Brainerd Public Schools Magazine Spring 2022

Spring 2022

Magnus Nelson Brainerd High School agricultural science instructor

A Brainerd Dispatch Publication

BHS Career & Technical Education Programs prepare students for real world

Braille: Innovation leads to success

Laine Larson retires in ‘pinnacle of her career’

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WELCOME, SPRING 2022

BY LAINE D. LARSON, SUPERINTENDENT OF SCHOOLS

Today, I composed my last introduction to the Brainerd Public Schools magazine. This is a bittersweet time for me as I anticipate my pending retirement after nearly 40 years in Minnesota public education. Throughout my six years as your district superintendent, I’ve always enjoyed communicating through this unique publication as it regularly showcases many of the wonderful educational opportunities happening within Brainerd Public School District and our surrounding community. The opportunities available at ISD 181 are immeasurable and noteworthy.

In retirement, I will miss the direct involvement in these events, our students and staff and the impact these partnerships have in our community. However, I will not be gone. I intend to stay connected to the great stories being made in our visionary school district.

When I came to Brainerd Public Schools six years ago, one of the things that drew me to the area was the heart and dedication of the staff, parents and community. I am continually amazed by the unprecedented partnership I have witnessed in response to need. Collaboration with our community, local businesses and workforce leaders is vital to the success of our students and our future.

This issue of Brainerd Public Schools magazine is a shining example of the opportunities for student success provided by the power of collaboration.

On Jan. 31, Brainerd High School hosted its first Career and Technical Education open house to share the beautiful new learning spaces made possible by the community support of our 2018 bond referendum. During student-led tours, guests

visited with career program teaching staff and students in agriculture (plant and animal science) (see page 8), aviation, business (see page 8) engineering, family and consumer science (culinary arts, interior design, child development), robotics, video production, welding, woods, and work experience placements in the community.

Learning often happens outside of a brickand-mortar building. Last spring, Nisswa Elementary first- and second- graders helped plant a pollinator garden in the courtyard area of the school.

Little did the students know, while digging in the dirt and packing milkweed seeds to plant at home, they were helping provide critical habitat to boost a diminishing monarch butterfly population (see page 24).

As this chapter in my tenure with Brainerd Public School comes to a close, I am most proud of our efforts to ensure high quality professional development for our staff and for the opportunity to provide equitable education for all ISD 181 students and learners. We must remain committed to ensuring every child who enters our schools has the opportunity to advance and live their personal and professional passion (see page 16).

It has been my honor and privilege to have led Brainerd Public Schools during my rewarding and lengthy career in public education — serving our amazing students, staff and communities in greater Minnesota. I look forward to the exciting opportunities for the future with my husband, family and our community. I am committed to continuing our work together, will lead with integrity and will finish my exciting 40-year career in the strongest way possible — it is the Warrior Way! Thank you for everything.

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In The Spotlight 3 8

18

Welcome Spring 2022 Superintendent’s Letter

By Laine Larson

6

Help With Mental Health Brainerd High School counselor uses his book to discuss mental health with students

By Renee Kardell

8

Function, Finances & Food Preparing students for the real world

By Sue Sterling

12

12

Pups & Pupils Students and dogs make special connection in new program

By Sheila Helmberger

PUBLICATION STAFF PUBLISHER Pete Mohs SPECIAL PUBLICATIONS COORDINATOR/ COPY EDITOR DeLynn Howard DESIGN LAYOUT Christopher Johnson PHOTOGRAPHERS Joey Halvorson and Steve Kohls

16 18

By Sarah Nelson Katzenberger

24

Butterfly Sanctuary Pollinator gardens created to help with decline of monarch butterflies

By Nancy Vogt

26

Braille & Big Dreams Innovation leads to success for Brainerd High School sophomore

By Sarah Nelson Katzenberger

ON THE COVER: Magnus Nelson, agricultural science instructor at Brainerd High School, stands in the school’s greenhouse, made possible by the passing of the referendum. Greenhouse Production is a Work Based Learning course for 9-12 graders.

Photo by Joey Halvorson.

Looking back and moving forward Laine Larson retires in ‘the pinnacle of her career’

Copyright 2010 | Volume 12, Edition 2 | SPRING 2022

506 James Street | P.O. box 974 Brainerd, MN 56401 (218) 829-4705 | www.brainerddispatch.com

A big picture view through the lens of equity

By Alison Levig

Brainerd Public Schools magazine is produced by the Brainerd Dispatch in cooperation with the Brainerd Public Schools.

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Student Support

30

Legendary Women

34

Adventures at a Glance

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Class of 2022

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Brainerd High School counselor uses his book to discuss mental health with students

BY RENEE KARDELL

F

ifteen years ago, Jeff Howard, a freelance writer turned English teacher, began his career as a school counselor. A father of four children with a talent for communicating with young adults, and a desire to serve youths, he was inspired to change the trajectory of his career path.

Fifteen years later, Jeff has walked with his students through anything and everything under the sun. Parallel to the primary responsibilities of his job, students seek counseling from Jeff in what has become a central focal point of his career: mental health. From panic attacks, worsening anxiety, declarations of depression and thoughts of self-harm or suicide, students turn to Mr. Howard in moments of extreme vulnerability and struggle.

