Jordan Supercast: Recent Episodes
Jordan Supercast
It serves as a leader across the country and around the world for the education of students who are deaf, hard of hearing, deafblind, blind, or low vision and offers support to students in Jordan School District as well.On this episode of the Supercast, we sit down with the new Superintendent of the Utah Schools for the Deaf and Blind. Find out about the incredible things happening every day at the school, how their services benefit students throughout the state, and follow along as we get a personal tour of the school’s Millcreek campus.
They are building for the future at West Jordan High School in more ways than one as extensive renovations begin inside the 45-year-old building.On this episode of the Supercast, we take you inside West Jordan High where an extreme makeover will transform many parts of the school, bringing it up-to-date, and into more modern times. It’s a makeover that is expected to save District taxpayers more than $100 million compared to the cost of a full rebuild. Let’s check it out.
It could offer a window into the past for you or a loved one when it comes to your good old school days, dating back to the1890s. It even houses historical gems dating back to the founding of Jordan School District in 1905.On this episode of the Superast, join us as we take a walk down memory lane at the Utah State Archive and Records Service. Find out what we uncover about JSD’s rich history as a school district, and what you might be able to discover about your own time in one of our schools many, many years ago.
Every year hundreds of students in Jordan School District are finding a personal path to success that works specifically for them, whether they are working toward a high school diploma or GED.On this episode of the Supercast, find out how Southpointe Adult High School adapts education to meet individual needs by offering flexible schedules and the kind of learning that’s making dreams come true for students 16-years and older who decide to enroll. Listen and hear just one of many success stories happening at the school’s JATC North campus every single year.
School may be out for the summer but there is little to no rest for District crews working hard to make repairs, upgrade facilities, conduct overall maintenance, and basically make schools sparkle and shine for the upcoming school year.On this episode of the Supercast, we talk to employees tackling some monumental tasks over the summer months. Find out about the work they do and how we all benefit when the sun sets on summer, and students are back to the books.
America is officially celebrating its 250th birthday this summer and for families across the country, and right here in Jordan School District, it is an opportunity to embrace the past and connect with people and civic opportunities in their own communities.On this episode of the Supercast, meet one family beyond excited to spend this summer celebrating the historical milestone. They participated in Jordan School District’s America 250 competition and will travel across the country to learn all they can about America’s rich history.
She is only in elementary school and already a published author, experiencing the impact her written words and work ethic can have on others.On this episode of the Supercast, meet an Oakcrest Elementary School student who recently wrote and published her very first book. Find out her inspiration behind the book, and how the young author hopes the book can help kids who might be having a hard time at home or in school.
They are in seventh grade and already working hard to make sure their future looks bright when it comes to pursuing higher education.On this Episode of the Supercast, we take you to a STEM My529 Scholarship awards dinner where some young students received $500 for their college savings accounts. Find out what the students did to earn the scholarships and how the accounts will help their families start building funds to pay for future enrollment in colleges, universities, or trade schools.
It is time for students and their families to relax, recharge, and have some fun together during the summer break.On this episode of the Supercast, we talk to an Intermountain Health Riverton Hospital trauma nurse on the many ways to avoid mishaps and keep everyone safe, whether it’s out in the baking sun, waterside by the lake, riding Ebikes, or using child car seats. It is expert advice that can help keep everyone safe from a host of potential hazards over the summer months.
They have dedicated their lives to celebrating culture, community, and academic achievement and now they’ve made it to graduation, getting well-earned high school diplomas.On this episode of the Supercast, meet some multi-talented Native American students who were part of an annual Jordan School District Community Night celebrating culture through traditional dance, music, a dynamic drum circle, art, and more. Hear how the Native American students hope to use their academic success to serve as a springboard for future pursuits and personal growth.
They are identical twins with an identical goal, getting the very best out of high school athletes on the Riverton High School girls lacrosse team.On this episode of the Supercast, meet identical twin sisters Hannah and Maddie Kelleher who recently led the Riverton High girls lacrosse team to their very first state championship title. It was a hard-fought victory that came down to the wire in overtime. But the winning didn’t stop there, the team had something else to celebrate as Coach Hannah Kelleher was named the 2026 Utah USA Girls Lacrosse Coach of the Year.
He was on a mission to make sure no one felt alone, left out, or without a friend at Riverton High School.On this episode of the Supercast, find out how Riverton High Student Body President Seth Christensen managed to write and deliver a personal message to every one of his 2300 fellow students, hoping to make them feel seen, loved, and never without a friend to turn to. It was a labor of love that took Seth a year to complete, spreading smiles and happiness throughout the halls of Riverton High.
They have been learning together, while thousands of miles apart this year, about the rich history of Air Force Pilot Gail Halvorsen, nicknamed the “Candy Bomber” or “Uncle Wiggly Wings” from his time flying candy drops in Germany during the Berlin Airlift.On this episode of the Supercast, find out what happens when students from Berlin arrive in Utah to join West Hills Middle School students as part of their Colonel Halvorsen history lessons. It all culminated in the bonding of young minds, making chocolate bars, a moving assembly, and inspiring words from Halvorsen’s daughters, words that would make “Uncle Wiggly Wings” proud.
She is a high school student determined to pursue her dreams, and never let a disability get in the way of her drive to success.On this episode of the Supercast, meet Mountain Ridge High School junior Linda Boequi who was recently crowned Utah Miss Amazing Teen 2026. Hear how finding success in the competition is helping Linda and others explore their passions, in and outside of school, with pride, purpose, and power.
They are spreading kindness and enhancing a positive culture at Daybreak Elementary School. The school even celebrates student kindness with a big parade through the happy halls of Daybreak once a month.On this episode of the Supercast, find out how Isaac Broadbent, school counselor at Daybreak and a former Daybreak student himself, has stepped in, revamping school wide expectations, and together with the support of teachers, is making kindness rule number one. The work has earned Daybreak a national Kind School designation.
They are getting top notch on-the-job training by industry professionals while still in high school.On this episode of the Supercast, hear from some high school students themselves about all the benefits of internships offered in Career and Technical Education or CTE. Find out how internships allow juniors and seniors to have fun doing what they love, while exploring career paths, building professional networks, gaining industry-recognized skills, and earning high school credit.
Elementary schools in Jordan School District are giving each other a run for their money in the second annual “Pony Races.”On this episode of the Supercast, hear how two incredible science specialists came up with the idea of “pony races” to track RISE standardized testing progress and make science exciting and fun for students and staff. It’s turning out to be a win-win for everyone.
They work tirelessly to give students every opportunity to find success in and outside of the classroom.On this episode of the Supercast, meet the amazing counseling team at Mountain Creek Middle School, recently recognized as an American School Counselor Model Program. It is a prestigious national recognition that is not easy to come by and only given to the best of the best in comprehensive school counseling programs around the country.
She is a teacher by day and plays defensive line for the Utah Falconz at night and on weekends.On this episode of the Supercast, meet West Jordan High School business and financial literacy teacher Makayla Brown who has a passion for playing women’s tackle football in the premier semi-pro league. Hear how this teacher balances her time in the classroom with her love for being on the football field taking on teams from all over the country, part of the Women’s National Football Conference.
They are the quiet, but fiercely passionate force behind celebrating 68 Outstanding Educators in Jordan School District every year.On this episode of the Supercast, meet the caring community volunteers who are part of the Jordan Education Foundation, making it possible to recognize and reward teachers who rise to the top. Teachers in every one of our schools, who are often brought to tears when total strangers show up to thank them for their tireless work in the classroom.
It is a heartwarming partnership between senior citizens and elementary school students, a partnership where seniors from a local assisted living center are showing up and reading with kids in the library.On this episode of the Supercast, we take you to Oquirrh Elementary School. That’s where we see first-hand how being book buddies is building connections and companionship between the students and seniors, and bridging a generation gap. But best of all, it is inspiring a love for literacy in young children who look forward to the monthly visits from their senior friends.
You could say he was born to run with a high school career in cross country that is hard to beat.On this episode of the Supercast, meet Jackson Spencer who was recently named the National Gatorade Player of the Year in Boys Cross Country. Find out what sets Spencer apart from others in his sport, and how his love for running is paving a path for future success, possibly in the Olympics.
Something really cool is happening in classrooms at Oak Leaf Elementary School these days. Older students are stepping up and leading by example, proving to everyone that life is better with books.On this episode of the Supercast, meet some sixth-graders who are taking their love for literacy to the kindergarten classroom. They are reading to younger kids as part of the Planet Kindergarten literacy program.
They are going about their days demonstrating the characteristics of Jordan School District’s “Portrait of a Graduate.”On this episode of the Supercast, we head to Copper Canyon Elementary School where students are posing for pictures in their cap and gowns already thinking ahead to graduation. They are being recognized for their actions demonstrating the six characteristics of “Portrait of a Graduate.” At this celebration breakfast, students are being recognized for being a responsible teammate.
s and master’s degree in recreational therapy, leading her to a career in the classroom and as a Unified Sports coach. Amber doesn’t let her disorder, which impacts movement, muscle tone, and speech, get in the way of making her dreams come true, and in the process, supporting others with special needs around her.
He has a love for music and theater, has performed with the likes of Donny Osmond, in national commercials, musical theater, and is passionate about teaching and sharing his tremendous talents.On this episode of the Supercast, meet Bingham High School music theater teacher David Martin. He is an incredible educator with an impressive resume, who also happens to perform in a Beatles tribute band, having fun for a good cause, with all concert ticket sales going to charity.
You could say they are hitting new heights as winners of a NASA Aerospace Engineering contest.On this episode of the Supercast, we head to JATC North to hear how four students will be working with NASA TechRise engineers over the next 18 months to bring an experiment they proposed to life. It is an experiment, with real world applications, that will be launched into the edge of space on one of NASA’s high altitude balloons, a dream come true for aspiring space engineers.
They are talented students being recognized on the world stage because of their passion for film making and for their amazing skills in storytelling.On this episode of the Supercast, meet students in the Riverton High School video production class who just walked away with second place in an International Video Competition as part of the Student Television Network. Find out how a short horror film they produced is getting rave reviews and critical acclaim, with the students competing against young storytellers all over the world.
It is a high note in the very successful career of a Jordan School District music educator. On this episode of the Supercast, meet Majestic Elementary School music teacher Lisa Blodget who just returned from marching in the Pasadena Rose Bowl Parade.Find out why Blodget was one of more than 300 band teachers and directors from across the country selected to march in the prestigious parade, and what it felt like to be on the national stage cheered on by thousands along the five-mile route.
He is known for his winning ways at the helm as head football coach at the University of Utah, leading the Utes to historic success over 12 exciting seasons. We’re talking about Ron McBride, or Coach Mac as many have come to know him over the years.On this episode of the Supercast, we have the honor of sitting down with the legend and hearing first-hand about his time coaching, recruiting, and giving young athletes opportunities they never thought possible. Find out how Coach Mac is continuing his passionate work in our schools today with the Ron McBride Foundation, making sure at-risk youth have every chance to succeed. Plus, hear how Coach Mac impacted the life of one of our very own, Valley High Principal Jacinto Peterson.
They have worked hard learning the English language trying to be the best they can be, making change in their own lives and the lives of generations to come.On this episode of the Supercast, we take you to a very emotional WIDA graduation. WIDA stands for World-Class Instructional Design and Assessment. Listen as we talk to graduates about the great pride they take in their achievement, becoming proficient in the English language; listening, reading, speaking, and writing. Find out what the milestone means to the multilingual students and their families now and well into the future.
He is a middle school principal who loves working with students, bringing out the best in them every single day. But there is a secret talent that keeps Bryan Leggat going long after the last bell of the day at Elk Ridge Middle.On this episode of the Supercast, we find out about Mr. Leggat’s longtime passion for painting and creating beautiful works of art. Hear how he finds inspiration as an artist, sometimes thanks to his meaningful and impactful work as a school principal and the relationships he has built along the way.
It is a showcase of student talent, musical magic, and seasonal joy.On this episode of the Supercast, we take you to Joel P. Jensen Middle School for a holiday music program that will make your spirits bright one note at a time. Listen and enjoy.
They are less than an inch long, weigh mere grams, and move incredibly slow with average speeds of 0.03 miles per hour. We are talking about snails, a soft-bodied mollusk called the Gastropoda.On this episode of the Supercast, we take you to an Advanced Placement (AP) Environmental Science class at Mountain Ridge High School where small snails are having a big impact on students studying the ecosystem. Find out the role snails are playing in the AP course, and how the class is capitalizing on the snail-based learning.
It is a unique program that is helping students achieve huge success in reaching their reading goals, and students and teachers alike are having a blast in the process.On this episode of the Supercast, we take you to Riverton Elementary School where kindergarten students and teachers are dressed as astronauts to celebrate their incredible accomplishments in a Districtwide initiative called “Planet Kindergarten.” The space-themed program is helping students reach for the stars in achieving their literacy goals and we’re about to hear from some of the amazing educators behind it all.
They traveled thousands of miles away on a mission to foster education and share knowledge with fellow educators in Mongolia. On this episode of the Supercast, find out what inspired three amazing Jordan School District employees to spend much of their summer providing training to English teachers in Mongolia. We’ll hear about the incredible lessons ...continue reading "Episode 325: Experience of a Lifetime for JSD Employees in Mongolia Focused on Fostering Education"
They were high school students already getting up close and personal hands-on experience at the Jordan Academy for Technology and Careers (JATC) in their quest to become firefighters. On this episode of the Supercast, meet some recent Jordan School District graduates who spent this past summer on the front line fighting wildland fires in Utah. ...continue reading "Episode 324: Students Go from the Classroom to the Front Line Fighting Fires in Utah"
It is a long-time tradition at Valley High School thanks to the hard work and dedication of two incredible teachers. On this episode of the Supercast, we take you to Valley High’s Day of the Dead or Dia de los Muertos celebration, a touching and colorful commemoration, remembering lost loved ones though family photos, favorite ...continue reading "Episode 323: Valley High School’s Long Time Tradition of Celebrating Day of the Dead"
When she’s not in the classrooms of her school caring for kids, one assistant principal has a unique passion, and you could say she is having a dog-gone good time pursuing that passion. On this episode of the Supercast, we take you to Elk Meadows Elementary School where we meet up with Stacie Thompson and ...continue reading "Episode 322: Assistant Principal Has Passion for Showing Rhodesian Ridgebacks"
He works tirelessly to improve the motor skills and mobility of students, so they can get the most out of their education and all the fun activities that go along with it.
On this episode of the Supercast, we meet Jordan School District physical therapist Mitch Gibson. Hear why Mitch is considered quite the character, dressing up in fun and creative costumes as a way to connect with students in his care. It is the story of a physical therapist going above and beyond every day to ensure student success in and outside of the classroom.
Audio TranscriptionTranscription coming soon.
Some classrooms on wheels are making their way to kindergarten and first-grade students throughout Jordan School District right now. The classrooms are actually big yellow school buses.
On this episode of the Supercast, find out how our dedicated school bus drivers have come up with an entertaining and hands-on training course to keep kids safe on the school bus. Hear how students are loving the lessons, which everyone hopes will save lives.
Audio TranscriptionTranscription coming soon.
October is National Cybersecurity Awareness Month, a time to reflect on the many things we do as a school District to keep student data safe and protect employees and families from falling victim to phishing and other scams.
On this episode, find out how partnering with parents and the community can make a big difference in defending against cyber-attacks and reducing risks online.
Audio TranscriptionDavid Bowman:
So these threats look like, yeah, hacker kids in basements all over the world. It looks like cyber criminal gangs. We even have fairly consistent attacks from nation threat actors.
Anthony Godfrey:
Let's talk about the scale of the threat.
David Bowman:
Wow, shock and awe number of about four million a day.
[Music]Anthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. October is National Cybersecurity Awareness Month, a time to reflect on the many things we do as a school district to keep student data safe and protect employees and families from falling victim to phishing and other scams. On this episode, find out how partnering with parents and the community can make a big difference in defending against cyberattacks and reducing risks online. We're talking today with David Bowman, the Systems and Security Manager for Jordan School District. Thanks for taking some time.
David Bowman:
Yeah, absolutely.
Anthony Godfrey:
We want to talk about all things cybersecurity. First of all, is cyber like an outdated word? Is that like a Ray Bradbury word, or is that the term, cybersecurity?
David Bowman:
You know, the only other way I kind of express it now is the idea of cyberdefense.
Anthony Godfrey:
Cyberdefense, but cyber is right in there.
David Bowman:
Cyber is still the word.
Anthony Godfrey:
Cyber feels like a 50's sci-fi word, so I kind of like it though. It has a little bit of a nostalgic sound to it.
David Bowman:
It's something, it's a word in IT that hasn't changed in 30 years. That's kind of different.
Anthony Godfrey:
Well, let's talk about cybersecurity. Let's talk first about student data. What do we do to protect student data? There are strict laws in place and I know that sometimes we've actually frustrated some folks because we don't give access to certain apps that refuse to follow the rules when it comes to student data privacy. I know we're very serious about that, so let's talk about exactly what we do.
David Bowman:
You know, the biggest piece of what we do that makes it more effective for us to help protect things is it's intentional. Access to student data, what it's being used for, where it's going, we don't give or share that data to anyone without an intentional evaluation of why it's needed, where it's going, and do they need all of the things they're asking for or just some of the things.
Anthony Godfrey:
Yeah, let's make sure that we're only giving what they absolutely need for us to be able to work effectively with them.
David Bowman:
Yeah, so a good example of what that might have looked like in the past is, you know, we have a lot of folks that may offer grants or educational opportunities like a higher ed institution. Traditionally in the past years ago, we just said, "Okay, here's student records about the students participating." Now we've learned from past history of how cybersecurity incidents have taken place, and in working with our partners that want data that they actually just need to know what grade the student is in and a first and last name and that's really all they need to help them get access to that additional resource, so we don't give them all the things.
Anthony Godfrey:
So we're more thoughtful about the information that we give, first of all. I remember buying things with a credit card and the receipt would have your entire credit card number printed out on it, so you had to be careful about throwing away the receipt. When you had an email, you know, you emailed to get your password or to reset your password on a website. They just emailed you your password instead of a link to change it. So I think over the years, the amount of information we share and the way we share it has had to evolve just based on technology and what people can be up to using technology.
David Bowman:
Well, and not only that, but we have learned that as an institution with data or whatever that is, the pushback that we provide to vendor partners or other businesses on, “Listen, we don't want you to do that with our data.,” or, “No, you can't have that type of data,” that actually is what effectuates the greatest amount of change because a lot of folks won't just stop collecting data on their own. So even here at Jordan, there's a what we call a metadata dictionary that has a list of every piece of identifying information that's collected about students that are in our systems. They're indexed on the website publicly of what pieces of data are provided to what vendors or different things along those lines. Now part of that is driven by the fact that state law made that necessary, but the good news for us is that wasn't really a new process for us. So the types of things we do now are not only anytime something new is coming in we have that evaluation. But because we've done that for a long time, most of the tools that we already have in place are being effectively audited for that. So we even have internally at the District. We have a data privacy committee, so anytime a new piece of software or tools that are being used in the District come up, they have to be reviewed by the committee. So we have a data privacy officer and a data security officer and we have a data learning officer to kind of help us evaluate . . .
Anthony Godfrey:
The DLO. Yes of course.
David Bowman:
And to help us evaluate what all of those things look like.
Anthony Godfrey:
Sure well, I appreciate the efforts that everyone makes to be sure that we keep that student data protected. Let's talk about the scale of the threat of the attacks that we have on our system every day. You are an expert that's recognized throughout the state. You were presenting to the group of superintendents from throughout the state and you asked them to estimate in Jordan School District how many attacks do they think we have per day. The numbers they guessed were woefully low; they were way off. Talk about the number of attacks we have in any given day.
David Bowman:
The wow shock and awe number is about four million a day.
Anthony Godfrey:
Yeah.
David Bowman:
So when that number comes up people go, “What? Four million a day? Like, what does that look like and what does that mean?”
Anthony Godfrey:
Yeah.
David Bowman:
That really kind of helps people understand the scope of why it takes so much for us to protect that data that we're such critical stewards over. So these threats look like, yeah, hacker kids in basements all over the world. It looks like cyber criminal gangs. We even have fairly consistent attacks from nation threat actors. These things have been constantly focused at us, at school districts. Now one of the things that, because then the follow-up question is, “Well, why a school district?”
Anthony Godfrey:
Right.
David Bowman:
What is it you know they want to have, they want to change in credit cards they don't . . .
Anthony Godfrey:
Right, you want to change in eighth grader’s English grade, you know that's not . . .
David Bowman:
Well, and you know what. In my ten years as a security person in education, I've never caught a kid trying to change their grade. Now when I was in school and the hacking movies all showed kids wanting to change their grades and that's why they would be hacked.
Anthony Godfrey:
Well, when I wanted to change my grade, I just drew another leg on the F to make it into an A. That's all you did, you know.
David Bowman:
You know I wouldn't want to inadvertently disclose any private identifiable information so we maybe don't want to talk about your specific grade transcripts. But ultimately that's the biggest piece where it used to be we fought against people that had some experience or were after some individual change. Now what we fight is large groups trying to get it all at once.
Anthony Godfrey:
Get access to the system as a whole.
David Bowman:
Yeah, they want the whole thing and they want all of those records that we have, in particularly the records about our students. The fresher the data is or the least likely it is to be monitored, the more value it has. So an individual student record on, you know, the dark sides of the internet might be worth six dollars. Me, as a public school employee, is maybe worth a dollar. It's just the scale of what the value is is significantly different.
Anthony Godfrey:
Now how do we know that people have not had access to the information that we have as a district?
David Bowman:
No tool is perfect, so to say it absolutely has never happened would not be something I want you to record me saying. But we have multiple controls in place on all of the data, in particular the large repositories of data, to alert us when something shares more data than it should. So we have a monitoring tool in our Google Space is an example where, if someone were to share personally identifiable information, it actually pops up to the user and says, “Hey this is personally identifiable information. Are you sure this should be shared externally?”
Anthony Godfrey:
I think you've walked down to talk with me when I just downloaded a large file, and you know, asked me what was up and why so much was being downloaded at the same time. So I feel very confident in the tools that we have in place, just alerting us, one of those tools being you watching alerts.
David Bowman:
Well, and I would tell you the biggest piece that we have, too, that really makes a significant difference is the role that our parents and our teachers spend in this room. So yeah, we have folks that have access to lots of things and the more access you have to things, the more you get to spend time with the hacker on staff at Jordan District and get little lectures about what's going on on your computer or data.
Anthony Godfrey:
Yeah, that hacker being you, of course.
David Bowman:
I have no idea what you're talking about.
Anthony Godfrey:
Yes that's right.
David Bowman:
You know the . . . but even coming down to our students and our cybersecurity programs at the JATC. Like we are helping to teach our students those skills and that translates out into them helping mention to their teachers like, “Hey, is that a particularly secure idea?” Lots of times when we identify challenges or things going on, our parents are our biggest resource because they can have a conversation with their kiddo about, “Hey, what did you see about this?” or “Why are they asking this information?” But for us, one of the things we've really tried to do in Jordan is not take a punitive approach to students that are expressing a significant curiosity and the functionality of security and systems. So instead of saying, “Okay, we're expelling you because you tried to hack something.” Instead, we're able to reframe that and try to understand what were you curious about that you were trying to achieve. A couple of years ago, we had and this was the youngest kid I've ever seen it seen do it, but we had a fourth-grade student who was messing around on his Chromebook trying to play a game and he was attempting to play a game and got it to work. The teacher calls us just all flabbergasted about, like, “He's in fourth grade. What's he doing? What's going on?” We got a chance with the principal and the teacher and his parents to sit down and talk to him and he had expressed some real interest in trying to code something. You know a lot of our advanced classes around that nature aren't set up in the elementary school realm. But we talked with this student and he talked with his teacher and identified one of the things that his teacher has to do every day is send a report to the cafeteria of who needs hot lunch or cold lunch.
Anthony Godfrey:
Yeah.
David Bowman:
And so the student said, “Well, could I program something that could just send an automated email to the cafeteria to give them the lunch count?” So the teacher and the parents all worked together. We provided a controlled resource to the student and then he built the system that the whole school started using to help them send the lunch count to the cafeteria, so they knew what they needed. That's that type of intentional curiosity. We find that when we hone that and encourage that it's infinitely better for our student growth but then that carries on to our staff and to our students' homes. Ultimately, we have security folks in the District but there's 57,000 students and 7,500 staff, and almost a hundred thousand computers connected to all of the things, and we only succeed at it when we do it as a group.
Anthony Godfrey:
Yeah. I can see that it takes everybody working together. So what are some of the things that we do to defend the District's system?
David Bowman:
One of the biggest things that we do is about having protection at every layer possible. So whether it be a Chromebook or a computer or a camera or a badge reader that is used to enter and exit the building, every one of those things we have different types of security software and controls for. The biggest way you look at this is what the principle in the security world we call it ‘defense in depth.’ The idea is there's not just one magic bullet, there's not two, there's not three. There's as many as we can put into place because if one gets broken, then we have another one, and when we look at those layers, we're always looking to bolster those up where they're the most significant. If you think about that, that number we were talking about earlier, about this idea of four million attempts a day, the attackers only have to be right once in four million. We have to be right every single time, and because of that, we spend a lot of . . . a little bit of losing sleep about it. Part of that is because of the stewardship focus of it as IT professionals in a school district. We have our kids that go to the school district. We feel that same way about our data. We have the general public who looks to us from a leadership perspective. I have aging parents and grandparents, and they're calling me and saying, “Hey, like what am I supposed to do about this cybersecurity thing?”
Anthony Godfrey:
So all of those layers are important. All of the people in place are important. It's obvious that you take it very, very seriously. Stay with us when we come back more with cybersecurity expert David Bowman.
Male Voice:
Never miss an episode of the Supercast by liking and subscribing on your favorite podcasting platform. Find transcripts for this episode and others at supercast.jordandistrict.org.
Female Voice:
Does your child need the flexibility to learn from anywhere, at any time, on a cruise, in another country, or simply at home, cozy on the couch? The Jordan Virtual Learning Academy is tailor-made for you and your family. It's personalized, dynamic virtual learning on your schedule. The Jordan Virtual Learning Academy is an integrated system of three schools in Jordan School District: Rocky Peak Virtual Elementary School, Kelsey Peak Virtual Middle School, and Kings Peak High School. Our programs are designed to meet or exceed District and state core curriculum standards, ensuring your child receives a superior educational experience tailored to their needs. Join us today at jordanvirtual.org.
[Music]Anthony Godfrey:
You've talked about a culture of cybersecurity and cyber awareness, making sure that we're all very tuned in to what could go wrong and how we need to protect ourselves, and it's interesting the number of ways that people who may wish us harm or want to get information from us might try to make their way in. So tell us about some of the things that you have done to train folks to really be aware and pause and think things through. Because what I feel like is that we're on the, you know, we're online and things move fast online, and sometimes where I'm going through email, I'm going through text messages, I'm trying to do that quickly, and it can be easy to click on something that we shouldn't. So talk to me about awareness and preparing people to avoid those pitfalls.
David Bowman:
Yeah, you know you actually just used a good example word when you talked about ‘fast.’ One of the most common things that happens is we are in a hurry to do all the things that we're doing, and when we're fast or not fully thinking about it as we're going through it, that's one of the ways to easily get tripped up. So one of the phrases we try to help people remember is the idea of ‘think before you click.’
Anthony Godfrey:
Yeah.
David Bowman:
The other thing is, then I get a lot of emails like, “Hey I think I clicked a thing, I'm not sure,” and then people feel this reluctance to be like “I clicked the thing” as if somehow they did something wrong.
Anthony Godfrey:
I bother you before I click ‘the thing.’ I will email you at all hours and say, “Can you open this in your sandbox and tell me whether this is real or fake?”
David Bowman:
Even to that statement, you would think that me, as a very specifically focused cybersecurity professional, would feel comfortable saying “Hey, I don't click on the wrong stuff.” Well, guess what? I have news for you. I do. There are no things that are always foolproof.
Anthony Godfrey:
Yeah.
David Bowman:
Things become more and more sophisticated. So what the advice we give people is really about what you do after you click something that made you go, “Okay, something felt weird here.”
Anthony Godfrey:
Yeah, I guess if you're deleting something, you can delete quickly, but if you're clicking on something, you want to pause and think it through. For those who are listening and thinking, “Okay, what should I be doing differently at home? What can I do to partner with the District to make sure that data is secure or just when family members or I am online? What are some tips for me to be sure that my information is safe?”
David Bowman:
I used to use this phrase called ‘be politely paranoid.’ The cyber threats in the world have made it now so polite is not the way to do it. Just be paranoid. The good news is if it's something that really does need your attention, they're not just gonna text you or just call you or just email you. So just because it feels like urgent in the moment, and that's the one like, “Oh no, I have to respond to this because this is super important.” If it's really super important, it's not gonna be the only way you see that contact. There's two major technology principles that we've implemented within the District, but are super important for everyone. The biggest thing is using multiple methods of verifying something. So this is called 2FA or MFA. Or you're trying to log into your bank and they're like, “Okay, we're gonna text you a security code.”
Anthony Godfrey:
Yeah.
David Bowman:
The reason for that is it's extremely easy to get portions of data based on what we have online and the more methods that are involved in doing verification make you more safe.
Anthony Godfrey:
I do want to say, I know you won't say this yourself, but I really appreciate the level of expertise that you bring personally to this. I know that when other districts or organizations have issues, you're someone that they call for additional help. You are heavily involved with a committee at the state level to try to get support from the legislature to fund additional supports because not all districts have the infrastructure that we do to provide the layers of protection that we do. I also want to shout out the Information System staff and really every staff member in the District that helps, you know, do their part to make sure that we stay safe in Jordan. David, thank you very much for taking the time to talk with me and for all the hard work that you and others in the Information Systems department do to keep us safe.
David Bowman:
Thanks.
[Music]Anthony Godfrey:
Thanks for joining us on another episode of the Supercast. Remember, “Education is the most important thing you will do today!” We'll see you out there.
[Music]
They work hard to safeguard the health and well-being of student athletes, focusing on injury prevention on-site during practice and games.
On this episode of the Supercast, we head to Mountain Ridge High School to meet two amazing certified athletic trainers. Listen and hear about the difference they make in the lives of students in so many different sports, even impacting kids in band and drill.
One of the trainers is actually a Herriman High graduate who found huge success after high school as a four-time USA tumbling champion and a World Champion gold medalist.
Audio TranscriptionTranscription coming soon.
Could it be magic? It was something like that for an amazing Jordan School District music teacher.
On this episode of the Superast, meet Riverton High’s Performing Arts Director Jason Weimer. Mr. Weimer recently received the prestigious Barry Manilow Music Teacher Award for the State of Utah. The award came with a once in a lifetime meet and greet with Barry Manilow, and with Mr. Weimer being recognized in the middle of the Manilow concert at the Maverik Center. Yes, it looks like this talented teacher has made it. Listen to hear his incredible story.
Audio TranscriptionJason Weimer:
He made me stand up in front of everybody at the Maverick Center and everybody was clapping.
Barry Manilow:
We have a winner here in West Valley City. Teaches at Riverton High School. Anybody?
Jason Weimer:
I was shaking in my shorts a little bit.
Barry Manilow:
Jason Weimer, Jason!
[cheering][music]Anthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. Could it be magic? It was something like that for an amazing Jordan School District music teacher. On this episode of the Supercast, meet Riverton High School's performing arts director, Jason Weimer. Mr. Weimer recently received the prestigious Barry Manilow Music Teacher Award for the state of Utah. The award came with a once-in-a-lifetime meet and greet with Barry Manilow himself and with Mr. Weimer being recognized in the middle of the Manilow concert at the Maverick Center. Yes, it looks like this talented teacher has made it. Listen to his incredible story
[music]Anthony Godfrey:
We are here at Riverton High School out with the marching band talking with Jason Weimer, the director of instrumental music. Jason, introduce yourself.
Jason Weimer:
Hi, I'm Jason and I teach the sit-down bands and orchestras and AP Music Theory at Riverton High School along with Mr. Chris Jesse and Mr. Drew Holland.
Anthony Godfrey:
The sit-down bands. Tell me about how all this gets categorized.
Jason Weimer:
Well, marching band is what I like to call stand-up band. We do that outside and march around on the field and then sit-down band is the stereotypical more concert inside at night concert sort of ensemble.
Anthony Godfrey:
Stand-up, sit-down, fight, fight, fight. That's right.
Jason Weimer:
Yep, pretty much.
Anthony Godfrey:
Alright, so tell me, give us a comprehensive view of the music program, the instrumental music program overall. You mentioned some other faculty members. I think that folks who have not been in music in high school recently or haven't been involved may not realize just the scope and the range of opportunities that are available to students these days.
Jason Weimer:
So our biggest goal is to be able to meet students wherever they are in terms of what they need to get better at their instrument. So we're lucky to be able to offer three levels of orchestra and three levels of concert band and three levels of percussion ensemble and two levels of jazz band. The biggest thing that that lets us do is differentiate instruction and just sort of really cater to what the kids at each level need in order to get better. We found that that's been the best way for us to help grow the program and have happy kids playing music.
Anthony Godfrey:
You have kids entering the program, it sounds like, with varying degrees of experience with instrumental music. Some of them may be starting in middle school, some of them are starting fresh in high school, haven't picked up an instrument before, and others have played for a long time. Is that accurate?
Jason Weimer:
Oh yeah. You never know who's going to end up being your best senior or things like that, whether they start in high school as a sophomore or if they've been playing in middle school. I've had kids pick up an instrument in 10th grade for the first time and end up being some of the best players we have. Of course, kids who start learning when they're super young doing private lessons or things like that are going to generally tend to have an advantage, I guess, in terms of skill.
Anthony Godfrey:
But there's a place for everyone regardless of how well prepared you are.
Jason Weimer:
Absolutely. We'll take anybody at any skill level and do what we can to get them involved.
Anthony Godfrey:
Well, I love that so many options are available. We're here while everyone's setting up for marching band practice and this is, they're unloading a semi-truck. That's not an exaggeration. So tell me about what's involved every time you perform and every time you practice.
Jason Weimer:
So every time we practice, we're talking about getting 5 to 10 props in the right place, coordinating an ensemble that really in itself is three different ensembles performing together. So we have the Color Guard who does the dancing and the spinning of the flags and the rifles and stuff like that. So they have their own instructional team. We have the horn line. So that's going to be like band instruments, flutes, trumpets, things like that. They have their own instructional team. Then we have the percussion section, so drums and marimbas and things like that and they have their own instructional team. Then all of those have the visual component as well, which is the marching around the field and things like that. So you're coordinating a lot of different elements together. As you can tell from the trailer, even just stuff, we have a lot of stuff. But that's one of the best things about this activity is everybody has a responsibility that helps the team be successful, whether it's making sure the props are in the right spot or making sure the people are playing the right notes. Everyone has a thing that they need to contribute and be reliable on. Yeah, that type of responsibility is just what I've seen makes this activity so great and so appealing is everybody's starting, is on the starting team. Nobody's on the bench, so to speak. Everyone's on there the whole game.
Anthony Godfrey:
They're all very involved. You're here talking with me for the podcast after school, and everyone is just doing their thing. Everyone knows what to do. It's a well-oiled machine and everyone has a role to play. And if anyone aspires to be a roadie, I think they have some really good experience. They're ready to go.
Jason Weimer:
Yeah, for sure. They get plenty of practice at it. Everything you see the kids doing, we've practiced at some point earlier in the year, even putting repurposed cafeteria tables onto the field.
Anthony Godfrey:
I did notice that. They did seem familiar.
Jason Weimer:
They were surplus, I promise.
Anthony Godfrey:
No, I'm sure you didn't go to some elementary school and steal them. You received an award over the summer that got a lot of attention and, as you said, was pretty overwhelming. Tell folks about that.
Jason Weimer:
So it was the Barry Manilow Music Teacher Award, which, I'll be honest, I didn't even know was an award until they contacted me with the nomination.
Anthony Godfrey:
Had someone nominated you, or was it with a form that allowed you to?
Jason Weimer:
You know, it was somebody nominated me. I guess that with the venues they do concerts at, they meet with people who work at that venue and brainstorm. I'm not sure exactly how my name came up, and I haven't been able to figure out who put my name in the hat. But somebody somewhere nominated me, and I'm super grateful for that. But, I mean, the biggest thing for me is when the whole thing was happening, I hate being annoying on Facebook and social media and asking people to do things for me. So I was trying really hard not to be, you know, "Hey, make sure you vote for me today." Because the type of competition it was was one where you could vote every day once, each person could vote every day once. Then the window was so wide open that I was like, "I really don't want to be annoying." But I was super, super humbled by how much the community sort of took the reins and did that.
Anthony Godfrey:
So tell us about this award. What did it involve? I know it's money for you and for the school.
Jason Weimer:
Yeah, so normally when they did this award, they used to focus on just donations to the school. I guess this year, the past couple years, they decided to make it about the teacher and the school program. So they did a matching $5,000 donation to the school and then $5,000 for me as well.
Anthony Godfrey:
Now did they... Let me back up. So $5,000 for the school, $5,000 for you. How did you spend that money for the school? Have you spent it?
Jason Weimer:
I did spend it and we're still waiting on the equipment. So they partnered with a great company called Sweetwater. They were able to give us like at pricing basically on a lot of stuff. So a lot cheaper than we would have gotten that stuff had we just bought it by ourselves.
Anthony Godfrey:
And the $5,000 for you personally?
Jason Weimer:
Yeah, I spent that really, really fast as well. You know, I took my wife out to a nice dinner and then the rest, I shoveled into paying down my graduate loans. So...
Anthony Godfrey:
Wow. So hey, that's... That feels great. That feels great and it's a related cost. That makes a lot of sense. Well, that's pretty fun. That's cool. So tell me about the concert and the experience. You also got to attend the concert and you got to meet Barry Manilow. Talk to me about that experience.
Jason Weimer:
Yeah. They were great seats, first of all, like right up in the front. Before we went out for the concert, they took us backstage for the meet and greet. I mean, it was really fast. But it's like meeting a movie star, right? Like, I mean, it's probably the most famous person I've ever met in my life. Maybe will ever meet. But I mean, he was really kind and I mean, he was really busy, so we didn't chat that much. You know, we found out we played the same instrument, which was pretty cool.
Anthony Godfrey:
You played the same instrument. Tell me about that.
Jason Weimer:
Yeah. So I played clarinet growing up. And I guess that's the instrument that he played growing up as well. So, you know, we have a little bit of shared trauma.
Anthony Godfrey:
Clarinet trauma. Clarinet people. The clarinet brings people together.
Jason Weimer:
The clarinet players know about the clarinet trauma.
Anthony Godfrey:
So that's cool. That's exciting. And when he handed you the check, did he say, “This one's for you?”
Jason Weimer:
I you know, I think he dropped the ball on that one. He should have he should have done that. Right.
Anthony Godfrey:
Yeah.
Jason Weimer:
But, but yeah.
Anthony Godfrey:
No musical references?
Jason Weimer:
No, no, no, no, no, no, no, no, no.
Anthony Godfrey:
It's really sad for me. I was out of town. I wanted to be there, first of all, to see you get honored like this. But I'm also a Fanilow, a big Barry Manilow fan. I've had his stuff. I bought it when I was 13. I bought Manilow Magic, the K-Tel collection. So I've been a fan for a long time and I wanted to tell him that. But it sounds like he would have been pretty busy and pretty fast in and out of the room anyway. But I was living through you because I really would have loved to meet Barry Manilow. That sounds like a really cool experience. How did it feel for you to be recognized that way?
Jason Weimer:
It was really overwhelming. I don't like public attention generally. But you know, there was a part where he made me stand up in front of everybody at the Maverick Center and everybody was clapping. And, you know, I was shaking in my shorts a little bit. But afterwards, it was pretty cool. As I was leaving, a lot of people came up and they're like, “Hey, I just want you to know, like, I had a really great music teacher. I appreciate what you're doing.” I even ran into parents of two students that I had 10 years ago when I started that just happened to be at the Barry Manilow concert, too. They came and found me afterwards to just — you know, and I got to catch up with them for a little bit. So that was that was awesome.
Anthony Godfrey:
That's so awesome. I love that. That must have been a great feeling. What was fun for me is that I received a few texts from people who were at the concert who filmed it.
Jason Weimer:
Yeah.
Anthony Godfrey:
Then would text it to me and say, did you know this about your teacher who won this award? And they were all really cheering for you. So I got to see that footage of what happened, of him having you stand up and the spotlight and everything.
Barry Manilow:
We're going to celebrate the music teacher, so we created a contest. Each city that we go to, the students vote for their favorite music teacher and we have a winner here in West Valley City.
[cheering]Barry Manilow:
Let me tell you a little bit about him. He teaches at Riverton High School. Anybody?
[cheering]Barry Manilow:
He’s been teaching for twelve years, and he teaches intermediate and advanced bands, three levels of string orchestra, marching band, full symphony and music theory. He’s a busy boy, eh?
[cheering]Barry Manilow:
And I love his quote. The quote is “I love seeing my students' passion and watching them fall in love with making music.” Go Jason, go!
[cheering]Barry Manilow:
All right. Stop. Our winner here in West Valley City is Jason Weimer! Jason!
[music]Anthony Godfrey:
Stay with us when we come back. Hear what band students have to say about Mr. Weimer and his unofficial induction into the International Barry Manilow Fan Club.
Male Voice:
Never miss an episode of the Supercast by liking and subscribing on your favorite podcasting platform. Find transcripts for this episode and others at supercast.jordandistrict.org.
Female Voice:
Are you looking for a job right now, looking to work in a fun and supportive environment with great pay and a rewarding career? Jordan School District is hiring. We're currently filling full and part-time positions. You can work and make a difference in young lives and education as a classroom assistant or a substitute teacher. Apply to work in one of our school cafeterias where our lunch staff serves up big smiles with great food every day. We're also looking to hire custodians and bus drivers. In Jordan School District, we like to say people come for the job and enjoy the adventure. Apply today at employment.jordandistrict.org.
Anthony Godfrey:
So just tell me, I always like to ask this, what would you say to parents of students who are maybe thinking about whether they ought to be involved in color guard or marching band or any instrumental music, whether here at Riverton or elsewhere. What are the benefits? Why should they consider that?
Jason Weimer:
You know, and I've said this a lot, is most of these kids won't major in music, but most of the benefits to being in a music ensemble are not musical benefits. So cooperation, how to work with other people towards a common goal, how to compromise, how to support your friends and your peers or invest in somebody else's success. Like those are in my mind are things we need a lot of now. And, you know, this activity just is full of that sort of stuff. I could I could go on and on and on and on and on about the positives of just those sort of ‘A. musical things.’ But honestly, like just hang out, hang out with some band kids, hang out with some orchestra kids at some point. Those are the kids who are like cleaning up after themselves and other people at school. Those are the kids who are like helping each other and, you know, and really watching out for each other. I think that that's not necessarily, you know, I think that that's because of their involvement in that activity.
Anthony Godfrey:
I agree. There are a ton of benefits and I like how you deem them to be ‘A. musical benefits.’ Like it goes well beyond music and their lessons that last forever. I also love that we have a soundtrack to our interview. We've got the marimbas going in the background and many other instruments as well. Sounds fantastic. And I went to the state competition couple years in a row. It's not just the students, but the parents. It's a very social for parents. It's a great connect. You become part of a community. Well, thank you so much for everything that you're doing for these kids. It's such an important experience for them. And I know your program is huge because of the great environment that you provide for students and the wonderful experiences they have when they're part of your program. So thanks to you and the other teachers involved here at Riverton and keep up the great work.
Jason Weimer:
Thank you.
Anthony Godfrey:
And good luck at state. We're talking now with two students who are in the program. Tell me your name, grade and what you play.
Elizabeth Fisher:
I'm Elizabeth Fisher. I'm a junior in high school and I'm the drum major.
Josh Sieverts:
I'm Josh Sieverts. I am a senior. I play clarinet.
Anthony Godfrey:
Tell me about playing the clarinet. Your teacher also played the clarinet when he was in high school. He talked about the shared trauma of clarinet players. Talk to me about playing the clarinet.
Josh Sieverts:
Well, clarinet is definitely the best instrument. Up for debate, but not if you're right. There's so many squeaks, especially when you're learning. There's like these high pitch screams and they are so annoying. It's like learning the recorder in elementary school.
Anthony Godfrey:
Yeah.
Josh Sieverts:
One of those instruments your parents want you to play outside or in the basement. But then you start getting really good and it sounds really good.
Anthony Godfrey:
It sounds really cool. And does it come apart? Does it have like these, is it in three pieces or two?
Josh Sieverts:
Yeah. So you have your bell, you have your lower joint, which has the bottom hand of keys. The upper joint, which has the top hand of keys, your barrel, your mouthpiece, your ligature, which holds on your reed and then your reed, which is what makes the noise.
Anthony Godfrey:
I was going to say ligature. I'm glad that you stepped in with that. So now what do you like about playing the clarinet?
Josh Sieverts:
So I started playing it just because none of my family did, because I have a musical family. But then when I started playing it, it's like the perfect instrument for me because I love playing melody because I love being the most important.
Anthony Godfrey:
Right.
Josh Sieverts:
Well, then I also love harmonies because I love how they blend and clarinet is right in the middle. So you get to do both.
Anthony Godfrey:
Oh, wow.
Josh Sieverts:
So it's my favorite.
Anthony Godfrey:
That’s great. Do you plan on continuing to play after high school?
Josh Sieverts:
Yeah. So I plan on going to college for music education, actually.
Anthony Godfrey:
Outstanding. So you can come back and work in Jordan District.
Josh Sieverts:
Oh, yeah.
Anthony Godfrey:
Fantastic. All right. Now tell me about your instrument. You are a drum major. So does that start out with being a major or with playing the drums?
Elizabeth Fisher:
Well, that just means I conduct the band. So I don't play the drums, but I play other instruments. Basically, I just keep time and hope that everybody stays with me and my co-partner, the other drum major.
Anthony Godfrey:
Oh, so there are two drum majors.
Elizabeth Fisher:
Yes.
Anthony Godfrey:
They're not the drum minor.
Elizabeth Fisher:
No, no. I'm technically the junior drum major, but we're both kind of equal, I guess.
Anthony Godfrey:
Okay. Would she say that too? Or would she say that you're not even?
Elizabeth Fisher:
I'm not completely sure, but . . .
Anthony Godfrey:
I'm not trying to create drum major drama here. I'm just trying to understand.
Elizabeth Fisher:
Yes.
Anthony Godfrey:
So as a drum major who does not play the drums, what do you do? You have to stand up on that precipice, up on that platform.
Elizabeth Fisher:
Yes. Yes.
Anthony Godfrey:
Tell me what is it like to be in Mr. Weimer's program? So he won an award. It seems like he's pretty awesome.
Josh Sieverts:
Yes. So I'd say he's the best band teacher because lots of band teachers are super strict and it's all about being perfect. And it's never talking. It's always just quiet and you're listening and attentive. He does that, but he makes it fun. So like, we can have a great time. Like sometimes we'll just get a pizza because we can. We'll just have a party during class.
Anthony Godfrey:
How about for you?
Elizabeth Fisher:
Yeah, basically the same thing. He has a really good balance of finding fun and being productive together. He's just a really cool guy in my opinion. I've had different situations where he's just like super friendly, super caring. He's inspired me to want to become a band teacher when I'm older. So I feel like that's like the best compliment someone can receive is just like — he's just so inspiring to me and I want to be like him when I grow up.
Anthony Godfrey:
Well, there's not a better compliment than that. That's fantastic. So you both want to be music teachers. What is, if you had to name one thing, what's the best thing you've learned from Mr. Weiner?
Josh Sieverts:
Honestly, how to play clarinet because I played for three years before I came here and I thought I was better than I was. I could hardly play it and then within like two months of having him as a teacher, I had excelled dramatically.
Anthony Godfrey:
I love that. How about for you?
Elizabeth Fisher:
I feel like just teaching me how to be like a really good person. He's an awesome person and he makes sure that we know how to treat people correctly. You know, we're teenagers. We're still trying to figure out our lives and who we are and just making sure that everybody around us is okay with us being around them and making sure that we're always grateful and just ready to be good people. I think that's something I've learned from him.
Anthony Godfrey:
Wow. What an incredible combination! The technical skills and learning just to be a better all-around person. What more could you ask for? So thanks for being such an important part of the band and I'm excited to see your performances coming up. So keep up the great work. Thank you for joining us on another episode of the supercast. Remember, “Education is the most important thing you will do today!” We'll see you out there.
(upbeat music)
Teachers in Jordan School District are transforming their classrooms with more personalized, efficient, and engaging lessons than ever before, thanks in part, to the use of SchoolAI.
On this episode of the Supercast, we take you inside an amazing classroom at Valley High School. It’s where students are thriving and the classroom experience more dynamic thanks to a teacher who is diving in, using SchoolAI to reach and teach students in a way that is elevating the educational experience for everyone.
Audio TranscriptionGraham Bany:
The more students know that you are willing to use AI to support them, even if you don't know what the subject is, we can use SchoolAI Spaces, the chatbots, to help create these tutors for the kids. School's supposed to be fun I'm not supposed to be bored here all day.
Anthony Godfrey:
It should be fun, absolutely.
[Music]Anthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. Teachers in Jordan School District are transforming their classrooms with more personalized, efficient, and engaging lessons than ever before, thanks in part to the use of SchoolAI. On this episode of the Supercast, we take you inside an amazing classroom at Valley High School. It's where students are thriving, and the classroom experience is more dynamic, thanks to a teacher who is diving in, using SchoolAI to reach and teach students in a way that is elevating the educational experience for everyone.
[Music]Anthony Godfrey:
We're here at Valley High School with one of the teachers in the District who has used AI earliest and most often. Graham, go ahead and introduce yourself.
Graham Bany:
Yeah, so I'm Graham Bany. I'm an English Language Arts teacher at Valley High School. I also do digital coaching and my co-teacher Rachel and I are over the school newspaper, which we've kind of reimagined in kind of a digital form. It's a little less formal, a little bit more creative. I'm going to do a lot of fun things here at Valley.
Anthony Godfrey:
For those who don't know Valley High School, explain what Valley High School is all about.
Graham Bany:
Valley High School is the best school to go to. It is an alternative high school and alternative is often viewed as a pejorative. Alternative in this sense just means different. We have smaller class sizes. We have more deep and meaningful relationships with students. We take the time to understand every kid, every situation, every story. We are given the opportunity to try things in different ways that may be better for students. It's an incredible building that is a playground of creativity and innovation with the main goal to support students who have not been as successful in buildings where they have previously been and to try to push them towards their most successful and fruitful lives, whether that is in formal education, whether that is a trade school, or whether that's just going out and being the best version of themselves that they can be.
Anthony Godfrey:
Very well said. And there's an incredible collection of very dedicated educators here at Valley. And like you said, I like the way you put that. It's an alternative. It's a choice. What are the alternatives? This is one of those choices, and for students, this becomes the right choice for a wide variety of reasons. People might have ideas about what reasons they think kids have for coming here, there are many, many more than what you might imagine.
Graham Bany:
Honestly, my favorite are the burned-out honors kids that just need someone that's going to challenge them and remind them that it's okay to not be entirely as perfect as they felt they've had to be or the kids that are just looking for a second chance and want a teacher who knows nothing about them. It's just the beautiful opportunity to welcome every kid every day and create meaningful learning environments and opportunities to just support them.
Anthony Godfrey:
You get to redefine yourself when you come to Valley.
Graham Bany:
Everyone. Teachers, students, this is a beautiful, beautiful place, and it is the only place that I want to be.
Anthony Godfrey:
Well, I'm very proud of what happens here. It's just incredible results in graduation rates beyond conventional high schools elsewhere in Utah. So lots of great results beyond just the relationships and the support that really honestly lasts a lifetime because of the impact that teachers have on students here.
Graham Bany:
It would not be without the support of the District and you that allows us to do the amazing things that we do. We get to do this because it is needed and it is supported because it is successful and good.
Anthony Godfrey:
It's an easy place to support that way. So let's talk about your journey with AI. You started with AI before we adopted SchoolAI as an entire district. You were dabbling already because, as you just demonstrated, you are focused on your kids being successful, and you wanted your students to have every opportunity that others do. You were also feeling a little bit overwhelmed at teaching at that point. Is that fair to say?
Graham Bany:
Yeah, I think burnout is a part of the story. We cannot ignore that teacher burnout is one of the most common experiences in education. Between years three and five, the majority of teachers leave the profession. So I was at the end of year three and I had switched from a different school over to here, and I was picking myself back together as a teacher. It is hard to admit that sometimes, no matter how much we love the job, no matter how great we are at the job, no matter how perfect everything goes, that it is exhausting and it is difficult and it is a grind. So AI kind of started--AI has been around for a long time, but this iteration of generative AI where students started using it and we started noticing that uptick in cheating, is really when it started to pick up on my attention. So I had students--we read--it was EpiCac by Kurt Vonnegut where a computer falls in love with someone and I had my students use ChatGPT to write a love poem. So they were using it. I had no idea what things were and tried that. I was like, "Oh, this is kind of clever. It's creating interesting things. I think I can use this for lesson planning." And I was a tired teacher who had agreed to teach summer school and I had a two-week unit that I had not prepped or planned for. So I quietly, late at night, stayed up trying to figure out how to use to help me prepare the materials I had and create my objectives. I used it as a lesson planning partner for the very first time and summer school was much easier than it had been in the past. So it kind of got easier. Then I went to these coaching meetings where I get harassed by Teaching and Learning into using a fun new tool and they lovingly took my hand and guided me towards SchoolAI. I had never met any of them, but it was just the friendship and the collaboration that they brought to these different things that were going on in the District that really gave me the opportunity to try things, test things out.
Anthony Godfrey:
When you hear people talk about AI in the classroom, that it will create more distance between teacher and student because you've got now artificial intelligence doing everyone's work, in fact, it sets aside the menial task that is-- the menial tasks associated with teaching and learning — and allows you to really connect in a more personalized way. Would you agree with that?
Graham Bany:
Yeah. I mean, mathematically, like, we don't have to be upset and think, "I can't do everything for a student." When I have 100-plus students in my classrooms a day and I'm supposed to be providing them meaningful feedback, which is the greatest way to support them and help them. What kind of feedback can I give a kid if I'm limited to, "I got two minutes per kid and I better have the same brain power for every kid all day from 9 a.m. until when I'm done?" It doesn't happen and we can't expect that and then if we want to do that meaningful feedback, we're taking it home. So using AI in these places to accelerate these things that we're doing, still verifying everything that we are using and using it in a way to help us be as effective as possible to the most amount of students while still maintaining our own life and humanity, because the happier the teacher is, the better the classroom feels. If you're not spending your Saturday grading, you're going to come back to the class so much more refreshed and ready to go which brings you back together with them.
Anthony Godfrey:
But the same is true for students. If the menial task is set aside and the engaging, creative, personalized tasks are all that you have left, then learning becomes much more exciting than it might be otherwise.
Graham Bany:
When we have these things that are new, unique, creative, that we can find use cases for that the students have no clue could be a thing. We excite them, we engage them, we feed their hunger and curiosity. We can make it fun, right? School's supposed to be fun. I'm not supposed to be bored here all day.
Anthony Godfrey:
It should be fun. It should be fun, absolutely. So you mentioned earlier this question of cheating. When people talk about AI and cheating, what do you say in response?
Graham Bany:
People have always cheated. Always. I remember in high school, one of my buddies was using his older sister's current events that she had saved, like the write-ups that she had done, and he would bring them into class. The teacher wouldn't read them, so no one cared, and it was fine. Cheating's always happened. Cheating will always happen. It's just more convenient for the students to generate slop that they then pass off as their own. But cheating is cheating, and you can address it in any number of ways. But the whole goal should be finding a way to get the kid excited and engage them in the task, but also keeping that openness about it happening. We're not dumb. We know what AI writing sounds like. I don't know if at the District level you all have seen AI resumes or cover letters.
Anthony Godfrey:
It starts with "How are you doing?" and then there are "M" dashes all throughout it.
Graham Bany:
The "M" dash is crazy. I got an English degree, and I know how to use them, but I don't even like using them. So when I see a kid use one, or I've never seen you use a complete sentence, every sentence, for an entire page, something's the matter. The solution to cheating is engagement. That's always been the question in education. How do we engage our students? How do we get them excited to come to class? How do we keep them excited while they're in class? We're moving phones out of their hands. We are trying to be as engaged constantly in whichever ways and whichever approaches, but in a lot of ways, if you know the kid and you understand how they write and you understand how they sound, you can catch the cheating. It creates that opportunity for a conversation and connection, which you can maybe figure out why they want to do that. When you find out the "why," you can actually address the problem. To be honest, I don't think kids cheat other than something is not fun to do, but usually they're cheating because they don't understand. When you can figure out why they don't understand and teach them and show them you care enough about them, maybe they'll come to you and ask next time, and maybe it's just never actually going to be a problem again.
Anthony Godfrey:
Sometimes it's AI that creates the space that allows you to do that and to have that connection because so much has already been taken care of.
Graham Bany:
The more students know that you are willing to use AI to support them, even if you don't know what the subject is, we can use SchoolAI Spaces, the chatbots, to help create these tutors for the kids.
Anthony Godfrey:
Stay with us when we come back. More with Graham Bany and SchoolAI.
[music]Male Voice:
Never miss an episode of the Supercast by liking and subscribing on your favorite podcasting platform. Find transcripts for this episode and others at supercast.jordandistrict.org.
[music]Female voice:
Does your child need the flexibility to learn from anywhere at any time, on a cruise, in another country, or simply at home, cozy on the couch? The Jordan Virtual Learning Academy is tailor-made for you and your family. It's personalized, dynamic virtual learning on your schedule. The Jordan Virtual Learning Academy is an integrated system of three schools in Jordan School District: Rocky Peak Virtual Elementary School, Kelsey Peak Virtual Middle School, and Kings Peak High School. Our programs are designed to meet or exceed District and state core curriculum standards, ensuring your child receives a superior educational experience tailored to their needs. Join us today at JordanVirtual.org.
[music]Anthony Godfrey:
When you talked about your journey with SchoolAI and with AI generally, you were one of the early superusers that first summer who really helped shape what SchoolAI is doing across the country at this point.
Graham Bany:
Internationally.
Anthony Godfrey:
Yes.
Graham Bany:
Yeah. They're all around the world.
Anthony Godfrey:
They are. So it was your input and the input of a hundred other educators in Jordan that really helped shape things because you're saying, "Hey, well, what about this? Can AI do this? Can SchoolAI help us accomplish this?" It really was exciting to watch how quickly it took off in Jordan and how, as you indicated, how far and wide SchoolAI has taken off as well. Let's talk about some of the tools that have sparked your interest lately and some of the things that you're able to do. Let's talk about concretely how it helps you as a teacher and how it helps your students in class.
Graham Bany:
So when it comes to AI in the classroom, there's two basic ways that I think we can look at it: Teacher-centered and student-centered. So the teacher-centered is going to be these different AI tools that we can use or the different ways we can use the tools to accomplish what we're trying to. So in the course of a week as a teacher, I'm using AI to help me go through my weekly planning. I'm using it to help me organize my to-do list and maybe kind of set things up in a way that's a little bit more accomplishable. I'm using the built-in AI tools and different software to help quickly generate from my lecture notes slides that I'm going to be using in Canva. All sorts of different things. Whether we're doing lesson plans, I'm creating word banks, I'm using it to adapt assignments to the different WIDA levels of students in my classroom so that I can make sure every student has an engaging activity or assignment that is actually at their level and challenging them.
Anthony Godfrey:
Explain to folks what WIDA scores mean.
Graham Bany:
WIDA scores are essentially just a measurement of the student's current ability with their language. So if we have a student that is a multilingual student, being able to use AI to maybe adapt for a specific low reading ability, which as they're developing their reading ability in multiple languages, right? They're a super smart kid, but maybe they just need things to be at a different way or maybe they need supports for what they're reading, like a word bank. And for us to sit down and do that, maybe that takes 15 minutes and that's a worthwhile use of our time. With AI, we can do that maybe 15 seconds and have a support for the student that is appropriate to their level that allows them to engage in the classroom activity or reading or assignment in the same way as the rest of their peers. When we know what we're doing and we know what we need to do and we know how we can do it well and quickly, job becomes fun again.
Anthony Godfrey:
Yeah. Well said. Absolutely. So let's look at some of these tools that you're using lately.
Graham Bany:
Okay. So this first one, we came up with this last year. So what we did on SchoolAI with Spaces, these would be their custom chatbots, we can custom-program them to do whatever we want them to do.
Anthony Godfrey:
Custom Spaces, describe Spaces for those who aren't familiar.
Anthony Godfrey:
Spaces essentially is a chatbot that is running through the SchoolAI filter which is built to be appropriate for students and to be kind of centered more towards these educational goals. So teachers go in, they write a prompt and the prompt is not coding, the prompt is really strong creative writing skills explaining exactly how you want the experience to go.
Anthony Godfrey:
Right.
Graham Bany:
And then we tested a bunch of times to make sure that even our most engaged students aren't breaking it.
Anthony Godfrey:
Yeah.
Graham Bany:
And we use it with the kids. So this would be where we are at student centered. So instead of just teacher centered, this would be the thing that is student facing only.
Anthony Godfrey:
Spaces allows you to do almost like a ‘choose your own adventure’ sort of experience where you're put into the Revolutionary War or on an expedition with Lewis and Clark and you're interacting with you're interacting with SchoolAI in a way that creates a personalized adventure and experience.
Graham Bany:
Exactly. So I went to our school librarian and I had Tierca export from the library catalog, the list of the most frequently checked out books and the entire library catalog. So this is a bot that is set up with PDFs. So I uploaded those PDFs and it has basic prompting to engage the students in helping them try to find a book. So me the librarian or me and the other adults in there may not always know everything or may not always have all the free time to sit and help a kid pick a book, especially when we're in there. So they have the option where they could scan a QR code, pull this up and go through books by any sort of way that they would like to.
Anthony Godfrey:
And limited to the books in the library. What a great idea. So it's right there on the shelf if they once they find a book that they're looking for. Let's try it out. Can we launch it here?
Graham Bany:
Yeah. So if you just go into send a message right there. It is set up with summaries of each of the books. so it has a basic understanding about what's going on.
Anthony Godfrey:
So I just chose books similar to the ones you like. Tell me a book you like and I'll suggest similar titles from our library. All right. I'm going to try The Pigman. That's a book from the 60s. Let's see if they . . . Here are some books from the library. They're similar to The Pigman focusing on teen life, friendship and real-world struggles. The Outsiders is a great match for that. Winter Girls: Leah Struggles with Loss. Boy 21: Basketball and friendship help two boys cope with grief and change in their lives.
Graham Bany:
Wow.
Anthony Godfrey:
Okay. I want to read all of these books. That's pretty awesome.
Graham Bany:
So our librarian then took these as a basis and started building different experiences with the chatbots. So it would be like a murder mystery where the kids were going around finding different books. So we've kind of used these as a basis that kind of sets off other people's creativity and so she's used them to do different sorts of activities with students in the library.
Anthony Godfrey:
What has the reaction been from your students as they have had the opportunity to use AI to enhance their learning?
Graham Bany:
Like any good thing, we can overuse it. We can overdo anything.
Anthony Godfrey:
Right.
Graham Bany:
There have been times where we've done it multiple days in a row where they want to break. And I think that's a true testament of what's kind of going on in our world. The kids want to be disconnected more. So I think AI used in very controlled doses, very intentional moments, is very beneficial. Just like Shakespeare, bad Shakespeare happens to everyone. Right. Bad AI can happen to everyone. Good AI is possible and we have to be very selective of the moments. I like to use within myself, if there is a better way to do something, I'm going to try to go that way. So if I can think of a better way to do this that doesn't involve AI, maybe I'm going to go with that.
Anthony Godfrey:
I love how intentional you are about that, being very aware of where the kids are, how they're feeling about things and AI isn't the only way to get things done, but it's an additional way. Like you said, it's an alternative. It's another option. It's another way of doing things. You could have the best meal in your life and if that's the only meal you were able to have for the rest of your life, it would become a terrible meal. The same is true with AI, but it's also true with things that we have traditionally done in the classroom and not been intentional or thoughtful about evaluating.
Graham Bany:
We need a nice variety. So the more that we are critical of ourselves and not overdoing something, and the more that we are engaging with our students and understanding where they're at, because if they really like something and say, “Hey, we should do more of that,” then we do more of that. When I ask my kids, “Hey, how do we feel about this?” And they're like, “Eh,” then maybe we take a couple weeks off and circle back with something different, or I try to find something that's really ridiculous that we can try.
Anthony Godfrey:
I continue to watch as you become an influence and a positive impact on helping shape SchoolAI right from the start, but helping inspire teachers to really engage, try new things, and be at their best for students. I just can't thank you enough for everything you do for students and for the people around you.
Graham Bany:
Thank you for providing a culture within the school district that allows people like me to take chances, to be creative, to have the opportunity to fail and learn and re-approach. It really would not happen without the kindness, the leadership, and the dedication to curiosity that our district has.
Anthony Godfrey:
Thank you. Thank you. There are a lot of great people doing a lot of wonderful things here, and you are one of the great examples of that. So thank you. Thanks for joining us on another episode of the Supercast. Remember, “Education is the most important thing you'll do today!” We'll see you out there.
[music]
It is a ‘first-of- its-kind’ High Tech Learning Lab for elementary school students in Jordan School District made possible through a partnership with the Utah Jazz, Utah Mammoth and America First Credit Union.
On this episode of the Supercast, we take you inside the Learning Lab where students are wild with excitement over 3D printing, stop motion robotics, coding, and so much more. Listen and you will hear the sounds of technology hard at work.
Audio TranscriptionTraci Rindlisbach:
We thought that was so exciting to give the kids a chance to 3D print. Not just pressing a button, they're going to start modeling their prints.
Jared Covili:
We want students not to just be technology consumers where they just use it to find the latest game or the latest trend online. We want them to become technology creators and that's the core of what this space is.
[music]Anthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. It is a first-of-its-kind, high-tech learning lab for elementary school students in Jordan School District, made possible through a partnership with the Utah Jazz, Utah Mammoth, and America First Credit Union. On this episode of the Supercast, we take you inside the learning lab where students are wild with excitement over 3D printing, stop-motion robotics, coding, and so much more. Listen and you will hear the sounds of technology hard at work.
[music]Anthony Godfrey:
We are at Juniper Elementary School, home of the Jordan Innovation Lab, with two of the people who helped make this possible. Please introduce yourselves and let's get right into it.
Traci Rindlisbach:
Hi, I'm Traci Rindlisbach. I work for Digital Teaching and Learning and I got to help set up the Innovation Lab.
Jared Covili:
My name is Jared Covili. I'm the administrator over the Digital Teaching and Learning Department and I'm just a fan of the Innovation Lab.
Anthony Godfrey:
I am a fan too. I just walked in, but I've heard so much about it and I was not able to be here for the ribbon cutting, but so many great reports about student reactions and the reactions from the donors who made it happen. But let's jump right into a project. Let's not just talk about it. Let's get down to business. So we have 3D printers all the way along this wall and you've 3D printed a bunch of things already for the launch. Tell me about that and tell me about the project we're going to do right now.
Traci Rindlisbach:
All right, so we bought two different types of 3D printers. We bought these Bamboo Lab 3D printers, which are super exciting because you can print four different colors and these are a little more serious 3D printers. Then we have these tiny toy boxes as well that are just like super fast prints and just like you're dipping your toes in there to start a print.
Anthony Godfrey:
So I didn't even see the little ones in between. So yeah, wow. So we've got 10 of them right here.
Traci Rindlisbach:
Yeah.
Anthony Godfrey:
That's amazing that this is a this is a playground for kids to well for you, too. This is this is this is pretty exciting. So what's our what's our project here?
Traci Rindlisbach:
Okay, so on this Bamboo printer, we've printed a whole bunch of things like when we were opening, we printed like the Jordan shield two colors, the Mammoth logos and the Jazz logos. All those logos were printed. We're just going to have you print a guitar pick for yourself since we know you're all about playing guitar.
Anthony Godfrey:
Absolutely.
Traci Rindlisbach:
So the first thing you're going to do is you're going to hit this file right here.
Anthony Godfrey:
Okay, so I'm accessing the templates or the designs.
Traci Rindlisbach:
These are just all the G codes like put on there and there's your pick right there.
Anthony Godfrey:
Yeah, that's perfect.
Traci Rindlisbach:
Yeah, just click that.
Anthony Godfrey:
So click on that.
Traci Rindlisbach:
Then the PLA we've chosen . . .
Anthony Godfrey:
It has a nice edge for gripping the . . That's a well-designed pick. That was a well-designed pick. Absolutely. I can really wail with this one.
Traci Rindlisbach:
Okay. And so we're going to do this metal PLA because we tested it with the other one and it broke.
Anthony Godfrey:
So okay, this is like choosing letter or legal paper.
Traci Rindlisbach:
Yeah.
Anthony Godfrey:
Yeah, except we're going to choose the right and so which, which one . . .
Traci Rindlisbach:
Right here this print now.
Anthony Godfrey:
Print now. You've already set it up to print like .
Traci Rindlisbach:
Yeah, you just set it. We can click right here and you can choose the different PLAs.
Anthony Godfrey:
Okay, right there.
Traci Rindlisbach:
And then it's good to go. And it's going to be printed in. See right here. 13 minutes.
Anthony Godfrey:
13 minutes. Okay, we're at 0%. Temperature 69 Celsius. Okay, we're going up.
Jared Covili:
You're going to be able to add this to your resume. You're now officially a maker of a metal guitar pick.
Traci Rindlisbach:
You can sell these at your shows.
Jared Covili:
You can start your own Etsy shop.
Anthony Godfrey:
This is the one I won't flip out into the crowd. Okay, we will let a watch pot never boils and a watch print never comes to fruition. So we're going to let that simmer while we talk a little bit about how the lab started. So we were contacted by the Smith Entertainment Group, Utah Jazz, the Mammoth and America First [Credit Union] with the concept of building something that was centered around innovation, something unique for students. What excited me is that they knew that was generally in the STEM area, but it felt like there was going to be a lot of flexibility in how we shape that. So talk to me about how we decided what to do and what that partnership look like.
Jared Covili:
Yeah, we were approached by Mike Haynes from the Jordan Education Foundation, probably in May. He mentioned the idea that the Smith Entertainment Group and America First Credit Union wanted to help us build something that could really enhance students’ education. They said, “you know, we want it to have kind of an innovative blend to it, right? So we're not looking for traditional forms of learning. We'd like to use technology.” And immediately Traci got involved. She's one of our people that's very involved in STEM and computer science in our District. So we started talking about what would be some of the great tools that we could provide kids with this additional funds. We wanted to give them an experience that they couldn't have at their regular at the regular school.
Anthony Godfrey:
So what made you go this direction and tell me about what's here?
Traci Rindlisbach:
My STEM partner, Kelly Cannon, she works in the same department as I do. We have been really into 3D printing since we both came into this role. We thought that is so exciting to give the kids a chance to 3D print because it's like not just like pressing a button. They're going to like start modeling their prints and doing all those like engineering design processes through just learning how to 3D print and 3D printing.
Anthony Godfrey:
So what does it mean to model for those who haven't done 3D printing before?
Traci Rindlisbach:
That's a great idea. Create their prints. So they'll go into some kind of program. They could go into Tinkercad or on these toy boxes you can do modeling inside the app of itself. And so you'll just go and create whatever you want inside there and send it to this little printer and it will print what you've done. Now will it be perfect? Maybe if you did it correctly. But there's also that fun element of like they're going to go back and iterate and say, “oh, that didn't work. I'm going to fix this and this and this on my print until it's perfect.”
Anthony Godfrey:
Is that why we have the smaller printers so that they can dabble and kind of test things out before they go to the multi color printer or do they dive right in?
Traci Rindlisbach:
It's really an either situation like they could start on the toy box if they felt more comfortable with that. This is like a more entry level like modeling system. You'll just pull some shapes in and you'll start joining your shapes. You could pull in photos and you can make some lithographs where like if you put a light behind it, it shows like whatever photo you put into there. On the Bamboo, they would be modeling probably in Tinkercad and that would be a little more serious modeling, but still with shapes and things. So this one's just a more friendly model to get started with. But we did have a student on opening day who was really stoked about the Bamboos and talked about his Bamboo at home and what he's doing at home. So I think there's going to be kids coming in who've had a lot of experience with 3D printing and they're going to be able to teach the other students as well.
Anthony Godfrey:
OK, and tell me again, how do you model something? Do you is that essentially designing it virtually so that it can then become something that is physically tangible in the real world?
Traci Rindlisbach:
Yes, that's a good question. So in Tinkercad they would like design it inside the Tinkercad program and then they would slice it on the slicer and then put it right in here and it would print on out.
Anthony Godfrey:
So in other words, students can come up with their own projects and design it from start to finish instead of simply printing something that somebody else already designed.
Traci Rindlisbach:
Yes, that's what we want them to do. Like we want them to like, of course, they could come in and make a print and that's always exciting. Just learning the process of how to do it. But like we want them to get to the point where they're modeling things.
Anthony Godfrey:
Maybe seeing a print initially motivates them to do all that modeling work that will lead them to something that they created themselves from scratch.
Traci Rindlisbach:
A hundred percent. We want our students to come in and choose a project that they're going to do. It could be like 3D printing or stop motion or we also have an engineering one where we'll be modeling and like creating things with cardboard. So we want them to come in with content knowledge already. So we'll say we're working in fourth grade on Mormon Pioneer Trail. They come in and they can choose if they're going to do a 3D print project, a stop motion project, or an engineering project based around the content they learned in their class. So this is just like project based learning at its best.
Anthony Godfrey:
So any of those three approaches could be used to create a project around really any subject matter.
Traci Rindlisbach:
Yes.
Anthony Godfrey:
So this connects to any learning that's happening in the classroom. That's really exciting.
Traci Rindlisbach:
That's why we're so excited about it because it's not just come and print whatever. It's come and print with a purpose.
Anthony Godfrey:
Yeah. Stay with us when we come back more about the Innovation Learning Lab at Juniper Elementary School.
[Music]Male Voice:
Never miss an episode of the Supercast by liking and subscribing on your favorite podcasting platform. Find transcripts for this episode and others at supercast.jordandistrict.org.
Female voice:
Does your child need the flexibility to learn from anywhere at any time on a cruise, in another country or simply at home cozy on the couch? The Jordan Virtual Learning Academy is tailor made for you and your family. It's personalized dynamic virtual learning on your schedule. The Jordan Virtual Learning Academy is an integrated system of three schools in Jordan School District: Rocky Peak Virtual Elementary School, Kelsey Peak Virtual Middle School and Kings Peak High School. Our programs are designed to meet or exceed district and state core curriculum standards, ensuring your child receives a superior educational experience tailored to their needs. Join us today at JordanVirtual.org.
[Music]Anthony Godfrey:
Tell me about the three projects that students can do here in the Innovation Lab.
Traci Rindlisbach:
So we talked a whole bunch about the 3D printing. So our next one is Stop Motion and the educator that we've hired to be in charge of the lab, she is huge into stop motion and so we're super excited that she's going to be here. Her name is Tori Hadley. The students will come in with whatever content they've learned in class and they'll be given an iPad and a stand and they'll just get to work. We'll have them storyboard like “what are you guys going to do? What's the content?”
Anthony Godfrey:
Essentially the comic book version of what they're going to film.
Traci Rindlisbach:
Absolutely and then they'll start filming it. So we have all these card all this cardboard that we've sourced from Juniper, which is great.
Anthony Godfrey:Yeah nice to be housed in an elementary school that's well stocked.
Traci Rindlisbach:
Then we just have this paper and then we have these little figures over here. They could make their own characters or they could choose from our characters.
Anthony Godfrey:
Oh yes, some of these figures. So, if you can combine these the trolls and dinosaurs and others into a storyline you can do that. Well, there's a bear and a horse as well. Sure, we can come up with some sort of a fairy tale there.
Traci Rindlisbach:
Oh for sure.
Anthony Godfrey:
Now you've got this cardboard and now chompsaw. I'm sure many student eyes light up at the phrase chompsaw. So show me what a chompsaw does. I have some inkling as I look at this device.
Traci Rindlisbach:
So we bought these after we saw them because we were so excited. They're student safe so I'm going to turn this on and you can see like nothing's going to . . .
Anthony Godfrey:
Right, you put your hand right up against it and you're okay.
Traci Rindlisbach:
So when the students decide what they want to chomp, when they decide what they're going to do. And this could be for their background it could be for their character or whatever. They'll sketch it out and they'll just throw their chompsaw on. This also cuts paper which is really exciting. We didn't know that after we bought it we found out.
Anthony Godfrey:
So you take the cardboard and you can shape the cardboard. Oh wow that's a cleaner cut than I expected. So this is essentially for those. It's like a . . . I don't know. There's a little knob on top here that spins underneath inside and it just cuts right through the cardboard.
Jared Covili:
Wow so think of like a scroll saw but say for kids.
Anthony Godfrey:
Yeah, that's amazing.
Jared Covili:
And superintendents.
Traci Rindlisbach:
This is like two of our field trips that could be used for the stop motion animation, but it could also be used for the engineering field trip. Where they could on the desk, these desks are white boards on the top which we think is so exciting.
Anthony Godfrey:
You can write on the desk.
Traci Rindlisbach:
Yes.
Anthony Godfrey:
At long last it's encouraged.
Traci Rindlisbach:
And no one's going to get in trouble. So they can come and they can say, I'll go back to I taught fourth grade, so the Mormon pioneer trail. They could be like, “oh I got really into like mountain man.” They could build like a mountain man out of this. They could create a hand cart. They could do really anything that's associated with their content area and we have these make do's which will help them put their stuff together so they could.
Anthony Godfrey:
Now I've had to make do many times. But what is a make do.
Traci Rindlisbach:
They're these cool tools that have . . . let me find them.
Anthony Godfrey:
A safe saw. Can I push the button?
Traci Rindlisbach:
You can saw through cardboard with our make do stuff.
[sawing sound]Anthony Godfrey:
Wow. That is tremendous.
[sawing sound]Anthony Godfrey:
Look at that. This is it all basically.
Traci Rindlisbach:
Yeah, and then this is when these two things together.
Anthony Godfrey:
Oh yeah. Oh so you can.
Traci Rindlisbach:
So they can start creating their different projects just by joining some cardboard or some paper together.
Anthony Godfrey:
So it's essentially a blue plug that you twist in to connect two pieces of cardboard.
Traci Rindlisbach:
Yeah.
Anthony Godfrey:
But then it acts as kind of like . . .
Jared Covili:
A joint.
Anthony Godfrey:
A joint. Yeah. and then you can roll right. Oh my goodness. Perforate the cardboard. OK. I have a I have a code that will allow me to stay here and lock up myself. I can I can just lock up when I go. This is this is incredible. Look, every drawer is filled with stuff: pipe cleaners, rulers, colored pencils, popsicle sticks, scissors. Wow.
Jared Covili:
Yeah. One of the best things that . . .
Anthony Godfrey:
We see starts.
Jared Covili:
One of the best things that we saw on Friday when we opened the lab was the kids needed very little instruction. I mean we would just show them “turn it on here.” After that they were going. The stop motion animation. Again, “turn it on. Here's the materials.” They would just start going. So as much as teachers may be a little overwhelmed or intimidated themselves to try and teach all of these different skills, we found that the kids feel very at home.
Anthony Godfrey:
What an engaging place for kids to be. Just while we're looking at this, this is for any fourth or sixth grade elementary student who teachers want to bring here. It's housed at Juniper. They have the easiest access of course, but it's available to anybody who schedules time here.
Traci Rindlisbach:
So far we're going to do four through six for the first year and then we're going to start expanding out. But since we have this built-in base of four through six we thought we'd start with them and then start short expanding our field trips out that way.
Anthony Godfrey:
Fantastic. We have an educator hired to oversee this and always be here to help support teachers and students who come to use the lab.
Traci Rindlisbach:
Yes. So the classroom teacher just has to bring their content knowledge and Tori Hadley, who's our educator here, is going to help them run the stop motion or the 3D printers or even help them get started with whatever they want to engineer that's based on that.
Anthony Godfrey:
I love how you thought through just how to make the most of this. Remove all the barriers for students and teachers so that they can come in and just get right to work. Yeah. I've been holding the cardboard that I cut like I'm so proud. I was just I was just experimenting and I'm really proud like I'm clinging to it.
Traci Rindlisbach:
Take that home and be like . . .
Anthony Godfrey:
So yeah I am pretty proud. You know when you respond to an email it's not as satisfying as when you cut cardboard with a device you've never seen before.
Traci Rindlisbach:
Just get one of those for your office. It will destress.
Anthony Godfrey:
It was pretty exciting. I might need to do that you know. So let's look at the stop motion equipment now that you have here. It looks like just kind of an arm, an adjustable arm that allows you to position the iPad however you'd like. Let's talk about what that does.
Traci Rindlisbach:
So this is like a super simple setup but it's going to make such good stop motion. So we have to stop the iPad holder and then the iPads in there and the iPad can face straight down and they can do their stop motion underneath or they could have it facing straight on and they could have a set behind it as well. We're using the stop motion studio app and it's super simple for all kids inside the app. They can edit, they can rerecord, they can do some voice overs, and it's all free, and they can also add music which is the most important element I think of anything. We had the kids on Friday and Tori actually sent me their files that made some stop motion animation and it's beautiful and it looks like one of them was on like changing weather which again, because it's cross curricular, really gets my heart.
Jared Covili:
So one of the things that we're really trying to emphasize in our department is that we want students not to just be technology consumers where they just use it to find the latest game or the latest trend online. We want them to become technology creators and that's the core of what this space is. It's a place where they can come and create in a variety of different ways using a variety of different technologies but it all centers back on what they're learning, showing how they've taken that content and made something with it.
Anthony Godfrey:
Well it's such an exciting place to be and right now I'm excited to see how my guitar picks turning out. Let's go take a look.
Traci Rindlisbach:
All right. Open that door.
Anthony Godfrey:
I open that door open the door here.
Traci Rindlisbach:
You're going to lift this plate like this and just lift it all the way out all the way out.
Anthony Godfrey: Lift it out. It's still warm.
Traci Rindlisbach:
Oh I love that about a print plate, and then you're just going to kind of crack it.
Anthony Godfrey:
Oh it feels like it's pretty nice and cozy doesn't it? OK. Do I just like . . . pop it off like that?
Traci Rindlisbach:
Yep. Oh, there you go. Then you have what it looks like a little raft on it and I'm hoping that raft will pop off and we'll have a legit guitar pick right now. And so this guy was not a mess it up.
Anthony Godfrey:
Did I mess it up?
Traci Rindlisbach:
No.
Anthony Godfrey:
OK. No. I'm pulling off the raft that it's on.
Traci Rindlisbach:
Let's see.
Anthony Godfrey:
Let's do a wail with that. So the back is is . . .
Traci Rindlisbach:
And sometimes we have to smooth things out a little bit.
Anthony Godfrey:
If I smooth it out it's actually going to be just right.
Traci Rindlisbach:
Perfect.
Anthony Godfrey:
So let's let's use the garbage can. A little garbage can. OK raft. There you go. I can feel that. That's going to be a good pick.
Traci Rindlisbach:
Oh good.
Anthony Godfrey:
It's a good pick. It’s got some good texture on the back of it and on the front. The thumb goes right there.
Traci Rindlisbach:
That's perfect.
Anthony Godfrey:
Oh, yes. All right. Sultan's a swing. Oh nice. What a great . . . what a great little project. That is the first thing I've ever 3D printed. I have to admit I've never 3D printed before and this feels fantastic. I'm going to be stopping by. There are other schools nearby and when I'm visiting them, I think I might just have to stop by this lab when I'm in the neighborhood and see what the kids are up to.
Traci Rindlisbach:
Yeah.
Anthony Godfrey:
Thank you both so much for taking time today. But more than anything, for having the vision to make an initial offering in something that is going to be so engaging for so many students for such a long time.
Traci Rindlisbach:
Thanks.
[music]Anthony Godfrey:
Thanks for joining us on another episode of the Supercast. Remember, “Education is the most important thing you'll do today!” We'll see out there.
(upbeat music)
They are students at Copper Hills High School who recently risked their own lives by breaking down a front door and running into a burning home hoping to save the lives of others.
On this episode of the Supercast, join us as we take you inside the big surprise where the students received a military style “Honor of Excellence” award for going above and beyond and being exemplary citizens.
Audio TranscriptionHeidi Jacobson:
They're heroes, honestly. Carter's like, "I'm not a hero.” He just did what he thought was right.
Cammerin Inselsberger:
My buddy Gabriel came outside and said, "Hey, there's a fire down the street." And then I remember Carter looking distinctly at me and said, "Well, come on, let's go do something."
Zera Gonzales:
We truly saw our sense of community in our neighborhood, especially with our boys again. We're so willing and selfless and risked so much.
[Music]Anthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. They are students at Copper Hills High who recently risked their own lives by breaking down a front door and running into a burning home, hoping to save the lives of others. On this episode of the Supercast, join us as we take you inside the big surprise where the students received a military-style Honor of Excellence Award for going above and beyond and being exemplary citizens.
[Music]Anthony Godfrey:
We take you now to the ceremony honoring the boys who saved two dogs.
[Music]Female Voice:
We would like to reunite you this morning with Rocky and Simba, who you saved, and we'd have the Gonzales family come on in with the animals. They want to thank you.
Matt Alvernaz:
My name is Matt Alvernaz. I'm the Safety and Security Director for the Jordan School District. During my 20 years of combined service in both the military and law enforcement, I've had the privilege of taking part in the longstanding tradition of the Challenge Coin. The Challenge Coin is something that is given as a token of appreciation and respect for those who go above and beyond the regular everyday expectations of society. Each of these coins, as we give them out there, they're unique and there's only so many made. So once you're given one, then hang on to it. They’re never going to be made again. There's something that gets collected and it's something that's honored among the uniform services and the tradition I want to carry out and give to you guys. So these coins, they're honored in a way of a traditional handoff and it's given through a handshake. Everything on this coin means something. If you guys want to go over what they all represent, you can do that. So I want to congratulate you guys in the traditional way.
Boys:
Thank you.
[applause]Anthony Godfrey:
We're talking now with the three students who saved the two dogs from the fire in West Jordan City. Thank you very much for taking time. Will you introduce yourself and tell us your name, grade, and what programs you're in?
Cammerin Inselsberger:
My name is Cammerin Inselsberger. I am a senior at Copper Hills High School and I am in no current programs, but I was in diesel tech.
Carter Jacobson:
I'm Carter Jacobson. I go to Copper Hills. I am a senior as well and I'm in the diesel program at J Tech.
Gabriel Hernandez:
I'm Gabriel Hernandez and I'm a senior at Copper Hills and I'm also in the J Tech diesel program.
Anthony Godfrey:
So did you know each other before the diesel program or is that how you met?
Carter Jacobson:
No, we knew each other before. I knew Cammerin for like three years. He kind of introduced me to it.
Anthony Godfrey:
Why don't you talk me through what happened, everything from spotting the fire to going in and saving the dogs?
Cammerin Inselsberger:
We were doing yard work out back at my house and then we went. My buddy Gabriel came outside and said, "Hey, there's a fire down the street." And then I remember Carter looking distinctly at me and said, "Well, come on, let's go do something." And so I jumped the fence. They ran around and we just ended up down the street and just seeing if anybody was there that was getting hurt or something.
Anthony Godfrey:
When you first arrived, what did you think? Did you think that maybe there was somebody in the house?
Gabriel Hernandez:
We did after we saw the truck in the driveway and the neighbor in front of the house telling us that they haven't checked on the house yet. They just saw the fire. So we went to the window to see if there was somebody inside and we kept banging on the door. Nobody answered and Carter sees a little dog running across the hallway.
Anthony Godfrey:
That was enough to decide.
Gabriel Hernandez:
That was more than enough.
Anthony Godfrey:
There are dogs in there and we need to get in there.
Gabriel Hernandez:
Yeah.
Anthony Godfrey:
Now I watched on the camera how you approached the door. Tell me about working on getting in the front door.
Carter Jacobson:
I think my buddy's dead. Cammerin’s dead. He tried to shoulder the door first. And then I think they were thinking about breaking down the window, but I was like, "I'm just going to try to kick the door." Donkey kicked it. And so it started working. The bottom of the door cracked. I didn't let game everyone else's motivation to keep going. We kicked it down.
Anthony Godfrey:
Now you kicked it facing the door and then the donkey kick turned around.
Carter Jacobson:
I knew kicking it forward wouldn't work anymore. And then kicking it like a donkey kick would be more better because my foot’s more like flush to the door. I don't know. It was just something I thought about.
Anthony Godfrey:
In the moment you just thought about trying something different. What I was impressed with is that you didn't say, "Well, he tried to shoulder. I tried to kick it in. It didn't work." You just kept going and kept trying to be sure that you got in.
Carter Jacobson:
Yeah, it was either that or the window.
Anthony Godfrey:
When you got in, you still didn't know whether it was just dogs or whether there was someone in there who had maybe passed out or whatever. So what did you do once you got in?
Gabriel Hernandez:
I ran straight for the bathroom thinking it was a bedroom and then the propane tank caught fire and shot fire right through the window.
Anthony Godfrey:
Wow. What went through your mind at that moment?
Gabriel Hernandez:
I should get out of there.
Anthony Godfrey:
So where were the dogs when you got in?
Carter Jacobson:
I think they were... So when we walked in, Gabriel went to the bathroom and I saw the dog dart towards the kitchen. So when I walked in, they were just sitting in the laundry room, curled up in the corner. The big dog was kind of laying in front of the smaller dog protecting it.
Anthony Godfrey:
When you approached the dogs, did you have to carry them out or were you able to help them out?
Carter Jacobson:
No, we had to carry them out.
Anthony Godfrey:
Did they let you approach?
Carter Jacobson:
Yeah.
Anthony Godfrey:
I wondered whether in that moment they might be afraid and might not be cooperative as you're trying to say that.
Cammerin Inselsberger:
Yeah, they were mostly cowered down in the corner of the laundry room and so they didn't try to fight back or anything. So it's not like either of us three got hurt by the dogs because they knew something was up and so it was more so just letting us take them.
Anthony Godfrey:
Describe what it looked like inside the house. What was that like?
Carter Jacobson:
It was more... I feel like it was quiet. It was more calm before the storm because when we got in there, the side of the house was on fire. It wasn't as intense. But as soon as we got out, the rest of the house started catching on fire and the smoke detectors went off.
Anthony Godfrey:
How soon after you left the house did the fire department arrive?
Carter Jacobson:
I would say a minute after. A couple of minutes after. It was more hectic for them to get in because people were trying to drive down and see the fire and walk down so there was a lot of people blocking the street.
Anthony Godfrey:
Now the fire department said that you were helpful because you were first on scene. What was some of the information that you shared with them that was helpful?
Cammerin Inselsberger:
We saw that their propane tank started catching fire from the trailers because there was a trailer and there was one propane tank on it and there was another one on the ground. But there were also two in the back of the trailer so we were able to tell them that we saw the fire start in the back area of the house next to the house that we're in now.
Anthony Godfrey:
So they were able to see, they were able to better understand what happened because you were there. One of the things that we've trained our employees on over the years is that when you come up on an emergency you don't wait for someone else to come. You jump in and you do everything that you can. A lot of times people wait for an expert, you know, someone is bleeding or someone is hurt and they wait until someone else comes to do it because they're afraid of making a mistake. But I'm so impressed with the courage that you showed jumping in and just doing what needed to be done. Can you remember what was running through your mind as you went into the house?
Cammerin Inselsberger:
Honestly, I can't remember anything. That adrenaline hit and I just, I remember going to the door, banging on the door, ringing the ring doorbell like 20 times. And then we got in and then that was it.
Anthony Godfrey:
How long did it take for the adrenaline to dissipate?
Cammerin Inselsberger:
I don't think it did until I went to bed that night.
Zera Gonzales:
I have my dog saved. Thank you so much.
Anthony Godfrey:
How does it feel to be recognized like this today?
Boys:
Grateful.
Just proud that we did something good.
Makes me look back at the community, see what else we need help with and what we can improve with.
Anthony Godfrey:
Well, thank you for being a great example to other students and really to everyone who served this story and thanks for taking the time to talk with us today. Stay with us when we come back. We'll talk with the family whose dogs were saved.
[Music]Male Voice:
Never miss an episode of The Supercast by liking and subscribing on your favorite podcasting platform. Find transcripts for this episode and others at supercast.jordandistrict.org.
[Music]Female Voice:
Does your student want to become a veterinarian, commercial pilot, programmer? Maybe they want to make a difference as a dental assistant. These are just some of the programs offered as part of Career and Technical Education, CTE, in Jordan School District. CTE provides the technical skills needed to prepare students for future employment or for a successful transition to post-secondary education. Career and Technical Education provides work-based learning opportunities. We partner with industry experts to offer apprenticeships and internships with students working in the real world at real jobs while going to school. The CTE experience starts in our elementary schools with The Kids' Marketplace and grows through middle and high school. To explore all CTE has to offer in Jordan School District, visit cte.jordandistrict.org today and let's get your child started on the pathway to a profession
[Music]Anthony Godfrey:
We're talking now with the family of the two dogs that were rescued. Introduce yourself.
Zera Gonzales:
Hi, yes, my name is Zera Gonzales.
Anthony Godfrey:
Zara, tell me about how it felt for your family. First of all, to learn that there was a fire, how's your house, and then to learn that the dogs were okay.
Zera Gonzales:
Truly, it was devastating. Obviously, something that was never expected to happen to us. But we truly saw our sense of community in our neighborhood, especially with our boys again, that were so willing and selfless and risked so much to enter our home. They're the very first ones that entered and saved both of our dogs, which are a big part of our family and it means so much to us. But yeah, it was such a relieving feeling knowing that coming onto the site, still seeing our home being up in flames, but knowing that both of our dogs were out safe and with the boys.
Anthony Godfrey:
I'm just glad that your family is safe and the dogs are safe. Tell me about your home and what happens next for you.
Zera Gonzales:
So essentially our home is unsalvageable. We've been told that it needs to be pretty much fully reconstructed. We are still waiting, it's a waiting game at the moment. We're still waiting to hear back from insurance and that whole process of hopefully down the line will be a lot sooner than anticipated. But yeah, it is a waiting game and we're just hoping that everything will smooth out later on. We're currently living right across the street in the neighbor's home. He's renting it out and that's our long-term rental for now.
Anthony Godfrey:
Wow. I can't even imagine what you're going through. Tell me about your... Tell me about the first time you had the opportunity to talk with the boys who'd saved — is it Rocky and Simba? Is that right?
Zera Gonzales:
That is correct.
Anthony Godfrey:
We'll talk with Rocky and Simba in a moment, but tell me what it was like to first meet the boys who saved them.
Zera Gonzales:
Yeah, well first of all, we pretty much first saw through our ring camera who were the individuals knocking down on the door, and we noticed that it was the neighbors. They live a couple houses down. And again, we just did not expect that they would be the ones that were first on site and breaking down the door to save our dogs. But it was such a relieving feeling and again, being so thankful to them right after knowing that they were the ones that entered the home. While the firefighters are still trying to put out the fire, we were able to talk to them and be like, "Hey, again, we're so eternally grateful to you guys because our family's whole because of you."
Anthony Godfrey:
I love the way you said that and you have a lot to deal with. What a devastating situation. But it's good to know that you have people around you that are going to support you through a difficulty like this. It's really a test of the community.
Zera Gonzales:
Yes, it truly is. Again, we've only been living in our home — we were heading towards two years. Just knowing that those individuals took that initiative and acted out and were able to be the ones that entered our home again, it was such a relieving feeling. And we're, again, eternally grateful.
Anthony Godfrey:
What about Rocky? Rocky is the big one and then we've got Simba here. What kind of dogs are they?
Zera Gonzales:
Yes. Rocky is a German Shepherd, Rottweiler, Husky mix.
Anthony Godfrey:
And a very good boy.
Zera Gonzales:
Yes, very good boy. And then over here we have Simba. He is a Maltipoo. That's a Maltese-poodle mix.
Anthony Godfrey:
Also a very good boy.
Zera Gonzales:
Yes.
Anthony Godfrey:
Not Simba. You're not second. You're both number one in our hearts.
Zera Gonzales:
Exactly. Exactly.
Anthony Godfrey:
We're talking now with Carter's mom. Introduce yourself, please.
Heidi Jacobson:
My name's Heidi Jacobson.
Anthony Godfrey:
Heidi, you and I have known each other for a little while.
Heidi Jacobson:
Yes, we have.
Anthony Godfrey:
Tell everyone about that.
Heidi Jacobson:
Mr. Godfrey was my eighth-grade teacher out at Bingham Middle School.
Anthony Godfrey:
Bingham Middle School days were great days.
Heidi Jacobson:
Yes, they were. I actually am the first graduating class from Copper Hills High School.
Anthony Godfrey:
Oh, yeah. That's right. That's pretty cool. So now to have your son here, what does that mean?
Heidi Jacobson:
It's just all four of my kids have come here. And to have Carter be the caboose, he actually will graduate for my 30th class reunion.
Anthony Godfrey:
Wow. That's awesome. Your son graduating from the same school 30 years later. And how proud are you of Carter right now?
Heidi Jacobson:
Those boys are incredible boys, and they deserve all of this recognition and all the publicity and everything that they are getting because they would do it again today. They're just those type of boys. They're incredible.
Anthony Godfrey:
Talking with them, I really got that sense that they'd do it again and that's just who they are. Your son is a large boy. He was able to kick that door in a way that I'm not sure I would have been able to.
Heidi Jacobson:
He said the adrenaline just kicked in once he saw those dogs through the window. He was like, “I knew no one was home.” We have dogs that are part of our family and would be devastated, so all three of those boys just knew that they had to get in there and save family members. Even though they're furry, they're still family members.
Anthony Godfrey:
He, it didn't surprise you at all that you did what he did.
Heidi Jacobson:
No, no, it didn't. They're heroes, honestly. Carter's like, “I'm not a hero. I just did what I thought was right.” I'm proud of him.
Anthony Godfrey:
What does it mean to see them recognized like this?
Heidi Jacobson:
It actually makes me pretty emotional. He's a great kid, like I said. They deserve all of this and makes my mom a heart happy.
Anthony Godfrey:
Well, it's great to see you and we're all very proud of what they did. It's wonderful to meet your son.
Heidi Jacobson:
Thank you so much, Mr. Godfrey.
Anthony Godfrey:
Thank you. We're talking with Matt Alvernaz, our school safety coordinator. What does it mean to you today to honor these boys?
Matt Alvernaz:
It is a great privilege to be able to share this tradition in honoring things that are above and beyond the regular everyday parts of society. These young men did something that normal people wouldn't do, especially today. We see people pull out their phones and record and watch. And yeah, we have this great video of things out there. But these young men, who had no obligation to do otherwise, stepped up, addressed the problem and went right out without waiting and did an amazing job.
Anthony Godfrey:
And they don't seem terribly impressed with themselves. This is just what needed to be done. And they did it.
Matt Alvernaz:
Yeah, their level of humility is actually what's most impressive. It's more of like they're not after this attention that we're given. So that's all the more reason to shower them with it. But they are just like, "What? This is normal. Who wouldn't have done this?" And reality is, most people wouldn't.
Anthony Godfrey:
Tell us about the challenge coin you gave them to honor what they've done.
Matt Alvernaz:
So these challenge coins are part of a long-standing tradition given through military and law enforcement and uniform services typically. Here at Jordan School District, we have our own challenge coin to be able to recognize these outstanding kind of things as well, because we understand that there's more to it in everyday society in our students. We want to emulate what needs, what we like to see from society, you know, heroes and things and what these people can do. And so this coin has significance. Every coin means something. So here on this front-facing part, we have a police badge-style shield with the Jordan “J” emblem in it. Then behind that, you have the shoulder patch, which again represents first responders, you see that on fire departments and police officers. Then that is filled in with a navy blue, which represents authority and stability and loyalty. Behind the shield, you see three lines kind of crossing behind it. And the shield represents the safeguarding of the physical, mental and emotional well-being of our students and staff and everybody within our district. Below it, there's three stars that are propping up the shield. Those three stars represent the community, the school district and our first responders working together to prop this up and make sure that shield stays strong. On the backside, it says we're honoring excellence and you'll see the same three lines of what we're honoring and those three stars as well and with a ring of blue around it again to represent that stability, authority and circling what we're doing.
Anthony Godfrey:
Well, thank you very much for honoring these students and it's a great new tradition. I know there are going to be many other opportunities to honor incredible students here in Jordan District.
Matt Alvernaz:
Absolutely.
Anthony Godfrey:
Thanks for joining us on another episode of the Supercast. Remember, “Education is the most important thing you'll do today!” We'll see you out there. Bye. Bye.
(upbeat music)
She was just a teen when she lost an eye to a rare form of cancer, had to wear an eye patch, and suddenly became a target for hurtful teasing.
On this episode of the Supercast, hear the incredible story of Columbia Elementary School kindergarten teacher Alexa Byrd. Find out how one middle school teacher taught Alexa to be proud of her eye patch as something that sets her apart. Hear how Alexa now tells her own students to take pride in their individual differences and how that message is making a difference in their young lives.
Audio TranscriptionAlexa Bird:
It's just kind of been my motto now. It's like, "Why blend in when you're born to stand out?" And so I made the decision to get my eye removed. Now I have these fun prosthetics. This year I had a student, she in the middle of the year, found out that she actually had to get hearing aids. She looked at the doctor and said, "I'm going to have special ears like Miss Bird has special eyes." I just went home and cried.
[Music]Anthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. She was just a teen when she lost an eye to a rare form of cancer, had to wear an eye patch, and suddenly became a target for hurtful teasing. On this episode of the Supercast, hear the incredible story of Columbia Elementary School kindergarten teacher Alexa Bird. Find out how one middle school teacher taught Alexa to be proud of her eye patch as something that sets her apart. Hear how Alexa now tells her own students to take pride in their individual differences and how that message is making a difference in their young lives.
[Music]Anthony Godfrey:
We're at Columbia Elementary today talking with Alexa Bird about her teaching and her pathway to becoming a teacher. Alexa, thanks for talking with me.
Alexa Bird:
Thanks for having me.
Anthony Godfrey:
Tell me first of all just about your teaching career. You're here at Columbia for your second year. Talk to me about how all that came to be.
Alexa Bird:
I went to school at Utah Tech University and I've always just wanted to be a teacher. Since the time I was little, people would be like, "What do you want to be?" And I was never like the princess or an astronaut or a pilot. It was always, "I want to be a teacher." So, I went to Utah Tech and I went through their program and then I went to the job fair. I talked to Jane Olsen there and the rest was just history. She told me, "Come to Jordan." And then I got a job interview and I interviewed here and it just felt right. And I loved the energy and the community and all the questions and just felt right. And so I said, "Yes."
Anthony Godfrey:
Well, good job, Jane, for finding Alexa. Tell me, why did you want to be a teacher when you started out at a young age? Why has this always been of interest to you?
Alexa Bird:
Well, my dad is a teacher and my grandma's a teacher. So I come from a really long line of teachers and I would go to his classroom. He actually worked at West Jordan High School.
Anthony Godfrey:
Oh, wow.
Alexa Bird:
And I would be like, "I'm going to be a teacher one day," and pretending like I was him writing on the whiteboards and things. And then when I was going on with my education career in high school, I was diagnosed with medulloepithelioma, which is a cancerous brain tumor in my eye. I started finding that and I had to go to California every 12 weeks because there was no pediatric ocular oncologist in Utah. And so every 12 weeks I was going to California and I just... School was my favorite place and then it became my least favorite place really quick because not for anything except kids were really mean. They would make comments like, "Jeez, Alexa, don't stand so close. I don't want to catch cancer," or, “pretending like you have cancer, that's really rude. People die from it all the time where you don't have to pretend to have cancer to get attention.” Soon it just became my least favorite place. I felt terrible. I did radiation. So I was feeling so tired and run down because chemo doesn't really work above your shoulders and it was in my eye, so radiation was the only option at the time.
Anthony Godfrey:
So you had to have radiation throughout your body and you had to go 12... Every 12 weeks you had to go to California to receive it?
Alexa Bird:
My cancer is kind of rare, what I had. And so he's like, "I'm willing to try it if you are." So it was actually this special made plaque to fit right over my tumor and they pull the whites of your eye up and sew it right over your tumor because they couldn't just remove the tumor because it would mess up with your eye pressure and things. So the radiation was the only option and it was a one-time deal. So they put a lot of radiation in it and I'd wear it for 10 days to get it fast and quick and then take it off just as fast. But then you feel the effects for a long time after. But I had to go back for checkups.
Anthony Godfrey:
Wow. So you said when you had cancer. So are you beyond that at this point?
Alexa Bird:
Yes. I'm cancer free as of a year ago because with childhood cancer, to be considered cancer free, it's five years.
Anthony Godfrey:
Oh wow.
Alexa Bird:
I had to wait five years so I finally got it six years ago.
Anthony Godfrey:
And you have passed your five-year mark six years ago. Wow. So well congratulations on that.
Alexa Bird:
Thank you.
Anthony Godfrey:
It must have been particularly heartbreaking that your favorite place became your least favorite place.
Alexa Bird:
Mm-hmm.
Anthony Godfrey:
Tell me how it felt at that time.
Alexa Bird:
I just remember walking down the halls and I was like, "I have to put a huge smile on my face because at the time I thought, 'People can't see that I'm sick. People can't know that I feel terrible and I don't want to be hearing. I can't let them know that their little tiny jabs and their comments are getting to me." So I would walk down the halls with a smile on my face, walking down like I can't hear them whispering about me because at the time I could see the tumor. So I was wearing an eye patch so they would be like, "She's only wearing an eye patch to get attention." And so I would walk down and I would just like put my head down and smile if people talked to me. But I hated it and I didn't want to be there. And one time—
Anthony Godfrey:
It's exhausting to try that all the time, have to be trying to prove yourself or demonstrate to people that you really are okay even though you're not.
Alexa Bird:
I would go home and I would cry. I remember one time, after a particularly hard day, I was like, "I'm going to go home and I'm going to come up with every excuse and book and never have to come back to this place because I don't want to do it anymore." That was the day I was walking. I remember like it was yesterday, I was walking into math class and I was like, "I'm done. I'm done. I'm never coming back after today. Just get through the day." That's when my math teacher was there and she had this huge smile on her face. It's the kind of smile that's like, "You can't help but smile back." And she's like, "Alexa, just the person I wanted to see." I was like, "Oh, that's okay. That doesn't match my mood I'm feeling right now."
Anthony Godfrey:
So was this in front of the class?
Alexa Bird:
Yeah, it was right before the bell rings. So there were kids in there and it was just like the one minute before that everybody's like just sitting there waiting for the bell to ring. And I was like, I remember thinking, "Well, now I can't be grumpy if she's talking to me with a smile on her face. I can't help but it was the energy you can't help but matching." I remember looking at her and being like, "Yeah, I'm here." She had this box in her hand and it was filled with all different kinds of eye patches. They were like ladybugs and pink camo and sparkly. And it was just this whole box. She was like, "I drove all over town,” and we lived 45 minutes from Salt Lake. And she's like, "I drove into Salt Lake and I was looking everywhere for these for you." And she handed me the box and she was like, "You know, I've been thinking a lot about you." And it's like, "Why blend in when you're born to stand out? And you know, if you have to wear these eye patches, might as well have fun with them. You can match them to your shoes and your outfits and we can have a bunch of fun with this. So I bought this just for you.” I remember going, "Oh, wow." And from there, from that day, I would walk in with my fun eye patches and she'd be like, "Which one are you wearing?" And I'd be like, "They match my shoes today." Or, "They match my shirt." I remember she brought the joy coming back to school and she brought this... I wanted to be there. I wanted to go every day to show her which eye patch I was wearing in school. Some of the kids would catch on and be like, "Wow, I love your eye patch today." They still made those mean comments, but I loved going back to school again. And she was the reason. And it wasn't just because of the academics. It's because she genuinely took the time and showed me she loved me and I wanted to be there to be with her. It made what used to be this dark place, and it made me want to come back to school. And she doesn't realize how that little tiny impact impacted my whole life from that moment. It's just kind of been my motto now. It's like, "Why blend in when you're born to stand out?" I can teach kids that their differences make them special. And now I don't have to wear eye patches, but I have... Because when I was 17, the diagnosis was, "Your tumor's not responding anymore." I remember on the way driving home, because from California it's a long drive, I remember thinking, "I'm done. I don't want to go back to California. I just want to start... I want to go to college, because I was a junior at the time, and I want to start living my life. I want to be able to go with my friends." Because after these doctor's appointments, it just made me sick for weeks. So I was like, "I want to start going out with my friends, and I want to go to dances, and I want to play basketball." I remember thinking, "I'm done. I'm going to get my eye removed." So I made the decision to get my eye removed.
Anthony Godfrey:
And that was specifically so you didn't have to keep going back to California.
Alexa Bird:
Mm-hmm. I was... It kind of like...that was the vibe the doctor was giving, was like, "We're going to have to start thinking about it."
Anthony Godfrey:
So when the doctor was leading you that way, it felt like the right path. But the bonus was that you wouldn't have to keep going back to California and you felt like you could start moving on and live your life.
Alexa Bird:
Yeah. I would still have to go back, like, for my year checkup, just to make sure everything looked good. But I wouldn't have to go every 12 weeks, which is three months. So I was like, "Yeah, I want to start living my life." So I made the decision to get my eye removed. So now I have these fun prosthetics and like the one I'm wearing right now is blue and sparkly, and I have a Christmas one, and I have a gold Mickey one, and I have a galaxy one. The goal is to have one for every single occasion in my life, you know?
Anthony Godfrey:
Yeah. Stay with us when we come back more with this amazing second-year teacher and her story of resilience.
[music]Male Voice:
Never miss an episode of The Supercast by liking and subscribing on your favorite podcasting platform. Find transcripts for this episode and others at supercast.jordandistrict.org.
[music]Sandy Riesgraf:
Hello, I'm Sandy Riesgraf, Director of Communications for Jordan School District, and we want to invite you to connect with us. So many exciting things are happening in your child's school, your neighbor's school, in every school here every day. Don't miss out on following the fun or simply staying informed when there's important information we need to share. Join us at jordandistrict.org or follow us on Facebook, Twitter, and Instagram @jordandistrict. We can't wait to connect.
[music]Anthony Godfrey:
Now I understand that you actually had a student in your class with a hearing aid. Talk to me about how you connected with that student.
Alexa Bird:
Okay, so this year I had a student and I got her parents' permission to give her a little shout out, Miss Bailey, but she in the middle of the year found out that she actually had to get hearing aids. And, you know, as a six-year-old getting told that, you have to have hearing aids, that's kind of scary. That's a big thing. That's a big thing that impacts their lives. And we had a conversation, like her mom came, and she's -- her mom's awesome. And so she was always working with me, and she came and was like, "We're going to get her hearing aids." And I was like, "Oh, okay, that's awesome." So the first thing I did was -- Bailey is this most enthusiastic little girl I know. And she came up and she's like, "I have to get hearing aids." And I was like, Oh, and we made it special. Like, we talked about it as a class because at this young age, like, you have this opportunity to impact them and teach them how these differences make them special. So we talked about how she has a hard time hearing, and so the kids were like, "Oh, so we have to be quiet." And they were -- I was like, "Yeah." And they were, "So how can we help her?" I was like, "Oh, she's going to get these things called a hearing aids, and they're going to go in her ear, and they're going to help her hear." And they're like, "Oh, that's so cool." So her mom would send me pictures of the whole process. So she would send me pictures, and we'd talk about it in class, and I would be like, "Oh, Miss Bailey had --" She called them like these bubblegums in her ears, and which was the molding for the hearing aids. And so we talked about it the whole process. So, like, as a class, we felt like we were in this process with her because she's a part of our family. Her mom later came and told me, it was field day, and so she was telling me, like, "They can get wet." And so -- and she goes, "Oh, I just want you to know, like, at the doctor we were talking about how, you know, they're going to help her hear, and they're kind of -- some people might say something, or they might stare." And she looked at the doctor and said, "No. I'm going to have special ears. Like, Miss Bird has special eyes. Like, we're going to be special. Only the specialist people have things that make them special. I have pink, sparkly hearing aids, and she has a sparkly eye, and we're going to be twins." And so it just -- so her mom came and told me that, and I was like, "Oh, that's so cool." I went home and cried because that's exactly what I wanted, is I want these kids to know that their differences make them special and to embrace them because that's what makes them stand out.
Anthony Godfrey:
Tell me about the impact, you know, your math teacher who made this difference.
Alexa Bird:
Miss Williams.
Anthony Godfrey:
Miss Williams, have you talked with her about the impact? And does she know that you're a teacher?
Alexa Bird:
Yes. I -- last year when I was on the interview for the new teacher, my dad recorded it and sent it to her, and she was like, "Oh, my gosh. That just makes me so happy. I'm so proud." And it's crazy to think that at the moment it didn't seem like it was very big. Like, she went and got me a box of eye patches, and she didn't know. Like I said, I put on a really good face. A lot of people don't know how hard it was and how much it impacted me because I'm really good at putting on a show, I guess. So she didn't realize how much I was struggling and how much I needed that, and she gave me this box of eye patches, and she has no idea how much it impacted me because now I can teach the kids and the kids to come, and it's crazy that this cycle is just going to keep going. And she -- it just started with a little box of fun eye patches.
Anthony Godfrey:
You said she traveled around and went to Salt Lake to do that, but the effort that she made to find the eye patches is not equal in the time that it took to all the trips to California, all the teasing and bullying that you suffered from, all the time that you spent thinking about this, and all of that was counteracted, and your whole trajectory was changed through an effort by this teacher to do something very personalized and individual that she didn't have to do. Nobody expected her to do that. Like you said, it's the last thing you were thinking was going to happen, and even just her greeting changed your outlook, and there are so many students in Jordan District who are going to benefit from what she did for you.
Alexa Bird:
Yeah, like I have said, this is my second year, and my first year it was really hard, but I saw how much the kids just -- they needed somebody to -- they have hard lives. Like a lot of the time we don't even know how much -- what's going on outside of school. So making the choice to be the person that they want to come to school for, and they want to -- you can be the person that shows them a smile and shows them love that some of them they don't have, like they don't have it. And so like her impact doing that for me has really showed me that, you know, it doesn't have to be -- you don't have to go out and buy a box of eye patches. It can really be like seeing that they need a hug or somebody to talk to, or just even a smile. That's kind of the theme in my classroom is everybody's loved. We'd -- at the end of the year it was a race to tell each other, "Oh, I love you" at the end of the day before we walked out. It's the last thing I say to them every day is, "I love you. I can't wait to see you again." And so then they would be like -- we'd line up and they'd be like, "Oh, I love you, Ms. Burton." It became our game. Like who can say it first?
Anthony Godfrey:
Well, it is so important for students to feel like someone is looking forward to seeing them, and that's what Ms. Williams did for you, saying, "Just the person I wanted to see." It's really exciting that you're able to carry that forward and carry that on, and especially in kindergarten, where they are learning how to be in school, and to learn that they belong right from the start is really, really important. So thank you for everything you're doing. Thank you, Ms. Williams, for being out there and making this impact on Alexa so we get to benefit from your teaching and your positive impact on students. So thank you very much for taking the time to talk with us and for being a teacher in Jordan School District.
Alexa Bird:
Thanks for having me. Thanks for giving me a job. I love it.
[Music]Anthony Godfrey:
Thanks for joining us on another episode of the Supercast. Remember, “Education is the most important thing you will do today.” We'll see you out there.
[Music]
It is an impressive sight to see in the student parking lot at West Jordan High School.
On this episode of the Supercast, find out how a Paint & Park project is raising money for senior class activities throughout the school year. It’s a project where some students were able to paint and personalize their parking stalls in creative works of art you simply have to see to believe.
Audio TranscriptionKatie:
It was very intimidating. I was not used to painting something this big. I've never done it before.
Anthony Godfrey:
Yeah, doing it at scale is a little bit more difficult, I would guess.
Katie:
Yeah, 100 percent.
James Myers:
What's awesome about this specific fundraiser is that we're going to be using all the funds specifically for this fundraiser, for the senior class.
[Music]Anthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. It is an impressive sight to see in the student parking lot at West Jordan High School. On this episode of the Supercast, find out how a paint and park project is raising money for senior class activities throughout the school year. It's a project where some students were able to paint and personalize their parking stalls in creative works of art you simply have to see to believe.
[Music]Anthony Godfrey:
We are here at West Jordan High School with one of the student government advisors. Introduce yourself and tell us a little bit about how these parking spots came to be.
James Myers:
Alright, so my name is James Myers. I've been an educator here at West Jordan High School for almost nine years. Student government for the last five and with the senior painting and park, this idea, it's been about half a year in the making. So what had happened was that Principal Hutch, over winter break, he had shown me this picture of some kids that have painted their parking spots. And for charity season, one of the activities that we do is that we actually will sell parking spots to the students and they get to have that spot for the rest of the year. And so Principal Hutch sent me this picture of some students that have painted their parking spot and said, "Hey, wouldn't this be cool if we did this for our students?"
Anthony Godfrey:
So these were pictures from another school?
James Myers:
Yeah, from another school.
Anthony Godfrey:
Yeah.
James Myers:
That got me thinking, because you can’t really do that during the winter because you’ve the the snow and the ice against you.
Anthony Godfrey:
Sure.
James Myers:
What if we figured out a way to actually take advantage of the summer and actually do this during the summer? And so I started doing some research, looking around, seeing what other schools were doing. And it really, really picked up, I guess, in May. And then over the summer, I was just working on getting the designs from the students, seeing who all was interested. We started off with 47 spots over here. It was going to be 48, but we didn't take into account that light post over there.
Anthony Godfrey:
Darn light post.
James Myers:
Oh, I know.
Anthony Godfrey:
And you call it the senior paint and park?
James Myers:
Yeah, the senior paint and park.
Anthony Godfrey:
That's better than park and wait by a long shot.
James Myers:
Oh, it definitely is. And it's much nicer to look at, too.
Anthony Godfrey:
So you decided there were 47 spots available. And how did you decide who was going to be able to access these particular spots?
James Myers:
That was a little difficult to figure out at first. But in the end, what we decided was that we sent out a mass email, multiple emails , out to the seniors and also sent out on social media to see who was interested. We had a form that they could fill out and such. And in the end, we said, OK, you need to send a confirmation saying that you're indeed interested in order to get one of these 47 spots. And you also have to submit your design for approval or to receive feedback, at least. And so of the first 47 students that both sent in their confirmation and their design so that we could actually start to review it and make sure that it would meet our standards. Once they were able to do that, they were on the list. And we quickly got our 47. And I think we ended up still having like another 40 that we're still contacting wanting to be involved.
Anthony Godfrey:
So did you take the first 47 or was it based on the designs or how exactly did you decide?
James Myers:
The first 47.
Anthony Godfrey:
Yeah.
James Myers:
These students, they're smart. They have a pretty good idea of what's going to get approved and what would instantly get rejected.
Anthony Godfrey:
Were there any duplicate designs or did everyone have their own idea?
James Myers:
We had two. We had two. Apparently Red Bull is very popular.
Anthony Godfrey:
It gives you wings, I hear.
James Myers:
I have heard that as well. And I reached out to them and I went, hey, you know you're doing the same design. And they went, yeah, we both know.
Anthony Godfrey:
So we have two Red Bull designs out there.
James Myers:
We have two Red Bull designs out there.
Anthony Godfrey:
Have the people at Red Bull been contacted? They ought to be sending you a swag of some kind.
James Myers:
I know. That would be amazing.
Anthony Godfrey:
All right. That's the next step. That's the next step in this. See what you can raise for charity. What's being done with the funds that you raise? How are you going to use those?
James Myers:
What's awesome about this specific fundraiser is that we're going to be using all the funds specifically for this fundraiser for the senior class. So the seniors that paint it, they will get to reap the rewards of their actions. So we're going to make sure to use it for like the senior dinner dance, senior sunset, senior sunrise, and other activities like that that we love to put on for our seniors.
Anthony Godfrey:
What do you think this has meant to the students to get to personalize a spot during their senior year?
James Myers:
Oh, for one, it was just exciting to see them all before the school year started and just seeing them be so excited for this, their last year of high school. And they were just talking and hanging out and having so much fun. We had music going on and everything. And just being able to leave a part of themselves out here for everyone to see, I think that was just something really special. And it was just wonderful to be a part of it.
Anthony Godfrey:
That's awesome. Well, I can't wait to see them in person. Photos and the videos are what drew me here because they just, it looks fantastic.
James Myers:
Yeah. We were able to get some awesome drone footage from one of the parents of one of the students. He was also a resource officer over here, Officer Gray. So Detective Gray, he was actually the one that got all that footage of the drone.
Anthony Godfrey:
Oh, cool. I do hear it's caused some problems though, because other schools are now getting pressure to do the same thing because you guys are setting a trend. And other principals are saying, hey, now everyone wants us to do it as well. So you may see this spread to other schools next year.
James Myers:
I would be, I'm looking forward to it because there's just so many creative ideas out there and I want to see them painted. And I just hope that they all share their pictures as well.
Anthony Godfrey:
That's exciting. Now, from a technical standpoint, tell me what type of paint you use because when I first saw this, I thought, well, the first rain, we're going to be in trouble. So does the paint come off eventually or are these seniors now, they'll be able to come back when their children attend West Jordan High and park in their spot?
James Myers:
Oh, if that's the case, we're going to be running out of parking space.
Anthony Godfrey:
Yes. Yes.
James Myers:
So I went to Home Depot to get our paint. Got the cheapest stuff that they had. I mean, it was still like twenty twenty-five dollars a gallon of paint.
Anthony Godfrey:
Yeah.
James Myers:
Yeah. Except for the white paint. I was able to get the five-gallon buckets of that. So, you know, bulk paint a little bit cheaper there. We probably went through 90 gallons of this house paint. So it's house interior paint. It is washable when it's wet and you can wipe it clean. OK, at least that's what it says on the can. And so we're hoping that it will last, you know, through most of the school year. I am really interested to see what will happen come winter once all the elements and you got the rock salt and the ice scraping and everything.
Anthony Godfrey:
Sure.
James Myers:
And the plan, I guess, for next year, we're going to have to do some testing because, you know, this is the first time that we're trying this out here.
Anthony Godfrey:
Yeah.
James Myers:
With our climate would be to get some pressure washers out here to see just how effective that would be for removing it if we need to put on another base coat.
Anthony Godfrey:
But yeah, you can always paint over it.
James Myers:
Yeah, we can always paint over it.
Anthony Godfrey:
Yeah. OK. Well, it's really exciting. It's a creative and fun way for people to feel a greater connection to their school and to raise money. Yeah. So congratulations on blazing the trail here in Jordan.
Thank you. Stay with us when we come back more with the students at West Jordan High School who got to paint a parking spot just for them.
Male Voice:
Never miss an episode of the Supercast by liking and subscribing on your favorite podcasting platform. Find transcripts for this episode and others at supercast.jordandistrict.org.
Sandy Riesgraf:
Are you looking for a job right now, looking to work in a fun and supportive environment with great pay and a rewarding career? Jordan School District is hiring. We're currently filling full and part-time positions. You can work and make a difference in young lives and education as a classroom assistant or a substitute teacher. Apply to work in one of our school cafeterias where our lunch staff serves up big smiles with great food every day. We're also looking to hire custodians and bus drivers. In Jordan School District, we like to say people come for the job and enjoy the adventure. Apply today at employment.jordandistrict.org.
Anthony Godfrey:
We're talking now with Jada and we're walking over to her spot. Jada, introduce yourself.
Jada:
Hi guys, I'm Jada. I go to West Jordan High School.
Anthony Godfrey:
And tell us about your spot before we get to come see it.
Jada:
Yeah, so it's a pretty detailed spot. I'd say it has a little sun. It's kind of ocean themed. Definitely more of an abstract ocean. It's not really realistic. And if I had more time, it would have been a lot more detailed. But four days seems like a lot. But when it gets down to it, it's definitely not enough time.
Anthony Godfrey:
It's actually a lot of space as I approach the parking space. It seems just right for the car, but it's a very large canvas for you to be painting on.
Jada:
Definitely. It's a lot more than I expected personally. I came in with a huge idea. I was like, yeah, this is going to take like maybe 13, 14 hours. Definitely not 13, 14 hours.
Anthony Godfrey:
A lot more than that.
Jada:
Yeah.
Anthony Godfrey:
All right. And your car is actually parked there. So while we walk up, how great is it to have your own reserved spot and not be watching for a spot and all of that?
Jada:
Oh my gosh, I can't even explain. Last year I was half online, so I was kind of fighting for a spot to come for my second period or my third period. Because we have so many kids going to the school and kind of a smaller parking spot, I'd say. I mean, it's pretty big. But this year, you know, I can just I'm a senior. So I have like two classes at the high school and then two classes at JATC. So I can just come here and you know, I'd have to worry about finding a spot. It's genuinely just a relief.
Anthony Godfrey:
And you're right by the light post. This is great. And I can only see the edges because your car is parked there, but I see Jaded 2026 there at the front. That's fantastic. And the edges look really cool. I love the color combinations, but I can't wait to see the whole thing. So we'll let you pull out and then let's talk about the let's talk about your design.
Jada:
For sure. Let's do it.
[SOUND OF CAR STARTING AND RUNNING]Anthony Godfrey:
All right. It is a little dirty, as you said. But I love this.
Jada:
Thank you.
Anthony Godfrey:
So why don't you describe this for those who are listening?
Jada:
Yeah, for sure. So it's a lot of colors here. We got light purples, dark purples, light blues, dark blues, a light green. We have a little gradient supposed to look like the ocean, which will move up into some like more abstract-looking waves into a little sunset. Then it goes up into a sky. It's a lot of a lot of details here.
Anthony Godfrey:
the waves are very curly. They look almost like tentacles coming up out of the ocean. And you've combined pink and purple and sky blue and cerulean and blue, navy blue and violet. It's just all these great colors in these patterns. And then the sun, the rays of the sun really are more like flames.
Jada:
Yeah.
Anthony Godfrey:
I think it looks fantastic.
Jada:
Thank you. I appreciate it.
Anthony Godfrey:
And you've got the gradient color, almost an hombre sort of look to the sun as well. How did you do that with house paint? That looks really difficult.
Jada:
I've been in art since like third grade. I've been doing I've been painting my whole life. It's not that hard. You just take a roller. You get like your orange and your red. I use orange and red on that sun up there and then a light blue and a dark blue. You get a roller. You pour a lot more than you think because you need it wet. You pour that on there. You start rolling until you're satisfied and eventually it'll blend together nice.
Anthony Godfrey:
That was my next question. Looking at this, how long have you been interested in art and producing art? Because it's obvious this was not your first masterpiece.
Jada:
I love art. It's such a good way to express yourself when you don't have the words for it. I've been doing art. I've been taking art classes since I was like, well, I mean, elementary school, of course, but I took it serious starting in seventh grade. I was doing ceramics, painting, drawing. I'm in sculpture right now.
Anthony Godfrey:
It's a shame that it's not permanent, but at least you get it for the whole year and it's very, very well done. Very compelling. The color combinations, the design. Bravo. Great job.
Jada:
I appreciate it. I will say it wasn't just me. Definitely. I had a bunch of people come out. My family members, my grandma, my grandpa, my uncle, one of my best friends. She paid her spot. She helped me. So if any upcoming seniors want to come and do this next year, I recommend bringing people. It's a good time to hang out with friends and to get time to paint. But just bring some friends along.
Anthony Godfrey:
OK. Fantastic. Thank you very much. We're talking now with Liam about his parking spot. Liam, this is instantly recognizable for someone who came from the nineteen hundreds like I did. Tell us about your Van Halen parking spot design.
Liam:
Yeah, I just really took inspiration from the album, The Best of Both Worlds. I really enjoyed it. So I just did the spot.
Anthony Godfrey:
I think it's so awesome. This is 80s guitar pattern with the black and white stripes scattered across a red background. I just I can hear the guitar licks as I look at your parking spot. Now tell me, the lines always look random and somehow these lines look exactly like the guitar. Is this patterned after a part of the guitar or do you just did you just know how to channel the look of Eddie's guitar?
Liam:
Well, we actually took a long time analyzing and trying to figure out where to put the tape and stuff. So it turned out pretty nice.
Anthony Godfrey:
For those who don't know, it's its crisscrossing lines in especially in the bottom three quarters of the parking spot. And it's wider lines, more narrow lines, black and white lines on the red background, just like Eddie Van Halen's guitar of Van Halen.Best of Both Worlds is your favorite album.
Liam:
Yes.
Anthony Godfrey:
Tell me, why is that your favorite album?
Liam:
Pretty much if you hear good Van Halen song, it's probably going to be on that album.
Anthony Godfrey:
Yeah, that's true. That's true. That is a great album. I like 1984 as well myself, but I was around for 1984. I was, you know, a young man at that time. So I'm impressed at your appreciation for Van Halen. Is that your main focus musically or are there other bands that you like as well?
Liam:
I don't know. I enjoy a lot of rock, but Van Halen's a pretty good one. One of the main ones, if you ask me.
Anthony Godfrey:
Well, this is an epic parking spot and I think Eddie would be proud. This is it's clear that you analyze things and took this very seriously. Are you pretty proud of your design and the outcome?
Liam:
Oh, yeah, it was real fun to do. Me and my buddies were so proud of it. When we were painting it, we actually pulled out a grill and had a barbecue right along here.
Anthony Godfrey:
Oh, that's awesome. Great memories as well. That's fantastic. And I think you got the closest spot of anyone. How did that happen?
Liam:
Oh, I don't know. It just happened by sheer chance. When I got here, there was already quite a few people here, but I this one was originally actually taken. So I took the one right next to it. But I guess someone changed their mind and left that spot open for me to snatch up.
Anthony Godfrey:
Well, things have aligned very nicely for you. The lines have aligned very well. But the fact that you were able to get this parking spot and a design that you can be proud of. Very impressive. This one's going to stick with me. In fact, I'm taking a picture to show my friend who's a huge Van Halen fan. He's going to appreciate this. Well done, sir. All right. We're talking now with Katie right in front of her parking spot here at West Jordan High School. Katie, describe for the folks listening what we see here.
Katie:
OK, so for my parking spot, the tire spot is blue and in the middle of it is a cat that I painted to look like mine with big empty eyes. This is very important. And I added text that says “no empty head thought” because this is based off my cat who has no thoughts behind her eyes. Just none whatsoever.
Anthony Godfrey:
Well, that's better than a scheming cat. Some cats when they do have thoughts behind their eyes, they're evil thoughts. So it's good to have a cat with a you know, with a with a with a blank brain.
Katie:
Yeah, yeah, definitely.
Anthony Godfrey:
So what's your cat's name?
Katie:
Her name is Luna.
Anthony Godfrey:
Luna. And what kind of cat is Luna?
Katie:
I'm not sure. We just got her at the shelter.
Anthony Godfrey:
She's a black and white cat.
Katie:
Yeah, she is a black and white cat and she has like some brown spots. So.
Anthony Godfrey:
How old is Luna?
Katie:
I say she's about 14.
Anthony Godfrey:
Have you brought —14 years old? Wow!
Katie:
Yeah, she's pretty old.
Anthony Godfrey:
So you you are honoring your elders here.
Katie:
I am. Yeah.
Anthony Godfrey:
Tell me, has Luna seen the parking spot?
Katie:
I don't think so. I've been tempted to bring her before.
Anthony Godfrey:
I think Luna will connect with this parking spot. It's very beautifully done. Very nice design. Have you been interested in art for a long time?
Katie:
Oh, yeah.
Anthony Godfrey:
Tell me about that.
Katie:
It's something I've been doing for a long time. There's just like sketches, paintings, I mainly do watercolors. It's just something I like to do my free time.
Anthony Godfrey:
And how did it feel to paint something this large and out in the open? It was open air as the artist used to say.
Katie:
It was very intimidating. I was not used to painting something this big. I've never done it before.
Anthony Godfrey:
Yeah, doing it at scale is a little bit more difficult, I would guess.
Katie:
Yeah, 100 percent.
Anthony Godfrey:
I love how the hair just kind of curls up at the sides and she looks very fluffy.
Katie:
Oh, she is very funny, but she's also very fat. So.
Anthony Godfrey:
Well, now that you say that, I can kind of see that too. So you've really captured the spirit of Luna.
Katie:
Yes, I have.
Anthony Godfrey:
And I do see the brown on top of this.
Katie:
Yeah.
Anthony Godfrey:
So I noticed it when I first came over. It's you painted the cat black, but then you put the brown tones over it.
Katie:
Yeah.
Anthony Godfrey:
Tell me about that. Was that difficult with house paint?
Katie:
Not really. So I did something called dry brushing, which is when you get a paintbrush and you put paint on it, you wipe most of the paint off and then you just kind of just paint it on. And it gives you that look that you're going for where you have some color on it, but it's not like overpowering the color underneath.
Anthony Godfrey:
And is the uneven white right in between the eyes kind of matching the pattern?
Katie:
Yes.
Anthony Godfrey:
I can see that was pretty intentional right there.
Katie:
It was.
Anthony Godfrey:
That was not haphazard.
