Onward & Upward: Annual Report 2019-20

Onward&Upward JULY 2021 ISSUE NO.2

2019-20 ANNUAL REPORT

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WHAT’S INSIDE 1

Message from the Head of School

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Literacy at York House

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Message from Our Board Chair

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The YHS Athletics Pandemic Pivot

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Necessary Journeys: Teaching Students How to Think, Not What to Think

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The York House Foundation & Legacy Society

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Reggio Emilia: The Third Teacher at the Little School

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YHS 2021 Graduates: Where are they Now?

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Why AIM? Learning French Successfully through Connection, Collaboration, and Social Interaction

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Plugging into a Career in Technology

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Yorkie Graduates Awarded Rhodes Scholarships Two Years in a Row

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2019-20 Annual Report

EDITOR Darcy Hausselman CONTRIBUTORS Tianpei Chen Priscilla Clark Carolyn Green Mong Xuan Ha Ita Kane-Wilson Kara McDonald David Prissinotti Sara Sjerven Nik Williams-Walshe

GRAPHIC DESIGN Ashley Wong SCHOOL PHOTOGRAPHY Karm Khunguray COVER PHOTO Priscilla Clark

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M E S SAGE FR O M THE

Head of School

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ONWARD & UPWARD

D EA R YHS COMMUNITY, A year and a half ago, many things changed. There is no doubt that the global pandemic has had a profound impact on many aspects of our lives that we felt were secure and stable. For many of us, the pandemic led to an initial feeling of uncertainty for our future. There were more questions than answers, more speculation than facts and certainly more apprehension and concern regarding our new reality.

Whether it was about concerns for our health and safety, our economy or the education of our children, we all shared common concerns. But at the same time, out of a need to make sense of this new normal and a desire to overcome adversity, new possibilities emerged.

Seeing new possibilities calls on us to stretch beyond the familiar, to use our imagination to find solutions and to create pathways for the future. It is only fitting that the theme for this issue of Onward & Upward is “possibilities” as it speaks to how we “stretched our cognitive elastics” this past year and found solutions to problems we had never faced before. I am so deeply proud and grateful for the ongoing collective teamwork, creativity, and resilience displayed by our faculty and staff at York House School.

Despite new obstacles and limitations, our York House School community came together and focused on solutions and possibilities. In doing so, we leveraged each others’ imagination, skills and experience to address problems through the lens of possibility. The pandemic, despite the obvious hardships it presented for us as a school, has also provided us with tremendous learning opportunities.

Throughout these pages you will see evidence of the tremendous learning and possibilities that came to life over the past year at York House School. Whether it was our faculty’s quick pivot to learning online, our strong parent engagement during virtual coffee mornings, students gaining knowledge in new ways and learning spaces, or the creative reimagination of key traditional events such as graduation, our community made it happen!

Technology allowed us to remain even more connected with our alumnae from around the world. We were inspired by their stories and the wisdom they gleaned from their collective life experiences.

I also wish to express my deepest gratitude for the unwavering support given to us by our community. We have seen the true heart and spirit of York House emerge during the past year.

As I reflect on the enormous amount of work our school’s staff have undertaken in the past year, I am inspired and confident that we are truly aligned with our mission.

There is no doubt that important social, environmental, and global issues will continue to influence our future. That is why it has never been more important to prepare our Yorkies to develop the skills and ability to anticipate, navigate, and influence positive change in the world. Life is no doubt filled with endless possibilities for our amazing Yorkies.

Warmly,

Julie Rousseau Head of School

MESSAGE FROM THE HEAD OF SCHOOL

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MESSAGE FROM OUR BOARD CHAIR year. The Board also listens to views from the wider community by working closely with the Presidents of the Alumnae Association and Parents’ Association, as well as the Chair of the YHS Foundation.

In spite of the global pandemic, the Board has remained focused on the future of the school and how to uniquely position York House as a place where students can develop their potential. This spring we will be engaging in a Board retreat to set the foundation for the development of our next strategic plan.

D E A R YH S COMMUNITY, I feel a great sense of pride at how York House School has navigated a year with its share of unique challenges. Our students have had the benefit of full-time, in-class learning thanks to the leadership of Mme Rousseau and the adaptability and resiliency of the school’s administration, teachers, and staff. As a small school, we have been able to move quickly and adapt to a changing learning environment, allowing us to deliver an exceptional education to our students.

The Board of Governors has maintained its active engagement with the school this year. Prior to the students’ return to school in September, the Board met to review any potential risk management issues associated with the return to in-class learning. We have continued to meet throughout the school year, balancing our role of governance and future visioning while supporting the school as it navigates making decisions in response to the pandemic. As Board Chair, I have the privilege of working with 11 deeply committed governors. They bring a range of backgrounds, skills, experiences and perspectives that have been invaluable at the Board table this

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MESSAGE FROM OUR BOARD CHAIR

Our goal is to build on the school’s mission of empowering young women to be active global citizens. Our students will need to continue to build strong foundational skills that help them examine the world around them and ask critical questions, so they can act on issues with courage and care for others in the world.

This second issue of Onward & Upward highlights some of the bright moments at York House during this historic year. Throughout these pages, you will see the many examples of how our current students, alumnae, and teachers continue to find ways to inspire what is possible for our students now and in the future.

In particular, the profile of two recent YHS graduates who have been named the University of Oxford Rhodes Scholars reflects the extraordinary foundation that an education at York House provides.

I hope you enjoy reading this issue and thank you for your ongoing support of the school.

Sincerely,

Michelle Ostrow ‘89 Chair, YHS Board of Governors

NEC E S S A RY J O U R N E Y S: Teaching Students How to Think, Not What to Think

by Kara McDonald, Acting Assistant Head: Teaching and Learning

At York House School (YHS), students are building something: their understanding. They question, examine, and engage in ongoing dialogue about history and the world around them. They develop knowledge, skills, and habits of mind so that they may investigate questions as independent thinkers. The mission of the school is to enable students to apply these competencies to address novel tasks, local and global issues, and opportunities so they may thrive and shape the world around them.

At YHS, we teach students how to think and not what to think. To do this, teachers across the Little, Junior, and Senior Schools teach students critical-mindedness. Today, students need to develop tools for investigating issues for which there are no clear answers. In a sea of information in the media, they need to analyze the content and politics of issues and evaluate the ways in which the issues are presented along with the validity and reliability of sources. We are committed to designing learning experiences that engage students as drivers of inquiry, who learn to formulate good questions and draw on methods of inquiry to suit a particular problem or scenario.

“ We need to be taught to study rather than to believe, to inquire rather than to affirm.

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— Septima Poinsette Clark, Educator, Advocate of democracy and civil rights

Students drive inquiry With their heads, hands, and hearts, Senior Kindergarten students, and their teachers, Kimberley Ryerson and Angela Kingerlee, explored mountains this year. Inspired by a Reggio Emilia approach to early childhood education, students started with a question, “what do you know about mountains?” They investigated mountains through play, sculptures, writing, science experiments, and the creation of a mural.

The project took a creative turn when a student asked, “Wouldn’t it be neat if we could shrink ourselves and climb into the mountain mural?” This sparked a flurry of questions: “How can we get inside the mountain? What will we see? How will we get out? Will time stand still in the classroom while we’re inside the mountain?”

As students explored magic keys, portals, and a shrink-ray machine, they pursued scientific and imaginative lines of inquiry. With enthusiasm, students engaged in research, built and tested theories, and recorded their results. Learning alongside the students, their teachers engaged as researchers, resources, and guides, and documented students’ thinking through blogs, journals, photos, and portfolios. Along the way, students constructed and reconstructed their ideas and understanding.

NECESSARY JOURNEYS

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Students learn to ask and formulate questions Across the grades at YHS, students learn to ask, develop, fine-tune, and investigate their questions. In Grade 6, for example, students, along with McAllister and Ms. Da Costa, explored an urban development case in Vancouver’s Vanier Park. They were guided to ask: What is the issue about? What are the arguments? What is assumed? Whose voices are at the table? Whose are not?

What diverse perspectives are needed at the table to make the best decision for the public good?1 These questions encourage critical mindedness.

Additionally, we want to help students formulate their own questions and to consider critically how to frame a problem or design challenge or opportunity. Twelve YHS teachers from across the Junior and Senior Schools have engaged in professional development with the Harvard Graduate School of Education and the Right Question Institute about a question formulation technique.

Drawing on this experience, Philip Coates, YHS Senior Learning Commons Coordinator, has expressed that, “the Right Question Institute’s step-by-step method of creating, testing, and modifying questions leads to people wondering, questioning, and ultimately posing their own research questions on issues they want to understand.” Grade 6 and 7 students applied some of these techniques as they explored the works of Shauntay Grant, Spoken Word Artist and Professor of Creative Writing at Dalhousie University, who has raised awareness of the civil rights issues and contributions of Black Canadians to Nova Scotia for thirty-years.

They explored connections between past and present anti-racism movements and the question of whether, why, and how we might approach the Black Shirt Day movement in British Columbia.

Grade 6 students with Ms. McAllister at Vanier Park, developing their questions about an urban development project.

Shauntay Grant is a writer, performer, and an Associate Professor of Creative Writing at Dalhousie University and author of Up Home and Africville which Grade 6 and 7 students explored this year.

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NECESSARY JOURNEYS

Students develop thinking routines In YHS classrooms, students have opportunities to develop skills and dispositions for engagement and independent thinking. As Werner and Nixon (1990) express, “to be critically minded means that students do not take information as given...Issues have to be sorted through carefully, to find out what is at issue, how it is defined, who is involved, what the arguments are, and what is taken for granted. They question the clarity and strength of reasoning, identify assumptions and values, recognize points of view and attitudes, and evaluate conclusions and actions.” Across the grades and subject areas, students are developing thinking routines to make visible steps for critical and creative mindedness.2 YHS teachers are designing lessons and units where individuals learn to think, plan, create, question, and engage ideas with independence and confidence.

For example, to support students to develop their understanding of a text, Senior English Teacher, Reva Morrison guides students through a three-part process. First, she guides students to develop practices of observation and interpretation of a text with a thinking routine that explores these questions: What do you see? What do you think?

What do you wonder? Next, students share and test these ideas and explore different perspectives through student-led dialogue circles. Finally, students embark on essay-writing and develop an argument with evidence and reasoning. As Reva expresses, “These powerful processes encourage students to slow down and take methodical steps of thinking that give rise to innovation and to original thought. What’s beautiful is that students focus less on ‘getting it right’ and open up to processes of discovery.” At YHS, teachers across the Junior and Senior Schools have been studying Making Thinking Visible routines, pursuing professional development courses through Project Zero through Harvard, and applying these across subject areas that include Language, Literature, Social sciences, and Sciences. Additionally, students are learning to pursue various methods of inquiry that include Scientific, Historical, Design-thinking, and Ethical decision-making methods to help students pursue disciplined approaches to problem solving, issues-driven inquiry, and design challenges.

Academy, this involves student-led discussions that promote a collaborative approach to inquiry around texts. It encourages students to seek to understand diverse perspectives and to deepen their own understanding around ideas or issues around which there is disagreement. understanding of diverse perspectives around issues over which there is controversy. collaborative approach to inquiry around texts. Across grades and disciplines, students are exploring local and global issues related to human rights, anti-racism, Indigenous rights and reconciliation, health care, and sustainability through a variety of methods including dialogue circles. By engaging in such processes of structured dialogue, students develop skills of active listening and productive disagreement. They develop the courage to question and speak, and the empathy to understand. As Reva expresses, “this encourages a Think Tank model that prepares students for Boardroom discussions, university classes, and life around a kitchen table so they can have generative discussions about issues that are important.”

Teachers are doing this, too. This year, forty-five YHS faculty and administrators engaged with Cicely Blain and Udokam Ireogbu with Bakau Consulting, Inc. to explore how we might cultivate just and inclusive communities. In 2019-20 and 2020-21, fifteen teachers participated in YHS Indigenous Bookclubs with Indigenous scholar, Kiera Brant-Birioukov, and explored how we might deepen Indigenous education and decolonizing practices as a school.

Students deepen understanding of diverse perspectives through dialogue Students engage in dialogue about ideas and public issues. A team of YHS teachers in the Humanities has studied and implemented the Harkness dialogue method in their classes. Developed at Phillips Exeter

NECESSARY JOURNEYS

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Students develop methods of inquiry through Project-Based Learning One way students are engaging as thinkers, actors, and innovators is through projects. Over the past five years, twenty-five YHS teachers have explored project-based learning through a vibrant partnership with Charity Allen and PBL Consulting.

A key goal is to help students develop systematic approaches to problem-solving or methods of inquiry that students may apply to problems and issues in their own lives. These include the Reggio Emilia approach to Early Learning, as well as scientific, historical, decision-making and design-thinking methods of inquiry used by leaders in fields such as the life sciences, engineering, ethics, design, and politics.

