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Oliver! Fall Musical
Update Hopkins Public Schools
The community’s guide to the District.
Eight Hopkins students named National Merit Semifinalists
October/November 2014
Hopkins High School’s Royal Productions presents Oliver! November 13, 14, 7:00 p.m. November 15, 2:00 and 7:00 p.m. High School Auditorium 2400 Lindbergh Dr, Minnetonka www.hhstheater.org
com m u ni t y Family Swim Saturdays! Make a splash at the Eisenhower pool! $10 per family/session. No sessions Nov. 29, Dec. 27, Jan. 3 Saturdays, Oct. 25-March 21 1:00-3:00 p.m. Eisenhower Community Center 1001 Highway 7, Hopkins www.HopkinsCommunityEd.org
Young People’s Concert The Hopkins High School orchestras will perform a free concert just for kids. Wear your pajamas, enjoy activities, an instrument petting zoo, and Disney movie music. October 28, 5:45-7:00 p.m. Hopkins High School 2400 Lindbergh Dr, Minnetonka
Learning to Love the Numbers
How Hopkins teachers are building energy and enthusiasm around math
Eight Hopkins High School seniors have been named National Merit Semifinalists. They are, Estelle Bayer, Matthew Carter, Samuel Greenwald, Simran Mishra, Robert Peng, Katherine Swenson, Benjamin Vaaler, and Gannon Youakim. To earn this honor, these students scored in the top 3 percent of all students who took the preliminary SAT in the country last school year. The students are among 16,000 nationwide chosen to compete for the reputable National Merit Scholarship.
World Café engages business and educational leaders
On Sept. 11, Hopkins Public Schools partnered with the TwinWest Chamber of Commerce to host a World Café, engaging business and educational leaders in a discussion on the needs of the future workforce. The long-term goal is to generate ideas where business and education can work together to provide our youth with the skills and attributes needed to compete in a global workforce. Part of the Hopkins School District’s strategic plan is to build partnerships, innovate, and be futuredriven.
When Regina Johnson tells people she is a junior high math teacher, she gets a common response: “oh, I never liked math,” followed by a groan. Despite its importance, math gets a bad rap in our society with many people claiming they are not “math people.” But Johnson and her math colleagues at Hopkins are not buying it, and counter that everyone is capable of learning math. “You would never say, ‘I am not a reading person,’” Johnson points out. “I don’t think there is anybody that is not a math person. There are only people who have not found the right connections to work that part of their brain.”
In an effort to generate buzz around math last year, Alice Smith Elementary hosted its first-ever Sixth Grade Math Night. Teachers, along with sixth-grade students, challenged families in strategy games, created geometric shapes, and sharpened their overall math skills.
My math homework didn’t look like that! Helping parents help their students Helping their children with math homework can be To help all students see themselves as mathematically inclined, Hopkins offers a math program that helps students particularly challenging for parents because the way it is taught has changed. At the junior high, teachers are focusing see, feel, and understand math using techniques their on making sure students have a deep understanding of math parents may not have explored in school. Getting kids rather than mastering a series of procedures. Students are interested in math when they are young is important, but no longer coming home with worksheets full of equations as any Hopkins math teacher will tell you, maybe the most to complete, but instead may be asked to answer one or two impactful thing we can do to solve our collective fear of conceptual questions. A variety of resources math is to stop bad-mouthing it. You would never exist to assist parents who are stumped. “We need a PR campaign around math,” said A quick conversation with the teacher say, ‘I am not a math curriculum coordinator Michele Luke. can direct parents to a variety of online “We need to work with parents to make sure resources, from YouTube tutorials, to reading person, ’ they have the resources they need to help helpful Web pages, and other hidden gems their child with math.” I don’t think there within the math community. The critical elementary years is anybody that is “The most important message is that we are Because math is a foundational subject, it asking students to follow a particular not a math person. not is especially important that students see algorithm or procedure, but to think about themselves as mathematically capable in the knowledge they have gained and how There are only the early elementary years. Any belief to the it fits together,” said Johnson. “You don’t contrary can quickly become a self-fulfilling people who have see nearly as many worksheets with 30 prophecy. At Hopkins, math coaches, not found the right equations; instead, you may see two or like Scott Stillman, work with elementary three questions that ask students to explain teachers to design learning experiences that how things are the same and how they are connections to are engaging, relevant, and inviting. Stillman different.” is also a former sixth-grade teacher at Alice work that part of Making math relevant at the juniorSmith Elementary and knows a thing or two their brain. high level about teaching math to students without Similar to the elementary level, junior high raising their anxiety. Through storytelling, teachers spend a great deal of time focusing on making visual aids, and interactive games, Stillman facilitated math relevant. Teachers might start a Monday lecture mathematical discussions with his students, placing more explaining how math applied to their weekend, or ask the importance on understanding the process than having the students to come up with their own examples. The intent is right answer. to make a variety of connections with students to help them “I value the errors as much as the correct answers,” said understand that math is not an isolated skill set. It has an Stillman. “Errors allow us to talk through the problem and underlying structure in a lot of different areas. discover how to talk mathematically. We want classrooms The junior-high curriculum is also full of hands-on, realthat can celebrate risk, and we want those classrooms to world assignments that are math-based. For example, in be as low-stress as possible so kids can feel comfortable seventh grade, students may be asked to create video game interacting with the concepts.” see Numbers inside
