Magazine Fall 2013Annual Report 2012-2013

FoR FRiends And FAMiliesoF The YoRk school / VolUMe 4, issUe 1FAll 2013

Magazine Fall 2013Annual Report 2012-2013

Contents

The York School

A coeducational, non-denominational International Baccalaureate World School for students from Junior Kindergarten to Grade 12

Junior School (Junior Kindergarten – Grade 5) 1639 Yonge Street Toronto, Ontario M4T 2W6

Middle & Senior Schools (Grades 6 – 12) 1320 Yonge Street Toronto, Ontario M4T 1X2

T 416.926.1325 F 416.926.9592

Our mission: To develop inquiring, knowledgeable and caring young people who are engaged citizens of the world.

York on Yonge Magazine is published by the Advancement Department for the families and friends of The York School.

Executive Director of Advancement Hallie McClelland hmcclelland@yorkschool.com

Marketing and Communications Officer Principal writer Marika Motiwalla mmotiwalla@yorkschool.com

E-Communications Officer Principal photographer Kara Lysne-Paris klysne-paris@yorkschool.com

Advancement Officer Jennifer Dickie jdickie@yorkschool.com

Advancement Assistant Annie Koshy akoshy@yorkschool.com

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Welcome from head of school

collaborating with chromebooks

iT integration

coaches collaborating

Mentoring 101

A Material World

Grade 5 Ambassadors in Action

Alumni Profile nikki Toten ’06

champions celebrate

Reflection on outdoor education

Q&A with counsellors/Parents

dealing with stress and Anxiety

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Annual Report 2012-2013

Message from chair of the Board

Message from head of school

Board of directors

Message from chair of the Finance committee

Financial information 2012-2013

Message from chair of the Advancement committee

Message from YPA President

cumulative donors

Annual donors

Gift-in-kind donations

Volunteer list

class of 2013

University Map

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WelCome from head of sChool

Conor Jones

Welcome to the Fall 2013 edition of York on Yonge Magazine

When I was in school collaboration meant being in the same classroom with my partner or group and perhaps calling one another on the phone as we sat at our kitchen tables, phone cords stretching from the wall. It is safe to say those days are long gone. Now, our students are collaborating with their peers, teachers and experts around the world in every subject area, all the time and more importantly, in real time. With every lesson or experience students are finding new ways to listen to each other and problem-solve using the latest technology for group work and research. In this edition of York on Yonge Magazine you will find collaboration at the core of many of these success stories. Whether it is winning a match on the soccer field, peer-editing on a Chromebook, being a part of the Peer Mentor Programme or changing the look of Toronto’s sidewalks by collaborating with local entrepreneurs, the stories in this magazine will open your mind to the amazing things that come from The York School community’s cooperative spirit. Thank you for reading this magazine and sharing it with others.

Conor JonesHead of School

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Collaborating With Chromebooks

Under the tutelage of Director of Learning, Innovation and Technology Justin Medved and his team, our school is constantly looking for new ways to incorpo-rate the right technology, in the right place, at the right time.

The recent purchase of class sets of personal web-based computers called Chromebooks marks a new layer of technological literacy introduced to our students. With these innovative and economical computers, Grade 5 students now have the full benefits of interactive, real-time cloud computing at their fingertips. Chromebooks support information sharing resources such as Google Docs/ Drive, Gmail, Google Calendars, Google Presentations and Google Search. Since Primary Years Programme (PYP) Exhibition and other collaborative projects occur throughout the Grade 5 year, having access to these programmes is an innovative way of keeping students on task while encouraging them to work with their peers and receive feedback from their teachers. “I was able to view their work and provide real-time feedback fast

and effectively. It allows for the students to work efficiently and see what others are doing,” says Grade 5 teacher Ryan Hewgill. Some examples of projects that have already been enhanced by having Chromebooks available include weekly journal entries based on current events, student presentations on “Secrets to a Long Life”, research on municipal, provincial and federal government websites for a Law and Order unit, combining reading comprehension answers in French classes and using YouTube to search for lyrics and music tutorials. As well, peer-editing can now occur easily for all of these projects because of the ease and efficiency of the sharing and commenting features of Google Docs/Drive. “They are so much fun to work on and so easy to use,” says Grade 5 student Lieveke Bax. Thanks to the foresight and innovative spirit of our technology department, these lightweight machines are welcome new additions to the Grade 5 classrooms. They are helping build a culture of collaboration, which is an essential component of a successful final year in the PYP.

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it integration

18,509 DOCS14,234 FOLDERS4406 SPREADSHEETS864 PRESENTATIONS789 USERS648 GROUPS217 SURVEYS/QUESTIONNAIRES50 CHROMEBOOKS

In March, 2012, The York School moved to the world of Google Apps. This infographic shows how fully integrated Google technology is at our school.

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left top: members of the learning, innovation & technology department, from left to right:kathleen Peak, Justin medved, afzal shaikh, dan taylor and david de la huertaleft middle and bottom: grade 5 students working on Chromebooks

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teaCher heather sWanson & Community CoaCh marko milanoviC rise to the Challenge

CoaChes Collaborating

Before every practice this fall the Under 14 Boys Soccer team greeted their coaches and each other with a handshake, hug or high five. Teacher Coach Heather Swanson and Community Coach Marko Milanovic worked together seamlessly to set a culture of positive energy and confidence among the diverse team of Grade 6, 7 and 8 boys.

For this team the key approach was mentally preparing for matches and developing a strong work ethic which propelled them to have the best season in the history of the team. Both coaches encouraged communication between all players as a means to develop confidence and respect. The players were often given freedom to make their own decisions and work together to solve problems on the field. It did not matter if a player was shy, outgoing, highly skilled or just getting introduced to soccer; many benefits were experienced on the field when the boys learned how to communicate with each other, according to Marko. “If they talk more with each other, know about each other’s days, care about each other, then they are going to play better than before,” he says. Marko lives and breathes soccer and has his whole life. A native of Serbia, Marko has played on many teams including the Serbian White Eagles, the Ryerson Rams, Metro Lions and the first division team in Belgrade, Serbia. He is currently the Academy Director at North Toronto Soccer Club and coaches both young boys and girls. Being passionate about the sport, Marko continues to educate himself every year by attending coaching conferences and training sessions all over the world.

Director of Athletics Rick DeMarinis knows that having seasoned experts like Marko coach our student athletes is important because they can offer specialized training and an indepth understanding of a sport that contributes to a player’s athletic development and a team’s ranking. The Under 14 Boys Soccer team reached the semi-finals this season and although there were several matches where players shone, the highlight of the season for Coach Marko was when Grade 7 student JP Briggs (after just returning from an overnight retreat with the school) made it to practice with a smile on his face and was ready to play even though he was tired. “For me, the values I’m looking for in a student athlete are to be honest, hard-working, disciplined and to do everything with passion because other- wise what’s the point?” says Marko. While Heather is passionate about supporting student athletes, working with Marko has helped her become “a better coach.” “He brings the expertise and I bring the organization. It worked really well and it’s really neat to see how he tailored the practices to what the students’ needs were. As a result I think the boys worked better together because they know their own strengths and how they can support the team. Marko always got my input and I always fulfilled my other role of cheering really loudly,” she says with a laugh. When on the topic of working with Heather, Marko breaks his stoic demeanour and smiles. “She’s really amazing. She fits right in with my positive energy, she’s a very positive person by nature, she’s very organized, she’s great with kids so with all of that it was a perfect match,” he says.

