Experience 2023

OUR MISSION

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

EDITOR-IN-CHIEF

Polly Oppmann Fredlund

Assistant Head of School

Community Engagement

SENIOR EDITOR

Mary Albl

Communications Manager

DESIGN

Char Davidson

Small and Mighty Creative

ILLUSTRATION

Stevie Shao

CONTRIBUTORS

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

Lisa Carroll

Board of Trustees, President

Colleen Carroll

Assistant Director of Admissions and Financial Aid

Emma Dubery ’15

Annual Giving Manager

Sharon Hurt

Director of Development and Strategic Initiatives

Jo Ito

Athletic Director

Nadia Jessa

Event and Volunteer Manager

Tiffany Kirk

Alumni and Donor Relations Manager

Anders Peterson

Admissions and Communications Coordinator

Naomi Pleasure-Park

Current Visual Communication Design

Major at The University of Washington

Hannah Sawyer

Communications Associate

Libby Singer

Associate Director of Development

Cali Vance

Archivist and Centennial Coordinator

PHOTOGRAPHY

Sheila Addleman

Jeremy Becker

Jeff Halstead

Alisha Jucevic

Chona Kasinger

Libby Lewis

Stephen Mitchell

COPY EDITOR

Kimberly Banti

THE BUSH SCHOOL 3400 East Harrison Street

Seattle, Washington 98112 (206) 322-7978

alumni@bush.edu

communications@bush.edu

EDUCATIONAL FOUNDATIONS

Critical, independent, and creative thinking

Ethical judgment and action

Intercultural fluency

Local and global citizenship

VALUES

Trust • Collaboration • Curiosity

Inclusivity • Challenge

STRATEGIC PRIORITIES

Inspire Learners

Elevate Experiential Education

Build and Nurture Community

Create Dynamic Learning Environments

Cultivate and Steward Resources

ON THE COVER

Stevie Shao is a Seattle born-and-raised illustrator and muralist, and proud secondgeneration Chinese American. An industrious individual with a love for color, nature, and community, those traits are featured throughout Stevie’s work. On a larger scale, Stevie’s work has been featured throughout Seattle including Seahawks game day posters, Sub Pop Records, REI, Outdoor Research, The Bush School, and on murals in the University District, Capitol Hill, Ballard, and more.

Stevie’s cover illustration was inspired by the Bush Middle School Mandarin project which explored the tradition of blue and white porcelain. At the conclusion of the project, students used paper plates to create their own blue and white “porcelain.” This school year marks a decade since Mandarin was added to the Bush world language department offerings. See the students’ paper plates displayed on the table of contents page.

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

CORRECTIONS

Beautiful, Purposeful, and Impactful: New Upper School Building, Experience 2022

Photographs by Lara Swimmer ’87, distinguished architectural photographer with a background in documentary film, illuminated the feature article in the last issue of Experience. Lara’s name was inadvertently left off the list of photographers in the printed issue, and has been updated in the electronic version.

A Path to a New Century, Experience 2022

Noah C. ’23 was featured in the article A Path to a New Century about sustainability and the Upper School Green Club. Noah uses she/they pronouns. Noah’s pronouns were listed incorrectly in the printed version, and have been updated in the electronic version of the magazine. Copy editing for Experience now includes confirming pronouns with all featured individuals.

The theme for the school year and this year’s issue of Experience is joy. Head of School Percy L. Abram shared, “The Bush School began the year with a spirit of hope, gratitude, and joy. We celebrate being able to gather again, and recognize that we are fortunate to be part of a supportive and inclusive community of learners.” The following pages are filled with big and small moments of joy like the K-12 Fall House Festival on Friday, October 7, held for the first time since 2019.

“ We need joy as we need air. We need love as we need water. We need each other as we need the earth we share.”

—Maya Angelou

FROM THE HEAD OF SCHOOL

“If you suddenly and unexpectedly feel joy, don’t hesitate. Give in to it.”

– Mary Oliver

Filling a year with ”joy”—The Bush School’s theme for the 2022-2023 school year—means recognizing the wonder and possibility all around us. This year, joy has seeped into all aspects of school life. It is present with our Kindergarten students frolicking at recess and then scurrying back to the classroom for story time. It is present in our Eighth Grade students as they plan for their E-week excursions, where they will explore new ideas, perspectives, and cultures here and abroad. And joy has been a central part of our seniors’ journey throughout the year as they have grown closer, more mature, and prepared to take with them the lessons learned at The Bush School to impact the world.

Joyous moments sometimes spring up spontaneously and without warning. Like when your favorite teachers suddenly break into a flash mob at Convocation, exposing a lack of rhythm along with a playful spirit. They happen organically over lunch with friends celebrating a victory, a good grade on an exam, or a personal triumph. They also happen in quiet moments when no one is watching, such as when you help a sibling with their homework, finish a poem that you’ve worked on for months, or step offstage and hear applause filling Benaroya. When our mindset and outlook focus on possibility, we turn the routine into the remarkable and the mundane into the majestic.

The Bush School has helped students experience joy in learning for nearly one hundred years. Our educational

approach, taking students’ natural curiosity for the world around them and building a curriculum that challenges them to question, observe, analyze, and demonstrate understanding, is the hallmark of progressive education and the foundation for creating curious lifelong learners.

In the year leading up to our Centennial, we have continued to focus on experiential education, the cornerstone of a Bush education for generations. We have also set new strategic priorities that will help to ensure that all students feel seen and valued and have greater access to the curriculum. By building in DEI standards across all grades, and using a universal design framework to better reach all students, Bush is acknowledging that diversity, equity, and inclusion—including neurodiversity— is vital to building a strong community. We are taking this journey with our children’s future in mind. The steps that we take now will impact students well into Bush’s second century.

This year’s Experience magazine will amaze and surprise you for all that is happening at Bush. I encourage you to read about our students, faculty, programs, and community, and experience all the ways Bush has changed and remained the same. And, while reading, “if you suddenly and unexpectedly feel joy, don’t hesitate. Give in to it.”

Warm regards,

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

FROM THE BOARD PRESIDENT

On the eve of The Bush School’s 100-year anniversary, the importance of stewardship is top of mind. Perhaps this is because much of my professional life was spent at The Nature Conservancy, a global conservation organization, where I developed a strong appreciation for place, community, and legacy.

Stewardship is defined as “the careful and responsible management of something entrusted to one’s care.” Simply put, it is leaving a place in better condition than you found it.

Thoughtful stewardship involves honoring the past, adapting to current conditions, and strategically planning for a sound future.

We owe a debt of gratitude to several generations of Bush community members who have come before us and shaped Bush into the vibrant school that it is today.

In 1924, founder Helen Taylor Bush gathered six students in her home and conceived an educational philosophy that was unique at the time: learn collaboratively and experientially, and strive for personal bests versus competing with others. Today, our ninth Head of School, Percy L. Abram, oversees a K-12 campus, more than 700 students, and a largely unchanged educational philosophy.

At our recent annual Trustee Day, nine former Bush Board presidents spanning forty years shared the challenges and accomplishments of their respective tenures. Each guided their Boards through strategic planning and careful decision making, driven by a common love for Bush and a commitment to its continuous improvement. The collective legacy of these Boards includes, but is certainly not limited to, new Lower and Upper School buildings, a Methow Campus, and a beautifully restored Gracemont Alumni Hall.

Today’s Trustees, committed volunteers whom I am honored to call my colleagues, will one day visit a rebuilt and reimagined Middle School building and Center Campus. They will reflect upon it as one of their key contributions toward leaving the school a better place for future generations of Bush students.

All of these places are impressive, of course, but their ultimate purpose is to deliver upon the school’s mission: to spark in students of diverse backgrounds and talents a passion for learning, accomplishment, and contribution to their communities.

Inspired by Dr. Abram’s vision and leadership, and in partnership with the senior leadership team, the Board’s efforts are guided by the school’s strategic plan. As we head into our second century, three key pillars of that plan are Comprehensive Experiential Education, Faculty Excellence, and DEI Distinction.

None of this work could be accomplished, of course, without our dedicated faculty and staff; volunteers who share their time, talent, and treasure; families who provide love, support, and encouragement; students who spark joy in us every day; and alumni for forging the path.

Through academic excellence, strong teacher relationships, and a nurturing community, Bush readied my own two alums, Emma ’16 and Elise ’20, for their ongoing journeys.

My hope for all Bush students is that they feel prepared, inspired, and passionate about leaving their communities in better shape than they found them.

Let’s celebrate a truly remarkable century together at an upcoming Centennial event. Until then, happy one hundredth anniversary to The Bush School, and many more!

LISA CARROLL PRESIDENT, BOARD OF TRUSTEES

The Bush School Senior Leadership Team 2022-2023

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

Leslie David ’85

Executive Assistant to the Head of School

Ethan Delavan

Director of Technology, Systems, and Extended Day

Polly Oppmann Fredlund

Assistant Head of School for Community Engagement

Sharon Hurt Director of Development and Strategic Initiatives

Jo Ito Athletic Director

Matt Lai Upper School Director

José Leonor Middle School Director

Sarah Smith

Assistant Head of School for Academics

Rather Stanton Chief Finance and Operations Officer

Aliya Virani Lower School Director

The Bush School Board of Trustees 2022-2023

Lisa Carroll President

Salone Habibuddin Vice President

Atul Bali Co-Treasurer

Amy Fernandes Co-Treasurer

Karim Lessard ’89 Secretary

Emily Alhadeff ’94

Kevin Baker

Steve Banks ’94

Maneesh Batra ’90

Craige Blackmore

Steven Caplow

Chris Chickadel ’93

Irene Fisher

Allison Harr

Geoff Harris

Patti Hearn

Kathy O’Kelley

Julie Okerstrom

Daniel Pak

Ian Sands

Jennifer Schorsch

Omar Shahine

Quentin Streets

Judi Yates

Ex-Officio

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

Urs Koenig Families Association President

The cycle of a school year at Bush is both rhythmic and magical. Link thirteen of these years together—it is transformative.

My daughter Sigrid ’23 and I started at The Bush School on the same day in 2010. It was her first day of Kindergarten and my first day as the director of admissions and financial aid. New to Seattle, we revealed our status carrying umbrellas to school. In a city defined by rain, anyone who has lived here long enough knows true Seattleites do not use umbrellas.

I joined the other new Kindergarten parents upon arriving, and together we let out a collective gasp as the teachers welcomed the Bush Class of 2023, a year so far in the future we could not fathom it. This same moment of disbelief happened earlier this spring as the teachers welcomed our newest Blazers — the Bush Class of 2036—to campus for Fly into Kindergarten Day.

Over time, I have learned these far off graduation years arrive in the blink of an eye. While Sigrid got busy in the Kindergarten classroom, I spent the next thirteen years espousing the value of the Bush K-12 journey. While attending open houses, school fairs, and getting to know families across our city, I experienced firsthand the magical intersection of community and purpose at Bush. The Class of 2023 welcomed new classmates as they moved from Lower to Middle to Upper School, encountering a caring and dedicated faculty every step of the way.

The following pages of Experience give a window into the transformative power of a Bush education, including the inspiring stories of Bush alums like Sarah Potter ’92, Eric Serrano ’11, and Scott Palmason ’00. In these pages you will discover the positive impact of the George Taylor Grant Program on teaching and learning, and how designing curriculum for neurodiversity in Middle School is good for all students. Students will share their reflections on the Methow Semester Pilot Program, student affinity groups like Oy Vey, and how curriculum in Lower School allows them to step into the world as changemakers.

It seemed very fitting that thirteen years later, my last day at Bush coincided with Sigrid and the Class of 2023’s Commencement as I prepare for my own new professional adventure as a new head of school in Connecticut. Sitting at graduation, I felt like a lifer alongside them. The power of this place was palpable as the graduates took their place on stage, full of optimism, gratitude, and purpose. And as we sat there, Dr. Abram shared the secret ingredient to a Bush education. It was both simple and prophetic. The secret ingredient is…love.

Thank you Bush for showing me and the Class of 2023 so much love. Together we will take all that we have learned at Bush and share this love to make the world a better place.

Experience Editor-in-Chief

Polly Fredlund with her daughter Sigrid ’23 on their first day of work and Kindergarten in 2010, and the end of Sigrid’s senior year in 2023. Polly was named the new Head of School at Westover School in Middlebury, Connecticut, starting July 1, 2023.

POLLY OPPMANN FREDLUND ASSISTANT HEAD OF SCHOOL FOR COMMUNITY ENGAGEMENT

ILLUSTRATION

Bush Middle School Mandarin students learn about language, arts, and culture. This year they studied the Chinese tradition of blue and white porcelain. Students used paper plates to create their own blue and white porcelain designs, inspiring illustrator Stevie Shao’s cover artwork for Experience. This school year marks a decade since Mandarin was added to the Bush world language department offerings.

GEORGE TAYLOR GRANTS

REIMAGINING WHAT IS POSSIBLE

by Mary Albl, Communications Manager

Bush Lower School Art Teacher Li-Ting Hung was awakened by the chirping sounds of birds. The everflowing highs and lows of the Puget Sound started and ended her working day. Residing along the shore of Livingston Bay on Camano Island for a majority of the summer of 2022, Li-Ting was one of thirteen Bush teachers awarded the George Taylor Travel Grant, a longstanding Bush program revitalized and revisioned by Head of School Percy L. Abram and Assistant Head of School for Academics Sarah Smith. Through this program, Bush faculty and staff can apply for the grant, which provides a unique opportunity to all employees, to “scratch an intellectual itch” or pursue a passion through travel, study, and reflection.

The George W. Taylor Endowment Fund began in 1974 with $50,000 in matching funds for the E. E. Ford Foundation to be used for faculty enrichment and sabbaticals at The Bush School. The fund was named to memorialize George W. Taylor, a Bush English teacher, who Head of School Les Larson referred to as “an inspiring scholar and most of all, a kind, generous and humble person.” Since that time, the fund along with the operating budget has funded one experienced teacher per year allowing them to take a trimester or semester sabbatical.

As the program marked over forty-five years of supporting faculty enrichment at Bush, the George Taylor Committee, made up of teachers and administrators, met in the 20182019 school year to review the current model for the fund. Together they assessed the fund’s impact, researched similar programs at other independent schools, and made a recommendation for the future to Head of School Percy L. Abram.

“The reimagined George Taylor grants ensure that a wide range of faculty—and, eventually, staff—will have the opportunity to explore a personal or a professional passion, which will offer restoration and reflection to inspire continued commitment and dedication in the classroom,” Sarah said. “Faculty and staff will have the opportunity to apply for these grants every four years, and it is our hope that all members of our faculty and staff community will eventually benefit from the program. The creativity and excitement we witnessed from this inaugural group of George Taylor grantees demonstrated the interest and desire for such opportunities, and we are thrilled to see another strong group of applicants for year two. The talent and passion our faculty and staff have for their respective areas of focus is truly inspirational to see.”

Learn more about George Taylor Grants by reading highlights from three of the 2022 grant recipients.

- Sarah Smith, Assistant Head of School for Academics

“ The creativity and excitement we witnessed from this inaugural group of George Taylor grantees demonstrated the interest and desire for such opportunities. The talent and passion our faculty and staff have for their respective areas of focus is truly inspirational to see.”

From left to right top: George Taylor Grant recipients Hilary Moore ’10 and Monica Alperovich; Assistant Head of School for Academics Sarah Smith; Li-Ting Hung, George Taylor Grant recipient.

Li-Ting Hung

Lower School Art Teacher

GRANT EXPERIENCE: Spent the summer of 2022 on Livingston Bay, Camano Island, Washington

OBJECTIVE: To create a series of three complementary beach murals that would reflect the many moods of Livingston Bay, Camano Island

“I was really pleased and grateful I got the grant. It’s a validation of my own artist’s journey and my evolving perspective as an artist and an art teacher.”

-Li-Ting Hung

Why did you apply for a grant?

