We Are 181 - Spring 2011 by Brainerd Dispatch and Echo Journal

A publication of the Brainerd Dispatch

Inside: Nisswa Nice Forestviewâ&#x20AC;&#x2122;s Kids that Care Summer in Our Schools

More Healing Hands. In the Brainerd Lakes area, your healthcare has never been better, thanks to Essentia Health’s continued growth. We’ve added 42 highly-skilled physicians and 20 advanced practice providers, a Heart Center, a nationally-accredited Cancer Program and construction of the new Baxter Medical Clinic. Essentia Health makes these investments for you, to enhance the essence of your community.

St. Joseph’s Medical Center and BMC are now part of Essentia Health, the area’s largest and most comprehensive healthcare system.

Co n te n ts Features Forestview’s Kids That Care..................................... 5 How do you teach children to care about their community? Forestview provides a variety of opportunities to give back. By Jenny Gunsbury

Lifelong Learning.....................................................10

Not just for K-12 students, anyone from infants to their elders can take classes at The Learning Center. By Jenny Holmes

Nisswa Nice............................................................13 Read how bullying can affect a child and what Nisswa Elementary is doing about it. By Carolyn Corbett

Kinderfriend Day - A District Tradition.....................18 It’s become a special tradition with pomp and circumstance when kindergartners get their t-shirts and make memories for the future. By Amy Gray Ellingson

Afterschool Care With a Fitness Flair...................... 24 Here’s an afterschool program at Riverside, made possible by community collaboration, that’s all about fun and fitness. By Mary Aalgaard

In This Issue We are Tuned In.....................................................8 Experiencing TV Behind the Camera By Pam Landers

We are Skilled......................................................16 Learning to Work in the Real World By Melody Banks

We are Detailed...................................................21 Fun Facts Page By Steve Lund

We are Always Open............................................22 Summer in our Schools By Sheila Helmberger

On the cover: Lifelong Learning The ISD 181 Learning Center spans the life cyle of learners, from teaching toddlers to educating our seniors. photo by Joey Halvorson We Are 181 • Spring 2011

A M o m S peaks from the Heart

Staff PUBLISHER Tim Bogenschutz

elcome to our spring issue of We Are 181. For many in our schools, spring is a time of reflection, focusing on the completion of another school year and for many students and their families, graduation signifies the beginning of a new chapter in their lives. Personally, I flash back to May 1999, as I sit and watch (yes with a tear in my eye) my little 6- year-old young man walk on the high school field for the first time to take part in the celebration we have come to call Kinderfriend Day. How many times since that day has he stepped on this field — from watching football games on Friday nights to finally being a member of the football team? I’m not sure if any one time has more meaning than the other but I am sure his walk on June 2 may be one of his most memorable. Flash forward another 12 years to June 2. Can our little toe-headed young man really be one of the over 500 graduates of the class of 2011 walking on Don Adamson’s Field? I have asked myself this question more than one time over the last several months. When all three of our children were toddlers, I remember people telling us not to blink because time flies as you hustle from one activity to the next. In elementary and middle school there were holiday programs, carnival nights, band and choir concerts, football, hockey and baseball games. High school followed with more of the same including information registration evenings, parent teacher conferences, homecoming, holiday ball and prom. I don’t think I blinked…but here we are ready to send him off into the wide world, ready to watch him make his own decisions. At this momentous time, I’m very confident and secure in the knowledge that our son, Mason, had many learning opportunities through his 13 years of education in ISD 181 to prepare him for the next step. From the mentoring in Ms. Bastian’s room, to learning the game of cribbage in 2nd grade with the volunteer grandparents, the wide variety of experiences offered our students still impresses me. Some experiences that will impress Mason as he reflects on his years as an ISD 181 student are from Mr. Sanford’s seventh-grade history class. Mason was always excited to share what he learned in Mr. Sanford’s class each day. Of course the talk at our dinner table always included the most important class of the day — who won the tourney of the week in PE. As a PE teacher I was always very interested in this! If I have one wish for all 2011 graduates, it is this: Take all the experience you have immersed yourselves in, from AP classes, student council, band, choir debate and drama, and go off into this ever-changing world and share the talents and knowledge you acquired as a Warrior. Remember, we are invested in you, we believe in you, we have confidence, we are proud, WE ARE 181!!! Ellen Fussy Mom, teacher, coach

We Are 181 • Spring 2011

EDITOR Meg Douglas ART DIRECTOR Nikki Lyter PHOTOGRAPHER Joey Halvorson

We are 181 is a publication produced in cooperation with The Brainerd Dispatch and School District 181 • For advertising opportunities call Sam Swanson 218.855.5841

506 JAMES STREET, P.O. BOX 974 BRAINERD, MN 56401 (218) 829-4705 • www.brainerddispatch.com

by Jenny G uns b ur y p hot os b y Joey H alvor s on

he halls at Forestview Middle School were buzzing with excitement even before the first bell of the day. Many students were dressed in red, white and pink. Some were carrying single stems of carnations, others had small bunches in hand. It was Valentine’s Day. The Builders Club and Forestview Youth Advisory Council were selling carnations for $1 each. Buckets of flowers sold out in 30 minutes as students poured into the building. Proceeds from the sale were going to fund various community organizations of the students’ choosing. This event is just one example of students reaching out to the community. Forestview’s Student Council and a class of students with developmental and cognitive delays also work all year long to fundraise, volunteer, or contribute supplies or gifts to area organizations. “I’m so pleased with what’s going on here at Forestview. There are so many ways we see the students getting involved in the community,” says Tim Edinger, sixthgrade science teacher. “Middle school kids sometimes get a bad rap, but they can be very giving and caring.” “These student organizations and activities connect kids to the values of giving We Are 181 • Spring 2011

