Congratulations to the Cast and Tech Crew of Les Miserables!

This year’s production of Les Misérables: School Edition was a record year for Hennepin Arts Spotlight Awards! Spotlight Awards acknowledge the skills and accomplishments of high school thespians both onstage and behind the scenes. With an Outstanding Technical Production and Honorable Mention Overall Performance, they earned an Honorable Mention in Musical Theatre Achievement. This means that our cast has been invited to perform a short medley from our show at the Spotlight Showcase on June 10th, and our crew will be featured in a video and welcomed to help with tech for the showcase.

In addition to many collective awards, actors earned 2 individual outstanding performers, 2 honorable mentions, and 5 shoutouts. Meanwhile our stellar crew earned 4 individual outstanding technician awards, an honorable mention, and a shoutout. 

We are so proud of our crew and cast and are hoping we’ll be able to coordinate enough schedules to perform on June 10th. More news coming soon! (Read more about the Spotlight Awards)

TUESDAY, JUNE 10 LINE-UP

Below are the awards our amazing cast earned:

Hennepin Art's Spotlight Education program enriches arts education for nearly 8,000 students across Minnesota, enhancing critical skills and providing equitable access to quality theater education and the Spotlight Showcase celebrates high school theater, allowing over 1,600 students to perform at the historic State Theatre.

Spotlight schools are invited to perform at Spotlight Showcase based on honors received during the Production Assessment process. Spotlight-evaluated plays and musicals that receive an Achievement in Theater honor are invited to perform onstage or be featured at the State Theatre during their assigned performance night. Honored individuals from all Spotlight schools and productions perform in various production numbers at Spotlight Showcase (per their school performance night assignment).

Musical Honorees

Students that receive an Outstanding or Honorable Mention honor for their performance in a Spotlight-evaluated musical have the option to participate and perform in the Musical Honorees production number -OR- be featured as a host at Spotlight Showcase. Students learn and rehearse this musical number with the Spotlight Showcase artistic staff during rehearsal week. Participation info

Honored Actors

Students that receive an Outstanding or Honorable Mention honor for their performance in a Spotlight-evaluated play -OR- musical will be featured as hosts of Spotlight Showcase. Students learn and rehearse the script with the Spotlight Showcase artistic staff during rehearsal week. Participation info

Honored Technicians

Students that receive an Outstanding or Honorable Mention honor for their work as a technician in a Spotlight-evaluated musical or play participate in one of the following ways: building Spotlight Showcase creative scenic elements, assisting the State Theatre crew and Showcase production team for the load-in or assisting in load-out for Spotlight Showcase. Participation info

6th Grade Bridge - Classroom Pets (Copy)

written by Rena Curtis and Thea Satre-Pratt, 6th Grade Bridge

Having animals present in a class room encourages skills like responsibility and care for living beings. As a whole school, Great River is a home for many animals. Our part as a class for caring for animals includes; feeding and caring for goats, chickens, class pets Wendell and Paulo (our bunnies) and Dart our Leopard Gecko.

Lucy, Rue, and Oz (our goats) require food, water, shelter and exercise. Some ways we meet our goats needs are saving food scraps, investing in shelter, and redesigning wooden planks for agility. Parents and students are asked to bring in food scraps such as, bread, corn products, fruit, lettuce, chard, carrot tops, dried fruit and vegetables. The goats dietary resrictions are meat, rhubarb, diary, avocado, tomato, potato, eggplant, and oak leaves. If you do not find a food on this list please refrain from sending it into the classroom for safety of the goats.

Our chickens have a similar diet. Bread, corn , fruits, grain, greens, carrots, broccoli, squash, and cucumbers. Sweet, salty, greasy, processed and citrus foods are harmful to the dietary systems of the chickens. We also collect eggs from the chickens to sell at stands and farmers markets.

Wendell and Paulo have a limited diet. Apples, pears, raw carrots, celery, lettuce, and cauliflower are their source of fresh vegetables. They also eat hay that we provide along with rabbit food pellets. We ate planning to build a new hutch with the guidance and assistance of our guides and head of school. Students will also design toys with food inside for training.

Our newest member of the bridge program is Dart the leopard gecko. Her diet consists of crickets… their diets are simple but they are complex creatures. Dart eats about 8 crickets per week so temporarily, we also have crickets chirping in the class.

Bringing in food for the animals as listed contributes to the health of the animals and is appreciated immensely. You can drop food donations at the front desk, labeled for our classroom! Email Cate at cwilliams@greatriverschool.org with any questions.


Big Work in the Upper Elementary

Written by Meggie Exner, Swan River Guide

Big work is work that takes up much time, space, or mental fortitude to complete. Elementary children in particular are drawn 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 practice 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 opportunity for children to collaborate in a meaningful way and practice the social skills needed to come to group decisions. Since Montessori classrooms bridge three grade levels, big work is also a source of inspiration to the younger students in the classroom as they look up to their older peers and the quality of work to which they can aspire. By the same token, big work provides older students with opportunities for leadership and confidence-building. 

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 through annual big projects. During the first semester, 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 their island’s government and tax money expenditures, 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 designing and running experiments to be shared with families during our end-of-the-year Science Fair. 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.

March 2025 Head of School Message

written by David Núñez, Head of School

Dear GRS Community,

As March arrives, we're filled with excitement for the upcoming Blue Heron Bash—our largest and most anticipated fundraising event of the year! This event is held in late April this year, and it is an opportunity to come together and celebrate our vibrant community.  We hope to see many of you there. Whether you’re able to join us in person or participate through our online auction, your support helps fund the incredible programs that make GRS unique.

