Holy Family hires Chanhassen Assistant to lead the Fire Girls Basketball Program
Holy Family Catholic High School Activities Office is pleased to announce the hiring of Adrian Turner as the school’s new head girls basketball coach.
Coach Turner has been an integral member of the girls basketball coaching staff at Chanhassen High School since he joined in 2012, and he was named the Section 2AAAA Assistant Coach of the Year in 2014. His duties at Chanhassen also include working full time in academic support and coaching baseball.
Prior to coming to Chanhassen, Turner earned his bachelor’s degree from Grambling State University, where he was a highly decorated 4-year scholarship athlete on the university’s baseball team, being named captain twice and earning South Western Athletic Conference Tournament MVP on the way to leading his team to a conference championship in 2010.
Holy Family Activities Director Nick Tibesar is thrilled to bring in such a strong leader, experienced coach, and man of character to lead the Fire Girls Basketball program into the future. “We were wowed by Coach Turner’s commitment to leading through service, his leadership capacity, and his passion for helping young people achieve their goals and dreams. He is an effective communicator, a student of the game, and an experienced and well-connected coach in the area. Holy Family is excited to welcome Coach Turner into our community to lead the Fire Girls Basketball program into the future.”
Turner officially begins his work at Holy Family on June 18 with an open meeting for parents and players at 3pm in the Holy Family Performance Center, and with summer skills programs and Holy Family’s youth basketball camp starting on June 25th.
Additional information about Adrian Turner:
Grambling State University- Grambling, LA – BA in Kinesiology – Sports Management
Nick Tibesar, HFCHS Activities Director – email@example.com
Adrian Turner, HFCHS Head Girls Basketball Coach – HFaturner@gmail.com
While at Holy Family,Joe Salz ’12 was an honor student, a member of the State title winning baseball team, a musician, a campus minister, and a teammate on the Math League team. And he was just getting started! Read on to find out what Joe says led him to his current career and how participating in multiple activities helps him succeed even today.
Current Employer: Deloitte Consulting College: University of St. Thomas Major: Bachelor of Science at University of St. Thomas, major in Actuarial Science, minor in Mathematical Statistics, Associate of the Society of Actuaries (ASA), Member of the American Academy of Actuaries (MAAA) Middle School: St. Joseph C-Stem School in Waconia
HF: How did you become interested in actuarial science? JS: I was a junior in high school and had an interest in math, but I was unsure about being an engineer. While deciding between a math-oriented career path and a people-oriented path (like business), I heard about actuarial science and how it combined both math and business. One of my friends (Steven Guillemette ’11) mentioned that his dad, Scott, was an actuary, and after meeting with him, I was sold.
HF: What do you consider to be your greatest personal and professional accomplishments? JS: My greatest personal accomplishment was being asked to lead our Catholic Men’s Leadership group my senior year of college. It is humbling to know that other members of our group looked up to me and trusted me as a leader.
Professionally, my greatest accomplishment is passing my first actuarial exam. I remember being intimidated by how difficult the exams were (pass rate of 40-50%, depending on the exam), so passing really instilled confidence in me to continue pursuing an actuarial career.
HF: What do you enjoy most about your current position? JS: Employers value actuarial expertise and encourage their employees to progress through the actuarial exam process; at many companies, you are able to continue your education while on the job (not to mention incentives for passing exams as well!). As a recent college graduate, being able to learn on the job while simultaneously progressing in my career is what I enjoy most about my current career position.
HF: Did your experiences at Holy Family help you to overcome obstacles you’ve faced in college or now as an actuary? JS: Balancing exam studies and a full-time job is definitely the most challenging part of my current position. As a consultant, working hours can vary widely in any given week, so adhering to a strict study schedule can be very difficult and requires solid time management skills.
I believe Holy Family prepared me for my current career because I was able to participate in many activities such as baseball and Jazz Band while also taking Advanced Placement courses. There were numerous times when these activities overlapped, and it required time management to stay on top of it all.
HF: STEAM careers sometimes incorporate one or more elements of science, engineering, technology, art, and math. Clearly your career involves math, but do you see elements of others in it? JS: In almost every situation I experience at my job, we are required to combine math, science, technology, and – believe it or not – art into our projects and solutions for clients. A topical example is helping a state government find new ways to lower healthcare costs in its Medicare and Medicaid population. Clients rely on our creativity and technical expertise to come up with practical and effective answers to their problems.
HF: In what ways, if any, did a Holy Family course and/or teacher impact on your career choice? JS: Mr. Kannel is one of the smartest teachers I’ve ever had, including collegiate professors. His love for math and ability to explain things clearly helped establish a solid foundation crucial to my understanding of advanced topics such as multi-variable calculus and probability.
Mrs. Livermore was my AP Calc teacher and taught me how to really learn the material. She gave homework assignments each week that weren’t graded, but instead were for us students to practice the material learned on our own. This in turn helped me develop the discipline to put in adequate study time despite not getting a grade, and was the basis for developing study plans for future actuarial exams.
As a high school student interested mostly in math, I never felt that English was a strength of mine; however, after having Mr. Unverzagt for Honors American Literature and AP English, I realized how fun writing can be, and saw how much better my persuasive papers became right before my eyes. Mr. Unverzagt was able to take something that was somewhat unknown to me and many other students and explain it in a process that was logical and easy to understand. Further, he knew how to challenge his students while keeping the class engaging and fun.
HF: What advice would you give to younger alumni or current Holy Family students who aspire to follow a similar career path? JS: The actuarial field is getting more and more competitive, and we see students continue to attack exams earlier and earlier when we attend job fairs. If you are a high school student interested in actuarial science, take advantage of the math classes that Holy Family offers to help put you in the best position for progressing through college.
HF: What do you enjoy doing with your free time? JS: I spend my free time playing in a band with some friends from college (including Danny Gilles ’13 and Dan Klauer ‘10). In fact, not all actuaries are nerds – my boss and I hosted a “Battle of the Bands” between his band and my band this past summer. It was awesome!
I also teach confirmation at Our Lady of Grace in Edina once a week, where I lead a group of 7th graders. It is a great chance to practice my faith while being immersed in the real world.
HF: What would you say to a student considering Holy Family? JS:Holy Family gives students the opportunity to both refine their current interests, and to explore new ones. If you enjoy playing sports but want to try out a music class, go for it! Holy Family’s class sizes give access to not only a wide breadth of activities, but also to a faculty that is there to help you. I owe a lot to my teachers and coaches at Holy Family, who helped shape me into who I am today.
Holy Family hires UST assistant coach to lead football program
Holy Family Catholic High School is pleased to announce the hiring of Tim Triplett as the school’s new head football coach. Triplett comes to Holy Family with 12 years of college football coaching experience, at Division I, II, and III levels, most recently as an assistant coach for Glenn Caruso at the University of St. Thomas.
Caruso supports Triplett’s move to Holy Family, stating, “We are tremendously excited for Tim and his opportunity at Holy Family. Tim has been a big part of our success and culture here at St. Thomas. We look forward to watching him bring those core principles to Holy Family. We are big believers in teaching our young men the most important life lessons through the sport of football; Tim takes that responsibility very seriously, and I think that the future of Holy Family Catholic will benefit from his vision.”