As a school counselor and through his 15 years of experience, Jeff felt a different approach to mental health and suicide prevention could help young adults. On several occasions, various people approached him to put his freelancing experience to use and write a book about young adults, mental health and suicide prevention. Although flattered, Jeff initially rejected the idea.

Then, in the spring of 2019, Jeff attended a suicide prevention

conference where a keynote speaker discussed important verbal messages adolescents need to hear regarding suicide.

One of the speaker’s most significant points argued the immense regret suicide survivors feel after their failed attempt. Unanimously, survivors often recall overwhelming regret even moments into their attempt and ultimately realize suicide isn’t what they thought it was. For Jeff, this message could disillusion suicide to those experiencing suicidal thoughts, and he felt, if relayed to youths correctly, perhaps a shift in mindset and real change surrounding suicide in adolescents could be possible.

Years of composite experiences with his students and the mental health challenges they face, his love of writing and the desire to reach students at an intellectual level before they begin to contemplate suicide, changed Jeff’s mind. He committed to a strict writing regimen over the summer of 2019, and in 2022, his fictional creation, “Screw You, Van Gogh,” (alternately titled “Oh No, Van Gogh”) became a reality.

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The young adult fiction book, its characters, and the “Starry Night” puzzle, are all based upon actual events and individuals Jeff has encountered during his counseling career. Cassidy Towers, the main character in “Screw You, Van Gogh,” is a young woman who finds herself, through a series of unfortunate life events, in a new town where she is desperately unhappy. Howard’s powerful story follows the main character, Towers, and her unlikely friendships through tumultuous teenage relationships, the ever-changing paths of adolescent selfdiscovery and the complexities of mental health from a young adult perspective.

Through these characters and his book, Jeff hopes to give adolescents an intellectual outlet they’re able to relate to, while subconsciously gaining perhaps life-saving perspectives on mental health and suicide. Alongside a compelling storyline, Jeff also used his experience as an English teacher to incorporate important literary devices into the book, such as sensory, alliteration and high school appropriate vocabulary. The book’s underlying themes, its characters and their intertwining journeys create one ultimate message Jeff hopes to relay: regardless of pain, sadness, abuse and other challenging life experiences, choose to live.

After 18 years in education, Jeff plans to retire from the Brainerd School District this spring. Although he will

no longer serve students directly as a school counselor, he envisions spending his retirement continuing his commitment to young adult mental health through his published works.

Many of the details are a work in progress, but Jeff has explored the idea of organizing a nonprofit centered around his published works in partnership with Crow Wing Energized. Jeff’s nonprofit and Crow Wing Energized would collaborate with school district administrations to bring “Screw You, Van Gogh” and its affiliated curriculum into schools. The book would serve as standard English instruction and provide youths with a relatable storyline they can take direction from regarding mental health and suicide.

In addition to his nonprofit plans, Jeff hopes to reach young adults through his book by retail at various local locations, his website and Amazon.

Ultimately, Jeff’s intentions, writing talents and passion for positively impacting adolescent mental health are genuine and selfless at their core.

His approach toward mental health and suicide prevention through the eloquence of his written work can potentially alter adolescent viewpoints and save lives. As conversations, curriculums and education continue to evolve surrounding teen mental health, one thing is for certain, Jeff Howard and “Screw You, Van Gogh” are sure to be an exciting and worthy plot to follow.

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Preparing students for the real world Brainerd High School Career and Technical Education Programs

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Personal Finance

Landon Brainerd, instructor Often people complain that the young people coming into the workforce today don’t have the skills necessary to be productive workers; that their expensive college education has not taught them how to function with real people in real situations. The Brainerd School District has heard this complaint and has taken the necessary actions to change that scenario.

Two important aspects of living a functional life are 1) money management, and 2) feeding the people in your life and in the world. Of course, there are many other necessary functions, but let’s look at these two.

After talking with the instructors who teach these two subjects, I learned classrooms “ain’t what they used to be.” As you would expect, computers have become an integral part of learning, and BHS has a well-equipped classroom and a well-prepared teacher, Landon Brainerd, who takes his students on a journey through the highways and roadblocks of making and managing money.

This journey goes well beyond managing a checking account. It covers the full spectrum of skills for students in grades 9-12, with each age group learning at its own grade level. It starts with understanding where the dollars come from and determining their career expectations. The course covers budgeting, taxes, savings habits, insurance and investing along with its risks.

They advance into building credit and learning about credit scores, consumer protection, business law and running their own business. They even have a Sports and Entertainment Marketing course that teaches those interested in

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the aspects of real-world success or failure by learning the criteria necessary to deal with businesses, banks and competitors.

Of course, to do all of this, computers are important. In today’s world, kids as well as adults need to know how to use a computer.

Just try to buy something at a store when the computers aren’t working. The cash registers and the automatic doors get locked.

These classes aren’t about making change from a $20 bill. They use simulation programs (a fancy term for games) that teach students by using gaming tactics. Some of these simulation programs would be helpful to anyone navigating the money world, such as Credit Clash about credit scores, Bonzai teaches real-world finance and Future Me has students sending messages to their future selves. Don’t you wish you could go back to discover what you were thinking when you were deciding on your future?

These software programs are not free, nor are the classroom computers. They are possible because of the referendum that was passed three years ago by our community to improve the school district’s facilities and programs and prepare students for the world in which they will function. After all, they are the future of our community.

