2026 Experience Magazine

20 26

EXPERIENCE

OUR MISSION

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

EDITOR-IN-CHIEF

Sharon Hurt

Assistant Head of School for Advancement SENIOR EDITOR

Mary Albl

Director of Communications DESIGN

Char Davidson

Small and Mighty Creative COVER

Photo by Sheila Addleman Grey Sky Productions

PHOTOGRAPHY

Sheila Addleman Wayne Buck Molly Fisher Jeff Halstead Chona Kasinger Libby Lewis Mylea Mann Stephen Mitchell Danny Ngan

CONTRIBUTORS

Sharon Hurt

Assistant Head of School for Advancement

Tiffany Kirk

Associate Director of Alumni Relations

Meaghan Leferink

Associate Director of Development

COPY EDITOR

Kimberly Banti THE BUSH SCHOOL

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

Karim Lessard ’89

Board of Trustees President

Mylea Mann

Communications Manager

Mamie Marcuss Board of Trustees

Laurel Messenger

Critical, independent, and creative thinking Ethical judgment and action Intercultural fluency Local and global citizenship VALUES

Event and Volunteer Manager

Invite Perspectives Blaze Trails Nurture an Open Mind Cultivate Community

Sarah Smith

STRATEGIC PRIORITIES

Annual Giving Manager

Garrett Raff

Head of School

Clara Thorsen ’26 Donés Williams

Communications Associate

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EDUCATIONAL FOUNDATIONS

EXPERIENCE

Inspire Learners Elevate Experiential Education Build and Nurture Community Create Dynamic Learning Environments Cultivate and Steward Resources

ON THE COVER

The magazine’s cover is a photograph of Head of School Sarah Smith surrounded by students during this year’s Simply Cultural event on May 1, 2026.

Corrections: In the 2025 edition of Experience, the alumni profile on ­Sabine Blumenthal ’19 incorrectly quoted Sabine in the last paragraph of the feature. We misstated Sabine had work experience in Oregon and sentiments about Methow Valley ­students attending Bush.

In the 2025 edition of Experience, alum David Nagai ’22 was misidentified as Taylor Yi ’22 in an alumni event photo.

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

“ Our theme for this year is ‘courage.’ Courage to move beyond one’s comfort zone and extend outward to those who may appear different than us. Courage to share our authentic selves, to be real, and to be kind, even when it is hard.”

- Head of School Sarah Smith, announced during her Convocation remarks Bush students from grades K-12 race across the Middle School Courtyard during the annual K-12 photo with Head of School Sarah Smith.

I L L U S T R AT I O N 4

EXPERIENCE

by Alaina Johnson

CONTENTS FROM THE HEAD OF SCHOOL......................................... 6 ALUMNI COUNCIL............................................................. 9 F R O M T H E BOA RD PRESIDENT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 E D I T O R ’ S N O T E . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 G E T T I N G T O K N O W Q U E N T I N S T R E E T S . . . . . . . . . . . . . . . . . . . . . . . . 14 O N E YE A R IN: A CO NVERSATIO N WITH SA RA H SMITH. . . . . 16 F E A T U R E S . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26 C L A S S N O T E S.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 I N M E M O R I A M . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74 ALUM PROFILES M AT T H EW N I E N OW ’ 01 The Courage to Express. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 J E N N I E PA S Q UA R E L L A ’ 9 6 The Courage to Advocate. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 HANNAH ROZE ’ 11 The Courage to Create . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 RUMI ROBINSON ’ 18 The Courage to Connect. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24 F E ATU R E S We are Building Something Wonderful—the Future. . . . . . . . . . . . . . . . . . . . . . . . 26 The Courage to Lead: Lower School Music Faculty Juliana Cantarelli Vita.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32 The Courage to Exhibit: Upper School History and Literary Salons. . . . . . . . 34 The Courage to Be Seen: The Arts at Bush. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36 Class of 2026. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 Moving Up Ceremonies: Honoring Milestones. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

AT H L E T I CS Year in Review. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 Hall of Fame. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 55

GIVING A Tool for Family Philanthropy. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56 Celebrate Bush.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58 Annual Fund. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62

COMMUNITY EVENTS Grandparents and Special Friends Day. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63 Parent University. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64 Homestretch 5K.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65

ALUMNI Alumni Events. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66 Career, Service, and Joy Day.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68 Class Notes.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70 In Memoriam. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74

2026

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EXPERIENCE

FROM THE

HE AD OF SCHOOL Dear Bush Community, As the 2025–2026 school year comes to a close, I find myself reflecting with deep gratitude on my first year as Head of School. Like many people beginning a new role, I arrived both excited and uncertain, wondering whether the school and I had made the right decision to begin this next chapter together in The Bush School’s second century. I also quickly realized that this would be no ordinary year. Alongside the everyday work of leading a dynamic K–12 school, we were launching a new Strategic Planning process, beginning an accreditation cycle, and breaking ground on a major campus construction project, all at the same time.

Somewhere along the way, we jokingly began referring to this as the “everything everywhere all at once” year. But underneath the humor was something real: this year would require courage, optimism, resilience, and trust from all of us.

Thus, “courage” became our theme for the year.

Over a nd over aga in this yea r, I have been i n spi red by t he cou r a ge demon s t r at ed by students, faculty, and staff across our community.

From the Sally Ryan Stage at Benaroya Theater to the courts of Schuchart Gym to classrooms across the Lower, Middle, and Upper Schools to experiential programs and regional competitions throughout the state, I have watched members of this community take risks, make themselves vulnerable, and work together toward goals that may once have seemed out of reach. In doing so, they have brought joy, creativity, energy, and hope to our school during a time when the broader world often feels uncertain and divided.

I have witnessed quieter acts of courage as well: welcoming a new student, speaking honestly even when it is difficult, encouraging kindness and compassion, sharing an uncertain idea in class, or persevering through difficult work. I have watched students, faculty, and staff identify challenges in the world around them and choose to take

Somewhere along the way, we jokingly began referring to this as the “everything everywhere all at once” year. But underneath the humor was something real: this year would require courage, optimism, resilience, and trust from all of us. Thus, “courage” became our theme for the year. meaningful action in response. These moments remind me of Mary Anne Radmacher’s words: “Courage doesn’t always roar. Sometimes courage is the quiet voice at the end of the day saying, ‘I will try again tomorrow.’”

This same spirit of courage has shaped the school itself this year. In breaking ground on our new Center Campus, Middle School, and Commons building, the Bush community has demonstrated both a commitment to the future and a belief in what is possible for generations of learners to come. Watching students, faculty, and staff embrace the realities of learning alongside a major construction project with resilience, flexibility, and humor has only strengthened my belief in this community’s spirit. The spaces taking shape now will support and inspire K–12 students for decades to come, and in fall 2027 we look forward to welcoming the community into the new Center Campus—a space that will truly serve as the “heart of Bush.”

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As I reflect on this first year, I feel profoundly grateful— for the trust this community has extended; for the many people who have offered support and partnership along the way; and for the opportunity to learn alongside such remarkable students, faculty, staff, families, and alumni.

This year has affirmed for me that The Bush School is not only a place of deep learning and accomplishment, but also a community defined by courage, heart, and purpose.

That same optimism and forward-looking spirit has a lso guided the development of the school’s new Strategic Plan. Through listening sessions, conversations, and collaborative work across the communit y, we have begun shaping a vision for Bush’s future that both honors the school’s enduring strengths and challenges us to imagine what more is possible. I look forward to sharing more about the new Strategic Plan this coming fall.

This year has also required the courage to trust: trust in one another, in our mission, and in our shared commitment to helping young people grow into thoughtful, compassionate, courageous human beings. Building trust takes time, and I remain deeply grateful for the openness, partnership, and care this community has extended to me throughout my first year at Bush.

In return, I have worked to lead with transparency, communication, presence, and clarity around the decisions we make and the direction we are heading as a school, while also listening with openness and care to the many thoughtful questions and perspectives shared by members of this community. While I do not expect full agreement in every moment, I hope people

feel a shared sense of trust that decisions are being made thoughtfully, with the best interests of students and the broader school community at heart.

As I ref lect on this f irst yea r, I feel profoundly grateful—for the trust this community has extended; for the many people who have offered support and partnership along the way; and for the opportunity to learn alongside such remarkable students, faculty, staff, families, and alumni. This year has affirmed for me that The Bush School is not only a place of deep learning and accomplishment, but also a community defined by courage, heart, and purpose.

When I arrived last fall, I carried the same questions and uncertainties that often accompany any new beginning. One year later, what I know with certainty is that this is a communit y willing to approach challenges with optimism, care, and resilience. I feel deeply hopeful about the future we are building together and grateful to be part of this next chapter in Bush’s story. In many ways, this year reminded me that courage is not something extraordinary reserved for a few heroic moments, but something this community chooses to practice every day.

Warmly,

SARAH SMITH HEAD OF SCHOOL

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EXPERIENCE

MEET THE BUSH SCHOOL

ALUMNI COUNCIL 2 0 2 6 -2 0 2 8

by Tiffany Kirk, Associate Director of Alumni Relations Meet the new 2026–2028 Bush Alumni Council! Charged with supporting alumni engagement efforts, including events, philanthropy, communications, and more, the Council convened for its first time this May. Membership includes graduates from the 1970s through the 2020s, ensuring all decades are represented. Watch your inbox—you’ll hear from your class ambassador(s) in the coming months!

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2026

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EXPERIENCE

FROM THE

BOARD PRESIDENT Dear Bush Community,

doing so, she is earning the trust of students, families, and staff alike. She has been in the arena every day, and this community is better for it.

A year of courage.

When considering the concept of courage, I immediately flip to Theodore Roosevelt’s “Citizenship in a Republic” speech delivered at the Sorbonne in 1910.

He described the kind of person the world needs most.

He called them the [wo]man in the arena—someone “whose face is marred by dust and sweat and blood; who strives valiantly; who errs, who comes short again and again... but who does actually strive to do the deeds; who knows great enthusiasms, the great devotions; who spends [them]self in a worthy cause.”

In a n unusua l at tempt to avoid sounding trite, I resea rched why he was compelled to deliver the speech. He was mostly defending a post-presidency victory lap, but to be fair, it was an effective pitch. He was asserting that it isn’t enough to be well educated and well intentioned, or to sit back from a position of comfort and be critical of others. He wanted to inspire people to step out of their safe and lazy existences to risk doing great things—that our society depends on active, vigilant, and decent individuals.

That image has stayed with me this year. Because when I look at this community—at our new Head of School, at our Board, at the vision taking shape in our Middle School and Center Campus Project—I see people who stepped into the arena.

This was Sarah Smith’s first year leading The Bush School, and she has done so with remarkable grace, courage, and professionalism. Taking the helm of a school like ours—with its long-held traditions, ex t raord ina r y facu lt y, a nd ex t raord ina r i ly h ig h expectations—is no small thing. Sarah brought fresh eyes and genuine warmth. She listened before she acted, asked hard questions, and demanded honest answers. In

That same spirit shaped our work on the Strategic Plan. Planning well requires courage—not just vision, but the willingness to ask where we are deficient and what we are willing to change. Not just explore who we are but to articulate who we are not. Families, faculty, alumni, and students engaged and contributed with thoughtful enthusiasm. From that work, a shared vision is emerging—one that honors what makes Bush so Bush while focusing and stretching toward what we can still become.

That vision is also being set in brick and mortar.

The M idd le School a nd Cent er Ca mpus project represents one of the most significant commitments this school has made to its future. It is a statement— not just about the spaces we want to build, but about the kind of institution we intend to be. Learning environments built to reflect our deepest values around community, contribution, and intellectual rigor. These are not small ambitions. They require the courage Roosevelt described—the willingness to spend ourselves in a worthy cause based on our values, to strive for something that will outlast any one of us.

I am deeply grateful to every family, alumnus, and friend of Bush who has stepped into this arena alongside us. Your generosity is not just funding a building—it is shaping the experience of every student who will learn here for generations to come.

It has been a deep honor to serve as President of the Board of Trustees. As I pass this role to Quentin Streets, I do so with enormous gratitude—for Sarah’s leadership, for a Board that never stopped asking more of itself, and for a community that continues to prove, year after year, that it is willing to be caked in mud and dust.

Respectfully submitted,

KARIM LESSARD ’89 OUTGOING PRESIDENT, THE BUSH SCHOOL BOARD OF TRUSTEES

2026

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THE BUSH SCHOOL

SENIOR LE ADERSHIP TE AM

202 5-2026 Rob Blackwell

Sharon Hurt

Rather Stanton

Adam Choice

Jo Ito

Aliya Virani

Leslie David ’85

Matt Lai

Susan Woods

Ingrid Gustavson

Sarah Smith

Middle School Director

Director of Enrollment Management

Executive Assistant to the Head of School

Upper School Director

Assistant Head of School for Advancement

Athletic Director

Assistant Head of School for K-12 Programming

Chief Finance and Operations Officer

Lower School Director

Community, Equity, and Inclusion Director

Head of School

THE BUSH SCHOOL

BOARD OF TRUSTEES

202 5-2026 Karim Lessard ’89 President

Quentin Streets Vice President

Amy Fernandes Treasurer

Julie Okerstrom Secretary

Emily Alhadeff ’94 Loren Alhadeff ’97 Atul Bali Steve Banks ’94 Maneesh Batra ’90 Craige Blackmore Wesley Burns Ann Felton Irene Fisher Jessica Gibson Rosen Nicole Lacasse Brenda Leaks Mamie Marcuss Aaron Ostrovsky Nyasia Sarfo Jeffrey Shiu Ed Taylor Judi Yates

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EXPERIENCE

Ex-Officio Sarah Smith Head of School

Heidi Narayan

Families Association President

EDITOR’S

NOTE Welcome to the 2026 edition of Experience magazine. As you take in the stories and images, you will see that the year has been highlighted by a change in leadership, planning for the future, and building for an even brighter tomorrow. All of the stories will be underscored by this year’s theme: courage.

What does courage mean to you? Is it the ability to persevere in the face of challenge, the willingness to be vulnerable, or the strength to stand up for what is right? The stories in this issue will demonstrate the various dimensions of courage defined by our students, alumni, faculty, and staff.

Courage rarely announces itself. It lives in quiet decisions and bold ones alike, such as in the student who raises their hand despite uncertainty, the faculty member who reimagines the way they teach, or the alum who takes a leap of faith years after graduation. This year, we witnessed courage show up in all of these forms, and more.

As our school navigates change and looks toward the future, we are reminded that progress has never been possible without it. Sarah Smith’s first year as Head of School, the Center Campus, Middle School, and Commons construction, and the myriad student and alumni achievements you will read about in these pages moved forward because of the courage of those who believed in what could be.

We hope these stories inspire you, challenge you, and perhaps even reflect something of your own courage back to you.

SHARON HURT ASSISTANT HEAD OF SCHOOL FOR ADVANCEMENT

2026

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GETTING TO KNOW

QUENTIN STREETS INCOMING BOA R D PR ESIDENT

by Mary Albl, Director of Communications

As you step into the role of Board President, what feels most exciting or meaningful about this moment in Bush’s history?

That Bush can be a refuge in a very chaotic world.

That doesn’t mean that we ignore what’s happening in broader society or remove ourselves from it. In fact, quite the opposite—I think Bush is the type of place where we build committed citizens. At a time when it feels like many institutions are failing us, Bush can be a place that upholds our mission and teaches students to think critically, act deliberately, and lead with purpose.

Bush is entering a period of transformation with the Center Campus, Middle School, and Commons project. What excites you most about how this investment will shape the student experience?

We have the opportunity to create a new version of Bush.

Physical space is a big part of shaping a community. It can influence mood and disposition and dictate the way people move and interact with each other. To have the opportunity to build that pattern of engagement from the ground up, at the heart of our campus, is a gift. I love that there are so many aspects of the project that are community driven. I love that it sets us up for the future while maintaining elements that are core to Bush’s sense of inclusivity and camaraderie.

How do you see the Board stewarding the school’s Strategic Plan in the years ahead?

Because the Strategic Plan has been crafted with input from va rious constituencies outside of our 14

EXPERIENCE

Board, including our amazing educators, other crossdisciplinary staff, students, and families, I feel the plan reflects a wide array of aspirations for our community that are both ambitious and achievable.

Of course, any plan is only as good as an organization’s ability to execute it. Ultimately, the Board of Trustees’ role is vision and governance. It’s our responsibility to hold the school, and ourselves, accountable to the goals we set in the Strategic Plan. Luckily, I have the great fortune to work with a talented and dedicated group of Trustees, as well as a stellar Head of School in Sarah Smith. Our job will be to empower her team to reach those goals—whether that’s through guidance, investment, or resource allocation—all while still asking hard questions and challenging assumptions.

Not being afraid to pivot when something isn’t working and doubling down when something is. I have a ton of confidence in our collective team to keep pushing toward the vision of the Strategic Plan.

What role do you believe independent schools like Bush play in preparing students to contribute meaningfully to their communities and the world?

Bush has a critical role. It’s a privileged position for our kids to attend Bush. With that opportunity should also come an obligation to service and community outside of ourselves. It would not be healthy for Bush to be an ivory tower. Rather, I hope our students recognize the academic freedom that they enjoy and seek in some way to improve the other communities they’re a part

of, now and in the future. In my view, that sort of active citizenship is desperately needed.

A nd I don’t mea n this as hy perbole. Bush, as a n educationa l instit ution, ca n play a ver y t a ngible role. I believe that civic engagement also requires responsibility. Having an opinion is not sufficient.

Ideally, opinions and ideas should be informed and supported with evidence, research, and deep thought.

This is where Bush can really shine and contribute to the development of our students. The school can be a grounding force that teaches habits of critical thinking, intellectual curiosity, and discourse across differences that go beyond the mere snippets of information that social media is training them to ingest.

What values will guide your leadership as Board President?

A relentless drive to challenge the status quo. More than in recent memory, schools have to be adaptable. Not just to the tools used to teach and learn but to changes in our city and region, and to the pathways we’re creating for academic and career success, however we might define them. If we’re not constantly reevaluating what works and what doesn’t, then we’re not doing a good enough job.