and compassion. Some students may not be exposed to this or encouraged to participate in volunteering at home,” says Trudi Storbakken, licensed school counselor at Forestview. Opportunities for volunteering abound at the school. The Builders Club, an affiliate of the Kiwanis Club, is a group of about 55 students that organize and plan activities throughout the school year. Dalen Hodge, eighth-grade science teacher and Builders Club adviser, says, “This group is an avenue to teach community involvement. The hope is to ‘build’ kids that are responsible and recognized both inside and outside of the school environment.” Besides selling carnations, the group collects food for the Salvation Army, serves meals at the Lakes Area Senior Activity Center, decorates bowling pins for the Bethany Good Samaritan fundraising auction and collects money and gifts for the women’s shelter. This year, Hodge proposed a special challenge to the club. He gave $25 to each of 10 student groups. Their task was to use that money to make a difference in the school and community. One group bought supplies to make Valentine’s baskets with residents at Edgewood Vista. Another purchased ingredients to make cookies with an elderly neighbor. A couple of groups pooled their funds, added their own money to it and made benches for the trails in the Dean Mackey Forest near the school. “It’s fun to pick the projects we want to do and know that with everything we do, we’re helping someone out,” says eighth-grade members Gaby Haire and Erin Peterson. The FYAC, a program through Brainerd Community Education, provides leadership development opportunities and connects youths to the community through volunteer services. Each fall, the FYAC gives to the community by giving them a fright… 6

We Are 181 • Spring 2011

literally! The group of approximately 35 students helps organize and plan a few segments of the Haunted Trail, a fundraiser for the Northland Arboretum held each October. Beginning in the summer, the kids conduct several meetings to come up with their ideas and build the props. During the fundraiser, they get into costume and “haunt” the trail. “I enjoy the haunted trail,” says sixth-grader Luke Norquist. “It’s a chance to do good things and meet new people.” Zach Bachman, eighth grade, adds, “It’s fun. We learn how to get along with others in a group. It’s about making things for others, not ourselves.” Kari Roberts, Brainerd Community Education Youth Connection programming supervisor, explains, “I don’t think a lot of adults realize what youth of this age can do. This is a great opportunity to show that.” Funds raised from the Valentine’s Day carnation sales help support FYAC’s other causes, such as the women’s shelter and Interfaith Hospitality Network. The group buys material to make tie-blankets to give to children in homeless situations. Washcloths and toiletries are wrapped in pretty ribbon for the families in need and also donated to the women’s shelter. “During the holidays, the kids make adoption stockings for animals at the Heartland Animal Rescue Team. When we go there to drop off the stockings, the kids get an opportunity to see other people volunteering and walking the dogs. Some of the students give that a try and end up going back on their own time to help out,” says Roberts. Typically, studenets elected to a Student Council may just plan events for the student body. Not so at Forestview. The 25 students on the council also participate in service projects that benefit a wide range of causes. Fundraising efforts earned more than $500 for the Susan G.

Komen Cancer Foundation last fall. The council has collected shoes for children affected by the earthquake in Haiti last year, raised money for HART and still has big plans for the remainder of the school year. “They are working closely with the school counselors to establish a student-led support group for students with parents deployed in the military and are planning to volunteer at Common Goods, a community-based thrift store run by Bridges of Hope,” says Shelley Kennedy, a multi-media teacher who co-advises the group with special education teacher Angie Halverson. “These students learn responsibility and critical thinking skills as they plan events and fundraisers. They also develop compassion and empathy for those around them. Student Council members often take those attributes back into the classroom, which enhances the learning environment for everyone.” Laura Wadsten, fifth-grade council member, says, “It’s fun to know that you’re making a difference in a project someone is working on or in someone’s life. We also try to set good examples and be role models.” Role modeling, gaining independence and a sense of accomplishment are also important aspects of the activities that Sara Hight and Catherine Meyer provide for their 21 special education students who have developmental and/or cognitive delays. In their “School to Community” program, seventh- and eighth-graders work on service projects three afternoons a week. Mondays they go to Harrison Elementary School to help count General Mills box tops and Campbell’s Soup labels to earn money for the school. Wednesdays, they take care of animals, vacuum, work on the grounds, or assist with administrative tasks at Camp Confidence Learning Center. On Fridays, they visit residents at Edgewood Vista senior living center.

many teachable moments that help prepare them for life after school,” explains Hight. “It’s a chance to give back to those people and organizations that often give to these students.” Forestview may have a large student population with busy, bustling hallways between classes, but with that also comes a lot of heart, creativity, enthusiasm and giving back to the community that supports them. Throw in learning some valuable life lessons along the way, and we can look forward to a great generation of caring citizens.

Forestview Middle School students sell flowers on Valentine’s Day as a fund raiser for non-profit organizations in the community. “They (residents) absolutely beam when the kids walk in,” says Meyer. “These opportunities give us a chance to apply what we’re

teaching them in the classroom about communication, socializing, and academics, to the outside world. The work tasks are basic, but there are

Jenny Gunsbury enjoys free-lance writing for area publications and websites. Says Jenny, “This was such an inspiring topic to research. Too often we hear negative stories about teenagers. Hopefully, this will shine a light on all the good things they are capable of doing when given the opportunity.”

We’re proud to call this home

Brainerd Brainerd Cub Foods Baxter Baxter Cub Foods Aitkin We Are 181 • Spring 2011

b y P am Lander s phot os by Joey H alvor son

ou don’t have to be a Diane Sawyer, David Letterman or Oprah to discover a rewarding future in TV production. For every one of those stars on the stage, a hundred others are working to make them look perfect. Those unseen others are using almost every skill in the human inventory to produce TV programs; from fine arts to engineering, from social skills to electronic wizardry. Anyone can find a niche, and the niches tend to pay well. Dave Henschke, media specialist and television productions Instructor at Brainerd High School, says, “Many BHS graduates are now in the industry making good livings, even though you wouldn’t recognize their faces.” “Career paths are numerous and convoluted,” Henschke says. “Years ago, to get a job in TV you had to go to the big networks in the big cities. Job openings were few. With the explosion of the communications field, however, the opportunities are vastly greater. Now, 40 to 60 percent of the TV jobs are in independent productions, cable, Internet and satellite. Brainerd, itself, is a hotbed of outdoor TV productions such as those of the Lindners, In Fisherman 8