One course where students pursue such forms of inquiry is in Grade 8 Ethics, where students explore these questions: Who am I? What do I believe in?

Where do my beliefs come from?” This year the course is taught by Zosia Dorcey and Iva Yeh. As Zosia Dorcey, Instructional Coach and Senior School Teacher of Ethics, Social Studies, and English explains, “In our lives, we are confronted with the pressures of making ethically-laden decisions. Students reflect on what has influenced their values and how to be deliberate in making choices.” Students learn about ethical dilemmas, paradigms, and resolution principles and apply them to real life issues. As they move through their high school experience, students have opportunities to explore this further in co-curricular and curricular areas across subjects that include the Humanities, Social Sciences, Sciences, and STEAM (integrated inquiry opportunities in Science, Technology, Engineering, Arts, and Math).

Dr. Roberta Bondar, Canadian astronaut, photographer, and naturalist.

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NECESSARY JOURNEYS

In and beyond classes, students have pursued opportunities this year to transfer their learning to novel scenarios and opportunities and to share this with and inspire our community In the Senior School, students conducted research, developed and led interviews with leaders in our community to understand their journeys and share these with students through a remote platform. Lauren Tse interviewed Dr. Bonnie Henry about her leadership during the COVID-19 pandemic. Students such as Maggie Yang and Lauren Lee contributed questions for the interview between Madame Rousseau and Dr. Roberta Bondar about her experiences as an astronaut and inspiration for the possibilities for interdisciplinary exploration and women through Science, Technology, Engineering, Arts, and Mathematics. Diya Perry developed a thoughtful and inspiring interview with YHS Senior English teacher, Tanya Boteju, who has published her second novel for young adults, Bruised.

Tanya Boteju is a YHS Senior English Teacher and author of young adult novels, King, Queens and In-Betweens and Bruised.

Skye Harding and Michelle Zhai interviewed Zoe Craig Sparrow, Co-Director of Justice for Girls, about her successful mobilization of United Nations briefs to address Indigenous rights and land issues in Canada. Students including Claudia Boone, Tahlia Coleman, and Arabella Cubitt, in partnership with Tanya, educated the Senior School community about the purpose, framing, and significance of land acknowledgments.

In this year’s Drama production of The Curious Incident of a Dog in the Night-time, students took on roles as actors, lighting crew, costume designers, and assistant directors.

They learned alongside YHS Production Director, Keira Louis, Mathew Chyzyk, and professionals from the Vancouver Arts Club. They developed and filmed an exceptional production to suit COVID-19 circumstances and shared it virtually with our YHS community. In all of these cases, students harnessed knowledge, critical thinking, collaboration, and communication skills. They engaged with peers, mentors, and community leaders to dig into issues, deepen their understanding of them, and frame these in a way to engage the community in shared inquiry through significant and necessary conversations.

Zoe Craig-Sparrow ‘15 is the Director of Environmental Justice and Indigenous Rights with Justice for Girls and a YHS alumna. Justice for Girls is a non-governmental organization with Special Consultative Status with the Economic and Social Council of the United Nations.

References:

Walter Werner and Kenneth Nixon. The Media and Public Issues. A Guide for Teaching Critical Mindedness. The Althouse Press: 1990.

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Making Thinking Visible: How to Promote Engagement, Understanding, and Independence for All Learners by Ron Ritchart, Mark Church, and Karen Morrison, Jossey Bass: 2011.

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NECESSARY JOURNEYS

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Fine

FINE 8

Arts

ARTS

Our resilient and talented teachers found creative ways throughout the

pandemic to ensure that students had the opportunity to showcase their artistic talents and to share their work with families and each other virtually. Some highlights for the history books included our Remembrance Day Ceremony, our annual Celebration of Community, our Drama department’s production of The Curious Incident of the Dog in the Night-time, and even a virtual art exhibit featuring the work of our student artists displayed in the Underground Gallery.

Kudos to all who had a hand in making these opportunities possible.

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THE ROLE OF THE ENVIRONMENT IN

RE G G I O EM ILIA: the Third Teacher at the Little School.

by Carolyn Green, Director of Junior School

“The wider the range of possibilities we offer children, the more intense will be their motivations and the richer their experiences,” Loris Malaguzzi, educator and founder of the Reggio Emilia philosophy of teaching (as cited in Fraser, p 101) The space we exist in has a powerful influence over us and how we function. This is especially evident during the developmental years of our youth when we are actively taking in every sensory stimulus and learning from and responding to them. Being exposed to an enticing environment can set a child on a passionate path of learning for life.

The Little School teachers, trained in the Reggio Emila approach, design and plan environments with an ambience which will maximise the learning of their students.

It is through careful and thoughtful attention to detail that the environment is designed to capture and reflect the philosophy and values of the Reggio Emilia approach: welcoming and comfortable, aesthetically pleasing and organized, airy and bright, inviting and interesting.

Every surface, corner, and wall of the classroom exudes messaging around learning that is actively happening— provocations or invitations for learning are set up throughout the space and documentation adorns the walls which makes student learning visible, valued, and shared. As such, the environment is thus considered to be the third teacher, next to the first teacher who is the educator, and the second teacher, the parent.

Loris Malaguzzi said, “[i]t has been said that the environment should act as a kind of aquarium which reflects the ideas, ethics, attitudes, and cultures of the people who live in it. This is what we are working toward” (cited in Wurm, p 24]. At the Little School, this philosophy is guided by the questions of Susan Fraser (2006, p108) which continually encourage the teachers, in their practice, to enhance the environment as the third teacher:

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REGGIO EMILIA

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How well does the room reflect the values we have identified as important to us?

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What overall messages will the room convey to children, parents, and other visitors to the classroom?

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How will the environment mirror an image of the child that is rich, powerful, and competent?

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How well does the arrangement of the room reflect our respect for children, families, and the community?

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Does the environment offer experiences that heighten multisensory awareness?

“ If your mind is still open enough to question what you are seeing, you tend to look at the world with great care, and out of that watchfulness comes the possibility of seeing something that no one else has seen before.

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— Paul Auster, “True Tales of American Life” (as cited in Wurm, p xvi)

“Bringing the outdoors in heightens children’s awareness of the natural, physical, and social environments in which they live. This awareness helps to strengthen the children’s sense of belonging in their world,” (Susan Fraser, 2006, p116). At the Little School, the teachers use ‘found’ and sourced natural materials in the decoration of their classrooms as well as for learning materials. As Fraser affirms, “[b]ringing the outdoors in connects children to their roots and gives them a sense of value and respect for their community and culture” (2006, p116).

Fraser, Susan. Authentic Childhood: Experiencing Reggio Emilia in the Classroom.

Second Edition. 2006. Wurm, Julianne P. Working in the Reggio Way. 2005.

References: From the moment you walk into our Little School Reggio-inspired classrooms, you are drawn in, becoming a child again that wants to touch and explore everything, as it stimulates interactivity. It is a space which communicates an essence of vitality. From the light table with its many coloured lenses, mirrors, and 3-dimensional transparent shapes, to the diverse array of loose parts arranged in jars and baskets; you too are drawn in as are the students in the classroom, with curiosity peaked and learning stimulated. Open-ended materials provoke questioning which result in variable interpretations and responses, which lead to further questioning, and thus the learning is ongoing. This dynamic, ever-changing process, is supported by a flexible and responsive environment which continues to offer new and exciting invitations.

In this space, children create their worlds and stories.

We recognize that as fundamentally social beings, collaboration is one of the key messages that the Reggio-inspired environment in its role as the third teacher, needs to communicate. Each child as an individual learner is highly valued, but we encourage them to share their ideas and efforts with the class group to develop their communal learning projects.

In this way, every child is enriched by the offering of the others. Each student has a powerful voice in the Little School classrooms.

It is no surprise that the Reggio-inspired environment does not just happen. Behind this third teacher, we find the first teacher - the educators continually working to inspire and extend their students, and the second teacher, parents who work closely in support of their child’s teachers, to enable this expansive learning to take place. The Little School environment reflects its learners, it invokes wonder, beauty, and engagement and the children are excited to enter each day. It balances continuity, which offers security and a feeling of safety, with change which stimulates growth and development.

“ What children learn does not follow as an automatic result from what is taught, rather, it is in large part due to the children’s own doing, as a consequence of their activities and our resources.

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— Loris Malaguzzi (as cited in Wurm, p 64)

REGGIO EMILIA

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WHY AIM? Learning French Successfully Through Connection, Collaboration, and Social Interaction.

by Carolyn Green, Director of Junior School

The reason for the success of AIM is that this approach mimics the process of first language acquisition in that it is conversational, interactive, and kinesthetic; engaging students in creative ways to learn a new language. It innovatively uses a specific physical gesture associated with each word learned and is hence termed ‘The Gesture Approach’. This approach allows students to understand and speak the language as early as possible, as the gesture associations develop an instinctive awareness of language patterns and structure.

With its art and literacy-based approach, students become emotionally drawn in through stories, poetry, theatre, dance, drama, rap, and music which build towards a shared community production that enables the students to make their learning visible and celebrate their progress. It is in the preparation for these productions that enjoyable repetition is authentically incorporated to promote efficient language acquisition. AIM thus successfully increases student engagement and motivation, as the students have fun through their social interaction and cooperation, transferring what they have learned in structured whole-class activities to confident role-playing and group performances.

York House School is extremely proud of the success of the AIM French Language Program which was introduced back in 1991 by Kathy Kealey, our former Director of Junior School who retired last year. Created by Wendy Maxwell, who was a teacher at York House at the time, it was introduced initially to both Grade 1 classes and then phased in one grade at a time.

French, when spoken and written fluently, affords significant vocational opportunities to the bilingual person. Taught daily in Junior Kindergarten to Grade 6, via the Accelerative Integrated Method (AIM), our younger Yorkies acquire an astounding level of functional proficiency in French by Grade 7 when compared to their peers in schools where French is taught by the traditional vocabulary-based thematic approach which is typically used in second language acquisition.

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WHY AIM?

AIM focuses on the most relevant aspects of the French language, teaching grammar inductively i.e. within conversation and without the use of traditional drills and rote memorization. AIM focuses on the use of a specially selected vocabulary to accelerate language acquisition and the scaffolding of the activities to maximize the chance of student success through differentiation.

This is developmentally appropriate for elementary-age students whose abilities and capacities for language acquisition are diverse and varied.

The AIM approach serves to support all students in their learning of French; not only keeping them challenged and committed to their learning of French, but also in developing a passion for this beautiful and complex language. As a direct result, as our students transition to the Senior School, a large number elect to continue on with their French studies.

“ The reason for the success of AIM is that this approach mimics the process of first language acquisition in that it is conversational, interactive, and kinesthetic; engaging students in creative ways to learn a new language.

”

Since its creation by Wendy Maxwell in 2001, AIM has steadily increased in popularity as the approach to teaching second language acquisition in independent schools in BC, and spreading both nationally and internationally. Supported by the AIM Portal, teachers and students have access to a wide range of teaching and learning resources, such as online levelled readers and differentiated activities.

The AIM French classroom is a noisy classroom with singing and dancing, animated talking and active listening— all vital components of enthused learning. While AIM classrooms may all sound and look different, one thing is the same, once the students step into the room, French is the only language spoken.

For further information please refer to: AIM Website: www.aimlanguagelearning.com YouTube Video: Introduction to AIM Summary of AIM-supporting research: https://aimlanguagelearning.com/wp-content/uploads/2015/03/AIMSupportingReasearchBrainbased.pdf

WHY AIM?

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START AT THE BEGINNING:

LITERACY AT YORK HOUSE

by Sara Sjerven, Assistant Director of Junior School

Communication is at the heart of everything we do: reading, writing, speaking, and listening are the backbone to our abilities to learn, to share, and to relate. At York House School, we take these foundational skills very seriously and continue to build and strengthen literacy programs to deepen our students’ abilities to read and write as the foundations of communication.

There is an art and a science to literacy instruction, and at York House School, we try to do both. We want our students to be lifelong learners who love to read. And we want to know where they are in each step of their literacy journey and how to help them move forward.

Here are a few of the foundational tools that we are using at the Junior School as well as our efforts to create that lifelong joy in reading:

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How do we know where students are at?

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How do we help them get better?

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How do we know if they’ve met those goals?

At the heart of our literacy program is one-on-one reading instruction for each child. At the start of each year, each student will read with either a learning strategies teacher, or their homeroom teacher, and using a reading assessment, she will be placed at a certain level both for individual reading time as well as in guided reading.

The purpose of using levelled readers is so that students can read and understand without excessive frustration.

