Brainerd Public Schools - Spring 2016 by Brainerd Dispatch and Echo Journal

Spring 2016

Transition Program A bridge between student life and independent living

Hockey! Keeps many families hopping

Innovative Technology Students excited to learn

Maker Spaces Giving students a flexible learning environment

A Brainerd Dispatch publication

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Spring ‘16 CONTENTS

In The Spotlight 8

Opportunity MakerSpaces

Brainerd elementary students are learning by building their own unique contraptions from a mixed assortment of implements, Lego sets, iPods, tape and other inspiring pieces. By Jill Neumann

Innovation The Ever-Changing Classroom

Success BHS Senior Avery Nordin has Designs on an Art Career

How technology is creating limitless opportunities for students at Forestview Middle School. By Jodie Tweed

He has taken advantage of nearly all of the art classes that BHS has to offer, setting the stage for him to make his dream a reality. By Jenny Holmes

5 Features

16 On the Cover:

Photo by Joey Halvorson

The Hectic Schedule of a Hockey Family

Earning College Credits in High School

Fun Facts

The special education services program is helping students take the next step toward an independent lifestyle. By Rebecca Flansburg

With three sons in youth hockey, the winter months are a busy time for Corry and Teresa Lund. By Sheila Helmberger

How the College in the Schools program is giving BHS students a college boost. By Jodie Tweed Now & Then: How times have changed during the lifetime of our BHS senior students, the Class of 2016.

Paul Bunyan Transition Plus

Warrior Adventures

Snapshots of what some of our students have been up to this school year.

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Introduction Superintendent PUBLICATION Recently, a parent said to me, “I’m sure glad I’m not the superintendent; it seems like that is a lonely job.” She even asked me whether I was familiar with the Randy Newman song “It’s Lonely at the Top.” One of my colleagues at a recent conference offered Bob Gross that superintendents “make the Maytag repairman look like a party animal.” I can understand why some people might get the impression that most anyone in a leadership role can easily be isolated from the people with whom he or she works, but there seems to be little danger of that within Brainerd Public Schools. I’m convinced that we keep getting better at what we do, partly because of the constant input of parents, students and staff. It has been anything but lonely. The challenge for me — and others in similar roles — is to remember that we can only see the world clearly when looking through another’s eyes. We have to be willing to spend most of our days trying on other folks’ shoes and looking out through others’ eyes. It puts us in a better position to lead when we demonstrate that we’re capable of understanding the needs of our constituency. There are so many great things happening daily in the schools that we often appear a bit overwhelmed as to what to share with the public. It is the reason we are putting great emphasis on ensuring our district website includes information that is easily accessible and informative. The website is complemented with district information that appears in the Brainerd Dispatch, along with other print media that is regularly sent to parents and the broader community. In this spring edition of Brainerd Public Schools magazine, you will find an emphasis on technology but there are other topics covered as well that continue to give you a glimpse into the lives of our students and staff. When viewed against the backdrop of all this activity, there has been little time for loneliness. I’m simply grateful for the gift I’ve been given to work in this community for this school year. And to the degree that it is lonely at the top, it is also where one gets the best view.

STAFF

PUBLISHER Pete Mohs

EDITOR

Jodie Tweed

ART DIRECTORS Cindy Spilman Lisa Henry

COPY EDITOR DeLynn Howard

Brainerd Public Sc hools magazin e is prod uced by the Brain erd Disp atch in coope ration w it h the Brainerd Public Sc hools.

Bob Gross Superintendent of Schools

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The hectic schedule of a hockey family

BY SHEILA HELMBERGER

Photos By JOEY HALVORSON

he dates in the Lund family planner in south Brainerd must be covered with the names of towns and times from October to February. Almost every weekend in the winter starts with the family loading up their vehicles with bags, coolers and gear.

