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. 

• Celebrate Black History Month in Minneapolis

• Minnesota African American Heritage Museum and Gallery Events

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

Upper Elementary Key Experience: Widjiwagan

written by Matty Brossart, Crow Wing Guide

““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.””

— Maria Montessori

All the upper elementary communities have returned from our Key Experiences at Camp Widjiwagan* up near Ely!   The UE Key Experience, and all key experiences, are some of the foundational places that the Great River community works to foster an environment that can build community, connect us to nature, challenge ourselves, make memories, and learn in different and authentic ways.  These extended experiences are chances for us to build towards Great River’s daring vision and mission.   We know world peace built by responsible and engaged world citizens will take interdependence, strength, vulnerability, resilience, and a sense of joyful adventure.  And those traits are what we works to sow and nurture during these key experience weeks.

Now that we have completed this wonderful tradition, it seems a worthy time to stop and celebrate the big work that families, students, and staff each did during the upper elementary key experiences.

The Work of the Families:
It is not just the students who work and grow.  Families contribute in so many ways.  Many families did incredible juggling to get the supplies, and to rearrange schedules to make a week away work for their child and family.  For some caregivers, it is new big work to trust their precious child to be away from them and outside of their protection for so long.  It is hard for many parents to learn to trust the world, and their child, in these situations.  Other caregivers had big work to come and support sick or injured kids, or to bring up students who started the week sick.  Camp Widjiwagan is certainly not close to the cities!  The dedication of the GRS families to the children’s and community’s growth is inspiring.   

In addition to each individual family’s work, many families donated snacks, volunteered to get vans or load/unload buses, and helped with the myriad things that needed to be done before and after the trip.  This shared interdependence is a central part of the Montessori Method, and is demonstrated not only by the natural world we bring the students to, but equally by all the caregivers working together to make the trip possible.  

The Work of the Students: 
The upper elementary key experience is built around a list of characteristics of the second plane child, as Maria Montessori wrote extensively about.  We will certainly write about these in other newsletters, but, in short, the list includes: growing physical stamina, a social instinct, a developing moral sense, a need to expand “beyond” into the world, a need to practice grace and courtesy in authentic ways, and an incredible sense of imagination and reason.  Their work is to engage these traits and to work to bring their best selves to these challenges, and support each other's growth.  

At Widji, the staff encourages each child to bring a PMA or positive mental attitude to their challenges and adventures in order to best be able to grow through each one, and the students do big work to rise to this challenge.  Each year, each child seems to have a different experience that allows them to grow in different ways.  There are new joys and new challenges that help them develop the skills it takes to grow into a resilient, interdependent, and independent person. Sometimes these challenges are planned - such as hikes, classes, mixed groups, chores, and group games.  Going on the key experience three years in a row also builds a chance to learn, to connect, and to lead - providing a different experience each year.  Other times they are unplanned - such as cuts and scrapes, sicknesses, weather, impromptu games, emotions, life events, and social dynamics.  The special combinations of these things creates big work for each child, and for the community.   

The Work of the Staff:
Every year I am inspired by how much joy, care, communication, and effort the staff demonstrate at Widji.  They actively work to meet and get to know students from other classes.  They run cabins and help students face night time feelings.  They serve as nurses, wait staff, house parents, personal challengers, bus drivers, community leaders, first responders, cheerleaders, and more around the clock.  They help create a sense of place and possibility for the students.  And they get to experience the laughter and tears as the students grow into the people who help build the vision and mission of the school.

Thank you families, thank you students, and thank you GRS staff for coming together to take on this big work.  It was a joyful challenge helping to build resilience in our students and laying the foundations of the world peace focused work we do up North at Camp Widjiwagan.  We couldn’t have better companions on our journey.

“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.”

— Maria Montessori

* Language Note:  Some people have asked what Widjiwagan means.  Here are some interesting notes and discussions to help build our understanding of the word, the place, and the language of the Ojibwe people.  

• According to the Ojibwe People's Dictionary : Wiijiiwaagan (na) | a partner, a companion  

• For more depth, James Vukelich discusses the Ojibwe Word of the Day.  In this video he explains that Widjiwagan is an Ojibwe word meaning “comradeship” or, according to another translation, “they help accompany each other in a good way.” 