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Points of vieW

mentoring 101

This year sixteen Grade 11 students and fourteen Grade 12 students were chosen to be mentors because they demonstrated strong leader-ship skills, approachability and the promise of being great role models for students in Grades 6 to 9. They are now part of a Peer Mentoring Programme that is led by Guidance Counsellor Alison Champ and Middle School Counsellor Glen Blair. The role of the mentors is to offer advice to younger students throughout the year on academic, social or emo-tional issues they may be facing. Both Alison and Glen attribute the success of this programme to the dedication of their mentors and the fact that younger students look up to older ones and will listen to what they have to say. “We want the mentors to have a presence in the school and to get to know younger students on a personal level so those students will talk to them about topics they might not want

to come to see a teacher or counsellor about,” says Alison. Grade 12 student Paula Murmann is a mentor to Grade 9 students while Grade 11 student Dan Schechner is a mentor to students in Grades 6 to 8. They each shared their thoughts on the programme.

Why did you choose to become a mentor?Paula: Through my years at the Middle School I looked up to the mentors; they were my role models. I chose to be a mentor because of the opportunity to interact with younger students who are now in a place I was many years ago. It’s a chance to talk to them, but to also help them both socially and with school work.

Dan: I chose to become a mentor because of my great experiences with my own mentor when I was in Grade 9. He helped me adapt to the school environment which was different from anything I had seen before. I’d like

to help new students to the Middle School in the same way I was helped.

What is the most rewarding aspect of being a Mentor?Paula: The best part is always seeing how happy and grateful the kids are when they see us, but also to act as another support system besides the guidance counsellors and teachers.

Dan: The most rewarding aspect of the programme is definitely seeing the students look up to you. While our age difference may not be very big, they think of us as leaders and role models. They listen to us and want to be our friends.

Give me an example of a session you have had with a younger student and how it was successful.Paula: Last year a group of mentors went into a Grade 6 class to do a session on teamwork and leadership. We brought in a tarp and instructed the entire class to fit on the tarp as we kept making it smaller. All of us were so impressed by how successful they were—some students came forward as leaders by instructing other students and coming up with ideas like giving each other piggy backs.

Dan: Recently the Grade 11 mentors went to Camp Oochigeas and planned activities for students in Grades 6 and 7. We planned colour wars, splitting half the kids into the blue team and half into the red team. Each team had three mentor captains and there were various activities planned as competitions. The kids enjoyed themselves and stepped a little out of their comfort zone, as many of them were new to the school and had to collaborate with kids who they didn’t know well. The kids’ level of enthusiasm was actually very surprising and the colour wars were probably the highlight of their trip to Camp Oochigeas.

What are some ways you collaborate with your fellow Mentors?Paula: We collaborate by planning mentor sessions together whether it’s trivia, games or talking sessions. Another big way we collaborate is when we go up to Camp Oochigeas. When the Grade 12 mentors went up with the Grade 9s, we needed to collaborate to plan campfires and afternoon games.

Dan: This programme is all about collaboration and cooperation between the mentors. We plan school-wide activities as a group and meet every cycle to organize new initiatives. We also work in smaller groups with more specific tasks: for example, each Middle School homeroom has two mentors who are assigned to it and visit it one to two times a week before school.

What are the three most important aspects of being a role model?Paula: I believe it’s important to be a leader, someone who people look to for help or guidance. Also, it’s important to be a positive participant in the community and an approachable person who is easy to talk to.

Dan: The three most important qualities in a role model are being approachable, a leader, and patient. Being approach-able is important because it allows one to create better relationships with those being mentored. Having leader-ship skills is also crucially important because it allows those being mentored to see how good planning can lead to effective outcomes. A mentor who is a poor leader will not be able to sufficiently teach the children what they need to know and give them advice on their future. Finally, it is important to be patient because sometimes long- lasting relationships take a long time to form and it is essential for the mentor to be patient with this.

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a material Worldyellow and orange leaves crunched beneath their boots as the grade 1s filed into the york school classroom at the evergreen brick Works on october 28. With the morning sun shining and a crisp wind blowing, the stage was set for an artistic encounter with nature.

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This visual arts field trip was part of the Primary Years Programme Unit of Inquiry called A Material World. This unit explores how the world works by understanding the development of materials, the ways different materials are used, the manipulation of materials for specific purposes and the environmental impact of the human use of materials.

Visual Arts teacher Joanne Schwindt wanted to introduce students to materials that can be found in their homes and in the natural world and develop art projects to showcase them. She collaborated with homeroom teachers Julie Selley and Anne Bell to develop a holistic learning experience for students. Once at the Brick Works students spent the morning out in the fresh air on a hike to the natural clay grounds and then returned to the classroom to build their own

clay sculptures, while at the same time reflecting on the relationship humans have with the environment. “Whenever students learn, it’s not just in the classroom—it’s on a tactile level as well, so it becomes really well-rounded and is a nice cohesive way of building their knowledge,” says Joanne. Parent volunteers joined the hike and got to enjoy the awe shown by the students as they came across and picked up different plants and wildlife. The Grade 1s saw clay in its natural state, learned about plant life such as the staghorn sumac, the last flower of the fall called the aster and touched insects such as a fuzzy caterpillar known as the “Woolly Bear.” “Through exploring their relationship with the environment students can see how much control they have over the planet and that is a great lesson for them to learn at a young age,” says Joanne.

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“ i became an ambassador because one of the jobs i want to be when i grow up is Canadian ambassador, so i’ll get some practice for that.”—Sam Barnard

“ i like talking to new people and meeting new people.”—Lieveke Bax

“ my favourite room in the school is the Junior school library because i love the subject and there’s a lot of cool projects and i used to not like reading, but after i came to the york school, i love reading.”—Lauren Pollack

“ you will always make friends at the york school and the teachers are really nice and everything is awesome about the york school.”—Christian Walker

“ my favourite thing about this school is probably my friends because they are really kind and are always there to support me.”—Eliana Pascolo

grade 5 ambassadors in aCtion

“I’m so excited, I can’t wait!” says Grade 5 student Cleo Bushell. Around her, 25 of her Grade 5 compadres fidget excitedly in anticipation of the task ahead. Some get into partners and practice their opening lines, which range from “Welcome to York!” to “My favourite room is the art room!” and “What grade is your child in!?” This group will be tour guides for parents and families attending the Junior School Open House. With fact sheets in hand and discarded maps strewn about on tables (“I already know the school by heart—I don’t need the map!” says Ella Mathison) they all have one eye on the door and are ready to show guests around the Junior School with their own personal flair. All of these students are part of the Admission Department’s Grade 5 Ambassador Programme. They greet visitors, give tours and most importantly share their perspective on life at The York School with families visiting the school for the first time. “I really like (The York School) because all of the teachers are so nice and everybody loves to play with everyone,” says Grade 5 student Jordan Hausman.

By taking on the role of Ambassadors, these young students share the stories they have experienced within the walls of the school in a way that only someone who has lived it can, and that is powerful for prospective families. Parents looking to send their child to an independent school have many choices to make and meeting students plays an important role in helping them truly understand the culture of the school. “In order to find the right fit for your child, you need to take the time to get into the hallways and classrooms to gain insight into what would be the reality of the day-to-day experience for your child,” says Head of School Conor Jones. Having a Grade 5 Ambassador show you around does exactly that while providing a candid look inside the Junior School. This initiative has received very positive feedback since its inception. “Prospective parents and families see in our Ambassadors what they want their own children to be like: articulate, engaged, knowledgeable and kind students. That, I believe, is why it’s a special opportunity when prospective families get to be toured by a Grade 5 Ambassador,” says Admission Officer Natasha Estey.

