Experience Magazine 2022

OUR MISSION

To spark in students of diverse backgrounds and talents a passion for learning, accomplishment, and contribution to their communities.

EDITOR-IN-CHIEF

Polly Oppmann Fredlund

Assistant Head of School for Community Engagement

SENIOR EDITOR

Mary Albl

Communications Manager

ASSOCIATE EDITOR

Colleen Carroll

Admissions and Communications Coordinator

DESIGN

Char Davidson

Small and Mighty Creative

ILLUSTRATION

Jennifer Ament

CONTRIBUTORS

Percy L. Abram, Ph.D.

Head of School

Emma Dubery ’15

Annual Giving Manager

Sharon Hurt

Director of Development and Strategic Initiatives

Jo Ito

Athletics Director

Tiffany Kirk

Alumni and Donor Relations Manager

Hannah Sawyer

Communications Associate

Libby Singer

Associate Director of Development

PHOTOGRAPHY

Sheila Addleman

Polly Oppmann Fredlund

Gilles Gautier

Jeff Halstead

Chona Kasinger

Libby Lewis

Stephen Mitchell

Timothy Rogers

New Building photography by Lara Swimmer ’87

COPY EDITOR

Kimberly Banti

THE BUSH SCHOOL

3400 East Harrison Street

Seattle, Washington 98112

(206) 322-7978

alumni@bush.edu

communications@bush.edu

EDUCATIONAL FOUNDATIONS

Critical, independent, and creative thinking

Ethical judgment and action

Intercultural fluency

Local and global citizenship

VALUES

Trust • Collaboration • Curiosity

Inclusivity • Challenge

STRATEGIC PRIORITIES

Inspire Learners

Elevate Experiential Education

Build and Nurture Community

Create Dynamic Learning Environments

Cultivate and Steward Resources

ON THE COVER

Jennifer Ament is a Seattle-based multimedia artist working in printmaking, painting, and mural commissions. She creates surreal images based on the exploration of our perceived realities. The work evolves over time as she strives to voice the concerns of art that are relevant to society at large.

Jennifer’s linocut prints and encaustic paintings have been featured in solo and group exhibitions throughout the U.S. Jennifer’s work is also featured in Seattle restaurants, businesses, and music venues.

Please contact communications@bush.edu with any corrections, errors, or updates. Corrections will appear in the next issue.

The theme for the school year and this issue of Experience is courage. Head of School Percy L. Abram shared, “This year our students, faculty, and staff embarked on a journey that was new and familiar. We joined one another to build bridges to the past and paths to our future. It takes courage to look back, reflect, and imagine the possibilities that await. This year, we celebrate our community as we move through difficult and uncertain times with courage, emerging more resilient, kind, and grateful.”

“From caring comes courage.” - Lao Tzu

FROM THE HEAD OF SCHOOL

Each school year begins with a sense of excitement, anticipation, and apprehension for the novel adventures ahead. Last fall, the students, faculty, and staff of The Bush School were filled with the same excitement and anticipation. However, watching the unpredictability and tumult of the prior 18 months fade into our rearview mirror, apprehension was replaced with courage.

Courage derives from the Latin ‘cor,’ meaning heart. The common 14th Century English use of the word (corage) meant ‘’the seat of emotions.” This seat is where we battle fears and emerge triumphant, where we make space for those who are different, and where we come together and take leaps of faith to accomplish difficult things for others’ sake.

Bush students face difficult tasks daily. They solve complex theorems, perform for enthusiastic audiences, scale Goat Wall bolstered only by rope and the belayer’s voice, and give their all on the field and the court to find strength and stamina they did not know they had. Bush faculty design authentic experiences in the classroom, throughout Seattle, and the Methow Valley that pique students’ passion, ignite their curiosities, and challenge them to become their best selves.

Throughout the year, these portraits of courage served as inspiration to our community. This collective ideal that we would persist in the face of the health and mental health pandemic and continued racial and political unrest moved the school forward in important ways.

As a school, we forged ahead together, attended to the needs of students and adults on campus, built new ways to connect, and reaffirmed our commitment to past traditions and educational opportunities that have been an integral part of being a student at Bush.

Venturing back into the wilderness, exploring the country on E-weeks and Cascades, our students again realized that the best learning comes from doing. Our theaters were alive with live music and performances that moved us to tears and lifted our spirits. We brought parents and guardians, faculty, and community members together to learn about the impact on mental health on our students and their generation during our first in-person Parent University in three years. We won championships. We published books of hope and triumph. And we celebrated our amazing faculty, staff, and students as they said good-bye to The Bush School and set their sights on new adventures.

Each day this year was an opportunity to redefine our purpose, recommit ourselves to the work ahead, and realize the power of being in community with each other once again. There were certainly acts of heroism and triumph throughout the year. However, Mary Anne Radmacher noted, “Courage doesn’t always roar. Sometimes courage is the little voice at the end of the day that says I’ll try again tomorrow.”

Thank you to all of you who made this year remarkable by simply deciding to try again.

PERCY L. ABRAM, PH.D. HEAD OF SCHOOL

FROM THE BOARD PRESIDENT

When I joined the Board of Trustees ten years ago, I remember a slight feeling of angst as we looked ahead to an upcoming leadership transition. We were preparing for the winding down of former Head of School Frank Magusin’s illustrious career. Luckily, as a new Trustee, I was able to learn how “the pros” do it, as Board President Chris Jones and Trustee Audrey Haberman stepped up to organize a national search for our next Head of School. For those of us on the Board at that time, Percy L. Abram stood out from the rest because of the way he could talk about moving the school forward while still holding reverence for the past.

Since arriving in Seattle, Percy’s love of both The Bush School and running has fueled him, and along the way he has asked those of us on the Board of Trustees to, figuratively, run with him—to the school’s future. Remarkably, he has run a half-marathon each month through the ups and downs of the past two years, and he has kept the Board and school moving forward throughout his tenure.

The 2016 purchase of the Methow Campus was the first step, and will forever change how the school operates and builds on its rich history of experiential learning in the great outdoors. For alumni who cherish what the Wilderness Program meant to their young-adult awakening, the Methow Campus is a turbo-charging of that experience for our students today.

In 2017, under the leadership of Trustee Mike Galgon, a new Education Master Plan (EMP) was developed with a mission to transform the school’s campus by creating dynamic spaces, meeting the needs of our students and faculty in a world that requires more connection and benefits from experiential learning.

In 2022, the first physical manifestation of the EMP came to life, and this May we cut the ribbon for the opening of the New Upper School Building. The future has never looked brighter. The building’s Passive House, Salmon safe, and Net-Zero-Energy certifications are designed to inspire learners to think big, and were created with our history in mind and eye toward the future.

To honor our past and ready the school for the next 100 years, the Board of Trustees authorized a complete restoration of our beloved Gracemont that began this summer and will be completed next summer. I am thrilled this distinguished and beloved building will be aptly named Gracemont Alumni Hall, shining bright as we celebrate the school’s Centennial in 2024.

The work never stops. Today, in alignment with the school’s updated Strategic Framework, planning has begun to reinvent and rebuild our Center Campus and Middle School, all while preserving the cherished history of gathering in the courtyard.

Eight years ago, a revered Head of School finished his final lap and handed the baton to a young, ambitious educational leader. The hand-off was solid and secure. He ran as though a school’s 100-year history and its future was at stake, and our entire community ran with him.

It has been a true pleasure to witness what can be accomplished when we come together with purpose, compassion, and hope for what our students can bring to the world. It has been my honor to serve on the Board these past ten years, and I know the future shines bright as I hand the baton to incoming Board President Lisa Carroll.

STEVE ROSEN ’84 PRESIDENT, BOARD OF TRUSTEES

GETTING TO KNOW LISA

by Polly Oppmann Fredlund, Assistant Head of School for Community Engagement

Lisa Carroll is the incoming President of the Board of Trustees at The Bush School. Read below to get to know Lisa, and learn how being an active volunteer and a parent of recent alums Emma Gautier ’16 and Elise Gautier ’20 inspired her to lead the school into its Centennial.

Describe Bush in three words.

Warm, engaging, vibrant

Why Bush? What made your family choose Bush for high school? What met your expectations and what surprised you?

The feeling of being home, having arrived on a beautiful campus where the students, faculty, and staff were kind, authentic, and took a genuine interest in you; academic excellence in a supportive environment; the inclusivity of sports, arts, and other extracurriculars.

The extent to which the current students welcomed Emma and Elise, who started in Ninth Grade, surprised me. In retrospect, it should not have, as building community is at the heart of the school.

What was a highlight from your time at Bush as a parent?

A highlight from my time as a parent was meeting fellow parents through volunteer work.

What were the experiences Emma ’16 and Elise ’20 had at Bush that had the biggest impact?

The relationships they formed with teachers and college counselors made them feel seen and known, and have had long lasting benefits into college and beyond.

What is your favorite place on campus?

My favorite place on campus is the corner of the second floor of the New Upper School Building, overlooking the trees and Lake Washington.

What three words would you use to describe yourself?

Organized, thoughtful, direct

What book are you currently reading?

Cloud Cuckoo Land by Anthony Doerr

If you could have a superpower what would it be?

If I could have a superpower it would be the ability to speak the language of every person I meet.

Who was your favorite teacher and why?

My favorite teacher was Constance Holland, my high school U.S. History and Government teacher. She had a huge personality and unwavering high standards for every one of her students. She challenged you at every turn, and rewarded you for strong effort and results in her classroom.

What is something surprising that people don’t know about you?

I have a mean stadium whistle and a very diverse taste in music. Seahawks or Colts?

Seahawks. But…when I was growing up in Indiana, the only major league sports teams were the Indiana Pacers (basketball) and the Indianapolis Racers (hockey). I was a big Racers fan, and my family regularly went to hockey games where we saw Wayne Gretzky and Mark Messier make their professional debuts.

The Bush School Senior Leadership Team 2021-2022

Percy L. Abram, Ph.D. Head of School

Robin Bentley

Assistant Head of School for Finance and Operations

Leslie David Executive Assistant to the Head of School

Ethan Delavan Director of Technology

Polly Oppmann Fredlund

Assistant Head of School for Community Engagement

Sharon Hurt

Director of Development and Strategic Initiatives

Jo Ito Athletics Director

José Leonor Middle School Director

The Bush School

Board of Trustees 2021-2022

Steve Rosen ’84

President

Lisa Carroll President-elect

Irene Fisher

Vice President

Atul Bali Treasurer

Chris Chickadel ’93

Secretary

Emily Alhadeff ’94

Kevin Baker

Steve Banks ’94

Maneesh Batra ’90

Craige Blackmore

Steven Caplow

Sergio Chin-Ley

Amy Fernandes

Maggie Finch

Salone Habibuddin

Alison Harr

Patti Hearn

Karim Lessard ’89

Kathy O’Kelley

Julie Okerstrom

Daniel Pak

Ian Sands

Jennifer Schorsch

Quentin Streets

Judi Yates

Matt Lai Upper School Director

Sarah Smith

Assistant Head of School for Academics

Aliya Virani Lower School Director

Kimberlee Williams Director of Intercultural Affairs

EDITOR’S

NOTE

CULTURE OF BELONGING

We know that students can often find homework tedious, especially when it lacks purpose or feels out of proportion; however, I believe that homework—if done right—can spark curiosity, creativity, and lifelong learning.

Just this past March, Head of School Percy L. Abram assigned the senior leadership team homework, asking us to read a chapter from Belonging: A Culture of Place by bell hooks. The assignment was timely with the recent passing of hooks, who was a path-breaking Black feminist and intellectual. hooks courage to put her thoughts to paper inspired a generation of academics and activists.

to the Methow Campus as we explore the possibility of a Semester School. Be sure to turn to page 36, where you will meet Starsky, Yoshi, and Kismet, our incredible pack of therapy dogs who elevate wellness and joy on campus.

As you explore these pages, I hope you will reflect on Carol Lee Flinders’ definition of belonging that centers values in which there is “intimate connection with the land to which one belongs, empathic relationship to animals, selfrestraint, custodial conservation, deliberateness, balance, expressiveness, generosity, egalitarianism, mutuality, affinity for alternative modes of knowing, playfulness, inclusiveness, nonviolent conflict resolution, and openness to spirit.”

Ex-Officio

Percy L. Abram, Ph.D. Head of School

*Mary ‘Sis’ Pease ’41 Trustee Emerita*

Alison Behnke Families Association President

*deceased

Our assignment was to read the chapter titled “Kentucky Is My Fate,” in which hooks explores her complex relationship with her home of Kentucky in her own search for a sense of place and belonging. First, Percy asked each of us to reflect on our own relationship with home. What does home look like to you? How do you experience belonging or otherness? How has your sense of home changed and stayed the same over time?

He then asked us to build on these reflections to consider the ways in which we build a culture of belonging at Bush. He asked us, “What are ways we, as educators, can deepen our commitment to building a school where, as hooks wrote, ‘all people can live fully and well, where everyone can belong’?”

In this issue of Experience, you will read about acts of courage and the ways in which Bush cultivates a culture of belonging through a shared sense of purpose. Middle School students came together this spring to honor the vibrant artwork of Ukrainian folk art painter Maria Prymachenko while contemplating global issues. Young alumni like Seb Broussard ’18, Tia Ho ’13, and Anna Singer ’12 share their personal stories which include small and large acts of courage. You will learn more about how Bush has been expanding our sense of home

Similar to Percy’s homework assignment for the senior leadership team, I encourage each of you to reflect on ways you experience and contribute to a culture of belonging, as well as the ways The Bush School has been a home to you as a parent, student, alum, or educator. Together we can make a difference in helping our communities, whether here on E. Harrison St. or across the globe, to become places where all people can live fully and well.

POLLY OPPMANN FREDLUND ASSISTANT HEAD OF SCHOOL FOR COMMUNITY ENGAGEMENT

CONTENTS

FROM THE HEAD OF SCHOOL   4

FROM THE BOARD PRESIDENT 6

EDITOR’S NOTE 11

ALUMNI PROFILES 22

IN MEMORIAM 114

CLASS NOTES   115

ALUMNI PROFILES

SEB BROUSSARD ’18 22

TIA HO ’13 28

ANNA SINGER ’12 30

FEATURES

New Upper School Building   14

Ukrainian Art 34

Therapy Dog Program  36

Methow Semester School  42

Class of 2022 48

A Path to a New Century  54

Courage to Tell Your Story 68

K-12 Arts  74

Athletics 86

Centennial   96

Risa Lavizzo-Mourey ’72 | Honoring Her Parents   106 Emily (Warshal) ’94 and Aaron Alhadeff

Deciding Now to Give for the Future 108

Annual Fund 110

Alumni Day  112

Read Along with Percy 118

COURAGE ILLUSTRATION

Erin Wallace is a first-generation Chinese American illustrator and artist living in Seattle, Washington. Utilizing her printmaking background to inform texture and layers, her colorful work balances simplicity and depth while remaining fun and approachable. Erin created a custom set of courage illustrations for The Bush School to celebrate all the ways in which our students and community members face the world with courage each day.

NEW UPPER SCHOOL BUILDING

BEAUTIFUL, PURPOSEFUL, IMPACTFUL

by Mary Albl, Communications Manager

The view was familiar, yet new at the same time. Standing behind a wooden lectern on a mid-May morning on the Upper School Campus, Head of School Percy L. Abram was preparing to address the hundreds of students, faculty, and staff in a moment of celebration of the New Upper School Building. This moment marked the first time since 2019 the entire Kindergarten through Twelfth Grade had gathered together as one.

“This building behind me is what The Bush School community has built for you, our students and faculty now, and for those who will walk these same halls decades after you. Something beautiful, purposeful, and impactful,” Dr. Abram explained. The sound of applause began. A smile formed on Dr. Abram’s face. He continued. “We built this so that the young child in Kindergarten will one day sit perched on the east side of the hall, on a break from their calculus class, and look out to the possibilities that await.” More applause, this time louder from the Lower School students.

On Monday, May 16, the New Upper School Building officially opened for student use. Following remarks from Dr. Abram, a blessing of the building from Duwamish Tribal Council Chairwoman Cecile Hansen, and reflections from Carolina Harr ’22, community members had the opportunity to walk the halls and tour the open spaces and classrooms. Younger students, just starting their Bush K-12 journey, also got a glimpse into their future.

“Although Bush has a distinct culture, it does evolve with its people and campus,” Carolina said. “Once upon a time, the current Lower School building was considered new, and now all of those spaces are part of the amazing everyday experiences for Kindergarten through Fifth Grade. And with this new building, the spaces will contribute to better, more collaborative learning here in the Upper School and be an inspiring place for its students.”

The New Upper School Building is positioned next to Gracemont and across from Wissner Hall, and it is the first step in the school’s Education Master Plan (EMP) for capital improvements on both the Seattle and Methow campuses. Designed with an environmentally-focused lens and serving as a dynamic learning environment for Ninth through Twelfth Grade students, the three-story building is the first Passive House school building in the West and one of the first Net-Zero-Energy school buildings in the nation. In addition, Bush is now the first K-12 Salmon Safe school campus in the U.S.

“The New Upper School Building is the first building that is designed to allow the whole Upper School community to gather together as one—unifying students and faculty as they create and sustain a culture around our shared purpose as a community of learners,” Dr. Abram said to the community on that glorious spring day in May.

THE SPACE

• Ten modern, flexible classrooms

• Multipurpose room with a capacity of 400

• 20,000 square feet of additional educational space

• Lake Washington entrance provides enhanced ADA accessibility to the Upper Campus

• Student Life Center for Upper School students located on the main floor

• An extension of the Commons—the Pantry—provides grab-and-go food options for the Upper Campus

WHAT’S NEXT

Beginning this summer, renovations to Gracemont and Wissner will complete the Upper Campus projects and Phase 1 of the EMP. Bush enters the 2022-2023 school year poised for Phase 2 of the EMP, with the goals of creating a more purposeful Center Campus through the main entry to the school and the Commons, updating the Middle School facilities, and growing the Bush endowment.

