Brainerd Public Schools - Fall 2014 by Brainerd Dispatch and Echo Journal

Fall 2014

Printers

Emerging technology with more than one use

New Kid on the Block Klint Willert embraces new challenges

Cleared to Play

New policies protect sports players

A publication of the Brainerd Dispatch

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FALL ‘14 CONTENTS

Features

New Kid On The Block

New Superintendent Klint Willert embraces the educational challenges that lie ahead, talking to not just area educators but community leaders as well. By Jodie Tweed

Life After Death

Cleared to Play

Repurposed: Wetland Turned Multi-pupose Athletic Facility

Ron Allord

We Did It

Hall of Famer Josh LaRue faced obstacles in his own life, improving the lives of others along the way. By Jenny Holmes

While the number of concussions in high school athletics may not be increasing, policies protecting students are. By Sheila Helmberger

Once a sawmill site for logs, BHS athletic field needed more than a face-lift. By Jenny Holmes Retiring after 28 years as custodian, Ron Allord went above and beyond his job description. By Denise Sundquist All six of Brainerd School District’s elementary schools were named Blue Ribbon Schools by the U.S. Department of Education. By Jessie Perrine

18 On the Cover:

Photo by Joey Halvorson

In Every Issue Opportunity

American Sign Language By Cynthia Bachman

Innovation

Two 3D Printers By Rebecca Flansburg

Success

Reach Out And Read

18 20 22

By Carolyn Corbett

Brainerd Public Schools • Fall ‘14

Introduction To The Superintendent PUBLICATION A Fall of New Beginnings The beginning of the school year always brings change, excitement and a little trepidation. This year was no different; in fact, there was a major change in leadership as Brainerd Public Schools started the year with a new superintendent at the helm. Ruth Nelson, This past spring, after an extensive search, School Board Chair the Brainerd School Board unanimously selected Dr. Klint Willert as Brainerd’s new superintendent. He hit the ground running on July 1 and hasn’t slowed down. The school board is excited about Willert’s vision for our schools and his focus on continuous improvement. His 10 years at the helm of the Marshall Public Schools and his extensive leadership training will bring a depth of knowledge and experience to our district. While change is hard, it is also good. Our district is recognized as an exceptional district that achieves strong results, but we can’t rest on these accolades; we must continue to grow and change. We can’t stand still. Willert started his year with an “entry plan.” He met with each board “We must continue member and administrator. He is continuing to grow and change. to meet with staff and We can’t stand still.” community leaders. He has already learned much about the strengths and needs of our district. Willert embraces change that leads to improvement. At the All Staff Meeting that is held the week before school starts each year, our new superintendent spoke to the entire staff. He shared some of his vision for excellence and the importance of each district team member. In the days following this meeting I had many district staff come up to me and tell me how much they appreciated the new superintendent’s talk. They spoke of being excited for Willert’s leadership and ready to embrace the changes that will surely come. Personally, it was exciting to see not only how enthusiastic staff members are about Superintendent Willert, but how committed they are to our schools and our students. They want to be the best and in Willert they see a leader who will help them be the best. Welcome, Superintendent Willert. The staff, the students, and the school board of Brainerd Public Schools look forward to a new and exciting journey under your leadership. Ruth Nelson, Chairperson Brainerd Public Schools

P.S. Please introduce yourself and welcome Superintendent Klint Willert when you see him in the community or in our schools.

Brainerd Public Schools • Fall ‘14

STAFF

PUBLISHER Tim Bogenschutz

EDITOR

Meg Douglas

ART DIRECTOR Lisa Henry

PHOTOGRAPHER Joey Halvorson

COPY EDITOR DeLynn Howard

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Brainerd Superintendent Klint Willert embraces the educational challenges that lie ahead

New Kid on the block By JODIE TWEED Photos By JOEY HALVORSON

ducation is changing, no longer bound by textbooks or walls. The Internet and other new technologies have transformed learning opportunities for not only children, but adults. No one understands this better than Brainerd Superintendent Dr. Klint Willert. He witnesses this evolution even with his own children, his daughter, Kestlyn, a Forestview seventh-grader, and son, Kesmond, a Brainerd High School sophomore.

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Brainerd Public Schools • Fall ‘14

Last summer he and his son visited the Renaissance Festival in the Twin Cities and Kesmond decided he wanted to buy and learn how to play a didgeridoo, a wind instrument made out of PVC pipes. To Willert’s surprise, his son signed up for a free 30-day online course to learn how to play the didgeridoo. “It’s important to recognize that students learn all the time, and not just in a classroom,” Willert explained, using his son’s experience with the didgeridoo as a prime example. “They can learn about anything if they are passionate about what they learning. We are moving into a world where education is not bound anymore by time or place. If we want students to attend here, we need competitive opportunities here so kids say, “this is where I want to be.’” Willert joined Brainerd Schools on July 1, taking over the superintendent position from former Brainerd Superintendent Steve Razidlo, who stepped down earlier this year to take a similar post at an American International School in Vienna, Austria. Willert previously served as superintendent for 10 years in Marshall, a school district with about 2,300 students. He grew up on a dairy farm in Lake Benton, a rural farming community in southwestern Minnesota. “I grew up in the shadow of a lot of hard work,” Willert said with a smile. His involvement with 4-H led to his interest in pursuing a career in education. While in high school, he helped lead a small group of young elementary students through a 4-H class and discovered he enjoyed teaching. He also served as a coach for a general livestock judging team. When he learned about the open superintendent position at Brainerd Schools, he was impressed that the district has about 6,500 students in kindergarten through 12th-grade, yet remained rural in nature. “We’re still a large district but a rural district and that’s pretty special,” said Willert. He graduated from Dakota State University in Madison, S.D., with a degree in elementary education and minors in health, physical education and coaching. While at college, he met his wife, April, who was an elementary education and special education major. After graduation, the Willerts moved to Montana where he taught in three different schools, and she taught in four. After their first year in Lame Deer, Mont., they moved to a central part of 6