“ i really like (the york school) because all of the teachers are so nice and everybody loves to play with everyone.” —Jordan Hausman, Grade 5 student

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Certain moments encapsulate why Nikki Toten, Manager of Development and Community Engagement at Scadding Court Community Centre and York School alumna, loves her job. One such moment was when the Kitchen Away from Home programme was born. The story goes like this: about six months ago a woman came into Scadding Court and began using a slow cooker in the lobby to make her dinner. Instead of telling her this was a fire hazard and turning her away, Scadding Court staff inquired why she needed to do this at the centre and how they could help. Not long afterwards, the Kitchen Away from Home programme was established. The programme allows

women living in a shelter across the street to use the Scadding Court kitchen to make home-cooked meals and store them in a communal fridge—something that was not possible at the shelter. Nikki says that stories like this happen all the time at the centre and is just one reason why the last two and a half years have been extremely fulfilling. She adds that the centre’s ethos, to reach out and collaborate to achieve solutions that benefit everyone involved, is aligned with her own beliefs and fits well with her educational and volunteering background. Nikki’s penchant for volunteerism started young. While at The York School she took part in the Service Learning Trip to India. She describes her three weeks volunteering at the Families for

alumni Profile

nikki toten ’06

Children orphanage as an experience that impacted her profoundly and changed her life so much so that she chose to return that year for a month with two of her classmates during their summer vacation. “India was a completely different world and was something that we had never experienced before. We got so much out of it while we were there and I learned so much about the culture, what life was like for people there and what struggles they were facing,” she says. After graduating from York in 2006, Nikki then attended the University of Chicago for one year before transferring to Bryn Mawr College, where she could study Growth and Structure of Cities. During her time at Bryn Mawr she interned at the Village of Arts and Humanities in Philadelphia and volunteered at the Benevolent Society in Sydney, Australia. Nikki attributes much of what she knows about com-munities and urban centres to the people she met and learned from during her volunteerism. However, one thought kept presenting itself during all of Nikki’s experiences and travels: “The more time I spent being away, the more I was interested in coming back home and seeing what challenges Toronto faces. I wondered why I was travelling around the world to address challenges in different countries when my own communities have challenges too,” says Nikki. Now, in her role at Scadding

Court, Nikki addresses concerns of Toronto residents in need every day. The centre has everything from early years programmes to programmes for senior citizens. Nikki’s eyes light up when she speaks about the variety her job offers—an average day can be filled with grant writing, meetings with colleagues, partners, funders or programme staff and projects that range from $200,000 grants to $10 transactions with vendors. One project Nikki manages is Market 707, a venture that places retrofitted shipping containers in front of the community centre and transforms them into vending stalls. These stalls are rented out for $10 to $25 a day and they can be used for everything from a bicycle repair stall to an art studio or food vending station. The idea is to provide affordable retail space in Toronto for entrepreneurs who wouldn’t otherwise have access to space to get their ideas off the ground. Today, there are 11 different kinds of street food vendors and a variety of other businesses operating out of Market 707. This is a passion project for Nikki as she is constantly working with vendors and city officials to nurture and grow the programme. When asked what she sees herself doing in ten years, Nikki pauses. She is not exactly sure, but she can say with confidence that she sees herself in Toronto working with others to better their communities. “It just works for me,” she says.

“ the more time i spent being away the more i was interested in coming back home and seeing what challenges toronto faces.” —Nikki Toten

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ChamPions Celebrate

Under the guidance and training of Teacher Coach Brian Eaton and Community Coach from the North Toronto Soccer Club Octavian Ghidanac, the Senior Boys Soccer team finished the season as undefeated champions this fall. The final match against Albert College was a huge triumph with a score of 5–1. This was the first time this team had reached the championship match in the history of the school. Every player improved individually, but perhaps more powerful was their solidarity and cohesion as a team.

Here are some thoughts on the season:

“Winning the championship was the single greatest moment of the season. However, it was made exponentially better due to the atmosphere created by the fans who came out to watch...it really provided an extra boost to the team during the game. Winning for the school, in front of all our friends, made the game that much more special.”—Zakariya Ali, Grade 11

“One thing the Community Coach was able to help me with was my awareness both on and off the ball. Octavian understood my weaknesses as a

first-time player and gave me different exercises and suggestions on how to fix them, and by the end of the season I felt a large improvement in my understanding of not just the game, but more so what was going on around me at all times. —Christian Byrne, Grade 12

“The most important lesson I learned from our coaches was patience, selflessness and trust. I am glad that I was a part of a great team.”—Ali Amirzadeh, Grade 11

“The most important lesson I learned from my coaches is that everyone must be involved in order to be a successful team or else we won’t be able to play as a team.”—Muhammed Jallow, Grade 11

“We are brothers, regardless of age, on and off the field.”—Alex Sigel, Grade 12

“Octavian introduced a passing and possession game that resulted in us dominating time of possession and successfully creating scoring opportu-nities. His love and knowledge of the game was infectious and resulted in each player wanting to improve both as individuals and as a team.”—Teacher Coach Brian Eaton

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refleCtion on outdoor eduCation by triP Coordinator merCede rogers

being outdoors challenges students in different ways from what they might experience in the classroom. the natural world is constantly changing and filled with unknowns. this leads to an increased need for awareness and requires a student to make many decisions that will have immediate results. i believe that when students are immersed in the outdoors, incredible things can happen.

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While outdoors I have witnessed students coming together and collaborating in a variety of amazing ways. This fall, our Grade 6 students were tasked with working in small groups on an area of land at Camp Oochigeas. The activity was linked to their in-school study of the book Touching Spirit Bear by Ben Mikaelsen in which a young boy must live off the land on a North-ern Alaskan Island. Their tasks were to make a shelter, find a water source, identify hazards in the area, explore any animal signs, identify edible and medicinal wild plants, offer a gift to the space and hopefully have some fun along the way. To accomplish these challenges, students were given freedom of movement and could self-select which tasks were of interest to them as long as all tasks were accounted for within their group. At one point I sat in my group’s shelter and listened to four students openly discuss what changes they would make the next time they built a shelter and what materials were better for making a roof. They checked in with other group members to see how their tasks were coming along and gave tours to one another showing what they had accomplished. They compromised, listened to reason and were open to the views and opinions of others. The programme was set to last for an hour and forty-five minutes; two and a half hours later I was crow calling 49 dirty Grade 6s out of the forest so we wouldn’t be late for lunch.

I remember sitting in a field on that sunny day with some of the students. We discussed how the time had flown and what discoveries we had made. We shared stories of walking on logs, making natural containers, building fires and the things we found funny. Their voices were filled with accomplishment, pride and energy. One student realized that in order to climb up a rock he needed to keep his body low and trust his footing; another learned that using natural lean-to’s and crevices was a good way to begin building a shelter instead of starting from scratch. Some mentioned that sitting on soft moss was more comfortable than a rock and that sticks shaped in certain ways can be used as good digging tools. The Council of Outdoor Educators of Ontario identifies four components of Outdoor Education: education for character, curriculum, environment and well-being. At The York School we seek to offer diverse experiences and embody these components. At the end of the day the results are undeniable. I see youth being active, making good choices, being kind to one another, exhibiting good judgement and problem-solving. I see them interacting positively with the natural world, self-selecting and listening to one another. At the heart of it all I see children being children and exploring their place in the world. Before heading to dinner that same day, we shared one last experience —this time it was voicing what we were grateful for. The group agreed—we were thankful for the earth.

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Why york?