In early May 2022, Lara Swimmer ’87, distinguished architectural photographer with a background in documentary film, came to campus to photograph this generation of Bush students in the New Upper School building featured in this article.

ALUMNI PROFILE: SEBASTIAN BROUSSARD

Courage to Compete

by Mary Albl, Communications Manager

Sebastian Broussard’s ’18 relationship with wheelchair rugby wasn’t what you would call love at first sight. “I did have fun the first time I went to a practice, but I didn’t feel like it was for me,” he said. While the initial connection wasn’t there, Sebastian— who goes by Seb—didn’t completely shut the door on the idea.

That was back in 2016. It’s now 2022, and Seb’s daily life is centered around the sport of wheelchair rugby. As of press time, he’s currently preparing to represent the United States as a member of the Low-Point Wheelchair Rugby National team. He found out in late May he was one of eight individuals to make the final roster and competed in the World Games July 14-17 in Birmingham, Alabama. “It’s just so nice to have goals to work for and to compete again,” he said. “I’ve always been super competitive, so I love that aspect of things, but the whole idea of working for something, trying to get better, having independence, and pushing yourself—I really take pride in that.”

A self-described “sports guy,” being active has been a focal point for Seb. After moving back to the United States from Europe,

Seb started at The Bush School in Eighth Grade in 2013, playing on the boys soccer team. During the 2015-2016 academic year Seb, an avid snowboarder, attended the Sun Valley Ski Academy through the Community School in Sun Valley, Idaho, to pursue his passion at the highest level. It was in February 2016 when he suffered a serious snowboarding accident, as he caught the front edge of his snowboard near the bridge at the base of Warm Springs, falling forward

and breaking his neck. He was sent to Saint Alphonsus Regional Medical Center in Boise, Idaho, where he underwent surgery. After being transitioned back to Washington, he explained it was during his time in the hospital in Seattle when he was first introduced to the idea of rugby.

“It’s just so nice to have goals to work for and compete again,” he said.

“I’ve always been super competitive, so I love that aspect of things, but the whole idea of working for something, trying to get better, having independence, and pushing yourself—I really take pride in that.”

’18

“I was having a lot of people visit me who were in wheelchairs, and one of the people who came was a rugby player,” Seb said. His initial reaction was that the game was too rough for him. It wasn’t his style. He said when he was released from the hospital in May, he spent that entire summer not partaking in any activities—something he wasn’t used to. So, with some persuasion from friends, he decided to give wheelchair rugby another go.

“After being indoors basically all summer, I knew I had to do something. I wanted to compete and have a team,” he said. In the fall of 2016, Seb officially joined the Seattle Slam, Washington’s only wheelchair rugby club that is a designated team for athletes with disabilities limiting the function of upper and lower extremities. Seb said he didn’t compete in any tournaments, as that first season he spent familiarizing himself with the sport and his wheelchair.

“It’s a very cerebral sport for sure,” Seb said. “It’s kind of like a game of chess.”

Played indoors on a hardwood gymnasium floor, the game is a combination of rugby, basketball, and handball and is made up of two opposing teams (four players from each on the court at a time) vying to score a point (a try) by carrying a volleyball across the opposing team’s goal line. “You have offensive and defensive players, and

defensive players are blockers or pickers. I’m a picker,” Seb said. “Growing up, I was always an offensive player in soccer, and to be more of a defensive player, it took a while to learn.”

Besides learning the rules of the game and becoming more comfortable in his role on the team, the physical side of the sport has been just as demanding, if not more so. Seb said he’s spent many long hours alone in his driveway pushing himself in his wheelchair, up and down, honing his speed and strength.

“His personality was just the biggest thing that struck us. He’s just very outgoing, and he was all about getting better and wanting to play,” Seattle Slam Head Coach Jeremy Hannaford said.

“He fell in love with it, you could tell, and he had all that ambition to get good—and to get good, like, right now. He’s always just striving to get better and be the best he can.”

While facing the real possibility of injuring himself in a physical sport, Seb said it’s

been the unwavering and supportive environment of the Seattle Slam that has literally pushed him along his journey. “I get courage from my teammates,” he said. “I think without them, I would not

be playing rugby. It’s definitely a physical sport and I felt kind of fragile, but I wanted to get back into sports and start playing again. There were moments I didn’t know if I was going to be good at rugby or enjoy it, but with my teammates supporting me I was able to work toward those goals and get better. And the courage kind of paid off.”

“I get courage from my teammates,” he said. “I think without them, I would not be playing rugby. There were moments I didn’t know if I was going to be good at rugby or enjoy it, but with my teammates supporting me I was able to work toward those goals and get better. And the courage kind of paid off.”

The newfound sense of community and belonging for Seb has impacted him in a myriad ways as he has become one of the Seattle Slam’s best pickers and a leader for the team, helping them advance to the national championship tournament this past spring. “It’s pretty awesome to see him come from being a new player who doesn’t have much knowledge of the game, to what he has studied and practiced on his own and learned from other veteran players,” Jeremy said. “Now he’s teaching other players what he’s learned, which is amazing to see—not a lot of people can do that.”

In September 2021, Seb was invited to attend the U.S. National Wheelchair Rugby Development Camp, a first step in being considered for the United States roster to compete at the World Games. From there he was extended an invite for the Low-Point tryouts (picker position) in February in Houston, Texas. Low-Point is geared toward players with less mobility in their arms, hands, and core, while the wheelchairs used are custom designed with slanted wheels that allow the player to make quicker turns and provide extra stability.

“I got in contact with the Team USA coach and expressed the skills that I thought Seb had, the work ethic, and the potential he has for Team USA,” said Jeremy, who also

was part of the tryouts. “To go there myself and see the work that I’ve put in to teach him to be a Low-Pointer and watch him— he killed it in tryouts. It was a super proud moment for me to see how well he did.” Seb was one of seventeen individuals selected for the U.S. Low-Point practice squad. In early April he attended a national training camp in Rockford, Illinois, a step in making the final roster for the World Games.

“When I broke my neck, I couldn’t even breathe on my own, or eat, or push a chair,” Seb said. “And day by day, trying to get better in my independence, trying to get stronger, trying to get faster at rugby, I think the biggest thing about this is how all the hard work paid off. It’s so rewarding to see my journey and where I came from.”

While the Seattle Slam brought competitive sport and athletics back into Seb’s life, joining the team has provided him so much more. “It’s been hugely beneficial,” he said. “Obviously there’s the physical aspect of things—my stamina and strength—but I think even bigger than that is the social aspect and having a group of guys in wheelchairs. You’re not the odd man out; they all know what you’ve been through, and also they’ve all been injured so they know a lot of tips and tricks. They helped me get a car and do things so I didn’t have to learn through trial and error.”

Jeremy said that while Seb, whom he described as a goofball, is the youngest on the team at twenty-three, his talent and light-hearted persona have been a welcome addition. “He’s very vocal and very smart for his age,” Jeremy said. “He’s kind of a smartass, but it’s fun; everyone enjoys it. He brings a lightness to a lot of the game where it can get stressful.”

A typical week for Seb includes work, practices with the Slam, going to the gym almost daily, and continuing preparations for the World Games this summer and beyond. Seb is currently taking a leave of absence from the University of Washington where he is studying creative writing, a medium through which he hopes to express his personal journey and the message of perseverance and passion.

“It takes courage to try new things,” he said. “I tried rugby, and I still knocked it and then eventually came back to it. Find what you love. I think even when I first broke my neck, I knew that I wanted to use this opportunity and platform to help others in that station. I do want to write a book about my situation; that is something I started and stopped and want to pick back up again. I know I’m in a unique spot in that I can help a lot of people.”

ALUMNI PROFILE: TIA HO ’13

Courage to Speak Up

by Mary Albl, Communications Manager

Fresh from graduating college in 2017, Tia Ho ’13 was faced with a choice: jump into the workforce, or pursue a path of selfdiscovery? Tia chose the latter, making the decision to move to Vietnam, a country she had never visited.

“Being raised by two generations of women— both political refugees who fled Vietnam with the rest of my mom’s family in 1975—within a multicultural context had a huge influence on my upbringing, outlook, and values,” she said. “It was important to me to connect with my family’s roots and their extensive history in the country before starting my career.”

That courageous move had a ripple effect in Tia’s life that has guided her to a career driven by a passion for philanthropy and the arts. Selfdescribed as social, adventurous, and brazenly optimistic, Tia currently resides in New York City and works for KEXP—a Seattle-based nonprofit arts organization serving music lovers through in-person, broadcast, and online programming. Tia manages social media and digital community building, in addition to producing content and being part of the station’s remote crew for international festivals.

During the pandemic, she led a life-changing grassroots fundraiser that raised emergency relief funds for Asian and Pasifika artists in Washington. Tia explained she was able to make a difference by assisting KEXP’s efforts with the Seattle Artist Relief Fund (SARF) coupled with a virtual music festival.

The Seattle Artist Relief Fund was started by Gabriel Teodros, a KEXP DJ and Seattle hip-hop artist, and his partner, Ijeoma Oluo, author of the best-selling So You Want to Talk About Race. Tia said Teodros and Oluo started the fund to provide artists with emergency relief for immediate needs such as rent, food, and medical costs.

Ultimately, SARF became the largest fund for independent artists in the region— eventually raising over one million dollars. KEXP was also the official sponsor of Refill 2020, a festival showcasing local talent, raising more than twenty-four thousand dollars for SARF.

Tia said that seeing the impact SARF had was motivation to do more, especially within her own community. “The initial rumblings of the pandemic in early 2020 were accompanied by stories of Asian-owned restaurants seeing fewer customers, with some being vandalized, and Asian people being attacked in the street,” Tia said. “It was hard to stomach the idea of Asian elders being targeted out of misplaced anger and bigotry fanned by a divisive political ‘leader.’ I started thinking about how to support my community and how to challenge the ignorance that had bubbled to the surface in many, many fearful people.”

In the summer of 2021, she launched UPLIFT: a twelve-week giveaway series that featured twelve artists in different disciplines and industries across Seattle’s Asian and Pasifika communities. “I partnered with Wing Luke Museum, the only pan-Asian museum in the country, to manage the applications and distribution of funds to the artists,” Tia said. “We raised over fourteen thousand dollars that was distributed to Asian and Pasifika creatives who had applied for emergency relief.”

This fall, Tia is headed to Buenos Aires, Argentina, where she’ll help film sessions with twelve Argentinian bands as part of KEXP’s road crew. “You never know what opportunities will lead where, so get in the habit of saying, ‘yes,’” Tia said of her advice to graduating Bush students. “Take risks, and I guarantee you will be pleasantly surprised that—get ready for the cliché—you’re capable of doing anything you set your mind to.”

Courage to Care

by Mary Albl, Communications Manager

Anna Singer ’12 used to associate the word “courage” with the lion in the classic C.S. Lewis novel The Lion, The Witch, and The Wardrobe. Now, as a twenty-eight-year old who has worked through two-plus years in a pandemic as a pediatric mental health specialist at Seattle Children’s Hospital, Anna said the definition of courage has taken on a different meaning. “I think courage is, for a lot of people, standing up and getting out of bed every day. It’s facing things that are really scary and hard, and it’s different for every person,” she said.

For Anna, courage has meant the decision to follow a life-long passion into a new career path. A 2012 graduate of The Bush School, Anna attended Macalester College in St. Paul, Minnesota, where she received her degree in chemistry and a minor in biology, spending a majority of her time dedicated to laboratory work. However, her desire to help people, in particular youth, called her to take her career in another direction. “I decided I didn’t really like working in labs. I liked working with people, so I started working as a behavioral therapist for kids with autism after I left school,” she said.

Anna explained the presentation of autism in females is displayed very differently than in males, so it goes undiagnosed more often than not. After working at the Center for Autism and Related Disorders in Lynnwood,

Washington, for a few years, Anna transitioned to Seattle Children’s Hospital in 2018, where she continues to work in the psychiatry and behavioral medicine unit. In her role navigating a pandemic with fragile youth, courage has meant persevering through the good and bad days.

A typical day for Anna revolves around helping the forty-one children in the inpatient unit in whatever form that may present that day. Her work varies from de-escalation work to trying to keep kids safe in a familiar and functional environment.

She said the best moments are spent with the kids. “Most of the time my job is joking around with the kids, teaching them to have different coping skills,” she said. “I love to teach kids origami; that’s my go-to. It’s very safe, and it’s successful everywhere. And I love building these relationships with kids and using humor. I use humor with kids constantly, and I think that’s my number one way to build rapport.”

“I think courage is, for a lot of people, standing up and getting out of bed every day. It’s facing things that are really scary and hard, and it’s different for every person,” she said.

ALUMNI PROFILE: ANNA SINGER ’12

Anna explained the pandemic has exacerbated the already pre-existing problems in pediatric mental health and patients have had to work through their own crises while in a worldwide crisis. Currently in nursing school at the University of Washington, Anna wants to be a voice for advancements in pediatric mental health in the state of Washington. She describes her goals as big and lofty. But her courage to dream big comes from the children she works with every day.

“A lot of my job is hard, but there’s also those times when you are outside playing basketball with kids for forty-five minutes and having a good time,” she said. “Kids are telling you about their dog at home and what they like to do, and telling you about all their talents and their strengths that you would have never guessed they have. Kids are inspiring and so strong. These kids have gone through so much, and yet they pull through.”

“Really, it kind of came from this background of, ‘Maybe I can be helpful,’” she said. “I love working with kids, and I like helping kids understand their own behavior and where they are coming from.”

Maria Prymachenko Ukrainian Folk Art Painter

This spring Middle School Art Teacher Rebecca Pleasure invited her students to study the vibrant artwork of Ukrainian folk art painter Maria Prymachenko as a way to celebrate and honor Ukrainian culture while discussing and reflecting on the images and stories of war in this region that filled their everyday conversations and media feeds. The following is a collection of artwork painted by Bush Middle School students for this project (Spring 2022).

HEALTH & WELLNESS

THERAPY DOG PROGRAM

BUILDING CONNECTIONS & COMMUNITY

by Colleen Carroll, Admissions and Communications Coordinator

On any given day, Upper School students at The Bush School will get out of class and climb the stairs in Gracemont to the counseling floor. It is true that students make their way to the third floor of Gracemont seeking guidance and support from the human counselors, and it is also true that they head upstairs for support and comfort from the other two members of the Upper School counseling team: Starsky and Yoshi. Whether it is a quick hello or a longer stay, seeing Starsky or Yoshi is sure to make the day go better. These canine companions bring their unconditional love to the larger community daily, and after eight years of having dogs on campus, students, faculty, and staff know they are better for it.

The Bush School counseling program welcomed the first therapy dog in 2015 with Vikki, a loveable golden retriever who started coming to campus with Middle School Counselor Gayle Gingold. Today there are three dogs on the Bush counseling team who are beloved members of the community for students, faculty, and staff from all divisions.

The benefits of dogs in the school community are plentiful. They are a calming presence and a kind and approachable friend for students. Research has shown that therapy dogs in schools increase students’ self-esteem and self-confidence, build empathy, offer important socialization benefits, and provide physiological benefits such as lowering heart rate and blood pressure.

Bush’s focus on student and faculty wellness and mental health, combined with the personal and institutional challenges of the pandemic, have

made the counselors’ roles, and by extension the dogs’, even more important. Upper School Counselors Maria Mathiesen and John Ganz both appreciate how the dogs draw students in and help them feel comfortable around the counseling offices. Maria explained that having the dogs as part of students’ normal routines means that “when something happens and they do need to talk to a counselor, there’s no fear because they’ve already done it lots of times.”

For John, it’s clear that the dogs make the counselors more accessible to students who might need to process something in their lives. Much like a fidget toy to occupy one’s hands while processing strong emotions or difficult topics, “kids will come in and have a hand on the dog. Just having a dog in the room, it’s a calming thing,” he said.

The benefits extend to the faculty and staff on campus as well. Starsky and Yoshi spend time in faculty meetings on leash, and teachers will also request that the dogs visit their classrooms from time to time. “I have teachers, too, who specifically ask, ‘Will you bring one of the dogs today? We’re covering this topic, and it’s kind of intense. It might be nice to have some dog energy in the room,’” shared Maria. For Quinn Chow ’22, these unexpected classroom visits from the dogs are a favorite part of the program. “It’s always a nice little surprise when John or Maria come into a classroom with them, and all the students get to take a break and play!” said Quinn.

Quinn was a peer mentor with the Student Wellness Center, a group of five juniors and five seniors who are trained to provide peer

Meet Starsky

6 YEARS OLD, GOLDEN RETRIEVER, CERTIFIED FACILITY DOG

FAVORITE BUSH PLACE TO VISIT: Bush Methow Campus in Mazama, Washington

THREE WORDS TO DESCRIBE STARSKY: strong-willed, verbal, calm

INTERESTS: fetching sticks, especially in water; playing toys; working with students; and getting all the pets

BACKGROUND: Upper School Counselor John Ganz and Starsky were connected through Canine Companions for Independence, a national agency that works to pair service dogs with people with disabilities. Starsky had a physical defect in his elbow that prevented him from continuing in the program to be a service dog, but he was a perfect fit for John and what he was looking for in formalizing the therapy dog program at Bush. Starsky and John completed a six-month facility dog training program, and after getting their certification in August 2018, Starsky started on campus that fall.