We Are 181 • Spring 2011

and Babe Winkleman. Bizarre little niches for jobs open up all over.” Henschke believes that people who are intrigued by TV should jump into the experience to find out where their abilities and interests fit best. His students are enrolled in TV Production 1 and 2, supplemented with Independent studies. Graduates from Henschke’s program have skills and experience that rival those of many coming out of college programs. By the time students complete TV 1, they should have enough experience to know whether there is a place for them in the industry and whether they want to continue. Even if they decide not to go on, Henschke wants them to have gained skills for their own use (for instance, taping family weddings.) In TV 1, students are constantly producing something. They learn videography, or how to use a camcorder to artfully tell a story; but they also learn how to work with others to produce video. As the course moves along, they learn to edit and eventually produce mock programs. In addition, and importantly for today’s world, while exploring all the nuances of producing a program, students develop the

capability of analyzing what a program concerts, the spring Fine Arts Banquet, organization, so he is in a position is trying to say, how it is laying out All Sports Banquet, graduation and to see that students are able to help its message and what the producers’ baccalaureate, just to name a few. produce programs for the community points of view or purposes were for Last year they produced the BHS as the opportunity arises. Lakeland Homecoming football game program Public Television takes advantage of creating the program. Students who want to continue so professionally that Fox Sports TV the students’ talents by using them to exploring TV production as a career took the class feed rather than sending crew for their programs originating from Brainerd, one of which is Ray option go on to TV Production 2. someone up to film the game. Gildow’s “Lakeland Henschke works with Currents.” them to refine their S t u d e n t s skills and to introduce can also take an them to the entire independent study career experience. course, working He runs the class as if with Henschke they were in the actual to design their business of producing own curriculum. television programs They may want to — which, in fact, they do something in now are. writing, screenplay, The students graphics or teach produce a 15- to themselves about a 20-minute weekly piece of equipment news program, the or software, which “Warrior Update.” It becomes part of airs to the students on their portfolio for Friday morning. The With the communications field “exploding,” job options are the future. “Update” also replays plentiful for students with experience from Dave Henschke’s TV What started on local Cable Channel production classes. Advanced students actually produce, “Warrior Update,” a weekly news program. in a storeroom 15 throughout the 25 years ago with week. The students do “I am mainly a mentor or a guide one class and a handful of students the reporting, interviews, the camera work, taping and editing, everything for these kids,” Henschke says. “They has grown into a program with 75-80 that needs to be done to produce the teach each other. Our special ed students each semester. The program show. They have to learn the meaning and advanced placement students all produces young adults that have not of punctuality, meeting a deadline, work together in here. The students only the skills needed for the growing teamwork, prioritizing time, relying become very close, working together technology in our world, but also gives on others and being reliable for others. as intensely as they do over long students the skills needed for working with others. On Monday morning the team watches periods of time.” The TV Production program works the show with Henschke to critique and learn before starting on the next with Lakes Media Collaborative, a nonprofit organization that operates one. An environmental educator for more In addition, these students produce cable channel 8 and 15. Henschke than 20 years, Pam Landers is now from the field for sports events, music is also the executive director of this an environmental writer.

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Learning begins at a young age as infants and their parents attend class together. In the first year, “the focus is on the parents,” says ECFE coordinator, Connie Nelson.

ou could call it the life cycle of learning, all taking place under one roof. It’s a misconception that public education begins at kindergarten and ends at your high school graduation. In fact, one building in the Brainerd School District has an age spectrum of approximately 70-some years between its youngest and most mature of learners. On any given day at the ISD 181 Learning Center it isn’t uncommon to find a newborn and his or her parents learning about the importance of early childhood education on one end of the building while a much older adult sits on the other end working toward meeting a personal goal of earning a degree. That’s because two of the district’s biggest Community 10

We Are 181 • Spring 2011

Education programs cohabitate in this space in northeast Brainerd. When a child is born, or sometimes even before, they are eligible to participate in the District’s Early Childhood Family Education program. Connie Nelson, coordinator of ECFE and its supporting programs, said parent education is paramount in a child’s first year of life. Her program aims to reach out to expectant and new parents to help them provide the best possible start to their child’s development and well-being. “It is so important to start early,” Nelson said. “Children start learning from the moment they are born and it all affects their learning outcomes later in life. The first year for sure, in terms of our classes, the focus is on the parents for the most part.”

Infants attend with their parent(s) where stories are read and children are introduced to other infants, colors, sights and sounds while parent educators share information with a specific focus on child development, nutrition, child passenger safety, temperament issues and more. “It’s not so much academic-oriented for the infants, but geared toward their parents. Social aspects are also important to connect families,” Nelson added. “Families aren’t as connected as they used to be, like when I grew up. We really work on strengthening families. Giving them knowledge, building social connections. Parents need friends and they need support. The family connections are critical. To us that helps make families strong and helps make communities strong.”

The ECFE program serves children from birth to age 5, or right before entering kindergarten. Once children turn three years of age, the program switches gears and becomes more of a preschool model with various options for children to attend classes with parents or on their own. ECFE also offers one-time events for young children and their families, as well as facilitates outreach efforts to assist parents in tracking a child’s development and offering helpful hints to encourage that development. “We always focus on parents and the big role they play in their child’s learning,” Nelson said of the various facets of programming. “Together we’re better.” Between the ages of 3 and 4, children are eligible for the School Readiness Program, developed to help prepare a child emotionally and socially for kindergarten, above and beyond academics. Children at this age are also

required by the state to participate in Early Childhood screening. Nelson said this screening is not to determine kindergarten readiness, per se, but to identify children who may need extra help prior to starting school. It is also the required step to register a child to enter the K-12 educational system. “So everyone who enters the K-12 system will see us first even if they don’t attend classes here,” Nelson said. “In some ways, we are the first introduction into the school system.” “When people think about Community Education, most people think about adult enrichment classes or sporting activities for the K-12 population, but there is another group of learners that Community Education serves” said Orla Kenton, Adult Basic A preschooler practices the letter, “O” naming bowls of oranges, and Oreo cookies.

