2017–2018 ANNUAL REPORT 1
EDUCATIONAL FOUNDATIONS Critical, independent, and creative thinking Ethical judgement and action Intercultural fluency Local and global citizenship
OUR MISSION
To spark in students of diverse backgrounds and talents a passion for learning, accomplishment, and contribution to their communities
VALUES Trust • Collaboration • Curiosity Inclusivity • Challenge
STRATEGIC PRIORITIES People: A Supportive and Inclusive Community Program: Comprehensive Experiential Education Place: Intentional, Diverse Environments
These stories and a complete listing of all 2017–2018 donors can be found online at: B U S H . E D U / G R AT I T U D E 3
TABLE OF CONTENTS 5
Letter from the Head of School
22
Celebrating the Class of 2018
7
Giving Trends
8
Your Gifts in Action
25
Community Partnership: Making a Difference
10
Class of 1968 Fiftieth Reunion
12
Ian’s Memory Shines Down Like the Sun
15
VOLUNTEER SNAPSHOTS: 14
Adrien Hefta-Gaub
19
Kevin and Julia Baker
Supporting Teachers to Greatness
20
Urs Koenig
16
Honoring Creativity: Volunteering in the Classroom
24
Zoe Pottinger ’18
18
Challenge Success
26
Diana Cohen
21
Endowment Growth
Over two weeks in the summer of 2018, Bush parent and contemporary artist Kate Neckel (Brec ’24, Maeve ’27) embarked on a project called “Drawing on the Head of School’s Walls” and created a mural depicting the history of The Bush School and Seattle. We invite you to stop by Head of School Percy L. Abram’s office to see Truth, Beauty, and Purpose in action. We are grateful for Kate for sharing her talents to tell the Bush story.
From the Head of School selected Purpose as the theme for the 2017-2018 school year, not
philanthropy in the United States, and the innumerable ways your generous
only because of the role it plays in shaping the school’s values and
support contributes directly to making an impact on the people and programs
mission, but also because of the role The Bush School has played in helping
at The Bush School.
our students and graduates find a sense purpose. Social scientists posit that humans developed a sense of purpose as part of their drive to accomplish
Without the generosity of every member of our community, we would not be
big things.
able to fulfill our mission: to spark in students of diverse backgrounds and
This past year, with your help, we graduated an incredibly resilient class of
communities. Every gift of time and treasure, every gathering attended, and
talents a passion for learning, accomplishment, and contribution to their seniors, connected young students to mentors, challenged our students to take risks in their academic and co-curricular programs, provided robust parent education opportunities, and, day by day, sought to find greatness through acts of goodness. You will notice that we have re-named our Annual Report Gratitude. Practicing gratitude is an act of giving back. We are grateful to our community for giving to Bush and ensuring that our faculty and staff can build strong programs that inspire our students every day. Your role in the Bush community—as alumni, parents, trustees, and friends—allows the Board, administration, and faculty to help tomorrow’s leaders find their purpose in a challenging and nurturing environment.
every moment taken out of your day to see the humanity in one another enhances the Bush experience. For that, I am most grateful. It is my pleasure to present the 2017-2018 Bush Annual Report, Gratitude. I hope that you will read through the document with pride in what we’ve accomplished together and consider how you would like to be involved in our school in the year to come. On behalf of everyone at Bush, thank you for your support. WITH DEEP GR ATITUDE,
This year’s edition of Gratitude illustrates how The Bush School lives its mission through our financial commitments and priorities. In the following pages, you will read about volunteers who enrich our programs, the state of
PERCY L. ABR AM, Ph.D., HEAD OF SCHOOL
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Administration & Board of Trustees ADMINISTRATION
2017–2018 TRUSTEES
Becky Guzak
Percy L. Abram, Ph.D.
Justin Moon ’91
Patricia ‘Patti’ Hearn
Head of School
Pri Alahendra Lower School Director
Robin Bentley Assistant Head for Finance and Operations
Leslie David
President
Karen Marcotte Solimano Vice President
Eric Fahlman
Director of Technology
Jay Franklin ’90 Middle School Director
Polly Fredlund Director of Enrollment Management and Communications
Sharon Hurt Director of Development
Jo Ito
Daniel Pak Artemios ‘Tim’ Panos
Treasurer
Barbra Richardson
Maggie Finch
Steve Rosen ’84
Executive Assistant to the Head of School
Ethan Delavan
Chris Jones
Secretary
Kevin Baker Atul Bali Stephen Caplow Lisa Carroll Chris Chickadel ’93
Ian Sands Peggy Skinner Curtis Vredenburg Rix Mary ‘Sis’ Pease ’41 Life Trustee
Sergio Chin-Ley
Percy L. Abram, Ph.D.