Katie:
No, no, no. That was intentional. That's the markings on her face.
Anthony Godfrey:
Luna. Well, I think Luna needs to see it. I think that's the next step.
Katie:
I agree.
Anthony Godfrey:
Luna needs to experience it and take a picture of Luna with it. Yes. I mean, she's 14. She is 14. You need to make the most of these moments.
Katie:
I do. I do.
Anthony Godfrey:
And I just noticed that you have a cat on your shirt as well.
Katie:
I do. Yeah.
Anthony Godfrey:
Is Luna your only cat?
Katie:
No, I have two other cats.
Anthony Godfrey:
Do the other two cats feel bad that they are not painted in the parking spot?
Katie:
Well, I haven't told them, but they're not my cats. They don't like me very much.
Anthony Godfrey:
So they got what they deserve. They don't deserve to be in this parking spot.
Katie:
No, they don't. They don't come say hi. My cat does.
Anthony Godfrey:
They live in your home and yet they treat you this way.
Katie:
Yeah, exactly.
Anthony Godfrey:
Well, that's for another parking spot, another time.
Katie:
Yep.
Anthony Godfrey:
Okay. But I'm glad you told the happy story of Luna instead.
Katie:
Yes.
Anthony Godfrey:
Thanks for joining us on another episode of the Supercast. Remember, “Education is the most important thing you will do today!” We'll see you out there.
(upbeat music)
It’s that time of year when thousands of students are making their way to school walking eagerly through neighborhoods, along established safe walking routes.
On this episode of the Supercast, find out how we can all work together to better protect young pedestrians and make sure their travel to and from school is safe.
Audio Transcription[MUSIC]Sarah Elliott:
If we all did what we were supposed to do, the world would be a better place. But it doesn't always work that way. There are distractions and things happen and you've just gotta be aware, no matter which side you're on.
Matt Alvernaz:
What we're looking at is more than just how can we get the kid to school. It's what is the safest route?
Sarah Elliott:
Nothing's more important than keeping these kids safe.
Anthony Godfrey:
Absolutely.
[MUSIC]Anthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. It's the time of year when thousands of students are making their way to school, walking eagerly through neighborhoods along established safe walking routes. On this episode of the Supercast, find out how we work together to better protect young pedestrians and to make sure their travel to and from school is safe.
[MUSIC]Anthony Godfrey:
We're here in front of Oquirrh Hills Middle School to talk about safe walking routes. Introduce yourselves and let's talk about being safe getting to school.
Sarah Elliott:
My name is Sarah Elliott. I'm the crossing guard coordinator for the Riverton City Police Department.
Matt Alvernaz:
I'm Matt Alvernaz, the school safety coordinator for Jordan School District.
Anthony Godfrey:
Sarah, tell me how many crossing guards do you have in Riverton City?
Sarah Elliott:
We have about 46 on our payroll right now.
Anthony Godfrey:
And many people misunderstand this, but actually the cities have the responsibility for coordinating the efforts of crossing guards, not the school districts. Tell me about how all of that works and if someone's hearing this and they're interested in applying, how they do that?
Sarah Elliott:
Right, so usually we're coordinated through the police departments of each city. So usually if you just Google it, you can find it pretty easily. But each police department will have their crossing guard jobs listed.
Anthony Godfrey:
Tell us a little bit about the training that goes into becoming a crossing guard.
Sarah Elliott:
So UDOT has some really great training materials that we use, videos and things, and then mostly just on the job training. Shadow a couple of shifts and then get ready to get out there and keep those kids safe.
Anthony Godfrey:
What are the best tips for students who are crossing the street? Let's start with the students to make sure that they're doing that safely, whether there's a crossing guard there or not.
Sarah Elliott:
For sure, being a responsible pedestrian is super important. The kids need to learn to make eye contact with drivers. Looking both ways obviously, but really trying to make eye contact with the driver to make sure that the driver sees them before they step out into the road.
Anthony Godfrey:
Should they point at their eyes with their fingers and point at the eyes of the driver, Robert De Niro style, I'm watching you?
Sarah Elliott:
It would probably help us out a little bit maybe. Yeah, I might put that on my guard's responsibility.
Anthony Godfrey:
But I have heard that over the years, make eye contact with the driver so you know that they see you.
Sarah Elliott:
Exactly, yeah. Then of course if it's a staffed crosswalk, kids need to wait until the crossing guard will vocally tell them to cross and also signal them to cross and they just need to be sure that they're waiting and paying attention.
Anthony Godfrey:
Now let's talk about drivers. What tips do you have for drivers to be sure that they are safe as they approach and ultimately go through a crosswalk?
Sarah Elliott:
Paying attention, that really being aware of your surroundings is important for both sides of this coin. Get off your phones, pay attention to where you are, notice the lights, make sure you're going the speed limit and just don't let other things distract you because nothing's more important than keeping these kids safe.
Anthony Godfrey:
Absolutely. Now, when you see the crossing guard walk out with the stop sign, you stay stopped until they and every child in the crosswalk has made it to the curb.
Sarah Elliott:
Right, right. Don't start going just because the kids are out of the road. The crossing guard needs to be safe too. So you need to wait until they're totally onto the curb and have put their stop sign down and then you can go ahead and proceed through the crosswalk.
Anthony Godfrey:
Any cautionary tales to share, things that you've seen happen that it's really what you kept repeating is just kind of the need to pay attention as a driver, but anything specific in the past that has happened?
Sarah Elliott:
I mean, we unfortunately have had kids get hit and a lot of close calls and it really all just boils down to being aware and paying attention. And like I said, on both sides of the coin, the pedestrians have to pay attention too. Just because you have the right of way doesn't mean you can just go. You still have to pay attention and make the right choice.
Anthony Godfrey:
That is the illusion sometimes. Well, I'm in the crosswalk and you're supposed to stop, so I'm gonna walk. You do have to think, I wonder if they see me? I wonder if they're paying attention?
Sarah Elliott:
If we all did what we were supposed to do, the world would be a better place. But it doesn't always work that way. There are distractions and things happen and you just gotta be aware no matter which side you're on.
Anthony Godfrey:
There are different types of crosswalks I know. There's the Beatles crosswalk on Abbey Road.
Sarah Elliott:
Yeah, yeah.
Anthony Godfrey:
There's the school crosswalk and then there's the normal crosswalk. So talk to us about the difference between, I can recognize the Beatles crosswalk. But the other two, let's talk about the distinction between those two.
Sarah Elliott:
So they go by lots of names, but the zebra striped or school zone crosswalk. If somebody's in that crosswalk and with a crossing guard or without, if you've got a zebra stripe crosswalk, as a driver, you need to wait until that person is completely out of the road before you go. They need to be on the curb on the other side. The ones you see at more major intersections that are just the two parallel lines, those you're gonna wait until that person is off of your side of the road and then you're safe to go ahead and proceed.
Anthony Godfrey:
So they start on your side and they've crossed the median and now they're on the other side of the road, you can drive through.
Sarah Elliott:
If it's the parallel lines.
Anthony Godfrey:
If it's the parallel lines, but the zebra stripe, you wait curb to curb.
Sarah Elliott:
You wait the whole time.
Anthony Godfrey:
Okay, all right, that's a good distinction. Now I'm gonna notice all the zebra stripe versus the parallel line crosswalks.
Sarah Elliott:
Being aware, it's part of safety.
Anthony Godfrey:
Okay, all right, very good. With Matt Alvernaz, our school safety coordinator for Jordan School District. Matt, what other tips do you have for drivers and pedestrians?
Matt Alvernaz:
You know, one thing that we were talking about beforehand was the parents. Teach your kids, don't just park somewhere and say, “Hey, run across the street over to me” because this is convenient. Teach them to go to the right way, show them the right way. And if you're gonna get out and walk with them, just because you're an adult, doesn't mean you don't have to go to the crosswalk either.
Anthony Godfrey:
We've all thought, I can think of moments when I was with my kids and I'm like, do I show the example of going to the light or do we dart across the street, cuz we can probably make it? And it's about setting the example at other times as well.
Matt Alvernaz:
Right, you wanna emulate what you want them to do when you're not there. So sure, you could make it, you're an adult, you can make it, you're safe, all that stuff, it's actually not because you're teaching them bad habits. You're teaching them, this is okay when I'm with my parents, why not when I'm not with them? And they don't usually make the best judgment. And to be honest with you, a lot of adults don't either, whether they're driving or walking.
Anthony Godfrey:
Right, Sarah, you used the term responsible pedestrian. It made me feel like sometimes I have not been a responsible pedestrian.
Sarah Elliot:
Well, we preach responsible driving. I've got two teenagers that just got their driver's licenses and so we're harping on them all the time. But the responsibility for safety falls on everybody.
[MUSIC]Anthony Godfrey:
Stay with us when we come back. We'll walk you through the process of how safe walking routes are established through the entire school this week.
[MUSIC]Male Voice:
Never miss an episode of the Supercast by liking and subscribing on your favorite podcasting platform. Find transcripts for this episode and others at supercast.jordandistrict.org.
[MUSIC]Sandy Riesgraf:
In Jordan School District, we like to support students in and outside the classroom along with their families. That's where the Jordan Family Education Center comes in, offering support services and a wide variety of classes for students and their families free of charge. You can take a class called Blues Busters for children feeling sad or worried. Just Breathe is a class that helps students reduce stress. Or how about a class that supports parents in helping their children make and keep good friends. There are also support groups and free counseling, all provided by Jordan School District school psychologists and counselors. To find out how you can benefit from free family support services offered by the Jordan Family Education Center, call 801-565-7442 or visit guidance.jordandistrict.org.
[MUSIC]Anthony Godfrey:
Let's talk a little bit about the safe walking routes and how those are established. That's a partnership with the city and you're involved in each of those.
Matt Alvernaz:
Yeah, so I review every safe walking route with the schools. Each individual school begins that process and then we go over it with the city and the city has the ultimate say on it. But what we're looking at is more than just how can we get the kid to school. It's what is the safest route? And the safest route is not always the most direct route. We gotta look at all sorts of possibilities. Where are the lights? What kind of intersections are we looking at? Is it roundabout or if we walk another block, do we have a controlled intersection? Where are the crossing guards placed? And again, it may not be the most direct route to get there the quickest and the least amount of distance, but it is the safest route. The other things we consider [are] open trenches, canal ways, things that pose hazards to kids depending on the type of school, especially elementary school, construction sites, things like that. It's a long process, believe it or not. We finish them in spring for the following year. So we work on it all year long and we continue to review it. We continue to work on it. We make adjustments as we need. But it's a process that actually begins with the School Community Council, the parents, the community going to the principal, talking about it and the school staff and then it comes to me. And then we meet with the city and we all rally together and have these meetings that dial it down very specifically. Not just like, hey, just kind of get down this road. We talk intersection by intersection from neighborhood to neighborhood on where these kids are from and it's a process, but it's worth it.
Anthony Godfrey:
I like the way you describe it. It's involving the city, it's involving the School Community Council, which includes teachers as well. But parents are at the center of it and there are a lot of eyes on it to make sure it's as safe as possible. But like you said, it's not the shortest distance, it's the shortest safe distance. And it's the shortest safe route rather, because the theme here is when you're in a hurry and not paying attention is when you risk getting hurt. And sometimes kids, but adults too, like we talked about, want to take the fastest route and want to just dart across the street instead of going to the corner or just drive quickly through that crosswalk instead of stopping and waiting and so we all just need to know that to be safe, it might take us a little extra time. The requirement for busing is that we're required to provide busing for any elementary student that lives more than 1.5 miles from their elementary. And for secondary, it's two miles. But the safe walking route may actually be longer than that in rare instances because the driving route is longer than or shorter than it would be to qualify for busing, but the walking route may be longer than expected. That's a common misunderstanding, I think.
Matt Alvernaz:
The buses can safely navigate the roads where kids can't walk. So that's a big difference there. We want to make sure, since they're within that range and this is guidelines set by the state that we still, even though they may have to go a little bit around about, they get there safely. And that's really the biggest, most important piece of all this is just the safety and not about convenience, which we do include that when we can. We want things to be convenient and easy. We're not out to make things difficult, it's not fun. But safety is really all that matters.
Anthony Godfrey:
It's our first priority. What else would you add, Sarah, about parents and students and drivers just making sure that everyone gets to school safe?
Sarah Elliott:
I mean, just be aware of your surroundings. I sound like a broken record probably, but just be careful. Teach your kids to be careful and wave at your crossing guards, cuz they're out there trying to keep your kids safe. They're doing the best they can.
Anthony Godfrey:
Wave at them.
Sarah Elliott:
Wave at them.
Anthony Godfrey:
Yes, all right.
Sarah Elliott:
Have a smile.
Anthony Godfrey:
A thumbs up. A salute. Whatever.
Sarah Elliott:
Sure, whatever you got.
Anthony Godfrey:
Okay, all right. Pull up, roll down the window and hand a donut out the window. I don't know, that might be suspect.
[LAUGH]Anthony Godfrey:
Matt will take the donut, all right, if you see him out there. So we've talked about the process for a safe walking route. What if a parent's listening and says, “Hey, I have questions about my safe walking route,” or “I think there's a better way for us to do this.” What, who would they contact first?
Matt Alvernaz:
First, let's begin with the school. Talk to your school administrators and find out who your School Community Council members are and reach out to them. They’re parents in your community, talk to them and figure out if there's an opening on the board. If you want to get in on the Community Council, get out there, get involved. And these meetings, they're not exclusive, so to speak. You can still come out and be a part of these things. But it begins right here locally with the school because they know the most about their neighborhoods, right? They're your neighbors, your family. And having a district from afar try to oversee that when we don't do with the day to day stuff right here, it doesn't make as much sense. So start right here at the school and see what we can get accomplished here at the local level.
Anthony Godfrey:
And we know that ideally everyone would qualify for a bus. We'd be able to bus everyone. It's the safest way to get to school. But given the limitations in the funding that we receive and the specific requirements at the state level, there are a lot of students who do not qualify. And we just want to be sure that whether they're carpooling or they're walking, that everyone gets there safely. We've revamped a few parking lots this year. We revamp a few every year to make sure that they're as safe as can possibly be.
Matt Alvernaz:
Walking is safe and it is a healthy activity. Get outside, take advantage of it. Look at the bright side of it. Yeah, you didn't get on the bus. You get a nice joyful walk.
Anthony Godfrey:
I'm feeling a little targeted right now, Matt.
[LAUGH]Anthony Godfrey:
Walking from my car to the office is not enough exercise.
Matt Alvernaz:
Yeah, you got stairs to get to your house.
Anthony Godfrey:
There are stairs involved, that's true. That's true, all right, I'm gonna give myself credit for that. Well, thank you for everything you're both doing to keep our kids safe. Close calls and accidents are very rare, but we have to stay vigilant. We have to make sure we're doing everything we can to make sure kids get to school safely, so thanks for everything you're doing and let's hope for a great year.
Matt Alvernaz:
Thanks.
Sarah Elliot:
Thank you.
[MUSIC]Anthony Godfrey:
Thanks for joining us on another episode of the Supercast. Remember, “Education is the most important thing you will do today.” We'll see you out there.
[MUSIC]
She is a motivational speaker, an amputee, athlete, humanitarian, and goalie for the gold medal winning U.S.A. Para Ice Hockey team.
On this episode of the Supercast, we meet West Jordan High School graduate Hope Bevilhymer. We hear Hope’s inspirational story of tragic challenges in life to hard-earned triumphs. And, you’ll find out what happens when we hit the ice with this elite athlete.
Audio TranscriptionHope Bevelheimer:
I play para, I talk to you about …. we’re in a sled.
Anthony Godfrey:
No one has beaten you at net in international competition.
Hope Bevelheimer:
Correct. I'm a three-time world gold medalist. Living, breathing, sweating hockey from all year. Amputation wasn't the end for me, it was just the beginning. But it could have been the end for me if I chose to have a PDN.
[MUSIC]Anthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. She is a motivational speaker, an amputee, an athlete, a humanitarian, and a goalie for the gold medal-winning USA para ice hockey team. On this episode of the Supercast, we meet West Jordan High School graduate Hope Bevelheimer. We hear Hope's inspirational story of tragic challenges in life, leading her to hard-earned triumphs. And you'll find out what happens when we hit the ice with this elite athlete.
[MUSIC]Anthony Godfrey:
We're here at the Accord Ice Center to talk with Hope and Austin about hockey. Introduce yourselves a little bit and let's get into it.
Hope Bevelheimer:
My name is Hope Bevelheimer. I played for the para ice hockey women's team. So I play in a sled and I'm a three-time world gold medalist.
Austin Facer:
I'm Austin Facer. I've never won a gold medal in anything. I do a podcast called SLC Puck and just a local hockey content creator doing all kinds of goofy stuff with hockey here in Utah.
Anthony Godfrey.
Hope, how did you get started in hockey?
Hope Bevelheimer:
It was prior, I'm an amputee, it was prior to my amputation. I was born with club feet so I had more braces. I couldn't walk much. It was a lot of pain and stuff like that. And so my roommate at the time, she was a recreational therapist actually for the Salt Lake County. And so she had an adaptive program that they were starting and piloting back in 1999 and wanted to see if I wanted to participate. So I got in a sled of September 1999.
Anthony Godfrey:
Playing hockey since the 1900s.
Hope Bevelheimer:
Yes. For us, older generation, yes, the 1900s.
Anthony Godfrey:
That's right. And you went to West Jordan High School.
Hope Bevelheimer:
Correct.
Anthony Godfrey:
Talk to me about your time at West Jordan High.
Hope Bevelheimer:
Well, I was a little different student. I had 29 surgeries before I had amputated. So all my high school, junior high and school years were spent in and out of the hospital. And so I had a lot of support from the school teachers and things like that. They would show up at my house on a Monday. I wasn't homeschooled. I called it hospital schooled. They would show up at my school/house on Monday, give me a load of the work, teach me if they needed to teach me, and then come back on Friday, pick up all the work, and then give me tests and all that stuff. And then when I was in school, very supportive. I had to be in a wheelchair sometimes. I know-- I don't know if West Jordan still has it, but there was an elevator. So I had a key to the elevator, like all sorts of things.
Anthony Godfrey:
There is an elevator, yes.
Hope Bevelheimer:
So I was an elevator rider, all those things, but they made accommodations for me. And it was difficult because we didn't have Google. We didn't have all that stuff back when I was going into school. I graduated in '95, so none of this technology we had then. It was just more difficult to try to learn on your own. Because I had support from the teachers, but I was mostly in the hospital most of the time.
Anthony Godfrey:
Tell me about World Cup competition. You're a three-time gold medalist. Just in November, you beat Canada in Norway.
Hope Bevelheimer:
Yes.
Anthony Godfrey:
That's really exciting. Talk to me about that trajectory.
Hope Bevelheimer:
We have, I've played international competition for a decade. USA Hockey took us over in 2019, so we were privately, they were trying to get this going back when I started. But 2019, USA Hockey took us over, and then that's when we started doing bigger international competition. Then COVID took over. And then we got put on hold for a little bit, but I went to Czech Republic, I've been to Norway twice, I've been to all the places in Canada, but I have not lost an international competition. When I've been in net, nobody has won against me.
Anthony Godfrey:
No one has beaten you at net in international competition.
Hope Bevelheimer:
Correct. I have beat all international competitions for a decade.
Anthony Godfrey:
That's amazing.
Hope Bevelheimer:
So that is a feat that I'm very excited about.
Anthony Godfrey:
Yeah, that is impressive. So you started in 2019, and then everything was put on ice during COVID, or off ice during COVID, and then back on ice after COVID.
Hope Bevelheimer:
Correct.
Anthony Godfrey:
Never defeated. That's incredible.
Hope Bevelheimer:
The last one we just played, we went to Canada to do a border battle. We call it the border battle, it's just us and Canada. We just go head-to-head, play a three-series. It was a close game, it was four to three. So yeah, I let three goals in, but they still didn't beat me.
Anthony Godfrey:
Are Canadians polite even in hockey?
Hope Bevelheimer:
No, they don't like us.
Anthony Godfrey:
They don't think so. And they definitely don't like losing.
Hope Bevelheimer:
No, and then I like chirping in their head, so that makes it worse for them.
Anthony Godfrey:
Yeah, it's the trash talk. Is there a hockey trash talk?
Hope Bevelheimer:
There is plenty of trash talk.
Austin Facer:
Chirp is the term for trash talk in hockey. It's a big part of the game. A good chirp, yeah.
Hope Bevelheimer:
Because as a goalie, your skill is about 15%, your body is another percent, but it's a lot of mental. You have to be in your game when you're in goal. You have to have your head space on. If you don't, it's going to be a mess. So I like to get into other people's head space, so they have a messy game.
Anthony Godfrey:
Austin, tell me about how you got started in hockey.
Austin Facer:
Yeah, when I was younger, I was really into hockey movies, and The Mighty Ducks was a favorite of mine. I talk about that quite frequently on my podcast. I could probably recite the whole movie line by line. Around that same time, being like eight or nine, the Olympics were here, and there was a bigger conversation about hockey. I remember I just would beg my mom to take me to public skate at the old Bountiful Bubble Rec Center, which no longer exists. But that turned into playing and then playing all throughout high school. Kind of got out of the hockey scene for a little bit, just as an adult, just working in sports and different kinds of jobs. Kraig Williams, who is actually on your team at the Jordan School District, was a boss of mine at the Salt Lake Bees. So did a lot of sports-related jobs there. And then when the hockey club came to town, I just kind of put everything together with my sports background and love of hockey as a kid and built SLC Puck, which is a podcast that I do twice a week now.
Anthony Godfrey:
That's fantastic. And where can people find that?
Austin Facer:
You can find it way too easily. That's kind of the goal. It's on YouTube, Apple, Spotify. I have all the social media handles too at SLC Puck. So I try to put stuff out and bother people on their phones as much as possible.
Anthony Godfrey:
Perfect.
Austin Facer:
Yeah, I'm easy to find.
Anthony Godfrey:
I see that USA on your shirt stands for unity, sacrifice, and attitude. Talk to me about that.
Hope Bevelheimer:
It is that. You have to have a close-knit team. You have to sacrifice many sacrifices. For a decade for playing, I was telling my friends and stuff like that, I haven't had a real vacation because all my vacation hours go to USA Hockey because I have a regular job. So you have to dedicate. It's off-ice training. It's on-ice training. I’m living breathing sweating hockey all year. They're like, "When's your season off?" I'm like, "It's not off." On the off-season, we have to still condition and do all the things.
Anthony Godfrey:
Tell me what has been the greatest positive impact that hockey's had in your life.
Hope Bevelheimer:
Oh, it has saved my life many a time. It just has given me... It's given me hope. It's given me things to look forward to. I never thought I would be starting back in '99. Did I ever think I would be at this level of competition? No, it never crossed my mind. But the ability to just be able to participate in something that's a team effort and a group effort and you're all friends and off-ice, on-ice, all those things, the closer the team is, the better it turns out.
Anthony Godfrey:
How about for you?
Austin Facer:
I think there's just so many great life lessons that can be learned with hockey. Probably just all sports in general, but I think hockey really amplifies these attributes you need to be a successful adult. You can learn as a kid. I think there's a certain assertiveness that you learn in hockey. There's teamwork, problem-solving. Never say never. Never surrender kind of attitude. There was a game last night in the Stanley Cup final where the Edmonton Oilers were trailing by three goals in the first period. They came back and scored four unanswered goals to win four to three. I think there's a lot of mental fortitude that you can take from that and apply to everything.
Anthony Godfrey:
I'm sure Hope has seen that in her life, just the skills that she's learned on the ice. I feel that way too, apply to anything you do.
Hope Bevelheimer:
I know with hockey, what I love about hockey is every second counts. Every second, it could be .4 of a second and somebody can score. It's such a great game. That's the thing about football, the last two minutes, if they're up like whatever, the game's pretty much over. Two minutes and they could be up three, it still doesn't matter. We've got two minutes to make this happen.
Anthony Godfrey:
It happens fast.
Hope Bevelheimer:
It happens fast.
Austin Facer:
It can happen.
Hope Bevelheimer:
The team comes together. If you just don't have that positive attitude, everybody will just . . .
Anthony Godfrey:
When you think about it, the penalty is that you don't get your whole team. The penalty is that when you say every minute counts, it's that you lose minutes with a teammate.
Hope Bevelheimer:
It makes a more interesting game, I think, when there's penalty minutes. I have played many times three on my side and they've got the power play and I've had to play hard. You just got to be on your skill in your game and just have a good game. Every game's different, too. It not, I'm going to go walk out here and play and it's going to be exactly like the last game. Nope, it's never the same game. You can score in the corner, you could get a penalty. I've not played two games that have been the same.
[MUSIC]Anthony Godfrey:
Stay with us when we come back. We're on the ice going for a goal.
[MUSIC]Male Voice:
Never miss an episode of the Supercast by liking and subscribing on your favorite podcasting platform. Find transcripts for this episode and others at supercast.jordandistrict.org.
Sandy Riesgraf:
Does your student want to become a veterinarian, commercial pilot, programmer? Maybe they want to make a difference as a dental assistant. These are just some of the programs offered as part of Career and Technical Education, CTE, in Jordan School District. CTE provides the technical skills needed to prepare students for future employment or for a successful transition to post-secondary education. Career and Technical Education provides work-based learning opportunities. We partner with industry experts to offer apprenticeships and internships with students working in the real world at real jobs while going to school. The CTE experience starts in our elementary schools with the Kids' Marketplace and grows through middle and high school. To explore all CTE has to offer in Jordan School District, visit cte.jordandistrict.org today and let's get your child started on the pathway to a profession.
[MUSIC]Hope Bevelheimer:
Just telling him the irony is I think I started here.
Anthony Godfrey:
Oh really? Did you?
Hope Bevelheimer:
At the Accord in 1999.
Anthony Godfrey:
'99?
Hope Bevelheimer:
Yeah, because I played at the Accord in County Rec, but the County Rec didn't open until late '99.
Anthony Godfrey:
And I read that County Rec is how you got started in hockey.
Hope Bevelheimer:
Yeah, it was the recreation program, adaptive sports.
Anthony Godfrey:
Yeah. Yeah, fantastic. Tell me about your equipment here before we head out on the ice.
Hope Bevelheimer:
So I play para ice hockey and what that is is we're in a sled and we have to have sticks. Regular, we call the regular players, the forwards or the defense have two sticks that have these picks on the bottom. So they propel with those picks.
Anthony Godfrey:
Oh, so they use …?
Hope Bevelheimer:
They use those picks and they kind of skate with both of them.
Anthony Godfrey:
So it's two sets of three spikes that are on the end of the handle of the stick.
Hope Bevelheimer:
Correct.
Anthony Godfrey:
So you use this to propel yourself?
Hope Bevelheimer:
Correct.
Anthony Godfrey:
Okay.
Hope Bevelheimer:
But because I'm a goalie, I can't hold another stick. So we stick spikes on it. So when I propel on the ice, I push with this.
Anthony Godfrey:
So and this is your, this is the glove.
Hope Bevelheimer:
Yeah, just normal glove. Standard glove. We just take a shoe.
Anthony Godfrey:
It doesn't look standard. It looks like it comes from a horror movie or something.
Hope Bevelheimer:
It does. It can be a horror movie.
Anthony Godfrey:
You know?
Hope Bevelheimer:
Yeah, so.
Anthony Godfrey:
Wow, because it's just very complex. It's got all these spikes on it.
Hope Bevelheimer:
Yes.
Anthony Godfrey:
And wow, can I try it on?
Hope Bevelheimer:
Yeah, go ahead.
Anthony Godfrey:
I'm left-handed. So normally that would be.
Hope Bevelheimer:
Yeah, you would yell back. And this is just a standard one. There's nothing special about the back. Yeah, throw that one on.
Anthony Godfrey:
It's actually kind of heavy.
Hope Bevelheimer:
Yeah, they're heavy a little bit.
Anthony Godfrey:
Even just holding it. Okay.
Hope Bevelheimer:
Now try to close your hand in it.
Anthony Godfrey:
I'm not even going to try. Yeah. That's wow. Okay.
Hope Bevelheimer:
So yeah, we play a little different than we call them standups. So standup hockey plays a little different than we do.
Anthony Godfrey:
Yeah.
Hope Bevelheimer:
But yeah, you propel yourself with two picks and then the goalies have spikes. And the regular players have blades like standup players do on the bottom of their sleds. The bottom of my sled has plastic blades.
Anthony Godfrey:
So why does the bottom of your sled have plastic blades?
Hope Bevelheimer:
So I can go slide side, front, and backwards all over the place.
Anthony Godfrey:
Okay.
Hope Bevelheimer:
So I can propel in circles. I can do all sorts of things.
Anthony Godfrey:
Huh.
Hope Bevelheimer:
So if I had standard blades like the regular, like the rest of the players do, I would only be able to go forwards and backwards. Because they're in a sled, they can't pick up their foot to step over.
Anthony Godfrey:
So goalies have different equipment head to toe.
Hope Bevelheimer:
Correct. Yep.
Anthony Godfrey:
Different mask, different.
Hope Bevelheimer:
No, masks the same.
Anthony Godfrey:
Oh, the mask is the same.
Hope Bevelheimer:
Exactly the same.
Anthony Godfrey:
Okay.
Hope Bevelheimer:
Chest protectors are the same.
Anthony Godfrey:
Okay.
Hope Bevelheimer:
Gloves are the … glove and blocker are the same. The only thing is that we have to have is add spikes, the spikes on the glove. Yeah, we have to add spikes. So everything else is the same. You ready for this? I told him not to be nice. He doesn't have to be nice.
Anthony Godfrey:
Austin's going to go full out here. Let's see what he's got. Let's see what he's got. You have spikes and he doesn't. So, you know …
Hope Bevelheimer:
He's fine. I'll just hit him in the shin guards.
Anthony Godfrey:
Hit him in the shin guards. All right. Well, at least you warned him.
Hope Bevelheimer:
I did. It won't be that violent.
[NOISE SHOTS AND RETURNS]Anthony Godfrey:
We're watching these shots on goal from Austin right now. And I'm going to ask Hope about this, but it looks like the sled doesn't block any of the shots in and of itself. But she's blocking every shot as it comes in. There it goes. He did get one past her just then. You can see the spikes on the back of her glove really are an important part of her being able to move. We just came off the ice. Impressive work. Austin, you just tried out the sled. How did that go?
Austin Facer:
It was hard. I mean, like the upper arm strength that you must have to push yourself around and the balance is like pretty, pretty outrageous. But yeah, it's so so impressed by what you can do. It's I mean, learning how to skate is hard enough itself. But learning to skate in a sled is like another level.
Hope Bevelheimer:
And for your mind to be blown, goalies have six-inch blades. Regular players have an inch.
Austin Facer:
No kidding.
Hope Bevelheimer:
So you're on an edge.
Austin Facer:
I can't imagine.
Hope Bevelheimer:
Yes.
Austin Facer:
Wow. That's crazy.
Hope Bevelheimer:
So mine are further apart so I don't tip so much. I can control the tip. They're like way smaller than I am.
Anthony Godfrey:
Now you're strapped into the sled, like you said, so you don't fall out of the sled. But I saw you take some of those dives and you just popped right back up. It would be 15 minutes for me to get back up on that.
Hope Bevelheimer:
That's usually a new player. You'll see them because they don't know how to control the sled. It will just slide underneath you. The idea is just to ….. that's the core pop. You just push yourself up and swivel your hips out.
Anthony Godfrey:
So the blades are in place and constructed so you can slide when you want to. But then you can control that you're not going to slide when you don't want to.
Hope Bevelheimer:
Correct.
Anthony Godfrey:
Yeah, that will never happen for me.
Austin Facer:
OK, so it's pretty impressive.
Anthony Godfrey:
Tell me one more bit of slang from what's another hockey term that we probably wouldn't know.
Austin Facer:
So many good ones. Usually call like the sweat like the jerseys like a sweater or like the real lingo is like a tarp.
Anthony Godfrey:
A tarp.
Hope Bevelheimer:
Yeah, you got your sweater, your tarp.
Austin Facer:
Yep. But the helmet is a bucket.
Anthony Godfrey:
Yeah. OK.
Austin Facer:
The way you stick handle, I guess like in basketball, maybe you'd call it like a crossover, but you call it like a dangle in hockey. There's a whole language.
Hope Bevelheimer:
And then in a goalie world, I call them all ringers or dingers when I get hit in the head so hard, it sounds like bells are going off in my head. Ringer dinger.
Austin Facer:
The post or the pipes.
Anthony Godfrey:
The pipes.
Hope Bevelheimer:
Yeah. None shall pass in the way of the pipes as long as I'm in there.
Anthony Godfrey:
None shall pass. You just kind of put your stick down like Gandalf. You shall not pass.
Hope Bevelheimer:
None shall pass in the way of the pipes as long as I'm in there.
Anthony Godfrey:
Now, Hope, you do public speaking as well. Tell us about that aspect of your career.
Hope Bevelheimer:
I do that just because I have gone through a lot of adversity in my life. There's the feet. There's all sorts of things that have happened in my life. But I often feel that individuals get a little down on themselves and life can be hard and life can be troublesome. I just want to inspire and give people hope that they will be able to at least go on. I mean, amputation wasn't the end for me. It was just the beginning. But it could have been the end for me if I chose to have a BDM.
Anthony Godfrey:
Yeah.
Hope Bevelheimer:
I just like to want to give word out to the community and people that there is hope and there is resilience in this world. And it's not all, you all have a life. We've all had problems in our lives and things have happened. And it can get hard. But as long as you have a great attitude and positive attitude about it, it works great for you.
Anthony Godfrey:
Well, thank you both for taking the time to talk with me today, even just taking the time to gear up. I know it takes a while to get ready to be on the ice. So thanks for taking your morning with us. And it's inspiring and exciting to talk with both of you.
Hope Bevelheimer:
Well, this is a great opportunity. I just think it's great that we all be able to get out here, get on some ice. You know, I love the ice. You love the ice. Like, it's just a new home. This has been an awesome opportunity and I appreciate the Supercast. I appreciate Austin. So this has been great.
Austin Facer:
Let's do it again. Absolutely.
[MUSIC]Anthony Godfrey:
Thanks for joining us on another episode of the Supercast. Remember, “Education is the most important thing you will do today.” We'll see you out there. Bye-bye.
[MUSIC]
They are internationally known recording artists who have made it to the Top Ten of Billboard's Hot 100. The American Pop band AJR recently performed in Utah and guess what, they invited the Copper Hills High School marching band to take the stage with them.
On this episode of the Supercast, find out what the high school students are saying about their experience and this incredible opportunity of a lifetime. Then, listen as Copper Hills High takes the stage for a mic check with members of AJR prior to the big show.
Audio TranscriptionCadence Ivins:
Like getting to know Arnetta as a professional trumpet player was just really inspiring.
Alex:
We were the big finale.
Cadence Ivins:
It was definitely scary knowing that it was going to be such a big performance. Definitely a once-in-a-lifetime opportunity that you didn't want to miss.
Beckett Brunson:
Standing in places that some of my favorite performers have been in, it just made me feel inspired.
[Music]Anthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. They are internationally known recording artists who have made it to the top 10 of Billboard's Hot 100. The American pop band AJR recently performed in Utah, and guess what? They invited the Copper Hills High School marching band to take the stage with them. On this episode of the Supercast, find out what the high school students are saying about their experience and this incredible opportunity of a lifetime. Then listen as Copper Hills High takes the stage for a mic check with members of AJR prior to the big show.
[Music]Anthony Godfrey:
We're here at Copper Hills High School talking with the Director of Bands. Introduce yourself and tell us a little bit about what got you here.
Chris Kuhlemeier:
My name is Chris Kuhlemeier. I've been here for just over three years at Copper Hills and loved every moment of it. Over the past couple years, we've been developing our program to get to a higher level of musical excellence and with that, we've just had phenomenal buy-in from our students, families and community, which allowed us to grow to this point and seize such fantastic opportunities like this.
Anthony Godfrey:
I've been over and talked with your students a couple of different times on various occasions. They're impressive and an energetic and enthusiastic bunch. Let's talk about your experience most recently with AJR and being able to perform with them. First of all, how did all of this come about?
Chris Kuhlemeier:
Oh man, it was a pure stroke of luck just a few months ago. I, along with a few other directors, it sounds like in the Salt Lake Valley, got an email from one of the producers for the band AJR.
Anthony Godfrey:
Let's pause right there. AJR, they're no small band playing the Velvet Room, although great bands play the Velvet Room. This is a large-scale operation. They have sold out the Delta Center. They were at USANA. This is a huge venue. So you get contacted by the producer of this well-known, rather quirky, engaging and energetic band.
Chris Kuhlemeier:
Absolutely.
Anthony Godfrey:
Tell me about your email and what happened after that.
Chris Kuhlemeier:
Just a few months ago, we received an email from them just toying with the idea of, "Hey, we're going on tour, this multi-million dollar national tour where we're trying to figure out ways that we want to close the show with a bang." They're notorious for doing some crazy stuff to close out each of their performances. They were toying with the idea and consulted me and others about the logistical challenges faced by bringing out a local marching band at each stop along the way. It was cool planning that out and talking some specifics and logistics with them, but we seem to be the best fit for the job as one of the earlier stops on the tour. They definitely felt that we were a well-organized program enough to be able to put this together with limited experience on their end being so early in the tour. Luckily, I was able to hop on that email very quickly and respond first. It definitely helped our case that we're one of the largest bands this close to the performance venue as well as we're one of very few bands that are as active as we are over the summer. We are constantly rehearsing and performing.
Anthony Godfrey:
You have access to kids over the summer, and you are super close. I've popped over to a USANA concert after work. You know what? I can make that work. I can grab a last-minute ticket and get over there. I love that. You were fast, quick on the draw. You've got a ton going on, and you're close by.
Chris Kuhlemeier:
The perfect storm for the perfect opportunity.
Anthony Godfrey:
How long ago did they lock it in with you and say we want you?
Chris Kuhlemeier:
It was back in early April, if I recall properly, that we received that activation email. At that point, we had no confirmations. It was all speculative until we got a confirmation just a few weeks later. It was no small task. We had a lot of preparations to do logistically before we even told the kids. In fact, we waited well over a month hiding the secret as a staff that we were doing such a big performance with our students just to figure out if we could pull it off. Bringing so many students together, getting them fitted for uniforms far earlier than we're accustomed to, having them learn and memorize music in addition to what they're already working on for their upcoming band classes, their summer parades, or even their fall show. Figuring out from an educational and pedagogical standpoint how we're going to incorporate this while demanding as little time as possible from our students so that they can enjoy some semblance of a summer. After our planning phase, we locked it in with the producers of the band, and we're able to put together a loose schedule. The beautiful thing about this year is our student body has just been so proactive and so eager to succeed, which we haven't seen culturally in this program for a long time. We're really excited to be back on the cusp of student-driven success because that's the nature of the beast. That our students were able to learn and prepare that music all by themselves all summer. Believe it or not, we got by with just a single three-hour rehearsal the day before the performance. Getting together, having the music all memorized across our group, 105 strong, got together for those three hours, polished it up, and then the next day we went out and performed.
Anthony Godfrey:
Over a hundred kids.
Chris Kuhlemeier:
Yes, 105 this year, and that was including a few eighth graders that we brought in for our summer marching band from our local feeder schools.
Anthony Godfrey:
What a recruiting tool.
Chris Kuhlemeier:
Yes, exactly, and we would not have heard the end of it if we didn't let the class of 2025 join in for one last hurrah. So some future Grizzlies and some recently graduated Grizzlies got to take part of this huge ordeal, and I'm sure it's one for the books.
Anthony Godfrey:
And of course you didn't say former Grizzlies because once a Grizzly, always a Grizzly. Yes, of course.
Chris Kuhlemeier:Yes.
Anthony Godfrey:
Well, what a thrill, and how exciting that you were able to make this happen. So many logistics involved in getting over a hundred kids ready, or even earlier than normal.
Chris Kuhlemeier:
Absolutely.
Anthony Godfrey:
And I love what you said about still giving them a summer, so you took on as much of it as you could before announcing it and giving them that opportunity. Leading up to it, you announce it, you give them the music to memorize. They do that on their own, and you come together the day before for the practice.
Chris Kuhlemeier:
Yes. Now, that wasn't ideal, but logistically it made the most sense to give everybody as much of a summer as possible and not start too soon and forget things. We went out on a very, very tedious limb, to say the least, giving them that much time and that little margin of error. But considering the scale of things and the state of the program, we as a staff, while nervous, were relatively comfortable trusting our students to prepare, and they definitely showed up.
Anthony Godfrey:
I love that you had that trust in your students. We can do this. It's tight, but we know we can pull it off.
Chris Kuhlemeier:
And that's show business. We're getting them ready. They're, in this capacity, they're professionals. We were a band for hire, and we got to perform with the pros on a professional stage, and they gave one heck of a professional performance.
Anthony Godfrey:
Let's talk with them. Let's pull them in, and let's hear what that experience was like.
Chris Kuhlemeier:
Okay.
Anthony Godfrey:
Stay with us when we come back. We'll hear from the students of Copper Hills High School.
[Music]Male Voice:
Never miss an episode of the Supercast by liking and subscribing on your favorite podcasting platform. Find transcripts for this episode and others at supercast.jordandistrict.org.
[Music]Sandy Riesgraf:
Hello. I'm Sandy Riesgraf, Director of Communications for Jordan School District, and we want to invite you to connect with us. So many exciting things are happening in your child's school, your neighbor's school, in every school here, every day. Don't miss out on following the fun or simply staying informed when there's important information we need to share. Join us at JordanDistrict.org or follow us on Facebook, Twitter, and Instagram @JordanDistrict. We can't wait to connect.
[Music]Anthony Godfrey:
We're talking now with three of the students who were part of the band that performed with AJR. Tell us your name and what year in school you are, and what instrument you play.
Cadence Ivins:
I'm Cadence Ivins. I am going into my junior year of school, and I played flute in the AJR concert.
Beckett Brunson:
I'm Beckett Brunson. I'm a junior, and I play snare.
Alex:
I'm Alex. I played sousaphone, and I'll be a junior.
Anthony Godfrey:
Tell me about what that experience was like. First of all, you received the sheet music. How did it feel to find out that you were going to be able to perform with AJR? Did you know AJR? Did you know about them?
Alex:
Yeah, I knew about them beforehand. It was just a really cool experience to be able to get chosen out of all the high schools that there are in Utah to be able to go and perform with them.
Anthony Godfrey:
It's a big vote of confidence for the program that you were selected. How about you when you found out, how did that feel?
Beckett Brunson:
I was honestly extremely excited. I don't listen to a lot of AJR, but I knew how big they were, and I knew how important going on that big stage as our program would be, and how influential it would be for us to just get out there and get our message out.
Anthony Godfrey:
It's a huge venue. It's enormous.
Beckett Brunson:
It was crazy.
Cadence Ivins:
It was honestly a huge ego boost. There were so many people in our band that were so inspired by AJR beforehand. There were multiple people that I talked to throughout the course of the AJR concert that expressed how insane it was to be there as somebody who started playing trumpet because of AJR.
Anthony Godfrey:
Wow. So there were some students who started in music because of AJR, and now they get to be part of it. That's a dream come true. That's fantastic. So tell me about, let's go to, first of all, you get the sheet music and you just work independently to be sure that it's memorized, that you're good to go. Did practicing for a performance like this feel different from other practicing that you'd done on your own?
Beckett Brunson:
Yeah, it felt different. Obviously, we weren't completely separated the entire time. We joined together for a few times in our individual sections, and then we came together for one big rehearsal with the whole band. It was definitely hard. It was something difficult because we're not used to this sort of individual practicing, but we definitely overcame the odds and showed them what we're made of.
Alex:
Yeah, it was a lot of, I did, I would look over the music. I tried to actually figure out, because immediately what we played, I tried to figure out what songs we were playing by them and listen to them to kind of get the feel of what it was. And then I kind of brought that to my section when we were doing sectionals to practice together as a group so they could help understand.
Cadence Ivins:
Yeah, there were some ways that it was definitely the same as any other rehearsal. We sat down and we looked at the music and we figured it out and we listened to whatever references we could find online and in our own knowledge. But it was definitely scary knowing that it was going to be such a big performance, definitely a once in a lifetime opportunity that you didn't want to mess up.
Anthony Godfrey:
Yeah, that's a ton of pressure. Tell me what was the day like. Talk me through it, because I always wonder, I'm a huge music fan. I have three concerts I'm going to this week alone. I love going to see live music. So to be part of it, I have gone to dozens of concerts at USANA. It would be hard to count how many I've gone to. And just imagine being on the same stage where Ringo Starr and Radiohead and all these huge people have performed. Must have been incredible. How did it feel that day? Talk me through what the schedule was like and how that felt.
Cadence Ivins:
Yeah, we got here not too early in the morning, but early enough that we had time to prep ourselves. We got to the venue and incredible to be back there just as our group without the pressure of ‘they could be listening right now.’ We got to warm up together as a group behind the scenes and then we got to meet up with Arnetta, their trumpet player, who took us out to the stage and gave us our placements and told us where we were going to be performing and what groups we'd be performing in. And getting to know Arnetta as not just a performer, but as a person, and this person was so incredible and so friendly to this huge group of people that I'm sure it was so hard to keep track of was awesome. She was so powerful for that and getting to see that up close was awesome.
Beckett Brunson:
Waking up in the morning, I was ready. I was excited, but I was also pretty nervous and as it just kept ramping up until we got to the venue and strangely enough when I got to the venue, all my nerves were gone because I was like you said, standing in places that some of my favorite performers have been and it just it made me feel inspired and it pushed all the nerves away. We were practicing with all the lights and everything that we were going to be doing. Arnetta told us what everything was going to be like, where we were going to be going and everything to expect. So I had no nerves until right when we were about to perform and then it just came rushing in and I was so, so nervous.
Anthony Godfrey:
I'm feeling nervous right now just thinking about you guys on that.
Alex:
My experience was, so when we got here in the morning, I was feeling real confident in the performance because from our practice the other day before we were sounding really good and had prepared it well and it was cool being back there to see like where all these other groups have come and performed and I'd never been to USANA before. So being my first time walking into there because I've just seen like passing it on the road. I started getting like a lot nervous when I saw it.
Anthony Godfrey:
It looks huge to you, I’ll bet.
Alex:
Really big. But throughout the day just started getting more calm and I thought about it like this is just really genuinely cool experience that we get to have.
Anthony Godfrey:
And how long was the performance itself?
Beckett Brunson:
Our portion of the performance was only about three and a half minutes. We were the big finale that they teased and then big surprise at the end. AJR set was about an hour and a half long and naturally all of our band students are huge fans of the group, despite some of our staff members not really knowing who they were. They find their niche audience. But our group actually only got to see about one or two of their songs at the beginning before we had to go backstage, get changed into our uniforms and on deck for the performance. So the majority of us witnessing their performance was just from what we heard backstage, which was a really cool experience in and of itself.
Anthony Godfrey:
Yeah.
Beckett Brunson:
And you know about an hour and a half of just waiting and waiting and waiting each second feeling longer than the last as we gear up for this big performance at the end. And then just going out with a bang for the last three and a half minutes was truly breathtaking.
Anthony Godfrey:
That's what an incredible experience. Did you get stickers like “working crew” or “backstage” or —
Beckett Brunson:
We got wristbands.
Anthony Godfrey:
Let me go anywhere I want. Oh wristband. OK. We had the wristband. If I had a wristband like that, I'd just be walking around with my fist in the air like “check me out. I got a wristband. Look at me.” What was your favorite part of the experience?
Cadence Ivins:
My favorite part of the experience was getting to see what it was like to be a real performer, like getting to know Arnetta as a professional trumpet player was just really inspiring. As somebody who would like to pursue music at some point in the future, it was really great to stand there and see what it was like as somebody who does this every day of their lives.
Beckett Brunson:
It was great to see how as a group we could come together and make an absolutely amazing show that everybody's excited to see and work together as a group instead of being that individual person like when we were practicing. We didn't have very many group rehearsals, but we still managed to sound together like a group. And it really was awesome.
Alex:
I really liked it being able to be able to play again with a lot of the seniors who had graduated the year before. We allowed them to come back and being able to experience playing like one last time with all my friends that I had been able to build a relationship and bond with over the years. It was a great like last time to play with someone experience.
Anthony Godfrey:
I heard about this and I was on vacation and unable to go. It was killing me. And I got a text from someone who was at the show, “They sound incredible. Did you know Copper Hills is here?” “Yes, I know. And I know I'm not there. And it's killing me.” But everyone was super impressed with the performance. And I hope you guys are feeling great about it because everyone else in the audience did.
[music]Anthony Godfrey:
Tell me a little bit about being Director of Bands. I think it's difficult for anyone who isn't directly involved to understand the scope of work you do as a band director.
Chris Kuhlemeier:
Well, indeed at Copper Hills, we have quite the depth and breadth of ensemble opportunities here. I myself oversee seven class periods of music-based ensembles. We have two percussion ensembles here that meet during the day at Copper Hills, as well as three concert bands and two curricular jazz bands. On top of that, after school, of course, we have our pep band, which can be seen and heard at football games, basketball games, assemblies and more. And of course, our fantastic marching band, which doubles and rolls as a parade band all throughout the summer and then as our show band all throughout the fall. In addition to that, I work closely with our two middle school feeders as their Director of Jazz Bands before and after school. We have a lot of fun with that, but quite the wide scope of musical opportunities here in the instrumental world. And that's just getting started with band.
Anthony Godfrey:
Is there any point at which there are five consecutive days in the calendar year where nothing is going on with any band?
Chris Kuhlemeier:
I'd like to say the week between Christmas and New Year. We kind of have to keep free, but beyond that at Copper Hills, we are busy every week of the year.
Anthony Godfrey:
And if you wanted to play a basketball game during that time, you probably could.
Chris Kuhlemeier:
Correct. Yep. Yep. We make it happen.
Anthony Godfrey:
There's always something going on, which just means a lot of work for you and other staff members, but also a ton of opportunities for students and great chances to be a part of something.
Chris Kuhlemeier:
Absolutely.
Anthony Godfrey:
And in some cases, to show their talents and in other cases, to learn something they've never tried before.
Chris Kuhlemeier:
Absolutely. We have quite the diverse student body, from students who have been playing their instruments since they came of age to be in school. Or others who are just trying to learn something new while they're here in high school. We have educational opportunities for these students to flourish at a musical capacity. It's really cool seeing the different levels of engagement and styles from student to student all coming together regardless of individual context to really make something cool with all of their friends and making more along the way. Next week, we're actually headed for five days, four nights down to Wasatch Academy boarding school in Mount Pleasant with 82 of our kids, where they're going to undergo multiple team building activities and such as we put together our field show and such. So it's kind of a summer camp paired with band camp galore where we kind of deal with each other for five days straight. It's a really cool opportunity for these kids to get together and just flourish socially well beyond the craft, but also integrating it and making it even more of a part of their lives by separating themselves from any distractions and really getting into it. We're going to carry that momentum all year long.
Anthony Godfrey:
Well, thank you very much for talking with me and for representing Copper Hills and Jordan School District so well and congratulations on the job. Very well done.
Cadence Ivins:
Thank you.
Alex:
Thank you.
[Music]Anthony Godfrey:
Thanks for joining us on another episode of the Supercast. Remember, “Education is the most important thing you'll do today!” We'll see you out there.
[Music]
Before you know it, the first bells will ring and students will fill the halls ready for new adventures in the brand-new school year.
On this episode of the Supercast, we share some tips for parents on preparing kids for a smooth transition back to school. Listen and find out how you can get your students off to a successful start.
Audio TranscriptionTranscription coming soon.
As thousands of Utahns enjoy parades, rodeos, fireworks, and other festivities to celebrate Pioneer Day, it’s time to pack up and take a field trip for a hands-on lesson in history for some Jordan School District elementary school students.
On this episode of the Supercast, we follow teachers and their students to “This is the Place Heritage Park” where the life and times of Utah’s early settlers come alive. It is a live history lesson you won’t want to miss.
Audio TranscriptionMs. Crane:
It brings it to life for the students. And it doesn't matter what they see here, they go away with an appreciation of what the pioneers went through.
Anthony Godfrey:
So you're just steering from behind right now. These are some big ruts you're dealing with.
Student:
Is this what they have to do, the whole thousand miles?
Anthony Godfrey:
Well, on the bad patches, I suspect it was.
[MUSIC]Anthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. As thousands of Utahns enjoy parades, rodeos, fireworks, and other festivities to celebrate Pioneer Day, it's time to pack up and take a field trip for a hands-on lesson in history for some Jordan School District Elementary School students. On this episode of the Supercast, we follow teachers and their students to This Is The Place Heritage Park, where the lives and times of Utah's early settlers come alive. It is a live history lesson you won't want to miss.
[MUSIC]Anthony Godfrey:
We're talking with Ms. Crane at This Is The Place Heritage Park. You have a bunch of students here today, tell us about that.
Ms. Crane:
They're so excited we've been talking about pioneers and finally they get to finally experience the stuff that we've been talking about. The hand carts and school, they're going to be able to go to a pioneer school and see what it was like.
Anthony Godfrey:
Yeah. Oh wow.
Ms. Crane:
And we get to ride the train, which is exciting for them, and go to the saddle shop, so just different things that the pioneers experienced. These guys get to see and do, and some of them will never make it up here, so this is a fun field trip for them to experience that.
Anthony Godfrey:
Well, I have to admit, I've never been to this park myself, so I'm glad that you got me here as well.
Ms. Crane:
Yay.
Anthony Godfrey:
And this makes the learning that you've been doing in class very real. You've been doing this for a number of years. Tell me about the impact that this field trip has on students.
Ms. Crane:
It brings it to life for the students. And it doesn't matter what they see here. They go away with an appreciation of what the pioneers went through and a knowledge of stuff that we've been talking about, hands-on experience. So it brings you up to the kids.
Anthony Godfrey:
Well, today this is the place because it's beautiful. It's the end of May. We're going to be playing this in July, or posting it in July, but the foothills are bright green. It looks beautiful up here. This is a great way to spend an afternoon in May with your fourth graders. So I see that they're already lined up on some of the hand carts over there, some students are. Tell me about some of the experiences they have while they're here.
Ms. Crane:
They'll get to pull the hand carts, push. At one point they'll be pushing and then they'll switch and they'll be pulling the hand cart. So they see how hard it was going, because they make it really rocky and hilly out there for them. So they experience that. When they go to the school, they will learn that they used to have to line up boys' line and the girls' line. And they had to curtsy and bow to the teacher.
Anthony Godfrey:
Yeah, okay.
Ms. Crane:
So then they-
Anthony Godfrey:
Did you put curtsying and bowing to the teacher into your regular rotation?
Ms. Crane:
I tried that. They just laugh at me. And then they learn the Deseret alphabet of what the pioneer children were learning.
Anthony Godfrey:
Yes, the Deseret alphabet.
Ms. Crane:
Way back then. And then today we go to the saddle shop. I haven't been to the saddle shop for a while. And so they'll learn how they used to do the saddles, what kind of materials that they need, where they get their materials. So that's kind of interesting.
Anthony Godfrey:
I grew up in Indiana, not Utah, so I did not get to go to any of these places. I also didn't have a Utah history class, so it's good to gain a little extra knowledge here today about Utah history. How many years have you been bringing students up here, and has it changed over time?
Ms. Crane:
I've been doing this about 30 years.
Anthony Godfrey:
Wow.
Ms. Crane:
And it's changed a lot. It's very different than it used to be. They've brought in more buildings. They've refined the experience a little better. So the kids get to ride on the train, which is a new thing.
Anthony Godfrey:
Do the kids get pretty excited like they have to? They know it's coming. They're in third grade, and they know next year we get to go to This Is The Place Heritage Park.
Ms. Crane:
They're excited. One year, a couple of years ago, the water main broke the day that we were coming up, and it just devastated the fourth graders, cuz we didn't get to come. Cuz they had big problems up here that day, and I was really sad.
Anthony Godfrey:
That's too bad.
Ms. Crane:
Cuz we've been waiting for the whole year.
Anthony Godfrey:
They've been looking forward to it, okay.
Ms. Crane:
Yes, it has changed a lot. They've really made it more enjoyable. It was always enjoyable, but they just honed in and made it so much fun.
Anthony Godfrey:
Well, it's really engaging even just walking in here. There was a lot to see, a lot that I hated to pass up as I caught up with you guys.
Ms. Crane:
One of the nice things about bringing them here is a lot of times the kids will bring their parents back in the summer to see some of the stuff that they weren't able to see before. So they'll get to come up here and experience with their families.
Anthony Godfrey:
Yeah.
Ms. Crane:
That's part of them coming up here and experiencing that.
Anthony Godfrey:
I love that involvement.
Ms. Crane:
And the fun thing about doing Utah history with the kids in fourth grade is they have more of an appreciation when they hit seventh grade.
Anthony Godfrey:
Yeah.
Ms. Crane:
And really dig into it more than I get a chance to do that now.
Anthony Godfrey:
Yeah.
Ms. Crane:
So.
Anthony Godfrey:
Is Utah history one of your favorite things to teach?
Ms. Crane:
Yes, I love teaching Utah history. I just don't have enough time to get everything in that I want to get in.
Anthony Godfrey:
What are some of your favorite things to teach?
Ms. Crane:
The mountain men.
Anthony Godfrey:
I saw there's an event in June with the mountain men up here.
Ms. Crane:
Yeah.
Anthony Godfrey:
Tell us more about that.
Ms. Crane:
One of our teachers just went to an event last weekend, Memorial weekend in Ogden. I'd never heard about it, but they have this big rendezvous in Ogden. And she went up to the rendezvous and was able to get some stuff to share with the kids.
Anthony Godfrey:
Yeah.
Ms. Crane:
So that was kind of exciting. I loved when the pioneers came across from Nauvoo and the trek that they took. I like to put them in wagons. And then they draw cards every day to see what kind of conditions they're experiencing that day. They might have lost all their water. They might have had an animal die. It was great weather they get to go 15 miles ahead. So they're trying to reach Salt Lake.
Anthony Godfrey:
So that random factor gets thrown into the mix.
Ms. Crane:
Yes. So that's kind of a fun thing to do with them is have them experience that.
Anthony Godfrey:
Very cool. That's great. Well, there's nothing like being right here in the setting that can really provide that hands-on experience. There's a lot of participation and a lot of attention being paid here. They're into it.
Ms. Crane:
Yeah, some of them have never been here and this is exciting for them.
Anthony Godfrey:
There's the train in the background. There they go.
Ms. Crane:
One of our groups.
Anthony Godfrey:
Yeah. So, speaking of other groups, you were on the podcast earlier because one of your former students is teaching. But there are others in the District that you taught who are now teachers.
Ms. Crane:
Yes, I taught Emily Crane. She's at Elk Meadows. And Kristen Clegg. I don't know exactly what school she's at right now, but they're former students of mine.
Anthony Godfrey:
Yeah.
Ms. Crane:
I actually taught with Emily at Elk Meadows.
Anthony Godfrey:
Is Emily a relation?
Ms. Crane:
Nope, no relation.
Anthony Godfrey:
No relation?
Ms. Crane:
No relation to me. Except a year of teaching. I had Emily when I taught a third fourth split at Riverton Elementary. And I taught Kristen Riverton Elementary also. So it's nice to see some of my former students come on to be. They're amazing teachers.
Anthony Godfrey:
I bet they are. They had a good start. You start learning by watching your own teachers.
Ms. Crane:
They're amazing.
Anthony Godfrey:
Good. Well, that's awesome. Well, thank you for providing this experience for students. It's really fun for them to be up here and it's really fun for me to be up here. So, thank you.
Ms. Crane:
Yeah, we got you out of the office.
Anthony Godfrey:
You got me out of the office. That's right. That's one of the beautiful things about the Supercast. I do get to step out of the office.
[MUSIC]Anthony Godfrey:
Stay with us when we come back more with the students visiting This Is The Place Heritage Park.
Male Voice:
Never miss an episode of the Supercast by liking and subscribing on your favorite podcasting platform. Find transcripts for this episode and others at supercast.jordandistrict.org.
Sandy Riesgraf:
Are you looking for a job right now? Looking to work in a fun and supportive environment with great pay and a rewarding career? Jordan School District is hiring. We're currently filling full and part-time positions. You can work and make a difference in young lives and education as a classroom assistant or a substitute teacher. Apply to work in one of our school cafeterias where our lunch staff serves up big smiles with great food every day. We're also looking to hire custodians and bus drivers. In Jordan School District, we like to say people come for the job and enjoy the adventure. Apply today at employment.jordandistrict.org.
[MUSIC]Anthony Godfrey:
We're following the handcarts along the course that was set up. I think to concentrate some of the more difficult parts of the trail, they had to go up and down hills that were very close to each other. So, they were racing down the hill and then struggling to get up on the other end. And then there are boards, railroad ties it looks like, but across the trail in an alternating pattern to try to make it tough and they succeeded. This was, this is difficult, but there's enthusiasm because it's very short. It's difficult, but it's short and water bottles are at the ready. So, I think everyone's gonna be all right. How's it feeling guys?
Student 1:
Hurts.
[LAUGH]Student 2:
Not for me because mainly if you just let . . . We're only doing one thing and that one thing is just stopping We don't have to worry. Let the people in front do it.
Anthony Godfrey:
Okay. So you're just steering from behind right now.
Student 2:
Just helping steer and brake.
Anthony Godfrey:
These are some big ruts you're dealing with.
Student 1:
Is this what they have to do, the whole thousand miles?
Anthony Godfrey:
Well on the bad patches I suspect it was.
Student 2:
Water bottle.
Student 1:
There you go.
[NOISE]Anthony Godfrey:
Water down, water down.
Student 1:
That was fun. Let's do it again.
Anthony Godfrey:
You enjoyed that, huh?
Student 2:
I enjoyed it because mainly because when I was— Yeah, we're slow. When we needed to slow, I didn't have to worry because my feet— I just go like this.
Student 1:
Yeah.
Student 2:
Four times I've actually almost went under.
Anthony Godfrey:
All right, you gotta back it into a parking spot now.
Student 2:
Okay.
Anthony Godfrey:
We're talking with two of the fourth graders from Rosamond who are visiting today. Tell us a little bit about your experience so far.
Student 1:
We did a hand car pulling and it was fun. We had to go through rocks and push and pull.
[SOUND]Student 2:
I liked it because it was full of adrenaline because when we went down that, when we went down the bump, we went all the way through and it was so fast. Me and Briggs had to stop as soon as possible because if we didn't, we would have just went, "Meow," right down the hill.
Anthony Godfrey:
What did you like most like learning about Utah history in Ms. Crane's class?
Student:
She let us work on a back page on the newspaper. So it was just fun because it was a word search and it was just fun because it just was activity and it taught us a lot.
Student:
I love learning about the different people that survived in Utah and what they did to survive and it's just fun learning every week.
Anthony Godfrey:
I really feel like I'm in the time period right now because we've got four pioneers singing along with a guitar out there in the distance. We're going to go into the leather shop here. Let's take a look.
Presenter in Leather Shop:
Monkey. Monkey, right. So you notice how I didn't say no to any of those animals, right? Because any animal that has skin can be turned into lettuce. So the first thing is, do you think I just walk up to a cow and I say, "Hey, give me all your leather." No? No? Okay. So that brings me to the first job. In getting leather, the first job would be a hunter, a trapper, a farmer, or maybe you came upon a dead animal, right? And then you need somebody to get the skin off and that person is called a felmonger. A felmonger is a compound word. Fel means it's an old time word for skin and monger is an old time word for seller.
Anthony Godfrey:
So what interested you in there with the leather work they described?
Student 2:
There was a lot of different animals and the color of the skin didn't always look like what the animal would look like and that interested me.
Student 1:
There was lots of different varieties and it was hard to guess them because it's hard to tell which animal came from, which fur came from which. A moose looks like it came from something else, definitely not a moose.
Anthony Godfrey:
We're kind of distant from the things that we use and how they're created. I don't always know where my food comes from or where the things I use every day come from so it's interesting to see what that was like. I have loved being here with you today and I've learned a lot. Tell us one thing that you love about Utah history.
Student 1:
I love learning how where we live used to be and how they, pioneers had to live and how it's changed over a thousand years.
Student 2:
I like learning about all the ways they lived and all the music and food and how they prepared stuff and how they traveled to just learn about anything.
Anthony Godfrey:
Well, it's been a great day with you. Thank you very much for taking time to talk with me and have a great remainder of the school year and tell everyone happy 24th of July.
Student 2:
Thank you.
Students:
Happy 24th of July.
Anthony Godfrey:
All right, thanks guys. Have a great day.
[MUSIC]Anthony Godfrey:
Thanks for joining us on another episode of the Supercast. Remember, “Education is the most important thing you will do today.” We'll see you out there.
[MUSIC]
It is giving every student an opportunity to learn at higher levels in ways some never imagined.
On this episode of the Supercast, we talk with companies igniting curiosity in the classroom with the use of technology, technology which is bringing better education opportunities for students, enhancing what teachers teach, and impacting education in some incredible ways.
Audio TranscriptionTalon Hatch:
Even some of these younger kiddos as young as third grade, they're already building websites with HTML.
Matt Linford:
It creates this environment where tools like Skill Struck, tools like Adobe, can all come into one course of a kid and the kid can engage with these various content and curricular resources in one space.
Casey Nuttall:
Getting them in as early as possible on some of these tools to prepare them for the future.
[Music]Anthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. They are giving every student an opportunity to learn at higher levels in ways many never imagined. On this episode of the Supercast, we talk with companies igniting curiosity in the classroom with the use of technology; technology which is bringing better education opportunities for students, enhancing what teachers teach, and impacting education in some incredible ways.
[Music]Anthony Godfrey:
We're talking with Jared Covili, the grand poohbah, the grand marshal of UCET, but also the administrator over Digital Teaching and Learning in Jordan School District. It is always a great way to mark this time of year by coming to talk with you at UCET, Jared.
Jared Covili:
It's the end of winter. We're moving into spring, so what better time to talk Ed Tech?
Anthony Godfrey:
You can smell hope in the air. There's sunshine out there. It's a beautiful day.
Jared Covili:
It could be power cords and things.
Anthony Godfrey:
That's right. We're going to have three guests on that are partners with Jordan School District. Talk with us about those three.
Jared Covili:
Yeah, so today you're going to be listening to three different partners that work with us in the Ed Tech department. You've got Skill Struck, who represents a group that works primarily with our K-6 computer science group. Each of our elementaries has a computer science leader that works with the kids, helping them integrate not only computer science projects, but also computational thinking. So, Talon Hatch will be here from Skill Struck with us. And then we've got Casey Nuttall from Instructure, and our District is kind of an Instructure district. We use a lot of different products from them, but primarily most of you in the audience will know them as Canvas. So that's our learning management system that we use to connect students to their homework and to turn in assignments and do assessments. For us on the back end, it is the way that we do a lot of our grading and a lot of our assessment of students and what they're learning. So that's Instructure. And then our third partner that we're going to hear from today is Matt Linford from Adobe. Probably a lot of you have driven past the Adobe office on I-15 but wondered kind of what's going on up there. Well, they're a great educational partner of ours, and they provided all of their software to all of our students and teachers from K through 12. So that's a big part of what we do. And they're a great partner that we work with, not only at UCET, but throughout the year.
Anthony Godfrey:
Again, thank you for making this opportunity available to so many and for being the mascot mayor, grand poohbah, and grand marshal of UCET. Long may you reign.
[music]Anthony Godfrey:
So, let's start by talking with each of you. Just introduce yourself. Tell us who the company you're working with and generally your connection with education.
Matt Linford:
So, my name is Matt Linford. I'm with Adobe and I am actually the engagement manager that covers the state of Utah including a lot of what we do within the Create Utah program. So my role is just to really support districts and make sure that they have what they need.
Casey Nuttall:
Yep, and then I'm Casey Nuttall. I'm with Instructure. I'm a regional sales director for Instructure. So kind of like Matt, I work with the state of Utah in every LEA in Utah on how they utilize Instructure platform tools to engage student learning, to increase student outcomes, and really to be a tool to use to facilitate the education for Jordan School District.
Talon Hatch:
And I'm Talon Hatch. I'm part of Skill Struck, a Utah-based company. We work with the school district on computer science education. So, we work particularly with a focus on the elementary schools and how they're utilizing computer science to enhance learning and increase computational thinking for all your students. So, we really enjoy that and I'm just a regional partnership. I work with all the different partners throughout the state of Utah and helping districts do what Jordan's doing so well.
Anthony Godfrey:
For it for those parents who are listening, most of you probably did not benefit from the work of these three folks because in the last ten years there's been a lot of progress, a lot of movement forward, and education changes rapidly in the right direction, giving more personalized learning opportunities for students and different levels of support for teachers. I mean it's really exciting the level of creativity that's possible because of the support that your three companies give us. So let's talk about Skill Struck's connection with computer science at the elementary level, which for some people just sounds kind of crazy that we start that early. But that's exactly when we ought to be starting. Talk to us about what that looks like.
Talon Hatch:
Yeah, yeah, it's a great question. So, we love working with the District on that part. The larger part of what it stemmed from is about four and a half, five years ago, the state created the Utah Computer Science Master Plan. Obviously, with the growth of tech in our state and the legislation, the USBE came together and said, "Hey, we need to support our schools in making sure that every kid K through 12 is getting access to high-quality computer science curriculum, resources, and professional development for teachers." And so they actually created a grant program where districts could collaborate with other partners like Skill Struck and throughout the state in creating a plan of “this is what computer science is going to look like in our district,” to make sure that every kid has access. So, we really love working with Jared and Tracy in your district and seeing what does that vertical alignment look like at each school, across each grade level, so you can ensure that even as long as, like you said, as kindergarteners, they're engaging with the standards from the state and really getting that technology foundation that is so critical in the digital world that we live in.
Anthony Godfrey:
It's a very hands-on, very concrete STEM education from a very young age and really it comes down to problem-solving.
Talon Hatch:
Exactly.
Anthony Godfrey:
And I also think there's customer service and empathy built into that because you are programming for an end user, and if you can't put yourself in their place, you aren't going to be an effective programmer.
Talon Hatch:
Exactly, and the beauty of what the District's doing is throughout this curriculum is they're doing computer science with computational thinking, those problem-solving skills, the basics of coding. But beyond that digital literacy, digital citizenship, keeping all within one platform so these students can really be strong stewards of technology regardless of what path that they end up taking. The nice part is they're getting a really strong foundation in the elementary already where we work with a number of the junior highs in the District as well, and the teachers are coming to us and saying, “hey, these kids are knowing way more than they did a few years ago,” and they're having to level up their game. That was the whole plan of the master plan is we would need to level up what we were doing with technology in the classroom.
Anthony Godfrey:
Kids are pretty amazing and teachers are amazing and when you put great tools in front of them, you really can be blown away by the results.
Talon Hatch:
Oh, I mean I was just talking with one of your teachers. A shout out to Colleen Pepper over at Falcon Ridge. She's one of the teachers, the STEM teachers, that takes and teaches Skill Struck weekly across all grade levels of the school. So she's seen every class, every student, are coming to her once a week for about, you know, 45-50 minutes. She was just sharing with me even some of these younger kiddos as young as third grade, they're already building websites with HTML. They're already learning text-based coding with JavaScript. A lot of teachers are always saying, “those third graders can't do it that young,” and they're always shocked when they start excelling and they go fast and go way beyond what we give them credit for. It's exciting.
Anthony Godfrey:
Well, thanks for your support and making that possible. Stay with us. When we come back, we’ll talk with Instructure and Adobe about how they are impacting the student and teacher experience in Jordan School District.
Male voice:
Never miss an episode of the Supercast by liking and subscribing on your favorite podcasting platform. Find transcripts for this episode and others at supercast.jordandistrict.org.
Sandy Riesgraf:
Hello, I'm Sandy Riesgraf, Director of Communications for Jordan School District, and we want to invite you to connect with us. So many exciting things are happening in your child's school, your neighbor's school, in every school here every day. Don't miss out on following the fun or simply staying informed when there's important information we need to share. Join us at jordandistrict.org or follow us on Facebook, Twitter, and Instagram at Jordan District. We can't wait to connect.
Anthony Godfrey:
Let's talk with you about Instructure, Casey.
Casey Nuttall:
Yeah.
Anthony Godfrey:
Most people would not think, “Oh, Instructure, I know what they do.” Of course not. So let's talk about that.
Casey Nuttall:
Yeah, I mean I'll piggyback off of the conversation with Talon. Instructure was a catalyst with their product Canvas, right, that helped kind of bring technology of various forms and modes into one place and allow that facilitation of the curriculum and instruction be handled in one place via technology. I'm sitting here listening to Talon and I'm just thinking of my own experience of even computer science courses when, and this is gonna date me, but I remember my school was fortunate enough we had computers. Our computer was in the lab and our computer time was spent on typing the “quick brown fox jumped over the lazy dog.” That was it and then . . .
Anthony Godfrey:
I do remember that fox.
Casey Nuttall:
Yeah, there's that. There is that and Oregon Trail and that was our technology was playing that game and typing that, and then you go back to your classroom. So now I've got kids in the system and I get to see all the exposure that they have and all the experiences they get to have because of the technology and all the skills that they're acquiring because of that. It's just insane. That's why it's so cool to be part of this experience, being a vendor and being with Instructure because of our product Canvas. That's our flagship product that everybody knows us by. It creates this environment where tools like Skill Struck, tools like Adobe, can all come into one course and the kid can engage with these various content and curricular resources in one space instead of being taken all over the place.
Anthony Godfrey:
Right.
Casey Nuttall:
But it fits in a mode that's going to really help increase student engagement but increase student outcomes by the way that they're engaging with this content curriculum, and increase their skills overall to be able to have more advanced skills and more proficiency in ways that, unfortunately, our generation didn't have those abilities to have there. So yeah, it's really cool. So, with our partnership with Jordan, we've been fortunate enough to have a multifaceted kind of pronged approach with Jordan. It is the District that uses quite a few of our tools. They use Canvas as that curriculum resource tool as an extension to the classroom to be able to have access 24/7 to all the content curriculum that's being deployed. They also have a product called MasteryConnect which is a standards-based proficiency-based assessment tool to help gauge where kids are mastering certain skills.
Anthony Godfrey:
We've been part of MasteryConnect for a long time.
Casey Nuttall:
From the get-go.
Anthony Godfrey:
It's like having a Netflix subscription when they have to send physical DVDs. I mean, we've been around for a while.
Casey Nuttall:
That's more true than most people probably think because it used to be a physical test and then you would have to just bubble sheet and scan it. Now it's all online. You've got all sorts of items, so it's crazy to see how technology is advanced. Like I said, being a parent now of kids that get to go in and use all these types of tools and have exposure to it makes me feel like I got ripped off.
Anthony Godfrey:
Well, I think everyone listening to the podcast is familiar with Canvas. It's amazing that the classroom is available 24/7.
Casey Nuttall:
Yeah.
Anthony Godfrey:
Those resources are there and what I like to tell people, it's an added layer of transparency for sure. Parents who are interested in knowing, “hey, I wonder what my child is learning in this particular class,” it's a chance for them to engage with that but also to reinforce it. So I view it as a tool to connect with families, to connect with parents, to reinforce learning. Because of Canvas, a parent can watch the video and say, “Well, okay, now I'm up to speed. I'm gonna help you with this assignment.” Yeah, it's amazing and for us to have access to Canvas before the pandemic, for it all ready to be up and running in Utah throughout the state, I think we were miles ahead. Miles and miles.
Casey Nuttall:
You have no idea.
Anthony Godfrey:
You know, one of the first questions we ask when we're looking at another vendor or another opportunity is, “How well does it connect to Canvas? How does it link to Canvas?”
Casey Nuttall:
We love that because you keep that method.
Anthony Godfrey:
That is our methodology because it we want it to be one-stop shopping where parents can really get access to everything they need to stay connected to their student and to their learning.
Casey Nuttall:
But also promote the best of breed, right? Like that's something I want to convey to you. People know is Intructure, we have tools like the assessment tool MasterConnect, right? That's one tool of a bevy of assessment tools. If it's not the right fit for the District, we want to be able to help facilitate “what is the best tool for your learners?” So, like if Adobe is the best tool for a creative aspect, let's allow Adobe to come in. If Skill Stuck is the best for computer science let's allow those to come in and live. Like it is really truly promoting an openness and a best of breed approach. Unlike others where it's like, “nope, we're gonna lock you into our ecosystem and if you want to try and use something else, we're gonna make it more difficult.” Why? We need to all be in it for the learner. That's what I love about the vendor partnerships we have is we know, we recognize Skill Struck has a unique tool offering. Adobe has a really unique offering in the marketplace. Why would we ever prohibit our students from having access to those if it's gonna be the best fit for them?
Anthony Godfrey:
Exactly, and it gives us access to the widest range of right best tools connecting to that foundational Canvas connection. And speaking of PDFs, let's talk about Adobe.
Matt Linford:
The King of the PDF.
Anthony Godfrey:
That's right, we all know your logo better than anybody else's. I think that's fair to say. I know that you always provide the leadership opportunity, that leadership training for our principals, but so much more support in Jordan District. Talk about what Adobe offers. I think people would be surprised at the range of services that are provided to the District.
Matt Linford:
Yeah, our offering is definitely morphed and changed over the last few years a lot with what Utah has been doing over the last few years with these larger partnerships, with people like Skill Struck and Instructure. It's been an honor for a lot of the Adobe folks, and if anyone's been here in Utah, you know you drive along I-15 you see our building down there in Lehi. I mean, we're kind of a mainstay here even though we're based out of California. We have a lot of folks that are involved in this Utah community. We feel it, we want to be a part of it, and so our partnership has definitely evolved from just “hey, we offer things like Photoshop, illustrator, PDFs,” that type of stuff. What most people know us for is the evolving kind of scope of Adobe Express which more and more people are becoming aware of over time. We put a lot of effort in making sure that parents and the communities are aware of what Adobe Express is and does, and how that connects to the broader scope of K-12. That has been an honor and actually just a privilege to see that grow with the partnership. For example, specifically with Jordan and other districts here in the state, but Jordan specifically, we've done a lot of work making sure that there's professional development made available at, of course, no cost for any of the teachers that want to figure out, “well, listen, I you know Adobe is too hard. I use PDFs occasionally but I don't really see how Photoshop's gonna have anything to do with an elementary kid or elementary student.” Where we come in, we say. “No, there's Adobe Express that actually provides full scope of creativity and digital literacy advancement for those kids. Getting them in earlier, as Skill Stuck was kind of mentioning there, getting them in as early as possible on some of these tools prepare them for the future.
Anthony Godfrey:
Creativity, it's bringing creativity to every subject. When you bring creativity, you bring engagement. So really what you're doing is you're connecting with students, teaching them essential skills that you're also teaching the adults in our District now; but our students are getting an earlier start on that, and I just love that. The professional development support has really been key. Our digital learning team has really appreciated that. Give me a couple of examples of the sorts of things that Adobe Express can do for a classroom.
Matt Linford:
Yeah, it's the range has grown substantially. It used to be you could create maybe a video or do a little graphic here or there. It's broadened out quite a bit. Our video technology is really fantastic that can work on a Chromebook. For example, web-based stuff most of us are known for like Premiere Pro, which is an industry standard that is used in Hollywood all the time in that type of area. But for a Chromebook and being able to be able to do like, for example, animate your voice which has become such a big part for those younger students, where they can pick a character, just record their voice in a very simplistic and easy way, and they can tell their story. Again, that goes back to that idea of creativity in every aspect that you can possibly imagine, allowing that student to tell their story in multiple ways, to engage them more by having a video tool like that. We also go all the way into the PDF space, like we talked about, where we have actual really easy drag-and-drop PDF-kind of editing capabilities with an Express that work in conjunction with something like Acrobat. So, it can go into those spaces and then, of course, we have tons of graphic design tools. We also have our new Adobe Podcast that is being used heavily here in the state now, so tools like we're on right now, a podcast like with this. It's meeting people where they're at in a web-based format so you don't need to have like, for example, here we're using Adobe Audition which is a really great tool. Shout out to the fact that we're using that right now because it's an awesome tool but that's not going to be user-friendly for a teacher trying to create a new kind of audio recording technology within, say for example, middle schools or even late elementary. Adobe Podcast is open the door that it makes it super simplistic to do that now.
Anthony Godfrey:
That's such an important aspect of what you're doing. It's Adobe, it's Adobe Express. It's making it accessible so that once students and teachers get connected to it, then they can explore beyond that. But it's making that point of entry so much easier to get to by lowering the wall and lowering the concerns about, “oh, this is kind of beyond my range.”
Matt Linford:
The Express stuff is all free to everyone in the state of Utah. This is coming from our kind of high-ups within our company to make sure that we just want as many creators out there in the world as possible. So by doing it this way and working within the current systems that are out there, we're really trying to again meet those teachers where they're at.
Anthony Godfrey:
Fantastic! Well, you're all three incredible partners that have helped us really propel education. Well, thanks everyone, and good luck at the conference.
Group:
Thank you, thank you, appreciate it.
Anthony Godfrey:
Thanks for joining us on another episode of the Supercast. Remember, “Education is the most important thing you will do today!” We'll see you out there.
(upbeat music)
It is an exciting new addition to Jordan School District, using a cost-efficient approach to provide a growing number of essential educational services to families in a centralized location.
On this episode of the Supercast, find out what Jordan School District is doing with the former Walmart space across from Elk Ridge Middle School off of 9800 South in South Jordan. It is space that’s being transformed into the Jordan Learning Center (JLC), and excitement is growing for students, teachers, staff, and the programs which will soon call the remodeled space home.
Audio TranscriptionAnthony Godfrey:
We started in September on construction. When will we be ready to open?
Scott:
We plan on turning over the middle of August.
Ross Menlove:
We reach kids across the entire District and across the state, but this new location is going to be one central location for us. We're super excited to have one place where kids can come. Kids are going to be doing science experiments and doing creative projects. Just haven't been done before. Making things, designing, being able to be creative, be innovative.
[Music]Anthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. It is an exciting new addition to Jordan School District, using a cost-efficient approach to provide a growing number of essential and specialized educational services to families in a centralized location. On this episode of the Supercast, find out what Jordan School District is doing with the former Walmart space across from Elk Ridge Middle School off of 9800 South in South Jordan. It is a space that's being transformed into the Jordan Learning Center, or JLC, and excitement is growing for students, teachers, staff, and the programs which will soon call the remodeled space home.
[Music]Anthony Godfrey:
We're here touring through, taking a look at the construction that's underway to create the Jordan Learning Center here. We're with Scott and Ian. Introduce yourselves and let's talk a little bit about this building.
Scott:
Yeah, like he said, my name's Scott. I'm with Engage Contracting. I'm the project manager on the Jordan Learning Center. We're excited to push this thing through to the end.
Ian Roberts:
I am Ian Roberts with Jordan School District, the Capital Outlay Manager. As it's been said, this was a Walmart building at one point and it's made quite a transformation into what it is today, just a little under 41,000 square feet. We'll house our Child Development Center, our Jordan Education Foundation, and our virtual schools.
Anthony Godfrey:
The Jordan Credit Center is going to be tucked in this corner where we're speaking from right now. So these are programs that have had multiple locations, changing locations, locations that weren't large enough to accommodate their needs. I'm really excited about this central location across the street from a school. Just so happens that a crosswalk is going in and the light is going in so there will be easy access to Elk Ridge Middle School when we need a gym and those sorts of services. I have to tell you, I am amazed at how much larger the building feels now that there are walls in here. I know that sounds strange, but you have made incredible use of this space with MHTN as the architects designing this. We've worked closely with them, but you and your team have done such a great job. Tell me about this project.
Scott:
Yeah, so we started it. It was about September of 2024. It was just boots on the ground. The project was already designed. So we came in, bid the project and got started right away. I think one of the most exciting parts is just seeing all the new designs. K through 12 construction was new to Engage Contracting specifically. We've done higher education. We've done work at Weber State. But this one introduces some new elements to us that were exciting to us, like I say, with the different art elements, colors, the millwork and things like that, that's been exciting. Some of the other things that were neat about this project is the number of skylights they put in for the energy efficiency and also just to kind of bring the outside in type deal as you can see already. Well, you can't see because we're talking, but there's a fair amount of windows. The windows are large and kind of bring that inside element. But the light that those things are going to bring through those 16 skylights shining down through various parts of the building, whether they be through open ceiling spaces or drop ceilings or hard lit ceilings, it's really going to bring that daylight in and connect with the outside.
Anthony Godfrey:
That design element and the work you're doing there makes a big difference. We know that kids learn better and people work better and everyone's happier when there's a little bit of daylight involved. That's only one of the reasons that this no longer feels anything like the Walmart that it used to be. Tell me about the work out on the front. There's been a lot of concrete work that looks really good and it doesn't look anything like it used to. It's a very welcoming entry even at this stage.
Scott:
Yeah, so the concrete is exciting. The cool thing about that is there's really no straight edges out there. Everything kind of curves and winds around. And in fact, what you can't see now is we have some precast benches that follow those same design elements and shapes, so we'll have some curved benches. There is a long straight bench out front just kind of next to the parking area to utilize as well. The other exciting element that you're going to see out front is the structural steel entrance canopy. You can see that now that'll end up getting painted. And then we'll have a plexiglass sitting on top of that to just kind of go along with the design. There is some lighting underneath the hard canopy immediately outside the entrance doors right there.
Anthony Godfrey:
The little half door that they used to push shopping carts through is long gone. No longer. We started in September on construction. When will we be ready to open?
Scott:
Plan on turning over the middle of August. We're on track to do so. You guys moved in and get these last few elements wrapped up.
Anthony Godfrey:
The thing that this accomplishes is not only does it create space for these programs, but it opens up space where the programs were previously housed and allows us to make full use of the schools and facilities where we were trying to make everyone fit previously. So, it opens up space for others and creates space for these programs. So, thank you all for the work that you've done to make that possible. Now, I understand that you have a connection to Jordan previous to this.
Scott:
Yes. So, I grew up just across the street in Glenmoore. I went to Elk Ridge Middle School the first year it opened. Me and my siblings were raised in the Jordan School District.
Anthony Godfrey:
That's awesome. Did you gaze across the street and say, “One day I will build there?”
Scott:
I never thought about it. It was a field back then.
Anthony Godfrey:
Well, it's pretty cool to have you here. When Elk Ridge opened up, I was teaching at West Hills. So Elk Ridge pulled students from West Hills. So that's very yeah, you were you were in middle school when I was teaching middle school. So, Ian, this is a very different project from what we normally have going in the summer. But this is not new for us, making use of an existing building, purchasing that and then making it into what we want it to be. Talk about that process and how this is a unique building.
Ian:
Yeah, every project, especially existing, comes with its own little set of challenges. We deal with different construction methods as we purchase a building versus what we do when we construct a building from new. MHTN has worked really great with us and been able to create a design and be able to bring this building up to those standards that we typically have with our elementary or high schools or middle schools that we build from the ground up.
Anthony Godfrey:
This is a building that is intended to welcome members of the community for the Foundation, students of all ages, for the CDC, with our virtual schools and with our credit center. So we're really going to be pulling people from across the District. So it's exciting to have such a nice building in such a perfect location. Well, Engage has been doing a tremendous job. We're excited to be working with you on this project. So thanks for everything you're doing. Talking now with Ross Menlove, one of three principals in our virtual schools, you're over the elementary school, Rocky Peak. Tell us where you've been, what locations you've been using, and why this is going to be a step forward for you.
Ross Menlove:
So, yeah, for the last few years, we've been using the Majestic Elementary portables in the back and then combining with Bluffdale with Hidden Valley Middle School out in Bluffdale to be able to provide our program because we reach kids across the entire District and across the state. But this new location is going to be one central location for us. We're super excited to have one place where kids can come. Yes, we are a virtual elementary and our instruction is online, but kids come in and we get together to learn STEM projects. We get to do art, to do a bunch of fun activities and also get together, go on field trips, go explore and go do a lot of fun things and have the complete school experience virtually.
Anthony Godfrey:
And you're across the street from Elk Ridge Middle School. So if you need school amenities, you're going to be close by to be able to access that.
Ross Menlove:
Oh, it'll be so great. We've always partnered with our great schools. We've been with Hidden Valley and Elk Ridge. We've already chatted with them and they have a great location and they have a lot of space. We can do all of our fun activities. We do activities each quarter as not just as a school, but as a whole virtual academy and get everybody involved from kindergarten up until they graduate.
Anthony Godfrey:
And just as a reminder, we have elementary, middle and high school, three distinct virtual schools where you can learn synchronously in time with the teachers. Or you can learn by watching a recording and participating after the fact. It's a very successful school and enrollment really is booming at all three levels. There's space available, but we've also had record numbers this last year.
Ross Menlove:
That is so true. We provide all our families an opportunity to learn what works best for them. At our elementary, we have kids that learn on their own with their families, with their parents. We partner with the parents to provide a great curriculum and the best learning experience for each kid in the middle, the elementary, middle school and high school.
Anthony Godfrey:
Well, I think this building shows the Board’s and the District's commitment to continuing to provide virtual learning for every student who wishes to access that. And describe this space here. We're going to have a very unique space that was informed by our visits to some big tech leaders and how they have their offices organized and I think it's really going to be conducive to virtual teaching.
Ross Menlove:
Yeah, not only for kids coming in and activities, but you're going to have learning booths and teaching booths for teachers to come in and work together. You're going to have spaces that used to be just one big room. Now you're going to be able to consolidate that down into different learning spaces that accommodate different needs and different styles of teaching and learning. But also we have an amazing maker space. Kids are going to be doing science experiments and doing creative projects. Just haven't been done before. Making things, designing, being able to be creative, be innovative, and it's a space that allows for that. A space that has openness, that has the feel of being creative and being innovative and be able to learn at high levels.
Anthony Godfrey:
And there are lots of teacher workstations here as well. Talk about that.
Ross Menlove:
Oh, yeah. So, we have. It's really fun. There's silent kind of recording booths or even a teaching booth where you can go and you can teach your class and you have a space that's quiet. But you can interact with your kids online, interact virtually, but also you can have them come in. You work with them one-on-one. It's an environment that kind of best fits the needs of each kid's learning styles.
Anthony Godfrey:
That plus all the home bases for each teacher is really, really going to make it nice to be able to accommodate all of our virtual teachers and great work. And if students of any age want to sign up for virtual schools, where do they go?
Ross Menlove:
They go to jordanvirtual.org or in your search, you can search all the schools. Rocky Peak Virtual Elementary, Kelsey Peak Virtual Middle School and King's Peak High School.
Anthony Godfrey:
Well, thank you very much, Ross.
Ross Menlove:
Well, thank you. This is amazing. And thank you to the Board. And we're so excited to move into our new space.
Anthony Godfrey:
Stay with us. When we come back, we'll be speaking with more of the leaders who will be a part of some of the programs here at JLC.
Male voice:
Never miss an episode of The Supercast by liking and subscribing on your favorite podcasting platform. Find transcripts for this episode and others at supercast.jordandistrict.org.
[music]Female voice:
Does your student want to become a veterinarian, commercial pilot, programmer? Maybe they want to make a difference as a dental assistant. These are just some of the programs offered as part of Career and Technical Education. CTE in Jordan School District. CTE provides the technical skills needed to prepare students for future employment or for a successful transition to post-secondary education. Career and technical education provides work-based learning opportunities. We partner with industry experts to offer apprenticeships and internships with students working in the real world at real jobs while going to school. The CTE experience starts in our elementary schools with the kids' marketplace and grows through middle and high school. To explore all CTE has to offer in Jordan School District, visit cte.jordandistrict.org today. And let's get your child started on the pathway to a profession.
Anthony Godfrey:
We're talking now with Mike Haynes, the director for the Jordan Education Foundation. This is going to be a very different space from what you've had before, Mike.
Mike Haynes:
Yes, thank you, Superintendent. This is super cool. We have space to accommodate donations. So right now, we've got them spread all over the District.
Anthony Godfrey:
Yeah, you'll find an empty classroom, half of an empty portable, whatever it takes to be able to store what's donated.
Mike Haynes:
You're exactly right. And probably people listening to this have been one of those who have offered some help by letting us use a room or two. But we'll have a dock. We'll have space to accept donations from vehicles as they drive up. We'll have plenty of space to store things in the warehouse. And it'll be a central place for us to help provide those donated goods to students or teachers in need. It'll be really centrally located. It'll be really helpful
Anthony Godfrey:
We've had to turn donations down before because we did not have enough space. It's rare, but we've had to do it.
Mike Haynes:
You're right. And it's painful when we know that we can use those donations six, eight months down the road, but we have nowhere to go with them. So this will really be nice.
Anthony Godfrey:
And with the high ceilings here, you have shelving that is planned to really make the most of this space and also allow for some assembly to take place, putting together backpacks, putting together weekend food packs so that it can all be set up, volunteers can come in and we can make the most of their time.
Mike Haynes:
You're exactly right. I was going to bring that up as well. This space will accommodate those tables. That's one of our plans is to help engage some of the community to come out and help build those weekend packs, snack packs, hygiene kits, things like that. And, you know, when people get in and help, volunteer, serve and donate time, this will be a great way to accommodate that.
Anthony Godfrey:
This is at the back of the building, but you also have a nice office space plan where meetings can take place and also a wall where donors can be honored. Those who are not familiar with the Foundation may not realize just how many events are going on and how many donations you're processing. So this space will really make a difference in that.
Mike Haynes:
You're right. There is a lot. We also have 32 volunteer board members. So, accommodating everybody at one time has been a challenge. This will be really nice to have a place that will be beautiful, accommodating and support the needs as we work with the community, the schools, the students.
Anthony Godfrey:
If people have an in-kind donation, will they be able to drop that off at this building?
Mike Haynes:
Yes. Day of Service, September 11th, is always a big day where people line up to donate big packets of food that they prepared. This will be a great place for that. They'll just pull right in. We'll accommodate that, unload them and whether it's food or other items, this will be a great location for that.
Anthony Godfrey:
If anyone wants to make a donation, where do they go to do that?
Mike Haynes:
Jordaneducationfoundation.org “Donate Now” button. We'd love it.
Anthony Godfrey:
OK. Thanks very much.
Mike Haynes:
Thank you, Superintendent.
Anthony Godfrey:
We're talking now with Beth Lewis, who works in the newly created Jordan Credit Center. Thanks for talking with us, Beth.
Beth Lewis:
Thank you for having me.
Anthony Godfrey:
This is the space where actually you're going to start the Jordan Credit Center. I know the operation started this summer and this winter, really, but this will be the first designated location for the credit center. Tell everyone a little bit about what's involved.
Beth Lewis:
So the Jordan Credit Center is a place where students who need credit to graduate can come to us. We provide four different options. They can take competency tests. So if they have had the course through homeschool or they just know the information really well, they can come and test out of the class or they can do original asynchronous credit with us. They can do grade replacement credit with us, and they can do credit recovery with us.
Anthony Godfrey:
Credit recovery, grade replacement, all of that, the level of work and the type of course and what we offer will vary. So if you fail the class, but you need to make up that credit, that's different from never having taken the class, but wanting to earn credit without taking the traditional brick and mortar or virtual class that you might find elsewhere.
Beth Lewis:
Correct. Our credit recovery program enables students who have had classes before, but they have failed to get the information that the state and the District have deemed necessary for them to show competency in the class and so it is an abbreviated course. Then grade replacement is the same as if they took the course brick and mortar. It's a full class. It just replaces their grades that they earned before. Then the original credit is just like taking a class in the brick and mortar. It's just all online and it's asynchronous. It provides opportunities for students who want to accelerate their program, get through classes faster, or for students who need a little bit of extra time. If a nine-week quarter doesn't work for them, they can take 12 weeks if they need to.
Anthony Godfrey:
It also works for acceleration. You already know the material from the course and you want to demonstrate that you know the material and really shouldn't have to take the course. We provide an avenue for people to earn credit that really already have the knowledge we'd be covering in class.
Beth Lewis:
Yes, we do have that. That's our Demonstrated Competency Program and we do that for students who are coming to us through non-traditional routes. Or like you said, have the knowledge already and sitting through that class at school is not necessary for them because they already know the information.
Anthony Godfrey:
How would they contact the Jordan Credit Center if anyone's interested in earning credit through you?
Beth Lewis:
If you're interested, we have our information on our website. If you search Jordan Credit Center, it's the first link that shows up. You do need to register for our programs through your counselor, so you do need to talk to your counselor at your boundary school in order to register with us. They also have information for you and can direct you to the right locations for testing or for courses.
Anthony Godfrey:
We'll talk with you more in a future podcast because there's a lot to unpack there. Tell us about why this location will work so well for the JCC.
Beth Lewis:
The number one reason is because it's central. It's in the middle of the District, so students from the south can get here just as easily as students from the north end of the District. It's a great location because students need to have a space to test and they need to have a space sometimes to get extra help and we provide that for them.
Anthony Godfrey:
Well, we're really looking forward to it and I know great things have already been happening this summer with thousands of students being helped earn credit. Otherwise, they'd have to find other places outside of the District and we're really excited for teachers to have the opportunity to work and do that this summer, those who are interested, and for students to earn credit that they need. So thank you for all your efforts getting that up and running with the others who've been working on that.
Beth Lewis:
Thank you. It's been a pleasure doing this for our students and for our community.
[music]Anthony Godfrey:
Thank you for joining us on another episode of the Supercast. Remember, “Education is the most important thing you will do today.” We'll see you out there.
[music]
Do you know the signs to watch for if you suspect your young teen might be vaping? Do you want to talk to your teen about it, but don’t know where to begin?
On this episode of the Supercast, we sit down with a doctor from Intermountain Health Riverton Hospital, who gives us some strategies for approaching the subject of vaping. Find out why it’s a conversation that could save your teen from some serious health complications now and in the future, due to what doctors say are the real dangers of vaping.
Audio TranscriptionAnthony Godfrey:
What are the negative impacts that you see, especially in youth, as a result of vaping?
Dr. Blagev:
The analogy was smoking. It took decades for us to be able to understand kind of the longer term COPD, lung cancer, heart disease risk. The other category I worry about is the lifelong addiction.
[Music]Anthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. Do you know the signs to watch for if you suspect your teen may be vaping? Do you want to talk with your teen about vaping but don't know where to begin? On this episode of the Supercast, we sit down with a physician from Intermountain Health Riverton Hospital, who gives us some strategies for approaching the subject of vaping. Find out why it's a conversation that could save your teen from serious health complications now and in the future due to what doctors say are the real dangers of vaping.
[Music]Anthony Godfrey:
We're here with Dr. Blagev, the chief medical officer at Riverton Hospital, to talk about vaping. Thanks very much for taking time.
Dr. Blagev:
Thanks so much for inviting me.
Anthony Godfrey:
Tell me, what are the negative impacts that you see, especially in youth, as a result of vaping?
Dr. Blagev:
You know, one point overall for negative impact is that we're still learning about them. So if you think about the analogy with smoking, it took decades for us to be able to understand kind of the longer term COPD, lung cancer, heart disease risks. So I would say that we're still learning about these longer term effects. In terms of the more immediate effects, we do know, we know that there's a range of kind of immediate severe effects and that would be where e-valley, so e-cigarette or vaping associated lung injury, would be in that category. That was in the news a few years ago where young people otherwise healthy vape, and then have really devastating lung disease and even might die from that. And that's one big concern because of the severity. Not the most common concern actually, but quite severe. The other category I worry about is the lifelong addiction. And that's really when you think about a broad population getting children hooked on this and more than even the nicotine or the THC per se, it's also teaching them kind of coping skills for life with this thing. And that's the thing that makes it sort of lifelong for them. You know, we did a study of people who had lung disease, you know, e-valley, right? Like the most severe consequence of vaping, the most immediate, you're not talking about lung cancer in 20 years, life changing, right? Like in an ICU, super sick, directly linked to vaping. And when we followed these people out a year or two later, you know, only about 40% were able to quit all vaping and smoking. So you think about how ingrained that is for them and how challenging it is to quit. That's kind of what they've reached for or how they've learned to cope or to deal with anxiety or with life. And I think that's sort of the big question, is how do you address those underlying issues to help people not pick it up?
Anthony Godfrey:
And that is what we focus on as district is trying to help connect families and students to resources that can help address the underlying issues that drive a student to vape. And it's chilling what you've pointed out that once a student starts, once a child starts to vape, there can be severe medical impact. And despite that very clear evidence that vaping is damaging their lungs, making their quality of life go down, stepping away from vaping is just very difficult. And Jordan School District has actually been involved in a class-action lawsuit and was successful in receiving a settlement, as many other districts did nationwide, in fighting the advertising and marketing to teens that had happened with Juul and other and other manufacturers. So we've been actively working against that. The interesting thing is we do have some detectors out there, but they're, like you said, it's so new that there aren't even reliable detectors. But we really do try to identify the students who suffer from that addiction and really try to address not just that issue, but the underlying issues and the access, where are the access points, how are they able to get this. Now some parents listening may not know the varieties that are available or all the ways that vaping is made enticing to teens. Can you describe how flavors and devices and all of that factor into the allure?
Dr. Blagev:
Yeah, you know it's so interesting because if you look at the uptick of vaping, it really follows kind of the blueprint for how smoking cigarettes was made into a thing, right? Like down to the, it's sexy to be smoking. So now, you know, there's regulations around cigarettes and movies and social media and advertising and really vaping exploited the lack of regulation. So you would have social media influencers and others where people are vaping. It's the cool, hip, new thing. It's for young people. I think one of the things about vaping is it often gets sold as this kind of harm reduction intervention. So you have someone who's, you know, they've started smoking when they were nine buying cigarettes for their dad and now they're 70 and they've been smoking their entire life and it's so hard to quit smoking. The vaping is this harm reduction we can switch to. And that's fine if it's effective and it depends where you are and what the nicotine content is and the context on whether or not it's effective. But that's not their big market. The big market is getting a bunch of young people to start vaping because it's hip, it's cool, their friends are doing it, celebrities are doing it, it looks modern, it has all kinds of appealing flavors and that's the thing that drives it, right? And it's high-tech, right? It's not this old thing. It looks, you know, like USB ports or technology.
Anthony Godfrey:
Paper is not involved.
Dr. Blagev:
Yeah. So it's really, and it's not this, you know, it's kind of like the cartoon characters that were selling cigarettes in the old days, right? It's not this accidental thing where adults are making a rational choice. It's really pretty targeted, effective advertising to children. Like that's when people start and build these habits that make their life love.
Dr. Blagev:
And we're better at impacting behavior than we've ever been. There are more methods of doing that, more points of access through social media and just through the internet. Yeah, and you referenced if you can get someone started when they're young, then you have a lifelong customer and the advertising has been pretty targeted at teens or it was before more regulation came into place.
Anthoy Godfrey:
Stay with us when we come back. More information about vaping from Intermountain Healthcare.
[Music]Male voice:
Never miss an episode of The Supercast by liking and subscribing on your favorite podcasting platform. Find transcripts for this episode and others at supercast.jordandistrict.org.
[Music]Female voice:
In Jordan School District, we like to support students in and outside the classroom along with their families. That's where the Jordan Family Education Center comes in, offering support services and a wide variety of classes for students and their families free of charge. You can take a class called Blues Busters for children feeling sad or worried. Just Breathe is a class that helps students reduce stress. Or how about a class that supports parents in helping their children make and keep good friends. There are also support groups and free counseling, all provided by Jordan School District school psychologists and counselors. To find out how you can benefit from free family support services offered by the Jordan Family Education Center, call 801-565-7442 or visit guidance.jordandistrict.org.
[Music]Anthony Godfrey:
What are the trends you're seeing lately as a medical professional?
Dr. Blagev:
Yeah, and I'll specify, you know, I'm an adult pulmonary critical care physician and so we are certainly seeing people who vape who come into the intensive care unit. And we certainly know that vaping increases your risk for pneumonia, bronchitis and other kind of lung problems. We are not seeing the levels of kind of acute lung injury related to vaping that we were seeing back in 2019. So that's positive.
Anthony Godfrey:
Good. That's good.
Dr. Blagev:
So that's great. We still see it occasionally, so it's still a thing. It's not, you know, it's not that vaping is safe. And then, you know, some of the surveys out there are coming out that maybe indicate that kids are not continuing to go up enough in terms of vaping. But I think it's hard to know what the data is really telling us whether we had less reporting with COVID and what the, you know, whether that's kind of validated. But I don't know, what are you seeing in schools? Is there a sense that there's fewer kids vaping or is there a sense that it's still increasing?
Anthony Godfrey:
It depends on where you are. And it also is difficult to get good data on that. Like you said, they're always getting it secondhand. They're never buying it directly. So we don't have statistics that way. But, you know, you're always worried about the student that you know is vaping. And so I don't know that I could say anything more broadly about that, just that it's an ongoing issue for sure, something we worry about. And we hear specifically from parents about the bathroom. My child goes into the bathroom and their kids vaping in the bathroom. So that's where we've tried to have detectors. We're still looking for the right detector that we can deploy more broadly. We've piloted them in some schools. But more than anything, we have more mental health support in schools than we've ever had. And we have that starting at the elementary level. We've really bolstered that. We have a full-time counselor at every elementary school, full-time school psychologist as well. And nurses spread throughout the District so that we can try to address problems early on, help students who are dysregulated when they're very young, and teach every student the skills to get recombobulated, if you will, if you're feeling so discombobulated that you can reconnect and get back into balance so that they're not relying on vaping or other harmful methods of trying to feel better.
Dr. Blagev:
Yeah. I think that is so critical and so important because those pathways that you establish early on are really kind of what gets ingrained. And it's hard, you know, we can all change. It's a lot harder to change when it's something you've been doing your whole life. And, you know, vaping has subtlety. So, you know, we sort of have this big umbrella of vaping. But you can vape THC and you can vape nicotine and then you can vape all kinds of other stuff. And if you think about vaping THC so that is not legal in every state, it's not legal in Utah. And so how you're acquiring that and what's happening with that has a particular network effect. When we were seeing patients with e-valley, that was 85% people that were vaping THC. Nicotine is distinct. So, nicotine is the one. So, vaping nicotine is what gets sold as harm reduction for cutting back on smoking. In the UK where they have data that shows that in some cases that can be successful, the nicotine amount in vapes is regulated. And so you can't have, you know, more nicotine in your vape than you would in a regular cigarette. So, it's limited and regulated and nicotine is the thing that gets you really addicted. In the US, it's kind of the wild west. And so you have nicotine vapes that have high levels of nicotine that really get people addicted to the nicotine and the vaping that then drives that behavior. And in our kind of American studies, we're not seeing, you know, this great reduction in smoking. If you vape, we just see that people do both. They smoke and vape.
Anthony Godfrey:
Really? So, it's not a replacement. It actually increases the amount of nicotine in your system as a result of the amounts being unregulated. I didn't realize that.
Dr. Blagev:
And that's the other big issue, I would say, with even understanding the harms from vaping or the effects from vaping is it's sort of completely all over the place, you know? And even, you know, people can have vapes that they stuff with whatever and they're vaping all kinds of stuff. And so, even when you study what's the effect of vaping, you end up saying, you know, am I inhaling a bunch of like metal fumes from the heating element? And that can cause lung disease. And it's sort of like, well, it depends on which brand and what heating element and to what temperature and what all of that. And so, it becomes hard to know, you know, it's this big umbrella of junk that people are breathing in that has a variety of negative effects that we're going to be understanding for a long time. But maybe if nobody vapes, we don't need to understand them and we can just not see them.
Anthony Godfrey:
Sure. What are some of the misunderstandings out there, the misconceptions about vaping? You've talked a little bit about, first of all, the safety that this is a safe alternative. Well, you've talked about all of the harmful effects of vaping. What are some other misunderstandings or misconceptions around vaping?
Dr. Blagev:
I mean, I would say that's probably the biggest one that people look at it as it's like it's pretty safe. It's definitely safer than cigarettes. It's not a big deal. You know, we don't think of vaping as something that's necessarily hard to quit, right? Like where I feel like we're pretty aware that heroin's really hard to quit.
Anthony Godfrey:
We're pretty aware that there's no debate about that. I think there's some consensus around that.
Dr. Blagev:
Or like cigarettes, you know, like nicotine really hard to quit. But vaping, I don't think people view in the same way where that, you know, it's sort of like a thing I can do for fun. Like I can chew bubble gum and I'm not addicted to it. So I can vape, you know, some bubble gum flavor and it's not the end of the world. I'm just rebellious for a little bit or it's a cool thing to do, but it doesn't have the same, I would say, awareness about how it sets you up kind of down the road and that it's pretty hard to quit. And there's pretty good survey data about young people that try to quit and have a hard time quitting. So I would say that that's maybe the other big one.
Anthony Godfrey:
Which is a common misconception about a lot of things. My willpower will just allow me to stop. I can stop whenever I want to stop. But the best way for a teen to stop is never to start.
Dr. Blagev:
Yeah. Yeah.
Anthony Godfrey:
Let's talk about being a pulmonologist. What started you down that path for those parents who are listening? When did you decide this is what I want to do?
Dr. Blagev:
I think there's two kinds of people in the world. I mean probably more than two. But there's people that are like, I was born and I was put on this earth to do X. And then there's people that are like, I don't know. I like everything. And at this point in time, these were fun people to hang out with and I thought I like this.
Anthony Godfrey:
It kind of took me down that path. Yeah.
Dr. Blagev:
And you sort of opened to doors opening. So I would say I was in that latter group. The reason I picked pulmonary critical care, which is a really broad specialty. I mean you're anywhere from sort of clinic where you can see bread and butter asthma, COPD, emphysema to weird infections, to tuberculosis or other unusual kind of infections to autoimmune disease. So some of the unusual lung diseases we talked about or rheumatoid arthritis can have issues in the lung and inflammation. So you can see all of that in the outpatient setting to ICU where, you know, in the intensive care unit are people who are sort of on life support, breathing machines, that kind of thing. And so I think I just was interested in everything.
Anthony Godfrey:
Yeah.
Dr. Blagev:
And this was a broad specialty.
Anthony Godfrey:
But curiosity brought you here.
Dr. Blagev:
Yeah.
Anthony Godfrey:
Well, I really appreciate your time. This is great information and we'll list some resources for parents in the show notes for where they can go if they're looking for help in helping their teen move away from vaping and eliminate that from their lives. Thank you for everything that you do to support our community and to help us be healthier. So I really appreciate your time.
Dr. Blagev:
Oh, thank you so much for having me. This was great.
Anthony Godfrey:
Thanks for joining us on another episode of the Supercast. Remember, “Education is the most important thing you will do today.” We'll see you out there. Bye.
[Music]
She has been a teacher at Riverside Elementary School by day, by night and on weekends, performing live concerts throughout the State.
On this episode of the Supercast, we take you to a weekend regional music festival in American Fork. That’s where we catch up with teacher, Lydia Theobald, who is a vocalist and keyboard player with the very talented local folk-rock band “Seaslak.” Hear first-hand about the history of the band and how Lydia’s love for music has spread to students in her classroom over the years.
Audio TranscriptionAnthony Godfrey:
You talk about the relationships with students. Did you feel like music drew you closer to students and allowed you to make maybe a faster and deeper connection with them?
Lydia Theobald:
I think music definitely enhanced everything we did in the classroom and specifically our relationships for sure. It's fun to have songs to show my students. I would always show them songs before they came out and they always gave us feedback and loved them and we would do dance parties sometimes.
[Music]Anthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. She has been a teacher at Riverside Elementary by day and by night on weekends has performed live concerts throughout the state. On this episode of the Supercast, we take you to a weekend regional music festival in American Fork. That's where we catch up with teacher Lydia Theobald, who is a vocalist and keyboard player with the very talented local folk rock band, Seaslak. Hear firsthand about the history of the band and how Lydia's love for music has spread to students in her classroom over the years.
[Music]Anthony Godfrey:
We are in American Fork at the Fork Fest Music Festival and we're talking with Lydia Theobald about being in the band Seaslak and she just finished up her time at Riverside Elementary School. So a lot going on for you right now.
Lydia Theobald:
Yeah, it's been a busy week for sure.
Anthony Godfrey:
Yeah, thank you very much for talking with us. So you're a member of the band Seaslak. Tell us a little bit about that and about the performance today.
Lydia Theobald:
So my friend from high school, Mick Rudolph, started the band about three years ago and I joined the band two years ago and it's just been super fun to be in that while being a teacher at Riverside. It's been a really fun balance. I sing in the band and I play keys. We perform probably every couple months and so tonight we're playing here on the Forest Stage which is a really fun location to be in.
Anthony Godfrey:
Now the Forest Stage for those who have not been to Fork Fest, and until today that included me, is in a forest at a park in American Fork and it's the coziest, most welcoming venue I've ever been to. I'm a big concert guy. Red Butte is very welcoming but I've never been surrounded by trees quite like this for a performance. Have you performed here before? Have you watched bands before? And what are you thinking going into this?
Lydia Theobald:
We performed here the last two years and I was here last year and it was such a fun show. So going into tonight I'm just excited. I feel great. I'm really, really excited for our performance tonight.
Anthony Godfrey:
Do you think your music is particularly suited to this stage?
Lydia Theobald:
Yeah, I think so. I think we have a little bit more of a folk vibe and so I think it does well with the colorful banners on the, you know, strung between the trees and the lights. It feels like it suits us really well.
Anthony Godfrey:
Tell me about juggling being a teacher and a performer musician at the same time.
Lydia Theobald:
It hasn't been too bad. The only hard thing is that we practice down in Springville and so we get home pretty late the night before you know a school day. So Thursdays I was always a little more tired at school, but it was always fun to have songs to show my students. I would always show them songs before they came out and they always gave us feedback and loved them. We would do dance parties sometimes and I do a lot of music with my students as well. So it just felt like a natural extension of who I am.
Anthony Godfrey:
Now I talked with one of your parent fans from Riverside Elementary and apparently there are a number of them that came to one of the Seaslak shows. She told me that you write songs that you teach the kids songs that you've written. Talk to me about that.
Lydia Theobald:
So my second year, I had a student who had some pretty big emotions, and I thought I just needed to give him some kind of tool. I know there's something I can do to help him and I just kind of started thinking of this song. I don't know if every school uses the zones of regulation or if that's just a Riverside thing.
Anthony Godfrey:
Not everyone. I've heard of it.
Lydia Theobald:
Yeah.
Anthony Godfrey:
Which would be another name for a band that really turns out.
Lydia Theobald:
The Zones of Regulation. Yeah.
Anthony Godfrey:
And now ladies and gentlemen, the Zones of Regulation.
Lydia Theobald:
Yeah totally. So the zones just describe how ready you are to learn. Blue is sad and tired. Green is ready. Yellow is a little too much energy and red is out of control and so the song basically kind of goes through when you're in the blue zone what does that feel like, when you're in the red zone what does that feel like, and then the chorus is you being your own friend and talking to yourself and encouraging yourself to get back into the green zone. I've taught my students that song every year. One of the moms at school said, “you have to get your students together before you leave, all the students that know that song to sing it.” So on Thursday we all we all came to the gym and they all sang it. It was so sweet to see. A lot of the moms have said. “we still sing that you know. Anytime we're having a hard time, we just sing that chorus, “so you can do this you know you're so loved take a breath and look inside” and so that's been really meaningful.
Anthony Godfrey:
We expect to hear a recording of that as a rare Seaslak B side, maybe Japanese import flexi disc or something?
Lydia Theobald:
Yeah. I think I think that's a good idea.
Anthony Godfrey:
I'm watching for that. Let me know I want to be one of the people that gets a limited edition copy. So talk to me about the set list tonight. Did you guys set it up in rehearsals or did you plan that out well in advance? Talk to me about that.
Lydia Theobald:
Yeah, so we have a pretty short set it's only 30 minutes which flies totally flies by. So we're playing mostly songs that we've performed a lot. We have one new song tonight that we've never performed before and then we have a song that isn't released yet. I think all the other ones have been released but The Funeral is the one that hasn't been released that will be coming out in the next month, hopefully, so we're excited to sing that one for sure.
Anthony Godfrey:
Well once I heard that you were in the band, I started listening and here's some great stuff really.
Lydia Theobald:
Thank you.
Anthony Godfrey:
People, I feel like, I overlook local bands, and I was really glad that your recordings were drawn to my attention because of this interview. I really like If Only in My Mind. I mean that there's some great lyrics there and just really really good music. So I'm looking forward to the performance separate from just the fact that I get to talk with you and record this. Talk to me about what's next. You're done teaching at Riverside after five years, is that right?
Lydia Theobald:
Yeah, so I'm hoping to just do a lot of little things kind of exploring my options and I'm starting out teaching piano lessons and doing some tutoring teaching voice lessons. I'm gonna work at a garden, you know, just little fun things but I am excited to have more time to work on music stuff, both Seaslak and then also just my own music stuff. I don't have anything released, but you know just some different stuff.
Anthony Godfrey:
A little solar stuff on the side.
Lydia Theobald:
Yeah nothing crazy but it'll be nice to have some time.
Anthony Godfrey:
You heard it here first. This is the exclusive from Lydia with the Zones of Regulation as an early EP title. That's really exciting. What turned you to music? When did you first want to record music, and then when did you first realize you had some talent in that area?
Lydia Theobald:
I think it's been a part of my life as long as I can remember. I took piano lessons from the time I was probably eight and started singing probably I mean I was singing my whole life. My mom says I sang more than I talked to as a kid, but I think it wasn't until junior high when I found my sister's old guitar in the closet and thought, “oh, this seems fun and not too hard,” so I kind of taught myself a little guitar. I sang in the junior high talent show Fix You by Coldplay.
Anthony Godfrey:
Yeah yeah.
Lydia Theobald:
A classic for sure. That's when I realized like, “oh, this is something that I really like and it seems like I have some talent for it.” So since then I've been doing a lot of singing playing guitar piano stuff and so joining Seaslak has just been so fun to feel my talents magnified. Everyone in our band is so good. I would say they're all better than me musically, they're all more accomplished, you know. You've got a music major, someone who's done guitar their whole life and teaches guitar, they're all really talented. So it's been really fun to feel myself stretched by how good they all are.
Anthony Godfrey:
I'm gonna ask you two questions about music. First of all, you mentioned earlier that you know these other local bands. Tell me what are one or two local bands that everyone ought to know.
Lydia Theobald:
Local Kin is a band who we are really good friends with, and we're crazy about their music so definitely look them up.
Anthony Godfrey:
Local Kin okay.
Lydia Theobald:
Local Kin. Then another one I would recommend is the band Farin. I actually don't know if they have any music released but they're amazing. I really really like this.
Anthony Godfrey:
Ferrin, like F-E-R-R-I-N?
Lydia Theobald:
Yeah.
Anthony Godfrey:
Okay.
Lydia Theobald:
Yeah, they're really fun
Anthony Godfrey:
What music has inspired you? What are some of your favorites that people might know?
Lydia Theobald:
When I was in high school, Regina Spector was my idol.
Anthony Godfrey:
She's coming August 1st.
Lydia Theobald:
Yeah. I saw her a couple years ago. Yeah I think she music musically influenced me quite a bit and these days I'm listening to a lot of Fieste, Vampire Weekend, Grizzly Bear. I'm trying to think who else. There's some great The Steve's, Kishi Boshi.
Anthony Godfrey:
I don't know Kishi Boshi.
Lydia Theobald:
Yeah, he's a Japanese American artist. He's really cool.
Anthony Godfrey:
I saw Grizzly Bear years ago in New York. They're awesome and I'm a huge Vampire Weekend fan. I saw them.
Lydia Theobald:
Yeah they're so fun.
Anthony Godfrey:
They played some of their songs twice at the first show and I saw them because they didn't have enough to fill the whole concert.
Lydia Theobald:
So cool.
Anthony Godfrey:
Good taste, good taste. I'm gonna check those out.
Lydia Theobald:
Yeah.
Anthony Godfrey:
Okay, awesome. You talk about the relationships with students, did you feel like music drew you closer to students, allowed you to make maybe a faster and deeper connection with them?
Lydia Theobald:
I think music definitely enhanced everything we did in the classroom and specifically our relationships for sure, both the song that I described which was so I think important to kids, and then also other songs that were fun. I got caterpillars and got to watch them transform into butterflies, and we ended up doing a song that goes through the different stages of a butterfly's life from its perspective. There were just so many giggles and just so much laughing, and I know the kids learned that better and are gonna remember that forever. I do feel like it was a really special bonding experience that the kids for them to experience that, for us to laugh together and sing together, so I think music has really enhanced the relationships I've had with my students.
Anthony Godfrey:
Yeah, that doesn't surprise me. It sounds like a really engaging, really fun classroom. Have you noticed in your students some of the same things that you noticed in yourself in terms of musical talent?
Lydia Theobald:
Yeah, it's been really fun as we've learned different songs to hear some voices that I think, “oh, they're having fun but they might not ever do anything that, right?” Then some that I definitely I would love to somehow work with again because their voices are beautiful or they have natural rhythm. It's really fun to see. I believe anyone can learn to sing, anyone can learn to understand music but it is fun to hear who kind of already is interested in that.
Anthony Godfrey:
Yeah, that's exciting.
Lydia Theobald:
Yeah.
Anthony Godfrey:
Now that you are just days past your last days teaching at Riverside, reflect on those five years. Tell me what you liked most about being a teacher, and what it was like being a teacher at Riverside.
Lydia Theobald:
I have really loved my journey as a teacher. It was really hard to walk away because of the relationships with the kids and the parents and the faculty. I think the relationships with the kids were by far the most important thing, the most rewarding thing. Seeing the transformation of the kids from the beginning to the end. Academically for sure, that was rewarding. But seeing how their emotional regulation skills improved and even just our relationship because you would see at the beginning of the year these kids that really struggled regulating themselves and were prickly and cold and then at the end of the year were glued to my side. I knew like okay, my efforts to love you were not in vain. That was really rewarding to see every year.
Anthony Godfrey:
Well thank you again for taking time before your performance today. Thank you for everything you did at Riverside. I wish you the best going forward. I can't wait to hear your live set today and I'll be listening to Seaslak and watching for your solo work.
Lydia Theobald:
Thank you so much.
Anthony Godfrey:
Stay with us. When we come back, hear Lydia perform live with Seaslak.
Male Voice:
Never miss an episode of the Supercast by liking and subscribing on your favorite podcasting platform. Find transcripts for this episode and others at supercast.jordandistrict.org.
[music]Sandy Riesgraf:
Hello, I'm Sandy Riesgraf, director of communications for Jordan School District and we want to invite you to connect with us. So many exciting things are happening in your child's school, your neighbor's school, in every school here every day. Don't miss out on following the fun or simply staying informed when there's important information we need to share. Join us at jordandistrict. org or follow us on Facebook, Twitter, and Instagram @Jordandistrict. We can't wait to connect.
Anthony Godfrey:
Well, we're just entering the golden hour here at American Fork. We had a huge audience here in the forest line up ready for Seaslak, so we're excited to hear this concert. I understand that there are going to be a couple of songs that they haven't performed before in addition to their newest single. It's just really exciting to see the support that they have even though there are other bands performing at the same time. You look at in the forest, and first of all, the stage itself has a lot of cool kind of antique frames and lights that look like candles and lamps. The backdrop is shutters and doors and it's just a really cool setup. Then out in the crowd in the forest, you can set up a camp chair but there are also just random couches and other chairs and things set up in the forest, and it's really, really a cool vibe. Strings of lights in between trees, just really exciting to see the success that Seaslak is enjoying. We're looking forward to hearing it.
Announcer:
All right, Forest Stage, how do we already arrive at the second to last act on the stage? Our penultimate act of the night has been compared to Miller Khan and Shaky Creams but that, that undersells their rock solid research and harmonies that would make Crosby, Stills, and Nash jealous. Last year, this band hit the road for a string of dates with our friends the National Parks. Please put your hands together for a personal favorite of mine, Seaslak.
[Applause][Music]Anthony Godfrey:
Thanks for joining us on another episode of the Supercast. Remember, “Education is the most important thing you will do today.” We'll see you out there.
[music]
They are a fiercely talented team, a force to be reckoned with and it all happened in a very short amount of time.
On this episode of the Supercast, meet the Herriman High School boys’ rugby team and find out how they have risen to become one of the premier programs in the country. In fact, this year they were competing at the very highest of levels, falling just short of a national championship.
Audio TranscriptionLogan Youngblood:
People describe rugby as a hooligans' game played by gentlemen. It's really demanding on the body.
Jeff Wilson:
When I started this program, I heard from those Georgia people, "You can't win national championships and compete at this level at a single school, public school." I take great pleasure in proving people wrong.
[Music]Anthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. They are a fiercely talented team and a force to be reckoned with.
On this episode of the Supercast, meet the Herriman High School Boys Rugby Club Team and find out how they have risen to become one of the premier programs in the country. In fact, this year they were competing at the highest level, falling just short of a national championship.
[Music]Anthony Godfrey:
We're at Herriman High School today talking with three members of the Herriman Rugby Team who just took second in nationals. Introduce yourself and tell us how many years you've been playing rugby.
Logan Youngblood:
I am Logan Youngblood and I've been playing rugby for about nine years.
Ryker Seidel:
I'm Ryker Seidel and this was my seventh year of playing rugby.
Lucky Fishiipeau:
And I'm Lucky Fishiipeau and I've been playing rugby for 12 years.
Anthony Godfrey:
Tell me about the journey to taking second in the nation. When does your season start and how many region and state games did you have to play to qualify?
Ryker Seidel:
So our season starts about the end of February, kind of the beginning of March. We have our first tournament down in St. George. That's more preseason stuff so it's not super effective on our real in-season schedule. But right as we get back from that we start our season and then each Saturday we play a game against other single school teams in Utah. And we pretty much have like I'd say eight weeks of games and then the week following that we go into the playoffs. And then you play two playoff games and then to make it into the finals. But this season we actually lost the first round in playoffs so we just use that as motivation throughout practice before we went to nationals just to really work hard and better ourselves for the national tournament in Oak Heart, Indiana.
Anthony Godfrey:
How many games did you play at the national level? How does that work?
Ryker Seidel:
So we played three games. It's kind of like a single-round elimination. It's pretty much you play your first game and then you advance to the next day. It's a game each day in three days. But yeah, I know it's hard. I've never been so beat up from a tournament before. Games alone actually. But yeah, you just got to keep winning, fight to live another day.
Anthony Godfrey:
You talked about single school teams. Are there some teams that come from multiple schools just so that they can get an adequate number of players to compete?
Logan Youngblood:
Yeah, so actually a lot of the teams in our league this year they were not single schools. They were a bunch of club schools so we have Lane Christian Academy, American Fork and those are like teams full. All together, I think there's eight teams between those two teams. So there is a Nationals for the club division and that is multi-school.
Anthony Godfrey:
Now rugby is a club sport here but there are other pockets in the nation where you're going to see a lot more rugby. So I would assume it's a little bit intimidating to go to the national level and a really big deal to place the way that you did.
Lucky Fishiipeau:
Yeah, it's exactly as you said. It is a really big deal just to go to Nationals. It's the top eight teams in the nation based on rankings from a couple of sources and one is Goff Rugby. And it's a hard thing to do, to rank that high in the nation especially as a single school because you only have so many kids to choose from. Whereas multi-school, you have plenty of kids from different schools. I know a couple examples of where there are teams that go out and recruit players from different schools to play for them and they don't actually have to go to that school to play for them.
Anthony Godfrey:
So it's kind of stacked and it's difficult to go up against that but you guys have been very successful. Why do you think you've been so successful this year as a team? What is it about this year?
Ryker Seidel:
I would say it's the bonding we’ve had and our coaches. A lot of us have been playing with each other since our sixth grade year so we're all best friends. At the beginning of the year, we didn't really start as best friends but towards the end of the year we really built together and we really built up the connection that we have with each other. So I feel like that's a big part of how we play and why we play so good together.
Logan Youngblood:
Just to add on that, I think part of the motivation on the field is just having such a good bond with your brothers that it's like you know you're going to battle with each other. And when you love your brothers enough it really just, you'll put your body on the line for each other and it makes you play harder for one another.
Lucky Fishiipeau:
And even to add on to that, Ryker mentioned us all being brothers. That's one thing that's special about Herriman Rugby is we all consider each other a brother and all of us would go to war for each other on the rugby pitch.
Anthony Godfrey:
Tell me, what have you learned from your coach this year and through the years that you've worked with him?
Ryker Seidel:
Honestly, just to trust one another. He puts his trust in us through these years. He puts the trust in us to start the games and go to battle because we don't have a coach on the field telling us what plays to do, how to do things. We have a practice Monday or Tuesday through Friday and then Saturday it's on us to perform what they've taught us.
Logan Youngblood:
Yeah, I'd say the biggest thing I've learned from these coaches throughout the years is just how to keep going through and persevering when times really get hard because I mean rugby is hard alone but life is also probably harder.
Anthony Godfrey:
If you don’t know, you'll find out probably. I don't know how hard rugby is.
Lucky Fishiipeau:
Building off of what both of them said, we're given the tools but we have to use them ourselves and then they've really taught us how to be men in life and just champions.
Anthony Godfrey:
That doesn't happen automatically. Just because you're in the same place at the same time doesn't mean that you suddenly become brothers and you rely on each other and you look out for each other. That's coaching and that's the heart that you bring to the game, so that's really exciting to see that that's happened. You talked about sacrificing your body for each other. Rugby just seems, to someone who's never played it, I've watched it a couple of times, it seems absolutely chaotic and very primal. There's no protective equipment, you just get in there and do whatever you have to do. Am I correct about that? Tell me a little bit about what it's like to play.
Logan Youngblood:
People describe rugby as a hooligans' game played by gentlemen. It's really demanding on the body. It's a really rough sport but just the respect that comes out of it, after one of our games at Nationals, we actually had a meal with the opposing team that we just beat up on, which just goes to show that it's bigger than just a sport. It's like a way to bring people together and just have fun and just be boys.
Anthony Godfrey:
What made each of you, what drew each of you to rugby initially with all the sports that are available out there, why rugby in particular? You like the shape of the ball, you thought. This is different from the shape of others, I'm going to go with this one.
Ryker Seidel:
It's actually funny because before I started rugby I was so set on playing football but I actually have an older brother who played rugby and I just remember watching him play and it just looked so fun to me. Being at that age you're not fully developed but I felt like I really had developed a love for this sport. Just throughout the years my love grew and grew for this sport and I've never been able to drop it.
Logan Youngblood:
It's actually funny because I used to live in these apartments and there were these two dudes, named is Gabe and Mafi. They're just tossing a really funny ball in the air and I was like, "What is this?" Little me went up to them and was like, "What is this?" They're like, "Rugby, you should come play. We played for Herriman." Ever since then my older brother and I, we've been playing since we were little kids.
Lucky Fishiipeau:
I really have to thank all my success throughout rugby to my older brother. He started playing I think when he was in eighth grade. I'd always been a kid who played soccer so I was far from rugby but he really kept pushing me but first couple of years I always denied it and then finally I just gave it a try and then fell in love with the sport.
Anthony Godfrey:
You're all seniors, what's next? Rugby wise or otherwise?
Logan Youngblood:
Honestly, either going to school or trade, not sure if rugby is in the future but maybe if I go to BYU that's where I'll play.
Ryker Seidel:
Yeah, pretty much same as Logan, I think rugby as of now is kind of unrealistic but I would love to see it in my future.
Lucky Fishiipeau:
Just like them, I'd love to see rugby in my future but right after high school I'll be serving a mission and then hopefully college.
Anthony Godfrey:
To a rugby friendly country, I hope?
Lucky Fishiipeau:
Hopefully in New Zealand.
Anthony Godfrey:
Up next we'll talk with the coach of the Herriman High School Boys Rugby Club Team.
[music]Male Voice:
Never miss an episode of the Supercast by liking and subscribing on your favorite podcasting platform. Find transcripts for this episode and others at supercast.jordandistrict.org.
[music]Sandy Riesgraf:
Hello, I'm Sandy Riesgraf, Director of Communications for Jordan School District and we want to invite you to connect with us. So many exciting things are happening in your child's school, your neighbor's school, in every school here every day. Don't miss out on following the fun or simply staying informed when there's important information we need to share. Join us at JordanDistrict.org or follow us on Facebook, Twitter and Instagram @JordanDistrict. We can't wait to connect.
Anthony Godfrey:
Let's talk with your coach. Tell us a little bit about your time here, introduce yourself and your role at Herriman High.
Jeff Wilson:
My name is Jeff Wilson. I am an OG at Herriman High School. I was hired actually before the building was built. So I've been here from day one and was an assistant football coach, which I'm now back to being an assistant football coach again. And in my interview I asked Mr. Birch, actually Mr. Park, at the time I asked Mr. Park about starting a rugby team here and wanting to spearhead that. I had coached for 10 years previously with the old Highland program and had kind of decided it was, that next challenge was to start a program of my own and see what I could do with it. So I got that going year one and it's just grown ever since. So this will be, they all run together now. I think it's year 25 or 26 coaching.
Anthony Godfrey:
We're thrilled to have you. Herriman Rugby's had a great reputation from day one.