The Power of Words
This year, Hopkins teachers will be paying extra attention to words like “hypothetical,” “prudent,” and “abrupt.” These so-called academic vocabulary words often show up on tests and text across all subject areas, and although they are important enough to shape the context of a test question, they are not intentionally taught to students — until now. This year, teachers are working toward an academic vocabulary goal designed to ensure that all students share a common understanding of vocabulary. The District is currently in year one of this goal. Teachers in every grade level (including preschool) will focus on these critical academic vocabulary words with the goal of every student having a deep understanding of each of the identified words across multiple contexts. By providing students with frequent exposures to academic vocabulary, teachers are helping students understand the full meaning of words that are often understood only superficially. As Hopkins secondary literacy coordinator, Ann Brustuen, points out, academic vocabulary
words are highly-useful, commonly-used words that students will read throughout their lives. However, they are often not the focus of direct vocabulary instruction because they are not unique to a particular discipline of study. Students need to understand the full scope of these words in order to be able to access these texts. For example, a student may understand that the word “abrupt” means “a sudden change,” but he or she may miss that it also means an “unpleasant change.” Mastering the complete definition could make all the difference for students when it comes to understanding or answering test questions. This work aligns with the District’s mission of Culturally Responsive Learning. It is particularly valuable because, according to research, the vocabulary of students entering first grade predicts their reading ability not only at the end of first grade, but also their 11th grade reading comprehension. “The common goal of this work is that students will be college and career ready,” said Teresa Van Batavia, elementary literacy coordinator for the District. “Teaching academic vocabulary is a critical life skill.”
So just what words are considered academic vocabulary words? See a sample breakdown of the words at every grade level on our website — HopkinsSchools.org/academicvocab Below is the research-based process for direct vocabulary instruction created by Robert Marzano that is being used by Hopkins teachers to ensure that students have a rich understanding of critical, high-utility academic vocabulary words.
6 Steps to Academic Vocabulary Step One: Provide a description, explanation, and examples of the word; not a dictionary or glossary definition. Step Two: Have the students restate the description, explanation, or example in their own words. Step Three: Ask the students to construct a picture or graphic representing the word. Step Four: Engage the students in activities to help add to their knowledge of the word. Step Five: Discussion of the word. Step Six: Allow students to play games to engage in a better understanding.
Numbers, continued from cover graphics to scale, make a life-size “Snoopy” based on the proportions offered in the comic strip, or determine the size of a house looking only at its floor plan. Students can choose the assignment that speaks to their learning style. The idea is that if students are having fun with math, they will be more receptive to it and less intimidated by it, and it seems to be working. “We feel like those classes are more positive,” said Johnson. Customizing teaching through technology at the high school At the high-school level it’s all about using technology to build lesson plans that meet the needs of each student. Advanced Placement (AP) teacher, Brent Herring, noticed a big change in the way he was able to teach when Active Boards became a mainstay in his classroom, allowing him to videotape lessons. Giving students 24/7 access to review material was a game changer. It’s probably not a coincidence that AP scores have consistently gotten better since he started this
Hopkins Community Education
practice. Now, almost every math teacher at the high school records at least small clips of their lessons for students. Every year, Herring has the opportunity to review and experiment with new technology that creates customized learning experiences in the classroom. Using applications like PearDeck, a Google Drive application that allows teachers to customize their curriculum, Herring is able to create interactive lessons that instantly assess student proficiency. Based on this information, he is able to instantly determine the effectiveness of his lectures. “The real benefit is the instantaneous feedback,” said Herring. “For me as a teacher, if I can see that only half the class is getting something I am teaching, it’s an opportunity for me to go over the material again and ask questions.” The students, who grew up in the digital age, enjoy the immediate feedback the technology offers, too. Some of the technology tools
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show the step-by-step process a student used to come up with his or her answer. While the technology is a great enhancer to the instruction, Herring thinks its real benefit is it allows him even more time to focus on instruction. He and other math teachers are much more focused on the logic a student uses to answer a question, rather than if the answer is right or wrong. This is a concept Herring discusses at large with his students — the idea that they will make mistakes, maybe a lot of them, but it’s important to have the stamina and the perseverance to push past the wall of frustration. “Everyone makes mistakes and we are going to get problems wrong, but we have to understand the material,” he explained. Everybody is smart, everybody is talented, but we have to get past that mindset of failure and realize that the way we reach our potential is by making mistakes and figuring out what to do next.”