According to Gail Boushey and Joan Moser, authors of The Daily 5: Fostering Literacy Independence in the Elementary Grades, “an independent-level book, or good-fit book, for children is the one they can read with 99 percent accuracy” (73). Now, these books may

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LITERACY AT YORK HOUSE

not be the ones each student would grab off the shelf to sit and enjoy, so this kind of leveled reading must be accompanied by student choice.

As well as the levelled readers, students have access to classroom libraries and our learning commons so they can pick books for themselves. Learning to pick a great book for ourselves that is a “good-fit” is a lifelong skill, as anyone who loves to read knows. But this is critical for independent reading time at home and at school so that students can enjoy their reading without needing support or losing interest because the book is too easy or too hard.

The Grade 3 classrooms recently used a parent donation to our annual fund to replenish their libraries.

Teacher Carly Trinder had this to say about her classroom library: “I think they have enjoyed the books with topics that they can relate to, like making an origami frog, or the book about how fish swim. They are Grade 3s, so they are keen on almost everything!”

As well, Julie Grundvig, our teacher librarian, recently reported that “Our Grade 3s are some of our most avid readers in the Junior School. They enthusiastically devour everything from Dog Man to Harry Potter, to non-fiction books on mosquitoes, cloning, and baby foxes. They also love to leave messages and requests for the hedgehog that sits on the circulation desk.”

In guided reading sessions, students work in small groups with their teacher to develop their comprehension, fluency, and vocabulary. In these sessions, students read out loud so teachers can check their fluency; as well, the books used during guided reading may move into that “zone of proximal development,” which is a fancy way of saying that these books should be a bit of a stretch for these students. But, because the teacher is right there, the frustration stays low so that students can work through those tricky words and ask questions about any confusing sections. These small groups are a wonderful way for teachers to get to know their students individually and to assess their growth areas and their progress.

Wendy Shore, one of our Grade 3 teachers, describes it like this: “For reluctant readers, reading can be a lonely experience, one that some are not particularly excited to initiate. As we know, learning is social! It is not surprising that the girls are highly motivated to participate in Guided Reading Groups where they have an opportunity to talk and share their connections and questions with each other to deepen their understanding of the text read. The high engagement level is like a book club without the wine!”

LITERACY AT YORK HOUSE

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Not only are our students working every day to further their capacity in reading, but we have also embarked on a two year endeavour with Adrienne Gear, a literacy guru, and a homegrown one at that. From Vancouver, Adrienne has been teaching and writing for many years. Some people may be familiar with her books Reading Power and Writing Power. Over the past two years, Adrienne has spent many days with our teachers at the Junior School. As a result of her work with teachers, students are building their capacity to write fiction and nonfiction and our talented teachers are gaining new instructional tools in their tool boxes to excite students about the writing process.

Madeleine Abbott, Grade 4 teacher, exclaims after every session, “I love Adrienne Gear, she’s so relatable.” I think we all feel the same way–in fact many days I think we all wish we were Adrienne Gear.

Learning to read, write, and communicate in general is the beginning of learning. But these are skills that need to be taught continuously.

We can all become better readers and writers, and better communicators. So, time to pick up a book, and enjoy the many fruits of starting at the beginning.

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LITERACY AT YORK HOUSE

T HE YH S AT H L E TI CS PA N D E M I C PIVOT

by David Prissinotti, Athletics Director

The 2019-20 school year was one of our most successful athletics seasons starting with our Varsity Volleyball Team winning the AA BC Championship for the first time in school history. Our Swim Team followed suit with yet another BC Championship banner and our Varsity Field Hockey Team won bronze medals at the AA BC Championships; tying a best-ever result.

“ Don’t take the opportunity to play sports for granted ever again. Cherish every practice, every workout, every game and every minute you get to play.

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— Todd Wolfson, High School Coach based in California.

Other teams also achieved terrific and even historic results such as our Grade 8 Volleyball Team winning the Lower Mainland Independent Secondary School Girls Volleyball Association (LMISSGVA) title, our Grade 9 Volleyball Team winning Grade 9 BC Championships as well as several Independent School Association (ISA) titles. In addition, our Junior School Cross Country and Swim teams both finished 2nd at their respective Independent School Elementary Athletics (ISEA) Championships, and our Grade 7 Volleyball team had another successful season placing 2nd at the ISEAs. The success continued through the winter season with our Varsity Basketball Team winning ISA’s, our Lower Mainland Independent Secondary School Girls Basketball Association (LMISSGBA) league title and placing 3rd at the AA BC Championships. The season ended abruptly in April 2020 with the onset of the pandemic and school closures across BC. YHS Athletics hoped to return to action in September 2020 to build on the success of last season. This current athletics season had tremendous promise.

Our Varsity Field Hockey Team returned most of the bronze medal team and would look to improve on that finish. All our volleyball teams would be looking to continue their success from last year. Our Varsity Basketball Team would be one of two top teams in BC vying for a record 9th BC Championship. Skiers, swimmers, runners, and many other athletes too would be striving for continued successes.

However, the 2020-21 season was going to be very different under a global pandemic. Schools across BC, under strict provincial health orders, created new schedules and protocols that would not allow for inter-school competition.

No games against other schools. No tournaments and no zone or provincial championships would take place unless things vastly improved.

PANDEMIC PIVOT

17

18

PANDEMIC PIVOT

The great pandemic pivot resulted in all schools organizing and running Sports Training Program in school for player/team training only. Athletics Directors had to navigate the rules and guidelines set forth by BC School Sports, the ministries of health and education, and their own school’s Return to School Plans. Each school would have its own unique structures, schedules, and challenges.

With small cohort sizes on our side, York House Athletics benefited from having complete in-school instruction for all students and Learning Groups (cohorts) which include each entire grade. This structure allowed us to run our traditional team sports through the fall and winter season as grade training groups volleyball in the fall and basketball in the winter. The only difference being, no games. Unfortunately, the multi-grade composition of the swim and the ski and snowboard teams meant that they could not continue. On the bright side, the Junior School was able to offer two new activities in Dryland Swim Training and Flag Rugby.

The pandemic also shone a light on the limitations due to the size of our athletics facilities. We have always been limited by a small turf, small fitness room, and one gym that is shared by Junior and Senior School sports teams. We coordinate our spaces very well to maximize what we have, and we have always been desperate for more gym space and a larger fitness facility while understanding that the turf size can never change. This year, with the greatest sensitivity given to physical distancing and safety protocols, our gym felt smaller, and our fitness room tiny.

The demands on our turf were extremely high as it was needed for PHE classes, training groups, students at recess and lunch, and parents for Junior School pick-up.

As the spring sports season approached, it became more clear that there would not be competitive inter-school competition in 2020-21. Rather than run only the traditional spring sports, YHS Athletics made the decision to offer a broader range of activities for students to participate in. Because field hockey, volleyball, and basketball are so popular, we offered opportunities for those sports as well as track & field, ultimate, soccer, and badminton.

Our 2021 spring season has been far more casual with a lower expectation of commitment with fewer training days each week for each sport. This allowed students to play ultimate after school one day, field hockey the next, and go to volleyball or track yet another day. YHS Athletics thus made another pivot to offer more options for students to participate in. This range of sports complemented our entire program, gives students more options and flexibility, and takes advantage of our limited facilities while requiring seamless coordination between Junior and Senior School programs.

There is no doubt that this year in sports has been particularly difficult. Students on competitive teams have been desperate for games and opportunities to play.

Practices only without games as motivators on the horizon often lead to training boredom. Many students, especially those in Grade 12, have been deeply disappointed to have lost out on a season that had so much potential. In this year’s graduating class, we have two students going to play university volleyball, one going to play university basketball, and at least three going to play post-secondary field hockey. These students and their peers have lost out on their senior season of play and for many, it is their last year of competitive sport.

However, there are silver linings and we want to celebrate those opportunities that this pivot gave us. Without the pressure of competition and games, more students were able to join our training groups, be active, improve their skills, and spend time with friends. Many students who may not enjoy competition enjoyed this opportunity to just play again. This is no small benefit.

This year has led all of us to reassess some of our core values and goals within athletics and see the needs of our student body and the opportunities that exist outside the traditional framework. Of course, this is not to say that YHS will abandon inter-school team competitions. Instead, it means we recognize more than ever the need for all of our students to play, be active, and have fun!

PANDEMIC PIVOT

19

CULTIVATING A SENSE OF BELONGING IN THE SENIOR SCHOOL: Teacher Advisory Groups

by Kara McDonald, Acting Assistant Head: Teaching and Learning

In the Senior School at York House, we have a special program to cultivate a sense of family and belonging as a tight-knit community. The Teacher Advisory Program, also known as TAG, organizes students into groups of eight to nine peers by grade with a teacher. Students stay together as a group for the five years of their high school journey.

2017 The goal of the TAG Program is for each student to be seen, heard, and connected with by peers and an adult every day. TAGs meet four times a week for a 10-minute point of connection. In TAG, students may share a highlight of their weekend, a concern about school life, or a funny story.

They may play a game, carve a pumpkin, or take annual photos of their Hallowe’en costumes.

Over time, students and their Teacher Advisor develop shared stories and cherished memories.

They build strong relationships that nurture students’ social, emotional, and academic learning and complement traditional classroom dynamics. Through these gatherings, we come to know each other well, and we build a strong school community.

20 TEACHER ADVISORY GROUPS

2018

2019

The magic of the TAG Program has grown through the collective contributions of the educators in our midst. This includes Ms. Tanya Boteju, Senior School English Teacher, who has led the Program for many years at YHS and made this program a focus of her Master’s research at Columbia University. She facilitated a process to clarify the purpose of TAG, differentiate the roles of advisors, teachers, and counsellors, and created meaningful systems and supports for the TAG teachers. TAG creates a space at school where students and adults can breathe and relax into the company of one another and feel valued.

2020 2021 TEACHER ADVISORY GROUPS

21

outdoor

OUTDOOR Outdoor Education at YHS:

Finding Wonder, Connection, and Fun in Nature

Outdoor Education is a central part of each Yorkie’s education from Grade 1 through Grade 10, beginning with day trips to the forest and the sea and, in a normal year, would culminate in a four-day backcountry hiking adventure to Garibaldi Provincial Park. In spite of the pandemic, we were able to create opportunities for our students to engage in outdoor experiences that fostered exploration, self-confidence, inquiry, cooperation, imagination, and a sense of connection and care for our earth and each other. Shifting to a model of day trips instead of multi-day overnights, our GO Program students in Grade 10 participated in activities such as hiking, kayaking, and urban cycling as well as developing outdoor skills like setting up tarp shelters, stove safety and use, tying knots, and navigation. These day trips were filled with adventure, group bonding, grit and perseverance, as students had to push themselves through some variable weather conditions.

22 OUTDOOR EDUCATION

education

EDUCATION

OUTDOOR EDUCATION

23

The York House Foundation & Legacy Society

Not for Ourselves Alone

by Priscilla Clark, Associate Director of Alumnae Relations

Left to right: Legacy Society member Josephine (Bellows) Chanin ‘61 with Julie Rousseau, Head of School, and YHS Foundation Chair, Stevie (Bryson) Mitchell ‘61.

T

he YHS Foundation is the cornerstone of our school’s motto, Not for Ourselves Alone, and was established on this solid foundation to provide and maintain perpetual funding for the benefit of York House students. In celebration of Stevie (Bryson) Mitchell’s many years of extraordinary service as a trustee and Foundation Chair, Priscilla Clark, Associate Director of Alumnae Relations, invited Stevie to share her passion for providing life-changing scholarship opportunities for York House students.

As an alum, you’ve served in multiple leadership roles at York House from Alumnae Association President, Class Rep, to Board member, and you’ve been a Foundation trustee since 2013 and Chair since 2017. What inspired your dedication to the YHS Foundation and your passion for student scholarships?

I continue to be inspired by our alumnae and their achievements. Our first scholarship in the name of an alumna was the June Brown Cliff scholarship established in her memory by her family and friends in 1988. Today, June Brown Cliff’s great granddaughter is one of two 4th generation students at the school.

I’m inspired by the history of the school and the history of the YHS Foundation, which was founded 45 years ago. I’m proud to follow in the footsteps of our founding trustees.

Our first endowment funds were named for our founders and I knew, or met them all. Of our seven founders, all were involved with the school on a day-to-day basis as administrators and teachers, until their retirement. Various scholarships, the Lena Cotsworth Clarke scholarship fund, the Marie Gerhardt-Olly scholarship fund and the Founders scholarship fund, initiated by founder Gretchen Meilicke Hyland, were consolidated into what today is the York House Founders’ scholarship.

I’m also tremendously grateful for the generosity of our community and donors, making it possible for the YHS Foundation to provide 22 full and partial scholarships, as well as bursaries, and financial assistance to students as of June 30, 2020.

