Features

[MARCH 6, 2001]  This past week, parents and teachers once again created a Winter Fantasy at Washington-Monroe School. Each year, the Washington-Monroe Parent Teacher Organization (PTO) coordinates and sponsors a Winter Fantasy week at their children’s school. The PTO understands that wintertime is difficult on children because they spend so much time indoors, so about six years ago the members decided to interrupt the monotony with fun and educational activities.

[click here to see photos]

The PTO picked this year’s theme by interviewing last year’s fifth and sixth graders. The parents and teachers then reviewed the suggestions and chose Africa. The planners typically lean toward warm places to combat the Illinois winter chills. Last year’s destination was Australia. Students have also recently "visited" the Caribbean and Jamaica.

Cathy Huerd and Barbara Follis were in charge of coordinating this year’s African Winter Fantasy. Under their direction, the Winter Fantasy PTO committee organized a parent and child movie night, created African relay races, charted a safari expedition and scheduled two African guest speakers. In addition to these activities, students were given dress-up themes for the week, and everyone decorated the school.

Before Winter Fantasy week began, students created African artwork in Mrs. Sisk’s art classes. The halls were lined with drawings of animals from Africa. Also, teachers decorated their rooms and designed their lesson plans to focus on Africa. Jody Nettles, mother of a Washington-Monroe student, drew a wall-size mural of the African continent. Specific regions and countries of Africa were highlighted on the map to coordinate with Friday’s safari expedition.

Each day of the week had a different dress-up theme. On Monday, students wore sunglasses, and on Tuesday they wore hats. Wednesday did not require too much time to get ready for school—students wore their pajamas in class. Thursday was backward day, and on Friday, students sported animal shirts.

Monday night’s activity was a big success, according to Cathy Huerd. More than 100 students and their parents gathered in the school gym for Disney’s "Tarzan." The floor was lined with sleeping bags and pillows, and the viewers ate popcorn.

Each day of the week, Barbara Follis traveled to different classrooms and read African folk tales to the students. One day she read "Elephant’s Child," a story by Rudyard Kipling about how the elephant got its trunk. Another day, Follis read "Anansi and the Moss-Covered Rock." Many African folk tales talk about the Anansi, a spider who is a trickster.

On Friday morning, students joined in African relay races and a safari expedition. The races included a Trunk Trot, Cheetah Chase, Crocodile Crawl and balancing baskets on one’s head. On the African expedition, students saw an African hut, Mount Kilimanjaro off in the distance, real African wildlife, and termite mounds designed by Follis and her husband. Follis explained that the hut was constructed out of refrigerator boxes, and boasted, "Our PTO is so great with duct tape!" The termite mound was covered with termites, and students used sticky party blowers to simulate anteaters grabbing some grub.

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In the afternoon, Mr. and Mrs. Hoyt, parents of a Washington-Monroe student, shared stories about their home and their travels in Africa with the third through sixth grade students. The Hoyt family is from Bulawayo, Zimbabwe, in southeast Africa,and moved to Lincoln about three months ago. Mr. Hoyt grew up in Lincoln, but when he was a teenager his parents decided to do mission work in Africa. He has lived there for over 20 years. Mrs. Hoyt and the Hoyts’ children were born in Zimbabwe.

During the safari, and later in the afternoon, the Hoyts shared their culture with Washington-Monroe’s students. They displayed several stuffed African animals that they own, a few small animal statues created from different materials, some Zimbabwe currency, and various woven and knitted decorations. The centerpiece on the display table was a beautiful map of Zimbabwe, and each region was covered in a different animal skin.

The Hoyts discussed different lifestyles in Zimbabwe—that is, villages versus towns. They explained to Washington-Monroe students some of the chores for which African boys and girls are responsible, described the schools children attend, and discussed typical foods.

While the Hoyts talked to the older grades, parents were helping the kindergarten through second graders construct and decorate rattling noisemakers. After the presentation and crafts were complete, the PTO dished out Safari Snack Mix. The trail mix was a unique blend of sunflowers, sesame sticks, raisins, popcorn and animal crackers.

Planning and executing a large event such as this year’s African Winter Fantasy was a lot of work, so Barbara Follis asked to say "a big thank you . . . to all the PTO parents that helped. It’s not one person who does this, it’s a team effort; and I feel really lucky to know all of them."

[Jean Ann Carnley]

[MARCH 2, 2001]  Students at Lincoln Community High School (LCHS) are learning what it’s like to be a parent too soon. The nationally recognized "Baby Think It Over" program is giving students a parenting opportunity that may help them to make better lifestyle choices.

The program is in conjunction with the Logan County Healthy Communities Partnership.

