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Update Hopkins Public Schools
The community’s guide to the District.
Program sparks female interest in finance careers
Hopkins is the first Twin Cities school to participate in the Rock the Street, Wall Street program, a financial literacy program for high school girls designed to spark their interest in financial careers. A total of 16 students are from Hopkins this year. “Students benefit by becoming more confident in their own finances, as well as hearing about careers in finance that have historically been male-dominated fields,” said Kathryn Jordan, RTSWS program coordinator. The program is offered at 18 schools in 13 cities nationwide.
Hopkins High School receives 34 Minnesota Scholastic Art Awards
Hopkins High School art and photography students showcased their talent by winning a collective 34 Minnesota Scholastic Art Awards (eight Gold Key, 10 Silver Key, and 16 Honorable Mentions). Students won 12 more awards than last year, and doubled the number of Gold Key awards. Students who received the Gold Key and Silver Key awards had their pieces on exhibit at the Regis Center for Art at the University of Minnesota in February.
Spring 2019
Be active and dance to upbeat music! Enhance memory and coordination all while having fun. Free event! For children 4-8 years of age. Sat., April 20, 10-11 a.m. Minnetonka Medical Center, 15450 Hwy. 7, Minnetonka Register: HopkinsSchools.org/early
Now with more classes than ever before! Art, sports, science and technology, LEGOs®, cooking, robotics, pottery, crafts, academics, and more. Get ready for summer! Register online today! Go to HopkinsSummer.org or call 952-988-4070.
New Adult Spring & Summer Classes Discover dance, photography, fitness, music, fine art, pottery, and much more in the Spring/ Summer 2019 Community Education Catalog! Arriving in April! Visit HopkinsCommunityEd.org to view new classes and register!
Embracing a Culture of Innovation Through Labs Schools test bold ideas to bring student-centered learning into the classrooms Paul Domer, principal at Eisenhower Elementary and XinXing Academy, has spent quite a bit of time thinking about the future. He has read books, attended seminars, and listened to a variety of perspectives. What he learned validates a gut feeling he has about the traditional model of education — it needs to change. “Our students will be asked to solve some big problems in the future — the achievement gap, poverty, and climate change, to name a few,” said Domer. “These are really important things, and if we want students to be successful, we need to give them more than facts.”
Ben Dickens, an NU teacher, works with students on their design concepts.
University (NU), a nontraditional school experience for students who are not reaching their engagement potential. NU students are enrolled in two regular classes — math and another subject of their choice. The rest of their schedule is open and flexible. The curriculum is inquiry-based, meaning the students have a lot of control over what they learn and how they learn it. Although North is only a few weeks into its experiment, students are already giving it positive reviews.
Domer is currently working with his staff to create an innovation lab designed to increase student-centered “I love NU and I would recommend it for everyone,” said learning. The strategy of a lab is to test a bold idea in a seventh-grade student Isaiah. “I did not look forward to controlled setting with a small group before bringing it school before, but now I do.” to scale. The concept is similar to a pilot program, with intentional testing and measuring along NU is run by two teachers and a social the way, including measuring student worker, and is supervised by the dean of I want to satisfaction and engagement. students. Its goals are to meaningfully Although he is just beginning to set up what this might look like, Domer knows that the desired outcome is to shift his building’s learning environment toward problem solving, creativity, and collaboration — all skills that will be critical for the future workforce. “My hope is to get us all thinking differently,” he said. “I want to align learning with the needs of the real world, and ultimately to create learners who can go out and make the world a better place.”
align learning with the needs of the real world, and ultimately create
learners who can go
engage students, increase a sense of connectedness, and foster student resilience and self-awareness. Using the lab process was instrumental in allowing radical innovation. With a small sample size of 16 seventh-grade students, a core team of educators was able to swiftly move forward with a bold idea in a short amount of time.
