Experience Magazine 2018

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P U R P O S E : F I N D I N G G R E AT N E S S T H R O U G H AC T S O F G O O D N E S S In this issue: Getting to Know the Methow Valley, The Next 100 Years, Ten Ways Bush Teaches Social-Emotional Skills

E X PE R I E NC E EDITOR

Katie Walker Associate Director of Communications

2018

OUR MISSION

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

DESIGN

Vanessa Butler I L L U S T R AT I O N

Kate Neckel CONTRIBUTORS

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

Dana Brandsey

THE BUSH SCHOOL

Associate Director of Development, Alumni Relations

3400 East Harrison Street Seattle, Washington 98112 (206) 322-7978 alumni@bush.edu communications@bush.edu

Leslie David ’85 Executive Assistant to the Head of School

Polly Fredlund Director of Enrollment Management and Communications

E D U C AT I O N A L F O U N DAT I O N S

Critical, independent, and creative thinking Ethical judgment and action

Sharon Hurt Director of Development

Jo Ito Athletic Director

Ankush Puri ’15

Intercultural fluency

ON THE COVER

Local and global citizenship

Kate Neckel’s work has been exhibited in galleries nationwide and most recently in the documentary, “House of Z”. In addition, she has created drawings for books, magazines, bands, billboards, and had her own line of bedding and home goods for Italy’s Bassetti.

Kate is also the author of Start Now! The Creativity Journal. And, she happens to be a proud Bush parent of Brec ’24 and Maeve ’27!

VA LU E S

Trust • Collaboration • Curiosity Inclusivity • Challenge

Communications Intern S T R AT E G I C P R I O R I T I E S PHOTOGRAPHY

Sheila Addleman Will Baber ’00 Polly Fredlund Frances Gaul Libby Lewis Katie Walker

People: A Supportive and Inclusive Community Program: Comprehensive Experiential Education Place: Intentional, Diverse Environments

Please contact Experience Magazine Editor Kate Walker at communications@bush.edu with any corrections, errors, or updates.

Corrections will appear in the next issue.

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© The Bush School 2018 / www.bush.edu

P H O T O C R E D I T: T H E B U S H S C H O O L A R C H I V E S

“Helen Bush was always modest about her own accomplishments; she had vision and talent and worked unceasingly. She was a demanding inspiration; she never asked anyone to do anything she would not do herself—­ and there was little she would not do for the school.”

S U S A N T. E N G O R & H E L E N L . R U N S T E I N , F I F T Y Y E A R S — T H E B U S H S C H O O L

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2018

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From the

HEAD OF SCHOOL

G

reat schools are places of transformation.

The theme at Bush in the 2017–2018 school year is

They transform the lives of people who walk

Purpose. Purpose played a central role in shaping the

through the doors each day through relationships that form, values that are espoused, and ideas that

are cultivated and nurtured in each interaction.

These transformations can be subtle and measured,

school—Truth, Beauty, and Purpose were the school’s founding principles—and our alumni’s ambitions.

This remains true today. Each day, our community

but are almost always enduring. The Bush School has

helps to build a stronger school through hard work,

been transforming the lives of students, faculty, and

aspiration, risk-taking, and shared purpose.

families for over ninety years.

In The Path to Purpose, William Damon suggests One remarkable feature of The Bush School is that, despite changing over time, we have remained committed to our mission. We refuse to be complacent or to rest on our formidable laurels. As

that “purpose can provide the lasting inspiration, motivation, and resilience that is characteristic of a truly purposeful life.” Some people find purpose

a pioneer in women’s education, an early adopter

in making others laugh, protecting the environment,

of progressive pedagogy, an innovator in unique,

comforting the sick and injured, or caring for loved

student-centered schedules, a bold leader in

ones. We thrive when we are working for some

wilderness and experiential programs, and the first

greater good. This often comes through simple

school in Seattle to provide a secular K-12 education, Bush has broken ground and been an educational leader in the city and region. Yet, we recognize the need to improve.

acts, and by lives that are led with dignity and meaning. Ultimately, one doesn’t have to discover a singular, original purpose to lead a meaningful life. A purposeful life is a life of goodness—good intentions,

Working with faculty, parents, alumni, and Trustees, the Bush community created a strategic vision and framework that will guide the work of the school over the next three years, strengthening and shaping our future. The strategic framework is rooted in three primary areas: the people that make the school

small acts of kindness, healthy relationships, and a commitment to others.

At The Bush School, we believe that our students cannot aspire to greatness unless they are also

vibrant, the programs that inspire creativity, inquiry,

committed to doing good. This approach transforms

and passion, and the learning environments that that

the people they will become, and, in turn, has the

give our students place and purpose.

power to transform the world.

PERCY L. ABRAM, Ph.D HEAD OF SCHOOL

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2018

From the

BOARD PRESIDENT

Rob Corkran, Manvel Schauffler, Jim Hamilton, Peggy Skinner, Dennis Evans, Janice Osaka and Gardiner Vinnedge; and our basketball teams were coached

by Willie Bascus, “Coach” Jim Franklin, and Floyd Webb. The history of Bush can’t be written without these individuals, all of whom generously provided life lessons inside and outside of the classroom that opened our eyes to a wider world and helped us become the best versions of ourselves. In short, it was a great time to be a Blazer.

When I returned to the school as a parent and member of the Board of Trustees, I did so under the leadership of Frank Magusin (Head of School 20002014). Shortly thereafter, we had the wisdom to hire our current Head of School, Percy L. Abram, Ph.D. Percy shows—and Frank showed before him—the vision, courage, and audacity to honor the school’s traditions and guiding principles that began in 1924,

M

while simultaneously guiding the school to achieve y relationship with The Bush School began over thirty years ago as a new Seventh Grade

student. Bush felt foreign to me then; a world that I

twenty-first century goals. The Bush School has always raised and graduated a diverse collection of talented problem-solvers—clear and articulate thinkers who are caring and skillful in engaging with

somehow managed to navigate thanks to some new

people different from themselves, and capable of

friends that quickly accepted me despite the fact that

resisting conformity and self-interest. We continue

there weren’t a lot of other kids at the school who

to do so today, with a vibrant student body that

looked like me. I quickly learned that at Bush, you

pushes the boundaries of a progressive, inquiry-

weren’t relegated to being a nerd, a geek, an artist,

based education.

an actor, musician, or a jock—you could be all of the above, and you were free to create your own identity.

Bush provided a platform for its students to explore their identities, to take risks, and to emerge with a

I am honored to serve as President of your Board of Trustees this year. The Bush School’s Board of Trustees stewards the school’s financial well-being

greater sense of self and purpose.

and resources, and—while our fiduciary roles are

During this era, Les Larsen (Head of School 1972–

alumni, educators, and local citizens that care

1987) provided the vision for The Bush School;

deeply about the school, faculty, staff, families,

faculty included Mary “Sis” Pease ’41, Fred Goode,

and, most important, students. We understand

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paramount—we serve as a collection of parents,

that today’s students live in a world of complex

an intentional approach to how we pace our work,

and multidimensional challenges, arguably greater

prioritize new initiatives, and identify programs

than the challenges we faced at their age, and we

to discontinue. The framework provides direction,

understand that sometimes these challenges can be

clarity, and space to grow.

difficult to overcome.

The Board of Trustees supports Bush students by ensuring that our school’s mission and core values of trust, collaboration, curiosity, inclusivity and challenge serve as the bedrock upon which our experiential education program is built. We also believe that the school’s mission, values, and

In addition to the implementation of the Strategic Framework, the Board’s primary strategic focus this year is the school’s Education Master Plan—formerly known as the Campus Master Plan. The Education Master Plan will bring together each of the Strategic Framework priorities through a campus plan that

program can only take root in a community that

will foster and create intentional and purposeful

values and embraces equity and inclusion—not

learning environments focused on optimal learning

only because we have a moral obligation to do so,

and teaching experiences for our students and

but because the intellectual, emotional, social, and

teachers. The Board will help determine the related

psychological development of our students happens

funding needs, and the best manner to meet capital

most effectively in a community comprised of

needs in a way that provides financial stewardship

students, faculty, and staff of diverse backgrounds,

and promotes the school’s overall economic health.

talents, and life experiences. We work to ensure that Bush provides students and families with support,

It’s been almost a century since Helen Taylor Bush

compassion, and resources. Ultimately, we strive to

founded our school based on the simple values of

provide a safe school environment that promotes

Truth, Beauty, and Purpose. As the school approaches

intellectual curiosity, respectful disagreement, and

its second century, the Education Master Plan will

discourse.

shape the school’s next hundred years and beyond,

In furtherance of these ideals, the Board adopted a new Strategic Framework last year. The framework

while remaining true to Helen Bush’s founding principles. On behalf of the Board of Trustees, I

outlines our school’s strategic priorities for the next

would like to thank you for your support of our

three years, but is also iterative in nature and includes

school. As we make our way down this path to the

an annual action plan that contains measurable and

future of The Bush School, I hope that you will join

sustainable goals. This new framework establishes

us in this journey.

JUSTIN MOON ’91 PRESIDENT, BOARD OF TRUSTEES

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2018

The Bush School Administration 2017–2018 Percy L. Abram, Ph.D.

Ethan Delavan

Jo Ito

Head of School

Director of Technology

Athletic Director

Pri Alahendra

Jay Franklin ’90

Sally Maxwell, Ph.D.

Lower School Director

Middle School Director

Academic Dean

Robin Bentley

Polly Fredlund

Jabali Stewart, Ph.D.

Assistant Head for Finance and Operations

Director of Enrollment Management and Communications

Director of Intercultural Affairs

Leslie David ’85

Sharon Hurt

Executive Assistant to the Head of School

Director of Development

Ray Wilson Upper School Director

The Bush School Board of Trustees 2017–2018 Justin Moon ’91

Kevin Baker

Barbra Richardson

President

Atul Bali

Steve Rosen ’84

Stephen Caplow

Ian Sands

Lisa Carroll

Peggy Skinner

Chris Chickadel ’93

Curtis Vredenburg Rix

Karen Marcotte Solimano Vice President

Eric Fahlman

Sergio Chin-Ley

Treasurer

Beth Clark

Mary ’Sis’ Pease ’41 Life Trustee

Mike Galgon Maggie Finch Secretary

Alden Garrett ’73 Brandon Gillespie ’93

Head of School

C’Ardiss Gleser

Sally Brunsman

Becky Guzak

Families Association Co-President

Patricia ’Patti’ Hearn Chris Jones Daniel Pak Artemios ’Tim’ Panos

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Percy L. Abram, Ph.D.

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Adrianne Keffeler Families Association Co-President

A R T W O R K B Y: WAYA N C H R I S T O F F E R S E N ’ 1 8

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Contents F R O M T H E H E A D O F S C H O O L 3 F R O M T H E B OA R D P R E S I D E N T 4 A R O U N D C A M P U S 41 G I V I N G 69 A L U M N I 79 I N M E M O R I A M 88 C L A S S N O T E S 91

ALUMNI PROFILES M O N TA N A R E E D ’ 1 4 Millennials: “How do we build a future using the tools of today?” 24

B E N R YA N ’ 9 7 Generation X: “How are you spending your time on earth?” 26

M I C H E L L E P U R N E L L- H E P B U R N ’ 7 5 Baby Boomers: “What is it that you actually WANT?” 28

MIDGE BOWMAN ’51 The Silent Generation: “What will unfold next?” 30

F E AT U R E S Purpose: Finding Greatness Through Acts of Goodness 12 The Next 100 Years 32 10 Ways Bush Teaches Social-Emotional Skills 44 Getting to Know the Methow Valley 50 Giving Between the Goalposts: Developing a Family Mission Statement 70

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“I try to make a point to get to know the students outside the c l a s s r o o m . W h e n w e h a v e f a m i l y g r o u p s , o r o t h e r K- 1 2 a c t i v i t i e s , I ’ l l bring out the class pictures and show older students what some of their classmates looked like when they were in First or Second Grade.

I have all of my class photos from the past fifteen years, and can name every single one of my former students because it’s a small class size and I make these amazing connections with kids. Only having sixteen o r s e v e n t e e n s t u d e n t s f o r a n e n t i r e y e a r — I r e a l l y g e t t o k n o w t h e m .”

C E C I LY M E T Z G E R , S E C O N D G R A D E T E A C H E R

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I L L U S T R AT I O N S B Y

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2018

The Bush School is a place where people form lifelong relationships.

We brought young people from Bush together with community mentors to talk about purpose.

Connecting to Our Common

HUMANIT Y

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Alex Sorensen ’18 sat down with Maneesh Batra ’90, during her senior year at Bush to talk about the fields of health and research. Maneesh and Alex connected on ways to be inspired, as well as the ideas that medicine is a people-centered field, and that finding passions can be a winding path.

ALEX SORENSEN ’18: Alex, who started at Bush in Ninth Grade, is interested in pursuing bioengineering or biomedical engineering.

She completed a research internship with HIPRC (Harborview Injury Prevention and Research Center) at Harborview Medical Center in the summer of 2017, conducting research on distracted driving. In her free time, she dances, takes photos, plays the piano and clarinet, and reads.