Triplett leaves his current position as the recruiting coordinator and wide receiver coach at UST to lead the Fire Football program and make the transition to working with high school student-athletes. “The high school experience has a significant impact on the rest of their lives. It is my charge to create an environment where they can thrive and embrace the experience in a manner befitting a first-class football program and Catholic community.”
In addition to his four years at UST, Triplett’s coaching resume includes football programs at several D1, D2, and D3 Programs: University of South Dakota (2010-2014), South Dakota State University in Brookings (2009), Wayne State University (2007 and 2008), and Cornell College in Iowa (2006).
For Triplett, the son of former University of South Dakota Head Coach Dave Triplett, family and football have intertwined throughout his life. Dave Triplett served as the head football coach at USD from 1979-1988, leaving as the second-winningest coach in school history, and was a 2003 inductee into the University’s Athletic Hall of Fame. Tim, along with his two brothers, all went on to play college football.
Holy Family Activities Director Nick Tibesar is thrilled to snag such a highly credentialed coach to lead the program. “I couldn’t be more excited to welcome Tim into our Holy Family community. His experience as a key contributor to a winning culture at a flagship Catholic university in our area makes him the ideal person to lead the Fire Football program into the future. Tim’s football acumen is impressive, but he also comes to us with a clear understanding of what it means to lead young men during an important time in their lives. Additionally, his college recruitment experience will be invaluable to our student-athletes as they look to make connections to college programs.”
Triplett officially begins his work at Holy Family on June 1 with the summer conditioning programs and Holy Family’s youth football camp with NFL MVP Rich Gannon. He will also support all HF activities in the role of Assistant Activities Director.
Additional information about Tim Triplett:
Wayne State University- Wayne, NE – ME in Sports Management
The University of South Dakota- BS in Media and Journalism
Author: The Leadership Papers – Copyright 2017 – RoseDogs Books Publishing, Pittsburgh, PA
Content Consultant: Make Me the Best Football Player – Abdo Publishing, Minneapolis, MN
Additional information about Tim Triplett:
Wayne State University- Wayne, NE – ME in Sports Management
University of South Dakota- BS in Media and Journalism
Author: The Leadership Papers – Copyright 2017 – RoseDogs Books Publishing, Pittsburgh, PA
Content Consultant: Make Me the Best Football Player – Abdo Publishing, Minneapolis, MN
Like athletes who use the preseason to stretch their abilities, fine-tune skills and develop a strategy to focus on a big goal, this year’s Holy Family Catholic High School Knowledge Bowl teams were no different during the off-season.
Want to give it a try? Here are a few warm-up questions:
Question 1: All atoms of any given element have the same number of what subatomic particles?
Question 2: Name the best-known opera by the Russian composer Rimsky-Korsakov, the title of which is based on a character from “The Arabian Nights.” Scheherazade
That’s just a small sample of questions students on the Holy Family Knowledge Bowl team encounter as they planned and prepared for competition. (Ready to throw in the towel? Not so fast. Test your knowledge at the end!)
Before this year’s season, the Knowledge Bowl team, led by science teacher Jim Walker, was hard at work building its knowledge base and practicing “buzzer rounds” as a means to launch the team into April’s Minnesota State Knowledge Bowl Meet. Thirty-three students are on this year’s roster: 13 seniors, 12 juniors, five sophomores and three freshmen. Participants are broken into four- to five-member teams.
“Every year, the goal of our team is to make it to state, and this year was no different,” says senior Mitchell Jans, whose team is only the second in school history to qualify for the Minnesota State Knowledge Bowl Meet. “The difference this year was not the goal. It was the determination that the goal was reasonably attainable.”
Jans and four other team members—seniors Thomas Farrell, Walter Treat and Leo Pinamonti and new addition sophomore Lucy Treat—are one of 48 teams that qualified for the state Knowledge Bowl Meet April 12-13 at Cragun’s Resort in Brainerd. Advancing to the final round, the team finished 5th at the Minnesota State Knowledge Bowl Meet.
To put that accomplishment into perspective:
More than 800 teams compete statewide in Knowledge Bowl events.
Nearly 300 school districts from across Minnesota are represented.
Only 48 teams qualify for the Minnesota State Knowledge Bowl Meet!
7 Reasons for Holy Family Knowledge Bowl Success
What’s the secret to this year’s success? And what can teams that follow learn?
“We did a lot more preparation this year than ever before,” Farrell explains. “This team took time to make notecards, study previous years’ questions and zero in on topics we weren’t familiar with.”
Besides dedication and focus, here are some other tangible and intangible factors that play into their success:
Summer Buzzers. “During the summer, our team practiced Knowledge Bowl questions, and this helped us get a jump-start on the season,” Jans says. “The best preparation we did was buzzer practices, which are practice rounds. Having those buzzer practices is vital to our team, and we owe a great deal of gratitude to the other Knowledge Bowl participants because without them, we would not have enough practice to gain the ‘buzzing’ skills.”
The Daily 10. Walker knows that frequent quizzing has its rewards, so he puts all of his students to the test. “The kids answer a daily quiz (10 questions), starting on the first day of school,” Walker says. While Knowledge Bowl practices start the first week of November, early quizzing builds confidence and excitement.
Team chemistry. “We’ve had good teams that could have gone to state, but the chemistry just wasn’t really there,” Farrell says. Walker explains it this way: “Many team participants develop individual strengths. Part of the fun is finding a group of kids who trust each other enough to buzz in on a question when they know a teammate has the knowledge to answer.”
Experience. “All of us understand each other and have competed together for years,” Jans says. “I feel as if this season is the one to leave it all on the table and hold nothing back. In years past, there was always next year and well, this is our senior year—the year of lasts.”
Postseason seasoned. If the pressure of postseason competition affects performance, Walker thinks this year’s group can shake that off. “Our highest finishing team last year missed qualifying for state by one tough round,” he says. “I think that motivated the team this year. This particular group of seniors has always been a strong group—they enjoy the meets and are pretty competitive, which helps too.”
Students v. Teachers. Whether they admit it or not, a few brave Holy Family teachers did their part as well. “Our team practiced against (five) HF teachers,” Mitchell shares. “Overall, the practice went well—and we beat the teachers by a fair margin.” Score one for the team!
Bragging Rights. This year’s team is only the second to qualify for the State Knowledge Bowl. “The last time was in 2010, and the team (with its previous coach, Tom Walker) finished fourth,” Walker says. “That gives us something to shoot for.”
No matter how the team does at the Minnesota Knowledge Bowl Meet, it is fair to say this year’s team has already earned its place among the best of the best.
