Parents Association News & Events October 13, 2022

October 13, 2022

Thank You!
The PA wishes to thank all the families who donated and volunteered for this fall’s Faculty and Staff Appreciation Week, THANK YOU! We kicked off the weeklong event by making s’mores for all Staff at lunch, celebrated all things 1982 and returned to in-person dinners for all staff that stayed to conference on each Thursday evening. Thanks again to all families who participated, Chef Chris and his Sage staff for the dinners, and the Maintenance staff for keeping the Teaching Kitchen clean!

Halloween Will Soon Be Here
October 28, 8:30-2:20pm
Our annual Halloween Party is back! Please contact Jasmin Stees at jasminstees@yahoo.com if you have any questions or would like to volunteer. You can volunteer through SignUp Genius. https://www.signupgenius.com/go/8050a4ca5a72aa1f49-mpalower

Save The Date!
Watch for more details on these upcoming PA events.

  • December 3, 8-10 PM: Parent Dinner during Winter Semi-Formal at the India Palace
  • Jan. 21, 6 PM: Snowshoe event at 7 Vines Vineyard, $55.00

Save the Date for Book Festival
December 5-11

Book Festival has moved from April to December. Just in time for holiday gifts or Winter Break reading. More information is coming soon!

Wednesday Morning Walks Through the Farmers Market
Wednesdays at 8:15 AM

The Parents Association invites parents and guardians to get together Wednesday mornings after drop off with Michelle Mick. We’ll meet at the Farmers Market at 1850 White Bear Avenue, near the Aldrich Arena. There are just a few weeks left to enjoy this lovely market. We can stroll through the market followed by a longer walk if desired. LS, MS and US families are welcome. Chat with new parents and connect with friends. Younger children are welcome to walk with us. Questions? Contact Michelle Mick at mwesselyPA@moundsparkacademy.org.

Meet William Kim ’20

October 6, 2022

William Kim '20What are you currently doing, professionally and/or personally?
I am a student at the Don Wright Faculty of Music, Western University in London, Ontario, Canada (also where I currently live), studying Percussion Performance and entering my third year.

How did you get there? Where did you attend college? Are there some career moves or other key experiences or relationships that have inspired you?
I was able to get to where I am today because of the numerous opportunities MPA and the Twin Cities provided for me. While in the Twin Cities, I got to play in the Symphony Orchestra of the Greater Twin Cities Youth Symphonies organization. I got to perform in venues such as Orchestra Hall and Ted Mann Concert Hall, mentor younger musicians in other orchestras, and tour internationally in Eastern Europe (2018). This past June, I was invited by GTCYS as an alum to come back to Minnesota to perform and tour internationally with them in Southern Italy–it was wonderful to come back and visit all my old friends and relive fond memories at MPA!

It all started for me with MPA’s ensembles, who inspired and shaped the musician I am today. While at MPA, I participated in Concert Band, Varsity and Concert Choir, and Percussion Ensemble. In addition to developing my musical abilities, each ensemble helped to develop my confidence and teamwork skills, very important skills to have when majoring in music and in life.

While in Minnesota, I also took private lessons at the University of Minnesota under the tutelage of Dr. Adam Rappel. His patience, dedication, and guidance helped to get me to where I am today, and I don’t know where I would be today without him and my MPA teachers Ms. Wantock and Mr. Habermann.

How did your MPA experience prepare you for your life today? How did MPA inspire you to dream big and do right?
MPA’s faculty inspired me to dream big and do right by serving as excellent role models, and leading by example. Every faculty member I interacted with impacted me through their respect, responsibility, leadership, and methods of keeping us engaged and fostering learning through multiple flexible approaches that included Socratic seminars and frequent in-class discussions, a learning environment very few schools have. Given the nature of my current major (Bachelor of Music in Percussion Performance), which involves a lot of performing in large ensembles and working in “teams,” MPA has given me the lifelong skills necessary to lead and collaborate with my colleagues effectively.

What’s next? Do you have any aspirations, personal or professional, that you’d like to share?
To keep learning and performing!

Essential Arts Education

October 6, 2022

from Dr. Bill Hudson, head of school

One of my favorite times of the year is early fall, when the first round of student artwork is displayed throughout the school. Bare walls come alive with beauty, creativity, and splashes of color. With just a few weeks of the semester to cultivate ideas and build skills, I am astounded by students’ accomplishments. This year is no exception. A quick walk about the school will be rewarded with marvelous displays of shape, lines, textures, shading, and values.