Jeff Wilson:
For whatever reason, our league decided this year that we as a single school team should play in a league with the club teams. Which it makes about as much sense as saying, well your high school soccer or volleyball team is going to play in a league with the club teams because we're tired of beating up on all the school teams. Which you know, so it's, you're playing against really what would have become all-star teams with the multi-school club teams. And we'll compete well with them and we'll win a lot of those games and so forth. But it's certainly different with your kids winning from one school, right? But I think one advantage that that gives us is that I think it means a little bit more to them to represent their school and to feel like, and they play other sports together and they grow up together and that definitely helps strengthen that bond. And then when we get to Nationals, really every school there's a private school. Which means they have artsy status at their school. They're extremely well funded. All three of our opponents that we've played, Gonzaga, we beat the first round who's the seven time champion. And Xavier who's won some national championships and then St. Ignatius in the finals. All three of them have a very similar structure. They all have 20 plus paid coaches. Myself and all my coaches are volunteers. They all have these massive budgets, not only for operating their team, but for travel. They all three went and toured Europe during the season with just, again, their private school money. Which I mean, good for, I'm not, you know, criticizing, it's great for them.
Anthony Godfrey:
You didn't tour Europe?
Jeff Wilson:
We went to Montana.
Anthony Godfrey:
Okay, well, you know, Montana's prettier in some ways.
Jeff Wilson:
It is, it is. They're both beautiful. We don't use any of those things as excuses but we do use those as motivation and maybe have a little chip on our shoulder to want to prove ourselves a little bit and say, "Hey, we don't have all of these advantages and we're still competing with you and in a lot of cases beating you." So, because our starting point is a little bit different, it makes it that much more special to see what these kids have accomplished for sure.
Anthony Godfrey:
Having a chip on your shoulder as standard equipment isn't a bad thing that motivates you, that moves you forward.
Jeff Wilson:
Absolutely, absolutely. I, you know, I have a coaching chip on my shoulder because I grew up with a coach and my father is a very good coach who I learned a lot from but I do have a little bit of chip on my shoulder to try and prove myself as well to be me and not just somebody's son, right? So, that certainly drives me.
Anthony Godfrey:
I'm curious, what is it about this team that's so special?
Jeff Wilson:
Well, these, I think it starts with these three guys as captains and the leadership they provide and really that closeness, that brotherhood is something that we do preach and is a big part of our culture but that culture is only as good as the custodians of that which are our young men. So, really that brotherhood is intentional from them. Just a kind of a quick example of the impact they have. So, I have two sons in the program, one's a ninth grader, one's a tenth grader and they've grown up around these guys and they've hung out with them at practice and now they play on a team with them which is, it makes me feel old. But they will talk about all three of these young men in terms of, only how much they look up to them but in terms of they're the first guys to make them feel welcome and to make them feel like they are part of something and that they belong and it doesn't matter whether you're a superstar player, whether you're the last guy on the bench, anything in between, these three and their teammates as well go out of their way to make sure that this feels like a family. At some point, really for us to be successful, they have to take over, they have to be responsible for what the team culture is and there's a lot of that stuff that happens outside of practice as well, things like team dinners and team hikes, community service projects, all that kind of stuff and so really having guys like this lead the way is huge.
Anthony Godfrey:
It must be very rewarding to see these great captains, who they've become, and how that gets to impact your own family.
Jeff Wilson:
Absolutely, it is, you know, these three, I've literally watched them grow up in front of my eyes. Lucky, I've probably known since he was probably like six or seven. So over half his life, as he said, he had an older brother that played and his dad is also on our staff and he's an excellent coach as well. Riker's dad is also on our staff as an excellent coach as well as doing all our medical. He's a doctor. So these guys, as they mentioned, they all have older brothers that played and so I've known all these guys for a long time. I watched them play in Little League and I got to know them as they were growing up and to see the young men they've become, it's like being a proud papa, it's like watching your own kids grow up.
Anthony Godfrey:
Speaking of coaching for 25 years or so, you coached one of the teachers here at Herriman. Tell me about that.
Jeff Wilson:
I actually coached two of them. I coached Randy Cameraman in football at Murray High School and he was my TA for like five periods too, so we were pretty close.
Anthony Godfrey:
Murray's pretty easy going about that TA thing.
Jeff Wilson:
Oh yeah, sometimes those senior schedules, right? And then helped Randy get to college, get an opportunity to play football which actually started my love for helping with that process as well. One of the things I teach here is college athletic recruiting so I love helping kids find those opportunities. But Randy was really the first one that I was really, just because I cared about the young man, really tried to help him find a place and was able to do that.
Anthony Godfrey:
Well done on that front. He's a great teacher and a great asset here.
Jeff Wilson:
He is fantastic. And then Nic Redd, who actually coached before Randy. Nic, I coached my first year out of high school. I took a year between high school and college to try and get bigger to go play college football. So I ended up coaching Nic Redd, who was a sophomore at the time, coached him in football.
Anthony Godfrey:
These guys were really complimentary of just as a great teacher.
Jeff Wilson:
He is wonderful. And like Randy, he started off in the business world and came to teaching late but he was a captain in football and a captain in rugby. He was a rugby player as well. And a good pound for pound, Nic Redd is one of the toughest players I've ever coached in my life. He'd go at you. He is the nicest guy in the world but you get him on the field and watch out. But it's been wonderful to have those two guys around and just be able to see them more. Once a guy plays for you, they're always your player. You always have that relationship, that bond, so forth. In fact, I still have to watch myself or I still call “Nic's a great kid. Randy's a great kid.” Obviously they're not kids anymore but they'll always be your players.
Anthony Godfrey:
I love that. Well, obviously the lessons and the relationships continue for a long time. Congratulations on a great team, great captains, a great career and a fantastic season.
Jeff Wilson:
Appreciate it. Thank you very much.
[music]Anthony Godfrey:
Thanks for joining us on another episode of the Supercast. Remember, “Education is the most important thing you will do today!” We'll see you out there.
[music]
They are putting school pride firmly in the hands of students and building strong connections at the same time at Fort Herriman Middle School.
On this episode of the Supercast, hear why “Battle of the Grades” has become a big hit throughout the entire year at Fort Herriman. It is a battle resulting in a big win for everyone, with students taking care of one another and taking greater pride in their school.
Audio TranscriptionCreed Jensen:
I feel like it really has united this school and I feel like it's just been a fun time seeing our peers work together and just competing in a friendly way.
Aly Law:
Our main goal was “how do we take this unique little spot and still have a positive school culture?”
Zachary Workman:
I love that we have gradually turned the reins over more and more to the students. It's really flourished under their leadership.
[Music]Anthony Godfrey:
Hello and welcome to the Supercast. I'm your host Superintendent Anthony Godfrey. They are putting school pride firmly in the hands of students and building strong connections at the same time at Fort Herriman Middle School. On this episode of the Supercast, hear why Battle of the Grades has become a huge hit throughout the entire year at Fort Herriman. It is a battle resulting in a big win for everyone and students taking care of one another and taking greater pride in their school.
[Music]Anthony Godfrey:
We are at Fort Herriman Middle School talking to three members of the faculty on a very big day here at Fort Herriman. Introduce yourself and tell us why we're here.
Aly Law:
My name is Aly Law. I'm a counselor and today we have our big Battle of the Grades assembly.
Madi Feist
I'm Madi Feist, the SBO Advisor.
Zachary Workman:
I'm Zachary Workman, a humble Spanish teacher but somehow involved in this shenanigans.
Anthony Godfrey:
And tell us, for those who are uninformed, I just walked in on it last time and I had to be part of it this time around. I texted the principal to find out exactly when it was happening again because it looked so fun. Tell me about what's involved today.
Aly Law:
This started a few years ago with a student engagement committee that was formed in our leadership meeting that was designed to help kids feel a sense of belonging to the school to find their place. And we figured some friendly competition within the grades would be a great way to do it. So today's assembly is all about some fun games, competition between grades to build some culture in our school.
Anthony Godfrey:
And as I noticed before, it seems like there's a lot of preparation that goes into this. Can you tell us, Madi, a little bit about some of the games that are included today?
Madi Feist
Yes, I'd love to. Today we are doing a lot of games. Our theme for the day is ‘Cars.’ Disney Cars. Our school theme this year is “you're in the driver's seat” helping students realize that they drive their own life. So our student body officers decided that ‘Cars’ was so fitting for that. So we will start our day with a mattress slide called the Lightning Speedway, “which I believe you will be participating in.
Anthony Godfrey:
First, I thought I was going to get to kind of warm up a little bit. I will be wearing the suit. I was going to wear more athletic shoes for it, but I thought, you know, I need an excuse for if things go badly. Well, it was.
Madi Feist
Blame it on the shoes. Blame it on the shoes.
Anthony Godfrey:
Right. Exactly.
Madi Feist
You are fourth in the relay. So you will have some . . .
Anthony Godfrey:
Oh, so I get to watch the technique. Does fourth in the relay mean that I'm on the tail end?
Madi Feist
That does mean that you, yeah, that's a big spot.
Anthony Godfrey:
I didn't want to say anchor, but yes, I'm the anchor. Okay. Well, I'm excited. The adrenaline is pumping.
Madi Feist
Oh great. As it should be.
Anthony Godfrey:
Now tell us about some of the other events.
Madi Feist
Another game that we're going to do today is a spinoff of Keepy Uppy or keeping the balloon up in the air, but instead.
Anthony Godfrey:
Keepy Uppy
Madi Feist
Yes.
Anthony Godfrey:
I know what kind of name. Now I know.
Madi Feist
Well, that was coined by.
Anthony Godfrey:
Is that, was that a Bluey reference?
Madi Feist
Yes.
Anthony Godfrey:
Well, my kids are beyond Bluey age, I'm afraid.
Madi Feist
Such a bummer.
Anthony Godfrey:
Yeah.
Madi Feist
So Keepy Uppy, but instead they'll be holding up boxes with road signs in them and you're trying to knock down other people's road signs while keeping up your own road signs. So our final four standing, we'll all get points. So that'll be great. And then we have a Wiggle Grand Prix. Have you ever seen those Wiggle cars?
Anthony Godfrey:
Oh, yes.
Madi Feist
So we have four of those. And so that'll be a relay as well across the gym.
Anthony Godfrey:
You know, I'm feeling really good about being part of the mattress relay. Wiggle car, I think would be disastrous.
Madi Feist
Okay. And then the pit crew pin challenge, we'll have some inflatable bowling pins set up. They're giant. And then a student or in the teacher's case, a teacher will be on a, what would you call that? It was like little four-wheeled carts.
Anthony Godfrey:
Oh.
Madi Feist
They're using gym class.
Anthony Godfrey:
The well-known gym class.
Madi Feist
So tiny. And they will be on that and the teammate will push them into the pin.
Anthony Godfrey:
I sure remember running over my finger in middle school holding onto that cart. Is anyone run over your hand on that cart? Right there. Right there. Painful, right? You'll never forget. Now, tell me your involvement. You're trying to pretend like you're an innocent bystander, but I think you're more involved than you're letting on.
Zachary Workman:
Just to Ali's point from the get-go, our main concern as a school is “how do we get more buy-in from more students?” There are a lot of social demographics that we don't typically reach. I think schooling can often cater to a certain group of straight-laced, well-behaved, academically inclined kids. And we wanted everyone to feel seen and valued. So as a member of that committee, we just did a lot of brainstorming a few years ago. What kind of things can we do to get this kind of competitive participation that would get everyone excited? I love that we have gradually turned the reins over more and more to the students. I think that was really the goal that we began with. We had to start it as faculty, but as you can see from this room full of students, they've really bought in and it's really flourished under their leadership.
Anthony Godfrey:
They have dressed in the right colors. They have handprints of paint all over their bodies. Mustaches that I think are fake, but maybe he grew that over the three-day weekend. I don't know. But they're geared up. Oh, there's another mustache. Who knows? It's everywhere.
Aly Law:
Middle school is such a unique place for students. There is a lot of culture development that goes into the high school that a lot of students cling to their high school. A lot. And even our students cling to their future high school because those are the sports teams they play on. That's what they're excited about in the future. Elementary school has a lot going on because it's their first experience with school, but middle school is this unique little spot. Our main goal was how do we take this unique little spot and still have a positive school culture and still have school pride?
Anthony Godfrey:
Yeah, I love that. Being very intentional about it, saying this is a need. This is something we know is missing. How do we make everyone feel connected to the school? You've touched on it a little bit, but what is the outcome that you hope? What is the result you hope for for students after doing this throughout the year?
Aly Law:
I think the biggest goal is just that they take pride in a few areas. One is their grade and their peers and the group that they belong to. The second would be their school. This started in the height of some TikTok famous vandalism. We had kids that were just being a little too free in the bathrooms with some vandalism. We really wanted them to feel pride in their school, physically, academically, just be involved. So pride in themselves, pride in their grade, pride in their school, pride in their community, and just belonging.
Anthony Godfrey:
Well, I was impressed at how intense the focus was during that event when I wandered into it. I was here for another event, for another meeting, and walked down and couldn't resist it. I had to stay in and I was late for my next event because I needed to see as much of it as possible. I did get to see the mattress race. What's it called exactly? What is my fate today?
Aly Law:
Today we are calling it Lightning Speedway.
Anthony Godfrey:
Oh, the Lightning Speedway.
Aly Law:
Yeah.
Anthony Godfrey:
Okay, very good.
Madi Feist
I'd like to add into that. I think another goal is for them to see their teachers in a different light. We out food the teachers in every competition. We get to have fun with them and engage in them in a different way. And I think they get to A, know teachers so that they wouldn't have classes in and see their teachers in different ways.
Anthony Godfrey:
And how do teachers and students get selected for this opportunity?
Madi Feist
Just one specifically, this battle of the grade, we sent out a Google form and students could elect and then they were chosen. Same with teachers. In the past it's just been raise your hand if you're interested or we've tried a bunch of different methods. So they're still selected.
Anthony Godfrey:
As the momentum continues though, you have to modify those methods. So who's going to win today? Which grade?
Madi Feist
Sweet.
Students:
Ninth grade.
Anthony Godfrey:
Okay, it's clear. I don't know who's going to win. Let's say, I think it's going to be the faculty. Stay with us when we come back. More from the students and staff at Fort Herriman Middle School.
[Music]Male voice:
Never miss an episode of The Supercast by liking and subscribing on your favorite podcasting platform. Find transcripts for this episode and others at supercast.jordandistrict.org.
[Music]Female voice:
Does your student want to become a veterinarian, commercial pilot, programmer? Maybe they want to make a difference as a dental assistant. These are just some of the programs offered as part of Career and Technical Education. CTE in Jordan School District. CTE provides the technical skills needed to prepare students for future employment or for a successful transition to post-secondary education. Career and Technical Education provides work-based learning opportunities. We partner with industry experts to offer apprenticeships and internships with students working in the real world at real jobs while going to school. The CTE experience starts in our elementary schools with the Kids' Marketplace and grows through middle and high school. To explore all CTE has to offer in Jordan School District, visit cte.jordandistrict.org today and let's get your child started on the pathway to a profession.
Anthony Godfrey:
Let's talk with some of the Student Body Officers here at Fort Herriman. Tell us your name, grade, and your position, and what you're most excited about today.
Creed Jensen:
I'm Creed Jensen. I'm an 8th grade SBO and for the position of this assembly, I was told to choose the games for this one and the past assembly. I think I'm most excited for the mattress slide. Kids get really passionate about it. To get super competitive in just a fun environment to be in.
Anthony Godfrey:
Okay, great. No pressure. How about for you?
Addy Simmons:
My name is Addy Simmons. I'm a 9th grade SBO and I'm really excited just about being able to end this year with a bang for this assembly. Having all the students cheering each other on, having school pride, and just having a good time.
Harrison Whittle:
I'm Harrison Whittle. I'm a 7th grade SBO and I'm really excited for this assembly. I think my favorite game that we're going to do is the Wiggle Grand Prix, which is the wiggle cart one. My position in this assembly was making some height videos and instructional videos along with a lot of other people.
Anthony Godfrey:
Is there a lightning race instructional video? There really is? Okay, I'm going to watch it.
Harrison Whittle:
There is.
Anthony Godfrey:
Okay, this is my time to shine. What has the impact been of seeing these competitions throughout the year and throughout your time at Fort Herriman? What has it done for you and for other students?
Creed Jensen:
I feel like it's really just showed me that even though middle school can sometimes be like a hard time, I feel like it's showed me that you can just bring all the kids together over like small games that don't mean very much and it just like, I feel like it really is united the school and I feel like it's just been a fun time seeing our peers work together and just competing in a friendly way.
Anthony Godfrey:
Be united is one part of my theme, my motto for the District ever since I became superintendent. So I love hearing that, that it makes people feel connected with each other.
Addy Simmons:
I just feel like even though a lot of times the students leading up to the assemblies don't seem super excited because you know they have to act cool for their friends, but when it starts you can see that all of them start getting into it and they want their grade to win and they're peeking around each other's heads so they can see what's going on and it's just fun to see everybody kind of being kids and having a good time.
Anthony Godfrey:
I like the way you describe that. I saw people losing their cool when I was here before, just going nuts for their team so I can't wait to see it again.
Harrison Whittle:
I personally think that especially at the end of the year or over the start of Christmas break when we did our Denvac kid backwards, it helps them want to come to school and want to have fun since they know it's coming and they don't want to miss out on any part of it.
Anthony Godfrey:
They don't want to miss out. You want to be here, you want to be a part of it and that's really important. We've got you eight hours a day, every weekday almost. I really love that this is something to look forward to and something really exciting. I also love your mustache I have to say. The mustache and the green vest, you really look like a construction worker I just ran into it Maverik when I stopped for a drink. This is a good look for you. You ought to consider growing that mustache over the summer. Stay with it. Stay with it. Well, give me predictions. What's going to happen in the competition today? What's the analysis?
Creed Jensen:
I don't know. I feel like ninth grade is definitely coming in with the upper hand, with being up with the points. But I feel like eighth grade, we got a pretty strong roster for these games. I feel like we can come back. Seventh grade, they're just far behind. I just don't see the comeback in them. I don't know. It's like they got lots of hard competition.
Anthony Godfrey:
You acknowledge your current position but there's hope.
Creed Jensen:
Yeah, for sure.
Anthony Godfrey:
But you've written off the seventh graders. I don't know. I think that could be dangerous.
Creed Jensen:
Yeah, I don't know. Seventh graders, huh. I don't know.
Anthony Godfrey:
These are advanced seventh graders. They're at the end of their seventh grade time. They're almost you. What do you thinks gonna happen?
Addy Simmons:
You know, the ninth graders, as Creed said, we are in the lead and we actually won as eighth graders last year. So eighth graders have a chance seeing as eighth graders won before. But we got to keep the title going. We got to just leave the school with our reigning championship.
Anthony Godfrey:
So if you won last year, nobody puts the thumb on the scale for the ninth graders every year. I mean, I've been at schools where the ninth graders just automatically won every year, but that sounds like that's not the case.
Addy Simmons:
Yeah, I mean, we kind of expected it last year as far as I can remember, but us eighth graders pulled through and we're doing it so far for this year too.
Anthony Godfrey:
Okay. Well, I'm glad you took off time as a general contractor to be here today for competition. So what's your prediction today?
Harrison Whittle:
I want to take the title away from the ninth graders and have some graders win because you should always bet for the underdog. But personally, I think the ninth graders will probably win because a lot of the games are based on some strength and they have a lot of that.
Anthony Godfrey:
Okay. All right. I like the clear-eyed analysis. Now let me ask you this. Next year, though, when you guys are in eighth grade, do you think you have a chance to topple the ninth graders?
Harrison Whittle:
Yes, we're not. Next year, we are going to win.
Anthony Godfrey:
I didn't realize that the points accumulated throughout the year. Are there even enough points available today for you to surge and make a comeback?
Harrison Whittle:
Yeah, I think they're all pretty close in points. From ninth grade to seventh grade, it's probably around like a hundred-point difference and you can get that in one assembly.
Anthony Godfrey:
Okay. All right. It's anybody's game right now and I'm really excited to be in on the ground floor and to be able to talk with you guys in advance. Thanks for talking with me. Put in that psych up music, whatever you're going to listen to, to be ready and we'll see you out there.
[cheering]Anthony Godfrey:
I'm standing now with the relay team for the mattress slide or the Lightning Race. All right, team members, introduce yourselves.
Jaby Segura:
Jaby Segura.
Zach Wurthmann:
Zach Wurthmann again.
Levi Parsons:
Levi Parsons.
Anthony Godfrey:
Has anyone here prepared or done this before? You've done this before?
Zach Wurthmann
I was involved in last assembly's mattress slide.
Anthony Godfrey:
So you don't have any butterflies at all? You're good to go.
Zach Wurthmann:
It's just a blast. Just enjoy.
Anthony Godfrey:
What's your advice?
Zach Wurthmann:
Slip and slide technique as if you're like summer on the lawn.
Anthony Godfrey:
Close to the ground.
Zach Wurthmann:
Yeah.
Anthony Godfrey:
Okay. That's been a while since I was on a slip and slide, but I'm going to try to access that memory. How about for you? You haven't practiced, you told me.
Jaby Segura:
I have not practiced. I'm just going for the quick tuck and roll after I slide to allow the next person to their slide.
Anthony Godfrey:
Oh. It's getting out of the way quickly.
Jaby Segura:
Getting out of the way quickly is my advice.
Anthony Godfrey:
That's actually really good advice. Okay. Because if I don't hurt myself, I'll kind of stand up and just like celebrate. But what I need to do is get out of your way.
Anthony Godfrey:
How about for you? What are you thinking?
Levi Parsons:
I haven't done it before, but there's no choice but to win. So we're going to win.
Anthony Godfrey:
I am on the right team. All right. Let's see how things go.
[cheering]Anthony Godfrey:
We're here with the principal of Fort Herriman Middle School. Introduce yourself and assess how my team and I did in the Mattress Slide Lightning Race.
Glenn Richens:
I am Glenn Richens, principal here at Fort Herriman Middle School. The Mattress Race is one of my favorite events. Dr. Godfrey was the anchor in the first round. In the second round, he decided to go first and ended up being a good personal move there, where they were able to beat the other team in that second round. So quite amazing performance there.
Anthony Godfrey:
You know, principals are always able to put a good spin on things and this is no exception. I never should have anchored, but it was really, really fun and got to participate with some great teachers. So what a great vibe. What a great feel here today at Fort Herriman. Congratulations on creating a wonderful culture with the help of some incredible teachers and students.
Glenn Richens:
We appreciate all the support. We have great people here at Fort Herriman and they do a great job putting things like this together. Great students that are bringing the juice every day.
Anthony Godfrey:
Great staff, great students, and a great time. Thank you very much.
[music]Thanks for joining us on another episode of the Supercast. Remember, “Education is the most important thing you will do today!” We'll see you out there.
[music]
It is a full circle moment for two former students and their teachers at Rose Creek Elementary School.
On this episode of the Supercast, listen as the former students are reunited with the teachers they grew to love in elementary school. They are reunited as co-workers, now teaching side by side in classrooms at Rose Creek. It is a story that speaks to the life-long impact a good teacher can have on his or her students, leading to lasting friendship and future success.
Audio TranscriptionRebecca Chandler:
I was so lucky to have this amazing little girl in my class named Sariah, and wouldn't you know it, she interviewed for our school kindergarten position last year.
Sariah Schmelter:
She really was a great teacher and set the mood right off the bat for me and I just grew up knowing I was gonna be a teacher.
[Music]Anthony Godfrey:
Hello and welcome to the Supercast. I'm your host Superintendent Anthony Godfrey. It is a full-circle moment for two former students and their teachers at Rose Creek Elementary School. On this episode of the Supercast, listen as former students are reunited with the teachers they grew to love in elementary school. They are reunited as co-workers, now teaching side-by-side in classrooms at Rose Creek. It is a story that speaks to the lifelong impact a good teacher can have on his or her students, leading to lasting friendship and future success.
[Music]Anthony Godfrey:
Talking now with two kindergarten teachers at Rose Creek Elementary. Introduce yourselves and how you know each other.
Rebecca Chandler:
Well, my name is Rebecca Chandler and I have been a teacher for 14 years in Jordan School District; took a little bit time off in the middle for about six years before returning back to teaching. I know this teacher when I started teaching at Hayden Peak Elementary in kindergarten and it was my second year teaching and I was so lucky to have this amazing little girl in my class named Sariah. And, wouldn't you know it, she interviewed for our school kindergarten position last year. Wow.
Sariah Schmelter:
I'm Sariah Schmelter. This is my first year teaching here at Rose Creek and I'm teaching kindergarten, and like Becca mentioned, I had Becca as a kindergarten teacher which was amazing. One of the reasons I actually wanted to come to Rose Creek was because I remembered how amazing she was as my teacher and I knew that she would be a good leader and mentor to me.
Anthony Godfrey:
You just called your kindergarten teacher ‘Becca’ twice. So how long did it take for you to get used to that or are you used to it yet?
Sariah Schmelter:
It was really weird, especially around my family, because my younger sister actually had her the year after. She to this day is still my mom's favorite teacher and so we always talk about Miss Chandler, Miss Chandler, Miss Chandler. So when I started calling her Becca, my mom's like “wait, wait, wait, wait, wait! This doesn't make sense.” Yeah, it's taken a while.
Anthony Godfrey:
I remember that as I have maintained contact with some students that I taught as well, they called me Godfrey for a while like they would drop the beginning. They finally called me by my first name a few times but I think it's still uncomfortable for them. Thirty years later, they still do, you know. It's ingrained, it's ingrained. Now you taught or you sought out the opportunity to teach with your kindergarten teacher. Tell me about that.
Sariah Schmelter:
Yeah, so I was just looking for jobs last year and I would do like a little bit of snooping, I guess, through the websites for each school, and just kind of seeing who's teaching there because I had a couple friends that taught at different schools.
Anthony Godfrey:
And it makes a difference who you're teaching with.
Sariah Schmelter:
It does, it really does. You want to be with people that you know will support you and and lead you. So when I saw Becca on there I was kind of like mind-blowing because for some reason, I thought she moved out of the state, which I don't know why I thought that.
Anthony Godfrey:
We have a lot of myths about our teachers in our mind, that they never go to the grocery store, or yeah, exactly.
Sariah Schmelter:
Yeah, so I remember I saw her there and I like took a picture of like my computer screen. I sent it to my sister, was like, Miss Chandler still teaching! Then she's like, “that's so crazy!” So I applied and when I got to interview, it was, it just felt right and so yeah, it's been fun.
Anthony Godfrey:
That's fantastic. What was it about her that made you want to teach with her?
Sariah Schmelter:
She just I always remember her as being one of my favorite teachers. She was just always so kind and patient and I really enjoyed kindergarten. Because I wanted to be a kindergarten teacher, I knew that having a good kindergarten teacher that like I had already experienced be my leader and be my mentor was going to be a great option for me. So that's one of the main reasons that that I kind of sought out this position over some other ones.
Anthony Godfrey:
And just for context for our readers who may be more advanced in years, what year did you go to kindergarten?
Sariah Schmelter:
Oh, let's see. Okay, it was 2006 to 7.
Anthony Godfrey:
2006, 7 in kindergarten and now in your first year of teaching. You’re a very young teacher at the time. Becca, tell me about the experience of realizing that you're gonna get to teach with your former student.
Rebecca Chandler:
Oh, it was so fun. I didn't I'll be honest I didn't recognize her right off the bat but as soon as she asked if I had taught at Hayden Peak and she told me her name. I she didn't have to tell me her last name. I just knew it right away, oh my gosh, and I remember your little sister, Nicole. It's like I could just see their little faces exactly. Then once I realized that, I'm like oh I can totally see you just as a little five-year-old. I just remember them being just both so sweet and kind to everybody. It just took me right back. It was such a wonderful time for me teaching there and just starting my career and everything. One of the things was our community was so great and my students were amazing and so it was just, just a flood of memories and it was just so fun to be back.
Anthony Godfrey:
She's tall for five years old.
Rebecca Chandler:
She's tall for five years old.
Anthony Godfrey:
And very accomplished.
Rebecca Chandler:
Just like a parent, you don’t like it when they get taller than you.
[laughing]Anthony Godfrey:
Your kindergarten student has outgrown you but she hasn't outgrown learning from you, I'm sure. What are some of the things that you have picked up from Becca that have really helped you as a teacher?
Sariah Schmelter:
I don't even know where to begin. There have been so many things especially as a first-year teacher that I'm still learning and developing. Becca's been amazing and has come in and observed me several times and has helped me kind of figure out what I need to work towards especially, in like student engagement which can be sometimes be hard. I feel like that's one of the main things I've learned from her but also just how to be like kind and empathetic. She's an amazing teacher and her students love her. I mean,, I still love her like from a student perspective and her kids will come in during Walk to Read time and they're just like, “oh, we love Miss Chandler,” and like, “I love Miss Chandler, too.” So just learning how to be kind and empathetic to the kids so that you form that connection so they can have that healthy learning environment. I think that's one of the biggest things I've learned.
Anthony Godfrey:
That's wonderful! Tell me what you love most about teaching kindergarten.
Rebecca Chandler:
Oh, I don't even know where to start. Probably because I just find it so satisfying. What I mean by that is they come in just babies. I mean, they are babies. I still remember my kids that that little and I just couldn't imagine sending them off. So their parents are trusting us to have them and nourish them and teach them. It's just so satisfying to watch them come in, and while some may know how to read and things like that, they still don't know a lot about how school works. So to see the amount of growth from the beginning of the year to the end of year is incredible. I'm sure other grades see that too, but for me it feels just even more spectacular in kindergarten.
Anthony Godfrey:
It is something different when you're teaching students how to be in school but you're also teaching parents sometimes how to have kids in school. Tell me about what that's like.
Sariah Schmelter:
I feel very fortunate I have some amazing parents this year who seek out advice and really follow things. We work together as a team and so that's been really awesome. But yeah, I think there definitely is that learning curve when especially I have a lot of first kids.
Anthony Godfrey:
So first-time parents. first-time students,
Sariah Schmelter:
Yes, yeah, exactly, and but again I feel very fortunate that they they're willing to work with me. We talk about their students and how we can help them in class. They're just very open and willing to learn and grow and I'm open to it or an open and willing to learn and grow, so I think it's just been a good experience. They've all done really well.
Rebecca Chandler:
It is it is really fun to see some of these first-time parents because they I feel like are more nervous than the kindergartners. It is an extra responsibility to try and ease them into the into the role of being a parent of an elementary school student. Sometimes it takes a lot of time and training but overall, this is a great community.
Anthony Godfrey:
A kindergarten teacher I spoke with a couple of months ago told me about how they consider the parents on the first day of kindergarten like the paparazzi taking all these pictures, getting all the photos, and then like you said, they trust their child to come in and that's a big responsibility. When I came into your class Becca, it was obvious what a great teacher you are because the processes for getting kids in, seated, accounted for, lunches, all the procedures are there. I think that's really comforting to a kid to know to know how this works. I'm coming in, I'm part of this. You know everyone knows their place and what to do but they also get to be themselves.
Rebecca Chandler:
For sure. You know that you always learn and it's, I mean it, you will notice this in real life that behavior to how to manage behavior will always start with routines and procedures and I am a firm believer of that. My students, we work so hard on those routines that on the days that we have to vary sometimes they are so well trained in just their muscle memory, they're like Pavlov's dogs and they'll just do whatever; and I'm like wait, wait, wait! But we're changing today and they are just so used to the routine and the procedure that it's hard for them to even switch, but it makes our day go so much better.
Anthony Godfrey:
What it does is it creates time for learning to happen and for those positive interactions to happen. I've always been impressed by the way that elementary teachers in particular are able to set up those routines and you learned a lot from Becca about that just from what you described.
Sariah Schmelter:
Yeah, for sure I've learned a lot about routine and procedure. I've been able to observe her class as well and kind of see how she formulates her day, how she does transitions. Those can be really hard for kids when you're all the sudden transitioning from the carpet to the table. They want to kind of talk with their neighbor and they get lost in time. But I'm watching the things that Becca does. Sometimes she'll have them like have a task to do while they're going to their table or something like that, so it kind of keeps those kids engaged and in learning while they're transitioning. I've seen some really positive effects from doing stuff like that.
Anthony Godfrey:
You give them a great launch. Look at the launch that you gave her.
Rebecca Chandler:
She's given me a lot of credit, but she is one of the most incredible first-year teachers I have ever seen. In my observations, I've all made notes about, I love that, I'm gonna steal that idea. So, I even made a couple of notes and then I've used them in my classroom. My students have really loved it. So she's given me a lot of credit but she needs to give herself credit because she really is an amazing first-year teacher.
Anthony Godfrey:
I talked to a lot of teachers and it's really obvious what a great teacher you are right out of the gate, so I hope you have many years ahead in Jordan District. You have as many as you want, but it's a real thrill to talk with both of you and enjoy celebrating this year of progress that your kindergartners have had. You've given them a great start.
[music]Anthony Godfrey:
Stay with us when we come back as we talk with Stacy Marshall and Riley Butterfield, teacher and student who became a teacher.
[music]Male voice:
Never miss an episode of the Supercast by liking and subscribing on your favorite podcasting platform. Find transcripts for this episode and others at supercast.jordandistrict.org.
Sandy Riesgraf:
Are you looking for a job right now? Looking to work in a fun and supportive environment with great pay and a rewarding career? Jordan School District is hiring. We're currently filling full and part-time positions. You can work and make a difference in young lives and education as a classroom assistant or a substitute teacher. Apply to work in one of our school cafeterias where our lunch staff serves up big smiles with great food every day. We're also looking to hire custodians and bus drivers. In Jordan School District we like to say, “people come for the job and enjoy the adventure!” Apply today at employment.jordandistrict.org.
Anthony Godfrey:
We're here with two teachers at Rose Creek Elementary. Go ahead and introduce yourselves and then we'll talk a little bit about how long you've known each other and why.
Stacy Marshall:
My name is Stacy Marshall and I taught Riley in kindergarten in 2002, so that’s why we are here.
Riley Butterfield:
I'm Riley Butterfield and I am now here at Rose Creek for my second year of teaching.
Anthony Godfrey:
Riley, the former kindergartner, what do you remember about being in that kindergarten class?
Riley Butterfield:
Honestly, I don't remember a whole lot just because that feels so long ago now.
Anthony Godfrey:
It’s a long time ago.
Riley Butterfield:
Yeah, I just remember having so much fun. She really was a great teacher and set the mood right off the bat for me and I just grew up knowing I was gonna be a teacher.
Anthony Godfrey:
So you knew the way that it felt to be in her class. How did it feel to be in her class?
Riley Butterfield:
She made it a very loving environment, fun, welcoming, made sure that everyone was, you know, greeted and then sent off in a good way.
Anthony Godfrey:
Did it feel organized?
Riley Butterfield:
Oh year. She's always been organized.
Anthony Godfrey:
The reason I ask that is I know she's highly organized and has the processes, has the procedures. Do you think there's a little bit of her teaching DNA that has inhabited the way that you run your first-grade classes?
Riley Butterfield:
I would hope so. I try to be as organized as I possibly can and I think there's a little influence there.
Anthony Godfrey:
How many years have you been teaching now?
Riley Butterfield:
This is my second year.
Anthony Godfrey:
Your second year teaching and both here at Rose Creek?
Riley Butterfield:
Yes.
Anthony Godfrey:
What brought you to Rose Creek specifically?
Riley Butterfield:
I finished my student teaching in November and I saw that there was an opening and kind of hard to find a job in the middle of the year. This one was open.
Anthony Godfrey:
At what point did you realize you would be teaching at the same school as your former kindergarten teacher?
Riley Butterfield:
It took us what like three months to realize. My mom had come and helped me set up the class and she was like, “gosh, that teacher looks so familiar.” We were trying to figure it out, me and my mom, back and forth, and she's like, maybe your brother had her. So, then I was telling Stacy about it. She pulled out all of her yearbooks and there I was, and so it was not even my brother. It was me. So, it was fun to make that connection and see that after.
Anthony Godfrey:
Now just so that everyone listening can feel a little older, in what year were you in kindergarten and now second year, now you're a second-year teacher?
Riley Butterfield:
Yes, I believe that was 2002.
Anthony Godfrey:
2002 in kindergarten.
Riley Butterfield:
Yeah.
Anthony Godfrey:
Half-day kindergarten back when we did not offer that. Oh, the old PM kindergarten.
Riley Butterfield:
Yeah, I was the PM kindergarten.
Stacy Marshall:
A letter a week.
Anthony Godfrey:
Very nice. All right. How do you enjoy teaching? How do you feel about teaching now that you're now that you're in it?
Riley Butterfield:
Oh, I love it. I love being able to interact with the kids and just joke with them and teach them and watch that light bulb moment. You know, when they're reading and be able to really think back and when they're writing, thinking about their six syllable types and how they can break that apart to like, figure out the word. It's just fun to watch them do that.
Anthony Godfrey:
When you're teaching first graders you really get to see that huge progress. I taught middle school and high school and I got to see progress and you saw the light bulbs go on. But I feel like a first-grade teacher or a kindergarten teacher gets to see that all the time, that they are lighting the boards up all the time. You see this huge progress and that they're growing up before your eyes. Tell me about that.
Riley Butterfield:
Yeah, it's weird to watch them like even our beginning of the year photos, and like looking back at class photos that you take during your class parties, and then you have them flipping through on the screen. Then all of a sudden, you're at the end of the year and you're like that's a different kid. They hardly look the same. Yeah, so it's crazy to even just like look back on the photos that are flipping through the screen.
Anthony Godfrey:
It's a lot of time that they, that you, spend together every day. They get to know every stitch of clothing that you own, every mood that you are feeling. Do they, do they tell you all the time you look kind of tired or you look kind of sad?
Riley Butterfield:
No, I haven’t gotten that one.
Anthony Godfrey:
Or oh yeah, I got that all the time. Or it would be about oh are you tired, Mr. Godfrey? You seem tired. Anyway, how about you? What do you remember about Riley when she was a kindergartner?
Stacy Marshall:
Well, you know this is my 24th year of teaching so that would have been, you know, a little bit back then but I . . .
Anthony Godfrey:
She's the only one you remember? She was a standout. I mean she's shown like the sun.
Stacy Marshall:
Your first year.
Anthony Godfrey:
I mean, she shown like the sun.
Stacy Marshall:
When I first started, I was eight months pregnant with my youngest. I know people say, “oh, your first year is like a train wreck or something.” You just hope they survived you, know so I was hoping. I was looking at her now. I'm like, okay, one made it.
Anthony Godfrey:
Yeah, she made it, she made it.
Stacy Marshall:
That year is just a little bit of a blur because so much was going on and it's your first year. But it was it was a good class. I look back at that yearbook and some of the kids that were there. I taught siblings of those families. I made good connections that way with the families at Jordan Ridge and then yeah, I watch her now, she's just amazing. She's an amazing teacher.
Anthony Godfrey:
So that was your first year teaching and you had a career in law enforcement before that, is that right?
Stacy Marshall:
I did, I did 11 years with police.
Anthony Godfrey:
Tell me about being a police woman and then coming in to be a kindergarten teacher. Tell me about the skills that transferred from one job to the next.
Stacy Marshall:
You know I tell people that it's kind of the same because, except that the kindergartners are better because they're supposed to behave that way instead of adults behaving like they're fine you know.
Anthony Godfrey:
So, they match your expectations a little better than the adult behavior did.
Stacy Marshall:
Sometimes. Wow, you know. But I don't know. I just I think because my last part of my police career was in detectives and in crimes committed against children, it just kind of led me to want to see that positive side versus I was in so much of, you know, the sadness of the things that can happened to kids. But being on the teaching part of it just brought me back that happiness. That yeah, kind of like you said, that growth and the kids are so empathetic in first grade. If you're having a rough day, they're like, “oh are you sad? You know, or how can we help? Can I give you a hug?” They're just like that and that's my attraction to first grade, too, for that the kids are just wonderful.
Anthony Godfrey:
What would you say to those who are thinking about becoming a teacher? The kindergartners out there listening to the podcast were thinking one day maybe I can teach first grade?
Riley Butterfield:
Do it. I don't know I've loved every single minute of it. I know that some people are like, “oh, never become a teacher,” but I just can't relate. I can't relate to that. I look forward to coming every day and I can't wait to hear the stories that the kids are going to share or tell me of what happened last night. I just I love it. It's really what I want to be doing and I just would say do it.
Anthony Godfrey:
The question I used to love that they would say is, you know, they can't wait to tell you about their lives but also what are we doing today? I think that's a big compliment like there's going to be something cool, what is it? I just can't wait. I can't wait to tell you about my life and I can't wait to see what you have for me today.
On the other end of a career, what would you say to those who are thinking about teaching?
Stacy Marshall:
I do think it's an innate calling that people just are drawn to that, you know, I really do. Especially I mean I guess if people stay in it for as long as they do, it has to be that connection. Yeah, and those connections, those daily connections, like you say, whether it's learning how to read or even those who are struggling, it just being a part of that struggle is a positive in your life. So, I can look back and say I know I made the right career choice. It's been a bumpy ride at times but it's been a good ride. I wouldn't have swapped up for anything. I really truly wouldn't have swapped up for anything.
Anthony Godfrey:
The bumps are part of the deal. Yeah, and what's nice is that you see the kids the next day and you're able to recover. You know, you get that consistency.
Stacy Marshall:
Well, you know, when they go to second grade the beginning of the year, I always feel like a rock star walking through the lunch room because that's always, “Miss Marshall, Miss Marshall!” Yeah, you do feel like a rock star. You've got your paparazzi back. It wears off. Third or fourth grade . .
Anthony Godfrey:
Fourth grade just kind of gives the head the head nod you know.
Stacy Marshall:
But second grade is like, but it's even fun. Still I've got the kids that I first taught here are in fifth grade now and they'll walk by and say, “Hey, Miss Marshall,” and so that's kind of fun to still have that connection with them. But yeah, beginning of the year second graders, you're just a rock star.
Anthony Godfrey:
Well, enjoy your rock star status both of you and good luck with the remaining days of the year.
Stacy Marshall and Riley Butterfield:
Thank you.
Anthony Godfrey:
All right take care thanks for talking with me. Thanks for joining us on another episode of the Supercast. Remember. education is the most important thing you will do today. We'll see out there. Bye.
You could say students are really ‘rockin it’ at River’s Edge School this year.
On this episode of the Supercast, find out how music in a brand-new school band is enriching the educational experience for students at River’s Edge and how teachers are taking note, loving the experience as well.
Audio TranscriptionMelanie Dawson:
What's really tapped into developing skills that they may have already had somewhat, but to really expand that and give them this connection to school that might they might not have had before; something that they love and they love to come here for.
Eddie:
I was mad one day, so I just wrote a song.
Anthony Godfrey:
Yeah?
Eddie:
About how I was feeling.
Anthony Godfrey:
And when you wrote that song did you feel better after that?
Eddie:
Yeah, definitely.
[Music]Anthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. You could say students are really rocking it at River's Edge School this year. On this episode of the Supercast, find out how music in a brand new school band is enriching the educational experience for students at River's Edge and how teachers are taking note, loving the experiences.
[Music]Anthony Godfrey:
We're here at River's Edge School talking with the principal. Tell us a little bit about the school and introduce yourself.
Melanie Dawson:
Hi, my name is Melanie Dawson. This is my third year as principal. I've been here six years as an administrator. River's Edge School is a school serving the students in the District who need the most intense social, emotional and behavioral support. They come here through a placement process and we have a lot of supports that exist throughout our building where we can provide them what they need and I take very seriously that this is their opportunity, not only to get some behavioral supports, but also this is where they get their education. So really making sure that we have as high quality and rigorous classes for them, so that the time they spend in our building, they are being educated at the highest levels possible.
Anthony Godfrey:
This is where students go to receive the most intensive support for social and emotional needs and behavior issues. Is that correct?
Melanie Dawson:
Correct. That is the population that we serve and they all come to us for a variety of reasons. We serve elementary through high school, so that is one thing that makes us unique. We have smaller numbers than they have at typical schools, but we have a huge breadth of the things that we do and the programs that we provide since we serve all ages.
Anthony Godfrey:
And a K-12 school means that you, exactly as you described, need to provide support for lots of different ages, stages of development, lots of very unique needs based on a lot of things in that child's life.
Melanie Dawson:
Absolutely. Absolutely. That is one thing that makes us unique, and that's one thing I absolutely love about my job at River's Edge. Because we have a small number of students, we also have a smaller staff than is typical, but our ratio of staff to student is actually quite high, so these students can receive an individualized education. Our teachers have to do a lot of flexing. Sometimes they'll be teaching an elementary class at one point in their day but then they might be teaching a high school class and there's a whole lot of variety and change even from period to period and year to year for our staff.
Anthony Godfrey:
You have to be ready for anything basically.
Melanie Dawson:
Yes, in more ways than one.
Anthony Godfrey:
There are some misunderstandings about River's Edge, and so I'm glad you laid it out so clearly. Some people think it's only secondary, first of all, and some may not realize that there is mainstreaming that goes on. Tell me about that.
Melanie Dawson:
Oh absolutely. I mean I view our top priority, priority one, is to stabilize students’ behavior with our supports. But one B, not two, one B is to get them back out to a mainstream opportunity so that they can be educated around typical peers to the extent that they are ready. And that looks different than it looks at other schools. I mean other schools that might have some type of a special ed program they can usually walk a kid across the hall for some kind of a class and they have a lot more access to what that mainstream environment is. But my team we are really working with any school across the District to mainstream a child and trying to coordinate what those services and what those supports look like to foster success as much as possible. And our goal is that when a student is ready to not need River's Edge, we hope that they're able to move on to another school as a more permanent placement. It doesn't always look that way but this is where we take it individual case by case based on what a student is ready for.
Anthony Godfrey:
And the point is that so for mainstreaming, that's more of a typical sort of school environment where this is a more restrictive environment for those who may not understand what that is. Can you talk about the range that students, where students might be placed based on their needs?
Melanie Dawson:
Absolutely. So there's what we consider a continuum of services especially when you're talking in the world of special education, and the general education classroom setting is the least restrictive. That's where students have full access to content and to peers, and then sometimes students need a little additional support so that might be like a resource pull out or something like that. But they still might receive the majority of their day in a gen ed classroom. And then we start to get more restricted from there where maybe an IEP team decides that a child would benefit from more of what we'd call a self -contained placement where they have more of their day in a room with students who have similar needs to them so we can kind of consolidate our efforts towards those students. And then we receive students who need even more than that, more than just a self-contained classroom. So we are considered a self-contained school. We are a special ed school that serves those students, where based on data, based on experiences in their other their other experiences throughout that continuum, the data and the team is able to get together and say yes, like this student would benefit, at least right now, from some additional support. So we're able to then have this entire beautiful school where we can focus our efforts on students who have somewhat similar needs.
Anthony Godfrey:
One way of looking at it would be that you try the least restrictive environment and you move toward a more restrictive environment cautiously thoughtfully until you realize this is the least restrictive environment. You place a student in the least restrictive environment where their needs can still be met.
Melanie Dawson:
Oh, that was beautifully articulated. That's exactly right, and that's why mainstream is such a big priority here, too, because as soon as we feel like they're ready for something less restrictive, even if that's only for one hour of their day, then the onus is on us to make that opportunity available to them.
Anthony Godfrey:
So the idea is not to play someone and say well, they’re River's Edge and we're done here. It's okay they're at River's Edge, now let's build back if we can, if there's any chance of building back, let's do that, so that a student can move toward the less restrictive environment over time.
Melanie Dawson:
Absolutely, again, very well-articulated. That's always our goal and I especially as the principal of this building I always keep my eye on that goal. That is where we're always trying to aim for student, and again, that may or may not be the reality depending on when they come to us, how much time we have left with them, what their actual combination of behaviors look like, but it's really important because although we I love River's Edge, this has been an amazing place and we provide as many opportunities as we can. But with a small number of students and a small staff, we also sometimes are a little bit limited in the variety of things that we can offer students so sometimes mainstreams give them access to electives and things that are so awesome for that child where we, you know you think of a typical high school and how many teachers they may have on staff there. We have eight full time teachers here, so we do our best to rotate electives and to match that to our student needs and interests, but honestly, sometimes mainstream gives them access to something new and different, not just typical peers, but also content that we have not yet provided within our walls. It also connects us as leaders to the kinds of things like, oh could we add something like this into the rotation? Do we have the right person to teach this, or to get creative about how to approach this content area?
Anthony Godfrey:
I love that. Being creative about how you can provide a wide range of opportunities for students, because opportunities will bring out the best in those students when they have a chance to connect with something meaningful and enjoyable for them.
Melanie Dawson:
Yeah, absolutely and that's really how our music program, that we're going to show you today, how it evolved. It was part vision on our part like knowing that we wanted to bring some more arts into their lives. We ended up hiring the right people, who personally had the right skill set and they had the right passion to give us some of these resources. Then we were able to create new opportunities under the umbrella of arts for our students. It's been so awesome to see how they have blossomed with these opportunities and how it's really tapped into developing skills that they may have already had somewhat, but to really expand that and give them this connection to school that might they might not have had before, something that they love and they love to come here for.
Anthony Godfrey:
That's fantastic and it is exciting. I can't wait to play with them and hear more about their experience being able to be involved in music here. Well, it's a remarkable school. You and your staff do an incredible job, and I'm really excited for people to learn more about it and to be here and jam out with some of your students.
Melanie Dawson:
Oh, they're looking forward to it.
[Music]Anthony Godfrey:
Stay with us when we come back, more about the important work going on for students at River's Edge School every single day.
[Music]Male Voice:
Never miss an episode of the Supercast by liking and subscribing on your favorite podcasting platform. Find transcripts for this episode and others at supercast.jordandistrict.org.
[Music]Sandy Riesgraf:
Hello, I'm Sandy Riesgraf, Director of Communications for Jordan School District and we want to invite you to connect with us. So many exciting things are happening in your child's school, your neighbor's school, in every school here every day. Don't miss out on following the fun or simply staying informed when there's important information we need to share. Join us at jordandistrict.org or follow us on Facebook, Twitter, and Instagram at Jordan District. We can't wait to connect.
[Music]Anthony Godfrey:
We're here to talk about the band and this music experience here at River’s Edge. Everyone, introduce yourselves, and let's talk about why we're here today.
Lance Weaver:
I'm Lance. I'm the music teacher and I'm here to teach these kids some music.
Anthony Godfrey:
And how long have you guys been working on this particular song?
Lance Weaver:
We've been working with Leryk the first part of the semester, or the first semester, and then with Eddie the second semester and Kai's been a drummer the whole time.
Anthony Godfrey:
Leryk, Eddie and Kai, those are great rock and roll names. So let's get to it. Let's get to it. Introduce yourselves and tell us what you play in the band and what type of music you like. I also want to hear about the type of music you listen to. I mean, it's on the shirts a little bit already, but tell us about it.
Leryk:
My name is Leryk and I like a lot of music.
Anthony Godfrey:
What do you play in the band, Leryk?
Leryk:
Guitar, sometimes bass.
Anthony Godfrey:
Okay. That's a common answer when you ask someone what they do in the band. It's sometimes bass. Tell me about what music you like to listen to.
Leryk:
I like older rock music when it wasn't so depressing and angry all the time, like it is now.
Anthony Godfrey:
I'm with you. Yeah, let's get some bright, sunny rock and roll tunes. What are some songs or bands that you really like?
Leryk:
Van Halen, Led Zeppelin, Jefferson Airplane, which I rarely hear anything about.
Anthony Godfrey:
Very nice. Jefferson Airplane as opposed to Jefferson Starship as opposed to Starship.
Leryk:
There's a lot of modern bands to listen to. I also like electronic music, like Daft Punk.
Anthony Godfrey:
Daft Punk, very nice. Crossing the pond for that one, very good.
Leryk:
I also really like old 1940s and 50s jazz.
Anthony Godfrey:
Really? Wow. How about you?
Kai:
My name is Kai.
Anthony Godfrey:
Kai, what are you doing in the band? Your drums? Is that right?
Kai:
Yep. I'm a drummer.
Anthony Godfrey:
What drew you to the drums?
Kai:
My dad used to do it. He's a big inspiration for me, but he used to be in drum corps and used to play for a band. It was a tribute band. Not the actual Slipknot. They spelled theirs with an N instead of a K.
Anthony Godfrey:
Untied, maybe, would be the name of a cover band. The Slipknot cover band, that's intense. Very cool. What type of music do you like to listen to?
Kai:
Anything that sounds good and has a stable beat.
Anthony Godfrey:
It's about the beat for you?
Kai:
Pretty much. I don't care about the context of the song. As long as it sounds good and has a funky beat to it, I can jam to them.
Anthony Godfrey:
Any drummers or particular bands that you like?
Kai:
Stick Figure, Korn, Tool.
Anthony Godfrey:
Yeah?
Lerck:
Tool's one of the greatest bands ever. I can double it. Tool is my favorite.
Anthony Godfrey:
I went and saw Tool before I really knew who they were at Lollapalooza here. I had boots on, I had my whole rocking boat here on, and I had to walk for two miles in my boots. Tool was actually on the side stage. Primus was on the main stage, and Tool was on the side stage. It was in the early days, in the 1900s. How about you?
Eddie:
I'm Eddie, I play guitar.
Anthony Godfrey:
Of course, Eddie plays guitar. That's how it goes.
Eddie:
Yeah. I like metal, mainly.
Anthony Godfrey:
What kind of metal bands do you like?
Eddie:
Slipknot, mainly new metal bands, some death metal bands like Cannibal Corpse.
Anthony Godfrey:
New metal like the NU.
Eddie:
Yeah, NU metal. New metal for those listening, yes.
Eddie:
Yeah, like Korn, all those. Also, love Tool. I love Primus. Yeah.
Anthony Godfrey:
Yeah, Primus is out there, but I like him.
Eddie:
Oh yeah.
Anthony Godfrey:
I like him. They're coming in concert, actually.
Eddie:
Oh, that's cool.
Anthony Godfrey:
Tell me, what has it meant to you to be part of this band, to be part of this music program?
Leryk:
I think it's a great way to learn and instruments in general. And like, how do I describe it? It really, really helps you learn something when you're in a room with a bunch of random people. And it's like, okay, guys, be in rhythm with each other, figure out a song, play it.
Anthony Godfrey:
That's great. You've described exactly what my guitar teacher told me decades ago. That is, when you play with other people, you get better. You get better faster when you're playing with other people because you're supporting each other. So it's really being part of a team. How about for you? What does it mean to you, Kai, to be part of this?
Kai:
What it means to me is a group of random people coming together just to make music, stuff that sounds good, that just auditorily pleasing, so to say. And I'm not going to sugarcoat it. Sometimes it can be a little stressful not naming anyone. Anywho.
Anthony Godfrey:
There's always a little band tension.
Kai:
If I had a nickel for every time, they were like, "Stop tuning!" I'm practicing my fills. "Alright, Kai, I'm tuning."
Anthony Godfrey:
Well, you've got an instrument in front of you. It's hard to resist. I understand that. But there's that creative tension. That's what I like to call it.
Kai:
Oh, yeah. But besides from that, we cooperate pretty well with each other.
Anthony Godfrey:
Good.
Kai:
Being in the band, it helps me get a lot of my anger out. And also just play music with my friends. It's the part of the day that I look forward to.
Anthony Godfrey:
It gives you a way to express yourself.
Kai:
Yeah. It's what motivates me to come here.
Anthony Godfrey:
Good. That's fantastic. When you listen to... Do you listen to music differently now that you've been playing music? Appreciate it in a different way?
Kai:
Oh, yeah. You appreciate it in a different way. You can pick the music apart and listen to the individual beats.
Anthony Godfrey:
Yeah.
Eddie:
Because before I couldn't tell what the beat was at all, but now I can, listening to the music, except for Tool.
Anthony Godfrey:
What about you, Leryk?
Leryk:
If I were to be honest, kind of, not really. I'm hearing more tone balancing out in my ear. But like, no, it still all sounds the same to me.
Anthony Godfrey:
Okay. All right. Well, tell me about the song that you've been practicing. I heard that in the hallway. What have you been getting ready to perform?
Leryk:
1979 by The Smashing Pumpkins.
Anthony Godfrey:
Oh, very nice. You know, I was around for 1979, but we don't need to talk about that. Why 1979 by Smashing Pumpkins?
Leryk:
I think it's a really interesting song about life in general. If I remember the story correctly, the lead singer, he wrote the song about how he felt like he kind of wasted life. The song is just about like limited time on earth and that you should spend it very well.
Anthony Godfrey:
That's a message I can get behind.
Leryk:
Yeah.
Anthony Godfrey:
How about for you two?
Eddie:
The story for that song that I heard was that he was sitting in his car and it was raining. And he saw like out of his front windshield, that's all his life in front of him. But behind him in his rearview mirror, that was like his childhood and it was all ending and stuff.
Anthony Godfrey:
So growing up and assessing life.
Kai:
I really like the rhythm and beat of the song. I find it calming in a way, but it's a very good song and I love playing it.
Eddie:
Yeah. We're also going to be performing another song that I wrote.
Anthony Godfrey:
Oh, awesome.
Eddie:
Spitback.
Anthony Godfrey:
Spitback?
Eddie:
Yeah.
Anthony Godfrey:
Tell me about writing Spitback.
Eddie:
I was just mad one day, so I just wrote a song about how I was feeling.
Anthony Godfrey:
And when you wrote that song, did you feel better after that?
Eddie:
Yeah, definitely.
Anthony Godfrey:
Good. So then did you bring it into the guys and said, all right, let's make this into a full song?
Eddie:
Yeah.
Anthony Godfrey:
And how did that go?
Eddie:
It went good.
Anthony Godfrey:
Did it go pretty quickly?
Eddie:
Yeah.
Anthony Godfrey:
Oh, can we hear that first? That's the one I want to hear right now.
Eddie:
Okay. Sure.
Anthony Godfrey:
Can we do that? All right. Here it is Spitback.
Eddie:
It's a magic wand. The most common one indeed.
[Music}Anthony Godfrey:
Now, are there lyrics to Spitback?
Eddie:
No
Anthony Godfrey:
I like it, I like it.
[Music][Applause] Anthony Godfrey:
The crowd goes wild.
[Guitar riff]Anthony Godfrey:
That was fantastic. You were up and down the neck of that guitar. That was really, really good. That was engaging right from the start. You are a skilled guitarist. Well beyond my hacking it out. That's wonderful. Let's travel to 1979. Okay, you guys ready?
Kai:
Nice and relaxed. One, two, three, four.
[Guitar riff][Music]Anthony Godfrey:
So as a member of the band and the instructor, what type of progress have you seen in their musicianship?
Lance Weaver:
They are musicians now. Before last year they weren't really. Seeing that Leryk went home through the summer and learned some songs and he came to me with them. I tried to talk them into playing folk and bluegrass but they weren't having it so I said, well then, let's rock. So that's what we're doing.
Anthony Godfrey:
Outstanding. That's great. Well, the folk will come later. The folk is on the horizon.
Lance Weaver:
Yeah.
Anthony Godfrey:
Well I appreciate what you're doing with these students, giving them this opportunity. I think music is the best example of where you didn't know how to do something and then you do.
Lance Weaver:
Music can be their friend when there is no friend.
Anthony Godfrey:
No, I agree. Absolutely. How long have you been working with them now?
Lance Weaver:
Last year, I started just bringing in some instruments and letting kids play and try to direct them a little bit. This year, we turned it into an actual class. So yeah, all year long.
[Music]Anthony Godfrey:
Thanks a lot for talking with me today. It is super impressive stuff. I love what you're doing. The creativity that you bring to it and the dedication. Playing that over and over again, this is not easy stuff to play, so well done. Thanks for joining us on another episode of the Supercast. Remember, “Education is the most important thing you will do today.” We'll see you out there.
[Music]
They took the audience back in time to the 1940’s with period costumes, a creative set design, and delightful music.
On this episode of the Supercast, listen as Midas Creek Elementary School students take the stage in a lively and uplifting performance of the musical “Don’t Say No to the USO.” It is a family-friendly production with a focus on humor, suspense, and nostalgia, combined with a student performance which had everyone clapping and doing some toe tapping.
Audio TranscriptionAnthony Godfrey:
You’re the total package, you can create the costume, direct it, pull the kids together, bring out the best in them.
Robin Michelsen:
Not alone.
Anthony Godfrey:
Singing, dancing, and acting.
Robin Michelsen:
Not alone, not alone.
Brynn:
She is incredible, you guys. She is amazing. You know what she did? She hand-sewed my entire dress. And she is just, she's amazing. It's incredible how much thought she put into this play.
(upbeat music)
(bell ringing)
Anthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. They took the audience back in time to the 1940s with period costumes, a creative set design, and delightful music.
On this episode of the Supercast, listen as Midas Creek Elementary School students take the stage in a lively and uplifting performance of the musical, "Don't Say No to the USO”. It is a family-friendly production with a focus on humor, suspense, and nostalgia. It was a spectacular student performance that had everyone clapping and doing some toe tapping.
We're here with Robin Michelsen at Midas Creek Elementary talking about the performances of "Don't Say No to the USO” that just completed last night. I was able to see it on opening night. What a wonderful performance. Tell us a little bit about what happened.
Robin Michelsen:
Well, I've been at the school for 15 years. We've done a play, we've tried to do a play every year. Of course, COVID came in, we had a couple of other years that got skipped that we didn't do it. We try to do something that correlates to the sixth-grade curriculum, but I will have to say this is my favorite play of all the plays we do. We do one in Egypt, we do one in the Middle Ages, but this is the one.
Anthony Godfrey:
It was really impactful for me. First of all, it really transports you to the 40s, takes place during World War II, and the hairstyles, the costumes, and the dialogue. It was just really cool to go back in time, and some sixth graders really pulled off looking like they were from the 40s.
Robin Michelsen:
They did.
Anthony Godfrey:
Tell me about the costumes and the hair. I know that you made the costumes, so let's hear about that.
Robin Michelsen:
Well, this is the second time we've done this play. We did this play also in 2017. So I had some of the costumes, I had a lot of the military costumes. I didn't make those, I went to military, what do they call them?
Anthony Godfrey:
Surplus
Robin Michelsen:
Surplus stores. I went to some surplus stores and took them in and stuff, so I didn't make those from scratch. But a lot of the dresses I had, some of those dresses are actually authentic. They're actually 1940s, '50s dresses.
Anthony Godfrey:
That doesn't surprise me. Not that I was there, but it looks like what you imagine the 40s to be.
Robin Michelsen:
Yeah, some of them are authentic. Actually, a funny story that the girls don't wear those kinds of dresses. So I would ask them to wear something that they could change into, and then they come out and it doesn't fit or whatever, and they realize they didn't know how to undo the zipper or the buttons. I had to show them how to put it on. There was one that zips up the back, and she's trying to zip it up the front. It was just kinda cute. They just don't have dresses like that anymore.
Anthony Godfrey:
How did you figure out how to show these girls and their families how to do their hair?
Robin Michelsen:
I took pictures.
Anthony Godfrey:
40s hair for the boys is pretty easy.
Robin Michelsen:
It is.
Anthony Godfrey:
40s hair for the girls is complex. That is sculpture.
Robin Michelsen:
I found some videos on YouTube and sent them to the moms. Sent videos and some pictures, and stuff. Didn't they do an awesome job?
Anthony Godfrey:
They did so good.
Robin Michelsen:
I don't know how much hairspray that took.
(laughing)
Anthony Godfrey:
It really was amazing, and I understand that you involved more kids than ever in this one. This was a ton of kids to be part of the cast and part of the stage crew.
Robin Michelsen:
It was quite a few. In a previous time we did it, we actually had more, which turns out to be really hard when you have so many. And that time we double cast. We had two people for each part.
Anthony Godfrey:
Well, that just shows how many people want to be part of this.
Robin Michelsen:
Yeah, so that was really hard. We've kind of said we'll never do that again. (laughing) Not with two for each part. But yeah, there were a lot of kids. You know, and they were so good about coming every morning. For the kids that committed from the beginning just stuck with it. We had only one kid move out from the signups in December.
Anthony Godfrey:
Really? That's incredible. And they had to sing, they had to dance. There was, of course, acting and dialogue. And it went so smoothly. They worked really hard, as did you. Their efforts were apparent in the outcome. It was so well done.
Robin Michelsen:
One of my favorite things about these plays is a lot of times you give a part to a child and they act like, “Oh, I don't know if I can do that. I don't know if I want a speaking part or I can sing.” And they just find something within themselves that they didn't know they had. It's like wonderful to watch. It's wonderful to watch them blossom, to find that within themselves.
Anthony Godfrey:
That's the beauty of this is that students may not come into this thinking, “Oh yeah, I'm going to be able to act, dance, and sing.”
Robin Michelsen:
That's right.
Anthony Godfrey:
And you help them discover something that they didn't realize was there.
Robin Michelsen:
Yes, yes.
Anthony Godfrey:
And I heard that there are high school students who look back on their experience with you.
Robin Michelsen:
That has happened, yes.
Anthony Godfrey:
And they are in theater in one way or another because of their experiences here. Tell me about some of those students.
Robin Michelsen:
I do, I have students. If I know, if they let me know that they're performing at middle school, I'll go watch them. I go let them know that I am still interested in their performing. And I do, I have them come back and say, “Oh, I was the lead in this part.” Yeah, it's really awesome to watch them grow into that.
Anthony Godfrey:
It's a lasting impact.
Robin Michelsen:
It is a lasting impact.
Anthony Godfrey:
You can even just see it when the kids are on stage, how much they love being able to do that
and being a part of something like that. Now, for those of you who have not seen “Don't Say No to the USO”, there's something special that you do at the end of the performance that makes it very personal for all of the families involved. Tell everyone about that.
Robin Michelsen:
We do a salute to the military. So we have all the flags in there. We have the Navy and the Air Force, and the kids have learned a little bit of each of their songs. So as they're making a tribute to each of the branches of the military, we are showing pictures, their family donates pictures to us, and we've made a slideshow that is up on the wall that is going in a slideshow as they're singing the song. It really is moving.
Anthony Godfrey:
Yeah, I also love the song about uniting, and we are one. I don't remember the exact--
Robin Michelsen:
That is it, you remember that is it. We are one, yes.
Anthony Godfrey:
It was so well done, as everyone kind of comes together literally as they sing about that. It was very moving for me to see that, and it's a great message. I would think that students are impacted not only because they've discovered talents within themselves, but they connect to history, and they connect to a sense of patriotism.
Robin Michelsen:
They do, and so I did something different this year. I actually put together an assembly for this. Just the sixth graders this year. Because they kept asking what certain things were. What's the USO, or what's this line mean? So we put together an assembly and we talked about the history this time 'cause so they would know what they were doing. So I did a slide show, it was an hour, and they were really interested. They really were. We talked about World War I a little bit and how that led to World War II, and the USO and how it was created, and when did the United States entered into the war, and all of that. And I think it just, it really honed it in for them. Between finding their ancestors' pictures and hearing about the history. I think that's what really connected for them 'cause I did have students come and say, I didn't know, I didn't know I had veterans in my family. Because it's not something most parents are gonna talk about, really, right? It just over dinner table. So that was really amazing.
Anthony Godfrey;
Now we just stepped out, we pulled you away from the cast party at the end of the performances, and there were kids crying at the loss of not being able to continue to work on this show. Tell me about the impact on you and on the students.
Robin Michelsen:
Well, first of all, they asked if they could put their costumes on for the cast party. I was like, no, we are done with that part. It was a lot of work to get them dressed before the rehearsals. Yeah, it's a lot of work. It's a lot of work, but I don't obviously do all the work. It's so many people helped. If I start naming names, I'm gonna leave somebody out. But we have teachers, we have a teacher who was, someone here who was a teacher who's retired now 10 years, who's always liked theater, and she came. She is the one who helped a lot in the mornings and--
Anthony Godfrey:
I think I saw her in the media center when I went to see the cast before the performance.
Robin Michelsen:
Yes, she hasn't taught in 10 years, and she still just loves, just wants to be a part of it. Yeah, and so we have parents that step up and teachers who aren't sixth-grade teachers. It really is a community endeavor, and it brings the community together.
Anthony Godfrey:
Oh, absolutely.
Robin Michelsen:
Which I think is really important 'cause that goes over into everything else. Into school, into academics, to have a close community.
Anthony Godfrey:
Absolutely, it's a huge impact. I'm sure there are students looking forward to being a sixth grader and trying out.
Robin Michelsen:
I've heard that a lot already. (laughs)
Anthony Godfrey:
It's a lot of pressure.
Robin Michelsen:
Especially, yeah, it's a lot of pressure, especially 'cause we haven't done it the last two years. So we skipped the last two years, and yeah, so now all of a sudden it's like, “You are doing this in three years, right? In four years, right?” I don't know. Let me catch my breath. (laughs)
Anthony Godfrey:
Everyone's staking their claim.
Robin Michelsen:
They are.
Anthony Godfrey:
What got you started in this? What got you started in theater?
Robin Michelsen:
The same teacher, Mrs. Goodman, that I'm talking about. So she taught here when I first started, and she started the play. Actually my background is, I'm a seamstress. It's what I did before I became a teacher: I sew. So she wanted some help with the costumes, and the next thing I know, that's what I was doing. So her and I are good friends, close, and that's just kinda how it developed. I would help with the background and all of that.
Anthony Godfrey:
So you're the total package. You can create the costume, direct it, pull the kids together, bring out the best in them. Singing, dancing, and acting.
Robin Michelsen:
Not alone, not alone.
Anthony Godfrey:
I know, I know, there's a lot, but it takes someone right at the center of it.
Robin Michelsen:
I don’t sing. (laughs)
Anthony Godfrey:
Well, I was very impressed, so I called our communications staff and said, "Can we get out there in the next couple of days?" Because I wanted to really talk with you and the students about it. Because I was just so blown away at the quality of the performance, how excited everybody was about it, and the impact of the message. So bravo.
Robin Michelsen:
Thank you so much.
Anthony Godfrey:
Well done and thanks for all the extra effort you put into this.
Robin Michelsen:
Thank you.
Anthony Godfrey:
It's obvious that it's paying off in big ways.
Robin Michelsen:
Oh, thank you so much. I have one last thing to say. I feel like I'd be remiss in saying, if the administration at our school wasn't supportive, it wouldn't happen. I mean, a lot of things have to be bent. And a lot of, when I say that, like we take this room or we'll take that room, or there's just a lot of adjusting. 'Cause we have band in the morning, and choir, and yeah, without a supportive administration, we just, we couldn't get it on.
Anthony Godfrey:
Well, I'm glad that combination is available here with your talents and their support. It's created a great opportunity for these students and a great connection for the community, like you said. So thank you for everything you've done.
Robin Michelsen:
Thank you, thank you.
Anthony Godfrey:
And I look forward to the next performance, whenever that is.
Robin Michelsen:
Oh, but they, do you know we already know what it is.
Anthony Godfrey:
Okay, all right. We won't– no spoilers.
Robin Michelsen:
No spoilers. Next year.
Anthony Godfrey:
Thank you very much.
Robin Michelsen:
All right, thank you.
Students Singing:
♪ A country young and bright. ♪
Anthony Godfrey:
Stay with us. When we come back, more from Midas Creek Elementary School.
Students Singing:
♪ Working hand in hand, together we must stand. ♪
Break:
Never miss an episode of the Supercast by liking and subscribing on your favorite podcasting platform. Find transcripts for this episode and others at supercast.jordandistrict.org.
(upbeat music)
Break:
In Jordan School District, we like to support students in and outside the classroom along with their families. That's where the Jordan Family Education Center comes in, offering support services and a wide variety of classes for students and their families, free of charge. You can take a class called Blues Busters for children feeling sad or worried. Just Breathe is a class that helps students reduce stress. Or how about a class that supports parents in helping their children make and keep good friends. There are also support groups and free counseling, all provided by Jordan School District school psychologists, counselors, and school psychology interns. To find out how you can benefit from free family support services offered by the Jordan Family Education Center, call 801-565-7442 or visit guidance.jordandistrict.org.
(upbeat music)
Anthony Godfrey:
We're here with two students at Midas Creek who were in “Don't Say No to the USO”. I had such a great time seeing this two nights ago, but I had to come back and talk with you for the podcast. Introduce yourself and tell me a little bit about what it's meant for you to be in that production.
Hank:
I'm Hank, and I was Professor Sullivan, the hypnotist in this play. And I really liked how the play brought us together in this school, and what it meant to me was really amazing.
Brynn:
I'm Brynn, I was Ruth Taylor. I was the director of the USO club in the play. You know, I really just feel like, you know, the play is, the coolest part about it was how close we were brought together. Because all the different things that we got to do and all the time we spent together just really pulled us close. And you've got to know all of your classmates and all of your crew and your cast. And you really just got to be close to them, which was so cool 'cause you make so many memories.
Anthony Godfrey:
How long have you all been working on this? Tell me what the rehearsals have looked like.
Hank:
We started around the end of Christmas break, and the first week it was all cast. We were learning the songs. We started really basic, just learning the songs, holding our scripts, just reading the lines off the pages. And then that first Friday, we started separating. All the G men would go there, or all the spies would go that day. And then after that, we would start, oh, this group comes then, and then this group comes later. And then we would do that so we can get each theme really good, and then we'd kinda like mash them together.
Anthony Godfrey:
Fabulous, well, the parts came together incredibly well. You guys made it look effortless. That's why I wanted to know what the practice schedule was like, it's like you've been practicing it for three years because it was super smooth.
Brynn:
Yeah, it was really fun. Like he said, we started out, we would go in the library and we would just learn the lyrics to the songs. And then it progressed, and slowly and slowly, and we would usually work on one to two scenes. And then the closer we got to the play, we would start working on more and more scenes until it came together, and we were all of a sudden doing rehearsals, and now we're having our cast party. It's just crazy how fast it flew by.
Anthony Godfrey:
Yeah, the time goes by fast when you're that occupied and you're connected with your friends and classmates. You both were standouts, there were so many great performances and so many wonderful kids involved. I was impressed. It really blew me away. So you brought the magic, you brought kind of the fun to it. Tell me about, tell me, those who didn't get to see it, tell them about your character.
Hank:
I'm more of like the mystic hypnotizer. So I'm a-
Anthony Godfrey:
And you brought the comedy relief, it was really funny. The dogs, the chickens, you know, it was really entertaining.
Hank:
Yeah, let me remember. I think I'm like a spy for Germany in the play. So I would hypnotize choreographers, like people who get coded information to go bomb areas, and I would hypnotize them and steal the info. But then I'd also like hypnotize them and bring fun to the USO. I was also in a, and my cover story was an entertainer for the USO.
Anthony Godfrey:
It was a good cover story, and it had a little dark underbelly to that story. I really enjoyed that. You could be in charge of just about anything. You were up on stage, I'm like, I need to hire her as an administrator. She's good, she's good. You were in charge, you were in the middle of things. Tell me about your, tell everyone about your role.
Brynn:
You know, I will say, getting to know your character. I think my favorite was probably Angie Wilberforce. And at the end, I learned that she was a spy. But I would favor her, my character, and I would always find her, and I would always find my different helpers. And I think that's what my character relied on 'cause I don't think she could do it herself. She had, she was so good. She was so independent, and I loved being Ruth Taylor. But I think it was the other people, her assistants and all her helpers and the hostesses that she was with that made her who she was because of who she was around and who she was with and who helped her.
Anthony Godfrey:
I love how deep you got into the character. That's very method, very Strindberg, you know? I'm impressed. Speaking of that, did this give you a taste for staying involved in theater? Tell me about that.
Hank:
Since I've been in this play, I really wanted to go into stage crew when I got into middle school and do the lights and the staging and everything. But now that I've been in something, I really would get into stage crew and then go into plays, so then I still had the chance to be in stage crew, but I also could be in the plays.
Anthony Godfrey:
So you wanna be involved in every way you can, basically.
Hank:
Yeah.
Brynn:
Oh yeah. You know, I just think it's such a fun opportunity and there's a ton of people in my class who didn't get to do it and they're like, "Dang, I wish I would have gotten to do that. I wish I could have been there the day to play” or “I wish I could have done that. Or “I should have done that."
Anthony Godfrey:
And they wish they could have said yes to the USO.
Hank:
Yes.
Brynn:
I know, they didn't listen to our wonderful songs.
Hank:
They should not have said no to the USO.
Anthony Godfrey:
Well, I thought it was a tremendous performance. What did it feel like to go back in time to the '40s? Did that make you think about our nation's history and what things were like back then?
Brynn:
Oh my gosh. So before the plays, I would have to wake up early to do my hair, right? And at first, we did victory roles, which were very popular. I hated it. It hurt so bad, but then it was also like, why? Why would you wear this?
Anthony Godfrey:
No, wait, are they called victory roles?
Brynn:
They're called the victory roles. They're like these little curls on the top of the girl's heads. But we switched my hairstyle because I just could not handle it. I don't know how the women in the '40s wore that all day, every day.
Anthony Godfrey:
Yeah, that was a lot of sacrifice to look that way.
Hank:
Yeah, it was like, I feel very more patriotic now that I've done that play. And recognized all those veterans and people who went away from their homes to go serve in that war and lost their lives.
Anthony Godfrey:
I love how many layers there were to your experience. Connecting with soldiers, with veterans that you've never met, but now you can imagine what they went through and connecting to a completely different time and to characters and to each other. What a wonderful experience. What has it meant to work with Mrs. Michelsen through this process?
Brynn:
She is incredible, you guys. She is amazing. You know what she did? She hand-sewed my entire dress, and she is just, she's amazing. It's incredible how much thought she put into this play. She hand-sewed so many people's costumes and stayed up late at night so that she could do that. And then also she's just teaching us too, like through it all. She's amazing, you guys. We love Mrs. Michelsen.
Anthony Godfrey:
That’s pretty incredible.
Hank:
Yeah, it's just all, now that I look back on how much work it took to set the play up, I'm just so thankful that she, 'cause she's an awesome teacher. She also had to put days activities, like oh, a math lesson. Two math lessons even for both classes, 'cause we rotate. And history and science, and then juggling reading time and fun activities. That's just a lot of day out of your day to come early to help with the play and to teach school for all these wonderful kids in Midas Creek.
Anthony Godfrey:
Well, I appreciate the level of empathy you have for all the effort that she's put in. She really is amazing. And you two have great futures ahead of you with rocket fuel from Mrs. Michelsen. So, congratulations on a great performance. I'll let you get back to the cast party. Sorry to pull you away from that, but I've been looking forward to talking with you ever since seeing the performance. So great job and thank you very much.
Hank:
Thank you.
Brynn:
Yeah, thank you so much.
Hank:
This has been an amazing experience with the play.
Student Singing:
♪ Together we must stand
We are one, we are the United States of America.
We are one, we are a nation indivisible.
We are one ♪
(upbeat music)
Anthony Godfrey:
Thanks for joining us on another episode of the Supercast. Remember, education is the most important thing you'll do today. We'll see you out there.
(upbeat music)
Students Singing:
♪ We are the land of the free.
Together we must fight. ♪
Some high school Welding, Construction Trades, and Teacher Ed students are using skills they learned in the classroom to make it easier for younger kids to make friends at school.
On this episode of the Supercast, we take you to Monte Vista Elementary School where there was a big surprise unveiled during a schoolwide assembly. The big surprise was a “Buddy Bench,” made entirely by high schoolers who want to help their younger counterparts combat loneliness and bullying behavior at school.
Audio TranscriptionAddison Olsen:
A buddy bench is something that people can use when they're feeling lonely. They can go sit there, and it lets other people know that they need a friend.
Blair Jensen:
They gave me the idea of involving other teachers. They said, "Get your construction trades doing concrete." And as soon as they said that, you know, light bulb clicked, a teacher ed, I’ve got, you know, aspiring teachers that will crush the assembly much better than me and my students.
[Music]Anthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. Some high school welding, construction trades, and teacher education students are using skills they learned in the classroom to make it easier for younger students to make friends at school.
On this episode of the Supercast, we take you to Monte Vista Elementary School, where there was a big surprise unveiled during a school-wide assembly. The big surprise was a “Buddy Bench,” made entirely by high schoolers who want to help their younger counterparts combat loneliness and bullying behavior at school.
[Music]We're talking now with three of the students who were involved in making this project happen. Please introduce yourself, tell us your home school, and then the program that you're a part of.
Ruby Sullivan:
I'm Ruby Sullivan. I'm from Riverton High School, and I'm in the teacher education program.
Austin Edwards:
I'm Austin Edwards. I'm from Kings Peak, and I'm in the construction management.
Mason Goates:
My name is Mason Goates. I'm from Bingham High School, and I'm at the welding program.
Anthony Godfrey:
Tell us about the buddy bench project for those who don't know what it is. I think you're visiting about a dozen schools in the way that you did Monte Vista today. So tell everyone about it.
Ruby Sullivan:
Yeah, so it's an interdisciplinary project between the construction management, teacher education, and welding programs at JATC South. And basically, we're just trying to decrease bullying and loneliness in elementary schools by installing buddy benches, free of charge to the school. So it gives children an opportunity to meet and make new friends, and it gives us an opportunity to practice the skills that we're learning in high school.
Anthony Godfrey:
Now, some of the skills that you're learning as a student in the teacher preparation program that's to command a group of students. And you did so beautifully today. You did a great job.
Ruby Sullivan:
Thank you.
Anthony Godfrey:
It would be intimidating for many adults to be in front of 600 elementary students and try to keep them on task. How does that feel, and how did you do it so well today?
Ruby Sullivan:
Well, thank you so much. Honestly, it's such an enjoyable experience. I love working with children. I love working with students. And it was a great opportunity to practice my behavior management skills on a larger scale. So it was amazing to really be able to implement the tactics that I've learned about in my classes and practicums, and to be able to see them work at such magnitude.
Anthony Godfrey:
Well, when you stood up in front of them, there was no sense that, "Well, I wonder if this will work." You knew it was going to work. You knew what your message was, and it was awesome. Now, the sound we hear in the background is the buddy bench being installed. This isn't just being set down on the concrete. You guys are installing the bench. Tell us about that process.
Austin Edwards:
So what we do is we first put the bench on there, make sure it's centered, and then we take a hammer drill, and what we do is we use it to drill the holes. Then we've got special anchors that we put a silicone layer in the hole, and then we hammer it down. Then we put just a little bit more silicone around. Then we put the bench on top. Then we take a washer and a nut, and we anchor it down to the concrete.
Anthony Godfrey:
Tell us about the construction of the buddy bench.
Mason Goates:
The construction... it was a lot, I'll be honest. Welding had to do a lot of the project. We've been working on this project for almost half a school year, actually. We got the prototype metal in, and we actually had a lot of difficulties in trying to figure out how to assemble the buddy bench, especially with the seat slats, because we just struggled to figure out how to bend them at the right angle to make it comfortable to sit on. We built the entire layout of the buddy bench from scratch. We built everything on this project from scratch. The only thing that was used from somebody else is the design on the back, and we just took inspiration from it. So we actually had to plan everything out and try to execute it to the best of our abilities, basically. So it was a little bit of a struggle, but we were able to make 12 benches after planning everything out, and our advanced class started working on it all.
Anthony Godfrey:
It's pretty exciting that you're going to be able to walk by this or drive by and say, "Look at that bench.” There's something permanent about what you guys are doing here, and it's really exciting. The buddy bench concept, talk to people about how it's intended to be used, and how that's going to combat loneliness here at the school.
Ruby Sullivan:
The buddy bench mostly just provides a place for students to meet. It can be kind of awkward to go up and introduce yourself to someone, and so the buddy bench is just there to facilitate that kind of interaction. It's for students; if multiple students don't have friends or their friends aren't there today, they can go sit on the bench, and that just provides a perfect introduction for them to be able to talk to one another and have a conversation. Or then if students see somebody who's sitting alone on the bench, they feel like they can go speak to them. They feel motivated to go get to know that student, and that can be really helpful.
Anthony Godfrey:
So when you sit on the buddy bench, what you're saying is, "I could use a buddy, I need a friend."
Ruby Sullivan:
Yeah, exactly.
Anthony Godfrey:
Now, you were masterful, you and the other students, at modeling how this is supposed to work. And it was obvious that you studied how to be a great teacher because you gradually built, from showing an example to having everyone involved. Talk everyone through that process because I was very impressed, not only, like I said, at the way that you kept the attention of 600 elementary students at the end of the day, in May, no less, but how you showed them how to use the bench in a way that I really think will make sure it has a lasting impact.
Ruby Sullivan:
We really try to implement the scaffolding technique so that we can show students how to use it and then have them practice using it in a controlled setting before allowing them to just do it on their own. And this helps them to cement that knowledge more firmly, so that they can actually use it in the future and be prepared to teach others how to use it in the future.
Anthony Godfrey:
I like how you use construction terms, too. Scaffolding, cement, you know, you're really tying everything together. Well done, well done. The volunteers, when you asked for kids to volunteer, you guys saw almost every hand shot up. It was pretty incredible. How has it felt as you've gone school to school to be a part of this project?
Mason Goates:
I mean, it actually feels really good. I love helping kids feel included into the school. I'm actually a very big advocate for making sure that kids feel safe in a school environment, and making sure that they know that they are cared about by teachers, other students, by just district officials, by anybody. I enjoyed interacting with the kids. I enjoyed seeing their faces light up with joy when they see the bench or when they are jumping up and down to be volunteers.
Anthony Godfrey:
I saw you had to have kids, “Sit down, sit down.”
Mason Goates:
Yeah, “Quiet, quiet.” Sometimes I have to remind them to get excited. I've really enjoyed being able to help the kids get out there and realize that they can be a buddy for other students and for each other.
Ruby Sullivan:
And Mason's from welding program, but we're trying really hard to convince him to become a teacher because he's so good with the kids.
Anthony Godfrey:
He was very natural up there. It was really good. How does it feel for you to be involved in this?
Austin Edwards:
It feels good. It feels like something I can look back and know that a lot of kids are going to have buddies, and they won't get bullied anymore, hopefully.
Anthony Godfrey:
Yeah, I think that's absolutely going to be the outcome of this project. How about you? Did it cement, as you said, your desire to be a teacher?
Ruby Sullivan:
Absolutely. It's so fulfilling to be able to see the students so engaged and so motivated to help one another. It really just brings a level of joy that can't be described.
Anthony Godfrey:
Well, be sure you apply in Jordan and nowhere else, okay? You guys are all fantastic. Thank you for making such an impact. How many schools do you have left to visit now?
Mason Goates:
Oh, we have like four, I think.
Austin Edwards:
Four more schools.
Anthony Godfrey:
Okay, most of the way through, but plenty left to do. It's a busy end of the year for all three of you.
Students:
Oh, yes.
Anthony Godfrey:
Thank you so much.
Mason Goates:
You're welcome.
Ruby Sullivan:
Thank you.
Mason Goates:
Thank you so much.
Anthony Godfrey:
Stay with us. When we come back, we hear from the teachers involved in the Buddy Bench Project.
Never miss an episode of The Supercast by liking and subscribing on your favorite podcasting platform. Find transcripts for this episode and others at supercast.jordandistrict.org.
Break:
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Ruby Sullivan:
Hi, everyone. How are you guys doing today?
Students:
Good.
Ruby Sullivan:
That's so good. That's so good. I'm glad to hear you. So, who here knows what bullying is?
Anthony Godfrey:
We're going to talk now with the three teachers who are involved in this project. It was so fun to see this today. Just introduce yourself and tell us a little bit about your involvement and how this got going.
Ryan Clayton:
Yeah. My name is Ryan Clayton. I'm the Construction Management and Trades teacher at JATC. My students... Well, Blair's got plenty to say, but he's the arbiter of all of this and got the ball going and involved me and Brenda in the process. And we were super excited to get on board. So our class, my class, the construction class, decided to help out by doing the concrete pads for them. And so we started talking in class. I took my class out for two months straight. We were... Instead of going to the shop in the classroom, we went out to elementary schools during class time and worked at all the different elementary schools, putting them in.
Anthony Godfrey:
Yeah. Well, that concrete work gets harder and harder. No, I'm just kidding.
Ryan Clayton:
No, it gets easier.
Anthony Godfrey:
It is pretty exciting for the kids to see something permanent, a permanent result of the work they've done.
Ryan Clayton:
Yes.
Anthony Godfrey:
I answer a lot of emails, but I don't get anything permanent out of it. So it's pretty fun for them to see the fruits of their labor. Tell me about the teacher education program.
Brenda Straley:
Yeah. My name is Brenda Straley, and I do the teacher education program at JATC. Blair invited us to be a part of it as well. So we actually created the content, designed the assemblies, and did a lot of research on buddy benches and loneliness. And decided, you know, what was needed, what it was going to look like, and then just facilitated the process of skits. A perfect project-based learning experience, in that it was a culmination of everything that they've learned over the years. So, taking what they've learned and then realizing, like, in an assembly, they need proximity control, and they need, you know, let's experiment this way with this assembly, and let's see how quickly we can get this one to go up and down. So it was really a cool experiment of, like, their teaching. The culmination of everything they've done. And that relevance was really important. It's just been fantastic to see how it's increased the confidence of all of the students involved, you know, teacher education, welding, and construction.
Anthony Godfrey:
I was so impressed with the way that, the presence that students had in front of 600 elementary kids. There are plenty of adults who would be terrified of trying to keep things moving forward with kids aged 5 to 11 in May.
Blair Jensen:
That's me.
Anthony Godfrey:
Right. Blair being one of them. But it was very intentional. It was clear there was a lot of preparation. It was also clear they really understood how to really make the most of an event in front of students. They did a great job.
Brenda Straley:
They really supported each other in the process, too. And it was all them. They did an excellent job.
Anthony Godfrey:
It was great work. Talk about the bench's Blair and the welding program's involvement.
Blair Jensen:
Yeah. I'm Blair Jensen. I'm the welding instructor at Jordan Academy for Technology and Careers. The Buddy Bench has been something that's kind of ruminated in the back of my mind for a while. I've always been passionate about what their meaning is. And I knew that some of our schools didn't have them, but just trying to figure out how I could incorporate it into my program. When I won the Harbor Freight Tools for Schools Prize for Teaching Excellence, part of winning that prize is they send me to a conference every summer with all of their prize winners. So I get to go and mingle with the best around the nation, the best instructors around the nation. They have a Community Impact Grant, which is what funded the majority of this project. So every summer, as part of our conference, the people who had won the grant the previous year showcase their projects. They do a review and say, "This is what I did with my grant. This is how successful it was." And then after they present, we have roundtables and discuss. And I brought up to the welding instructors and a few others, "I'd like to do these Buddy Benches, but I'm struggling with an idea of how to make it a little more impactful." They gave me an idea of involving other teachers. They said, "Get your construction trades doing concrete." And as soon as they said that, light bulb clicked of, "Yeah, construction trades, teacher ed. I have got aspiring teachers that will crush the assembly much better than me and my students."
Anthony Godfrey:
I think it's really exciting, like you mentioned, Brenda, that the students relied on each other, but the three of you brought your students together to show just how their skills can complement each other and literally build the foundation for where the bench is going to be, present it in a way that allows students to make the most of it, and build the bench in the first place, and get things going. So this has been really fun to see. I was quite touched seeing the reenactment. I thought that was really, really well done, really well done. And the way that they built from the skit to show how it's supposed to work, to involve another student, to involve two elementary students, and the volunteer rate was high. 97% of students raising their hand wanting to be up there helping.
Blair Jensen:
We don't get that at the high schools.
Brenda Straley:
In fact, a lot of the assemblies, they didn't bring their hands down. They just kept holding it up.
Anthony Godfrey:
I might get a chance to volunteer for something else. I'm just keeping my hand in the air. I can only imagine this is going to help with recruiting for the projects, too. Remember that Buddy Bench, everybody? You can come be part of a crew that can make those, and do the concrete work, and all of that.
Blair Jensen:
Well, think at least half the principals have asked, "When can we get another one?" So I think I'll probably be applying for the grant next year, and we'll try and do this some more. It's clearly been a great impact for the community. Not just for our students, but for these kids. The principals are loving it, everybody.
Anthony Godfrey:
I loved the idea, but it was very touching, very moving to see it in action, and see your kids in front of the elementary kids. Just really teaching them how to be better friends to each other, and how to connect in a deeper way. There's this concrete, literally, reminder of how they can do that. Thank you so much for all you're doing. This is fantastic.
Brenda Straley:
Thank you.
Blair Jensen:
Thank you.
Students at the assembly:
Student 1: Hi, my name is Hannah. What's your name?
Student 2: Hi, Hannah.
Student 1: What's your favorite movie?
Student 2: My favorite movie is probably Toy Story. What's yours?
Student 1: I like to watch Wish. Do you want to play at recess with me?
Student 2: I would love to, Hannah.
Anthony Godfrey:
I'm talking with two students here at Monte Vista Elementary just after the assembly. Tell me your name, what grade you're in, and what did you think of the assembly?
Ellie:
I'm Ellie. I'm in fifth grade, and I loved the assembly.
Addison Olsen:
I'm Addison Olsen. I'm also in fifth grade, and I think the assembly helped us understand a little more what a buddy bench is.
Anthony Godfrey:
What is a buddy bench? Tell us about that.
Addison Olsen:
A buddy bench is something that people can use when they're feeling lonely, and they can go sit there, and it lets other people know that they need a friend.
Anthony Godfrey:
I think that's a great summary. What did you think about that buddy bench when you saw it, and when you heard what that's all about?
Ellie:
I definitely was surprised, because we do have a few benches on our playgrounds that were supposed to be buddy benches, but no one really used them, and so this is more official of being a buddy bench, and I feel like more people will be looking out for that and seeing if anybody's on it.
Anthony Godfrey:
I like that the student showed an example of how it's supposed to work, and then they had some volunteers come up, and then everyone got to practice out there. What was your practice like? What did you talk about when you practiced with the students sitting by you?
Addison Olsen:
Me and my friend, we were just asking each other things about each other, and some of the things were things we didn’t already know about each other, even though we're really good friends.
Anthony Godfrey:
So even though you're good friends, you learn new things. That's awesome. How about you?
Ellie:
I feel the same, so I was sitting with my friends, and we were just asking each other questions, and I learned new things.
Anthony Godfrey:
So sometimes when you're intentional and you ask questions on purpose, really trying to get to know somebody better, even your good friends might have some things that would surprise you about them.
Addison Olsen:
Yeah, for sure.
Ellie:
Definitely.
Anthony Godfrey:
Well, have a fun summer looking forward to being sixth graders.
Students:
Thank you.
Anthony Godfrey:
Okay, see you girls.
Thanks for joining us on another episode of the Supercast. Remember, education is the most important thing you'll do today. We'll see you out there.
[music]
She is known for her custodial skills keeping classrooms clean and everything in working order at Joel P. Jensen Middle School. But in her free time, Allison Kunz is passionate about cleaning up and beating the competition in the sport of speed puzzling.
On this episode of the Supercast, we find out what speed puzzling is, what it takes to win, and how Allison Kunz has managed to qualify for world championships in the sport.
Audio TranscriptionAllison Kunz:
In training for things like Nationals and Worlds, they'll throw anything at it. I will buy anything and try it. The more you do something, the less intimidating it is.
Anthony Godfrey:
Sure. That was fast. That was really fast.
Allison Kunz:
Ten minutes?
Anthony Godfrey:
Seven minutes, thirty-eight seconds.
Allison Kunz:
So, probably ten minutes with the sword.
Anthony Godfrey:
Very fast, yeah.
[Music]Anthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. She is known for her custodial skills, keeping classrooms clean and everything in working order at Joel P. Jensen Middle School. But in her free time, Allison Kunz is passionate about cleaning up and beating the competition in the sport of speed puzzling.
On this episode of the Supercast, we find out what speed puzzling is, what it takes to win, and how Allison Kunz has managed to qualify for world championships.
[Music]We're here today at Joel P. Jensen Middle School to talk with a speed puzzler. Introduce yourself. Tell everyone what you do here at Joel P. Jensen.
Allison Kunz:
I am Allison Kunz. I'm the lead custodian here at Joel P. Jensen. It's my job to come in, typically, at the end of the day and turn the school around, get it all clean, fixed, and ready for the next day.
Anthony Godfrey:
The lead works the swing shift and really brings the school back together from the day's activities, readying it for the next day.
Allison Kunz:
Yep. I like to say we turn the chaos back into order.
Anthony Godfrey:
Very good. Very good. And how long have you been here at Joel P. Jensen?
Allison Kunz:
I've been at Joel P. almost a year. I was at Oquirrh Hills Middle School for a year before I came here.
Anthony Godfrey:
Awesome. Well, we're very glad to have you.
Allison Kunz:
Thank you.
Anthony Godfrey:
Tell me about speed puzzling. First of all, you are decked. You've got your puzzle pants on with puzzle pieces all over. You've got your competition shirt from Nationals. Tell me about what is speed puzzling exactly.
Allison Kunz:
So speed puzzling is you take a 500-piece puzzle, they count down, three, two, one, go. You open a bag, dump out the puzzle, and do it as fast as you can.
Anthony Godfrey:
And what got you started on this?
Allison Kunz:
I fell into it by accident. A Facebook group I'm involved in did a kind of informal speed puzzling competition, and I just thought it was great fun.
Anthony Godfrey:
So what was the Facebook group initially related to puzzling or no?
Allison Kunz:
Yeah, it's called Dowdle Puzzle Lovers. It features Eric Dowdle's puzzles.
Anthony Godfrey:
So you've been a fan of Eric Dowdle's puzzles for a long time.
Allison Kunz:
I have a calendar of Eric Dowdle’s from 2001.
Anthony Godfrey:
Oh, wow.
Allison Kunz:
I've loved his artwork for many, many years. So, yeah.
Anthony Godfrey:
Wow. And so the group had a competition, and you jumped in.
Allison Kunz:
They did. It was a kind of informal thing. I jumped in and said, "That could be fun. Why not? I've never tried that."
Anthony Godfrey:
And you wrecked everyone the first time around.
Allison Kunz:
I did not. I did not. But I had fun and discovered I'm not that slow.
Anthony Godfrey:
Okay.
Allison Kunz:
And with a little work, I could be faster.
Anthony Godfrey:
You need to be better at bragging. “I'm not that slow” is not a good brag.
Allison Kunz:
I'm not the fastest, but I'm not the slowest either.
Anthony Godfrey:
And tell me about the different types of competitions you've been in, the types of events you've participated in.
Allison Kunz:
So I've done a little bit of everything from just kind of informal stuff to state stuff to a few out of state, and then to nationals.
Anthony Godfrey:
What's the level of speed puzzling in the state? How frequent are things happening?
Allison Kunz:
We have some really competitive people. We had 11 people go to nationals this year from Utah. And yeah, there are some people that are really fast.
Anthony Godfrey:
How does the qualifying work when you're trying to go from the state level to the national level? Is it a certain amount of time on a certain puzzle?
Allison Kunz:
It's all pretty informal.
Anthony Godfrey:
Okay.
Allison Kunz:
When you're doing like a state competition, you have two hours to finish the puzzle. Whereas at nationals, it was an hour and a half to finish the puzzle. At Worlds, it's an hour and 15 minutes. So you have to be pretty fast to go and do well.
Anthony Godfrey:
An hour and 15 minutes.
Allison Kunz:
To do a 500-piece puzzle.
Anthony Godfrey:
See, I have no clue. Like a four-minute mile.
Allison Kunz:
A typical person probably does a 500-piece puzzle in about, I would say, about four hours.
Anthony Godfrey:
So, a typical person, 500-piece is four hours.
Allison Kunz;
Probably, yeah.
Anthony Godfrey:
For me, probably eight hours.
Allison Kunz:
And that's totally okay. That's the beauty of puzzling.
Anthony Godfrey:
And for you, what's your personal best on a 500-piece puzzle?
Allison Kunz:
About just over 40 minutes, I think.
Anthony Godfrey:
Just over 40 minutes?
Allison Kunz:
Yeah.
Anthony Godfrey:
Oh, wow. That is fast.
Allison Kunz:
It's fun. You know, when it comes to competing, everybody is so good-natured, and there's not a lot of trash talk because it's always you against the puzzle.
Anthony Godfrey:
Yeah.
Allison Kunz:
You know, everybody's happy for whoever wins. There are certainly people way faster than me. But I just think it's fun.
Anthony Godfrey:
So there's no full-contact puzzling where you're like trying to block each other.
Allison Kunz:
No fighting. No. None of that.
Anthony Godfrey:
Okay. Well, you know, I think that's an idea. We could really explore that.
Allison Kunz:
We could institute that.
Anthony Godfrey:
We could really give it a shot.
Allison Kunz:
We do have the wardrobe to do some WWE kind of stuff.
Anthony Godfrey:
There you go. Now, how do you train for this? Because I assume that the national -- well, first of all, is it a new puzzle–
Allison Kunz:
It is brand new.
Anthony Godfrey:
– when you're at the state or national? Because otherwise, you would just say, "I'm going to do every 500-piece puzzle I can find, and hopefully I'm prepped."
Allison Kunz:
Yeah. At the higher competition, so typically state, national kind of thing, they are unreleased puzzles, puzzles that have not been released before.
Anthony Godfrey:
Hmm. Is there any insider trading where -- are there leaks about what puzzle it's going to be or anything like that?
Allison Kunz:
No. No. I volunteered at Nationals, and I still knew nothing about what puzzles were coming.
Anthony Godfrey:
Oh, okay.
Allison Kunz:
I didn't see inside any of the bags. They had people there that were in charge from the company that sponsored it. They were in charge of the puzzles, and everything was in a bag with a sticker on it for each round, and even volunteering–
Anthony Godfrey:
It's in a dark bag if I -- I think I've seen it on TikTok.
Allison Kunz:
Yeah. I think I’ve got a picture.
Anthony Godfrey:
Isn't it in a dark bag that covers it all?
Allison Kunz:
Yeah. It depends on the competition, but yeah. But this box would be in a bag.
Anthony Godfrey:
Yeah. Let's look through some pictures here.
Allison Kunz:
Let me find..
Anthony Godfrey:
That's awesome. So the puzzle theme must be everywhere.
Allison Kunz:
Everywhere. I did take Joel P. with me and took my lanyard –
Anthony Godfrey:
Oh, yeah. Good. Good. Representing out there.
Allison Kunz:
-- make sure to rep our people.
Anthony Godfrey:
Oh, yeah. Okay. Here you go.
Allison Lunz:
Yeah. So that's the bag it came in.
Anthony Godfrey:
Oh, and that's the brand I was trying -- Ravensburger.
Allison Kunz;
Ravensburger was sponsoring.
Anthony Godfrey:
Yeah. Now, where do you get puzzles locally? Do you buy them mostly online, or do you go to --
Allison Kunz:
I get a lot from thrift stores because I go through a lot.
Anthony Godfrey:
Red Balloon has a lot.
Allison Kunz:
Yeah.
Anthony Godfrey:
Oh, you get them at thrift stores because you --
Allison Kunz:
I do because --
Anthony Godfrey:
You need volume.
Allison Kunz:
Right. Training leading up to nationals, I was doing three or four puzzles a day.
Anthony Godfrey:
Oh, wow.
Allison Kunz:
And that's not sustainable on my salary.
Anthony Godfrey:
Of course. I understand.
Allison Kunz:
To spend $80 a day on puzzles. You know, they tend to range about $20. So, yeah, I get a lot of puzzles from thrift stores and just do them.
Anthony Godfrey:
So if anyone's listening and they have a 500-piece puzzle that they don't want anymore, they can drop that off at Joel P. Jensen.
Allison Kunz:
Absolutely drop it at Joel P.
Anthony Godfrey:
Okay.
Allison Kunz:
And if I'm not using it, they actually have a puzzle table here in the library, which I think is so cool for the kids.
Anthony Godfrey:
Okay. That's a legit request. If you're listening and you've done the puzzle, you've proven yourself, and it's a 500-piece, bring it by Joel P. Jensen.
Allison Kunz:
Bring it by. I will put it to work.
Anthony Godfrey:
Put it to good use.
Allison Kunz:
Yeah.
Anthony Godfrey:
I may have one myself. I'm thinking about that.
Allison Kunz:
Okay.
Anthony Godfrey:
I'm thinking about that.
Allison Kunz:
Drop it off, the 500 pieces are my favorite.
Anthony Godfrey:
Okay. Now, I see that some people have the top of the box propped up.
Allison Kunz:
Yeah.
Anthony Godfrey:
And some do not.
Allison Kunz:
Some do not have one of these fancy plastic–
Anthony Godfrey:
Yeah. And it looks like you brought one.
Allison Kunz:
I did. Yep. My son 3D printed this one for me. It's a box holder. It's got a little puzzle piece on it. It's kind of fun.
Anthony Godfrey:
Wow. That's very nice. So you slip it in the edge of the box in the slot right there.
Allison Kunz:
You can take the box into the slot, and that way you can have it in front of you looking at the puzzle picture.
Anthony Godfrey:
Oh, very nice.
Allison Kunz:
Some puzzles don't include a poster with their–
Anthony Godfrey:
Yeah. I do have one puzzle at home that had the poster that came, which was kind of nice to be able to–
Allison Kunz:
Yeah. Typically, American-made puzzles come with a poster, and those made overseas do not.
Anthony Godfrey:
Oh, interesting. Do you start with the outside edges?
Allison Kunz:
I do not, ever.
Anthony Godfrey:
You never start with the outside?
Allison Kunz:
Okay. I won't say never, but almost never.
Anthony Godfrey:
But generally, that's not the approach.
Allison Kunz:
No, because when I'm doing a puzzle quickly, I need to be able to slide pieces in. So I start with the middle, or I typically start with whatever I think is going to be the easiest, and work my way to the hardest. I might do the top edge, I might do the bottom edge, and kind of fill in, but yeah, I never do the full border. I used to.
Anthony Godfrey:
Well, it makes sense to me that that would just get in the way.
Allison Kunz:
It does.
Anthony Godfrey:
That would prevent you from moving pieces in.
Allison Kunz:
The more times you have to lift pieces up, that slows you down. It's not as efficient.
Anthony Godfrey:
Wow. Never thought of that.
Allison Kunz:
So if you're doing it for leisure, do the border. It gives you some structure.
Anthony Godfrey:
Oh, it will always be for leisure with me. Except when we throw down in a couple of minutes here to see how I do.
Allison Kunz:
To see if you can beat me?
Anthony Godfrey:
That's right. So, do you start with a particular color? Do you say, all right, this is the most distinctive feature on the puzzle? So I'm going to start with the, for example, on this one, I'm going to start with the panda in the treehouse.
Allison Kunz:
Yeah. So I started with the sky area to get that out of the way. And then I worked on the treehouse and on the white house, and then all this stuff on the bottom. You know, with a 500-piece puzzle, when I'm sorting it at the beginning, I might have five or six piles. And I will just grab a pile and try and make sense out of that and then move on to the next pile. And the biggest key to keeping it efficient is if you're not making progress, if you're staring at it for too long, skip that pile, go back to it later.
Anthony Godfrey:
So you pile them up by color.
Allison Kunz:
By color or by feature.
Anthony Godfrey:
Wow. Okay. I'm learning a lot here.
Allison Kunz:
Yeah. In order to make it faster, you've got to do some sort of sorting for most puzzles. There are a few that sorting doesn't do you very much good.
Anthony Godfrey:
Do you do, do you ever do puzzles that are larger or smaller?
Allison Kunz:
Sometimes, yeah. Yeah. I have puzzle boards. I have four puzzle boards at home, and they usually have varying levels of difficulty puzzles going on. I am working on a 3000-piece right now.
Anthony Godfrey:
So 3000-piece is just like, you know, leisurely.
Allison Kunz:
That's leisure. Yeah.
Anthony Godfrey:
That's leisure.
Allison Kunz:
Yeah. Yeah. I tend to stick with the thousand or less because I get impatient when it takes too long.
Anthony Godfrey:
A 3000-piece.
Allison Kunz:
But I do have a 3000-piece that has been very challenging that I'm just taking my time with.
Anthony Godfrey:
What's the theme of the puzzle?
Allison Kunz:
That one is SpongeBob, and it's lots of little tiny pictures. It was a gift from a friend a few years ago, sat in my closet, and I finally said, I have got to do this and get it out of my closet.
Anthony Godfrey:
Do you have trouble parting with puzzles?
Allison Kunz:
Yes.
Anthony Godfrey:
I tend not to part with a puzzle.
Allison Kunz:
If I really like a puzzle, I'll do it several times. So I'll do it and put it away a year or so later. I'll come back and do it again. I have a walk-in closet and it's half full of puzzles. I’m going to need a bigger house here pretty soon if this keeps up.
Anthony Godfrey:
Does the theme of the puzzle, like a SpongeBob or something else, draw you in? Because it seems to me that a lot of times it's kind of a random picture.
Allison Kunz:
I think–
Anthony Godfrey:
Fantasy theme or you know, or some—
Allison Kunz:
My favorite are like the folk art like Dowdle does. That's just my personal favorite. But in training for things like Nationals and Worlds, they'll throw anything at you. So I will buy anything and try it because I want– The more you do something the less intimidating It is. In life and in puzzles. So yeah, things like circle puzzles. Those throw me off every time. I really need to practice a bunch more of those.
Anthony Godfrey:
Circle puzzles. What about the ones that are either all the same color or a gradient?
Allison Kunz:
I do not enjoy those. No, I do like a gradient. Those are fun, and they don't go as slow as you would think. But ones that are kind of monochrome have one or two colors. Not really my thing.
Anthony Godfrey:
It's not for me.
Allison Kunz:
Like I might do it to challenge myself, but I wouldn't find it fun.
Anthony Godfrey:
Yeah. What is it that draws you specifically to Eric Dowdle's puzzles?
Allison Kunz:
I think because there's a story to all of them. You know, he goes out, he researches an area, he listens to people's stories, and gets to learning about what happens in their city or town or whatever. And if you look on the back of his puzzle paper, you can see he's marked what things are of note in the puzzle. So then you can kind of learn more about a place. It's like going on a vacation without actually going on a vacation.
Anthony Godfrey:
That's very cool.
Allison Kunz:
I can't afford to take as many vacations as I would like. And this allows me to, you know, get to know places that I haven't been.
Anthony Godfrey:
A little bit of an escape that includes a sense of place.
Allison Kunz:
Yeah, absolutely.
Anthony Godfrey:
Very nice.
Allison Kunz:
A great way to, you know, use your own imagination. As adults, I don't think we do that nearly enough.
Anthony Godfrey:
We do not. Yeah, I agree with that. Now, did you see that South Jordan hosted him, that Eric Dowdle came out?
Allison Kunz:
I sure did.
Anthony Godfrey:
Did you go?
Allison Kunz:
I was working that night, so I met up with him later. He and I are friends.
Anthony Godfrey:
Oh, you are friends with him.
Allison Kunz:
We are. After this long, yes.
Anthony Godfrey:
That was going to be a tragic story if you had missed out because I'm not much of a puzzler.
Allison Kunz:
I saw him earlier this week. I think we're good.
Anthony Godfrey:
Oh, did you? Okay, good. Good. Yeah, he does a great job, and he was very warm and enjoyable to talk with when I did meet him at the event.
Allison Kunz:
He's much more extroverted than I am myself.
Anthony Godfrey:
As a puzzle maker, he's more extroverted than some puzzlers, maybe.
Allison Kunz:
I think so. I think doing puzzles is maybe more of an introvert thing, but being an artist, you know, you've got to go out and talk to people. You’ve got to go out and see places.
Anthony Godfrey:
Yeah, it was fun to see. And he had a long line. He had a lot of people interested.
Allison Kunz:
He has a lot of fans.
Anthony Godfrey:
Now, there's a South Jordan one. Is there a Herriman one also?
Allison Kunz:
There is a Herriman one. There's a West Valley City one. There is Lindon. There's a bunch.
Anthony Godfrey:
How many puzzles does he have overall?
Allison Kunz:
460 something?
Anthony Godfrey:
And how many of them have you done?
Allison Kunz:
Probably a little over 300.
Anthony Godfrey:
Wow. Wow. I want to see you in action.
Allison Kunz:
You want to see me in action?
Anthony Godfrey:
Yes, I do.
Stay with us. When we come back, Allison demonstrates her speed puzzling skills and the role a dissectologist plays in this puzzling game.
[MUSIC]Never miss an episode of the Supercast by liking and subscribing on your favorite podcasting platform. Find transcripts for this episode and others at supercast.jordandistrict.org.
[MUSIC]Break:
Hello, I'm Sandy Riesgraf, Director of Communications for Jordan School District, and we want to invite you to connect with us. So many exciting things are happening in your child's school, your neighbor's school, in every school here, every day. Don't miss out on following the fun or simply staying informed when there's important information we need to share. Join us at jordandistrict.org, or follow us on Facebook, Twitter, and Instagram @jordandistrict. We can't wait to connect.
Anthony Godfrey:
Are you a puzzler? What's it called? What's it called? Are you called a... What's the term?
Allison Kunz:
It's a speed puzzler or a dissectologist.
Anthony Godfrey:
A speed puzzler or a dissectologist?
Allison Kunz:
A dissectologist is someone who loves puzzles. It's a throwback. Did you know?
Anthony Godfrey:
I expected a dissectologist to be holding a scalpel and to be very terrifying.
Allison Kunz:
Oh, let's see what you didn't know. The term dissectologist comes from the origins of jigsaw puzzles. They were invented in 1762 by John Spillsbury, who was an engraver and a mapmaker, a cartologist.
Anthony Godfrey:
John Spillsbury. I love his roles.
Allison Kunz:
And they were originally wooden maps that he cut up to use for geography, to teach kids geography. So originally it was an educational thing.
Anthony Godfrey:
I always thought it was Jeremy Jigsaw that had come up with the puzzle.
Allison Kunz:
Jigsaw wasn't invented until the 1860s or something like that.
Anthony Godfrey:
Really? Wow. Okay.
Allison Kunz:
Originally it was dissectologist because...
Anthony Godfrey:
A dissectologist.
Allison Kunz:
So now, someone who loves puzzles or is a puzzle expert is called a dissectologist.
Anthony Godfrey:
A dissect... I had no clue.
Allison Kunz:
When I'm competing, I'm just a speed puzzler.
Anthony Godfrey:
A speed puzzler. A speed puzzler sounds good if you just say, "I'm the puzzler." It's like a Batman villain. Like a Batman villain is like, "I'm the puzzler."
Allison Kunz:
I could do villain. That could be fun.
Anthony Godfrey:
Well, you know, so far you don't seem villainous. Let's pull out this Dowdle puzzle and let's see it in action.
Allison Kunz:
All right.
Anthony Godfrey:
These are good pieces.
Allison Kunz:
This is a 100-piece puzzle. This is not a super challenge. But I thought it would give me a chance to kind of show you what we're looking for.
Anthony Godfrey:
Now, you don't get to turn all the pieces over when you're timed, right?
Allison Kunz:
You do while you're timed. The timer is already going while you're turning pieces over. So we're dividing things. I'm going to pull the grass. This is the bottom of the puzzle. We're going to pull that down to the bottom.
Anthony Godfrey:
Talk me through what you’re doing.
Allison Kunz:
We're putting the sky at the top. We're putting bushes and building in the middle. And we're just kind of sorting as we go, as quickly as we feel like.
Anthony Godfrey:
And see, you're not setting a separate pile for the edges.
Allison Kunz:
I'm not.
Anthony Godfrey:
And I would always do that.
Allison Kunz:
I do sometimes with the 500-piece, but with a 100-piece,I don't think we need another puzzle pile for that.
Anthony Godfrey:
Yeah.
Allison Kunz:
It's not, you know–
Anthony Godfrey:
Did I see that Dowdle does have a poster that goes with this?
Allison Kunz:
Oh, yeah. There's a poster.
Anthony Godfrey:
I know normally when you're speed puzzling, the sorting would be part of the timing.
Allison Kunz:
It would. Absolutely.
Anthony Godfrey:
But this is also a 100-piece puzzle. And have you ever done a puzzle live on a podcast?
Allison Kunz:
I've never done a podcast.
Anthony Godfrey:
Okay.
Allison Kunz:
No, I've never done a puzzle live on a...
Anthony Godfrey:
This is your moment. I'm going to hit start, and let's see how long it takes you to do a sorted 100-piece puzzle.
Allison Kunz:
Okay. No pressure.
Anthony Godfrey:
Do I count down, or do you?
Alison Kunz:
Go for it.
Anthony Godfrey:
Three, two, one, go.
All right. She sort... She just kind of moved them so that you can see all of the pieces in a particular grouping. I'm going to put the poster up there. But I feel like you don't need the poster.
Allison Kunz:
On this size of puzzle, I probably wouldn't use it too much. It's not really a talk, while you do it kind of thing. Sorry. I'm not much.
Anthony Godfrey:
No, I'm letting you focus. Don't want to get in your way.
Allison Kunz:
Right.
Anthony Godfrey:
Big money on the table.
Allison Kunz:
Oh, yeah. Yeah. This is the one.
[Music]Anthony Godfrey:
You're closing in, just a handful of pieces left. We're working along the bottom edge. And you're... I'm not going to tell you the time. I'm going to see if you can tell how long it took. Stop. There you go. Wow. That was fast. That was really fast.
Allison Kunz:
Ten minutes.
Anthony Godfrey:
Seven minutes, 38 seconds.
Allison Kunz:
So probably 10 minutes with the sorting.
Anthony Godfrey:
Very fast. Yeah. No, you have a really good sense of time and pace. I would be doing it and feel like I've been here for 90 minutes.
Allison Kunz:
I think sometimes it's easy, when the middle of a competition, to be like, "Oh, my gosh. I'm taking forever,” and be tempted to look around and see what other people are doing. And you have to just rein yourself in and go, "It doesn't matter how they're doing." You've just got to focus on what you're doing.
Anthony Godfrey:
You don't win the 100-yard dash by turning and looking over your shoulder.
Allison Kunz:
You don't. You don't look to see who's doing better than you or worse than you. It's not going to change anything anyway. You just got to stay focused and get it done.
Anthony Godfrey:
Yeah. So you talked about state and more informal competitions. What's next for you?
Allison Kunz:
I am registered for Worlds, so if all goes well, then in September, I will go to Spain and puzzle with the world people.
Anthony Godfrey:
You're going to Spain to do puzzles.
Allison Kunz:
I hope so. We'll see if we can work it out.
Anthony Godfrey:
That's really cool. That's really cool.
Allison Kunz:
It'll be a lot of time away from work and family, so we'll just kind of see how that all plays out. September's a ways away, but I'm registered.
Anthony Godfrey:
You're registered.
Allison Kunz;
I've got my plane ticket spot, so we'll see.
Anthony Godfrey:
Really? That's fantastic. So, how many days of puzzling is it?
Allison Kunz:
It's about a week of competition.
Anthony Godfrey:
Wow.
Allison Kunz:
Yeah.
Anthony Godfrey:
Wow. How many puzzles a day?
Allison Kunz:
So it just depends. In Nationals, they did a preliminary round, and then people who moved on moved on to a final round. I think in Worlds, there might be three rounds to get to finals.
Anthony Godfrey:
You go head-to-head?
Allison Kunz:
No, but everybody goes at the same time.
Anthony Godfrey:
And then the top times get to move on.
Allison Kunz:
And then the top times move on. So it'll be the top times like at Nationals. They had three preliminaries, and the top, I think, 66 out of each of the three preliminaries moved on to the final. I did not move on to the final at Nationals. It wasn't my day, and that's okay. Life is about showing up for yourself, doing your best, and even if your best isn't the best, did you choose to have fun?
Anthony Godfrey:
Did you choose to have fun?
Allison Kunz:
I always choose to have fun.
Anthony Godfrey:
You always choose to have fun. Well, I think in Spain, competing in Worlds, that will be an easy choice. I think you'll have a great time.
Allison Kunz:
I mean, it's Spain.
Anthony Godfrey:
It's Spain.
Allison Kunz:
Just like Washington, D.C. That was a great time.
Anthony Godfrey:
Yeah.
Allison Kunz:
I got to go. I got to volunteer as a judge, which I'd never done before, so I was just enjoying the whole experience.
Anthony Godfrey:
Good luck in Spain. I hope everything works out to get there, and that you have a very successful competition.
Allison Kunz:
Thank you.
Anthony Godfrey:
It's been really cool talking with you, and I am going to go home and bust out a puzzle.
Allison Kunz:
Do a puzzle.
Anthony Godfrey:
I'm going to get to it.
Allison Kunz:
Puzzles are great for you.
Anthony Godfrey:
Yeah.
Allison Kunz:
So many things that we can learn from puzzles. Patience, persistence, you know, all of those things.
Anthony Godfrey:
A sense of accomplishment.
Allison Kunz:
Celebrating the little things.
Anthony Godfrey:
Yeah.
Allison Kunz:
You got a border done. Have a little party.
Anthony Godfrey:
Okay. Move forward.
Allison Kunz:
Encourage yourself, not everybody will encourage you.
Anthony Godfrey:
That’s right, that’s right. Thank you for everything you do here at Joel P. Jensen and for letting us explore the world of dissectologists.
Thanks for joining us on another episode of the Supercast. Remember, education is the most important thing you'll do today. We’ll see you out there.
They were hungry for donations and had a big desire to help those in need.
On this episode of the Supercast, we take you to Terra Linda Elementary School where students and staff recently held a huge community food drive. A food drive that was so successful, it taught students if you have a huge appetite to help others and to be kind, you can make it happen.
Audio TranscriptionKinley:
I feel good about how I collected so much food for like families that need it, because I might end world hunger.
Anthony Godfrey:
You might end world hunger. You're on your way to doing that. I'm so proud of you guys. How do you feel about having collected so much food?
Grayson:
I feel amazing because now people don't starve.
[Music]Anthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. They were hungry for donations and had a big desire to help those in need.
On this episode of the Supercast, we take you to Terra Linda Elementary School, where students and staff recently held a huge community food drive. A food drive that was so successful, it taught students if you have a huge appetite to help others and be kind, you can make anything happen.
[Music]We're here at Terra Linda Elementary talking about the canned food drive. Introduce yourself and tell us a little bit about what's been happening.
Natalie Newbold:
So my name is Natalie Newbold. I'm a fifth-grade teacher, and I'm also in charge of the student council. Every year, we do a canned food drive, and we focus on points which are the most needed food items from the food bank rather than just simple food items.
Anthony Godfrey:
So if I brought a bunch of ramen, my points might be a little bit lower.
Natalie Newbold:
Actually, no, those are double.
Anthony Godfrey:
Okay, ramen is double. Oh, I guessed wrong. What are some of the foods that get the most points?
Natalie Newbold:
So the most points are peanut butter, mac and cheese, chili, SpaghettiOs, canned meats such as tuna, chicken, or beef, and anything boxed or packaged.
Anthony Godfrey:
Oh, okay. Very good. So, you turn it into a competition, I understand.
Natalie Newbold:
Yes, we do a competition where our first-place winner gets to be Mrs. Martinez for the day. Our second-place winner gets to be Mr. Davis for the day, and our third-place winner gets to be Mrs. Fuell for the day. Everyone goes crazy to try to get to be them for the day because they get to miss out on their school day, and they get to take over with her or them.
Anthony Godfrey:
I just saw some fist pumps from the students who have won that prize. Let's talk with each of them. First, let's talk with our third-place winner. Tell me your name and what grade you're in.
Grayson:
I'm Grayson, and I'm in fourth.
Anthony Godfrey:
And how does it feel to be in third place?
Grayson:
Very good.
Anthony Godfrey:
So you get to be the administrative assistant in the office where really everything is coming through the office. There's a lot of organization going. What are your plans as the administrative assistant in there?
Grayson:
Just to make people be their happiest, and if they're sick, get them home immediately or try to make them not sick.
Anthony Godfrey:
You have a really good sense of the job. That's awesome. So tell me your name in grade.
Kinley:
My name is Kinley. I'm in fourth grade.
Anthony Godfrey:
How about you as assistant principal? What are you looking forward to the most?
Kinley:
Maybe I can make it an early out day.
Anthony Godfrey:
Oh, an early out day. Get those buses over here. Get people home.
Kinley:
Yes.
Anthony Godfrey:
Okay. Well, let's see how that goes because you've still got to go through her. She's the principal. Principal, what do you think about an early out day?
Vivienne Bartlett:
That could be a possibility depending on the teachers and well.
Anthony Godfrey:
Listen to this political speech. Well, it could be a possibility. It depends on the teachers. Let's take a look at things. I love it. You're going to be a great principal, not just for one day. Maybe I can hire you as a principal later, do you think?
Vivienne Bartlett:
Yeah.
Natalie Newbold:
She was actually our mayor at BizTown.
Anthony Godfrey:
Oh, you were the mayor for BizTown?
Vivienne Bartlett:
Yeah.
Anthony Godfrey:
So you have leadership in your blood. Okay. Do you want to be a leader growing up? You already are here at school as a student leader.
Vivienne Bartlett:
Yeah. And actually my whole life I've wanted to be a teacher or a principal or some sort of school employee.
Anthony Godfrey:
You have a great future, and I am going to stay in touch with you. That's for sure. Tell me your name and grade.
Vivienne Bartlett:
I am Vivienne Bartlett, and I am in fifth grade.
Anthony Godfrey:
And tell me how you gathered so much food to be number one in the school.
Vivienne Bartlett:
Well, it's a magical place called Macy's, and my mom doesn't mind how much money we spend on food because it's going to a good cause.
Anthony Godfrey:
Oh, so you were able to persuade your mom that this was the way to go.
Vivienne Bartlett:
Well, yeah.
Anthony Godfrey:
Okay. Excellent. And how does it feel to have provided so much food for those who need it?
Vivienne Bartlett:
I feel really good about that.
Anthony Godfrey:
How do you guys feel about having collected so much food for the needy?
Kinley:
I feel good about how I collected so much food for like homeless and families that need it, because I might end world hunger.
Anthony Godfrey:
You might end world hunger. You're on your way to doing that. I'm so proud of you guys. How do you feel about having collected so much food?
Grayson:
I feel amazing because now people will starve and will have a bunch of people living on earth.
Anthony Godfrey:
Yeah, taking good care of people around you. It's wonderful. Now tell me, are you a competitive person having won number one? Did you have your eye on the prize the whole time?
Vivienne Bartlett:
Um, actually, no. I have never been competitive, but last night I was laying down like, I really, I just really hope I win this, and I've never actually felt competitive, but until last night.
Anthony Godfrey:
I think being competitive about helping people in your community not go hungry is a great thing to be competitive about. So, you're going to be principal for the day. Do you have an agenda? Do you have any ideas of what you want to do?
Vivienne Bartlett:
Um, I actually have no idea.
Anthony Godfrey:
You're pretty happy with how things are going at Terra Linda, so there aren't big changes you're looking for. Is that right?
Vivienne Bartlett:
Um, there are a few things I would change, but otherwise, you know, like I would have people pick up their, make sure they pick up their trash and stuff. Just, you know, help our janitor out.
Anthony Godfrey:
Sounds like you have a really good idea of how people can do a little bit better. That's exactly what a principal ought to be doing. I'm looking forward to your day as principal. I think that's awesome. You know, I'm here to help if you need. Are you going to be calling me on the day that you're principal for a consultation, maybe?
Vivienne Bartlett:
Yeah, probably.
Anthony Godfrey:
Okay. I'm counting on it. Give me a call. We'll talk through the issues. Okay. I have confidence in you. You're going to do a great job.
So Natalie, tell us a little bit about where this came from. How did this get started?
Natalie Newbold:
So when I took over for a student council four years ago, I really wanted them to do a service learning project that had never been done before. And I wanted to do a canned food drive because it's easy and everyone can bring at least one can. We were hesitant because we have so many of our population that takes food home, but we decided to try it. And our first year, we got 1500 cans, and then it's just gone up every single year. They have just raised the bar, and the whole community gets involved. The parents get involved. And as you can tell, the kids absolutely love it.
Anthony Godfrey:
Well, it's had an impact on the students, even though we talked about the prizes that they're winning and the things they get to do. They're very focused on helping others and really being empathetic and thinking about the needs of other people and how they can help meet those needs.
Natalie Newbold:
Absolutely. Yeah. And that's the biggest thing that came out of it is you are seeing that they absolutely love helping people. And like Vivienne said, her mom's okay with spending a lot of money on it because it's for a good cause. And we hear that all the time. We just have parents in the morning just drop off big loads of food. So we love it.
Anthony Godfrey:
Well, so now you've involved the community, you've involved parents, and it extends beyond the school. So that's really exciting. And I think this is the perfect time of year for the food bank. Aren't they really depleted at this time of year and needing to catch up from having used up the food that they received over the holidays?
Natalie Newbold:
Absolutely. And that's why we try to do it during March. So it is a good time for everyone to donate.
Anthony Godfrey:
And these bins, we were here earlier for another event, and there are these huge cardboard bins out in the main hallway with a ton of food. When you see it all put together, it's really impressive. So it's a very tangible sign of the importance of this initiative and some incredible results.
Natalie Newbold:
Yeah, absolutely. We started off with one gigantic box and then several little barrels. And every year, we just keep adding more and more boxes. So we are we're absolutely loving the progress and the results we're seeing.
Anthony Godfrey:
Now I see that there's also a pizza party for the grade that has the most. Who is the top grade?
Natalie Newbold:
So our fourth grade will be winning that. And so they will get that pizza party, and they worked really hard. Fifth grade is in second place. And you can tell we just have amazing results with the rest of our grades.
Anthony Godfrey:
How many cans of food, how many food items this year?
Natalie Newbold:
So we have three thousand four hundred and five points, and we'd have to decide all that.
Anthony Godfrey:
Wow. Three thousand four. That's well beyond the first year. That's exciting.
Natalie Newbold:
Yeah, that is like double our first year.
Anthony Godfrey:
I love that you emphasize getting the right food because sometimes people are just bringing whatever they happen to have on hand. And this makes sure that the food that's provided is the food that can be used most easily and be most effective in combating hunger. So bravo. Thank you so much, guys. I'm really impressed with what you've done. This is so important, the service learning you've done and more than anything, the help that you're giving to people in your community. So thanks for being a great example to me and to everybody in your school.
Natalie Newbold:
Thank you.
Students:
Thank you.
Anthony Godfrey:
Thanks, guys.
Stay with us. When we come back, we talk with the principal of Terra Linda Elementary School.
Never miss an episode of the Supercast by liking and subscribing on your favorite podcasting platform. Find transcripts for this episode and others at supercast.jordandistrict.org.
Break:
In Jordan School District, we like to support students in and outside the classroom along with their families. That's where the Jordan Family Education Center comes in, offering support services and a wide variety of classes for students and their families, free of charge. You can take a class called Blues Busters for children feeling sad or worried. Just Breathe is a class that helps students reduce stress. Or how about a class that supports parents in helping their children make and keep good friends. There are also support groups and free counseling, all provided by Jordan School District school psychologists, counselors, and school psychology interns. To find out how you can benefit from free family support services offered by the Jordan Family Education Center, call 801-565-7442 or visit guidance.jordandistrict.org.
Anthony Godfrey:
Let's go take a look at what you've collected out here. This is a mound of food. This is so much. How does it feel when you look at all of this? You have to kind of peek up, go on your tippy toes to peek over the box. It's so huge. Are these yours that you brought in? Oh yeah, I've got some mac and cheese. What's that? These two are chock-full.
Grayson:
I did the purple boxes. That was my 90 points to get me in third place.
Kinley:
I brought a lot of the ramen.
Anthony Godfrey:
Yeah, I love ramen. It's good stuff.
Natalie Newbold:
They're going to be making the announcement any second now.
Anthony Godfrey:
Okay.
[Student Council students announce the number of points earned by each grade]We're talking now with the principal of Terra Linda Elementary. Introduce yourself and tell us a little bit about Terra Linda.
Yajaira Martinez:
I am Yajaira Martinez, principal at Terra Linda Elementary, where we house preschool through sixth grade and three autism support classrooms. We're a very diverse population with a ton of amazing kids.
Anthony Godfrey:
Tell me what this food drive has meant to the culture of the school overall, how it's impacted students and the community.
Yajaira Martinez:
I think it teaches our students, this is our third year doing it, it teaches our students to come together, work together, but also encourage each other. We have other students encouraging other students to become principal of the day, but it also provides that sense of community and how to support each other in the neighborhood.
Anthony Godfrey:
It's really exciting to see how impactful it was for the three students who are the winners, and they didn't want to talk as much about the prize as about the impact that gathering the food has had. I feel like this has helped them really see things from the perspective of other students.
Yajaira Martinez:
I agree.
Anthony Godfrey:
You've seen that as well.
Yajaira Martinez:
I agree.
Anthony Godfrey:
So how are you feeling about a student being in your place for the day? She seems very capable, having been mayor of Biztown, and she seems well prepared for the role.
Yajaira Martinez:
Yeah, they love it. I actually see it as I have another person to help me out throughout the day, so it's fun.
Anthony Godfrey:
Perfect. I offered to let her call me if she needs a consult, but she's in good hands. I think it's going to go really well. It's exciting. Tell me, this is just one component of the positive culture that's here at Terra Linda. We were here to see students coming through and doing a little shopping based on some good behavior, some good things they've done in school. Tell us about that program.
Yajaira Martinez:
Yeah, so it's a program that I started, this is my fourth year, so we call it our PAWS. So it's our school-wide behavior program, where every time we catch them doing something that defines our PAWS, they get a little ticket that they drop into their grade-level basket. And every Friday, we just pull some out, and they get called down to come get something from the principal's office, whether that's a snack, a toy, or something. It really encourages them to just show that positive behavior throughout the school.
Anthony Godfrey:
There's a really nice array of colorful options here on the table, toys and prizes, like you said. But they're also timed. They get 10 seconds to choose what it is that they want. That gives an added level of excitement.
Yajaira Martinez:
Yes, because I learned quickly that if you don't give them a time limit, they will shop forever.