As we head into March, we are also entering testing season here in Minnesota. MCA testing is underway at GRS, and while we recognize that standardized tests can elicit mixed feelings, they remain a key tool in tracking our students' progress and contributing to the school’s overall stability. We encourage all students to approach these assessments with their best effort, knowing that we support them every step of the way.

March is Women's History Month, and this year I am dedicating a significant portion of my newsletter submission to celebrating the trailblazing women who have shaped history, as well doing what I can to amplify the voices of those whose contributions have often been overlooked.  We are living in challenging times with political and social figures who demean and belittle women at every opportunity.  But, as a community, we have to be an example of something different.

At GRS, we are proud to be a school that values diversity, inclusion, and representation. Throughout March, I encourage our teachers to engage with resources that enrich classroom discussions and deepen students’ understanding of women's pivotal roles in shaping our society. From historical figures who have changed the course of history to contemporary women making an impact in every field, we are committed to fostering an environment where all students can see the powerful contributions of women—and be inspired to make their own.

We encourage families to celebrate women's achievements as well. Consider exploring books, documentaries, and articles that highlight the incredible stories of women, or engage in a discussion about the women who have influenced your own lives.

Here are just a few examples of resources I shared with staff last year that you all might explore: 

Thank you for being such an essential part of our GRS community. Your continued support and involvement help make our school a truly special place for learning, growth, and connection.

Peace,
David

Letter from the Les Misérables House Manager

Written by Simone Lee Wisgerhof, Front of House manager

Les Miserables School Edition is Great River’s next show and a phenomenal one. It has been amazing being involved in theatre at this school, being in shows, and watching others. I am very grateful for the chance to be the front of house manager and tell people how amazing our shows are, and how groundbreaking this one will be. Les Misérables has an incredible and very hardworking, dedicated, and talented cast and crew. I think this will be one of, if not the best show yet. 

Rather than just tell you about the performance and people involved. Hear from them yourself:

“People should come see Les Mis because we spent a lot of time to make this presentable, and it makes it mean a lot more if others come to see our hard work.” 

  • Liam Duffy (actor)

“I LOVE LES MIS!!! COME SEE OUR SUPER AWESOME HISTORICAL COSTUMING AND CASTING!” - Rey (actor)

“I love Les Mis because we have amazing beautiful actors with amazing beautiful voices, who show great emotion. I can imagine no others playing their parts.” 

  • Mavis (actor)

 
 

“When I heard we were doing Les MIs here, I was beyond baffled. How are we supposed to take on such a huge production such as Victor Hugo’s prized baby turned into a musical sensation? But I underestimated us drastically. Les MIs at GRS is going to be incredibly, stunning, and evocative, and even though we’re a small school, in a small space, the talent and passion is anything but.” 

  • Lousie B (actor)

“The show is really awesome and cool. 👍”

  • James W (actor, who said the thumbs up should be included) 

You should come see Les Misérables because…

“The acting & emotion conveyed in the singing.” 

  • Nico H (crew: lighting)

“It’s a very emotionally impactful show, I’ve been at nearly every rehearsal so far and I still get emotional by the story.” 

  • Robin (crew: stage manager) 

I know based on the people involved, the talent I know they have, the singing I’ve heard, the time, energy and excitement that they have given everything about this show and that I’ve seen just while interviewing some of them or hanging around and overhearing a conversation about the show that I am beyond excited to see it.

And you should be too! Tickets are on sale at www.greatriverschool.org/shows and going fast. The first shows are on MARCH 7-9th, the ones on the 7th and 8th are at 7 PM. The one on March 9th is at 2PM and Pay What You Want. If you’d like updates check out @GRStheatre on Instagram!

  • Simone Lee Wisgerhof (front of house manager)

Links:

https://www.greatriverschool.org/shows

https://www.greatriverschool.org/lesmistix

February 2025 Head of School Message

written by David Núñez, Head of School

Dear Great River Families,

As we step into February, we are excited to continue our commitment to celebrating and honoring the diverse identities that make up our community. February marks Black History Month, a time to recognize the countless contributions of Black individuals throughout history and to deepen our understanding of the ongoing journey toward racial justice.

At Great River, we believe that honoring Black history, and all histories, is not limited to one month alone. Every day is an opportunity for us to nurture an inclusive, respectful, and equitable environment – but we also always are happy to take a moment to celebrate!. This month, as we pause to celebrate Black History Month, we invite our students to explore the richness of Black culture, the legacies of past generations, and the work that still lies ahead.

We are looking forward to engaging with all of you this month as we reflect on the past, celebrate the present, and continue our collective work for a more just future.

I also wanted to take a moment in this, my last year at Great River, to emphasize the importance of the budget process which is currently on-going for the school board.  As we work through the budgeting process this year, we are deeply committed to ensuring the financial stability of Great River School for many years to come. Fiscal responsibility is critical to maintaining the high-quality educational experience we offer our students. Given the realities of our current financial situation, we may be facing some difficult decisions in the coming months. We encourage you to attend an upcoming Finance Committee meeting or Board meeting to learn more about the work we are doing and how we are navigating these important conversations. Your input and engagement are vital as we make these tough choices together.

As always, please feel free to share any thoughts, ideas, or feedback. We value your input and look forward to collaborating on this important work.

