Kinsley High School - Kihischo Yearbook (Kinsley, KS)

Text from Pages 1 - 184 of the 1985 volume:

Breaking ... KIHISCHO 1985 Volume 43 USD No. 347 Kinsley, KS 67547 Printed by: Lewis Press, Inc. Lewis, KS BREAKING: To emerge... severing bonds or restraints... there was never any doubt that during the 1984-85 school year the limitations of previous years would be outdated by the emerging of new challenges, by the dawning of new horizons, and by the securing of new ideals in education. With this in mind we embarked on our trek across the school year with a newfound hope for success. 2 Members of the returning staff welcomed the new members even as returning pupils welcomed the newcomers to the student body. Throughout the year this new generation gave promise of being the cornerstone of a well-balanced USD 347 future. Through their effort the students could forge ahead, escape the boundary of the previous year through a new set of ideals and a new way to depict events at USD No. 347. 3 4 DISTRICT WIDE KINSLEY OFFEREE SCHOOL NEWSLETTER VOLUME 2, NUMBER 1 AUGUST 23,1984 KINSLEY, KANSAS 67547 AISE program brings two Scandinavian students to KHS; host families consider ‘sharing’ the key element to program Two Scandinavian students enrolled in Kinsley High School last week as part of the American Intercultural Student Exchange program (AISE). Stein Hoymyr, 17. from Vettre, Norway, has become a part of the Larry Westhoff family. Kinsley, for this school year; Thomas Ben tin. 16. has joined the Thomas Copeland family, rural Kinsley. According to Mrs. Donna Westhoff. Hoymyr’s American mother, AISE believes that an international student exchange program makes a “vital con tribution to human understanding by offering students, their par ents. and host families an irreplacable opportunity to deepen comprehension and respect for other peoples and cultures.” The program also allows both the exchange student as well as the host family an opportunity to discover the realities of the human community.” Family involvement The success of the program, according to Mrs. Westhoff and Mrs. Susan Copeland, lies in both the student, the host family, and the host community understanding the guidelines that AISE uses to bring international students to an American setting. First, says Mrs. Westhoff, the program stresses school and family involvement. This is not just a travel experience for the student. The student 15-17 years of age is to become a part of the daily family life and to accept his her share of the respon sibilities.” To make preparations for Hoymyr’s coming, the Westhoffs have added a bedroom and have planned a temporary schedule of what activities to pursue with Hoymyr. including getting Hoymyr ready for the fall football season. The Copelands have involved their three sons (one in kindergar ten, one a pre-schooler, and one in junior high) in planning how they as a family can give Bentin the best experience we can to show what life in the States is like. says Mrs. Copeland. Other AISE guidelines for the exchange student include these: No drinking of alcoholic beverages, including beer and wine except at family and religious events; no use of illegal drugs or even an association with such; no driving of a car or a motorcycle; no traveling outside the local area by himself or with other teenagers-except on approved school and church related activities; no hitchhiking; no taking of a job outside the home except neighborhood jobs such as lawn care and babysitting. Mrs. Westhoff explains that the breaking of these regulations can mean that the student automatically returns to his home country. And AISE students in Southwest Kansas have been returned home one was a year ago.” Concerning the drinking of alcoholic beverages. Mrs. Westhoff says that the organization is concerned with abuse. First, the majority of the students in this program aren’t old enough to purchase alcoholic beverages. Furthermore, a different attitude towards alcoholic beverages exists in this country than in most European countries. In Europe, the tendency to be abusive is not as great as it is here. An exchange student can take the theoretical driver’s education class, but not the practical driving aspect. If an accident would occur, says Mrs. Westhoff, AISE could be sued as well as the student’s natural parents . . . and the host family. Abuse of this guideline means an automatic return for the exchange student. Biographies Hoymyr comes from a suburb of Oslo. Norway, an area of approximately 450,000 people. His interests include soccer, ice hockey. basketball, tennis, body building. He. who has had nine years of English, has one sister. Anne, age 10. His father, employed by the Scandinavian Airlines System, and his mother, employed by an in vestment security company, were both exchange students during their teenage early adult years. Hoymyr’s academic interest lies in the social sciences and economics. Bentin. who has studied English for five years, comes from Copenhagen. Denmark, and is an only child. His father is an assistant banker and his mother an accountant. His career objective is to learn perfect English and to become an accountant like his mother. says Mrs. Copeland. Acceptance To help the Kinsley-Offerle community accept Hoymyr and Bentin more quickly. Mrs. Westhoff and Mrs. Copeland discuss four points: First, says Mrs. Copeland, these young men want to learn to speak perfect English. Thomas shared this with us during a telephone call. We told him that he “might more easily learn perfect American slang. Mrs. Westhoff adds: Nothing works better than for one to take (Continued to page 6) AISE students Thomas Bentin and Stein Hoymyr prepare to tour the high school building with Stephene Westhoff. junior, acting as the guide. 5 HIGHLIGHTING Committee seeks to fill gap to meet state mandate Filling the gap remain a constant struggle for the USD No. 347 Board of Education curriculum committee. Our school system needs a K 12 program of basic facts and concepts. A school requires a well-articulated, sequential framework from which to work so instruction time becomes effective. When overlap or omission of concent occurs, students become bored, unmotivated, or lost. This results in graduates of our school system not fully educated. In approaching the teachers of K-12 last spring, the committee began the groundwork for a curriculum guide. Before classes start this fall, planning begins with a teachers' work day to formulate a plan for the guide and how comprehensive the guide will be in the end result. Ideas come together at a day-long meeting in mid-fall after teachers have worked on their individual areas. The goal of the board of education curriculum committee proves essential as teachers must use this guide effectively and not shove it into a drawer and forget the program. The guide, a valuable tool, becomes useful to help school personnel improve instruction, clarify purposes, and communicate activities to others. In conjunction with the school board's goal of a curriculum plan, the Kansas State Department of Education requires each district the task of developing district goal and curricular objectives. Each unified school district and non-public school must record educational goals and curricular objectives for each instructional area in the educational program. The due date set of September 1, 1985 hastens our work toward the goal. The Kansas State Department of Education attempts to bring all instruction to a level of excellence that addresses all the studies done in the past few years showing our weakness in education. -Julie Ackerman, president Board of Education, USD No. 347 BOE, administrators prepare teaching assignments, budget “Excellence in education has become the motto of the board of education and the administration as together they have planned during the summer for the opening day of school for students next Wednesday. Superintendent of schools Robert J. Shanks says, With the emphasis on educational excellence in our nation, the board of education and the administration hope that we educators can recognize the opportunities in our Kinsley-Offerle schools as we work with the parents and the com munity-at large to provide an ex cellent education for each student. Assignments Striving towards excellence, the board has changed some staff assignments, including these: •Mrs. Jean Edney will teach middle school and high school band and high school vocal music. A graduate of Wichita State Univer sity, Mrs. Edney has taught at Montezuma and at Junction City and has directed the Kinsley-Offerle community band this past summer. •Mrs. Darlene Weers will teach all vocal music in grades K-8. •High school industrial arts teachers. Duane Adams and George Bakumenko, will also teach at the middle school, expanding the offerings in metals, woods, and mechanics. •Middle school teachers Ron Miller and Galen Graff will also teach at the high school-Miller in American history, Graff in mathematics. •Mrs. Norma Murphy will teach home economics classes to stu dents in grades 7-12. •Mrs. Sally Maack will teach one section of the third grade at Southside: all elementary teachers will teach art. •Ray Daniels is the custodian at Southside and will continue driving the bus to and from the Garfield special education center. Inaugurating these teaching and staff assignment changes will demand cooperation from the faculty, the board of education members, the students, and the public, says Shanks, and that spirit does exist.” Budget Shanks announces tht the mill levy for the 1984-85 school year will be 78.29, a decline of 5.73 mills from the 1983 84 year of 84.02 mills. These figures are for the general as well as the capital outlay funds. The decrease comes from such factors as an increase of $37,310 in valuation for the school district, an estimated receipt of $74,025 in state aid based upon projected student enrollment, and a reduction in the percentage of delinquent taxes within the school district. In working with the budget. Shanks makes the following observations: •For the operating of the regular bus routes. 85 percent of the actual costs will be covered by state aid. •The district anticipates receiving $79,000 in transportation aid from the state for the 1984-85 school year. the initiative and go up and make yourself acquainted with these young men. Include them as part of any conversation or activity. And avoid doing anything that would jeopardize their staying here the entire school year. Second, all people have a need to be respected-and frequently nonverbal gestures convey a message people of all languages can understand. Those students accepted for this exchange program, says Mrs. Westhoff, are for the most part rather socially mature who can make rapid adjustments. But still it takes time to get used to new foods, new customs, different family habits, different curfew hours. At first, the exchange student may want to withdraw, but patience is the key. Give the student time to make the cultural adjustment.” Third, the host family plays an integral part in the success of this program. A local family,” says Mrs. Westhoff. participating in this program must want to learn about the people of other countries. And this goal comes about when the family treats the exchange student not so much as a guest but as a •The total utility costs (including telephone) for the 1983-84 school year were $4,384 less than they were for the 1982-83 school year: $37,674 compared to $42,058. member of the family. And from our involvement in this program, continues Mrs. Westhoff, our family will realize that there’s more to the world than Kinsley, Kansas USA. There’s a world where friendship and understanding unite our interests with those of others. Fourth, Hoymyr and Bentin will meet periodically with 21 other AISE students in the Dodge City area. “These sessions are directed by the area representative. Leslie Schoonover of Dodge City, says Mrs. Westhoff. Mrs. Schoonover’s purpose is to help the exchange students adjust more easily to the American lifestyle. Sharing “One word, summarizes Mrs. Copeland, describes the exchange program as our family sees it: sharing. Thomas comes from a highly populated area with no siblings in his family. He comes to rural America to live in a home with three brothers. “And in making that adjust ment, Thomas will learn how to share: we as a family will learn more about sharing, and we will all be the better for the experience,” says Mrs. Copeland. Two Scandinavian students begin classes at KHS (Continued from page 5) 6 THE KINSLEY-OFFERLE PUBLIC SCHOOLS Homecoming 1984 Parade - 2:30 p.m. Coronation - 7 p.m. Game - 7:30 p.m. Dance - 10 p.m. Friday. September 28, 1984 VOLUME 2, NUMBER 2 SEPTEMBER 27,1984 KINSLEY, KANSAS 67547 District tries to fulfill EPA regulations concerning asbestos; challenging the assessment could show guidelines were followed Superintendent of schools Robert J. Shanks explains at a board meeting the implications of the Environmental Protection Agency fine against USD No. 347. Board member Larry Olsen listens as to how administrators hope to show that the proper records concerning asbestos do exist. Trying to comply with federal asbestos regulations has brought an Environmental Protection Agency (EPA) penalty fine against USD No. 347 of $22,500. School administrators, legal counsel, and board members are presently contesting this charge through prescribed avenues, saying that proper records do exist and that asbestos in any building area has either been properly removed or abated. John Wire, board member, summarizes the feelings of the other board members by asking. How did the EPA arrive that we weren’t in compliance? We know that we as board members and the superintendent acted in good faith in carrying out EPA regulations, and now EPA responds with this fine. School attorney J. Byron Meeks says, Nothing is wrong with the asbestos legislation. Neither is the school assessed for not dealing with the asbetos matter. We’re cited for not keeping records as required by law . . . but we compile enough infor mation to satisfy the EPA on what has been done. Then we can hope that the fine will be reduced. Meeks has responded to the complaint by filing a request for an informal conference and a hearing before the EPA regional center in Kansas City, Missouri. At that time, Robert J. Shanks, superintendent of schools, and Meeks will challenge the penalty by presenting the data dealing with the treatment of asbestos in the local system. Regulations In May 1982. the EPA published in the Federal Register rules and regulations governing asbestos in the schools: the regulations were mailed to school districts in June 1982. Local compliance was to be effective March 1983. According to Shanks, the regulations required school districts to perform two tasks: First, to identify the presence and the location of any asbestos substance and to take the necessary steps to see that the material is either removed or abated so that the health of em ployees and students is not negatively affected; Second, to document inspections and corrections made and to inform the employees, the students, and the public of the work accomplished. One regulation states that a certain form must be posted in the school indefinitely, stating that no friable asbestos material is present within the building; if such substance is, then the location is stated. Process Local school officials first became aware of the implications of these regulations when Shanks and Meeks attended a conference on school law in June 1984. At that time, Wilson and Company, Salina, was doing electrical evaluation at Southside Elementary School, so Shanks asked the company to examine the boiler room for the presence of asbestos. The representative found that the steam line from the boiler was covered with layers of corrugated asbestos paper insulation; furthermore, a canvas jacket covering the steam boiler had split, exposing asbestos. Writing for Wilson and Com pany, Damon P. Swain tells of the company’s contact with the Kansas City, Missouri office of EPA as to the recommended way for abating the asbestos fibers at Southside. The local board then hired F H Insulation of Wichita to do the work, completing the job August 13,1984. Wilson and Company’s letter to Shanks outlining the problem areas and stating the recommended solution is dated July 16, 1984. However, five days earlier, July 11, EPA inspector Robert E. Combs came into the school district, asking to see the local records containing the asbestos matter and to inspect the local buildings. “He gave us one day’s notice, says Shanks. And when he came, we did not have in our hands the Wilson and Company letter stating the recommended solution for the asbestos situation we had. On behalf of the school district, Shanks received the assessed fine from EPA Thursday. September 13. with these charges: •$6,000 for not having had in spected the friable material on the pipes in the high school cafeteria storage area and in the boiler room and for not making proper documentation; $6,000 for not having inspected the friable material on the boiler at Southside School and for not making proper documentation; •$6,000 for not having proper documentation concerning asbestos material within the school district on file at the Cen tral Office; •$4,500 for not having proper documentation at Offerle Middle School even though inspection revealed no friable material present. Sequence The irony of the situation. explains Shanks, is this: Before school began this fall, we had (Continued to page 9) 7 HIGHLIGHTING Counselor recommends seniors taking the ACT Why should a senior take the American College Teat (ACT)? This is a question that the counselor hears often when registration for the ACT is begun. The students have every right to know what use will be made of the test scores at schools, and also who will have access to their scores here. They need to know what they can expect to learn in turn for paying a registration fee of S9.50. One of the most important things a student gains from taking the ACT is learning how well prepared he is when compared to other seniors in the Midwest. These others are the students with whom he will be competing the next year. There are four tests in the ACT battery, and each provides the student information on that subject. In addition, a statistical average called composite score is also reported. These individual tests as well as the battery have been found excellent predictors of a student's ability to do college work in the specific areas as well as overall. ACT is constantly engaged in research and test items are revised annually. Tests are therefore appropriate for current secondary students. Their research has also studied the benefits of taking the test later in the school year. No gains can be expected as higher levels of success are expected as time into a school year passes. Schools want test results early but the student can also benefit from knowing his scores early. Strengths and weaknesses can be given time and attention when the student sees the need to maintain or improve performance. Unless factors such as personal illness or excessive anxiety pulled results down on the first testing, a retest may not be called for A brief interest inventory and a rather extensive self-description also alert students to decisions that they will need to make. For example, what factors have been used to select the choice of schools? Was it school location, reputation, costs, specific field of study available, size of school enrollment, private or public that led to the choice? Not all graduating seniors will attend a community college or a university next year, but even so, results from the ACT will be required later should they decide to enroll. Students will be better able to show up well on ACT taken now rather than after an absence from attending school. Results are maintained by ACT for five years and can be sent to almost any school or agency in the nation for a small additional fee. Results from the ACT will provide valuable information for the student and the parent as well as the schools in which the student has an interest. Results are given on an individual basis to each student and confidentiality of the results is maintained. The results do become a part of one’s permanent record. Any senior or a former graduate who has not taken the ACT is encouraged to spend $9.50 and approximately three hours to learn much about himself and to meet admission requirements of each and every two-year and four-year school in Kansas. -Nadine L. Stallard School district counselor BOE president remains involved Yearbook to incorporate increased coverage I make it my business to be concerned! So says Julie Ackerman, president of the local board of education. Mrs. Ackerman is a former graduate of KHS and also has had two children graduate from KHS. Perhaps Mrs. Ackerman's most pressing concern is making sure that a wide curriculum exists. I want to make sure that everybody in the school has everything they need to prepare them for life. she says. For a small school, we offer almost everything the bigger schools do. Mrs. Ackerman also realizes the issues connected with merit pay for teachers. Merit pay will be very, very hard to do because of the human factor. How do you determine which teacher deserve a raise and which ones don’t? she asks. “If we can find fair ways to determine merit pay, it's a very good idea. Mrs. Ackerman supports the weighing of classes. This means that harder classes such as chemistry, algebra, and history would be worth more weight to a student than music and home economics. A chemistry class might be worth five points whereas a music class would be worth two. By the board of education requiring a student to have a certain number of points to graduate from high school. Mrs. Ackerman believes that this will require a student to take harder classes instead of just coasting along on easy classes. Balance Mrs. Ackerman feels sports and other activities are very important but feels that there’s too much emphasis put on sports by parents and armchair quar terbacks. We must keep academics and activities in per spective. Mrs. Ackerman also feels that the media can play a very impor tant role in all activities of the school. We need to make sure that all school events are well publicized. This is not only for sports but also for academics. plays, musicals. In short, the media can either work with us or against us. Several changes are planned for the 1984-85 yearbook, now on sale at the high school office. First, says Dr. Galen Boehme, publications adviser, the coverage will be extended. The book will cover the school activities. not just of the high school students, but of students in grades K 12. Plans call for the final book to be approximately 160 pages long with the members of the high school publications’ class respon sible for several aspects of the book: the selling of the adver tising, the writing of the copy, the taking of the pictures, and the laying out of the copy and the pictures for the printer. Second, the book will contain Focus, the school district newsletter published approximately every three weeks. The students will help with the writing of this copy. To get Focus into the year book.” explains Boehme. we had to devise a special printing for mat. Every time we publish four pages of Focus, we will print 12 pages of the yearbook.” Third, the final bound yearbook should be ready for distribution in July 1985. “This distribution date, says Boehme. is approximately eight weeks earlier than we have had with the previous yearbook companies. Consequently, the year book should have more meaning to the students-especially to the graduating seniors before they leave for college or employment. Students in all grade levels made requests for yearbooks during the fall enrollment. Com munity individuals wanting to order may do so through the high school office (659-2126). A book requested before October 1 sells for $12.50: after October 1, the price increases to $15 per book. We need to confirm our order by October 1, says Boehme. We originally ordered 200 copies. We now have to extend that number as we already have more than 200 requests. Focus will be distributed at no charge as it was last school year: by mail to those school patrons requesting such: as such centers as the local grocery stores, the Offerle Cafe, and the local pharmacies. 8 Its People Bear as mascot helps convey the message— ‘Southside Cares'; booklet staff created helps open avenues of understanding t«o_____•• k_u__________ 8 i 9 _ ‘Southside cares has become the motto for this year's staff and students at Southside School. A cuddly bear with open arms has become the symbol displayed not only in the individual classrooms but also in the trophy case; parents, students, and staff members have ordered 135 T shirts having the picture of the bear with the wording “Southside Cares printed at the bottom. According to Sharon Colberg, first grade teacher, the idea originated last spring when she and Dora Herrmann, a former second grade teacher at Southside. visited Northwest Elementary School in Dodge City. When we walked into the building.” says Mrs. Colberg. we were given a booklet that gave important information about the school to the students and the parents: important dates; names of the staff mem bers; building. playground, lunchroom, bus rules: student illness and injury; administration of medication; etc. After sharing this idea with other Southside teachers. continues Mrs. Colberg. we thought this would be a good way to build spirit among our students so that they would have pride about their school and be happy to be here. The committee of Wanda Adam Froetschner. Ryan Boyd, and Sharalee Mathew h involve the care bear as they read in the reading corner of Mrs. Sharon Colberg'n first grade classroom. Wilson-kindergarten. Judy Shepard-secretary. Mary Ann Schinstock-first grade. Darlene Wears-music. along with Mrs. Colberg composed a 10-page booklet printed with graphics on white-and-rose colord paper. The content of the booklet deals with student conduct, with the headings from the Dodge City booklet and others used as the organizing points. Inderstanding Since the distribution of the booklets to the parents and the students at enrollment time. Schinstock has noticed that the students understand and follow the policy of the school much more closely than before. This booklet is probably the first time that a lot of policy at this school. says Mrs. Schin stock, “has been put into writing. The parents and the students now have something to relate to. Mrs. Shepard describes how fewer students are requesting to use the telephone during the school day as “students know that the usage of the phone is limited to necessary calls. Mrs. Colberg describes that she now receives more notes from parents when parents change the usual destination of the child. A first grader can tell us that he's supposed to go somewhere else after school than home. says Mrs. Colberg. but we aren’t sure unless we have a note from home. Less confusion has resulted because the parents know that we need those notes a matter discussed in the booklet. The section dealing with medication, according to Mrs. Shepard, has informed parents why the school cannot dispense aspirin or any other medication. The diagnosis or the treat ment is not one of the respon sibilities of the school according to the opinion of the State Department of Health and Environment and the State Depart ment of Education. says Mrs. Shepard. The teaching staff is not trained to make what are essentially medical decisions. Courtesy Mrs. Colberg says that the essence of the book is to show us how to use good common courtesy. We really have three rules: Walk on the right hand side in the hallways; talk softly in the halls so as not to disturb others; follow directions as you keep your hands, feet, and other objects to yourself. All staff members are involved in the teaching of these prin ciples of courtesy, even the bus drivers. Bus driver Dewey Blank, who drives th - shuttle bus between Southside and the high school, organize? the bus so that the females have the bus before the males. And when students walk in front of each other. 1 stress the importj'.nce of saying ‘excuse me’ or ’pardon me.’ The mascot of the bear and his motto summarize the current Southside School program: We care because as Mrs. Colberg summarizes, we care about each other. Matters of interest. .. EFA case (Continued from page 71 made the proper documentation; we had corrected the areas where asbestos was found in all buildings according to engineering recommendations. The sequence of events is showing us perhaps the weakness of the original law-no provision for warning and inspection periods. When in Kinsley. EPA inspector Combs informed Shanks that the Kinsley-Offerle Schools were randomly selected for determining compliance to EPA regulations. Shanks has no regrets about the steps the local school district followed during the summer in dealing with the asbestos mat ter. “We were making an honest effort to correct the situation-according to the information that we had. Now,” continues Shanks, we intend to present our case by showing the EPA that our recor ds are not only now complete but were as much as they could be when inspector Combs visited us in July 1984. So because of this. say Shanks, we are an example to other schools. Within the past ten school days, I have had telephone calls from 11 other school superintendents, won dering how to handle the EPA regulations. The hearing has been scheduled for October 17 in Kansas City. Missouri. ACT center Kinsley has been designated as a testing site for the October 27 giving of the American College Testing program with Nadine L. Stallard. high school counselor, acting as the coor dinator. “Several benefits exist for the student to take the test here, says Miss Stallard. One is that the students do not have to drive to another location. An even more important one is taking the test this early in the school year. The ACT consists of four academic tests measuring educational development in English, math, social studies, and natural sciences. An accom panying detailed questionnaire collects information relevant to career planning. Registration packets are available from Miss Stallard with registration deadline for the Oc tober 27 test tomorrow. The basic fee is $9.50. The test lasts three hours. 9 . . . and Its Programs Preparation becomes essential element in musical presentations Besides the inarching band and the flag bearers, homecoming involves the football players who will confront the St. John team at the 7:30 p.m. game. Tony Gales, Mark Poer, Troy Leith (sitting), Dennis Wilson, and Chad Hutchison (standing) listen to the coaches' remarks during the half time of the Kinsley-LaCrosse game September 7. Jean Edney knows about the thinking involved with any musical performance. Teaching instrumental music to grades 512 as well as vocal and group piano at the high school. Mrs. Edney in her first year of teaching in USD No. 347 considers several details when her students perform at school events. Homecoming For tomorrow evening's homecoming game, the 17 high school students in the marching band will make a field design of a K after entering the field rom the east. The music for this setting will be the theme songs from four major universities. Across the Field from Ohio State; I’m a Jayhawk from the University of Kansas; Wildcat Victory from Kansas State University; Go Ye! from Northwestern University-the source for the KHS fight song. “The primary reason. says Mrs. Edney. “that I chose these selections is that they stress school pride. Second, every player basically plays the melody in these selections as little need exists for harmony. Selections stressing the melody increase the band's quality of performance since, as Mrs. Edney explains, eight of the students enrolled in band are playing football: four trom bonists, two trumpeters, two drummers-and these are vital instruments in any marching band. Having basically melodyline selections allows the remaining members to concen trate more on the sound they can create and on the design pattern. Eight high school flag bearers will accompany the marching band on the field, doing such routines as the figure eight and the circle drill. Mrs. Sharon Magette has worked with the flag bearers during the past two weeks before school. says Mrs. Edney. We have found these students very enthused and dependable. We are now working on the costumes for these students. And if the students have enough interest, we hope next summer to devote some time to working with this group-more than the two weeks we have had this year to prepare for the homecoming game. Interest Learning the details of a musical performance comes from Mrs. Edney’s long interest in music. Music is my life, says Mrs. Edney. a native of Greensburg where her parents are both active musicians. My father pushed Sousa; he plays the clarinet as well as the piano and is also a vocalist. Mrs. Edney describes a number of highlights in her musical career with the primary one coming from a Kansas Music Educators’ Association choir session during her junior year of high school. One of the selections for the mass choir was Randell Thompson’s You Shall Have a Song.” The climax of the selection comes with the words, 'Come into the mountain of the Lord, ’ says Mrs. Edney. And when I think of those words and the accompanying music, I feel as though I’m up there with God. Discipline Understanding the details also comes from pursuing the type of program in music that she did at Wichita State University: taking certification on both the elemen tary as well as the secondary level; taking lessons in both instrumental as well as vocal with the piano and the French horn as the instruments. Self discipline was a major part of this program, says Mrs. Edney; “it was necessary to practice four hours a day. The program also broadened my knowledge of music-such as an understanding of the avant garde type. But the main value.” continues Mrs. Edney, is this: it taught me the value of getting an education in order to do what 1 wanted to do--which for me was working with students in a teaching position. And so the attention to details continues... Senior candidates for homecoming queen . . . Michelle Hattrup Mandy Hetzel Crowning will be 7 p.m. Friday, football field. Jamie Craft i« LISL9 (IlVd s 1 uo 10 Its People . . . r Kuhn accepts challenges associated with head football position James Kuhn, high school head football coach, knows one of the consequences of a winning football season. “I would like to win some football games this year as winning increases the school morale. The type of football season that we have dictates how well the school year goes - even for the nonathletes. The biggest advantage that a high school sport, or for that matter any high school activity, can do for the student is this: it gets the kids involved. It helps the kids to associate with the high school.” To reach this goal, not only for the football team but also for the school. Kuhn has made several preparatory steps during the summer months. First, Kuhn has researched the type of offense most suitable for his players. “If we can get the numbers out, says Kuhn, “our team will be very competitive. Our line will be young - having experience from past years: two sophomores, two juniors, one senior on the front line. Tony Gales will return as a quarterback. Mark Poer as a running back.” Kuhn explains that his biggest challenge will be implementing offense as he has been more concerned about defense during his previous years as an assistant coach of football. Miked Coach Jim Tubbs’ offen se from a year ago as it was versatile; I liked Coach Keith Huslig’s from two years ago - a very powerful one. And to form his own plan. Kuhn has spent time researching in area libraries and in his own personal library. Behavioral policy Second, Kuhn has formulated a behavioral policy. I have a strong belief that high school students set an example for junior high and younger kids. Some little kid is always looking up to a high school student. says Kuhn. “For that reason. I stress that representing KHS is a privilege. I tell the parents at an opening meeting and repeat to the guys throughout the season that I don’t expect the guys to cuss, to swear, or to be seen with beer. They are to get plenty of sleep and to be on a good diet program, continues Kuhn. In short, I expect them to be leaders who calm things down, not pulling kiddish types of pranks. Third, Kuhn has spent time with David Smith, who for the first time is coaching football as an assistant. “Mr. Smith is enthusiastic about sports. He recalls favorably his high school sporting career and knows how important sports can be and are to a high school student. He gets along well with the students. Furthermore, since Mr. Smith has already worked in wrestling, his coaching football may bring out some of the wrestlers who wouldn’t otherwise come out for football. All decisions that Kuhn makes, he stresses, in preparing this year’s football program must benefit the players. Parents and prospective players met with Kuhn and Smith ten days ago for an introductory meeting. First practice session without pads occurred last Thursday; first prac tice session with pads occurred this week all in preparation for the September ? game. Pride “I stress pride, says Kuhn. He plans to have the players wear dress clothes on game days as “the students will have to go the extra mile. Kuhn also stresses self discipline. If a student participates in a sport, “he has to know that he will have to give up some other ac tivities. but time must remain for homework, explains Kuhn. Kuhn relates to the change in eligibility requirements which the Kansas High School Activities Association will implement for the spring semester: “Now an athlete needs to pass four subjects per semester. Begin ning in January, the athlete will need to pass five subjects the preceding semester in order to be eligible for the competitive athletic program the following semester, explains Kuhn. Coaching football complements Kuhn’s classroom work as a language arts teacher. Both are challenging in that something new is always going on, says Kuhn. This is the first year that I’ve been a head football coach; I’m looking forward to this. And I’m looking forward to the challenges of the school year. When head football coach James Kuhn allowed the prospective football players to try on helmets at the introductory meeting, he stressed pride: “On the Thursday before a Friday game, I’m asking the team members to take their helmets and their shoes home and shine them.” Freshman Gene Brake tries on a helmet while freshman Greg Short ob- At the introductory football meeting, Shawn Bruce, senior Tim Baker, junior Karl Hetzel, sophomore Curtis Gales, freshman the guys listened ... thought... decided. Darrell Peterson, freshman 11 . . . and Its Programs SRA achievement scores compare local students' to national norms Academic standards need to be raised decided the K-0 Board of Education in 1979. and one way of measuring students progress in meeting academic objectives since then has been by administering and evaluating the SRA (Science Research Associates) achievement tests given each spring to students K 12. This testing procedure serves primarily two purposes. First, the district fulfills the legal statute: 72-8231. Minimum competency assessment: test scores, achievement. In each school year, the board of education . . . shall cause to have prepared a report concerning the academic achievement testing program conducted during the school term to assess the educational performance of pupils enrolled in the school district. The report shall be presented at a regular meeting of the board of education in a form and manner determined and specified by it. Identification Second, according to Nadine L. Stallard. high school counselor, the tests help teachers identify a student's learning problem(s). help teachers identify strong academic talent, help the staff of the school (including parents) assess the wor thiness of the various programs, and help the students by reporting where improvement or greater emphasis is needed. Table 1 comparatively gives the composite scores per grade level. All scores are referred to the 50 percentile level -considered the national normed average. Scores for the kindergarten students are not given as this test at this grade level, says Robert J. Shanks, superintendent of schools, is a readiness test rather than an achievement test. Note that all of the local grade levels scored above the national norm. The score of 88 percentile for the first grade says this: Only 12 percent of the students in the nation scored higher than the local first graders. In explaining these scores. Miss Stallard says one should consider at least two factors: First, the scores depicted are composite group scores, not com posite individual scores. “If we compared these group scores with the scores from other larger school districts throughout Kansas, our scores would compare favorably-as we have less diversity among our school population. The larger the school, likely the more varied the interests of the students are.” Miss Stallard continues: We are basically a middle-class society, white, rural-oriented. and have relatively the same values relating to the importance of receiving an education. This homogeneity wouldn’t exist in many larger Kansas com munities. Individual performance Second, the crucial value of the test deals with individual performance. not group performance. Furthermore, the test varies for the various grade levels. The tests vary.” explains Miss Stallard. “in the nature of the test items, the number of the test items, the time allowed, and the specific directions to the stu dents. For example, the kindergarten students take level A where there are 110 items dealing with reading. This includes 25 on visual discrimination. 25 on auditory discrimination. 25 on recognition of letter sounds, and 35 with listening comprehension. An ad ditional 30 items deal with mathematics. The test takes two hours. At level C. for the second grade student. 89 items deal with reading. 72 with mathematics. 69 with language arts requiring 190 minutes for taking. For the level given to students Test scores by grade level for the 1983-84 school year USD No. 347 percentile scores National percentile average 78 65 ™ 63 Scores of USD No. 347 Students on SRA Tests in Comparison to National Normed Percentile grades 10-12, 90 items deal with reading. 80 with mathematics. 70 with language arts. These students are also tested on such areas as reference materials, social studies, science, and two additional subdivisions entitled survey of applied skills and educational ability. Testing time takes 315 minutes. What’s more important than the composite score that a student gains on the SRA test. Miss Stallard says, “is the student’s at titude not only towards taking the test but also using the final results. The informed student and his her parents will use these results to help define the child’s educational goals-and then determine the best avenue to reach those goals. Parents and students are urged to visit with the counselor about individual test scores. A ratio score for each division of the test, the number right to the total possible, not only indicates the individual’s performance but also states his relation to all students taking the test nationally. “In general. says Miss Stallard. the group composite scores show that our district is doing a reasonably good job. The scores do indicate that we need to have a If ’� !•«! M CllVd s i � Jo lfr9Z.9H™UBM ‘ dl«u!N |ooip§ qXfH AaiNU!M auiqaoa ud| o j(] :o) H§ojppv 'auivu puas ttksn30 Jd?)d|SMdu oj l!«W ST1 uouduosqns (Buosjad jnoA jo j continued emphasis on reading -wide reading in all types of literature. And families can have a lot of positive impart in this area. And for the student who scores high in a particular area. Miss Stallard says this: Don’t rest on your laurels. Keep learning . . . and keep doing your best. BOE approves calendar Board-of-education calendar for the 1984-85 school year has classes beginning next Wednesday. August 29. for all students K 12. On this first day. buses will run their regular routes both before as well as after school with classes for the day beginning at 8:20 a.m. Lunch will be served with dismissal time at the high school set at 3:20 p.m. Teachers of the district will have in-service days next Monday and Tuesday. Time will be spent with the teachers discussing curriculum matters as well as preparing for the opening day of class. Other dates on the school calen dar include these: •September 3 - Labor Day; no class. •November 22-23 Thanksgiving vacation •December 24-January 1 Christmas-New Year’s Day vacation •April 3-7 - spring break •May 24 - Last day for students •May 2829 Work days for teachers •Make-up days for snow days: April 3 4; May 28 29. 12 Board of Education President stresses teamwork One cannot do everything by himself. Julie Ackerman, president of our local board of education, says that teamwork is the key. She knows that even a school board must work as a team. Mrs. Ackerman has a great deal of confidence in the school's teachers because she sees that overall, the students are getting the preparation they need for higher education. Mrs. Ackerman’s biggest concern right now is curriculum, not only at the high school level, but also K-8. She wants to see the students as completely prepared for life” as possible. Mrs. Ackerman feels that the local curriculum has many strengths. “I feel we have a fine history department. I’ve had two kids go through high school here and have gone on to college and have had no problems. All activities in the school are part of the “pie, just as each student is a part of the school team. The members of the board cannot make satisfactory decisions for everyone, but they can hear what each person has to say. Mrs. Ackerman invites “anyone who wants to come to the BOE meetings. We welcome all of them. We need input from the community.” She continues, “I can’t even do it all by myself because after all, I'm only one person on the board. Upper left: Rod Haxton of the Kinsley Mercury observes one of the board meetings. Left: USD No. 347 school board: Back: Jennifer Fuller. Diane Zumwalt. Julie Ackerman-president, John Ploger vice president. Eula Westphal -clerk. Front: John Wire, Richard Wenstrom. Robert Shanks superintendent of schools. Larry Olsen. Bottom left. Mrs. Julie Ackerman and Mr. Shanks take note of a point during board meeting. Below: Mrs. Westphal concentrates on her work. Insert. Mr. Olsen pays close attention. ADMINISTRATION Larry Korf combines teaching with directing athletics Below: Mr. Korf explains the intricacies of Algebra II. W hat is a rat race? Larry Korf, KHS athletic director, says teaching classes all day, serving as vice principal, and serving as the athletic director is “very difficult. Sometimes you divide yourself so thin between sports and classes, people don’t realize what they ask of a coach or a teacher when they want them to go to all the games,” he adds. Does Mr. Korf relax? He laughs and replies, “I don't! Mr. Korf enjoyed sports in high school as well as college. I played football, basketball, and I went out for track and field in high school. I also played three years of college football. That’s why I enjoy going to the varsity games, especially football. I guess I'm an aggressive person. I always have been. Aggressiveness carries over into the classroom. It’s rewarding to teach students and have them go on to college and eventually become a doctor or lawyer and do really well.” Mr. Korf has been teaching for 17 years. “I think that's the reason most teachers stay in; there are other jobs with more money, but most of those jobs don't have the rewards of teaching. Education is the most important part for Mr. Korf. He remarks, “I try not to have anything pull me away from the classroom. My first teaching job was in 1967 at Sharon Springs,” Mr. Korf recalls. Mr. Korf has taught at five schools since he began. “I’ll keep on teaching until I retire. From teaching to attending to his athletic duties, Mr. Korf finds he spends much time at school. “I never get away from school. I live, eat, and I even sleep school. He also finds that some days seem long. “Most teachers get up around six and don't get home until midnight. We (teachers) appreciate Wednesday nights when nothing is going on,” says Mr. Korf. U ADMINISTRATION Top. Bill Inman principal, Offerle Middle School: Dana K. Handel principal. Kinsley High School; Robert J. Shanks principal. Southside Elementary School. and superintendent of USI) No. 347. Bottom left: Alberta Bar nes treasurer: Eula West phal clerk. Bottom right: Mr. Handel conducts a teachers’ meeting at the high school. 