We Are 181 - Spring 2013

Brainerd Public Schools Our Schools. Our Stories. Our Community.

Spring 2013

A Day in the

LIFE

See what school is like for two Forestview students

Grandma Rose Volunteering for over 15 years at Riverside

Autism

STARS beyond the classroom

PLUS:

A publication of the Brainerd Dispatch

• Building projects that will save us money • Second graders with iPads

Contents

Features

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12

7 10 12 22 24

FastTrac to A Fresh Start In collaboration, Brainerd school’s Adult Basic Education, Central Lakes College and Rural MN CEP secured a grant to train employees for the growing manufacturing sector.

By Becky Flansburg

STARS Beyond the Classroom Learn how the STARS and other programs impact students on the autism spectrum.

By Mary Aalgaard

Foundation Grants—Foster Student Success Now 25 years old, the Brainerd Public Schools Foundation funds grants to teachers for innovative projects.

By Jenny Gunsbury

Foreign Exchange Students Relationships established in a student exchange program can last beyond high school. Read one family’s story.

By Jenny Holmes

A Day In The Life Read about the day in the life of two Forestview students in this Q & A format.

By Denise Sundquist

In This Issue

17

We are Making Improvements Safety, Security and Saving—Priorities in Capital Projects

By Jodie Tweed

Grandma Rose

By Sheila Helmberger

We are Tech Savvy Second Graders With iPads

By Elsie Husom

22

14

We are Fact Finders An Inside Look at Forestview Middle School

By Steve Lund

We are Volunteers

5

17 20

On the Cover:

Cover photo by Joey Halvorson We Are 181 • Spring 2013

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We are

Staff

Prepared

W

PUBLISHER Tim Bogenschutz

hen the tragic events unfolded in Newtown, CT in December — a community that

Editor Meg Douglas

reflects the look and feel of many of towns

and communities across the United States – the nation paused to consider the safety and security of our

Art Director Lisa Henry

children.

Unknown to most, the dedicated employees that serve in our nation’s schools commit time

photographer Joey Halvorson

throughout every school year to prepare for the possibility of a crisis event. By “crisis” we are referring to those events that can occur with

Copy editor DeLynn Howard

far more destruction and far less predictability than any natural disaster we can ever imagine.

While predicting such a tragedy could be next to impossible, we are steadfast in our efforts to focus on preparation — how we as adults responsible for our nation’s most precious resources respond.

Yet crisis management is only one facet of being The

prepared. reality

is

that nearly every aspect of our daily

“Nearly every aspect of our daily lives in Brainerd Public Schools centers on preparing.”

lives in Brainerd Public Schools centers on preparing.

As an organization, we are constantly preparing for the ever-changing needs of our students. Every year, we change and modify programming. Our staff spends countless hours training and preparing to meet the challenges and opportunities our students will face, during a time when the expectations and standards continue to rise.

In response to the economic downturn and its impact on district finances, we thoroughly evaluate every aspect of our organization and ensure we are making sound investments that will improve the effectiveness of the programs and services offered to our students. At the same time, we aim to improve our operating efficiency over time.

We live in an ever-changing world, so the art of preparing is a critical component of our success.

We are 181 is a publication produced in cooperation with The Brainerd Dispatch and Braienrd Public Schools District 181 • For advertising opportunities: 218.829-4705

E-mail your comments, suggestions or topics to lisa.henry@brainerddispatch.com copyright© 2010 volume one, edition Four Spring 2013

Our district’s staff, every member of whom plays an equally important role in the success of the students in our community, stand prepared for that of which we know and that which cannot be predicted.

DE

media Dispatch Echo Steve Razidlo, Superintendent

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We Are 181 • Spring 2013

506 James Street, P.O. box 974 brainerd, mn 56401 (218) 829-4705 • www.brainerddispatch.com

We are

Making Improvements

By Jodie Tweed

Safety, Security and Saving Priorities in Capital Projects

W

hen Riverside Elementary School students return to school next fall, they might be surprised at the dramatic exterior makeover that will take place this summer at their school.

The adjacent Paul Bunyan Special Educational Cooperative building will be demolished to make way for the construction of a larger parking lot.

The parking lot will feature separate entrances and exits for bus and car traffic, a safety concern that made this project a district priority this year.

“We want to separate and define the areas more clearly,” Superintendent Steve Razidlo said of the segregated traffic flow for buses and cars.

Next fall school buses will enter and exit Riverside School from Charles Street, while parents will enter and exit the school grounds from Williams Street. As many as 60 vehicles will be able to line up at one time to pick up or drop off students at the school’s entrance, away from bus traffic. The parking lot will expand to about 110 parking spaces, an increase of about 80 parking spaces.

The Riverside School project is part

of $4.5 million in capital improvement projects expected to be finished by next fall.

The projects, completed in two phases, involve four school facilities — Riverside and Lowell elementary schools, Forestview Middle School and Washington Educational Services Building — and the vacation of a 12,000-square-foot warehouse in the Baxter Industrial Park that the district has been leasing for the past 10 years.

These capital improvement projects, similar to an intricate jigsaw puzzle, involve many interlocking pieces. During the past school year, district administrators and staff have met to piece together a plan that would best meet the district’s safety and space needs, as well as best leverage the annual funding the district receives as part of its local tax levy.

When the projects are complete, not only will the district be able to check off several necessary projects from its long-term capital needs plan, but they will end up saving taxpayers money in the process.

Steve Lund, director of business services, explained that the Paul Bunyan

Co-op building has had maintenance issues for years, and the district had been searching for a new location for its staff. When the decision was made to make student safety and security a priority at Riverside School, it seemed a good time to move the Paul Bunyan Coop and demolish the old building.