Brainerd Public Schools • Fall ‘14

BHS Football coach Ron Stolski chats informally with new superintendent Willert.

the state, living about 80 miles north of Yellowstone National Park in Shields Valley, Mont. It was a beautiful, pristine valley, and he not only taught sixth-grade, but coached volleyball and football. A few years later, Willert began taking administrative classes and took a part-time teaching, parttime administrative position in Hot Springs, Mont. After their son was born, they decided they wanted to return to the Midwest to be closer to family. He traveled to South Dakota where he thought he was interviewing for a part-time elementary teacher/part-time principal position at Deubrook Schools. Instead, after he left the interview room the superintendent followed him out and offered him the position of superintendent. A small school

district with 385 students in kindergarten through 12th-grade, Willert accepted the position and spent three years there as superintendent/elementary principal and head football coach. Willert said he wanted a position to focus on just being a superintendent and accepted a position as superintendent in the West Hancock School District in Britt, Iowa, where he oversaw the renovation of the middle school and the construction of a new elementary school. In 2004, he was named superintendent of Marshall Schools, where he had the opportunity to help complete construction of a new high school and renovation of a middle school as well as one of the district’s elementary schools. While in Marshall, Willert did

a e n

a lot of work in developing strategic partnerships within the community to develop opportunities for students. The school district, along with the chamber of Commerce and Southwest State University, was involved in a partnership in which they renovated an old university stadium into a joint use facility for field and track, located across from the high school. It allowed the college and school district to share expenses and develop a first-class facility used by both educational institutions. “The university was able to bring back track and field and it helped our students, too,” Willert said. The new facility was completed in August. Consultants hired by Brainerd Schools talked Willert into applying for the superintendent position. He came to the interview with his son, Kesmond, and told him that if he didn’t think it would be a good move for the family to leave Marshall, they didn’t have to. But Kesmond loves the outdoors, including hunting and fishing and enjoys football and wrestling. He was interested in the change. So was their daughter, Kestlyn, who is active in dance.

“We are moving into a world where

education is not bound anymore by time or place.” “My family is important to me. My wife and kids are the world to me,” said Willert. “The kids were part of the decision (to accept the Brainerd superintendent position). They had to be. It had to be a family decision.” April Willert was hired as a part-time Title I teacher at Riverside Elementary School. He said the entire family is adjusting to life in Brainerd. They bought a home south of Brainerd where they have some animals since the entire family is active in 4-H. Their daughter has a small flock of sheep and their son has a couple head of cattle, he said. “This has been a tremendous opportunity for me. The community has been so warm and welcoming for me, my wife and children,” said Willert. “It’s a big change for us.” One of the first things that Willert did when he arrived in Brainerd was to sit down for 1-1/2 to 2 hours with every administrator in the district, as well as each school board member. He began meeting with community leaders to understand the district’s role and how it may better serve the community and region. He said goals he plans to work on,

along with his staff and school board members, include a comprehensive review of the long-range plan and to find out how it can align and support the community. An updated long-term facilities improvement plan is also important, he said. Willert added that a long-range technology and infrastructure plan needs to be discussed to find ways to apply new and changing technologies to help increase student achievement. Willert spent the first school day of the year traveling to each building to greet students, parents and staff.“There’s nothing as exciting as seeing a kindergartener on the first day of school,” said Willert. “Brainerd is a very special school district. When parents send and entrust the school district with their children, we know we are affecting a student for life. It’s an incredible responsibility and something that I really treasure.” JODIE TWEED, a former Brainerd Dispatch reporter, is a freelance writer who lives in Pequot Lakes with her husband and three daughters.

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Brainerd Public Schools • Fall ‘14

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: TO DO ort Supp strict the di munity. t & com se studen Increa ement. v achie

Lifeafter Death

ByJenny Holmes

Photos Courtesy of CY DODSON

the

15-year

history of the Brainerd High

School Achievement Hall of Fame, it’s fairly safe to say that no story has been quite

“...He chose to find a way to improve his own life and the lives of others in similar conditions. “ ~ Katie Ulm

as emotionally gripping as Josh LaRue’s. LaRue, a 1992 BHS graduate, was recognized at the Hall of Fame induction and celebration dinner hosted by the Brainerd Public Schools Foundation in late September. Katie Ulm, a history instructor at BHS, has served on the selection committee for several years and said LaRue’s story was one that truly caught the committee’s attention for a variety of reasons. “Josh is an outstanding individual,” Ulm commented. “In the face of overwhelming obstacles, he chose to find a way to improve his own life and the lives of others in similar conditions. Josh’s grit, tenacity and perseverance make him an ideal BHS Hall of Fame inductee.” Although he’d like to forget, LaRue 8

Brainerd Public Schools • Fall ‘14

said he vividly remembers the morning he had the asthma attack that, literally, killed him. LaRue went into cardiac arrest en route to the hospital and was revived by medical personnel. “I had suffered from asthma since about age 7,” he said. “I had medicine for the attacks; but that morning, the medicine didn’t help. I was asleep in my bed and woke up gasping for breath. I didn’t know how bad it was until I got dressed and started down the stairs. I had to hold on to the wall to keep on my feet. My dad raced me to the Crosby hospital, but I didn’t make it. I quit breathing on the way.” LaRue’s dad pulled into a gas station in Deerwood and called 911. Ambulance personnel arrived and revived LaRue. He was flown by medical helicopter to Hennepin County Medical