I am sometimes asked why MPA considers the arts an integral part of our academic program. Shouldn’t a college-prep school focus solely on subjects such as math, science, and English? The arts are considered electives or optional in many schools, but not at MPA. Unfortunately, many schools are forced to cut art education to free up funding and make time for standardized assessments. In contrast, we firmly believe that art education is essential to developing skills, mindsets, and attributes in the whole person both during their time at MPA and throughout their lives.

Many of us are familiar with the term growth mindset. A growth mindset is a belief about the malleability of intelligence and is associated with a wide variety of positive academic outcomes, including curiosity, resilience, and improved achievement. Guided by their teachers, students see that there is more than one way to approach a problem and that every solution, when well executed, offers a unique perspective. As a result, they learn that instead of mistakes being a failure to replicate an ideal, they are opportunities to expand ideas and use the process as an opportunity to creatively problem solve. “I love the process of designing a visual challenge,” says Middle and Upper School art teacher Renee Sonka. “Preparing students to meet that challenge, and then stepping back to see the incredible variety of beautiful solutions that result from that process.” Read More

Parents Association News & Events October 6, 2022

October 6, 2022

Fall Parent Brunch
October 12, 10AM-12 PM
Parents, please join us for a morning meet-up at Churchill Street in Shoreview. Now that school is back in session, parents deserve a mid-morning break. Head over to this great community gathering spot to meet, connect, and chat with other MPA parents. The PA is covering the cost of the private dining room for the morning, and parents can order what they like and pay for it at the counter. Churchill Street is at 4606 Churchill Street, in Shoreview, MN! Preschool-aged siblings are welcome.

It’s not too late to attend. Email Staci Banks at sbanksPA@moundsparkacademy.org.

Halloween Will Soon Be Here
October 28, 8:30 AM-2:20 PM
Our annual Halloween Party is back! Please contact Jasmin Stees at jasminstees@yahoo.com if you have any questions or would like to volunteer. We’ll have a SignUp Genius coming soon. Read More

One Space, Infinite Possibilities

October 5, 2022

MPA’s Makerspace intentionally provides students with opportunities to construct meaning through making with practical, hands-on, interdisciplinary, problem-based projects. In this space, students of all ages use design thinking to develop empathy with individuals and design creative solutions to problems through an iterative process involving brainstorming, prototyping, and testing. The Makerspace allows for the blend of technical and creative skills conducive to developing a well-rounded individual.

Kindergarteners are experiencing the immersive magic that occurs daily in our Makerspace. For one of their first projects of the year, the eager students gathered around Mr. Braafladt, the Makerspace technology and innovation teacher. They watched in wonder as he carefully demonstrated their tasks and introduced the letter block activity.

The first letters that children learn are most often the ones in their names. In early kindergarten, names are used to practice letter recognition, syllables, counting, and so much more. In this project, Ms. Santiago’s class leveraged the Makerspace to take this foundational literacy work to a more creative and hands-on level.

For this experiential learning activity, kindergarteners were given small blocks of wood with the letters of their names outlined on them. Their challenge was to glue different materials over these outlined letters, producing unique and personalized art pieces.

Ms. Santiago explains, “Even though this project gave each student a beautiful end product, it is a prime example of a process-driven Makerspace experience for the students. Mr. Braafladt and I offered a wide variety of materials and intentionally left the rest up to the kids. They had to decide which material to use, how to best attach the material to their letters, and how to troubleshoot the problems that came up as they worked. Process-driven learning fosters creativity, independence, and perseverance.”

According to a Philly Art Center article on the importance of process-driven art for children, “If we show them an example and proceed to teach them exactly how to make their project the same as ours, we have only given students one answer to one question and both came from us. But if we instead give them materials and demonstrate the many ways they can use that material, we are posing questions and teaching them to find their own solutions in a world of possibility.” The Makerspace letter block project is an instrumental activity in developing autonomy for young MPA learners!

Welcome to MPA, Jodi Hurley!

October 5, 2022

What position will you be holding at MPA?
School Counselor

From what school/organization are you coming?
District 622 employee – was at Hill-Murray last 15 years

Tell us about your education and past experience.
I have a Bachelors degree in Psychology and Criminal Justice and a Masters Degree in Counseling and Education. I began my career as a counselor for at-risk youth at St. Joseph’s Home for Children. I then moved to the school setting and worked with middle and high school students. For the last fifteen years, I have been working at Hill-Murray as a Licensed Counselor, led the Peer Listening Program, and was the Head Boys’ and Girls’ Track and Field Coach.

