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Youth Art Month Exhibit
Update Hopkins Public Schools
The community’s guide to the District. Hopkins Education Foundation announces grants
March/April 2016
2016 Community Book Read
Empty Bowls Fundraiser
March is National Youth Art Month. Celebrate by visiting an exhibit featuring K-12 student art work from all schools in the Hopkins District. Exhibit runs through March 27 Hopkins Center for the Arts 1111 Mainstreet, Hopkins
Celebrate community and support the ICA Food Shelf and ResourceWest. Firing up for a million dollar year! #milliondollaryear March 15, 11:00 a.m.-7 p.m. Hopkins Center for the Arts 1111 Mainstreet, Hopkins
Read the book iRules by Janell Burley Hofmann, what every tech-healthy family should know. Share your thoughts at #HopkinsiRules. Then, attend a free panel discussion in April: April 9, 10:00-11:30 a.m. Eisenhower Community Center
HopkinsSchools.org/emptybowls
Details: HopkinsSchools.org/book
Screens Up, Students Engaged The 1:1 Digital Initiative is transforming learning at the high school
The Hopkins Education Foundation (HEF) has awarded 11 grants that support and complement Hopkins Public Schools’ rigorous core curriculum. Reflecting an exciting mix of creativity and ingenuity, the grants have a combined dollar value of $32,224. Topics include scientific inquiry in robotics and meteorology, interactive history, extracurricular academic teams, microfinance lessons, curricular enhancements at both the preschool and secondary levels, and creative healthy eating initiatives.
Hopkins sophomore sets school record at regional quiz bowl tournament John Vaaler set a school record for his scholastic achievements on the quiz bowl team. Vaaler was the eighth-highest point scorer out of 250 competitors during the recent regional quiz bowl tournament, Run for the Roses, on Feb. 13. With an individual score of 70 points per game, his is the highest-ever score for a sophomore in the history of the Hopkins’ quiz bowl team. The Hopkins quiz bowl team as a whole performed well, however, the most impressive feat of Vaaler’s appearance at the tournament was his top 10 finish, beating out many upperclassmen.
If you spend any time in a Hopkins High School classroom, you’re bound to hear these two words: screens up. It’s the term teachers use when they want students to use their Chromebooks as part of the learning experience. A student works on his Chromebook as part of a Spanish assignment.
This is the first year of the 1:1 Digital Initiative at the high school. Thanks to a voter-supported Capital Projects Levy, all students have been assigned a digital device — Chromebook — that they will keep for the duration of their high school experience. The technology has allowed for deeper student engagement, a more flexible learning environment, and exciting possibilities for teachers. “It’s never been about the device,” said Ivar Nelson, director of technology, media, and information systems. “When we decided on Chromebooks, it was because that Student device best met our instructional needs.” The importance of ownership Both teachers and students benefit from the 24/7 access the 1:1 Digital Initiative provides. Classroom time is no longer spent troubleshooting, charging, and logging into shared devices. The technology operates seamlessly in the background, while students have all their assignments, notes, and papers at their fingertips. “The students treat the devices differently when they have ownership over them,” said April Felt, a math teacher. “When they are done with an assignment, instead of putting away the technology, I have noticed that they move on to other homework.”
Efficiencies in the classroom lead to deeper learning experiences The 1:1 Digital Initiative has allowed teachers to become more efficient. They can use a variety of resources and applications that simplify tasks like grading homework and communicating with students. Google Classroom is a one-stop shop for all things learning. Teachers can provide students with virtual access to syllabuses, quizzes, lecture notes, resources, and pretty much anything else.
achievement will go up, not because of Chromebooks, but because students are more deeply engaged. The more engaged you are,
“In the past I would frantically try to take notes,” said high school junior Ruby Krietzman. “I am now able to access them all in one place, versus sheets of paper everywhere.” Math classes are using the app Pear Deck to increase class collaboration. Students can work out a math equation with the touch screen feature on their device and project their work to an interactive white board for the rest of the class to see. WebWorks, another commonly used app, can grade a student’s homework in real time, allowing them to try a problem again if they did not get the answer right the first time.
the better you are going to
Students can take advantage of a flexible learning environment that is available beyond the bells of high school. Kate Glover, a junior at Hopkins High School, was skeptical of the Chromebooks at first, but she was won over when she realized she could keep all her assignments in one place and have constant access to her learning. “It’s different now that it’s mine to use,” she said. “Everything I need is on this one device. I play hockey, and during an away game I was able to complete my assignments and even study for a test, right there at the game.”