Center where he was placed on life support and remained in a coma for three months. “A coma is like a nightmare you can’t wake from,” he recalled. “You can’t tell anyone you’re in pain or that you’re dying of thirst, because you can’t talk. But people in comas can hear everything.” When LaRue woke from the coma, his world had completely changed. Due to the trauma of the attack, he awoke blind and unable to speak or move. LaRue spent recovery and rehabilitation time in a nursing home, then at the Sister Kenny Rehabilitation Institute in Minneapolis where he was forced to relearn even the most basic of tasks. “Before any of this happened to me, I sort of had an idea in the back of my mind that my asthma might kill me some day,” LaRue said. “I was pretty

angry for a while, mostly at myself. But, after a while, I realized that being angry and feeling sorry for myself was pointless. I needed to move on with my life.” Left blind and paralyzed, LaRue slowly began to regain his speech. “I’ve had years of therapy trying to improve my speech. But, to this day, I remain soft-spoken and hard to understand. This has been frustrating for me and I’m still a bit selfconscious of how I talk.” While spending time at the Courage Center in the Twin Cities, LaRue experimented with various speech assistance devices, but said he never found one he was completely satisfied with. It was those circumstances that led LaRue to helping develop a product to help him integrate Morse code with communications. “There wasn’t anything commercially available that fit my needs at the time, so we had to in-

vent our own device.” It was then the Virtual Morse device was born. Virtual Morse is a communication device consistconsist ing of a small 10-button keyboard resembling a harmonica. Each butbut ton has a different function and is operated with the user’s tongue. LaRue came up with the idea and name, then located and worked with someone in Ohio to design and create the switch. LaRue’s brother, Jack, worked on the wiring and wrote the software for the program. “It was a group effort,” LaRue said. “Before anything was set in motion, I taught myself Morse code in two weeks. It took a while to work out the bugs in the software. I became the beta tester for the pro program. I gave my brother feedback on ways to improve the program. The first versions were very basic. Over the years, we have added more functions, like the ability to

Hall of Famer Josh LaRue’s story is being made into a documentary.

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Brainerd Public Schools • Fall ‘14

send text and email. I still have lots of ideas on ways to improve the Virtual Morse program.” With the assistance of this device, LaRue has written and published several books, including one chronicling his experience with death. “My Last Breath” walks readers through the obstacles LaRue has faced and overcome since that fateful day in January 1992. “My Last Breath” is now being developed into a documentary by Minneapolis film maker Cy Dodson. “I was handed Josh’s book from my producer,” Dodson said. “She thought it would make for a good story. Josh grew up, obviously, in the Brainerd area, but moved to a town next to where I grew up in Ohio. So I’d go home to visit family and take my gear and work with Josh and his family on the story.” Referring to it as “a story of life after death,” Dodson’s film was chosen as an of official selection to be shown at the Twin Cities Film Fest. “I am a bit nervous to know if people are going to like the film,” LaRue said. “It was a new experience for me, being mic’ed up and being followed around by a camera. It was interesting, too, and pretty cool to see it all come together but also very emotional to listen to my family being interviewed and having to tell their side of the story. It was hard for me to watch and have to remember and relive parts in my mind.” Dodson said his hope for the film is twofold – to make a memorable film and share Josh’s story with the world. “The goal of any film is to make the audience feel something, not just to entertain,” Dodson said. “The audience should walk away with an emotion they didn’t have before entering the theater. Josh’s story should do that if I did my job correctly. The second important message in this film is that asthma is a serious disease and can be fatal. Josh is proof of that and his story should be told.” A trailer for the film “My Last Breath” can be viewed at www.mylastbreathfilm.com. Jenny Holmes is a freelance writer and currently runs her own public relations and communications business. She lives in Nisswa with husband, Tim and their two school-aged children.

Brainerd Public Schools • Fall ‘14

Brainerd High School

Hall of Fame The Hall of Fame was established in 1999 to honor graduates of Brainerd High School for distinguished achievements and careers. According to the Brainerd Public Schools Foundation: “These Brainerd High School graduates serve as role models for our students. The examples of achievement illustrated by the Hall of Fame members inspires and motivates BHS students to excel in everything they do and fosters outstanding citizenship, fairness, honor, pride and respect for themselves, their classmates and their school.”

Recipients of Recognition Anderson ‘01 ·· Robert Lt. Gen. Bruce Carlson

Arnold ‘08 ·· John Captain Wallace Lind

‘02 · Dr. Roger Moe

Wayne G. Little ‘09 ·· Dr. Henry C. Mills II

Anderson ‘03 ·· Jim Dr. Helen Longfellow

“Jiggs” Blanck ‘10 ·· Howard Madonna Harrington Meyer

· Lt. Col. Hortense McKay · Senator Don Samuelson · Dr. Carl Zapffe

· Dr. Duane Lund · Duane Blanck

‘04 · Peggy Kriha Dye · Dr. Marilyn J. Koering

‘05 · Alex G. “Gene” Fremling · Dr. Jon S. Thorson · Dr. Roger C. Vergin

‘06

· Clarence Holden · Rep. Richard Nolan · Cindy Jane Williams

G. Anderson ‘07 ·· Thomas Dr. Gene M. Bierhaus

· Dr. Kimberly M. Broekemeier · Cindy Fryklind Clough · Vice Admiral Howard Thorsen

· Dr. Mike O’Leary · Shawn Stengel

· Lt. Col. William F. McCollough · Edward O’Brien

Hill ‘11 ·· Brad Basil C. LeBlanc

· Gayle Anderson Ober

Wyant Johnson ‘12 ·· Jill James Peterson Jr. · Phil Mattson · Kevin Doran

Potvin ‘13 ·· Bill Sheila Haverkamp · Connie Grittner

Pedersen ‘14 ·· Nancy Joshua (J.P.) LaRue · Tom Haglin · Dennis Borgwarth

To nominate a BHS graduate for consideration, go to the website for a nomination form and additional information.

www.bpsf.org

Cleared for play

New guidelines for concussion screening in high school athletes

By SHEILA HELMBERGER Photos By JOEY HALVORSON

very athlete takes on the risk of getting hurt when they decide to join a high school sports team. It’s a chance they are willing to take. There’s always the risk of a broken bone, a sprain or other ailment. But one of the most serious sports injuries is getting a closer look from state high school athletic and health personnel. It doesn’t require crutches, tape or any other form of visible treatment. In fact it’s so hard to spot that most people won’t even know there’s anything wrong.