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Classes in the Adult Basic Education program enable students to earn their GED or brush up basic skills in preparation for a job. Education Program manager. “We also provide academic opportunities for those learners who have passed beyond the typical age for K-12 programming.” Enter the Adult Basic Education program for those who find themselves in the latter category. “This is an option for people who want to work on academic improvement and achievement,” Kenton said. “ABE classes can focus on brushing up basic skills to help adults prepare for the workforce or transitions into post-secondary schools. Sometimes people just want to come in and brush up on skills so they can help their school-age children with homework. ABE students may already have a high school or a GED (General Education Development) diploma, but have an aspect in their life, job related or family related, where they need that extra support.” Kenton said a majority of her ABE learners come into the program with a GED focus. “For one reason or 12

We W e Are re 181 1 18 • Spring 2011

another, they have stepped out of a typical high school graduation plan, but now they are coming in for GED classes to prepare for the Official GED Test and earn a GED diploma.” Most ABE classes are offered in small group settings, although some offerings are available online to meet learners’ busy schedules. ABE classes are offered free of charge to learners, including books and materials. However, there is a charge for taking the official GED Test. With the current economic situation, Kenton said she is seeing an increase in the number of adults who are interested in earning their GED diplomas to become more competitive with other job applicants. “The whole idea of supporting adults during times of transition, college or career related, is becoming more and more important in our culture and certainly in ABE. Right now, we’re seeing an influx of people coming into our program with many different goals,” Kenton said. Kenton hinted at a few new initiatives on the horizon to serve learners, even better. Brainerd ABE is partnering with Central Lakes College, the Minnesota Department of Employment and Economic Development, and Rural MnCEP to offer one section of CLC’s basic nursing assistant class with ABE integrated instruction. Statewide the Minnesota Department of Transportation is partnering with DEED, the Workforce Centers and ABE to support skill prerequisites and learning for potential workers. “ABE is typically thought of as reading and writing and arithmetic. And it still is. Many people think of it as the GED program. And it is. But

this new light that is being shed on ABE services is helping to bring into view what can be done to support adults along a career pathway. Statewide, there is much emphasis on these transitions. ABE, through Community Education, is there to help adults transition through life and set personal goals for the betterment of their families, their job sites and their community.” Judy Jenson, director of Community Education, said her department encompasses so much more than what meets the eye and has a long-lasting impact on learners of all ages. “Community Education’s mission is to work on both ends of the educational spectrum to help children, parents and adults succeed through lifelong learning opportunities. Our funding is separate from K-12 and is combined with fees charged for services based on an individual’s ability to pay. This allows us to provide the best mix of services at the lowest cost to the taxpayer. Student success starts at birth. Waiting until kindergarten is too late to close the achievement gap and give kids what they need to succeed in school. Adult Basic Education meets a need at the other end of the learning spectrum. Adult students need help with basic academic reading, writing, applied math, problem solving, decision-making, interpersonal effectiveness, and transitions into employment to function in a changing society.” To learn more about these programs, call the ISD 181 Learning Center at 218-454-5400. Jenny Holmes is a former reporter with the Brainerd Dispatch and currently owns a public relations and communications firm, Silver Bullet Communications. She lives in Nisswa with husband, Tim, and their two school-aged children.

st or y a nd p hot os by Car ol yn C or b et t

rin Herman believes everyone has a right to feel comfortable at school. Principal of Nisswa Elementary School, Brainerd School District’s flagship of the North, Herman says, “If a child is made to feel uncomfortable, it is probably bullying.” The Nisswa Elementary website is proactive in providing information on bullying — information that both girls and boys bully. The site outlines that boys often use physical force, threats and ridicule, while girls often use more subtle ways, such as spreading rumors or excluding others. Bullies are often part of a group where intimidating others establishes group identity, dominance and status. Bullies often depend on bystander “assistant bullies” in the group for support. What is bullying? What comes to mind first are punching, shoving and other acts that hurt people

As part of a schoolwide program addressing bullying called LAKERS’ Pride, students in Mrs.Ward’s kindergarten class practice calming themselves by putting their hands on their tummies and taking deep breaths. physically. Megan, a third-grader, wrote, “I think bullying is very mean, like if someone was outside at rescas (recess) time and a bully came up and said: “hey! you give me your lunch money or have a bloody nose or mouth.” However, bullying is also social exclusion — keeping certain people out of a “group” or getting

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Nisswa third graders write their own definitions of bullying and draw illustrations. people to gang up on others. “You should think about ather pepoule. If you jast jocke (just joke) it still mite hurt. You might of not touched them but it will still hurt,” wrote William, another third-grader. It is teasing people in a mean way and intimidation through gestures or other body language. Madison, grade three wrote, “Bullying means someone makes you cry, calls you names, or makes you have butterflies in your stomach.” Last year, when the staff at Nisswa began seeing increased negative behaviors, including bullying, aggressive behavior and inappropriate language, they took action. Over the summer a behavior management team consisting of Herman, teachers Sarah Baker, Lisa Drake, Sheree Hansen, Lynn Hanske, Rachel Merseth, Holly Olson, Jackie Ward and school psychologist Cortney Cardini, met regularly to plan a violence prevention program. It’s working. LAKERS’ Pride is a school-wide character education effort through which students learn to be respectful and responsible in their relationships. LAKERS’ Pride is an acronym for: Listen, Act responsibly, Keep safe, Eager to 14

