Fall Campaign Kick-Off

Don’t Miss This Year’s MPA Fall Campaign Kick-Off

November 5, 2-4 PM under the tent in the West Parking Lot.

The MPA Fall Campaign volunteer committee invites you to attend a family gathering to celebrate MPA and the start of this year’s fundraising drive. Join us before, during and after drop off and bring your students along! We will gather to enjoy popcorn, cider, music, conversation and simply being together as an MPA community.

Learn more about the Fall Campaign and how the community joins together to bridge the gap between the cost of an MPA education and tuition.

Thank you to our volunteer parent committee members: Christine Larson (Chair), Heidi Baldwin, Jenn Gatti, Clarence Knox, Barry Madore, Bridget Mayer, Brett Schreiber, and Eric Whittington.


Searching For A Second Home

from Natalie Waters Seum, Director of Admission and Communication

Once per month throughout the school year, a member of the Institutional Advancement team will be writing a guest Head’s Message in place of Dr. Bill Hudson’s. We hope these articles provide families with additional perspectives from throughout the MPA administrative team.

If you’ve been through the admission process in recent years, you’ll recognize this question: “What drew you to MPA? What do you want out of a partnership with a school that will help your child grow and learn?” In short, we’re asking families what they are searching for in a new school community.

In my (brief) time in admission, I’ve come to realize there are three relatively simple things that most families seek. They want their child to be:

  • known and understood—not just a number;
  • loved for who they are—not who others thing they should be; and
  • challenged, appropriately—not too much and not too little.

When we searched for a kindergarten for my now-junior, Henry, we were looking for those very same things. My mother-in-law, Robbie Seum, was the Upper School director at the time and it was generally assumed that MPA would be the perfect fit for our family. The sticker shock spurred us to cast a wider net and I brought her with me to every open house in the east metro. Afterward, I wallpapered my dining room walls with Post-it flip charts that detailed the pros and the cons of every school we explored. In the end, it was her wisdom—the wisdom of a trusted friend—that truly helped us make the right decision. As friends, and family in this case, our values were aligned. She knew that we were searching for Henry to be known, understood, loved for who he is, and challenged appropriately and she knew that’s what MPA offered.

Fast forward to this week and I have the privilege of thanking 33 “Robbies” for recommending MPA to a friend, family member, or colleague who completed the application process and perhaps enrolled. Along with the thank you notes are either tuition credits or refunds that range from $125 to $1,000. I’m only able to thank the current families whom we are aware of—there are so many more of you recommending MPA in your networks that we’ll never be able to properly thank, so please consider this a personal note of thanks to you.

Both internal MPA data and external research show the importance and power of these community member referrals. Internally, it continues to be the most important way families come to MPA and the primary indicator that a family will eventually enroll. Why? It is all about aligning values. People in your network have similar values as you—you are searching for similar things—and they trust your recommendation as someone who has found what they are searching for. Nielsen data shows that “92% of respondents trusted referrals from people they knew.” None of this is news to me and it’s likely not news to you either because you very likely came to MPA due to a community member referral, just like we did.

The families of our 138 new students this year are having an incredible experience according to the New Family Survey. On a scale of 1-5, they rate their transition a 4.7 on average. They rate their experience with the admission process a 5.0. On that same survey, they named 40 faculty and staff who have been particularly helpful and 30 students—what an incredibly warm and welcoming community we have!

If you would like to share MPA in your network and perhaps receive a tuition credit next year at this time, please learn how here. Or, simply reach out to me at nwatersseum@moundsparkacademy.org. Sharing your love of MPA with people who are searching is, by nature, a generous act of kindness—you are trying to help the prospective family find a wonderful school community and a second home. And I promise we will take exceptionally good care of them.


Upper School Division News

from Mark Segal, Upper School Director

When I started at MPA six years ago, one of my main goals was to get to know the upper school students. It would have been easy to ignore the seniors as their days on campus were numbered and only focus on the subsequent classes. As I thought about it, however, there was also great value in getting to know the Class of 2017 as they had every reason to provide candid feedback about their upper school experience from which I could learn. To achieve this, I proposed to Dr. Hudson that he and I schedule small group lunches with members of the senior class to get to know them better. That decision six years ago was one of the best choices I could have made as I have thoroughly enjoyed spending time with members of each graduating class. During each lunch Dr. Hudson and I ask the students to tell us when they came to MPA, what they are thinking about for plans after graduation, and to share their “MPA Moment” – a memory or interaction from school that they will carry with them.

