The Minnetonka High School Mini-School Program began in school year 1970-71. Concern had arisen among counselors, teachers, social workers and administrators a year or two prior about students who weren’t fitting into the mainstream school program very well. Many of these students exhibited their lack of adjustment to school through discipline infractions, excessive absenteeism and a falling behind in accruing the credits necessary to graduate. It was decided that an alternative program would perhaps be the best way to meet the needs of these students, and Mini-School was born. Teachers Doug Berg (English), Randy Nelson (social studies), Pete Hegrenes (science) and Leo Razidlo (math) volunteered for this new assignment. While teachers occupying the math and science positions changed over the years, Doug and Randy remained in the program for 29 years.
In addition to the academic areas listed above, Mini-School also developed a work-experience component, handled primarily by Randy. An outdoors, or trips program, carried on primarily by Doug (but participated in by all the staff) was also developed early on in the program.
So—a Mini-School student gained an academic education (classes), a pragmatic education (work-study), and an education in survival skills, overcoming challenges, conflict resolution, goal setting and teamwork (trips program and, to some extent, in all aspects of the program).
Before going further, another word about the Mini-School staff. The above founders initially developed the program’s components and set the tone. Other staff members over the years added new elements to Mini-School. Among them: Norm Garneau, John Eiden, Lester Hughes-Seamans, Pauline Von Ruden, Paul Gerten, Ramona Anderson, Merlin Zimmerman and Joanne Elliott. These folks continued what the original staff started and added their own special touches to all aspects of Mini-School. It would be remiss to omit mentioning MHS principal in 1970, Walt Bromenschenkel, who threw his energy and support wholly behind this new program. Walt’s motto, “Move as rapidly as possible to the point of no return,” was put fully into play in Mini-School’s early years.
From the outset Mini-School exhibited uniqueness. The teachers were on a first name basis with the kids. A daily recreation hour (basketball, volleyball, floor hockey, softball), participated in vigorously by staff and students alike, established a collegial tone. The trips (canoe trips, backpack trips, winter camping trips, bike trips) presented difficult challenges that teachers and students had to work together to overcome. Student to student and student to teacher bonds were formed which have lasted to this day.
The classes were unique as well. Social studies primarily centered on current events—Randy’s daily newspaper class. English skills were developed in writing articles for Mini-School’s newspaper, “Com-Mini-Cations.” Math skills were largely practical–taxes, budgeting, etc. Science was earth science and biology oriented and really came to life on many of the trips, as did history and geography.
Mini-School admittedly was not a college preparatory program. The curriculum, as mentioned above, dealt primarily with basic life skills. Running through all aspects of the program, however, was an emphasis on success, an emphasis on changing negative attitudes, and an emphasis on a “can-do” spirit. At an intake conference one time, a parent, whose son was more than a year behind in earning credits toward graduation, asked, “If my son comes into this program, will he be able to get into college?” One of the teachers replied, “If he comes into Mini-School and succeeds, he’ll have a much better chance of getting into college than if he continues on his current path!” While only anecdotal evidence of post Mini-School success exists, many Mini-School students have completed college and gone on to professional careers, many more have developed successful careers in the vocational trades, and many have developed their own small businesses. And all of these people look back upon Mini-School as an educational program that helped them get through a difficult period in their lives and gave them a sense of direction.
And that is what Mini-School was about. It was a haven for kids whose school and often personal lives were in upheaval. It was a place where they made connections with caring adults who provided them education and guidance. It was a place where their successes were celebrated and their shortcomings were addressed in a concerning, not punitive fashion. As one staff member so often said, “Mini-School takes each kid where they are and moves ahead from there; no looking back, just ahead.”
Doug Berg, January 2024