When I asked Landon what he would like each student to take away from their Personal Finance courses, his answer was simple but epic: “What they do now impacts the rest of their lives. By building good habits now, they are setting themselves up for success.”

What they do now impacts the rest of their lives.

By building good habits now, they are setting themselves up for success.

- Landon Brainerd

Plant Agriculture Magnus Nelson, instructor

The Th he referendum also made possible a greeen greenhouse, gree which you can see as you pass by the tth he sch he school on Fifth Street. Students have been using usin in ng it since ssin in nce January, giving them the long-awaited privilege pr r ivvil i eg e e of hands-on h experience in growing plants and aan nd fo food food. o . What od W h they learn will put food on the table Wh and an nd pl plants lan ants tss in in gardens in the not-too-distant future in Brainerd Br B raiine n rd d aand nd d beyond.

This Th is ccourse ou urs rsee teaches students to be agriculturalists or a p ag pro producers ro od du uceers r and teaches them new types of gardening.

They T Th eyy llearn eeaarn nh hydroponics, y container gardening, raised ggarden ga r en rd n bed b beds edss and ed a strawbale techniques.

Greenhouse Gree Gr eenh ee enh nhou ouss Production is a Work Based Learning ou

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course for 9-12 graders. They learn everything from planting seeds in soil, hydroponics and transplanting, We are alive because to running a greenhouse, designing of agriculture. [These greenhouses and the history of the industry. They also have floral design students] can be an classes. They plant easy-to-grow crops, educated producer and as well as houseplants and flowers. can take pride in growing They often start by planting the Aloe Vera plant and progress to tomatoes, things whether they live peppers, broccoli and flowers of all kinds in the country or city throughout the semester.

- Magnus Nelson Kids get excited when they can take home some of what they grow.

In the floral design class, they make a centerpiece arrangement around Mother’s Day. The students are proud of their creations and often give them as gifts to their mothers.

These young minds are going out in the world to become the future of this community. They will be buying agricultural goods and becoming part of the workforce.

Some of these students worked at Erickson’s and Landsburg nurseries and one of the seniors wants to be an ag teacher.

When asked what he wants his students to take away from this course, Magnus said, “A passion and understanding of agriculture and making them educated consumers. We are alive because of agriculture. They can be an educated producer and can take pride in growing things whether they live in the country or city.”

Today there is a disconnect between the consumer and the agricultural producers. Kids often don’t know where the food they eat comes from, other than the grocery store.

That will change with educational classes like this.

Today the students may take home a 15739 plant. Tomorrow they may feed the world.

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Students and dogs make special connection in new program

BY SHEILA HELMBERGER PHOTOS BY STEVE KOHLS

Area Education Center students Kard Sheperd, left, Tucker Berry and Blaine Peveto, play with Salt, a 4-month-old German shepherd/Chinese Shar Pei mix, October 2021, at the Babinski Foundation, during a session of the K9 Connection program. The program pairs high school students with shelter dogs to help both kids and canines learn valuable skills.

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Left: Niko DeRosier, a then 10th grader at the Area Education Center in Brainerd, spends time with Mac, a blind cocker spaniel from the Babinski Foundation in Pequot Lakes, during a session of the K9 Connection program in October 2021. Right: MJ McKee, then ninth grader at the Area Education Center in Brainerd, spends time with her partner dog Lily during a session of the K9 Connection Program in October 2021, at the Babinski Foundation in Pequot Lakes.

T

he program has only just started in the Brainerd School District, but it’s already clear it is going to be very popular.

The new K9 Connection program partners high school students with dogs in search of a forever home. The program allows them time to play together and learn together. What’s not to love?

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Left: Elijah Moore, then ninth grade student at the Area Education Center in Brainerd, teaches dog Bart to jump at the Babinski Foundation in Pequot Lakes. Right: Crow Boyd, a then ninth grader at the Area Education Center in Brainerd, goes for a walk with Clyde during a session of the K9 Connection program in October 2021, at the Babinski Foundation in Pequot Lakes.

JoDee Moen has been with the district for 11 years as a special education teacher. She was familiar with the K9 Connection program, having worked with it in California when she taught there years ago. “I loved it. It was a great opportunity to be a part of it out there,” she says. “I never forgot that experience and the benefit on both sides is remarkable. I always wanted to do it in the Brainerd School District, and I finally decided to present it to my boss.”

The program got the green light from the district and she contacted the Babinski Foundation, thinking they would be the perfect partner. Together they created the first session which they had this past fall, based on the one in California and what Moen had seen work out there, keeping much of the successful format.

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Students who were interested in participating in the program had to fill out applications. That gave them a chance to work on another set of skills. They did interviews and seven students were selected to participate.

The very first visit gave the students a chance to meet and play with the dogs chosen as a good fit for the K9 Connection. “The hardest part was leaving the dogs there,” said Moen.

On the second visit each student was matched with their dogs. There were a variety of breeds for students to learn about including German Shepherds, Labs, cocker spaniels and some mixes.

Twice a week the students made the trip to Pequot Lakes and spent two hours with their new pet partners.

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I think the kids thoroughly enjoyed it. It was good for the animals and good for students, too. We learned a lot. We hope to enhance it even a little more next time.