Peace,

David

Speaking with your Children about School

Written by Bailey Tailor, Montessori Guide on sabbatical

For many families who have chosen Montessori, talking with children about their experiences at school can feel a bit ambiguous. When so much of the children’s work is conducted with materials and experiences that do not produce a product, there is less ‘evidence’ coming home, and it is common to wonder, “What is my child up to all day?” Additionally, elementary children seek experiences outside the family because it supports their developing autonomy and self-exploration. It is not unusual for children to feel a bit protective of their time at school, where they experience a different level of independence. While we can respect this developing individuality, talking about experiences at school is an integral part of a close and trusting relationship. So what can we ask when ‘What did you do today?’ doesn’t spark a great discussion?

Montessori is a developmental approach, and the characteristics of children at a given stage guide everything we do in the classroom. Elementary children enter a new phase of social development when friendships and community are paramount. This is when the children establish their sense of morality and the reasoning mind. Elementary children love big work, and their experiences in the classroom and beyond are Cosmic Education. This is the exploration of the interconnected nature of all work in the classroom, and it fosters an appreciation of the universe and the child’s place within it. Just like we do in the classroom, you can use these characteristics to have engaging discussions about school at home. 

Social Development 

The second plane, or elementary period of development, is when friendships and community are the center of a child’s world. The mixed-age classrooms in Montessori allow for rich social dynamics and the powerful experience of being the youngest and then the oldest every three years. 

Questions to Ask…
Who are the people in your classroom with big ideas? 

Who is funny? 

Who do you help when you’re at school? Who helps you? 

How does that friend make you feel?

Morality and Justice

The second plane is when children establish their moral sense. Children this age are fascinated by right and wrong, and as you certainly experience at home, this is fertile ground for an interesting conversation. These are especially important discussions to have at home, where children typically feel a greater sense of comfort unpacking their ideas or asking questions. 

Questions to Ask…

Is there a system for that (pencils, lunch, pet care, etc.) in your classroom? What do you think about that system? 

How do you make decisions as a whole class? 

What do you and your friends agree and disagree on?

When your child mentions something they observed… What do you think about that choice? What would you have done?

Work 

Dr. Montessori defined ‘work’ as a purposeful activity that engages the mind and hand. One of the essential themes of Cosmic Education is the value of work; work is how human beings contribute to society, perpetuate culture, and care for our Earth. One way to hear about your child’s work at school is to share what you are working on during the day. This is such a meaningful way to reinforce the impressions established in the classroom because no one is more influential and important in your child’s eyes than you. In all behavior, children are receptive before they are expressive, so if we can frame our genuine experiences in a developmentally appropriate way, this modeling establishes a strong foundation. 

When children choose to tell us about their work, our response is key to their willingness to do so. We have to be mindful of this in the classroom as well. When we let our own biases or worries for a child into these conversations about the work that excites them, it alters the tone and can make children less interested in sharing. If your child is excited to tell you about an aspect of their day and you respond with interest and then ask if they did any writing, biases about ‘good interests’ are evident to the child. We can send similar messages when a child learns to expect that we will regularly ask about a skill we are concerned about. These concerns are important, and this is when it is essential to partner with your child’s guide about the skills in question so that your conversations with your child about school are times of connection. In this way, you remain a source of comfort and support as the child navigates overcoming difficulties. 

When conversing about work, my favorite way to connect with children is not a question at all. I like to wonder aloud, which is applicable in almost any scenario and nearly irresistible to the reasoning mind. The best part about an ‘I wonder’ is that the children often follow up after some investigation, and a robust conversation unfolds. 

I wonder what kinds of discussions you will have around the dinner table or in the car on the way home from school…

11th grade TOK Exhibition Success!: Photos and more

Written by Lindsey Weaver, IB Program Manager

The Theory of Knowledge (TOK) 11th grade class hosted their annual Exhibition on Wednesday, December 18th. Each student hosted an exhibition of three artifacts centered on a Theory of Knowledge question of their choice, such as “What challenges are raised by the dissemination and/or communication of knowledge?,” “How can we distinguish between knowledge, belief and opinion?” and “What role does imagination play in producing knowledge about the world?” It was a super fun morning for curious minds!

Montessori Moments: Evelyn Hugart’s World History Videos!

Evelyn Hugart (‘25) has been creating some really cool animated videos as end of unit projects in Anu Dean’s World History course. What a great example of combining learned content with creative talent!

WW1 (best one): https://youtu.be/VZIN7_GkFsc

Post WW1: https://youtu.be/F4UowXgTFFs

Exploring Beyond the Classroom: Montessori Going Outs

written by Eileen McElrath, Elementary Program Director

““When the child goes out, it is the world itself that offers itself to him. Let us take the child out to show him real things instead of making objects which represent ideas and closing them in cupboards.”              ”
— Dr. Maria Montessori

We are excited to share an integral part of our Montessori elementary program: Going Outs. These student-initiated excursions are a cornerstone of Montessori education, providing students with hands-on, real-world experiences that extend their classroom learning. 

If you would like to learn more or volunteer to chaperone a Going Out, please join us for a virtual Going Out Training on Friday, January 17th from noon-12:45 pm at the ZOOM LINK HERE.

What Are Going Outs? In the Montessori environment, students are encouraged to take ownership of their education, including pursuing interests and research topics that spark their curiosity. When students encounter questions or topics that require exploration beyond the classroom, they organize a Going Out to find the answers. This might include visiting a museum, a library, a local business, or a nature reserve. Going Outs differ from traditional field trips in that they are smaller, more focused, and planned and led by the students themselves.

Why Are Going Outs Important? Going Outs allow students to:

  • Develop independence and responsibility by planning the logistics of their trips.