MANEESH BATRA ’90: Maneesh is an Associate Professor of Pediatrics in the Division of Neonatology at the University of Washington. He is also Associate Director of the pediatric residency program and is Adjunct Associate Professor of Global Health. Dr. Batra’s research focuses on epidemiology and newborn health, survival and long-term outcomes in developed and developing country settings.

He attended Bush from Seventh through Twelfth Grade, and fondly remembers AMP, biology class with Peggy Skinner, and participating in the iconic Seacliste program.

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MANEESH: I’m really glad to hear that

who are learning to be pediatricians, and

out thinking there’s no way I’m going to be

as you’re learning about diseases—or

it’s very hard though to remove the word

a doctor. As a kid, I loved playing doctor,

differences—that you’re learning about

normal. Even parents will say, “Is my child

but I was like, “No, that’s so quintessential.

people’s stories. Frequently, in my work as

going to be normal?” The term normal is

No, that’s not going to be what I do.” Then

a doctor, it’s easy to see only the disease,

very condescending. If you’re born with

this summer, in my internship at Harborview

but I find the richness in the work I do really

a difference, if you’re born with an extra

doing research on distracted driving, I saw

to be about the story of the family. As a

chromosome or cleft lip—you’re normal to

all the differences that the organization was

neonatologist, I only take care of babies,

you. We’re trying to change the language,

making in people’s safety. One of the main

and I only take care of them when they’re

but in the history of medicine and biology, for

things that they had done was to promote

really, really sick. Even when we’re in the

convenience more than anything, we used

the use of booster seats for kids, and I saw

thick of it and the baby is really sick, I always

the term normal and abnormal. I hope you

how that saved so many children’s lives in

ask families my favorite question: “How did

keep that sense in you of, “I don’t want to

car accidents. I am just fascinated with being

you pick the name?” The story of how we

contribute to the condescending nature of

useful, helping people, and finding some

all got our names is such a big part of who

this world.”

form of motivation in that. I thought being a

we are. When we get to talking about people with differences—whether they look different,

ALEX: Yes, I didn’t even realize until you just

sound different, have different genes–it’s

mentioned it, that none of my teachers say

really easy to focus on the difference, and not

normal or abnormal anymore. I’ve only heard

the fact that we all started as babies, and we

that on House.

all started with a name that someone chose.

MANEESH: That’s great. Yes, I would say the

doctor is not so crazy. We went to the WISH Lab, where they train medical students for surgical procedures—it was so cool. It just opened my eyes to another way I can pursue my interests.

MANEESH: Medicine has been really great

ALEX: In class, we were just talking about

single most important thing that happened

how information can be so generalized it’s

in my education was actually my class here

almost condescending. One of my main fears

in advanced biology with Peggy Skinner.

is that we forget that the people that we’re

When you’re looking ahead at the options

researching or that we’re treating are people.

of all these different branches of ways your

That they have their own—like you said—they

life could go, you’re standing at the bottom

have their own stories, they have their own

of a tree looking up. There’s lots of branches

experiences, and that gets lost somewhere in

that look equally sturdy and you just don’t

ALEX: I was thinking about how the best

the realm of, “We need to make them healthy

know where you’re going to end up. It’s really

researchers do clinical work too, just so that

again.”

exciting and daunting at the same time.

you remember the people that you’re actually

MANEESH: I love that you said that it feels

ALEX: I’m having this internal debate right

condescending sometimes. An example

now. Am I going to go the doctor route or

MANEESH: I think you’re right. It’s that story,

for me is the term “normal”. I teach people

am I going to go the research route? I started

it’s back to the beginning of what you were

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for me because it allows me to be useful in lots of ways, but it also allows me to be around people. If you’re interested in bioengineering or chemistry, medicine can be a way to pursue those interests and be around people as well.

working for.

talking about. When you have the story to connect you to your work, it’s really powerful.

It’s not just about the end product, it’s about what took you to the work. You implied to me­–tell me if I’m wrong—you said one of the reasons that you’re thinking about biomedical engineering is that it helps keep your options open a little bit. You’ve narrowed where your passions lie, but you’re leaving your options open within those passions. Which I think is really cool, because there are going to be so many jobs that don’t even exist right now when you are five years from now.

ALEX: My teachers here have always said,

“This is what we know now. It’s likely this is wrong.” Kelsey Medrano (Upper School Science Teacher) is constantly telling us, “As we know today, this is how a protein is built.

Go out there and discover that this is wrong.

Do that. Prove us wrong.”

MANEESH: You said a couple of things

there that show that you’re wise beyond your years. One is that this is only the world as we know it now. I mean, Pluto was a planet when I was kid. The other thing you mentioned is this notion of people coming together.

Almost nothing in what I do is done alone.

When English is easy, when math is hard,

How do you find meaning in your everyday life?

and when you’re trying to figure out where your passions are, make sure you surround yourself with people. You didn’t ask me for advice, and I don’t mean it that way. I’m more saying it for myself. Make sure you surround yourself with people who have different skills or different views. Things are just going to be better.

ALEX: Yes. I feel like if you are building a

team, it’s better to have someone who’s going to tell you you’re wrong than make you feel better by telling you you’re smart. In all of my college essays that ask about Bush, I always say, “I love the way that different people come together to create new ideas here.” Someone who loves English, someone

ALEX: “I find meaning in my everyday life by helping people. I go to school to study so that one day I can hopefully do medical research that will impact the way that people are treated for diseases or diagnosed or something of the like. On the day to day, I find meaning in making my friends happy. They, along with my family, are the most important people in my life. They have helped me through so much and are always there for me, so I want to spend my time helping them and giving them the same happiness and joy that they have given to me.”

MANEESH: “I derive meaning from being as ’present’ in my moments as possible: for my children and partner when we are together; for my patients when I am with them; for my trainees when we work together, and for my colleagues.”

who loves math, and someone who loves science can come together and create a project that you would never have thought of on your own, just because you don’t have that other person’s perspective. The end product is better than it would ever have been on your own. I think that’s amazing.

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Recent alumnus Kevin Martinez ’16 caught up with Upper School History Teacher Susanne Eckert to talk about their experiences with Teen Feed, a local program that provides meals to homeless youth; Susanne forged The Bush School’s partnership with Teen Feed, and Kevin led the Bush club during his senior year. They talked about involving others in service, and how they find meaning in community engagement.

KEVIN MARTINEZ ’16: Kevin attended Bush from Seventh through Twelfth Grade, and is currently enrolled at the University of Rochester, where he majors in Computer Science and Brain Science. In Rochester, Kevin is involved with Special Olympics, which engages differently-abled athletes within and outside of the university. He has interned with Microsoft and Seattle City Light.

SUSANNE ECKERT: Susanne has been a teacher for more than twenty-five years, including teaching history at The Bush School for eighteen years. She brings her passion for social change to the classroom, teaching classes such as Statistics and Social Justice, and Peace Studies. As Twelfth Grade Dean, Susanne helps seniors prepare for life after Bush, and ensures that they take the time to celebrate their accomplishments thus far.

KEVIN: My initial reason for joining

or that month. I’ve always been a person

meaningful. Every week, every month, it

Teen Feed was wanting to get more

who wants to help people and I realized

comes together. I never know if there’s

involved on the Bush campus. As you

this was a very nice way to do that. I kept

going to be enough people there or not,

know, I had a bunch of friends who

going and going and going, and it became

and you get there, and it works. To get

were already doing Teen Feed, and

a routine for me — something I looked

folks to show up, I’m always an advocate

forward to every month.

for the one-on-one ask, trying to make it

they were like, “Hey, it’s one night a month, just come out with us one time.” It was super relaxed, but at the same time you’re doing so much. I was talking with my friends, cooking a meal, and then serving it and eating with people. I thought that was such a simple way to make such a big impact in someone’s life. I didn’t know if that was the

SUSANNE: That’s been my theme this

year—just show up for things. That, and purpose. Kevin just kept showing up. I think part of it is social and then there’s also that sense of meaning.

KEVIN: Yeah, the hardest part is probably

showing up, because the work itself is not difficult.

accessible to people, and keeping it bitesized. We have a bus, it’s two-and-a-half hours, we’ll get you back, you know well in advance... Just letting people enter at whatever level they can.

KEVIN: Now, I work with Special Olympics,

so we go out into the greater Rochester area to train with athletes, and we coach them in basketball, soccer, and swimming.

only meal they were having that

SUSANNE: When I’m trying to recruit

We also throw events for them on campus.

day, I didn’t know what they had

people to come, I always say, it’s never

This year, we had a Halloween party,

been through that day or that week

convenient, but its always valuable and

and we opened the event to the whole

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What sticks with you from the years that you have spent working with Teen Feed?

KEVIN: “Seeing the impact a simple hot meal could have on some of the campus. It’s amazing to see how much the

friendships to form, which is different from

people we feed during Teen Feed

athletes enjoy those events. Of everything

larger schools. This also eliminates the

has stuck with me the most. For

I’m involved with in college, this feels the

unnecessary competitive vibe that can be

me, it was a simple couple of hours

most like Teen Feed. It’s volunteer work, but

found in most high schools. Instead, students

it’s not work that I don’t look forward to doing,

at Bush want their fellow peers to succeed

it’s not work that I have to consciously make

with them, which is pretty incredible if you

an effort to get myself to do. It’s part of my

ask me.

with friends, cooking a meal. But for the people we helped, it was a hot meal that they might not have had.”

routine now, just like Teen Feed was. And I’ve always been that kind of person that wants to

SUSANNE: If I am teaching these amazing

SUSANNE: “I am always amazed

be active in my community. Like Teen Feed,

students who will become leaders in so many

that month in and month

I recruited some friends and now we all go

aspects of society and who have so much

out, we pull this off! People

three times a week.

to offer the world because of their intellect,

are really generous. It is

curiosity, and privilege, the greatest lesson

never convenient, but it is

I can teach them is that “showing up” for

always fun and rewarding.

other people and using our skills and gifts to

This program exists at

SUSANNE: That’s why I started Teen Feed

that first year. I spent so much time at this place, and I wasn’t doing my own social work. I was teaching and doing it with kids, but I wasn’t doing my own. I can bring my two worlds together, and make it happen for my community.

KEVIN: The Bush curriculum allows students

to expose themselves to a wide variety of learning opportunities. One minute, students can be in class, learning about the electron transport chain, and the next minute, they can be paddle boarding in the middle of Lake Washington. This variety of learning has caused me to ask more questions in and out of the classroom, to be more curious, and to be a well-rounded student.

benefit others is both important and easy. We are not working in a vacuum. Our work here at The Bush School must be tied to some personal connection, as well as some larger context.

KEVIN: In my everyday life, my purpose is

to make people laugh and to be a source of happiness and fun. In my education career, my purpose is to become as knowledgeable as possible in my field. In my home life, my purpose is to repay my parents for all of their hard work that has allowed me to be where I am today. Purpose is different for every one, and can present itself in various ways, but I believe it should involve more than just

The friendships I made during my time

yourself, because in life, the actions of one

at Bush are also a major highlight. The

person don’t only affect that one person;

small student body size allows for intimate

there is always a ripple effect.

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The Bush School outside of any structured “program” or credit. It is really run by students with a lot of faculty and community support. It works because people make it work and they care about it.”

While in the midst of his Experiential Independent Project making bottle gardens, Matthew Pottinger ’22 met with Natalie Jamerson ’09, who has worked in the environmental field since college to talk about inspiring others to make good choices for the earth, innovation, and resilience.

MATTHEW POTTINGER ’22: Matthew started at The Bush School in Kindergarten, and graduated from Eighth Grade this year. For his Eighth Grade Experiential Independent Project, he created a series of small bottle gardens.

NATALIE JAMERSON ’09: Natalie produces the Washington Environmental

Council’s

publications,

campaign

communications, and multimedia projects as well as managing the website. After attending Bush from Sixth through Twelfth Grade, she graduated from Whitman College with a degree in Biology—Environmental Studies.

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What’s a memorable classroom moment from your time at Bush?

MATTHEW: “Pretty much all of Seventh Grade math. With the relatively relaxed style of Sherrill Bennington (Seventh Grade Math Teacher) and our class’s collective friendship, we had a lot of fun throughout the year, moving through the curriculum with countless in-jokes and funny moments.”

NATALIE: “If I close my eyes, I can picture Bernie Cattanach’s classroom and my US History class. I remember the thrill of having all-class debates, and the opportunity to embody someone from history. I was Al bert Einstein in our debate about the development of an atomic bomb—I still remember learning about his split conscience about scientific development with the risk of human harm. Having the opportunity to immerse myself in his world gave me a deeper understanding of that time in history than I could have imagined.”

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NATALIE: What was most exciting to me

been shown to help patients recover faster

and joy to other people.” I think it is a really

about Bush were the fun, creative projects.

as an emotional support. This is already a

important stepping stone if we want to build

Being involved in sustainability efforts here

very green city—The Emerald City—and

a culture where people take that personal

and doing wilderness AMPs really sparked

I figured I can make it a little bit brighter. I

responsibility to the next level.

more passion for me in environmental issues.

figured, if I could only get this to catch, I can

Taking advantage of experiential learning

create a lot more green in the city.