D FOR FOR KID KIDSS

AUTIS AU AUTISM TISM M EVAL E EVALUATION VALUAT UATION ION & TRE TREATM TREATMENT ATMENT ENT

AVAILA AVA AVAILABLE ILABLE BLE IN ST STAPL STAPLES APLES ES

EVERYDAY HEROES

SSPORTS PORTS POR TS MED

It’s important to have someone who not only cares about your health, but also cares about YOU and your whole well-being. We like to call these people HEALTH HEROES— your partners for health. Our health heroes are here to guide and empower you. Dr. Bratney, Pediatrician SEEING PATIENTS IN STAPLES & PILLAGER

218-894-1515 I 800-525-1033 Brainerd Public Schools • Fall ‘14

Correct

Incorrect

Concussion Symptoms

(The Mayo Clinic) • Headache or feeling pressure in the head • Temporary loss of consciousness • Confusion or feeling as if in a fog • Amnesia surrounding the traumatic event • Dizziness or “seeing stars” • Ringing in the ears • Nausea • Vomiting • Slurred speech • Delayed response to questions • Appearing dazed • Fatigue

BHS players demonstrate correct and incorrect tackling techniques. BHS coaches teach tackling techniques that minimize the chance of concussions.

The Minnesota Department of Health announced this fall that nearly 3,000 concussions were diagnosed among high school athletes in the state of Minnesota last year. Not surprising, over 40 percent of those concussions happened on the football field. The numbers are attributed to both the roughness of the sport as well as a higher number of participants. Boys and girls hockey both recorded a high incidence as well. “Every sport has its own unique character and risks,” says Brainerd High School Activities Director Charlie Campbell. A concussion happens when a blow to the head or other part of the body causes the brain to rattle against the inside of the skull. The results can be mild or extreme. The action can cause a variety of cognitive and memory problems. These might last just a few days or they can continue for months or, in the most extreme cases, even years. The good news is that 95 percent of Minnesota high school athletes recovered from their concussions within just a couple of weeks. New guidelines on how to determine whether an athlete has a concussion and how long before they can return to practice are being adopted statewide by the Minnesota State High School League. Campbell says Brainerd is following those guidelines. “The legislation requires us to follow a protocol and the ‘Return to Play’ policy.” In 2011 Minneso12

Brainerd Public Schools • Fall ‘14

ta legislators passed a state rule that required coaches and referees to complete a training course that taught the detection and management of concussions in high school athletes. The new rules also required athletes with a concussion to be cleared by medical professionals before allowing them to return to competition. The return-to-play standards were put into place so athletes could not minimize their injuries and suffer subsequent concussions before completely recovering from the first. Second injuries are more likely to lead to long-term brain damage. It’s important for coaches and officials to stay on top of athletes who are injured during a game because the symptoms of a concussion can appear immediately or appear much later, long after the game is over. Although more attention than ever is being paid to high school athletes and head injury, the Minnesota Department of Health said the hope is even more research and awareness will happen in the future. Baseline tests are given to BHS athletes at the start of each season that cover a variety of things, says Campbell. The tests focus on reaction times and cognitive functions. BHS athletic personnel encourage a baseline test within a certain amount of time at the beginning of a sports season. The testing is a prescription service and is given for high-risk sports such wrestling, hockey and football, where concussions are more preva-

lent. The baseline tests are available to all athletes.“The testing is not part of our return-to-play protocol. When it’s recorded how a student is functioning at baseline we know if testing is normal or if we’re still seeing some symptoms. “It’s something we do in our district as an added measure,” says Campbell. The risks of playing with a concussion, or not allowing the proper time for recovery, can be as extreme as mental health issues later in life or the early onset of dementia. Cases are being studied in professional sports from the NHL, NCAA and NFL. To treat a student that shows symptoms of a concussion means to first and foremost remove the student from play. “If we notice any of those symptoms at all and we have an awareness of head trauma we will be pulling the athlete form play and they will not be coming back until he or she has been assessed by some member of the medical community. “That’s really been an educational piece,” says Campbell, “because these athletes want to participate. They just want to get back into the game. We have been training our coaches and sports medicine staff – so they know, we say no. We’re pulling you from play.” The decision is a firm one. If a student is diagnosed with a concussion, even if it’s a mild concussion, basically there are six steps that have to be met before an athlete can expect to

Delayed Symptoms: Some symptoms of concussions may be delayed by hours or days after the injury. • Concentration and memory complaints • Psychological adjustment problems and depression • Irritability and other personality changes • Disorders of taste and smell • Sensitivity to light and noise • Sleep disturbances

According to MSHL rules, students must pass a series of six tests. 1. No activity, complete rest without any symptoms. 2. Light exercises: walking or stationary cycling with no symptoms. 3. Sport specific activity without body contact and no symptoms. 4. Practice without body contact and no symptoms. Resume resistance training. 5. Practice with body contact and no symptoms. 6. Return to game play with no symptoms. If the symptoms return at any time during the process, athletic trainers will wait until the athlete is asymptomatic for one day and then restart testing at the step previous.

concussions are necessarily happening at a higher rate than before, he says of the increased attention, “We all have more knowledge now of how to help our students heal and how long before they should return to play. We are just being more protective of our students,” Camp-

bell says. “Our athletes are safer today all around.” Sheila Helmberger lives in Baxter and has been contributing to local publications for over 12 years.

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return to play. Typically that can mean at least a week off of their sport because there are 24 hours between each of these steps. Campbell says the new attention to athletes at Brainerd High School has been a good thing but he doesn’t think

Before returning to practice:

Brainerd Public Schools • Fall ‘14

REINVE

District reinvents multi-pu ByJenny Holmes

some of the earliest days of Brainerd, a booming sawmill occupied Brainerd High School’s lower site. Now, only a distant memory, pieces of that sawmill’s history resurfaced when crews conducted major excavation of the lower site this spring and summer and dug up proof of the location’s yesteryear.

A Brainerd High School graduate himself, and now District Director of Buildings and Grounds, Earl Wolleat appreciated the walk down memory lane when crews shared discoveries of what lie beneath the grounds used as Brainerd’s athletic fields. But those massive timbers and truck loads of sawdust were at the core of com-

“...We had to stabilize below the earth to preserve everything above.” ~Earl Wolleat

Top: Photo of the lower site photo taken April 18, 1974 by Tom Fitzpatrick while inspecting the high school roof, just before the site was originally constructed. Below: The renovated field photo taken September 2014 by Joey Halvorson from a similar spot.