HopkinsCommunityEd.org
Early Childhood Family Education (ECFE) is 4 0!
!
Celebrate with the reptiles
Happy
Birthday
ECFE!
Enjoy fun birthday party activities, plus a reptile and amphibian show with the RAD ZOO! Bring your camera to this hands-on zoo discovery experience for kids! Learn about, see, and touch live turtles, lizards, snakes, and more! Birthday cake, a raffle, and classroom activities, too. This free event is for kids ages birth to 5 years.
Friday, October 24, 5:45-7:00 p.m.
Harley Hopkins Family Center, 125 Monroe Ave S, Hopkins
Questions? Call us at 952-988-5000.
Summer Service Learning By the Numbers
Reading Challenge Inspires Students
Sporting purple hair, Principal De St. Hubert shows off the tent for her overnight on the rooftop of Alice Smith Elementary. Meadowbrook Kids & Company kids sold summer produce along with other hand-made items at a farmers market to raise money for ResourceWest’s Back-to-School Supply Drive.
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One summer: Hopkins students involved in summer programs such as BLinK (Building Leadership in Kids), SMARTS (Students Making Academic Results Towards Success), and Kids & Company participated in a variety of service learning activities over the summer. The students gave back to the community and discovered the importance of helping others and the difference that just one person can make!
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Two gardens: The gardens at Meadowbrook Elementary and West Junior High flourished this summer with the help of Kids & Company and BLinK kids. Each student discovered they had two green thumbs as they harvested vegetables to be made into salsa, pickles, and jam for a farmers market. Students also crafted items such as jewelry, hair binders, walking sticks, and more. The items were sold at farmers markets to raise money for ResourceWest’s Back-to-School Supply Drive.
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Three donations: Thanks to hard-working students, the farmers markets, a spare change collection, and the SMARTS rummage sale at Alice Smith Elementary, Hopkins’ summer youth programs generated three donations for ResourceWest and the ICA Foodshelf to ensure that all kids in the Hopkins District have needed school supplies and food.
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Four visits: BLinK students visited Feed My Starving Children four times this summer to hand-pack meals for hungry children worldwide. The students’ work packing meals will help those in Haiti still recovering from an earthquake that happened four years ago. In total, they donated 54,234 meals that will feed 151 kids in Haiti for an entire year.
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Five opportunities: With a strong emphasis on service learning this summer, there were a total of five opportunities for students to give back to the community during the summer — two farmers markets, a spare change collection, a kids rummage sale, and a collection for Act V Animal Rescue. These service learning experiences raised over five hundred dollars by the participating students!
A principal with purple hair who sleeps on a school roof may sound like a character out of a children’s book, but the students at Alice Smith Elementary can assure you that their principal, Jody De St. Hubert, is in fact, real. The idea to sleep on the school roof was offered as a fun incentive to help motivate students to participate in last year’s reading challenge. In exchange for reading 10,000 books, De St. Hubert agreed to dye her hair purple and camp on the roof of the school. The students were so motivated that by May 2014, they had already met their goal, and by the beginning of the school year they had far surpassed it. On Friday, Sept. 5, De St. Hubert held up her end of the bargain and rocked the purple hair for her highly anticipated and unusual camping trip. She slept on the roof under the stars with her sons, Cade (grade 3) and Finn (grade 2). Donning head lamps once the sun went down, they read “Mariel of Redwall” by Brian Jacques and snacked on Doritos. De St. Hubert and her sons had some excited students and parents come by to check on them in the early evening. Despite it being pretty wet and cold they slept “okay,” but plan to sleep inside the tent if they ever do it again! The following morning they were up bright and early for a 7:00 a.m. hockey practice. The Alice Smith reading challenge for this year will be announced at the Oct. 2 assembly. In lieu of aiming for a number of books to read, students will be setting a goal for total minutes to read. Last summer they read a total of 112,599 minutes, and placed fourth in the Minnesota Scholastic Summer Reading Challenge.