We Are 181 • Spring 2011

learn, Respectful and Sail to success. At the heart is Second Step, a curriculum for pre-kindergarten through fourth grade. Second Step is designed to promote social competence by teaching students skills in empathy, emotion management and social problem solving. Each class at Nisswa Elementary spends three months focusing on each of these three areas. This program, highly endorsed by the National Committee for Children, emphasizes understanding emotions and expressing them in socially acceptable ways. LAKERS’ Pride sounds good, but those concepts can be a bit blurry for the typical 5- to 10-year-old. So the behavior team developed a program outlining specific behaviors for specific settings. Acting responsibly in the classroom means following directions and completing work, among others, while acting responsibly in the hallways is about keeping hands and feet to oneself and keeping shoes tied. In the bathroom it includes disposing of paper products appropriately and in the lunchroom it means cleaning up after eating. On the playground children learn to listen to people of authority, remind friends of rules, use kind words and include others. In the school community of 300 students and 50 staff members, all desired behaviors are framed in positive language. Rather than “Don’t interrupt,” the students are encouraged to “Listen quietly to the speaker.” Rather than “Don’t leave a mess,”

students are directed to “Put trash in cans and help clean up messes.” It’s basic, it’s clear, it’s positive. It’s Nisswa Nice. “There’s a new sense of student accountability as it pertains to behavior,” says Herman. Inappropriate behaviors have been reduced by changing the social climate of t h e school and actively instructing children in social skills, and the number of behavior reports have decreased radically. Jackie Ward teaches one Second Step lesson to her kindergarten class each week, using puppets and posters. And, oh, what they’ve learned. The children know the meaning of the word “impulsive.” They can identify “strong feelings” like excitement and anger. They have learned to calm themselves by placing one hand on their belly and taking deep breaths or counting to five. Pretty huge stuff for 5- and 6-year-olds. “The program is extremely grade appropriate,” says Ward. “I see my kindergarten friends use the same language that is taught in the curriculum and it gives them some words to describe how they are feeling.” Ward finds the program helps shift the focus from reactive to proactive on issues that come up at school. According to the National Mental Health Information Center, a child who is bullied often exhibits some of the following warning signs: Becomes socially withdrawn, has few friends, feels sad, not liked, picked on, often complains of feeling sick, doesn’t want to go to school, brings home damaged or torn books or clothing or “loses” possessions frequently, has changes in appetite and sleeping patterns, has unexplained bruises, cuts or scratches. The Minnesota Department of Health says that 15-25 percent of U.S. students are bullied with some

Some parents tell their child to “strike back” at bullies. That often creates more problems than it solves. Here might be some better solutions: o Provide an emotional refuge. o Hold your child when he cries and let him know he is not to blame and that no one should have to put up with bullying. o Keep your child involved in finding a solution, but make sure you are taking action. o Discuss with your child how to avoid situations in which bullying often occurs. o Give your child some ways to respond to bullies. o Help your child develop ways to stand up for him or herself without losing his temper, such as ignoring, walking away, or trying not to show that he is angry or upset. o Find an activity for your child that will allow him or her to focus on things he or she likes or does well and connect him or her with children who aren’t bullying.

frequency, and that even a dozen years ago as many as 160,000 students were staying home on any given day because they were afraid of being bullied. Peer abuse can become serious enough that children are afraid to use the bathroom, ride the bus or attend school at all. It is estimated that 25-50 per cent of children who are bullied never report it to an adult because of fear of retaliation. Herman allays those fears, welcoming children safely into her office. Youngsters are given the opportunity to speak directly with the bullies, if they choose. If not, Herman handles the situation herself, asking the bullied child to promise to let her know if there are further problems. “I’m glad you told me,” she assures students. “Thank you.” At the beginning of this school year, every parent received an informational brochure about LAKERS’ Pride. In addition, tips for parents are posted on the Nisswa Elementary web site. Herman says, “If bullying is happening in the classroom, on the playground or on the bus, please let the school know. As we tell our students when they report that they are made to feel unwelcome or threatened in our school environment, “Thanks for letting us know. We can’t fix it if we don’t know about it.”” And then they get to work... Carolyn Corbett is a free-lance writer editor for cruising, parenting and general interest magazines.

We Are 181 • Spring 2011

st or y and p hot o by Melod y B anks

quote from Albert Einstein, “It’s never too late to become what you might have become,” sprawls across a wall of Sue Sorensen’s classroom in brightly colored 12-inch letters. Sorensen is the work experience coordinator at the Lincoln Education Center. She, along with her fellow associate and service learning instructor, Jim Ernster, teach work-based learning skills to young people with special needs. Their goal is to prepare students to join an ever-growing competitive job market so they can earn a living and live as independently as possible. Nancy Anderson, Lincoln’s director and principal, said the LEC can serve up to 80 students from kindergarten to 12th grade. Students are from Brainerd and surrounding school districts. “Our district receives reimbursement from other schools for their students who attend classes here,” Anderson said. “The work-based, service learning component of our program is for students in grades 9 to 12,” she added. Students may go to the LEC because of difficulties they experienced in a mainstream classroom setting but the emphasis in learning is placed on what they can do, not on what they cannot. Sorensen’s focus is on the occupational skills part of the program at the LEC. “I work with students in the classroom in a variety of areas A work-based learning student puts a tool together at EPI, Inc. in Baxter where he works at the job in a position through Rural MNCEP.

We Are We Arrre A e 181 18 1 81 • Spring Sp S prri rin iing 2 201 01 0 11

including time management, resume writing, communication, interpersonal relationships and career exploration,” she says. “Career exploration is an area where we try discover what may be of special interest to a student or where they already have certain skills that they enjoy.” Jim Ernster’s role involves teaching academics in the morning, then being out in the field with students in the afternoon. “Classes such as math, science, history and geography are still required,” says Ernster. “Our students have to meet and pass the state’s academic standards in order to receive class credits and graduate but our class sizes are smaller which allows us to individualize our approach in an effort to meet each student’s needs.” The students work or volunteer at area businesses. They are not paid for their services, though Sorensen does say there is a small budget available for stipends that can be used when the need arises for a special reward or commendation. The biggest incentive for the young people is taking part in a real world work experience. “Being in the field is a huge motivator for the kids,” Ernster says. “They enjoy getting out of the classroom and being busy.” Ernster is on site with students until they become familiar enough with their duties to work independently or with a supervisor or other team members. “Employment or volunteer positions can last for a few weeks or several months; they may be seasonal or temporary,” Ernster says. “We’ve

had students help with several shortterm projects like moving appliances or building materials at the Re-Store for Habitat for Humanity or a crew that has helped with raking at Northland Arboretum. All of the experiences teach our students about time management, working with others and accepting responsibility.” Collaborative relationships play a vital role in finding students opportunities to gain the experience they need to become as independent and self-sufficient as they can. The relationship between LEC and Rural MN CEP is a good example.

