Love of Reading

When I was a kid, I hated reading.

I know that might be controversial to say as an English teacher, but it's the truth. I had a difficult time seeing the 'point' in my education in general, and because reading did not come as easily to me as art did, I was determined not to do it at all.

And then my teacher read Black Beauty by Anna Sewell. 

It is my personal belief that everyone has a story that was written just for them. And my hope for everyone I meet is that they have either already found that story or that they continue their journey to find it.

Black Beauty was my story. As our teacher read aloud to us, my heart caught fire on the magic that is the written word. Sewell's engaging narrative pulled me into her world of horse-drawn carriages and class struggles, then pushed me back into a reality where I could either remain stagnant or grow into the potential that I always had. 

Because of that story, and because I made the choice to grow, I went from the lowest level student to the highest in one year. 

It is because of that experience and many similar to it that I became a teacher. While it is true that every student's journey is unique and that much of their success depends on their willingness to grow, I also know that my teacher's choice to read to us is the catalyst that cased that change in myself. I know that, without her and many other incredible people in my life, I would not have gained the knowledge and skills necessary to succeed.

So, while I do not consider myself the ultimate reason behind my student's success or failures, I take into account the importance of my role in their life every day. It is my job to provide those catalysts for growth and a love of learning that can only be sparked by those who have found it themselves.

The one universal truth I have found in educators is a genuine love of learning and developing forever.

For me, that love of learning came through the written word. For others, it may by that first science lab or math equation where everything just clicks. And for still others, that love could be seen on a football or soccer field while surrounded by the teammates who support you through any and everything. 

So, from one lost kid to another, please stay open to the possibilities all around you. Who knows? That history lesson or math worksheet could be the spark that sets off a lifetime dream - and even if it isn't, just take it one step at a time. It takes real bravery to keep trying...so let's keep trying together.

By: Amber Griffin, 6th Grade English/History

Discomfort Leads to Growth

Discomfort Leads to Growth

Teaching seventh grade is both a privilege and a challenge. It's a pivotal time in a child's life, where they navigate the often turbulent waters of adolescence and grapple with self-doubt. Last year, I introduced my students to Shakespeare's "The Tempest" through a group activity in which each group was tasked with performing a scene. Initially, the idea seemed fun and engaging, but soon, a wave of anxiety swept over some students when they realized they would perform in front of their peers.

One student, in particular, approached me with a request. She asked if she could perform just for me or be excused from the activity altogether because she felt uncomfortable. I empathized with her but explained that while I value comfort in my classroom, this was an opportunity for growth that I couldn’t let her shy away from. I told her that facing this challenge would make her stronger and more resilient. I stood my ground, clarifying that participation was a requirement because I believed in her potential.

Despite her anxiety, this student eventually embraced the fact that she had to perform. When the day of the presentation arrived, she not only completed her scene but did so with remarkable poise and confidence. I was thrilled to see her smiling throughout the performance, a testament to her triumph over her fears.

The real transformation happened later when the class was assigned a history presentation. This time, without hesitation, she volunteered to present. She didn’t even ask if she could perform just for me. Instead, she took the initiative to share what she had learned, showcasing her growth and newfound confidence.

Through this experience, I witnessed firsthand the power of pushing students beyond their comfort zones. It reaffirmed my belief that growth often comes from facing challenges head-on. I also realized that my own journey as a teacher involves similar moments of discomfort. Each challenging situation helps me grow, reminding me that I, too, am on a path of continuous development. I cherish my interactions with my students, as they inspire me and highlight the importance of embracing vulnerability. Through our collective growth, I am reminded that every uncomfortable moment contributes to becoming a better educator.

As parents and educators, we have the profound responsibility to guide our students through these transformative moments, helping them discover their strength and resilience along the way.

Encouraging our kids to step out of their comfort zones is key. Whether it’s trying a new sport, speaking in front of the class, or tackling a difficult project, these experiences can lead to personal growth. It's important that our children understand that feeling uncomfortable is a normal part of learning and growing and that embracing discomfort can lead to significant personal growth. This understanding can be a powerful motivator for them.

So, let’s embrace discomfort as an opportunity for growth. Let’s encourage our kids to take on challenges and try new things. By creating a home and a school where challenges are welcomed and viewed as chances to learn, we can help our children appreciate the knowledge that discomfort leads to growth. Let's inspire them to see that every step forward, no matter how small and uncomfortable, is a victory worth celebrating.

By: Angie Briscoe, 7th Grade English/History

Building Futures: Introducing Engineering to Young Minds at White Pine Charter School

As educators, we constantly seek innovative ways to inspire our students and prepare them for the future. At White Pine Charter School, we are developing a new engineering program tailored specifically for our K-5 students. This initiative aims to spark curiosity, foster critical thinking, and lay a solid foundation for our young learners in the world of engineering and technology.