Which leads to one last question:
Question: What coach says, “I am inspired by their tenacity and confidence. Part of doing well is knowing that you are not going to give up, and that winning is possible.” Coach Jim Walker, Holy Family Knowledge Bowl Team
5 Questions to Test Your Knowledge
Question 1: What enterprise laid the foundation for the wealth of the Medici family? Banking
Question 2: In 2016, archaeologists discovered a massive platform with columns and a gigantic staircase buried in the sands of Petra in what country? Jordan
Question 3: George Washington’s surprise attack and victory at what New Jersey town in December 1776 increased morale and provided enough of a recruiting boost to keep his army from disbanding? Trenton
Question 4: What does the “E” stand for in OPEC? Exporting
Question 5: What part of the body are these structures located? Vomer, ethmoid bone, sphenoid bone, lachrymal bone, palatine bone and zygomatic bone Skull
Questions are samples from a recent Knowledge Bowl competition.*
Rollie Lacy: He’s in his first full season as a professional baseball player with the Chicago Cubs organization. We asked fellow Holy Family grad and sports writer Alex Smith ‘10 to catch up with Rollie and get the scoop on life in the Minor Leagues.
“Throwing on a high-school field—just for the love of the game, not really knowing that it would take me anywhere—to professional baseball is crazy.” —Rollie Lacy, 2013 Holy Family graduate
Alumni Profile: Rollie Lacy
Elementary/Middle Schools: Shirley Hills Primary School, Mound (first and second grades); Our Lady of the Lake Catholic School, Mound (third to eighth grades)
University Attended: Creighton University, Omaha
Degree: Bachelor’s Degree in Finance/Entrepreneurship
Holy Family Activities:
ALEX: How is Arizona?
It’s been great. It’s an exciting time. I’ve always heard about spring training, whether it be through TV or the movies. It’s fun to see all the Big Leaguers and the guys you’ve looked up to for a long time. It’s fun, because it shows you kind of belong a little bit. It’s a new level of competition that makes you want to work even harder.
ALEX: Have you been…not “starstruck,” but excited about running into certain players since you were drafted last year?
ROLLIE: There’s Major League guys all the time who are down on rehab assignments and things like that. Every once in a while, guys like Javy Báez and (three-time MLB All-Star Anthony) Rizzo and (National League MVP Kris) Bryant will come down to get swings in lower-league games. So, it’s pretty cool to see them. And then some of the pitchers are role models, like (four-time All-Star) Yu Darvish and Kyle Hendricks. It’s a pretty open locker room and weight room, and they’re really nice guys. It’s a really good environment down here.
ALEX: So, this is a little bit of a dream scenario?
ROLLIE: It’s one of those places you always pictured going to. It’s an opening to professional baseball. I had some time last year after the draft, but this is the real welcome to the organization. It’s a time that really allows you to feel like you fit in, and you’re finally a part of the team.
ALEX: People probably forget that you walked on at Creighton. Did you have any other options, as far as baseball was concerned?
ROLLIE: I actually talked with some schools out East, like Holy Cross and schools in Carolina. I talked with the University of Minnesota about playing there. But, you know, baseball wasn’t really a fixture in my mind in terms of the future. I kind of just liked playing in high school. I liked all sports, really, so it wasn’t something that came to be “my thing” until my time at Creighton. But I chose Creighton because of the academics, and it was just far enough away that I wouldn’t be coming home all the time. It was a good chance to grow up, and baseball kind of took over my life. (Click HERE to see a recap of Lacy’s career at Creighton University)
ALEX: Did Creighton reach out to you? Or vice versa?
ROLLIE: Yeah. Their coach had seen me in some camps and had seen my stats from high school. I was a really late addition; there wasn’t a scholarship available. So they just said that I had to wait it out until the next year.
I wouldn’t say I was heavily recruited. I wasn’t very proactive in the recruiting process as a high school junior and senior. I had a belief that if you were good enough, teams would find you. Now, after (getting more familiar with) the recruiting process over the last 6 years, I know that unless you’re a high (MLB) draft pick out of high school, you’ve got to be proactive about the schools you want to play at. That was my mistake. But it ended up being a great time.
ALEX: Yeah, I’d say it worked out pretty well. That was only half a decade ago, and now you’re hanging out with Yu Darvish. Has this journey been a whirlwind since Holy Family?
ROLLIE: Actually, funny story. Facebook does that “share your memories” thing. And 6 years ago, Connor Riddle and I were driving to a high-school (baseball) practice. It just kind of rung a bell in my head that it’s been that long since Holy Family, which is really crazy. But throwing on a high-school field—just for the love of the game, not really knowing that it would take me anywhere—to professional baseball is crazy. College baseball was crazy in itself. It’s a little bit surreal. I’m just going with the flow here.
ALEX: What sticks out about your time at Holy Family?
ROLLIE: My favorite thing about Holy Family has to be the culture and the closeness of the community. Public schools have that, too, but the group of friends I have (from Holy Family) I still talk to almost all of them at least once a week, if not every day. They’re always asking me how I’m doing, and I’m excited to see how they’re doing. If anything, that’s probably the most important thing I’ve taken from school, is just friends. Lifelong friends.
ALEX: Is there anyone from that community who really made an impact on you?
ROLLIE: Yeah, a lot of great teachers. Coach (Bryan) DeLorenzo obviously was a huge part of my time there, just as a coach. He had to make the decision to put me on the field, and if I wasn’t on the field, all of these things don’t happen. Coach (Pat) Hallahan was there my freshman year. He instilled some confidence in me early; told me that I had a good arm and I had to work at it and I couldn’t just go out there every day and throw. I had to do some stuff off the field as well.
Mr. (John) Dols was always very helpful for me. I wouldn’t say I was the most well-behaved student in high school. I definitely had some growing up to do. But he showed me some good things along the way. I don’t think I had a bad experience with any staff there. Credit to them.
ALEX: Do you have a favorite memory from your time at Holy Family?
ROLLIE: The state championship my junior year in baseball. That was a surreal experience. Being at Target Field, a professional stadium. With all the guys. Of course, we had a really good team that year. Going up through state. That was a really fun time.
ALEX: When the MLB draft was approaching last summer, did you have a good idea of where you were going to be picked? What were you hearing?
ROLLIE: I was almost 100 percent sure that I was going (to be drafted). But there’s always that fear in the back of your head that you weren’t going to be picked. I was actually talking to four or five teams to get a deal done in the fourth through eighth rounds, pretty early on. But the draft was pretty hectic, and they ended up saying I could sign for more money late—in the 11th round—instead of being a money-saving pick early on. It ended up working out really well. I’m glad I’m with the Cubs—a great organization. When I was drafted, I was on the golf course with my family. It’s a great memory to have.
ALEX: And who was there with you, exactly?
ROLLIE: My dad, brother and one of my good friends from college. But 5 seconds after it happened— and I didn’t even know about it (the pick) before a lot of people did—my phone just shut down. I couldn’t open it. There were a lot of people to talk to, and it was really fun to have all of those people pulling for me and happy for me.
ALEX: Enough people to shut your phone down, huh?
ROLLIE: I got all these calls and notifications. The one call that came through at the time that I could answer was the head executive of Chicago asking me if I wanted to be a Cub, and welcome to the organization. That was pretty funny. But I was fielding calls and texts for a long time after that. It was tough to finish the round (of golf). I actually had to shut my phone off for the back nine.