“When I started to imagine how I would want my classroom to look like in 10 years, I could not envision how to get there short of closing down school for two years,” said world a better Debbie Hahn, a social studies teacher who helped create NU. “This is the future of place. Innovation labs are new in Hopkins, education. For me, it is how I want school with each of the schools in various stages of the process. to look like for my students and my own children.” The District expects to see more experiments in the near NU is a blend of learning that occurs both inside and future that test the boundaries of traditional school. outside the school walls. Students have traveled to the Labs are a critical part of Hopkins’ mission to go from University of Minnesota, where they were paired with a Great to World Class through a process known as Vision group of college athletes. The trip examined the history of 2031, a vision co-created by the Hopkins staff, parents, athletics through the lens of race and gender. NU students community members, and students. also visited the Minnesota Capitol and met Lt. Governor “If we think empathetically from the student perspective, Peggy Flanagan. that will begin to shape the labs we create and what we NU is headquartered in a North Junior High classroom, test,” said Dr. Rhoda Mhiripiri-Reed, superintendent of which is where students spend the majority of their day. Hopkins Public Schools. “We have to get in touch with Students are involved in many of the decisions related to our end users, which for us is our students.” their learning. As a first assignment, they designed the North Junior High tests a school within a school learning space that would best meet their needs. They North Junior High had their end users in mind when worked with a budget, created blueprints, shopped for they decided to lab a new school model known as North furniture, and consulted with an architect firm.
out and make the
see Culture of Innovation, inside
Science Museum Embeds Computational Thinking into Elementary Curriculum The Science Museum of Minnesota, in partnership with the Cargill Foundation, is visiting Hopkins elementary schools to embed more STEM (science, technology, engineering, and math) opportunities in the form of computational thinking into the curriculum.
Science Museum instructors have already visited Tanglen Elementary, and this spring they will complete residencies at Alice Smith, Gatewood, Meadowbrook, Glen Lake, and Eisenhower elementary schools.
“Exposure to STEM and computational thinking better prepares our students to tackle the challenges that they will face in years to come,” said Keenan Jones, Tanglen sixth-grade teacher. The commitment to develop a computation curriculum in the elementary schools aims to prepare all Hopkins students for workforce readiness.
Keenan Jones, a Tanglen Elementary teacher, engages with his students using Scratch 3.0 software.
Computational thinking involves formulating a problem and expressing its solution in such a way that an end user — human or machine — can effectively carry out. The residency will also explore the power of computational thinking to connect with standards in non-STEM areas like reading comprehension, social studies, and art. “Computational thinking isn’t about learning how to write a specific piece of code,” said Eli Skinner, program generalist at the Science Museum of Minnesota. “It’s about the deeper thought processes, skills, and attitudes that students use to define, break down, and solve all sorts of problems.”
Culture of Innovation, continued it might look like or what the result will be, that is not easy,” said Herrera.
“Having this flexibility allows us to be more responsive to students, and we are involving student voice to help determine the learning paths,” said Hahn.
Alice Smith adds enrichment to literacy learning At the beginning of the school year, fifth- and sixth-grade teachers at Alice Smith Elementary were willing to take the leap. They were among the first to embrace the lab concept. Instead of teaching literacy the way it had always been done, the teachers re-imagined a new model. By creating cohorts of fifth- and sixth-grade students, they were able to provide enrichment for all students, maximize school choice, and increase classroom engagement.
Once a day, NU students participate in genius hour, a time where kids deeply explore a passion and are given time to learn more about it. Louie, an NU student, is researching world history and the evolution of rap. “Genius hour is by far the coolest thing I have done in school,” Louie said. “I was never excited to go to school before, but now I am getting to learn more about what I want to learn about. I don’t dread school.”
“The students are getting so much more than they would have if they were just in one classroom,” said Catherine Luckemeyer, a fifth-grade teacher at Alice Smith.
Everyone can create a lab Structures are in place to support leaders, teachers, and staff members who have the desire to test a bold idea through a lab format. Creating a culture of innovation is an exciting shift, but it does require staff and administrators to embrace ambiguity and even failure, as not every lab will be successful. And that’s the point.