Sunday nights find Teresa already planning for the week ahead because three boys in youth hockey can keep a family hopping. Tournaments, hockey games and practice times for three might seem crazy to other parents. “On weekends we’re usually split,” says Teresa. “Gus [their youngest son] is my sidekick.” They might have been born with hockey in their blood. Corry and Teresa

both grew up in Roseau. Corry played hockey in school and still plays in the Men’s Old Timer league twice a week in Brainerd. When asked who the family cheers for when the Roseau and Brainerd teams play one another, they say they’re divided. The boys each started to skate at about four years old. Theo is a student at Forestview Middle School this year and is a PeeWee in the Brainerd Amateur

Hockey Association. Brody, a Forestview fifth grader, is a Squirt and Gus, a student at Riverside Elementary School, is a Mite. Dad puts in volunteer hours as a coach. One year he coached all three boys on different teams. This year he is down to one team and just coaches the Pee Wees, which is fine with Theo. “I don’t mind having him for a coach, it’s pretty fun.” When you have three players on three different teams and your husband

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“It’s a financial commitment but BAHA does a real good job of keeping the price as low as it can, especially when you compare it to prices in the metro area...”

is a coach, the hockey mom role can get a little interesting, especially when it comes to feeding everyone. “We try to make a couple of things Sunday night so we can have leftovers during the week,” says Teresa. “This Sunday I’m going to my sisters and we’re going to make some freezer meals.” Youth hockey doesn’t have as many weeknight games, but the Lunds have at least one player with a practice every single night. Teresa is a graphic designer at Deluxe, a Range Company. Corry is the special education coordinator in Deer Creek with a long commute. Teresa says it’s her job to get the boys to most of those practices. She also volunteers for BAHA and the Brainerd Sports Boosters,

helping to design some of their flyers, raffle materials, the Booster newsletter, and the high school hockey program. It’s an investment to have three boys in hockey, not just in time, but financially. “It’s a financial commitment but BAHA does a real good job of keeping the price as low as it can, especially when you compare it to prices in the metro area,” says Corry. There are fundraisers throughout the season and that helps. The boys are responsible for going doorto-door selling pizzas and raffle tickets for big ticket items themselves. The past two years the Lund boys have won the fundraiser, scoring four tickets to a Minnesota Wild game for the family. Keeping all of that gear straight can be another big job. Each player has sticks, gloves, chest protectors, helmets and skates. “For equipment we’ve been

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lucky enough to find some hand-medowns to save money,” says Corry, “except for Brody, because he’s a goalie, so he’s the odd man out.” “He’s been getting new stuff. He kind of likes that because he’s used to getting hand-me-downs for everything else,” says his mom. There are some equipment rentals available for youth players and goalies through the association. Corry says he hasn’t figured out how to be a goalie dad yet. “We tried to talk him out of it at first but when I was his age I wanted to try goalie and I was told no, so I thought if he wants to try it, OK, but it’s much more enjoyable to watch when he’s not in the net,” he laughs. Practices start as early as 6 a.m. Late practices can go past 9 p.m. Teresa prefers the early mornings. By the time they get home at night the boys want to eat again and it can get really late,” she says. “It’s fun,” says Teresa of her role as hockey mom. “When we have kids over

Brainerd Warriors

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TRY HOCKEY FOR FREE Each year the Brainerd Amateur Hockey Association hosts a few ‘Try Hockey’ days at the Essentia Health Sports Center. The sessions are free and offered as a chance to try the sport. No experience is necessary. During the sessions skaters are introduced to a few basics of the game and have a chance to scrimmage for fun. The protective gear necessary will be provided during the session for those who need it. Registrations for ‘Try Hockey’ sessions and the regular season can be done online or at the open house hosted in the fall. For more information call 218-8512244, or log onto the website at http:// brainerd.pucksystems2.com/. Sheila Helmberger, is well aware of the smell of hockey. For 17 years her own family spent winter weekends heading in different directions while her three children played for BAHA, and later on varsity teams. To this day she has no fingernails as the result of being the mother of two goalies.

How to Win at Being a Hockey Family Nobody can argue the time commitment of raising a hockey player. Besides the running for games and tournaments, there are ways to make it all a little less painless, too. • Hockey families are notorious for helping one another out when a family has games in different towns. It’s easy to find someone who will pitch in and take one of your players. • Your Crockpot may become your best friend. Making meals ahead the way Teresa Lund does, or coming up with different foods that can be prepared ahead and cooked in a slow cooker until everyone gets home can be a lifesaver. • That smell is not a myth. From the time the tiniest skater starts lacing up, the stench starts to filter into the home. “Those odor balls work pretty good,” says Corry Lund of a product every hockey family knows about, “but the real key is to get everything out of the bag and let it dry out.”