Eagle Bluff Key Experience

written by Nadine Wetzel, St. Croix Guide

As our mission is preparing students for their unique roles as responsible and engaged citizens of the world, we must get them out into the world.  For Lower Elementary students, this is a two-night, three-day Key Experience at Eagle Bluff Environmental Learning Center.  Upper Elementary students have ventured to a few different places in Minnesota over the years.  This year all six UE classes got to experience the glory of Camp Widjiwagan (Widji) outside of Ely for a full five days.  Lower Elementary students work toward being ready for their Key Experience at the end of their third year; it is truly a celebration of what they have accomplished over the course of three years.  Other levels use their Key Experiences as a launching pad for their year together; the spark that ignites deeper learning.  

Students get an immersive experience in nature, take classes with experienced naturalists, support each other during times of homesickness and realize they are capable of managing themselves in new environments.  They would also say everyone makes a lot of new friends,  tries new foods, laughs a lot and makes new friends. (Listed twice on purpose!) Students connect to peers in cabin groups, on the trail, loading and unloading luggage, on bus rides, and cleaning up after meals.  These experiences are very different from the comfort of their smaller, more familiar classroom communities.  As such, deeper, more lasting connections are forged.  

There are also students who don’t thrive in classrooms doing enormous multiplication problems or researching their favorite amphibian yet who shine brightly catching frogs in a pond or grinding corn for cornbread.  A favorite memory is one such student who laid on the ground, arms and legs spread wide with a huge smile on his face after an afternoon outside and proclaimed for all to hear, “this is JUST what I needed!” Students’ bodies and minds are fully engaged, senses full to the brim.  There seems to be no need for a fidget or wobble chair when one’s hands are in the soil and feet on the forest floor.  

We are charged with “sewing the seeds” of the Universe in the minds of children.  Key Experiences afford us numerous opportunities to do just this.  Dr. Montessori understood the need for children to learn in nature. 

“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. The wood reveals that it is not only the trees that exist but a whole interrelated collection of lives. And this earth, this climate, this cosmic power are necessary for the development of these lives. ”

— Dr. Maria Montessori

Heron's Nest Updates and Information - November 2023

Need breakfast in the morning? No problem! The Heron’s Nest has Breakfast options available for students and faculty. Breakfast and lunch are available daily.

We are introducing delicious quick breads for breakfast on Wednesdays.  Currently we are serving Banana Coconut Chocolate Chip bread with fruit and milk.  (Gluten free banana bread and non-dairy milk options available).  Quick bread flavors may vary with the season and chefs’ inclination.

–We are also introducing a hot breakfast on Thursdays:  Oatmeal with Cinnamon-Maple Syrup and Craisin on the side.  Milk and non-dairy milk are always available.  Oatmeal toppings may vary, but we invite our students and community members to try a warm breakfast on these brisk Fall mornings.

–Shout out to Chef Tess for creating a wonderful new hot sauce that we have been pleased to serve at lunch.  We’ve dubbed it “Peachy Heat”:  a not-too-hot sauce made from peaches and peppers harvested from our very own garden. It’s great on wraps, rice and beans, and heck, just about anything.

–Get ready for a menu change after the Fall break!   There will be some old favorites (Turkey Italian sandwich, anyone?) and some new recipes as well.  Check the Nutrition page on the Great River School website soon for updated menu information.  Quarter 2 menu will be available starting Monday, November 27.

We look forward to serving you!

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

Check out the updated Quarter 1 menu Below:

Completion of Extended Essays! Congrats!

Written by Lindsey Weaver, IB Coordindator

A big congrats to IBDP Class of 2024
Completion of Extended Essays!

Please join us in congratulating these 19 seniors on the completion of their IB Diploma Extended Essay Research Projects! We have included a list of the amazing research questions studied and what their authors are most proud of here.

These students could not have done it without Sarah Garton (our magnificent EE Coordinator) and our internal Extended Essay 1-1 mentors: Abby Mesnik, Aidan Clements, Andrea Christensen, Anu Dean, Caroline Miesle, Emily Blue, Libby Cook, Lindsey Weaver, Lisa Holt, Lisa Steinmann, Nick Kouhi, Pam Husak, Scott Alsleben, Sheila Sullivan, Sophie Hortman, Teresa Hichens-Olson, Tim Boerger, Todd Fortun, and Zack Scott.

Cosmic Education

written by Bailey Taylor, Otter Tail Guide

Great River’s mission ‘world peace through Montessori education’, is the result of Cosmic Education, the work that Maria and Mario Montessori envisioned for the elementary child. They observed that second plane children wondered and reasoned about ‘hidden realities’ of the universe, and cosmic education was born. The universe with all its intricacies is the gift we must give to the six to twelve year old. Cosmic education is an exploration of the interconnectedness of all things and the ultimate appeal to the reasoning mind. But what does that look like in practice? 