In my personal life, I’m told I ask a lot of questions, much to my family’s chagrin. But I think that quality actually helps in Board leadership. We have to question things. Not in ways that inhibit action but in ways that expand thinking and usher in new ideas.

We also need to take the long view. We need to be thinking ten years ahead, always. That’s really the core job of the Board, but it’s easy to get sucked into focusing on the issues right in front of us. Yet the patterns of how education is consumed and utilized are changing in ways that demand forethought and vision. We have to meet the moment.

Bush has been a leader in experiential learning for over 100 years. How do you see Bush continuing to lead in this space into the future?

I’m proud of Bush’s legacy of experiential learning, and I’m pleased that it remains at the heart of a Bush education. Lots of places can use the language of learning by doing, but not everyone can live it. And that doesn’t just refer to Cascades or E-Weeks, though those programs are awesome. It’s about helping our students process inputs from the world and utilize those to teach lessons in context and broaden one’s perspective.

I see that happening on a daily basis on our campus

from cross-disciplinary work to individualized areas of inquiry to analyzing current events. Continuing to invest in learning tools as varied as our Methow Campus or technology program are just different sides of the same continuum that support our students’ intellectual development . We rema i n a col lege prepa rat or y institution, but there’s no singular way to experience that environment. I think that variety is healthy and builds more well-rounded thinkers.

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

I enjoy karaoke. By no means am I a good singer, but the key to karaoke has nothing to do with talent, it’s about commitment! My wife, Kira, makes fun of me, because I maintain an ever-growing song list on my phone for karaoke-related emergencies. Always gotta be prepared.

If you could have a superpower, what would it be?

I’d go with telepathy, or whatever mysterious power set is possessed by Professor X from the X-Men universe.

I like the idea that the most powerful capabilities are those that are unseen, overlooked, or even cloaked in a condition that others might see as a disadvantage.

What is your favorite place in Seattle, and why?

This sounds cheesy, but any of our friends’ houses.

When we moved to Seattle from NYC just over a decade ago, it was a real leap of faith, separating from the lives, family, and community we knew. We never dreamed we’d stay, let alone make lifelong friends! So many of those friends come from the Bush community and have become part of our family.

What brings you joy outside of work and Bush?

I fancy myself an amateur cinephile and cultural commentator, so watching movies and TV with my wife Kira and our girls is always fun, particularly for the analysis and debates afterwards. I also play on a recreational soccer team, which is a great opportunity to be competitive, de-stress, and get out some physical energy.

If you could take any Bush class as a student, which one would you choose?

This question reminds me of how much fun it is to just be a student. It’s hard to choose a single class, so I’ll offer a few, in no particular order: music in film, Sha kespeare and Kurosawa, travel literature, the American war in Vietnam, constructing the American woman, and advanced statistics.

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Top Left: Sarah laughs alongside Michelle Purnell-Hepburn ’75, and Bush parents Adrienne Timmons, Jason Timmons at the graduation and moving-up ceremony hosted by the family group Black Families at Bush. Top Right: Sarah connects with Jeffina S. V. ’33 during Simply Cultural. Middle Left: Sarah converses as a Special Friend with Lower School student Rosha R. ’38 during Lower School Grandparents and Special Friends Day. Middle Right: Sarah observes during the Class of 2026 Big Cheese event as graduating Lifers return to their Kindergarten classrooms for the afternoon. Bottom Left: Head of School Sarah Smith stamps Shro R. ’30 and Beatrix A. ’30’s Fall Festival passport during Fall Festival 2025. Bottom Right: Sarah stands in front of the Center Campus, Middle School, and Commons construction zone during a Constructive Conversation project update video.

Note: Clara Thorsen ’26 is the editor-in-chief of The Rambler, Bush’s student-led newspaper. Clara has spent time at Bush’s Methow Campus creating documentaries about the Methow Valley.

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EXPERIENCE

ONE YE AR IN

A CONVERSATION WITH SAR AH SMITH

by Clara Thorsen ’26

Sarah Smith has not had a typical school year. Of course, being the Head of School is never an easy task, but this year has offered uniquely challenging circumstances: simultaneously, an accreditation self-study, a new strategic framework, and substantial campus construction were all in the works. “Any one of those three things usually takes up the entire focus of a core administration,” Sarah told me in her office, newly relocated from the now-torn-down Middle School building. Before students returned to campus in the fall, she declared 2025–2026 the everything everywhere all at once year to the faculty. Fortunately, the strength of the team, including her fellow senior leaders, as well as faculty and staff whom she appreciates immensely, made the above challenges quite manageable and, in fact, the school found a way to thrive and shine amidst it all.

And these changes are only a fraction of recent advancements within The Bush School. As a high school senior, I witnessed the tectonic impact of generative AI on academic culture starting as a freshman, the cell phone ban as a sophomore, and now, the seeds of an expanding student body and a new campus as I leave. “How do you balance it all?” I asked Sarah. “Are we aiming to be a rock in the chaos or adapt to these rapidly evolving issues?”

There’s no one answer, Sarah explained. “The mission and core values of the school are the North Star for everything. If it feels like there’s a hard decision to be made, I’ll often go back to the mission statement and our core values, and always remind myself that we exist to serve, educate, nurture, and facilitate the growth and development of students.” The student community has certainly felt this guiding force—student-led extracurriculars are more active than ever this year on campus, and Sarah sees it, too. “I don’t know if it’s different this spring, or if I’m paying closer attention to it because I have a different role, but there’s so much incredible student-driven work going on that we want to be sure to celebrate to the fullest. It is important that we distinguish between extracurricular clubs in which students can explore a range of hobbies and interests, and co-curriculars like The Rambler, Model UN, Ethics Bowl, Science Olympiad, and Robotics, etc.—endeavors for which we must offer staffing and support to enhance and ensure sustainable thriving and success.”

As a student club leader myself, her comments are very appreciated, but this year has also seen a close student-administration dialogue that is invaluable toward the success of these clubs. It speaks volumes that I can deliver our monthly student newspaper to Sarah—that often includes explicit criticism of Bush—without feeling any power imbalance or intimidation.

Continuing the Bush tradition of senior exit interviews, Sarah booked out weeks of time to independently meet with the Class of 2026 a few months before graduation. Here, the student-faculty dialogue is strengthened even more. Sarah shared openly about the honest feedback offered by students in these conversations. “Some of the students have responded to, ‘What would you want to change?’ with something almost akin to a Strategic Plan. It’s been really exciting to see kids thinking about what they would like to change about Bush.

We have a choice to be grumpy about how something is or be creative and energized to try to do something about it, from the largest global issues to whatever’s happening in our own backyard.”

Looking ahead, one of Sarah’s priorities is greater financial accessibility. “It breaks my heart when a kid is admissible and we don’t have enough aid to go all the way around,” she said. “That is definitely a piece people are going to hear about from me consistently.” Diversity is in Bush’s mission statement, and that includes socioeconomic diversity.

Sarah added that the financial aid support for Cascades and E-Weeks will always be a priority. “We try to make sure that any opportunity that is available to a student at Bush is never limited to another student at Bush by inability to pay,” she said. It’s “far from perfect,” she said, but assured that equitable access will continue to be a priority at Bush.

It is no secret that prep schools like Bush have a lot of wealth in the community. What one chooses to do with the privilege and opportunity afforded by an educational environment like Bush is an important question for all to ask. The increased emphasis on community engagement, service learning, and civic action undertaken by new student organizations and faculty efforts inspire Sarah.

She referenced Franklin D. Roosevelt, who was born into a wealthy family and attended the elite New England prep school Groton, but who did more to create economic opportunity and social mobility than arguably any president in the twentieth century. “If we are shaping graduates to think about how they can make life better for others and not just themselves, then we’ve done a good job,” she added. “That really burns within me and is one of my core values.”

Despite all the competing priorities that have been at play this year at Bush, Sarah is navigating the waters effectively. As the school grows—literally and figuratively—and the world keeps turning, issues will arise and things will change. But knowing that service, equity, and student–faculty dialogue will remain a consistent priority, and be strengthened further over time, makes me confident in the growth and future of our community.

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MAT T HEW NIE NOW ’01

The Courage to Express

by Donés Williams, Communications Associate

ential offerings; their passion was contagious.”

hat began as a love for creative writing at The Bush School grew into an insatiable passion for storytelling, which fostered Matthew Nienow ’01’s writing career.

“I credit the caring and passionate teachers at Bush who sparked a sense of curiosity about a variety of subjects, including multiple poetry classes,” Matthew shared.

“Looking back, I can name a ton of classes that sparked passion and creativity, even outside of any fields I pursued later: U.S. history (reading Howard Zinn), field biology (labs in the arboretum versus in-class labs), photography, songwriting classes with Michael Gettel, Spanish classes from middle through high school (including an Eighth Grade trip to Mexico), most of the experiential weeks, activities, AMPS, AMP Weeks, and more. Teachers cared about their academic and experi-

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After graduating from Bush, Matthew furthered his education, earning a bachelor of arts in English from St. Olaf College, a master of fine arts in poetry from the University of Washington, an associate’s degree in traditional small craft from the Northwest School of Wooden Boatbuilding, and a master of science in mental health counseling from Prescott College. Matthew currently lives in Port Townsend, Washington, and is a licensed mental health counselor associate (LMHCA), a former professional wooden-boat and paddleboard builder, and the author of two poetry collections: If Nothing (2025) and House of Water (2016).

During his time as a student at Bush, Matthew enjoyed songwriting and developed his creative writing skills through a variety of on-campus courses. He fondly remembers the faculty who created a learning environment that challenged him intellectually while inviting curiosity, exploration, reflection, and connection.

“There were a number of passionate teachers at Bush who were excited about whatever their subject was, which taught me to be more curious, to learn how to learn, and to enjoy many experien-

tial moments, including adventuring and utilizing a recording studio to create music,” Matthew said.

“There are a lot of pieces from my time at Bush that really rubbed off on me, in terms of being a passionate person in the world and being interested in the world at large.

Bush made it possible for me to take that into the rest of my life.”

In Matthew’s gripping poetry collection, House of Water, he aimed to shed light on the difficulties of fatherhood, forgiveness, and the process of overcoming addiction, using the language and craft of boatbuilding as a metaphor for life’s many hardships and imperfections.

“The recent collection, If Nothing, really centers around addiction and the path to sobriety,” Matthew shared. “It highlights the impacts on family and loved ones, and trying to be accountable for the harm caused to others through addiction. And yeah, for me, that book is really one that has taken years and years to live with and write. It is the closest in terms of my lived experiences in poems.”

Matthew’s poems have appeared in anthologies such as the Best New Poets (both in 2007 and 2012), and in New England Review and Poetry, which earned him a 2013 Ruth Lilly Poetry Fellowship. He has also received extensive fellow-

ships, grants, and support from the National Endowment for the Arts (2011 fellowship), the Elizabeth George Foundation, the Artist Trust of Washington State, the Bread Loaf Writers’ Conference, and 4Culture. His newest book also received a starred review from Publishers Weekly and has been recommended by The New York Times Book Review and the Washington Post Book Club.

“It’s kind of a wild thing to be supported in different ways,” Matthew said. “I think that I was lucky to have a professor in undergrad who introduced me to the process of submitting my work for publication. I learned to take myself more seriously as a writer, including applying for funding and other forms of support. And that was really important, because there’s a lot of rejection, so knowing how to do it is one thing, but getting into that practice of putting myself out there is another.”

Because Matthew’s work dissects his past with overcoming addiction and mending relationships with loved ones, he initially struggled to share the poems that make up If Nothing with the world. However,

Ultimately, exercising courage through sharing has allowed me to be present with discomfort and pain, both my own and others’. he showed great courage by being open and learned to embrace the discomfort of rejection and the unknown.

“For over twenty years, poetry has been something that I’ve been interested in sharing,” Matthew said. “I think that with that, I had a lot of doubt. I had a lot of fears. I leaned into my writing, and sometimes it was very raw, sometimes it was really rough. Ultimately, exercising courage through sharing has allowed me to be present with discomfort and pain, both my own and others’. Going out and sharing it in public and doing lots of readings is a different kind of vulnerability that I think does require courage. I’m committed to that kind of authenticity and presence and dig deep for it. It matters to me, so I keep going back to it.”

Currently, Matthew is crafting new poems and essays on addiction, healthy masculinity, and loneliness. While managing his private practice as an LMHCA, he’s been applying what he’s learned from his writing journey to help others navigate life’s challenges.

“The writing of the last book really led me in my growth to become a healthier person,” Matthew shared. “I never wanted to be a counselor or a therapist, but I’ve been through some real things, and I realized I can show up for other people. Poetry, in a lot of ways, pays close attention to and explores the human experience, and all those layers of looking and listening closely over many years is really a lot of what I do when I work with individuals, couples, and families.”

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JENNIE PASQUARELLA ’96

The Courage to Advocate

by Donés Williams, Communications Associate

For her Senior Project, Jennie delivered large quantities of school supplies to remote schools in the Andes of northern Peru and worked on art projects with children at the schools. Through this unforgettable experience, vibrant murals were created by both Lower School Bush students and children from the Andean villages.

display my courage in the kinds of cases I’m willing to take, the arguments I’m willing to make, and that I fight for things that people often turn away from because it seems too hard or impossible,” said human rights attorney Jennie Pasquarella ’96.

As a student who attended The Bush School from Fifth to Twelfth Grade, Jennie became deeply involved in several service projects, where her desire for advocacy took root. After completing her senior project with an international humanitarian organization called CARE in Peru, she decided to dive deeper into human rights work.

“It was a really powerful experience for me,” Jennie shared. “As a junior, I went to Indonesia on a Bush foreign travel trip and then spent the summer in Peru with one of my classmates, who was from Peru. The combination of those two experiences cemented my interest in international issues.”

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“I think that this experience gave me more confidence and direction,” Jennie said. “Getting to travel is a huge gift that I think most kids do not get in elementary, middle, or high school.”

Jennie began attending Bard College and then transferred to Barnard College. By then, she was deeply interested in Latin America and sought to learn more about how to take action to support foreign affairs and address international challenges. After graduation, she lived in Mexico for six months, where she dove headfirst into her work, supporting indigenous rights movements and observing human rights abuses by the Mexican military.

“It wasn’t until I started doing work in Chiapas, Mexico, that I became exposed to human rights violations, learning how to report on them and how that can change conditions on the ground for people,” Jennie said. “That’s what then led me into a career in law, which was the last thing I thought I’d ever do.”

Before attending law school at Georgetown University and being accepted into the Public Interest Law Scholars Program, Jennie maintained strong connections to Bush by leading an Upper School group to Chile with former faculty John Marshall. Through this experience, she reflected fondly on her time as a student and how her education ignited her desire to nurture an open mind and speak up for others.

“I feel very grateful for the teachers and staff at Bush who stepped up and allowed me to curate my own education, which I think is what’s so special about Bush,” said Jennie. “It encourages kids to take ownership of the learning experience, which is important in getting kids passionate, invested in their community, and discovering what makes them tick.”

Jennie harnessed that passion and went on to serve as the director of immigrants’ rights and a senior staff attorney at the ACLU of Southern California, where she worked for nearly sixteen years.

Now the executive director of the Seattle Clemency Project, Jennie has dedicated her career to defending the rights of the most vulnerable in our society, especially immigrants. The Seattle Clemency Project is a small nonprofit that was created to address the crisis of mass incarceration and excessive punishment in the state’s criminal justice system.

“In Washington state, we have the unfortunate reality of not having parole,” Jennie said. “If a person is sentenced to prison, they are required to serve the entirety of their sentence without the ability to be released early, even when they demonstrate full rehabilitation or are serving sentences that are today understood to be excessive. The Seattle Clemency Project was designed to help forge pathways to get people out of prison who don’t deserve to be there any longer.”

Jennie sheds light on the fact that people often serve longer prison sentences for crimes they’ve already been duly punished for and supports the power of rehabilitation, highlighting what it truly means for individuals to mature, grow, and change through their time served.

A main feature of Jennie’s work at the Seattle Clemency Project is in providing legal services to immigrants facing deportation for decades-old criminal convictions, showcasing the unjust and punitive nature of our immigration system. Thousands of longtime residents in Washington state, who often arrived as young children, now are facing deportation for the first time based on decades-old criminal convictions from when they were teenagers or young adults. In 2025, Jennie and her team launched a

rapid-response effort to free longtime community members from immigration detention and stop their deportations by mobilizing teams of lawyers and fighting their deportations in court. In the past year, their work has kept dozens of families together and prevented community members from being deported to countries with which they have no connection.

Jennie has tackled many hurdles throughout her career, and fighting for those who have otherwise been neglected or forgotten by the legal system is not easy.

“There are many challenges in this field of work, but one main challenge is financial,” Jennie shared.

“I’ve worked for nonprofits my whole life that pay very little and demand a lot out of you—a lot of your time and emotional capacity. Being in the law isn’t always easy because of institutional challenges—there’s the frustration that the law doesn’t always serve justice.”

After working in law for twenty years, Jennie understands the challenges of her role and is currently fighting to prevent immigrant clients from being deported.

Even though it’s a difficult and emotional task, Jennie credits Bush for fostering her ability to invite perspectives from around the world.

“I loved every moment I spent at Bush, and I felt like it was the greatest gift that I could have been given as a young person,” said Jennie. “I felt seen and was given an opportunity to pursue the things I was passionate about.

I was encouraged, supported, and exposed to obscure literature, comparative religion, and the kinds of classes you would expect in college. I started getting more interested in public service and international issues after my Senior Project in Peru. Had I not been able to do that, I would not be the person that I am today, because those experiences were so formative.”

I loved every moment I spent at Bush, and I felt like it was the greatest gift that I could have been given as a young person.

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HANNAH ROZE ’11

The Courage to Create

by Donés Williams, Communications Associate

fter attending The Bush School from Kindergarten to Twelfth Grade and graduating as a Lifer in 2011, Hannah (Thornton) Roze went into the business of making dreams come true for thousands of couples. Now, she’s an accomplished businesswoman, a mother, and the owner of Plannerd, the ultimate online wedding-planning platform.