  • Gain confidence and practice flexibility in navigating the world outside the classroom.

  • Engage with Imagination and Reason

  • Deepens their understanding of academic topics through real-world applications.

  • Practice Grace and Courtesy as they use social skills when interacting with experts and community members.

  • Developmentally, Second Plane children have a “gregarious instinct” and want to interact with others

  • Lets children learn from real experience (and mistakes)

How Do Going Outs Work?

  1. Student-Driven Planning: Students identify a need to go out, research the destination, and determine the purpose of their visit.

  2. Preparation: A small group of students create a plan, including contacting the location of the Going Out, contacting an adult to chaperone, planning transportation, and preparing any necessary materials.

  3. Adult Support: A GRS staff member or adult volunteer accompanies the students to ensure safety but allows students to take the lead.

  4. Follow-Up: Upon returning, students reflect on their experience, share their findings with classmates, and deepen their learning.

How You Can Help:

  • Volunteer: We often need adult volunteers to accompany small groups on Going Outs. Your role will be to supervise and support students while allowing them to lead. Volunteers need to attend one of the Going Out trainings and complete a free volunteer background check.

  • Share Resources: If you have connections to local organizations, expertise, or ideas for enriching Going Outs, we’d love to hear from you.

  • Encourage Independence: Support your child’s efforts in planning and preparation, such as helping them practice phone calls or organize supplies.

Student Spotlight: This fall, a group of students studying tornados organized a trip to the Minnesota History Center’s tornado simulator exhibit. They prepared thoughtful questions, took detailed notes, and are using this research to extend their self-selected big work. We are thrilled to see our students’ curiosity flourish and their confidence grow through these unique Going Out experiences. 

Here is what the third years shared with the class about our celebration:

Henry- “People in China think the moon is very important. People celebrate this day with a festival. They celebrate the moon in autumn time.”
Amma- “We can eat corn beans and squash, the three sisters. They help each other like the Wampanoag people helped the pilgrims.”

Ezra- “My favorite harvest story is the three sisters and the fox.”
Kamaria- “I think harvest fest is a celebration of happiness and joy and festivity. The food we eat today is special because it reminds us about the people who came before us. On this holiday family time is the most important time of the year. “

Audrey- “Why I like this holiday is the colors and the food. We are going to bring that to you today. We have moon cake and apple cake and this holiday is about happiness and kindness.”

Margot- “The wild rice is important to the Ojibwe people. The rice is nice.”

Other classes find their own way to build community and celebrate togetherness. As we move into other holidays we will remember kindness, togetherness and be thankful for all we have.

January 2024 Head of School Message

written by David Núñez, Head of School

Dear GRS staff, students and Families,

Happy New Year! As we return from the Winter Break, I want to take a moment to reflect on the past semester, express my gratitude to all of you, and look ahead to the exciting opportunities and challenges the new year will bring.

A Message of Gratitude

First and foremost, I want to express my heartfelt gratitude for the support, dedication, and care you all bring to our school community. As we begin 2025, I am reminded of how fortunate we are to work together in fostering an environment where students thrive academically, socially, and emotionally. Your involvement, whether through volunteering, attending events, or offering kind words of encouragement, makes a significant difference in shaping the heart of our school. Thank you for being such an essential part of our journey.

The start of a new year can bring both excitement and challenges, and it’s important to acknowledge the need for mental health and well-being, particularly as we settle back into the school routine. January often feels like a fresh start, but it can also bring a sense of stress for students and families alike. We encourage you to check in with your child and remind them of the importance of balance—between academic work, extracurricular activities, and personal time. As a school, we remain committed to supporting every student's mental and emotional health, and we’re here to assist however we can. Please don’t hesitate to reach out if your family ever needs additional resources or support.

Looking back on the fall semester, I’m incredibly proud of the achievements and growth we’ve seen across all areas. The key experience trips were a resounding success, with students gaining new perspectives, building friendships, and learning beyond the classroom. Our theater intensive was another highlight—seeing our students shine on stage in those four shows was truly inspiring.

We’ve also seen positive growth in our academic performance, particularly in the MCA scores, and it’s clear that our hard work is paying off. 

Finally, Ricardo McCurly (Development Director) and I are pleased to report that we’ve made excellent progress toward meeting our fundraising goals from this Fall. It doesn’t mean we’re done fundraising for the year, but these accomplishments are a testament to the collective kindness and investment of our students, staff, and families, and I’m excited to continue building on this momentum as we move into the new year.

As we look ahead to 2025, planning is already underway for next year. While it's exciting to think about the wonderful things we have in store, it’s also a time for reflection and, for my part, some bittersweet feelings. The search for our next Head of School is underway, and while we are all enthusiastic about the future, it’s hard for me not to feel the weight of saying goodbye to our community in June. The board and I will keep you updated on the search process and the plans for a smooth leadership transition, and I know we’ll continue to work together to ensure the best possible future for our students.

As we begin this new year, I am filled with optimism for all the possibilities that lie ahead. I’m excited to continue working alongside each of you to create an enriching and nurturing environment for our students. Here’s to a wonderful 2025!

Peace,

David

Adolescent Health Fair, November 2024

Written by Ashley Parent, Health Guide

On 11/13/24 the 10th Grade Health students in the Fall semester presented their Health Fair projects to the 7th and 8th grade students. In Health, we, in partnership with Planned Parenthood,  have been in the sexual health unit and the project for the unit is for students to research their topic of choice, put together a presentation or poster with accurate information and resources to then present it in a resource fair style setting to all of the 7th/8th grade cohort. The LA students come by advisory over a span of 2 hours, each group is up and presenting and being student facing for an hour of the health fair. This Fall Health Fair was full of amazing projects and topics, ranging from why men don’t report, consent and STIs. Some students showcased and helped LA students learn about barrier methods and how to access resources for those in an abusive relationship. 10th Grade Health students came to the fair with knowledge, resources and excitement for our amazing LA cohort.