Sally Maxwell, Ph.D.
Beth Clark
Head of School
Academic Dean
Mike Galgon
Sally Brunsman
Director of Intercultural Affairs
Alden Garrett ’73
Families Association Co-President
Ray Wilson
Brandon Gillespie ’93
Athletic Director
Jabali Stewart, Ph.D.
Upper School Director
C’Ardiss Gleser
Adrianne Keffeler Families Association Co-President
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
t is always helpful to know where you stand. In the world of charitable
percent of the total pie and $58.90 billion. The six largest sub-sectors (in
giving, the preeminent intel is Giving USA: The Annual Report on
order: religion, education, human services, foundations, health, and public-
Philanthropy. For sixty years, this has been the publication reporting on
society benefit) grew, but growth rates ranged widely from 2.9 to 15.5
the amount, sources, and uses of charitable giving in the United States.
percent. Giving to foundations was at the top with 15.5 percent in 2017.
This is valuable data for fundraisers, nonprofit leaders, donors, volunteers,
Giving to the arts was the second fastest growing subsector with an 8.7
scholars, and others who work in the development sector and count on
percent increase over the previous year to a total of $19.51 billion in 2017.
comprehensive charitable giving data to guide strategy, tell a national story, and, on a basic level, let them know where they stand. We are seeing interesting new trends in how giving relates to the stock market. Traditionally, the ebb and flow of charitable giving was aligned with the GDP. Today, we are seeing giving more closely aligned with trends in the stock market. It is too early to determine if this will stick, but it could be significant and will be
WHERE DOES BUSH STAND? Similar to the national trends, the 2017-2018 was a year of giving exceeding the previous year’s totals. For the first time, the Annual Fund reached beyond the $1 million mark and Celebrate Bush tipped over the $500,000 mark in gross earnings. The sources of giving track with national averages as well with individual giving making up 91
interesting to watch and experience over time.
percent of total giving. A trend we are seeing is an increase in giving through
WHO IS GIVING? For the first time ever, charitable giving exceeded the
has also increased 52 percent for a total of $170,000.
$400 billion mark in 2017 for a total of $410.02 billion giving in the United States. Seventy percent and $286.65 billion comes from individuals. This is a 5.2 percent increase over the year before. Giving by foundations increased by 6.0 percent, while bequests totaled an estimated $35.70 billion in 2017, increasing 2.3 percent from 2016. Giving by corporations is estimated to have had the largest increase at 8.0 percent in 2017 totaling $20.77 billion.
donor advised funds (DAF’s). Matching funds or gifts through corporations
More and more members of the Bush community are having conversations about their family’s values when it comes to philanthropy. They are developing family philanthropic mission statements that guide their giving and increases impact. With this level of sophistication, we anticipate even more targeted giving. For example, last year’s survey showed that alumni’s highest priority is to give to financial aid at The Bush School. This is a strong
WHERE IS IT GOING? Second to religion, education is the largest subsector
and positive statement about the character of our alumni and how they value
to receive a share of charitable giving in the United States representing 14
their Bush education.
7
YOUR GIFTS IN ACTION
$1,250 established the Seattle, Statistics and Social Justice course, a joint effort between the Upper School math and history departments that asks our students to responsibly examine and evaluate claims of injustice in the city of Seattle.
$150
supplied the Lower School with new cubby bins, providing the students with a place to store their notebooks, folders, and other supplies.
$25 per student
$22,500
bought the Middle School music department electric guitars, bass, amplifiers, drum sets, and other instruments needed for the orchestration of their collaborative musical “The Chocolate Factory.�
is the average financial aid award given to support a student who could not otherwise attend Bush.
$300
feeling? How are you
right words. always find the feel, but can’t out of their learning to share how they Children need s to get the most ess enables student RULER tool for Emotional awaren a simple and effective . Mood Meter is nicate our feelings experiences. The ze and commu helping us to recogni
covered the cost of printing mood
PLEASANT
$75
UNPLEASANT
meter posters for the Middle School,
HIGH ENERGY
equipped Upper School science students with gummy worms and aquatic plants as teaching guides for learning about cell division and structure.