What did you find appealing about MPA?
I wanted to become a member of the MPA community as I found it to be a very welcoming atmosphere. I heard about the emphasis on high academics and support for every student to strive for excellence.

What’s your big dream?
Someday I hope to move to Alaska and live off the grid.

What are you (and your family, if you so choose) passionate about?
I am married and have three grown boys (ages 23, 21, and 18). We are always up for a challenging hike, playing any sport, and enjoy being out in nature. We value spending time together and ending the day with a great meal.

What’s a fun fact about you that our community would love to know?
We have a Sun Conure Parrot named Oscar and we let him fly freely in the backyard (weather permitting). When he is ready to come inside he will fly to a branch near our window and chirp until we open it and put him back in his cage.

Tools For A Successful, Happy, And Healthy School Year

October 4, 2022

Two Upper School students working togetherfrom Dr. Jules Nolan, MPA school psychologist

Among the excitement and speedy pace of returning to school, we tend to feel a lot of varying emotions. Friendships and routines are re-ignited, new ones are formed, and our students begin to settle in amidst change all around them. This fall, we asked Dr. Jules Nolan, MPA school psychologist, for advice on supporting children in a new school year to equip you and your family with tools for a successful, happy, and healthy year.

Dr. Nolan’s Top Three Tips
First, remember that anytime we experience big changes in our lives (new school year, new house, new baby) our brain goes into “safety” mode and spends thinking resources scanning the environment to ensure safety. This is a largely unconscious process but can manifest in our bodies like nervousness and feeling uncertain. During times like this, we are likely to be forgetful, feel scattered, and have a hard time initiating tasks or persisting when things get tough. In children and teens, this can look like low frustration tolerance, reluctance to try new things, high emotionality, tiredness, and so on. Our brains are calmed by routine, familiarity, pattern, and predictability. It is important to fortify your routines so that you are getting up and going to bed at the same time, eating at the same time, choosing clothes the night before, setting out what you need to remember the night before, etc. Essentially, your brain gets busy with seeking the familiar, and that makes it hard to make small decisions, remember things, and so on. Routine and structure calm the brain and this phase will pass quickly (a few weeks) if you focus on predictability, routine, and structure.

Second, remember that even if you have had a great and smooth “back to school,” after a few weeks of “honeymoon,” you may begin to see changes in your students like loss of motivation, lack of interest in studying, and lower performance. Remember that this is a good time to teach your children about motivation. Some people mistakenly think that intrinsic motivation (feeling motivated by the subject matter or the satisfaction of completing something) is the “good” kind and that extrinsic motivation (using tangibles, activities, or praise) is the “bad” kind. The truth is that people who use both kinds of motivation to do the things they don’t like to do–but must complete–are the most successful. Think of what you use to keep you working on things you despise (taxes, laundry, cleaning, etc). Often, we use external motivators to keep us engaged and that make us successful. The best motivators are those that your children choose themselves, but remember that work always comes first and the “break” time should be no more than a few minutes. We do best with many intervals of working and breaking rather than one long work period followed by a long break.

Third, be careful not to over-schedule your family. All of the activities and experiences we want our children to have can actually hinder development and lower confidence, especially in young children. A child who has structured lessons and coaching in several areas can come to feel that they are not good enough as they are. Dr. Lisa Damour, NYT bestselling author of “Under Pressure” tells us that we should think about what we could do at 100% of our effort, and then scale back to about 75%. Our teens can also easily get overscheduled. If your child’s sleep, eating, or socializing is suffering, you need to pare down their schedule. Read More

Meet Sophia Spisak ’23

October 4, 2022

Sophia Spisak '23What do you love about MPA?
I love how MPA is such a close-knit community. I really value the relationships I have with my teachers and friends, and I still keep in touch with some of my Middle School teachers. It’s wonderful to have such close connections. I also love that MPA gives students the opportunity to try so many different things–most students aren’t just known for one passion.

How are you encouraged to dream big and do right at MPA?
Since MPA is a PreK-12 school, I’m able to learn from students of different ages. When I was in Middle School, I always looked up to my team captains as my role models, and I wanted to be just like them because they were so kind and caring. Being the older kid now lets me learn from younger teammates and set a positive example.

