we are 181

Inside:

Test Scores and More

Science Made Fun

Schools Go Green

A publication of the Brainerd Dispatch

We are 181 Glossy Fall 2010.indd 1We are 181 Glossy Fall 2010.indd 1 10/4/10 2:11 PM10/4/10 2:11 PM

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3

FeaturesContents

In This IssueWe are thrifty.......................................................11Cost Cutting at the Grass Roots

By Melody Banks

We are accountable.............................................13Finance in 3D

By Steve Lund

We are healthy.....................................................17Healthy Eating in the Lunchroom, Farm2school Provides More Than Veggies

By Amy Gray Ellingson

We are performing...............................................22 The Area Education Center - A Structure for Success

By Sheila Helmberger

Hello Hands on Learning............................................5‘Learn by doing,’ is the guiding principle behind the new science curriculum being implemented in grades K-6. By Jenny Gunsbury

Preparing for the Next Level, Students Have Choices......................................................................8High school students can save time and their family’s money as they prepare for post secondary training in a variety of ways.By Jenny Holmes

Community’s Financial Leaders Provide Input to the Budget.....................................................................14Now fi nancial experts from the community are lending eyes, ears and input in evaluating the school district fi nances.By Kathi Nagorski

Living Above the Line..............................................20Intelligence is taught through more than reading, writing and arith-metic. This new curriculum is guaranteed to increase a child’s abil-ity to learn.By Carolyn Corbett

Brainerd Schools are Going Green...........................24Greening of the school infrastructure can both save the planet and save money.By Pam Landers

5

20

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We Are 181 • Fall 2010

Welcome to We Are 181. This new publication marks a change in our approach to communicating with our

community. Our goal is to communicate in a new way with a new format. In this fi rst edition, we hope to bring you the stories that demonstrate our impact on the lives of students and their families and our commitment to the community.

Through a partnership with the Brainerd Dispatch, this new publication will be delivered to almost all of the residents in our district. Because of advertising purchased by area businesses, our partnership gives us the opportunity to share the following stories with you at a signifi cantly lower cost.

We are also capitalizing on a team of writers in the community who will broaden the perspective of our school stories. We hope that these stories will enrich your understanding of what we do and who we are. Because it was diffi cult to prioritize and select from the many stories in our schools, we hope to publish more editions of We Are 181 in the future.

As you will note, we have chosen to share some information from each level of education — elementary, middle and high school — and we have also included material about district fi nance and community programs.

Finally, Independent School District 181 serves nearly 6,900 learners in a district that covers over 700 square miles. Nearly 900 employees provide a quality education for all our children. We thank the Dispatch, our community writers and all our business partners who have purchased advertising and for having faith in this new venture. We also thank all of the students and staff who shared their stories. We are 181.

4

PUBLISHERTerry McCollough

EDITORMeg Douglas

ART DIRECTORNikki Lyter

PHOTOGRAPHERJoey Halvorson

SUPERINTENDENTSteve Razidlo

We are 181 is a publication produced in cooperation with The

Brainerd Dispatch and School District 181

•For advertising opportunities

call Tim Bogenschutz 218.855.5844

E-mail your comments, suggestions or topics to

[email protected]

copyright© 2010

VOLUME ONE, EDITION ONE FALL 2010

Staff

506 JAMES STREET, P.O. BOX 974BRAINERD, MN 56401

(218) 829-4705 • www.brainerddispatch.com

A Letter from the Superintendent


5

That, in the proverbial nutshell, is the idea behind the new science program being

implemented this fall in the Brainerd School District. The Full Option Science System (FOSS) curriculum is being taught in kindergarten through sixth grade at each of the district’s elementary schools and Forestview Middle School. Its founding principle is that students should learn science by doing science.

The district’s science program was due for an update. In 2008, as part of the regular curriculum review cycle, Debra Lechner, director of Teaching & Learning, and a committee of teachers started researching best

practices and new options for science education. This review followed the Department of Education revision process of the Minnesota Academic Standards in Science. Members of the committee were able to attend science conferences, webinars and visit other districts using funds from Best Practice and STEM grants. “It was so inspiring to see all the new and updated curriculum materials available and the exciting opportunities happening in the world of elementary science,” says Lechner. The Minnesota science standards have increased in rigor throughout the grades including the requirement that all today’s elementary students will be required to take biology as well as

chemistry and/or physics when they are in high school according to state legislation.

FOSS is a “hands on” learning approach to teaching science at the elementary and middle school levels. It’s an inquiry-based program where students learn the scientifi c process by doing their own investigations on a topic, recording fi ndings, and discussing results with the class. Teaching methods and materials were developed at the Lawrence Hall of Science at the University of California at Berkeley and are continually updated by the university.

Each unit of study has a “module,” or kit, fi lled with all the necessary

- Hometown Store, Baxter -

Proud supporter of ISD 181

by Jenny Gunsbury

Using the FOSS curriculum, 5th grade teacher Stephanie VanWyngeeren fi rst demonstrates a weight

concept, then students learn hands on by balancing feathers, coal and chalk with paper clips. (see next page)


supplies and equipment to carry out the experiments. It also contains FOSS Science Stories that feature non-fi ction reading on the topic of study, safety poster, and teacher preparation DVD. “Everything teachers need is in the module. For the students, it’s so much more than just reading about science, but actually doing science. A scientifi c knowledge base is critical, and we also need to inspire the students to be curious about, investigate and engage in science concepts through “hand-on” exploration,” explains Lechner.

This is just the type of learning that leaders in science education are promoting. A move toward more experiential learning versus rote memorization and passive acquisition of knowledge will better serve students in a quickly changing world of technology and scientifi c advancements.

At the national and state level, science education standards require that students have courses in several core areas each year: Nature of Science and Engineering, Physical Science, Earth & Space Science, and Life Science; the district also added Environmental Science/Renewable Energy & Sustainable Living. Using the Minnesota standards as a guide, the science committee chose and aligned modules from FOSS that fi t the state requirements. For example, for third grade physical science, the FOSS module “Physics of Sound” is used. Students investigate, record, and discuss how sounds travel through a variety of materials, how sounds can be amplifi ed or dampened and the relationship of pitch to the sound source.