Hopkins Homecoming 2014
Homecoming Week 2014 was packed full of Hopkins Royal spirit with new themes each day at Hopkins High School, ranging from Pajama Day to Tropical Tuesday. An energetic pep fest ended with a coronation ceremony that named Koree Walton Homecoming Queen and Harris Johnson Homecoming King. The Homecoming Queen and King — Koree Walton and Harrison Johnson Hopkins Royals football team beat the Minnetonka Skippers, then students danced the night away at the Homecoming Dance. Meet the Hopkins High School Homecoming Court: Seniors King: Harrison Johnson Queen: Koree Walton
Students show off items for sale at an Alice Smith Elementary summer rummage sale. All the items were donated by SMARTS students, and proceeds went to ICA Foodshelf.
Runners-Up King: Bill Atkins, Rayzhaun Peeler Runners-Up Queen: Alexis Bernard, Chaniya Rogers Juniors Prince: Erik Davis Princess: Daynesha Ewing Sophomores Duke: Josh Borkon Duchess: Nhan Le
District Life Changer
Michele Luke
Before coming to Hopkins, Michele Luke’s teaching map extended from Coon Rapids, Minnesota to Richland, Washington, but Hopkins is where she finally landed. When people see Luke in the hallway, they tend to think of math. And for good reason, Michele has spent the past 16 years with Hopkins Public Schools as a math teacher and mathematics curriculum coordinator.
Before coming to Hopkins, Michele served as a mentor for a metropolitan-area grant to bring standards-based curriculum materials to junior and senior high schools. Michele worked with teachers in the Hopkins, Burnsville, St. Louis Park, and Richfield schools for two years. The connections she had with Hopkins prompted her to apply for a teacher and K-12 mathematics curriculum coordinator position that became available. When offered the jobs, she quickly accepted. “Michele Luke’s leadership in mathematics has been invaluable in our District, state, and throughout the region,” said Diane Schimelpfenig, Ed.D., director of teaching and learning. “Her depth of knowledge, reflective practice, and support of others have made her a tremendous resource to our staff, and ultimately, our students.” Background: Michele began at Hopkins as a part-time teacher and a part-time coordinator. In the coordinator role, she serves as a resource and support for teachers and staff in mathematics curriculum, instructional strategies, and assessment. She provides staff development and training for K-12 mathematics teachers, including math intervention staff. She also works with staff on issues or questions that have a connection to mathematics. Hopkins began a curriculum review last year, and with the expanded STEM curriculum, Michele became a full-time mathematics curriculum coordinator and co-coordinator of STEM programming What do you love most about working at Hopkins Public Schools? The teachers and staff at Hopkins are wonderful — so talented and very committed to our students. I am also very pleased with the support that the District has given to professional development, and in helping me support teachers in learning more about math content, standards, and pedagogy. We have been able to offer high-quality opportunities to teachers, and in turn, students are the beneficiaries of those experiences. Proudest moments? In the past, I taught community education algebra classes for parents. I received many notes from them letting me know how they felt validated through the classes, and wished they had learned math the way we are teaching it at Hopkins. A student that has touched your life? I received an unexpected thank you note from a student who had really struggled, and it made me realize that you never know how your work may affect the life of a student forever. Teaching philosophy? I like this quote from Winston Churchill, he said “continuous effort — not strength or intelligence — is the key to unlocking our potential.” Stats: • B.S., mathematics education, University of Minnesota-Twin Cities; Master’s Degree, mathematics education, University of Minnesota. Michele Luke has been working for Hopkins Public Schools since 1999, and has been the K-12 mathematics curriculum coordinator since that time. Michele has also taught both pre-algebra and algebra at Hopkins North Junior High School and Hopkins West Junior High School.
Where are they now?