While I was really hoping for a sabbatical one day—and I’ve been waiting for a while and sort of had this idea—this opportunity opened up. I loved the idea that the grant is kind of open-ended. We as faculty can propose our idea and the sky’s the limit. I really wanted to create this mural that reflects the moods of Livingston Bay, and I thought this would be a good opportunity. I wanted to push the boundary a little bit of what the grant could look like.

What was your vision for the grant?

When I first started, I had the idea to make murals on the beach. I didn’t have any design ideas, just sort of a rough process. In my grant proposal, I wrote that murals—or art in general in public spaces—serve like a memorial and a gathering place for people. Each person might interpret the art differently. I started to think about the bigger purpose of the work I would be doing.

Why the beach?

This is not my first beach project, but this particular stretch of Livingston Bay has a special meaning for me. My husband introduced me to Camano Island when I first moved to Seattle, and I instantly fell in love with it. Wind and tide make for a constant sifting of material that gets washed up on the beach, which makes for a treasure trove for the artist. The inspiration for the murals came from a friend of mine in the last year of her life. It was her dying wish for me to create a mural of the bay that reflected her life’s connection to the beauty she experienced every day.

How have you utilized your experience or woven it into your academic curriculum and your work with students?

I always had my students in the back of my mind and how I could apply my experience to inspire them. I started with making sure I made a lot of videos so I could show them the process. When I first began, I started to realize the whole experience of my art making would be important to get across to my students. How to explain the work was always in the back of my mind, especially thinking about how students can create their own placespecific art. For my students, how does a sacred or a

special place in their lives help shape their view of what they create?

What was a challenge you encountered, and how did you work through it?

I feel like with me, there were a lot of roadblocks at first. I had trouble finding a cabin to stay in near my mural site, and soon after I checked into the cabin, an outbreak of COVID-19 swept through the residents there. I then set my mind on, ‘Okay, I’m going to make these murals; I’m going to make this happen.’ I feel like when I set out to do something good, good things happen.

What was a typical day like that summer?

When I was on the beach, each morning I would wake up to the sounds of seagulls, songbirds, ravens, and even eagles. Chickadees and sparrows would sing these beautiful songs and fly over my face. I camped on the beach when the overnight tide was not so high, and usually was up by 6:00 or 7:00 a.m. I would drink some coffee, have a light breakfast on the beach, and start to work.

What was something unexpected you encountered on your trip?

I think the challenges are definitely unlike working in a studio. For instance, knowing when it’s high tide, low tide, and being able to work with time. But it was a really rewarding element as well. It challenged me as an artist. It’s really rewarding for me to know the work is still there, and it’s unexpected art. Beach walkers are always surprised and interpret it in their own way. Depending on the light of day, the reflection of the water may be moving across the murals as you stand in front of them, and you may see color and texture entirely new and different. A group of kayakers saw the murals from a distance and paddled in to speak with me and talk with me about my art and inspiration.

What is one word to describe your experience?

Light. Or sparkle. Inspiration from the dancing diamond light on the waves of the ocean. That’s sort of what stays with me from the whole experience.

Monica Alperovich

Lower School Spanish Teacher

GRANT EXPERIENCE: Spent the summer of 2022 in parts of Spain, attending classes for her Master’s program in Spanish linguistics and culture

OBJECTIVE: To travel abroad and experience schooling in a different culture, as well as visit nearby countries to learn, observe, and research topics related to Spanish studies and bring back findings to the Lower School classroom at Bush

“Every day was an adventure. Living in a students’ residence, I shared my time with thirty-six Spanish teachers from all over the United States and Canada.”

-Monica Alperovich

Why did you apply for a grant?

I think it is a great opportunity that Bush offered to continue my professional growth, as well as to experience life abroad as a student.

What was your vision for the grant?

My vision for the grant was to have some help with expenses for my master’s program in Spanish linguistics and culture at the University of Salamanca in Salamanca, Spain. I attended the first phase of the program at the university, and the grant opened doors to traveling to nearby countries to learn, observe, and research topics related to my studies.

Describe what a day that summer was like.

From mid-June to mid-July, I attended classes related to Spanish history, art history, literature, C3 grammar, teaching methodologies, and linguistics. I was immersed in cultural field trips and cultural classes such as cooking, dancing, and cinema. Every day was an adventure. Living in a students’ residence, I shared my time with thirtysix Spanish teachers from all over the United States and Canada. After an unforgettable six weeks of camaraderie, I traveled to France and Morocco to start my research for my graduate thesis on the origin of the Spanish language.

What were the highlights for you on your trip?

I loved being immersed in the culture and connecting with local residents, listening to their stories and hearing their love for their land and its history. I was also able to visit all of the architectural, historical, and religious sites I was studying during my stay. One of my favorite places was “el pueblo de Segovia,” the town of Segovia. This charming town is known for its magnificent, intact 2,000-year-old Roman aqueduct and Alcazar, a fairy-tale castle built on top of an impressive cliff. Walking on those hills, observing the wonders we were able to build and do without all of the technology of today. I loved the feeling of community all around. People of all ages seated at the main plaza, enjoying a lovely afternoon, chatting and building memories.

What was something unexpected you encountered on your trip?

To travel solo was an unexpected experience. During my adulthood, I have been lucky to be able to travel overseas, but most of my previous traveling I have done in the company of my family. I learned to navigate cities, manage cultural differences, eat meals alone, and make myself understood. I learned that I love peoplewatching while sitting on a bench in a park enjoying a gelato, eating anchovies at a local restaurant at any time of the day. I also learned to be patient—there were lots of miscommunications and lots of missed train connections.

Another unexpected experience was learning to be a student again. I loved it, and it came with many hours of paper writing, frustration from lessons that I didn’t understand, and countless hours of studying and catching up for the next lesson. I was able to put myself in my students’ place. It led me to reflect on my teaching methodologies—thinking about how to diversify my teaching, analyze how culturally inclusive I am in my lessons, and seek out ways to connect with my students.

How have you woven what you learned into your work with students?

I am applying everything that I have learned. Not only from my master’s studies, but also from my personal growth during last summer. At Bush, I am including more of our student’s perspectives. I have diversified the Lower School Spanish curriculum, including more diversity, equity, and inclusion (DEI) and cultural lessons. I am also focused on creating a neurodiverse-safe environment for every student.

Why was this important for you to do at this time of your life and career?

It was important because I want to continue teaching languages, exposing students to diverse cultural environments in which they can learn to make a difference by becoming more empathetic toward each other. We are part of one planet that needs citizens that can collaborate in equal and inclusive ways.

Directors, which is a training program for

“I really believe in the powerful effect that drama education can have on a student—and, consequently, the impact that student will have on the world.”

-Hilary Moore ’10

Why did you apply for a grant?

I wear many different hats in my position. I teach all the different elements of theater and also balance the administrative aspects, such as creating rehearsal and performance calendars. I wanted to apply for this grant because I wanted to reconnect with myself as a director and an artist first, to stay energized and inspired in my work.

What was your vision for the grant?

My vision for the grant was to go to La MaMa Umbria International Symposium for Directors. This is a program I have wanted to do since I was in college, but I never had the chance to before now.

What was a typical day like that summer.

At La MaMa, I would wake up around 7:30 a.m. to go to my favorite spot and journal for a little while. Up the hill on the property, there was a small old chapel overlooking a sweeping valley framed by rolling hills of olive trees. Then I would do some stretches and head down to the cafe to get some breakfast with the rest of the participants. Our first class was 9:00 a.m.–1:00 p.m., and then we had a long lunch (with so much food) and a siesta to rest and get out of the heat before our 4:00–8:00 p.m. class, which was followed by dinner (again, with an amazingly absurd amount of food). After dinner, the participants would lead small workshops or discussions until about 11:00 p.m.

What were some of the highlights from your trip?

All of the master artists were great, and I will use what they taught. One artist in particular though, Hope Azeda, was life-changing. Her approach toward art-making was so inspiring, valuing the artists first. She modeled what true patience looks like and how directing needs to be an act of empathy and collaboration. In this, the art can become healing, transformative, and truly joyful. I use the exercises I learned with her not only in my classroom and rehearsals, but also in my everyday life, remembering to also bring that empathy and patience with myself.

Another highlight of the trip was getting to hear my baby’s heartbeat for the first time in Naples. My husband and I figured out I was pregnant five days before I left on this trip. He joined me for the last two-and-a-half weeks of the trip, and we were able to get a first ultrasound. It was magical. Now we have copies of those first ultrasound pictures that are all in Italian as a souvenir!

What was a challenge you encountered, and how did you work through it?

The 104-degree heat, no air conditioning, and in my first trimester of pregnancy was a rough combination! Advocating for myself, taking breaks, and drinking lots of water and Gatorade was key.

What was something unexpected you encountered on your trip?

I came in with a little bit of imposter syndrome. Here I was, a high school drama teacher, in a class taught by these worldrenowned master artists—and all of the other participants were mostly college-level professors or artistic directors of their own professional theater companies. This thrust me into some self-reflection about my career choice. When I first dreamt of going to this program I was nineteen, at New York University’s Tisch School for the Arts for directing. I imagined myself in the exact positions of many of these other artists. Though I have always loved the work that I do as an educator, on the first day, I found myself almost embarrassed to introduce myself.

Then we got into why we do what we do, and through talking about my work throughout my career, I realized again how much I love teaching. Many artists there were deeply struggling to know if their work had meaning, and wondered if their theater was making an impact. I, on the other hand, get to watch students grow every day into more kind, empathetic, confident individuals in the Upper School drama program at Bush. These amazing students are creative problem-solvers while still being joyful goofballs.

Coming in feeling a bit inadequate, I was surprised by how much pride I left with at the end. Not only am I lucky enough to get to create art every day, but I also know that my art has an impact. I now appreciate how rare that is, and that other artists have their own struggles. I really believe in the powerful effect that drama education can have on a student—and, consequently, the impact that student will have on the world.

How have you applied what you learned to your work with students?

I have utilized Antonio Fava’s “commedia dell’arte” techniques in my comedy performance curriculum. I also added a unit on creating theatrical experiences through interactive soundscapes, which I learned from Stefan Kaegi of Rimini Protokoll, into the Introduction to Theater Tech course.

Why was this important for you to do at this time of your life and career?

At a time in my life when so much is shifting (since the beginning of 2021, I started my role at Bush, got married, got a dog, moved, and became a mom in March), I found myself reflecting on all aspects of my life and career to assess if they were shifting as well. Quiet mornings by the chapel to think and journal, physically and emotionally intense artistic exercises, thoughtful discussions with amazing artists, eating wonderful food, and seeing awe-inspiring sights all took me through a journey that reignited my passion for arts education. Rather than feeling a shift away from teaching, this experience has deepened my love for teaching drama and prompted me to dream bigger about what the Bush Upper School drama department could become and do for our community.

FALL FESTIVAL

SEPTEMBER 22

Alums are invited to Fall Festival, an annual campus tradition including music, food trucks, a cider press, bounce houses, and more. Enjoy the energy of an on-campus, student-led event, preceded by an alum luncheon with current Head of School Percy L. Abram.

BLAZER BASH

JANUARY 12, 2024

Celebrate Bush Athletics with current students, alums, and former faculty members at the winter 2024 Blazer Bash. Details to come.

100 YEARS OF LEADERSHIP DINNER

NOVEMBER 16

Current and former heads of school and Board of Trustee members are invited to a dinner where we’ll celebrate their impact throughout one hundred years of The Bush School.

BLAZERS OF COLOR RECEPTIONS

OCTOBER 19 | FEBRUARY 8, 2024

Join fellow Bush community members of color at these receptions to build community, and to share your experiences and hopes for the next one hundred years at The Bush School.

100 HOURS OF GIVING DECEMBER

Show the collective impact Bush alums can make! Invest in the long-term success of The Bush School and the families we serve by making a gift during the 100 Hours of Giving virtual campaign.

CENTENNIAL SEMINARS

BUSH DAY OF SERVICE

APRIL 3, 2024

All Bush students will participate in the Bush Day of Service, supporting local organizations on and off-campus. Alums are encouraged to volunteer at an organization of their choosing, wherever they are. When alums register to participate, they’ll receive swag in the mail and a request to send in photos or tag us on social media.

OCTOBER 26, 2023 | FEBRUARY 15, 2024 | MAY 16, 2024

Centennial Seminars invite alums to lectures featuring some of the most beloved former Bush faculty members, including Peggy Skinner and Chick Chickadel. These iconic teachers will discuss a range of topics, from their specialization as teachers at Bush, to personal reflections about their time here, to any research or work done since their departure. Each seminar will be followed by a reception, allowing alums to reconnect with one another and the featured speakers.

BUSH BLOCK PARTY

JUNE 1, 2024

Celebrate the culmination of our Centennial year with the entire Bush community! The Bush Block Party will feature live music played by alums and current students, guided historic tours, interactive stations for kids, an alum speakeasy in “Basemont,” Bush trivia, exciting archive exhibits and installations, food and beverages—seemingly endless ways to interact with one hundred years of Bush history. This event is the big one, so mark your calendars now.

CENTENNIAL WEBSITE

The Centennial website is now online! Visit the site for more information about events, enjoy interactive before and after photos, add your memories to an editable timeline, watch video memories and oral histories, and learn fun facts about Bush history, faculty, and alums. We’ll add additional content throughout the year, including access to the Bush Archive online, and a campus art map.

Visit https://bushcentennial.com.

by Cali Vance, Archivist and Centennial Coordinator

The Bush School celebrates its one hundredth year during the 2023–2024 academic year! Throughout the Centennial year, Bush will host events and share opportunities that bring its one-hundred-year history to the forefront, inviting the entire Bush community to learn, explore, and celebrate. Guided by the Centennial Task Force, The Bush School has developed a yearlong plan that aims to share a history that is inclusive of the many diverse experiences of Bush community members. The Centennial will honor these voices in numerous ways, including a Centennial film, former faculty lectures, archive installations, a special edition of Experience, a dedicated web page, a Centennial Brick Campaign, and community events.

THANK YOU

to the Centennial volunteers and committee members!

The Bush School would like to thank the following volunteers for their ongoing dedication to creating a thoughtful and inclusive Centennial year plan:

Emily Alhadeff ’94

Monica Anselmetti ’82

Steve Banks ’94

Catherine Pease Barnhart ’71

Midge Bowman ’51, Former Interim Head of School

Lisa Carroll, Board of Trustees President

Chris Chickadel ’93

Leslie David ’85, Executive Assistant to the Head of School

Emma Dubery ’15, Annual Giving Manager

Tamara Gyapong, Current parent and Administrative Assistant to the Head of School’s Office

Michelle Purnell-Hepburn ’75

Sharon Hurt, Director of Development and Strategic Initiatives

Tiffany Kirk, Alumni and Donor Relations Manager

Karim Lessard ’89, Board of Trustees Secretary

Jack Lessard ’22

Jackson Lone ’15

Steve Rosen ’84, Former Board President

Zachary Self ’98

...and more to come!

Are you a parent or a guardian, an alum, a student, a faculty member, or a staff member who is interested in joining a Centennial event team? Send an email to alumni@bush.edu. Although planning is well underway, there is no shortage of opportunities to support Centennial events and programming.

BUSH COMMUNITY MUSICIANS:

The list of students, alums, parents and guardians, teachers, and faculty musicians over the course of The Bush School’s one-hundred-year history is overflowing with accomplished, creative, and innovative artists. To celebrate the culmination of our one hundredth year, The Bush School will host the Bush Block Party, where we hope to feature this talent. Consider performing at the Bush Block Party on June 1, 2024!

For more information or to express your interest or share ideas, email Alumni and Donor Relations Manager Tiffany Kirk at tiffany.kirk@bush.edu.

THE BUSH SCHOOL ARCHIVE

DIGITAL ARCHIVE

In 2024, Bush will unveil a web-based archive. The Bush Archive consists of a myriad of materials, including all published yearbooks, thousands of photos, written and oral histories, film reels, literature and gifts to the school, and official documents, like Board minutes and blueprints. The repository is open only to the Bush community to explore and discover, both online or in person. Watch your inbox and the Centennial

VOLUNTEER

No one knows Bush like Bush alums do. We’re excited to invite you to volunteer “in” the archive by reviewing and providing information about photos. There are currently thousands of photos that do not have any identifying information—information you may be able to provide from the comfort of your own home. Scan the QR code to fill out a volunteer form, and we’ll email you the details.

