STRENGTH The Magazine of Annie Wright Schools | Fall 2018
IB@AWS
Annie Wright is one of fewer than 20 schools in the country and the only school in our state to deliver International Baccalaureate programming from Preschool to Grade 12.
LOOK INSIDE TO SEE IT IN ACTION!
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STRENGTH FALL 2018
SENIOR LEADERSHIP TEAM Christian G. Sullivan, Head of Schools Susan Bauska, Assistant Head of Schools & Director of Upper School for Boys Jake Guadnola ’90MS, Director of Upper School for Girls Clare Wagstaff, Director of Middle School Ann Dicks, Director of Lower School Mike Finch, Director of Athletics Mary Sigmen, Director of Finance and Operations Jennifer Haley ’89, Director of Institutional Advancement Rex Bates, Director of Business Development
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BOARD OF TRUSTEES
EDITOR
PHOTOGRAPHERS
John Parrott, Chair Michele Cannon Bessler, Vice Chair Kelly Givens, Secretary Percy Abram Sally (Peterson) Atherton ’66 Sarah (Kaiser) Brand ’93 Cathy Close Stephanie Cook ’88 Robert Crist Jeffrey Davis Jim Defebaugh Laura Edman Tony Escobar Judith (Yengling) Forkner ’63 Suzanne Hattery Lisa Hoffman Marcia Moe Jamie Murray Merritt (Klarsch) Pulliam ’92 Pamela (Hyde) Smith ’63 Marilyn Strickland Aliya (Merani) Verali ’96
Lisa Isenman
GRAPHIC DESIGN
Oona Copperhill, Clare Wagstaff and Daniel Wang, Class of ’21
Kaitlin Yang
SUBMISSIONS
CONTRIBUTORS
Strength is published annually by Annie Wright Schools’ communications office. Submissions of story suggestions, articles and photos are always welcome via news@aw.org. Please submit class notes and photos to aw.org/connect or alumni@aw.org.
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Victoria Ball Susan Bauska Jennifer Bills Marjorie Oda-Burns ’66 Kate Dorr ’96 Grace Finch Jeff Freshwater John Hunt Lisa Isenman Taya Kunz, Class of ’23 Jessy Li, Class of ’20 Emily Lynn Kayla Mathurin, Class of ’20 Jennifer Shafer Christian Sullivan
Annie Wright Schools 827 North Tacoma Avenue Tacoma, Washington 98403 P: 253.272.2216 F: 253.572.3616 www.aw.org
Architectural Digest described this space as a “beautifully landscaped contemplation garden in the school’s main commons” in an article earlier this year that named Annie Wright the most beautiful private high school in the state of Washington. The Hofius Garden is a popular space to be reflective, one of the ten IB Learner Profile attributes.
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CONTENTS 2
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5 Meet Annie Wright’s new trustees
9 Everything IB at AWS
34 Risk-takers
41
tuition and fees
endowment and trust distributions
$16,023,285
, 44 $7 TOTAL REVENUES
$18,693,883
19
$99
3
0,26
4
$936,141
fundraising activities for operations
ancillary activities
revenues
Annual Philanthropy Report
46 Building projects in full swing
51 Class notes the magazine of annie wright schools
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LETTER FROM THE HEAD OF SCHOOLS Dear Annie Wright Community, As you undoubtedly are aware, Annie Wright has made transformative progress in recent years. This evolution has been directed by two strategic plans led by the Board of Trustees. Most visibly, this progress has involved the establishment of a new academic division, the Upper School for Boys, as well as several major construction projects including a new building to house this program, a new all-weather field, and an additional gym with a 25-yard swimming pool. However compelling these critical facets of the strategic plans are, they are not the central reason why the school has grown from under 400 students in 2010 to 565 students today. (Even without the new Upper School for Boys, the school would still be at its highest enrollment in its history.) Rather, many families are drawn to the school and stay because of the intensive focus on student-centered education that is delivered through the International Baccalaureate programs from Preschool to Grade 12. The three distinct programs of IB give Annie Wright an academic and cultural coherence that is rare in independent K-12 education. There is a philosophical underpinning to everything that we do that can be traced from our youngest children right through to our seniors. In this edition of Strength, you will gain an insight into the power of the International Baccalaureate, and into the three programs that comprise the continuum of IB education at Annie 4
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Wright Schools: the Primary Years Programme in Lower School, Middle Years Programme in Middle School and the Diploma Progamme in Upper School. I commend these articles to you, not only because they are at the heart of everything that we do at Annie Wright, but also because IB programs are becoming ever more influential globally. While some public schools across the United States are adopting IB to close the education gap, increasingly the most academic schools internationally are adopting IB because it is regarded as the gold standard of academically demanding curricula. In recent years, the Board of Trustees has strengthened the foundations of the school and ensured that Annie Wright is in a position to thrive for the next fifty years and beyond. While this strategic work will continue in the background, the building blocks are now in place. The academic, intellectual and social growth of our students has always been our raison d’etre, but now we can devote even more resources, time and talent into supporting our kids. The future is bright‌ go ahead and take a peek at what it looks like. Warmly,
Christian G. Sullivan Head of Schools
ANNIE WRIGHT’S NEW TRUSTEES
Annie Wright Schools welcome four new voting and two new non-voting members to its Board of Trustees. This stellar group includes two alumnae, three parents and a community leader.
MEET
new trustees Merritt (Klarsch) Pulliam ’92, Marilyn Strickland, David Overton and Jeff Davis
Merritt (Klarsch) Pulliam ’92, daughter of former headmaster Bob Klarsch and former Grade 5 teacher Barbara Klarsch, is passionate about Annie Wright’s tradition of excellence and eager to help sustain its future. After spending nine years at Annie Wright, she attended Princeton University before working for 20 years as a television producer and writer specializing in promotion. Merritt launched her own business as a professional photographer and writer in 2012.
Marilyn Strickland, mayor of Tacoma 2010-2017, is currently President & CEO of the Seattle Metropolitan Chamber of Commerce. An advocate for education that is inclusive and offers students the opportunity to explore the world, Marilyn has been a strong supporter of Annie Wright Schools and students over many years. She and her husband, Lincoln High School principal Patrick Erwin, were married at Annie Wright’s Raynor Chapel.
Both Annie Wright parents Jeff Davis and David Overton bring business and non-profit leadership experience to the board. Jeff runs his own real estate development and asset management firm, and David manages a 4th generation forest products business. Both serve on boards focused on community building. New non-voting trustees are Annie Wright alumna Rev. Elizabeth Appling ’63, representing the Rt. Rev. Greg Ricket, the Bishop of the Episcopal Diocese of Olympia, and parent Maggie Eliel, former Air Force and commercial airline pilot and current president of the Annie Wright Schools Parents’ Association. the magazine of annie wright schools
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Librarian Joe Romano created a space for books categorized according to IB Learner Profile attributes, so that students can access topics or themes that reflect their own learning styles or interests.
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Addie Weeks ’18 shares a moment with her proud father at her commencement ceremony last June. Addie’s light and dark blue cord represents her IB Diploma, while her red cord represents her academic honors.
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IB PROUD by
Lisa Isenman
Originally founded 50 years ago to provide a consistent education for internationally mobile families, the International Baccalaureate quickly grew to embody a simple idea: that education will create a better world. That same simple idea has driven Annie Wright Schools since its founding in 1884. After all, our end goal is not to create students (though we do aim to inspire lifelong learning), but global citizens who go on to make a profound contribution in the world. For Annie Wright, there were other, perhaps more prosaic, but certainly compelling reasons to adopt the IB. Most importantly, the IB organization celebrates the diversity of its schools, and Annie Wright leaders would only consider a program and philosophy that would serve to reinforce, not compromise, its mission and culture. In the high school Diploma Programme, the best known and most prevalent of the IB programs, Annie Wright saw a philosophical and cultural match, along with opportunities to further define and differentiate our institution, establish external and international validations of rigor, and provide formalized teacher assessment and support. After adopting this program in the Upper School and immediately seeing positive outcomes for students, Annie Wright followed suit in the Lower and then Middle Schools. Walking through the halls of Annie Wright, you will see and hear evidence of our IB curricula, programs and culture. Students identify with specific IB Learner Profile traits (see page 32) in and out of the classroom, bulletin boards and screens display student work and IB philosophies, and IB buzzwords and acronyms (see page 24) are part of the everyday vernacular, even for our littlest learners. Bottom line: in a country that often seems isolated, during a deeply polarized political climate, with an educational system that lags behind many others in the developed world, Annie Wright is proud to be one of fewer than 20 schools nationwide to offer the full continuum of IB programming. Our goal through IB: to nurture creative and critical thinkers who see the interconnectedness of their learning and apply their knowledge, skills and empathy to make the world a better place.
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IB at AWS
1968
IB is born
International Baccalaureate Organization forms in Geneva, Switzerland, and establishes the Diploma Programme
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1971
1994
Serving younger Going stateside students
IB hits the United States
IB introduces the Middle Years Programme
1997
...and even younger
IB introduces the Primary Years Programme
2009 IB @AWS
Annie Wright Schools receive authorization to deliver the Diploma Programme and become an IB World School
2017
2011
Another feather in our caps Cue the PYP
2015
2017
Continuing our pioneering tradition
Annie Wright awards its first IB Diplomas
Annie Wright receives Primary Years Programme authorization for Preschool-Grade 5
Annie Wright receives Middle Years Programme authorization for Grades 6-8
Annie Wright becomes the only school in the state of Washington and one of fewer than 20 schools in the United States to offer all three programs
...and MYP
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PYP primary years programme
by Jennifer
Bills
Lower School students think outside and beyond traditional school subjects. That’s because the inquiry-based Primary Years Programme focuses on concepts and connections. This flexible curriculum for Preschool to Grade 5 makes learning inspiring and relevant to the real world. Applying learning to issues that students care about ignites action, and even our youngest students begin to learn that they can make an impact in their communities. At the same time, students see their place in the world as global citizens, with respect for multiple perspectives.
