Hopkins May Update 2020

The Community’s Guide to the District

West Junior High Principal Receives MNIB Leadership Award

May 2020

Hopkins Educators Learn to Teach from a Distance

Leanne Kampfe is the first person to receive the newly created Minnesota Association of IB World Schools (MNIB) Leadership Award. Her colleagues surprised her on March 12 with a small celebration to recognize her as the award recipient.

A first-grade Chinese immersion student connects with her teacher virtually (left) and preschool teacher Rob Mullen poses with his son Ernie who helps produce a YouTube show that doubles as a virtual classroom (right).

"It’s important that you realize what a gem you have — that you have someone who is considered a leader in the state,” said Jon Peterson, executive director of MNIB.

When Allegra Smisek, assistant director of Innovation, Design and Learning (IDL), learned on March 15 that the governor planned to close all schools in Minnesota for two weeks to allow teachers to plan for a potential longer closure, her only point of reference was a snow day. Canceling school for even one day came with challenges, and a closure of this magnitude had never been done.

The Loop: Hopkins Community and District Resources

Looking for local resources during the COVID-19 pandemic? Look no further than The Loop — a resource for Hopkins Schools community members. It is filled with information regarding transportation, food, internet service, parenting tips, and more.

Find it here: HopkinsSchools.org/theloop

For the next eight days, she co-led and co-wrote the handbook for Distance Learning in Hopkins, working alongside teachers, media specialists, administrators, digital coaches, and several other staff. Closing in-person school for an indefinite period of time is something no one wanted, but Hopkins was determined to make Distance Learning the best it could be for students and families.

“We wanted families to know that wherever they were at — it was okay,” said Ann Ertl, assistant director of IDL. “We wanted them to give themselves patience and grace and to know that if something was not working for them, we could help.”

With the governor’s recent announcement that buildings will remain closed for the rest of the school year, Hopkins, as well as other school districts in Minnesota, is coming to terms with the reality that they are in this for the long run.

The collective shock has worn off and teachers, students, and families have begun to settle into a routine that would have seemed unfathomable even three months ago.

Maintaining connections Teachers are rising to the challenge and thinking outside the box to create engaging learning experiences for their students from a distance.

Second-grade teacher James Ikhaml meticulously documented his maple syrup-making process, turning it into a virtual science and math lesson.

Then there is preschool teacher Rob Mullen, who created his own virtual classroom, which his students access on YouTube.

While it’s not possible to fully recreate in-person learning experiences, maintaining connections is a priority for teachers. Moira Scholz, a special education teacher at Hopkins High School, is See Teach from a Distance, inside

Virtual School Board Summer ECFE Graduation 2020 DATES This online meeting will be Classes are Online Congratulations Class of IN THE broadcast live on YouTube. Join us for parent-infant 2020! Graduation will look HopkinsSchools.org and parent-toddler online different this year, but we'll COMMUNITY Visit for details. make sure it's memorable.

Tues., June 2, 7 p.m.

Streamed on YouTube

classes.

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Thurs., June 4, 2020 Visit HopkinsSchools.org for details

Teach from a Distance, continued from cover

intentional about personally connecting with students. She offers to virtually meet whenever they have a question. Having a face-to-face connection makes things just a little more normal for everyone.

“As much as I think the kids need us, I think we need them even more,” she said. “We all have a common goal, which is student success and making sure the kids are okay.”

Students also want to connect with their classmates. To create these conditions, Vanessa Walters, a fifth-grade teacher at Gatewood, allows students time to interact with each other before starting her virtual class time.

“They are just happy to see each other, and they are happy to see me,” she said. “I want to be flexible and give them time to be kids with each other. They are restless and they miss school.”

Keep it simple Distance Learning is really learning during a crisis. With only a quarter of the school year left, teachers are critically reviewing all of their content and prioritizing what they teach by what will be most essential to the success of their students.

The junior high program leaned heavily into its International Baccalaureate (IB) model and folded three subjects into one interdisciplinary unit. Not only were teachers able to streamline their curriculum, they were able to create a deeper learning experience for students.

“This helped us reimagine education, and we want to keep this going,” said Ben Dickens, a social studies teacher at North Junior High. “We want to continue to collaborate at this level when we return to an in-person format.”

First-grade XinXing teacher QQ Tisdell is most focused on making sure her students maintain their Chinese language learning and that her lesson plans are easy for parents to navigate. She spent most of her Distance Learning preparation helping families become comfortable in their new role as teacher partners. She met with each parent virtually to walk them through the learning she set up for their children.

“I am always there for families,” she said. “They can email me and I will reply in five minutes, they can text and I will respond right away.

It’s how I let them know it’s okay, I am here for every problem they have.”

What can we learn from this?

Although Distance Learning is a major shift from the traditional way school is delivered, it does present a unique learning opportunity for innovation. Some students are engaging with school more in this format and would prefer a hybrid model if it were available. As part of Vision 2031, the Hopkins community expressed a desire to explore flexible start times. Distance Learning is providing a model for that, now that we know education can be presented in a variety of formats.