Meet Yoshi

6 YEARS OLD, LABRADOR RETRIEVER MIX, CERTIFIED THERAPY DOG

FAVORITE BUSH PLACE TO VISIT: Lower School Counselor Leah Brown’s office and Middle School Counselor Gayle Gingold’s offices, because there are lots of toys and little kids

THREE WORDS TO DESCRIBE YOSHI:

INTERESTS: chasing, catching, and retrieving balls; swimming; and snuggling

BACKGROUND: Maria and her family adopted Yoshi the same year she applied to work at Bush. At the time, they were looking for a family dog with a temperament that was good around kids. After beginning at Bush, Maria said “the wheels started spinning,” and she began training Yoshi to be a therapy dog after her first year at the school. Her training involved volunteer work in care facilities for elders and adults with developmental disabilities. Through this work, Yoshi displayed a knack for individual connection and understanding how to connect with a person in distress.

counseling support to classmates. The Student Wellness Center offers an additional layer of support for students in the Upper School, working in concert with the full counseling team. These student leaders recognize the value of the therapy dog program and the presence of Starsky and Yoshi on campus. Aaron Mitchell ’22 reflected, “I really enjoy how unique it is to have them on campus; I usually end up leaving with a smile after I see the dogs.”

Maria and John agree that the different personalities of Yoshi and Starsky allow each of them to play different roles on campus and offer different types of support to students. Maria reflected that it has been especially nice to overlap on campus the past two years, because “they fit in a way that I think more kids get exposure to the kind of dog love that they’re comfortable with.” Some students want a dog in their lap (said Maria, “that would be Yoshi”), and other students want a dog nearby, sitting at their feet or close enough to put a hand on. Even students who are not as comfortable around dogs

themselves—like Ari M. ’23, another member of the Student Wellness Center who admits to having a “slight fear of dogs”—see the joy and comfort the dogs bring to the student body. “Throughout the day, I see students stopping by John and Maria’s offices to cuddle with the dogs to take a mental break from the fast-paced nature of school life. I think [Starsky and Yoshi] bring levity and warmth to our school, even if I might prefer having therapy cats instead,” laughed Ari.

As student wellness and mental health continues to be a top priority for Bush, the therapy and facility dog program remains a unique and important piece of the multi-layered support system. Vikki, Starsky, Yoshi, and Kismet have all made an indelible impact on the Bush community and brought smiles, cuddles, and comfort to many. For John, this is proof enough of the positive outcomes of the program. “Kids choose to spend their time and come up and just sit and be with [the dogs]… often in groups, and I just love that. That’s exactly why I wanted to have a dog in school.”

FACILITY DOG IN TRAINING

Kismet joined Middle School Counselor Gayle Gingold in March 2021 and is undergoing training to become a social-therapy dog and ultimately a facility dog. During the pandemic, Kismet was flown out of a rescue facility in China on one of the few flights that could leave before new lockdown restrictions paused operations. Gayle has worked with two facility dogs previously, including Vikki, at The Bush School, and she is taking a new approach with Kismet’s training. For Kismet and Gayle, the training philosophy and practices are rooted in consent and animal welfare. Currently Kismet is growing her skills and patiently “babysitting” Sofie, a 5-year-old Maltipoo who joined Gayle and Kismet’s pack in October 2021.

METHOW CAMPUS

PIONEERING A SEMESTER SCHOOL PROGRAM

by Mary Albl, Communication Manager

When Upper School English Teacher Jasmine Smith and Science Teacher Luke Dauner returned from a stay at the Bush Methow Campus in Mazama, Washington, this past winter, the two felt an overwhelming sense of gratitude.

“Jasmine and I were out at the Methow Campus at the same time, and we loved it,” Luke said. “Just being there, it felt like a unique and magical experience to get away from Seattle and live in the rural community.”

Luke and Jasmine shared those sentiments with Assistant Head of School for Academics Sarah Smith, one of The Bush School’s leaders working on program development for the Methow Campus. It didn’t take long for her to identify Luke and Jasmine as two individuals ideal for another unique experience: help to pioneer a transformative pilot Semester School Program at the Methow Campus.

“Luke and Jasmine each have strong backgrounds in an interdisciplinary, place-based, experiential education approach, and I was immediately impressed with their curricular creativity, ability to connect with students, and commitment to stewardship and sustainability in their own lives,” Sarah said. “It was evident how effective they would be as teaching partners in a pilot program for our Semester School vision.”

In the beginning stages and part of the Bush strategic plan, the blueprint for the Methow Semester is an immersive, residential, place-based program that invites students from around the region to explore complex issues of sustainability and become leaders to make collaborative change in their communities.

“While the ultimate vision is to build a semester-long program within the next three to five years, we will take an important first step in piloting a month-long Cascades program in January 2023, which will enable us to test the curricular, residential, and experiential education components of the program,” Sarah said.

Luke and Jasmine will be the two faculty members leading the way in the pilot program for twelve Bush students.

“In a place like the Methow Valley, where environmental issues are even more upfront in your daily life and are local in nature—looking at them from a local perspective by bringing in different community stakeholders who are affected by those issues is a really good microcosm for larger issues that our society faces,” Luke said.

“I feel very lucky we were asked to do this,” Luke said. “I think we were just so excited to visit the Methow Campus at the same time, and we both were in love with the area. It just felt like a chance to provide an opportunity for students to have that same feeling.”

Both Luke and Jasmine’s passions for place-based education, environmental issues, and stewardship are in line with the goals for the Methow Semester. This program intends to be a transformative experience that empowers students to take action as they seek answers to complex questions about sustainability.

Luke and Jasmine explained one of the highlights of the curriculum is challenging students to reframe the meaning of sustainability, while using the power of experiential education for change.

Another important vision of the program is to bring students with different backgrounds and experiences together to explore complex problems and learn from one another. A long-term goal is to integrate local students from the Methow Valley community into the program with students from the Bush Seattle campus.

“The model, and also the meta of how this program is set up with community engagement and with integrating students from other schools within the community, is the idea of reciprocity,” Jasmine said.

Added Luke: “One of the benefits of an immersive semester program is a focus on community living within your small community of students. To have people outside of The Bush School be a part of that student community would be really important.”

While still in the planning stages, the idea of expanding and nurturing Bush’s community beyond the Seattle campus is something Luke and Jasmine are thrilled to be on the ground floor of helping to create.

Climate Action Book Recommendations

Read along with Jasmine and Luke as they look to develop an interdisciplinary, place-based, experiential curriculum which considers sustainability, DEI, climate action, and more.

JASMINE’S RECOMMENDATION

The Intersectional Environmentalist (2022) by Leah

Thomas

Thomas examines the inextricable link between environmentalism, racism, and privilege, and promotes awareness of the fundamental truth that we cannot save the planet without uplifting the voices of its people -especially those most often unheard.

LUKE’S RECOMMENDATION

All We Can Save (2020)

“In a place like the Methow Valley, where environmental issues are even more upfront in your daily life and are local in nature—looking at them from a local perspective by bringing in different community stakeholders who are affected by those issues is a really good microcosm for larger issues that our society faces,” Luke said. “In general, it’s hopefully the idea of equipping students with really good leadership skills and the ability to look at and evaluate problems and solutions from a much more holistic and balanced viewpoint.”

“A lot of me coming to Bush in particular was really fueled by this idea of diversity, equity, and inclusion work, but also a commitment to stewardship and environmentalism,” Jasmine said.

“To be on the forefront of building a program like this is exciting, especially as a Black woman in outdoor spaces where there is extreme marginalization. And I think about my own unique social positioning and what I bring to that as an advocate for BIPOC women in outdoor spaces, and visibility too. This feels very organic and very exciting to be in a place where I can merge all of these different interests into one program.”

Edited by Ayana Elizabeth Johnson and Katharine K. Wilkinson

There is a renaissance blooming in the climate movement: leadership that is more characteristically feminine and more faithfully feminist, rooted in compassion, connection, creativity, and collaboration. Hear from dozens of diverse women leading on climate across generations, geographies, and race who are aiming to advance a more representative, nuanced, and solution-oriented public conversation on the climate crisis. To change everything, we need everyone.

“A lot of me coming to Bush in particular was really fueled by this idea of diversity, equity, and inclusion work, but also a commitment to stewardship and environmentalism,” Jasmine said.

CLASS OF 2022

WELCOME TO THE NEWEST

BUSH ALUMNI

BACK ROW: Mei Mei Morgan, Matthew Pottinger, Jenai Johns-Peterson, Caci Schubert, Izzie Chae, Julia Saulnier, Quinn Chow, Aaron Mitchell, Tilden Keffeler

THIRD ROW: Kaito Hikino, Colin Jackson, Jackson Lessard, Liv Fialkow, Dalia Cape, Louise Puchalla, Sophie Stephenson, Emma Schofield, Andrew Smith, Dhruv Goel, Taylor Yi, Saxton Barrett, Oliver Carter

SECOND ROW: Parker Holloway, Kate Okerstrom, Maddie Nowbar, Lael Blackmore, Ava Golde, Willow Grote, Harriet Simons, Rachel Ressmeyer, Amelia Grace Worthington, Izzy Giacobbe, Dylan Cundiff, Miguel Fernandes, Cailen Wahan, Abby Goodfried, Sam Carr, Rex Karjian

FRONT ROW: Addison Zamudio, Carolina Harr, Elena Kopstein, Alexandra Lederman, Amanda Gow, Ella Edwards, Elle Jones, Eva Supanc, Sosna Biniam, Noemi Reche-Ley, Jack Chickadel, Cate Jeschke, Lucy Rich, Ajani Quibuyen, Upper School Director Matt Lai, Dakin Robinson, Teddy Stroble

FRONT: Associate Director of College Counseling Jim Sargent and Director of College Counseling Melissa Lanctot

NOT PICTURED: (Olivia Freeman, Aniyah Grant, Grace Hove, Ruby Masters, Rose Molloy, David Nagai, Giovanni Rana, Alden Sands, Eliza Widlansky)

“This class of seniors has led with laughter, with fun, with authenticity. You have built back up our community after tough times away.” - Upper School Director Matt Lai

Bush community members, family, and friends gathered for the first time in three years on campus for Commencement. Diplomas were presented to the members of The Bush School’s Class of 2022 during the EightySeventh Commencement ceremony in the school’s Schuchart Gym on Friday afternoon, June 10. The 2021-2022 academic year theme of “courage” seemed fitting as the entire community returned in person for learning this past fall and culminated in Commencement on campus for the first time since 2019. The Class of 2022 featured nineteen “lifers,” students that attended all thirteen years at Bush.

“The Class of 2022 is not defined by uncertainty. Our circumstances may be, but our identity lies not within the barriers we have faced, but how we have faced them: with courage, humor, and compassion.”

-Eli Kopstein ’22

A PATH TO A NEW CENTURY

by Percy L. Abram, Head of School

In June 2021, The Bush School adopted a new strategic framework, A Path to a New Century. Building on Bush’s core values, the strategic framework articulates aspirations for building on the school’s 100-year-old tradition of experiential education. The five strategic priorities incorporate how we relate to one another and the world as a K-12 community, focusing on students’ intellectual growth and emotional health, as well as deeply investing in diversity, equity, and inclusion, and environmental sustainability.

The 2021-2025 Strategic Framework modifies The Bush School’s previous framework (2018-2020) and redefines the most salient areas we must address as a school to ensure immediate and long-term success. With the school’s values and students at its center, the framework is flexible and responsive.

The process for creating this framework was led by the Board of Trustees’ Strategic Planning Task Force. Engaging with constituents from across the Bush community, the Task Force reviewed climate surveys and listened to students, faculty and staff, parents and guardians, alumni, the Senior Leadership Team, and Trustees. The Task Force analyzed qualitative and quantitative feedback and hosted conversations with key constituents to craft a forward-focused strategic framework anchored in a deep love for our school.

In this recent iteration, The Bush School’s strategic priorities call on us to invest in programs and pedagogy that will inspire learners; emphasize that the best learning comes from doing with a commitment to elevate experiential education in Seattle, the Methow Valley, and around the world; honor the voices, stories, and perspectives from our diverse group of families, students, and educators in order to build and nurture community; create dynamic learning environments in an effort to support excellent teaching and engaged learning; and cultivate and steward resources of the school to ensure that for the next century the school can expand access to a Bush education and will deliver a challenging educational experience that prepares students for college and beyond.

In the pages that follow, you will find examples of how Bush students and teachers are already putting these priorities into action with programs like The Bush School’s Robotics Club, captained by two young women who led the team to its first ever Robotics Club competition; a Middle School Wilderness trip to the Bush Methow Campus; and the re-emergence of the Buddy Program, a K-5 tradition, after COVID-19 limited contact among students. You’ll also read how students are using the New Upper School Building’s environmental certifications as a learning tool on sustainability and design and how the building provides students with open spaces, nestled close to nature, to engage in interdisciplinary work for their spring Cascades. These stories illuminate how the school’s aspirations are becoming reality as we emerge from the hold of the pandemic. They also serve as reminders of the awesome possibilities that are available when we invest in our students.

The school is setting course on the next century of work from a position of strength. The strategic framework will help us create a foundation for building a challenging academic environment in which our students will question, lead, and leave with the skills, habits, and desire to solve the big problems that will face us all in the future.

Our journey begins now.

OUR JOURNEY BEGINS NOW

by Mary Albl, Communications Manager

INSPIRE LEARNERS

We will teach students to develop empathy, to think critically, listen actively, and self-advocate.

Looking back, Emma A. ’23 wishes she would have joined The Bush School Robotics Club sooner. Hesitant because of “lack of experience,” Emma has now made up for lost time. She and Ava B. ’23, who also serves as a captain of the club, are the only two girls on the team and are using their platform to break down the stereotypes and inspire not only more girls, but all classmates to become involved.

“When I’m talking to other team captains—who, at our two competitions so far, have been one-hundred percent male—they’re really ready to assume that their methods, skills, and robot are better than our team’s based on their perception of me, even though that’s often not true,” Ava said. “Though that’s certainly a frustrating hurdle, it does make me feel so much more accomplished when the team achieves something that defies others’ expectations.”

During the 2021-2022 academic year, the two were a part of Bush history, as the Robotics Club took part in its first-ever competition on Saturday, January 22, as one of forty-eight teams competing at Lake Washington High School in Kirkland. Both Ava and Emma said their gender has not been a determining factor in their experience and growth with robotics at Bush, but they have noticed how it factors in the perception come competition time.

“The process by which we achieve our goals may get pretty technical at times, but our starting point and end goals are really basic: we just want to build something we’re proud of and compete to test ourselves against other teams,” Ava said.

Emma and Ava explained the main goals for the future of the club are to continue to build on the foundation that has been set and continue to make a difference throughout the Bush community. “I would say that one of the most meaningful things I can do as a woman in this club is to make robotics feel really achievable,” Ava said.

As Bush heads into its next century, new and innovative programming like robotics, Cascades, and the Methow Semester School are designed to inspire learners to defy expectations and develop their voice. Building on Helen Taylor Bush’s original vision of “learning by doing,” teachers will provide students with the critical resources required to navigate today’s complex world. Student wellness and emotional health as well as critical research about learning and the brain will guide teaching and learning. Bush students will be asked to think critically, ask questions, and seek solutions while developing a sincere appreciation for and understanding of diverse perspectives, experiences, and identities.

ELEVATE EXPERIENTIAL EDUCATION

We will connect on-campus, wilderness, and service learning to deliver an exceptional progressive education preparing all students to be engaged students.

Vivian C. ’28 described the ride from The Bush School’s Seattle Campus up to Mazama, Washington, as a “long, six-hour trip.”

“I would say to bring things to do on the car ride up,” she offered as advice.

Despite the long journey—which through the fall and summer months is shortened to around three and a half or four hours—the destination was well worth it for Vivian. She was one of a handful of Middle School students who traveled to Mazama for the first time to visit the Bush Methow Campus for a wilderness trip this past winter. For Vivian and many, this was a brand-new experience.

“Bush Wilderness Trips are designed to present students with challenges in unfamiliar environments where they aim to develop new skills to move through these environments proficiently,” explained Middle School Wilderness and E-week Coordinator Erik Gearhart.

Through Bush wilderness trips, Vivian and other Middle School students are given the opportunity to connect with one another outside of the traditional classroom setting. Vivian, who has attended Bush since Kindergarten, said a chance to visit the Methow Campus piqued her interest because she wanted the opportunity to meet new people in a new environment. In line with the goals of Bush’s strategic framework, the wilderness trips provide an elevated educational experience for the students as they partake in a stewardship project and connect with the physical land and area around them.

“I was really excited,” Vivian said. “It felt good to experience learning in other ways and not just in the classroom.”

During this past school year, three Middle School groups traveled to the Methow Campus: a fall rockclimbing trip in partnership and stewardship with the United States Forest Service and two trips in the winter. Despite the limited capacity due to COVID-19 this past year, Erik said they are seeing more diverse groups of students applying for the Methow-based programs, not just the “outdoorsy” kids.

“Why is this? Could it be that our Methow Campus is perceived as a bridge to our more involved and prolonged experiential programs that travel farther nationally and internationally? Does the fact that so many of our students have been there spread the word that it feels safe and fun and doable? In particular, are our smaller ‘sampler’ programs more appealing to someone who isn’t ready to specialize in a two-plus week program of more intensive focus? All of these seem to be factors,” Erik said. “Whatever the reason, it is clear that the Methow Campus is a critical component to our K-12 experiential scope and sequence.”

Helen Taylor Bush believed that students learned best by doing and this core value continues to guide our educational program. Bush will continue to center experiential education by elevating interdisciplinary teaching, authentic problem-solving, and place-based learning. Our faculty are integrating diversity, equity, and inclusion as well as social emotional learning into pedagogy so that students are prepared to be active participants and problem solvers in their communities and the world.