Q&a With Counsellors/Parents

left: the york school counsellors/parents and their children, from the top:middle school Counsellor glen blair and son aidan blair, grade 10 social Worker and Junior school Counsellor elissa kline-beber and son sam beber, grade 10 middle school Counsellor liz o’dwyer and son William o’dwyer, grade 12

Three York School counsellors have their children enrolled at The York School, giving them a unique perspective on social, emotional and academic aspects of a student’s life. Please read on to learn about what brought each family to The York School, as well as current perspectives now that they are here.

Why did you choose The York School for your child?Liz: We had been overseas for six years living in the Netherlands and William was at the American Interna-tional School in Rotterdam. We knew we were coming home to Toronto and I wanted him to continue with the In-ternational Baccalaureate Programme even though he was only going into Grade 7. We knew we wanted a co-ed IB school in Toronto. William has an older brother and sister as well so it was great that they could all be in the same building. I also wanted him to be in a small community environment. All of those things make The York School.

Elissa: Sam came to The York School in Grade 9 which was a year after I started working at the school. We made the decision to wait until after I had spent a year at the school because I felt it would give me a really good opportunity to understand the school ethos. After

having been in the school for a while I felt as though its community was a place where Sam could be successful.

Glen: We were in Africa for three years, China for ten and Bolivia for two, so my son has never been anywhere but at an international school. Last year we came back to Canada. The move to Toronto was a hard transition. He was in a public school to start but it wasn’t the right fit. When he came to visit The York School and he met Music Teacher Fabio Biagiarelli, it was within five minutes that he had made the decision to be here. Additionally, the IB pro- gramme was always something I planned on having him participate in so it just made sense.

What did you like about The York School when you visited?Elissa: I liked the size of the school. I liked that the kids were working hard and were really engaged in what they were learning and I thought that kind of learning would be really relevant for Sam and the kind of learner he is. For Sam I think technology is very appealing and I think that at the school they use technology in a way that really augments learning. I knew that would really resonate with him and I think he really likes the collaborative nature of the school.

Liz: We came to visit and we loved it; just the feeling when we walked into the building was amazing.

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Does a certain aspect of your child’s experience at The York School stand out in your mind?Elissa: I found it really exciting watching Sam take charge of his own learning and be responsible for his own learning. One of the things that I think has been most meaningful for me is seeing that his high school teachers really know their students and have really made an effort to get to know him as a person and understand how he ticks as a student. I think that sends a really important message to students about teachers’ willingness to support a child wherever they are in their learning.

Glen: Aidan has only been here a little while and he has already joined the cross-country team, made the basket-ball team and performed a saxophone solo in his class, so I mean what he has already accomplished is amazing. He has put himself out there and the com- munity is favourable to that. A highlight would just be the acceptance he has experienced and that he has picked up right from the moment he started.

As a counsellor, what is the most important aspect of any child’s experience at school?

Liz: My feeling is that if a student does not feel like they belong or they don’t feel that anybody cares about them, then they are not going to take that risk or ask the questions they want. There has to be a very nurturing and caring environment in the school and I think that’s something that counsellors can help students with. They need to know

that someone is in their court when things are turning upside down for them and to champion them as we do here.

Elissa: I really think it’s so important for kids to have a place at school to learn about themselves and to learn about the people around them. I think generating respect for yourself as a learner, for yourself as a member of the community, for people in authority and for your classmates are all really important.

Glen: I think that safety creates confidence and so a student has to feel safe, that they can take risks and that they can push and challenge themselves. So as a counsellor I’m looking for the self-esteem aspect and can a school create capable, confident children. That was the key piece I was looking for in a job. I was looking for a school that had counselling and a programme that I felt was developing kids in a way that I could support and then once I found that it was this way at The York School, then I felt comfort-able bringing my child here.

What is something that you’ve noticed The York School does differently from other schools?Glen: What’s interesting for me is that I looked at my daughter possibly coming here next year for Grade 9 and was so impressed with the Integrated Canadian Experience (ICE) programme that I would shout out loud from the treetops that we have the best Grade 9 programme in Toronto. It is an awesome, experiential programme where students get to know Toronto.

Elissa: One of the greatest strengths of our school is that the kids are known for who they are to the staff and to each other. I don’t think it’s easy to be a teenager and I think it’s so crucial to have a safety net of knowing who a child is so we can notice if a child is having a hard time or struggling.

Liz: The teachers find out what a student’s strengths are and boost those and also where you need to improve and they help students with that as well.

What do you hope your child is equipped with academically, socially and emotionally when they graduate?Elissa: Academically, I hope that Sam’s equipped with really good pre-university skills and I feel really confident that he is going to be. Socially, I think Sam naturally is a child who has always nurtured friend-ships and I’ve been really pleased to see that the school was a place where he was able to meet a whole group of

new students and really find people that he connected with. Emotionally I’d like him to see himself in a positive light and see the endless options available to him. I think that’s a model we really adopt at the school, that we really want to keep our kids’ eyes open to whatever path they choose to take.

Liz: I would like William to be confident in the knowledge that he’s acquired and in his ability to make the right choices down the road.

Glen: The social and emotional aspects I’m hoping for are the transferable skills. So the ability to hone and develop skills that they will then transfer to and be useful at university or in their first jobs. Simply, if you look at the IB Learner Profile and you say if my kid has those attributes and is focused on them, they are going to be successful in life.

What is the best part of being a York School parent?Liz: I would say the community, everyone was welcoming and it was a great network when we came back to Canada, so it became our family.

Glen: Communication is strong and really it’s knowing your child is happy going to school. Living with a happy teenager is great.

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Camh Panel: a disCussion on

dealing With stress and anxiety

“With growing pressure to perform at school and fit in socially, stress and anxiety are common problems teenagers face today. The Globe and Mail reported that ‘Today’s teenagers report being signifi-cantly more anxious than their mothers and fathers were at the same age—and they are certainly the most medicated generation of under-18-year-olds in history.’

This fact has grabbed the attention of schools, universities, doctors and the media as it is a very real problem and can significantly impact teenagers’ well-being in the short and long term. Earlier in the year dedicated and long-time York School parent and

Centre for Addiction and Mental Health (CAMH) volunteer Liza Mauer and Bishop Strachan School parent Susan Caskey brought forward the idea of hosting a panel discussion on the topic and the school welcomed the opportunity to bring this conversation public. The esteemed Valerie Pringle moderated the panel of experts who included: Dr. David Goldbloom, Senior Medical Advisor, Education and Public Affairs at CAMH and Dr. Joanna Henderson, Clinician Scientist and the Head of Research, Child, Youth & Family Program at CAMH.” —Conor Jones, Head of School. To watch the entire panel discussion please visit: www.yorkschool.com/camh

from left to right: valerie Pringle, dr. david goldbloom and dr. Joanna henderson

www.yorkschool.com/gala2014

AnnUAl RePoRT 2012-2013

message from Warren bongard Chair of the board

I am pleased to present the Board’s Annual Report for the 2012-2013 school year. The York School continues to provide an exceptional education for our students and improve the experience for all in our community. The York School is on sound financial ground and continues to be responsible.