Let’s think first of the elementary child who is innately called to explore the reasons for things, who has discovered the power of her own imagination, who is immersed in the social fabric of her community, who loves big work, and who is building her own system of values. These are the characteristics that make Cosmic Education so appealing to the elementary child. 

Dr. Montessori writes about the second plane child:

“Psychologically, there is a decided change in personality... and there is an unusual demand on the part of the child to know the reasons for things. Knowledge can best be given when there is eagerness to learn, so this is the period when the seed of everything can be sown, the child’s mind being like a fertile field, ready to receive what will germinate into culture.”

- Maria Montessori, “The Six-Year-Old Confronted with the Cosmic Plan,” To Educate the Human Potential

Cosmic Education mirrors the development of the second plane. Young children want to know a little bit about everything, and as they grow, so does their interest in sophisticated details. Our brains organize new information in relation to what we already know, and we want to support this child as she works to make sense of the world and create order in her mind. In cosmic education we put each lesson in context with what came before. There are five Great Stories that open the door to all the work that follows. The first is the Story of the Universe, where the children hear that all particles have laws to follow, and it is because of these laws of nature that everything we know came to be. The second is the story of plants and animals, The Coming of Life. The third, is the Story of Human Beings and their special gifts of intellect, love, and hands for working. The last Great Stories are about the achievements of human intelligence, the Story of Writing, and the Story of Numbers. 

These Great Stories are the context for each and every subsequent lesson the child receives and she understands that no idea stands alone. For example, children exploring scientific classification of plants based on their leaf shapes, understand that those different shapes are strategies that plants developed to meet the same needs, to ‘eat’, grow, and make more like themselves. These are the laws they know all life is called to follow because of the story of the Coming of Life. The children engaging in complex conversations about migration know that all human behavior is based on meeting universal fundamental needs, which in turn is a part of the laws governing all life as well. 

Of course, these interdependencies support the organization of the child’s mind and, perhaps more powerfully, the child’s development of morality and justice. Cosmic Education fosters reverence for nature and humanity, and cultivates gratitude and respect for the gift of the work done by those who have come before us. What could possibly be more humbling and simultaneously empowering than to understand that you and everything around you have a place in the cosmos. Elementary children beautifully articulate this nuance and it is a reminder that we must never underestimate their intellect. 

Like building the frame of a puzzle and filling in missing pieces, the children find joy in the picture of their world that is revealed. When the child has the freedom to focus on understanding in her own way, rather than memorizing lists of details, there is no reason that learning wouldn't be joyful and exciting. Cosmic education transforms learning into an engaging exploration that is never limited to one environment. This is, without a doubt, the greatest gift we can give to our children. It is much deeper than joyful work in the classroom, when we can present the universe to the children in this way it offers unlimited inspiration and resources to fuel their natural curiosity. It reframes the unfortunate idea that learning is something that happens in a specific environment with specific expectations, rather than a state of mind that is fundamental to human nature. When we embrace the child’s love of information and introduce them to tools that will help them learn, they will need no external incentives. The universe is irresistibly interesting. 

The child who has the freedom to explore her interests within the supportive structure of Cosmic Education will have an intrinsic sense of responsibility for the world, and an endless respect for it. She will find joy in her work, and the sense of peace knowing her place within it all. 

Adolescent Key Experiences: Farms, Colleges, Canoeing and more!

Odyssey

An Odyssey.

5 days, 3 camps, 1 school.

People often ask what is the purpose?

I’ve worked for a long time to put it into words, but it’s hard to distill something as complex and rich as an Odyssey into a tagline.

It is about community. And about individual growth. And about learning to work tighter. And about learning to work alone. 

It’s about creating a space safe enough to be vulnerable with each other. 

It’s about singing together, laughing together, and sometimes crying together. 

It’s about burnt pasta and rice and beans and hot dogs. It’s about hot coffee and fresh apple cider.

It’s about eating as a community, camping as a community, traveling into the world as a community.

I see the magic of the odyssey in the little moments most deeply. 

When a student pauses and looks up at the sunrise during breakfast crew, and says just to themself: oh, it’s beautiful.

Watching  a group of students braiding each other’s hair, caring for each other and themselves through talking, listening, just being together.