Why do you believe your teachers teach the way they do?
It is very clear how much MPA teachers care about their students; they always teach with joy and authenticity. I believe they teach this way because they care about us so deeply and want to see us succeed outside of the classroom. Read More

Supporting Autonomy

September 29, 2022

from Dr. Bill Hudson, head of school

Is there a cliff involved? It’s a question I frequently ask myself or my husband Ross. It comes from MPA’s former school psychologist, Steve Kahn, and is one of the best pieces of parenting advice I have ever received. In fact, it came up over this past weekend when Ross had reached a point of frustration with our 16-year-old daughter. He was venting over her making time for soccer, friends, and her boyfriend but not for her behind-the-wheel driving experience. “At this rate, she’s never going to get her license!” he exclaimed. Calmly, I looked at him and said, “Is there a cliff involved?”

My article last week focused on forging a strong parent-school partnership and I wrote about parenting being demanding, lonely, and hard. It’s hard to find the balance between allowing our children to have agency and to make their own choices without overparenting, micromanaging them, or preventing them from failing. This is particularly difficult when it comes to school. Many of us have a hard time keeping school performance and homework in perspective.

You’ve heard me say a number of times that parental engagement plays an important role in academic success. Researchers Wendy Grolnick (Clark University) and Eva Pomerantz (University of Illinois/Urbana-Champaign) analyzed decades of research on parent involvement and found that it is “an important and necessary ingredient in children’s academic adjustment” and can contribute to student motivation, engagement, and learning. Studies have found that this is especially true when parents’ role is affectively positive (showing joy, love, and satisfaction helping their children) and when it promotes children’s autonomy.

Many years ago, when I was conducting research for my dissertation and when learning management systems such as Schoology were first introduced, I interviewed a ninth grader who bemoaned the fact that his parents often knew before he got home for school that he didn’t turn in an assignment or was called to the principal’s office. “Geez,” he said, “I don’t even get a chance to take care of it myself before I get in trouble at home.” Sound familiar?! Read More

Lower School Division News September 29, 2022

September 29, 2022

from Dr. Ann Jurewicz, Lower School director 

We are very excited to welcome parents for the first round of conferences today. After five weeks in school, our teachers are excited to share how they have gotten to know students and share with parents their ideas for student learning goals.

Individualizing Learning for every MPA Student
MPA has a new program called Fastbridge we are using to help us understand where students are at in reading and math so we can best meet their individual learning needs going forward. This is not a standardized assessment for final measurement of learning, but a way to plan for learning as we move forward through the school year. You will be receiving more information on this program from your homeroom teacher by the end of October.

Learning Support in the Lower School
Research shows that students needing extra support do best when they remain in the classroom and the support teacher “pushes in” to work with students. This also allows support teacher to integrate extra help within the lessons taught by the main classroom teacher. Students form small groups in the classroom and learn with peers. From the information support teachers glean from the classroom environment, “pull out” sessions (i.e. math or reading clubs) can be determined when needed.

CHAMP and Core Values Language
This year the Lower School is working to include Diversity, Equity, Inclusion and Belonging into its CHAMP assemblies and activities. Teachers collaborated on combining the CHAMP attributes into five core values we will address as the year unfolds. We strive to educate all MPA Lower School students work “Together” to be:

  • Respectful (Inclusiveness/Respect/Integrity)
  • Mindful (Mindfulness/self-control)
  • Gritty (Perseverance/Courage)
  • Empathetic (Friendship/Compassion)

Collaborative (Cooperation/Responsibility/Accountability)

Halloween Is Coming
Thanks to the Parent Association, the Lower School students will be enjoying 30 minutes of games and activities at grade level staggered throughout the day. We plan to have a Halloween Parade to finish off the day in celebration. Students are allowed to wear costumes to school, but we respectfully request they are culturally respectful and that we do not have masks, weapons, blood or other excessively scary costumes. Grades 3 and 4 may wear their masks for the parade at the end of the day. More information coming soon!

Panther Club Afterschool Program
Mr. Purdy is highlighting “Lights On After School” with a visit from the Raptor Center. A number of very cool enrichment activities have also been announced including chess club, fencing and more. Students received a pamphlet at school about the variety of choices, so please ask your children about their interest in participating. Here is the link to sign up for afterschool enrichment classes. Karate class is currently full.

Warmly, Dr. Ann Jurewicz

Important Dates Ahead

Wednesday, October 12: 8:15-8:55 AM—CHAMP Assembly – RESPECTFUL
Tuesday, October 18: 6-7 PM—Lights On After School – Raptor Center Presentation
Wednesday, Oct. 19, 8:15-11:30 AM—Grandparents and Special Friends Day
Friday, October 28: Halloween Celebrations!