Switching to an entirely different curriculum can be a daunting task for the teaching staff. As early as last spring, teachers started received training with FOSS. Another training session was held this fall a few weeks before school started. Mary Lou Klinkhammer, FOSS consultant, conducted the training. Teachers had the opportunity to work through “The Force,” an experiment using a scale, magnet, and washers from the fourth grade module on Magnetism and Electricity. Just like students in a real class, teachers were put into small groups and each given a science notebook. First, they created a table of contents and then added a “focus question” to study, explore and investigate. As they did the experiment, data was gathered and organized. Finally, the information was analyzed, predictions were made, and refl ections about the outcomes recorded.

“The notebooks are a key part of the curriculum,” explains Klinkhammer. “They are an important tool for discussions about what students learned by looking at facts and evidence about their investigations.” This will be especially helpful in solidifying science concepts in preparation for the Minnesota Comprehensive

6 We Are 181 • Fall 2010

Assessment-II exam (MCA-II), a test administered in grade 5 that covers information learned in grades 3-5.

It’s also a way to integrate other school subjects in a scientifi c context. Garfi eld Elementary fi rst-grade teacher Cynthia Askerooth-Olson says, “FOSS incorporates all other curriculum with science: art and drawing (in the notebooks), writing, reading and math. It’s a perfect way to learn.” She and several other staff members had the opportunity to test FOSS modules in their classrooms last year. “The kids were so motivated and eager. Science from a book is different than touching the worms and the dirt. It really involved all fi ve senses and the kids loved it,” says Askerooth-Olson.

Bonnie Dick, Baxter Elementary second-grade teacher, comments about her FOSS trial experience last year, “We did a unit on solids and liquids. I noticed that the kids were asking a lot more questions. They weren’t just waiting to be given the information.” Jan Wilcox, kindergarten teacher at Lowell Elementary, also noticed a difference in her class. “The students were excited, curious, and very observant.” Compared to the previous curriculum, Wilcox says, “FOSS is more solid, with a consistent direction and focus district-wide.”

This consistency is a huge benefi t to teachers and students. According to Robin Halverson, fi fth-grade science teacher and part-time curriculum coordinator, “The FOSS program brings continuity among and grade levels. Common terminology and experience is very important for kids. When all the fi fth graders arrive at Forestview Middle School, their science teachers will know exactly what they learned in elementary school,” she says. Teachers across the district will be teaching roughly the same material at the same time. “If a child moves to a different school, they likely won’t miss or overlap on a topic,” explains Askerooth-Olson.

Classrooms are also being supported with new Delta readers, or classroom reading books. “The Delta readers are a great compliment to the FOSS curriculum,” says Halverson. “The non-fi ction books support and extend the same content as the modules. We’re able to be teaching and reviewing science topics with books the students have as part of their reading time. They’re also leveled for readability. This means that a student can do the lab experiments with the class but be able to read the science content at his or her own reading level.”

The cost of purchasing the FOSS modules has been covered in part by Science, Technology, Engineering, and Mathematics (STEM) grant money and by the textbook budget. Replenishing the modules with items such as paper cups, cotton balls, seeds, string, or popsicle sticks comes out of the elementary science supply budget, as in the past. The Minnesota Department of Natural Resources even donates the trees that are used in kindergarten.

For parents interested in helping their child with science homework or looking for fun science projects, the FOSS website, www.FOSSweb .com, is a wonderful resource. Content taught in class, summaries of each module, as well as activities to try at home are all there in a colorful, engaging, easy to navigate format.

It’s an exciting time for elementary and middle school students and teachers. With the FOSS curriculum’s hands-on learning and multi-subject integration, Brainerd School District students will be well prepared for the ever-increasing academic requirements not only in science, but other subjects as well.

Jenny Gunsbury and her husband, Brent, are both graduates of

Brainerd High School. “We had some great teachers and classes

when we were in school, but this program looks like it will take

science education to a whole new level.” They have a son and daughter that attend Forestview

Middle School. Jenny enjoys free-lance writing for several area

publications and websites.

7We Are 181 • Fall 2010

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8

When Brainerd High School senior Chris Sausen steps foot onto the college or

university campus of his choice in the fall of 2011 he will already have completed several entry course requirements and, possibly, be semesters ahead of his peers.

Sausen is among more than 50 percent of his BHS cohorts who are taking advantage of acquiring college credit while still, physically, learning under the high school’s roof.

It’s all due to increasingly popular options being offered to high school students, including Advanced Placement classes, Post Secondary Enrollment Option and, the new kid on the block, the College in the Schools program.

Sausen has had his eye on college placement since taking his fi rst AP course during his sophomore year. Two years later, Sausen has fi ve AP classes and tests successfully under his belt with another three on the docket this school year. “I’ve always done pretty well academically and obviously the college credit was intriguing and meant a boost in my GPA,” Sausen said. “I like to be challenged and have challenging work, and AP achieves that.”

Superintendent Steve Razidlo agreed this is a growing trend among

BHS students who are planning for their collegiate future. “More students, as a general rule, are getting college credit while still in high school. And they’re doing so in a couple of different ways. We have Bridges Academies courses and partnerships. We have traditional post secondary enrollment option students. We have AP students. We even have some students who are taking College Level Examination Program (CLEP) tests for college credit while in high school.”

Andrea Rusk, principal at BHS, said Advanced Placement, fi rst offered in Brainerd in1985, is the longest running, most successful college prep program at the high school. Students are given the opportunity to take courses at a college level and, upon successful completion of the course and subsequent test, earn college credit — all at no expense to the student due to state reimbursement. Students can begin taking AP courses in 10th grade, and BHS teachers teach all courses. “Any conservative possible forecast puts the value of college credit earned by BHS students through AP courses well over half a million dollars annually,” Razidlo said of the potential cost savings to families.

In 2010 alone, 537 AP tests were

administered to 301 BHS students. Seventy percent of those taking the test successfully earned college credit. In 2009, Brainerd High School was named in Newsweek Magazine’s “Top 1000 US High Schools” based on their 2009 AP success scores.