24 LEGACY SOCIETY

In 1996, the Alumnae Association established the Alumnae Scholarship, initially as a bursary. This grew to a full scholarship in 2001 and is now offered as two partial scholarships. Adele Sison ’06 was the first recipient of this scholarship, which has since been presented to six Yorkies.

As Foundation Chair, what are you most proud of?

I’m very proud that for the 2019-20 school year, we were able to distribute $363,150 in full and partial scholarships.

It’s the generosity of our many donors who make this possible and I cannot ignore the gratitude I feel for the dedication of our Foundation trustees.

I, and my fellow trustees are incredibly proud of the outstanding achievements of our scholarship students.

Their enthusiasm, talents and abilities enrich our school community daily and later as alumnae, in the global community. To be able to give more students the opportunity to experience a York House education is second to none.

You are also a member of the YHS Legacy Society. What motivated you to join as a founding member when this initiative was launched over two decades ago?

I arrived at the school as a boarder and as such I had the chance to know our founding Head of School Mrs. Lena Clarke very well. I joined the Legacy Society in memory of Mrs. Clarke, who retired the year before I graduated from YHS. Those of us who experienced her tenure are ever grateful for the legacy she and the other founders left, a legacy that continues for countless students; a legacy of lifelong learning, sportsmanship, fair play, compassion and a whole lot more. Lena and her fellow founders would be incredibly proud of the school today.

The Legacy Society was created to recognize alumnae, parents, faculty, staff, and friends who’ve included the YHS Foundation in their wills or made other deferred gifts in support of scholarships. The main reason I joined is I want to ensure that the opportunities YHS offers will continue to be available for students who otherwise would not be able to experience a York House education.

As one of the first founding Legacy Society members, I’d like to encourage members of the YHS community to join me as a member of the Legacy Society in support of scholarships for our wonderful Yorkies.

“ Every day, I am inspired by the York House values and the school’s vision for the future.

I feel blessed to be part of this inclusive and supportive community that allows me to build my potential and grow.

I hope that one day I can give back to this incredible place that supports me to pursue Jessica Hua, the June Brown Cliff scholar and recipient of the Sherry Robson Taylor Alumnae Spirit award.

my dreams.

” — Jessica Hua ‘24

LEGACY SOCIETY

25

YHS 2021 GRADUATES

26 YHS 2021 GRADUATES

YHS 2021 GRADUATES

27

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W R EE AARREE TTHHE E OW

EUROPE 1

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CANADA University of Toronto University of British Columbia McGill University Western University Queens University University of Victoria Dalhouise University Huron University College BCIT Emily Carr University Sheridan College St. Francis Xavier University University of Alberta University of Calgary University of Waterloo University of Guelph

12 8 7 6 4 3 2 2 1 1 1 1 1 1 1 1

PROGRAMS 24

18

12

5

3

UNITED STATES NYU University Southern California Duke University Fordham University Loyola Marymount University Parsons School of Design University of California San Diego University of Pennsylvania

2 2 1 1 1 1 1 1

SCI. 28 YHS 2021 GRADUATES ONWARD & UPWARD

ARTS BUS. SOC.... MISC.

PLUGGING INTO A

C ARE E R I N T EC H NO LO G Y

by Birdie Hamilton, YHS Digital Content Specialist

A 2018 Harvard Business Review report*, zeroing in how skill requirements could evolve by 2030, cites that more than one in three workers may need to adapt their skills’ mix by 2030 and lifelong learning of new skills will be essential for all. Demand for advanced technological skills, such as coding and programming, is expected to rise by 55% in 2030 — followed by social and emotional skills, including leadership and initiative-taking, which is expected to rise by 24%. The demand for higher cognitive skills, such as creativity and complex problem solving is also expected to rise significantly.

York House course offerings such as ADST (Applied Design Skills & Technology) offered in Grade 8 and 9 as well as Engineering 11 as well as the addition of the STEAM (Science, Technology, Science, Arts, and Math) Lab in the Senior School in September 2020, are more recent additions helping our students to hone their critical thinking and problem solving skills as well as build their confidence with their place in the world.

of college. But before that, I wanted to try different parts of software, so my first internship was testing software, and my second was in mobile development; I also spent time building websites, doing product management, and in developer operations for the Khan Academy. By the way, Sal Khan sounds exactly the same in real life as he does in the videos, which is wild. Anyway, I came back to engineering, which is what I realized I wanted to do. Internships are great because there’s very low commitment; you can try new things without the risk of getting stuck.”

Yeva Yu ’ 15

We were fortunate to speak with a few Yorkie trailblazers who have successfully carved a space for themselves in the tech industry: Yeva Yu (‘15), Nicole Wongsoo (‘14), and Ellen Chuan (‘14). We caught up with these alumnae as they shared insights as to how they got where they are today and helpful tips for future Yorkies to succeed.

Yeva Yu ‘15 is a Software Engineer at Stripe, a payments infrastructure company. After York House, Yeva studied at the University of Waterloo, before securing her position at the San Francisco-based company. She had a few internship experiences, including at Stripe, where she landed her current position: “that’s how I got my full-time job right out

WOMEN IN TECH

29

Nicole Wongsoo ’14

which meshed perfectly with her love of travel: “that was my favourite summer,” she said.

Ellen also reflected on some of the challenges of being a woman working in a traditionally male-dominated industry, and has channeled some of her experiences into motivation. “I’m pretty lucky that people I work with are very conscious of this topic, but sometimes you’ll see one or two less mindful remarks here and there.

Ellen Chuan ’14

Nicole Wongsoo ‘14 is an Associate Product Manager at Clearbanc, a fintech company based in Toronto.

While attending the University of Toronto’s engineering program, Nicole had a similar experience to Yeva: she didn’t know what she wanted to do, so she explored various areas through internships. “I did a software development internship for over a year at a company that was basically Snapchat but filters for makeup, with clients such as Sephora and Estee Lauder. I tried data science after that, which I was pursuing after I graduated, but then got scouted for product management, which is where I am now,” Nicole said. “Being in tech, you’re given the opportunity to be at the forefront of innovation and change, and I think that in itself is really exciting.”

For Ellen Chuan ‘14 , a Product Design Engineer at a tech company based in the Bay Area, she also explored the different areas of engineering before settling into her current role: “I went into college (Caltech) with an open mind, just kind of wanting to explore the different fields,” Ellen said. “At first I declared as a Material Science major, however as I took more classes I realized it wasn’t something I was interested in, and my friends were working on mechanical engineering projects. I realized that’s what I wanted to do too, so I switched majors.”

However, before the switch, Ellen also had a unique internship opportunity in material science in Japan,

30 WOMEN IN TECH

At my previous company, I’d get remarks like, ‘Oh, is she the new marketing girl?’ Or, ‘Is she your secretary?’

Comments like that helped drive me to prove myself.”

For Yeva, her interest in tech began while still a student at York House. “I remember, we were reading announcements in homeroom, and also there was a lost & found spreadsheet that was just floating around. I wasn’t really sure what programming was, but I decided I wanted to consolidate those two things into one easy iPhone app. So, that’s what I spent my spare blocks working on,” Yeva said. She believes building this app was what secured her admission to the University of Waterloo: “Just being able to show that even though I didn’t necessarily have a lot of experience, I was willing to try my hand at these kinds of things and that got me over the finish line.”

Ellen also believes in the power of curiosity. “Take initiative to understand what the tech industry is actually like. In high school, it’s hard to understand what an engineer is, or what a scientist is, or what a researcher is. Taking the initiative to get that piece of knowledge would be very helpful in helping map out what you want to do next. While at York House, I tried more things towards the end of my high school years, but I wish I had done that earlier.”

Nicole

“ Do as much as you can. Your school years are going to go by so fast, and you don’t want to regret not trying different

While Ellen, Nicole, and Yeva have all had very different paths to get where they are now, they all agreed that the YHS community had a big role in that path, whether by being inspired by their peers or supported by teachers and staff. “At York House, you’re surrounded by some of the smartest and most driven people,” remembers Nicole. “Everyone’s always working hard, and I think that played a lot in preparing me for university.”

things. At York House, you

Yeva has similar memories. “At York House, you’re surrounded by really amazing people, and sometimes it’s hard to remember that you’re outstanding when everyone else around you is also outstanding. Staying humble and trying to learn as much as you can, and fostering that feeling of being excited about learning; I think York House does a good job of that. In software, you’re always learning and you’re never going to know all the answers, so that was good practice.”

navigate that path, so really

Recurring themes for Ellen, Nicole, and Yeva’s in reflecting on their success in the tech industry, are having the willingness to learn and self-acceptance.

“That’s something I struggle with even now; accepting that sometimes you’re going to fail,” says Nicole. “But, to get the biggest opportunities for success, you have to be willing to take the risk of failure at times.”

Yeva has similar challenges. “I sometimes still struggle from impostor syndrome: feeling like, ‘I really shouldn’t be here!’ It’s okay to not have all the answers; sure, I may lack the experience, but asking questions can go a long way. Generally people are really nice and there’s no reason to shy away from just asking. You’re surrounded by really smart people, but understand that if you’re there, you’re probably doing okay too.”

have such a supportive environment; you have a safe space to learn and grow. The teachers and the community are really there to help take advantage of that.

”

Yeva

“ Continue working on your critical-thinking skills, and make sure to take time for yourself. Don’t feel like your grades are tied to your self-worth. You’re here to learn, so embrace it. I don’t think Yorkies give themselves enough credit!

”

Ellen Finally, Ellen, Nicole, and Yeva had some sage advice for today’s Yorkies:

“ Try more things!

”

*Baughlin, Jacques; Lund, Susan; and Hazan, Eric; “Automation will Make Lifelong Learning a Necessary Part of Work”, Harvard Business Review, May 24, 2018.

WOMEN IN TECH

31

ONWARD

& UPWARD THEY GO :

YORKIE GRADUATES AWARDED EXCLUSIVE RHODES SCHOLARSHIPS TWO YEARS IN A ROW

by Ita Kane-Wilson, Annual Giving and Alumnae Relations Manager

The Rhodes Scholarship is considered one of the most prestigious international scholarship programmes available and it enables outstanding young academics from around the world to study at the University of Oxford in the UK. The scholarship primarily supports exceptional students in pursuing postgraduate studies at Oxford and its mission is to foster lifelong learning and international collaboration.

Two of our recent Yorkie graduates have been awarded this incredible honour and opportunity. Two outstanding academics and thought leaders, their career trajectories are on different paths but their starting point was the same. Manpreet Deol graduated from York House in 2015 and Rosa Rahimi in 2018.

In 2020, Manpreet completed her undergraduate degree in Mechanical and Biomedical Engineering as a Schulich Leader of Canada at the University of Calgary. Manpreet is passionate about technology development, Industry 4.0, and ethical research and innovation. This led her to completing a year-long internship at Garmin Canada with the Innovation Team. Not only does she enjoy advocating for the importance of digital literacy so that all individuals have access to skills that will allow them to thrive in the digital economy but she also believes that fair representation of minorities when designing policy at the intersection of technology and education is essential.

In the fall of 2020, Manpreet embarked on her graduate studies as a Rhodes Scholar at the University of Oxford in the field of Human Centred Computing and the Social Science of the Internet.

Manpreet Deol ‘15

A YHS Founders’ Scholar, Rosa is in her final year at the prestigious Cambridge University and is studying Human, Social, and Political Sciences. ith plans to graduate from there this spring, she will head to Oxford as a Rhodes Scholar in the fall. Having interned in the past for MLA David Eby and worked for a summer with refugee families in BC, Rosa’s passions are focused on human rights and international relations. She will pursue an MPhil in Modern Middle Eastern Studies.

Rosa Rahimi ‘18

32 RHODES SCHOLARS

How are your studies going? What has your experience been like to date?

Manpreet Deol

Studying at the Oxford Internet Institute during a time where online connection is unavoidable due to the ongoing pandemic has been surreal. I have enjoyed learning from and working with leading experts in the fields of Artificial Intelligence (AI), Internet connectivity, and data analytics in my courses. At the same time, studying the social, ethical, and legal implications of these technologies has also stressed the growing global inequities that are accompanying rapid digitization. Over the coming months, I hope to continue to do research at the intersection of engineering, AI applications for Social Good (AI4SG), and digital inclusion for vulnerable groups.

What have you learned about yourself during these uncertain times?

In the UK, we have been in lockdown for the last few months.

Needless to say, this has shown me the importance of finding activities to do each day that bring me joy. Whether walking through new aisles at the grocery store, going for a run to explore new neighbourhoods, or trying to emulate one of my mom’s meals, I have taught myself to find pleasure in the mundane. At the same time, navigating virtual learning and building a community amongst my peers has been challenging considering the vast majority of our teaching is online. Some days are uplifting and others are challenging, however, what is common throughout these moments is the gratitude I feel for being in the place that I’m in.

Rosa Rahimi

What are your plans in the fall?