Why Engineering?

In today’s fast-paced world, engineering plays a pivotal role in problem-solving and creativity. By introducing engineering concepts early, we can help students develop essential skills such as teamwork, resilience, and analytical thinking. The goal is to make engineering accessible and engaging, allowing students to see the practical applications of what they learn in the classroom.

Program Overview

Our engineering program will focus on hands-on, project-based learning. Students will engage in activities that encourage exploration and experimentation, such as:

-Environmental Engineering Projects: Students will explore concepts like sustainability and conservation by designing solutions to real-world problems, such as creating water filtration systems or planning a community garden

-Design Challenges: Each month, students will face a new design challenge—like constructing a roller coaster for a marble using limited materials—encouraging creativity and critical thinking while applying engineering principles.

-Aerospace Exploration: Students will learn about flight and aerodynamics by building paper airplanes, rockets, or kites, testing their designs to see which can fly the farthest or stay airborne the longest.

-Simple Machines: Learning about levers, pulleys, and gears through interactive projects.

- Building Bridges: Using everyday materials to design and test structures, enhancing their understanding of engineering principles.

Curriculum Integration

To ensure a seamless integration of the engineering program into our existing curriculum, we will collaborate with teachers across various subjects. For instance, math lessons will incorporate measurements for building projects, while science classes will explore the properties of materials. This interdisciplinary approach will help students make connections between concepts and see the relevance of their learning.

Looking Ahead

As we embark on this exciting journey, our ultimate goal is to inspire the next generation of innovators. By introducing engineering concepts early, we hope to cultivate a passion for STEM (science, technology, engineering, and mathematics) that will last a lifetime.

Stay tuned for updates as we develop this program and witness the incredible projects our students will create. Together, we are building futures and empowering our young engineers to dream big!

By: Katie Hadley, K-5 Engineering Teacher

Bye-Bye Blues

 Bye-Bye Blues! 

Greetings White Pine Elementary Parents! It is almost time to come back to school! Like me, most of the students are excited to meet new teachers, open brand new boxes of pencils and crayons and get to work! However, some students have a little trouble with the transition to school routines and leaving their family for the day.  Here are a few tips to help your student get ready for that first morning drop off. 

1. Get to know your teachers!  We would love for you to come to our Back to School Night on Monday, August 19th to meet your teacher, tour the classroom and become familiar with our school! Knowing what to expect and seeing a friendly face in a new environment can help lessen anxiety. Here are the assigned times: 

A-H: 5:00-6:00

I-Q: 6:00-7:00

R-Z: 7:00-8:00

2. Prepare for the morning! Set out school supplies and clothes the night before.  Go over what the morning will look like.  Establish a predictable morning routine that works for you and stick with it! 

• 

  Wake up

• 

  Get dressed 

• 

  Eat Breakfast

• 

  Brush teeth and hair

• 

  Gather school things

• 

  Hop in the car! 

• 

  School Drop off with a special wave or hug! 

3.  Create a predictable Goodbye Ritual! In the book, The Kissing Hand by Audrey Penn, Chester Racoon and his mom decide a kiss on Chester’s palm will help him through the day. Listen to the book here: 'The Kissing Hand' read by Barbara Bain

Some ideas for a ritual of your own:  read a book together, create a special wave or hand shake, play with a special toy on the way to school, have a special phrase you repeat to one another. Be consistent with the ritual and don’t let it balloon into something more complicated.  Keep it simple! 

4. Know what is normal. Some clinginess, tears and anxiety are a normal sign of a healthy attachment to a parent. Transitions can take time! It is okay to cry or miss a parent.  It is even okay to feel angry at a parent for leaving.  Talk about these feelings with your child and let them know you understand. If your child is experiencing trouble sleeping, or is getting sick regularly, it might be time to talk to your pediatrician about next steps. 

5.  Stay positive! We can do hard things!  Remind your child you will be right there after school to pick them up and that big feelings will pass. They have done difficult things before and they are strong! Be sure to keep your emotions positive and save your own tears until after drop off. 

6. Be persistent! Avoid saying, “I will pick you up at lunch” or letting them leave early. Enforcing negative behavior makes it more difficult for everyone in the long run. 

7. Talk to Mrs. Katie! I want each of our White Pine Cougars to feel confident in their ability to stay through the school day.  If you need a little extra assistance, feel free to reach out to me.  I am here to help! 

This is going to be a wonderful school year.  I can’t wait to see each of your students next week! Go Cougars!

By: Mrs. Katie Barfuss, WP Social Skills Manager

A Strong Start

 Hello White Pine Families!