Anthony Godfrey:
I also saw that you have a really robust student council. You had a large group in here doing announcements at the end of the day and announcing the winners for the contest. Tell me about the student council.
Yajaira Martinez:
So it's very procedural routine with them. We want them to represent leadership. We hold them accountable for a lot of things, and being role models for those little kids. So they have a procedure that they learn, whether that's getting kids inside the assembly. They know which grade level they are to walk to their seats, play silent Simon Says with them, opening assemblies, closing assemblies, or announcements. So I like to give a lot of the leadership back to the kids so they can start getting comfortable with communicating in front of people and making announcements and just out of their, you know, just comfort.
Anthony Godfrey:
It's obvious that it's having a really positive impact on the students. We were here for an assembly earlier, and I don't know, you did the, give me three, two, one. There was a count, and the entire gym is instantly quiet. It was really fun to see. And today, earlier, there was an assembly with a magician, and I know some other things have happened throughout the year when the behavior has been what it needs to be in the school. I think almost every student qualified to be in that assembly today. Tell us about that program throughout the year.
Yajaira Martinez:
So it's part of the PAWS program I started, again, four years ago, where every quarter I have what we call Behavior Fiesta. Students that haven't had any extreme incidents, office referrals, get to participate every quarter, whether that's a 15-minute extra recess, an assembly like today, a popcorn party, whatever it is, to encourage them to continue to follow the rules at school and keep everyone safe.
Anthony Godfrey:
That's outstanding. Well, I've only been here a little bit today, and I've seen so much evidence of a very positive culture, kids that are leaders and really focused on the right things. So great job. Bravo to you and your staff for creating a wonderful environment for these students.
Yajaira Martinez:
Thank you.
Anthony Godfrey:
Thanks for joining us on another episode of the Supercast. Remember, education is the most important thing you'll do today. We'll see you out there.
[Music]
What if there was a tool to help your student discover their natural ability to do something pretty amazing? Well, that tool exists and it is being used right here in Jordan School District.
On this episode of the Supercast, we meet some students involved in an aptitude-based program called YOU Science. Hear the exciting ways this program is helping students uncover natural talents they didn’t even know they had and in turn, helping them find their personalized pathways to future success.
Audio TranscriptionKellie Openshaw:
I want them to see the different exploratory classes, like maybe it tells them you're a good fit for marketing, and manufacturing, and health science.
Anthony Godfrey:
You don't always think about what industries or what jobs might be right for you, and YOU Science is exactly that. It's a scientific approach to helping connect kids with opportunities.
[MUSIC]Anthony Godfrey:
What if there was a tool to help your student discover their natural ability to do something pretty amazing? Well, that tool exists and it's being used right here in Jordan School District.
On this episode of the Supercast, we meet some students involved in an aptitude-based program called YOU Science. Hear the exciting ways this program is helping students uncover natural talents they didn't even know they had, and in turn, helping them find their personalized pathways to future success.
We are here at Fort Herriman Middle School talking with Kellie Openshaw about YOU Science and how it's used in Jordan School District. Thanks for joining us.
Kellie Openshaw:
You're welcome. I'm glad to be here.
Anthony Godfrey:
You are the Director for YOU Science for the state of Utah, correct?
Kellie Openshaw:
That is right.
Anthony Godfrey:
So, tell us about YOU Science. What is it? And, now, the state provides that for every student in the state, and Jordan has really worked hard to take advantage of this great program. So, tell us about what it does.
Kellie Openshaw:
Absolutely. So, YOU Science is a college and career readiness platform, and it's a place where we want our students to cultivate their career and their life, and really see success for their future. So, as you mentioned, every student in Utah has access to a YOU Science account, and you know, there's a lot of college and career readiness platforms out there, and the thing that makes us unique is that we start with an aptitude assessment. We're the only company that provides an online aptitude assessment where we give the students a series of brain games and help them figure out their natural talents, like numerical reasoning, spatial visualization, 3D visualization, things like that. And so, by understanding those talents, we can show students careers that would be a good fit for them that they may not have otherwise considered.
Anthony Godfrey:
Tell us about when this is administered, when do students get access to this, and play the brain games?
Kellie Openshaw:
Sure, absolutely. So, we usually start with the aptitude assessment in seventh grade, and so we do a more simplified version. There's five brain games and then one interest survey, and we want our students, those results, to show them different industries that they're a good fit for. Because they're still in seventh grade, we want them to explore at this point, so we want them to see the different exploratory classes, like maybe it tells them you're a good fit for marketing, and manufacturing, and health science. Well, that helps them and their counselors know what kind of exploration classes to take in eighth or ninth grade to start figuring out what they may want to study more later. And then in ninth grade or after, we have them take the more advanced version, and that gets them to specific careers that they can start to discover.
Anthony Godfrey:
It's the blend of aptitude and interest. So, the brain games say, "Hey, you're pretty good at this," but then there's also interest. If you're interested in these things, these are the types of industries that might be a good career for you.
Kellie Openshaw:
Exactly. And it's really important. I mean, we obviously want our students to be interested in what they're studying. But a lot of times, if we think about teenagers and the things that they're interested in, they kind of live in this fun teenage bubble of friends and social, and sports, and music, and all the things. They haven't been exposed to a lot of the careers that are outside of that bubble. And the aptitude brings in that exposure to let them know, "Hey, I bet you didn't even know that you'd be really great at being in computers or really great at being in manufacturing.” Just things they hadn't had exposure to.
So we call that our exposure gap. When we see an interest level in an industry versus an aptitude level, the difference between the two is an exposure gap. Let's take computer science, for example. Nationwide, we pulled our data on over half a million students, and there was a 75% exposure gap from the aptitude to the interest. So, figuring out how to get through that. And here in Utah, if we look at women, that exposure gap is 92%. So, how do we help, in this case, how do we help women figure out that they could actually be very talented in computer science, but it's not something they're naturally interested in? How do we close that exposure gap?
Anthony Godfrey:
I love the way you describe this exposure gap, the idea that you're good at something, but you don't even know it's out there as a career. You don't even know it's a possibility. Utah has a very diverse economy. We’ve worked hard at that. So there are options that even parents or others who might be advising them would not be aware of.
My dad didn't say, "You know what? Have you considered being a superintendent one day? I think that would really work for you.” People can decide whether it really works for me. But I do love being a superintendent, and you don't always think about what industries or what jobs might be right for you, and YOU Science is exactly that. It's a scientific approach to helping connect kids with opportunities and with ideas about who they could be and what they could do.
So, tell me about how parents would interact with this. Parents who are listening and say, "Well, hey, I have an eighth grader. Maybe they took that last year. Maybe it kind of didn't ever hit their radar." How do parents access this information?
Kellie Openshaw:
Yeah, great question. So the first thing is to have a conversation with your student and say, "Hey, do you remember taking those brain games? Do you remember YOU Science?" Because a lot of times, the students have an account and they've forgotten.
Now, in your district, that is impossible because you're actually going back to the results often. And you're helping the students recognize this as a resource. But sometimes that's not the case. So I think the more our districts engage and go back to those results, they lean on those results to invite them to different things. It helps the parents be more engaged.
Then, when a parent asks about that and says, "Hey, show me your results," because right now they'd have to show through their student's profile. We're working on a parent profile, so we're hoping we'll have that in the next year or so. But they can then sit down with their student. They can see their talents. They can see the different careers and industries that their students would be a good fit for.
It really brings up some fun talking points for parents to have with their students, really introduces them to their students, quite honestly, where they have conversations they've never really talked about before showing, "Wow, I had no idea that you had a natural talent for organization or for recognizing patterns in numbers." Then it starts to click for the parent, where it's like, "Oh, now I know why, as a kid, you used to line up all of your race cars along the edge of the table." Or "Now I understand why you actually are really good at keeping a schedule." It just starts to help you see your students through a new light. So, for parents, I'd recommend talking to your students, have them pull up that account, and show you.
Anthony Godfrey:
Yeah, that's great. And like you said, it's a conversation starter, something that goes beyond “How was your day?” and walking through the room saying, "Oh, is that Fortnite you're playing?" Instead, it's a deeper conversation, and you learn something about your students' abilities and interests.
Kellie Openshaw:
Yeah.
Anthony Godfrey:
One of the things we did in Jordan District for those listening is we actually did go to the YOU Science results to find students who were particularly prepared or interested in the type of careers associated with NSA. We used that information, wrote letters, and sent those out to parents and students, and invited them to be part of a meeting where NSA had some internships that they wanted to fill. That was hugely successful. We had a great turnout because it wasn't just sending an email out to every student saying, "Hey, you decide whether this is of interest to you." We knew something about our students, and we were able to connect them with opportunities that they wouldn't have dreamt of.
Again, it's not like, "You know, I wonder if you would be good at the NSA internship." Once you start toward one destination, you get a little different perspective on every destination, and you can move a little closer to your ultimate goal. Each pathway, even if you don't choose to follow that for the rest of your life as a career, it informs your next choice and helps you move forward, rather than feeling around in the dark, or just doing what you figured you would do because your parents or family members were already involved.
So, I love how this blows the possibilities wide open and really does make the world their oyster in a really meaningful way. So, thank you very much, Kelly, for all the support you provide us and for taking time today.
Kellie Openshaw:
Absolutely. It's a pleasure to be here. Thank you.
Anthony Godfrey:
Stay with us when we come back more on YOU Science.
[MUSIC]Never miss an episode of The Supercast by liking and subscribing on your favorite podcasting platform. Find transcripts for this episode and others at supercast.jordandistrict.org.
[MUSIC]Break:
Does your student want to become a veterinarian, commercial pilot, programmer? Maybe they want to make a difference as a dental assistant. These are just some of the programs offered as part of Career and Technical Education (CTE) in Jordan School District. CTE provides the technical skills needed to prepare students for future employment or a successful transition to post-secondary education. Career and Technical Education provides work-based learning opportunities. We partner with industry experts to offer apprenticeships and internships, with students working in the real world at real jobs while going to school. The CTE experience starts in our elementary schools with the Kids' Marketplace and grows through middle and high school. To explore all CTE has to offer in Jordan School District, visit cte.jordandistrict.org today, and let's get your child started on the pathway to a profession.
Anthony Godfrey:
We're talking now with Cyler and Glenn, two students here at Fort Herriman Middle School, about their experience with YOU Science. Thanks for talking with me today.
Glenn:
You're welcome.
Anthony Godfrey:
Tell me about YOU Science. What was it like taking the YOU Science assessments?
Glenn:
The number of things they were kind of weird, but they were kind of cool too, at the same time.
Anthony Godfrey:
Weird and cool number of things. What did the weird, cool number of things tell you about yourself? What did you learn in the results from YOU Science?
Glenn:
From the results, I learned that I'm great with or probably great.
Anthony Godfrey:
Allow yourself to be great. Not probably great. You are great at fill-in-the-blank.
Glenn:
Numerical checking or number checking.
Anthony Godfrey:
Okay. Did that surprise you?
Glenn:
Kind of, yeah.
Anthony Godfrey:
So you had not been walking around checking numbers, and suddenly you realize you're good at it.
Glenn:
Yeah.
Anthony Godfrey:
It's like discovering that you can fly or that you can turn invisible or something, some superpower. So, where has that led you now? Are you taking classes and doing things differently because of that?
Glenn:
Currently, I didn't think of looking at YOU Science to take my classes this year, but I am going to be taking more health science classes next year, not next year, in high school.
Anthony Godfrey:
I know this can change. You're not locked in just by being on the podcast and telling me this, but what sort of careers have you considered?
Glenn:
An EMT or a paramedic.
Anthony Godfrey:
I'm glad that there are people who want to be an EMT or a paramedic. That's exciting. What is it about those jobs that interests you?
Glenn:
I mean, you get to save people's lives.
Anthony Godfrey:
Yeah, you're definitely having an impact on people's lives in a very real and immediate way, so that's awesome. Great.
How about for you? What's your experience been? Do you remember the assessment? Do you remember taking the YOU Science assessment?
Cyler:
Yeah, I do. The thing is, for me, I didn't think it'd add up too much. I thought, “Oh, this is just something for the teacher that they want us to do. I'll just quickly do it, and then I won't have to deal with it anymore.” And then I figured out later, "Oh, I guess this does raise an impact."
Anthony Godfrey:
Sounds like you're a survivor first of all. You know how to have an assignment in front of you and take care of business right away. Tell me what changed, what shifted when you took the YOU Science assessment. How was it different from what you expected?
Cyler:
There was a lot of, I can't remember exactly, but there was a lot of random things on it like, “Oh, I don't see how this is going to help with anything. I don't understand this or that.”
Anthony Godfrey:
But it was challenging, it was engaging.
Cyler:
Yeah, it was like, “Oh, this is really weird. I don't know what to do with this.”
Anthony Godfrey:
And what can you tell me about the results of your YOU Science assessment?
Cyler:
There was one big one. I have something about spatial reasoning. I'm able to place things where it should go. I'm really good at organizing. And something it said about me was, I was really artistic.
Anthony Godfrey:
I think that's a very unique combination, that you are artistic and you're highly organized. I think that can serve you quite well. So what are some of the careers and professions, jobs that you're thinking about that could tap into your artistic and organizational sides?
Cyler:
One thing that I've been trying to do is a cloth designing. So I've been designing clothes, I have a bunch of drawings of clothes.
Anthony Godfrey:
Tell me about the designs, what sort of style of clothing are you designing? Victorian, Elizabethan, what sort of a look are you going for?
Cyler:
Honestly, I don't really have a look. It's just, I'll get like, I'll think of something like a hat or shoes or just anything. And I'll be like, “Okay, so this is what it looks like. How can I make this look special in my own way? What's something that people usually don't do?” Like, for instance, women's pants, I've heard, oh, the pockets aren't big enough, that stuff. And with pants, I'm like, “Oh, I also really want to add stripes of different colored denim in it.” So that's what I did. And I also added bigger pockets and extra cargo pockets on the legs.
Anthony Godfrey:
You have big things ahead of you, my friend. That's pretty exciting. That's really cool. It's a high level of creativity, but also being very thoughtful about the impact of your design and that personal touch that you're putting on things. We have a number of ladies in the room here. Are the pockets too small in women's pants a lot of the time? They're nodding in agreement, so you've really tapped into something here. Let me know. I want to be an early investor in your clothing company. It looks like you have your finger on the pulse there. So that's really exciting. You have your portfolio.
Cyler:
Yeah, I just keep them in my notebook.
Anthony Godfrey:
Highly organized, of course, right?
Cyler:
They used to be connected to a bigger one. I did-- so this is my first–
Anthony Godfrey:
This is in-depth design.
Cyler:
So this is my first one. So Angie, she's my neighbor, and she also deals with student help. So she came over because this one time she had me take a test of what I think I'm going to do when I grow up. And I said, “Oh, I don't really know what I'm going to do.” And it was like, any worries that you have. And I'm like, “I'm worried about not being able to do anything.” So she read it, and she's like, “Oh, no, this is really bad.” So she looked at YOU Science and was like, “I've got to show this to him.” So she came over to my house after setting an appointment with my mom, and she started telling me about all this stuff. And then right after she left, I drew a vest.
Anthony Godfrey:
So you drew a vest immediately after having this opened up to you, this idea that you really could do some things that you didn't believe you were maybe capable of.
Cyler:
Yes.
Anthony Godfrey:
This is awesome. That is so impressive. You have a drive and just a personal confidence that I think is going to carry you very, very far. Well, I love that YOU Science kind of set you down a path. It's a path that allows for a lot of creativity and really some great ideas from you. So you strike me as someone who's very observant, that you're always watching for ideas, and watching for needs that you could fill with your designs. Is that true?
Cyler:
I try my best, yeah.
Anthony Godfrey:
Now, Glenn, tell me, you had some experiences that helped move you toward EMT as a possible profession. Tell me about that.
Glenn:
So yeah, we went on this, for like CTE, on this 911 operator field trip. And while the guest speaker was talking, showing us videos and recordings, I saw a video of an EMT rushing in, helping someone that was, I believe, in cardiac arrest. So the caller had to provide CPR to the person in cardiac arrest. And then they were doing it at like a certain pace. And then the EMTs came in, and they were going really fast with the CPR. And then just hearing how the calls went, and it just inspired me for the EMT thing.
Anthony Godfrey:
That's a serious field trip. I love that the combination of what you learned about yourself through YOU Science and the CTE field trip experience really has set you on a path of saving lives in the future as a career. Well, thank you both. Super impressive. Great things are happening in the future for both of you. I have no doubt of that. I'm excited to follow where things go from here.
We're talking now with Jacob Cope, the CTE team lead here at Fort Herriman Middle School, about how he uses YOU Science in his classes. Jacob, thanks for talking with me. Talk a little bit about the classes you teach and how you use YOU Science to create what I understand are focused field trips.
Jacob Cope:
Yeah. So at Fort Herriman, we have a lot of different CTE course offerings for students. We have courses in business. We have courses in engineering and manufacturing, courses in coding and technology, family and consumer science courses. And so one of the goals that we've had as a team over the last couple of years is to help tie students' interests into opportunities to associate with and see what happens out in the workplace. So we have been working toward each month having a focused field trip and a focused guest speaker. And the plan is, at the beginning of each month, we have a guest speaker come in and talk about their job and what they do. And then later on that month, we take a group of students, that same group of students that listened to the guest speaker, on a field trip to actually visit the work site of that person.
Anthony Godfrey:
Tell me about how you use YOU Science to develop the plan for these experiences and how that impacts the way you interact with students.
Jacob Cope:
Yeah. We obviously have students in seventh grade and ninth grade take the YOU Science Brain Games. And it's in eighth and ninth grade that students are participating in these field trips. So we allow students to apply. We have an application process for the field trip. And so students that are interested apply to go on the field trips and hear from the guest speakers. We then look at their YOU Science results and encourage them, as part of the application, to look at their YOU Science results. And based on what we see in their applications and what YOU Science tells us about those students, we pick the group that gets to participate in the guest speaker and the field trips.
Anthony Godfrey:
It's really exciting to hear that we learn about students, and then we provide experiences specifically tailored to their interests and abilities. And it's a great launch to, if not a career, at the very least, some really exciting experiences.
Jacob Cope:
Yeah, definitely. In addition to using YOU Science for these field trips and guest speakers, we're also using the results that we get from it to help students find classes that would be of interest to them. So, for example, we just went through our registration process recently, and we took a look at specifically business and marketing students, students that would be interested in taking classes in business and marketing, and those that would be interested in taking coding classes. So we looked at their YOU Science results and found students that were interested in those areas, had aptitudes and interests in those areas, and actually invited them to take our courses. Hopefully, they can, as they take those courses, determine if that's the direction they want to go.
Anthony Godfrey:
Which again is so much better than simply putting a poster up in the hallway, you know, saying, "Hey, take this or that class." Instead, it's, "Hey, you are someone who could really enjoy and benefit from this particular course." It makes school so much more meaningful and helps students really discover a lot about themselves. Well, congratulations on providing incredible experiences for these students. Thank you very much for everything you're doing.
Jacob Cope:
Absolutely.
Anthony Godfrey:
Thanks for joining us on another episode of the Supercast. Remember, education is the most important thing you'll do today. We'll see you out there.
[music]
He is a Herriman High teacher who makes every student know they really matter. Someone who impacts the course of student lives and their future success every single day.
On his episode of the Supercast, we take you inside Randy Kammerman's classroom where he has become an award winning DECA advisor, building a wildly popular program, leading students to high level careers in marketing and business.
Listen and find out how Mr. Kammerman inspires a love for learning in his classroom, mixed with a couple of laughs along the way.
Audio TranscriptionRandy Kammerman:
I would say there is a spot for every single kid in DECA, but DECA is not for every kid.
Ava:
Eat, meet, compete, and you get to meet the best friends. Like all of these people mean so much to me. I would have probably never met them if it didn't, if we weren't in DECA together.
Anthony Godfrey:
These are great lessons that will translate to a lot of other aspects of your life.
[Music]Anthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. He is a Herriman High teacher who makes every student know they really matter. Someone who impacts the course of student lives and their future success every single day.
On this episode of the Supercast, we take you inside Randy Kammerman's classroom, where he has become an award-winning DECA advisor, building a wildly popular program, leading students to high-level careers in marketing and business.
Listen and find out how Mr. Kammerman inspires a love for learning in his classroom, mixed with more than a couple of laughs along the way.
We're here at Herriman High School talking with DECA officers. Tell me your name, grade, the event you're competing in, and what position you are in DECA.
Ava:
I'm Ava. I'm the Business VP. I'm competing in Finance Operations Research, and I'm a junior.
Ana Arriaga:
My name is Ana Arriaga. I am one of the presidents this year for DECA. I am– my event is Business Services Operations Research, and I'm a senior this year.
Mackenzie:
My name is Mackenzie. I'm also a senior this year. I'm VP of Marketing, and I'm competing in Independent Business Plan.
Alex Milad:
My name is Alex Milad. I am also a senior this year. I am also a Business VP, and I am competing in Business Service Operations Research.
Anthony Godfrey:
Business Service Operations Research.
Alex Milad:
It’s quite the name.
Anthony Godfrey:
Wow, okay. Now tell me which of you has to carry the most for your competition?
Ana Arriaga:
Me I do.
Anthony Godfrey:
Oh yeah, probably yours. So, what do you have to carry?
Ana Arriaga:
So I have...
Anthony Godfrey:
Tell us about your competition and what you have to...
Ana Arriaga:
Perfect. So it's business, the same, I’m Business Services Operations Research, and all of it, all of what it is, it's just a research paper. So we research a company organization and we just make a plan for them. So this year was to implement AI into their company. So all of the things they have to carry into my presentations, there's two of us. So we have posters, we have all of the handouts, which is we have every VM Van that we're gonna hand out. We have an iPad as well. We have a mini poster and I think that's...Oh, and then I also have like this paper handout that's like a driver profile, and yeah, it's a lot of things that we have to carry around.
Anthony Godfrey:
So you're making a pitch, a well-researched, serious pitch.
Ana Arriaga:
Yes.
Anthony Godfrey:
Okay, and tell me about your other categories. Tell us about your pitch.
Ava:
So mine is Finance Operations Research. So it's similar to Business Services, but it's for a finance company. So I'm working with a real estate company, Manning and Clark, to figure out how they can implement AI into their processes.
Anthony Godfrey:
And are all these real companies?
Ava:
Yes.
Anthony Godfrey:
So you're doing things for real companies as part of your competition. That's really cool. How about you?
Mackenzie:
Mine is a fake company. So mine is an independent business plan. So I had to– me and my partners came up with a product and ways to develop it. We did the finances for the whole company.
Anthony Godfrey:
So it's not a fake company, it's a potential company.
Mackenzie:
It's a potential company. Yes. We made our mock-up prototype. We had an app developer help us out, make us an app to present to our judges. So yeah, we made a whole business plan and we present that. It’s like Shark Tank.
Anthony Godfrey:
Wow.
Alex Milad:
Yeah, I'm also in Business Service Operations Research, and we are working with a construction management company, and they're huge. They do billions every year in revenue. Anthony Godfrey:
This is a real one.
Alex Milad:
Yeah, a real construction management company, and we're also doing the same thing, trying to help them incorporate AI into their systems, make things better for them, pitching that to them.
Anthony Godfrey:
So, talk to me about what is involved in the competition. You are sending more people to nationals than any Utah High School has ever sent to national competition. What do you do leading up to that? Talk me through the year. Not every moment of the year, but what levels of competition, how does this all start?
Ana Arriaga:
So it depends on the project. So I started around September. I know Ava started around...
Ava:
I started my project. It was a school-based enterprise. It was my second project. I started that project in May of 2024 and was working on it.
Anthony Godfrey:
So you started last school year?
Ava:
I started last school year.
Anthony Godfrey:
That's why you all gasped when I said, "Oh, just summarize how you got here." So you started a long time ago. You choose the project. What are the levels of competition for you to qualify for nationals?
Mackenzie:
So we have three, basically three different events. We have our roleplay events. So there's a bunch of different categories like automotive services, and you can compete in like...
Alex Milad:
Team roleplays.
Mackenzie:
There are team roleplays, individual roleplays. And then there are sales presentations, which it's just a quick pitch to the person. It's like you have some time to prep beforehand, but a lot of it's improv. Roleplay is– all of it’s improv. And then projects, that's the papers that you prepare. So it's either a 10-page paper or a 20-page paper that you prepare all beforehand, and then do a 15-minute presentation on.
Anthony Godfrey:
And that presentation... So, is there a region competition, and then a state, and then nationals? Or do you just go straight from state to nationals?
Mackenzie:
So for our projects, it's just state to nationals. So we have to get to the top three in the state to qualify for nationals because our DECA as a whole in Utah is a bit smaller than other states. So, other states they have to qualify their projects for state, but we don't. We do have other competitions, but they're just for roleplays. So you'll go when it's just kind of for fun. You just practice.
Anthony Godfrey:
Well, yeah, so it's preparing you for state and national competition.
Mackenzie:
But the only time you'll ever actually present your project is at state.
Anthony Godfrey:
So we've had more people qualify from Herriman High than at any school in Utah. That's really exciting. You're all smiling at that. You should be very proud of that. That's a really big deal, and your leadership has been a part of that. Is this your first time at nationals for all of you, or did you compete at nationals as juniors and sophomores?
Ava:
So us three have competed before at nationals. Alex is a first-timer this year.
Alex Milad:
Last year, I did a project, and it didn't make it. It got fourth place, so you know. I could have let that break me down and be like, I'm not going to do DECA next year.
Anthony Godfrey:
DECA is all about rising up.
Alex Milad:
Yeah, it's all about sticking with it and putting in the work. This year, we did it, we made it to nationals.
Anthony Godfrey:
And how many people are going to nationals?
Students:
47.
Ava:
47 from our school.
Alex:
47.
Anthony Godfrey:
But you had more than that qualify.
Alex:
More qualified.
Ava:
51 qualified, 63 qualifications, so that includes people that double qualified.
Ana Arriaga:
So there's kids that do two projects each year. So I did two projects. I did a sales project, and then I did my BSOR project. So I qualify for both of them, so then you have to decide which one to go with. So that's how it works basically.
Anthony Godfrey:
So tell me where nationals are and what's involved.
Ava:
ICDC this year is going to be held at Orlando, Florida. And there's like 50,000 high school kids that will come and invade Florida for the whole week.
Anthony Godfrey:
Are you taking over Disney World?
Ava:
We're taking over Universal Studios.
Anthony Godfrey:
Oh, Universal Studios. I've been part of student trips where they shut the park down and teenagers take over. Because I was a high school assistant principal, I was not terrified, but everyone else in the area was.
Ava:
Everyone else is terrified. Everyone else is scared. But there's about four days of competition. There's a day for testing, a day for presentations, a day for roleplay presentations. And then you have our mini awards in the morning of Tuesday morning, and then you'll find out if you final for your project or roleplay. And if you do final, you have to go present again that day. And then at the end of the night, you'll find out if you've placed.
Anthony Godfrey:
Talk about the difference between judges at the state level and judges at the national level.
Ana Arriaga:
So we both did a project last year together. For state, we did great. Our judges were very nice. Ava:
The judges at state were very involved, and afterwards they were like, “Oh, you did so good, see you at nationals.” And then when we got to nationals, it was a little disappointing. We went up, and our judge didn't give any indication whatsoever the entire time. And then–
Anthony Godfrey:
Just stone face, watching the presentation, no reaction.
Ana Arriaga:
It was really hard to make eye contact with her, too.
Ava:
She was looking down at her paper the whole time. And so after she got up–
Anthony Godfrey:
Where was she from? Is she from industry, I assume, from business?
Ava:
The judges are from–
Alex Milad:
It depends on the city. So most of the time, like last year, it was in Anaheim, so you get a ton of Disney employees, a bunch of ESPN employees all the time, or anybody from Anaheim city itself. Orlando is almost all Disney and surrounding areas. So most this year will be Disney employees of some capacity.
Anthony Godfrey:
So tell me, what are some of the skills that you have learned being part of DECA these years?
Mackenzie:
Public speaking. Public speaking was never something I was ever good at before nationals, or yeah, before nationals last year. But then, you know, I was at nationals all alone. I had my little PowerPoint presentation and a basket that had alpacas in it. And I had to go up to this random stranger that was like a business professional and be like, “Hey, will you stay at my resort? Please?”
Anthony Godfrey:
With the alpacas.
Mackenzie:
And so you had to really like just get comfortable being uncomfortable. And you had to understand that, like, even if you know, if they don't like you, it's nothing to do with you. And you just have to go, and you have to do your very best, and talk in the best way you can without stuttering. It was just it was a great lesson to learn.
Ava:
For me, I would say the thing I found the most is that not everything's about wins and losses. Like this year at state, we had our advisor win advisor of the year, and it was–and he's going to hate me for saying this.
Anthony Godfrey:
I heard about that.
Ava:
Yeah, he's hating me. But it was a lot cooler than, like, seeing our Business Services, Operations Research, they swept that event. And so seeing stuff like our advisor win advisor fear and having the B.S.O.R. sweep, it's just so much cooler than winning on your own project and succeeding by yourself.
Anthony Godfrey:
These are great lessons that will translate to a lot of other aspects of your life. And it's obvious that DECA has had a deep impact on you, that it's really changed who you are, and what you believe you're capable of, which is exciting. What drew you to DECA? For those who are listening, thinking, well, maybe I'd like this, or maybe my son or daughter would like this. What made you want to be part of it besides Mr. Kammerman? Because really, he's the draw. He's the magnetic center of DECA at Herriman.
Ava:
I think Herriman has an unfair advantage to other schools. We have a great advisor who actually cares about our projects. But other than that, like, DECA's very nerdy. Like we all know that. It's very– but you just got to have fun. And so I think that was something that really drew us in. You know, our whole motto is eat, meet, compete. So you come in, high school–
Anthony Godfrey:
Eat, meet, compete. I like that.
Ava:
High school kids love free food.
Anthony Godfrey:
Not retreat.
Ava:
Not retreat.
Anthony Godfrey:
Not repeat.
Ava:
No. Eat, meet, compete. And you get to meet the best friends. Like all of these people mean so much to me. I would have probably never met them if it didn't, if we weren't in DECA together. And so it was just the community that Herriman has built in the DECA program. We have the
biggest DECA program. We have one of the biggest DECA programs in the entire state. And it's just been so cool to like see everyone come from, you know, there's football players and drill, and then there's like the eSports captains. And it's just all of these people that are so different, but they're all coming together for the same reason. And it's just such a cool experience.
Anthony Godfrey:
So in the Venn diagram of student life, there can be overlap with all of these groups of DECA at the center that pulls you together. What do you love most about Mr. Kammerman's class and being in DECA?
Ava:
He's one of the most humble people I've ever met in my entire life. He does not like the attention on him.
Anthony Godfrey:
He's pacing right now as you compliment him. He’s walking around the room trying to avoid it.
Ava:
The very first time I had his class, I was a junior in high school, it was my first day, I was terrified. I had heard a lot of things about Mr. Kammerman. He has a very big reputation that follows him. And it's great. It's all complimentary. But he just, we walked in on our first introduction. It wasn't like, “Oh, give three facts about yourself.” It's like, “What are you a nerd about?” Like, what do you care about? Like, what do you find weird? And it was just like he automatically makes you feel comfortable. And we ended up submitting him to be educator of the year for the Jazz, which he won.
Anthony Godfrey:
Well, yes. Yeah. I can think of three awards off the top of my head that he has won.
Ava:
Yes.
Anthony Godfrey:
So, yeah. Go on.
Alex Milad:
Yeah. Well, something about Mr. Kammerman, too, is he'll build a connection with every single student. He's not going to just leave certain students in the dust and focus on others. And that really rolls into DECA, like how they're saying, reading 20 to 30-page papers multiple times, leaving feedback, coaching the students rather than just telling them what to do. Having that connection that he already built with us from the first day, it goes so far.
Mackenzie:
He would print on my towels. For a presentation I had, I wanted towels that were monogrammed. And so he printed on them.
Anthony Godfrey:
He figured out how to do it.
Mackenzie:
He figured it out. He doesn't even just care. Like, he doesn't care about us succeeding at DECA or anything like that. But he just genuinely cares about people as people and what they do beyond high school.
Anthony Godfrey:
And he obviously knows you well.
Mackenzie:
Oh, yeah. A little too well.
Anthony Godfrey:
Well, it's really thrilling for me to be able to be here and talk with you and sense that energy that you have around this upcoming national competition. I like your chances. You guys are going to do great. So, congratulations on working so hard and learning so much. I know you're going to carry this with you for a long time. So thanks for representing us well and good luck out there.
Stay with us. When we come back, we'll talk with Randy Kammerman about the DECA program at Herriman High School.
Never miss an episode of the Supercast by liking and subscribing on your favorite podcasting platform. Find transcripts for this episode and others at supercast.jordandistrict.org.
Break:
Hello, I'm Sandy Riesgraf, Director of Communications for Jordan School District, and we want to invite you to connect with us. So many exciting things are happening in your child's school, your neighbor's school, in every school here, every day. Don't miss out on following the fun or simply staying informed when there's important information we need to share. Join us at jordandistrict.org, or follow us on Facebook, Twitter, and Instagram @jordandistrict. We can't wait to connect.
Anthony Godfrey:
We're talking now with Randy Kammerman, the advisor for DECA here at Herriman High School. It's an exciting week preparing for nationals.
Randy Kammerman:
Exciting is a good word for it. It is a good word.
Anthony Godfrey:
It is all in. I've been in your classroom a number of times because I know you don't like to talk about this, but you've won a number of awards, particularly in the last few months from the Jazz. You were advisor of the year for DECA, teacher of the year. Tell me, what do you love about being the advisor for DECA?
Randy Kammerman:
This sounds super nerdy like we've talked about before, but like I was a football coach before I was a DECA advisor, and I grew up my whole life playing sports. And so once I quit coaching, they kind of handed me DECA, and they're like, "Hey, you're going to do this DECA thing." I was like, "All right." So I kind of treat DECA like my sport. It fulfills my competitive juices and stuff. And so I try to preach the whole getting better every day. We call it stacking Ws, like come and get practice. Like you've seen these kids in my room working stuff like that. To me, that's my favorite part. And I mean, if you know anything about sports, you always see people say “Respect the process.” Right. And I never tell our kids, you'll never hear me say, "Oh, you're going to win or we're going to measure our success by winning." It's always, "Did you put in the work?" But you can't be sad if you didn't put in the work. Right. And so for our kids, they always just hear me say, "It's about the process, it’s about the process." And so I think being a DECA advisor and teacher is like getting a little bit better every single day. That's the thing I still love because it fulfills that niche of missing football and coaching, and stuff like that.
Anthony Godfrey:
What would you say to parents or students who are considering DECA?
Randy Kammerman:
I would say there is a spot for every single kid in DECA, but DECA is not for every kid. Right. If your kid is interested in DECA, we can find a spot for him. We can find an event for him. We can figure out any place to put your kid at any talent level. But there are some kids who come and try DECA, and they're one-hitter quitters. They're out. They realize it's not their cup of tea. I would say, if you want your kid to make friends, there's no better place than DECA, because like we were talking about before, you get kids from everywhere. The wrestling team, girls wrestling team, boys volleyball, these newer sports. Plus, you get your DECA kids, your math leads, SBOs, a lot of video game design kids. So there's kids from every walk of life. And so everyone comes together. DECA's one of the things we pride on with our officers is, DECA is a place you get to meet people. That is what we're for because every kid in high school needs to have a place. Right. It doesn't matter what it is. So if your kid walking down the hall that you're not on the football team, you're not in a club, DECA has a place for you. We can teach you this stuff to hopefully be good.
Anthony Godfrey:
So it's the equivalent of the sports where there aren’t tryouts. If you show up and you keep showing up where you're going to learn, you're going to get better, you're going to grow, DECA's the same way. Whatever talents you bring or interests you bring, as long as you're willing to show up and work, and you're going to meet people and you're going to get better.
Randy Kammerman:
And like when our kids say you get to compete, meet, and eat, what they basically say is you get to compete in business, marketing business. That's what we do. You get to meet a ton of people, and you get to eat delicious food because we get to travel. If you ask any kid that ever goes to nationals with us, their core memory from DECA is five years from now, I get a text that's like, "Dude, I'm in Orlando. You're never going to believe I just went to Giordano's. Remember when we were here?" Those are the memories. It's never, "I took top 10 in the country." It's never anything to do with competition. It's always the memories, and so that's what we try to get our kids to recruit is like, "You're going to meet some people and make some awesome memories here."
Anthony Godfrey:
Yeah, the food does speak to me.
Randy Kammerman:
Yes, me too. It's my favorite part.
Anthony Godfrey:
What's the time commitment for someone? "Okay, I decide I'm going to do DECA." It sounds like you're able to do other things along with DECA. You can stay in your other extracurricular activities and still be really successful.
Randy Kammerman:
100%. So the time commitment for DECA is whatever you want to put in. That's what it is. So we have some kids who are naturally gifted speakers. So they come meet with me once and I teach them how to do a DECA roleplay and say, "This is the exact way you’ve got to do it. Come practice with me two or three times before state”, and they'll make nationals. They're just that good. There's some kids that require a lot more work, so it depends on how good you want to be. And so I always tell kids, "Don't let anybody outwork you. If you really want to go to nationals, you're going to put in the effort." And so, like of our 12 DECA officers, almost every single one of them is an athlete of some sort. Swimmer, lacrosse, hockey, tennis, or they have another job. Like we have a couple of our DECA officers that work 30 hours a week. So when you ask the time commitment, it's 20 minutes a day. That's what I'll ask of kids. Like open your paperwork for 20 minutes a day, or come to a roleplay with me. Take 10 minutes to prep, 10 minutes to present, 20 minutes a day, and we'll get you there.
Anthony Godfrey:
So I've just heard so many lessons from talking with them, talking with you. So many valuable experiences and lessons that will stay with them for a long time. You talked about getting the texts five years later. Tell me about the lasting impact you've seen from DECA.
Randy Kammerman:
It's pretty crazy. Like we have a couple that's married. They live in Texas. They met in DECA in this classroom.
Anthony Godfrey:
Wow.
Randy Kammerman:
I'm going to a DECA wedding this Saturday.
Anthony Godfrey:
A DECA wedding, that’s awesome.
Randy Kammerman:
And the lasting impact, like I've said, is real because it's– there 10 years from now, 8 years from now. And like I have a kid who texts me about a week ago. I just opened a Roth IRA. I'll never forget when you made me do the personal financial literacy roleplay at state. Because what happens, I've been doing this a while. I have a kid sitting in the front row, and on the first day of class, I'm like, this kid can talk, and he's smarter than the average bear. So like, dude, you're going to, I'm going to put you in DECA. You need to trust me.
Anthony Godfrey:
Yeah.
Randy Kammerman:
“I don't even know what DECA is like.” It doesn't matter. You just have to trust me. And so kids like that, they'll go, they'll qualify national in a roleplay. They'll meet a bunch of friends while they're there. And then five years from now, they'll send me a picture. Like we have kids who went to a Braves game together. Seven years after we were there. They said, “Hey, we were all in Atlanta for a conference. We went to a Braves game.” So cool stuff like that. Like, that's the best part. Like high school is fun and nice. But in 10 years, nobody cares that you took first in business services operations research event at DECA nationals.
Anthony Godfrey:
It's the connections that you make by doing that and the way that you change as a person.
Randy Kammerman:
A hundred percent. I freaking love Herriman. I've been here for 13 years. Put my heart and soul into this place because there's no other way to do it. And this year is crazy. So before the school year even started, I sat down with these officers. “Hey, look, guys, I need you to believe me. I'm not, I'm never going to BS you, but this year has an opportunity to be special. Like, if you guys will do what I ask and you put in the work, I legitimately think you can have 200 members and 50 kids to nationals.” I knew how many members we had, and then only a couple of our officers knew exactly how many we had. It was 206. Right? So then I'm sitting at state, I'm doing the math, and then– I actually had to drive myself that day because my kid got sick. So I drove myself, and I didn’t want to fight traffic on the way home. I'm gonna do the exact math right here. And I do the exact math. I'm sitting all by myself, and I'm just like, “We just had 63 qualifications for nationals. What am I?” And all the kids are texting me, “How many did we qualify? How many did we qualify? How many did we qualify?” They're trying to do the math, and I just text back “51 kids, 63 qualifications.” And like the flood of text messages came through, but the really cool part was hours after that, I probably got 30 texts from alumni.
Anthony Godfrey:
Wow.
Randy Kammerman:
That were like, “You guys freaking killed it. I saw on Instagram or I texted, you know, like I texted Ana, she told me this, I texted Ava, she told me this, I texted Tyler.” And that's the coolest part, is that we saw the alumni that follow and kind of help and stuff like that.
Anthony Godfrey:
So it's the lasting connections. That’s pretty incredible.
Randy Kammerman:
Yeah. It was really cool. So this group is a special group for sure. Like it's a good group to go out on, but it's one that they freaking worked so hard to get 50 kids. It was crazy. I still don't believe it.
Anthony Godfrey:
Wow. Well, congratulations on building a program that just kept growing because every time that program grows, it just means more kids feel connected and more kids feel this sense of efficacy, this growth, the sense of themselves that they wouldn't have had without it. So Bravo. I know you don't like to talk about it, but those awards are hard won through a lot of work and caring, and dedication on your part, and well-deserved. So, thank you.
Randy Kammerman:
I appreciate it. And thanks for those kids for bombarding the Jazz system and embarrassing me in front of 20,000 people at a Jazz game.
Anthony Godfrey:
Thanks for joining us on another episode of the supercast. Remember, education is the most important thing you'll do today. We'll see you out there.
They are sharing culture and building community in a class, that’s also a club, called “People of the Pacific” at West Jordan High School.
On this episode of the Supercast, find out how students are unleashing lots of talent, taking to the stage in dance competitions to showcase their rich cultural traditions from various Pacific Island nations. They are students proudly supporting one another on a path to greater academic success.
Audio TranscriptionAuro Sosi:
This is competition season for us. The "People of the Pacific" are involved annually in the annual Who Got Roots competition.
Carl Talanoa:
So we do dances and we even do sometimes we practice our languages and even music.
Auro Sosi:
The idea of their identity through their culture, cultural practices and rituals so that way they can still stay connected even though they're far away from their motherland.
[Music]Anthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. They are sharing culture and building community in a class that's also a club called "People of the Pacific" at West Jordan High School.
On this episode of the Supercast, find out how students are unleashing tons of talent and taking to the stage in dance competitions to showcase their rich cultural traditions from various Pacific Island nations. They are students proudly supporting one another on a path to greater academic success.
[Music]We are here at West Jordan High School talking with Auro about the competition that's coming up. Will you introduce yourself? Tell us about your position here and what the "People of the Pacific" group has been up to these days.
Auro Sosi:
Yes, so my name is Auro Sosi. I'm the "People of the Pacific" teacher and advisor. I also run the Reset and Restore room here at West Jordan High School. Just students who are assigned mostly by admin to come into the room who need additional help whether it's with classes, Edgenuity, packets, and things like that.
So right now this is competition season for us. The "People of the Pacific" are involved annually in the annual Who Got Roots competition. It's a statewide competition that involves all of the high schools who have either "People of the Pacific" or Pacific Islander clubs or classes in their schools. So it's a dance competition.
Anthony Godfrey:
And that's what they're practicing in the background. That's what we hear. Tell us a little bit about how that competition is judged and what they're working on today.
Auro Sosi:
So there is a panel of judges. They pretty much judge off a lot of criteria. Most of it is off synchronization, presentation. A lot of it has to do with cultural rituals and practices involved in the dance scenes and performances. So like this one that they're performing now is the traditional Tongan Lakalaka. It's performed by all of the Tongan men. So it's just a male-only dance. But there's a lot of criteria depending on what the judge who the judges are. But it's been pretty, pretty fulfilling these last couple of years that West Jordan has been able to participate. Anthony Godfrey:
That's awesome. How many different numbers will there be?
Auro Sosi:
So the way this particular competition works where we choose, we select two islands that we wanted to perform as our main islands. So this year we've selected Tonga and Samoa. And then a month prior to the competition, they go out to all of the schools, meaning the organizing committee, go to all of the schools that are participating to draw what is called a wildcard island. So each school will be given the same amount of time to work on this wildcard island. And it's mostly an island that's maybe overshadowed or overlooked, not necessarily performed every year. So this year we selected Tokelau as our wildcard island.
Anthony Godfrey:
Tell me about Tokelau.
Auro Sosi:
So Tokelau is an older island in the South Pacific. There are dances when the students are studying it. It kind of derives from like all of the sister islands that surround it. So there's a little bit of everything. There's some Samoan motions and there's a lot of Tongan rituals that are embedded in their cultural dance. But they're very subtle. They're not as loud and obnoxious as the other sister islands.
Anthony Godfrey:
So it's a quieter, subtle, a little bit forgotten island when it comes to the performances. So tell me about the louder performances. What are some of the aspects of performance that people who are not here able to see this? Describe how the boys dance, how the girls are dancing now.
Auro Sosi:
So the boys you can see a little bit more live. We call it mafaná. It's kind of like their spirit of dancing, the energy that they bring to the stage. That's what's expected of the male performers in the Tongan islands. Well, in any island in the South Pacific, the girls as you can tell, they're a lot more graceful. They're a little bit more subtle. They're not as wild. But it just kind of showcases the grace and beauty of the women of the South Pacific.
Anthony Godfrey:
Lots of hand motion and small steps, less, less full body motion. Just more of the hands.
Auro Sosi:
For Tongan dancing, it's mostly motions from the upper body and hands. As you can tell, most people are probably more familiar with Hawaiian dance. It's hula where it's embodying the whole body. Where she's hooling and utilizing all parts of her body to perform. But in Tonga, they're more subtle in the sense that it's just the upper body and hand motions mostly.
Anthony Godfrey:
I see. It's just really transporting me. I wish I were on an island right now. I'm feeling it. I'm feeling it. So tell me, how long have they been preparing for this?
Auro Sosi:
So we actually start from the beginning of the year. We have performances throughout the year here at the school and throughout the district. That's what we kind of utilize as our service opportunities when we go out. We want to perform. We were able to visit with the Mayor of West Jordan and the City Council just a month ago. And that was what one of the things that our students were able to do was present their advocacy program and platform and also perform for them. So we pretty much prepare throughout the year with our service opportunities. This being kind of like that climax moment that we prepare for is our competition.
Anthony Godfrey:
Fantastic. Now I got to be part of a ceremony at the beginning of the year for leaders in the school. Describe that for folks who are listening.
Auro Sosi:
So our ‘ava ceremony, it's a traditional kava ceremony. It's something that we've embedded in our "People of the Pacific" program that we like to start off the new school year every year with. It's just in Samoan it's called the ‘ava feiloa’iga or pretty much our greetings with each other. Us welcoming, whether it's guests or honored guests, that we're honoring in that particular setting. But for the ritual itself, it's really a teaching moment to our kids but also to welcome in the new year. Usher in the new year that they're about to embark on. But also in a cultural sense to set that precedence and tone for them as far as culture is concerned. Because "People of the Pacific" is what we're trying to portray is get more of an idea of their identity through their culture, cultural practices, and rituals so that way they can still stay connected even though they're far away from their mother lands and the islands.
Anthony Godfrey:
Yeah, yeah it's a sense of connection with each other and with the broader school community. So now we saw the boys separate and the girls separate. Now this is a combined dance. Tell me about this particular dance.
Auro Sosi:
The Island Kingdom of Tonga is the only remaining monarch in the South Pacific, meaning that they're the only island in the South Pacific still today ruled by a king and queen. Never colonized, never taken over by any other foreign power and so their dances as you can see they're a lot more reserved. They're a lot more respectful in the sense that you see when the girls perform they're very graceful, they're very, you know, demure. Where the boys are always so masculine and they're just so full of energy. But when they come together it's just like both of those aspects and qualities all mesh together to become this pretty much beautiful, royal production. So that's what they're performing right now is their traditional Tonga Lakalaka that's combined for both male and female performers.
Anthony Godfrey:
Stay with us. When we come back we'll talk with three student leaders of "People of the Pacific".
Never miss an episode of The Supercast by liking and subscribing on your favorite podcasting platform. Find transcripts for this episode and others at supercast.jordandistrict.org.
Break:
It's giving busy parents a little more peace of mind when it comes to their students getting to and from school. We're talking about Zonar MyView. It's a mobile app meant to enhance the school bus transportation experience for students and their families. The app allows parents to check on their child's school bus location and the estimated time of arrival at the bus stop each day for pickup and drop off.
If you want to join the thousands of parents already using the app, it's easy. All it takes is a few simple steps. First download the Zonar MyView app from the App Store or Google Play. Then visit auxiliaryservices.jordandistrict.org/zonar. That's where you'll find the school access code and directions on how to enter your student's unique ID and learn how to create an alert zone around your child's drop-off and pickup locations.
Let the Zonar MyView app help you stay on top of things knowing when a bus might be running a little late and when to get your kids going or head out to meet them at the bus stop. It's one more way for us to better connect with you.
Anthony Godfrey:
You have won an award recently, just last week. Tell us about that.
Auro Sosi:
So the Utah Pacific Islander Chamber of Commerce here in Utah, this was their first year. They had their inaugural Pacific Islander Educator Award this year. There were nine nominees including myself. They came here and delivered the nomination here at the school and a few of our administrators were present. I was totally shocked and taken aback to have been nominated. Just to be nominated alone was an honor, but when we got there that evening– I went with my parents and a few of our other students who happened to be awardees as well for scholarship by the chamber unbeknownst to us. When they presented each and every one of us nominees and a certificate they then announced the award and I was the recipient of that award. So it was truly an honor. To me, receiving that honor is more of a tribute to not only the other eight nominees but to all of the students and other educators who aspire to educate and inspire any and all students. Not just for Pacific Islanders, but everybody. All students across the board around the world everywhere.
Anthony Godfrey:
That's an important point. It's really not about just one group it's about connecting that group to the broader school community and inviting the school community in to connect with this group. It's anything but exclusive. It's something that really is very inviting. So tell us about any other activities. I know there are performances throughout the year, there's the ceremony at the beginning of the year. Is a service component of "People of the Pacific"?
Auro Sosi:
So we have what is called the Island Teen Advocacy Team, for short we call it ITAT. So that's pretty much the service and activity arm of the "People of the Pacific" program. It's an advocacy program where there are students who advocate for mental health awareness, suicide prevention and also being tobacco and vape-free in high schools. They're so involved in that throughout the year. At the beginning of the year, they have what is called the Great American Smoke Out where they go out and advocate for pretty much– not so much smoking, but vaping here in the high schools. It's become like this pandemic here in our schools. Where things are just like so readily accessible for our students to access these things. So they advocate for those things. Try to educate on the the downfalls and also the symptoms that a student can experience if they do vape and things.
Most of it comes from our mental health and suicide awareness platform because a lot of them can relate to that. Just recently, just within our community, the Pacific islander community, four youth between the ages of 14 and 19 took their lives just within the last month. So it's just become this thing now since they've been so aware of it and they've advocated it for so long. It's now become more personal for them because they're wanting to make sure that everyone feels accepted. Everyone feels loved and appreciated. But also that they know the value of life and that everyone is valuable, even themselves.
Anthony Godfrey:
I love that emphasis on supporting each other and valuing each other. Well, congratulations on running an incredible program that provides great opportunities and support and on your well-deserved award. I understand there were educators from higher ed that were in the running as well and you beat them all out. So congratulations. Well done.
Auro Sosi:
Appreciate it, thank you so much.
Anthony Godfrey:
We're here with three students who are part of "People of the Pacific" here at West Jordan High School. Just introduce yourself and tell us a little bit about your participation.
Carl Talanoa:
My name is Carl Talanoa. I'm a senior at West Jordan High School and I'm the president of the POP class.
Caitlyn Lokeni:
I'm Caitlyn Lokeni. I'm also a senior at West Jordan High School and I'm the vice president.
Andrea Togavailoa:
I'm Andrea Togavailoa. I am as well a senior at West Jordan High and I am the secretary in our POP class.
Anthony Godfrey:
So tell us, for those who aren't familiar with it, tell us about Pop class and what it involves, and why it's important to you.
Carl Talanoa:
So People the Pacific class is really a class where we do a whole bunch of cultural stuff. In this class, we learn about our backgrounds as Pacific Islanders and we also learn about our culture, expanding into our culture. So we do dances and we even do– sometimes we practice our languages and even music. We do a lot of other stuff that is outside of the school as well. We are part of an ITAT thing where we do outreaches to other schools like middle schools and all that about the program that we do.
Anthony Godfrey:
Outstanding.
Andrea Togavailoa:
Yes, about our ITAT team, it stands for Island Teen Advocacy Team and basically what that stands for, or what they support, is they support preventing drug use and vaping and smoking and as well as tobacco use. They also bring attention to suicide awareness and I think that our class really strives for that stuff. Especially in our generation today where many teenagers now struggle with mental health. I think it's important to have knowledge and to know and understand that there is help. I think ITAT is a great platform for them.
Anthony Godfrey:
Awesome.
Caitlyn Lokeni:
Yes, taking it back to outside of what we do, outside of school obviously. What our president said. We have more to do with our cultural backgrounds like deeply rooted. Our POP class actually does a lot for the Polynesian community outside because of how well-known Auro is. So we'll do all the ceremonies which are some more cultural ceremonies that like pretty much we're focusing on this one high chief or like a high individual. We're celebrating their welcome into–.
Anthony Godfrey:
Yeah, tell me about being in Auro's class. What is that like?
Caitlyn Lokeni:
Oh, it's something. Yeah, I definitely think not only Auro, but Coach Lei it's really- they're really disciplinary. Especially with school and going to class. I definitely think for, not to be biased, but our Polynesian community here you wouldn't find it anywhere else. From any other schools out here in Utah.
Anthony Godfrey:
That level of discipline and expectation. It sounds like it's a good thing though.
Caitlyn Lokeni:
Yes, being held to a high standard really means a lot actually. We get we do get prizes for being such great students.
Andrea Togavailoa:
I think it's such a privilege to have Coach Lei and Auro as our advisors here at West Jordan High School because not many schools have people like that who are who are so high up. Like our athletic director, Coach Lei that many Polynesians see like other Polynesians so high up in our district and industries and stuff like that. I think it's such a privilege to have Auro and Coach Lei help us around our school and to feel like a family here at West Jordan High School.
Anthony Godfrey:
Tell me about this competition coming up and the preparation and how you're feeling going into it.
Caitlyn Lokeni:
Our competition we've been preparing for it for since the beginning I think. I think Auro especially put a lot of work into this. He constantly is working on our costumes and making sure that all of our dances are fit to perfection. I think that speaks a lot about his character and about who he is as a teacher, about how much work. He doesn't have to do all this work. He could just like throw like cloths on us or something, but he actually puts so much work into our outfits and everything that we do, and our music and everything. So I think that speaks volumes as a teacher.
Anthony Godfrey:
He won an award recently, does that surprise you?
Students:
Yes.
Andrea Togavailoa:
No, that does not surprise me.
Caitlyn Lokeni:
It's very well deserved.
Anthony Godfrey:
It doesn't surprise me for a second. Tell me about the competition how are you feeling?
Andrea Togavailoa:
With Auro and Coach Lei, I honestly say that they're like the power duo. I've never seen a power duo like that before because no matter how much like effort or how many hours it takes into being put into this competition, and how much Auro is putting into this competition Coach Lei is right behind him and backing him up. I definitely think like the way that they support each other is how it reflects on us students in the class and how we support one another and whatever it is. Just how– Caitlyn also won an award too.
Anthony Godfrey:
Caitlyn, were you one of the scholarship winners?
Andrea Togavailoa:
Yes, yes she was.
Anthony Godfrey:
Wow, tell me about your award.
Caitlyn Lokeni:
It was such a great opportunity because people thought that I'd won the award because the award winner before also won architecture, but I think it's because not only the culture and I think it's because of the dynamic and uniqueness and the hard work that is put into the scholarship. That is the reason why that many aren’t able to win it.
Anthony Godfrey:
So what's the architecture aspect of it?
Caitlyn Lokeni:
The scholarship is going for me because I want to go to college for architecture.
Anthony Godfrey:
Oh, it's because you chose– So that's part of it because you want to be an architect. Well, we're designing buildings all the time. Come back and design a school for us. Remember all the student perspectives, what you like and don't like and then you can put it into practice.
How about for you? How are you feeling going into competition?
Carl Talanoa:
I'm feeling good, I'm feeling great. We've had this competition for a while. We've been in this competition for a while in the previous years, but we've never actually placed before. So this is really important.
Anthony Godfrey:
I feel like this is going to be your year.
Andrea Togavailoa:
I feel like it is. We're taking it, we're definitely taking it this year.
Anthony Godfrey:
I've seen the dancing. I’ve talked with you three. I talked with Auro. It's going to happen. It’s going to happen.
Carl Talanoa:
Yeah, that's what we're aiming for. We're aiming for that. So we've been having lots of practices. We've been practicing a lot, even the middle schoolers, they've been coming to practice with us. We've had practices on Saturdays in the dance room or anywhere as long as we can practice. We're just trying to practice so we can fix things up. We'll fix a small mistake so we could be ready for this competition.
Anthony Godfrey:
Awesome. Well, I wish you the very best. Congratulations on your award and on being such great examples to the "People of the Pacific" class and the broader school community here at West Jordan High.
Students:
Thank you.
Anthony Godfrey:
Thanks for joining us on another episode of the Supercast. Remember, education is the most important thing you will do today. We'll see you out there.
They are teachers doing groundbreaking work, redefining what traditional learning looks like in the classroom.
On this episode of the Supercast, we explore the history of digital learning, how it’s impacting students today, and how teachers are seeing big benefits, using all of the new technology now at their fingertips.
Audio TranscriptionKelli Cannon:
It’s just really fun to see how far education has come.
Megan Dahlgren:
So to be able to take this and learn and see how it's grown from Oregon Trail to you know whatever, however you're using it in your classroom now.
Kelli Cannon:
There are old programs that they used to actually print out and hand out to the attendees and there are topics like WordPerfect and AOL.
[Music]Anthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. They are supporting teachers in doing groundbreaking work, redefining what traditional learning looks like in the classroom.
On this episode of the Supercast, we talk with a Digital Learning Specialist and an Instructional Coach to explore the history of digital learning, how it's impacting students today, and how teachers are seeing big benefits using the technology that is now at their fingertips.
We're here at UCET in the UEN Homeroom Podcast Studio talking about how UCET impacts your practice and we're talking now with Kelli Cannon. Tell us a little bit about your role in Jordan School District, with UCET, and how being at UCET and being involved has impacted your practice.
Kelli Cannon:
Okay, so yeah, my name is Kelli Cannon. I am a Digital Learning Specialist in Jordan School District and I'm also a UCET Board member. This is my third year on the board and I love everything about UCET. My first UCET conference was my first year of teaching, 2014. It feels like a long time ago. When I think about that time I think we didn't even have laptops. So we had desktop computers and people were just kind of like sitting on the floor with like the first generation iPads trying to learn things and do things and just how much the conference has grown in the last 11 years has been just really fun to see. Just the impact that technology has had on education.
Anthony Godfrey:
So when someone comes to UCET what sorts of things will they learn about in breakouts and keynotes and in talking with vendors?
Kelli Cannon:
Okay, so the way we have the UCET Conference sorted out right now is in strands. In the strands there are different topics so there's like a robotic strand, and there's a tech basic strand, and a tech advanced strand, and so there's a little something for everybody here. There's also leadership and coaching because we have a lot of instructional and digital coaches as well who want to improve their practice. Then coming into this vendor hall as I look around I see a lot of tech companies. This year our theme is “Authentic Intelligence” and it's a little– like we say it's a little bit cheeky to AI in a way. There are so many AI vendors here and how AI is really shaping the landscape of education in Utah right now.
Anthony Godfrey:
Tell us more about what “Authentic Intelligence” means. Why that theme?
Kelli Cannon:
So when we were sitting around at our– we planned these conferences a year in advance. So we were sitting around in our meeting last July and we said “We know AI is gonna be really big it's not going away, so what can we do to kind of play off that theme?” So we said, “Let's use AI, but when we say Authentic Intelligence we mean how can we use AI or keep the human skills in a technology-driven world?” So we're still looking for that human input. I think that's what keeps teaching like personalized and relevant is having that human interaction.
Anthony Godfrey:
I really think artificial intelligence propels human intelligence instead of replacing it. It's a way to enhance it to support it and to build a foundation. Kind of clear the easy stuff out of the way so we can get to the real deep thinking.
Kelli Cannon:
Yeah, I agree.
Anthony Godfrey:
Instruction is really at the heart of this right? I mean it's technology-focused but it really comes down to teaching and learning.
Kelli Cannon:
Yeah, I agree. Something that we really like with AI and something we've been talking a lot about in our district is how AI, particularly school AI, has really personalized learning for each of our students. And how we've been able to use AI as a thought partner and not just, you know, putting students in the space or with a chatbot but really making sure that they are learning, and growing, and making it relevant to them. Like you mentioned to offloading some of those administrative tasks so we can have more time to work with the students which is what really matters.
Anthony Godfrey:
Absolutely. If you go back in time to the 2014 Kelli and you compare her with the 2025 Kelli, how has UCET changed the way that you look at education and teaching generally?
Kelli Cannon:
Well, I remember that year I met my new team. I got hired like a week before school started right out of college. They gave me this big huge stack of worksheets and they said this is our math for the year. I was like “Oh wow, okay, packets, worksheets, books” and I mean of course those things have their place but now I look at just the many opportunities that we have with technology and because of technology to teach in a different way and make it last. These are what our students now they spend a lot of time on devices and a lot of time on the internet and technology and so this is like what they're used to. So students of ten years ago compared to now are completely different.
Anthony Godfrey:
So I love how you switched it from you ten years ago to students ten years ago.
Kelli Cannon:
Sorry.
Anthony Godfrey:
Which is really the focus. No, you're right. You're right because you have to think about what world are students coming from. What's their day-to-day experience and how do you tap into that to make sure that education is as effective as it can be?
Kelli Cannon:
Agreed.
Anthony Godfrey:
Tell us about a Digital Learning Specialist for those who don't know. What is your role in the district? What exactly do you do to help support our teachers?
Kelli Cannon:
Yeah, so there are about eight of us and we have about ten to fifteen different schools that we visit every month and we try to spend extended time there. We meet with instructional coaches and digital coaches, we hold tech trainings, we also do a lot of professional development in the district office. We love everything tech-related. People are always emailing– just don't call us because we don't use our phones very well. I don't know how to transfer a phone call, figure that out.
Anthony Godfrey:
It's an archaic skill. It's an archaic skill like writing a check. Nobody needs to do that anymore.
Kelli Cannon:
What is that?
Anthony Godfrey:
Right, exactly. Exactly.
Kelli Cannon:
Yeah, and so also part of my role is I work with computer science. I help train our computer science rotation leads and I get to do STEM and robotics and help them do lessons and train on tools. So it's just a really fun and unique job to have.
Anthony Godfrey:
As I walked in I saw the “Eras” booth. The “UCET Eras” booth with lots of technology over the years. I felt really comfortable standing between the '80s table and the ‘90s table. That felt really good to me. Tell us about the “Eras” booth.
Kelli Cannon:
Yeah, okay. So about a year ago “Taylor Swift The Eras” was really popular so that's kind of what started it, right? Taylor Swift through the eras. I've always listened to her music since I was a teenager and so I thought, “Wouldn't it be fun to go back in time and use that and see what's changed?”
I've learned a lot in the last year. The original UCET committee was UCCE, which I can't remember that stands for. It's like Utah Coalition for Educational Technology, like that, and it was formed in 1980 out of Mike Bailey's master's project which I thought was really interesting to see a master's project grow into something this big. Just going through the history and seeing where they started out. Just you know a few people or maybe a high school auditorium with a hundred people to where we are today in 2025 with 1600 teachers here. And just the amount of vendors and moving even from high schools, to Provo, to the Salt Palace. Like every year we keep growing. So we're really excited to just keep incorporating technology.
Then as far as the “Eras” booth, what we have is since we started in the 1980s we have a table for each decade. I've asked people to donate old technologies so we have old Apple computers, and we have floppy disks. In the 80s and 90s we have a VHS, which I just found out stands for Video Home System. There were some things over there though I didn't know what they were so I had my Gemini, my Google Gemini app, open yesterday I took a picture of it and I said “Google, tell me what this is and what year it was made” and it explained it to me.
Anthony Godfrey:
Using new technology to understand old technology. that is a thing of beauty.
Kelli Cannon:
Then in our 2020 era, we have a face shield that someone used during teaching of course. I think this one wasn't used but it's just really fun to see how far education has come. There are old programs that they used to actually print out and hand out to the attendees, and there are topics like WordPerfect and AOL. Then you know as we go through it's changed a bit.
Anthony Godfrey:
Is there a CD over there for 1600 free hours of AOL in a particular month?
Kelli Cannon:
There's a floppy disk.
Anthony Godfrey:
Okay, that's great. It was really cool to look through the eras. And I actually think it's very instructive because as you look I think we're always looking forward. What's new? What's next? How can we get better? But we have to pause and look back and see our progress and see how far we've actually come. It was it was really nice to reminisce through the technology and really think about how far we've come. So bravo on all the work that you're doing and on the eras tour that I got to take through the UCET history.
Kelli Cannon:
Thank you so much.
Anthony Godfrey:
All right, good luck with your presentation.
Kelli Cannon:
Thank you.
Anthony Godfrey:
Stay with us. When we come back, more on digital learning in Jordan School District.
Never miss an episode of the Supercast by liking and subscribing on your favorite podcasting platform. Find transcripts for this episode and others at supercast.jordandistrict.org.
Break:
It's giving busy parents a little more peace of mind when it comes to their students getting to and from school. We're talking about Zonar MyView. It's a mobile app meant to enhance the school bus transportation experience for students and their families. The app allows parents to check on their child's school bus location and the estimated time of arrival at the bus stop each day for pickup and drop off.
If you want to join the thousands of parents already using the app, it's easy. All it takes is a few simple steps. First download the Zonar MyView app from the App Store or Google Play. Then visit auxiliaryservices.jordandistrict.org/zonar. That's where you'll find the school access code and directions on how to enter your student's unique ID and learn how to create an alert zone around your child's drop-off and pickup locations.
Let the Zonar MyView app help you stay on top of things knowing when a bus might be running a little late and when to get your kids going or head out to meet them at the bus stop. It's one more way for us to better connect with you.
Anthony Godfrey:
We're now talking with Megan Dahlgren who is an Instructional Coach at Rosamond Elementary. Tell us a little bit about being an instructional coach for those who don't know what that is.
Megan Dahlgren:
Oh my goodness, so this is actually my first year as an instructional coach. I'm super excited about it. So my job is to go in and work with the teachers to help improve their instruction.
Anthony Godfrey:
This is now a full-time position. For a while, we had a few hours here a few hours there that we paid people to work after school, but I'm really proud that we are able as a district to have a full-time instructional coach in every elementary school and to have coaches in every secondary school. Every person in this world needs a coach of some sort to help them get better at what they're doing. You know the thing is LeBron James has a coach, Tiger Woods has a coach.
Megan Dahlgren:
Michael Phelps has a coach.
Anthony Godfrey:
All the greats have a coach. Caitlin Clark has a coach. They all have coaches. They all have coaches over the years who have helped them become better and even when they're at the top of their game they want to be a little bit better. They want to maintain and the same is true of teachers.
Megan Dahlgren:
Absolutely.
Anthony Godfrey:
Everyone needs that coaching cycle. Everyone needs that support. So tell me about UCET. How does UCET support you as you support teachers and improve instruction and outcomes for students?
Megan Dahlgren:
So I first attended UCET years ago when I was just a teacher, and I came back from that to my classroom and I said “Oh, I want to try this and this and this.” It was when AI, as I think about it, it was when AI was just getting started in education there was a math– an adaptive math game– that I put into place. Or program, it was gamified, and then also a program that would listen to kids read. And I'm like “Oh, that's what Amira is now” so this is like a forerunner to Amira. I remember taking them back and feeling “Oh, I want to use these.” I could use one because it was free and I couldn't use the other because it cost money.
So now here, I think I have a good grasp on what a lot of the programs are. So here for me as an instructional coach, where I'm also a digital coach, but I have a teacher that I am doing a coaching cycle with right now and it's for an ML student. So as I was going through the list of different presentations those were a couple that really stuck out with me, is how I can use the programs and digital technology to help these MLs. So I'm excited to learn and be able to take that back to her and say “Oh, what if we try this, and this, and this.” So that's one of my big focuses as I'm here over the next two days.
Anthony Godfrey:
For those listening, an ML is a multi-language learner.
Megan Dahlgren:
Yes.
Anthony Godfrey:
So you're helping a teacher meet the needs of someone who's learning English at the same time that they're learning their native language and learning all of the subjects throughout the day.
Megan Dahlgren:
Yes. I can't even imagine being in that situation and so whatever we can do to help. I mean I spent time last week putting together little flashcards that will help her with vocabulary and things like that. But it's like “Oh, what can we use technology based that could help her as well.” Anthony Godfrey:
I'm really grateful that you do this work. What you just described is exactly, I think, why it's great to be a teacher in Jordan School District because of the level of support. I love hearing your enthusiasm when you learn about something new even years ago “Okay, I gotta get this. I gotta put this to use. And how can I help this teacher help this ML student?” I just love that energy that you bring to it.
Megan Dahlgren:
Can I just say something? To my dad's credit, my dad was an educator and he got his master's in instructional technology from Utah State University in the 70s. So I literally have grown up with technology. We had an old Apple 2e so I had it in my home literally my whole life. So to be able to take this and learn and see how it's grown from Oregon Trail to you know whatever, however you're using it in your classroom now. So a tribute to my dad who was instrumental in bringing the internet to a small school in Wyoming.
Anthony Godfrey:
Tell us your dad's name and where did he teach?
Megan Dahlgren:
His name is Mike Roberts and he taught in Bighorn, Wyoming. So little town, I think each graduating class was between 20 and 30 students.
Anthony Godfrey:
That’s a lasting impact. I'm sure many students remember him and the impact he had on them.
Megan Dahlgren:
Yes. it was. It was amazing. Then he was able to take that and bring photography from a dark room to digital photography. Using that for students and having high school students build websites in the 90s and so it was it's really huge. He's my inspiration to loving technology.
Anthony Godfrey:
Well, that passion and that curiosity is carried through in your work now so I'm sure he's very proud of that. It's awesome
Megan Dahlgren:
Thank you. It’s a lot of fun. I love it. I love that even though I'm an instructional coach I can still be teaching. Just yesterday I did a little Google Tips and Tricks with some teachers at my school, those who came. It was my little tech bite as I call it. So I provide treats and come and so it's still my opportunity to be teaching even though I'm a coach.
Anthony Godfrey:
I love that, I love that. Well, it's such an important role. Thank you very much for doing it and hey for everything from Oregon Trail to the things you're teaching. The Oregon Trail had its virtues you know, opaque projectors and the like. I'd like to talk to your dad about that old stuff. Anyway, thanks for everything you're doing now and like I said, just for the caring and passion that you bring to it.
Megan Dahlgren:
I love it. Thanks for the opportunity to be here.
Anthony Godfrey:
Thanks for joining us on another episode of the Supercast. Remember, education is the most important thing you'll do today. We'll see you out there.
(upbeat music)
It is a rigorous, time-consuming, and challenging process, one that produces some of the very best and highly trained teachers in the entire nation.
On this episode, we meet two Jordan School District educators who recently achieved National Board Certification. Find out how this personal drive for perfection is taking their teaching practices to new heights, benefiting students and colleagues in other classrooms alike.
Audio TranscriptionRaechel Bunnell:
And I did what I want my students to do. I looked and saw what I needed, where my deficiencies were, what parts of history did I need to study. How hard is it to watch yourself teach on a video?
Leslie Steele:
It is very stressful.
Anthony Godfrey:
Nobody likes watching themselves or listening to themselves.
Raechel Bunnell”
No, you're like, "Oh, my posture is bad." I keep saying, "Huh?" Like there's all kinds of things.
[Music]Anthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. It is a rigorous, time-consuming, and challenging process. One that produces some of the most highly trained teachers in the entire nation.
On this episode of the Supercast, we meet two Jordan School District teachers who recently achieved National Board Certification. Doing so required them to submit materials from their lesson plans, recordings of their lessons, and many self-reflections that were reviewed at the national level by experts. Find out how their personal drive to be their very best is taking their teaching practices to new heights.
[Music]We're talking today with our two teachers in Jordan School District who are newly Board Certified at the national level. We want to talk with them about the process, but first, just introduce yourself.
Leslie Steele:
I'm Leslie Steele and I teach first grade at Eastlake Elementary.
Raechel Bunnell:
Raechel Bunnell and I teach social studies at Riverton High School.
Anthony Godfrey;
We're going to dive right into it and ask what impact has this had on your teaching going through this process?
Leslie Steele:
Oh my gosh, a huge impact. Not just for the kids who I certified with last year, but the kids this year. It asks you to really reflect on your practice. You video yourself and you watch it over and over and over and find places where you ask good questions and places where you could ask better questions. And the goal isn't perfection. It's reflecting on your practice. How can I dig deeper? How can I be better next time?
Also, you really analyze student work. For my path of certification, I'm early childhood literacy. So that's reading, writing, listening, speaking for ages 3 to 11. So it's a big span. But you basically take student work and just like dive in and work with that student one-on-one and help them craft their writing to be much better. So you're just really going deeper with things that teachers are doing every day.
Raechel Bunnell:
How hard is it to watch yourself teach on a video?
Leslie Steele:
It is very stressful.
Anthony Godfrey:
Nobody likes watching themselves or listening to themselves.
Raechel Bunnell:
You're like, "Oh my posture is bad. I keep saying, “huh” like there's all kinds of things. And that just makes you a better teacher. The reflection part of it is absolutely a big part of why board certification.
Leslie Steele:
It's a really good way to reflect on your teaching and always grow and always be better. It's not like, you know, this board certification process it says like, "Hey, these are really excellent teachers." But also it's like these are teachers that are continuing to grow, that are continuing to move forward and not just be stagnant in one place. You know after I got my master's degree I was like, "What's next?" You know, "Do I go admin? Do I go doctorate? Do I get a second master's?" And when I thought of National Board Certification I was like, "Okay that's the thing that's gonna help me be a better teacher for the future."
Anthony Godfrey:
I love your desire to go to the next level. Okay, what do I do now? What's next for me? And it's really impressive that you've both taken this on.
Now when you were speaking earlier you talked about some of the language that has now become just second nature when you talk about your own teaching and your own reflection. So it sounds like going through this process has really given you a structure for thinking about your own teaching.
Leslie Steele:
Yes, completely. 100%. I mean there's like national board speak. I feel like there's like this language that we use it's this very specific way of writing. It's this very sort of scientific way of looking at things and you're a scientist of like your own work and you're like okay. You're analyzing yourself in right next to your students work to see how you can impact that going forward.
Anthony Godfrey:
Which is not always easy to do. As humans, we tend to tell the most favorable story about ourselves in our minds like oh they're probably fine with what I just said oh this probably worked better than I thought it did. At least as a survival method, we kind of tell ourselves the best story we can. But you have learned through this process to really dig into what needs to change and what needs to be better in your class.
Leslie Steele:
A key phrase in National Board is ‘next time I will’. Next time I would and that has really altered my teaching. Just like I say it's just put this lesson to a side it's good enough but like oh you know what I could have done there. If you don't take the time to sit and do that, you know teaching is a fast-moving train, we move on to the next thing. So National Board forces you to slow down and dig deep.
Raechel Bunnell:
Considering the needs of the students is a big part of it and you know I hadn't been a data teacher in the past. I hadn't been somebody who asked the students how they were doing along the way. You know I might have done like an end-of-the-semester kind of a reflection from the students, but if you can get them along the way and get them to self-assess and how their own learning is going then we can help them to mold their learning into the future and make some better students.
Anthony Godfrey:
I love that focus on data and self-reflection and what you said earlier, it's about always getting better and having the tools in place to always get better. One thing that really struck me with this process as I heard from those throughout the state this morning who are newly certified or are maintaining their certification. I like that term it's “Hey I'm keeping up I'm moving forward”.
This is not an easy process this isn't a process where you just decide you're going to do it and you go through the steps and you're all set you check the boxes. You told a story about your pathway to certification can you tell us about that?
Raechel Bunnell:
So it took me a while. I started all the way back in 2020. Our school district wants you to do it in three years, one to three years. Or I guess the state wants you to do it in one to three years. They have had a system in place that they pay for your fees, and if you don't do it in three years then you have to do retakes on your own dime. So I was determined. I was like for sure in one to three years. It was COVID that messed things up, but I was able to get everything in in three years.
So it's you know you submit your work in April. Is it April? March, and then you have to wait all the way until December until you get the results back. It's very exciting, nerve-wracking because there's a lot that you know you're waiting for, anticipation. I had all of my family gather around while we were going to open the results of my certification in 2023. We're sitting there and it's like those Tik-Tok videos when people are opening college acceptance to Harvard. So we're all standing around it's very exciting. We stayed up late you know and I get the email I open it and there's so much anticipation and I didn't certify. I didn't pass. I looked up at my family's faces and I'm like “I didn't get it” and I started to just cry. And they're like “Okay” and they all kind of went away.
It was really anticlimactic and super sad because I started to think who am I? What did I do wrong? Am I even a good teacher anymore? It was really a weird thing to fail, quote-unquote fail because I just thought I was gonna do better than that. So I had to decide if this was really– did I want to try again? Did I want to do retakes or was I done with the whole process? It took a month to really think about it and figure out what I wanted to do next.
I did what I want my students to do. I looked and saw what I needed, where my deficiencies were, what parts of history did I need to study. What parts of geography and economics did I need to study? And I was able to do it. Gosh, it really came down to the wire. I studied. I did flashcards. I did all this and then even when we were waiting, you know Leslie and I took the test on the same day.
Leslie Steele:
That’s where we met.
Raechel Bunnell:
And we're sitting there and I'm waiting in line and I'm even listening to review videos on my phone while we're in line waiting to check in. And wouldn't you know it?
Anthony Godfrey:
You were cramming.
Raechel Bunnell:
I was cramming.
Anthony Godfrey:
You were cramming.
Raechel Bunnell:
I had studied a lot but I also did some cramming. The essay on the test was the exact thing that I had studied on my way in and then I had my phone to my ear and I did well. All of that time, all of the years that I sat there and tried and worked really hard. It is a really hard process, and so I took the test. This last December comes up, and I don't tell a soul. I didn't tell anybody that I was getting my results.
Anthony Godfrey:
You couldn't have a repeat.
Raechel Bunnell:
No, I was too nervous. I was much too nervous. So I was just sitting on the couch everybody was like watching TV. I opened the email and I said “Whoo-hoo” like so excited because I actually certified. It's been a really amazing process and stuff.
Leslie Steele:
And you saw your fireworks.
Raechel Bunnell:
I saw the fireworks.
Leslie Steele:
When you certify, the screen where you log in has like these firework confetti things coming down. So like in the National Board world, it's “Who got their fireworks? Did you get your fireworks?” I would keep logging in and like see them reanimate.
Raechel Bunnell:
Yep. Just so you could see those beautiful fireworks.
Anthony Godfrey:
The fireworks rerun.
Raechel Bunnell:
You know, I don't fail at many things.
Anthony Godfrey:
I wouldn't think so.
Raechel Bunnell:
It was it was hard emotionally and that's a lot of what students go through. You know, they get a paper back and it has a D, an F on it and how do you bounce back from that? Are you going to bounce back from that? Are you going to work at a retake or talk to your teacher and study and do better next time? That's absolutely what they go through. That doesn't end when you're an adult. It doesn't end in your career. So it was an interesting experience to have to go through that disappointment and then understand that it wasn't personal, right? You can grow from it. You grow from your failures.
Anthony Godfrey:
Absolutely.
Leslie Steele:
And the support from the cohort. That was like a master class to me in teaching and giving students support. The way they would structure those meetings and give us sentence frames and guide the discussion. That alone was great professional development to kind of see how they taught us.
Raechel Bunnell:
Leslie's lucky because she started with a cohort. Back in 2020 when I started, I didn't feel like I had any idea what to do. I was alone and lost for a good for the first two, three years of it and then I figured out that there was support out there. So if I could do it all again, oh my gosh a cohort. There's one through the Utah NBCT, is that the one you did?
Leslie Steele:
Yes, I don't know how you did it without because they break it down for you and kind of say like “Okay this month we're really gonna focus on this”, “this month we're gonna focus on this” and then toward the end we're actually sending each other our papers. Reading papers, giving feedback, it was so incredibly valuable. No shade to National Board but those instructions are insane. Those instructions, I mean you can read them over and over. What do they want from me? So they help to really break it down.
Anthony Godfrey:
Stay with us. When we come back more with two of our National Board Certified teachers.
Never miss an episode of the Supercast by liking and subscribing on your favorite podcasting platform. Find transcripts for this episode and others at supercast.jordandistrict.org.
Break:
Hello, I'm Sandy Riesgraf, Director of Communications for Jordan School District, and we want to invite you to connect with us. So many exciting things are happening in your child's school, your neighbor's school, in every school here, every day. Don't miss out on following the fun or simply staying informed when there's important information we need to share. Join us at jordandistrict.org, or follow us on Facebook, Twitter, and Instagram @jordandistrict. We can't wait to connect.
Anthony Godfrey:
What advice would you give teachers who are considering becoming National Board Certified?
Leslie Steele:
I would say you can do it. Dive in. The first step is just deciding that you want to do it. There are people in our district who are here to support you and to help you sort through the process. It seems really overwhelming at first but it's things you're already doing, you're just going deeper. Anthony Godfrey:
There is some financial incentive at the state and at the district level. Talk to folks about that who are listening and might be interested.
Raechel Bunnell:
So at the state level, there is an annual stipend, I suppose, that is about a $1,000 or $2,000 if you are teaching at a Title One school. That is one of the lower that states offer in the United States right but I think that there's a push to get more.
Leslie Steele:
Yes, the tides are turning I feel it.
Anthony Godfrey:
I feel like that's true because they talked about legislators who are interested in sponsoring legislation going forward to provide better support and more financial incentive.
Raechel Bunnell:
In any state where they have a higher financial incentive you, have a higher amount of teachers that are doing board certification. It's not all about money though, like our school district also has a great stipend of $2500 a year, and that's awesome.
Leslie Steele:
The state also pays for you to go through the process. So they pay for your individual components because that would be a couple thousand dollars I think and so the state works with the TSSP funding and that just goes directly into your National Board account.
Raechel Bunnell:
Yeah, and if anybody has questions about that, ask one of the National Board Certified teachers that you know and we can help you figure that out.
Anthony Godfrey:
I've talked with you about how much you love teaching first graders. I have visited your classroom and talked with you about how you handle current events and the difficulties of teaching social studies and the joys of teaching social studies. Tell me just about what you love about teaching first grade and teaching high school.
Leslie Steele:
Okay, first grade is like the growth. I mean from beginning of the year to end of the year it is wild the difference. The kids do a writing activity every month and then I put them together and at parent-teacher conference, I spread them all out. Parents get emotional and just to see from okay this is their August work and this is their latest work. The kids love to see it and just that growth that happens in first grade is unreal. You get kindergartners coming into you and you forget what they're like and then they leave and they're like second graders. So I just love the growth. I love the excitement. Everything is fun, and cool, and special, and magical, and I just love making school a happy place because if they love school in first grade you know we've set them up for success.
Raechel Bunnell:
So for high school social studies, it's exciting. We're in a time that is so important for students to know how to navigate the media, civil discourse, controversial issues and we don't shy away from that. We try to set the kids up with a foundation of civil discourse so that they can handle the big topics so that they can talk to each other in our class without hating each other.
Anthony Godfrey:
It's really fun for me to hear about the experiences at the beginning of a student's time in Jordan School District and toward the end of their time in Jordan and the progress they make.
Raechel Bunnell:
I hope we’re doing fun things the whole way through. It's gotta be fun in first grade and we do hilarious things in high school.
Anthony Godfrey:
Absolutely.
Raechel Bunnell:
Like we have a funeral for Napoleon and we bring out all of the people to eulogize him.
Anthony Godfrey:
Hey, high school kids are full of surprises.
Raechel Bunnell:
You know, a 12th grader will do almost anything for a sticker on a paper.
Leslie Steele:
They're the same.
Raechel Bunnell:
They're the same if they're 6 or they’re 16.
Anthony Godfrey:
We will need to talk more about the trench warfare some sounds really cool. Thank you both for being incredible teachers and for pursuing this next level of excellence. I know you're just gonna keep growing and growing. There are lots of lucky students in your classrooms over the years so thank you so much.
Teachers:
Thank you.
Anthony Godfrey:
Thank you for joining us on another episode of the Supercast. Remember, education is the most important thing you'll do today. We'll see you out there.
(upbeat music)
They are high school students crafting mouth-watering masterpieces in a sizzling hot competition where culinary talents are put to the test.
On this episode of the Supercast, we join students from four Jordan School District high schools dishing up delicious food in a very impressive ProStart competition. It’s a competition where rising young chefs are on a fast track, turning their love of food service into successful careers.
Audio Transcription(upbeat music)
Anthony Godfrey:
What is it that you're judged on?
Mackenna York:
So I know we're judged on our knife cuts. We're also judged on safety and sanitation, teamwork skills, and then obviously how your food looks, how it tastes, and then the cleanliness of your cuts.
Grant Ashby:
Teamwork comes into a big play because it really, even though most classes do involve it, it's more of a smaller amount of people. So you get to really personally connect with everybody
(upbeat music)
(bell ringing)
Anthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. They are high school students crafting mouth-watering masterpieces in a sizzling hot competition where culinary talents are put to the test.
On this episode of the Supercast, we join students from four Jordan School District high schools dishing up delicious food in a very impressive ProStart CTE competition. It's a competition where rising young chefs are on a fast track, turning their love of food service into successful careers.
(upbeat music)
We're here at the ProStart competition at Mountain America Credit Union Exposition Center to talk with some of the students who competed today. Introduce yourself and tell us what school you're from.
Keyon:
I'm Keyon and I'm from Bingham High School.
Mackenna York:
I'm Mackenna York, I'm from Herriman High School.
Grant Ashby:
I'm Grant Ashby and I'm from Mountain Ridge High School.
Ashlee Brixley:
I'm Ashlee Brixley and I'm from Copper Hills High School.
Anthony Godfrey:
Grant, tell us what you cooked today.
Grant Ashby:
Yeah, so for us, we cooked an appetizer with marinated zucchini, toasted bread on top of creamy ricotta, with a chili crunch sauce, and toasted hazelnut.
Anthony Godfrey:
Very nice.
Grant Ashby:
And then for our main, we cooked a petite filet with gochujang carrots on top of creamy mashed potatoes with a chimichurri sauce and microgreens on top.
Anthony Godfrey:
And for dessert?
Grant Ashby:
We cooked a lemon meringue tart with a strawberry coulis and a strawberry brunoise with toasted pistachios on top.
Anthony Godfrey:
I haven't made a strawberry brunoise in I can't tell how long, so.
Grant Ashby:
Yeah, well, we tried our best today.
Anthony Godfrey:
Tell me what is involved in the strawberry brunoise.
Grant Ashby:
Yeah, so it's sauced strawberries that are very finely diced.
Anthony Godfrey:
Okay, cool. And what did you make today?
Mackenna York:
So for our appetizer, we made a vanilla bourbon glazed vinaigrette salad. It was like a salad in a cucumber bowl.
Anthony Godfrey:
A glazed vinaigrette salad?
Mackenna York:
Yes.
Anthony Godfrey:
Okay, go on.
Mackenna York:
And then for our entree, we made a pan-seared duck breast with an orange sauce with a parsnip puree and a sweet potato rosette with lemon brussel sprouts and garlic butter mushrooms. And then for our dessert, we made a hazelnut, what's it called? A hazelnut tarte with strawberry curd and chocolate mousse on top.
Anthony Godfrey:
That sounds fantastic. I should not do this interview at lunchtime. How about you? What did you guys make?
Keyon:
So for our appetizer, we made an Asian cucumber salad that was on top of purple cabbage and it was with edamame, carrots, and roasted peanuts. Then for our entree, we made salmon and sauteed vegetables, rice, and the salmon was a miso salmon. And then for the dessert, we made deconstructed cheesecake with a blackberry sorbet. It was like oat and honey crumble. And then we had passionberry curd.
Anthony Godfrey:
Wow, it's like I can picture all of this. It's such an incredible combination of colors and flavors, that's really exciting. What did you make today?
Ashlee Brixley:
So today we were really, really focused on having our team create their own recipes and work solely off of those. So we made our own recipe for our crab rangoons and our sweetened sour sauce. Creamy, crunchy, sour, savory, amazing. Our main dish was a miso pork ramen. We team prepared the stock, it took 12 hours to put that together. It took forever. And yeah, we had carrots, we attempted some eggs, they didn't turn out all the way. And we put some pork, some bean sprouts, and some beautifully diagonal cut green onion on top of there.
Anthony Godfrey:
That's high-stakes cooking eggs these days, because it's $3 an egg, so you–
Ashlee Brixley:
I know, it was really expensive.
Anthony Godfrey:
–you can’t mess up on those eggs.
Ashlee Brixley:
I know, I know. And then for dessert, we did a no-bake matcha cheesecake that was inspired by a riverbed so our first layer has poppy seeds within it to represent the rocks. Our second layer is our matcha layer, and then on top it's shaped like a lily pad and has a carved strawberry to look like a flower.
Anthony Godfrey:
Good heavens, that all sounds incredible. What is it that you're judged on? What is it that you're competing? What are the criteria?
Mackenna York:
So I know we're judged on our knife cuts. We're also judged on safety and sanitation, teamwork skills, and then obviously how your food looks, how it tastes, and then the cleanliness of your plates.
Anthony Godfrey:
So do you prepare in advance, or do you know what you're going to make in advance if you bring all the ingredients, or do they say here's a horse hoof, some cauliflower, and a flavor packet of Wyler's lemonade, and now you need to make an entree?
Ashlee Brixley:
Well, thank goodness we get the opportunity to create our own menu, which is actually another thing we're graded on here.
Anthony Godfrey:
Oh, okay, so creating your menu, you talked about the 12 hours of preparation, and then you execute while you're here, and they watch the teamwork. Tell me about knife work. Is it cutting everything the same size so it cooks evenly, or is it just simply not severing a digit? What exactly are you judged on?
Keyon:
So we're judged based on a list of knife cuts that we could choose from originally, and we don't actually get judged on the knife cuts within the dish. We put aside two of the knife cuts, and that's where the judges come in and look over those knife cuts.
Anthony Godfrey:
So it's the knife cuts in addition to what you've prepared?
Keyon;
Yes.
Anthony Godfrey:
Wow. Well, I knew from the first description of the first dish that this is far out of my league. I could eat all of this effectively, but I could not prepare any of it.
Stay with us. Coming up, more tasty tidbits from students competing in the ProStart CTE competition.
(upbeat music)
Never miss an episode of The Supercast by liking and subscribing on your favorite podcasting platform. Find transcripts for this episode and others at supercast.jordandistrict.org.
(upbeat music)
Break:
Does your student want to become a veterinarian, commercial pilot, programmer? Maybe they want to make a difference as a dental assistant. These are just some of the programs offered as part of Career and Technical Education, CTE in Jordan School District. CTE provides the technical skills needed to prepare students for future employment or a successful transition to post-secondary education. Career and Technical Education provides work-based learning opportunities. We partner with industry experts to offer apprenticeships and internships with students working in the real world at real jobs while going to school. The CTE experience starts in our elementary schools with the Kids' Marketplace and grows through middle and high school. To explore all CTE has to offer in Jordan School District visit cte.jordandistrict.org today and let's get your child started on the pathway to a profession.
Anthony Godfrey:
Oh wow, this is really nicely put together. Describe where the crab rangoon is, is that right over there?
Ashlee Brixley:
Yeah, so right here's our crab rangoons.
Anthony Godfrey:
And I like the smear of, I don't know, the dash of color there that you've got. Very nice. This looks delicious.
Ashlee Brixley:
Yeah, it's awesome.
Anthony Godfrey:
What's your favorite of these dishes?
Ashee Brixley:
I am the one that actually created the recipe here for the ramen, so I definitely am a natural favorite to the ramen.
Anthony Godfrey;
Yeah, that looks really good. And I like the little stack of carrots, what would you call those?
Ashlee Brixley:
Those are julienne cut carrots.
Anthony Godfrey:
Julienne cut carrots. Gives a nice little pop of color and boy, that is nicely arranged. Okay, let's take a look at the next one.
Keyon:
So, what questions do you have?
Anthony Godfrey:
What did you do to the cucumber there? That is quite an intricate cut.
Keyon:
Spiral cucumber, when we cut it, we had two chopsticks below the cucumber, and we cut it 90 degrees first, and then we flipped it over and cut it 45 degrees to achieve that kind of look.
Anthony Godfrey:
Wow, that is really cool. And I can see that you have carefully arranged the salmon here. That is really nicely constructed.
Keyon:
Yeah, so.
Anthony Godfrey:
Tell me about that design.
Keyon:
We're struggling with the salmon a lot, especially the rice because it's kind of difficult to shape the rice to where how it looks good.
Anthony Godfrey:
It looks great right now.
Keyon:
We decided to put it a little well for the sauce. And this salmon filet is actually a little small because it doesn't cover the sauce up there.
Anthony Godfrey:
I see.
Keyon:
And normally it covers it on top, but it's whatever. As you can see, a lot of our dishes were focused on bringing out the color of the dish instead of just like, you know.
Anthony Godfrey:
Yeah, the colors really do pop, and I even felt that in your description, like I could see what it looked like. Tell me about the latticework here.
Keyon:
So she actually just melted some white chocolate and put some coconut oil in it. And as that melted, she put it back into the cooler. No, she drizzled it just with a spoon. So it was just a spoon.
Anthony Godfrey:
Wow, it looks really cool and the coconut oil made the difference that it could kind of keep shape like that.
Keyon:
Yeah, it looks really great and it tastes amazing.
Anthony Godfrey:
And it tastes really good. Well, I'll have to take your word for it. I can't disturb that. Is that a lime rind?
Keyon:
Yeah, that's a lime rind. So that was actually to give some of that lime flavor to the sorbet. I didn't taste it personally, but I think it tastes pretty good. I think the dessert probably tastes the best because there's so many combinations of flavors throughout the dessert, but everything works really well together. And the texture of the coldness of the dessert makes it so good. I just love it.
Anthony Godfrey:
Well, everyone's probably heard of every ingredient here. It's how you combine them in a unique collection of flavors and colors that can really make something unique.
Keyon:
Actually, our dessert right here is $17, and our salmon is $12 because we have vanilla bean inside our cream cheese.
Anthony Godfrey:
Dessert’s more expensive. That would make it very enticing. Like, ooh, why is the dessert more expensive than the entree? I must know.
Keyon:
It tastes so good.
Anthony Godfrey:
Yeah, good. So it's the vanilla bean that makes it expensive?
Keyon:
Yeah, it's in the cream cheese right there.
Anthony Godfrey:
Oh, yeah. Very nice. Let's take a look at the next one. Okay. Where's that strawberry you diced up?
Grant Ashby:
The strawberry brunoise is right on top.
Anthony Godfrey:
Oh, the brunoise.
Grant Ashby:
You can see those finely diced ones mixed in with the pistachios.
Anthony Godfrey:
With little dots of-- is that strawberry puree?
Grant Ashby:
Strawberry coulis.
Anthony Godfrey:
Coulis.
Grant Ashby:
Yes.
Anthony Godfrey:
Oh, I should have known. Wow, this all looks so nicely arranged. And that petit filet is something that I would love to sink my teeth into.
Grant Ashby:
Yes.
Anthony Godfrey:
What did you do to the carrots to make them look actually appetizing?
Grant Ashby:
Yeah, so we peeled them and we made sure they were all relatively the same size as possible and then we boiled them to cook them. And then when we were toasting and cooking our zucchini, we actually put them in a pan fry. And so they are pan-fried on the outside and then they're marinated in a gochujang sauce.
Anthony Godfrey:
Wow. It looks, they look delicious. They're glistening there on the plate. Are they heirloom carrots or are they Harmon's carrots?
Grant Ashby:
They're just normal carrots. They're fine and they're rainbow carrots. They just, with the sauce, it loses the color a little bit.
Anthony Godfrey:
Well, no, it looks fantastic. And let's look at the final dish here.
Mackenna York:
Yes. So these are definitely our ugly plates. I mean, our salad fell apart, but it's supposed to be, it's supposed to be in like a really tight circle.
Anthony Godfrey:
I mean, there's some structural issues sometimes with this sort of plating, I guess.
Mackenna York:
But, so this is our vanilla bourbon glaze.
Anthony Godfrey:
This still looks great.
Mackenna York:
Thank you.
Anthony Godfrey:
If you hadn't told me it had collapsed, I would think it was exactly as it should be. Tell me about the dessert here. I love the design there.
Mackenna York:
So this is our chocolate mousse piped around with our strawberry cream. And then this is strawberry curd and under the chocolate mousse on top of the tarte, there's more strawberry curd under there.
Anthony Godfrey:
It actually looks like calligraphy there on the plate almost. It's, that is a lot of delicate drawing and larger dots that get a little bit smaller along to kind of accent that. It looks delicious and it looks gorgeous all at the same time.
Makenna York:
Thank you.
Anthony Godfrey:
If anyone was served any of these dishes, they would take pictures first for sure and then finally decide to eat. That looks so good.
Makenna York:
Thank you.
Anthony Godfrey:
Well, that is very impressive. Tell me about what it's like being in this ProStart program. What do you like most about being in these classes?
Ashlee Brixley:
It's a sense of community. It's definitely a sense of home. But on top of that, it really just advances your techniques. I wasn't gonna be going into culinary until about a year ago. So I've truly started square one with this program and now I'm here competing with the best in my class.
Mackenna York:
I think it really just brings everybody together and it puts you in like a field if you weren't sure if you were interested in culinary, like she wasn't sure. It really shows you all of the fun that it can be, all of the excitement that you can have in it.
Keyon:
I just like being here and talking to people 'cause in most classes you have to keep your mouth shut but I just love talking to people so much. And in this class, it's just a lot of communication and you have time to talk between your networks and everything so.
Anthony Godfrey:
Lots of interaction, love it.
Grant Ashby:
I think the teamwork comes into a big play because it really, even though most classes do involve it, it's more of a smaller amount of people. So you get to really personally connect with everybody and you work as a team and you can create these dishes like we all did today. It's just something cool to see that even professional chefs do today.
Anthony Godfrey:
Fantastic, well, you've all done extremely well and it's very exciting to see the final product. In addition to culinary, we also have the management category in which students have competed. So tell me about your competition today. It looks like a menu here and some marketing going on.
Chase:
Yeah, so in our management portion of the competition, we do a lot of technical work and inventing a new concept for a restaurant. So our restaurant idea was Savannah Roots, which is an African-based restaurant that not only gives back to the community but serves very affordable food for families that otherwise can't really afford it.
Anthony Godfrey:
What a cool concept and tell everyone your name and what school you're from.
Chase:
I'm Chase and I'm from Herriman.
Anthony Godfrey:
Chase from Herriman. So tell us about what the competition looks like. I love this idea. It connects to community. It's something unique. What gave you this idea and then what does the competition look like?
Chase:
Yeah, so the competition, unlike the culinary team where everybody's watching, we're in a small room. So it's a lot of--
Anthony Godfrey:
In a booth. In a numbered booth.
Chase:
Yeah, in a numbered booth. So it's really intense and one-on-one with the judges and we really try to get our point across in what we're aiming for in our restaurant and what our goals are. Our idea with this--
Anthony Godfrey:
That's the laminated poster that you hear that he's been holding up this whole time and it looks great. You've got the great colors going and the map.
Chase:
Yeah.
Anthony Godfrey:
Mapped out restaurant, everything. What's your favorite African dish?
Chase:
Probably our peri-peri chicken that we have on our menu.
Anthony Godfrey:
Yeah.
Chase:
It is ridiculously good and it's like, it's a nice mix between fresh citrus flavors and spicy chicken and it's just amazing.
Anthony Godfrey:
I've had peri-peri chicken, it is delicious.
Chase:
Yes.
Anthony Godfrey:
And I'm sure yours is very, very good.
Chase:
Yes.
Anthony Godfrey:
So you said that it's one-on-one and you're there with the judge in the small booth. But tell me, what exactly are you judged on? What are the aspects of the competition that they evaluate?
Chase:
So we go through a number of judging series, ranging from our concept to critical thinking. It's pretty rigorous in the aspect that it's technical and every single detail counts. So we go through a number of times back and forth at making sure we understand what these questions are that these judges are going to be asking us. My team actually had two judges that had absolutely nothing wrong to say with our--
Anthony Godfrey:
Really?
Chase:
–with our poster and everything.
Anthony Godfrey:
Two judges with no suggestion?
Chase:
They had no suggestions, no critiques, and they absolutely loved everything.
Anthony Godfrey:
That's fantastic. Okay, I wanna ask you all what's next? Is this a hobby where people always want you to cook for family events? Or is this more of a career that takes you beyond your ProStart program?
Makenna York:
So for me, it's definitely both. I do get asked to cook for different family events and stuff, but I'm also going to culinary school after high school so that I can continue on with ProStart and continue on with cooking.
Ashlee Brixley:
I will also be going to culinary school in order to continue my chef's journey.
Grant Ashby:
Yeah, I will be attending culinary school. I definitely see this as a career and a path of life for myself.
Keyon:
This is just a little hobby I have inside. My family doesn't even ask me to cook most of the time and I'm just kinda here in ProStart.
Anthony Godfrey:
You must have some good cooks around in your family.
Keyon:
My father is a restaurant owner, so.
Anthony Godfrey:
Oh, okay, well then you're covered.
Chase:
Well, with the skills I've learned, I definitely wanna take it higher and make a career out of what I've learned here today.
Anthony Godfrey:
I love it, it's so exciting. However you choose to use these skills, it's something you won't forget, I'm sure, being a part of this. All of you have great careers, great hobbies ahead of you, whatever you choose. So thank you very much for letting me be part of things today. This is so impressive and you guys all, like I said, have great things ahead of you, so thank you.
Students:
Thank you.
(upbeat music)
Anthony Godfrey:
Thanks for joining us on another episode of the Supercast. Remember, education is the most important thing you will do today. We'll see you out there.
(upbeat music)
It is a fast-growing club at Riverton High School where students are using their imagination, relying on teamwork, and growing their storytelling skills in a unique way.
On this episode of the Supercast, we meet members of the Dungeons and Dragons Club at Riverton High. It’s a club where students are bonding over their love of exploring dungeons, defeating dragons, and finding treasure in a fantasy world where critical thinking and creative minds are key to success.
Audio TranscriptionAnthony Godfrey:
What do you guys love about playing D&D?
Ethan Sabin:
I just love the versatility of it. It can help you have friends that can do these kinds of things with you...That can build friendships anyway.
Anthony Godfrey:
Kind of the opposite of being on your phone.
Shadow Tillman:
I mean, it's more stimulating to your brain. There's a lot of creativity and improv in it.
[Music]Anthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. It is a fast-growing club at Riverton High School where students are using their imagination, relying on teamwork and increasing their storytelling skills in a unique way.
On this episode of the Supercast, we meet members of the Dungeons & Dragons Club at Riverton High. It's a club where students are bonding over their love of exploring fantasy worlds, defeating evil creatures and finding treasure in a game where critical thinking and creative minds are key to success.
[Music]We're here at Riverton High School, after school, talking with members of the Dungeons & Dragons Club here. Introduce yourselves and tell me a little bit about yourself.
Ethan Sabin:
So I'm Ethan Sabin. I'm the president of the D&D Club here at Riverton High School. I don't know. I've been playing D&D for about a decade.
Shadow Tillman:
I'm Shadow Tillman. I'm also a member of D&D Club. I haven't been playing as long as he has, but it's still quite a while.
Anthony Godfrey:
Tell me about the origins of the D&D Club. Has it been around for a while or when did it start?
Ethan Sabin:
So I'd say that the D&D Club, as far as I know, it's been going on for a little while. However, the previous teacher that was supporting the club recently left and moved to, I believe, a job in BYU-Idaho, and so we had to find a new advisor. And it's almost like it restarted the club, but it's been going for a little while.
Anthony Godfrey:
And for those who don't know about Dungeons & Dragons, explain what a role-playing game is and what Dungeons & Dragons involves specifically.
Ethan Sabin:
So D&D is a tabletop role-playing game where basically you create your own character and it's very customizable from several different specifications and stuff. You play your character running through a story, and you have a character or a person known as the Dungeon Master that writes the story and that controls fate, and runs you through the story using the character you've created.
Anthony Godfrey:
So they create the adventure and then they guide you through the adventure and one of the ways that fate or luck come into play is by using dice. So tell me the role that dice play, so to speak, in Dungeons & Dragons.
Ethan Sabin:
Dice, they're definitely a major role of D&D. You use them to create your abilities, scores, and the things that you use to determine how your character is what they are. And then you can also use them any time that you want to make an ability check. So for example, any time you're trying to track someone or scale a wall or shoot a bow, for example, you'd make an attack roll or a different roll with one of the dice and if you roll low, you usually fail. If you roll high, then you might succeed.
Anthony Godfrey:
And if you are a certain type of character, then you have certain abilities that make it more likely that you'll be successful trying something.
Ethan Sabin:
For example, a fighter would be better at using a bow or sword than, say, a wizard would. And so because they're proficient in these items, they gain pluses to their rolls. So for example, if they rolled a 17, then they might have a plus 3 and so it would be a 20 rather than just a 17.
Anthony Godfrey:
So the plus 3 means because you're who you are, whatever damage you do, we're going to add to it just on the basis of the fact that you're a fighter as opposed to a wizard.
Ethan Sabin:
Yeah.
Anthony Godfrey:
Okay, what you just described... Oh, Shadow, go ahead.
Shadow Tillman:
Additionally, those modifiers are decided by the rolls that you get at the beginning when you first make your character. So you might be like a fighter who's skilled at fighting but about nothing else.
Anthony Godfrey:
And I think that's an important point, Shadow, is that you don't just get to decide at the beginning, "Well, I'm really good at this, and I'm really good at that, and I'm good at everything." You have to roll when you're creating the character to determine exactly what your strengths are. Is that still correct?
Shadow Tillman:
Yes.
Ethan Sabin:
I think that there are a little bit of things that you can choose. So for example, when you're creating a character, you can choose what class you want to be, which is like the specialization, and then you can also choose which skills you're proficient in. So there is some choice to it, but there are other things that you have to work for.
Anthony Godfrey:
Just give me a general description of the club. I know there are lots of clubs here at Riverton. How many people are there? What are the officers and how often do you meet?
Ethan Sabin:
So our club is one of the larger clubs at the school. We meet every single week on Mondays from 2.30 to 4. Our club has around 50 members. Not everyone comes every week and some of the players do it on different days, but we've got around 37 or so active members. And in terms of leadership roles, it's really just the president, and then we have the vice president this year. And it's an election basically at the beginning of the school year.
Anthony Godfrey:
What do you guys love about playing D&D?
Ethan Sabin:
I just love the versatility of it. Obviously, it's fun to play, but then it can also help you have friends that can do these kinds of things with you, or that can build friendships anyway. And then you can also create stories. You can go through those stories with your friends. You can create your own character and stuff from scratch.
Anthony Godfrey:
How about you Shadow?
Shadow Tillman:
I would say that there's a lot of creativity and improv in it. So that there's never a time where you're feeling bored or left out. Everyone's involved, or at least everyone's supposed to be.
Anthony Godfrey:
There are lots of worries these days about people not, and youth in particular, not interacting with each other, being on their phones, being on screens. This seems like a really good antidote to that. It's in person, there's a great connection with each other, high creativity, and like you said, Shadow, everyone's involved, everyone has a chance to interact. Would you agree that this is kind of the opposite of being on your phone?
Ethan Sabin:
For sure. It's more stimulating to your brain. You actually have to do some sort of problem-solving stuff. You have to be creative on some of the things that you have to do.
Shadow Tillman:
There's a lot of problems that will come up, and your goal is to solve those problems. So there's a lot of puzzle-solving and things that will actually get you to think.
Anthony Godfrey:
Tell me about the club. Does it make it easier to find people to play Dungeons and Dragons with, and do you have closer friendships as a result?
Ethan Sabin:
I think that in some ways it's easier to do it in a club, because when you're in a club, you basically make time to do it at a certain time every single week, and so it's more in a set time, and it makes it happen. Whereas if you sometimes just do it at your home with your friends just whenever you can, it generally gets put on the back burner and isn't really something that happens all that much.
Shadow Tillman:
Also, the club makes it a lot easier to find a group, at least the way Ethan did it the first day, made it easier.
Anthony Godfrey:
What you just described is exactly what everyone is supposed to do, and that set aside scheduled time to really do things that connect you with other people and really give you joy in your week. So I love that you've got this club going and that you found another advisor.
Student:
Good, that's 20.
Student:
10. You get a 10.
Anthony Godfrey:
So we're talking now with Mac, who is the advisor for Dungeons and Dragons. Tell me, how did they drag you into doing this?
Mac Hansen:
I don't know. Before this, I didn't really play Dungeons and Dragons. I listened to a lot of podcasts and stuff about it, mostly for the comedy of it all, and they somehow sensed that I'm a super nerd, and so they said, "Hey, we think you would have fun doing this." I was like, "Insulting, but yes, I would. Let's do it."
Anthony Godfrey:
Nerd-recognized nerd, you know?
Mac Hansen:
That's exactly what happened. Well, it's funny because I had three different groups, separate from each other, without knowing that each other were coming to talk to me, come to ask if I would do it.
Anthony Godfrey:
So you give off nerd energy in ways you didn't even realize.
Mac Hansen:
Apparently yeah. I don't even try.
Anthony Godfrey:
Well, I love that you're helping support them. What have you noticed in the interactions? What did they seem to be getting out of being part of the D&D club?
Mac Hansen:
A chance to be more social with people within similar interests. It's the same as what some kids get for football or basketball. They're playing a game together with people who have the same interests, and so they come and they get in their separate groups and they play their campaign for an hour and a half, and they're just having a good time.
Anthony Godfrey:
I think it's fantastic, and I love the level of creativity, the personal interaction, and really the engagement that pulls away from a lot of other things that try to get our attention these days.
Mac Hansen:
I play too. When I'm here, I'm not just sitting on the side. I'm in Ethan's campaign. I told him, "If I'm going to be there, I'm going to play."
Anthony Godfrey:
I love that.
Mac Hansen:
We're all just interacting and the phones are away, which is awesome, the computers are away, and we just have dice and a book.
Anthony Godfrey:
Thank you for providing this for students. I think it's really fantastic.
Mac Hansen:
It's provided entertainment for me as well. Stay with us. When we come back more with the Riverton High School Dungeons & Dragons Club.
Never miss an episode of The Supercast by liking and subscribing on your favorite podcasting platform. Find transcripts for this episode and others at supercast.jordandistrict.org.
Break:
In Jordan School District, we like to support students in and outside the classroom along with their families. That's where the Jordan Family Education Center comes in, offering support services and a wide variety of classes for students and their families, free of charge. You can take a class called Blues Busters for children feeling sad or worried. Just Breathe is a class that helps students reduce stress. Or how about a class that supports parents in helping their children make and keep good friends. There are also support groups and free counseling, all provided by Jordan School District school psychologists, counselors, and school psychology interns. To find out how you can benefit from free family support services offered by the Jordan Family Education Center, call 801-565-7442 or visit guidance.jordandistrict.org.
Anthony Godfrey:
You have a character sheet here. Oh, okay. Just as you take this out and unfold it, this honestly reminds me of the old character sheets. It really does. This is not far off. Okay, let's take a look. Let's take a look. So, talk me through this character. Whose character is this? What's the name?
Ethan Sabin:
So, one of my characters is running an artificer, a fairy, artificer for one of my campaigns that I'm running on Thursday. So, not for the club, but for something else.
Anthony Godfrey:
So, fairy is the race?
Ethan Sabin:
Fairy is the race–
Anthony Godfrey:
Artificer is?
Ethan Sabin:
Artificer is the class.
Anthony Godfrey:
Okay, and what does that mean if they're an artificer?
Ethan Sabin:
So, an artificer is basically someone who imbues item with magic to just create magical items, and so they have a lot of versatility because of the different abilities that they can give to these items. And they're also spellcasters, so they can cast a lot of spells along with the magic that they're also using.
Anthony Godfrey:
Now, explain to me, Shadow, how alignment works. Tell me about alignment. It's interesting because lawful good, that combination, it's the same combination that was used back in the 1900s when I was playing D&D. And actually, back in the past, we used to think, "Oh, you know what? That person's kind of chaotic neutral." Anyway, in real life, sometimes you would assign alignment to people. Tell me about alignment. Describe how that works.
Shadow Tillman:
So, alignment is basically the way your character reacts to things. There's two parts of alignment. There's good and evil. So, good and evil is pretty self-explanatory. And then, between all of those, there's neutral, where it doesn't really affect things all that much. Basically, you follow what you believe in for most neutral things, or if you're lawful neutral, you're going to follow the law, but not really lean towards good or evil.
Anthony Godfrey:
So, it's a combination of either lawful or chaotic and good or evil, right?
Ethan Sabin:
Yeah, so there's lawful neutral.
Anthony Godfrey:
And then, neutral is thrown in there as well, just in case.
Ethan Sabin:
Yeah, so there's lawful neutral, chaotic, then good neutral, evil. And so, you can have combinations such as chaotic good, which might mean you do whatever it takes for the good. Whereas, you might have one like a chaotic evil, which is—or sorry— chaotic evil, where it's just you want to cause chaos and destruction. You might have something like lawful evil, which is kind of like politicians, really, where they're like saying within the laws for the most part, but not for good reasons.
Anthony Godfrey:
I'm going to leave that as your quote. But there is a tendency when you learn about these alignments to think about people in real life and think, "Are you chaotic neutral or chaotic good?" So, yeah, that's very interesting that it has stayed the same all these years.
Pulling dice out of the case that is carefully organized with four-sided, eight-sided, six-sided—no, let's see.
Ethan Sabin:
Yeah, that's correct.
Anthony Godfrey:
Yeah, right, six-sided, and then is that 12-sided?
Ethan Sabin:
So, there's two 10-sided dice, and they're— So, one of them is just the 10-sided dice, which has one through 10. And then there's another one that has 10 through 100 in sets of 10s, so like 10, 20, 30.
Anthony Godfrey:
So, if you're doing a percentage.
Ethan Sabin:
So, percentage, yeah.
Ethan Sabin:
So, when you roll it that way, you could get—if you roll both of them together, you might get like 83 or 27 or numbers like that.
Anthony Godfrey:
So, one is the 10s and one is the one's column?
Ethan Sabin:
Exactly, yeah.
Shadow Tillman:
It's a way to roll anything from one to 100 without having a dice that has 100 sides.
Ethan Sabin:
Exactly, yeah.
Anthony Godfrey:
And these are the 20-sided dice, my favorite.
Ethan Sabin:
Yeah, the most commonly used ones.
Anthony Godfrey:
Yeah, the 20-sided is really something. And when you get a 20, it's weird. Holding the—I haven't rolled a 20-sided dice for a long time.
Ethan Sabin:
Pretty short time, so probably around three hours or three and a half hours.
Anthony Godfrey:
Okay, great. So, if somebody wants to play Dungeons and Dragons, where do they start?
Ethan Sabin:
Our Riverton Library has a copy of the Player's Handbook and a bunch of the different books. I would just recommend reading through the Player's Handbook to kind of get a bit of a grasp on the different rules and the different kinds of characters that you can create. And then, after that, maybe go to your local game store. Like, we've got one pretty close that does D&D. And you can find a group with maybe just your friends or some people that are already part of those, like, clubs and stuff.
Anthony Godfrey:
Yeah. Ethan, Shadow, thank you very much for talking with me. And if you ever need someone else on the campaign, let me know. I'll stop by. And, you know, I'm lawful good in alignment, so I'll be a real addition to the team.
Thanks for joining us on another episode of the Supercast. Remember, education is the most important thing you'll do today. We'll see you out there.
(upbeat music)
It is a beautiful story of one teacher’s true love for her students …how her big heart is not only impacting lives, but changing them.
On this episode of the Supercast, we visit Megan Dotson’s third grade class at Antelope Canyon Elementary School. Find out what Ms. Dotson is doing to support one of her beloved students battling cancer. Hear how her caring heart is lifting not just Lucas, who has leukemia, but the entire class in the process.
Audio TranscriptionMegan Dotson:
We found out that one of our little family members wasn't going to be able to come with us anymore. I immediately started just surfing the internet.
Anthony Godfrey:
It's a way to still feel like he’s somehow a part of things.
Marcela:
Oh, absolutely.
Anthony Godfrey:
Why do you think they want to call you a superhero?
Lucas:
Because I’m going through something so hard.
Marcela:
We didn't ask her to prepare plans. We didn't ask her to do anything. We just said, "Hey, he relapsed."
[Music]Anthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. We all know that teachers care deeply for their students.
On this episode of the Supercast, we visit Megan Dotson's third grade class at Antelope Canyon Elementary School to find out what she is doing to support one of her beloved students battling cancer. Hear how her caring heart is lifting not just Lucas, who has leukemia, but the entire class in the process. She launched the “Smile Like Lucas” campaign and is providing opportunities for students that they will never forget.
[Music]We're at Antelope Canyon today talking with Lucas. Lucas, thanks for taking a few minutes to talk with me. I see “Smile Like Lucas” everywhere I look. I see shirts. I see sweatshirts. I see it written up on the whiteboard. Why are we smiling like Lucas today?
Lucas:
We just invented it and I really liked the idea. Even the idea of a monkey in the chair.
Anthony Godfrey:
Tell me about the monkey in the chair.
Lucas:
It came with a book, and it shows whenever you're not there, the monkey will be there, and it will be like wearing the exact same outfit as you. Except it will be wearing its own shirt, I think. It came with its own shirt, except we put on a little one like me.
Anthony Godfrey:
So is the monkey wearing a “Smile Like Lucas” shirt? And for those listening who don't know, why can't you be here sometimes?
Lucas:
Because I have hospital appointments and I have to stay in the hospital. And sometimes I might have to stay in there for maybe a month.
Anthony Godfrey:
I hear that you really love school. Is that right? What do you love most about school?
Lucas:
Spending time with the class and Miss Dotson.
Anthony Godfrey:
Tell me about your teacher. What has your teacher done that has made it such a great place to be?
Lucas:
We made Lucas Friday, the monkey in the chair. Well, really everything.
Anthony Godfrey:
What's Lucas Friday?
Lucas:
Lucas Friday. It's where everybody wears their “Smile like Lucas” shirt and then they come to school with it. Unless if your school doesn't do it. So then they come and it's short day so we do mostly fun things.
Anthony Godfrey:
Mostly fun things. And have you noticed that people smile like Lucas, like the shirt says? Do they? So I see your t-shirt and the sweatshirt and lots of other things as I walk into school that says “Smile Like Lucas” and it's got a big smile with lots of teeth and the blue glasses. Are the blue glasses kind of how people know you? Have you had the blue glasses for a long time?
Lucas:
There's even a ribbon.
Anthony Godfrey:
Oh yes, look at the orange ribbon. I didn't see the orange ribbon. What does the orange ribbon mean?
Lucas:
It's the symbol of my leukemia.
Anthony Godfrey:
So it's a symbol of your leukemia. And because of the leukemia you have to miss class sometimes, right? Hospital visits, doctor visits, and how long have you had to be out before?
Lucas;
Two weeks.
Anthony Godfrey:
Two weeks?
Lucas:
One time I had to be out for a pretty long time. I don't remember how long but it was more than a month.
Anthony Godfrey:
And there's a monkey that takes your place. Is that right? And his name is?
Lucas:
George.
Anthony Godfrey:
George. Is he curious at all? Okay, good. I thought he might be.
We're talking now with Lucas' mom, Marcela. Tell us a little bit about what the support from the school has meant.
Marcela:
It's been incredible. So he has always been a very social kid. He thrives in having those interactions with his friends. And when he first was diagnosed, he was out of school for about ten and a half months. We did a lot of online classes, which were helpful, but we could see that his emotional well-being wasn't like, it wasn't being taken care of as well as we wanted it to be.
It wasn't until he came back, he came into third grade, and we got Miss Dotson involved, and we had the nurse and the counselor, and they were all really helping him thrive because he would say that he was very lonely even when he was here. He would come out to Miss Dotson and give her a hug and say, "I'm just really lonely." And then all of these other activities that we're having, the monkey, the pictures, the letters that he gets every week. I mean we get pictures every day, "Hey, we're wearing his shirt today. It's not Lucas Friday but we're wearing it." And it makes him feel like people are there. Even if he can't see them and he can't hang out with them, people are there for him. And it's made a huge impact on his well-being emotionally.
The other thing that I will say is that we notice that when he is in a good mood or in a good emotional state, he recovers from the chemo or the procedures a lot quicker than when he's sad or feeling a little bit depressed. So it's there. We see it. We see it every day.
Anthony Godfrey:
So it lifts his spirits, but it also improves the medical outcomes and his physical health.
Marcela:
Absolutely.
Anthony Godfrey:
When you said the diagnosis was about how long ago?
Marcela:
So he was first diagnosed in June of 2023, and then he relapsed and they found it in January of 2025.
Anthony Godfrey:
The relapse is very recent.
Marcela:
Yeah. January 6th.
Anthony Godfrey:
Is that when all of the super Lucas and the “Smile like Lucas” started out?
Marcela:
Yeah. There were a lot of things that were happening before, but the relapse was like when we, it was like a lot more because we knew his treatment last time allowed for him to somehow interact here and there. Not very often. It would go weeks before he could see people. But this time around, he's heading in for a bone marrow transplant. He's going to have radiation which he didn't have before, and the chemotherapy that he'll be given will be very, very harsh. So he will actually have to be out of school for a full year and not just out of school like we'll have to fully quarantine. His immune system will not be back to normal for at least two years and any little virus could kill him. So we have to take a lot of measures. So I think once we found out how serious this relapse was, that's when we're like we need to be there for him. We need to help him and he has handled it like a champ because he knows he has an army.
Anthony Godfrey:
Yeah. It's pretty remarkable to see all of the support and is today the last day before he prepares for all of that.
Marcela:
Yes. So today will be the last day he is at school because tomorrow he has a procedure to change his port. He has an internal so it's an inserted port on his chest, but they need a different line for the bone marrow transplant. So he gets that tomorrow. So he'll be out all day and then he starts cranial radiation on Wednesday and he'll be admitted to the hospital on Friday.
Anthony Godfrey:
We'll be wishing him the very best.
Marcela:
Thank you. We appreciate that.
Anthony Godfrey:
George the monkey will have his work cut out for him.
Marcela:
Absolutely. We love getting the pictures of George the monkey playing the parachute, or going to recess, or at lunch. He loves it.
Anthony Godfrey:
Well.
Lucas:
That's how I put him in the parachute and you guys launched him. I tried to catch him but he would just keep going into the parachute. He's like “No, I'm not going anywhere”.
Megan Dotson:
He's talking about a time that we took the monkey to PE and put him in the middle of like the traditional school parachute and we launched him in the air and he says he just doesn't feel really right about launching George into the air like that.
Anthony Godfrey:
Well.
Lucas:
I'm like, doesn’t that hurt?
Marcela:
Would you like to be launched?
Anthony Godfrey:
You know I'm not surprised that you're looking out for George, making sure that he's okay too. Does it make you as a family feel more connected to the school, getting the pictures of George? I'm sure that for Lucas it's a way to still feel like he's somehow a part of things.
Marcela:
Oh absolutely. I think obviously he's missing out on part of it, right? He's not here, but being able to see what the class is up to when he's not, because he's– One thing that I love about Ms. Dotson is we didn't ask her to prepare a plan. We didn't ask her to do anything. We just said, “Hey, he relapsed,” and that was a huge burden that she lifted. The fact that we didn't have to say “Hey, is there any way we can set up Zoom calls” or think about how we were going to keep him up to speed with school. She did it all. She gave us a schedule, and she said “I'm going to have it on whether he joins or not. It'll be on. If he doesn't feel well, that's fine, we'll catch him up.” And that was just as a family, we were worrying about all of these other things that we had to do. His medication, finding a donor, all of it, and to not have to worry about that was just incredible.
So he joins the calls, but then what he considers the fun, like the not school stuff, he doesn't get to be part of that, so getting the pictures of the monkey and the letters that describe all those things, that's just he he loves it. He absolutely loves it.
Anthony Godfrey:
I think it's a great way to keep you connected and you know that people are thinking about you when you're not here.
Stay with us when we come back more with Ms. Dotson and Lucas.
Never miss an episode of the Supercast by liking and subscribing on your favorite podcasting platform. Find transcripts for this episode and others at supercast.jordandistrict.org.
Break:
Hello, I'm Sandy Riesgraf, Director of Communications for Jordan School District, and we want to invite you to connect with us. So many exciting things are happening in your child's school, your neighbor's school, in every school here, every day. Don't miss out on following the fun or simply staying informed when there's important information we need to share. Join us at jordandistrict.org, or follow us on Facebook, Twitter, and Instagram @jordandistrict. We can't wait to connect.
Anthony Godfrey:
Ms. Dotson, tell me about what this has been like for you this year.
Megan Dotson:
I feel like my kids mean a lot in this room to me. They're a big deal. Each one of them are a really big deal, and when we found out that one of our little family members wasn't going to be able to come with us anymore, I immediately started just surfing the internet of like what have other teachers, there's got to be another teacher out there doing this.
So I just started looking and this foundation came up and I reached out to Marci and I was like “Hey, what do you think about this?” I needed some more information from her about his case and stuff like that to get it sent to us, and they sent it, and we found really good ways and putting him in our room. Honestly it feels whole again. We're all back together for at least reading and math, and those are our important parts of the day, and the biggest pieces, and he's here with us when he can be. And hearing his voice. He ends up being over the loudspeaker and hearing his voice is so wonderful. He'd been out a couple of days before he got to be back on Zoom with us and they all, I wish I could have known that he was going to speak to show their reaction. There's the biggest smiles in this room because that's what he is to us.
Anthony Godfrey:
So you found the idea for having George on the internet, but you took a lot of initiative to leap into action. Tell me what sparked that for you.
Megan Dotson:
I just knew that we cheer each other on a lot here. My biggest thing is “Can we give so and so a big ‘Oh yeah’” and they all shout ‘oh yeah’ in class pretty often. I needed a way for him to hear his ‘oh yeah’ pretty often because I knew that this wasn't going to be easy. I knew that there was going to be a lot that he was going to do this time.
There's a member in our class that I had heard a rumor that her aunt did t-shirts, and I was like, you know what? I got to figure it out. I sat down to my trusty computer and I came up and I was like, oh, his blue glasses, and then his smile is something that lights up our room so much every day. And I sent Marci the idea and I was like “Oh my, does this fit him? Is this kind of the message we want?” And she's like “Yeah” and so I decided to make a t-shirt for each of the kids in this room to show their support. Not only that, but in his brother's class and his little sister's class they all have the same shirt because they need an army too, not just his class.
Anthony Godfrey:
That’s great. Well, let me give you a big “Oh yeah” for jumping in and doing that. I think that's really tremendous. What do you think the other students in this class and other classes have learned from this experience of really supporting Lucas?
Megan Dotson:
I think I've watched the empathy and each of these little kids grow by a million and a half. Over conferences just the last couple of days, having the parents come in and like, oh my, they just talk about it all the time, how excited they are for Lucas Friday or how they're going to grab an extra of this or whatever at home to put in his mailbox or things like that. Just watching them care for someone else has been really really cool. And then come up with ideas about how we’re doing to, or what we’re going to say, or what they'd like to do to show him love. I encourage that a lot in this room, but I have watched it grow tremendously in the last little bit.
Anthony Godfrey:
It sounds like you had created a classroom that was very supportive long before you knew that Lucas was going to be in this situation. That gave you a lot of a lot of momentum to build on instead of just starting out of nowhere like “Oh wait a minute, we're going to focus on each other for a moment.”
Megan Dotson:
Yeah, I do. I mean, my biggest thing in here and I always, I usually cry at the beginning of the year when I tell them. But I always tell them how important kindness is to my heart. I never want someone to leave this room feeling like they don't matter, that they don't have anyone. I always say that when you get to middle school and you're sitting at the lunch table alone I want you to see someone else that's from Miss Dotson’s class in third grade and like “Hey, I could go sit with them like they were part of my family I know that they'll have me” because we are a family in here.
Anthony Godfrey:
That's remarkable and this is exactly the type of education we're hoping that students receive. One where they feel a part of things, supported, and they learn to support each other as well. You're creating some unforgettable learning experiences here.
Megan Dotson:
Thank you.
Marcela:
I can attest to that because Miss Dotson is actually a legacy teacher for our family. Our oldest had Miss Dotson when he was in fourth grade and around that time we were navigating a diagnosis for ADHD for him, and he was really struggling emotionally. I can tell you what we're seeing with Lucas is not just because Lucas has cancer. Miss Dotsen is this kind of teacher. The teacher that went above and beyond when my child couldn't make friends, when he was moving a lot, and he couldn't figure out why he had so much energy. She almost catered to his needs and we saw the difference in his academic performance once she came into the picture. Once she took over, and it was like “He's not like that. No one is the same. He's not like the rest of the students. We need to pay attention to what he needs.”
Anthony Godfrey:
And that's such a good point. We get into trouble when we think, “Well everyone needs to be this way, that's going to work best for me.” Instead of figuring out how we can best support the needs of the learner. So a legacy teacher I'm going to steal that term. I really like that. So Lucas, how does it feel to be in this class with so many friends that care about you?
Lucas;
Awesome.
Anthony Godfrey:
And I saw you have an orange cape when you came in. Will you go grab that and show me what that's about, Lucas? Oh, with the L and the shield. Oh. And what's all this writing on there?
Lucas:
It’s the other people in my class.
Anthony Godfrey:
Oh nice. That's really cool. That's such great support from other students.
Lucas:
Even I signed it down here.
Anthony Godfrey:
Oh yeah let's see. Well I'm glad you support yourself. Well done Lucas. That's step one. Awesome. I saw you were wearing that when you came in. How long have you had this cape?
Megan Dotson:
Just today right? Why did we choose to do a cape? Can you tell them?
Lucas:
Because they call me a superhero.
Anthony Godfrey:
Why do you think they want to call you a superhero?
Lucas:
Because I'm going through something so hard.
Anthony Godfrey:
You said you're doing a good job with it. What is it like going through something so hard like this Lucas?
Lucas:
Well, leukemia is not that hard because they do this for me. But sometimes I have to do really hard stuff. I used to have to do this thing called virus and they would give me a shot and I'd have to.
Marcela:
And what's your biggest fear?
Lucas:
That.
Marcela:
Needles.
Anthony Godfrey:
Needles of your biggest fear?
Lucas:
Mm hmm.
Marcela:
And what do we do on Thursdays, Lucas?
Lucas:
Um, that's when she comes to visit me at my own house at my house.
Anthony Godfrey:
Oh, she comes to your house on Wednesdays?
Lucas:
Uh huh but.
Marcela:
We do school on Thursday at home.
Lucas:
Mm hmm.
Anthony Godfrey:
Oh.
Lucas:
Mm hmm. And then she'll just come visit me at a hospital whenever.
Anthony Godfrey:
Well, you're uh... I've just met you. Everyone else is used to this and how awesome you are. But I'm crying because I'm so impressed with you. Lucas, you're inspiring students to be at their very best and to learn a lot of lessons about looking out for each other.
Lucas:
Mm hmm.
Anthony Godfrey:
I think that's really cool. You also have a pretty special teacher that's going out of her way to really make sure that she's doing everything she can for you so that makes her pretty special too, doesn't it?
Lucas:
Mm hmm.
Anthony Godfrey:
Thanks for letting me come talk with you, Lucas. It's been really important for me to have a chance to meet you. I heard about you and I really wanted to record this podcast with you, so thanks for taking some time out of your day.
Lucas:
You're welcome.
Anthony Godfrey:
Thank you very much for being such an incredible supporter and for teaching these kids unforgettable lessons in empathy, and that's a gateway to learning everything else. So thank you.
Megan Dotson:
Thank you for coming. I really appreciate it.
Anthony Godfrey:
Thanks for joining us on another episode of the Supercast. Remember, education is the most important thing you will do today. We'll see you out there.
They are nailing it in a unique class designed to get students career ready in the construction trades industry.
On this episode of the Supercast, we take you to JATC South where it is all hands-on deck as high school juniors and seniors build a “tiny home,” on site, as part of a new Construction Trades class. How are students measuring up? Let’s find out.
Audio TranscriptionRyan Clayton:
My goal for the program is that it's all student run from management to building and I'm just here as an advisor.
Anthony Godfrey:
Talk about meaningful learning. It's a big deal. It's an outcome that helps improve people's lives.
Ryan Clayton:
It's an amazing opportunity to put on your resume. You are actually taking somebody out of homelessness by building this house for them.
[Music]Anthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. These students are nailing it in a unique class designed to prepare them to be career ready in the construction trades industry.