“Abby Geotz is the youth coordinator for southern Cass and Crow Wing counties,” Sorensen says. “Students can contact Abby and apply for jobs through RMCEP.” Abby contacts area employers to generate work experience sites for young people. She then coordinates orientation and on the job training. “Orientation is required for both the employers and the youth, “Abby says. “Once a young person is placed on a work-site, I visit the site once a month or more if needed.” Abby contacted EPI, Inc. in

Baxter last year about creating a work experience opportunity. It was EPI’s first experience working with a student in the work-based learning program. “Having Derick [Hines] here has been a good fit,” says Jeff Supinski, VP of EPI, Inc. “He does a wonderful job for us.” Derick enjoys it too. “I have been here since November,” he says. “I want to keep working here.” “It has been great watching him grow and become more confident in his abilities,” Supinski adds. Derick’s supervisor, Mike Schmitt, agrees. “I can give Derick a task and he will get it done. If he has a question, he will ask me.” The success of Derick Hines, and other young people like him, is what Sorensen and Ernster work for. “Teaching our students the skills they need to work and live as independently as they can is the reason we’re here,” Sorensen concluded. Area employers interested in finding out more about work-based service learning or those who may have volunteer or career opportunity for the students are encouraged to contact Sue Sorensen at the Lincoln Education Center in Brainerd. Melody Banks has been working as a graphic artist and writer since 1987. She owns Black Sheep Family History Publishers in Nisswa and frequently writes articles and contributes photographs for special sections of the Brainerd Dispatch, Her Voice and the Lake Country Echo.

We Are 181 • Spring 2011

p hot os b y J oey H alvor s on

b y Amy Gray Ellingson

icture this: The graduating class walks out onto Don Adamson Field in a wash of color with the Brainerd High School band playing Sir Edward Elgar’s “Pomp and Circumstance.” Teary-eyed parents watch from the stands as their children await the eagerly anticipated event. There is an energy on the field as everyone contemplates the end of this phase of life and looks with excitement and uncertainty toward the future.

We Are 181 • Spring 2011

This image may sound familiar and may even evoke some of your own graduation memories, but the students in this scenario are only pint-sized versions of the seniors who will take to the field for the last time this June as the class of 2011. This scene belongs to ISD 181 kindergarteners as they participate in the annual Kinderfriend Day celebration. BHS seniors and their moms have memories, not to mention a t-shirts, from Kinderfriend Day.

Kinderfriend Day began in 1986 when kindergarten teachers met monthly and wanted to get the theneight elementary school kindergarten classes on the figurative “same page.” They wanted to bring the kids together to celebrate their graduation from kindergarten and subsequent transition into their next 12 years in the school district. Kathy Engler, current Riverside Elementary School principal and former kindergarten teacher, said, “We wanted to give the students the gift of being the best day ever.” Bob Gross, school superintendent at the time, and assistant superintendent Wayne Haugen agreed to try the event once, but Gross wanted to include all kindergarteners in the area, whether in public or private schools, in order to get a true representation of their graduating class (Brainerd Senior High, other than Lake Region Christian

School, is the only high school in the area). Due to the half-day kindergarten schedules of 1986 and the event’s magnitude, it would be the first time all district kindergarteners would be together in one place. Despite the excitement around this inaugural event, no one anticipated the success that would follow. The first BHS graduating class to experience a version of Kinderfriend Day was the class of 1998 followed by the class of 1999. Both years experienced the day somewhat as it is now, but the big change came the following year. Back in 1986, Engler said the idea for Kinderfriend Day really came when planning for the Class of 2000, the first class to graduate in the new millennium. It was then they decided to do a mock graduation ceremony to leave the kindergarteners of the Class of 2000 with a “wonderful feeling,” said Engler.

The day consisted of track and field events, music and fun activities for the kids. Each kindergartener received an oversized blue Kinderfriend Day shirt and said Class of 2000 graduate, Jessica (Gray) Gangl, “Most people kept their shirts. They were kind of a big deal.” Gangl, who helped coordinate the Class of 2000’s 10-year reunion last summer, said some people who came to Brainerd after kindergarten actually felt somewhat left out not having one of the commemorative shirts. For the reunion, new shirts were made using the same logo as the original blue shirts, so anyone who wanted one could have one. Aside from the shirts, graduates have other memories of Kinderfriend Day. Fellow Class of 2000 graduate Lacey (Roberts) Speral said, “I just remember feeling so special and ‘big’ as we walked onto the field. It was a really neat experience.” Because of the resounding success of

We Are 181 • Spring 2011

Kinderfriend Day and the number of community supporters and partners it drew, Kinderfriend Day was officially sanctioned as an annual event starting with the class of 2001. Though Kinderfriend Day has been around for more than two decades, the appeal and excitement it generates for kindergarteners, their parents and community as a whole has not waned. In high school graduation speeches, said Engler, “kids still talk about Kinderfriend Day. It’s my favorite day of the year.” Nowadays, rather than having all of the kids wear the same color shirt, kindergarteners are distinguished by color in association with the school they attend. Current Brainerd High School senior Mason Fussy says he still has the green shirt he wore as a Nisswa Elementary kindergartener. “It doesn’t fit anymore, but I still have it.” Fussy remembers a lot of kids being at Kinderfriend Day and the fun obstacle course they were able to complete. As for the mock graduation ceremony, he said, “We walked around the track, and it gave a good idea of what it will be like to graduate.” Fussy’s mother, BHS physical education teacher and high school tennis coach Ellen Fussy, remembers Kinderfriend Day being very emotional. “I couldn’t believe it had already been six years (since he was born). My little man looked so big!”