15 Bill's Muffler Shop ( )- 5 i ) 224 r.u t tilth knn ey. KS 675. 7 Hill and Joanna Wood -tt� e� Of. • •■saw %. r r . - rtf DISCOUNT FOOD CENTER Downtown Kinsley 659-2102 CONGRATULATIONS, graduating seniors. Best of luck, Denise! Farm Bureau Insurance FARM BUREAU MUTUAL • KANSAS FARM LIFE • KFB INSURANCE COMPANIES Art Schultz Agency Monoger William J. Hicks — Special Agent 16 17 Kinsley High School Top: Back: Galen Graff-mathematics, Ron Miller-history. Larry Korf-mathematics. science, and assistant vice principal. Front: Lona Korf-science. Marilyn Bauer-media, Don Stuart-social science. Above: Back: John Davis-business. George Bakumenko-industrial arts, Galen Boehme language. Jim Kuhn English. David Smith-science. Mid die: Mary Ellen Schinstock secretary, John Maack-art and social studies. Jean Edney music. Nadine Stallard-counselor. Front: Evalina Craig business, Bobbie Lewis physical education, Norma Murphy-home economics. Kathy Keehbauch-special education. Not pictured: Duane Adams-industrial arts. Students discuss traits Several different ideas exist on what makes the ideal teacher. Students look at teachers differently but most all have a common bond: a teacher has the welfare of the students in mind. Lisa Anderson states, “The ideal teacher is one who is deeply concerned about his students.” Jan Hattrup adds, “The ideal teacher is one who takes a genuine interest in the learning of the student. The student benefits not only from having intelligent teachers but also by having teachers who take an interest in the student.” Some students feel that teachers have no contact with the class. Says Amy Livengood, “There are a few teachers who go into class, teach or lecture almost the whole hour and could care less about how well the student is learning.” However, Livengood also adds, “Most teachers have very good qualities and ideals that they pass on to the students.” Parents often feel that students take classes under so-called easy teachers.” This is not necessarily so. Randy Hutchison states, “A teacher who doesn't believe in a lot of tests is good in some ways but there is Southside Elementary School Below: Back: Joan Buhrer-aide, Darlene Weers-music, Mary Ann Schinstock-first grade. Front: Sally Maack-third grade, Bobbie Lewis-physical education. Kathy Lovitt-special education. 18 Offerle Middle School of the ‘ideal teacher’ a point for having tests.” He also feels that “my ideal teacher would be one that would try to help you understand your lessons. What I mean by this is, that if you don't understand something, they would come over and explain it to you when they have time.” Although some question if students want or need homework or tests, most students appreciate this teaching technique. Students want, however, to have their assignments made clear to them. Says Troy Leith, Most importantly, the ideal teacher would have to be able to give each student a sort of personal aid when they do not completely understand an assignment.” What does the younger generation think makes the ideal teacher? Brandi Bruce, sixth grader, comments: “I like a teacher who makes us work. Mrs. Adams, the sixth grade teacher, makes us work instead of color or do something like that.” Maybe the ideal teacher does not exist. But students feel that the teachers of USD No. 347 come pretty close. I have lived in many different countries, says Mike Kelly, “but I have learned the majority of the things I know at KHS.” Southside Elementary School Below: Back: Delores Taylor-reading, Keith Williams-psychologist, Gerald Phillips-special education. Robert Shanks-principal. Front: Wanda Wilson-kindergarten, Sharon Colberg-first grade. Judy Shepard secretary. Imagene Tyree-second grade. Darlene Mathes-third grade. Top: Back: Darlene Weers-music, Don Streit-language arts and physical education. Lyndel Adams-fifth grade. Front: Galen Graff mathematics. Judy Miller-secretary. Ron Miller history. Above: Back: Lois Behnke-sixth grade, Keith Huslig-science, Bonnie Blanton-special education. Front: Jean Edney music. Mary Kallaus fourth grade. Bethine Bender-special education. 19 Leaders learn from conferences I want to get your attention! According to Keith Atkins, ad ministration assistant of the Kansas High School Activities Association, this is the biggest stumbling niock of leadership. At a fall one-day Student Council Conference at Great Bend, Mr. Atkins stated. “I want to teach you leaders something about leader ship. Leaders need to have three traits: 1) compassion. 21 drive, and 31 responsibility. You as leaders need to have con cern for your student body, Mr. Atkins says. He feels that without the proper compassion, one cannot be a good leader. He urges students to “accept the challenge! Like the old saying “go for it,” a leader must take thei initiative and take on the respon sibility. “Your generation, not mine, or my father's, but yours is the only one that can do something about it. 1 Atkins continues. In the same respect that a leader must accept the responsibility, he must act. Actions speak louder than words, Mr. Atkins stresses. “What you do says it so loud, I can't hear what you're saying. The most important trait of any leader is “the ability to com municate, says Atkins. “Make sure the students understand their own importance. Anna Baker, Kayette president, attended Kayette camp this sum mer. The camp was based on the same principles as the Stuco con ference. We were divided into little classes, Baker remarks. In these groups, we shared ideas and learned how to be better leaders and get people involved. In all activities, each one must accept the challenge. Each person should use his talents to the fullest. Each person is important. Mr.] Atkins says. Each person should examine the example he is setting because somewhere the example is getting someone's attention. Above: Ann Baker gives the camera a smile. Left: Student Council president. Lisa Anderson; vice president, Paula Schaller; secretary treasurer, Ginny Blanton. Below. Back: class presidents-Brad Scott, sophomore; Robbie Headrick, senior; Rowdy Meeks, junior. Front: Rob Meeks, freshman; Frances Brake. Pep Club president; Anna Baker. Kayette president. 20 Left. Belinda Fry takes part in a discussion. Below: Dwight Schinstock considers the Stuco conference. Right: Gene Brake acts out an elephant at the freshman mixer. Far left: Stuco members smile on the way to the Stuco conference. Left: Mandy Het zel participates in a Stuco meeting. 21 School nurse gets involved “I like people. This is how Mary Sparks, school nurse, feels about her job as she spends 30 hours per week working with students at Southside, OMS, and KHS. Mrs. Sparks says, “I don’t know everyone yet, but I would like to be a little closer to the students. The problem with this kind of communication comes with her duties divided among three schools during the week. “I'm trying to be fair about my time. I’m trying to spend the same amount of time at each school, she says. Mrs. Sparks attended Olivet Nazarene College in Kankakee, Illinois. She spent four and one-half years in nurse’s training. Mrs. Sparks says, I’ve done a lot of work since I got out of school six years ago. She has worked with adult and adolescent psychiatry and gynecology. She has also worked with Dale Atwood, M.D., Kinsley, and in a hospital setting. Her challenges for the future include wanting to educate younger children. If the children are raised with good habits, they stay with those good habits. She will teach a CPR (cardiopulmonary resuscitation) course to junior high level students during this school term. I can show them films or have demonstrations, but I can’t stand in front of them and speak to them. I’m not a teacher.” She remarks, “I like the attitude here. The kids and teachers have positive outlooks on life.” Below Mary Sparks, school nurse, fill out forms. Upper right: OMS staff: Kenneth Schnitker-janitor. Ruth Wetzel and Janie Comes-cooks. Not pictured: Mrs. David Whipple-janitor. Middle Southside janitor. The Reverend Raymond Daniels. Bottom KHS staff: Sandy Kerns, Luet-ta Katz cooks; Jasper McSpadden janitor, and Glessna Kin -cook. Not pictured: Brian Sparke-janitor. Behind the scenes... 22 DISTRICT-WIDE KINSLEY-OFFERLE SCHOOL NEWSLETTER Attend Parent-Teacher Conferences Friday, November 9, 1984 Southside Elementary Offerle Middle School Kinsley High School VOLUME 2, NUMBER 3 OCTOBER 18,1984 KINSLEY, KANSAS 67547 Continuing the winning tradition of musicals at KHS, ‘Hello, Dolly’ cast dedicates effort for another success When the curtain rises November 16-17 for the perfor mance of the musical, Hello, Dolly,” it will feature the talents of approximately 40 high school students. With nearly 120 students at tending high school this year, the musical cast makes up about one-third the student body. This high level of student involvement is one of the reasons for the musical's past success at Kinsley High School. Ginny Blanton, senior, and a veteran of three musicals, says. “I have worked with different people every year. It gives me a chance to get to know some kids better. But putting on a musical means overcoming several problems. Jean Edney, director of the musical, explains, The biggest problem I had was with casting. I had to keep in mind all the different activities the students are involved in, how easy they are to get along with, how responsible and cooperative they are, and their grade levels. Younger students have two or three other chances at being in a musical. Mrs. Edney chose Hello, Dolly over others because of its adaptability. It has a small cast, it’s not exceptionally long, and the characters fit people I knew I had to work with,” Mrs. Edney says. Casting Hello. Dolly takes place in the 1890’s. It is the story of a matchmaker, Dolly Levi, played by Amy Livengood. Dolly spends her time fixing everyone up with the perfect match. One day while arranging a marriage for the well-known half millionaire Horace Vandergelder, played by Shawn Bruce, she falls in love. Only this time, it is with the groom himself. After much med dling, she finally convinces him that she is the one he’s been looking for. Dolly fans will recognize the tunes of Hello, Dolly, Put on Your Sunday Clothes, and We’ve Got Elegance, which were sung by such celebrities as Carol Channing on Broadway and Barbara Streisand in the movie version. Along with the songs, the audience will see dancing. We are using basic steps like the waltz and the polka, Mrs. Edney says. Lois Behnke, OMS fifth grade teacher, will accompany on the piano. Mrs. Edney adds, I would like to have some orchestration, either with community band or high school band members. It would really look professional. Background Mrs. Edney has had plenty of practice at being professional. She has participated in the musicals Carousel, Man of la Mancha. Fiddler on the Roof. My Fair Lady. and the opera 'The Ballad of Baby Doe. I feel really confident about this musical. she says. The only changes that we might make would be to cut out a song or dance routine. We don’t want people to sit there for three hours and be bored to death, she adds with a laugh. The musical, which takes place in Yonkers, N.Y., requires the help of a good stage crew. We’ll have to make about three set changes. It is going to take a little work to get them together, Mrs. Edney explains. Costumes will also take some advance planning. The dress of the 1890’s includes long full skirts for the ladies, an outfit not easy to find. Mrs. Edney adds, “We put an ad in the paper requesting donations. There are a few costumes left over from past musicals, but mostly I'm going to rummage through a lot of closets. Dolly (Amy) is a small person so we may have trouble fitting her.” Mrs. Edney also plans to borrow costumes. I beared Pratt produced this musical last year; I'm hoping I can borrow clothing from them. Whoever said the best things in life are free was. of course. just kidding. The best musicals go for about $300. “The royalty fee is one of the biggest expen ses. It was $270 plus $30 for the conductor’s score, Mrs. Edney points out. Time But perhaps the largest cost of putting on a musical is time. Those involved have to take time in order to fit everything in. Blanton adds. “It’s hard to schedule both work (Denny’s Jack and Jill) and practice. But I’ve worked it out so I can work from 4 to 7 on nights when I have play practice. I just get around it somehow. (Continued to page 24) Amy Livengood, who plays Dolly Levi in the musical Hello. Dolly, trades hard work for dreams of stardom. 23 HIGHLIGHTING One scholastic custom ends; should another begin? No more valedictorian or salutatorian. That evidently is the wav the Board of Education of USD No. 347 feels as the members’ recent vote to eliminate the valedictorian and salutatorian showed. The idea is now open for public opinion with three readings. Barring any widespread protest by the public or any sudden change of mind by the board members the valedictorian and salutatorian will pass into history. However, board members and administration are preparing a new idea. Instead of just honoring the top two in the class, the top ten percent of the graduating class will be honored. This will give more top students the recognition that they deserve. Some parents may not like the idea that their Johnny may not be the only one getting any attention or credit. But this change should eliminate some of the hard feelings and controversy that have occurred in the last two years. There have been accusations about the top students taking easy classes, controversy about the figuring of the valedictorian's and salutatorian’s grade point average, and controversy with parents who felt that their child deserved an award more than someone else’s child did. Unfortunately, but surely, some controversy will still exist. We’ve got a chance, however, to start a new tradition. Although the valedictorian and salutatorian are often considered part of the history of commencement exercises, the idea of honor students could rapidly become a better way of recognizing academic success. We hope this idea will give students a goal for which to strive. Although it is still the elite few who will be honored (and that's the way it should be), maybe we can get away from the competition between the top two individuals as has occurred in the past. Let's keep our fingers crossed. And make vour feelings known. Even though you may be against this measure, the board needs your input. Get involved. -Shawn Bruce Class of 1986 ‘Attitude’ becomes key word in handling high school vandalism matter Vandalism occurring at the high school the weekend of Oc tober 7 could, according to prin cipal Dana K. Randel. cause “damage to run into the thousands of dollars, primarily because of the hours it will take to put the disarranged files back into order. Sometime between 10 p.m. Saturday. October 6. and 10 a.m. Sunday. October 7. the building was entered, probably as Randel speculates, through a taped or wedged door. John Davis discovered the vandalism when he came into the building Sunday around 10 a.m. Since then, we have discovered that the entry was forced. says Randel. The vandalism includes the following: The hallways and the cafeteria eating area were covered with the foam from the three fire extinguishers placed throughout the building; contents from selected freshman lockers were strewn in the upper level hallway: bottles of taco as well as barbeque sauce were taken from the refrigerators in the cafeteria and poured in various places throughout the building. The contents of three four-drawer file cabinets belonging to the counselor were dumped and strewn-as well as sprinkled with taco and barbeque sauce; available sheets of music in the music room were strewn around; four of the recently planted trees around the east and the south sides of the building were sawed. At the student assembly Monday. October 8. Randel noted that this is the best job of vandalism that we have had here-and the janitors concur. This represents an attitude that has got to stop. We’ve got to know who did it! Approximately 15 teachers, staff members, board members, administrators, and community individuals spent on the average of three hours each Sunday cleaning the building and salvaging what materials could be saved for the files. Nadine L. Stallard, counselor, notes that she keeps basically two types of information in these files: the cumulative folders of the classes of 1983 and 1984; and career or occupation material published primarily by Chronicle Guidance. The occupational material is a series of occupational briefs organized by D.O.T., a numerical system indicating the amount of preparation needed for one to enter the various careers. Several teachers use the material under Miss Stallard's direction to stress vocational op tions within the various academic areas. Issue In analyzing the matter. Ran del admits that one could ask why the file cabinets were not locked, why the cabinets were not in a different location, how the security at the building might be tightened, how the of- fenders should be punished when identified. “The paramount issue underlying all of these questions is attitude. says Randel. Why does the intruder (or intruders) have total disregard for public property, for the school, for Even though Blanton plays a minor role, she enjoys the time she spends working on her part. Irene Malloy is the best charac ter I’ve had. She doesn’t pretend to be more than she is. She wants I try to lead the kids to think positively about the matter. I tell them that we can send our thoughts to Kathy and say our own prayers on Kathy’s behalf. And I keep them informed as to Kathy’s condition, says Mrs. Behnke. Mrs. Adams admits that teaching sensitivity is a foggy area. It’s hard to talk about these aspects of life. But it’s important to discuss these aspects when the students ask the questions.” Asking questions proves beneficial. First, the students are probing, are developing critical skills: What will happen if the kidney doesn’t work? What will happen if... Second, through discussion the authority? And when we talk about attitude, we’re dealing with the attitude not only of the students but also of the school personnel and the community. The legal authorities continue to handle the situation. Musical cast anticipates continued public support (Continued from page 23) a man and she's out to get him. Teaching sensitivity remains a foggy' area (Continued from page 25) Tickets for November 16 and 17 performances of “Hello. Dolly goon sale November 1. Reserved tickets will be sold to adults for $2. Persons with activity passes will be admitted with charge. Tickets will be sold at the door. students gain new awareness. They learn to distinguish fact from rumor . . . and they become more sensitive. Through discussion, the kids realized that the Kregar family might have expenses in Denver other than Kathy’s medical care. Money would be needed for her parents to stay in a motel, to eat. to travel. says Mrs. Adams. How does one teach caring? You try to do so in a detached manner. concludes Mrs. Behnke. “It means letting the students know that you care . . . even if it means that the kids see me cry when I am overly sen sitive to a situation. And so the teachers continue to try to teach the unteachable. 24 Its People . . . V OMS teachers find students do reach out to show concern; through participation, students examine other perspectives How is Kathy doing? . . . Did she get our cards? Mr. Inman ... was the balloon approach successful? How do the doctors do that? Offerle Middle School students have repeatedly showed that they care during the past four weeks of school with two of their members suffering serious medical problems: Bill Inman, principal: Kathy Kregar, sixth grader. Mr. Inman has been hospitalized in Wichita hospitals twice for heart-related matters; he now has returned to the school on a limited basis. Kregar was airlifted to University Hospital, Denver, September 26 for emergency treatment dealing with kidney problems. She remains hospitalized in Denver. It’s amazing how frequently the classroom conversation turns to Kathy or to Mr. Inman. says Lois Behnke, sixth grade teacher. And the majority of the kids want some way of showing their concern. Banket of apple During Mr. Inman’s last stay in the Wichita hospital, the students made cards. Mary Kallaus' fourth grade class made a basket of apples with Mrs. Kallaus making from construction paper a large basket. Each student then wrote a get-well wish on an apple that fit into the basket. Before Mr. Inman underwent one of his major tests at the Wichita hospital, says Mrs. Behnke. the card arrived. The nurse saw to it that Mr. Inman saw this basket of apples. The message came back to us that particular day that this card from the students meant a great deal to Mr. Inman. When Mr. Inman returned to school Monday, October 1, Lyn del Adams, fifth grade teacher, says, he came around to the various rooms, thanking the students for their thought fulness. The mood of the room was one of excitement; you could just see the pride that the students felt as they seemed to say, ‘I’m glad that I made that card for Mr. Inman.’’’ Contribution Students immediately began considering how they could help Kregar when they learned of her emergency trip to the Denver hospital. The students and I had been putting coins into a Statue of Liberty bank this fall, says Mrs. Behnke. We had earlier agreed that whenever a student uses poor grammar, the student would put a coin into the bank to help refurbish the Statue of Liberty. But the Friday after Kathy’s trip to Denver, the students asked if that money could be sent to Kathy, continues Mrs. Behnke. By the end of the day. a sufficient amount had been collected from all of the students, staff, and faculty members at OMS. Mrs. Marcy of the Offerle Post Office paid the express postage so that the Kregar family could get the money the following day. “It was the day of homecoming at the high school, Mrs. Adams says. But when the students were given an opportunity to give, you saw those students digging into places you wouldn’t believe and bringing forth pen nies, dimes, quarters. I heard comments such as this: “I don’t really need to go to the Potpourri today.’ Two days later, continues Mrs. Adams, students were still bringing money in- some saying that this is from my family’; others saying that ‘I want to help Kathy.’ We have learned that it’s not quantity but quality that counts. This was most evident when Mrs. Miller announced over the intercom how much money had been collected for Kathy; the kids just yelled! Teaching sensitivity How does a teacher teach students to care? Mrs. Behnke responds. I don’t teach it; I do it. She finds some construction paper and begins making a card and soon the majority of the students want to do the same. (Continued to page 24) Middle school students define caring. . . OMS student Jason Cooper designs a card for his classmate. Kathy Kregar. Cooper says that several differences exist between a hospital in Denver and the local county hospital. Caring is . . . someone who cheers you up when you are sad. someone who gives you flowers on a rainy day. someone who misses you when you are gone. - Shelley Mund-henke Caring is . . . loving enough to show it. - Jennifer Groen Caring is cheering a friend up when they’re down. Caring is sharing happy times. Caring is sending a get-well card when a friend is sick. -Renee Overstreet Caring is helping people and taking care of people and sharing with people means loving them too. -Dustin Lee Davidson. Caring is sending someone a card who is sick. Giving is getting someone special a gift. Sharing is letting someone use your belongings. Love is caring enough to send something on a special holiday.-Justin Panzer 25 and Its Programs USD No. 347 budget for 1984-85 school year exceeds $1.5 million Table 1 Budget Allowance --1984-85 School Year USD No. 347 - Kinsley-Offerle Description Dollar Amount Percentage 1. Salaries-Teachers, administrators, counselors $796,372 53% 2. Salaries-Non-certified: Secretaries, nurse, custodians 129,600 8.7% 3. Superintendent's office-BOE expenses 42,000 2.8% 4. Teaching supplies 98,000 6.5% 5. Student activities 32,000 2.1% 6. Utilities-Electricity, gas, water, sewer, telephone 95,500 6.3% 7. Building maintenance and supplies 20.000 1.3% 8. Fixed charges: Social Security, Blue Cross-Blue Shield, building insurance, health insurance, annuities, unemployment. workmen's compensation 147,200 9.8% 9. Transfers: Special education, food service, vocational education, drivers’ education, transportation 142,871 9.5% Totals: $1,503,543 100.0 I NUU-M nivd s � � JO � 'lOJH « ® Board of education members and administrators have budgeted $1.5 million for the 1984-85 school year with the money divided as indicated in Table 1. Salaries for certified as well as non-certified staff account for 61.7 percent of the budget with fix charges and the transfers demanding 19.3 percent. Areas needing explanation include these: Superintendent’s office. BOE expenses: Funds allocated for computer service with Cimarron Investment Company; the ser vices of the auditor, the board of education attorney, the negotiator; expenses for staff to attend school-related meetings (retirement, health insurance, investment, curriculum, etc.). Teaching supplies: Funds allocated for instructional supplies used within the classroom. Textbooks are purchased from rental fees collected. Student activities: Funds allocated for extracurricular programs, including these: officials for athletic events, musical supplies, athletic supplies, meals and lodging for approved student activity trips. Administrators try to use a rotational plan in purchasing necessary equipment. Building maintenance and supplies: Funds allocated for the day-to-day care of the buildings. Major equipment purchases and building construction or projects are funded through capital outlay. Transfers: The majority of these funds allocated to the Tri-County Cooperative, Garfield, for special education services. Allowances for the remaining programs supplement the funds received from the State of Kansas for local operation. Alberta Barnes, bookkeeper for the school district, commends G.L. VonFeldt, the Lamed auditor, who helps establish the school budget. “These figures are very accurate. Mr. VonFeldt knows school finance and has the skills in adapting the state finance guidelines to the local situation. Investments Dispersements from the Ed wards County treasurer come six time per year: January 20. March 5, May 20, July 20, September 5, October 31. The largest sums of money come January 20, July 20, and October 31, says Mrs. Barnes. School officials continually keep funds invested. When I began working with the school district six years ago, the longest time period that we could invest funds and still meet current expenditures was 30 days. Because of the success of our financial planning under Mr. Shanks’ direction, we can invest some funds for three months. Interest earned from invest ments for the 1983-84 fiscal year, according to Mrs. Barnes, came to $87,931.70. This money goes largely to capital outlay-spent in doing major repairs for the school district buildings or in purchasing major pieces of equipment. Funds are invested through the three financial institutions within the school district: the Farmers State Bank of Offerle, the Kinsley Bank as well as Investors Savings and Loan Association in Kinsley. These institutions bid on the funds that we have available for a specific period of time, explains Mrs. Barnes; the institution submitting the highest bid gets the funds. These institutions have been most cooperative in seeing that the school district gets at least the Treasury Bill rate for the invested funds, says Mrs. Barnes. Juniors participate in PSAT NMSQT Tuesday Approximately 25 local juniors will take the Preliminary Scholastic Aptitude National Merit Scholarship Qualifying Test next Tuesday. According to Nadine Stallard, counselor, students take the PSAT NMSQT for several reasons. It is the qualifying exam for those wishing to participate in competitions of the National Merit Scholarship Corporation. It also allows students to find out how they rank among peers. 26 Counseling Communication takes time, but activity proves worthy W ith Nadine Stallard, cooperation has always been of great importance. Born and raised in Lawrence, Miss Stallard chose to go into teaching because, as she says, I was influenced by a social science teacher in high school. She received her teaching degree in social science. “When I graduated from college, I accepted a position in a high school where there were no other social science teachers.” Her teaching experiences include one year at Marion High School, three years at Chase County Community High School, and four years at Great Bend High School where one-half of her responsibilities were connected with counseling. During her summers while teaching at Great Bend, Top: Rod Habiner ip'l s help. Bottom: Miss Stallard aids Barry Mucklow. Miss Stallard went to the University of Kansas and received her Master’s Degree in guidance and counseling. Miss Stallard came to Edwards County in the fall of 1961 where she spent four years as a cooperative counselor serving the high schools of Offerle, Lewis, and Belpre-Trousdale. During these summers, she received her Specialist’s Degree from KU. Miss Stallard assumed her present counseling duties at Kinsley in the fall of 1965. Before her tenure in Great Bend, Miss Stallard spent nine years at the Hertzler Clinic and Halstead Hospital and she taught mental hygiene and abnormal psychology in their school of nursing. Miss Stallard was active in the counselor’s organizations, serving as president of the Kansas School Counselors’ Association for two years, and serving as national vice president of the American School Counselors’ Association for two years. These responsibilities resulted in missing some school, but she found local school administration most cooperative in providing her released time to do these duties. “This gives one a good feeling about the com munity when you get that kind of support. Kinsley is a nice place to live. Concerning her occupation. Miss Stallard says, Most counselors have strong interests in the curriculum of the school. I try hard to hold such classes in the curriculum as physics, chemistry, advanced mathematics, and English.” In her work. Miss Stallard is often a go-between in communications with parents, students, and teachers. This takes effort, but it is well worth any time spent.” Below: Miss Stallard plans ahead. 27 Students take interest In the third grade, social studies is necessary when studying world communities. Students learn why cities grow and change as well as why a city is established in a certain place and the basic resources necessary for the city to survive. One of the main topics studied during social studies deals with the Mesa Verde Indians. The story of Mesa Verde Indians begins with the migration of people from Asia 15,000 years ago. The Indians came from the North, crossing from Asia to Alaska, then moved towards the South and over the years eventually settling in Southwest Colorado. The reason for studying this area is because of its location. “This interests the students and they can become familiar with their country,” states Mrs. Sally Maack, teacher. “This is an excellent place to start because I always find two or three students that have been to Mesa Verde which helps add to the enthusiasm of the class, remarks Mrs. Darlene Mathes, third grade teacher. Christi Carpenter likes studying the Mesa Verde Indians. “I like the way the Indians used to do things, such as hunting and trading, but I wouldn't want to live that way.” By studying the history of different parts of the world, the students gain an understanding of different world communities. Above: Mrs. Sally Maack. one of the two third grade teachers, discusses a matter dealing with the Mesa Verde Indians while students attentively participate. Top: Jennifer Moore designs a layout for her pottery piece. Above Darrin Hirsh searches for answers to workbook questions. 28 Elementary grade school Left. Mrs. Wanda Wilson and Lee Taylor discuss matters dealing with the project studied during class time. Middle left: Nicky Werner smiles while working on an assignment. Below: Ryan Boyd colors with his magic markers. Bottom left: Diana Lozano and Alicia Trevizo play together during play time. 29 SOCIAL SCIENCES Two Americans teach about America Ron Miller as a history teacher brings a wide background to his teaching duties. Mr. Miller was born and raised in Alva, Oklahoma where he went to high school and college. During high school, Mr. Miller “played football and worked on American history.” He then moved on to Northwest Oklahoma State University in Alva where he “spent four and one half years in the teaching block to be able to teach. Mr. Miller is qualified to teach subjects ranging from government to psychology but adds, “I have almost a double major in history and economics.” He prefers teaching history since I enjoy teaching Kansas history.” He adds, You have to enjoy teaching or you won’t last long anyway.'” Mr. Miller came to Kansas and began teaching in 1904. He began in the Offerle High School and then moved to the junior high when the Kinsley - Offerle school systems merged. He now accepts duty in both the junior high and the high school. As for his favorite part in history Mr. Miller says, “I enjoy the time between Washington and Lincoln.” What does a good citizen have? “A good citizen has an interest,” comments Don Stuart, American government teacher. Mr. Stuart is trying to create an interest in government among his government students. Mr. Stuart is a graduate of Northeast Missouri State University. He has taught at KHS all 15 years of his teaching career. He has noticed that 15 years of classes haven’t changed much. “Nobody is more or less interested, comments Mr. Stuart, but he also says, If you have an open mind, you will learn.” Mr. Stuart seems to really enjoy American government. “I like it,” expresses Mr. Stuart. “Everything is happening now.” Mr. Stuart turned down the teaching of American history this year. “I don’t like to teach history, says Mr. Stuart. He likes government. “It’s now.” Mr. Stuart’s class is one of hard work mixed with discussions and some laughter. “I have a strange sense of humor,” Mr. Stuart comments jokingly. How does a student become a good citizen? Mr. Stuart answers, “Stimulate interest anyway you can.” Top- Acting as chaperon. Ron Miller enjoys the homecoming dance. Bottom: Don Stuart, social science teacher, reveals the grades for a government class. 30 SOCIAL SCIENCES Top left: Mr. Miller lays down the basics of American history. Top right Mr. Miller enjoys his students. Bottom left Mr. Stuart prepares to reveal his grading scale. Bottom right. Mr. Stuart assists Joe Brake with enrollment. 31 Midway Carpet Center Kinsley, KS 659-3129 Mark Poer prices merchandise. Denny’s Jack Jill Dennis Friesen Kinsley, Kansas City Cleaners __________Buford and ___________ Vera _____________Brodbeck Phone: 659-3211 Circle K Auto Parts OF KINSLEY. INC 325 E 6TH KINSLEY, KANSAS 67457 TELEPHONE (316)659-3221 32 Senior citizens gain from school cafeteria service T he lunch program at the high school cafeteria provides more than a meal for students. It is a community service as it daily serves on the average of 240 students and approximately 34 senior citizens. Besides receiving a nourishing meal and a nice atmosphere, the senior citizens enjoy good company. Stella Dixon says, “I despise cooking for just one person, so here I am.” She adds, “It gives me a chance to keep up with the school, young folks, and activities about town.” The senior citizens eat lunch at 12:30 each day immediately following the high school students. They eat the same meals as the school children. Mrs. Dixon says, “I like the meals, but I don't care for a lot of Mexican food.” Mrs. Al Kohn adds, “Some of the meals don't agree with my diet.” School lunch requirements provide for a well-balanced meal. Sandy Kerns, school cook says, “We offer but one isn’t required to eat it.” The school serves three-fourths cup of fruit and vegetables combined, one-half pint of milk, and a portion of vitamin C daily. It also provides vitamin A twice a week. The senior citizens also enjoy the cooks. “They are always doing something crazy or trying something new,” Mrs. Dixon says. She continues, “They keep up with the kids. I sure wish I could.” 34 Above: Will Jones drops in to check the menu. Top: Stella Dixon, Stella Livingston. Anna Schmitt, and Roland Dixon exchange opinions on school lunches. Above Mildred Van Nahmen pours gravy onto her potatoes. Top: Senior citizens help themselves to a noon meal. Above Dawn Hoban anticipates dessert. 35 Student employees communicate For ten years Carroll and Vivian Williams, owners of Mr. Squeaky's, have employed many students. What qualities do these employers look for in their student employees? Mrs. Williams replies, “I expect cooperation and their best ability to work together as a team. Honesty, personality, attitude, friendliness, and appearance are all very important in communicating with others.” Mr. Williams states, “Several positive aspects exist for hiring students. They can be excellent company, and most of the time they're absolutely fun to be around. Another positive aspect concerns the ‘good work’ they intend to accomplish and they’re very dependable. Students have a responsibility to be at work on time! This responsibility includes counting money instead of just pushing buttons. “You have to be able to count the money back to the customers, explains the Williams. The couple stresses education as a necessity to get going on. Without it, they say, “we would not get very far. Mrs. Williams says, “I care greatly about the students’ grades and I try to convince them to keep them up. I don’t nag at them because they may be getting bad grades. I feel that's not my responsibility to do that. Also it’s really not any of my business. That’s what parents are for.” The customers like student help. How a customer reacts is triggered by how the employee treats the customer. “I hope the student employees learn how to have fun at work and enjoy it,” says Mrs. Williams. “I hope by working with us that the students gain knowledge and patience with others. She adds, “I love working with kids. They keep you young and you’re up to date with things that go on at school. She adds one final comment, I feel everyone needs to have a winning smile.” Below. Denise Glaze rings up an order at Discount Foods. Far below: Rowdy Meeks gets instructions from Dennis Friesen at Denny's Jack and Jill. Above right: Brian Laudick check the pumps at Independent Service. Above left: Cathy Nau covers the hook work at Kinsley Self-Serv. Below left: Kristi Williams works the grill at Mr. Squeaky’s. Below right: Jamie Craft keeps the Edwards County Hospital organized. 37 Cooperation remains essential element to community band M usical interest promotes good relationships. Bob Weidenheimer and Sally Bidleman are perfect examples of this. Both are members of Kinsley’s community band. Mr. Weidenheimer plays trumpet for the band. He feels music really helps to cross the generation gap: “It gives us a common ground we can associate on.” The band plays at such high school activities as football and basketball games along with the school band. Mr. Weidenheimer enjoys the cooperation the students give. “They’ve been willing to share with us and we really appreciate it, he says. Mrs. Bidleman plays alto sax for the band. She enjoys the wide variety of people involved; “I’m getting acquainted with people I haven’t known before. Mrs. Bidleman feels very good about the high school band. “They’re pretty busy with their own activities but when they have a night off, they come and help, she says. Mrs. Bidleman enjoys helping out the school’s band. “I like helping the pep band; it’s a whole new group of friends, she says. The band has participated in many activities, including playing in a parade last summer. Mrs. Bidleman names without reservation the important value of the community band: “It builds good relations between the school and the community.” Above: As part of the community pep band. Sally Bidleman and Mindy Kerns play for a home basketball game. Above: Bob Weidenheimer. a local grocer, practices during one of the sessions for a late summer concert. 38 DISTRICT-WIDE KINSLEY-OFFERLE SCHOOL NEWSLETTER VOLUME 2, NUMBER 4_____NOVEMBER 15, 1984___KINSLEY, KANSAS 67547 Southside students demonstrate a care about national treasuries by making personal contributions to ‘Help Light the Torch' fund Tony Brake and Tim Hailing crush aluminum cans as part of a Southside class project to raise funds for the restoration of the Statue of Liberty. for people to see.” Jaime Jo Blank. National election The unit has come when The question from the elemen tary student deserves an honest answer: “Why should we save for the Statue of Liberty?” The six students in Jerry Phillips' interrelated classroom at Southside have sparked an in terest among the students in the first three grades as these six students have become involved in a Help Light the Torch” program. The answer to the question is important. says Mr. Phillips. The Statue of Liberty is one of our national treasuries. And an opportunity has arisen for our students to get involved to show what the Southside motto ac tually means this year: We Care. School children throughout America have accepted Lee A. Iacocca’s challenge to help raise $230 million to help restore the Statue of Liberty in time for the statue’s century anniversary Oc tober 28. 1986. As chairman of the Statue of Liberty Ellis Island Centennial Commission. Iacocca says. The children of France and the United States con tributed much of the money required to assemble the statue on Liberty Island nearly a cen tury ago. I would like today’s kids. continues Iacocca. to be able to contribute to the restoration. Those students making con tributions will be acknowledged. Restoration Help Light the Torch em phasis at Southside began two weeks ago when Mr. Phillips' six students showed at an all school assembly film strips dealing with the restoration of the statue. Since then, explains Mr. Phillips, his students have been involved in several projects: collecting aluminium cans for one week, having a penny drive making oven racks-with any proceeds gained going towards the restoration project. But the interesting questions and obser vations come about spontaneously as the students work on their classroom projects: It’s possible to climb up into the Statue of Liberty. . . I remember what each of the rays in the crown represents . . . My. isn’t she old!” If her mouth is really that large, what size of hamburger would it take to feed her? . . . Those cartons must have been big to ship her here from France.. . We’re going to write out ‘Give me your tired, your poor . . .’? What do those words mean? Third grade teachers Darlene Mathes and Sally Maack have found that the current emphasis on the Statue of Liberty has supported well their social studies program as they do a unit on New Amsterdam, later becoming New York. Third graders. says Mrs. Mathes. pick up easily the history of the statue and can discuss well the meanings of such abstract terms as ‘freedom’ and ‘democracy.’ In fact, we have stressed that the statue represents a symbol, but the meaning of the symbol has changed. It originally was a symbol of friendship, hut now it’s more a symbol of friendship. The students in Mrs. Mathes’ room also collected funds for the restoration project, ‘‘but I requested that they earn the money and that they limit their contribution to $1. Some of the students. says Mrs. Mathes. raked leaves, some cleaned their rooms, other did dishes. Mrs. Maack incorporated writing lessons into her study of the statue with the students writing summary paragraphs: “The Statue of Liberty is beautiful. I think it is good for people to see. It came from France for friendship, and they took it apart to ship it to New York. Boy. it is about 100 years old. Jennifer Moore The Statue of Liberty was a gift from France. She was taken apart to be shipped to New York Bay. The Statue of Liberty stands on an 11 point star. The name of where it stands is called Liberty Island. She is a very beautiful stajue Southside students are involved in the national elections. Second grade students under Imagene Tyree took part in a presidential vote conducted by Scholastic News. On the national level. 90.000 students in grades 16 voted for Reagan Bush. 37.000 for Mondale Ferraro: ap proximatelv 1.000 students voted for Jesse Jackson. It’s interesting, says Miss Tyree; the national percentage resembles the way the second (Continued to page 401 39 HIGHLIGHTING Discipline must know its internal boundaries Disciplines word most of us take in a negative wav. This is rightfully so. All through our school years we have been subjected to discipline by the school administration. Several problems arise with this. First, administering discipline takes time and effort which could be spent in aspects of education more effectively. Second, the school must adopt a policy which it will use for all students. No two students are alike; therefore, it is impossible to find a policy fair for everyone involved. Third, since all students must behave in the same manner, it becomes difficult to express one's individuality. Last, the educational needs of each student are sacrificed under this system. Many students could attain the same benefits with far less class time than other students. Not having to plan for these students would give teachers the extra time they need to spend with the students w ho really need help. In this day, however, the lack of self-discipline in the schools would, of course, result in total chaos. The first step to developing self-discipline comes at birth. Parents must assume an even greater responsibility for the behavior of their children. If the parents are successful, a point comes where the child assumes full responsibility. At that point no need exists for the schools to be anything but an educational instrument. If that were the case, school discipline concerns could be elimenated and the amount of hostility and resentment many students now feel toward school would be reduced. The school would be seen as a tool to be used by choice, not as an authority figure to be dealt with. This goal is, of course, unattainable in our lifetime but we can take the first step. After all discipline is not a four letter word. It’s time we stopped treating it like one. -John Reiling, senior Bruce describes Vandergelder as 'cantankerous acting helps Bruce realize 'what people expect' Southside contributes to (Continued graders here voted: 24 for Reagan Bush, 2 for Mondale Ferraro. Mary Ann Schinstock has her first graders vote on election day. I go to the polls that day and get a sample ballot. We have a place set up in the room and the students vote. And you would be surprised how many of the students know Mrs. Ferraro’s name.” the Statue of Liberty fund from page 391 The contributions that the Southside students make to Help Light the Torch program cannot be measured for as the teachers involved the students in the Statue of Liberty program, they are. as Mr. Phillips says, “involving the students in the matters that Americans cherish. The highest is the privilege of living in America as an American citizen. Shawn Bruce, junior, quickly describes the Horace Van dergelder character which he plays in this weekend’s high school production of Hello. Dolly : Horace is a cantankerous per son. filled with pride. He quickly loses his temper as he’s out looking for a wife to keep his house and to cook for him. Bruce is one of approximately 40 students involved in the 7:30 p.m. Friday and Saturday production in the high school auditorium. Jean Edney, school district music teacher, directs the production with Lois Behnke. OMS teacher, the accompanist. Horace believes that 99 per cent of the people in the world are foolish, states Bruce, and yet he tries not to be foolish by becoming rich, friendless, and mean the farthest that one can go in the Yonkers. New York community. Horace takes pride in these traits. He also sees how they involve him with Dolly Levi, the lady that he im mediately falls into love with. To play the character of Van dergelder, Bruce says that you have to play the role so that everyone knows that you’re rich, friendless, and mean. But while I’m playing that role. I have to see myself changing as the Horace Vandergelder at the beginning of the musical is not the Horace Vandergelder at the end. He changes. The key line, according to Bruce, which shows Van dergelder’s change comes at the end when he says, I always felt, pardon the expression, that money is like manure worthless unless it’s spread around. At this point, he asks Dolly to marry him-a heaven-sent sign for her that genuine love exists. Bruce commends Mrs. Edney for choosing Hello Dolly as this year’s musical. “It’s not that difficult to prepare, but yet it’s a production that people will en joy; it’s a piece of light comedy. Furthermore, the production has successfully involved the students in that the characters are cast well. This includes the choir, adds Bruce, as their con tributions build the whole musical: these people are also putting in the time. This year marks Bruce's third year for participating in a musical. As a freshman, he was a chorus member in No. No. Nanette : he played the king in “Cinderella during his junior year. From these acting experien ces, I have learned something about what people expect...what they will or will not enjoy. I’ve also learned that I play better the humorous character, perhaps because I as a person look on the lighter side of things. Reserved tickets for adults at $2 each for the performances are on sale at the high school office. K 12 students with activity tickets will be admitted without charge. Notes of interest... _ Kathy Kregar writes To all students, teachers, prin cipals. superintendent, board of education members: Thank you from our hearts for all the letters and prayers of love. It was great to see Kathy light up every time the cards came. To the students, thank you for caring to give your change to help Kathy. We can’t say or do enough to show you how we feel. To the teachers, thank you very much for taking the time to talk to the students and showing them just how to make Kathy happy at Denver. Kathy is home and is already back in school. God bless all of you. Kathy Kregar and family. SER offers training SER Corporation is a com munity based. non profit organization striving to relieve the employment burdens seasonal and migrant farm workers face each year as the growing season ends. Using on the job training, work experience, or classroom instruction. SER utilizes Depart ment of Labor funds to offer under and unemployed farm workers the opportunity to enhance self sufficiency. Employers may be eligible to receive targeted jobs tax credits in amounts up to $3,000 the first year and $1.500 the second year. A wide variety of services are offered to qualified applicants, including employment and training services, orientation, counseling, job development, placement , and follow up. SER applicants must have been employed in seasonal farm work during the past two years and must supply proof of citizenship or eligibility to work in the United States. Individuals interested in this program should contact the Garden City SER Office. 