Stronger With Every Step
How a new JPS teacher helped students find their stride
The apparel didn’t matter nearly as much as the commitment. Whether they had on jeans, sweats, or shorts, 60 students stayed after school to push themselves in ways they never thought possible. The paved path around the expansive playground at East Elementary was the twice-a-week training site for these students as they prepared to participate in—and complete—their first organized race. Thanks to the non-profit Kicks for Kids that partners with Title 1 schools, students in the East Elementary Run Club ran a 5K as part of the Route 66 Marathon weekend festivities. The race entry was free, and every student received new running shoes, a t-shirt, and a finisher medal to commemorate the achievement.
Dorothy Christensen, a 2nd grade teacher and founder of the East Elementary Run Club, paused after tying her shoes to soak in the smiles of active kids training with purpose. “I wish I had something like this when I was younger,” reflected Christensen. “I would have been an amazing runner.”
Christensen, who fell in love with running in adulthood and completed the 2019 New York City marathon, led a run club in her previous teaching position at a Tulsa Public Schools elementary site and brought the idea to East Elementary. It’s the first time Kicks for Kids has partnered with a Jenks school and Christensen was overwhelmed by the level of interest and support. A Route 66 Marathon representative showed up once a week to assist with the training, and two East Elementary employees, Kate Corgill (Speech Pathologist) and Chelsea Warzecha (3rd Grade Teacher), volunteered their time to run with the students and encourage them to keep going. Each JPS staff member who guided the students has extensive running experience and Christensen knows from her own personal triumphs how rewarding race day can be.
“I wanted these kids to have the mindset of giving your personal best and doing something good for your body,” Christensen remarked. “It’s about doing something hard, something you didn’t think you could do. Nobody wins a 5K, but they finished a 5K and they should be so proud of themselves. Sometimes the progress is incremental and small, but it’s worth it. I think that’s what these kids are realizing, and it was incredible to watch them succeed.”
Students showed up week after week, not only to run around the track, but to run toward something—an accomplishment they’ll remember forever. They went at different paces. Some alternated between walking and jogging, but they remained dedicated and driven by the reward awaiting them at the finish line.
“Nothing was better than race day to see them finish and take so much pride in knowing they’ve done something hard,” smiled Christensen. “It was so precious and amazing to see them feel the energy of the race and get that finisher medal around their neck.”
Beyond the final goal was the benefit of the journey. The Run Club students traded screens for sweat. They were outdoors, exercising, learning discipline, follow-through, and building self-belief they will carry into future challenges.
“This was such a huge opportunity for these kids they may never have without Kicks for Kids, but more than that, it’s the lessons they learned,” Christensen said. “Finish what you start. Do a little bit more today than you did yesterday. I saw their confidence grow every day, and there is just nothing better.”
Teacher’s Idea Leads to Impact as Dance Class Opens Doors for Students
Alix Caruthers just wouldn’t let go. As she was interviewing for a history position at Jenks High School in 2013, she floated the idea of teaching a dance class. For the next 11 years, Caruthers kept asking.
“I planted that seed and I brought it up year after year to our principals,” Caruthers recalled. “I heard ‘no’ and ‘not right now’ but I believed so strongly in having this opportunity for our students.”
Caruthers was dedicated to dance from a young age. Studio rehearsals and performances led her to her high school pom squad and on to the dance team at Arizona State University. She danced professionally for the Arizona Cardinals of the National Football League and moved to Los Angeles to pursue dance before finding a career in education.
More than a decade into her tenure at Jenks, Caruthers got the green light to turn vision into reality. In the Fall of 2024, for the first time, JHS offered the Intro to Dance class as a fine arts elective. It was easy to identify the right teacher for the job.
“I was so happy and so excited,” Caruthers exclaimed. “Dance was such a big part of my life for so long and it felt like a piece of my heart had been missing. To have it back means so much to me.”
The Pom room in the Trojan Activity Center serves as Caruthers’ classroom and each morning during first hour, she welcomes dancers of all ability levels and grades (9-12). They start their day together, in a space free from judgment, with movement, focus, and purpose.
“It feels so healthy to start our school day this way and students tell me they feel more focused and ready to learn for their next classes because they are starting the day by being active,” stated Caruthers, who teaches US History and Student Body Leadership after the dancing is done. “I feel it too. The rest of my day is academic so to be at school but be in a place so different from a traditional classroom is an awesome thing for me and for my students.”
The mental and physical benefits of dance are part of the appeal for Caruthers and her students, but the real satisfaction comes from watching young dancers grow in confidence throughout the semester. Students who may have been hesitant to push themselves, take risks, or muster the courage to perform in front of their peers are stepping past the self-doubt and discovering a new side of themselves. These comments are typical of what Caruthers has heard from her students:
“I’m proud of how I have improved in my confidence and in my dance skills. I was surprised to find myself wanting to perform the different choreography pieces for others, since I am introverted. I want to continue to build off the energy I’ve gained from this class and try to explore more dance opportunities and styles moving forward.”
“I’m very proud of everything we learned in class, including dancing and teamwork. When I first arrived, I was afraid of being accepted, but I was wrong. We all got along and learned together.”
Caruthers always believed in making dance more accessible and inclusive. As she choreographs and collaborates her way through the course, she remains grateful for being heard and for the payoff that comes with persistence.
“I’ve learned that if you have earned the trust of your colleagues and administration, and you have an idea for something you are passionate about, they will support you and encourage you to make it happen,” Caruthers said. “Maybe it took a little longer than I thought, but they believed in me just like I believe in these kids, and they helped me bring this to life. I wouldn’t want to work anywhere else.”