ALEX: You mentioned a lot of people reached out to you after the draft. Were there any “surprising” people from Holy Family that congratulated you?
ROLLIE: Absolutely. It’s more of a rag on myself for not staying in contact with a lot of these people. There’s people that were part of my life and helped me in ways that were hard to see at times. I’ve gotten thank-yous from people who had no business needing to say thank you. They just went out of their way to be kind and supportive. That’s a tribute to how good the people are at Holy Family. There’s always people reaching out and congratulating me, even this late after the draft, and giving support. It’s definitely a humbling experience having those people contact you.
ALEX: Even when you were pitching well in high school, did it ever cross your mind that you might be a draft pick one day?
ROLLIE: Personally, no. I didn’t think it was something that was that great of a chance. But Kasey Ralston (’12) my junior year, he was a pretty big prospect, going to Indiana. We hoped he was going to be drafted. And my dad told me, just keep working out and maybe one day you’ll be seeing that, too. I remember laughing and going, “Yeah, I don’t think so.” And then it ended up happening. I guess your parents always think the best about you, but I was never thinking about being a professional baseball player until the later years of college. Not until then.
ALEX: I’ve been reading that, besides the signing bonus, Minor League players make next to nothing on a weekly basis. What’s the “job” like? How do you deal with those infamous bus trips?
ROLLIE: The pay is definitely tough. But they make it up in your bonus. They try to make it what you would’ve gotten in your years of work out of college. And we don’t really have any living expenses or food expenses, per se. So that’s nice.
Being away from friends and family is definitely tough. My girlfriend works in North Carolina, and we talk all the time. Fortunately, in today’s day and age, it’s pretty easy to talk and communicate with people. But it is tough to get my friends together and go on trips and stuff. I’m pretty booked from about March 1 until the end of September. There is some sacrifice, but it’s worth it in the end if you make it to the top.
ALEX: Do you have any time to be a tourist? Or is it go, go, go?
ROLLIE: It’s go, go, go. I think the assumption is that the team is always together, 24/7. It’s more like a desk job, but you’re playing baseball. We have our schedule, and we have our free time. All the towns have their own things to offer, and we definitely have our share of free time, depending on if you want to use that to rest, which is probably what about 90, 95 percent of the guys do.
But I’m a big adventure guy. So I’m excited for the flights and bus trips and seeing different parts of the country. Sure, it can be a grind sometimes. I don’t really sit on buses too well. Nor do the other guys. But it’s something where you roll with the punches on that. And it’s something you’ll look back on in 15 years and wish you could still be doing. So I’m trying to have as much fun as I can.
On April 2, Rollie was assigned to the Cubs’ Class A team in South Bend, Indiana. You can read more about his journey in the latest edition of Passages.
Visit Holy Family Fire Baseball’s website to learn more about our teams.
Meet the Writer. Alex Smith is currently working as a full-time journalist for Cox Media Group in Nashville, Tennessee. His first book, SEC Football’s Greatest Games, will be available from Rowman & Littlefield in September. Alex is married to fellow Holy Family alum Bridget Smith, née Stone (’10).
What is it? Holy Family’s robotics club, competing under the team name PyroBotics, is an opportunity for students interested in programming, engineering and robotics classes to form a competitive team of robo-builders. The team competes in competitions sponsored by FIRST®, encouraging students to immerse themselves in science and technology.
FIRST® Tech Challenge (FTC): Small-scale, regional autonomous robotic competition open to middle- and high-school students. Offered fall semester.
FIRST® Robotics Competition (FRC): Industrial-scaled autonomous robots designed by high-school students compete in a full-scale worldwide game. Offered spring semester.
What is the FIRST® Robotics Competition? Think NASCAR meets Transformers, giving students a chance to experience what professional engineers do every day. Billed as the “ultimate sport for the mind,” this competition is all about teamwork. Students build and program an industrial-scale robot that performs programmed tasks in a competitive arena. With more than 10 members on a team, working with professional volunteer mentors, the competition combines the excitement of sports with the rigors of STEM (Science, Technology, Engineering and Math).
Who can compete? Students completing Holy Family’s Technical Studies and Engineering Graphics II.
Do students earn credit? Students enrolled in Robotics 1, 2 or 3 earn .5 credit for each course. Middle-school students can now take these courses and earn Holy Family credit, enabling them to participate in robotics in ninth grade.
What skills do members of the robotics team learn?
Learn About Holy Family’s 60+ Extracurricular Activities HERE.
Robotics: Holy Family’s Engineering Tradition
Long before 2012 graduate Brian Kubisiak began high school at Holy Family, he was already rock solid on the fundamentals of computer programming. It is something his dad taught him early on, a second language that came completely natural to him and immediately drew him into the Innovation Lab at Holy Family.
“I started taking engineering classes with Nick (Livermore) my freshman year,” Kubisiak recalls. “When he proposed starting a robotics team, I eagerly accepted this opportunity to further my education in technology. I was looking for any chance to gain experience in programming, both through classes and extracurricular activities.”
In 2009, Kubisiak and a handful of like-minded students joined Livermore to launch the robotics team at Holy Family. They competed in the FIRST® Tech Challenge , a competition sponsored by FIRST® -For Inspiration and Recognition of Science and Technology. The organization, founded long before the STEM (Science, Technology, Engineering and Mathematics) acronym caught on, focuses on inspiring young people to immerse themselves in science and technology.
Taste of Engineering
Competing in FIRST events offers students opportunities well beyond building robots. FIRST gives students a chance to experience and pursue STEM-related fields, inspiring them to become leaders and innovators while gaining important life skills, like collaboration, teamwork and problem solving.
“Robotics was a great learning experience for me, and many of the lessons I learned about working with a team are still relevant to my career,” Kubisiak says.
Kubisiak graduated from Holy Family with 5 credits of technology, 4 more than are required to graduate. He and his teammates also led the robotics team to the next level, launching the school’s entry into the FIRST® Robotics Competition, where teams of students build industrial-sized robots to compete in an intense game of survival against high schools from around the world. It’s billed as the “ultimate sport for the mind.”
Building on Tradition
Early success has led to a thriving Holy Family robotics team. Last year’s team qualified for the World Championships held in St. Louis, the second to do that since the program began. Perhaps that was the motivating factor that brought 10 of the 18 robotics students to the Innovation Lab on Student Assistance Day (SAD) on a chilly January morning this year.
With just a few weeks left to troubleshoot and fine-tune, it was all hands on deck. “Mona Lisa,” the name given to this year’s robot, needed to be “bagged up” and shipped to the FRC district competition site by late February. The competition, however, won’t start until a month later, March 28 to March 31, at the University of Minnesota’s Williams Arena. Follow their matches at https://www.thebluealliance.com/events where you will find updates and links to live video.
If there were such a thing as a card up your sleeve in robotics, it would have to be a second bot the team built named “Frankenstein.” A replica of Mona Lisa, this spec-bot allows the team to test, tweak and troubleshoot in the weeks leading up to the competition. Any modifications made to Frankenstein will be applied to Mona Lisa in the “pits” during competition weekend.