DONATE

The archive relies on donations from the Bush community to build a thorough historical repository. If you have any memorabilia, letters, publications, student projects, old curriculums, photos, or other Bush ephemera, please consider donating or lending them to the archive. Contact the Bush Archive at archives@bush.edu or call (206) 515-2362.

1 The Archive has every Tykoe from 1935 to present.

2 The Helen Bush-Parkside School library, currently The Commons.

3 Aerial photo of campus in 1956 showing center campus and the continuation of 36th Avenue.

4 This was the standard uniform until 1971.

5 A Helen Bush School stuffed dog from the 1950s.

6 Just a few of the many materials catalogued, in-progress, or in need of identifying information.

TRIVIA

Brush up on your Bush history in preparation for the Centennial year with a little Bush trivia:

1. Which Head of School created the tradition of Convocation?

A. Les Larsen

B. Percy L. Abram

C. Marjorie Livengood

D. Frank Magusin

2. In 1950 this student-produced booklet was created with the help of Meta O’Crotty.

A. The Bush Bulletin

B. The Rambler

C. Flight

D. Ramblings

3. Need-based financial aid was first offered in ____.

A. 1990

B. 1924

C. 2002

D. 1972

4. When did the Bush Upper School go co-ed?

A. 1979

B. 1970

C. 1966

D. 1959

5. When was Bill Baber hired?

A. 1982

B. 1990

C. 1984

D. 1977

6. When did The Bush School purchase the Methow Campus?

A. 2008

B. 2016

C. 2010

D. 2017

1 Head of School Percy L. Abram speaking to the student body at the 2022–2023 Convocation, a tradition dear to the entire Bush community.

2 Meta O’Crotty, a beloved Bush teacher for forty-five years.

3 Lower School students painting outside of the school on the East Harrison side, circa the 1930s.

4 Middle School students, including Chris Larsen ’88 and Eric Washington ’89, making a pyramid in the Middle School courtyard, circa the 1980s.

5 Bill Baber, Upper School art teacher

6 The Methow Campus at night during an astronomy Cascade in May of 2022.

7. When was the first official wilderness program offered?

A. 1973

B. 1982

C. 2001

D. 1968

8. The first official need-based scholarship fund— the Helen Bush Scholarship—was established in ____ (by Helen Bush and the Board of Trustees).

A. 1948

B. 1972

C. 1996

D. 2001

9. In 1989 the first ______ happened.

A. Fall Festival

B. Prom

C. Senior Sneak

D. Blazer Bash

10. Uniforms were eliminated after a petition by ____ in the year ____.

A. Faculty, 1952

B. Board of Trustees, 1971

C. Parents, 1980

D. Students, 1971

11. How many athletic championships has Bush won?

A. Twelve

B. Fifty-four

C. Thirty-eight

D. Six

Share your answers on Instagram and Facebook!

#bushcentennial

Les Larsen

7 Students at Grand Lake, the first official Wilderness Program trip.

8 Helen Taylor Bush, the founder of The Bush School.

9 Lower School students, Ellie A. ‘33 and Reese C. ‘33, enjoy time together at the 2022 Fall Festival.

10 Students sitting in Reed Hall for an assembly, all of them wearing the prescribed blue wool uniform, circa the 1950s.

11 Bush tennis team, including Coach Marty Leeds, Maya Lis Tussing ’87, Ed Washington ’84, Jenn Lasher-Breen ’88, Derel Finch ’87, and Boris Kogon ’86, in the Urban Courtyard, circa the 1980s.

ALUM PROFILE : SCOTT PALMASON ’00

The right note

Do What Makes You Happy

BY MARY ALBL, COMMUNICATIONS MANAGER

S

Lcott Palmason ’00’s paternal grandfather, Edward, was known as the “Singing Doctor” of Ballard. His mom, Ann, was the Lower School music teacher at The Bush School. His dad, Jon, had a semi-professional career as a singer.

“I came from a family of music teachers, opera singers, and musicians,” said Scott.

“I loved theater. I loved performing, and my family gave me license to do just that.”

That innate passion for the arts has stayed with Scott for forty-plus years and counting. He is currently living in Los Angeles, California and involved in two up-and-coming shows: Supportive White Parents, a musical comedy, which is slated for an LA run later this year, and JJ and Ella’s Super Cool Eurovision Variety Show, an improvised musical variety show that made its debut in March at the Upright Citizens Brigade Theatre.

“What’s kept the joy for me is that sense of quality in the pursuit of excellence that I got from Bush,” Scott said.

Music was never far from Scott growing up. At an early age he and his sister, Jennifer

Palmason Kaiton ’97, were thrown into piano lessons. Glockenspiels, recorders, and xylophones were always at an arm’s length for Scott. Music was a way of life in the Palmason household.

“We were indoctrinated at a young age into music,” Scott said reflecting on his mom’s role as the Lower School music teacher from 1980-2000. “Bush used to have a hootenanny, which was a jamboree in the Lower School gymnasium, and it was just a

big ole celebration of music and fun. That is one of my earliest memories at Bush.”

It was just before Scott set off to the Upper School when he started to fully explore and express his talents. At the Eighth Grade Moving Up Ceremony he belted out “Imagine” by John Lennon; it was his first time singing in public.

“W hen I was doing what I was meant to be doing and found joy in it, I got more opportunities. Those little bits of joy, loving what I’m doing, jumping into shows or exciting new projects, or having fun singing—that’s what keeps me going.”

“I just remember my dad being like, ‘Finally!’ and some of my classmates were like, ‘Hey, you’re alright, kid.’ I was like, ‘Cool, performing elicits these cool reactions and amazing moments.’”

Scott’s artistic confidence only grew as he found a community within the walls of the Benaroya

in Spanish while continuing to pursue theater, involving himself in six productions. He said it was a conversation at Redlands that propelled him to take the big leap and shoot his shot in LA.

“Chris Beach, one of my directors, said, ‘I think you should go to LA, and I think you should try it,’” Scott recalled. “He just said to go for it.”

Theater. Under the guidance of former Upper School Drama Teacher Mark Gallagher who worked at Bush from 1992 to 2006 and the late Sally Pritchard, Bush allowed Scott to find his voice through high-level performances ranging from the classics like “Nicholas Nickleby,” to the musical “She Loves Me,” to far-out experimental productions.

“It felt like the theater program was pushing the envelope and challenging us to try new things,” Scott said. “To me, the Bush theater program was legendary. I was like, ‘That’s what I want to do.’”

At the University of Redlands in California, Scott majored in English and received a minor

So in the fall of 2004, Scott and Jennifer, whose career path has included singing on many video games including Halo, moved to LA together. He’s been there ever since. He got his foot in the door at a place called iOWest, where his first sketch and comedy show took place and where he found his niche in improv—an art form that allows comedic actors to make up the performance on the spot.

“Improv was the thing that gave me community, gave me family, gave me friends,” Scott said. “If you surround yourself with people who are trained to say yes, and to support you—which is kind of the rule of improv—you’ll do well.”

His journey has also been hard. Challenging. Scary. But it has also produced joy in many different facets. He’s performed and sung on Disney cartoons, and has played a doctor with a speaking role on an episode of Scrubs , among other unique opportunities. He has been a part of Supportive White Parents since 2018. Scott said they have a full concept album out and

“It felt like the theater program was pushing the envelope and challenging us to try new things. To me, the Bush theater program was legendary. I was like, ‘That’s what I want to do.”

have recently been involved in workshop readings with the program, which is about an Asian girl who wishes on a shooting star for supportive white parents and eventually learns to love her Filipino parents for who they are. Scott’s other main focus lately has been producing and performing in JJ and Ella’s Super Cool Eurovision Variety Show, which is a completely improvised musical variety show in the style of Eurovision, an annual international song competition.

“When I was doing what I was meant to be doing and found joy in it, I got more opportunities,” Scott said. “Those little bits of joy, loving what I am doing, jumping into shows or

exciting new projects, or having fun singing—that is what keeps me going.”

Scott also manages a number of properties across LA for additional steady income, which allows him the flexibility to pursue his art in ways that bring his life meaning and joy.

“I would say to my high school self that all the challenges over the rough roads are so, so worth it,” Scott said. “And that goes for anything: moving to a new city, pursuing your passions, your career, dating, growing pains, all of it. Those challenges will feed your art, make you stronger, and, I think, just keep you going.”

ALUM PROFILE : SARAH POTTER ’92

Tech trailblazer

Empowering Women to Find Their Shine

BY MARY

W

COMMUNICATIONS

Lhen Sarah Potter ’92 set out to mentor women in the tech industry, she assumed it would be fairly straightforward: help individuals move up the corporate ladder and navigate a path to a promotion. But the dialogues that ensued were not what Sarah was expecting. These conversations were full of color. Full of life. Full of shine.

“Everything always seemed to revolve around purpose,” said Sarah, whose career in the tech industry spans over twenty years.

“I realized all these conversations started to refocus on what brings you purpose? What brings you joy? And I think that is where I started to get into this concept of helping people find their shine, because it’s not just about helping you to find success in your career or getting that promotion. It is about helping you be the best individual that you can be according to the purpose that you want to achieve.”

That is where Sarah’s life mantra, “helping people find their shine,” was officially birthed. Sarah, who is a principal hardware engineering program manager at T-Mobile,

has spent the majority of her life giving back. She’s volunteered or served with over thirty organizations and nonprofits. And she is in the midst of keeping her own light shining, starting a limited liability company (LLC) with a focus on program management consulting. Her vision is to have a portion of the profits gained become funds to continue to support organizations close to her heart.

“I have been able to sponsor educational fees for eleven students in partnership with Global Giveback Circle, Develop Africa, and Eco-Agric Uganda,” Sarah explained. “A portion of the profits from the LLC will go to helping me continue to support these students and my work with the Ugandan NGOs, as well as US organizations I contribute to including Technology Access Foundation and Ignite Worldwide.”

“As a mentor, I encourage the women I work with to give back too. I remind them that no matter where you are in life, someone is trying to get to where you are right now.”

ALBL,

MANAGER

Sarah is the chairperson of the international board of directors for Eco-Agric Uganda and Technical Administrator for Rescue Women Foundation. “I’m focused on girls and empowerment, and working with these organizations to focus on program management skills,” Sarah said. “Helping others find their joy gives me joy.”

“As a result, I never thought anything was impossible,” she said. “He encouraged me that there are no limits.”

Starting in the Eighth Grade at The Bush School, Sarah was active as a math tutor and volunteered at the neighborhood community center. She graduated as valedictorian and went off to Stanford University in California to study engineering. She said despite all she accomplished and the great education along the way, there was a critical piece of her journey missing.

From early on, the idea of giving back and working hard was ingrained in Sarah. Her earliest memories are of helping in her mom’s classroom. “My mom was a teacher and an educator for thirty-three years, so I think teaching and helping kids was always in our blood,” she said.

A particular childhood memory that she still is fond of is wanting to spend time with her dad in the garage scrubbing wood, hammering nails, and getting her hands dirty. At first, her dad had been dumbfounded, as it didn’t match his idea of the traditional way of interacting with a daughter. It was when he decided to treat her like anyone else, not limiting their interactions to the stereotypical gender roles, that their bond grew during those long garage sessions.

“I did not have women I could talk to in engineering,” she said. “Growing up without those role models, I wanted to make sure that the women coming behind me did not have the same struggle. As a mentor, I encourage the women I work with to give back too. I remind them that no matter where you are in life, someone is trying to get to where you are right now.”

Sarah has always made sure to infuse basic caring and philanthropic elements into her work. From her nine years working at Microsoft as a senior hardware program manager in gaming, to two years at Amazon as a senior technical program manager in innovative consumer products, and now at T-Mobile, she is passionate about ensuring her work is more than the title.

“Everywhere along the way, even though I’m in a tech job, I have tried to use my work and my engineering knowledge to participate in different things that are helping others ‘find their shine,’ Sarah said. “Self-love is bringing me joy, which might be a music performance or a lecture. I love doing yoga and art projects with my son. I love watching sunsets. I love traveling.”

“Self-love is bringing me joy, which might be a music performance or a lecture. I love doing yoga and art projects with my son. I love watching sunsets. I love traveling.”

Bush archival photos of Sarah Potter ’92 from Tykoe yearbooks.

ERIC SERRANO ’11

Full circle Finding Joy in Giving Back

BY MARY ALBL, COMMUNICATIONS MANAGER

change worked well for his budding career in the finance field with Amazon, but it was more than that: The move was about connecting his present with his past.

“I come from El Salvadoran descent, and in Seattle we do not really have a lot of people like me,” he said. “I was born in LA, and I have a lot of family here. I really wanted to connect with my roots. More people speak Spanish and look like me in this area. I feel like I can better represent

what success looks like to people on the corporate and business route. I definitely want to take advantage of the opportunities I have here to do that.”

When Eric graduated from The Bush School in 2011, he was not sure what path

I had the opportunity to make an impact in each one of my adopted communities, and now I have the opportunity to give back to the city where I was born. It is a full circle moment. I can inspire the next first-generation of El Salvadoran Americans to do the same.”

to pursue. A Rainier Scholar at Bush, he took an interest in economics and business. Eric credits Rainier Scholars, a program that cultivates the academic and leadership potential of students of color, with helping him navigate an independent school as well as find his footing and voice.

at Amazon Web Services in the commercial sales segment, where his work is focused on financial planning, business case analysis, pricing decisions, and maintaining controllership.

Outside of work, Eric explained he enjoys staying active and giving back to his community—a lifelong passion that has shaped his life from his days at Bush through college and into his adult life.

Attending Washington State University for two years and then transferring to the University of Oregon, Eric graduated in 2015 with a degree in economics. He served for six years in the Army National Guard, where he was awarded the Army Achievement Medal for exceptional service, and went on to intern at Boeing. He credits Bush for the ability to take risks and step outside of his comfort zone.

“Joining the National Guard allowed me to travel while meeting new, different people—Bush set me up for that,” he said. “Bush taught me to go into these experiences with an open-mind which has been helpful.”

Shortly after college, Eric started a career at Amazon, where he has been ever since. Starting out as a financial analyst, he is now a finance manager

“At Bush I had fond memories of volunteering with local elementary schools in Seattle, helping educators with the children during lessons,” Eric said. “This was my initial experience with giving back to community. I joined the Army National Guard and volunteered in other ways, including gathering a group of soldiers during annual training to assist with Relay for Life events in Eugene, Oregon and helping to battle wildfires in Enumclaw, Wasington.”

And of course, being back at home, Eric is looking forward to creating many more memories. “I had the opportunity to make an impact in each one of my adopted communities, and now I have the opportunity to give back to the city where I was born. It is a full circle moment. I can inspire the next first-generation of El Salvadoran Americans to do the same. Many of us come from families that show us unconditional love. We have this opportunity to bring some of that to our extended communities where we can make a difference.”

“At Bush I had fond memories of volunteering with local elementary schools in Seattle, helping educators with the children during lessons.”

Bush archival photo of Rick DePaso ’11, left, and Eric Serrano ’11 from a Tykoe yearbook

MINDS IN THE MIDDLE

DESIGNING FOR NEURODIVERSITY IN MIDDLE SCHOOL

by Colleen Carroll, Assistant Director of Admissions and Financial Aid

As students enter Sixth Grade at The Bush School, they meet new classmates, move to a new area of campus, and face new daily experiences. They work with a different teacher for each subject, move between classrooms for each period, use a locker to store and organize their class materials, and adjust to the block schedule of longer classes that meet every other day. Middle School Dean of Academics Lindsey Mutschler is mindful that these daily demands require the development of new skills for a Sixth Grade student. It is a school’s responsibility to teach students how to be a student, or, in Lindsey’s words, “how to manage your business as a student.”

