February 1, 2024 | Stories from St. Louis Park Public Schools

The SLP Communicator, published monthly, centers the stories and voices of students, staff, and our community. District-level news and information will be shared in school newsletters.

Message from Board Chair C. Colin Cox

As chair for the 2024 school board, I want to acknowledge the serious safety incidents that occurred at the High School on Jan. 18 and express my gratitude for how our community has responded – with kind words, donations of food and support and overall positivity. 

At the January 23, school board meeting, Interim Superintendent Kate Maguire devoted her entire report to the incident at the high school. She provides general information about the event, but also clearly and passionately shares her gratitude, her experienced view of what is needed for success and how we can collectively work toward success. You can watch the recording of her remarks here.

I was inspired by what I heard from Dr. Maguire and understand why there is fear and concern. It is important for me to affirm that I support our community-driven mission statement. 

St. Louis Park Public Schools sees, inspires, and empowers each learner to live their brilliance in an environment that centers student voice and experience to create racially equitable learning that energizes and enhances the spirit of our community.

This is our guiding light as we do our work. It’s equally important for me to affirm that I know our work must focus on equity and inclusion, and be anti-racist to achieve this. And it means that we need to support all of our students and families. Already this year we have seen public challenges for our Jewish, Muslim and LGBTQ+ families and students. But, this is not an exhaustive list, nor does it account for those challenges that happen in less noticeable but still deeply impactful ways. 

I can’t speak on all the individual ways each of my board colleagues brings their unique perspectives and experiences and takes in information from the community. But, I can say that all board members are invested in you and in how we deliver on our mission. Board members are not experts nor people doing a majority of the work, but we are spending time in our schools, meeting with staff, engaging with students, asking questions, sharing experiences, relaying what we hear from our neighbors and working collectively with all. We all want results. 

As we close out our first semester, I want you to know that I appreciate your commitment to a caring and safe school environment where our students can thrive and one that energizes and enhances the spirit of our community. 

In service to our learning community,

C. Colin Cox

Board Chair

Busting Myths About Spanish Immersion

Spanish Immersion doesn’t stunt English language learning - it actually helps multilingual learners exceed even more.

The SLP School Board approved a new admissions policy for Park Spanish Immersion that impacts the incoming Kindergarten class and beyond - applications are due by 4 .m. on Feb. 12, 2024.

St. Louis Park Public Schools is working to increase the diversity of the student body at Park Spanish Immersion (PSI) by simplifying the admissions process and shifting enrollment priorities. The application for the incoming Kindergarten class at PSI is open until 4pm on February 12, 2024, and can be completed during kindergarten enrollment.  Families will be notified of their kindergarten placement in March.

Park Spanish Immersion Admissions Policy The St. Louis Park Public Schools Board on Jan. 23 voted to make changes to the Park Spanish Immersion admissions policy, making it more clear and accessible. The updated policy gives priority to enrolling siblings of currently enrolled students, students whose applications are related to an approved integration and achievement plan, children of the school district’s staff, and students who are native Spanish speakers. Additionally, the district gives priority to St. Louis Park residents. The changes also include removing priority for students who qualify for free and reduced lunch, both because all students now have access to free lunch, but also because this part of the application process has been a barrier in the past and most of those seats have not been utilized in the past. 

We understand that some multilingual families, especially native Spanish speakers, believe that Spanish immersion isn't beneficial for their students. We’re busting these myths!

Myth #1: Students only learn Spanish so they won’t develop English skills.

Not true! The goal of Spanish immersion is to acquire a high level of proficiency in Spanish while also developing a strong foundation in English. In addition to Spanish and English language skills, students gain an understanding and appreciation of Spanish and Spanish speakers and their varied cultures.

Myth #2: The Spanish Immersion program doesn’t have English support like the other elementary schools.

False! While students at PSI are primarily instructed in Spanish, the school offers English classes and programming to support students whose home language is not English. By the end of elementary school, PSI students have the same English language outcomes as the students in the other three St. Louis Park elementary schools. At every grade level, daily reading, in both English and Spanish, is essential for the child's language development.

Myth #3: Spanish immersion stunts growth for students who are English learners.

Nope! Research consistently finds that the immersion experience enhances English language development. During the first few years of the immersion program, students' English development may lag temporarily in reading and English language skills. However, by the end of elementary school, this discrepancy disappears, and immersion students tend to perform as well or better than their monolingual peers. An initial lag is temporary and to be expected, but students soon soar.

Myth #4: Native Spanish speakers shouldn’t be in Spanish Immersion.