On this episode of the Supercast, we take you to JATC South where it is all hands on deck as high school juniors and seniors build a tiny home on site as part of a new construction trades class.
[Music]We're here at JATC South outside watching a new class and talking with a new instructor. Introduce yourself and tell us a little bit about this class.
Ryan Clayton:
Yeah, so I'm Ryan Clayton. I'm coming from industry. I own my own construction business. And what this program is is basically taking what you would see in industry and bringing it into our high school. So we are a construction crew here and currently we're building a house for a homeless community in Salt Lake City. It's all completely built by high schoolers. I mean I pitch in here and there to help with something, but 95% of the work is done by our students. All the way from the foundation, they put our center blocks down to raise it up and put our floor in, framing it. At some point we'll get to the point where they're going to do the siding on it, they'll do the flooring, the walls, everything.
Anthony Godfrey:
So this is construction management, so they're not only learning the actual construction, but they're also learning how to oversee a project and make it all fit together.
Ryan Clayton:
Correct, yeah. So this year we've kind of combined a trades class and a management class. Next year we'll do a trades class that will focus more on the trades, learning the trades. And we're doing a separate management class that will be managing those trades classes. So they're going to get that managing experience. So what you would see is what a superintendent would do or what a foreman would do or a project manager. So my goal for the program is that it’s all student run from management to building and I'm just here as an advisor.
Anthony Godfrey:
And this really gets on two needs in the industry, and you know better than anyone. I've heard that the need is not just for those who have the skills and the trades, but those who can lead and manage projects, as well, who also have those skills and the knowledge of construction.
Ryan Clayton:
Yeah, so for sure one of the biggest deficits we have in construction is management positions, and especially managers who know the skills. Because you can have someone with an MBA come in, a business major has all this business experience, but has no construction experience, and it's really hard for them to manage. So what we need is individuals who have that construction knowledge but can also manage a team. So this strikes a good balance between that and prepping those students for it.
Anthony Godfrey:
I know that not only is there an industry need, but there's also been a high interest from students in being able to participate in a program like this. Tell me about the enthusiasm you've seen from students coming in. I have, honestly, I've seen more enthusiasm from parents. Parents have been open house, parrot-tater conferences, they just keep coming, “Oh my gosh, I can't believe you guys are finally starting this program. This is awesome. This is exactly what my student needs.”
And the students are, some of them are a little apprehensive coming in, some of them are really excited, but man once they get going they've really been loving the program. Attendance for me has never been an issue. They want to be here, they want to be working.
Anthony Godfrey:
So when you come out of industry and you meet these students, it's got to be exciting to see that there are some great kids coming into the workforce and adding to the field.
Ryan Clayton:
Oh yeah, you'd be surprised how many general contractors from industry come and want me to hand-pick my students for them because it's so hard to find really good quality labor. Because these kids are going to get scooped up right away. I mean, for them to even just take the initiative of taking a class like this in high school is already going to put them so many steps ahead of other applicants for construction jobs that they're not going to have any issues finding jobs right after high school. Good, good management or trade jobs, whatever they want to do.
Anthony Godfrey:
What advice do you have for parents or students who are considering taking either construction management or the construction course?
Ryan Clayton:
My first suggestion would be if you're a junior, take my trades class first. Learn the process, learn what the trades do, and then as a senior take my management class. It's kind of my advanced class. That would be my first advice. My second one would be probably come prepared to be cold.
Anthony Godfrey:
Come prepared to be cold. We are standing outside. You know, this suit jacket is very warm, but I am a little bit cold.
Ryan Clayton:
You can ask my students, that blizzard came in on Thursday and we were out here working on that shed over there in the blizzard.
Anthony Godfrey:
That's real world experience there.
Ryan Clayton:
Yes, we finally shut down once it started really hitting us hard, but we work in pretty tough weather and school is during, mostly during the winter. They're off during the summer when it's the nicest time to do construction.
Anthony Godfrey:
So are they going to be looking for summer jobs that they're better qualified for, even earlier than graduation?
Ryan Clayton:
Yeah, so I have some of my juniors are actually, some of my juniors are doing apprenticeships. Hunt Electric, for example, does a great summer apprenticeship for high schoolers. A lot of these kids come from construction families, so a lot of them will go work for their dads or their moms in some specific construction industry.
Anthony Godfrey:
And those are the moms who are thrilled to have them in this program
Ryan Clayton:
Moms and dads, who are thrilled to, well, and it's those parents who want to expose their– because some of these kids have been doing, you know, carpentry or concrete their whole lives. And their parents want them to come in here and learn the other trades, because it's so important to see the big picture, see the whole process of construction.
Anthony Godfrey:
That's where the management can come in too, where we have a broad experience, better able to manage those projects that you're hiring and working with. Now let's talk about the product. Let's talk about the, it would be called a tiny home, is that right?
Ryan Clayton:
Yeah, so we, what we did is we started with these sheds that you see on the other side, which are just backyard, small backyard sheds that you would see like a tough shed from Home Depot.
Anthony Godfrey:
Right.
Ryan Clayton:
And that's kind of our practice because this, what we're building here is going to be inspected. It's permitted. You know, Salt Lake City is going to come out and inspect that we build this correctly. So I want them to make their mistakes on our sheds before they make a mistake on this. And we, and not to say we've made mistakes on this. We've actually torn down three walls and rebuilt them because we built them wrong.
Anthony Godfrey:
That's how learning happens.
Ryan Clayton:
But yeah, so we built those sheds that we're going to sell and help fund more sheds next year. And then this one is through a program called “The Other Side”. They have all kinds of programs. They have their Other Side Moving Company. They have their Other Side Boutique.
Anthony Godfrey:
I heard a presentation from someone who's closely involved with that organization. It's pretty impressive.
Ryan Clayton:
It's pretty impressive. So they started "The Other Side Village" and it's a village that they're building these tiny houses from all kinds of different programs. Salt Lake Community College is building several and we're building one. The really cool thing about this program is that they provide all the funding for it. So they buy all of our materials for us. We don't have to try to allocate budget for this. I just put an order into Home Depot through their account. They approve it and then they send us the materials. That's the coolest part is that they're getting this experience and we are able to do a high quality thing like this without having to find the funds for it.
Anthony Godfrey:
Talk about meaningful learning. This is a big deal. And it's an outcome that helps improve people's lives.
Ryan Clayton:
Well, and one of my students today was saying, oh, you're just using us for free labor. And I was like, no, this is an amazing opportunity to put on your resume. You are actually taking somebody out of homelessness by building this house for them.
Anthony Godfrey:
Amazing. So I see all of the piles of lumber and tools and equipment and I can smell the sawdust. There's the sound of the blades and things going on. We've got a new portable here that is super sized, that we bought from another district that has all the tools and everything through there. In fact, as we talk, let's walk through that.
Stay with us when we come back more with the students who are building a tiny home on the campus of JATC South.
[Music]Never miss an episode of The Supercast by liking and subscribing on your favorite podcasting platform. Find transcripts for this episode and others at supercast.jordandistrict.org.
[Music]Break:
In Jordan School District we never want a student to go hungry, without food, warm clothing, or school supplies.
Hi, I'm Mike Haynes, director of the Jordan Education Foundation. If you're looking for opportunities to help students and teachers in our schools, we invite you to join us. The Jordan Education Foundation works with generous community partners, volunteer groups, and amazing people to provide classroom grants for teachers, food and clothing to fill Principal's Pantries for students. And together we recognize outstanding educators in every single school every year. If you want to connect with an amazing community helping to fuel success in Jordan School District, get involved or donate by visiting our website at jordaneducationfoundation.org. That's jordaneducationfoundation.org. We hope to hear from you soon!
[Music]Ryan Clayton:
Either way.Anthony Godfrey:
We've been outside and we just stepped into the lab. This is a lab that we bought along with some equipment from another district, and I haven't been in it since it's been completed. It looks like a really nice workspace. Is this working out for you?
Ryan Clayton:
Oh, yeah. I am super grateful that the original plan was to have us just in a regular classroom up at North Campus. After learning the scope of what this program needed to be, I am incredibly grateful that the district was able to secure this building and give us the space that we needed and give us the space that we need to do big projects like this.
Anthony Godfrey:
Yeah. So with all of this equipment and this space, and the things that you're building, Salt Lake City is coming to do the permit inspection before you move that home into Salt Lake City. You're operating, I understand, as a construction company right now.
Ryan Clayton:
Yeah, so at the beginning of the school year, we were a little delayed on getting our tiny home started because to pull a permit from a city, you have to be a licensed general contractor. Now, I have my personal license, but I'm not going to put that under my personal liability. So we had to get it set up with the district to become a construction company. So hanging in our classroom is our general contracting license. And as an acting general contractor and having my students as my students, but they're also considered my employees as well under the license, we are functioning as a construction company. We have all the rights and the abilities to build whatever a normal construction company, you know, Big D or Oakland. I mean, obviously we couldn't build on that scale, but...
Anthony Godfrey:
Well, this is thrilling. This is really exciting. It's something we've talked about for a long time. I'm really grateful that you've chosen to teach here. Tell me about what brought you here.
Ryan Clayton:
Well, my background is kind of interesting because I actually come from an architecture background. I have my degrees in architecture. That's what I wanted to go into was architecture. But then the pandemic happened and, you know, there was just a huge hiring freeze and it was super hard to get into any position. So I ended up falling back and working because the housing industry exploded during the pandemic.
I ended up going and working for my dad's company during the pandemic. I mean, I grew up working for my dad's company, so I had tons of years of experience. But I like some of that office work, but I also like being outside working with my hands. This was the perfect balance of not only do I get to work with my students in the classroom and have that time, I get to work with them out there.
This has been just a thrilling experience because I was always worried about having to, you know, classroom manage and discipline. But these students are just so great that I haven't had any issues, behavior issues. They come here willing to work. And I've really, you know, I don't think I could leave now. It's just been so enjoyable.
Anthony Godfrey:
I love hearing that. Well, we're thrilled to have you here. And thank you so much for getting this off the ground. It sounds like next year it's going to be even better.
Ryan Clayton:
I'm hoping so. Yeah.
Anthony Godfrey:
We're talking now with a couple of students who are in the construction management program. Go ahead and introduce yourselves.
Mason:
Hi, I'm Mason. I go to Mountain Ridge. I am a senior right now.
Austin:
Hi, I'm Austin. I go to Kings Peak High School and I am in 11th grade.
Anthony Godfrey:
Tell me a little bit about this program. What drew you to the construction management program?
Mason:
I guess I kind of just wanted to follow in my father's footsteps. He's been in the construction industry for most of his life. I figured I could learn something from myself here. So yeah.
Anthony Godfrey:
And what does he think of your being in this program?
Mason:
He's pretty proud of me. I maintain good grades and I really enjoy this class. So yeah.
Anthony Godfrey:
How about you? My uncle is my biggest inspiration. He's actually a general contractor.
Austin:
I really like working with my hands and power tools and building things. And I hope for one day to make this into a career.
Anthony Godfrey:
OK, awesome. What do you think? And Mason, is this what you want to do for work or are you just dabbling for now?
Mason:
Just kind of dabbling. I've done a couple of the J Tech programs. I'm doing construction management this year, and last year I did the welding program. I've just been kind of dabbling across the blue collar classes.
Anthony Godfrey:
You're going to be someone that lots of people call on the weekend, "Hey, I could use help with Project X." You might want to hide those skills a little bit. Your weekends may be taken up.
Mason:
Yeah. It really sucks being the friend with a pickup truck.
Anthony Godfrey:
The pickup truck and the skills. Tell me, what stands out as a moment where you really thought, "I did not know how to do this and now I'm really good at it"?
Austin:
Probably, the major thing would be probably reading a tape measure. I mean, I came in here, I could read the inches, but down to the 16th, 7th, the 5/8ths, probably that. And also blueprint readings.
Anthony Godfrey:
So measure twice and cut once. You don't even have to measure twice. You're that good.
Austin:
Yeah. Just measure once, cut once.
Anthony Godfrey:
Okay. Awesome. Saves you some time. How about for you?
Mason:
I'd say the biggest thing I've learned in this class is just how to frame and just how to use a bunch of various different power tools. I mostly come from a family of mostly mechanics, so I'm mostly experienced with automotive tools and not construction tools.
Anthony Godfrey:
Wow you really are in demand with that range of skills.
Mason:
Very.
Anthony Godfrey:
What would you say to a student who's considering being part of this program next year? What would your advice be?
Austin:
I would probably tell them, because I would say you would either be choosing the management if you want to learn all the instruction math, blueprints, readings, all that. Or if you want to learn how to frame or use power tools and stuff, I would tell them to choose the trade side of things.
Anthony Godfrey:
But it's a good choice to be part of the class.
Austin:
Yes.
Anthony Godfrey:
Tell me about the teacher.
Austin:
Ryan is very good. He knows a lot of construction. If you need help with something, he'll help you. If you have a question, he'll always answer it for you. He's been a very good teacher this year.
Anthony Godfrey:
Now he told me that if you come to this class, you have to be prepared for the cold. You're wearing a t-shirt. That doesn't seem to bother you for one second.
Austin:
Yeah. There's been a couple of days where it's been a blizzard outside and I've worn a jacket. Or there's some days where it's nice outside and I just need to wear a t-shirt.
Anthony Godfrey:
Is it nice to be outside during a class?
Austin:
Yes.
Anthony Godfrey:
How about you? What do you think about registering for this class? What would you suggest?
Mason:
I would say going into J-Tech, it seems really intimidating, honestly. But in the end, I've really enjoyed both of the J-Tech classes that I've taken. It's really given me a lot of skills that I think I'm going to use for the rest of my life.
Anthony Godfrey:
That's a great endorsement. What's it like having Ryan as a teacher?
Mason:
He's a good teacher. He's serious at times, but he's also kind of fun at times. He takes the time to teach you in depth. As he said, if you have a question, he usually tries to explain it with something that you're familiar with or something like that for pretty much every student.
Anthony Godfrey:
That's awesome. How does it feel to be working on a project that's going to end up reducing homelessness? You're building a home for someone who doesn't have one.
Mason:
It feels really good. It feels like I'm more directly solving the problem of homelessness.
Austin:
It feels good. I think of it as something that in the future I can take a look at this and say, "Wow, out of all these tiny homes, one of those was one of mine that I built to change somebody's life."
Anthony Godfrey:
Not everyone gets to work in a way that allows you to drive by and see the results. I don't get to drive by and see the emails I responded to. You do get to drive by and see things that you've built, and that's really exciting. Congratulations on being in a great new class and part of a really important project.
Austin:
Yep. Thank you.
Mason:
Thank you.
Anthony Godfrey:
Thanks for joining us on another episode of the Supercast. Remember, education is the most important thing you'll do today. We'll see you out there.
It is a fun way to recognize and reward good deeds at West Hills Middle School and it has become a big hit.
On this episode of the Supercast, find out why a local vinyl record shop has established a presence with a “Pop Up” inside West Hills Middle, creating a nostalgic vibe and rewarding students for positive behavior.
Audio TranscriptionTim Brooks:
I had a line that probably went 30 yards of kids waiting to just buy this one record from one little crate.
David Sherwood:
It's like he got me into records and got my whole family involved.
Tim Brooks:
They are highly sought after commerce because of things like this. Because of some of these other binders you see here like the coins. These are all things that kids can buy only with Positive Paws.
[Music]Anthony Godfrey:
Hello and welcome to the Supercast. I'm your host Superintendent Anthony Godfrey It is a fun way to recognize and reward good deeds at West Hills Middle School and it has become a big hit.
On this episode of the Supercast find out why a local vinyl record shop has established a presence with a “Pop Up” shop inside West Hills Middle School, creating a nostalgic vibe and rewarding students for positive behavior.
We're here with David Sherwood now to talk about your involvement with this store to help motivate students. Thanks for joining us.
David Sherwood:
It's good to be here. We've been longtime supporters and we're so excited to be here today.
Anthony Godfrey:
I think it's so cool that you're doing this now. I have been out. I have purchased records from you.
David Sherwood:
I know that you look familiar
Anthony Godfrey:
There are some 12-inch 80s singles that I was pretty excited to get at some of those Daybreak sales. It's amazing to me the collection of records that I found as I was crate digging. Going through those boxes and boxes of records.
David Sherwood:
I feel like there's something for everybody if you dig deep enough.
Anthony Godfrey:
There is, there absolutely is. Tell me about how you got involved and how you and the broader vinyl-loving community have been a part of this.
David Sherwood:
So I've been collecting records since I was a teenager, back before it was cool. But now, the past four years, have been doing this as a business. So during the pandemic, I was a travel agent and the pandemic just kind of wrecked us. So we're like, we need to do something to make money. We started selling records and the way we got involved in all this is my mom is actually a first-grade teacher in your school district.
Anthony Godfrey:
Wow, where does she teach?
David Sherwood:
Ridge View Elementary. She's a first-grade teacher.
Anthony Godfrey:
That's awesome
David Sherwood:
Linda Sherwood.
Anthony Godfrey:
That's our K-3 school now that just has those four grades.
David Sherwood:
And so the thing that got us started though was my mom actually a couple of years ago went through cancer. While going through this our group of record collectors rallied behind it and they wanted to do something to give back to the community. So it started with– we partnered with Primary Children's. We decided to donate and do some fundraisers for Primary Children's and then that evolved into we had extra records. We met Tim and he's like, you know, we've started this store in our school, it would be fun to put those records up for the kids. So that's kind of how all that came about.
Anthony Godfrey:
I love that. It's really exciting that the record-loving community and it's a great community. I've been part of a record-loving community for a very long time. But just the fact that you pulled other people from outside of the school that want to help and want to support and want to do something is really remarkable. I always say that, you know as the superintendent I'm supposed to be supportive of students. I'm supposed to be supportive of employees. But when people go out of their way to contribute and to really support students at being at their best that means the world. It's really a different kind of support that has a really, really big impact.
David Sherwood:
It's so funny that our group is so like– they are the most amazing people, kind-hearted. We actually had to hold them back because they wanted to donate more than we could handle. So we have to pace ourselves so Tim doesn't get overwhelmed here at the school.
Anthony Godfrey:
We love that. The exciting thing for me is that not only do students try to be at their best at school because of the motivations that you and the community have provided but also they start to love records and they connect with each other and that broader community as well. I think Tim is a perfect example of somebody who supports the music community
David Sherwood:
The reason I kind of got involved with Tim is I was one day at Costa Vida getting lunch. This girl behind the counter saw my Daybreak Record shirt on and she exclaimed loudly “Do you know Tim Brooks?” and I was like, this is so weird. How does she know me? She said “I bought records from the stores--the record store at the school” and she's like “He got me into records and got my whole family involved”. And she eventually came into our store in Sandy and ended up buying some records from us.
Anthony Godfrey:
Well, I love that and it does create a sense of community. The shirt you're wearing with the samurai, explain the logo to me here.
David Sherwood:
So part of what we did is we actually flew to Japan and sourced records from Japan.
Anthony Godfrey:
Wow.
David Sherwood:
So the records from Japan are higher quality and people were loving them here in the U.S. So we went to 55 record stores in Japan–
Anthony Godfrey:
Holy cow.
David Sherwood:
–and shipped back almost a whole pallet. You know the Opie? So yeah, I love that.
Anthony Godfrey:
So you shipped those pallets over–
David Sherwood:
And because everybody wants something that's not around. So people in the US want Japanese records people in Japan want U.S. records. It's kind of funny like that.
Anthony Godfrey:
Oh, I see. That's very clever. Well, you've you've you've really raised the I don't know awareness of vinyl and and the pleasures of vinyl. You opened a store recently in Sandy. Talk to us about that.
David Sherwood:
We're called Daybreak Records, but we're out in Sandy. So we got an opportunity out there we couldn't turn down. Partnering with a friend of mine out there who has a bookstore. So it's a combo book and record and then we also do our weekly online things on Facebook. So we do a live record auction and then a buy-it-now post.
Anthony Godfrey:
So where can people find the auction and the store?
David Sherwood:
So go to Daybreak Records on Facebook. It's a group. It's a lot of where our charity stuff is done, too so that's a fun one to join and then out in Sandy we have our store. It's in Union Square.
Anthony Godfrey:
Fantastic. Which brings us to this huge collection of records that you and and the group have donated in addition to our assistant principal here Tim Brooks.
David Sherwood:
I'm excited to be here. I can't wait for you guys to see the store.
Anthony Godfrey:
Now I have to tell you, the first record that caught my eye was not the very cool Beatles record. Not the very cool Taylor Swift record, but the K-Tel Disco Rocket two record set. Now I have bought K-Tel records from you. Yeah, I absolutely have. So 12 inch 80 singles, but I've also bought K-Tel records because these are the ones that I saw on TV that I thought if only I could afford the shipping and handling from Ronco to get this K-Tel record.
David Sherwood:
You should have done the penny deals they did back in the–
Anthony Godfrey:
I did!
David Sherwood:
You did?
Anthony Godfrey:
Yes. And then and then the $9 record or cassette showed up the next month and I thought “Oh, yeah I was supposed to cancel this What am I going to do with this Don Henley CD? I guess I'll listen to it. Hey, wait a minute. It's really good.” I said CD. It was a cassette I'm making myself sound younger than I am. But yeah, the thing about K-Tel records and greatest hits generally was for me growing up It was like it was basically a bargain. I was thinking how many hits can I get for $10 instead of all the dross that might be included on an album.
David Sherwood:
I love a compilation of greatest hits Those are great for me.
Anthony Godfrey:
So I love that. Some record collectors are a bit disdainful of the compilation.
David Sherwood:
I'm not your average record collector. Neither is Tim. Tim has excellent taste.
Anthony Godfrey:
Let's talk with Tim. I've also bought records from you Tim out there at Daybreak in in subsequent years. So let's talk about the store and why you set this up and how it works for students.
Tim Brooks:
Well, that's a good question. About five or six years ago one of my daughters asked for a record player for a Christmas gift, and she asked for an Abbey Road album. At that time in my life I had no records because I had sold them all away because I was into the CDs and then digital.
Anthony Godfrey:
So you converted from vinyl all the way to CDs.
Tim Brooks;
Yeah, and then I converted back because once she got that record player on Christmas morning, I just started yearning for one myself. So I started buying records and then I saw David across the street at the biannual Daybreak Yard Sales selling records. I went over there and I bought a few and started accumulating my own collection. Then I would sometimes buy a better version of an album and so I'd have two of the same record. I'm like, “Well, I need to get rid of this one, why don't I do what David does? I'll just sell some records from my front yard.” So I did that and it just kind of snowballed.
When I used to work at Fort Herriman Middle School we had a school store over there. And then again at Mountain Creek Middle School in South Jordan and we would sell typical little trinkets and things to the kids. Bracelets, pencil sharpeners, erasers and fun stuff like that. And I thought “I’ve got some records in my own collection I really don't want. I don't want to take them to the thrift store, that just hurts too much to donate them.”
Anthony Godfrey:
I cannot donate records. I can't do it.
Tim Brooks:
I brought it. I brought one —
Anthony Godfrey:
I’d donate my car before I’d donate records.
Tim Brooks:
So I brought one crate to the school store and just put it out and see what the students wanted. And I was asking three of the good behavior cards. Little cards for good behavior. I was asking three cards for records.
Anthony Godfrey:
So you earn three cards and you could go buy a record if you wanted.
Tim Brooks:
Yeah, they were junky old records. Scratched, not very popular and I had a line that probably went 30 yards of kids waiting just to buy these one record from one little crate. I was like, “This is awesome! Okay, they really like this.” Next week we upped the price to five cards and it tempered things down a little bit. I kind of did a little–
Anthony Godfrey:
Dynamic pricing.
Tim Brooks:
Yes, dynamic pricing and it just snowballed from there. Then I told David about that and he said “I've got some old records I'm not moving at all” and David has brought me crate after crate after crate after crate. I used to say he gave me hundreds of records. It's got to be in the thousands now. It's got to be in the thousands. I've done the math on it, two or three thousand maybe.
Anthony Godfrey:
I love that. It's such a great support.
Tim Brooks:
And so we sell them, and then here at the store I have–if you buy one it costs five cards, if you buy three it goes to twelve. I just go through the pricing of whether it's an LP, which is the 12 inch 33 and 1/3 records or the smaller 45 7 inch records.
Anthony Godfrey:
This is such a it's physical, tactile inter-personal sort of experience that's made possible through all these donations. Do any of the kids try to haggle?
Tim Brooks:
Yes, and I say “Sorry dude. Nope, I’ve got other people. I’ve already given you a screaming good deal on this.” Some of the things that I've been thinking about this over the years, there's so many different things we teach about vinyl records. You've got to be economical if you want to buy a mass amount and get them for cheaper. The history that's in all these records. David donated about a year ago of probably about 20 or 30 vinyl records of poetry, just spoken narration. We put those in there. There's their stuff about you know patriotic music there. I have some old records that are just dedicated to Civil War music. These records introduce the kids to something that they're not typically listening to on their portable electronic devices. There are genres in here they've never heard before like opera or yacht rock.
Anthony Godfrey:
Well, yacht rock. Yacht rock. That's a whole separate episode of the podcast.
Tim Brooks:
Yes, we need to do that.
Anthony Godfrey:
Stay with us. When we come back we'll have more on the big vinyl record comeback and how students at West Hills are lining up and going all in on vinyl records.
Never miss an episode of the Supercast by liking and subscribing on your favorite podcasting platform. Find transcripts for this episode and others at supercast.jordandistrict.org.
Break:
It's giving busy parents a little more peace of mind when it comes to their students getting to and from school. We're talking about Zonar MyView. It's a mobile app meant to enhance the school bus transportation experience for students and their families. The app allows parents to check on their child's school bus location and the estimated time of arrival at the bus stop each day for pick up and drop off.
If you want to join the thousands of parents already using the app, it's easy. All it takes is a few simple steps. First download the Zonar MyView app from the App Store or Google Play. Then visit auxiliaryservices.jordandistrict.org/zonar. That's where you'll find the school access code and directions on how to enter your student's unique ID and learn how to create an alert zone around your child's drop-off and pickup locations.
Let the Zonar MyView app help you stay on top of things knowing when a bus might be running a little late and when to get your kids going or head out to meet them at the bus stop. It's one more way for us to better connect with you.
Anthony Godfrey:
So tell me, please, please tell me that people are choosing records based on the look of the album cover.
Tim Brooks:
They are. A lot of times a student will buy a record and I said “Why are you buying this Ellie?” and she'll say “Cuz it's a good-looking cover.”
Anthony Godfrey:
Yes
Tim Brooks:
Or they’ll say “I don't even have a record player, but I'm just gonna put it up on my wall.”
Anthony Godfrey:
I love that. I've discovered so many bands just by saying this album cover looks cool. In the 80s. I discovered the Housemartins because I thought the Housemartins, how would a band sound that has the name the Housemartins? And now I have every single note they've ever recorded.
Tim Brooks:
Yeah, yeah, one of the things too, that a lot of listeners might not know is it used to be that one or two kids at a school would have a record player. There are so many kids who have record players now. It is a resurgence. There are tons of kids who buy the records because they know they have a way to play it at home. Like last month which was Christmas time. I brought out some crate that was just Christmas-related records, and there were some kids who were going through that but other kids were going through and saying “I'm buying this Neil Diamond record or this Andy Williams record because my grandpa liked this music when he was younger and I'm gonna give it to my grandpa for a Christmas gift”
Anthony Godfrey:
That's so cool.
Tim Brooks:
It was really, really cool. One of the things I love about these is I'll talk with students that come up to me and say”Mr. Brooks, what record should I get?” I said “Well, what are you interested in? What genre?” and we'll talk about that. Sometimes it'll be a particular artist that has great deep lyrical content, literary content in their lyrics. And there's so much literary analysis available with these records.
Anthony Godfrey:
And I think that's an important thing to talk with kids about because interpreting works of art and getting the most out of a work of art shouldn't be reserved to the dusty classics. It ought to be I don't know, something that students can— they need the skills to interact in a meaningful way with the pop culture they're going to be exposed to.
Tim Brooks:
And they can relate to it.
Anthony Godfrey:
Yeah. How do students earn these cards? These good behavior cards. Tell me again what they're called? Positive Paws?
Tim Brooks:
Our school calls them Positive Paws because we are the Wildcats and these are paws. We emphasize that the three-pronged approach of our school, which is Respect, Responsibility, and Safety. But I will often do this for anything. Like if the kids are playing with sporting equipment and they come back in and bring the sporting equipment that they borrowed I'll give them a card. Teachers will circulate up and down the aisles students who are on task can receive a card. You know actively and appropriately participating, get a card. Showing good effort in the class, showing improvement, all sorts of things like that. These cards have now become highly sought-after commerce. Because of things like this, because of some of these other binders, you see here like the coins, the baseball cards, the Pokemon cards, the paper money, these are all things that kids can buy only with the Positive Paws.
Anthony Godfrey:
Hmm, very nice.
Time Brooks:
And one of the things we do is, is it alright if I take a quick little tangent?
Anthony Godfrey:
Yeah, please.
Time Brooks:
Some of the coins and the paper money, I will deliberately price them high. So I've got coins from all over the world. I found a coin dealer who gave me a screaming good deal on it. I tell them that if they buy the coin, there's a price on the back of each coin, then if they buy the coinm if they fill out a little paper about that coin's history I will give them a 50% refund on what they paid for the coin.
Anthony Godfrey:
You've thought about every angle.
Tim Brooks:
It's so much fun.
Anthony Godfrey:
To make this is a great experience.
Tim Brooks:
We want to suck them into learning. Suck them into learning.
Anthony Godfrey:
That's awesome. Okay, before the students come in tell me one record that you wore out you listen to it so much. You had to replace it because you'd listen to it so many times.
Tim Brooks:
For me it was Abbey Road, baby. The Beatles Abbey Road.
Anthony Godfrey:
Well done sir.
Tim Brooks:
Over and over and over. Side two is immortal. It's etched in my mind. I don't have to listen to it. I can just look at the record and I start hearing it in my mouth. It's so good.
Anthony Godfrey:
And how about for you?
David Sherwood:
I mean, I'm a Beatles fan and I think that's why Tim and I connected. But the other one for me was probably Pearl Jam Ten. It's just the grunge error was my era. Like that changed music and created alternate rock and so for me that was the one for me.
That album, that was a seismic shift in music. Like wait, music can do this and it can sound like this? Yeah, love it. Great choices. Okay, let's let's let's talk to some students as they come in.
You want Beatles records? What do you like about the Beatles?
Student 1:
I've listened to them since I was really young with my grandpa. We actually bought, me and my friend bought two last week. We got, uh, I can't remember which ones we got but we got two and it was really cool.
Anthony Godfrey:
Do you have a favorite Beatles song?
Student 1:
I like it “I Want to Hold Your Hand”.
Anthony Godfrey:
That's a great one. That is a great one, a classic. How about you two? I see your Taylor Swift shirt, are you hoping for this Taylor Swift Red record?
Student 2:
Yeah.
Anthony Godfrey:
Are you both fans?
Student 2:
Yeah.
Anthony Godfrey:
So the Taylor Swift, is that an auction or how can you get the Taylor Swift?
Student 2:
I’m pretty sure it’s an auction
Anthony Godfrey:
Are there other records you've bought already that you've enjoyed from the store here?
Student 2:
Midnight Rain.
Anthony Godfrey:
Midnight Rain Is that on the new record?
Student 2:
Um, it's on “Midnights” it’s one of her new albums.
Anthony Godfrey:
Oh, the previous one, not the most recent Poets one but the one before, very good. I like “Mean”, that's a good one. I mean, and “Cruel Summer” but everyone likes that one. Nice shirt. Zoe, talk to me about what you think of this record store.
Zoe:
I really like it because there's like a lot of vintage ones and like ones that like collectors have but they're like really cheap, so like they're worth more than what I bought them for here.
Anthony Godfrey:
Yeah, it's great that people have donated them to make that possible. Tell me about some of the records you've bought that you've been really excited about.
Zoe:
I have a couple of Elvis ones. Those ones were like, those are probably one of the most worth lot. And then I have Summery Oldsman.
Anthony Godfrey:
Oh really?
Zoe:
Yeah.
Anthony Godfrey:
Wow.
Zoe:
I have Paper Roses, that one’s nice. So I have like a bunch of other ones that had like cool cover art.
Anthony Godfrey:
I love that you appreciate the older music and the cover art. Is that sometimes why you're interested in a record? Because of how the cover looks?
Zoe:
Yeah.
Anthony Godfrey:
Tell me some of the things you've done to be able to earn the cards that allow you to buy some records.
Zoe:
Um, help teachers around the classroom or picked up stuff outside.
Anthony Godfrey:
Very cool. Well, keep it up and enjoy that great music.
Hi guys, tell me about what you think of this record store.
Student 3:
It's great, there's some cool records in there, and um, yeah. It’s a cool store.
Student 4:
Yeah, I think it's pretty nice. I like how they have like a lot of records and how much there's like so many records to choose from.
Student 3:
Yeah, a lot of options. I like the options.
Student 4:
Any music taste you can come here and buy some records.
Anthony Godfrey:
What are the records that have caught your eye? What are the ones you purchased?
Student 3:
Um, I think like a Beach Boys one.
Anthony Godfrey:
Oh yeah, nice.
Student 4:
I bought a Sublime one and a Taylor Swift one.
Anthony Godfrey:
A Sublime one? Wow.
Student 4:
I'm hoping to get that Red Taylor Swift one right there. That's really the one I had my eye on for a while. I’ve been saving up for a while.
Student 3:
Yeah, it’ll be a cool record.
Anthony Godfrey:
There is something about listening to a record compared with listening to your phone, isn't there?
Students:
Yeah
Anthony Godfrey:
Thanks for joining us on another episode of the Supercast. Remember, education is the most important thing you will do today. We'll see you out there.
It’s that time of year when Mother Nature brings rain, sleet, snow, and ice in combinations that can create some slick conditions around our schools and buildings.
On this episode of the Supercast, we talk to custodians who are constantly working throughout the day and sometimes into the night to prevent slips, trips, and falls for students, teachers, staff, and parents. Listen and find out how you can help.
Audio TranscriptionBrandon Conti:
Our number one priority is the safety of all students, teachers, and staff.
Mark Nelson:
You know, you start watching that weather and you know when those days are coming and you don't sleep well that night. You usually just get up and get over to the school.
Nathan Morgan:
No slack time. You gotta watch the timing of the storm and the duration. The commute as well, so you need to be on top of all of it.
[Music]Anthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. It's that time of year when rain, sleet, snow, and ice can create some slick combinations around our schools and buildings.
On this episode of the Supercast, we talk with custodians who are constantly working throughout the day and sometimes into the night to prevent slips, trips and falls from students, teachers, staff, and parents. Listen and find out how you can help.
[Music]We're here at West Jordan High School talking with two of our premier custodians about safety during the winter. Introduce yourselves and let's talk a little bit about how to stay safe.
Nathan Morgan:
Okay, I'm Nathan Morgan. I'm the head custodian over here at West Jordan High School.
Mark Nelson:
I'm Mark Nelson. I'm the head custodian at the district office.
Anthony Godfrey:
Now I know that nobody works harder than custodians when the snow falls and starts to stick to the ground. And there are no contract hours when that happens. Whenever it hits, it hits. I know, especially at the district office as I talk with Mark on a regular basis, you're there at all hours. Tell us a little bit about what it's like to clear that snow when it hits hard.
Mark Nelson:
You know, you start watching that weather and you know when those days are coming and you don't sleep well that night. You usually just get up and get over to the school. The district office, we're over there by Jordan Landing and airport number two. So we get the drift wind coming across that airport. So yeah, you know you're going to have a job that morning, but you know we enjoy it. We want to make sure our staff when they show up to work, they don't have to worry about how do I get to the door.
You know, after 33 years of doing this, I love to hear those compliments and the people say thank you for getting us in the building this morning. And you know, we love it.
Anthony Godfrey:
You do a great job. Now tell me about a high school. Activity starts at the high school at 5 a.m. They're lifting weights at 5 a.m. So there's no slack time.
Nathan Morgan:
No slack time. You got to watch the timing of the storm and the duration and since the commute is well. So you need to be on top of all those. So sometimes you get here at 3 a.m. just so you can have it cleared for the athletic kids at 5 a.m.
Anthony Godfrey:
Wow. Now the way my teenage son looks at it, he thinks, hey, the snow is still falling, I'm going to wait till all the snow has fallen. And that's a great stall tactic. But that's not how you work.
Nathan Morgan:
No.
Mark Nelson:
No, no, we show up so that our doors can be open. But if the snow just keeps dropping, we're out there as long as it takes. A lot of times we will clear a path if it's a super bad day. We ask everybody, to please use our path. Please don't walk through the foot of snow. Use the path we've given you. We will get to the rest of it. We care about the space and getting it cleared from edge to edge. That's kind of something in custodial, edge to edge is where we want it. But please give us that space. So use that space and be safe.
Nathan Morgan:
Agreed.
Anthony Godfrey:
Do high school kids ever cut the corner of the sidewalk and go through the snow?
Nathan Morgan:
Yes. Sometimes they go and they park over the curb and it just gives you barely enough room for the plow to get through. Sometimes if I see them sitting in their truck, they're waiting for the building to open because the doors unlock at 5.30 and they're there at 5. “I'll just say, hey, can you back up just a bit so I can get this clear?” They're always very respectful.
Anthony Godfrey:
I didn't think about that. You are clearing snow around student drivers. That's a whole other factor. So we hire an outside company to clear the parking lots. But our custodians are responsible for the sidewalks. And you, Mark, talked about people taking the route that has been cleared, giving you time to get edge to edge and do the rest of the sidewalks.
Mark Nelson:
Yes.
Anthony Godfrey:
What's the advice for those who are arriving at work on a snowy day to help keep them safe and give you the space to complete the work?
Mark Nelson:
Yeah. Be it our secretaries or the students. They're wearing their outfit today. They don't care that it's snowed. Please carry the nice shoes that go with your outfit in your bag. Wear something that's appropriate for the sidewalks and for getting yourself into the building. We've had a couple falls over my career that have been pretty bad. And it's high heels usually. And it's, “Hey, put the nice shoes in the bag. Bring them into the building. Then change.”
Anthony Godfrey:
So wear footwear that matches the weather.
Mark Nelson:
Yes.
Nathan Morgan:
Let us know if there's any ice out there that we missed. If you see something, report it right away so we can get it fixed. We'll get on the mule. We have all our mules on standby on snow mornings. They're ready to go. All gassed up. All salted up. Even when I finish around the building, I'll go fill it up just for that emergency call for a--
Anthony Godfrey:
Oh, so you're ready to go out of the spot?
Nathan Morgan:
We're ready to go, yes.
Anthony Godfrey:
Yeah. And I made the mistake years ago in the high school parking lot of walking up. And I saw a dark spot by my car. I'm like, “I'm sure it's just wet.” And it was ice. Watch for the dark spots. Don't assume that they're wet. I took a pretty good spill. And yes, we did pull it up on the security camera. And yes, it did look hilarious. How about taking a different route? Do you find that people take the sidewalk they're used to, even if there's one right next to it that's been cleared? They'll walk their normal path, right through the snow?
Mark Nelson:
We get that, yes. We get that. And our goal is to get to every sidewalk so you can have your normal day. But please use those paths we've cleared already. And know that we're salting those, so that's the safest path into the building. And we're putting down-- I mean, in your building, I don't know how many pallets you go through of salt, but I go through two pallets of ice melt a season.
Anthony Godfrey:
Two pallets?
Mark Nelson:
Yeah. And that's about 2,500 pounds per pallet of ice melt. So yeah.
Nathan Morgan:
About two years ago, we went through about eight pallets. It was quite a good time.
Anthony Godfrey:
Yeah, now let's talk about two years ago.
Mark Nelson:
22, 23.
Anthony Godfrey:
Two years ago with our two back-to-back snow days.
Nathan Morgan:
Yes.
Anthony Godfrey:
That was remarkable. And I think it was fairly unique to Jordan because, like you described, Mark, we have the wind, we have the lake effect, and we could not clear our campuses fast enough to bring people back in. I'm still a hero in my neighborhood because we had two snow days in a row. And actually, the neighborhood kids came and cleared my driveway as a thank you for the snow day.
Mark Nelson:
That's cool. That's awesome.
Anthony Godfrey:
But anyway, tell me about what it was like working through that two-day blizzard.
Nathan Morgan:
The first day was kind of overwhelming. I remember being out on the front sidewalk about seven, eight o'clock at night. And then I got the text from the custodial department that says, "Go home. We're closing school tomorrow. Go home. Get warmed up. Come back tomorrow morning, clear the snow." And that was kind of a relief because it was the drifts from the sidewalk, from the road to the sidewalk, the plow can't even get through. It was stuck.
Mark Nelson:
It was crazy.
Nathan Morgan:
It was crazy.
Mark Nelson:
Yeah, we had 10, 12-foot piles of snow from doing that. We had to bring in grounds crew to remove those piles at a lot of the facilities because it was so bad. And that's another shout-out to our grounds crew. They help us so much. If we have an area that our mules won't do or this or that, they will get over and help us when they can. And they're an integral part of that us too. And then also our mechanics. All of our equipment needs maintenance. So our mechanics and maintenance, they are awesome when it comes to helping us keep that equipment running. I'm currently using 16-year-old equipment, but it still keeps running and taxpayers are getting their greatest bang for the buck on this equipment because we do keep it running until it doesn't run.
Nathan Morgan:
100%, they are amazing. We have 20-year-old mules out there and they break and they're back up and going the next day without a beat.
Anthony Godfrey:
We do really have hundreds of great employees who dive in, do the work. And like you said, at all hours, 3 in the morning. And I know that on some of our snow days in the past, it's been a delivery day for Cisco. So then we have our nutrition services managers here in the snow, even though everyone else is home. Custodians are here, nutrition services managers are here to receive that food delivery. So there's a lot that goes on even when it feels like things are shut down. I can't thank you guys enough for the work that you do. You do keep us safe and warm and ready to learn. And that is no small feat and it's a 24/7 job, I know.
Nathan Morgan:
Oh, yeah, definitely.
Mark Nelson:
We enjoy it.
Nathan Morgan:
And I love it. I love this job. Yeah.
Mark Nelson:
Yeah. And the poor people in the portables is another thing. We worry about them.
Anthony Godfrey:
Oh, yeah. The whole portables is a whole separate thing.
Mark Nelson:
When we were in elementaries, all those portables have to be cleared too.
Anthony Godfrey:
Those metal ramps and metal staircases that are not very winter-friendly.
Mark Nelson:
Yeah. And pre-send your kids to school with appropriate gloves and things. They love to go outside even when it's...
Anthony Godfrey:
Yeah. That's true. That's true. They need to dress warm.
Mark Nelson:
Uh-huh.
Anthony Godfrey:
Yeah. Well, you guys do a tremendous job. These are great tips on staying safe in the winter. Take the cleared path, wear good footwear, and be ready to walk on the cleared sidewalks until everything is cleared edge to edge.
Mark Nelson:
Yes.
Anthony Godfrey:
But thank you very much. Thanks for taking the time today. And hopefully, we can continue a year like we've had. Lots of snow in the mountains, over 100% snowpack up there, and nice dry roads and sidewalks.
Nathan Morgan:
Oh, yes. Counting on it.
Mark Nelson:
We're ready. We're ready for it though.
Nathan Morgan:
We need it.
Anthony Godfrey:
Okay. All right.
Stay with us. When we come back we'll hear from more employees who are working hard to avoid falls and other accidents in winter weather and throughout the year.
[Music]Never miss an episode of The Supercast by liking and subscribing on your favorite podcasting platform. Find transcripts for this episode and others at supercast.jordandistrict.org.
[Music]Break:
Are you looking for a job right now? Looking to work in a fun and supportive environment with great pay and a rewarding career? Jordan School District is hiring. We're currently filling full and part-time positions. You can work and make a difference in young lives and education as a classroom assistant or a substitute teacher. Apply to work in one of our school cafeterias where our lunch staff serves up big smiles with great food every day. We're also looking to hire custodians and bus drivers. In Jordan School District we like to say people come for the job and enjoy the adventure. Apply today at employment.jordandistrict.org
[Music]Anthony Godfrey:
We're here with Brandon and Bonnie talking about how we avoid accidents, spills, injuries, especially during the icy and snowy season. Thanks for coming. Introduce yourselves and tell us a little bit about the role you play in Jordan School District.
Bonnie Brennan:
Okay, my name is Bonnie Brennan. I'm the director of insurance services, which kind of encompasses a few little things. All of the workers comp, accidents, property casualty, as well as the employee benefits.
Brandon Conti:
My name is Brandon Conti. I'm the risk management coordinator. I deal with all the compliance for the buildings, all the safety-related compliance, and fire code issues I deal with.
Anthony Godfrey:
That encompasses a lot. I don't think people realize. We've got 75 buildings or so, 57,000 students, 9,000 employees, and all the parents and patrons and others who come to buildings. So there are lots of opportunities for, unfortunately, now and then an accident to happen or something to go wrong. We work hard to mitigate those. But let's talk about some of the things that those who are visiting our schools or working in our schools can do to minimize the possibility of injury.
Bonnie Brennan:
Well, I think the most important thing is to just be aware of your surroundings. Pay attention when you're walking in. Watch for that black ice. Make sure you're going into the entrance that's been plowed and salted.
Brandon Conti:
Yeah, I just think we always need to be aware of our surroundings. I mean, that's why I deal with all. We come through the buildings and check everything regularly. But especially this time of year with winter weather, our biggest concern is always slips, trips, and falls. And understanding what door to use, like you said and just being aware of all your surroundings. One of the big things we push is proper footwear. How many people are wearing such horrible shoes for winter weather? Just even high heels. Shoes with no tread at all. Some of our hugest concerns right there.
Anthony Godfrey:
I've been guilty of that. I have noticed. You slip a little bit. You look and I guess I have worn these dress shoes beyond their natural life.
Brandon Conti:
So one of our big concerns right now is when students are being dropped off, we want to have one path of entrance really clear. So we're really pushing that towards the custodians to have the main entrance of the school cleared first. So that everyone knows that's the entrance to the building.
Anthony Godfrey:
So when you pull up and it's been snowy, you may have to adapt.
Brandon Conti:
Exactly.
Anthony Godfrey:
You may not be able to take the same route that you normally take. Walking in or driving in. And that goes back to what you said earlier, building some time so that you can adapt and adjust and not be in a hurry. Tell us about some of the other things that are involved in helping avoid risk and keeping people safe in Jordan District.
Bonnie Brennan:
If you see something, say something. Our custodians can't be everywhere. So if you see something that's been spilled, hang around there until someone is able to get a sign up.
Anthony Godfrey:
About driving onto campus and our parking lots, which our parking lots are cleared by a third party.
Brandon Conti:
That's correct.
Anthony Godfrey:
Tell us about what people could do to avoid accidents in our parking lots.
Brandon Conti:
First and foremost would be to slow down. Everyone wants to drop their students off so fast that it just causes such a problem, especially if there is snow on the ground. So that's what I'd always say is just slow down and then just pay attention to all the surroundings around you.
Bonnie Brennan:
Yeah, because then you don't, if you're slowing down, you don't have to brake abruptly. And if the roads are icy, then you're going to slip.
Anthony Godfrey:
And it's easy for us to maybe talk about some of this and maybe people listening are saying, well, yeah, there's a yellow sign that there's a wet floor. I'll pay attention to that. Or if the roads are icy, of course, I'm going to drive more slowly. But that's not the experience in the moment when you're feeling the stress of getting to school on time when other things are going on. We can’t always count on that. So I think it's an important reminder. We all know we ought to do those things. It's remembering to do them in the moment that's tricky.
Bonnie Brennan:
Right. Be a little late. A little late for work or whatever, as long, you know, but just be safe. Get there safely.
Brandon Conti:
Some of the strange ones we see sometimes is like parents will be in such a hurry that they don't really clear off their car all the way. And then suddenly that's a big deal because then you can't see their turn signals, you can't see that they're braking, their lights aren't on, and then cars in front of you behind you don't even see you.
Anthony Godfrey:
I have never done that, Brandon. I've never done that.
Bronnie Brennan:
Common sense.
Brandon Conti:
Clear the snow off your car.
Anthony Godfrey:
It's a fair point.
Brandon Conti:
Their whole windshield is still covered in snow, except for the windshield wipers only. You can't see around you because you've got to be able to see all around you when you're looking.
Bonnie Brennan:
Especially when there's children around.
Brandon Conti:
Crosswalks.
Bonnie Brennan:
You don't know what they're doing.
Brandon Conti:
You don't see.
Anthony Godfrey:
Expect the unexpected. Expect the unexpected when you're driving around students.
Brandon Conti:
This year has not been too heavy on snowfall, but it's been so cold, so ice is such a concern.
Anthony Godfrey:
Yeah.
Brandon Conti:
Lots and lots of ice melts going around the district right now. So always be aware of the ice melt and the salt.
Anthony Godfrey:
People may underestimate how early our buildings are used. We have kids lifting weights at high schools at 5.30 in the morning and food deliveries and food being prepared even earlier. Bus drivers arriving before five o'clock. So it's very complicated. It's a lot of work, and I appreciate everything that you both do to help keep us safe out there.
Bonnie Brennan:
Thank you, and we appreciate everyone out there in all of buildings.
Brandon Conti:
Yeah, this has been great. Everyone's very in compliance, and I appreciate everyone's hard work.
Anthony Godfrey:
Thank you.
Thanks for joining us on another episode of the Supercast. Remember, education is the most important thing you will do today. We'll see you out there.
(upbeat music)
They are in it to win it on and off the basketball court at Herriman High School.
On this episode of the Supercast, it’s “game on” as we talk to players and coach Doug Meacham about their love of basketball and how it builds character in a culture of teamwork and camaraderie.
Audio TranscriptionDoug Meacham:
Players see me getting rattled and riled up. It's a natural tendency for them to start to lose focus and I'm trying to look for every advantage for us to win a game.
Carlo Mulford:
Culture has really become a tight-knit group of friends and success that the school has never seen in basketball.
Cale Barclay:
We made it to the semifinals last year and now, right now, we're on pace to hopefully win the region.
Stockton:
Confidence is the biggest thing.
[Music]Anthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. They are in it to win it on and off the basketball court at Herriman High School.
On this episode of the Supercast, it's “game on” as we talk to players and coach Doug Meacham about their love of basketball and how it has built character and a culture of teamwork at Herriman High School.
[Music]We're here at Herriman High School today to talk with the boys' basketball coach Coach Meacham. Thanks for taking time to talk with us. You're a counselor here, a coach here. It's a very busy season with class changes and the season well underway so thank you very much for taking the time.
Doug Meacham:
You bet. I appreciate having the opportunity.
Anthony Godfrey:
Tell me about what you love about coaching basketball.
Doug Meacham:
There's probably easier to talk maybe what I don't love because there's so many things that are just awesome. I think just listening to these guys talk about their experience in terms of how they approach things and their leadership qualities, to just watch young men grow, is to me the biggest satisfaction. To get some of those emails back after things have happened in their life there are great accomplishments. That to me, that's the reward. Basketball is a part of it, but you know I think molding young men has been the biggest thing. As former coaches have had such a huge impact on me, you know, I hope to do the same.
Anthony Godfrey:
Tell me about some of those coaches in your life that have had an impact.
Doug Meacham:
Well, I go back to my high school coaches Coach Knight, Coach Eccles, guys who always would say things like, you know, “The things that you're learning now will impact you later in life” and they do. And how they handled their business with their families with just them as individual people was impressive to me. I was fortunate to be a walk-on at the University of Utah with Coach Majerus for a few years. I was a grad assistant with him and so I was around just a phenomenal team and a staff that I just learned so much. It was just amazing to experience that part of it and when I was sitting there sitting at some of those practices is where I thought you know I probably need to do something along the lines of coaching basketball.
Anthony Godfrey:
That's fantastic I love that you've built on those experiences and are now providing those to so many other students. When I mentioned to your principal that I was going to be interviewing you for the podcast, other principals overheard that and said “Oh yeah, he's the guy you want to talk to.” So your reputation is really out there for being such a great coach and a great support to these students. Tell me what is your how would you summarize your approach to coaching?
Doug Meacham:
My approach to coaching is how I would want my own son to be coached. I want to give them a hundred percent. I don't want to ask them to do something that I wasn't willing to do myself. I loved being around teams that understood how to play for the team. Those are the special players and sometimes that takes a few years to break some habits of looking for their own. The generation we live in now is you know you get on these AAU teams and it's all about I've got to figure out how to get my shots and I got to get my opportunity. To combat that with your success will grow once your teammates are thriving. I think as you look at you know Carlo, his last game he had six assists and one turnover. He's a guy that can go and make a basket anytime he wants but he's understanding that it all comes back to him when he puts his teammates first. He'll carry that message into his life.
Anthony Godfrey:
Right, that sense of teamwork is so important and it translates into so many other situations well beyond high school basketball. Tell me about the impact you've talked about watching young men grow. Tell me about the growth that you've seen and the changes that you've seen in these student athletes who've been part of the program.
Doug Meacham:
These guys– for me, it's they've had a work ethic. This is one of the first groups that I have to kick them out of the gym. It's one of those things where if they can't get into the gym here they go find a church. They understand that that's part of it and they've learned to fall in love with the process. Every time after a win I'll say that this maybe isn't how you imagine this win went but it was awesome. Because the expectations for each individual are all slightly different sometimes but they can always have that feeling of you know we did it. It was accomplishment. That's what's fun to watch, is the little switch go over to my role might be that I take three shots this game but I'm gonna make them the best three shots and do my part with the little things that don't get a lot of attention.
Anthony Godfrey:
Figure out your part and make the most of that. How do you set a tone during the game? I always admire how coaches are able to contain themselves and make the most. I mean there's only so much you can do during the game, the preparation comes before that. Talk to me about that sideline mentality.
Doug Meacham:
Yeah, I always tell our parents and players I'm gonna be on the refs for about five percent of the game the other 95 I'm gonna be coaching and teaching. I think if players see me getting rattled and riled up it's a natural tendency for them to start to lose focus and I'm trying to look for every advantage for us to win a game. If I lose focus with one of my players because they think the ref is taking it to us then they're losing the big picture of it. So I think having some experience has helped me with that but I also know that you know I always tell these guys before a game “Hay's in the barn”. Some of them I had to explain what that term meant but they understand we did our work and now let's go and enjoy the rewards.
Anthony Godfrey:
You mentioned hay in the barn. Have you ever run the picket fence?
Doug Meacham:
Similar versions, just haven't called it the picket-
Anthony Godfrey:
Look, I want to be assistant coach for one day for two minutes and I want you to let me call ‘run the picket fence.’
Doug Meacham:
Well, the problem is some of these guys haven't even seen Hoosiers.
Anthony Godfrey:
They haven’t? That's required.
Doug Meacham:
I agree there are some I've shown them scenes and we'll finish Hoosiers
Anthony Godfrey;
I think UHSAA has a requirement in the rulebook that you have to watch Hoosiers.
Doug Meacham:
I agree.
Anthony Godfrey:
Well, I can't thank you enough for coaching here at Herriman High School and for the tremendous positive impact you're having on these boys.
Doug Meacham:
I appreciate it. Thank you.
Anthony Godfrey:
Don't go away. When we come back players talk about how they play hard and learn together and support each other as a team with basketball helping them learn lots of life lessons.
Never miss an episode of the Supercast by liking and subscribing on your favorite podcasting platform. Find transcripts for this episode and others at supercast.jordandistrict.org.
Break:
It's something all parents need to know in the event of an emergency in one of our schools. Hi, I'm Matt Alvernaz, a former law enforcement officer at Army Ranger, now school safety coordinator for Jordan School District. We're talking about the Standard Response Protocol, or SRP.
Knowing SRP will help to keep everyone safe and informed if there is an emergency in one of our schools or buildings. Standard Response Protocol provides consistent, clear, shared language and actions for all students, staff, first responders, and parents. It is language that can be applied to any emergency situation. The SRP actions now used in all schools statewide are HOLD, SECURE, LOCKDOWN, EVACUATE, and SHELTER. To educate yourself and your children on these actions, visit schoolsafety.jordandistrict.org.
Anthony Godfrey:
Coach tell us about these three players we're going to talk with.
Doug Meacham:
These are our three captains and they represent our team and program and they were selected by teammates and coaches. They embody the word student athlete. When you have leaders that go out not only say they get out and do you know what's needed to be done. This is Stockton. He's a senior and he's got an offer to go play at Green River. It'll probably be some others you know down the road but just a great student. He's our sharpshooter on the court. This is Carlo Mulford he's been starting here since he's a freshman and he's just a gym rat. And gym rat in basketball terms is awesome. Just means he wants to stay after as long as possible.
Anthony Godfrey:
Right.
Doug Meacham:
And it's it's why he's where he's at.
Anthony Godfrey:
He keeps Kobe hours.
Doug Meacham:
Yes, he does. He understands that and he's got an offer to SUU and some other junior colleges and others are interested in. He’s only a junior so he'll have others coming down the road. And Cale Barclay here he's committed to SUU and 4.0 student. You know, all the teachers when they talk about any one of these guys they always say “Hey, they are great in their classes” and they understand that. They take that as a priority and it's really easy to coach these guys.
Anthony Godfrey:
Introduce yourselves guys and tell me about being part of Coach Meacham's team.
Stockton:
I'm Stockton. Just since Meach has been here, it's been two years that I played for him now. It's my second year and just the culture change has been such a big thing for me. The confidence I've gained from playing with him and his belief is just so big for not only me but our team in general.
Anthony Godfrey:
Tell me you're the sharpshooter so what are the elements of great basketball shot?
Stockton:
Yeah, I mean just gotta get your feet, gotta get your elbow under. I mean, confidence is the biggest thing. if you're struggling with confidence you're not gonna be a good shooter so always believe in yourself.
Anthony Godfrey:
Yeah. Is there some self-talk that you do during the game or is it all just happening to you and you're in the moment?
Stockton:
I feel like sometimes it's in the moment. You don't ever want to tell yourself you're not gonna make a shot. You always want to have that next play mentality like coach says a lot.
Anthony Godfrey:
The next play mentality. That's great. I love that.
Carlo Mulford:
I'm Carlo Mulford and playing for Meacham has been a great experience for me. These past few years have been great for our program and he just really helps build our confidence. Our culture has really become a tight-knit group of friends and we really want to see each other succeed. He takes a lot of time he takes a lot of sacrifices time out of his day to come help us prepare and get better and you know time out from his own job. I really appreciate that and it's been a great experience.
Anthony Godfrey:
He says you have a great work ethic. Talk to me about the hours you put in. Is it ever hard to stay at the gym longer?
Carlo Mulford:
It's definitely hard, but it's just you know, motivation will get you really far but discipline will just get you even further. There's a lot of days where I'm too tired, or feel like I'm too tired. I don't want to go put in the extra work but it's just a discipline that will just keep you going. Keep you in the gym to continue to get better.
Anthony Godfrey:
I feel the same way about clearing my email inbox. Ten more emails, come on ten more. Let's do it. Okay, how about how about you tell me about your experience.
Cale Barclay:
Yes, I'm Cale Barclay and the last two years, basketball has been the best basketball that I've ever been a part of. First two years here our team struggled. Didn't have a lot of camaraderie or like team togetherness and then Meacham came in and a culture change. Just a huge like energy boost really was the biggest thing and we've seen success that the school has ever seen in basketball. Made it to the semifinals last year and now right now we're on pace to hopefully win the region. That's never been done. Our biggest goal is a state championship and that's what we're looking forward to right now.
Anthony Godfrey:
I love the sound of that. You talked about teamwork. Tell me about how you've learned to rely on each other and talk to me about leadership as a team captain.
Stockton:
Yeah, so I think the biggest thing is just like being friends along with being teammates. Like, we all the time that we're spending outside of school and outside of basketball is usually together. We're all hanging out all the time. So we enjoy each other's presence. Coach says a lot to find guys that you like to work with so the coaching staff that he has he loves to be around. And that's the same with like the players. I just love these guys so it makes it makes it easy to go to battle for ‘em and want to want to do things to make each other better.
Carlo Mulford:
So like he said, we're all best friends. If we're not in the gym together then we're out you know messing around, hanging out with each other at someone's house. So I mean, we've all grown up together so what Meacham has done for us, you know really pushing our culture for a team environment, team basketball. Being able to play for each other and not just ourselves and wanting goals for our team to succeed.
Cale Barclay:
Yeah, I mean there's always been a friendship between all of us. I mean most of our rotation and players we've all played together since second grade. We've all had really tight like not only friendship, but we believe in each other and we know what we're all capable of. So if we're not performing to that standard then we know how to what things to say or what certain things to just keep us motivated and keep on going. I think that's the biggest thing too.
Anthony Godfrey:
I love that. How has being a part of this program changed you? Coach talked about you being student athletes and being really strong students. What's the relationship between being a student and an athlete and have you been changed in this program?
Stockton:
Well yeah, I mean like Cale said in the first two years here it was it was a struggle. Obviously, we're all good, good friends before, but the sense of togetherness wasn't to the standard we would have wanted it at. Ever since Meach came here he just kept that togetherness. I mean we all struggled at the start but ever since he's come in we've really just took that role to a whole other level.
Carlo Mulford:
I mean yeah, what it's done for me personally, a lot. He introduced the “Eyes Up, Do The Work!” program which is really good for not only us but it also brings in a bunch of the other captains in the school. We all get to learn from someone that'll come in and teach us and have us look out for not just our teammates but others around the school. Which is very good for not just us, but everybody really. The example we have for others in the school I know it's really good for everybody.
Anthony Godfrey:
And that focus on helping support you off the court has had an impact on the court clearly.
Carlo Mulford:
Sure. Yeah, like the other people within the school obviously, you know, we look out for them I want to be good examples of them. I'm sure that's why our turnouts for the games are a lot better this year because you want to be a friend of people. You want to be a good example to people, and other people want to be around you if you're that person for them.
Anthony Godfrey:
It's got to feel good to see that support.
Carlo Mulford:
Oh yeah, for sure. We appreciate it.
Cale Barclay:
Yeah, the student athlete part of it, I mean Meacham's a counselor here at Herriman so he's always checking up on our grades and everything.
Anthony Godfrey:
He has access.
Cale Barclay:
Yeah, it's really easy. So he's been good about making sure that people are in the classroom because he preaches ‘how you do anything is how you do everything’. So if you're good in the classroom, staying on top of your grades, then you're gonna be successful everywhere else. So that's a big focus of ours and I think that's helped the team because then there's not people sitting out for grades and doing homework and all that stuff. Everybody can be there on time, all that type of stuff so it's good.
Anthony Godfrey:
You kind of just turned into a motivational speaker. I'm kind of amped now I'm ready to maybe not get out on the court, maybe get into a meeting and really you know get after it. Anyway, you guys are all super impressive. Coach talked about some of the opportunities that you have. Tell me what's what's next for you after Herriman High.
Stockton:
Well, I just received an offer about a couple days ago to play at Green River College Community College in Washington. That's obviously a huge thing to me. Seeing my success and all the work that I've put in to get to this level. I'm super thankful for that. Obviously, I'm not sure what I'm gonna do yet, just kind of play it by ear, but I'm very interested in that and yeah we'll see. Anthony Godfrey:
Okay, great.
Carlo Mulford:
I'm not quite sure whether I want to go straight into college or serve an LDS mission. I'm gonna just see what my options are for you know at Southern Utah already where I have a scholarship and College at Southern Idaho. Whether my opportunities would be best for me to go right now or like after my senior year or you know to serve a mission if that would be best. Also, you know the other schools I'm talking to, hopefully, I can you know gain some more interest in other schools and look at my opportunities there.
Anthony GOdfrey:
It's early in that process.
Carlo Mulford:
I got a couple years.
Anthony Godfrey:
Yeah.
Cale Barclay:
Yeah, so I actually signed to Southern Utah a couple months ago right before the season. Super excited about it. That'll be the spot I go next year. I'm not going on a mission, so I'll be there in 2025. I'm just super excited about it.
Anthony Godfrey:
From Mustang to Thunderbird.
Cale Barclay:
Yes.
Anthony Godfrey:
That's the name for your autobiography now. Okay and then there'll be another mascot after that.
Cale Barclay:
Yeah, that’s the goal.
Anthony Godfrey:
We just need that whole progression. Well, thanks a lot for talking with me. It's gonna be really exciting to watch the rest of the season and best of luck with everything.
Students:
Thank you.
Anthony Godfrey:
Thanks for joining us on another episode of the Supercast. Remember, education is the most important thing you'll do today. We'll see you out there.
(upbeat music)
Her teaching time adds up to more than two decades in the classroom, every day dedicated to transforming the way students learn and experience math.
On this episode of the Supercast, we sit down with Riverton High School nationally recognized math teacher Melissa Brown to talk about her greatest passion and how it led her to receive the very prestigious "Presidential Award for Excellence in Mathematics and Science Teaching."
For listeners who would like to see the YouTube video “Operation Tin Man” created by Melissa Brown’s students and referenced in this episode, click here.
Audio TranscriptionAnthony Godfrey:
I want to go back to something you said about your not being good at math.
Melissa Brown:
I struggled a lot being told I wasn't getting enough out of it. And I think the fact that I know exactly what those students are feeling like, never having that light bulb go on in class, not being the kid that can finish in five minutes. I think the kids take me a little more seriously because they're like, "Well, she had trouble and she could do it."
[Music]Anthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. Her teaching time adds up to more than two decades in the classroom, every day dedicated to transforming the way students learn and experience math.
On this episode of the Supercast, we sit down with Riverton High School's nationally recognized math teacher, Melissa Brown, to talk about her greatest passion and how it led her to receive the very prestigious “Presidential Award for Excellence in Mathematics and Science Teaching”.
[Music]We're here at Riverton High School to talk with Melissa Brown, National Award-winning math teacher. Melissa, thanks for taking a few minutes.
Melissa Brown:
You're welcome.
Anthony Godfrey:
Tell us a little bit about the award that you just received. There are press releases, and this is very rare for someone in Utah to receive this.
Melissa Brown:
So it's called the “Presidential Award for Excellence in Mathematics and Science Teaching”. I was nominated, and then there's a whole application process. I found out two years ago pretty much, so I was a state finalist, and then it was just up to whenever the White House decided to announce the winners. I guess it took them two years to announce the winners.
Anthony Godfrey:
I remember talking about your being nominated and making it to the next level, being a finalist. I had no idea that this was connected. I thought that possibly you had been renominated, but hey, this is how the federal wheels turn sometimes. So tell us about this award, and you went through quite a process to apply.
Melissa Brown:
Yes. So I received an email several, I guess three years now, that said I'd been nominated. So I was nominated by Carolyn Gough, my previous principal, and it just said you've been nominated and said you can apply if you choose.
It's my understanding that a lot of people, after they read through what the process is, decide, no, thank you. Apparently, I was foolish enough to say, “Okay, that sounds good”. So then you have to submit a bio, a resume. It required several letters of recommendations from supervisors, parents, students. I think that was all the letters. And then you have to videotape yourself teaching and then write a bunch of stuff about that video answering a series of questions in like five different areas, I think.
Anthony Godfrey:
Wow, that is nerve-wracking. How many versions of the video did you go through?
Melissa Brown:
Well, I guess I don't know if I should throw somebody in the bus, but I have a funny story about that. So this will be the last time I tell the story because I promise I wouldn't.
Anthony Godfrey:
The people want to know.
Melissa Brown:
I asked one of our instructional coaches to help me out in the filming. So she'd been in frequently just filming me teach. And they just hadn't been what I felt was like a decent video that I felt I had a lot to say about. So finally one day, if you can imagine, she's like with the camera in front of students. I'm trying to teach and my students got so used to her being here, they ignored her. And we finished the day and she got really excited. She was like, “That was it. This is the one. It was great.” She goes, “Let's watch it.” And so we take the camera and we push it and it recorded all of five seconds of an 87-minute class.
Anthony Godfrey:
Oh, no.
Melissa Brown:
And I was just like, “Oh, dear. We have to do that again.” And she immediately was just horrified, very upset. So we both just took a break for a while and said, OK. That wasn't--
Anthony Godfrey:
It took time to reset.
Melissa Brown:
We regrouped. We recorded again a couple of times and found one that she was like, “That was really good. I think you should use that one.” And I was sick of filming and I was like, great. We're going with that one.
Anthony Godfrey:
Well, filming yourself teaching is– and then analyzing it on top of that, that can be pretty harrowing to watch yourself that much. It's a real compliment that with a video and that analysis and perspective from all of these different people that you've won this award, it's really exciting. How does that feel at the end of all this process, two years, all these years of teaching to receive some recognition for that?
Melissa Brown:
I'm not trying to be humble about it, but really I don't know that I don't do a lot of things differently than a lot of other teachers that I work with. I know I have been blessed to have some really great administrators that have supported me and helped me to, I feel like, grow in my job. You know, I had two or three great mentors. Bill Broderick at the time was a fantastic math teacher that I think I emulate him in some ways because everything he did was just phenomenal. Kids loved him.
Anthony Godfrey:
Tell me some of the ways that those mentors, those teachers, and administrators have impacted your teaching.
Melissa Brown:
I think first I just saw that they were really great at connecting with kids and the math came second. I mean, I know it's hard to believe that kids don't just clamor to learn the math stuff.
Anthony Godfrey:
It's the order of operations. You connect with kids first and then you make sure that the math gets through.
Melissa Brown:
I don't know that there's a good acronym for that, though, like the order of operations. We’ll make one up.
Anthony Godfrey:
Yeah, that's true.
Melissa Brown:
I just think they really showed me that it really is the most important thing, is just to connect with kids. And then the math comes second. I mean, how many times do we hear, when am I ever going to have to use this math? And I'm not going to lie to a lot of students and say, "No one's going to come up to you and say, 'Excuse me, could you solve this polynomial for me? I need to know the answer.'" And I'm not going to sugarcoat that for the kids, but I think there's such an importance to learning the processes of critical thinking and just the idea that I can do something hard, that I can progress through more difficult things, that I think it shows kids they can do hard things.
Anthony Godfrey:
A sense of efficacy. A sense of problem-solving.
Melissa Brown:
Yes.
Anthony Godfrey:
A deeper level thinking.
Melissa Brown:
Yeah, absolutely. So, I think they showed me that. I know, you know, I wasn't worried about, did they get the right answer all the time? You got the wrong answer more times than not, but look at the process that you did and how far you came. And that's more important to me, and I think that helps kids connect to me in a way.
I was not good at math when I was in school. My students don't believe me, so I'll pull out my report cards that have Cs on it. And they're like, "You got Cs?" “I know, they let me teach here. Can you believe it?” So, I just think that connection with kids, I think the principals I've had have allowed me some flexibility just to try things no matter how crazy they seem. ‘You want to do what?’ “Yeah, I want to do that. Can I do that?’ “Okay.” Nine times out of ten it fails, but it gives me some idea, and then I can try something else.
Anthony Godfrey:
I'd say nine out of ten times it works. No, I don't understand. But it does make a huge difference when you know you have that support to try something new.
Melissa Brown:
Right.
Anthony Godfrey:
And I love the creativity that you bring to things, and I'm familiar with that creativity. I'm also familiar with the way that you connect with students. You've had a tradition in the past, I don't know if it's ongoing, of creating a t-shirt at the end of your calculus classes. Talk to me about that.
Melissa Brown:
The AP exam's a big deal, and for some students that's the first time they've sat and taken a really difficult exam that covers months of effort.
Anthony Godfrey:
Yeah.
Melissa Brown:
And they're nervous, and so I would try to get them excited about it, and who wants to get up in the morning when they're nervous and have to worry about what to wear. So I said, "Let's make a t-shirt." And it started with us drawing on a t-shirt, and then we got more fancy and did iron-ons. So I've been doing it for a while. Sometimes they were very plain, and it just said, "Riverton Calculus." And then they got to where the shirts make no sense whatsoever. Every joke we had in class showed up.
Once I was in the Atlanta airport, and I got in line to get some food between flights. And I was like, "Why is my face on the back of that shirt?’ I think you're familiar with that shirt. And I just did a double take, and I tapped a guy. I said, "Excuse me." And I was like, "Where did you get this shirt?" It was an older gentleman. And he goes, "Oh, I'm from Utah. I just got it at the DI." But what are the odds that I run into that in the Atlanta airport?
Anthony Godfrey:
Wow.
Melissa Brown:
It's, yeah, I don't do it every year, but--
Anthony Godfrey:
That's a level of fame that not many can claim.
Melissa Brown:
I was in the Atlanta airport, and a random stranger was wearing my face on his shirt. I don't know of anyone else that can say that except maybe athletes.
Anthony Godfrey:
Now, I was the recipient of one of these shirts years ago and on a Saturday morning, I happened to be wearing it. I happened to go into Penny Ann's cafe and tell the listeners who I ran into.
Melissa Brown:
Oh, that would be me and my friends having brunch, yes.
Anthony Godfrey:
I could not wait to walk over to the table and show you and your friends that I was actually wearing the calculus class t-shirt.
Melissa Brown:
I think it should be known that I apologized to your wife for having you wear that t-shirt in public.
Anthony Godfrey:
Hey, that was a Saturday morning breakfast t-shirt, and it was perfect. It was perfect. I've never made a class a t-shirt before, and I thought that was really cool. I thought it was really cool.
Stay with us when we come back more from Melissa Brown on what she loves about teaching math and some of the more interesting interactions she's had with students.
[music]Never miss an episode of The Supercast by liking and subscribing on your favorite podcasting platform. Find transcripts for this episode and others at supercast.jordandistrict.org.
Break:
Hello, I'm Sandy Riesgraf, Director of Communications for Jordan School District, and we want to invite you to connect with us. So many exciting things are happening in your child's school, your neighbor's school, in every school here, every day. Don't miss out on following the fun or simply staying informed when there's important information we need to share. Join us at jordandistrict.org, or follow us on Facebook, Twitter, and Instagram @jordandistrict. We can't wait to connect.
Anthony Godfrey:
I want to go back to something you said about your not being good at math. I think that sometimes if you had to figure out how to get good at something, that really helps you teach others to do the same. Whereas if you're just growing up loving and being great at a particular subject, sometimes it can be harder to put yourself in the mindset of the learner who may not love that subject and may not have that subject come to them naturally. Can you talk to me about how you've been able to relate to students when they've struggled with math?
Melissa Brown:
Yeah, so I have two older siblings, one of which you know.
Anthony Godfrey:
Yes.
Melissa Brown:
The other one, she actually is a rocket scientist. She's an engineer. She works on the rockets.
Anthony Godfrey:
You've told me that.
Melissa Brown:
Right.
Anthony Godfrey:
I mean, rocket science isn't brain surgery, so you know.
Melissa Brown:
It’s not brain surgery is close. And we were close in age. I remember in school she is, you know, still much smarter than I am. That's fine. We have different talents, but I would follow her through classes. And then I would hear from teachers things like, you know, “you're not as smart as your sister.”
Anthony Godfrey:
That is the worst.
Melissa Brown:
Yes. Thank you for telling me that. I knew. Or “you should get your sister to help you with your math.” And I didn't want to be about my sister. And I just didn't get it. And I struggled. I have a lot of experiences that I would not wish on anybody in school math. I struggled a lot, being told I wasn't good enough at it. You know, and I went to college. That was not necessarily in my plan. It ended up happening. And, you know, years go by and then you're like, you know what, I can teach math. And I think the fact that I know exactly what those students are feeling like, never having that light bulb go on in class, not being the kid that can finish in five minutes.
Anthony Godfrey:
Right.
Melissa Brown:
I'm like, that's OK. And I think the kids take me a little more seriously because they're like, well, she had trouble and she can do it now. And I still make mistakes all the time. And I love that they catch them.
Anthony Godfrey:
Yes.
Melissa Brown:
I think it makes me more human to them and them less embarrassed to make mistakes or just try because they're worried it's wrong.
Anthony Godfrey:
It's such an important culture to create in a math classroom in particular, where the answer is right or it's wrong. Focusing on the process, focusing on a connection with students, and making it a place where it is safe to make mistakes and then learn from them.
Melissa Brown:
I agree. I think it's very important that I give a shout-out to my mother who knew that I struggled with math and could cut a grilled cheese sandwich into however many fractions until I understood fractions. So I've had a grilled cheese in sixteenths.
Anthony Godfrey:
Wow.
Melissa Brown:
That was some fancy cutting on my mother's part.
Anthony Godfrey:
That's a lot of crumbs.
Melissa Brown:
But I learned my fractions. I still don't like them, but I can do my fractions now. So my mom is quite proud of that. Probably just as proud of that as she is that I won this award.
Anthony Godfrey:
That's an important part that she played. That's wonderful.
Melissa Brown:
She got me through the fractions.
Anthony Godfrey:
I love that. One of the things that you are known for, and I think this is a great compliment, is that you are able to and eager to teach students across the whole range of math preparedness, math interest. You teach those classes at the very lowest levels and at the very highest levels. So AP, BC, calculus, right through to those where you're helping students catch up that may be behind in math. Talk to me about the rewards of teaching a range of students in math classes.
Melissa Brown:
You know, it's funny that you're a new teacher and you kind of get the classes. It's not uncommon. You get the classes nobody wants. And so when I started, I had one of the remedial math classes and it was hard because I didn't connect well with my students that first year and I just wanted them to do the math and they didn't want to do anything. And that's where my mentor came in and showed me some things to do and really was like, listen, just help them learn something. It's OK if you don't get through the whole core. And over the course of the years, I think I learned different skills, used different strategies, mimicked other teachers. And finally, I think I got very frustrated that so many students were just falling through the cracks with math.
Anthony Godfrey:
Yeah.
Melissa Brown:
I finally went to my principal, Carolyn Gough, at the time and I said, “Can I teach this class” And I very clearly remember her going, “Oh, good, it's about time” or something to that effect. But it was that kind of comment that she was like, I've just been waiting for you to figure it out. Like I wanted you to do it, but you had to want to do it. Teaching my lower-level students is more rewarding and much more work than teaching my advanced students.
Anthony Godfrey:
Yeah.
Melissa Brown:
Because I can't just do one thing and they get it. I have to do it 20 different ways and then figure out 10 more ways. And then still, I have three or four that are like, I don't get it.
Anthony Godfrey:
But the satisfaction that you get from seeing that progress.
Melissa Brown:
I got a new student today. She got through half of the problems we were doing. And she when she said that's easy, I was good for the day. I was like, that was easy. We're done.
Anthony Godfrey:
You take those rewards.
Melissa Brown:
I'll take that. That's fine.
Anthony Godfrey:
Absolutely. Now, this is a rich classroom environment. I think I can safely describe it that way. I remember at one point, this is before it was cool. Everything in your classroom was wrapped in foil, if I recall.
Melissa Brown:
Yeah, I don't like that. I still have an aversion. Operation Tin Man is what we named it.
Anthony Godfrey:
Oh, yeah. Oh, yes. I do see a photo back there with the signatures of those who did it.
Melissa Brown:
Yes.
Anthony Godfrey:
Whoa. And there is photographic evidence. It is as complete as I remember it. That is a lot of aluminum foil.
Melissa Brown:
It's a lot of aluminum foil. And the story only gets better. There is a video on YouTube where they like time-lapse them doing it so you can watch it.
Anthony Godfrey:
Really?
Melissa Brown:
We had a camera set up so when I walked in, it got my reaction. It took me a minute because it had audio. Did I just say what I think? Luckily, I didn't swear. I did. I was like, okay. My mom won't be mad.
That year, we had had a teacher that left the profession and I picked up an extra class because I would do such a thing. And I was teaching a chemistry class, which is not something I enjoy doing, but we did it. So that particular day that I walked in on it, I came in extra early. It was 6, 6.15 in the morning because I had to get through stuff and I didn't have a period off. And I remember when I got here, I didn't understand why my garbage can was outside. And there was like some tape on my door, which I thought was very strange. And so I opened the door and I turned on the light and was immediately blinded. And I was just like, what in the... Every inch of the room was covered in tin foil. We still... I mean, there's still some up there.
Anthony Godfrey:
Every desk individually covered.
Melissa Brown:
Everything in my desk was wrapped. Paperclips.
Anthony Godfrey:
Everything in the desk.
Melissa Brown:
I mean, everything was wrapped. The phone, the keyboard.
Anthony Godfrey:
It was thorough.
Melissa Brown:
Oh yeah, all the books.
Anthony Godfrey:
I've never seen anything like it. And you just pointed that out. In addition to the framed photo, there are three ceiling tiles that remain, at least three, that remain wrapped in foil.
Melissa Brown:
We tried to take it down years ago, but then the ceiling tile started to fall apart.
Anthony Godfrey:
It deteriorates.
Melissa Brown:
It just holds the ceiling tile.
Anthony Godfrey:
That's perfect. That's perfect.
Melissa Brown:
Yeah. I mean, I did the floor. So needless to say, nothing really got accomplished for me that day. However, I did learn several things. I know what it feels like to be a baked potato because it was in May.
Anthony Godfrey:
Fair. Fair.
Melissa Brown:
So it was very hot with the windows.
Anthony Godfrey:
Wow.
Melissa Brown:
You can write on tin foil and it erases with whiteboard markers so you can...
Anthony Godfrey:
I did not know that. I did not know that.
Melissa Brown:
It comes right off. Just be careful. I cut my hands a few times. That's okay.
Anthony Godfrey:
Wow. Injuries.
Melissa Brown:
Injuries, yeah.
Anthony Godfrey:
Again, risk management doesn't listen to the podcast, so we're okay.
Melissa Brown:
It's in the past.
Anthony Godfrey:
So you've created some incredible memories in math class.
Melissa Brown:
Just a few, yeah.
Anthony Godfrey:
And that's not always the case in math class.
Melissa Brown:
There was a little math in there. In between some things.
Anthony Godfrey:
There's a lot of math. There's a lot of math. But like you said, those relationships shine through, so to speak, with these things happening in class. So tell me, what do you love about teaching math?
Melissa Brown:
That is a good question. I like teaching kids. I happen to be good at math communication with kids. I just like teaching kids. So I don't know it's different for any teacher that enjoys their profession, whatever subject level. I just like teaching the kids and working with the kids.
Anthony Godfrey:
Tell us what's next with the award.
Melissa Brown:
So there's a monetary award, so I'm looking forward to getting some money.
Anthony Godfrey:
And do you remember that number as a math teacher?
Melissa Brown:
It's $10,000.
Anthony Godfrey:
$10,000. Not too shabby.
Melissa Brown:
I'll take that. Not too shabby, yes. And supposedly there's a trip for some recognition to D.C. in the future, so that's coming up.
Anthony Godfrey:
Well, fantastic. We look forward to hearing about that. And once again, congratulations. I've known you for many years, and through all those years, I've known you're a fantastic math teacher, but you're a fantastic teacher of students who connects with people like nobody else. As you've demonstrated over and over, it has a passion for connecting with kids however you have to make that math stick. So I appreciate your creativity, your hard work, and your connection with students. That's a positive impact that's going to last for a very long time.
Melissa Brown:
I really appreciate that, and I wouldn't be who I am without a lot of help from a lot of different people.
Anthony Godfrey:
Thanks for joining us on another episode of the Supercast. Remember, education is the most important thing you will do today. We'll see you out there.
In 1905 a loaf of bread cost 4 cents, a gallon of milk 29 cents, you could buy a brand-new car for $500, and in 1905, Jordan School District was established.
On this episode of the Supercast, we take you back in time to the earliest days of Jordan School District, from historic classrooms to the first graduating class of five at Bingham High. Join us on a journey 100 years in the making with historian and retired teacher Scott Crump, who authored a book you’re about to hear all about ‘The First 100 Years: A History of Jordan School District.”
The survey to win a copy of the book has closed.
Audio TranscriptionScott Crump:
When Jordan School District turned 100, they asked me to really write a trilogy.
Anthony Godfrey:
So when you see the bus stop at the railroad crossing, that's the result of that tragic accident in the 30s in Jordan School District.
Scott Crump:
We're not going to send it up to the rough Bingham High School.
[Music]Anthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. In 1905, a loaf of bread cost $0.04, a gallon of milk cost $0.29, and you could buy a brand new car for $500, and in 1905, Jordan School District was established.
On this episode of the Supercast, we take you back in time to the earliest days of Jordan School District, from historic classrooms to the first graduating class of five students at Bingham High School. Join us on a journey 100 years in the making with historian and retired teacher Scott Crump, who authored a book you're about to hear all about, "The First 100 Years, A History of Jordan School District." Listen and find out how you can enter to win one of these beloved books.
[Music]We're here at Bingham High School in the alumni room talking with local historian and former Bingham High School teacher Scott Crump. Thanks for taking time with us.
Scott Crump:
You're welcome.
Anthony Godfrey:
Scott, tell us about some of the projects you've been involved in as a historian over the years.
Scott Crump:
I was a teacher here for 37 years. I taught all at Bingham High School. I taught history and government. Following in the footsteps of my father, he taught at Bingham High School for 36 years. We overlapped a few years. But I love history. I just remember, clear back, when I was in elementary school, the PTA had a history of Copperton and Copperton Elementary that I attended. And I just was so interested in that. Because I knew people who were like the first people to live in Copperton. I loved it so much that when I went to college, I majored in history. And as part of my senior project, everybody had to do a senior writing project of some kind. I chose to write the history of Copperton. So I did a small history of Copperton, which would later become a book. And that was the first history I published back in '78, I think.
And after that, then it just gets in your blood. So I was asked to write the history of Riverton, where I eventually would move. So I co-wrote a history of Riverton. And then was asked to write a history of the Bingham Copper Mine that they sell up at the souvenir place. So that's my biggest seller there.
Anthony Godfrey:
Do you ever go up there and secretly autograph a couple of copies? You've got to take a Sharpie into the store and do a little secret autograph there.
Scott Crump:
I could, but I haven't done that yet. But when Jordan School District turned 100, they asked me to really write a trilogy because I wrote the history of Jordan School District and then Jordan High School, then Bingham High School.
Anthony Godfrey:
What's crazy is that Jordan School District's 100-year celebration was now 20 years ago, and I remember it. I remember the logo that went with it, and we're thumbing through the book here that you wrote. It's really quite amazing. And there are some very memorable things that happened throughout the history of Jordan School District. So 120 years later, what are some of the things that you remember from putting this together about Jordan School District?
Scott Crump:
First of all, there was a lot of opposition to forming the Jordan School District because each community, there were about 36 communities that had their own school district. So every community, whether it be Sandy or Herriman or whatever, they had their own school district area, Bingham had its own school district. And the state urged the school districts to consolidate. The reason why is because the small school districts could only afford to do grades 1 through 8.
Now, most people only went to grades 1 through 8, but when you graduated from grammar school in the 1800s, that was basically it. But in the late 1800s, Utah started to have a few high schools like West and East High School or Salt Lake City High School. And so the only way you could afford that kind of education is for many communities to put in tax money to do that. So they were encouraged to do that.
So the state legislature passed a law which said that all of these smaller districts had to consolidate. So we would have the Salt Lake City School District, the Jordan School District, and the Granite School District in Salt Lake County. And that way, they then could use the money from many communities to form the 9 through 12 high school education.
So it took two years, but Jordan District would form in 1905, and then in 1907, they would organize the district's high school, which was Jordan High School. And Granite did the same. They had their district high school, Granite High School. By the next year, it was so inconvenient that people from Bingham didn't want to come down to Sandy every day to go to high school. So they formed Bingham High School in 1908 up in Bingham. So all of our area school district went to Jordan High School except for Bingham and Lark and the Bingham area on the west side.
Anthony Godfrey:
Now, at a certain point, it seems to me that there were only blue-collar mascots at all of the high schools because you had the beat diggers at Jordan, the farmers at Granite, and the miners at Bingham.
Scott Crump:
Exactly, and that's just the way it was for the first years. And clear until 1958, they had the big uproar because Jordan High School was growing so large that it couldn't accommodate all the people from West Jordan, South Jordan, Herriman, and all the east side communities. So the school district proposed that everybody on the west side of the Jordan River go to Bingham High School and everybody on the east side of the Jordan River go to Jordan.
Anthony Godfrey:
So initially, Bingham was only those who were very distant from Jordan High School, and so the boundary expanded. Fascinating. It's very interesting to hear about boundary changes that long ago, but also the legislature getting involved in consolidating districts where most recently in the last 20 years, the law has shifted around dividing school districts, Jordan and now Alpine. So that is a shift.
Scott Crump:
A lot of uproar, especially—well, a lot of the uproar was coming from South Jordan. They were not going to send their kids up to the rough Bingham High School in Copperton.
Anthony Godfrey:
Now, to be fair, things were a little rough around the mine, weren't they?
Scott Crump:
Well, miners can be rough.
Anthony Godfrey:
One of the defining moments in the history of Jordan School District was the tragic incident with the train and the bus from Jordan High School. Can you tell listeners a little bit about that?
Scott Crump:
Yes. This was back in, I think, '39, 1939, and it was pretty overcast and bad weather that day. There was a bus that started in the Riverton-Bluffdale area and crossing the railroad tracks at about 100 south there. The driver did not see the train coming north on the tracks there. The driver stopped. He looked, but the train came and just broadsided the bus and killed, I think it was, 19 students. It was just a horrible, horrible accident. As a result of that accident, they passed national laws to make it required that a bus stops at a railroad crossing.
Anthony Godfrey:
Right. So when you see the bus stop at the railroad crossing and open the door to look, that's the result of that tragic accident in the '30s in Jordan School District.
Scott Crump:
Exactly.
Anthony Godfrey:
Don't go away. Up next, some of the more unique, if not completely strange stories Scott Crump uncovered during his research into the first 100 years of Jordan School District. And stay tuned to find out how you can get your hands on a copy of this important history.
[Music]Never miss an episode of The Supercast by liking and subscribing on your favorite podcasting platform. Find transcripts for this episode and others at supercast.jordandistrict.org.
[Music]Break:
Are you looking for a job right now? Looking to work in a fun and supportive environment with great pay and a rewarding career? Jordan School District is hiring. We're currently filling full and part-time positions. You can work and make a difference in young lives and education as a classroom assistant or a substitute teacher. Apply to work in one of our school cafeterias where our lunch staff serves up big smiles with great food every day. We're also looking to hire custodians and bus drivers. In Jordan School District we like to say people come for the job and enjoy the adventure. Apply today at employment.jordandistrict.org
[Music]Anthony Godfrey:
Now, there was a principal at Bingham High School who actually shot his student at the barber shop. Isn't that right?
Scott Crump:
He did. You read the story.
Anthony Godfrey:
I have read the story. Tell us a little bit about that.
[Laughter]Scott Crump;
Well, this was around the late teens and there was a principal at Bingham High School and he came home one day and he found a student in bed with his wife. He found the student out at the barber shop. He went and shot him dead.
Anthony Godfrey:
And from what I recall, he would serve no time because he was preserving the sanctity of his home. That was the determination, preserving the sanctity of your home.
Scott Crump:
Exactly.
Anthony Godfrey:
You'll need to read the Bingham history if you want to know more about that story, but it is an interesting one. So that's the formation of Jordan School District. What were some of the big moments through the history of Jordan District up through 2005 when you wrote the history?
Scott Crump:
Well, I would think that one of the big things is in the '60s and '70s just trying to handle all the growth that Jordan School District was growing so fast. The Bingham and Jordan High Schools were formed in 1907 and 1908. There wasn't another high school until Hillcrest in 1962. So you go all those years and you don't have another high school. But then you've got Hillcrest in the '60s and Brighton and all these schools coming online and Bingham moving here in '75. And that's one hard thing for me to believe that this will be the 50th year for Bingham High School here.
Anthony Godfrey:
In this building?
Scott Crump:
In this building.
Anthony Godfrey:
And this is—is this the fourth building that Bingham High School was housed in?
Scott Crump:
This is the fifth.
Anthony Godfrey:
The fifth one?
Scott Crump:
The fifth location. Another fun thing I found was when I was researching the book, in the back I put the eighth grade graduation examination. So if you graduated from high school—
Anthony Godfrey:
Oh. Let's take a look.
Scott Crump:
If you graduated from eighth grade in 1908, this is a partial test that you would take if you wanted to get through your eighth grade diploma.
Anthony Godfrey:
All right. Let's take a look. Name five American inventors. How did the invention of each affect the United States? It's an interesting emphasis on invention. Okay. All right. Let's try some math for those out there. Are you smarter than an eighth grader in 1908? Let's see.
Find the cost of carpeting a room that is 14 feet 6 inches by 16 feet if the carpet is 3/4 of a yard wide and is worth 210 per yard? That's a very practical question.
How about this? 7/20 of a square rod is what part of an acre? 7/20 of a square rod is what part of an acre? Express the answer decimally.
Okay. Go ahead. If you're listening, send me an email with the answer to that question, would you? I'll give you a prize. I buy—oh, yeah. Okay. Let's look at grammar.
Scott Crump:
From memory. Write from memory, at least two verses from some poem you have learned.
Anthony Godfrey:
Now, that one I could do. That what I could do. I could throw out some Frost. I could throw some Edna St. Vincent Millay your way. But I was an English teacher, so that's kind of cheating a bit.
Okay. How about this? What is the value of a tank of oil, which is 8 feet in diameter and 20 feet long—24 feet long if the oil is worth 25 cents per gallon? That's also worth a prize. Email me the answer to that one. That one's worth a prize. Okay.
Scott Crump:
Or you go to the next one and you can see what a Jordan School District contract is.
Anthony Godfrey:
Oh, yeah. Let's look at the contract.
Scott Crump:
And what you'd be doing and having to—
Anthony Godfrey:
You are to reside in the community where you teach and less excused by the board. Wow. Okay.
Scott Crump:
See, that's why we lived in Copperton because when my dad came to teach at Bingham High School, he was supposed to be living in the community where the high school was. Now, one of the problems was that Copperton was a model community that only rented to minors who worked at Kennecott. So the Jordan School District built the apartments there and the two duplexes by them so teachers could live by the high school. And so we lived in one of those Jordan School District duplexes there by the school.
Anthony Godfrey:
I've always admired your work, your passion for teaching, that you're a part of the history of Bingham. You're an integral part of the history of Bingham, and you've been able to be a part of the history of Jordan School District more broadly. And obviously, the cities that make up Jordan School District. So thank you for all those contributions and for continuing to represent Bingham and Jordan so well.
Scott Crump:
It's a pleasure. I think history is a great tool to understanding, and that's what makes it so great. I mean, and being a teacher here, I've been many places, and I've never regretted the fact that I was a teacher, because I know that as a teacher, I made a difference.
Anthony Godfrey:
Well, I've talked with people who felt that impact from you, and I know there are thousands of them.
Scott Crump:
I mean, you have paydays all the time.
Anthony Godfrey:
Yeah.
Scott Crump:
Next week, I'll start working at the legislature.
Anthony Godfrey:
Yeah.
Scott Crump:
And I will have two students who have been elected as state representatives.
Anthony Godfrey:
That's got to be very rewarding as a history teacher to see that your former students are serving there in the legislature.
Scott Crump:
Or other places. I have two students that are teaching here in the social studies department at Bingham High School.
Anthony Godfrey:
Well, thank you for being such a positive influence at Bingham and in Jordan and everywhere you go. Good luck with the legislative session. I've seen you up there in the green coat, helping facilitate things. It was really fun to spot you up there a few years ago. It's an honor knowing you and having worked with you, and I wish you the best. Thanks for talking with us.
Scott Crump:
Thank you, Anthony.
Anthony Godfrey:
Thanks for joining us on another episode of the Supercast. Go to my podcast website at supercast.jordandistrict.org and find episode 281 where you can enter to win a copy of the book. Thanks for joining us on another episode of the Supercast. We'll see you out there.
[Music]
They are key to keeping school spirit alive at home games and away, even on any given day, throughout the halls of Bingham High School.
On this episode of the Supercast, we meet cheer coach Amber Thomas and her talented squad of cheerleaders at Bingham High. Find out what it takes to make it in cheer, and how Ms. Thomas inspires her team to cheer louder and prouder, performing incredible stunts, always being the very best they can be.
Audio TranscriptionAmber Thomas:
It's kind of a hard standard because you have to seek perfection. And I don't believe in perfection in like real life.
Anthony Godfrey:
What are some of the myths about cheer?
Amber Thomas:
People misunderstand the athleticism that's required. The good is that now the girls and the boys can say that they're a sport, you know, that's great.
Anthony Godfrey:
Right.
Amber Thomas:
We get to get the trophy that everybody else gets.
[Music]Anthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. They are incredible athletes who are keeping school spirit alive at home games and away and throughout the halls of Bingham High School.
On this episode of the Supercast, we meet cheer coach Amber Thomas and her talented squad of cheerleaders at Bingham High School. Find out what it takes to make it in cheer and how Miss Thomas inspires her team to be at their very best.
[Music]We're here at Bingham High School talking today with Amber Thomas, cheer coach, instructional coach, and teacher. Thanks for taking a few minutes.
Amber Thomas:
You're welcome. This will be fun.
Anthony Godfrey:
I understand that you just won the first competition of the year.
Amber Thomas:
Yeah, we did just barely. We went to Bountiful High School with both of my teams. JV and Varsity both won their division. So it was a super good start to this season.
Anthony Godfrey:
That's fantastic.
Amber Thomas:
We have our national qualifier on Saturday at Mountain America Expo Center.
Anthony Godfrey:
So once things start, they don't stop.
Amber Thomas:
No, then all your weekends are gone.
Anthony Godfrey:
Well, you know what I love is that years ago I was on the sidelines with you. I don't know if you remember this and I said, "Well, have a great weekend when it starts." And you said, "This is my weekend. This is what I love. This is what I love to do”
Amber Thomas:
Yep, yep. Games and then cheer. That's what we do.
Anthony Godfrey:
So tell me about how the competition is structured. You won this previous competition. You have another one coming up this weekend. January is regionless. Is that right?
Amber Thomas:
Yep, we are going to do region here at Bingham High School.
Anthony Godfrey:
Oh, it's a home-court advantage.
Amber Thomas:
Yeah, we typically don't do region. They have divisionals for cheer, but our principal here at Bingham, Rodney Shaw, encouraged us to do region and we're going to host it on January 8th. So it'll be fun. But we'll do three routines there. So we do our show cheer, which we compete at all the competitions. We're going to do a cheer that includes both of my programs and then a sideline dance, which is a majority of the girls.
Anthony Godfrey:
So tell me about the first type, the show cheer. What does that involve?
Amber Thomas:
That involves elite stunting and tumbling and pyramids and like all the things that are super skilled. It's 70% of our score. And then the cheer is only 15% and then the sideline dance is 15%.
Anthony Godfrey:
So the sideline dance is the same thing that you would be doing in a game?
Amber Thomas:
Yeah, with more finesse.
Anthony Godfrey:
With some enhancements.
Amber Thomas:
Yeah, enhancements are a good way to put it.
Anthony Godfrey:
As you're preparing, let me ask you this. How many of your cheerleaders can do a full?
Amber Thomas:
That's a good question. I think we have on varsity maybe 17 out of our 23 that compete. And then on JV, I think we have five or six.
Anthony Godfrey:
I ask that mostly to show that I know what a full is.
Amber Thomas:
I know, I'm impressed. I'm impressed. And I even have a couple athletes who can do standing fulls.
Anthony Godfrey:
I would love to see a standing fold before we leave today. I'm so impressed with the level of discipline and preparation and really perfection that is required in competition.
Amber Thomas:
Yeah, it takes a lot.
Anthony Godfrey:
If you're a baseball player, you miss a bunch of pitches, but you finally hit a home run, you had an amazing game.
Amber Thomas:
Right.
Anthony Godfrey:
In cheer, you miss, you bobble, you forget your step, and maybe everything crashes down. Talk to me about how that feels for the cheerleaders and for you.
Amber Thomas:
Yeah, I mean I think that it's kind of a hard standard because you have to seek perfection. And I don't believe in perfect in perfection in like real life.
Anthony Godfrey:
Sure.
Amber Thomas:
So I think that's hard for the girls. So you know we always tell them to try to hit zero, which means we had a clean routine. But even if they don't hit zero it doesn't mean that they didn't do a great job. Like last weekend varsity had one deduction and we still won. I think JV actually had a clean routine. I think that standard is hard because in real life you can fall and get back up and you're good, in cheer you fall and you might get fifth.
Anthony Godfrey:
Right, right. So tell me what are some of the things that you can be marked down for.
Amber Thomas:
Okay.
Anthony Godfrey:
Some of the little things that for those who aren't familiar with competitive cheer, what are some of the things that really will cost you points?
Amber Thomas:
The things that will cost us points is if during tumbling, if a skill touches down so their hands come to the ground they're not supposed to. And then for stunting if they are in the air and they come down or if they bobble. So the stunt, you know when the crowd says like, "Oh”, but they stay up like that would be considered a bobble.
Anthony Godfrey:
I know exactly what you’re talking about.
Amber Thomas:
So if it makes you gasp you should get a deduction for it.
Anthony Godfrey:
Okay, alright. What are some of the things that this team is particularly good at? Why did JV and Varsity both take 1st in this first competition?
Amber Thomas:
Well, I think that they’re a highly skilled group of kids. But I think that their work ethic and really their team camaraderie might be unmatched and I think that that's why they started off successful. I mean every single team in our region is super, super strong. But these girls have a work ethic and they have a drive and I think that they have bars set for them. I don't know if it was by me or the groups before them but they know that they're held to a different standard.
Anthony Godfrey:
Well, you do set a high bar for them. Tell me about expecting a lot of the team. Even as I walked in I can just tell that they want to do what you're asking them to do. You have them wanting to be at their best.
Amber Thomas:
Yeah, they know that I demand a lot and I demand a lot in the classroom as well. Like I check their grades every single day. They don't get to compete if they have an “F” which is not UHSA standard. That's my standard. We don't let them miss practice. Which is hard because they're also kids and have to be with their family. But they are all very committed and that's kind of why they're great.
Anthony Godfrey:
What's the most difficult stunt? What requires the most skill in competition and what do you guys do?
Amber Thomas:
Varsity does the very first of their routine. They do a handstand and a twist at pirouettes and then they toss her to the top. And then in addition to that they have two more elite skills that follow.
On our JV routine, the hard skills are from Preston. He's amazing. So he does individual partner stunts that I haven't seen any other male cheerleader do in the state. So we're hoping that he can continue at the next level because of his athleticism.
Anthony Godfrey:
And what year is he? He's a senior. He's a senior. Okay, this is his year. Yeah, you want to see him do a standing full?
Anthony Godfrey:
I would love to see him do a standing full.
Amber Thomas:
Preston. Let me grab him. Preston. That's his warm-up.
Anthony Godfrey:
Wow. Okay. The warm-up is pretty impressive. Alright, let's see the standing full Preston. Wow. Okay. Not even if I slipped on the ice could I do that. Preston, tell me about what got you in the cheer.
Preston:
It was kind of a really random day. I was leaving school and tryouts were that day. And Jocelyn, she was like, "Hey, you should come to tryouts tonight." So then I was like, "Fine." I filled out the paperwork and then I just showed up.
Anthony Godfrey:
So you're like one of those guys that just shows up at a marathon and runs up with no training in other words. You show up and you have the athleticism to do it.
Preston:
I think so. I did other sports like parkour. So I knew a few basic flips and stuff, but just basic knowledge.
Anthony Godfrey:
What is it like to be coached by Amber?
Preston:
It's awesome. Amber's a great coach. She really is good at teaching you, coaching you individually, helping you with your specific needs and stuff.
Anthony Godfrey:
Well, congratulations on being part of the team. I hope you have a great senior year and nail that competition.
Preston:
Thank you so much.
Anthony Godfrey:
Thank you. And congrats on 1st last week.
Preston:
Thank you.
Anthony Godfrey:
That's awesome.
Preston:
Thank you.
Anthony Godfrey:
Tell me, what are some of the things that people misunderstand about cheer? What are some of the myths about cheer?
Amber Thomas:
I think that people misunderstand the athleticism that's required. Back when I went to school or even before that, it was just a supportive activity to help support a spirit and enthusiasm at events. It went from that into this whole beast of its own, which requires extreme athleticism and precision and all the things.
Anthony Godfrey:
And now UHSAA has sanctioned the sport. This is going to be the third year of competition under UHSAA, is that right?
Amber Thomas:
It will be the third year.
Anthony Godfrey:
What impact has that had on the sport at the high school level?
Amber Thomas:
I mean, I think it's had both good and bad impacts, honestly. The good is that now the girls and the boys can say that they're a sport. That's great. We get to get the trophy that everybody else gets. And I guess in notoriety, but it does put limits of when your season is and how many comps you can go to. You have to fit their funding into what the UHSAA says it should be, which isn't a problem, typically. But there are some different limitations that you have with the things being sanctioned.
[Chanting][Music]Anthony Godfrey:
Stay with us. When we come back we talk with members of the cheerleading squad at Bingham High School.
[Music]Never miss an episode of The Supercast by liking and subscribing on your favorite podcasting platform. Find transcripts for this episode and others at supercast.jordandistrict.org.
[Music]Break:
It's something all parents need to know in the event of an emergency in one of our schools. Hi, I'm Matt Alvernaz, a former law enforcement officer at Army Ranger, now school safety coordinator for Jordan School District. We're talking about the Standard Response Protocol, or SRP.
Knowing SRP will help to keep everyone safe and informed if there is an emergency in one of our schools or buildings. Standard Response Protocol provides consistent, clear, shared language and actions for all students, staff, first responders, and parents. It is language that can be applied to any emergency situation. The SRP actions now used in all schools statewide are HOLD, SECURE, LOCKDOWN, EVACUATE, and SHELTER. To educate yourself and your children on these actions, visit schoolsafety.jordandistrict.org.
[Music]Anthony Godfrey:
We're talking now with three of the captains of the cheer team here at Bingham High School. Tell me your name, your grade, and we'll talk a little bit about the program.
Cheer Captain:
Okay, I'm Jensyn Bunkall and I'm a senior.
Cheer Captain:
I'm Joslyn Pedersen, I'm also a senior.
Cheer Captain:
I'm Cami Reynolds, I'm also a senior.
Anthony Godfrey:
Tell me, what is it like to be on Amber Thomas' cheer squad?
Cheer Captain:
It can definitely be difficult at times, but I think that she pushes us to be our very best, and without her our team wouldn't be as good as we are.
Anthony Godfrey:
What are your favorite parts of being on the cheer team?
Cheer Captain:
I really like the girls on it, and I feel like we've all just become such one family. We're so close to each other, and that's what I like most.
Cheer Captain:
I love going out on the floor and performing. I think just being out on the floor and performing is so much fun. I think doing it as a team makes it even better because we're so close.
Cheer Captain:
I love going to nationals with all of them because it's more of a fun experience as a high schooler, alone without parents.
Anthony Godfrey:
When are Nationals this year?
Cheer Captain:
February.
Anthony Godfrey:
February. And you've already won your first competition. Congratulations on that.
Cheer Captains:
Thank you so much.
Anthony Godfrey:
Why do you think you have such a great start already?
Cheer Captain:
This year, I think our team's super close, and I think it helps us a lot. We all enjoy being with each other, and I think it helps us become closer as a team to do better. I also think our coaches have a huge impact.
Cheer Captain:
I think this year they're pushing really hard for us to be able to do really good, and I think that helps a lot for sure.
Cheer Captain:
I also think everyone's more confident with each other and believe in each other, so it's like encouraging to others.
Anthony Godfrey:
What are some things that you did growing up to prepare to be part of Cheer here at Bingham?
Cheer Captain:
I cheered when I was little and just pushing myself to make it on the team.
Cheer Captain:
Yeah, I also did All-Star Cheer before I came here for two years, and that's where I learned to start, and a lot of tumbling stuff too.
Cheer Captain:
I actually did dance most of my life, but before I tried out, I talked to some of the girls on the team and stunted with them, and then asked them what I needed to do to get more onto the team and what I needed to do to get prepared for it.
Anthony Godfrey:
What made you want to switch from dance to cheer?
Cheer Captain:
I did cheer when I was seven, and I think cheer would have been more fun to get more involved with the school.
Anthony Godfrey:
You all make a huge impact on the school, and I can't wait to see how things go in the region and state. I really like your chances. You guys are awesome, so thank you.
Cheer Captains:
Thank you so much.
Anthony Godfrey:
We're talking now with three of the freshmen on the Bingham squad. Introduce yourself and tell me what middle school you go to.
Freshman:
So my name is Oakley Headrick, and I go to Elk Ridge Middle School.
Freshman:
My name's Anni Headrick and I go to Elk Ridge Middle School.
Freshman:
Hi, I'm Sadie, and I go to Sojo.
Anthony Godfrey:
Tell me, what is it like to be a freshman on such an elite team here at Bingham?
Freshman:
It's kind of intimidating, not going to lie.
Freshman:
I really like it because it's like I don't really ever have to go to school. I have four classes, and I'm just going to come here, so it's fun.
Freshman:
Yeah, I love it so much. It's just like such a cool experience to go to the high school and as a freshman, you know?
Anthony Godfrey:
What do you love most about being part of cheer?
Freshman:
Probably just seeing the environment, all the friends, and the competitions, the games, everything.
Freshman:
I like the experience that you get being on it and the environment of the school and just how it's just so fun.
Freshman:
Yeah, like the twins said, the environment's awesome.
Anthony Godfrey:
I thought you guys looked alike. No, I'm just kidding. What was it that you did to prepare to be part of cheer here at Bingham? You've grown up doing tumbling dance. Where did you start?
Freshman:
I did dance for, I think, 11 years, and then I was like, "You know what? I want to change."
Freshman:
So I did cheer, and I had a mental block when I was trying out. One day I was like, "You know what? I'm going to do my standing tuck because I want this so bad." It just seemed so fun when I was growing up. I just did it, and I was like, "Wow!"
Anthony Godfrey:
And it worked in tryouts. Describe again what you were trying to do that you were hung up on before.
Freshman:
I got a mental block at All-Star Cheer, and I just couldn't do any backwards tumbling. It was so scary for me. I couldn't get myself to do it. I kept on putting in the hours, and I just one day just did it.
Anthony Godfrey:
And has being part of Bingham Cheer helped you overcome that as well?
Freshman:
Yes. I'm fully recovered now.
Anthony Godfrey:
And that's way in the past.
Freshman:
I had seven years of All-Star Cheer. Actually eight, I think. Eight seasons of All-Star Cheer.
Freshman:
And then we went down basically every day and just tumbled.
Freshman:
Whatever we could do in our basement, we did every day to prepare to get here.
Anthony Godfrey:
Congratulations on your win this last weekend, and good luck on the weekend coming up.
Freshmen:
Thank you.
Anthony Godfrey:
Thanks for joining us on another episode of the Supercast. Remember, education is the most important thing you will do today. We'll see you out there.
(upbeat music)
They are students learning to be crime fighters on the web and a wide expanse of the internet world.
On this episode of the Supercast, we take you to JATC North where students are enrolled in a brand-new cybersecurity course. Find out how they are learning things like digital forensics which can take them down career paths as digital detectives, working at local businesses, in education, or exploring opportunities at the Department of Defense.
Audio TranscriptionAnthony Godfrey:
When you are working on cyber security issues, do you kind of imagine an enemy like someone who's trying to get in.
Levi Hansen:
Yeah, it's a bit like that. It's kind of like a Tower Defense game where I'm like setting up my defenses for enemies coming in.
Mark Ogden:
The students are learning how to do hacking so that then they know how to better protect against that.
Khanon Curtis:
They're my favorite classes I have that I'm taking. And especially even out of school and after class, I love to do things that we do in this class.
[Music]Anthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. They are students learning to fight crime on the web and make it a safer place for everyone.
On this episode of the Supercast, we take you inside a classroom at JATC North, where students are enrolled in a brand new cyber security course. Find out how they are learning things like digital forensics, which can take them down career paths as digital detectives, working at local businesses, in education, and even exploring opportunities with the Department of Defense.
[Music]We're at JATC North today talking with Mark Ogden about the cyber security program here at JATC. Thanks for talking with us.
Mark Ogden:
Yeah, my pleasure. I'm excited for you guys to come and learn about what we're doing here.
Anthony Godfrey:
Tell us about this program. It's pretty new and I believe you're pretty new.
Mark Ogden:
Yeah, this is the first year of the program. I worked out in industry in doing cyber security, designing solutions for companies all around the world, and decided to switch into teaching four years ago, right in the middle of the pandemic. I taught at Hidden Valley for four years in their engineering and computer science departments and then it's my first year here at the JATC and I love it. It's great.
The cyber security program, it's really an umbrella that encompasses a lot of things. So we talk about installing operating systems, patching them, building computer networks, as well as firewalls, and all the solutions to try to keep organizations safe.
Anthony Godfrey:
So this is the hub. It kind of smells electronic in here with the server fan. So we've got a couple of students here as well. Tell us your names and what drew you to the program.
Khanon Curtis:
I'm Khanon Curtis and I came to this program because my dad is a cybersecurity engineer and I wanted to learn more about his job to see if it would be a career pathway for me.
Anthony Godfrey:
And what do you think about it so far?
Khanon Curtis:
I love it. It's one of my favorite things to do and I look forward to coming here every day.
Anthony Godfrey:
That's awesome. How about you?
Levi Hansen:
I'm Levi Hansen and I came here because I have a general interest in technology and I just wanted to get into cyber security and learn more about computers and hopefully find a career in it eventually.
Anthony Godfrey:
So as you've explored it this year and started to learn more, is it indeed a career that you still want to pursue?
Levi Hansen:
100%.
Anthony Godfrey:
Awesome. That's great. I already feel safer. So tell us about some of the classes that are involved in the cyber security program.
Mark Ogden:
Yeah. So we start off with just a basic intro to IT. We have a really great focus in our district with computer science and coding and things like that. But on this side we're more hardware-focused, operating system-focused. It's a really great class for somebody that loves technology but maybe isn't as into coding. It's nice if you have that background but we're more about the hardware side of things, building things, updating things. So we do networking and then we move into the security side of things, configuring systems and keeping networks safe.
Anthony Godfrey:
We've already heard a little bit about this but tell me what are some of the interests or talents that a student might have that would draw them to this program.
Mark Ogden:
So if you like to take stuff apart and figure out how it works or you like to solve puzzles and really just focus in and solve problems, those are great skills to have in here. It's not as much technology. Like when I was in high school I didn't really have any interest in computers but I loved solving problems. And so when I started my career I started actually with Murray School District in their IT department, pulling cable and managing their systems. And then I went out to industry before coming back into teaching. We'll teach you everything you need to know about it but you need to have a passion for problem-solving and you like to just get in and figure stuff out.
Anthony Godfrey:
What are some of the skills that students leave with, problem-solving obviously and being able to put things together. But if they're talking to an employer what kind of certifications or skills do they come away with once they finish the cybersecurity program?
Mark Ogden:
We have a really big focus on preparing students so that they can get a job right out of high school or go into a cybersecurity program at a college. And so some of the big skills we focus on is, first thing is cabling, getting all the computers and everything connected. So in our class one of the first things we do is we came in here and nothing was set up. The students had to pull all the cable, get it terminated, get connected into the network, and set up their computers.
Anthony Godfrey:
There’s a lot of cable. There’s a lot of cable for anyone listening. It's hanging from the ceiling, it's everywhere, every color.
Mark Ogden:
Yeah, so that's the first thing. That's how I started too was pulling cable, terminating it. Back in those days we were running internet connections to all of the classrooms and so they could start there just with a company pulling cable, terminating it all the way up to building servers, installing operating systems. We focus on CompTIA certifications in here. So we start with Tech Plus, which feeds into Network Plus and then Security Plus. And if they can make it all the way through that process, they can easily get a job out of high school making $60,000 to $100,000.
Anthony Godfrey:
That sounds fantastic. So what types of jobs would they be applying for?
Mark Ogden:
So a lot of the jobs would be probably starting off doing basic support help desk type of work where people call in, they need help with their computers, you work for a company, fixing computers, working with their users, and then work their way up into network administration, network engineering, or system administration, system engineering, building servers, and managing those. All the way up to being like a security specialist where you're doing training for your users, you're implementing systems to protect the network, you're doing penetration testing to see and find holes in systems so that you can plug those and try to keep everybody safe.
Anthony Godfrey:
We do pen tests as a district, maybe we should have your students do pen tests.
Mark Ogden:
That would be super cool. We have a lot of students that are really interested in becoming pen testers. Yeah.
Anthony Godfrey:
Good, good. That's outstanding. And let me ask you this, when you are this good with computers and taking them apart and putting them together and understanding how they work, is that kind of like being a mechanic in your neighborhood where everyone says, "Oh, I know who to call. I know who can help me with my computer."
Mark Ogden:
It definitely can be. Yeah, it could be a good side hustle or even just, yeah, if people know you know how to fix computers, you're very popular.
Anthony Godfrey:
A friend of mine has a similar set of skills and he has a t-shirt that says, "No, I cannot fix your computer."
Mark Ogden:
Yeah, right.
Anthony Godfrey:
These are skills that will come in handy, not just for employment, but making friends and influencing people for sure.
Mark Ogden:
Yeah, and a lot of these students already have experience with that. They're already being contacted by parents, grandparents, and everybody else to fix their stuff. They generally come in pretty well-versed in that stuff.
Anthony Godfrey:
That's awesome. I should have brought my laptop in.
Mark Ogden:
Right, yeah.
Anthony Godfrey:
So, tell me some of the skills that you've learned since coming into the program.
Khanon Curtis:
I have learned a lot about operating systems and how they work and a lot about hardware, especially, putting together computers, what each parts do, how they work. Also, one of my favorite things that I've learned about is networking. I love learning about how the IP addresses work, how they are distributed. Mac addresses, how they're applied to each different computer and each different device. I just love this class overall and I'm so grateful to be a part of it.
Anthony Godfrey:
Your dad must be pretty excited that you like the class as much as you do.
Khanon Curtis:
Yeah, he definitely is.
Anthony Godfrey:
Tell me about some of the things you've learned.
Levi Hansen:
I mean, pretty much the same stuff. I have expanded a lot into learning how to navigate things like Windows and set up all those settings and get them secure for a network and everything like that for an office and whatnot, especially through CyberPatriot.
Mark Ogden:
It's a national competition that the students are doing. They send us images of different computers, Windows Server, Windows Desktop, as well as different Linux distributions. Those have security holes in them that the students need to find and close up and do the updates. So yeah, we've competed in two rounds. We just did the state round. These guys ended up in the top ten for the state their first year. I'm super proud of them. They did a great job and have worked really hard at that.
Anthony Godfrey:
Outstanding. And that's called the CyberPatriot?
Mark Ogden:
CyberPatriot, yeah. It's a national competition that's run by the Department of Defense to help kind of scout for students, but give them the opportunity to learn the skills as well.
Levi Hansen:
I've just learned a lot through CyberPatriot and that's where a lot of my general skill I've gained so far in this class has come from. Just messing around with that and getting images completed through all their challenges and solving all the security issues that they have.
Anthony Godfrey:
So when you are working on cybersecurity issues, do you kind of imagine an enemy like someone who's trying to get in? Is it a little bit of a chess game thinking about, okay, how are they thinking and how can I outsmart them?
Levi Hansen:
Yeah, yeah, it's a bit like that. It's kind of like a Tower Defense game where I'm like setting up my defenses for enemies coming in, I have to plug up all the holes and get all my defenses secured and ready to defend against all the attackers.
Anthony Godfrey:
So there's a little game theory to it to really think about how they might be trying to get around what you set up.
Levi Hansen:
Yeah, pretty much.
Anthony Godfrey:
Have you been talking with your dad about some of the problems that you encounter and that you have in competition?
Khanon Curtis:
Yeah, I actually ask him a lot about it. For instance, when we get the images, we have training rounds and if I can't figure something out in the training round, I'll ask him about it, and a lot of the time he explains to me what I need to do and how to fix it and it helps me in the actual state competitions and rounds and stuff.
Anthony Godfrey:
That's awesome. So you guys won which competition, what level of competition just now? You’re top 10? You’re top 10 in the state? Is that right?
Mark Ogden:
Yeah, actually I think it's top five. I just looked at it before we left and I misspoke. Yeah, they're top five in the state and they're at the top of their division. So there are different divisions and not only are they top of their division, which is kind of the first-year division, but they ended up ahead of several schools that are at higher divisions as well.
Anthony Godfrey:
Stay with us. When we come back we explore some of the projects students have undertaken as part of their cybersecurity course at JATC North.
Never miss an episode of the Supercast by liking and subscribing on your favorite podcasting platform. Find transcripts for this episode and others at supercast.jordandistrict.org.
Break:
Does your student want to become a veterinarian, commercial pilot, programmer? Maybe they want to make a difference as a dental assistant. These are just some of the programs offered as part of Career and Technical Education, CTE in Jordan School District. CTE provides the technical skills needed to prepare students for future employment or a successful transition to post-secondary education. Career and Technical Education provides work-based learning opportunities. We partner with industry experts to offer apprenticeships and internships with students working in the real world at real jobs while going to school. The CTE experience starts in our elementary schools with the Kids' Marketplace and grows through middle and high school. To explore all CTE has to offer in Jordan School District visit cte.jordandistrict.org today and let's get your child started on the pathway to a profession.
Anthony Godfrey:
Alright, can we take a look at some of what you've been doing here?
Levi Hansen:
Yeah, I have to get signed in. Alright. We have a station, we have like four computers, we have four people for station or table. The wire's a bit of a mess, but I assume we'll fix it at some point.
Mark Ogden:
Yeah. That'll be one of their challenges I'll throw at them is I'll come in and cut their wires and make them figure out what's wrong and fix it.
Anthony Godfrey:
That's gotta be fun for you to create the problems that they then get to solve.
Mark Ogden:
Yeah, it's a lot of fun.
Anthony Godfrey:
Alright, Levi, talk me through what we've got here.
Levi Hansen:
Alright, so for our class, our internet might not connect for a little bit. We've been doing what are called capture the flags where essentially there's a secret text, a line of text that we have to find in a file or through some other program that we have to get through. And we just have to follow certain steps to get that flag and then input it in and we get points. They don't really do much, but they're just fun little challenges that teach us how to navigate through files or execute programs or alter programs and files or exploit the web through inspect element and stuff.
Mark Ogden:
The students are through these capture the flag events. The students are learning how to do hacking skills or hacking actions so that then they know how to better protect against that in their future jobs and as well as their life. So they're having to exploit web pages and servers and different things so that then they can kind of see more of the inner workings of these systems.
Anthony Godfrey:
Is it hard for you to be online and not notice all of the security shortfalls in particular websites?
Mark Ogden:
Yeah, it definitely opens your eyes to it. You see that stuff that people just don't normally notice.
Anthony Godfrey:
Yeah, yeah. Okay, let's take a look at this.
Levi Hansen:
So for instance–
Anthony Godfrey:
You're looking for a flag.
Levi Hansen:
Yes, so there's this challenge on PicoCTF called Web Decode. And so when I start the instance, I go to the website and they just have this little website like, "Ha, you're looking for a flag." So I have to right click and go to inspect.
Anthony Godfrey:
And this picture here taunts you.
Levi Hansen:
Yeah, they're taunting me the whole time about finding these flags.
Anthony Godfrey:
And so you hop in and this code means absolutely nothing to me.
Levi Hansen:
This is basic HTML and so you just have your...
Anthony Godfrey:
It hurts when I say I don't understand it and then you say it's basic. Okay, go on.
Levi Hansen:
I just mean it's not a super weird thing.
Anthony Godfrey:
Yeah, I understand. I'm just teasing.
Levi Hansen:
Yeah. And so basically you just start searching...
Anthony Godfrey:
All right, let's go through the basics, yes.
Levi Hansen:
...through all these little things. And so if I go down to...I believe it was properties. I can start looking through the code and look at…certain parts. So like here I found the styling part of the code. And if I'm just searching through I can see they leave little comments about certain parts of the code. Like this part styles the homepage. And so if he keeps going through eventually I might find something that has part of a flag or the fact that they fit in itself inside of here.
Anthony Godfrey:
I see.
Levi Hansen:
And so I just keep going through these little pages and searching for any hints or parts of the flag.
Anthony Godfrey:
Is part of the cyber patriot competition timed? So you're working under pressure.
Levi Hansen:
Yeah, we get about four hours during actual rounds to work as a team to get things done. And so we do have quite a bit of time but it's not like an infinite time to get it all done.
Anthony Godfrey:
And is there a lot of teamwork involved?
Levi Hansen:
Partially, yeah. There's a lot of helping each other out with certain problems but mostly it's you figuring out your own image that you're running.
Anthony Godfrey:
Doing your part of that.
Levi Hansen:
Yeah.
Anthony Godfrey:
Fascinating. Very interesting. And somehow that guy smiling just is all… It's all the worst that he's just smiling at you while you try to find the flag.
Levi Hansen:
Yeah, it's evil.
Anthony Godfrey:
How about you, Khanon? Show me what you've been working on.
Khanon Curtis:
I have been working on creating my own password manager. That is…
Anthony Godfrey:
Oh. Kind of like LastPass.
Khanon Curtis:
Yeah, exactly. Except I hopefully won't get a data breach.
Anthony Godfrey:
Touche. Are you listening LastPass? He's taking it to the next level.
Khanon Curtis:
I'm building my password manager using Python, Rust, and SQLite.
Anthony Godfrey:
Is Pascal involved at all?
Khanon Curtis:
I'm not sure what that is.
Anthony Godfrey:
I'm just kidding. That's a computer language from the 1980s.
Khanon Curtis:
Oh, awesome.
Anthony Godfrey:
I just thought I'd throw something out there, you know?
Khanon Curtis:
Yeah, I actually haven't heard of that.
Anthony Godfrey:
Okay, perfect. I don't think you're going to need to know Pascal.
Khanon Curtis:
I sure hope not.
Anthony Godfrey:
I don't need to know it either. Okay, so tell me about your password manager. You told me the programs that you're using to create it. What's going to make yours different from the others that exist right now?
Khanon Curtis:
So my password manager is going to… It's localized on your device. It's not in the cloud. So if you shut down the password manager, it won't be running. You can't go to the link that has your information in it.
Anthony Godfrey:
I see. I'm very impressed not only with what you are both doing, but also with the passion that you bring to it. What's it like having Mr. Ogden as a teacher?
Levi Hansen:
He's my favorite teacher I've ever had, honestly. He's great at what he does. He helps us a lot. His management of the classroom is great. I love him, honestly.
Khanon Curtis:
I totally feel the same way about Mr. Ogden. He's 100% my favorite teacher. As I said earlier, I look forward to coming to his classes. They're my favorite classes I have that I'm taking. And especially even out of school and after class, I love to do things that we do in this class like Hack the Box or PicoCTF. He's just so encouraging.
Anthony Godfrey:
Well, you're lucky to have a teacher like Mr. Ogden, and you're lucky to have found what you love to do. And you're even luckier that everyone needs your help in this world. Computers are everywhere, and you are going to be essential wherever you go. So thank you very much for spending the time and for being such a great part of JATC.
Khanon Curtis:
Thank you.
Levi Hansen:
Thank you.
Anthony Godfrey:
Thanks for joining us on another episode of the Supercast. Remember, education is the most important thing you'll do today. We'll see you out there.
(upbeat music)
They are former Bingham High School students who were in the right place at the right time and just happened to have the right skills to help.
On this episode of the Supercast, hear how one man is alive today thanks, in part, to some teens who didn’t hesitate to help a stranger in need. And, find out why the teens credit skills they learned in the JATC South Fire Science program for their success in saving a life.
Audio TranscriptionBrenna Miller:
Rolling on the ground in pain 'cause like his burns are so bad.
Richard Clayton:
And that training kicking in, like in a fire instance, somebody being exposed to fire like that, that is the difference between life and death.
Anthony Godfrey:
I'm sure that you guys have heard the word hero associated with this.
Brenna Miller:
Yeah.
Anthony Godfrey:
How does that feel?
Brenna Miller:
From our perspective, like we just did what anyone would have done if they were there.
(upbeat music)
(bell ringing)
Anthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. They are former Bingham High School students who were in the right place at the right time and just happened to have the right skills to help.
On this episode of the Supercast, hear how one man is alive today, thanks in part to some teens who didn't hesitate to help a stranger in need, and find out why the teens give credit to the JATC South Fire Science Program for their success in saving a life.
(upbeat music)
We're talking now with my friend, Brenna Miller, recent graduate of Bingham High School, current student at BYU, and someone who was recently involved in quite an amazing experience. Tell me a little bit about what happened in this life-saving event.
Brenna Miller:
Okay, so me and my friends is me, and then Brandon Lockhart, Zach Peterson, James Brown, and Nathan Gillett, and we all graduated from Bingham. We've all been good friends since middle school. We've all gone our ways. We went up Butterfield Canyon, Middle Canyon, same thing, and we were just going to do a little campfire, kind of hang out. We go up there a lot, so we went to do s'mores. We just hang out there a lot.
Anthony Godfrey:
It's somewhere you go frequently with friends.
Brenna Miller:
Yeah, and we'll just go have a little campfire, make s'mores, super fun. So we were up there. There was just a couple of us, not our whole friend group. There was five, and we were making a fire. We had been there for a couple hours, and it was packed. It was hard to find anywhere, any campsite up there, 'cause there's people everywhere. And everyone was riding ATVs and yelling. Just lots going on, very lively, more than normal.
And so we were just chilling, and then it kind of started to get dark, and more people kept driving by, and we were like, "Oh, this is so fun.” And then we kind of started hearing someone start yelling, but it was kind of quiet, sounded kind of far away. And most of us were like, "Okay." There's people yelling everywhere. We were out of campsite next to a bunch of other teenagers that had been yelling all night, and we were like, "Okay." But one of my friends--
Anthony Godfrey:
Had you camped overnight, and is this in the morning, or when is this happening?
Brenna Miller:
This is probably at 10 p.m., and we were gonna leave at midnight, go back home. But we heard yelling, and we all kind of brushed it off, except for one of my friends. He's very into survival and camping. He's very prepared, all that kind of stuff, and he was like, "We're going," and he's waiting.
Anthony Godfrey:
And who is this friend?
Brenna Miller:
This is James Brown.
Anthony Godfrey:
James Brown?
Brenna Miller:
Yeah. All these kids went to Bingham, so all Bingham graduates.
Anthony Godfrey:
Okay.
Brenna Miller:
Yeah. And so he literally runs, he gets in his car, and we were like, "Okay, I guess we're going."
And so we all hop in.
Anthony Godfrey:
And this is just hearing screams and yells from a distance in the midst of a lot of other noise and screams.
Brenna Miller:
Yeah, and so the rest of us are like, "Mm, all right, whatever." But James is adamant that we're going to go check it out. He's like, "Someone needs help."
Anthony Godfrey:
And at this point, do you still wonder whether they actually need help based on the sound?
Brenna Miller:
Yeah, especially 'cause it seems far, and it's like, I don't know, it didn't really seem like it was that big of a deal. It wasn't like screaming for their life 'cause it was so far away. So we hop in the car and leave our fire and everything and drive super fast, get over there, and we see that there's a car kind of in front of a campsite that has hazards on, and we're like, "Okay, that's obviously where we're trying to go." And so we pull in in the car, and immediately you can tell, actually something is very wrong. There's a woman bent over on the ground, and we're like, "Oh my gosh," and she's leaning over her husband, and he looks like he had a heart attack or something. He's laying on the ground, just not moving.
Anthony Godfrey:
And how far away was this from the car? Where you pulled up?
Brenna Miller:
We just drove over the grass and just went right back there, but it was probably 50 yards from the road. So it was deeper back, but we just took the car all the way in, and then one of our friends Zach, he had just graduated from JTech with getting his EMT license, and so he's locked in, ready to go, runs over there. We're like, "Maybe this guy's had a heart attack." It's hard to explain, but it was like, no one even talked about it. Everyone just spread out and just started doing something.
Anthony Godfrey:
You went to work.
Brenna Miller:
Yeah, so Zach and James went over to try and obviously see what was going on. We thought maybe he had a heart attack, and that's why he was on the ground, 'cause we couldn't really tell. But once you walked up, you could really see his clothes were all burnt, his skin was very burnt. You could smell it. It was pretty bad.
Nathan went to go and try and talk to his wife, kinda see what happened, but she was obviously in a big crisis and couldn't really focus, couldn't really talk very much, but she was very concerned about their dog had run away. All in the process, but obviously she's just in complete shock. So Nathan's trying to talk to her, trying to help her find the dog, kind of be a distraction and stuff.
Me and Brandon, our other friend, we start running. I run out to the road to try and talk to anyone, 'cause there's no cell signal. And so we're like, "We can't really call 911 "because we can't call anyone." And so we try and run out to the road to see if anyone that's driving by maybe has service for some reason. And then our other friends ran back to our campsite to just get everything, 'cause we were like, "We gotta go and go put the fire out and stuff."
So Zach was talking to him, trying to understand. We didn't know what happened. Even the whole, after the whole thing the whole night, we still had no idea what had really happened. But he was trying to talk to him, see if he's breathing, what we can do.
We actually did have a lot of help. Some other people from other campsites, a woman came over and gave us a flashlight, so we didn't have a flashlight. And some other people from different campsites came and brought a first-aid kit so we could try and wrap up his hands and stuff, 'cause they were the most burnt. But, so a lot of people did come to help, but everyone was like, "I have to go back to my kids. "I have people here," and whatever. And we were like, "That's okay."