Developing the new model required out-of-thebox thinking and a desire to do things differently, something the teachers were encouraged to do. Instead of using the existing curriculum, they embedded the learning standards into seven enrichment experiences for students. Throughout the school year, students rotate through each of the experiences which range from canoe building and theater to poetry and genius hour.
Stephanie Herrera works with principals to support them in leading innovation for their schools and to encourage them to also be willing to take bold risks alongside their staff. She started working for the District this summer as the director of principal leadership.
For her experience, fifth-grade teacher Christina Farrell adapted a natural disasters unit and turned it into an escape room that her students need to break out of by solving puzzles, connecting clues,
“It’s one thing to have an idea, but then to be willing to be vulnerable, not fully knowing what
Hopkins Community Education
Alice Smith students attempt to break out of their literacy escape room.
and working in teams. It connects back to literacy because students need to read and retain in order to solve the puzzle. At the end of her unit, students create their own escape room for their classmates to solve. “It keeps their interest,” she said. “They are excited for what is going to happen next, and they are writing much more than they were before.” Maggie Lund, a sixth-grade teacher at Alice Smith, admits it felt counterintuitive to go against the grain of what she had been taught. Taking on 180 kids in rotation, rather than the 30 she would have had, was a mindset shift. And although she was initially worried that she would not hit the standards, it was easier than she thought. “Having the support has made it much easier for me,” said Lund. “We have been given the goahead to try things and we can alter it to fit what we want it to look like. The whole team has been really excited and supportive of one another.”
Building a great place to live
Summer rocks at Camp Royal!
HopkinsCommunityEd.org
The
Camp Royal 2019 Bug Show!
Close encounters with insects and their relatives
Awesome summer camps for K-6 youth, now with more classes than ever before! Art, sports, science and technology, LEGOs®, cooking, robotics, pottery, crafts, digital skills, academics, and more. Make this the best summer ever at Camp Royal! Register today! HopkinsSummer.org • 952-998-4070
Friday, April 26, 5:30-7:00 p.m. Harley Hopkins Family Center
Join us to learn about insects and their relatives in this hands-on program for 0-5 year-olds! Live critters, close-up images, and other fun props bring these misunderstood creatures to life in a safe, yet interactive way.
Register today at HopkinsSchools.org/early
From the Superintendent, Dr. Rhoda Mhiripiri-Reed
Every Child Deserves a Brilliant Future We’ve been talking a lot about Vision 2031, our new vision. In 2031, our current kindergartners will graduate from high school. What will places of learning look, sound, and feel like in 2025, 2030, or even 2035? In Hopkins, we are determined to imagine our future, and then create it. Why are we on this path? We believe that every student deserves a brilliant future. And our current public education system was not designed to prepare all students for a brilliant future. If we look at the gender and racial patterns of who provides leadership in this country’s governing bodies and corporations, versus who labors in our service industry, it’s not difficult to see that the original design of schooling is still producing its intended results. These distinct racial patterns impact who is well-served and who is least-served, who is accelerated and who is remediated, who has access and who is denied. Changing this is not impossible, but different results require a different design. If we desire to move Hopkins from Great to World Class and eradicate racial predictability from our achievement results, our work begins with rejecting structures and practices that inherently sort, exclude, and privilege. We seek to innovate The Hopkins student we want to cultivate is a critical and holistic thinker. They are confident and have their own voice; they are empathetic, globally-minded, and even well-traveled. If we nurture these characteristics in every student, they will walk into the brilliant future they deserve. We are taking recommendations from you, our community, and moving to the next steps in our strategic planning process: testing new ideas and building a roadmap to 2031.