Garrott Kuzzy: 2002 graduate
Stats: Product Manager for VBT Bicycling and Walking Vacations in Bristol, Vermont • B.A., Geography and German, Middlebury College, Vermont fun facts Garrott’s biggest accomplishment since graduating from Hopkins has been competing in the 2010 Vancouver Winter Olympic Games. His travels as a professional ski racer, along with degrees in Geography and German, set him up for a career with travel company, VBT Bicycling and Walking Vacations, in Vermont. At times he may sit behind a desk, but Garrott gets to explore the world developing active vacations for clients to destinations such as Yellowstone, the Austrian Alps, and China. Favorite hangout spot at Hopkins High School? Lindbergh Center after a hard day at cross country. Favorite Band of 2002? Cake was my go-to band. What Hopkins teacher made a difference? My coaches played the biggest role in developing who I am today. Their endless commitment to our teams, using their evenings, weekends, and vacations to coach us continues to impact me daily. How did Hopkins prepare you? Hopkins allowed me to live in Switzerland as an exchange student, which opened my eyes to global opportunities.
Community Spirit Laurie McNeill
A firm believer in taking action, Laurie NcNeill is widely known to dedicate a lot of her free time to Glen Lake Elementary and the Hopkins School District at large. Her list of serving the District includes time spent as the auditor, and later treasurer at Glen Lake for more than three years, co-chair of staff luncheons for three years, co-chair of Glen Lake’s “Parents Night Out” silent auction event for two years, live auction chair for the 2014 Hopkins Education Foundation (HEF) Royal Bash, and cochair for this fall’s HEF Rock-N-Royal. You may also have seen Laurie volunteering at Glen Lake’s Walka-Thon, Carnival, book fairs, and in the classrooms assisting with reading fluency, events, and field trips. Most rewarding moment volunteering? I just really enjoy seeing all the kids learning and trying new things. What person has influenced you most? The teachers at Glen Lake are an inspiration with their love and patience with the students. People would be surprised to learn... People say I never stop, but my favorite way to spend time off is curled up reading a book and drinking a cup of tea. Sweet or salty? Both! Sweet with a touch of salt is the perfect dessert — anything with salted carmel is a must-have in my book. I volunteer because... I have an only child and I wanted to help make his school the best it could be. I have a hard time saying no if there is need — there are never enough volunteers. Sometimes people complain, but will not do anything to make positive changes. I like to be proactive. Highlight a Hopkins volunteer at your school! Email Carrie.Gerard@HopkinsSchools.org
Know someone we should feature on this page? Email Carrie.Gerard@HopkinsSchools.org
Dayna Frank: 1997 graduate Stats: Executive Vice President, First Avenue and 7th St. Entry • Bachelor of Arts, New York University, 2001 (Photo by TJ Turner/SIDECAR)
fun facts After college, Dayna moved to L.A. hoping to produce movies. She worked her way up the ranks to become Head of Scripted Series at VH1. When her father, owner of legendary First Avenue music club in Minneapolis, suffered a stroke, Dayna stepped in temporarily, and discovered that she loved the exciting nature of the job. Now, she works full-time to make First Avenue the best club in the country. Committed to bringing in the music, Dayna recently promoted the Replacements concert at Midway Stadium, worked on the September 20 Festival Palomino, A Trampled By Turtle’s Festival, at Canterbury Park, and gave the Turf Club in St. Paul a makeover, packing its music schedule chock-full of great acts. Favorite Band of 1997? Sleater-Kinney. What Hopkins teacher made a difference? Mr. Avalon — his passion was invigorating and the love of learning inspired me to actually do homework. How did Hopkins prepare you? I got a lot of experience negotiating with teachers about grades — it was harder than most business deals I enter.