I’m so excited to introduce myself as your new K-3 Principal at White Pine Charter School. Over the years, I’ve been lucky enough to serve our amazing community in various roles, from teaching 1st and 2nd grade to working as the K-12 Vice Principal of Schools. While I’ve loved every part of my journey here, my heart truly belongs to our K-3 students. This is where my passion lies, what I’ve trained for, and where I feel I can make the most difference.

There’s something truly special about early elementary students. These years are filled with wonder and curiosity, and it’s during this time that we lay the foundation for a lifelong love of learning. It’s incredible to watch our young learners discover new things, build friendships, and grow in confidence. Their enthusiasm is contagious, and I’m committed to supporting their growth every step of the way.

As we kick off this school year, we have big goals for both our teachers and students. Our aim is to provide a well-rounded education that not only meets high academic standards but also nurtures each child’s personal growth. Being voted "Best School" for the third year in a row is a testament to our hard work, and we’re excited to keep that momentum going. 

The beginning of the school year is a time of excitement and sometimes a little apprehension for both students and parents. Please know that my door is always open to you. I'm committed to ensuring that every child feels safe, valued, and excited about learning. White Pine is a community that thrives on strong relationships, and I'm here to support not only your children but also you as parents. A strong school-home partnership is crucial for the success and well-being of our students.

At White Pine, we believe in the power of a close-knit community, and I'm honored to be a part of it. Together, we'll make this a wonderful and successful year for all our students. Please don't hesitate to reach out to me with any questions, concerns, or just to say hello. I look forward to working with you and getting to know each of your amazing children.

Be great!

Ms. Alysa Trust, K-3 Principal

The Words of My Whys

I am so excited to introduce (or reintroduce) myself to many of you as the new upper elementary and middle school principal!  While I have loved working with grades K-3, the lower elementary is in good hands with Ms. Trust, who brings so much experience and familiarity with the needs of that population.  

In the spirit of introductions, I wanted to share with you my “whys” as an educator.  At a recent training, one of the speakers mentioned that nobody gets up in the morning for 5% growth on the state test.  While we believe in setting the bar high for our students and giving them the opportunities to reach their highest potential, I don’t do this for a couple extra percentage points on the ISATs.

My first “why” is the quest for the perfect middle school programming. I started my teaching career teaching English to 7th Graders at Teton Middle School in Driggs, Idaho.  While I had originally hoped to be a high school teacher, I quickly realized that middle school was the perfect fit for my temperament. I became fascinated by the unique needs of middle school students.  I learned how detrimental treating them like little high schoolers can be.  Upper elementary and middle school students, as they enter adolescence are experiencing the most rapid period of brain development they will in their lives.  This is when, if provided the correct environment, ideas begin to snap together in these students’ brains like magnets as their prefrontal cortices come online in a major way. The abstract suddenly begins to make sense. Coupled with enormous social changes socially due to the simultaneous, instinctual needs for independence from their parents and to belong to a social group of their peers, this makes for an incredibly exciting, but delicate time in a child’s life.  I spent the next 10 years of my career teaching middle school and working with my colleagues to push our middle school programming to the next level.    

My second “why” is tied to the Treasure Valley Y (see what I did there?).  Before I became a teacher, from age 13 to 24, I worked as a camp counselor with the YMCA in Boise.  Since I was a camper myself, I have been steeped in the YMCA’s core values of caring, honesty, respect, and responsibility.  These were seen in all levels of the organization, but most obviously in the Y’s commitment to refusing to turn families away due to an inability to pay.  Though we were never told who these students were, you could tell on day one the haves from the have-nots.  The magic of camp was that these differences disappeared.  For that week, that was your family, and you accepted everybody because that’s what families do.  You also learned that everybody has some invisible load they are carrying. If you did your job right as a counselor, maybe they got to put that burden down for a bit that week.   Living these values and helping others became core tenets of what makes me tick.  It drives my belief that all those who I work with deserve to be seen, heard, and respected.  

Finally, my last “why” is rooted in my belief in a high-quality free public education.  There are two seminal moments in my life in which private education essentially saved me.  The first was in kindergarten when my parents were told by the administration that, “well, some kids are just slow.”  I spent the the rest of kindergarten and all of first grade in this early childhood education center before reentering public school.

The second moment was in my sophomore year at Timberline High School. I found myself on a pretty steady road toward dropping out the next year. I had terrible relationships with my teachers.  My relationships with my peers weren’t much better.  I had a group of people who appeared to tolerate me, but for the most part, I felt alone and friendless.  I fought with my parents constantly and settled into a sort of numb hopelessness that I figured would just be my normal. 