What sparked this passion to help others achieve their perfect day? “ W hil e at te n din g b u s in e s s school at the University of Washington (UW), I was also planning my wedding with my husband,” Hannah shared. “During our wedding-planning process, we just kept asking ourselves, ‘Why is this so difficult when two and a half million people in the United States get married every year?’”

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Hannah witnessed firsthand the difficulties of preparing for such a major event and decided to challenge the normalization of wedding planning as a stressful journey. Instead, she wished to reinvent the wheel in logistics by tackling the problem from a project management perspective. During her time at Bush, she gained an understanding of the importance of effective communication and public speaking, which she found helpful in gathering data from potential clients for her business plan.

“I think at Bush, there’s such an emphasis on leveling up communication, and there are so many different avenues for refining and polishing your ability to communicate with others, especially in person while fostering a community of respect,” Hannah said.

Plannerd, a play on the phrase “planning nerd,” is a platform that helps clients plan weddings of all types, from intimate elopements to massive ceremonies.

Couples can customize their budgets and outline important details such as the number of guests, timeline, and vendor management, while infusing expert guidance along the way.

“What I aimed to do is allow people to have a joyful experi-

ence leading up to that special day,” Hannah said. “So that’s what Plannerd’s tools aim to do: infuse joy and empowerment and help people feel in control throughout the wedding-planning journey.”

Hannah’s business has since taken of f, gaining re co gnition from Forbes magazine for reshaping the wedding industry as we know it.

“I was very pleasantly surprised to read the Forbes article and have it be truly a feature of Plannerd and of who we are and how our place in the industry is necessary in helping people. So it was definitely a huge personal milestone and something I’m very, very proud of.”

After she graduated from Bush, Hannah attended Mount Holyoke College in western Massachusetts. There, she was a Spanish major and journalism minor, taking on summer internships that brought her from public relations firms in New York City to a news station in Seattle. After graduating from Mount Holyoke, she moved back to Seattle, working as a tutor for kids and then at a boutique marketing firm before being hired by Carta, a technology company specializing in cap table management and valuation software.

“In my career, there have been many different instances where I had to fully rebuild from the ground up or start something completely new,” Hannah said.

“I had to become really secure in my own skill set and what I bring to the table, and I think shifting into building my own business took betting on myself to do something outside of the norm.

And I think it takes courage to risk betting on yourself.”

Now that Plannerd is a thriving company, Hannah is excited to introduce more AI tools to turn clients’ inspiration into execution in the coming months. As she continues blazing trails to grow her business, she reflects fondly on her time at Bush and holds dear the lessons she learned from beloved faculty and staff over those transformative years.

I think shifting into building my own business took betting on myself to do something outside of the norm. And I think it takes courage to risk betting on yourself.

“The Bush School just shaped everything about me,” Hannah said. “I was there from Kindergarten through Twelfth Grade, and it’s full of really caring people who want to help mold the next generation, which is so important. Having a young daughter, I think about what it means to trust people enough to guide your child. And I’m just so grateful to everyone at Bush for being

such positive role models for me—Laurie Mathews, who was my Sixth Grade English teacher; Grant Dermody, my Fourth Grade teacher; and Gardiner Vinnedge in high school. These are a few people who just enormously shaped me and were such positive role models who taught me about what it meant to be curious and kind at the same time.”

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RUMI ROBINSON ’18

The Courage to Connect

by Donés Williams, Communications Associate

perspective and analyze things deeper than the surface level.

Because that’s something that my education at Bush really ins tille d in me — lo oking at things from multiple perspectives, different viewpoints, and employing critical thinking.”

ith a combined total of over 700,000 followers across YouTube, TikTok, and Instagram, Rumi Robinson ’18 has earned the internet nickname “Media and Pop Culture Baddie” and has become one of the most popular Gen-Z content creators. What began as a fun hobby of creating skits and sharing advice on YouTube grew into a passionate career that would take him further than he ever imagined.

Since graduating from The Bush School, he has produced thousands of insightful pop-culture and media-focused videos, most of which average over 100,000 views each.

“I do video essay content primarily on YouTube, where I talk about everything from social issues to more interpersonal struggles that Gen Z is going through,” Rumi said. “What I really try to do with my content is to look at everything from a nuanced 24

EXPERIENCE

While attending Bush Eleventh and Twelfth Grade, Rumi gained notoriety among his peers on campus for his silly yet relatable YouTube videos. Although he received both positive and ne gati ve comment s online about his content, his friends at Bush remained supportive and encouraging —and even app eare d in Rumi ’s earlier YouTube videos. Together, they participated in popular internet challenges and advice videos such as “Freshman’s Guide to High School.”

“The friends that I made at Bush are what contributed to some of the courage that I had to continue posting,” Rumi said. “I remember I made one video that I am really proud of and look back on all the time of me and eight of my friends all getting together to give our future selves college advice and share what we would do differently if we were a senior in high school. I feel like they always have my back.”

Rumi credits his friends from Bush, as well as Director of College Counseling and Student

Success Melissa Lantcot, for providing him with the tools and support to prepare for his journey after high school. As a Twelfth Grade student, he began documenting his college application process through video logs (vlogs), sharing what it was like to apply to various schools around the country. One of his most viewed videos, “College Decision Reactions,” shows him opening his college acceptances and rejections from each school he applied to.

“I think that expression of vulnerability and having the courage to just open myself up to the internet’s critiques and opinions on the schools that I did and did not get into, for one, gave me thicker skin and, two, I think paved the way for everything that came after,” Rumi said.

Af ter graduation, he moved to Washington, D.C., to attend George Washington University, where he studied communic ations and ref le c te d on his nex t career steps. Rumi continued vlogging about his experience as a s tudent at George Washington, providing college-readiness tips to viewers on his YouTube channel, @imuRgency. Toward the tail end of his college experience, he soon shifted the nature of his video content from college preparation to pop culture and social media commentary. It

was during this time that Rumi gaine d more conf idence to produce social media content more consistently, and his videos quickly gained traction.

“A big achievement of mine is that I was part of the YouTubeBlack Voices Fund,” Rumi shared.

“YouTubeBlack Voices is a grant program that YouTube used to host where they would invite about one hundred or so Black content creators from the U.S.— thought leaders and incredible talents, to highlight and show for the YouTube brand and essentially invest in them.”

Rumi’s influential social media presence earned him major recognition as the YouTubeBlack Voices Fund Creator for the Class of 2022. This was a life-changing experience, as he was invited to join the top fifty Black content creators worldwide for his sphere of influence. Since earning this incredible accolade, he’s had the opportunity to travel to places like Kenya and Atlanta, Georgia, to inspire future classes of Black YouTube alumni.

“Ever since I was a kid, I remember being fascinated with the lives of YouTubers, but would also think to myself, ‘That could never be me,’” Rumi shared. “At

on his next goal of expanding his channel and introducing live show variations and commentary, while also continuing to grow his podcast.

Back when I was at Bush and just starting my YouTube channel, I wanted to be someone who could sustain myself by doing what I love. the time, many of the biggest creators on the platform did not look like me, which, as a young Black kid, initially discouraged me from even trying to go after this dream of mine. That is why seeing YouTube prioritize and amplif y the voices of Black creators is so important to me.”

Rumi is now an established business owner with a full team of researchers and advisors to help him leverage his social media channels. He’s since settled in Los Angeles, California, focusing

“It’s just nice to see this scale into something that is officially my own now,” Rumi said. “I say this all the time to my friends, but I feel like I’m living sixteenyear-old me’s dream. Back when I was at Bush and just starting my YouTube channel, I wanted to be someone who could sustain myself by doing what I love. I wanted to follow my own career path rather than do what was expected of me or what people thought I should do. Now I do this full-time, and I’m out here in LA, living my dream.”

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When completed, the new Center Campus will serve as a front door to Bush and a gathering place for the entire K–12 community.

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W E A R E BUILDING SOMETHING WONDER FUL

by Mamie Marcuss, Bush Trustee

If you’ve been on The Bush School campus this spring, you’ve likely seen the bulldozers, the cement mixers, and the workers in hard hats. Maybe you watched the Middle School building come down, finally retiring the creaky bones and drafty windows of its “cozy,” but cramped, classrooms. Perhaps you’ve admired the student mural of the dazzling whale sharks that decorates the construction fence or peered through one of the viewing glasses and watched the concrete being poured. If so, you know a transformation is happening at the heart of the campus.

“We are building the future of The Bush School,” said Head of School Sarah Smith on a sunny afternoon as she waved to a group of Middle School students loading up their gear bags as they headed out for their E-Week adventure. “This will be a space that inspires, uplifts, and supports the needs of our students and teachers for generations to come.”

It’s a new Center Campus—the last major piece in the school’s ten-year educational master plan that is designed to meet the needs of the school’s larger and more diverse student body, enhance teaching and learning, and ensure the community thrives as it enters its second century.

“When the original Commons and Middle School were built seventy-three years ago, The Bush School was a very different place,” said Sarah. “Since then, our student body has doubled, progressive education has evolved, and the world that we are preparing graduates to enter has dramatically changed. It’s beyond time that our facilities meet the moment.”

When finished, a new, light, and airy two-story building with high ceilings and large windows—and filled with the warm glow of timber—will sit at the center of campus, providing a welcoming entrance to the school. Entering the spacious lobby, you will be greeted by the bold colors of original art displayed in the student gallery and find yourself in an inviting space where teachers, students, and families greet one another each morning. Wander down the hallway of floor-to-ceiling windows to find the new Commons dining hall with updated cafeteria offerings, improved efficiency, and doubled capacity. For the first time in a long time, entire divisions will be able to share a meal together, and the community will enjoy a new space to gather.

Middle School Director Rob Blackwell is most excited about the building’s second floor. Here, six new classrooms and two state-of-the-art science labs will serve Middle School students.

“The Center Campus building is all about creating a better environment for learning,” said Rob. “Middle schools flourish when students feel they belong. The new space will be a welcoming and warm environment where students can do their best work and teachers can bring learning to life in new ways.”

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Top: The building will feature an inviting campus entry, a spacious lobby, and a student art gallery that celebrates creativity and welcomes families, students, and visitors alike. The new building will also house a main office and a conference room that will be a centralized and accessible space for school operations. Bottom Left: With a nearly doubled capacity of 250, the Commons will function not only as a place to share meals, but also as a flexible, multipurpose space that supports community events and informal gatherings throughout the day. Bottom Right: Two‑thirds of Middle School classes across all three grades will take place in the new building, supported by six classrooms and two state‑of‑the‑art science labs designed for hands-on, inquiry‑based learning. The second floor will feature two collaborative hub spaces that will provide students and teachers with flexible areas to gather, work together, and build relationships beyond the classroom.

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A 3D model of The Bush School focused on the new Center Campus, Middle School, and Commons project.

Along with the new classrooms, dedicated faculty workspaces are being added to increase collaboration and connection across the Middle School teaching team, while the floor will be bookended with gathering spaces drenched in natural light and filled with comfortable seating. These “collaboration hubs” will give teachers and students flexible space to work together or just hang out.

Mike Jackson has been teaching Middle School history at Bush for five years, and judging by the number of smiles he gets as he walks by a group of Sixth Grade students, it is clear he understands this age group. “Middle school-aged students don’t just want—but urgently need—socialization and collaborative learning spaces during this developmental stage in life,” he said. “Plus, I am excited to walk into a building that inspires me to be the best teacher I possibly can be.”

The entire Middle School is getting an upgrade. In addition to the new space, the remaining classrooms in the Republican Street wing will be renovated and the lab space completely updated. “It’s going to be exciting for students and teachers alike,” said Rob. “When students walk into a space that is specifically designed for learning, it makes a difference.”

The Harrison Street wing will also be completely modernized and built out with new spaces to serve the entire K–12 student body. In addition to a wellness center and a prayer and meditation room, it will house The Bush School’s Center for Community, Equity, and Action, supporting its expanded mission to provide civic engagement and service-learning opportunities for all students. The school is also strategically investing in a new cross-divisional Learning Support Center that will be housed in this new space, enhancing student support throughout the K–12 journey. Upper School Learning Specialist Brit Pauser explained, “A K–12 Learning Support Center at the heart of campus will give us the opportunity to meet the dynamic needs of our students, providing a dedicated space for community, collaboration, and support. The new center will amplify our holistic approach to student support by consolidating tutoring, academic advising, and accommodated testing into a central location and will allow for more peer-to-peer connection for neurodiverse students across our K–12 community.”

This year, despite lacking a space on campus to practice, the Upper School robotics team competed in the EX V5 Robotics State Championship. Imagine what our students will do with a dedicated technology makerspace to support the school’s growing computer, engineering, and design offerings. “We are incredibly proud of their hard work and growth this season and look forward to building on this experience as we prepare for next year’s competition,” said Upper School Computing, Engineering, and Design Faculty Gayathri Rajagopal.

“When you put it all together, we are creating a campus that will allow us to fulfill our mission for generations to come—to spark that passion for learning, achievement, and contribution to community that will prepare our students to go out into the world and do amazing things,” said Sarah Smith.

Some things won’t change. The shaded courtyard and its towering pine trees will remain at the heart of campus. Its lawn and gardens will continue to provide an outdoor space for students to catch their breath, eat lunch, and toss a football or do cartwheels between classes. And in the fall of 2027, the school will gather once again in the courtyard with the entire K–12 community in the courtyard to celebrate Convocation and the start of its first school year in the new Center Campus.

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Top Left: Head of School Sarah Smith has been overseeing the project throughout the year to ensure it is on track and ready for the opening of school in the fall of 2027. Top Right: Bulldozers moved on to campus in January 2026 to demolish the building and make way for new construction. Bottom: Throughout the process, students have had the opportunity to watch and learn about the phases of construction through various-sized viewing portals in the wall between the courtyard and construction.

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Until then, the construction continues. The Big Rock sits patiently in its temporary home, a few yards away from its old spot—a reminder that change is afoot, but new perspectives come with a change in scenery. Middle School students are adapting to their transitional classrooms, while everyone is getting a few steps in on the way to lunch in the MLK center. But in The Bush School way, the school is learning new things through the experience. MLK’s long cafeteria tables work better at building community than the old round ones in the Commons. In addition, Eighth Grade students are connecting in new ways with Upper School peers just by sharing classrooms and common space with them on the Upper School campus. Teachers, no longer siloed in their own classrooms, are finding spontaneous connections that bring greater joy to the work.

“There’s a sense of resilience and flexibility that’s become part of the culture during construction,” Rob said. “It is not just about navigating changes, it is about making the most of them.”

The transition has been smooth, but how are the students feeling about the new campus opening in time for the 2027–2028 school year?

“I can’t wait for the new classrooms and bigger commons!” said Roland C ’33.

BUILDING THE FUTURE TOGETHER The Center Campus, Middle School, and Commons project is possible thanks to the generous support of donors. While a significant percentage of construction costs are financed through tax-exempt school bonds, the school is seeking to raise twenty million dollars for the project through its “At the Heart of Bush” capital campaign.

“For over one hundred years, families and alumni have invested in our campus and our community,” said Board President Karim Lessard ’89. “When I attended Bush, I benefited from the generosity of those who came before me. Now is my chance to pay it forward.”

“We have great momentum and strong support for the project,” said Ann Felton, Board Member and co-chair of the “At the Heart of Bush” campaign. “Families, grandparents, alumni, parents of alumni, and foundations have all played a role in helping bring this vision to life.”

To date, the school has reached over seventy-four percent of its fundraising goal. This includes three million dollars in grant awards from regional foundations that value the school’s compelling educational mission, its commitment to financial aid, and its vision for creating these inspiring learning spaces. As the campaign continues, every Bush family will have an opportunity to learn more about the new spaces taking shape at the heart of campus, the impact philanthropy is making possible, and ways to help support the future of the school.

Together, the Bush community is creating spaces that will deepen learning, strengthen belonging, and inspire students for years to come.

AT THE HEART OF BUSH CAMPAIGN: BY THE NUMBERS

74% $14.8M Raised toward a $20M Goal 74% Complete

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Gifts to Date

$3M Foundation Grant Awards

Opening Date:

Fall 2027 Construction Underway

102 Years of Giving by the Bush Community

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JULIANA CANTARELLI VITA

The Courage to Lead

by Donés Williams, Communications Associate

orchestral and modern musical forms. She became involved in the Pernambucano Conservatory of Music in the coastal city of Recife, Pernambuco state, in her youth, familiarizing herself with an array of instruments and performance styles. After spending years as a professor in higher education in the United States, she decided to return to vibrant K-12 classrooms to witness an authentic, hands-on teaching experience. fter only three years working at The Bush School, Lower School Music Faculty Juliana Cantarelli Vita has blazed trails on campus and across the country, earning several accolades for her musical expertise along the way. By day, she is a charismatic teacher and performing arts director who inspires her students to find creativity and harmony in everything they do. By night, she is an award-winning songwriter and musician, with over fifteen years of experience playing several instruments, including the violin, guitar, drums, piano, and trumpet.

“One huge act of courage for me was to leave my home country and follow my heart to come to the U.S. for my master’s degree and Ph.D.,” Juliana shared. “I’m from Brazil, and there, we didn’t have formal music education that was offered in schools until 2008, which is when I started my music education degree.”

As a Brazilian immigrant born to music-loving teachers, Juliana is no stranger to the diversity of both 32

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“I was drawn to Bush because of the opportunity to engage in progressive music education,” Juliana shared. “Mainly, I wanted to explore the way we approach music and culture in a collegiate setting and see if it could be applied in a kid-friendly setting.

One of the things I’ve grown to love is that we get to work in a K-12 environment across different divisions. For example, during the Lower and Middle School choir concerts, I get to work with Middle School Music Music Faculty and Performing Arts Department Chair Matt Swanson. That’s one of my favorite moments of the year, because we get to collaborate.”

