Sue Mackert, the Executive Director of the Perpich Center for Arts Education, joined The Crosswinds Community Partnership on Monday night (9/12) to talk about the opportunity Perpich represents for 10th graders looking for a pathway beyond Crosswinds. The conversation also merged into a Q&A about Perpich’s interest in possibly picking up the management of Harambee and Crosswinds from EMID. Read on for some notes from this conversation.

Sue said Perpich is a bit similar to Crosswinds in that they are often considered a well kept secret. Like Crosswinds they are not a traditional high school. They are seeking ways to use the arts to encourage creativity and learning. Two fold purpose: development opportunities for teachers and a high school for students from around the state (11th and 12th grade). “Our students are so ready to learn.”

“We believe in reaching the individual students, we recognize the relations between science, math, reading and the arts.” From iron rangers to southern farmers, Perpich students are a wonderfully eclectic group. Six art areas: dance, music, visual arts, media arts, literary arts, and theater. Classes 7:50 to noon, then 1-4 in an art area.

Perpich strives to create problem solvers, strategic thinkers. They have a variety of students, including those special needs. “We look at the whole child,” with staff including social worker, nurse, faculty on the lookout for students. Faculty who get to know and respect the whole student. Dive into a deep rich cultural understanding, academic achievement, arts achievement, and a desire to succeed in a global world.

Sue described exchange program with China. Chinese students at the high school and Perpich students in China. Students studying French in Paris. It is important to expose students, off the farm and on the farm. “You will hear there is no bullying at Perpich, partly due to the students living out a culture of exploration and getting to know one another.”

Perpich is a free public school, but those coming from far away do have to live on campus and pay a residence fee. Perpich is not a school district, but it is a state agency. This ties Perpich into the whole range of education in the state, for example helping to build graduation standards in the arts into Minnesota standards.

Perpich has a board of 15 people, one from each of 8 congressional districts, all appointed by the Governor for four-year renewable terms. For the most part the board understands and supports the non-traditional approach of Perpich. Board approves budgets, works well with the administration. Sue described a bit of the Art/Science program (from Harvard) and the support of all but one board member. Monthly open meetings with subcommittees, board also comes to lobby legislators.

Downside of state agency is having to defend themselves every two years to the legislature. However, “if we can’t justify ourselves, we should not be there,” Sue points out. A great deal of comfort with the structure and the statewide nature of the structure.

Perpich has an application process. Not based only on grade point averages, also looking for their work in one of our arts areas. For music an audition, dance may be body movement, one parent described son’s application in the visual arts and his arrival at the interview with shopping bags of drawings and ideas. Getting in is not a matter of already being an artist, but about being passionate.

Perpich would not become the high school for Crosswinds and Harambee and Crosswinds would not become Perpich Jr. It is other aspects of the governance and support that might be exciting.

Perpich understands that it is the teacher that makes the difference. Part of the synergy Sue sees is helping teachers at our schools. She looks at our schools and says they should NEVER be considered for closure. Her intent is to keep these schools viable and operating. Make sure there are options for students. Students who test well and memorize will do well in the traditional system. But Perpich has homeless students, students with almost no support at home, but it looks at the whole child and does what it takes to support them. It is about choice. You have a wonderful mission and vision and commitment here at Crosswinds and Harambee. “We want to do everything we can to help,” she said, “it is the student we are all about.”

While teachers would become state employees in a Perpich model, they can retain the same union (which also represents Perpich teachers). In previous life Sue did a lot of mergers and acquisitions in a number of fields, and recognizes that sensitivities to employees is critical. “You have a wonderful teaching staff, parents, and students.” She would be looking for a smooth and seamless transition.

Perpich can take 310 students right now. Class sizes very from 3 (too small) to 35 (in a case where a teacher specifically requested the students), more typically 8ish. They have Spanish, German, French, and coming soon: Chinese. Open houses at Perpich this year are on 10/15, 11/12, 12/3, 1/7, and 1/21. Mike recommended that even parents of grades earlier than 10th attend and learn what Perpich is about.

A parent asked about transitions from Crosswinds to Perpich. Of 46 graduating 10th graders last year 6 went to Perpich, a large (perhaps largest) percentage. A Perpich teacher noted how impressed she was by how much Crosswinds students loved their middle school and slid into the environment there easily. New students arrive for orientation before returning students. “We watch your child, we pay attention. Every staff member is expected to participate and attend,” said Sue.

A teacher asked what we need to prepare ourselves for? The outside world does not always value what we value, she noted. What are the downsides, who has to OK this idea of Perpich managing Harambee and Crosswinds? Are there downsides? Sue says the downsides may be individual: does this style of education work for my child, for my teaching? Part of the downside is that Perpich has not done a good job of marketing themselves.

Integration and achievement gap have been unfairly merged, said a teacher. Yet integration and respect for cultures are critical. There is a task force that will decide how those integration monies will be spent, someone pointed out. We need to foster some public/private partnerships, Sue added, so Perpich is seeking an infusion of private funding as well.

Who has to approve this? Perpich board. Some legislation would also be required, though Sue has already had positive feedback to expanding Perpich from some legislators. Key would be the Commissioner of the Minnesota Department of Education (Brenda). EMID board has to figure out why they are doing what they are doing, is it totally money? The Governor has a longstanding relationship with Perpich and is very supportive of the center.

Sue will be at the EMID board meeting on 9/21.