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they all go right downstairs and play floor hockey.“ And when they aren’t at practice, the Lund boys like hockey so much Corry built a rink in their backyard. Corry says he thinks his boys, and his whole family, are in hockey for the long haul. Theo moves to Bantams next year, which means he will begin to check. No longer just a winter sport, the boys go to camp at the Essentia Health Sports Center throughout the summer and all play baseball. “Our thought as parents was always, they have to be in some activity and if it wasn’t hockey that would be fine. Once they started a sport they would have to stay in it for the whole season. They all wanted to try hockey and loved it.”

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Opportunity

By JILL NEUMANN Photos By JOEY HALVORSON

MakerSpaces Learning with Random and Intentional Pieces

hen I was growing up in the 70s, kids interested in technology and science tore apart broken large console television sets, collected strange and random pieces of junk, and unscrewed the backs of their parents’ rotary telephones to learn about mechanics and find new creative ways to use the pieces.

I remember clearly the Jensen boys across the street dismantling abandoned bicycles, salvaging metal bars from lawn chairs, “borrowing” silverware and baking sheets from their mother’s kitchen, and trimming wheels off a time-worn red Radio Flyer wagon in their small garage. Somehow they got their hands on an old — but still running — small engine of some indeterminate sort. Magically, over time, they built a two-person go kart. It wobbled, 8

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spat sticky black oil, and was incredibly loud, but it drew crowds of children and some adults from our neighborhood. We watched and helped them build it, gave loud and varied opinions, emptied their cookie jar, and rode around their backyard in the jalopy and we just plain had a rollicking party time. We were learning a lot, but we didn’t even know it. For example, I learned the hard way not to put my pinkie finger into a fast-moving bike sprocket when

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the chain was running. Besides myriad injuries, it was the best kind of learning. Resourceful. Fun. Crowds of friends. In a similar way, fun and creative work is being done by students of all ages at Brainerd Public Schools. MakerSpaces have been placed in all six elementary schools — each contains a varied and mixed assortment of implements, Lego sets, iPods, tape, Snap Circuits, drawing materials, Spheros (programmable spheres), and other inspiring pieces.

Sarah Porisch, director of technology for Brainerd Public Schools, brought these ideas with her last fall. She states, “MakerSpaces allow for directed exploration of STREAM — Science, Technology, Reading, Engineering, Art and Math. MakerSpaces encourage collaboration, critical thinking, communication and creative thinking through hands-on activities.” MakerSpace is a flexible learning environment. Students and staff are able to brainstorm and make the environment into what works best for them. She added, “Technology is about utilizing tools to enhance achievement and engagement in all learners. It is not about the device as technology devices are changing rapidly. It is about providing opportunities for

students to critically think, communicate, collaborate and create.” Although it doesn’t take place in a dark, crowded garage like my childhood exploits, it looks similar: children crowd around together at our schools. They are excitedly trying new things, building invented and unique contraptions and learning while laughing. All ages learn from MakerSpaces and each elementary school is running its MakerSpace in a different way. Baxter, Nisswa, Lowell, Garfield and Harrison elementary schools run MakerSpaces out of their media center areas. Riverside has a portable cart for classroom use and the Brainerd Learning Center and Lincoln Education Center are in the process of setting up their MakerSpaces. Brainerd High School and Forestview Middle School will be getting MakerSpaces in the near future. “My favorite part of MakerSpaces is the minute that a stu-

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dent or group of students solves the problem they are working on and that excitement,” Porisch explained. “For instance, we have Snap Circuits that require students to snap together electrical circuits with the purpose to get a fan to spin, a light to turn on, or a speaker to make noises. Some students will go right to the direction booklet to find the solutions. Some students will try and try again until they figure out the path of the circuit to accomplish their solution. It never fails that when the fan starts spinning the students’ faces will light up, they jump up, and they grab their teacher to show and explain how they got it to work. It’s so amazing to see.” Kids at our schools are enjoying a fresh new approach to learning. It’s clear that providing students with various stimulating supplies and sprinkling in some laughter with friends can lead to some amazing outcomes. Magic is happening. Who knows? We may see a cutting-edge version of a go cart or something not yet imagined produced by our brilliant students.

Who can I contact in each elementary school about MakerSpaces?

