April 2024 Head of School Message

written by David Núñez, Head of School

Dear GRS Families,

Greetings and a warm welcome to Spring!

As we embrace the vibrant energies of this time, I extend my heartfelt wishes for a restful and enjoyable Spring Break to you and your loved ones this month.

For April, I'm thrilled to share some exciting updates with you, starting with the upcoming enhancements to our nutrition program. Our dedicated nutrition team and I have been diligently preparing for the transition to the National School Lunch Program, scheduled for this Fall. Despite the complexities of the application process and ongoing kitchen renovation plans, I'm pleased to report that we're making great progress.  For example, we’re working diligently on crafting all-new menus. Rest assured, our aim is to offer a lunch program next year that not only will be free for all students but also preserves the unique elements that define our culinary experience.

And because it is the spring, of course, preparations for our Spring Key Experiences are well underway. From organizing the Bike Trip to running the relatively new 3rd Grade Key Experience and planning Spring Intensives, our team is fully engaged in creating enriching opportunities for our students. Personally, as a parent of an 8th grade student, I'm eagerly anticipating this year's Bike Trip—it's truly a highlight for me!

Mark your calendars for The Blue Heron Bash! This annual celebration promises an evening filled with camaraderie and inspiration. Every year we have delightful musical performances, delicious food, and the event never fails to enchant. I extend my heartfelt gratitude to everyone involved in organizing this unforgettable occasion.  To buy tickets, go to our website!

I also want to express my deepest appreciation to the caregivers who generously contributed to providing meals for our staff during conferences. Your support and dedication were truly remarkable, and the feedback from our staff members echoed their gratitude for the delicious meals. Your kindness and thoughtfulness do not go unnoticed, and we are immensely grateful.

I hope your Spring continues to be delightful and rejuvenating after such an unusually mild  winter.

Peace,

David

Diversity, Equity and Inclusion (DEI) April 2024

Written by Jordan Samejima, Equity and Inclusion Facilitator

Dear GRS Community, 

With March behind us, we now look forward to April and all it has to offer. During the month of April we will recognize World Autism Awareness Day on April 2nd. GRS will take the time to provide resources to our community in an effort to provide a deeper understanding of Autism while also looking to create more awareness. 

Tuesday, April 9th, will serve as Eid Al-Fitr which marks the end of Ramadan for some of our GRS students and families. 

As a reminder, we are always looking for individuals to join us during our monthly BIPOC caregiver meetings. These meetings are an opportunity to advocate for BIPOC students and families while also building community with one another. Our next meeting will be held on Thursday, April 18th, from 5:30-6:30 via Google Meet. Please reach out to Jordan Samejima if you have questions. 

During the month of May (Date/Time TBD), we will host our school-wide year end BIPOC gathering at Griggs Park. This is an exciting event that many students and families look forward to. Keep an eye out for further updates regarding this event. 

As a part of our student/staff spotlight series, this month we would like to highlight Olivia Lee Reinhardt. Olvia is a former GRS student that has returned to us as an employee at the elementary level. Get to know more about Olivia HERE.

Mark Your Calendars

  • World Autism Awareness Day: April 2nd

  • BIPOC Caregiver Meeting: Thursday, April 18th, from 5:30-6:30 (Access Google Meet Link HERE)

As always, I wish everyone a joyful and productive month of April. 

Take Care, 

Jordan Samejima

Big Work for little hands

written by Jessy Fabel, Spring Brook Guide

Imagine, eyes widening, mouth opening, and then…

“My tower of squares is taller than me!”

“If we tried to build the billion cube, it would be bigger than this room!” 

“We don’t have the Proterozoic Era on our timeline of life - I want to make it! Whoa -  I’m gonna need more room. Can I work on this in the hallway?!”

Timeline of Humans -  Leif Thorkelson & Frankie Evans

Long Chains! This material helps the child practice multiplying numbers up to a number cubed. The students here have completed 9 cubed, 6 cubed, and 5 cubed. Left to right - Mac Trosvig, Oliver Bock, Simeon Thompson, Amos Keitel, Elliot Donnelly, Wesley Machacek

Sometimes the one thing that will shake the lethargic student on a Monday morning out of their fog is BIG WORK. Montessori education is about helping the child understand their purpose and their space in the world.  The materials and the work are the tools that help the child discover that purpose.  

What are the elements of Big Work? Mazer (2023), Senior Vice President of Programs at Guidepost Montessori, states the following:

  1. Lessons: Big Work requires students to pull from, and elaborate on, a toolbox of skills and knowledge.

  2. Materials: Huge poster boards, timeline paper that can stretch from wall to wall, markers, paints, clay, and pastels that invite students to explore.

  3. Uninterrupted work periods: This kind of work doesn’t get done in a 40-minute math class, or as homework. The full, three-hour open-ended work cycle of a Montessori classroom provides the time to focus deeply and create something unique, no matter how long it takes.

  4. Expectations for excellence: Big Work requires a lot of meticulous effort. The student who created a book of limericks had written a first draft of each limerick, by hand, and asked his teacher for edits. Only then did he copy the poems, in beautiful cursive, into the book. A culture of revisions, of multiple drafts, and of high standards is essential for Big Work to happen.