Hopkins Students Honored at Caring Youth Awards
Hopkins High School students were honored at the annual Caring Youth Awards on Feb. 21 for their outstanding service to the community. This year’s keynote speaker was Katie Williams, director of community education at Hopkins Public Schools. Following her speech, a total of 34 students were recognized for their service — 22 of them attending Hopkins High School. The event, held at the Minnetonka Community Center, recognized each award recipient with a certificate. These students showed selfless service to their community by volunteering their time with civic, school, and faith-based services and organizations. “The future of our communities — and our world — is in great hands with these student leaders and others like them making a difference today and into the future,” said Andrea Sjogren, adult and youth programs coordinator at Hopkins Public Schools.
The Hopkins Education Foundation’s ‘Royal Bash’ a Smashing Success
Building a vision is a puzzle When I visit my parents’ home, I always find a giant puzzle partially pieced together. People who like puzzles seem to have a natural curiosity about how all the pieces fit together. They seem comfortable with the ambiguity resulting from not having an immediately clear picture, and they have the patience and the drive to plug away until the pieces form a coherent picture. The space we’re in right now is like that puzzle. We have a vision for where we will head. Now, we have the invigorating work of testing the recommendations in order to make decisions about what to put in our roadmap. Change is hard Change is confusing, exciting, and disruptive. It’s not easy to let go of what we know in order to make space for a new possibility. The hard truth is that we have a gap between what students want in their learning and what we’re currently delivering. Students are seeking more voice and choice in what and how they will learn. Students desire a personal relationship before content, and seek content that offers clear relevance. In Hopkins, we are making a commitment to raise student voice to inform our innovations. Like a smart business, we will think about the needs and desired experiences of our end user — the students.
On Feb. 23, the Hopkins Education Foundation hosted its annual Royal Bash, the Foundation’s biggest fundraiser of the year, with all the proceeds benefiting Hopkins Public Schools. This year’s Bash raised a record-shattering $310,000 over the course of the evening, with $108,000 specifically dedicated to Student Wellness = Student Success, HEF’s wide-reaching health and wellness initiative. The event was held at the Marriott Minnetonka Southwest and sold out with 450 guests in attendance, including parents, community members, School Board members, and staff.
Our students and their needs will guide us as we transform our district. It has to be this way, because every Hopkins student deserves a brilliant future.
The evening included performances from the Hopkins High School Geoff and Midori a capella choirs, games, photo booths, a live auction, and more. Leanne Kampfe, West Junior High principal, was the main speaker.
Sincerely,
Dr. Rhoda Mhiripiri-Reed Superintendent
HEF is a non-profit foundation dedicated to providing resources for educational innovations and enhancements for the success of students at Hopkins Public Schools. To date, it has raised more than $2.7 million, which has benefited all 10 schools in our District.
District Life Changer
Mae Gruss
When it comes to education, Mae Gruss is a true believer in strong relationships. The fourth-grade teacher at Eisenhower Elementary enjoys the challenge of getting to know her students and helping them learn in ways that may or may not be traditional. One of her gifts is her ability to build community and connect with others, especially with her students. Growing relationships with them is vital. She shares her own stories and takes time to learn about their lives. The relationships she builds are evident years later when former students run up for a big hug or to take a selfie with her. Her coworkers see the positive impact Gruss has made on the life of every student and staff member she interacts with.
“She spreads love, welcomes with open arms, and supports in any way she can. She is truly a gift to Eisenhower/XinXing,” said Sara Schmidt, assistant principal at Eisenhower Elementary. Whether it is using music, hands-on activities, or utilizing flex spaces, Gruss works hard to discover new ways that help her students learn. “I am a true believer that learning can and should be fun,” Gruss said. “I try to use what works for each student to succeed recognizing that they are different and the same all at once.” Background: Gruss was first introduced to the Hopkins community well before she was hired. She met a former Hopkins teacher at an event in college, who encouraged her to get a teaching license. When she was asked what district she wanted to work in during graduate school, Hopkins was her first choice. She completed her student teaching at Tanglen Elementary and was hired at Eisenhower Elementary before she finished her program. What do you love most about working in Hopkins? I love how Hopkins is moving like a river. The ebb and flow is beautiful here, and I love our willingness to embrace change, explore outof-the-box ideas, and do what is best for kids. Proudest moment? Each and every connection I make with families and students. It makes my heart happy when students return, they smile, and fond memories are shared. Each interaction is laced with hugs and selfies! Teaching philosophy or favorite quote? Rita Pierson, an educational hero of mine, often said, “Kids can’t learn from people they don’t like.” I’m a believer of this, and I believe in strong relationships first. Stats: BA in psychology from Augsburg University • MA in education from the University of St. Thomas. Gruss has been teaching at Eisenhower for the entire 19 years she has taught at Hopkins. She spent one year teaching first grade and 17 years in second grade before teaching fourth grade.
