we are 181 - spring 2011
DESCRIPTION
• Forestview’s Kids That Care How do you teach children to care about their community? Forestview provides a variety of opportunities to give back. • Lifelong Learning Not just for K-12 students, anyone from infants to their elders can take classes at The Learning Center. • Nisswa Nice Read how bullying can affect a child and what Nisswa Elementary is doing about it. • Kinderfriend Day - A District Tradition It’s become a special tradition with pomp and circumstance - when kindergartners get their t-shirts and make memories for the future. • Afterschool Care With a Fitness Flair Here’s an afterschool program at Riverside, made possible by community collaboration, that’s all about fun and fitness.TRANSCRIPT
Inside:
Nisswa Nice
Forestview’s Kids that Care
Summer in Our Schools
A publication of the Brainerd Dispatch
St. Joseph’s Medical Center and BMC are now part
of Essentia Health, the area’s largest and most
comprehensive healthcare system.
MoreHealingHands.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.
We Are 181 • Spring 2011 3
FeaturesContents
In This IssueWe are Tuned In.....................................................8Experiencing TV Behind the Camera
By Pam Landers
We are Skilled......................................................16Learning to Work in the Real World
By Melody Banks
We are Detailed...................................................21Fun Facts Page
By Steve Lund
We are Always Open............................................22Summer in our Schools
By Sheila Helmberger
Forestview’s Kids That Care..................................... 5How do you teach children to care about their community?
Forestview provides a variety of opportunities to give back.By Jenny Gunsbury
Lifelong Learning.....................................................10Not just for K-12 students, anyone from infants to their elders can take classes at The Learning Center.By Jenny Holmes
Nisswa Nice............................................................13Read how bullying can affect a child and what Nisswa Elementary is doing about it.By Carolyn Corbett
Kinderfriend Day - A District Tradition.....................18It’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...................... 24Here’s an afterschool program at Riverside, made possible by community collaboration, that’s all about fun and fi tness.By Mary Aalgaard
5
24
13
8
On the cover: Lifelong LearningThe 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 20114
PUBLISHERTim Bogenschutz
EDITORMeg Douglas
ART DIRECTORNikki Lyter
PHOTOGRAPHERJoey 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
E-mail your comments, suggestions or topics to
copyright© 2010
VOLUME ONE, EDITION TWO SPRING 2011
Staff
506 JAMES STREET, P.O. BOX 974
BRAINERD, MN 56401
(218) 829-4705 • www.brainerddispatch.com
A Mom Speaks from the Heart
Welcome to our spring issue of We Are
181. For many in our schools, spring
is a time of refl ection, focusing on the
completion of another school year and for many
students and their families, graduation signifi es the
beginning of a new chapter in their lives.
Personally, I fl ash 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 fi eld for the fi rst
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
fi eld — from watching football games on Friday nights to fi nally
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 fl ies 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 confi dent 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 refl ects 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 confi dence, we are proud, WE ARE 181!!!Ellen Fussy
Mom, teacher, coach
We Are 181 • Spring 2011 We Are 181 • Spring 2011 5
The halls at Forestview Middle School
were buzzing with excitement even
before the fi rst 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 fl owers 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, sixth-
grade 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
by Jenny Gunsbury
photos by
Joey Halvorson
We Are 181 • Spring 20116
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 affi liate 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…
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 benefi t 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, fi fth-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 Confi dence Learning
Center. On Fridays, they visit residents
at Edgewood Vista senior living center.
We Are 181 • Spring 2011 7
Brainerd Brainerd Cub FoodsBaxter Baxter Cub Foods Aitkin
We’re proud to call this home
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.”
“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
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 fl owers on Valentine’s Day as a fund raiser for non-profi t organizations in the community.
We Are 181 • Spring 2011We Are 181 • Spring 20118
by Pam Landers
You 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 fi ne arts to engineering, from
social skills to electronic wizardry.
Anyone can fi nd 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 fi eld, 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
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 fi nd
out where their abilities and
interests fi t 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
photos by
Joey Halvorson
We Are 181 • Spring 2011 We Are 181 • Spring 2011 9
Business Offi ce SolutionsBusiness Offi ce Solutions
Proud SupporterProud Supporter of ISD 181 of ISD 181
866.974.6406www.suitespaces.com
Baxter • 218.824.7878 15229 Edgwood Dr., Suite 105
St. Cloud• 320.443.6000720 W. St. Germain St., Suite 134
capability of analyzing what a program
is trying to say, how it is laying out
its message and what the producers’
points of view or purposes were for
creating the program.
Students who want to continue
exploring TV production as a career
option go on to TV Production 2.