For students who would rather forgo the campus life of their respective high school, Post Secondary Enrollment Option is a program supported and supplemented by the state, which allows students to attend the college or university of their choice and earn both


9

college and high school credit. Like AP, students do not pay for credits. Rusk said students can choose to participate either part or full time and high schools such as BHS don’t have much direct involvement other than helping students ensure their local school requirements are being met. “It is an option but it’s declining somewhat in numbers because of the other opportunities being offered here on campus,” Rusk noted. Currently there are 39 BHS students who attend CLC full time through the PSEO program and 61students attend part time.

One of the newer opportunities that continues to attract students looking to earn college credit a year or two early is the College in the Schools program. “The College in the Schools courses are growing leaps and bounds at Brainerd High School,” Superintendent Razidlo said. “We have partnerships at two institutions.

The primary one, almost exclusive, is Central Lakes College. But there are a few credits offered to the University of Minnesota as well every year.”

This is the third year BHS has participated in the CIS program. Much like AP, classes are taught by BHS instructors on the high school campus, but allow students to earn both high school and college credit at no charge. Courses offered to date include engineering, math, science, Aagriculture, business, English, and world language Spanish.

“One of our CIS programs is the Bridges Career Academy,” Rusk explained. “Bridges is a partnership we have with Central Lakes College and the Lakes Area Chamber. Through a joint effort, we offer CIS courses in high-demand, high-paying occupations. There are fi ve areas in specifi c career pathways, so a student at BHS may want to focus on applied engineering, business administration, manufacturing, health sciences and

nursing. Those are the fi ve right now that we’ve offered. It just provides an opportunity for a student to focus in

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by Jenny Holmes


10

Jenny Holmes is a former reporter with the Brainerd Dispatch

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communications company. She lives in Nisswa with her husband,

two children and dogs.

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on that area whether they choose to pursue it as a career or not.”

Superintendent Razidlo says the cost savings to parents with college-bound students has been astonishing with the multitude of college credit options made available at the high school. “Last year, the College in the Schools tuition savings for kids just at Central Lakes College was well over $200,000 from high school students getting courses done early. That, coupled with AP and the credits students don’t have to pay for because of AP tests and College Level Examination Program tests, we might be over or close to a half-million dollars a year in tuition savings from the College in the Schools program that’s out there for kids.”

Rusk also noted an age-old option at BHS still available today for students interested in pursuing a technical education and career — the Advanced Standing Certifi cate, formerly known as VoTech or Tech Prep.

“For people in my generation, we had these courses at the high school.

They’re courses we offer here in technical areas where a student, upon successful completion of these courses,

would be able to go to CLC and be awarded credit.”

While courses are not as general as those in the College in the Schools program and credits are only honored at CLC, the special collaborative program between the college and BHS offers another free option to students. “The focus is really technical preparation for a vocation,” Rusk said. “Students can take courses, for example, in welding or digital photography or nursing assistant training. CLC would honor those credits when they transfer to CLC to give them ‘advanced standing,’ hence the name. This would alleviate the need to take introductory courses.”

So with a plethora of options, what differentiates each of the programs? “I think students need to try to determine which course would allow them to have the most opportunity post-high school. ‘What course would prepare me best?’ Some of the courses are more general and some more specifi c and applicable at more colleges and universities. We try to encourage students to take a look at what courses would get them the maximum opportunities when leaving BHS.”

While PSEO may be viewed as a great option for a smaller group of students who want to do their learning off the high school campus, others want to stay on campus and participate

in high school activities, so other options such as AP, CIS or Advanced Standing Certifi cate

are best. “Over 50 percent of our

students in the junior and senior class participate in at least one of

our college credit opportunities,” Rusk

said, noting career counselors and high school staff encourage students to challenge themselves by taking advantage of college-level offerings. “A student can, literally, take an entire day’s worth of college courses by participating in AP and CIS.”

Without a doubt, parents can save a bundle when their student seizes college courses while still in high school, but Rusk said the picture is much larger. “The economic benefi ts are extraordinary in these times, but we must also remember that academic readiness trumps everything. The students are getting these credits and they’re entering college prepared to be successful. It’s not just the highest scoring kids in the class going to college. We want to prepare all students and give them all an opportunity to go on to college.”

And students like Chris Sausen learned early that opportunities such as these must be maximized when considering schools like Notre Dame, the University of Minnesota and Yale with plans of majoring in biochemistry.

“It’s a great opportunity for students to be reaching for the moon just as high and as far as they can,” Superintendent Razidlo said. “And we try to provide them as much time and opportunities to reach as they can.”


11

As schools across the country are wrestling with how to cut costs, Minnesota grapples with

it’s own budget defi cit and continues to decrease funding in education and anywhere else it can in an effort to control spending.

Now District 181 staff members are working together to come up with creative ways of their own to impact the bottom line. “Change and doing more with less is stressful but it can also challenge us,” said Denise Sundquist, the district’s health and safety coordinator.

Kala Henkensiefken, transportation coordinator for the district said, “I remember meeting with Denise one day and we were trying to come up with ways to cut costs in our areas. It occurred to us that if we could include the delivery of interdepartmental mail and laundry with the morning and noon route to Nisswa we could eliminate the use of the freight truck that had been making the run three times a week.”

When Henkensiefken suggested it to the driver, Janice Peterson, she was more than happy to take on the additional duties. “The change also allowed the truck driver, Mike

Knakmuhs, to accept the part-time position of custodian at Whittier,” added Sundquist. Though Whittier is closed it must be maintained. “Whittier has a sprinkler system and plaster walls. Extreme temperatures changes will damage the building. We don’t need someone at Whittier full time but it has to be cared for.”

Peterson no longer drives the Nisswa route. “I broke my back a year ago,” she said. “I work as an aide to other drivers now.” The new driver, Marilynn Puetz, stepped right into the role and took over. Henkensiefken commends Peterson, Puetz and Knakmuhs on their willingness to step up. “Our staff has been very fl exible and willing to help.”