It was a boarding school in Southern California that helped provide me with community, structure, and support. Though a boarding school, the school had a focus on self-reliance and responsibility to one’s community.  Custodial jobs were divided among the students and the seniors were cast in managerial roles.  You picked up after yourself because you recognized that the person you sit next to in chemistry is the person who might have to clean it up.  

While this was a private school, I find nothing “private” about the values this format provided.  It was a simple maxim really, “You have responsibilities to yourself and those around you” You want something?  Go get it.  Sick of trash on the ground?  Pick it up. You see a classmate struggling? Help them.  Are you struggling? Ask for help. I find it ridiculous that my access to this sort of environment, built on a strong sense of “servant leadership” was behind a paywall, making it unavailable to many of those it would most benefit.      

Servant leadership is at the core of the questions we as a school ask when we consider what we want White Pine to be.  How do we help students see that they are the main thing that will make them successful?  How do we provide students with the appropriate support to push them to take the lead in their lives?  How do we point students in the right direction and stay mindful to always keep moving forward?  When do we lend a helping hand, but also to remember to stay out of their way as they progress?

As I considered the fates of so many kids in our community, for a long time I felt guilty.  It’s not fair that I should succeed where so many have not just because my parents could pay for private school at the times when my education was in crisis.  I have come to understand that life isn’t fair, but we can always strive for it to be more.  Now my guilt is replaced with a mission to help push education forward in a direction that seeks to fill the cracks a “one size fits all” education leaves. Every student in our country deserves the opportunities I had, and it is not fair that I got those opportunities based only on the fact that my parents could pay for them.  I believe that White Pine is uniquely positioned to help connect students with those sorts of opportunities regardless of money.  While we cannot be everything to everybody, we can be a force of positive change for those who choose to partner with us in pursuit of academic and formative success for their child.    

The only thing we ask as White Pine is that you try.  Whether you are the director of schools or the kindergarten parent who is still grappling with the idea of, “what do you mean I just point them towards the playground and drive away?!” that expectation is the same. We are all in this together.  Teamwork makes the dream work.  Now let’s make it happen!

By: Geoff Stubbs, 4th-8th Principal

A Goodbye to White Pine from Mrs. Gray

My husband Daniel and I have been married for over two years, and we settled in Rexburg shortly after we got married. During our time there, I began working at White Pine Charter School and loved every minute of it. I have my degree in Educational studies - a degree for people who want to work with kids and be in schools but do NOT want to be teachers. My job as a Secretary and then Administrative Assistant at White Pine Charter School was exactly what I wanted to do and where I wanted to be after graduating!

In practice, however, the job was not as easy as I thought it would be. It was the complete opposite! I jumped straight in and tried my best to get into the flow. It turns out, a really BIG part of my job was making the flow. I did my best to remember student names, build relationships with teachers and parents, and integrate myself into the culture at White Pine. The first few weeks were really hard, and it felt like the weight of the world was on my shoulders. I pressed forward, doing my best to be there for the students and being friendly to everyone who came by. Things slowly got better, and I was able to build confidence in my skills and my job, while learning a lot about myself and growing alongside the students.

Oftentimes, we find that the difficult or stressful things in our life do not become easier or suddenly stop being hard. Instead, we find ourselves growing and meeting the challenges of our everyday lives, and we are able to do more and tolerate more. I would not say my job has become any easier, but I have been able to learn and grow, developing my skill sets to better meet the needs of the school and the students. Everything becomes more fun and enjoyable as we make the flow and persist in it.

My time at White Pine has been full of lots of fun memories and experiences. I have loved building relationships with the students and the families that come here. Seeing these wonderful kids learn and grow is incredibly rewarding. In only two short years, I have seen so much growth and change within our community, and I am proud to have worked so closely with these brilliant students who have so much energy and excitement. More than anything, I am going to miss these sweet kids. They really make the job all worth it!

While living here, it has been incredibly hard to find work for my husband, Daniel. Daniel  wants to work in film and videography and has much experience in it. We will be going to Utah, exploring jobs that help us work toward our goals and meet his skill sets. Our ultimate goal is to settle somewhere to begin our family, and have a more stable income. We will be working in Wyoming over the summer, staying there and going on many outdoor adventures (if you go white water rafting near Jackson Hole this summer, odds are the souvenir photos were taken by my husband). We are excited for this opportunity and moving closer to where we want to be as a couple and as a family.

I am truly going to miss my time at White Pine. I have built so many great relationships with the students, teachers, and parents, and it will be so sad to leave them all. I appreciate all the kindness and friendship everyone has shown to me. I know these students are going to continue to learn, grow, and pursue great things. Thank you for welcoming me into the community and helping me grow!

Thank you,

Rebecca Gray