Riverside Elementary — Chris Hunter and Dawn True Lowell Elementary — Sandy Larson and Judy Kringen Baxter Elementary — Travis Raske and Jennifer Pederson Garfield and Harrison Elementary — John Tomonovich Nisswa Elementary — Janet Haeg and Sheree Hansen Jill Neumann, a parent of two students enrolled in Brainerd Public Schools, lives in Brainerd with her family and works for UnitedHealth Care as a Senior Underwriting Consultant. 10

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Where can I learn more? Although every MakerSpace contains various materials and each looks different due to space availability, needs of students, and budgets, the following websites give general information on the Maker Movement. TIME Magazine - Why the Maker Movement is Important to America’s Future: http://time.com/104210/maker-faire-maker-movement/ We Are Teachers Blog - Making Matters! How the Maker Movement Is Transforming Education: http://www.weareteachers.com/blogs/post/2015/04/03/howthe-maker-movement-is-transforming-education

“

...MakerSpaces encourage collaboration, critical thinking, communication and creative thinking through hands-on activities.” ~ Sarah Porisch

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Earning College Credit in High School How the College in the Schools program is giving BHS students a college boost

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BY JODIE TWEED

hen Brainerd High School students want to earn college credit, they don’t have to step foot off the high school campus.

Instead, they can register for one of nearly 20 courses that qualify for dual high school and college credit, taking directly from high school teachers right at BHS. The College in the Schools CIS courses are generally more rigorous than traditional high school classes, and give students a feel for what college courses will be like for them in a year or two. It also provides them with the safety net of being in high school, surrounded by other students their own age, participating in high school activities and making memories with friends while earning college credit. CIS students are also considered Central Lakes College students, since they received college credit through CLC, which means they have the same opportunities for use of the CLC campus, including discounted tickets to CLC events. It’s a win-win for everyone. Emma Larson, a BHS senior, took Wendy Vandeputte’s Introduction to Communications course last fall. This spring, she enrolled in Human Biology, taught by BHS science teacher, Craig Rezac. “They treat you more like adults,” Larson said of her CIS instructors. “It feels more college-based. There was more studying on your own. I took speech because it seemed like a fun class, and it was. It’s probably my favorite class I’ve taken in high school.” BHS students may also take Advanced Placement courses, allowing them to earn college credit at the end of the course if they receive a C (73 percent) or higher in the course. CIS courses don’t require a final exam in order to earn credit; instead, students take the course and earn college credit by passing the course, just like in college. Catarina Brambilla, a BHS senior, has earned 14 college cred-

Communication

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Engineering

Photo By JOEY HALVORSON

its so far at BHS. “I wanted to stay in high school,” Brambilla said, adding that she also wanted a way to earn college credit. Some of the courses, depending on where students attend college, will satisfy college requirements or, at the least, will be accepted as an elective. Larson said she plans to major in communications in college next fall. Her experiences in Vandeputte’s speech communications class solidified her plans. Vandeputte has been teaching CIS classes for seven of her 17 years in education. A couple of BHS teachers offer CIS classes through the University of Minnesota system and St. Cloud State University, but most are offered through Central Lakes College, part of the Minnesota State Colleges and Universities System, or MnSCU. Each instructor has a college mentor, who offers advice and resources. They also attend workshops and other training. “I think it’s a great way for students to get early college success,” said Vandeputte. “Giving speeches in front of a class can be really intimidating.” But Vandeputte said her students often are happy to take a speech course among their high school classmates, rather than take the course, often required in college, in front of people they don’t know. Vandeputte also makes it fun. Students learn about the various types of communication, including public speaking and interpersonal communication. At the end of the semester, students dress up and give a final speech to the class, a “red carpet finale,” which includes refreshments and other teachers in the audience. Students have to give a special occasion speech, whether they are accepting an award or giving a toast at someone’s wedding. “To be a good communicator is important for students no matter what they do after high school,” Vandeputte explained. Recent action on the state level may be putting the CIS program at risk at some high schools, and potentially BHS.