118• Grant or call 316 275 2181. 40 Its People . . . f Seniors gain knowledge, scholarships researching controversial topic; Masonic Lodge provides the state contest topic on voluntary prayer Several benefits occur for the senior students participating in the Masonic Lodge essay con test. For six years. Dr. Galen R. Boehme. high school English teacher, has structured his fall senior composition class around the fall essay contest which the Grand Lodge of AF AM of Kan sas and the Kinsley Mt. Moriah Masonic Lodge sponsor. The program has a long history in Kansas. says Boehme. and the topics, even though they change from year to year, deal with some aspect of public education. This year’s topic deals with prayer in the public schools. Other topics have included the role of extracurricular activities in the public school, the quantity or the quality of an education. Each student essay is limited to 1,000 words and must be typed according to specifications. Each student essay is limited to 1,000 words and must be typed according to specifications. Of all the essays submitted locally, a local committee from the Kinsley Mt. Moriah Masonic Lodge group chooses two to submit to the state level competition-one written by a male and one by a female. During the six years that we have had the program in Kin sley. says Boehme. “we have had two students recognized on the state level: Brenda Bean received a $1,000 scholarship as first place winner; Dale Schin stock received a $500 college scholarship as a third place win ner. Our students have fared Doing the research paper . . . the very detailed work that must be completed in doing such a paper. Mandy Hetzel well in state level competition. Scholarship funds on the state level are awarded to the writers of the top five essays in both the male and the female categories; the scholarships are good for any one of the six state universities or colleges. Washburn Univer sity. or any accredited tax sup ported community college or area vocational technical school in Kansas. Research Boehme notes that with the writing of the Masonic Lodge essay, students become involved in the process of research. It takes six weeks to do this project going through the various stages: limiting the topic, gathering information, doing bibliography as well as note cards, developing an outline, writing the first draft, making necessary revisions, typing the final draft. And with the topic chosen for us, the students can spend additional time in reading articles about the topic and then formulating their own thoughts. Several sources are used to gather the information. “When I receive the topic the first of September, says Boeh me. I utilize the library resources of St. Mary of the Plains College. Dodge City, to see what articles have been published on the subject. With this preliminary bibliography. Miss Bauer, the school district librarian, then utilizes the resources of the Southwest Kan sas Library Association to get copies of as many of the articles from periodicals as possible.” made me realize . . . “. . . the importance of reviewing both sides of the controversy. -- Shane Miller This year. the library association secured ap proximately 40 articles from periodicals not available in the local area. Students then become aware that other periodicals exist than Time and Newsweek. says Boehme. Articles this year came from such resources as Christian Century. American School Board Journal. Education Digest, and New Republic. Boehme also invites at least two speakers to discuss the topic with the students. This year Terry Fuller, a local lawyer, shared the legal aspects of the question. A representative of the Southwest Kansas Teens for Christ in Dodge City shared a historical perspective. Class time during the project is also spent in these ways: select ing appropriate details for the note cards, evaluating the worthiness of the material read, developing a per suasive thesis statement, finding appropriate primary and secondary supporting materials, organizing the material for a persuasive pur pose, typing the material for a reader. The hardest part. says Boehme. for students is this: understanding the difference between a report and a research paper. A report basically is taking the material in an en cyclopedia with no intention of persuading someone to believe or to act in a certain manner. A research paper emerges when one takes a subject of potential controversy, when one examines the pro and con of the matter, and when one then determines a stance based upon the infor (Continued to page 42) Barbara Zumwalt uses her note cards as she writes the first draft of her research paper on prayer in the public school for the Masonic Lodge essay contest. “. . . there is a lot of information to be found on certain subjects. -- Cathy Nau . . the government has a great number of problems to contend with each day. Lisa Anderson 41 . . . and Its Programs The Elf Factory' takes audience to ‘land of magic' for Christmas Kindergargen students Sheila Haskell, Dustin Frost, and Neil Copeland practice a selection in music class as the students make preparations for the Christmas play December 3. Video cassette recorder shows promise Few individuals know the possible uses of the video cassette recorder (VCR). Almost all of the teachers at Kinsley High School use the VCR. Lona Korf. chemistry and psychology teacher, states. 1 use the VCR in at least one of my classes twice a week. I don’t use it that much at the beginning of the year, but it averages out to about twice a week.” The coaches use the VCR quite frequently. James Kuhn, head football and basketball coach, says. “I try to tape all my football and basketball games; it shows the players their mistakes and good plays in the game. Marilyn Bauer. librarian, notes. “The VCR is used at some times more than others. There are weeks when it is used every day every hour: then there are weeks it is used only a few times.” The collection of tapes determines how often the VCR can he used. At present the library has a collection of 61 tapes with each tape containing six or seven programs. The tapes cover a wide variety of subjects, in- cluding science. English, history, and health. The public can also use the VCR. providing it is used inside the building due to cost. It has only been used twice by the public, says Miss Bauer. The VCR can be overused states Miss Bauer. Some teachers hide behind it so they won’t have to lecture. Miss Bauer has one guideline she feels teachers should go by when using the VCR; Teachers should preview the program and then make a worksheet or some type of a written assignment for the students to complete. The students get more out of it then. she says. The VCR currently in use at KHS is five years old. It is now starting to break down. In the last five weeks it has broken down three times. Miss Bauer states. I am currently working on obtaining a portable unit. I feel the VCR we now have is non portable; it is big and clumsy. A portable VCR could possibly be used far more frequently if we purchase one. Visiting Santa’s elf factory and watching the making of the toys become the focal point of Southside’s Christmas program Monday. December 3. 7:30 p.m. in the high school auditorium. Darlene Weers. school district music instructor, describes The Elf Factory as a trip to a land of magic where the audience en ters a “land of popsicle trees and marshmallow snow. Here these major characters live and work: Mr. Santa. Mrs. Santa, an elf leader, a group of children, and a group of elves all involved with the making of toys. Checkerboard Lester and Checkerboard Chester-one paints the red squares and the other the black squares. All students in grades kin dergarten through third grade. says Mrs. Weers. “are involved. Each grade level of students will sing Christmas selections before the presentation of ’The Elf Fac tory.' And with the Christmas selections, we blend the old with the new. Parents help with the costuming for the play. We have found parents most cooperative in this respect. If a student accepts a major role and his or her parents cannot help with the costuming, we have other individuals willing to contribute so the student can par ticipate. says Mrs. Weers. Mrs. Weers could use a taped accompaniment for the play but prefers not to. I practice with the students, so together we have a feeling for one another. With a taped accompaniment. ' continues Mrs. Weers, the tempo never changes. No allowances can be made when a student forgets a line. The Offerle Middle School Christmas program will be Mon day. December 17. 7:30 p.m. in the Offerle Gymnasium. Composition program involves Masonic Lodge topic (Continued from page -41) mation that he has collected and studied. Only time reveals how effective students grasp the dif ference between the two types of writing. Student response Seniors involved in this year’s topic of prayer in the public school respond widely. Doing the research paper. says Amy Livengood. has made me realize that prayer in the public school is an important issue. When I first began. I did not think I had an opinion on the subject. However, now I realize, after reading information, what my opinion is. Jan Hattrup says that “the paper has sparked my interest in the history of religious freedom that our country maintains. I have gained an appreciation for the wisdom of our forefathers when they enacted the principle of church state separation. Ginny Blanton responds. Doing the research paper has made me realize how I feel about God. myself, and my country. I have had to search deeply for an swers that I didn’t particularly want to look at. Other students note the technical aspects involved with writing a paper. “Doing the research paper has made me realize, says Michelle Hattrup. how very little I know about writing. I never would have thought that the stories, the books, the articles could all be put together by using note cards to separate a person’s thoughts. Troy Leith says that he has learned to look at researching for the paper in a different way. I try to go about it in a more relaxed manner than I did before. Jamie Craft refers to the time and the work involved. “I have learned how to use a note card and all the advantages that it can have, especially the time that organized cards can save one. The benefits of the Masonic Lodge writing contest are essen tially intangible. Participating in the program. says Boehmc. forces a student to do some critical thinking. And once the thinking is done, he has to use the ap propriate words so that the reader can see that critical thinking has occurred. l« mi9 (IlVd s i jO !lOJd uo 42 Athletes work together Teamwork. Teamwork is an important part of sports. Teamwork is also an important part in the operation of a successful organization such as Coyote Pack. Coyote Pack is composed of lettermen and letter-women. Bobbie Lewis, sponsor, says, “They’re the easiest group I’ve ever worked with. All last year the members gave us good support. When working concessions, everybody showed up to work or they found someone to work for them. Only once last year did a person not show up to work.” Coyote Pack is a rarity among organizations due to the fact that an athlete must go out for a sport and letter every year to remain a member. This means, according to Mrs. Lewis, that “Coyote Pack is a club that’s different. They have to earn it. Although because of the busy fall schedule Coyote Pack has begun a little slowly, they have already set several goals. “We would like to have a lounge area for Coyote Pack members,” says Jim Kuhn, sponsor. “Also a jacket, new league mascots for the gym, and most importantly, to get all lettermen and letterwomen to join the club. Mrs. Lewis would like a great athletic banquet with a great slide show. Coyote Pack worked concessions last year and this year sold hats and raffled the game ball at homecoming. Says Mr. Kuhn, “I’m impressed by the athletes working and the money we’ve made.” The teamwork the members show also applies to the sponsors. Says Mr. Kuhn, I like working with Mrs. Lewis. She’s fun and easy to get along with. Mrs. Lewis replies, “I work well with Mr. Kuhn. Coyote Pack is a group that, according to Mr. Kuhn, “is made up of leaders. I really enjoy working with athletes. Above: Coach Bobbie Lewis introduces the lounge idea to the Coyote Pack. Above right: Coyote Pack members consider the options. Right. Coach James Kuhn inspires the crowd at the homecoming assembly. 43 Top right The eight cheerleaders of Kinsley High School: Janell Cramer. Cheri Cummings. Mandy Hetzel (head cheerleader). Jan Hattrup. Dawn Hoban. Mickie Hattrup. LuAnn Poer. and Laura Kersting. Above: Cheerleaders LuAnn Poer. Laura Kersting. and Cheri Cummings ride on the Kinsley fire truck during the homecoming parade. Middle right: Par ents and members of Pep Club cheer the football team on. Bottom right Mickie Hattrup and head cheerleader Mandy Hetzel lead the students in a pep assembly. 44 Top left Members of Pep Club encourage the football team. Below: Laura Kersting, cheerleader, cheers at homecoming assembly. Bottom left Miss Marilyn Bauer, Pep Club sponsor, and Frances Brake, Pep Club president, discuss matters concerning Pep Club. Pep Club organizes to boost participation P ep Club has become more organized this year. To be a member of Pep Club this year, one has to meet certain requirements. Frances Brake, president of Pep Club, says, I wanted to set up a Pep Club that is more organized than in years past.” To add to organization, the members this year decided to order shirts to wear to activities. The shirts were optional, but most of the club members ordered. Pep Club is organized according to a point system. One receives a pre-determined number of points for the following: wearing the shirt to home and away games, staying for the whole game and sitting in a certain section, and wearing the shirt to school. Marilyn Bauer, Pep Club and cheerleader sponsor, says, There is more effort and time put in to become a member of Pep Club this year. “I have heard some complaining about the new rules and I think we will lose participants before we gain them,” states Mandy Hetzel, head cheerleader. The nine cheerleaders remain a big part of Pep Club. They lead the club in activities at games and at school pep assemblies. Pep Club is very active during the year. The group sponsors the fall homecoming, and present the senior football and volleyball players with carnations on senior night. They also encourage players during the games with cheers. “The organization of Pep Club will help boost the participation in school activities, says Brake. 45 Concessions bring responsibility Everytime a persons walks up to a KHS concession stand and buys something, one man is responsible for that item being there. He is George Bakumenko. Mr. Bakumenko is the school’s concession sponsor. That means he is responsible for everything in the concession stand. “It's a lot of work, more work than a person realizes, comments Mr. Bakumenko. Mr. Bakumenko says, My main job as concessions sponsor is to have the supplies there.” He has to obtain the premix (pop) and machines from Coca-Cola, the candy from B B Wholesale in St. John, and hot dogs, buns, coffee, etc. from local stores. Mr. Bakumenko says that some items are seasonal. During football with the cold weather, coffee and hot chocolate are the hot items. But during basketball, he says it’s “broken up pretty even” among pop, candy bars, and popcorn. Mr. Bakumenko likes concessions; “it’s all student-oriented. Some class or organization receives the profit. This year each class works a certain number of times. Mr. Bakumenko states, “It benefits the students.” Concessions help pay for floats, dances, and class expenses. Although Mr. Bakumenko likes concessions, he says it has its drawbacks. “It takes six trips from stores to the football field per game,” he states. If something breaks, I make more trips. This takes away his class time preparation. “Basketball is simpler because I don’t have the travel time involved, he states. Mr. Bakumenko says, Tve been concession sponsor for ten years. I have sold a lot of gallons of pop.” When averaging his hot dog sales for these years, Mr. Bakumenko sells 40 hot dogs per activity at 15 activities a year (usually more than that). With that figure times ten years, the result is he has sold 6,000 hot dogs. While commenting on just work at the concession stand, Mr. Bakumenko says, “It’s not hard work. A hot dog isn’t that heavy. Above: Sophomore Tanya Newcome shows her enthusiasm at working at the concession stand. Lower left: George Bakumenko, concessions sponsor, watches over the activities of the concession stand. Lower right: Junior Jon Herrmann works hard at making a sale. 46 Far top Brenda Westhoff. eighth grader at Offerle Middle School, takes tickets for the chili supper. Above: Bonnie Blanton and Bethine Bender takes entries for the raffle drawing. Right Carol Streit and Keith Huslig work in the kitchen during the chili supper. Chili supper unites community Sometimes good things can come from bad. The K-0 Middle School chili supper was held with the intention of giving a percentage of the profits to the Kathy Kregar Medical Fund. Proceeds from a cake walk and a raffle would also go to the Kregar fund. Kregar, a fifth grader, has experienced severe medical problems. After several major setbacks, she has since recovered and has made a miraculous recovery. Kregar has received great support from her classmates during her ordeal. Cakewalk sponsor Mary AnnKallaus says, “We had good response. People have been really generous. The kids have a great attitude. This is where we find out we’ve got more good kids than bad. “The tickets to the supper sold well,” says Ron Miller, middle school teacher. Advance ticket sales were approximately $800. Jay Scott, eighth grader, feels that the chili supper earned more than the jewelry sale would. “The tickets were easy to sell and since some of the profits go to Kathy, we got good support. The chili's good and people like coming out and having a good time.” The cooks cooked all week,” according to Ruth Wetzel. We used about 100 pounds of hamburger and 50 pounds of beans.” Mrs. Wetzel has no reservations about spending the time preparing the food. “Why sure, the time is worth it. It’s for the kids.” The support from everybody shows how a community can come together in time of a crisis. “The cakes for the cakewalk were donated by the mothers of the fourth, fifth, and sixth graders,” says Mrs. Kallaus. Bonnie Blanton, middle school teacher and raffle sponsor, says, “The prizes for the raffle were donated by local merchants. They were glad to give them to us. Perhaps Skyla Denniston's comment best summarizes the attitude the people have for the evening’s activities: “It’s great!” 47 the farmers state bank 659-2206 Monday: 2:00 9:00 p.m. Tuesday Friday: 9-00 500 Saturday: 9:00 2:00 p.m. Wednesday: Guy- Nile 5:00 900 p.m Kyle Sparke Myra Kucker P O Box 26 Offerte, Kansas 67563 212 K 7th Rae E. Batt Attorney at Law 316-659-2291 500 Marsh Kinsley, Kansas Copp Pharmacy Mike and Virginia Gleason Kinsley, Kansas 659-2136 Weidenheimer IGA 615 Niles EDWARDS COUNTY HOSPITAL Visiting hours: 2-4, 7-8:30 pm Ambulance Service Kinsley, Kansas 620 W.8th (316)659-3621 4k Breaking Through... 49 Coyotes stay hungry Sometimes the win-loss record doesn’t tell the whole story. The Coyote football team finished the year with a 1-8 record but according to Shane Miller, senior football player, “We compared very well to other teams although the scoreboard didn't always show it. Although we played a tough schedule and won only one game, it stayed fun all year.” “The players started the year with a great attitude and finished it the same way,” says Jim Kuhn, head football coach. “We had some heartbreaking losses like the one to St. John and the one to LaCrosse, but the players never gave up and never developed a loser’s attitude.” The Coyotes’ one win came over Fairfield in the sixth game of the season. With this win the Coyotes broke a 22-game losing streak. Miller says, “The win over Farifield was the highlight of the season. When I was a freshman we were 6-3, but I didn’t get to play. During my sophomore and junior years, we won only one game. That’s what made winning so awesome. Mr. Kuhn feels the same way. “The win felt great. It was my first win as a head football coach. It also got the monkey of a 22-game losing streak off our back.” Mr. Kuhn is optimistic about the Coyote team for next year. “We’re going to start an off-season program of running and lifting weights. We’ll have a lot of experience back and the switching of districts should help us also. We should have a good chance of going to the playoffs. Scoreboard We They LaCrosse 12 19 Southwestern Heights 0 15 Ashland 8 42 St.John 14 17 Claflin 6 52 Fairfield 40 6 Hugoton 0 50 Lakin 0 39 Leoti 7 57 Above: The guys huddle. Below left: Stein Hoymyr. No. 75. gets ready to kick off. Below: Coach Jim Kuhn fires up the guys before the game. 50 Lewis Lost Haviland Lost Quivera Heights Lost Ellis W on Plainville Won LaCrosse Lost Victoria Lost Marion Lost Lamed Won Fairfield Lost Ellin wood Lost St. John Won Mullinville Lost Fllinwood Won Stafford Lost Lewis Lost Fairfield Lost St. John Won Sterling Lost (laflin Lost Macksville Lost Fairfield Lost Volleyball coach keeps the faith Most people would look upon a 6-16 volleyball season as a disappointment. Bobbie Lewis, head volleyball coach, doesn't necessarily feel this way. “I felt I had the top girls in the school. They were all good kids,” she says. We had a lot of fun and although we should have won more than we did, we'll improve next year.” Sometimes a good attitude is hard to keep during a losing season. This is not the case with the volleyball girls. “The girls probably had the best attitude ever. They kept their positive attitude all season. Near the end of the season there were a few individual lapses of a good attitude, but never did we suffer this attitude problem as a team,” Mrs. Lewis says. Needless to say, a coach finds it discouraging to be losing. It’s discouraging as a coach not knowing what to do. We tried everything but the competition was just too tough,” says Mrs. Lewis. “Due to losses from graduation we just didn't have the horses to compete with the other teams. We had only one returning letterwoman.” The Coyote girls did have some good news at the end of the season when the CPL all-league volleyball team was published. Jamie Craft was a unanimous choice, Mickie Hattrup was honored as an outstanding choice, and Anna Baker received honorable mention. Mrs. Lewis looks to next year’s team with both optimism and reservation. “We'll improve a lot but will still be suffering from a lack of height,” she says. “I think we'll probably still be rebuilding for the next three years while we get better and stronger. Above left: Shelah Shanks, foreground, and Tanya Newcome. background, wait for the ball. Above middle: Mary Vierya hits the ball. Left: Mickie Hattrup goes for a block. Below: Coach Bobbie Lewis and coach John Davis watch the clock. 51 “For one year we like to try something new,” states Marilyn Bauer, Pep Club and cheerleader sponsor. Homecoming 1984 provided the opportunity. In the past years, homecoming began with an assembly for the candidates and the student body at the high school auditorium. This year Pep Club, who sponsored the homecoming festivites, combined the assembly with the afternoon parade. Above: The junior high students ride on a float in the parade. Top: The high school band watches the homecoming festivities. Above Are you ready for the kiss of your life? says Lisa Anderson, mock king, to mock homecoming queen. Shane Miller. Top: Stein Hoymyr displays his manly build. Above: Jena Velharticky performs in a skit dealing with an emergency situation. 52 Homecoming format changes, adding more enthusiastic participation “The reason we decided to hold the assembly downtown,” states Miss Bauer, “was to eliminate the same few individuals having to decorate and take on all the responsibilities. We also thought that the afternoon activity would allow more community involvement. Mickie Hattrup, a queen candidate, states, I feel that the morning assembly held more meaning for the candidates and students, but I did like having the assembly in the afternoon because it added some change. Another change that occurred this year was having St. Nicholas, Offerle, and Southside students participate in the parade. “I feel that it is a high school activity and those who are younger should not be allowed to participate, yet I see the enthusiasm of the younger students adding to the excitement for high school students, says Daniel Streit, a king candidate. Other candidates included Mary Vierya, Troy Leith, king and queen; Jamie Craft, Mandy Hetzel, Danny Espinosa, and Ron Wetzel. Both Student Council and Pep Club organizations took an active part in the dance this year and shared the expenses involved. The colors of blue, pink and maroon helped develop this year’s theme of Almost Paradise.” Kinsley Floral, Inc. donated the queen’s bouquet. Above: Troy Leith and Ron Wetzel escort Mary Vierya, queen, and Mandy Het zel respectively off the football field the night of the crowning. Mary Vierya. queen Troy Leith, king 53 Sport managers enjoy communicating Above Sport managers: Kathy Heacock. Lisa Anderson. Mindy Kerns, Rachel Lightcap. Above: Kathy Heacock and Rachel Lightcap keep Brian Laudick, Heath Fulls. LanceStegman, Bradley Bagby. Not pictured: Nyla Myers. stats fora volleyball game. Sport managers have many responsibilities--to show up at practices to take roll call, and to see if the players are there on time. On game nights managers keep track of those players who score points and write the information in the score books. Managers provide supplies to the players such as water, towels, and the first aid kit in case of an emergency. Being a sport manager requires patience, time, and an interest in communicating with people. “I like being a part of the team and helping them in any way I can,” explains Mindy Kerns, co-manger of the girls’ basketball team. She continues, “I simply enjoy being with the team. I have become good friends with some individuals through managing. Kerns adds, The work is hard until you get the hang of it. You really don’t know what to expect and you don’t want to do anything wrong. Kerns concludes, “I really have enjoyed working as a manager. A lot of the times the manager goes to three games a week but I think it’s worth the time and effort. I feel that anybody that wants to be a manager will enjoy it in the long run.” Lance Stegman, co-manager of the boys’ basketball team, says, “I enjoy watching football, basketball action. It gives me something to do after school.” Managers enjoy helping to direct a sport and are willing to take time to deal with many circumstances. Above: Lance Stegman and Brian Laudick give a smile while filling the container with water for the basketball boys. 54 DISTRICT-WIDE KINSLEY-OFFERLE SCHOOL NEWSLETTER To 11: Season's greetings! BOE. administration, staff, students of USD No. 347 VOLUME 2, NUMBER 5_DECEMBER 20,1984 ____ KINSLEY, KANSAS 67547 Second grade projects stress reaching out to share with others: CARE bank Christmas fund, class newspaper, advertising unit Giving remains a fundamental part of reaching out-an element Imagene Tyree builds into her second grade program at Southside: the CARE bank, the class newspaper, the advertising unit. Shortly after Thanksgiving. Miss Tyree mails to the parents of her students a letter ex plaining the purpose behind the CARE bank program: Child authorities are telling us now that children find out more about learning to give where there is a real need rather than giving to teachers. Therefore, Miss Tyree has a large grapefruit-shaped and sized bank of the world sitting near her desk. She informs students that I will accept no gifts or cards but that parents and students should consider giving small change contributions to CARE ... a one cent contribution is as welcomed as a larger one. Using this approach now for 16 years. Miss Tyree has found parents as well as students most receptive. I've had a number of parents say. ‘I like your idea.' It could be because parents are aware from television specials of the desperate need for food throughout the world. The children easily get involved with the project, con tinues Miss Tyree, perhaps because I am enthused about the contributions. A child brings a penny or a dime. With each con tribution, I tell the students that the contribution will help buy so much milk or soup in some other country, probably a larger quan tity of food that it would in the United States. A student comes to the door .. . quietly shows Miss Tyree a coin . . . Miss Tyree quietly directs the student to the CARE bank sitting on the window ledge. Fourth graders frequently come back and make contributions. Sometimes they give the coins to me. but frequently they slip over quietly and put their coins into the bank,” says Miss Tyree. Students also learn skills in counting money with this project. Between the time that we begin the project. says Miss Tyree, and the time the money is sent in. the money is probably counted five to six times. Each week Miss Tyree selects a committee of three students whose responsibility is to count and to report the amount of money collected so far to the class. As the students count, they look at the notes on the slip of paper nearby: 4 quarters $1.00; 10 dimes - $1.00; 20 nickels - $1.00: 2 half dollars $1.00; 10 stacks of pennies $1.00. Newspaper The student newspaper. News. Weather. Sports. allows the 27 second graders to share their classroom activities with the other Southside students. Now in its fourteenth year of publication, each typed issue (usually two pages long) circulated on Monday has student written articles on a variety of topics: attendance figures, weather temperatures, autobiographical sketches of the class members, titles of reading selections shared during story time, a mathematical quiz game. The second page usually features creative writing-short stories, cinquains, lines of poetry. Miss Tyree frequently adjusts the theme of the section to the season of the year. For example, story starters used at Christmas might include these: It is Christmas Eve and Rudolph is sick ... If you have one gift to give, what would that gift be and to whom would you give it? The primary satisfaction,” says Miss Tyree, is that stu dents are pleased to see something that they have written in print. Furthermore, since the students did the writing themselves, their reading abilities improve for they have improved their word recognition skills. Safety An advertising unit recently showed the students the impor tance of thinking about others. Students discussed toys appropriate for certain age groups as well as some advertising techniques used to sell the toys. As an individual project for this unit. explains Miss Tyree, each student sketched on paper a new toy. Even though the majority of the students chose toys already on the market, the students altered the construction to meet safety precautions. The students stressed three safety measures: Eliminating small parts that a young child could easily break off; using painted eyes rather than buttons that could easily pop off; avoiding electricity unless the child is old enough to understand the safety measures. “The students were very imaginative. says Miss Tyree. One student designed a Pac Woman doll who had a triangular shaped body. Another student designed an insect kit where the primary insect could attract other insects. Miss Tyree easily summarizes the overall purpose: Not all children in the world have it as easy as our children do. If these can sense this truth to some extent, then the students have learned some value about reaching out to others. Brent Mueller, Beth Schaller, and Jonathan Pikalek as this week's committee count the money in the second grade CARE bank Christmas fund. 55 HIGHLIGHTING Priorities must be ranked to meet objectives One thousand, two hundred and twenty-five people and their priorities are not all the same. That in the number of students, parents. staff members, spouses, and board of education members that USD No. 347 has to contend with each and every day. We all want and expect our priorities to be the most important. How do we ever Ret anything accomplished? USD No. 347 is one of the largest employers in Edwards County and has to operate under state and federal laws like no other private business. We are expected to educate, train, develop and mold our youth into a prepared citizenry for tomorrow. Are we moving towards that goal? Do we have our priorities in the proper order? If you believe all that has been written and discussed over the past two years about the American educational system (“A Nation at Risk,” et. al.l, you probably have some real concerns. You should, but at the same time, what do you want from your school system? What are our priorities? Don't just think of short-term expectations. Your board of education is elected by the populus; they are to represent the public - to have a feel for their community’s priorities. They develop policy and control the monetary budget in order to move toward and meet the priorities. But have you ever stopped to think what it is like to have many different groups, each with a different priority requesting action on a million and a half-dollar budget? We want everything new and wonderful, but cut our taxes at the same time. Make the policy so it takes care of my problem, but I don't care what it means to the other 1,224 people directly involved with the school. The administrative staff of USD No. 347 manages the policy and philosophy set forth by the board of education, and we attempt to prioritize the steps and direction that we take. Then our staff members are expected to make all of these priorities come together in the classroom. I may be biased, but I feel that they do a commendable job. Everyone wants a winning team and yet everyone wants to be a star. Thirty students are in a class and they all should receive an A or start on the team. Who makes that decision? What are the priorities? I feel the number one priority of our school system should be “to afford each and every student the greatest possible opportunity to obtain an education.” I also feel that we have over 70 people at USI) 347 working towards that goal. But we have a long list of priorities to be concerned with. W hat are your priorities? - Dana K. Kandel Principal, KHS Counselor gives guidelines for selecting a post-secondary school: programs of study, tuition-lodging costs, campus facilities, people by Nadine L. Stallard Counselor, USD No. 347 There is no one thing by which a school should be judged. Rather there are a number of matters to consider. At least four areas should be given serious thought: the programs of study (the academic programs); the cost of attending; the campus and its facilities; and last, the people there. Programs of study As you consider a school in terms of the programs of study, you need to know not only that your own specific interest, major, or program is available but also what are the sizes of the classes usually. How do they have those classes and or laboratory periods scheduled? Does the school have a reputation for quality instruc tion? Should you want, is it possible to combine your main program in which you are in terested with still another one in which you have an interest? Does the school require that freshmen or first year students take all or mostly only required courses or can you enroll in some classes in which you have a special interest but may not be within your stated major? Do you feel from your visit to the school that the laboratory or shop areas, the classrooms, the practice rooms, the gymnasiums, the auditorium are adequate for the programs in which you are interested? Are the facilities adequate for the school as a whole? No one of these would be a sufficient reason for attending or not attending a school but should you find several of these questions answered less desirably than you like, remem ber this as you consider costs. Costs If you need financial assis tance. does the school participate in the various federally supported programs for either the vocational or for the regular school programs? If you need money, will you have to seek those funds from the Guaranteed Loan funds or even from a com mercial bank? If you want to work, will there be a way for you to learn of em ployment? Will you have to drive to the job off campus, or does it seem likely that employment could be available right there on the school campus? (Miss Stallard's article will be continued in Issue VI where she will discuss cost as well as the campus facilities and the people involved.I Video cassette recorder adds enrichment to numerous school endeavors (The editor regrets that the story published in the last issue of Focus contained misrepresen tation. The following rewritten story seeks to represent the sources accurately.) Few individuals know the possible uses of the video casset te recorder (VCR . Almost all of the teachers at Kinsley High School use the VCR. Lona Korf. chemistry and psychology teacher, states. “I don’t use it as much at the beginning of the year as the end of the year. Psychology is the class I use it in the most. The coaches use the VCR frequently. James Kuhn, head football and basketball coach, says. I try to tape all my football and basketball games; it shows the players their mistakes and good plays in the game.” Marilyn Bauer. librarian, notes. “The VCR is used at some times more than others. There are weeks when it is used every day every hour: then there are weeks it is used only a few times. The collection of tapes determines how often the VCR can be used. At present the library has a collection of 61 tapes with each tape containing six or seven programs. The tapes cover a wide variety of subjects, in eluding science. English, history, and health. The public can also use the VCR. providing it is used inside the building due to cost. “It has only been used twice by the public. says Miss Bauer. Miss Bauer has one guideline she feels teachers should go by when using the VCR. Teachers should preview the program and then make a worksheet or some type of a written assignment for the students to complete. “The students get more out of it then. she says. The VCR currently in use at KHS is five years old. It is now starting to break down. In the last five weeks it has broken down three times. Miss Bauer states. I am currently working on obtaining a portable unit. I feel the VCR we now have is non portable: it is big and clumsy. A portable VCR could possibly be used far more frequently if we purchase one. 56 Its People . . . r Smith stresses conditioning, team support in working with wrestlers; manager describes sport 'demanding . . . natural ability . . . balance' ‘‘Pull your head out!” “Chest-to-chest! You’re too high. Pick up those elbows.” ‘‘Change positions now.” “Don’t let him pull you over . Such sounds echo throughout the Edwards County 4-H Building for two hours after school as 11 high school wrestlers prepare routinely for their 11-meet season ending in February. “Conditioning remains impor tant.” says David Smith, wrestling coach as he explains the current procedure: stretch ing out exercises, timed jump ing. push ups, suicides, wind springs. “No conditioning is bet ter than wrestling itself, adds Smith who devotes the better part of each practice period to actual contact. The wrestlers have been jump ing rope for six minutes each practice day. The goal is 1,000 jumps. During the last month's period, Tony Gales has increased his count from 711 to 878; another wrestler has increased from 656 to 789 jumps. Concerning diet. Smith stresses that the young men should eat sensibly; “a good balanced diet remains vital. I don’t push a high weight loss so that a guy can wrestle in a cer tain weight class. If a guy wants to do that and his parents ap prove, that’s their choice, but I don’t advise such.” Team Wrestlers this year are these: Shane Miller, senior; Tony Gales. Shawn Bruce, David Graff, juniors, Darrin Wire, sophomore; Lance Ramsay. Curtis Gales. Scott Mucklow, Scott Luthi, Dennis Wilson. Vance Horn baker, freshmen. In developing this team. Smith stresses that we are a team, but when one of these guys is out there on the mat. it all depends then on what he does. It’s to the team's advantage for every team member to help each other im prove -as team effort determines the composite score at a match. At the same time, the performance of the team comes from the individual efforts of each team member.” Bruce echoes Smith's observation by saying, “You go out to do your best. If you win, it’s you that did it. If you lose, it's you that did it too.” Tony Gales compares wrestling to football, noting the difference: A wrestling program lets a person get in touch with himself and decide if he wants to work and not be lazy. In football there are 11 men on the field, so you don’t know how hard the rest are working to do well, but in wrestling you have to make the decision by yourself and stand by that decision. Consequently. Gales says wrestling “isn’t just a sport that you have to be strong or muscular. Wrestling, in my opinion, is over half mental preparation and an awareness of what your opponent is doing or is trying to do to counter your move. Manager One convert to wrestling this year has been the team manager -Lisa Anderson. “I’ve played basketball before, but this year, since I couldn't do that because of a knee problem. I asked Coach Smith if I could help with the wrestling program. He agreed. Anderson's duties include keeping statistics, keeping medical supplies available. helping coordinate wrestling practices, and cheering the wrestlers on. “The hardest thing I had to do was to teach her how to blow a whistle, Smith jokingly says as he compliments his female manager for her involvement with the program; she has been good for the guys! Anderson praises the wrestlers in this year’s program: “They have explained a lot to me during the last month. I didn’t even have a good definition of a ‘take down.’ From working with them. I've learned how much intense action is involved with wrestling. It’s a sport demanding natural ability as well as a terrific sense of balance. Wrestling coach David Smith illustrates a move with freshman Curtis Gales while senior Shane Miller observes. A wrestling program has merit: Wrestling is a sport where you are against your opponent. - Scott Luthi “Wrestling gives you a good feeling to know your contributing to the team. It also makes you feel good knowing it’s only you and your opponent on the mat. one-on one. -Lance Ramsay “Wrestling gives you a chance to compete against someone your own size. You have to rely on your own ability to win. -David Graff Wrestling is a sport where you can go out one-on-one against a person. It puts pressure on you to be the best you can be. -Shawn Bruce As the season rolls on. you get to know people from other towns and start to follow their progress and friendship is born. -Tony Gales 57 Responsibility involves prevention m . ' ■ - - i . . . and Its Programs DCCC plans outreach classes for local patrons; coupon response will indicate areas of interest Accepting a new position in volves finding out how much time is necessary to do the responsibilities. School nurse Mary Sparks says. Because this is my first year at this position. I have to dig in and find out how much time is necessary to do the various tasks. Her responsibilities fall basically into seven categories: hearing and vision screening, immunization program, growth screening, scoliosis screening, dental records, individual care, education. Hearing as well as vision screening are mandated by the state. says Mrs. Sparks. Hearing is mandatory for the child’s first year of school and no less than once every three years thereafter. Vision is required for the kindergarten students as well as every other year thereaf ter. To do these tests, primarily with countyowned equipment. Mrs. Sparks receives training at conferences for continuing education. The hearing test involves using a pure tone audiometer. says Mrs. Sparks. The in strument tests how well the student hears and is rather ac curate in picking up the different kinds of hearing problems even the middle ear problems with the tympanometer. Mrs. Sparks has devoted the majority of her time the past two weeks to auditing the im munization records. She makes sure that each student’s im munization records are current. If records are not complete, she contacts the home via mail for the necessary information. When a child enters school, he needs to have as a minimum four DPT’s, three oral polios, and one measles mumps rubella combination. Every ten years, the individual needs a tetnus diptheria injection. secured School nurse Mary Sparks audits a student's immunization record. either from the local county health nurse or from a medical doctor. Two exceptions exist: a doctor’s statement that the im munization is not recommended for the child's health or a family statement rejecting the im munizations for religious reasons. explains Mrs. Sparks. For statistical reasons. Mrs. Sparks requests that parents specify the reason for a child’s absence when parents notify the secretaries of the various atten dance centers. Each week I am requested to report to the state epidemiologist the number of individuals absent, giving also the reason for each absence if a medical reason is involved. says Mrs. Sparks. Continuing education involves preventive health care more than remedial. “One possibility at Christmas could include making the public aware that certain plants commonly seen at this season are poisonous. says Mrs. Sparks. Holly: berry. Symptoms: nausea, vomiting, diarrhea. Mistletoe: all parts. Symptoms: stomach irritation, diarrhea, strong pulse. Poin-setta: leaves. Symptoms: mouth. throat. stomach irritation. Outreach clases offered through Dodge City Community College are available for Edwards County Patrons if the local de mand exists. “This past fall, explains local coordinator Nadine L. Stallard. we had requests for home main tenance, conversational Spanish, psychology, sociology, welding, photography but only one class made computer science with 11 students. The concern that Miss Stallard shares with Dodge City Community College personnel is this: Are we getting the pulse of the community in terms of their desire for outreach classes? What can be done to develop a class once the interest has begun? For the spring January May term, Miss Stallard lists these of ferings for the Kinsley site: sociology, psychology, woods, accounting. art project (content to be determined by the interests of the students enrolling, ranging from watercolor to oil.) Enroll ment will be January 8. 