Garretson Blue Dragon Tales
February 2020
Superintendent's News by Mr. Guy Johnson
National Coach of the Year?
Mr. Jason Bohl has been a fixture in the athletic programs of the Garretson School District for the last twenty five years. Mr. Bohl’s success as a coach is being recognized as the South Dakota High School Coaches’ Association nominated Mr. Bohl for recognition as the National Coach of the Year in Girls Cross Country. In order to be considered for the award, a nominee has been determined to have outstanding coaching longevity and win-loss record, championship years, awards received and service to the coaching profession and to the athletes of the State of South Dakota. It is truly an honor to have been nominated by the Coaches Association of South Dakota.
Mr. Bohl has been selected as a National Finalist for the National High School Athletic Coaches’ Association (NHSACA) for Girls Cross Country. He joins seven other outstanding Cross Country coaches as finalists for the award. The National Coach of the Year award will be given out at the National Awards Banquet on July 23 in Lincoln, NE. The last time that Garretson had a finalist for this award was in 2016, when Kari Stoltenberg was selected as a National finalist as golf coach of the year. Ms. Stoltenberg attended the awards banquet in Louisville, KY in July of that year to accept the honor of being named a finalist.
Activities play a huge role in our students’ development. There are many life lessons learned on the course, the track, the court and the athletic field. The lessons of perseverance, teamwork, how to handle adversity and the value of hard work are often-times taught most effectively here. Congratulations, Mr. Bohl! We are proud of you! We are fortunate to have many great coaches in the Garretson School District who devote hours and hours of their lives to helping our students to grow.
Fuel the Dragon
On the first Wednesday of the month, Palisade Oil donates 10¢ per gallon of fuel bought from all of their pumps.
January's donation of $176.57 was given to Garretson Middle School Student Council.
Meet Miss Sherri Schoenfish, K-5 Special Education Teacher
Hi! I am the Elementary Special Education Teacher. I grew up in small town Menno, SD. I lived there my whole life and graduated from Menno High School. I attended the University of South Dakota and earned a degree in Elementary Education/K-12 Special Education. I taught all grade levels of Special Education in Iowa for 8 years before returning to South Dakota. This is my 15th year at Garretson Elementary. I have one sister and 2 brothers (my sister and one brother are also educators). I have 7 nieces and nephews that I enjoy spending time with. In my free time I enjoy scrapbooking, cross stitching, doing crafts, traveling, and spending time with family and friends.
I enjoy working with all the students and parents at Garretson School! It’s a great community to live in!
MS/HS Hallway Happenings from Mr. Chris Long, Principal
Hello from the hallways of GHS/GMS! It’s been a busy few weeks since we have returned from our break. We’ve ended the first semester and gotten off to a great start to the 3rd quarter of the school year. Activities throughout the building are in full swing with wrestling, basketball, and 1-act play all practicing or playing on a daily basis. The fine arts are starting preparations for their contests that are coming in the near future and FFA is also ramping up in preparation of a busy spring.
MR. BOHL NOMINATED
Some great news from the National High School Athletic Coaches Association (NHSACA) for GHS as Mr. Bohl, long-time cross country, track and wrestling coach is a National Cross Country Coach of the Year finalist. To be considered for this award a nominee has been determined to have outstanding coaching longevity and win-loss record, championship years, awards received and service to the coaching profession and to the athletes of the State of South Dakota.
In his 24 years as an assistant or head cross country coach at GHS, Mr. Bohl’s teams have won four South Dakota Girls’ Cross Country championships and one combined state championship along with many conference and region championships. Congrats Coach Bohl!
MAP ASSESSMENT INFO COMING HOME
Students at GHS and GMS took their second round of the MAP (Measures of Academic Progress) right before the holiday break and staff had their second day of professional development with the assessment at their Jan. 20th inservice.
The plan now is to communicate with students and parents about the assessment and the results we’ve obtained so far. We also plan to use the data we gather to modify instruction practices in the classroom and attempt to differentiate instruction to students to help meet them where they are academically. The results from the first to second assessment varied from outstanding gains to some areas of negative growth. We encourage parents upon reviewing the data to contact teachers or administrators at the school if they have questions about the data or what it means.