Commitment to Team
What’s most impressive-the students, eager to push the boundaries of their technical comfort zones, come to the Innovation Lab on their own time. Just as they have each weekend since January 6, when the details and tasks for this year’s FIRST® Robotics Competition were streamed live worldwide.
“One of the biggest goals of robotics is to understand the teamwork that goes with it,” Livermore says. “I’m always impressed by their resilience not to give up. Some kids stay here for 10 hours on a Saturday, and will not give up until the robot is working.”
The group works in small teams, each playing a vital role to the completed project. Some build, others program. They test to see who is best at driving the bot in a makeshift arena that emulates what they’ll face during competition, built by volunteer parents. Adult mentors, including Livermore; math teacher Gary Kannel; career engineers Bill Barnett and Tom Barrett; and Tufts University student and Holy Family grad Claire Pernat help students troubleshoot the robot or system programs.
Despite homework, winter sports and other club activities, robotics team members have only six weeks to complete their FRC robot. Robotics captain Nikolai Charchenko works around his varsity hockey schedule, as does sophomore Sydney Paulsen (shown in the top image).
Lead programmer Colin Dosedel, in his second robotics year as a junior, is captain of the Math League and is involved in Mock Trial, Knowledge Bowl and Honors Society. Freshman Jeremy Schumacher competes in the Math League, Quiz Bowl and Mock Trial. They all agree robotics is something that has to take priority in their busy schedules.
“It’s a team,” says Schumacher, who was introduced to robotics when Holy Family’s team visited his middle school, St. Hubert Catholic School. “People are counting on you to get the work done. If you don’t come in, that means you’re letting the whole team down.”
Paulsen, one of three girls competing on this year’s team, says, “You have to make sacrifices. This is important-you can go out with your friends other times.”
The Task at Hand
Teams design their bots to compete in a full-scale robo-battle with new rules and tasks to accomplish each year. This year’s game, called “FIRST® Power Up,” requires each robot to lift square weights up to 7-1/2 feet in the air and place them on a large balance scale, with the goal of tipping the scale in your team’s favor. The task put so much stress on the robot’s lift that the Holy Family team was forced to disassemble and redesign the lift arms to add more support.
Charchenko is in charge of keeping the entire team on task, making sure there is plenty of time to have all the bugs worked out before it’s “go time.”
“It (robotics) makes me think in a critical way while also working as a team, to get a big project done,” he says. “That’s something you can’t get from other extracurricular activities.”
Dosedel agrees the deep-thinking collaboration robotics requires is something unique.
“I like working together to accomplish one goal,” he says. “A lot of people might want to do it all themselves. But you really can’t do that. It takes lots of ideas and to be open, not closed-minded on your own opinions.
Many Doors and Possibilities
While Charchenko’s sights are set on a career that includes hockey, engineering is his fallback plan.
“Robotics will definitely play a part in what degree I’ll take in college,” he says. “I heard that mechanical engineering is improving past inventions and making them better today. It’s hands-on engineering. I like having that visual idea and showing people.”
For Paulsen, robotics provides her an opportunity to try new things before committing to a degree track in college.
“I think being in robotics will confirm that I want to go into engineering in college,” she says. “I like solving a problem and getting my hands dirty until it gets done. It’s helpful knowing there are more females going into engineering and knowing that there are other people interested in the same things as me.”
Dosedel likes trying new things, and programming is just another challenge.
“I’m open to every thing,” he says. “I never thought I’d come to Holy Family and program a robot. I want to have an open mind to try new activities and learn new things.”
Picking Up STEAM
The future of Holy Family robotics is bright. This year at the Spirit of Fire Fundraiser, the fund-a-need focus was STEAM education (the added “A” stands for Arts). A portion of the $98,000 raised was invested into the Innovation Lab, where two additional 3D printers have been added, with plans for a CNC (Computer Numerical Control) machine this summer.
“All robots in the competition have to have at least one 3D printed piece,” Livermore explains. “Next year, we’re hoping to make an entire 3D printed robot. The only thing metal will be the motors and gears.”
To get middle-school students into Holy Family tech program and robotics quicker, Livermore started a pilot program three years ago. Tech classes are offered free to seventh and eighth graders during the first period. They can earn up to .5 technology credit for each class, which can be applied to Holy Family graduation.
“By completing both Technical Studies and Engineering Graphics II in middle school, ninth-grade students can immediately join robotics their first year,” Livermore says.
And that is called opportunity.
“Sometimes I’m kind of jealous,” he admits. “We have kids come through robotics that are now in biomedical engineering. They’re working on drones for Amazon. We have kids who are now programming at Rockwell Collins. They’re accomplishing things for huge companies and out there doing what they started in high school.”
Techno Teachers: Holy Family English Department’s Connected Curriculum
Today’s students are driving change faster than ever before with their intuitive use of technology. For Holy Family Catholic High School’s English Department, that means changing the ways of teaching too.
“Technology is a tool that cannot and should not be ignored,” says English teacher Carlee Kocon. “It’s our responsibility to help prepare 21st-century learners for the 21st century with tools that are applicable and relevant to their current and future learning.”
Holy Family’s English department has teamed up to make sure students are ready for the future, weaving in technologies that emulate what students will experience in college and through real-world experiences. Their methods are the result of a focused effort led by English teacher Case Unverzagt, who created an ad hoc committee to explore teaching with technology and best practices.
“Technology remains a tool that students use in every facet of life, so I figured our teaching must incorporate technology to better reach and teach students,” Unverzagt says.
The English Department’s fresh mix of teaching and tech is a peek into how the Holy Family classrooms are evolving in a time of rapid change driven by a digital revolution.
“Technology is a tool and will never replace the ‘teacher,’” says Holy Family President Michael Brennan. “And it is far more than hardware and devices.
“I view technology as a key with the ability to transform student learning. The right technology in the hands of the right teacher is a recipe for transformational learning.”
Tech Advances Language Skills
Unverzagt points out that technology, like English, is textually focused. Therefore, the correlation between them is natural and encourages stronger writing and communication.
“Code is syntactical, and so is English,” he says. “Mistakes in coding change or destroy meaning analogous to poor grammar that obstructs meaning—text messages, Tweets, message board posts and emails all require compositional skills for creation. Many an adolescent spends time pondering the tone and context of the last Tweet or text.
“The skills we use to analyze literature and communicate ideas effectively and clearly translate immediately to reading, analyzing and creating content on technological platforms.”
The marriage between language and technology, he points out, dovetails with the English department’s overall mission:
Develop each student’s reading skills
Encourage interest in the language arts as research and leisure activities
Introduce students to a variety of writing styles and authors
Hone students’ listening skills
And, most importantly, develop writing as a process geared to create written pieces for a variety of purposes and audiences.
English teachers at Holy Family have collectively found ways to thread technology into their current teaching methods. Unverzagt, who teaches AP English and Honors American Literature, relies on multiple digital platforms, including Twitter, MS365, MS Teams, OneNote, various Google platforms and digital content.