Absolutely false! A Spanish immersion program is an excellent choice for Native Spanish speakers and new-to-country Spanish-speaking students. On top of the academic benefits we listed before, PSI provides an opportunity for students to strengthen their proficiency in their native language, ensuring they maintain their linguistic heritage. It also helps students become bilingual and bicultural, allowing them to navigate seamlessly between two cultures and opening up broader career prospects in an increasingly globalized world. We also believe it’s important for our native Spanish-speaking students to foster a sense of pride in their cultural identity and heritage.

Myth #5: Spanish Immersion is only for students who already speak Spanish.

This is not true! Spanish immersion programs are designed to accommodate students with varying levels of Spanish proficiency. While native Spanish speakers can certainly benefit from the program, it is equally open and beneficial to non-Spanish-speaking students. In fact, PSI enrolls students with no prior knowledge of Spanish. PSI provides a supportive and immersive environment where students can learn and excel in both Spanish and English, regardless of their initial language skills.

SLP Superintendent Search

Stay connected with real-time updates

In the search for our next superintendent, community involvement has been at the forefront of our process. We've reached significant milestones and have important dates on the horizon.

Community Engagement

Our superintendent search began with a commitment to engage our community. A stakeholder survey garnered an impressive 1,572 responses, including 704 from students, demonstrating their dedication to our education system's future. Additionally, focus groups were conducted with students, Somali families, and Latino families, providing deeper insights into specific community concerns and preferences.

On February 7th, the Minnesota School Boards Association (MSBA) will present the results of the stakeholder survey and focus groups to the School Board. This presentation will offer a comprehensive view of our community's expectations for our next superintendent, a crucial step in the decision-making process.

Feb. 7 Special School Board Meeting

The February 7th school board meeting is vital. It will include training for board members on the interview process, a detailed report of the stakeholder engagement and survey findings, and a review of interview questions and schedules for the first round of interviews.

The superintendent application deadline is Feb. 7. In the weeks to follow, board members will review all superintendent applications, selecting candidates for the next interview stages, ensuring the most promising candidates move forward.

Looking Ahead

Key dates to remember:

• February 7th: Application deadline and Special School Board Meeting
• February 21st: School Board determines finalists and finalizes interview questions.
• February 28th and March 1st: First Round of Interviews.
• March 14th: Second Round of Interviews and selection of the lone finalist.
• March 26th: Board approves the employment contract.

All school board meetings are open to the public.

We emphasize transparency and community involvement throughout the process, and we eagerly anticipate the exciting developments that lie ahead as we shape the future of our school district together. Your feedback is invaluable, and we are dedicated to keeping you informed every step of the way.

Watch the video in English, Spanish, or Somali: We're hiring a new superintendent

Hometown in the City: The Piehl Family

The Piehl family came to St. Louis Park Public Schools for employment, but there is so much more that has kept them here. Learn about what connects them to this school community.

Beyond the Grades: How AP Courses Shape Lifelong Learning and Skills

Anya Panday is a junior at SLPHS and an intern with the communications department. As the Editor-in-Chief of the SLPHS student-run newspaper, Echo, she is committed to the representation of student voice within the district. As an intern for the communications department, she develops a story for each SLP Communicator to incorporate student voice into the district’s communications.

Navigating Park’s academic landscape, my experience with Advanced Placement (AP) classes has been completely positive. These courses are a fun, intellectual challenge and they deepen my understanding while fostering crucial skills. They're not just subjects but places where students discover their passion and often realize what they want to do with their future. Within the rigor of AP classes, I discovered a supportive community that elevated my high school journey. Surrounded by like-minded peers, our collaboration flourished, creating an environment where everyone was motivated to achieve their best. 

Junior Sylvia Tolzin said she enjoys taking AP classes because it helps her gain college experience and credits while still in high school. Tolzin and I have taken several AP classes together and we’ve learned how to collaborate to further our learning in a class that covers a lot of content in a short time span. 

“I can gain college experience while still in high school, preparing me for the future. Gaining credits for college while they’re free is amazing and reduces my financial stress,” Tolzin said. “I appreciate how I can experience rigorous courses and practice staying positive and focused while prioritizing academics and my time management skills.”

Last year, I took AP European History. Going in, I thought I hated history and felt the class wouldn’t be a good fit for me; however, I ended up really enjoying the in-depth curriculum offered in the class and found a new love for history. AP European History teacher Emma Engebretson said that AP courses such as AP European History can help students build criticality and independent learning skills.

“A lot of the skills such as analyzing sources, growing in our criticality, discussing readings, writing essays, putting sources into conversation with each other, building study habits, and learning how to best manage time are all applicable to college,” Engebretson said. “In college, you are responsible for holding yourself accountable to your own learning. So building the skills now to be an independent learner is key for both college and life after high school!”