Juliana and the other faculty in the Performing Arts Department often brainstorm unique ways to showcase the talents of Lower, Middle, and Upper School students at Bush. This year featured incredible cross-divisional moments, including the Lower and Middle School choir concert and the Middle and Upper School spring production of “A Midsummer Night’s Dream.”

However, these one-of-a-kind,

synergetic performances aren’t restricted to the Bush campus.

Last February, Middle and Upper School students had the opportunity to perform at the Seattle Convention Center Summit as part of the National Association of Independent Schools Thrive conference. They performed beloved songs such as “Buddy Holly” and “Edge of Seventeen,” as well as a couple of original songs, giving the audience a glimpse of the robust musical talents of Bush students.

Juliana oversaw the Lower School production and wrote the original script for “The Weaver of Wit,” which portrayed Anansi the spider—a legendary trickster figure from Ghana. The story taught students lessons about life, morality, and survival, and showcased how this character became a vital symbol of resistance and cultural identity for the African diaspora. The play allowed Lower School students to fully immerse themselves in drama and West African drumming, dance, and culture.

“What makes me proud about our students is their work ethic, their pride in the work they are building, and to see they bring their true selves in the process,” Juliana said. “We are very focused once we are practicing and rehearsing, but we are also able to have fun moments as we are building something together. And to notice their happiness and proud faces once the work is done when they perform, and they get to see the audience cheering for them

and for their hard work—it’s truly priceless!”

In the classroom, Juliana’s roots and passion for social justice saturate her teaching style. She applies what she’s learned from Brazilian educator Paulo Freire and his transformative text Pedagogy of the Oppressed, which critiques traditional teaching styles and the “banking” model, in which educators “deposit” information into students, who are seen as blank slates. This idea that K-12 education should connect to the real world emphasizes Bush’s philosophy of “learn by doing.”

“Education is an exchange in connecting knowledge to power,” Juliana said. “The teachers are students, and the students are teachers. Education should be used for justice and liberation, instead of simply for knowledge.”

At Bush, faculty and staff are encouraged to pursue their passions while growing and learning as mentors. By developing her musical expertise both inside and outside the classroom, Juliana demonstrates bravery in her teaching style while encouraging her students to do the same.

“I think it’s important to still pursue my artistic career, because it would be hypocrisy if I taught students how to be artistic without putting effort into my own craft as an artist and as a scholar,” Juliana said. “I try to keep up with my music making as much as I try to keep up with my

scholarly work: publishing articles, contributing to chapter books, and presenting at conferences.

I am appreciative of the support I have received from Bush over

nals. Her dedication continues to propel her toward greater heights, further highlighting the courage it takes to spread harmony to every budding Bush musician.

I am appreciative of the support I have received from Bush over the years—it is a gift to be able to remain curious and grow as an educator and artist while I help our students grow.

– J U L I A N A CA N TA R E L L I VI TA , L O W E R S C H O O L M U S I C F A C U LT Y

the years—it is a gift to be able to remain curious and grow as an educator and artist while I help our students grow. As students ‘learn by doing,’ we lead by example.”

Juliana’s talents were recognized when she was nominated as a semifinalist for the 2026 Grammy Music Educator Award and made history as the first Brazilian ever nominated for the award. This incredible accolade recognizes teachers who have made a lasting impact on music education and who demonstrate a passionate commitment to keeping it alive in schools. Juliana was first selected from more than 2,000 applicants to the 200 quarterfinalists and then qualified as one of the twenty-five selected to advance to the semifi-

“I wouldn’t be here without my students or without my community,” Juliana said. “If I was able to get this far, it was because of every student I have taught throughout my years in education, both in the United States and Brazil. And, of course, because of our Bush students, who inspire me every single day to be the best educator, musician, and human I can be. This specific process has taught me that, more than ever, when your community has your back, you can reach places you never imagined you could. In a time when I am feeling like I need to lessen my identity, my Latinidad, myself, and to call the least amount of attention possible to my existence, being in such a spotlight feels equally antagonistic and validating.”

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UPPER SCHOOL HISTORY AND LITERARY SALONS

The Courage to Exhibit

by Donés Williams, Communications Associate

balanced by the more personal, evocative words shared by poetry and short fiction students, who got a lot of love from the audience for stepping up to the mic.”

ll year long, Upper School students at The Bush School have been applying the knowledge and skills they’ve absorbed in their classes to prepare them for further intellectual exploration and achievement after high school. During the Upper School History and Literary Salons, students demonstrated their ability to ask bold questions, present their thoughts in a vulnerable space, and generate new ideas by drawing on both their research and lived experiences.

Through these uniquely curated events, the community witnessed the power of experiential education at Bush.

“It was a pleasure to witness our students at their academic and creative best during our History and Literary Salons,” shared Upper School Director Ingrid Gustavson.

“I was blown away by the sophistication and confidence Upper School history students demonstrated in sharing their research and answering questions, often betraying genuine passion for their chosen subjects. This was

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While the History Salon challenged Eleventh Grade students to think quickly and engage deeply with their research through a series of informative panel discussions, the Literary Salon, titled “Words of a Feather,” provided student writers with the space to share their reflective poems and short-fiction stories on the Benaroya Theater stage. Both evenings offered family, friends, and faculty the opportunity to support students as they led their presentations with courage and poise.

Wednesday, May 13, was the Upper School History Salon, an event focused on enlightenment, empowerment, and awareness. Over the course of three months, Eleventh Grade students researched a subject area in United States history that most intrigued them, such as politics, media, or advocacy, and presented their findings to an audience.

Students also wrote thesis-driven papers that showcased their ability to summarize what they had learned.

“One of the great benefits of the History Salon is that students get to stand up in front of an audience as an individual and be an expert,” said Upper School History Faculty Susanne Eckert. “They witness the payoff of three months of their research and hard work.”

Throughout the evening, students collaborated by theme to present and participate in a structured Q&A session with peers and adults across several classrooms in the Upper School South Building.

Student moderator and audience questions encouraged students to think quickly, engage deeply with their work, and speak publicly.

Some of the chosen subjects included: “Institutionalization of Women in the Early 20th Century;” “Constructing the ADA: Architects, Catalysts, and the Disability Rights Movement;” “Under the Big Top: The Tent of Oppression in American Society;” and other thought-provoking topics.

“Students begin their presentations thinking they’ll need to use their research papers to reference facts,” said Upper School History Faculty Paula Dowtin. “Then they surprise themselves when they realize they can just speak confidently about it, because they know the material so well.”

This inspiring and informative event brought the community together for a delightful evening of listening and learning—allowing students to trust their research and lean on their peers for support.

“The students are the ones who facilitate the various panels,” shared Upper School History Faculty Nancy Bowman. “They’re responsible for reading their peers’ research papers and coming up with questions to draw each of the authors into conversation with one another.”

Friday, May 15, marked the debut of the Upper School Literary Salon: “Words of a Feather,” an open-micstyle affair in which Upper School students shared written words that evoked a range of emotions.

Under the Benaroya lights, each student took center stage and read heartfelt stories and poems that they’d produced in Upper School English Faculty Molly Olguín’s short-fiction writing and Jasminé Smith’s poetry classes, as well as in their personal time. Both faculty members’ expert teachings were evident in the students’ concise and confident recital.

“The Literary Salon was born out of a desire to highlight two individual things: Birds of a Feather, which is the Upper School’s new studentled literary magazine,” Jasminé said. “Also, to showcase all the student talent that exists here at Bush, such as Ahsenti A. ’27, who is Seattle’s 2025/2026 Youth Poet Laureate.”

Ahsenti, who was the featured reader at the Literary Salon, was selected by Seattle Arts & Lectures (SAL) as the Youth Poet Laureate for her commitment to poetry, performance, and community engagement. According to SAL, “Ahsenti’s work shows resistance to

categorization because she follows her intrigue, the fleeting moments that spark inspiration to create.

Through her writing, she hopes to make space for those navigating layered identities, vulnerability, and for stories that make people feel seen in their most intricate and unspoken parts.”

“What I’ve of ten heard from students is that the short fiction and poetry classes give them the structure, time, and community around refining their work,” said Jasminé. “They can also receive feedback from their peers, which they find very helpful.”

The literary themes and styles presented in “Words of a Feather” were endless, as each student invited perspectives through impactful prose-based haibuns, ghazals, structured sonnets, and riveting short stories. The audience laughed, cried, and empathized with readers as they narrated tales about courage, overcoming hurdles, identity and self-expression, immigration, and family. Through multiple storytelling forms, students invited diverse perspectives and highlighted Bush’s community of belonging that values every individual and every voice.

Molly and Jasminé hope to bring the Upper School Literary Salon back next year as an annual event for students to freely express themselves through several written forms. They encourage Upper School student writers to submit their creative pieces to the Birds of a Feather literary magazine to help them gain more confidence in sharing.

“We’re implementing growth coaching, and its purpose is to continue expanding the creative writing program,” Molly said.

“Susanne is our growth coach, and we’re working with Middle School faculty to foster creative writing across divisions.”

Students showed immense courage in both the Upper School Histor y and Literar y Salons, through public speaking and by trusting themselves from the start of their research through the end of their presentations. By demonstrating their innate ability to put their knowledge into practice, exercise self-assurance, and grow through their learning, students experience the impact of “learning by doing” at Bush.

Kirubel D. ’27 presents during the Eleventh Grade History Salon.

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ART S

The Courage to Be Seen

by Donés Williams, Communications Associate

y goal is to normalize performance for every student,” said Middle School Music Faculty and Performing Arts Department Chair Matt Swanson. “We don’t simply play instruments and learn songs for our own amusement— it ’s the collaboration between students, the sharing of an experience with an audience that makes it meaningful. That’s how music lives in our world.”

The Bush School arts department is where freedom of expression has no limits. Through several enriching opportunities offered on campus, these diverse courses encourage students to grow their imaginations and blaze trails with fresh skills. Students in Kindergarten through Twelfth Grade have the opportunity to get involved in numerous music and visual arts classes—including jazz band, pop art, metal design, orchestra, and the new ensemble Bush Honks—and exercise the courage to be seen by the entire community.

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“We want our music course offerings to be reflective and representative of students’ interests and passions,” said Upper School Music Faculty Landon Ashby.

“I believe that music is an innate part of what makes us human, and there are boundless ways that students choose to experience it. It has been a goal of mine to support those varied interests as best as possible.

Whereas some students may prefer jazz band over orchestra, or vice versa, or instead lean more toward a rock-band vibe, still others may prefer to experience and learn about music in more of a classroom setting, in a class like music in film. By keeping variety and options in our programming, it is my hope to kindle and sustain a lifelong joy of music.”

T he B u s h A r t s D epar tment f acult y adhere to a s hare d philosophy: Music-making is something that everyone can share in, not only the “talented” few. Ins tead of highlighting only advanced-level students with more music experience, the teachers focus on meeting students where they are and uplifting their individual talents in a multitude of ways.

“Our vision for music education at Bush is that all students feel as though they can participate,” Matt explained. “Every Lower

School student can perform and get involved in music, every Mid dle S cho o l s tu dent ha s stepped on a stage and played an instrument, and Upper School students will have engaged in multiple Performing Arts experiences by the time they graduate. I think they’ll be happier and more well-rounded individuals because of these experiences.”

Creativity is nurtured at a young age and fostered as students continue their journey from Lower to Middle S cho ol . In Lower School Art Faculty Li-Ting Hung’s class, students’ freedom of expression is boundless and unapologetic, as students learn by doing through various art techniques. The skills they spent the year developing are showcased at events such as Bush’s beloved community gathering, Fine Arts Evening. “ In Lower School, it ’s really important that students have the freedom to express themselves creatively, because that’s how they start to discover their voice,” said Li-Ting. “ You really saw that come through at Fine Arts Evening. This year’s theme was ‘Courage,’ and we’ve explored how courage can look different for everyone. For some students, it’s speaking up or sharing their work. For others, it’s trying something new or sharing a personal idea in their art.”

Lower School students dove into several engaging projects, like Brave Lions and I’d Hammer Out Love. Through these hands-on experiences, students collaborated on projects and worked from a shared idea while learning to interpret the art in ways that resonate with them.

“One of the hardest parts of teaching ar t is letting go of control over the outcome,” said Li-Ting. “When you do, and you give students a framework while inviting different perspectives, the work becomes so much richer. That’s when you know a project is successful—when every piece feels unique, but they all come together in a meaningful way.”

In Bush’s visual arts program, students build a strong foundation of artistic skills and techniques while exploring a wide

range of materials and creative approaches . Along the way, students have plenty of opportunities to discover what they enjoy and how they prefer to communi-

hoods,” and “Animals: Real and Imagined.”

“As students move through the program, they grow not only

I n Lower School, it’s really important that students have the freedom to express themselves creatively, because that’s how they start to discover their voice.

– L O W E R S C H O O L A R T S F A C U LT Y L I - T I N G H U N G

cate their thoughts and feelings using art. Each year is centered on an engaging theme—recent favorites include “Pop Art Food,” “Architec ture and Neighbor-

as artists, but also as thinkers and problem-solvers,” said Middle School Visual Arts Faculty Rebecca Pleasure. “ Whether they’re planning a project, trying

Front row, from left: Beatrix J. ’30, Maude P.-W. ’30, Beatrice S. ’30, Avi S. ’31, Oscar K. ’31. Back row, from left: Ringo F. ’30, Emmett C. ’30.

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Performing is always brave, but the vulnerability inherent in performing your own written work is multiplied tenfold.

– M I D D L E S C H O O L P E R F O R M I N G A R T S F A C U LT Y J E S I CA AVE L LO N E

something new, revising their work, or reflecting on their progress, they’re building key habits like persistence, flexibility, and attention to detail—skills that support them in every aspect of school and beyond. Visual arts is a place where every student can feel successful. It’s a supportive space to take creative risks, build confidence, and develop a unique voice.”

This year, Bush welcomed new performing arts faculty to the dynamic team: Upper School Performing Arts Faculty Kelly Kitchens, Middle School Performing Arts Faculty Jesica Avellone, and Performing Arts Production Manager Dan Schuy have brought their creative and colorful visions to every performance. Since joining the Bush community, each of them has led with their imagination, unwavering support, and a 38

EXPERIENCE

desire to spark curiosity in every student.

In November, Jesica oversaw her first Middle School production at Bush, “A Scramble in Time,” which was a huge comedic hit for families and students alike. Although she helped guide the student performers before showtime, it was the students who took the reins for the play’s preparation and execution on both nights of the performance.

Jesica shares, “Performing is always brave, but the vulnerability inherent in performing your own written work is multiplied tenfold.

A teacher and director can set student actors up for success, but ultimately, they’re not onstage, so it’s on the students to commit to the preparation that leads to a confident performance.”

On Thursday, May 7, the Bush Middle and Upper School Drama Department joined forces for their rendition of William Shakespeare’s “A Midsummer Night’s Dream,” which was a reimagined rambunctious comedy of magic, moonlight, and young love set in the high-spirited 1950s. The lively production featured full design and plenty of student-led music.

While students worked behind the scenes and immersed themselves in a role, they brought their individual talents and worked toward a common vision.

“The Bush School’s K-12 structure allows us to provide our students with these unique and beautifully valuable opportunities for cross-divisional collaborations, which you don’t see in many other schools,” said Kelly.

“Projects like this one give our student s the ability to work together, learn from one another, explore things from diverse viewpoints, and contribute their own ideas and industry toward a shared goal. This process, and how every student showed up within it, wholeheartedly embodies the mission of our school, and I can’t wait to build more and varied opportunities to engage with our community in this way and more.”

Top Left: Yahaya J. ’30, Parker Z.R ’31, and Mila D. ’32 perform at the Lower and Middle School Choir Concert Top Middle: Upper School students collaborate on various projects during class time Top Right: Parker C. ’33 presents as an art gallery docent during Lower School Fine Arts Evening. Middle: Cast members during a scene in the joint Middle and Upper School performance of “A Midsummer Night’s Dream.” Above: Lower School students act out a scene during the Lower School drama production, “Weaver of Wit.” 2026

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THE COUR AGE TO BE BOLD CL ASS OF 2026 COMMENCEMENT

by Donés Williams, Communications Associate

On Sunday, June 7, The Bush School Class of 2026 celebrated the most important milestone of a young student’s journey—graduation. Proud family, friends, and faculty gathered at the Seattle Convention Center | Summit to witness seventy-two courageous Twelfth Grade students receive their hard-earned diplomas from Head of School Sarah Smith and Board President Karim Lessard ’89.

“During my time here at Bush, ‘experience education’ is what drove every class curriculum and structured everything this school has to offer,” Mia Escalante ’26 shared in her opening remarks. “Whether it be Cascades, internships, or just our everyday classes, we have always been asked to challenge our thinking, to problem-solve, and to take what we have learned into our everyday lives, all while building community in the process.”

Mia expressed how Bush’s unique experiential learning environment and the Rainier Scholars program helped shape her as a student, a leader, and a person, preparing her to overcome the obstacles she anticipates facing in her next phase of life.

“As a Rainier Scholar, I’ve learned that challenge is a privilege and the opportunities that come along with hard work and perseverance are nothing to take for granted,” Mia said. “This past semester in my history and human behavior class, we discussed what it meant to take action and how easily people are susceptible to ignoring issues they are too afraid to combat, for the sake of community. As we go on to a new environment, it is important that we maintain our voices with the willingness to create waves, hopefully inspiring others to do the same.”

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Members of the Bush Class of 2026 applaud during Commencement.

Following a warm welcome from Karim, Sa ra h add ressed t he com mu n it y, f i rst ref lecting on the transformative years of learning and growth the Bush Class of 2026 experienced and honoring their incredible academic journeys and contributions to the school’s history. The Class of 2026 will be remembered as a unique, creative, generous, and determined group of students who know how to lift their voices to incite positive change for their class and community.

“Again and again, I was struck by your wisdom, thoughtfulness, humor, and willingness to engage deeply with the world around you and speak up for the issues and causes you care about … which I hope you will carry with you forever.”