Puetz commented, “I don’t mind making the deliveries. I have met a whole new group of people. I didn’t know the staff who worked in the offi ce and kitchen in Nisswa before delivering the mail and laundry.”

Knakmuhs also enjoys his duties. “I do what ever needs to be done,” he said. “I like being busy.” When he is not maintaining Whittier, Knakmuhs still drives the freight truck. “I deliver groceries, desks, equipment, whatever they need,” he added.

“We serve a large area,” Sundquist commented. “District 181 is the third largest school district, geographically, in the state.”

Steve Lund, director of business services, added: “This seemingly

by Melody Banks


12

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simple idea ended up having value of nearly $6,000 to the district as well as the environmental impact of saving approximately 120 trips to Nisswa each year. Its also a great demonstration of the “best practices” mentality that’s alive and well in our organization.”

Other changes eliminated the automotive program in addition to several custodian positions, including the custodian in charge of maintaining district’s vehicles. The cuts left the district with fi nding a way to keep the vehicles clean between tune-ups and oil changes.

Henkensiefken suggested that the vacated space be used for vehicle detailing done by young adults in the Paul Bunyan Transition Plus program and talked with its director, Pam Olson-Lorenz. Paul Bunyan Transition Plus started fi ve years ago and serves students ages 18-21. The purpose is to

teach independent living and job skills to young adults with special needs.

“The situation turned out well for us,” said Olson-Lorenz. “Our students took over the detailing and have excelled at it. They wash and dry the outside of vehicles, remove the mats and vacuum the upholstery and fl oor boards, wipe down the dash and clean all of the windows.”

Leah Tougas is the staff member who oversees and evaluates the detailing. The sense of pride she feels for her young apprentices is evident in her smile. “We continually hear praises from staff,” said Tougas.

Sundquist and Henkensiefken have heard similar comments. “Staff cannot say enough good things about what a great job the young people are doing,” added Henkensiefken. “I often hear them say they wish Pam’s students could clean their cars!”

Sundquist mentions another area she feels is important in the scheme of cost-saving initiatives. The community. “A group of people in the community we call Warrior Workers deserve some credit to. These folks volunteer their valuable time and service. They have helped with a variety of things, from spreading woodchips during the summer to cleaning lockers.”

“We appreciate the willingness of our staff and community,” added Henkensiefken. “Budget cuts and tough economic times can make things diffi cult but they can also bring people together, teach us to make wiser decisions and challenge us to work smarter.”

Melody Banks lives in Nisswa where she works as a free-lance

graphic artist and writer.

Using buses to deliver interdepartment mail and laundry to Nisswa is just one way fl exible staff save money.


1313

Sources of Funds

78%

9% 13%

LocalStateFederal

Uses of Funds75%

12%

6%

5%2%

General Ed InstructionalStudent Athletics & ActivitiesAdministrationFacilities, Operations & MaintenanceStudent Transportation

Sources of Funds Local StateFederalTotal Sources of Funds

Uses of FundsStudent InstructionalStudent Athletics and ActivitiesAdministrationFacilities, Operations& MaintenanceStudent TransportationTotal Uses of FundsDifference

Pre-audit2009-10

$9,620,146

$48,729,524$10,360,915$68,710,585

$50,820,202$1,589,962 $3,752,752

$8,695,461$3,768,898

$68,627,275$83,310

Budget2010-11

$9,141,171

$53,810,922$6,191,148

$69,143,241

$52,091,595$1,628,151 $3,692,884

$8,610,460$3,891,169

$69,914,259($771,018)

Budget% of Total

13.22%77.83%8.95%

100.00%

74.51%2.33% 5.28%

12.32%5.57%

100.00%


14

Playing a low profi le, backstage role, the members of the Brainerd School District’s

Community Budget Committee gather once a month during the school year around a table in the Washington Educational Services Building.

These one-hour meetings, where the community members talk funding formulas, analyze year-to-date revenues and expenditures, and forecast the district’s budget outlook, have proven invaluable to the Brainerd School Board.

The committee members, because of their strong fi nancial backgrounds and expertise, are able to lend a hand to the district by way of deciphering and demystifying, in a sense, the incredibly complex school funding system in Minnesota.

“The purpose of the Community Budget Committee is to bring in citizens with some degree of expertise in the areas of fi nance, accounting and budgeting,” said Mark Ronnei, Grand View Lodge general manager, one of four founding members still part of the Community Budget Committee. “The committee has more than 100 years of combined experience in these areas

and people who have a great deal of responsibility day to day in the areas of fi nance and budgeting.”

With this experience, representing both the public and private sectors, these community members are able to make reasoned recommendations to the school board, allowing school board members to more readily reach decisions on fi nancial matters.

“The school board is made of people who are elected and have a passion for policy and the quality of our children’s educations,” Ronnei said. “We help with analysis, and in looking at the school fi nances from a ‘business’ perspective. We strive to bring an objective view to the issues that surround school fi nances and we hope we provide some clarity in the recommendations we make to the board. We only advise and recommend, we have no authority to act.”

Established in January 2008, the committee has been instrumental in helping the school district gain a better handle on its total fi nancial picture. By involving community members, the establishment of this committee also has increased the transparency and accountability of the school district’s

budgeting process. The committee makes recommendations to the school board’s Finance Committee, which in turn makes formal recommendations to the school board.

In addition to Ronnei, the members of the committee include Dale Benson, vice president with Brainerd Lakes Health; Kari Christiansen, vice president of administrative services at Central Lakes College; Molly Kurtzman, owner of Bang Printing and former Brainerd School Board member; Craig Nathan, area manager for Rural Minnesota Concentrated Employment Program at the Minnesota WorkForce Center; Mike Riley, chief executive offi cer of Bremer Bank in Brainerd; and Phil Turnquist, retired 3M engineer. As chair of the school Finance Committee, Reed Campbell, serves as the school board liaison on the committee. He is an executive vice president with American National Bank in Brainerd/Baxter.

Steve Lund, director of business services for the Brainerd School District, who was hired a few months after the Community Budget Committee was formed, commended the work of this committee, noting the value of a third-


15

party perspective as well as a variety of perspectives.