While district staff looked at leasing space in Brainerd and Baxter, as well as repurposing the Whittier School building, those proposals weren’t costeffective. Lund said that in addition to the continued long-term maintenance obligation of this separate building, they estimated it would cost about $40,000 in additional operational costs to reopen Whittier for the Paul Bunyan Co-op’s 35 staff members.

Instead, the decision was made that the Paul Bunyan Co-op would relocate to the third floor at Washington Educational Services Building, taking up most of the underutilized top floor in a building in which the school district is already incurring operating expenses and long-term maintenance. As part of the move, the two modular classroom buildings behind Washington were sold in April and additional parking

We Are 181 • Spring 2013

5

The

Classrooms at Lowell will be upgraded with lighting and improved fresh air circulation.

biggest

improvement

will be constructed this summer in their places, combining the spaces with the existing parking lot behind the building to accommodate the increased staff.

Visitors to Washington in recent months may have noticed the changes being made to make room for the Paul Bunyan Co-op staff into the building.

For the past 10 years, the district has leased a 12,000-square-foot warehouse in the Baxter Industrial Park, primarily used for food service storage, at a cost of about $100,000 a year. Lund said the lease was up in April, presenting an opportunity for the district to make some changes.

Lund said the district no longer needed that amount of space. It made sense to build a smaller, more efficient, 8,000-square-foot warehouse at Forestview Middle School’s existing loading dock area on the north side of the school. Construction will be complete this fall.

“It’s a great placement for that, and it will afford us some efficiencies longterm,” Lund said, adding that the current 6

We Are 181 • Spring 2013

Paul Bunyan Special Education Cooperative building (behind) will be demolished this summer; making way for a safer parking lot that separates bus and car traffic at Riverside Elementary.

in capital projects will be upgrading the heating and ventilation system at Lowell.

warehouse’s three custodial staff will The estimated tax impact will now be able to leverage their time and be a $1.95 tax decrease per year for talents as they become integrated into a $137,900 median value home, the staffing at Forestview. and a $7.71 decrease per year The biggest piece to for a $261,600 median value the district’s capital commercial property. improvement project These improvements, is upgrading the combined with a funding heating and process that makes them ventilation system possible, allow the district to meet current to make cost-efficient, indoor air quality long-term investments in in capital standards at Lowell four of its school buildings.

Elementary School, a improvement $3.1 million project.

Jodie Tweed projects From a project is a freelance writer funding perspective, Lund living in Pequot Lakes with said the district is able to fit all of her husband, Nels, and three the pieces together that will redirect daughters. the saving in the tax levy from the elimination of the warehouse lease to cover the cost of the bonds being issued to fund the capital costs. In fact, because of the structure of the bonds, not all of the $100,000 warehouse lease saving will be used, resulting in a slight tax decrease for district taxpayers.

4.5

$

million

By Rebecca Flansburg

FastTRAC

to a Fresh Start Getting a manufacturing career in less time

“I am excited for what the future may hold for me and my family now.” ~ Chad Schueller

I

n 2012 Central Lakes College, District 181, and Rural Minnesota CEP saw the growing demand for trained manufacturer employees in the Brainerd lakes area and together secured a two-year grant called FastTRAC to Manufacturing Career Pathway.

Partners in success

As partners, District 181’s Adult Basic Education, Rural Minnesota CEP and Central Lakes College all share the common goal of helping FastTRAC students be successful. This type of integrated curriculum allows academics skills to be cultivated right within the career and technical training, which helps students shorten the time needed to complete the first leg of their education. Efforts aren’t duplicated by agencies and partners because all parties involved know what the other can provide.

Fulfilling a need

After Wasau paper plant closed, Chad Schueller signed on for retraining in robotics as part of the FastTRAC program. Flexible hours in the computer lab make it possible for him to bring his daughters.

The need for this program grew out of recent studies by the Minnesota Department of Employment and Economic Development (DEED) showing that while manufacturing jobs were on the rise, a “skills gap” existed within Minnesota workers. Over the next 10 years this skills gap will affect employers who will be offering job opportunities that require higher skills than the current work force can provide.

Faced with the possibility of abundant jobs, but a shortage of skilled labor to fill those jobs,

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FastTRAC

“Enrolling in this program takes quite a commitment.” ~ Orla Kenton

the wheels started to turn to create a specific program to correct that skills gap, aptly named FastTRAC. FastTRAC is a new approach to educating and preparing under-skilled adults for jobs that are in high demand from local employers. FastTRAC strategically targets Minnesota’s “working learners” who lack necessary skills or a postsecondary degree.

The “typical” student

Who is a “typical” FastTRAC student? “There really isn’t a ‘typical’ when it comes to our students,” says Orla Kenton, Adult Basic Education Program Coordinator and Lead Teacher. “Our students are in their 20s all the way up to their 40s, and even though this may be thought of as a male dominant career path, we have several women enrolled as well. The common thread is that they are all in transition from ‘something.’”

Kenton says that some students are dislocated workers while others are new to the area and just can’t find work. They share a common attribute; they have a strong desire to learn. “FastTRAC is such a unique opportunity,” Kenton adds.

“The true dimension of it is breathtaking.

We view this program as a ‘career pathway’ and it truly is.”

From working to school

As a student of the core group when the FastTRAC to Manufacturing Career Pathway started in the fall of 2012, Brainerd resident Chad Schueller is excited for the challenge. “It’s taught me how to be a student again,” shares the young father of two. “It was an interesting transition going from working full-time to back to being a student again.” Schueller, a displaced worker, adds the FastTRAC program itself has helped make that transition easier and is paving the road for him to continue on in the Robotics field.