This year was my first year as Chair of the Board and I thank the community for this opportunity. I must also thank Ann Glazier Rothwell, Vice-Chair and Stephen Karam, past Chair for their continuing guidance and

support. Over the past year the school has continued to make improvements based on the direction that Conor Jones, Head of School, provided in his first year in that position. Conor’s leadership is evident in the progress of the school and the Board is pleased with his vision and overall direction. The passion Conor has for education and for The York School has a positive effect in all aspects of our school from the delivery of curriculum in the classroom to the energy evident at events in the wider community. Our current enrolment is 604 students. In the Junior School, we are at or near capacity in JK and Grades 3 through 5. For the Middle School, there was significant interest in Grade 6, which resulted in our opening a third class. The Senior School experienced greater than usual growth for Grades 10 and 11, with the IB Diploma in particular being a draw for international applicants. This has resulted in the highest Senior School enrolment in the history of the school. The enrolment forecast and interest shown for 2014-15 is consistent with historical trends and indicates a strong interest in our school for the coming year. The Admissions efforts were supported by our marketing plan and advertising presence. The fall saw a continuation of our successful “Be yourself. Be great” advertising campaign, which had presence on transit shelters, in print publications and online. The campaign targets prospective Middle and Senior School students and prospective Junior School parents. The commitment of volunteers and the generosity of York School donors expanded the horizons for our students in 2012-2013. Thanks to our dedicated community, over $320,000 was raised through the Annual Fund and from events in the 2012-2013 fiscal year. These funds do not go to operating expenses; instead, they enrich student life by providing important support for our educational and co-curricular programmes, school development and enhancements to curriculum not covered by tuition. Areas funded in 2012-2013 included the Junior and Senior Kindergarten Discovery Zone space, TEDx, the Middle School Commons Area, the outdoor Courtyard at 1320 Yonge Street, equipment for the Middle School Design and Technology programme, professional development for our faculty and staff, class sets of iPads and much more. The Advancement team also worked with more than 140 parent volunteers who donated more than 4,000 hours of their time to run over 50 successful events throughout the year.

On behalf of the Board I thank The York School community, parents and alumni for their support and participation in the life of the school. I would also like to thank the current and past members of the Advancement Committee for their dedication and leadership. The 2012-2013 year saw great academic success at every level. One hundred percent of students attempting the International Baccalaureate Diploma received it, with our average matching the historic high of 33 points. Our graduating class of 54 students gained admission to 23 different universities in Canada, the United States and the United Kingdom. These universities included McGill University, Queen’s University, the University of Toronto, Yale University, Brandeis University and the University of Westminster. Congratulations to Senior School Principal David Hamilton and all his staff on these successful results and for a fantastic year socially and academically at the Senior School. Our Middle School had a stellar first year under Principal Helen Gin. Her vision focusing on the social needs of our Middle School students has made a difference in the daily experience of our Grade 6, 7 and 8 students. We intro-duced elective courses in Mandarin, Vocal Music, Spanish and Drama, which were all received well by students. With a continued focus on Learning Skills, our students are well-prepared for what is to come. At the Junior School, Jennifer Wyatt was introduced as Vice-Principal and Director of Curriculum. Jennifer successfully implemented the guided reading programme for Grades 3 to 5 and is currently revising our Junior School Mathematics curriculum. This coming year marks Susan Charron’s last year as Junior School Principal as she will be retiring at the end of this academic year. Jennifer Wyatt will follow as Principal next year, having had two years working with Susan and our community. In June Rick DeMarinis was appointed Director of Athletics for JK to Grade 12 and the transition has been successful. Rick’s plans to reinvigorate the Athletics Programme at The York School are well underway. In Athletics at the Junior School, 95% of students in JK to Grade 5 participated in our Sports Development Clinics and 90% of eligible students participated on Under 10 and Under 11 competitive teams. This was an extremely strong year for participation at the Junior School and it speaks to the importance The York School places on developing fundamental skills and a healthy, active life from a young age. At the Middle and Senior Schools, students played on 39 competitive teams and there was approximately 75% participation among students. A highlight of the year was when the Senior Ultimate Frisbee team won their fourth consecutive CISAA Division 1 championship. As we look back on a successful year, we are also saying goodbye to outgoing Board Members: Liz Schad who has served on the Board since 2008, Sara Bellamy who has been a Board Member since 2009 and Deanne Saunders who has served since 2012. We thank these individuals for their dedication to the school and community.

Sincerely,

Warren Bongard

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message from Conor Jones head of sChool

The success of our Junior, Middle and Senior Schools is evident in the stories presented in York on Yonge Magazine as well as in the reports and financial statements in this Annual Report.

As this report indicates we are on sound financial footing and have a very generous and dedicated parent body. Thank you to Chair of the Board Warren Bongard, Chair of the Finance Committee Andrew Kay, Vice-Chair of the Board Ann Glazier Rothwell and York Parents’ Association President Leslie Giller for their

leadership and messages in this publication. I also thank past Chair Stephen Karam for his years of service and continued commitment to the school and all members of the Board who have committed their time to guide both myself and the school through this successful year. I would be remiss in this message not to thank the parents, past parents, students and alumni, all of whom strengthen our community and make the stories highlighted in the magazine possible. Your spirit, generosity and thought-fulness make The York School a thriving and wonderful place. In many ways while the school is focused on students and our decisions are always centred on them, those people at the front of the classroom, leading the trips and providing the support are the heart of our school and so I thank our exceptional staff and faculty. Your passion and commitment will be reflected in years to come as our students and graduates look back on their experiences at The York School and apply what they have learned here throughout their lives. It was a proud time for me when I shook the hands of every 2013 graduate as they crossed the stage to receive their diplomas in June. I know they will go on to achieve great things and lead inspiring lives. Congratulations to each of them as they begin their bright futures.

Sincerely,

Conor Jones

board of direCtors

Board of Directors 2012-2013

Chair:Warren Bongard

Vice Chair:Ann Glazier Rothwell

Members:Allison MenkesAndrew KayAndrew SheinerDeanne SaundersJohn BrownJoel FeldbergLiz Schad Lloyd PerlmutterLynn ClarfieldSara BellamyStephen KaramTim Thorsteinson

Ex-Officio:Conor JonesHead of School

Katie LeopoldDirector of Finance and Operations

Leslie GillerYork Parents’ Association President

Board Secretary:Kimberley Benoit

Board of Directors 2013-2014

Chair:Warren Bongard

Vice Chair:Ann Glazier Rothwell

Members:Allison MenkesAndrew KayAndrew SheinerAngela VavitsasDerrick AbrahamDuriya PatelJohn BrownJoel FeldbergKen RotmanLloyd PerlmutterLynn ClarfieldNandini DasGuptaStephen KaramStephen YuzpeTim Thorsteinson

Ex-Officio:Conor JonesHead of School

Katie LeopoldDirector of Finance and Operations

Leslie GillerYork Parents’ Association President

Board Secretary:Kimberley Benoit

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message from andreW kayChair of the finanCe Committee

The 2012-2013 year was another successful financial year. Under Conor Jones’ leadership we continued to take strides forward to ensure a healthy financial future for our school. The year was also a transitional one, as Annette Whiteley retired after 15 years of service to The York School and Katie Leopold took on the role of Director of Finance and Operations in January 2013. The transition has been smooth and I am pleased to report we are on sound financial footing.

The fiscal year ending June 30, 2013 saw enhancements at both school sites. Although there were no significant capital expenditures we invested in our technology and innovation department with new iPads and other cutting-edge educational tools. We also supported our athletics programme by bringing in the expertise of community coaches for our student-athletes, as well as funding transportation of our teams to and from games. These latter changes have been a great stepping stone for the advancement of our athletics programme under the leadership of our new Director of Athletics Rick DeMarinis. We also enhanced outdoor student spaces, such as the Courtyard at 1320 Yonge St., to ensure our students have a place to socialize, work in groups and enjoy the outdoors. Enrolment for the 2012-2013 school year was at an all-time high with most grades at or near capacity. It will continue to be our intention that tuition fees be based on the operating needs of the school, while remaining competitive with other GTA independent schools.