Brainerd Public Schools • Fall ‘14

VENTED

ti-purpose outdoor facility

mgs d ws e . k m-

plications the school district had dealt with for decades, as drainage issues compromised the integrity of the tennis courts, football field, track and subsequent viewing areas. “When we tackled this project, we knew we had to fix that problem,” Wolleat noted. “That deterioration affected

our lower site assets, including the tennis courts which experienced large and wide cracks. We had to stabilize below the earth to preserve everything above.” Steve Lund, Director of Business Services, said the District was well aware of consistent drainage issues and sinking

at the site; however, a Band-Aid approach was taken to keep costs down. Soil borings in the winter of 2013-14 showed water as little as eight- to 15feet down, which helped pinpoint the problem. “The biggest problem we had were the freeze-thaw cycles,” Wolleat ex-

The Minnesota State High School League has already requested use of the site for three tournament games.

Brainerd Public Schools • Fall ‘14

Project Hig

Howe Mill 1892

TONS Sand, clay and peat were hauled away

In the late 1890s, there’s a good chance the Howe Mill stored logs on the current athletic field site. Over time, buried logs rose and fell in the freeze-thaw cycle, creating a maintenance nightmare.

Mill, Yard and Boom of J.J. Howe & CO.

Photos Couresy of CROW WING COUNTY HISTORICAL MUSEUM plained. “The freezing of wet soil forces the ground, and anything in the ground, up; which included the tennis court surface, nets, bleacher support frames, stairways and fences. It was a direct correlation to the amount of ground water in there.” Activities Director Charlie Campbell said the issue was brought to his attention when he was hired to the District four years ago. After much discussion and consideration, the School Board was faced with the decision to continue putting money into annual maintenance of the sinking site versus a significant, long-

term reinvestment. At the Board’s November 2013 meeting, it was approved to move forward with a complete overhaul of the lower site to increase its integrity, longevity and use. Over 2,000 semi loads – or 40 tons – of sand, clay and peat were hauled away and replaced with 1,100 loads of clean sand. Huge timbers beneath the tennis court were unearthed and removed. What had been a natural wetland for centuries was now receiving a state-of-the art facelift with a total cost of $3.2 million dollars. Project expenses included: a drainage system, complete

reconstruction of the tennis courts and track, as well as repairs to the bleachers, including handicap accessibility. Lund explained funding for the project primarily came from the District’s annual tax levy. Funding authority is restricted to improvements that affect curriculum, which includes projects affecting health, wellness and fitness. Pieces of the project not curriculum-related, including sidewalks, fences and landscaping, came from the District’s capital dollars. Also included in the project was an approximate $700,000 for a synthetic

Proud Sponsor & Supporter of All

001138027r1

Brainerd Public Schools • Fall ‘14

s s d, l

n c

2,000

That’s over 2,000 semi loads!

Funding for the project primarily came from the District’s annual tax levy.

32 m

$ .

1,100

$3.2 million total cost

Reconstructed tennis courts and track.

Semi loads of clean sand

Bleacher repair and handicap accessibility.

Tournament games in November will bring more money into the community. playing surface – a highlight that has attracted much attention by the public. “We could have put in grass turf once again,” Campbell noted, “but we felt there was value in having high school soccer being played consistently at the high school. Lacrosse also has the potential to grow into the future. We had the opportunity to make a significant investment and expand how we’re using the space. We were paying a lot of money to build and maintain a grass surface that we used very infrequently, due to the wear and tear after minimal use. Now, we’re able to use it as often as

Synthetic Surface on top of a new drainage system.

$CAPITAL

we can staff it. And that’s exciting.” In mid-August, the true test came in one single day as both the boys’ and girls’ soccer teams hosted games on the new home turf, as well as an alumni football game and high school football scrimmages. “With that many events in a week and a half, not to mention one day, that field would have been torn up,” Campbell said. “And that’s the driving hope behind this project. It’s an asset that will see significant use in our community.” The Minnesota State High School League has already requested use of

Sidewalks, fences and landscaping came from the District’s Capital Dollars.

the site for three tournament games in November which, ultimately, will bring more money into the local economy. “That’s a piece of this that hasn’t been discussed a lot,” Campbell emphasized. “This space has the potential to bring a lot of people into our community and, in turn, benefit our entire community. We have a resource we’ll be able to share a lot more than we have in the past.” Jenny Holmes is a freelance writer and currently runs her own public relations and communications business. She lives in Nisswa with husband, Tim and their two school-aged children.

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Highlights

Brainerd Public Schools • Fall ‘14

Opportunity

By CYNTHIA BACHMAN Photos By JOEY HALVORSON

ASL--A World Language

In the Brainerd School District, students may take sign language, often considered a world language, that may meet college entrance requirements.

Did

you know American S i g n Language (ASL) is offered at the Brainerd High school as a world language? ASL level I and II classes start in 9th grade; each is a year long and is taught by Jody Converse. The Census Bureau rates ASL the fourth common language used in the United States, behind English, Spanish and Chinese (Spanish is also offered at BHS). Some colleges have an entrance 18

Brainerd Public Schools • Fall ‘14

requirement of two consecutive years of successful language study. A world language may be required to graduate with a bachelor’s degree, as it is known that a second language promotes cultural awareness and literacy. It increases abstract/creative thinking, increases cognitive flexibility and a visual language raises awareness of body language. There are many benefits to learning ASL. It allows you to communicate with the approximately 20 million hard-ofhearing/deaf people in America. ASL fits nicely with a wide variety of careers such as health care providers, interpreters, audiology and speech majors, stock traders and first responders: police, firefighters, ambulance and security forces. It is also valuable in water sports such as

scuba diving. Learning a language that is visual, expressive and flowing can be rewarding. ASL provides a standardized language which effectively bridges the hearing and non-hearing. As with all languages, ASL is constantly evolving and consistent practice brings proficiency. So what do students learn besides a few gestures? In the first level students are taught essential and basic linguistically differences between English and ASL as deaf people use a different grammatical structure when signing. Course work includes receptive and expressive activities, vocabulary development, grammar/facial expression and sentence structure, finger spelling as well as learning about deaf culture. In level II,