WE BELIEVE IN THE STRENGTH OF OUR SCHOOLS & COMMUNITY

• Fine Arts Foundation Donor ($4,500)

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Now, as a teacher and parent, it’s been fun to see all of the opportunities her son has had through school. Like many BHS seniors, Fussy has made the most of his time in ISD 181. From activities such as student council, fine arts involvement with band and choir, academics and athletics (Fussy played baseball and football and is currently captain of the Warrior hockey team), he has maximized the 12 years since his kindergarten graduation. For Fussy, the opportunities afforded him through ISD 181 athletics have taught him a lot. “There are so many life lessons taught in sports,” said Fussy. “Losing, being a good sport, emotional control and how to look at the bright side when things don’t go your way.” While he has many wonderful memories of his journey through the Brainerd school system, Fussy said his favorite senior memory so far is playing football in the Metrodome (for the Class 5A state semifinals). While he has enjoyed his time in ISD 181, he is looking forward to his second and final walk around Don Adamson Field. Graduation will be a proud moment for both son and mother. Says Ellen Fussy of her son, “He’s turned into this big man who’s had all of these great experiences in ISD 181. He has this big, wide world open to him, and he now has the tools to create a successful life for himself.” While Fussy is moving on and putting to use in the real world all he has learned while a student in ISD 181, a new crop of graduates has been planted — the district’s kindergarteners. While Fussy and his classmates will don caps and gowns on June 2 , the day before, a group of expectant, anxious and energetic kindergarteners will take to Don Adamson Field for the first time as the class of 2023. Kinderfriend Day will once again bring the community together and fill the next generation of students with memories and dreams for the future. Because of the large number of community partners and sponsors for this event, Kinderfriend Day has affected more than just the students and their parents. Said Engler, “Kinderferfriend Day is truly a gift, not only to that kindergarten child, but to the community.” Because of the vision of that group of teachers and administrators in 1986, once again the football field will be full of small, expectant faces with their parents and the community looking on with hope for their futures.

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We Are 181 • Spring 2011

The Strength of Community

Member FDIC

Amy Gray Ellingson is a 1994 BHS graduate and owns her own communications and public relations consulting company. Amy is currently contracted as a coordinator for the Statewide Health Improvement Program for Crow Wing County and lives in Baxter with her husband and fellow BHS alum, Grant, and their two young children.

We Are 181 â&#x20AC;˘ Spring 2011

by S heila Helm b er ger

f you thought the floors were swept, the lights were turned off and the doors were locked on the last day of the school year, it turns out that isn’t the case at all. The halls of most of the buildings in ISD 181 bustle with both teachers and students most of the summer. Staff in the district use the time to train for new programs and students get an important opportunity to play catch up and find opportunities that can help them to better prepare for the next year.

Qu ie t ? It ’s n ot t h e cas e a t a ll. Summer school opportunities exist for students of every age from elementary to outgoing seniors. Each building designs their own programs based on needs and resources. Karen Schrader-Stave heads up the summer school program at Baxter Elementary School with MaryAnn Marks. “We typically have about 80 to 100 kids,” Karen said, “Our main purpose is remedial. Classes run the first three weeks in June in the mornings. We are specifically grade-based so we work on grade 22

We Are 181 • Spring 2011

appropriate skills that they might need more practice on.” Karen said they emphasize math, reading and writing. Students also get to work on building important social skills. Baxter also holds a kindergarten camp for a week in august to give incoming student an idea of what their first year of school will be like. Dave Frank is the assistant principal at Forestview Middle School. There the fifth- and sixthgrade program runs mornings two days a week the first two weeks in August for 10 days. The seventhand eighth-grade program runs two days a week, the first three weeks in August. Both focus heavily on math and reading while reviewing curriculum from the previous year to help prepare them for the next grade. For students in grades 9-12, Marlee Larson, principal at the Area Education Center, says the opportunities are many. “Our largest is credit recovery and skill development for secondary students. That happens primarily at the AEC. We have a seven-week program there every summer.” Students that attend are typically juniors and seniors that

are missing credits but sophomores take classes there as well. “Student needs are individually scheduled. The courses are taught by teachers from the high school and from the AEC,” says Larson. Last summer over 200 students completed 350 credits. At South Campus 34 students gained an additional 53 needed credits. The Middle Level Alternative Program, in collaboration with the Minnesota Workforce Center’s Warrior Worker Program, is targeted to 14- and 15 year-olds that meet certain criteria. It offers students a chance to go out into the community and spend some time working, primarily for non-profits. Mornings are dedicated to academic support in math, reading/language, and skill development. “Then they are out working and being mentored by teachers. They earn credit and get paid,” said Larson. Students help prepare for the 4th of July celebration and work at places like the fairgrounds, the arboretum, Camp Jim and HART. Larson said they report for eight hours a day, Monday through Friday. The highlight of their summer last year was a trip to Wadena where students were involved with cleanup from the tornado damage. Last summer this group logged 1,631 hours in community support. Two other important programs exist for high school students. BHS’s Transitional Life Skills is a summer program geared toward students with mental health concerns. The students earn academic credit, work on skill deficits and have

employment opportunities as well. At the high school, counselors often recommend students that could benefit from the summer offerings, said Larson. At South Campus and the elementary schools, teachers and/or parents are often involved in those decisions. The students aren’t the only ones that are making use of the downtime in the summer. “We have training almost all summer,” says Deb Lechner, director of teaching and learning. Classes and seminars are available to teachers and staff in the district. Courses are available in a variety of areas for professional development. Some of the offerings teachers may be required to take to maintain their licensure, said Lechner, Other course options include specific classroom subjects, training in student behavior and social skills, innovations in technology and mastering some of the new equipment in the schools such as the electronic whiteboards. Just because a student isn’t enrolled in a formally offered program through the district doesn’t mean there aren’t other creative places to keep minds and bodies sharp through the summer months. Enrichment opportunities of all kinds are offered through the district’s Community Education catalog in areas from music and sports to exercise, science and technology. We live in an area that boasts an embarrassment of riches for ways to spend our vacation time. The hard part is deciding what to do!