“I try to use technology to meet students where they are in the digital universe and help them learn with and through technology,” he says.
Kocon, who has a master’s degree in Learning Design and Technology from the University of St. Mary’s, is driven to help students use technology to advance learning and creativity.
“Using technology just to use it isn’t popular, and students can sense that,” she says. “However, if you can point out the usefulness the technology provides, they’re usually all in. It’s all about balance and finding the right technology tool for the task at hand.
“In my Freshman World Literature classes, we use technology to share and edit work,” she says. “We create short slide presentations regarding chapters of text we are reading in class. Students also create their own quizzes to share to prep for later assessments, and some make online flashcards. For my Senior Creative Writing classes, students write their pieces and share them during editing sessions.”
Kocon is also quick to point out that technology has helped from the teaching perspective, too, making her more responsive and timely with instruction and feedback.
“I use various software to edit their papers and give feedback more efficiently and more quickly with voice comments, video comments or stamped comments, eliminating lengthy return time on writing pieces,” she says.
Quizzes, Apps and Creativity
Zach Brown, who teaches Honors British Literature, Speech, Contemporary Issues and College Prep Writing, utilizes Google surveys, online quizzes and collaborative documents, so students can work together and participate in class in new ways.
“Kahoot! is a great app for making a review or quiz similar to a game, and it engages students far more than raising their hands to demonstrate their learning,” he says.
Brown also stresses the importance of discerning credible information sources from questionable ones, and making sure students are aware of singularly shaded information and insulated viewpoints. Instead of diving deep into the technology, he focuses on how students can use tech to better present ideas with substance. With this thinking, Brown has turned a new page on the way students “author” book reports.
“I can make the presentation of learning more inviting, so the reading and completion of the assignment isn’t as onerous,” he says. “For example, making a movie trailer in a video editing program encourages students to entice a viewer, so students work to make their work exciting and prove they can make something great. This requires students to read the book, but without the additional work of an essay looming ahead of them.”
The New Standard: Tech Competency
As Holy Family students move through various English classes, the staff has developed a benchmark of key technology competencies students need to master. Likewise, every teacher has been trained to help implement these competencies through their curriculum.
“Students need to know how to create meaningful presentations, so that they can convey their ideas in a powerful way,” Brown says. “Since new programs will always replace the old, I need to teach them how to navigate through confusion.”
“Ultimately, it comes down to successfully transitioning students from high school into college, so they are prepared to articulate their opinions and beliefs, which are subjective, as well as objectively present arguments and sides to issues. When students realize that technology can help give their voice a platform, I feel they are more engaged.”
If you’re numbers driven, it is unquestionable that Holy Family Catholic High School students prove year, after year, after year that they are prepared for college.
What are the indicators? Here are some of the biggies:
Average ACT Score (2017): 25.4; Average ACT Score of Top 25% (2017): 31.7; Average ACT Score of Top 10% (2017): 33.6
4-year College Attendance (2017): 93% (2-Year College attendance (2017) 1%, Athletic Opportunity (2017) with plans to attend college: 3%)
College Completion Rate 6 years out of high school: 84% (National Avg. 53%) Source: National Student Clearinghouse, tracks students for six-years in 98% of all colleges
What the numbers don’t tell is…WHY?
WHY do Holy Family students routinely outperform Minnesota students taking the ACT by an average of 5 points over the past 5 years?
WHY do Holy Family graduates succeed their first year in college?
WHY do Holy Family students graduate from college way above averages from other high schools, according to The National Student Clearinghouse?
“One of the things people always point to is ACT test scores,” says Kathie Brown, Holy Family Catholic High School principal. “Yet test scores are not everything. It’s important to be a thoughtful, reflective, rational thinker, and to take action when you have strengths to be active. You can’t have other people think and do things for you. That is what is important in post-secondary education.”
With that, we set out to put our finger on some of the specifics that answer why Holy Family Catholic High School students succeed in college. We asked five experts, all of whom have worked with Holy Family students and seen them succeed in college and beyond. They are:
Kathie Brown, Holy Family Catholic High School Principal
Jeanne Weber, Owner, collegeONE, helping students organize and streamline the college application process
Melissa Livermore, Holy Family Dean for Academic Support
Josh Rutz, Holy Family Counselor
Laura Horton, Holy Family Counselor
Based on independent interviews with each of these experts committed to helping students achieve success beyond Holy Family, there are a number of reasons why they are successful in college, starting with year one. But these three stand out:
1. Students Leave with Exceptional Writing and Communication Skills. Brown admits this can be a challenge in a society driven by digital devices. But that doesn’t change the need to be articulate, she says. When it comes to excelling in college, students with exceptional writing and verbal skills stand out among peers.
Kathie Brown: “If you can’t communicate well, your ideas will die with you. Our kids are not afraid to express their ideas. They can speak in public and they know how to write when they leave here. They are going to wind up helping their peers in college.”
Jeanne Weber: “There seems to be an emphasis on writing (at Holy Family) in more than just English class. I see a focus on writing in history and many of the other classes. This makes Holy Family kids stronger communicators than what I see from other schools. Even when they sit down with an adult, they are a little more at ease. They listen and have great communication skills.”
Josh Rutz: “One thing we consistently hear is that the workload, particularly the written papers, helps our students succeed in college. Alumni often say when it comes to knowing how to study, knowing the expectations of how to be good students and writing papers in college, they say they are well prepared. Doesn’t matter what college they attend. It seems every single student is saying they are well prepared.”
2. Opportunities Build Leadership Skills. Small numbers seem to deliver big results at Holy Family. With an average student-teacher ratio of 13:1, students can’t fly under the radar at Holy Family. Plus, they participate in extracurricular activities in extremely high numbers. The result is an expectation that Holy Family students lead.
Melissa Livermore: “Almost 100 percent of our students are involved in something, and many in more than one thing. By the time they leave Holy Family, our students have excellent time management skills because they are so involved.”
Josh Rutz: “(Holy Family) Students are not just focusing on school, but every other aspect in their lives—volunteering, work, sports, clubs, activities, and in faith and religious aspects. If anything, they’re too busy. Sometimes, they overwork themselves because they are such great leaders and want to have an impact on all aspects of life. One example: We bring kids on service trips all over the world. Those experiences change our kids in great ways. That’s why they do so well in college and after.”
Jeanne Weber: “When I look at Holy Family kids, the biggest advantage they have is the ability to participate. They have great social interactions, which comes from being in a small school, expecting students to take leadership roles and help out others. Participation helps them with leadership skills. They understand the nature of college, and that they’re going there to learn stuff. They’re just a little more well rounded and make good decisions while in college. They are substantially prepared to take that on.”
3. Holy Family Students Advocate for Themselves and Others. Often overlooked, this skill possibly should be at the top of this list. It shows confidence, drive, leadership and independent learning at a very high level.
LauraHorton: “One of the biggest things to college success is knowing how and where to advocate for yourself. When Holy Family students are out on their own, they check on academics, go to counseling services for help, and join clubs and groups to get connected and build that important social network. Being your best advocate is putting those skills to use. Sometimes, life happens. How students use these support services to tackle bumps in the road that likely come up defines their success.”