Balance SheetOverall, the balance sheet is showing balances comparable with those of the prior year. We continue to show a strong cash position, which is complemented by increased levels of accounts receivable. Our liabilities have remained steady and represent accounts payable, prepaid tuition amounts, deferred revenues and the mortgage. The most significant change was the adoption of the not-for-profit accounting standards, which has changed the presentation of our balance sheet from a two-column to a three-column presentation just for the current year’s financial statements. RevenueIn 2012-2013 revenue from all sources was $19.2 million. This balance is primarily a result of our strong enrolment as well as the generosity of our community. Tuition and registration fees represent 85% of total revenues. Expenses Expenditures have increased by a modest 8% over the prior year. Consistent with prior years, total salaries and benefits are the largest single expense of the school (representing 75% of total operating expenses). We are committed to providing a quality education and this area will remain a significant item. Strong Financial GovernanceOverall, the school generated a small excess of expenses over revenue when non-cash items such as amortization are included. In closing, our financial standing is healthy and the Finance team continues to work hard to ensure we control costs, plan for the future, but also provide all necessary resources to meet the ever-changing needs of our students, faculty and staff.

Respectfully submitted,

Andrew KayChair, Finance Committee

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finanCial information 2012-2013

Statement of Financial Position (as at June 30) 2013 2012 2011

ASSETS ($)Current Assets 7,858,625 6,842,384 7,131,281 Capital Assets 21,539,247 22,334,789 22,946,932 29,397,872 29,177,173 30,078,213

LIABILITIES AND NET ASSETS ($) LIABILITIES ($)

Current Liabilities 12,724,324 12,211,905 11,741,248 Long-Term Liabilities 10,126,265 10,381,569 12,678,504 22,850,589 22,593,474 24,419,752

NET ASSETS ($)

Designated 891,614 764,547 146,274 Unrestricted 5,655,669 5,819,152 5,512,187 29,397,872 29,177,173 30,078,213

Statement of Operations (for the year ended June 30) 2013 2012

REVENUE ($)Tuition Fees 15,843,914 15,051,618 Extra-curricular Activity Fees 1,056,208 1,188,540Ancillary Services 803,731 946,593Other Revenue 1,481,040 1,581,247 19,184,893 18,767,998

EXPENSES ($)Teaching Costs 10,842,042 9,345,630 Administration 1,859,859 1,901,257 Property 1,314,813 1,257,459 Extra-curricular Activities 1,033,792 1,203,255 Ancillary Services 952,705 910,218 Advancement Office 308,020 244,546Marketing 379,071 423,717 Information Technology 763,312 704,558 Other Expenses 552,381 650,302 Amortization 1,215,314 1,201,818 19,221,309 17,842,760

EXCESS OF REVENUE OVER EXPENSES ($) (36,416) 925,238

Allocation of Excess of Revenue 2013 2012 Over Expenses for the Year Unrestricted ($) (212,350) 93,801 Board Designated Facility Fund ($) – 580,500 Restricted Head’s Initiative ($) 175,934 250,937 (36,416) 925,238

Revenue 2012-2013

Tuition fees 83%Other revenue 8% Extra-curricular activities 5%Ancillary services 4%

Expenses 2012-2013

Teaching expenses 56%Administration 10%Property 7%Amortization 6%Extra-curricular activities 5%Ancillary services 5%Information technology 4%Other 3%Advancement 2%Marketing 2%

Categorized Expenses 2012-2013

Teaching salariesAdministrative salariesAmortizationTeaching costsExtra-curricular activitiesAncillary servicesPropertyAdministration costsOther expensesAdvancementInformation technologyMarketing

finanCial snaPshot 2012-2013

Full financial statements are available upon request.

52%

15%

6%

5%

5%4%

4%4%

2%1%

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message from ann glazier rothWell Chair of the advanCement Committee

The mandate of Advancement at The York School is to support the school’s mission and the many endeavours undertaken by York School students, parents, alumni, faculty and staff in pursuit of this goal.

This year, the fundraising priorities you supported have enhanced experiences inside and beyond the classroom for all students from Junior Kindergarten to Grade 12. Our community’s commitment to the school

is reflected in the generous donations which fund improvements for our students today and in the future. This past year we held over 50 advancement events and had over 140 volunteers who served more than 4,000 hours in support of the school. Over the course of the 2012-2013 year your gifts supported professional development for our dedicated faculty, improved student spaces to include places such as the Middle School Commons Area and Junior and Senior Kindergarten Discovery Zone, challenged students by bringing in thought-provoking speakers, incorporated innovative technologies into the classroom and exposed students to global ideas. On behalf of the Board, I would like to thank The York School community for their support and participation in the life of the school. The volunteer hours and donations-in-kind have helped make The York School a place where students have many significant experiences and opportunities. I must also take this opportunity to thank the current and past members of the Advancement Committee for their dedication and leadership.

Sincerely,

Ann Glazier RothwellChair of the Advancement Committee Vice-Chair of the Board of Directors

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message from leslie giller yPa President

The York Parents’ Association (YPA) filled the 2012-2013 year with wonderful events and notable accomplishments. This was my first year as YPA President and I thank the fantastic York School community for their involvement and commitment to the school.

The goals of the YPA are to promote a strong, cooperative and welcoming parent and student community and to oversee events that increase school spirit and camaraderie, both at the student and the

parent community level. Over the past year we had more than 140 volunteers providing more than 4,000 hours of their time to help the YPA achieve these goals. With the help of these volunteers, the YPA had a jam-packed year of events, starting with a speaker evening for parents titled “Drop the Worry Ball”. Subsequent events included a Middle School Movie Night, a spooky Halloween event at the Junior School, a Junior School Movie Night, three highly successful Breakfast with Dad mornings (a new event that was sold out both days at the Junior School and was very well attended at the Senior School level), a Junior School Social, a Second Hand Uniform sale that raised more money than in any previous year, a spring speaker event about social media, and our two year-end Fun Fairs for both the Junior and Senior Schools. In addition to hosting grade parent parties, parent coffee mornings and managing the Treats for Teachers programme, the YPA also contributed a student prize to the TEDx event, provided financial and volunteer support at Literary Night at Indigo Books, organized holiday decorations at both sites, supported Sports Day and made a financial contribution at our well-attended Grandparents & Special Friends event. All of these events and activities support our students and wider community and would not be possible without the commitment and hard work of our parent volunteers, who are essential to the success of our children at The York School. I encourage your unique contributions of ideas, talents and time to the YPA. Please consider any one or more of the many opportunities to join the YPA and become involved in The York School community. On behalf of the YPA, I thank you for your continued support.

Sincerely,

Leslie GillerYPA President

Cumulative donors by Category

The following list represents the members of The York School community who have generously supported the school with cumulative gifts totalling $25,000 or more.