Last week, Dr. Hudson and I held the first of five senior lunches. The nine students who attended represented students who have been at MPA since pre-kindergarten to someone who joined the Class of 2022 as an 11th grader. More than half of those who attended joined the community as upper school students and I still remember the first time I met them during their initial admission interview. Their MPA Moments ranged from a recent special on campus celebration of their 18th birthday to celebrating as a team upon learning the Robotics Team qualified for an international competition. Each attendee smiled and nodded, affirming the storyteller of their moment. Each student then shared their thoughts for after graduation. Some were specific (i.e.: studying environmental science at the University of Oregon or pursuing an EMT license while taking classes in premed or biology) and others were more general (i.e.: looking into policy and economics programs on the East coast or pursuing a degree in aerospace engineering).

I share this as most members of the Class of 2022 spent the recent Fall Break visiting schools or diligently working on their college applications. As you may imagine, the stress level within the class is high. It is, however, wonderful to see them (safely) gather around a computer screen reading personal essays and making thoughtful suggestions that will highlight each other’s candidacies to their chosen colleges and universities.

It is hard to believe that we are already thinking about and preparing for the Class of 2022’s next adventure. Watching them develop and mature over the past number of years tells me that they are ready for the next step. Although the next seven months will go extremely quickly, I am thrilled that our community continues to get the chance to be with and celebrate them.

I look forward to seeing you on campus soon,

Important Information

  1. The end of quarter 1 is Friday, October 29. Please help your child(ren) complete their assignments and assessments before the end of the day on Friday. There is no school on Monday (11/1) as teachers close their grade books and prepare for the start of quarter 2 on Tuesday, November 2.
  2. As we continue to navigate the ongoing challenges of the pandemic, we ask for your diligence in working with our Covid-19 symptom response and contact tracing team. At the first sign of symptoms, parents should complete the daily AUXS app symptom screening and/or email covid@moundsparkacademy.org. This should happen BEFORE seeking a Covid -19 test. When a negative Covid-19 test is required for student clearance, results must be provided prior to the student’s return. All symptomatic community members, regardless of vaccination status must remain at home pending those results. Thank you for your partnership. For any questions, please contact Jennifer Rogers-Petitt at jrogers@moundsparkacademy.org.
  3. The Mock and Pre-ACT exams will be held on Monday, 11/1. These are not official ACT products, but tests designed to give students a testing experience in anticipation of taking the actual ACT exam in the spring of junior year. All tenth and eleventh grade students should plan to take the Pre and Mock ACT and please find below some important testing logistics:
    • The Mock ACT for eleventh graders will start at 8:30 AM, so students should report to school no later than 8:15 AM that day.
    • The Pre- ACT for tenth graders will start at 9:00 AM, so students should report to school no later than 8:45 AM that day.
    • Report to door 7 to enter the Lansing Center Lobby
    • Every student needs to do the AUXS safety app the morning of the test
    • BRING A Calculator and several sharpened pencils
    • Students will directed to the main testing room or the extended time rooms.
    • Regular time testing should last 3 hours and 15 minutes
    • Extended testing time will vary for when they will end
    • Please reach out to Director of guidance, Randy Comfort (rcomfort@moundsparkacademy.org) with any questions.

Looking Ahead

  1. Fri, 10/29: Last Day of Quarter 1,
    • Senior Retreat, 8:00-6:30 PM, Camp St. Croix and MPA
  2. Mon, 11/1: No Classes, Grading Day
    • 10th Grade Pre-ACT Testing, 9:00 AM-12:15 PM, MPA Campus
    • 11th Grade Mock ACT Testing, 8:30-11:45 AM, MPA Campus
  3. Tues, 11/2: First Day of Quarter 2
  4. Wed, 11/3: US Instrumental Concert, 7:30-9:00 PM, Nicholson Center
  5. Sun, 11/7: Virtual MPA PK-12 Admission Preview, 2-4 PM, Online
  6. Wed, 11/10: US Vocal Concert, 7:30-9 PM, Nicholson Center
  7. Fri, 11/12: Senior Performances, 8:00-9:15 AM, via Zoom
  8. Thurs, 11/18: Give to the Max Day


Boosting Human Connection And Community

kindergarteners holding hands in the hallfrom Dr. Jules Nolan, MPA school psychologist

As human beings, we are social creatures: having a sense of belonging is a central need. COVID-19 restrictions and safety considerations combined with increasing political polarization have deprived too many people of being connected to each other and feeling part of a community. At Mounds Park Academy, all of us have been working extra hard at building community because we know just how important it is for our health and well-being—and that of our children.