My plan is to graduate in June from my BA programme in Human Social and Political Sciences at Cambridge and I’ll head for Oxford in October to start a two-year MPhil in Modern Middle Eastern Studies. I’m feeling so grateful that I’ll be able to continue studying in the UK and am really looking forward to pursuing a more specialised degree after three years of studying Politics and International Relations at Trinity.

How did you hear about the Rhodes Scholarship?

I came across the programme in the midst of an exam term panic about what I wanted to do after graduation, and it helped me realise how much I wanted to work on my languages and familiarise myself with the region beyond studying the political.

Applying for the Rhodes Scholarship came from my desire to join that programme and eventually pursue a career relevant to the region - be it through journalism, diplomacy, or academia. (It’s a good thing I have two more years to figure that aspect out!)

RHODES SCHOLARS

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2019-20

ANNUAL REPORT 34

AN INTERVIEW WITH THE

DIRECTOR OF ADVANCEMENT Nik Williams-Walshe We asked our Director of Advancement & Alumnae Relations, Nik Williams-Walshe, to share ways the department adapted to the challenges of the pandemic and how, with the help of our community, we are emerging strong and well-positioned to support our students in embracing a future filled with possibilities.

What do you notice personally about how donations to the school impact students at York House?

I see how community donations shape, support, and enhance our student’s experience on a daily basis.

Whether I am passing a science class as students learn about sustainability by experimenting with the Tower Gardens; marvelling at our remarkable young performers on stage under brand new theatre lighting and in front of the spectacular digital scenery, seen to brilliant and hilarious effect in The Addams’ Family home; or hearing the laughter of our littlest Yorkies enjoying their Little School Pergola.

The creation of our new Senior School STEAM Lab was exclusively funded by the York House Community. It is a physical campus improvement that allows us to adapt our learning and better support our girls for the future. All of these initiatives should be put in the context of the school’s commitment to offering these resources to the most diverse community possible and donations to our scholarship programs are truly life-changing. This outstanding support enables our students to thrive in so many extraordinary ways and I feel fortunate to witness the impact and excitement so frequently.

How did COVID-19 impact fundraising and the school’s priorities?

The (2019-20) school year started in a regular way with successful community social events such as Bid Night, Alumnae Day and New Parents’ Dinner. Very early in 2020, it became apparent that everything was going to be very different. Our first priority was that, whatever came next, we had to be sensitive and respectful to the needs of our community whether students, immediate or extended families; and recognize that everyone was going to be impacted differently by COVID-19.

In prioritizing the support for our community it also became apparent that some of our families might be facing significant financial challenges that could impact their daughter’s ability to continue to attend YHS. We felt very keenly the need to do all we could to help alleviate the stress that this might place on parents and the girls themselves. We recalibrated the Annual Giving Campaign to focus on raising funds for emergency financial aid to ensure no Yorkie would be left behind due to the financial impact of the pandemic.

MESSAGE FROM DIRECTOR OF ADVANCEMENT

35

Nik coaching YHS Field Hockey players.

The response to this appeal in June 2020 was extraordinary and inspiring. Gifts arrived from across our community including current families, grandparents, alumnae and other friends of the school. It was a true testament to our school values and motto Not for Ourselves Alone. On reflection the pandemic affirmed the ‘togetherness’ of our school and our values and, while we are not out of the woods, I have great confidence our Yorkie family will flourish as a direct result of the challenges we have faced together.

What is at the heart of philanthropy at YHS? Philanthropy can be broadly defined as love for humankind and I think it is important to reflect and remember that giving back to the school means so much more than monetary donations. The collective spirit of our parent and alumnae volunteers and the time they gift to YHS in so many ways is such a positive and encouraging force. They live the ideal of “be the change you want to see” and that impacts and inspires our students all the time, often in many subtle and unexpected ways.

There are many examples where ideas and adventures result from inspiring conversations our students have with members of the broader York House community. Personally,

36 MESSAGE FROM DIRECTOR OF ADVANCEMENT

I saw this shine through with Grade 12 students in my (fabulous) 12H2 TAG and their amazing entrepreneurial businesses and philanthropic skills. In the fall term, I see it on Lindsay Field when coaching Grade 8 and 9 Field Hockey Players — many of whom throw themselves into learning a new sport in a new school with new friends with absolute fearlessness. Our community is a gift in itself. Fostering connections between our parent and alumnae volunteers and students opens young minds and help lead us to the theme of Possibilities for our current Annual Giving Campaign. Your support — including the sharing of talent and time — helps our girls fly as they grow throughout their time on campus and beyond the school gates.

Is there anything you would like to add?

I would like to sincerely thank our entire community for the generous and unwavering support of York House School.

Your support is the energy that advances the future of YHS while continually transforming and enhancing the learning experience of our Yorkies. I look forward to the months ahead and the opportunity to connect in-person to share our appreciation and gratitude.

The Annual Giving campaign at York House offers parents, alumnae, and friends of the school the opportunity as a community to enhance and elevate the learning environment for our Yorkies each and every day.

The 2019-20 Annual Giving Campaign

This appeal plays a pivotal role in enriching the student experience through supporting the innovative educational and co-curricular programming and resources we deliver to the girls.

Tuition fees and government grants alone do not cover the cost of a York House education. Annual Giving not only bridges this gap, but it also plays a vital role in making York House’s programs exceptional and maintains our reputation for excellence.

The campaign launches every October and runs until the end of the school year in June. Every member of the York House community is asked to participate and make a donation to support the Annual Giving campaign at a level that is meaningful to them.

Supporting the campaign has an immediate impact on our girls. It also demonstrates your commitment and partnership in the mission of the school and inspires others to give.

This simple yet powerful concept introduced by children’s author Carol McCloud is what our daughter Liana learned and shared with us when she attended Senior Kindergarten a few years ago. This concept has provided the foundation that has inspired her learning ever since. York House is a school that not only educates the minds of its students but also the heart of even its youngest learners.

Helen is a committed Annual Giving committee volunteer and parent ambassador, and both Vincent and Helen believe in the importance of supporting the school for the benefit of everyone.

The generous contributions from many families each year have allowed York House to provide innovative academic programs focusing on developing student core competencies. But more importantly, York House has provided possibilities that inspire and deepen learning by highlighting “why” students learn — not for themselves alone; and “how” they can link their learnings to making positive impacts in their community — whether it be growing food in the Little School garden or painting colourful rock monsters to spread positivity in their neighbourhoods. This is why we purposefully support the Annual Giving campaign.

“All day long, everyone in the whole wide world walks around carrying an invisible bucket. You can’t see it, but it’s there.” When we treat people with kindness, we fill their buckets with happiness and good feelings.

Together, let us continue filling the buckets for our daughters to support their curiosities, find their passions, purpose, and build their confidence so they are ready for the future.

Vincent Li and Helen Shen are parents to Liana currently in Grade 2.

THE LI FAMILY

ANNUAL GIVING CAMPAIGN

37

THE KEOGH FAMILY We are the parents of three Yorkie “Lifers”, Allison ‘20, Laura ‘22 and Sarah ‘27. Our family first walked through the gates of York House in 2006 to attend the fall fair and immediately felt the warm sense of community that makes York House a special place. We knew then that it was the perfect school for our girls.

York House provides Yorkies with an excellent all-around education encouraging personal growth, development, and critical thinking. The rigorous academic instruction, enthusiastic physical education, support of a wide variety of sports, as well as the excellent Outdoor Education program allow our daughters to flourish in mind, body, and spirit. The outstanding faculty have shown tremendous dedication and remarkable adaptability in the delivery of programming for all of our girls during the pandemic.

38 ANNUAL GIVING CAMPAIGN

Left to right: Laura ‘22, Ciaran, Allison ‘20, Pamela, and Sarah ‘27.

Over the past 14 years, we have witnessed the incorporation of the Little School, amazing performances in the auditorium, a stunning Senior School building and, most recently, the construction of the Senior School STEAM Lab. Our girls continue to benefit daily from outstanding facilities which were made possible thanks to the generous support of current and past parents over the years. We have contributed to Annual Giving each year since 2007 as an ongoing investment in our daughters’ future. Even in these exceptional times, we would like to encourage other families to join us in doing the same.

E V E R Y F A M I L Y, E V E R Y Y E A R 2 0 19 -2 0 A N NUAL GI VI NG CAMPAI GN SNAPSH OT

328

Number of Donors

$651,750.71 Total Raised

An additional $150,000 was donated by the YHS Parents' Association to the Parents’ Association Tiger Scholarship Fund. This gift completes their $1 million dollar pledge made in 2013.

Thank you YHS Parents’ Association!

YOUR FA MILY’S ANNUA L GIVING GIFT HAS GENEROUSLY IMPACTED OUR STUDENTS IN SOME OF THE FOLLOWING AREAS:

GENERAL

Portable Choral Risers

Scholarships and Bursaries

The Yorkie Fund: Head’s Discretion

Financial Support for Families Impacted by COVID-19

JUNIOR SCHOOL

LITTLE SCHOOL

Pergola at the Little School Playground

Theatre Equipment

Outdoor Storage Sheds for Big Blue Blocks

Math Resources

Student Clubs

SENIOR SCHOOL

7 Outdoor Ed Cameras

Field Hockey Uniforms & Goalie Equipment

Art Supplies & Resources

Thank you to the York House community for your support!

39

A NNUA L GI V I NG

Brings Theatre to Life

Please describe how the installation of the new projector screen impacted the school’s musical this year?

The projected, full-sized images covered the entire back wall of the stage, providing each scene with a digital backdrop which conveyed an entire location, such as outside the Addams’ House, or more specific settings, such as Morticia’s boudoir, all full of vibrant colours and moving special effects, such as rain or a crackling fire, with one simple click. Not only did this produce an amazing aesthetic experience for the audience, but it also enabled York House School to save time and money on the construction of huge set pieces. The installation of this projector has, in my opinion, raised the level of theatre produced by York House School to the highest degree, and I am so excited by the endless possibilities this opens up for drama students.

40 IMPACT OF THEATRE RESOURCES

To shine a spotlight on our community’s generosity in support of our Annual Giving campaign and how it has a direct impact on our students’ learning, we spoke with Senior School Drama Teacher, Keira Louis. She shares how the purchase of new equipment for the Odette Tognetti Theatre has created many possibilities that enhance the theatre experience for performers and audiences alike.

In terms of learning about musical theatre, how did this help students and the production crew?

Students involved in the production crew quickly learned that with digital projections their jobs became somewhat easier in many ways (no huge physical backdrops to create and move around throughout the show), but a little more challenging in others. Often a set piece had to be perfectly aligned with the projected backdrop to convey a realistic setting. For example, where The Great Hall stairs ended on the projection, the real stairs continued on stage and by tilting them at a particular angle, both the digital and physical stairs aligned and the effect of a complete staircase was achieved. The actors also learned that the staging of a scene (or the positioning of themselves on stage) would often depend on what was on the projected image in that scene, so that the audience was able to focus on both the actors and the important elements in the digital backdrop. Our projectionist learned about timing special

effects in the projections with particular song lyrics or dialogue from the play; our Sound Operator learned to play Sound FX at just the right moment for a digital image that required sound (such as an explosion); and our Lighting Designer discovered how challenging it was to design lighting for the actors at the front of the stage, but keep it dark enough at the back for the projections to look crisp and not be washed out. So all in all, there was a lot of learning to be done with the addition of the short-throw projector in this production, but I’m so proud of the students for diving right in and achieving such a fabulous show!

Lighting in the theatre has been upgraded over the past few years.

Can you explain how this positively affects your work and students’ performances?

Lighting plays a tremendous role in theatrical productions of any size, so without quality lighting, shows can appear amateur and cheap. With great lighting, and a variety of good quality coloured lights, we are able to design shows that blend colour and focus to provide just the right effect for shows, portraying the time, place, mood or tension of a scene clearly and effectively. In addition to using lighting for the annual York House production, there are other events such as choir and band performances, graduation, the Candlelight Ceremony, and drama class performances.

With quality lighting, not only are we giving the audience a wonderful sensory experience, but at the most basic level we are making sure our teachers, conductors, directors, and performers are put in the spotlight.

Do you have anything to share with parents and members of the community who helped provide this support through their gifts to the Annual Giving Campaign?

I would like to sincerely thank the parents and members of the community who helped provide this funding through Annual Giving. I am so grateful for your generosity, and when you attend the theatre again in the future, my hope is that you can take a moment to realize just how much your support has helped York House School produce top-quality events and performances. We are extremely thankful to you.

Images from the spring production of “The Curious Incident of the Dog in the Night-time”.

LEGACY SOCIETY

5141

IN CONVERSATION WITH

TIGER SCHOLAR,

ARIEL MOON

’19

by Ita Kane-Wilson, Annual Giving and Alumnae Relations Manager

How did you feel when you were awarded the Tiger Scholarship?