“Aga in a nd aga in, I was struck by your w i sdom , t hou g ht f u l ne s s , hu mor, a nd willingness to engage deeply with the world around you and speak up for the issues and causes you care about … which I hope you - SARAH SMITH, HEAD OF SCHOOL will carry with you forever,” Sarah told the students. “As writer and civil rights activist Audre Lorde reminded us: ‘There is only one thing more frightening than speaking your truth—and that is not speaking.’” Sarah thanked the students for sharing their truths and for their ability to exercise empathy by listening to and respecting the voices of others.

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Meredith Chen ’26 spoke on behalf of the Class of 2026 about the memories and special moments that were curated every day at school, each of which strengthened students’ tenacity and readiness for college and beyond. She spoke about what it truly means to be bold—being comfortable with uncertainty and finding excitement in the unknown, because expecting the unexpected helps one evolve as an individual.

“... And as we step into whatever comes next, I hope we welcome the unknown.

Not because it’s comfortable, but because some of the most meaningful chapters of our lives begin exactly where the plan ends.”

“So Class of 2026, thank you,” Meredith said. “For the conversations. For the memories. For the uncertainty. For growing up alongside me. And as we step into whatever comes next, I hope we welcome the unknown. Not because it’s comfortable, but because some of the most meaningful chapters of our lives begin exactly where the plan ends.”

Dylan Shingler ’26 spoke to the crowd about the powerful and lasting influence of the Bush faculty who supported students during this momentous time in their lives. He introduced Upper School Math Faculty Morgan Root, the student-elected speaker, and raved about his sphere of influence as a Bush instructor and leader.

“When it comes to him as a teacher,” Dylan said, “he stands out as one of the most unique and charismatic math teachers I’ve had. Be it through the two-minute meditations he had us do at the beginning of class that clear your mind of the day and get you focused, or the way he makes individual connections with each and every one of his students, he makes sure everyone is engaged and interested.”

- MEREDITH CHEN ’26

Dylan acknowledged the lasting impact of the Bush faculty, such as Morgan, who taught students to lead with courage and empathy. Morgan served not only as a wonderful instructor but also as a source of comfort for the students, providing them with a space to regulate their emotions and a nurturing environment full of support and baked goods. In Morgan’s final words to the graduating class, he stressed the importance of maintaining confidence in the face of fear and, rather than blaming others, looking inward to improve.

Left: Mia Escalante ’26 delivers the Commencement 2026 Opening Remarks on stage at the Seattle Convention Center | Summit.

Emerson Wong-Godfrey ’26, Bing Kawasaki ’26, Trianna Luu ’26, Samara Merchant ’26, Sanvi Agarwal ’26, and Kiryn Merchant ’26 celebrate together after the Commencement ceremony.

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CLASS OF

20 26

“That is not what this world needs,” Morgan said. “It needs you to be bold. It needs you to be kind. It needs you to acknowledge your fear and not let it drive you. I am confident you can do this. I have been working with many of you, and I am struck by your openness and willingness to confront the struggles of the world head-on. I am so proud to have been a part of your journey, and I will be looking for your great and small actions of kindness that this world so desperately needs.”

Before receiving their diplomas, students heard advice from Upper School Director Ingrid Gustavson about navigating transitions after high school.

“I see who you are as you head into one of the biggest transitions of your life—higher education and adulthood,” Ingrid said. “I see the ways in which Bush has helped to empower you for this major step with a voice, with confidence, critical skills, knowledge, and key mindsets so that you can continue to embrace growth and opportunity wherever you go.”

Once diplomas were received with bright smiles and handshakes, Nyomi Bennett ’26 took the podium to deliver her impactful closing remarks, leaving her peers with immense hope, courage, and excitement for the next step in their educational careers.

“What I find most admirable about this class is their ambition,” Nyomi said. “As class officer, I quickly learned that the class loves to dream big. I remember countless times when I would ask simple questions, and the conversations would go in so many different directions. Though it could be challenging at times, I grew to appreciate their passion to execute and pursue their ideas. Having the chance to lead and witness the Class of 2026’s optimism has been an amazing opportunity and has inspired me to dream bigger than big, even if it seems impossible.”

Congratulations to the Bush Class of 2026. We are so excited to see the ways in which each member of the class will use their voice to be bold and dream big.

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Above: The Class of 2026 gathers for their beyond Bush destinations photo, representing the colleges, universities, and post-graduate programs they plan to attend next year. Right: Dylan Shingler ’26 introduces Faculty Speaker Morgan Root.

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CLASS OF 2026 MATRICULATION LIST American University Amherst College Babson College Barnard College Bates College Bowdoin College California Polytechnic State University (San Luis Obispo) (2) Carnegie Mellon University Case Western Reserve University Chapman University Chapman University (Dodge College of Film and Media Arts) (3) Claremont McKenna College Colgate University College of the Holy Cross Cornell University Dartmouth College Emory University Hamilton College Haverford College (2) Lehigh University Loyola Marymount University Macalester College Marquette University Massachusetts Institute of Technology McGill University Middlebury College Montana State University (2) Mount Holyoke College Northeastern University (2) Northwestern University Oberlin College Pomona College Princeton University Purdue University Reed College (2) San Diego State University (2) St. Olaf College Trinity College Dublin Tufts University University of California (Los Angeles) University of Chicago University of Colorado Boulder University of Michigan University of San Diego (2) University of San Francisco University of Southern California (2) University of Utah University of Vermont University of Washington (2) University of Wisconsin Vanderbilt University Wake Forest University Washington University in St. Louis (3) Wesleyan University Western Michigan University Whitman College (2) Yale University

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Need photos

THE COUR AGE TO BL A Z E A NEW TR AIL

FIFTH A ND EIGHTH GR A DE MOV ING UP CER EMONIES

by Mylea Mann, Communications Manager

At the conclusion of a year full of courage, change, and learning, The Bush School Classes of 2033 and 2030 gathered together with faculty, staff, families, and friends to celebrate the completion of their Lower and Middle School experiences as the students prepare to transition into Middle and Upper School.

On Tuesday, June 9, the Class of 2033 was recognized during the Fifth Grade Moving Up Ceremony.

The afternoon was filled with joy, excitement, and bravery as students shared original poems and performed a song—the lyrics of which were written by Fifth Grade students as they looked back on their Lower School journey and imagined the endless pathways that lie before them. Thoughtful reflections were offered by Head of School Sarah Smith, Lower School Director Aliya Virani, and Fifth Grade Faculty Neil Davis and Randi Gordner. The ceremony celebrated a year full of academic growth, hands-on learning, robust community, boundless creativity, and wholesome support that define the Lower School experience.

The next day, Wednesday, June 10, the Class of 2030 shone on stage at the Eighth Grade Moving Up Ceremony. With remarkable student performances and wise words, students shared their voices and stories. Masters of Ceremony Wray M. ’30 and Aria S. ’30 led the ceremony, introducing the speakers and performers. Student speakers Charlotte F. ’30, Raena B. ’30, and Matteo R.-T. ’30 demonstrated the traits of a Bush education as they reflected on their Middle School years. The Class of 2030 students embody creativity and innovation, a passion for blazing new trails, a readiness to offer a helping hand, and a desire to change their communities and the world for the better. Outstanding student performances by Jonathan M. ’30, Astrid O. ’30, Dara F. ’30, Maya M. ’30, Maude P.-W. ’30, Yahaya J. ’30, Kainoa Y. ’30, Beatrice S. ’30, Emmett C. ’30, Shreyas B. ’30, and Weston B. ’30 aided in making the afternoon a special moment for students, families, faculty, and staff. Remarks from Head of School Sarah Smith and Middle School Director Rob Blackwell shared the ways that Eighth Grade students demonstrated their preparation and readiness for Upper School and the journey they will embark upon.

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Page 46: The Bush Class of 2030 sits on stage during Raena B. ’30’s speech on the class’s Seventh Grade experience. Top Right: Alfred B. ’33 runs through a tunnel formed by Bush Lower School faculty and staff to celebrate the graduation of the Fifth Grade class. Top Middle: Lower School Director Aliya Virani and William N. ’33 shake hands as William receives the Fifth Grade certificate of completion.

Top Left: Head of School Sarah Smith delivers remarks to the families, friends, and graduates of the Bush Fifth Grade class. Bottom Left: Wray M. ’30 shakes hands with Middle School Director Rob Blackwell while receiving his Eighth Grade certificate of completion.

Bottom Right: From left, Eighth Grade graduates: Maude P.-W. ’30, Dara F. ’30, Astrid O. ’30, Maya M. ’30, Yahaya J. ’30 perform during their Moving Up Ceremony.

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R E S ON Z A L B

The Rise 2025–2026 ATHLETICS YEAR IN REVIEW

by Mary Albl, Director of Communications

Upper School tennis student-athletes From bottom middle clockwise: Makenna K. ’27, Gia G. ’27 , Nicola L. ’27, Riley C. ’27, Karitas J. ’27, and Kylee J. ’27 form a star during spring Media Day.

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Upper School Golf Players and Coaches smile during the WIAA 1A State Golf Championship including Boys Varsity championship representatives Meredith Chen ’26—who medaled in ninth place in the Girls State Championships, Alex V. ’29, Neil N. ’28, Justin C. ’28, Jonathan H ’28, and Aydin M. ’29.

While the 2025–2026 school year included many visible accomplishments—big wins, championships, school records, and deep playoff runs—it also provided countles s opp or tunities for The Bush School student-athletes to learn that while outcomes matter, the process matters even more.

The Blazers athletics coaches played a vital role in creating those opportunities, helping student-athletes learn how to lead, respond to setbacks, and contribute to something larger than themselves. Those lessons extend well beyond the playing field and will continue to serve our student-athletes long after the final time they wear a Blazer uniform.

“This school year included several exciting initiatives, including the addition of Lower School spor t s clubs and expanded Media Day activities in the Upper School, as well as long-standing signature events such as Blazer Bash Spirit Days, National Girls

Girls in Sports Club leaders Charlotte F. ’30, Beatrix A. ’30, and Margot S. ’30 host a question and answer session for National Girls and Women in Sports Day with guest panelists Kiana Peterson, Upper School Director Ingrid Gustavson, Bailee Neyland, Zoe Fowler, and Assistant Director of College Counseling and Student Success Ana Richardson.

and Women in Sports Day, and our annual Athletics Awards Banquet. Together, these efforts contributed to record participation numbers across all three divisions,” said Athletic Director Jo Ito. “Each year, it is rewarding to watch the next generation of Blazer athletes develop a love for sports and build foundational skills in Lower School and Middle School, then grow into competitive athletes as part of their Upper School experience—many reaching the elite level. And, of

course, it is always exciting to see our varsity teams and individual athletes make deep playoff runs and bring home medals from state championships.”

The fall season set the tone for the year with strong participation and standout performances across multiple programs. The cross-country team delivered an impressive showing at the Emerald Sound Conference (ESC) Championships . R yan E . ’27 finished as conference runner-up,

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while Isabelle O. ’27 placed thirteenth in the girls race. On the boys side, Kai Aizawa ’26 led the way with a ninth-place finish, followed closely by Luke M. ’27 (tenth) and Leo N. ’27 (thirteenth).

At the Washington Interscholastic Activities Association (WIAA) State Championships, both Ryan and Kai earned medals, finishing seventh and eleventh, respectively.

On the golf course, the boys golf team made major headlines with a historic season. The regular season included standout performances from Justin C. ’28, whose remarkable five-under-par thirty-one is believed to be the lowest individual round in program history. Teammate Aydin M. ’29 earned statewide recognition as a WIAA Student-Athlete of the Week after opening his season with three consecutive top-two finishes and helping lead the team to a 4–0 start. The Blazers carried that momentum into the postseason, capturing both the Emerald Sound Conference Championship and the WIAA State Team Championship.

Justin earned Conference MVP honors by winning the conference championship and led the Blazers at state with a third-place

Sanvi Agarwal ’26 dribbles down the court during the Winter Blazer Bash Basketball game.

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The Bush Upper School Nordic team poses together for a team photo outside of Bush’s Schuchart Gym.

finish. Aydin and Jonathan H. ’28 helped secure the state championship with fourth- and twelfthplace finishes, respectively.

The winter season was highlighted by the arrival of new head coaches for both the boys and girls basketball programs. Guided by fresh leadership, both teams competed hard throughout the season and laid a strong foundation for the future of Blazer basketball. The Nordic ski team also made the most of a season marked by less-than-ideal snow conditions. The annual trip to the Methow Campus was a highlight, with athletes skiing an impressive fifty kilometers over two days while building memories and strengthening team bonds.

Bing Kawasaki ’26 leaps for the disc during an Ultimate play.

T he s pring s eas on brought another collection of memorable accomplishments. Meredith Chen ’26 earned a state medal with a ninth-place finish at the girls golf state championships. The boys soccer team advanced deep into the ESC tournament, falling just short of a state tournament berth after a rematch of last year’s state championship game against rival University Prep. Makenna K. ’27 qualified for the tennis state championships for the third consecutive year and repeated as state runner-up, dropping just two games before reaching the final.

The girls Ultimate team (HUSH), once again competing in partnership with Holy Names, advanced to the state tournament for the first time since 2019, finishing in

Makenna K. ’27 focuses on an incoming ball during a Varsity Girls Tennis match.

Xander Timmons ’26, Leo N. ’27, Kai Aizawa. ’26, Luke M. ’28, Ryan E. ’27, and Helena P. ’29 smile together during the WIAA 1A Track and Field Championship State Competition.

eighth place. The track & field program delivered an exceptional performance at the WIAA State Track & Field Championships in Yakima. Following a successful regular season highlighted by countless personal bests, six Blazers qualified for the state championships. Competing through scorching heat, rain, cool temperatures, and ultimately ideal championship conditions, every Bush athlete earned a place on the podium. By the end of the meet, the Blazers had collected eight state medals and created memories that will last a lifetime.

Kai A izawa ’ 26 and Xander Timmons ’26 put the finishing touches on remarkable Bush careers. Kai placed ninth in the 1,600 meters before earning a state medal with a fifth-place finish in the 3,200 meters. In that race, he was joined by teammate Luke M. ’28, who delivered an outstanding performance of his own to finish sixth as the two Blazers battled side-by-side down the stretch.

Xander added two more state championships to his already l e g e n d ar y ré s um é , c apturing titles in both the 110-meter hurdles and 300-meter hurdles.

Helena P. ’29 announced herself on the state’s biggest stage with a fifth-place finish in the l o ng jump , w hil e El eve nth Grade students Ryan E. ’27 and Leo N. ’27 capped outstanding seasons by earning state medals in the 800 meters (seventh place) and 3,200 meters (fifth place), respectively.

Steinar Farmer ’26, Sam F. ’27, and Finn C. ’27 pose during fall Media Day for Varsity Boys Tennis.

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UPPER SCHOOL ATHLETICS AWARDS On Thursday, June 4, 2026, students, coaches, and families gathered to celebrate the individual and team accomplishments of the school year. During the event, Rob Corkran was introduced as the newest member of the Bush Athletics Hall of Fame, and the following student-athletes received the school’s most prestigious athletic awards.

Tri-Sport Varsity Athlete Award For the exceptional achievement of earning letters in three varsity sports in one school year.

Alena F. ’29

Kevin J. ’29

cross-country, basketball, track & field

cross-country, Nordic skiing, track & field

Ella M. ’29

cross-country, Nordic skiing, track & field

Most Inspirational Athlete Award Presented to two athletes who show outstanding determination, sportsmanship, inspiration, and leadership.

Kai Aizawa ’26

Ace Ederer ’26

Blue & White Award Presented to two athletes who are self-motivated and display outstanding energy, effort, and execution.

Makenna K. ’27

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Xander Timmons ’26

R O I N N O G H

Leadership ATHLETIC DIRECTOR OF THE YEAR This year also brought special recognition to the leadership behind the program, as The Bush School’s Athletic Director Jo Ito was named the Emerald Sound Conference Athletic Director of the Year for 2025–2026 —a testament to the vision, care, and commitment that continue to elevate the student-athlete experience.

Bush Athletic Director Jo Ito named ESC Athletic Director of the Year.

“Having first worked with Jo as an intern in 2018, and now as his colleague, I’ve had the privilege of witnessing firsthand how his leadership, mentorship, and vision have transformed the Bush Athletics program—significantly growing participation, elevating competitive success, and shaping

a culture rooted in excellence and inclusion,” Associate Athletic Director Erin Saunderson said.

Since joining Bush in 2014, Jo has championed an athletics experience that is competitive, welcoming, and deeply rooted in the values that define our community. Under his leadership, Bush Athletics has continued to grow in both participation and spirit—this year, seventy-four percent of Middle and Upper School students are involved in a Bush team, and many studentathletes pursue their passions at the collegiate level. Jo’s work is guided by a commitment to nurturing open-mindedness, teamwork, courage, and joy.

On Thursday, May 7, five Bush student-athletes were celebrated for their dedication, growth, and commitment to continue their athletic journeys at the collegiate level. Xander Timmons ’26: Cornell University, Track and Field (DI), Fiona Powell ’26: Wesleyan University, Rowing (DIII), Isabella Powell ’26: Colgate University, Rowing (DI), Audrey Birzell ’26: Massachusetts Institute of Technology, Rowing (DI), and Kai Aizawa ’26 Haverford College, Cross Country, Track and Field (DIII).

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Aleeyah M. ’30 cheers during winter Blazer Bash.

The Blazers Varsity Boys Soccer team celebrates a great play.

Upper School Volleyball student-athletes Avery Finnell ’26, Dahlia Wandasiewicz ’26, Eva Freise ’26, and Neeyah Faysel ’26 during Media Day for Fall Sports.

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E TICS L H T A

Hall of Fame AWARD

by Tiffany Kirk, Associate Director of Alumni Relations

On Thursday, June 4, The Bush School honored former Nordic ski coach and faculty member Rob Corkran with the 2025–2026 Athletics Hall of Fame Award. Considered one of the founders of the legendary Bush Wilderness Program beginning in 1972, Rob also taught social studies, history, geology, and math at Bush from 1972–2006.