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The Higher Learning Commission, a nonprofit organization that provides accreditation for colleges and universities in 19 states, including Minnesota, recently announced that it will enforce its teaching standards that have been on the books for dual-credit courses. Dualcredit courses must be taught by teachers who have master’s degrees or at least 18 graduate-level credits in the subjects that they teach. In the past, they relaxed those requirements. Individual institutions had more latitude in credentialing a teacher to teach a CIS course. While many high school teachers who teach CIS courses do have master’s degrees, they may not have them in the subjects that they teach. In some specialized areas of education, it also may be challenging to find a university that offers a master’s program in certain fields. This requirement applies to courses taught through MnSCU, but not the University of Minnesota courses. BHS Principal Andrea Rusk said BHS was originally given a deadline of last year that all teachers meet those edu-

Biology

cational criteria. The deadline has since been extended a few years. “Teachers will need to be credentialed when CLC goes through its accreditation process,” Rusk explained. “This isn’t a high school teaching requirement, this is a college requirement.” Rusk said CIS classes are offered based on enrollment numbers. If there aren’t enough students registered, the class is dropped. BHS has strong numbers in its CIS programs, but smaller area high schools may be at a disadvantage in this new credentialing process. They need to find staff willing to become qualified and find graduate programs that they can attend while also teaching full time. Rusk said MnSCU is responding to the need by creating cohort programs at its universities to train teachers during the summer. There are also online programs that some teachers are finding in their subject area. “It’s a great program,” Rusk said of the CIS program. “We have a lot of courses we offer to our students and it’s really

benefited them. I think the challenge is to provide that opportunity to meet the credentialing requirements in an affordable and manageable way for our working teachers. Teachers do not receive additional compensation to teach CIS courses. Central Lakes College has been a wonderful partner in trying to face this challenge together.” BHS will prepare over the next few years to have all CIS teachers credentialed to meet the HLC requirement. Rusk said there won’t be any changes in CIS offerings next year as a result of the scheduled reinforcement of the requirements.

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Brainerd High School partners with the University of Minnesota, St. Cloud State University and Central Lakes College to offer courses through the CIS program.

Jodie Tweed is a freelance writer and editor who lives in Pequot Lakes.

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Innovation

By JODIE TWEED Photos By JOEY HALVORSON

The Ever-Changing Classroom:

How technology is creating limitless opportunities at Forestview Middle School

It’s been a difficult school year for Jude Karas. know of any other students who are learning like Jude. Jude is homeschooled online by Knutson, who meets with him virtually for five hours a week on Google Hangouts, a program that allows them to see and hear one another, and do class work together. His assignments are uploaded online to Google Classroom and together, they can work through problems and he can virtually hand in his assignments to her. They can read books together aloud via video chat. They meet online at times that are most convenient for both of them and if Jude is feeling well enough. It could be for 15 minutes or an hour at a time. The best part is, Jude is still very much a part of his fifth-grade class. If Knutson is demonstrating something in class that she believes Jude should see, she’ll text his mom and ask if Jude can hop online. In a matter of

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The bright, thoughtful fifth-grader was diagnosed with Tourette’s syndrome last August, a debilitating neurological medical condition that came on quickly and makes it impossible for him to attend school in a traditional classroom setting. His uncontrollable and constant physical and verbal tics were exacerbated when in school, due to his severe anxiety, which is associated with Tourette’s syndrome. The school day left him exhausted as he spent the day fighting against his body movements and vocal tics. “I didn’t want to leave school because I was afraid I’d fall behind and I was going to fail,” Jude explained. But when Chad and Jennifer Karas pulled their 10-year-old son out of school in mid-September, they and his fifth-grade science teacher, Robin Knutson, decided to try something that has never been done in the school district before. In fact, it could possibly be the most innovative teaching technique in the state; they don’t

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minutes, Jude appears on a Chromebook, and students will carry the laptop around the room, allowing Jude to see what they are doing so he can participate as well. If Jude is having a tough time with his Tourette’s, then he can simply turn off his own video or audio feed and still watch and experience what his classmates are doing at school. Knutson has discussed Tourette’s syndrome with her students so they understand what Jude is going through, and they’ve watched online videos about the condition. “Whenever I tic, it’s actually quite painful,” Jude explained. “There are some days my Tourette’s is so bad.” There are nights when Jude’s body won’t allow him to sleep, even though he’s on strong narcotics at night. By attending school in a virtual classroom, he’s able to learn at his own pace. “He’s come so far,” added his mom. “I’m just so proud of him. There is no cure for Tourette’s, and he’s learning to cope. He’s a superhero to me.” The ultimate goal is for Jude to rejoin his classmates at school, but for now, this situation is working well for him. “I’m so grateful for Robin,” Jennifer Karas said of Knutson.“She’s been amazing. She does this because she cares. It’s wonderful because he’s included with the kids.” “This has been a whole new journey,” said Knutson.“Nobody has done this before. I was going to find a way because I wanted Jude to interact with us. He’s still part of our team. He joins us when he can. Jude is extremely funny. He’s also very kind.” Knutson said when Jude is ready to return to school, she thinks his classmates will be excited to have him back. They enjoy interacting with Jude online. But Knutson isn’t the only Forestview