Where are they now?
Robert (Robby) Carlon: 2010 graduate
Stats: Planetarium Outreach Educator at the Bell Museum ∙ BS in astrophysics and physics, University of Minnesota fun facts Carlon’s career goals are out of this world, literally. He already has a bachelor’s degree in astrophysics, but he’d like to pursue a graduate degree in astrophysics or aerospace engineering. In the future, he’d love to work with the European Space Agency to build or 3D print habitable structures on the moon and Mars. He participates in amateur astronomy events, works with telescopes, explores nature, and stargazes. Favorite hangout spot at Hopkins High School? Lindbergh Center. What Hopkins teacher made a difference? Tom Franke gave me my first real look at space through a telescope, and Nancy Bresnahan taught me a ton of essential physics. How did Hopkins prepare you? Hopkins taught fundamentals really well to help build a good foundation, while still allowing me to explore myself and grow as a person.
Community Spirit William (Bill) Huttner
As a weekly volunteer at Gatewood Elementary, William Huttner has grown to be a part of the family. So much so, that staff and students most often refer to him as “Grandpa Bill.” Huttner has been an elementary school volunteer since he retired from Seagate Technology as a senior staffing specialist. He spent the last decade volunteering at the elementary schools that his grandchildren attended. This is his second year at Gatewood. “I find it most rewarding when my time at schools allows me to learn what children are interested in hearing, learning, and sharing,” Huttner said. On his volunteer days, you can find Grandpa Bill reading to Stepping Stones preschoolers, completing tasks in the library, helping students with math, teaching fourth graders how to play cribbage, and much more. Most importantly, he gets to have a very special lunch with his granddaughter in first grade — and in a couple years, her sister will join her. Proudest moment volunteering: My last day at another grandchild's elementary school began with the information sign outside reading “Thank You Grandpa Bill.” It was a rewarding and fond farewell. What person has influenced you most? There have been many. Teachers, volunteer coordinators, staff, Dads of Great Students (DOGS), and the students who may have learned and remembered something we discussed. People would be surprised to learn … My wife, Rose, and I have four wonderful children, and six outstanding grandchildren. I volunteer because … I love children and they always return that love in endless ways.
Know someone we should feature on this page? Email Michelle.Wirth@HopkinsSchools.org
Christopher Brunelle: 1985 graduate
Stats: Assoc. Director of Alumni Relations, Carleton College ∙ BA in music, Carleton College ∙ BA in classics, King’s College, Cambridge ∙ MA and Ph.D. in classics, UNC-Chapel Hill fun facts Education and music have been a major part of Brunelle’s life. After graduating from Hopkins High School, he was the first American to sing with the King’s College Choir of Cambridge, England. He was a professor of Latin and Greek for more than 20 years, and just recently switched roles to work in alumni relations at his alma mater. He still gets his music fix as a church choir director. Favorite band the year you graduated? Frank Zappa. Favorite hangout spot at Hopkins High School? The band room. I loved being surrounded by music and musicians. How did Hopkins prepare you? I’ve always been grateful that I went to a large, high-caliber public high school. The quality ensured that I had standards to meet and inquisitive minds to work with, and the fact that it was public testifies to the importance of a good education for all.