NATALIE: I take time to step back and

NATALIE: I thought when I was walking

accomplished or that our organization has

MATTHEW: My interest in bottle gardens

here, and it was pouring down rain, that so

accomplished. Even if it’s just a small step

really started a couple years ago. My mom

much of our city is paved over. The concrete

in the process, we’re getting somewhere.

is an author, and attends a book conference

collects pollution, which has the opposite

Bringing curious innovation, like, “how are

in Brazil. I went with her, and on our first day

effect of what you’re talking about. When we’re in really urbanized areas, we don’t

we going to solve this problem in little, small

there, we ended up going on a street art tour in Sao Paulo. It was very cool. Near the end

have that sense of greenery and vibrancy

of the tour, we were walking through a small

that we get when we are around natural

little town square to get to a graffiti art wall,

areas. In Seattle, all of our rain washes over

and the tour guide stopped. She said, “Look

the paved areas and flows into our gutters,

around you.” We all turned around and there

and then dumps into Lake Washington or

were hundreds of bottle gardens. They were

Puget Sound, carrying all that pollution with

spray painted, everywhere, hanging on the

it. It is a really unsustainable system. Gardens

walls and connected to the street lamps.

can actually provide a huge benefit to that

opportunities made my education awesome.

celebrate the small things that I’ve

problem that we’re facing.

ways?” and then celebrating the incremental progress that we do make. Your project is innovative. In my mind, innovation means trying things that may fail, by having the courage to do something that you didn’t before. Having that courage to fail a little bit is necessary because we don’t know how to solve climate change, we don’t know how to prevent pollution from happening, so we have to try new things—that sometimes are

When I was brainstorming my Experiential Independent Project, my mom was talking

MATTHEW: It’s far off, and it’s always this

about how she might have to go to Brazil

idea in my head, but what if this becomes

for another conference with her publisher—I

a thing in Seattle? People could become

remembered the bottle gardens and

attached to these gardens and want to keep

everything just clicked.

them going, and maybe, it’ll spread to more cities. I think that the bottle gardens could

not going to work out.

Or you adapt and you change too. Tomorrow’s going to be really different. The future is going to be really different, and we will have to adapt to be resilient to climate change.

Maybe we’re going to need more, smaller

NATALIE: I’ve always been interested in

do a lot of good. It’s not hard to do—a bottle

how to make things work better, how to

of water or a diet coke bottle is all that you

make sure there are systems in place so that

need.

water’s available when it’s drier.

NATALIE: One of the things that stands out

MATTHEW: I’m really impressed with the

we’re making smart sustainability decisions and smart environmental decisions. I never

localized gardens that hold water so that

to me is the sense of personal responsibility

idea of, “Hey, this might fail and this might

in this project. People could embrace

do poorly but we’re going to try it anyway.”

opportunities to do something that they

I really admire that. I like how you can take

feel make a difference even in a small way.

risks and still think, “Okay, you know what?

communities.

Especially with really big overwhelming

This might not work and this might go terribly,

problems like, “how do we solve our

but we’re going to try it anyway because

MATTHEW: This is more social. These

environmental problems?”, it’s nice to have

maybe it’ll be great.” That idea of not going

are little succulents. They’re not going to

something small to turn to that you can

for what’s secure and not staying with what

change the environment as much as what

see. “Oh, I prevented this bottle from going

works, not repeating your same formula.

you’re talking about. However, they do have

into the waste or into the recycling and I

How you said, to innovate. That’s really a

medical benefits—being around plants has

created something that’s bringing joy to me

great quality.

thought I’d be doing policy work—I studied biology. It’s been a really meaningful way for me to make change that I know will have a long-term effect on our state and in our

23

2018

P H O T O P R O V I D E D B Y M O N TA N A R E E D

24

EXPERIENCE

Montana Reed ’14

PROFILE /

A L U M N I P R O F I L E S B Y J O N AT H A N S H I P L E Y, C L A S S O F 2 0 2 1 PA R E N T

Millennials: “How do we build a future using the tools of today?”

Millennials, who came of age around the turn of the millennium, are changing the landscape of work in American. We caught up with alumnus Montana Reed ’14 to discuss his experiences and essential questions as a part of this generation.

T

hough Millennials are a diverse

an undergraduate program designed to

group, molded by the rise of digital

combine business, technology, and arts

technologies and the Great Recession,

with a cross-disciplinary curriculum.

they are all preparing for a future in a rapidly-changing world. Montana Reed

At Bush, Montana was able to explore.

’14, recent graduate of the University

He recalls, “Bush cultivated my curiosity

of Southern California, envisions a

by providing a diverse curriculum. Since

world where technological boundaries

my graduation, I’ve found it important

are removed: where virtual reality is

to always stay open to new things and

accessible to all, and digital content is no

to live a balanced life.” The supportive

longer constrained to screens.

environment and approach to personal

“In 2015,” Montana ref lects, “I started thinking about the next generation of spatial computing with three of my best friends.” Quickly, the group dove into virtual and augmented reality. “A year ago we launched our company with funding from some of the top venture capitalists in the world,” explains Montana.

discovery at Bush helped him achieve his newfound successes. “People feel the pressure to chase ‘a purpose driven life’, and sometimes feel sad for not finding ‘it.’ ” Montana continues, “Purpose and happiness are synonymous. Everyone should follow their passions and, in this pursuit of happiness, purpose will derive itself as a means to a goal.”

The company’s first product is the Prism, a headset that makes augmented reality

Montana’s current goals are to build a

accessible to anyone with a smartphone.

future using the technologies and tools

A smartphone snaps on the front of the

of today that will benefit the world. Heady

headset and, once the app is engaged,

goals, but not out of reach. “The age of the

content will stream onto the lens,

internet,” says Montana, “enabled ideas to

bringing hologram-like images into the

spread faster and produced a community

user’s surroundings. The company, Mira,

of inventors with the potential to change

is the first startup to come out of USC’s

the world.” He is one of those inventors,

Jimmy Iovine and Andre Young Academy—

and that’s his community.

25

2018

Generation X: “How are you spending your time on earth?”

Members of Generation X grew up during rapid social change, born in the mid-60s through early 80s. We chatted with alumnus Ben Ryan ’97 about his dedication to reporting on HIV, a major force that shaped his generation.

F

or Ben Ryan ’97, “Bush was a

are spending our time on this earth.” He’s

microcosm of society, and it instilled

been asking himself this question ever

in me a desire to live with purpose.” Now

since, and as a journalist, it’s now his job

a longtime resident of New York City, Ben

to ask questions of others.

lives his purpose the best way he knows how—writing about topics that speak

Though Ben grew up during the grunge

to him. As a journalist, he credits The

era— in a world of Kurt Cobain and flannel

Bush School of the 1980s and 1990s with

shirts—he didn’t identify much with it.

planting the seeds for his career.

Ben began exploring the gay community

Ben and his brothers, Jeff ’91 and Will ’93, were all lifers; so for a flush of nineteen years, there was always at least one Ryan child in attendance at Bush. His father, John, served on the Board of Trustees, and his late mother, Sally, taught poetry in the Lower School. Bush’s black-box stage is named in her honor. Ben remembers Bush

called the Lifelong AIDS Alliance) as part of Bush’s AMP program. Ben was tasked with clipping articles about HIV and AIDS from newspapers, giving him the chance to read about the disease and the science behind it.

as a close-knit community, “In the words

From there, Ben wanted to know more,

of biology teacher Peggy Skinner, ‘the

do more, and give more. In college, he

kind of place where if you got a haircut, people noticed.’” Ben recalls, “The school went to great pains to show us that we are responsible for the world we live in.”

EXPERIENCE

in Seattle by doing volunteer work at the Northwest AIDS Foundation (now

volunteered as an HIV test counselor, and began reporting on HIV right after graduation. Now, Ben is an editor at large at POZ magazine and its sister publication

For Ben, former Fourth Grade Teacher

Hep, where he covers the science of HIV

Sue Hovis made a fundamental

and Hepatitis C. Ben’s work has also

difference in his development. “She saw

appeared in The New York Times, New

my personality with a great sense of

York, The New York Observer, The Nation,

clarity,” he explains. “She nurtured me,

The Atlantic, The Marshall Project, Out,

peeled away the layers of the onion, and

and The Advocate. “I give what I can give,”

taught me to always question how we

Ben says.

26

P H O T O P R O V I D E D B Y B E N R YA N

Ben Ryan ’97

PROFILE /

2018

27

P H O T O P R O V I D E D B Y M I C H E L L E P U R N E L L- H E P B U R N

PROFILE /

Michelle Purnell-Hepburn ’75

28

EXPERIENCE

Baby Boomers: “What is it that you actually WANT?” Baby Boomers were born after World War II, and this large generation made significant changes to societal norms on marriage, tolerance, and freedom. With alumna Michelle Purnell-Hepburn ’75, we discussed staying true to her values through the years.

W

hen asked about how purpose

Bush in the mid-1970s, Michelle was one

takes form in her life, Michelle

of few African-American students. “It

Purnell-Hepburn ’75 begins by saying,

was a good education, but it was difficult,

“My sense of purpose is to help others see

socially,” she remembers. “I learned

light. To help others be light.” Michelle,

how to show tolerance for those who

vice president of Salal Credit Union,

didn’t appreciate my gifts, and I had the

brings light to many lives through

opportunity to interact with and love

mentoring with the Association of Black

people of backgrounds that were not my

Business Students at the University

own. Today, I have family and friends of all

of Washington, establishing a mentor

different shapes, colors, and creeds, and

program for students and alumni of color

that is because of my experience at Bush.”

at Bush, and the less-serious pursuits of boxing, hula dancing, and playing with her rock band, the Approximations.

“Bush prepared me for college, for my career, and for my life,” Michelle says.

After high school, she earned a BA and

“What do you want? What is it that you

MBA from the University of Washington,

actually want?” Michelle often asks herself,

quickly solidifying her career in finance

and others. “I have to keep going,” she

with positions at Hewlett-Packard, Group

says, “to show people what commitment

Health, and Seattle Metropolitan Credit

and conviction can do.” For her parents,

Union.

conviction that access to equitable banking would lift up the community led them to found Liberty Bank, the first African-American-owned bank in Seattle when it opened in May 1968. At the time, it was the only African-American-owned

Community-minded and humble, Michelle seeks to live out a phrase she first heard in her mother’s community organization: “lifting as we climb.”

Knowing that no one gets where they

bank west of the Mississippi.

are by themselves, Michelle was lifted

Michelle’s commitment to her own

and the knowledge she gained at Bush. “I

up by her faith, her parents, her sister,

education, and conviction that there

do my best to be honest,” says Michelle,

is value in getting to know people of

“To admit my mistakes and humanness.

different backgrounds, shaped her time

Hopefully, I create a space in which

at The Bush School. When she started at

others can be honest, as well.”

29

2018

The Silent Generation: “What will unfold next?”

The Silent Generation have also been called The Lucky Few, for though they were born between two World Wars, they became adults during the prosperous 50s and 60s. We talked to one of our own lucky few, beloved Midge Bowman ’51 about being rooted in the past while looking to the future.

W

hen Midge Bowman ’51 entered

“Even as a Seventh Grade student, I was

The Bush School at twelve years

aware of a sense of purpose that had been

old, the world was different; World War

lacking at my public school. Mrs. Bush

II was at its end and atom bombs were a

was an educational pioneer, a student

prominent threat. Even in this unstable

of John Dewey. She envisioned Bush as a

time, Midge found a place to grow at Bush.

place where education was a vital part of

“I learned that there were no limitations

discovering our purpose as human beings.

to what we might accomplish,” she says.

I was fifteen when I discovered Plato and

Bush is one of the few places where that can happen in today’s society.”

Recently, Midge has turned her attention to researching the topic of ag ing, specifically interested in what happens as human lives lengthen. “Growing older is not about retiring,” Midge says. “It’s

Midge took this sentiment to heart, going

Socrates in my Western Civilzation class

about exploring what will unfold next. At

on to become The Bush School’s first full-

taught by Sis Pease ’41. It remains one of

eighty-four, I see the world differently.

time director of the Lower School in 1969,

the key experiences of my life.”

Associate Head and Director of the Upper

Since David’s death—my husband of sixty-two years—I seem to have crossed

School from 1980-1982, and ultimately,

From her three-quarters-of-a-century-

over into a new country where heart,

Interim Head of School from 1996-1997.

long association with Bush, Midge is

soul, and intellect are more closely allied

Outside of Bush, Midge served as Head

an expert on the enduring values of

in the journey we all take to create lives

of School at Garrison Forest School from

the school. In her view, the school has

of service and compassion. Purpose

1990–1994, led the Frye Art Museum

remained a community where education

has become an underground stream of

as Executive Director from 2003–2009,

is seen as a shared enterprise, where

worked with arts organizations including

creativity, and faith, and love—whatever

faculty are encouraged to explore

the King County Arts Commission, and

one calls it—that feeds our discernment

innovative teaching methods and move

devoted herself to arts and education in

of the best in ourselves.” For Midge, that

with their students beyond the classroom

ways too numerous to list.

into experiences in wilderness, political

stream has run true and deep for decades.

action, global travel, community service,

At Bush, as a student, teacher, parent,

and the arts. Midge believes these

and administrator, Midge had a palpable

experiences have a huge impact on the

sense that students were being educated

lives students will lead as adults. “Many

beyond what was being taught—that they

Although Bush’s founder, Helen Taylor

schools can teach how to reach goals,

were expected to think deeply about

Bush, died at the end of Midge’s Eighth

but an environment where purpose is

the world, and actively change it for the

Grade year, she made a lasting impression.

cultivated is something rare. A school like

better.