During Rob’s nearly forty-year tenure at Bush, he introduced countless students to what would become a lasting love for cross-country skiing. One of these former students, Lisa (Ragen) Ide ’80, recently shared that not only does she credit Rob with introducing her to the sport, but, “forty-six years after graduating from Bush, it was an absolute privilege to have our beloved Nordic coach Rob Corkran following along on our Arctic Circle Race adventure. I raced with Sally Ormsby ’79, and it was so encouraging to have Rob’s enthusiasm and interest following us through the mountain passes and difficult terrain out of Sisimiut, Greenland, for this race.”

In addition to being honored for his coaching during the Upper School Athletic Awards Banquet, Rob gathered with former students and colleagues at an outdoor reception the same evening. Alums shared memories and reflections about his impact on their lives, noting Rob as an enthusiastic teacher, an encouraging and fun-loving coach, and an outdoor educator. At Bush, Rob is recognized as the innovator who made outdoor education an integral part of the experience for students, something today’s students still benefit from at the Methow Campus and beyond.

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

Left: Rob and the 2000 cross-country skiing team. Right: A Middle School cross-country skiing trip to Silver Star, circa 1990s.

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OPEN A DONOR ADVISED FUND Open a charitable investment account through sponsor companies or a community foundation.

FUND YOUR DAF Your donation of non-revocable, cash gifts makes you immediately eligible for a tax deduction. Other gifts such as stock and long-term assets should be discussed with your financial advisor.

GROW YOUR GIVING POTENTIAL These donations can potentially grow tax free in your DAF account allowing you to make even larger contributions over time.

DISBURSE GRANTS TO CHARITIES Once the account is funded, you can make grant recommendations to nonprofit organizations that meet your giving goals.

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A TOOL FOR FAMILY PHIL ANTHROPY

by Sharon Hurt, Assistant Head of School for Advancement

I’ll admit it: I’ve spent more time than I should mapping out my lottery winnings. And every time, my imaginary millions find their way to the same place: a family foundation built around the causes I care most about. As it turns out, my dreams have a better chance of coming true with a different tool.

A growing resource in a family’s philanthropic tool box is a donor advised fund, or DAF. A DAF is a charitable giving account established through organizations such as Fidelity Charitable, Schwab Charitable, or a community foundation. DAFs allow individuals and families to make a charitable contribution, receive an immediate tax benefit, and then recommend grants to mission-aligned nonprofits over time. You might think of it as a charitable savings account, but one you should endeavor to spend. And it can be established for as little as $5,000, depending on the sponsoring organization.

There are financial benefits to establishing a DAF. One is that the tax benefit is immediate, while the decisions about where the money will be invested can happen over time. This is helpful if your priority is to reduce taxable income for any reason in a given year. Another benefit is that appreciated assets that are held longer than one year and donated avoid capital gains tax, and you receive a deduction for the full fair market value.

A third benefit is that the fund grows tax-free. Having shared all of this, it is always important to consult your tax or financial advisor to ensure you are creating the right vehicle for your financial needs and philanthropic goals.

Beyond the financial benefits, a DAF can serve as a powerful tool for building a culture of giving within a family.

You can use your DAF to introduce children and young adults to philanthropy by discussing your family’s values, passions, and creating philanthropic “goal posts.” At the appropriate time, accounts can be created within the DAF to give family members more agency in philanthropic decisions. This creates opportunities to develop financial literacy, civic engagement, and a shared family identity around giving and gratitude.

Establishing a DAF at a community foundation is another opportunity to demonstrate family values and commitment to giving back to a place you call home. Cindy Sharek, director of gift planning at the Seattle Foundation, explains that, “Donor advised funds can be a powerful way for families to align their philanthropic goals with meaningful local impact. When a donor advised fund is housed at a community foundation like Seattle Foundation, families also benefit from local expertise—advisors who understand the region, help deepen impact, and connect donors to causes and organizations where their giving can truly strengthen the community.”

A DAF can also be structured to span generations. Parents can name their children as “successor advisors,” ensuring that the fund and the family’s philanthropic mission continues beyond their lifetime. For families who want the simplicity of a DAF rather than the complexity and cost of a private foundation, this makes it an especially attractive long-term vehicle. “A donor advised fund is a great mechanism to bring structure and intentionality to your philanthropy,” says Robert Rosen, Bush parent and founder and managing director of Peak Impact Advisors. “It’s very easy to get started and use, and much like a retirement account or education savings account, it helps bring focus and alignment to your giving.”

There are several resources available to help you determine whether or not a DAF is the right tool for you and your family. Like many tools, there are questions to consider, and I recommend you consult with your tax and/or philanthropic advisor to consider them. If you are interested in more resources or a conversation, I welcome you to reach out. My email is sharon.hurt@bush.edu.

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CELEBR ATE BUSH

HOME TEAM HEROES

by Garrett Raff, Event and Volunteer Manager

On Saturday, March 14, Celebrate Bush: Home Team Heroes brought The Bush School community together for an evening of connection, inspiration, and shared purpose—grounded in the friendships and values that define a Bush education.

“Celebrate Bush enables us to deliver on a critical piece of our mission: bringing together students from diverse backgrounds and talents and sparking in them a passion for learning, accomplishment, and contribution to their communities,” reflected Head of School Sarah Smith.

Alumna Duyen Tat ’12 captured that spirit as she shared reflections on the lifelong friendships she built at Bush and the opportunities that helped shape her path.

“Everyone deserves the character-building, multidisciplinary education I was fortunate to experience here,” she said.

This year also marked the debut of the Golden Raffle, an exciting new addition to the Celebrate Bush lineup. One lucky winner received two United Airlines Polaris business class tickets to any United destination worldwide, opening the door to an unforgettable global adventure. We are especially grateful to United Airlines for their extraordinary generosity in making this experience possible.

With each ticket purchased, supporters helped expand access to a Bush education for students and families across our community.

Under the leadership of event co-chairs Joey Burgess and Bryan Van Dusen, procurement lead Joanna Smith, and the dedication of thirty-two incredible volunteers, the evening was a tremendous success. Together, we raised $ 753,494 in support of financial aid.

Financial aid made a Bush education possible for 167 students this year. Every gift, every ticket, every moment of generosity helps ensure that more students can learn, grow, and blaze their own trails.

We are deeply grateful to our sponsors, volunteers, attendees, and donors for making this event come to life!

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CELEBRATE BUSH

MARCH 14, 2026

TOGETHER, WE MADE THE FOLLOWING POSSIBLE: $753,494

raised in support of financial aid

$290,079

raised through Raise the Paddle

$41,100

raised from 411 Golden Raffle tickets sold

376

total registrants

$35,500

in sponsorships from twelve generous partners

32

volunteers who brought this event to life

Page 48: Bush families, faculty, staff, and supporters raise their bid cards in support of financial aid at The Bush School. Top Left: Bush Parent and Pearl Jam Founder Mike McCready (left) and Bush parent Ajay Pillay (right) smile for a photo after winning the bid for a signed Pearl Jam concert poster during the Live Auction. Top Right: Celebrate Bush: Home Team Heroes co-chairs Bryan Van Dusen and Joey Burgess prepare to welcome guests and set the tone for Celebrate Bush: Home Team Heroes. Bottom Left: Upper School Music Faculty Landon Ashby directs Upper School Orchestra students Jay P. ’29, Calla H. ’29, and Henry M. ’29 as they perform during the Celebrate Bush Welcome Reception.

Since 1980, Bush parents and guardians, faculty, staff, alumni, and students have collaborated on an annual auction to support the school, originally known as the Bush Auction. This tradition began even earlier in the 1960s with the Bush Basket rummage sale organized by the Mother’s Club. Today, Celebrate Bush remains a powerful example of community collaboration, bringing people together to expand access and opportunity through financial aid.

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K–12 Class Art is showcased during the reception ahead of the Live Auction. Confluence (left), Common Ground (center), and Wishing Stones (right).

THANK YOU! A special thank you to the volunteers who made this event possible: Event Co-Chairs Joey Burgess Bryan Van Dusen Procurement Lead Joanna Smith Procurement Team Alicia Alberg Joelle Alhadeff Kate Bayley ’96 Sarah Blankinship Gretchen Boehm Joey Burgess Kelli Burns Leanne Connors Rachel Hartman Toni-Ann Lupinacci

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Ashley O’Connor McCready Danielle Straight Betsy Trapani Stephanie True Bryan Van Dusen Mina Velamoor Suzanna Westhagen Judi Yates Class Art Leads Suzanna Westhagen Judi Yates Class Art Organizers Gretchen Boehm Joey Burgess Kelli Burns Forest Dickey

Catherine Eaton Skinner Kaylen Flugel Murf Hall Justin Hunt Ciel L. ’27 Hava M. ’27 Mamie Marcuss Courtney McKlveen Cecily Metzger Iris Mondri-Kish Akshata Raj Anh Trinh Decor Committee Joey Burgess Bryan Van Dusen

Thank you to Our Sponsors

Top Left: Auctioneer Matt Lorch energizes the crowd during the Live Auction at Celebrate Bush: Home Team Heroes. Top Right: Event Emcees Lower School Administrative Assistant Marga McChesney (left) and Lower School Dean of STEM Cathy Hamblet (right) celebrate a faculty and staff drawing winner on stage. Bottom Left: Deedee Straight (center), Derek Straight (left), and Iris Marlin (right) take in the program alongside fellow attendees. Bottom Right: Bush alum Duyen Tat ’12 addresses the audience, sharing the impact of a Bush education ahead of the evening’s Raise the Paddle in support of financial aid.

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Support for the Annual Fund from the Bush community this year included:

63

parent and guardian volunteers

615

donor households

1,133,292

$

raised

ANNUAL FUND

by Laurel Messenger, Annual Giving Manager

The Annual Fund is a fundraising campaign supporting all aspects of The Bush School. It is an opportunity for every member of our community to support K-12 students, faculty, and staff in accessing teaching and learning opportunities which expand their worlds and their minds.

This year, our community generously contributed to the school’s ability to support Bush’s inherent belief in experiential education, to value teachers, and to respond to new and evolving needs.

Another accomplishment this year was the inaugural Day of Giving for the Annual Fund. Together, we raised $141,917 in just twenty-four hours!

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

A specia l thank you to this year’s A nnua l Fund campaign co-chairs, Mamie Marcuss and Disha Bajaj, for their work bringing the community together and inspiring giving from seventy-eight percent of parents and guardians at Bush.

The opportunities provided by this continuous and generous support shape the Bush experience and wouldn’t be possible without the collective effort of our entire community.

Above: Annual Giving Manager Laurel Messenger and Blaze pose with the daisies given to families to celebrate the launch of the 2025-2026 Annual Fund Campaign.

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GR ANDPARENTS AND SPECIAL FRIENDS DAY F R I DAY, M AY 8

by Garrett Raff, Event and Volunteer Manager

On Friday, May 8, more than 300 grandparents and special friends gathered at The Bush School for a joyful morning celebrating connection, community, and Lower School life. Guests enjoyed breakfast and a vibrant student-led program featuring musical performances from each grade before heading into classrooms to experience the daily life of K–5 students.

During the program, Lower School Director Aliya Virani reflected on this year’s schoolwide theme of “courage,” highlighting the many ways Bush students demonstrate bravery, empathy, and curiosity each day, whether by trying something new, standing up for others, or asking thoughtful questions. She also encouraged grandparents and special friends to continue sharing their own stories and experiences with students, recognizing the important role they play in shaping and inspiring future generations.

From singing and storytelling to recess games and warm conversations, Grandparents and Special Friends Day gave guests a meaningful opportunity to experience the heart of K–5 life at Bush.

Top: Kindergarten students perform a song during Grandparents and Special Friends Day. Left: Head of School Sarah Smith climbs on the Lower School playground with Rosha R. ’38 during Grandparents and Special Friends Day. Middle Left: Maxwell S. ’36 and Soliana D. ’36 hug while posing for a photo with their visiting Grandparents and Special Friends Day guests. Middle Right: Ryan J. ’37 works together with her visiting Grandparents and Special Friends Day guest Catherine Matthews on an activity. Right: Bukky Akintobi and Yeni F. ’36 color and write together in the Second Grade classroom during Grandparents and Special Friends Day.

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PARENT UNIVERSIT Y A COMMUNITY CONVERSATION ON AI

by Donés Williams, Communications Associate

Parent University is a series of seminars and workshops offered throughout the school year designed to share knowledge and spark conversation with parents and caregivers around important topics related to raising children in today’s society.

On the evening of Wednesday, April 22, parents and guardians gathered at the Upper School campus for Parent University: A Community Conversation on AI, a thoughtful and reflective discussion about AI’s current possibilities, risks, and its current use in both curricula and classrooms. Parents and guardians came prepared with questions about the influence of AI for the subject matter experts, and all were answered with knowledge and poise.

“Judgment, taste, and original tone of voice—that’s something that’s still uniquely human,” shared panelist Farah Ali, vice president of AI transformation and technology at Electronic Arts. “I think that being able to teach ourselves discernment around being original and having original thoughts is what’s going to be the differentiator when using AI.” Farah was joined by current Bush Parent and Vice President for Agentic AI at Amazon Web Services (AWS), Swami Sivasubramanian, and Venture Partner at Madrona and member of the technical team at Anthropic, Jon Turow. All three provided Bush’s parent and guardian community with valuable insights into the use of AI in broader societal spaces and its impacts across a variety of career fields. Each speaker offered both practical insights and big-picture thinking—encouraging the Bush community to approach AI not with fear, but with intention, curiosity, and a commitment to helping young people navigate this new terrain with integrity and imagination.

“Parent University nailed it,” said Jesse Proudman ’03. “Three AI voices in one room with real room for questions—not Q&A theater, but genuine back-and-forth. AI is going to touch every family in this community, and understanding it shouldn’t be a luxury for the people who build it. Nights like this are exactly how Bush bridges that gap.”

Left: Parent University panelist Farah Ali speaks during the event. Middle Left: Panelist Jon Turow speaks during Parent University.

Middle Right: Swami Sivasubramanian shares expertise. Right: Bush parent and Parent University attendee Lyn Hunter engages in conversation after the event.

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THE HOMESTRETCH 5K IN V ITES COUR AGE, COMPETITION, A ND COMMUNIT Y

by Donés Williams, Communications Associate

On Saturday, May 30, The Bush School community filled the trails of Magnuson Park for its annual fun run, the Homestretch 5K. During this exciting morning, solo runners recorded personal bests, teams crossed the finish line together, and families and friends cheered their hearts out for every participant.

After the 5K race, the community watched the kids’ 400-meter dash, relished the scenic waterfront, and enjoyed a picnic paired with uplifting music and nourishing refreshments. The Homestretch 5K ended on a cheerful note, with a spirit-wear contest to recognize racers who wore their Bush blue and white to the event.

A true testament to the warmth and cohesion of the Bush community, the Homestretch 5K wouldn’t have thrived without the support of staff and community volunteers, who ensured it was smooth from start to finish. Each participant received a race bib with a timing chip, as well as a commemorative acrylic medal to showcase their accomplishment and honor a tradition that Bush hopes to continue building upon for years to come.

Top: Head of School Sarah Smith and Bush mascot Blaze stand with race participants at the starting line of the kids 400-meter dash.

Left: Jeff Chen and Jake C. ’34 cross the finish line of the Homestretch 5K hand in hand. Middle: Thuy Loi, Avery M.-L. ’27, Rowan Mai-Loi ’25, and Grace Mai pose for a photo before running the 5K race. Right: 5K participants take off from the starting line in the second annual Homestretch 5K on Saturday, May 30.

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ALUMNI EVENTS 2 0 2 5 -2 0 2 6

by Tiffany Kirk, Associate Director of Alumni Relations

Alum Fall Party

Kathleen Brawley ’21, Zola Hefta-Gaub ’20, Alison Smith ’20, and Harrison Jerome ’18 pause between bowling frames to catch up and snap a photo.

Head of School Sarah Smith, Board President Karim Lessard ’89, and Joaquin Mason ’93 take a break from some impromptu alumni program brainstorming to pose for a picture.

Young Alum Winter Party

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Catherine LaFramboise ’23, Carolina Harr ’22, Abby Goodfried ’22, and Emma Schofield ’22 smile big for the camera.

Alex Hajduk ’25, Boyan Holt ’25, Benjamin Hester ’25, William Wise ’25, Gareth Widlansky ’25, Duncan Frisbie-Smith ’25, and Rowan Mai-Loi ’25 enjoy reconnecting over ginger beer and appetizers during the Bush Young Alum Winter Party.

Alum Social in New York City

Alum Social in Boston

Alums pose for a group shot during the Bush Alum Social in NYC. Back row, from left: Anya Hasija ’21, Evan Canan ’24, Anusha Sharma ’25, Mabel Ziu ’24, Julia Wang ’24, Ben Ryan ’97, Amanda Brotman ’97, and Head of School Sarah Smith. Front row, from left: Avie Carroll ’21, Catherine Fitzgerald ’21.

Emma Schofield ’22, Carolina Harr ’22, Madden Gillespie ’23, Marley Rosen ’24, Sydney Allen ’24, Griffin Murch ’21, Malcolm McIntyre ’18, and Head of School Sarah Smith pose for a group shot.

EXPERIENCE

Rob Corkran Athletics Hall of Fame Alumni Reception Alumni, plus former faculty, staff, and supporters, gathered in the Upper School courtyard to celebrate the 2025– 2026 Athletics Hall of Fame awardee, Rob Corkran. Rob, former Upper School history and geology faculty, Upper School cross-country coach, and Middle School cross-country and running coach, heard from many of the students he mentored during his time at Bush, which spanned 1975–2002. Rob’s colleagues and friends also joined in the celebration, to the delight of all in attendance.