Elise Brunelle: 1989 graduate Stats: Managing Director at Cape Town Opera in South Africa ∙ Lawrence University, Appleton, Wisconsin fun facts After graduating, Brunelle’s studies and work in theater management took her to places like Wisconsin, California, Pennsylvania, Vermont, and France. She then found a classical music community to work in and moved to Cape Town with her husband. Now, she is busy raising a teenage daughter and keeping talented African opera singers on stage. Favorite band the year you graduated? The Police. What was your favorite hangout spot at Hopkins High School? With Mel Jacobson in the ceramics department. How did Hopkins prepare you? The staff encouraged me to find my niche in the world, to promote diverse thinking, and to focus on being excellent at something. I loved going to school with over 700 kids in my grade — all shapes, sizes, personalities, interests, and talents. Update Spring 2019
Nonprofit Org. U.S. Postage PAID Permit No. 161 Hopkins, MN 55343
Spring Events Spring Break – No school for Hopkins students. March 25-29 Friday Night Live! – Join your friends for a night of fun! A great introduction to the junior high building for grades 5-6. Friday, April 5, 7-9 p.m. For details and to register, visit HopkinsCommunityEd.org. Zumba Dance Event – Be active and dance to fun, upbeat music at this free event! For children 4-8 years of age. Questions? Call 952-988-5000. Saturday, April 20, 10-11 a.m. For details and to register, visit HopkinsCommunityEd.org.
ISD 270 1001 Highway 7 Hopkins, MN 55305 www.HopkinsSchools.org 952-988-4000 Time Value
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The Bug Show – Learn about insects and arthropods in this hands-on ECFE program! For ages 0-5 years. Friday, April 26, 5:30-7 p.m. Register online: HopkinsSchools.org/early Spring Family Field Trip – Visit the Lowry Nature Center for an afternoon of outdoor family fun! Sunday, May 12, 1-4 p.m. For details and to register, go to HopkinsCommunityEd.org.
Come Dance With Me! Community Ballroom Dances
Hopkins High School Graduation – Congratulations class of 2019! Thursday, June 6, 7 p.m. Save the Hopkins High School, 2400 Lindbergh Dr., Minnetonka Date!
Join us at Eisenhower Community Center for an evening of live music, dancing, and socializing!
Get Connected, Stay Connected Find us on Facebook: www.facebook.com/HopkinsPublicSchools
Minnesota’s Bus Driver Appreciation Day Celebration Held at Hopkins Bus Depot
Friday, April 5 & May 3, 7:00-9:00 p.m. Eisenhower Community Center 1001 Highway 7, Hopkins
Register online at HopkinsCommunityEd.org or call 952-988-4070.
New Mural Promotes Kindness and Inclusion When you walk into West Junior High, one message is abundantly clear — all are welcome here. A new mural prominently displaying those words was revealed in January at an unveiling event featuring student entertainment, refreshments, and an official ribbon-cutting ceremony. The brightly colored mural, which was made from a combination of mosaic tile and paint, is the first thing people see when they enter the building. The mural was designed by GoodSpace Murals based on input provided by students, staff, and parents about what makes West Junior High a great place. These groups also decided the placement of the mural, its size, and the mediums included. Based on that feedback, GoodSpace presented a sketch concept to students and staff, who made final recommendations. The mural was then assembled and painted by families and teachers during conferences, as well as students through an after-school residency.
Governor Tim Walz proclaimed Feb. 27 as School Bus Driver Appreciation Day. As part of the celebration, a press conference was held in Golden Valley, where two Hopkins Public Schools leaders recognized the importance of bus drivers in their communities. In Minnesota, school bus drivers safely transport more than 760,000 students to and from school every day. Drivers are the first to greet students in the morning and the last one they see at the end of the day. “Driving a school bus is critically important and life preserving,” said Hopkins Superintendent Dr. Rhoda Mhiripiri-Reed. “Thank you drivers! On this day, we take our hats off to you.”