$250,000+Friend of the York School

$100,000—$249,999Melissa and Joel FeldbergFriends of The York School (2)Maxine Granovsky and Ira GluskinThe Bellamy and Green FamiliesThe Hanson Weinstein FamilyThe McBurney Family Theresa and Seth MerskyThe Schad FoundationThe Sheiner FamilyCarolyn Sifton Foundation Inc.Kimberly Emerson Thorsteinson and Timothy Thorsteinson

$50,000—$99,999Friend of the York School (5)Sarah Everett and Don BarberCindy and Shon BarnettJohn and Sara BellamyAllan Bender and Renita GreenerCatherine Smith and Ted BibboJohn Brown and Melanie EdwardsKeddy Williams and Eric BushellBrad Cameron and Melissa McCourtSusan Paul and Ken EngelhartPat Meredith and Stephen KaramPeter and Allison MenkesEdward and Nancy NashThe Rothwell FamilyDonna and Gary SlaightLouise and Gary SugarThe Brian and Joannah Lawson Family FoundationJohn and Angela Vavitsas

$25,000—$49,999Friend of the York School (5)John Anderson and Marilyn AndrewsE.W. Bickle FoundationWendy M. CecilLori McGoran and Michael CohlJames F. Crothers Family TrustSandra and Leo Del ZottoMaureen Flanagan and David DenisonThe Grant FamilyJanet and David Greyson and Matthew Wencke and Juan GutierrezJasmine Vujasinovic Hartog and Adrian HartogHanna and Mark KassirerThe Kassum FamilyAndrew KayHoward KerbelKevin KimsaJae-Jung Kim and Hyea-Kyung HanHelena Mitchell and John LongBeth MalcolmLeslie and Duncan McCallumThe Neal FamilyLinda and Kevin O’LearyMartha and Mike PedersenSheila and Michael RoyceNancy SprottKen and Teresa TotenHenry and Ann Louise VehovecMarianne Verheyen and Wil VerheyenSusan Eplett and Jim WalkerStephen and Anne Marie WalkerLindy and David Williams

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ANNUAL DONORS BY CATEGORY

The following list represents the members of The York School community who have generously supported the school through the Annual Fund with a gift of $500 or more between July 1, 2012 and June 30, 2013.

The Educator’s Club $10,000—$25,000+Alan Bender and Renita GreenerIlena and Mark BorinskyDimitra and Michael Davidson*Caro Macdonald and Mark McCain Allison and Peter Menkes**Theresa and Seth Mersky**Elizabeth, Robert and Mike Schad*Kimberly Emerson Thorsteinson and Timothy Thorsteinson*Anne Marie and Stephen WalkerThe Hanson Weinstein Family**Friend of The York School

The Curriculum Club $5,000—$9,999Deb Kimsa and Howard Atkinson*John Brown and Melanie Edwards**The Hoffman Giller FamilyLeah Leon*The Neal Family*Martha and Mike Pedersen**The Rothwell Family*Amy Kaiser and Kenneth RotmanThe Sheiner Family*Myrna WeinsteinFriend of the York School

The Scholar’s Society $1,000—$4,999Mercedes Benayon and Derrick AbrahamMary Ellen and Lowell Aronoff*The Bager FamilyMichael Baker and Gillian Hamilton*Sara and John BellamySubrata Bhattacharjee and Erin IlesKelly and Warren Bongard*Colleen Johnson and Richard Brayley

Shannan Levere and Geraint BreezeKeddy Williams and Eric Bushell*Dafna and Dan CarrSusan Charron**Jin-Hye Kim and Jong-Seok ChoiJennifer and Philip ChownThe Clarfield FamilyThe Corneli FamilyMary Pat Tillmann and Gerry Dancyger*Amanda and Jordan DermerMelissa and Joel FeldbergLaurie and Adam FeleskyLiza Thomson and Levi FolkKerstin Lueck and Frederick FrancisThe Fraser Family*Jacqueline and Tom FriedlandThe Gelgoot Family**The Gliklich FamilyBill and Gina GoingsKristin and Kenneth GreeneRoberta and Tim HagueColleen Dempsey and Geoff HallLeslie Buckley-Hunter and Holton HunterThe Jardim FamilyTeresa and Mark JohnsonEmmeline Morse and Conor Jones*Kosara and Predrag JovanovicAndrew Kay**Louise Collins and Kas KhorasaniThe Kiessling/Isaak FamilyKevin Kimsa*Perri and Elliot KirshenblattMary Ciolfi-Kohn and Sam KohnJulia Bondarenko and Andrey KozlovJoannah and Brian LawsonThe Lazzam Family*

* Indicates donors who have given consecutively for 5 years or more.** Indicates donors who have given consecutively for 10 years or more.

Daniela Tixi and Bryan LoewenthalLeslie Pace and Thomas LongThe Marcuzzi Family*Martin and Bedford Families*Elizabeth Boyd and Scott MeredithRebecca and Thomas Meyer*Chris Morgan and Jan Innes*Lori Thorpe and Steve MuscatZabeen Hirji-Nowaczynski and Mark Nowaczynski*Linda and Kevin O’Leary**Linda Plumpton and Krista HillEdna Ngar Lai Man and Frank Pong*David PowellMahween and Ashfaque RahmanHeidi RobertsThe Rozells FamilyCindi Alexander and David SamuelElora and Adam SchatzkerFaith and Mitchell ShermanMariette and Kevin TigheTeresa and Ken TotenJessica Monk and Christopher Van LoanAngela and John VavitsasGrace Vidal-RibasCarolyn WeaverAmal and Jonathan Wolfe*Angela and Tat WongThe Wunder FamilyOlivera and Branko ZatezaloFriends of the York School (3)

The York Society $500—$999Joni and Lawrence AdelbergAmy Lengyel and James AndrewsThe Barish FamilyThe Boggs Family**Samantha Sherkin and Jordan CheskesKate and Sean ClutterbuckKate and Matthew CorrinSusan Paul and Ken EngelhartAlexandria Newman and Brian GrossmanInge Khayyal and Amr HamdyIn Honour of Grade 8 TeachersRoseann Andreou and George HatzoglouPaula and David JenkinsKate Franklin and Alex KlipClifford Lansil and Susan McCahanMarion and Thomas LichtenbergerErin and David MarcusThe Martin FamilyThe Massicotte Family*The Conolly-Mingay Family**Ken Mulders and Eileen TobeyNancy and Edward Nash*The Notkin FamilyThe Perlmutter FamilyLili and Morris ShawnAndrea and Nowell Solish**Sandi and Jordan SollMaureen Simpson and Almos TassonyiMelissa TaylorAnnette Whiteley**

* Indicates donors who have given consecutively for 5 years or more.** Indicates donors who have given consecutively for 10 years or more.

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gift-in-kind donations

Katherine AlmeidaStefan AbadAida EstacioAll the Best Fine FoodsMary Ellen and Lowell AronoffArt InteriorsAstral MediaAvant Gout Supper ClubAvenue Road Arts School Matthew BalickiBanfiBaria DesignsMaria BarndenJan Hein BaxMercedes Benayon and Derrick AbrahamBlo Yonge StreetBlowdry LoungeBMW CanadaMatt BortolussiPatrick Bowman and Barbara CoxDonald Bradley and Nadia BineshBrees CommunicationsJim BrickellPaul BrownJohn Brown and Melanie EdwardsKeith BruceBuddies in Bad Times TheatreRob BurkettWendy BurstenCafé DoriaCanopy BlueCapocaccia Federico CervantesChampion Tae Kwon DoSusan CharronPaul CobbanCoca-ColaChaka ComriePietro CordovaGeoff Cornish and Barb CernyJacqueline Cummings

Dawn Perlmutter Where Did You Get That?Daniela De CostanzoChris DeightonDelineationRick DeMarinisColleen Dempsey and Geoff HallMark DiamondChristine DionisioStephen DodgeDomenic and DreaGlen DownieRobert DurgySusan DuvinerEarth RestaurantWallace EdwardsKimberly Emerson Thorsteinson and Timothy ThorsteinsonSarah Everett and Don BarberFairmont Hotels and ResortsLiz FalconerFantacticsElyse FeaverHoward FeitelbergMelissa and Joel FeldbergFirst Class Air Charter and Limousine ServicesFrancesca’s Salon and SpaFreshiiFriend of The York SchoolDmitrie FrolovScott GardinerGee BeautyLiz GilbertHelen GinCarlos Gispert De ChiaGrade 10 ParentsGrade 11 ParentsGrade 8 ParentsGrade 9 ParentsJohn and Chantal Graham