Jeanne Weber: “Holy Family students are very confident. They’re not boastful, but they are confident. If they see something that needs to be done, they do it. And they know when they need help. At Holy Family, there is an expectation that you are going to do well. Whatever that well is for you. And that’s a reflection of college.”
Josh Rutz: “Holy Family students are not afraid to ask questions. They become great self-advocates and advocates for others. We push and see growth in that from 9th to 12th grade. No matter where they are at, they are willing to ask for help or help each other out when in need. It provides that feeling of never being alone.”
Kathie Brown: “Holy Family students believe in goals. They know it takes practice and time. They know that, ‘Just because I want, doesn’t mean I can have.’ They keep going after it. I love the persistence and perseverance. When catapulted in new places, they are still OK. They know these are the things I need to do and these are the people I need to find to succeed.”
While those three reasons are the consensus favorites, there are many more reasons Holy Family students succeed in college. Here are a few additional thoughts from our experts on why Holy Family Catholic High School students are ready for a successful college experience, starting with day one.
Holy Family Students Think About Thinking. It is almost a lost skill in the digital age, says Brown. “They reflect about what they do and why they do it. They have great thoughts and are not afraid to express ideas.”
Livermore agrees: “We want to make sure students are geared toward learning and understanding. Not just for a grade or to check a box. We want them to learn and understand, and think about thinking.”
Students Experience Challenging Course Rigor. “We have high standards and hold all students to them,” Livermore adds. “This gives them confidence to take reasonable risks, such as trying new classes that they wouldn’t have before. It doesn’t scare them off, because they know how to do it, and that they can do it.”
Life Skills Are Taught at Holy Family. “Students leave here knowing what they need for a successful future,” Horton says. “They’re able to collaborate with peers; work with professors and faculty; and develop a sense of service and true caring for others. These all translate into aspects they’ll use in their lives and the working world.”
“Family Network” = Success. “The family atmosphere here pushes kids at a different level,” Rutz says. “When they have hard times and fall, they know where to turn. They come back here, turn to their families and turn to their experiences here at Holy Family that helped them grow. They have the confidence to tackle life. And life is not always easy.”
A Sense of Sacrifice and Direction. “I do think Holy Family kids, because their family is paying for high school, have a sense that people are sacrificing to send them there,” Weber adds. “And, maybe because of that, they have a better sense of what direction they want to head in. They can confidently take that step into college.”
Click HERE to meet alumni Ella Dahlin ’14 and see the impact a Holy Family education had on her success.
Ella Dahlin: Using her gifts and sense of justice, this 2014 Holy Family Catholic High School graduate brings opportunities to others. She credits Holy Family for positively influencing and nurturing her in and out of the classroom.
“One of the most powerful aspects of Holy Family’s community is the support system that believes in its students. In high school, I felt important and valued by my teachers, staff, coaches and peers. I was taught to own who I was unapologetically. It gave me the confidence to make decisions and believe in them.” —Ella Dahlin, 2014 Holy Family graduate
Alumni Profile: Ella Dahlin Graduated: 2014 Elementary/Middle School: St. Joseph Catholic School, Waconia University Attended: Loyola University Chicago, graduated in 2017 Degree: Bachelor’s Degree in Human Services Holy Family Activities:
HF: Catch us up—what are you doing today?
ELLA: I am an elementary site supervisor with the Boys and Girls Club of Garden Grove (BGCGG) in Southern California, where I’m responsible for the implementation of an after-school program for 100 students. BGCGG provides free after-school programs that focus on academic success, provide positive role models and create opportunities for children to realize their worth.
HF: What are you most proud of at this point of your life?
ELLA: I am proud of working hard to graduate a year early from Loyola, taking a risk and moving to California, and for pursuing my true passion by working towards social equity with the Boys and Girls Club. As blessed as I am, I know it is not by some coincidence. I have been able to achieve what I have today because of my amazing family, friends and educational opportunities. I was extremely lucky to attend a high school and university that shaped me into the person I am.
HF: How did Holy Family influence your extracurricular activities while at Loyola?
ELLA: My favorite club at Loyola was the Women’s Lacrosse team, where I was a captain, treasurer and board member. If it were not for Holy Family, I would have never been introduced to the sport in the first place, so I am very grateful for my high school program.
During my time at Loyola, I was also a resident assistant and worked as a student office assistant with Residence Life. In many ways, these roles were just the continuation of (Holy Family’s) campus ministry, as I was responsible for programming, decorations and welcoming new students on campus.
My activities also included:
Social justice internship program
Volunteering at Catholic Charities Madonna House
Alpha Phi Omega (a service fraternity)
Alpha Sigma Nu (a Jesuit honors society)
Loyola is an amazing university with an abundance of opportunities, so I was able to pursue the interests that started with my time at Holy Family. Although I have some innate interests in these activities, it was Holy Family that started the fire that encouraged me to pursue them.
HF: Did a Holy Family teacher have a particularly positive impact on what you are accomplishing today?
ELLA: The strongest asset Holy Family has is its amazing, committed teachers. I will always remember the way Mr. (John) Dols encouraged me to take on opportunities and let my light shine. Mr. (Jacob) Dueck provided insight, created community and always acted from a place of care. Mr. (Andrew) Witchger challenged and supported me, and Dr. (Holly) Pottebaum encouraged me to dig deeper into the history of social justice in our country.
The list could continue forever, but the point is—every teacher impacted the way I thought and helped shape me into the critical thinker I am today. I am so appreciative of the holistic, caring education I received that prepared me for college and my life after college.
HF: Do you have a favorite memory from Holy Family?
ELLA: A collective feeling that is present in all my favorite memories is one of accomplishment—planning a trip to Haiti, scoring a goal in lacrosse or contributing to Christmas convocation. Holy Family does a fantastic job at offering opportunities that actualize students’ efforts and ideas. With a strong support system, I was empowered to be uncomfortable, take risks, and work hard to make my ideas a reality.
HF: How have you changed since leaving Holy Family?
ELLA: I have grown into a more educated and experienced individual. When I was younger, I was idealistic to a fault and have become more realistic through the years. Although slightly jaded, I am still an optimist who believes in the potential of every person. Through my experiences after high school, I realized the world is much more gray. I am and always have been an opinionated person, but I have learned the importance of listening to those who contradict me. I must understand other people’s life experiences to create a community that can come together.
HF: How did Holy Family help you be successful in pursuing your dreams?
ELLA: Holy Family taught me that hard work, determination and a passion for what I believe in is powerful. I will never forget the class where Mr. Dols shared a quote that says:
“Our deepest fear is that we are powerful beyond measure. It is our light, not our darkness that most frightens us…Your playing small does not serve the world. There is nothing enlightened about shrinking so that other people will not feel insecure around you.” — Marianne Williamson, author
The staff and students at Holy Family embody that idea. I was fortunate enough to receive an education that molded my character and empowered me to believe in myself. My education challenged me to apply for challenging jobs, to take on opportunities that make me uncomfortable and to own who I am as a person.