Neurodivergent students, who represent between twenty and thirty percent of the K-12 student body at Bush, may face additional challenges in areas of executive functioning and other student skills that are thrust to the forefront in Middle School. The team of Lindsey and Middle School Learning Specialist Betsy Wandasiewicz, in partnership with the entire Middle School faculty, are implementing new structures, support, and practices to bolster the existing layers of support for neurodiverse learners at Bush.

While representing different ends of the spectrum of tenure at Bush—Betsy is in her twenty-third year and Lindsey is in her first during the 20222023 academic year—they are united in creating pathways for success for all students in the Middle School. Betsy works directly with students to build their skills in Middle School, and Lindsey works with faculty to ensure that opportunities to practice these skills are intentionally incorporated into the classroom curriculum in each grade level. Reflecting on the skills and habits they want

students to have in place by the end of Eighth Grade, both spoke to the importance of students understanding themselves as learners and knowing how to advocate for their needs and growth.

Neurodiversity is one of the multiple layers of diversity at Bush that strengthens and enhances our learning community. “It’s important to have different people and different kinds of thinkers in our world and in our community,” Betsy said. “Neurodiversity represents the greater world, and we need all this good, divergent thinking and approaches in looking at the world. Everyone benefits from it.”

Lindsey agreed, expanding on the direct benefits in schools. “Research shows that diversity of all kinds makes for smarter, more creative teams,” Lindsey said. “We want our students to experience what they will in the outside world, and the world is diverse in lots of ways. School communities benefit from the broad range of perspectives and experiences that neurodiverse learners bring.”

Betsy shared: “I want a Middle School student to develop an understanding of, ‘What are my strengths, areas of growth, and what are the tools I have to manage my needs and areas of growth?’”

Lindsey expanded further. “By Eighth Grade we want our students to go to Upper School being comfortable talking about who they are as a student. What tools and resources are available to them? They can talk confidently to adults in their lives and self-advocate for their needs, either through more support or more challenge.”

For students with diagnosed learning differences, Betsy creates an individualized learning plan with

Middle School Learning Specialist Betsy Wandasiewicz, center, with Bush Middle School students.

accommodations to grant access to the grade-level curriculum. On any given day, Betsy may do a one-on-one check-in with a student around an organizational goal, or support another student in identifying a new goal and scaffolding the steps they will take to make progress. She may also meet with a student without a diagnosis, but who is struggling to meet deadlines or break down a longterm project into incremental steps.

“Part of the work I do is helping kids and parents get to the root of the challenge, digging in with the student and listening to what the area of challenge is, and reflecting back to them what needs to be worked on,” Betsy said.

These conversations lead to one of Betsy’s favorite parts of her job. Betsy shares that an especially gratifying part of her job is “the detective work that it takes to understand what might be impacting a student, or what tools they need or their teachers need.” This work leads to the ultimate outcome of “giving students, families, and teachers hope. I can walk hand-in-hand with parents, students, and teachers to increase the sense of what’s possible and help them feel more confident moving forward.”

Important to the success of individual students, and to the overall sustainability of the learning support program in the Middle School, Betsy is not in this work alone. Teachers, advisors, outside resources, and divisional administrators like Lindsey all work in concert to help students develop and meet their goals. Betsy and Lindsey both work with faculty to ensure each teacher is familiar with the accommodations plan for individual students, and offer coaching around supporting the needs of students. Betsy explained she will offer guidance to help teachers “figure out how their instruction, class materials, or expectations can support all students.”

Lindsey emphasized that having multiple adults and structures in place for extra support is beneficial for all students, but especially for neurodiverse learners. A new weekly structured study hall time during Blazer Block, as well as the new twice-weekly after-school Check Out study hall, give consistent and dedicated blocks in the day to allow students to check in with teachers and allow teachers more opportunities to work one-on-one or in small groups with students. To Betsy, these times have been beneficial in opening up more opportunities for coaching to happen. The new study hall environments also normalize getting help from teachers to work through academic challenges and new concepts.

The dean of academics role is a new addition to the Bush Middle School leadership team, and a key part of Lindsey’s work has been holding the big picture of what is being

asked of students and how students are supported in their development from Sixth to Eighth Grade. Together with Assistant Head of School for Academics Sarah Smith, Lindsey has led the Middle School faculty in utilizing the Understanding by Design (UbD™) framework to reconsider and articulate the scope and sequence of curriculum for each subject area and grade level. UbD™ encourages backward design, which includes articulating the end goals for students and then designing curriculum by thinking about the big ideas, questions, and skills needed to reach that end point.

The four essential questions of the UbD™ framework— Where do we want our students to go? How are we going to get them there? How will we know when they “get it”? How will we know when they do not, and what we will do? Lindsey invites faculty to be “reflective and intentional about our learning aims and the roadmap to get there.” Offering clear and consistent roadmaps benefits all students in knowing how to assess their own learning and understanding in a class. Sarah has partnered with

Middle School Dean of Academics Lindsey Mutschler, chats with Bush Middle School students.

At the same time the faculty is engaging in revamping their scope and sequence, Lindsey has been working with them to align standards and practices across subjects and grade levels. She implemented a change in the proficiency scale used on report cards, with the goals of offering greater insight and clarity into student skill development and creating shared vocabulary around standard assessment for assignments and report cards.

In addition to curriculum development, faculty have been focused on implementing a teaching approach that works to accommodate the needs and abilities of all learners and eliminates unnecessary hurdles in the learning process. This pedagogy, Universal Design for Learning (UDL), is defined by developing a learning environment where information is presented in different ways, students engage in a variety of ways, and students have the opportunity to demonstrate their learning in multiple modes.

the options provided meet all students in ways they learn best. This approach reaches every student whether or not they have diagnosed learning differences. There is a path for every student when using UDL principles in the classroom. Borrowing Simon Sinek’s The Golden Circle, the UbD™ framework for curriculum development is the “what” and Universal Design for Learning (UDL) is the “how”. The “why” is Bush’s commitment to diversity, equity, and inclusion.

Lindsey and Betsy’s shared belief, that diversity in learning makes us all stronger, is also reflected in the school’s strategic framework. The framework, which centers five strategic priorities, calls out the importance of neurodiversity as part of the school’s focus to inspire learners. The inspiring work toward these goals in the Middle School is in capable hands with the vision and collaborative leadership of Betsy and Lindsey. Together

VENUE RETROSPECTIVE

by Hannah Sawyer, Communications Associate

By the students, for the students, and in celebration of creativity and voice, Venue is a long-standing tradition at The Bush School. Every year, students produce original music on Bush’s own recording label, Broken Records, and then showcase their work in a culminating performance: Venue. The end-ofsemester showcases are an opportunity for students from Upper School music classes, as well as individual artists or groups, to perform their original compositions.

Completely student-run and advised by Upper School Music Teacher Jill Wangsgard, who has supported students for over sixty Venues , Broken Records is an Upper School club that operates a recording label and runs Bush’s own radio station, 103.1 FM. In total, over 1,000 original songs have been produced by Bush students through the Broken Records label.

Students also promote Venue, choosing a unique theme for each showcase, and creating artistic posters to hang around the Upper School campus. A collection of these posters line the walls of Jill’s music classroom, inspiring future Upper School musicians.

“There’s no replication. You can’t replicate Venue. Each time it is new,” Jill said. “I see the joy at the end. When students come back, they are ecstatic they did Venue. They have a different perspective that gives you joy as you can look backwards and forward, and that’s pretty cool.”

CLASS OF 2023 COMMENCEMENT

“If there’s one thing that rings true about Bush, it’s that there are so many different ways to be brilliant. At Bush, there are so many different stages to stand on, and the possibilities for building your own stage are endless.”

- Opening Remarks, Sofia Abow ’23

It was a joyous celebration on Friday, June 16, as Bush community members, family, and friends from near and far came together on campus to honor the eighty-six members of the Class of 2023 – the largest class in Bush’s ninety-nine year history. Diplomas were presented to the members of The Bush School’s Class of 2023 during the Eighty-Eighth Commencement ceremony in the school’s Schuchart Gym. The Class of 2023 featured thirteen “Lifers”, students that attended all thirteen years at Bush.

CLASS OF 2023 MATRICULATIONS

Barnard College (2)

Boston College

Bowdoin College

Brandeis University

California Institute of Technology

California Polytechnic State University (San Luis Obispo)

Carnegie Mellon University

Chapman University (2)

Colby College

Colorado College (3)

Columbia University

Eastman School of Music

Emerson College

Hamilton College (2)

Harvard University

Haverford College

Kenyon College

Loyola Marymount University

Macalester College

Middlebury College

New York University

Pitzer College (3)

Pomona College

Purdue University

Rice University

Santa Clara University

Santa Monica College

Scripps College (2)

Seattle University

Smith College

Southern Methodist University

St. Olaf College

Swarthmore College

Texas Christian University

The University of Texas at Austin

Tufts University (2)

Tulane University

University of British Columbia (2)

University of California, Los Angeles (2)

University of California, Santa Cruz (2)

University of Chicago

University of Hawaii at Manoa

University of Oregon (2)

University of Rochester (3)

University of Southern California

University of St. Andrews (3)

University of Toronto

University of Washington (4)

University of Wisconsin

Vanderbilt University

Vassar College (3)

Villanova University

Wake Forest University

Washington U, St. Louis

Wellesley College

Wesleyan University

Whitman College (2)

Williams College

Yale University (3)

CHANGE

by Mary Albl, Communications Manager

Scattered throughout Randi Gordner’s Fifth Grade classroom with pencil and paper readily in hand, students’ attention is focused toward the front of the room on guest speaker: Roberta “Bert” Romero. Bert is a news journalist and the executive producer of King 5’s Facing Race —a program created in 2020, that focuses on and highlights the stories of people of color around the Puget Sound. Bush Fifth Grade students are eager to hear what Bert has to say next.

“It’s important so that we can have good conversations in class and learn about what’s happening in the world,” Margot S. ’30 said of the significance of Bert’s visit.

On Wednesday, April 4, Bert spent the afternoon with the Fifth Grade students talking about her role as a journalist and why King 5 created Facing Race. Bert’s visit stemmed from the actions of the students. In a social studies unit taught by Randi, students were learning about Indigenous cultures in different parts of the United States and connecting the past with the present. Students broke into different groups and researched ways they could take action to learn more about Indigenous organizations and businesses in the area. They wanted to connect with people who were amplifying marginalized voices. Randi said students Margot S. ’30, Nuno R. ’30, and Kieran T. ’30 emailed King 5 and made the connection with Bert to establish a class visit to learn more about the role journalism and news play in telling everyone’s story.

“We work hard for students to see themselves as leaders and changemakers,” Randi said.

During her campus visit, Bert spoke to the students about the purpose of the show in the wake of George Floyd’s death and the Black Lives Matter movement, as well as how King 5 set out to do better to raise awareness and tell the stories of the local Black, Indigenous, and people of color (BIPOC) community. Bert also brought along a photojournalist who spoke to the Fifth Grade about the technical side of the job and what goes into producing Facing Race

“They are super thoughtful about the types of stories that they do, specifically highlighting people and communities of color,” Margot said was her biggest takeaway.

This action project is just a highlight of the diversity, equity, and inclusion (DEI) work being done not only in the Fifth Grade, but also in the entire Lower School. The curriculum and resources from Learning for Justice, formerly Teaching for Tolerance, are an important foundation for elevating DEI curriculum threads in the Lower School program. Learning for Justice is an educational organization that incorporates components of the mission of Southern Poverty Law Center to be a catalyst for racial justice. Working in partnership with school communities, LFJ advances the human rights of all people.

Bush Lower School teachers access a robust catalog of educational resources—articles, guides, lessons, films, webinars, frameworks, and more— to foster shared learning and reflection in our classrooms.

“ Facing Race is a program that is working to highlight identities that may not be highlighted in the news in a positive and meaningful way,” Randi said. “Facing Race is a

program where many of our students could see themselves in the programming and know that there is change being made in terms of what is being portrayed in the news. And I think taking action to learn more is meaningful. At ten and

“I love being in the position where I can be a guide rather than the giver of knowledge.”

- Randi Gordner, Fifth Grade Teacher

MAKERS

eleven years old, these students recognize that the reason someone came in to speak with them was the result of the action they took to reach out to learn more. This program in itself is a social justice program, and the students’ work was rooted in action and justice.”

During Bert’s visit, students took notes, asked questions, and soaked in all the new information they could so as to write their own article on the visit.

“I love being in the position where I can be a guide rather than the giver of knowledge,” Randi said of watching the students do the work and impact the learning in the classroom.

As these Fifth Grade students embark on a new journey into Middle School, there is a sense of empowerment

and confidence to use their voices. “When we get older, instead of just talking about it, we can make change in the world,” Margot said.

“It’s important so that we can have good conversations in class and learn about what’s happening in the world.”

- Margot S. ’30

EDUCATION IN THE METHOW

SCHOOL PILOT PROGRAM

SEMESTER

This past January, The Bush School debuted the pilot for the Methow Campus Semester School program as part of the ongoing Upper School Cascades offerings. This pilot program centers experiential and place-based learning at the Bush Methow Campus in Mazama, Washington, located in the North Cascades. Over the course of three weeks, teachers experimented with modes of teaching, and twelve students enjoyed the wonders of the Methow, including skiing along the Community Trail; attending a soup dinner and wolverine presentation by field biologist and mountain guide Steph Bennett; and visiting Fireweed Print Shop in Twisp with artist, teacher, and printmaker Laura Gunnip.

DAILY JOURNALING

A focus of this Cascade was the documentation of a new experience. Daily journaling provided students with a venue to record their time, evolving relationships, and shifting perspectives with the curriculum, each other, the campus, the community, and the natural world. Below are a few shared samples of writings from students and their inner thoughts and experiences.

What do I hear when I try to listen

What do I hear when I try to listen

What is nature trying to say

How do I change how you’re feeling

Do I even deserve to give you a name

Your trees provide peace

Your sun shines through

When I try to listen

W hat do I change about you

You are endlessly giving

Relentlessly kind

I wonder what will change over time

We have ripped you apart

Torn you down

You are so important

You will always be around

Years of learning

Years of loss

Years of fire

It hasn’t stopped

You have a brilliant voice

Not always loud

Perfectly imperfect

I hope I’ve made you proud

What have I learnt while I’ve listened

What have I changed in your name

What have I done to destroy you

Will you remain the same

Your cedars

Your pines

Your beauties as old as time

What do I hear when I try to listen

What do we learn by listening

What do we learn by listening

What do we absorb when we hear

Only the things that I find important remain clear

What do I learn when I listen

What is the risk of the gain

What are the things that slip through my fingers

W hat fades away

What do we learn when we listen

Whose story do we change

Whose voice is boxed out when I try to understand

Your pain

What do we learn when we listen

W hat are we afraid to hear

Whose voice do I ignore so that mine is the one they hear

What do we learn by listening

do you hear what I say

Do you listen to nature speak

What does she have to say

What do we learn by listening

What do we want to hear

Should I share your story

Or just lend an ear

W hat should we learn if we choose to listen

Do you want to listen

Do I want to change

Do we even care if we understand someone’s pain

W hat do we learn by listening

What would I learn if I could listen

What would I learn if I could listen

I wonder what I would hear

If my story would matter

If stories could be passed down through the years.

I want back my history

If I could be free

Free of the burden

Free of the loss

But that’s not up to me

I want back my history

W hy is nobody listening

Torn from the pages

Years of struggle pushed on to me.

Why is the truth so hard to pursue

Why is change so hard to maintain

I want to know where my family called home

I want to know where they lay

Erased through time and pressure

At least to me it is

All I want is a glimpse—How do I learn how to live?

My stories stolen

It feels unreal

I wonder how my family would feel

What would I learn if I could listen

by Dylan K. ’25

The mountain basks in the melted reflection of the road

The mountain basks in the melted reflection of the road.

My eyelashes flicker white gold; day-old streamers that reflect the day-old light in the dining room.