EXPERIENCE

30

“We were known as ‘The Silent Generation’ and I’ve always disliked that term,” Midge says. “We were active.”

PROFILE /

Midge Bowman ’51 31

2018

EXPERIENCE

32

RENDERINGS COURTESY OF: MITHUN

LOOKING TO THE FUTURE

The Bush School: The Next

33

2018

The Bush School: The Next

THE EDUCATION MASTER PLAN “The Bush School provides a progressive, inquiry-based, studentcentered program focused on participatory learning. This engaging learning environment is designed to produce caring and informed

Leaders of The Bush School have been planning for how best to educate students

students, artists, athletes, thinkers, and citizens who aspire to live

for the next 100 years with an exciting vision

rewarding and purposeful lives. The Bush community has the unique

that will be supported through expanded

opportunity to create learning environments that foster connection, and promote collaboration, experimentation, and creativity.�

facilities and dynamic new learning spaces. The school has carefully examined

- PERCY L. ABR AM, HEAD OF SCHOOL

current research, financial models, benchmarking data, and a feasibility study to thoughtfully and strategically set the course for the future. The vision encompasses our incredible people, a robust educational program, and the distinctive places that make up the school.

EXPERIENCE

34

A Campaign Leadership Committee was

We encourage you to send your questions or

a new Commons, library, student art gallery,

formed by the Board of Trustees to lead an

comments to Head of School Percy L. Abram

and administrative offices. The new Center

upcoming capital campaign supporting the

at dr.abram@bush.edu.

Campus building will be located on the site of

Education Master Plan. This leadership team is in early conversations with members of the Board and a handful of inspirational and impactful supporters of The Bush School to determine the full scope of the project.

the current Middle School and will enhance

PROJECT PLAN

the look and function of our campus while

The school’s Education Master Plan will

honoring our past and retaining key elements

include the construction of a new 22,000

that make Bush unique.

square foot building on the Upper Campus adjacent to Gracemont. The building will

The plan also inlcludes a parking garage

include new classrooms and a multi-purpose

for school vehicles, freeing up space in the

meeting and performance space.

existing garage.

design and are ready to begin planning for

Once the construction of the Upper School

the next phases of the project.

building is complete, the Middle School

After the Center Campus building is

Bush has engaged the City of Seattle and has applied for a Master Use Permit for the project. We have completed schematic

The vision for the Education Master Plan is to build a broader, more diverse learning community that leverages the faculty’s expertise in experiential learning to help

students, faculty, and staff will temporarily move into this building, at which time the existing Middle School building will be demolished.

complete, the Middle School will move into new classrooms and the Upper School will occupy the new building on the Upper Campus.

students understand, and equip them to

Construction on a new 66,000 square foot

The final phase of the project will include

solve, the big problems in our community.

Center Campus building is projected to take

an upgrade and renovation of Gracemont

Our graduates will shape the future of

eighteen months to complete. This building

thoughtfully timed with the school’s one

Seattle, our region, and the world.

will include the Middle School classrooms,

hundredth anniversary.

35

2018

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

How does it all connect?

The Bush School: The Next

Mission, Vision, Values: These three statements describe the purpose of Bush, our aspirations, and our core principles, respectively.

VISION The Bush School is committed to preparing students to lead purposeful lives, setting them on a path to change the world.

Founded on the principles of progressive education, our experiential program inspires students to drive inquiry, actively engaging their teachers, curricula, and environment.

VALUES Trust • Collaboration • Curiosity Inclusivity • Challenge

1.

2.

EXPERIENCE

36

STRATEGIC FRAMEWORK: This set of priorities, created in conjunction with our mission, vision, and values, will guide the strategic work of the Head of School and Board of Trustees from 2018 to 2020.

1.

Renovated Third Gymnasium

2.

Center Campus Building: Middle School / Commons Library / Underground Parking

3.

Demolish Business / IT

4.

Renovated Gracemont

5.

New Upper School Building

EDUCATION MASTER PLAN: The plan lays out how the campus should be designed and improved to support the priorities of the Strategic Framework.

CAPITAL CAMPAIGN: The campaign will engage the entire community in order to realize the Education Master Plan, emphasizing the foundational role of The Bush School in our lives and the essential role of philanthropy in delivering a world-class education.

4.

5.

3.

37

2018

“I have taught technology to elementary students for the past fifteen years. I strongly believe that inquiry and experiential engagements are very important elements in the development o f t h e t w e n t y - f i r s t - c e n t u r y l e a r n e r. S o m e o f m y m o s t m e m o r a b l e experiences at The Bush School are from student-led activities like our Friday morning meetings. I am always elated to see our young students stand up in front of the entire division and c o n f i d e n t l y l e a d p r e s e n t a t i o n s t h a t s h o w c a s e t h e i r l e a r n i n g .�

JEFFERY ADJEI, LOWER SCHOOL TECHNOLOGY TEACHER

EXPERIENCE

38

“Education has always drawn me in. Throughout our son’s schooling I did a lot of volunteer work. I taught PE for eight years a t h i s K- 8 s c h o o l , a s a v o l u n t e e r. W e m a d e t h e d e c i s i o n t o m o v e t o S e a t t l e a f t e r t w o v i s i t s , b e c a u s e i t w a s n’ t f l a t l i k e C h i c a g o . We f e l l in love with the green year-round and the mountains. I interviewed at three schools, but when I stepped onto this campus, I had the f e e l i n g t h a t t h i s i s w h e r e I w a n t e d t o b e .”

39

2018

A R T W O R K B Y: M A L AY S I A M Y R E S ’ 1 8

40

EXPERIENCE

A ROUND CA MPUS

42

44

50

58

60

62

Visual Arts

Teaching Social-Emotional Skills

Methow Campus

Simply Cultural

Performing Arts

Athletics

41

2018

EXPERIENCE

42

Siddhartha School Stock, Ladakh, India

Minnequa Elementary School

The Bush School

Lower East Side Girls Club North Yarmouth Academy

Seattle, WA

New YorK, New York

Rockland Country Day School

Yarmouth, Maine

Pueblo CIty, Colorado

Congers, NY

V I S UA L A RTS

Who’s your hero?

This school year, Fifth Grade students have been thinking about what makes a hero.

Students were encouraged to explore community history and stories of the people who enrich their lives through interviews with family and community members.

The portraits and stories of the Fifth

meant honoring a classmate for their

The Bush School and Siddhartha School.

Grade heroes filled the hallways of

generosity and kindness. Head of School

Last school year, Khen Rinpoche visited

Bush Lower School before they were

Percy L. Abram, Lower School Director

our campus, and in May 2018, Middle

sent to New York City as part of the

Pri

Heroes

a

Counselor Gayle Gingold visited the

traveling art exhibit connecting young

Fifth Grade to share about their personal

people across geographic, economic,

heroes.

and

in

Li-Ting Hung led students through the

issues

New York, Colorado, Maine, and India

complex work of translating a photo into

community engagement.

also participated in this project which

a painting, while Fifth Grade Teachers

facilitates cross-cultural conversations

Mike Jackson and Rosemary Wheeler

At the conclusion of the Fifth Grade

between young people in different areas

worked with students to write an essay

heroes project, students’ portraits and

of the world about those who make a

about their hero. Lower School Tech

writing were proudly displayed alongside

positive impact on their daily lives.

Teacher Jeffrey Adjei created videos with

students’ work from schools all around

students combining audio recordings of

the world. While this display marked the

Elevate

cultural

Empathy

distances.

Project,

Students

Bush students had a rich experience

Alahendra,

Lower

and

Middle

School

Art

School

Teacher

the essays and images of the portraits.

exploring local heroes. They collected

School students traveled to Ladakh during E-Week in order to study with Siddhartha students to explore global around

sustainability

and

end of the project, it represents ongoing curiosity about the world and interest

photos depicting their personal hero.

Started by Khen Rinpoche, the founder of

For some students, this meant going

the Siddhartha School in Ladakh, India,

in the stories of people who make

through historical family photos up to

the Heroes Elevate Empathy Project is

our lives better. You can see more at

four generations back. For others, this

part of a continuing partnership between

heroexchange.org.

43

2018

FROM THE CLASSROOM

Ten Ways

Bush Teaches Social-Emotional Skills

At The Bush School, we understand that emotions matter. Research underscores common sense; when schools and families share goals for educating and socializing children, and partner around these goals, children feel supported and reap the benefits. They make better decisions, have better relationships, perform better academically, are more creative, and have greater well-being.

1. Ruler

2. Peace Circles

Developed at the Yale Center for Emotional Intelligence, RULER is an evidencebased approach for integrating social and emotional learning into schools. RULER teaches the skills of emotional intelligence — those associated with Recognizing, Understanding, Labeling, Expressing, and Regulating emotions. Bush has worked closely with founding director Marc Brackett in faculty trainings and parent education, including Marc’s keynote appearance at the 2017 Parent University.

In the short time since we launched RULER, we’ve already noticed shifts in our school climate. Teachers are working to reach a healthy work/life balance and collaborate with colleagues. Lower School students are using the feelings on their Charters to help uphold classroom rules and resolve conflicts.

Teachers and students are using the Mood Meter to help name feelings. (Fill out your own Family Charter and start using the Mood Meter at home with the tear-out posters!)

Peacemaking Circles at The Bush School are an opportunity to come together and take part in a structured form of dialogue.

We have, directly or indirectly, learned the “Circle Process” from indigenous peoples, for whom this endlessly adaptable technique has been a part of community life for millenia. In short, Circle is an intentional, facilitated dialogue all about relationship and trust building—and listening is a crucial component. At Bush, there are also a multitude of ways that peacemaking circles are supporting growth and intercultural fluency. The Middle School regularly use circles as part of the curriculum, and the Upper School has incorporated the practice in different ways throughout the school year.

We also host monthly evening Peacemaking Circles for Bush community members. All are welcome.

EXPERIENCE

44

3. Curiosity-PurposeAction

In this inter-divisional project, the Fifth and Sixth Grade classes explored a topic from many sides. Students mapped out their learning journey, color coding each step of the way using the Mood Meter. The project integrated the community when students invited parents into the classroom to provide models of what learning looks like outside of school, when nobody is assigning the work. The Fifth and Sixth Grade students asked questions such as: How did you first become interested in this? What did you do when learning about it became challenging?

Where are you thinking of taking your learning next?

The Bush School Hosts Its Third Annual Educational Workshop for Parents Parent University is a one-day workshop hosted

by The Bush School, connecting families with professionals working in the areas of childhood and adolescent development. The event provides resources that help families nurture and develop their children’s strengths.

“In its third year, Bush’s Parent University provides critical support to parents/guardians, and families, equipping them with research and information on issues facing students in order to foster open and honest conversations about their development,” says Head of School Percy L. Abram. For parents, the workshop is eye opening. “Parent University was a terrific opportunity to take a step back from your own child’s daily experience and rethink education. The day was fast-paced and stimulating, deepening my understanding of education’s role in raising healthy, resilient, and purpose-driven children,” says 2017 attendee Margaret Lane.

The workshop kicked off with keynote speaker Dr. Daniel J. Siegel, Executive Director of UCLA’s Mindsight Institute, a neuropsychiatrist who focuses on the interface between human relationships and basic biological processes. The day concluded with keynote speaker Dr. Laura Kastner, professor at the University of Washington and a distinguished psychologist and author. Between, breakout speakers led conversations on various topics, including cyberbulling, gender, sparking an early interest in STEM, and supporting your adolescent’s emotions.

Join us in 2019 for the fourth annual Parent University! Information will be posted in autumn at bush.edu/parentu.

45

2018

“There is a great deal of research suggesting that animals can increase self-esteem and selfconfidence, assist language development, motivate children to learn, teach children responsibility, reduce negative classroom behaviors, increase attendance, facilitate counseling, and increase socialization.�

- PRI AL AHENDR A, LOWER SCHOOL DIRECTOR

4. Kind Club

5. Wellness Center

6. Happiness Project

This student-led club was founded with the intention to foster and promote wellness and kindness throughout the student body.

This year, Kind Club has held bake sales, supported each other, and provided stress balls for the Upper School student body.

In the winter of 2017, a new Student Wellness Center opened to serve the Upper School student body. The Student Wellness Center (SWC) is an initiative started by 2017 graduates Kate S. and Sophie to build a bridge between the counseling program and the student body. It is intended to provide another layer of support for Upper School students who are experiencing emotional distress across a variety of emotional and psychological issues. As their senior project, Kate and Sophie developed the framework for the SWC and created the materials needed to launch the Center.

From ice skating and party games to loving-kindness meditation and gratitude journaling, this AMP explored what modern science has to say about what makes us happy. Each week, the group tested out a different strategy that research suggests can make us happier. Some ways of promoting happiness involve going inward, but many experts stress that connecting with others is essential to individual happiness. As the group strengthened their own understanding of what it means to be happy, they also found ways to brighten the winter for the community, placing rocks painted with inspirational quotes around campus.

