we are 181 - spring 2011

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

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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

[email protected]

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


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.


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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


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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.


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

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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.


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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.


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.


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...

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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


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.


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


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

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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


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


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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.


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.


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


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.

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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]

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