  5. The children themselves: One of the reasons Big Work is so magical is that no two students will create the same thing. The same lesson on anatomy, in the same classroom, with the same materials and expectations, will lead to a salt-dough skeleton from one child, an illustrated book from a second, and a timeline of historical discoveries from a third. It is the magic of the elementary age to take what is offered—lessons, materials, work time, and expectations—and combine them in ways that are new and wonderful.

 

Coin Error & Value Research 
By Jules Narabrook

While Big Work can literally be physically big, it can also inspire deep thinking, planning, and creativity.  Going Outs are perfect examples of Big Work, taking what the child has learned in the classroom out into the world. The amount of planning that goes into organizing a Going Out is not for the faint of heart. The child has to research a topic, write down questions that they want answered on their outing, plan the trip …  Will they walk? Will they take the bus? Will they need to purchase tickets? Will they need to bring lunch? What time do they need to start heading back to school? They will need to reach out to chaperones to accompany them and help make sure they are safe, but they are in charge of reading directions and getting to their destination. In our classroom, we’ve had students plan trips to the local library, the grocery store to get ingredients for a recipe, Como Zoo to study vertebrates, the MN History Center to learn about mining and how Dakota people use all the parts of the buffalo, and more!

Going Out to Como Zoo to study felines and buy a souvenir :) 

Marion Gallas & Isla Lundy

Ultimately, we as guides want the children to take their knowledge, continue to be curious, and go out to discover more! Planting the seed with some sort of idea, story, material and giving the child the gift of uninterrupted time is often all the child needs to feel inspired enough to take off and begin their Big Work.   

"An interesting piece of work, freely chosen, which has the virtue of inducing concentration rather than fatigue, adds to the child's energies and mental capacities, and leads him to self-mastery." - Montessori (1949), The Absorbent Mind, p. 207

Renewed Perspective in a new role

written by Karen Anway, Interim Elementary Director

This position has given me the opportunity to return to the elementary team at Great River. It has changed a lot over the past several years!

I taught upper elementary at Great River from 2013-2016. I started at Great River one year into our offering of an elementary program. At the time we had four elementary classrooms, for a total of about 120 students between grades 1-6. It was a great opportunity to join a growing program that was committed to offering a public, accessible and authentic Montessori education to students in the Twin Cities. After I left the classroom I took over managing our Big Canoe before and aftercare program, where I was able to work with children and adults in a different way from the classroom. I had the unique opportunity to build the program as the school grew (then rebuild it after Covid and distance learning).

As I’ve started this new role I’ve been doing observations in all of the classrooms, getting to know the guides, assistants and students, and learning how the program operates in its current configuration of 12 classrooms, 4 workshop guides, and a myriad of support people and systems designed to help children learn and grow in their time with us. Some things are the same, like the iconic Montessori materials for teaching concepts in math, geometry, language, history, and science, and the Imaginary Island curriculum I created for our upper elementary students that has become a rite of passage every year.

Some things are very different, and one of the things that has struck me most is the shift from being reactive to being proactive about the challenges that children bring to us each day. We now have a robust intervention staff: guides who work intensively with students who need support in math or reading, as well as Deans of Students who create structures that help children regulate their behavior so that they can spend their time learning. We have social workers at each level to work with students on emotional regulation, friendships, and processing their feelings. We have workshop staff presenting enrichment in art, music, outdoor education and health and wellness, and we have a program assistant who helps manage the logistics of drop off, pick up, and the daily needs of our 350+ elementary students. Guides and assistants know that support is on call for them throughout the day, which frees them up to concentrate on delivering lessons and supporting learning in the classrooms. As I walk through the elementary wing each day I see all of these systems and people working together, and it’s reflected in the work that I see and interactions I have with students. This morning, for example, a student handed me a letter asking politely if I could give him more algebra work. That feels like the outcome that we are all working towards every day at Great River!

Here is some work spotted in progress at 3:00pm yesterday afternoon:

Heron's Nest Updates and Information - March 2024

Our new breakfast parfait on Thursdays is causing a stir!  We layer plain yogurt with Chef Dan’s fruit compote du jour (we’ve been loving mixed berry and pear) and top it with Chef Tess’s homemade granola which, among other things, contains coconut flakes, pumpkin seeds and maple syrup. Yummy enough for dessert, but we like it for breakfast.


Have you tried our new Roasted Beet Salad? It’s loaded with tasty veggies, featuring red and golden beets that are marinated and roasted. The red beets are juicy and full-flavored while the golden beets are more earthy with a delicate sweetness.  Cucumber slices add a crunchy pop. And the punch of our house made maple-mustard vinaigrette brings it all together. Did we mention it’s gluten free and vegan?

Hot Take:  What’s your favorite legume?  Here’s what our kitchen staff had to say:

Chef Dan:  Hard to pick just one, because he loves them all, but black eyed peas

Chef Tess:  “Black eyed peas”

Chef Mel:  “Butter beans”

Chef Sam:  “Peanuts for sure, but also chickpeas because they are so versatile”

Chef Julie:  “Loves black eyed peas but feels like she needs to choose something else, so, green split peas (which are technically a “pulse,” the edible seed of a legume.  All pulses are legumes, but not all legumes are pulses. Wow, the more you know!)”