“For many years, I was working but not enjoying what I was doing, “Schueller continues. “I just didn’t know what I wanted to be when I grew up.

Now I do.” Schueller says that he studies about 10 hours a week while juggling being a stay-at-home dad. His wife Stacy works out of the home at a local dental office. “It’s hectic at times, but totally worth it,” Schueller shares with a smile.

“I am excited for what the future may hold for me and my family now.”

The premise of this training is that many adult workers need not only career-specific training, but also need help building their basic academic skills. FastTRAC applicants typically

70%

of Minnesota jobs will require post-secondary education. Currently only 40 percent of Minnesotans have a post-secondary degree.”-MNFastTRAC.org

have a high school or GED diploma, yet they still may face skills gaps which creates road blocks for their successful transition into post-secondary level education. FastTRAC addresses these issues by teaming up Adult Basic Education (ABE) and postsecondary career and technical instructors in the classroom. This allows students to learn basic skills in the context of their career interests, making learning more relevant. By strengthening basic skills, FastTRAC is able to serve a broader array of students and ensure that they have the academic foundation to succeed in a postsecondary setting.

“Students who enter our FastTRAC program have a desire to learn,” says Kenton. “They also gain a vision of what is possible for them to achieve.”

The Bridge and college classes are two days per week, from noon to 3 p.m.

“Extra ABE instruction and support are provided during an additional hour each class day,” says Kenton.

Working for success

With the FastTRAC program the expectation is that students will finish with six college credits and a desire to work toward a degree in machine tool technology, robotics, or welding and fabrication. Throughout the program FastTRAC student are connected to the Workforce Center enabling FastTRAC participants to achieve successful outcomes.

“Enrolling in this program takes quite a commitment from the student,” says Kenton. “I am very proud of our current students. They take this very seriously and it’s fulfilling to watch them come into their full potential.”

Stressing the collaboration, Kenton adds, “We are all working together

For more information on the FastTRAC to Manufacturing Pathways, contact Orla Kenton via Adult Basic Education at 454-5417 or Rural Minnesota CEP at 828-2450.

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We Are 181 • Spring 2013

The Three Steps FastTRAC involves three stages or “steps” of learning for students to complete.

on this program. By doing so we can share resources between all agencies and work to not duplicate efforts. Our ultimate goal is always the success of the student to create a career pathway for their future.”

Rebecca Flansburg

is a blogger, virtual assistant and social media specialist who writes about parenthood topics and/or women in business. Rebecca is wife to hubby Paul, and mother to Sara (7) and Jake (10).

1 2 3

The first step in the process, called The Bridge Class, works on identifying skills, improving and further developing basic skills, preparing students to transition into college-level courses.

Step Two enrolls student in an eight-week session of CLC’s computer fundamentals course. FastTRAC students learn side-by-side with traditional CLC students.

Step Three is another eight-week block of coursework that is an introduction to manufacturing and topics in robotics (manufacturing math). All of these courses include ABE integrated instruction.

We Are 181 • Spring 2013

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By Mary Aalgaard

Brothers Nathan (left) and Andrew Girard learn vocational and independent living skills in the STARS program for students on the autism spectrum.

ST RS

Beyond the classroom

T

he product most people see from work in the classroom is letter grades. What the students in the STARS program produce goes far beyond the four walls of their classroom. STARS stands for Students Transition Age Reaching Success. It is a class for students age 18-21 that teaches vocational and independent living skills — skills that eventually help students find jobs and live successfully in the community.

When students enter a classroom in the STARS program, they know exactly what they’re going to do. The classroom is set up with sewing machines and kits for making quilts and mazes. The students choose what they want to work on each day. Some are in the mood for a longer project where they will be sewing quilt blocks together. Others might want a quicker project like a maze that can be finished during class time.

Having consistency and predictability 10

We Are 181 • Spring 2013

helps the classroom run smoothly. The classroom teachers, Teresa Christiansen, Beth Gjerde and Emilee Freed, say that the atmosphere of their classroom allows the students to truly be themselves.

Nathan and Andrew Girard, brothers in this program are both on the autism spectrum.

Ms. Gjerde says that when she looks at Nathan, she doesn’t see “autism,” she sees Nathan and admires all the things that he can do. Teachers find each of their students have so much to offer.

Teachers look for skills they can bring out in their students so that students will feel successful and be ready to live independently in the community.

Nathan and Andrew have learned great sewing skills. They sew fidget mazes, quilts, weighted stolls, lap pads and blankets. Fidget mazes are two pieces of fabric sewn together, one piece a maze pattern. A ball bearing is placed inside

that slides around the maze. Students who need sensory objects in order to stay focused and calm hold this maze in their laps and run the ball back and forth through the maze without disrupting the classroom. The students in the STARS program have produced many mazes for students in the school district who need them.

The weighted stolls, lap pads and blankets are also comforting for people who are on the autism spectrum, or anyone who has an over-stimulated nervous system. They are made with aquarium gravel placed inside of softer fabric, like fleece, sewn together. The weight of the pads or blankets gives a person a feeling of safety and comfort.

Students can feel over-stimulated from a noisy hallway or crowded classroom.

The pads and blankets offer relief and a time to decompress. Some of the quilts have pockets, often cut from jeans, where

they place weighted objects for the same effect. This is especially helpful when someone needs to relax and fall asleep at bedtime.