$2,500
helping our students to recognize and understand their own and other people’s emotions.
LOW ENERGY
© 2015 YALE
UNIVERSITY
$500
filled an entire Lower School classroom library with books essential to building vocabulary and improving reading comprehension.
renewed the school’s annual subscription to BrainPop, an online learning resource and engagement tool for students, teachers, and parents supporting both core and supplemental subjects. 9
The Bush School’s Class of 1968 gathered at Gracemont to celebrate their Fiftieth Reunion. The group enjoyed a campus tour, dinner, and catching up with each other.
Sarah Parrington ’68
“I’m glad to say that I’m grateful for the happy years I had at Bush and for the many wonderful friends I have, thanks to that experience.”
—DEB GAYLE ’68
Chloe Beardsley Mueller ’68, Becca Foster ’68
Deb Gayle ’68, Chloe Beardsley Mueller ’68, Sarah Parrington ’68, Wendy Schrock Dreyzin ’68
Class of 1968 Fiftieth Reunion Left to Right: Chloe Beardsley Mueller, Becca Foster, Wendy Schrock Dreyzin, Anne Will, Alice Erwin, Deb Gayle, Kathy Topp Fishman, Peggy Scheinman Gennatiempo, Sarah Parrington, Head of School Percy L. Abram
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BY STEPH BENNETT
Ian’s Memory Shines Down Like the Sun
Pictured: Henry ’24, Alex ’24, Sixth Grade History Teacher Ben Wheeler, Sam ’23, Jackson ’23, and Ian Fair.
BY STEPH BENNETT
n the words of Bush faculty member Thomas, who met Ian during Ian’s
to expire. Ian was incredibly passionate about providing opportunities for all
visit to the Bush Seattle campus in the fall of 2017, “What a great guy. I
students, regardless of socio-economic background: the same access to
truly enjoyed getting to know Ian. I am in shock and cannot believe the news.
education and the outdoors. He believed that environmental education can
So sad. Shine down like the sun, man.” Ian died in an avalanche while skiing on
provide transformative experiences to students and that race, background, or
March 4, 2018. To say that his death was devastating underscores the impact he
income should not dictate access to outdoor learning opportunities.
has had on my life and our greater community, both in the Methow Valley and at The Bush School.
When Ian was the Methow Campus Program Coordinator for The Bush School,
On the morning of March 5, I called friends and family and I was instantly
collaborative programs for both Methow Valley students and The Bush School
overwhelmed by the widespread reach Ian had during his short time on this
students at both the Methow Campus and in Seattle. He firmly believed that
planet. A few nights later, my living room was packed with friends and family
every student had so much to learn from each other and that they could inspire
who had traveled from Florida, Connecticut, Montana, Colorado, California, and
in each other a sense of wonder and global appreciation while exploring the
all across Washington. While sharing stories and scheming on how to keep Ian
forests at the base of the Cascade Range or the city skyline along the shores of
alive in our communities, we understood that losing Ian was not only our loss,
Lake Washington.
but a loss to all of the students that he has taught and the students he had not had the opportunity to inspire. When you lose someone you love so deeply, you do whatever you can to grab on to bits and pieces of their life to ensure that you
Ian and I would spend most of our evenings discussing his dreams of creating
That same evening, I reached out to Sharon Hurt (Director of Development) and Percy L. Abram (Head of School) at The Bush School and proposed an
can keep them alive.
idea to create a memorial fund in Ian’s name to bring his vision to fruition in
To say that Ian was a talented teacher does not fully articulate the impact he
experiential educator and community member, they overwhelmingly supported
has had on students and faculty throughout his lifetime. Ian had a gift that few
the idea and the Ian Fair Memorial Fund for the Methow Campus was born.
educators have. He could quickly and seamlessly connect with any student, engaging them in the subject they were exploring while meeting them where they needed to be. Ian inspired students through his constant enthusiasm and his own desire to continue to learn and explore alongside them. On that evening in my living room, we were unwilling to allow Ian’s gift of teaching
his absence. With The Bush School feeling the gravity of losing a talented
Note: Author Steph Bennett is Ian’s long-time partner. She is also the spark behind the Fund in Ian’s memory. She has become a friend of The Bush School community in our collective efforts to keep Ian’s memory alive and his vision achievable. To support Ian’s legacy, go to bush.edu/give and select “The Ian Fair Memorial Fund for the Methow Campus” in the designation dropdown.