Building community across cultures, beliefs, economic backgrounds, and other points of difference can be challenging and requires open-mindedness, patience, empathy, and understanding. Many children have an immature way to create a sense of community. Too often they connect with the idea that “If I am nice to you, and we are mean to everyone else, then we are connected.”

Uniting in the exclusion of someone else is the easiest way to feel connected. The lack of connection and sense of belonging in the broader world right now is fueling this behavior in grownups. We see it in the tribalism around masking and vaccines and the vitriol spewed in public and online forums across the country. Watching what is going on at school board meetings across the Twin Cities and the country reminds me how grateful I am to work with MPA!

Flight-or-flight reactions increase during times of fear and uncertainty
When we are in conflict with someone, our brain gets stressed and processes information in the most primitive part: the amygdala. The amygdala acts as a manager, assigning emotions like fear or anger to environmental stimuli and triggering the flight-or-fight response. The stress hormone cortisol is released, making us more impulsive, less thoughtful, and often more angry. Read More


Growing Through Experience

from Dr. Bill Hudson, Head of School

On Wednesday, 48 seventh graders excitedly boarded buses for a day at the Minnesota Zoo. From the outside it might look like a typical field trip, but in true MPA fashion, it is a thoughtfully crafted lesson that intentionally weaves together science, student agency, experiential learning, critical thinking, creativity, design thinking, and a dose of joy. There is a lot to unpack in that description, but I’d like to focus on just one aspect, experiential learning.

You have no doubt heard the term, “hands-on, experiential learning” sometime during your time at MPA. We use it often but have rarely explained it and its importance to learning. The concept first appeared in “Nicomachean Ethics” written in 350 BC by Aristotle, “For the things we have to learn before we can do them, we learn by doing them.” Modern educational theorists such as John Dewey wrote about the importance of learning by doing, but it is David Kolb who developed an experiential learning theory and model. It was upon this body of knowledge that MPA developed our founding pedagogy in 1982.

Kolb defined experiential learning as “The process whereby knowledge is created through the transformation of experience.” Experiential learning recognizes that students come to school with past experience and knowledge and that the school’s job is to provide a rich learning environment that engages the students at their individual levels. Examples of experiential learning abound at all grade levels at MPA and include hands-on laboratory experiments, projects in the Makerspace, work in outdoor gardens, monarch butterfly way stations, prairie restoration, field trips, performances, and more. Read More


Upper School Division News

from Mark Segal, Upper School Director

The day started like any other Monday, but I knew that was not the case. After welcoming students to campus at the north door, my focus shifted as I made last minute preparations for the first in person Monday Morning Meeting in 574 days. I anticipated what it would be like and what I would feel, but I had no idea how impactful this community gathering would be to me. I clearly remembered our last gathering where I wished everyone a safe and restful Spring Break, and since then have facilitated each of our meetings via Zoom. Although a nice substitute, nothing compares to seeing the Upper School students with each other in the same space. According to the National Association for the Education of Young Children (NAEYC) one of the key components of a school is, “creating a culture built on community.” Establishing the foundation of familiarity and trust between students within a community sets expectations and builds chemistry that translates to various aspects of their lives— family, team, club, etc.

Looking out at 235 pajama clad students (and many faculty) was the first of many community building activities during Homecoming week. Each day of the week the students excitedly participated in the themed dress up days (my favorite being Dress Like a Teacher Day and seeing several students wearing sweater vests and bow ties), spent time collaboratively decorating their grade level hallways, and engaged in a special Homecoming Assembly where the traditional court selection, introduction of fall athletic teams, and grade level tug of war took place. Friday afternoon brought three-quarters of the Upper School students together for the annual bar-b-que and bonfire in the Benz Courtyard. Even though it has been two years since this event was held, the students quickly fell back into their routines of being with one another and enjoying each other’s company. Throwing the football, kicking the soccer ball, bumping the volleyball, and participating in a cornhole tournament were enjoyed and appreciated activities.