Other quilts have been given to the Mid-Minnesota Women’s Shelter, soldiers returning from deployment from the Red Bull Unit, or donated to fire victims, homeless teens, younger students, or nursing homes. Some quilts are sold to buy more materials but much of the material is donated and the classroom teachers are open to receiving more. Old jeans are especially good because they can be cut up and all their parts used.

Students like Nathan and Andrew can look at what they accomplished in a day, a week or a school year and know that they have helped many people in the

school district and their community. It is a way for them to connect with each other, classmates, teachers and their community.

Sometimes students on the autism spectrum are misunderstood because their social rules are different. Looking others in the eye may not be comfortable for them. They might not respond when asked a question or comment on what they’re making. But, if you listen and pay attention to how they communicate, you will see interesting individuals who connect in their own way. They just need to be given a chance.

Mary Aalgaard

is a freelance writer in the Brainerd lakes area. She writes for area publications, an inspirational blog, www.maryaalgaard.blogspot.com, and entertainment reviews on her blog and on the Brainerd Dispatch website. Mary is also a playwright whose first original full-length play was performed last spring. She lives with her four sons and cat named Leo.

Autism support • The Paul Bunyan Education Cooperative works with nine school districts and supports over 2,200 students with special needs. Autism Spectrum Disorder (ASD) programs put an emphasis on developing proactive behavior supports and on modifying the presentation of curriculum to respond to the learning style of the individual students across the spectrum.

• At the elementary level there is a full continuum of service delivery models from full time in a specially designed

and regular classroom to varying degrees of individualized support and programming adaptations.

special education teachers, occupation therapists, speech therapists and regular education teachers.

• ASD Consultation is provided to regular and special education from two co-op wide consultants with a combined total of over 26 years of experience with students with ASD.

• A parent support group meets on a regular basis to provide education on varied topics relevant to parenting a child with ASD. The parent group is facilitated

by Kathy Ogden, Autism Consultant with the Paul Bunyan Education Cooperative. The parent group also develops and runs multiple family outings.

• Regularly scheduled inservice training/ programs are offered to support students with ASD at all age and developmental levels. This training is provided for paraprofessionals,

• A summer program for over 90 students with ASD provides ongoing educational programming with an emphasis on developing social, communication and academic skills while also providing hands-on training for paraprofessionals throughout the Paul Bunyan Cooperative member schools.

• A newly introduced summer program for secondary students with ASD will help support students transitioning from elementary to secondary school.

• A mentoring program at the high school partners ASD students with a general education peer to develop, enhance and practice social skills in the day to day setting at Brainerd High School.

Sidebar information collected by Heidi Hahn, Assistant Director of Special Education Paul Bunyan Education Cooperative

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By Jenny Gunsbury

Foundation

Grants

Foster Student Success

B

ooks, technology for classrooms, physical education equipment, science supplies — the list of needs to provide students with the most up-todate information for today’s education requirements is long. And for 25 years, the Brainerd Public Schools Foundation has been there to help.

“This is the best part of my job.” ~ Jill Neumann “This is the best part of my job,” says Jill Neumann, Executive Director of the Brainerd Public Schools Foundation (BPSF). “Awarding teachers grants to help fund creative initiatives and activities that enhance or expand the existing curriculum is so rewarding.” Along with its traditional mission of administering scholarships to graduating seniors each spring, the BPSF started requesting grant proposals from staff in 1996. During 2012 and 2013 alone, it has granted over $38,000 that affect hundreds of students in the 4As: Academics, Activities, Arts and Athletics.

“The BPSF board determines the amount available to grant periodically and all ISD 181 educators are invited to apply for 4A grants,” explains Neumann.

“A diverse committee of BPSF board members, community members and school leadership collaborate to evaluate and fund requests. Grant proposals are evaluated based on their fit within the educational goals of the district, innovation, greatest possible reach, and need.”

Lori Hodge, second grade teacher, demonstrated a need that fit all those criteria in 2012. She was trying to grow 12

We Are 181 • Spring 2013

potatoes with her class for their Full Option Science System (FOSS) unit on plants, in five-gallon buckets, in the computer lab. It had more space and better lighting than her classroom. Robin Halverson, the district elementary science coordinator at the time, encouraged Hodge to write a grant for a portable greenhouse that would only take up the space of a bookshelf, approximately three-and-a-half square feet.

“I didn’t even know there was such a thing as a portable greenhouse until Ms. Halverson mentioned it to me,” explains Hodge. “The BPSF grant funded the entire greenhouse. It helped us to grow plants quickly in a more controlled environment that was regulated with humidity and temperature controls. It included grow lights and a humidity tent that completely graders in Lori Hodge’s class enclosed the plants, yet allowed for student Second care for plants in a portable greenhouse observation from the outside.” In fact, the funded by a grant from BPSF. growing conditions were so good that one student even exclaimed, “Wow, it’s like my for three years,” explains Janet Haeg, beans exploded overnight, Mrs. Hodge!”

Nisswa School Media Secretary. “We “Students planted seeds, bulbs, plants, decided to offer a summer reading and cuttings, then observed their growth, program. It really took hold and it’s been changes and even flowering of some varieties. They wrote, drew, diagrammed and explained their scientific findings,” “The BPSF grant funded states Hodge. “Students were literally able the entire greenhouse.” to see the grass grow 6-8 inches in a week’s time.” ~ Lori Hodge As with many BPSF grants, this project was a “seed” for more growth. “It was a going ever since.” Grant money from the very successful project and I believe it BPSF has allowed the program to award spurred the district science budget to offer each participant a free book at the end of other second grade classrooms this unique the summer. opportunity,” says Hodge.