13
Director of Development Sharon Hurt shares her gratitude for Adrien Hefta-Gaub: “Adrien (Saffron ’18, Zola ’20) has served in many important volunteer capacities at The Bush School. She is known among faculty, staff, and parents as the “go-to” person for all things Bush, but mostly how to get involved and engage in the life of the school. Her knowledge, warmth, organization, and energy help bring our community together. We are so grateful that she chose Bush as a second home for her family.”
A D R I E N H E F TA- G A U B
B Y S A L LY M A X W E L L , A C A D E M I C D E A N
Supporting Teachers to Greatness he Bush School is based in progressive education, which means considering the whole child, learning by doing, and seeking deep understanding. We care about the whole child for their whole lives. In recent years, research in the field has brought us new understanding on why progressive education works. In order to deliver our contemporary version of progressive education, The Bush School commits significant resources to supporting teachers to greatness.
T
One exciting way that Bush has committed to building great teachers is by creating the position of Academic Dean. As Academic Dean, I coach faculty, support K-12 curriculum articulation and change, and coordinate professional development.
Here are a few examples of professional development from the past year: •
A one-day workshop on Project-Based Learning techniques for all Upper School faculty (pictured, right).
•
Fourth Grade Teacher Cathy Hamblet attended Math in the City.
•
Two Middle School English teachers, Sarah Cohen and Laurie Mathews, attended the Independent Schools Experiential Education Network (ISEEN) Institute.
•
Middle School PE Teacher Tim Mitchell organized a yoga workshop for PE teachers, recognizing that PE is a changing field and reorienting their focus to wellness.
Middle School Drama Teacher Joanne Keegan and Amare ’23
15
H O N O R I N G C R E AT I V I T Y
Volunteering in the Classroom ower School Art Teacher Li-Ting Hung and parent volunteer Mili Welt have a special synergy. They collaborate together on the Lower School art displays, which brighten the walls of the Lower School year-round. The first year they were both at The Bush School, Mili thought, “I want to do work on the displays,” but, she says, “I didn’t want to impose. I wanted to show Li-Ting’s amazing work, and how much the students are learning in art.”
L
Mili continues, “The school has so much space, and I was so impressed by the work that my child Sami brought home, that I thought, how can other parents see more art on the walls when they come to pick up their children? Art was so important to me when I went to school, and showing it in the hallways was a big part of that. ” Mili approached Li-Ting after coming to the Fine Arts Evening and feeling really connected to one of the projects. “It was a ceramics one, in the center of the room; she put sand around it,” Mili remembers. Li-Ting adds, “We made a connection through art. I made that display, and it echoed with her vision, and we talked and then started working together. It was organic. I feel so lucky that Mili loves art and is so good at what she’s doing. She loves what she’s
doing and it makes me grateful. I would never be able to do these displays on my own.” Li-Ting’s approach to primary school art education includes treating all students as artists. Though parents may only see the final product, there are sketches and a full artistic process before work is displayed. “It honors their creativity,” Li-Ting explains. “It’s important that everything be displayed properly to honor their work.” If she were giving advice to those looking to volunteer, Mili— who has volunteered in the classroom, library, and admissions— would say, “There are many opportunities, even if you just have ten minutes, or just want to go on a field trip. Choose something that you are going to enjoy. Do it out of love.” Li-Ting has fifteen years of experience as an art teacher in independent schools and local museums and galleries. As an artist herself, she has shown in galleries in Seattle, Everett, Chicago, and Cincinnati. Mili is primarily a self-taught crafter and artisan. With interests ranging from illustration to jewelry, iconography to embroidery, and above all papercraft, she uses her hands to reveal her passions. She is a member of the Society of Children’s Book Writers and Illustrators of Western Washington.
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BY K E L S E Y M E D R A N O, U P P E R S C H O O L A S S I S TA N T D I R E C TO R
Challenge Success
Pictured: Upper School Director Ray Wilson, Experiential Programs Manager Kristin McInaney, Zoe Pottinger ’18, Julie Pottinger, Academic Dean Sally Maxwell, Upper School French Teacher Esther Requiam, Upper School Assistant Director and Science Teacher Kelsey Medrano, Upper School Math Teacher Christine Miller
ach summer, the faculty and staff in the Upper School choose a book to read together that will inform our practice the following year. Over the summer of 2016, the Upper School faculty and staff read Overloaded and Underprepared: Strategies for Stronger Schools and Healthy, Successful Kids and the following May, author Denise Pope met with faculty to discuss changes to school programming that might better support our students. Denise Pope is also a founding member of Challenge Success, a project that originated from the Graduate School of Education at Stanford University, to address student stress and the level of engagement of students in our schools. The goal of Challenge Success is to collaborate with schools and families to create both an academically fulfilling and balanced life for students.