BUILD AND NURTURE COMMUNITY

We will build relationships and community while prioritizing support for ethnic/racial, LGBTQIA+, and socio-economic diversity to honor all voices.

One of the cornerstones of The Bush School for over twenty years is the Lower School Buddy Program. Founded on the core value of love and belonging, students in the Lower School are paired throughout the academic year with a “buddy” from a different grade, spending quality time and getting to know one another.

“The Buddy Program provides a leadership opportunity for the older grades to connect with the younger grades and a time for them to read or do an activity,” Lower School Director Aliya Virani said. Kindergarten and Third Grade, First and Fourth Grade, and Second and Fifth Grade students build a cross-grade connection that extends beyond the walls at Bush. Aliya explained this program is something students look forward to as soon as they enter Kindergarten.

“I really like playing fun activities with my buddy Lily like soccer and jump roping,” said Zuzu I. ’29. “I also like how the Second Grade students look up to us—it makes me feel like a leader.” In line with the strategic framework focusing on fostering connections, the Buddy Program serves as a resource for community members to establish relationships from when they first set foot on campus.

“There’s not just one person who knows our students—our community is supporting our students, our community is rooting for our students, and that includes each other,” Aliya said. “It’s not just your classmates who know you and are excited about your growth and things you are working on, it’s the Fourth Grade students, too. It’s really amazing to see the affinity between students in higher grades with the younger grades that may come from similar cultural backgrounds or family backgrounds, and when I think about a K-12 community, establishing that in our Lower School is key.”

The Buddy Program is just one example of the commitment to building and nurturing a supportive, inclusive environment. Numerous affinity groups for students and families, along with student-led clubs, and other diverse learning opportunities through curriculum and extracurricular activities, are helping to amplify student agency and voice, and promote a sense of belonging from Kindergarten through Twelfth Grade. As Bush approaches its centennial year, we look to actively engage and celebrate the full diversity of our community, and continue to facilitate pathways for individuals to cultivate a closer connection to the school.

CREATE DYNAMIC LEARNING ENVIRONMENTS

We will optimize space, design, and place to create connectivity and flexibility for an exceptional student experience.

During the first week of the Cascades program this past May, Experiential Programs Manager Kristin McInaney was sitting in on the course Interactive Theater for Social Change when she experienced the impact of the space.

“I was looking out the window, and it was like I was in the forest,” she said. “The wind was blowing, and I had this experience where I took in the environment in a new way. This space is really connected to the outside.”

The New Upper School Building, which officially opened to the community on Monday, May 16, serves as a new and dynamic learning environment for students. A three-story building with views of Lake Washington and the trees of the Pacific Northwest as a backdrop to everyday learning, it was designed with the idea to enhance the evolving needs of Bush’s experiential education programming.

Cascades—the Upper School’s signature experiential program of three-week interdisciplinary and immersive courses—was the first to utilize the classrooms and get a sense of what learning is like and can be in the new environment. Upper School English Teacher Dan Osar and Director of Admissions and Financial Aid Adam Choice co-taught the Cascade Sports and Social Justice and were able to utilize the New Upper School Building for their class this spring.

“In Sports and Social Justice, students used the class space for thoughtful discussions on mental health advocacy in sports, used breakout spaces throughout the building to plan in their design groups, and utilized the SMART Board to interview athletes and journalists about their experiences,” Dan said.

For Dan and Adam’s class this past spring, a functional space for thoughtful discussions and collaboration was key for creating an environment that would suit student learning best for their Cascade, and really emphasize interdisciplinary learning.

“The space supports collaborative, interdisciplinary learning,” Dan explained. “The mobility of the furniture accommodates a variety of groupings and activities, allowing for multiple modes of exploration. The surrounding walls are also versatile, with ample white boards to generate ideas, empty space to fill with student work, and technology for active collaboration.”

The New Upper School Building serves as an example of the school’s forward-focused vision to create spaces that inspire dynamic learning. With centennial celebrations on the horizon, there will be a focus on ways to continue to expand the relationship between our Seattle and Methow campuses, including a blueprint for a Methow Semester Program. Bush is focused on contributing to a healthy and sustainable campus and planet, while ensuring students and teachers have dynamic spaces for inquiry-based, experiential programming.

CULTIVATE AND STEWARD RESOURCES

We will ensure a solid financial foundation for a diverse, engaged, and robust learning community and environment.

Environmental Science student Tully E. ’23 knows from his studies that sustainability is one of the most pressing issues of the next century. This spring, he experienced a sense of that “green” joy stepping into the New Upper School Building, which was designed with an environmentally-focused blueprint.

“Bush is setting a precedent for other schools and inspiring students to take care of their planet. Bush’s sustainability efforts demonstrate that our community cares about reducing the impact we have on the environment,” Tully said. This project perfectly aligned the school’s educational program with campus development so that students learning about critical topics such as climate change, ecosystems, biodiversity, water quality, pollution and waste, energy sources and usage, materials usage, and environmental justice could see how Bush is working to be a part of the solution.

A passionate member of the Green Club in the Bush Upper School, Noah C. ’23 also sees the school’s investment in the New Upper School Building as a part of the bigger picture. They shared, “I think that it’s very important that Bush invests in green, net-zero buildings. As a student here, it does mean a lot that Bush is considering the environment in their development choices, since climate change is such a big issue.”

Bush’s resource investment and allocation in the New Upper School Building reflects the school’s commitment to its mission, values, and strategic priorities. The impressive environmental certifications achieved make Bush the first Salmon Safe school campus in the U.S., and the New Upper School Building the first Passive-House school building in the West and one of the first Net-Zero-Energy school buildings in the country. By prioritizing and investing in environmental sustainability—both in the building itself and its operational features—Bush is looking toward the future while holding to values consistent with the school’s history, ethos, and vision.

As we move into the next century, the school will continue to cultivate and steward resources that align with our mission and strategic priorities. This focus will ensure that the school’s investment and allocation will not only reflect our core values, but also allow for flexibility to adapt to the school’s evolving needs. Whether it is a new Center Campus or ensuring our compensation is competitive with regional and national peer schools, the development of a long-term financial plan will be critical to creating a clear path to a healthy, sustainable financial future. The future for our students is full of promise and possibility with this commitment to building a strong financial foundation.

KEY STRATEGIC INITIATIVES FOR 2022-2023 SCHOOL YEAR

by Sharon Hurt, Director of Development and Strategic Initiatives

Preparation and planning for The Bush School’s Centennial Celebration which will kick off in June 2023, will be the focus of a Board of Trustees Task Force and the Office of Development .

In support of Diversity, Equity, and Inclusion initiatives, a scope and sequence review for DEI will commence, the Equity Series will continue, Blazers of Color collaboration and mentorship will take place, and there will be an addition to Affinity Groups and related assemblies.

One of the key indicators of financial sustainability for schools is the size of the endowment The ideal is two times the annual operating budget. Plans for endowment growth are one of the school’s priorities for next year.

The Education Master Plan continues to guide the work of the Board of Trustees. The next building project will be Center Campus and Middle School. The design and development of this project will be the focus of this work in 2022-2023.

Learning Support is another key area of focus for Bush. We have committed to focusing K-12 faculty training and professional development to helping teachers support students with learning differences. In addition, with the restoration of Gracemont scheduled for completion in summer 2023, the school has prioritized building appropriate spaces for learning support services and programs. A review of the K-12 curriculum with respect to learning support will continue. Lastly, the Academic Team has reviewed and approved changes to the graduation requirements in order to create a more accessible pathway for success for neurodiverse students.

A new K-12 Faculty Evaluation and Professional Growth program will be designed and implemented to deliver on our mission with excellence, enhance student performance and quality of experience by improving teacher performance, and cultivate an environment of joyful learning, growth and belonging for all members of our community.

The Methow Semester School program will continue to be developed with a summer “think tank” of faculty from Bush and two other schools in the region. The Upper School will also host a four-week Cascade on the Methow Campus in January 2023 to pilot the curricular and residential life programs of the Methow Semester.

The Physical Education (P.E.) program has transitioned to the Health and Wellness Department. The program will better support the school’s goal of centering student wellness, not only through our co-curricular opportunities but also through our daily activities in the classroom. This effort impacts students K-12, and will allow us to teach, develop, and graduate students with an integrated sense of emotional, physical, and cognitive health.

by Mary Albl, Communications Manager

The path to publication for three of The Bush School’s faculty and staff differs. It took Upper School English Teacher Chelsea Jennings ten years to develop her collection of poems to submit for publication. Upper School English Teacher Jasmine Smith had ideas simmering for years on poems she wanted to publish. That process took a few years to come to fruition. For Director of Intercultural Affairs Kimberlee Williams, it was a year of backand-forth internal dialogue.

“I decided at the beginning of one year that I would do it [write a book] and I was like, ‘No, Kim, you’re crazy! What is wrong with you?’ But I think at the end of that first year, after wrestling back and forth, I finally said, ‘I’m doing it. If I have to self-publish, I’m doing it,’” Kimberlee said.

Call it perseverance or define it as courage, all three possess their own unique story of why their work matters and what it took to share it to the world.

Q&A with Authors

Where did the courage and vulnerability come from to put your work out into the world?

CHELSEA: “I do think one of the nice things about writing a collection of poems is that a number of individual poems had been published already, so there’s a nice ability with poetry to kind of dip your toe in the water and have a sense of, ‘Oh, people are reading my poems and they are worth sharing with the world.’ But it’s still very vulnerable. I feel like it still takes me a lot of courage, even after publishing the book, to keep sending out poems. [But] the desire of, ‘I want to say this so badly,’ is there, so I can get over my fear of how vulnerable it is to put my work out there.”

JASMINE: “I was raised in Oklahoma by essentially three generations of remarkable Black women who were also very, very vocal, and who in various different capacities really stood up for what they believed in, whether it was through education—my sister is a civil rights lawyer; my other sister is a painter. I have these really remarkable role models who were very much authentically themselves. I think that the older I get, the need to be authentic to myself and really needing to show up to places as authentically as I am is there. It takes a lot of practice. I think we all like to be liked and enjoyed, but sometimes being vulnerable means saying things that people don’t like or agree with.”

KIMBERLEE: “I knew I would be putting my family in the spotlight, like, ‘Wait a minute; I didn’t know this happened to you or this was this.’ I knew that, and I

Kimberlee Williams

had to get over wondering how I would be judged in my family first. And then too, not knowing how people would hold these stories. I had to be open to people saying, ‘This isn’t true,’ or, ‘You made this up, and you’re racist.’ And I did it anyway, because I felt like the world needed to hear this more than I cared about how people would judge me or perceive me. I had to be willing to lose something. ”

How do you instill courage and vulnerability in the students you work with?

CHELSEA: “When I teach creative writing, having students do workshops that emphasize an appreciation for what is working in the piece. It’s actually really useful to know what people love or admire and what is working in your writing. I think workshops are great, because everyone takes a turn being vulnerable. Whether it’s a small group or a large group, you’re reading the work of the people who are reading your work, and I think having that environment where it’s reciprocal is really important. ”

JASMINE: “In teaching creative nonfiction you’re writing about yourself, and it is inherently very, very courageous. Some of the ways I teach students is by asking, ‘How do you grasp and scaffold very difficult subjects, and how are you able to say the things that you need to say, that you know are pressing for your work, but also protecting yourself and other people too?’ There’s a lot of responsibility that comes with

NAME: Kimberlee Williams

ROLE AT BUSH: Director of Intercultural Affairs

PUBLICATION: Dear White Woman, Please Come Home (2022)

PUBLISHER: Elephant Room Press

SYNOPSIS: Dear White Woman, Please Come Home is Kimberlee’s invitation to white women longing for authentic friendship with Black and brown women, the kind of friendship with no place for secrets, the kind of relationship where truth-telling is welcome, even when it hurts. As Kimberlee writes, “I know we’ve never gotten this relationship off the ground in a sustainable way, but I still believe in it. Can I trust you to come through for me? For us? For our sisterhood? Do you understand what keeps us apart? ’Cause I need you to know. If you’re reading this, you’ve taken the first step to renewing our sisterhood.”

Chelsea Jennings

being a writer and writing sometimes about difficult subjects. At the beginning of my classes, we do extensive writing surveys and workshops where we really get into how students write, the revision process, and ask the intimate questions. You feel courageous and you’re willing to take risks.”

KIMBERLEE: “My job is to make people talk about the things nobody wants to talk about. I’m nervous when I show up, and I think modeling that courage every time is to step in front of an audience at Bush, and to show up and to give your best in order to feel close to 100% comfortable doing it.”

What does it mean to you to have a community of fellow published writers at Bush?

CHELSEA: One of the things I love about the community of writers at Bush is that it includes faculty and staff and students. I feel like there’s something really powerful about having people in different stages of their lives as writers, and we’re all in that process together.”

JASMINE: “There’s a lot of responsibility that comes with being a writer and writing sometimes about difficult subjects. It is reassuring to be amongst a community of other writers as we take these risks.”

KIMBERLEE: “I think we all think we know what someone who writes a book goes through and you don’t know it until you do it. Having someone who understands that and just knowing that there’s someone else who knows exactly what you’re going through, and reaches out and asks how they can support you, it’s really refreshing.”

How has the word “courage” transformed throughout your life?

CHELSEA: “As a person I now better understand small-scope courage. Not all courage is big and ostentatious—a lot of courage is quiet or small, and the world needs both kinds of courage. As a writer, there’s the more public-facing courage—like putting your work out there, which is so real and important—but also the courage of sitting down and writing about something that really matters to you, or moves you, or even scares you.”

Selection of Poems

Transmission Loss

by Chelsea Jennings

Insomnia: Pulse

I lie on the heart’s side

Sounding out the night

The ring of a shovel on rock

Digging a garden

Digging a grave

If I sleep I will dream

My heart has flown from me

Through a window

As dark as a wall

Swimming in the Dark

Night ripens the bramble

A true wheel turns the constellations.

NAME: Chelsea Jennings

ROLE AT BUSH: Upper School English Teacher

PUBLICATION: Transmission Loss (2018)

PUBLISHER: University of Massachusetts Press

SYNOPSIS: Transmission Loss is a collection of poems that focus on the natural world, visual art, and sensory experience. The book is organized into four sections, each one connected to one of the seasons and related colors, beginning with winter/black and white and ending with fall/red and orange.

JASMINE: “Being a poet is a lot about taking risks, messing up, and asking questions, and it’s not always this process where you have this refined, finished product. I think students who are told they are not good writers actually make quite effective poets. Being a writer doesn’t always have to look one way.”

KIMBERLEE: “Courage is showing up as your authentic self, and that is difficult. That is so hard. But that’s what courage is now. That’s what we’re daring people to try to model. Showing up with my big hair, and my loudness, and the D.C. twang in my voice—that’s showing my authentic self.”

What is next?

All three said they are in the works or have ideas for their next publications.

JASMINE: “I’m working on two new collections, both archivals poetry collections, but very contemporary,” Jasmine said. “I feel like I am speaking for myself in this collection, which does feel very vulnerable and very raw.”

Effortlessly we possess these bodies, each in her windchamber. The sky deepens in all directions, a darkness embroidered by branches. Black fabric, black thread. Black a season unto itself, with room enough

for all our losses. Migratory shadows in a downpour of stars.

Selection from South Flight

by Jasmine Elizabeth Smith

Correspondence from Boley, Oklahoma, to Chicago, Illinois

Postmarked - March 19, 1922

Jim, we all know the story of Brer Rabbit Molasses and Apple Jack spooned by capful to cure a whooping cough. Best double layer to keep from catching cold in the wet months. I claim our ache isn’t one old wives’ medicine, flight, or prayers can shake. It rained last night. Bottomlands all racket as the strike of water forced vibrato on corrugated steel roofs like a hundred metal mallet strokes of spoon bellies against the thigh. Hackberry and locust trees broke as if they’d ever stood upright in the first place. You finally flee that terror you claimed?

Or like the weather there is no break in it?

Just keeps on and on, cast down, cutting as you rush toward that loud and ratty stride of a northern city. Sometimes, I want nothing more than disaster, this mud-land due for cleansing in wait of some word, death, letter.

Just one letter, Jim. I’m not asking that much— and Jim. How are all them blackbirds clap wet wings after rain, their necks breaking from beaks bowled, fat with water even after taking flight.

Jim, I’m asking—

Jasmine Elizabeth Smith

NAME: Jasmine Elizabeth Smith

ROLE AT BUSH: Upper School English Teacher

PUBLICATION: South Flight (2022)

PUBLISHER: The University of Georgia Press

SYNOPSIS: South Flight is a collection of letters between two lovers in the year 1921 taking place in the all-Black town of Boley, Oklahoma, set against the historical backdrops of the Red Summer, the Tulsa Massacre, and the Great Northern Migration. In essence, Jasmine’s collection is a eulogy, a blues, an unabashed love letter, and a ragtime to the history of resistance, migration, and community in Black Oklahoma.

CURTAINS UP!

by Polly Oppmann Fredlund, Assistant Head of School for Community Engagement

The performing arts department dusted off the spotlights, swept the stage, built new sets, and reopened the ticket booth to welcome audiences back to in-person performances this year for the first time since March 2020. Lower School students’ voices filled the Mag Gym with songs by Alicia Keys, Brandi Carlile, and Ludacris for two joy-filled Fine Arts Evenings in May. Middle School students performed School on Saturn and Cabaret Upper School students found their inner thespian in The Memory Eaters and A Murder is Announced, and Broken Records brought Venue back to Benaroya in the winter and spring to share students’ original compositions to a full house.