Check out some of their amazing projects below!

Community Gatherings and Celebrations

written by Rachel Cupps, Minnehaha Creek Guide and Minnehaha 3rd years


At Great River School we enjoy building community. One way that we do that is to celebrate together. In Minnehaha Creek, we take time to learn about different cultures and how they may celebrate various holidays. Before fall break our class discussed Harvest Celebrations and how people throughout time have always celebrated the abundance of fall. 

Once we did some research we decided how we would like to celebrate the fall harvest. We came together to bake bread and apple cake. We cooked a dish using the three sisters corn, beans and squash. We also made wild rice. 

Here is what the third years shared with the class about our celebration:

Henry- “People in China think the moon is very important. People celebrate this day with a festival. They celebrate the moon in autumn time.”


Amma- “We can eat corn beans and squash, the three sisters. They help each other like the Wampanoag people helped the pilgrims.”

Ezra- “My favorite harvest story is the three sisters and the fox.”
Kamaria- “I think harvest fest is a celebration of happiness and joy and festivity. The food we eat today is special because it reminds us about the people who came before us. On this holiday family time is the most important time of the year. “

Audrey- “Why I like this holiday is the colors and the food. We are going to bring that to you today. We have moon cake and apple cake and this holiday is about happiness and kindness.”

Margot- “The wild rice is important to the Ojibwe people. The rice is nice.”

Other classes find their own way to build community and celebrate togetherness. As we move into other holidays we will remember kindness, togetherness and be thankful for all we have.

A letter from the GRS Foundation - December 2024

 
 

Dear Great River community,

Welcome to the 2024-2025 school year! 

It is with a deep sense of pride in our school and its history that I would like to (re)introduce you to the Great River School Foundation and its critical importance to the future of our community. 

I have been a parent at GRS since my son started first grade—way back in 2013. He will graduate from GRS in the spring. So much has changed in our time at GRS, but our community’s shared goal to give students the education and experiences they need to be engaged citizens of the world is steadfast. The Montessori approach is a community approach, and our fundraising approach is no different.

The Foundation is a volunteer board of caregivers that exists to support the school's mission by investing in the long-term financial needs of the school. Like you, the Foundation knows the exponential value of a Montessori education for our students and our world.

This school year, our fundraising goal of $250,000 will help close the gap between our state funding and the cost of supporting the unique learning opportunities that define the Great River experience. As a charter school, Great River receives less than 87% percent of the funding allocated to traditional district schools, and the amount is designed to decrease over time. Financial support from families, grants, and corporations has always been critical to fully fund our school, and our strength in fundraising will need to grow alongside our charter. 

As a caregiver, I have seen firsthand how our school goes above and beyond for our students, offering unique and immensely valuable education and whole-person development opportunities. 

Our goal this year is big. But we are a powerful community of over 700 students and their families, and reaching our goal is achievable. There are several ways you can join in to support:

To meet our goal, the Foundation will be working hard to promote key initiatives like the Fall Fund Drive and Blue Heron Bash. To be successful, our community needs to work together—we ask you to plan in advance to support these efforts in whatever ways work for your family. 

Your gift is an investment in an approach to learning and growth that makes our school so unique: Key Experiences, the arts, care of animals, Montessori classroom materials, and high school internships… Plus, there are everyday needs to run a successful school: buses, utilities, and paying our faculty and staff a fair wage. There is no place quite like GRS.

I hope you will join me as part of the Great River giving community! 

With gratitude,

Kate McCreight
Foundation Chair 
GRS parent to Finn (grade 12) and Moxy (grade 8)

December 2024 Head of School Message

written by David Núñez, Head of School

Dear GRS Community,

December is a short month with a long break here at Great River, and as we approach the end of the calendar year, I want to wish you all a restful and joyful holiday season. Whether you celebrate, relax, or spend time together in your own special ways, I hope this time is meaningful for you and your loved ones.

Winter Break also means we’re nearing the midpoint of the school year. For the UA, the semester ends at the end of January, making the break an excellent opportunity to check in with your student—especially if they are in the 9-12 program—to ensure they feel confident and on track with their academic work. The 7/8 program is on trimesters and is in the middle of their theater intensive. If there’s anything causing concern, I encourage you to connect with your student’s guide after the break to create a plan for success together.

As we reflect on the year so far, I want to share some highlights:

  • Celebrating Creativity: This fall, our students have shown tremendous creativity, from their music classes to their art classes, from the 7/8 theater intensive to the fall play, Queens. Their hard work and artistry has brought and is still bringing our community together in inspiring ways.

  • Gratitude for our Staff and Families: This semester has been filled with collaborative efforts from our incredible staff and supportive families. Your ongoing dedication and engagement make our community thrive.

Looking forward, there are a few things to note:

  • Budget Planning: Our leadership team is finalizing a revised budget to present to the board next month, ensuring we stay on track to meet our goals for the remainder of the school year.

  • Leadership Transition: Planning for the leadership transition continues, and we remain committed to ensuring stability and clear communication as we move into the second half of the year.

Finally, I want to acknowledge the strength of our school community. From moments of learning and growth to celebrations of individual and collective achievements, this year has been a reminder of what makes Great River so special.