PYP moves away from fact- or rote-based learning and traditional roles of teachers and students so that schools become learning communities, with adults as mentors AND learners. The IB encourages every school to adapt the PYP to its own culture and strengths, and this flexibility was part of the draw in adopting the program. Annie Wright Lower School has added its own spin. Small class sizes and talented faculty enable individualized coaching for students to have a deep understanding of themselves as learners. Attention to individual interests and learning styles accommodates multiple paths to learning and practice of social skills through collaboration and cooperation.
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PYP
What may be most exciting about PYP at Annie Wright is that the focus on real world problem solving builds a sense of significance for students. They become highly vested in projects, actions and connections, and in making a difference in the world. Because they are also encouraged to make their inquiries personally relevant, they become passionate and hopefully lifelong learners.
@AWS in a nutshell
Like many solid programs, the PYP includes language (reading, writing and communicating), math, science, social studies, arts and physical education. The most distinctive feature of the PYP curriculum is its focus on six themes that students explore across different subjects:
• • • • • •
Who we are Where we are in place and time How we express ourselves How the world works How we organize ourselves Sharing the planet
The six themes form a Program of Inquiry. In this program students learn through engaging and authentic experiences.
Grade 5 students work individually, in groups, and with teachers, mentors and experts on a range of inquiry projects to culminate their Lower School and PYP experience. The Design Cycle, illustrated on the poster to the left, helps guide their inquiries.
The essential components of all PYP learning include acquiring knowledge, exploring concepts, gaining skills, developing attitudes for learning and taking action. Beyond just academics, the PYP also addresses students’ well being, encouraging independence, active learning and strong personal values. Students complete the program in Grade 5 with an in-depth, collaborative project that incorporates global issues and prepares them for the IB Middle Years Programme in Grades 6-8. the magazine of annie wright schools
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PYP IN ACTION
IB programs start in Preschool at Annie Wright, and even three-year-olds begin to discover the power of inquiry. As an example, Preschoolers explore the PYP theme “How the world works” through a transdisciplinary unit on colors. Students read books that inspire color-based activities, compare colors in the natural world and the classroom, and practice sorting into color groups. With specialist teachers they learn songs and actions to acquire color vocabulary in Spanish, explore prisms in science, and experiment with color in art. By the end of Lower School, students feel confident in guiding their own inquiry projects. The PYP experience ends in the Grade 5 Exhibition, based on the PYP theme “Sharing the planet.” Students work with teachers, parents, mentors and experts to research and present on a range of topics derived from their individual interests and passions. Last year, these included homelessness, terrorism, nuclear disarmament, the Black Lives Matter movement and cyberbullying.
Preschool students experiment with mixing colors in water. 14
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“The PYP is using a new word: agency,” said Grade 5 teacher Malcolm Davidson. “The kids have ownership in what they’re looking at, how they present it, and how they call action to it. Agency happens when there’s passion.”
MYP
by John
Hunt
When our Middle School faculty began examining the plausibility of taking on the MYP, we did so with some trepidation. To quote what is probably our most well known statement of inquiry in the Middle School, “Change is hard.” It was neither the abundant amount of additional work, nor the new and unfamiliar IB terminology, but rather the fundamental and solid traditions of what and how we teach that we were most afraid to lose. Annie Wright had a well deserved reputation for helping Middle Schoolers thrive both in and and out of the classroom, and while we appreciated the need to move forward, we didn’t want to leave our unique culture behind. What we found through this process, however, is that the International Baccalaureate does not want to change who we are in terms of our core values, but rather affords us opportunities to use inquiry and conceptual teaching to strengthen what we already are doing. The IB also provides us with tools to gain better insight into each student’s skills and abilities, and to measure their growth using our summative assessments. While we have found that change is indeed hard, we also appreciate that the MYP focuses on best practices and has pushed all of us to become better educators. An example of the power of MYP learning is in its sophisticated and informative types of assessment, exemplified by science teacher Niki Taylor. Niki, who joined Annie Wright in 2015 and has already taken a leadership role in MYP, creates summative assessments that not only measure every strand of the MYP criteria, but also allow students to show their knowledge in both familiar and unfamiliar situations. the magazine of annie wright schools
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The Middle School also goes beyond the requirements of the MYP (as is encouraged by the IB in its model of a flexible curriculum that adapts to the mission and needs of each particular school), to capitalize on the opportunities afforded by Annie Wright’s small class sizes and world class faculty. Angelica Calcote, for example, was asked to pilot the AIM (Accelerative Integrated Methodology) program for her Spanish classes. The goal of the program is to use high-frequency vocabulary in combination with gestures to allow the students to rapidly achieve levels of oral and written proficiency. Angelica has done a fantastic job of melding the AIM program into her already rigorous MYP curriculum, and her students’ confidence in Spanish has grown tremendously in a short time.
The positive conversation and collaboration that are taking place as a result of the MYP will continue to strengthen the Middle School program and will in turn make us better teachers and the students more adept learners. In addition, new Director of Middle School Clare Wagstaff’s deep understanding of MYP and experience in implementing MYP through her Design class will help propel us there. With the Middle School’s record enrollment, it seems like the word is spreading. It will be an exciting next few years as we hone our skills and cement an exceptional Middle Years Programme at Annie Wright. 16
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mYP @ AWS in a nutshell
The Middle Years Programme, for Grades 6-8 in Annie Wright Middle School, provides a framework for curriculum, inquiry and assessment. In MYP, understanding the concepts behind the facts takes on greater importance. As a result, students develop approaches to learning skills that they rely on throughout their lives. The curriculum includes:
• language acquisition (a choice of Spanish or Chinese at Annie Wright)
• language & literature • individuals & societies
(humanities + social studies)
• • • • •
science math arts physical & health education design
Both inquiry-based and transdisciplinary, the program challenges students to think analytically and creatively and provides opportunities to solve problems and make decisions in real world contexts. Integrity, recognition of the interrelationships between people, and responsible citizenship are integral to the MYP.
Grade 8 students perform a chemistry experiment in the newly refurbished Middle School science lab.
Empowering assessments On Middle School science teacher Niki Taylor’s assessments, some questions require straightforward, literal answers, some ask for longer explanations, and then some ask the students to apply their knowledge in an unfamiliar situation, the highest level of achievement in MYP. These tests offer both individualized assessment and the opportunity for students to engage thinking at a higher level, with goals of basic mastery and room for every student to grow. The application questions help prepare them for the learning ahead of them.
here is an example :
The test question begins: “You are a genetic counselor. A young couple comes to you for counseling prior to starting a family. Follow the prompts to detail how you would educate the couple during the counseling session.� 1. The first questions ask the student/genetic counselor to describe how DNA determines traits and how changes in DNA can impact form and function. 2. The next questions ask the student/genetic counselor to apply his or her knowledge to a new genetic disorder and provide the couple with chances that their offspring will inherit it. 3. The final questions ask the student/genetic counselor to analyze his or her findings and explain to the couple how the disease is inherited based on sex and genetic traits. MYP-based science tests help Middle Schoolers apply their studies to find solutions to real world problems. the magazine of annie wright schools
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DP by Emily
Lynn
The Diploma Programme is an internationally -recognized curriculum that gives high school students the opportunity to demonstrate academic excellence and earn college credit. All AWS students take IB courses, and we offer a variety of tracks for students who want to pursue IB’s credit system. The curriculum, which focuses on understanding of concepts rather than memorizing information, emphasizes academic breadth and interdisciplinary study as well as community connections and extracurricular activities. Students are assessed across a variety of assignment models and sit for IB exams at the end of senior year. Through these different assignments, students gain speaking and presentations skills, execute analytical and creative work, and are challenged to connect the ideas they learn across the disciplines. 18
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As part of the IB program, students participate in three “Core” experiences in addition to their subject coursework. In Core, they consider the nature of knowledge through their Theory of Knowledge class, execute a long-term research Extended Essay on a topic of their choosing, and reflect on their lives outside of school in their Creativity, Activity, Service projects.
At AWS, we strive to connect these IB Core experiences to our broader curricular goals by encouraging students to spend time pursuing their passions and thinking about how their academic knowledge fits into a larger framework of their lives as individuals, community members and global citizens.
DP
@ AWS in a nutshell Student inquiry, intellectual risk-taking and international mindedness are at the heart of the Diploma Programme and Annie Wright Upper School’s college preparatory experience. All Grades 11 & 12 students take IB courses, and around half elect to pursue the full IB Diploma. In addition to Annie Wright graduation requirements, which include arts and physical education, Annie Wright students do IB coursework in six major areas: literature, languages, social studies, science, mathematics and an elective. Examples of these include Art, Computer Science, Global Politics, Environmental Systems & Societies, and Business & Management. IB Diploma candidates take exams, graded by external examiners worldwide, at the end of their senior year. In addition, they take core requirements intended to broaden their educational experience and challenge them to apply what they learn in meaningful ways. These requirements include: • Theory of Knowledge: a course that examines the nature of knowledge and different ways and kinds of knowing • Extended Essay: a research paper on a subject of the student’s choice • Creativity, Activity, Service: a personally and socially relevant pursuit beyond the classroom for a sustained period All students graduate with an Annie Wright Schools diploma and excellent qualifications for a fouryear college or university, and all IB coursework gives students a distinct advantage in the college admissions process, because universities around the globe recognize the rigor and value of an IB education.