We look forward to serving you,

Your friends in the Great River kitchen, Mel, Dan, Tess, Sam and Julie

March 2024 Head of School Message

written by David Núñez, Head of School

Dear GRS Community,

Get ready to spread your wings at the upcoming Blue Heron Bash! I'm thrilled to announce this exciting event once again. I have been reminiscing on the fantastic times I’ve had in the past two years. The Blue Heron Bash isn't just our biggest fundraiser of the year; it's a celebration of our community spirit. Even if you can't attend in person, you can still join the fun by participating in our online auction, where you'll find an array of amazing items and experiences up for grabs. Your support through the Blue Heron Bash directly contributes to the continuation of the exceptional programs that define GRS. For more details, visit the BHB website. We can't wait to see you there!

In the past couple of weeks, you should have received your students' report cards. We understand that our grading system may raise questions, especially for those new to GRS. In the Elementary, we provide comprehensive narratives detailing your child's progress, while in the Adolescent Program, we utilize traditional grades or a 7-point rubric in 7th/8th grade. You should have received information to help you interpret your student’s grades, but if you have questions please reach out to your Program Director!

As we enter March, it's testing season in the state of Minnesota, and we just commenced MCA testing at GRS. While standardized testing may evoke mixed feelings among us, it plays a crucial role in filling the data gaps caused by the pandemic and has implications for our school's long-term financial stability. We encourage all students to participate and give their best effort during these assessments.

March also marks Women's History Month, a time to honor the significant contributions of women in American history and amplify the voices of underrepresented individuals. At Great River, we are committed to celebrating diversity and inclusion year-round. Throughout March, Jordan Samejima, our Equity and Inclusion Facilitator, will be sharing resources with our staff to facilitate meaningful engagement with Women's History Month in our classrooms.

Thank you all for your unwavering dedication to making our community a vibrant and supportive place for all.

Peace,

David

Diversity, Equity and Inclusion (DEI) March 2024

Written by Jordan Samejima, Equity and Inclusion Facilitator

Dear GRS Community, 

February was filled with joyful gatherings which included our first ever student planned UA Culture Day. Students were able to get to learn more about BIPOC GRS staff through a Q&A panel which was followed by a potluck style lunch for 9-12th graders. We are hoping to hold more events similar to UA Culture Day in the future here at GRS. 

I am excited to announce that Great River was selected to be a participant in a Culturally Responsive Schooling pilot program through the University of Pennsylvania. This pilot program will help us examine our current level of cultural responsiveness and engagement. We are thrilled to be a part of this program so GRS can work to enrich local community connections, make educational experiences more relevant for students and families, and better prepare students to thrive in a multicultural society.

As we step into March there are some announcements I would like to share with you all while also acknowledging important dates and month long observations. 

Women’s History Month

During the entire month of March we recognize Women’s History Month which coincides with International Women’s Day on March 8th. It’s a time to honor the undeniable spirit, resilience, and achievements of women throughout history and in our present day world. 

Women's History Month is not only a time to recognize the accomplishments of extraordinary women but also an opportunity to acknowledge the ongoing struggle for gender equality and the need for inclusivity in all facets of society. It's a time to celebrate progress and to reaffirm our commitment to creating a more equitable future for all.

Ramadan Observance

As the crescent moon ushers in the sacred month of Ramadan, we extend our warmest greetings and wishes for a blessed and fulfilling Ramadan to all who observe this holy month which is scheduled to begin March 10th or 11th and end April 9th or 10th. 

Ramadan is a time of spiritual reflection, self-discipline, and communal solidarity for millions of people around the world including students and families that are a part of the GRS community. Ramadan is also a time of heightened compassion and generosity, reminding us of the importance of supporting those in need within our communities. Let us take this opportunity to extend a helping hand to those facing hardship, and to engage in acts of kindness and service that embody the true spirit of Ramadan.

Mark Your Calendar

  • Elementary BIPOC Gathering: Wednesday, March 6th, from 2:30-3:30

  • BIPOC Caregiver Meeting: Thursday, March 28th, from 5:30-6:30 (Access Google Meet Link HERE)

  • World Down Syndrome Day: March 21st

Wishing everyone a joyful and productive month of March and let’s hope for some rain or light snow, the soil needs it! 

Take Care,

Jordan Samejima

Hand Work in the Upper Elementary

written by Amanda O’Dowd, Shingobee Guide

Dr. Montessori understood the importance of handwork for children of all ages. If you stroll through our classrooms, you will see a variety of handwork happening, from diorama making, felting, knitting, beading, knot tying, and more. Children from first through sixth grade are deeply concentrated on their handwork. 