The Warrior Worker Program, a collaboration with the Middle Level Alternative Program and the Minnesota Work Force, gives students the opportunity to be of service in the community.

Sheila Helmberger lives in Baxter. She is married with three children and contributes to many area publications.

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by Mar y A algaar d p hot os b y Joey H alvor s on

Fitness is fun in an after-school program financed and supported by community resources.

fterschool care takes on a healthy theme on Mondays and Wednesdays at Riverside Elementary School. Mary Davis directs these activities along with her son Josh and Erin Norby, a medical student from the university, working in the community at St. Josephâ&#x20AC;&#x2122;s Medical Center. Norby takes the height and weight measurements of the kids involved at the beginning and end of the program. Davis was hired to instruct up to 20 third- and fourth-graders in an afterschool care group that includes fitness activities and teaching about healthy choices, like nutritious foods and staying active. She says she wants the kids to find fitness fun. Davis tries to choose activities that keep most of the children moving for most of the time. The children have done floor hockey, kickball, basketball, martial arts and dance videos and fitness relays. Kickball is a favorite, but instead of just sitting or 24

We Are 181 â&#x20AC;˘ Spring 2011

standing around waiting for your turn to be up, Davis has the kids doing jumping jacks, pulling on resistance ropes or doing some other calisthenics. She also makes a game out of calisthenics to increase the fun and effort. The kids formed relay lines, about five kids per line. The first kid did 10 pushups. When he was done, he got up, ran to the next player and she started doing 10 jumping jacks. Then, off she ran to the next person who did another activity and so forth. There was smiling and clapping and running along with the push-ups, sit-ups, running and more. The kids just thought it was a fun game. Erin Norby and Josh Davis both participate in these activities. When the kids see someone like Josh, a junior at Brainerd High School, running and playing with them, they are drawn into the activity. The kids love it when they get to choose the activities. Davis has a game where they

run from one end of the gym to the other. She’ll call out a child’s name. That child gets to pick the next activity, like skipping or jumping or hopping on one leg. All the kids get a pedometer at the beginning of the session. At the end, they bring it up to see who had the most steps during class. Just before the deadline, some kids start running in place to increase their numbers. One activity that they’d like to do again is building cars out of scooters. This activity exercised many muscles including creativity, cooperation and balance. The kids spent time planning, building and racing. Davis said the challenge was to keep the crashes to a minimum. Kelly Gubrud, third-grade teacher at Riverside, helped coordinate the program. She wanted to get kids involved and promote healthy lifestyles. Some kids were invited to participate, and others signed on when the program was opened up to any third or fourth grader. Some kids are already in afterschool programs and sports. Others were hindered by transportation needs. The kids who signed up say they’d do it again and recommend it to all their friends. One girl said she took the form home and begged her mom to sign her up. She said, “I’ve always wanted to do an afterschool care program and this one is great because it’s also sports.” The kids call it their “Exercise Care Group.” Funded by a grant of $50,000 through The Minnesota Area Health Education Center, the program runs January through April. Dr. Mark Gray at St. Joseph’s Medical Center was able to apply for this grant because the hospital has interns in the Rural Physician Associate Program. Over the past three years, the grant has provided a variety of projects in three elementary schools, including: stability balls in the classrooms, pedometers, healthy snacks, and after school programs. An added benefit to this program is making friends, of course, and having a social group that promotes fitness. The kids have already shown increased self-confidence and self-image. They were eager to talk to this writer and were excited for their photo shoot. From the looks of it, this is

way more fun than sitting at home by yourself in front of the TV with a bag of chips. These kids really know how to live!

Mary Aalgaard is a freelance writer in the Brainerd lakes area. She’s a regular contributor to Her Voice and does other creative writing. She has four children attending Brainerd Public Schools.

(218)829-1789 14453 Edgewood Dr. • Baxter, MN 56425 We Are 181 • Spring 2011

We Are 181 District Planning Team Pam Dyson

Steve Razidlo

Director of Technology

Superintendent

Tim Edinger

Denise Reeser

Science Teacher â&#x20AC;&#x201C; Forestview Middle School

Agricultural Instructor â&#x20AC;&#x201C; Brainerd High School

Ellen Fussy

Lisa Roberts

Physical Education Teacher â&#x20AC;&#x201C; Brainerd High School

Kindergarten Teacher â&#x20AC;&#x201C; Harrison Elementary

Heidi Hahn

Trudi Storbakken

Special Education Director

Licensed School Counselor â&#x20AC;&#x201C; Forestview Middle School

Judy Jensen Community Education Director

Denise Sundquist Health and Safety Coordinator

Deb Lechner Director of Curriculum and Instruction

Steve Lund

Kris Wyman Second Grade Teacher â&#x20AC;&#x201C; Baxter Elementary

Director of Business Services

Casey Miller Math Teacher â&#x20AC;&#x201C; Area Education Center

Investing.

Itâ&#x20AC;&#x2122;s about more than money.

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We Are 181 â&#x20AC;˘ Spring 2011

K I N D E R GA R T E N

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Kindergarten is an exciting time of exploration and growth for your child. Brainerd Public Schools have a proud tradition of outstanding staff members who provide kindergarten-age children with challenging learning, a supportive environment, and a variety of enriching opportunities. With positive, caring relationships vital to student success, our goal is to develop a strong partnership between the school and your family so your child can reach his or her fullest potential.

Gayleen Eckholm 218.454.6917 gayleen.eckholm@isd181.org To schedule a tour:

Erin Herman 218.961.6862 (office) 218.821.3760 (cell) erin.herman@isd181.org

• • • • • • • • •

All day, every day kindergarten Small class size Experienced, high-quality teachers Individualized reading, writing, and math programs Innovative technology in every classroom Strong student performance on multiple assessments Volunteer-based academic enrichment activities Onsite licensed nurses at every school Active parent-teacher organizations (PTOs) focused on providing educational enrichment • KinderCamp orientation program that reduces new student anxiety and eases transition • One-on-one learning assessment of each student prior to start of school • Before-and-after school care and instruction available

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