How do we know what we know? Now more than ever before, students are able to access seemingly limitless information through a range of media. How do they weigh biases, discern facts and evaluate ways of knowing? The Theory of Knowledge class, required for all IB Diploma candidates, addresses these issues. Along with an oral presentation, students must write an essay in response to one of six questions issued by the IB. Here are some examples:
1. The possession of knowledge confers privilege. To what extent is this an accurate claim? 2. There is no such thing as a neutral question. Evaluate this statement with reference to two areas of knowledge. 3. Technology provides ever-expanding access to shared knowledge. Therefore, the need to assimilate such knowledge personally is relentlessly diminishing. To what extent do you agree with this statement? 4. The whole point of knowledge is to produce both meaning and purpose in our personal lives. To what extent do you agree with this statement?
Theory of Knowledge
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JOIN
the Annual Fund effort this Giving December!
w h e n g at o r s g i v e a m a z i n g t h i n g s a r e p o s s i b l e !
Gators...
compete
CREATE
inquire Giving December kicks off on
#givingtuesday, November 27, with our 24-hour giving challenge. 20
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solve Make your gift online at
www.aw.org/give or by sending your gift to:
ATTN: Annual Fund Annie Wright Schools 827 N Tacoma, Ave. Tacoma, WA 98403
STUDENTS SHOWCASE IB IN HOTSPOT Now in its fifth year, HotSpot is an original student-run magazine all about IB. Class of ’16 alumnae Maggie Wang and Crystal Zheng cofounded HotSpot in 2013. Their goals were to learn more about the program that would shape their learning, engage their peers both at Annie Wright and at IB schools around the world, and develop their journalism, graphic design and leadership skills. They also aimed to sharpen their writing skills in English, their second language. “Toward the end of my freshman year at AWS, I came to realize that for the rest of high school, my life would be bound to IB in so many ways,” said Maggie. “Most of us seemed to have accepted IB as a natural choice in front of us. My intention at first was therefore to learn more about the IB program itself and hopefully help my peers understand it better as well, so that we could appreciate what we were doing instead of being mechanical learners.” Before launching the magazine, Maggie and Crystal interviewed several young alumnae about their experience with IB and how it benefited them in college, so the magazine could help high school students maximize their experience in the Diploma Programme. Next they researched the IB organization, philosophy and curricula. “We were most intrigued
by the IB Learner Profile and decided to use one of the ten characteristics as our theme for each issue,” said Crystal. In Issue 3 (Risk-taking), for example, “Las Chicas De Espana” profiled the pioneering participants from Madrid in our Spanish exchange program and “The Teen Brain and RiskTaking” explained the relationship between brain development and healthy and unhealthy risk-taking. In Issue 6 (Thinkers), an interview with bestselling author and social philosopher Michael Gurian discusses gender, the relationship between nature and nurture, and leadership styles. HotSpot was a Columbia Scholastic Press Association Gold Medalist under Maggie and Crystal’s leadership. Maggie is now a junior at Boston University College of Communication, studying journalism and potentially double majoring in math or physics. She writes for the school’s independent student newspaper and lifestyle magazine and is a freelance media editor for several entertainment companies. Crystal is a junior at the University of Southern California, double majoring inhuman biology and economics, with a minor in performance clarinet. She is a member of the professional business fraternity Alpha Kappa Psi and the university band, and co-founded the Trojan Biotechnology Group at USC, which hostsa speaker series and provides networking opportunities with biotechnology professionals.
HotSpot, a student-run magazine about IB, is now in its 5th year at Annie Wright Schools.
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UNDERSTANDING
THE JARGON
The IB Curriculum is full of acronyms and key words, most of them seamlessly integrated into the everyday academic jargon of Annie Wright students. Here is a key for those less ensconced.
Ab initio
CAS
Latin for “From the beginning,� Ab initio language courses are for high school students with little or no previous experience in the language.
Creativity, Activity, Service: one of the essential components in the DP in which students complete a project involving each of these non-academic pursuits.
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DP
An IB World School that offers the PYP, MYP and DP.
Diploma Programme: The IB program for Grades 11 and 12 at Annie Wright Schools, comprising six subject areas, EE, CAS and TOK, and culminating in externally assessed exams.
EE
Exhibition
Extended Essay: One of the essential components in the DP in which students complete an independent research project, finishing with reflective writing and a 4,000-word paper.
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An in-depth, collaborative project exploring real world issues during the final year of PYP in Grade 5.
HL
Higher Level: Course and exam in the DP that expects students to demonstrate greater knowledge, understanding and skills than SL (Standard Level). IB Diploma candidates must take three or four HL exams out of six total.
IB Diploma
A certification that shows successful completion of every aspect of the DP. Students must complete internal assessments and external exams for six subject areas, as well as EE, CAS and TOK. This is completely separate from an Annie Wright Schools diploma.
International Mindedness
IB International Baccalaureate: Either the foundation, founded in 1968, or its programs.
IB World School A school that has gone through a rigorous authorization process to offer one or more IB programs.
Learner Profile
A central component to IB education, stressing inquiry across global contexts as a basis for learning, conceptual understanding across subjects, and language and cultural competencies.
The Learner Profile includes 10 qualities and identities for students in every division. According to the profile, “As IB learners we strive to be: inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced and reflective.� See page 30 to learn more.
MYP
PHE
Middle Years Programme: The IB program for students in Grades 6-8 at Annie Wright Schools. Along with eight subject groups, this framework includes transdisciplinary approaches to learning, key concepts and global contexts.
Physical and Health Education: The MYP approach to PE. PHE focuses on learning about and through physical activity, helping students appreciate the value of physical activity and motivating them to make healthy choices.
POI
PYP
Program of Inquiry: Framework for developing a curriculum in PYP using the six Transdisciplinary Themes.
Primary Years Programme: The IB program for students in Preschool to Grade 5 at Annie Wright Schools. This flexible, transdisciplinary framework helps students make connections and apply learned concepts to real-world issues.
SL
TOK
Standard Level: Course and exam in the DP that is rigorous but not as demanding as HL. IB Diploma candidates usually take three SL exams out of six total.
Theory of Knowledge: One of the essential courses in the DP in which students reflect on the nature of knowledge, question assumptions and discern multiple perspectives.
Transdisciplinary Themes Areas of focus in the PYP that guide teachers in developing UOIs and POIs. These include Who We Are, Where We Are in Place and Time, How We Express Ourselves, How the World Works, How We Organize Ourselves, and Sharing the Planet.
UOI Unit of Inquiry: An in-depth academic unit based on one or more of the PYP Transdisciplinary Themes. Together, UOIs make up the POI. the magazine of annie wright schools
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International Baccalaureate Mission:
The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.
IB vs International Baccalaureate
Graded world-wide with global standards
Holistic or Total Program IB is a holistic course of study in six major areas: literature, languages, social studies, science, mathematics and an elective.
Emphasizes process and integration of content across content areas
More divergent:
asks why more than what
INTERNATIONAL emphasis on global perspectives
SIMILARITIES SIMILARITIES Many factors, such as papers, orals, and projects, in addition to the written exam, determine the final score (1-7)
Students also take a class called Theory of Knowledge, write a senior research project called the Extended Essay, and complete a CAS (Creativity, Activity, Service) project.
. Both are rigorous programs devoted to
educational excellence; each program sets high performance standards for students and faculty.
. Both programs involve dedicated and creative teachers committed to their students, their disciplines and their profession.
. Both programs attract highly motivated students who wish to excel academically and attend the most selective colleges and universities.
. Both programs provide for articulation with
IB students may also sit for AP exams 24
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middle school curricula, IB through its Middle Years and Primary Years Programs, and AP through its Pre-AP program and its K-12 initiative.
s AP
The College Board’s Mission:
The College Board’s mission is to connect students to college success and opportunity. We are a not-for-profit membership organization committed to excellence and equity
Advanced Placement
Graded
in education.
in U.S. with American standards
Single Strength or Cafeteria Style Students choose AP courses that fit their strengths and that are independent of one another.
MOSTLY U.S. more academic than philosophical
More convergent:
asks what more than why
Content Driven
. Both programs have attracted the attention
of international educators, educational policymakers, and the general public as ways to improve the quality of education around the world.
Score (1-5) hinges on a single written exam
. Both programs value students doing
independent research, thinking and writing. IB students are expected to produce a 4,000word Extended Essay as a formal requirement of the IB Diploma. AP teachers and IB teachers typically require students to write extended research essays, papers, and reports that involve the use of both primary and secondary sources and that also require independent thinking, analysis and interpretation.
. In support of the academic programs, both AP
and IB offer extensive professional development opportunities for teachers and administrators.