“The ability for students to be able to grade their own work is important,” said Felt. “I do. can take a lot more time with students and customize my instruction. For me, if the tool is not increasing student learning, it is not worth it. The way we are using the technology, we are increasing student learning.” In government class, students have a reliable connection to the Internet, giving new depth to current event conversations. In the past, teachers have had to ask students about news that happened yesterday. The Chromebooks enable them to access the world and experience what is happening right now. “Current events are much more relevant when the students can see them happening in real time,” said John UnruhFriesen, who teaches government. “Using YouTube, for example, I am able to clone myself, and as a result, I can see Digital Initiative inside
Preschoolers Embrace STEM Concepts in Exploratory Play “They realize how engaging and fun STEM concepts can be, and it feeds right into exploratory play,” she said. “So we introduce the STEM vocabulary and the kids take notice of what they are doing. It makes the lessons so much more relevant.”
Preschool students explore the intricate surface of rocks on a Zoomy.
It’s never too early to introduce children to new concepts, especially those involving STEM (science, technology, engineering, and math) lessons. Inside Hopkins’ preschool classes, the District’s youngest learners are embracing STEM-related concepts through exploratory play. Karen Tadewald, preschool program supervisor, said Hopkins preschool students are being exposed to the fundamentals of engineering and math through building blocks and Tinker Toys, and the exciting world of science and technology by engaging with a wind tunnel.
Aside from the foundational learning occurring during the child’s time at Stepping Stones Preschool, Kaleidoscope Preschool, and Ready 4 K Preschool, they are also learning about slope and speed by sending cars racing down a track. Students tap into their creative sides and design miniature flying objects that are filtered through the makeshift wind tunnel. And they explore the surface of rocks and minerals using a Zoomy handheld microscope that projects onto a laptop. Kaleidoscope Preschool teacher Kim Groenke encourages her students to become familiar with STEM concepts early. She said it builds a strong foundational understanding for Hopkins’ STEM-focused curriculum.
it,” Groenke said. “When they are exposed to these lessons over and over, they get to higher grades and they will remember what they’ve learned because they have already experienced it.” Introductory STEM lessons are just one of the many educational opportunities available to students enrolled in Stepping Stones, Kaleidoscope, and Ready 4 K Preschool programs. Tadewald said the learning environment within the preschool setting is crucial to a child’s lifelong educational success. “They are watching each other and are learning from each other every day,” she said “Regardless if someone has not had a prior experience to STEM or wasn’t interested at first, they watch each other succeed and suddenly they all want to participate. And that is a great dynamic for the child.” Learn more about Hopkins preschools Visit www.HopkinsSchools.org/preschool
“Introducing these concepts in a setting like this, where it’s fun, shows them that everyone can do
Digital Initiative, continued from cover spend more one-on-one time with students than I have been able to in the past.” The technology also makes it possible to connect with students beyond class time. Teachers can use apps like Remind to push notifications out to students, reminding them of an upcoming quiz or that a project is due. This concept can be particularly helpful for students who have trouble staying organized, or who may struggle academically as a result. Customization and increased student engagement In the past six months, there has been a wealth of anecdotal evidence suggesting that the Chromebooks are increasing student engagement, but this would not be possible without skilled teachers involved. “Student achievement will go up, not because of Chromebooks, but because students are more deeply engaged,” said language arts teacher David Williams. “The more engaged you are, the better you are going to do.”
Kathryn Anderson, a history teacher, approaches her lessons differently as a result of the technology in her classroom. Instead of assigning a traditional quiz or paper, she may allow her students to demonstrate their learning through a multi-media presentation or interactive slideshow. This has made a difference in her class, and she’s seeing higher levels of achievement and a lowered rate of missing or late assignments. In other classes, the assignments have not changed due to the Chromebooks. Williams’ English students are still using computers to write papers, just like they always have. However, his classroom has changed in ways that he did not quite expect. He has noticed an increased level of class participation because students are able to answer questions in multiple ways now. Using Pear Deck, Williams can pose a question to the entire class and students can answer through writing as well as by raising their hands. Stepping away from the screens Technology is not always the appropriate tool to use, and teachers recognize that. For example,
Hopkins Community Education Building
An advantage of the Chromebooks is increased collaboration among students.