“They continue to come in here and ask the hard questions,” Lund said of the committee. “That’s what we need. It’s another bridge between the school district and the community. It’s just another group that can reinforce that the school district is accountable.”

When Lund started working with the committee, Phil Turnquist, came to Lund with questions about district fi nancing. After several discussions, Lund invited Turnquist to join the committee. Turnquist said he has found the committee work enlightening. He sees the role of the committee as an advisory one where members can let Lund know whether they believe he is moving in the right direction. Committee members can provide Lund feedback before he makes a presentation to the school

board, Turnquist said.I went in on this thing green,”

Turnquist said, noting his limited experience working on school-related matters. He said he has enjoyed the experience and appreciated the transparency of the school district in fi nancial matters and noted he may pursue other opportunities to become more involved in the school district.

Over the past decade, fi nal yearly budgets have varied hundreds of thousands to millions of dollars from the year’s proposed budget. For the fi rst time in 14 years, the fi nal projected 2010 budget fi gures are anticipated to vary only $75,000 from the proposed budget.

“Now I think we have a number that refl ects reality,” Kurtzman said. “This speaks volumes — to have an understanding of what money we have and where it goes.”

Given the unpredictable funding environment for schools in Minnesota, trying to prepare a school budget is no easy task. But through the work of Lund, school district accounting staff and the Community Budget Committee, the work of the school board’s Finance Committee and the school board itself becomes simpler. That’s not to say the work is easy for school board members. It is to say the recommendations are more thoroughly explored and discussed before school board members are asked to take action.

“I am surprised at the complexity of school funding, at the lack of discretionary spending that the school district has and I am surprised that given all of our obstacles, that our kids are getting the high quality education that they are getting here,” Ronnei said. “The Brainerd School District is

by Kathi Nagorski


16

Kathi Nagorski is a freel-ance writer living in the Brainerd lakes

area.

well run, has great teachers and we get better results than most other districts. We have much to be proud of and we have much to protect from outside forces. These students are our future and we need to continue to prepare them to be productive members of our community.”

What makes preparing a school budget so diffi cult, in part, are the yearly modifi cations in funding and requirements from the state and federal governments.

“The biggest challenges facing schools today are the unfunded mandates from the state and federal governments,” Ronnei said. “The lack of being able to predict revenues because of the state and federal funding changes require a conservative approach to the budgeting process. One of the biggest issues we as a committee are pushing is the establishment of adequate budget reserves. This is an unpopular concept with the employees and the

public but it is fi scally prudent to do so. The funding certainty is non-existent and therefore budget reserves are mandatory for good stewardship. In the planning process I think we have assisted the district in looking at better ways to communicate the fi nancial position of the school to the public.”

Expressing his personal opinion during an interview, Ronnei noted his frustration with school funding. “I am personally angered at how our elected offi cials at the state level continue to micro-mange the schools without funding the mandates,” Ronnei said. “The state elected offi cials need to have the courage to either give the money or give the control to the local districts.”

The committee volunteers its opinion on other matters, not solely fi nancial in nature. For instance, the committee made suggestions in regard to parking discussions with the city involving Washington Educational

Services Building in Brainerd and currently is weighing in on more discussions with the city. This time regarding the proposed College Drive reconstruction. “We try to focus on not only budget issues but issues that will benefi t from community input,” Lund said.

Community Budget Committee members said they fi nd their work rewarding, given the progress that has been made in the school district’s budgeting process.

“It really feels good that it was time well spent,” Riley said during the September meeting after learning how closely the 2010 fi nal budget numbers are to the projected budget.


17

Healthy eating in schools has become a topic of nationwide discussion, as well as the

feature of a reality television program. As childhood obesity rates reach epidemic proportions, people from First Lady Michelle Obama to school administrators to individual parents are taking a hard look at how we are feeding our nation’s kids.

Because of the consistency we have across the country with school scheduling, school food is becoming the center of much debate: What can schools do to curb childhood obesity, and is it their responsibility? The answer depends on whom you ask.

In Brainerd’s School District 181, Director of Food Service Colette

Pohlkamp feels it is the schools’ responsibility as well as the parents’ and she is implementing changes to help combat obesity. Many obesity prevention programs in the schools aim to cut foods from school lunch lines and vending machines, but one program aims to add food: Farm2School. According to www.farmtoschool.org, “the National Farm to School Network sprouted from the desire to support community-based food systems, strengthen family farms and improve student health by reducing childhood obesity.” Farm2School exists in 43 states, and soon ISD 181 will join the 70 other Minnesota school districts implementing Farm2School.

Pohlkamp, using Farm2School, is

leading the charge to bring healthier options to the district’s lunchrooms. Working with the Farm on St. Mathias, Pohlkamp is integrating locally grown produce into the school lunch program. Regarding Farm2School, Pohlkamp says, ‘It’s a really neat thing out there. We’re excited about it.”

Because of kitchen limitations in many of the district’s schools, Riverside Elementary, Baxter Elementary and the Brainerd High School’s South Campus are the three schools chosen for the pilot program this year. Having been raised on a farm, Pohlkamp believes in bringing fresh foods to the kids. “Farm2School is a big undertaking for a district this size”, says Pohlkamp, “but we can buy from local farmers where

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we couldn’t do it before. We’re taking baby steps.”

One of those baby steps is getting a salad bar at the BHS South Campus where there hasn’t been one. Produce can be ordered for the cost of production from the Farm on St. Mathias, but it still comes down to the kids eating it. If the kids don’t eat the salad bar, the cost will not be justifi ed.

Pohlkamp’s vision to bring Farm2School to Brainerd schools is about more than just trying to get kids to eat their veggies. It’s about education as well. Arlene Jones from the Farm on St. Mathias hopes to talk to the kids about the vegetables, what they are and where they come from, and then the goal is to prepare and serve foods using those vegetables. Familiarizing kids with foods before they eat them may help combat some of the apprehension kids may feel about trying something new.