I will never forget the interview process I had with Ms. Keitel who retired prior to me joining YHS. I distinctly recall playing Partita No. 2 in D minor by Bach and I was incredibly nervous, but her warm energy and kind words made me feel at ease. I’ve always been a very optimistic person, so while people told me to apply to a variety of schools, I was so determined to go to York House, I only applied to York and my catchment public school.

One afternoon, my mom asked me how I’d feel if I didn’t get the scholarship for York House. I replied that I wanted to stay positive and not even think about that possibility.

That was when she told me she’d received a phone call regarding my acceptance and I cried happy tears.

Describe your experience at York House.

I am beyond grateful for the time I spent at York House, the community I was welcomed into, and the people that I met – students, teachers, and faculty. I discovered new things that I loved like Model UN, debate, and ultimate frisbee. I loved being surrounded by other hard-working students who motivated me along the way. I know that the friendships I made at YHS are ones I plan on keeping for a lifetime. The teachers and staff also fostered my curiosity, challenged me, and genuinely cared for me as a student and a person. I cannot thank them enough, and I wonder whether they realize how much of a mark they have left on my life.

Ariel Moon graduated in 2019 from York House and is now studying at the University of Toronto. We caught up with her recently and asked about her experiences as a Tiger Scholar at York House.

How did you first learn about York House and the scholarship program?

Applying to a private school was not something I had initially considered. Nonetheless, hearing about York House and its reputation, I was curious and when I saw how many opportunities were offered to its students, I was immediately intrigued. While on their website, I discovered the scholarship program that would enable me to attend and I was very determined to apply.

42 TIGER SCHOLAR

How has that experience impacted your future and career goals?

Discovering Model UN at York House definitely inspired me towards my aspirations of working in international law and history/social studies classes piqued my interest and impacted my decision to pursue a double major in political science and philosophy at the University of Toronto.

Receiving the Tiger scholarship showed me that people were rooting for my success and believed that I could achieve what I put my mind to. I hope that I can instill that kind of inspiration for another student in the future through my own support of the YHS Scholarship Program.

T H E SENIOR

STEAM DREAM

Located at the front of the Senior School, this exciting and innovative learning makerspace was designed to enable our Yorkies to explore real-world problems and solve them through hands-on exploration and project-based learning. The Lab is a hub for exploring “what if?” and “how might we?” questions and builds connections across the disciplines of Science, Technology, Engineering, Arts and Math (STEAM).

So much more than a classroom, our future aim is to empower this new facility as a place where students, teachers, strategic community and academic partners, alumnae and mentors connect across disciplines, industry sectors, school and community to learn with each other. It is already home to student-led clubs and the YHS Incubator for Social Innovation.

In just over one year and funded exclusively by our York House Community, the school reached its $1.5 million fundraising goal to build a new Senior School STEAM Lab.

“ I feel super lucky to have this dedicated space and access to the tools and resources in the STEAM Lab. It gives us the freedom to create and experiment with our own ideas.

” — Lucy Eyford ‘25

43

York House School gratefully acknowledges our donors who have generously supported the construction of the Senior School STEAM Lab.

STEAM DONORS Mishal ‘23 & Ava Iman ‘25 Alibhai The Ayas Family The Barnes Family The Brankston/Donaldson Family Dalia & Brian Bressler The Chalk Family Jinghan Chu ‘30 The Chung Family Priscilla Clark Class of 2023 Parents Noa Cohen ‘21 Ian Crosby & Karen Kim Cindy Delgado ‘89 Ysabella Delgado ‘18 The Duan/Li Family The Franiek Family The Furber Family Tag Gill & Katie Dhaliwal Tommy He & Michelle Min The Jia Family The Karapareddy Family Ciaran & Pamela Keogh The Klann Family Patrick & Vandana Lecky The Li Family Zhensuo Li & Cherie Chen The Lindsay Family The Liu Family The Liu-Fei Family

Isabel McDonald ‘21 The Meng Family The Menzies Family The Nicola Family The Ostrow-Kazimirski Family Tina & Thomas Pappajohn Family Georgia Phillips ‘21 Dr. Neil & Michelle Pollock The Robibo Family The Samarasekera Family The Sanders Family Yirui Song ’23 The Meng Family Jaime & Jessica Stein Mingyang Sun & Xuan Wang The Tulk Family Amir & Yasmin Virani HM Wang

Entrance to the Senior School STEAM Lab.

Hongjun Wang & Xin Liu Michael Wang & Jessica Zhang Nik Williams-Walshe Nancy & Cindy Wu ‘20 The Xie Family The Yang Family Michael Yang & Winnie Zhao Brianna Zhang ‘31 Wayne Zhang & Estelle Yu York House School Parents’ Association Anonymous - 1

Jennifer & Gregory Louie The Martz Family

“ The STEAM lab is an incredible space for students to create and be curious. Access to 21st-century technologies has led to students exploring robotics, furniture design, coding and game design, 3D modelling, app development and much more. They have learned the importance of research and planning, developed resilience in problem-solving, and felt the satisfaction of seeing their plans come to fruition.

” — Nathan Reimer

Students displaying LED lighting design for spring “Maker Faire”.

44 THE SENIOR STEAM DREAM

UPDATE FROM OUR

YHS PARENTS’ ASSOCIATION York House School and the YHS Parents’ Association (PA) are blessed with an incredible community of parents.

Before every fall term, the Parents’ Association gathers to assemble Class Parents and form Volunteer Committees for events and activities to be held throughout the year.

The 2019-20 school year began like many others, including the organization of many treasured events such as the Welcome Back BBQ, Bid Night, and the Holiday Market.

Preparing for virtual 2020 New Parents’ Dinner.

In November 2019, the Bid Night-themed “Get Your STEAM On” was a tremendous success. The school was transformed into a Steampunk fest with incredible lighting, décor, and some extraordinary costumes. Over 350 Parents RSVP’d to the event which raised almost $140,000 toward new state-of-the-art equipment and furniture for the Senior School STEAM Lab—exceeding proceeds raised from the previous year’s Bid Night.

2019 Welcome Back BBQ.

The onset of the global pandemic and COVID-19 meant that events and fundraisers scheduled for the 2020 winter and spring terms needed to be cancelled. Despite the disappointment of not being able to stage the annual Tiger Party around the time of Lunar New Year, the PA was still able to meet financial obligations to the Tiger Scholarship. A $150,000 allocation was made in May of 2020, representing the first installment of a renewed $1 million pledge.

This included the proceeds from the PA’s Annual Scholarship Raffle benefiting which was held remotely via video-link in April—a first for the PA! This was made possible by several fast-acting parent volunteers with help from the YHS IT Department.

Thanks to the BC Community Gaming Grant the PA was also able to allocate $12,700 toward resources for extracurricular clubs and the enhancement of playground equipment.

The YHS Parents’ Association is incredibly grateful for all the work carried out by volunteers despite the abrupt changes this year brought. It certainly highlights the significance of a supportive and kind community of which YHS has like no other!

Bid Night 2019: “Get Your STEAM On”

YHS PARENTS’ ASSOCIATION

45

YORK HOUSE SCHOOL

PA R E N T S ’ A S S O C I AT I O N

$223,037 Total Raised

2 0 1 9 -2 0

$140,243 raised

Bid Night 2019

$82,794

CO M M I TM E N T

$1M

10-year commitment for the Tiger Scholarship

R EN E W ED

$150,000 allocated to new pledge

$100,000 directed toward equipment and furniture for the new Senior School STEAM Lab

$12,700 directed towards playground enhancements and learning resources

Thank you to the York House community for your support!

46

Top Row (L-R): Mike Hudson, Nik Williams-Walshe, Julie Rousseau, Leanne Goodwyn Middle Row (L-R): Ian Crosby, Kim Abbott, Joanne Lee-Young, Kimberly Cudney Bottom Row (L-R): Raj Malhi, Nelson & Shannon Chung, Tea Nicola, Alice Zhang

CHAIR Mike Hudson MEMBERS Kim Abbott Nelson Chung Shannon Chung

MEET

THE ADVANCEMENT COMMITTEE The Advancement Committee has a mandate to engage with the York House community to share an understanding of the school’s fundraising initiatives and programs.

The committee works closely with the Advancement & Alumnae department to ensure there is clarity relating to the school’s fundraising priorities and goals while assisting to ensure these are communicated effectively to all school stakeholders including current families and alumnae.

“ For me personally, joining the Advancement

Ian Crosby

Committee was about community connection

Kimberly Cudney

and sharing the York House story. It’s an

Leanne Goodwyn

opportunity to excite and inspire others about

Joanne Lee-Young Raj Malhi Tea Nicola Alice Zhang

the future of our school and the collective impact we can all have on current students and future generations of Yorkies.

”

— Kim Abbott, Advancement Committee volunteer, (Nicole ‘25)

ADVANCEMENT COMITTEE

47

Thank you

We would like to recognize the extraordinary generosity of the York House School Community.

Every gift makes a difference and has an impact on our students, programs and facilities.

We are truly grateful for your support.

5+ years of Annual Giving support (2010-2020) 10 consecutive years of Annual Giving support (2010-2020)