Henschke works with
them to refi ne their
skills and to introduce
them to the entire
career experience.
He runs the class as if
they were in the actual
business of producing
television programs
— which, in fact, they
now are.
The students
produce a 15- to
20-minute weekly
news program, the
“Warrior Update.” It
airs to the students on
Friday morning. The
“Update” also replays
on local Cable Channel
15 throughout the
week. The students do
the reporting, interviews, the camera
work, taping and editing, everything
that needs to be done to produce the
show. They have to learn the meaning
of punctuality, meeting a deadline,
teamwork, prioritizing time, relying
on others and being reliable for others.
On Monday morning the team watches
the show with Henschke to critique
and learn before starting on the next
one.
In addition, these students produce
from the fi eld for sports events, music
concerts, the spring Fine Arts Banquet,
All Sports Banquet, graduation and
baccalaureate, just to name a few.
Last year they produced the BHS
Homecoming football game program
so professionally that Fox Sports TV
took the class feed rather than sending
someone up to fi lm the game.
“I am mainly a mentor or a guide
for these kids,” Henschke says. “They
teach each other. Our special ed
and advanced placement students all
work together in here. The students
become very close, working together
as intensely as they do over long
periods of time.”
The TV Production program works
with Lakes Media Collaborative, a
nonprofi t organization that operates
cable channel 8 and 15. Henschke
is also the executive director of this
organization, so he is in a position
to see that students are able to help
produce programs for the community
as the opportunity arises. Lakeland
Public Television takes advantage of
the students’ talents by using them to
crew for their programs originating
from Brainerd, one of which is Ray
Gildow’s “Lakeland
Currents.”
S t u d e n t s
can also take an
independent study
course, working
with Henschke
to design their
own curriculum.
They may want to
do something in
writing, screenplay,
graphics or teach
themselves about a
piece of equipment
or software, which
becomes part of
their portfolio for
the future.
What started
in a storeroom
25 years ago with
one class and a handful of students
has grown into a program with 75-80
students each semester. The program
produces young adults that have not
only the skills needed for the growing
technology in our world, but also gives
students the skills needed for working
with others.
An environmental educator for more
than 20 years, Pam Landers is now
an environmental writer.
With the communications fi eld “exploding,” job options are plentiful for students with experience from Dave Henschke’s TV
production classes. Advanced students actually produce, “Warrior Update,” a weekly news program.
We Are 181 • Spring 2011We Are 181 • Spring 201110
You 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
fi nd 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
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 fi rst 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 fi rst 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
specifi c 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.”
by Jenny Holmes photos by Joey Halvorson
Learning begins at a young age as infants and their
parents attend class together. In the fi rst year, “the focus is on the parents,” says ECFE coordinator, Connie Nelson.
We Are 181 • Spring 2011 We We e AreAreAre 18 181 •1 • Spring 2011 11
INVESTING IN OUR CHILDREN IS THE FUTURE OF THIS GREAT COMMUNITY.
301 NW 6th Street, Brainerd | www.we-ins.com | 829-4721
Jake Huser Matthew HartmanJaime Rowlette
Auto | Home | Business | Farm Call Today for a free quote.
3011 1 NWWNW 66ththh S SStreet,, BBraainn
JaJakeke H Hususerer
Autoo | Hoomeme | BuBusis neen ssss | FaFar
Proud Supporters of ISD 181 and the Brainerd Lakes Community.
For 89 years, we have met the insurance needs of businesses and families in the heartland of Minnesota. Weizenegger Engel works with numerous insurance companies to offer you the most appropriate coverage. Our insurance professionals have the knowledge, energy and passion to fi nd you the best coverage.
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 fi rst even
if they don’t attend classes here,”
Nelson said. “In some ways, we
are the fi rst 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.
We Are 181 • Spring 2011WWe AreAreArereArere 1818 1818 1811 181 • Spring 201112
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 fi nd 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
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 Offi cial 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 offi cial 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 infl ux 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 fi rm, Silver Bullet
Communications. She lives in Nisswa
with husband, Tim, and their two
school-aged children.
Classes in the Adult Basic Education program enable students to earn their GED or brush up basic skills in
preparation for a job.
We Are 181 • Spring 2011 We Are 181 • Spring 2011 13
To learn more and apply for an iHELPTM loan go to www.pnbmora.com and click on the iHELP® Loan Center button.
Loan Center
Brainerd (218) 825-8800 Also located in Aitkin, Crosby, Mora
and North Branch
www.pnbmora.comMember FDIC
®
Low Cost Student Loans!iHELP® is designed for the “gap” between the cost of education and the
amount students can borrow under the federal programs.