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7. Facility Dogs The Bush School is lucky to have two canine “counselors”. Vikki, a certified facility dog who belongs to Middle School Counselor Gayle Gingold, can be found trotting around the Middle School attracting the attention of students. Gayle explains that Vikki brings students into the room, who may not seek out counseling without the lure (or excuse) of Vikki. After coming in to pet the dog, a conversation might start. Starsky is a younger Golden Retriever who has been with The Bush School through his training, and belongs to Upper School Counselor John Ganz. These two dogs absorb students’ emotions through their presence, soothing without asking for anything in return.

8. Human Relations Over the past few years, the Middle School human relations curriculum has been expanded to span all three grades. These classes cover topics ranging from neurodiversity to organizational skills to difficult emotions. The goals of this curriculum include helping students learn selfadvocacy, understanding how to support themselves, what works best for each student, and how to overcome challenges. With peers, students discuss issues through curriculum and structured dialogue via Circle (see #2, Peace Circles), covering stereotypes and assumptions, human sexuality and gender, drug and alcohol awareness, and ultimately, transitioning to high school. In Circle, students practice deep listening, speaking their truths, and empathy.

9. Responsive Classroom This evidence-based approach for learning and social development emphasizes the importance of teachers getting to know not just their students, but also the families in the classroom community. Beginning in Kindergarten, the Lower School engages families through name study, critical identity work, and “The Big Cheese”. In First Grade, through Star Family, families are involved in sharing traditions and stories during classroom visits. Families volunteer, visit, and engage in purposeful ways in the classroom throughout their time in Lower School from morning challenge volunteers, to chaperoning field trips, to displaying student artwork.

10. Charters In the RULER curriculum, a Charter is an agreement that a group makes together on how they want to feel, what actions promote those feelings, and how to prevent and manage conflict.

Faculty in each division have created a charter and display it prominently in faculty work spaces. In addition, each grade in the Lower School developed a classroom charter, then the full division held an assembly to create a Lower School charter. (Try it at home! See page 48

for guidelines on creating a family charter)

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2018

T he Mood Meter & Family Ch ar ter

TRY IT AT HOME

The Mood Meter is a visual representation that a feeling doesn’t last forever—which can be a reassuring thought—and that one emotion isn’t better or worse than another. Students and teachers are learning that a healthy, whole person moves through all four quadrants. For example, a student may want to be in the blue when doing work alone and in the yellow when working collaboratively.

The Lower School has introduced the Mood Meter in all classes. Students are learning to identify their emotions.

Another surprising benefit is that having a universal language to discuss emotions has helped children express nuanced emotions and understand that they can have more than one at once.

The Family Charter

Creating a Family

Charter with your children communicates to them that all feelings are okay, that everyone deserves to be heard, and that it is everyone in your family’s responsibility to create your family community.

What will you need?

Your tear-out family charter template!

Blank sheets of paper Colored pencils or markers Time: approximately one hour How do you start?

Find a time when everyone is feeling calm, focused, and ready to work together. Let your children know that you care about how they feel, want them to care about how

Step 1: How do we want to feel in our family?

Ask everyone to write down five to eight feelings.

Combine all the feeling words on one master list. Discuss each word and notice which feeling words have similar meanings. Narrow down your list to a “top five” list. Write down your “top five” on a new piece of paper.

Step 2: What can we do in order to have these feelings?

For each word, discuss the things that each person can do to have that feeling. What are one or two specific, observable behavior(s) that each family member would need to exhibit in order to have the feeling as often as possible? For example: being ’nice’ is not a real behavior.

Smiling or saying ’good morning’ to each other are behaviors that everyone can see.

Step 3: How will we handle conflict when it arises?

No matter how loving and supportive our environments are, conflicts and uncomfortable feelings are experienced from time to time. For example, someone may yell or do something that leads you to feel unloved. What will you do? How will you resolve that conflict and repair the hurt that was caused? Choose five or so ways to both prevent and manage conflict.

Putting it all together Write your answers to each question down on your Family Charter. Once the Family Charter is complete, everyone must sign it! We encourage you to display the Charter prominently in your home so everyone can keep these feelings and behaviors in mind throughout the day.

Keeping the Family Charter alive Schedule weekly or monthly family meetings to review the Charter. What’s working? What’s not?

you feel, and want home to be a place where everyone

Revise the Family Charter, as needed. It should be a

feels emotionally safe.

living agreement.

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“Create a Family Charter at Home!” © 2015 Yale University

“I’m a native Seattleite, and I grew up right by Bush. It’s a trip to be here all these years later working as a counselor at this school that was so much a part of my neighborhood growing up. It was amazing to get to go o n t h e f r e s h m a n r e t r e a t a t t h e b e g i n n i n g o f t h e y e a r. W h e n t h e s c h o o l year officially started, I already had this whole group of students that I h a d g o t t e n t o k n o w . I t ’ s b e e n a c h a l l e n g i n g y e a r, a v e r y e m o t i o n a l y e a r.

We ’ v e e x p e r i e n c e d a l o t o f l o s s a s a s c h o o l . T h a t h a s s p e d u p t h e p r o c e s s in many ways of connecting with the school community as a whole— p a r e n t s , s t u d e n t s , f a c u l t y. W e ’ v e a l l b e e n g r i e v i n g t o g e t h e r.”

M A R I A M AT H I E S E N , U P P E R S C H O O L C O U N S E LO R

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2018

BUSH METHOW CAMPUS

Getting to Know

The Methow Valley

EXPERIENCE

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2018

M E T H O W P H O T O S B Y: E R I K G E A R H A R T, M I C H A E L H E A L D , J I L L I A N N I C K S , T O M B E R G E R O N , S A R A H K E N N E DY, E A W E Y M U L L E R , M A R K L E P O R AT I , M E T H O W T R A I L S

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EXPERIENCE

Seattle

Mazama

Located in the Puget Sound, Seattle is the largest city in Washington State and serves as a major gateway for trade with Asia as the fourth largest port in North America.

Located in the Methow Valley, Mazama provides access to the Methow River, Winthrop, Twisp, and the North Cascades. It was founded in the early 1900’s as a departure point for mining towns in the region.

ELEVATION:

520 feet

2106 feet

AVERAGE SNOWFALL:

5 inches

121 inches

37 inches

25 inches

POPULATION DENSITY:

4,721 people per square mile

1 person per square mile

MAJOR EMPLOYERS:

Boeing, Microsoft, the University of Washington, Amazon, Joint Base Lewis-McChord, Starbucks, Swedish Health Services

U.S. Forest Service, U.S. Fish & Wildlife Service’s Winthrop National Hatchery, Yakama Nation Fisheries, North Cascades Smokejumper Base

The Space Needle, built during the 1962 World’s Fair, is 605 feet tall and the city’s most iconic landmark.

Hart’s Pass, accessed via Mazama, is the highest road in Washington State.

POPULAR ACTIVITIES:

Searching for a shorter commute, drinking coffee, discussing the exact amount of cloud cover on any given day, and urban outings including: arts, cultural, and sporting events.

Attending community events, rock climbing, cross country skiing, mountain biking, hiking, fishing, and river rafting.

CHANGING LANDSCAPES:

Seattle has consistently averaged sixty cranes since 2015, more construction cranes than any other city in the United States, including Los Angeles, San Francisco, and New York.

More than sixty trails and roads were closed this past summer as the Diamond Creek Fire came within eleven miles of Mazama and impacted wilderness areas in Eastern Oregon, Washington, and British Columbia.

BUSH CAMPUS LOCATION:

AVERAGE RAINFALL:

HIGHEST POINT:

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2018

ROSS LAKE

The Middle School Kayaking E-lective goes on a week-long trip to this area each autumn.

NWAIS RISK MANAGEMENT CONFERENCE

Outdoor program managers from independent schools across the Northwest met at the Methow Campus for a two-day NWAIS Risk Management Conference.

WILDERNESS EXPERIENCE REUNION

At the Wilderness Experience Reunion memories flowed around the campfire as alumni told stories old and new.

Students in the River Leadership and Fly Fishing trips visited the fish hatchery to learn about the life cycle of a river.

WINTHROP NATIONAL FISH HATCHERY

FACULTY WORKSHOP: PLACE-BASED EDUCATION

This place based workshop focused on how to incorporate the Methow Valley into teachers’ curriculum planning for upcoming trips.

STEHEKIN Students on the Middle School Stehekin MultiAdventure E-Week kayaked and backpacked their way up to this small town, which is accessible only by foot, boat, or plane.

SEATTLE

EXPERIENCE

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BAT HOUSES

FUN ROCK

Los t

Riv

er R oa

d

METHOW CAMPUS

MAZAMA STORE

Middle School Eighth Grade retreats, a climbing trip, and a faculty workshop have all spent time scaling these walls.

GOAT WALL

Joel Bernstein ’17 and Tom Fahlman ’17 decided to create habitat masterpieces for bats in Mazama for their senior project.

WINTHROP

TWISP

METHOW RIVER

The best stop for pastries, sandwiches, and filling up on gas before driving into the mountains.

The Middle School Fly Fishing trip watched salmon spawning in this spot, building redds to protect their eggs.

DOWNTOWN WINTHROP

Students in the Methow Filmmaking E-week developed, designed, and produced a series of three to five minute short films.

METHOW CONSERVANCY Methow Grown Film Festival premeried nine short films at the Winthrop Barn and The Bush School’s Seattle Campus.

SUNFLOWER MARATHON MILE 24 The Community Engagement AMP hosted a water and aid station at mile 24 of the Sunflower Marathon in 2017.

LIBERTY BELL HIGH SCHOOL

Students in the Learning About a Place AMP Week shadowed Liberty Bell high school students for a day.

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SPRING 2018

The Ian Fair Fund for the Methow Campus The Ian Fair Fund for the Methow Campus was established this spring in memory of Methow Program Coordinator Ian Fair who died in an avalanche while skiing on Sunday, March 4, 2018. Fair, who was hired by The Bush School in August 2017, was a thoughtful and committed educator.

He believed deeply in environmental education and our mission to expose students to the splendor and resources of the Methow community. The fund was established by The Bush School, with Ian’s family and friends, in honor of Ian’s vision and dedication, and supports the integration of wilderness, cultural, and academic experiential learning for students of The Bush School and the Methow Valley.

Ian envisioned a unique and powerful opportunity for students from east and west of the Cascades to engage with and learn from one another in the magic of the Methow Valley—a place that Ian cherished and called home. Friends and educators in this program will carry

SPRING/SUMMER EVENTS @

The● Methow Campus Middle School E-Week Trips

● Upper School AMP Week Trips ● Faculty Education Workshops ● Open Houses

forth Ian’s vision and infectious enthusiasm for teaching, the community, and the great outdoors.

As a program coordinator hired to create and launch an experiential and project-based curriculum on the new campus, Ian was the perfect partner to build bridges, generate big ideas, and share the beauty and wonder of

Stay Informed: ● Methow Valley News ● The Bush School’s Summer

the places and people of the Methow Valley.

With passion, skill, and compassion, Ian immediately

Open Houses

connected with students, colleagues, and community

● Sunflower Marathon

to deliver on the school’s bold promise to spark in

● Methow Valley Chamber

students of diverse backgrounds a passion for learning, accomplishment, and community pride. It is with deep gratitude and respect that we help to realize Ian’s vision through the Ian Fair Fund. To find out more about this fund, please contact Director of Development Sharon Hurt at sharon.hurt@bush.edu.

For a rememberance of Ian, please see page 89.

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Music Festival July 26 – August 4, 2018

● Winthrop Balloon Festival March 1 – March 3, 2019

● Subscribe to updates by emailing

methow@bush.edu with the subject line “Methow Mailing List”

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2018

Simply Cultural Our annual K-12 all ages party, Simply Cultural, is a favorite tradition at Bush. Friends and family come together each January to welcome in the new year and enjoy food, music, and community.

Sponsored by the Families Association, fun activities, a potluck dinner, performances, and good vibes flow throughout the evening. At this year’s event, the Lower School Choir celebrated the people, culture, stories, and music of South Africa.

EXPERIENCE

58

PERFORMING ARTS

Drama In February, the Middle School drama and music departments performed Willy Wonka and the Chocolate Factory as the culmination of nearly six months of collaborative, interdisciplinary work.

In the fall, Middle School Music Teacher Chris Trimis and Middle School Human Relations Teacher Mark Leporati led an E-lective in which students wrote an original score for this production of Willy Wonka, an adaptation by Middle School Drama Teacher Joanne Keegan. Over the winter, students rehearsed the score in order to play in a live pit band during the show, while Joanne and Eighth Grade English Teacher Sarah Cohen lead the production E-lective, preparing eight Willy Wonkas, many Oompa Loompas, and the whole Bucket family for the stage.

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2018

AT H L E T I C S

Winter Bash The K-12 Pep Rally brought Bush Blazers of all ages together to celebrate our winter sports teams. All of the Lower, Middle, and Upper School basketball teams were recognized.

A faculty cheerleading squad kept the crowd amped up in preparation for the unveiling of the day’s special guest and newest member of the Bush family—official mascot Blaze the phoenix!

Pictured: Fifth Grade Girls Basketball Team

EXPERIENCE

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SPRING 2018

AT H L E T I C S

Season Highlights

SPRING 2017 On May 27, Blazers Boys Soccer finished the season strong with a 2-1 win over Cascade to take third place in State.