No additional requirements
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EXCHANGE
AMONG OUR OWN
American in China by Kayla Mathurin, Class of ’20
My love for China’s culture and language started in fifth grade, when Mr. Sullivan announced that we were going to be the first class to have the option of continuing to study Spanish or choosing a new language, Chinese, starting in sixth grade. Fifth grade was my first year at Annie Wright Schools, so I didn’t have the Spanish language experience most of my classmates had. I eagerly chose Chinese and felt honored to be in the first class to have this option. When the new exchange program with China was introduced in 2017 for the following school year, I was in the middle of my freshman year. After the application process and interviews, I was paired up with my friend Jessy Li, who was the perfect match. For four individual weeks, spread throughout the school year, Jessy lived with me in my house. These four weeks were scheduled to fit our availability and time commitments. Right after the last day of school, on June 9, Jessy and I boarded a plane to Beijing, where I spent the first four weeks of my summer. This timing 26
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The new program pairs Chinese language learners with our own boarding students from China. Domestic students host Chinese students at their homes for a total of four weeks during the school year, and the Chinese students host their American sisters in China for a month during the summer. Juniors Kayla Mathurin and Jessy Li shared their experiences as exchange sisters and pioneers of the new program:
was ideal for me because I was able to embrace the language and culture without worrying about missing school assignments and classes. Speaking Chinese is very complicated, filled with subtle tones and different interpretations based on context. I found it challenging to take risks in the language and allow myself to speak confidently, overcoming my fear of saying something incorrectly or out of context. I could tell by their facial expressions and giggles that I often used the wrong tone, but I knew they wanted me to excel in Chinese, so I never felt intimidated. At times I also struggled with fully understanding Jessy’s family and friends, but key words helped me. Throughout my trip I felt like a celebrity. Random people would come up to me and ask in Chinese if they could snap a photo with me. I was surprised and flattered, so I took photos with them for the fun of it.
“
I could tell by their facial expressions and giggles that I often used the wrong tone, but I knew they wanted me to excel in Chinese, so I never felt intimidated.
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INTERCULTURAL
Annie Wright Schools have a long tradition of intercultural exchanges and experiences, and the introduction of IB both reinforced this tradition and inspired more deliberate and impactful programming. Joining established exchange programs to Spain, France and New Zealand, a new opportunity focuses on the cultural diversity right here at Annie Wright.
Overall, this trip encouraged me to continue to seek out new adventures and build connections all over the world. I ate a lot of food that I’ve never heard of. I tried frog legs, shark fin, chicken tongue, and I even ate at a restaurant that boiled pig brain in the hot pot (I ate tofu that night). Living in America in such a diverse city, I found it surprising and interesting to see a place full of people of the same race. I am honored to be a pioneer for this program. From being part of the first class to take Chinese in Middle School to the first class to participate in the Chinese exchange program, I’ve witnessed huge improvements in cultural immersion opportunities every year, and I’m thankful to be a part of it.
Chinese in America by Jessy Li, Class of ’20
I first started to think about studying in the United States when I was in seventh grade. I wanted to experience a different culture and live in a different environment, so I was very excited to have the opportunity to attend Annie Wright for high school. After spending time in the United States, I really wanted to share my own culture with my friends in the school; therefore when Annie Wright Chinese teacher Miss Luna first mentioned the Chinese exchange, I got excited and signed up for it. I know the feeling of immersing myself into a culture and enjoying it, so I thought it would be great to share the same experience with my peers. I also wanted to gain a wider experience beyond living in the dorms, and staying with Kayla and her family gave me a chance to fully immerse myself in American family culture. Kayla and I spent time doing all kinds of things during my stay at her house. We sought out the best poke bowl in Tacoma, we took photos of local sights like the Chinese Reconciliation Park, and we got bubble tea in Koreatown with friends.
Staying with Kayla and her family made me feel like I truly live in Tacoma. One of my favorite times, however, was staying in Leavenworth with them during spring break. We went shopping and snow tubing, and I built LEGOs with Kayla’s godsister and played card games with her family. Even the small things and quiet moments made it an unforgettable experience. During Kayla’s stay in China, we went to see the palace, which was at the top of her list of places to visit. I introduced her to my friends and family and showed her the schools I used to go to. I loved her surprised facial expressions when she tried a new food or saw something different. We talked for more than two hours straight on the train, when I usually spend time taking naps and doing nothing. She made my summer more meaningful and interesting. The time Kayla and I spent together not only enabled me to experience something different but also made us closer friends. In fact, I felt lonely the week after she left China since I always had a buddy with me. I feel lucky to be one of the first girls to participate in this program, especially after this experience. I found it meaningful and valuable to get out of my comfort zone and to meet new people and experience new things, and I believe anyone who chooses to do the exchange would feel the same way.
Annie Wright exchange sisters Kayla Mathurin and Jessy Li visit the 105-foot Young Mao Zedong statue in Changsha, China. the magazine of annie wright schools
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INTERNATIONAL BACCALAUREATE by the numbers Get with the Programme! You may have noticed this British spelling of program and wondered why we use it seemingly inconsistently. Since the International Baccalaureate was founded and is still based in Europe, the British spelling is part of the official names: Primary Years Programme, Middle Years Programme and Diploma Programme. When it’s not a proper noun, we revert to the American spelling, program. Why add an extra “-me” if we don’t have to? 28
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Years since IB was founded (Happy Birthday, IB!)
1839
Schools offering IB programs in the United States
53
schools
1.4 million
Countr ies
IB th wi
1
Schools offering IB programs worldwide
Students engaged in IB programs worldwide
39 %
Growth in the number of IB programs worldwide between 2012 and 2017
100 %
Percentage of Preschool-Grade 8 students engaged in IB programming at Annie Wright
78%
Worldwide Diploma Programme pass rate
93%
Annie Wright Diploma Programme pass rate
1
Number of schools offering the continuum of IB programming for ages 3-18 in WA the magazine of annie wright schools
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IB LEARNER PROFILE The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.
AS IB LEARNERS WE STRIVE TO BE:
Inquirers We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.
Open-Minded We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.
Communicators Risk-Takers Balanced
We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.
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We understand the importance of balancing different aspects of our lives—intellectual, physical, and emotional—to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.
Knowledgeable
Principled
We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.
We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.
Thinkers
Caring
We use critical and creative thinking skills to analyze and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.
Communicators We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.
We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.
Reflective Communicators We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.
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R I S K TA K E Rs 32
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the original Annie Wright Seminary near Wright Park, 1884 (photo 1961.135.3, Washington State Historical Society, Tacoma)
One of the most compelling reasons for Annie Wright to become an IB World School was that the International Baccalaureate’s mission, culture and values align so closely with our own. Annie Wright pioneers and leaders, from the late 19th century to today, embody one of the key attributes in the IB Learner Profile: risk-takers. Read on to learn about how two risk-takers, more than 130 years apart, drew on their passion for excellent education to build and expand Annie Wright Schools. the magazine of annie wright schools
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Imagine that it is 1880 and you are 54 years old, living a comfortable upper-class life with your family in New York. Then your bosses decide you should head out west and start a new life in a rough and muddy shipping town featuring 18 saloons yet only 1,000 people. Well, if you were the Right Reverend John Adams Paddock, you would not have hesitated. The Episcopalian House of Bishops elected Rev. Paddock as the first Bishop of the Washington Territory. With the population growing, the Church felt it needed more representation in the Territory and that the hard-working and respected Paddock was the person for the job. As one friend described him, “To say that the Bishop was a good man, is language utterly inadequate.”
BISHOP
PADDOCK: RESOURCEFUL
& RESILIENT
Bishop Paddock’s wife, Fannie, felt proud to take the risk of moving west with him and their five children. As soon as she knew her “Dear” was made Bishop, she asked, “What do they need out there?” The answer: a hospital. Fannie immediately began raising funds among her friends to open a hospital in her new city. The Paddocks traveled by train across the country, taking five weeks to give sermons and raise funds along the way, instead of the regular ten days. Paddock preached his first sermon in Washington Territory on Easter Sunday, 1881. Sadly, Fannie died shortly thereafter from an illness contracted on the trip. One year later, Bishop Paddock solemnly dedicated a converted dance hall as the Fannie C. Paddock Memorial Hospital. You may know it today (in a new location) as Tacoma General Hospital. In 1881, Charles B. Wright, former president of the Northern Pacific Railroad, asked Bishop Paddock what the City of Destiny
by Katherine Dorr ’96 34
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Bishop Paddock did not undertake a simple task in fundraising for, building, and opening the schools. Some questioned building AWS “out in the country” between Old and New Tacoma, and while the bishop was raising funds in the East for Washington College, the contractor building the Seminary disappeared after his business failed. Finding this out upon his return, Bishop Paddock had no choice but to go back East and find more money. The stress caused him to break down and spend several months recovering, though he never fully regained his strength. Due to financial distress, Washington College closed in 1892 as the boom in Tacoma subsided and many boys went to work instead of school. Bishop Paddock unfortunately lost his own fortune during this disaster, suffered a stroke in 1892 and died in 1894. Bishop Paddock chose AWS’s motto, “from strength to strength” from the Bible’s 84th Psalm to inspire the students and remind them of the “blessed” place where they learned. In his life he felt driven to work and serve his calling. He embodies what the IB Learner Profile describes: “We are resourceful and resilient in the face of challenges and change.” Despite struggles and setbacks, he founded our school, saw it succeed, and wrote that he “commends the school to the confidence of all who desire the best education for their daughters.” Our community and the South Sound benefit from his efforts to this day.
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Bishop Paddock chose AWS’s motto, ‘from strength to strength’ from the Bible’s 84th psalm to inspire the students and remind them of the ‘blessed’ place where they learned.