The lady by the pool sprawls herself across the only plastic pool chair. She holds her makeshift tanning reflector. Blinds me like the winter road. The folded tin foil has the remnants of something she ate days ago. She holds onto the tinfoil tightly, just as the last of the fallen snow grasps tightly to the indents of the road.

Her black swimsuit folds in rock formations on her pale sun-spotted skin. She poses her mountain face to the glistening road

A pair of glittery black cat eye sunglasses resting her white caps.

The pool sits at the center of rows and rows of mobile homes. American flags billow.

Pinwheels turn themselves aimlessly in the arid Washington breeze.

I don’t understand the tiny town on wheels. People come in and out. The only true permanence is the little houses.

I fear that one day the earth will tilt and the houses will roll off, leaving the lady tanning on her chair by the pool. I wonder if she wishes she could pluck the sun,

faded flamingo from her strip of crunchy brown grass— unravel the fake vines that coil around the porch, their dusk-collected years rooted deep into the linoleum?

I wonder if she wishes she could climb up from her position by the pool and roll herself away?

Snow and rocks crumble off her body as she rises. She leaves an avalanche in her wake.

The only thing remaining is a blinding road— an empty spot by the pool.

by Willa L. ’25

Earthspeak

Here in the car and you are looking outside again

Grove of virginal cedars

I dream of you there, your face within branches moss molds meets body With lover’s hands

Touch where snow twinkling falls in song and Sublime constant ever-reaching. Here too

Form is the ritual of emptiness

Where trees speak in the language of eyes And silence

And silence is here too

Broken only by rolling sea fields between us, It meets the deep silence within my body

My heart could have been yours and Still dreaming, I wake

by Sofia P. ’23

BUSH UPPER SCHOOL CASCADES

by Mary Albl, Communications Manager

Last winter, The Bush School launched its fourth annual three-week immersive Cascades term, where Upper School students take a single interdisciplinary course led by interdepartmental teaching teams. These thematic immersion experiences are composed of students across all grade levels. Cascades program is one of the Upper School’s signature programs that provides students the opportunity to challenge thinking, ignite passion for exploration, and deepen awareness of their connection to the larger community.

“The project-based learning that occurs during Cascades helps students to grapple with complex issues and gives students the problem-solving skills and collaboration skills that will shape them and support them in their journey throughout high school and beyond,” said Experiential Programs Manager Kristin McInaney.

FINDING THEIR VOICE

SOCIAL JUSTICE AND FILMMAKING

A majority of the students had never picked up a DSLR camera. Or navigated editing software. They had also never made a cold-call to a stranger in hopes of an interview. Yet, these were some of the tasks students in the Social Justice and Filmmaking Cascade were charged with in their three-week immersion.

Led by History Teacher Susanne Eckert and Art Teacher Marilyn Smith, students in this Cascade were split into groups with the assignment of writing and creating a short documentary film based on a social justice issue that they felt passionate about.

“It’s a lot of pressure to create a full documentary piece in a very short amount of time and also have it be meaningful,” Marilyn said. “It’s got to make sense and technically be great.”

The idea for this class came about three years ago, as Susanne and Marilyn decided to blend their disciplines— Susanne’s extensive experience with Amnesty International and other social justice causes along with Marilyn’s studio and video talents.

“We thought this could be the perfect application of melding our disciplines and having students make work for a cause or to promote change, gain empathy, and get them thinking about big issues,” Marilyn said.

On day one, students examined what defines social justice, what issues would be considered social justice issues, and any topics they, as high school students, were drawn toward.

“When we first talked about social justice issues like the minimum wage, the work-pay gap, and other difficult topics, I found it intriguing, yet sad, and

it sparked something in a lot of people,” Fiona P. ’26 said. “Everyone in the Cascade was like, ‘Oh, we need to do something about this,’ so we all started brainstorming our ideas right away.”

In total, five groups of two to three students were formed. The film titles included: Water Pollution in the Pacific Northwest, The Drug Effect, The Gentrification of the Central District, Social Media and Mental Health, and The Hope (Fighting Asian Hate Through Education and Activism).

From there, groups started reaching out to individuals and stakeholders in the Seattle community for potential interviews and information for their projects. Under the direction of Susanne, who provided insight into interview techniques and modes of outreach in the community, students spent the first week or so forming their outline, researching, and then venturing out to start filming.

“I really liked doing the B-roll,” said Fiona, who was mainly behind the camera filming for her project topic, the rising need for drug awareness and education for teens. “We went around to schools and got shots of people and different things; we went downtown to Capitol Hill; and we went to a big doctor’s office, where we filmed and went to the roof to get some shots of the city.”

The later part of the Cascade was focused in the classroom, compiling and editing footage and creating a compelling piece of work. Both Susanne and Marilyn said the last five days challenged students to focus on the editing process, putting together a piece of work they could ultimately be proud to share.

“I think they learned that their voice can have an impact,” Susanne said. “They can have a genuine voice or give voice to people who do not have a voice.”

Fiona said what brought her joy was collaborating with classmates who are equally as passionate and dedicated about making a difference.

“I really liked working with my group. I was with Juliet F. ’26 and Niamh B. ’26, and that was really fun—because we all cared so much about this topic, which was combining all of our ideas to find not necessarily a solution, but a way to educate people,” she said.

The culminating piece at the end of the three weeks was an on-campus film festival for community members, stakeholders, friends, family, and other individuals with whom students networked to view the students’ work.

For Fiona, the idea of documenting a complex and heavy issue was something she did not take for granted, and she hopes she, as well as her classmates, can help spread awareness.

“I learned that I was honestly really lucky that we have had some education on drugs at Bush,” she said. “Obviously, we need more, but I think I am lucky to know about drugs as much as I do, and more people should know about these issues.”

Added Marilyn: “I think it is really empowering for the students to see that the piece that they make can have a positive influence on society. The kind of response they get is really important. To find that voice at such an early age is really incredible.”

GUATEMALA THE JOY OF SELF-DISCOVERY

Thousands of miles away in Guatemala, sixteen Bush Upper School students spent ten days in Central America immersing themselves in the study of food sovereignty and its interplay with culture. There were moments of uncertainty, but through new relationships, activities, conversations, and working together, Bush students and faculty experienced not only what life is like reemerging from the pandemic in a country over 3,500 miles south of the Bush campus, but also had the opportunity to grow and learn more about themselves through the process.

“Students gained independence throughout the trip. They became increasingly confident in their abilities to speak Spanish, navigate new locations, and deal with the unknown,” said Upper School Math Teacher Christine Miller, who, along with James Batey, were the Bush faculty members leading the trip. “Many students got ill and needed to wait it out and consider what they wanted to participate in or advocate for what they needed. Many of them had to watch their peers take risks and sometimes get embarrassed. Some of them had to exert themselves on warm days more than they wanted. Yet, they did all of these things with a generally positive, participatory attitude. The students found their best selves in these moments and propelled themselves forward.”

For this international Cascade trip, an opportunity offered for the first time since 2019, students compiled research and then presented to classmates on the two main areas of Guatemala they would be exploring: San Lucas and San Juan La Laguna.

“When we arrived, we visited an ecological reserve in San Lucas that abutted farming to understand different groups’ desires for land management,” Christine said. “We studied the impact of mono crops, such as corn and coffee, on the land and culture when we arrived at San Juan La Laguna, and then we visited a milpa farm in San Pablo. We cooked a traditional meal every night with our homestay families and cooked one with a Mayan family at the farm in San Pablo. By the end of the week, we had a number of impactful experiences that we could reflect on to identify the role food systems play in culture.”

Some of the highlights included:

• Learning about the significant role that corn, beans, and squash play in the Mayan lifestyle through various experiences in San Lucas Tolimán and San Juan La Laguna

• P articipating in a Mayan spiritual ceremony

• Hiking to a Mayan archeological artifact

• Learning about natural dyes in a Mayan weaving cooperative

• Visiting the milpa systems (corn, beans, and squash crops with specific planting and irrigation schedules)

Through a partnership with Where There Be Dragons (WTBD)—an organization that cultivates meaningful connections through immersive and responsible travel—students experienced a more targeted cultural immersion in San Juan La Laguna, where they had the opportunity to stay in pairs with local families. Christine explained this fiveday homestay provided students the chance to become more adaptable, independent, and embrace the feeling of being uncomfortable.

“We all became extremely flexible,” Elise L. ’23 said. “No one complained, even when plans changed, the hike got too steep, the food was new, and the plane got canceled. I saw the Spanish speakers become more comfortable with their communication while the non-Spanish speakers (like me) learned different ways to connect with locals and our homestay families.”

One theme woven throughout the trip was the joy of connection—both Elise and Christine expressed that the small, intimate moments with their host families brought about that emotion.

“Students got to be part of a way of living that was different from their normal,” Christine said. “At the end, several reflected that they really appreciated seeing outside of what they perceived as ‘the only way.’ It brought me joy to see that simple things like sharing a meal or playing a game of cards created community.”

For the students, all members of the Class of 2023, this trip also provided a glimpse into their futures.

“I think this trip was an amazing last hoorah that both challenged me and gave me a lot of confidence,” Elise said. “Next year, we are all going out into the unknown and meeting new people, and while most of us are not going to a new country, there will be changes that require a similar skill set that this trip provided. I also think it inspired me and my peers to study abroad during college, when we will be able to spend more time immersed in a culture.”

YEAR IN PHOTOS

EDUCATION MASTER PLAN

CENTER CAMPUS AND MIDDLE SCHOOL BUILDING

by Libby Singer, Associate Director of Development

The Bush School plans to begin construction of a new building focusing on the Middle School and Center Campus, starting in winter 2025. This project will center the student experience, and will foster greater connection for our community. It will reimagine our Center Campus and Commons, creating welcoming spaces for our K-12 community to come together. It will add dynamic learning environments to the Middle School, and support exceptional inquirybased and experiential programming, as well as ADA accessibility.

In recent years, Bush has invested in Lower School and Upper School facilities. Through this building project, Bush will transform the Middle School and Center Campus. As one of the largest building projects in the school’s history, this project will not only physically transform the Middle School and Center Campus, but also strengthen the entire K-12 community as it launches into the next century.

The Project

Construction for the project is expected to take eighteen months. This threestory, 26,000-square-foot building will lie in the existing footprint of the Commons, Main Office, and Middle School world languages and Seventh Grade hallway.

The first floor will include an inviting campus entry, spacious student art gallery, and lobby to welcome students, families, and visitors, as well as a larger Commons dining hall, seating up to 250, and serving as a flexible multipurpose space.

The second floor will be devoted to the Middle School, and includes six new classrooms, two labs, teacher workspaces for Middle School faculty, and collaborative hub spaces, allowing two-thirds of all Middle School classes (across all three grades) to take place in the new building.

The existing Sixth Grade Wing (along E. Harrison Street) and the Middle School Building along E. Republican Street will remain intact, with updates to ensure continuity of the space. With the majority of Middle School classes held in the new building, the purposes of these spaces will be reimagined with updates to the spaces.

Sustainability

The Bush School is committed to Salmon-Safe certification across campus. As a leading U.S. ecolabel, Salmon-Safe offers peer-reviewed certification, linking site development and land management practices with the protection of agricultural and urban watersheds.

Additionally, the school is considering Zero Carbon, Zero Energy, and Fitwel certifications.

Zero Carbon-certified buildings are verified by a third party after a twelvemonth performance period to be energy efficient, combustion free (or actively phasing out combustion), and powered by renewals.

Zero Energy certification allows projects to demonstrate that the building is truly operating as claimed; harnessing energy from the sun, wind, or earth to produce net annual energy demand; and powered by renewals.

Fitwel is the leading rating system for optimizing building design to improve health and wellbeing outcomes. Examples of Fitwel certification include: implementing best practices in stairwell design to encourage stair use and adopting and maintaining an Indoor Air Quality (IAQ) policy for the building.

As was the case with the New Upper School Building (Upper School South Building), this project will be funded through a combination of philanthropy and financing. There will be opportunities for the entire community to learn more about the building and how they can get involved as construction nears.

IF YOU HAVE ANY QUESTIONS, OR WOULD LIKE TO LEARN MORE ABOUT THE BUILDING PROJECT, PLEASE CONTACT:

Head of School Percy L. Abram at percy.abram@bush.edu

Director of Finance and Operations Rather Stanton at rather.stanton@bush.edu

Director of Development and Strategic Initiatives Sharon Hurt at sharon.hurt@bush.edu

GRACEMONT ALUMNI HALL

by Libby Singer, Associate Director of Development

Our history as a school is important as we look ahead to the future. As part of the school’s Centennial celebrations, Gracemont Alumni Hall is getting ready for the next hundred years. A historic hub on campus defined by the iconic classrooms, bustling hallways, and a center windowsill, Gracemont has housed great teaching and learning at Bush for generations.

Built in 1915, Gracemont Alumni Hall was purchased by The Bush School in 1944. It is currently undergoing extensive renovations and seismic retrofit, making the building— which houses classroom spaces, student resources, and faculty and staff offices—more accessible and structurally reinforced. These efforts will also preserve historic materials and details. Scheduled for completion during the 2023-2024 school year, this meticulously managed project has not only preserved original details, but has also uncovered previously hidden features.

In a recent article by the National Business Officers Association (NBOA), Michael Housley, the project architect from SHKS Architects overseeing the project, emphasized the school’s desire to preserve the history and overall visual aesthetic of Gracemont. “The school definitely wanted to retain as much of the historic fabric as possible, with the least impact visually or otherwise from any of the modifications, whether it be accessibility or structural,” Housley said.

Notable efforts include preserving wood paneling and decorative plasterwork on ceilings while integrating door auto-operators into stonework or near adjacent railings. “An alum approaching Gracemont post-renovation will see a building that appears mostly unaltered from its original construction over a century ago; however, moving around and within Gracemont they will discover it is now much more universally accessible,” Housley said.

Preserving History

Throughout construction, the team has uncovered various historical components that will remain visible post-renovation to celebrate the methods used during Gracemont’s construction. For instance, original plasterwork

has been saved where possible. The intricate wood lattice cornice details in the sun room (or “loggia,” as it was referred to in the original blueprints) and classrooms on the main floor have been preserved. In the basement—affectionately referred to as “Basemont” by alums and students—the team uncovered a solid brick masonry wall and arch that separates the computer lab from the open gathering space. This will remain exposed on both sides to reveal the brick. On the second floor, beautiful brickwork from the east chimney was revealed and will be exposed when the project is complete.

Accessibility

Despite offering nearly 12,000 square feet of space, Gracemont’s residential design was still evident through its narrow corridors, inaccessible bathrooms, abundance of stairs—many of which were not code compliant—and the absence of an elevator.

The Gracemont project is heavily focused on accessibility improvements. Housley has seen the school’s commitment to making the building accessible and notes, “at some point after the school acquired Gracemont, they carefully modified the central stair and installed a small lift to better accommodate a student who used a wheelchair.” Today the current renovation scope improves accessibility by adding a small elevator on the first floor that will allow access to the basement and the second floor. The refurbishment continues site access improvements made during previous upgrades, including an accessible sidewalk and parking stalls.

Gracemont Reopening: An Invitation

As students and faculty move into the space later this year, we hope alums will visit campus and see the updates in action. The intention and attention given to Gracemont Alumni Hall will transport you right back to the days of Meta O’Crotty taking a break on the porch, a heated history debate with teacher Susanne Eckert, and the hours spent soaking in all of the little nooks and crannies of the building. We cannot wait to welcome you back.

ADVOCATES FOR THE JEWISH STUDENT EXPERIENCE

by Anders Peterson, Admissions and Communications Coordinator

Lucia S. ’23, Hannah S. ’23, and Ben N. ’24 know first hand the important role affinity groups play in creating spaces for students to share their unique experiences, identities, and traditions as Blazers.

Oy Vey, an affinity group open to Jewish students, creates space for Jewish students from various backgrounds to find community and connection. Founded by Ben’s sister Gabriella N. ‘16, the club meets on Fridays with a focus on building relationships, fun activities like trivia contests, and educational programming like presenting to Middle School students about Jewish identity.