So we tried to talk to his wife and figure out what we should do, 'cause we were like, "He obviously needs "to go to the hospital immediately." And she was obviously just still in shock. We were like, "Okay, we're just gonna take him. "We'll take him, we'll take you. "We'll all drive down." But there wasn't room in the car. And so she was like, "I'm just gonna stay here." It turns out after the fact that they lived right at the bottom of the canyon. So their house was super close by and their children were there.
I got her contact information and we ended up going and getting him into the car. We're picking him up, putting him in the car, wrapped his hand, and we all just slammed into the car and drove down the canyon. And in that time, even though I couldn't call 911--
Anthony Godfrey:
Was he still unconscious?
Brenna Miller:
He was conscious, but not very responsive. He was alive and conscious breathing, but couldn't really talk very much. He was rolling on the ground in pain, 'cause the burns were so bad. And so we got everyone in the car. And in that time, I had, even though we couldn't call 911, like Apple's new update, you can like text them via satellite. So that was great. Plug for Apple. So I had been like texting with someone from the Tooele hospital the whole time and been like, "We're coming. We need someone there. We're bringing in someone."
Anthony Godfrey:
I have to admit, I never would have thought to text 911.
Brenna Miller:
I was desperate, so -
Anthony Godfrey:
Well done. Well done.
Brenna Miller;
I was just thinking of anything. But so we like, fly down the canyon, right? We're trying to get to the hospital, but like we don't have any service, so we can't look at maps that we don't know where it is. But we're just like, well, we're gonna get there.
Anthony Godfrey:
Getting down there as fast as you can.
Brenna Miller:
Yeah, so we get down there and we get to the hospital and we end up--
Anthony Godfrey:
Now we get down there and we get to the hospital. Once you got out of the canyon, now you've got a signal and you figure out where it is.
Brenna Miller:
Yeah, so then we like, look on maps, we get to the hospital, it's really close by. And luckily this was like their local hospital, so that was convenient. And so we like go into the ER and they start trying to talk to us and we're like, “We have no idea. We don't know his name, we don't know what happened, we don't know like how.” We're like, we just got there and this was happening.” So yeah, “Here he is, please take care of him.” It was crazy then, we just like drove home. It was like, okay. They were like, “You guys can go, we'll take care of it.” We were like, “Okay.” And then we just left and we were like, wow.
Anthony Godfrey:
What was the conversation as you're leaving, going home?
Brenna Miller:
Yeah, we're in the car driving home, we're like, “Wow, that was crazy. Like, we just, that was wild. Like he was not okay and we just witnessed that.” But we kind of talked about, we were like, someone brought it up, they were like, “you think we saved his life?” And we were like, “I don't think so.” Like we knew that it was bad, but we like, and everyone was like very much in like, I don't know, like not survival instincts, but like just going fast, doing everything we could. But I don't think we had actually thought about like,
Anthony Godfrey:
You hadn't stopped to process.
Brenna Miller:
Yeah, like was he gonna be okay, you know? But we were like, “Wow, that was so crazy.” But what ended up happening was the next couple of days, I was still in contact with his wife and she was like, kinda told me what was going on, how he was doing. And then she was like, “We left all of our stuff, like up at the canyon. 'Cause they had like full setup.
Anthony Godfrey:
They had left, the family had left all their stuff.
Brenna Miller:
Yeah, they had like a trailer and like all this stuff, like tents and everything. 'Cause they were, their kids were gonna come up the next day. And so they had everything set up and she's like, “We just left it, like, I don't know if it's okay, I don't know if it's still there, like can you go check?” So, I was like, “Okay.”
And so me and my friends went back in the car, drove back up there the next day to like make sure that all our stuff was good and kind of packed stuff up. And then we really didn't hear much about what was going on. Like we kind of got updates occasionally about like, you know, this day he was like being with this doctor and things went well and that sort of thing. But we didn't really contact them until we went up, we ended up getting a citation at the state level, which is really cool. A good citation.
Anthony Godfrey:
Yes, not the bad kind.
Brenna Miller:
Not the bad kind, but the good kind. So we got to like go up when they were like in session and they like talked about us and gave us certificates. And so now we have like a little citation and the family ended up coming to that. So that was the first time we had seen them since then.
Anthony Godfrey:
So how did it feel to talk with them after that, after you'd been through that? Fight or flight, survival mode, emergency mode, conversations, and then you get to see them in a very different scene.
Brenna Miller:
Yeah, it was definitely interesting. Like, what do you say to someone in that situation? You know, like, you're like, “Hi, how are you?” Like, I don't know, you know, we've been in like such a vulnerable time, but we don't know each other.
So obviously like they were very grateful and like so kind and they were like, “Thank you so much.” They had said that like, if it would have been like a couple minutes later, like they think his airways would have closed up and it would have died. Which was crazy 'cause we were like, “Wow, maybe we should have gone even faster. Like, we were--
Anthony Godfrey:
Well, law enforcement actually did indicate that you saved his life.
Brenna Miller:
Which is so crazy. But yeah, so we kind of talked to them there. And I don't know, it's such an interesting dynamic. Like, I don't know, it's kind of strange to talk to someone but it's like, you've seen each other in such a vulnerable state.
Anthony Godfrey:
And that's the only way you know them.
Brenna Miller:
Yeah, and then it was like--
Anthony Godfrey:
Because most of the time, if you're helping someone, you're gonna be helping someone that you know, a friend, someone that you are around anyway.
Brenna Miller:
Yeah, and then we're all like there, like in suit and tie and dresses. And it's like, it was just different. But he was doing really well, like, was healing really well. So they're really grateful but--
Anthony Godfrey:
How much time was there between the incident and then the citation?
Brenna Miller:
Um, four months, three or four months. 'Cause I was in June and the citation was in September, or August, end of August.
Anthony Godfrey:
That's pretty amazing.
Brenna Miller:
Yeah, he was doing really well. So it was crazy, but it was like, yeah.
Anthony Godfrey:
Everyone listening is wondering what happened to the dog. Did you find the dog?
Brenna Miller:
The dog, it was okay. It actually, we did find it. Shout out Nathan. He went and found the dog. All was well.
Anthony Godfrey:
I love that you each kind of mobilized in a different direction. I'm gonna go find the dog, we're gonna help the man who is injured and in distress and needs to get to the hospital. You're gonna text 911. Now I know.
Brenna Miller:
Now you know.
Anthony Godfrey:
Now I know.
Brenna Miller:
If you’re in the mountains and you don't have a signal–
Anthony Godfrey:
Hopefully, I don't need that information–
Brenna Miller:
Hit that line.
Anthony Godfrey:
–but it feels good to have it.
Brenna Miller:
Yes, good to know.
Anthony Godfrey:
And so now, how do you think this has changed? Has this changed your perspective on things?
Brenna Miller:
I mean, it was definitely like very crazy experience and just like, but that could have been anyone. Like, he just stood up and like ended up having seizure and just fell into the fire.
Anthony Godfrey:
Had he had seizures previously?
Brenna Miller:
Like, only really recently. He had a doctor's appointment the following week to go see why that had happened. But it just kind of was like just bad timing that it happened right as he was like standing over the fire.
Anthony Godfrey:
Wow.
Brenna Miller:
So, but I think it helped me realize like, someone has to do it. Like, someone has to step in and like, I don't know. I think you should. There's no reason.
Anthony Godfrey:
We do training for classrooms and we did maybe, it was maybe eight years ago. And what I remember from the training we received from first responders is “Do something.” Don't stand around and think, “Oh, there's an expert coming soon that can really help.”
And that's what you guys did. You dove in and I mean, you had Zach who had some training specific to this situation, but everyone dove in and did what they could in the moment and saved a life as a result. But too often we wait and think, “Oh, I don't wanna make a mistake. I don't wanna mess up.” Or maybe “Someone's scamming me”, instead of just diving into help.
Brenna Miller:
Yeah. And I don't know. I mean, it definitely helped a lot that Zach like had that training and like had that knowledge, which shout out JTech, that's sweet. The high school kids, knowing how to do big things.
Anthony Godfrey:
Exactly. JATC, bringing it home.
Anthony Godfrey:
Seriously, like what we did was things that required no training. It was like, we talked to people, we got into the car, we drove, like those things anyone could have done. We looked for the dog. We talked to his wife, you know, like things that required no training. It just like needed people.
Anthony Godfrey:
And not criticizing anybody around them, but there were other people closer that had not jumped into action.
Brenna Miller:
Yeah, which is fair. It didn't seem-
Anthony Godfrey:
You guys came from where you were and did everything that you could.
Brenna Miller:
Yeah, which I'm glad we heard them.
Anthony Godfrey:
Yeah, that's amazing.
Brenna Miller:
Yeah.
(soft music)
Anthony Godfrey:
Stay with us. When we come back, we'll talk with the Fire Science instructor from JATC South.
(soft music)
Never miss an episode of the Supercast by liking and subscribing on your favorite podcasting platform. Find transcripts for this episode and others at supercast.jordandistrict.org.
(soft music)
Break:
Hello, I'm Sandy Riesgraf, Director of Communications for Jordan School District, and we want to invite you to connect with us. So many exciting things are happening in your child's school, your neighbor's school, in every school here, every day. Don't miss out on following the fun or simply staying informed when there's important information we need to share. Join us at jordandistrict.org, or follow us on Facebook, Twitter, and Instagram @jordandistrict. We can't wait to connect.
(upbeat music)
Anthony Godfrey:
We're here at JATC South talking with Richard Clayton. Tell me, you have various titles. Tell me all of the titles that you hold because you're a teacher here at JATC South. You're also with the Fire Department, so.
Richard Clayton:
Yes, I'm employed by Unified Fire Authority who contracts with the school district for this position. At the school, I'm the course coordinator over the Fire Science and EMT programs. In Fire Department, I'm a paramedic specialist, and I've got just over 20 years of experience doing that.
Anthony Godfrey:
Fantastic, and I love that you're here with students. You do a tremendous job with them. Tell us about the courses that you offer and what it entails.
Richard Clayton:
Well, we offer a few. On the Fire Science, we offer the intro courses. The courses that we offer here are the ones that we use for prerequisites to get into the Recruit Candidate Academy at UVU. They're the preparatory courses to go and get your fire certifications. We try to focus those classes on behaviors and professionalism to try to ingrain success into them and try to differentiate them from peers that might be looking for the same jobs. We just wanna make them better.
And then on the medical side, we run an EMT class. That EMT class does result in state licensure and a national certification through National Registry of EMTs. And so that one can lead directly to jobs in many, many medical fields. So I've got kids that have gone everywhere from medical school to nursing school, EMT, paramedic, all throughout the medical world from that class.
Anthony Godfrey:
I want to talk about that. In addition to the students who choose either Fire Science or EMT or other medical professions as a career, there are also students out in the world who've taken your class who don't choose that career but are well-prepared in case of an emergency. Have you heard some stories about how students have been able to respond?
Richard Clayton:
Yeah, every year I get a lot of different stories about students that have done incredible things. In fact, I just got one that from one of mine that's on a mission in Tonga and out on one of the Tongan Islands. And one of the people that they're tracking into had an emergency and they were able to render aid and get ahold of the emergency. But he knew exactly what to do, kept his companion calm, got his companion to go do the correct things.
Anthony Godfrey:
Wow.
Richard Clayton:
And I know the one--
Anthony Godfrey:
And there's the one we're talking about in this podcast where a life was saved up a canyon on a random night where kids are just out having fun. And they responded to some cries out at a distance, which I don't think I would have done in high school.
Richard Clayton;
Well, I can tell you that those kids were special. Some of the smartest ones that I've had, quiet with a really good strength. I remember when I got the article and I read who it was and I saw Zach's name there. And then I read how it proceeded and went, nope, he did it exactly as we teach it step by step. In that case, it was super important because the gentleman that fell into the fire, that our immediate concern is the swelling of the airways. And for them to go directly to the airway and clear airways because that is the greatest risk at that moment. And that training kicking in, like in a fire instance, somebody being exposed to fire like that, that is the difference between life and death. And so he handled that perfectly. The way he laid it out, what they did. I remember watching the video clip going, nailed it. I would have passed him on any of the tests.
Anthony Godfrey:
I've always been impressed with what you do and the environment you create. And obviously, this is knowledge that becomes a part of who they are.
Richard Clayton:
Well, and I don't know if you even know this, but this is where I started. I was in the very first Jordan School District EMT class.
Anthony Godfrey:
I did not know that. That's awesome.
Richard Clayton:
This is completely full circle for me. My entire life was built off of a class like this. And so I'm back teaching the exact class that I took in high school.
Anthony Godfrey:
That's fantastic.
Richard Clayton:
I'm hoping that one of these kids, maybe you will come teach this in another 20 or 30 years.
Anthony Godfrey:
Which gives it that much more meaning for you and for them.
Richard Clayton:
And that's why you find the passion. I remember everything that I did in HOSA that year. I remember going to nationals and it ended up being the career path that I followed and I built and raised a family on it and did all of that. Now I'm back here doing the same thing. So this class just isn't something academic because I know the full impact and where it can lead and what it can do.
Anthony Godfrey:
I'm so grateful we have you here and we'll be back to talk more. We need to do an episode just about the EMT class. So we'll be back and do that.
Richard Clayton:
Anytime.
Anthony Godfrey:
Okay, thanks for the time, and thanks for everything you do for students and our community at large.
Richard Clayton:
Thank you.
(upbeat music)
Anthony Godfrey:
Thanks for joining us on another episode of the Supercast. Remember, education is the most important thing you will do today. We'll see you out there.
(upbeat music)
It is a class at Fort Herriman Middle School which is ‘sewing’ seeds of success, kindness, and caring for some incredible students.
On this episode of the Supercast, we take you inside a sewing class to experience first-hand some very talented students making teddy bears, which will bring comfort to countless children in area hospitals. Find out how this class is teaching life skills and so much more.
Audio TranscriptionJulie Beaird:
We're continuing a project where we're making teddy bears to donate to Primary Children's Hospital.
Anthony Godfrey:
So this is a fast-finisher project because they've done their final project. They're diving in and helping out here. That's really cool.
Julie Beaird:
Kids aren't as exposed to sewing as they used to be. I was born in the 70s and my mom made our clothes.
[Music]Anthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. It is a class at Fort Herriman Middle School which is sewing seeds of success, kindness, and caring for some incredible students.
On this episode of the Supercast, we take you inside a sewing class to experience firsthand some very talented students making teddy bears which will bring comfort to countless children in area hospitals. Find out how this class is teaching life skills and so much more.
[Music]We are here with Julie Beaird at Fort Herriman Middle School and we've been meaning to come back for a long time. We were here before for an episode about cosplay and another teacher and the sewing that kids have done to make that possible. But today we're here to talk about a very different project. Tell me a little bit about that.
Julie Beaird:
Okay, well thank you so much for coming back. We love having you. So today a bunch of the kids have finished their final project. So we're continuing a project where we're making teddy bears to donate to Primary Children's Hospital. Just for the kids that when they go to the hospital they’re sick or hurt, and need something to comfort them. So other people donate toys, new toys, and they will accept, as long as it's new, they will accept like the little teddy bears.
So I have a little assembly line going with about seven girls that – they were the fast finishers of their final project. So the boys are great but they aren't as fast as the girls. I have a few that I'd love for you to meet but they're joyfully helping make these bears just because they love to be helpful but also for the kids.
Anthony Godfrey:
So this is a fast finisher project because they've done their final project. They're diving in and helping out here. That's really cool. Now I will say I was also slow in my sewing class in eighth grade but I absolutely loved it. Last time we were here I think I mentioned it to you. I made a golf shirt that I was very proud of with all of the…
Julie Beaird:
Do you still have it?
Anthony Godfrey:
I really meant to look for it. If I find it I'm gonna come show it to you because the thing I remember, and it's funny that I still remember this. Tell me if this is right. It was the the material we had to stretch it as we sewed. I don't remember the name of the material but it was kind of stretchy material.
Julie Beaird:
It’s knit. It’s called knit.
Anthony Godfrey:
It was knit. Yeah so we pulled it and...
Julie Beaird:
It's a challenge to sew on. I'm surprised your teacher even let you try and sew on it.
Anthony Godfrey:
Well, I was very advanced Julie. I mean it was you know.
Julie Beaird:
Eighth grade, wow.
Anthony Godfrey:
There were buttons, there was a collar. It was kind of a big deal.
Julie Beaird:
Kids aren't as exposed to sewing as they used to be. Probably back in your time, my time.
Anthony Godfrey:
The 1900s you can say it.
Julie Beaird:
Yes yes. I was born in the 70s so my mom made our clothes.
Anthony Godfrey:
Yeah.
Julie Beaird:
But by the 80s about 90% of all clothing shipped overseas to me. So it got so much cheaper to just buy clothes in a store like Kmart or something that my mom gave up sewing. So I never really learned till I got to middle school. And then once I got my teaching certificate I realized this is what I really love to do. It's fun to see the little light bulb turn on in their face. Because it is kind of a rare skill it's fun to see them figure it out.
Anthony Godfrey:
Was it during your certification as a teacher that you decided this is really what I want to do.
Julie Beaird:
Yeah.
Anthony Godfrey:
So it kind of lit a spark. And I love seeing this because like you said it is a skill that is fading. Not enough people have the ability to do this.
Julie Beaird:
And it's problem solving at its best. And it's intricate too because it's not what you think. Like right sides together is like sewing 101 but it's not logical to think you turn things inside out.
Anthony Godfrey:
Oh yeah.
Julie Beaird:
You know what I mean.
Anthony Godfrey:
You would think you would align it so that both of the right sides are going the same way instead of facing each other.
Julie Beaird:
Yeah. There's a few things that are just a little bit tricky that help challenge their minds. So I think it's a really fun skill.
Anthony Godfrey:
And the hands on learning isn't something they look forward to in the day I'm sure.
Julie Beaird:
They love it. The seventh graders just beg to sew. And I save it for the end of the quarter because I have I have a new group each quarter because they look forward to it so much. I'm like no you have to wait for that.
Anthony Godfrey:
You have to earn it.
Julie Beaird:
Yeah.
Anthony Godfrey:
You have to earn it. That's really cool. It must be very rewarding to have them come in and start knowing nothing and just see how far and how fast they can advance because I mean as a language arts teacher they all know English. They know how to speak and read and write. And we hope to improve those skills. But you're taking them from zero.
Julie Beaird:
Yeah.
Anthony Godfrey:
Tell me about how that feels.
Julie Beaird:
It feels amazing. Yeah. You totally nailed it because they know nothing. And day one we learned the parts but then they get a so on a paper that has shapes. So they just get to see the way the nail or the needle goes up and down and up and down. And just to get familiar with how a sewing machine works.
And then the next day we learn threading and then the next day we learn sewing scraps and then the next day they get to do a pillow. So by the end of the week or two they have something they created themselves. So it's really awesome.
Anthony Godfrey:
Tell me about the offerings that are available here. So if there's a student who's really interested in sewing they start out in seventh grade with those exploratory classes. So tell me about if you start in seventh grade and you really love sewing. What what's available to you here.
Julie Beaird:
Yeah. So eighth grade I teach all three grades sewing. So seventh is just CCA which is required. And like you said exploratory eighth grade it's an elective. So if they did like it they can sign up for FACS A. We just split it up actually a couple years ago some places in the district still do as one semester class. But we split it up so they can have more time sewing. So Mrs. Grant teaches the B portion of FACS. I teach the A portion. I remember it because B is baking. A is like I always think of the scarlet letter being sewn on the dress.
Anthony Godfrey:
Being sewn on, okay.
Julie Beaird:
They don't know that reference.
Anthony Godfrey:
Nice mnemonic device.
Julie Beaird:
I had to read that in high school.
Anthony Godfrey:
Yeah.
Julie Beaird:
So A is for the sewing. So I get to have them for a whole semester. So we spend a whole month sewing in eighth grade whereas in seventh grade we only do a week or two. And then in ninth grade, this is a ninth grade class. They get to sew the whole semester. So it's it's pretty fun.
Anthony Godfrey:
It's really cool. What are some of the projects that they make besides the bears that we're going to go around and see through the course of a ninth grade year in sewing. What are some of the things that they make.
Julie Beaird:
Yeah. So the bears aren't even something that we do.
Anthony Godfrey:
It's not even part of the curriculum.
Julie Beaird:
Yeah. It's just every year we keep making them because it is a fun fashion finisher project. It's a great donation type thing. We donated to the police department last year. So our resource officer actually we gave them all to him so he could give to families when they go on calls to little kids maybe that are struggling.
Anthony Godfrey:
Yeah, to comfort a child.
Julie Beaird:
Yeah. So we did that last year. But anyway, see this rope that I guess on the podcast you can't see. But this drawstring– not drawstring rope, it's called clothesline. What we used to use for clotheslines before dryers
Anthony Godfrey:
Yeah, I can see that.
Julie Beaird:
We make bowls in here. I learned at a conference. You just sew a zigzag in a circle and you go and go and go and go and go until you have a bowl–
Anthony Godfrey:
–connecting the rope. Oh yeah. That's really cool.
Julie Beaird:
This is one that a student didn't want to take home but I use it for lotion for the kids. He kind of messed it up and it still looked cute. So the rope bowl is a great way to start.
Anthony Godfrey:
Yeah. You would not be able to tell. It starts kind of wider and narrows at the top so it holds things in it well.
Julie Beaird:
Well, he did it narrow at the top but–
Anthony Godfrey:
He's not supposed to? I kind of like the design.
Julie Beaird:
I know! It turned out cute.
Anthony Godfrey:
It turned out. It has a little handle on it.
Julie Beaird:
I know. I tell everyone about him when they're here.
Anthony Godfrey:
Wow.
Julie Beaird:
I’ll have to thank him someday. He'll graduate next year. I’ll have to go—
Anthony Godfrey:
It's such a cool project that even if you mess up it looks cool.
Julie Beaird:
Yes, it still looks cool. Exactly.
Anthony Godfrey:
Sorry, you said he's graduating this year.
Julie Beaird:
He's a junior this year. So maybe I'll go to his graduation next year.
Anthony Godfrey:
Yeah. Yeah. For sure.
Julie Beaird:
Maybe hold up the bowl or something.
Anthony Godfrey:
There you go. There you go.
Julie Beaird:
He probably won't remember but it has been really useful to have.
Anthony Godfrey:
I could assign myself to speak at his graduation and mention the bowl. You know maybe we'll do that.
Julie Beaird:
He would love that, I bet.
Anthony Godfrey:
Stay with us. When we come back more with the sewing class at Fort Herriman Middle School.
Never miss an episode of the Supercast by liking and subscribing on your favorite podcasting platform. Find transcripts for this episode and others at supercast.jordandistrict.org.
Break:
It's giving busy parents a little more peace of mind when it comes to their students getting to and from school. We're talking about Zonar MyView. It's a mobile app meant to enhance the school bus transportation experience for students and their families. The app allows parents to check on their child's school bus location and the estimated time of arrival at the bus stop each day for pickup and drop off.
If you want to join the thousands of parents already using the app, it's easy. All it takes is a few simple steps. First download the Zonar MyView app from the App Store or Google Play. Then visit auxiliaryservices.jordandistrict.org/zonar. That's where you'll find the school access code and directions on how to enter your student's unique ID and learn how to create an alert zone around your child's drop-off and pickup locations.
Let the Zonar MyView app help you stay on top of things knowing when a bus might be running a little late and when to get your kids going or head out to meet them at the bus stop. It's one more way for us to better connect with you.
[Music]Anthony Godfrey:
Do you have people come down and say, "I lost a button. Can you help with this repair?" Or bring things from home and say, "Hey, can you help me hem this?"
[Laughter]Julie Beaird:
Yes! Kids are coming in all the time, “Can you fix my hole? Can you do this?" And other teachers too, but mostly it's the kids. I am happy to help because I almost feel like I'm paying it forward.
Anthony Godfrey:
Yeah.
Julie Beaird:
Because before I knew how to sew, I'd go to my neighbor's house. “Will you fix this? Will you help me with these curtains?”
Anthony Godfrey:
Right.
Julie Beaird:
So I didn't get into teaching until I was 40 years old. So I had already been at home with kids for 20, well, 15 years, I guess. Anyway, so I feel like I'm paying it forward by fixing people's stuff.
Anthony Godfrey:
That's really cool. Yeah, that's...
Julie Beaird:
One kid brought me something recently, though, that was all chewed up. It was the bottom of his jeans. And I thought, this is going to be hard. I'm going to need a patch. I said, “I could teach you to do it or you could pay me to do it”. And he's like, “oh, I'm paying you. My dad said it's OK. You just do it.”
Anthony Godfrey:
So he hired you to do it.
Julie Beaird:
Yeah, he hired me.
Anthony Godfrey:
That's awesome. Wow.
Julie Beaird:
I normally wouldn't charge, but that was a tough one.
Anthony Godfrey:
Side hustle.
Julie Beaird:
Yeah.
Anthony Godfrey;
It's almost like being a mechanic, I guess, you know. “Hey, I've got this knock in my engine. Can you help me fix it?” And my pants are torn at the bottom. I need a repair.
Julie Beaird:
People say “Do you go home and sew?” No. Because it's just like a mechanic. Like you wouldn't need a break from your day job.
Anthony Godfrey:
Sure. Sure. So let's go talk to some students and look at this project.
Hi, Lily. How are you?
Lily:
I'm good.
Anthony Godfrey:
And what are you working on right now?
Lily:
I'm actually making a rope with my mom for the Christmas present.
Anthony Godfrey:
OK, cool. And tell me about the process and what stage of the process you're in right now.
Lily:
Well, at the moment I'm just getting it all set up by putting this here and starting to get everything in place.
Anthony Godfrey:
Oh, so you're threading the machine? Oh, wow. It looks like you have done this many times before. You are a pro. You are cranking it out.
Lily:
I actually did this with my grandma over the summer.
Anthony Godfrey:
Oh, really? So you and your grandma have been doing some sewing?
Lily:
Yeah, we did it over the summer.
Anthony Godfrey:
What are some of the things you made?
Lily:
Well, we made clothes for my dolls.
Anthony Godfrey:
You made what?
Lily:
Clothes for my American Girl dolls.
Anthony Godfrey:
Oh, clothes for your American Girl dolls. Very nice. So now you have it all threaded. This is a bobbin, if I'm not mistaken.
Lily:
Yes, I'm going to switch this black now.
Anthony Godfrey:
All right, show me that. So you've got black thread on the bobbin underneath. You’re going to pop that out. Wow, you are fast. It's really good.
Lily:
So this is threaded or else it doesn't work?
Anthony Godfrey:
Thread the needle. Here we go.
Lily:
You take this wheel here and you go in and you just pull it out.
Anthony Godfrey:
Oh, yeah. Okay, you're all set to go. All right. Well, good luck with this project. Let's take a look at it here. Let's see you get started. Okay, I can see the zigzag pattern with the needle there. All right, we're going to head down the track here, but it's great to see you. And good luck. I'm going to come back in a few minutes and see how that bowl is looking.
Lily:
Okay.
Anthony Godfrey:
All right. Hi, Cora tell me what you have here.
Cora:
I am working on the bears that we are sending to the Children's Hospital. So I just finished on selling some of the hearts.
Anthony Godfrey:
So you're putting on the heart and the nose, the eyes. Are the eyes hand stitched?
Cora:
Yes, the eyes are hand stitched.
Anthony Godfrey:
Okay. And then you have a tummy right there as well. Okay, very nice. Looks great. Are these polar bears? They look polar.
Cora:
Just teddy bears in general.
Anthony Godfrey:
Just teddy bears. Okay. So this is the front of the bear.
Cora:
Yes.
Anthony Godfrey:
And this is an assembly line set up.
Cora:
Yeah.
Athony Godfrey:
So is this your responsibility to put all of this on the front of the bear?
Cora:
Now, I think we're all just doing kind of like what is left to do. So I was going to work on putting on the backs.
Anthony Godfrey:
Okay.
Cora:
And then stuffing them.
Anthony Godfrey:
Shall we go do that?
Cora:
Sure.
Anthony Godfrey:
All right. Here are the backs. They've been all cut out and everything ready to go. So we're here at the machine. You're all loaded up. The bobbin has a white thread in it.
Cora:
Yes, it does.
Anthony Godfrey:
So you're set to go. So you're going to lay the back over the–
Cora:
–front of the bear.
Anthony Godfrey:
Over the front of the bear. Right. Because then you have to turn it inside out. Man. Okay. You’re pinning it together. You're doing this quite quickly. Obviously, you're a skilled professional at this point. Very used to the creation of bears. How does it feel to be making these bears knowing that they're headed to help kids at Primary Children's?
Cora:
It makes me really happy to know that we get to help people in need at this time of year, even though sometimes it doesn't feel like we're doing a lot. We're just making tiny bears. It can really brighten people's days when they see them, when kids see them at the hospitals when they're waiting in the emergency room.
Anthony Godfrey:
Absolutely. Something their own that's very, that's unique. Everyone is unique and they get to keep it. All right. Let's see. You're getting started there. And it's a different kind of shape to make. So there's a lot of twists and turns as you make this.
Cora:
There are.
Anthony Godfrey:
Oh. Going at a good pace there. You're farther in than I would have thought. Is that a?
Cora:
It's a 5/8 seam allowance. So it's the usual seam allowance.
Anthony Godfrey:
A 5/8 seam allowance. Take out the pin as you get to that. As you're sewing, tell me what is it like to be in Ms. Beaird's class.
Cora:
It's a really fun class. I love Ms. Beaird. She's a great teacher. She is super fun and just great at teaching what she does. Her assignments are really fun and they don't get boring ever.
Anthony Godfrey:
So is this the class you look forward to during the day?
Cora:
Yeah.
Anthony Godfrey;
You've had it for three years now, right?
Cora:
Yes, I have.
Anthony Godfrey:
Well, that's a pretty good endorsement for any teacher that you want to make sure you have all three years that you're here at Fort Herriman.
Cora:
Yeah. And then we're going to stop it right here so we can--
Anthony Godfrey:
Oh, yeah.
Cora:
--stuff it.
Anthony Godfrey:
I almost-- I didn't even think about the fact that you needed to stop so you could stuff it.
Cora:
Yeah. And then just snip the threads and then you trim it up and sew and then you stuff it and then you're done.
Anthony Godfrey:
All right. That looks awesome. That looks great. So you've got the little red heart and the mouth and– Yeah, that's really cool. Very cute. Well done. And it's soft. It's very soft and nice. Yeah, personalized too. Well done. Thank you very much for letting me watch that. I know the kids are going to love them.
Lily, we're back. We went and visited another student. And I can already see this rope bowl is really taking shape. I love the look of the stitching. I didn't realize how prominent that stitching would be. And the colors on the thread, the rainbow colors of the thread and the zigzag pattern, it looks really cool. I have no doubt your mom's going to love it.
Lily:
I know.
Anthony Godfrey:
It's coming together really well.
Lily:
Yeah, it really is.
Anthony Godfrey:
OK, well, thanks. Merry Christmas. Have fun.
Lily:
Merry Christmas.
Anthony Godfrey:
Thank you again for letting us visit today.
Julie Beaird:
Thank you for coming back.
Anthony Godfrey:
This is such a cool project and such a great class.
Julie Beaird:
Thank you.
Anthony Godfrey:
I love your passion for it and the opportunities for these kids. As I talk with them it's obvious how much they love having your class specifically, but also learning sewing as well. So thank you very much for being here.
Julie Beaird:
Thank you, Mr. Godfrey.
Anthony Godfrey:
So fun to be back.
Julie Beaird:
Yeah, I appreciate it. Thanks for coming.
[MUSIC PLAYING]Anthony Godfrey:
Thanks for joining us on another episode of the Supercast. Remember, education is the most important thing you will do today. We'll see you out there.
[MUSIC PLAYING]
It is one of many December charity fundraisers happening in schools throughout Jordan School District during the month of December.
On this episode of the Supercast, find out what drives students to raise hundreds of thousands of dollars to help others in need over the holiday season. At Copper Hills High “PAWS for a Cause” helps students give back throughout the entire year. This is their story of having fun while fundraising for a worthy cause.
Audio Transcription[MUSIC]Sterling Hunt:
It's go, go, go from the time we roll out of bed until late at night.
Evelyn Marler:
For the last couple of years, we've donated $10,000 to Make-A-Wish.
Sterling Hunt:
But you know what, we're doing it to support our community. We're doing it to support the students.
Evelyn Marler:
Around to elementary schools in our district, especially in the Copper Hills community, donating funds from our “PAWS for our Cause” Winter Charities.
Savili Simanu:
And it's just a way for our community and our school to get together too.
[MUSIC]Anthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. It is one of many December charity fundraisers happening in schools throughout Jordan School District.
On this episode of the Supercast, find out what drives students to raise hundreds of thousands of dollars to help others in need over the holiday season. At Copper Hills High, “PAWS for a Cause” helps students give back throughout the entire year. Join us as we travel with them as they award checks to some of our local elementary schools.
Marianne Johansen:
Ladies and gentlemen, students of the Majestic Elementary, please welcome the Copper Hills Student Body Officers.
[APPLAUSE]
Rae Garrison:
We’d like to donate $3,500 to your guys' school.
[APPLAUSE]
Marianne Johansen:
Is that awesome or is that awesome?
[APPLAUSE]
Marianne Johansen:
$3,500 to Majestic Elementary. That is a big round of applause.
[APPLAUSE]
Anthony Godfrey:
We're at Majestic Elementary Arts Academy. We're gonna hop on the bus with all the student government officers from Copper Hills High School and talk with them about “PAWS” for a Cause and what they're doing today, giving out money to those schools in the feeder system and beyond who have some needs just for the school to use in whatever way they need the money during this holiday season.
Emily:
Come on board.
Anthony Godfrey:
We're talking now with three of the officers from Copper Hills that are on the bus going from school to school to provide this great financial support to schools in our district. Introduce yourselves and tell us a little bit about the project.
Zoe Hein:
I'm Zoe Hein and I'm the senior class president.
Savili Simanu:
I'm Savili Simanu, I'm the public relations SBO officer.
Evelyn Marler:
And I'm Evelyn Marler and I'm SBO president and we're going around to elementary schools in our district and especially in the Copper Hills community, donating funds from our “PAWS for a Cause” winter charity.
Anthony Godfrey:
Now for those who don't know, Evie, tell us a little bit about “PAWS for a Cause”. What does that involve?
Evelyn Marler:
Yeah, so it's a charity ran by our student government in our school, Copper Hills. We collect money from our students and just from different charities or from different fundraisers that we do. And we are able to use it throughout that next year to put it right back into our community, providing Christmas and helping with funeral and hospital bills and with people in our community.
Anthony Godfrey:
What are some of the things that are done to raise money? I know there's a ton of creativity in getting people's attention and raising those funds.
Zoe Hein:
One way is we do odd jobs where we go door to door through the month of December and we do chores or simply just get donations.
Anthony Godfrey:
And what are some of the oddest odd jobs that you've heard about people doing? I know there are some interesting things that you get asked to do at homes.
Zoe Hein:
I would say the weirdest one I know is going to the basement to do some laundry.
Anthony Godfrey:
Doing laundry in the basement?
Evelyn Marler:
Yes, I've also wiped some walls.
Anthony Godfrey:
Wiping down walls.
Evelyn Marler:
Yeah, I've wiped some walls.
Anthony Godfrey:
Doing somebody's laundry, you really get to know a person.
Evelyn Marler:
Yeah.
Anthony Godfrey:
Did you feel a deeper connection after doing their laundry in the basement there?
Zoe Hein:
Yes.
Anthony Godfrey:
Okay, how about for you? What are some of the things you remember doing as part of odd jobs?
Savili Simanu:
I've heard someone having to fix someone's dishwasher. I've never-
Anthony Godfrey:
Fixing the dishwasher?
Savili Simanu:
Yeah.
Anthony Godfrey:
I didn't know the highly technical skills involved in odd jobs.
Savili Simanu:
Yeah, we'll do it. We'll do it for you. We'll figure it out.
Evelyn Marlar:
Base level skills. We do what we can.
Anthony Godfrey:
HFAC technician, whatever it takes.
Savili Simanu:
Yeah.
Anthony Godfrey:
Whatever it takes. What does it mean to you to see the response from these students here at Majestic?
Evelyn Marler:
It was super exciting. They seemed really excited. They were super energetic. We were able to go to Majestic first and they had their assembly and the kids were super cute. But it's super awesome to know that we're helping them with the things that they need and they just deserve anything that we can give them.
Anthony Godfrey:
I got to see all those faces lined up there in the gym as they're all lined up watching you guys come in. And what made you want to give the money to schools in the area? What was the decision-making process there?
Zoe Hein:
Discussions, and we had a lot of meetings about how we would spend the money. And we realized this was a need for our community.
Anthony Godfrey:
That's what I love about these fundraisers is that you're so thoughtful and intentional about making sure that you're really talking about where you want that money to go. And that's a big part of the fundraising that you do is making sure that people understand the impact that money will have. What are some things that you have in store this year? I know that that kicks off just after the winter break. So what's scheduled for this year's “PAWS for a Cause”?
Evelyn Marler:
Well, first up we've got our Paws for a Cause assembly just on December 3rd, ran by Zoe, our senior class president. So she's got a lot of things in store there.
Anthony Godfrey:
Any spoilers there that you can give us? No, we got a bus full of people, you can't tell.
Zoe Hein:
[LAUGH] Well, we have just our performances, we have ballroom performing, Madrigals. And we have our 505, we try to raise $500 in five minutes to kickstart the “PAWS for a Cause”.
Anthony Godfrey:
500 in 5, that's awesome. Is that a tradition? Is that something you've done before?
Zoe Hein:
Tradition.
Evelyn Marler:
Yep.
Anthony Godfrey:
And are you able to get there most of the time in five minutes?
Evelyn Marler:
Yeah, it ends up working pretty well. I mean, sometimes the funds go down for the rest of the day because people empty their pockets, but it's okay. We get our goal for that day.
Anthony Godfrey:
Do people come prepared with mad stacks of cash?
Evelyn Marler:
Yeah, I feel like it's a lot of coins too.
Anthony Godfrey:
A lot of coins, okay. Well, as long as you get to $500, however you get there. So after you launch, what are some of the other activities that you have planned?
Savili Simanu::
We have school activities like the Muffin Man. He'll go around each classroom and-
Anthony Godfrey:
The Muffin Man.
Savili Simanu:
Yeah, and he'll-
Anthony Godfrey:
Do you know the Muffin Man?
Savili Simanu:
Yeah, I do. He lives on Grizzly Way.
Zoe Hein:
On Grizzly Way, yes.
Anthony Godfrey:
Yes, very good. What does the Muffin Man do?
Savili Simanu:
He'll come to each class and you can buy a muffin for $1.50. And yeah, and then there's Grizzly Got Talent, where anyone can sign up and show their talent for the school and our after-school activity. So there's just so many things like spirit nights where we can all spend money there. And we'll all go partially to the business we work with and to ”PAWS for a Cause”.
Anthony Godfrey:
So the spirit nights are where you partner with a restaurant.
Savili Simanu:
Yeah, we've partnered with Costa Vida.
Anthony Godfrey:
Okay.
Savili Simanu:
Yeah, a lot of places.
Anthony Godfrey:
And so they've partnered with profits from that night when people go eat there, go to “PAWS for a Cause”.
Savili Simanu:
Yes, and it's just a way for our community and our school to get together too, so.
Anthony Godfrey:
Well, I love the partnerships that you create. It's really activating the community and pulling them into it because it's just another example of how you can't do it alone. You just need to make sure you connect with people and help them understand.
[MUSIC]Anthony Godfrey:
Well, we've talked our way to Columbia Elementary. The bus just stopped and we've got a couple of dozen student government officers here ready to give out another check. It's really exciting to see this and it's a great way to kick off this fundraising season.
Student:
So we are some cheerleaders in the mascots from Copper Hills High School. I'm the student body officer, vice president. This is the president right here. But today we decided to do something special for your school. So we do this winter charity event called “PAWS for a Cause” where we just get back to the community. And this year we decided to donate $3,500 to your school for just really any of the needs that you guys need.
[APPLAUSE]
Keith Klein:
First of all, we can always use money. And I have four things that just popped into my head that we can use this money for. We're super excited and super thankful, grateful, and surprised. So thank you so much for coming across Bangerter and helping us out. That's awesome.
Evelyn Marler:
Glad to help.
Keith Klein:
Thank you.
Evelyn Marler:
Thank you guys.
[APPLAUSE][MUSIC]
Anthony Godfrey:
Stay with us. When we come back we'll hear madrigals from Copper Hills High School performing some holiday favorites.
[MUSIC]Never miss an episode of the Supercast by liking and subscribing on your favorite podcasting platform. Find transcripts for this episode and others at supercast.jordandistrict.org.
[MUSIC]Break:
Are you looking for a job right now? Looking to work in a fun and supportive environment with great pay and a rewarding career? Jordan School District is hiring. We're currently filling full and part-time positions. You can work and make a difference in young lives and education as a classroom assistant or a substitute teacher. Apply to work in one of our school cafeterias where our lunch staff serves up big smiles with great food every day. We're also looking to hire custodians and bus drivers. In Jordan School District we like to say people come for the job and enjoy the adventure. Apply today at employment.jordandistrict.org
[MUSIC]Anthony Godfrey:
What are you most looking forward to for “PAWS for a Cause” this year?
Evelyn Marler:
I'm most looking forward to, I really enjoyed our Make a Wish. We donated, for the last couple of years, we've donated $10,000 to Make a Wish. And we get to have a kid assigned to us that we get to grant their wish. It's really awesome to meet them, get to know them, and help them with something that they really want, they really deserve.
Anthony Godfrey:
So it becomes really personal to make that direct connection. It's not abstract, there's a kid you get to know.
Evelyn Marler:
Yeah.
Anthony Godfrey:
That's awesome. How about for you?
Savili Simanu:
I would say the same, the Make a Wish. Our public relations officer, we keep in contact with them. And it's a way, I think we have a girl this year, and it's a way we can help accomplish her wish.
Anthony Godfrey:
Do you know what her wish is?
Savili Simanu:
She wants to go to Japan, but yeah.
Anthony Godfrey:
Okay, cool.
Savili Simanu:
It should be fun.
Anthony Godfrey:
Yeah.
Zoe Hein:
I think mine would be Sub for a Santa, where we get to go shopping personally and pick out, it could be coats or shoes, but for kids in our community.
Anthony Godfrey:
Wonderful, a lot of great things happening. Thank you for making this possible and for focusing on our schools. As someone who works with the schools, I know how big the need is. So it makes a huge impact. And to see you guys there, it's a great example to these elementary students. So you have, now I was there with you at Majestic Elementary Arts Academy for stop number one. How many more schools are we going through today?
Evelyn Marler:
We've got nine more today, so.
Anthony Godfrey:
You've got a full bus of people who have been very quiet for this interview.
Evelyn Marler:
Yeah, we've got our whole student government crew here along with cheerleaders.
Anthony Godfrey:
Cheerleaders, mascots, you've got the whole gang.
Evelyn Marler:
The whole gang.
Anthony Godfrey:
Plus some key staff from the high school–
Evelyn Marler:
Principal Garrison and Hunt, yeah.
Anthony Godfrey:
–from the high school faculty at Copper Hills, our principal. Let's talk with Principal Garrison here. Tell us a little bit about what this means to you as a school leader to see students stepping up like this.
Rae Garrison:
I'm amazed. Last year was my first year at Copper Hills and I was blown away with the amount of work the students put into this from start to finish. And then also a piece I really like is that it is year-round. It's a year-round effort. The students hear about needs in our community and we're able to tap into the funds raised to help our own community. So I thought that was really cool to see not only money going to charities like Make-A-Wish, but also being able to respond to more immediate needs. And it just so happened that this year we had some funds left, so we thought it might be really cool to kick things off by going and supporting our feeder elementary schools who might not have the same opportunity to fundraise the way these high school kids are able to do. But I tell you, they work their tails off to get the funds.
Anthony Godfrey:
Yeah, it's a ton of work. You can see it in their eyes, the lack of sleep by the end of December when they've been working so hard. We've got Emily at the helm driving us from school to school. Let's throw the mic over the seat there after she takes this left-hand turn. Emily, what does it feel like to get to be a part of this and get him from school to school for such an important day?
Emily:
No, it's really cool. It's fun to be a part of it and I always love, anytime there's anything going on in the schools, I love to be a part of it. But to see these kids giving away and hearing what they've done all year just to keep this up is pretty remarkable and I feel special to be here.
Anthony Godfrey:
From an assistant principal point of view, Sterling, what does it look like in December at Copper Hills High School?
Sterling Hunt:
It's go, go, go from the time we roll out of bed until late at night. And so it's, but we're doing it to support our community. We're doing it to support the students. There's never a boring day at Copper Hills High. I mean, here it is Monday morning and I'm riding around town on a bus, giving away what, $35,000 to deserving schools. It's awesome.
Anthony Godfrey:
It's a beautiful day. Well, thank you everybody for what you're doing to make this possible. Thank you guys for talking with me. Good luck for this “PAWS for a Cause”. I know it's a lot of time and effort, but obviously worth it and such a big impact. So thank you very much.
Evelyn Marler:
Glad to help.
Savili Simanu:
Thank you.
[MUSIC]Copper Hills Madrigals singing “Winter Wonderland”
Anthony Godfrey:
Thanks for joining us on another episode of the Supercast. Remember, education is the most important thing you'll do today. Have a great break. We'll see you out there.
[MUSIC]
It was an idea born out of what they saw as something missing in the lives of some female students at Herriman High School. They wanted to know more when it comes to investing, calculating risks, and financial planning now and in the future.
On this episode of the Supercast, meet the young women behind the first ever “Girls Investing Club” at Herriman High and hear how their investment in the club is growing in ways they never imagined.
Audio TranscriptionBaylee Zuniga:
We wanted to create an environment where it's okay to talk about money and it's not the stigma around money.
Elizabeth Anderson:
Our hope is we're trying to reach out to the community and find times that we can go teach other people not just at our school about investing and empowering women and giving them confidence to invest and manage their money.
Kaylee Arsenault:
Targeted towards girls but it's everybody. We want to educate everybody in money.
[Music]Anthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. On this episode of the Supercast, meet the young women behind the first ever “Girls Investing Club” at Herriman High and hear how their investment in the club is growing in ways they never imagined.
[Music]We're here at Herriman High talking about the “Girls Investing Club”. Introduce yourselves.
Elizabeth Anderson:
Hi, I'm Elizabeth Anderson and I'm a senior.
Kaylee Arsenault:
I'm Kaylee Arsenault. I'm also a senior.
Baylee Zuniga:
I'm Baylee Zuniga and I'm a junior.
Anthony Godfrey:
So you are the legacy you’rer the pipeline for future leadership for Girls Investing Club.
Students:
Yes.
Anthony Godfrey:
Tell me, how did this get started? What was the impetus for starting a Girls Investing Club?
Elizabeth Anderson:
Well, actually we're all members of DECA, an international business organization. As part of DECA, we've been able to become a part of the business program at our school and learn a lot about business and finance. While competing at actually the International DECA Competition last year, we really kind of started coming up with an idea and like a desire for an idea for this year's project, I guess, for DECA. Me and Kaylee both went to ICDC last year and we really wanted to win. And neither of us finaled. It was a little bit of a letdown and we're kind of like, you know, we have got to come up with the most banger project on the planet to crush DECA next year. As we were looking into the needs in our community that we can maybe fill with this project, we found that there's a serious lack of financial education and investing abilities for women. Women just like aren't as confident as men when it comes to investing. We really wanted to make a difference in that. We wanted to change it. We found that like 70 percent of finance professionals are men. Like that doesn't make sense, especially because we also, as we were researching for this project, we learned that women actually tend to perform better than men in finance. They just say something about the way their minds work, makes them perform better in finance in general. And in investing, they tend to get 1.3% better returns than men annually in investing. So we want to just even the playing field, make sure that women had just as much confidence as men in finance.
Anthony Godfrey:
ICDC? What competition is that?
Elizabeth Anderson:
That is the International Career Development Conference is what it stands for. And so we were there. It's like the international competition that we were competing at.
Anthony Godfrey:
And are you bringing this project back for competition this year?
Elizabeth Anderson:
Yes. That's our hope is that we take the “Girls Investing Club”, we write a paper about it, and we go present at the Utah State DECA competition and then qualify for ICDC again and take our team of three there.
Anthony Godfrey:
I like your chances.
Baylee Zuniga:
Yes. I was just going to say we also wanted to foster a community here. We wanted to create an environment where it's okay to talk about money, and it's not this stigma around money where we just don't want to talk about investment and, you know, making more money. You know, just different things like that. We wanted to just get people, especially girls, more confident in money and just in themselves as well.
Anthony Godfrey:
Love it.
Kaylee Arsenault:
Especially just because when you're in high school, yes, there's financial literacy classes and they help, but most of the time you turn 18 years old, you graduate, and you're either going to college and you don't know what to do. Like a lot of kids don't even know how to do taxes. And we want, like, and another thing is we want to help the people who don't know how to do that stuff and their parents don't know how to do that stuff either, like help them know what to do in high school so they know what they're doing for the rest of their lives.
Anthony Godfrey:
This is fantastic. How was this received once you had this concept and you put it out there?
Baylee Zuniga:
I think originally it was not a shock, but it was just people just kind of went, “oh, that's not what I've seen before in the past”. And especially when you see a title with the club, or a club with the title “Girls Investing Club”, we got a lot of, “oh, it's for girls. You know, not for me. It's not for me, kind of like a girly club.” But it's, no, it's targeted towards girls, but it's everybody. We want to educate everybody in money. And our first social was pretty decent. We got some people there, and it was actually a really good turnout. But there was still a little bit of, what is this club? And then by the second social, people were like, this is cool. I want more of this. And so just, we're excited for our next one today.
Anthony Godfrey:
It's unique, and it's really exciting. You've had a lot of interesting speakers, I understand. Tell me some of the people that you've had come in and speak to the group.
Baylee Zuniga:
So our first speaker, her name was Anne Marie McDonald. She's one of the most successful businesswomen in Utah. She knows her stuff. And she came and talked to us about our first social. Our first social was kind of a little hectic at first, but we did a mini class, and we introduced the club.
Anthony Godfrey:
She's the one who worked with Gab.
Baylee Zuniga:
Yeah, Gab Phones, yes.
Anthony Godfrey:
She's impressive.
Baylee Zuniga:
Yeah, she's in Kaylee's ward, and so we had that connection. We've been getting speakers who connect with, who we know in our lives, who would be good at teaching. And so we just get speakers like that, that we know would teach good at the clubs.
Anthony Godfrey:
This is so cool. So, what are some of the things that you have learned through DECA? First of all, I know the DECA program at Herriman is very strong. It's so cool that the Herriman DECA program creates other programs that are offshoots of the DECA program, like the “Girls Investing Club”. So tell me, what are some of the things through DECA and the “Girls Investing Club” that you have learned about finance, about money that you didn't know before that you think can impact your life long term?
Elizabeth Anderson:
There's so much. Honestly, before high school, I never, ever, like I told my whole family, like I would not do business. Even though the rest of my family like did business, I'm like, this is so not my thing. I got involved in DECA, and all of a sudden, I like, because I didn't think I would do anything business related, I hadn't learned anything about finance or investing. But I got involved in DECA and realized that it's actually super duper interesting. And honestly, I think that's something that we're also trying to teach our girls with the “Girls Investing Club” is that it is interesting. But then, junior year, once I had already kind of fallen in love with business, I took a finance 1050 class with Mr. Kammerman, and I was able to learn what investing is, that there are different types. But previously, I legit only knew about stocks. Like I, investing is the stock market. That was kind of my mindset. And then I realized in finance 1050, I learned about that. I learned about real estate. I learned about taxes and just all sorts of money stuff. And I found it very interesting, but it also kind of scared me in a way, because I realized that I didn't know anything about finance before, and I wanted to learn more. So...
Anthony Godfrey:
When you're entering a field that you're not familiar with, those are kind of the phases that you go through. I'm interested. I'm learning a lot. I'm terrified at how much I still don't know.
Elizabeth Anderson:
Yes. And so this club is definitely a way to continue what I learned in Finance 1050, and to pursue the love for business and finance that I found in DECA.
Anthony Godfrey:
I watched this TikTok account, this investing TikTok account, from a guy who retired and used to… And it's fascinating. Even in 60 seconds, he tells me stuff that I've been researching, looking into. So there's a lot to explore. And anyway, I'm always blown away by the new acronyms that I learned from others. It's so exciting to hear the three of you talk about finance this way. Anyone who thinks that high school is a narrow experience these days, it is not. And you have broadened the high school experience, not just for yourselves, but for a lot of other students. And I think this goes well beyond finance as I talk with you. It has to do with confidence and saying, "Hey, you know what? There's a broader world out there that if I understand it better, I'm going to make a better life for myself and my family."
Stay with us when we come back more with the students behind the “Girls Investing Club”.
Never miss an episode of The Supercast by liking and subscribing on your favorite podcasting platform. Find transcripts for this episode and others at supercast.jordandistrict.org.
[music]Break:
Does your student want to become a veterinarian, commercial pilot, programmer? Maybe they want to make a difference as a dental assistant. These are just some of the programs offered as part of Career and Technical Education, CTE in Jordan School District. CTE provides the technical skills needed to prepare students for future employment or a successful transition to post-secondary education. Career and Technical Education provides work-based learning opportunities. We partner with industry experts to offer apprenticeships and internships with students working in the real world at real jobs while going to school. The CTE experience starts in our elementary schools with the Kids' Marketplace and grows through middle and high school. To explore all CTE has to offer in Jordan School District visit cte.jordandistrict.org today and let's get your child started on the pathway to a profession.
Anthony Godfrey:
We've talked about a lot of different ways to invest, but let's talk about stocks. Does everyone have a stock tip for the people listening?
Elizabeth Anderson:
Honestly, what we've been telling our girls in the club is not that there's a specific go-to stock, but think about the things that you already like in life. Think about what brand you're wearing, what brand of stuff you just used, and then research that because I think investing can be a lot more fun and interesting if you choose investments that you already are involved with the company in some way. Our teacher, Mr. Kammerman, has a nice rundown of how the stock market is doing on this TV of his in his classroom every day.
Anthony Godfrey:
This is like the big TV on The Today Show, showing all of the politics and the percentage of blue states and red states.
Elizabeth Anderson:
This is another thing that we can turn to know what to invest in. We can look at the trends of the different businesses that we're interested in, look at choose a business we like and then see how it's doing on this board and research to ourselves. I don't know, there's not really one go-to stock. The stock market changes so much.
Baylee Zuniga:
Yeah, I would add to that and just say since it's so unpredictable and stuff can happen, you never know, it's just important to diversify and like maybe don't invest everything in the stock market. Do some real estate and maybe even some CDs, you know, just different things like that where you're not, you know, totally screwed over if the stock market crashes.
Kaylee Arsenault:
I would say always have a backup plan. Like don't invest all your money in one company that may or may not do good. And you also always want to research, research, research, research before you put your money into anything. And so if you put your money into a company that becomes a liability, and goes downhill, you're losing money yourself. And so that's my tip.
Anthony Godfrey:
Investing involves inherent risk. Results may vary on individual accounts. You know, I'm really excited to hear that you are doing this now. There's the old saying, "When's the best time to plant a tree?" 20 years ago. "When's the second best time to plant a tree?" Right now. But you are doing it as a student in high school. You're looking at investing. What advice do you have for others and what are you focused on yourself at this stage of your life?
Baylee Zuniga:
I honestly think parents need to teach their kids more about it early on, at an early-on age, because I started learning about money and stuff at the age of 10 and managing my money and splitting it up. We split it up in four categories. Spend, give, invest, and save. And so, super simple for kids to learn how to do that. I just think it's kind of a stereotype. "No, I want my kid not to worry about the money aspect of life." "I want them to stay innocent. They can get a job when they're 16. But I don't want them to worry about that stuff." You're setting your kid up for failure. Not for failure, but just like you want your kid to be prepared in life.
Anthony Godfrey:
So your advice is start now. Start now, personally. Start now with your kids. Just make sure that you engage, because there's a lot to be learned and a lot to be gained.
Elizabeth Anderson:
And I think it's also important that you not only start learning about it now, but you start practicing investing. One thing that I didn't really fully realize until I started doing this club is that you really don't have to actually be 18 to invest. As Baylee mentioned, you get your parents involved. You can always go buy a CD that your parents also sign their name on so that you can start investing when you're younger. So I think that's a great way to practice. But also, we practice in our club each week. We have what's called a "MarketWatch game" where it's this simulation that follows the actual stock market. So you're given fake money that you can invest in real stocks that will follow the trends of the stock market. And you can see how things kind of work with that. And so I think along with learning, starting now learning, start practicing now as well. That's kind of what we're trying to do with girls investing, is we want people to know what stocks are and know how to use them, not just know that they exist.
Kaylee Arsenault:
Yeah, one thing I'm going to do specifically, I think, is today we're actually learning about mutual funds. And the person teaching it was kind of giving us a rundown of it. And she was telling us that if you spend like $200 on AirPods now, it's $200 AirPods, whatever. But if you invest in any mutual fund, it can grow to like $36,000 by the time you retire. And that's just by $200 now. So it's just by spending money in a place where I will have much more of it when I retire versus on a pair of AirPods, I want to invest in my future. And I want to be able to not necessarily like delay gratification almost, not instant. And just kind of be responsible.
Anthony Godfrey:
Yeah, it's a great perspective. It makes those AirPods seem pretty expensive.
Kaylee Arsenault:
Yeah, it does.
Anthony Godfrey:
What else do you have planned for the year? What's coming up?
Elizabeth Anderson:
Other things we have going on this year, we are going to continue having our club meetings and trying to get good speakers and incentives for people to come. We actually had Crumbl Cookies sponsor part of our meeting last time they gave us free cookies for the girls, which is really fun. So we look forward to trying to partner with more businesses in the future. We're also working with Pura Vida bracelets through Give Me Beauty. And they are donating bracelets that say “Girls Investing” for our club so that we can really unify. So we can really unify people and make it like a community, not just an event in a club. But then beyond that, we're really trying to take our club past just club meetings. The way that we hope to do this is by going to middle schools and other schools in the area, as well as by going to things like the YWCA and places in our community. Our hope is we're trying to reach out to the community and find times that we can go teach other people, not just at our school, about investing and empowering women and giving them confidence to invest and manage their money.
Anthony Godfrey:
I love the way that you are connecting with students, thinking about middle schools, connecting to businesses in the broader community, and bringing those individuals in that can really inspire. There's nothing like seeing someone who's had success so you can set your goals and aspire to that and say, "You know what? This is really something I can do." Thank you so much. Thank you for doing this. I'm so impressed. And I'm excited to watch where this goes. Thank you for spending the time today. We'll let you get to this event today that you have.
Students:
Sounds good. Thank you so much.
[music]Anthony Godfrey:
Thanks for investing your time listening to another episode of the Supercast. Remember, education is the most important thing you will do today. We'll see you out there.
[music]
It is a story many years in the making, one that led a caring teacher to be reunited with a student she once taught and inspired.
On this episode of the Supercast, we head to Rosamond Elementary. That’s where you will find 4th grade teacher Janet Crane now working side by side at school with one of her former students. It’s a story that proves the love and encouragement of a kind teacher can lead students on the path to great success in life and future careers.
Audio TranscriptionAnthony Godfrey:
What year did you have Mrs. Crane as your 4th grade teacher?
Tina Price:
1989 to 90.
Anthony Godfrey:
If anyone questions that teachers have a lasting impact, this is the answer.
Tina Price:
Yes, they do.
Anthony Godfrey:
The decision to be so intentional about making your classroom a happy place is paying off for another set of students, for all of these other teachers who came for your class.
[Music]Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. It is a story many years in the making, one that led a caring teacher to be reunited with the students she had once taught and inspired.
On this episode of the Supercast, we head to Rosamond Elementary. That's where you will find 4th grade teacher Janet Crane, now working side by side at school with one of her former students. It's a story that proves the love and encouragement of a kind teacher can lead students on the path to great success in life and in future careers.
[Music]We're here with two teachers at Rosamond Elementary School and I'm going to let them tell you why we're here. Introduce yourself, who you are now, and who you were then.
Janet Crane:
My name is Janet Crane and I've been teaching at Rosamond Elementary for quite a few years with a stint at Riverton Elementary and Elk Meadows, but I came back to Rosamond. I have taught 4th grade for a long time and Mrs. Price was one of my favorite 4th graders many years ago. It was funny to come back to Rosamond and have her being a 1st grade teacher and her telling me that I made a big impact on her life.
Tina Price:
I'm Tina Price. Back then I was Tina Green and I've been at Rosamond for a long time too now. I started kindergarten at Rosamond. I think the first year opened and then in 4th grade, I had Mrs. Crane as my 4th grade teacher.
Anthony Godfrey:
What year did you have Mrs. Crane as your 4th grade teacher?
Tina Price:
1989 to 1990.
Anthony Godfrey:
Back in the 1900s.
Tina Price:
Back clear in the 1900s.
Janet Crane:
Woah!
Tina Price:
Oregon Trail and all of that.
Anthony Godfrey:
Wow, yeah Oregon Trail. That was awesome.
Janet Crane:
Oh, that was fun.
Tine Price:
Apple computers.
Anthony Godfrey:
So 1989, 1990 is when you had her class.
Tina Price:
Yes.
Anthony Godfrey:
If anyone questions that teachers have a lasting impact, this is the answer. Yes, they do.
Tina Price:
Yes, they do.
Anthony Godfrey:
Tell me about being in her class in 1989.
Tina Price:
I just felt loved and seen. She was happy to be there every day. I knew she was happy to be there every day because she just put that vibe out there. So when I think back about school and a happy place, it's 4th grade.
Anthony Godfrey:
Do you remember some of the activities that you did besides the Oregon Trail?
Tina Price:
Yes. We did a whole class reading of Charlie and the Chocolate Factory and we read the whole book. She would hide golden tickets in our chapter books. So when we would get a chapter book we'd never know if we'd open it up and find a golden ticket. At the end of the book she did a drawing and that was the first time I've ever, or the last time I've ever won anything and I won the giant-size chocolate bar.
Anthony Godfrey:
Wow.
Tina Price:
And so I've kind of stolen that idea and I took it to first grade with me for a little bit.
Anthony Godfrey:
So you spent those late nights cutting out those golden tickets. Well done. That made a big difference.
Janet Crane:
It did obviously.
Anthony Godfrey:
What do you remember about having her in your 4th grade class?
Janet Crane:
She was kind of quiet, but she was always so happy, smiley, happy. Kids really liked her. She was quiet and I tried to go to those kids that are a little bit quiet and try to draw them out a little bit. One of my important things is I've always tried to make my classroom a happy place so that the kids know that I love my job. I love being here. I love you. This is what I want to do for my career and I've just always tried to convey that with the kids. Besides Tina, I've had some other people that are working in the district right now who have told me that the reason that they're teachers is because I had a big influence on their lives and that's what they wanted to do.
Anthony Godfrey:
Well, thank you for all the great recruits.
Tina Price:
Yes.
Janet Crane:
They are some great teachers, I'll tell you.
Anthony Godfrey:
They should put that on their resume that they had you for 4th grade.
Tina Price:
Right at the top of the list.
Anthony Godfrey:
Have you taught 4th grade the whole time?
Janet Crane:
No, I've taught second grade. I started teaching second grade at Riverton Elementary and taught second, a third-4th split. And then when this school opened, when Rosamond opened, I started teaching 4th grade.
Anthony Godfrey:
So you can do it all basically. When you started talking about her, it felt a little bit like a parent-teacher conference where you still remember very well just what she was like in class. Does that sound right to you?
Tina Price:
Yes. I still have my parent-teacher conference folder from 4th grade. Just my work and, yeah. I don't have it from any others, just my 4th grade.
Anthony Godfrey:
So 4th grade was, you can't overstate what an impact she had on you in 4th grade.
Tina Price:
No, I cannot.
[music]Stay with us. When we come back more with these two teachers with a unique bond at Rosamond Elementary.
[music]Never miss an episode of The Supercast by liking and subscribing on your favorite podcasting platform. Find transcripts for this episode and others at supercast.jordandistrict.org.
[music]Break:
In Jordan School District, we like to support students in and outside the classroom along with their families. That's where the Jordan Family Education Center comes in, offering support services and a wide variety of classes for students and their families, free of charge. You can take a class called Blues Busters for children feeling sad or worried. Just Breathe is a class that helps students reduce stress. Or how about a class that supports parents in helping their children make and keep good friends. There are also support groups and free counseling, all provided by Jordan School District school psychologists, counselors, and school psychology interns. To find out how you can benefit from free family support services offered by the Jordan Family Education Center, call 801-565-7442 or visit guidance.jordandistrict.org.
[music]Anthony Godfrey:
You already spoke once about the golden ticket idea that you are now using from when you were a 4th grader. You'll hear speakers sometimes who talk about teacher professional development, and they say your initial professional development is the 13 years that you spend in public school because you've seen people teach. You've been watching people teach all day for most of the year, every year, the entire time that you're growing up. So you pick up some ideas and some ways of doing things. Can you remember some other ideas that you are still using and things that impact you from that 4th grade class?
Tina Price:
We sang a lot of songs, the Desperado. I remember that still. During our free time she would let us trade things in our pencil boxes. And I don't know if that matched anything in the curriculum or not, but I just remember she built a community in our classroom, and we just all felt like we were supposed to be there with her. And just always happy. If she was having a bad day, we would never know, because she just was happy that we were there. She was our person that we could just, “oh, she wants me here.” And so I've tried to remember that with my own students, that I'm here to make them happy. It doesn't matter what happened to me before school. I'm here to be happy for them.
Anthony Godfrey:
The decision to be so intentional about making your classroom a happy place is paying off for another set of students, for all of these other teachers who came through your class every year. So obviously for many, many years you've understood the power that you have as a teacher to really set the climate, set the tone for that classroom.
Janet Crane:
For some kids this is probably some of the only places that they get warm fuzzies. And a smile. The kids have just really changed over the years. And some years the kids are really needy, and some years they're not as needy. But I've just always wanted them to feel like they can come to me and know that they're going to find a warm, happy face.
Anthony Godfrey:
Could you tell what an impact you were having on her at the time?
Janet Crane:
I couldn't.
Anthony Godfrey:
Well, that's the answer I was guessing you were going to say, because you don't always get to experience that in the moment. She's quiet, you're trying to draw her out, you're giving your best for every student. But they don't stand in front of you one day and say, "You know what, I think I'll be a teacher one day, and these are the things that I'll take away from your class."
Janet Crane:
I don't think I even learned that until I came back here. I didn't know that I'd had such an impact on her. Until I came back to Rosamond.
Tina Price:
For subbing. It was amazing.
Anthony Godfrey:
She was subbing? Tell me about that.
Tina Price:
So I think it was my first or second year, and it was just everything kind of put into place to get hired at Rosamond. When I graduated from college, there was a hiring freeze in the district, and so I wasn't getting any phone calls. And then in July, I got a phone call to interview at Rosamond, and I was like, "Oh, that would be neat. It's my school." So I came and I interviewed, and I got the job. Janet wasn't here at the time, but I was in the faculty room one day at lunch, and she walked through, and I just got tears in my eyes and just was speechless for a minute. I jumped up and she probably had no idea who I was as an adult. I said, "You are why I'm here. This is amazing. I get to see you." I was so excited, and I told her who I was, and that she had been my 4th-grade teacher, and all of my papers, my passwords, which I’ll change now. But why do you want to be a teacher, and who was your favorite teacher? And it was about Mrs. Crane, because she was both of my answers. Then she came to work at the school, and I got to work with my idol every day since then. It's amazing.
Anthony Godfrey:
That's fantastic.
Tina Price:
Yeah.
Janet Crane:
It's a great job.
Anthony Godfrey:
What do you think is the secret to creating a happy classroom?
Janet Crane:
Letting the outside world, whatever's happened to you or whatever, flat tire, weird things happen on the way to school, just going into my room and just being warm and happy and making them feel like I know that they're there. I try to make at a point to connect with every one of my students during the day. Whether it's a question or just a tap on the shoulder to say, "Hi, I'm glad you're here today," I let them know that I am truly glad that they're here. This is a great job, and I'm truly lucky that I found what I feel is my calling.
Anthony Godfrey:
That you set the world aside, your own stresses aside, to create a happy classroom. And I think what that does is it allows the students to do the same thing.
Janet Crane:
I think so too.
Tina Price:
I've made it a point that she's had my daughters, and next year she'll have my son. So she was my daughter's 4th-grade teacher, and she had my daughter, my oldest daughter, Aspen during COVID.
Anthony Godfrey:
Oh, you've got a picture here. Let's take a look. Wow.
Tina Price:
So this was 2019, and then when we went into lockdown, Mrs. Crane was a presence in our home every day on Zoom, and we all got to crowd around the computer. Aspen felt cheated but loved the entire time because she didn't get – she had to leave Mrs. Crane in March and didn't get all the end-of-year experiences, but Mrs. Crane made sure that they found ways to still celebrate 4th grade, and she showed up every day on Zoom.
Anthony Godfrey:
Well, that picture with Mrs. Crane, she's smiling. That's a wide, happy smile, and that is not just for the camera. That's because she's by you.
Tina Price:
And then my younger daughter had her in 4th grade as well.
Anthony Godfrey:
What's your younger daughter's name?
Tina Price:
Addie.
Anthony Godfrey:
So there's Addie with Mrs. Crane.
Tina Price:
Yeah.
Anthony Godfrey:
That’s awesome.
Tina Price:
It was a great year for her too, and Addie is a quiet girl in class, but she -- and I asked the girls, I said, "What is your favorite thing about Mrs. Crane?" And they said the same thing. She loved us. She was happy to be there.
Anthony Godfrey:
It makes such a big difference. Wow. I love that. Let’s see these.
Tina Price:
And then these are back in 1989.
Anthony Godfrey:
Wow. How about that.
Tina Price:
And again, the only pictures I have of me in school --
Anthony Godfrey:
Let me just say, in 1989, the fact that you have a picture of you with your teacher that's candid, taken by a camera, meant that you were really intentional, like, "I need a picture with Mrs. Crane." Wow. Look at that. That is so cool. Oh, and the blackboard. Look at the blackboard and chalk.
Janet Crane:
Yeah, and they just barely took that orange carpet down.
Tina Price:
We just -- in the kindergarten room I had a tiny little piece left that I might have kept, a little scrap of --
Anthony Godfrey:
Hey, the orange wall carpet, it's important that you have that.
Janet Crane:
Yeah, the chalkboard is like that's so long gone.
Anthony Godfrey:
Well, that is a fantastic picture. I absolutely love that. And I love that you have it. And also that you still have all your 4th-grade work and parent-teacher conference information.
Tina Price:
All the Utah counties.
Anthony Godfrey:
Yeah. Yeah, wow. Well, thank you for being such an impactful and positive educator for so long. And thank you for choosing to follow in that same path and to be that same positive light for the students in your class.
Tina Price:
Thank you. It's amazing. And it's just fate that I got to work with the person who inspired me to be here and still does every day.
Janet Crane:
One of the nice things is I have my friends that say, so when are you going to really stop teaching? And I'm like, I don't know. I really feel like still there's somebody out there I still need to reach. If it's just one child or a classroom of children, if there's one child whose life I need to touch. And you can always tell if you have. That's why I'm here. And I know when -- in the next couple of years, maybe.
Anthony Godfrey:
Well, you just let me know what I can do to put that date farther into the distance.
Janet Crane:
So this is the place I need to be. And I need to be there for somebody. I need to be somebody's 4th-grade teacher and have them have a good year.
Anthony Godfrey:
Thank you both for everything you do and for taking time today.
Tina Price:
Thank you very much.
Janet Crane:
Thank you for talking to us.
[music]Anthony Godfrey:
Thanks for joining us on another episode of the Supercast. Remember, education is the most important thing you'll do today. We'll see you out there.
[music]
He is a Utah Jazz star known for his scoring ability and dynamic style of play on the basketball court. He is also known for his kindness and generosity toward people in the community where he lives.
On this episode of the Supercast, we talk to Jordan Clarkson to hear first-hand why giving back is so important, especially this holiday season. We caught up with Clarkson at Heartland Elementary School where he was providing 250 free Thanksgiving meals to some West Jordan families, grateful for the gift and chance to meet a Jazz superstar.
Audio TranscriptionJordan Clarkson:
I've been in their situation, I've been in their shoes, I'm able to turn around and give back.
Coach Mike Clarkson:
Well, we're very blessed to be able to give back to the community, and this community in particular because he's an active member of the Utah Jazz. Jordan has always been very generous with his time, with his resources, and his heart.
[music]Anthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. He is a Utah Jazz star known for his scoring ability and dynamic style of play. He's also known for his kindness and generosity in the community.
On this episode of the Supercast, we talk with Jordan Clarkson to hear first-hand why giving back is so important, especially this holiday season. Listen as we catch up with Clarkson and his family at Heartland Elementary School, where he was providing 250 Thanksgiving meals to West Jordan families in need. Families who are grateful for the gift and the chance to meet a Jazz superstar.
[music]Coach Mike Clarkson:
I just want to say on behalf of the Clarkson family, Jordan, and the JC Cares Foundation, thank you for volunteering to help us. Our family is committed to always giving back. We've done it before Jordan made it to the league. It will never stop. Hopefully, we'll be ingrained in our sons and they'll continue to do it as we pass on. But again, I'd like to thank you all. It means a lot. You may not think it means a lot, but it means a lot to those that need help. And that's what we're all here to do. I really appreciate you guys and the time that you guys commit to do that because time is the most valuable asset that we have being human beings.
Anthony Godfrey:
We're talking with Coach Mike Clarkson, who is associated with JC Cares and is here to help organize this effort. Your son Jordan is on his way. Tell me about this event here today.
Coach Mike Clarkson:
Well, we're very blessed to be able to give back to the community and this community in particular because he's an active member of the Utah Jazz. Jordan has always been very generous with his time, with his resources, and his heart. We really appreciate the opportunity to work with this school district and to be able to touch families that might not be touched and have a nice holiday. It's very important at Thanksgiving that we do give thanks. But it's more important also that we reach out to those in need and those that can really benefit from our generosity.
Anthony Godfrey:
You just gave a stirring pep talk for the volunteers here and letting them know the importance of what they're doing for the community here. What does it mean to you to see this level of support?
Coach Mike Clarkson:
Well, having grown up impoverished, in Washington, DC as a young man, I didn't get the support that I see my son willing to go out and provide an opportunity to provide for others. It's heartwarming to me because I know anyone can turn their back on you. Very few people are willing to help you. And in life when you're able to find someone or some organization or entity that will help and assist you, that goes a long way in your life in inspiring you and to give you some sense of hope and belief that good is out there in the world.
Anthony Godfrey:
Well, the foundation was here last year.
Coach Mike Clarkson:
Yes, sir.
Anthony Godfrey:
All of you were here doing the same thing and it's built a lot of momentum, very successful, and we're excited to see what happens this year as well.
Coach Mike Clarkson:
Yes, sir.
Anthony Godfrey:
What impact do you hope this has on the families who come today and get to meet you and your family and receive this meal?
Coach Mike Clarkson:
The biggest thing is to understand that people care. That's what it's called, JC Cares. It's always this time of year when people struggle, families struggle, and they feel a sense of hopelessness. And we hope that the little that we do for them can inspire them to go out and not only better themselves, but to at one point in time turn around and give back to society. Because everything is about hope and if you're not inspired to achieve, what do you have?
Anthony Godfrey:
I think that's exactly the word for it. It inspires people and says, "Hey, wait a minute. There are people who care. There are people here supporting me. So maybe I can do some things I didn't think I could do on my own."
Coach Mike Clarkson:
Yes, sir. And I think I get so much joy out of looking at someone's face when they know somebody cares about them. That's something that Jordan has been able to understand. We've preached that for many years, but to see your child grow up and to have the opportunity he has, and to now regurgitate and to go out and exercise and practice what you taught them, it's nothing more rewarding than that, sir.
Anthony Godfrey:
That's wonderful. That's beautiful because it's not automatic.
Coach Mike Clarkson:
Correct.
Anthony Godfrey:
It's not automatic that you're successful and now you do this sort of thing. And to see Jordan, like you said, living out the things you taught him as a child, that's got to be a thrill.
Coach Mike Clarkson:
Yes, yes. That warms my heart more than anything because I always say, "It's not about what you have, but as God says, are you a good steward with what you have?" And Jordan has learned about the value and the importance of being a good steward.
Anthony Godfrey:
Well, we're so grateful to have him here today, and to have you and our community helping support this. So thank you very much.
Coach Mike Clarkson:
Thank you for the opportunity.
Anthony Godfrey:
And happy Thanksgiving to you.
Coach Mike Clarkson:
Same to you and all the families out there, sir.
Anthony Godfrey:
Thank you. Take care.
Stay with us. When we come back, we'll talk with Jordan Clarkson about why he gives back and what his plans are for Thanksgiving.
Never miss an episode of the Supercast by liking and subscribing on your favorite podcasting platform. Find transcripts for this episode and others at supercast.jordandistrict.org.
Break:
Are you looking for a job right now? Looking to work in a fun and supportive environment with great pay and a rewarding career? Jordan School District is hiring. We're currently filling full and part-time positions. You can work and make a difference in young lives and education as a classroom assistant or a substitute teacher. Apply to work in one of our school cafeterias where our lunch staff serves up big smiles with great food every day. We're also looking to hire custodians and bus drivers. In Jordan School District we like to say people come for the job and enjoy the adventure. Apply today at employment.jordandistrict.org
Anthony Godfrey:
We're here with Jordan Clarkson for the JC Cares event. Tell me a little bit about why this is so important to you.
Jordan Clarkson:
Just for us to give back for all the kids. I've been in their situation. I've been in their shoes. For our family, I'm blessed to be in this position now that I'm able to turn around and give back some. I'm here. I was in their place. We're here now.
Anthony Godfrey:
I was able to talk with your parents and it sounds like they had a real emphasis on making sure that as a family, you always give back. Tell me about the impact your parents have had on you in putting this together.
Jordan Clarkson:
They run my whole foundation. I think they feel in a sense that we are blessed. I'm one of one. We all sat there as kids and family and fought together through tough times and whatever it was. This is one of those situations that we've all been through and we're just here to give a helping hand. Some people when we were growing up didn't reach out and have that impact on us.
Anthony Godfrey:
How do you hope people feel coming out of this as they come, get to meet you and your family and people in the community, and come away with a meal? What impact do you hope that has on them?
Jordan Clarkson:
Just smiles. That's it. Just great joy. That's all we ask for. Keep continuing to have good vibes. That's all we're trying to spread and that's the joy we want.
Anthony Godfrey:
Thank you very much. Thanks for doing it here at Heartland and for helping support so many people and supporting the community at large. Tell me, do you at least get Thanksgiving off? Did Coach give you the day off?
Jordan Clarkson:
I don't know. Maybe me, but just because.
Anthony Godfrey:
With the injury?
Jordan Clarkson:
Yeah, yeah.
Anthony Godfrey:
You'd rather be on the court.
Jordan Clarkson:
Yeah, exactly. I'm the biggest cook, so I'm going to be working no matter what.
Anthony Godfrey:
You're the biggest cook?
Jordan Clarkson:
Yeah.
Anthony Godfrey:
What's your specialty dish?
Jordan Clarkson:
My specialty is I really cook steak and brisket. I'm good at doing it.
Anthony Godfrey:
Steak? Wow.
Jordan Clarkson:
And brisket and I fry turkey, man. I go in there, I sit outside. My thing in the garage.
Anthony Godfrey:
So you got the three meats going?
Jordan Clarkson:
Yeah.
Anthony Godfrey:
All from you, huh?
Jordan Clarkson:
All from me, yeah.
Anthony Godfrey:
Oh, that's awesome. Well, congratulations on your career. Thank you so much for making us a part of your day today.
We're here today talking with two of the people associated with the JC Cares Foundation. Introduce yourself and tell us a little bit about what's happening today.
Ken:
Hey, my name is Ken. I help manage Jordan and his day-to-day and some of the give back initiatives that we do with Team Clarkson and his JC Cares Foundation.
Janie Clarkson:
Janie Clarkson, basically what I do is help him out with all his philanthropic, you know, making sure that, you know, we get back to the community and to be here to support in everything that he does.
Anthony Godfrey:
Tell me about Jordan growing up. Did you know that he was going to be someone who would be associated with helping others out and making sure that they had the support they needed?
Janie Clarkson:
Yes, because we've always made sure that, you know, he gives back, not just him and himself, but the family to being part of that as well. It's big in our family to make sure that we look out for other people and for them to do well and to be also successful in life.
Anthony Godfrey:
It's wonderful to have you all here today and to have the support for the community. Tell us about what's happening today. Families are coming in that are in need and receiving a meal for Thanksgiving.
Ken:
Yeah, we're excited about it. This is our third year doing it in Utah, our second year doing it here at this location. They're able to come in and get everything, not just the turkey, they're able to get the fixings to go along with it. A full meal, you know, from start to finish. I feel like that's really important because having a turkey just by itself, you know, doesn't feel like Thanksgiving, but having all the sides, like that's what makes it.
Anthony Godfrey:
It's the full meal, but it's also a chance to connect with Jordan, with you, with the family and feel a part of the community. And last but not least, Santa's on the way out the door. You get to stop by and see Santa.
Ken:
You get to stop by and see Santa. I think, you know, it's a small part of our day to give back and I feel like it makes a huge impact for the families that come in and get to receive. You know, who knows what they're going through. We all get to go back home. We have our families. Some people aren't as fortunate, you know, so it means a lot.
Anthony Godfrey:
Well, we appreciate the chance to be part of it and to house this here today. I know that there are people benefiting from around the community. So thank you very much for doing that.
Janie Clarkson:
Thank you for supporting him.
Ken:
Thank you.
Anthony Godfrey:
Thanks for joining us on another episode of the Supercast. Remember, education is the most important thing you will do today. We'll see you out there.
(Music)
It is a time honored and proud tradition for students, teachers, staff, and parents at Blackridge Elementary School.
On this episode of the Supercast, find out why the Veterans Day program is so special at this school and how they updated it this year to honor a rather new branch of the military. We start with a word from two teachers who are the driving forces behind the production, making it a family and community favorite year after year.
Audio TranscriptionRegan Stowell:
We do the military, the different military songs, and the veterans actually stand up for that first time. And the kids actually make that connection of like, "Oh my gosh, I'm singing to him or her because they're the ones in the Air Force." I really think like that is one of the most powerful pieces.
[Music]Anthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. It is a time-honored and proud tradition for students, teachers, staff, and parents at Blackridge Elementary School.
On this episode of the Supercast, find out why the Veterans Day program is so special at this school and how they updated it this year to honor the newest branch of the military. We start with a word from two teachers who are the driving force behind this production, making it a family and community favorite year after year.
[Music]We're here at Blackridge talking with the two teachers who have made this Veterans Day program possible. Introduce yourselves and tell us a little bit about your position.
Regan Stowell:
I am Regan Stowell and I teach third grade here at Blackridge.
Joshua Roberts:
I'm Joshua Roberts. I'm the Beverly Taylor Sorensen Music Specialist at Blackridge Elementary.
Anthony Godfrey:
We're grateful for all of our music specialists, and our dance specialists, all of art specialists across the district, and the support that they provide to make these very important experiences available for students. For those who were not fortunate enough to come, please describe the program and the other things that you did to prepare the school for the program and what you did for the Veterans after. There were decorations, there were things after, gifts for Veterans after, so will you just describe it for those who weren't able to be here?
Joshua Roberts:
It's all hands on deck. So we have an arts committee with a representative from each grade level team. We tell them their songs or assignments. I assign them one song to work with their kids. I work on the other and by the time the program comes we're all teaching all the music. Second grade is a huge help. They are the ones that decorated the gym with all of the pictures of the Veterans and put up the flags. They were also the ones that collected the photos for the slideshow that I put together showing the Veterans at the beginning. Third grade—
Regan Stowell:
–Made thank you cards for the Veterans so that when they left, and Mrs. Barlow had made them their cookies, they also received a thank you card that was handwritten from third-grade students. What else?
Joshua Roberts:
Also, the kids that are in the little costumes for each grade.
Regan Stowell:
Oh yes, the third grade does the military parade. So they're the ones who come out in the uniforms, and the flags, and the signs when their different military branch is sung, like when the different songs are sung. Kindergarten comes out and does your ‘Grand Old Flag’ with first and second grade and with the flags, which we love.
Joshua Roberts:
And fourth, fifth, and sixth grade volunteer most of the speakers for the program because they're the ones that can do it. Yeah.
Anthony Godfrey:
You've been doing this for a very long time–
Regan Stowell:
I have.
Anthony Godfrey:
–as a teacher. Tell me about the time that you've spent putting all of this together over the years, where you've done it, how long you've done it because this program was really an amazing way to honor Veterans and teach students about their country and to instill a sense of patriotism.
Regan Stowell:
In 2005, I was teaching third grade at Herriman Elementary and we were a couple of years into the Iraqi War. We had a lot of parents in our community that had been called up by the Utah National Guard. And I just felt it was really important for the kids to understand the sacrifices that these people in our community were making. So I had started it out as just a third-grade program. It was just something that the third graders did for the school. And I did it that way up until 2018. I did it at Herriman and Jordan Hills, Falcon Ridge, Heartland, Hayden Peak, and then here at Blackridge.
In 2008, Mr. Butler asked me if we could kind of rearrange it so that every grade could be involved, that it wasn't just a third-grade program, that every grade could also participate in saying thank you to the Veterans, which I was so grateful because I think it makes the whole program much more powerful that every student gets an opportunity to say thank you.
Anthony Godfrey:
Absolutely. I don't blame him for wanting to multiply this by six. Yes. And make sure that every grade had a chance to participate. How has it evolved over the years? Tell me about the ways that it's changed since you started nearly 20 years ago.
Regan Stowell:
A very long time ago. I think we have tried to change songs over the years. This year we added two new songs. The ‘50 Nifty’ song was one that we haven't done before here at Blackridge and then incorporating the Utah song also so that it kind of moves from like the flow of the program is starting out by talking about the ‘Star-Spangled Banner’ and saying the Pledge of Allegiance, moving into the different military branches and honoring them, and then also bringing in how special our country is because of the sacrifice that these men and women make as they go out and serve in the military.
Anthony Godfrey:
I did notice that there was a Space Force song sung today, and I was not previously aware that there was a Space Force song. Tell me a little bit about that.
Joshua Roberts:
My dear friend Mrs. Shelton at Mountain Point Elementary was in the military, and last year she harassed me for not having Space Force included, and they are a branch of the military. They've been around for...
Regan Stowell:
2018.
Joshua Roberts:
So 5, 6 years. So we're going to start seeing veterans come out of that at some point. So she arranged it so that our school is the only school that has that recording to use for Space Force because she was an army singer for the better part of the decade. She had the connections to hook us up with getting that recording.
Anthony Godfrey:
Wow. So that is a bootleg recording of the Space Force.
Joshua Roberts:
Not bootleg. It's an official one that they gave us permission to use.
Anthony Godfrey:
So you actually, it's fully legit, but it's only here. You'll only hear it here.
Joshua Roberts:
Yes.
Anthony Godfrey:
Wow. That is cool. That did stand out to me. I've gone to a lot of Veterans Day programs over the years, and this one is a standout already because of the clear passion that the kids have and that they've learned a lot from preparing for the performance. Not just that they're performing, but you can tell that it's impacted them. But I really did pick up on that Space Force song, having attended a lot of programs. I think that's a really cool touch this year.
Joshua Roberts:
Yeah. And it's something that going forward is going to need to be included in certain Veterans programs because they will be there.
Anthony Godfrey:
Stay with us. When we come back more at Blackridge Elementary School.
Never miss an episode of the Supercast by liking and subscribing on your favorite podcasting platform. Find transcripts for this episode and others at supercast.jordandistrict.org.
Break:
In Jordan School District we never want a student to go hungry, without food, warm clothing, or school supplies.
Hi, I'm Mike Haynes, director of the Jordan Education Foundation. If you're looking for opportunities to help students and teachers in our schools, we invite you to join us. The Jordan Education Foundation works with generous community partners, volunteer groups, and amazing people to provide classroom grants for teachers, food, and clothing to fill Principal's Pantries for students. And together we recognize outstanding educators in every single school every year. If you want to connect with an amazing community helping to fuel success in Jordan School District, get involved or donate by visiting our website at jordaneducationfoundation.org. That's jordaneducationfoundation.org. We hope to hear from you soon!
Anthony Godfrey:
One of the things I really appreciated about the program is the context that was given to each song. What the song means, where the song came from, how the song was written, or how it came to be discovered in the case of ‘God Bless America’. Tell me about including that as part of the program.
Joshua Roberts:
So with the BTS grant specifically, I include US songs in third grade and in fifth grade as part of the integrations that we do. They learn the national anthem, we learn the history about it. ‘This Land is Your Land’ was one that we hit hard in fifth grade. And putting those songs in context is a huge anchor. Like if you just sing songs without context, what's the point of doing what we're doing?
Regan Stowell:
But I think your teaching them makes all the difference because even with the speaking parts, it doesn't mean anything if you haven't taught them what those songs truly mean and where they came from.
Joshua Stowell:
Right.
Regan Stowell:
That's the piece that makes this whole program so much more impactful for the students. Because while you're doing the context in class when we also share that piece in the program, it makes that connection.
Joshua Roberts:
And we've been doing this one here for five years.
Regan Stowell:
Well, before I came to Blackridge–
Joshua Roberts:
We had another one.
Regan Stowell:
–you already had a really strong Veterans Day program.
Joshua Roberts:
But we sat down together and looked at Regan's original. I wanted to make sure that what we were doing was very much centered on the Veterans. We're not singing about America in general. We are thanking the members of our community for their service. And I think when I talk about the songs with students in my classroom, that that is the focus. And when we do our rehearsals, one of the things I got up there and blasted at them was this program this day is not about you. And you need to put your ego aside because we are thanking members of our community. And I think that even with the histories behind the songs, that that's the more important thing is we are thanking and showing our appreciation to veterans that live in Harriman.
Anthony Godfrey:
That came through very clearly in the performance and in the way that Mr. Butler had students stand and give a standing ovation and thank the veterans just by looking at them and helping them feel that standing ovation. But that was true in every aspect of the performance. Nothing was rote. Nothing was simply standing up and doing what you were supposed to do. It was all an expression of what they clearly understood and felt.
Joshua Roberts:
Yeah. And for us to like we're the ones that had the theme, but it really is a full staff, full student body effort. Everybody–
Regan Stowell:
Everyone.
Joshua Roberts:
Nighttime sweepers all the way up. Everyone. Like teachers help rehearse weekly. I'm doing as much as I can in my class time. It took an army to get the setup last Thursday because we didn't have school on Friday. Like everybody involved made it happen so we could just get up there and look pretty and wave our arms.
Anthony Godfrey:
All hands on deck as it were. Yes. So tell me, it's fun to see the two of you interact as you talk about this because clearly when you say it takes everyone it does but this team right here the two of you collaborating has really taken it to another level it feels like.
Regan Stowell:
Absolutely.
Joshua Roberts:
Yeah.
Regan Stowell:
Absolutely. Mr. Josh, Mr. Roberts, he's so easy to work with but he also keeps me focused because I can be a little bit like “Let's do this, let's do this, let's add this”, and to just really keep it focused on the veterans. Keep it simple so that what we're doing is really honoring them for their service and their bravery. I think too, like helping the kids really understand that one of my favorite parts actually of the program is something I never get to see, but it's the piece that I think really connects with them. So maybe Claire and Emily will be able to say if I'm right or wrong, but when we do the different military songs and the veterans actually stand up for that first time and the kids actually make that connection of like “Oh my gosh, I'm singing to him or her because they're the ones in the Air Force. That's what I've prepared for”, I really think like that is one of the most powerful pieces. And the reason why originally so long ago I wanted to do this is because I wanted the students and the kids to understand that piece.
Anthony Godfrey:
The personal connection is really clear.
Joshua Roberts:
I mean last year we had one of the last World War II veterans in the area whose grandkids go to the school. He was able to make it and he died about a month or two after our Veterans Day assembly. It was a huge deal to have somebody still living that was able to serve in World War II.
Anthony Godfrey:
Wow, what a memorable moment to have him there.
Joshua Roberts:
He got a full standing ovation by himself from everybody in the room. It was that impactful.
Regan Stowell:
It was amazing.
Anthony Godfrey:
Over the years there are a lot of memories of specific veterans that have had an impact.
Regan Stowell:
Yeah, last year we also had someone who came in his full Marine uniform and he played the trumpet.
Joshua Roberts:
He played ‘Taps.’
Regan Stowell:
Yeah, but he played the trumpet in the Marine band I think that’s what it was. So he played ‘Taps’ for the for the kids so they could hear what that would sound like, and it was amazing.
Anthony Godfrey:
Let's talk with a couple of students who've been able to be part of this over the years. Tell me your name and your grade.
Claire Knotwell:
I'm Claire Knotwell and I am in sixth grade.
Emily Esselman:
I am Emily Esselman and now I'm in fifth grade.
Anthony Godfrey:
You've each been able to play different roles in each grade. Tell me do you have a favorite year, a favorite song that you learned along the way?
Claire Knotwell:
Mine was the Navy because my papa was in the Navy and he retired. He was in the Navy for 36 years I think.
Anthony Godfrey:
Wow was he able to be here and see you perform that?
Claire Knotwell:
No, he lives in Missouri so he can’t come.
Anthony Godfrey:
Okay, that would have been difficult. How about for you Emily?
Emily Esselman:
My favorite part is probably the medley. The Military Medley.
Anthony Godfrey:
Yeah, that's impactful. Tell me how has this changed you? What have you learned from this experience?
Claire Knotwell:
Probably that like you don't really realize a lot of how much someone really does for just a country and kind of like the sacrifices they give to help us out. I think that I've learned a lot more about that since I've been here.
Emily Esselman:
I've learned a lot about how many people are able to come and serve this country and fight for our freedom.
Anthony Godfrey:
Do you have a family member that's a veteran? I know that Claire's grandfather was in the Navy. How about for you?
Emily Esselman:
My dad served in the Air Force for about seven years. He was a loadmaster and he went on a few combat missions in Iraq and Afghanistan.
Anthony Godfrey:
Wow. Was he able to be here to see you perform?
Emily Esselman:
He was here in the morning program.
Anthony Godfrey:
How does it make him feel do you think to see you perform these patriotic songs? Especially his song?
Emily Esselman:
I think it has him remember that he did this and he served for our country and he fought for our freedom. And knowing that he helped make this country what it is today.
Anthony Godfrey:
Absolutely. Thank you very much for taking the time not only to perform this, I look forward to it every year. I canceled meetings to be here today because this is much better than any meeting
Students:
Thank you very much.
Anthony Godfrey:
Thank you for taking the time for the interview today and happy Veterans Day.
Joshua Roberts:
Thanks for coming up to Blackridge.
Anthony Godfrey:
Thanks for joining us on another episode of the Supercast. Remember, education is the most important thing you will do today. We'll see out there.
It is a Broadway hit winning eight Tony awards, garnering rave reviews. Now, the critically acclaimed musical Hadestown is about to be performed at Riverton High School.
On this episode of the Supercast, find out how Riverton High was awarded the rights to Hadestown and is one of the first high schools in the country to perform the play, which is still running on Broadway. It is a student performance worthy of a standing ovation.
Audio TranscriptionErin McGuire:
It's unusual for a high school to be able to do a show that is still on Broadway. It is really unusual to get two in the same year.
Anthony Godfrey:
You said that this particular production is stretching you and you're doing things that you had done before.
Erin McGuire:
We have 80 students who are involved in this. There are no scenes that are just dialogue.
Anthony Godfrey:
Have you done shows with a trap door like that before?
Clin Eaton:
No, never.
[music]Anthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. It is a Broadway hit winning eight Tony Awards and garnering rave reviews. Now the critically acclaimed musical Hadestown is about to be performed at Riverton High School.
On this episode of the Supercast, find out how Riverton High was awarded the rights to Hadestown and is among the first high schools in the country to perform the play, which is still running on Broadway. It is a student performance worthy of a standing ovation, thanks in part to the two people you're about to meet, musical directors Erin McGuire and Clin Eaton.
[music]For those who are listening who aren’t familiar with the story, tell us what Hadestown is about.
Erin McGuire:
It is the way the way the writer put it together is an intertwining of the two Greek mythology stories with Persephone and Hades and Orpheus and Eurydice. So Orpheus and Eurydice fall in love. She's actually killed by a snake that may or may not be Hades, has to go down to hell. And then Orpheus, her love, comes and finds her, tries to take her back, and she can walk behind him but not next to him on the way out of hell. If he turns around and looks at her, she goes back down and he can't get her again.
And then with Hades and Persephone, she is the daughter of the goddess of the harvest and she loves being outside and loves nature, but she also fell in love with Hades. So to make a deal to make them both happy, she spends six months with him and Hades and six months up on earth. So it's how those two stories in the author's mind twist them together as these two beginning of love and middle of love love stories. It's gorgeous.
Anthony Godfrey:
Talk about the setting for the story.
Erin McGuire:
We have two basic settings, above ground and below ground. So we have our performers at the beginning of the show, and it's kind of in a pub, a bar, New Orleans, it's kind of a place. And then when we deal with people who are living down in Hades, it goes below ground. And so as you can see on the set here, it doesn't really change a whole lot. We do a lot with lighting, and we have fantastic lighting students who are doing some great things with it. And we dress it that way, but it all just happens right here.
Anthony Godfrey:
I see a rock and roll set up there. Talk to people about how that comes into play.
Erin McGuire:
Yes. Okay, we had the option of either using tracks that are pre-recorded or a live band, and we were lucky enough to be able to get live bands. So we have people from all over, a former student of mine from way long ago, a couple of teachers here in the district.
Clin Eaton:
We have three Jordan School District faculty members.
Erin McGuire:
Yes.
Clin Eaton:
We have Eric Noyes from South Hills Middle. He's on our keys. We have one of the teachers, Karen Smith–
Erin McGuire:
Yes.
Clin Eaton:
Also at South Hills–
Erin McGuire:
Yes.
Clin Eaton:
–who's our cellist, and she is–
Erin McGuire:
Fantastic.
Karen Smith:
–a professional, played with Utah Symphony. And then we have Chris Jesse, who's our percussionist here, a percussion teacher, who's on the drum back there.
Anthony Godfrey:
The live music is going to make a huge difference.
Clin Eaton:
It is. And we have this guitar player out of Utah County that is a studio guitarist. He doesn't do musical theater. So when we offered him the job, he was accustomed to studio work, and so he showed up the first day completely off-look and memorized. He just thought he would just be playing
Anthony Godfrey:
Because he's used to the studio work. So they come in, they nail it, and they walk out.
Clin Eaton:
Yeah, so Eric is on keys, and he's like, You can actually have your music. You're allowed to look at it, because we have to go off of the actors. We don't necessarily get to do what you want to do. So he, all of the musicians, we added him in on Tuesday, and they were so impressed with the students and how prepared they were.
Erin McGuire:
And it sounds so amazing with the live musicians. It's amazing. Oh my gosh.
Anthony Godfrey:
It makes a huge difference. One of the things that I've always impressed about Riverton is that here you --you just described it. You pull in, here's a university, here's a guitarist from Utah County, here's some teachers from throughout the district. You pull these resources together, choreographers with experience on Broadway last time we talked. Just all of these resources brought together to provide a great experience for students and for anyone fortunate enough to be in the audience. Oh, a trap door.
Clin Eaton:
Yes! We’d like to take you down on it.
Anthony Godfrey:
Only because I trust you, Clin. Only because I trust you.
Clin Eaton:
No, no, you’re totally good. It was just safety checked off by the head engineer at Hillsborough Theatre.
Erin McGuire:
Right?
Anthony Godfrey:
I feel super cool right now.
Clin Eaton:
And then help him unload and help him get out the steps.
Anthony Godfrey:
You just lowered me into hell on the trap door.
Erin McGuire:
Yes.
Anthony Godfrey:
I've only been to Riverton for a few minutes, and I've already taken a trip to Hadestown.
Erin McGuire:
Well, we tried to give you the full experience when you're here.
Anthony Godfrey:
That was awesome. Tell me how exactly that works. That was very smooth.
Clin Eaton:
We actually found a YouTube video. It's like really old-fashioned, like back to the 1700s,--
Anthony Godfrey:
Really?
Clin Eaton:
--on how like they would use it to basically in magic acts. And basically you construct a big box with a series of locks and levers that unlock, and then it's a repelling rope that goes through a pulley system, and you, we have different settings based on how fast or slow we want it to lower. And the students down there just set the pins, they unlock it, actors safe to load, and then it just goes down by the rope. It's strong enough that students could dance on it and do everything they need to and be just fine, because the whole point is we don't want to know it's there.
Anthony Godfrey:
Yeah. It felt very stable. Have you done shows with a trap door like that before?
Clin Eaton:
No, never.
Anthony Godfrey:
Hadestown is stretching what you’ve done in the past.
Erin McGuire:
Yes.
Clin Eaton:
And we, since we're also doing Harry Potter later in February, we're building stuff that can be used for both pieces. So this will also be used for Harry Potter and the Cursed Child. And in a moment, we have some stuff. We have the head of Weber State Technical Theater out here with six hours yesterday with tech students rigging up things on our catwalks so they can lower lights. And we'll show you that in a moment. But for Harry Potter, we're going to drop the Dementors down on that system.
Anthony Godfrey:
Oh, really?
Clin Eaton:
Yeah. So we have, so what we were building for Hadestown, we're thinking of like both shows in conjunction.
[music]Anthony Godfrey:
Stay with us. When we come back a sneak peek at their incredible performance.
[music]Never miss an episode of the Supercast by liking and subscribing on your favorite podcasting platform. Find transcripts for this episode and others at supercast.jordandistrict.org.
[music]Break:
Are you looking for a job right now? Looking to work in a fun and supportive environment with great pay and a rewarding career? Jordan School District is hiring. We're currently filling full and part-time positions. You can work and make a difference in young lives and education as a classroom assistant or a substitute teacher. Apply to work in one of our school cafeterias where our lunch staff serves up big smiles with great food every day. We're also looking to hire custodians and bus drivers. In Jordan School District we like to say “people come for the job and enjoy the adventure”. Apply today at employment.jordandistrict.org
[music]Clin Eaton:
Paul, go ahead and lower those down and then Dylan, turn them on when they're ready. And if you want to turn off house lights, Dylan, you can. So they have pulleys. Go ahead and turn off house if you want so we can see what it'll look like going down over the audience.
Erin McGuire:
And they have that cool Edison light.
Clin Eaton:
Yeah, so there's five students each on a pulley lowering them down and there's certain moments in the show where they get lowered down and they have this effect. But the idea is we want it to be kind of magical in this show that the audience all of a sudden realizes there's something over them and Harry Potter we want it to be terrifying because Dementors will be on the end of these instead.
Anthony Godfrey:
Oh, my goodness.
Clin Eaton:
Good job! That was really, really nice, guys.
Anthony Godfrey:
That looks really good.
Clin Eaton:
Go ahead. Yeah, give them a round of applause. They worked on that all day yesterday. It's really cool.
Anthony Godfrey:
That's a big impact.
Clin Eaton:
Dylan, that's beautiful. I like that effect.
Anthony Godfrey:
You said that this particular production is stretching you and you're doing things that you had done before. Tell me some of the things that are required in a Hadestown performance that really are moving you beyond where the program's been.
Erin McGuire:
Well, we have had other productions that have had large casts, but we have 80 students who are involved in this. And I always--for our big musicals, we try to cast all the students that are auditioning for it because being in a musical is one of those awesome experiences that are just unique to the situation of being in high school. We've seen kids make new friends. We've seen the new friend groups grow, and that's just really special for them. But to try to fit 80 students in the space, that's a challenge. For our choreographer to try to find a way to fit them on stage and in the front and they're in the aisles and have those dance pieces all work together, that's a challenge.
For a show that I've seen once on Broadway, and I know it, but I didn't know know it until I started working on it, for me, it's a huge stretch for me to be able to do this piece of art justice. For the students who some have never seen it, they are not as familiar with it. They work a little bit with the music to teach them about them, what the story is and the gravity and what their contribution to it really means. That's been a challenge. For them to learn the music has been a challenge. It's a sung-through show. There are no scenes that are just dialogue. Everything is sung, sung through, like Les Mis. That's been a challenge.
Anthony Godfrey:
And they, unlike Les Mis, is there isn't this long precedent of this is what the performance looks like.
Erin McGuire:
Correct.
Anthony Godfrey:
So that's a bigger burden, a lot of more creativity, but also it's exciting to be able to put your own stamp on it.
Erin McGuire:
So exciting. Absolutely.
Clin Eaton:
You may have already said this, but there's not much downtime.
Erin McGuire:
No, there really isn't.
Clin Eaton:
They're on stage. The ensemble has so much to do in this show. Even Les Mis, yeah, ensemble is busy because they're changing characters. But this, they’re on.
Erin McGuire:
They're a huge part of telling the story.
Anthony Godfrey:
So the 80 that are involved are pretty much involved all the time.
Erin McGuire:
Yes. We have done a little bit of separation. So we have our above-ground workers and our below-ground workers, or what they're called in the script, they're called those workers. And so there are some moments when the entire cast is on stage several times throughout the whole show. But then there are some moments where we have 50 or 60 on and then those switch with the other. So it’s a back and forth, coordinating kind of a situation.
Anthony Godfrey:
It has a different feel to it. It's very engaging because it's so different.
Erin McGuire:
Yes.
Anthony Godfrey:
How have the kids felt and developed through this production?
Erin McGuire:
They love it. Let's ask them, "Hey, students! Have you enjoyed being involved in this production of Hadestown?"
Students:
[Cheering]
Anthony Godfrey:
A survey says yes, they've enjoyed it.
[Laughter]Ethan Hall:
Oh, yeah.
Erin McGuire:
This is Ethan Hall, he’s our Hades.
Ethan Hall:
Hello.
Anthony Godfrey:
Hi. How are you?
Ethan Hall:
I'm great. How are you?
Anthony Godfrey:
Nice to see you.
Ethan Hall:
Good to see you.
Anthony Godfrey:
Tell me about your role.
Ethan Hall:
So I play the lead villain in the show. I get to be the king of the underworld. Like, he's an industrialist. And, you know, at his core he's not truly evil, but all of his actions are misplaced.
Anthony Godfrey:
You playing a bad guy, is this typecasting?
Ethan Hall:
I sure hope it's not.
Anthony Godfrey:
I like the way you describe that. What he's trying to do, his actions are misplaced. He's not at his core a bad guy.
Ethan Hall:
Yeah, yeah. In the end he is like, he's redeemed. He's like, a lot of it is like he's trying to make his wife happy by like just always making his empire bigger and bigger, which that's not what she wants. And it takes the course of the show for him to realize that.
Anthony Godfrey:
How has this role stretched you?
Ethan Hall:
It's been a lot. I don't play villains very often. And I just get to like, it's really interesting like, you know, having that chemistry between characters. It's also a very low role vocally. And I don't get to use that range a whole lot in different productions. So it's been really, really fun to be able to sing low and like have that different character work between people.
Anthony Godfrey:
What's your method for memorizing? When you're driving in the car, are you always singing these songs? Do you dream them? How do you keep everything stored inside your head, ready to go on a moment's notice?
Ethan Hall:
Yeah. With this show specifically, I've been obsessed with it for like a few years. So I basically had most of the characters lines memorized, but I do listen to it in the car whenever I can. A method I got taught is whenever I'm brushing my teeth at night, I just listen to any of the songs I'm having trouble with. Then I go to bed and it sticks better.
Anthony Godfrey:
Oh, yeah. Good idea. Good idea. For those listening, listen to your vocabulary words for the test the next day before you go to bed. So what would you say to people who are considering whether to come? Why should they come see Hadestown?
Ethan Hall:
I would have to say it's just a beautiful show. The music is incredible. Our technical elements are some of my favorite I've ever seen. And just the message of the show is really beautiful. There's multiple stories to follow throughout it. And so it's just a wonderful, in my opinion, it's a wonderful way to spend your evening is just to come see it. It's going to be an amazing time.
Anthony Godfrey:
It's an ambitious show to take on and I can't wait to see it. I'm seeing it on a closing night.
Ethan Hall:
Oh, lovely. We can’t wait see you here.
Anthony Godfrey:
So it will be really fun to be here.
Ethan Hall:
Awesome. I really hope you enjoy it.
Anthony Godfrey:
Thank you very much. Congratulations.
Student performing:
[ORPHEUS, spoken]Eurydice?[HERMES, spoken]Hey, the big artiste! Ain't you working on your masterpiece?[ORPHEUS, spoken]Where is she?[HERMES, spoken]Brother, what do you care? You'll find another muse somewhere.[ORPHEUS, spoken]Where is she?[HERMES, spoken]Why do you wanna know?[ORPHEUS]Wherever she is, is where I'll go[HERMES, spoken]What if I said she's down below?[ORPHEUS, spoken]Down below?[HERMES, spoken]Down below. Six-feet-under-the-ground below. She called your name before she went, but I guess you weren't listening[ORPHEUS, spoken]No...[HEREMES, spoken]So...Just how far would you go for her?[ORPHEUS]To the end of time, to the end of the earth.[HERMES, spoken]You got a ticket?[ORPHEUS, spoken]No...?[HERMES, spoken]Yeah, I didn't think soAnthony Godfrey:
Tell me your name.
Tyler:
I'm Tyler.
Anthony Godfrey:
Tell me about the technical aspects of this show that are different from maybe other things you've worked on. I've already heard one of the actors raving about the stage tech aspect of this. And I experienced it myself, being lowered down into Hadestown. Tell me about the sound aspect of this production.
Tyler:
Well, unlike a lot of other shows, we have a live band. So, there's a lot more going into it. We have, instead of just clicking play on a computer to play all of our music, we have a bunch of different musicians. And then, because of that, we have to mix them to all sound right for the songs. And there's just a lot more things that can go wrong and can go right than just clicking a play button. So, it's a lot different in that aspect.
Anthony Godfrey:
Clicking a play button is stressful enough.
Tyler:
It is, yeah.
Anthony Godfrey:
Making sure that you play the right thing at the right time. But the live music controlling the sound of the drums and mixing that. I play in a very amateur band from time to time and balancing that sound makes all the difference.
Tyler:
It does.
Anthony Godfrey:
Whether the music can have that impact, especially when you're balancing it out with other things happening on the stage. Well, congratulations and I can't wait to see them. I’m coming closing night.
Tyler:
Oh, you'll love it. You'll enjoy it.
Clin Eaton:
He’s done his job well, if you don't notice anything. If you can hear everyone, they’ve done their job.
Anthony Godfrey:
Yeah, that's really it. If you don't notice–
Clin Eaton:
He has a crew of three. There's three people that are running sound.
Anthony Godfrey:
Very cool. So, are you up there?
Tyler:
Yes, I'm up there on the mixer.
Anthony Godfrey:
The mixer. Awesome.
Anthony Godfrey:
Tell me your name.
Taya:
My name's Taya.
Anthony Godfrey:
And you're the dance captain.
Taya:
Yeah, so I'm the dance captain and I'm in both ensembles.
Anthony Godfrey:
Tell me about being dance captain.
Taya:
So, basically my job is to make sure everyone knows what they're doing in the show, really, in general. Because this is a very dance-heavy show. Like, a lot of people wouldn't think that about Hadestown, but we have so many dance numbers. So, I make sure our timing is correct and that everyone looks good and is having fun with what they're doing.
Anthony Godfrey:
Looks good and is having fun.
Taya:
Yes.
Anthony Godfrey:
So, I shouldn't be going … one, two, three, four. You shouldn’t be counting.
Taya:
Yeah, you should not be doing that.
Anthony Godfrey:
Okay, alright. How many people might be dancing at one time?
Taya:
I would say, yeah, about 80-ish.
Clin Easton:
Between 40 and 80.
Taya:
Mm-hmm.
Anthony Godfrey:
Wow.
Taya:
So, it's crazy.
Anthony Godfrey:
Down into the aisles, out in front of the stage, and on the stage.
Taya:
Yes, we have people in the front dancing, like, on the floor, and then we have people on stage and people in these two aisles dancing.
Anthony Godfrey:
That's a ton to coordinate.
Taya:
Yes.
Anthony Godfrey:
How did you end up as dance captain? What is your dance background?
Taya:
So, I've danced, basically, my entire life. I did competitive dancing for a while, and then I got into theater, and I was like, "Oh, this is so fun." And then you can combine the two aspects, so it's really fun.
Erin McGuire:
I, as the director, chose her because I knew that she was a very excellent dancer and very organized on top of things, learning stuff really fast, and that she would be good with teaching and re-teaching and training all the other students. And so, I chose her to be that kind of leader for the show.
Anthony Godfrey:
So, you're not only a great dancer, you're also a great leader that's able to get the best out of those around you.
Taya:
I'd like to think so. Yeah.
Anthony Godfrey:
Talking with you now, I have great confidence that it's going to turn out fantastic.
Taya:
Thank you.
Anthony Godfrey:
I asked Ethan this, for those listening, why would they come to Hadestown?
Erin McGuire:
There's a reason that classic stories are classics. They attract and hold our attention for centuries. So, there's something to those stories, to those characters, that human beings connect to on both a basic and an emotional and intellectual level. So, we're telling that kind of story. You're going to enjoy that because humans have for thousands of years.
Also, the way that the author and the composer has put it together, it also has a modern sensibility to it. It's like a folk song kind of musical. The music is beautiful. It's absolutely beautiful. It's used in very different ways. I mean, we've got both strings and a trombone. So, that tells you just the variety of things that we have with it.
Anthony Godfrey:
And it's fresh for high schools to be able to do this.
Erin McGuire:
Yes.
Anthony Godfrey:
It's newly available.
Erin McGuire:
Exactly.
Anthony Godfrey:
And it's a timeless story, lots of dancing, singing from start to finish, any unique production different from what you've seen before. What could be better? Don't miss it.
Students singing:
[EURYDICE, COMPANY ]Wait for me (I'm comin'), I'm comin' (I'm comin')
Wait, I'm comin' with you (I'm comin')
Wait for me (Wait, I'm comin'), I'm comin' too
I'm comin' too
I'm coming, wait for me (Wait)
I hear the walls repeating (Wait)
The falling of my feet and
It sounds like drumming (Wait)
And I am not alone (Wait)
I hear the rocks and stones (Wait)
Echoing my song
I'm coming (Coming, coming, coming)Anthony Godfrey:
If you'd like to watch one of the performances, "Hadestown" runs Thursday, November 14th through Monday, November 18th.
Thanks for joining us on another episode of the Supercast. Remember, education is the most important thing you will do today. We'll see you out there.
[applause]
It has been a decades-long tradition for members of the Whitchurch family, and it started with siblings attending Heartland Elementary School in the early 1980’s.
On this episode of the Supercast, hear from Michelle Whitchurch who has had members of her immediate family attending Heartland consistently for 25 years. Find out how it’s turned into a family affair with generations of students carrying on the tradition of having a great big heart for Heartland.
Audio TranscriptionTranscription coming soon.
For some former students she will be forever known as the “Thriller” teacher at Eastlake Elementary School.
On this episode of the Supercast, meet Jackie Webster, a visual art specialist who began a long and lasting Halloween tradition of 6th grade students performing “Thriller” to the delight of parents, younger students, and staff at Eastlake. It’s a tradition now being carried on by a new teacher, but Ms. Webster continues to show up for the spooky and spectacular performance.
Audio TranscriptionJackie Webster:
The girl handed me my drink. She said, "Wait, aren't you the thriller teacher of Foothills?" I mean, that was like forever ago.
Anthony Godfrey:
Before we get into the history, can you just tell me what this is and what we can look forward to?
Jackie Webster:
When the parents come, it's not just a minute and a half. It's a five-and-a-half-minute dance. So they dance for the whole thing and they dress up like zombies. It's something that they look forward to every year.
[Music]Anthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. For some former students, she will be forever known as the "Thriller Teacher" at Eastlake Elementary School.
On this episode of the Supercast, meet Jackie Webster, a visual arts specialist who began a long and lasting Halloween tradition of sixth-grade students performing "Thriller" to the delight of parents, other students, and staff at Eastlake. It's a tradition now being carried on by a new teacher, but Ms. Webster continues to show up for the spooky and spectacular performance.
[Music]We are here at Eastlake Elementary School to talk about what happens at Halloween. Introduce yourselves and then let's get into it.
Jackie Webster:
I'm Jacqueline Webster
Ciara Brady:
And I'm Ciara Brady.
Anthony Godfrey:
Tell me your roles.
Jackie Webster:
Right now I'm the BTS Art Instructional Coach for Jordan District, so I go to all the elementary schools. So I get to coach all the elementary arts teachers.
Anthony Godfrey:
And you're the new dance instructor here.
Ciara Brady:
Yes.
Anthony Godfrey:
Before we get into the history, can you just tell me what this is and what we can look forward to?
Jackie Webster:
Okay, so the Thriller Dance is with the sixth-grade students here at Eastlake. It gives them an opportunity to have something different to participate in and a different experience. And it's something that they've looked forward to every year. The original dance is only actually like a minute and a half in the actual video. So over the years, I've added choreography. I've changed it so that when the parents come it's not just a minute and a half. It's a five-and-a-half-minute dance. So they dance for the whole thing and they dress up like zombies. And then we we’re Michael.
Anthony Godfrey:
So each of you play the role of Michael?
Jackie Webster:
Yeah, I've always been Michael.
Anthony Godfrey:
Hence the red leather jacket with the MJ on it.
Jackie Webster:
This is official from the MJ store.
Anthony Godfrey:
Is it really?
Jackie Webster:
It really is.
Anthony Godfrey:
How long have you had this jacket?
Jackie Webster:
Oh, well, a long time.
Anthony Godfrey:
Because it looks vintage. It looks real.
Jackie Webster:
It is vintage.
Anthony Godfrey:
That is awesome. I look forward to learning some moves with you guys.
Jackie Webster:
Oh, I love that.
Anthony Godfrey:
Before I have a trivia question now. What is it that no known mortal can resist?
Jackie Webster:
The evil of thriller.
Anthony Godfrey:
Yes, the evil of the thriller. Oh, it just gives me goosebumps to hear that. You've got the Michael Jackson t-shirt.
Anthony Godfrey:
Have you accumulated a lot of Michael Jackson stuff over the years?
Jackie Webster:
Oh, you have no idea. You have no idea. A lot, yes.
Anthony Godfrey:
And how many times have you watched the video?
Jackie Webster:
I can't even count. I don't even know. I started when I was little.
Anthony Godfrey:
You wore out the VHS tape.
Jackie Webster:
Yes, actually, I did watch the original VHS and we have the original thriller album.
Anthony Godfrey:
Yeah.
Jackie Webster:
My sisters have it from the 80s. I have three older sisters. So just, you know, we grew up listening to Michael and my cousin was actually friends with him. So he was just kind of a big thing in our family.
Anthony Godfrey:
Now, wait a second. Back that up.
Jackie Webster:
Yes.
Anthony Godfrey:
You have older sisters.
Jackie Webster:
I have three older sisters and my cousin was friends with Michael.
Anthony Godfrey:
Really?
Jackie Webster:
Yes.
Anthony Godfrey:
Tell me more about that.
Jackie Webster:
She has pictures with him, with her and her kids. She was a huge fan. She lived in Encino, California, and she sent him an Arabian colt because, you know, he loved animals.
Anthony Godfrey:
Wow.
Jackie Webster:
And so he wrote her and because she wrote a letter to go with it and he was like, “Well, what do you want in return?” She's like “nothing.” And he's like, “well, someone always wants something in return.” So he invited her and her kids, sent a car, went to his house, and took them on a tour and they just became friends after that.
Anthony Godfrey:
That's amazing.
Jackie Webster:
She has a whole chest of things from Michael.
Anthony Godfrey:
And was that what started your interest in Thriller?
Jackie Webster:
Yeah. That and my family listening, obviously, to his music. But yeah, just hearing her stories and then her kids, you know, had stories about hanging out with them.
Anthony Godfrey:
Very cool. So as a kid, you loved Thriller. Did it ever scare you?
Jackie Webster:
No. I just thought it was really cool.
Anthony Godfrey:
Yeah.
Jackie Webster:
But when I've taught Thriller, I've always told the students to ask their parents permission to watch it at home, you know, because it can be scary. I never showed it because, you know, without permission, obviously. So they would have to go home and watch it with their parents.
Anthony Godfrey:
And you are new to the Thriller.
Ciara Brady:
Yes. I just did this for my first time last year.
Anthony Godfrey:
And how was that?
Ciara Brady:
It was good. I mean, I got hired for this job and then I found out that this was going on nine years tradition at the school.
Anthony Godfrey:
Did you feel like they should have said it in the interview? Like, “Are you familiar with Thriller? Can you recite the lyrics and are you ready to be part of this?”
Ciara Brady:
That would have been pretty funny. “What is happening? What is this job?”
Anthony Godfrey:
Yeah. Was everything red and black in the room?
Ciara Brady:
And you know, I actually had no idea till I'd already been hired.
So then I found out that the kids look forward since kinder her into the day that they get to be in sixth grade and thriller. And I was like, “Well, I'm not going to be the teacher that kills this tradition.”
Anthony Godfrey:
Right. That's right.
Ciara Brady:
I kept it going.
Anthony Godfrey:
See, you've shown good judgment already in year one. That's awesome.
Ciara Brady:
Thank you.
Anthony Godfrey:
Tell me, both of you, what is it that students get out of participating as a sixth grader? First of all, it's really fun to look forward to it for five years. Look up to those sixth graders and that cool thing that they get to do. But tell me, what do they get out of the experience of preparing for and performing in the Thriller dance?
Ciara Brady:
I think the first thing they get is it's a really good confidence booster for them. It’s especially really nice to see the kids that are a little more quiet or shy. All of a sudden, they're the most dramatic and zombie of everyone in the group. And they're twitching and doing these big moves. And it's like, “oh, wow, I didn't know that you were very capable of doing that.” But it's really awesome. And then I feel like for the rest of the year, they feel more confident in just regular dance class that I teach. It was like that early on boost to their self-esteem.
Anthony Godfrey:
And it's super engaging. You can't drift and not pay attention when you're trying to learn a dance and you're part of an ensemble and everybody is counting on you.
Ciara Brady:
Exactly.
Anthony Godfrey:
I love that about the arts in particular. I never knew how to play this instrument. I never knew I could dance. I never knew this song or routine or that I could create this work of art. And then you stretch someone and they say, “Hey, wait a minute. I can do things I didn't know I could do. And I'm pretty good at it.”
Jackie Webster:
And I feel like it's a bonding experience, too, for them. They learn teamwork and having sequencing and placement and where they're supposed to be. I've had many stories over the years of kids who've remembered. I was actually telling him some of the stories beforehand.
One story is there was a kid who got married recently and he found me on Facebook. And he's married. I had him in third grade at Foothills. And he said, “I just heard something that I need to clarify with you. Were you really Michael Jackson's backup dancer?” I was like, “What? No!” And he's like, “Well, that was a rumor going around, like ever since I was in third grade.” And so even to this day, he thought I was.
Anthony Godfrey:
He thought you were Michael Jackson's backup dancer.
Jackie Webster:
But I was like, no, that was a rumor. But thanks for thinking of it.
Anthony Godfrey:
Wow. So you really do teach the dance very well, obviously. When you describe the twitching and the moving around, I can't help but visualize the video. How much do you emulate the video and how much did you add? Because you told us that you expand it.
Jackie Webster:
I did. I expanded it.
Anthony Godfrey:
But for that minute and a half, do you recreate the original also?
Jackie Webster:
Yes. I took pieces from the original. There was like one or two moves that I knew would be hard for third graders because back in the day. And so I tweaked it and I ended up typing up all my dance steps. Like six pages. But I added my own choreography and then tweaked it a little bit so that it would last the whole length of the song. Five and a half minutes. I do need to put a plug in.
Anthony Godfrey:
Yeah.
Jackie Webster:
For the Beverly Taylor-Sorensen Arts Learning Program.
Anthony Godfrey:
It's fantastic. It is fantastic. Let's talk about that.
Jackie Webster:
Because Ciara is a BTS dance teacher and I was a visual art BTS teacher and I'm the BTS coach. And I love that our district particularly has a BTS teacher in every elementary school. That's not common in every district. And I just want to thank you for supporting the arts because it makes a big difference.
Anthony Godfrey:
It does make a big difference in the lives of students. And we have tremendous art teachers. Whether it's visual arts or dance or music. Whatever it is. Drama. It enriches the day for students. Like you said it builds confidence. That creativity is really important. And our teachers have brought such value to it. We just couldn't imagine doing without a teacher in every school. Well, thank you for supporting teachers. Thank you for choosing to be a teacher. And thank you for creating this incredible experience for students.
Don't go away. When we come back hear students performing to perfection in this year's Halloween production of Thriller.
[music]Never miss an episode of The Supercast by liking and subscribing on your favorite podcasting platform. Find transcripts for this episode and others at supercast.jordandistrict.org.
Break:
In Jordan School District we never want a student to go hungry, without food, warm clothing, or school supplies.
Hi, I'm Mike Haynes, director of the Jordan Education Foundation. If you're looking for opportunities to help students and teachers in our schools, we invite you to join us. The Jordan Education Foundation works with generous community partners, volunteer groups, and amazing people to provide classroom grants for teachers, food and clothing to fill Principal's Pantries for students. And together we recognize outstanding educators in every single school every year. If you want to connect with an amazing community helping to fuel success in Jordan School District, get involved or donate by visiting our website at jordaneducationfoundation.org. That's jordaneducationfoundation.org. We hope to hear from you soon!
Anthony Godfrey:
We're talking now with two of the students who participate in the Thriller dance. Tell me your name and what you love most about being part of this.
Maxx:
Okay, my name is Maxx and I just, I love dancing. This is really fun and a good opportunity for me to show my dance moves.
Anthony Godfrey:
Have you enjoyed dancing for a long time?
Maxx:
Yes, I have. I liked dancing when I was a little kid.
Anthony Godfrey:
Yeah? And have you been taking any dance lessons or classes or is this your first opportunity to really show what you're made of?
Maxx:
This is my first opportunity to show what I'm made of.
Anthony Godfrey:
Tell me your name.
Marriem:
My name is Marriem and I like to just be part of a group project.
Anthony Godfrey:
So you like being part of the group? You're making friends connected with each other?
Marriem:
Yes.
Anthony Godfrey:
So have you danced for a long time or is this your first dancing opportunity?
Marriem:
I used to be in ballet class but I didn't really like it that much, but I'm starting to like it again, so kind of.
Anthony Godfrey:
Can you show me any moves from the dance? Oh wow. So where you get down kind of knees bent and you're rotating and using different pivot foots. That really did make me think about the video. I am going to be listening to Thriller in the car.
Oh, wait a minute. I just heard clapping behind the curtain. Is it haunted or is everyone rehearsing back there?
Maxx:
They're rehearsing their formation claps.
Anthony Godfrey:
Thank you guys for talking to me and I'm really excited about this year's performance. I have a feeling it's not going to feel like Halloween unless I get to see the Thriller dance. So thank you very much.
Oh wow. No one's doing the dance halfway that's for sure. Oh, the marching. It is all coming back to me now.
It looks like you have some photos from over the years here. Let's take a look. And you said you started doing it with third graders at Foothills when you taught third grade.
Jackie Webster:
Yeah, so I actually found one of my pictures.
Anthony Godfrey:
Wow.
Jackie Webster:
That was just me and my class. It’s just so cute.
Anthony Godfrey:
That's adorable. They look very excited to be so scary.
Jackie Webster:
I know so that was back in the day.
Anthony Godfrey:
Cutest zombies ever.
Jackie Webster:
And I have– so this is the last picture I took. This was in 2000.
Anthony Godfrey:
You have thriller earrings that say “Thriller”.
Jackie Webster:
I know and I even painted my nose to match.
Anthony Godfrey:
Oh wow.
Jackie Webster:
I do have to pay tribute to Barbara Yost because when I first did Thriller it was just me and my sister and her friend. We performed it.
Anthony Godfrey:
Yeah.
Jackie Webster:
Just for my class. And she said, “Next year why don't you teach some of it to the kids?” And I'm like “Yeah, I would like to.” And she was like “I'm OK with that.” I'm like “Well, if you're OK with that I'm OK with it.” So she helped encourage me to do that. So shout out to her.
Anthony Godfrey:
That’s really exciting. That's really cool that she'd embrace it and just jump in.
Jackie Webster:
So this is them dressed up. These are my third graders.
Anthony Godfrey:
Look at them. That is so cool. Oh yeah. With the face being eaten through.
Jackie Webster:
And I always told parents and the kids they never had to buy a costume. It wasn't like you had to go buy, it was just be creative. Do your own makeup. Ratty hair. Find an old t-shirt and rip it up. So they all just created their own costumes.
Anthony Godfrey:
Oh cool.
Jackie Webster:
They never went and bought their own.
Anthony Godfrey:
Wow.
Jackie Webster:
And then I ended up combining it with – because we had tracks at the time we were year-round.
Anthony Godfrey:
You're right.
Jackie Webster:
So it was my class and the other track teacher. So we didn't leave any of those out of course. So the last year I was here. This was in 2022.
Anthony Godfrey:
Those are some great costumes.
Jackie Webster:
Yeah, they're makeup
Anthony Godfrey:
Or makeup rather.
Jackie Webster:
Yeah, and their costumes. They made them up.
Anthony Godfrey:
Sure.
Jackie Webster:
Then we have some that pretend to be zombies and not alive.
Anthony Godfrey:
Oh yeah. Zombies that come alive while they’re dancing.
Jackie Webster:
Yes, they have to. It's a must.
Ciara Brady:
They all want to be those kids.
Jackie Webster:
This is one of my students. Look how good!
Anthony Godfrey:
Oh wow. Yeah. That is such a great work.
Jackie Webster:
The parents are amazing. The parents helped. I mean they helped a ton with the makeup obviously. I went to Swig last summer and a girl handed me my drink. She said, “Wait, aren't you the thriller teacher from Foothills?” I mean that was like forever ago.
Anthony Godfrey:
Yeah.
Jackie Webster:
She’s in high school. And I was like “Yeah” I mean it's just cute. I'm glad I'm well known.
Anthony Godfrey:
Yeah. It's a part of your identity. You'll never shake it.
Jackie Webster:
I know.
Anthony Godfrey:
Can you show me some of the moves? Now you showed me a little bit. So there's a little bit. I remember that they kind of go like this and then they walk in the direction. So it's elbow- so you walk and then you do the left right left with the claw.
All:
One, two, three. Left, right, left. One, two. Left, right.
Anthony Godfrey:
Well, clearly I haven't been practicing one day a week since August. Yeah.
Jackie Webster:
That's the classic one.
Anthony Godfrey:
That's awesome. Congratulations on a great project over the years and on taking up the torch even though you didn't know you were going to have to do that. Embracing it fully and creating this great experience.
Jackie Webster:
She's done an awesome job and I'm grateful that she's taken on the job so that could continue for the community.
Ciara Brady:
Thank you.
Anthony Godfrey:
Thanks for joining us on another episode of the Supercast. Remember, education is the most important thing you will do today. We'll see you out there.
(upbeat music)
Juniper Elementary students are hoping new traditions of kindness and caring take root at their brand-new school. They recently planted a new tree outside to represent their hopes and dreams.
On this episode of the Supercast, we join Juniper students, staff, and parents for a tree planting ceremony. It was the planting of not just any tree, but a Juniper, a type of tree best known for its strength and ability to grow almost anywhere in any conditions.
Audio TranscriptionBeckham:
With the Juniper tree, we want it to grow and become strong. So with the students and adults here, we want them to grow their minds and become strong too.
Victoria:
I think that Juniper Elementary should be a place that we can feel safe at and not be judged.
Caitlin:
The students are the roots and love is the water in the watering can. We can come together to make a beautiful tree.
Shem:
The teachers are the branches of Juniper.
[Music]Anthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. Juniper Elementary students are hoping new traditions of kindness and caring take root at their brand new school. They recently planted a new tree outside to represent their hopes and dreams.
On this episode of the Supercast, we join Juniper students, staff and parents for a tree planting ceremony. It was the planting of not just any tree but a juniper, a type of tree best known for its strength and ability to grow almost anywhere in any conditions.
[Music]We're out in front of Juniper Elementary as students head to their buses, their rides home and it's an exciting time. The school year has just started and we're here with Principal Kaleb Yates. How are things going so far with one month down?
Kaleb Yates:
It's going great really. We have great students, good teachers, and today's our PTA carnival so we've got a lot of great parents that want to help out.
Anthony Godfrey:
I did see the huge inflatable saber-toothed tiger and thought something is afoot, something's happening. Tell us for those who are not familiar what the unique design is here at Juniper Elementary.
Kaleb Yates:
Yeah, the thing that is unique about our school is we're 4th, 5th, and 6th grade and we share the same boundary with Ridge View Elementary. It's unique that we have the older students here and it's unique that we share families and are still trying to keep our community together and provide what we can for our families. Give them a good experience.