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students build on that foundation with more exposure to topics and situations in every day life. At this level ASL is used outside the classroom as students participate in deaf community events. Since ASL is a visual language, the instructor sets up the classroom in a circle so all students are able to see her and their fellow students. Converse prefers tables to desks as tables can be pushed away to fully use the signing space. Most signs are made from head to waist and shoulder to shoulder, with the majority of signs formed at or near the head, face and neck. Says Converse, “I engage students visually by using ASL (not voice) through most of the class and I check with each student individually several times throughout class time to make sure they are following what is being taught. If they give me a confused look, I know I need to explain it in a different way, write it on the white board or possibly use my voice.” With all eyes on the instructor she can

see the confusion a student is expressing but their classmates do not see it since their focus is on the teacher. That student does not need to raise his hand to ask a question since Converse can see they are not following the concept. Converse says the class is very interactive and some students struggle with this approach at first, but if they stick with it, even the shy ones come out of their shell. Converse’s focus is to have a supportive, positive classroom where students feel safe and comfortable learning a new skill. BHS has three ASL sections of level I and two sections of level II with 30 students in each. In 2014, 14 level II students and three chaperones, including Converse, went to Gallaudet University in Washington, D.C., for one week over spring break. Founded in 1864, Galluadet University is the only liberal arts college for deaf people in the world. This exposed the BHS students to deaf culture and education as they had complete im-

mersion in ASL. From the time they left the Minneapolis airport they only used ASL. That kind of exposure is impossible to duplicate in a classroom. Converse says the improvement she saw in her students who attended the spring break trip was incredible. Prior to the trip, the students worked tirelessly in fundraising, including interpreting songs at a music concert in ASL. Their fundraising and the support of major contributors from local organizations and businesses, made the trip possible. As interest continues to grow for ASL in the United States as the fourth most common way to communicate, we are fortunate to have this world language offered at the Brainerd High School. Cynthia Bachman is a graduate of BHS. She continued her education with a BA from the University of Minnesota, BS/Nursing from the College of Saint Scholastic and recently a Master of Education from the U of MN. She lives with her husband, Brian, in the Brainerd lakes area.

INVESTING IN OUR CHILDREN IS THE FUTURE OF THIS GREAT COMMUNITY.

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Innovation

By REBECCA FLANSBURG Photos By JOEY HALVORSON

Students in the before and after school programs Fun ‘N’ Friends and Senior Leaders, hold reels of plastic used in a new 3D printer to produce a product.

Two 3D Printers Two ways to learn and explore

ith science, technology and engineering firmly woven into the fabric of our society, the Brainerd School District is working to bring new components of these fields to students by introducing unique learning opportunities.

Brainerd Public Schools • Fall ‘14

This includes the after school programs. Lisa Stawarski, Brainerd School District’s Community Education youth programs coordinator, says,“We always say ‘we play with a purpose’ since all of our after school classes and activities are based around playbased learning. We know that what we offer before and after school has a huge impact on students during school. Fun ‘N’ Friends and Senior Leaders meet before school and after school and the science, technology, engineering and math component is one of the areas we are really striving to expand. We want to introduce new and interesting ways to create educational opportunities for our students.” Always open to listening to the suggestions and ideas of the youth who participate in their programs, Stawarski and her staff took it very seriously when a few members of the Forestview Youth Advisory Council (FYAC) asked if the after school program could acquire a 3D printer similar to the one the High Altitude Balloon Club at Forestview Middle School possessed. Stawarski admits she was exceptionally open to the idea because this 3D printer would allow students to virtually “take things apart” without physically taking something apart. “Students always want to know what makes this object work or can I take it apart so the 3D printer allows them to do that,” She added. “I called it ‘constructive’ learning instead of ‘de-structive learning.’ These kids then asked if they could somehow get one too for our after school program so we started looking into ways to make it happen.” Stawarski, staff member Kari Roberts, Brainerd High School student and staff member Hudson Garcia, members of the FYAC and Senior Leaders all worked together to create a presentation on the educational benefits of the 3D printer and how it would positively impact their after school program. This information was then taken to the Brainerd Lions where Garcia and two students, Oliver B. and Cammie R. (both 6th graders this year) presented it, and were ultimately awarded $600 toward the purchase of a MakerBot® Replicator 3D Printer. The youth program leaders, along with students, are also working on fundraising

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Left and Center, The 3D printer in Jim Reed’s Forestview Middle School class layers yellow plastic, creating a rough propeller. After sanding, the propeller will be functional. Right, Products produced by students with the 3D printer: a white chain, a miniature horse and a blue cube.

“They will have the chance to change, adapt and see what’s possible in technology and design.” ~ Lisa Stawarski

ideas like popcorn sales to help generate the funds to buy the supplies for the printer and also a digitizer. “I am very excited that our students will feel empowered,” says Stawarski. “They will have the chance to change, adapt and see what’s possible in technology and design. We want kids to continually feel like they are explorers and inventors. If you get kids excited about learning, they will continue to grow, flourish and find school a lot more rewarding and fun.” This sentiment is also echoed by Jim Reed, a teacher at Forestview Middle School, the place where the quest for the 3D printer began. “Cory Olson and I have a unique after school project called High Altitude Balloon Club project that

is open to our sixth- through eighthgraders,” Reed said. “Our program has been active for around four years and it has allowed our students to design a payload attached to a helium balloon, send it up into the atmosphere, record the data and learn from the findings. Needless to say this project has been a huge success, so much so that in 2012 Forestview Middle School was one of five grand prize winners chosen to receive more than $100,000 technology products for Samsung’s Solve for Tomorrow contest. But one thing we were missing with this program was the engineering piece. By acquiring the 3D printer, not only did it help to reinforce what the kids are already learning about the CAD design software in seventh and eighth grade, but it allowed them to experiment with how they could bring their creations to life. It also forces kids to be more precise in their measuring and thought process and it has been an amazing tool for discovery for our after school students.” Though being used for two different