Handwork is an essential part of Montessori education. Dr. Montessori wrote extensively about the connection of the hand, the heart, and the mind. She understood that hands and handwork were essential for a child’s development. Most of us are familiar with handwork at the primary level and how important it is for children to work with their hands during preschool years to develop the appropriate pincer grip and dexterity, but as children get older, handwork activities often get pushed to the side with busy schedules and a heavier emphasis on academic skills. Dr. Montessori understood that this connection between the hand and overall learning and well-being are just as important throughout the various planes of development. 

The importance of handwork has multifaceted benefits that extend beyond just skill building, impacting all parts of life and encouraging a growth mindset. Handwork allows children to use their hands to learn a new skill while also settling into deep concentration and finding calmness in their bodies. We live in a world where things are constantly moving at a faster pace, and it seems harder and harder to slow down and focus on just one task at a time, but when children are engaged in handwork, you can visibly see their bodies calm and find focus. 

It is a beautiful gift to see our students use their creativity and handwork skills in their follow-on and as a way to center their beings. Handwork is not just a set of skills but a holistic educational tool that enriches our students' overall education. 

CAS Experiences for 11th and 12th Graders

As you may know, 11th and 12th-grade engage in on and off-site CAS (Creativity-Activity-Service) experiences on Wednesday afternoons. CAS Wednesday experiences are experiences interning, working, or volunteering within Great River School or another organization. We want to highlight some of the wonderful reviews sent in by student supervisors at the organizations our students are involved with- we are very proud of our students! We are also so grateful to the many local organizations that host our students. Know of an organization that may consider hosting a GRS high schooler on Wednesday afternoons? Let Lindsey Weaver (lweaver@greatriverschool.org) know.

Heron's Nest Updates and Information - February 2024

The new Quarter 3 menu starts on Monday, February 5. 
Check it out ⇨⇨⇨ https://www.greatriverschool.org/nutrition

You like it, you really like it!  Last quarter we sold three-quarters of a ton of our homemade macaroni and cheese.  How much is that?  That’s as heavy as a bison, a 10-foot pool table, three upright pianos or six full-size refrigerators.  However you measure it, that’s a lot of cheddar!

Hot news in house-made hot sauce!  Chef Dan has created a new sweet-&-spicy condiment that goes on just about everything.  It has some surprising ingredients that give it a smoky-sweet boost like Morita chili peppers, celeriac and carrots.  You gotta try it to believe how good it is.

Staff Spotlight:  We recently asked Sam Lauer, our fabulous culinary arts instructor, what chef he most admires and respects.  He chose two:  his Grandma Edith and his Father Tim.  Grandma Edith was an amazing cook who survived the Terezin concentration camp in the Czech Republic with handwritten family recipes intact. The Lauer family still makes them to this day. Her Pischinger cake, made with Oblaten wafers and covered in chocolate ganache makes family celebrations sweet. His father Tim is a gifted chef, talented fishmonger, author of The Saltwater Cookbook: Fish and Seafood - From Ocean to Table, and all-around culinary genius.  The most important thing Tim taught Sam? Food is for everyone.  It should be delicious but never overly fussy or pretentious.  And what does Sam want to pass on to his students?  That food is life, culture, history, heritage, identity, geo-politics and the stories we tell each other.  Food, while prosaic and everyday, also touches on the deepest parts of human experience.  Well said, Sam!

See you in the lunch line–

Your friends in the Great River kitchen, Mel, Dan, Tess, Sam and Julie

Diversity, Equity and Inclusion (DEI) February 2024

Written by Jordan Samejima, Equity and Inclusion Facilitator

Dear GRS Community, 

As we embrace the significance of February, we embark on a journey of reflection, celebration, and recognition of Black History Month. This month, we pay homage to the invaluable contributions, resilience, and achievements of the Black community.

Honoring the past: 

Black history is woven with stories of triumph, resilience, and perseverance in the face of adversity. From the likes of George Washington Carver, Bessie Coleman, Mark E. Dean, Mae C. Jemison, Shirley Chisholm, John Lewis, and Dr. Martin Luther King jr. These trailblazing leaders were unsung heroes and embodied the legacy of Black history which is one of courage, strength, and unwavering determination. 

Inspiring the Future: 

As we celebrate Black History Month, we also recognize the importance of inspiring future generations to continue the fight for justice , equality, and inclusion. Through education, advocacy, and action, we empower individuals to stand up against injustice and work towards a more equitable society for all. 

Community Events and Initiatives: 

  • UA/LA Lunch and Learn: We will explore key moments in Black history and engage in discussions about their contemporary significance. 

  • Elementary BIPOC Gathering: Wednesday we will host our Elementary BIPOC gathering from 2:30-3:30 where students will engage in a Black History Month focused lesson. 

  • UA Culture Day: The UA BIPOC student group is sponsoring a student-led UA culture day even on Friday, February 16th, during advisory/lunch from 11:50-12:55. If you are interested in helping with this event or providing food/snacks representative of your culture please contact Jordan Samejima or click HERE. 

  • Here are some great opportunities to celebrate and honor Black History Month in your local communities. 

Closing Thoughts: 

As we commemorate Black History Month, let us remember that the journey towards equality is ongoing. Together, let us continue to advocate for justice, amplify black voices, and strive for a future where all individuals are treated with dignity, respect, and equality. 