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needed. The Bishop promptly responded: a church and church schools – one for girls, one for boys. Wright pledged the land plus $50,000 for each school, providing the Bishop raised the money for the buildings. His daughter described her father’s reaction to founding a girls’ school: “The opportunity to make possible Christian education for the rising generation of daughters of the pioneers; daughters who should lay a firm foundation for the great state that was to be… The challenge gripped the Bishop’s mind and soul; the die cast, though stupendous the task.” Bishop Paddock headed back East and returned with $25,000 to build the Annie Wright Seminary. Washington College, for boys, opened in 1886.
the Right Reverend John Adams Paddock with his wife, Frances Chester “Fannie” Paddock, 1881
dedication to Bishop Paddock in the first Shield yearbook, 1931 the magazine of annie wright schools
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MY GREATEST PROFESSIONAL
RISK by Susan Bauska
I began teaching English at Annie Wright Schools in the fall of 1990. Twenty-three years later, I handed out my final diploma as Director of the Upper School to my own daughter, an Annie Wright lifer. I would never have dreamed of educating her anywhere but in our all-girls’ Upper School. Between 1990 and 2013, I served as teacher, advisor, college counselor and director of the division, but mostly I had the amazing fortune to enjoy 23 years teaching girls and only girls, getting to know dozens of amazing and varied young women, learning from them about the power of single gender classrooms and refining my own feminism along the way. I was what I call “Upper School-centric” during all of those years. I knew, of course, that we had coed Lower and Middle Schools (my daughter, after all, attended both), but what truly mattered to me were the Upper School girls, their academics and their futures. We were and are training girls to be leaders in their chosen fields and communities, because the world needed and needs strong and flexible women who understand the power of each other. Whether teaching anything by Shakespeare, or Beloved by Toni Morrison or, of course, Charlotte Bronte’s Jane Eyre, I loved discussing with girls how these writers resonate with our
sense of womanhood and how literature can model the kinds of risk-taking that makes our womanhood stronger and more resilient. When Head of Schools Christian Sullivan asked me to become Assistant Head of Schools, in part to come to understand the full IB curriculum (Preschool through Grade 12, PYP and MYP in addition to DP), I balked. I found it hard to imagine not being surrounded by girls, not making them the center of my professional life. Christian, however, was clear that it was time for me to expand my vision of and for Annie Wright Schools, so with no small level of grief and a lot of reluctance, I made the change—secure, at least, in the knowledge that Jake Guadnola would be superb in leading the Upper School girls’ division, advancing the banner of girls’ education with commitment and creativity. I told Christian that I would serve as Assistant Head for four years, only until my daughter graduated from university, at which point it would be time for me to join my husband in retirement. That was the plan. But something interesting happened to me professionally when I came to know the Lower and Middle Schools—I learned that each in its own way was just as compelling as our all girls’ Upper School; each was definitively “Annie Wright,” and girls and boys ages 3 to 13 or 14 carried with them the unique Annie Wright spirit that so characterizes the girls in Upper School. There is something magical (and I do not use that word lightly) that pervades ALL of our Hogwartsian hallways. The 2016-2021 Strategic Plan, for which I was co-vice chair, began with a large, all-day community gathering which asked constituents (board members, faculty, staff, students, parents and alumni) to brainstorm possible areas of focus. Surprisingly (to me, anyway), what rose to the top of that list was the creation of an all-boys’ Upper School, academically distinct but complementary to the all-girls’ Upper School.
“There is something magical (and I do not use that word lightly) that “
pervades ALL of our Hogwartsian hallways.
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The subsequent evaluation of the feasibility of that new division and its incorporation into the eventual 2016-21 Strategic Plan are now history and do not need repeating here. What I knew for certain at that point, however, was that Annie Wright Schools could not have male directors of both the Upper School for Girls and the Upper School for Boys. I expressed my concern to Christian, to which he replied: “Then I guess you are not going to retire.”
I remain a feminist. I am excited for a world where men and women will truly be equal partners (we’re not there yet), and I think we can and do further that ideal here on North Tacoma Avenue. To quote my literary role model Jane Eyre (and her maker Charlotte Bronte): “To be together is for us to be at once as free as in solitude…to talk to each other is but a more animated and an audible thinking… perfect concord is the result.” It’s a dream, of course, and a risk worth the taking for this school I love so dearly, and for generations of girls and boys to come.
So, I gulped, then accepted that challenge and the risk it entailed, ultimately because I believe that boys can thrive as well as girls in a single gender environment, that boys can learn leadership from female mentors, teachers and administrators, and that a boys’ school borne out of the traditions of a girls’ school could nurture boys to become strong and empathetic citizens AND partners of women. (And, yes, I WILL teach Jane Eyre to boys!)
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I believed, and after more than a year even more strongly believe, that single gender classrooms can be incredible places for questioning, learning and becoming—for boys as well as for girls.
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I took the challenge and also the biggest professional risk of my long tenured career. Besides the obvious risks involved in starting a new school from scratch (without a building to boot!), I also accepted the risk and reality of losing the respect and affection of many of my former female students who feel that I have “sold out.” Nothing could be further from the truth. Ultimately, I did not want someone new to Annie Wright, unfamiliar with the exceptional Upper School for Girls, to create a coordinate boys’ program. I wanted the boys’ school to complement certainly but never outshine the girls’ school. I believed, and after more than a year even more strongly believe, that single gender classrooms can be incredible places for questioning, learning and becoming—for boys as well as for girls. And I wanted to honor the boys and families for whom Annie Wright had always been THEIR school too, who had begun their AWS journey as three-year-olds and did not want to experience high school anywhere else.
Susan Bauska, who joined Annie Wright Schools in 1990, became Director of the new Upper School for Boys in 2017. the magazine of annie wright schools
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A FAMILY HISTORY AT ANNIE WRIGHT by Jeff Freshwater The field of history, at its core, studies people, and as a historian, I am drawn to question what creates connections between and amongst people and places. How do events that predate our own impact contemporary occurrences? How does our perception of the past through the lens of our own lived experiences impact our historical understanding? These questions recently engaged me personally, intertwined with the history of Annie Wright Schools. Last April I had the pleasure of attending a field trip to the Washington State History Museum with the Upper School for Boys. Embarrassingly, it had been nearly 18 years since my last visit. I remembered that during this visit I came across a fruit crate label from the Perham Fruit Company out of Yakima. The company had been founded by my great-grandfather, and it struck me then as meaningful to have even a small piece of family history preserved in this impressive repository of the past. As I arrived for a second visit, I wondered whether it might it still be there. It turns out the label is still on display, and upon encountering it a second time, I thought of my connection to Annie Wright. The story begins when my great-great-great grandfather, Eugene Perham, traveled to the Oregon Territory in 1850 by way of prairie schooner: a large, cumbersome and very uncomfortable wagon. A true pioneer of the era, Eugene was a steamboat captain and a sheep farmer during his time in Oregon. According to an inscription in a 19th century family Bible, the Perhams were also involved with the foundation of the University of Oregon in 1876. This was the beginning of a passion for education that has been shared by successive generations, and it was into this family in Hood River, Oregon, 38
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in 1879 that my great-grandfather, Benjamin Perham, was born. The Northwest of the time of my greatgrandfather’s birth was a dramatically different place than we experience today. The population of Portland, the most significant city in the area, was around 15,000. Tacoma was named the “City if Destiny” for its access to Puget Sound and numerous rail lines, but once James J. Hill’s Great Northern Railroad reached Seattle in 1893, when Annie Wright Seminary was just nine years old, Tacoma seemed destined to play second fiddle to its larger neighbor to the north. Then, as now, timber was a primary economic driver, and the fruit industry was beginning to exert more influence upon the local economy. Orchards were planted throughout the northwest, especially on the sun-drenched slopes between eastern Washington and the Montana Rockies, and it was from these early orchardists that my connection to Annie Wright begins. Benjamin Perham started his career in the fruit business in 1902 at the Ryan Fruit Company in Butte, Montana. Ten years later he became sales manager of the Yakima Fruit Growers Association. His new charge secured, he set to task, promoting Washington’s fruit bounty around the globe, all the while longing to begin a career operating a fruit company of his own. In 1919 he made his dream a reality, founding the Perham Fruit Company in Yakima as a fruit storage and packing center, which would grow to become, as John Baule of the Yakima Valley Museum called it, “one of the big concerns of the northwest.” In addition to the fruit business, my greatgrandfather retained a passion, as his predecessors had, for education. As his business grew, so too did his involvement in local education. He served as a Regent at Washington State College (now Washington State University) beginning in 1932. It was also in 1932 that my
Jeff Freshwater has been teaching history in the Upper School for Girls for seven years and also serves as the associate director of college counseling.
Freshwater discovered this label, from a company founded in 1912 by his great-grandfather, an Annie Wright parent, at the Washington State History Museum.
Eloise Perham, Freshwater’s grandmother, graduated from Annie Wright Seminary in 1932. This photograph still hangs on the wall of the main staircase, just to the right of the portrait of Annie Wright. Eloise stands in the middle row, second from right.
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grandmother Eloise, Benjamin’s only daughter, graduated from Annie Wright Seminary. Nearly a century after establishing his “big concern” in Yakima, I am struck not only by Benjamin’s business acumen, which by accounts was considerable, but also by his passion for education. As an educator myself, I find this the most inspiring aspect of my great-grandfather, and his dedication connects perfectly to where I find myself today. Though I never had the opportunity to meet my grandmother (she died in 1968), there is a corporeal connection to her through the building and school traditions. To walk the same halls and participate in many of the same rituals that she did decades ago offers me the chance to reflect upon her life, my own, and the history of the institution. Just up the stairs from the main entrance of the school, past the portrait of Annie Wright herself, my grandmother’s class picture hangs on the wall. I visit it regularly, stopping to observe her smile, noticing just how much she looks like my father. This brings me back to the first floor of the Washington State History Museum last April. I had forgotten which of the crate labels had been in the museum 18 years earlier, but as I flipped through the pages of labels one suddenly caught my attention. Set against a scarlet background was a snow owl with a piercing, yellow gaze. As I looked at the label, I realized that it was my great-grandfather’s decision to venture into this fruit business that had allowed my grandmother the opportunity to attend Annie Wright all those years ago.