Getting kids to eat their veggies may not be the only challenge facing Farm2School. Other challenges include extra prep time for foodservice staff, budgeting concerns, sourcing local products, and the seasonality of produce. Despite the challenges and its limited beginning, Pohlkamp is excited about Farm2School. She stated, “You believe in it or you wouldn’t do it.”

According to the Minnesota Department of Health, the benefi ts of Farm2School outweigh the challenges.

The many benefi ts include offering foods that are fresher, less processed and healthier; it links kids to farmers and educates them about where their food comes from; it introduces kids to new food options; and it supports academic performance and those are just the benefi ts the schools see. Farm2 School also supports small, medium and sustainable farmers in the region, it keeps money circulating in our rural economy and it reduces greenhouse emissions and the time food spends in transit.

Kids who do not attend one of the three pilot schools are not being left out. Changes are being implemented district-wide to make school lunches healthier. Starting in October, kids

will be offered unbreaded chicken breasts in their chicken sandwiches, and whole grains are already part of

the menu. The food industry as a whole is making changes, which gives school districts greater opportunities to provide healthy options to kids.

Helping get Farm2School off the ground in Brainerd is a grant from the Statewide Health Improvement Program (SHIP). SHIP is a state-funded program run at the county level targeting the main causes of chronic disease: obesity and tobacco use. Many groups have already applied for and

received SHIP grant funding as a means of promoting health in the Brainerd community, and now ISD 181 is using those funds for Farm2School.

So support ISD 181, the kids and Farm2School and go eat your veggies!

A 1994 graduate of BHS, Amy Gray Ellingson is the co-coordinator of

the Statewide Health Improvement Program for Crow Wing County

and sits on the board of directors for the Crow Wing Food Co-Op.

She is passionate about promoting healthy eating and physical activity, especially in kids. She lives in Baxter

with her husband and two small children and is always looking for

new ways to get her kids to eat their vegetables.

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19

What do 3M and the Minnesota State High School League have in common? Target

and the Minnesota Department of Human Services? The University of Minnesota and Forestview Middle School? Top 20 Training.

Unlike the NFL Top 20 Rookies, the Top 20 Baby Names of 2010 and the Top 20 Music Hits, Top 20 Training is not about competition. Top 20 teaches students TLC — to think, learn and communicate in ways that help them build and maintain positive relationships with teachers, peers and

family, at school

and at home. T r u d i

Storbakken and Alison Medeck, licensed school

counselors, team teach the Top 20 program to Forestview fi fth-graders. Willow Sweeney Flaherty, co-owner and co-author of Top 20, speaks highly of the pair. “Alison and Trudi are committed to doing what’s best for kids. They are amazing and positive, and make learning come alive for students.”

The Top 20 website presents its mission as empowering youth and adults to make positive choices that will improve the quality of their lives, relationships and experiences. Top 20 provides a common language, easily understood concepts and practical tools for everyday life. Essentially, it offers fi fth-graders at Forestview Middle School skills it has taken some of us decades to acquire.

The material crosses age lines, gender lines, academic ability lines. Alison says, “It’s for everyone. It’s about the power of choice. About taking responsibility. This is not just about learning skills for middle school, but acquiring skills for life.”

A key concept, the fi rst lesson presented to students, is the 80/20 rule, derived from an “Aha” moment in Italy in 1906, when Vilfredo Pareto realized 20 percent of the people owned 80 percent of the land. Top 20 presents the idea that in any given group or organization, 20 percent of the people make 80 percaent of the difference. The 80/20 rule has been applied to everything from time management to business practices to strategic marketing. 20 percent of defects cause 80 percent of problems. Twenty percent of stock takes up 80 percent of warehouse space. Twenty percent of Girl Scouts sell 80 percent of cookies.

When in Top 20 mode — Above the Line (ATL) — students are more effective. Their thoughts are positive and optimistic, accompanied by good attitudes and good moods. Students experience success. During Top 20 times, students think, learn and

by Carolyn Corbett


20

communicate in highly effective ways.

Tough stuff happens. To everybody. However, Top 20s make different choices than Bottom 80s. They know that situations in their outside world connect to their inside world. They use the power in their inside world, the smart thinking, to handle those situations. By taking responsibility for their lives, rather than blaming others, these students spend less time Below the Line. BTL. Choice. It always comes back to choice.

Conversely, Bottom 80 thinking serves students poorly, fostering negative attitudes and low moods — feelings that don’t work in their best interest. During Bottom 80 times, learning and communicating are also highly ineffective. Poor me. It’s not my fault. I’m stupid. Nobody likes me. I know I’ll fl unk this test.

Top 20 suggests that students think in terms of having two lives. One is the outside world — school, home, work.

The other is the inside world — the six-inch space between the ears — the thought life. Inside are the attitudes, opinions and beliefs about the outside. Basically, each person has two worlds: stuff out there and thoughts about the stuff out there.” Top 20s believe that most of their happiness — 90 percent —

comes from their inside world, not outside conditions. Consequently, they use their inside world to infl uence their outside experience.

“These kids are our future moms and dads, business owners, teachers,” Alison says. “We have the opportunity to help all Forestview students realize their potential. Each one has the potential to be a huge difference maker. That’s exciting!.”

To be clear, Top 20 and Bottom 80 are not comparisons to others. The two

dimensions exist in every individual. Also, Top 20 is not a place one reaches and stays forever. Each individual moves between Top 20 and Bottom 80 every day. The positions are always in a state of fl ux. Indeed, a person can be operating ATL in one part of life and BTL in another. But the goal, of course, is to live above the line.

“Where are you on the line?” When teaching Top 20, the counselors often start with a “Line Check” to help kids become aware of their emotions. “How do you feel when you’re above the line? Below?” With awareness,

students can choose to spend more of their day — more of their life — Above the Line. When they slip below, they can recognize it and use their skills to help bounce back up. Sadie Jordan had Top 20 as a fi fth-grade student last year, and she refl ects, “The main lesson I learned from Top20 is to try to stay as positive as possible and try to stay above the line. When you are not above the line, use some of the tools and don’t take it out on others, or drag them down with you.”