Erin Herman believes everyone has a right to
feel comfortable at school. Principal of Nisswa
Elementary School, Brainerd School District’s
fl agship 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 fi rst are
punching, shoving and other acts that hurt people
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
story and photos by Carolyn Corbett
As part of a school-wide 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.
We Are 181 • Spring 2011We Are 181 • Spring 201114
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 butterfl ies 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
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 specifi c behaviors for specifi c
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 fi ve. 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
fi nds 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
Nisswa third graders write their own defi nitions of bullying and
draw illustrations.
We Are 181 • Spring 2011 15
Carolyn Corbett is a free-lance writer
editor for cruising, parenting and general
interest magazines.
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 fi nding
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
offi ce. 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 fi x it if we don’t know about it.”” And then they get to work...
We Are 181 • Spring 2011WeWeWeWeWe WeWe WWe We We WeWeWWeeWeWWWWe WeWWWe WWeWWeWWWWWWWeWeWWeWWWeWWWWeWee We AreAreAreAreAreAreAreAreArAreAreAreArereeAAreArereArerAArAAAAAAAAreAre 1818 181818 18 18 18181818811818181881818111118181818188 11111 11 •1 •1 •1 •1 •1 •1 •1 •1 •1 •11 •1 •1 •1 •11 •11111111 Sp SpSSSp Sp SpSp SpSp Sp SpSp Sp SpSSSpSS SSSSS rinrinrinrinrinrinrinrininrinrinrinrrinriiirr 2g 2gg 2gg 2g 2g 22g 2g 22g 2g 2g 2 2g 22g 2 222gg 011011011011010110110110110101100000100010000
A 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 diffi culties 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
story and photoby Melody Banks
16
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 181 • Spring 2011 We Are 181 • Spring 2011
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 fi eld 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
fi eld 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 short-
term 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 fi nding students
opportunities to gain the experience
they need to become as independent
and self-suffi cient 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
fi rst experience working with a student
in the work-based learning program.
“Having Derick [Hines] here has been
a good fi t,” 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 confi dent 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
fi nding 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.
17
We Are 181 • Spring 2011We Are 181 • Spring 201118
Picture 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 fi eld as everyone
contemplates the end of this phase
of life and looks with excitement
and uncertainty toward the future.
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 fi eld 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.
by Amy Gray El l ingson
photos byJoey
Halvorson
BHS seniors and their moms have memories, not to mention a t-shirts, from Kinderfriend Day.
We Are 181 • Spring 2011 We Are 181 • Spring 2011 19
Kinderfriend Day began in 1986
when kindergarten teachers met
monthly and wanted to get the then-
eight elementary school kindergarten
classes on the fi gurative “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 fi rst 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 fi rst 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 fi rst 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 fi eld
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
fi eld. It was a really neat experience.”
Because of the resounding success of
We Are 181 • Spring 201120
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.
Kinderfriend Day and the number of community supporters
and partners it drew, Kinderfriend Day was offi cially
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 fi t 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!”
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, fi ne 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
semifi nals). While he has enjoyed his time in ISD 181, he
is looking forward to his second and fi nal 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 fi rst time as the class of 2023.
Kinderfriend Day will once again bring the community
together and fi ll 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 fi eld will be full of small, expectant
faces with their parents and the community looking on with
hope for their futures.
WE BELIEVE IN THE WE BELIEVE IN THE STRENGTH OF OUR STRENGTH OF OUR
SCHOOLS & COMMUNITYSCHOOLS & COMMUNITY
“State of the Art Banking Service“State of the Art Banking Servicewith Friendly Personal Service”with Friendly Personal Service”
The Strength of Community724 W. Washington St.
Brainerd218-454-7400
www.unitybanking.com Member FDIC
• Fine Arts Foundation Donor• Fine Arts Foundation Donor($4,500)($4,500)
• Donated Flat Screen TV’s for Grad Blast• Donated Flat Screen TV’s for Grad Blast
• $500 Scholarships to Excelling Post Secondary Students• $500 Scholarships to Excelling Post Secondary Students
We Are 181 • Spring 2011 21
We Are 181 • Spring 201122
If you thought the fl oors 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 fi nd opportunities that
can help them to better prepare for
the next year.
Quiet? I t ’s not the case at a l l .
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 fi rst three weeks in June in
the mornings. We are specifi cally
grade-based so we work on grade
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 fi rst year of school will be like.