- Donna Sutton

The first hour of each meeting was spent working with the dogs with help from a trainer from the foundation.

They worked on teaching them to sit, walk with a leash with proper etiquette and other skills. The second hour was used for presentations. They included one from members of the K9 police squad and a vet tech.

Students worked on adoption posters during the session to hang at the Babinski Foundation for each of their dogs.

The endgame was always to help the animals become adopted from the foundation and students knew it could happen. When a dog found a home, the student was assigned another one, The K9 Connection session ended with a graduation at the Babinski Foundation. Family members and friends were invited to join in the celebration. “The dogs graduated,” said Moen. “The kids graduated. We had a program and each student had a chance to talk about their dog.”

Donna Sutton, executive director of the Babinski Foundation, was pleased with how well the initial session went on their part as well. “It went really well for our first time,” she said. “I think the kids thoroughly enjoyed it. It was good for the animals and good for students, too.

We learned a lot. We hope to enhance it even a little more next time.”

Sutton said the group size, of seven students, worked perfectly. Any more than seven and it may have been too many dogs to work with at one time. “This was very manageable.”

“I think they did make a connection with their animals and that was the goal,” she said.

With plans to hold the session twice a year, another one is already planned for spring semester. Moen has already had other students express an interest in the next K9

Connection session.

The Babinski Foundation has a new employee, thanks to the program. One of the students was hired from the group of students, and one of the dogs was adopted by another student.“I don’t think I’d really change anything,” says Moen.

“Other than getting to go every day and take all the dogs home with us. In the beginning some students said they wanted to participate to learn to work with their own dog better.

Afterwards some of them recognized that they really have some solid skills with animal care. Some might consider working with animals for their future. Their confidence has been bolstered with this experience.”

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A big picture view through the lens of equity

BY ALISON LEVIG

T

wo years ago, an equity task force was formed within Brainerd Public Schools to prevent learning discrepancies among attending children. The task force contains 15 members, including parents, teachers and school board members, all hoping to provide new practices and guidance to benefit all individuals throughout the district.

“Essentially, we’re looking at the school district under the lens of equity,” Erin Karlgaard, a task force member and teacher at Lowell Elementary, said.

Throughout its development, the task force agreed upon several areas to focus its time and resources on, including the district’s curriculum, retention, district procedures, interventions, community engagement and student safety, experiences and support. With no particular order of discussion, the equity task force will confer about the most pressing issue at the moment. Recently, the task force's topic regarded student safety and engagement.

“Because of recent worldly events, such as COVID-19, we wanted to make sure our kids felt safe while in school,” Karlgaard said, “because safety is paramount to learning taking place.”

Regarding each subject bucket, the equity task force researches each focus area over several months, collecting data and engaging with students concerning their experiences to develop practices founded on fairness.

A lot of data will come from the school district itself, which documents students' school performances as well as attendance and graduation rates. The equity task force

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also plans to send out surveys containing topic-related “We’re really able to benefit these children because questions to help guide conversations between students, we’re on a local level,” Karlgaard explained. “It’s our data, parents and school employees. our members, our work being completed here to meet the “I really view this work as needs of our children.” paying attention to the needs of On a short-term basis, the others, whether those be social equity task force hopes to provide needs or academic support,” both the community and school Karlgaard said. “We all have the district a big picture view of who I’m hopeful that the opportunity to share and teach Brainerd Public Schools are and, kindness with the children who with the lens of equity, where community will continue look up to us.” there is still work to be done Essentially, the equity task within each focus area. to engage in meaningful force will use the collected data to “We realize that not every answer a series of questions, such student has the same experience dialogue together as: Who does or doesn’t the school in our schooling district,” with us so that we can system work for? Are there ways Karlgaard said. “But we’re hoping the school can support students to change that.” continue to grow and do better who are not experiencing Moreover, the equity task force the same level of success? Then, hopes to bridge that gap with its better for all our kids. based on the results, the task data results and provide decision force will offer guiding questions makers’ help in seeing their work - Erin Karlgaard and recommendations toward the and future actions through the related area of leadership, such as lens of equity. In the long run, building leaders, district leaders the task force hopes this guided and special education staff, to use work will run themselves out to implement decision-making within their area. Afterward, of the position because district leaders will have the tools community members are encouraged to attend community they need to view the school continuously with equity. dialog meetings to stay informed on the task force’s ongoing “I'm hopeful that the community will continue to engage in progress and learn of helpful actions they can make toward meaningful dialogue together with us so that we can continue implementing equity. to grow and do better for all our kids,” Karlgaard said.

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Looking back and moving forward

Laine Larson retires in ‘the pinnacle of her career’

BY SARAH NELSON KATZENBERGER

L

aine Larson will be the first to tell you she is not retiring. At least that’s not the way she sees it. “I like to say I’m graduating,” she said from her second story office in the Washington Education Services Building in Brainerd. After six years as the superintendent of ISD 181, and 40 years in education, Larson is moving into the next chapter of her life.

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“It’s quite emotional when I think of graduating from here,” she said.

“This has truly been the pinnacle of my career to finish my last six years in Brainerd.”

Larson always knew she would have a career in education.

“It was a calling,” she said. “I could not be prouder to be able to dedicate my career to high quality learning and teaching for our future.”