There will also be an opportunity to hear more about the MAP assessment at our Feb. 13th parent-teacher conferences at the school. More information about this will be coming soon.
A sample student progress report is included in the newsletter and a copy of this sample report along with individual student reports will be coming home this week as well.
There is a wealth of information about the MAP assessment, here is a link specifically for parents.
https://www.nwea.org/parent-toolkit/
Also this link is to an explanation of the Student Progress Report
Math Help 911! by Mrs. Julie Gnadt, Middle School Math Teacher, Cheer Coach
Have you ever wondered how to get rid of fruit flies?, tie a tie? make slime? How do you find out? You google it, of course! The World Wide Web will give you a step by step list of how to do each of these things. Well, you can do the same thing in math! Let’s say your son or daughter comes home from school and says, “Mom/Dad, I listened well in class today, but I still don’t quite understand how to write equivalent expressions using like terms”. Here’s what you can do to help. Ask them to put their math question in the search bar. There’s a world of references. There’s videos of instructors teaching the concept including Khan Academy and Pearson Realize (which is our current math curriculum), and many other sites that are super helpful. Here’s what popped up when I typed in “how to write equivalent expressions using like terms”:
· Khan Academy
· Freemathhelp.com
These websites not only have videos of how to do the math, there’s also lessons and example problems that walk you through the steps. Even Pinterest has math help!
Now, I’ll be completely honest! Using the web to learn math is not what I want your students to do. Instead, I want them to ask me questions in class, get one-on-one help during their study hall, receive re-teaching in ICU or utilize Math Help Wednesdays! Some great times to catch me are before school and even after ICU. Of course we have a lot of time in class to ask these questions, too.
Math can be difficult, but please encourage your child to use the many resources that are available. In the end, they will have more self-confidence and feel proud of their accomplishments.
And remember: EVERYBODY’S USING MATH!!
Elementary Energy Bus by Mrs. Teresa Hulscher, Elem. Prinicipal, SPED Director
With conferences right around the corner, we felt it was important to let our parents know that this year’s Spring conferences will not be student-led as they have been in the past. Families will have an opportunity in March or April to have their child showcase their learning at a STEAM (science, technology, engineering, art & mathematics) Night. Watch for a date in next month’s newsletter.
As many of you know, this part of the school year tends to pick up speed and conversations about ‘next year’ begin to be more frequent. Part of our decision to transition back to traditional conferences, not student-led, was to provide teachers with more time to have some thoughtful discussions about how their students are doing and how to best prepare them for the following year. “Closing the gap” is a common term used in education that basically translates to, “catch up.” The best way we can assist kids in doing this is to support them at both school and home.
When preschool children are read to at home, they are able to count to 20 or higher, write their own names, and over 1 out of 4 of those children are able to recognize all members of the alphabet. Children who read at home also score higher in math.
While we don’t want to see a lot of homework beyond daily reading, math fact, sight word and spelling practice in the primary years, we can’t stress the importance of this family involvement enough! Much of what we ask parents to do at home is repetitive to what has been done at school already, but the repetition of that work is critical to a child’s mastery learning. These foundational skills are vital to future successes; by the end of third grade, 74% of struggling readers will never catch up.
Students in the intermediate grades transition to homework that consists of school work completion and test preparation. It is still vital for students at this age to read every day. Not only does this enhance their reading ability, but their vocabulary as well. Reading aloud to 3rd - 5th grade students or shared reading practice in longer books, is welcomed by students more than parents think. Parents often step back from homework assistance at this level, but are still needed to help with organization and time management.
To summarize, all students need our support, both at school and at home! Conferences will be a time to hear about the great learning going on at school and what you can do to offer support at home. The commitment to supporting your child consistently will be one of your greatest rewards in parenting. We look forward to visiting with each of you at conferences.
Meet Mrs. Jacki Liester, Kindergarten Teacher
Hi! I'm Jacki Liester. This is my twentieth year of teaching Blue Dragon kindergartners. I taught Head Start in the Sioux Falls School District for ten years before coming to Garretson School. I love to look at life through the lens of kindergartners! Each day is sure to be a new adventure!