BUSHTALKS FILM

by Tiffany Kirk, Alumni and Donor Relations Manager

On January 26, 2022, four members of The Bush School community joined Head of School Percy L. Abram for a virtual panel discussion about film. BushTALKS Film was the sixth event in the annual BushTALKS series, which has featured topics including climate action, race and belonging, music, food, sports, and philanthropy.

When asked, “Why film?” each of our four BushTALKS Film panelists shared stories about their histories and creative passions. All four inevitably came back to this: film is an equalizer, a truth-teller, an accessible medium that invites viewers to reflect, challenge, think, and re-think. Film has the power to change a person, a community, and the world.

For Kate Bayley ’96, Bush alumna and parent to two Bush students—Dorothy Grey S.-W. ’28 and Finley S.-W. ’31—film was an early passion. She recalled becoming involved in theater at Bush while enrolled in the Lower School. She remained in theater until graduation and went on to study acting as an undergraduate and graduate student in New York. She eventually made the shift from acting to producing and owns Exit 54 Studios with her husband, Tadd Sackville-West. Now, her work involves documentary filmmaking, including short-format for non-profit organizations.

“With documentaries, it’s my job to set up the camera and get people comfortable with it. Then I get out of the way and let the story unfold,” she said. “Film is a truth-teller. And it’s so accessible now. We can watch films on our phones and computers.”

As director of streaming at iNDIEFLIX, Ian Andreen ’12 is well-versed on methods of accessing and delivering film. Although he studied finance in college, it was after just six months in the profession that he made the move to film. He now oversees channel partnership and festivals at iNDIEFLIX—a company founded by his mother, Scilla Andreen, CEO—tracking industry trends and behaviors.

“It’s easier than ever to spread your message or access content,” he said. “Users access the content for ‘free,’ but really, they’re paying with their time. I think this is the new currency of film distribution.” The change, he said, shifts the desire of services to obtain films with big-name actors or producers to quality of content.

And a focus on quality content means variety. “At iNDIEFLIX, we include more of the shorter films. Films about important issues. Films that make you think,” he shared.

Bush Middle School English Teacher Stacy Bell incorporates these films—about important issues or films that make you think or rethink—into her curriculum. She agrees that film inspires deep thought and reflection, and she pairs the films she shows with their original text versions. “The storytelling element is what brings students to film,” she said. “Experiencing it this way, especially in contrast to text versions, inspires students to critique. That is, they begin a very close study of the story, the individuals; they develop empathy through this process.”

Ian’s mother, Scilla (also parent of Natalie ’15) founded iNDIEFLIX Education, which brings films to schools and community organizations and facilitates conversation around the issues they address. “Film helps people be good listeners,” she said. “Films are powerful tools to touch the heart.”

Scilla went on to share that her newest film, Race to be Human, has had this impact on her.

“Making this film has changed my life for the better. I see more hope, more love,” she said. Recalling her

early childhood in Breckenridge, Colorado, as the only person of color and the bullying she experienced there, Scilla shared that the public discourse, occurring the past few years especially, inspired this film.

“It’s not political—we don’t talk about police brutality or healthcare disparities or the stuff you hear in the news every day,” she said. “It addresses what I’ve heard most: confusion and apprehension about how to enter the conversation. People want to do well, they don’t want to offend. This movie defines the terminology— microaggressions, allyship, privilege, what’s a racist, what’s the definition of race—through microstories.”

BushTALKS Film allowed us to engage with members of our community to spend an evening reflecting on the power of this medium to impact and educate.

BushTALKS Film is part of the BushTALKS series, established in 2016, to bring leaders from diverse fields to campus. The speakers share what trends they are watching, how they identify talent, what skills are most useful to success in their field, and how they build a culture of learning, growth, and innovation. The series provides a forum for Bush alumni, faculty, students, parents and guardians to come together to learn, connect, and engage with one another.

SENIOR LEADERSHIP TEAM

by Percy L. Abram, Head of School

The Bush Senior Leadership Team (SLT) is the core group of administrators who lead all of the school’s divisions and departments. Led by Head of School Percy L. Abram, the SLT supports the school’s daily operations, supervises all employees, and puts the school’s strategic priorities into action. The leadership team truly lives out the mission of The Bush School by bringing forth the perspectives of individuals with diverse backgrounds and talents in its composition, decision-making, and vision. The 2022-2023 twelve-person SLT is 50% women and 50% BIPOC (Black, Indigenous, or People of Color). This level of commitment to diversity in leadership by the school is extremely rare among the 1,700 member schools in the National Association of Independent Schools (NAIS).

This past year, the group took a fall retreat to the Bush Methow Campus to set a course for the school’s new strategic framework, and to reflect and plan for our third school year impacted by COVID-19. The SLT meets weekly as a group and has leaned into critical topics this year, such as the school’s Diversity, Equity, Inclusion (DEI) goals, COVID-19 response, re-building in-person connection and community, enrollment strategies, teacher evaluations, Methow Semester School, and more.

The SLT welcomed in three new members in the 2021-2022 school year including Assistant Head of School for Academics Sarah Smith, Middle School Director José Leonor, and Upper School Director Matt Lai. During this transition, current SLT members Polly Fredlund and Sharon Hurt were promoted to the roles of Assistant Head of School for Community Engagement and Director of Development and Strategic Initiatives respectively to expand engagement with community members and to track and assess the school’s new strategic planning framework. Longtime SLT member Assistant Head of School for Finance and Operations Robin Bentley retired at the end of the school year after twenty-two years of service, and the team welcomed new Chief Finance and Operations Officer Rather Stanton on July 11, 2022. Director of Technology, Systems, and Extended Programs Ethan Delavan will also start the coming school year with a new title and expanded responsibilities, building on his ongoing support and guidance of organizational change.

Chief Finance and Operations Officer

Rather Stanton

Rather (RAY-ther) Stanton joins The Bush School as the new Chief Finance and Operations Officer. Rather most recently served as the co-founder and Chief Operating Officer of Legal Preparatory Charter Academy, a free, open-enrollment public high school in Chicago, Illinois, that uses a law-themed curriculum and culture of high expectations to cultivate compassion, self-motivation, and reflection in young adults.

Rather brings over a decade of experience in school finance and operational leadership in schools. His work has been grounded in equity and justice, focusing on ways to provide students unique experiences and access as critical components of a balanced education. Rather will lead the school’s financial and operations offices, and will serve as the liaison to the Board’s Finance and Investment Committees. He will take an active role in moving the school forward on its strategic plan, that includes building a new Center Campus and Middle School, affirming our commitment to financial aid and competitive faculty/staff salaries, and developing the school’s semester program in the Methow Valley.

He notes, “The commitment to learning, equity, and community shines brightly, and everyone’s love for the school has been palpable. I cannot wait to get to know you all this fall.” Born and raised in Memphis, Tennessee, Rather is a proud alumnus of two outstanding independent schools that instilled the civility, honesty, responsibility, and compassion that have guided his personal life and professional career.

Assistant Head of School for Community Engagement Polly Fredlund

Polly Fredlund has served as a member of the school’s Senior Leadership Team for over a decade, joining The Bush School in 2010. Her outstanding service and commitment to the school’s mission was recognized this past year with a new title of Assistant Head of School for Community Engagement. As part of this expanded role, Polly has taken on new responsibilities including overseeing the school’s summer programs, K-12 community programming, and community partnerships, allowing her to increase her impact and engagement

across the school. In addition to successfully leading the schools strategic enrollment efforts during her tenure, Polly has led communications and marketing for the past six years. An astute storyteller and connector, she has built community and shaped school culture through her deep care and commitment to the school, students, faculty, staff, and families.

Director of Development and Strategic Initiatives Sharon Hurt

Director of Development and Strategic Initiatives Sharon Hurt joined The Bush School’s Senior Leadership Team in 2017, and has successfully led the school’s development efforts, elevating a culture of philanthropy and advancing the school’s mission. Sharon is a collaborative leader and engages the collective for the greater good through her work on key initiatives such as the annual fund, alumni relations, Celebrate Bush, planned giving, and major gifts. Sharon’s efforts on the campaign for the New Upper School Building raised $17M from 156 donors, transforming the Board’s vision of creating dynamic learning environments into a reality. As part of her expanded responsibilities, Sharon is leading the implementation of the 2021-2025 Strategic Framework: A Path to a New Century. She is also playing a key role in developing and nurturing a vision for the Methow Campus, serving on the Methow leadership team. Sharon and her team will also set their sights on bringing the Bush community together to celebrate the school’s Centennial in 2023-2024.

Director of Technology, Systems, and Extended Programs Ethan Delavan

Director of Technology, Systems, and Extended Programs Ethan Delavan was hired as the school’s first director of technology in 2013. A key member of the Senior Leadership Team, Ethan has developed a clear and intentional pathway for integrating technology into educational programming, pedagogy, and operations. He is a dynamic and human-centered leader who brings his background in the arts, ability to solve complex problems, and care for community to his work every day. As part of his expanded role, Ethan will oversee extended programs, build and maintain the school’s technology infrastructure, and support change management at the school.

Left to right: Lower School Director Aliya Virani, Assistant Head of School for Community Engagement Polly Fredlund, Middle School Director José Leonor, Athletics Director Jo Ito, Director of Development and Strategic Initiatives Sharon Hurt, Director of Technology, Systems, and Extended Programs Ethan Delavan, Assistant Head of School for Academics Sarah Smith, Chief Finance and Operations Officer Rather Stanton, Executive Assistant to the Head of School Leslie David ’85, Head of School Percy L. Abram, and Upper School Director Matt Lai (not pictured: Director of Intercultural Affairs Kimberlee Williams)

RETIREMENTS AND YEARS OF SERVICE

Robin Bentley stepped down as the Assistant Head of School for Finance and Operations at the end of the 20212022 school year; fortunately for us, she will continue to work with the school on special projects, including the renovation of Gracemont. Robin began her illustrious career at The Bush School in 2000 as the Director of Finance and Operations. During her years at Bush, Robin modernized the school’s bookkeeping, budgeting process, and accounting procedures. She professionalized the maintenance and upkeep of the campus and facilities; brought industry standards to Human Resources policies and practices at the school; and created a financial model for the school’s business operations, strategic planning, and implementation. She worked to develop accountability and standardization to reduce programmatic and financial risk, supported the school’s sustainability goals, and brought the highest standards of execution to everything she touched. In 2014 Robin became the Assistant Head for Finance and Operations in recognition of the work she had accomplished at the school.

Robin has been critical to the success of two major construction projects at Bush: the Lower School campus and the New Upper School Building. She contributed expertise in planning, construction, and budgeting, and she acted as the liaison to architects, engineers, and project managers. She skillfully and tactfully managed neighbor relations during these projects in addition to ensuring that the school received the funds necessary to complete the projects and assisting in securing bond financing for both projects.

Robin’s career at Bush has spanned the terms of eleven Board Presidents and ten Board Treasurers. For twentytwo years, she has expertly managed the school’s budgeting process with the Board, ensuring that the school’s financial position will be secure well into the future. Robin holds the respect of the most fiscally prudent members of the school community, and every accounting firm with whom the school worked marvels at the thoroughness and accuracy of her preparation for audits. Over time, she has served as the staff liaison to multiple Board Committees, including the Board’s Finance/Finance & Audit/Resource Management & Audit Committee Phase 2 (construction oversight for the Lower School buildings), Phase 2 Finance Plan Oversight Committee, Strategic Planning Steering Committee (2005-

07), Financial Asset Investment Sub-Committee/Investment Sub-Committee/Investment Committee, MLK Committee, Compensation Task Force (2009-10), Financial Aid Task Force (2011-12), Campus Master Planning Task Force/ Education Master Planning Task Force, and Vet the Debt/ Financing Task Force. In addition, Robin also served as the staff liaison for a number of faculty and staff committees, including, among others, the Risk Management, Personnel, Faculty Compensation, and Calendar Committees. She worked tirelessly to carry out her responsibilities and to support the Board, the Heads of School, and the rest of the faculty and staff.

Robin has also served under two Heads of School during her time at Bush. Former Head of School Frank Magusin shared, “Under Robin’s watch, I never had to worry about school finance or business operations. Robin handled crises and major projects with skill and expertise. This and her day-to-day attention, effort, and accomplishments made her an extraordinary partner. She was playful and fun, and at the same time she took very seriously her role of protecting and guiding the financial operation of the school.”

Current Head of School Percy L. Abram commented, “Quite plainly, The Bush School would not exist in its current form, or garner national recognition, were it not for Robin Bentley. Our strong fiscal position, beautiful and safe physical campus, astute policies, and strategic planning are a direct result of Robin’s acumen and assiduity. She is a pleasure to work with, and I consider it an honor to have spent these past eight years by her side, learning from her daily. Her contributions to The Bush School are indelible and enduring. And somehow, she still manages to walk 10,000 steps a day. She’s a wonder.” Robin is a respected and admired professional in her field regionally, and she has also contributed to national organizations, including the National Association of Business Officers (NBOA) and Independent School Data Exchange (INDEX).

Robin has been a backbone of the administration at Bush for more than twenty years, working tirelessly behind the scenes to ensure the school’s financial stability, viability, and long-term success. While we will miss seeing Robin daily, we are excited that she will continue to work with the school on special projects in the future.

Mark Roberts has been a valued member of the Bush facilities department for over seventeen years, and the school is grateful for his years of service. Mark began working at The Bush School in August 2005 as a Lead Maintenance Worker and most recently served as the Electrical Lead Technician. Throughout his time at Bush, Mark has brightened the campus every day with his ability to connect with anyone by sharing a quick joke, pun, or sunny remark. He has been instrumental on a host of campus projects, including installing and completing several lighting retrofits throughout the campus as well as installing, repairing, and painting drywall from nicks to larger renovation projects. In addition, Mark is certified as an 07 licensed electrician, and the school is forever thankful for his expertise and the skills he has shared with our community throughout his time at Bush. “I would like to acknowledge Mark’s work and dedication to the school and the facilities department,” said Director of Facilities Ken Longfellow. “Mark has been a great asset to the department and it has been good to work with him. Mark’s ability to patch drywall and resolve electrical issues including lighting retrofits will be missed. He seemed to have the ability to patch walls with one hand and replace an outlet with the other.” Mark has demonstrated a genuine commitment to the facilities department and the Bush community as a whole, whether that be by supporting the day-to-day needs on the campus, coordinating an electrical project, assisting with school traffic needs, or collaborating with the facilities team and outside vendors. It is all very much appreciated. Mark’s infectious sense of humor, expertise, attention to detail, and commitment to Bush will be greatly missed.

Ken Longfellow retired at the end of the school year. Ken began working at The Bush School in October 2007 as the Facilities Manager. In May 2008 Ken moved into the role of Interim Facilities Director and subsequently transitioned to serve as the Director of Facilities in June 2008. He has been working as the school’s Director of Facilities ever since. Ken is a core member of the Bush community. Throughout his time at Bush, he has been organized and proactive with school buildings, maintenance, and event and transportation needs. In addition, Ken has provided invaluable guidance and consultation on many school building projects, including the New Upper School Building, as well as other building projects and multiple classroom and office remodels (too numerous to name). Ken has also been instrumental with the health and safety needs of our community during the COVID pandemic, including the research and installation of ionization systems throughout the campus. Ken’s studied approach to projects, as well as his creative ideas, plans to carefully execute them, and his ongoing commitment to the Bush community will be missed. Ken will continue on in a consultative role through the completion of the Gracemont renovation, where his insight and experience will be extremely valuable.

Sara Carter ’90 left Bush at the end of the school year to pursue new professional growth opportunities. Sara began working at The Bush School in 2004 and has held a number of critical roles during her time at Bush, working in support of students and the Bush community. She began her employment at Bush as a temporary Upper School Counselor but shifted her focus to work as an Upper School Learning Coordinator. In addition to being a member of the Support Services team, Sara also taught Upper School French I from fall 2009 through spring 2012, co-led Upper School AMPs, spent time as the Middle School Admissions Liaison, served on the OmbudsTeam and the Senior Projects Committee, and most recently was a member of the Upper School Admissions Committee. In the fall of 2015, Sara added the leadership role of Assistant Upper School Director, and during the 2016-2017 year she focused solely on the Assistant Upper School Director role. At the close of that year, Sara was credited with streamlining policies and procedures, supporting faculty and staff by providing detailed information through the coordination of comments and grade reports, and working tirelessly to advocate for students with health matters, including co-writing the school’s concussion protocols with the Athletic Department. While Sara has a natural gift as an administrator, she returned to her direct work with students and families in the Upper School Learning Support Office in the fall of 2017, and she has continued with this work as an Upper School Learning Specialist ever since. In recent years, Sara has also served as the Support Services Department Chair. We greatly appreciate Sara’s dedication to centering students, and we will miss her compassion and expertise. While Sara will be moving on from Bush professionally, we are thankful she will continue to remain connected to Bush as an alumna and parent of two alumni, Abigail ’19 and Oliver ’22.

by Mary Albl, Communications Manager

It seemed fitting that after navigating the ups and downs of the pandemic for two years, the return to a regular sports schedule for the 2021-2022 academic year was an historic one for The Bush School. From winning boys varsity soccer and tennis (doubles) state titles to an Athletic Director of the Year award to a Division I volleyball signing, the Blazers made sure to leave a lasting impression on and off the playing fields.

“Our teams had a fantastic year filled with high-level individual and team performances as well as countless opportunities for our student-athletes to experience much needed normalcy,” Bush Athletics Director Jo Ito said. “It was so great to witness our students master the challenges of a regular, full season. They succeeded at balancing academics with their commitment to their sports teams, forged tight bonds with their teammates, celebrated highs, and worked through lows.”

Below are some of the highlights from the year. Head to bushblazersathletics.com for full recaps on each season.