Lucia has been a member since Ninth Grade, and now serves as a club leader with Hannah and Ben. She has found joy in the Oy Vey community and lasting traditions, like cooking frozen Trader Joe’s latkes or making gingerbread Chanukah houses. Lucia makes clear that the latkes must be from Trader Joe’s, and hopes that these special gatherings continue after she graduates. These now-shared traditions have shaped a club wherein students share a common identity and help advocate for one another.

Lucia has also found joy in being part of serious conversations around anti-Semitism at Bush and in the larger world. She says, “it takes trust to get serious,” and affinity spaces offer an inherent trust that club leaders have built upon. The group advocates for the Jewish student experience so that things like the first day of classes do not coincide with Rosh Hashanah, as it has in the past. Lucia also believes it is important for all students to learn about Jewish culture and history in the school curriculum, advocating for more information on Judaism to be included in required classes like Historical Inquiry.

When looking to the future of Oy Vey, after they have graduated, club leaders want the traditions and shared sense of community at the heart of the club to continue for future Bush Upper School students. The weekly gatherings and conversations have allowed each of them to show-up at Bush as fully themselves, and play a part in impacting the greater good.

Hannah S. ’23, Ben N. ’24, and Lucia S. ’23 have fostered Jewish affinity space through their leadership of Oy Vey.

GRANDPARENTS AND SPECIAL FRIENDS DAY

FRIDAY, MAY 12

By Nadia Jessa, Event and Volunteer Manager

On Friday, May 12, around two hundred and fifty grandparents and special friends came to The Bush School campus to experience a morning in the life of the Lower School. Held for the first time in person since 2019, attendees were welcomed to campus by Head of School Percy L. Abram and Lower School Director Aliya Virani.

“Grandparents and Special Friends Day is a way for us to share all of the wonderful things that are happening in the

Lower School with people we care about,” Aliya said. “It is a day filled with learning, laughter, and connection.” Guests had the opportunity to attend a specially curated Lower School assembly, to interact with students and teachers within the classroom, and to engage in some nostalgic playtime outside during recess. It was truly an impactful day for both our guests and students.

Image above: Second grade student, Eleanor V. ’33, enjoying her time and jump roping with her guests

1. Fourth Grade student, Matias C. ’31 engaged in activities with grandmother, Comfort Canacoo

2. Ren S. ’31 sharing a special moment with guest, Crista Taylor.

3. Will R. ’35 and guest, Nancy Watt

4. Jade C. ’34 and guest, Graca Riberio, hula hooping at recess.

5. Will B. ’35 with grandfather, Bill Baker.

6. Second Grade student, Sullivan S. ’33 with grandparents, Patty and Paul Shipman after some fun recess play.

7. Savannah S. ’33 and her special guest, Sandra Stokes.

PARENT UNIVERSITY 2023

EDUCATION FOR RAISING CHILDREN TODAY

by Mary Albl, Communications Manager

Parent University, which was started by Head of School Percy L. Abram in 2016, is an annual parent and guardian education series for the entire Seattle community that culminates in a dynamic half-day, in-person conference during the spring on The Bush School campus.

“Kids need community. It’s how they grow into themselves. This community gathering of Parent University empowers parents and guardians with tools and the space to reflect on our own journey alongside our children in meaningful and helpful ways—as we learn about ourselves we can then

evolve into our best selves,” said The Bush School’s Parent University Co-Chair and parent Kelli Martin.

This year’s conference, held on Saturday, April 29, explored topics relevant to raising children in today’s society. Headlined by keynote speaker and award-winning journalist Tonya Mosley, parents and guardians had the opportunity to hear from eleven speakers ranging from topics of digital safety, college admissions, neurodiversity, building resilience, teen vocabulary, and more.

Athletics BLA ZER

END-OF-YEAR REVIEW

by Mary Albl, Communications Manager

It seems fitting that the theme for Bush this year was joy – an emotion that was emulated by Blazer athletics on the courts, playing fields, and sidelines.

Seven Bush alums returned to coach, including Coordinator of College Counseling and Student Success Meg Manning ’15, who was named the 2022 Emerald Sound Conference Boys Ultimate Coach of the Year. Bush also welcomed two new staff members to the athletic department this year, Associate Athletic Director Mel White, and Fitness Center Specialist Megan McKinney-Rickey. Joy was experienced in both the hard grind of practices and countless wins, including the historic Boys Cross Country state championship and a repeat of the Boys State Tennis Double title.

multitude of positive athletic experiences, including a record number of 158 participants on our Middle School teams,” Bush Athletic Director Jo Ito said. “Across all three divisions, our mission-driven coaching staff provided opportunities for their athletes to improve their skills, learn important life lessons, and have successful seasons. We had so many memorable moments this year, highlighted by the Boys Cross Country team hoisting the state championship trophy in front of the entire student body in the fall, and ending with the duo of Cal J. ’24 and Bernie R. ’24 winning the state doubles title for the second year in a row.”

The following pages contain some of the highlights from the year. Head to bushblazersathletics.com for full recaps on each season.

Boys XC Wins First State Title

It was a storybook ending to a special season for the Bush Cross Country program. On Saturday, November 5 at the 1A Washington Interscholastic Activities Association Cross Country State Championships in Pasco, the Bush boys team won the state title for the first time in school history. The Blazers scored 95 points to edge out Northwest.

“We are so proud of the Blazer Cross Country program for creating history today,” Associate Athletic Director Mel White said. “For the first time in school history, the Bush Blazers Boys Cross Country team won a state championship. The entire program has been working hard since August, setting PR’s throughout the season. It is exciting to see everything come to fruition. Congratulations to the coaches and student athletes for an incredible end to a great season.”

Amaré F. ’23 led the way for the Blazers with a ninth place finish overall, clocking 17 minutes, 13.3 seconds. Teammate Duncan F-S. ’25 was right behind in tenth place (17:13.7). In total, Bush had six runners finish in the top fifty.

The state title for the boys team capped a season filled with many highlights including winning the Varsity Division II title at the prestigious Bob Firman Invitational in Eagle, Idaho, and claiming the 1A District 2 Championship.

The Varsity Girls team also ended their season on a high note, placing fifth overall as a team with 183 points. Kathryn F. ’23 was the top finisher for Bush, placing tenth overall in 19:59. Caroline H. ’26 And Elise F. ’25 were the next top runners for the team, placing fiftysecond and fifty-fourth overall.

During the spring track season, Amaré ended off his prep career in style, finishing runner-up in the 800 (1:52.95) and 1,600 (4:15.05) and at the WIAA 1A State Track and Field Championships in Yakima. Teammate Duncan was sixth in the 1600 and seventh in the 3,200.

James Batey Wins Coach of the Year

Another chapter in the historic season for the Bush Cross Country Program was added as Head Coach James Batey was named the 1A Boys Coach of the Year by the Washington State Cross Country Coaches Association Executive Board.

“Coach James has invested so much time and energy into our cross country running program. It is fantastic that his hard work and dedication is also recognized by the state-wide running community,” Bush Athletic Director Jo Ito said. “His ability to provide a healthy, positive, and competitive team environment is second to none.”

Twice as Nice: Boys Tennis Wins State Doubles Title for Second Straight Year

For the second consecutive year, the Bush Boys Tennis Doubles team won the state title! Saturday, May 27, at the Yakima Tennis Club, Cal and Bernie defeated Seattle Academy 6-3, 6-4 to claim the Washington Interscholastic Activities Association 1B/2B/1A Doubles title. The victory marked the second straight title for Cal, as he won last spring with partner Quinn C. ’22. The team also locked up the third place trophy.

The victory capped an impressive year for the duo going undefeated, as they won the Emerald Sound Conference Boys Tennis Doubles Championship back

It was so much fun watching Cal and Bernie defend their boys tennis doubles title. Their ability to stay calm and in control throughout the tournament was truly impressive.”

In girls tennis action, the doubles pair of Claire F. ’25 and Sarah S. ’25 battled through the 1A bracket, winning their first two matches. The two finished with an impressive fourth place.

College-Bound Blazers

Nine Blazers across five different sports will be taking their talents to the next level. Three members of the Blazer Cross-Country team will continue to compete in college. Amaré F. ’23 , who received twelve varsity letters as a Bush student-athlete, will run for Yale University following his record-breaking spring track season. Eric C. ’23 will be hitting the trails at Colorado College, Luke V-C. ’23 will be running for Emerson, and Kathryn F. ’23 will join the Loyola Marymount University cross country team this fall. Following a successful golf season, Henry F. ’23 will compete on the links at Hamilton College. Sidney K.’23 will get back on the soccer pitch as she will be putting on a jersey for Chapman University next year. Vassar College is getting lacrosse player Sigrid F. ’23. Two of our rowers will each be taking to the sport in college: Ava B. ’23 will join the team at University of Texas at Austin, and Lili F. ’23 will row for Wellesley College.

“We are so proud of our college-bound athletes, and cannot wait to follow their future sports careers,” Jo said.

Blazer Athletics Upper School Awards Banquet

Blazer athletes celebrated an outstanding year in athletics and looked back on some landmark achievements, like a pair of State Championships, two Bi-District Championships, one Conference title, and a total of sixty-two student-athletes selected for All-Conference honors. It was a joy to gather together for this celebratory event, presenting coaches awards, four-year Varsity athlete recognition and three-sport athlete plaques. Some of the evenings highlights included inducting Upper School Counselor and longtime coach John Ganz into the Bush Athletics Hall of Fame and introducing this years major awards winner including:

Twelve Varsity Letter Athlete Award Amaré F. ’23 Most Inspirational Athlete Award Cal J. ’24 and Clare M. ’24

Blue & White Award Eric C. ’23 and Henry F. ’23

The Blazer Award - Amaré F. ’23

NAMESPORT COLLEGE

Ava Crew University of Texas at Austin

EricCross-Country Colorado College

HenryGolf Hamilton College

Amaré Cross Country/Track Yale University

LiLiCrew Wellesley College

Hall of fame ATHLETICS

UPPER SCHOOL COUNSELOR JOHN GANZ

by Tiffany Kirk, Alumni and Donor Relations Manager

Upper School Counselor John Ganz joined The Bush School faculty in 1986. During these thirty-seven years and counting, he has been a trusted guide, support, and advisor to generations of Bush students seeking his counsel. And although his door has retained the title of Upper School Counselor throughout the years, this year he is being honored for a different reason: his more than thirty years of coaching track and field, cross country, and bowling.

“It is hard to find the appropriate words to describe the importance of John’s contributions to our school and its athletic program,” shared Athletic Director Jo Ito. “I remember meeting John when I first started working at Bush, and I immediately picked up on his commitment to our students’ well-being. Throughout his coaching career at Bush, his perspective on how to best support student-athletes was felt not only by the members of the teams he coached, but also by all of our athletic program participants. His teams benefited

from his high level of sports expertise, and his ability to provide a positive and safe team culture.”

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. As a track and field coach from 1987-2018, a cross country coach from 1989-2016, and the head coach of the bowling team from 2010-2016, John embodies the spirit of the award.

John was honored during the Bush Upper School Athletics Award Banquet this past June, and joins the ranks of the five awardees who preceded him: Floyd Webb, Janice Osaka, Theo Coxe, Jim Franklin, and the Lewis family. Read more about the award and awardees on the Bush Alum webpage: bush.edu/alumni/alumni-stories#Halloffame

COME AS YOU ARE

A NIGHT OF CELEBRATING BUSH

by Nadia Jessa, Event and Volunteer Manager

Celebrate Bush: Come As You Are, a Seattle grunge-themed fundraiser held at Fremont Studios, on Saturday, March 4. This was the first in-person fundraising event off campus in three years, and it proved to be highly successful with 237 people attending. Celebrate Bush: Come As You Are brought together our community and raised $616,270 in support of financial aid at The Bush School.

Forest Dickey and Molly Silcock, current Bush Lower School parents, were co-chairs of the fundraiser and led a team of dynamic and dedicated volunteers. The evening was a true celebration of community and philanthropy, with a live auction featuring beautiful class art pieces and three exciting concert experiences ranging from Pearl Jam to Macklemore and Taylor Swift. Heartfelt messages from Head of School Percy L. Abram, the Celebrate Bush co-chairs, and Bush parent and Trustee Daniel Pak were shared during the program and led up to the showing of a specially curated video that tugged at the heartstrings of attendees and featured Lower School students performing the song “Come as You Are” by Nirvana. It was wonderful to have parents and guardians, grandparents, faculty and staff, alumni, Board members, and community members in attendance. Celebrate Bush: Come As You Are was truly a night to remember.

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

THANK YOU

A special thank you to the Celebrate Bush: Come As You Are volunteers.

Co-Chairs

Forest Dickey and Molly Silcock

Buy-Ins Leads

Kelli Burns and Joanna Smith

Decor Leads

Melissa Lamfalusi and Yin Zhen

Entertainment Lead

Kate Hinely

Volunteer Coordinator

Rachel Stroble

Class Art Volunteers

LEADS: Judi Yates and Suzanna Westhagen

KINDERGARTEN: The Muckleshoot Tribe, Sam Obrovac, Willard Bill Jr., Julia Youngman, and Spencer Laurine

FIRST GRADE: Katharine Hordo, Judi Yates, Michelle Raymond, Camille Laramore, Qasim Tanga, and Alex Hinderliter

SECOND GRADE: Tricia Davis, Nyasia Sarfo, Risa Halford, Joelle Alhadeff, and Kate O’Brien Nowak

THIRD GRADE: Kira Streets and Forest Dickey

FOURTH GRADE: Matt Barber, Julie Barber, and Yin Zhen

FIFTH GRADE: Rizza Rawcliffe, Judi Yates, and Krista Seery

MIDDLE SCHOOL: Rebecca Pleasure

UPPER SCHOOL: Will Baber, Marilyn Smith, and Suzanna Westhagen

BUSH

320 tickets sold 23 volunteers $427,080 raised for financial aid through Raise the Paddle $36,500 concert tickets auctioned off 12 student art projects sold for $12,300 $29,010 buy-ins for fun group experiences 5 in-kind donations and $51,000 in sponsorships from 14 partners $23,825 ticket sales $616,270 raised

FAST PHILANTHROPY FACTS ABOUT CELEBRATE

Previous page, Celebrate Bush attendees lighting up the room with their Raise the Paddle contributions.

This page

1. L to R: Rob Williams, Lisa Ly, Geneva Williams

2. Celebrate Bush Co-Chairs Forest Dickey and Molly Silcock

3. Board of Trustees member Daniel Pak

4. Mohamed and Glynis Abdallah

5. Celebrate Bush guests dancing and enjoying entertainment by DJ Leo

6. Bush Head of School Percy L. Abram

7. Nina Maisterra viewing the class art displays

8. Board of Trustees member Daniel Pak high-fiving the event emcee, Nick Allard

9. Celebrate Bush guests dancing and enjoying the entertainment

10. Tumble Creek Golf drawing winner being announced

11. L to R: Minakshi Velamoor, Gautam Velamoor, Board of Trustees member Omar Shahine, and Lora Shahine

TEAM 1924

by Nadia Jessa, Event and Volunteers Manager

Team 1924 was held in the Urban Courtyard at The Bush School on Thursday, September 29, 2022. The event was a celebration of the support and contributions of Bush donors and volunteers at a leadership level. Attendees had the opportunity to connect with the senior leadership team, members of the Board of Trustees, staff, and fellow donors and volunteers while enjoying refreshments and remarks by Head of School Percy L. Abram and Annual Fund Co-Chair Geneva Williams. Team 1924 was a wonderful evening full of gratitude, recognizing the impact and generosity of those who make The Bush School’s mission and vision a possibility.

1. L to R: Annual Fund Co-Chair Geneva Williams, Sarah Taubman, Christian Taubman, and Annual Fund Co-Chair Ray Fernandes

2. L to R: Stephanie Collett, Wayne Collett, Wesley Burns, and Kelli Burns

3. Attendees mingling during Team 1924 in the Urban Courtyard

4. Bush Head of School Percy L. Abram

BRICK Centennial CAMPAIGN

Leave Your Mark On This Historic Space

You are invited to purchase a personalized brick to be laid in the courtyard outside of Gracemont Alumni Hall to celebrate your place in the first 100 years of The Bush School’s history. Brick purchases support the Endowment, allowing you to make a long-term investment in The Bush School.