I am from the small town of Nunda, SD, graduating from high school at Rutland with a class of 14. I graduated from Augustana College with degrees in Elementary Education and Early Childhood Education. I also have my Master's degree in Counseling from SDSU. My husband, Karl, and I live near Garretson. Our sons, Joshua and Jacob, are Garretson graduates. Joshua graduated from the University of Sioux Falls in May and just completed his first semester of law school at USD. Jacob is a Junior at SDSU studying Mathematics and Data Science.
I am an avid Minnesota Vikings and Minnesota Twins fan! I also enjoy time with extended family, reading and am beginning to learn the art of quilting.
Why Inclusion? Part 1: Disabilities in Early America By: Mrs. Kara Assid, MA. Multi-cat K-12 SPED, ECSE
The United States of America has not always been kind or just to people with disabilities. It took our country almost two hundred years to establish basic civil rights for those with disabilities. For way too long our country ignored the plight of those who needed care and instead created large, concrete mental institutions to house (in locked rooms) most of our mentally and physically disabled citizens prior to the 1970’s. Due to non-existent civil rights laws only basic necessities were provided in most institutions. This denied the medical, psychological, educational, and emotional needs of the people. People lived and died inside of these institutions. Their lifespans were cut short due to abuse and illness, and there was not much hope in their place of “Purgatory” (Blatt, 1966). Educating or including these individuals in society was not yet a consideration.
Unfortunately, people with disabilities were largely excommunicated by our society in the late 18th, 19th and first half of the 20th centuries. Communities did not build ramps to courthouses or schools, did not provide alternate activities, therapies, disability assessment, handicapped accessibility, etc. In the1800’s people had offensive names for them. The cognitively disabled and those disfigured (including disabled war veterans) were not allowed in public in many states as they were considered “unsightly objects”. State police enforced these “Ugly Laws” by arresting and/or fining people with disabilities for appearing in public. (Schweik, 2009). The first few decades of the twentieth century (1900-1920) had more inhumane laws. Although there were medical groups, social leagues and private citizens fighting for better treatment and fair laws, there were still others who fought to take their lives. The Eugenics movement created laws regulating the extinction or sterilization of any person judged “inferior” by their group (Ko, 2016). The atrocities are too horrible to mention. I encourage you to learn more by looking into the references provided below.
"There are only two things wrong with most special education for the mentally handicapped; it isn't special, and it isn't education." Alice Metzner (Blatt, 1966).
You may be saying, “Wait! This doesn’t sound like an article on “inclusion”. People with disabilities are being excluded from everything, even from living their lives. Well, hold on! The news gets better!
Things began to improve for people with disabilities in twentieth century America. During the period from 1900-1969, citizens formed many private organizations to improve treatment in institutions and help those trying to live within the community. Deaf and blind schools and colleges grew. People with higher functioning disabilities established disability organizations, built specialty schools, taught, invented, created art, wrote books, fought for disability rights and much more. Medical societies improved healthcare for the poor and disabled. Communities began rallying around families of people with disabilities. This was going to be a fight for equal treatment under the law.… all the way to the Supreme Court, the Congress and Office of President of the United States. 1970’s here we come!
Bibliography
Blatt, Burton, 1927-1985. Christmas In Purgatory; a Photographic Essay on Mental Retardation. Boston :Allyn and Bacon, 1966.
Timeline of Disability Rights in the United States. (Online at Wikipedia.org/wiki/timeline)
Schweik, Susan M. (2009). The Ugly Laws:Disability in Public ([Online-Ausg.]. ed.). New York: New York University Press. ISBN 9780814740576.
Ko, L. (2016). Unwanted Sterilization Programs in the United States, Online at PBS.org.
Tech Tips with Mr. Matt Schrank, PK-12 Tech Coordinator
If you haven't already signed up to use the Parent Portal, please call Norinda for more info. 605-594-3451 ext. 305
From the Desk of the Activities Director, Kevin Steckler
One of the most popular articles I come across when reading about athletics is ”Why kids quit sports”. 70% of children are dropping out of organized sports by age 13. Whenever this sad statistic is mentioned, people come out of the woodwork saying that it’s only the kids that aren’t good enough to play that quit. They say it’s an age where school, jobs and other interests take precedence. These things are true and contribute to a part of the dropout rate, but they are not the entire picture. Sadly, in our current state of youth sports, kids and families are asked to do more and more at younger and younger ages, especially the kids who show early talent in sports. Many of these athletes, our most dedicated and talented one’s burnout and drop out as well.