JO ITO NAMED ESC ATHLETIC DIRECTOR OF THE YEAR

Entering his eighth year as Athletics Director at Bush, Jo was named Washington’s Emerald Sound Conference (ESC) Athletic Director of the Year for 2021-2022 this past January.

Jo noted that the past couple of years have been hard with managing athletics during the pandemic. What keeps him coming back day in and day out are the Bush community members.

“Jo is assiduous, meticulous, and indefatigable,” Head of School Percy L. Abram said. “He inspires us all through his passion for healthy competition, his commitment to his coaches and students, his impeccable work ethic, and his generosity.”

“From the youngest participants to high school athletes, coaches, and parents and guardians, it is special to accompany athletes on their journey, watching them reach new heights,” Jo said. “Many end up accomplishing things they never thought possible, and playing a role in that experience is rewarding.”

Aside from his role as Athletic Director at Bush, Jo is a course instructor for the National Interscholastic Athletic Administrators Association (NIAAA) and a Washington Interscholastic Activities Association (WIAA) Eligibility Hearing Committee member.

“I’ve known Jo for almost twenty years,” Assistant Athletic Director Lisa McCullough said. “He is a workaholic, and by that I mean he is dedicated to providing

EMERALD SOUND CONFERENCE

STATE BOYS SOCCER

the students at Bush with the best athletic experience possible, no matter the level of play, from our Lower School athletes to our highly skilled Upper School players.”

BOYS SOCCER WINS FIRST STATE TITLE

The wait was well worth it. On May 28 at Tumwater District Stadium, the Bush Boys Varsity Soccer team won the boys program’s first-ever state championship, as they defeated University Prep 4-0 for the Washington Interscholastic Activities Association 1A state title.

This was the second time this month Bush squared off against UPrep, as the two teams met on Thursday, May 12 for the Emerald Sound Conference (ESC) Championship, which Bush won, 4-1.

After missing out on the opportunity to partake in the state tournament the last two years due to the pandemic, the Blazers (18-1) made up for lost time this spring. Compiling a near perfect record, Bush repeated as ESC champions, and the defense, led by goalie Carlos A. ’24, did not allow a goal throughout the entire state tournament.

“The team benefited from outstanding senior leadership which helped them secure this historic first state championship for the Blazers boys soccer program,” Jo said. “This season will be remembered for years to come.”

In the fall, the girls varsity soccer team made an impressive postseason run of their own, winning four loser-out contests in a row to advance all the way to the 1A state quarterfinals.

COLLEGE-BOUND BLAZERS

Headlined by Division I volleyball signee Sophie Stephenson ’22, five Bush studentathletes made their commitment to continue athletics at the collegiate level this fall.

“A huge congratulations to the 2022 WIAA 1A Boys Soccer State Champions,” Bush Athletics Director Jo

Ito said. “We are so proud of the players and coaches who were able to keep up their elite level of play all the way through the championship game.”

“These athletes are exemplary ambassadors of our athletics program and our school as a whole. Thanks to their leadership and drive to excel at the highest levels, they left a lasting impact on their sports programs and teammates,” Jo said.

Sophie, a four-year member of the varsity volleyball team, will play for the University of Illinois (Champaign, Illinois) and look to make an impact as an outside hitter for a team that finished No. 16 in the country in 2021.

Abby Goodfried ’22 (cross-country/track – Colorado College, Division III), Amanda Gow ’22 (golf – Trinity College, Division III), Kaito Hikino ’22 (soccer – Swarthmore College, Division III), and Rex Karjian ’22 (soccer – Colorado College, Division III) will all continue their athletics careers as well.

STATE CHAMPS CAL J. ’24 AND QUINN CHOW ’22 WIN DOUBLES TENNIS TITLE

Bush Boys Tennis Doubles partners, Cal J. ’24 and Quinn Chow ’22, won their first state title as they defeated Overlake, 6-2, 6-2 on Saturday May 28 for the WIAA 1B/2B/1A State Championship title at the Yakima Tennis Club.

“Congratulations to Cal and Quinn, we are so happy for them,” Athletics Director Jo Ito said. “Their hard work in the weeks leading up to the state championships paid off! They fought through a tough state tournament capping off their remarkable season with the state champion title.”

Cal and Quinn’s historic journey to a state title was nearly perfect as the pair swept every opponent leading up to the final.

Playing Overtake for the fourth time during the 2021-2022 season, the Blazers found themselves in the unfamiliar position, trailing in a match, after dropping the first game. This lit a fire under the doubles partners, as they came roaring back to win 6-2, 6-2 and win the first state doubles title for Bush since 1998.

Along with the state title, Cal and Quinn also claimed the Emerald Sound Conference Championship back in October.

BOYS TENNIS

STATE

BLAZER ATHLETICS UPPER SCHOOL AWARDS BANQUET

Blazer athletes celebrated an outstanding year in Blazer Athletics and looked back on some landmark achievements, like a pair of State Championships, two Conference titles and a massive number of All-Conference honorees. It was a joy to be back in person for this event, presenting coaches awards,

“Congratulations to Cal and Quinn, we are so happy for them,” Athletics Director Jo Ito said.

“Their hard work in the weeks leading up to the state championships paid off. They fought through a tough state tournament capping off their remarkable season with the state champion title.”

four-year Varsity athlete recognition and three-sport athlete plaques. Some of the evening’s highlights included inducting the Lewis family into the Bush Athletics Hall of Fame and introducing this year’s major award winners including:

MOST INSPIRATIONAL

Rex Karjian ’22 and Sophie Stephenson ’22

BLUE AND WHITE

Amaré F. ’23 and Amanda Gow ’22

THE BLAZER AWARD

Abby Goodfried ’22

ATHLETICS HALL OF FAME LEWIS FAMILY LEGACY

by Tiffany Kirk, Alumni and Donor Relations Manager

The Bush School Athletics Hall of Fame Award strives to honor those individuals and groups who exemplify the values of a Blazer student-athlete and who have distinguished themselves, their team, and the school in athletic participation and/ or competition.

It is very likely that if you were a part of The Bush School community anytime between 1985 and the present day, you know a member of the Lewis family. Bush alumni, “lifers,” and siblings Chris ’98, Tiffany ’00, and Liz Symington ’07—and their parents, Tom and Joy—are well known for their kindness, generosity, creativity, and entrepreneurial spirit. And they share another distinguishing trait: remarkable contributions to the Bush athletics program.

Tom Lewis began coaching tennis at Bush in 2002 and continues to coach tennis at the Middle School. Throughout his eighteen years of coaching (with two years lost to the pandemic disruption to Middle School athletics), he has been Head and Assistant Tennis Coach for Upper School junior varsity and varsity girls, Tennis Coach for Middle School, Middle School Recreational Tennis Teacher, Middle School Co-Ed Tennis Assistant Coach, and Tennis Coach for summer camps.

Coaching tennis at Bush has become a family tradition for the Lewises. Chris coached from 2006-2009; Tiffany coached from 2004-2006; and Liz and Tom continue to coach Middle School tennis. The Lewis siblings each made their mark on Bush athletics history as student-athletes, too. Chris, Tiffany, and Liz each earned district, state, or national titles. Most recent are Liz’s four consecutive championships, from 2004-2007, in the WIAA 1A state singles—she was district champion and a member of the state championship team each of those four years, too. Tiffany was the 1997-1998 league singles champion, and in 1999 she won league doubles champion. Chris was district singles champion and state singles champion four consecutive years from 1995-1998.

Joy and Tom Lewis’ involvement at Bush extends well beyond coaching activities. Joy gave her time to building a successful fundraising auction and hosted class parties that included families, staff, and faculty. One year, Tom recalled, she hosted classes from all three divisions, as Chris was enrolled in the Upper School, Tiffany in the Middle School, and Liz in the Lower School. She also managed several aspects of out-of-town athletics trips, including accommodations for frequent trips to Spokane.

Tom sat on the Board of Trustees from 1991-2000, spending much of that time leading the Building and Grounds Committee. When asked what led him to coaching tennis, Tom shared that although he played some tennis and squash growing up, it was his children’s abilities and passions for the sport that brought him to the coaching position.

VALUES OF THE CENTENNIAL TASK FORCE

We hold people and their stories at the center of this 100-year history. We are committed to commemorating the history of The Bush School through the voices of alumni, students, former and current faculty, staff, leadership, and families. We engage and encourage authenticity. We recognize that some of our history may be painful, but we will listen, honor, sit with, and learn from those stories to help shape a better future.

We are curious, intentional, earnest, and forward-thinking. We celebrate all that we are and all that has been accomplished. We are inspired by our shared values first articulated by Helen Taylor Bush: emphasis on learning by doing, awareness of and respect for each student’s interests and readiness to learn, and encouragement of creative teaching across the curriculum.

As we move into the next century as a school community, we will have created paths and opened doors through which we connect with one another, across generations, because of our shared history at The Bush School.

MEET THE CENTENNIAL TASK FORCE

by Tiffany Kirk, Alumni and Donor Relations Manager

CO-CHAIRS

Emily (Warshal) Alhadeff ’94

Chris Chickadel ’93

MEMBERSHIP

Monica (Garbutt) Anselmetti, M.D., ’82

Steve Banks ’94

Catherine (Pease) Barnhart ’71

Jackson Lone ’15

Michelle Purnell-Hepburn ’75

Steve Rosen ’84

In June 2023 The Bush School will begin a year-long celebration of its 100-year history. Guiding the vision for a Centennial celebration since early 2021 are the members of the Centennial Task Force. This committee of alumni meets monthly to advise and plan, always with a commitment to commemorating the school’s 100-year history in ways that are inclusive of many voices and perspectives, that honor and preserve physical pieces of the school’s history—including documents, memorabilia, and buildings—and that offer meaningful opportunities for togetherness and community building.

With a plan now firmly in place, the Centennial Task Force is working hard to collect the stories of alumni, students, parents and guardians, grandparents, faculty, staff, and Board members. The story of 100 Years of The Bush School is incomplete without the voices of the community members who have shaped it and who continue to do so. Each time you engage with us—in the casual mention of a beloved faculty member in an email or perhaps when recounting a memory in the comments section of our Facebook page—you are contributing to the story. Thank you!

Have a memory you’d like to share? Engage with us on Facebook @bushalum and Instagram @bush_alumni, or email us at alumni@bush.edu.

1960s

1930s 1980s

1970s 1990s

JOIN A CENTENNIAL TASK FORCE COMMITTEE

A full twelve months of events, programs, and activities are now slated to occur from June 2023-June 2024 to commemorate 100 Years of The Bush School. Projects range from interviewing Bush community members, to event planning and fundraising, to sorting archives and developing mentorship programs.

The Task Force wants your support! If you are interested in participating in any capacity, send a message to the Alumni Office at alumni@bush.edu.

Photo Above: Centennial Task Force members at Alumni Day. L to R: Jackson Lone ’15, Michelle Purnell-Hepburn ’75, Emily (Warshal) Alhadeff ’94, Steve Rosen ’84, Chris Chickadel ’93, and Steve Banks ’94. (Not pictured: Monica (Garbutt) Anselmetti ’82 and Catherine (Pease) Barnhart ’71)

THANK YOU

A special thank you to the Celebrate Bush: Past, Present, Future volunteers.

CO-CHAIRS

Karim Lessard ’89 and Alice Ryland

Lessard ’89

BUY-INS VOLUNTEERS

Gretchen Boehm and Joanna Smith

DECORATING COMMITTEE

Forest Dickey, Karen Naggar, and Christie Park

CLASS ART VOLUNTEERS

Leads: Judi Yates and Suzanna Westhagen

Kindergarten: Alisha Brown, Kelli Burns, Nicole Nishimura, and Judi Yates

First Grade: Maria Chapman Kennedy, Brendan Kennedy, Kathleen Nowak, and Joelle Alhadeff

Second Grade: Forest Dickey and Kira Streets

Third Grade: Heather Hayes

Fourth Grade: Judi Yates, Iris MondriKish, and Krista Seery

Fifth Grade: Kaylen Flugel, Leslie Neihart, Suzanna Westhagen, Judi Yates, and Catherine Eaton Skinner

Middle School: Rebecca Pleasure and Ann Marie Schreiber

Upper School: Bill Baber

CELEBRATE BUSH

by Emma Dubery ’15, Annual Giving Manager

On March 19, 2022, 103 people joined in-person and 170 households participated virtually at the first-ever hybrid Celebrate Bush and collectively raised $582,127 in support of financial aid at The Bush School. It was wonderful to welcome parents and guardians, faculty and staff, alumni, Board members, and friends back to campus for our first major event in two years.

Celebrate Bush: Past, Present, Future was led by alumni and current parents Karim Lessard ’89 and Alice Ryland Lessard ’89, along with previous Celebrate Bush Co-Chair Kate Bayley ’96. Featuring an original student performance, an exciting closing of the Class Art auction, heartfelt messages from faculty and staff about the impact and importance of financial aid, and support from community members both on and off campus.

Thank you to everyone who volunteered their time and expertise, made gifts, and helped to celebrate the continued importance of committing to making a Bush education accessible and affordable through financial aid.

FAST

PHILANTHROPY

FACTS ABOUT CELEBRATE BUSH EVENT SPONSORS

103 in-person attendees in the Mag Gym

170 households participated in the virtual event

25 volunteers brought this event to life

14 generous community sponsors whose contributions totaled $42,500

14 exciting Buy-Ins, totaling $32,000

12 student art projects raised $15,350

312 gifts made $459,688 in gifts made through Raise the Paddle $582,127 raised in total to support financial aid

Previous page, L to R: Nina Maisterra; Celebrate Bush Co-Chairs Karim Lessard ’89 and Alice Ryland Lessard ’89

This page

1. Ray and Amy Fernandes

2. L to R: Sandra Abram, Head of School Percy L. Abram, and Nina Maisterra

3. Anne and Nicole Browning

4. Judi and Andy Yates

5. L to R: Thuy Loi, Grace Mai, Joseph Yi, and Dana Soong

6. Jack Lessard ’22 performing an original song for attendees.

7. L to R: Head of School Percy L. Abram, Kate Bayley ’96, Celebrate Bush Co-Chairs Alice Ryland Lessard ’89 and Karim Lessard ’89

8. Maggie and Derel ’87 Finch

9. L to R: Nyasia Sarfo, Kwame Sarfo, and Jeroen Vanderhoeven

PARENT UNIVERSITY 2022

by Mary Albl, Communication Manager

Kelly Cundiff can tell you from personal experience the emotions behind seeing a child struggle and not knowing exactly how to help. The parent of a recent Bush graduate of the Class of 2022, Kelly witnessed firsthand the role the pandemic has played in youths’ mental health the past few years.

“Our kids were really hit hard by the pandemic and all the social-emotional challenges they have faced during this time,” Kelly said. “And I know there are hundreds of reasons that it is hard to find help: our systems are stressed, there is more need than there are services, and not everyone has fair access.”

So when Head of School Percy L. Abram approached Kelly about organizing the annual Parent University Conference, dedicated to the topic of youth mental health, she didn’t hesitate to say yes.

“I thought it would be a great way to express my gratitude for the truly amazing help we were eventually able to get, and I knew it would be a timely forum for sharing some of the things we’ve learned with you, our wonderful community,” said Kelly, who served as the Chair of the event.

Parent University, which was started by Dr. Abram in 2016, is an annual parent and guardian education series for the entire Seattle community to come together around relevant topics about raising children in today’s society. This year’s conference, held on April 30, took place in-person on the Bush Seattle campus for the first time since 2019, with seven speakers addressing issues and topics ranging from gender diversity, tools and strategies parents and guardians can use when their kids and teens are experiencing anxiety, the importance of culturally responsive mental health services for youth of color, and many more.

“Parent University’s focus on adolescent mental health came at a critical time in our students’ lives,” Dr. Abram said. “As they slowly emerge from the pandemic and weigh such pressing and germane issues like climate change, the war in Ukraine, and the increases in anxiety and substance abuse among their peers, we were honored that so many local experts in the area of adolescent development partnered with The Bush School to help uncover some of the issues our children are dealing with and to work to provide solutions.”

Delivering the keynote address for Parent University was filmmaker, speaker, and physician Dr. Delaney Ruston, and Rainier Scholars Child and Family Therapist Roy Fisher, MA LMFT, served as the closing speaker. More than one hundred people attended the event and had the opportunity to gain insight and gather critical information from professionals in the field of mental health. There were also opportunities to hear from fellow parents, educators, and peers dealing with similar struggles.

While mental health is a continuous battle and has intensified during the pandemic, Kelly explained she hopes Parent University served, and continues to serve, as a resource for parents and guardians to learn more so they feel prepared to support their children’s needs as they grow and evolve.

“For most of our speakers and audience members, this was the first opportunity they’d had to participate in an in-person conference since the beginning of the pandemic, and the results were powerful,” Kelly said. “There is value in being able to lean into these conversations and connect with the community. We deeply appreciate The Bush School leadership for organizing, sponsoring, and hosting such a meaningful Parent University.”

Clockwise (Top left): 1. Cherlyn F. ’23 and Jenn Smith, engagement editor for The Seattle Times Education Lab, give a presentation entitled, “Youth Leading the Way for Culturally Responsive Outcomes.” 2. Kelly Cundiff, Chair of Parent University and Parent ’19 and ’22. 3. Closing Keynote, Rainier Scholars Child and Family Therapist Roy Fisher, MA LMFT. 4. Keynote Speaker, documentary filmmaker and physician Dr. Delaney Ruston. 5. Amy Paulson from UW’s Forefront Suicide Prevention Programs shares five key steps to help prevent suicide. 6. Keiko Hikino (Parent ’19 and ’22) and attendees ask questions following the keynote speaker’s presentation. 7. Seattle therapist and author Jo Langford, M.A. discusses healthy and balanced approaches to managing the effects of screens on our youth.