Annual Giving Campaign 2019-20 Anonymous - 37 Madeleine Abbott

Courtney (Smith) Cousineau ‘99

Michael Hua & Yan Wei

Zhizhou Ai & Lu Xia

Ian Crosby & Karen Kim

Zhichao Huang & Heqing Zhang

Gina Arsens & Cameron Carter

Lisa Crossfield ‘88 & Robert Boone

The Huang Shih Family

Michael & Carolyn Atkinson

Kimberly Ann Cudney & Fraser Phillips

Mike & Lisa Hudson

Stephanie Au ‘98 & Neil Blackadar

Eytan & Zehavit David

Helen (Larmonth) Hughes ‘50

Edward & Sheila Barnes

William L. Day

Liang Hui & Yuewen Chen

Dan Barnholden & Lori Hill

Manjinder & Kanwaljit Deol

Michael & Jennifer Hungerford

Jane (Hodgins) Battle ‘56

Komal Dhir & Jasmine Sethi

Christopher Hyland

Niki Baumann ‘99

Joe & Mahsa Di Placito

Martin & Shannon Illing

Ursula Bell

Jill Diamond ‘84 & Andrew Abramowich

Anita Irani

Monica (Boytinck) Bell ‘89

Jill Donaldson & Mike Brankston

Catharine (McGavin) Jacobsen ‘82

Linda (Laing) Billingsley ‘61 & David Billingsley

Zixing Dong & Dongmei Yan

David & Tristan Jagger

Karen Birkeland ‘83

Anlin Duan & Yinghong Li

Sarjite (Billan) Johal ‘69 & Bob Johal

Sarah Boatman ‘90 & Frederic Bastien

Farrell & David Eckman

Jon Johnson & Kimberly Tuttle

Susila Bryant ‘62

Laura Edwards ‘74

Stanley Jung & Cindy Lee

R. Shawn & Chrystal Burns

Grant Elston & Nicole Audy

Jag Kaliray & Rajvinder Malhi

Jason & Marlene Burrows

Hani Eskandari & Zahra Ahmadian

Ita Kane-Wilson

Feng Cai & Bi Zhen Liang

Christopher & Alexa Evans

Takahiro Kato & Yifan Zhou

Jordan & Suzanne Campbell

Kristen Ferguson

Lin Ke & Yaling Liu

Guglielmo & Lorraine Cantarella

Rafael & Miryam Filosof

Kathy Kealey

Stuart Carmichael & May Nolan Carmichael

Willem & Sandra Filosof-Schipper

Margot Keate West ‘93 & Ben West

Gary Catt & Edna Alle

Lindsay Forbes ‘96 & Ali Dibadj

Jonathon Kennedy & Lucie Belec

Marcus & Lori Chalk

Christopher & Bronwen Fordyce

Andrew Kenny & Annemarie Tempelman-Kluit

Lareine Chan ‘08

Margaret (Somerville) Frazier ‘69

Ciaran & Pamela Keogh

Rita Chan

Alix (Gordon) Fredrickson ‘50

Joshua & Basilia Kesselman

Richard & Christine Chan

Richard & Jennifer Gannon

Seema Khangura

Calvin & Miranda Chan

Jennifer Gargon ‘87

Gurmeet Khangura & Shikha Minhas

Connie Chan ‘95 & Herbert Chan

Christian & Christine Gauthier

Susan (Bentley) Kololian ‘74

Alan & Marianne Chan

Rian Gauvreau & Angela Stogre

Nir & Marni Kushnir

Angela (Calder) Chang ‘81

Jeremy Gellis & Emily Ohler

Heather Kuzsel

Josephine (Bellows) Chanin ‘61

Nancy Gibson ‘67

Omar Ladak & Suzanne Boyd

Paul & Leanne Chapman

Susan (Yuill) Gifford ‘59

Melissa (Clark) Lagusis ‘69

Michael & Angela Chase

Tagdeer Gill & Kulwant Dhaliwal

Chun Yin Lai & Suk Yee Chan

Bob Chen & Jinhua Zhang

Harold & Leanne Goodwyn

Ryan Lalonde & Ashley Judd

Jian Chen & Shihua Ge

Jeff Gravistin & Nancy Mitenko

Denny (Stephanie) (Frost) Lang ‘62

Alec Cheng & Li-Ying Feng

Lisa Greczmiel ‘82

Wayne & Nicola Lau

J. Stephen Cheng & Lauren A. Lee

Carolyn Green

Dirk & Mina Laudan

Ben Chew & Julia Kim

Yi Hong Guan & San Yin Yang

Devon Leclair ‘10

The Chow Family

Zhenyu Guo & Shanshan Huang

The Lederman Family

Nelson & Shannon Chung

Mong Xuan Ha

Huey Lee & Olivia Kei

Priscilla Clark

Jean (Shilvock) Hackett ‘57

Sandra Lee ‘89 & David Kason

Natalie Clarke ‘69

David & Katherine Hamilton

The Lee-Young Tulk Family

Michelle Clarkson

Darcy Hausselman

Joan (Jacobsen) Lehman ‘55

Paul Clarkson

Rhiannon Hillis

Derek Leung

Mark & Lisa Cohen

Peter Hoffmann & Juliette Hukin

Henry Wing Hong Leung & Hang Lam

Susan (Stubbs) Courtemanche ‘76

James Houssian & Lauren Gehlen

Frances Levitt ‘00

48 DONOR LIST

Annual Giving Campaign 2019-20 Stephen Lew Cameron & Erika Lew Shuyang Li & Wei Yi Shen Yan Li & Juan Ou Zhensuo Li & Xiaoping Chen Cai Fa Liang & Mao Hong Zhang Mabel Lim & Michael Stewart Don Lindsay & Jennifer MacKenzie C. Robin Lindsey & Laura Beaulieu-Lindsey Douglas & Kelly Liu Andrew Liu & Alice Fei Wei Liu Zhiyu Liu & Li Jun Zhang Tak-Yan & Carmen Lo Gregory & Jennifer Louie Michael Low & Vanessa Flockton Elizabeth Lyall ‘77 & Tony Skuce Rea Lynch Xiong Wei Ma & Sha Li Gina Macdonald ‘90 Michael Macdonald & Sandy Lloyd Valerie (Smith) Magee ‘64 Dagmar (Gray) Maguire ‘69 Shahrokh Malek Robin Mansell ‘69 Karen Manyal Pat Marchini Andrew & Sabine Martz Diana (Cliff) Maughan ‘70 Anthony & Dawn Mauro Sarah (Procter) McAlpine ‘56 * Allison (Warren) McConville ‘87 & Brian McConville Jonathan & Andrea McDonald Alexandra McIntyre ‘92 Akshay & Tanya Mehta Neil Menzies & Martine Blier John & Shaughn Mohammed Joyce (Penny) Moul ‘49 Sean Neill & Kate Phillips Nora (Mitchell) Newlands ‘67 Paul Ngan & Jenny Yeung Christopher & Tea Nicola Peter & Carol Norell Timothy O’Connell & Debra Chang Katrina & Brian O’Connor Dean O’Leary & Lynette Ng Michelle Ostrow ‘89 & Marc Kazimirski Mary Jean (Cooke) Otway-Ruthven ‘59 Han Liang Pan & Yeheng Zhou Thomas & Tina Pappajohn Ivane-Stephanie & Michael Peacock The Pearmain-Davoudian Family Virginia Pichler ‘07 Gerald Pochynok & Priscilla Walsh

Mary Pollock

Hussein Waljee & Aliya Dhanani

Mihovil & Marijana Prpic

Hongjun Wang & Xin Liu

Dr. Jacqueline Purtzki

Peter Webb & June Webb

Qingyong Qin & Zhengyu Feng

Andrew Webb & Kim Abbott

David Quinlan & Melissa Carr

Bill & Andrea West

John Rak & Mun Kwan Tham

The Wick Family

Manoj Raval & Harpreet Gill

Nik Williams-Walshe

Jordan Reber & Andrea Melvin-Reber

Christopher Wilson & Jean Scribner

Rajiv Reebye & Stacy Bhola-Reebye

Haydn & Alicia Winter

Judi & Alan Riches

Timothy Wittig & Susan Esposito

Daniel Robibo & Tamara Howarth

Anselm Wong & Pearl Chan

Pamela (Clark) Robinson ‘69

Ian & Sharon Wong

Valerie (Clark) Roddick ‘59

Henry Woo & Janet Leung

Nita & Clarence Rodrigues

Erin (Boyle) Woods ‘92

Kristine Roland ‘93 & James Barclay

Robyn Woodward ‘72

Alshad & Seemi Roopani

George Wu & Xiaoping Zhao

Jock & Tamara Ross

Bin Wu & Yanli Wang

Julie Rousseau

Nelson & Reggie Wu

Gail Ruddy

Zheng Wu & Lin Li

Yvan & Christine Sache

Tong Wu & Shu Min Wu

Daren & Elaine Sanders

Zhiming Xing & Jia Ji

Kristian Sawkins & Joy Munk

Jiong Xu & Elaine Sun

Susan (Rathie) Schouten ‘67 & Marissa (Schouten) Ball ‘97

Ming Xu & Shuyang Wang

Kul & Jasvinder Shahi

Ke Xu & Yun Jing Wu

Mingxiang Shao & Jieyin Sheng

Lei Yan & Nan Zhang

Owen Sharman & Sophie Wan Hwa Sun

Ruihua Yang

Andy Shen & Yang Xiao

Dengping Yang & Qing Zhao

Kai Shen & Jessica Tang

Hongtao Ye & Ruoxi Liu

Christopher Sherry & Rebecca Grinti-Sherry

Douglas Yee & Mary Chong

Yoshiki & Yoshiko Shimmura

Benny Yee & Na Lam

The Siddoo Family

Jun Yi & Weiming Huang

Alexander & Nydia Sinclair

Taek Yoo & Junghee Sohn

Demetrios & Jennifer Sirounis

Kirsten (Olsen) Youngson ‘69

Christine & Gerhard Sixta

Tao Yu & Rong Rong Zhang

Ian Smith & Tammy Baltz

Fang Yu & Xi Feng

Nicholas Smith & Carol Anne Humphrys

Zhen Yuan & Qianhua Wang

Alan So & Lara Jones

Pietro Yuen & Amy Pun

Yirui Song ‘23

The Yung Family

Katherine (Black) Stephens ‘90

Anmin Zhai & Rong Li

Hong Lin Sun & Jing Jing Wang

Yitan Zhang & Li Duan

Kehua & Fang Sun

Wayne Zhang & Estelle Yu

Mingyang Sun & Xuan Wang

Qiang Zhao & Giorgia Gullino

Daryl Swetlishoff & Catherine Lanyon

Xiaolong Zhou & Jia Zuo

Devon Taylor ‘02 Mrs. Sheena Thadhani & Mr. Thadhani Dickon Thompson ‘81

Senior STEAM Lab Campaign Anonymous - 1

Lavell Thompson ‘85

Mishal ‘23 & Ava Iman ‘25 Alibhai

Peter & Lisa Tsiandoulas

The Ayas Family

Kei Kwong Tung & Joanne Tung

The Barnes Family

Catharine (Walwyn) Turner ‘84 & K. Brock Turner

The Brankston/Donaldson Family

Kevin & Marilyn Tyfting

Dalia & Brian Bressler

John & Courtney Upton

The Chalk Family

The Weathertop Foundation

Jinghan Chu ‘30

Mr. Thomas Urban & Mrs. Urban

The Chung Family

Roland Urbanek & Petra Kaksonen

Priscilla Clark

Shelagh (Ryan) Van Kempen ‘50

Class of 2023 Parents

49 DONOR LIST 49

Senior STEAM Lab Campaign Noa Cohen ‘21 Ian Crosby & Karen Kim Cindy Delgado ‘89 Ysabella Delgado ‘18 The Duan/Li Family The Franiek Family The Furber Family Tag Gill & Katie Dhaliwal Tommy He & Michelle Min The Jia Family The Karapareddy Family Ciaran & Pamela Keogh The Klann Family Patrick & Vandana Lecky The Li Family Zhensuo Li & Cherie Chen The Lindsay Family The Liu Family The Liu-Fei Family Jennifer & Gregory Louie The Martz Family Isabel McDonald ‘21 The Meng Family The Menzies Family The Nicola Family The Ostrow-Kazimirski Family Tina & Thomas Pappajohn Family Georgia Phillips ‘21 Dr. Neil & Michelle Pollock The Robibo Family The Samarasekera Family The Sanders Family Yirui Song ‘23 Jaime & Jessica Stein Mingyang Sun & Xuan Wang The Tulk Family Amir & Yasmin Virani HM Wang Hongjun Wang & Xin Liu Michael Wang & Jessica Zhang Nik Williams-Walshe Nancy & Cindy Wu ‘20 The Xie Family The Yang Family Michael Yang & Winnie Zhao Brianna Zhang ‘31