Larson grew up in Kindred, North Dakota, where her mother worked as a paraprofessional for 37 years in the district Larson and her brothers attended school. She said her -Laine parents were advocates for quality education and were big supporters of school referendums that allowed for better classrooms and best practice instruction.

“My parents always really valued education,” she said. “They saw to it that all three of their kids were college educated because neither of them had that opportunity.”

Two of their three children became teachers.

Larson attended North Dakota State University in Fargo where she studied family and consumer life science as well as child development and family relationships.

After graduation, Larson landed in Bagley, where she

taught consumer science for 16 years before moving into a role as assistant elementary principal for the next six years before eventually becoming the superintendent of the district.

Larson said the highlight of her time in Bagley was being part of passing a bond referendum for the school district on its first attempt.

She also worked with Native American education in Bagley where Native American students make up more than a quarter of the total student population. “That was something I was very proud of,” she Larson said.

Larsen spent a total of 26 years in Bagley before accepting the role of superintendent in Thief River Falls.

“We did a lot of great work in our time in Thief (River Falls),” Larson said.

Under her leadership the district was able to pass a bond referendum and operation referendum on the same day and on its first try. The district implemented one to one technology, putting devices in the hands of all students and teachers in the district and joined the Minnesota Principals academy. “We were able to implement a lot of academic growth there,” Larson said.

It’s quite emotional when I think of graduating from here.

This has truly been the pinnacle of my career to finish my last six years in Brainerd.

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The level of community support — it really was a community partnership that focused on the education that we could provide in Brainerd.

That has just been extremely exciting.

-Laine Larson

With Thief River thriving, Larson said she was given the opportunity to come to Brainerd. At first, she said no.

“I loved my job in Thief River,” she said. “And I had committed to see these projects through to the end.”

A second opportunity presented itself and this time Larson was ready to make the move to finish out her career in Brainerd. “I felt that I could leave knowing that the district was at the top of its game,” she said. “I felt like I had the energy to do it one more time.”

Larson said she was really excited for the new challenge in Brainerd. Each of her transitions were to a district three times larger than the last. She found in Brainerd a synonymous mission with her goals. “I liked what I saw,” she said. “I think it was a good match.”

Larson said she is so proud of what ISD 181 has to offer, but she doesn’t take credit for it.

“I always say you need the right team at the right time,” she said. “None of this happened because of me — we have the right team in place.”

Larson credits a committed school board, incredible

administration and staff and ultimately, our community who have shown great support for the school district.

Under Larson’s leadership, the communities served by ISD 181 voted to pass a $145 million bond referendum in 2018 that would involve massive improvements to all six area neighborhood schools as well as adding a performing arts center and additional renovations to Brainerd High School.

“People were willing to tell us what they expected from us and we made the commitment to meet them there,” Larson said. “The level of community support — it really was a community partnership that focused on the education that we could provide in Brainerd. That has just been extremely exciting.”

While Larson is proud of the success of the referendum, she said the thing she is most proud of personally is the work the district is doing with professional development and the opportunity to provide equitable education for all ISD 181 students. “That work isn’t done by any means,” she said. “But ensuring that every child that comes into our schools has the opportunity to advance and live their passion is so important.”

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Superintendent Larson thanks the community for their support of the District’s Bond Referendum during the Groundbreaking Celebration of the new Baxter Elementary School.

Recently, Brainerd Public Schools hosted the Legendary Women of Brainerd event, celebrating notable women who have graduated from Brainerd Public Schools. Larson said the event is something she is proud of and plans to continue to be a part of. “Here it is, these incredible women who are out there just moving mountains,” she said.

Larson noted many Brainerd graduates go on to own businesses, run businesses, stay in our community and also impact communities all over the world because of their education in Brainerd.

“I want every kid to see themselves and to know that they are loved,” she said. “And that we believe in them — that they can do whatever it is that they dream for their life.”

In 2020, the way the world conducted school was turned on its head when the COVID-19 pandemic broke out. Like students from around the world, Brainerd students went home on Friday, March 13, 2020, and did not return to classroom instruction until the following school year.

Larson said COVID created the greatest challenges in her time in Brainerd, and while it was a difficult time, it’s also one of the things she is most proud of. COVID changes brought with it the ability to learn on all kinds of platforms, providing families with access to technology that was not available before with one-to-one device access for students and teachers.

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Superintendent Laine Larson addresses the crowd during the grand opening celebration of the Gichi-ziibi Center for the Arts at Brainerd High School

“At the forefront of all of our decision making were the kids,” she said. “As difficult as COVID was, watching our community come together to find solutions — high quality solutions — in a very short time was truly remarkable.”

Larson said it was the community effort between teachers and paraprofessionals, cooks, bus drivers, school board members, administrators and the community at large that allowed the district to continue educating children even while the world shut down.

“Overnight we had to be ready for online learning or hybrid learning,” she said. “To watch the professionalism and the unifying force that made that happen was really very heartwarming. To take on all of these responsibilities that were outside their normal job descriptions and they pivoted — they just made it happen.”

Larson noted one of the most important lessons that came from COVID is that titles matter a lot less than teamwork.

“Every person is a teacher regardless of their title,” she said.