Williams’ students made it clear they want to read Shakespeare in hard copy form, not on a screen. Advanced Placement tests are still taken with pen and paper, and students need to know how to use less technology-savvy devices, like calculators, because they are not allowed to take a Chromebook into a testing center. The technology continues to be one tool in a vast toolkit. What remains at the center of good instruction is an excellent teacher. “Technology allows our students to participate more fully, and everyone has access, not just some,” he said. “The real value of the technology is how you are using it.”
a great place to live
Youth Summer Rocks in Hopkins!
Enchanted Stars Little Girls & their Favorite Guy
Friday, March 11, 6:30 p.m.
Check out Camp Royal, Teens Club Royal, and Hop-Kids for super fun youth activities available from Hopkins Community Education!
Teens
Club Royal
Start your summer adventure! www.HopkinsSummer.org
Eisenhower Community Center
Girls, ages 4-12, and their dad or special adult will enjoy an enchanted evening together with dancing, crafts, games, photos, Bling Shop, and more! Register online: HopkinsCommunityEd.org
HopkinsCommunityEd.org
Go Families Go Free Family Fun! Saturday, March 12 9:00 a.m.-noon
Eisenhower Community Center 1001 Highway 7, Hopkins Come out for a morning of FREE family fun. Enjoy games, sports clinics, hands-on activities, face painting, and more! Details: HopkinsSchools.org/gofamiliesgo
From the Superintendent, John Schultz, Ph.D.
A Dynamic Partnership Between Hopkins Schools, Hennepin County Library, and the White House Hennepin County Library and Hopkins Public Schools took the charge from the White House to give every Hopkins student a Hennepin County Library card. The ConnectED initiative empowers students by providing them with even more individualized learning and rich, digital content. The goal of the White House is to extend this program to all K-12 students in America and offer near total access to next generation broadband by 2018. That connectivity will help transform the classroom experience for all students, regardless of income. Enhancing our digital device program Hennepin County librarians and Hopkins Schools media specialists have spent the year developing and implementing a system for distributing library cards to Hopkins students. To date, we have provided all students in five of our nine schools with an active Hennepin County library card. This connection enhances our 1:1 Digital Initiative, which our District has fully implemented in grades 6-12. It is exciting that students can be connected to a resource that will support their academic achievement and allow them to read in their leisure time at home. Teachers also have access to the thousands of books, references, music, periodicals, and videos in the Hennepin County Library collections. The importance of partnership Partnership is a priority for our District, and has been named one of our strategic pathways. Hennepin County’s commitment to providing library access to as many residents as possible aligns perfectly with our District’s commitment to academic excellence and achievement. It is heart-warming to see a student smile when they have downloaded an e-book onto their device! It is a great image for literacy in the 21st century. We are also strengthening the relationship between the teacher and the student with these academically rich resources.