Leave your mark on The Bush School through the Centennial Brick Campaign, a new opportunity offering permanent recognition. Commemorate a special memory, honor a beloved faculty member, or team up with former classmates to purchase a brick together. Bricks will be unveiled at the Bush Block Party in June 2024. Visit https://bushcentennial.com to learn more and to cement your place in Bush history!

COST: $1,000 per brick. There is no per family/per person limit.

ENGRAVING: Each brick can accommodate up to sixty characters, for a total of three lines.

Bricks will be sold through February 2024 and revealed at the Bush Block Party on June 1, 2024, in a highly visible area just outside of Gracemont Alumni Hall.

WHO CAN PURCHASE A BRICK?

All members of the Bush community can purchase a brick, including alums, current and former faculty and staff, students, and families.

WHAT SHOULD MY BRICK SAY?

Something meaningful to you!

Consider:

• Your name and dates of attendance or class year

• A brief quote or message

• A family or group dedication

• A dedication in honor of another Bush community member, like a faculty member or fellow classmate who made an impact

• An in memoriam message

Serious, funny, nostalgic, or not—the text is yours to create. Please note, the Bush Alumni Office will be in touch to approve final brick text and will discuss edits and formatting with you.

by Sharon Hurt, Director of Development and Strategic Initiatives

Annual Fund, Capital Campaigns, Share the Love, Raise the Paddle, Celebrate Bush, Buy-Ins, Annual Giving…is your head spinning yet?

If so, please read on. Fundraising at Bush can be a bit of a puzzle, but when all of the pieces fall into place, it’s a beautiful picture. Below is a description of the various pieces and how they fit together.

As most of you have experienced, Bush makes fundraising requests through emails and voicemails, bulletins and backpacks, invitations and registrations, and everything from note cards to texts, so it is easy to lose track of what is what. The good news is that you cannot go wrong with your giving, because it is all for a good cause: to advance the mission of The Bush School to spark in students of diverse backgrounds and talents a passion for learning, accomplishment, and contribution to their communities. But there are some details that distinguish one campaign from another.

The Annual Fund runs for eight weeks in the fall, and is designed to shore up the current year’s annual operating budget by closing the gap between tuition and the cost of a Bush education. Gifts to this campaign are unrestricted. The impact of gifts to the Annual Fund is far ranging, because they help to cover everything in the budget from field trips to speakers to lab supplies to financial aid.

Celebrate Bush is the school’s annual fundraising event that supports financial aid, specifically. Elements of this event include Raise the Paddle, class art, Buy-Ins, and sponsorships. Gifts through Celebrate Bush are restricted for financial aid. Without Celebrate Bush, the school would not be able to fulfill the promise of need-based financial aid to the twenty-three percent of students and their families who depend on it.

The Board accounts for both unrestricted (Annual Fund) and restricted (Celebrate Bush) philanthropic income in the budget every year. These two buckets combine to represent Annual Giving

Capital Campaigns are something different, but the timing often coincides with annual giving campaigns. Capital campaigns support one-time projects or initiatives over and above annual operations. For example, the Upper School South Building was built as a result of a fundraising capital campaign called Connecting to Place. Gifts to these campaigns have a big impact on the school’s ability to achieve strategic priorities. These are one-time gifts and often paid over a period of up to five years.

The Centennial Brick Campaign is a new one-time campaign in which community members are invited to purchase a personalized brick to be laid in the courtyard outside of Gracemont Alumni Hall, to celebrate their place in the first 100 years of The Bush School’s history. The purchase of a brick will support the Endowment, allowing people to make a long-term investment in The Bush School.

Share the Love is a campaign started during the pandemic and was established to give families an opportunity to express their gratitude to faculty and staff through cash gifts and notes of appreciation. All of the cash donations from this campaign are totaled and distributed equally among all faculty and staff. These gifts are not included in the budget or the fundraising totals.

That sums up the various campaigns you will find at The Bush School. If you still have questions, please reach out to me so we can chat at sharon.hurt@bush.edu. Check out the following pages for all the ways your giving makes a difference. Thank you for all of your support.

The Olympic Group at Morgan Stanley from left to right: Jerry Medved, Tiffany Shifflette, Antoine Toussaint, and Kevin Baker.

WHEN VALUES ALIGN

by Sharon Hurt, Director of Development and Strategic Initiatives

Every year, The Bush School seeks corporate partners to support financial aid through a sponsorship at Celebrate Bush. This year we received $51,000 in corporate sponsorship, and our lead sponsor was Morgan Stanley’s Olympic Group. Kevin Baker, a current parent, Trustee, and an Olympic Group partner, spent some time explaining why this sponsorship was important to his team and to the industry.

One of the things that attracted the Baker family to Bush was the school’s commitment to diversity, equity, and inclusion (DEI). When Kevin and his spouse, Julia, arrived at the school in 2015, their oldest son was entering Kindergarten. The school was well on its way to embracing the core principles of DEI throughout all aspects of the community, from leadership to students. This was an important value to their family and extended to Kevin’s role in wealth management. Bush’s mission and the Morgan Stanley Olympic Group’s values are aligned, which made sponsorship an easy choice for their team.

“Bush has a super special place in my heart,” said Kevin. “It opened my eyes to what we can do with education to make an impact on the world. Bush is a catalyst for change in the space of DEI, and the opportunity to support that in a meaningful way was really exciting for us. The Celebrate Bush cause is a beautiful fastball right down the middle for us.”

The Olympic Group was founded on a premise that clients would be better served by a diversified team. A 2021 report from the John S. and Jay L. Knight Foundation confirmed what Kevin had experienced throughout his career: presence of women and people of color was grossly underrepresented

in the asset management industry. The report studied diversity in the U.S.-based asset management industry, using a sample representing $82.24 trillion USD in assets under management. Their analysis found that only 1.4 percent of total U.S.-based assets under management in the sample were managed by diverse-owned firms as of September 2021.

Prior to joining Morgan Stanley, Kevin worked for a firm where he discovered that in the high net-worth division of 640 advisors nationwide, he was one of only two Black advisors—and there were fifty-five women. Kevin was committed to building a team with diverse representation within an organization that supported his values. The Olympic Group not only gives their clients a top-tier service and a breadth of knowledge and perspective, but they are also committed to encouraging women and people of color to see a pathway for themselves in the industry.

Kevin asserts that we would all benefit from seeking to align our values in all aspects of our life, including the management of our assets. He suggests considering hiring a high-end, experienced, diverse team to manage all or some of your wealth.

“It’s important that people know that extremely successful and highly diverse teams exist and provide a variety of backgrounds, perspectives, and experience,” Kevin said.

Finally, consider investing a portion of your assets in ways that align with your values. Along these lines, Bush was honored and grateful to be one of the Olympic Group’s investments.

by Emma Dubery ’15, Annual Giving Manager

Each year, the Annual Fund supports the annual operating budget of The Bush School, and invites current families, alumni, faculty and staff, the Board of Trustees, parents and guardians of alumni, grandparents, and friends to make an impact on the lives of students. This academic year, the community responded generously, helping to surpass the initial fundraising goal by five percent. This effort was made possible by our generous donors and by two families who contributed $40,000 in challenge matches, helping us to raise an additional $80,000 in support of students, faculty, and all members of our community.

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

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

Ways the Bush community stepped up to support the Annual Fund

VOLUNTEERS* 78

447 RAISED $1,313,415 FAMILIES SUPPORTED BUSH

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

Promote excellence and professional growth for faculty and staff

Focus

Commit to The Bush School’s nearly 100-yearold mission of experiential education

ALUMNI DAY 2023

by Tiffany Kirk, Alumni and Donor Relations Manager

Alums spanning the classes of 1968 through 2022 returned to campus for Bush Alumni Day on Saturday, June 10. The former classmates gathered in the Commons and Benaroya Theater for an afternoon filled with laughter and reminiscing, campus tours, exploration of the Bush archive, a video memory booth, a caricature artist, and a sneak peek at Gracemont Alumni Hall’s nearly completed refresh.

Alumni Day also marked the launch of The Bush School’s Centennial Brick Campaign—an opportunity for Bush community members to leave their mark on the campus as we enter our one hundredth year. Supporters can purchase a brick of their own—with their own name and message, or as a tribute to another Bush community member—or they can decide to pair up and have a group brick installed.

The Class of 1973 Celebrates Their Fiftieth Reunion

Led by alums Alden Garrett, Robin (Cram) Hall, Erin (Peterson) Donovan, Zimmie (Harriet) Caner, and Erica Hoff, the Class of 1973 celebrated their fiftieth reunion with a dinner hosted at Robin Hall’s Seattle home. Earlier in the day, the group joined the rest of the Bush alum community at Alumni Day, where they were recognized and celebrated. On Sunday, June 11, the alums gathered for a family potluck at Renee Sidman’s Bainbridge Island Beach Cabin.

The Class of 1973: Zimmie (Harriet) Caner, Beth (Elizabeth) Carey, Robin Cram Hall, Anne Erwin, Mimi Everett, Carol Foxworth Smith, Alden Garrett, Devra Hayes, Alexa Hemphill, Erica Hoff, Barb (Barbara) Hood, Jody (Joanne) Isaacson, Ann Love Glick*, Susan Mciinnis, Renee Mock Sidman, Cynthia Moore Dahlen, Julie Peck Boss, Erin Peterson Donovan, Heidi Rooks, Lisa Salisbury, Andy (Andrew) Smith, Ruth Steele Wilkens*, Jane Thomas Eberhardt, Julie Udhus Walter, Jim (James) Vaupell, Lynn Whittaker Goodwin, Paula Wolf, and Katrina Wootton*.

*Deceased

1. Joaquin Mason ’93 catches up with former faculty member Carmine “Chick” Chickadel.

2. Every decade from 1920 through 2020 was represented in the Bush by the Decades archive exhibit.

3. Head of School Percy L. Abram and alum Jesse Uman ’02 catch up.

4. Bush Archivist Cali Vance was on site, answering questions and absorbing the knowledge and memories of the alums in attendance.

5. Alums Macy Wong ’12, Nathan Wong ’10, and their guest smile big and revisit their alma mater.

6. Alums Jack Lessard ’22 (left) and Karim Lessard ’89 find common ground and excitement in memories of their individual times at Bush.

1. Sally Pritchard in the 1974 Tykoe yearbook

2. Sally Pritchard with alum Camilla Franklin ’13 (left), and daughter Meighan Pritchard ’80 at the 2022 Alumni Night at the Theater Event

3. Sally Pritchard directing a play

4. Ben Ryan ’97 stands with Sally Pritchard in 2013

5. Sally Pritchard stands beneath the art dedicating the drama department’s green room in her honor

6. Sally Pritchard with a 1984 Kindergarten class, in front of the Livengood Learning Center, now the Lower School Building

SALLY PRITCHARD

JANUARY 28, 1937–OCTOBER 8, 2022

by Tiffany Kirk, Alumni and Donor Relations Manager

Contributions by Benjamin Ryan ’97

“My life is better because Sally Pritchard has been part of it.”

– Rebecca Clark Carey ’84

A beloved teacher at The Bush School for thirty years, Sally Rae Beil Pritchard passed on October 8, 2022, following a stroke. Former Head of School Les Larsen first hired Sally in 1972 to teach Kindergarten at Bush. Over the years, Sally’s role grew to teach Kindergarten in the mornings, lead Middle School drama in the afternoons, and direct plays after school. In a typical year, she would cast and direct the fall Upper School play, the winter Sixth Grade Shakespeare play, and the spring Eighth Grade play. She was ultimately named drama department head.

Sally was a creative force and a consistent voice for student agency. Blessed with a kind and winsome personality, she was also meticulous and authoritative, qualities she leveraged to stage some sixty-five successful theatrical productions. These included epic renderings of Bye-Bye Birdie, Anything Goes, Fiddler on the Roof, Damn Yankees, South Pacific, Oliver!, and She Loves Me. Regardless of the venue (Phelps Gym, Cunningham House, the Commons, or Benaroya) or the cast size (sometimes as large as eighty students), each production left young people transformed and brought the Bush community together.

In March 2022, Sally made her last visit to the Bush campus, reconnecting with students and alums during an Alumni Night at the Theater event. After also attending the production of A Murder Is Announced, Upper School Drama Teacher Hilary (Keyes) Moore ’10 invited Sally on stage and presented her with flowers, sharing with Sally how deeply she had impacted generations of students at Bush.

Ben Ryan ’97 and his father renamed their family’s endowment at The Bush School to honor Sally Pritchard. Once named after Ben’s mother, Sally Ryan, who was a teacher at Bush and a close friend to Sally Pritchard, the endowment is now called the Sally Ryan and Sally Pritchard Endowment for Drama.

In light of Sally’s passing, family, friends, colleagues, and former students gathered in November to pay their respects during a memorial service in Seattle. Those who spoke always mentioned her love for Bush and the students here, a beautiful testimony to the reciprocal joy and passion she inspired in her students. Gifts in Sally Pritchard’s honor can be made to the Sally Ryan and Sally Pritchard Endowment for Drama at www.bush.edu/give-now.

In Memoriam

by Tiffany Kirk, Alumni and Donor Relations Manager

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, or colleague.

1950s

Shirley McClurg Loper, Lead Librarian, 1969–1995

1960s

Shirley McClurg Loper passed away peacefully on Monday, February 10, 2020 surrounded by family, friends, stories, and music. Her sons Matthew and William, held a memorial at The Bush School campus this August.

Remembered by students for her dramatic telling of classic stories, Shirley built one of the most up-to-date, comprehensive library collections among independent schools. Under her leadership, the print materials collections at Bush nearly doubled. Shirley took great pleasure in reading to the children at The Bush School, inspiring so many of her students. One of her favorite quotes was from Thomas Jefferson: “I cannot live without books,” an expression she had engraved into a plaque for the library.

Upon retiring from Bush, Shirley assumed a leadership role at the Seattle Art Museum (SAM), where she became chair of the Volunteer Association. Devoted to SAM for over twenty years, she was awarded the Dorothy Malone Award as outstanding volunteer.

She was an avid gardener, a voracious reader, a world traveler, and a loving grandmother with a truly insatiable appetite for knowledge. Shirley loved traveling the world— her explorations included the Great Wall of China, the ancient amphitheaters of Greece, the grand palaces of Russia, and many other international locales. She loved animals and was a talented singer.

Shirley’s family has requested that donations in her honor be made to The Bush School Scholarship Fund at www. bush.edu/give-now.

Jeffrey “Jeff” Smith ’78

1970s

Jeff Smith ’78 passed away on November 1, 2022, in Tacoma, Washington. He was a graduate of The Bush School and the University of Washington, and he went on to graduate with a juris doctor from The George Washington University Law School in Washington, D.C. He worked in criminal law as a deputy prosecuting attorney and a defense attorney

for many years. In his personal life, Jeff was perhaps best known as an avid traveler, visiting China, Japan, Greece, Italy, France, Spain, the United Arab Emirates, Jordan, and the United Kingdom. He enjoyed immersing himself in cultures, food, and wine from all around the world. Even more than that, Jeff was a committed, thoughtful, and everpresent father, grandfather, brother, uncle, son, and friend to many.