HF: How did Holy Family help build your confidence and skill set in a highly competitive world?
ELLA: One of the most powerful aspects of Holy Family’s community is the support system that believes in its students. In high school, I felt important and valued by my teachers, staff, coaches, and peers. I was taught to own who I was unapologetically. It gave me the confidence to make decisions and believe in them. I was no longer uncertain or half-hearted in my ideas but rather fully committed. This skill set prepared me both for college and now my life after college.
I’m not afraid to ask questions. I am not afraid to admit my own mistakes. I am not afraid to learn. Since I was believed in, I believe in myself, so I do not fear a competitive world. I will work hard, I will show up, I will follow my passions, and I know that with time, I will succeed.
HF: What advice do you have for current and prospective Holy Family students?
ELLA: Take on the opportunities that Holy Family offers. Since Holy Family is smaller in size, I was able to participate in sports, clubs, and events that I may not have been able to at other schools. I started Nordic skiing my sophomore year because I wanted something to do. I joined Math League because my friends wanted to try it. I fell in love with writing when I joined The Phoenix. If you want to feel valued, if you want your name remembered, if you want to be able to join any team or club simply because it interests you—then this is the school for you.
If you already attend Holy Family, join those activities! There is nothing to lose and everything to gain.
SHARE YOUR HOLY FAMILY EXPERIENCE. If you have a unique story, experience or twist in life because of the positive impact Holy Family Catholic High School has had on you, share it. E-mail your story to: firstname.lastname@example.org. We’ll spotlight stories from Holy Family parents, students, and alumni.
Inside Scoop on Placement Tests: What to Know & Why to Go
FIRE 22 Families—mark January 20 on your calendar and highlight it in yellow. This is the date for Holy Family Catholic High School Placement Tests for all incoming ninth-grade students. It is your student’s first step to securing a successful academic future at Holy Family.
To help answer these questions, and many more, we’re sharing this list of helpful answers. It should give you a complete picture of why Holy Family Placement Testing ensures every student has academic opportunities that uniquely fit his or her needs, interests and strengths.
Q: Is there a difference between an entrance exam and a placement test?
HF: Yes. Typically entrance exam scores are used to determine acceptance into a school. Holy Family does not use entrance exams. Instead, we offer placement tests for incoming freshmen with the goal of placing students in a course level where they can experience success.
Q: Is there only one placement test?
HF: We offer three placement tests:
Incoming Freshman Placement Test — Broad scope of topics for all incoming freshmen.
Math Placement Test — Required for students interested in courses beyond Algebra I.
World Language Placement Test — Required for students interested in taking foreign language beyond the first level course.
Q: What are the dates for this year’s exams?
HF: The placement tests are scheduled for these dates:
The High School Placement Test (STS’ High School Placement Test—HSPT®) given to all incoming ninth-grade students is January 20, 2018 beginning at 8 a.m. (please arrive by 7:50 a.m.)
Math Placement Test is June 2, 2018 beginning at 9 a.m (please arrive by 8:50 a.m.)
World Language Placement Tests are scheduled on an individual basis throughout the summer.
Q:What are the test fees?
HF: The Freshman Placement Test is $25. This fee is waived if there is already an Application for Enrollment on file. There are no fees for the Math or World Language Placement Tests.
Q: How is the STS’ High School Placement Test (HSPT®)used?
HF: The test results are utilized in two ways:
Provide staff with a clearer academic view of the incoming class. It allows the administration to make staff and curriculum adjustments to suit the needs of the class as a whole.
Help identify students who need extra academic support or can benefit from encouragement to broaden their academic horizons.
Q: What subject matters does the High School Placement Test include?
HF: The exam covers a broad scope of topics, including, but not limited to: reading comprehension, vocabulary, literary elements, punctuation, spelling, measurements, area, volume, mean and functions. More information can be found on the STS’ High School Placement Test (HSPT®) website.
Q:But wait!If the Math and World Language Placement Tests are conducted after the February 2018 class registration date, how will we know which math and language classes to register for?
HF: Students should register for the math and world language classes that they intend to take in the coming fall. Once placement test results are in, students can make adjustments to their class schedule if necessary.
Q: Does every student have to take a Math Placement Test, and is it the only factor used in placing a student in a math class?
HF: Only incoming ninth-grade students who want to register for math classes higher than Algebra I take the Math Placement Test. There are three test options: Geometry, Algebra II or a higher-level math course. Individual circumstances can be reviewed during the process to decide which test is right for a student.
Q: How can my student prepare for the Math Placement Test?
HF: Only incoming ninth-grade students who want to register for second year or higher Italian, Latin or Spanish courses take the exam for their language of choice.
Q: How can my child prepare for a World Language Placement Test?
HF: Students should review materials from their previous world language classes.
Q: Can a student take a science/engineering placement test?
HF: All ninth-grade students begin their science discovery with biology, and engineering studies begin in our Technology Studies program. Holy Family offers a pre-engineering course to eighth-grade students. Students who successfully complete the course earn a Holy Family semester technology credit, giving them the opportunity to take Engineering II during their freshman year and compete with our robotics team.
Q: If we have a question about where our student has been placed after receiving test results, what do we do?
HF: Let’s talk about it. Our staff welcomes dialogue with parents and students to ensure we are all on the same page. We want all students to be successful—not overwhelmed or unchallenged. If, for example, a student is on the border of testing into a higher-level math class, there is an opportunity to be re-evaluated through a summer course.
Q: If my student is placed in a class and it becomes clear early in the first quarter that it’s not the right fit, can he or she be moved up or down a level?
HF: Flexibility is important when it comes to finding the right fit for students. We encourage families to contact the student’s teacher and counselor to discuss challenges the student is facing. Often one-on-one sessions with the teacher bring the student up to speed. If the family, counselor and teacher determine a move to a less challenging course is necessary, we’ll do our best to accommodate the change with the least amount of disruption to the student’s overall class schedule.
Q: Do any of the test results move students into Advanced Placement (AP) or Honors classes?
HF: Generally the only Honors option offered to ninth-grade students is in mathematics. There are exceptions. PSAT Tests, measuring readiness for college, are taken in ninth and eleventh grades and help identify AP potential. After ninth grade, teachers will recommend Honors and AP classes to students who have demonstrated the knowledge and skills to be successful in those courses.
Q: Do transfer students have to take any of the placement tests?
HF: Typically, no, they do not. We rely on their incoming transcripts for class placements.
Q: If my student isn’t able to take the tests on the scheduled dates, are there make-up sessions?
HF: Absolutely! Those with conflicts on the date of the The High School Placement Test should contact Scott Breimhorst at 952-443-1955. Contact the school office at 952-443-4659 to make arrangements for another summer test date for math and world language tests. It is recommended that the math test is taken in early June.
Have A Question?
Ask about Placement Tests and we will include the response anonymously for other FIRE 22 families to see. Send your question to email@example.com
SUBMIT YOUR APPLICATION FOR ENROLLMENT TODAY!
The $25 Freshman Placement Test fee is waived for students with an Application for Enrollment on file.