As for what is next, Larson doesn’t have a crystal clear

plan outside of just enjoying some down time. While her job title may change, her passion for education never will. She is committed to women in leadership and pushing young women to believe in themselves.

“I think our future is in great hands,” she said.

Larson will continue to support the rollout of the referendum as well as communication campaigns promoting ISD 181. “I just want people to realize what a gem our school district is,” she said. “We have the best education possible right here in Brainerd.”

Larson hopes she will be remembered not only as the first female superintendent of Brainerd Public Schools, but as someone who always had a smile on her face, loved children and her staff.

“I want to be known for being passionate about the highest quality learning opportunities for all.”

“I’m so proud to be a teacher,” she said. “That’s how I want to be remembered – that I loved every child and that I would do what I could to make a positive difference in their lives.”

During National Dairy Month, Superintendent Laine Larson, right, pictured with Sen. Carrie Rudd, participated in a cow milking contest along with several community members. The event was sponsored by Culver’s Restaurant.

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I’m so proud to be a teacher. That’s how I want to be remembered – that I loved every child and that I would do what I could to make a positive difference in their lives.

-Laine Larson

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Pollinator gardens created to help with decline of monarch butterflies

BY NANCY VOGT

S

ometimes the best education happens when you’re having so much fun you don’t even realize you’re learning.

That may have been the case last spring at Nisswa Elementary School when first and second graders helped plant a pollinator garden in a protected courtyard area of the school.

While having fun swatting at milkweed floating through the air, drawing a butterfly, playing a butterfly game and planting native plants, the young students learned about monarch butterflies and their habitat.

The biggest lesson organizer Alicia Green wanted to convey was the importance of providing that habitat to boost a diminishing monarch butterfly population.

“Monarch butterflies are on the decline. So are pollinators in general,” Green said, citing loss of habitat and dangerous pesticides as reasons.

Her goal is to educate people about monarchs and their needs to help bring back the population.

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“We think it’d be great if we could create something where we could inspire kids and other people to create them on their own,” Green said of the pollinator garden.

There are gardens at the school, Lutheran Church of the Cross and Nisswa Lake Park.

The hope is to establish 25 pollinator gardens within a 30-mile radius of Brainerd.

Paula West, who serves on the Nisswa Park Commission, and Laura Raedeke, with the Lutheran church’s Creation Care Team, are excited about the partnerships to plant pollinator gardens.

The Crow Wing County Soil and Water Conservation District offered a cost-share grant for the butterfly and pollinator demonstration plots and brought Conservation Corps crews to do the hard labor at the church and school sites.

The church plot is just off the bike path on County Road 13, where many people will be able to see it and learn about the importance of pollinators, Raedeke said. Each garden will include educational signs as well.

The Nisswa School PTO and Nisswa Park Commission are supplementing costs, and the church received an Eco Faith Network grant from the Northeastern Minnesota Synod, Evangelical Lutheran Church in America.

They also praised Green, who along with West, are also

part of the church’s Creation Care Team.

“She is passionate about saving our beloved and lifegiving pollinators,” Raedeke said.

Pollinators include bees, butterflies, birds, bats, moths, flies, beetles, wasps and small mammals that visit flowers to drink nectar or feed off of pollen and transport pollen grains as they move from spot to spot.

Green became concerned about the monarch butterfly population when she noticed she wasn’t seeing as many as in the past.

“They did find some, and her kids were so enthralled with seeing the caterpillars turn to chrysalis to monarchs,” said West.

Raedeke explained that a pollinator garden contains the kinds of plants butterflies need for breeding and eating.

Milkweed is particularly essential because that’s the only plant monarchs will use to lay eggs on, though they eat off other native plants.

“Bees and other insects carry pollen from one plant to another, which makes them grow,” West said.

Raedeke stressed the importance of genuine, native plants over hybrid plants, and that the plants not be contaminated with neonicotinoids. They used grant money to buy native plants from Prairie Restoration in Princeton for the 100 square-foot garden plots.

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Over the past 12 years, Crystal Heldt’s job has been converting Brainerd High School sophomore Sam Simpson’s school work into a usable format of braille.

Innovation leads to success for Brainerd High School sophomore

BY SARAH NELSON KATZENBERGER

S

am Simpson has big dreams. Like many teenage boys, the Brainerd High School sophomore hopes to someday have a career in professional sports.

He doesn’t have a lot of interest in playing the game, but he loves the idea of working behind-the-scenes in the business — analyzing, managing or scouting.

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“Anything is possible for Sam,” said his mom, Sarah Simpson. “He really is a highflyer.”

Simpson has a great deal of confidence in her son’s ability to achieve his goals because she has watched him accomplish so much already without the advantage of seeing what he is learning.

Sam is legally blind.

Anything is Sam can see some color and shadows, possible for but he has no peripheral vision.

Sam. He really He is unable to see printed words. is a highflyer.

“If you think of someone having -Sarah Simpson 20/20 vision,” Simpson explained.

“Sam’s vision is 20/1200.” Simpson said Sam relies on his hearing and memory to get around and is quick to familiarize himself in whatever environment he finds himself in.

“He does really well with what he has,” Simpson said.

Behind Sam’s success is a team who “Not everyone who is blind has the ability to read braille,” Sarah Simpson, Sam’s mother said. “Sam has quietly been working since Sam instantly proved he was capable.”