Have a safe and rejuvenating break, and we look forward to welcoming everyone back in January!

Peace,

David

Restitution, Repair, and Building Stronger Relationships: Upcoming Workshop for Parents

Dear caregivers & greater community,

As we continue to foster a nurturing environment where every student feels valued, respected, and empowered, we recognize that learning extends far beyond the classroom. One critical aspect of character development is the concept of restitution—the process of making amends and taking responsibility for one’s actions. It’s a value that helps our students build empathy, accountability, and trust, and it is one that we believe should be reinforced not only in school but at home as well. We are excited to invite you to an upcoming course for parents from our friends at www.realrestitution.com. 

Restitution is a philosophy of discipline created by Diane Gossen and based on William Glasser’s Choice Theory principles.  Restitution focuses on how people can creatively correct their mistakes emphasizing positive solutions. Mistakes are viewed as opportunities to learn and grow. It's about learning to make things right.  

Restitution for Parents will be running January 6 - 26, 2025.  This course is ideal for anyone who is interested in creating an environment where behaviour is managed not by punishments or rewards, but by encouraging kids to be internally motivated and self-disciplined.  These ideas are essential for teachers, parents, youth-care workers - anyone interested in helping kids to grow and flourish!

For more information on the courses or to register, click here, or go to www.realrestitution.com and click on "Workshops and Registration".  You can also find more information there about Restitution, as well as the Real Restitution online bookstore.  If you have any questions please don’t hesitate to contact these incredible folks offering this course at their website. 

The Restitution for Parents course strives to provide maximum flexibility for participants by using a virtual platform.  The course starts with a one-hour zoom meeting that brings a cohort of learners together.  After this initial meeting, participants will receive an email that will provide the information required to log-in to the self-directed online modules of the course. The self-directed modules involve reading, watching videos, completing activities, and submitting short reflective exercises to the instructor for feedback. Participants can log in and out of the platform and complete these at their own leisure.  There are two additional one-hour zoom meetings designed to bring participants together for discussion and interactive exercises.

We believe that when school and home work together, we can create a community where students feel supported in their efforts to make amends, learn from their mistakes, and grow into responsible, caring individuals. Your involvement in this workshop will provide you with the tools to reinforce these lessons in your home and further strengthen the bond between school and family.

Hope you’ll consider learning more about Restitution. It’s an honor to work together to build a stronger, more compassionate community for our students.

Warm regards,

Great River School - Student Services

Unlocking Growth through Key Experiences at Camp Widjiwagan

written by Matty Brossart, Crow Wing River Guide

The Upper Elementary students have all returned from our annual adventures to Camp Widjiwagan—fondly known as "Widji." For five days, we came together as a community on the beautiful shores of Burnside Lake near Ely, continuing a tradition that has been part of Great River School for over a decade.

This Key Experience has evolved alongside the growth of our school. For many students (and staff), Widji is a place filled with fond memories, personal growth, and joy. For many, the experience is also challenging, as they miss the comfort of familiar routines, their families, and the “normal” lifestyle. Whether students eagerly anticipate this trip all year or grapple with homesickness and count the days until their return, Widji is an essential part of our work in the elementary program at Great River.

Given the significant investment of time, emotional energy, resources, and finances from both the school and families, it's important to reflect on why we commit to this annual journey. In Great River's elementary program, we focus on the developmental needs of the "second plane" child, work intentionally toward fostering interdependence with each other and nature, and make decisions guided by our mission: to grow a community of people who contribute to world peace.

Let’s explore how Montessori’s philosophy supports these goals and how our experiences at Widji this year align with the work we’re doing together.

The Second Plane Child

Upper Elementary students, typically ages 9 to 12, are in an extraordinary period of growth. At this stage, they exhibit distinct patterns of interest and behavior. Our goal is to create classroom environments that challenge and nurture them, meeting their developmental needs. Sometimes this process is joyful and seamless, while other times, students experience "productive struggles" that help them build confidence and acquire the tools needed to tackle ever-greater challenges.

At Camp Widjiwagan, students faced real-life challenges, like the night hike. On their first night, they learned to wait patiently for their eyes to adjust to the darkness (thanks to rhodopsin) and relied on one another to navigate the trail together. They also found ways to connect through moments like PMA (Positive Mental Attitude), sharing campfire stories, and simply holding hands as they walked.

Many students saw the Northern lights for the first time on the October 7-11th trip.  It was truly a “cosmic” education.  This magical show was only rivaled by the skits, songs, and poems that were shared at the Eco debrief, at the closing campfire, and before meals.

While our classrooms are vital spaces for learning, Montessori believed that time spent in nature offers one of the richest environments for human growth. She once said, “There must be provision for the child to have contact with nature, to understand and appreciate the order, the harmony, and the beauty in nature… so that the child may better understand and participate in the marvelous things which civilization creates.”

At Widji, each student was drawn to different experiences. Some engaged in competitive play, like testing their strength by carrying large fallen trees or throwing frisbees across fields. Others connected with nature by adopting bugs, sitting in quiet reflection to tell stories, or composing music and poetry inspired by their surroundings. Some students were highly social, while others spent more time observing.

No matter how they engaged, all students had opportunities to ask for help and to offer it, deepening their connections with one another. They began to trust and rely on their own strengths, while also learning that strength comes from the support of those around them.