When the students approach the guides and ask to lead the evening meetings, and then do the work of preparing, leading, and helping create their own community.

When a student brings a new song to the meeting and teaches it to their peers.

When a cook crew gets a standing ovation for their meal.

Adolescence is a time of change and growth that is wonderful, beautiful, awkward, and deep! The Odyssey creates a space where you can just be you. Where you are surrounded by a community of people all outside their comfort zone and it is ok to just be who you are. And where you know that we can’t do this without each of you.

Thank you for supporting this work. It’s some of the hardest and most rewarding work we do here at Great River. 

Thank you each of you for showing up in whatever way you can and supporting this work.  We truly can not do it without each of you.

SAVE THE DATE - November 15th - Odyssey Night

9th Grade Farm Trip

Joy and learning from and with the land at Philadelphia Community Farm (PCF) was a huge success for the 9ther students and guides. PCF is a rural based intentional community farm located on occupied land of Anishinaabe, Dakota, and Ho-chunk Nations, along the St. Croix River Valley. We centered ourselves on the first day with a long walk around the property, learning about the oak savannah, Saint Croix Conservancy, and the Standing Cedars hiking paths. Day two was focused on learning about the minerals in the soils that come into the vegetables. One group harvested over 300 pounds of potatoes! Day three focused on the plants and the biosystems tended by the farmers and the land and students prepared seed garlic for fall planting. The final full day focused on the animals and we moved cattle from one area of grass to another. We had a beautiful dark walk listening to the night life after a rousing coffeehouse of student songs.

10 grade Lake Itasca Trip

Wonderful times were had by the 10th graders! It was a beautiful trip to Lake Itasca State Park where we literally watched the colors on the leaves change. Every day was filled with adventure, smiles, and even a bit of learning. Students learned about the history of the park, the search for the headwaters of the Mississippi, and honed their canoeing skills. Highlights of the weekend, as told by students at our final community meeting, were climbing the Aiton Heights Fire Tower, canoeing to Henry Schoolcraft’s original campsite, the night hike, frisbee, and fishing on Lake Ozawindib. The trip concluded with a trip to Bemidji to visit Bemidji State University, and have lunch on Lake Bemidji, under the watchful eye of Paul Bunyan and Babe the blue ox. 

11th Grade College Exploration

We could not have ordered up a better week of weather!  Our first night camping (very near Lake Superior in Ashland, WI) the Northern Lights danced through the sky beginning at 10 pm.  We gave students the opportunity to get out of their tents to see them. A first time experience for just about every student.  After visiting UW Superior and Northland College, we had a long drive down to Hudson for our 2nd night at Willow River State Park.  At community meetings in the evenings, students came together and staff on the trip shared their journey that brought them to Great River School.  A ritual we do to have students hear from many voices how success and journeys to get there can be very different.  Students toured UW Stout and worked together to problem solve at the ropes course.  Our last night was at Sakatah State park, where Thursday we headed to Northfield to visit either St. Olaf or Carleton.  It was great to see your 11th grade students thinking about options they are interested in pursuing after high school.  Students had many different reasons that certain schools were of more interest to them.  But if you asked any student on the trip what was the best part, they all would say the lunches/food on campuses.  But I challenge that they had a lot of other great memories and experiences besides the cafeteria meals!

12th grade Canoe Key Experience

The seniors took to the Namekagon River to canoe and enjoy the beautiful fall colors. Everyone had a chance to get their feet wet learning canoeing skills right away on day one. Day two was the true guts of the trip with an over 20 mile paddle! The weather was calm, so it made for easy paddling but the sheer length of the day made for exhausted canoers. Day three was a day of rest. Students reflected on their lives, wrote letters to their future selves, then participated in the annual senior olympics. The final day was a short paddle down the river to our ending spot at Jack’s canoe rentals. Students enjoyed some ice cream and said their final goodbyes to the river there, before hopping the bus back to school. 

The Phoenix

The Phoenix proved to be an eventful and fun week for students ranging from grades 8-12. We began the week by taking a trip to Taylors Falls where students embarked on a scenic boat tour down the St. Croix River. Tuesday included a day of pickling veggies with our kitchen staff along with a variety of activities focused on care of the environment. Students immersed themselves in an educational experience at Hocokata Ti where they learned about the Mdewakanton Dakota people and their history. The week concluded with a trip to Fort Snelling, Minnehaha Falls, and Mill City Museum. The week full of activities provided an opportunity for students and staff to engage in community building, form new relationships, and grow through educational experiences.