The 2017 Upper School Athletic Awards Banquet featured guest speaker Laura Harvey, head coach of Seattle’s women’s soccer team Reign FC from 2013-2017. Beloved retired math teacher Janice Osaka was inducted into the Blazers Hall of Fame for her over forty years as the Blazers #1 Fan. Congratulations to our Most Inspirational Athletes, Cheyenne ’17 and Eamon O. ’17, who showed outstanding determination, sportsmanship, inspiration, and leadership.

Congratulations to Meg ’17 for receiving the Blue and White Award, for showing self-motivation, and for displaying outstanding energy, effort, and execution. And congratulations to Tom ’17 for receiving the Blazer Award for exhibiting outstanding multi-sport athletic performance, leadership, inspiration, effort, and full commitment to Bush Athletics.

This award is only given if an athlete meets the criteria in a given school year.

L O W E R L E F T P H O T O B Y: D I A N A C O H E N

EXPERIENCE

64

FALL 2017

WINTER 2018

The Boys Golf team had a strong showing

Fifth Grade basketball had twelve boys and

at the Emerald City League Championship

sixteen girls participate—87% of the grade!

Tournament at Bellevue Municipal Golf

The teams improved immensely throughout

Course. This year, the Blazers had their best

the course of the season, and had fun

finish in school history, placing third overall.

competing in the Catholic Youth Organization

Wesley ‘21, Malcolm ’18, Keegan ‘18 and

(CYO) League. Coach Alex Ramirez adds,

Ryan ‘20 represented Bush in a tough field

“We hope that the players will continue

of competitors.

developing over the summer and continue

The Boys and Girls Cross Country teams both

hooping in Middle School.”

and befriend one another. Bonds between

had gutsy performances on the flat course at

In Middle School, Coach Gayle Gingold

players in Twelfth Grade and Ninth Grade

Lake Sammamish at the Emerald City League

reports: “The Sixth Grade girls have the

are common, as genuine connections are

race on October 16. The boys team finished

makings of a dynasty at Bush. They were

made every day. The inclusive nature of the

sixth overall with an impressive performance

undefeated, often scoring 10-20 points

from Ethan ’18. His time of 16:06.70 smashed

girls basketball team has contributed to an

more than opponents. Each player made

the previous school record set by Tom during

overall fun experience and positive attitude

a significant contribution, but it was their

the 2016 season. Shortly thereafter, Taylor ’19

incredible teamwork and support for each

finished in fifteenth place with a time of 17:29.

other that was so impressive.”

toward mistakes. Sophie ’18, one of the team’s captains, feels that she can always redeem herself after making a mistake. The

Emil ’20, Kiran ’21 and Gabriel ’21 all had personal bests with times of 18:27, 20:36, and

This winter, Communications Intern Zoe

team’s joyful attitude also helps her feel

22:53, respectively. The girls team finished

Hardwick ’17 reported on the Upper School

more comfortable pushing others to do

fourth overall with excellent performances

Girls Basketball team. She wrote the

better on the court. They understand that

all around. Ela ’19, the team captain, finished

following article highlighting Coach Sara

mistakes are a natural part of life, but it’s

in ninth place, with her teammate Lolo ’20

Fischer.

right behind her in eleventh place, with a

how they deal with them that is important.

V O L L E Y B A L L P H O T O B Y: PA U L B I N T I N G E R

It’s easy to feel discouraged when things

Sara Fischer’s ability to create such a high

don’t happen perfectly, but the girls

functioning team stems from her love of

basketball team understands that there is no

three things: basketball, coaching basketball,

time to spend feeling down about mistakes.

and teaching. She has played basketball

The Bush Varsity Volleyball team finished

Sara Fischer, Upper School Math Teacher

every year of her life since Second Grade.

the season in second place in their division.

and Varsity Girls Basketball Coach, explains

In college, she even had plans of becoming

Following a win against Forest Ridge in

that in order to learn, improve, and compete,

an Emerald City League playoff game, the

the team’s response to mistakes must be an

Blazers earned a spot in the Bi-District

optimistic one. One of her major goals is for

Tournament. At the Emerald City League

the team is to acknowledge mistakes for

Championship tournament, the Blazers

what they are, have the ability to let them go

battled hard but fell to Northwest and Annie

quickly, and continue playing with the same

To teach? Or to coach? Luckily, The Bush

Wright. The Blazers finished fourth in the

attitude with which they started. Embracing

School allows her to combine passions. Sara

tournament and qualified for the Bi-District

this goal, the team is more cohesive than

wraps it up: “It’s a fun place to be mentoring

Tournament for the first time in many years.

ever: players from every grade-level talk to

and coaching.”

personal record of 20:12. Audrey finished at 21:20 in twenty-first place and Jazz knocked 40 seconds off her previous personal best.

65

a college basketball coach. It was only after her mother suggested getting a teaching minor that she realized her passion for teaching. After college, she faced a dilemma.

SPRING 2018

“ I g e t s o e xc i t e d w h e n cheering on the Blazers that my tailfeathers start to smoke and I think I might literally burst into flames a t a n y s e c o n d . S e r i o u s l y.

I’m NOT joking!”

BLAZE THE PHOENIX, OFFICIAL BLAZER MASCOT

EXPERIENCE

66

Pictured: Track & Field, Class of 2018

67

2018

TENZIN CROWLEY ’17, 2014

A R T W O R K B Y: A N YA M I K S O V S K Y ’ 2 0

68

EXPERIENCE

GI V ING

70

72

74

Strategic Giving

Annual Fund

Celebrate Bush 69

2018

A R T W O R K B Y: VA U G H N S C H R A D E R

Our Family Mission

B Y S H A R O N H U R T, D I R E C T O R O F D E V E L O P M E N T

Giving Between the Goalposts D E V E L O P I N G A F A M I LY M I S S I O N S TAT E M E N T

Have you ever felt over whelmed by

Indiana University – Purdue University

2. Identify the values that most closely

issues facing communities locally and

Indianapolis. The average American

cor respond to t he a nswers above.

globally? Whether you are drawn to

household g ives bet ween 3-5% of

These may include terms like curiosity, integrity, kindness, inclusivity, fairness,

issues of homelessness, climate change,

their total adjusted gross income to

clean water, education, the arts, human

philanthropic causes annually. A family

justice, community, etc. Are there

rights, or access to health care, the

mission statement can help you more

values shared by everyone in the family?

collective needs of any community can

fully realize the desired impact of your

Develop a list of your family’s values.

be staggering. Have you ever thought to

giving.

yourself, “How can my small donation possibly put a dent in addressing the

3. Move to the mission statement. Again,

The process of developing a mission

engage the whole family in the process

statement opens the door for families

by asking everyone to share a word

to talk about finances, to learn about

or phrase or story that answers the

for my support?”

your family’s philanthropic history, and

following questions:

Developing a family mission statement

values, all while charting a path forward.

problem?” or, “How can I say yes to every worthy organization that is asking

to build consensus around your family’s

is a strategic approach to philanthropic

Who are we as a family?

Who/what is the source of funds for our giving?

decision-making for families of all

The group exercise of developing a

dif ferent f in a ncia l back g rounds.

philanthropic mission statement can

Determining your family’s mission as it

include all ages. Your mission w ill

relates to philanthropy can give you the

define “who you are,” while your values

permission to say “yes” or “no” based on

will guide behaviors. In other words,

Who do we want to benefit from our giving?

your values and interests, and can help

it will be a family set of principles and

What do we hope to achieve?

you to determine how much to give to

practices.

What issues are most important to us?

How to Develop Your Family’s

What difference do we want to make?

organizations soliciting your support. In addition, when you narrow your focus, your family will have a greater sense of your impact on the issues you care about most.

No matter what the total dollar amount is, when we all give, we make a major impact together. In 2016, individual donors drove the rise in philanthropic

Mission Statement: 1. Gather everyone together and collect words or phrases that answer these questions:

How have we given to charity in the past?

4. Ident if y someone in t he fa mi ly to write a first draft of the mission st atement. Make sure the mission reflects the common interests of your family—and be specific. It may take

What traditions, practices, behaviors,

several passes to arrive at a version

characteristics are most important to you?

everyone is ready to adopt, but it is

T his is a 4. 2% increase f rom 2015

What are some of the ideas, people,

family is developing a vocabulary and

accord i ng to Giv i ng US A a nd t he

events that have had the greatest impact

shared clarity of purpose that may

Lilly Family School of Philanthropy at

on you as a person?

transcend generations.

giving, which totaled $390.05 billion.

worth the attention and patience. Your

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2018

A N N UA L F U N D

Team 1924 Team 1924 is a special event held each year to thank donors at the Team 1924 level and above, and to celebrate philanthropy at The Bush School. We extend our

01

deepest gratitude to our 20162017 Annual Fund donors for their

02

leadership and support, and to Mark and Julie Okerstrom for generously hosting this event.

1.

Julie Okerstrom and Siobhan Cavens

2.

Siobhan Cavens and Dana Skotdal

3.

Jason Eglit ’90 and Justin Moon ’91

4.

Annual Fund Coordinator Olivia Hall, Director of Development Sharon Hurt, Ken Schubert ’89, Emily Alhadeff ’94, Jared Wray, Deehan Wyman ’65, and Janet Rudolph

5.

Head of School Percy L. Abram, Greg Zamudio, and Tisha Pagalilauan

6.

Annual Fund Chair Jessica Wray

7.

Justin Richmond and Andy Skotdal 04

8/9. Students and families kicking off

the 2017–2018 Annual Fund

05

EXPERIENCE

72

03

07

A N N UA L F U N D PA R E N T C A M PA I G N

By the Numbers The fall Annual Fund Parent Campaign, chaired by Jessica Wray and supported by a fifty-member parent volunteer team, once again broke records and resulted in the highest levels of participation yet. On behalf of every student, teacher, and staff member at Bush, thank you to our parent community for supporting the school in record numbers!

06

08 11

• Overall parent participation: 94%

09

• Lower School: 100% (for the third year in a row!)

• Middle School: 100% (for the first time in Bush history!)

• Upper School: 88% • Lower, Middle, and Upper School Faculty participation: 100% (for the first time in Bush history!)

Special thanks to Bush teachers for reaching

100% PARTICIPATION for the first time in school history. In addition to the many ways our faculty give generously to Bush through their time and talents, this achievement speaks volumes and further demonstrates a deep commitment to our students and mission.

Annual Fund gifts go directly to the school’s operating budget, and help fund experiential programs,

performing

arts,

athletics,

teacher salaries, professional development, classroom supplies and equipment, financial aid, and so much more. Every gift matters, and has a positive impact on every student, teacher, and staff member at Bush.

73

2018

01

Emily Alhadeff ’94 and Erin Miller, Co-Chairs

C E L E B R AT E B U S H

An Evening Under the Stars An Evening Under the Stars: Celebrate Bush 2018 was an out-of-this-world success! Highlights of the evening included live and silent auctions, a delightful family style meal, remarks from Head of School Percy L. Abram, Board

02

President Justin Moon ’91, and Co-Chairs Emily Alhadeff ’94 and Erin Miller, and a vibrant afterparty.

Generous support, through Raise the Paddle, and Online, Live, and Silent Auctions helped us raise a record $506,000 for financial aid. Please join us in thanking our awesome Co-Chairs Emily and Erin, along with the entire volunteer team. Your generosity supports our commitment to making a Bush education accessible to all students, regardless of a family’s ability to pay.

EXPERIENCE

74

03

04

05 07

08

09

06

1.

Adrien and Brad Hefta-Gaub, Candice McCoy, and Peter Tarczy-Hornoch

2.

Ashley Stansbury ’93, Michelle Will, Katie Wenger, and Jennie Perry

3.

Justin Moon ’91 and Anne Barbo Moon ’95

4.

Head of School Percy L. Abram and Nina Maisterra

5.

Mike Galgon and Dave Dederer ’82

6.

Lisa Carroll and Karen Marcotte Solimano

7.

Top Row: Development Associate Amelia Kramer, Jessica Wray, Allie Ruettgers, Adrienne Finnell, Erin Miller, Kate Pollock, Suzanna Westhagen, Verena Kuzmany; Middle Row: Emily Alhadeff ’94, Katie Wenger, Michel Grkov, Shirley Chow, Michelle Will, Julie Freise; Front Row: Wendy DeLuca, Kate Hinely

8.

Kevin and Julia Baker

9.

Emily and James Barrett

10.

Kira Streets, Cam Clemmons, Melanie Roberson, and Valentina Montecinos

10

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2018

11

11.

12.

13.

Parents, faculty, and staff hit the dance floor to celebrate a great evening in support of financial aid.

Kindergarten Teacher Claire Wilson and Lower School Director Pri Alahendra Upper School Math Teacher Sara Fischer and Director of College Counseling Melissa Lanctot

14.

Middle School Director Jay Franklin ’90, Maneesh Batra ’90, and Peter Westhagen

15.

Aaron and Emily Alhadeff ’94

16.

Darius Cayetano and Kelli Martin

13

17.

Peter and Wendy DeLuca

18.

Arpana Goel and Allison Harr

19.

Kate Hinley and Andy Kopstein

20. Director of Enrollment

Management and Communications Polly Fredlund, Maggie Finch, and Derel Finch ’87 21.