Priscilla Clark

Jason & Parm Hari

Michelle Clarkson

Young Tze Kuah & Anabel Chan

Paul Clarkson

Stephen Lin & Ivy Chen

Courtney (Smith) Cousineau ‘99

Hai Yang Liu & Wei Ma

Farrell & David Eckman

Gaozhi Liu & Zheng Wang

Rafael & Miryam Filosof

Tak-Yan & Carmen Lo

Willem & Sandra Filosof-Schipper

Alan Low & Margaret Chi

Derek Francis

Xiong Wei Ma & Sha Li

Alix (Gordon) Fredrickson ‘50

Dean O’Leary & Lynette Ng

Nancy Gibson ‘67

Nailong Tao & Tao Shen

Lisa Greczmiel ‘82

The Amir and Yasmin Virani Family Foundation

Warwick & Carolyn Green

Wan He Wang & Yun Qing Yang

Carolyn Green

Nan Wang & He Liu

Mike & Lisa Hudson

Tong Wu & Shu Min Wu

Helen (Larmonth) Hughes ‘50

Zheng Wu & Lin Li

Christopher Hyland

Wen Xi & Maria Xu

Catharine (McGavin) Jacobsen ‘82

Hongbin Xiao & Man Ru Xia

Kathy Kealey

Hua Xie

Joshua & Basilia Kesselman

Xian Feng Yu & Qinli Yang

Susan (Bentley) Kololian ‘74

ChaoLin Zeng & Shu Liu

Devon Leclair ‘10

Xiaolong Zhou & Jia Zuo

Zhiyu Liu & Li Jun Zhang Rea Lynch

YHS Legacy Society

Gina Macdonald ‘90

Anonymous - 3

Valerie (Smith) Magee ‘64

Barbara (Sanderson) Armstrong ‘55

Robin Mansell ‘69

Kristin Sarah Taylor Armstrong ‘00

Pat Marchini

Stephanie Au ‘98 and Neil Blackadar

Sarah (Procter) McAlpine ‘56 *

Nonie (Coldicutt) Augereau ‘56

Jonathan & Andrea McDonald

Margaret (Owen) Barbeau ‘54*

Alexandra McIntyre ‘92

Jane (Hodgins) Battle ‘56

Mary Jean (Cooke) Otway-Ruthven ‘59

Ursula Bell

Mary Pollock

Angus Campbell

John Rak & Mun Kwan Tham

Janet (Cliff) Campbell ‘65*

Nita & Clarence Rodrigues

Jean (Cochrane) Campbell ‘47*

Katherine (Black) Stephens ‘90

Stephanie (Southam) Carlson ‘62

Kehua & Fang Sun

Corinth (Eckman) Carson ‘35*

Mingyang Sun & Xuan Wang

Marilyn (Pipes) Cassady ‘52

Devon Taylor ‘02

Josephine (Bellows) Chanin ‘61

Dickon Thompson ‘81

Emily (Lackey) Chowne ‘97

Lavell Thompson ‘85

Priscilla Clark

Tweedledum Foundation

Lena (Cotsworth) Clarke, Founder*

Andrew Webb & Kim Abbott

Sandra (Baxter) Clarke ‘50*

Erin (Boyle) Woods ‘92

Margaret Mary (Leeson) Cochrane ‘55*

Robyn Woodward ‘72

Courtney (Smith) Cousineau ‘99

Ming Xu & Shuyang Wang

Richenda Crawford

Benny Yee & Na Lam

Joan (Ritchie) Creighton ‘46*

Tao Yu & Rong Rong Zhang

Rosemary (Jukes) Devlin ‘46* Farrell & David Eckman

Wayne Zhang & Estelle Yu

YHS Strategic Initiatives

Jane Edgar ‘75

Anonymous - 8

Laura Edwards ‘74

Jesson & Wendy Chen

Sharen Edwards

Anonymous - 7

Jun Chen & Ren Ling Jiao

Lynn (Palmer) Eyton ‘57

Stephanie Au ‘98 & Neil Blackadar

Nelson & Shannon Chung

Lindsay Forbes ‘96

Ursula Bell

Xue Zhi Cui & Yongjie Zhu

Joanne* & Derek Francis

Angus Campbell

Hua Ding & Hai Yan Liang

Alix (Gordon) Fredrickson ‘50

Josephine (Bellows) Chanin ‘61

David & Chikako Fong

Thelma (Keen) Gayton ‘42*

YHS Parents’ Association

YHS Foundation Donors

50 DONOR LIST

YHS Legacy Society

Mary Jean (Cooke) Otway-Ruthven ‘59

Paul Clarkson

Peggy (Parke) Gilmour ‘45*

Mary Pollock

The Coltellaro Family

Darlene (Westerlund) Glasner ‘84

Jill (Rogers) Purdy ‘57

Courtney (Smith) Cousineau ‘99

Claudia (Edwards) Goldman ‘71

Mary Raikes-Tindle

Steven & Marta Cowling

Lisa Greczmiel ‘82

Audrey (Wilson) Robson ‘47*

Ian Crosby & Karen Kim

Carolyn & Warwick Green

Nita Rodrigues

Anna Dhillon’ 95 & Salil Munjal

Nancy (Fraser) Griffiths ‘46*

Gwynneth (Thomas) Rogers ‘36 *

Susan Dhillon

Jean (Shilvock) Hackett ‘57

Stephanie Rose ‘51

Joe & Mahsa Di Placito

Pauline (Agnew) Hall ‘54

Julie Rousseau

Dr. Cindy Huang

Kimberley & Crane Harvey

Gail Ruddy

The Durmaz Family

Darcy Hausselman

Diane (Kitchin) St. John ‘50

Effective Auto Body Repair

Barbara (Bentley) Hislop ‘72

Susan (Rathie) Schouten ‘67

Farrell & David Eckman

Jaymie (Glasmann) Ho

Gillian (White) Smith ‘81 & Russell Smith

Hani Eskandari & Zahra Ahmadian

Mike & Lisa Hudson

Katherine (Black) Stephens ‘90

Ali Farshchian & Bita Ghassemzadeh

Helen (Larmonth) Hughes ‘50

Mary-Anne (Johnstone) Stowe ‘51

Markus & Janet Franiek

Christopher Hyland

Joan (Crewe) Straight ‘37*

Kate & Nicholas Furber

Gretchen (Meilicke) Hyland, Founder*

Devon Taylor ‘02

Dennis Jones Gaffer

Anita Irani

Sherry (Robson) Taylor ‘73*

Richard & Jennifer Gannon

Catharine (McGavin) Jacobsen ‘82

Dickon Thompson ‘81

Murray Goldberg

Heather & Keith Jones

Lavell Thompson ‘85

Harold & Leanne Goodwyn

Gladys (Morden) Jopling, Founder*

Caroline Anne (Sexsmith) Trausch ‘84*

Michelle Grant

Ita Kane-Wilson

Mary (Frances) Trumbull Tuck ‘41

Greater Vancouver Zoo

Kathy Kealey & Ed Willes

Catharine (Walwyn) Turner ‘84

Yi Hong Guan & San Yin Yang

Denny (Stephanie) (Frost) Lang ‘62

Lisa (Bentley) Turner ‘81

Zhenyu Guo & Shanshan Huang

Margaret (Wilkinson) Laurence ‘43*

Vicki (Frost) Vogrin ‘61

Lyndsday Gutch

Barbara (Lawson) Lecky ‘58

Margaret (Shepard) Walwyn ‘55

James Houssian & Lauren Gehlen

Sandra Lee ‘89 & David Kason

Margot Keate West ‘93 & Ben West

Christine Hu & Colin Anderson

Joanne Lee-Young ‘90

Nik Williams-Walshe

The Huang Shih Family

Alexandra Lesk ‘91 & Paul Blomerus

Alex (McBean) Wilson ‘63

Mike & Lisa Hudson

Mabel Lim

Susanne (Jopling) Wilson ‘52*

Brenden Hursh & Alice Foster-Hursh

Don Lindsay

Robyn Woodward ‘72

Hy Tea Lounge

Alan Low

Wynn Woodward ‘67

Image Smiles Dental

Elizabeth C. Low ‘17

Stephanie (Lang) Young ‘01

Charles & Stephanie Isaac Lin Ivey

Elizabeth Lyall ‘77

Jacadi Paris

Valerie (Smith) Magee ‘64

YHS Event Sponsors & Gift-in-Kind Donors

Anna-Lisa (Ekstrom) Major ‘87

Anonymous - 6

Joyride Salon & Spa

Carol Manders

Afterglow Skin Care & Ambleside Skin Care

Takahiro Kato & Yifan Zhou

Katherine Manders ‘96*

Shamir & Sophia Alibhai

Andrew Kenny & Annemarie Tempelman-Kluit

Robin Mansell ‘69

Aritzia

Surinder & Balwinder Khinda

Sarah (Procter) McAlpine ‘56*

Stephanie Au ‘98 & Neil Blackadar

Jeevan Khunkhun & Shimi Kang

Mary (McLean) McDermid ‘51

Axis Hair Salon

Robert Kopstein & Jasmine Sidhu

Alexia McGavin Coles ‘85

Edward & Sheila Barnes

La petite ecole (Shannon Bourbonnais)

Neil Menzies

Dan Barnholden & Lori Hill

Huey Lee & Olivia Kei

Camille Mitchell ‘71

Manuel & Judy Bernaschek

Peter Lee & Pollie Wong-Lee

Janet (MacDonald) Mitchell, Founder *

Sarah Boatman ‘90 & Frederic Bastien

Sandra Lee ‘89 & David Kason

Nora (McBride) Mitchell ‘35*

Dylan Brown

The Lee-Young Tulk Family

Stevie (Bryson) Mitchell ‘61

Sara Brown

Leith Wheeler Investment Counsel Ltd.

Julia Beatrice Molnar ‘75

Bunny Hill Boutique

Jon Lever & Jacqueline Wechselberger

Jonathan & Phyllis Money

Connie Chan ‘95 & Herbert Chan

Stephen Lew

Joyce (Penny) Moul ‘49

Michael & Angela Chase

Zhensuo Li & Xiaoping Chen

Anita & Oliver Neubert

Larry Chubey

Betty Liang

Nora (Mitchell) Newlands ‘67

Nelson & Shannon Chung

Don Lindsay & Jennifer MacKenzie

Caitlin Ohama-Darcus ‘07

David & Alice Chung

Douglas & Kelly Liu

Brenda (Merrett) O’Keefe ‘57

City Avenue Market

Gaozhi Liu & Zheng Wang

Michelle Ostrow ‘89 & Marc Kazimirski

Meghan (Butt) Clarke’ 93 & Steve Clarke

Cheryl Mackenzie

Gina Macdonald ‘90

Jade Seafood Restaurant

DONOR LIST 5151

YHS Event Sponsors & Gift-in-Kind Donors

Haydn & Alicia Winter

Karen Manyal

Wen Xi & Maria Xu

Saba Marzara ‘07

Zhiming Xing & Jia Ji

Paul & Kefei McComas

Ke Xu & Yun Jing Wu

Jonathan & Andrea McDonald

Xiaoping Xue

Neil Menzies & Martine Blier

Yaletown Mini Storage

Golnaz (Yeganegi) Mindell ‘96 &

Jamsheed Yeganegi & Elaheh Fasihy

Andrew Mindell

Jun Yi & Weiming Huang

Stephanie (Bryson) Mitchell ‘61

Songsong Zhang & Jian Wang

Fan Mo & Joy Ji

Mao Hong Zhang & Cai Fa Liang

Modaselle

Xiaolong Zhou & Jia Zuo

Moko Group

YHS Parents’ Association

Christopher & Tea Nicola

YHS Administration & Faculty

Nicola Wealth

YHS Alumnae Association

Michelle Ostrow ‘89 & Marc Kazimirski

YHS Board of Governors

Nora (Mitchell) Newlands ‘67 In Memory of Nora (McBride) Mitchell ‘35

John & Erin Wyder

Pamela (Clark) Robinson ‘69 For the Class of 1969’s 50th Reunion; In Memory of Terry Fouks, Deborah McKeen, and Martha Pritchard Dickon Thompson ‘81 & Lavell Thompson ‘85 In Memory of Margaret Mary (Leeson) Cochrane ‘55 Tweedledum Foundation In Memory of Janet Ward (Cliff) Campbell ‘65 Kirsten (Olsen) Youngson ‘69 For the Class of 1969’s 50th Reunion; In Memory of Terry Fouks, Deborah McKeen, and Martha Pritchard

Oxford Learning Kerrisdale Morag & Gary Pansegrau Georgia Pappas The Pearmain-Davoudian Family Susan Postma Mihovil & Marijana Prpic Pure Barre Pyrrha Jewelry David Quinlan & Melissa Carr Manoj Raval & Harpreet Gill Macario Teodoro Reyes & Paula Thomson Lisa Ridgedale Anton Rocke Kristine Roland ‘93 & James Barclay Sam & Indira Samarasekera Sandeep Sangha Kristian Sawkins & Joy Munk Denis and Leslie Schwav She to Shic Guangheng Shu & Ping Gong Erin Shum Alexander & Nydia Sinclair Sparks Children’s Education Paul & Andrea Sullivan Swiss Bakery Ivan Thomas & Nicky McConnell The Secret Garden Tea Company Third Eye Martial Arts Tom Lee Music Township 7 Vineyards & Winery Peter & Lisa Tsiandoulas Chris & Maria Tsoromocos Caffè Umbria Mark Vanry & Catriona Vaughan Steven Vanry Ved & Nirmal Varma Vandana Varshney & Patrick Lecky The Wick Family Nik Williams-Walshe William F. White International

Tribute & Memorial Gifts Angus Campbell In Memory of Janet Ward (Cliff) Campbell ‘65 Natalie Clarke ‘69 For the Class of 1969’s 50th Reunion; In Memory of Terry Fouks, Deborah McKeen, and Martha Pritchard Farrell & David Eckman In Memory of Corinth (Eckman) Carson ‘35 Derek Francis In Memory of Joanne Francis Margaret (Somerville) Frazier ‘69 For the Class of 1969’s 50th Reunion; In Memory of Terry Fouks, Deborah McKeen, and Martha Pritchard Christopher Hyland In Memory of Gretchen (Meilicke) Hyland Sarjite (Billan) Johal ‘69 & Bob Johal For the Class of 1969’s 50th Reunion; In Memory of Terry Fouks, Deborah McKeen, and Martha Pritchard Melissa (Clark) Lagusis ‘69 For the Class of 1969’s 50th Reunion; In Memory of Terry Fouks, Deborah McKeen, and Martha Pritchard Devon Leclair ‘10 In Honour of Laura Edwards ‘74 Joan (Jacobsen) Lehman ‘55 In Honour of Barbara (Sanderson) Armstrong ‘55; In Honour of Margaret (Shepard) Walwyn ‘55 Dagmar (Gray) Maguire ‘69 For the Class of 1969’s 50th Reunion; In Memory of Terry Fouks, Deborah McKeen, and Martha Pritchard Robin Mansell ‘69 For the Class of 1969’s 50th Reunion; In Memory of Terry Fouks, Deborah McKeen, and Martha Pritchard; In Honour of all outstanding teachers and students encountered as a Yorkie

* 52 DONOR LIST

Denotes those people from our community who have passed away.

2019-20 YORK HOUSE SCHOOL REVENUE SUMMARY

YHS FOUNDATION REVENUES DONATIONS 37.8% INVESTMENT INCOME 62.2%

EXPENDITURES FINANCIAL AID & SCHOLARSHIPS 84.7% ADMINISTRATIVE 2.6% ENRICHMENT 12.7%

YHS SOCIETY REVENUES TUITION 82.5% GOVERNMENT GRANTS 12.1% OTHER 3.0% FOOD SERVICES 2.4%

EXPENDITURES SALARIES & BENEFITS 71.6%

FACILITIES 5.3%

AMORTIZATION 8.6%

ACADEMICS 4.1%

FOOD SERVICES 2.2%

ADMINISTRATION 8.2%

FINANCIALS

53

$

$

$

FINANCIAL AID & SCHOLARSHIPS The York House School Foundation proudly offers a variety of

FOUNDATION

scholarships to incoming students who demonstrate excellence in academics, co-curricular programs, and citizenship, and whose families demonstrate financial need.

Year 54 FINANCIALS

55

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