Lunar New Year 

The month of February also serves as an opportunity to extend warm greetings to those who celebrate Lunar New Year. Beginning on February 10th, this vibrant and joyous occasion marks the beginning of a new lunar cycle and offers us an opportunity to come together in celebration, reflection, and renewal.

The Lunar New Year is a time-honored tradition celebrated by millions around the world. Rooted in rich cultural heritage and symbolism, this festive occasion is a time to honor family, ancestors, and the blessings of the past year while looking forward to the promise of new beginnings. Let us continue to embrace diversity and recognize the cultural significance of celebrations like Lunar New Year.

In recognizing the celebration of the Lunar New Year, let us reflect on the values of unity, harmony, and resilience that bind us together as a community. May this new lunar cycle bring us closer together, inspire us to embrace diversity, and fill our hearts with hope and optimism for the future.

Warm Regards, 

Jordan Samejima

February 2024 Head of School Message

written by David Núñez, Head of School

Dear GRS community,

Greetings, I hope you are all having a joyous and peaceful month this February.  I have a couple announcements this month that I am excited to share with you all.

First of all, our new strategic plan is complete.  The board and I have done our best to incorporate all the feedback we could from staff, families and students.  The Leadership Team feels that the final plan is ambitious, but also attainable, and we look forward to working on through its goals for years to come! 

Also, as we embrace the month of February, we're reminded that it is Black History Month, a time to celebrate the rich contributions and diverse experiences of Black individuals throughout history. At GRS, we continue to prioritize equity and inclusion, recognizing the importance of fostering an environment that embraces the uniqueness of every individual.

Over the past year, we have made significant strides in our commitment to equity, including ongoing efforts to develop and implement our Equity Action Plan. This plan, shaped by the insights from our equity audit and in collaboration with Equity Alliance MN, served as a cornerstone for the newly completed Strategic Plan and its equity focused goals.

As we commemorate Black History Month, let's not only celebrate the achievements but also engage in meaningful conversations. I echo the sentiments shared in last year's newsletter, emphasizing the importance of teaching Black history with an intersectional lens. Our goal is to move beyond the familiar narratives and embrace a more comprehensive understanding of Black experiences.

To support these efforts, Jordan, our Equity and Inclusion Facilitator, will be sending weekly communications to our staff with reminders and resources. We have compiled a collection of materials and articles that our staff can explore, fostering a deeper understanding of Black history, joy, and resilience. These resources aim to broaden our knowledge and perspectives, encouraging a more inclusive approach to teaching and learning. 

Let's continue to build towards a community where the histories, stories, and voices of Black individuals are centered, honored, and uplifted every day.

If you have any questions, concerns, or ideas to add to our resource list, please feel free to reach out. Your input is invaluable as we strive to create a learning environment that reflects the diversity and richness of our GRS community.

Wishing you a month filled with meaningful conversations, celebration, and continued growth.

Peace,

David

Heron's Nest Updates and Information - January 2024

Have you taken a look at our current menu?  Click on the link to the Great River Nutrition page to see current offerings → https://www.greatriverschool.org/nutrition  Get some macaroni and cheese (an old favorite) and pizza rice (new this year) through February 2.

Breakfast News! Check out our Wednesday quick breads for breakfast.  What will it be?   Our banana bread with chocolate chips and coconut?  Or Chef Tess’s blueberry biscuit baked fresh in the morning?  Or an entirely new creation? Come and find out.

Did you know that we make our own chicken stock and our own BBQ sauce for our Barbeque Chicken Soup?  Chef Dan takes time to build flavors and make a tasty from-scratch soup that will warm you down to your toes. Last day to try it is Friday February 2.

Quarter 3 menu starts February 5.  Stay tuned!

Fun Fact:  When Chef Tess was twelve years old she and her Aunt lived in Thailand for nine months.  After landing in Bangkok at 2:00 AM, the first thing she ate was a spicy chicken and rice soup.  That dish opened her mind and senses to a new way of thinking about food, especially spices.  Her adventurous spirit continues to serve her (and our community) very well.

See you soon in the lunch line!

Your friends in the Great River kitchen, Dan,Tess, Julie and Mel

Friendly reminder to please remember to add money to your students and/or staff lunch accounts and keep an eye on your lunch balance. Thank you so much for eating with us. 

School Payment Portal Direct Link

School Payment Portal How-To Guide- how to make a lunch account using the school payment portal

January 2024 Head of School Message

written by David Núñez, Head of School

Dear GRS Families,

I hope you all had a wonderful winter break.  We are back and in full swing and getting very close to the midpoint in the year!

As we approach the midpoint of the academic year, we are excited to share some significant updates and accomplishments with you. Your continued support has been instrumental in shaping our school's success, and we are thrilled to highlight the following:

1. New Strategic Plan:

We are proud to announce the successful final draft of our new strategic plan, a collaborative effort that reflects our entire community’s commitment and passion. This comprehensive plan outlines our goals, objectives, and initiatives for the coming five years. If you haven’t had the chance yet, we invite you to review the plan here and send feedback directly to me!