Robin Knutson

Jude with his mom Jennifer

teacher using technology to get students excited to learn and engaged in the classroom. Technology transforms the classroom Laurie Wig, a fifth-grade language arts teacher, is using websites like Kahoot! to help students study and learn the Latin and Greek roots of words. Forget paper flashcards, her students each use Chromebooks to sign in to Kahoot! and compete against each other in timed quizzes created by Wig. Kahoot! isn’t just fun—although, the classroom is buzzing with excitement when it’s time for a quiz. The program gives Wig data about where her students are struggling so she can go over it again—individually or as a class. Students also can create Kahoot! quizzes for their classmates about a book that

...I’m so grateful for Robin, she’s been amazing. She does this because she cares. It’s wonderful because he’s included with the kids.” ~ Jennifer Karas

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Kahoot! isn’t just fun—although, the classroom is buzzing with excitement when it’s time for a quiz. has been read or create a study test for themselves. In Wig’s classroom, her students don’t turn in their writing assignments into a basket on her desk. Instead, they upload or “share” their files to a folder on Google Drive where she is able to give feedback online. Students also collaborate on Google Slides, an app for creating class presentations. It may be difficult for adults to imagine that students are utilizing online programs for class work. But these programs, many are free, are transforming the way students learn and how the classroom is managed. Tests can be taken online and graded within seconds, using online tools. File cabinets filled with worksheets are going to be a thing of the past; everything is now stored in the “cloud.” Wig, who is certified in Google Apps for Education Level 1, also uses other programs to manage student achievement scores and records, allowing her to 18

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dig into the data and use the information to teach her students in ways that may not have been as easy to do in the past. Planbook. com allows her to plan lessons that meet state standards, focus on learning targets, and keep all learning materials — video, audio and text files — together in one location to share with colleagues or for use the next school year. “Google Apps for Education is free, many other tools are inexpensive, and the power is endless,” said Wig. “For me, everything is different and everything is better—except reading books.” She prefers to read books the old-fashioned way, with the printed copies in hand. Technology is a tool, but one of many Dylan Knipple, an eighth-grade geography teacher, uses GoFormative, as an online program to fuel classroom discussions. Students answer discussion questions and the entire classes’

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answers are displayed live on a projector in the front of the room. It’s a way to find out instantly how students are doing with the material, even the quiet students in the back. Students use Samsung Galaxy Note tablets, which allow them to draw pictures or write text for their answers. Knipple says it’s a useful tool that replaces paper-and-pencil quizzes and assignments. He doesn’t use the technology every day, but it’s a nice tool in his teaching toolbox. “I don’t want the class to be about the technology, I want it to be about the learning,” Knipple said. JODIE TWEED, a former Brainerd Dispatch reporter, is a freelance writer and editor who lives in Pequot Lakes.

...”it’s a nice tool in his teaching toolbox”

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Paul Bunyan Transition Plus Helping Students Take the Next Step Towards an Independent Lifestyle BY REBECCA FLANSBURG

Photo By JOEY HALVORSON

pecial education law is not something that most area residents are familiar with, but it is something that touches many students’ daily lives.