Teachers are seeing technology through new eyes and making connections that were not obvious before. Colleagues across buildings and content areas realize that collaboration is as easy as opening their computers.

“Distance Learning recentered us,” said Nina Bauernfeind, a math teacher at Hopkins High School. “It became very clear that this is not about our content or what we have been doing for years and years — this is about the kids. We can’t focus on anything else other than getting the kids to be successful.”

At least 70 students in grades K-9 are receiving tutoring and mentorship services from Hopkins alumni through the Hopkins Bigs Program.

Alumni provide tutoring and mentorship during Distance Learning Education has been fully transformed in a matter of weeks, leaving Hopkins and other school districts across the country turning to Distance Learning. Navigating this new system during a world-wide pandemic has come with its challenges for educators and families, but one group in Hopkins has made it their mission to make things just a little bit easier.

The Hopkins Bigs Program is a group of Hopkins High School alumni who offer tutoring sessions to students in the Hopkins School District. These students unexpectedly found themselves back at home when their colleges shut down due to the COVID-19 outbreak.

The first week resulted in 15 alumni serving 70 students in kindergarten through ninth grade, and the program continues to grow.

“We wanted to set up a system that allowed kids to maintain a connection to school and connect with older kids,” said Jessica Melnik, a 2019 Hopkins High School graduate.

Tully Schenkelberg signed her Glen Lake fourth grader up as soon as she heard about the program.

“I thought it would be an amazing opportunity for Hazel during this time to have another ‘adult’ to lean on and learn from,” she said.

Hazel looks forward to sessions with her Hopkins Big, Mary O’Neil. They work on math, Spanish, art, and science experiments together via video chat. The pair have created a strong connection and even become pen pals, writing letters “snail mail style.”

“Thank you to all of these (alumni) for taking the time to make a positive change. It is making more of a difference with these little kids and for us parents than you could even know,” Schenkelberg said.

ROYAL SPOTLIGHT

ALUMNI CORNER

Ellen Wu Kindergarten Teacher, Alice Smith

Nathan Wanderman 2003 Graduate

Alice Smith kindergarten teacher Ellen Wu builds strong, loving, and trusting bonds with her students. Her colleagues note that these relationships are so strong that Wu is often stopped by former students and their families at community events — they just want to spend more time with her.

Stats: B.A. in economics, American studies, and political science, University of Minnesota • MD from University of Minnesota Medical School

“This experience shows just how special of a person and teacher Ellen Wu is; she builds relationships with her students and families that last long after they leave her classroom,” fellow kindergarten teacher Annika Sjolie said.

Wu brings warmth and acceptance into her classroom and empowers her students to explore their individuality, creativity, and love of learning.

Classroom parent Lana Boord-Barton said that Wu has given her previously anxious and reserved son the confidence and support he needed to feel successful at school.

“My son’s love for Ms. Wu transformed into a love for school, and then into a love of learning. Ms. Wu is the teacher that we will remember forever,” Boord-Barton said.

How does Vision 2031 fit into your classroom?

We love and encourage each other to be

the best that we can be for a better future for all. Kindergarten is not too young to begin our foundational building blocks!

Watch Ellen's Instagram Takeover Check out Ellen's classroom in our Instagram highlights section.

Stats: B.A. in elementary education and family studies, University of St. Thomas • Currently pursuing a master’s degree from Saint Mary’s University.

Fun Facts: For Wanderman, education and studies have been a big part of his post-high school life. He triple majored at the University of Minnesota in economics, American studies, and political science.

After graduating from college, he spent two years teaching high school in the South Bronx as part of Teach for America. Then he entered medical school, which was followed by a residency in orthopedic surgery at the Mayo Clinic.

His hard work will pay off when he completes his fellowship in spine surgery next year and enters practice as a spine surgeon in 2021.

What Hopkins teacher made a difference?

Shannon Bailey, my AP History teacher, provided encouragement, mentorship, and guidance my first year at Hopkins. She gave me the confidence to push myself outside of my comfort zone and to continually challenge myself to be a better person.

How did Hopkins prepare you for the future?

The wonderful supportive teachers, abundant extracurricular opportunities, engaging administration, and talented classmates made high school a seminal time in my life. I can honestly say that I wouldn’t be the same person today were it not for my time at Hopkins, and I can only hope that my children have the same positive, quality, and caring high school experience.

STUDENT VOICE Tae Samek Ninth-Grade Student, West Junior High Math and PE/Health are Tae Samek’s favorite subjects. He is a ninth grader at West Junior High who believes student voice and community are important to the success of any student. As a member of the Gender and Sexuality Alliance (GSA) club, he is one of the many students in the club who exhibit strength and courage according to group advisor Laura Jensen.

The GSA club is a place that Tae looks forward to attending each week. Now that school has shifted to Distance Learning, things are not quite the same.