Hopkins High School Receives 27 Minnesota Scholastic Art Awards Hopkins High School art and photography students won an impressive 27 Minnesota Scholastic Art Awards — the highest art recognition for high school students. This year the contest received 4,900 individual artwork and portfolio entries, an increase of over 2,000 entries from previous years Hopkins Gold Key award recipients: Taylor Vanderploeg, Drawing and Painting Daniel Mydra, Photography Millie Wiesner, Photography Hopkins Silver Key award recipients: Rachel Dutcher, Drawing and Painting Ryan Greeley, Drawing and Painting (Portfolio) Olivia Osei-Tutu, Drawing and Painting Noah Baker, Ceramics Latha Gram, Photography Daniel Mydra, Photography Hopkins Honorable Mention award recipients: Jordan Dunnewind, Drawing and Painting Rachel Dutcher, Drawing and Painting Maggie McQuiston, Drawing and Painting Jael Solis Navarro, Drawing and Painting Taylor Vanderploeg, Drawing and Painting Noah Baker, Ceramics Claire Benton, Photography Cassidy Dinkins, Photography Portfolio Anna Giesting, Photography Bit Klecker, Photography Nhan Lee, Photography Jackie Levey, Photography (Mixed Media) Daniel Mydra, Photography Grace O’Neil, Photography (Mixed Media) Alexandra Peterson, Photography Gabrielle Seliber, Photography Portfolio
Gold Key winner: Taylor Vanderploeg
Silver Key winner: Noah Baker
West Junior High Launches High-Altitude Weather Balloon
Hopkins Schools and Hennepin County Library will be working together to improve the process for distributing the cards. We are already making plans for rolling out the ConnectED initiative to the other 41 school districts in Hennepin County. For Hopkins, it has been very rewarding to have this partnership. If you would like to learn more information about ConnectEd, visit: www.whitehouse.gov/issues/education/k-12/connected You can learn more about how we have implemented this partnership in Hopkins by watching this short video: vimeo.com/141092985 I also encourage you to contact a librarian, share your mission for student learning, and plan a partnership that benefits the children in your community.
John W. Schultz, Ph.D. Superintendent
Eighth-grade students at West Junior High sent a weather balloon high into the stratosphere in January, and captured valuable flight data and video of the 500-mile roundtrip. As part of the project, Geoff Boeder’s experimental science students assembled different parts of the balloon launcher, used computer models to simulate launch trajectories, and practiced documenting the process, including live-tweeting the event on Twitter. The balloon eventually landed in a field in southwestern Wisconsin. The handson science lesson was provided through a grant from the Hopkins Education Foundation.
District Life Changer
David Williams
David Williams and Hopkins High School have a long history together — 32 years to be exact. And while he’s worn many hats as a Hopkins educator — English, language arts, and AVID teacher, theater director, dean of students, among others — his mission of pushing students to succeed has remained constant.
One of Williams’ core characteristics is his willingness to go above and beyond for the District. High school principal Patty Awsumb praised his natural ability to be a “teacher-leader and a very strong influence.” Because of his dedication to education, students are learning more in-depth concepts about William Shakespeare in literature courses, and social justice and history lessons in Faces of Conflict. Williams’ innovative method to problem solving is also helping his colleagues take more collaborative approaches to teaching. “For me, regardless of the role I’m in or the classes I’m teaching or the projects I’m working on, I work at Hopkins High School,” Williams said. “I’ll chip in however I can because it’s my school.” Fellow teacher and longtime friend Rick Rexroth said Williams also teaches in a manner that is approachable and makes classroom content relatable to all students. The two split the Faces of Conflict course, teaching history and language arts side by side. Rexroth said Williams is a fun and respectable colleague. “There are so many kids who have made my work rewarding, countless,” Williams said. “It’s the students that take the risk, admitting they don’t know, accepting some mental dissonance, setting aside ego and asking questions, really evaluating the quality of potential answers, struggling to make sense of the possibilities, and truly learning.” Background: Williams has a bachelor’s degree and a master’s degree in curriculum and instruction, both from the University of Minnesota. An Excelsior native, Williams did his prestudent teaching practicum at North Junior High and started student teaching at Hopkins High School in the fall of 1983. He was hired to teach English in January of 1984. What do you love most about working at Hopkins Public Schools? I see the District as forward-moving and forward-looking. We have been on the cutting edge of technology as a teaching tool. I also love how Hopkins doesn’t ignore the social issues of our time. We have to address them because they are part of our experience rather than a theoretical issue happening elsewhere. Proudest moment? There are many times and moments of which I am proud, but they all have more to do with students and staff — stepping up, going further, not settling, and taking a risk to be a true learner or teacher. Teaching philosophy? Be positive. The school experience has to be about students learning. And understanding that learning is hard and our work as educators is complex. We need to embrace the difficult complexity of education and learning, rather than trying to simplify the experience. Stats: • B.A. degree and a master’s degree in curriculum and instruction from the University of Minnesota. Williams began teaching at Hopkins in 1983. During his teaching tenure, he has also served as the artistic director for theatrical productions, coached baseball, facilitated Choice Theory workshops, was a dean of students, and served as a teacher on special assignment as the Coordinator of Administrative Services.
Where are they now?