Saturday night brought the finale’ to Homecoming week. The weather gods shined down as the rain cloud disappeared in time for us to hold the first Homecoming Dance since September 2019. More than half the Upper School student body attended the first outdoor Homecoming Dance in school history. Adhering to the required health and safety protocols, students danced and “chilled” with each other through the evening. The addition of a bonfire allowed students to find some peace and quiet in an otherwise fun-filled evening.

A recent Edutopia article shares that once students feel safe, secure, and have a sense of belonging in a school environment they are able to better focus their attention and energy on learning. There is no doubt that the past 19 months have impacted us individually and collectively. After the excitement of last week, I am cautiously optimistic that maybe, just maybe, “normalcy” is returning to our special community.

I look forward to seeing you on campus soon!

Important Information

  1. We are excited to welcome Ms. Rae Dillon as the Upper School and College Counseling Administrative Assistant. Most recently, Rae worked as the Program and Operations Manager with the Minnesota Elementary School Principals’ Association where she served as the primary liaison to their Executive Committee and Board of Directors. Prior to that, Rae held positions at the Universities of St. Catherine and St. Thomas, Oak View Elementary School, Brooklyn Center Elementary and the Northwest YMCA. A graduate of the University of Minnesota, Rae holds a Bachelor of Arts in English Literature and Youth Studies. Rae can be reached on rdillon@moundsparkacademy.org or 651-748-5544 to report student absences of if you have any Upper School-centric questions.
  2. As we continue to navigate the ongoing challenges of the pandemic, we ask for your diligence in working with our COVID-19 symptom response and contact tracing team. At the first sign of symptoms, parents should complete the daily AUXS app symptom screening and/or email covid@moundsparkacademy.org. This should happen BEFORE seeking a COVID-19 test. When a negative COVID-19 test is required for student clearance, results must be provided prior to the student’s return. All symptomatic community members, regardless of vaccination status must remain at home pending those results. Thank you for your partnership. For any questions, please contact Jennifer Rogers-Petitt at covid@moundsparkacademy.org.

Looking Ahead

  • Thursday, October 7: Upper School Conferences, 4-8 PM, via Zoom
  • Friday, October 8: No Classes, Upper School Conferences, 8-4 PM, via Zoom
  • Tuesday, October 12: Senior Performances, 8-9:15 AM, via Zoom
  • Saturday, October 16: PSAT Testing for Grades 10 & 11, 8 AM-12 PM, Lansing Sport Center
  • Wednesday, October 20: No Classes, Fall Break
    • Non-Official PSAT for 10th Grade, 8 AM-12 PM, Lansing Sport Center
  • Thursday, October 21: No Classes, Fall Break
  • Friday, October 22: No Classes, Fall Break
  • Tuesday, October 26: PSAT Testing for 11th Grade, 8 AM-12 PM, Nicholson Center
    • This is an alternate test date only for 11th grade students unable to test on 10/16
  • Wednesday, October 27: Senior Performances, 8-9:15 AM, via Zoom
  • Friday, October 29: Last Day of Quarter 1
    • Senior Retreat, 8 AM-6:30 PM, Camp St. Croix and MPA
  • Monday, November 1: No Classes, Grading Day
  • Tuesday, November 2: First Day of Quarter 2


Coming Home To MPA

Heads Messagefrom Dr. Bill Hudson, Head of School

Love Actually is one of my favorite movies. I love the opening scene of the movie, which takes place in Heathrow Airport in London. As pictures of families greeting friends and loved ones at the arrival gate are shown, the British Prime Minister, played by Hugh Grant, provides the following voiceover:

“It seems to me that love is everywhere. Often, it’s not particularly dignified or newsworthy, but it’s always there: fathers and sons, mothers and daughters, husbands and wives, boyfriends, girlfriends, old friends. When the planes hit the Twin Towers, as far as I know, none of the phone calls from the people on board were messages of hate or revenge – they were all messages of love. If you look for it, I’ve got a sneaky feeling you’ll find that love actually is all around.”

It sounds cheesy and idealistic but I do agree that love is all around us if we are willing and able to see it. I often share that the best part of my day is greeting students at the front entrance of the school each morning. It’s somewhat like the opening scene in “Love Actually” but instead of an airport arrivals gate, it’s like the front door of a home. Home. A place of comfort, love and belonging, of family. For so many of us, MPA is much more than a building or a school. We come together around a common set of values and beliefs as well as a passionate commitment to educate the whole child. Read More


Preparing Students For A Future That Is Difficult To Understand

Katie murr teaching upper school social studiesTo cultivate right makers, you need teachers who are able to connect deep content knowledge to the real world in ways that implore students to use it for good. Katie Murr is one of many exceptional teachers at MPA who have the ability to do just that every single day.