NEW UPPER SCHOOL BUILDING OPENING CEREMONY AND RIBBON CUTTING

MAY 11, 2022

by Polly Oppmann Fredlund, Assistant Head of School for Community Engagement

Supporters from the Bush community gathered for the Opening Ceremony and Ribbon Cutting of the New Upper School Building on May 11, 2022. On this joyous occasion Head of School Percy L. Abram remarked, “With this group and all of you here tonight, we accomplished something that is extremely difficult and even more rare, which is to create something that is at once beautiful, purposeful, and impactful. Its beauty can be seen in its soaring ceilings, majestic use of light, and exterior that pays homage to our history (to the north) and our future (to the south). Its purpose can be seen as it cements its place among the trio of buildings that make up the Upper School campus. Its impact can be seen in a design that places students at the center.”

This effort to build the New Upper School Building was a collective one—156 donors, a Board who had a vision and turned that vision into a plan, the Campus Design and Development team led by Sergio Chin-Ley and Salone Habibuddin, the Campaign Leadership Committee led by Mike Galgon and Allison Harr, the Development Committee led by Emily (Warshal) Alhadeff ’94, the Finance Committee led by Irene Fisher, and the Board of Trustees led by Karen Marcotte Solimano Honorary ’20 all carried the project through to fruition.

1. L to R: Trustees Sergio Chin-Ley, Allison Harr, Salone Habibuddin

2. Head of School Percy L. Abram welcomes the community to the opening of the new building.

3. Former Board President Karen Marcotte Solimano Honorary ’20

4. Attendees gathered in the 400-person Multi Purpose Room

5. L to R: Exxel Pacific Inc. Project Manager Michael Fisher, Dee ’65 and Virginia ’67 Wyman, retired Bush English Teacher Chick Chickadel

6. Capital Campaign Co-Chair Allison Harr peers into a new classroom

7. L to R: Board President Steve Rosen ’84, Karen Marcotte Solimano Honorary ’20, Salone Habibuddin, Head of School Percy L. Abram, Mike Galgon, Assistant Head of School for Finance and Operations Robin Bentley, Allison Harr, Director of Development and Strategic Initiatives Sharon Hurt

“With

this group and all of you here

tonight we

accomplished something that is extremely difficult and even more rare, which is to create something that is at once beautiful, purposeful, and impactful.”

- Head of School Percy L. Abram

RISA

LAVIZZO-MOUREY

’72

HONORING HER PARENTS

by Sharon Hurt, Director of Development and Strategic Initiatives

Dr. Risa Lavizzo-Mourey ’72 is celebrating her fiftieth class reunion this year. She had planned to gather with her classmates on Alumni Day this June, but she was unable to make the trip. Instead, she is honoring her time at The Bush School by creating a lasting legacy.

Risa recently established an endowment fund in her parents’ name to increase access for students and families whose finances are a barrier to attending The Bush School. The Drs. Blanche Sellers Lavizzo and Philip Lavizzo Fund for Financial Aid will, in perpetuity, make a Bush education accessible for more Seattle children.

Her parents instilled the value of quality education for all at an early age. Risa explains, “My parents valued education and contributing to the empowerment of individuals and community. They instilled the importance of educational excellence in me which is why I so appreciated my time at The Bush School and all it continues to teach those fortunate enough to attend. Without question, my parents would be thrilled with this fund’s potential to expand the opportunity to experience and benefit from Bush to more students and their families.”

Drs. Lavizzo left an incredible legacy in Seattle and the Pacific Northwest through their careers in medicine, but their stories are deeply rooted in education and justice.

Risa’s mother was a pediatrician, and her father was a surgeon. Both left medical practices in New Orleans, Louisiana, to pursue their careers in the Pacific Northwest. Dr. Blanche Sellers Lavizzo was the first African American woman pediatrician in the state of Washington. She arrived in Seattle in July 1956 and began her pediatric practice in the Central District. She served as the first medical director of the Odessa Brown Children’s Clinic, a program of Seattle Children’s Hospital. Her presence and commitment to quality care with dignity was always a source of comfort to concerned parents.

Born in Atlanta, Georgia, on July 11, 1925, Dr. Blanche Sellers Lavizzo was a friend and a schoolmate of Dr.

Martin Luther King Jr. Her father was the owner of one of Atlanta’s largest black funeral homes. She graduated from Spelman College in 1946 and from Meharry Medical College in 1950. In 1975 she received a Master of Public Health degree from the University of Washington.

An active force in the Black community, she served on the board of the Girls Club of Puget Sound and as president of the Seattle Chapter of Links, Inc., a national Black women’s service organization. She contributed her time to many other community organizations, including the Seattle Urban League, United Way of King County, and numerous health organizations.

Risa’s father, Dr. Philip V. Lavizzo, was born in 1917 and was one of the first board-certified African American doctors to practice surgery in the Pacific Northwest. He also graduated from Meharry Medical College in Nashville, Tennessee, and initially practiced medicine in New Orleans, Louisiana. Dr. Philip Lavizzo was hired as an assistant surgeon in the United States Public Health Service in Seattle.

In 1956-1957, Risa’s father served on the education committee of the Seattle Urban League. In 1965 he was appointed chairman of the personnel committee of the Seattle King County Economic Opportunity Committee (EOC) Board. The King County EOC managed a range of anti-poverty programs and initiatives in the area. Also in 1965, Dr. Philip Lavizzo became one of the eleven founding members of the Alpha Omicron Boule of Sigma Pi Phi Fraternity.

Both Blanche Sellers Lavizzo and Philip Lavizzo were committed to education and public service but both died prematurely and never saw the ways their investments in Risa’s education, especially the decision to enroll her in The Bush School, paid off.

Risa’s educational journey and career would certainly make them proud. Risa Lavizzo-Mourey, MD, MBA, is president emerita and former CEO of the Robert Wood

Johnson Foundation (RWJF), a position she held for nearly fifteen years. In March 2017 she was named the Robert Wood Johnson Foundation PIK Professor of Health Policy and Health Equity at the University of Pennsylvania, effective January 1, 2018.

During her tenure at RWJF, Risa spearheaded bold health initiatives such as creating healthier, more equitable communities; strengthening the integration of health systems and services; and ensuring every child in the United States has the opportunity to grow up at a healthy weight. This work culminated in the foundation’s vision of building a culture of health, enabling everyone in America to live longer, healthier lives.

A specialist in geriatrics, Risa came to the foundation from the University of Pennsylvania, where she served as the Sylvan Eisman Professor of Medicine and Health Care Systems. She also directed Penn’s Institute on Aging and was chief of geriatric medicine at the University of Pennsylvania’s School of Medicine. In previous years, she worked on the White House Health Care Reform Task Force and served on numerous federal advisory committees.

Risa earned her medical degree from Harvard Medical School and holds an MBA from the Wharton School at the University of Pennsylvania. She is a member of the National Academy of Medicine, the American Academy of Arts and Sciences, and the American Philosophical Society as well as a former member of the President’s Council for Fitness, Sports & Nutrition. She currently serves on the Smithsonian Institution Board of Regents and several other boards of directors. She and her husband, Robert Lavizzo-Mourey, PhD, have two adult children and two grandchildren.

Risa is committed to making a Bush education accessible to as many Seattle children as possible. Through this endowed fund, Risa is not only honoring her parents’ legacy, but also honoring their passion for education and equity.

To learn more about how to establish a named endowment fund at The Bush School, please contact Director of Development and Strategic Initiatives Sharon Hurt at sharon.hurt@bush.edu or by calling 206-326-7779.

Managing The Bush School Endowment

The Bush School’s endowment is managed by Garde Capital. Below is a Q&A with Garde on how long-term invested funds play a role in the school’s overall financial health.

What is The Bush School’s investment philosophy?

The investment philosophy for The Bush School endowment is to ensure that the funds remain diversified and well balanced so that they can weather any type of market environment and always be available to support the needs of the school. The committee and Board have also expressed a desire to align the portfolio with the values of the school. As such, there is an emphasis on socially responsible investing in the portfolio.

What is the role of the endowment in the overall financial health of the school?

The endowment is an important aspect of financial stability for The Bush School. There is a spending policy in place that allows for annual distributions for scholarships, operations support, or a variety of other needs as determined by the investment committee and board.

When the stock market is volatile, how do you manage the Bush endowment?

The best thing about The Bush School endowment is the presence of a well-crafted and thoughtful Investment Policy Statement (IPS). It is intended to be a roadmap that identifies important criteria such as risk tolerance, decision making processes, and spending policies. In times when stock markets are volatile, we are reminded to go back to basic investment principles as outlined in the IPS that always keep us on track: maintaining diversification, managing for the long term, and disciplined rebalancing of the portfolio.

EMILY (WARSHAL) ’94 AND AARON ALHADEFF DECIDING NOW TO GIVE FOR THE FUTURE

by Sharon Hurt, Director of Development and Strategic Initiatives

There is likely no greater demonstration of trust in The Bush School and its mission than a family making plans to ensure its future. Legacy or planned giving is the act of including a charitable organization in one’s estate plans, a contribution that is arranged in the present and allocated at a future date. There are over fifty families at The Bush School who are members of the Helen Taylor Bush Society, which was established to recognize and thank all those who have chosen to honor Bush in their estate plans.

Emily (Warshal) ’94 and Aaron Alhadeff have made the decision to include Bush in their estate plans, a gift grounded in their passion for the school. Their approach to philanthropy started from childhood, born from the example modeled by their parents, and is rooted in Judaism. Aaron remembers vividly going to Sunday school and, before getting out of the car, having his mom or dad give him a dollar to give tzedakah. He said “those actions at a very young age make a lasting impression.” Once Emily and Aaron had children of their own, they wanted to be sure philanthropy was part of their ecosystem at home, too.

They talk openly with their children, Max A. ’24 and Charlie A. ’27, about philanthropy. “It’s like any Monday or Thursday,” Emily explained. “Giving is just part of life. And it makes the most sense to give to the places you’re most connected to. It also makes sense to give to places where the work inspires you. That is what our parents taught us, and hopefully that is what we are teaching our children.”

One of the things that inspires Aaron and Emily is Bush’s commitment to access and diversity. But this,

Aaron pointed out, takes investment. They believe there is no better way to show their gratitude than by investing in the school’s future so that more children can access a transformative education.

Emily reiterated that “between the hours of 8:30 a.m. and 3:30 p.m., we trust the school to help raise our children, and they are doing a fantastic job. The place where our kids spend the majority of their time so perfectly complements our values and hopes and dreams for them. There’s no tangible thank you strong enough. This place has significantly impacted our lives in a positive way. And I just think of all the mentors and teachers, tears and laughter, joy and friendships that these kids are going to have for hopefully the rest of their lives.”

Aaron said that “because Bush has had people before us who have thought of the school in their legacy plans, the school has had the ability to invest in our kids. And, therefore, if we have the ability, we need to pay that forward. Having an endowment that is built up and strong will allow the school to be even stronger in future generations.”

Deciding to include an organization in your estate plans is powerful and relatively easy. It does not have to be a complicated matter. As Aaron explained, “you check a box and have a twenty-minute conversation with an advisor or attorney.”

“And,” he said, “it can be changed. This is just, at this moment in time, what feels right.” Emily further explained, “when you think about legacy, it is the arc of your life. And, for us, a big, gigantic asterisk is The Bush School. And we feel our legacy should reflect that.”

If you have included The Bush School in your estate plans, please let us know so we can recognize and thank you. If you are interested in learning more about how to make a planned gift, please contact Director of Development and Strategic Initiatives Sharon Hurt at 206-326-7779 or by email at sharon.hurt@bush.edu. For resources online, please visit our website at bush.edu/giving/planned-giving.

ANNUAL FUND

by Emma Dubery ’15, Annual Giving Manager

The Annual Fund is a fundraising campaign that supports all aspects of The Bush School, from faculty salaries to financial aid, field trips to Cascades and E-weeks. It is an opportunity for every member of our community to support teaching and learning happening right now. This year our community responded generously and directly contributed to the school’s ability to serve students, support teachers, and respond to new and evolving needs.

Every gift to the Annual Fund makes a difference. The collective support of parents and guardians, faculty and staff, Trustees, alumni, parents of alumni, grandparents, and friends creates an impact that shapes and strengthens the school.

The daisy motif below is inspired by a graduation tradition dating back to the beginnings of The Bush School. Eleventh Grade students weave daisy stems into a garland that they carry out to the commencement ceremony as a gift to the graduates on their final day at Bush as students. The chain symbolizes a collective gift, links students to the alumni community, and honors a culminating moment of working toward a shared goal. This visual representation helped to demonstrate that every gift builds upon one another and impacts the entire Bush community.

A special thank you to this year’s Annual Fund Family Campaign Co-Chairs Julie Freise and Geneva Williams for their work in bringing the community together and inspiring giving from eighty-two percent of parents and guardians at Bush.

Support for the Annual Fund from the Bush community included:

PARENT VOLUNTEERS

63 770 RAISED $1,476,885 DONOR HOUSEHOLDS

This year, the Annual Fund supported the following areas of impact:

Health and Safety of Our Community

Your support kept the health room fully stocked for 702 students, including bandages, ice packs, and disinfecting wipes; renewed the school supply of EpiPens for students and faculty in case of emergencies; and allowed for the addition of a second full-time Wellness team employee.

A Financial Aid Budget of $4.5 Million for Tuition and Additional School-Related Expenses

162 students, or twenty-three percent of the student body, received need-based financial aid. The average financial aid award is seventy-two percent, or $26,639. $58,771 from 109 gifts was designated to financial aid from this year’s Annual Fund. Financial aid awards cover tuition assistance as well as technology needs, textbooks, learning support, and experiential learning programs.

The K-12 Social-Emotional Learning Curriculum

5 Learning Support staff attended conferences, including a learning and the brain workshop on written language disorders, a national psychotherapy conference for school counselors, a gender-spectrum conference, and a conference on “Cultivating Equitable and Supportive Classrooms.” 10 books, 3 games, 2 sensory toys, and additional supplies were purchased in support of neurodiverse students.

Diversity, Equity, and Inclusion Programs

110 faculty attended a full-day diversity, equity, and inclusion workshop titled, “Do You See What I Mean: Facilitating Courageous Conversations Visually” with a nationally renowned team of DEI trainers. 2 wireless personal amplifiers were purchased, enabling Middle School students to hear teachers (and peer presenters) without straining voices.

ALUMNI DAY

by Tiffany Kirk, Alumni and Donor Relations Manager

More than eighty alums and friends spanning the classes of 1967 through 2020 returned to campus for Bush Alumni Day on Saturday June 11, 2022. The former classmates gathered in the Urban Courtyard for an afternoon filled with laughter, reminiscing, and campus tours, as well as the opportunity to record their memories on video and lend their voices to the telling of the 100-year history of The Bush School.

Class of 1972 50th Reunion

The Class of 1972 celebrated their 50th reunion this year. Although they were unable to gather together in-person on Alumni Day, Board of Trustees President Steve Rosen ’84 led a toast in honor of the class. He acknowledged the many historical moments coinciding with this graduating class earning their diplomas, including that theirs was the first to graduate a male student, Mohamed Souaiaia. (The Bush School began enrolling male-identifying students in the Upper School in 1970.)

Alums of the Class of 1972: Norm Armbruster, Lisa Burgett, Kenan Block, Janet (Taylor) Boyd, Katie (Weeks) Bracilano, Nancy (Burns) Clark, Terri (Huff) Constant, Huberta DeWitty, Lisa Driscoll, Candace (Kennedy) Filer, Maya (Hofer) Hauswirth, Risa Lavizzo-Mourey, Robin Nellist, Karen Nordeng, Susie Potter-Heuscher, Elizabeth Pugh, Valerie (Ove) Roberts, Theiline (Wright) Rolfe, Mohamed Souaiaia, Sunny Speidel, Ann (Thomas) Walters, Kathy Whele, Merrill Wright.

4. Sisters and Parkside alums Linda Anderson-Surace ’63 and Carol Surace ’62 take a walk down memory lane.

5. Jesse ’03 and Rebecca Proudman stop for a quick photo before touring the new Upper School building.

6. Class of 1994 alums Muslimah Shabazz, Emily (Warshal) Alhadeff, and Steve Banks make up for lost time, amid hugs and laughter at Bush Alumni Day 2022.

7. Chris Dederer ’81 and former faculty Peggy Skinner catch up and marvel at the ways The Bush School campus has changed over the years.

8. Saffron Hefta-Gaub ’18, Nate Watson ’18, and Cameron Fraser ’17 soak up the sun during Alumni Day 2022.

9. Mother and daughter alums Claudia ’74 and Diana ’12 Gravett reconnect with classmates from both generations in the Urban Courtyard.

10. Class of 1975 alums and friends Michelle Purnell-Hepburn and Sheri Stephens flip through yearbooks and visit the Memory Recording Booth during Alumni Day.

11. Former faculty Chick Chickadel and Tiffany Lewis ’00 laugh and reminisce near the Centennial archives table.

12. Annual Giving Manager Emma Dubery ’15 enjoys the day with fellow alumni and colleagues, including President of the Board of Trustees Steve Rosen ’84 (background).

1. Class of 2015 alums Zarina Aglion, Emma Dubery, Jackson Lone, and Sophia Malevitsis are all smiles at Bush Alumni Day 2022.