Every Wednesday at 10:30 a.m. for When the Nisswa Elementary School seven weeks in June and July, kids go to opened its new school and community the library to enjoy a short program, get a library in 2001, they had a unique prize for the reading they did in the past opportunity to “grow” young readers. “At week and check out new books. Programs that time, we received a 21st Century Grant have ranged from local musicians and for summer and after school programming storytellers, to authors, illustrators, and

“The Nisswa Summer Library Program attracts people from all over.” ~ Erin Herman the Wolf Ridge Environmental Learning Center’s Raptors Program. “We’ve even had petting zoos,” explains Haeg. “One year it rained, so we put drop cloths down in the library and brought the animals inside!”

“The Nisswa Summer Library Program attracts people from all over,” says Erin Herman, Nisswa Elementary School principal. “Fun ‘N’ Friends kids, summer school students, area preschools, and summer visitors come to the library and then stay in town for the turtle races and shopping.”

The goal is to keep kids reading over the summer and have fun doing it. Emma Lingenfelter, Nisswa fourth grader started attending the reading program before she was in kindergarten. Last summer, she had the opportunity to volunteer. “I put stickers on the record sheets and helped with the pizza party on the last day,” she

says with a smile.

Encouraging older readers is the focus of Lisa Lange’s grant project, Real Readers.

Lange, social studies teacher at Brainerd High School, explains, “I was attending a workshop on engaging students and

wondered how I could get my students interested in non-fiction books. Most of them had only been exposed to their textbooks.

Continued on page 16

We Are 181 • Spring 2013

13

Small schoo Big school o Computer Lab

Social Studies

Special Education

Mathematics

Language Arts

Science

Designed for success.

Schools within the school promote individualized attention and a sense of belonging for all students.

Forestview Middle School

Active minds.

Active bodies.

Opportunites and encouragement for students to be physically active and to explore or expand their interests and abilities.

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We Are 181 • Spring 2013

ool attention opportunity

High Altitude Balloon Club

POWER time!

A dedicated time in each student’s day to...

P lan Planetarium Organize Work E nrich R ead

Out of this world opportunities.

A variety of clubs offering opportunities for students to collaborate with peers who have like interests, hobbies and passions.

School Forest & Outdoor Classroom

Music galore!

A winning team.

A dedicated and educated team of teachers leading each student to academic success.

Brainerd Public Schools Visit Forestview Middle School, call 218-454-6000 to schedule a tour.

We Are 181 • Spring 2013

15

“Wow, that book really made me think!”

Real Readers Program BPSF money bought books to introduce entertaining and educational non-fiction books to a social studies class at BHS.

Continued from page 13

After returning to my classroom, I observed “Students research scientific information money purchased a second primary tracker what materials my students were reading. about the earth’s atmospheres and develop so the club could start flying multiple or Overwhelmingly, it turned out to be a sense of knowledge about weather stacked payloads. This allows us to include fiction.” data,” explains Reed. “Once launched, the accelerated science classes to fly their She decided to introduce her the payload is sent into the stratosphere. own scientific payloads,” says Olson. “We psychology class to two books by author On the way, it collects a variety of were also able to purchase an HD GoPro Malcolm Gladwell — “The Tipping Point” scientific data. For example, the payload video camera to record the whole flight. and “Outliers.” “He writes in a very has sensors that collect relative humidity, These have both been wonderful additions entertaining as well as thought-provoking outside temperature and solar intensity. to the club.” manner,” she says. The BPSF money The payload is designed to carry two “HAB club is awesome, fun, sweet, covered the cost of 70 books for her still cameras that take a picture every 15 really cool and epic,” the students tell their classroom. seconds. Two GoPro cameras also shoot advisers. Reed elaborates, “Students have Lange described the format of the high definition video of the whole flight.” personally thanked the club for providing project. “Students took turns leading A successful launch is a launch that them with an outlook on engineering discussion groups, taking notes and leaves the ground and returns to earth with and problem solving. They’ve expressed evaluating themselves and each other. unknown information about the effects interest in engineering career fields and They shared information among the small of the stratosphere. “BPSF grant have asked groups and had large group discussions. I floated between groups and listened, only “HAB Club is awesome, fun, actively participating as needed.” sweet, really cool and epic.”

“Wow, that book really made me think!” and “I never thought that I’d like ~ Student members reading a non-fiction book” were some of the comments overheard during the class. “I hoped that the students would questions about how to see how psychology is used in real-world become future engineers.” situations and that non-fiction reading From the ground up, with support can be enjoyable and a positive learning from individuals, families, the Brainerd experience,” explains Lange. That sounds lakes area community and ISD 181 staff, like success. the BPSF has helped students and teachers have success today and into the future.

“Out of this world” success also literally describes the High Altitude Balloon Jenny Gunsbury Club (HAB) at Forestview Middle School. freelance writer for area Jim Reed, 7th grade Multimedia teacher, publications, lives with her husband, and Cory Olson, 7th grade Technology Brent, and two teenagers in Nisswa. and Engineering teacher, advise the group She recently accepted the position of 7th and 8th graders who meet after of coordinator at BPSF. school to develop a high altitude balloon payload that is attached to a 600 or 1,200 Money from BPSF helped fund equipment for the High Altitude Balloon gram helium balloon.

Club at Forestview.

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We Are 181 • Spring 2013

We are

By Sheila Helmberger

Volunteers

Grandma

R

ose O

ften being a volunteer is just as rewarding for the person doing the volunteering as it as for the people they help. Especially if they are a perfect fit for one another, like long-time Riverside Elementary School volunteer Rose Robison and the students. “When people ask me how many kids I have I always say 620,” laughs Robison, “and then I tell them and I love every single one of them.”