8 p m., high school cafeteria. These courses are more of the academic than the continuing education type. explains Miss Stallard. Dodge City Community College prefers not to offer continuing education courses as aerobics and candy making. These courses are not economically feasible as the college gets no state funding for them. All courses offered are three hours in credit with a tuition charge of $45 ($15 per credit hour). One taking a computer class is charged an additional $10 for lab materials. Each course lasts 15 sessions with each session three hours in length. If textbooks are used, used ones are available. To help us determine the level and the type of interest existing in the Kinsley-Offerle-Lewis area for outreach courses, we are surveying the public. says Miss Stallard. Patrons are asked to use the printed form to respond, mailing the responses to Miss Stallard at Kinsley High School. Kinsley. Kansas 67547. 1 Ur muij-m (II Vd N 1 JO Mlujrf � « 58 Southside shares learning projects KINDERGARTEN (MORNING GROUP) Above: Back: Jenny Meadows. Michelle Moskalew. Kelsey Burkhart. Wanda Wilson teacher, Brenda Heinz. Kelli Countryman. Middle: Kristina Burnett. Alicia Trevizo. Christy Riley. Vivi Lozano, Sheila Haskell. Lori Laufenberg. Front: Josheua Schmidt. Ty Troutman. Neil Copeland, Dustin Frost, Lee Taylor. Jake Menard. Brian Lobmeyer. The kindergarten is divided into two classes. The first class is the morning and the second class starts after lunch. Wanda Wilson teaches both sections. She has certain goals that she wants to reach each year. She says, “I want to help each child to know that school is a great place to be, to realize his or her own worth, and to know that the children around him have the same worth.” Mrs. Wilson also wants to help each child develop a pride in his achievements, and in the school of which he and his friends are a part. KINDERGARTEN (AFTERNOON GROUP) Above: The kindergarten class listens at- Above: Back: Eric Overstreet. David Streit, Landon VanNahmen. Wanda Wilson teacher, Tanda tentively while Mrs. Wilson plays a record. Brown. Derick Boggs, Carroll Thanscheidt. Middle: Sara Wohlenhaus. Layla Steele. Angela Wiley, Tracy Hildenbrand, Audrey McAvoy, Airanna Priest. Front: Nicholas Smith. Brandon Peppard. Jarrod Panzer. Trampas Kurth. 59 FIRST GRADE Above: Back: Jason Blackwell. Jimmy Carlson. Ryan Boyd, Scott Mowrey, Adam Froetschner. Sharon Colberg-teacher, James Smiley. Middle: Melody Brown. Erica Watts, Elizabeth Rodriquez. Janette Justice, Sharalee Mathews. Sidney Strate. Front: Mitchell Craft. Jeremiah Proberts, Timothy Burk. Daniel Avery. First grade students learn how to read. Learning to read takes patience, practice, and time, but these students feel reading is a worthy activity. Students read for different reasons. Erica Watts says, “The reason I wanted to learn to read was so that I could read story books.” Timothy Bark replies, “I wanted to learn to read so that I can read stop signs and read books myself.” Most students want to know how to read so they can read the books themselves. Jeremiah Proberts says, “I wanted to learn to read so I can read to my mommy.” The first graders like to read story books. Erica Watts says, “I really like to read ‘The Three Bears.’” Learning to read is a vital part of becoming educated and these first graders are very excited and enthusiastic about it. Above: Erica Watts and Adam Froetschner spend their extra time in the reading box. Above: Back: Tyson Kuhn. Bart Wenstrom. Faisal Skeikh, Jake Regier. Keith Mathews. Travis Irvin, Mary Ann Schinstock teacher. Middle: Marsha Moore. Jacque Fuller. Maureen Meggers. Cherry Findley, Brendel Kirkwood. Dalena Whipple. Front: Douglas Huban. Jeremy Schrader. 60 Above: Back: Joan Buhrer paraprofessional, Tony Brake, Tim Hailing, T.J. Ford, Jerry Phillips teacher. Front: Rhonda Justice. Lee Taylor. Kendra Helfrich. INTERRELATED CLASSROOM SECOND GRADE The second grade class cares. An annual Christmas project for the second grade class is the “Share with CARE” project. The class members bring money to school and deposit it in a bank. The money is then sent overseas to buy food and clothing for the poor. Jerry Bean says, “Our class is putting money in our CARE bank for the children across the sea. It will be used for food and clothes. I like this project.” Much enthusiasm goes into this project. Heather Cagle says, “We put money in there for the poor people in countries across the ocean. They will like that, too! The money will be used to buy food. The money will buy more food there than it will here. I like it a lot to bring money for the bank!” These students realize that not everyone is as fortunate as themselves. Mitchell Brack says, “I like the project because it helps poor people across the ocean.” Above: Back: Imagene Tyree-teacher, Justin Hildenbrand. Kyle Donovan, Brandon Davidson. Above: Mitchell Brack. Heather Cagle. Travis Wenstrom. Heather Cagle, Jens Randel, Kim Fightmaster, Steven Clary. Middle: Ginnie Jerry Bean, and Kim Fightmaster share their Wolfe, Angie Chamberlain. Beth Schaller, Sarah Gumpenberger. Melissa Kuhn, Tisha Youngers. ideas about the CARE project. Amy McMannes. Sheila Stetson, Brian Westhoff. Front: April Comes, Justin Huslig, Brent Mueller. Jonathan Pikalek, Mitchell Brack, Dustin Burr. Darrin McAfee, Jerry Bean. 61 THIRD GRADE Above: Back: Sally Maack-teacher, Manuel Ramirez. Cody Laufenberg, Christy Carpenter. Heather Rector. Melissa Steele. Douglas Fightmaster, Sam Newcome, Dennis Kregar. Front: Thomas Hoban. Jennifer Moore. Mandy Countryman. Emily Burk. Jaime Blank. Rocky Comes. The third grade classes learn the multiplication tables. Michelle Proberts says, “We are learning the 28 multiplication facts. We learn one each school day. We started November 12 and we hope that we can have them all memorized by December 21. We have made flash cards with our times tables. “When we make a hundred on a flash card test, we get our names on the board. When most of us get our names on the board, we will have a party!” continues Proberts. They have also been studying tall tales. Peggy Shipp says, “Our class has been studying tall tales. A tall tale is bigger than your imagination. A tall tale isn’t true. “We have written a lot of tall tales. I like to write them. Tall tales can be funny, sad, or mysterious.” The second grade class also makes conservation posters. Michael Craft says, “We made conservation posters for the Edwards County Conservation District. They are judged at their annual meeting. “Conservation means to conserve natural resources. Natural resources are soil, water, air, minerals, trees, plants, and animals. The most important resources in this area are soil and water,” Craft adds. Above: Michael Craft studies world Above: Back: Nicky Werner, Darrin Hirsh. Glenn Lightcap. Mike Smith. John Wilkening. geography. Darlene Mathes teacher. Danielle Fairbank. Cory Hailing. Michael Craft. J.T. Wohlenhaus. Front: Chris Brown. Michelle Proberts. Peggy Shipp. Jason Perez. Dawn Maack, Caressa Brokar. Karen Kerns. 62 Southside musical takes audience on imaginary trip to North Pole December is a busy month at Southside. Everyone is working hard to get ready for the annual Christmas program. Darlene Weers, music teacher, and the students have been working on it for weeks. To begin the program, each grade sings Christmas carols. Then comes the main attraction, the Christmas musical. This year's musical is entitled, “The Elf Factory,” in which a group of children are curious to discover what really goes on inside the elves' workshop. Santa, played by Micheal Craft, grants the children their wish. The other elves sing songs and show the children how they do their jobs. Upper left: An elfish Jerry Bean waits patiently for his parents to arrive following the performance. Lower left: All lined up, Diana Lozano and Dustin Frost prepare to file onto stage. Upper right: Jaime Blank, asks Santa, played by Michael Craft, to let her take a peek at his workshop. Lower right: Two elves give the stamp of approval to their workmanship. 63 FORD MERCURY ANDERSON MOTOR COMPANY 302 East Sixth KINSLEY. KANSAS 67547 BUS. PHONE 1316) 659-2134 RES. PHONE (316)659 2490 Taylor and Sons, Kinsley - Agent Ms1 ’8 I INSLrEY, KANSAS Richardson Abstract Co., Inc. Abstracts of Title Title Insurance RAILROAD SAVINGS LOAN ASSOCIATION HOME OFFICE: NEWTON. KANSAS You’re Right On Line Li________________________d Becky Hornung Alicia Schmitt 218 West Eighth Street Phone (316) 659-2590 Licensed and Bonded Abstracters CONSTRUCTION CO. DIRT CONTRACTOR KINSLEY, KANSAS 64 316-659-3330 ‘Hello, Dolly’ is well received The stage at KHS was transformed into both New York City and Yonkers, New York this year as the KHS Music Department presented in November the musical, “Hello, Dolly. “I feel the musical was a success, says Jean Edney, KHS music teacher. “Although we could have used more time and people, I feel it went very well. Jena Velharticky shares the same sentiments. I felt it was a success but I think it will be better in the future. We have a lot of talent that just needs experience. Mrs. Edney feels that although the crowds could have been larger, those that came really enjoyed it. “I heard some very nice comments about the musical from those that attended. They felt it went very well and didn’t drag.” Velharticky agrees by saying, “The people who came really enjoyed the production.” Mrs. Edney feels the students involved with the musical were very patient and dedicated. We put in a lot of long hours. I counted up one day where I spent 14 hours at school.” Velharticky adds, It was an awful lot of work and sometimes you get tired of it, but it’s worth it in the end. Both Velharticky and Mrs. Edney have made several goals for next year. Velharticky says, We need to get more people involved especially in the chorus. Mrs. Edney’s goal concerns getting more people, starting earlier, getting more elaborate costumes, and advertising the musical more.” Concerning next year, Velharticky says, I will definitely be in the musical next year. I’m looking forward to it.” Mrs. Edney shares this optimism for next year. I would like to do either the musical ‘South Pacific' or ‘Oklahoma.’ Both of these would be good, but it all depends on the people.” Top: Cornelius Hackl. played by Gref? Short, orders a divine dinner for four. Above: Amy Livengood helps Barbara Zumwalt with her stage make-up. 66 Left: Horace Vandergelder. played by Shawn Bruce, shows his exasperation. Below: Ernestina Money, played by Barbara Zumwalt, helps herself to the wine. Left: Stacey Ryan. Kathy Heacock. and Michelle Hattrup prepares to go on stage. Above: Dolly Levi, played by Amy Livengood, points out the judge’s nose, played by Darrin Wire. 67 FRESHMEN Freshmen don’t usually have many chances to Ret involved. But this year, three freshmen-Rob Meeks. Shelah Shanks, and Greg Short -got involved in a big way. All three of these students played major roles in the production of Hello. Dolly.” Rob Meeks played Ambrose Kemper, a young man who falls in love with Ermengarde, played by Shelah Shanks. I liked my part, Meeks says. It was subtle but important, he adds. Shanks’ part was also to her liking. I liked my part because it was a humorous character part. I didn't really want a dramatic role. I think Ermengarde fits my per sonality better, she says. Her part, although not the lead, attracted special attention throughout the musical. “My character, Ermengarde, Shanks says, “cried through the whole musical. Sometimes crying for that length of time becomes an noying. That was probably the hard est thing I had to get used to. Meeks found his obstacle in the tricky moves of t he polka. “I didn’t know how to polka. But I had to learn it so that the dance competition scene would look realistic, he says. Stephanie Burkhart Marla Corwin Judi Craft Janell Cramer Jessica Farra Tamara Froetschner Heath F’ulls Curtis Gales Karen Gleason Michelle Hicks Dawn Hoban Vance Hornbaker Chad Hutchison Shawndel Konrade Scott Kuhn 68 Below: Myra Rucker applies the finishing touches to Greg Short before opening night. Above With a little help from a friend. Rob Meeks per fects his appearance for dress rehearsal. Scott Luthi Roblin Meeks Lisa Miller Scott Mucklow Michelle Perez a Darrell Peterson Wendy Quisenberry Lance Ramsay Kathy Schaller Dwight Schinstock Tina Schinstock Shelah Shanks Greg Short Lance Stegman Anita Watkins Eric Werner Michael Werner Scott Wetzel Dennis Wilson Jack Wilson 69 Candids Around School Above: Shawnol Konrade prepares for anoth or bus ride homo. Above: David Smith shows his laid back look. Above: Anna Baker relaxes during a quiet time at KHS. Above: Shawn Bruce works out a yearbook layout in publication class. Above: John Kelly and Mitchell Barnett enjoy the ride on the fire truck during the homecoming parade. 70 DISTRICT-WIDE KINSLEY-OFFERLE SCHOOL NEWSLETTER VOLUME 2. NUMBER 6 JANUARY 24, 1985 KINSLEY, KANSAS 67547 Speaker defines the A’s of communication: academic, actions, attitude Keith Moeller, director of Gateway Teens for Christ. Joplin. Missouri, knows what made him realize the importance of interpersonal communication: his involvement with his Christian faith. As he visited with the stu dents in the senior English class. Moeller stressed one point: I can’t preach to you about what moral values you should adopt. But I can tell you that there will be a price that you will pav for gelt ini' involved whether it’s in acts that benefit or destroy you. I’m concerned that you become what you want to be. not what others wan! you to be. Let people respect you for the person that you are. not for what they think you are or what they want you to be or do. Levels Communication reveals how one sees himself. According to Moeller, five possible levels exist. First, some individuals coni municate on the I am not’ level. They list what they are not. a more negative than positive ap proach. Second, some communicate on the emotional level in that when questioned as to how they are. they respond. I feel great or 1 feel terrible. The difficulty, according to Moeller, that these people face is that their emotions may go as a roller coaster sometimes up. sometime down. You define vour mood, and that determines how you trust people. Third, other individuals com municate hv saying. I’m doing this or I’m doing that.” This individual. explains Moeller, fills his time with activities; he could be doing this to wipe out personal concerns. He may want to ask. ’Why am I here?’ or 'Where am I going?', but for him to sit down and come to some answers, he probably won’t. He’ll say instead. 'I’m too busy.’ Fourth. some individuals communicate on the intellectual level: “I think I'm going to make it. This individual feels that if he has enough mental awareness of his situation, he can gain respect among his peers, find a job. meet his needs. The intellect here can become an end in itself.” says Moeller. The fifth level represents the honest perspective, the I am person. This individual. says Moeller, honestly knows him self. He knows if he’s tired, if he’s depressed, if he's excited about what is occurring in his life. And (Continued to page 741 Shanks describes local transportation system as ‘very efficient’; ‘permissive’ legislation gives drivers more discipline control How efficient is USD No. 347 transportation system? Last year’s transportation costs totaled about $K9.799. which is a very efficient trans port at ion system. says Robert Shanks, superintendent of USD No. 347. Eighty eight percent (88%� of the transportation costs are from state aid. Transportation costs per pupil for 1983 totaled $320.71. which is $73 per student below the average for Kansas. The state average cost computed on den sitv. meaning adjusted on a fac tor of people per square mile, was $588. Kinsley’s average was ad justed to a .55 density, which totaled $393 since the Kinslcv Offerle area is populated one half as densely as the slate average per square mile. Five regular bus routes, one town shuttle, and an athletic shuttle transport the students back and forth to school and the athletes back and forth for prac tires. Two special education buses transport students to Gar field as well as to the stale hospital. Mr. Shanks states, The only criticism we receive about the bus route system is that the buses go through the district with very few kids riding. But we are required by law to provide an eligible seat for everyone on the bus route whet her t hey ride or not.” Statute Until 1975 the transportation system statute for students of Kansas was “permissive. meaning students were permit ted to ride buses as long as rules were billowed. In the late 1970’s the law was changed. The state law stated that students had the right to ride the bus where the bus driver did not have full authority. The right law lasted until 1982 when the state legislature decided that the driver had no way to control behavior, so it was changed back to permissive.” Mr. Shanks comments. In the seven years that I have been superintendent of USD No. 347. there has never been an accident where pupils needed medical at lent ion. Stall law requires Kansas schools to carry an insurance policy, a minimum of $300,000. to cover possible injuries in ac cidents. Along with this policy. says Mr. Shanks, “we carry a two million dollar policy to cover all other possible liability matters. Every two years bus drivers must recertify bv taking an eight hour defensive driving course offered by the state trans port at ion and safet y commission in Topeka or by the local high way patrol. Yet if an accident did occur and the driver received a ticket, hi is suspended by law until the matter is resolved. The fault can be resolved in one of two ways: he can be found not at fault for the accident or he can lake training classes and become recertified. Superintendent of schools Robert Shanks commends the safety practices that the bus drivers of the district follow in transporting students: “In the seven years that I have been superintendent of USD No. 347. there has never been an accident where pupils needed medical attention. ’ 71 HIGHLIGHTING Effective parenting involves consistency with discipline (Editor's note: Keith Williams, srhool psychologist, serves the students in four school districts: Earned. Pawnee Heights. Mansion. Kinsley-Offerle. He devotes Monday and Friday each week to t'SI) No. 347. Telephone messages for him can be left at the office of anv public school attendance center.I The following list of parental attitudes and actions is a paraphrased collection of thoughts from many sources. Most of these thoughts have the only credential that counts; they have worked successfully. If I were to choose the most important keys to parenting, they would be love and consistent discipline. Most everything else seems to be an extension of these key elements. Perspective and humor are also key elements in child rearing. To maintain these, you need a “sounding board. someone to bouncy ideas off from. The role of sounding board can be filled by manv sources, but it is often good to go outside of the immediate family and friends. The school offers a wide variety of possible sounding boards: teachers, the principal, the counselor. These people are in the helping profession and could be a valuable resource to you. These are some important attitudes and actions that should result in positive behavioral changes. 1. Say exactly what you want to happen in positive terms. “You will pick up your toys before watching TV.M 2. Establish goals with specific time limits. Keep them simple and understandable and within the child's ability. “You are to make your bed before breakfast.” 3. Allow for logical consequences and let them happen. “If you had completed your homework. ou could have gone to the movies with your friend.” 4. Develop good listening skills. Pav attention to what your child says. I.earn to repeat bark what is said to vou. 5. Be gentle, but be persistent in what you have done. Hang in there.” 6. Teach respect by example. Y our child will learn from watching vou. 7. Be willing to admit mistakes. It may save your child from feeling that he has to be perfect. 8. Don’t let the urgent crowd out the important : dailv “junk can make vou lose sight of your goals. 9. Re-evaluate or re-think your actions. “How could I have handled that better or what will I do the next time?” 10. Point out good examples and praise good behav ior in your child. 11. I’m a quiet time (just before bed! to reemphasize positive things that happened or what you expect to happen tomorrow. 12. Remember, there is no greater respon sibility or task given than to be a parent. I invite parents to consider the merit of these 12 suggestions. Since each parent's role with children and teenagers differs and brings torth different responses, we need opportunities to share. What proves helpful to one parent or student needs to be shared . . . helping someone else. Therefore. I invite written responses or additional questions about these 12 suggestions. Spare will be available in future issues ol “Focus” foi a sharing of these questions and responses-with anonvmitv granted. Questions and responses should be mailed to Keith Williams. Kinslev High Srh � ol. Kin slev. Kansas 67347. Keith W illiams Srhool psvehologisf Counselor gives guidelines for selecting a post-secondary school; programs of study, tuition-lodging costs, campus facilities, people (Editor's note: In Issue V. published December 20. 1984. high school counselor Nadine I,. Stnllard began her discussion of four areas that a high sch« ol student should consider when selecting a post secondary srhool: programs of study, tuition lodging costs, campus facilities, people. Under the program of study. Miss Slallard urges the student not only to know his own in terests for study but also to examine the curricular programs and facilities of the various sch Mi|s. Miss Stallard's discussion con tinues.i Costs The topic of costs and the money required is really very much an individual matter. Some students tend to be I brill and make every cent count. They know where their money is spent. Others are less cautious w it h I heir funds. In schiwil expenses, one item which is probably pretty well fixed is the amount for tuition and or fees. You will determine almost all ot her expenses. If you live on campus at school housing and have your meals on campus also, t hat large port ion of your educational budget would be determined bv the charges of the school. However, if you plan to live off campus and plan either to plan and prepare your own meals or plan to eat out” all of the lime, you will find not only that expen ses will be greater than living on campus, hut may vary as you do or do not try to stay within a cor tain amount of money. Will you spend a lot of money on costs to travel to and from home? If you can share rides for these trips, this reduces the ex pensos and it is enjoyable to travel wit h friends. If you need financial assistance d«H� s the school participate in the various federally supported programs for either the vocational or for the regular school programs? If you need money, will you have to seek those funds from I he (iuaraiileed Loan funds or even from a com mercial bank? If you want to work, will there be a way for you to learn of em plovment? Will you have to drive to the job off campus, or does it seem likelv that employment could be available right there on t he school campus? Campus One other area really worth consideration is the campus « r the school itself. How did vou feel when vou first saw it? Was this a positive react ion? Did you find housing available right on campus? Was that housing clean? Was it adequately furnished? Was it sufficientIv roomy for you and a roommate? Did you learn that most students live right on campus or did it seem that many were from that town and were living at home and attending school during the dav or even during t he evening hours? What about some sort ol an area designated in the dormitory for quiet studv? Are students expected to use the sclu ol librarv for studv instead o| having space provided in tin dormitories? Was there an area designated for recreation such as game tables and lelev Non? What did it seem that students going to sch«� ol there d'd with their extra lime? That is the lime that they were not actually in classes, in Inlioralories. or working. Did the srhool spousoi and schedule some of the sports into an intramural program? Does the school sponsor ex«‘tirs'niis to its out of town games, to con certs, to skiing resorts? As the school officials described their extracurricular activities, did vou feel that some of (hem would interest you? • Miss Stallard's discussion on people will be presented in Issue VII ' 72 Its People... State piano festival participants stress dedication, involvement; local piano teachers contribute considerably to participants' quality Local participants agree: par ticipating in the state piano con test takes dedication and time. Paula Schaller. Shelby Shanks hot h juniors, and Shelah Shanks, freshman, are now adding the finishing touches to their selections for the February 9 Dodge City meet. Schaller will perform two selections: “Sonata in I) Minor by Scarlatti and Solfeggietto” bv Bach. Both selections, says Schaller. are of the Baroque period my favorite period of music. The harmony of this period is very precise: it reminds me of math. Frequently both hands don't plav the same, but the left hand is an accom paniment for the right hand and the music of the two hands bar monizes well. Having taken lessons since her second or third grade of school. Schaller describes the Sonata as having a lot of contrasts. The first part is very heavy with a lot of chords; the second part is light like a dance. Her main concern deals with the Bach selection because of its fast tempo. “I’m concerned whether the judges will accept il as fast as I play it. or should I play t he piece faster as il says at t he I op of t he sheet ? Shelby Shanks describes her selection of Four Anniver saries by Leonard Berstein as a contemporary selection having non harmonic, dissonant sounds with a lot of sevenths.” She continues. The music is fairly simple when compared to other selections, but it is harder because of the dissonant sounds, making it more difficult to get the right feeling. The selection has no expression marks: neither is the pedal marked. Shanks questions how well she might do at state music since the judges might discriminate against contemporary music. Her brother Shane introduced her to the selection. Because I like to try different pieces. she began working on this selection last fall. Shelah Shanks plans to per form two of the five selections connected with Bartok's Rumanian Dances. The two selections are both fairly short, but each one has its uniqueness. explains Shanks. The melody in the second one is what I like. The beat is in the left hand with the right hand carrving the melody w ritten in a 2 4 time. Loral teachers High school music teacher Jean Kdnev makes local arrangements so that these students can attend the state festival, but as Mrs. Kdney sa s. The private piano teachers that the students have are the one-; who do the work wdth the students. who provide the necessary weekly direction. Mrs. Leslie Kilgore teaches Shelby and Shelah Shanks: Mrs. Harlow Anderson teaches Schaller. Both teachers live in Kinsley. Mrs. Kdney explains the guidance that these piano teachers provide: The selection of music should take place three or four months ahead of the festival date. Preparation takes a long time. The student must not only play the selection musically correct, but must also feel the style and meaning of t he music. Preparation Schaller emphasizes the dedication involved in preparing a selection for contest. One can't spend a week on the selection and expect it to be ready. I prac lice each piece five times an evening. Before I play. Schaller con tinues. I try to play by memory. When you play a piece so many times, you begin to hear where each sound is to go. If I get stop ped in one place as I play from memory, it's because I can’t hear that part in my mind yet. Shelby Shanks agrees with Schaller that memorization oc curs most easily by playing the selection over and over. At the time of the final per formance, Schaller. who perform ed at state festival one other time, stresses remaining calm and confident: “When you go out on that stage, you have to keep a positive mental attitude. You can’t let the judges. the auditorium, or someone in the audience worry you. The possibility of failure is reduced if he has devoted ample time to mastering the elements of the selection: fingering, tempo color, rhythm. As she practices for state festival. Paula Schaller says. “The longer that you work with a piece, the more things you notice about it. Time helps you bring out those qualities so that others notice them right away. Going to state piano festival. . . . takes selection, preparation, dedication, and per formance. VIrs. Jean Kdnev . . . takes a lot « f preparation time Memorizing, technique, and speed are very important Paula Sc haller . . . takes practice . Practice is the main thing if V4� u’re going to gel a pie ce ready. Shelah Shanks . .. take s a lot of prachYe lalso time1 and a tremendous amount of effort. She lb Shanks 7.3 . . . and Its Programs r Survey indicates buying power KHS students do have a buying power as indicated in a recent market survey. Students gave information such as how much they spend monthly on the average from their own income. These items included: clothing, entertain ment. cosmetics and sundry items, music, gifts, hobbies, transportation, and food. Of the 31 seniors. 17 respond ed. On the average, a senior spends the following amounts on the items listed: Clothing. $22.65; entertain ment. $13.12: cosmetics and sun dry items. $7.76: music. $8.35: gifts. $21.88: hobbies. $7.06: transportation. $27.76: and food. $13.18. Of the 37 juniors. 27 respond ed. On the average, a junior spends the following amounts on the items listed: Clothing. $33.46; entertain ment. $23.00; cosmetics and sun dry items. $8.62: music. $15.57: gifts. $50.81: hobbies. $8.88; transportation. $34.40: and food. $17.81. Of the 25 sophomores. 19 responded. On the average, a sophomore spends the following amounts on the items listed: Clothing. $7.89: entertain ment. $8.73; cosmetics and sun dry items. $5.63: music. $5.11: gifts. $25.42: hobbies. $3.05: transportation. $25.42: and bind, $7.89. Of the 37 freshmen. 37 respond TABLE1 Average Monthly Buying Power Per Student IN = 100 students! CLOTHING purchased by students....................$ 24.47 ENTERTAINMENT movies, magazines, books, bowling, and etc...............$ 15.00 COSMETICS SUNDRY ITEMS health aids, haircuts. styles, and etc.....$ 6.88 MUSIC tapes, albums, and music lessons............$ 12.01 GIFTS birthdays. Christmas, showers...............$ 31.72 HOBBIES - horses, stamps, posters, and misc.......$ 6.54 TRANSPORTATION gasoline.oil, maintenance..........$ 23.86 FOOD snacks, drinks...............................$ 13.77 Michelle Hatlrup. senior, examines apparel at a local store. ed. On the average, a freshman spends the following amounts on the items listed: Clothing. $22.03: entertain ment. $12.23; cosmetics and sun dry items. $6.08; music. $15.11: gifts. $28.00: hobbies. $6.64: transportation. $13.54: and food. $14.78. Several students indicated financial help front parents. The survey also asked the students how involved they were with sports. The sport attracting most student participation is basketball, followed by football and volleyball. This financial data could prove useful to local business people who cater to the interest of the students. ------------------1 If l'UJ| .,| 11V d • s | Ml � 'I� M Students enter oratorical, essay projects Five Kinsley High School students participating in language arts contests have received local recognition during the last month and now become eligible for competition on the state level. Shelby Shanks. Paula Schaller. and Rowdy Meeks, juniors, became first, second, and third place winners respectively in the local Voice of Democracy «V()I)‘ national broadcast script writing scholarship program sponsored by the Veterans of Foreign Wars of the United States and its Ladies Auxiliary. Lisa Anderson and Shane Miller, seniors, wrote winning essays submitted this past month to state level competition of the Masonic Lodge essay contest on the topic of prayer in the public school. As first place winner. Shanks' script dealing with “My Pledge to America” now goes to district level competition. Writers of scripts submitted from the state level to the national level become eligible for scholarships totaling $32,500 as well as a trip to the nation’s capitol. Lm-al Masonic Lodge members chaired bv Wayne Rarngrovcr. Kinsley, read essays submitted by the 24 members of the English 12 class on the topic of prayer in the public school. The committee chose Anderson’s 1.000 word essay to represent the female division. Miller's to represent t he male di isjon. These two essays now com pete on the state level for scholarship funds for students in beginning |misI secondary education programs. ‘I am’ person considers long-term consequences; individual can relate positively to authority figure (Continue) he can sense if other people really care for him. When he finds that person, this individual will honestly communicate to the other.” Moeller discussed several ways how the individual com municates reveals how honest and open he is with himself. First, the I am person finds himself asking this question. What’s in my orange today?”, the image Moeller uses to stress this point: An individual re sponds more honestly when under pressure. When an orange is squeezed, orange juice conies out. When you squeeze a sponge, what comes out depends on w hat is in it. When someone or something squeezes you. what comes out is likely your true self whether it be anger, acceptance... . Second, the I am person realizes the value of longterm thinking; he sets goals for him self and moves in fulfilling t hem. This individual.” explains Moeller, thinks about long term consequences. He tries to see what could happen by selling the future on the altar of the present. So if your goal is set. what do you have to do today to get down the road to that end? t from page 71) Third, the 1 am person has an ability to relate to aut horit Every individual has to relate to authority in some way. regard less of his age. says Moeller If you students haven't developed an effective relation ship with your parents, then I urge you to do so. If this effec tiveness is not there, then I predict that you will have trouble developing respect with any source of authority Respect for authority will teach you more than any other factor I know The language one uses reveals himself his goals, his desires, his ideas about people I'erhaps Moeller’s definition of the I am person reveals best his image of the individual who communicates most effectively: Humility best describes this person. He esteems another in dividual better than himself. He commits himself to this other in dividual with a non self defensive spirit. Personal involvement with the Christian faith made Moeller aware of the three A’s of life: academic, actions, attitude. At titude remains the crucial one as that determines whether one accepts or rejects opportunities for dialogue. 74 K H S Sports Candids Above: Coach Jim Kuhn and assistant coach Don Stuart watch the action of their football players. Above: Danny Espinosa. Troy Leith, and Mark Poer participate in the cheerleading competition at a pep rally. Left: Anna Baker, Michelle Domme, and Leann Schuette take a break during a volleyball match. Above: Jamie Craft awaits the serve of Barbara Zumwalt during volleyball action. Above: John Davis takes a break from the cold night in the concession stand. 75 SOPHOMORES In the spring of 1984, the State Department of Education ruled that credits required for certain educational courses be increased. Annie Liberty, sophomore, says, I think the extra required credits will help students achieve the necessary credits for graduation. It may also introduce students to new classes that they wouldn't have taken otherwise.” The courses effected by this changed ruling were those of mathematics, science, and the social sciences. An additional credit of each was added to a student’s previous requirement, making it now necessary for high school students to have two units of mathematics, two units of science, and three units of social science to meet state graduation requirements. Local school districts have, of course, the option of requiring additional units of these and or other subjects. Above: Brad Scott and Brian I.audick play lively music at one of the high school dances. Brad Ragbv Glenn Barnes Jennie Coss Cheri Cummings Steven Domme Jon Farra Scott Gleason Kathv Heacock Karl Hetzel Shawn Hicks PT%. L,eann Kallaus John Kelly 76 Left. Kathy Heacock dresses up to get into the spirit of Halloween. Above: Laura Kersting enjoys a five minute break from her work shift at Mr. Squeaky's. Mindy Kerns Laura Kersting Annie Liberty Nyla Myers Tanya Newcome Valerie Olsen Brad Putter Corey Sanders Brad Scott Stacey Ryan Rick Stegman Gena Velharticky Darrin Wire 77 JUNIORS Involvement and responsibility are two words that describe the junior class. The first responsibility a junior faces is how to pay for the class ring that he or she ordered last year. Lisa Hornbaker, member of the junior class, says. “A lot of respon sibility is involved because you have to figure out a way to save the money you need to pay for the ring. Another responsibility involves the selling of magazines subscrip tions to raise money for prom. The sales weren’t as high this year as in previous years. Kandie Maley, member of the junior class, states. Selling magazines took a lot of time and Troy Adams Etta Raker Tim Baker Steven Barnes Mitchell Barnett Mike Bowman Joe Brake Shawn Bruce 1 f __________ • Bob Cain Rene’ Corwin Michelle Domme Derek Fagan Tonya Froetschner Belinda Fry Tony Gales David Graff Jon Herrmann Lisa Hornbaker responsibility. One had to be careful not to lose any of the papers or especially the money. The money earned from magazine sales is mainly used to pay for prom. Planning of prom takes a lot of time and involvement. The juniors have mixed feelings about prom. Some want a band and others want a disc jockey. A few members even think there should be a fee to get in. The counselor recommends that one takes speech as a junior. Most of the juniors like speech class. Darryl Schaller, member of the junior class, states. “Speech class can be a lot of fun. Some of the speeches given are really funny.” 78 Above: Sheila Werner and Kandie Maley pursue their second favorite pastime studying; their first is anything else. Above Mark Poer reads the funnies while pretending to complete an assignment. Below Lisa Hornbaker. Belinda Fry. Stephene Westhoff. Dawn Merritt, and David Graff prepare to pay for their class rings. Michelle Kelly Brian Laudick Kandie Maley Howdy Meeks Dawn Merritt LuAnn Poer Mark Poer Barbara Rush Darryl Schaller -a Paula Schaller Leann Schuette Shelby Shanks Rusty Smith Rod Spong Melanie Wear Sheila Werner Stephene Westhoff Dale Wetzel Davean Whipple 79 The Kinsley Coop Exchange 659-3651 The Kinsley Bank: C vr . 67547 Tk e utk one uUffliug la lake slept etmgh one Ike am uik each the lap £ioa Andmon Randy Hutckbon Aim Bakm [Hike Kelly Tluu uw Beutiu Wte£«da Kinkhide Vciguua BPanlon Kanen Kohl Fnanm Blake Tnoy Leilh ftaniie Ct4t Awy Livenyood Daiwy £ f iwwa SJumc [Kilim Verne GCaje Batty Mucklow 9eM Gkaooii Caihyn Haa Rodney Haluym tyekn Reiliny flan Hatlnup Kent Sckallm Michelle Hatlnup Vaniel Shell Raimi Headiiek Batkta tyumwall IHany Uieyna Amanda Hel el Ron Wetzel Slein Hoymyn Knioti William anauutihuihUu Btue vue The Oom Oh 1985 Robbie Headrick Tte CIm of 1985: 9Htptmum “Some of the class will go a long way; others won’t go anywhere. Some have decided what to do; some haven’t. Overall, I’d say they are a mighty successful class.” --Robbie Headrick, class president “They are near the end of their school experience, an experience of learning and socialization. In this job, you work with people, young people, people approaching adulthood. This job has few rewards other than hoping you have had some effect on these young people, hopefully positive. But as much as you hope they learn from you, you hope you never stop learning from them.” -Donald Stuart, KHS teacher Donald Stuart “I think first of all the disparity within the class. By disparity I mean diversity of interests, of aptitudes, probably backgrounds. It would seem that the members of the class of 1985 are likely to become very worthwhile persons, good citizens of our nation and of the community in which they will eventually reside.” --Nadine Stallard, KHS counselor Nadine L. Stallard “I believe you people are going to re-arrange our priorities as a nation and stop the senseless arms race and see the needs in this world and do something about them. I’m afraid most of my generation have not set a very good example for you. Please try to overcome what we have done to our ‘Spaceship F.arth.’” -Joe Hamm, Kinsley 82 “The senior class of '85 has had many changes throughout the years. But because of these changes they have become brighter and better citizens, a great asset to our community.” -Ruth Hattrup. Kinsley Dana Kandei “The graduating class of 1985 is the first class that I have had during all four years of their high school career. So, I have my personal feelings that they are my” first complete class at Kinsley High. Probably the most enjoyable aspect of being with this class over a four-year time period is getting to watch you develop from followers to leaders-the struggles and pains that growing in such a manner causes, and the triumph of completing vour goal of graduation. Good luck to all of you in the rest of your life.” —Dana Randel, KHS principal Ruth Hattrup “You each have within you what it takes to succeed and to achieve whatever you wish. I challenge each to decide what you want and then to set your goals and know in you mind that it will happen. The one to convince that you will achieve is yourself. Therefore, with your goals, don't say, ‘I hope to . . .,’ but say, ‘I have... ”’ -John Ploger, member Board of Education Mary Ellen Schinstock “I hope that I have had a positive influence on the young ladies that I had of the senior class. I tried to help them become aware of and work to their greatest potential. I also tried to make them believe that failure wasn’t bad if they had done their best. Failure wasn’t to become a way of life though.” -Lyndel Adams, OMS teacher I.vndel Adams John Ploger “There are the kinds who are working hard to succeed in school and make something of their lives while others just seem to float. It’s like the old saying - ‘The more things change, the more they stay the same.’” -Mary Ellen Schinstock, KHS secretary 83 familial £kItieA ... August 1981 Today was my first day of school. It was so exciting and yet scary, all those seniors staring at me. We stuck together and tried to stay out of their way-and on the right side of the hall away from them! There are so many people and it is so loud. How I wish I was a senior! Then I could be the one on top. October 1981 Homecoming was wonderful! It was so much better than that embarrassing “freshman mixer.” We had to push peanuts with our noses!!! Back to homecoming. . . It was beautiful. The candidates that walked dow the aisle during the assembly seemed so grown up. Salley Miller Rose made a beautiful queen. And going to my first high school dance made me feel like an adult, almost. Why does grow ing up take so long? December 1981 My first freshman basketball game was tonight. We blew it. We were so bad. I don't even remember the score--that or I didn't look. Spearville had that girl that stands 6’ 1”. I had to guard her. That was a laugh. I can't wait to play varsity. When you are on varsity you are always suppossed to win, aren't you? 1981 Space shuttle Columbia's maiden voyage President Reagan takes office Sandra I)av O’Connor becomes the first woman on the Supreme Court Prince Charles marries Princess Diana President Reagan Shot January 1982 We started driver’s education today. I can’t wait to drive. But we have to spend three or four weeks just preparing. It’s rotten. February 1982 Mid-winter is nice too, just not as formal. It snowed and the ground is covered in a layer of snow. It sure made a nice atmosphere for the dance. I just wish that boy that wore the blue suit would have asked me to dance. I wonder if I would be too forward to ask him for a date? But my parents won’t let me until I’m sixteen. W hy can’t I grow up? April 1982 I got my driver’s license today! I wish I wouldn't have hit the pole backing out of the driveway though. The grass is getting green. I’m so glad. I'm ready for summer to get here. I 1982 First annual outhouse races at Offerle After-Harvest Festival Cedar's of Kinsley opened Invention of the artificial heart Mt. St. Helens erupts Extra-strength Tylenol poisening May 1982 The seniors are gone. Believe it or not I miss them. The halls feel so empty. I’m no longer on the bottom of the totem pole. I’m going to be a big, bad sophomore, but only if I can get my enrollment for next year figured out. I’ve tried four times and every time something is wrong. August 1982 Well, I finally made it. I’m a sophomore. No more freshman worries, no more walking down the halls trying to dodge seniors, worrying about upperclassmen picking on me. I’m a real part of this high school now and I intend to make the most of it. Above: Danny Espinosa attempts to understand psychology. September 1982 Well, this year is really starting to roll now! We had our first dance, the freshman mixer, but somehow it was a lot more fun this year watching the freshmen rather than being one. The soap scrimmage is also history now. It was a lot of fun but it was especially nice getting a chance to show the home crowd what they have to expect this season. October 1982 Homecoming was really nice this year. Some of us even took a chance and asked upperclass girls to dance. The week before the game was the most fun, however. Seeing everyone dressed up in different ways and getting all keyed up about the weekend’s events really added to the feeling of homecoming. November 1982 Kinsley High recently put on its production of “No, No, Nanette”. It was really good and everyone in the cast had a good time doing it. Other than that we had our Thanksgiving vacation. It was sure relaxing but it makes it hard to get back into the swing of school. (Continued to page 93) 84 Top: Ginny Blanton smiles as Patsy Fredelake adds extra hair for Blanton's performance in the musical. Hello. Dolly! Above: Shane Miller works on a program in computer class. Top: Mandy Hetzel erases a mistake while working after school. Above: Preparing for her sewing assignment, Frances Brake gathers equipment. 