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I wonder what her thoughts would be about my connection to her alma mater. I wonder what she would recognize about the school from her era and what she would be surprised to see. I wonder what she might think of the fact that I was visiting with a contingent of incredible young men who are now a part of the Annie Wright family. Given the importance placed upon education by her forebears, she would undoubtedly be an enthusiastic supporter. I wonder what questions would arise as we discussed our experiences, rooted in the same institution, but separated by different roles and eight decades. Are my modern understandings of her time supported by her lived experience? Lastly, I would tell her how proud I am of her for exhibiting the fortitude and initiative to challenge herself at Annie Wright as well as for laying the foundations for my own role here. When I walk into school each morning, I love experiencing the profound connections the community shares, and I hold just as dear the historical connections of past generations. The connections within this institution, past and present, are by far the best part of my job. My recent reflections have strengthened my own connections and have come to underscore what Charles Barstow Wright wrote to Reverend Paddock in 1881 when he stated that the school should have a mission to prepare its graduates to go “from strength to strength.” No doubt my grandmother benefited from this mission in 1932, just as I benefit from it today.
I wonder what questions would arise as we discussed our experiences, rooted in the same institution, but separated by different roles and eight decades. Are my modern understandings of her time supported by her lived experience?
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Page 1: Annual Philanthropy Report [photo of the school building]
2017-18
Annual
PHILANTHROPY REPORT
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2017-18
Year in Philanthropy by the Numbers Tha nk you to all our don ors and volu ntee rs
who make Ann ie Wrig ht Sch ools thri ve. You r gen eros ity and com mitm ent are Ann ie Wrig ht’s stre ngth s.
tuition and fees
endowment and trust distributions
$16,023,285
, 44 7 $ TOTAL REVENUES
$18,693,883
19
3
0 $99
,264
$936,141
fundraising activities for operations
ancillary activities
payroll and benefits
$9,860,083
revenues
$3,059,829
financial aid and tuition remission
$9
TOTAL EXPENSES
64 90,2
operating expenses
$5
,51
9,7 96
$18,439,708
expenses 42
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how our community GAVE...
It takes a village! Every part of our community takes part in philanthropy to Annie Wright: alumni, parents, grandparents, faculty, staff, trustees, friends, businesses and foundations.
$1,557,905 Direct gifts to the Upper School for Boys building and new pool
Alumni donors by tie color:
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$228,031 Auction (net, including the Fund-ANeed to support the complete renovation of the Middle School science lab)
$485,846 Annual Fund
Annual Fund
FUN FACTs
gave to th eA nn ua
Parents
3%
77%
increase in parent gifts over last year
DOUBLED!
d?
35%
23% Alumni
un
individual gifts
O H W
22
lF
795
40
33
Businesses & Corporations
4% Grandparents
21% 14%
Faculty & Staff
Trustees, Friends & Former Parents, Faculty, etc.
median faculty gift over last year the magazine of annie wright schools
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giving tuesday November 28, 2017
157
individual gifts
$6-$20,000 from a six-year-old student!
Range of gifts
$93,784
raised and matched by the Board of Trustees
The Heritage Society The Heritage Society recognizes Annie Wright alumni, parents, and friends who have committed to planned giving to the school. These gifts are the cornerstone of Annie Wright’s financial success and stability. A number of Heritage Society members are remembered in this issue. Visit www.aw.org/annual-report for a full list of Heritage Society members.
For the full Annual Philanthropy Report, including donors and levels of giving, please visit: www.aw.org/annual-report. Annie Wright’s financial year ran from July 2017 to June 2018. 44
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The International Baccalaureate mission statement graces a wall in Klarsch Hall, where Upper School girls have most of their classes. the magazine of annie wright schools
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BUILDING PROJECTS IN FULL SWING Construction projects, including the new gym with its ground level swimming pool and new Upper School for Boys building, are on time and on budget, with plans to open in August of next year.
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The new high school regulation-sized 25-yard swimming pool, on the ground floor of the new gym, will serve Annie Wright students from age 3 to Grade 12, from water safety to competitive strokes. In addition Annie Wright Schools are committed to sharing this space with the community outside of school hours, especially with families who would otherwise not have access to swimming lessons.
The new gym, attached with a vestibule to the current Kemper Gym (built in 1986), will allow additional opportunities for sports and play for students of all ages, at times that are developmentally appropriate.
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The new Upper School for Boys building will house an all-school Community Idea Lab. Students from throughout Annie Wright Schools will have opportunities to identify and engage with authentic local problems and to engineer and build solutions in this space. This type of learning, identifying community issues and taking meaningful action, is central to the IB mission.
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The new Upper School for Boys building will flank the southeast corner of campus, reaching down behind the current faรงade, maintaining the majority of the front lawn on North Tacoma Avenue. The architecture, which complements without competing with the current 1924 building, will incorporate old and new architectural elements and plenty of natural light.
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Schools
ng ann ie
w
chool s t s
Night at the Seaport
fi t i
gh
gato r ga l a :
e en
ri
b
SAVE THE DATE
3.2.2019
Saturday, March 2, 2019
Mark your calendars for the annual Annie Wright Schools Gator Gala on March 2, 2019. The Foss Waterway Seaport, a museum in the beautiful and historic Balfour Dock Building right on Tacoma’s Commencement Bay, is this year’s exciting new venue. Eat, drink, play, socialize, bid and dance, all while supporting Annie Wright Schools’ students and programs. This year’s Fund-A-Need, Space to Play, will focus on our youngest students, supporting a new play space to inspire imagination, movement and discovery.
Want to get involved? There are opportunities for everyone. You can: • donate an item or service • sponsor or advertise to promote your business • attend the Gala Gala on March 2 • participate in the auction, in person or via mobile bidding • volunteer before, during or after the event.
For further information, contact philanthropy director Grace Finch at grace_finch@aw.org or 253.284.8604. 50
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CLASS NOTES 2018
1930s & 1940s Shirley (Robbins) Baskin Familian ’38, Elka (Robbins) Weiner ’43 & Marilyn (Kleinberg) Levin ’47 Christian Sullivan and Lisa Isenman had lunch with sisters Shirley and Elka and their good friend Marilyn last May in Los Angeles. Shirley sent her warmest wishes to her two Class of ’38 classmates, Anne (Murray) Barbey and Lois (Parker) Simonson, who came to Annie Wright a few weeks later to celebrate their 80th reunion.
Shirley (Robbins) Baskin Familian ’38, Marilyn (Kleinberg) Levin ’47, Lisa Isenman, Christian Sullivan and Elka (Robbins) Weiner ’43
Frances (Olzendam) Norris ’41MS Frannie came for a tour with her son and daughter-in-law. She attended Annie Wright 1937-41 and currently lives just outside Portland, Oregon, in Lake Oswego. Gail (Matheus) Chase ’47 I wrote a photographic article on Yuksekova, Turkey, for Strength and have included it in my newest book proposal, Turkey Before The Tourists. I lived in Turkey for eight years and wrote a history of the region called The Eye and the Eyebrow. I cannot travel now as I am in a retirement home and am busy with my editing work here, but would like to get in touch with classmates. My email is gail.chase@earthlink.net. Grace (Rexroth) Seaman ’48 & Diane (Rexroth) Keller ’50 Diane and her two daughters and granddaughter visited her sister Grace in August. They kayaked, swam to Cutts Island and visited Mt. Rainier. “They just generally like walking along the beach with their buckets to pick up little beach treasures - and this time of year, picking wild blackberries,” Grace wrote. “We love berry pie!”
Diane (Rexroth) Keller ’50 and Grace (Rexroth) Seaman ’48 the magazine of annie wright schools
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1950s Betty Lou (Ervin) Broderick ’53 Staff members Rex Bates and Grace Finch had a lovely lunch with Betty Lou in Anchorage, Alaska. They exchanged stories of since repurposed spaces around campus and updates on current students and construction. Betty Lou is an avid knitter and recently finished a batch of 30 adult hats to deliver to the local hospital. Merrill (Wagner) Ryman ’53 Merrill was the featured artist of Galerie Zürcher at Frieze New York, an art fair that brought together more than 190 galleries from 30 countries last May. Merrill’s quadriptych "Untitled A, B, C & D" (1977), comprising four, three-foot square plexiglass panels with oil pastel and cloth tape, was recently acquired by The Metropolitan Museum of New York. She has been featured in solo and group exhibits for nearly 50 years. Cordelia (Hartwell) Puttkammer ’57 A group of friends from the Class of ’57 gathers annually to reconnect and cross items off their bucket list. This year, they took the train across Canada in September.
1960s Heidi (Korb) Kennedy ’61 About two years ago I tired of ever-increasing traffic congestion and sold my home in Palo Alto. I moved to a spacious bay view condominium overlooking Stanford University and couldn't be happier. Pamela (Hyde) Smith ’63 I was sorry to miss the reunion! In the five years since our big 50th, two darling new grandchildren have come into my life, as has a wonderful man. I've retired from the State Department for the second time, am now a docent at the Smithsonian Museums of Asian Art, and am still traveling and skiing! Love to all ’63s!!
Ellen, Marilyn and Cordie (along with Tricia, who is taking the photo) visit Lake Louise.
Marilyn Carlsmith, Tricia (Pierce) Layden, Ellen (Pierson) Redfield and Cordie (Hartwell) Puttkammer, all Class of ’57, travel on the Rocky Mountaineer train across Canada.
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Cordie (Hartwell) Puttkammer, Charlie Puttkammer, Louanne (Gibson) Labbé ’57, Ellen (Pearson) Redfield ’57, Thomas Layden and Marilyn Carlsmith ’57, along with Patricia (Pierce) Layden ’57 and Judy (Welch) DePhyffer ’57 (both missing from the photo), gathered at Louanne’s house for lunch.