On June 4, Robison will turn 88 years old. She was an employee at the school district before she was a volunteer, working as a cook and kitchen manager for 13 years. She retired at the age of 70. “Former Riverside principal Cathy Engler told me back then, ‘You can’t retire, Rose, you’re not that old,’” she said laughing, “and I said, ‘Oh yes I am,’ and I retired that year in May. But really, already then I loved every one of those kids that went through that lunch line. They were just super.”

We Are 181 • Spring 2013

17

620 kids

“and I love every single one of them.”

When Robison’s husband passed away she said she knew she would have to find something to occupy her time. She said she waited awhile to see if she could get by without going back to work or dipping into her savings for money. When it looked like she would be alright she said she wondered what else she could do and thought about going back to the school.

“I’m not a TV watcher. I’m not too much on crafts. After being out of the school for a year I thought I’d go back and see what they had there. Mrs. Engler said she knew I’d be coming back.” She told Robison they had a space in third grade where the teachers could use some help.

After helping out in the classroom for about a year another volunteer asked Robison if she would like to join the Foster Grandparent program. She said yes. This is her 16th year of volunteering at Riverside.

“I go there every single day, five days a week,” she says. “The kids all greet me,” she says, “I’m Grandma Rose to all of them. They had a nice little celebration for me last year,” she says, “after my 15th year.”

Robison said she loves being around the kids and doing whatever the students need help with but she especially enjoys her time helping with their penmanship and working with the students on their reading. “The schools have the most wonderful books in the world,” she says, “If a student can’t pronounce a word, then we teach them how to take that word apart and sound it out,”she says. She reads with groups of about five students at a time. “I like to listen to them read. When they read to you they do such a great job. And they help each other out.

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We Are 181 • Spring 2013

~Rose Robison

Grandma Rose loves to listen to the students read.

There’s not a child in the schools that is not taken care of no matter what kind of student they are.”

The school district is grateful for its volunteers and Robison says she has been honored with pins from two presidents for the work she does: President Bush and President Obama. “The superintendent wrote a wonderful letter about me,” she says proudly.

Robison is a member of the American Legion Auxiliary and the VFW Auxiliary and said one special event she loves each year at Riverside is the Veterans Day program. “It is absolutely the very best.

That gym is packed every year.”

She said she is also pleased that students still say the Pledge of Allegiance every day in the schools. “When I hear them doing it I stop everything and stand

there and say it too.”

Those that know Robison know how special her volunteer time with the students is. Over the years friends and family have given her gifts with sayings about volunteering that she thinks are pretty special. “One says ‘Special people make special schools,’” she says. Another favorite says, ‘The reason volunteers aren’t paid is not because they’re worthless but because they are priceless.’ It’s a privilege for me to volunteer there. It really is,” she says chuckling, “It’s just a wonderful thing and it keeps me active.”

Robison says she even enjoys just being out in the halls and talking with all of the students each day. “I’m kind of a hall monitor,’ she says, “And sometimes I’ll stop in an open doorway and just look in. If they’re not busy I’ll say, ‘Hi kids.

“I’m Grandma Rose to all of them.” ~Rose Robison

How are you all doing?’”

She said she is enjoying new principal Jodi Kennedy at Riverside this year, too.

“Oh, she’s very, very nice. I like her. I get along with everybody,” she says. “I am just very happy being there. There isn’t anyone there, not one single person, that I don’t love,” says Robison.

The feeling is mutual.

Sheila Helmberger

lives in Baxter and has been contributing to local publications for over 12 years.

Former school employee Rose Robison, 88, works with third graders at Riverside Elementary.

ow he nd gs are ple her n’t but ge he ng

ust all a es ok ds.

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We are

By Elsie Husom

Tech-Savvy

Second Graders with iPads

A

bby is in second grade. She flips open her iPad and confidently says, “This is my chapter book titled ‘Swimming.’”

Nothing unusual about that — second grade is when students start to read chapter books. However, this book is different. Abby is the sole author, illustrator and publisher! And the book has no paper pages. After researching information, putting it in her own words, and adding illustrations, table of contents, and a brief author bio, she is ready to share her learning. When asked how she likes working with iPads, Abby responds, “It’s fun! It is much easier than working on paper.”

Keaton, also in second grade, says, “Computers have a lot of fun stuff to do.

The media specialist taught us some and then I figured out stuff myself.”

Second grade teacher Kris Wyman agrees, adding, “I have found that students are getting more tech savvy by being allowed exploration time.

The children are far less worried about making a mistake or breaking something. They just try something to see if it works. We need to teach them to teach themselves and be independent learners; teach them to wonder, try things, make judgments about their choices and move forward.”

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Second graders at Baxter Elementary are learning to use iPads for writing assignments, thanks to funds from the PTO.

second graders with iPads According to Media Specialist TyAnne Rezac, “Using these devices certainly gives them confidence and skills and motivates them to grow as digital citizens.”

All of the Baxter Elementary second graders research and write chapter books in a project made possible by the acquisition of 13 iPad computers. “The iPads came from the PTO as part of a three-year technology initiative of $10,000 each year,” says Rezac.

Wyman adds, “The goal of the original project was to have second grade students write a non-fiction piece incorporating all the things

that good writers of non-fiction do.

Our issue was what would the final project look like? The media specialist suggested we try out the iPads that had just arrived.”

Could students make chapter books without the iPads? Of course, but the teachers are quick to point out the benefits of using iPads.