This parenting unit is offered in the high school’s consumer education class, a course required for graduation, in an effort to get more young men to participate. The class is taught by Marsha Howland. "This is our second year participating in the program," she said. "The first year the program was not taken seriously by the students or by many of the teachers. But this year people seem to understand the program’s benefits, and it’s having better success."

LCHS has four dolls whose behavior is controlled by a battery-operated computer chip. According to Howland, the "Real Care Babies" are more lifelike than the ones used last year. Each baby can be programmed to one of 15 different schedules. Some settings require the student to provide a greater amount of care than others. The schedule selected determines how often the baby has to be handled. It could be as little as 11 times or as much as 33 times within a 24-hour period, the required length of parenthood. The babies come with a graph that indicates the level of care required for each schedule as well as the time that the care will be needed. Students pick the schedule that is most conducive to their lifestyle. A working student can choose a setting where the baby will be relatively quiet during their work hours or one that sleeps through the night.

The difficulty lies in determining why the baby is crying and attending to that specific need(s). Students must find out if the baby wants food, to be burped, needs a diaper change, wants to be rocked or if he is just fussy. Then they have two minutes to satisfy that need(s) and put a computerized key into the baby’s back to stop him from crying.

If the student fails to care for the baby within the allotted time, the computer records it as neglect.

The manner in which the baby is cared for is recorded in the microchip and is then downloaded by Ms. Howland once the babies are returned. The computer chip even records if the baby was handled incorrectly, such as if his head was unsupported, if the baby was put on his stomach or side too long, or if the baby was shaken or dropped. It also records how often the baby was fussy or happy.

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Students have to obtain written permission from their parents to participate in the program because they must agree to assume financial responsibility for the $350 doll. Permission also must be obtained from each of the student’s teachers because the baby can be a disruption to their class with its crying and suckling noises.

After all of this prenatal care, the student has to name the baby and must refer to the baby only by name throughout the simulation. Ms. Howland than delivers the 7-pound

Real Care Baby into the student’s arms, along with a stroller; a diaper bag with a bottle, two color-coated diapers, a instruction book for babysitters and daycare workers, and cans to mimic the actual weight of a real bag; a car seat; and a key that is used to stop the baby from crying after the correct need has been met.

After four hours of parenthood, Wesley Schaub and Amber Wright, both juniors, felt the experience is one that everyone should have. Schaub said that she felt overwhelmed. "My baby takes a lot of care," she said. "It’s a hassle." Wright said caring for her baby was not that bad, especially since the diaper wasn’t really messy.

Senior Jeff Jones, another participant, said, "A baby really opens your eyes. It gives you real responsibilities. It’s hard to concentrate in class with the baby." He admitted that he is not ready to be a father anytime soon.

Participants take a pre- and post-test, and their parents are asked to evaluate the program after it’s over. Howland said, "Many of the students and parents indicated that the program should be started in the earlier grades." Lincoln Junior High School and Chester-East are participating in the program using less-demanding models of the Baby Think It Over babies.

Students who choose not to participate in the program earn the credit by choosing a parenting topic from a preapproved list and writing a paper.

[Kym Ammons-Scott]

Zion School celebrates

[MARCH 2, 2001]  A family breakfast, a talent show, field trips and dress-up days are among the activities planned at Zion Lutheran School in Lincoln next week as it celebrates National Lutheran Schools Week.

Students will participate in "Chapel Family Fun Day" on Monday with games and pizza. Chapel families are small groups of students, each with a variety of ages, who sit together at the weekly chapel services.

The school science fair, for grades four to eight, is planned for Thursday. Class switch day on Friday will give the students the opportunity to attend class in different grades.

Zion Lutheran, now in its 27th year, is recognized by the state of Illinois and is accredited by National Lutheran School Accreditation. It is part of the nationwide network of Lutheran Church-Missouri Synod schools.

[News release]

‘I’m not sure’ is not the
same thing as saying ‘no’

[FEB. 23, 2001]  Say no to drugs loud and clear was the message given to children Wednesday at Northwest Elementary School in Lincoln. The high-energy interactive program called "Make That Choice" brought smiles and giggles to the faces of a gymnasium full of elementary school children. Heather Schultz, R.N., and Durand Farley, national motivational speakers based in Atlanta, Ga., used songs and comedy to "bombard" those in the audience with messages pertaining to being drug free.

The duo, dressed in black pants, white shirts, and yellow and red vests, created a circus-like atmosphere that the children quickly warmed to as they marched in to the sounds of loud music.

Schultz said, "Durand and I met in 1993 and discovered that there were not very many drug-free programs offered at the elementary level, so we designed one and have traveled throughout the country performing the program." She described their presentation as a fast-paced interactive program with a clear message that says no to drugs.