Top: Beloved current and former faculty members line up for a memorable group shot. From left: Tom Duffield, Chick Chickadel, Gary Emslie, John Ganz, Paul Carroll, Janice Osaka, Peggy O’Neill Skinner, Bill Baber, Suzanne Corkran, Rob Corkran. Left: Sarah Townes ’85 shares warm memories during the alumni reception for Rob Corkran. Middle Left: Sarah Townes ’85 and Rob Corkran embrace after Sarah reads a poem penned by former Upper School English faculty Chuck Luckmann. Middle Right: Frank Stillman ’97, Bob Nathane, Susan Nathane, Yvette Eisenberg ’83, and Sam Skinner ’99 gather inside Wissner Hall during the alumni reception for Rob Corkran. Middle Right: Former faculty Tom Duffield and Upper School art faculty Bill Baber catch up during the alumni reception for Rob Corkran. Bottom Left: From left: Eric Carnell ’88, Rob Corkran, Shawn Roseman ’88, Cindy Peyser-Safronoff ’88, and Sarah Swanberg ’88 pause while taking a fun walk down memory lane. Bottom Right: A plaque honoring Rob Corkran’s contributions to the Bush Athletic program, presented to him during the Upper School Athletic Awards Banquet on Thursday, June 4.

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Top Row: Bush parent Atuanya Priester ’00 partnered with Adam Kubota ’17 to talk with students interested in filmmaking. Middle Left: Bush parent and alum Jesse Proudman ’03 spoke to students interested in entrepreneurship. Middle Right: Bush parent Allecia Vermillion and Upper School English faculty Daniel Osar spoke with students interested in writing and journalism.

Bottom: Sheri Stephens ’75 hosted an art therapy session for students interested in counseling and therapy.

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COUR AGE TO DRE AM CA R EER, SERV ICE, A ND JOY DAY AT THE BUSH SCHOOL

by Donés Williams, Communications Associate

On Wednesday, April 1, Upper School students, faculty, community members, and nineteen alumni enjoyed The Bush School’s Career, Service, and Joy Day, an event that centered on connectivity, hope, and community. The Upper School campus classrooms hosted a variety of panels and workshops where students learned from alumni, faculty, and community members about “blazing trails” toward a joyful future and uncovering their own passions and purposes. Each workshop provided students with a glimpse into a range of careers, including medicine, graduate studies, finance, entrepreneurship, arts, science, tech, business, law, and mental health counseling.

“Seeing so many alums spanning such a variety of professions and experiences come back to campus to support current students was inspiring,” said Associate Director of Alumni Relations Tiffany Kirk.

“Alums have such a wealth of knowledge to offer, and as former students, they have such unique and relatable insight to share with Upper School students. Upper School Assistant Director Sara Fischer and Director of College Counseling and Student Success Melissa Lanctot did such thoughtful work planning the day—I’m lucky to be engaging alums alongside these Bush legends. I’m happy so many alums were eager to return to campus to support students, and I know they’ve inspired today’s students to do the same when they become alums.”

Alumni treasured the moments they spent back on the Bush campus and were excited to share their individual stories of success with students.

“It was great to return to my high school and reflect on the entrepreneurial path that brought me here—from early experiments to building companies at the intersection of AI and privacy,” shared Jesse Proudman ’03. “The students asked excellent, sharp questions that pushed me to think freshly about what I do. I really enjoyed seeing the next generation of entrepreneurs already poking at what’s possible.”

Through each alumni-led presentation, students learned the importance of planning for the future and being open to a range of possibilities and changes that happen throughout life and occur within themselves.

“I think the Career, Service, and Joy Day opportunity that the school gives to students to see beyond their immediate learning stage into what might lie ahead as a life career is invaluable,” said alum and Bush parent Chris Chickadel ’93. “I hope my other presenters and I were able to relay that there will probably be a change in how they think about themselves at this moment and what they will think later in the future, and that this is not only okay, but that it can really open up their world to new and compelling possibilities.”

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Class Notes

by Tiffany Kirk, Associate Director of Alumni Relations Where has life taken you since graduating from The Bush School? Learn what your former classmates have been up to below, and submit your own updates to alumni@bush.edu.

1970s

1980s

Alums Michelle Purnell-Hepburn ’75, Patricia Edmond Quinn ’75, and Sheri Stephens ’75 shared their reflections on lifelong friendships built at Bush in a video shared at Celebrate Bush on Saturday, March 14.

Sheri Stephens ’75 led a workshop on art therapy for Upper School students interested in careers in counseling during Career, Wellness, and Joy Day on Wednesday, April 1.

Liza Lagunoff ’79 was a featured panelist for PEAK Grantmaking’s “Rooted in Purpose, Rising Together: PEAK2026 Insights & ‘A-HA!’ Moments.”

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Former Bush Middle School history and geology teacher and coach Rob Corkran shared: “Lisa (Ragen) Ide ’80 (No. 203) in action in the Arctic Circle Race in Greenland last March. Three days, 160 kilometers.

Two nights in small tents at negative eighteen degrees Fahrenheit! World’s toughest cross-country ski race. Lisa was named to the USA development team in cross-country skiing out of Bush! After skiing for Dartmouth, she was the first woman to finish the 1985 Canadian Ski Marathon, also 160 kilometers. Lisa’s father, Brooks Ragen, was Chair of the Board at Bush. His insistence that teachers should receive a ten percent of salary contribution to TIAA helped shape my active retirement of twenty years!”

Page Perey ’86 writes: “I recently opened my private therapy practice, NEST Therapy, in the Madrona neighborhood. While I specialize in working with children and adolescents, I also serve clients across the lifespan. You can find me on Psychology Today and on the NEST Therapy website.”

Elina Erlendsson ’89 is in Arlington, Virginia, where she leads human resources for the U.S. Wound & Tissue Repair division of Coloplast AG. She started in her role nine years ago while part of Kerecis, an Icelandic biologics company that Coloplast acquired for $1.3 billion in August 2023. Elina and her husband, Erik, have a daughter in high school and a son attending the Technical University of Twente in the Netherlands.

Karim Lessard ’89 joined The Bush School Board of Trustees in 2021. He was 2025– 2026 president of the Board of Trustees and served on the Governance and Executive committees as well as on the Capital Task Force.

1990s Maneesh Batra ’90 spoke with Upper School students interested in pursuing careers in medicine during Career, Wellness, and Joy Day on Wednesday, April 1.

Additionally, Maneesh is a member of The Bush School Board of Trustees, having joined the Board and the Community, Equity, and Inclusion Committee in 2021.

Anne Moon ’91 spoke with Upper School students interested in pursuing careers in medicine during Career, Wellness, and Joy Day on Wednesday, April 1.

Mario Jimerson ’92 writes: “I have been in education for twenty years. This school, I stepped into an admin role. I work as an athletic director at a middle school. I was tasked with building an athletic program from the ground up.”

Alums Loren Alhadeff ’96, Kate Bayley ’96, and Jodie (Franklin) Clarke ’95 shared their reflections on community and friendship beginning at Bush for themselves and their children in a video shared at Celebrate Bush on Saturday, March 14.

Dominick Ohrbeck ’92 writes: “Filed a patent, founded a company, and moved back to Seattle.”

and we’re finalizing all the details for our first production run, with the goal of shipping preorder copies this summer. The card game (a cooperative tabletop narrative adventure with creative poker-based combat mechanics and devious puzzles to solve) hits retail stores in the fall.”

Effie Gleason ’03 joined the tennis coaching staff at Bush this spring.

Chris Chickadel ’93 spoke with Upper School students interested in oceanography and related careers during Career, Wellness, and Joy Day on Wednesday, April 1.

Emily Alhadeff ’94 joined The Bush School Board of Trustees in 2018. Since then, she has chaired the Development Committee from 2019–2021, was co-chair of the Centennial Task Force, served on the Branding Committee and the Campaign Leadership Committee for the Upper School South building, and was a 2025–2026 Trustee.

Bush parent and alum Loren Alhadeff ’96 spoke to Upper School students about careers in investing and finance during Career, Wellness, and Joy Day on Wednesday, April 1. Additionally, Loren joined The Bush School Board of Trustees in 2023. He has served on the Development Committee since 2023 and also serves on the Capital Task Force and the Strategic Planning Task Force while co-chairing the Development Committee.

2000s

Jesse Proudman ’03 spoke with Upper School students on entrepreneurship during Career, Wellness, and Joy Day on Wednesday, April 1.

Erika Van Merr ’03 is now director of institutional giving and partnerships at FareStart.

Kelsey Shamrell-Harrington ’05 spoke to Upper School students interested in pursuing careers in law during Career, Wellness, and Joy Day on Wednesday, April 1.

Kayla (Eland) Dawson ’08 was varsity track assistant coach this spring.

Steve Banks ’94 spoke to Upper School students interested in sports management during Career, Wellness, and Joy Day on Wednesday, April 1. Additionally, Steve joined The Bush School Board of Trustees in 2018. He has served on the Centennial Task Force, the Tuition and Financial Aid Task Force, the Building Community and Engagement Committee, the Leadership Committee, and the Governance Committee.

Kris Richey Washburn ’95 started a position as executive managing broker at JLL Real Estate in Chicago, Illinois.

Atuanya Priester ’00 and Andrew Kubota ’17 teamed up to talk to Bush Upper School students about careers in filmmaking during Career, Wellness, and Joy Day on Wednesday, April 1.

Irene Malatesta ’01 writes: “In late 2023, I joined forces with another Bush alum, James Portnow ’00, to launch a game design studio: Night Crew Games. Since then, we ran a wildly successful crowdfunding campaign to raise $1.25 million on Kickstarter for our first game, Cyberpunk Legends! Fast forward to April 2026,

Melody Parker ’08 writes: “Baby Reece Parker was born in September 2025! I teach middle school multilingual ed (and married a language arts teacher). Happily living in the mountains near Vail, Colorado.”

Charlotte Scott ’08 moved to Bend, Oregon, in May 2025 and joined OSU-Cascades as the campus student care case manager. She served in a similar role at Whitman College before her move.

Amanda Lee ’09 is now director of marketing services at Passport.

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2010s

shifted course during Career, Wellness, and Joy Day on Wednesday, April 1.

Hannah (Thornton) Roze ’11 is founder and CEO at Plannerd, which was featured in Forbes and Martha Stewart Living in 2026.

Grant Friedman ’15 became engaged to Delaney Hewitt in November 2025.

Duyen Tat ’12 inspired families and supporters of Bush at the annual Celebrate Bush fundraiser event this March, as she reflected on the people and experiences that have continued to impact her, and how lifelong friendships began at The Bush School.

Jake Ritmire ’13 coached girls varsity Ultimate this spring.

Amelia Keyser-Gibson ’14 and Meg Manning ’17 teamed up to talk with Upper School students about pursuing careers in environmental work during Career, Wellness, and Joy Day on Wednesday, April 1.

Grace Farwell ’18 writes: “After a gap year abroad in 2019, graduation from Carleton College (Northfield, Minnesota) in 2023, and my first job at the Minnesota Epilepsy Group in the neuropsychology department working with adults with epilepsy, in summer 2024 I moved back to Seattle and started work at Swedish Hospital’s Center for Healthy Aging as a neuropsychometrist.

I administer and score batteries of neuropsychological tests to evaluate cognitive function for both geriatric patients and other movement disorder, neurological disorder, and dementia patients in the Swedish Neuroscience Institute. Outside of work, I’ve rekindled my joy for sketching and painting and have continued to enjoy the bountiful nature of the Pacific Northwest through boating, camping, and skiing.”

Nate Watson ’18 spoke to students interested in careers in tech and software engineering about the impact of AI on software engineering and the implications for future progress during Career, Wellness, and Joy Day on Wednesday, April 1.

Lucy Cavener ’19 writes: “Got a full-time position in the costume department of Union Arts Center (home of ACT and Seattle Shakespeare).”

Abby Parrish ’19 was admitted to the Stanford University School of Medicine, where she will pursue a Ph.D. in cancer biology beginning in fall 2026.

2020s

Michael Royzen ’18 founded Standard Signal, which he describes as “the first hedge fund that researches and executes trades purely with AI.”

Amelia Wells ’14 was the boys varsity soccer assistant coach at Bush this spring.

Samantha Wool ’14 is a master’s candidate at the University of Washington Information School in information management with dual specializations in AI and PPMC (product/program management and consulting).

Kian Azizirad ’15 is now an associate attorney at Lewis Brisbois.

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Willa Barnett ’18, Oona Dederer ’19, Zoe Hardwick ’17, Thanh Huynh ’11, Jack Lessard ’22, Kate Shuhart ’17, and Jack Lessard ’22 talked with Upper School students about how their thoughts about what they would study and what careers they would choose may or may not have

Elise Anstey ’20 is now business development operations lead at Applecart.

Niels Christoffersen ’20 coached Middle School Ultimate and was a part of the coaching staff for the inaugural Lower School Ultimate Club, both at Bush, this spring.

Claire Fitzgerald ’25 is the Bush Facilities intern, working on the Clean Buildings strategy during summer 2026. The internship supports her graduate work. Claire is pursuing an MS in Sustainable Energy Sciences from the Iceland School of Energy at Reykjavik University.

Casey Fleming ’21 recently worked on their first animated film as a production assistant at DreamWorks Animation. The film, called Swapped, came out in theaters in May. Charles Gaffney ’21 coached boys junior varsity soccer at Bush this spring.

Skylar Kil ’21 writes: “I graduated from Tulane University in May 2025 and now serve as a legislative correspondent and

staff assistant in the office of U.S. Representative Pramila Jayapal in Washington, D.C. Prior to this role, I completed three congressional internships with members of the Washington state delegation, including Representative Marilyn Strickland, Representative Emily Randall, and Senator Patty Murray. The education, mentorship, and opportunities I received at Bush laid the foundation for my interest in government and policy. Shout out to Nancy Bowman, whose classes not only sparked my passion for public service and government, but also pushed me to pursue work that advances effective, equitable, and representative governance. I am proud to now serve in an office where I can give back to the community I come from.”

Pablo Zilly ’21 coached boys junior varsity soccer at Bush this spring.

Grace Hove ’22 presented her senior research project, “Characterizing Galacturonic Acid Catabolism Mutants in Sinorhizobium Meliloti and Their Impacts on Symbiosis with Medicago Sativa,” for her B.S. in biology and minor in chemistry program at the University of Redlands.

Amelia Grace Worthington ’22 is now a research associate at the Minnesota Democratic-Farmer-Labor (DFL) Party.

Taylor Yi ’22 is now an embedded ECE capstone intern at Advanced Navigation and Positioning Corporation (ANPC).

LiLi Finch ’23 is a 2026 summer intern at the Benaroya Research Institute.

Faculty and Staff Notes Tom Bergeron, who taught Upper School math from 2012–2025, writes: “I have been teaching math throughout this past year to middle school students at Harbor School on Vashon Island. It has been quite the experience teaching grades five through eight when I have spent almost my entire career teaching high school students.

Although I miss teaching at Bush, it has been wonderful to hang out with my family in the mornings, rather than leaving the house at 5:40 a.m., and coaching their baseball teams. I’ll come back and visit soon!”

Len Carr, who taught Middle School social studies at Bush from 1982–1989, writes: “Spent thirty-four years teaching, coaching, administrating, bus driving, etc., at Catlin Gabel School in Portland.

Three grown-up daughters and four grandchildren. Retired in 2022 but still sub, coach, and drive. Lots of travel keeps me and my wife busy, curious, and engaged.

Plus volunteer work and classes at Portland State University through their free senior learner program. Travels to Europe, NYC, Martinique, Cape Breton Island, Grand Canyon, and many local sites top the list.

We biked around Cape Breton and floated the Colorado. Hiked across Scotland,

too, a year ago. Life is fun and good. We spend a lot of time in our second home in Hansville, Washington. Have had some great meet-ups with the likes of Theo Coxe, George Gerdts, Jim Hamilton, Tom Stanlick, Chris Johnson, Paul Carroll, and Rob and Suzanne Corkran. I sing in a rock voices choir, too, with a concert happening in early May. Love connecting with former faculty, staff, and students.”

Ni c ole Blo m He a t h ’ 7 5 , wh o w a s development coordinator at Bush from 1981–1984, writes: “I’m heading to Portugal [in April] to walk the Portuguese portion of the Camino de Santiago. Looking forward to the challenge.“ Chuck Luckmann, who cofounded the wilderness program and taught Upper School English at Bush from 1984–1992, writes: “On March 14, 2026, I gave a reading at Village Books in Bellingham, Washington, on my new publication: Carry the Flame: The Remarkable Story of the Canadian Outward Bound Wilderness School. I was surprised to see in the audience four graduates from The Bush School Class of 1989: Hilary Seglin, Ted Youngs, Campie Ellis, and Serge Lindner.

During their tenure in the high school, they

shared with me many wilderness program outings. During spring quarter 1988, three of them accompanied me on the inaugural southwest field trip. The highlight was homestays on the Navajo reservation. We all studied Diné Bizaad (Navajo language) with Dr. Gary Witherspoon at UW before our departure. Seeing Hilary, Campie, Serge, and Ted again brought back many fine memories of them as students, of The Bush School, and of the many Navajo families we met at Big Mountain, such as Roberta and Danny Blackgoat. Reconnecting with Serge, Ted, Campie, and Hilary reaffirmed for me the lifelong power of outdoor experiential learning.”

Dana Perkins, who taught Upper School English at Bush from 1998–2015, writes: “It’s been eleven years since I left Bush and moved back to Northern California, where I grew up. Currently I’m working at Crystal Springs Uplands School; I teach sixth grade English, colead the sixth grade teaching team, and review college application essays for the college counseling office.

During the pandemic, I started a writing coaching business called the Write Place; I really enjoy the one-on-one work helping students and professionals alike on different pieces of writing.”

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In Memoriam

by Tiffany Kirk, Associate Director of Alumni Relations We honor and celebrate the lives of The Bush School community members whom we have lost this year. Please accept our sincerest apologies if someone is inadvertently missing from this list. Contact alumni@bush.edu if you would like to share a memory or a treasured story of your friend, classmate, teacher, or colleague.

Mari Jensen Clack passed away on August 2, 2025. Mari was born on May 28, 1936, to Dr. Clyde Jensen, a pathologist, and Mary Bard Jensen, a writer. Mari enjoyed ferry rides to Aunt Betty MacDonald’s Vashon Island farm and wonderful lunches at Frederick & Nelson with her grandmother, Sydney Bard.