21

Carolyn Corbett is a free-lance writer and editor for cruising, parenting and general interest

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Fifth-graders also learn that there is more than one kind of smart. Better thinking develops self-smarts. Better learning develops school-smarts. Better communicating develops people-smarts. Research has shown that achievement scores increase in schools that focus on social and emotional learning. Michael Cole, author of “Emotional Intelligence” and another co-author of the Top 20 program, brings emotional expertise. The program teaches that EQ x IQ = Success. Emotional intelligence means people skills. How to treat and deal with other people. “As adults, Willow says, “we need so much more than academics to be successful and happy.” The good news? EQ is a changeable piece; it can be developed at any time in life.

Trudi and Alison are enthusiastic, infectiously enthusiastic. “It’s the best thing I’ve ever found, says Trudi. “It’s a fabulous curriculum.” As counselors,

the two appreciate the connection that teaching Top 20 creates with all 5th and 6th graders. In a large building like Forestview, creating that connection is important. Now when students want to see a counselor, the rapport and trust are there.

“When students come to my offi ce, we share a common language. We can talk about solutions using Top 20 tools they already know. If a student says, ‘Mrs. Medeck, I’m below the line today,’ we both understand the language.’”

The language is important. It gives parents and children an immediate shared framework. The Forestview web site has a link to a PDF fi le explaining Top 20 language and skills. It’s a way for the counselors to support parents in learning more about Top 20 and reinforcing these concepts at home.

The student Top 20 book says, “An important part of life is problem

solving and most of life’s problems are EQ related. We know that when adults fail in the real world it is not usually because the lack intelligence, but because they are unable to work effectively with other people. This is even more true in family life and friendships.”

Alison tells the kids if they were to offer her a million dollars, but she couldn’t use Top 20 in her life, she’d choose Top 20. “That’s how powerful this is. I know that I’ll have more success and happiness in life with Top 20 than any amount of money in the world. This curriculum has affected my personal life. I am a better counselor, co-worker, spouse and mom because of these tools.”


22

Students in District 181 have their personal and academic needs met in all kinds of ways.

Affordable food programs are available for all students as well as counselors, teachers and support staff at each school. But sometimes a student may still get lost in the pace of the mainstream classroom and struggle to keep up. There is a place for them, too. The Area Education Center, located on the Eastside of Brainerd addresses the needs of these students from middle school age through high school and the good news is one of the district’s quietest victories are happening with some of its most challenged students.

Marlee Larson is the principal at the AEC and she knows some people aren’t even quite sure what happens there. She’s also aware that while MCA and other test scores are being highlighted across the state as an area

needing improvement, that those at the AEC really are getting better every year.

For the past fi ve years, the percentage of students who tested profi cient in tenth grade reading steadily increased from 30 percent in 2006, 40 percent in 2007, 50 percent in 2008 and over 60 percent in 2009. In 2010 over 70 percent of the students attending the AEC tested as reading level profi cient. “The AEC’s building goal for last year was to increase the number of students who pass the GRAD portion of the MCAII reading from 28.8 per cent to 35 percent,” she said. “The efforts of students and teachers resulted in 70.7 percent success.” The test results in writing have climbed yearly at the center as well.

The AEC has a staff of 22 full-time employees and another four who work part time. Classes are

offered every day all day for middle school students. These are students who have not been successful in the middle school environment and those who have struggled a little with the curriculum and may have lagged behind academically for any number of reasons. The AEC gives them an opportunity to learn in another setting with more individualized instruction where it’s possible to identify their weaknesses and work to improve them.

The AEC offers 10th through 12th grade classes in an independent study. “Most of the students will meet with teachers two to three hours, three to four days a week in a smaller classroom setting,” said Larson. Some of the students at the high school level at the AEC may only need to complete a few additional credits that they are missing to graduate.

by Sheila Helmberger


23

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Others come who may not have been engaged in the mainstream classroom. “It’s not always easy,” Larson says of the students in the high school program. “Some of the students at that level have struggled with chemical issues. Some may already be dealing with parenting responsibilities or employment. But, hopefully, the students can start to feel good again about what they’re doing. We try to re-engage them, and help them make the transition to life after high school.”

Larson said there may be a misconception that students at the AEC are treated with lesser expectations. This is not true. “The curriculum at the learning center is still a challenge,” she said, “We have the same credit requirements and the same standards as BHS.”

Self-confi dence is an important tool. Larson talked about one high school student who went to the center and thought he’d never be able to write

anything that would be any good. He was sure he would fail but he turned out to be very gifted in writing when given the right setting to explore it.

“Sometimes the numbers are a refl ection of what’s happening at test time,” said Larson, “and the testing environment is such a big thing. We do spend time here making it a positive experience. It’s typical for some of the teachers in our building to approach the kids before testing time and say, ‘Let’s take a walk.’ It’s a chance to talk about what they’re going to do while they’re testing and how to approach it with a positive attitude. The scores show what an important difference that can make.”

The AEC and high school buildings work closely with one another said Larson, who added, “Brainerd High School and the Area Education Center are partners. We don’t compete with one another. Mrs. Rusk and I talk often about the best plans for individual

students. AEC helps many students who are credit defi cient as graduation nears by being open evenings. This allows them to take those courses and stay on track so they can still graduate on time. Those students are considered dual enrolled.

“This past summer the program at the AEC supported 230 students to earn 350 credits. Our successes are quiet but important ones,” said Larson. “Instead of dropping out of school the center becomes another tool to help them acquire academic success.”

It may just be a building on the east side of town that people aren’t familiar with but the work that happens there is important and allows the school district to address students that may otherwise fall between the cracks.

Sheila Helmberger lives in Baxter. She is married with three children

and contributes to many area publications


24

With very little fanfare or attention, the inner workings of the Brainerd

School District are quietly being transformed. Earl Wolleat, director of buildings and grounds, and Pam Dyson, director of technology, are masterfully managing the greening of the school infrastructure. They want to both protect our planetary life support system and to save the district big money.