The unique design of the program afforded the children in the audience an opportunity to be contestants on their favorite game show in the land of movie stars: Hollywood, Calif. The contestants had to decide what to pack in their suitcase to take on their trip and to succeed at life. They packed the suitcase with what they called character traits, such as kindness, respect for oneself and others, self-esteem and the message that you don’t need drugs in your life for any reason. Schultz reiterated, "You don’t need them (drugs) to do or be anything."

Schultz and Farley talked about walking away from dangerous situations when you don’t know how to handle them, listening to your heart to determine if something feels wrong or right, using looking glasses to take a good look at what is going on around you and using a dictionary to help the children say what they were really thinking. They also took a rule book so they could keep a clear head and think clearly.

Children were shown through role-playing how to exhibit the desirable character traits in their everyday lives. The presentation also dealt with positive decision-making skills and talked about the importance of always doing the right thing. The leaders also illustrated ways to not succumb to peer pressure. They wanted the children to understand that saying "Well, I’m not sure" is not the same thing as saying "no." "No" must be said, loud and clear.

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Their message should not have fallen on deaf ears, with its recurring theme that drugs are bad and have no place in their lives.

Eldon Broster, principal of Northwest and Jefferson Elementary Schools said, "We have sponsored this program for the past three years. The staff continues to feel that it’s a very worthwhile program with an excellent message."

The program’s coordinator, Marla Williams, said that when the school district began to request that the elementary schools do drug awareness training, she choose this program after area teachers recommended it as a quality program.

"The kids just love them," she said. "Our fourth, fifth and sixth graders think of them as celebrities.

"The program is generally offered in October during the drug awareness week, or Red Week, as it is now called. But, this year they weren’t in the area until now," she explained.

The speakers reinforced the character traits that are currently being taught as a part of School District 27’s curriculum, so the program was still very timely and appropriate.

The event was so well received that it will back next year, Williams added.

The presentation was sponsored by Northwest School and Jefferson School, and both performances were open to the public.

[Kym Ammons-Scott]

[FEB. 19, 2001]  Many people believe that when a student graduates from high school, the best route to a lucrative future is to enter college. Then it is expected that following four years of college the individual will begin a career that pays well. Lincoln Community High School (LCHS) has a different philosophy. LCHS is preparing all interested students for careers in fields that need only two years or less of post-high-school training.

[click here for Part 1]

LTEC is an advanced education program through the cooperation of Heartland Community College, Lincoln Community High School, Mount Pulaski High School, Hartsburg-Emden High School, Greenview High School and Illini Central High School. Presently, a total of 174 students from all of these schools are enrolled in the program. For two periods a day, students study specific fields at the vocational center: Automotive Technology, Building Trades, Cooperative Education, Electronics, Culinary Arts, Health Occupations, Advanced Computer Technology and Metal Trades.

Most of the titles are self-explanatory, except for Cooperative Education. Cooperative Education students learn about marketing for half of their time and practice their skills out in a local business for the rest of the time. They are paid for their part-time work, while they earn credits toward their program.

In all of these fields, the LTEC must stay current with industrial standards, curricula and technology. For example, at one time business students learned on typewriters and had to be familiar with mimeographs. Now each student has a personal computer that is attached to a mainframe, and instructors have laptops.

The automotive technology course now has a diagnostic computer. In the welding courses, the teachers are phasing out oxy-ace welding stations and moving to MIG arc welding. Housing and decorating styles are constantly changing, and the building trades department must teach their students the new styles. The agricultural department has begun hydroponics and aquaculture projects for the students.

Students in the culinary arts now learn how to use airbrushes in cake decorating. They are also taught more about dietary considerations in their cooking. According to Olmstead, the culinary arts is one field that is just booming, because more people are eating out.

Besides using new equipment, the health occupation fields must be a lot more careful with blood products than they used to be.

The fields are always changing, so Olmstead believes, "If you don’t like change, you’ll have a hard time in these industries or even teaching in them."

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Educational grants

Five different grants help fund the vocational programs at LCHS:  Education to Career, Technology Preparation, Work Place Learning, Adult Education, and miscellaneous education grants for purchasing equipment and curricula.

The Education to Career Grant (ETC) focuses on integrating academics and vocational classes. ETC’s purpose is to demonstrate to students excelling in individual academic courses how that course can be used in different careers.

The Technology Preparation Grant helps LCHS students in the career programs to attend community college and receive dual credit. The college courses fulfill high school graduation requirements but also give students advanced placement when they enroll in a local community college.