E
Last year, The Bush School became an official Challenge Success school. A committee of administrators, faculty, parents, and students attended conferences at Stanford, in the fall and spring, where they learned from and contributed to sessions around researchbased approaches that increase student
wellness and engagement. The Challenge Success team continued to meet and collaborate after the conference sessions to craft a series of meaningful changes on behalf of our students and families, which were implemented this fall. These changes include our new daily schedule, homework guidelines, student-centered community time, and an emphasis on student wellness and relationship building within our community. Those changes, inspired by our work with Challenge Success, coupled with a more robust professional development and collaboration time for our faculty around project based learning, interdisciplinary coursework, and the role of student autonomy and choice has made for an exciting start to the 2018-2019 academic year. Throughout this year, the Upper School faculty and staff will continue to support students as they balance school work, extracurricular activities, family time and rest. As Dr. Jon Kleinman of explained at the fall Challenge Success conference, it’s like balancing on a surfboard—we have to make continuous adjustments to bring balance to students’ lives.
Lower School Director Pri Alahendra shares her gratitude for Kevin and Julia Baker: “Kevin and Julia Baker (Ben ’28, Will ’30) are true partners in their children’s journey here at The Bush School. They listen, ask questions, and partner with us around ways to support their children and their family with an open heart and an open mind. They attend parent education events, help in admissions, serve as grade-level reps and on the Board of Trustees, and much more. They are a positive, kind and warm presence in Lower School. I had the pleasure of meeting Kevin and Julia my first year here at Bush as they were Kindergarten parents in the classroom as I taught their child Ben. We were all new to Bush together and yet I felt that they welcomed me, as they were always supportive and thoughtful in their interactions. Kevin’s and Julia’s unfailing ability to follow up any meeting or interaction with a sincere note of appreciation is so incredible! They always take the time to show gratitude, which brings home that sense of love and belonging we work towards in Lower School.”
KEVIN & JULIA BAKER
19
Head of School Percy L. Abram shares his gratitude for Urs Koenig: “As a volunteer and Middle School parent, Urs (Luc ’24) is a pleasure to work with. His love for the school is present in his interactions with others; he is kind, thoughtful, and a caring, skillful communicator. Urs has spent much of his professional life helping others find their paths, so he’s an expert at identifying and amplifying people’s sense of purpose. Whether Urs is sharing his journey to becoming a United Nations Military Peacekeeper at Upper School Career Day or agreeing to chair our largest parent education event, Parent University, in 2019, Urs always helps create incredible school experiences that are wellorganized, joyful, and beautiful.”
U R S KO E N I G
B Y R O B I N B E N T L E Y, A S S I S TA N T H E A D F O R F I N A N C E & O P E R AT I O N S
A
financial reality of the independent school model is that tuition doesn’t
Endowment Growth Long-Term Invested Funds
$20M
cover all of the costs of running the school. Schools try to keep tuition
as low as possible while trying to pay competitive salaries and keep class
$18M
sizes small. Therefore, schools must rely on fundraising to supplement the operating budget. Schools use two main types of fundraising strategies: one is the Annual Fund and the other is raising Endowment. Endowments are created by donors who indicate that they want their gift invested but may allow part of the annual investment income to be used
$16M
$14M
for programs or purposes that the donor specifies when they make their gift. Endowments can be restricted to support the donors’ specific area(s)
Permanently Donor-Restricted Endowment Funds
$12M
of interest, such as salaries or financial aid. Quasi-endowments, on the other hand, are unrestricted by the donor and are allocated by the school’s
$10M
governing board. Management of Bush’s endowment is under the purview of the Investment
$8M
Sub-committee, which reports to the Resource Management and Audit Committee and, ultimately, the Board of Trustees. The school has engaged an investment advisor who makes recommendations regarding investment
$6M
policy, asset allocation, and investments. $4M
Endowments are considered a hallmark of financial sustainability.