85 Lisa Anderson Anna Baker Thomas Bentin Virginia Blanton Frances Brake Jamie Craft 86 Danny Espinosa Denise Glaze Jeff Gleason Rodney Habiger 87 Jan Hattrup Michelle Hattrup Robert Headrick Amanda Hetzel Stein Hoymyr Kandy Hutchison Mike Kelly Melissa Kirkbride 88 Amy Livelihood Shane Miller Barry Mucklow Cathryn Nau 89 Ron Wetzel Kristi Williams Above: The senior sponsors. Back: John Maack. Galen Boehme. Front: Bobbie Lewis, Norma Murphy. Above: Fourth: Kent Schaller, Troy Leith, John Reiling, Dan Streit, Rod Habiger, Barry Mucklow. Third: Danny Espinosa, Shane Miller, Thomas Bentin, Stein Hoymyr, Robbie Headrick, Mike Kelly, Randy Hutchison, Cathy Nau. Second: Ginny Blanton, Denise Glaze, Lisa Anderson, Jamie Craft, Mandy Hetzel, Ron Wetzel, Jan Hattrup. Front: Kristi Williams, Anna Baker, Mary Vieyra, Barbara Zumwalt, Michelle Hattrup, Frances Brake, Karen Kohrt, Amy Livengood. Not Pictured: Jeff Gleason, Melissa Kirkbride. 91 Top left: Mike Kelly determines the amount of homework he needs to take home. Top right: Danny Streit finds studying easier in an empty hall. Above left: Barbara Zumwalt puts on the finishing touches for the musical, Hello. Dolly!” Above right: Amy Livengood catches the photographer catching her. 92 Above: Mrs. Korf helps seniors fill out registration forms. (Continued from page 84) December 1982 Mid-winter services were held recently. Everyone seemed to be ready for it; a little morale builder was just w hat we needed. Christmas vacation will be here soon: I can't wait. I think a nice long vacation will be just what I need to help me make it through the year. February 1983 We had our Valentine's Day dance here. It was a lot of fun but you could certainly tell which people were the “valentines ; every effort was made to stay away from these people. March 1983 We started our fund raising project, selling candy bars. I am not too excited about the idea of trying to sell people candy but I guess I can give it a shot. I mean who knows-it might be easy. May 1983 Well, we finally got to order our class rings. It would be nice if they got here this year too, but I guess we can wait until next year. All in all it's been a good year and as it comes to a close I can’t help wondering how next year w ill be. August 1983 Well, here I am again. Will this school business never cease? At least now I’m an upperclassman. I can pull rank and enjoy myself, or something. The feeling of newness had definitely worn off. I feel like this is “old hat” for me now. I’m ready to move on. September 1983 I got my class ring and it is gorgeous. I had no idea of how it would turn out. I took a gamble and put my birthstone in it. I have the ugliest birthstone, but it turned out very nice. I groaned when I wrote the check. One hundred seventy five dollars does not come cheaply. I sure hope this piece of jewelry is worth the price. November 1983 I gave my class ring to that wonderful 1983 Kinsley Theater Group formed Medical clinic built Barney Clark receives artificial heart Sally Ride becomes first U.S. woman in space Space shuttle Challenger completes maiden voyage bov that sits next to me in English and he lost it!!! He had better hope he finds it, or he’s going to be sorry. December 1983 Christmas is here. Finals are coming and our sponsor want final plans for prom before vacation begins. I sure hope someone knows what is going on. January 1984 The new year is here. Big Brother is watching us. That is exactly how I feel. I wish this were mv senior year. I want out. I hope this new year is better than the last. ... $immI Eulnm April 1984 Prom was the best ever. “Puttin' On the Kitz’’ was a fantastic theme. I was told by some people it was the best they have seen in years. We all worked so hard. It was worth while. August 1984 Here it is my senior year already (I thought it would never get here). I can’t wait for graduation but there are a lot of decisions to be made before then. I guess this is when it all comes together. We’ve got to be ready to accept the consequences of our decisions. December 1984 Our ACT scores have been received. I was quite pleased with the results. This really puts the pressure on. I should be making career decisions but there are so many options. Do I enter the job market, and if so, do what? Do I go to college, and if so, aim for what career? Do I join the military, and if so, which branch? I need to start making arrangements. March 1985 Decisions have been made now. For many of our class the future has been all planned out. Most of us know where we will be in the years to come. May 1985 Graduation - it’s hard to believe. An important part of our lives is now over. I must believe, however, that it is not. as som fear, the beginning of the end. It is, and must be, the end of our beginning. It’s time now to show what we are made of. 1984 RIF program begins Doctor McKim leaves Kinsley Los Angeles hosts Olympics President Reagan reelected Bill Schraeder receives seconc artificial heart implant Elaboon heart implanted in Baby Lsi___________________________— 93 —Tk« l kiemmk o|i Ike CCom Wcwkw— Lisa Lianne Anderson: Academic contest 2, 3, 4; band 1, 2, 3, 4; basketball 1, 2, 3; class officer 1; debate 1; Egghead Banquet 1, 2, 3, 4; forensics 1, 2; Girls’ Athletic Association 1, 2; intramural sports 1, 2; mock homecoming candidate 4; mock homecoming royalty 4; National Honor Society 2, 3, 4; pep band 1, 2, 3, 4; Pep Club 1, 2, 3, 4; school play musical 3; Student Council 3, 4; Stuco officer 3, 4; student of the nine weeks 1, 2, 3, 4; track 1, 2, 3, 4; volleyball manager 1, 2, 3; “Who’s Who Among American High School Students” 3; wrestling statistician4. Anna Marie Baker: Basketball manager 1, 2; Coyote Pack 3, 4; Egghead Banquet 1, 2, 3, 4; Future Homemakers of America 3; Girls' Athletic Association 1, 2; intramural sports 4; Kayettes 2, 3, 4; Kayette officer 4; Pep Club 2, 3, 4; school play musical 2; student of the nine weeks 3; track 1; volleyball 2, 3, 4. Thomas Bentin: Basketball 4; football 4; mock homecoming candidate 4; joined the class his senior year, 1984-85, from Copenhagen, Denmark. Virginia Y. Bianton: Academic contest 2, 3, 4; accompanist 1, 2, 3, 4; band 1, 2, 3, 4; basketball 1, 2, 3, 4; cheerleader 3; choir 1, 2, 3, 4; class officer 1, 2, 3; community band 2, 3, 4; Egghead Banquet 1, 2, 3, 4; Girls' Athletic Association 1, 2; intramural sports 1, 2, 3, 4; jazz band 1; Kayettes 1; mock homecoming candidate 4; musical ensemble group 1, 2, 3, 4; National Honor Society 3, 4; pep band 1, 2, 3, 4; Pep Club 1, 2, 3, 4; Pep Club officer 2; prom server 2; publications 4; school play musical 2, 3, 4; soloist 1, 2, 3, 4; Student Council 1, 2, 3, 4; Stuco officer 4; student of the nine weeks 2, 3; volleyball 1, 2; “Who’s Who Among American High School Students” 3. Frances N. Brake: Basketball 1, 2, 3, 4; choir 1; Egghead Banquet 1, 2, 3, 4; flag corps 4; Girls’ Athletic Association 1, 2; Girls’ State 3; intramural sports 3; Kayettes 1, 2, 3, 4; Pep Club 1, 2, 3, 4; Pep Club officer 3, 4; school play musical 2; student of the nine weeks 2; twirlers 1, 2. Jamie Marie Craft: Coyote Pack 3, 4; Egghead Banquet 1, 2, 3, 4; Girls’ Athletic Association 1, 2; homecoming candidate 4; intramural sports 4; Kayettes 4; Pep Club 2, 3, 4; prom server 2; Student Council 3, 4; student of the nine weeks 2; volleyball 1, 2, 3, 4. Denise Dawn Glaze: Band 1; choir 1, 2,3,4; Coyote Pack 3, 4; Girls’ Athletic Association 1, 2; intramural sports 3, 4; Kayettes 1, 2, 3, 4; mock homecoming candidate 4; musical ensemble group 2, 3, 4; pep band 1; Pep Club 1, 2, 3, 4; Pep Club officer; school play musical 3; volleyball 1, 2, 3, 4. Daniel V. Espinosa: Basketball 1, 2, 4; class officer 2; Coyote Pack 4; football 1, 2, 4; homecoming candidate 4; intramural sports 3; prom server 2; track 1. Jeff Gleason: Basketball 1; choir 1; golf 1, 2; wrestling 2, 3. Rodney Edward Habiger: Basketball 1; choir 2; school play musical 1. Jan M. Hattrup: Academic contest 2, 3, 4; cheerleader 3, 4; choir 1; Egghed Banquet 1, 2, 3, 4; Girls' Athletic Association 1; intramural sports 3; Kayettes 3; National Honor Society 2, 3, 4; Pep Club 2, 3, 4; Pep Club officer 4; student of the nine weeks 2, 3,4; volleyball 1, 2. Michelle Lynn Hattrup: Academic contest 1, 2, 3, 4; basketball 3, 4; cheerleader 1, 2, 3, 4; choir 1, 2, 3; class officer 2, 3, 4; Coyote Pack 4; Egghead Banquet 1, 2, 3, 4; Girls’ State 3: homecoming candidate 4; intralmural sports 3, 4; junior usher 3; Kayettes 1, 2, 3; musical ensemble group 3; National Honor Society 3, 4; Pep Club 1, 2, 3, 4; prom server 2; school play musical 2, 3, 4; student of the nine weeks 2, 3; volleyball 4. Robert K. Headrick: Academic contest 2, 3, 4; basketball 1, 2, 3, 4; choir 1; class officer 4; Coyote Pack 3, 4; Egghead Banquet 1, 2, 3, 4; golf 1, 2, 3; mock homecoming candidate 4; publications 4. Amanda C. Hetzel: Academic contest 1, 2; band 1, 2; cheerleader 1, 3, 4; choir 1, 2, 3, 4; class officer 3; Egghead Banquet 1, 2, 3, 4; Girls’ Athletic Association 2; homecoming candidate 4; intramural sports 1, 2, 3; Kayettes 1; musical ensemble group 1, 2, 3, 4; pep band 1, 2; Pep Club 1, 2, 3, 4; Pep Club officer 4; prom server 2; school play musical 2, 3; track 1; volleyball 2; “Who’s Who Among American High School Students” 3; wrestling statistician 2. 94 —'Tke AcJofiU€Mt€ufA oj fkc Wiewim— Stein Hoymyr: Football 4; mock homecoming candidate 4; track 4; joined the class his senior year, 1984-85, from Oslo, Norway. Randy Lee Hutchison: Football 1,2; wrestling 1,2, 3. Mike H. Kelly: Band 1, 2, 3, 4; basketball 1, 3; choir 1, 2, 3, 4; Egghead Banquet 4; musical ensemble group 1, 2, 3, 4: pep band 1, 2, 3, 4; school plav musical 4; soloist 2, 3, 4; track 1. Melissa M. Kirkbride: Academic contest 2, 3; accompanist 4; band 1, 2, 3, 4; basketball manager 2; choir 2, 3, 4; community band 2; Coyote Pack 3; debate 3; Egghead Banquet 3; Future Homemakers of America 1, 2, 3; Girls’ Athletic Association 1, 2; Kayettes 2, 3, 4; Kayette officer 3, 4; musical ensemble group 2, 3, 4; pep band 1, 2, 3, 4; publications 3; school plav musical 2, 3; soloist 2, 3, 4; Student Council 4; Stuco officer 4; student of the nine weeks 2; track 1, 2. Karen E. Kohrt: Choir 1, 2, 3; Kayettes 4; Kayette officer 4; soloist 3. Troy William Leith: Basketball 1, 2, 3, 4; class officer 1; Coyote Pack 3, 4; Coyote Pack officer 4; football 2, 4; homecoming candidate 4; homecoming royalty 4; K-Lettermen 2; prom server 2; track 1; “Who’s Who Among American High School Students” 3. Amy Lynn Livengood: Academic contest 2, 3, 4; accompanist 1, 2, 3; band 1; cheerleader 1, 2; choir 1, 2, 3; Egghead Banquet 1, 2, 3, 4; forensics 1, 2, 3, 4; intramural sports 1, 2; Kayettes 1; musical ensemble group 1, 2, 3; pep band 1; Pep Club 1, 2, 3, 4; piano contest 1, 2; school plav musical 2, 3, 4; soloist 1, 2, 3; “Who’s Who Among American High School Students” 3. Marion Shane Miller: Band 1, 2; class officer 1, 2; Coyote Pack 3, 4; Coyote Pack officer 4; Egghead Banquet 2, 3, 4; football 1, 2, 3, 4; golf 1, 2, 3, 4; junior usher 3; K-I.ettermen 2; mock homecoming candidate 4; mock homecoming royalty 4; prom server 2; Student Council 4; student of the nine weeks 1, 2; wrestling 1, 2, 3, 4. Barry G. Mucklow: Football 1; joined the class his senior year, 1984-85, from Loveland, Colorado. Cathryn J. Nau: Band 1, 2; choir 1; Future Homemakers of America 1, 2, 3; flag corps 4; intramural sports 3; Kayettes 1, 2, 3, 4; Kayette officer 4; pep band 1, 2; Pep Club 1, 2, 3; twirlers 2, 3; joined the class her freshman year, 1981-82, from Laramie, Wyoming. John Alan Reiling: Academic contest 1, 2: basketball 1; Egghead Banquet 3, 4; football 1, 2; publications 4; track 1; joined the class his junior year, 1983-84, from Pratt, Kansas. Kent Allen Schaller: Basketball 4; choir 1; class officer 1, 2, 3, 4; Egghead Banquet 4; football 1; homecoming candidate 4; K-Lettermen 1; prom server 2; school play musical 1; Student Council 1, 2, 3, 4; student of the nine weeks 4; track 1. Daniel Leo Streit: Academic contest 1; band 1, 2, 3: basketball 1, 2, 3, 4; class officer 4; Egghead Banquet 2, 3, 4; football 1, 2, 3, 4; homecoming candidate 4; musical ensemble group 3; pep band 1, 2; school play musical 3; “Who’s Who Among Amerian High School Students” 3. Mary Elizabeth Vieyra: Basketball 2. 3,4; choir 1; Girls’ Athletic Association 1; homecoming candidate 4; homecoming royalty 4; Pep Club 1, 2; volleyball 1, 4. Ron W etzel: Basketball 1, 2, 3, 4: homecoming candidate 4; prom server 2. Kristi Lynn Williams Barbara Ann Zumwalt: Academic contest 3; band 1; basketball manager 1; choir 2; Coyote Pack 3, 4; Coyote Pack officer 3, 4; Egghead Banquet 3, 4; flag corps 4; forensics 3, 4; Girls' Athletic Association 1, 2; Kayettes 2; mock homecoming candidate 4; pep band 1; Pep Club 1. 2, 3, 4; school play musical 2, 3, 4; track 1, 2, 3, 4; volleyball 1,3. 95 Congratulations Kent! From Mom. Dad, and Kathy Ward's Body Shop 504 Niles Kinsley. KS z Julie' Congratulations, Jeff Kinsley Electric and Irrigation 626 Colony Kinsley, Kansas 67547 Congratulations. Babbs! Bob Zum wait Ben Short Congratulations, l-isa! Mom, Dad, Scott CONGRATULATIONS, Jamie (Jay) Love. Dad and Mom 96 MIDDLE SCHOOL Twenty-one fourth graders entered Mary Kallaus' room. Some came eagerly, some hesitately, but all wondered about the middle school adventure” that they were beginning. The year seemed to fly by as we prepared for the spelling bee, the district math contest, improved our general academics, and tried our hand on the computers. The students offered these comments about life at the middle school: Eric Kirk: The bus drivers are nice.” Kim Smith: “I’m glad I don’t have to ride the bus so far.” Jason Cornelius: “Our Christmas party was great because we watched a film, ate popcorn, and drank pop.” Molly Ploger: I like the bus ride with all of the kids and also the nice gym.” Tod McKinney: “I like learning about math and playing in the gym.” Ryan Strate: “Walking to the lunchroom is better than riding a bus. Erica Froetschner: “I’m glad Mrs. Weers can still teach us music because I think she is great!” Kelsie Wire: “The Kansas Day display was fun and interesting. -The fourth grade Right: Eric Kirk cheers his team on during a game of kick-ball. Below: Carla Swinney, Heather Smith, Kim Smith. Heather Ploger. and Molly Ploger enjoy a recess period on the slide. Back Kim Smith. Heather Ploger. Matt Froetschner. Eric Kirk, Heath Brook. Erica Froetschner. Jason Corneluis. Chris Bargmann. Middle: Mary Kallaus - teacher. Tod McKinney. Kelsie Wire. Bobby Prince. Heather Smith. Eric Kerns. Molly Ploger, Carla Swinney. Bottom: Matt Luthi. Ryan Strate. Shawn Panzer, Paul Schmidt, Bryan Mueller. Dustin McAfee. 98 Back: Charles Henderson, Jason Cooper, Dustin Davidson, Dustin Shepard, Renee Overstreet, Christy Hailing, Shelley Mundhenke. Middle Randy Deniston, Craig Mathews. Brian Gumpen berger, Jennifer Groen, Heather Smith, Justin Panzer. Bottom: Toni Neilson, Jack Cramer, Dale Ramey. Libby Snodgrass, Lois Behnke • teacher. Not pictured: Menno Peters. Fifth grade has had a highly mobile year. We began with 18 students, but this decreased to 16 when Kathy Kregar became ill and Heather Smith moved away. Kathy was in Denver, Colorado, until shortly before Christmas; when she returned, we had another student, Josie Farra. Kathy’s illness was diagnosed and treated and she also had surgery, and during this time, she was in everyone’s thoughts and prayers. Second semester, Menno Peters from Canada joined us in time for our Kansas Day celebration. Josie Farra and Jennifer Groen moved, so the class totaled 17. Most of the year was spent in academic activities, but we prepared booklets and projects for the learning fair. We also worked for the LaCrosse Music Festival, and we sent representatives to the spelling contest and the mathematics contest. We enjoyed the learning activities at the Kansas Day celebration. We have had several visitors speak about their travel experiences. Band practice improved the talents of many of us because now our sounds are harmony, not just noise. We look forward to more years of enjoyable band music. We combined social science and music for a presentation to our parents, and we also did art projects for parents. - The fifth grader Top left: Justin Panzer works on a math assignment. Left: During the Kansas Day celebration. Jay Schaller demonstrates to the Offerle Middle School students how to use a muzzleloader. 99 The sixth grade class, instructed by Lyndel Adams, had a busy and exciting year. The enrollment was 25 for the biggest part of the year. The students, in addition to the regular classwork, took part in several special projects. They competed in poster, math, creative writing, and spelling contests. They wrote plays, published a cookbook, and put together a collection of stories and poems in book form. The students in sixth grade spent many hours perfecting their manuscript and cursive skills. Kansas Day was an exciting time as they learned about the history of their state and participated in an afternoon’s activities of butter and bread making, knitting, crocheting, tatting, and shooting a muzzleloader. As the year ended, everyone was excited about moving on to junior high. -The sixth grade Right: Nick Newcome and Tim Liberty work on homework assignments during a study period. Below: Pearl Erickson shows Offerle Middle School students how to make butter with a daisy churn. Back Melanie Wetzel, Brandi Bruce, Nicholas Newcome, Travis Kurth, Kara Ploger, April Froetschner, Dana Wilkening. Middle: Lyndel Adams teacher, Edward Kregar, Tom Douglas, Jason Brokar. Robin Neilson, John Mundhenke, Jared Froetschner, Tim Liberty. Bottom. Janette Cramer, Trevor Boggs. Michael Avery, Eric Maack. Darin Proberts, Sian Coover, Stacy Strate, Scott Schaller, Kenneth Swinney. Not pictured: Mike Offerle. 100 Back: Keith Huslig teacher. Middle: Tamina Hoban. Jodi Arensman. Tonya Spong. Paul Collins. Dale Steele. Ed Blackwell, Melissa Laufenberg, Karen Williams. Bottom. Xenia Sedwick. KaLyn Haines. Heath Smith. Michael Valadez. Chad Dickerson, Joseph Gumpenberger, Clay Froetschner, Nathan Werner. This year has been a very new experience for us as we went from one homeroom teacher to about ten different teachers. We also participated in the sports program which included basketball, football, wrestling, volleyball, and track. We also participated in the spelling bee. Those entered in the bee were Clay Froetschner, Joseph Gumpenberger, Chad Dickerson, Tamina Hoban, Tonya Spong, and KaLyn Haines. Joseph Gumpenberger, Clay Froetschner, and KaLyn Haines also participated in the annual math contest. Nathan Werner says, We have a lot more freedom this year.” We are really looking forward to next year when we’ll become eighth graders. -The seventh grade Top left: Junior high students throw out candy while riding on a flatbed trailer during the homecoming parade. Left: Junior high students prepare for the day’s activities by putting their books in their lockers. 101 This year, we have a lot of responsibility in preparing for high school: studies, sports, and attitude. Participating in the spelling bee were Monica Blanton Katy Gilchrist, Linette Schaller, Jay Scott, Jon Maack, Russell Wetzel, Sheldon Liberty, and Jess Swinney. They spent a lot of time studying for this event held February 8. Russell Wetzel, Monica Blanton, and Katy Gilchrist competed in the math contest. They spent quite a lot of time preparing for this event. The LaCrosse Music Festival took place March 1. In football, the boys ended the season with 1 win and 5 losses. Volleyball resulted in a 9-win and 1-loss season. In basketball the boys had 3 wins and 5 losses, and the girls had 2 wins and 6 losses. We had a chili supper this year and it was very successful. We gave a portion of the money we earned to the Kathy Kregar Fund. We are looking forward to high school next year. -The eighth grade Ri%ht Mechelle Valadez. Linet -te Schaller. and Angel Comes discuss matters concerning a home economics project. Below: The industrial arts class listens attentively to Mr. Bakumenkos lecture. E i G H T H Grade Back: Jay Scott. Van Kuhn. Chris Youngers. Shaun Merritt. Dennis Unruh. Russell Wetzel. Scott Anderson. Middle Don Streit teacher. Joe Werner, Sheldon Liberty. Lynn Adams. Mechelle Valadez. Monica Blanton. Linette Schaller, Brenda Westhoff. Bottom: Angel Comes, Joe Bratton, Jess Swinney, Jon Maack, Darin Habiger, Skylia Deniston, Katy Gilchrist, Kashif Shiekh, Bryan Bradford. Not pictured: Paul Swaney, Tony Swaney, Marlene Peters, Jake Peters. 102 DISTRICT-WIDE KINSLEY-OFFERLE SCHOOL NEWSLETTER VOLUME 2, NUMBER 7 FEBRUARY 14,1985 KINSLEY, KANSAS 67547 Legislator speaks Kansas House bill for legalizing home education requests students in private schools to take, pass minimal competency examinations ment from the state those local Representative Don Crum baker of Brewster quickly admits that no one has been able to determine how many unaccredited schools presently exist in Kansas. At the same time. Crumbaker. currently chairman of the standing education committee in the Kansas House of Representatives. explains why home education has emerged as one of the crucial issues in the 1985 legislature: A number of Kansas parents for years have wanted to teach their students in their private homes; these people have been more or less critical of public education. Currently, no legal authority exists for home education since under the com pulsory attendance law. in dividuals aged 7 16 are to be enrolled in either an accredited public or parochial private school. For the private schools. Crumbaker continues, the law says that the students are to be taught by competent teachers, but no definition exists as to what makes one competent. This vagueness probably came about several years ago because of the influence of the Amish schools. The recent push for home education comes from at least two factors. First, a number of states currently allow home sch«M ling. Crumbaker refers specifically to incidents in Nebraska where at one time the State Board of Education determined that all schools (corporal as well as in dividual had to be accredited with certified teachers. Second, parents want their children taught some religious values and principles which cannot be openly taught in the public schools. says Crumbaker. “Many of the parents support ing home education.” continues Crumbaker. “are strong church attending people who want their children raised under certain convictions. Crumbaker understands the thinking of these advocates, but he raises two concerns: What will happen to these children socially? Will attending these schools help the children get along with other children with different convictions? Furthermore. Crumbaker continues, one of the reasons we don’t know how many home schools exist in Kansas is because these schools come and go. Education costs money. When parents support home education, they still pay for the public schools. But when the family has less money, there's a tendency for the home school to vanish. Bills Two bills have emerged in the House this session dealing with home education: HB 2008 as well as HB 2080. The first, HB 2008. coming from an interim committee studying special education, makes home education legal providing that the students take the Kansas minimal competency tests to show that the students are making satisfactory progress towards agreed upon educational objectives. HB 2080. written by the vice chairman of the interim commit tee. Representative Elaine Hassler of Abilene, differs slightly in that she proposes that local school districts count for purposes of financial reimburse students in home education. The local school district would provide materials and some supervision. The Kansas Association of School Boards as well as the State Department of Education. says Crumbaker. are on record for supporting home education with the provision that students take the minimal competency tests. But the intent of both of these bills.” explains Crumbaker. is to include not only those students in home education but also in private schools. Students from both settings would be required to take the minimal competen cies. which is not the case now for students in parochial schools. The testimony that we hear this week will probably indicate that private schools want to be ex eluded from the testing program. According to the letters that Crumbaker has received, the constituency of the private schools prefers to use the tests already used in the private schools, such as the SRA. instead of the Kansas Testing Program to monitor student progress. Financing School financing remains an on going matter, a discussion as to how to lower the property tax. says Crumbaker. Presently on the average, the state funds 45.7 percent of the costs connected with elementary and secondary education-ranging from almost zero in some districts to practically 80 percent in other districts. Concerning Governor John (Continued to page 1041 Representative Don Crumbaker feels that the legislature has no business interfering in the affairs of extracurricular activities: that's the business of the Kansas State High School Activities Association. Extracurricular activities play a role in every Kansas high school as illustrated with Troy Leith working toward a basket in the St. John Mid-Winter Classic Tournament. 103 HIGHLIGHTING Maintaining quality public schools remains vital Quality public education is essential to the future of Kansas, for a strong education system is the backbone of a sound economy. Kansas is a state that can be proud of the education it provides -- we are second in the nation in adult literacy and we rank in the top five in student scholastic test scores. In order to maintain the high quality of education we now have and improve our schools, we must continue our commitment to education. As the 1985 legislative session gets into full swing, legislators will be called on to examine a number of issues that affect the quality of public education. Last year, the Legislature addressed a score of education issues and approved several measures that will improve our public schools, including: an extension of competency testing for grades 2, 4, 6, 8, and 10; a requirement that beginning teachers pass a professional examination; a program that addresses the continuing education needs of teachers in the classroom; and legislation that allocated state money for local school districts. Funding for education is a primary issue that we deal with each year. The amount of money that the state gives to school districts will depend on the financial situation of the state and the priorities we set. Certainly the money spent on education constitutes the largest share of the state budget and reflects a continuing commitment to our schools. The state now provides 46 percent of the funds budgeted by local school districts. This year we also will be looking at establishing programs to challenge exceptionally talented students and to assist those who need special attention. One program would create an academy for high-achieving youth - a summer school that would challenge and motivate exceptionally talented students. Another would allow school districts to raise their budgets to provide remedial summer school programs for children in grades one through four. This legislation is aimed at assisting those students who have difficulty in developing basic skills such as reading and writing. Of essential importance to the health of students and school personnel are the containment and the removal of asbestos from public school buildings. The state, through the Department of Health and Environment, is aiding school districts in complying with federal regulations governing the removal of asbestos. The Legislature will be looking at this issue to determine what the state can do to make sure the school environment is safe for all students. Maintaining a quality public education system is of vital concern to the future of Kansas. I am committed to keeping Kansas' schools strong, to improving education and to keeping our state looking ahead to a prosperous tomorrow . Joseph F. Norvell, Senator Thirtv-Sevenlh District Students in OMS music department prepare for two events Offerle Middle School students are preparing for two different events: the state junior high clinic choir in Wichita February 22. the LaCrosse Music Festival March 1. Monica Blanton. Brenda Westhoff. Jon Maack. and Scott Anderson all eighth graders will participate in the state junior high clinic choir at Century II. Wichita. Monica Blanton, Linette Schaller, Scott Anderson, and Jon Maack will represent OMS at the state junior high clinic choir. Chosen to attend by Darlene Weers. middle school vocal teacher, the four will join 160 students representing 40 middle schools from Kansas. The group will present a public concert at 3 p.m. February 22. We took eight students to the District V Honor Choir in Dodge City November 3.” says Mrs. Weers: from this number. 1 was allowed to choose four for the state choir. The four going will represent USD No. 347 well.” Preparation Mrs. Weers as well as Jean Edney, middle school band teacher, are preparing students for group as well as individual numbers for the LaCrosse Music Festival. Vocal numbers will be present ed bv these groups: fifth grade chorus, sixth grade chorus, seventh and eighth grade chorus combined, four small vocal ensembles (with four to seven in a group!, 11 soloists. Six students will present piano solos: Katy Gilchrist. Linette Schaller. John Mundhenke. Shelley Mundhenke. Renee Overstreet. Libby Snodgrass. Instrumental numbers will be presented by these groups: a 30 piece band composed of sixth. seventh, and eighth graders; Monica BlantonT'rench horn. Jon Maack trumpet. Tamina Hoban clarinet. Katy Gilchrist Carlin’s attempt to increase sales tax by one half cent for education. Crumbaker says. I can support a sales tax increase to relieve property tax. but the Governor’s program includes a number of other programs for aid besides education. Little sen timent now exists from both the Democrat as well as the Republic Party members to support this measure. Crumbaker’s 15-year tenure in state politics has convinced him that the legislature has no business interfering in the af fairs of extracurricular ac tivities; that’s the business of the Kansas State High School Ac tivities Association. We aren’t knowledgeable about what goes on there whereas the KSHSAA people are school people in volvcd in school matters.’’ Crumbaker recites several proposed bills during his tenure that would have given the clarinet. Libby Snodgrass French horn. Christy Hailing flute. responsibilities of the KSHSAA to the State Board of Education, but all too often, these bills originate from personal com plaints: some parent or some student is disgruntled about an activity ruling. says Crum baker. Crumbaker advises that such complaints be handled locally. When local parents and in dividuals begin complaining too much about extracurricular mat ters. then it is the responsibility of the local board of education to take control. This has happened in some leagues where the leagues have decided to play fewer games than the activities association allows. Education as a system exists to prepare the students for the challenges of the future. To meet this end. Crumbaker says, the in tent of every individual involved with education must be this: To help, not to run down. School financing remains on-going matter’; intent in education must remain to help...’ (Continued from page 103) 104 Its People . . . f Chapter I reading program involves hard work and practice; using computer helps students develop punctuation skills Although most people read and use punctuation daily without even thinking about the rules, it’s tough to learn those rules the first time. Delores Taylor, teacher of the Chapter I reading program, tries to make learning to read and using correct punctuation a little bit easier. “I try different teaching methods to keep the students in terested and learning. she says. Many of her ideas are rather unique. One idea which Mrs. Taylor uses involves a computer, a computer program, and of course, the student. Mrs. Taylor explains. First, the students write down a sentence using either a subject I write on the board or making one up on their own. Then they go over to the computer and sit and type in their sentence. After they type it in with correct form, they hit return and hear the computer say their sentence. Mrs. Taylor feels the com puter is a big help. The kids really like working on it. It teaches them the correct use of quotation marks since the sen tence they want to hear must be typed within quotes. Although the computer is a very valuable tool in teaching, it does have its limitations. The computer can’t teach capitalization since everything on the computer is in capitals. Mrs. Taylor says. We can pick this up in other ways though. Mrs. Taylor also uses other methods to teach reading including the Hoffman Talking Reader. “The Hoffman Talking Reader is an audiovisual aid to help a person read. says Mrs. Taylor. “First a student is able to hear and see a story. Then after the story, some reading drills come on the screen. The student is given a worksheet to work on as he looks at the screen. Mrs. Taylor feels the Hoffman Reader especially helps those who have a short attention span. A lot of kids who won’t sit still for anything else will sit still for a story. Then after the story they’re ready to do the worksheets. Another of Mrs. Taylor’s methods is the punctuation cards. These are cards with a sen tence printed on them along with the punctuation rule that applies. The student must use cutouts of periods, quotation marks, and others to correctly punctuate the sentence. The students would really rather be on the computer than doing these but they realize that they must also do these. They do them without complaining too much. says Mrs. Taylor. Prizes One of the students’ favorite ways of learning to read involves prizes. A student can take reading material home and bring a signed note from the parents, stating that the student read for at least 10 minutes the night before. Every fourth time they do this or for every 40 minutes of reading, they get to reach into the treasure chest and get a prize. says Mrs. Taylor. The prizes include such items as pens, pencils, small toys and others. The kids really like them, Mrs. Taylor says. One other method that Mrs. Taylor uses helps the students get used to following a line of reading. We use a projector to print a line of reading on the wall. The student follows the lines from left to right reading aloud. After the student is through reading the line, another line appears. This method is also successful as the projector adjusts to each student’s ability to read. Mrs. Taylor lets all of her students work with all the resources. She explains. All the resour ces are numbered. The students check their schedule, see what numbers are listed, check and see what that is. and work that day on that resource. Mrs. Taylor feels that all of her students have made progress. The students that are in my program are the ones that have had some trouble reading. The way we’ve got it set up has helped and the students have put forth a lot of effort.” Mrs. Taylor does not try to teach. Instead she tries to back up the classroom. I try to do things that they don’t do in class. I’ve always felt the Chapter I pro gram is the icing on the cake. Chapter I reading program . . . Manuel Ramirez, third grader, reads aloud a story about stars to Delores Taylor. Chapter I teacher at Southside School. Reading is fun, exciting. You have fun with it... tell stories ... very good. Emily Burk, grade 3 Reading is fun. I like to work with the computer rather than the punctuation cards. Tisha Youngers, grade 2 Reading is the best thing in school. I’m learning how to use the computer and am having fun doing it. Darrin Hirsh, grade 3 Choosing the subject is the hardest part. Janette Justice, grade 1 105 . . . and Its Programs IRC program gives student confidence through individualization Individualized attention, as illustrated here between a teacher and a student, provides what interrelated classroom instructor Bonnie Blanton calls a way of helping “these students get all the handles that they need to be successes in life.” Bonnie Blanton, interrelated classroom instructor at Offerle Middle School, knows why she appreciates working daily with the nine students in her classroom: “Seven years ago. working as a paraprofessional at Southside Elementary School. Mrs. Blan ton explains. “I got really turned on to those students who frequently are the forgotten ones in the regular classroom those’ students who can't read, who can't do math, who can’t measure up to the level of competition in the regular classroom. “These students. continues Mrs. Blanton, need a very in dividualized program where they not only work with material geared to their level of ability but also where they receive signs of success. Since then. Mrs. Blanton has become certified in teaching the learning disabled student. In her Offerle setting, however. Mrs. Blanton also works with students classified as EMH (educational mentally handicapped. PSA (personal social adjustment I. as well as the LD (learning disabled). Her assignment ex eludes those students considered gifted. Program As she walks among her students. all working individually at their own learning stations. Mrs. Blanton illustrates how the structured program helps each student feel good about school because he has a measure of success : -On each student’s desk rests a file sheet listing the work assignments to be completed for the week in one or more of these areas: spelling. reading, mathematics. language arts, writing. Each student's file on his desk contains the worksheets not only graded but also to be com pleted. -One student uses the tape recorder to improve his sight vocabulary. “Some of the students have almost gone through the Dolch list, says Mrs. Blanton. -Another student moves towards the left corner of the room to use the cyclo-teacher, a circular game where the student uses writing and memory skills to improve math and language arts skill. -Bethine Bender. Kinsley, paraprofessional. works individually with one student on mathematic skills, gently reminding the student about the steps involved with division. -One student leaves the room to go to art, physical education, music, or even handwriting. “This student needs to be with his peers part of the school day. explains Mrs. Blanton. It's considered a form of mainstreaming. In fact, some of the IRC students this year are taking science rather successfully with their peers.” Throughout the day. Mrs. Blanton notes that some of her nine students are with her a maximum of 80 percent of the day: some are with her as little as 20 percent. How much time the student stays here depends on what the student needs. It could be that the student needs someone to read tests to him. tests given by the regular classroom teacher. This student frequently has more reading than hearing disabilities. says Mrs. Blanton. Benefits Mrs. Blanton praises the IRC program. First, these students are find ing student and personal worth. They want to come to school: they miss only for illness. says Mrs. Blanton. A few years ago. these would be the students who had to be forced to come to school. I don’t feel that these students feel that way. Second, the IRC program at Offerle is an integral part of the total school program. This is an open room. says Mrs. Blanton, partially because I make myself a visible part of the school Students see me taking all of the fourth graders, for example, to recess. Teachers needing a quiet place for a student to take a test frequently send the student to the IRC room. Third, the program illustrates tha all students can learn even though at different rates. Our students were having trouble spelling the word ‘listen’ recently. says Mrs. Blanton. “Since we have been looking at the smaller words within a large word. I asked the students to name the small words within 'listen.' One saw ‘is ; another saw 'ten.' The students now have less trouble spelling the word 'listen' since they saw the smaller words within the larger word. Fourth, the students detect the personal commitment that Mrs. Blanton and Mrs. Bender Primary school board election for District III of USD No. 347 will be Tuesday. February 26. to determine the two individuals whose names will appear on the ballot for the general school board election April 2. According to Bea Coats. Ed wards County clerk, three residents from District III (Offerle and rural area) filed for have toward the worthiness of the program. Mrs. Bender is a fundamental part of this classroom. says Mrs. Blanton. With her background as a teacher, she has the skills and the know-how to lead a good reading lesson. The st udenl s also know what she expects front them. Mrs. Blanton and Mrs. Bender both share this philosophy: We want to help these students get all the handles that they need to be successes in life. And how well they learn those skills now determines how well several aspects of society will function when these students become adults. says Mrs. Blan ton. For these students. in dividualized instruction works one of the goals of an in terrelated classroom environ ment. election to the USD No. 347 school board: Roger Leith. Julie Ackerman (incumbent). Elaine Froetschner. The registered voters from USD No. 347. explains Mrs. Coats, excluding those living within the city of Kinsley, will determine February 26 which two names will appear on the general ballot in April. ll mw - -up 4 - u|«u{ 4 IIVd • ■ '0,1 s | Voters in District III will limit slate of candidates 106 Bowls provide competition Academic bowls are fairly new to Kinsley High School. In the three years of their existence, 1985 has proved to be the most successful. At the Central Prairie League Hi-Q Bowl, Kinsley’s team of Robbie Headrick, Paula Schaller, Lance Ramsey, and Shelah and Shelby Shanks placed third. Paula Schaller says, “I’m pretty proud of ourselves. A lot of times it depends on luck. You end up with a bunch of easy questions. But we answered some tough ones.” Members of the team use different ways to prepare for the matches. “Mostly I read books. But I also read magazines like ‘Newsweek’ and ‘National Geographic,”’ Schaller says. Shelby Shanks has different methods of preparation. “I watch the news and read the paper. And I play a lot of‘Trivial Pursuit,’” she says. The contest consists of a variety of questions on topics such as geography, current events, math, and science. “I think my strongest area is geography or music, Schaller says. “And I also know a lot of crazy facts that come in handy, she adds. The team of Paula Schaller, Rob Meeks, Robbie Headrick, and Shelah and Shelby Shanks ended the season at the St. Mary of the Plains Academic Bowl with a 2-2 record. Robbie Headrick says, “I really enjoy going to quiz bowls. It gives me a chance to compete against other schools, not just athletics. Top Shelah Shanks and Paula Schaller take a break and relax between rounds of com petition. Above: Shelah Shanks phones home the results of the day. Above: Back: Lona Korf-sponsor. Robbie Headrick. Lance Ramsay. Front: Shelah Shanks. Paula Schaller. Shelby Shanks. Not pictured: Rob Meeks. 107 And i the winners are... A survey distributed to ap proximately 120 KHS students consisted of questions having to do with the interests of today’s young people. The tabulated responses show that teenagers have quite a bit in common: FAVORITE FOOD: FIRST: pizza SECOND: tacos THIRD: steak FOURTH: seafood FAVORITE RESTAURANT: FIRST: Pizza Hut SECOND: Black Angus THIRD: Bonanza FOURTH: The Cedars P Hut 108 FAVORITE PET: FIRST: cat SECOND: dog THIRD: horse FOURTH: bird FAVORITE SOAP OPERA: FIRST: “Days ol Our Lives SECOND: “Santa Barbara THIRD: “The Young and the Restless FOURTH: As the World Turns FAVORITE MUSICIAN: FIRST: Sammy Hagar SECOND: Van Halen THIRD: Rick Springfield FOURTH: Chicago FAVORITE SPORT: FIRST: basketball SECOND: volleyball THIRD: swimming FOURTH: snow skiing FAVORITE MOVIE STAR: FIRST: Don Diamont SECOND: Bo Derek THIRD: Tom Cruise FOURTH: Brook Shields FAVORITE JEANS: FIRST: Levi’s SECOND: Lee's THIRD: W rangler's FOURTH: Chic 109 —Supporters of Unified School District No. 347— Kenneth W. Deforest, D.D.S. 912 East 7th Street Kinsley, Kansas 67547 Palace Theater Kinsley, Kansas 67547 Ark Valley Wilbert 807 Capitol Kinsley, Kansas 67547 Terry R. Fuller Attorney-at-Law Phone:316-659 2222 Randy Schmidt, D.C. 309 East 6th Street Kinsley. Kansas 67547 McKillip's Incorporated 623 Marsh Kinsley, Kansas 67547 Kinsley Floral 106 East Sixth Street Kinsley, Kansas 67547 Top: High school students cheer the Coyotes on to victory. Middle left: Dolly Levy (played by Amy Livengood) explains unconvincingly to Horace Vandergelder (played by Shawn Bruce) what she represents. Middle right Kindergarten students parade the halls of Southside with their individually made out fits. Right: Choir members (back: Mike Kelly; middle: Ginny Blanton. Leann Kallaus. Lisa Miller; front: Sheila Werner) follow Mrs. Jean Edney’s directing during the Christmas music concert. Wilson and Frame, Lawyers Jerry Wilson • D. Allen Frame Kinsley, Kansas 67547 M. D. Atwood, M.I). 616 Niles Kinsley, Kansas 67547 J. Byron Meeks Attorney-at-Law Kinsley Self-Service 715 West Highway 56 316 659 8661 Ed and Pat Livengood The time has passed too swiftly: We II miss you. Amy. Love. Mom and Dad Top: Troy Leith and Kent Schaller share a moment of relaxation. Middle left Stein Hoymyr participates as a mock homecoming candidate. Middle right Southside students acknowledge the audience’s applause at the annual Christmas program. Left Kim Smith, Heather Smith. Molly Floger, Kelsie Wire, Carla Swinney. Erica Froetschner. Matt Luthi, and Heather Ploger enjoy the outside recess period. Ill Offerle Co-op Grain Supply Offerle, Kansas (316)659 2731 Student Council!: you Uoice in Sdcoo£ Po£icy! Jhwil aSM. HARDWARE STORES Officers: President - Lisa Anderson Vice President -- Paula Schaller Secretary -- Ginny Blanton Adviser -- Mr. Duane Adams TRUE VALUE — 7,000 stores strong; gives large-store buying power but small-store service. 113 East 6th Street Kinsley, Kansas 67547 nononoL FnpmERS union insuRPncE compnniES VOLZ OIL COMPANY John Ploger, Agent 521 Marsh. Box 267 NORMAN VOLZ 1000 E. KANSAS GREENSBURG, KS 67054 316-723-2652 DUANE VOLZ HIGHWAYS 50 and 183 KINSLEY, KS 67547 316-659-2631 Kinsley. Kansas 67547 Phone: 659-2011 Rita and L. L. I Jack) Lancaster A Private Dinner Club The Cedars . Ltd 401 E 10th Street Kinsley Kansas 67547 112 113 S cudhide Daisy Gray, black Runs with us Likes to chase cows Puppy Ricky All white Followed her mother Got hit by a truck Dog Tippy All gray Runs, jumps, plays Found him at the dump Cat --Sarah Gumpenberger (2) -Jonathan Pikalek (2) -Brian Westhoff 121 Brutus Brown, black Plays, shakes, growls Barks in the night Dog -Tisha Youngers 12 Tina Brown, red Likes to play Had 5 cute babies Dog Snowball Gray, black Purrs, jumps, eats Likes to disturb Gus Cat -Travis W'enstrom (2! ICE SKATING Skating is fun But not with the sun It makes the ice mushy It's hard to skate when it’s squashy. -Dawn Maack 13) Goldie All gold Swims, chases, eats Plays with my finger Goldfish -Heather Cagle 121 Spots Brown, white Barks at me Rolls on her back Dog -Steve Clary (2) Trixie Yellow , green Flips, eats, flies Flew away from home Parakeet -Kim Fightmaster 12) Mouser Black, white Bites, scratches, eats Likes to catch mice Cat -Mitchell Brack 12) Heidi Black, tan Jumped on me Slept on my mom’s bed Dog -Brent Mueller 12) Whiskey Brown, white Runs, jumps, plays Sneaks in the house Dog Spotty Brown, white Jumps, barks, fights Walks on two feet Dog -Gennie W olff 121 -Justin Huslig 12) SNOW I like the snow I like it when it blows It sets my cheeks aglow As outdoors I go To see how many snowballs I can throw. 