The benefits of AP courses go beyond grades, offering essential life skills. From effective time management to refined study habits, these classes have prepared me for the challenges of higher education and beyond. I’ve learned how to manage my time, avoid over stressing, and actually enjoy school.

Sophomore Tess Machalek said she learned a lot from her AP classes, not just content-wise but in terms of life skills that have helped her grow as a person. 

“I think I’ve learned a lot from AP classes. I think that my time management and organizational skills have improved a lot because I needed to make time to get my work done,” Machalek said. “Also, I think the harder classes have forced me to be more open minded and more of a critical thinker.”

Junior Emily Foster said she’s learned how to study effectively and create a study schedule that works for her.

“I look at my schedule for the week and plan out when I’m going to do my assignments for my AP classes and make a weekly homework schedule,” Foster said. 

While AP classes can be a huge advantage, it’s important to welcome diversity into the classroom as well -- both through enrollment and curriculum. As a Person of Color (POC) who’s been in AP classes for their whole high school career, I’ve struggled with feeling alone in some of my classes. Engebretson said she’s noticed similar patterns, and that having Park pilot more diverse course options and continue to uplift Black, Indigenous and People of Color (BIPOC) students may be a solution.

“I do think AP classes offer a lot of benefits. However, It's obvious that a lot of our AP classes do not reflect our student body. For instance, I teach AP European History and about 80% of the students I work with in AP Euro are white, meanwhile as a high school, I believe white students are about 50% of our student body. So in that sense, AP classes can be a disservice to ALL students as we are not engaging with perspectives/identities that are reflective of our SLP community,” Engebretson said. “Especially since SLP students can choose to take AP Euro, AP World, or 10th Grade World History their sophomore year. I think it would be beneficial for College Board to expand the courses they offer. This year, we are piloting AP African American Studies and I am hoping AP courses that focus on BIPOC communities continue to be created, offered, and expanded.”

AP classes stand as representation of the academic enrichment possible at SLP, propelling students into intellectual growth and skill development. Beyond the conventional curriculum, AP courses spark curiosity, encourage exploration, and foster a collaborative community of motivated learners. The benefits extend far beyond high school, equipping students with essential life skills like effective time management and resilience. As pathways to higher education, AP classes not only enhance college readiness but also lay a solid foundation for success in future endeavors. Personally, my advanced science classes have revealed my passion for Biology and my desire to become a Biotechnical major. In embracing the challenges they offer, students embark on a journey that shapes not just their academic prowess but their overall capacity for lifelong learning and achievement.

From Desk to Desk: A Dedicated Educator Bringing Artistic Inspiration to Early Learners

In early December, Dr. Kate Maguire, interim superintendent of St. Louis Park Public Schools, shared a personal and heartfelt message about a clay pencil holder that she made for her first grade teacher. She opened about the importance each educator and staff has on students. The empowering story was used as a part of a professional development day and deeply resonated with Nancy Bahnson, a teacher who has been a part of St. Louis Park Public Schools for 17 years. 

Nancy has left a mark on the young minds she has nurtured. Her commitment to fostering creativity and love for learning has been particularly evident in her six-years within the Early Learning Preschool Program. When she saw Dr. Maguire’s video, she was inspired and reminded of a meaningful activity she does with students in her class.

In her many years in the district, she has looked for inspiring and innovative ways to engage her students, and one of these ways has been through ceramics. Nancy involved her daughter-in-law, Emily, a skilled ceramic artist, who has assisted with a classroom activity for the past two years. This collaboration has seamlessly woven art into the fabric of early education, creating a unique and enriching environment for these learners.

One of the standout initiatives that Nancy and Emily have spearheaded is the hands-on pottery experience. Every child in Nancy's class has been given the opportunity to craft their very own pinch pot, an activity that goes beyond the conventional boundaries of early education. The tactile engagement and creative freedom offered by pottery-making have allowed the children to express themselves in ways that extend far beyond the traditional classroom setting.

Emily has her own in-home studio, and she takes the pots home to fire them. This community effort has shown students how to appreciate and celebrate artistic endeavors for years to come. Displaying the finished pottery pieces in school exhibitions not only showcases the creativity of the children but also reinforces the value of incorporating art into early education.

After hearing Dr. Maguire’s story, Nancy hopes to inspire her students to approach the world with the same generosity and kindness, and she is reminded of the significance of this classroom activity. As the pinch pots crafted by these budding artists find a place of honor in the community, Nancy Bahnson's legacy as a teacher who goes above and beyond to nurture creativity will undoubtedly continue to inspire generations to come.

February Dates

February is Black History Month, Minnesota School Board Recognition Month, and Career and Technical Education Month.

6300 Walker St. | St. Louis Park, MN 55416

Phone: 952-928-6000 | Fax: 952-928-6020