Lifelong inquirer Marjorie Oda-Burns ’66 embodies the IB Learner Profile Growing up as children and grandchildren of immigrants in the territory of Hawaii, we learned a curriculum, taught by mainly Caucasian teachers, based on Western civilization. Because we live in the U.S., I believe that a firm foundation in Western civilization is crucial, but that current curricula should also incorporate other cultures. I wish I had learned more about my own Japanese heritage (although I grew up with many of its values such as honor and gratitude and shame), which is one impetus for me of ongoing learning. Excellent teaching is key. A good teacher stimulates, encourages, and not only opens up new worlds to the students, but also makes them want to find a different world on their own. Being open and willing to question and rethink previously held opinions, I think, is a result of the combination of a solid foundation (or the ability to build one from reading and listening) and the example of open-mindedness set before us. A good example of this openness is seen in the relationship between Antonin Scalia and Ruth Bader Ginsburg – both with solid legal foundations but different philosophical perspectives. Although I was always science and math oriented, Annie Wright opened the world to me, particularly with the required art history course, which paralleled the social studies history course of the year. In our French class, Mme. Vojtech included level-appropriate literature and culture, initiating my love of France. When I first visited the Loire Valley with my parents in 1972, it was déjà vu because of all I had learned at school. AWS broadened my perspective on learning, which has was further extended when I was a Robert Wood Johnson scholar at Stanford. The study of humanities is, unfortunately, on the decline. According to the U.S. Department of Education, English, history, world languages and philosophy made up 17% of college majors in the late 1960s, declining to less than 5% last year. As a scientist, I find this distressing, as I believe that humanities are the fundamental foundation for all knowledge.
basis for the application of science to the human condition. And if one doesn’t contemplate the human condition, in whatever era or place, then the technological and scientific advances cannot address the issues. Take global warming as an example. Science can inform us as to the facts, for example current data compared with historical trends, but how we use that information is related to how we think about the world: a planet to share with others now, a home for future generations, or a resource to increase profits? After leaving Annie Wright, I went on to a very rewarding career in medicine, and I have never stopped exploring cultures, philosophies, religions and traditions. These shaped my family life, career and personal pursuits. At the heart of my lifelong learning is inquiry. Marjorie Oda-Burns ’66 was born in Michigan and raised in Hawaii, entering Annie Wright as a sophomore. She graduated from Pembroke College (the former women’s college of Brown University) and completed medical school at Yale in the pre-Title IX era, with only seven women in her graduating class. After her internship and residency at Stanford, Marjorie spent her career as an orthopedic surgeon, all the while pursuing an active interest in medical ethics.
Dr. Marjorie Oda-Burns poses in her May Day dress at her May Day ceremony in 1966 (second row, far left) and 50 years later, before her 50th reunion in 2016.
Even for, or perhaps especially for, careers in science, the humanities are important. They form a the magazine of annie wright schools
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Deborah (Kass) Hubbard ’68 and Leanne (Moldwan) Benjamin ’68 Debby and Leanne attended their 50th May Day Reunion in June. After reunion festivities, the Class of ’68 gathered at Debby’s home, where Leanne wore her 1968 May Day dress!
Elizabeth Appling ’63 The Rev. Elizabeth Appling retired a few years ago after returning to the Pacific Northwest to take a parish position in Sequim. She recently joined Annie Wright Schools’ Board of Trustees (see page 5), representing the Rt. Rev. Greg Rickel, the Bishop of the Episcopal Diocese of Olympia. Elizabeth described serving as a representative of the church to Annie Wright's Board as a mixture of two things that are very important and fulfilling to her.
1980s Teresa (Ferguson) McLaughlin ’82 Formerly an attorney, I'm now raising our twin teenage girls and spend my time doing volunteer work. Most notably, I'm a very active member of the small Board of Directors of my daughters' school, TASIS The American School in England, which is just outside London. Please say hello to everyone at Annie Wright for me!
Carol (Oncley) Sedgwick ’62 Carol had lunch with her classmate Priscilla Royal ’62 last May. “It seemed as if the last time we had seen each other was last week,” she said. “Friends for 59 years!” Carol and her husband also toured Annie Wright Schools while visiting family and friends in the Hood Canal area. It was her first visit since graduation.
Laura Bales ’85 Laura Bales '85, whose sons are in Grades 8 and 10 at Annie Wright, is the new major gifts officer for Tacoma’s Museum of Glass. She is also actively involved in Annie Wright Schools, most recently joining the Development Committee.
1990s Alissa (Diehl) Camden ’93, an ER physician in eastern Washington, worked with the nonprofit Corner of Love in Nicaragua earlier this year to provide medical care to those in need. Annie Wright student Taya Kunz met her there last February and served as her scribe for a week.
Friends for 59 years: Priscilla Royal ’62 and Carol (Oncley) Sedgwick ’62 54
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connecting with students Last February, Grade 8 student Taya Kunz met up with Alissa (Diehl) Camden ’93 on a mission trip to Nicaragua to provide medical treatment to those in need. Taya shared her experience with Strength:
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Last February during mid-winter break, I had the opportunity to go on a mission to Sán Ramon, Nicaragua, to help provide medical and dental care to those in need. Corner of Love, the organization I went with, leads teams from all over the world to help with healthcare, education and clean water projects in Nicaragua. They serve in more than 70 remote villages near Matagalpa, where many drink contaminated water and lack basic needs such as medical and dental care, clothing and shoes. The group of 25 I traveled with came mostly from the Maple Valley/Puget Sound area. There were nurses, one doctor, one dentist, a minister, students like myself, and volunteers just wanting to contribute their time in any capacity. During my week in Nicaragua, we spent two days working at Corner of Love’s permanent clinic in Sán Ramon, and another two traveling to remote northern villages. I had the chance to be a scribe for an Annie Wright alumna of ’93, Alissa (Diehl) Camden, who currently works as an ER physician in eastern Washington. We saw patients that were beyond first aid care. Many had parasites, urinary tract infections and chronic pain. As a group, we saw roughly 100 patients a day, with Alissa and me seeing about 20-30. The experience there was truly unforgettable. It really showed how lucky we are. I will never forget that feeling when I was leaving, how much of an impact we made on some people’s lives. Although this was my first time going, I am changed in how I will see the world forever.
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- Taya Kunz, Grade 8 the magazine of annie wright schools
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Christine (Smith) Griffiths ’95 Portland area alumnae Christine (Smith) Griffiths ’95, Olivia Williamson ’86, Logan (Love) Forehand ’92 and Jamie (Reese) Brenner ’96 gathered at Christine’s beautiful home last April.
2000s Nicole Comforto ’00 Nicole Comforto, director of strategic partnerships for the non-profit World Possible, which provides educational web content to learners worldwide without Internet access, spoke to Upper School students last spring and this fall about her work. Adrienne (Ottum) Peterson ’04 Adrienne, her husband Dan and son Preston welcomed Aubrey Danielle Peterson into the world on September 15.
Aliya (Merali) Virani ’96 Aliya and her husband Rudy welcomed daughter Mika on May 23, 2018.
Class of ’98 The Class of ’98 celebrated their 20th reunion in the Olympic National Forest. Go Red Ties!
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Anri Inoue ’06 Anri stands under an advertisement on the subway for the tv show she produces, BanG Dream, about rock bands at an all-girls school.
Kaitlyn Ugelstad ’08 Kaitlyn married Eric Crowder in Annie Wright Schools’ Raynor Chapel on July 28.
Alyssa Harvey ’06 and Mayako Matsuno ’18 Upper School admissions director Alyssa Harvey ’06 traveled to Tokyo for an admissions fair. Recent graduate Mayako Matsuno ’18 joined her and helped with translation.
Kyra Mungia ’09 I am incredibly honored and humbled to be joining the 2019 cohort of Surge Oakland Fellows alongside such inspiring leaders. Surge Institute works to educate, develop and elevate leaders of color in education spaces to get them at decisionmaking tables...and it's all deeply rooted in love and community. I couldn't be more excited for the year ahead and the lifetime of learning & family.
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Alexa Brenner ’14 and Genevieve Grant ’17 From last summer: Annies hitting the campaign trail! I'm working full time on the Nate for State campaign to elect Nate Loewentheil to the Maryland General Assembly as a delegate for the 46th district, and Genevieve Grant ’17 is working in DC on the Brady Campaign to prevent gun violence. Genevieve came up to do some neighborhood canvassing with me this weekend.
Benhao "Kiro" Xie ’14 Kiro graduated from Rhode Island School of Design last June and plans to work as a designer. “I always feel lucky that AWS was the first place that I lived in the USA,” she said. “It's like my old home in a different country...I think it is important to find things you really like and wish to learn, and these will help you choose the right college.” Genevieve Grant ’17 I was recently voted in as the next Secretary General for my university’s Model United Nations conference, MEDMUN, which is the largest conference in the Mediterranean region, and functions in four languages. I was also elected president of the Feminist Union, which will spend the year focusing on workplace equality, intersectionality and community building.
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Paris Cal ’14, Amanda Marston ’14, Marissa Miller ’14 and Margaux Arntson ’14 Annie Wright classmates and recent college graduates celebrated in Tacoma. Paris graduated from Northeastern University, Amanda from California Lutheran University, Marissa from Mills College and Margaux from Claremont McKenna College.
Rachel Holland ’18 Rachel, center, spent her summer working in Annie Wright’s Advancement Office. Among her colleagues were Upper School admissions director Alyssa Harvey ’06 (left) and director of institutional advancement Jennifer Haley ’89 (right). A wonderful member of the team, she left at the end of August to start her freshman year at Bryn Mawr College.