“It’s wonderful to have devices that students can use on the rug in their classrooms, at their desks, and anywhere in the school. Kids have a way to research electronically without any cables or cords. Mobility allows for flexible use of technology and instant access at their fingertips,” says Rezac.

Students work together in pairs, allowing them to read and edit each other’s work.

Kathy Johnson, another second grade teacher, adds, “The biggest benefit is having the ability to collaborate with other classes: presenting their projects and editing each other’s work. iPads are big enough to have two students working on one. Students easily saw the layout format with the Google Presentation application, and it was easy for them to use and access from school or home. They also did lots of re-reading and editing to make their sentences complete and accurate. They find more mistakes than they do in their written work, and it is so easy to make changes. They had fun making their stories better each time we worked on them.”

As Noah works on his nearly complete book, he notices a screen prompt and mumbles, “Why did it underline...Oh, yeah. I left out the ‘A.’” He quickly inserts it.

Noah also sketched his illustrations on paper, scanned them (with help from the media specialist) and easily inserted them on the appropriate pages. Johnson commented, “I didn’t expect the elaborate pictures and backgrounds that were added to the presentations to make them so fun. One student

No need to sell this curriculum to students who are eagerly engaged. learned how to download a video of herself diving.”

Even when the books are complete, the fun continues. Moving among small groups of students from other classes, second graders read their books and share what they have learned. They also proudly read to parents at open house. This extends the learning far beyond each individual student.

Perhaps the most unexpected and best outcome of the project was having students from one second grade class teach another class how to use the iPads. Adding still another dimension to the project, second graders taught the program to fourth graders. Johnson observes, “That was exciting to see how proud it made my students to be teaching the older kids something.”

Seymour Papert, an internationally known educator who has done extensive research studying the effect of computers on kids and learning, says, ”Computers have an impact

on children when the computer provides concrete experiences, children have free access and control the learning experience, children and teachers learn together, and teachers encourage peer tutoring.”

Students and teachers at Baxter Elementary are certain to say using the iPads have had a positive impact.

One teacher says, “I am so grateful that we have a PTO that is forward thinking and willing to invest in the future of our students. I am grateful for the exposure to technology our students are getting.”

Elsie Husom

is a retired educator who lives west of Brainerd. She enjoys reading, golfing, making art and volunteering in the Center for Lifelong Learning, the Crossing Arts Alliance and other community endeavors.

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By Jenny Holmes

Foreign Exchange Students

A benefit to both guest and host

S

ay what you will about social media, but Facebook is to thank for reconnecting one Brainerd area family to their German exchange student almost 14 years later.

It was a solicitation in the mail that first planted a seed in Kris Wyman’s mind in the late 1990s. Foreign exchange student programs were seeking local families for placement of international students for the school year. Wyman, a teacher at Baxter Elementary School, already recognized the value of such programs and pondered how taking in a high school student would affect her family. Wyman and husband Jim had two young daughters living at home at the time and weren’t sure how interested their elementary-aged girls would be in exposure to a different culture or having a “temporary sibling,” for that matter.

But something tugged at Wyman’s heart.

“Something just felt good about doing it,” she recalled.

In 1999, the Wymans were introduced to 17-year-old Oliver Reiter of Geldern, Germany. Reiter came from a family of five siblings where he was the second eldest. His older brother had previously participated in a foreign exchange program, which prompted Oliver to follow suit. Hailing from a small farming community, Oliver and the Wymans immediately found a common thread as they live on a farm in rural Brainerd.

Oliver also took to the Wymans’ younger daughters, Emily and Malorie, as well as the Wymans’ niece and nephew who attended Brainerd High School.

At the conclusion of the school year, the Wymans said goodbye to Oliver as he returned to Germany to continue his studies. They had hoped to keep in touch through phone calls and letters, but time and distance got in the way and, sadly, they lost touch.

It wasn’t until the Wymans found 22

We Are 181 • Spring 2013

Oliver’s profile on Facebook did they abroad typically doesn’t count toward reconnect. Wyman said they were thrilled their schooling back home, however. to hear what he had been doing all these “Most schools outside of North America years and where life had taken him since do not have the ‘graduating class of...,’” high school. Oliver told the Wymans Aulie noted. “Students progress, as he wanted to come back to Minnesota they pass each class at their final exams to visit them some day. Then, last fall, in June. So, some of these students will Oliver contacted the family to tell them go back and pick up where they left off, “someday” was soon. In January 2013, while others may be able to test out and Oliver returned to the Brainerd lakes move to the next course in a specific subject area.” area and reunited with the On behalf of the family that took him in as Brainerd School District one of their own 14 years and BHS, Aulie serves as ago. a liaison and coordinates It was like old times. with various agencies and Oliver and a friend went organizations working to to Duluth for a hockey place foreign exchange tournament with Kris students in high schools and Jim, and met up with around the country. his now grown “sisters” Organizations Emily and Malorie. “My currently involved with little sisters from back BHS include American then are both married Councils for International now,” Oliver said. “One Education, Brainerd of them has her second Rotary, Center for child on the way. They are Oliver Reiter was an Cultural Interchange, all grown up now and it exchange student from CETA USA, Education is good to see them being happy in what they do and Germany at BHS in 1999, First, Intercultural Student being independent.” living with Kris Wyman’s Experiences, ISES, Nacel, SHARE and Youth for Liz Aulie has served as family.