learning opportunities and at two dif different facilities, the implementation of these 3D printers are proving to be highly useful tools for cultivating and exposing young minds to the possibilities in science and technology. “With our after school programs we may have a little different flair for teaching when regular school is not in session, but it is still learning,” says Stawarski. “The success of these programs also relies heavily on the support and wisdom of our area residents. We would like to encourage our area leaders to continue to step forward and share their knowledge and skills with our students. Any advanced learning and new opportunities we can offer our young learners is a very good thing.” Rebecca Flansburg is a freelance writer and work-at-home-mom who lives in Baxter. She is also a full-time virtual assistant in the field of social media, content management and blogging. You can connect with Rebecca on her blog, Franticmommy.com.

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Brainerd Public Schools • Fall ‘14

Success

By CAROLYN CORBETT Photos By JOEY HALVORSON

Reach Out and

Read When teachers and doctors promote reading Mom Jessica Niemi knows the value of reading to her young children.

ahnee Flowers, Coordinator of Early Childhood Family Education (ECFE)/School Readiness for Brainerd Public Schools, is excited about a nationwide, early literacy program that is brand new to the Brainerd lakes area. The program is Reach Out and Read. The school district is connecting with physicians and community resources to educate families about the values of reading to young children. “The importance of reading early is a natural fit for the Brainerd Public Schools,” says Flowers, who is in her fourth year as coordinator of ECFE. 22

Brainerd Public Schools • Fall ‘14

In June of this year, the American Academy of Pediatrics recognized literacy promotion as an essential component of primary care, just like immunizations. The Reach Out and Read organization reinforces the role of parents as teachers and provides valuable tools and techniques to assist parents in helping youngsters succeed when they enter school. Students who get off to a strong educational start are more likely to graduate from high school, are more likely to attend college, have dramatically higher earning potential over a lifetime, have better health outcomes and are better able to contribute to the economic, social and cultural life of the community. Essentia Health and Reach Out and Read Minnesota have partnered with a wide base of community resources to implement this early literacy pro-

gram. In addition to the Brainerd Public Schools, partners include United Way of Crow Wing & Southern Cass Counties, the Brainerd Lakes Early Childhood Coalition, the Initiative Foundation and the St. Joseph’s Foundation. Here’s how it works. Most parents welcome guidance from their child’s medical provider. Reach Out and Read collaborates with the child’s first doctor, in the setting of the pediatric health examination, to promote literacy. The child’s primary care physician distributes both books and information to families when they arrive for each well-child visit. At Essentia, there are two books for each age level – 6 months through 5 years - available in a beautiful cupboard. The physician or physician’s assistant chooses the book most suited for the child. There is extensive training for

these health care providers to ensure they deliver high-quality literacy messages to the families they serve. “They have to be certified and must understand the philosophy and vision of the program,” Flowers explains. “A doctor’s conversation with parents about the importance of reading to their children is an essential component of childhood care.”

The American Academy of Pediatrics recognized literacy promotion as an essential component of primary care, just like immunizations.

Flowers provides the expertise and guidance in choosing age-appropriate books to be given to the families at well-child checkups. She uses ECFE curriculum resources to recommend book titles to the partnership. One big priority is making available selections that enhance social and emotional skills at a young age. Why? Approximately 80 percent of families in the Brainerd school district are served by Essentia Health. This means 80 percent of families will have been served by the Reach Out and Read program in the critical years before their children enter kindergarten. Essentia is relying on the school district to use the data collected during early childhood screening to track the improvement in both social

and literacy skills in the youngsters. The school district screens 500 3- to 5-year-olds each year. Flowers encourages families to come in when the child is a young 3. “This provides more opportunity for helping child and family before starting kindergarten.” The screening, which is a state requirement, is a quick and effective check of how each child is learning and growing. It is composed of developmental and social-emotional assessments, vision and hearing tests, height and weight measurements and an immunization and health history review. “Every child in the district will have contact with ECFE before starting school,” Flowers says. “We will be using the literacy components of our early childhood screening tool, as well as our social-emotional parent report tool, to identify if growth is occurring in these areas over the next few years,” she continues. The literacy component includes such things as letter recognition, rhyming words and alliteration. The Reach Out and Read program is a terrific opportunity for the school district to partner with Essentia and the community to put more books in the hands of children, to nurture an early love of reading and to cultivate a successful future. Prior to playing with words for a living, Carolyn Corbett taught elementary school for 14 years. At 35, she resigned and sailed off into the sunset. Literally. Along the way she became a contributing writer for a number of sailing magazines. Today, as a freelance writer/editor, she has over 250 articles published in cruising, parenting and general interest magazines.

“Essential soft skills are lacking in the work force, and these need to be targeted through a child’s development.” ~Tahnee Flowers

In addition to core competencies, today’s employers are looking for certain “soft skills” in each applicant. Soft skills refer to an array of qualities, attitudes and social graces that make someone a good employee and a good team member. Some critical soft skills include:

• Integrity • Strong work ethic • Emotional intelligence • Self-motivation • Positive attitude

Recent advances in neuroscience show that children cultivate 85 percent of their intellect, personality and skills by age 5. Hence the focus on emotional and social skills for children at a young age. SOURCES: http://jobs.aol.com/articles/category/ workplace-solutions/” and http://jobs.aol.com/ articles/2014/02/14/soft-skill-flexibility/

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Ron Allord By Denise Sundquist

Photos By JOEY HALVORSON

is 5 a.m. and Ron Allord’s alarm goes off just like it has for the past 28 years. He can’t hit the snooze button; he has 2,000 staff and students that will be walking into Forestview Middle School in a couple of hours. At least it’s not snowing.

After working 28 years as a custodian for the Brainerd School District, Ron Allord is retiring June 2015.