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was in preschool to translate all his work into a format that is usable for him — braille.

His mom said, initially, Sam’s learning involved picking out shapes and textures on paper and eventually moved to letters and numbers.

“Not everyone who is blind has the ability to read braille,” Simpson said. “Sam instantly proved he was capable.”

Sam is what Jen Johnson of the Paul Bunyan Educational Cooperative would call “twice gifted.” “Sam is extremely bright,” Johnson said. “He’s truly an amazing student.”

Johnson oversees programming in seven central Minnesota School Districts, including ISD 181, that helps students with unique challenges like Sam’s. While many students with visual or hearing impairment decide to attend the Minnesota State Academy for the Blind in Faribault, Johnson said, having a team that serves schools locally gives many students the option to learn in their home district.

Since Sam was in preschool, he has worked with Louise Flickenger, central Minnesota’s only dedicated vision teacher and Crystal Heldt who converts all of Sam’s schoolwork to braille. The team also currently works with an elementary-aged student in the Crosby-Ironton School District.

Heldt, who went to school to learn floral design, happened upon the job posting for a braillist with the Paul

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Bunyan Co-op in 2009. She was instantly intrigued. With no experience and two and a half days of training, Heldt set off into a new career.

“That first year came with quite the learning curve,” Heldt recalled.

Over the past 12 years, Heldt’s full-time job has been converting every bit of Sam’s school work into a usable format. She uses a translation software called Duxbury, to convert Word documents and PDFs into a braille format and then sends it through an embossing machine that acts as a “braille printer.”

The machine is large and loud and sits in a soundproof box in Heldt’s office.

Johnson joked that on quiet days she can hear the embosser running from her office down the hall in the Washington building in Brainerd.

As Sam has gotten older, and his classes have gotten more advanced, Heldt’s job has become more and more creative — something she said she loves. Sometimes Sam’s classes require complicated maps or graphics or math formulas that need to be recreated to show dimension or require textures to show different shapes and sizes. “It’s still a very creative job,” Heldt said. “I’m always designing.”

Converting Sam’s schoolwork to braille requires a lot of planning. Heldt works year-round, through the summers to make sure Sam has exactly what he needs for all his classes.

It requires a lot of communication well in advance with teachers.

“They have to have their lesson plans done well ahead of time,” she said. Even then, Heldt said through most of the school year she is working days ahead of time. “I’m on a constant deadline.”

Simpson said when Sam starts a new year of studies with teachers who have not had the opportunity to work with visually impaired students, there is always a bit of natural apprehension. But it doesn’t last because of the level of effort Heldt and her team put into making the learning experience as smooth as possible.

“By the end of the year, they all tell us what a great experience it was,” Simpson said.

Even though Heldt is so involved in all of Sam’s day to

day learning, she doesn’t have regular contact with him.

He works with a paraprofessional in class. “I’ve always been kind of a behind the scenes person,” Heldt said.

With more than a decade of working behind the scenes to help Sam do school every day, the consensus between his parents and teachers and visual team is that Sam can do pretty much anything he puts his mind to. He is taking Advanced Placement classes; he is in his third year of Spanish. He also competes in Knowledge Bowl, debate club and speech team.

“Sam is involved in everything,” Simpson said. “He couldn’t do this without this team.”

In addition to working with Sam, Heldt has worked with a handful of other visually impaired students in her time as a braillist. She has also worked through major changes in braille itself requiring use of both old braille and new Unified English Braille (UEB) depending on the subject matter, textbooks and translation software.

“That was a huge change,” Heldt said.

The COVID-19 pandemic brought with it a new set of unique challenges for both Sam learning at home and Heldt as she adjusted to sometimes remote work and sudden unavoidable changes in teachers’ lesson plans. “I’ve learned a lot,” Heldt said. “It’s been quite the journey.”

Heldt will continue to work with Sam until he graduates from high school in a couple of years and then move on to work with other students who learn using braille in any of the seven school districts served by the Paul Bunyan Educational Cooperative — possibly others in ISD 181.

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Legendary Women Class of 2022

As a little girl, Erin Rosinger Christopher (BHS 2003) dreamed of flying fighter jets and becoming a commercial airline pilot.

At Virginia Tech, Erin joined Naval ROTC and was commissioned as an officer in the United States Navy. As a naval aviator candidate, she won the “Best Bomb Drop” in training and was awarded a one-time slot flying with the world’s best aviation demonstration team, the Blue Angels, as they ended a training cycle.

Five years out of BHS, Erin completed aircraft carrier landings in Hornet F-18C fighter jets including, in her words, “The real fun ones at night! It was an event in my life that showed me that with enough grit, perseverance and hard work, I could accomplish what I set out to do. It never came without a ton of stress and fear. But that’s how you do the great things in life, by not letting the fear of failure overcome you.”

After several deployments and land based assignments, Erin retired from the Navy. Her second act, predictably, was becoming a commercial airline pilot. She now is a First Officer flying the Airbus 220 for Delta.

Isn’t there always a third act?

Erin’s is being mom to Colton, an act which Erin prays will be her most rewarding accomplishment yet. Given what Erin has done thus far, look out, Colton.