2. Spring Fundraiser: Save the Date!

Mark your calendars for our upcoming Blue Heron Bash Fundraiser on April 20th. As always, this exciting event promises to be a fun-filled occasion for our community to come together in support of our school. Stay tuned for more details!

3. Empowering Professional Learning:

Our devoted staff members have been actively engaged in Professional Learning Communities (PLCs) this year, fostering an environment of continuous improvement. These collaborative groups allow our educators to share insights, implement best practices, and refine their teaching methods. So far this year the PLC initiative is going well and we’ve gotten a lot of positive feedback from staff.

4. Staff Sabbatical

I am happy to announce that Jean Peters, the Elementary Program Director, is going to be going on sabbatical the second half of this school year.  We are all excited to hear how her time away will support her development as a leader in the school.  While she is gone, we are also excited to share that Karen Anway will be stepping in as an interim Elementary Program Director, and that Anna Renvall will be stepping into Karen’s current role as the Interim Big Canoe Club Program Manager.  I am so excited for all three of these staff members and personally really look forward to working more closely with Karen during the second half of this year.

5. Big News!

The Great River School Board has started exploring opportunities for growth.  The school board is now actively considering the expansion of Great River School to a second site. This exciting possibility aligns with our dedication to providing quality education to a broader community. However, we are only at the very beginning of the process of exploration and nothing has yet been decided.  We will keep you updated on the progress of these discussions and value your input as we explore this potential avenue for expansion.  If you are interested in giving input the board has a process for public comment during board meetings, or you can reach out to me if you want more details about the board’s expansion committee!

We appreciate your ongoing support and involvement in the GRS community. Together, we are building a foundation for success and creating an environment where every student can thrive.

Thank you.

Peace,

David Núñez

Head of School

Big Work in the Upper Elementary

written by Meggie Exner, Swan River Guide

Big work is work that takes up a lot of time or physical space to create. Elementary children in particular are attracted to the challenge of big work. While guides suggest ideas for follow-on after lessons, children are given the freedom to choose how they would like to integrate, practice, or further their understanding of what they have learned - and often what they choose far exceeds our expectations. 

Big work appeals to elementary children and supports their learning for several reasons. Children of this age are especially interested in group work. Big work provides an excellent opportunity for children to collaborate in a meaningful way and practice the social skills needed to come to group decisions. Big work also is a source of inspiration and because Montessori classrooms consist of mixed age groups, every child throughout their elementary career will have two opportunities to be be among the youngest in the class, looking up to and being inspired by older children, as well as two opportunities to be among the oldest, providing that inspiration and mentorship to others. Ultimately, big work is a source of pride and confidence and is a way for children to practice pursuing their interests without constraints.

A group of Swan 6th year students work on the elevation and biome maps of their imaginary islands as part of their Imaginary Island Project, a semester-long capstone project completed in the last year of upper elementary.

Photo credit: Meggie Exner

While big work can emerge at any time as an offshoot from a lesson or an individual’s personal interest, the Upper Elementary program weaves big work into part of our classroom culture with some of our annual big projects. In the fall, all 6th years worked on their Imaginary Island projects. Imaginary Island is a summative big work during which children come up with their own imaginary island after researching an existing reference island in detail. As children consider the climate and biomes of their island, what imaginary flora and fauna might live there, and how people might have migrated to their island, they draw on their geography, biology, and history work from their previous years in the elementary program. This spring, all upper elementary children will be pursuing a big work centered around Minnesota history to be shared with families during our end-of-the-year workshare. We have been thrilled to watch the children delve into these projects with enthusiasm, deepening their understanding while modeling the joys of learning with others.

Diversity, Equity and Inclusion December Updates

Dear GRS Community, 

The month of December is here and the year 2024 is right around the corner. During the month of December GRS will take the time to recognize many holiday traditions celebrated by our staff and students which include: 

Hanukkah: Dec. 7th (Evening) - Dec. 15th

Las Posadas: Dec. 16th - Dec. 24th 

Winter Solstice: December 22nd 

Kwanzaa: December 26th - January 1st

Our next BIPOC caregiver meeting will be held on Thursday December 21st. There have been many caregivers that have reached out to me regarding the time of the meeting. In order to accommodate more families I would like to find a time that works best for those that would like to attend the BIPOC caregiver meeting each month. Please fill out the survey HERE to let me know your preferred meeting time and place. 

We’ve also had caregivers within the BIPOC community express an interest in building a community within a community. For instance, Spanish speaking families would like to connect with other Spanish speaking families within the GRS community. This is a great way to build relationships with other families that share an identity. If this is something you are interested in, please contact Jordan Samejima directly at jsamejima@greatriverschool.org. 

We will host a Lower Adolescent BIPOC Luncheon on Thursday December 14th. Our Elementary BIPOC Gathering was held on Wednesday December 6th. We will also have more information in the near future regarding BIPOC guest speakers that we plan to host beginning in the month of January. If you have suggestions for BIPOC guest speakers that we could host please reach out to Jordan Samejima at jsamejima@greatriverschool.org. 

I hope you all have a restful and much needed break. The holidays can be a time of stress but please remember to show gratitude and take the necessary time to care for yourself and those closest to you. 