Interdependence

Maria Montessori viewed interdependence as essential to both human development and society. At Great River School, we embrace this belief, recognizing that interdependence, rather than isolated independence, is crucial for living a meaningful life. Longer trips away from home—spent with classroom communities as well as people who are less familiar—offer students the opportunity to expand their understanding of what community means. During these trips, students develop mutual reliance on their cabin mates, trail guides, and school staff. Montessori wrote, "It is only by practical experience in social life that the child can be prepared for the demands of society."

This work is evident in every aspect of the trip, from passing food around the table family-style and cleaning up together, to helping one another when someone is cold, hungry, homesick, or injured. One of the most tangible examples of interdependence comes as students and staff learn to paddle canoes together—a skill that requires trust and collaboration. As Montessori noted in Education and Peace, "We cannot live isolated; therefore, we have to evolve in our relationship with others." At GRS, "others" includes not only our classmates but also the broader world around us.

The Importance of Nature

Interdependence extends beyond human relationships to include the natural world. We believe it’s vital for children to learn about the interconnectedness of all living things. In To Educate the Human Potential, Montessori explains that understanding the interdependence in nature helps children recognize their place in the world and the responsibility they have to protect the environment. "We are all dependent on one another, every soul of us on earth."

When Montessori wrote, “There is no description, no image in any book that is capable of replacing the sight of real trees, and all the life to be found around them, in a real forest. Something emanates from those trees which speaks to the soul, something no book, no museum is capable of giving." She could have been predicting the students’ relationship with “the firepole tree” that many students visit on some of the hikes and excursions at Widji.

Returning to Camp Widjiwagan each fall allows students to develop a relationship with the landscape—the hills, ravines, trees, streams, and lake. They experience Widji through warm, mild days and frigid, wet ones, receiving direct lessons and hands-on learning about nature’s interdependence. Nature often serves as our first and greatest teacher, showing us how to live in harmony with the world.

Community Life and Peace Education

Many of the lessons students experience at Widji are extensions of what we practice in the classroom, but the weeklong trip offers an unmatched authenticity. Montessori’s idea of “real experiences” and “practical life” is brought to life here. As she said, "It is only by practical experience in social life that the child can be prepared for the demands of society."

At Great River, understanding interdependence is key to fostering peace. We believe that when people recognize their mutual dependence—both locally and globally—they are more likely to collaborate and work for the common good. At each meal, Widji staff emphasize the effort behind the food we eat: the fuel, time, money, care, and power involved. Students celebrate making conscious choices, like taking the right amount of food and minimizing waste.

Beyond the Mess Hall, students spend hours exploring, observing, and playing in Widji’s rustic, natural environment. Each moment reflects Montessori’s vision: "The child who has felt a strong love for his surroundings and for all living creatures, who has discovered joy and enthusiasm in work, gives us reason to hope... that humanity will develop a new social order and bring about peace."

As we return from Widjiwagan and continue our important work here at Great River School and in the Twin Cities, it’s fulfilling to know that we have Widji as a cherished tradition. It’s a place where we grow together, facing challenges, solving problems, and creating joy. These experiences help us move from concrete moments of teamwork and perseverance toward the abstract goal of building a better world for ourselves and each other.

FInal Note: If you have not yet been able to donate to help us protect this integral part of our program, please consider following this link and helping: Donate: https://go.givinghive.com/donation/101/key-experiences-at-grs/

November 2024 Head of School Message

written by David Núñez, Head of School

Dear GRS Community,

I hope everyone enjoyed a rejuvenating MEA break last month and is ready for the first set of conferences this week. As the colder weather settles in, so too does the rhythm of our school year—it’s wonderful to see everything falling into place!

Our Fall Key Experiences wrapped up smoothly, with no major hurdles, and it was heartwarming to welcome elementary students back from Widji these past few weeks. Thank you to everyone who dedicated time and effort to make these trips such a meaningful experience!

November is also American Indian Heritage Month, often called Native American Heritage Month. This is a valuable time for celebration, reflection, and learning, as we honor the diverse contributions, cultures, traditions, and knowledge of Native American communities. I encourage everyone to take this opportunity to explore Native American history and culture both in and beyond our school setting, recognizing both the resilience and the ongoing challenges faced by Native people.

On a personal note, I want to share a few words about my decision to step away from Great River next year. Making this choice has been difficult, but it’s one I must make for myself and my family. This community holds a special place in my heart, and while the thought of leaving is bittersweet, I have full confidence in the strong foundation we’ve built together—our committed community, dedicated leadership, and supportive board are all vital parts of that. I am incredibly grateful for the trust you’ve shown me and for the privilege of being part of GRS.

As you must be aware, the U.S. presidential election is tomorrow, and with it comes a mix of emotions: anticipation, hope, and perhaps some anxiety. Many of us are talking about current events at home, recognizing that they shape the world our children are growing up in. Though these conversations can be complex, they offer meaningful moments for connection and understanding.

Peace,
David

October 2024 Head of School Message

written by David Núñez, Head of School

Dear GRS Community,

Happy Fall, everyone! The school year is in full swing!

One of our biggest highlights so far has been the success of this year’s fall Key Experiences, with Elementary still wrapping up theirs. As always, these trips came with challenges, but our staff and students rose to the occasion, making them incredibly formative. We’ll be reflecting on how to enhance these experiences for the future, and I welcome any feedback from the community. A huge thank you to our students, staff, and families for helping bring these experiences to life!

You may have noticed that last year’s MCA scores are now available on the MN Report Card, alongside other schools in the state. Like many schools, we saw a post-pandemic dip in scores, but our focus on student well-being and academic recovery continues. We remain committed to supporting students socially, emotionally, and academically, offering increased SEL and academic resources to help them thrive. Individual MCA score reports have arrived at the school and will be mailed home soon.