Anthony Godfrey:
It's unique for us not only to have a school that has grades 4, 5, and 6 only but also to have a growing population at one of our elementaries and simply decide we're going to keep that same boundary just to add another school into the mix so that we can manage the numbers. You know you talk about keeping the community together, yes that means that now students are at elementary 1, elementary 2, middle school, and then high school but it also means the boundary is the same so you're not saying goodbye to friends in the same way that you might have to if there were a boundary change.
Kaleb Yates:
Yeah, we have a shuttle service that goes back and forth between the two schools which has been great. It's been a good experience for kids to be able to meet up in one spot. Parents don't have to shuffle over to find their kids. So that's been good.
Then the other nice thing is that we've been able to, we've had a lot of concerns that happened prior to the school being finished and parents have been happy. We've had a lot of positive comments about how things are running and we're only dealing with about 540 kids here instead of 1300 kids is what it used to be.
Anthony Godfrey:
Right, 1300 at one elementary school. I think we decided that was maybe a 4A high school, maybe a 5A. I know things are just barely underway but what are some of the things that you think you're going to be able to do to offer to students to accomplish that might have been more difficult with all seven grades in the same school?
Kaleb Yates:
Yeah, a lot. So this year we're trying out one-to-one iPads with all of our students which is, the young kids are definitely capable. They can use cell phones better than most of us can but with the upper grades, the responsibility of taking care of an iPad, we can set expectations and they can try new things with STEM, with art. We've been using them for a lot of the Wit and Wisdom curriculum to be able to access art. We're still putting a lot of pieces together but one example is the iPads. We can have the kids use their iPads and they take them from different classes with them and so far it's been working out really well.
Anthony Godfrey:
How does the school feel different having fourth, fifth, and sixth grade students only?
Kaleb Yates:
Transitions are a lot faster for sure because we're dealing with a bigger body so they get from outside to inside and from class to class a lot faster. We don't have kids getting lost like kindergarteners and that kind of stuff in the building.
Anthony Godfrey:
You're not teaching kids how to be in school. They've all been in school. They all have a sense for what's expected.
Kaleb Yates:
And this is a great age group. They love their teachers and want to do the best they can for their teachers and so they're working really hard and getting used to the new building and the floor plan but things are working out really well.
Anthony Godfrey:
It's not a full middle school but it does have very much of a middle school feel to it. There are a few things that if it were ever to be converted in the future, and that was the Board's idea. Rather than build less than a mile away, less than half a mile away, build a second elementary, let's build a school that might have some versatility in the future and could be adapted in the distant future, I'll clarify. So some things need to be added but essentially it's a middle school.
Kaleb Yates:
Yeah, a middle school floor plan.
Anthony Godfrey:
Big halls, more offices and very generous sized classrooms, a big stage. Tell us about how that feels in comparison.
Kaleb Yates:
Yeah, if you ever get a chance to come by and see the building, we have a lot of big windows and big hallways so that the kids can transition quickly. Our classrooms have the TVs in them instead of projectors which have been a great asset for instruction for our teachers. And then the cafeteria, the gym, it's traditional as far as elementary school, we still have half of it as the gym and half of it is the cafeteria, but if they were ever to expand it there's room on the property to add full-size gym and full-size auditorium and plenty of parking. There's no shortage of parking.
Anthony Godfrey:
Yeah, it is nice to have lots of parking, especially on a PTA night like this one. When I was here the first day of school I had toured it over the summer, it's really a beautiful building on top of all that.
Kaleb Yates:
Yeah, they've done a phenomenal job. We have the different colored hallways that match each of the grades and the architecture in there you can see for visibility and from a principal's perspective you can see into all the classrooms and all the big spaces and for supervision and also I get a lot of waves through the windows and stuff so it's been fun for me.
Anthony Godfrey:
Do the kids feel a little bit of a bigger deal now that they're separated from the younger kids?
Kaleb Yates:
They for sure do because it's just a bigger building and so coming from Ridge View with that traditional elementary school for a plan of coming here it definitely feels more like a middle school and they’re feeling fancy for sure.
Anthony Godfrey:
That's good, that's what we want, that's what we want. And the third graders now at Ridge View get to be top of the heap where it was sixth graders. Now there's one more opportunity to feel like you're in charge of the school.
Kaleb Yates:
And they can really focus on the early literacy piece where over here, we can focus on reading to learn and not learning to read. We're excited about the new curriculum and getting the kids going on it so it's been good.
Anthony Godfrey:
Now tell us about the ceremony today, we're here with a big hole in the ground, and dare I say that this might just be a Juniper tree that's going to be planted.
Kaleb Yates:
Yeah, we have a couple of Juniper trees here. I asked the construction company if we could since we were named Juniper Elementary I figured we should have some Juniper trees on the property. To make it involve the students more we had them write essays about what they want the culture of our building to be. We had about 80 students- it was an optional thing. We didn't want to require it over the summer but it was an optional thing. We had about 80 students submit essays. We read through them and they had some phenomenal things to say. A lot of things about kindness, and supporting one another, and getting rid of bullying. They did some great metaphors with what the Juniper tree represents and how that parallels to us here at the school. We'll be able to hear them read some of their parts here in a moment but it was inspiring to read what the kids want. It's a lot of the same things that we as the adults want in the building.
Anthony Godfrey:
I love the approach of starting off with asking the students, what do you want it to feel like to be at Juniper Elementary?
Kaleb Yates:
Yeah, they want the same things we want. Kindness,a welcoming environment, and a place where they can thrive and learn new things. That's what we want as well so we're on the same page.
Anthony Godfrey:
That's wonderful, that is wonderful. We look forward to hearing those speeches and look forward to a great year and many years to come here at Juniper.
Kaleb Yates:
Agreed. Thank you.
Anthony Godfrey:
Stay with us. When we come back more with the students of Juniper Elementary School.
Never miss an episode of the Supercast by liking and subscribing on your favorite podcasting platform. Find transcripts for this episode and others at supercast.jordandistrict.org.
Break:
Hello, I'm Sandy Riesgraf, Director of Communications for Jordan School District, and we want to invite you to connect with us. So many exciting things are happening in your child's school, your neighbor's school, in every school here, every day. Don't miss out on following the fun or simply staying informed when there's important information we need to share. Join us at jordandistrict.org, or follow us on Facebook, Twitter, and Instagram@jordandistrict. We can't wait to connect.
Kaleb Yates:
So thank you for coming out and these are our essay winners so if you guys can give them a hand real quick. [applause]
I think all of you are aware of what the contest was, but these four winners– we had a lot of great essays that were submitted. These four seemed to capture what we want as a school and so they're going to take a minute and just read just a brief part of each of their essays. So, if you guys can listen closely this is what we want for our school and then we'll go ahead and plant the trees.
Victoria:
My name is Victoria and in my opinion, I think that Juniper Elementary should be a place that we can feel safe at and not be judged for how we look and act. We should not pull the tree's branches but we should also not pull hair. We should not poke the tree but we should also not poke each other's feelings. We should also not touch the tree, we should just admire it and with the students, we should not touch people and or make them feel ashamed of how they look or act. And finally, in my opinion, Juniper should and shall be the perfect place for people to share their feelings. People should not be treated harmfully in any way.
Beckham:
My name is Beckham Peña and this is the kind of school I would like for Juniper Elementary. We should show kindness instead of being rude or mean. “Why?” some might say. Well, being rude puts others down and hurts them, but when we show kindness and respect to others we uplift them and they will feel more confident in themselves. With the Juniper tree, we want it to grow and become strong. So with the students and adults here, we want them to grow their minds and become strong too. This is the school I’d like Juniper to be.
Shem:
My name is Shem and the students are like the leaves of Juniper. The teachers are the branches of Juniper. The vice principal is the trunk of Juniper. The principal is the roots of Juniper.
Caitlin:
I'm Caitlin and I think that Principal Yates and the staff members are the dirt. The students are the roots and love is the water in the watering can. We come together to make a beautiful tree.
Anthony Godfrey:
Now we're talking with the four students who are part of the program who won the essay contest and got to plant the Juniper trees out front. Hopefully, you'll be able to drive by for many years to come and say I planted that tree over there as it gets bigger and bigger. Tell me your name, your grade and what you love about being at Juniper Elementary.
Caitlin:
I'm Caitlin Rawlings and I'm in fifth grade. I like being at Juniper Elementary because there's a lot of windows.
Anthony Godfrey:
A lot of windows, yes. They designed it with a lot of natural light. There are even windows out into the hallway from your classrooms. Does that feel better to learn when you can see some sunshine?
Caitlin:
Yes.
Shem:
My name is Shem Leavitt and I am nine years old, I mean ten years old.
Anthony Godfrey:
Time goes quickly, doesn't it?
Shem:
What I like about this school is that it has tons of cool teachers and a cool principal that lets us get to do really fun stuff.
Anthony Godfrey:
We really worked hard to get you a cool principal that would then get you really cool teachers. I met with them a couple of times and I know that's true. You have some great teachers here.
Victoria:
My name is Victoria and I'm in sixth grade and I like Juniper because it makes me feel welcome and appreciated.
Anthony Godfrey:
That's wonderful. Where did you come from? Were you at Ridge View before?
Victoria:
Yes.
Anthony Godfrey:
And did you feel like things feel welcoming and people are glad you're here?
Victoria:
Yes.
Beckham:
I'm Beckham Peña, I'm in sixth grade and I'm eleven years old. My favorite thing about Juniper here is that everyone is super nice and I just love it.
Anthony Godfrey:
Lots of great people here. Tell me how does this feel different from being at a school that's kindergarten through sixth grade?
Shem:
Like there's more older people and like there's like no portables and like it feels different because like it's just like one school. There's no portables like outside in there.
Anthony Godfrey:
So there's space for everybody. There are a lot of portables where there were over at Ridge View more than we've had in a long time in one of the schools. Your essays are a big part of setting the tone for the school and making sure that this is a really welcoming place. So thank you for being awesome students and great writers and great planters. You didn't even know that you could do that either.
Thanks for joining us on another episode of the Supercast. Remember, education is the most important thing you will do today. We'll see you out there.
[Music]
They have been circulating throughout the State since the start of the school year, impacting schools, causing fear and anxiety, and leaving people wondering what to do.
On this episode of the Supercast, we are talking with Lieutenant Jeremy Barnes of the Utah Department of Public Safety. He'll talk with us about threats that turn out to be a hoax, the impact they have on schools, and what we can do to properly report them and make sure that they don't create unnecessary panic. He'll also talk about why it's important to take every threat seriously.
Audio TranscriptionLt. Jeremy Barnes:
I compare that to maybe one of the largest terrorist attacks that we've seen in our country and it was basically able to be carried out through our own fear.
Anthony Godfrey:
Let's say a parent sees this on social media, a student sees this on social media. What is the appropriate action if they see either a very specific threat or a vague threat that feels like it could be targeted at their school?
[Music]
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. On this episode of the Supercast, we talk with Lieutenant Jeremy Barnes of the Utah Department of Public Safety. He'll talk with us about threats that turn out to be a hoax, the impact they have on schools, and what we can do to properly report them and make sure that they don't create unnecessary panic. He'll also talk about why it's important to take every threat seriously.
[Music]
We're pleased to have Lieutenant Jeremy Barnes with us today to talk about school safety, introduce yourself, and tell us a little bit about your current position.
Lt. Jeremy Barnes:
Okay, so thank you for the introduction. I'm Lieutenant Jeremy Barnes with the Utah Department of Public Safety with the newly created Division of State Security. In my current role, I oversee, I work directly for the State Security Chief who was created under House Bill 61 in 2023. I work directly for him and we oversee a regional team of eight individuals.
The state has been broken up into eight regions with multiple districts throughout each one of those regions to help facilitate the big lift of House Bill 84 from this legislative session which includes the safety assessments and the guardian program and things like that.
Anthony Godfrey:
We definitely want to get into the details of that. Let's start with talking a little bit about the hoaxes that we've heard about over the, probably the last year is really where they've accelerated. Talk to us a little bit about how that information comes to you and what you want parents to know about hoaxes when they're announced, when they come out.
Lt. Jeremy Barnes:
So if I could think back, so as part of my role, I have been the school safety liaison with the Utah State Board of Education School Safety Center since 2020. That is a multidisciplinary team composed of individuals from the Utah State Board of Education, Division of Substance Use and Mental Health, or Office of Substance Use and Mental Health now, and the SAFE-UT as well as the Department of Public Safety. So we work collaboratively on all things school safety. The reason I give that background, in 20, I believe it was December of 2021, the first big hoax came in and if you recall there was a TikTok, there were TikTok trends going on in the fall. It started with the devious licks and then the smack your teacher and the various things that came out was monthly challenges. In December of that year, we received information right before school was getting out for the holiday break that there was a school shooting trend. If my recollection serves, the whole point was to give a hoax of a school shooting and shut your school down.
Throughout the nation, we were tracking it through SAFE-UT and the Statewide Information and Analysis Center which is our state's intelligence and fusion center through the Utah Department of Public Safety. We had been tracking it and trying to get the messaging out to local education agencies but during that time there was so much panic throughout the nation that was caused. Nobody felt safe sending their kids to school that day. They were concerned that there was going to be a targeted attack and so nobody felt safe sending their kids to school and they decided to hold them back from school that day.
As I have had talks with different individuals, I compare that to maybe one of the largest terrorist attacks that we've seen in our country and it was silent. It was basically able to be carried out through our own fear because it was our fear that messaging that got out, that panic and anxiety that was created because of this situation that we knew was false. We knew it was a hoax. The panic and anxiety created such a huge traumatic experience, traumatic reaction for some that it shut down the education system throughout the nation.
Anthony Godfrey:
I like the way you describe that. It really is silent but powerful in the impact that it has on families as they make decisions about sending their students to school. But the word hoax, when we put out a message that says this is a hoax, is there cause for alarm once it's been determined to be a hoax by the public safety organizations that we work with?
Lt. Jeremy Barnes:
Well each, you know, it's a very delicate topic when we're talking about that. And the reason I say that is yes, we may determine that it's a hoax. We may be tracking these hoaxes that are occurring throughout the nation, whether it be bomb threats, whether it be phone calls, whether it be email hoaxes. We may be tracking them and getting the information out to local education agencies. But until it happens, it hasn't happened. And so again we have the information that it's a hoax, however when it does happen we advise local education agencies, school districts, and schools themselves to remain vigilant. Adhere to your local policies and procedures. What are the practices that go into play? Still be vigilant, still be on guard, respond appropriately. But you have the ability to determine whether or not this is an actual or if it's a hoax.
When, for example, we got hit with the hoax in December of 2021 and then fast forward to March of 2023, just after the legislative session that it occurred for House Bill 61, throughout the state we received phone calls from the same individual. And it was the individual indicated that they were hiding in a bathroom and that there was an active shooter taking place. And as soon as there were 10 schools, I believe it was if I recall correctly it was 10 schools that were hit throughout the state, one school was hit twice.
Anthony Godfrey:
With a threat.
Lt. Jeremy Barnes:
With an indicated an active shooting is happening right now. Some schools responded, I shouldn't say more appropriately than others because each of them responded within their available resources and how their policy is allowed. But there were some schools that were able to track, directly tie into the camera system into dispatch. And so they were able to track throughout the school to see, yeah nothing's happening here. They were able to tie in directly with their school resource officers and the school resource officers going through saying there's nothing here. And by the time that the information got to SIAC, we were about 45 minutes behind, 45 minutes to an hour behind on getting that information. So we really relied upon those local areas to adhere to their policies and procedures to figure out the legitimacy of what was going on.
Once we determined that it was in fact a hoax, we were able to get that information of, okay, challenge the caller, where are they? They say they're in the bathroom, what bathroom, what floor? For example, if they say the third-floor bathroom and there's not a third floor to the school, we know it's a hoax. Have dispatchers ask certain questions that would indicate whether or not this individual was being truthful. What we found in that situation is when the dispatch was having that information or when the individual on the call with the call caller was asking these follow-up questions, the individual wasn't able to respond and they hung up. So that's some of the things to look for with these hoaxes.
In December of 2023, we also got hit with email hoaxes throughout the state. And these email hoaxes for whatever reason, they were really targeting charter schools on this one. The other one that happened in March was kind of more of a public and then the one in December with the email hoaxes were kind of more targeted to the charter schools. There were a lot of charter schools. We were following it at SIAC for a couple of days prior to the event.
Anthony Godfrey:
SIAC?
Lt. Jeremy Barnes:
The Statewide Information and Analysis Center, which is the state's intelligence division through the Utah Department of Public Safety. So we were tracking it in local and surrounding states, getting it out to local law enforcement saying, "Hey, heads up, this might be coming." And then it happened, and it happened fast. But the things about the emails were, we determined it was a hoax, but the things about the emails were it was very nondescript. It was bomb hoaxes. Where were the bombs being placed? It was very nondescript of where in a garbage can in a bathroom, something like that. Looking at the email address, it obviously didn't look to be appropriate.
All of the hoaxes can be, there's certain indicators that it could be a hoax. Like I say, unknown with the area, if it's just a very vague general knowledge area, a bathroom or a trash can or left it in a nearby park. Very nondescript, could be easily copied and pasted and sent to anywhere. Another thing that we have seen is information that is shared over social media. Very vague. For example, we'll use BHS. In any state, in any locale, there's a BHS. No matter where you go, there is a BHS.
Anthony Godfrey:
It's easy for your imagination to assume that it's your BHS that they're talking about. I want to talk a little bit about how parents and students ought to react when they do see something like that posted. We recently did have a BHS that was posted and assumed to be about local schools, various districts picked it up. In fact, it was from the Pacific Northwest, as I recall.
Lt. Jeremy Barnes:
Yes.
Anthony Godfrey:
So it was a genuine threat, but for a different area that had made its way. So let's say a parent sees this on social media, a student sees this on social media. What is the appropriate action if they see either a very specific threat or a vague threat that feels like it could be targeted at their school or a school in the area?
Lt. Jeremy Barnes:
You know, and that's, again, we talk about delicate situations and we want to reduce the fear and anxiety and the panic.
Anthony Godfrey:
Sure.
Lt. Jeremy Barnes:
When an individual, we'll use a hypothetical, student comes home from school and sees that something has been shared over Snapchat. We'll use BHS. That individual shows it to their parents. The knee-jerk reaction, and I think a large portion of society today, would be to screenshot that and share it with friends or share it on social media to see if anybody else has seen it. Does anybody else recognize this? Is anybody else receiving the same information? That is the exact opposite of what we should be doing. We should not be sharing that.
If we screenshot it, screenshot it, and keep it and take it to local law enforcement or take it to school administrators, school safety and security specialists, school safety and security directors, the individuals who have the knowledge to be able to determine the legitimacy of this and help work through the investigation of a potential threat. We don't want to downplay it and say that it's probably somewhere else in the nation. We don't want to downplay it. We want to ensure that we can properly look into it, properly investigate it, and determine the legitimacy of it.
Anthony Godfrey:
Take it seriously, but the way to take it seriously is not to repost. It's to take a screenshot and share it with the authorities.
Lt. Jeremy Barnes:
Exactly, because once it's shared, then it goes into that viral potential. Once it's shared, it can go out to parents, it can go out to the community, it can go out to district leadership that wasn't even in the know that it was occurring and now the Board members are being upset and they're responding to constituents. The wildfire, if you want to use that analogy, can spread so quickly when this information is shared over social media. The important thing is to take the post or take some sort of documentation of it, take it to law enforcement, take it to school officials so they can be looking into it and look for the legitimacy of it.
The other thing that's really important is that our statewide information and analysis center is consistently receiving threats or information that could be potential threats throughout the nation. We follow things. The FBI gives information to SIAC. Social media gives information to SIAC. So there is a really good possibility that if there is a legitimate threat, SIAC may know about it. And so, SIAC can be contacted through a phone number on their website, but also through email at SIAC, SIAC@utah.gov, and they consistently monitor that inbox 24 hours a day, 7 days a week looking for threats. And they're able to take those threats once they receive it and they disseminate it to local law enforcement.
Anthony Godfrey:
So if you take a screenshot of a threat or a perceived threat, SIAC@utah.gov, you send an email of that screenshot, you have reported that threat.
Lt. Jeremy Barnes:
Yes, and SIAC will begin looking into it and share that with local law enforcement.
Anthony Godfrey:
Perfect.
Lt. Jeremy Barnes:
Part of House Bill 84 is the reporting of substantial threats. And it really is, I will say that for the majority, the state has been doing what the bill asks of them, but putting it into code really builds the relationship. And so the reporting of substantial threats comes into effect where there's really a triangulation of efforts. If a threat comes into SIAC, that threat can come in from the FBI, it can come in from Safe UT, it can come in from social media. SIAC receives the threat. They immediately report it to local law enforcement and the school of which the threat is concerning. That completes that triangulation.
The other requirement of the bill is that if the school receives the threat, they immediately have to report it to local law enforcement, who at some point is going to share it with SIAC as well. And then if local law enforcement receives it, they immediately have to notify the school of which the threat is associated. And then at some point it gets back to SIAC. That triangulation is completed to really foster better communication. So if things are happening throughout the state, trends, things like that, we can follow that and track that, but foster that better effective communication, that trickle down information effect, so that we can really respond to these threats more appropriately.
Anthony Godfrey:
There's a really clear established channel for communication that was already there, but putting it into code, like you said, really solidified that. So when someone reports, they can feel confident that the school and state authorities are all going to be coordinating efforts right away to assess the credibility of the threat and what needs to happen as a result.
Lt. Jeremy Barnes:
Yes, and the system is not perfect. I will say the system is not perfect.
Anthony Godfrey:
Sure.
Lt. Jeremy Barnes:
There are hiccups that we have, and there are things that we are consistently working on from a state level to a local level to a district level of really trying to improve those channels of communication. But yes, there is, when operating at its best capabilities, there is that clear channel for the proper investigation and notification of these threats.
Anthony Godfrey:
Stay with us. When we come back, the serious consequences for anyone who perpetuates a hoax threat.
Never miss an episode of the Supercast by liking and subscribing on your favorite podcasting platform. Find transcripts for this episode and others at supercast.jordandistrict.org.
Break:
It's something all parents need to know in the event of emergency in one of our schools. Hi, I'm Matt Alvernaz, a former law enforcement officer and Army Ranger, now school safety coordinator for Jordan School District. We're talking about the Standard Response Protocol, or SRP. Knowing SRP will help to keep everyone safe and informed if there is an emergency in one of our schools or buildings. Standard Response Protocol provides consistent, clear, share language and actions for all students, staff, first responders, and parents. It is language that can be applied to any emergency situation. The SRP actions now used in all schools statewide are hold, secure, lock down, evacuate, and shelter. To educate yourself and your children on these actions, visit schoolsafety.jordansistrict.org.
Anthony Godfrey:
What are the penalties for someone who makes a threat? Say a student posts something, posts a threat about their school, or perpetuates a threat from someone else? What are the consequences of perpetuating something like that?
Lt. Jeremy Barnes:
There are significant consequences, especially with the hoax threats. There were, based upon the hoaxes that came about in 2023, Representative Wilcox ran additional language for a bill, and HB14 was enhanced penalties for hoaxes and threats against schools. Those are intentional and knowingly, and if they're intentional and knowingly, it's a second-degree felony.
Anthony Godfrey:
So if you know that that's what you're doing, and you have the intent of creating fear or threatening a school, then those are severe consequences that somebody just posting on social media may not be thinking about in the moment.
Lt. Jeremy Barnes:
Yes.
Anthony Godfrey:
Tell me, are there any other tips that you have for parents when they see a threat, or if they have concerns about something that they're hearing through the media about possible danger in a school?
Lt. Jeremy Barnes:
Yes. I think one of the biggest things is to really ensure that the school has a proper relationship and a good relationship with SafeUT. SafeUT is one of our best resources that we have for reporting threats, and also for a crisis line. Anybody that's in crisis and just needs somebody to talk to. SafeUT is staffed 24 hours a day, 7 days a week, and they're immediately in touch with a clinical-level individual that can help through those moments of crises. But it's also our safe reporting application for the state. So ensuring that there is a good relationship with SafeUT between the district, the schools, and SafeUT is one of the best ways in ensuring that the parents have the notification of how to report things through SafeUT.
Another is to have the parents be able to report things to local law enforcement, be able to have that open communication with the schools, understand that every school in the state, public and charter, is going to have a school safety and security specialist. Each LEA is going to have a school safety and security director. A lot of schools are going to have school resource officers. And knowing who those individuals are to help have the conversation about these areas of concern or these items of concern.
Anthony Godfrey:
SafeUT, for those who may not have it, is an app that allows you to report anonymously. You can also share your name if you choose. It can be concerns about threats, about things that are happening at school, people who are in crisis can use SafeUT to get help as you described. We have a very clear protocol for following through on SafeUT as a district. We also have someone on call 24/7 to respond to what we hear from SafeUT. So they'll sometimes contact us to help address an issue as you know. So we do have a strong relationship there. We promote SafeUT and it's been a great tool to help make sure that we're hearing about the concerns out there and getting information from folks who may be aware of things that are happening at school that we need to address.
Is there a threshold that you can describe where parents or students need to make sure they're reporting something? Do you ever get too many reports about concerns? Or do they just if there's a concern, make sure you report it no matter what?
Lt. Jeremy Barnes:
Yeah, it goes back to the adage of, you know, I've always heard it from the Department of Homeland Security, ‘if you see something, say something.’ When I was on patrol, this was many years ago as a patrol officer, there would always be the individual that would call the police and say, I know I'm wasting your time. That was one statement that in my mind was, was kind of like, you don't need to say that. Because if it's a problem to you, it's a problem to me. If it is concerning to you as a citizen for the city that I work for, then it's a problem for me. And we're going to work through this and we're going to come up with a solution.
So I think if going back to the adage of if you see, say something, say something, there is absolutely nothing wrong with reporting something that causes you concern. Like there's obviously something about the situation that stood out that made it outside the ordinary for you. So report it. And then let the professionals and let the individuals that have been trained to go through it and determine whether the legitimacy of it and determine the severity of it be the ones to figure it out. But there was something that caused alarm or something that caused, your antennae to stand up. Just to report it. There is, there's absolutely nothing that is going to come back on you negatively if it was something that you reported that ended up being nothing.
Anthony Godfrey:
Tell us about your background that led you to this position as lieutenant with the state.
Lt. Jeremy Barnes:
I, so law enforcement is kind of a unique profession and it used to be that law enforcement officers would stick with one agency, they'd remain with that agency. So I like to say that I was agency hopping before it was cool. I started my career in 2005 with the Salt Lake County Sheriff's Office as a correctional officer. And over time I worked for the Ogden City Police Department, Montana State University Police Department, found a home in Draper City where I was able to be a patrol officer, a DARE officer. I was the first school resource officer for the city and opened Corner Canyon High School. And then I reached a point in time in my career where I wanted to try something different. I went to the Department of Public Safety and investigated police misconduct at the Peace Officer Standards and Training Division, which we refer to as POST. And then in 2020, I took the position of school safety liaison.
Anthony Godfrey:
That's a wide range of experience coming to this new position and we're grateful that you're there and helping support us in making our schools the safest place for kids to be.
Lt. Jeremy Barnes:
Well, thank you.
Anthony Godfrey:
Thanks for joining us on another episode of the Supercast. Remember, education is the most important thing you will do today. We'll see you out there.
[music]
They are students on a mission to empower Latino youth to be college and career ready through culture, service, leadership, and excellence in education.
On this episode of the Supercast, we head to Herriman High School to find out what Latinos in Action are doing to recognize National Hispanic Heritage Month. Hear how they make a positive impact in the school and the broader community during, not just one month, but throughout the entire school year.
Audio TranscriptionAnthony Godfrey:
How has Latinos in Action impacted you over the years?
Darianna Faria:
Just how to be better leaders outside of high school and how to kind of really teach me what I want to be outside of high school as well.
Emilio Villena:
I got the opportunity to know what being Latino means here.
Eloisa Muñoz:
Latinos in Action helped me to find those tools that can I use to have a good future.
[Music]Anthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. They are students on a mission to empower Latino youth to be college and career ready through culture, service, leadership, and excellence in education.
On this episode of the Supercast, we head to Herriman High School to find out what Latinos in Action is doing to recognize National Hispanic Heritage Month. Hear how they make a positive impact in the school and the broader community throughout the school year.
[Music]We are at Harriman High School today talking about Latinos in Action. Introduce yourself. You're the advisor and tell us a little bit about what's going on.
Emma Wilkinson:
Yeah, my name is Emma Wilkinson. I'm the advisor of Latinos in Action at Herriman High School. We have a lot going on this year. We probably have the strongest program that we've had up until this point this year. We have students who are focusing on tutoring. We have students who are focusing on leadership. We have a strong emphasis on college preparedness.
And so we have colleges who are coming to visit us and talk about different applications and scholarship information. So it's an exciting program. We're doing a lot of exciting things and it really empowers our Latino youth.
Anthony Godfrey:
This is an opportunity that isn't just available at Herriman High School. This is a statewide effort, even a national effort. So tell me how Herriman High School's club fits in with state and national organizations.
Emma Wilkinson:
Yeah, so yeah, Latinos in Action is a nationwide program. The number, the schools that have the most are in Utah and then Florida are the two high states. Latinos in Action started here in Utah. And so almost every high school has a program of Latinos in Action. Some are clubs, but like Herriman, where they're a little bit more established, we do have a class that kind of works as a class and a club at the same time. It's been a program that's been in development for over 20 years and we've seen it grow and it's exciting.
Anthony Godfrey:
Tell me about the class. What subjects are covered and what does that portion involve as opposed to the club portion of Latinos in Action?
Emma Wilkinson:
So the class is split into a really interesting format where the content that I go over with them is called Preparedness. How to fill out FAFSA, how to apply for scholarships. We spend a long time talking about professionalism, how to appear professional in different environments, how to interview well, and how to have a resume. So a lot of life skills.
We also talk a lot about leadership. How can you become the best leader you can be and then put it into practice? And then the other half of this class is we get into committees where in those committees we have different leadership positions and they plan events. They plan service activities. They have the opportunity to put leadership in action.
And then the other half of the class is we tutor. So we go to an elementary school once a week, starting in October, where we help different students learn how to read, how to do math, how to learn their alphabet, and different things like that.
Anthony Godfrey:
So there's a lot of action in Latinos in Action, it sounds like.
Emma Wilkinson:
Very much so, yes.
Anthony Godfrey:
You have three students here with you. Introduce yourselves and the office that you hold in Latinos in Action.
Eloisa Muñoz:
Okay, so my name is Eloisa Muñoz and I'm a Vice President in Citizen Action and I'm in charge of the service committee. Now we're selling crepes during the lunch and we're planning to help a lot with the fair that we're going to have in November.
Anthony Godfrey:
So the crepes are tomorrow, right?
Eloisa Muñoz:
The crepes are tomorrow, yeah.
Anthony Godfrey:
And savory, sweet? I mean, I'm always thinking about lunch.
Eloisa Muñoz:
Yeah, they're very good. We have Franco's Churros that is helping us and they're very, very good.
Anthony Godfrey:
That sounds fantastic.
Eloisa Muñoz:
Yeah.
Darianna Faria:
My name is Darianna Faria. I'm the President for Latinos in Action. Kind of what I do is I kind of monitor a lot of the committees as well, professional, service and social. I kind of make sure that I'm communicating with any aspects of our class as well as other clubs and as well as other organizations outside of just L.A. I kind of make sure that we have different bonds as well. And I just kind of am like the mediator as well. I just kind of I don't know how else to put it.
Anthony Godfrey:
Internally you're making sure everything works and the people working together well. But you're also the president and ambassador to other clubs and the school at large. Making sure that you're connecting with all those other groups effectively. I love that you express it that way because sometimes it's easy to be focused on your own work and not how it connects to the work that others are doing. So I think that's great. Sure.
Emilio Villena:
So my name is Emilio Villena. I'm the Vice President too. I'm in charge of the Professional committee. Pretty much what we have been doing lately is just help the Service committee with the crepe selling. We are planning probably in two weeks having a taco truck here at Herriman. Bringing that taco truck here and just having the students like have a good time basically.
Anthony Godfrey:
Fantastic. I'm going to have to get the exact date and time of that event. Tell me– you're all seniors I assume. Is that right?
Emilio Villena:
Yes.
Anthony Godfrey:
So how has Latinos in Action impacted you over the years?
Eloisa Muñoz:
So Latinos in Action opened my mind completely because when I got here I thought they didn't have enough opportunities to have a future, like a good future, because I want to be a business lawyer. So when I got here I just didn't know many things and with Latinos in Action helped me to find those tools that can I use to have a good future.
So we go to the lot, for example, there's a company of taxes. That's really fun because we can do like networking and like have conversations with really good professionals. And Latinos in Action opened my mind completely to like to see that I have a future here.
Anthony Godfrey:
So the things you were hoping to do that you were worried you might not be able to do now feel within reach.
Eloisa Munoz:
Yeah. Now feel there I have like an opportunity to go for it. Just do it.
Anthony Godfrey:
Fantastic. I love hearing that. How about for you?
Darianna Faria:
So Latinos in Action– I grew up knowing about Latinos in Action. My older siblings and cousins were in Latinos in Action at Copper Hills actually. I kind of grew up being inspired of like how their leadership and the amount of activities that they did as well. And for me, it honestly created a safe space. Sometimes you feel like you don't belong with people who don't understand your same struggles. As well with people who like you know ‘I've been there, I've done that’, even like those little things where like we relate to like those Hispanic moms. Like references and stuff like that.
So we have those small connections as well as those safe spaces for everyone. For me that really created a safe space in leadership. There's things that like I have never like known before until I got to Latinos in Action. It really opened those doors for me as well. I didn't even have a resume until I joined Latinos in Action. I created a resume in Latinos in Action. I learned how to do interviews and stuff like that. I still use the same resume for jobs that I apply now as well.
It really helped me as well as like different leaders that would come and speak with us as well that would teach us how to be better leaders outside of high school and how to kind of really teach me what I want to be outside of high school as well because I was wanting to do sales and marketing outside of high school. So I feel like that really opened new possibilities and as well as like kind of venturing outside of the world and just in our little bubble here in high school.
Emilio Villena:
So for me since I joined Latinos in Action last year, it's been showing me how what does being Latino in this country mean honestly. Before I joined Latinos in Action actually, I didn't feel like we had enough representation here in school, in the country in general, since we're a minority. So when I joined Latinos in Action I could get to know all these different background cultures and just stories for everyone from everyone. So I really got the opportunity to know what being Latino means here.
Anthony Godfrey:
Stay with us. When we come back more with the members of the Latinos in Action Club at Herriman High School.
Never miss an episode of the Supercast by liking and subscribing on your favorite podcasting platform. Find transcripts for this episode and others at supercast.jordandistrict.org.
Break:
In Jordan School District we never want a student to go hungry, without food, warm clothing, or school supplies.
Hi, I'm Mike Haynes, director of the Jordan Education Foundation. If you're looking for opportunities to help students and teachers in our schools, we invite you to join us. The Jordan Education Foundation works with generous community partners, volunteer groups, and amazing people to provide classroom grants for teachers, food and clothing to fill Principal's Pantries for students. And together we recognize outstanding educators in every single school every year. If you want to connect with an amazing community helping to fuel success in Jordan School District, get involved or donate by visiting our website at jordaneducationfoundation.org. That's jordaneducationfoundation.org. We hope to hear from you soon!
Anthony Godfrey:
Let's drop in on the crepes activity sponsored by the Latinos in Action group at Herriman High School.
Eloisa Muñoz:
So we're selling crepes and we have Dulce de Leche, condiments, Nutella, and chocolate.
Darianna Faria:
They can all choose what they want on the crepes.
Eloisa Muñoz:
We also sell them Sprite, Coke, and water. Alright, here you go.
Student:
Thank you so much.
Anthony Godfrey:
You said that part of what Latinos in Action has done for you is to help you understand what it means to be Latino in this country. So tell me, what does it mean to you to be Latino in this country?
Emilio Villena:
That's a really good question. So I think it's showing that we are as strong as they are. It's going to sound a little weird, but showing them that we have the same capacity that they have. Although we are a minority here in this country, that doesn't mean that we are weak. That we have the capacity to create, to be more. If that makes sense, yeah.
Darianna Faria:
For me being Latina, it's more than just a skin color, a box to check off in a form as well. For me, it's coming from years of ancestry and as well as having not only just the same language in common as someone but being able to communicate just cultural similarities. And having to kind of be like, "We're Latino and we all come together in unity in the class as well, even though we all come from different countries."
Even though we speak the same language as well, we're a lot more unified as well. We can share those experiences and share those cultures. And being able to know our struggles as well, having parents who were either first generation or immigrated here, it's kind of more than just a box to check off. But it's kind of like who you are as a person, who you identify as. And it's kind of like something that it can change how you are, your personality as well, just from being part of a country that you're proud of.
I feel like being Latino can really show you your pride. I feel like some of us when we come here, we're a little scared to show our pride. I don't want to put my flag out there. I don't want to tell people that I am Latino or Latina, kind of scared of discrimination or anything like that. And I think it really helps us to get out of the show. I am proud to come from this country. I'm proud to show who I am and where I'm from as well.
Eloisa Muñoz:
Yeah, so to me, it's a bit of a voice for those who don't have one. I think it is being that example that sometimes many people want to see and like see in success. I feel like sometimes we don't have that many examples of it and I would love to be one. Like, I think we need more. I think we need more people to have like that voice, to say, you know, the American dream is possible.
Anthony Godfrey:
Yeah.
Eloisa Muñoz;
It's going to be really hard. And maybe sometimes you're going to you're just going to like to come back and just saying, you know what, I'm done with this. But I think it's really important to understand that it's going to be hard, but you're going to have a lot of success.
Anthony Godfrey:
I love that. It's hard work, but the opportunities are there. And I think it's remarkable that you all understand the power of example at this age. I know that I did not understand the power of example at your age. But it is important people look to you and they look to each other for courage and for an example. I love that you are that for so many people.
I'm so impressed with what you're doing and really with your approach to making the best of your experience here at Herriman High School and making sure that you lift others in every way that you possibly can. I have no doubt you have a tremendous impact as we were talking with the principal walking in before the interview. He just was listing off all the things that Latinos in Action does to have a positive impact here at the school. So congratulations on all of that.
What other activities are coming up?
Darianna Faria:
On November 2nd, we're going to have a festival, a multicultural festival. So we're not just going to be like Latinos. We have POP presenting.
Anthony Godfrey:
People of the Pacific.
Darianna Faria:
People of the Pacific. We have BSU.
Anthony Godfrey:
Black Student Union.
Darianna Faria:
Black Student Union, and all those clubs to present things, to have a booth on the festival. We're going to have the Mayor coming. We're trying to reach out to the CEO of LIA to come.
Anthony Godfrey:
Oh yeah?
Darianna Faria:
On November 2nd, yeah.
Anthony Godfrey:
Wonderful.
Darianna Faria:
We're very excited.
Anthony Godfrey:
Now I understand that there's a display in the media center for us to go check out. Tell me about that.
Darianna Faria:
Like in the windows we have various like posters and as well as kind of like telling from different countries and just kind of like what it means to be Hispanic, what it means to be a Latino, to celebrate Hispanic Heritage Month.
Anthony Godfrey:
We're outside of the media center now and if you've ever been in our high schools in the Commons area, many of them have these large windows and so it's filled with posters about various countries. So tell me about the idea here and just describe this to the folks listening.
Darianna Faria:
Yeah, so basically what we have, we have various countries almost all over Latin America and including Spain as well. But we kind of wanted to showcase kind of what these different countries have. Their culture, their food, their dances, knowing that we all come from different countries, different backgrounds, and kind of just showing like the unity that we have here in Herriman High School as well as all the different people from all these different countries as well.
Anthony Godfrey:
Alright, so are your countries all represented here with the poster?
Students:
Yes.
Anthony Godfrey:
Alright, let's go check those out. You are from Chile you said.
Eloisa Muñoz:
I'm from Chile. So let's go check that one.
Anthony Godfrey:
Let's go take a look.
Eloisa Muñoz:
I think it's really accurate. We have Pedro Pascal, he's a famous actor.
Anthony Godfrey:
Pedro, I'm a Pedro Pascal fan.
Eloisa Muñoz:
He's so good.
Anthony Godfrey:
He's awesome. He's good. You're a Mandalorian fan?
Eloisa Muñoz:
I'm not.
Anthony Godfrey:
You're a Pedro Pascal fan. There are lots of other ways to like Pedro Pascal. What do the flowers represent?
Eloisa Muñoz:
Those are the typical flowers of Chile.
Anthony Godfrey:
Okay.
Eloisa Muñoz:
It's like a national thing so you cannot cut them or anything.
Anthony Godfrey:
And I see food. Oh, you can't cut them?
Eloisa Muñoz:
No.
Anthony Godfrey:
They're protected flowers.
Eloisa Muñoz:
Protected flowers, yeah.
Anthony Godfrey:
And what are they called?
Eloisa Muñoz:
Copihues.
Anthony Godfrey:
Copihues.
Eloisa Muñoz:
Yeah.
Anthony Godfrey:
So you give this poster an A?
Eloisa Muñoz:
An A. 100%. Yeah.
Anthony Godfrey:
Okay.
Eloisa Muñoz:
They like Pedro Pascal. So that's a...
Anthony Godfrey:
Right. No, I agree. And how about you? Where… Oh, here we are. Ecuador.
Emilio Villena:
Yes. Right next to Chile. I think they're missing a couple important things, honestly.
Anthony Godfrey:
Okay. So it's accurate, but there are a few other things that they might have wanted to add.
Emilio Villena:
Yeah, absolutely.
Anthony Godfrey:
All right.
Emilio Villena:
For example, I will add information about Julio Jaramillo. He was a singer from Guayaquil, Ecuador. So he makes the...it's right here, the Pasilla Musica. It's just some...there's no way to describe the Pasillo, honestly. It's just like some really calm music, kind of like tango.
Anthony Godfrey:
Okay.
Emilio Villena:
It's really good.
Anthony Godfrey:
I'm pulling up Spotify right now, and I'm going to have you pop it in there because I do love music and food.
Emilio Villena:
It's just...it's music that goes into it solely.
Anthony Godfrey:
And how old or new is this music?
Emilio Villena:
It's pretty old. I wouldn't be able to say, but I'm going to guess like 80 years old probably.
Anthony Godfrey:
Wow.
Emilio Villena:
He's been there for a while. Julio Jaramillo.
Anthony Godfrey:
Wow. Okay. Well, thank you very much. I'll for sure give it a listen.
Darianna Faria:
So Venezuela will be right here, but there is a ton, and there's like different Venezuelan posters in different teachers' classrooms, as well as on the other side of the glass in the media center. There is more, but I mean, we do have a few right here that students created, and it's kind of just saying like, "Did you know natives speak more than 370 languages in South America?" So I myself am a native from Venezuela as well, so we're called guarijos and guarijas, and basically we're just kind of like the indigenous of Venezuela and stuff like that.
There is, other than just like Spanish, we have like a ton of different people speaking different native languages as well in South America, and as well as these posters right here. So this one won second place, right, in our state competition in the Latinos in Action Conference, and this one won an honorable mention. So these one as well as awards in the conferences for these artworks.
Anthony Godfrey:
This one has some nice vibrant colors in it. I love that. And kind of some motion to it. “Talent Runs Through Our Veins.” That has a great style to it, kind of a washed-out, sort of a pastel look. Yeah, wonderful stuff. So thank you very much for the time today and for walking me through these projects and lots of good things ahead. Thanks for everything you're doing, and I look forward to seeing those performances coming up.
Students:
Thank you. Thank you for giving us this date.
Anthony Godfrey:
Thanks for joining us on another episode of the Supercast. Remember, education is the most important thing you will do today. We'll see you out there.
When she is not in the classroom teaching English at Copper Hills High School, you will likely find Kim Cowart doing something else she has grown to love.
On this episode of the Supercast, find out how running has taken this amazing teacher to competitions all over the world, and in the process transformed her life.
Audio TranscriptionTranscription coming soon.
It is designed to help coaches and student athletes recognize and embrace the true power of being positive.
On this episode of the Supercast, we take you inside athletic trainings where the emphasis is on teamwork, good sportsmanship, and being your best self on and off the playing field. Hear from Jordan School District coaches and student athletes who are truly embracing the concept and spreading the word in a winning way.
Audio TranscriptionTranscription coming soon.
You can follow the progress of your child’s Jordan District school bus for pickup and drop off with an optional app that is easy to use and brings parents some peace of mind.
On this episode of the Supercast, we hear all about Zonar MyView. It’s an app that allows parents to check on their own child’s school bus location and the estimated time of arrival at the bus stop each day. Thousands are already using the app, could it be useful to you as well? Listen and find out.
Audio TranscriptionPaul Bergera:
So Zonar is a way for us to, it's a GPS tracking system and so Zonar allows us to monitor our buses.
Anthony Godfrey:
We decide where you want the notice. So okay it's going to take this much time for my child to walk to the bus stop. So I'm going to set it so that I know exactly when the bus is close enough that we need to head to the bus stop.
Paul Bergera:
That's correct.
[Music]Anthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. You can follow the progress of your child's Jordan District School bus for pickup and drop off with an optional app that is easy to use and brings parents peace of mind.
On this episode of the Supercast, we hear all about Zonar MyView. It's an app that allows parents to check on their own child's school bus location and the estimated time of arrival at the bus stop each day. Thousands are already using the app. Could it be useful for you as well? Listen and find out.
[Music]We're here at the Transportation Department with three of our transportation experts to talk about Zonar. Introduce yourselves and then let's talk a little bit about this great app for parents.
Paul Bergera:
Thank you, Superintendent. I'm Paul Bergera, the Director of Transportation.
Debbie McKinlay:
I'm Debbie McKinlay. I work with the Zonar app.
Mary Anne Balfour:
And I'm Mary Anne Balfour. I work in dispatch.
Anthony Godfrey:
Tell me a little bit about what Zonar is. So for parents listening who may not be familiar, what does the Zonar app do for families?
Paul Bergera:
So Zonar is a way for us to– it's a GPS tracking system. And so Zonar allows us to monitor our buses. It tells us when a door is open, how fast it's going, how long it stopped at a stop. The MyView parent app is a component of Zonar and that's really a tool for parents and schools to be able to use to simply be able to track their bus. Know when it's going to be coming into a certain zone that the parents will set up. Just a really good tool for parents and schools to have in order to track school buses.
Anthony Godfrey:
So it's an easy tool to find out where your child's bus is in real time.
Paul Bergera:
Correct. Absolutely.
Anthony Godfrey:
So tell us how do they get the app. Their favorite app store, they look for Zonar.
Paul Bergera:
Yes. They look for the Zonar MyView app. And if they would like step-by-step instructions, there's only four steps. From downloading the app to the completion of getting signed up for the MyView app.
Anthony Godfrey:
Tell us about what they need to do.
Paul Bergera:
So the first thing they would want to do is download the Zonar MyView app from the Apple app store or Google Play. They would enter the school access code, which they can find online or on a handout that their bus driver can give them. They enter their child's unique student ID, which is their student ID they use in Skyward. And then they create alert zones around drop-off and pickup points. It's really that simple.
Anthony Godfrey:
So you decide where you want the notice. So, okay, it's going to take this much time for my child to walk to the bus stop. So I'm going to set it so that I know exactly when the bus is close enough that we need to head to the bus stop.
Paul Bergera:
That's correct. Yeah, absolutely. And a lot of people set it up with, you know, an alert that's maybe seven minutes. Brush your teeth. An alert that's three minute, grab your backpack.
So people can have fun with it and play around to determine where those zones are. They establish their own zones and what kind of an alert kind of comes at them.
Anthony Godfrey:
Now, this comes in handy on a regular day, but it particularly comes in handy on a day where we might have a little bit of weather, not enough weather to delay or to close school, but really enough weather that maybe the buses are running a little bit behind.
Paul Bergera:
Absolutely. A day kind of like maybe today, a little rain, a little wet. It also, as the days become darker, it just gives parents that sense of comfort that their students aren't necessarily waiting at a bus stop longer than they need to.
Anthony Godfrey:
Yeah. So if it's dark or it's rainy, then if it's a dark and stormy day, then you can make sure that your child isn't at the bus stop earlier than they need to be.
Paul Bergera:
That's correct. That's correct. And really, like I mentioned earlier, there is all of our drivers have access to a to a handout that can talk to parents about the instructions on downloading the app and making it work. Then on our district website, we also have that available.
Anthony Godfrey:
Where do they go on the website to find that unique number that they need to enter in?
Paul Bergera:
They can just go on the website in the search engine, just type in Zonar MyView parent app, and it will pop right up and give them instructions on what they need to do.
Anthony Godfrey:
Now, who do they call if they need help? Debbie, is that you? The person that they contact if they need assistance?
Debbie McKinlay:
Yes. Actually, the easiest way to do it is when they're using the parent app, they go into the support tab where they set up the app. It has a support tab and that all those emails come directly to me. So I get all of the background information. If they say I'm not able to find my student or I can't track the bus, I search in the background by their email. So I would be asked if they called me, I'd need their email anyway. It's really better to send me the email. Click on the support tab, tell me what's wrong. I will search for it and I'll correspond that way. And it works out really good. Otherwise, they can call me for sure and dispatch would forward the call to me.
Anthony Godfrey:
What's the phone number that they call if they have a question?
Debbie McKinlay:
It's 801-567-8841.
Anthony Godfrey:
And they just have a question, ask for Debbie. I have a question on the Zonar family app.
Debbie McKinlay:
Correct.
Anthony Godfrey:
Okay, that's awesome. So you've also, Mary Anne, worked with parents over the years. How has having Zonar impacted those interactions?
Mary Anne Balfour;
So the interactions with parents, it helps those calls. “Where's my bus? Is it running late?” Those don't have to come into dispatch. So then we have the ability to focus on, do we need other routes covered? Other things that might be important as well that needs our one-on-one attention rather than looking up bus numbers continually on where's my bus?
Anthony Godfrey:
Yeah, which we understand that parents want to have that information. This is the easiest way to get it quickly because it may be tough to reach someone on a difficult morning. Things are difficult for everyone. How many buses are we running at any given time, Paul?
Paul Bergera:
For our route buses, about 185 buses.
Anthony Godfrey:
That's 185 buses serving three different schools each in all likelihood.
Paul Bergera:
Correct. Yep.
Anthony Godfrey:
So there's a lot going on and having the Zonar parent app means that you can get that information a lot more quickly.
Mary Ann Balfour:
You can. We've actually seen teachers who go out and meet buses, maybe with our special education, utilizing the Zonar app so that they know when the buses are coming to the school. So that they can go out and meet those buses when they get there and get the children in quickly and eliminate the wait time on that application as well.
Anthony Godfrey:
So there's a great application for schools as well to be able to use this and just be aware of when buses are coming and especially Kauri Sue Hamilton School. I know when I first walked in we talked about that with 34 buses. This comes in very handy I'm sure for them as they're trying to manage helping students into the building and knowing exactly when those buses are arriving because there are a lot of factors that can impact that schedule.
Paul Bergera:
Absolutely. It's a terrific tool for that application and Mary Ann I'm going to give her a lot of credit. She took the time to create zones around Kauri Sue Hamilton so she may have a north, south, and east and a west zone that alerts those teachers and the front office staff when buses are coming in. It really helps cut down the wait time and helps teachers just focus on their kids when they're at the school and then the ability to just jump outside and grab other students and head back in. So there's not a lot of wait time out on the curb.
Anthony Godfrey:
Stay with us. When we come back, more about the Zonar MyView Family app and the security measures that are in the Zonar MyView Family app.
[Music]Never miss an episode of The Supercast by liking and subscribing on your favorite podcasting platform. Find transcripts for this episode and others at supercast.jordandistrict.org.
[Music]Break:
Are you looking for a job right now? Looking to work in a fun and supportive environment with great pay and a rewarding career? Jordan School District is hiring. We're currently filling full and part-time positions. You can work and make a difference in young lives and education as a classroom assistant or a substitute teacher. Apply to work in one of our school cafeterias where our lunch staff serves up big smiles with great food every day. We're also looking to hire custodians and bus drivers. In Jordan School District we like to say people come for the job and enjoy the adventure. Apply today at employment.jordandistrict.org
[Music]Anthony Godfrey:
Most of the time buses are very predictable in when they arrive, when they get to school, when they leave. There are things that get in the way sometimes and it's nice to have the peace of mind that you can go in and check and say, "Hey wait a minute, the bus isn't here yet. What's going on?"
Debbie McKinlay:
Exactly. And you know we are, especially this time of year in orange cone season, that then moves into the snow season and traffic and those things delay buses so that they can see that the bus has left the yard, the bus has left the school, the bus is on its way and that really helps them have a sense of knowledge of where their students are and where they need to be and everything is going well.
Mary Ann Balfour:
And some of the background information that we really focus on in the mornings and throughout the day is you know obviously we have a lot of buses and they're not always running smoothly. If a bus breaks down, switches to a spare bus, that's where I try to focus and concentrate and the communication between driver and myself to be able to enter that spare so that it's kind of seamless for the parents. They don't need to enter a spare bus number in order to track the bus number. It automatically, if I'm alerted, I'm able to put it in and they won't even know the difference.
Paul Bergera;
And it's really neat because the coordination between the drivers and Deb, I hear it on the radio all the time and they're getting very good at telling her “Hey, I’m in a spare bus”, she does her magic and parents have no idea. The kids can realize there's a different bus coming but the parents would have no idea that there's a change in their service delivery.
Anthony Godfrey:
So you're able to switch things so that they're not tracking the wrong bus. They're tracking the bus that's actually coming to serve their students. That's tremendous that you're able to do that.
Debbie McKinlay:
It's really nice. You know, occasionally there's a hiccup, there might be something that breaks down and that lack of communication. That's not the number one priority on the driver's mind, it's safety and get the kids to school on time. So we kind of keep our ears open between dispatch and myself and service. We try to communicate and say, “okay, this was the spare bus we took out.” So, you know, it's taken a little bit but I think we're starting to work in mesh as a team here and it really is starting to benefit. I mean, everything has a hiccup but for the general people I think it works pretty smooth. And it's very convenient in that wintertime when it's so cold.
Anthony Godfrey:
Oh, absolutely. Great support to parents and great support to schools. What are some of the issues that you run into when you're troubleshooting with parents? What are some of the common concerns or questions?
Debbie McKinlay:
Honestly, just getting the students set up in the MyView app, sometimes they've registered late so when I get the list and import it into the MyView app, maybe their student's not on that list. So I’ll get “I can't find my students” and I just ask them to give me all their information and I hand put them in and that way occasionally we have a – “I'm not seeing my bus.”
Anthony Godfrey;
Yeah.
Debbie McKinlay:
And, you know, we have to troubleshoot that GPS system and say, okay, why is it not tracking?
Anthony Godfrey:
Sure.
Debbie McKinlay:
We have a couple of buses that have come in and we have to troubleshoot and work it out. That's the two things mostly.
Anthony Godfrey:
But most of the time it's just getting set up and making sure that they're in. Once they're in then it works pretty smoothly.
Debbie McKinlay:
Yes.
Anthony Godfrey:
Now, the reason that parents have to enter in two numbers, the number for the zone and the number for the student is so that only the parents of a student on that bus can track that bus's location. Tell me a little bit more about that.
Debbie McKinlay:
So those two layers of security, if the parent needs someone else to track the bus, a nanny, a babysitter, they can give that information to the nanny and help them set up that connection.
Anthony Godfrey:
So the parent can share that number but we don't share it with anyone but the parent.
Debbie McKinlay:
That's correct. In fact, I don't even provide the numbers. They need to go to the school and get the number if they don't know where to get it. I don't know if they're a parent or not. And so I tell them to go to the source to get that number.
Anthony Godfrey:
So you don't give them numbers?
Debbie McKinlay:
Nope.
Anthony Godfrey:
You don't know who's on the other end of the line or who's emailing you.
Debbie McKinlay:
That's correct.
Anthony Godfrey:
But you give them instructions on how to find it themselves.
Anthony Godfrey:
That's a great level of security and peace of mind.
Debbie McKinlay:
That's correct.
Paul Bergera:
And that truly was part of the objective when this was first decided. It was very important to Cabinet that there was that layer of security. We piloted it in spring of 2022 at three schools, kind of an elementary, a middle, and a high school that feed into each other. That seemed to work out really well. Then when it came time to launch in fall of 2022, we did make sure that it did go through legal counsel and other added measures to ensure confidentiality and safety, and security.
Anthony Godfrey:
And with two years under our belts, it's worked well and it's benefiting a lot of families. Hopefully, those listening can download it and benefit as well.
Paul Bergera:
Yes.
Anthony Godfrey:
Now tell me about the three of you. How long have you each been in transportation? And what are some of the things that you've done here? Mary Anne, you're kind of laughing. Are you the elder statesman here?
Mary Anne Balfour:
No, I'm the nanosecond.
Anthony Godfrey:
Really? How long have you been in transportation?
Mary Anne Balfour:
This is my second year.
Anthony Godfrey:
Second year. Okay. Great. And how about for you?
Debbie McKinlay;
I've actually been here for almost 14.
Anthony Godfrey:
Almost 14.
Debbie McKinlay:
And I take care of all of the external systems that don't come with the buses. I help with the camera systems and I am over the GPS system. We help with the dispatch technology and, of course, anything that comes with MyView. So we're kind of a catch-all department. If they need something, we try to figure it out for everyone.
Anthony Godfrey:
Okay. And Paul?
Paul Bergera:
I've been here for five years. So I've been a teacher and a principal in the district and have made my way to transportation and have not looked back. I really enjoy being out here. We've done some very innovative things. I believe in the past several years, Zonar MyView Parent App is one thing. We would also encourage parents to make sure that they're on Parent Square because the Zonar MyView Parent App is one way to communicate with parents where their bus is. Parent Square is another way that allows us to give information to parents the morning of or the week of just to make sure that they have as much information as they can that may impact their student's busing.
Anthony Godfrey:
Yeah, Parent Square is new this year, so we keep adding measures to try to communicate more and more effectively with parents. Thanks for everything the three of you are doing to help make sure that goes smoothly and good luck out there.
Paul Bergera:
Thank you.
Mary Anne Balfour:
Oh, you're welcome. Thanks.
Debbie McKinlay:
Thanks for having us.
Paul Bergera:
Thank you.
Anthony Godfrey:
Thanks for joining us on another episode of the Supercast. Remember, education is the most important thing you will do today. We'll see you out there.
[music]
They play a vital role in our schools, leading the way when it comes to decisions regarding School LAND Trust money and so much more.
On this episode of the Supercast, find out why parents participate in School Community Councils and how their involvement can elevate the quality of education for students, by addressing needs and rallying support.
Audio TranscriptionLisa Eskesen:
It's a great way to kind of get a pulse on the school of what's happening there and then also to work together with other parents in representing the community, the student community at that school, and what their needs might be.
Anthony Godfrey:
If you want to join a School Community Council you get to play a part in allocating a portion of that eight million dollars to make sure that it is meeting the highest academic need in a school.
[Music]Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. They play a vital role in our schools, leading the way, making decisions regarding School LAND Trust money and so much more.
On this episode of the Supercast, find out why parents participate on School Community Councils and how their involvement can elevate the quality of education for students by addressing needs and rallying support.
[Music]We're talking today with Lisa Eskesen about School Community Councils. She's been a parent on several and Mike Anderson, our Associate Superintendent, who oversees the work of School Community Councils and submitting information to the state, completing the trainings, all of that. So thank you both for being here.
Lisa Eskesen:
Thank you.
Mike Anderson:
My pleasure.
Anthony Godfrey
Lisa, tell us about your involvement with School Community Councils.
Lisa Eskesen:
I have been involved on School Community Councils–my oldest just graduated from high school this year and so since she was probably in first or second grade I started being on the School Community Council at her elementary school.
Anthony Godfrey:
So you have well over a decade of School Community Council experience.
Lisa Eskesen:
Around there, yes.
Anthony Godfrey:
Tell me about some of the things that you've been involved in, the schools where you've served, and really for those who may not be familiar what it's been all about from a parent perspective.
Lisa Eskesen:
Okay. So like I said, my oldest just graduated. She went to elementary school at Fox Hollow Elementary and my kids go to Sunset Ridge Middle School. So once we graduated into the middle school, I went there and then at Copper Hills High School I also have served on the community council at that level. My youngest just finished at the elementary so I have consecutively been on that council for a handful of years.
Anthony Godfrey:
Wow. So you've seen some projects come and go.
Lisa Eskesen:
Yes.
Anthony Godfrey:
Part of what you do is you approve funding. Are there some projects that stand out that you've been able to help fund as a School Community Council that you're particularly proud of or were particularly interesting for you?
Lisa Eskesen:
Well pre-COVID when I was on the council at the middle school, one of the things that the principal and the council there really felt strongly about was technology and getting students one-to-one. So we were able to get one-to-one Chromebook use right as COVID hit. So the timing of that, it worked out perfectly. We were able to get the students who needed it their Chromebooks that they definitely used during COVID and online school.
Anthony Godfrey:
They had great timing on that.
Lisa Eskesen:
I know. A lot of thanks goes to Ms. Searle on that one, our principal. She was really pushing for that and saw that need and not even related to COVID, but she just saw the benefit that that would be to the students to have one to one technology.
Anthony Godfrey:
And the School Community Council is able to fund that through the LAND Trust money that is received from the state. Mike, tell us a little bit about how that works because that funding component is a main responsibility of the School Community Council.
Mike Anderson:
It is. It's one of the principal responsibilities they have. The history behind the LAND Trust program is quite fascinating. If you may, just a little bit of history there. When our founding leaders began expansion of the United States they saw to it that for every section of land that was marked and surveyed, that they would set aside a couple of sections of land for public school use. As they went further west, more land, less livable land in terms of irrigation and so forth, they actually gave more land to the Western States for public use than they did to the Eastern States.
Well, Utah is a beneficiary of that because we have enough land in the public trust to constitute a state the size of New Jersey inside of the state of Utah. That's how much public LAND Trust there are out there. So what happens is those lands get leased for mineral rights, for recreation purposes, for businesses that want to build on them, and the lease monies and all of the returns and the profits from that go into a general fund. That fund is then distributed on an annual basis to schools.
Years ago in the 1980s, a well-informed PTA mom at the time, found out about the laws that governed LAND Trust in the state of Utah and realized that they weren't really being safeguarded as they should be. The legislature was using LAND Trust money outside of the intended scope. She helped the legislature pass laws that really safeguarded and built fences around the LAND Trust initiative that protected those monies. And it grew from a very small amount at the time in 1985-ish to over, I think we have well over $3.2 billion dollars. That’s billion with a “B” in the LAND Trust program today. And so we get a distribution at the school level each year. This year, Jordan School District is going to receive $8.3 million. That accounts to about $145 per student.
Anthony Godfrey:
What that means is that if you're on a School Community Council, you're part of the group that by law helps allocate the money from LAND Trust. You have to approve that LAND Trust plan. And that means that if you want to join a School Community Council, you get to play a part in allocating a portion of that $8 million to make sure that it is meeting the highest academic need in a school, which obviously the Chromebooks that you were involved in allocating money for qualify for that for sure.
Lisa Eskesen:
That's one great example and there's some other great projects and it really is specific to the school's needs.
Anthony Godfrey:
It involves school staff, but the membership always has to include more parents than school staff members. That just shows the importance of parent voices and how we use that money and also how we guide the work of our schools.
Lisa Eskesen:
Yeah, the requirements for the School Community Council, we need to have a two parent majority on each of them. So it includes some staff members from the school. It includes the principal, but the majority of it always does need to be parents of students, parents or guardians of students who are enrolled at the school.
Anthony Godfrey:
What does it mean for you as a parent to be able to be involved in this way at your child's school over the years?
Lisa Eskesen:
I've been involved at my kids' schools in various ways over the last several years. I've done some PTA. I volunteered in classrooms and I enjoy all of it. I really think it's all important. This is just another way that I felt like I could be involved. It works for me. It's something I'm interested in. I like the conversations that we have on the School Community Council, the issues kind of just overseeing some of the things going on at the school. It's a great way to kind of get a pulse on the school of what's happening there, get to know some of the administration and the staff there, and then also to work together with other parents in representing the community, the student community at that school and what their needs might be.
Anthony Godfrey:
Stay with us. When we come back find out how you can be a voice and play a vital role at your school as part of a School Community Council.
Never miss an episode of The Supercast by liking and subscribing on your favorite podcasting platform. Find transcripts for this episode and others at supercast.jordandistrict.org.
Break:
Hello, I'm Sandy Riesgraf, Director of Communications for Jordan School District, and we want to invite you to connect with us. So many exciting things are happening in your child's school, your neighbor's school, in every school here, every day. Don't miss out on following the fun or simply staying informed when there's important information we need to share. Join us at jordandistrict.org, or follow us on Facebook, Twitter, and Instagram @jordandistrict. We can't wait to connect.
Anthony Godfrey:
Sometimes busy parents with kids in school may be concerned about the level of time involvement that's required to be a part of a School Community Council. What has your experience been over the years in terms of how much time it takes and what does that look like just in terms of the meetings and the amount of time that you've had to spend?
Lisa Eskesen:
Each council is required to meet at least four times a year, so that's actually not too bad. Four times during the school year. I've only seen maybe twice where we've had to meet one extra time maybe for budget needs or you know some special project or something like that needs to be met to discuss. But otherwise it's just four meetings a year. Those meetings can last you know one to two hours. As we get close to the end of the school year and we're talking about the LAND Trust funds and that budget, some of those conversations can be a little bit longer as we dig into some of the details of that. But otherwise it's four meetings a year generally.
Anthony Godfrey:
And I know there are a number of times when we go to a School Community Council because we have a question that we want parent input on. So we take it to the School Community Council. For example, the dress code policy, when the Board was considering a change in dress code policy, we took months going to each School Community Council at the secondary level to go over those changes. We really got some great input from those groups. Were you a part of any of those discussions?
Lisa Eskesen:
Yes, I was there for some of those. The other thing that I can think of is related to boundary changes. And it's not that the Community Council has any more sway with the district or anything like that but we're there to represent the community of the students. So if we have that information we can help answer questions with other parents of students at the school and maybe get some feedback that we can then take back to the council and discuss for things that might be helpful as the Board is making some of those decisions.
Mike Anderson:
In fact I remember going out to Lisa's School Community Council to talk about a pending boundary change. We got great feedback from the Community Council. Lisa specifically asked some really great questions that we were able to bring back and help inform the process and consider alternatives.
Anthony Godfrey:
What are some of the other responsibilities of the School Community Council?
Mike Anderson:
I think one good example of an area where the School Community Council has to be involved by law is with the Teacher and Student Success Act commonly known as the TSSA. That was created by the legislature in 2019 and it's funded in large part similar to how School LAND Trust is allocated on a per student basis. It ends up being a fairly sizable amount and it grows each year. It's an ongoing source of funding that the legislature has allocated. Now the School Community Council helps create the plan. They don't approve the TSSA plan, that's set forth by the Board and ultimately the School Board does approve that and they create the framework on which that's supposed to be based, but the TSSA requires School Community Council input on the plan.
Anthony Godfrey:
The TSSA is just another way that the state is putting money directly to schools and one of the reasons they're willing to do that is because they know that parents will be involved in helping allocate those funds. TSSA money and LAND Trust money is increasing every year.
Mike Anderson:
It is. In fact, it's pretty remarkable. I mentioned earlier the per student amount for LAND Trust is about $145. It's similar with TSSA but you get a large high school and they're dealing with around $700,000 worth of pretty flexible money when you combine the TSSA and the LAND Trust plans. The Community Council has a pretty direct say and a lot of input as to how that's spent.
School Community Councils also review the digital citizenship requirements for the school. Principals will often bring the school student handbook with them and make sure they are familiar with the rules and get input from both the teachers and the parents on the council. I think that's an important component that the School Community Council really gives key stakeholder groups a voice.
You've got the principal who's automatically seated on the council, does vote but is not elected of course. You've got faculty members, teachers from the school that also serve on the council and as Lisa mentioned there has to be at least a two parent majority on the council. The baseline for that at the elementary and middle schools are four parents and two faculty members or two employees and at the high school that jumps up to six parents and four staff members. If they feel like those numbers need to be adjusted because of interest or because of a lot of input from the school they can be adjusted through what we call the rules of order and procedure and the School Community Council votes on those. Those are actually posted and kind of the rules that govern the council and the state law is pretty specific on how those are to be carried out and executed. It's a great way to allow the flexibility to tailor the needs of the school through the School Community Council.
Anthony Godfrey:
Let's talk about how those meetings are run because the principal is a part of that meeting automatically as are a few staff members but it's chaired by a parent. Tell me about how that works.
Lisa Eskesen:
Correct. So while it is a principal who is automatically placed the chair is a parent, it is led by a parent so that just I think underscores the need for that parent involvement. The principal, the school staff they don't run the meetings. The principal can suggest items maybe to put on the agenda but it is ultimately up to the chair and the member of the council for what items actually get discussed and placed on that agenda.
Anthony Godfrey:
From a school perspective, I know that having a strong School Community Council chair who makes the most of those meetings and having involved parents as members of the School Community Council is a huge support to the principal. It really helps things go well so it's an important dynamic there that's established between the chair and the principal.
Lisa Eskesen:
Definitely. It absolutely is.
Anthony Godfrey:
Well, Lisa, thank you very much for all the time you've spent over the years being part of that School Community Council. A lot of great things have happened as a result of that. I don't know all the School Community Council presidents of course but I've definitely heard your name associated with great things happening out there.
Mike, thank you. You've overseen this for many years in the training that's offered to new School Community Council members so thank you for all the support you give those parents and staff members making decisions at the school level to help support our students and our staff.
Mike Anderson:
Thanks for having me.
Anthony Godfrey:
Thanks for joining us on another episode of the Supercast. Remember, education is the most important thing you'll do today. We'll see you out there.
(upbeat music)
She has a passion for pickleball and this summer a West Hills Middle School counselor hit the road to pursue her passion.
On this episode of the Supercast, meet Lorraine Rupper. She traveled to every state in the nation hoping to play pickleball with strangers at every stop from coast to coast. Find out how she achieved her goal and won a game in every state, making memories to last a lifetime.
Audio TranscriptionAnthony Godfrey:
When you are not counseling, you are pickleballing.
Lorraine Rupper:
Yes, I'll be on the pickleball court.
Anthony Godfrey:
Is that a verb? Pickleballing?
Lorraine Rupper:
Yes, pickleballing. Okay, so I traveled to 36 states in 19 days, and I played in 33 of those 36 states that I traveled to.
Anthony Godfrey:
Any of these events set up in advance?
Lorraine Rupper:
Nope. I just show up randomly.
Anthony Godfrey:
You showed up.
[MUSIC]Anthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. It's a sport that's taking off across the country, but I'm not sure anyone else has taken off across the country themselves to play pickleball in every state.
On the show today, we have some fun with West Hills Middle School counselor Lorraine Rupper. Find out how she managed to travel to all 50 states, playing a pickup game of pickleball with strangers at every stop, and making memories to last a lifetime.
[MUSIC]We're talking now with Lorraine Rupper here at West Hills Middle School. You're a counselor here at West Hills, but when you are not counseling, you are pickleballing.
Lorraine Rupper:
Yes, I'll be on the pickleball court.
Anthony Godfrey:
Is that a verb? Pickleballing?
Lorraine Rupper:
Yes, pickleballing.
Anthony Godfrey:
You have done so across the country this last summer. Tell me the stats up front and then let's talk about the experience.
Lorraine Rupper:
Okay, so I traveled to 36 states in 19 days, and I played in 33 of those 36 states that I traveled through this summer. In 19 days.
Anthony Godfrey:
So you played in 33 states. What made you say to yourself, "You know what? I need to play this across the country."
Lorraine Rupper:
I just wanted to spread the love of pickleball, and I feel like I am a good player. So normally, lower-level players, they always want to play with the upper-level players. So I'm like, I'm an upper-level player, and I want to meet people that have the same passion I do of playing pickleball. And I'm like, “I've never been to the south and I haven't been to the east. So here's a great way to do it.”
Anthony Godfrey:
So you were helping people elevate their game by having them play with someone who has some skills beyond the casual pickleballer.
Lorraine Rupper:
Mm-hmm.
Anthony Godfrey:
How many states had you traveled to before embarking on this journey?
Lorraine Rupper:
I had played in 17 states.
Anthony Godfrey:
You played in 17.
Lorraine Rupper:
17.
Anthony Godfrey:
So if my math is right, you've now played in all 50 states? Is that right?
Lorraine Rupper:
All 50 states, yep.
Anthony Godfrey:
Okay, so 33 states in 19 days. Tell me, what does playing pickleball in a state count as? Because obviously, you had to cram in multiple states into one day.
Lorraine Rupper:
Mm-hmm.
Anthony Godfrey:
Talk to me about how that happened.
Lorraine Rupper:
Okay, so there was a general plan that somebody has done to play pickleball in every state. I could skip some of those because I had done most of the western states already. And then they would say where to go next. So sometimes I would go by that plan, and sometimes I had to deviate from that plan.
Like West Virginia, it says to play at a certain spot. So I went to West Virginia and I went to that spot, and I found a pickleball court, but there's nobody to play with. It's in the middle of summer, it's noon, and nobody wants to play on a court at noon when it's 95 degrees with 95% humidity. So I'm like, what should I do now? I can sit around and wait, which I did some.
Anthony Godfrey:
So you listened to John Denver for a second.
Lorraine Rupper:
Of course.
Anthony Godfrey:
“Mountain Mama, West Virginia”, then no one came.
Lorraine Rupper:
Nobody came. I even sang and I'm a terrible singer. Maybe that's why they escaped and ran away. So I just was like, well, let's see where else we can play in Virginia. So I drove for three hours, found another place to play, and I sat there waiting for people. I found a court, which by the way, all the courts aren't accurate for their addresses because I ended up at some lady's house and she's all like, I said, “is there a pickleball court here?”
Anthony Godfrey:
Did she play pickleball with you and make lemonade for you?
Lorraine Rupper:
No. So I ended up going to a park and waiting and waiting and waiting, probably like an hour. And then a couple came back from a little trip and then there was two couples. One went to the truck and then I bravely went over to the other one and said, “Would you please play pickleball with me?” And they're like, “What's pickleball?” And I told them what it was. And the wife who was in flip flops and she's like, “No”. And the husband's like, “I can give it a shot if you will run my errands for me, honey.” And she's like, “Yeah, I can do that.”
Anthony Godfrey:
So she ran errands while he played pickleball with a woman he'd never met. Wow. Okay.
Lorraine Rupper:
Yeah. So we went over there and we played skinny singles on the court and it was super fun. And he was really good. He said, “I played tennis in high school” and I was like “Tennis players, make good pickleball players.” And he played really great. Of course, he didn't beat me, but he was good. But I was so excited to mark West Virginia off the list. I'm like, “Hey, let me give you a paddle.” And I gave him and his wife a paddle. I gave her some pickleball earrings, gave him some balls and say, come back and play again.
Anthony Godfrey:
Okay. Now I'm noticing your pickleball earrings. That's next level stuff as well. Any of these events set up in advance?
Lorraine Rupper:
Nope. I would just show up randomly.
Anthony Godfrey:
You showed up. Did you, as you talked with these folks, did you make friends that you stayed in contact with?
Lorraine Rupper:
Yes. There's a couple like in Alabama was my favorite place to play. They're like, “Hey, Lorraine, we're having a luncheon afterwards. A little picnic. Do you want to come?” And I'm like, “Sure.”
Anthony Godfrey:
You didn't say I've got 25 states left to go. I got to get out of here.
Lorraine Rupper:
No, Heck no, not when they're friendly to me. They said, “Oh, we're having salads and ice cream.” And I'm like, “Two things you don't have on a road trip, salads and ice cream. I am there.” There's one day a month that they do this luncheon and I just happened to be on the day that they had their lunch and not planned or anything.
Anthony Godfrey:
So even though West Virginia left you high and dry for a few hours, you also hit the jackpot a few times along the way.
Lorraine Rupper:
Oh, I did, yes. It was up and down, up and down. I just had to roll with the flow.
Anthony Godfrey:
What was the most difficult state to get a match in besides West Virginia? Were there other people who were reluctant to play with you or other locations that were difficult?
Lorraine Rupper:
So I would usually get the same reaction, because a lot of times people have their own group of four that are pretty good players. And so they would look at me skeptically and like, I would say Rhode Island, for example. And so I'd say, “I'll just sit here and watch you play a couple of games.” So I would sit with my head in my little umbrella. And I was watching him play. And then one of them felt bad, of course. And so he's like, “Why don't you take my spot one game?” And the one guy was still like, “Oh, I'm really skeptical.” So I played a game. And the guy's like, “Will you be my partner next, Lorraine?”
Anthony Godfrey:
You seem like a very nice person, very personable. Why would they be suspect of someone who just wants to play pickleball?
Lorraine Rupper:
Because I'm an old lady and they think I'm not going to be very good. They want to play, get some good games in while they're playing. But once they find out how good I am, then they're like, “Oh, yeah, we want her to play some more because she's good competition.”
Anthony Godfrey:
So were the southern states as friendly as they are reputed to be?
Lorraine Rupper:
Yes. It's the Northeastern that I had an issue with.
Anthony Godfrey:
OK.
Lorraine Rupper:
Like, can I tell you a story about Maine?
Anthony Godfrey:
Sure, please.
Lorraine Rupper:
OK. So we went to Maine. And in York, Maine, I was there and I went to a private club. Because it was one of the places--
Anthony Godfrey:
Did you hop the fence or cut a hole in and crawl through?
Lorraine Rupper:
To me, it looked like a public place.
Anthony Godfrey:
So you just walked in like you knew what you were doing.
Lorraine Rupper:
And I was in my little skirt and with my paddle--
Anthony Godfrey:
You're a pickle baller, you walk in like you own the place.
Lorraine Rupper:
And they're like, “This is a private club.” And I said, “Well, I'm willing to pay a fee if you'll let me play here.” He just told me to go on to the high school. And then he said, “Oh, you have to be a member or a guest of a member. That's the only people that play here.” So there's like five guys standing across in the same room. And I looked at all of them. And I said, “Hey, can I be somebody's guest?” And they're busy looking at the ceiling, looking at the floor, anywhere but making eye contact with me. So he said, “Well, I can just give you directions to the high school” where it's 95 degrees with 95% humidity. So I'm like, OK. So he gave me directions to the high school. I went to the high school. Kind of hard to find, but I finally found the courts. And went and there was a lady and her son. So I went and asked them if they would play with me. And they said, yes, I was really happy. So I played me against those two. And I think I had to play left-handed just to– I would never beat anybody 11-0. So I'd make sure I'd go left-handed if I was too good. And I always had the whole court.
Anthony Godfrey:
So you always wanted to give them a point.
Lorraine Rupper:
Always. I would never beat anybody 11-0. And I asked them if I could take a picture with them. And they're like, no. So you'll notice on my map, the empty court right there goes to Maine.
Anthony Godfrey:
OK. So yeah, let's take a look. You did take a picture with everyone. How wonderful.
Lorraine Rupper:
I did.
Anthony Godfrey:
And you wrote down their names. Oh, yeah. You can see just how friendly they all are. What a wonderful map. So you've laid this out. Great memories. OK. I'm noticing that there are-- yeah, look at that.
Lorraine Rupper:
So the month of June, 19 days on the road. And then the month of July, putting the map together. Because that was not an easy task either. Making sure the pictures are the right sizes. Make sure they fit on the area that's indicated. Make sure they're not covering up any states.
Anthony Godfrey:
Wisconsin looks like they were having a great time.
Lorraine Rupper:
Oh, we had a great time in Wisconsin.
Anthony Godfrey:
Emily, Ben, Gary, and Annie. They seem like nice people.
Lorraine Rupper:
Yeah, they're a family. And this one right there, sometimes in South Dakota, I could only play with the one guy because other people were already gone. Or they had their own little courts or their own little thing going on. So he played me skinny singles. And he won, I think, the first game. We played again. And I won. He's like, “Oh, it's a rubber match. Now we have to play again.” And so I beat him. And he walks off the court. And he says, “This is the first time I've ever lost in singles.”
Anthony Godfrey:
Really?
Lorraine Rupper:
So I was like, whoa, that's good to know.
Anthony Godfrey:
Have you ever thought about what story he's telling other people about losing for the first time at Pickleball?
Lorraine Rupper:
He probably wouldn't tell them.
Anthony Godfrey:
You have great stories. But you've given all these people some great stories. That's for sure.
Lorraine Rupper:
Thank you.
Anthony Godfrey:
Do you tell them when you introduce yourself that you are traveling the country and you're checking off states? Or do you just say, “would you like to play Pickleball?”
Lorraine Rupper:
Most of the time, if it's just three people, I'll just say, “Hey, can I play?” And then I play. If it's four, then you're the odd man out, right? And then I just want to get one game in. I want-- I'm trying to play Pickleball in every state. That was Missouri, that they had their own group of four. And I told them I was trying to play Pickleball in every state. And they're like, “Let's get you on the court then.”
Anthony Godfrey:
You don't pick out the one who's doing the worst and say, “Look, that guy over there in the purple shorts, I want to take his place. And you know you need someone to take his place.”
Lorraine Rupper:
No, because most groups will have everybody that's similar in their ability. Like they're all 4.0s or all 3.5.
Anthony Godfrey:
OK. So they're all pretty well matched.
Lorraine Rupper:
Yeah. And one in Pennsylvania, Erie, Pennsylvania, they did say, “What's your ranking?” So they wanted to tell my ranking before I told them.
Anthony Godfrey:
What is your ranking?
Lorraine Rupper:
Right now it's 4.6 something. But I've been as high as 5.0.
Anthony Godfrey:
When you say 4.6, does that get their attention and make them want to play?
Lorraine Rupper:
Oh, well, at the time I was at 4.8. And they're like, “You could be my partner.” And then they pulled me over. Because they're mostly 4.0s.
Anthony Godfrey:
So that helps.
Lorraine Rupper:
Yeah, yeah.
Anthony Godfrey:
That's good.
Lorraine Rupper:
Yeah.
Anthony Godfrey:
That's good. And did you ever get sick of Pickleball?
Lorraine Rupper:
No, no. But I did want to leave in Vermont. Vermont was a challenge. I was like, if home--
Anthony Godfrey:
We don't have a lot of listeners in Vermont so go ahead. Lay it down.
Lorraine Rupper:
Well, I was in Vermont. I was just like, if home was an hour away, I would go home.
Anthony Godfrey:
Really?
Lorraine Rupper:
I was not in it.
Anthony Godfrey:
Was it because of Vermont or because at that stage of the trip, it just felt like a lot?
Lorraine Rupper:
No, I was just going to so many places and trying to find people to play. I went to all the five places that were in that town. And they're like, “Oh, you might have to go to this other town two and a half hours away.” And I was like, “Oh.” And I was just so tired of traveling. I'd gone all the way up. And I was just like, “I don't want to be here anymore. I just want to be home.”
Anthony Godfrey:
Stay with us. When we come back more tales of travel from our counselor with a passion for pickleball.
Never miss an episode of The Supercast by liking and subscribing on your favorite podcasting platform. Find transcripts for this episode and others at supercast.jordandistrict.org.
Break:
Hello, I'm Sandy Riesgraf, Director of Communications for Jordan School District, and we want to invite you to connect with us. So many exciting things are happening in your child's school, your neighbor's school, in every school here, every day. Don't miss out on following the fun or simply staying informed when there's important information we need to share. Join us at jordandistrict.org, or follow us on Facebook, Twitter, and Instagram @jordandistrict. We can't wait to connect.
Anthony Godfrey:
Now, I'm told that you have a pickleball drawer in your office. You have lots of drawers in your office. Can you tell me which one and what's going on in there?
Lorraine Rupper:
You want to open that one?
Anthony Godfrey:
Sure. Let's open her up. Oh, my heavens. Well, that's a...That is a heavy box. Wow. That is heavier than a tennis racket. Look at that. September Showdown, Salt Lake County. Good grief.
Lorraine Rupper:
Notice it's a gold medal.
Anthony Godfrey:
Oh yeah.
Lorraine Rupper:
That one's bronze.
Anthony Godfrey:
The Big Dill Pickleball Tournament. That may be my favorite right there. Oh wow. How long have you been playing pickleball to earn all of these awards?
Lorraine Rupper:
About 10 years.
Anthony Godfrey:
Portneuf Medical Center. These are not participant awards. These are the awards of a victor. Utah Pickleball first place, PTSD awareness. I like that one.
Lorraine Rupper:
Oh, thank you.
Anthony Godfrey:
Wow. That's a ton. Bravo. Congratulations.
Lorraine Rupper:
Thank you.
Anthony Godfrey:
You are not a casual player. That was established right out of the chute. Look at that. Now, I understand that you did have an afterschool program at West Jordan Middle School.
Lorraine Rupper:
Mm-hmm.
Anthony Godfrey:
Tell me about that.
Lorraine Rupper:
Well, they just needed someone to do different activities. If you have a hobby or something you like to do, sign up. So I'm like, okay, Miss Garrison, I will sign up to do pickleball afterschool. And so they had lines painted in the gym and we would just set up the nets. Once a week, we'd get the kids out, teach them to play, and we'd play. And it was so fun. Super fun.
Anthony Godfrey:
Wow. That's fantastic. And the kids take to it quickly?
Lorraine Rupper:
Yeah. It's easy to pick up and hit a ball with a paddle, right?
Anthony Godfrey:
Easy to play. Difficult to master.
Lorraine Rupper:
The hardest part is learning how to keep score.
Anthony Godfrey:
Yeah. Switching up that first time and yeah.
Lorraine Rupper:
Three numbers. I'm like, the third number is always a one or a two. I'm a numbers person because I graduated in math education. I taught math for 20 years. That's what I did at West Jordan Middle School.
Anthony Godfrey:
Yeah.
Lorraine Rupper:
So I taught math there. But then I was able to get a counseling job. And so...
Anthony Godfrey:
I can never keep track. I stop and I say, no, wait, what was it? 75-1? 751? I don't know. What is the next adventure for you? This is tremendous that you took this trip. I love a good road trip. And I'm quite envious actually that you have managed to see so many states in such a short period of time. I've seen all 50 states, but it took me 50 years to do it. Not 19 days and one other trip. So tell me, what's the next adventure? Meeting you and seeing the energy that you have, I can't imagine that you're done.
Lorraine Rupper:
I'm not done, but I don't know what that next adventure could be yet.
Anthony Godfrey:
Okay. Yeah.
Lorraine Rupper:
Maybe it's teaching more middle schoolers how to play and get the passion of playing.
Anthony Godfrey;
I like the sound of that. I like the sound of that. I know you have your equipment, so let's step out and knock the ball around a little bit.
Lorraine Rupper:
Okay.
Anthony Godfrey:
So show me some basics that will, you know, make it so that I can take the heat and stay in the kitchen.
Lorraine Rupper:
Okay. You want to hold it with one hand?
Anthony Godfrey:
Okay.
Lorraine Rupper:
Are you left-handed?
Anthony Godfrey:
I'm left-handed. I apologize.
Lorraine Rupper:
Oh, no, I love left-handed players.
Anthony Godfrey:
Oh, okay. Great.
Lorraine Rupper:
All right. So you just want to hit it soft and into the kitchen. There you go. Take one step in and one step out. There you go.
Anthony Godfrey:
Yeah, it feels good.
Lorraine Rupper:
Oh, that's good. If you want to, go ahead and whack it.
Anthony Godfrey:
I have a feeling you're going to whack it back if I do though.
Lorraine Rupper:
Oh, that's true. That might happen. You never know.
Anthony Godfrey:
So show me something that you do in the kitchen to throw people off.
Lorraine Rupper:
Well, not necessarily in the kitchen, but outside the kitchen.
Anthony Godfrey:
Right, around the kitchen.
Lorraine Rupper:
So say you're dinking like this, dinking like this.
Anthony Godfrey:
Oops. No, that's not. It's a good thing people can't hear it not going over the net on the other side. Well, my instinct was to reach out and grab it because it was going by me for sure. Wow. It even kind of stings. You really put some mustard on that one.
Lorraine Rupper:
Sorry, hopefully I didn't sting you too much.
Anthony Godfrey:
No, no, it's great. Lay it on me. Lorraine, it's been a pleasure talking with you, playing with you, and I'm really excited for whatever next adventure you have. I think there are a lot of lucky people out there that got to play pickleball with you across the country.
Lorraine Rupper:
I was lucky to play with them really. Some of them some great people out there.
Anthony Godfrey:
Thanks for the time and thanks for everything you do here at West Hills.
Lorraine Rupper:
Okay.
[MUSIC]Anthony Godfrey:
Thanks for joining us on another episode of the Supercast. Remember, education is the most important thing you will do today. We'll see you out there.
[MUSIC]
He jumps at the opportunity to hit the skate park trying new tricks on his board every chance he gets.
On this episode of the Supercast, a South Hills Middle School student talks about his goal to become a professional skateboarder, the grit it will take to get there, and the lessons he’s learning along the way. Lessons that are helping him in the classroom as well.
Audio TranscriptionAnthony Godfrey:
How many hours in a row, if you didn't have anywhere else you had to be, do you think you could skate non-stop before you got tired of it? Do you ever get tired of skating?
JaShawn:
I've skated for 10 hours before.
Anthony Godfrey:
10 hours straight? That is so awesome and it's so much better than sitting for 10 hours straight with a screen in front of you.
[Music]Anthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. Today we're heading out to a local skate park to meet South Hills Middle School student, JaShawn Hill. JaShawn has some serious skills on wheels and he wants to become a professional skateboarder. Find out about the grit it will take to get him there and the lessons he's learning along the way. Lessons that are helping JaShawn in competitions across the country and in the classroom.
[Music]And now we meet up with JaShawn on the heels at a national skateboarding competition.
[Music]We're talking with JaShawn Hill here at the Bluffdale Skate Park. Thanks for talking with me today. Tell me about some of your accomplishments as a skater right now.
JaShawn:
Just practicing every day and stuff. Trying to become pro.
Anthony Godfrey:
Yeah?
JaShawn:
Yeah.
Anthony Godfrey:
Have you been in competitions lately?
JaShawn:
Yeah. I was like in one like a month ago.
Anthony Godfrey:
Tell me about that.
JaShawn:
I got third place. Tried my best.
Anthony Godfrey:
And what kind of competition is that? What's the competition called?
JaShawn:
Street competition.
Anthony Godfrey:
Street competition.
JaShawn:
Yeah.
Anthony Godfrey:
So what does street competition involve? Lots of ollies I'm sure.
JaShawn:
Well, yeah.
Anthony Godfrey:
That's the only term I know. You're going to teach me some slang. Some skateboarding slang. Tell me what's involved in that street competition.
JaShawn:
Like ledges, rails, like eight stairs.
Anthony Godfrey:
So it's set up as if you were just doing some street skating as opposed to on a course or in a park like this.
JaShawn:
Pretty much, yeah.
Anthony Godfrey:
So do you have a specialty going downstairs? Going along a rail?
JaShawn:
Going on rails and downstairs.
Anthony Godfrey:
And downstairs? So tell me what goes through your mind the first time you skateboard down some stairs.
JaShawn:
Don't fall.
Anthony Godfrey:
Don't fall. But skateboarding involves a lot of falling. When I've watched skate videos over the years, there's a lot of falling and picking yourself back up and figuring out how to make the trick stick that time, right?
JaShawn:
Yeah. I just fell. Just barely.
Anthony Godfrey:
You just barely fell? What were you trying to do?
JaShawn:
Just back tail slide.
Anthony Godfrey:
A back tail slide?
JaShawn:
Yeah.
Anthony Godfrey:
So what does a back tail slide involve?
JaShawn:
You do like an ollie, but you 180 halfway on the ledge and you put your tail on the ledge and slide it and you pop right out.
Anthony Godfrey:
So you try to slide. So the back of the skateboard would be along the ledge. Can we go to a ledge and you can show me what that would look like?
JaShawn:
Yeah.
Anthony Godfrey:
This is a pretty cool setup. Is this your preferred park?
JaShawn:
Yeah. I like this park.
Anthony Godfrey:
This is a cement ramp with some cement sides to it and it's reinforced with metal edges so those edges don't wear down. Show me what the skateboard would do if you were doing that trick. The back– tell me what it's called again?
JaShawn:
Back tail slide.
Anthony Godfrey:
Back tail slide. So show me a back tail slide.
JaShawn:
So I go like this and then I go like that and then you go down.
Anthony Godfrey:
Okay. Actually I'm going to have to see you do that. Okay. Let's see you try it again.
JaShawn:
Actually actually.
Anthony Godfrey:
Have you done this a lot?
JaShawn:
Yeah.
Anthony Godfrey:
Okay.
JaShawn:
I'll do it right there.
Anthony Godfrey:
Alright. Let's see you do it.
Anthony Godfrey:
Okay. I could not. If I tried that, we would be calling 911 shortly and I would be healing for many weeks. Tell me about your board here.
JaShawn:
I got a Directive board.
Sister:
I got stickers.
Anthony Godfrey:
Oh, and your sister is here. Did you get the stickers? You got stickers from the board when it came.
Sister:
From him.
Anthony Godfrey:
Oh, nice. So tell me, so Directive is a brand?
JaShawn:
Yeah, it's my board sponsor and independent wheels. I mean no trucks.
Anthony Godfrey:
Oh, so independent. So the truck is what attaches to the board and holds the wheel right?
JaShawn:
Yeah.
Anthony Godfrey:
So because you're sponsored, do you get some free stuff?
JaShawn:
Yeah, I get free shirts and boards.
Sister;
And stickers.
Anthony Godfrey:
And stickers for your sister. Perfect.
JaShawn:
They promote me so like bigger companies can see me like Nike, SB or like New Balance and stuff. That's my dream sponsors.
Anthony Godfrey:
Those are the dream sponsors huh?
JaShawn:
Yeah.
Anthony Godfrey:
Alright, what is your most difficult trick that you've been able to stick?
JaShawn:
Kickflip front board.
Anthony Godfrey:
Kickflip front board.
JaShawn:
Yeah.
Anthony Godfrey:
How frequently have you done that one?
JaShawn:
I'm getting better at them so like I can almost do like every other try.
Anthony Godfrey:
So what does that involve?
JaShawn:
A kickflip and like a front board on the rail.
Anthony Godfrey:
Oh, so where you slide along the rail on the front of the board.
JaShawn:
Yeah.
Anthony Godfrey:
And is sliding along on the front of the board harder than the back of the board?
JaShawn:
Yeah.
Anthony Godfrey:
Why don't you try it? I think that's better.
So he went back up on the quarter pipe just to get a little momentum and gives it a couple of kicks, comes down the ramp, up on the rail. Oh, and it flips around and but luckily he did not flip around. The board did. Wow. What do you call that?
JaShawn:
Kickflip.
Anthony Godfrey:
That is a great kickflip. How many times does it go around? 360 or 720?
JaShawn:
Yeah. All the way around once. Yeah.
Anthony Godfrey:
Will you do that again? That was pretty amazing. You did that like you were tying your shoe. Wow. That is fantastic. So the idea is to do a kickflip and end it with having the front of the board riding along the rail there.
JaShawn:
Yeah.
Anthony Godfrey:
How long have you been skating?
JaShawn:
Three years.
Anthony Godfrey:
Three years and you are how old?
JaShawn:
14.
Anthony Godfrey:
14. So you started at age 11. See, I'm pretty good at math. Tell me what made you want to start skateboarding?
JaShawn:
I had like a penny board and I went down the hill.
Anthony Godfrey:
Oh yeah, the plastic ones right?
JaShawn:
Yeah. I asked my dad if I can get a skateboard. I got one of the bad ones and I rode that and then I fell in love with it and got like an actual board.
Anthony Godfrey:
This is the deck and these are the trucks and the wheels. And what kind of wheels do you have on there?
JaShawn:
Bones wheels.
Anthony Godfrey:
Bones wheels. Yeah. Very nice. Well, I had a skateboard back when I was a teacher and I lived three houses away from the school where I was teaching so I had a cat in the hat skateboard and I would skate to and from school. But that was in the 1900s and I have not been on a skateboard for a very long time and I've never done any of the kind of tricks that you have.
So when you started on the penny, a penny is not going to lend itself to tricks. So you're a casual rider. What was the first trick that you really made work?
JaShawn:
An ollie.
Anthony Godfrey:
An ollie?
JaShawn:
It’s the trick that you need to learn anything.
Anthony Godfrey:
Now the ollie is kind of, it's just where you're standing still and you just go up in the air. You're able to kick on the back and then on the front which gives you some lift and puts you both up in the air and then you come straight down. Is that right?
JaShawn:
Yes.
Anthony Godfrey:
And how long do you think it took you to get your first ollie down?
JaShawn:
Like a week or two.
Anthony Godfrey:
Yeah. Have you learned some perseverance like just sticking to it until you learn something from skateboarding? Because it seems like skateboarding teaches you that you just have to keep trying and trying. And even once you get it right, you're still going to mess up and you have to keep trying again.
JaShawn:
Yeah.
Anthony Godfrey:
Does that apply to school and other parts of your life that you realize you just have to keep trying and you're going to get it eventually?
JaShawn:
Yeah. Like, you want to give up and you're going to have some like falls.
Anthony Godfrey:
You're going to get some scrapes along the way. Like you did today.
[Music]We're here with Jessica Burkhart, JaShawn's mom. Tell me about what skating has meant to JaShawn.
Jessica Burkhart:
Oh, everything. That's all he thinks about. So that's all he thinks about. Like every day he's skating. No matter if it's here, West Valley, in Midvale, anywhere. He goes everywhere. He goes to Ogden sometimes. He goes to Bountiful.
Anthony Godfrey:
So we're under the pavilion here at Bluffdale Skate Park. How many hours have you logged at these tables while he is skating?
Jessica Burkhart:
Oh, I go to the park while he skates. He skates way too long for me. Like he'll be here all day if he can be. If he finds a lot of stairs, he'll do that. We went to California and he found like a, I think a 16 stair out there that he wanted to skateboard that a lot of like pro skateboarders do. So he just came back from Vegas and was skating at skate parks out there as well.
Anthony Godfrey:
Wow. That's awesome. So across the state, really across the country, he finds places to skate.
Jessica Burkhart:
Yeah. He likes to go everywhere. Um, he was supposed to go to Sweden, that got canceled, but that was because of work. Hopefully, next year they can make that out there by one of his sponsors. They’re supposed to take him, which is really awesome.
Anthony Godfrey:
Yeah. So it sounds like he's had some great sponsors that are very supportive of helping him develop.
Jessica Burkhart:
Yes, definitely. Helps me too. Cause I don't have to buy him skateboards.
Anthony Godfrey:
Yeah. He told us about the nationals competition. Tell us about his going to California to compete.
Jessica Burkhart:
Yeah. Um, we had a lot of fun out there. They have an indoor skate park that they held it at. So he practiced there every day for an hour, two hours. They had time frame so we couldn't be there forever. Then he did really good.
He's friends with a kid that did like made first place out there. They're actually on the same team on the same sponsorship now and he does really well. We can't wait till nationals this year. He's already qualified cause he won first to his first competition.
Anthony Godfrey:
Once he started skating, did you see a change in him? He seems very determined and willing to just try things until he figures it out and is able to do things he couldn't do before.
Jessica Burkhart:
Yeah. He does a lot. His attitude changes a lot. He don't play video games. So I'm glad he doesn't play video games. He's not on his phone all the time. He's outside and that's what kids need to do is be outside.
Anthony Godfrey:
Good luck to you and good luck to him and he's got a bright future. That's for sure.
Jessica Burkhart:
Yes. Thank you so much.
Anthony Godfrey:
Stay with us. When we come back JaShawn will show us some sick tricks.
Break:
Does your student want to become a veterinarian, commercial pilot, programmer? Maybe they want to make a difference as a dental assistant. These are just some of the programs offered as part of Career and Technical Education, CTE in Jordan School District. CTE provides the technical skills needed to prepare students for future employment or a successful transition to post-secondary education. Career and Technical Education provides work-based learning opportunities. We partner with industry experts to offer apprenticeships and internships with students working in the real world at real jobs while going to school. The CTE experience starts in our elementary schools with the Kids' Marketplace and grows through middle and high school. To explore all CTE has to offer in Jordan School District visit cte.jordandistrict.org today and let's get your child started on the pathway to a profession.
Anthony Godfrey:
So your friends at school know you're a skater, I assume. What do they think of that?
JaShawn:
They think they support and keep trying and stuff.
Anthony Godfrey:
Oh, so have you inspired some others to try skating?
JaShawn:
Yeah. My little brothers.
Anthony Godfrey:
Good. That's awesome. Oh yeah, your little brother's trying it out. What is the trick that you hit almost every time?
JaShawn:
A front blunt.
Anthony Godfrey:
A front blunt. And what does a front blunt look like?
JaShawn:
Like this, on the rail or at the ledge.
Anthony Godfrey:
Just riding that. Oh, coming up on the ledge, kind of sticking that and then you come back down. Okay, can we see that? Oh, there he goes along the rail. That is awesome.
How many hours in a row, if you didn't have anywhere else you had to be, do you think you could skate nonstop before you got tired of it? Do you ever get tired of skating?
JaShawn:
I've skated for 10 hours before.
Anthony Godfrey:
10 hours straight? That is so awesome. And it's so much better than sitting for 10 hours straight with a screen in front of you.
JaShawn:
Yeah.
Anthony Godfrey:
Are there some skaters that you look up to? Some professionals that you really admire?
JaShawn:
Yeah. Nyjah Huston
Anthony Godfrey:
How old is he?
JaShawn:
I think like 27, 26.
Anthony Godfrey:
Yeah, so he's an older guy.
JaShawn:
He was just in the Olympics.
Anthony Godfrey:
Oh yeah, this year there is Olympic skateboarding. And I saw that there are some unique styles from the Japanese that they think might make them successful. Has that competition happened yet?
JaShawn:
Yeah, a guy named Yuto Horigomi, he's Japanese and he won.
Anthony Godfrey:
He did win. That's cool. That's cool. Did any Americans win at all?
JaShawn:
No, not in skateboarding. Well, yeah in skateboarding, but like the vert one. I don't really look at that stuff.
Anthony Godfrey:
So that's where they're doing the tricks when they get to the top of the half pipe.
JaShawn:
Yeah.
Anthony Godfrey:
That's the vert. I did see Tony Hawk skate once and that's really his style, isn't it? It's that half pipe and then you do the tricks at the top of the half pipe. But that's not your style. It's the street skate. And the street skating is an Olympic event that's separate from the half-pipe? Is that right? Are you particularly focused on street skating?
JaShawn:
Yeah.
Anthony Godfrey:
Okay, great. Have you had any injuries so far? Any serious injuries?
JaShawn:
No, not really. I've cracked my rib, my knee too.
Anthony Godfrey:
You cracked your rib and your knee?
JaShawn:
Yeah.
Anthony Godfrey:
Well, that's pretty serious. Does that impact your skating at all or you still feel pretty good?
JaShawn:
I still feel pretty good. My knees are getting old pretty fast.
Anthony Godfrey;
Your knees are getting old pretty fast?
JaShawn:
Yeah.
Anthony Godfrey:
Well, I think you've got some good years ahead of you. Thanks very much for talking with me. I admire what you do. I always wanted to be a good skateboarder when I was your age. And I think it's really cool that you've put in the effort and you've got the talent and are seeing success. So congratulations on being sponsored and good luck with the future.
JaShawn:
Thank you.
[Music]Thanks for joining us on another episode of the Supercast. Remember, education is the most important thing you will do today. We'll see you out there.
[Music]
He went from teaching students in the classroom at Copper Hills High School to the Cannes Film Festival in France.
On this episode of Supercast, hear the incredible story of Film and TV Broadcasting teacher Kamiko Adcock. Find out how he managed to produce a short film that was so good, it got into Cannes and hear how Mr. Adock uses his experience and incredible talents to teach students at Copper Hills High.
Audio TranscriptionTranscription coming soon.
It is designed to enhance communications throughout Jordan School District benefiting students, teachers, staff, and parents.
On this episode of the Supercast, listen as we give you easy to use tips and tricks to make the most of JSD’s new communications platform called ParentSquare. Find out what it has to offer when it comes to emergency communications, two-way communications between parents and teachers, and so much more.
Audio TranscriptionTranscription coming soon.
They are the best of the best coming right out of college and many of them heading right into Jordan School District classrooms.
On this episode of the Supercast, join us as we have some fun talking to interns who are well on their way to full-time jobs in teaching thanks to a partnership between Jordan School District and local universities.
Audio TranscriptionTranscription coming soon.
It is a class that combines biology and technology giving students the tools to change the world for the better and improve people’s lives.
On this episode of the Supercast, join us as we take our own microscopic look into the Bio Tech program inside JATC North. It is a program where young student scientists study things like genetics, DNA isolation, protein methodologies, and much more. Some students are even engaged in finding cures for life-threatening illnesses like cancer.
Audio TranscriptionTranscription coming soon.
You could say they are young bookworms aspiring to become authors.
On this episode of the Supercast, we take you inside Barbara Steven’s 5th grade classroom at South Jordan Elementary School where the Wit and Wisdom language arts curriculum is helping students develop a love for reading and for being exceptional writers. In fact, Mrs. Stevens got them so excited about reading and writing, they decided to become young authors. Listen and find out how.
Audio TranscriptionTranscription coming soon.
They may not be learning about baseball legends like Babe Ruth, Mickey Mantle, or Reggie Jackson, but some fourth-grade students at Jordan Ridge Elementary School had their own fun with collectable Utah history trading cards in the classroom.
On this episode of the Supercast, we take you inside Jennifer Romriell’s classroom where students made their own trading cards based on someone or something in Utah history. It was a lesson that made learning about people and the past really come alive.
Audio TranscriptionTranscription coming soon.
It is one of the highest and most prestigious honors given each year recognizing school districts who are transforming education through the use of cutting-edge technology like artificial intelligence in the classroom. Competing against school districts from all corners of the world, Jordan School District was a top 2024 winner in the International Society for Technology in Education (ISTE) Awards.
On this episode of the Supercast, we talk to members of the Digital Learning team helping Jordan be a changemaker, shaping the future of education with the proactive and innovative use of technology.
Audio Transcription[Music]
Transcript Coming Soon
[Music]
It’s called the Mustang Battalion at Herriman High School and it is the first Junior Reserve Officer Training Corps or JROTC program in Jordan School District.
On this episode of the Supercast, meet students involved in the program and find out how it is teaching them valuable leadership skills which will last a lifetime. Also, find out what the JROTC program IS and what it IS NOT, as they celebrate their first full year at Herriman High.
Audio Transcription[Music]
Anthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. It's called the Mustang Battalion at Herriman High School, and it is the first Junior Reserve Officer Training Corps, or JROTC, program in Jordan School District.
On this episode of the Supercast, meet some of the students involved in the program, and hear how it is teaching them valuable leadership skills that will last a lifetime. Listen and find out what the JROTC program is and what it is not, as they celebrate their first full year at Herriman High.
[Music]
We're here with Sergeant Wilson at Herriman High School. You've completed one year of teaching JROTC here at Herriman High. How does it feel to be at the end of year one?
Sergeant Wilson:
It's exciting that we've made it this far. You know, it's been up and down. A lot of work getting into starting the program. We're excited for what's going to happen next year as the cadets grow and we get more cadets.
Anthony Godfrey:
Tell me about your experience first of all and what led you here to help start this JROTC at Herriman High.
Sergeant Wilson:
Well, this is my 11th year that I've taught Junior ROTC and going through the program and teaching and seeing the changes that it instills in students, no matter what they're doing, and the fact that they just come up and say thank you, I made it because of this class. I have a lot of passion for this program. When the principal had talked to me about starting the program here, I wanted to make sure that it started off strong because it's such a good program. If I could put an ROTC program in every high school, I would put one in every high school.
Anthony Godfrey:
When we first met about probably a year ago to talk about the possibility of bringing the program here, you told me about some of the things students can learn from this program. There may be the impression that this is only preparation for people who are then going to enlist in the military, but there are a lot of important life lessons and qualities that students can learn as part of a JROTC program.
Sergeant Wilson:
When I talk to parents, a lot of parents look at it and they simplify it as it's a life skills class. As we look at the different things that youth, young people that are getting ready to go out into the world need, a lot of it is just they need confidence. Confidence in themselves, the understanding of how things work, the fact that they can make change, they can make changes in their communities. And so we give them through trial and error and step by step, not only the ability to do that and the understanding of how it works, but the confidence to do that.
Anthony Godfrey:
Yeah, giving them a sense of efficacy. I talk about that a lot, that when you work hard, when you learn things that you didn't know before and you put them in action, you can change the world and you can make an impact on the people around you. For those who are unfamiliar with an ROTC program, what type of experiences can a student expect to have in a class over the course of the first year as a cadet?
Sergeant Wilson:
As a cadet, the first year they're going to learn a lot about themselves. Who are they? Because if you don't know who you are, it's hard for you to be an effective leader and lead others. As a leader, you need to know and understand the subordinates, the ones that work for you and you can't do that effectively if you don't know who you are.
Anthony Godfrey:
What are some of the activities that they would expect to be involved in?
Sergeant Wilson:
Oh, that's a long list. We learn a little bit about discipline because we have uniforms and stuff that they wear and a lot of it is attention to detail. What the uniform is supposed to look like so that when you go out and present the colors at a ceremony or something, you look nice, dressed, and professional. So we learn about that. We learn a lot about Teen CERT disaster medical, what to do in a disaster. This is a lot of hands-on. We learn a little bit about physical fitness. We learn how to plan a schedule. What does my schedule look like? We look at time wasters. We look at how to better organize and you basically plan your year. That's one of the fun things about ROTC is it's a program that's run by students.
Anthony Godfrey:
Now you have cadets that come from across Jordan School District and from outside of Jordan School District as well. Tell me about this first batch of students that you've been working with here.
Sergeant Wilson:
It's an amazing group. We have a senior that is graduating out of Bingham High School this year. I have a senior out of Copper Hills and I have a senior here out of Herriman High School that are some of my main key students when they came in. They just started taking responsibilities for stuff which is one of the fun things about the program. I have two students that have come from the Granite District to come over and be part of this program and looking at next year I have students that are coming from just about every school here in the Jordan District, every high school.
Anthony Godfrey:
We're going to take the listeners inside the activation ceremony. Explain what the activation ceremony is all about. This was your first to be involved in right?
Sergeant Wilson:
This was our first. So each year we have an end-of-year ceremony that kind of is a culmination of everything that they've learned in that year. This year being an activation ceremony the cadets have learned the basics of being in the program and what it's going to take. They met those requirements to do that presentation and they actually received their flag and so they were presented with the flag saying we are an official ROTC program and you've met the requirements. So next year what's going to happen is we're going to have a change of command ceremony. And every year after this it'll be a change of command where the outgoing commander will pass on the flag to the incoming commander.
Ceremony MC:
Ladies and gentlemen the Executive Officer of Salt Lake City Recruiting Battalion and Regional Representative for Training and Doctrine Command, Major Lucas.
Major Lucas:
Yeah, I just want to take a few moments here. I'll make it short because I know how hard it is to hold those rifles and flags for a long period of time. I've been in there with generals are speaking but yeah JROTC I'm excited to be here. JROTC is a great program. It really teaches leadership and patriotism in our youth. It’s so desperately needed.
Ceremony MC:
Ladies and gentlemen please rise and pay the proper respect as the colors pass through the room.
Ladies and gentlemen approaching the PA stand is Cadet Miriam Diekmann, the Commander of the Herriman Mustang Battalion. The Colorguard led by Cadet Sergeant Kayson comprised of cadets from Copper Hills, Herriman, and Bingham High Schools.
Ladies and gentlemen, Cadets of the Mustang Batallion.
Anthony Godfrey:
Tell me a little bit about the patriotic element of being in a JROTC program.
Sergeant Wilson:
Well, we just had the end of school they finished up their service learning project which they set up for the community to come out and see and have little lessons on flag etiquette. We went through all the parts of flag etiquette, displaying the flag, how to show respect to the flag, and even retiring flags and what meets the criteria of needing to be retired as a flag. They like to go out and be part of parades. Veterans Day parades, Memorial ceremonies. They also got to participate in a memorial dedication of a monument in Draper for Gold Star families and so they really get to get out and be part of these different patriotic groups.
Anthony Godfrey:
That's great. So it's a connection to the community and a connection to their country.
Sergeant Wilson:
Yes.
Anthony Godfrey:
Well, thank you very much for coming to Herriman High School and making this possible. Your bringing your experience has really helped propel this program forward very rapidly and I know it's going to continue to grow.
Sergeant Wilson:
Thank you.
Anthony Godfrey:
Stay with us when we come back more with the JROTC program at Herriman High School.
Break:
Does your student want to become a veterinarian, commercial pilot, programmer? Maybe they want to make a difference as a dental assistant. These are just some of the programs offered as part of Career and Technical Education, CTE in Jordan School District. CTE provides the technical skills needed to prepare students for future employment or for a successful transition to post-secondary education. Career and Technical Education provides work-based learning opportunities. We partner with industry experts to offer apprenticeships and internships with students working in the real world at real jobs while going to school. The CTE experience starts in our elementary schools with the Kids' Marketplace and grows through middle and high school. To explore all CTE has to offer in Jordan School District visit cte.jordandistrict.org today and let's get your child started on the pathway to a profession.
Anthony Godfrey:
All right we're now talking with the commander of Herriman High School's JROTC program. Please introduce yourself.
Miriam Diekmann:
Hi, I'm Miriam Dieckmann, the commander in charge of everything.
Anthony Godfrey:
In charge of everything. Tell me what everything entails. Tell me some of the things you've been able to do as commander here.
Miriam Diekmann:
Well, I get to oversee the teams. So like we split up who's in charge of what team and who kind of makes sure things are running smoothly, but we kind of do that together. Then we make sure events are going well. So like we had two big projects, one that Sergeant Wilson mentioned, the service learning project where we retired a bunch of flags. And then we had a different project where we uploaded and made marching videos so our cadets could have reference material to practice.
Anthony Godfrey:
Tell me about the other cadets in the class. What is it like being a part of a class like this and forming these friendships?
Miriam Diekmann:
So a lot of it you have to put in a lot of hard work, but the friendships and family you make is very rewarding. So some people won't do their jobs and other people will have to fill in but it's kind of worth it sometimes because at the end of the day, you're all friends and so you kind of like forgive each other.
Anthony Godfrey:
It was fun to be part of the activation ceremony with you. You walked me through it in advance, helped me rehearse and we got to unveil the flag. Tell me about that. Are you excited about how it turned out?
Miriam Diekmann:
No one had seen the flag except Sergeant Wilson so I got to be part of unveiling that.
Anthony Godfrey:
Tell me about the activation ceremony. How did that feel for you?
Miriam Diekmann:
I was kind of really nervous because I was like “Well, I'm already kind of like a commander but now we're having a ceremony to like make it official”. And so I felt kind of weird because it was like a lot of spotlights on me. But it was fun. And like the flag, like seeing it for the first time, I was like “Oh my goodness, like we finally have our flag like showing that we're a battalion”. It was really exciting to see it and we were all very impatient for the past week knowing that it was sitting in the classroom and then not being able to see it. We were very impatient.
Anthony Godfrey:
So you're saying Sergeant Wilson can keep a secret?
Miriam Diekmann:
Yeah.
Anthony Godfrey:
That doesn't surprise me. The flag’s here in the corner of the classroom. It looks fantastic. It's a great design and it's something to be proud of to be here on the ground floor. What's next for you? What do you want to do from here? What has this class inspired you to do beyond high school?
Miriam Diekmann:
So I'm contemplating joining the National Guard and from there, I don't know what I want to do. Part of me wants to go to medical school but I don't know so we'll see. I feel a copycat to my best friend who's doing the same thing but I don't know.
Anthony Godfrey:
So there's a lot of options that seem possible after being in JROTC.
Miriam Diekmann:
Yeah.
Anthony Godfrey:
So if someone is listening, what would you tell them if they're thinking maybe I should try? This it's a lot of work. I'd have to go to another school maybe for part of the day what would your advice be to them?
Miriam Diekmann:
Do it. My advice would be to do it. Because at the end of the day if you don't like it then you don't like it and you don't have to do it, but you're never going to know unless you try so you might as well do it.
Anthony Godfrey:
And it sounds like from your experience and from what Sergeant Wilson described there are a lot of things that you'll learn and a lot of experiences you'll have that you don't expect.
Miriam Diekmann:
Yeah.
Anthony Godfrey:
Now are you a senior or junior?
Miriam Diekmann:
I'm a sophomore.
Anthony Godfrey:
You're a sophomore. Well, Commander you do not seem like a sophomore and you've got plenty of time to figure out what comes after high school but you're taking more JROTC next year I'm guessing.
Miriam Diekmann:
Yes for the next two.
Anthony Godfrey:
Awesome. Well, that's great . Thank you very much for talking with us and good luck with everything going forward.
Miriam Diekmann:
Thank you. We're now talking with First Sergeant Morris. Introduce yourself, please.
First Sergeant Morris:
Yeah, I'm Cadet First Sergeant Morris. This is my second year with JROTC and I'm the senior ranking NCL here.
Anthony Godfrey:
So you attended Taylorsville last year I assume and then you've been here for the second year.
First Sergeant Morris:
Yeah, so I go to school at Hunter High School and then I attended JROTC at Taylorsville last year and then I transferred here to Herriman this year.
Anthony Godfrey:
You're following Sergeant Wilson here.
First Sergeant Morris:
Yes, I am.
Anthony Godfrey:
I don't blame you for that one bit so we're glad to have you here at Herriman. Tell me about your experience in JROTC these last two years.
First Sergeant Morris:
It's been lots of fun. I've learned a lot here about leadership, and a lot of life skills, and just bonding and being able to make friends and to have like another family.
Anthony Godfrey:
It sounds like you've learned to rely on other people. How does it feel to really feel a part of this and feel connected to these folks?
First Sergeant Morris:
It feels great because I know that I always have people to back me up and people that I can rely on to help me with what needs to get done.
Anthony Godfrey:
Tell me about some of the disaster preparedness or other skills that you've learned. Do you feel better prepared if things go wrong?
First Sergeant Morris:
We spent an entire quarter learning about disaster preparedness. It's called Teen CERT so it's Community Emergency Response Team. So if there's any event where first responders are overwhelmed your CERT people will go and assist them. So in a large disaster such as an earthquake here in Utah, CERT. members would go out and do search and rescue and they will help treat the wounded and set up areas for people to recover. Without people doing CERT we wouldn't be able to effectively recover from a disaster.
Anthony Godfrey:
Sounds like there are some essential skills involved.
First Sergeant Morris:
Yes.
Anthony Godfrey:
Well, you're obviously learning some great lessons here and doing a great job. Congratulations on the work you've done to this point and good luck going forward.
First Sergeant Morris:
Thank you.
Anthony Godfrey:
We're talking now with Corporal Londelius. You graduated this year. Tell me about your experience in JROTC.
Corporal Londelius:
I don't know. I really loved the program and it really gave me the opportunity to like tap into the leadership skills that I didn't know I had. I really enjoyed this program because it kind of forced me out of that safety bubble I've created over the years. And it's forced me to be able to communicate with people and reach out to my cadets to make sure they're up to date with the information we have. It's allowed me to become more confident in myself in a sense.
Anthony Godfrey:
I love that. That will serve you well throughout your life.
Corporal Londelius:
Yes.
Anthony Godfrey:
It sounds like you have learned a sense of responsibility or deepened sense of responsibility. Corporal Londelius:
Yes.
Anthony Godfrey:
Tell me about how that feels. You talked about making sure that things are going well for others around you.
Corporal Londelius:
Yeah. So since I was a squad leader for a little bit, I was in charge of a group of cadets and I had to make sure their grades were in check, not just mine. So I had to reach out and make sure they're doing the assignments that need to be done. It kind of forced me to not really focus on myself but my team and see how we progress as a team rather than how good I'm doing. Because now I kind of look at everything like, okay, how is this going to affect someone else though? How is this going to help them and myself at the same time?
Anthony Godfrey:
That's a tremendous skill, a great perspective to have. What are your plans now post-graduation?
Corporal Londelius:
So I'm planning in a few months to serve an LDS mission and then once I come back from that, I will be enlisting into the Marines.
Anthony Godfrey:
Do you know where you're going yet?
Corporal Londelius:
I do not. I have not turned in any papers yet but I am getting close.
Anthony Godfrey:
And then when you return, you want to enlist in the Marines.
Corporal Londelius:
Yeah.
Anthony Godfrey:
Is that something you had thought about doing before joining JROTC?
Corporal Londelius:
Yes, I've been planning to join at least the military for a while now and I just recently found out that Herriman finally has had a JROTC program. So I was like, “Okay, I'll sign up for that” and it's kind of sad because it's my first and last year that I was able to do JROTC but it's like bittersweet.
Anthony Godfrey:
I'm sorry we didn't get it here earlier for you but I'm glad we got you on the tail end of your time in high school. So did this deepen your desire to be part of the military going forward?
Corporal Londelius:
Yes, having been in color guard and being the color guard commander when we went to do like our first color guard, I kind of got a little emotional because seeing how the people were reacting to us presenting the flags and all that, it just kind of set me more in stone that, “Okay, I do want to serve my country. This is something I want to do in the long run.”
Anthony Godfrey:
Well, I think you have great things ahead that's really exciting. What do you want to try to do in the Marines? Is there a particular focus for you?
Corporal Londelius:
I am focusing on going into the aviation field of the Marines but I'm not sure how that will go with my eyesight and all but as long as I'm able to serve in the Marines and serve my country on time with pretty much anything I get put into.
Anthony Godfrey:
Fantastic. Well, best of luck with everything going forward.
Thanks for joining us on another episode of the Supercast. Remember, education is the most important thing you will do today. We'll see you out there.
[Music]
Some say he is one of the coolest teachers on campus and his lessons push students to achieve their highest potential in the gym and in life.
On this episode of the Supercast, we take you to Ridge View Elementary School to find out why Physical Education teacher Taylor Wright seems to have "the right stuff" when it comes to getting students excited, engaged, and going out of their comfort zones to do their very best.
Audio TranscriptionTranscription coming soon.
They used their considerable talents to create a virtual reality game which is now receiving some amazing accolades.
On this episode of the Supercast, meet the Digital Media students at JATC North who designed a three-dimensional virtual reality game that’s garnering a lot of attention. Find out how their game transports people into a different world using the illusion of being there.
Audio Transcription[Music]Anthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. They used their considerable talents to create a virtual reality game, which is now receiving some amazing accolades.
On this episode of the Supercast, meet the Digital Media students at JATC North who designed a three-dimensional virtual reality game that's garnering a lot of attention. Find out how their game transports people into a different world using the illusion of being there.
[Music]We are at JATC North to learn more about the Digital Media program. We're here with the instructor and some students who have won State and are headed to Nationals. So first introduce yourself and tell me a little bit about the course you teach.
Lisa Wadzeck:
Hi, my name is Lisa Wadzeck. I teach Digital Media at the JATC. Basically, it's a place where you can come and be creative and research all the careers that revolve around being creative and working in technology, such as animation and video game production.
Anthony Godfrey:
And it's that combination, creativity and technology. There's a wide range of opportunity within that combination. We spoke briefly on a previous podcast and we've been wanting to come back for a while now. And this award-winning group is the best excuse ever to come back and talk with you more about what happens in the class. But for those who may not have heard before, tell me a little bit about the range of student interests that you meet in this class and the range of students who might be interested in taking a course like this.
Lisa Wadzeck:
We have everyone that just loves to draw and hasn't really thought about what careers might be related to that and can research where they can go with graphic design and illustration and magazine layout, those types of things, to students who've had programming but want to see how to apply that to making video games and creating their own assets to make the video games. We have several students interested in audio production and video production. We've got 2D and 3D animations. We have several students who are interested in making their own films, writing their own music and score for films or just music for bands in general, photography.
Anthony Godfrey:
So there are all kinds of outlets for creativity in the class.
Lisa Wadzeck:
Absolutely.
Anthony Godfrey:
Tell me a little bit about the competition and project that we're going to explore today.
Lisa Wadzeck:
So one thing that's really neat, and I am so proud of my students for, is because this is a new technology, I do not have any training in this. We've had to dive in together and when I say together, mostly the students have researched how to make this work. My program does have some game design background but making that work on a VR is a different approach with the types of code and things that you need to use. So they've had to go out and research what works best to make the mechanics and the activities that they want to experience.
But ultimately they took a theme from the Technology Student Association they gave that was encouraging students to be more healthy and physically active. They completely planned this original game of what is the experience going to be like. What is it going to look like? What do we need to model? What do we need to code? And then also come up with their own plan of deadlines and responsibilities and work together in a team of six to create a single project. Which in K-12 education most people think group projects are kind of hard because there are a lot of issues that kind of come with that. But in the creative industry that is absolutely what you're doing. You are working as a team. So we try to do as many things that encourage building those skills as a team and these guys just rocked it.
Anthony Godfrey:
Fantastic. So what's the name of the competition or the category in which they–
Lisa Wadzeck:
It's VR experience through the Technology Student Association and I believe the name of their game is Bouldering.
Anthony Godfrey:
Bouldering. Alright, let's find out about Bouldering. Introduce yourself, tell me your name, the school that you're from, and what it was that led you to take this class.
London Baker:
My name is London Baker, I'm from Copper Hills and I think what led me to take this class was probably the graphic design part of it. There was a, at my middle school they talked about JATC and the Digital Media program and all of the examples they gave was people working on the Cintiq tablets and drawing and I was like I want to do that. Sounds awesome.
Anthony Godfrey:
Good. That's helpful for me to know that because I always want as many students as possible to know about the amazing opportunities here, and you say Digital Media and I worry that they don't realize just how many opportunities are embedded in that. So I'm glad to know that those middle school visits really help and I'm glad you're here. How about for you, introduce yourself and tell me a little bit about why you're here.
Marissa Pierce:
I'm Marissa Pierce and I'm from the West Jordan High School. I heard about JATC somewhere along the lines of last year, I don't know where. But I figured that I wouldn't have anything to do since I did a lot of my classes already so I chose to go and try to be a part of JATC and it worked. I liked the Cintiqs and the pictures of the website so I would go into Digital Media two weeks after joining JATC like being there.
Anthony Godfrey:
And where are the Cintiqs? What is that exactly?
Marissa Pierce:
They are those fancy things. Oh, so that's the device, that's the computer that you're using to create on. I'm looking forward to seeing how that works. Okay, introduce yourself.
Josh Copp:
I'm Josh Copp, I'm from West Jordan High School. I came to JATC mostly for the animation stuff. I wanted to try it out, that was what I wanted to do and I've really been into it. I had some experience with the 3D modeling program Maya before and I've really expanded upon that, and I've also done some 2D animation. And I've just, I've really enjoyed my time just learning other things other than animation as well here.
Anthony Godfrey:
What was your exposure to Maya before being in this program?
Josh Copp:
I took a private class outside of school. That's how I was first introduced.
Anthony Godfrey:
Great. I don't have any idea what Maya is but I'm glad that it was a gateway to getting you here.
Josh Copp:
Yeah.
Anthony Godfrey:
How about you?
Noah Campbell:
I am Noah Campbell, I am a senior from Bingham High School and this is my second year at JATC. Last year I was able to do the programming portion and I was able to participate in the video game design and go to the competition that we took first in this year. And then I really enjoyed being able to work on video games last year and I was like, I kind of really like all this computer stuff so I decided to use my creativity side and join this class after doing the programming. I decided last year before doing the programming that I would do programming first, get all those skills down, and then I'd be able to come into this class, have a little bit more fun, and be creative about it and we've been able to work on this awesome project.
Anthony Godfrey:
Add creativity to the programming and technological side.
Noah Campbell:
Add the creativity side and combine them to make cool projects.
Anthony Godfrey:
Great. Well, tell me a little bit about the project, Bouldering.
Noah Campbell:
So what we have over here next to this computer, this is the main computer that I've been working on. We're using Unity to make the video game and kind of organize everything. We have a lot of different softwares like Maya that they've been using. Maya is a modeling software and that's where we make all these models. So if you see, this is one of our main maps right here and it's kind of like this mystical mushroom island that you can kind of see.
Anthony Godfrey:
So you use Maya, the modeling in Maya to create those mushrooms.
Noah Campbell;
To make these and then we transfer them over and we're able to upload them onto here and then I can go through here. I can work with lighting, I can work with making it look visually well and then more so putting in the game mechanics and the physical actual things of the VR right here.
Anthony Godfrey:
So when you're participating in this game or playing this game, is it educational at the same time that it is entertaining? What exactly is the point of the game?
Noah Campbell:
So like Ms. Wadzeck said earlier, the main point of the competition and the op-ed that they gave us was creating it for physical activity to encourage it for younger kids. So we talked as a team and we decided we need to make it so it's kid-friendly and then we need to make it so somehow physical activity gets in there. And the first thing, well one of the first things that came to our mind was climbing. We thought climbing, like rock climbing, playing on playgrounds, all sorts of stuff, that's a really good way to get in physical activity and using a VR, being able to climb in VR would be awesome. That's where we got our name Bouldering from, from the actual physical activity you would find outside jumping around on rocks and actually climbing.
Anthony Godfrey:
So it'll be virtual climbing. Is there any virtual falling involved?
Noah Campbell:
So in regards to falling, and this was actually something that was brought up, because you can actually fall in some areas on this. And we don't want to scare the kids that are playing. This is meant to encourage education. So we were able to come up with this really cool animation that we're working to implement. And basically, when the character falls, let's say you climb up to a really high height on one of the levels and you just fall, he's going to pull out this umbrella and then he's going to glide down on this umbrella and it's just going to kind of reset him at the beginning of the level.
Anthony Godfrey:
I like that.
Noah Campbell:
So it's not violent, it's not scary, it doesn't cause any problems with you wearing the VR and making you sick and stuff like that.
Anthony Godfrey:
Tell me about what happens next. You took State, London tell me a little bit about the state competition and going to Nationals.
London Baker:
Well, the state competition was kind of stressful.
Anthony Godfrey:
And what did that involve, what did that look like that day?
London Baker:
So we just had to turn in all of our planning stuff. And it was like there were two rounds of competition where we would turn in our planning stuff and then we would go to a second round. Then they would actually play our games and talk to us about it and then they would do the final judging and see who won.
Anthony Godfrey:
So multiple people played your game and you were waiting for them to judge other people and all of that. So it's a little bit difficult. There's that anticipation that keeps building as you wait for them to come and work on your game in particular.
London Baker:
Yeah.
Anthony Godfrey:
Well, things turned out. So now when is Nationals and where are you headed?
Josh Copp:
It's June 25th and it's taking place in Orlando, Florida. I'm also currently working on some new music for the game and sound effects just to add a little bit more polish to the game. For another level we're designing it's like a medieval castle-like level and I'm designing some houses for this village outside of the castle. I'll probably also put in some other items and help around by actually implementing things you can climb in the level and you know make it a game instead of just a pretty scene.
Anthony Godfrey:
Oh, instead of just an environment that you enter. So there's the game component of it.
Stay with us. When we come back, I try out the award-winning game created by the Digital Media students at JATC North.
Break:
Does your student want to become a veterinarian, commercial pilot, programmer? Maybe they want to make a difference as a dental assistant. These are just some of the programs offered as part of Career and Technical Education, CTE in Jordan School District. CTE provides the technical skills needed to prepare students for future employment or for a successful transition to post-secondary education. Career and Technical Education provides work-based learning opportunities. We partner with industry experts to offer apprenticeships and internships with students working in the real world at real jobs while going to school. The CTE experience starts in our elementary schools with the Kids' Marketplace and grows through middle and high school. To explore all CTE has to offer in Jordan School District visit cte.jordandistrict.org today and let's get your child started on the pathway to a profession.
Anthony Godfrey:
Can you give me the VR experience of Bouldering?
Noah Campbell:
Yes, I can.
Anthony Godfrey:
Okay. Do I sit here?
Noah Campbell:
You can actually, we can go stand right over here.
Anthony Godfrey:
Oh yeah, that's right. It's VR. So I'm just going to hook up on the headset. See I was going to sit down at the computer that tells you how advanced my video game skills are.
Noah Campbell:
So this is an Oculus 3 and so this is one of the newer ones. I think it's the most recent one.
Anthony Godfey:
I did not use an Oculus 3 when I was in my high school computer class just, you know, to clarify.
Noah Campbell:
It's really cool that they added this competition because, well, last year was the first time they added it and so there was a lot of new stuff that was kind of made. I'm drawing the areas right now so you don't run into anybody.
Anthony Godfrey:
Yeah, you're turning around in a circle with the Switch controllers in your hand. Okay. Or the equivalent. Or the Wii. They're like Wii controllers. Yeah.
Josh Copp:
Yeah, you got it.
Anthony Godfrey:
At least I'm not referencing Pong in the Atari 2600, you know, which I still have at home by the way, if you want to see any antiques. I do have those.
Noah Campbell:
So it might be a little tight.
Anthony Godfrey:
Should I put these on?
Noah Campbell:
Yeah, you have to put them on.
Anthony Godfrey:
It is going to be tight. I have a little bit of a...
Noah Campbell:
You’ll hold on to these and those will go back and forth and this will go up and down.
Anthony Godfrey:
Oh wow. You guys created all of this?
Noah Campbell:
Yeah.
Anthony Godfrey:
That's pretty amazing. It looks like a pretty fun play place. There's a sandbox. This is very soothing actually.