Warm regards, 

Jordan

December 2023 Head of School Message

written by David Núñez, Head of School

Dear Great River Community,

As we approach the end of the calendar year, it is with great pleasure that I share some exciting updates within our school community. November was a month filled with accomplishment, and I am eager to highlight the positive strides we've made together.

1. New Strategic Plan on the Horizon:

I am thrilled to share that our new strategic plan is nearing completion and is on the cusp of board approval. This comprehensive roadmap will guide us in shaping the future of Great River, ensuring that we continue to provide an outstanding educational experience for our students. The Board, the Strategic Planning Committee, and the school’s Leadership Team, has put a tremendous amount of work into this over the last year and a half.  The entire staff has been given the chance to give input.  Now, I would like to invite you all, students, staff and families to participate, as your input and engagement in this process is invaluable.  Please click here to read the draft of the plan and feel free to write to me with any feedback at dnunez@greatriverschool.org with the subject line “Strategic Plan Feedback.”

I look forward to the positive impact our strategic plan will have on the entire school community for years to come.

2. Student Success and Well-Being:

I am delighted to share that our students are thriving in numerous ways. As I walk around the building I see true engagement.  In fact, our authorizer (the organization that authorizes our charter contract) visited for their Fall walk-through two weeks ago and spent a morning in different classrooms and hallways around the building.  They gave us a spectacular review, and here is what they tell us they saw specifically:

“We observed guides:

  • guiding students (“What I would like to see is…”)

  • reinforcing work and assuring students (“This is hard work, and it will take a while to understand…”)

  • guiding students through a process when students are frustrated (“Take a couple deep breaths and when ready take a look at it again…” and “Take deep breaths. Take a moment. Start again…”)

  • engaging students in small group instruction

  • guiding interaction with the learning tools (“Look again. What do you see? This will help you see the pattern…” “This is what you know. From that, what can you figure out?”)

  • prioritizing understanding over answers (“What is the math behind 34? Not what does it equal, but how do you get there?”) 

  • quietly coming alongside students to observe their work and engaging as student needed

  • not interrupting students and waiting for the right time to engage with them monitoring the freedom and responsibility balance

  • honoring student autonomy (“Are you available for me to show you something?”)

We observed students: 

  • engaged in work and respecting that other students are as well (ex. a student asked another, “Are you in a lesson?” before engaging with the other student)

  • helping each other and asking for help from each other and the guides (“This makes no sense to me. Will you help me?”)

  • collaborating in a variety of works (map, math activities, crochet, …)

  • using all spaces as learning spaces (hallway, outdoors, etc…)

  • reading and writing independently,

  • moving as needed to do their work,

  • displaying their purposeful work on the walls (cubby checklist written by student, alumni gifts of artwork…)

  • not interfering or disrupting other students’ works,

  • having freedom and being responsible

3. Successful Fall Fund Drive:

I extend my heartfelt gratitude to our generous and supportive community for the tremendous success of our Fall fund drive. Your contributions have a direct impact on enhancing the educational experience we provide at Great River. Thanks to your generosity, we are able to invest in resources, programs, and opportunities that empower our students to reach their full potential.

4. Celebrating Native American History Month:

In November, we celebrated Native American History Month at Great River.  It is crucial to recognize and honor the rich cultural heritage of Native American communities, and our school took this opportunity to foster understanding, appreciation, and respect. Through education and celebration, we strive to create an inclusive environment at Great River.

As we reflect on 2023, I want to express my gratitude for the collective effort and commitment that defines our school community. Everyone’s dedication to our students and their success is truly commendable, and I look forward to continuing this journey together.

Wishing you all a joyful new year.

Peace,

David

Freedom and Responsibility

written by Sonja Olson, Minnesota River Guide

Freedom and Responsibility is one of the main tenets of the Montessori classroom, and can be one of the most difficult to understand if you are coming from a more traditional background. It can seem radical now and was even more so when Dr. Montessori first opened her school in 1907. Dr. Montessori’s contemporaries viewed children as empty vessels who were dependent upon the adults to instill their knowledge. They were to be seen but not heard. Children sat still in their desks, quiet and obedient to the adults. Chaos would surely ensure should any freedom be given.

Dr. Montessori disagreed. She spent a great deal of time observing children and noted they wanted to work and be productive. Elementary students in the second plane of development (ages 6-12) were developing their sense of independence and seeing how their place in the community extended past their immediate family. Dr. Montessori understood that granting freedom to children is key in order for them to develop independence, yet freedom without responsibility would prevent their social, emotional, and intellectual growth. 

Freedom and responsibility must coexist within the classroom. Students need to develop their ability to reason and make decisions knowing what consequences will occur as a result of that decision.  Freedom requires responsibility to self, to the classroom community, and to the prepared environment. They sit side by side in balance and support the self-construction of the human being. The ability to make responsible decisions and to carry out those choices is not a natural skill. It is something that must be practiced. Within the classroom the adults prepare an environment in which the  students are free to explore, think, act, and through this freedom they will understand their responsibility to the community.