1940s

Marian Woolston-Catlin ’47

Elizabeth MacRae ’52

Patricia “Pat” Overy, Faculty 1974 - 1984, Parent of Alum ’80, ’84

Pat was a Lower School teacher at Bush from 1974 - 1984. When she left Bush, she founded The Valley School, becoming its first Head of School. Carrying values well aligned with those of Helen Bush herself, Pat believed, first and foremost, in children. Head of The Valley School Alan Braun: “She delighted in their spontaneity, candor, and wisdom. She knew that children often know what

1980s

James “Jim” May, Faculty, Dean of Students, Head of Student Counseling, 1971–1985

Jim May worked at The Bush School from 1971 to 1985, teaching Upper School English, film study, communications, and sophomore seminar. He also served as dean of students and the head of student counseling. After leaving Bush, he became the first director of the National Fathers Network, establishing many programs across the country. Upon retiring, Jim and his wife, Gina May, who directed plays and taught drama at Bush for four years, traveled the world extensively.

they need better than adults do. She trusted children. She knew that, while children grow through definable stages of development, no two children are the same, and, as teachers, our job is to appreciate and develop the unique qualities of every child. Pat believed in teachers. With care, creativity, and compassion, teachers can create a classroom culture that honors the voices of children, that instills a feeling of safety and security, and that allows children to take the risks that deep and enduring learning requires.”

2010s

Michael Coppola, Fifth Grade Teacher, 2011-2012

Michael joined The Bush School from Boston, MA and spent a year teaching Bush Fifth Grade students alongside

Rosemary Wheeler. He passed after a brief battle with cancer at the age of forty this January.

Class Notes

by Tiffany Kirk, Alumni and Donor Relations Manager

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

1960s

Hillary Hauser ’62 published her book Dancing on Waves: A True Story of Finding Love & Redemption in the Ocean in August. Hillary is the Executive Director of Heal the Ocean, Santa Barbara.

1970s

Bobbi Long ’70 is a graphic design professor who just retired after thirty years. Bobbi currently resides in Monterey, CA and summers on Whidbey Island. Former classmates can reconnect with Bobbi at bobbilong52@gmail.com.

1980s

Mark Stephenson ’81 “Just hanging around in Central Oregon, biking in the summer and skiing during the winter! Can’t believe I just turned 60 years old, how did that happen? Retired and loving the fact that my only responsibility is walking the dog twice a day!!”

Dave Dederer ’82 and Chris Ballew ’83, along with fellow Presidents of the United States of America band member Jason Finn aired live interviews on SXM radio this February.

Elisabeth (Skowronnek) Brinton ’85

“I am pleased to announce my move to the portfolio stage of my career, with a huge thanks to Microsoft for bringing me in specifically to stand up and build the Sustainability Business to the point of profitability and global scale. This was the 24th innovation business that I have successfully built inside a global corporation.

Now in addition to building Serenity Spring Farm, my international Show Jumping Sport Horse business with Olympian, Clark Montgomery, I will be serving on both public and private boards and continuing to help build sustainability businesses through partnerships with my many friends around the world. The mission continues, just in a more flexible form.”

Jen Simonds ’85 played the part of Queen Esther, the Shushan Queen in a community theater production of Mamma Mia Megillah this winter.

Nicole Blom Heath ’75 “After moving to New York City in 1986 to work for Esquire Magazine, my husband Larry and I are on the west coast again (Santa Barbara) for the part of the winter that most often finds Connecticut in snow - or at least cold. Our oldest, Sydney, graduated from Claremont McKenna last spring, and is working in human rights in Mendoza, Argentina on a post graduate Fellowship. She’ll return in September to start a graduate program at Columbia. Our youngest, Charles, after completing his plebe year at the Naval Academy, has decided to continue his studies at the University of Connecticut with the hopes of attending law school. I continue to read voraciously, hike, row and get into NYC as much as possible. Larry and I are looking forward to spending a month in Amsterdam this coming fall.”

Ruth Weinberg, MD. ’83 went on a scuba diving excursion while in Grand Cayman, Cayman Islands to visit the USS Kittiwake, an ex-U.S. Navy submarine that was sunk to create an artificial reef and scuba attraction.

Meeghan Holaway ’84 starred in Spy for Spy this spring, a play told in six scenes, which were performed in random order each night of the show. Meeghan has also appeared in films and television shows including Holidate, About Fate, Criminal Minds, Switched at Birth, Grey’s Anatomy, The Bold and The Beautiful, Days of Our Lives, Scandal, and many others.

Steve Rosen ’84 joined Tiffany Lewis ’00 in offering Bush alums a birthday-month perk–now a complimentary pizza from Elemental and a cookie from Cookies With Tiffany–to alums of The Bush School.

Page Perey ’86 “I am currently in my fifth year working for the Issaquah School District as the Director of Elementary Special Programs. I will be returning to graduate school at the University of Washington in June to pursue a Masters degree in Child and Adolescent Psychology.”

Eric Young ’86 recently retired to Missoula, Montana with his family after serving for twenty years in Africa and Europe as a CIA operations officer, US Army instructor, and US diplomat.

Michael Lawson ’88 released his newest album, Captain Americana , this winter. Listen to it wherever you stream music!

1990s

Ben Weber ’90 made Vulture.com’s Funny Videos of the Month list for a September 2022 episode of his five-season series of one-minute episodes. Over the years, Ben has also appeared in shows like Sex and the City, Everwood, The Secret Life of the American Teenager, Twister, Manhunt , and several others.

Eliza Flug ’95 wrote Year of the Fox, a coming of age story filmed in Aspen, Colorado and Washington, and starring Jane Adams, Sarah Jefferey, Jake Weber, and Balthazar Getty. The film premiered May 2023 at the SIFF and Cannes Film Festivals.

2000s

Bryson Hirai-Hadley ’00 “I recently selfpublished a novel titled The Township, about the struggle for survival in the last remaining human settlement after the climate apocalypse.”

13 Live on Fox to demonstrate her Cookies With Tiffany cookie recipes.

Molly Fisher ’08 “I am the senior project engineer for cornerstone general contractors, currently building schools! Just finished brand new Cougar Mountain middle school in Issaquah and currently working on Newport High School in Bellevue. It is fun building schools to create learning environments for generations to come!”

Alexander Douglas Smith ’08 “I have not updated The Bush School for many years. In 2014, I moved to Japan. I worked in a 400 year old sake brewery in Yamagata where I brewed sake and was in charge of exports for 8 countries. In the past year, I moved to Nagasaki and am now working in the renewable energy sector. However, the biggest news I think which has happened this year is that I am expecting my second child.”

Isaac Blankensmith ’09 is Co-Founder and Head of Design at Early Works, where he is currently working on a project called Asterisk Writer, a product designed to allow users to “Edit your writing like you edit a photo.”

Administrator at Seattle Municipal Court.

Jesse Proudman ’03 and Karim Lessard ’89, were featured panelists at this year’s BushTALKS Startups event.

Sophia Siao ’09 became engaged to her now-fiance, Philip, this winter.

Mateaa Redmond ’00 recently accepted a new role as Human Resources Operations Specialist at EssilorLuxottica.

Tiffany Lewis ’00 was recently featured on both New Day Northwest and Studio

Mandela Gardner ’04 “This year I was excited to return to the stage after years away due to the pandemic! I appeared in the ensemble of HAIR the musical at Renton Civic Theater in May and June of 2022, and also played Armand in Once On This Island at the Tacoma Musical Playhouse in January and February of this year. Theater was my favorite activity at Bush and I am happy to be able to continue participating in community theater today.”

Michele Liang ’08 was featured in Seattle Agent Magazine for her work as a Principal Broker in Seattle area real estate.

Dwayne McClain ’01 is now Deputy Court

Charlie

Jack

JoAnna (Frazier) McBride ’12 “During senior year, we did senior projects for a few weeks in May before graduating (not sure if Bush still does that), and I chose to go to Boulder, CO to work at an equine assisted psychotherapy organization that served veterans and at-risk youth. I came back with the dream of someday opening up my own mental health practice using equine assisted psychotherapy with teens, and after going to graduate school, becoming fully licensed as a marriage and family therapist, and getting trained in trauma-focused equine assisted psychotherapy, my dream finally came

true. Over the last 6 months, I have opened up my own private practice in Carnation called Calming Reins Counseling, and have started providing mental health therapy incorporating horses, and it has been so incredible to see the impact on clients! I have to thank Bush for providing me with the opportunity senior year of high school to explore an area of interest to me that has now blossomed into my professional specialization. My practice is called Calming Reins Counseling, and I practice in Carnation, WA.”

how to be more inclusive and sustainable. Very fun!”

Libby Otto ’16 is now Scheduler/Director of Operations at the U.S. House of Representatives, Washington D.C.

Ryan McLauchlan ’17 was accepted to the University of Puget Sound Master of Education in Counseling Program.

Amelia Keyser-Gibson ’14 qualified for the Olympic Marathon Trials in December, one of thirty-five women to run under the standard of 2:37:00.

Adriana Bucceri ’14 has accepted a position as Assistant Manager, Supplier Operations at Backroads.

Megan Bang ’15 “Hello! I am very excited about my job as a trend forecaster in London! I have recently been quoted in Dazed, Vogue UK and soon to be Elle UK around my expertise in the intersection of contemporary/historical culture and commerce. For the past year, part of my job is selecting key colors and product themes (2 years in advance) as well as advising companies from Walmart to Chanel on

Grace Farwell ’18 “I have exciting news to share! I have completed my BA in Linguistics and Cognitive Science at Carleton College, and graduated a term early. I recently presented my Senior Comprehensive Exercise, ‘Third Language Acquisition: Investigating the Roles of L2 Proficiency, The Typological Primacy Model, and The L2 Status Factor Model on German Vowel Perception L1 English, L2 French Individuals.’ Additionally, I have accepted with pride a nomination to join the Sigma Xi, The Scientific Research Honor Society, for my undergraduate research work. I am looking forward to what comes next!”

2020s

Sosna Biniam ’22 is now an SEO Career Scholar. She was also recently featured in the first-years section of Yale Alumni Magazine, and participated in the Goldman Sachs Black Possibilities Summit this past winter.

Virginia Easthope ’10 was recently featured in Shoutout LA magazine for her work as an illustrator, printmaker, animator, and musician.

Hilary (Keyes) Moore ’10 and Tallis Moore ’10 welcomed a son, Stanley, this March. Tallis’s mother and Stanley’s grandmother, Cornelia Duryee ’77, is also an alum of The Bush School. Hilary is currently the Upper School Drama teacher.

Wyman ’10 is now a Technical Recruiter at Rippling.

Moga ’10 became engaged to his fiancée this winter.

Aaron Cohen ’12 recently accepted a position as Software Engineer at Ellucian.

Bush Alum Happy Hours

Alums spanning multiple generations came together for Bush Alum Happy Hours across the country. Below are just a few pics snapped during these fun, reminiscent events!

Front row, from left: Nikolas Ioannou ‘21, Liza Lagunoff ’79, Guest of Libbie Blume, Libbie Blume ’16, Sophia Siao ’09, Leslie David ’85, Executive Assistant to the Head of School. Back row, from left: Event and Volunteer Manager Nadia Jessa, Associate Director of Development Libby Singer, Alexandre Rotival ’18, James Rudolph ’18, Alexis Huseby ’12, Jackson Blume ’13, Sonja Haroldson ’13, Michael Diamond ’13, Ben Ryan ’97

Front row, from left: Megan Mciver, Scott Palmason ’00, Head of School Percy L. Abram, Vanessa Wong ’11, Eric Serrano ’11, Back row, from left: Sharon Hurt, Director of Development and Strategic Initiatives, Nicole Holliday, William Holliday ’01, Emily Rice ’78, Alan Anderson ’81, Elizabeth Hackett ’92, Colin Green ’85, Chris Young ‘84

steamed buns

active time

20 minutes

total time

5 hours 30 minutes

equipment

mixing bowl

frying pan

ingredients

Starter:

2 tbsp active dry yeast

1/2 cup all-purpose flour

1/2 cup water

Dough:

3 cups all-purpose flour

1 cup water

Filling:

1 pound ground pork

4 scallions, chopped

3 tbsp cilantro, minced

3 inches fresh ginger, peeled and minced

1 tbsp soy sauce

1 tsp sesame oil

Sauce:

1/2 cup soy sauce

2 tsp sesame oil

2 tsp chili garlic sauce

instructions

1. To start dough, add starter ingredients in a small bowl. Stir together and let sit for 30 minutes until it foams.

2. Mix starter with other dough ingredients except flour. Stir well and then slowly start to add flour. Once all the flour is added, bring the dough together in a ball.

3. Turn dough out onto a floured surface and knead until the dough is very soft, about 10 minutes. If the dough is ever very sticky, knead in more flour.

4. Place dough in a lightly oiled bowl to rise until it triples, about 2.5-3 hours.

5. Meanwhile, make the sauce and filling. For the sauce, just mix together ingredients and chill until needed.

6. For the filling, mince scallions, ginger, and cilantro very fine. Then stir with other filling ingredients and set aside until needed.

7. To make dumplings, punch dough and then cut it into quarters. Working with one quarter at a time, stretch it out and flour it lightly. Then cut the dough into 12 pieces. It’s okay if they’re not perfectly even.

8. Working with one piece at a time, add about a tbsp of filling to the middle of the dough and then fold the ends up and over the filling. Twist the top of the dough so it sticks together.

9. Once you have 12 dumplings done, let them rest for 20-30 minutes before steaming them.

10. Add the dumplings to a bamboo steamer, leaving some space between each dumpling to prevent them from sticking together, and steam them over a pot or wok until they are cooked through, about 18 minutes. To make sure the dumplings don’t stick to the steamer, lightly oil the steamer or lay down some lettuce leaves in the bottom of the steaming racks.

11. Let the dumplings cool briefly when they come out of the steamer and then serve them immediately with the sauce.

Tip: As an optional filling, try diced ham and cheddar cheese. Serve with mustard.

sides • 44 sides • 45

from yaretzi villa aguilar

cherry cheesecake

instructions

1. Make simple syrup.

active time 20 minutes

instructions

1. Place the rice and the cinnamon stick in a large bowl and add the 4 cups of hot water.

active time

20 minutes

total time

from audrey tran

instructions

2. Mix with lemon juice and water to dilute. ingredients

1. Preheat the oven to 350°F. For the cheesecake: Beat all ingredients together with hand mixer (or stand mixer) until smooth. Set aside.

total time

2. Then cover the bowl with a dish or plastic wrap and let it soak overnight, or at least 8 hours.

3. The Next Day: pour the rice, cinnamon, and water into the blender and process it until it becomes a smooth, watery paste.

1 cup sugar (can reduce to 3/4 cup) 1 cup water (for the simple syrup)

1 hour plus cooling equipment

1 cup freshly squeezed lemon juice

9 inch springform pan

2 to 3 cups cold water, to dilute

food processor

ingredients

3 (8oz) packages cream cheese

3 eggs

3/4 cup granulated sugar

1 1/2 packages graham crackers

1 cup (2 sticks) butter, melted

2 cans Oregon fruit products fark sweet cherries (or any other brand of canned cherries, not cherry pie filling)

1/4 cup granulated sugar

3 tbsp cornstarch

1 tbsp fresh lemon juice

2. For the crust: Pulse the graham crackers in a food processor, until fine. Drizzle in melted butter with the food processor still running and mix until fully combined. Pack the graham crackers onto the bottom of a non-greased springform pan. Put the cheesecake batter into the pan and spread it evenly. Bake for 35-40 min.

3. For the filling: Empty the cherries with the liquid into a saucepan, reserving 3 tbsps of liquid in a small bowl.

4. Add the cornstarch to the reserved cherry liquid and stir until dissolved. Add sugar and lemon juice to the cherries in the saucepan and heat to a boil, stirring to dissolve sugar. Reduce heat to a simmer. Add cornstarch mixture to the saucepan and stir until thick. Let cool.

5. Let the cheesecake cool and then remove the sides of the springform pan and top with cherry filling.

desserts • 167

2 cups of long grain rice

1 Mexican cinnamon stick

4 cups of hot water

3/4 cup of sugar

2 tsp of vanilla extract

1 cup of milk

Ice cubes to serve

4. Using a strainer or a sieve, strain the mixture into a wide mouth pitcher stirring to help the liquid pass through.

5. Add the milk (if using), vanilla extract, and rest of the water. Stir in the sugar, adjusting the amount of sugar you want (how sweet it is).

6. Put the Horchata in the refrigerator. Stir the Horchata before serving, since the rice mixture stays at the bottom. Serve in glasses with ice cube and enjoy!!