Dan Chargo : 2005 graduate Stats: Medical student, will graduate with the class of 2015 • B.A., Biology, Gustavus Adolphus College; Medical Student, University of Minnesota Medical School fun facts Dan has an exciting year ahead as he approaches graduation from medical school and his upcoming wedding next summer. Since high school, Dan has sought out travel opportunities. He studied abroad in Fiji, performed medical work in Ecuador, and spent time backpacking in Peru and Colombia. His involvement with Hopkins Nordic Ski Team gave him a lifelong love of skiing, but Dan has also added broom ball, hockey, and triathlons into the mix. Dan’s future plans include residency training in the field of Emergency Medicine after graduation. Favorite hangout spot at Hopkins High School? Hanging out before practice at Lindbergh Center. Favorite Band of 2005? Red Hot Chili Peppers. What Hopkins teacher made a difference? Matt Kappel and Champ Nelson helped me do well in school. Rob Fuhr was instrumental in teaching me how to work hard, lead others, and have fun. How did Hopkins prepare you? The excellent academics directed my passion for science. Athletics helped me succeed outside the classroom. Update October/November 2014
Nonprofit Org. U.S. Postage PAID Permit No. 161 Hopkins, MN 55343
October/November Events Early Childhood Fest – A free event with activities and entertainment. Saturday, October 4, 10:00-11:30 a.m. Hopkins Library, 22 - 11 Ave N, Hopkins, 952-988-5000 Come Dance With Me! Community dance, featuring live music by Sinatra-style singer Tim Patrick & The Blue Eyes Band. Friday, October 10, 7:00 p.m., free dance lesson at 6:15 p.m. Eisenhower Community Center, tickets: HopkinsSchools.org/dance Food Allergy Resource Fair – Free, featuring allergy-friendly food, vendors, coupons, “Ask the Doctor” booth, samples, and information. Saturday, October 11, 9:00 a.m. - 12:00 p.m. Eisenhower Community Center High School Fall Choir Concerts Tuesday, October 21, 6:30 and 8:00 p.m. Hopkins High School Auditorium Winter Warm Wear Drive – Donate winter outerwear for local children. Donate through October 23 ResourceWest, 1011 First St. S., Hopkins, www.ResourceWest.org, 952-933-3860 Young People’s Pajama Concert with the Hopkins High School Orchestra. October 28, 5:45-7:00 p.m. Hopkins High School, 2400 Lindbergh Drive, Minnetonka Hopkins High School Fall Musical: Oliver! November 13, 14, 7:00 p.m., November 15, 2:00 and 7:00 p.m. Hopkins High School Auditorium
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STEM Let’s Build events for Preschoolers and Parents
Preschoolers, ages 3-5, and parents are invited to free STEM Let’s Build events. Featuring interactive STEM (Science, Technology, Engineering, Math) activities, the events are designed to make learning about science and engineering interesting, understandable, and fun for kids. Out nationally recognized and researched elementary STEM curriculum, Engineering is Elementary (EiE), was developed by the Museum of Science, Boston. Hopkins is one of only three school districts in Minnesota to offer this advanced curriculum. Bring your preschooler and experience STEM at one of the following STEM Let’s Build events: Alice Smith: Thursday, November 6, 10:30 a.m. Glen Lake: Tuesday, November 11, 6:30 p.m. Meadowbrook: Thursday, November 13, 7:00 p.m. Eisenhower: Friday, November 14, 10:00 a.m. L.H. Tanglen: Tuesday, November 18, 10:00 a.m. Gatewood: Tuesday, November 18, 6:30 p.m. Visit HopkinsSchools.org/STEM for more information.
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Just in time for holiday shopping:
HEF Online Auction November 10-16 Let the bidding begin! Safeway Driving School, and many more. Bid on a wonderful selection of gift cards, including some Since 1995, HEF has awarded local favorites such as the $2.3 million in grants that Gold Nugget Tavern, Guthrie engage, enhance, and Theater, Hopkins Center for energize the education the Arts, Big Thrill Factory, experiences within the Foss Swim School, Doolittle’s, Hopkins School District. Learn more at www.HopkinsEducationFoundation.org
Discover Kindergarten at Hopkins Public Schools
Welcome Class of 2028! Join us for Kindergarten Information Sessions The year before kindergarten is an exciting time for families, filled with questions and to-dos that must be navigated when making important decisions about what is the best fit for your child and your family.
Kindergarten Information Sessions: You are welcome to attend any of the upcoming information sessions:
Kindergarten Information Sessions are the perfect time to ask your questions, gather information, and meet other families. Designed for parents of children entering kindergarten in the fall of 2015, the sessions are open to any family wanting to learn more about Hopkins Public Schools.
Meadowbrook Elementary: Thursday, October 9, 10:00 a.m. or 7:00 p.m.
Caring, passionate teachers and an engaging, rigorous curriculum that includes Spanish instruction, the arts, STEM learning, and Gifted & Talented Services will make learning come alive for your child.
Gatewood Elementary: Thursday, October 23, 10:30 a.m. or 6:30 p.m.
L.H. Tanglen Elementary: Tuesday, October 7, 10:00 a.m. or 6:30 p.m.
Glen Lake Elementary: Tuesday, October 14, 10:00 a.m. or 6:30 p.m. Eisenhower + XinXing Elementary: Tuesday, October 21, 10:00 a.m. or 6:30 p.m.
Alice Smith Elementary: Tuesday, October 28, 10:30 a.m. or 6:30 p.m.