Upper School Science Teacher Cecile Meister, Upper School Spanish Teacher Meritxell Deegan, John Deegan, Upper School English Teacher Melissa Manning, and Don Manning

14

EXPERIENCE

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76

15

16

17

18

19 20

Celebrate Bush Volunteer Leads EVENT CHAIRS

Emily Alhadeff ’94 and Erin Miller EVENT MANAGER

Erin Miller A U C T I O N A D M I N I S T R AT O R

Lisa Carroll PROMOTIONS

Katie Wenger 21

D E C O R AT I O N S

Wendy DeLuca and Allie Ruettgers PROCUREMENT

Emily Alhadeff ’94 WINE PROCUREMENT

Michelle Will and Jessica Wray D R AW I N G S A N D R E G I S T R AT I O N

Shirley Chow SPONSORSHIP/AD SALES

Emily Alhadeff ’94 CLASS ART PROJECTS

Suzanna Westhagen V O L U N T E E R C O O R D I N AT O R

Michelle Grkov B U Y I N E V E N T S A N D PA R T I E S

Siobhan Cavens and Kate Hinely

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A R T W O R K B Y: M E K L I T A L E M AY E H U ’ 2 4

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EXPERIENCE

A LUMNI

80

82

88

91

Class of 2018

Alumni Events

In Memorium

Class Notes

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2018

Class of 2018 Welcome to the Newest Bush Alumni!

The Class of 2018 strikes a pose for Tykoe, The Bush School’s yearbook.

LEFT SIDE BACK ROW: Elliot Cook (Yale University), Malcolm McIntyre

LEFT SIDE BOTTOM ROW: Ilya Dreizin (University of Washington),

(University of Southern California), Ethan Widlansky (Pomona College),

Chase Habu-Chinn (University of Washington), Sophie Redila (Drexel

Toby Faber*, Oscar Andrew (The New School Parsons School of

University Pennoni Honors College), Albina Udas (University of

Design), Ike Everard (Arizona State University Barrett Honors College),

Washington), Sofia Tarczy-Hornoch (New York University Tisch School

Jad Vianu (Occidental College), Willa Barnett (Emory University after

of the Arts), Harrison Lurie (Whitman College)

a gap year), Molly McLauchlan (Syracuse University), James Rudolph (Occidental College), Alex Rotival (Bates College) LEFT SIDE MIDDLE ROW: Keegan Lynch (University of Colorado at Boulder), Matthew Fishbein (University of Colorado at Boulder), Sam Ephron (Wesleyan University), Rumi Robinson (The George Washington University), Charlotte Rogerson (Colby College), Eleanor Hulse (California Polytechnic State University, San Luis Obispo), Nate Watson (Carnegie Mellon University), Grace Farwell (Carleton College), Michael Royzen (The University of Texas at Austin Turing Scholars Program)

EXPERIENCE

RIGHT SIDE TOP ROW: Gordy Sebring (Wilamette University), DJ Johnson (Whitman College), Kanish Puri (Seattle University) SECOND ROW: Emma Smith (Scripps College), Charlotte Garner (Pitzer College), Renea Harris-Peterson (Mount Holyoke College), Belqeis Abatiyow (University of Washington), Zoe Willig (Tufts University), Powell Clark (Santa Clara University), Owen FitzgeraldDiaz (Columbia University), Jack Mitcheltree (The George Washington University), Adam Anderson (University of Washington), Jackson Kutz (University of Washington), Margaret Wolff (Bard College), Emily Stamper (Whitman College after a gap year)

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LOW E R R I G H T P H OTO : T H E B U S H S C H O O L A R C H I V E S

SECOND FROM BOTTOM ROW: Chris DeLuca (University of Colorado at Boulder), Ana Cuevas (University of Colorado at Boulder), Malaysia Myres (University of San Francisco), Anna Naggar (University of Pennsylvania), Dova Zilly (Colorado College after a gap year), Lucy Brown (Vassar College), Victoria Nielsen (University of British Columbia) BOTTOM GROUP: Sebastian Broussard (University of Washington), Saffron Hefta-Gaub (Smith College), Tori Kippes (University of Washington), Claudia Bintinger (Vanderbilt University), Noah Medina (Brown University), David Thompson (Cornish College of the Arts), Alex Sorensen

Class of 1993: 25th Reunion this summer!

(Northeastern University), Zoe Pottinger (Brown University), Noah Gorstein (Occidental College after a gap year) NOT PICTURED: Hud Bolender (Washington University in St. Louis), Wayan Christofferson (Whitman College)

The Class of 1993 gathered twenty-five years ago on the front steps of The Bush School before their graduation ceremony.

*The Class of 2018 lost classmate Toby Faber in February to death by suicide. Before his death, Toby had been admitted early decision to Swarthmore College. Please see page 88 for a remembrance of Toby.

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2018

01

E V E N T S J U N E 1 7, 2 0 1 7

Alumni Day Alumni returned to campus to celebrate their Bush experience. Alumni and friends enjoyed touring the campus, making zentangles, playing lawn games, and reconnecting with each other.

02 1.

Top Row (L to R): Cornelia Duryee Moore ’77, David Badley, Borgan Anderson, Jr. ’77 Bottom Row (L to R): Karen Jenkins Olanna ’71, Megan Bowman ’78, Kathryne Anderson Wagner ’78, Rachel Lagunoff ’77, Hannah Hurvitz ’77, Jennie Wood Sheldon ’77, James May, Gretchen Steffy de Limur ’77

2.

Macey Wong ’12, Katherine Buhl ’12

3.

Rasila Schroeder Lester ’92, Carey Page ’92, Carly Gleser ’92, Kaiti Saunders ’92, Sarah Dwyer-Shick ’92, Elizabeth Hackett ’92

EXPERIENCE

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03

01

05

02

06

07

E V E N TS JA N UA RY 1 8 , 2 0 1 8

New Year, New Cheer Party 03 04

The Bush School alumni, faculty, and staff celebrated the start of 2018 with an evening filled with good fun and cheer at the Flatstick Pub. 1.

Head of School Percy L. Abram, Director of Development Sharon Hurt, and Associate Director of Communications Katie Walker

2.

Kate Bayley ’96, Loren Alhadeff ’97 (background: Billy Poll ’86 and Anne Barbo Moon ’95)

3.

Ashley Stansbury ’93 and Jodie Franklin Clarke ’95

4.

Mussie Shabazz ’94, Sarah Potter ’92, Ibra Mutebi, Shakespear Feyissa ’95

5.

Upper School Counselor John Ganz and Mussie Shabazz ’94

6.

Billy Poll ’86, Jennifer ’87 and Adam Czeisler ’86

7.

Head of School Percy L. Abram and Billy Poll ’86

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2018

02

01

EVENTS APRIL 19, 2018

Career Day On April 19, the Upper School enjoyed a morning designed to expose students to various professions and industries.

Alumni played a big part in the day and comprised half of the speaker team. Twenty-four alumni, parents, and friends spoke with students in small groups about their careers ranging from medicine, aviation, entrepreneurship, and technology, to civil service, non-profits, finance, and more.

1.

Top Row (L to R): Jason Robinson, Haley Seymour, David Dederer ’82, Jennifer Czeisler ’87, John Petersen, Associate Director of Communications Katie Walker, Scott Lindsay ’96, Les Steele, Carly Kaufman ’93, Ben Chickadel ’94; Middle Row (L to R): Dwayne McClain ’01, Mieko Hart ’87, Aaron Meadows-Hills ’87, Urs Koenig, Christian Chabot, Kristiaan Brauer ’09, Director of College Counseling Melissa Lanctot, Associate Director of College Counseling James Sargent; Bottom Row (L to R): Rebecca Petersen, C’Ardiss Gleser, Sarah Potter ’92, M.J. Kelly, Steve Banks, Jr. ’94

2.

Bush parent Christian Chabot leads a discussion about technology, business intelligence, and analytics.

3.

Students attending a session about general surgery

by Bush parent Rebecca Petersen

4.

Bush parent Jane Saddler shares stories from her career as commercial airline pilot.

03

04 EXPERIENCE

84

“I wanted to be a computer science major in 1993, but I was convinced that there wasn’t a career path in computers. I was wrong about that but I’m very happy with the life I ended up with. Southern Oregon University had this great theater scholarship and so I sent them an a u d i t i o n t a p e a n d I g o t t h e s c h o l a r s h i p . I s a i d ’ O k a y, I t h i n k I ’ m g o i n g t o b e a t h e a t e r p e r s o n i n s t e a d o f a c o m p u t e r p e r s o n ,’ and packed everything I owned into a four cylinder station wagon a n d d r o v e d o w n t h e A l c a n f r o m A l a s k a .”

J E R E M Y B R YA N , U P P E R S C H O O L D R A M A T E AC H E R

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05

01

02 E V E N TS JA N UA RY 3 , 2 0 1 8

Young Alumni Winter Party 06

More than forty young alumni from the last decade gathered at Rachel’s Ginger Beer for the second annual Young Alumni Winter Party.

03

1.

From left to right: Sharon Huynh ’14, Nathan Bernstein ’14, Katie David ’14, Carolyn Perry ’14, Amelia Keyser-Gibson ’14, and Jillian Kaplan ’14

2.

Associate Director of Development, Alumni Relations Dana Brandsey, Sophie Kaplan ’17

3.

Sarah Gunderson ’12, Natalie Zyfers ’12

4.

Jackson Hirsh ’16, Max Melendez ’16

5.

Alexander King ’13, Nicolas Marchi ’13

6.

Duyen Tat ’12, Varun Sukesan ’12

7.

Augustus Urschel ’10

8.

Pascal Blumenthal ’17, Ezra Robinson ’17, Jacob Quon ’17, Andrew Bolender ’17, Cameron Fraser ’17

EXPERIENCE

07 04 08

86

E V E N TS JA N UA RY 5 , 2 0 1 8

Alumni gathered for breakfast, reconnecting with each other, friends in the Class of 2018, and Upper School faculty and staff. A panel of first

Young Alumni College Breakfast

and second year college students spoke about how The Bush School prepared them for going away to school and shared advice about how to make the most of their final months at Bush.

TOP ROW, LEFT TO RIGHT: Alexi Christakis ’16, Mo Fries ’16, Max Melendez ’16, Cameron Fraser ’17, Genevieve Dwight ’17, Kate Shuhart ’17, Marcelle Saulnier ’17, Ally Rogers ’17, College Counseling Assistant Sally Boggan ’09, Dana Brandsey, Associate Director of Development, Alumni Relations BOTTOM ROW, LEFT TO RIGHT: Associate Director of College Counseling James Sargent, Director of College Counseling Melissa Lanctot, Katie deCourcy ’17, Dani Schulman ’16, Jackson Hirsh ’16, Sophie Kaplan ’17, Zoe Hardwick ’17, Tenzin Crowley ’17

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2018

In Memoriam

We honor and celebrate the lives of Bush community members who we lost this past year.

P H O T O B Y P E T E R TA R C Z Y- H O R N O C H

1930s Virginia (Baker) Woolf ’36 Mary Lou (Bunting) Boyd ’38 Virginia Clark ’39 Mary Lou (Minor) Kravik ’39

1940s Nancy (Nordhoff) Dunnam ’40 Lillian (Griffin) DePartee-Shallow ’42 Jessie (Franzheim) Daum ’43 Cornelia (Winslow) Hayes ’43 Dorothy (Barrett) Nelson ’45

1950s Barbara Bye ’54 Sally (Newell) Maider ’55 Harriet (Langdon) Davis ’56

1960s Mina (Brechemin) Person ’64 Victoria Bartley ’64 Diane Topp ’65 Susan Adkins ’67

Toby Faber ’18

1970s

It was with great sorrow that The Bush School community mourned the loss of Thomas “Toby”

Marion Black ’70 John Myrick ’73 Tanya Beverly ’76 Lloyd Weatherford ’78 Lauren (Eising) Jacox ’78

Faber ’18 this winter. Toby was a classmate, friend, son, and brother full of boundless energy,

1980s Molly Pritchard ’82

curiosity, and compassion. Toby joined The Bush School in Ninth Grade from The Evergreen School, and had planned to attend Swarthmore College this fall. Toby was also an avid dancer at All That Dance, and he lit up when talking about dancing, his friends (especially cats!), World War II history, biology, theater, strategy games and many other subjects. He was always available with an ear to listen, a sarcastic comment, or advice on writing a powerful paragraph.

Passionate about hiking, he loved the outdoors deeply. Toby died by suicide on February 3, 2018.

1990s

Toby’s English teacher and Writing Center advisor Melissa Manning shared the following

Heidi Keppler ’92

reflections on Toby’s life. She wrote, “Toby was so goofy and funny, but he had an intellect that was utterly incisive and probing. One of my great pleasures was discussing literature with him,

2000s

accompanying him down the path of his insights, watching him put disparate pieces together

Jacquelyn Bensinger ’08

into an intelligible whole.” She continued “After the election night in November, the mood on campus was grim. Toby anticipated this, so he put up a sign at school the next morning

2010s

that said, “You are all wonderful people.” I wonder what sign he would have made for us this

Thomas Faber ’18

impossibly hard week. It is love that brings us here, and the love in Toby that will continue to

This list reflects the alumni who have passed away from March 1, 2017 to May 1, 2018. Please accept our deepest sympathies if someone is inadvertently

make us a more giving, patient, and joyful people.”