The Work Place Learning Grant helps teachers design their curriculum to match industry standards. Presently, students have internships with local businesses, but Olmstead hopes to make them paid internships next year. She hopes to pay students 10 to 12 hours a week for their work in an internship. These internships will differ from a typical part-time job in that students rotate among companies to experience many things.

The Adult Education Grant helps adults complete their education in the evenings or during the summer. Some of the adult programs are for computers, woodworking, electronics or nurse’s assistants (CNA).

The remainder of the grants Olmstead oversees help to replace worn-out equipment and buy newly developed technology to give students the most up-to-date training.

As a member of the Workforce Investment Board’s Youth Council, Olmstead can help underprivileged youth in the community to get an education. The council works with youths who have dropped out of school to help them complete some type of skilled training. It offers specific support services to help make an education feasible. Students with children can get day-care assistance. Also, the council pays for LCHS adult education courses for those who meet income requirements.

The vocational programs at LCHS have had to combat common misconceptions, but the results have been promising: Seventy percent of the students at LCHS are involved in some type of vocational program. As stated earlier, most students and parents believe that college is the best route for one to take. Olmstead and other vocational teachers work hard to show students and parents that jobs requiring only two years of training can be just as fulfilling and lucrative.

Olmstead believes that most of the vocational studies are going well, and, in her opinion, the students who like hands-on learning are really enjoying their studies.

[Jean Ann Carnley]

[FEB. 17, 2001]  Many people believe that when a student graduates from high school, the best route to a lucrative future is to enter college. Then it is expected that following four years of college the individual will begin a career that pays well. Lincoln Community High School (LCHS) has a different philosophy. LCHS is preparing all interested students for careers in fields that need only two years or less of post-high-school training.

Cindy Olmstead was hired seven years ago to be the director of career and technical education at LCHS. The vocational program has been in existence for at least 30 years, but recently the program has been changing to keep up with industrial developments.

According to Olmstead, only 20 percent of jobs require a four-year degree. Sixty-five percent of all jobs require some training — from on-the-job training to two years of study. These are the types of careers on which the career and technical education program focuses. Only 15 percent of jobs are for unskilled workers. Currently LCHS has 700 students enrolled in its career and technical education classes.

LCHS advertises the career and technical education program via flyers, word of mouth, and guidance counselors. During students’ English classes, counselors explain the different vocational tracks to students. After discussing the options with their parents, students may sign up with their guidance counselors for different types of classes: business, family and consumer science, health occupations, industrial technology, and agricultural technology.

In the business courses, students acquire accounting skills, learn how to be an administrative assistant, study computer technology, or learn the basics of marketing and managing.

The family and consumer science courses study fashion and fabric, food and nutrition, culinary arts, and child development, just to name a few. The health occupation branch gives participants basic training in the fields of nursing and nurse assisting.

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Industrial technology education includes topics such as automotive training, building trades, drafting, metal trades, woodworking, computer repair and electronics. The agricultural technology training covers agricultural business management and agricultural science.

Each of the career and technical education tracks lasts two years. Late deciders can complete only one year of a program, because certificates are awarded at the end of each year of courses.

Olmstead believes that all students at LCHS can benefit from vocational training, because even those looking toward a four-year degree need career education. These classes require critical thinking and problem-solving skills and offer hands-on education.

Olmstead directs more than the career and technical education. She works with the Lincolnland Technology Education Center (LTEC), she is in charge of five main grants and she is a member of the Workforce Investment Board’s Youth Council.

(To be continued)

[Jean Ann Carnley]

[click here for Part 2]

Announcements

[FEB. 15, 2001]  Applications for the Dwight F. Zimmerman Scholarship, sponsored by the Abraham Lincoln Healthcare Foundation, are currently available.

Applicants must be a graduating senior from Lincoln Community High School, Mount Pulaski High School, Olympia High School, Hartsburg-Emden High School or Illini Central High School, or a student currently attending Lincoln College.

All applicants who are chosen as finalists to interview with the scholarship selection committee will receive an award to be applied directly toward tuition, fees and books. The two top applicants will receive scholarships of $1,500. Other finalists will be awarded $500 scholarships.

Applications are available in the guidance offices of the above-listed schools. Applications are to be submitted to the Abraham Lincoln Healthcare Foundation, 315 Eighth St., Lincoln, IL 62656. The deadline to submit an application for the Zimmerman scholarship is April 6. For more information, call the foundation office at 217-732-2161, Ext. 405.

People who wish to contribute to the scholarship fund may send their contributions to the Abraham Lincoln Healthcare Foundation, 315 Eighth St., Lincoln, IL 62656.

