAR

Morgan Joyce - Girls Soccer - IGC ALL-STAR

Agata Miller - Girls Soccer - IGC ALL-STAR

Ava Miller - Girls Soccer - IGC ALL-STAR

Lily Martin - Girls Volleyball - IGC ALL-STAR

Kindred Hurtado - Girls Volleyball - IGC ALL-STAR

Ryan Shea - Boys XC - EIL MVP, EIL ALL-STAR & NEPSAC ALL-STAR

Nik Guthrie - Boys XC - EIL ALL-STAR & NEPSAC ALL-STAR

Dominic Paolini - Boys XC - EIL ALL-STAR & NEPSAC ALL-STAR

Peter Laird - Boys XC - EIL ALL-STAR & NEPSAC ALL-STAR

Zeke Reilly - Boys XC - EIL ALL-STAR & NEPSAC ALL-STAR

Malcolm Thornton - Boys XC - EIL ALL-STAR 

Arlo Grey - Boys Soccer - EIL ALL-STAR 

Max Ash - Coed Golf - EIL ALL-STAR 

Ian Alsop - Boys XC - NEPSAC JV ALL-STAR

Elijiah Anderson - Boys XC - NEPSAC JV ALL-STAR

Josh Applestein - Boys XC - NEPSAC JV ALL-STAR

August Reid - Boys XC - NEPSAC JV ALL-STAR

landmark high school cross country runners

Why Landmark?

News Type:  High School Date:  Monday, November 4, 2019

At the all-school milkbreak in late October, Jessup Goldberg Cook ‘20 and math teacher Grace Walkowicz member explained what brought them to Landmark. Both delivered their speeches with confidence and poise in front of more than 500 people in the Ansara Athletic Center.

Jessup arrived at Landmark during his junior year. He said while some students are at Landmark because their parents made the decision for them, he said coming to Landmark was his choice. ‘I wish I had the opportunity to start at Landmark sooner than I did,” he said. “Being at Landmark made me realize that if I put my mind to wanting to learn, I can accomplish it. I just need the access and resources to succeed at school.”

Like many Landmark faculty members Ms Walkowicz has deep connections to Landmark. Her parents, Stephen and Kelly, met and married at Landmark. After a few years, they left Landmark for other career opportunities in western Massachusetts. When it was time for Grace to choose a career, she recalled stories about the “mythical place called Landmark” that she had heard so often growing up. Grace took her parents’ advice and applied to Landmark. Now in her fifth year of teaching, Grace has no regrets. “I was curious about this place that holds so many of their memories. I didn’t expect that I’d love it here as much as I do. I have fallen in love with teaching, getting to know the students, and trying to find creative ways to make math fun. I, just like my parents, have found my family at Landmark.”

student speech all school milkbreak

Health Center Dedication

News Type:  High School Date:  Thursday, October 31, 2019

On October 30, friends and members of Georganna El Heneidy’s extended family attended an all-school milkbreak and dedication of the High School Health Center to the beloved nurse who passed away tragically in January 2019.

During the assembly in the Ansara Athletic Center, Dean of Students Robb Genetelli recalled how Mrs. El made a lasting impression on colleagues and students and imbued the school with an enduring sense of love and peace. 

“She cared deeply for this community. We were part of her family. She incorporated us into her world,” he said. “Her joy and love of life was present in her. She had the extraordinary ability to make you feel you as if you were the only person on the planet who mattered.”

He urged students to be kind to one another in her honor and think of the legacy she has left behind. 

“It’s our job to make sure those who didn’t know her learn about her and her extraordinary compassion and love and her openness to everyone,” he said. “That’s how you keep someone’s memory alive.” 

Bittersweet Gathering

Family, friends, and members of the Landmark community then gathered outside the Health Center for the formal dedication of the El Heneidy Health Center and garden. The garden is adorned with purple flowers (Mrs. El’s favorite color), Landmark blue Adirondack chairs, and marble plaques, creating a welcoming space for students to congregate. 

Several members of her family told stories of her generosity, kindness, and love of life. Each mentioned that although Mrs. El and her husband never had children themselves, Georganna mothered hundreds of children at Landmark.

Mrs. El’s presence was felt throughout the morning—and she may have had something to do with the sun that broke out during the dedication after a morning of clouds and drizzle.

landmark school health center dedication

Mozambique Educators Visit Landmark

News Type:  High School Date:  Wednesday, October 23, 2019

For the past three years, several members of the Landmark High School faculty traveled to Mozambique over March break to visit schools and orphanages. The visits were opportunities for the educators to both give and receive teaching advice.

In October 2019, the Susan and Larry Weil, the directors of the Christian Academy of Mozambique, one of the schools the teachers visit each year, spent the day at Landmark, touring the campus, observing classes, and meeting with administrators.

“We wanted to let Landmark know how much we appreciate that your teachers travel to Mozambique over their vacation,” said Susan. “It’s been a wonderful experience for our teachers and students.”

Sense of Community Is Palpable on Campus

The Weils, who hail from Washington state, started the school and ministry in Mozambique in 1996. The school, for students in grades kindergarten through 12, has grown from 12 students to its current 123. Students are taught in English, though many of the younger students enter school speaking Portuguese​. 

Susan said the teachers at the Christian Academy most appreciate the classroom management strategies and differentiated instruction tips they learned from Landmark teachers.

The couple was impressed with the state-of-the-art science labs, the details of the woodworking in Governor’s Landing, and the natural beauty of the campus, but what most impressed them were the students and faculty.

“We can feel the sense of community between both teachers and teachers and teachers and students. The environment is very similar to CAM (Christian Academy of Mozambique),” Susan said. “We hope this relationship continue for many years to come.”

susan larry weil landmark school

Ally Day 2019

News Type:  High School Date:  Thursday, October 3, 2019

Dozens of students, faculty, and staff participated in Ally Day at the High School on October 3. Student and faculty members of the Gay Straight Alliance (GSA) handed out safe space stickers and encouraged community members to reflect on their values and actions and commit to the Ally Pledge, which states: 

I believe that all students, regardless of sexual orientation or gender identity or expression deserve to feel safe and supported.  That means I pledge to:

  • Not use anti-LGBT (Lesbian, Gay, Bisexual, Transgender) language or slurs.
  • Intervene, if I safely can, in situations where students are being harassed, or tell an adult.
  • Support efforts to end bullying and harassment.
  • Encourage others to be Allies.

"Over 160 community members signed the Ally pledge to help put an end to hate speech, bullying, and harassment and to cultivate a safe and welcoming environment at our school," said Jennifer Moy, faculty leader of the GSA and a teacher at the High School.  

Cultivating a Community of Acceptance

As bullying has become an issue of national concern, Landmark has steadily worked to create a community that strives for acceptance, not just tolerance. Many of our students know what it is like to be left out or mistreated in the classroom, and can understand what it can feel like to be ostracized in a community. Events like Ally Day give needed attention to the struggles of the LGBTQ community, as well as provide a moment to be aware of and grateful for Landmark's supportive environment.

Ally Day is inspired by Ally Week, a student-led program during which LGBTQ K–12 students and educators lead a conversation on what they need from their allies in school. It is sponsored by GLSEN (Gay, Lesbian & Straight Education Network). Showing our support is especially important now, as rates of bullying and harassment increase for students who identify as LGBTQIA+, and these students are four times more likely to attempt suicide.

ally day 2019 landmark high school

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