Mari’s life of learning started at Forest Ridge Convent and later at The Bush School. At the University of Washington, she joined Kappa Alpha Theta and spent a summer in summer stock theater, preparing her for a lifetime onstage raising money for charitable causes and political candidates.

hosted fundraisers for her childhood friend Booth Gardner’s successful gubernatorial campaign, and he later hired Mari as the permanent director for Eastern Washington. When a seat opened on the UW Board of Regents, Booth Gardner appointed Mari to a six-year term, where she served for twelve years after being reappointed by Governor Mike Lowry.

mother, grandmother, friend to many, and

Mari served on the board and later became president of Planned Parenthood of Spokane, where she earned the admiration of skeptical friends and media critics. Many remember Mari for her work with women and children. She cofounded the Women Helping Women Fund in 1992, which has raised over $7 million for more than 600 grants and scholarships. Mari was a person of faith and a lifelong Episcopalian. From childhood until her death, Mari was a doer.

In a speech to medical students Mari said, “and the final part of doing always involves recognizing the contribution of others.

Make ‘A-R-T’ part of everything you undertake: appreciation, recognition, thanks. Let people around you know that what they do matters… because it does.”

to London, where Jim opened a branch of First National Bank of Maryland. Their daughter, Jodie ’95, was born in 1976. After five remarkable years abroad, the family chose Seattle as their permanent home.

They created a warm and welcoming home for children, international students, live-in friends, and The Bush School community, where all four children attended.

– adapted from the Seattle Times

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President of The Bush School. She passed away peacefully surrounded by her family following a hard-fought battle against leukemia.

Pat married Jim Franklin in 1970 and welcomed daughter Kate ’89 in 1971 and then son Jay ’90 in 1972. In 1975 they sailed

Pat poured herself into the Bush community, serving as a Board of Trustees member, Family Association President, and Development Committee Chair. She earned her master’s degree from the Leadership Institute of Seattle and became a leader in multicultural education and diversity in independent schools, directing the Pacific Northwest’s Project for Diversity in Education and facilitating workshops across the country.

In 1994 a blind date introduced her to Darrell Syferd. Married on July 25, 1998, on Vashon Island, they built a joyful life together, blending their families, traveling through Europe, and filling every home they shared with warmth, laughter, and never-ending conversation.

Mari and her husband funded scholarships for first-generation college students and for aspiring physicians from all backgrounds at the UW School of Medicine-Gonzaga University Health Partnership in Spokane. Mari helped jumpstart the volunteer aid program in Spokane Public Schools, bringing volunteers to assist in the classroom.

Mari did her best to remain active with public radio, Planned Parenthood, YWCA, and the Democratic party in her time off.

Mari loved to host dinner parties, and Democratic candidates for local, state, and national office started to ask Mari to host their Spokane fundraisers. Eventually she

former Trustee and Family Association

Patricia “Pat” Franklin passed away on March 29, 2026. She was a beloved wife,

“ Like many of my teachers at Bush, Dee was a lifelong role model and mentor. She was my close friend for over seventy years.

Our connection began in 1955, when she directed three ‘one acts’ for our senior play.

I remember my disappointment when she cast me as a little old lady in ‘Between the Teacups.’ And while she was new to me, she was a Bush alum and, earlier, had been head of the English department.

That small beginning became a lifelong friendship. In the 1960s, Dee was director of the Creative Activities Center and she contacted me about offering classes in music and dance with young children. She later made a permanent contribution to the children of Seattle through the Junior League’s Northwest Arts Project, bringing local artists’ work to elementary school children.

Idalice (Dee) Squire Dickinson ’45 “passed away on March 8 at the age of 98. She was the widow of Dr. R. Hugh Dickinson, the daughter of Shirl and Jeanne Squire of Seattle, and the granddaughter of Alice and Francois Deny of France and of Ida and Watson C. Squire, one of the last Territorial Governors and first U.S. Senators of Washington state.

My husband’s work took us away from Seattle for several decades, but I was aware that Dee had formed New Horizons for Learning, and her vision had grown to include the importance of educating the whole brain, i.e., both right and left hemispheres, in the education of young children. I remember attending an international conference in the Washington, D.C., area, organized by New Horizons. Dee was now impacting educators worldwide. Her book, Teaching and Learning Through Multiple Intelligences (2003), was printed in several languages, and she was invited to consult in other countries.

A tragic illness in her family suddenly curtailed this future, but her commitment to education continued.

When we returned to Seattle, I quickly became part of New Horizons as board chair and worked closely with Dee in securing the future of her legacy. We were fortunate that Johns Hopkins University agreed to acquire her work.

She is survived by her beloved son, Jim Dickinson, and her beloved daughter, Jeanne Pastore; her grandchildren, Alicia-

My last memories are of the interview I did with her in 2024 as part of the history I was writing for Bush’s Centennial. Dee spoke of the many extraordinary Bush teachers and Marjorie Livengood’s influence on her career path. She credited all her own work to her Bush education.”

Rose and Gino Pastore and Lily Raznick; and her goddaughter, Maia Glass Quicksall.

- Elsa “Midge” Bowman ’51, former Interim Head of School, Trustee, Upper School Dean, and teacher

Dee graduated from The Bush School and the University of Washington. After teaching for a year, she served with Special Services in Germany for two years. On her return, she became head of the English department of The Bush School. She also was director of the Seattle Creative Activities Center, an after-school program in the arts. She joined the Junior League of Seattle, where she directed the Seattle Children’s Theatre and founded the Northwest Arts Project, which remains today the longest-lasting project of the League. In 1980 Dee founded (and for thirty-five years was CEO of) New Horizons for Learning, an international education network. On her retirement, she passed on the New Horizons website to Johns Hopkins University, where it continues today.

Her books include Positive Trends in Learning: Meeting the Needs of a Rapidly Changing World and Creating the Future: Perspectives on Educational Change, and she was co-author with Linda Cambell and Bruce Campbell of Teaching and Learning Through Multiple Intelligences, now translated in seven languages.

Dee was always an active member of the community and was the recipient of numerous awards, including the Maver-

In 1982 Dee received the Distinguished Alumna Award, and from 1984 through 2007 she was a Bush Board of Trustees member.

ick Award by the Washington Governor’s Leadership Institute, the Annual Lead-

Dee’s dedication to and support of Bush continues after her passing, in the generos-

ership Award by the Citizens Education Center, the Dorothy Stimson Bullitt Award for Community Service, and the presti-

ity of her contributions as an alum, a Board member, a teacher, and a member of the Helen Taylor Bush Society—a distinction

gious International Junior Leagues Mary Harriman Award for Leadership. She was a member of the Sunset Club, Seattle Tennis

conferred upon supporters who designate support for the school in their wills and living trusts.

Club, and Colonial Dames.” – adapted from the Seattle Times Dee graduated from The Bush School in 1945, but her time with the school continued on for decades. She returned to Bush in 1949 as a member of the Helen Bush Alumnae Board, and in 1950 she was elected as President of the Alumnae Association.

From 1953 through 1959, Dee taught Upper School English at Bush, and she returned again to teach in 1971, which is the year her children Jeanne ’76 and Jim ’79 became students. They remained at Bush until 1976.

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Heidi Fray ’75, sixty-eight, a loving mother, a dedicated sister, and an extended family builder, passed away peacefully at home in West Seattle on Thursday, July 31, 2025.

Heidi never met a stranger. She was a nurturer, a listener, a steady presence, and a safe haven. Whether raising her daughter, supporting friends, or helping family members, Heidi’s compassion knew no bounds. Her love and care touched everyone around her. Whole and human, she let the world in, even the hard parts, and in doing so, she taught us how to love. She dedicated her professional life to helping people—infants, children, seniors, and those in crisis—find growth, build community, and develop a sense of belonging. The many summers at Four Winds Camp on Orcas Island deeply influenced her life, helping her recognize the hidden beauty in the world and in people. Her creativity embraced all the crayons in the box, turning potential into magic. She loved colors, music, songs, flowers, foods from around the world, and throw pillows. Her passing leaves a void that will be impossible to fill, but her loving, caring, and creative spirit will be remembered and cherished by all who were fortunate enough to know her.

She left us with smiles on our faces and songs in our hearts. Heidi is survived by her daughter, Avalee; Avalee’s father, Robert McCroskey; her sisters, Martha, Leslie, and Erin; her brother, John; along with her nieces and nephews, Hadden, Wells, Henry, Annabelle, and Lily.” – adapted from the Seattle Times

Scott Hendrickson passed away while visiting family in Park City, Utah, on October 23, 2025, at the age of eighty-seven. At Bush, Scott coached skiing and lacrosse and taught Middle School history from 1994 until 2007.

Zekki Kemal ’17 was beloved by many in the Bush and Rainier Scholars communities, of which he was a vital and valued member.

Zekki’s family, including his brother Abdul Mesfin ’14 who is also a Bush alum, shared that being a part of the Bush community meant a lot to him during his time here.

After graduating from Bush in 2017, Zekki attended the University of Washington to pursue a degree in Information Technology.

His passing is felt tremendously by his family, former classmates, friends, and teachers.

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Jimmie Lewis was the grandparent of a Bush alum and a beloved member of the kitchen staff at Bush from 1990 through 2004. She passed in December 2025. “We lost a huge impact of a person that worked at Bush in the cafeteria for many years,” said Muslimah Shabazz ’94. “I don’t think I would have survived school if it weren’t for her ear, heart, and love!” Her full obituary is available at thefactsnewspaper.com.

Dorothy Allen “Poo” Penrose ’57 died of Alzheimer’s on May 7, 2025, just a few weeks shy of her eighty-fifth birthday. Poo attended the Highlands School, skipping from third to fifth grade, and The Bush School, graduating in 1957 as she turned seventeen. She spent two years at Smith College, but the pull of her dad and the Pacific Northwest proved too strong, and she transferred to UW, graduating in 1961 with a degree in far East history—and two years of Russian, married, and six months pregnant. She said her oldest was built of

Dick’s burgers, which she scarfed daily after classes and morning sickness. By age twenty-two she had two boys, which might explain why she claimed to have almost no memories from the ’60s.

you may also add photos or remembrances.

His family has chosen the following poem in his memory: LATE FRAGMENT “And did you get what You wanted from this life, even so?

I did, And what did you want?

To call myself beloved, to feel myself beloved on the earth.”

An alumna of the Buzz Fiorini Ski School at Snoqualmie Summit, Poo was an excellent skier, enjoying trips with Nat and the kids to resorts around the Pacific Northwest, British Columbia, Utah, Colorado, and one epic adventure in the French Alps.

Poo volunteered with the Junior Leagues of Seattle and Tacoma for twenty years.

She served on the boards of trustees for Charles Wright Academy in Tacoma, the Lakeside School, the Highlands School, the Seattle Children’s Home, and the Children’s Trust Foundation. A lover of Dixieland jazz, she enjoyed multiple trips with her dad and friends to the San Juan Island Dixieland Jazz Festival. She joined the Martha’s Moms Rowing Club as a coxswain in 1984, but after a few years and race wins at San Diego, Head of the Charles, and others, she decided to try rowing, which she kept at till age seventy. For decades, she and Jane Harder walked three or four miles daily on the steep hills of the Highlands. – adapted from the Seattle Times

-Raymond Carver

Giovanni Rana ’22 died unexpectedly on December 2, 2025. Giovanni’s life was defined by light, laughter and an abundance of love-both given and received.

Joining the class of 2022 in his Fifth grade year, Giovanni is remembered especially for his kindness, empathy, and his capacity to authentically connect with classmates and faculty alike. In addition to his fondness for basketball, he had a deep creative intelligence that he poured into composing and creating music. His spirit positively impacted so many in his too-brief time in this world. Giovanni is survived by his parents Kulpreet and Kathy, his sister Bella and many extended family members, all of whom adored Gio. Just as the beautiful music that he created will remain with us forever, so too will his spirit of friendship, love and humor.

Mo re i n fo r m a t i o n i s a v a i l a b l e a t online-tribute.com/Giovanni-Rana, where

Jennifer Simonds ’85 was an energetic, forceful, and deeply kind person. A friend to so many, she lit up rooms. In her final hours, they read aloud from the psalms.

They also read from her well-thumbed copy of the Comedy Bible (UCB Comedy Improv Manual). She died peacefully on June 19, 2025, surrounded by friends and family at the Gilchrist Hospice in Baltimore, Maryland. – adapted from Highwire Improv and Baltimore Musical Improv

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After attending Pine Manor College at the age of seventeen, she graduated from Stanford University in 1948 with a degree in political science. She was proud of achieving her master’s degree from the University of Washington School of Social Work in 1950. She married T. Evans Wyckoff in 1951, and they went on to have many adventures with their seven children, along with other travels and great friendships.

Ann Pigott Wyckoff ’44 was an explorer, a community leader, and a philanthropist who loved all things family, nature, and adventure. She was born in Seattle on June 29, 1927, the second oldest of six children to Theiline McGee Pigott McCone and Paul Pigott. Ann attended Forest Ridge Convent of the Sacred Heart. She graduated from The Helen Bush School in 1944.

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Ann was an explorer by nature. Early family trips included dogsledding and camping in igloos on arctic ice in the Northwest Territories (1973), a three-week crossing of the USSR from east to west during the Cold War (1975), and trekking in Nepal to the basecamp of Mt. Everest (1978). Among their many adventures together, Ann and Evans traveled to the South Pole by plane (1987) and the North Pole by an icebreaker (1997). She went flyfishing and camping in

Mongolia (1996). As a lifelong practicing Catholic, a trip to the Vatican for an audience with Pope Francis (2014) was important to her. Family and friends joined her on these world travels.

Ann’s generosity extended beyond her family. She firmly believed that vibrant communities are a function of strong arts, museums, education, parks, and social service institutions. She led by example in making them inclusive and accessible.

Dozens of treasured community institutions throughout the region have benefitted from her generosity, whether it was from her volunteer work or her philanthropy. She established the T. Evans Wyckoff Lecture in Neurosciences at Virginia Mason in honor of her late husband’s battle with ALS. – adapted from the Seattle Times

Students at The Bush School are motivated to be courageous explorers who seek to understand themselves and the world around them. This philosophy is interwoven throughout the school’s curricula and highlights how they learn, interact, and connect with others.

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Top Left: Christian B. ’36 reads a poem he wrote to families, teachers, and classmates during the Second Grade Poetry Cafe.

Top Middle: Webb R. ’37 and Hajar E. ’37 take on their most recent math assignment with courage. Top Right: Liam Y. ’34, Beniamin J. ’34, Heran M. ’34, and Leighton B. ’34 make posters for a used sports gear drive, a partnership between Lower School Service Club and Level the Field Sports, a nonprofit organization founded

by Bush students Justin R. ’30 and Jacob R. ’30 Middle: Gina Y. ’38, Kerrigan S. ’38, Aanya P. ’38 share what they have learned about identities this year during the Lower School Kindergarten Museum presentations. Bottom Left: Students explore trails in the Methow Valley during the Fifth Grade Methow Retreat. Bottom Right: Nora V. ’33, Holland S. ’33, Sophia K. ’35 boldly approach a new visitor to campus, a chicken, during Fall Festival.

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Top Left: Beatrice S. ’30 and Dara F. ’30 blaze trails in innovation as they code their project for the Eighth Grade STEMCase, a project addressing prominent issues in the community. Top Right: Johan G.-R. ’31, Alex L. ’31, Nat M. ’31, fearlessly experiment in science class. Middle Left: Margot S. ’30 and Lourdes M.’30 deliver a speech on courage to the K-12 community during 2026 Convocation. Middle Right: Emerson T. ’31 bravely take the stage during the Middle School play “A Scramble in Time: You’ve Gotta

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Be Yolking!” Bottom Left: The courage to trust. Etta G. ’31 smiles during a climb in the Methow Valley during a Middle School Wilderness trip. Bottom Middle: Courage to share your voice.

Kyle A. ’31 performs during the Winter Middle School Music Showcase Bottom Right: Cooper T. ’32 fearlessly takes the stage for a solo during the joint Lower and Middle School Choir Concert on Thursday, December 18.

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Top Left: Courage to speak. Edson Velasco-Schwartz ’26 stands at the podium during Convocation as the Class of 2026 speaker.

Top Right: Courage to create. Sophie B. ’29, Olivia P. ’29, and Sophia E. ’28 create art with metal and enamel during an Upper School arts class. Middle Left: Sawyer M. ’29 plays guitar during an Upper School performance in Benaroya Theater. Middle Right: Courage to share your story. Ahsenti A. ’27, the 2025/2026 Seattle Arts Youth Poet Laureate shares a poem during Illuminate.

Bottom Left: Ella M. ’29 demonstrates the courage to chase your dreams, dressing up as her dream career for Upper School Career, Service, and Joy Day. Bottom Middle: Courage to dive into the unknown. Riley C. ’27 and Talla F. ’27 are surprised by Upper School Science Faculty Cecile Meister showing an egg sack during a dogshark dissection in Upper School Marine Biology.

Bottom Right: Courage to share your talents. Beatrice F.-M. ’28 performs during an Upper School performance in Benaroya.

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NI BUSH ALUM END EEK REUNION W E R 2 – CTOB F R I DAY, O R 3 , OCTOBE SAT UR DAY Welcome Hom

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to re turn to s are invi te d se as cl g in at nect with old gra du eekend. Recon A lum s of all W on ni eu roamed, R r fall fo pus you once m ca e campus this th e or ents, and achers, expl ith current stud w h friends and te as B r ze la ival and B enjoy Fall Fest more.

Watch your inboxes (digital and physical) for more information!

Update your contact information online:

MILESTON Grad years

E Y E AR S

ending in one or six Yo u ’re inv ite d to c e le b rate yo S ch o o l c a ur re unio mpus! Th n at T h e is year, yo your schoo B u sh u’ll receiv l-sponsore e an invita d reunion Weekend tion to to be held . We hope during Re you’ll cele union brate with us!