Alumni
WEEKEND Weekend highlights Thank you to all who participated in the alumni survey last summer. Based on your feedback, we have moved Alumni Weekend away from May Day to June 21-22, 2019 , after the school year ends. This will allow more access to campus and more opportunities for class-specific gatherings. We are very excited about the change and can’t wait to welcome you!
my HISTORY
Friday, June 21 6:00 - 8:00 pm
Cocktail party in the Bamford Commons
Saturday, June 22 9:30 -10:30 am
Memory sharing service in Raynor Chapel
10:30 am - 12:00 pm
Champagne brunch in the Great Hall
Specialized tours and individualized class events, with opportunities for family gatherings, are available and encouraged. Contact Jennifer Shafer at jennifer_shafer@aw.org or 253.284.8611 to help plan your class reunion.
my ANNIE WRIGHT my EXPERIENCE the themagazine magazineof ofannie anniewright wrightschools schools
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In memorium Beverley Brown ’41 1924-2018 Beverley Brown, iconic teacher of English, religious studies and most notably the arts at Annie Wright Schools 1959-86, died peacefully on May 2 at the age of 94. Known for her dedication, wit, sincerity, grace, irreverence, high standards and passion for art and travel, Bev inspired nearly three decades of students to explore history and world cultures through the study of art. Bev was born in Tacoma on January 20, 1924. After graduating from Annie Wright in 1941, she studied at the Cornish School of Music in Seattle and Chouinard Art School in Los Angeles before earning her bachelor’s degree in literature and art history from the University of Oregon and master’s degree in art history and teaching from the University of Puget Sound. When Bev retired in 1986, the Beverley Brown Excellence in Teaching Award was created to both honor her legacy and to acknowledge an outstanding teacher each year. In 2015 Bev earned the Alumni Achievement Award for inspiring her students and community.
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I was astonished to learn that Bev Brown was only five years older that those of us she was teaching. We all thought she was so sophisticated, worldly wise and brilliant. My whole life I have been grateful that she brought an interdisciplinary lens to our learning, weaving history, arts and literature together so we could see the interconnectedness of everything! She shaped my own teaching and learning. And she was the person who first introduced me to the avocado!
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- Marie Dodge Eaton ’68
Bev Brown made me want to travel, to find the great cathedrals, to sit amongst the ruins, to love history and the details of the world (for which I needed to learn patience to experience), and to wear great scarves, as clearly effortless style was the key to good living. Perhaps more profoundly I married an artist, realizing I wanted to share my lens on the world with someone who paid attention to brush strokes, bas relief, color palettes, and the reflection of mankind through the ages.
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- Marjorie Goux ’81
Read more memories and well wishes on the occasion of Bev’s Alumni Achievement Award in 2015 from former students and faculty at www.aw.org/bev. 60
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Shirley Patricia Anderson ’52 1933-2018 Shirley was born in Aberdeen, Washington, and came to Annie Wright Schools as boarding student. She described Annie Wright as a sanctuary for her and became close to former headmistress Ruth Jenkins, with whom she remained in contact years after graduation. While at Annie Wright, Shirley was president of Raynor Guild and member of the masque players and service club. She also developed a love for the mountains and enjoyed ski trips to Mt. Rainier. Shirley earned music degrees from Philadelphia Museum Academy and Combs College of Music (PhD, 1963) and went on to a career as a percussion musician and music instructor. During the late 1960s, she traveled to Guam as a program director for USO during the Vietnam War and played with the Navy band and Guam Symphony 1966-68. Later in life Shirley got back in touch with Annie Wright Schools and became a member of the Heritage Society and a leading donor to the From Strength to Strength Campaign, establishing the Shirley P. Anderson Chair of Music. She also shared stories and poems about Annie Wright Schools and donated drawings with musical notes hidden inside to our music department. A year ago, she came to her 65th reunion weekend. Warm and loving, Shirley connected with many staff members at Annie Wright Schools and became pen pals with Leah Palmer, now Grade 6, who visited Shirley in Philadelphia with her mother, Ellen. Annie Wright Schools will host a memorial luncheon to honor Shirley’s life on November 9 in the Huston Room. Please contact Jennifer Shafer at 253.284.8611 if you would like to attend.
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Amy Elizabeth (Schanno) McCarthy ’54 1936-2018 Amy was born in the Dalles, Oregon, in 1936, and moved to Lakewood with her family four years later. After attending Annie Wright Schools 1944-54, she retained a close connection to the school for more than 60 years. She went on to Mills College in Oakland, California, and spent most of her adult life in the Bay area.
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Marilyn (Muckey) Walter ’44 1926-2018 Born in Tacoma on January 28, 1926, Marilyn attended Annie Wright Schools and then Barnard College in New York. According to her family, her high school senior quote, “The charm of life is in its living,” remained applicable to her life up through her last day.
Amy began her career in retail at Joseph Magnin, a high end department store in San Francisco, where she met her late husband Jack McCarthy. The couple bought a house in Belmont, south of San Francisco, in 1966, where they lived for the rest of their lives. Avid San Francisco Forty Niner fans, Amy and Jack were long-standing season ticket holders. They also enjoyed frequent trips to Maui and became two of the original shareholders in the Napili Kai Beach Resort.
Marilyn married Carroll Harding Walter after college, and they lived in South America for the next 11 years. They had three sons, Jeffrey, Matthew and Andrew, during this time, finally settling in Portola Valley, California, in 1968. The family had a summer home in Lakebay, WA, where Marilyn found peace amidst hiking trails and the Puget Sound. A member of Annie Wright’s Heritage Society, she invested her time and resources into many causes, especially education, and quietly helped promising youth with their schooling both in South America and the U.S.
A member of the Heritage Society, leading donor and friend to Annie Wright Schools, Amy created the Amy Schanno McCarthy Scholarship for an exceptional Upper School student in 1997. A recent recipient, Phoebe Brown ’18, won the 2018 IB Award for all-around academic excellence and is currently a freshman at Middlebury College. See a video featuring the impact of the McCarthy scholarship on Phoebe at https://bit.ly/2OtL8uV.
Marilyn’s granddaughter, Christy Walter, shared the following: “Years ago, she gave me her necklace that is engraved with the words “Marilyn Janet Muckey - Annie Wright Seminary - 1944” in the shape of a cross. I’ve worn it fondly for years and it carries even more weight today. She was a remarkable woman and her family is grateful to everyone who contributed to her wonderful life. Blessings and condolences to those who remember her and count her as a friend.”
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Sandra Kay Hull
Judith Marie Gullander ’62
1948-2018
1944-2018
Sandi was born in 1948 in St Louis, Missouri, later moving west to Washington, where she stayed for the rest of her life. She served as administrative assistant to six different heads of Annie Wright Schools from 1979 to 2010. Over her three decades of service, she made a point of integrating herself into the lives and experiences of the many students, faculty and staff.
The Red Tie Class of ’62 sadly lost their May Queen on August 4, when Judy Gullander died in Lakewood, Washington. Following 11 years at Annie Wright Schools, Judy graduated from the University of Puget Sound before pursuing further education at Katherine Gibbs College in New York. She returned to the Pacific Northwest to follow a career in business, later also caring for her aging mother. She is survived by her sister Barbara and a multitude of nieces and nephews.
Sandi was passionate about animals and worked personally and with a number of organizations to care and advocate for them, especially cats. A loving mother to her three children Cheri Girolami, Brian Hull and Theodore Hutton, and six grandchildren, Sandi died from complications of Crohn’s diseases, which she battled for most of her adult life. A memorial service was held on September 28 at St. Patrick’s Church in Tacoma.
Sandi Hull, pictured in Annie Wright Schools’ main office in 1983, served as administrative assistant to six different heads of school from 1979 to 2010.
Helen (Sick) Minton ’37
Margaretta Leung ’89
Helen (Breskovich) Keckemet ’46
Margaret Yuriko Oda, Annie Wright parent & grandparent
Jean (Vaara) Bailey ‘47 Linda Beryl (May) Forseth ‘62 Barbara Lile-Duzsik ‘68
Jack Ancich, Annie Wright grandparent the magazine of annie wright schools
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Annie Wright Schools created building bricks with IB Learner Profile attribute labels (see page 30). Grade 4 students, working individually or in groups, use the bricks to build structures that represent themselves, a simple task or a whole unit of inquiry. Blocks at the top of the tower represent the attributes that the students consider to be most pertinent.
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827 North Tacoma Avenue Tacoma, Washington, 98403
2018-19
PREVIEW EVENTS Attend an upcoming preview to learn more about our programs and community. At the preview, you will tour our campus and see students and teachers interacting during a regular day of school. The program will include meeting school leadership, plenty of time for Q & A, and the opportunity to learn more about how students thrive at Annie Wright Schools. Previews begin at 9:30 am and conclude at 11:30 am. We look forward to meeting you!
MONDAY, NOVEMBER 12
MIDDLE & UPPER SCHOOLS PREVIEW
WEDNESDAY, DECEMBER 5
LOWER SCHOOL PREVIEW
THURSDAY, DECEMBER 6
UPPER SCHOOL PREVIEW
THURSDAY, JANUARY 10
UPPER SCHOOL PREVIEW
THURSDAY, JANUARY 31
LOWER SCHOOL PREVIEW
THURSDAY, APRIL 25
ALL SCHOOLS PREVIEW
Learn www.aw.org | Email admissions@aw.org | Call 253.272.2216 | Visit 827 N Tacoma Ave, Tacoma WA 98403 66
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