114 -Peggy Shipp 13) CteaiwUy Cat All gray Climbs, rubs, jumps Can purr real loud Kitty Bill --Darrin McAfee (2) Sam Gold, black Likes to eat Likes a clean bowl Goldfish -Kyle Donovan (21 Emma All gray Likes to play Plays with the grass Cat Tess Gray, white Plays, eats, barks Goes after a football Dog -Amy McManess (2) KANSAS Dear Kansas, the land of Ahs. We have games and we have laws. We have food and we have people. We have towers and we have flowers. Kansas, the land of Ahs. -Mike Smith (3) Taco Brown, white Gallops, runs, eats Gives me good rides fforse -Dustin Burr (2) Ginger Brown, white Jumps, plays, scratches Likes to bite me Dog -Justin Hildenbrand (21 Lucky Soft, furry egged, rolled over y dad trained her Dog -Jerry Bean (2) avidson (21 Freck Blac Bites, plays, runs i Likes to run and bite me Dog eila Stetson (2) uppet Black, gray Jumps, runs, plays My brother named him Rascal Gray, white Scratches my leg Gets in the laundry basket Garfield All yellow Always digs holes Plays with other cats Cat -Angie Chamberlain !2| -Melissa Kuhn (21 THE MOUSE We had a mouse That lived in our house But he lives there no more Because we threw him out the door. -Michael Craft (31 115 V iiMh ScJtwjf Butterfly Butterfly, butterfly, in the sky. Why do you fly? Why, oh why? Why don’t you dwaddle, creep, or poke Like the friendly little mousey folk. Why don’t you edge, inch, and sneak Like the little ol' mink? Butterfly, butterfly in the sky. Why do you fly, why, oh why? --Craig Mathews 151 Rainbows They shine among clouds. Their beautiful colors. Bringing joy and happiness. If anyone who Happens to have sorrow Looks at the bright colors Of a rainbow. Their spirits will be lifted As high as a rainbow itself. Shelley Mundhenke (51 Baby Little, dumb Jumped, played, walked Grew, change, smart, older Working. changing, scoring Aware, intelligent Adult -Justin Panzer (5| My Fr I have a little frog And his name is Krog. He always sleeps in the bog. on a log, with a hog. One day there came a cat With a bat. Splat!! “That’s the end of that,” said the cat. “Sorry, said the frog and the hog, “You hit the log!” Off they went into the bog. -Sian Coover 16) Buildings in Your Brain Thoughts ... Buildings in your brain. A poem not on paper. A philosophy not yet told. Dreams, a step from reality. Doorways left unopened. Books with blank pages. A doorway to the imagination. -Melanie Wetzel 161 116 Cneatiuily The Tree Stuns the Snake I Like Gold Because it’s easy to hold. It’s easy to spend Because I have a girlfriend. --Eric Maack 16) One day, said the muskrat to the mouse, Hello, little mouse, are you building your house?” “’Tis true,” said the mouse, as he swelled with pride. “It’ll be decorated for Christmas inside!” The muskrat answered, “But where will you get your tree?” Said the mouse, “Oh, I’ll find a tree, a tree for me!” As the muskrat left, snarled snake nearby, “He won’t ha Christmas; I’ll just watch him cry! And the snake had an awful idea in his mind as he said, “I don't think I will be very kind! Down the chimney broad and black, I’ll take everything in the mouse’s shack! And he smiled with pride at his evil plan as he thought, “I won’t leave one pot or one pan!” Meanwhile, the mouse, who had finished his home, decided to call thi muskrat by phone. “Hello,” said the muskrat, in a cheerful way. Said the mouse. “Come over and see me today! So the muskrat decided him a visit. He asked, “Do you have a tree?” Said the mouse, “You can’t miss it?” derful. 4 v!” to pay The muskrat looked in, and what did he see? He saw the most won beautiful tree! Later, that very Christmas Eve night, the snake ran and hid out of sight. He climbed to the tip of the mouse’s rooftop as he growled, “Until morning I won’t even stop!” He slid down the chimney not making a sound. When he got to the bottom he looked all around. “Wow! W’hat a tree! he said as he froze, and he didn't even wiggle his toes! He couldn’t take this, this beautiful tree! “This tree is too beautiful, too beautiful for me!” The next thing he knew, there was the mouse! He said, “What are you doing in y house?!” “I-I came for Christmas,” stammered the snake; “sometimes everyone needs a break.” “Well, come on in!” replied the mouse; “come on in and see my house! So if you ever stop in to see the Christmas tree, you’ll be sure to know it’s the best there’ll ever be! -Shelley Mundhenke 151 A soft so Babies si A thoui lit unfinished -Dana Wilkening 16) Smoke If you like to smoke You’re a joke! Don't smoke Because you might croak! -John Mundhenke 16) Wolf lack, gray Howls, growls, kills Is a terrible monster. Wild -Justin Panzer (5) 117 KHSART Above: John Maack, art instructor, chips away excess wood to begin a sculpture. Above: Steven Domme observes as Rick Stegman and Scott Gleason try to figure out what their blocks of plaster are becoming. Plaster becomes art If anyone were to enter room 103 at KHS, he might find the room full of working noise. Students are hammering, chiseling, and filing. They are sculpturing. John Maack, art instructor, states that the Art I students learn to sculpture using the “subtractive method. He says, “You start with a large chunk of plaster or wood and take away from it.” This leaves the desired sculpture. “Students have to know what it is they are working on,” states Maack. The students then put their ideas on paper. Maack says, “They draw it out: top, bottom, front, back, and sides.” The students then have to make the blocks. “They make their blocks out of a plaster substance,” states Maack. “It doesn’t take long for a block to dry.” A student can also choose to use a block of wood. Concerning the beneficial side of sculpturing, Maack comments, “Students get to see things in the third dimension. Students can be original. They make things like swans, birds, dogs, cars, and even a Rubik's cube. In the words of an artist, Maack says, “Students can see sculptures as they are flowing, as they develop.” Above Davean Whipple. Luann Pocr. Barbara Zumwalt. and Leann Schuette all chip and file away al their plaster blocks under the watchful eye of Valerie Olsen. 118 DISTRICT-WIDE KINSLEY-OFFERLE SCHOOL NEWSLETTER KHS enters the fifth annual Pratt Community College Academic Olympics Monday, March 18 Best wishes! VOLUME 2, NUMBER 8____________MARCH 7,1985 ________KINSLEY, KANSAS 67547 House Bill 2118 Court of appeals’ decision brings forth legislative concern: rejection of supplemental contracts could affect activities Joe L. Gray, superintendent of schools at Solomon, stresses that teachers who work with the students during the class day provide the needed continuity that could possibly be lost if the court of appeals' decision regarding “Swager v. USD No. 412 is not modified by the Legislature this session. Ron Miller (pictured above) as assistant wrestler coach chats with wrestlers Tony Gales, Scott Luthi, and David Graff before a local meet. Swager v. USD No. 412 (August 19841 as decided by the Kansas Court of Appeals has brought to the forefront an issue affecting public education throughout Kansas: A board of education can no longer use a primary contract to engage a teacher in primary as well as supplemental duties. Two separate contracts must be used with the teacher retaining the right to retain a primary contract even though he rejects a supplementary contract for such services as “coaching, supervising. directing, and assisting extracurricular activities, chaperoning. . . . and related ac tivities (K.S.A. 72 5412a . History The Swager case began during the 1982-83 school year when Harvey Swager. a tenured mathematics teacher for USD No. 412. Hoxie. was informed at the end of the school year that he would not be retained as head basketball coach the following year. Swager. also the assistant football coach, wrote a letter of resignation as head basketball coach after he was told, accord ing to the appeals' record, that if he did not resign that position, he would be removed from it. Swager intended to keep his teaching position. The board of education inter preted S wager’s letter as a voluntary resignation from both his teaching and his coaching responsibilities. Accordingly, the board did not grant Swager the due-process provisions granted to a tenured teacher according to state statutes. The issue went to district court where the decision favored the school board: Swager had signed a single, indivisible primary contract of employment consisting of both teaching and coaching duties. Swager lost his argument that only his teaching duties were primary and that his coaching duties were supplemental contracts. The appeals court overruled the district court. Its decision, which follows, has now become law as the State Supreme Court has refused to hear the case: “The provisions of K.S.A. 72-5412a are mandatory, and require that the duties were enumerated, as well as other similar and related activities bv performed pursuant to supplemental contracts. This mandatory language is a clear expression of a legislative intent to prohibit school districts from making supplemental duties, such as coaching, part of a teacher's primary contract. Thus, a teacher cannot be required to accept such duties as part of the primary contract of employment. In holding that a teacher can unilaterally terminate or non renew a supplemental contract, the court says that if the board of education has the right to terminate or non renew a sup plemental contract, then the teacher has the right to reject that which the school district has the right to withhold. Ramifications The ramifications of the court’s decision have sparked much discussion since local teachers'associations and boards of education throughout the state are now in the beginning stages of negotiations for the 1985-86 school year. Patricia Baker, legal con sultant for the Kansas Association of School Boards, defines the dilemma which school districts now face: “Statute K.S.A. 75-5412(a) says that schools may utilize supplemental contracts to contract teachers for duties outside of regular teaching contracts. The duties include, but are not limited to. coaching, sponsorship, ticket taking. That law. until last August, had been interpreted by most school districts as allowing the board to have certified personnel engaged in the sponsorship and coaching of various ex tracurricular activities. “Furthermore. continues Baker, many school districts believed that the use of sup plemental contracts in addition to a regular teaching contract was optional with the district. Districts could choose to put those supplemental duties on a regular teaching contract or to utilize a separate contract form. A separate contract would not he subject to the Kansas Teacher Due Process statutes. Now since supplemental duties may only be assigned un der a supplemental contract and since it is up to the teacher’s discretion whether or not to ac cept those duties. Baker says that the practical results for Kansas school districts are ex tremely serious. A board of education may hire a teacher for a specific academic field under the belief that the teacher will also help direct a (Continued to page 120) 119 HIGHLIGHTING Area representative urges modification of SDEA F.arh level of government has its principal area of responsibility. Federal has national defense while cities and counties have such services as police and fire protection. The state has education at all levels. We’ve provided a university system and created some 305 local school districts with the authority to level property taxes. The school finance procedures in the School District Equalization Act (SDEAI need some revision. The farmers and ranchers of this state are not part of the economic upturn that is described by economists and Washington. D.C. A few weeks ago. this Legislature, more House Bill 2118 seeks (Continued from page 119| specifically, the House of Representatives, looked at ways we could make recommendations to Congress to aid in what is a genuine economic crisis in agriculture. The reason I mention this is that perhaps we should modify the SDEA to reduce the reliance on the property tax for the citizens of this state. Farmers, who make up less than 10 percent of the Kansas population, receive less than 4 percent of individual income - yet pay more that 15 percent of the property tax. With a school finance system that relies so much on property tax. perhaps we need to make a change in the way we fund our elementary and secondary schools. to retain total continuity We need and want for children everywhere the best possible educational opportunities at an affordable cost. The State of Kansas must get a handle on expenditures and I believe we can do that and provide quality education at the same time. Public education in our state is better than it’s ever been. We must have as our goal the very best education if we care about the future of our children and grandchildren. A sound education is clearly the second best gift that we as parents can give our children. The first is love. particular extracurricular activity. such as coaching athletics or debate or leading the march ing band. The teacher might do both for three years.” explains Baker, hut then he decides that he wants to remain in the classroom but he no longer want to coach. For the smaller school districts, that teacher’s decision could put the local board of education into a bind: the classroom responsibility is met. hut the activity is in jeopardy with no one certified to fill the responsibility.” House Bill No. 2118 House Hill No. 2118 hopes to correct this dilemma not only by making a distinction between a primary and a supplemental con tract of employment hut also by correlating the two for one’s em ployment: The primary contract of employment of any teacher may be terminated or non-renewed bv a board of education on the basis of refusal by the teacher to enter into, renew, or fulfill the provisions of, a supplemental contract of employment.” Baker. speaking for the numerous boards of education supporting the measure, explains that the bill’s intent does not deal with the career teacher in a system: The intent deals with the teacher who makes an initial contract with a school district. If the initial contract indicates that he will help with the basketball program, for example, and then he decides three years later to no longer do so. then the hoard of education is in an awkward situation. Neither is the intent to put supplemental duties above primary ones nor to work a disadvantage for the teacher who has given years of service to a school district. Representative Max Moomaw. Dighton. 117th District, member of the House Education Commit tee. recognizes the bone of con tention that exists within the bill : “Teachers are questioning as to what is accepted and what is implied when they sign a con tract under the provisions of this bill. Furthermore, the personal needs of teachers change. A teacher's home or family respon sibilities at one time may not permit him to take on as many supplemental duties as he once did. Does the bill address this human element? At the same time,” Moomaw continues, an unexpected resignation from a supplemental duly can leave a board at loose ends. Does the boar ! then hire someone from the community to keep that extracurricular activity? If so. does the same degree of continuity exist in the program? Does this individual have the training and the skill to work effectively with young people? Educator for 37 years. Joe L. Gray, superintendent of schools at Solomon, a II A high school, says. “It's an absolute necessity for H.B. 2118 to be passed by the state legislature. If it's not passed. I can envision that boards of education in every district will be at impasse with their teachers this year. Gray continues. Without activities, our high schools would be in trouble. This isn’t to say that academics aren't number one. but activities have to come in to play a proper part. And the only individuals who can provide continuity in the academic-activity balance are the teachers who are well prepared to work with our students. I tell mv staff this. explains Gray: If teachers won't work and do their fair share, t hey have no business in education. Issue The issue remains. S wager contends that if the bill passes, good teachers will be fired or forced to resign because of what happens on a field or a court without any regard for what those teachers do in the classr� w� m. Baker describes those teachers who are balking as a minority. The majority of the teachers are committed in dividuals who realize that education g � es beyond the classroom. These teachers want to see that public education goes forward. At the same time, the decision of the appeals court concerning Swager stands unless modified by the Legislature this current session. --Susan Koenbaugh Representative. 114 District -Notice- of -Nondiscrimination- Applicants for admission and employment, students, parents of elementary and secondary school students. employees, sources of referral of applicants for admission and employment, and all unions or professional organizations holding collective bargaining or professional agreements with Unified School District No. 347 are hereby notified that this institution does not discriminate on the basis of race, color, national origin, sex. age. or handicap in admission or access to. or treatment or employment in. its programs and activities. Any person having inquiries concerning Unified School District No. 347 compliance with the regulations implementing Title VI. Title IX. or Section 504 is directed to contact the high school principal. 716 Colony. Kinsley. (316) 659-2126. High school principal has been designated by Unified School District No. 347 Incoordinate the institution’s efforts to comply with regulations implementing Title VI. Title IX. and Section 504. Any person may also contact the Assistant Secretary for Civil Rights. U.S. Department of Education, regarding the in slitution’s compliance with the regulations implementing Title VI. Title IX. or Section 504. Robert J. Shanks (signed) School administrator 120 Its People. .. f Miller ends wrestling career by placing second at state meet; senior commends support given by parents and fellow wrestlers Shane Miller’s high school wrestling career ended February 23 at the state wrestling meet. Hays. After an eight-year career in which he had a 129 19 1 record (including the 28-1 mark this year), he met a goal. “I’m going to miss wrestling a lot, says Miller as he describes his goal. The goal he set was to place in the state wrestling tournament at Hays. Although he has qualified for the tournament during all four of his high school years, he has never placed until this year in the top four at state. This year he placed second in the 98-pound class for I. II. and III A schools. My biggest disappointment was not placing last year. Miller says. I should have placed third. I should have a good chance at taking first t his year t hough. Perhaps an even more im pressive fact about Miller is that he has wrestled in the 98 pound category during all four years of his high sch«w� l career. This has been lough. My first two years it wasn't too bad but the last two have been tough. Miller says. It's awful hard not to eat over the summer.” Miller has received great parental support. “I don’t think there's a day that goes by where dad and I don’t talk about wrestling in some form. he says. “They’ve been behind me all the way. Miller’s parents have support ed him a long time. Although his school wrestling career began in junior high, he’s been wrestling a lot longer than that. He explains. I began wrestling in kindergar ten. I’d go down when they had kids’ practice and wrestle. In about fourth or fifth grade. I began going to kids’ tournaments. As much time as Miller has spent wrestling, it has given him a chance to see a lot of other wrestlers, including many for mer KHS greats. Miller says. Mark Frame (former KHS wrestler) was probably my biggest influence. From Mark I learned mental preparation. When I was a freshman and sophomore. I wasn’t always ready for my matches. Mark would come over and psych me up. Mark was always ready for his matches. Many people often wonder if the great amount of wrestling Miller has done has caused him to become burned out. Miller will concede. Sometimes the year can seem long: I sometimes get tired of practices. But I never get tired of the matches. I'm not burned out. Miller believes that wrestlers are a special breed of at hletes. I definitely feel that wrestlers are closer and more thrown together than athletes in any other sport. I don’t know why. but they just are. Miller’s senior year has changed his outlook on his wrestling strategy. My outlook is definitely different. he says. My freshman and sophomore years I wrestled more defensively than offen sively. I think this caused most of my losses. This year I’ve tried to wrestle more offensively than defensively. Although Miller’s graduation will leave a void in the KHS wrestling team, he feels that there ought to be a pretty good team. I'm the only wrestler that won't be back and there are some pretty good wrestlers coming up from eighth grade. Miller's future plans are unknown. They could include wrestling. I've talked to t he Garden City Community College coach.” he says, and the Fort Hays State coach has written me. saving that he’ll talk to me after state. I’m somewhat looking forward to wrestling, hut things could change. Miller’s career has been marked by many great triumphv He has a great win loss record: he has been named the “most valuable wrestler at the Halstead Wrestling Tour nament. Miller looks back at his career with a contented look of a person who has known it all. He savs. 1 wouldn't have it any ot her v ay Shane Miller attempts to reverse his opponent at the state wrestling meet. On the state level. Miller earned second place in his weight category. This year in wrestling . . . It was fun and exciting. Shane taking second at state made it worth all the trouble. Dawn lioban. wrestling cheerleader It was tun. Dennis Wilson, freshman wrestler “It was a good time. I was disappointed with my record though. Vance Hornbaker. freshman wrestler 1 It kept me out of trouble. It gave me something to do. Scott Mucklow. freshman wrestler 121 . . . and Its Programs JL Class provides students with opportunities and competition Some things cannot be taught from a book. Creativity, for example. doesn't have a teacher's edition. It is a special skill, and it takes creativity to teach creativity. That is Denise Heit’s job. As the facilitator for the Tri County Co-op gifted program, she defines “creativity as the ability to take knowledge and express it in an original way. Mrs. Heit spends every Mon day working in the Kinsley Of ferle school district. The rest of her work week is divided among Pawnee Heights. Lewis, and Lamed school districts. But what exactly is gifted? Mrs. Heit has a definition for that too. The state has requirements, but there are many different kinds of giftedness. Generally, a gifted child has exceptional in tellectual ability, exceptional talents or skills, and high levels of creativity.” Her classes focus on these traits and try to expand into new areas. I try to provide the students with challenges not included in a regular curriculum. I have students studying everything from obstetrics to farm economics. Mrs. Heit uses life like situations to prepare her students for life after high school. The students work on creative problem solving. They are given a problem and a certain amount of time to solve it. They have to choose the best alter native and pursue it. But they also suffer the consequences if they are wrong, just like in real life.” She feels that one of the strengths of the gifted program is the opportunity for interaction. “I think one of the best points about the gifted program is that it gives the students a chance to be in their own ability group. It allows them to integrate with others who share similar abilities and interests. Besides providing the opportunity for creative expression. Students prepare for Academic Olympics March 18 KHS students will join those students from 25 area high schools March 18 in competition at the fifth annual academic Olympics hosted by Pratt Com munitv College. Ray McKinney, coordinator of the project from Pratt Com munitv College, says that this year’s format for the more than 1.100 students expected to at tend will be similar to that followed last year: Each student entering may compete in a maximum of three written examinations during the morning testing period, covering 40 subject fields including welding. carpentry. auto mechanics, pro calculus, algebra, history. English, drama, music, and art. Students making entries in art. creative writing, and expository writing submit projects for evaluation two weeks in advance so local PCC staff can evaluate. PCC faculty prepares and ad ministers the tests. The staff also scores the tests and tabulates the results in time for a 1:30 p.m. awards assembly in the PCC gymnasium. Medals and certificates are presented to the top five students in each subject area; trophies are awarded to the three high schools who have the highest accumulative student scores. Local coordinator Lona Korf says that the Olympics give the students the experience of taking tests: they also learn what they are expected to know in a field. ---------------------1 l� l'UIJ.1,1 •I VIS 11 V rf the program also gives the students a chance to challenge each other. I wanted to hold an intellectual contest between Kinsley and Larned that would do more than just test knowledge, like a quiz bowl, she says. The contest held February 20 at Kinsley was divided into three areas: research and presentation of law cases; general questions on literature, geography, and science; and mental math. The law area required research, expression, defense of verbal commitments, debate, and fluency. The cases were also evaluated by professionals. she says. Mrs. Heit explains the impor tance of mental math. Mental math requires rapid, accurate analysis, a skill that can be important in other areas. Every skill requires speed, accuracy or both, and mental math helps develop them. she notes. She claims the contest was a success. Kinsley came away with a victory over Larned. Ginnv Blanton and Shelby Shanks ponder one of the questions asked during the Kin-sley-l.arned quiz. bowl. It was really exciting having 16 gifted students in one room challenging each other and get ting to know each other. The students are terrific. Student pages see House of Representatives pass bills; legislators1 emotions show through heated debate Two KHS students served as pages during February at a session of the Kansas House of Representatives in Topeka: Tonya Froetschner and Stephene Westhoff. Froetschner. explaining what a page does. says. You more or less run errands for the House members. You get their mail. You got food and snacks for them. One of the main jobs of a page is obtaining past material that needs to be retrieved. Froel schner explains. You go to the document room to get certain bills for the legislators. Froetschner and Westhoff paged from 10 a.m. to 12:15 p.m. A lady there showed them how to page for the north side of the House. You have a little map. states Westhoff. used to locate a member of the House who is buzzing for a page. When Froetschner and Westhoff served, there was a shortage of pages. There were eight on our side and nine on the other. states Froetschner. There are usually 15 or 20 pages per side. A lot of people couldn't get there that day because of the snow. On this day. by a stroke of luck, the House passed the bill raising the legal age to 21 for purchasing alcoholic beverages and an amendment permitting liquor by the drink. Froetschner summarized by saying. It was interesting how the legislators got down to debating the bill. The debate got hot. Some legislators were even nasty. states Froetschner. Froetschner and Westhoff found being pages tough during this liquor debate. They were pretty polite. comments Froetschner. But when the members needed written sup port, they needed the bills now! Westhoff says. Mine were all friendly during the debate. The legislators were in a hurry to get their documents. 122 KHS INDUSTRIAL ART Dreams become projects Advanced industrial art classes provide students with a freedom to choose a project. Many factors help a student to choose a project. The student then gets into making the project. This is where valuable skills are learned. Troy Leith in metals and Michelle Hattrup in woods describe their projects: “The idea to build the staircase came from Rachel, my mom. I needed something to do in the class, so I sat down and discussed it with my parents. We were remodeling our house anyway, and she said she had always loved spiral staircases, so I said I would see what I could do about it. “I’ve learned a lot in the process of building it. It has been a trial-and-error deal in some parts of it. Mr. Bakumenko had never built one or seen one built so he and I sort of thought out some of the tough spots and came up with what sounded best. “I've had a lot of help from friends through the whole process. It would take too long to mention all the names of all people who helped. I would like to let them all know how much I appreciated their help. ‘Thanks, guys!”’ --Troy Leith “The reason I’m making a grandmother clock is because as a senior I wanted to try to make something that had a challenge to it. The grandmother clock may have been more of a challenge than I expected. Also Mr. Adams and my mother had a lot of influence. Mother decided it would be nice to have a grandmother clock. “It’s real fun making the clock. There are a lot of things I have found out that you can do to wood that 1 probably never would have discovered. The real reward will come when I finally get it finished.” -Michelle Hattrup Above: Michelle Hattrup prepares a piece of wood for her grand mother clock. Above: Troy Leith stands with his circular staircase that he is building in his industrial art classes. 123 High Sclted I start the morning with a cup of coffee. I think about the world's problems; I give food to the poor people; I destroy all weapons in the world. I think, and I think... Why doesn’t everybody have a cup of coffee? -Stein Hoymyr The people around me are all the same and claim to be different; the stereotyped masses boggle my mind. They seem to reject me because I don't quite fit their little system of norms. I refuse to be a clone and belong to their little cliques. I fear the day I run my life to satisfy the people around me. y-JS Too many people J look at are unhappy because their lives don't quite meet the xeroxed standards and values of the group. I collect all the necessary information and I do what I feel. I meet my needs, and I like myself. The people around are all the same-they reject my differences and don't understand. They live the false lives of others, but I........ ......I choose to be different. -John Reiling Today Today I feel like a dream, wishing that some puff of wind would carry me away to a far away place I’ve never seen. . . where I could be carefree and happy forever. My mind is quite clear. I can see my future ahead of me and I feel I can be master of my own destiny. My life, my dreams, are mine forever..... -Amy Livengood OUR MOTHER EARTH Why do we hide or turn our heads away from that on earth which is destroying her? Since God created her until today, she’s loved and cared; not once did she defer. Man takes advantage of her wonderous gift but never stops to think of consequence. We mustn’t let our earth decay or drift; she is our mother, life, and all defense. Great goodness lies inside of everyone, but selfishness has to be conquered first. We need to love our earth instead of shun as she has loved us with undying thirst. Our Mother Earth is here for everything as long as humans value what she brings. -Lisa Anderson I am a person so accept me as I am. I'm only human; I do make mistakes. People wonder why sometimes I stumble. I just say I'm only human and so are you. -Shane Miller Smile! The world goes on, and yet, so does life. Do not give in! Show ; give it your all.. . Because.. Someone cares!! -Ginny I The raining of spring suggests beginning to the life of earth -Mandv Hetzel Yesterday I felt forgotten; no one recognized me when I said Hi. My teachers asked everyone but me for homework assignments. In class discussion I raised my hand, but no one called on me. I was the last person to be chosen in a daily game, but did not play. After school was over I got on the bus to go home. Some people accidentally sat on me, but when noticed, said, “So sorry, I didn’t see you.” I’m fed up, world! I’m alive. I eat, sleep and breathe. 1 want to be noticed. JT Can’t you hear me? Doesn’t anyone know I exist? Oh, it’s useless. -Danny Streit L This is Just to Say You helped me out when I was down. I wanted to thank you but we never speak. Come talk to me sometime; I will always be your friend. -Mickie Hattrup m The Kite This is just to say, that the world can come tumbling down for a child with hopes that reach the sky-the hopes take him upward into the feeling of euphoria. Then, it crashes down because of one slight miscalculation! But a child is an imaginative person and his hopes cannot be drowned in the water. For, he will rise up again. He cannot be beat except by himself alone. -Ginny Blanton 124 C leaUviiif The Shadows of Death O, Death, you leave behind the shadows of your work. The pain, the grief, the misery have marred my life. In time they ebb through love but great confusion still remains with me. The questions always fill my mind. Why him when others beg to go? Why must our Lord be so unfair? When everything looks grim and sorrow fills my heart, I look toward the heavens. Reaching for an answer, I know now that there is none that I can find. At last, I can accept my loss, can try to live my life and have some peace of mind. Some day I will remember him without the pain and live in freedom of all doubt. •Ian Hattrup I am a rainbow, full of color and light, stretching to meet the horizon and to bring joy to the world. The promise I carry to the � is this: I promise to lighten up the sky with color and happiness, and to be a symbol of hope f anyone who believes in the dreams of tomorrow. ______ l isa Anderson See the leaves falling In the autumn weather In all shades of color --Fran Brake Stars Stars give light at night showing us they really care by leading our way -Mickie Hattrup This is just to Say I love my country My country the U.S.A. My country free and so loving. Keep on America let us enjoy the times. -Shane Miller This is just to say, I love you. Nothing more need be said; The words are very plain. They speak of so much more, things that can't be said-so. Just remember.......I love you. -Ginnv Blanton Flag Colorful, majestic Breeze moves gently Our symbol for freedom America -Liu Anderson War When people are killing people When pain, screams, and death surround everyone. The root to extermination, ought for independence. see your friend die next to you, anger.______ for? -Stein Hovmyr and you feel angei Is it worth living I This is Just to Say I have sat patiently waiting for the rain to fall gently to the earth... but it never comes to replenish and restore the parched ground where life begins. But soon it must fall gently again and restore our earth: That is its obligation. -Lisa Anderson etched out, Fall evenings Rain and blow The fallen i so peculiar. Death has been there visiting -Thomas Bentin The Kite This is just to say I saw the seagulls that were at the beach today, flying... in the sun so beautiful and free. 1 wish 1 could be so free as to fly way up high under the heavens without a care in the world. -Amy Livengood K'l Watch the snow blowing, nature covered in bright white providing new life. .. Winter brings cold air, plants, trees, and animals are sleeping quietly. Snow is beautiful, showing vibrant colors of a future spring day. -Danny Streit This Is Just to Say She took you away; You never came back. I didn't follow ... For Three is a crowd; You know. that doesn't mean I want to lose your friendship. -Mickie Hattrup. Falling down so white and pure, it is never touched before. It is lovely to see it fall to the ground. Hey, see what I found! -Stein Hovmyr 125 All Lines of Insurance John Wire Drew Poer Potpourri Insurance Agency 659-2979 Kinsley Burkhart Meat Products Quality Meats 620 Winchester 659-2286 9t pu can keep y win bead when aft aboul ifeu Ale losuuj tkeixs and blammy ilen yeu. Of yeu can txusl yeuxsetf when aft men doubt y m. Bui make attemance k' Bteii deubtma lea. -Kiptiny 9t yeucoM wail and eel be Uud by mailiny. fa bemy tied about. don't deaf in tieft fa bemy baled, don't yiue utay to balmy And yet don't task too yeod. km talk too mist: Of yeu can dxeam and nol make (beam yeux mutex Of yeu can Hunk - and nol make tkouqklA yeux aim . 9f yeu can meet milk Jxiumpk and Visaslex And heal these turn impeslexs just Hu same. Of yeu can beax to heax Hie txulk yeuve spoken 1 uusled by knaves to make a txap fox feels fa uialek tke Hueys yeu yaue yeux fife te. bxeken And sleep and build em up milk utexn-eul tools Of yeu can make one heap of all yeux winninys And xiskilenene luxe of pitch and less And lose, and staxl ayain at yeux beyinninys And nevex bxealke a rnoxd about yeux less: Of yeu can foxce yeux Iuaxl and nexve and smew T« sew yeux turn leny aftex Huy axe yene And se held on when Huxe is netkmy in yeu Except Hu Witt wkiek says te Hum Held on! Of yeu can talk milk cxeutds and keep yeux oixlue. 0 waft with Kuqs itM lose tke common touch Of neUkex foes no t looiny fxiends can Ituti yeu. Of att men count milk yeu. bul none too muck . Of yeu can fitt Hu unfexyiviny minule With sixty seconds rnoxtk of distance xun. tfouxs is Hu Caxtk and eoexytkmy that s in it And -- wkiek is moxe - you tt be a Mom. my seni 126 Breaking into groups. .. 127 “Good participation makes a student have some pride in his school. Being involved with activities and showing good school spirit might influence someone else to join in, too.” --Paula Schaller Student Council vice president Student Council. Back: Leann Kallaus. Jamie Craft. Mandy Hetzel. Kent Schaller. Middle: Cheri Cummings. Shelby Shanks. Barbara Rush. Dwight Schinstock. Shane Miller. Bottom: Ginny Blanton secretary, Lida Anderson president. Paula Schaller - vice president. Jena Velharticky. Kathy Schaller, Belinda Fry. Not pictured: Mr. Duane Adams - adviser. Journalism. Back Robbie Headrick. Galen R. Boehme adviser. Middle: Shawn Bruce. John Reiling, Tonya Froetschner, Belinda Fry. Bottom: Shelby Shanks. Ginny Blanton, Dawn Merritt. Cheerleaders. Left to right: Cheri Cummings, Luann Poer, Laura Ker sting. Mandy Hetzel. Jan Hattrup, Michelle Hattrup. Dawn Hoban. Janell Cramer. 128 Pep Club: Back Lisa Anderson. Amy Liven good. Jamie Craft. Valerie Olsen. Denise Glaze. Leann Kallaus. Shawn Hicks. Tanya Newsome. Mindy Kerns, Kathy Heacock. Third: Shelby Shanks. Gin nv Blanton. Anna Fulls. Michelle Hicks. Tina Schinstock. Stacey Ryan. Stephanie Burkhart. Judi Craft. Marla Corwin. Shelah Shanks. Second sponsor Marilyn Bauer. Frances Brake- president. Leann Schuette, Belinda Fry. Jena Velhartickv, Lisa Miller. Davean Whipple. Barbara Zumwalt. Shawndell Konrade. Kathy Schaller. Front: Mandy Hetzel-Student Council representative. Jan Hattrup vice president, secretary-treasurer. Michelle Hattrup. Laura Kersting. Cheri Cummings. LuAnn Poer, Janell Cramer. Dawn Hoban. Coyote Pack: Back Brad Scott. Karl Hetzel. Darren Wire. Robbie Headrick. Shawn Bruce, Tim Baker. Second Lisa Anderson. Jamie Craft Denise Glaze. Troy Leith. Joe Brake. Brian Laudick. Front Anna Fulls. Barbara Zumwalt. Nyla Myers. Mindy Kerns. Shane Miller. Danny Espinosa. Michelle Hattrup. Not pictured: Thomas Bentin. Mike Bowman. Gene Brake. Michelle Domme. Heath Fulls. Tony Gales. Scott Gleason. Scott Kuhn. Rachel Lightcap. Rowdy Meeks. Mark Poer. Brad Putter. Lance Ramsay, Stacey Ryan. Leann Schuette. Greg Short. Rusty Smith. Dan Streit. Jena Velhartickv. Mary Vieyra. Ron Wetzel. Jim Kuhn sponsor and Bobbie Lewis-sponsor. Kavettes: Back: Denise Glaze. Frances Brake. Jamie Craft. Valerie Olsen. Tonya Froetschner. Stephene Westhoff, Kathy Heacock. Melanie Wear. Second. Lisa Miller. Nyla Myers. Belinda Fry, Michelle Hicks. Tina Schinstock. Stacey Ryan. Jena Velharticky. Front Evalina Craig sponsor. Leann Kallaus Student Council representative. Mindy Kerns vice president. Anna Fulls-president, Cathy Nau-treasurer. Karen Kohrt. Annie Liberty secretary. Not pictured: Melissa Kirkbride. 129 Flag Corps: Back: Brian Laudick-flagmaster, Jean Edney-instructor. Third: Frances Brake. Stacey Ryan. Cathy Nau, Leann Schuette. Second: Leann Kallaus. Tina Schinstock. Lisa Miller. Front: Shawn Hicks. Jennie Coss. Not pictured: Stephene Westhoff. Band: Back: Rowdy Meeks. Kathy Heacock, Greg Short. Lance Ram say. Paula Schaller. Lisa Anderson. Karl Hetzel, Curtis Gales. Jean Ed ney-instructor. Second Scott Luthi. Shelah Shanks. Rusty Smith. Brad Scott. Shelby Shanks. Rob Meeks. Jena Velharticky. Mindy Kerns. Mike Kelly. Front. Rachel Lightcap. Janell Cramer. Jessica Farra. Dawn Hohan. Nyla Myers. Valerie Olsen. Michelle Domme. Lisa Hornbaker. Ginny Blanton. Not pictured Corey Sanders-drum major, Etta Baker. Michelle Perez, Melissa Kirkbride. “Group participation teaches how to get along together and helps to spread enthusiasm towards a common goal. The more involved people are, the more others want to be involved.” -Jean Edney music instructor Choir: Back. Jean Edney- instructor. Brad Bagby. Shawn Bruce. Mike Kelly, Sheila Werner. Kan die Maley. Second: Mandy Hetzel. Denise Glaze. Ginny Blanton. Greg Short, Stephanie Burkhart. Shelah Shanks, Leann Kallaus. Lisa Miller. Front: Jena Velharticky. Stacey Ryan. Tanya Newcome. Mitchell Barnett. Lance Stegman. Wendy Quisenberry. Cheri Cummings. Tamara Froetschner. Marla Corwin. Not pictured Bob Cain. Melissa Kirkbride. Etta Baker. 130 Musical Chorus. Back Darren Wire. Lance Ramsay. Dale Wetzel, Jean Edney instructor. Third Rachel Lightcap. Michelle Hicks. Wendy Quisenberry, Shawn Hicks. Melanie Wear. Second Leann Kallaus. Lisa Miller. Tamara Froetschner. Marla Corwin. Jennie Coss. Tanya Newcome. Mindy Kerns. Front Dawn Hoban. Kathy Heacock. Stacey Ryan, Stephanie Burkhart. Shelby Shanks. Michelle Hat trup, Nvla Myers. Not pictured Corey Sanders. Bob Cain, Brian Laudick, Mike Kelly. Lance Stegman. Musical cast. Back Shawn Bruce (Horace!. Shelah Shanks (Er mengarde), Rob Meeks (Ambrose). Middle Ginny Blanton (Irene). Greg Short (Cornelius). Jena Velharticky (Minnie). Brad Scott (Barnaby), Amy Livengood (Dolly). Front Barbara Zumwalt (Er nestine). Wrestling. Back Dave Smith head coach. Shawn Bruce. Darren Wire. Tony Gales. Lance Ramsay. Middle Dennis Wilson. Scott Mucklow. David Graff. Scott Luthi. Front Lisa Anderson manager. Vance Hornbaker. Shane Miller. Curtis Gales. Not Pic tured Ron Miller assistant coach 131 “Good group activities help an individual develop traits that will carry on into other areas of that person's life. Qualities of leadership, cooperation, loyalty, individual sacrifice for the good of the group are just a few attributes that a person can acquire in a group activity.” -Mr. Jim Kuhn head coach Varsity basketball. Back: Rusty Smith, Rowdy Meeks, Dan Streit, Robbie Headrick. Karl Hetzel. Middle Thomas Bentin, Ron Wetzel, Troy Leith. Danny Espinosa, Mark Poer, Kent Schaller, Don Stuart - assistant coach. Bottom Brad Scott. Brad Putter. Scott Gleason, Mike Bowman. Jim Kuhn - head coach. JY basketball. Back: Jim Kuhn - head coach, Joe Brake, Rusty Smith. Karl Hetzel. Brad Putter, Don Stuart - assistant coach. Bottom Jon Herrmann, Brad Scott. Scott Gleason. Mike Bowman. John Kelly. Not pictured: Brad Bagby. Freshman basketball. Back: Rob Meeks, Greg Short, Gene Brake, Chad Hutchison, Mike Coover, Don Stuart assistant coach. Bottom Lance Stegman • manager. Heath Fulls. Eric Werner, Darrell Peterson. Dwight Schinstock. Jim Kuhn -- head coach. Not pictured: Scott Bean. 132 Varsity basketball. Back: Shelby Shanks. Laura Kersting, Mary Vieyra, Stephene Westhoff. Kathy Heacock. Michelle Domme. Bottom Don Streit - head coach. Valerie Olsen. Stacey Ryan, Michelle Hattrup. Ginny Blanton. Frances Brake. JV basketball. Back Don Streit head coach. Karen Gleason. Shelah Shanks. Tina Schinstoek. Dawn Hohan, Shawndell Konrade. Bottom: Shawn Hicks, Kathy Schaller. Janoll Cramer. Tamara Froetsehner, Michelle Hicks. Rachel Lightcap. Varsity volleyball. Back Anna Fulls. Mary Vieyra. Denise Glaze. Michelle Hattrup. Jamie Craft. Lt� ann Schuette. Rachel Lightcap. Bot tom LuAnn Poor. Paula Sehaller. Jena Velharticky. Valerie Olsen. Shawn Hicks. Michelle Domme. Stacey Ryan. Not pictured: Bobbie Lewis - head coach. 133 JV volleyball. Back. Dawn Hoban. Mindy Kerns. Tanya Newcome, Leann Kallaus, Janell Cramer. Shelah Shanks. Kathy Heacock manager, bottom Kathy Schaller. Tamara Froetschner, Judi Craft. Shawndell Konrade, Karen Gleason. Tina Schinstock. Michelle Hicks. Not pictured: Bobbie Lewis -- head coach. Varsity football. Back Dan Streit. Dan Espinosa. Shane Miller. Thomas Bentin. Trov Leith. Stein Hoymyr. Middle: Shawn Bruce. Tim Baker, Joe Brake. Tony Gales. Rusty Smith, Mike Bowman. Mark Foer. Front: Don Stuart assistant coach. Karl Hetzel, Scott Gleason. Jim Kuhn - head coach. Brad Scott. Darren Wire. Dave Smith assistant coach. “Good group participation teaches the individual the ability to work with others as a team and see how strong they can be together but realize that they are as good i s the weakest member.” -Bobbie Lewis volleyball coach Freshman football. Back: Scott Kuhn. Scot Bean. Lance Ramsay. Chad Hutchison. Gene Brake. Jim Kuhn head coach. Middle Dennis Wilson. Scott Luthi. Greg Short. Mike Coover. Scott Mucklow, Dave Smith assistant coach. Front Heath Fulls. Darrell Peterson. Vance Horn-baker. Curtis Gales. Lance Stegman-manager. Don Stuart-assistant coach. Bus drivers: Back Ward Guffey. Ken Schnitker. Dewey Blank, Leland Floyd. Front. Kathy Stegman. Bill Werner. Not pictured: Ray Daniels. Fred Westfahl. 