“One can speak of true community only when each member of the group feels sufficiently free to be himself or herself, while simultaneously restricting his or her own freedom for the sake of adjustment to the group. It is in seeking an optimal solution to this tension between personal independence and dependence on the group that the social being is formed. Too much individual freedom leads to chaos, too much uniformity, imposed by adults, leads to impersonal conformity or to rebellion.”

 Mario Montessori, Jr., Education for Human Development (p. 24 ch. 2)

So what does this actually look like in a classroom? There are many ways where students are given opportunities to understand firsthand how to balance freedom and responsibility:

  • Students are free to choose where to work but they need to be working. The freedom of choice is never to not work.

  • They are free to talk to their classmates during the work cycles. Conversation and discussion of different ideas is key in developing the students’ intellect and reason. They also need to be responsible to make sure their discussions are relevant and respectful.

  • They have the freedom to do group work with their classmates, but learn responsibility as they learn they need to act within certain limits in order for group work to be successful. 

  • Students are free to decide what to work on and when. They can set up their own schedule, but if they struggle with finding a balance then an adult will assist them with a work plan. 

  • Students are free to explore their own interests. The adult will support that interest while also giving lessons in other areas. Students are also taught that while they should pursue their interests there are also societal expectations they need to meet. This means there is a limit they can spend on one subject, because they need to meet educational requirements set by state standards. 

Dr. Montessori says we must trust the child to organize their human intellect. If we trust the child, we will see the results. It can be a leap of faith for parents and teachers, but it works! 

Natural learning will not happen without freedom. When freedom is presented alongside responsibility, students will arrive at an awareness they have agency within their thoughts, emotions, and actions, and will be able to see how they can make meaningful contributions to society.

Heron's Nest Updates and Information - December 2023

Breakfast news!  We are introducing a hot breakfast sandwich on Friday morning:  English muffin with egg, cheese and a veggie patty.  Best way to start the day?  Grab a freshly made brekkie sammie.

Even more breakfast news:   We offer Cheerios every day as an option.  It’s a great choice if you need a gluten free breakfast.  Regular milk and a non-dairy alternative are always available.

Have you checked out the new Quarter 2 menu?  Click the image below, or visit the Great River Nutrition page by clicking here →  https://www.greatriverschool.org/nutrition.

Friendly reminder to please remember to add money to your students and/or staff lunch accounts and keep an eye on your lunch balance. Thank you so much for eating with us. 

School Payment Portal Direct Link

School Payment Portal How-To Guide- how to make a lunch account using the school payment portal

Get ready for more sauce:  Bang Bang sauce is back!  This popular house-made condiment went away for a few years but is now available during lunch. 

Crunching the numbers:  In Quarter 1 we served over 11,000 meals to our students and staff!  Also, we were able to provide 483 frozen meals to Feeding Frogtown since the beginning of the school year.  We are proud to serve our community.

Now for a fun fact.  Did you know that Chef Dan doesn’t like many sweets except for ice cream? You can’t pin him down to just one flavor, but his favorite places to get ice cream are Baby Zito’s and the Pumphouse Creamery.  Yum!

We look forward to seeing you in the lunch line,

Your friends in the Great River kitchen, Dan, Tess, Julie and Mel

November 2023 Head of School Message

written by David Núñez, Head of School

Dear GRS community,

I hope you all had a wonderful MEA break last month and a great first set of conferences for the year last week.  As it starts to feel like winter is here, we’re settling into the school year and all is well under way!

Fall Key Experiences have wrapped up and they happened without any major hitches.  I really enjoyed watching all the elementary students come back from Widji over the past few weeks. Personally, this year I went on the 12th grade canoe trip, and had a fantastic time. Thanks to all who put so much work into making these trips happen!

This month is American Indian Heritage Month, also known as Native American Heritage Month.  As always, times like these are times of celebration, intended to remind us to celebrate the rich and diverse contributions, cultures, traditions, and knowledge of Native American people.  It's a great opportunity to educate as well.  And I don’t just mean here in school, although we will be sending out resources to all our staff, but take the opportunity at home to learn about Native tribes and culture and about the unique challenges Native people have faced both historically and in the present.

We have a dedicated staff here at Great River who are going above and beyond everyday to serve this community. As I reflect on the start of the year and the months to come I want to take this opportunity to thank you all for that. My job would be impossible were it not for the talented and dedicated staff here at Great River.  We also have students who are not only working hard for themselves and their own growth, but for the growth of our whole community.  I also want to thank each and every one of you for that passion and perseverance.  Finally, we have a wonderful group of caregivers here at Great River that support all our students and aren’t thanked enough for all they do.  Thank you.

Lastly, Over the next two weeks, you’ll see messages emphasizing the importance of supporting GRS.  Remember, your support is essential for us to do the work we do with kids.  Financial support of GRS go towards all of the following:

  • Supporting Key Experiences

  • Unique classroom opportunities and visiting specialists

  • Montessori classroom materials

  • Everyday operating costs

  • Supporting faculty and staff

  • The increased costs of transportation and utilities in recent years

I hope you all enjoy the rest of Fall and have a great Fall break this month!

Peace,

David