Toby is survived by his parents, Laura and Tom; his sisters, Tasha ’21 and Kate ’14, grandparents,

aunts, uncles, cousins, and numerous friends and extended family (feline and otherwise) who

missing from this list, and contact

loved him dearly. The Faber family invites you to share your remembrances of Toby by sending

alumni@bush.edu. If you would like to

any anecdotes, stories, pictures or videos to: faberfamilymemorial@gmail.com.

share a memory or treasured story of your friend or colleague, please do so by emailing us at alumni@bush.edu.

EXPERIENCE

In Toby’s memory, we will work to erase the prejudice surrounding mental health problems and suicide.

If you are concerned about yourself or someone you know, call the National Suicide Prevention Lifeline at 1-800-273-8255, or text the Crisis Text Line by sending “HOME” to 741741. These lifelines provide 24/7 free and confidential support for people in distress, prevention, and crisis resources for you or your loved ones.

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P H OTO S P R OV I D E D BY FA M I L I E S

Ian Fair, Methow Program Coordinator

Blangiardi, and Laura (Ned) Hosford, 11 grandchildren, his former

Ian Francis Fair of Winthrop, Washington,

nieces and nephews.

wife Pat Morris, his sister Judy McKennis, and her four children (Rob, Douglas, Russell Campbell and Marcie McHale) and many great

age 36, died Sunday, March 4, 2018 in an

Lauren (Muff) Eising Jacox ’78

avalanche while skiing with his partner, Stephanie Bennett, and friends in the North Cascades Mountains. Ian was hired in August 2017 to serve as the Bush Methow Campus Program

After over two years with bladder cancer,

Coordinator, and believed deeply in environmental education and

Lauren (Muff) Eising Jacox passed away

our mission to expose students to the splendor and resources of

on the afternoon of June 9, 2017 at the

the Methow community. Ian was born in West Hartford, CT, where

age of 57. Muff was born in Seattle,

he resided until 2000 when he moved west to attend the University

Washington, to Peter W. Eising and

of Washington. He obtained bachelor and master’s degrees in

Sharlee H. Eising. She was a graduate of The Bush School and of The

Environmental Education and began a career that took him all over

University of Puget Sound, where she studied international relations

the Pacific Northwest as an environmentalist and educator at the

and French, and served as Chapter President of the Gamma Phi Beta

Methow Valley Community School, Teton Science School, the North

sorority. She dedicated many years to championing causes close to

Cascades Institute, the Wenatchee River Institute, The Bush School

her heart, including fundraising for the Northwest Kidney Centers

and the National Park Service. Ian loved the Pacific Northwest for

and lobbying for legislative healthcare change in Washington, D.C.

its beauty, wilderness and people. His passion was educating future

An exceptionally confident young woman, she remained committed

generations on the values of understanding and protecting the

to a planned sailing trip with friends when all but one decided to

landscape while simultaneously promoting all the adventures and

cancel. Her first mate would eventually become her co-captain

challenges it offered. Ian’s departure leaves a huge void within his

in life, when she married Mark Jacox in June, 1989. Five months

extended family and the large collection of friends. Left behind are

later, she was given a second chance at life through the gift of a

his partner, Stephanie Bennett, and their two dogs, Riddick and Obi,

double organ transplant. Originally thought to be impossible, she

his mother Susan Halstead, his father and stepmother, Robert Fair

would later give birth to her miracle, Madison, in 1995. She lived

and Sandra Meyer and grandmothers Shirley Davies and Joann Fair.

with great courage and energy despite her lifelong challenge with

If you are interested in supporting The Ian Fair Fund for the Methow Campus established by Ian’s family and friends, please visit www.bush.edu/give or contact Director of Development Sharon Hurt at 206-326-7779.

James “Jim” Henry Franklin III

juvenile diabetes and its related complications. Muff is survived by her husband, Mark; daughter, Madison; parents, Peter and Sharlee Eising; sister, Robin Eising ’76; sister-in-law, Isabel Tan; brothersin-law, Paul Tan and Scott Jacox; nephews, Tyler Tveit ’05 and Elijah Tan ’17; niece, Agnes Tan ’19; and immense network of beloved and appreciated friends.

In the early morning hour of April 6,

Molly Marie Pritchard ’82

2018, James “Jim” Henry Franklin III passed away after being diagnosed

After over two years with bladder cancer,

with a glioblastoma brain tumor and

Molly died on January 10, 2018. Born to

an adenocarcinoma in 2017. Jim, or

Sally Rae Beil Pritchard and Edward

“Coach”, served as Assistant Basketball Coach for the boys varsity

Barry Pritchard, Molly grew up in Seattle,

team at Bush in the 1980’s. He became the Head Coach of the

attending Laurelhurst, West Queen Anne,

team, Athletic Director and Eighth Grade History teacher after

McClure, and The Bush School. She

he earned his Master’s in Education. He was born April 18, 1941 in

received her BA from Sarah Lawrence College in 1987. In 1993 she

Baltimore, Maryland to William and Mary Franklin, and attended

earned an MA in Shakespeare Studies at the Shakespeare Institute in

The University of Virginia, where he was an All-American Lacrosse

Stratford-upon-Avon, England, where she met her husband Simon.

player. After college, he joined the U.S. Navy and served his country

They made their home in Seattle and welcomed daughter Bronwen

in the Vietnam War as a Lieutenant and Captain of a Swift Boat.

Eloise in 2004. Molly loved theater, literature, and French, and was

Jim was a fierce competitor and a mentor to many Bush athletes

passionate about teaching at The Northwest School, Islander Middle

who shared his love of sport. He continued to referee collegiate and

School, and The Center School. She directed many fine school

high school lacrosse games on the east and west coast including

productions, the latest being “Little Shop of Horrors” in December.

over ninety games the year before he died. Jim is survived by his

Molly leaves behind husband Simon, daughter Bronwen, mother

wife, Kathleen Franklin, his four children, Jenifer Franklin ’82, Kate

Sally, sister Meighan, and many friends, relatives, colleagues, and

(Nate) Brundage ’89, Jay (Arran ’93) Franklin ’90, Jodie (Chris) Clarke

students. She was funny, creative, adventurous, kind, helpful, and

’95, and three step-children Matthew (Jolene) Blangiardi, Ryan

loving.

89

2018

EVENTS JUNE 10, 2017

Class of 1967: 50th Reunion Alumnae from the Class of 1967 gathered on campus in June 2017 to celebrate their 50th Reunion. These distinguished alumnae enjoyed an evening reception and dinner at Gracemont on Saturday, June 10. On Sunday, a campus tour and luncheon were held before members of the Class of 1967 participated in the Class of 2017’s graduation ceremony.

01

02

03 1.

BACK ROW: Carol Peck Wojciechowski ’67, Whitney Crull Hines ’67, Cindy Topp Masin ’67, Gair Hemphill Crutcher ’67, Susan Gess Mendoza ’67, Stephanie DeLong Reif ’67, Debra Hansen ’67, Anne Steckel Low ’67, Susan Schmechel-Silverman ’67, Carolyn Colwell Temple ’67, Susan Adkins ’67 FRONT ROW: Virginia Wyman ’67, Annie Mitchell Robbins ’67, Catherine Cloutier ’67, Beth White ’67, Anne Mersereau McGary ’67, Cynthia Mennella ’67, Jeremy Jordan ’67

2.

Anne Mersereau McGary ’67, Debra Hansen ’67, and Cynthia Mennella ’67

3.

Cindy Topp Masin ’67 and Carolyn Colwell Temple ’67

4.

Jeremy Jordan ’67, Virginia Wyman ’67, Susan Schmechel-Silverman ’67, Annie Mitchell Robbins ’67, and Catherine Cloutier ’67

EXPERIENCE

90

04

Class Notes We want to know what you’re doing!

Send news and pictures to alumni@bush.edu.

60s

Shout out to my classmates—are we ALL IN for a rendez-vous next year??? Let’s commit!

Deborah Gayle ’68 Deborah Gayle is

90s

happily retired and looking forward to the 50th reunion of the class of 1968 on June 9th & 10th. For info about the reunion, please contact her at doogie@pobox.com or 206-526-8340.

70s Mary LaVern-Oakes ’78 Happily living with my husband Scott, son Evan (who is a high school sophomore), two cats, and our big, sweet Lab Daisy, in the Capitol Hill neighborhood of Seattle. We are missing our daughter, Jordan, who is enjoying her first year at Stanford. After more than 25 years in the tech industry I decided to step away from constant work travel (and let go of my beloved airline status) and pursue a profession I was more passionate about and have now spent the last several years as a Seattle real estate broker.

Sally Ormsby ’79 Life is good in Salt Lake City. Had a crazy traumatic brain injury last spring that involved my phone, my dog, and

Sarah Potter ’92 Sarah Potter ’92 is currently living in the Issaquah Highlands and has been working as the Senior Mechanical Program Manager for the Xbox Console at Microsoft for the past 6 years.

Her son, Jaylen, is currently a sophomore in high school. Jaylen is loving school, sports, and activities with his Jack and Jill Seattle organization. Sarah spends a majority of her free time doing outreach for youth through Xbox workshops, serving on the Board for Technology Access Foundation, serving on Women in Tech panels for the IGNITE program, and as co-chair for the Stanford Black Alumni Association of Seattle.

Shakespear Feyissa ’95 I just got back from Egypt and Morocco and had a great time!

Jodie Franklin Clarke ’95 My son, Holden, is Bush’s biggest fan as a current Second Grade student and we are thrilled to be sending his younger brother, Satchel, in the fall for Kindergarten.

(my hair came back, my hearing did not).

U of Chicago. Izzy is a junior in high school.

Leigh Ferrin ’98 I live in Orange County, California with my husband Carmen and two awesome kids, Dakota, two-and-a-half and Jayden, six-and-a-half. I am a Directing Attorney at the Public Law Center, where I provide free civil legal services to low-income residents of my county, particularly in the area of consumer law. I also get to work with lawyers all over the county who want to work with my clients pro bono. As much as I love my job, I love impromptu dance parties, park dates and hanging out with my kids even more.

00s Sena Yang ’02 Sena Yang ’02 and her husband Michael Kim welcomed their daughter Cecilia “Cici” Jieun Kim this past July. Sena also landed her second cover of Shape Magazine with Gina Rodriguez in her line Asteria Active. Sena, Michael and Cici call New York City home.

Philberta Leung ’98 Philberta Leung ’98 writes that she and her husband welcomed a daughter, Isabelle Xinyi Leung Beyrouty, in

Jonathan Frazier ’08 Jonathan Frazier and his wife Emily Frazier have moved back to Seattle after five years in Boston. Jonathan is currently attending the University of Washington’s Master of Urban Planning program.

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2018

a bunny. I’m back at work and doing well Callie, my oldest, is in her second year at

June 2017, and recently moved to Portland OR. Philberta now works at OHSU as a project manager and researcher.

“It is the small moments with students that leave the biggest impact on me: the time that a Harkness discussion brought tears to a student’s eyes, and every other student in the room was genuinely kind and supportive; and even that time when a student decided to experiment by seeing how long it would take me to notice a ham sandwich that they had stowed in my file cabinet.

I t ’ s a l l a b o u t c o n n e c t i o n .”

SARAH COHEN, EIGHTH GRADE ENGLISH TEACHER

EXPERIENCE

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E X PE R I E NC E EDITOR

Katie Walker Associate Director of Communications

2018

OUR MISSION

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

DESIGN

Vanessa Butler I L L U S T R AT I O N

Kate Neckel CONTRIBUTORS

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

Dana Brandsey

THE BUSH SCHOOL

Associate Director of Development, Alumni Relations

3400 East Harrison Street Seattle, Washington 98112 (206) 322-7978 alumni@bush.edu communications@bush.edu

Leslie David ’85 Executive Assistant to the Head of School

Polly Fredlund Director of Enrollment Management and Communications

E D U C AT I O N A L F O U N DAT I O N S

Critical, independent, and creative thinking Ethical judgment and action

Sharon Hurt Director of Development

Jo Ito Athletic Director

Ankush Puri ’15

Intercultural fluency

ON THE COVER

Local and global citizenship

Kate Neckel’s work has been exhibited in galleries nationwide and most recently in the documentary, “House of Z”. In addition, she has created drawings for books, magazines, bands, billboards, and had her own line of bedding and home goods for Italy’s Bassetti.

Kate is also the author of Start Now! The Creativity Journal. And, she happens to be a proud Bush parent of Brec ’24 and Maeve ’27!

VA LU E S

Trust • Collaboration • Curiosity Inclusivity • Challenge

Communications Intern S T R AT E G I C P R I O R I T I E S PHOTOGRAPHY

Sheila Addleman Will Baber ’00 Polly Fredlund Frances Gaul Libby Lewis Katie Walker

People: A Supportive and Inclusive Community Program: Comprehensive Experiential Education Place: Intentional, Diverse Environments

Please contact Experience Magazine Editor Kate Walker at communications@bush.edu with any corrections, errors, or updates.

Corrections will appear in the next issue.

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P U R P O S E : F I N D I N G G R E AT N E S S T H R O U G H AC T S O F G O O D N E S S In this issue: Getting to Know the Methow Valley, The Next 100 Years, Ten Ways Bush Teaches Social-Emotional Skills