134 DISTRICT-WIDE KINSLEY-OFFERLE SCHOOL NEWSLETTER VOLUME 2, NUMBER 9_________MARCH 28, 1985______KINSLEY, KANSAS 67547 State legislator introduces bill to improve student preparation; Apt hopes to increase student’s success in college environment “I think students are ill prepared to go to college says Denise Apt. Iola. member of the House of Representatives for the tenth district. Because of this Mrs. Apt has introduced House Bill 2280 to the state legislature which, she says, is designed for better college preparation on the part of the student. The bill would provide for the state board of regents to set up a basic college prep course which would have to be com plcted by every student before being admitted to a state support ed four-year college and or uni versity. This curriculum would include a minimum of four years of English, three years of math. three years of science, and two years of a foreign language. As for the student who is involved in a field where one does not feel these requirements are necessary, private liberal arts schools are available, notes Mrs. Apt. Mrs. Apt feels that high schools could better offer students the classes they need if they worked on a “cooperative basis. With this system smaller schools would join together and share both teachers and facilities in order to offer each student a well rounded education in order to prosper in the college environment. This is necessary because, says Mrs. Apt, no one district can furnish all the needed levels of education.” The bill is not designed to keep people out of college, only to bet ter prepare those who do go. Mrs. Apt believes that the bill will encourage people to be bet ter prepared but that it shouldn’t discourage people from attending, as she says, I don’t anticipate a decline in admissions. Students are going to have to prepare themselves because, as Mrs. Apt says, If you’re not prepared you’re going to have a real struggle. If the bill should pass this year which, says Mrs. Apt. “I don’t really expect that it will, it would not go into effect for four years to give all high schools and students a chance to adjust because, as Mrs. Apt notes, “I don’t want to penalize anyone. The bill may not pass but even so Mrs. Apt feels it will have the desired effect on students’ preparation. That is because if they know they need the class. I think they’ll enroll, says Mrs. Apt. My chief concern is this.” Mrs. Apt says; in an average college freshman class 50 per cent either drop out or flunk out their first year. After four years only 25 percent graduate. Mrs. Apt looks at this high at trition rate as reinforcing failure.” She feels that we’re setting them up. What it all comes down to is this, notes Mrs. Apt: I don’t want to send them off to flunk. Representative Denise Apt’s bill stresses a proper high school background for college work. Here Barbara Zumwalt makes such a preparation by participating in the Pratt Academic Olympics. General election April 2 will fill BOE positions; two write-in candidates ask for public support General election for the three available board of education positions will be next Tuesday. April 2. with voters selecting from a roster of at least six declared and write-in candidates. For District I, incumbent Diane Zumwalt won without op position the primary election. Eldon Gray has announced him self as a write-in candidate to oppose Zumwalt in the general election. District I includes Kinsley’s Ward I with boundaries on the north side of Fifth Street and north of US 56 Highway, within city limits. The District II position attract- ed no candidate during the primary election. Since then, two individuals have declared them selves write-in candidates: Jerry Kirk and Boyd Mundhenke. District II includes all residents in Kinsley’s Ward II; the bound aries are the south side of Fifth Street and south of US 56 High way. within Kinsley city limits. As a result of the primary election. two names will represent District III: Roger Leith and incumbent Julie Ackerman. District III includes the rural area of the school district, the area excluding the city of Kinsley. (Continued to page 138) 135 HIGHLIGHTING Students must set priorities for advancement Twenty men cross a bridge into a village. Twenty men cross 20 bridges into 20 villages. In this paradox lies the realization that each man has to be an individual. Each man thinks and acts differently and separately from another. But, an individual has only so much time and ability to do well what he can. He must organize his life so that he knows where his priorities lie. A student must do the same with his extracurricular activities. Approximately 125 students now attend Kinsley High School. They have available to them the same number of activities as the 250 students of KHS did 10 years ago. How do the students do it? The answer is simple. They cannot. A school system which offers a certain number of programs, with limited students, cannot be expected by the community to do well in every activity. So, the students must set priorities for themselves through the use of a “trial and error basis. This means realizing the difference between what is important and what is urgent. An example of this occurs when a student is caught between a coach urging the student to play in the big game and a teacher urging the student to stay home and study for the big test. The community needs to realize that if a student is putting forth his best effort in any program, regardless of the number of spectators it attracts, then that student deserves recognition and commendation. Each man has his bridge to cross to get to the village on the other side. There just happen to be many different approaches to getting there, some more beneficial than others. -Ginny Blanton Class of 1985 Honors banquets provide recognition for the outstanding students; honored students believe that good grades ‘pay off’ in college Lisa Anderson, participating in the pep band for a home basketball game, says that involvement in extracurricular activities has taught her “skills that I can use the rest of my life. Curt Gales plays the drum in the background. College isn’t far away for some students. When a college is considering a student for admission, ad mission officers look at not only his test scores, but also his grade point average. In most high schools, students with high grade point averages are given no recognition other than being listed on honor rolls. In the Central Prairie League schools, however, the scholars are given a special treat. On March 14, the Sterling National Honor Society hosted the annual Central Prairie League Honors Banquet. The banquet is an effort of the league schools to recognize the scholar instead of the athlete or the musician. The students in the top ten percent of each of the junior and the senior classes in the league may attend. This year, these students represented Kinsley High School: juniors Rowdy Meeks. Dawn Merritt. Tony Gales, and Shelby Shanks; and seniors Ginny Blanton. Jan Hattrup. and Lisa Anderson. These three seniors are what the league terms repeat per formances. This is the second year for them to be honored. Anderson says, It is really an honor to just be recognized. In some leagues athletics are stressed over academics. This banquet proves that there is more going on at school than just athletics. These seniors will also have another chance at recognition. Kansas University holds a banquet in Larned to honor the top ten percent of the senior classes in Edwards. Pawnee, and Stafford counties. The banquet is sponsored by local KU alumni, and each student is awarded a certificate and a dictionary. Both of the banquets reflect a growing concern for quality in education. But for these three seniors, quality has been their concern all along. Hattrup says, “I know what I want to get out of high school, and that includes getting good grades. If I don’t get the grade I expect, then I know I need to work harder. But getting good grades is not easy, especially when a student is busy. My grades mean a lot to me since I am taking harder classes that will help me in college. I have worked hard, and studied hard to get my grades up, even when it means turning down something else I would have rather done instead, Anderson says. Although she feels that studying is important. Blanton says the key to learning is motivation. “When I get interested in what a teacher is saying or doing, then I become involved and motivated, and I really learn,” she says. All three of these girls plan to attend college. Hattrup. who plans to major in secondary education, has utilized Kinsley High School’s work study program to prepare for college. She spends one hour of each school day observing at St. Nicholas Grade School. Working at St. Nicholas has helped me in that I get to observe the teachers and see how they relate to the students, says Hattrup. Academics do play a major part in any education. But as Anderson points out. involvement in extracurricular ac tivities can prove to be beneficial. I have been involved with Student Council during high school. Being active in Stuco has taught me leadership, responsibility. and how to relate to other people. These are skills that I can use the rest of my life. Blanton also stresses involvement. She says. Get in volved. If you don’t, you are missing out on half of high school. Each of these seniors has met with success in high school by establishing priorities, and studying is definitely a priority for each girl. I am pretty busy.” Anderson says. But I know that the time I spend on my studies is worth it. I want to be ready for college. 136 Its People. .. Special Olympic competition provide many opportunities for local interrelated classroom students to get involved Let me win.....but if I cannot win. let me be brave in the at tempt. The interrelated classroom at Southside Elementary School, taught by Jerry Phillips and assisted by Joan Buhrer, attends several special Olympic meets during the school year. Early in the year the special Olympics sponsors the Prairie Retarded Citizens Association (P.R.C.A.) Rodeo for students in interrelated classrooms. ‘They ride horses and rope goats, all the usual things involved in a rodeo,” states Phillips. Recently, the local students attended an area Run. Dribble, and Shoot meet held at Dodge City to qualify for eligibility at the state level contest held last Friday in Hays. Each of the students in Phillips’ class won a medal in his her division at the Dodge City meet. Tony Brake. T.J. Ford, and Rhonda Justice won bronze medals; Kendra Helfrich and Tim Hailing won silver medals. The medals are won by an accumulation of points. Students receive the points by having the fastest time in drib bling the basketball around ob jects. Students receive points too by making a number of bas kets from a certain designated number of feet away from the net. After the state level basketball meet, the students begin the eight week training program to learn the basic skills involved with the upcoming track and field meets. Requirements For all meets and events the students are required to be eight years or older, be in an interrelated classroom, have a physical, and have the parents’ consent to participate in the special Olympics. The Kennedy Foundation originally founded and sponsored the special Olympics. A group of families having handicapped children wanted their children to participate in sports as other children do. In time, the Kennedy Foun dation published training manuals called “skilled develop ment programs as a guide for helping teachers teach these students the basic skills necessary for participating in competitions, such as catching a ball, running in a race, or bouncing a ball. The students must go through eight weeks of training to develop these basic skills before competing. Phillips states. We set aside about 30 minutes to an hour a day for working on these skills depending on how well the students have already developed them. He also adds. They seem to be anxious to develop the skills, sometimes overanxious. They sometimes try to do something that should be learned later on. The special Olympics com petition allows a student to use these developed skills, including the catching of a ball. Phillips states, “Not everyone gets to utilize their skills in competition like these kids do. The world wide program has been successful.” states Phillips. Last year an international com petition at New Orleans was held. At least 3,500 participants from the state levels, with five from Kansas, participated in the New Orleans event. Involvement In each level of competition, regardless of one’s area of strength, students are inter mingled with other students. Before each competition, scores are sent in for each student ac cording to points made during the eight week training period. Everybody gets involved. says Phillips. Civic organizations and teams get involved to provide lunches and facilities while other organizations certify to sponsor and to collect funds for the Olympics. Teachers and coaches must also certify to work in the special Olympics. They must attend an eight hour clinic and a 10-hour practicum. It takes quite a bit to get this going, support especially. add Phillips. Joan Buhrer, paraprofessional in the interrelated classroom at Southside, works with her students in developing learning skills with an Apple IIE computer. Concerning the Special Olympics . . . “I like to win the trophies (medals). -• Kendra Helfrich I like throwing the ball. Tony Brake I like playing the most. Tim Hailing 137 . . . and Its Programs Unit on wind involves making, flying bread wrapper kites Landon YanNahmen tries to raise his bread wrapper kite. Spring weather has the kin dergarten students involved in group projects. In a unit on the wind. Wanda Wilson, teacher, describes the poems, the finger plays, as well as the projects that the students follow in understanding the positive and the negative effects of wind. Creativity cannot be taught; it is so individual. says Lyndel Adams, sixth grade teacher at Offerle Middle School. Creativity is a class that can’t be taught or graded. Who am I to say if one poem or story is more creative than another? asks Mrs. Adams. She grades the projects according to correct English usage, spelling, and neatness. Success at creativity lies with the gaining of trust. There aren't any statistics on this, but I feel you have to gain the trust of your pupils. They must trust that I won’t laugh at what they write. explains Mrs. Adams. She feels that in gaining this trust the students do a better and more creative job. When the students trust that I won’t laugh at them or let the other students read their work, it becomes more creative and in-depth. Kids at this age.” continues Mrs. Adams, worry a lot about I use action poems, especially those that stress rhythm. When children can respond to the beat of the words that they say. they have mastered one of the best prerequisites to reading that I know.” says Mrs. Wilson. Thus, as the children recite such poems as the following, they add hand, body gestures: what their peers think. They are afraid to be creative because one of their peers might laugh at them. Mrs. Adams does not allow one student to read another student’s writing unless the writer does not care. Mrs. Adams feels that by put ting a lot of restrictions on an assignments the less creative the results. “The fewer the restrictions. the more creative and original the student can be. says Mrs. Adams. Mrs. Adams does several creativity projects in her classroom to create individual stories and poems. Most of the work is done in class. This makes it very difficult for many students because it is hard for them to become instantly creative. Mrs. Adams encourages her students to think in terms of and write about the extraordinary. Reading other people’s works is good for getting ideas but usually then the student’s project project ends up being ordinary. says Mrs. Adams. The wind came by to play with me. And he was rough as he could be. He pinched and shoved and tried to slap And whirled around and grabbed my cap. And when all that was done... He wrestled with me- But I won! Mrs. Wilson uses wind objects to reward those students who count correctly to 100 and who recognize correctly the letters of the alphabet. One item is a whistle with an attached wheel; the wheel moves when one blows into the whistle. Another item, the pipe blower and ball, illustrates the power of compressed breath. Perhaps the most colorful project.” says Mrs. Wilson, “has been the bread wrapper sack kites which the students not only made but have also been flying. One needs two bread wrapper sacks to make a kite. One wrap per is cut into two-inch strips, each strip tied, to make the tail; To develop the use of the imagination, she has several activities for her students to do. One of those is thinking of ten uses for an egg shell. Mrs. Adams says. I get a lot of neat and different answers which show how individual each student's creative mind is. She then encourages the students to write about anything “no matter what the subject.” She feels this writing proves useful as it helps students write about what they could feel un comfortable discussing vocally. Creativity can be easily stifled. Thus, according to Mrs. Adams, the teacher’s respon sibility is to recognize and develop each student’s creativity with sensitivity. the tail is then attached to the other sack so that the wind opens up the sack, causing the kite to ascend. This simple project teaches a great deal about wind resistance. says Mrs. Wilson. Besides Halloween. Easter is the second time of the school year when the kindergarten students prepare a public program for parents, grand parents, family members... especially for the little people whom the students know. says Mrs. Wilson. “This year, Tuesday. April 2. 9 a.m. as well as at 1 p.m., the students will perform plays, finger exercises, and poems for the invited guests. We especially want the pre-schoolers here as the more times these preschoolers come to the kindergarten room, the more positive the attitude they will have when they come to school as kindergarten students. says Mrs. Wilson. Election fills positions (Continued from page 1351 Eula Westphal. clerk of the school board, reminds voters to follow the procedure when voting for a write in candidate: Write the name of the candidate on the line and put an “X” in the box to the right. Westphal also says that all voters for the school district election will receive ballots allowing them to vote for all three positions. Regardless which district one lives in. he has the opportunity to vote for a candidate for each of the three positions. However, for a person to represent a particular district, he has to live within the bound aries of that particular section of the school district. I )'««d Lf$L9 MIX ,1 s';i jO “°V Recognizing and developing a student's creativity involves sensitivity; sixth grade OMS teacher emphasizes traits: trust, respect, imagination 138 WRESTLING Coyotes wrestle well for season “It was really a pretty successful season. David Smith, first year wrestling coach, speaks highly of the season. Although the dual record wasn't that great, that record doesn't tell the whole story according to Smith. “Although we didn’t win very many overall, we beat most of the teams in actual on-the-mat-wrestling. What killed us was having to give up 18 forfeit points, he says. He also feels that the schools the team wrestled provided “tough competition. “Some of the teams we wrestled were wrestling powerhouses, Smith says. Smith commends the team for doing a good job. “I don't think we have anything to be ashamed of. A lack of experience hurt the team this year. Of the 11 wrestlers out, six were freshmen. However, according to Smith, “the freshmen did a good job for us. They took their licks and stuck with it.” He also feels the freshmen are “really looking forward to next year. The team was able to qualify two wrestlers for state. Tony Gales was defeated in the first round but Shane Miller went on to place second. I think Shane was satisfied. I know the rest of the team was. He really did a good job, says Smith. Smith looks forward to next year with a lot of optimism. “We'll have a lot of freshmen back who should do a good job for us,” he says. I would like to have more numbers out. It would be nice to have a full 12 man-team for once.” Smith’s optimism for next year’s team also applies to himself. He says, “I’m really looking forward to my second year of coaching. Below Lance Ramsay attempts to base up and escape. Wrestling Records Win-Loss 98 Shane Miller 28-1 105 Curt Gales 17-9 112 Vance Hornbaker 5-16 119 Scott Mucklow 9-16 126 Scott Luthi 3-19 132 David Graff 5-15 145 Tony Gales 26-8 167 Lance Ramsay 9-20 Hwt. Shawn Bruce 12-8 119 Dennis Wilson 2-8 Hwt. Darren Wire 4-3 Top: The team bench (Lisa Anderson. Darren Wire. David Graff. Vance Hornbakcr) watch a match closely. Middle: David Graff gets ready for his match. 139 COYOTE BOYS’ BASKETBALL VARSITY Above: Danny Espinosa and Rowdy Meeks prepare to set up the offense. Above Kent Schaller puts the pressure on a Greensburg player. Above right Troy Leith prepares to throw in the ball. Right Danny Streit calls out the press break. NeMCity I. ARSED TOURNAMENT Pawner Height rham They We M 0 UCr SpearviHe CUflin ttattnvflh Med l odge O.T SECOND PLACE TOURNAMENT SECOND PLACE 41 43 65 35 38 64 m 45 St 67 64 49 53 $7 7 63 57 ErfeU «• ii lip n Suffnrd Sc John Sterling fr'nirfield KliinwoodZOi Neon City Atwood .r 51 S3 33 65 67 67 75 62 s CPI, CHAMPIONS SUB STATE 25 36 2 U 81 B ST ATE CHAMPIONS STATE Centro 20 Win. 4 Umm Top: Danny Espinosa passes the ball as a Claflin player applies pressure. Above Danny Espinosa shows the crowd the fast break. 140 STATE BASKETBALL Coyotes come alive! Right: Nail-biting wasn't enough as the Coyotes dropped their only state game to Centre: 56 to 64. Coach Jim Kuhn sums up the success of the boys' basketball season in two words: “senior leadership.” “In eight years of coaching, this year was the best,” states Kuhn. He liked the players' behavior on the floor and in the classroom. Kuhn considers winning sub-state as the highlight of the season; “winning sub-state was a high for the team and the community.” The game of the season in Kuhn's opinion was the Ellinwood game. “That brought us our very first CPL championship,” says Kuhn. “We played 16 games on the road,” comments Kuhn. “We went 12 and four on the road and eight and zero at home.” The state tournament was a dream come true, but the dream fell short with a first round loss to Centre. “It was really tough to get prepared for the state tournament,” says Kuhn. “There is no way to compare a state tournament to anything else unless you've played in another state tournament.” Above: Danny Streit prepares to make an attempt at a free throw. This was the first trip to state basketball in 35 years and this year’s Coyotes were the first to win their way to the state tournament. Left: Rowdy Meeks sticks the press on a Centre player during state action. Below. Mark Poer shows his determination to win state. 141 Midwinter 1985 “You’re the Inspiration” Members of Coyote Pack chose “You're the Inspiration” as the 1985 midwinter theme. Red, pink, and white were chosen as the colors. The festivities started off with an assembly in the auditorium. Several skits were performed during the assembly. I felt all the skits took a lot of work and practice, says Stein Hoymyr, a member of Coyote Pack and participant in the assembly. The assembly ended with the school song. The festivities continued with the basketball games against Stafford. During half time of the boys’ varsity basketball game. Queen Denise Glaze and King Shane Miller were crowned. Following the basketball game was a dance in the high school cafeteria. “Midwinter came off very well. With the winning of the game we had a fantastic spirit for the dance. Although a lot of work was involved, the overall effect was rewarding, says Barbara Zumwalt, Coyote Pack member. Upper right: The 1984 85 midwinter royalty. Back: Jeff Gleason. King Shane Miller. Kent Schaller. Robbie Headrick. Front: Lisa Anderson. Queen Denise Glaze. Ginny Blanton. Jan Hattrup. King Shane Miller Queen Denise Glaze Robbie Headrick Jan Hattrup 143 COYOTE GIRLS’ BASKETBALL Season brings mixed feelings The Coyote girls went through a hard basketball season, but not all for a loss. Coach Don Streit found a lot of good in it. “I think it could have been better,” states Streit. “Hopefully we learned some things that will turn us around next year.” A lack of height and experience put the odds against the girls. Streit says, “We didn't have strong outside shooting.” This gave the girls a weaker offense. An inconsistent defense hurt the girls. “Our defense was strong when the girls played together, comments Streit. “A lot of it depended on attitude.” Coach Streit has a group of sophomores and juniors with experience now and hopes a lot for them. He states, “There is a pretty good group coming back.” Streit is not ready to quit because of a poor season. He says, “I enjoyed coaching the girls. I consider it a privilege to coach.” Above: Marv Vievra and Michelle Domme wait for a tipped ball from Michelle Hattrup. SUMTATE Top: Valerie Olsen brings the ball down court. Above■ Tonya Froetschner. Shelah Shanks, and Michelle Hicks give a smile after a win. Above: Stephene Westhoff tries to pass off the hall. Aboiw: Laura Kersting drives against a Macksville defender. 144 KHSGOLF Golfers gain experience The golf team of Brad Bagby, John Kelly, Lance Stegman, and Mike Coover are building experience. “They are inexperienced players,” comments golf coach Don Stuart; “three of these guys never picked up a golf club before.” The team actually has the experience of a competitive junior varsity squad, but they have to play varsity. Due to an extended basketball season, the golf season practices were cut short. “We haven't had much practice, states Stuart, but he adds, We’re starting to play well.” The players all feel golf is a relaxing sport. Bagby says, “You get to meet a lot of new people.” Kelly adds, It gives me time to get out and get away. Lance Stegman, one of the beginners, comments, ‘T've learned how to hold the club and swing it right. Above: The team warms up to prepare for driving. Above: Coach Stuart sinks a putt while the team looks on. (Not pictured is Mike Coover.) KHSTRACK Above: Barbara Zumwalt Above: Kathy Heacock and clears another hurdle. Jena Velharticky keep in shape Team becomes stronger A small track squad turned in good results this year. They are showing how easy it is to do it, comments track coach John Maack. “I’m real enthused with what they’re doing.” The track consists of Barbara Zumwalt, Derek Fagan, Kathy Heacock, Karl Hetzel, Brad Scott, Glenn Barnes, Shelah Shanks, and Jena Velharticky. The team may be small and young, but as Maack states, “They are improving.” The team has cooperation. Maack says, They are helping each other out in meets. This cooperation explains why the track team is successful. “Kathy Heacock got the school record for long jump,” states Maack; “I’m pleased with them. They are doing a super job.” Zumwalt, senior, states, “It’s a great sport. It gives me a chance to compete. “She adds, “I have become more self-confident.” Heacock, sophomore, says, I think that track is a way to stay in shape and to show your individuality.” 145 Two musicians receive honors The music department meets five contest dates. At league, March 16, the choir sang “Drunken Sailor” and “Dona Nobis Pacem.” The choir received three II’s. The band played “Battaglia” and “Gold and Silver” and received three Ill's. The soloists rated as follows: Melissa Kirk-bride-I, Mike Kelly-I, Lisa Hornbaker-I, Stacey Ryan-II, Mandy Hetzel-II, Brad Bagby-II, Jena Velharticky-II. All of the soloists participated again at regionals March 23. They received: Kirkbride-I, Hornbaker-I, Kelly-II, Hetzel-II, Ryan-II, Bagby-II, and Velharticky-II. At regionals for large groups, the choir received I, II, II, and the band three Ill's. Those persons receiving ones at regionals continued to 2-A state music at Marvmount College, Salina. April 28: Kirkbride-I, Hornbaker-I. Those persons participating at state piano contest February 9 were: Paula Schaller-I, Shelby Shanks-II, and Shelah Shanks-II. Above Vocal Soloists: Back: Stacey Ryan. Brad Bagby. Mandy Hetzel. Front: Jena Velhar-ky. Melissa Kirkbride. Above: Piano Soloists: Paula Schaller. Shelby Shanks. Shelah Shanks. Below: Instrumental Soloists: Mike Kelly. Lisa Hornbaker. 146 In addition to Rexall prescription medicines, Hamm Pool Pharmacy also offers: Cosmetics American Greeting cards Russell Stover candy Gifts Camera Supplies Hamm Pool and Rexall are names you can trust. HAMM POOL REXALL DRUG CENTER Shane Miller 1 in Coyote Wrestling i 1 The Kinsley Mercury Source for Community News Sports 147 Kant Highway 50, Kinhlry (3161 659 2261 Open 11 a m. • 10 p.m. LuAnn Poer helps the staff at Mr. Squeaky's carry out its policy of serving the public well. Robert Shanks Superintendent of Schools THE LEWIS PRESS P.O. Box 68 Phone 316-324-5551 LEWIS, KANSAS 67552 Newspaper Job Printing Motto: Printing with quality this year's newsletter and yearbook Ron Meier confers with Linda Schnoebelen as together they prepare copy for Focus. 148 DISTRICT WIDE KINSLEY-OFFERLE SCHOOL NEWSLETTER VOLUME 2, NUMBER 10____________________APRIL 18,1985 KINSLEY, KANSAS 67547 Community employers appreciate contribution oi local students who actively form an important part of area business work force Mandy Hetzel, senior, works as a cashier at Denny's Jack and Jill. Student employee-community employer: the relationship exists within USD No. 347. building a team approach that ultimately benefits the student. Carroll and Vivian Williams, current owners of Mr. Squeaky's. Kinsley, a short-order restaurant, have hired and worked with 86 different stu dents during the 11 years that the Williamses have been assoc ciated with Mr. Squeaky’s. Did you realize. states Mr. Williams. that when Me Donald’s originally began, the management wouldn't hire anyone except young men who had played on foot ball teams? The reason is obvious: Those guys were team-oriented. And in a business that serves the public, teamwork is it. Mrs. Williams adds that her current staff has 11 students in addition to her four full time employees. “I don’t have any turnover of help since this is the second year that the present staff has been with me. I have students coming back to work after they have been away to college for a year: some of these I train to be night manager. Dennis Friesen, owner of Denny’s Jack and Jill Food Store, has during his six years of business in Kinsley, used high school students to compost 30-40 per cent of his work force. When I hire students.” says Friesen. I know and I tell the students that 90 percent of them won’t be entering the grocery business as a vocation. But by working in the field, the students will learn how to deal with the public, how to communicate effectively. how to budget their time-basic skills which anyone needs regardless which career he enters. Description Friesen gives a similar description to the Williamses’ of the student employee. They are the involved kids. states Friesen. “They are the ones who are likely the cheerleaders, the athletes, the Kayette members. They are determined to get out and get something started. They are willing to work; consequently, they are the best workers.” The Williamses agree, citing student after student who has worked with them and who has now successfully become in volved in a college or a work program in another community. One of our former students is now managing a Ken’s Pizza in Emporia. Some years we have had all of our student employees invited to the Egghead Banquet (for academic excellence); very seldom is one of our employees not listed on the honor roll. explains Mr. Williams. This gives Mrs. Williams and me a great satisfaction, knowing that we work with fine young people. Both employers follow similar patterns for hiring student help when vacancies occur. “I probably hire one out of every five students who apply for a job. explains Friesen. Right now 1 have far more applicants than I have vacancies available. When I interview a student after I have examined his application. I consider basically three areas: school and community-related activities, grades, reason(s) for wanting the job. The activities are important, continues Friesen, “as there one is interacting with people, developing social skills. I ask if the student minds if I contact Miss Stallard (high school coun selor) to see how well the student is doing in school. Finally, I ask if the job is for money or for some other reason. Very seldom does the student answer that he wants to be part of a team-hut he soon learns that teamwork is vitally important. Before any student is hired, the Williamses follow Friesen’s technique in asking the existing student employees how easily they could work with the prospective student employee. I talk to the kids first. says Mrs. Williams; then I go from there. These kids can give ac curate recommendations. Ingegrity The Williamses commend the integrity of the students. When they are busy, says Mr. Williams, they are good help. Mrs. Williams adds, I let the students do whatever they think they can do - whether it be operating the fountain, the grill, or making the pizzas. Soon they can do any job here. And if I need extra help at certain times. I can easily depend on someone to help out. The problem comes when the school schedules some event quickly that we don’t know about at least a week in advance.” Friesen quickly recalls the numerous times when parents of his student employees have called the store, asking that some item be brought home. I have seen these kids pull out their check books to pay for these items. Their response im presses me; these kids are saying that they are accepting their share of the responsibilities for living within their individual families. Skills Involvement in both businesses means using com munication skills. Friesen explains his philosophy: We have to open up the communication. Every customer is to be met at the front door. I ask the student cm (Continued to page 150) 149 HIGHLIGHTING Parents, get involved before trouble strikes Spring-when a young man's thoughts turn to love as the old story goes. But at KHS that old line might be better rephrased as this: Spring-when a young man's lor woman's) thoughts turn to getting out of school. As most parents have probably noticed, students are tired of school. This is where a problem comes in. Most parents think that this is just an adolescent stage and the parents leave the student alone, thinking that he or she will work through the stage. Yet sometimes the student does not. A student's attitude during this time of the year Is one of “I don’t care.” Grades may fall and according to Dana Kandel, principal at KHS, “a higher absenteeism has occurred lately. Sometimes a parent isn’t aware of a low grade until grade cards arrive. This can result in a shock. Yet with a little parental interest, fewer problems would occur. Parents may need to talk to the child. They need to find out what the student is doing in school. The parents and the students need to communicate with one another about schoolwork and extracurricular activities. A parent also needs to talk to teachers. The teachers give a different viewpoint which is needed. You don’t get all of the story from a student. Teachers try but are not always able to let the parent know how the child is doing. It's the parents’ responsibility to talk to the teachers The parents need to get involved with their children. Don't just leave them alone to work through their problems. Help them. The choice is yours • finding out about what's happening in school or being surprised when grades arrive. You should know what the right choice is. Make it. Please. --Shawn Bruce (lass of 1986 Law day provides experience for local government students participating in mock trial at Edwards County Courthouse “Everyone will have contact with the legal system. says Terry Fuller. Edwards County attorney. For the third consecutive year Edwards County will sponsor a law day Wednesday. May 1. Law day. says Fuller, is organized through Edwards County and the district court for the senior social studies students of Lewis and Kinsley and is designed to familiarize the students with some things their local government does. Presently, law day consists of two parts. In the first part various county officers give the students a tour of their offices and brief oral presentations concerning their jobs and responsibilities. Fuller says. In the second part the district court puts on a mock trial in which the students participate. Phillip Aldrich will serve as the judge for the trial. says Fuller. The students will serve on the jury. The attorneys in the case will be Fuller and Byron Meeks. Kinsley, but students will serve as assistants. Says Fuller. I will work with one student attorney while Byron will work with another. In the past the mock trial has dealt with an individual accused of driving under the influence of alcohol. This year the trial will be a civil rather than a criminal case, dealing with two parties in a suit over damages resulting from an automobile accident. The reason for the change in cases is simple. We just want to try something different. says Fuller. An advantage exists in going from a criminal case to a civil case. More people during their lives will be involved in a civil case than in a criminal case. We'll easily have more civil cases in a year than criminal cases, says Fuller. The trial will be held in the district court at the Edwards County Courthouse. Fuller feels that law day is important since the day acquaints students with the court as well as with the various local agencies. This is essential because many people are unaware of the services these agencies provide. For example. says Fuller, “most students know there is a county clerk but not many know what he’s there for. Fuller firmly believes in introducing students to their local government because “as you get older, you become more tied to the legal system.” He hopes most of all that the students will gain something that they can use throughout life. The adults also gain. It should be a learning experience for everyone. he points out. In the past two years seniors who have attended law day have given good reports. I got a lot out of it. states Dave Leith, class of 1984. He continues. “I never knew there was so much involved in a trial. Fuller is always pleased to know that the students enjoy themselves but he is more con cerned that they take it seriously since government duties are an important daily matter. He states. I hope all the students have fun with it but the trial will be conducted in as formal a man ployees use Mr. and Mrs. to show respect. And whenever one of the staff sees a customer throughout the store. we acknowledge that person. Non-verbal communications plays an equally vital role. The ladies wear the smocks; the guys wear ties. These provide the professional, clean-cut look. The better our employees look, the better they will serve the public. states Friesen. The Williamses succinctly define the skills that an employee needs: All we ask is that the student be pleasant, clean, and neat-and be willing to work. says Mrs. Williams. “’We do wish. continues Mrs. Williams, that more of the students knew how to make change. We’ve had to teach one-third of our student employees how to make change. And this is a skill which everyone needs. And penmanship when we get a bunch of orders to fill, we have to be able to read the tickets. Does the school teach and stress ner as possible.” Fuller feels that many students do not fully realize how many services the local government provides. If nothing else comes out of this day. I would hope that it at least shows the students a little bit of the services their local government provides.” legible penmanship anymore?” Incorporating students into the work force takes time as each student must undergo the necessary training. Both businesses use the shadow technique; Denny’s uses in ad dition a video-cassette program. But from these opportunities for developing teamwork, both cm plovers appreciate the sensitivity that develops between employee employer. After a student employee shows his willingness to give his best, says Friesen. I’ll bend over backwards to help that per son-for a student’s involvement at school can take a lot of time. Even though we’re open Sun days. I won’t work the students more than two Sundays in a row. It’s important for them to go to church and to spend time with their families. I would hate not to have student employees, says Mrs. Williams. “They’re a lively group. They keep us up with all the school function.” Employers find satisfaction with student employees (Continued from page 149) 150 DISTRICT-WIDE KINSLEY-OFFERLE SCHOOL NEWSLETTER Commencement 8 p.m.. May 21,1985 High School Auditorium Bishop Stanley G. Schlarman Speaker Best wishes. Class of 1985 VOLUME 2, NUMBER 11____________MAY 9,1985__________KINSLEY, KANSAS 67547 Thirteen pictures represent numerous experiences with schools; Mr. and Mrs. Dennis Hattrup consider 'involvement as essential Eleven eight-by-ten pictures line the wall. Two rest on the piano only because a lack of room on the wall. These are graduation pictures of all 13 of Dennis and Ruth Hat trup’s children. Mrs. Hattrup says, One of these days I’ll get Dee’s and Michelle’s up there, referring to the pictures of her two youngest children. Mr. and Mrs. Hattrup have had a long relationship with the Kinsley-Offerle School District. Charles. our first child, graduated in 1965.’’ says Mrs. Hattrup. Now. 20 years later, their last child. Michelle, will graduate as a member of the class of 1985. The Hattrup family includes four boys and nine girls. Mr. Hattrup says jokingly. We used to have four boys and four girls. Four of those were blond; four were dark. Then the last five came! The Hattrups have long been associated with the Kinsley area. Mr. Hattrup graduated from KHS and Mrs. Hattrup graduated from Spearville High School. Mr. Hattrup recalls, My music teacher wrote the ‘Alma Mater’ that is in effect today. The Hattrups married in 1947 and moved to a farm four miles north and one mile east of Kinsley. “We’ve always been in farm ing-that and diary farming. says Mr. Hattrup. The Hattrups now live one mile north of St. Peter and Paul Church and milk anywhere between 30-40 cows. Mr. Hattrup says. We milk at 7 a.m. and about 4 p.m. Mrs. Hattrup says, “This has always been a family job though we never restricted it to just us. Everyone has milked or still does. Interests The Hattrups have been in volved with the interests of not only their own children but also with those of the friends of their children. We’ve always had kids around. says Mr. Hattrup. “even for milking time. Mr. and Mrs. Hattrup have lived through the effects of Title IX, the federal program begin ning girls’ athletics in the high schools. Mr. Hattrup says. If someone would have told me 20 years ago that girls would be playing ball like boys do, I would have never have believed it!” He quickly adds. I think it’s great! Mrs. Hattrup explains how the program began. The girls just started playing among them selves. Mr. Hattrup states. They picked it up really quickly, but it wasn’t organized like it is today. Love The Hattrups also strongly support education. “I told the kids to mind the teacher at school. She’s your boss there; I am at home, says Mrs. Hattrup. Mr. Hattrup says, We never had any trouble with teachers-well. once, but it wasn't the kids’ fault. The Hattrups never did anything special to help their children grow and learn. Mr. Hattrup states. Love will do more than being rough. I guess that’s been our philosophy. Mrs. Hattrup adds. We really gave them help mostly. The Hattrups feel it is their children’s decision. “They learned more by experience. We didn’t force or make their decisions for them. Mrs. Hattrup says. Miss Nadine Stallard. school counselor, worked with all the Hattrup children. She came the year Charles was a senior, so he had her for a year. Mrs. Hattrup says. All 13 children have not lived at home at the same time. “A couple of them were gone when Michelle was born. Mrs. Hat trup says. Mr. Hattrup con tinues. It never hurt to have all of us together. Once, one of the boys had a math problem finding the area of a house. And we decided two or three heads were better than one. The family sat down and put their knowledge in. and soon we found the area of that house, but it took all of us. Graduations certainly are not new to the Hattrups. We have had one graduate from kin dergarten, grade school, high school, junior college, and college all in the same year, says Mrs. Hattrup. She adds. We’ve had a child attend every school. One year, two were at Southside. one at Northside. one at St. Nicholas, one in junior high, and one in high school. Perhaps the children move on, but the pictures and the memories will always remain. Mr. Hattrup sums it up, We’ve had our fun. Attending the tenth annual Egghead Banquet gave Mr. and Mrs. Dennis Hattrup and their daughter Michelle opportunity to reflect upon the special times that they as a family have had in connection with the local school systems. Michelle shares with her parents her certificate of merit for her commendable scholastic record for this school year. 151 HIGHLIGHTING --OMS Groups-- OMS ATHLETIC RECORDS Football Win 1 Loss 5 Volleyball 9 1 Boys Basketball 3 5 Girls Basketball 3 6 Wrestling 3 5 Football: Back: Keith Huslig head coach. Ron Miller assistant coach. Third. Joey Wer ner. Chris Youngers. Michael Valadez. Jess Swinney, Sheldon Liberty, Edward Blackwell. Second Nathan Werner, Joseph Gumpen berger. Heath Smith. Chad Dickerson. Clay Froetschner, Paul Collins. Front Darrin Habiger. Jon Maack. Shaun Merritt. Jay Scott. Scott Anderson. Kashiff Sheik. Joe Bratton. Girls' basketball: Back: Angel Comes. Mechelle Valadez. Skylia Deniston, Katy Gilchrist. Brenda Westhoff. Monica Blanton. Linette Schaller. Front KaLvn Haines, Tamina Hoban. Tonya Spong. Jodi Arensman, Melissa Laufenberg, Karen Williams. Group not pictured: Boys’ Track: Edward Blackwell. Darrin Habiger. Chris Youngers. Jake Peters. Kashiff Shiek. Joe Bratton. Michael Valadez. Jess Swinney. Sheldon Liberty. Chad Dickerson. Scott Anderson. Jon Maack. Joseph Gumpenberger. Jay Scott. 152 Offerle Middle School J Four OMS athletes have different ideas on what they gain from participating in athletics. Chris Youngers, eighth grader, says, “I learned how tc be a good sport.” He also says he gained “experience.” Lynn Adams, also an eighth grader, says, “Athletics kept me out of trouble. They were fun and I got to meet new people.” Chad Dickerson, seventh grader, says, “Athletics weren’t as hard as I thought they’d be. It did get me in shape though.” And finally, Mechelle Valadez, eighth grader, says, “I learned to work with others as a team.” Cheerleaders: Top Tamina Hoban. Left Jodi Arensman. Right: Brenda Westhoff. Front: Skylia Deniston. Volleyball: Back: Skylia Deniston. Katy Gilchrist. Monica Blanton. Second Lynn Adams. Brenda Westhoff. Michelle Valadez. Linette Schaller. Angel Comes. Front Tonya Spong, Melissa Laufenberg. Jodi Arensman. KaLyn Haines. Wrestling: Back Jake Peters. Tony Swaney, Jon Maack. Scott Anderson. Darrin Habiger. Jay Scott. Chris Youngers. Ron Miller-head coach. Second Paul Swaney. Joseph Gumpenberger. Heath Smith. Clay Froetschner. Michael Valadez. Front Nathan Werner. Chad Dickerson. Joe Bratton. Joey Werner. Group not pictured: Girls’ Track: KaLyn Haines, Brenda Westhoff. Tonya Spong. Monica Blanton. Michelle Valadez. Skylia Denniston. Katy Gilchrist. Linette Schaller. Angel Comes. 153 Its Groups Rand. Back Darrin Proberts. Jess Swinney. Sheldon Liberty. Dale Steele. Tommy Douglas. Michael Avery. John Wolenhaus. Eric Maack. Third: Scott Anderson. Shaun Merritt, Tim Liberty. Monica Blanton. Stacey Strate. Jon Maack. John Mundhenke, Melissa Laufenberg. Second: Jean Edney-director, Jason Brokar. Kenneth Swinney. Edward Kregar, Robbie Neilson. Jarrod Froetschner. Russell Wetzel. Jay Scott. Front: Angel Comes. Linette Schaller. Tamina Hoban. Jodi Arensman. Kara Ploger. Dana Wilkening. Melanie Wetzel. Katy Gilchrist. Brandi Bruce. Choir. Back. Darlene Wears instructor. Bryan Bradford. Joseph Gum penberger, Chad Dickerson. Paul Collins. Jake Peters. Dale Steele. Fourth Michael Valadez. Heath Smith. Joey Werner, Dennis Unruh. Karen Williams. Melissa Laufenberg. Jodi Arensman. Third: Nathan Werner. Tonya Spong. Tamina Hoban. Monica Blanton, Brenda Westhoff, Lynn Adams. Chris Youngers. Ed Blackwell. Second Jess Swinney. Sheldon Liberty. Angel Comes. Linette Schaller. Katy Gilchrist. Josh Hirsh miller. Scott Anderson. Shaun Merritt. Russell Wetzel. First. Clay Froet schner. Joe Bratton. Jon Maack. Marlene Peters. Skylia Deniston, Michelle Valadez. Darrin Habiger. Jay Scott. Kashiff Shiekh. La Crosse Music Festival Ratings March 1,1985 Rating Soloist or Group I John Mundhenke-Piano II Shaun Merritt-Vocal II Monica Blanton French Horn I Linette Schaller Piano I Stacy Strate-Vocal I+ .11 + Seventh-Eighth Grade Chorus I- Katy Gilchrist-Piano I Tamina Hoban Vocal II- Eric Maack-Trumpet AP. AP Sixth Grade Chorus I- Katy Gilchrist-Vocal I- Libby Snodgrass Freneh Horn 1 + Monica Blanton-Vocal 11 + Renee Overstreet Piano II-.II-. K 0 Sixth Eighth Ill + Grade Band I Sixth Grade Boys’ Ensemble Vocal I Angel Comes Vocal AP. AP Fifth Grade Chorus I- Seventh Grade Girls’ Ensemble-Vocal 1 + Shelley Mundhenke-Piano 11 + Tim Liberty-Vocal I- Linette Schaller Vocal I Girls’ Fifth Sixth Grade Ensemble Vocal II Sixth Grade Girls' Ensemble Vocal II Katy Gilchrist Clarinet I Tamina Hoban-Clarinet Students also participated in groups not pictured. Seventh Grade Boys' Basketball: Dale Steele. Clay Froet schner. Edward Blackwell. Keith Husligcoach. Michael Valadez, Joseph Gumpenberger. Nathan Werner, Chad Dickerson. Eighth Grade Boys' Basketball: Dennis Unruh. Russell Wet zel. Joe Bratton. Keith Huslig coach. Jon Maack. Jay Scott, Sheldon Liberty. Chris Youngers. Scott Anderson. Darrin Habiger. Jess Swinney. Kashiff Shiek, Shaun Merritt. 