If you are a parent or a coach it is critical that you have a good understanding of why kids play, and why they quit. It is also crucial that you have open lines of communication with your child/athlete, so you can spot some of the red flags and right the ship before it’s too late.
Research shows there are 5 key reasons why kids walk away from sports and they boil down to one common denominator: they cause kids to have a poor state of mind when it comes to sports. I hope you will look at each one of these reasons and ask yourself, “Is this my child/athlete?” if the answer is yes then it is never too late to act and make a change.
1. It’s no longer fun
Children defined fun as trying their best, being treated respectfully by coaches, parents, and teammates, and getting playing time.
If young athletes are not having fun, they will eventually walk away, regardless of talent or how good their team or coach is. Adults rarely do voluntary activities such as exercise or community service work that they do not derive enjoyment from. Why do we think our kids will?
2. They have lost ownership of the experience
How many times have you made comments such as “we struck out ten batters” or we scored three goals”? You have not allowed your child to own the experience. If you find yourself coaching your child on every play from the sideline, and telling them to “shoot,” dribble,” or “pass” instead of letting them make their own decisions, you’re not helping. You are stealing ownership of the experience from your child, and in the process sucking out the enjoyment.
If you doubt this, then ask yourself, “Why does the average teenage boy play 19 hours of video games a week? A big part of that “why” is there is no one standing over his shoulder critiquing every move.
3. They don’t get playing time
If kids are on a team, and they never get to play meaningful minutes or get pulled out after every mistake, they are going to quit. Kids want to play. Kids need to play. It matters little to them how good their team is or how famous their coach is, if they never get in and contribute to the team. 90% of children would rather play on a losing team then sit on the bench on a winning team.
4. They are afraid to make mistakes
Kids are afraid to make mistakes because they get criticized, yelled at, benched, and more. Great players develop in environments where they do not fear mistakes, where they are encouraged to try and fail, and they are made to understand that failure is a necessary part of development process. Coaches and parents who create a culture of second guessing, every decision, and yelling at players for trying their best and failing, create a culture of fear that drives players out of the game.
5. They feel disrespected
A study was conducted in which children listed their top five characteristics of a great coach and “Respect and Encouragement” came in number 1. I have never met an adult who enjoys being disrespected by his or her friends, family, or co-workers. But I go to sporting events and see numerous examples of children being disrespected because they made a mistake!
Sports can be really hard. It takes hours/years of practice to become proficient, yet we expect 9-year old soccer players to make the right decision every time, and 11 year old baseball players never to make an error. When they make mistakes, many coaches and parents treat their athletes in a way that they would never allow a teacher to treat their kids, or their own boss to treat them. We would never allow kids to come to our sporting events and treat us like we treat them, right?
In conclusion:
The adults involved in youth sports, be they parents, coaches, or administrators, have the responsibility to create an environment that serves the needs, values, and priorities of the kids, and not the adults. 70% of children are telling us by quitting that we are failing them. Let’s change the game, and we will all benefit!
Garretson Administration and School Board
Mr. Guy Johnson, Superintendent, 605-594-3451, ext. 300
Mr. Chris Long, MS/HS Principal, 605-594-3451, ext. 302
Mrs. Teresa Hulscher, Elem. Principal, 605-594-3451, ext. 303
Mr. Jacob Schweitzer, Business Manager, 605-594-3451, ext. 301
Mr. Matt Schrank, Technology Administrator, 605-594-3451, ext. 174
School Board Members
Mr. Shannon Nordstrom, President
Mrs. Kari Flanagan, Vice President
Mrs. Rachel Hanisch
Mr. Tony Martens
Mrs. Ruth Sarar
Email: firstname.lastname@k12.sd.us
Website: www.garretson.k12.sd.us
Location: 505 2nd Street, Garretson, SD 57030
Phone: 605-594-3451
Facebook: facebook.com/GarretsonBlueDragons
Twitter: @GHSBlueDragons