As we wrap up National Hispanic Heritage Month, it’s a great time to reflect on the vital role Hispanic people play in American history and celebrate their contributions.  I encourage everyone to continue exploring and celebrating this important history with your families.

Don’t forget about Great River’s Harvest Fest on October 26th!  It's a wonderful celebration for Great River families and such a great opportunity for us all to get together and build community.

Please feel free to reach out with any questions or suggestions.

Wishing you all a wonderful Fall!

Peace,
David

Transitioning Back to School

written by Delia Koolick, Elementary Social Worker

Welcome back to school! It has been quite an exciting month of students and staff reconnecting with each other and seeing new friendships form. Every year, the social work team and the health and wellness workshop guide, Delaney, lead wellness lessons with all students where we integrate social emotional learning with Montessori pedagogy to support this back to school transition. During our first wellness lesson of the school year, we talk about how students might be feeling nervous or excited or a mix of different emotions as the school year gets going. Caregivers might be feeling the same way! 

This time of year, we’re hoping for our students to be in connection mode- meaning they’re ready and able to connect with others. However, this time of year can also feel stressful, resulting in protection mode. The beginning of the school year means change- and change is really hard! I have a picture in my office that says “Change is rough, but I am tough” and I’ve been telling myself that every day since the first day of school. There are so many new things that come with a new school year. For some students, they have a new lead guide or a new classroom assistant. Some students are at a brand new school! Some students miss the students that transitioned to upper elementary or lower adolescence. All students are navigating a new group of classmates and creating community together. Because of all these big changes, we might notice our students struggling to stay regulated and connected with their classroom community.  

In order to understand our students’ feelings and ability to regulate, it’s helpful to understand what’s happening for them internally in their brains and nervous systems. In “Raising Kids with Big Baffling Behaviors” by Robyn Gobbel describes the brain and nervous system in a very accessible way using some very fun animals. Our brain has three neural pathways that Gobbel describes as the “owl brain”, the “watchdog brain” and the “possum brain”. In our owl brain, we’re in connection mode and ready to learn- we’re regulated! In our watchdog brain, we’re in protection mode. Just like my dog Maisie, a german shepard mix, who is always on high alert. When our brains are in watchdog mode, it detects a sense of danger and we see an increase in energy- this might mean big feelings of aggression or anxiety. In our possum brain, our brains detect danger and we see a decrease in energy or even shut down (think of a possum playing dead). Our students' brains are detecting some sense of danger with changes in the environment- which is expected! How we respond to their watchdog and possum brains is key. 

So, how do we do that? We have to stay in our owl brains. Easier said than done! But, if we can stay calm and regulated, our students’ watchdog or possum brains will sense that co-regulation. When your student is sharing about a hard moment at school or showing you big emotions or behaviors, they are communicating that they need our owl brain's support. We can do this with a method called acknowledge, validate, normalize, reassure. We can acknowledge feelings (“I see…”, “I hear…”), validate those feelings (“It makes sense that…”), normalize those feelings (“Many students are feeling….”), and reassure our students (“we care about…”, “adults at school care about…”). From there, students can feel supported and know that there are adults that will help them if their brains start to sense danger. 

Anxiety is a normal feeling- uncomfortable, but normal! If you saw Inside Out 2 this summer, you’ll probably remember the Anxiety character saying her job is to plan for the future. It’s our job to help students make sure Anxiety is not at the console at all times and that even when she is, there is a trusted network of support. As we get going into the school year, students will build that support and their confidence and it won’t feel so hard. They’ll be able to stay in the owl brains for longer! Here’s to a great school year of learning and co-regulation- we got this! 

Welcome Back! An Introduction to Montessori Education and the Prepared Environment - September 2

written by Eileen McElrath, Elementary Program Director

What is Montessori Education?

If you are new to Montessori education or would like a refresher of what learning looks like in each of our Lower and Upper Elementary communities, view this 5 minute video accompanied by a short article from the American Montessori Society (AMS) that provides an introduction to Montessori Elementary learning!  

We will be opening up our classrooms for observations on Tuesdays from November 5th, 2024 - January 30th, 2025. 

We would welcome each of you to come and observe the prepared environment in action in your child’s classroom.  You can sign up here: Lower Elementary, Upper Elementary. Continue reading below to learn more about the Montessori prepared environment that you can look for while observing. 

What is the Prepared Environment?
When you walk into an elementary Montessori classroom, you are drawn to many things. The shelves have interesting materials to explore. The tops of shelves showcase objects to observe that may spark a student’s curiosity. There are a wide variety of plants and sometimes animals. The art on the walls invites you to look closer. The colors are calm, the furniture is wood, the room feels light and uncluttered. It is a wonderful place to spend your day! 

We call this a prepared environment. “Prepared for what?”, you might ask. It is prepared for students to explore their world, their past, and their future, and prepared so that students can develop the skills needed in life. Every day, the environment is restored to be ready for the next day. Before the school year begins, guides spend many hours preparing the room to be an optimal learning environment for our children. While each room has its own look and feel, all of our classroom environments are governed by the same principles: freedom, structure and order, beauty, nature and reality, social environment, and intellectual environment. 

Each room has many different options for seating, many of which allow for multiple students to sit together to create a collaborative and social environment. Each room has distinct areas for different subjects, and is filled with materials to explore and manipulate. Each room is a community unto itself and also part of the larger Great River community.  We welcome you to come and see us in action!