Kristin and Kenneth GreeneAllan Bender and Renita GreenerPaul GrimmardHarvest WagonHazelton Hotel Shane HeyesHigher GroundOmid HodaieHolton HunterAlison Hunter StewartJ. Peter and Marnie WintersCarole JenkinsIan JohnsConor JonesKosara and Predrag JovanovicJulie Powers DesignKaeja d’DanceIsabel KaminKarir Fashion EyewearIurii KhomenkoKevin KimsaElliot KirshenblattElissa Kline-BeberGreg KocikSam Kohn and Mary Ciolfi-KohnMark LampertGraydon and June LauAlex LifesonLululemon AthleticaKara Lysne-ParisMabel’s FablesCarl MahoneyMaking Music TogetherAdrienne MangalErin and David MarcusMark Lash Fine JewelryCostas MarkakisPeter MarroneMastermindJustin MedvedMerben

Mercedes-Benz MidtownRebecca and Thomas MeyerDavid MiketinacLeslie MillerMary MoffatMary MontanariRobert MorrisLilliane MosesChristian MurrayMy Favourite Ice Cream ShoppeMystic DrumzNadegeJan NoesthedanNorie Campbell—TD BankOliffe’s Sally O’NeillPatachouPiscesPresidential GourmetReptiliaJody RobertsMercede RogersHarry RosenTotum RoxboroughSalon DewSamantha SandbrookMark SantoneCatalin SavaSceneRonen SchechnerScholar’s Choice BayviewJulie SelleyDavid SheridanAdrian SibianEric SilverNeil SilverSolar Stage Children’s TheatreAndrea and Nowell SolishSotto Sotto RistoranteSouth Hill HomeSabine Sparwasser

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gift-in-kind donations continued

Sara SpencerSporting LifeStaples MidtownStarbucks RoxboroughStudio 1098Studio BThe Altshuler FamilyThe Atkinson-Kimsa FamilyThe Bager FamilyThe Barish FamilyThe Barnard FamilyThe Brenzel Dinnick FamilyThe Corneli FamilyThe Davidson FamilyThe Four SeasonsThe Fraser FamilyThe Hanson Weinstein FamilyThe Hoffman Giller FamilyThe Kiessling/Isaak FamilyThe Lazzam FamilyThe Marcuzzi FamilyThe Mason FamilyThe Menkes FamilyThe Monk’s TableThe Park HyattThe Sheridan FamilyThe Valentine FamilyLiza Thomson and Levi Folk

Tin House DesignsTopaz JewelryStefanie Torotella (Salt and Pepper Catering)Track FitnessTrump HotelJoan TullochJennifer Turk and Stuart TurkRachel TymianskiVasfitGabriel VerkadeVittorio’s on AvenueWarner Strauss ProductionsCaitlin WatsonGarfield WatsonAlexandra Webster and Robin CruickshankKaren Weyman and Sid FeldmanWhimz Live Animal ProductionsMarjorie Willoughby and 1B 2011Mary WoodJessica WoolardJennifer Wooton-ReganJennifer WyattLisa YorkeZata Omm Dance CompanyZodiak Swim School

volunteer list

Mary Alexiou-CostakosJames AndrewsMary Ellen AronoffByron Ashley ’08Ali Babul ’07Jody BagerLaurel-Ann Baker CorneliAllan BarishStacey BarishAstrid BastinMarielle BaxSusan BedfordSara BellamyMercedes BenayonNadia BineshWarren BongardKathryn BowenMichael BowenTiziana BrazzioliJohn BrownTammy BrownLara BryantLeslie Buckley-HunterMaite BurnsDafna CarrDan CarrElizabeth ChassonMunaza ChaudhryJennifer ChownPhilip ChownMary Ciolfi-KohnLynn ClarfieldCatherine ClutterbuckAndrea Cohen-SolishLouise CollinsKate CorrinRobin CruickshankDimitra DavidsonNettie DeaColleen DempseyAmanda DermerAdil Dhalla ’01

Amanda DicksonKim Emerson ThorsteinsonCynthia EmondPaul EvesNazli FasanoJames Feitelberg ’12Joel FeldbergChris FraserPeggy GardinerLeslie GillerAnn Glazier RothwellMar GonzalezGayle GreenbaumKristin GreeneLaurence GutcherJane GutcherCathy HampsonSusan Heath ’03Susan HeydaryAndrew HoffmanSusan HummelErin IlesNicole IrwinPamela IsaakTeresa JohnsonAmy KaiserStephen KaramMichael KatzSkye KatzAndrew KayJoanne KentMeg KettlitzNargess KhosrowshahiDeb KimsaPerri KirshenblattDavid KlassenCharlie LazzamLinda LazzamRobert Lee ’07Amy LengyelLeah LeonShannan Levere

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Natalie LippeyKerstin LueckJennifer MackintoshAndrea MarcusErin MarcusMary MartinMelissa McCourtJo-Ann McDermottAllison MenkesJack Menkes ’11Rebecca MeyerJessica MonkChristy MoorheadMarika Motiwalla ’05Wendy MyersNancy NashGrace NealLinda O’LearyNorman OliverLeslie PaceUrvashi PassiTracey PatelNico PaulMartha PedersenLloyd PerlmutterKathryn ReaVictoria RubyNina SampaleanuDeanne SaundersCristina SavaElizabeth SchadMichael Schad ’11Elora SchatzkerStacey Schwartz

Camilla ScottAlison SharmaLili Shalev ShawnMorris ShawnAndrew SheinerJeanine SheridanSamantha SherkinSusan ShinoffAriane SiegelAlanna Silver ’07Evan Silver ’07Maureen SimpsonJackie SklenkaLindsay SmithAnnette StramagliaCathy TempestaDavid ThomasLaura ThomasLiane Thomas-HicksAlison ThompsonLiza ThomsonTimothy ThorsteinsonDaniela TixiKelly ToyamaShano Valo ’03Angela VavitsasAnne Marie WalkerCharlene WexlerArlene WilliamsKeddy WilliamsJo-Ann WilsonJerald WortsmanMary YamanakaDeborah Zemans

volunteer list continued

the york sChool Class of 2013

Michelle AckersCharlotte BanksAlissa BrayleyAlexis Charest-DescommeNathalie CrosbieAdrienne DansonTom DartDaniela De CostanzoStephen DodgeAndrew EastoSomaya El SheikhJohn FeatherRoss FreemanAlexei FrolovEden GelgootGita GoolsarranMichael GosnellIrie GourdeJoseph Granata

Shionne HitchmanRachel HungAlisha KapurPatrick Kaufmann GrahamLeandra KerenTalia KleinJonathan KlipNurisha LadakYashna LakhaniTheo LandeggerDillon LawrenceTara Malek-GilaniGeorgia MarkakisOlivia MarroneThomas MarroneTara MassicottePaige McBurneyFelipe MoretzsohnStuart Morgan

Jonny MorroneFahim MosharrafLeen NizameddinRina PlotkinVasily PodrezJack PowellMahin RahmanAbdalla SalehMichael StramagliaRory TassonyiNicolas TueniAndrew TureskiRachel TymianskiShawn VickarMeghan WaitzerKaylyn WilliamsSarah Willson

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PLEASE SUPPORT THE YORK SCHOOL ANNUAL FUND. GIVE ONLINE AND INSPIRE OTHERS TO DO THE SAME.www.yorkschool.com/Give_Online