This is no overnight transformation. Earl has been retrofi tting the old district steam heating systems with modern hot water systems starting with the Nisswa School seven years ago. In contrast to the old steam system, the installation of the new system and the process of converting the boilers to hot water allow for fi ner temperature control which saves energy and improves comfort levels throughout the buildings. The district saves energy, and improves effi ciency through the zone computer control method, heating and cooling only those areas that need it.

Added to all this is an energy recovery system which utilizes heat wheels that capture heat from the building discharge air and transfer that heat to the incoming fresh air, a type of air-to-air heat exchange. The use of these technologies allow us to meet the American Society of Heating, Refrigeration and Air-conditioning guidelines for ventilation and energy, and improve indoor air quality. Earl says the new technology has allowed us to increase our exchange rate from 6 cubic feet per minute to 15 cubic feet per minute per building occupant.

Why should parents and teachers care about this air exchange? “We had to make these changes,” Pam Dyson says. “We’ve gone from 18-20 kids in a classroom to 25-36 kids. Our spaces are made for 20-25 kids. More bodies packed together really raise the heat and carbon dioxide in a classroom. When that happens, kids get tired and sleepy. Tired, sleepy kids don’t learn well. Fresh air makes a huge difference in learning.”

“Our most energy-effi cient school is Forestview,” Earl says. We have high-effi ciency pulse boilers there that produce 98% effi ciency. For the last fi ve years our other schools have been at 75 to 80% effi ciency. Forestview has high-effi ciency lighting, using only 60% of normal energy levels. To make the savings greater, sensors in the hallways turn the lights and heat on when we need them and off when we don’t.”

The other schools are each at different levels of effi ciency. Earl does what is possible with the funding that they receive and leaves the system open-ended for future improvements. For example, the old technical college building used to cost $1.25 per square foot for heating and electricity. Now it is at $.85 to $.90 per square foot. Forestview, the most effi cient school, costs $.70 per square foot.

Earl says that “when we move old schools to high effi ciency, we save on average about $ .40 per square foot of space. In addition, we get back square feet in every room because we remove the radiators and ventilator.” With growing class sizes, every square foot helps.

by Pam Landers


25

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district. They chose Brainerd out of all other districts in the country for trying new sustainable management software. The new Johnson software monitors a school’s energy system every 15 minutes so that Earl and his staff know what is happening. The fi rst installation is in Brainerd High School and will provide an instantaneous measure of the operating status of the school. Baxter Elementary will begin using the system this fall also. This monitoring system can be expanded to other schools in the future as money comes available.

In partnership with Earl, Pam Dyson has been working hard and imaginatively to increase the energy effi ciency of the equipment under her management. “Every time we buy computers we are trying to create the best experience for the students with the least amount of money for both the short and long term,” she notes. “It’s important that the technology be able to adapt to possible expansion, instead of going obsolete. Every six months there is a whole new iteration of technology, so the machinery must be able to adapt.”

She says, “Our district of 6,872 students has 2000 computers and 1000

terminals. We have changed over from the old Cathode Ray Tubes (CRTs) to Liquid Crystal Display (LCD) monitors. The district received more than 100 LCD monitors from St. Joseph’s Medical Center as a donation. The LCDs use almost half the energy of the CRTs. This really saved us some money so we started buying

refurbished LCD monitors. The refurbs only cost us $80 apiece. New ones cost about $140.”

The elementary schools have put refurbished computers in the classrooms instead of new ones. Small old ones are not tossed out, but are placed in the back of the classrooms so they can be used for taking tests like accelerated-reader quizzes. This use of the old computers means the students can stay in the classroom for their quizzes instead of having to go to a computer lab. With this new set-up, students can take their quizzes when the teacher is sure they are ready.

Pam goes on to say that “Using “Power Saving” software allows us to potentially save $150,000 per year even with our three month down period (summer vacation). That equals $75 per computer.”

Among many management tasks, the software shuts off computers automatically when they are not in use. If people forget to close down their computers over the weekend, the software does it for them. To save Pam and her staff time and repair computers as soon as possible, there are helpdesk tools that enable her staff to send software to computers and help to work through issues on the computers without leaving their offi ces. The result is technicians do not have to run all over the district to work on down computers.

Other problems include heavy video and graphics in some software that have overwhelmed the district’s small terminals, especially in

elementary schools. “Now,” she said, we are trading some of the old hardware for virtual desktops.” This means that the software is located on a single server and is fed to multiple terminals. These terminals are more effi cient than the old ones and do not require their own hard drives. Pam and staff have already purchased 34 licenses for Forestview Middle School for this pilot.

With technology you are always assured of one thing: Iit will change and quickly! The district is changing its posture on requiring that students power down and turn off their individual cell phones, computers and other devices when they come into the school buildings. The district started by creating a “guest” wireless network

We are 181 • Fall 2010

26

The Brainerd Dispatch has always had a deep commitment to the education our youth. We have been documenting the lives and history of the communities serve for over 125 years. We have been active in teaching students how to docu-ment their schools news through our “School Pages” program. Through the NIE “newspapers in education” we have been exposing students to the newspaper as the #1 trusted local information resource. For years we have supplied newspapers to the school rooms through these programs, sup-

porting teaching curriculums.

NIE

The School PagesKids Ad Design

The BHS Hall of FameThe Student Athlete

ProgramThe Fine Art Program

…and more.

The Brainerd Dispatch a proud supporter of…

Our Kids Are Our Future

Pam Landers, Nisswa, worked in environmental education for over 20 years and is now an

environmental writer.

that allows non-district devices (cells and computers) to utilize the Internet at school. Then Steve Fisher, an English teacher at Brainerd High School, recognized the students’ devices as opportunities for learning rather than liabilities. He and the staff are creating ways to use the students’ own technology for teaching and learning.

For instance, teachers can upload quizzes to a website, or use opinion polling websites to start discussions. The possibilities change everyday and are only beginning to be explored. This collaboration between teachers and students adds hundreds to thousands of pieces of technology to the district’s storehouse. Pam says that in this new partnership, “the students won’t have to power down; they are empowered.”

The Brainerd School District is forging steadily into the sunrise of energy effi ciency. It truly is the energy and resourcefulness of the staff and students that fuel the journey.


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