2. Reilly Kennon ’10 DJ-ing at Alumni Day, playing only music produced by alums and students.

3. Chris ’93 and former faculty Chick Chickadel catch up with alum Chris Lewis ’98.

In Memoriam

by Tiffany Kirk, Alumni and Donor Relations Manager

This list reflects The Bush School alums, faculty, and staff who have passed away between June 2021 and May 2022. Please accept our deepest apologies if someone is inadvertently missing from this list, and contact alumni@bush.edu if you would like to share a memory or a treasured story of your friend or classmate.

1940s

Stephanie “Stevie” (Scheiffler) Wright ’45

Marjorie Cronkhite Ingram ’47

Suzanne “Sue” (Burchard) Hewitt ’48

Class Notes

by Tiffany Kirk, Alumni and Donor Relations Manager

Where has life taken you since graduating from The Bush School? Learn what your former classmates have been up to below, and then submit your own updates to alumni@bush.edu.

1970s

When William R. Bascus came to Bush to teach P.E., the boys basketball team had seen inconsistent leadership. Will was devoted to the sport, so he also began coaching the team and set out to improve the program.

The 1983-1984 basketball season was his first here, and throughout it the enthusiasm among Seventh, Eighth, and Ninth Grade players grew. From 1984 through his final year coaching at Bush in 1987, Will would lead the boys basketball program to achieve many firsts and increasing successes, including—among many other notable achievements— qualifying and later earning a bid in the Tri-District Class B tournament, and placing at State.

Will’s run as the Blazers coach ended in 1987, and although he left Bush, his legacy endured, as Blazer teams were regular State qualifiers through much of the 1990s and into the early 2000s. His enthusiasm for basketball, the program, the school, and the players infected the whole community. Faculty and students traveled to Coupeville and other venues for District games, and showed up en masse for the State games in Spokane. The boost to the school’s visibility and spirit, though incalculable, were most evident.

Will was an excellent colleague, coach, and friend. As he would say, “The job

1950s

Jane Henderson ’55

1960s

Diane Sander Clark ’65

Leaders, Faculty, and Staff

of the point guard is to make everyone around him better”. This Will Bascus did.

The above memorial was condensed and summarized from a piece submitted by former P.E. Teacher and Coach Theo Coxe. Read the full version online at bush.edu.

Ann S. Ormsby served on the Board of Trustees at Bush from 19681980 and was a parent to two Bush alumnae, Sally Ormsby, M.D., and Abigail Ormsby.

In addition to The Bush School Board of Trustees, Ann gave her time and leadership to several Boards including, but not exclusively, the Board of the League of Women Voters and Municipal League, the Metropolitan Studies Commission, the Seattle 2000 Commission, and the Board of Recreational Equipment, Inc. (REI). She was appointed to fill a vacancy on the Seattle City Council in 1973 and was elected Chairperson to the Seattle Board of Freeholders in 1974. She was a legislative assistant to the Seattle City Council Urban Development and Housing Committee for four years, and then worked in the Department of Construction and Land Use for seventeen years.

Ann was a true artist, though she never was professionally trained. She amused her granddaughters to no end, doing spontaneous creative dances, and was an avid figure skater in later life, passing her

1970s

1980s

Bronze and Silver Dance levels. Her most enduring passion was gardening, and she was a member of the Seattle Horticultural Society and a docent at the Dunn Gardens.

The above memorial was condensed from Ann S. Ormsby’s obituary, as written by her daughter, Sally.

Carol “Flea” P. Wales taught in the Lower School at Bush from 1972-1996. She was the recipient of the 1985-1986 George Taylor Sabbatical, an annual award presented to distinguished faculty members at The Bush School. Before Bush, she taught primary grades in Connecticut and in Kelso, Washington.

She was involved with her children’s schools, Girl Scouts, youth sports, and church programs as a parent volunteer. She is remembered for her passion for family gatherings, teaching, exploring, and learning about different cultures. She loved to travel, which is highlighted by trips to Europe with her daughter, Polly, and sister, Peggy, as well as travels to the East and West Coasts to visit extended family members. She took many kayak and rafting trips throughout the San Juan Islands, western United States, and Mexico.

The above memorial was condensed from Carol P. Wales’s obituary.

Cornelia Duryée ’77 directed and released the film Portal Runner , which was recently recommended by The New York Times You can watch it—and her four other films—at www.kairos-productions. com.

appearance at the Dresden International Music Festival.

In addition to the aforementioned, Michael continues a curatorship of the Wagner Museum just outside Dresden in the village of Graupa, where from 2009 to 2013 he conceived the permanent multimedia exhibit, which is still seen by thousands of visitors each year. The exhibit includes holographic opera scenes, a virtual orchestra pit with multiple visualization modes, and touchscreen elements with related information like the genesis of the film scores of the Golden Hollywood Age, which Michael noted are inspired by Wagner and mostly written by immigrant Jewish composers.

meaning, more perspective, and clearer purpose for herself and others, she also trained as an integral coach. Anne took early retirement in 2019 to open a coaching practice. Learn more at www. annegorsuch.com.

Michael Hurshell ’77 has taught conducting at the Music University (Hochschule für Musik Carl Maria von Weber) since he moved to Dresden, Germany, in 2002. In 2007 he became music director of the New Jewish Chamber Philharmonic (Neue Jüdische Kammerphilharmonie), an orchestra that was formed to revive the forgotten music written by persecuted Jewish composers and that calls Dresden’s New Synagogue home.

Michael and the New Jewish Chamber Philharmonic have performed in many German cities, including at the Dresden Opera (Semperoper). They have also performed in Poland and France in 2012 and in Israel in 2015. After nearly two years without concerts, they resumed performing in April in the recently gorgeously restored synagogue in Görlitz. In May they made their fourth

In February 2020 Michael was elected president of Dresden’s Jewish community, which he described as both challenging and inspiring, particularly since the onset of the COVID-19 pandemic, massive reconstruction to update security, and the war on Ukraine. Since the Dresden Jewish community has a large Ukrainian as well as Russian contingent (together over ninety percent of its members, about average for Germany today), the current crisis has a daily dramatic impact on community life. Not only do many members have relatives living in the war zone, the arrival of a large number of refugees is expected in the coming months. “This is a time when our humanity, compassion, and generosity are needed,” said Michael.

Anne Gorsuch ’78 has such fond and grateful memories of Sis Pease, whose classes were one of the inspirations for her graduate work in history. Anne had twenty-five deeply satisfying years working as a historian of the Soviet Union and an academic leader at the University of British Columbia. Curious about how to better support deeper

1980s

Claire Dederer ’85 is the author of two critically acclaimed memoirs: Love and Trouble: A Midlife Reckoning and Poser: My Life in Twenty-Three Yoga Poses , which was a New York Times best seller and has been translated into eleven languages, optioned for television by Warner Bros., and adapted for the stage. Claire will release her next work in 2023—a nonfiction book called Monsters based on her 2017 essay for The Paris Review, “What Do We Do with the Art of Monstrous Men?” The essay went globally viral and has repeatedly been cited as one of the most influential and insightful pieces of writing on the #MeToo movement to date.

Dederer is a long-time contributor to The New York Times , and her work has also appeared in The Paris Review, The Atlantic, The Nation, Vogue, Marie Claire, Elle, Real Simple, Entertainment Weekly, New York Magazine, Slate, Salon, and many other publications. She is currently on the faculty of the creative writing Master of Fine Arts program at Pacific University. She has two children, Lucy and Willie, and lives in Seattle.

Suzanne E. Sarason ’74

John W. Elliot ’82

Steve Banks ’89 is founder and president of Banks Sports Ventures, where since 2010 he has been a business manager to professional athletes. Among others, his clients have included NBA players Jamal Crawford, Rodney Stuckey, Peyton Siva, and current projected 2022 lottery pick Marjon Beauchamp. Steve is also head of sports at Mind Riot Entertainment, where he is bringing the worlds of sports and entertainment together. Lastly, Steve graduated this spring from Georgetown University with a Master’s degree in sports industry management. He has two children, Alfred III (six) and Christian (three) with his wife, Maryjane Banks.

1990s

Benjamin Lukoff ’93 has been senior web producer for Seattle Children’s Hospital for almost thirteen years and has two children with his wife, Jenni Ross: Ivy (seven) and Lev (three). As a creative outlet during the pandemic, Benjamin created a blog called Writes of Way (www. writesofway.org), which explores the history of Seattle street names. Look for mention of The Bush School in his article about Republican Street!

how generating unsupported narratives can lead us down dangerous paths, paved with our own narrow assumptions.” The film was nominated for and won multiple audience awards, and Karis and her team recently released a companion piece that continues the conversations that were sparked during their festival run. Learn more at www.tomorrowthemovie.com.

Karis Campbell ’94 wrote, directed, and acted in the short film Tomorrow, which she hopes “opens the eyes and quiets the minds of our viewers long enough to process a deeper awareness of how each one of us filters information and

Kate Bayley ’96 is an actor and producer at Exit 54 Films, producing short and long content for local and national organizations. Some of her films and clients include The Glamour and the Squalor , Wolf Haven International, Beyond Type 1 , Vroom, Airlift NW, Dexcom, Crohns and Colitis Foundation, the Huntington’s Disease Society of America, and Sonic Evolution Kate produced a documentary with fellow alum Liz (Weber) McConnell ’96 and Claire Bigbie ’96 that followed the lives of seven individuals or families affected by Huntington’s Disease called Alive and Well. Kate is currently prepping to begin shooting a documentary following a unique wolf pack in Montana. Recently, she co-hosted The Bush School’s annual fundraiser, Celebrate Bush, with alums Alice Ryland ’89 and Karim ’89 Lessard. Kate is a parent to two Bush students, Dorothy Grey ’28 and Finley ’31.

Ben Ryan ’97 is an independent journalist in New York City covering science and health care for outlets such as The New York Times, The Guardian , NBC News and the Thomson Reuters Foundation. People are often excited to learn that he’s interviewed Dr. Fauci several times. See what else he’s been up to at benryan.net or @benryanwriter on Twitter.

Tiffany Lewis ’00 launched her company, Cookies With Tiffany, in June 2020. A quick success—within months she was shipping cookies both locally and across the country—Tiffany jumped on an opportunity to renovate a storefront space in Madrona and opened a brickand-mortar Cookies With Tiffany location in February 2022.

Molly Kent ’02 is now front end engineer II at Flexe.

Nikki Scott ’03 was promoted to implementation consultant III at Avalara after just a year with the company.

Luke Barry ’04 and his wife, Jenny, welcomed a son, Lukas Hudson Barry, this March.

Jasmine (Jarvis) Klock ’05 and her husband, Daniel, welcomed a daughter, Eloise, in December.

Emily Henke ’05 is the executive director of the Oregon Public Health Institute. She was named to the DeBeaumont Foundation’s National “40 Under 40 in Public Health” list in 2021 in recognition for her work responding to the COVID-19 pandemic, diversifying the public health workforce, and advancing health equity in Oregon, Washington, and California.

Liz Lewis Symington ’07 and her husband, Mark, welcomed a son, Thomas, in December.

Lucas Epling ’08 was promoted to senior sales manager–charter schools and early childhood education at Amazon Business.

Charlotte Scott ’08 completed her Ed.M. at Oregon State University and accepted a position at her undergraduate alma mater, Whitman College, as the care coordinator in the Dean of Students Office.

pool. Thomas became the director of aquatics a few years later.

Thomas accepted a senior program director position with the YMCA in San Jose in 2016 and has been there since. Now, in his role as the executive director at the YMCA, Thomas’s scope far exceeds aquatics programs. He oversees total operations for all YMCA branches in San Jose, leads the board, and directs strategy and branding for all aquatic centers.

Chloe Cross ’11 is a surgery intern at the Mount Sinai Hospital in New York City and will begin an interventional radiology residency this July.

Ari Naggar ’14 is now senior program manager for residential energy Products at Tesla.

Emma Dubery ’15 is now the Annual Giving Manager at The Bush School.

Benjamin Cape ’16 accepted a position as software engineer at Anduril Industries.

Katherine deCourcy ’17 accepted a position as research assistant at the Economic Policy Institute.

Rumi Robinson ’18 was selected to join the YouTube Black Voices Fund Creator Class of 2022 as one of 135 of the most popular Black creators and designers on the platform, recognized for their innovative and creative work. While studying at Bush and since graduating from The George Washington University with a Bachelor’s degree in communications in 2022, he has grown his own business, creating weekly original video content for over 102,000 subscribers to his YouTube channel, imuRgency. Rumi also worked as a communications intern with Green Room Communications and as a global content marketing intern with Twitter, putting his experience to use researching and evaluating brand strategy for the online creator market.

Kalan Woods-Torrez ’19 was admitted to the University of Edinburgh’s veterinary school and will begin her studies there this August.

Whitney Phillips ’02 was nominated for a 2022 Grammy Award for her work as a songwriter and producer on Justin Bieber’s album, Justice. The nomination is her third since 2019. Whitney moved to L.A. after graduating from Bush, where she attended Loyola Marymount University. Just a few years after graduating, she wrote a piano ballad with Swedish producer Harry Sommerdahl, which was picked up by Lil Wayne and cut into a track called “Hello,” featuring him and Christina Milian. The release led to Whitney securing a publishing deal with BMG and then Clio Massey’s Work of Art, and she’s since written songs for artists including Christina Aguilera, Kylie Minogue, Celine Dion, Red Velvet, Ariana Grande and Justin Bieber. Image from Getty images.

Max McGrath-Horn ’08 accepted a new position as senior climate finance advisor at Chemonics International.

2010s

Charlotte Hechler ’10 , MSW, LCSW, is now a trauma therapist at Children’s Advocacy Services of Greater St. Louis at the University of Missouri–St. Louis.

Thomas Russell ’11 is now executive director at the YMCA Silicon Valley. After graduating from Bush in 2011, Thomas attended the University of Washington, where he earned a Bachelor’s degree in political science with a minor in art history. While there, Thomas put the lifeguard certification he earned during AMPS to use, working at a Seattle YMCA

Shyanne Yellowbird ’16 began working at Amazon Web Services straight out of college, and has recently accepted a role with Amazon Music as community operations manager on the AMP project. The new role, which allows her to pursue her interests in entertainment, means relocating to L.A. She also works on creating music in her downtime, and has experimented with launching her own sustainable fashion line. Shyanne shared that overall, she plans to continue exploring different business and creative ventures while she’s young and can take risks.

Eve Muratore ’19 is now the current events writer at the Columbia Undergraduate Law Review. This fall, she will enter her senior year at Columbia University, where she will earn a Bachelor of Arts in political science and sociology. As an undergraduate student she has been on the Dean’s List and has or continues to hold several titles, including human resources director of Kappa Alpha Theta Epsilon, president of CU Women in Law and Politics, business team member of Columbia Undergraduate Law Review, staff writer at Columbia Political Review, and member of the Columbia Pre-Law Society.

2020s Elise Anstey ’20 accepted a summer 2022 Boeing communications intern position.

READ ALONG WITH PERCY

Percy enjoys reading books with the Bush community. Whether it’s reading picture books to the Kindergarten class or gathering for a book discussion with his annual Head of School Book Club, Percy knows that books and stories build connection. Percy always keeps the stack of books he is reading on the coffee table in his office. In Read Along with Percy, he shares his reflections on four of his favorite titles from this past year—They Can’t Kill Us Until They Kill Us by Hanif Abdurraqib, Numbers Don’t Lie by Vaclav Smil, You are the Best Thing by Tarana Burke and Brené Brown, and Talking to Strangers by Malcolm Galdewell. One of these books will be selected for the 2022-2023 Head of School Book Club. Take time to explore Percy’s past selections for the Head of School Book Club—you are sure to find yourself enjoying a great story, making connections, and learning something new.

They Can’t Kill Us Until They Kill Us

by Hanif Abdurraqib (2017)

New York Times columnist Hanif Abdurraqib offers a unique look at society using the lens of music and culture. From Carly Rae Jepsen to Bruce Springsteen to Marvin Gaye, Abdurraqib understands that musicians have the unique ability to tell stories, move us emotionally, and connect our humanity.

Numbers Don’t Lie

by Vaclav Smil (2021)

I cannot wait to discuss this with book club regular and Math Department Chair Christine Miller. Vaclav Smil takes agreed upon ideas and uses statistics to challenge the assumptions behind them. At a time when information is so readily available, Smil impresses upon the reader why a critical understanding of facts matter.

You Are the Best Thing

by Tarana Burke and Brené Brown (2022)

This anthology of Black voices channels the power and wisdom of Burke and Brown, shining light on the importance of being vulnerable and affirming the fullness of life.

Talking to Strangers

by Malcolm Gladwell (2019)

A fascinating excursion into history and scandals, Gladwell looks at how our perceptions and understandings of strangers are shaped by the media and our willingness to accept common narratives of how we relate to one another. Something is amiss, Gladwell argues, with strategies we use to make sense of people we don’t know, and these misunderstandings can impact our lives and the world.

Head of School Book Club

Since 2014, Head of School Percy L. Abram has been hosting an annual book club as a way to build connections and bring together a community of readers around a selected book. Dr. Abram has selected books that range from Pacific Northwest history and culture to childhood and adolescent development to diversity, equity, and inclusion. Here is the full list of Head of School Book Club selections since 2014.

Boys in the Boat by Daniel James Brown

Whistling Vivaldi by Claude Steele

The Short and Tragic Life of Robert Peace by Jeff Hobbs

Overloaded and Underprepared by Denise Clark-Pope

The End of Average by Tom Rose

Loving Learning by Tom Little & Katherine Ellison

Path to Purpose by William Damon

Hillbilly Elegy by J.D. Vance

How to Raise an Adult by Julie Lythcott-Haims

Become America by Eric Liu

Permission to Feel by Marc Brackett

Caste by Isabel Wilkerson

Dear White Woman, Please Come Home by Kimberlee Yolanda Williams