In accordance with the Minnesota Special Education Law, any student birth to 21 who may need special education services will get the services they need with a vision of equality. The State of Minnesota also recognized a need for special education beyond the classroom that can help these students learn the life skills they need to live an independent lifestyle via five transition domains. Created in 2006, the Paul Bunyan Transition Plus’s core program components are developed around those domains. “There are five transition domains that we work with and those domains are what make up Paul Bunyan Transition Plus program,” shared Transition Plus Coordinator Kati Reynolds. “The program is a transition program for adult students with disabilities, ages 18-21, that is within the Paul Bunyan Education Cooperative. The students who come to us have completed their high school education and are taking the next step into adulthood. The Paul Bunyan Education Cooperative and Transition Plus is not just for Brainerd students either. Our reach includes the Aitkin, Crosby-Ironton, Pequot Lakes, Pillager and Pine River-Backus school districts.” Through the work and guidance of the Paul Bunyan Transition Plus team (PBTP), these different program components act as a bridge between student life and an independent living lifestyle. Kati went on to share that the five transition domain of the program includes Home and Daily Living, Community Participation, Recreation and Leisure, Employment, and Post-Secondary Education and Training. “For many of the students, obtaining and keeping a job is a primary goal,” she confirmed.“There are few things I love more than when a student lands their first job. To prepare them for the day when they do secure a job, we have area businesses who allow us to participate in volunteer work opportunities 20

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that give our students on-the-job training experience. Generally we offer our students at least six different work experiences a year and these experiences help them develop an understanding of employment and what it takes to get — and keep — a paying job.” Amongst the many things PBTP students learn, Kati shared that there is strong focus on home and daily living skills, which include things like learning to menu plan, grocery shopping and the process of cooking a meal for students and staff. Students also learn about real-life issues like paying rent, what a lease looks like, money and time management and taking care of laundry needs. As part of the Community Participation training, students are encouraged to become involved in their community by learning to navigate the Brainerd lakes area, how to engage with others at local events and they have the opportunity to become members of the Brainerd Family YMCA. As an added bonus and excellent learning opportunity, PBTP students manage a school store called Made Especially For You. This student-run store, which consists of items created by the students, also gives them hands-on experience in record-keeping, pricing products, planning and scheduling, customer service and handling money. Kati went on to share that students are then given the opportunity to gain the knowledge and skills that they will need to advance to post-secondary education, including the Occupational Skills Program at Central Lakes College. Many of these past PBTP students have achieved this milestone and many current students have college in their future plans. One such student is Joey Serfling. “Joey is a great example of a student achieving milestones and moving forward in life in a successful way,” Kati shared. “He works at Crosby Super One and he has also spent time

“

...For many of the students, obtaining and keeping a job is a primary goal” ~ Kati Reynolds

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What is the best thing I have learned, thanks to Paul Bunyan Transition Plus? “I learned how to be more independent. The program has taught me how to interact more with my peers.” -Kassandra H. “I learned the importance of showing up on time.” -Kayla G. “I have gained work experience.” -Aly S.

“PBTP has taught me how to cook.” -Tyler S.

at 7-8 work-based learning sites as well. We are extremely proud of the progress he has made within our program.” “I really like my job at Super One,” Joey added.“I also like that I can earn an income, pay some of my own bills now and I am even saving money to be able to go on a mission trip to Honduras in March. The Paul Bunyan Transition Plus program is not only a great place to learn what I need to so I can someday be independent, but it’s also a really warm and welcoming place to come. The people here are like a second family to me.” Currently there are over a dozen students enrolled in Transition Plus and generally students stay within the program for one to three years. Even though PBTP students have graduated from high school and have already participated in their graduating class’ ceremony, they receive their official diploma upon the completion of the Transition Plus program. “It is so rewarding for all of us here at PBTP to be able to work every day to assist students in working towards achieving their goals,” Kati noted. “Our

“The program has taught me cleaning skills.” -Kaitlyn C. “The program taught me to be more talkative.” -Brandon V.

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happiest moments are when a student achieves a goal or is proud of themselves because the progress they have made. It’s a rewarding experience for everyone involved.” For more information on Paul Bunyan Transition Plus, visit them on the web: https://sites.google.com/a/isd181. org/pbtp/home.

“I really like my job at Super One...”

Rebecca Flansburg is a proud mom of two who spends her time freelance writing, blogging and being the project manager for the national children’s literacy event, Multicultural Children’s Book Day.

Success

By Jenny Gunsbury Photos By JOEY HALVORSON

BHS Senior Avery Nordin has designs on an

ART CAREER

ve always wanted to have a career in the arts,” says Avery Nordin, a senior at Brainerd High School. “This is because I have grown up with creative minds all around me and have wanted to be a part of them.”