Anna (Felkey) Lovas: 1999 graduate
Stats: Associate Director of Clinical Research at Lutonix • B.A., Biology, Gustavus Adolphus College; M.B.A., University of St. Thomas fun facts Anna Lovas is a lifelong Royal at heart. As a former athlete, Hopkins High School grad, and wife of a Hopkins teacher, Lovas is proud to be part of the District’s legacy of excellence. Her professional life has taken her into the intricate world of medical device research. She works with medical professionals to collect data to determine if a device is safe and effective. The mother of three boys, Lovas is excited to continue supporting the Royals and plans to send her kids to Hopkins schools. Favorite Hopkins High School hangout? I spent a lot of time in the ‘old gym’ for gymnastics. Favorite Band of 1999? I enjoyed Latin music, so Ricky Martin and Enrique Iglesias were favorites. What Hopkins teacher made a difference? Mr. Sateren, Mr. Shoger, and Coaches Evans and Whritenour built me up and supported me. How did Hopkins prepare you? The opportunity to participate in many activities and meet a variety of teachers and peers was a positive influence.
Community Spirit Dan Westmoreland
Dan Westmoreland’s greatest joy is volunteering his time in his community and being the life of the party. As the longtime entertainment chair for the community-wide fundraiser, Empty Bowls, Westmoreland has spent the last 17 years making sure the event is inspiring and fun for all. His wife Barb Westmoreland, who works with the Hopkins School District as the volunteer and community partnership coordinator, introduced him to the event and “the rest is history,” he said. In addition to his work with Empty Bowls, Westmoreland lends his own vocal talents during the annual Christmas caroling events for the ICA Maynard’s fundraiser and the ResourceWest Toy Chest drive. Proudest moment volunteering? I am excited that this year, after 18 years, I will have been a small part of helping our community raise over a million dollars to assist the great work of the ICA Food Shelf and ResourceWest. What person has influenced you most? My wife Barb has had a profound effect on me and my life. Her generosity of spirit and compelling ability to communicate with others inspires me daily. People would be surprised to learn? When I was 21, I spent 45 days traveling down the Mississippi River to New Orleans on a barely Coast Guardapproved homemade pontoon boat. Public speaking or singing? Definitely public singing! Everyone come and sing the Empty Bowls song with me at the event at Hopkins Center for the Arts on March 15! I volunteer because ... I’m happy to live in a community where schools, churches, businesses, and people come together to support others in times of great need.
Know someone we should feature on this page? Email Carrie.Gerard@HopkinsSchools.org
Marcus Neal: 1990 graduate Stats: Director of Facility Operations at Lansing Trade Group • Bachelor of Agricultural Engineering, University of Minnesota
fun facts Marcus Neal is a professional engineer by day, but at night he is a master in the martial art form of taekwondo. A two-time black belt, two-time gold medalist, and a nationally-ranked bronze medalist, Neal credits his post-secondary success to his educational opportunities at Hopkins. Married to his wife Dee for 15 years, Neal is a proud father of four children and has a successful career designing and building grain and feed ingredient facilities in the agricultural sector. Favorite Hopkins High School hangout? The senior stairs in front of the media center. Favorite Band of 1990? Prince. Always. What Hopkins teacher made a difference? Mr. Kurtz for the amazing canoe trips. Mr. Kremin taught me to always push myself further. How did Hopkins prepare you? I’m amazed at the level of education and opportunities for success provided by Hopkins. I’m honored to be a Hopkins grad and will carry those memories with me forever!