Katie was raised by two public school teachers, including her mother, who holds a Ph.D. in microbiology, and she was immersed in their careers. “They firmly believed in the power of knowledge as the path toward a more meaningful and impactful life,” Katie explained. Never intending to teach, Katie’s early aspirations led her toward law or politics at Wellesley College in Massachusetts. She interned for Paul Wellstone and worked primarily on education policy. “I came to realize that politics is not the place to change education. The classroom is.”

Looking back, Katie now realizes that she was destined to be a teacher. “I always really liked teachers, probably because I wanted to be one whether I knew it or not,” Katie reflected. She attended Eagan High School where two teachers truly inspired Katie—they were known to her at the time as Mr. Vergin and Ms. Kunze, both of whom are now her colleagues at MPA. Early in their careers, they taught Katie social studies and world language, and coached her in debate and speech. “Mike taught me everything I know about patience and evaluating information critically. And Kari is one of the finest educators I’ve ever known. You learn just by being in her presence.” Read More


Maintaining The MPA Experience

from Dr. Bill Hudson, Head of School

It always seems as though the battery on my cell phone is running low. Maybe it’s because I have an older model, or often forget to close apps and plug it in. It is probably the combination of all those factors, although I often blame it on Waze, a crowd-sourced GPS traffic app I use every day that requires a great deal of power to operate.

I think we can all agree that the last 18 months of the pandemic have drained our collective batteries. COVID-19 has been like the Waze app—always open, always draining, hard to close down. Similarly, political discord, social unrest, racial tension, and climate events have also acted like apps that are constantly open and continually draining our reserve. My kids chastise me to close out my apps when I am done using them. (I wish they would do the same with their dirty dishes!) I have decided to follow their advice. Instead of allowing the pandemic to dominate my home screen, it will become just one of many apps on my phone. We must take COVID-19 very seriously, to be sure, but we must also move forward.

That said, our priority is to be on-campus for in-person learning all year. While we are carrying forward many lessons learned during the pandemic, we know how important it is for students to bring their whole selves to school each day. The Minnesota Department of Health (and all available public health guidance) agrees that the benefits of being physically present in school are significant and creating conditions that help safeguard in-person instruction is a priority.

We’ve designed our plan with the MPA mission in mind. Not only are we committed to keeping in-person learning available to students, but we know that preventing on-campus spread may help to reduce the amount of community spread within the Twin Cities. We want to “do right” by doing our part. Layered mitigation remains our shared responsibility: symptom monitoring, prompt reporting of symptoms and exposure, minimizing gatherings and travel, and higher risk activities (particularly for the unvaccinated) in addition to masking, hygiene practices, enhanced ventilation, onsite testing, and the variety of other strategies we have successfully employed during our COVID response.

Thanks to our shared commitment to all of our recommendations and guidelines, we’ve been able to not only have students be in person and learning with their teachers and classmates, but they’re experiencing all that an MPA education has to offer including safe athletics, robust support services, continuity of theatre classes and curriculum, resumed music education, clubs and activities, and a return to many on campus events.

We should celebrate our community’s commitment to vaccinations: 97% of eligible students and 98% of eligible adults have been fully vaccinated. Once vaccines become available for younger ages, which may be much sooner than we thought, we strongly urge parents to seek vaccines for those under 12 as well. When that occurs, we look forward to relaxing a number of protocols that are currently in place.

Read More


It’s Time For MPA’s Fall Preview

Fall PreviewInvite a friend, neighbor, colleague, or family member to join us for MPA’s largest PreK-12 admission event, the MPA Fall Preview! Held virtually on Sunday, November 7 starting at 2 PM, this event will be a structured program that will allow prospective students and parents to get a sense of what makes MPA an exceptional place to learn and grow.

Kindly invite your friends and neighbors to RSVP in advance for this engaging program at moundsparkacademy.org/RSVP. If you have any questions, contact the Office of Admission at 651-748-5577 or admission@moundsparkacademy.org. We can’t wait to meet them!