Understanding. foreign exchange advisor “We are always looking for more at Brainerd High School for the past four years and says BHS has a long, rich host families, preferably with children history of having participated in various at the high school,” Aulie noted. “That exchange programs over the years. At the isn’t critical, but it makes for a good culmination of the 2012-2013 school year, connection for our foreign students to 23 exchange students — 12 males and 11 have someone their own age to talk to, females — will have attended Brainerd practice their English, share interests in High School. This year, students, music, movies, etcetera, and get help literally, have come from all over the with homework.”

The exchange program is one that world, including Belgium, Brazil, China, Denmark, Germany, Netherlands, Serbia, really benefits both American and South Korea, Spain, Switzerland, Ukraine foreign students, Aulie emphasized, as everyone can learn from one another. and Vietnam.

Students are typically between the “It’s an opportunity to see life and issues ages of 15 and 18. The students’ year spent from another’s eyes and from another’s

perspective. Students can discern what is true, and what is not, or rediscover what they’ve assumed or learned about a culture from the media or classes. It’s a chance to re-examine your own life and beliefs about others and create friendships that can last a lifetime.”

Oliver recalls his American high school experience as a positive one, providing him opportunities he wouldn’t have otherwise had in Germany. “It is hard to say what I enjoyed most about it,” he recalled.

“It was a whole, complete experience.

I really enjoyed going to school. The system in my home country is different.

There is not so much focus on physical education and team sports as there is in the U.S. I can say I had my healthiest year in my life over in the U.S. Also, the choice of classes one could choose from at BHS was exciting. Outdoor adventure, entrepreneurship, power conditioning, photography were only a few of the courses I took and they were so much fun.”

“But I also liked being part of my host family, spending time with them in the outdoors, working around the

with them. It was amazing to see how welcoming everyone was and also interested in the country you came from.”

“It was almost harder to say goodbye to him this time than it was the first time,” Wyman noted, following Oliver’s visit earlier this year. “I would recommend taking in a foreign exchange student to other families. Even though our children were younger, I still feel they benefited from the experience.”

And, perhaps the impact was even more than initially realized. Over a year and a half ago, Wyman said, she became a first-time grandma to a beautiful baby boy. His name?

Oliver.

Jenny Holmes

Oliver (center back) returned to Brainerd in January, reuniting with the Wymans: Emily (left), Malory with baby Oliver and Kris. house, going on trips. They were such great people and I felt very good

is a former reporter with the Brainerd Dispatch and operates her own public relations and communications business. She lives in Nisswa with husband, Tim, and their two school-aged children.

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By Denise Sundquist

A Day in the Life of a Forestview Student Meet

Kailee Noah

Meet

W

iving the life of a sixth grader can be one of the most challenging years in school. There are physical changes, increased academic expectations and monumental changes in social life.

Students now communicate through texting, Facebook, Twitter and Instagram so it can be difficult for any adult to know what they are thinking.

We asked two of our Forestview Middle School sixth grade students, Kailee (K) and Noah (N) to tell us what was on their minds. You will be surprised to find out kids maybe haven’t changed that much after all. cutline here

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DS: What are you good at?

“...I’m good at art and dance.” ~ Kailee

The best part

of being 11 or 12 is “You don’t have to pay bills and you get to hang out with friends.” ~ Kailee

DS: What makes a great teacher?

K: They have to care and be nice, but they also have to keep things in control.

The way teachers dress is very important, their skirts shouldn’t be too short and they shouldn’t wear all black.”

N: “No homework.”

Left to right, A school day for Kailee includes walking to class with friends (middle) and practicing coronet and dance.

DS: What is the best part of Forestview Middle School?

K: “Art, ice skating and tennis. I love the 60 acre forest and special events.”

N: “End of the day.”

DS: What do you think of boys/girls?

K: “99 percent of boys are cute. The other 1 percent go to Forestview.”

N: “Girls are very annoying.”

DS: What are you good at?

K: “I am not great at anything, but I’m good at art

and dance.”

N: “Sports — hockey and soccer.”

DS: What would you do if it were a snow day?

K: “Sleep and eat. I’m lazy.”

N: “Sit at home and invite friends over to play board games. Monopoly is my favorite. I have nine versions.”

DS: What is the best lunch they serve at school?

K:: “Big Daddy’s Pizza.”

N: “Chicken Noodle Soup.”

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DS: What are you good at?

“Sports — hockey and soccer.” ~ Noah

Left to right, Noah’s latest reading assignment. Learning doesn’t have to happen at a desk. Noah (left) and friends choose a spot for reading on the floor of the classroom.

The best part of being 11 or 12 is

“I have fewer chores now that I am 12. When I was 11, I had to do housework, but I didn’t do a very good job.

Now my sister has to pretty much do it all.”

DS: What should N: “I think once a week they they serve for school should let the kids decide ~ Noah lunch? what game to play. I would K: “They should have a Cherchoose Pin Guard.” ry Berry frozen yogurt bar.”

DS: What would be a DS: Any embarrassing N: “Homemade chocolate great job for you? moments at Forestview? chip cookies, brownies K: “I would work at Fun (without nuts!) and chocoK: “I am a very clumsy perSisters in Nisswa doing makelate cake.” son. I fall on the stairs a lot.” overs, glitter eye shadow and N:“I fell off my chair in class DS: How long does it air brush tattoos.” when I leaned down to get take you to get ready for N: “I would work at Best Buy my pencil.” school in the morning? in the Geek Squad.”

K: “60-90 minutes. But if I had Denise Sundquist DS: What do you think is the health and safety more time, I would use it.” coordinator at the Brainerd about physical educaN: “20 minutes. I shower, School District. tion class? dress and eat breakfast. My K: “I personally hate gym parents also require me to brush my teeth, but I believe because I am not athletic; but I support being in shape.” it’s optional.”

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