Brainerd Public Schools • Fall ‘14

Allord is the lead custodian at Forestview Middle School. He is responsible for supervising the in indoor building and grounds crew of 11 that clean and maintain the building as well as support a va variety of athletic and community events. Forestview was built 10 years ago but still appears to look brand new. It is a vibrant school during the day and when the buses pull out at 3 p.m., the building opens up to hundreds of students in middle school sports and after school clubs and activities. In the early evening, the public starts rolling in for community education classes and youth athletic association sports including basketball, wrestling and soccer. The last guests leave between 9 and 10 p.m. giving the custodial staff enough time to clean these areas for the next day. The real challenge can start Friday nights when the custodial crew quickly changes the fieldhouse over for weekend basketball, volleyball and wrestling tournaments bringing in guests from all corners of the state. “Brainerd is an ideal location for youth sports tournaments,” Derek Hendrickson, Middle School Athletic Director said. “We can draw teams from Duluth, Fargo/Moorhead, northern Minnesota and the Twin Cities, giving them an

opportunity to play with teams across the state while only driving a couple of hours.” Families fill up local hotel rooms and restaurants that were once only full during the summer vacation months. Because of the surrounding trails, Forestview is also a favorite location for weekend 5K races such as Race for Grace, Susan G. Komen and March for Babies. There is plenty of green space, restrooms, parking and in inclement weather, they can move the race inside on the track. Coordinating staff and students’ needs as well as these community events takes a lot of communication. Jennifer Rushin, the enrichment coordinator at the District works with Allord. “I talk with Ron daily during the school year about the facility schedule and he has gone above and beyond, making sure events go as planned. I can tell he really cares about his job and all the people he helps everyday.” Forestview’s custodial staff is just as busy in the summer because they are home to the Just For Kix summer dance camps bringing in 3,000 dancers and coaches from 13 states over a four-week period. Cindy Clough, director of Just for Kix, said that Forestview is a great choice as the fieldhouse is huge and can offer smaller classes in the classroom pod areas. Clough

Gives It His All added, “The custodians lead by the example of Ron Allord and are above and beyond helpful. They exceed our expecexpec tations and are always a step ahead of what we need. We rere alize we make their lives way more difficult, so we try to be as helpful as possible, but they go the extra mile with smiles on their faces. I feel the custodians get the big picture and realize that bringing all this business into Brainerd makes our community stronger.” Not only are hotels fully booked for weeks with the JFK camps, but Starbucks, Cherry Berry and local pizza estabestab lishments notice a sizable increase in business. Dancers work up an appetite. Allord said a lot has changed in the building and grounds department the past 28 years. Mops and upright vacuums have been replaced by riding sweepers and scrubbers. In his early years at the District, the custodial crew had to rere port to work after a snowfall at 4 a.m. with shovels and snow blowers. Today, the District has a fleet of tractors, trucks, plows and brooms to remove the snow much more effieffi ciently. Unfortunately, shoveling is still necessary to clean the entrances to buildings. Allord is planning on retiring from the Brainerd School District in June 2015 after making it through last year’s “The Worst Winter Ever.” He will miss the challenge of coordinatcoordinat ing all of the activities and interacting with the students. AlAl lord said,“I enjoy my job. It makes me feel worthwhile when I get compliments from staff and outside organizations; it just motivates me to do even better.” Ron plans to travel with his wife Peggy after retirement. Warm weather options only. No shovels.

Ron says much has changed in his 28 years, from mops and upright vacuums to riding sweepers and scrubbers.

Denise Sundquist is the health and safety coordinator for the Brainerd School District. Since her sons left for college, she has embraced a more active lifestyle including local triathlons, running races and mountain biking with her husband, Matt, on the Cuyuna Mountain Bike Trail System.

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Brainerd Public Schools • Fall ‘14

We Did It! By Jessie Perrine

All

six of Brainerd School District’s elementary schools were named Blue Ribbon Schools by the U.S. Department of Education.

“It’s something that really is for the entire community to celebrate,” said Brainerd Superintendent Klint Willert. “It means the success of students, the wonderful teachers, and support staff that helped achieve the results we have.” The Brainerd District schools - Harrison, Riverside, Lowell, Garfield, Nisswa, Baxter - are part of 337 schools nationwide to be honored in the program, which recognizes schools that are making “exemplary progress in closing achievement gaps or exemplary academic performance.” In its 32-year history, the National Blue Ribbon Schools Program handed down the award to just under 7,900 schools across the nation. The Brainerd School District has received three Blue Ribbon School awards in the last 25 years - one at Lowell, Riverside and Whittier. Willert said the recent news is cause for a community celebration. “Schools are a critical function of any community,” he said. “They are one of those things that families look at when deciding where to live. ... We all benefit from high-quality public schools.” 26

Brainerd Public Schools • Fall ‘14

“It’s unprecedented to have all elementary schools in a district receive this honor.” ~ Klint Willert

Minnesota Education CommissionCommission er Brenda Cassellius said in a phone interview that the Brainerd School District demonstrated progress in closing the education achievement gap that exists between white students and students of color. She said Minnesota does a good job educating white students and those from affluent families and efforts are being made to expand that success to others. Cassellius said she knew all six of the district’s elementary schools had won the Blue Ribbon Schools award but had to keep it a secret in September when she visited Brainerd schools with Gov. Mark Dayton. “I’ve just always been impressed with the overall focus, Bridges, support for the pre-K (pre-Kindergarten) and Early Childhood,” she said.

Dayton applauded the district for the awards. “What a phenomenal accomplishment, for which the Brainerd School Board, administrators, teachers, parents, and students should be very proud,” he said in a statement. Willert added, “It’s unprecedented to have all elementary schools in a district receive this honor.” Brainerd school leaders will travel to Washington, D.C. for a special recognition ceremony on Nov. 10-11 for all award recipients. Jessie Perrine covers the Brainerd City Council and the Brainerd School Board. After majoring in journalism, she worked at Winona Daily News, Tomah Journal and the La Crosse Tribune before starting at the Dispatch in 2012.

Holiday

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