“There’s a lot of things to balance during this quarantine and although it’s nice staying home, I do see pros and cons,” Tae said.

"It's very important for students to be heard, so everyone can feel equal."

On the plus side, Tae has enjoyed the freedom of choosing his schedule and taking breaks when he wants, but the downside is that students are dealing with added stresses of learning during a pandemic. It’s difficult to think about essays and other school work when students are also worried about the health of their families and themselves.

Prior to physical distancing precautions, Tae had an opportunity to share his story at an assembly along with other students in the GSA. He showed fellow students a variety of traits that he shares with most people and then flipped a board that revealed he is transgender. The reaction from students and teachers was unbelievably kind and supportive — feedback that was greatly appreciated by Tae and the rest of the GSA.

Know a Hopkins student, teacher, or alumni we should feature? Email Michelle.Wirth@HopkinsSchools.org.

IN CASE YOU MISSED IT

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Check out Hopkins High School's Class of 2020 sharing what they'll be up to next year.

Leave a comment to show some love for the graduates. #DecisionDay2020 #Classof2020

Hopkins Public Schools May 6

Hopkins High School staff delivered personalized signs to the Class of 2020.

Each senior received a sign with their name on it to place in their yard or in a window. Look for them in the community. Thanks to the Hopkins High School administrative team who made the deliveries possible! #HopkinsStrong HopkinsSchools May 1

Practice makes perfect!

Hopkins Superintendent Dr. Rhoda Mhiripiri-Reed tried her hand at making pancakes for our school nutrition staff in honor of School Lunch Hero Day! Since we couldn't all be together, she practiced her recipe on her kids.

Hopkins270 May 5

Staff at Tanglen Elementary helped a momma duck and her nine babies out of the school courtyard and across Hillside to the pond this morning. Principal Jim Hebeisen said, "They waved goodbye and smiled as we parted ways."

DR. MHIRIPIRI-REED Dear Hopkins Community: This surreal time brought on by the spread of COVID-19 has been trying and presents a need for reflection. If you’re like me, the respect I have for our teachers has risen exponentially. Working long hours from home while doing everything in my power to ensure my two children are engaged in Distance Learning is a task that reaffirms the awe and deep respect I have for our educators.

In Hopkins, we are asking ourselves and each other, “What will school look like in the fall?” That’s likely a question all of us are asking. There is a lot of conversation about whether we will return to “normal.”

Before the pandemic took over our lives, public schools across the country were entrenched in educational practices that have existed for decades.

As your educational leader in Hopkins, the perspective I have on the successes and failures of the public education system are informed by years in the field working on both coasts, as well as four other school districts here in Minnesota. I imagine a different educational system, and I wonder if we can leverage what we’re learning during COVID-19 to inform the way we return to school.

During Distance Learning, students and teachers have more choice. There is far more flexibility around working independently, signing into a group activity (or watching a recording of it later), and learning. Students and teachers are also assessing what’s valuable and meaningful about the content being received or provided. Students have described having less tolerance for “busy” work; they yearn to dive deeper into critical thinking and contemplate real world problems and issues. A global pandemic powers our desire for meaningful experiences.

How will we decide what parts of "normal" served all students well, and what parts of "normal" kept all students from excelling? To best answer this, we need the voices of students, teachers, and families.

How has COVID-19 and Distance Learning changed us? What do we desire more or less of, and how can we organize our education system differently to ensure that we chase the successes and confront our failures? We have students who prefer a distance learning model and who are succeeding more in this environment. How might they have more choice in how their learning is organized moving forward? We have students and families who were isolated because of income or race before the pandemic, who may feel or be even more marginalized, ignored, undereducated because of the pandemic. What factors of in-person school will we adjust to more effectively meet the diverse needs of all of our families?

There is so much to contemplate as we organize ourselves for post-pandemic learning. My hope is that we have the courage to do things even better than we did before we got hit by this storm.

Our students and families deserve our determination to create a new normal that works for all, rather than revert to the old normal that only worked for some. Let this be a call to action for all of us to ensure every student and member of the Hopkins community is part of our new normal.

Sincerely, Dr. Rhoda Mhiripiri-Reed Superintendent

Hopkins Public Schools ISD 270 1001 Highway 7 Hopkins, MN 55305-4723

The Community’s Guide to the District

May 2020

Residential Postal Patron ECRWSS

WE MISS YOUR KIDS! Learning and exploring from a distance

THANKS FRONTLINE WORKERS! Our frontline employees have been providing essential services in our buildings since Distance Learning began. These dedicated staff members are the ones ensuring that our buildings are clean and that students have food and care so our families who are essential workers can serve the public.

Thank you, frontline employees. We see you!

Student Nutrition:

184,752 meals served for students as of May 11, 2020

Child Care:

3,041 hours of care for 32 emergency

worker families by Early Childhood, Kids & Company, and paraprofessional staff

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Nursing Staff:

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