Dave Frank is the assistant
principal at Forestview Middle
School. There the fi fth- and sixth-
grade program runs mornings two
days a week the fi rst two weeks in
August for 10 days. The seventh-
and eighth-grade program runs two
days a week, the fi rst 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
by Sheila Helmberger
We Are 181 • Spring 2011 23
Westgate Mall -- 218.829.3820Westgate Mall -- 218.829.3820 Westport Shopping Center -- 218.825.08988t Shopp er 218 82Westport ping CeCeC nte 5 088inor 881S 5 00C 000ppp Sh 9h n nn rnr ppp i 99888 8tt t 98 88 8o 8 888 88 22 8 8888hShopppingppingtWestportor erCeCC nterrt 0808088888 82525 9899921WWW 8989t Sh 218 82W t t i CCC t 25 00080808088881S 00S 9222 8 888hSh itW t CCCCC tCCCC 08080808088888 8225 989921
M-J’s SportshopM-J’s Sportshop
We are proud to support our schools!We are proud to support our schools!We are proud to support our schools!We are proud to support our schools!We are proud to support our schools!
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-profi ts. 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 clean-
up 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 defi cits and have
employment opportunities as well.
At the high school, counselors often
recommend students that could
benefi t 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 specifi c 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!
Sheila Helmberger lives in Baxter.
She is married with three children and
contributes to many area publications.
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.
We Are 181 • Spring 2011We Are 181 • Spring 201124
Afterschool 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. Joseph’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 fi tness activities
and teaching about healthy choices, like
nutritious foods and staying active. She
says she wants the kids to fi nd fi tness fun.
Davis tries to choose activities that
keep most of the children moving for most
of the time. The children have done fl oor
hockey, kickball, basketball, martial arts
and dance videos and fi tness relays. Kickball
is a favorite, but instead of just sitting or
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
fi ve kids per line. The fi rst kid did 10 push-
ups. 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
by Mary Aalgaard
photos byJoey Halvorson
Fitness is fun in an after-school program fi nanced and supported by community resources.
We Are 181 • Spring 2011 We Are 181 • Spring 2011 25
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 benefi t to this program is making friends, of
course, and having a social group that promotes fi tness.
The kids have already shown increased self-confi dence 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)829-178914453 Edgewood Dr. • Baxter, MN 56425
We Are 181 • Spring 201126
Pam Dyson Director of Technology
Tim Edinger Science Teacher – Forestview Middle School
Ellen Fussy Physical Education Teacher – Brainerd High School
Heidi Hahn Special Education Director
Judy Jensen Community Education Director
Deb Lechner Director of Curriculum and Instruction
Steve Lund Director of Business Services
Casey Miller Math Teacher – Area Education Center
Steve Razidlo Superintendent
Denise Reeser Agricultural Instructor – Brainerd High School
Lisa Roberts Kindergarten Teacher – Harrison Elementary
Trudi Storbakken Licensed School Counselor – Forestview Middle School
Denise Sundquist Health and Safety Coordinator
Kris Wyman Second Grade Teacher – Baxter Elementary
We Are 181 District Planning Team
Investing.It’s about more than money.
K I ND E R GA RT EN
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.
• 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
Contact Us Today!To Register:
Gayleen [email protected]
To schedule a tour:
Erin Herman218.961.6862 (offi ce)218.821.3760 (cell)[email protected]
}}
boot campBANKING
FOR TEENS, YOUNG ADULTS & THEIR PARENTSBASIC TRAINING©Frandsen Financial Corporation
“NO WAY!”... you’re thinking, right? Cool. But without a PLAN, you could fi nd yourself scrounging to make ends meet
a lot longer than you ever imagined. That’s where BANKING BOOT CAMP comes in. Think of it as
basic training to arm you with the knowledge, tools and fi repower you’ll need to succeed fi nancially—no matter the terrain.
It’s a FREE, FAST and FUN way to learn banking basics, geared toward teens, young adults, and their parents. Get clued in about identity theft, getting your
fi rst loan, paying for college, and much, much more.
THIS TOTALLY AWESOME SERVICE PROVIDED BY
THREE LAKES AREA LOCATIONS NISSWA (218) 963–3316 CROSSLAKE (218) 692–2455 BAXTER (218) 855–1320
www.frandsenbank.comMEMBER FDIC
Member of Frandsen Financial Corporation
A QUESTION FOR THE YOUTH OF TODAY
FIND US ONLINE AT WWW.FRANDSENBANK.COM
SEE THE SHOW!BANKING BOOT CAMP – LIVEAT YOUR GROUP, CHURCH, SCHOOLCall 218.855.1320 for details. No cost. Shelly A. Sowada
LAKES AREA DRILL SERGEANT
FS01010 CA092910