[FEB. 8, 2001]  Parents in the Mount Pulaski-Elkhart area who have a child who will be 5 before Sept. 1, 2001, should call the Mount Pulaski Grade School, (217) 792-7220, or Elkhart Grade School, (217) 947-2451, to register their child for kindergarten. This year the registration will be a phone-in process. After pertinent information has been submitted by telephone, parents will receive a packet of information and registration materials in the mail. Registration began Feb. 7 and continues through March 16. If you have any further questions, call the school where your child will attend.

[JAN. 20, 2001]  Zonta Club of Lincoln will again sponsor health career scholarships. Residents of Logan County who are enrolled in or accepted into a health care professional curriculum are eligible to apply. Scholarships totaling $4,500 will be awarded. The number of scholarships will be determined by the scholarship committee.

Each award is for one academic year and is contingent upon the student's sustained academic achievement. Former recipients are encouraged to reapply. Application forms are available from county high schools and colleges, several health care facilities and pharmacies in the county, and by request.

We encourage students to make application if they are considering any health career field, including veterinary medicine, sports medicine, physical therapy or pharmacy. Zonta Club of Lincoln has awarded health career scholarships since 1981, assisting 36 students from Logan County with 49 scholarships with a total value of $51,750. Last year Zonta awarded four recipients $1,125 each.

All completed applications, including references, are due to the scholarship committee by March 5. Applications and information are available by contacting Marilyn Weingarz, 1425 1307th St., Lincoln, IL 62656 or by calling (217) 735-1840.

[Zonta news release]

School menus

• Lincoln Elementary Schools

• West Lincoln-Broadwell

Lincoln Elementary Schools

Breakfast menus

(Milk is served with all meals)

National School Breakfast Week

Monday, Mar. 5 — Cereal, cinnamon toast, juice

Tuesday, Mar. 6 — Scrambled eggs, happy faces, fruit

Wednesday, Mar. 7 — Cereal, oatmeal muffin square, juice

Thursday, Mar. 8 — Apple wedges with peanut butter, toast

Friday, Mar. 9 — Cereal, cinnamon toast, juice

Lunch menus

(Milk is served with all meals)

Monday, Mar. 5 — Hamburger on bun with cheese, corn, snack crackers, strawberries

Tuesday, Mar. 6 — Chicken tenders with sauce, mashed potatoes, bread and butter, green beans

Wednesday, Mar. 7 — Sausage pizza, lettuce salad, carrot stick, fruit cocktail

Thursday, Mar. 8 — Barbecue rib on bun, french fries, peas, peaches

Friday, Mar. 9 — Shrimp shapes with sauce, green beans, corn bread, pears

West Lincoln-Broadwell

Monday, Mar. 5 — No school: Casimir Pulaski Day

Tuesday, Mar. 6 — Barbecued chicken on bun, french fries, corn, mixed fruit

Wednesday, Mar. 7 — Creamed turkey on biscuit, whipped potatoes, peas, Jell-O

Thursday, Mar. 8 — Ham horseshoe, fries, raw veggies, pineapple

Friday, Mar. 9 — Soft pretzels with cheese sauce, tossed salad, fried veggies, apples

Monday, Mar. 12 — Tenderloin on plate, potatoes and gravy, cheese broccoli, applesauce

Tuesday, Mar. 13 — Chicken filet on bun, french fries, corn, pears

Wednesday, Mar. 14 — Beef-a-roni, lettuce salad, green beans, garlic bread, fruit crisp

Thursday, Mar. 15 — Chicken nuggets, au gratin potatoes, slaw, fresh fruit

Friday, Mar. 16 — No school: Teacher’s Institute Day

Monday, Mar. 19 — Chicken noodle soup, combo meat sandwiches, raw veggies, fruit pie

Tuesday, Mar. 20 — Corn dog, nacho chips with cheese, corn, mandarin oranges

Wednesday, Mar. 21 — grilled Cajun chicken on bun, french fries, mixed veggies, applesauce

Thursday, Mar. 22 — Turkey tenders, cheesy potatoes, peas, Jell-o

Friday, Mar. 23 — Parmesan french bread with Italian cheese sauce, lettuce salad, mixed fruit

Monday, Mar. 26 — Cheeseburger on bun, french fries, baked beans, sugar cookie

Tuesday, Mar. 27 — Cream chicken on biscuit, whipped potatoes, peas, pears

Wednesday, Mar. 28 — Catdog (two-cheese hot dog) on bun , potato coins, corn, pudding cup

Thursday, Mar. 29 — Tenderloin on bun, french fries, slaw, fruit

Friday, Mar. 30 — Cheese pizza, green beans, tossed salad, fruit turnover

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