2012
2013
2014
2015
2016
2017
2018
THE BUSH SCHOOL’S LONG-TERM INVESTED FUNDS
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MALAYSIA MYRES ’18
RUMI ROBINSON ’18 AND WILLA BARNETT ’18
MARGARET WOLFF ’18
OWEN FITZGERALD-DIAZ ’18
THE CLASS OF 2018
OSCAR ANDREW ’18, CLAUDIA BINTINGER ’18, AND HUD BOLENDER ’18
C E L E B R AT I N G T H E C L A S S O F 2 0 1 8
“I am thankful for my family and for all of the opportunities that were gifted to me. To me, gratitude is something that you are so thankful for you that can’t even put it into words. You just have to try to show the person how grateful you are.” ALEX SORENSEN ’18 (NORTHEASTERN UNIVERSITY ’22)
23
Director of College Counseling Melissa Lanctot shares her gratitude for Zoe Pottinger ’18: “Even though Zoe ’18 is now across the country at college, I still think about her and her lasting legacy at The Bush School every day as I step foot onto campus. Zoe has a magical way of linking together purpose and passion. She is able to recognize a problem, think it through in collaboration with others, and then get to business resolving it. For example, she noticed that Upper School students were lacking spaces to gather and sit in Wissner. At the same time, she saw that a lack of storage was contributing to the scattering of backpacks on the building floors which was unsafe for students, faculty, and staff alike. Her solution? Benches that would simultaneously serve as places to sit and vessels under which to stack bags—a thoughtful, practical, and incredibly Zoe resolution. People, physical spaces, and beauty are important to Zoe. For her Senior Project, she restored the garden on the Gracemont lawn, transforming it into a welcoming and safe space for all. The finishing touch was a rainbow colored sign in memory of her classmate Toby Faber ’18 that reads: “You are all wonderful people.” Scattered across the lawn surrounding the garden are new picnic tables designed for pockets of people to gather together in order to think, create, and simply be. Zoe is gracious and grateful, and we are so lucky to have had her as one of our students for thirteen years.”
ZOE POTTINGER ’18 (BROWN UNIVERSITY ’22)
B Y P O L LY F R E D L U N D , D I R E C T O R O F E N R O L L M E N T M A N A G E M E N T A N D C O M M U N I C AT I O N S
Community Partnership: Making a Difference THE BUSH SCHOOL & RAINIER SCHOLARS
or nearly two decades, The Bush School has provided access to
Financial aid has the power to change the trajectory of a student’s life.
life-changing, college prep educational opportunities to dozens of
We also know that the talent, passion, and purpose of these students has
Rainier Scholars students, and our students have, in turn, helped to make
impacted the trajectory of The Bush School, and we are a stronger school
F
Bush a more diverse, equitable and inclusive learning environment for all. The impact of this paartnership on the lives of students across the school is felt deeply, and we are grateful for the commitment of so many who make this possible. An investment in financial aid to make a Bush education accessible to all is an investment in the future leadership of this community and region, as all students become more equipped to navigate the evermore diverse society of the twenty-first century.” — Sarah Smith, Executive Director of Rainier Scholars
community because of their contributions. Our alumni identify financial aid as the number one area of interest for giving. The Bush School is committed to making the best independent school education affordable and accessible to talented students of all backgrounds, regardless of a family’s ability to pay tuition. At The Bush School, we believe in creating pathways to access, and deeply appreciate the contributions of our Bush community to financial aid that allow us to live
The Bush School has had a meaningful partnership with Rainier Scholars hosting the summer academic enrichment program on our campus for
our mission fully.
twelve years, in addition to enrolling over forty Rainier Scholars as Bush students over the past two decades. Through this community partnership, there is a generation of Bush alumni who are empowered to make the world
Note: To support financial aid in perpetuity, visit bush.edu/give and select the
a better place.
designation: “Endowment - Financial Aid Fund”.
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Upper School Director Ray Wilson shares his gratitude for Diana Cohen: “Diana Cohen (Alison ’17, Ryan ’21) has exemplified the true meaning of parent volunteer. Diana has devoted time to helping the Upper School and the Athletic Department streamline communication. In addition, she has served as a Families Association representative, a lead Admissions tour guide parent volunteer, and the resident parent photographer for team sports, creating the annual Upper School Athletics Banquet slideshow. With her expertise in website construction and attention to detail, Diana has helped to improve our information flow throughout the portal. I am appreciative of Diana’s hard work, long hours, and dedication. Diana can be counted on to provide clear, honest, and timely feedback, while at the same time being a source of inspiration and collaboration.”
DIANA COHEN
@thebushschool 27
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