154 Its People. f Hoymyr and Bentin face new challenges, have mixed emotions; foreign exchange students will miss friends and community Two foreign exchange students. Thomas Bentin of Denmark and Stein Hoymyr of Norway, have been living in the United States for eight months. They will complete a term as seniors in less than a month. Kinsley, Kansas was a big change for two confirmed city boys. I like Kinsley, but I think it’s different, states Bentin; I had to adjust. Hoymyr adds. “I like the freedom you get here. He enjoys riding horses, driving three wheelers, and he says, “I like hunting. Both Bentin and Hoymyr enjoy the wide open country. You’re not cut off by fences like at industrial areas, states Hoymyr. With all the differ ences. Bentin says. I still haven’t adjusted. American living, in Bentin’s and Hoymyr’s opinions, is one of mixed feelings. Bentin thinks Kinsley is a really nice town, but he comments. “I wouldn’t like to live in Kinsley for good. If I came from a small community. I would like Kinsley better. Hoymyr admits. There is some stress. Sometimes it’s hard to get through a day. The stress comes from the different school work. Overall though, he states, I love it. Hoymyr and Bentin miss their friends and family customs of their native countries. I miss snow skiing and the beaches. says Hoymyr. Bentin says, I miss my freedom. I’m an extrovert in an introvert com munity. On the other hand. Hoymyr and Bentin reflect on the points they will miss here in the United States. I’ll miss the Westhoffs. states Hoymyr; I’ll miss my friends here.” Bentin will miss his friends and the people here, but he also states. I’ll miss car travel. This comes from lack of car travel in Copenhagen. Den mark. Schooling Schooling in the United States has been a drastic change for Bentin and Hoymyr. but they are adjusting. “School is very different. states Bentin. We have more homework here, he adds; You (Americans) go 12 years, while we go nine years. Hoymyr comments that school is easy because we don’t have a large curriculum. He also thinks it is kind of boring. Bentin believes speech is his favorite class. It was a little scary, but after a presentation you felt relieved. says Bentin. You are forced to give a good presentation; otherwise. I would look like a jerk. Hoymyr enjoys singles living, a home economics class. He states. “I can relax. Sports are a definite favorite of Hoymyr and Bentin. Hoymyr participated in football. I had never seen the game before. It’s a rough, hard sport. He adds. I guess I like the contact. Bentin enjoys school sports because they are a part of the school activities. You don’t have to join a club and pay money to play a sport like in Denmark. Almost all sports in Denmark are out of school activities. Bentin and Hoymyr like several factors about school in the United States. I like the ability to choose your own subjects, states Bentin. Hoymyr adds. It’s a small school and you know everybody. The classes are easy and I don’t study too hard to get B’s. Rapport The exchange students find the teachers likable. Bentin stays, I like being able to talk to the teachers in and out of school. Hoymyr thinks the teachers give easy tests . He adds, They are friendly. The teachers have found the exchange students to be a challenge. Jim Kuhn, speech in structor for Bentin and Hoymyr. says, It can be a little difficult at times. He has to stop and ex plain a lot of material. He adds. I’ve enjoyed it. Norma Murphy. home economics teacher, states, I en (Continued to page 156) Aa Thomas Bentin finishes his biology homework, he notes, “We have more homework here. Benefits of a student exchange program . . . You couldn’t find more friend ly people. Stein Hoymyr I like being able to talk to the teachers in and out of school. --Thomas Bentin I probably learned a lot more from them than they learned from me. -- Norma Murphy I learned more about their countries, especially in speech class. - Jim Kuhn 155 . . . and Its Programs Zumioalt chooses an individual approach to success in hurdles It is easy to follow the crowd. But some people choose instead to be individuals. Barbara Zurnwalt. a senior at Kinsley High School, will com plete her fourth as a member of the track team this spring. I choose to go out for track in high school because it is an in dividual sport. I do not have my teammates to rely on. And if I mess up. it is only my fault.” For the first time in several years, the number of people joining the team has increased. The 1985 track team consists of nine members. But Zurnwalt is the only senior. I think that most kids are just too tired for track after the basketball season. But then, track isn’t exactly a glamorous sport either. It takes a lot of sweat. she says. Zumwalt's training in track began at an early age. I started running the hurdles at the field days in the fifth and sixth grades. I liked it. so I decided to stick with it. says Zurnwalt. Running hurdles isn’t as easy as it looks. It takes deter mination. precision, and practice. ”1 try not to hesitate between the hurdles. If I do, I will lose time and mess up my stride. she says. Zurnwalt has taken her knocks on the hurdles, but she keeps running. ”1 have to concentrate. If I don’t, one second I will be up. and the next I am lying on the track. And that hurts. she adds. Before the race. Zurnwalt uses a system to prepare herself. Physically, I stretch out. and I jump a couple hurdles to warm up. she says. Then I check out my opponents. By looking at their form, I can tell whom I have a chance of beating. I talk to my competitors, but I never tell them my age or my time. That would be like giving secret in formation to the enemy. During the race. Zurnwalt con centrates on one point only the finish line. I was scared of falling the first couple of times I hurdled. I thought about it all of the time. But now. I keep my mind on the finish line. I picture myself over the line before anyone else. Even if someone else crosses the line first, she does not let that point bother her. I don’t really like to lose, but if I do lose. I just become more determined to win. she says. So far. Zumwalt’s 1985 season can be called successful. She placed first in the 100-meter hurdles at Lewis, and she captured the second place medal at Greensburg. But she still wants more. “I want to finish first or second in all of my meets. My ultimate goal, though, is going to state. This is my last year, and I want to do something worthwhile. says Zurnwalt. She looks back on the last four years with pride. It’s been a hard four years. People have put the track team down because we haven’t been very successful, but track is what I want to do. I feel proud of myself because I know that I stuck with it, she adds. Participation in track has given Zurnwalt her chance for self satisfaction. “Running hur dies is something that I can do. Every individual wants to shine sometime. Junior-senior prom involves cooperation, dedication as class unites Cooperation provides the key element in the planning and the preparing for this year’s junior senior banquet prom. Support has come from student as well as parental sources. According to Nadine Stallard, a class sponsor, the class as soph omores raised approximately $500 from the sale of candy bars; as juniors, the class conducted a magazine sales. Special recognition goes to Rita Schnitker. mother of Tony Gales, for serving as the overall chairman of the evening’s events. Bill Werner volunteered his services to cook the steaks. President of the class Rowdy Meeks commends the class members for their positive spirit; “everyone has taken it seriously. Darryl Schaller stresses the teamwork necessary. I think the 1985 junior-senior prom will be a success if the student body sticks together like a team. Tonya Froetschner recognizes the problems that this year’s prom had in getting started, but I feel that it is going well because the junior mothers have offered their time, money, and support. Leann Schuette describes how the class members have accepted their individual responsibilities well. As the date got closer, the students began seeing that they needed to get something done. So the junior class is working together and doing what each one is responsible for. Meeks summarizes. I feel Hoymyr and Bentin face challenges, emotions (Continued from page 1551 joyed finding out about their methods of doing things. I probably learned more from them than they learned from me. Bentin and Hoymyr get along well with other students. Bentin believes students here are more mature . Hoymyr says, You couldn’t find friendlier people. After they return to their countries. Bentin and Hoymyr would like to come back to the United States. Bentin states. I’ll come back someday after I’m 21. Hoymyr plans to return in three years. I have to finish school, do my time in the service, and work a year. says Hoymyr. You bet I’ll be back. that the junior class has a very positive attitude and it’s this at titude that is going to make this prom successful.” This year’s banquet prom, developed around the theme of Lucky Star. occurs this Satur day. Tonya Froetschner addresses invitations for the junior-senior prom. i« LKL9 s sui)| (HVd •tXviso.i -S-f| jO 156 Above: Nicholas Smith demonstrates how to use the handmade stilts during the learning fair activities. Southside Learning Fair Students produce projects “Soil, You Can’t Live Without It,” was this year's learning fair class project theme for the first grade class that Mary Ann Schinstock teaches. “We begin about two months in advance, doing simple experiments such as watching snow melt or water evaporate to begin preparing for the upcoming fair,” states Mrs. Schinstock. The first grade students look through books or receive assistance from Mrs. Schinstock to come up with ideas for projects. “I encourage them to start early in case an experiment doesn’t work and they need to change, states Mrs. Schinstock. Time that students and parents work together on projects is Mrs. Schinstock’s definition of the learning fair. Mrs. Schinstock says, “It’s exciting for them because it’s the first time for outside work, whereas in kindergarten everything is done in school and they don’t have the privilege of having a learning fair.” The projects of each class are judged by a group of three teachers, with a teacher not judging the projects of his her own class. “The students have a ‘late recess’ which gives the adult groups time to judge, but not allowing students to know what they’ve received,” says Mrs. Schinstock. “It builds up suspense and excitement to want to come back and see what they have received. Each student can receive a maximum of two ribbons - one for class project, one for individual project. One more ribbon may be allowed if the student is in the special reading class. “Everyone receives a ribbon for effort because we don’t want anyone to feel left out or hurt,” adds Mrs. Schinstock. The class as a whole explains its support of the fair: “We thought it was fun getting to go to other classrooms and seeing what their projects are,” state the first grade class members. Left: Kevin Coss and Jennie Coss enjoy the displays of Mrs. Wanda Wilson's kindergarten class. Above: Dennis Kregar and Burt Blevins put on a puppet show during the learning fair. 157 ‘Vehicles’ teach fundamentals Duane Adams, industrial arts instructor, and John Maack, arts instructor, agree concerning the teaching of the fundamentals in the fields of industrial arts and arts. “The pro jects made are ‘vehicles’ to teach these skills,” states Adams. Preparation in the industrial arts area for the fairs “involves a lot of extra time before and after school on the student’s part, along with class time, to get projects completed on schedule,” states Adams. The art fair does not restrict a student to a limited number of entries. Maack states, “I choose the entries according to my own judgment of what is good and would appeal to the judges.” He adds, “I encourage my students to do their best. With some it works and some it doesn’t. It depends on how seriously the student takes the class.” “The students gain self-satisfaction from exhibiting their projects,” comments Adams. “The displays represent what they have learned.” “The students,” Maack says, “see what other individuals are doing, get enthused and try different techniques.” Brian Laudick, junior, states, “Seeing the work of others gives me inspiration and new ideas.” Adams concludes, “It doesn’t matter if they win a ribbon or not. I’m just pleased they have completed their projects.” Above: Michelle Hattrup stains pieces of her grandmother clock to have it completed for the fair. Industrial Arts Fairs Woods Pratt Community College - Michelle Hat-trup, grandmother clock, grand prize and best advanced project; ninth grade multi-pupil, plant stand, grand prize, and best multi-pupil project. Fort Hays - Jamie Craft, hope chest, rosette; ninth grade multi-pupil, plant stand, best ninth grade multi-pupil project and overall best multi-pupil project. Metals Above: Laura Kersting smiles as she constructs a picture with pastels. Pratt Community College - Laura Kersting, chandeliar. grand prize for beginning metals-Troy Leith, spiral staircase, grand prize for advanced metals, plaque for outstanding twelfth grade metals project, and Dennis McKee trophy for outstanding metals project, offered a scholarship covering books and tuition. Fort Hays -- Stacey Ryan, tool box. rosette and plaque for outstanding tenth grade metals project; Tanya Newcome. scrolled plant stand, rosette; Scott (■leason. tool box, rosette; Darryl Schaller, screwdriver, rosette. Fort Hays State Art Show -- Darren W'ire. certificate of merit, silk screen; Judi Craft, certificate of merit, woodcut. Statue of Liberty Fund - special education class at Southside F.lementary School collected $40.00. State Wrestling Tournament -Shane Miller, second, 98 lb. class. Outstanding Wrestler of 1984-85, Halstead Tournament --Shane Miller. Rowdy Meeks and Dan Streit -- 2A honorable mention state basketball pick in ‘W'icbita-Kagle Beacon.' 158 Top. Steven Domme adds the finishing touches to his painting. Above: Mr. Adams aids Jon Herrmann with the handles of his cedar chest. Dan Streit -- First Team 2A all state team in ‘Topeka Daily Capitol.' Rowdy Meeks -- Honorable mention state team in Topeka Daily Capitol.' Math Science Relay at Dodge City Community College - Rowdy Meeks, fifth in algebraic simplifications; Robbie Headrick, third in basic programming: John Reiling, fourth in physics and second in cell biology: Tony Gales, third in geometry and second in cell biology: Shelby Shanks, fifth in geometry. Pratt Academic Olympics - Amv Livengood. fourth in creative writing poetry; Shawn Bruce, first in American History from 1860-1960; Robbie Headrick, fourth in computer science; Rowdy Meeks, fourth in French I; Shelby Shanks, fifth in -vocabulary spelling. St. Mary’s of the Plains Quiz Bowl -Paula Schaller. Shelby Shanks. Shelah Shanks. Robbie Headrick; placed 15th out of 46 teams with a 2-3 record. League Quiz. Bowl at Fairfield -Lance Ramsay, Shelah Shanks, Shelby Shanks, Paula Schaller, Robbie Headrick; third place medals. County Spelling Bee -- Monica Blanton, first, and on to state, placing 17th out of 105 participants. Outstanding math and science student of 1984-85 - John Reiling. Offerle Spelling Bee -• Melanie Wetzel, first; Justin Panzer, second; Monica Blanton, third. Governor’s Award - Jan Hattrup Belou-: Valerie Olsen begins the first strokes of her painting. 159 Top. Shane Miller. Jan Hattrup. and others dance. Above: Jon Herrmann and Jeff Gleason take a moment to talk things over while Bar bara Zumwalt laughs about their conversation. Top: Laura Kersting. one of the prom servers, appears frustrated about the way she has arranged the glasses of ice. Middle left: Darren Wire and Brad Scott, prom servers, and Ker' Schaller are amazed at the decorations. Middle right Dale Wetzel and Brian Laudick discuss tf evenings activitiy. Above: Rowdy Meeks and Darryl Schaller outline decorations. 160 Junior-senior banquet-prom brings success “Kids are special,” says Rita Schnitker, chairman of this year's junior-senior banquet-prom. Mrs. Schnitker spent a lot of time in bringing the junior-senior prom-banquet together. She went and priced items and got the event organized. She adds, “The junior mothers were of great help. The mothers were divided into committees. Each committee was very responsible and did what they were charged. They also responded back to update what was going on.” Mrs. Schnitker explains that many of the junior mothers each contributed $5 towards the meal. This included items for the dance as well as food items for the meal. “This is my third time at preparing the junior-senior banquet. I think this is a special event so that’s why I helped. I feel this was a ‘success’ because of cooperation from kids, teachers, sponsors, and the junior mothers.” Etta Baker, member of the junior class, formerly from Hanston High School, says, I enjoyed decorating. The decorating shows that if you want something to look nice, you have got to try hard. Even in a larger school the people want it to look nice and they can work together and do it. Mrs. Schnitker concludes, “I had a lot of fun doing this. The servers did a good job and took it as being an honor.” Top: Jan Hattrup and Amy Livengood won Above: Several juniors, seniors, and their dates enjoy the music of Instant Sound,” the disc 'er where they will sit. Above: Barbara Rush jockeys, at this year's prom, hares a thought with her date Kenny McKin •cy. 161 Jim Gillie does much to further the promotion of educational advances at Egghead Banquet “We honor you who are the keepers of tradition,” says Jim Gillie of the students attending this year’s Egghead Banquet. Gillie, featured speaker at the banquet, is impressed with the idea. “I am intrigued by your program,” he continues. “I think your sponsors are to be congratulated. Gillie points out the vital part that parents play in helping students to achieve. “They organize and cry more than you’ll ever know. Because of that, you’re not being turned lose in the world. Your parents do it because they love you. Education, Gillie feels, is the first step to solving some of the world’s problems. “On a one-on-one basis, maybe we can whip some of the world’s problems,” Gillie says. He goes on to point out that education can be the unifying factor among people, but he also notes, If we don’t learn to live with each other, we could all be losers. Gillie explains that we learn in a number of ways. “We learn from what we hear, we learn from what we read, we learn from experience, but most of all we learn from having quiet heroes.” Gillie stresses the use of heroes because, he says, “people who are successful and happy are so because they care about people.” “Know what’s going on around you, Gillie urges. He continues, “Have ambition, have a thrist for knowledge, and have a sense of humor. We must have these things if education is to advance. We must also have open minds and flexibility in our thought processes,” Gillie continues. “Each individual can do his part to further his own education, but he feels that the important point to remember is that we’re going to have to use our heads.” Awards Presented: Lisa Anderson-Fort Hays State University Dean’s Award and the Etheal Pepperd Memorial Scholarship; Ginny Blanton-the President’s Award from Southwestern College, Winfield, and a centennial scholarship from the United Methodist Church; Jan Hattrup-Fort Hays State University President’s Award and named a State of Kansas Scholar; Mandy Hetzel-the “I Care” award and an academic award from Fort Hays State University. Kent Schaller-an academic award from Dodge City Community College; Frances Brake-an academic award from Dodge City Community College; Denize Glaze-an academic award from Seward County County College and the Beta Sigma Phi Scholarship. Shane Miller-an academic award from Garden City Community College and a Stephen Mathes Memorial Scholarship; Amy Livengood-a Stephen Mathes Memorial Scholarship; Melissa Kirkbride-named a State of Kansas Scholar. Robbie Headrick-named a State of Kansas Scholar; John Reiling-named a State of Kansas Scholar, the Seaton Engineering Scholarship from Kansas State University; Mike Kelly-an academic award from Dodge City Community College. Ri%Ut Jim Gillie points out the unifying factor of education in today’s socit� ty. 162 National Honor Society requires much of its members: service, leadership, scholarship, and character “The National Honor Society looks upon education as a total product, measured by these four dimensions: service, leadership, scholarship, and character,” says Lisa Anderson, a current member of the NHS. She continues, “Students elected should recognize that it is one of the highest honors which can come to a high school student.” Concerning leadership Anderson says, “Leadership exerts a wholesome influence on the school. By taking the initiative in class and school activities, the real leader strives to train and to aid others to attain the same objective. The price of leadership involves sacrifice; leadership requires the willingness to yield one’s interests for the interests of others. Leaders have confidence in themselves and go forward when others might hesitate.” “Election to the National Honor Society is more than an honor,” notes Jan Hattrup. She continues, “It carries a responsibility and is the beginning of an obligation to continue to demonstrate the qualities which led to his election. “Scholarship undercuts ignorance,” continues Hattrup: “scholarship is of importance to all of us not only as students but also as people. Scholarship is more than the mere acquisition of knowledge. It is rather the application of what we learn to benefit humanity. Let each of us try bringing that kind of happiness to others.” Ginny Blanton defines a third component to NHS program: service. “Service,” says Ginny Blanton, “can be expressed in various ways. A willingness to work without monetary compensation or without recognition for the benefit of those in need is the quality we mean when we say service is important for our members.” “Character,” says Michelle Hattrup, “is the force in one man which distinguishes one person from another. Character gives one individuality and personality. It is that without which no man can respect himself nor hope to attain the respect of others. It is this force of character which guides one through life, and when once developed, grows steadily. Character is achieved and not received.” Anderson feels that each of these qualities is important to a NHS member. She says, “Each of the qualities is significant. There is a relationship of each to the others.” Above: Judy Miller, mother of Shane Miller, puts the pin of the National Honor Society on her son’s gown. Above: Lisa Anderson lights the first candle. Above: Jan Hattrup lights the last candle in the NHS ceremony. 163 Six awarded Presidential Awards The awards night program consisted of academic awards given for achievement. Outstanding award receivers include: Lisa Anderson, Ginny Blanton, Jan Hattrup, Mandy Hetzel, Robbie Headrick, and John Reiling-I’residential Academic Fitness Awards; Lisa Anderson and Shane Miller-Masonic Lodge Essay Awards; Mike Kelly-John Philip Sousa Award; Lisa Anderson-outstanding bandman; and Ginny Blanton-Foreign Language Study Award. The criteria lor the Presidential Fitness Award follow: 1) A B+ or better in grades 9-12; a 3.3 on a 4.0 grading scale; 2) A score in the 80 percentile on either the SAT or the ACT; 3| A course study equaling 12 credits in these areas; English, math, science, social studies, foreign language, or computer science. Students of the nine weeks recognized follow; Seniors: Lisa Anderson, Kent Schaller, Jamie Craft, Michelle Hattrup, Jan Hattrup, Mandy Hetzel, Shane Miller, and Frances Brake. Juniors: Tony Gales, Rowdy Meeks, Paula Schaller, Rusty Smith, Michelle Domme, Lisa Horn-baker, Tim Baker and Joe Brake. Sophomores: Nyla Myers, Stacey Ryan, Kathy Heacock, Mindy Kerns, Rick Stegman, Annie Liberty, Tanya Newcome, and Valerie Olsen. Freshmen: Scott Bean, Rob Meeks, Janell Cramer, Rachel Lightcap, Heath Fulls, Curtis Gales, Gene Brake, and Shelah Shanks. Below: Presidential Award winners: Back: Robbie Headrick. Mandy Hetzel. Front: Lisa Anderson, Jan Hattrup. Ginny Blanton. Not pictured: John Reiling. Bottom left: Mr. Korf applauds Shawn Bruce, Shelby Shanks, Amy Livengood. Rowdy Meeks, and Robbie Headrick. Pratt Academic winners. Bottom right Mr. Adams receives help from Student Council president Lisa Anderson. 164 Below: Danny Streit and Shane Miller hold the plaque for outstanding athletic achievement. Below left: Brian McNeely. guest speaker, explains goals. Below middle: Michelle Hattrup receives the plaque for outstand ing athletic achievement from Mr. Korf. Below right: Mr. Korf, Byron Meeks, Nancy Meeks. Roger Bean, and Wanda Bean enjoy the banquet. Coyote Pack adds twist to banquet “All of you need to sit down and evaluate your lives,” states Brian McNeely, guest speaker for the athletic banquet and currently the assistant coach of the University of Kansas football team. McNeely stresses three points: 1) setting goals, 21 getting past adversity, and 3) being a good person. McNeely states, “I had a goal. That goal was to be a head coach by the time I was 25. I made that goal even when I was doubted by family and friends.” He continues, “When I was 24, I was a head coach at Butler County Community College.” Second, “one must throw away those things in life which will interfere with your goal,” he says. A person must rid himself of the obstacles. Third, “you must be a good person. You must feel good about yourself to achieve.” The Coyote Pack sponsored a served dinner rather than a pot-luck as in previous years to recognize the athletes of the school. The program included a slide show, a presentation of awards, and a talk by the guest speaker, Brian McNeely. Four students received outstanding awards: Michelle Hattrup, outstanding girl athlete Daniel Streit and Shane Miller, outstanding boy athletes; Ron Wetzel, the Chuck Bender Award. 165 Class Night Seniors give and receive support Right. Noah (Robbie Headrick) wonders about building an ark. Many factors are involved with producing a successful class night. This year’s senior class was able both to have a successful class night and have fun while doing so. It did take some work, however. There was a lot of practice involved with class night, says Shane Miller. However, the practice does pay off. “All the practices did pay off. We knew our show was going to be of good quality and successful.” The seniors had a lot of fun during both practices and the actual performance. Says Ginny Blanton, “I had a lot of fun. I think those seniors that were involved with class night were out to have a good time.” Miller agrees with Blanton's comment by saying, “We were very happy with the way it turned out. It was really a lot of fun.” One obstacle that the seniors had to overcome was a lack of participation. Miller comments, I wish we would have had more seniors involved. We really needed more senior boys.” Blanton agrees by saying, “Because of the lack of numbers, we had to aim for quality not quantity. I think those involved with class night enjoyed it. Good support brought about the successful production of class night. Says Blanton, We did most of class night ourselves because it was ourselves who wanted to do well. This way the sponsors could worry about graduation and other concerns. We tried to support ourselves.” However, widespread community support existed also. Blanton comments, “The community support was great. We had a real big crowd.” There was also other support. The taco party given by the seniors’ mothers was really great.” Overall, the seniors were happy with the way class night turned out. Blanton says, “It came off very well.” Above. Denise Glaze and Lisa Anderson talk about the next skit. Above. Ginny Blanton and Mandy Hetzel prepare to sing. Middle. Lisa Anderson and Amy Livengood discuss the invisible dog. Above. Danny Streit looks to the future as Jamie Craft and Mickie Hattrup look on. 166 Seniors receive recommendation II Msgr. J.A. Stremel of St. Nicholas Catholic Church in his baccalaureate address told the graduates that “we have a yearning to discover our roots, to go back to our ancestry.” Referring to Michelangelo's painting in the Sistine Chapel in Rome, Msgr. Stremel traced man’s lineage to God the Father. “With that heritage,” Msgr. says, “we have Jesus Christ as our savior, the Holy Spirit as our comforter and our guide, and fellow Christians as companions on the road of life. With this heritage, we as God’s children can easily answer these questions: Who am I? Where do I come from? Where do I go?” Msgr. Stremel then urged the graduates to “lend a hand to life which is the greatest gift of all. That means going out into the world and sharing Jesus Christ. As we share him, then we shall become like him.” Msgr. Stremel concluded by saying, “Claim the heritage found in our religious faith. And as we claim that heritage, we shall find that we are given a priceless gift-the peace of God.” Donna Westhoff, David Smith, and Melissa Kirkbride sang “We Are the World” by Michael Jackson and Lionel Richie. Mrs. Westhoff explains her thinking for choosing this selection: “This song represents the major thrust of this year as people are reaching out to help not only the starving in Africa but also the poor within the United States. Top: Jan Hattrup, Barbara Zumwalt, and Amy Livengood enjoy the final senior week activities. Midtile: Msgr. J.A. Stremel and Bishop Stanley G. Schlarman discuss baccalaureate and commencement. Above: David Smith, Melissa Kirkbride, and Donna Westhoff sing We Are the World. Insert: Jamie Craft. The senior female quartet of Virginia Blanton, Amanda Hetzel, Melissa Kirkbride, and Denise Glaze sang “You’ll Never Walk Alone. The Reverend Roderick Liberty, Kinsley, gave the invocation as well as the benediction. I 167 SENIOR One night ends high school; graduates begin new steps Graduation, that special night which is the focus of 12 years of schooling, became a reality for the senior class May 21. Thirty-one students moved the tassle” to become the graduates of 1985. It became an emotional and joyous evening for graduates, parents, and friends. The speaker for the commencement was the Most Reverend Stanley G. Schlarman, Bishop of the Dodge City Diocese. He based his speech on the class motto, “Those who are willing to take steps enough are the ones who reach the top.” In his address, he defined what the “top” means. He said, You have reached the top when you have identified 'ourself with Jesus Christ.” Bishop Schlarman also drew some of his address from the game Trivial Pursuit. He stressed how matters we conceive as trivial may be very hard. He also spoke of how the trivial ways are just easy ways out. Nadine Stallard, guidance counselor, in her invocation-benediction urged the seniors to work on world problems like hunger and education and also to answer their calls in life. The graduates were presented by principal Dana K. Randel. Diplomas and congratulations were then presented by superintendent Robert Shanks and board of education president Julie Ackerman. Miss Stallard also read the tribute to parents on behalf of the seniors. She thanked the parents for their support, teaching, understanding, and discipline. This was followed by each senior presenting a rose to the mothers of the class. The seniors also received praise in the way of awards. Since there were no valedictorian and salutatorian, the top ten percent of the class received recognition: Jan Hattrup, Lisa Anderson, and Ginny Blanton. A citizenship award went to the outstanding male and female citizens of the class: Shane Miller and Michelle Hattrup. Music provided the entertainment for the evening: Four senior ladies--Ginny Blanton, Mandy Hetzel, Denise Glaze, and Melissa Kirkbride--sang Over the Rainbow.” David Smith, science teacher, sang two selections, “Moments to Remember” and May You Always.” The year came and went for the seniors. They will not step down for the space of others, but will step up to take their places in the world. That great night of a lifetime becomes the start of a new life. Right: Michelle Hattrup receives congratulations after the commencement exercises. 166 Above: The senior class moves the tassles” to become graduates. Above: Nadine Stallard. Bishop Stanley Schlarman. Dana K. Randel. Julie Ackerman, and Robert Shanks await the entrance of the senior class. COMMENCEMENT Above: Danny Espinosa receives his diploma and some congratulations from Julie Ackerman and Robert Shanks. Above: Kristi Williams receives her diploma from Julie Ackerman, president of the board of education. Above: Barbara Zumwalt makes her entrance to the commencement exercises. Above: The senior girls’ quartet practices its songs before commencement. Above: Dan Streit waits for the order to start the entrance. Left: Now officially graduated, the seniors receive a big round of applause from the crowd. 169 Index A Academic Bowls 159 107, Ackerman, J ulie 6,8, 13,106,135,168,169 Adams, Duane 6,18, 112,123,128,158,159 Adams, Lyndel 24,25.83,100,138 19, Adams, Lynn 152,153,154 102, Adams, Troy 78 Administration 15 14, Aldrich, Phillip 150 Anderson, Diane 96 Anderson, Fadonna 73 Anderson, Jerry 96 Anderson, Lisa 18, 20,41,52, 54, 57,74,81, 86, 91, 94. 96, 112, 124, 125, 128, 129, 130, 131, 136, 139, 142, 143, 162, 163,164,166,168 Anderson, Scott 96, 102,104,152,153,154 Apt, Denise 135 Arensman, Jodi 152,153,154 101, Atwood, M. Dale 111 Avery, Daniel 60 Avery, Michael 154 100, Awards - Academics 164 Awards - Athletic 165 B Bagby, Bradley 54, 76,130,132,145,146 Baker (Fulls), Anna 20, 51,70, 75. 81,86,91,94, 129,133 Baker, Etta 130,161 78, Baker, Patricia 120 119, Baker, Tim 11. 78,129,134,164 Bakumenko, George 6,18, 46,102,123 Bargmann, Chris 98 Barnes, Alberta 26 15, Barnes, Glenn Jr. 76 Barnes, Kathy 68 Barnes, Steven 78 Barnett. Mitchell 78,130 70, Barngrover, Wayne 74 Basketball-Boys 140,141,158,159 132, Basketball-Girls 144 133, Batt, Rae E. 48 Bauer, Marilyn 18, 41,42,45, 52,53,56,129 Bean, Brenda 41 Bean, Jerry 63,115 61, Bean, Scott 132,134,164 68, Behnke, Lois 23,24,25,40,99 19. Bender, Bethine 47,106 19, Bentin, Thomas 5,6, 134,155,156 Bishop, Cody Blackwell, Edward 152,154 101, Blackwell, Jason 60 Blank, Dewey 134 9, Blank, Heath 98 Blank, Jaime 62,63 39, Blanton, Bonnie 19, 47,106 Blanton, Ginny 20, 23,42,81,85,86,91,94, 110, 112, 122, 124, 125, 128, 129, 130, 131, 133, 136, 142, 143, 162, 163, 164,166,167,168 Blanton, Monica 102, 104,152,153,154,159 Blevins, Burt 157 Board of Education 26,106,136,138 6,13, Boehme, Galen 41,91,128 8,18. Boggs, Derick 59 Boggs, Trevor 100 Bowman, Mike 129,132,134 78, Boyd, Ryan 60 29. Brack, Mitchell 61 Bradford, Bryan 154 102, Brake, Frances 45, 129.130.133.162.164 Brake, Gene 11, 21.68.129.132.134.164 Brake, Joe 31, 78.129.132.134.164 Brake, Tony 61,137 39, Bratton, Joe 152,153,154 102, Brodbeck, Buford 32 Brodbeck, Vera 32 Brokar, Caressa 62 Brokar, Jason 154 100 Brown, Chris 62 Brown, Melody 60 Brown, Tanda 59 Bruce, Brandi 100,154 19, Bruce, Shawn 11. 23,40, 57,67,70,78,110, 128, 129, 130, 131, 134, 139,150,159 Buhrer, Joan 18, 61,137 Burk, Emily 62, 105 Burk, Timothy 60 Burkhart, Kelsey 59 Burkhart, Stephanie 68, 129,130,131 Burnett, Kristina 59 Burr, Dustin 61 115 c Cagle, Heather 61, 114 Cain, Bob 78, 130,131,170 Carlin, Governor John 103, 104 Carlson, Jimmy 60 Carpenter, Christy 28, 62 Chamberlain, Angie 61, 115 Cheerleaders 45,128 44, Clary, Steven 114 61, Classes Kindergarten 59 First 60 Second 61 55, Third 62 28, Fourth 98 Fifth 99 Above: Bob Cain and Derek Fagan give Leann Schuette a lift during the decorating for prom. 170 Sixth 100 Seventh 101 Eighth 102 68, Ninth 69 Tenth 77 Eleventh 69 76, 78, Twelfth 41, 81,82,83,84,85,86,87, 88,89,90,91,92, 93, 94, 95 Colberg, Sharon 9,19, 60 Collins, Paul 101, 152.154 Combs, Robert E. 7,9 Comes, Angel 152, 153.154 Comes, April 61, 114 Comes, Janie 22 Comes, Rocky 62 Cooper, Jason 25, 99 Coover, Mike 132, 134,145 Coover, Sian 100, 116 Copeland, Neil 42, 59 Copeland, Susan 5,6 Copeland, Thomas 5 Cornelius, Jason 98 Corwin, Marla 68, 129,130,131 Corwin, Rene 78 Coss, Jennie 76, 130,131,157 Coss, Kevin 157 Countryman, Amanda 62 Countryman, Kelli 59 Coyote Pack 42, 129,165 Craft, Jamie 10, 37, 42, 51, 53, 75, 81, 86, 91, 94, 96, 128, 129, 133, 158,164,166,167 Craft, Jane 96 Craft, John 96 Craft, Judi 68, 129,134,158 Craft, Michael 62, 63,115 Craft, Mitchell 60 Craig, Evalina 18, 129 Cramer, Jack 99 Cramer, Janell 44, 68, 128, 129, 130, 133, 134,164 Cramer, Janette 100 Crumbaker, Don 103, 104 Cummings, Cheri 76,128,129,130 44, D Daniels, Ray 134 6,22, Davidson, Brandon 61, 115 Davidson, Dustin 25, 99 Davis, John 18, 24,51,75 DeForest, Kenneth 110 Deniston, Randy 99 Deniston, Skylia 47, 102.152.153.154 Dickerson, Chad 101, 152.153.154 Dixon, Roland 35 Dixon, Stella 34, 35 Domme, Michelle 75, 78,129,130,133,144,164 Domme, Steven 76, 118,159 Donovan, Kyle 61 115 Douglas, Tommy 100, 154 E Edney.Jean 6,10, 18, 19, 40. 66, 73, 110, 130.131.154 Egghead Banquet 162 Erickson, Pearl 100 Espinosa, Danny 53, 75,81,84,87,91,94,129, 132,134,140,169,171 INDEX Right: Danny Espinosa and Robbie Headrick prepare to go to the state basketball tournament by performing in the pep rally. Fagan, Derek 78, 145, 170 Fairbank, Danielle 62 Farra, Jessica 68, 130 Farra, Jon 76 Farra, Josie 99 Fightmaster, Doug 62 Fightmaster, Kimberly 61, 114 Findley, Cherry 60 Floyd, Leland 134 Football 10, 11,50,53,134 Ford, T.J. 61 137 Frame, D. Allen 111 Frame, Mark 121 Fredelake, Patsy 85 Friesen, Dennis 32, 36,149 Froetschner, Adam 60 Froetschner, April 100 Froetschner, Clay 101, 152,153,154 Froetschner, Elaine 106 Froetschner, Erica 98, 111 4 I Froetschner, Jared 100, 154 Froetschner, Matthew 98 Froetschner, Tamara 68, 130,131,133,134 Froetschner, Tonya 78, 122,128,129,144,156 Frost, Dustin 59, 63.174 42, Fry, Belinda 78,79,128,129 21, Fuller, Jacque 60 Fuller, Jennifer 13 Fuller, Terry 110,150 41, Fulls, Heath 54, 68.129.132.134.164 G Gales, Curtis 11, 57, 68, 130, 131, 134, 136.139.164 Gales, Tony 10, 11. 57, 78. 119, 129, 131, 134.136.139.159.164 Gilchrist, Katy 102, 104,152,153,154 Gillie, Jim 162 Glaze, Denise 16, 36, 81, 87, 91, 94, 129, 130, 133, 142, 162, 166, 167,168 171 Index Gleason. Jeff 81, 87, 91, 94, 96, 142, 143, 160 Gleason, Karen 133,134 68, Gleason, Mike 48 Gleason, Scott 76, 118,129,132,134,158 Gleason, Virginia 48 Golf 145 Graduation 169 168, Graff, David 57, 78,79,119,131,139 Graff, Galen 19 6,18, Gray, Eldon 135 Gray, Joe 120 119, Groen, Jennifer 99 25. Guffey, Ward 134 Gumpenburger, Brian 99 Gumpenburger, Joseph 152,153,154 101, Gumpenburger, Sarah 114 61, H Habiger, Darrin 152,153,154 102, Habiger, Rod 32,81,87,91,94 27. Haines, KaLyn 152,153 101, Hailing, Christy 104 99, Hailing, Cory 62 Hailing, Tim 61.137 39, Hamm, Joe 82 Haskell, Kylie 143 Haskell, Sheila 59 42. Hassler, Elaine 103 Hattrup, Dennis 151 Hattrup, Jan 42,44,81,87,91, 18, 94,125, 128, 129, 136, 142, 150. 160, 161, 162, 163, 164, 167.168 Hattrup, Michelle 10, 42, 44, 51, 53, 67, 74, 81, 87,91,94, 123, 124, 125, 128, 129, 131, 133, 144, 151, 158, 163, 164, 165, 166.168 Hattrup, Ruth 83, 151 Haxton, Rod 13 Heacock, Kathy 54, 76. 77, 129, 130, 131, 133,134,145,164 Headrick, Robbie 20, 81, 82, 88. 91, 94, 107, 128, 129, 132, 142, 159, 162,164,166,171 Heinz, Brenda 59 Heit, Denise 122 Helfrich, Kendra 61, 137 Henderson, Charles 99 Herrmann, Jon 46, 78,132,159,160 Hetzel, Karl 11, 76,129,130,132,134, 145 Hetzel, Mandy 10, 21, 41, 44, 45, 53, 81, 85, 88,91,94, 124, 128, 129, 130, 146, 149, 162, 164, 166,167,168 Hicks, Michelle 68, 129.131,133,134,144 Hicks, Shawn 76, 129,130,131,133 Hicks, William (Bill) 16 Hildenbrand, Justin 61, 115 Hildenbrand, Tracy 59 Hirsh, Darrin 28, 62,105 Hirshmiller, Josh 154 Hoban, Dawn 35, 68, 121, 128, 129, 130, 131,133,134 Hoban, Tamina 101, 104,152,153,154 Hoban, Tom 62 Homecoming 10, 52,53,111 Hornbaker, Lisa 78, 79.130,146,164 Hornbaker, Vance 57, 68,121,131,134,139 Hornung, Becky 64 Hoymyr, Anne 5 Hoymyr, Stein 5,6, 50, 52,81,88,91,95,111, 124, 125, 134, 142, 155, 156 Huband, Doug 60 Huslig, Justin 61, 114 Huslig, Keith 11, 19, 47,101,152,154 Hutchison, Chad 10, 68,132,134 Hutchison, Randy 18, 81,88,91,95 I- J Inman, Bill 25 15, Irvin, Travis 60 Jones, Will 34 Justice, Janette 105 60, Justice, Rhonda 137,170 61, K Kallaus, Leann 76, 110, 128, 129, 130, 131, 134 Kallaus, Mary 25, 47, 98 19. Katz, Luetta 22 Kayettes 129 Keebaugh, Kathy 18 Kelly, John W.H. 76,132,145 70, Kelly, Michelle 79 Above: Shane Miller enjoys a laugh during a class night planning session. Above: Shawn Panzer handles a soccer ball. Kelly, Mike 19, 81, 88, 91, 92, 95, 110, 130.131.146.162.164 Kerns, Eric 98 Kerns, Karen 62 Kerns, Mindy 38, 54, 77, 129, 130, 131, 134.164 Kerns, Sandra 22, 34 Kersting, Laura 44, 45, 77, 128, 129, 133, 144,158,160 Kilgore, Mrs. Leslie 73 King, Glessna 22 Kirk, Eric 98 Kirk, Jerry 135 Kirkbride, Melissa 81, 88, 91, 95, 129, 130, 146, 162,167,168 Kirkwood, Brendel 60 Kohn, Mrs. A1 34 Korht, Karen 81, 89,91.95,129,175 Konrade, Shawndell 68, 70.129,133,134 Korf, Larry 18,165 14. Korf, Lona 42, 56,93,107,122 18, Kregar, Dennis 157 62, Kregar, Edward 154 100. Kregar, Kathy 25,41,47,99,102 24, Kuhn, James 11, 18,42,43, 50,56,75,129. 132,134,141,155 172 Kuhn, Melissa 61, 115 Kuhn, Scott 68, 129,134 Kuhn, Tyson 60 Kuhn, Van 102 Kurth, Trampus 59 Kurth, Travis 100 L Lancaster, Jack 112 Lancaster, Rita 112 Laudick, Brian 37, 54,76,79,129,130,131, 158,160 Laufenberg, Cody 62 Laufenberg, Lori 59 Laufenberg, Melissa 101, 152,153,154 Leith, Rachel 123 Leith, Roger 106, 135 Leith, Troy 10, 19, 42,53, 75, 81,89,91, 95. 103. 111. 123, 129, 132,134.140,158,174 Lewis, Bobbie 18, 43,51,91,129,133,134 Liberty, Annie 76, 77,129,164 Liberty, Rev. Roderick 167 Liberty, Sheldon 102, 152,154 Liberty, Tim 100, 154 Lightcap, Glenn 62 Lightcap, Rachel 54. 129,130,131,133,164 Livengood, Amy 18, 23, 66, 67,81,89,91,92. 95, 110, 111, 124, 125, 129, 131, 159, 161, 162, 166,167 Livengood, Ed 111 Livengood, Pat 111 Livingston, Stella 35 Lobmeyer, Brian 59 Lovitt, Kathy 18 Lozano, Vivi 29, 59,63 Luthi, Matthew 98, Ill Luthi, Scott 57, 69,119,130,131,134,139 M Maack, Dawn 62, 114 Maack, Eric 100, 117,154 Maack, John 18, 91,118,145,158 Maack, Jon 102, 104,152,153 Maack, Sally 6,28. 18,39,62 Magette, Sharon 10 Maley, Kandie 78, 79,130 Marcy, Janette 25 Martin, Chris Above: Darren Wire shows his talent as a cowboy” during the junior-senior banquet. Mathes, Darlene 28, 39,62 19, Mathews, Craig 116 99, Mathews, Keith 60 Mathews, Sharalee 60 McAfee, Darrin 115 61, McAfee, Dustin 98 McAvoy, Audrey 59 McAvoy, Cory 143 McKinney, Kenney 161 McKinney, Ray 122 McKinney, Tod 98 McManess, Amy 61, 115 McNeely, Brian 165 McSpadden, Jasper 22 Meadows, Jenny 59 Meeks, J. Byron 111,150 7, Meeks, Rob 68, 69, 107, 130, 132,164 20, 131, Meeks, Rowdy 20, 36, 74, 79, 129, 130, 132, 136, 140, 141, 156, 158, 159,160,164,168 Meggers, Maureen 60 Meier, Ron 148 Menard, Jake 59 Merritt, Dawn 128,136 79, Merritt, Shaun 152,154 102, Midwinter 143 142, Miller, Judy 25,163 19, Miller, Lisa 110,129,130,131 69, Miller, Ron 6,18, 19, 30. 31, 47, 119, 131, 152,153 Miller (Rose), Sally 84 Miller, Shane 41, 50,52, 57, 74,81,85, 89, 91, 95, 121, 124, 125, 128, 129, 131, 134, 139, 142, 147, 158, 160, 162, 163, 164, 165, 166, 168, 172 Moomaw, Max 120 Moore, Jennifer 39,62 28. Moore, Marsha 60 Moskalew, Michelle 59 Mowrey, Scott 60 Mucklow, Barry 81,89.91,95 27, Mucklow, Scott 57, 69,121,131,134,139,172 Mueller, Brent 61,114 55 Mueller, Bryan 98 Mundhenke, Boyd 135 Mundhenke, John 104.117,154 100, Index Mundhenke, Shelly 25, 99,104,116,117,154 Murphy, Norma 91,155 6.18, Musical 23, 24, 40, 66, 67, 68, 85, 92, 110,131 Myers, Nyla 77,129,130,131 54. N National Honor Society 163 136, Nau, Cathy 37, 41,81,89,91,95,129, 130 Neilson, Robin 154 100, Neilson, Toni 99 Newcome, Nicholas 100 Newcome, Sam 62 Newcome, Tanya 46, 51, 77, 129, 130, 131, 134,158,164 Newman, Melissa Norvell, Joseph 104 0 Offerle, Mike 100 Olsen, Larry 13 Olsen, Valerie 77, 118, 129, 130, 133, 144, 159,164 Overstreet, Eric 59 Overstreet, Renee 99,104,154 25. P Panzer, Jarrod 59 Panzer, Justin 99,116,117 25, Panzer, Shawn 172 98, Pep Club 45, 52, 53,129 44, Pepperd, Brandon 59 Perez, Jason 62 Perez, Michelle 130 69. Peters, Jake 152,153,154 102, Peters, Marlene 102, 154 173 Index Peters, Menno 99 Peterson, Darrell 132,134 69. Phillips, Gerald 39,61,137 19. Pikalek, Jonathan 61,114 55, Ploger, Heather 111 98, Ploger, John 83,112 13, Ploger, Kara 154 100, Ploger, Molly 111 98. Poer, Drew 126 Poer, LuAnn 44, 79,118,128,129,133,148 Poer, Mark 10, 11,75, 79, 129, 132, 134, 141 Priest, Airanna 59 Prince, Bobby 98 Proberts, Darin 154 100, Proberts, Jeremiah 60 Proberts, Michelle 62 Putter, Brad 129,132 77, Q-R Quisenberry, Wendy69, 130,131 Ramey, Dale 99 Troy Leith think� about one of hi« projects in the metals class. Ramirez, Manuel 62, 105 Ramsay, Lance 57, 69, 107, 129, 130, 131. 134,139,159 Randel, Dana K. 15 24, 56, 83. 150, 168 Randel, Jens 115 Rector, Heather 61, 62 Regier, Jake 60 Reiling, John 40. 81, 90, 91. 95, 124, 128, 159,162,164 Riley, Christy 59 Rincomes, Chris 115 Rodriguez, Elizabeth 60 Rucker, Myra 69 48, Rush, Barbara 128,159,161 79, Ryan, Stacey 67, 77, 129, 130, 131, 133, 143,146,158,164 s Sanders, Corey 130,131 77, Schaller, Beth 61,115 55, Schaller, Darryl 79,156,158,160 78, Schaller, Jay 99 Schaller, Joleen 96 Schaller, Kathy 69, 96.128.129,133.134 Schaller, Kenneth 96 Schaller, Kent 81, 90, 91, 95, 96, 111, 128, 132, 140, 142, 143, 160, 162,164 Schaller, Linette 104,152,153,154 102, Schaller, Paula 20, 73, 74, 79. 107, 112, 128, 130, 133, 145, 159, 164, 168 Schaller, Scott 100 Schinstock, Dale 41 Schinstock, Dwight 69,128,132 21, Schinstock, Mary Ann 40,60,157 9,18, Schinstock, Mary Ellen 18, 83 Schinstock, Tina 69, 129,130,133,134 Schlarman, The Most Reverend Stanley 151, 167,168 Schmidt, Josheua 59 Schmidt, Paul 98 Dustin Frost radiates the Christmas spirit after participating in the Southside Christmas program. Schmidt, Randy 110 Schmitt, Anna 35 Schmitt, Alicia 64 Schnitker, Kenneth 22, 134 Schnitker, Rita 156, 161 Schnoebelen, Linda 148 Schoonover, Leslie 6 Schrader, Jeremy 60 Schuette, Leann 75, 79, 118, 129, 130, 133, 156,168,172,173 Schultz, Art 16 Scott, Brad 20 76, 77, 129, 130, , 131. 132,134,160 Scott, Jay 47, 102,152,153,154 Sedwick, Xenia 101 Shanks, Robert J. 6.7, 9,13,15,19,71,120,148, 168,169 Shanks, Shelah 51, 68, 69, 73, 107, 129, 130, 131, 133, 134, 144, 145, 146,159,164 Shanks, Shelby 73, 74, 79, 107, 122, 128, 129, 130, 131, 133, 136, 146,159 Sheikh, Faisal 60 Sheikh, Kashif 152,154 102, Shepard, Dustin 99 Shepard, Judy 9,19 Shipp, Peggy 114 62, Short, Ben 96 Short, Greg 11, 66, 68, 69, 129, 130, 131, 132,134 Smiley, James 60 Smith, David 11, 18, 57, 70, 131, 134, 139, 167,168 Smith, Heath 152,153,154 101, Smith, Heather 99,111 98, Smith, Joshua Smith, Kim 111 98, Smith, Mike 115 62, Smith, Nicholas 157 59, Smith, Rusty 79, 129,130,132,134,164 Snodgrass, Libby 104,154 99, Sparke, Brian 22 Sparke, Kyle 48 Sparks, Mary 58 22, Spong, Rod 79 Spong, Tonya 101, 153,154 Stallard, Nadine 8,9, 12,18, 24, 26, 27, 56, 58, 72,82,149,151,168 Stegman, Kathy 134 Stegman, Lance 54, 69.130,131,132,134,145 174 Stegman, Rick 77, 118,164 Steele, Dale 101, 154 Steele, Layla 59 Steele, Melissa 62 Stetson, Sheila 61, 115 Strate, Ryan 98 Strate, Sidney 60 Strate, Stacey 100, 154 Streit, Carol 47 Streit, Daniel 81, 90, 91, 92. 95, 124, 125, 129, 132, 134, 140, 141, 158,159,165,166,169 Streit, David 59 Streit, Don 19, 102,133 Stremel, Msgr. J.A. 167 Stuart, Don 18, 30, 31, 75, 82, 132, 134, 145 Swaney, Paul 102, 153 Swaney, Tony 102, 153 Swinney, Carla 98, 111 Swinney, Jess 102, 152 Swinney, Joe 102 Swinney, Kenneth 100, 154 T-U Taylor, Delores 105 19. Taylor, Lee 59,61 29, Thanscheidt, Carroll 59 Track 156 145, Trevizo, Alicia 59 29, Troutman, Ty 59 Tubbs, James 11 Tyree, Imagene 39, 55, 61 19, Unruh, Dennis 154 102, V Valadez, Mechelle 152,153,154 102, Valadez, Micheal 101, 152,154 VanNahmen, Landon 59 VanNahmen, Mildred 35 Velharticky, Jena 52, 66, 77, 128, 129, 130, 131,133,143,145,146 Vieyra, Mary 10, 51, 53, 81, 90, 91, 95, 129,133,143,144 Volleyball 51, 133,134 Volz, Duane 112 Volz, Norman 112 w Watkins, Anita 69 Watts, Erica 60 Wear, Melanie 79, 129,131 Weers, Darlene 6,9, 18, 19, 42, 63,98,104,154 Weidenheimer, Bob 38 Weiss, Jody Wenstrom, Bart 60 Wenstrom, Travis 114 61, Werner, Bill 134 Werner, Eric 132 69, Werner, Joe 152,153,154 102, Werner, John Paul Werner, Michael 69 Werner, Nathan 152,153,154 101, Werner, Nicky 62 29. Werner, Sheila 110,130 79, Westhoff, Brenda 47, 102,104,152,153,154 Westhoff, Brian 114 61, Westhoff, Donna 167 5,6 Westhoff, Larry 5,64 Westhoff, Stephene 79, 122,129,130,133,144 Westphal, Eula 15,138 13, Westphal, Fred 134 Wetzel, Dale 131,160 79, Wetzel, Melanie 116,154 100, Wetzel, Ronnie 53, 81. 90. 91, 129, 132 Wetzel, Russell 154 102, Wetzel, Ruth 47 22, Wetzel, Scott 69 Whipple, Davean 118,129 Whipple, David 79, 22 Whipple, Dalena 60 Wiley, Angela 59 INDEX Wilkening, Dana 100, 117,154 Wilkening, John 62 Williams, Carroll 36, 149 Williams, Karen 152,154 101, Williams, Keith 72 19, Williams, Kristi 81,90,91,95,169 37, Williams, Vivian 149 36, Wilson, Dennis 10, 57,69,121.131.134.139 Wilson, Jack 69 Wilson, Jeremy Wilson, Jerry 111 Wilson, Wanda 29, 59,138 9,19, Wire, Darren 57, 67, 77, 129, 131, 134. 139,158,160,173 Wire, John 126 7,13, Wire, Kelsie 111 98, Wohlenhaus, J.T. 154 62, Wohlenhaus, Sara 59 Wolffe, Gennie 114 61, Wood, Bill 16 Wood, Joanna 16 Wrestling 121,131,139,158 57, Y-Z Youngers, Chris 152,153,154 102, Youngers, Dana Youngers, Tisha 105,114 61, Zumwalt, Barbara 41, 66, 67,75,81,91,92, 95. 96, 118, 129, 131, 135, 142, 145, 156, 160, 167, 169 Zumwalt, Diane 135 13. Zumwalt, Robert 96 175 Breaking. .. Another year at KHS passes in a blur -the bonds of student life temporarily broken for the summer. Lockers are emptied; scratches, drawings erased from texts. The final bell rings, and the doors fly open. An entire mass of students, gone in less than a minute. We separate and become individual rays traveling in all directions for a season... .. .Away But unless lines are parallel, they must cross at some point or at some time. The rays converge at a special place, breaking emptiness with the light and brightness of youth. Together... the breaking of... a new dawn. 176