Now his hard work and creativity in art classes over the last few years are paying off and have set the stage for him to make this dream a reality. Avery has taken advantage of almost all of the art classes the high school has to offer. “Drawing I and II, Painting, Pottery, Intro to Game Design and Graphic Design are just some of them,” recalls Avery. “My favorite has been Drawing I because I learned so

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“

much about drawing just within the first few weeks of class.” One project for that class was to make a personalized portfolio, a place to put all their assignments. Avery still uses that book to display and store all his artwork. “Everything I do goes in there. Even the sketches I make while in other classes,” he smiles. Of all the projects Avery has created in his classes, he’s most proud of two recently completed works. “I like all the details in the World Tree drawing. I intentionally filled in the roots with very small circles, playing with positive and negative space,” he explains. “I also love the colors in my cornfield painting. It’s a landscape done in watercolor so it was interesting to blend the blues, whites and reds of the sunset over the silhouette of the cornfield. The bottom is white with black ink from the cornfield dripping down. The black drips on the white background make a great effect.” Inspiration for artists can come from many places. For Avery, it’s from the people around him. “Other artists inspire me the most. This is because a lot of my friends are also very talented artists,” he says. “If I like something my friend draws, I incorporate it into what I’m doing.” BHS art teacher Lea Anderson is quick to point out that Avery is very thoughtful and definitely interprets ideas into his own perspective. “Avery is a hard-working student who is self-motivated and strives for quality. He likes to research and investigate the project before tackling the final product. I think art is just as much about the process of creating as it is of the final product,” she explains.“Avery often makes several sketches, random textures on paper, practicing color choices and of course planning the layout of the artwork. He tends to use hard-edge lines, an unusual perspective with a futuristic look. Avery likes to discuss and listen to other’s opinions before making a final decision and has spent numerous hours in and out of class time showing his dedication to producing quality and well-crafted work.” It’s just that level of commitment that earned Avery an offer to attend the Minneapolis College of Art and Design (MCAD) next fall. He learned about the school when a representative came to speak at BHS. “The rep from MCAD made a career in art seem possible,” says Avery. For the admission process, he had to submit a portfolio filled with no more than 20 pieces of his finished work. Of those 20, he had to include at least one self-portrait, a still life, a landscape and an interior design piece. “It was hard choosing which ones were my favorites and in the end I had to leave some out because I filled all 20 slots,” he recalls.“I was really excited when I hit the send button, because

...He tends to use hard-edge lines...

~ Lea Anderson

Improving the way you look at life!

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it was the first college I applied to and the first college to see my work.” The MCAD liked what they saw and Avery was awarded a nice scholarship to the four-year program. He plans to major in animation and minor in graphic design. “My dream job is to be an animator,” Avery says. “I realized this about two years ago. I love to play video games and have always loved animated Disney movies. I would like to pursue a career in either one of those categories.” “BHS has prepared me very well for my future in the arts,” Avery adds. “I have gotten where I am today because of the students and teachers around me. I have always been pushed to do better even when I thought I was done. There have been countless opportunities to better myself throughout the years here.” Anderson is confident about students pursuing a career in the arts when other adults can sometimes be skeptical about that path. One of her favorite quotes, “Pursue what you love and you’ll never work a day in your life,” is something Avery is taking to heart.

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...My dream job is to be an animator... ~ Avery Nordin

Jenny Gunsbury enjoys learning new things and meeting interesting people as a freelance writer for area publications. She lives near the Pillsbury State Forest with her husband and two teenage children.

Thank You ISD 181 for the opportunity to help build your Future!

— Some of Our Projects Include — Brainerd HS Pool Doors & Steps at Pool Riverside School Addition Magnet Entryway Forestview BHS Greenhouse Reno Washington Elevator Elementary School Hardware 1991 Renovations Fire Code & Washington & Franklin BHS Gym Reno Gymnastics Garfield Reading Room Learning Center BHS Wrestling Room Sidewalks Franklin Girl’s Restrooms South Campus Stairs Magnet School BHS Student Success Center Tornstrom Auditorium Doors BHS South Entry Concrete Franklin & BHS Music Rooms Washington Middle School Sign AEC House

Commercial and Residential Construction Architects and General Contractors

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PHASE ONE IS HERE

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BHS Construction Trades & Warrior Robotics

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