Taylor Schultz: 2010 graduate Stats: Food and Beverage Supervisor, Marquette Hotel in Minneapolis; and recent owner of a new restaurant fun facts At the young age of 23, Taylor Schultz is making her dream of owning a restaurant a reality. A few months shy of opening her first eatery, Schultz credits her time as a Royal for shaping her career. During a ProStart Culinary competition, Taylor was offered an apprenticeship to the executive chef at Lord Fletcher’s restaurant. Later, she became the food and beverage supervisor at the Marquette Hotel in Minneapolis. She is now excited to be embarking on opening a new restaurant as one of four co-owners. Favorite Hopkins High School hangout? The front yard and the culinary room, which was so calming. What Hopkins teacher made a difference? ProStart culinary instructor Gayle Durand. She was so helpful and supportive, and a great mentor to me. How did Hopkins prepare you? My work with the ProStart program set me up with multiple scholarships to many colleges. However, I chose to go a different route and I couldn’t be happier. Update March/April 2016
Nonprofit Org. U.S. Postage PAID Permit No. 161 Hopkins, MN 55343
March/April Events High School Spring Choir Concerts – featuring all choirs. March 3, Concert 1: 6:15 p.m., Concert 2: 8:00 p.m. Hopkins High School Auditorium, 2400 Lindbergh Drive, Minnetonka Twin Cities Bead Bazaar Spring Show March 5-6, 10:00 a.m.-5:00 p.m. Eisenhower Community Center, 1001 Highway 7, Hopkins Empty Bowls Fundraiser – Help celebrate community and support the ICA Food Shelf and ResourceWest. #milliondollaryear March 15, 11:00 a.m.-7:00 p.m. Hopkins Center for the Arts, 1111 Mainstreet, Hopkins JazzMN Orchestra presents Andy Martin and Bob McChesney April 23, 7:30 p.m. Hopkins High School, 2400 Lindbergh Drive, Minnetonka Tickets: jazzmn.org Hot Club Jazz Concert – Hopkins High School Hot Club Jazz performers present their spring jazz concert. April 30, 7:00-9:00 p.m. Hopkins High School Cafeteria, 2400 Lindbergh Drive, Minnetonka Party with the Reptiles – Hopkins Early Childhood Family Education invites your family to a reptile and amphibian show with the RAD Zoo. Art activities will be provided in partnership with Lakeshore Learning.® April 29, 5:45-7:00 p.m. Harley Hopkins Family Center, $5/family. Register: HopkinsCommunityEd.org
1001 Highway 7 Hopkins, MN 55305 www.HopkinsSchools.org 952-988-4000 Time Value
Residential Postal Patron ECRWSS
Hopkins Minnetonka Community Dance Presents
Come Dance With Me: Community Ballroom Dance
Get Connected, Stay Connected Find us on Facebook: www.facebook.com/HopkinsPublicSchools
Hopkins Spotlight Orchestra Concert Features Jeremy Messersmith The Feb. 19 Orchestra Spotlight Concert once again featured a special musical guest. Throughout the months of January and February, students collaborated with singer/ songwriter Jeremy Messersmith through an artist-inresidency project. “The collaboration with Jeremy Messersmith has been a fabulous experience for our orchestra students,” said Alison Swiggum, orchestra director. “They have enjoyed learning about the professional music business from Jeremy, and they see how their stringed instruments can be used in such a wide range. I love exposing my students to another genre of music through this concert.” Messersmith performed nine original songs with the Hopkins Orchestra including “Organ Donor,” “Welcome to Suburbia,” and “Bridges.” To prepare for the concert, Messersmith and piano player Andy Thompson rehearsed with students weekly.
Friday, April 22, 7-9:30 p.m.
Dance the night away to the Big Band sound of the Moonlight Serenaders. In the Oakwoods Room at the Eisenhower Community Center 1001 Highway 7, Hopkins.
Tickets: HopkinsSchools.org/Dance
Students, Local Potters Create Empty Bowls for Upcoming Fundraiser
It’s Empty Bowls season, and community members and Hopkins High School student artists got their hands dirty Feb. 12 to make bowls for the upcoming fundraiser.
This event is among several where local potters and community members can create bowls for the Empty Bowls fundraiser, which takes place March 15 at the Hopkins Center for the Arts.
The ceramics students assisted local potters at the high school in crafting unique bowls to be donated to the fundraiser and shared tips for bringing out their creative sides. Empty Bowls community board chair Steve Adams, who is also a member of the Hopkins School Board, took part in the action and painted several bowls. Other members from the ICA Food Shelf and ResourceWest — beneficiaries of the Empty Bowls fundraiser — were also in attendance to create bowls.
You can help! Join this community fundraiser on March 15. Choose a free handmade bowl, eat a simple meal of donated soup and bread, enjoy a variety of entertainment, and if you are able, make a generous freewill donation.
www.HopkinsSchools.org/emptybowls