Kinsley High School - Kihischo Yearbook (Kinsley, KS)

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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

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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

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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