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Legendary Women

Class of 2022

Kari Frisch (BHS 1988) is a born teacher who gives all credit to the “family of teachers who instilled in me a greater sense of purpose and service to others.” It was “their love of learning and lifetime of educational service” that has inspired Kari personally, professionally and to pay it forward to the next generation.

Kari holds a master’s degree from the University of North Dakota and has served Minnesota in its state college system, notably at Central Lakes College, where she both teaches and administers. She is internationally notable for her 96% student retention rate in her online classes and has been recognized in the academic journal, “Diverse: Issues in Higher Education.”

Highlights, of which there are many, of Kari’s career include being the 2015 National eLearning Educator of the Year, the 2017 CLC Outstanding Educator of the Year, the 2017 Outstanding State Educator, and selection as one of 16 faculty from across the U.S. to participate in a 2019 Fulbright Faculty Development Seminar in India.

While Kari is all about teaching and learning, her interests are diverse and global. In 2011, Kari participated in a White House Community Leadership Series on world hunger, which closed with a seminar hosted at the White House.

‘88

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Legendary Women

‘60

Class of 2022

Marie Adolphson Landsburg (BHS 1960) graduated with distinction, was chosen Miss Brainerd in 1961 and earned a bachelor of science degree in elementary education from the University of Minnesota, then taught in Brainerd until 1981, her overreaching teaching principal for each student being “the power of a positive attitude.”

Marie’s career path began to turn, but not altogether, in 1979, when she and her husband opened Landsburg Landscape Nursery, now in its 44th year. The “not altogether” is because Marie’s love of education informs that business.

The nursery offers education to aid the horticultural success of its customers and the nursery supports community projects, organizations and special needs of individuals, while also entertaining hundreds of children at Easter and Halloween. Students studying horticulture are offered scholarships by the nursery through Central Lakes College and the University of Minnesota.

Travel has both enriched and informed Marie’s life: She has visited China and Russia, Africa, South America, Central America, most of Europe, much of Canada, the Caribbean, and all 50 of the United States. And in Tanzania, her travel group also did charitable work.

Marie’s love of travel is an extension of her love of learning, both of which are, she says, “never ending.”

Rebecca Yeh Mathison (BHS 2011), known to the world from the 2014 Miss America pageant, is so much more.

A musical magician, her “language as a young person” when, at 4, she first performed with the Brainerd High School Chamber Orchestra at Whittier Elementary. With the violin, Rebecca won competition after competition, including the “award” of performing for the world-renowned violinist Joshua Bell and on Minnesota Public Radio. Her violin also assisted her to fourth place in the 2014 Miss America pageant after sweeping the 2013 Miss Minnesota pageant.

Rebecca also was a BHS athlete, running track and placing 19th overall in the state high school cross country championship. Cross country taught her, she says, the mental stamina for the many things to come in her life, like graduating with distinction from the University of Minnesota as a doctor of pharmacy in 2019 and becoming a licensed pharmacist. She now is the mother of sons, Silas and Sawyer, with mothering being “the hardest, but best job yet.”

‘11

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Legendary Women

‘77

Class of 2022

Pamela Sellnow O’Rourke (BHS 1977) graduated from speech and debate activities at Brainerd High School to a Baylor University law degree, then into very unique corners of the worlds of business and law.

Pam is very proud to say that “living in Brainerd did not prevent me from pursuing any of my career goals.”

The foundation for much of what Pam has done has roots in her youth, when scholarships and part-time work were essential to her for both college and law school expenses. In turn, Pam has helped others, in her community, as others, in her community earlier had helped her.

Pam’s “resume of life” is peppered with examples of her donations of leadership time and talent: Bridges Career Academies Workplace Connection, Brainerd Lakes Area Chamber Board of Directors, Brainerd Lakes Area Economic Development Corporation, Central Lakes College Board of Trustees, Brainerd Public Schools Foundation and PORT Group Homes and Trinity Lutheran Church in varying capacities. In 2013, her community recognized and honored her with the Women Making Waves award.

Awareness, openness to change, willingness to explore life — these are traits found in many legendary women of Brainerd Public Schools.

Diane Nagel Runberg (BHS 1966) shared her visual arts talents as a cartoonist with the Brainerd High School newspaper, winning a state award for one of her cartoons. Then it went in a different direction. After earning degrees from St. Cloud State and the Graduate School of Banking, Madison, Wisconsin, she became a Bremer Bank employee, ending as a senior vice president supervising all non-lending functions. Among all she did, “working to improve the status of women in banking,” was among the most gratifying.

Diane and her husband opened a real estate appraisal business and now Diane does bookkeeping for their property management business. Diane volunteered for many years as treasurer of the Lakes Area Concert Association, bringing world-class musical talent to the lakes area, was an active member and officer of Zonta, supporting the enhancement of the status of women, volunteered at the Crosslake Community Library and, naturally, now volunteers with The Crossing Arts Alliance.

Art continues to be a big part of Diane’s life. She teaches art classes and, with other local artists, formed the Lakes Area Artists which sponsors annual art shows in Nisswa and she has exhibited with the Crosslake Art Club’s workshops and shows. In 2016, at the Jaques Gallery, Aitkin, she received “Best in Show.” Most recently, one of her paintings was selected from more than 1,000 entrants, to be exhibited in the Minnesota State Fair annual juried art show. (And the painting sold).

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