Noah Campbell:
So right now you're inside of the playground which is kind of our tutorial map and that's kind of the way, and that's our very, very, very small first level.
Anthony Godfrey:
Okay.
Noah Campbell:
So that's what's going to kind of teach people like hey this is how you're supposed to like do this, this is how you're supposed to climb. And so you can use the joysticks on your controllers and those will help you look around and move around and stuff like that.
Anthony Godfrey:
Okay, so I have a controller in my left and in my right hand and I'm just using the little joystick. Do you still call it a joystick?
Noah Campbell:
Yeah, you would call it a joystick. Or Joy-Con.
Anthony Godfrey:
Joy-Con. Okay, I'm walking up to the stairs. It's very colorful. I have to describe the scene so there's a big playset kind of like you'd find in a public playground except it's super huge. It's more awesome than any of the ones you'd see in reality. Pink clouds and green grass and a little sandbox and it's all fenced in with a nice white picket fence. I kind of want to go up the blue stairs into the playset. Can I do that?
Noah Campbell:
You can. So if you just walk up to the stairs you'll just automatically move up them.
Anthony Godfrey:
I walk up. Oh, I'm kind of tall. Do I need to duck down to get in?
Noah Campbell:
Yep. So this is one of our things—
Anthony Godfrey:
So I duck down. Alright.
Noah Campbell:
This is one of the things that have been added for the physical activity.
Anthony Godfrey:
Wow.
Noah Campbell:
So it actually requires you to do like actual movements and stuff like that. Like ducking and moving your hands to actually reach them.
Anthony Godfrey:
Okay. Very cool. So I'm going to grab and hold down this button. It's giving me, so I'm now inside the playset and it's giving me instructions on what to do. So let me just say right now that it actually feels like I'm going to walk off the edge of the earth because of the way you have designed this. I'm like, okay, don't fall into the big white nothingness. That's what I start my day with every day. “Don't fall into the big white nothingness.” How do I get back in? I feel like I'm going the wrong way.
Noah Campbell:
Actually, the only way to get back in is to fall off. Just kind of like you would fall in a role game. That will reset you at the beginning.
Anthony Godfrey:
So I have to learn how to fall like I was saying earlier. Okay. Do I just keep walking into the void?
Noah Campbell:
Just keep walking and then you'll drop down from the island and...
Anthony Godfrey:
Honestly, it feels really weird to drop down, to walk out into this void. It's telling me not to. Okay. I think I'm going to stop because otherwise, I'm going to hurt myself or someone near me.
Noah Campbell:
I can take those controllers.
Anthony Godfrey:
The music is really cool too. It's like it has a retro feel but kind of a reassuring feel also which I know is what you're going for. Wow. That is really cool. That is impressive stuff you guys. That was very immersive.
London Baker:
Once you get past the tutorial level, we have the Mushroom Mountain level which has a lot more different climbing things. In that level we have monkey bars and rope, but in the Mushroom Mountain level we also have things like ladders and you can climb into the mushrooms. And there's another level where there's a mountain but then you have to climb like upside down. It's really scary.
Anthony Godfrey:
Can you just get me into that general experience?
Noah Campbell:
I can run to that really quickly. Get to you there.
Anthony Godfrey:
Just run to it really quickly. If you wait for me to be able to find my way, it might take a minute. Talk about what led you to take this class. Now that you've experienced it and you've had this level of success, what do you want to do next?
Josh Copp:
I'm going to keep going to school, college and what not and I'm going to try to get a bachelor's degree in animation. I'm just hoping that I can keep on animating whether that be 2D or 3D.
Anthony Godfrey:
Fantastic. How about you London?
London Baker:
I signed up for Digital Media next year so I'm going to be doing it again. I wanted to do it again because I really like this class and I feel like I've learned a lot and doing it again I'll be able to learn a lot more.
Marissa Pierce:
I think I'm going to keep going to college and then figure things out from there. For sure after taking this class I have figured out what I like to do. So fortunately I'm not planning to be a doctor because I didn't want to. I'm just going to stick to 3D modeling assets, possibly animation, something to do with art, like drawing, but mostly just 3D modeling.
Anthony Godfrey:
So this is something you want to do as a career?
Marissa Pierce:
Yes.
Anthony Godfrey:
Wonderful. How about you Noah?
Noah Campbell:
Sorry.
Anthony Godfrey:
I'm asking this question while Noah is getting me to the magic mushroom.
Noah Campbell:
I’m almost there, I'm on the zip line right now.
Anthony Godfrey:
You need to focus. I don't want you to fall.
Noah Campbell:
You're good. So the reason, what I plan to do after this, I've always been interested in video games. I would love to work in the video game design industry and create entertainment for people. One of the cool things about video games is when you're working in it you're not just working on one specific thing like drawing and stuff like that. You're working on all these different things. Music production, you're working with a team, you're making 3D models, you're making levels, you're designing everything, you got to write documents. And it's a lot of different skills all kind of combined into one. Lots of programming skills, so there's a lot of different stuff that's pretty cool with it.
Anthony Godfrey:
Awesome.
Noah Campbell:
That's kind of my plan after I graduate this year.
Anthony Godfrey:
Let me try it out here.
Noah Campbell:
This is the beginning of the mushroom level. You should be able to see it. And then there's your controller so you can move using the joysticks. Don't fall off the ledge. This one's way different than where you were.
Anthony Godfrey:
Wow, this is cool. Is that kind of a purple ocean beyond the mushrooms?
Noah Campbell:
Yes, it is.
Anthony Godfrey:
Wow. It's kind of an Alice in Wonderland feel. I'm walking up to the big mushroom. Oh, there we go. I got it over the hump. Now I want to climb up. So do I have to put my hands up to climb?
Noah Campbell:
Yep. And you'll just grab on it. You'll have the big mushroom probably right up there. And there's another like a little ladder. And that's just kind of a fun little one leading to a fairy house.
Anthony Godfrey:
I'm not going to make you all wait while I try to climb the ladder. But this looks fantastic. I like the lanterns hanging up throughout, you know? Kind of gives it a mystical feel. Well, this is super cool. I love this level. This looks really… Oh, and I love the prisms or the kind of geodes that are out there. It looks like this could go on forever. And I like the plants that are coming up with the little kind of tendrils. Reality is not going to be quite the same now that I've been in virtual reality.
Well, congratulations on your success. I wish you the best in June at the competition. And thanks for spending time with me. This is really awesome.
Noah Campbell:
Thank you. Our goal is to take 1st and represent Jordan and JATC.
Anthony Godfrey:
Well, good luck to you. Thanks very much. I like your chances.
London Baker:
Thank you.
Anthony Godfrey:
Thanks for joining us on another episode of the Supercast. Remember, education is the most important thing you will do today. We'll see you out there.
[Music]
It is a beloved tradition at Bluffdale Elementary School now in its tenth year.
On this episode of the Supercast, we take you inside an educational celebration called Brasilandia. Hear how the event helps students use and develop new skills in the Portuguese language and how it enhances their love of the Portuguese DLI program at the school. It is a traditional taste of Brazilian culture and food that everyone has definitely grown to love over the past decade.
Audio TranscriptionTranscription coming soon.
It was a huge honor for the Herriman High School Choir, Orchestra, and Tour Concert Band traveling to Hawaii to share their music with military veterans.
On this episode of the Supercast, we talk to the talented students who represented the entire state of Utah with amazing performances at the National Vietnam Veterans Day Parade. They showed their pride and respect, honoring war veterans in such a meaningful way with music. It was an experience that will last a lifetime.
Audio TranscriptionTranscription coming soon.
They walked and received a one-year college degree before stepping onto the stage to receive their high school diplomas.
On this episode of the Supercast, meet some incredibly smart and driven students in what is called the Jordan PREP program. Find out how dedicating their summers to a rigorous academic mathematics program starting in sixth-grade, propelled the students to college success, while they were still in high school.
Audio Transcription[Music]
Anthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. They walked and received a one-year college degree before stepping onto the stage to receive their high school diplomas.
On this episode of the Supercast, meet some incredibly smart and driven students in what is called the Jordan Prep Program. Find out how dedicating their summers to a rigorous academic STEM program starting in sixth grade propelled the students to college success while they were still in high school.
[Music]
We're talking today with Stacy Pierce, the specialist over Jordan Prep. This is a really big day for Jordan Prep. And for you and for a lot of students.
Stacy Pierce:
It is indeed. So my kids have been with us since they were 11 and 12, right out of sixth grade. They've been in the program for seven years and today they walked at Salt Lake Community College with a one-year engineering drafting manufacturing technology degree. I'm very proud of them.
Anthony Godfrey:
So tell us about that degree.
Stacy Pierce:
So for two years they've been taking classes at Salt Lake Community Campus with college professors. They were required to take seven engineering classes and three general education classes. And that's what's required to finish the one-year certificate that moves seamlessly into a four-year degree.
Anthony Godfrey:
So they are graduating with a one-year certificate before they graduate from high school later this month.
Stacy Pierce:
Three weeks from now is their high school graduation and they've already walked at a college graduation.
Anthony Godfrey:
That feels pretty awesome. That is fantastic.
Stacy Pierce;
It feels amazing.
Anthony Godfrey:
For those who don't know or are unfamiliar with the program, talk about Jordan Prep. What does it entail? What's it all about?
Stacy Pierce:
So the Prep program was started 40 years ago in Texas to help underrepresented students prepare themselves for careers in STEM. It's a very math intensive program. The students, I would say, invest four summers of their summer vacations to take very rigorous academic classes. And at the end of that, then they start the college portion of the program.
We have over 50% female students, over 50% minority students, 70% of the students are lower income, and about around 70% also are first-generation college. Their parents did not go to college and they'll be the first generation to go to college.
Anthony Godfrey:
What I love about the Prep program is that it starts students early. It's not, hey, ‘you're a junior, what are some things we can do before you leave to help launch you into a successful future?’ It starts in sixth grade.
Stacy Pierce:
It starts in sixth grade. I was an engineer for 30 years, and when I left to start a STEM program for underrepresented students, I knew we had to grab them then. If we didn't grab them then, it was too late. So luckily, I stumbled onto the Prep program and it was already in Utah at UVU, and we brought it. We're the only school district in the nation with a Prep program.
Anthony Godfrey:
Yes. That's a source of pride for me as well. It's pretty exciting. Tell me, so this is, you know, when you start in sixth grade, that's high motivation. That's longer-term goal setting than most sixth graders are focused on. Tell me about the growth you've seen in these students from sixth grade.
Stacy Pierce:
Oh my goodness. I can't believe it. There's a kid sitting right behind me. And boy, he was hyper. And now his ambition is to score 36 on the ACT and head to MIT. He's just rocking the world. The growth is amazing. I mean, I could tell you personal stories about every single one of these kids.
Anthony Godfrey:
I know you've been very personally involved with each student. During COVID you drove to their homes because when we look at six years, that covers a lot of ground. A lot of things have happened in these last six years. I remember pictures of you driving to their homes, delivering materials, just making sure that the momentum continued. Talk to me about some of the activities that have happened over time.
Stacy Pierce:
So before COVID hit, our retention was almost 100%. The only students we lost were students that moved. During COVID, it was difficult, but we had a very successful year. We did rewrite the curriculum completely so that we could do it online. And we had a very successful year. Then we had some attrition, but we're back up to 95% retention in the program. So I'm very, very proud of that.
Anthony Godfrey:
Tell me, what are some of the expectations you have for students? What do you hope they got out of the program beyond the degree?
Stacy Pierce:
Okay. So I'll just repeat the words of one of our professors this quarter. He said he's teaching four different classes, and the Jordan Prep students feel comfortable in the college classes. They articulate very well. They're a community. They're a family. They support each other extremely well. And they're very thoughtful in their contributions to the class and not scared to speak up in class. So I think they found their voice. They found a community, and they've raised their academic achievement to a level they can go on and be successful.
Anthony Godfrey:
And the name Jordan Prep, they're really living up to that because they are prepared for great things. This one-year degree really launches them into a lot of opportunities, and I assume they're all interested in continuing in the STEM area. 99% are interested in pursuing STEM. One is joining the Air Force, so his mother can gain citizenship, and then he'll become a mechanical engineer. He scored very high on the entrance exam, and he credits that to Jordan Prep.
Anthony Godfrey:
I think that's tremendous, absolutely tremendous. I know you've poured yourself into this program. How does that feel to see this today?
Stacy Pierce:
It's a dream come true. It's an absolute dream come true. What I wanted to do was help underrepresented students, and it's proven out that this is a program that can help underrepresented students.
Anthony Godfrey:
And has helped these students. We're talking about 11 students who graduated, is that right?
Stacy Pierce:
11 students out of my initial 25, 10 who moved.
Anthony Godfrey:
Well, it's fantastic to be here today. I'm so excited to celebrate with you and with them and their families. We'll talk with some students and families and hear their reaction as well, but thank you for all the incredible work that you've done with these students and these families.
Stacy Pierce:
You're welcome. It's been my dream come true. It's a pleasure. Thank you.
Anthony Godfrey:
When we come back, find out more about the Jordan Prep program.
Break:
Does your student want to become a veterinarian, commercial pilot, programmer? Maybe they want to make a difference as a dental assistant. These are just some of the programs offered as part of Career and Technical Education, CTE in Jordan School District. CTE provides the technical skills needed to prepare students for future employment or a successful transition to post-secondary education. Career and Technical Education provides work-based learning opportunities. We partner with industry experts to offer apprenticeships and internships with students working in the real world at real jobs while going to school. The CTE experience starts in our elementary schools with the Kids' Marketplace and grows through middle and high school. To explore all CTE has to offer in Jordan School District visit cte.jordandistrict.org today and let's get your child started on the pathway to a profession.
Anthony Godfrey:
We're talking now with Natalia who just graduated. Tell me about how that experience went.
Natalia:
Well, when I first got there it was kind of weird. I was like, "Where do I go?" And so I kind of just followed everyone and then we were just waiting for everyone, like all our classmates to get there. Everyone kind of all just together and we waited a really long time because we just got there really early and then it was a moment to get in line to go get seated and we were kind of nervous, like me and my friends were kind of nervous and we were going inside the building and I was just like, "No, we're in here." And the vibes felt so cool. We felt really cool walking in there as high school students and not even graduating high school yet and we were already going to graduate college.
Anthony Godfrey:
What went through your mind as you walked across the stage?
Natalia:
It was just kind of surreal, like no way this is happening, like no way I'm graduating and as a first generation student too, it was just like my friends are watching me and it's like I'm doing this for them, you know?
Anthony Godfrey:
And have you felt that your friends were inspired by what you were doing in Jordan Prep?
Natalia:
Yes, my friends have actually told me that before where they're like, "Oh, I wish I did this with you. Like I wish I joined earlier so I could have done this," because some of them kind of don't know where they want to go yet. They're kind of just seeing me as like a role model and like, "Oh, like I'm proud of what you did and like that you were able to accomplish something before you even like everyone else."
Anthony Godfrey:
How have your family reacted to this accomplishment?
Natalia:
My friends are really proud. Like I said, I'm a first generation so my mom never graduated from high school, my dad did, but graduating college is crazy because I don't know, they just, they always like pushed me to work hard in school and like do what they couldn't do and doing it for them, like every time I wanted to give up it was just like, "No, like you should do it, keep going, like your parents never were able to do this so like you should do it for them," and I saw, they were crying and it made me sentimental and like almost crying and yeah, I'm just, I hope they're proud.
Anthony Godfrey:
I know they are, there's no question about that. Tell me what you have planned next after this, this is a great start to a lot of wonderful things in your life. What's next?
Natalia:
I plan on going on to Weber State University.
Anthony Godfrey:
I went to Weber State as well.
Natalia:
Really, did you enjoy it?
Anthony Godfrey:
Good choice, it was fantastic.
Natalia;
Yeah, okay.
Anthony Godfrey:
What do you want to study at Weber State?
Natalia:
I want to study interior design. I love like the AutoCAD drawing and like all that and like computer drawing. I know that's something similar that's going to go into that. I always enjoy like putting stuff together. Like even when I was little, I'll design little like rooms for my dolls and stuff. And yeah, I always make sure the colors look nice with each other or the fabrics or whatever and so I think going into that, it's just really fun.
Anthony Godfrey:
You've already had a lot of preparation for interior design starting with the doll houses.
Natalia:
Yes, ever since I was like eight.
Anthony Godfrey:
That's fantastic.
Natalia:
Yes.
Anthony Godfrey:
Tell me what are some of the most memorable times during the Jordan Prep program?
Natalia:
I know this is kind of silly but the field trips, I feel like that's the way that everyone got closer because like obviously you're not doing work. I do remember my first year since like everyone was new, this program was new, no one knew what was going on. It was kind of like we were like testing out everything. I remember my our TAs were really fun and I loved my TA. Then throughout these past two years with like doing it at the college, I saw like it was just kind of fun going. We had a routine down where we go on the bus every day and like miss lunch. And I would complain like all the time like “Oh, I can't have lunch with my friends” but then I graduated from college and I'm really grateful for that.
Anthony Godfrey:
So there was sacrifice along the way but you're feeling all those rewards today.
Natalia:
Yes, I am. And yeah, like on the bus ride just me and my friends would just talk and the projects we ended up doing and yeah.
Anthony Godfrey:
It sounds like the friendships and connections you made with other students were a very important part of the program.
Natalia:
Yeah, I'm a very sociable person once I get to know someone. And just like I got closer with my friends like throughout these two years because I was forced to. I couldn't change out of my class I was kind of like “Oh, I'll get to know them”. It was really good because I love them now. And I think, I'm not positive, but my friend might be going to Weber as well. So we might room together but we're not sure yet. We're not sure.
Anthony Godfrey:
Great! Fellow Wildcats possibly.
Natalia:
Yes.
Anthony Godfrey:
Fingers crossed.
Natalia:
Hopefully.
Anthony Godfrey;
Obviously you’re going to take the things that you learned with you on the field trips, from your TAs, in your college classes, it sounds like you're taking friendships with you as well.
Natalia:
I want to keep in touch and see what everyone does like in like four years once we graduate from high school, or like six and ten. I just want to see where everyone's at. And then I don’t know, in the summer I am working with a couple of them as a TA here in this program.
Anthony Godfrey:
Oh, really you're coming back as a TA?
Natalia:
Yeah, as a TA instead of a student.
Anthony Godfrey:
Wow.
Natalia:
So it's kind of full-circle moment.
Anthony Godfrey:
Not only do you get to have a positive impact on your friends as you work together and watch each other through the years to come, but you get to have a be a positive influence on those
sixth graders starting out. And hopefully, get them to a day just like today was for you.
Natalia:
Yeah, and I hope I can explain it to them. Like maybe at the program so they can keep going and like show them like that is just worth it. Just keep pushing through and it's actually going to be really fun at the end of the day.
Anthony Godfrey:
I love that. Well, congratulations.
Natalia:
Thank you.
Anthony Godfrey:
This is well earned, well deserved, and I can't wait to hear what you do from here.
Natalia:
Thank you.
Anthony Godfrey:
We're talking now with Arlen. You just walked into the Jordan Prep celebration and I recognized you right off. You were on the podcast just a few weeks ago for Mr. Jorgensen's class talking about the Beatles and other music and here you are celebrating graduation from college. I'm so excited for you. So many people were impressed when they heard your interview on the earlier episode. How are you feeling today graduating with your one-year degree?
Arlen:
Well, to be completely honest I'm very ecstatic. At first, kind of like a lot of kids, I was like I don't want to go to graduation. This was like a big waste of time. Like, I'm just going to go there sit down and then get a little piece of paper. At first you hold that mentality, but as soon as you walk in and you see everybody around you, you're like “alright maybe I kind of judged it a little too hard”, because I walked in and instantly my face started smiling. I was like “You know what Sarah, this is kind of cool. It's kind of exciting.”
Anthony Godfrey:
It's very exciting. We're thrilled for all of you. It's really awesome. How did it feel? How did it feel when you walked across that stage?
Arlen:
Oh, walking across the stage it was nerve-wracking but it felt so great. It was like a little part of you is nervous but the majority of you is like this is so sick. Like, I'm just like it's not that I'm just like everyone else right now, but we're all feeling the same level of excitement and it was just so satisfying to be able to do that. Especially because recently since the high school graduation isn't too far off from our SLCC graduation my mom sounded more excited for my high school graduation. I was like “Mom, I'm graduating from college that's pretty sick”. She's been like “Yeah, good job. Yeah, good job.” But as soon as I walked across that stage I was like okay yeah it's not that she wasn't excited for me too, it's just that it's two things to be excited for.
Anthony Godfrey:
There's so much going on in your life it's hard to pick what to be most excited about. And speaking of that, you have other things coming up very shortly in June. Tell us about that.
Arlen:
Oh yeah, so no one else knows this. I lied, a lot of people know this already. But I'm going to be going to the Air Force and I want to make a long career path out of it. I want to go actually be a pilot for the Air Force if that's possible and I know it's a lot of work. But in June I'm going to be finally heading out to boot camp. I've been enlisted since February so that's what that's about three months so far.
Anthony Godfrey:
Yeah.
Arlen:
I've been enlisted for about three months so far. So finally in boot camp all the training I've been doing so far is going to show. I'll go to boot camp until, let's see I'm going in– I'll finish in September, so I'll finish September 24th and I'll be going to tech school after that. I'll be back November 24th officially. So I'm really excited to be heading out to boot camp. My technical sergeant asks all the time he's like “Do you guys think you're ready? Do you guys think you're ready?” And it’s just like “Oh, I'm as ready as I’ll ever be.” like I'm ready to get out there.
Anthony Godfrey:
So you're ready. You're ready. What are some of the things that you've been doing to prepare?
Arlen:
I mean the big thing is studying. Like obviously in boot camp you're going to get broken down. They're going to be big on like you need to be able to do your push-ups, your shifts, your run time.
Anthony Godfrey;
Right.
Arlen:
You need to be able to, as they put it, you need to be in a high-stress situation with low risk and perform really, really well. So I've really been practicing with the studying aspect because that's kind of a little low key. A lot of people don't realize but boot camp has a lot of studying in it. You need to know your chain of command. You need to know the insignia for ranks. You need to know the ranks. You need to know your air force song and your air force creed. There's a lot of stuff you need to know about studying and you know you can obviously just focus on your physicality and be like “alright, well as long as it's easy physically everything else will be fine.” But like, I don't know if you all have ever experienced this, but when I was younger my mom would try to teach me math, or my older brothers, and I wouldn't understand it. So they'd get super frustrated at me and then that makes it hard on me to understand it.
Anthony Godfrey;
Right.
Arlen:
So I'm like alright, I'm just going to learn what I need to learn beforehand. I'll be solid physically and then once I get there all it is is just hear the screaming, hear what they say, not how they say it, and then internalize whatever I need to know.
Anthony Godfrey:
You are prepared. Hear what they say, not how they say it and you're focusing on the mental. I've always been impressed with you since we met on that interview and you've got a great future ahead of you. I have zero doubt of that. So I'm excited. You have another graduation coming up with boot camp. You'll graduate from boot camp before you know it.
Arlen:
I've said that like four times today. I told my older brother I'm like I mean this college graduation was pretty easy. I’ve got three more coming up. I graduate four times this year. Even though I just put it out there like as a little joke I'm actually excited about it. I'm like four graduations in one year. Who gets to say that.?
Anthony Godfrey:
Yeah well, I'm glad I was here to celebrate number one with you. This is tremendous. Like I said, you have great things ahead of you and I'm really proud of what you've done. You've worked hard.
Arlen:
Thank you. I really appreciate it.
Anthony Godfrey:
And you have a lot of challenges ahead of you that you're preparing for and that will take you to great heights. So congratulations.
Arlen:
Thank you, sir.
Anthony Godfrey:
Thanks for joining us on another episode of the Supercast. Remember, education is the most important thing you will do today. We'll see you out there.
[MUSIC PLAYING]
You could say she has “a way with words.” We’re talking about Sophia Montana, a 6th grade student at Daybreak Elementary School.
On this episode of the Supercast, find out how Sophia managed to win the Utah Regional Spelling Bee in a tough five-hour competition propelling her to compete in the National Scripps Spelling Bee in Washington, D.C. How is she preparing to go up against the best in the U.S.? Listen and find out.
Audio TranscriptionTranscription coming soon.
They are careful not to contaminate evidence or miss a clue to solve a complicated, but in this case, fictional crime. We are talking about students in the Criminal Justice Program at JATC South in Riverton.
On this episode of the Supercast, hear from some Criminal Justice students who are excelling as crime scene investigators, using their forensics skills to compete at the national level and hopefully one day land a job in law enforcement.
Audio TranscriptionTranscription coming soon.
She is an impressive young student scientist who has discovered an unlikely and very unusual source of electricity, using mud to power her iPhone and more.
On this episode of the Supercast, meet Herriman High School’s Fianna Smith whose discovery earned her a ticket to compete in a very prestigious and tough International STEM Fair. Fianna will pitch her science project to judges, going up against students from all over the world.
Audio TranscriptionTranscription coming soon.
They wanted everyone to feel good about going to prom and cut costs in the process.
On this episode of the Supercast, hear from an inspiring group of students who belong to an organization called “Sources of Strength” at West Jordan High School. Find out how their free Self-Care Event made prom much more ‘picture perfect’ and affordable for students, creating feel good moments and memories to last a lifetime.
Audio TranscriptionTranscription coming soon.
They are having fun, singing their hearts out, and really rockin’ it, taking the stage at Copper Canyon Elementary School.
On this episode of the Supercast, meet 6th grade students who make up the cast of ‘School House Rock Jr.’ and find out how their Beverley Taylor Sorenson teacher is helping them to bring down the house during their performances of the energetic show.
Audio TranscriptionTranscription coming soon.
They are becoming some of the best young bucket drummers around with a beat all their own.
On this episode of the Supercast, meet members of the Percussion Club at Mountain Point Elementary School and find out how they are making music come alive from around the world with a bunch of five-gallon plastic buckets, flipped upside down, turned into drums.
Audio TranscriptionAnthony Godfrey:
Hello, and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. They are becoming some of the best young bucket drummers around with a beat all their own.
On this episode of the Supercast, meet members of the Percussion Club at Mountain Point Elementary School and find out how they are making music from around the world come alive with a bunch of 5-gallon plastic buckets flipped upside down and turned into drums.
We're at Mountain Point Elementary School early this morning to talk about the Percussion Club. Introduce yourselves, tell me about your connection to the Percussion Club, and then we'll talk to students.
Angie Garrido:
Hi, my name is Angie Garrido. I started this club here at Mountain Point Elementary three years ago, so I'm just excited to be here with you this morning.
Mrs. Hammer:
Hi, my name is Mrs. Hammer. I am the fourth-grade teacher here at Mountain Point, and I've been helping Maestro Garrido for two years now.
Anthony Godfrey:
Maestro Garrido, you used to teach here, and now you are a DLI coordinator at the district. Tell me about that position.
Maestra Garrido:
Yeah, so I arrived to Jordan School District three years ago. I was offered a position as a first-grade Spanish teacher to start the program here at Mountain Point, and now I am helping the DLI teachers in the district and in the state to just to be better DLI teachers.
Anthony Godfrey:
That's fantastic. We love that you're here and that you now are playing this new role and that you have continued with the Percussion Club. Tell me what made you want to start the Percussion Club. My son has played percussion since seventh grade and he absolutely loves it, so I know the appeal, but tell me why you wanted to do this here.
Maestra Garrido:
So everything started in 2018. I was in another school district, and I attended BYU Arts Express, which is an event that teaches art instruction. I attended a session with a lady and she was doing percussion, but not with buckets like we do, but with bowls like those huge yoga bowls, and I was like, I want to do this. I didn't know if we had the money, so I did a little bit of research and I found this bucket drumming thing and I was like, “oh, we can afford this.”
Anthony Godfrey:
There’s a bucket drumming community, I guess.
Maestra Garrido:
Yes, yes. So I presented the plan to my principal back then and he loved the idea, so yeah, that's how it started. So our first performance was in 2019, so this is the sixth year of that.
Anthony Godfrey:
So a whole set of students has come through doing this. Tell me about your involvement, Mrs. Hammer.
Mrs. Hammer:
Well, the first year that we had percussion here at Mountain Point, I was just on the sidelines and I was watching and I just really enjoyed the upbeat music and the things that Maestra Garrido has even put together. And so I just decided, “hey, can I help out?” It was at the end of the first year that she had finished and I'm like, “can I help out next year, please?” And so she's like, “absolutely.”
So I did it last year and you just get into the movement and the beat of the music. And so I just wanted to continue it. You see the smile and the enthusiasm that she gives, and I give, and then the kids all bring together and the performance when we do it at the end of the year is just amazing.
Anthony Godfrey:
Tell me about the level of participation from students. Has that changed over the last six years that we've been doing it here?
Mrs. Hammer:
It really has. I think that the first year we had probably like 50 students and now we have what, 90?
Maestra Garrido:
Yeah, we have around 90 students from kindergarten to sixth grade this year.
Anthony Godfrey:
Oh, so it's all ages that get to come and do it. And how frequently do they come? What does the schedule look like?
Maestra Garrido:
We practice once a week for 30 minutes. So they have to come before school at 8.15 and then we practice until 8.45 until it's time to go to school.
Anthony Godfrey:
That's fantastic. Tell me about the music selections. How do you decide what to play? I know there's a wide range of musical influences that you bring in to this activity.
Maestra Garrido:
So basically what I do is I select a theme for the year and then I choose the music and plan what the students are going to be playing. I look for inspiration everywhere once I have a theme in my head. And then for example, the inspiration I look for is everywhere. Last year I performed, because I am a dancer, I performed in a fall dance festival. So one of the songs that we're doing this year is from France and France was one of the countries participating in the festival. So one of the things we're doing this year is influenced by that show that I saw last summer.
Anthony Godfrey:
Oh wow.
Maestra Garrido:
Yeah.
Anthony Godfrey:
So you pick up influences everywhere you go.
Maestra Garrido:
Yes.
Anthony Godfrey:
And you're a dancer as well?
Maestra Garrido:
I am a dancer and I am a singer.
Anthony Godfrey:
Tell me about your time as a dancer and singer.
Maestra Garrido:
So I started dancing classic ballet when I was four and then also did Polynesian dances. And then when I was in high school, I started dancing Mexican folklore dances. So that's what I'm still doing right now. I'm part of a group, a local group.
Anthony Godfrey:
Wow. Your talents are wide-ranging and all involve rhythm. Tell me about your singing.
Maestra Garrido:
So I've been singing since I remember. My mom's family they all sing. So our family parties are karaoke nights basically. So I've been singing all my life basically.
Anthony Godfrey:
Do you have a go-to karaoke song or do you have all kinds of karaoke songs?
Maestra Garrido:
I like different music styles, but now I am focusing more on Mexican songs, which is like my country, my roots.
Anthony Godfrey:
Okay. Tell me your favorite Mexican karaoke song though.
Maestra Garrido:
Well, I've been recording like lately, like this week, "Acá Entre Nos" which is a very popular song in Mexico. I just recorded "Bésame Mucho" which is a very well-known song.
Anthony Godfrey:
I know "Bésame Mucho" yes. I do know that one.
Maestra Garrido:
Yeah. And yeah, there's a variety of songs that I have been practicing lately.
Anthony Godfrey:
What was the first one?
Maestra Garrido:
"Acá Entre Nos"
Anthony Godfrey:
Okay. I'm going to have you help me find that on Spotify.
Maestra Garrido:
Okay. I will.
Anthony Godfrey:
Okay. All right. My go-to, in case you were wondering, is either "Totally Eclipse of the Heart" or "Johnny B. Goode". So I think you and I need to be on the stage at the same time. I think we could really bring it.
Maestra Garrido:
Let's plan on it.
Anthony Godfrey:
Okay. All right. So you sing, you dance and you do percussion in the morning. What do you hope that students get out of this experience?
Maestra Garrido:
One of the things that I like the most about this club is that they get to have fun because I mean they have buckets, they have drumsticks and they just enjoy. But obviously like I am expecting them to work on their timing, their rhythm. This activity is also like very stress relieving. So it's just a fun activity to do after school. And I think like I personally feel so happy after it and I am hoping the students are feeling happy too.
Anthony Godfrey:
I can witness in my own family the stress release that occurs when you bang on something. My son plays – when he plays the drums in a certain way I can tell, all right, he is stressed out and he is relieving that stress through the drums. What impact have you seen on students as they have participated?
Mrs. Hammer:
Well, the great thing about Percussion Club is that you don't have to have that musical talent. You just need to know like the beat and everything. So even if you are not in choir or orchestra or even band you can still do it. And like this year we had started our kindergarteners and they are following along. You know and that's a big key for children in elementary school is just to follow directions. So having that inspiration for them that they can grow that musical talent that they may have deep down inside.
Anthony Godfrey:
I would guess there is a real sense of unity also that comes from playing together with a group of 90 students of varying ages because students aren't always interacting sixth grade and kindergarten and the lower grades. But you have everyone together, probably some siblings, and they all feel a part of something.
Mrs. Hammer:
Absolutely.
Anthony Godfrey:
Stay with us. When we come back the Percussion Club performs and we have a fantastic front-row seat.
Break:
Hello, I'm Sandy Riesgraf, Director of Communications for Jordan School District, and we want to invite you to connect with us. So many exciting things are happening in your child's school, your neighbor's school, in every school here, every day. Don't miss out on following the fun or simply staying informed when there's important information we need to share. Join us at jordandistrict.org, or follow us on Facebook, Twitter, and Instagram @jordandistrict. We can't wait to connect.
Anthony Godfrey:
Let's talk to some students about what it's been like to be a part of this. Introduce yourself, tell us your name and tell us what grade you're in.
Hallie:
Okay, I'm Hallie and I'm in third grade.
Elsie:
I'm Elsie and I'm in third grade.
Mason:
I'm Mason and I'm in fifth grade.
Anthony Godfrey:
Okay, tell me about how long you've been participating in the Percussion Club in the mornings. Hallie:
I've been participating for three years.
Anthony Godfrey:
Wow.
Elsie:
Three years too.
Mason:
This is my second year.
Anthony Godfrey:
So you two third graders, you've been doing this half your life really, pretty much. So you already have a long career in percussion. What brings you back early in the morning? Why do you keep coming back? What do you love about this?
Hallie:
I love that we get to learn new songs and that we get to learn new rhythms and stuff like that.
Elsie:
I like that we get to inspire new songs like other songs that inspire other people.
Mason:
I like that we can get to be with our friends and have fun and even though if it's hard or anything we can still do it.
Anthony Godfrey:
Now you do have to come early but I would imagine that it gives you a lot of energy to get to play the drums and bang out some percussion early in the morning. Now you all talked about how much fun it is to be with friends in the morning. Did you make some friends in Percussion Club that you didn't have before?
Mason:
I think I've talked to some but yeah.
Elsie:
Yeah, I have been friends with some people in Percussion.
Hallie:
Yeah, I've made friends in Percussion Club.
Anthony Godfrey:
Even if they walk to the beat of a different drum you guys have been able to connect with them. I like idiomatic expressions. Okay, so I have not been able to attend a performance yet but tell me about the reaction from parents and the expression on their faces when they get to see the result of all this work throughout the year.
Maestro Garrido:
Yeah so we have a performance for parents and we have one performance for students. So parents are just like so excited seeing their kids drumming even if they don't have a background in music as we have mentioned. So it's just exciting. One of the moms from last year she was like "Ms. Garrido, she's an angel" because she has like all the students with drumsticks and making noise and she has just the patience to tolerate that. And obviously for me it was just fun because I really enjoy having all the students playing and even if it's noisy at some point it's an organized noise if we can call it like that.
Anthony Godfrey:
And it's a joyous noise.
Maestra Garrido:
It is. Yeah.
Anthony Godfrey:
How about for you?
Mrs. Hammer:
Well, I am also a parent here at the school for my daughter that is in Percussion Club so it's nice to be together. But having an outside parent, so my husband, just witness all these students come together and play the music together in unison is like a standing ovation. I think we've had that and we've had probably if we could sell out we've sold out. Like it's packed every time.
Anthony Godfrey:
The arena is filled every time. I love it. That's awesome.
Maestra Garrido:
And one of the things is that we do this in a very short time like this year we have 19 practices planned for the season and we only practice 30 minutes a day and then we send a video home so that they can practice at home and so basically like they really learn these rhythms and the way we have to play very very fast. So it's impressive.
Anthony Godfrey:
Thank you so much for going to all this extra effort and making this incredible opportunity available for students. It's really fantastic.
Maestra Garrido:
Yeah, thank you for your time and for having us this morning. We are so honored to be here and be part of your podcast.
Anthony Godfrey:
Thank you very much.
Mrs. Hammer:
Thank you.
Anthony Godfrey:
Now let's head into practice and let's hear you bang on those buckets.
[MUSIC]
Anthony Godfrey:
Thanks for joining us on another episode of the Supercast. Remember, education is the most important thing you will do today. We'll see you out there.
[MUSIC]
They are challenging young minds and making amazing “light bulb” moments a regular occurrence at Daybreak Elementary School.
On this episode of the Supercast, find out how teachers are blending Science, Technology, Engineering, and Math with a mix of the Arts, turning it into a full day of fun and learning that is sparking student curiosity and developing stronger thinking skills.
Audio Transcription[Music]
Anthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. They are challenging young minds and making amazing light bulb moments happen on a regular basis at Daybreak Elementary School.
On this episode of the Supercast, find out how teachers are blending Science, Technology, Engineering, and Math with a mix of the Arts, turning it into a full day of fun and learning that is sparking student curiosity and developing strong thinking skills.
[Music]
We're here at Daybreak Elementary to talk about their STEAM activity today. Introduce yourselves and tell us what's going on.
Leslie Ewell:
Great. I'm Leslie Ewell. I'm the principal here at Daybreak Elementary and with me is Amanda Williams. She's my instructional coach. We started this last year in the spring. It's a STEAM Explorer. We got the idea from an elementary school in St. George, Diamond Valley. They are a STEAM school and they do these rounds too. So I went down and visited and saw what they were doing and just loved it so much. So then I worked to create it here at our school. And so what happens is every teacher creates a four-week unit with 40-minute lessons on anything in the STEAM acronym, which is science, technology, engineering, art, or math or they can combine all of those things in that unit. They are required to have the engineering process in that unit, so to follow that. And they can choose anything they want. The teachers can choose anything they want to do within those boundaries. And then we create some slide shows. The kids see the slide shows and they pick their top three choices. And then we place our kids in one of their top three choices.
Anthony Godfrey:
So each teacher has designed one and the students get to choose which one they want to be a part of.
Leslie Ewell:
Yeah.
Anthony Godfrey:
Ok, great.
Leslie Ewell:
Yeah, and so we do our best to get them in one of their top three choices. We usually are pretty successful at that.
Amanda Williams:
We've never not gotten them into one of their top three choices.
Anthony Godfrey:
I’d say that’s pretty successful.
Amanda Williams:
I think that’s pretty successful.
Leslie Ewell:
Then they go on Fridays, every Friday from 9:30 to 10:15. They go to one of those classes and they get to participate. There's lots of fun, fun things going on. We have a teacher right now that's doing basketball using Newton's theory of physics. So they spent time talking about that and then they're putting those skills into practice. So you can see that today. We have our wonderful counselor that has been doing dinosaur digging and talking about dinosaurs and that paleontology.
Amanda Williams:
And he even brings in-- He has a lot of family history, which is really cool. A lot of these projects are passion projects from the teachers. So something that they're interested in that they can bring their passion and engagement with the students. So he has family land and has all these fossils and petrified wood, so he brings that in and he lets all of the kids see it. He has dinosaur teeth. It's just really amazing to see not only the students engaged in the lessons and exploring and participating in this hands on learning but also that the teachers, when you walk in, you'll just see their faces glowing because it's so much fun for them as well.
Anthony Godfrey:
It sounds like a very, very deep, meaningful level of learning. So if anyone wonders whether Fridays are really worth it, Fridays are worth it. A lot's going on here at Daybreak. We have three students here now at Daybreak. So tell me your name and your grade and what you've liked about this.
Jane:
I'm Jane. I'm in fourth grade and I've liked doing our art thing. I'm in Kertamus's class. She's doing pointillism and needle and thread thing. I forgot what it was called. It's really fun and I just love doing it.
Caleb:
My name is Caleb and I am in third grade Miss Adams class. I love the Stop Motion Studio because it's just so fun to do it.
Anthony Godfrey:
Have you made a movie yourself?
Caleb:
Oh yeah, yeah, yeah, yeah.
Anthony Godfrey;
What did you use? What was the movie about?
Caleb:
We're like, it's like the old 90s and we're like, there's two kids who are bull riders and two kids that are bulls. I'm a bull and one of my other friends are bulls.
Anthony Godfrey:
Oh, so you're actually acting in this film?
Caleb:
Yeah.
Anthony Godfrey:
Oh wow. So you move a little bit.
Caleb:
Yeah.
Anthony Godfrey:
Is it hard to stay still?
Caleb:
If you keep your momentum a notch. It's not if you keep your momentum but if you don't it's just so hard not to fall off.
Anthony Godfrey:
Does the movie have a name?
Caleb:
It's like a bull rider, bull riders that crash into each other and fall and the bulls just start fighting.
Anthony Godfrey:
Oh wow. I'm looking forward to seeing this. It's not in 3D is it? I think that might be a little scary.
Caleb:
No, no.
Anthony Godfrey:
Tell me about your experience.
Luke:
So my name's Luke and for this class I've been taking a coding class because I want to figure out how to code video games and I've been learning a lot from the teacher.
Anthony Godfrey:
And what have you learned by coding?
Luke:
I learned the basic blocks of what you connect and how to make a character move and how to add a character.
Anthony Godfrey:
Does it make you look at video games differently that you play?
Luke:
Yeah. It makes me look at them way differently.
Anthony Godfrey:
Is that something that you'd like to do?
Luke:
Maybe, but I don't know if I'd be able to make the most complex ones but I'd be able to make some simpler ones.
Anthony Godfrey:
One day maybe. What are the video games that you like to play?
Luke:
I like to play Minecraft and Fortnite.
Anthony Godfrey:
Okay, great. All right. We've got pointillism, we've got filmmaking and we've got computer programming coding. I think that's fantastic. Shall we talk with your counselor here and let's see what he's up to?
Isaac Broadbent:
Hello, hello.
Anthony Godfrey:
Introduce yourself and talk about this activity.
Isaac Broadbent:
Yeah, so I am Mr. Isaac Broadbent. I am one of the counselors here at Daybreak Elementary and I am in charge of the Dino Dig STEAM lesson. And so I chose a dinosaur-themed topic to do for my STEAM.
Anthony Godfrey:
You don't wear Jurassic Park gear every day to school.
Isaac Broadbent:
Unfortunately not.
Anthony Godfrey:
Hat and shirt.
Isaac Broadbent:
Yeah, I got my hat and my shirt, the whole outfit.
Anthony Godfrey:
A Jeep outside with a wrap around it.
Isaac Broadbent:
Oh man, you know what? That is actually next on the list.
Anthony Godrey:
That's next level. So talk to me about this activity. What do you have set up?
Isaac Broadbent:
Oh, right. So today is our fourth lesson. Right. So this is the last lesson and this is kind of like the pinnacle part that the students have been working towards. So we've already discussed, you know, the basic anatomy of dinosaurs, herbivores, carnivores, omnivores. And then we've progressed into fossils and different types of fossils and how we can find those in the process that has to take place in order to have an animal remain fossilized. And now we've gone over how sediment plays a role in that process. We've been able to create our own little dinosaur fossils in that sediment encased for the students to dig up today. And so they've been waiting for this moment today.
Anthony Godfrey:
That's exciting.
Isaac Broadbent:
And they can actually, you know, have some hands-on experience with digging and chiseling away at a fossil that they've created themselves.
Anthony Godfrey:
You have a huge drop cloth laid down in the media center. Normally when there's a drop cloth laid down, there's going to be something fun happening.
Isaac Broadbent:
Yes.
Anthony Godfrey:
And it looks like the fossils are in the red solo cups over here. Is that right?
Isaac Broadbent:
Yep. Yeah. So over here.
Anthony Godfrey:
With some names. So which whose fossil should I dig up for them? I’m just kidding.
Isaac Broadbent:
So I've got Nathan right here if you want.
Anthony Godfrey:
All right. Sorry, Nathan. I really want to do this. No, this looks great. It actually looks more like a root beer float in there.
Isaac Broadbent:
It does. Yeah.
Anthony Godfrey:
What you're saying is that they have fossilized something showing how the sediment can harden and then they're going to cut into that and chip away and preserve that fossil hopefully. So what did they put in as the fossil?
Isaac Broadbent:
So I was able to get some little dinosaur toy skeletons and they were able to kind of pick and choose their favorite dinosaur skeleton and what they wanted to dig up. And then I helped them mix up the sediment. We placed the skeleton inside that sediment, let it harden. And then today I'll be cutting away the cup and we'll have that big block of quote unquote rock for them to chisel away.
Anthony Godfrey:
This is a big day.
Isaac Broadbent:
Yeah. Oh, it's a huge day. They've been asking when we're going to be getting to it for well, ever since we began. So this is the big event.
Anthony Godfrey:
I love it. This is really exciting. And hopefully, we can swing back by while some of those fossils are being revealed.
Isaac Broadbent:
Oh, please do because that is going to be where all the energy and excitement is occurring.
Anthony Godfrey:
OK, fantastic. Thanks for providing such an awesome activity for these students.
Isaac Broadbent:
Of course. It's a blast. I love it.
Anthony Godfrey:
Stay with us. When we come back, students will show us some of their projects at Daybreak Elementary.
Break:
Hello, I'm Sandy Riesgraf, Director of Communications for Jordan School District, and we want to invite you to connect with us. So many exciting things are happening in your child's school, your neighbor's school, in every school here, every day. Don't miss out on following the fun or simply staying informed when there's important information we need to share. Join us at jordandistrict.org, or follow us on Facebook, Twitter, and Instagram @jordandistrict. We can't wait to connect.
Anthony Godfrey:
We're upstairs now. Tell me about some of the options, Amanda, that we're going to drop in on.
Amanda Williams:
OK, so right here we have our kids that are doing criminal investigation. So when they entered, there was crime scene tape all on the doors the first day and they came in and were told they're now detectives. Their first case was the case of the missing sandwich. But now they've learned about, you know, the missing sandwich.
Anthony Godfrey:
That's important. Absolutely.
Amanda Williams:
But they learned about motive and intentions and how to collect evidence and how to use evidence to support their claims. So now today, they're looking at fingerprinting and how a fingerprint can give them a very clear sense of who is at the scene of the crime.
Anthony Godfrey:
These are their stories.
Amanda Williams:
These are their stories.
Anthony Godfrey:
Yeah, I love it. This is awesome.
Amanda Williams:
So this group right here, they're joined by their new chess challenges. So they have different levels of chess, beginning, middle, obviously more advanced and they are doing different tournaments. So you'll see that there will be kids in the pod playing chess. There'll be kids in the classroom playing chess and they're just at different level tournaments. But this has been continuing on, so kids have continued to go back to it so they can further extend their learning and become better chess masters.
Anthony Godfrey:
How's it going here, guys? Who's winning?
Student:
We’re basically like tied.
Anthony Godfrey:
You’re basically tied.
Student:
He has one more point than me.
Anthony Godfrey:
OK.
Amanda Williams:
I heard there was a checkmate. So this one is a very serious battle because there was a checkmate already and now it's going on the second time. So they won't even talk.
Teacher:
Soon they're going to take each other's games. So like five more minutes, they'll switch boards. So he'll have to play his game.
Anthony Godfrey:
OK.
Teacher:
So whoever's losing, they're going to switch boards.
Anthony Godfrey:
Oh, wow. So you need to understand each other's game really well. I love that. I've heard many times that losing in chess is how you learn in chess.
Teacher:
Oh, yes.
Anthony Godfrey:
They didn't just tell me that because I was losing?
Tell me your name.
Carson:
I'm Carson Bardsley. This isn’t my real hair.
Anthony Godfrey:
Well, I didn't think you had gray hair yet. So this is a Daniel Boone kind of Davy Crockett hat with gray hair underneath it. And this is part of part of the video you're making, right? What other costumes do you have?
Carson:
Well, several wigs.
Anthony Godfrey:
Show me.
All right. Caleb, show me what you've got going on here. Can I watch the movie? (movie starts to play)
So you guys are doing the motion yourselves climbing on. This is so cool. Oh, wow. That was great. Oh, now this is animated with a drawing of an ambulance. He's driving along. Who's this? That's Max. OK. Max is a good driver. Oh, wow. He's dragging the patient along the wall. Marla Adams. OK. I can't stop laughing. This is so cool. I love this video. That is awesome.
Caleb:
Thank you.
Anthony Godfrey:
It's just like you described it, Caleb. What did you guys like about making this video?
Student:
Just making people laugh.
Anthony Godfrey:
Yeah. Well, you did that today. I thought it was so cool.
Students:
We did this over an extended period of time.
Like last time we just we did that all last time, right?
No, we didn't do it all last time.
We added some sounds this time. We added the clapping sounds.
Anthony Godfrey:
Is it kind of fun working with kids from different grades and different classes?
Students:
Yeah.
Everybody has different ideas. That's just a great way to go together.
There's third graders like–
But they'll get that yellow. Get that yellow on.
That's just a scene of yours.
Anthony Godfrey”
What's that?
Student:
Can you interview ours?
Anthony Godfrey:
Sure.
Student:
Yes!
Anthony Godfrey:
Well, this looks fantastic, guys. You've worked really hard on it and I loved it. This stop motion makes it look like an old time movie.
Student:
Oh, wait, wait, wait.
Anthony Godfrey:
You have a production company.
Students:
Yeah. Stickman Productions.
Anthony Godfrey:
Stickman Productions. Very cool. Well, you guys have done a great job of this. Thanks for sharing it with me.
Amanda Williams:
Dax wants to show you one that he worked on.
Anthony Godfrey:
All right. Let's see yours.
Student:
My project is stop motion where you have to move it very slightly so it can get -you know how like Coraline and Nightmare Before Christmas.
Anthony Godfrey:
Right.
Student:
Those are stop motion and they are actually those take a long, long time.
Anthony Godfrey:
And what was the film that you made?
Student:
So basically it was just we made like a bunch of, you know, people. So we made them fight. It's kind of like a lot of fighting scenes and--
Anthony Godfrey:
Did you use action figures or real people?
Student:
Action figures.
Anthony Godfrey:
OK. And what were some of the action figures that fought each other?
Student:
The action figures. So the one is from Naruto and then there is another one from Naruto. We used a bunch of other different action figures. So Naruto, Naruto, Dragon Ball Z, Spider-Man and another Naruto.
Anthony Godfrey:
That's a combination that copyright wouldn't allow for outside of school. So you made a film that could not be made anywhere else.
Student:
Yep. And it was pretty hard to make because we have to move it very slightly and it just will fall at certain times. And it's really frustrating because we finally get that position we want and we can't really like do anything to make it like, you know. So that is hard.
Anthony Godfrey:
Was it worth the work though?
Student:
Yes.
Anthony Godfrey:
Sounds like a blast.
Student:
It was really fun. And we could only do it one day for three weeks.
Anthony Godfrey:
Oh, one day a week for three weeks. So you kept looking forward to that day.
Student:
Yeah.
Student:
Well, thank you very much.
Anthony Godfrey:
Thank you. OK, let's check out your pointillism.
Jane:
So here I have a SpongeBob house. I have the pineapple with a little door. I filled in all of the sea, the background, but I haven't filled in the foreground of the sand.
Anthony Godfrey:
This is the pineapple he lives in under the sea.
Jane:
So I have SpongeBob right there. I have two seashells. I have Patrick floating around.
Anthony Godfrey:
Oh, Patrick. And what are these? Are these bubbles over here? Wow. That looks fantastic. So this is about, oh, three inches, two inches by two inches. Oh, it kind of has a shimmer to it what-
Jane:
Yeah, I've used my glitter pens since I didn't finish it when we were doing this project. I've used my own pens.
Anthony Godfrey:
If you ask me, there isn't a dot out of place. I think it looks fantastic. So are you going to fill in the rest of this with some orange and yellow on the pineapple?
Jane:
Mm hmm.
Anthony Godfrey:
Wow. I love it. It just looks really, really good. How long have you been working on this for three weeks now?
Jane:
Yeah, three or four weeks.
Anthony Godfrey:
Do you think you'll finish it today?
Jane:
Maybe.
Anthony Godfrey:
Yeah. Wow. It looks fantastic. I love it. Well, Jane, where's this going when you finish it?
Jane:
Probably to my house. I'll hang it up in my room.
Anthony Godfrey:
Yeah, you should for sure. Be sure that you take good care of it. That looks really, really good. And Patrick seems happy up there.
Okay. Let's check out the coding you've been doing. Let's just sit at this table and see what you've got. So this is a Pong game that you created?
Luke:
Yeah.
Anthony Godfrey:
Is that what it looks like?
Luke:
Yeah, so you just take the green flag and then you just have to keep the ball going.
Anthony Godfrey;
Okay. That looks great. I love how the game looks three dimensional.
Luke:
Yeah.
Anthony Godfrey:
You know, I played the original Pong on my old TV. I still have it.
Luke:
That's cool.
Anthony Godfrey:
So let's see. But you created this game.
Luke:
Yeah.
Anthony Godfrey:
So you move it back and forth using the mouse pad?
Luke:
Yeah.
Anthony Godfrey:
And then does it increase in difficulty as it goes along or is this just the first stage?
Luke:
This is just the first stage.
Anthony Godfrey:
Now I can see on the left all the building blocks. So these are all the components that you put together to design the game.
Luke:
This is all just for the ball. So this is the code that I had to upload on the ball and then on the paddle. And I just do this so that it follows the mouse. And then on the line, if it touches the ball, then everything stops.
Anthony Godfrey:
So you've programmed it so that if the ball touches the line, then it stops and so the game's over. And that's the red line at the bottom of the screen there. That is so cool. I'm so impressed you were able to put that together.
Luke:
Thank you.
Anthony Godfrey:
That's awesome. Good job.
Luke:
Thanks.
Anthony Godfrey:
What would you say to teachers or principals who are listening to this thinking about trying the same thing?
Leslie Ewell:
Well, first I'd say is come see.
Anthony Godfrey:
Yeah.
Leslie Ewell:
Come and see it. And second, I would say it's a process and you have to be pretty clear about your expectations and just make sure that teachers understand why we want kids to be able to have this kind of choice, and and then just start. I mean, that's the biggest thing. It took me a while to actually start because I was so nervous about how it would go.
Anthony Godfrey:
Yeah.
Leslie Ewell:
And once we started, it's been the energy in school at the energy on these days is so it's just so fun. They talk about it all day long in the lunchroom.
Anthony Godfrey:
I love that that's happening. Well, I can't thank you enough for diving in and trying this new thing and really transforming the whole school by doing this activity on Fridays. I saw so much energy and and excitement from the students and from the teachers everywhere I went. So thank you.
Leslie Ewell:
Well, thanks for coming in and seeing.
Anthony Godfrey:
Thanks for joining us on another episode of the Supercast. Remember, education is the most important thing you'll do today. We'll see you out there.
Supercast Episode 239: Creative English Class is Music to The Ears of Students
It is a creative English class that is music to the ears of students who are taking the course.
On this episode of the Supercast, we visit West Jordan High School where a teacher who is passionate about music, is making students look at songs in a much more meaningful way. From the Beatles and beyond, join us as we find out why students say their teacher, Mr. Jorgensen is truly rockin his lessons on music culture and helping them understand the meaning behind some of the greatest songs of all time while discussing rhetoric of music.
Audio Transcription[Music]Anthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. It is an English 2010 class that is music to the ears of the students taking the course.
On this episode of the Supercast, we visit West Jordan High School, where Ben Jorgensen is teaching students to be passionate about music and is making students look at songs in a much more meaningful way. From the Beatles and beyond, join us as we find out why students say their teacher is rocking his lessons on music culture and helping them understand the meaning behind some of the greatest songs of all time.
[Music]We're here at West Jordan High School in Mr. Jorgensen's class to talk about the Beatles and music and culture and all kinds of things. Mr. Jorgensen, thank you for inviting us here. We're here with a few of your students as well. Tell us a little bit about this course and this is the culmination of a particular unit. So tell us about what's led you to today.
Ben Jorgensen:
Okay, so I've been teaching at Salt Lake Community College for about 12 years. I've been teaching concurrent enrollment for about six years. When they started letting me teach English 2010, I talked to some other teachers about what they were doing with it because I knew the curriculum was about rhetoric. A lot of them did some really creative things with it. Basically, the idea is that you get to explore rhetoric in its different forms. So I put together several units and because I'm kind of a music fanatic, I developed this rhetoric of music unit. We also have a rhetoric of service unit where they do service projects. We also do have a rhetoric of public speaking where they give TED talks. But this is where we start, and this is the longest unit. So I've kind of developed it and tweaked it over the years. I've just gotten a lot of great satisfaction out of it and students seem to enjoy it for the most part. They learn a lot about kind of the history of music, how it developed, and we focus mostly on modern music from like the 1950s on.
One of the main things that we do is I have a list of albums, impactful albums over the past 60 years. I have five albums from the 60s, five from the 70s, 80s, 90s, etc. Each student has to take one of those albums and do a rhetorical analysis research essay where they research the music, the artist, and the historical impact of that album. Big albums like Michael Jackson's Thriller, any of the Beatles albums, we do Joshua Tree from U2 and we get into even more modern stuff. I think in the 2010s there's an album by a band called Lord Huron on Strange Trails which is also one of my favorites. So yeah, that's kind of where it's gone.
Anthony Godfrey:
Boy, that's fantastic. In this moment I wish I could go back in time and take your class as a high school student. What are some of the changes that you see in students through this music unit in particular? What are some of the discoveries that they've made over the years?
Ben Jorgensen:
Well, they realize how much music does impact culture and their own lives. We look at lyrics and meaning and message. We talk about just sound and tone and how music makes us feel. We do visual rhetorics. We look at a list of music videos and we kind of comment on how the visuals affect how we understand the song or the message of the music. This symposium that we do at the end, I'm always slightly worried that it's going to go well and then I'm always completely relieved that it went really, really well. It's an academic intellectual conversation about the Beatles and that's a pretty fun topic to have.
Anthony Godfrey:
Having the chance to sit in here and watch kind of a fishbowl discussion where you have people out in the crowd watching the six and then they can tap each other on the shoulder, step in, take their place, and join the discussion. It was really hard for me not to jump in and share my opinion because it was so it was such a great environment. It's obvious that you've created this really productive dynamic in your class where people have meaningful conversation with each other, draw each other's opinions out, react in a way that it provides a really deep rich learning. So that was really fun to watch and hard not to be a part of.
So let's turn to you students. Tell me a little bit about, first of all, the unit before we get to the Beatles. How has this changed your view of music and its impact?
Abby Phillips:
I'm Abby Phillips and I say that music is one of the most important things in my life because I'm a dancer. So every day I'm listening to music and I'm expressing myself through movement to music. So it's actually been really cool to be able to apply school to my interests. And so I just think it's really interesting. It's been one of my favorite units I've ever studied in school because I actually care about it. It's just really fun to be able to learn about something that you don't really get to learn about in school.
Ashton:
Yeah, my name is Ashton and I think it's great to have a class all about you in music. My family, my mom's side is from the west coast and my dad's side is from out east and so I grew up listening to any type of music you can imagine. It's always been such a huge part of my life to listen and learn about music. This class specifically about rhetoric, it's very interesting to think of music as a tool to persuade rather than just a song. So it's definitely changed my mindset in that I'm more looking into the ways that artists can persuade an audience to listen and can push their message forward. It's very interesting.
Arlen:
My name is Arlen and honestly this class has been extremely thought-provoking. I like how you dove into your background with music in terms of your father's side and your mother's side because my family is very rooted in Mexico. My stepdad's even Mexican, my mom and my dad are Mexican and then all the way up to my grandparents. So at home, it was a lot of songs that were in Spanish and if it wasn't songs that were in Spanish, it was my older brother playing rap music. So when I was young I grew up listening to a bunch of rap music, some songs in Spanish but it never really appealed to me. So taking this class really– it opened my eyes. I never really dove into the past, I didn't listen to any slower music, I always liked my music fast with not the best lyrical content but you know definitely something.
Jorgensen just opened up my mind to the past. There's a couple of artists that already stuck with me. I know I had to pick the song “Fast Car” by Tracy Chapman for one of my projects and I listened to that song on repeat. Now I get in my car I'm like shoot I don't have a fast car but I've got a car.
I mean, in terms of rhetoric and music I think it's honestly phenomenal. I did a speech just recently in this class about Bob Marley and his effect on music. To do that speech I went to go watch the movie on Bob Marley. So I've been thinking ever since that movie and being introduced to the Beatles, I've been thinking how they appeal to the audience and how the message isn't separated from the music. Actually, Bob Marley says that in the movie, but I think it's just amazing to connect both of those into one. Especially because now I feel like a lot of the rap music that I listened to and a lot of the music I listen to now is very disconnected from the message they want to push. So being able to listen to some of the older music where the Beatles are pushing love and positivity and other people are talking about their own personal trauma and past, I think it's really been amazing to just kind of reflect on myself and reflect on how it affected others at that time to honestly become a better person through the music.
Anthony Godfrey:
So Bob Marley is in particular one that has caught hold of you through this unit.
Arlen:
Oh yeah, most definitely. And you know I just want to point out now that I have the mic I think it's kind of hilarious that Mr. Jorgensen came in the Beatles shirt. I've never seen him in anything other than a suit and tie so I think it's pretty funny.
Anthony Godfrey:
Well, I do like when Bob Marley tells me “every little thing's going to be all right. Don't worry about a thing.” It works. What are some of the artists that the two of you have discovered through this music unit?
Abby:
Well, I have grown up listening to the Beatles. My grandfather's a big fan of them but I think that it really just opened me up to like listening to them in a way I never have before. Like I've never dove into their music and they're singing about the time that they're in and how impactful their messages actually are. And we're gonna learn about like who they are and how they came together and how they fell apart. It's just like the more you know about the artists the more meaningful the music actually is to you. So I think that's been really interesting to actually learn about the Beatles. Not just their music but who they were and how they impacted others. So that's really cool.
Ashton:
I think I have a story that kind of contrasts pretty crazily with I think a lot of people in this class in that I've been listening to music from the 60s and the 70s my whole life and so I know a lot about these bands. This class has kind of pushed me to listen to more modern music. I guess it's not super modern, but I'm talking to talking to Jorgensen all the time he's gotten me to listen to bands like Crowded House and U2 a lot more. I've heard of them but I've never actually took the time to listen to them. I love Crowded House. I think it's a great great band and I'm glad that I got to experience that through this class.
Anthony Godfrey:
I love hearing how it's this class has expanded your listening taste but also impacted your lives in the way that you view the world. It's nice that you get to stream music. I was telling my son last night just how if I listened to music they had to decide to play it on the radio or I had to actually buy it. And when you invested in music you really gave it a deep listen. I think this class gives you that experience as well that you give things a deep listen.
Stay with us. When we come back, more with Mr. Jorgensen's class.
[Music]Break:
Does your student want to become a veterinarian, commercial pilot, programmer? Maybe they want to make a difference as a dental assistant. These are just some of the programs offered as part of Career and Technical Education, CTE in Jordan School District. CTE provides the technical skills needed to prepare students for future employment or a successful transition to post-secondary education. Career and Technical Education provides work-based learning opportunities. We partner with industry experts to offer apprenticeships and internships with students working in the real world at real jobs while going to school. The CTE experience starts in our elementary schools with the Kids' Marketplace and grows through middle and high school. To explore all CTE has to offer in Jordan School District visit cte.jordandistrict.org today and let's get your child started on the pathway to a profession.
Anthony Godfrey:
I really want to dive into the Beatles now so I'm going to ask all the Beatles questions. First of all, your favorite song. Tell me your favorite Beatles song and that's a tough one to pick.
Abby:
I think it's “Yesterday.” That song, it just every time I listen to it, it makes me emotional because it's just so beautiful and I love the message. It's just so well composed that it just brings out all my emotions. There's actually a movie called “Yesterday” it's about if the Beatles didn't exist. I think that like I can't even imagine not knowing that music because it's just it's all so beautiful. And so “Yesterday” is definitely my favorite.
Ashton:
Yeah, my favorite Beatles song is probably going to be “Don't Let Me Down”. I think that it's– I think obviously it's a beautiful song but I think more in retrospect, it kind of serves as a great wrapping up point for the Beatles. It's kind of on the Let It Be album but not really. It's like on the Master Edition and on the Blue album and so it like kind of wraps up the Beatles in a very nice way. It's a very beautiful song, has a very powerful message and it's pretty positive.
Arlen:
In terms of my favorite Beatles song, it'd probably be “Girl” by them or even “I Want to Hold Your Hand”. I do like “Don't Let Me Down” a lot but I'm really big on how the music sounds itself. So that's why I've loved this class actually because it's made me dive into the lyrical content of music more because I've always just been on how it sounds in my ears when I'm not really listening to the lyrics and just how the beat sounds and how it flows. So that's one of the reasons I like “Girl” so much actually. I love the the way it sounds but even diving into the lyrical content like I can't say I 100 percent relate to it. I won't say that but I do like some of the lines they say. I think it's a little bit funny. Some of them do relate to me so that would have to be my favorite song “Girl” by the Beatles.
Anthony Godfrey:
Tell me who is your favorite Beatle? Do you have a favorite Beatle?
Arlen:
I feel like I don't have the traditional favorite Beatle. A lot of people would probably say John Lennon or Paul McCartney. My favorite Beatle is actually Ringo Starr. I love the way he looks. I loved watching some of the the rooftop concert for Apple Studios was it? I loved watching that concert and kind of just seeing Ringo Starr kind of really just beat along to the music and nod his head. I feel like just the way he carries himself makes me laugh and I just it feels friendly.
Anthony Godfrey:
Yeah, it feels friendly. I love that description. Nobody's having a better time than Ringo. Ringo is just there “Hey, I'm so good I'm just gonna fill in all the gaps and do it in a way nobody else could.” So yeah I love that.
Ashton:
I'd probably say George. It's like I think John and Paul, they started as geniuses and it's like everyone knew that they were talented. George was kind of the underdog and he took the time and developed his musical talent and he really blossomed into a I think a wonderful musician. So definitely George Harrison.
Abby:
Well, it's actually funny that Arlen said Ringo because I wrote down in my notes that Ringo doesn't get enough credits for being on the Beatles. This is something that Jorgensen has discussed. Like their music wouldn't be anything without Ringo keeping that beat. And I actually do like how he just jams. And the rooftop concert, their last song they ever performed was "Don't Let Me Down". It that was a really cool video watching them just kind of-- it was just like a farewell. And yeah, Ringo looked really cool in that he was just jamming. He– I don't know he kept the music going and he's the reason that they have their beat and their flow and so yeah, he makes the songs iconic and recognizable because of that that those drums you know.
Anthony Godfrey:
Tell me, do you think that you are going to consume pop culture in a different way now because of this course?
Abby:
I think that definitely this course has given me like the idea that music is not just for the enjoyment of listening but for telling stories and getting messages out. You don't see that as much in modern music I think. I think that music was a lot more meaningful like the Vietnam War and people putting out messages. Like everything was a lot more meaningful and so I feel like I don't know, I try and listen with more intent and try and find a message from what I'm listening to instead of just jamming because it has meaning.
Ashton:
I think that Abby put it pretty perfectly. This course has definitely made me think about music nowadays and pop culture that I'm actively alive for and involved in in a more intellectual and like a more meaningful way. This class has definitely made me put more of an emphasis on learning my surroundings and trying to understand the people that are around me.
Arlen:
You know I love the way both Ashton and Abby put that, and they put it absolutely phenomenally. I actually wanted to say pop culture is more of a lifestyle nowadays than it is just a part of the culture. Every single thing you do now is a part of the pop culture. Every show you watch, every song you listen to, all the clothes you wear, is just all part of the pop culture. And the culture here in America and the lifestyle. Honestly, I do feel like I'm gonna ingest it differently now that I have taken this course and I know a little bit more about the music. But I really hope, and this this is like a far-fledged hope, like I'm really just throwing a bullet on a football field, but I really hope we can even revert a little bit back towards the times where music held a deeper message. A lot of the music now is– it's very personal, don't get me wrong, there's definitely a message there, but the music from the Beatles era was very– it was music for a country. It wasn't music for a specific group or a specific community it was music for America. And I mean, of course they took the world by storm by writing for the masses, but I really hope now and I mean maybe I'll pick up a Mic so that I can start doing what I'm dreaming of. But I really hope now that the music can spread more worldwide instead of being contained to individual areas like it has been.
Anthony Godfrey:
Yeah, I love all those comments and all of them show that this is going to have a lasting impact on you, the study that you've done in Mr. Jorgensen's class. But I think you're right, and this was discussed earlier in class, that the culture is more fragmented. Partially because there are more options, but just also because of other culture and political forces. It used to feel good that everybody knew a certain set of songs and we all had that in common and I love what you said about that. Any parting thoughts?
Arlen:
I mean the Beatles are definitely– I honestly, I'm gonna just say the Beatles is the best band to ever grace the planet of the earth. The Beatles are amazing. I said this earlier as a joke like what was it listening to the albums for the first time but I want to just put my experience out there. It was honestly like giving my heart a thump. It's like having a chocolate bar. It's like I'm gonna just take another bite and another one and another one and by the end of it, like it's better than a chocolate bar because you don't even feel bad. You're just like ‘that was great I loved listening to that’. I just keep on going so I just want to say the Beatles are the best band to ever be made. Amazing. I love the class thank you so much for having me Jorgensen.
Ashton:
Yeah, the Beatles are definitely the best. I remember the very first time that I listened to Sgt. Pepper from the beginning to the end, no breaks. It's such a crazy experience. It's not– you're totally captured and that's not just Sgt. Pepper, it's every album. But Sgt. Pepper is just I think a culmination of greatness, and so them as a band they're just wonderful.
Abby:
I think that everyone no matter your age needs to listen to the Beatles because like Arlen said, they're the greatest band of all time. They changed the face of rock and roll. They changed like what you would normally think rock and roll is. They totally rearranged it and gave people a different idea of what it was. They pushed boundaries and they made really impactful music. So everyone everywhere needs to listen to the Beatles, no matter what.
Anthony Godfrey:
Well, any parting Beatles thought?
Ben Jorgensen:
Just it's been fun. It's a fun unit. I've received so much good feedback from my students and from others about this unit I feel like it is impactful. It is an academic pursuit to be able to look at something and break it down intellectually. Look at lyrical content messages everything like that. It certainly relates to rhetoric, persuasion, impact and I'm just grateful I get to do it it's fun.
Anthony Godfrey:
It's fantastic it's so it's so fun to be part of it today thank you very much for your time and happy listening.
Thanks for joining us on another episode of the Supercast. Remember, education is the most important thing you will need today. We'll see you out there.
[Music]
They were asked to take a swing at designing miniature golf courses and the students proved concentrating on teamwork can pay off.
On this episode of the Supercast, we take you to Jordan Hills Elementary School where STEM specialists gathered groups of students in the gym for a unique lesson. The students were asked to use engineering skills and work in teams to create challenging mini golf courses worthy of a hole-in-one. It was a STEM exercise that was educational and a whole lot of fun.
Audio Transcription[Music]Anthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. They were asked to take a swing at designing miniature golf courses, and these students showed that concentrating on teamwork pays off.
On this episode of the Supercast, we take you to Jordan Hills Elementary School, where STEM teachers gather groups of students in the gym for a unique lesson. The students were asked to use engineering skills and to work in teams to create challenging mini-golf courses worthy of a hole-in-one. It was a STEM exercise that was educational and a whole lot of fun.
[Music]We're here with Susan Smith, one of the STEM specialists at Jordan Hills Elementary, to talk about your inaugural mini-golf course here. It fills the gym. It looks fantastic. It's very colorful. I'm not sure what the fire marshal would say. It's a lot of cardboard and paper.
Susan Smith:
It is. Yes.
Anthony Godfrey:
I think it looks fabulous. And it looks like every single hole has a different theme. Tell me a little bit about how this came to be. As the STEM specialist, of course, you're focused on engineering, math, science, technology, and giving students opportunities to do some real-world sort of work in that area. Tell me all about this project. It looks really cool.
Susan Smith:
Well, for six years, we've been working here as the STEM specialists when the program first started. I have been getting all my ideas off of the internet. We saw this idea several years ago and wanted to try it, but it seemed daunting.
Anthony Godfrey:
And this is the year?
Susan Smith:
This is the year. We decided to really give it a go. We came up with a couple dozen themes, separate themes for each of the classes. None of these classes have the same theme. We all decided they got to pick out of a few of those themes, which ones they wanted their class to do. And so every theme– I mean, there's farm, outer space, RSL soccer.
Anthony Godfrey:
Oh, wow. We're going to take a walk-through. Tell me what are some of the things that you wanted students to take away from this project? What did you want them to learn?
Susan Smith:
The main thing was for them to work together and to cooperate and to collaborate as a class.
Anthony Godfrey:
I love that. Yeah, that's great.
Susan Smith:
It doesn't really matter how well the golf course turned out, although some of them really did turn out well. But no, we really wanted them to learn about collaboration and working together.
Anthony Godfrey:
And how did that turn out?
Susan Smith:
Beautifully. It was awesome. They all just really got excited about it and worked together to come up with all of their different ideas for their individual class course.
Anthony Godfrey:
So is each one a different class? So the whole class worked on the hole.
Susan Smith:
Yes. The whole class made one hole.
Anthony Godfrey:
Oh, wow.
Susan Smith:
Well, the ALPS classes, since they're larger, made two courses.
Anthony Godfrey:
Wow. That looks fantastic. So now, you know, when Arnold Palmer or any of the pros design a course, it's their signature course.
Susan Smith:
Right.
Anthony Godfrey:
So this is like Mrs. So-and-so's signature course for each of these holes. Okay. Well, let's walk through and check it out. I hope I get to play some of them in a minute.
Susan Smith:
Sure. Oh, yeah. You'll have to compete with Mrs. Sanders' class.
Anthony Godfrey:
Okay. All right. Well, I'm up for the challenge. Let's give it a try. All right. Let's check out some of these. On the farm. Look at this one. Looks like we have the...you have to go through the barn. I'm glad I don't see any windmills. The windmills tend to stump me.
Susan Smith:
Well...
Anthony Godfrey:
I have a difficult time with those. Oh, wait. There is one.
Susan Smith:
Oh, yes. We do have something that resembles a windmill.
Anthony Godfrey:
And a pyramid. What kind of guidance did you have to give students as a part of this project?
Susan Smith:
Well, we created parameters that they had to follow.
Anthony Godfrey:
Okay.
Susan Smith:
They had to make something that had a distinct fairway. So we taught them some of the words of golf, like the T-mat and fairway. They had to define the edges by putting some sort of a bumper or a fence around it so that it would guide the ball to the hole in the correct direction that they want.
Anthony Godfrey:
Okay. Okay.
Susan Smith:
Some of them made false pathways.
Anthony Godfrey:
Oh.
Susan Smith:
Like I think this basketball one that Mr. is...
Anthony Godfrey:
Mr. Pringles, it looks like.
Susan Smith:
So there's a fake hole and a real hole.
Anthony Godfrey:
Okay. All right.
Susan Smith:
And they have to decide which one is going to get them there.
Anthony Godfrey:
Nice. This is impressive. This took a ton of work.
Susan Smith:
This is our sixth week.
Anthony Godfrey:
Tell me about the steps that you took them through to prepare to get to this final product.
Susan Smith:
Okay. So we used– we taught them the engineering design process. This is a thing that we've been teaching them all these years. It starts with asking a question. And the question for this activity was, "Can we build a golf course using these materials?" Then we went to the planning stages, the hypothesis, the planning, and we had them write up a design. Everybody got a chance to include their ideas. And then from the plan, we started to create it. We provided them with all of these materials that in fact they have been bringing in and donating from their own houses.
Anthony Godfrey:
Yeah.
Susan Smith:
Like the cardboard tubes.
Anthony Godfrey:
And I see some cereal boxes. Somebody has cocoa puffs in their home frequently. Yes.
Susan Smith:
So from the creation, then we had to go through and test to see if they were going to actually work once they had built some of it. So we would test it, improve it, test it, improve it.
Anthony Godfrey:
I love it.
Susan Smith:
And then finally today is our sixth week. We have the classes coming in during their STEM time to sit and observe the PE class, who is learning about miniature golf.
Anthony Godfrey:
Oh, okay.
Susan Smith:
To come and observe and make some notes and–
Anthony Godfrey:
I love how it overlaps. They're learning to design and create. They're getting to observe all of their hard work paying off.
Susan Smith:
In a real life sort of setting.
Anthony Godfrey:
Yeah, it's exciting.
Stay with us. When we come back we take to the homemade mini-links to test our putting skills.
Break:
Hello, I'm Sandy Riesgraf, Director of Communications for Jordan School District, and we want to invite you to connect with us. So many exciting things are happening in your child's school, your neighbor's school, in every school here, every day. Don't miss out on following the fun or simply staying informed when there's important information we need to share. Join us at jordandistrict.org, or follow us on Facebook, Twitter, and Instagram @jordandistrict. We can't wait to connect.
Anthony Godfrey:
Okay, let's take a look at some of these. So we've got outer space here. We've got on the farm. We've got at the zoo. I love these themes. This is really cool.
Susan Smith:
There's Bug Island here.
Anthony Godfrey:
Oh, let's go to Bug Island. Where's Bug Island?
Susan Smith:
Right over here.
Anthony Godfrey:
Let's walk through. For those who are listening, this is really–this is filling an elementary school gym completely. Bug Island. And everyone signed it. I love that. It is their signature course.
Susan Smith:
Yes.
Anthony Godfrey:
That's perfect.
Susan Smith:
This is Mr. Squire's second-grade class.
Anthony Godfrey:
Oh, wow.
Susan Smith:
Every class signed a sign with their own name so that they know that this is the one that we created.
Anthony Godfrey:
That's awesome.
Susan Smith:
Monkey Jungle is a really good one.
Anthony Godfrey:
Monkey Jungle looks really good. Oh, look at the bananas that were made out of the tissue paper. So if this is where you wrap the tissue paper around the end of a pencil, dip it in glue and stick it on. Okay, so those listening, maybe you can picture that. Then the sides of the track are the paper towel rolls cut down the center and taped and lined up. So let's give it a try. Maybe I'll grab that. Oh, here we go. Here's a club. Blue. I feel like I'm really going to be successful with this.
Susan Smith:
There's the tee.
Anthony Godfrey:
Okay, I set it on the tee. It's intimidating. They've done a good job. All right. Am I banking it? I don't know. I'm trying to use a little geometry myself. Oh, a banana got in the way. This is very appealing, though.
Susan Smith:
Appealing. Oh, I love it.
Anthony Godfrey:
Did I get it in? I did. Almost. Oh, no. I got close, but it's down inside the monkey. All right. It’s inside the monkey's mouth. Not quite. All right. With a little help. Do I get a one-stroke penalty for that? All right. Let's try. Let's see it through here. All right. I think I made it.
Susan Smith:
Did it go in?
Anthony Godfrey:
Oh, that feels good. Yes. Success. All right. Thank you. That's really nice. That's good. Three putting a miniature golf course that should be two. That's about my normal score.
Susan Smith:
That’s your par.
Anthony Godfrey:
So I would say that they've done a very nice job here. We're going to go over to this really colorful one here. I want to check this one out. How's it going, guys? Is this a pretty tough hole to play?
Student:
Kind of.
Anthony Godfrey:
All right. Let's see. Let's see what you got. Let's try it. You're in the rough right now.
Susan Smith:
In the breakdown, after we get back to class, the kids talk about which ones worked well and which ones didn't. This one actually is really hard because of the incline and some of the things just kind of get in the way. But it looks fantastic.
Anthony Godfrey:
And I would think there's a ton for them to learn, even if it's because their hole didn't work very well. You learn something from that just as much as you do if it works well. And you want them to reach for something that's more difficult. If it doesn't work, at least they tried something that stretched them maybe beyond a simpler hole.
Susan Smith:
Yes.
Anthony Godfrey:
We're going to talk with three students from Jordan Hills who helped design some of these. Each of you are in a different grade. Tell me your name and your grade and the theme that your class chose for your hole.
Zikaya:
I'm Zikaya Murray, and we actually did the jungle, which was Monkey Jungle. We did Monkey Jungle.
Anthony Godfrey:
And what grade are you in? You’re sixth grade, right?
Zikaya:
Sixth.
Anthony Godfrey:
So I played that one. I love it. I love the bananas. I think it's a really cool design. It did take me three shots, but I felt pretty good about that. It was in the monkey's mouth after two shots, but I missed the hole.
Zikaya:
A lot of people, you had to hit soft enough, but also hard enough to actually get it into the hole.
Anthony Godfrey:
Did you test it out in a number of times? And what was your best shot? Did you get a hole in one?
Zikaya:
The best shot was made by, I have to remember, Maddie. She actually made it in two shots right into the hole.
Anthony Godfrey:
So everybody felt good. Maddie can do two. It's ready for prime time. We're ready to have students play on this. What was your favorite part of the process of doing all this over the last few weeks?
Zikaya:
My personal favorite was designing the actual thing.
Anthony Godfrey:
Oh yeah, okay.
Zikaya:
It's like designing the monkey and the bananas and the actual base.
Anthony Godfrey:
So what did the design process look like? Did you draw it out on paper, or what did you do?
Zikaya:
We drew it out on paper. There were five designs we wanted to do. So we were going to do a mountain where it was sort of a river and not which the hole was that had monkeys all over it. Or we were going to do a big giant rock and then it had monkeys all over it. All my class wanted to do was to do the monkeys.
Anthony Godfrey:
So monkeys were going to be involved one way or another. It's a great idea, great execution. And did you try to make it hard or easy, or what were you going for?
Zikaya:
We tried to make it hard with the bananas. So Kaylei came up with the bananas because we wanted to make obstacles. So we would bounce into things. We were trying to make it hard but not too hard. Easy enough that someone could do it but not too easy.
Anthony Godfrey:
Well, putting all those bananas on there must have been a bunch of work.
ZIkaya:
Yeah.
Anthony Godfrey:
Well, thank you very much. It looks fantastic. You guys did great. Now tell me your name in grade.
Dezarae:
My name is Dezarae Lund. I'm in fourth grade.
Anthony Godfrey:
And tell me Dezarae, what was the theme for yours?
Dezarae:
The theme for mine, we called it the Challenging Forest.
Anthony Godfrey:
I really like this. This looks cool. Tell me about it.
Dezarae:
So the Challenging Forest, so we started with that one that has the trees. We started off with the animals. As you can see here, this is a wolf. And over there that's a squirrel on the tree. So we have like these separate ideas of people doing. We had some people doing the big footpaths and some people doing the trees, the covering.
Anthony Godfrey:
I see the footprints now. So you're trying to get the ball along big foot's path right along where those footprints are.
Dezarae:
Yeah, and then we had a group of boys putting the cave, and then two boys that did the bridge. That's the waterfall.
Anthony Godfrey:
Tell me what you learned from the process.
Dezarae:
Kind of what I learned from it is that it's more helpful to have lots of people working in different groups instead of like all together. That sounds helpful.
Anthony Godfrey:
So divide up the labor. Have people get a specific assignment and then bring it all together?
Dezarae:
Yeah, and I really liked how people work together.
Anthony Godfrey:
Sounds awesome.
Dezarae:
I think this was a really fun project and I think we should do it again.
Anthony Godfrey:
Well, it turned out great. Nice job.
Dezarae:
Thank you.
Anthony Godfrey:
Okay, tell me your name and grade.
Benson:
My name is Benson. I'm in third grade.
Anthony Godfrey:
Benson, tell me about this hole. It looks really cool.
Benson:
First, we had to start making ideas for it. And we were starting to think of an idea for a sandcastle like over there. But then we couldn't finish it in enough time because there wasn't that much good materials to use for it. Because cardboard is hard to shape into a sandcastle shape. So then we couldn't make it.
Anthony Godfrey:
But you learned some things when the sandcastle and other parts of it just didn't work out.
Benson:
Yeah.
Anthony Godfrey:
What's your favorite part of making this?
Benson:
My favorite part of making it was probably taping on everything. A lot of it was good. Actually everything.
Anthony Godfrey:
Everything. Everything about it was fun. It looks really cool. And I love the palm trees. There's a little cabana over here it looks like. I wonder if you could play it for me? Show me how it's done.
Benson:
Okay.
Anthony Godfrey:
Now is the ball supposed to go over the bridge?
Benson:
But the ball can go through the bridge.
Anthony Godfrey:
It can. But it doesn't have to.
Benson:
We had to add a lot of obstacles and hurry and we didn't decorate them that much.
Anthony Godfrey:
It still looks great. You've got the half paper towel rolls all along the border so the ball will stay in. Let's see what you got. Oh whoa! You're right in range right there. You just took it right over the bridge. Oh so close. Two good shots. Oh now all those obstacles you were telling me about are getting in the way. Alright, get it in there. It's almost there. There we go. Yes! Nicely done. Well done sir. That looks great. Oh hey and there's a bumper around the hole so once you get past the sunset it goes right in.
Benson:
Otherwise, if you hit it too far it might go out a bit and drop down.
Anthony Godfrey:
You obviously knew that the bumpers were there because you really hit it once you got close to the sunset there.
Benson:
Yes.
Anthony Godfrey:
Well, you hit the ball into the sunset and you made for a very picturesque shot. So well done. That was awesome. Thank you, Benson.
Anthony Godfrey:
You said earlier that this was pretty daunting. Seeing the final product I could see that it was a ton of work.
Susan Smith:
It was.
Anthony Godfrey:
Was it as difficult as you expected it to be?
Susan Smith:
Yes.
Anthony Godfrey:
Are you still glad that you did it?
Susan Smith:
Yes, absolutely.
Anthony Godfrey:
And will you do it again?
Susan Smith:
Maybe in a couple of years.
Anthony Godfrey:
Maybe in a couple of years. You need to kind of reset.
Susan Smith:
We need to reset. We need to refine. My cohort and I need to go back and do the engineering design process ourselves and see where we can improve. We have been collaborating with the children and hearing their opinions about what they thought, and we’ll take some of their opinions and ideas into consideration when we try to do this again in two to three years.
Anthony Godfrey:
Now just for those who may not know exactly how this all works as STEM specialists what you do is you take over class during the week for an hour at a time so that teachers can collaborate.
Susan Smith:
Yes.
Anthony Godfrey:
And have their prep time and that sort of thing. So you get the students how often?
Susan Smith:
Once a week. We get each class once a week for 40 to 45 minutes. And it's also like at that same time the other students in the same grade will be in PE or computers or music or library.
Anthony Godfrey:
I would imagine that that's a 45 minute period that they look forward to every week. It's a nice break in their week. They get to do something different. And I love that you're providing such great projects to teach STEM at a whole different level. At a level that's very meaningful for them.
Susan Smith:
Yes. And really what we're trying to achieve is just having them be able to think differently. Think outside the box. And to work together as teams. Sometimes we have small group activities. Sometimes we have large class old class activities and they do. They love it.
Anthony Godfrey:
Well, thanks for what you do. I think this is awesome. I'm going to play a couple more. Thank you again for everything.
Susan Smith:
Thank you so much for coming.
Anthony Godfrey:
It's my pleasure.
Thanks for joining us on another episode of the Supercast. Remember, education is the most important thing you will do today. We'll see you out there.
Supercast Episode 237: Black Student Union Helps Herriman High Celebrate Iconic Musicians from the 1960’s and Beyond
It was a project which was part of Black History Month at Herriman High School and it had a musical twist.
On this episode of the Supercast, we introduce you to some members of the Black Student Union who organized an amazing display celebrating the accomplishments of iconic black musicians dating back to the 1960’s. Join us as we travel back in time, getting to know the talented artists and their music that made history.
Audio Transcription[Music]Anthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. It was a project that was made for Black History Month at Herriman High School, and it had a musical twist.
On this episode of the Supercast, we introduce you to some members of the Black Student Union who organized an amazing display celebrating the accomplishments of iconic Black musicians dating back to the 1960s. Join us as we travel back in time, getting to know the talented artists and music that made history, as well as some recent recommendations.
[Music]I'm here with five of the students that are part of the Black Student Union here at Herriman High School. Why don't you introduce yourselves and tell a little bit about yourself.
Efrain:
Hello, my name is Efrain Villa Matos. I normally go by Effie. I have been a member of this club since its inception, and I am a musician and a student at Herriman High School.
Trace:
My name is Trace Pounds. I'm the president of the BSU. A little bit about myself is I'm an athlete. I do track and basketball and also like doing art and stuff.
Nigel:
My name is Nigel Feese. I do track with the president, and I'm also part of the social media team for the BSU.
Elsie:
Hi, I'm Elsie Rhys. I'm the secretary of BSU, and I play the cello.
Ariel:
Hi, my name is Ariel. I am a musician and an athlete. I'm part of BSU.
Anthony Godfrey:
Okay, you're all obviously very involved in a number of things at school. Tell me about BSU, what it means to you, how it started, all of that.
Student:
Sure, I feel like all of us have been friends ever since we kind of came to this school. So when Miss Codella kind of approached us to start a Black Student Union, it was something pretty inspiring to us because obviously being just not white in Herriman High School, we are kind of different. So having that safe space for us to just be able to hang out with our friends was incredible. I mean, us just being able to be ourselves together was really important to our tenure at this school, and so to me, this is something very important and something I love being a part of.
Student:
Yeah, that's the same thing for me. We're just having that safe space is just really useful, and like you can meet new friends, you can talk to people, and you can feel safe rather than you kind of just go out and you don't know what people are going to say or how they're going to treat you. Just having a safe space for people to meet and talk to each other.
Anthony Godfrey:
Sure.
Student:
Yeah, I like it just as a sense of community with people who are like me, and I just get to relate to.
Student:
Adding on to what they said, me and Ariel were from Brooklyn, so the difference in culture here was very shocking. Just having a community for us to be able to express ourselves and have similarities with other students, it's very comforting.
Anthony Godfrey:
Tell me a little bit about this display. Who was most responsible for the display here?
Student:
We all had our parts, and obviously I kind of just went over and assigned people, because we want to give them leadership opportunities and opportunities to have creative control. So we had all the decades listed that we wanted to feature, and then we were like, "Hey, I need to have like two to three people sign up for each of them." So I know that we had many different people, but my main one that I focused on that I kind of was a part of is the 2010s.
Anthony Godfrey:
Okay, let's go look at the 2010s. Is that Kendrick Lamar there?
Student:
Yep, Kendrick Lamar, yes. And we also wanted to talk about black artists and musicians, but also other things that they do. Because not only do they create music, but they also create a sense of community. I talked a little bit like Tyler, the Creator, how not only did he influence music, is he also streetwear and just kind of how people dressed in general. Where it's like music doesn't, it's not just music, it changes culture. So yeah, not only talking about things that they've done in music, but things that they other.
Anthony Godfrey:
What's your favorite album by Tyler, the Creator? Because I spoke with a student just the other day who was telling me about one I need to listen to.
Student:
Yeah, he has a lot of good ones. Some of my favorites, I'll probably say Igor.
Anthony Godfrey:
That's the same one they mentioned is Igor.
Student:
Okay, I'm a bit of a traditionalist and my favorite by him is Cherry Bomb, which is the least favorite by everyone else, but, I love it.
Anthony Godfrey:
So I start with Igor, and I go to Cherry Bomb. So I get the full range.
Student:
I would probably go to Flower Boy before I went to Cherry Bomb.
Student:
It's a more, it eases you into it, because his music is very out there. So Flower Boy is very avant-garde or whatever.
Anthony Godfrey:
So maybe I need to listen to all of his stuff. That's what you're telling me.
Student:
Yes, and definitely even watching like a video. When I was doing research for it, like watching video essays, I'm like, “Wow". There's like, it's a lot more depth to not only is he's telling a story, like even in his first three albums, last two mixtapes, he told a story about someone where it wasn't, it's not just individual albums standing on their own. It's like a whole story that comes together.
Anthony Godfrey:
Okay.
Student:
And I was mostly responsible for the 2000s, but I kind of like to talk about why we chose to do music as a whole. I mean, obviously, for Black History Month, a lot of people focus on like, a lot of the civil rights activists and a lot of the people who acted during slavery to help free the slaves. And that is an important thing, but we want to kind of stray away from that and show kind of the modern Black people. Some of the most influential people in our country have been these Black artists. And obviously, in the modern day, as a whole, like artists, musicians and directors, and influencers as a whole are some of the most important people responsible for like what we consume as a whole, and what we see every day. So we thought it was pretty important for us to shine upon some of the most influential artists of well, the past like seven decades or so.
Anthony Godfrey:
Sure.
Student:
I covered the 2000s. You know, I'll be completely honest, I'm not necessarily like the biggest fan of all of these musicians. But you know, we got Rihanna, Lil Wayne, Mariah Carey, there's Kanye West, Beyonce, I mean, you can't not know their names.
Anthony Godfrey:
There are some greats that came out of that era for sure. Tell me about these other areas. What is your favorite era? 2000s is not, tell me what's your preference?
Student:
Probably like 1000%, like either the 90s or the 2010s. I grew up in the 2010s and all my favorite artists are from the 2010s. You know, people like Kendrick Lamar and J. Cole, incredible musicians. And you know, I grew up listening to them and I was there for the release of some of the projects. So that was really cool.
Anthony Godfrey:
Yeah, it means something different when you were there when they first came out. It's different to listen to it when it's new. Speaking of which, I was listening to things that were new in the 80s. Any 80s music that you particularly like?
Student:
Well, yeah, like the start of hip hop, people with Nas at the end of the 80s, who are like pretty much set the wave for like that. Also, like a lot of R&B artists, and like, just a lot of influential things. And although I can't like name all of them once I hear it, like, it's just, comes back to me
Anthony Godfrey:
Yeah, sure. Is there something that surprised you about music or that you discovered by putting these displays together?
Student:
Definitely just like looking at like, even though I really kind of focused on one even just reading through a couple of them, like, wow, there's just a lot of people that like I knew the names of, but I didn't know necessarily what they did and learning more about them. I was like, oh, that's that putting a name to the face in like a career as well.
Student:
Yeah, it's kind of insane how almost like the grand majority of the most influential artists across all these decades, were all black musicians, they really paved the way and led the culture and it's just, it's really cool.
Anthony Godfrey:
What do you hope people take away from seeing this display?
Student:
Kind of just like acknowledgement to where it's like, what kind of how he said is like a lot of prolific artists throughout the years are black and just like realizing black culture and stuff and their influence on the community as well.
Student:
Yeah, I would just say like acknowledgement and appreciation for like artists throughout the decades and just like what they've done and the impact they've had.
Student:
Because you know, this is a little more than the music, right? To just like kind of see past just the music and really see the people who made it.
Anthony Godfrey:
We're here with the advisor for the Black Student Union. Introduce yourself and tell us a little bit about how this got started.
Vickey Codella:
My name is Vickey Codella and we started the Black Student Union last year. We got started a little bit late in the year, but we have really taken off this year. We've done a trunk or treat in October. We did a fundraiser for our school-wide Hearts of Gold thing. And then we did our setup for the Black History Month walkthrough museum for the students. We're just trying to be a big presence in the school and be of service and also have a strong voice.
Anthony Godfrey:
What impact do you want the club to have in Herriman High School?
Vickey Codella:
The kids who are a part of it, I just love watching them blossom into having a voice and feeling confident in who they are. So that's been really pleasant. And also like showing up for the Principal's Roundtable and just having a strong presence in the school, which is nice. And I just hope that the kids that are not part of the club can see that and appreciate their efforts and who they are.
Anthony Godfrey:
Well, thank you so much for everything you do. I know you're very active in supporting students in the BSU, and thanks for taking time with us today.
Vickey Codella:
Of course, thank you for coming.
Anthony Godfrey:
Stay with us when we come back. We'll talk more about the talented musicians and familiar tunes that made history, as well as some current recommendations from high school students in the know.
Break:
Hello, I'm Stacee Worthen, Secondary Counseling Specialist for Jordan School District. Do you know all the ways Jordan School District counselors can help you and your student? School counselors play such an important role in our schools. They provide parents with resources to help guide their children in academics. They provide support with the mental and social well-being of students in our schools. And if you are in the process of preparing a student for college, or just beginning the conversation of higher education now is the perfect time to reach out to your child's counselor. We can assist with college applications and college readiness. I encourage parents and guardians to schedule an appointment and get to know your student's counselor. Together, counselors and parents can help develop plans and strategies for students to succeed long after they leave Jordan School District. Reach out! We're always here to help. You can find us and learn more at counseling.jordandistrict.org.
Anthony Godfrey:
Tell me your name.
Student:
I'm Brenden Schmidt.
Anthony Godfrey:
Tell me about the '60s display here.
Student:
So this one is Ray Charles. That's the one I did personally. He's like one of the most influential singers. And another song, this is kind of from the '70s, one of my favorite songwriters and singers, Donny Hathaway. I sang one of his songs at our cultural assembly at our school.
Anthony Godfrey:
Which one did you sing by Donny Hathaway?
Student:
It's called "Love, Love, Love."
Anthony Godfrey:
Yeah.
Student:
It's a little bit older. It meant a lot to me because he's one of my favorite artists and he puts a lot of feeling into his music. And even if he doesn't write it, he makes it his own music.
Anthony Godfrey:
I love Donny Hathaway. Actually, I love his Christmas music too. What's the song? "This Christmas." That's a good one.
Student:
Yeah, that's great.
Anthony Godfrey:
Since you chose to feature music for Black History Month, tell me what are, who is your favorite? I know you were each assigned a decade. Tell me about your favorite recording artist. I'm a huge music fan, so you got to tell me the artist and you've got to tell me the album that I need to listen to from that artist so you can expand my horizon a little bit.
Student:
Especially recently, Smino, he's one of my favorite guys to listen to. I've just kind of, I've especially started listening to music more and more in the past couple of years. And just like, he's been one of the artists that I've discovered recently that I just like.
Anthony Godfrey:
Is he new? Is he part of a group previously?
Student:
He's been in the industry for about like 10 years. He is a new artist. That's when he like kind of started becoming popular. He is part of like the alternative R&B movement that like people like Frank Ocean led, but he kind of spearheaded and put towards more of a bubbly kind of fun wave. Smino, incredible artist. I absolutely love him.
Student:
And I just love so many of his songs where it's not, it doesn't necessarily all sound the same. Like he does a lot of different things and it all sounds great.
Student:
I would say my favorite artist is SZA because I used to listen to her a lot when I was a kid. And growing up in Brooklyn, we used to listen to her all the time. And now being in Utah, it's like so different. So listening to her reminds me of who I am and where I came from.
Anthony Godfrey:
That's awesome. Now I saw SZA on the Grammys and she's really taken off. Were you listening to her in the early days?
Student:
Yeah, I listened to her before anybody else knew her. I'm an original fan.
Anthony Godfrey:
So what should I listen to first?
Student:
I would say Love Galore because my mom used to play it all the time.
Student:
My favorite artist is Quadeca, but I think a more relevant artist to talk about is one of my most influential musicians. His name is Slauson Malone. Interesting person, but he makes masterpieces. I think his albums are really experimental. I like how they take elements of like old soul records, but as well as mixing it with live instrumentation. He was previously in a jazz band called Standing on That Corner. And I like how he mixes bits and pieces from so many different eras to tell a story in the modern world. It's kind of scary music, definitely very experimental and not for the average listener. But if you're into weird stuff, you might like it.
Anthony Godfrey:
Okay, great. Experimental for sure. What else?
Student:
My favorite artist right now, I've been listening to more music as well recently, but my favorite artist right now is Lucki. My personal favorite album by him is probably his first one. I generally forgot about it. But my favorite song is probably Count on Me 2. And I just like them because it's different from what a lot of people like now. And either that or Frank Ocean too. And Frank Ocean–
Student:
Even though he hasn't dropped recently, his music is still good.
Anthony Godfrey:
Yeah, he is kind of an enigma.
Student:
My current favorite artist is uh, it's a Sleepy Hallow and Sheff G. There are two people that grew up around the New York area.
Anthony Godfrey:
Sleepy Hollow and Sleep G?
Student:
Sheff G.
Anthony Godfrey:
Sheff G. Okay, tell me about them.
Student:
Um, they’re just two people that grew up around New York. They just grew up together. I listen to their music a lot. I like it.
Anthony Godfrey:
And are they taking off?
Student:
Uh, yeah.
Anthony Godfrey:
Can I find their stuff to stream?
Student:
Oh, 100%.
Anthony Godfrey:
Is there a particular album or um, mixtape?
Student:
The newest one that I found is From the Can by Sheff G. And the other one from Sleepy is, I don't remember the album name, but he just recently dropped some new music.
Anthony Godfrey:
I'm gonna have to do a follow-up with you guys after I've listened to all this stuff. Well, it's been a real pleasure talking to all of you. Uh, good luck with all of the remaining BSU activities this year. And uh, great job on the display. It's awesome talking music with you. And like I said, I'm gonna go back and download all these on title and get listening.
Student:
Thank you for your time. Thank you for putting us in the spotlight. We really appreciate it. Thank you.
[Music]Anthony Godfrey:
Thanks for joining us on another episode of the Supercast. Remember, education is the most important thing you'll do today. We'll see you out there.
[Music]
He is a long-time physical education teacher who has put the fun in fitness and inspired students along the way.
On this episode of the Supercast, we head to the gymnasium at Copper Mountain Middle School. There, we discover why PE teacher Patrick Keating and specialist Tricia Rojas are passionate about finding interesting ways to keep kids active and why it is so important, especially in middle school.
Audio Transcription[Music]Anthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. He is a long-time physical education teacher who has been making fitness fun and inspiring students for many years.
On this episode of the Supercast, we head to the gym at Copper Mountain Middle School. There we find out why PE teacher Patrick Keating and specialist Tricia Rojas are passionate about finding interesting ways to keep kids active and why it is so important, especially in middle school.
[Music]We're here at Copper Mountain Middle School to talk about physical education with Pat Keating and Tricia Rojas. I'll give you just a moment to introduce yourselves.
Pat Keating:
I'm Pat Keating and I've been at Copper Mountain Middle for, this is my 11th year. Total years of teaching this is the 33rd year for me.
Tricia Rojas:
Hi, I'm Tricia Rojas. I'm the Health and PE specialist for Jordan School District. I support all of our Health and PE teachers as they support our students. I've been in this district for five years now, started out my teaching career in Texas, and really happy to be here. Thank you.
Anthony Godfrey:
You spent time in the military as well.
Tricia Rojas:
That's true.
Anthony Godfrey:
Tell me about all the things you've done that have led you to this point.
Tricia Rojas:
Well, so I did. I went right in the military when I graduated high school and worked on weapon systems. In the military, you get a side duty or a collateral duty in addition to your normal job. Mine was to facilitate the fitness test that all military personnel are supposed to do every six months. I would hold that and then anyone who didn't pass, I would train them for the next six months and get them into shape, get them ready. I ended up loving that job more than my main job that I was there to do. That's where I started, I got my interest in fitness and health.
After the military, I went into the fitness industry where I became a personal trainer, got my kinesiology degree. As time went on, my husband was a teacher, he was a coach, and inspired me. So I went into education and ended up loving it.
Anthony Godfrey:
I love that. That's a great range of experience that you bring to help support teachers. Now Mr. Keating, I'm going to have to call you Mr. Keating. I'm a Big Dead Poet Society fan. Mr. Keating.
Pat Keating:
Seize the day.
Anthony Godfrey:
Yes, that's right. Tell us about where you first got interested in fitness and the journey that brought you here. I know you've worked at a lot of different schools with a lot of people that you and I have in common over the years.
Pat Keating:
Yeah, for sure. First of all, I played sports my whole life. I couldn't get enough of sports. I pretty much dabbled in just about every sport known to man. In college, I played football up at Idaho State and stuff. I didn't go into the military. I had all four brothers who went into the military, I was the only one that didn't. They said, "If you can go play football in college, you go play football." So I did.
And then I just, for whatever reason, sports just became such a part of my life and fitness and stuff. I just thought, "You know what? This would be a great thing for me to pursue." So I went into education and I got a double major in special education and physical education. So I have bounced back and forth with the two. I think I've spent 14 years in special ed and this is my 19th year in physical education.
Anthony Godfrey:
Well, that shows your range as an educator to be able to be such an effective special educator and switch to physical education. And like I said, you're iconic. Lots of people know you and really admire the work you do as an educator. Talk to me about the impact that a physical education class can have on a student.
Tricia Rojas:
Well, the PE teacher has a unique place in the school and an opportunity to reach kids in a way that the classroom teacher doesn't have the opportunity for. So being able to take the kid, get them moving and give them this free space and judgment-free zone to just try, rather than being a competitive thing or for a grade. Just try. See what you can do. Set your own goals. Try to reach them.
Anthony Godfrey:
Tell me, Pat, tell me about the impact that you've seen over the years of physical education on individual students.
Pat Keating:
Well, I've seen kids totally blossom. I've had kids come in that, like you said, they had no sports background. They had no confidence in doing things. They wanted to kind of stand in the shadows because they'd see other kids that played football or basketball or all these sports.
So my big thing is, which we were just playing, is floor hockey. It's a sport that– hockey in general is a sport that's not huge in Utah. So I usually like to start a semester or a quarter out with floor hockey. And I tell the kids, “Look, who plays hockey in here? Sometimes I get one hand go up. Sometimes I don't have any with 40 or 50 kids. And I tell all the kids, “Look around, see how many great hockey players we have in here.” And I said “You're all starting at the same level. It doesn't matter if these other kids play sports. This is a totally different sport. They have no background in it.” And for whatever reason, it kind of lights a fire underneath them to like, ‘hey, you know what? I mean, they don't have any experience in this either.’ And they get out there and they start trying.
And man, I see some kids that are so kind of withdrawn and skittish. It just lights a fire in them. And so it kind of triggers them to try in these other sports, even though, like when we do soccer, we'll have a lot of kids that have soccer experience. Or when we do basketball. But starting out with floor hockey kind of sets a good tone to get these kids feeling like, “Hey, I can do this”, you know.
Anthony Godfrey:
I love how intentional you are about creating that experience early on so that students feel very comfortable trying something different and really putting all of themselves into it.
Pat Keating:
Yeah. And I always tell them, I said, “Look, this is the one class that even if you're not great in here if you're giving me a great effort, you're participating, you show good sportsmanship, you can get as good a grade as the kid that is the elite athlete in here. What other class can you do that? In math, if you do terrible on a math test, you're not going to get an A.” This is a class that you know what, you come in, you participate, you know what, you have fun, you get active, you're moving.
My big thing is just to get these kids moving. That's always been my goal and stuff. I mean, because, you know, people say, “Oh, hey, obesity is an epidemic.” Nope. Inactivity is an epidemic. Obesity is the result of that. And if we can just get these kids moving, it doesn't matter. I don't care if they're good. I don't care if they can throw a ball 30 yards as long as they're trying and they're moving and they're participating. I feel like I've won if I can get them to do that.
Anthony Godfrey:
I love that approach. There are so many benefits to students, like you said, from just getting out there and moving. And I think they benefit the rest of the day or if they're taking this class early in the day, the rest of their classes, their mind is operating better when they get to get out there and move.
Pat Keating:
Yeah, yeah.
Pack it in the middle. Edges, edges, go up the edges.
Anthony Godfrey:
So we're down in the gym now and we've got some bright orange pucks and some brightly colored sticks here. Am I supposed to bang it against the floor to kind of get it?
Pat Keating:
Yeah, sometimes they do that. So we teach the kids the ready position. The top hand is always at the top of the stick, bottom hand is about halfway down. So if you were to lean forward, you kind of can support yourself a little bit with it. When we teach them how to shoot, the first thing the kid wants to do is wind up–
Anthony Godfrey:
Oh yeah, they want to come way up.
Pat Keating:
–and then they want to come through. So we eliminate all that. In hockey, that's a slap shot. We won't let them do slap shots. So in here we teach them just a little wrist shot or a little snapshot. So there's no backswing, they just trap the puck. They come forward and they get out to that front foot. See how my body will square up as I turn it. So as I pull forward, then I snap the puck.
Anthony Godfrey:
Oh wow, you're good at that. Okay, so you lean forward.
Pat Keating:
Yeah, and then you get it out. Once you get it out, up past your front foot, then you push and snap.
Anthony Godfrey:
Oh hey, that went farther than I expected it to. It did not go up in the air though, like I wanted it to.
Pat Keating:
So it's just a push. I tell the kids, it's a push and then snap. So it's pushed and then snap.
Anthony Godfrey:
Hey, got some air that time.
Pat Keating:
There you go.
Anthony Godfrey:
I've got to twist a little bit more though, right? Then the one knee.
Pat Keating:
Yep, you're just going to put a little pressure on that stick. See that one you slapped and come up through.
Anthony Godfrey:
I slapped.
Pat Keating:
Yep.
Anthony Godfrey:
Dang it. Oh, I didn't think about that. There's a lot to think about. There's a lot to think about.
Pat Keating:
There's definitely a lot.
Anthony Godfrey:
That is really fun but you know what? As soon as the puck leaves, I want another puck right there to try it again.
Pat Keating:
Oh yeah.
Anthony Godfrey:
You're right. Ijust want to keep trying and make it better and play through the mistakes just like you said.
Pat Keating:
It is definitely addicting. Once we get these kids going, you'll see how much fun they have with this.
Anthony Godfrey:
That’s awesome.
Stay with us. When we come back more with Patrick Keating and Tricia Rojas.
Break:
In Jordan School District, we like to support students in and outside the classroom along with their families. That's where the Jordan Family Education Center comes in, offering support services and a wide variety of classes for students and their families, free of charge. You can take a class called Blues Busters for children feeling sad or worried. Just Breathe is a class that helps students reduce stress. Or how about a class that supports parents in helping their children make and keep good friends. There are also support groups and free counseling, all provided by Jordan School District school psychologists, counselors, and school psychology interns. To find out how you can benefit from free family support services offered by the Jordan Family Education Center, call 801-565-7442 or visit guidance.jordandistrict.org.
Anthony Godfrey:
So guys, tell me about playing hockey in this class.
Student #1:
It’s pretty fun.
Anthony Godfrey:
What do you like about it?
Student #1:
Shooting the puck.
Anthony Godfrey:
Shooting the puck. Have you had some goals?
Student #1:
Yeah.
Anthony Godfrey:
Oh yeah? How about for you? What do you like about it?
Student #2:
Yeah, I love the competition. We have a competitive class, so it's fun.
Anthony Godfrey:
How long have you been able to stay on the winner's court? How many teams have you blown through?
Student #2:
We've gone a day without losing a game.
Anthony Godfrey:
Oh wow, that's awesome. That's great. Tell me about Coach Keating. What's he like?
Student #2:
He's great.
Student #1:
He's so fun.
Student #2:
He's a great teacher.
Anthony Godfrey:
What do you love about his class?
Student #2:
I like all the activities that we get to do and he gets to teach us some basic skills for those other teams.
Anthony Godfrey:
That's awesome. What do you like about Coach Keating?
Student #3:
What I like about Coach Keating is that he's fun. He's very muscular.
Anthony Godfrey:
Oh yeah?
Student #3:
Yeah.
Anthony Godfrey:
Something to aspire to?
Student #3:
Yeah, it inspires me to get muscles.
Anthony Godfrey:
Do you think you can grow as tall as Mr. Keating?
Student #3:
Yes.
Anthony Godfrey:
Okay, I believe in you. I think you can do it.
Student #3:
Thank you.
Patrick Keating:
Hey, glasses on! Glasses on! Here we go, get ready. Spread out, spread out!
Anthony Godfrey:
We're up in the room where you do circuit training with students. Just tell us a little bit about this. You've got machines throughout the room. I'm sure this is a very popular spot.
Pat Keating:
Yeah, so our fitness room, we set it up for circuit training and we've got 25 stations. So the kids will partner up. Two kids do a station. Every station has either a machine and then a secondary exercise. So when one of the kids is on the machine, their partner is out front, either doing push-ups, jumping jacks, jump rope, or whatever the secondary exercise is.
We do intervals of about 35 to 40 seconds. The clock will beep, the kids will then switch, the kid on the machine will do the secondary exercise, the kid doing the secondary exercise will go to the machine. The next time it beeps, they move to the next station. We have built-in water breaks about every 12 stations, so the kids know exactly when they can be in the hall and get a water break and when they can't.
Anthony Godfrey:
So it's very structured, it's cooperative where they're working together, and there's always something for someone to do, so you're making the most of that time.
Pat Keating:
Yes, there's never any downtime unless they're on a water break.
Anthony Godfrey:
You know, everyone has been in a PE class over the course of their life at some point or another. Tell me, what are some of the myths about physical education class? What are maybe the misunderstandings? Sometimes because we've all been in school, we think things haven't evolved and things haven't changed. How are physical education classes different now from what they used to be?
Pat Keating:
Well, I think the big myth is we just roll a cart of balls out and say go. And it can't be farther from the truth. At least not in the middle school setting that I've always taught in. We teach. We teach skills, we teach drills, we teach the rules, we simplify it and stuff.
We take out hard rules to learn and stuff so the kids can enjoy the game. We take out offsides in soccer because it would take us a whole month to teach these kids that don't have soccer experience. So we simplify the games and stuff so they can all play it and have a good time and not always be thinking, ‘Oh, is this correct?’ And we'll let them know if it is or isn't.
I don't know if you know this, but we have an open gym two days a week after school, on Tuesdays and Thursdays, every Tuesday and Thursday. And we get about 50+ kids every Tuesday and Thursday that come after school and play for an hour. We set up volleyball, we have basketball, badminton, we'll put balance boards out. We'll have all these different activities for these kids to play and they come religiously every single day. And they have a little barcode, they scan in and sign in and stuff. And if they want to make up runs that they've missed or anything for PE, they can come make that up.
But they come in and it is such a good program. If we did it five days a week, we would have the gym packed five days a week after school. I mean, it's just I love it because I'm thinking myself, the kids who are showing up are kids that don't have anything like that available to them once they leave this school.
Anthony Godfrey:
I love hearing that. I love that you make that available to them.
Pat Keating:
Yeah, so it's been really awesome.
Tricia Rojas:
Yeah, I think that's a really, really good point. And I'm seeing these opportunities popping up at different schools throughout the district because I think the teachers are seeing a need for it. I don't think it's that the kids don't want to be active and they don't want to go play outside. But the screen is so enticing. Whenever a kid's given a choice, an option, go outside or play on your screen, it's almost automatic screen time. But when you remove that access, I think they find that they find their joy and their love of being active again. It's being a kid. That's great.
Anthony Godfrey:
While you're out and about supporting physical education teachers throughout the district, what are some of the great things that you see happening out there? What are the characteristics of a really successful physical education teacher?
Tricia Rojas:
Number one is engagement with the kids. The relationships that they build, the high fives are out at lunch duty. It's really happening a lot outside their class as well. You see the kids just light up. It is definitely the relationship with the kids that these coaches are making. And they'll work for them. You know, they'll work in the gym and in their classrooms because they just build that rapport.
Anthony Godfrey:
And Pat, I love the way you described it. You provide an environment where students who are athletic are able to excel and really be at their best. And students who aren't sure they belong here can really find things within them that they didn't think were there. And so that's a pathway to creating a relationship with every student that walks in your door.
Pat Keating:
Yeah. It's fun to see their eyes light up when they make their first goal in hockey. Or finally make a basket at the end of the basketball unit. Because I tell all the kids, “Look, it doesn't matter. If you miss, you keep trying.”
That's the beauty of sports. You don't have to back up like you do in math and correct a mistake and you race it and go back to where you made the mistake. In sports, you keep playing through mistakes. You just keep playing hard and good things will happen and stuff. So I'm always encouraging you to keep going, keep going, you know.
Anthony Godfrey:
That's great advice. Play through your mistakes. Just keep moving forward.
Tricia Rojas:
Yeah and for me, the mental resiliency that comes. I believe that you know, your mental toughness is directly tied to your physical abilities. So whenever you do something difficult physically, it naturally builds up your mental toughness and resiliency.
Anthony Godfrey:
Well, thank you both for taking the time. I'm thrilled with all the opportunities you're giving students. I wish I could go back in time and take your class.
Pat Keating:
Oh, you'd be good.
Anthony Godfrey:
It sounds so great. And just thank you for what you do to support teachers throughout the district. This has really been a thrill to talk with you both.
Pat Keating:
Well, thank you.
Tricia Rojas:
Thank you, Dr. Godfrey.
Anthony Godfrey:
Thanks for joining us on another episode of the Supercast. Remember, education is the most important thing you'll do today. We'll see you out there.
[Music]
It will help to keep everyone safe and informed in the event of an emergency in one of our schools or buildings. It’s called Standard Response Protocol or SRP and it provides consistent, clear, shared language, and actions for all students, staff, first responders, and parents. It is language that can be applied to any emergency situation.
On this episode of the Supercast, find out why state law now requires all school districts to adopt SRP and how knowing the language is essential to everyone for the sake of safety in our schools.
Audio Transcription[Music]Anthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. It will help keep everyone safe and informed in the event of an emergency in one of our schools. It's called Standard Response Protocol, or SRP, and it provides consistent and clear language and actions for all students, staff, first responders and parents. It is language that can be applied in any emergency situation.
On this episode of the Supercast, find out why SRP is now being used statewide and why knowing the language is essential to everyone to help keep our schools safe.
[Music]Today we are at the South Jordan City Public Safety Building to talk with School Safety Coordinator from Jordan School District, Matt Alvernaz, and Sergeant Eric Anderson, who oversees the school resource officers in our schools for South Jordan City. Gentlemen, thank you very much for taking time to talk with us about the new terminology and the new actions that are in place for schools to take in case of emergency.
One of the things that's exciting about this is that everyone in the state is on board now, and this is terminology that's going to mean the same action and means that we take the same action throughout the state, which is really going to help. But before we dive in, just give me a little introduction about yourself.
Matt Alvernaz:
So I'm Matt Alvernaz. I'm the School Safety Coordinator. Prior law enforcement of 14 years. Before that I did four years with the Army as a ranger in special operations, and now work with the Jordan School District. I was a school resource officer myself, so I do have experience in the schools as well, and it's been an enjoyable transition. And I'm now the trainer of trainers for the standard response protocols for Jordan School District.
Anthony Godfrey:
Okay, great.
Sergeant Eric Anderson:
As Anthony said, Sergeant Eric Anderson, I am with the South Jordan City Police Department. I've been with South Jordan for over 22 years. I actually joined in 2001 with every intention of leaving, and I never did.
Anthony Godfrey:
We're glad you didn’t.
Sergeant Eric Anderson:
Yes, no, it's been great here. I've worked in investigations- eight years in there, SWAT team 12 years. Like Anthony said, I now manage our SROs, and I'm a myriad of other things, but that's my primary responsibility.
Anthony Godfrey:
Tell me about the unique assignment, both of you, of being an SRO in a school as compared with being an officer in other roles.
Sergeant Eric Anderson:
There's a different mindset when you step into a school, mainly because you're working with the school staff, as opposed to just working as a law enforcement officer. What that typically means is when something happens in the school that requires police intervention, you really have to kind of put on the brakes before any decisions move forward.
And so an example I would give you is vapes. An officer walks into a bathroom, sees some kids using a vape, and they confiscate the vape, take the kids to the school administration, the principal, the VP, and they just discuss what to do with that. You know, does the kid have prior incidents involving the same crime, things of that nature, and then they make a determination on where to go from there.
That's different from the patrol aspect. On patrol, you would just most likely issue a citation for a tobacco violation or THC violation of that. So that's really the main difference is you're taking that partnership with the district, with the administration, to decide on what's best for that kid.
Matt Alvernaz:
Police in the schools has become the earliest form of proactive policing. Really getting ahead of decision-making before crimes occur years in the future. To help these kids have a better relationship with law enforcement and to help make better decisions in education and having that exposure there.
So the degree of discretion while you're in the schools kind of broadens. It's not so much black and white. Patrol guys have discretion as well, but it's more, there's the enforcement mindset to it. This is more of a development and correction mindset. Like he said, you know, pump the brakes and take a different approach because these are kids, and we want them to be successful. So we're going to proactively partner schools with law enforcement to help these kids make good decisions and become better people.
Anthony Godfrey:
I agree with all that, and to me a key component is the relationship. The relationship that you develop with students means actually you get information about what kids need and what's happening in the school so you can prevent issues and solve problems in advance. And that's where I've seen it be really effective is I'm impressed with the level of relationship officers are able to develop with students and how helpful that is in creating a safe and productive and positive environment for everyone.
To me an essential component of keeping schools safe is a close working relationship with our municipalities and police departments in particular. Tell us about the relationship between Jordan District and South Jordan Police from your perspective.
Sergeant Eric Anderson:
So yeah, no, I agree 100% with that. You know, going back to working with Lance Everill, who you replaced, Matt. So yeah, even from that, just that communication is huge. The training aspects are huge. Being able to be on the same page as far as all this goes when it comes down to terminology and how each school is going to react to an incident, whether it be minor or an urgent emergency. So it's really important that we're all on the same page.
Matt Alvernaz:
Yeah, all this training and everything we're doing is very much a collaborative effort. When I'm trying to conduct trainings or put things together for safety concerns, I talk to the law enforcement agencies, our agencies we're here with, especially South Jordan. For example, we have a meeting later today. They're going to help me vet some ideas that we have on different safety options. So that working relationship is huge to keep the communication going with the public as well. Help to build trust with the students in the community, with us as education and in law enforcement.
It's been an ongoing effort, but for me, moving into it, I tell you, it's been pretty seamless. This relationship has been here and it's been strong.
Anthony Godfrey:
Well, you've done a tremendous job, and South Jordan has always been a wonderful partner. So it's really great to have your officers in our schools, and I think they're a much better place for it. Much safer and a very positive, productive environment as a result.
Before we go through the five protocols, I just want to mention at the top of the poster, and you'll see this on the website if you follow the link in the show notes, it says, "In an emergency, take action." That's the main thing. People get kind of paralyzed when an emergency comes or when there's an announcement or a drill. So we are going to be continuing to drill these in our schools to be sure that people are ready to take action in case of an emergency.
Matt Alvernaz:
Absolutely. I was going to say that we are drilling. We've increased the amount of drilling we're doing. We're doing monthly trainings for the schools on each of these drills, and then the schools are then turning around and implementing those into it. So we can expect that communication home for parents to hear about these things. Kids coming home saying, "Hey, we did this new drill. We've never heard of it." And so an idea of each month as we do this, it becomes standard, as it's called, and we know what to do, and new parents know what to expect, and the kids know what to expect, and it continues to progress from there.
Sergeant Eric Anderson:
I'm going to double down on what you said, Anthony, of freezing. I mean, if you think of the three Fs, fight, flight, or freeze, freeze is absolutely the worst thing you can do. When you do nothing, that's when things can exponentially get worse. So I'm just going to double down on what you said there.
Anthony Godfrey:
So the fact that these are actions and protocols and you do something under each of these is important to remember.
Sergeant Eric Anderson:
Take action. Take action is a great explanative at the top of the sign.
Anthony Godfrey:
Stay with us when we come back more about SRP, our standard response protocol.
Break:
Hello, I'm Sandy Riesgraf, Director of Communications for Jordan School District, and we want to invite you to connect with us. So many exciting things are happening in your child's school, your neighbor's school, in every school here, every day. Don't miss out on following the fun or simply staying informed when there's important information we need to share. Join us at jordandistrict.org, or follow us on Facebook, Twitter, and Instagram @jordandistrict. We can't wait to connect.
Anthony Godfrey:
Now let's talk about the standard response protocol. This is a statewide list of actions we take in case of emergency and new terminology associated with those actions. There are five protocols, hold, secure, lockdown, evacuate, and shelter. Let's start with hold. Tell me what hold means and when we would use that.
Matt Alvernaz:
Hold is a new one that's been added. It's something that's going to be unfamiliar to a lot of students and parents at home. It's basically just calling a time-out. Any time that the school needs to say, "Hey, we don't care what the bell's about to ring or what's about to happen, we're just going to tell everybody to stay in your class, stay in your area, just hold."
Maybe there's debris or something in the hallway, you know, a pipe breaks, and we need to keep students away from that. Maybe there's a medical emergency, we need to keep the hallways clear for responders. Or any other reason that the school decides, "Hey, you know what? Let's just call a time-out and keep everybody in class." It could last five minutes, it could be a little bit longer, but typically it's not something that's going to be prolonged, but it's just a good tool that can be used in conjunction with any of these other response options as well.
Anthony Godfrey:
So under Hold, and each protocol has a list of actions for students and for adults. Students clear the hallways, and remain in their room until the all-clear is announced. They continue with business as usual, and adults are responsible to close and lock the door, account for students and adults, and also continue with business as usual.
Matt Alvernaz:
Correct, and the big difference on this is it's not like an emergency where there's an attacker or a threat that's actively coming after people. So students can be let in and out of these locked doors. They can be, you know, it's low-key. It's more just like, "Hey, we're just dealing with something." Everybody just kind of pause for a second.
Anthony Godfrey:
Let's talk about secure.
Matt Alvernaz:
Yeah, so secure has been around, but we've known it as lockout. We've changed that terminology because lockout gets confused with lockdown. Lockdown's a little bit more intense of a protocol and response so we've seen inadvertent panic, we've seen confusion. What exactly is lockout? Or people, you know, slip of the tongue, meaning to say lockout but saying lockdown.
Anthony Godfrey:
Okay.
Matt Alvernaz:
So we've changed that to secure. Secure means that there's a threat or a hazard of some nature outside the building. We're securing the inside. We're just going to lock the exterior doors and windows. We're going to keep everything out. We're going to modify the access. So depending on what the reason is, maybe there's a wild animal outside. We want to bring the students in. We want to lock the outside doors. We don't want this animal to get in. We don't want the students to get hurt. As maybe a parent doesn't know, they come to the door. We can modify that access and allow them in.
Maybe we do have information of police activity nearby that's unrelated to the school, but something that could pose a hazard or a threat to the school potentially. We're just going to, again, we're going to lock it down. We're going to secure it, and we're not going to let anybody in because we don't know what that threat is until we have better communication with law enforcement. Which, again, goes back to our partnership because we typically know exactly what's going on as we need to know it.
Anthony Godfrey:
And secure is often going to be put in place just as a precaution. If there's police activity anywhere near a school, “Hey, just in case, let's keep kids inside.” It doesn't necessarily mean that there's a serious incident where you're worried about harm to students, it's just a precaution.
Sergeant Eric Anderson:
That's correct. The best example I gave you was actually not too long ago. We had a person flee from us in a vehicle near Bingham High School, and so the SRO at that school overheard this on the radio. At the time, we were still using the old lockdown/lockout terminology. He asked them to go into lockout mode. They actually went into lockdown mode, exactly what Matt said. There was some confusion there, which scared kids, which ended up resulting in a lot of texts going out to parents. But it was really just to make sure if that vehicle that was fleeing from law enforcement had stopped, crashed, or anything near the school, that individual or individuals wouldn't have access to the school.
Anthony Godfrey:
And that's a good example of why secure is a good term in place of previous lockout. So, secure, get inside, lock outside doors for students. The instructions are return to inside of the building, continue with business as usual, and for adults, bring everyone indoors, lock the outside doors, increase situational awareness, and account for students and adults. So, that's hold and secure now. Now we move to lockdown.
Matt Alvernaz:
Lockdown is definitely, we've progressed now. There's a threat inside the building, or at least we believe there to be a threat inside the building. In this case, we don't need to worry about securing the outside, because we already believe the threat is inside. So, we're going to lock all the doors inside. We're going to lock and secure there. We're going to do as it says here, "locks lights out of sight." And that's huge. We need to make sure that students know to be aware that they need to darken and silence their cell phones.
Now, we're not trying to prevent communication at home, because we do actually encourage that. We want that. But we want it to be in a way that's safe, and that we can keep cell towers clear enough for those who need to use it, emergency responders and whatnot. And then wherever it might be, whatever room you might be in or near, you need to go in there and lockdown, stay quiet. And this will be followed by an evacuation, which will be police-led in a real situation, room by room.
Sergeant Eric Anderson:
So, and to add to that, I think understanding that this is going to be a lengthy period of time.
If we go into a lockdown with an actual incident occurring, the time it's going to take for law enforcement to go through that school, whether it's an elementary school or high school, it's going to take quite a while. They're going to be meticulous. The only time that that changes and goes to a dynamic type of response is when there's something actively occurring, and the officers that have responded can hear stuff that's occurring. And they're going to run and rush to that situation. When there's nothing going on it's going to be methodical, and it's going to take a lot of time. So just understand that it's not going to be quick.
Anthony Godfrey:
And it's also going to be rare. It's only going to be in extreme circumstances that we go into a lockdown. Whereas, because of what you referenced earlier, I think that happened a lot more frequently because of the confusion about a lockdown or a lockout.
So lockdown is “locks, lights, out of sight.” For students, they move away from sight, maintain silence, do not open the door. Adults recover students from the hallway if possible, lock the classroom door, turn out the lights, move away from sight, maintain silence, don't open the door. And prepare to evade or defend if we're in a serious situation.
Matt Alvernaz:
Correct. Yeah, we teach the avoid, deny, defend. And that was something that was developed out of Texas with the alert. And yeah, so you have those options to add to it. So as something's unfolding in front of you, you have the options to avoid if you can. Deny access is what we're looking for. And in a worst-case scenario, like you said, defend. We have the right to survive. Everybody has the right to life and survive. And there's no need to not take action. And if that means defend, you defend.
Anthony Godfrey:
It does take a while, but when that lockdown is over, what is that going to look like? What does the end of a lockdown look like?
Matt Alvernaz:
Yeah, so like I said, it's going to be like a police-led evacuation. Now, we don't release lockdowns through a PA and that's through safety precautions. We don't want false releases given by someone else. We want to make sure that everybody is who they are and where they are supposed to be.
So as we go through the building, police will lead it, and they will unlock every classroom one by one. They will give commands. And most of the time, those commands are going to be stern of making sure your hands are visible, making sure you're following directions. They're going to guide you out of the classroom and out into the evacuation area. So that one by one, the evacuation will begin. And like I said, it'll be slow, methodical, and patience is definitely going to be needed for this.
Anthony Godfrey:
Okay. The next protocol is evacuate. Talk about evacuate.
Matt Alvarnez:
Evacuate is something that's been around for a long time. We've been doing this for fire drills. We've been doing it with everything we have, you know, earthquake drills or what it might be.
Evacuate is just that. We're going in a calm manner. We're not like a kindergarten cop all rushing out and always carrying several students in his arms and screaming. But, you know, they do the calm manner depending on why we're evacuating. Whether it's a lockdown, it'll be a police-led evacuation. It'll be slow and methodical. But the typical evacuation is going to be, you know, a fire alarm going off. We're going to gather our safety equipment. Every classroom has a tactical emergency care kit and other things that would be needed. And we're going to get to a safe area. Whether that's the primary or secondary, these things are predetermined or predesignated. Maybe the primary area is blocked off by something. So we need to go to the secondary. And so this is something that's been around a long time. We're pretty good at evacuating.
Anthony Godfrey:
We've done a lot of evacuation drills over the years. So for students, leave your things behind if you're required to. If possible, bring your phone. Follow instructions. And for adults, lead students to the evacuation location. Account for students and adults and notify authorities if anyone is missing, injured, or if you have extra students that you grabbed who happen to be close by in the hall or whatever else so we can account for everybody quickly. And as indicated here, sometimes there may be an alternate location depending on the reason for the evacuation. Our last one is shelter. Talk about what shelter means under these new protocols.
Matt Alvarnez:
So shelter is a response to a hazard or some sort of natural disaster. Whether it be weather or a chemical spill, or something of that nature. And this is where we're going to need to stay inside. We're not worried about maintaining access from people or threats of that kind. It's more of like if noxious gases, fumes, we want to keep the kids inside, keep them safe, come away from the windows or blizards, weather situations. We want to be able to seal the windows, turn off the ventilation system, and get to a safe area.
We might be there for a while because it is shelter. And this is where the kids will be housed, where everybody in there will be housed, and kept safe until we have a new plan to get everybody reunited at home and safe where they need to be.
Anthony Godfrey:
And at any rate, we have some very specific plans in each school if we do need to shelter for a longer period of time. So just to sum up, there's hold where you stay in your room, secure where you lock the outside doors, lockdown where you lock all of the internal doors and you're out of sight and the lights are out, evacuate which is the traditional fire drill where you're outside of the building, and shelter where you kind of hunker down based on some natural disasters or some unnatural disasters with maybe a hazmat situation.
So that's the list of protocols, and it's not just that we have this poster in every classroom, but we are training staff in every building. We're drilling on this and we're going to continue to train on this, and our municipalities are trained on these same protocols as well.
Sergeant Eric Anderson:
Yes, we disseminated this information after going to Matt's training not too long ago to our entire patrol staff, our investigations unit, every sworn officer in the department was South Jordan City Police Department. We've all been educated on this. It's been part of our morning briefings, afternoon briefings, graveyard briefings. So this information's really been mixed around the entire department.
Anthony Godfrey:
Matt, anything else to add?
Matt Alvernaz:
Yeah, one thing that I can't stress enough is the level of communication. The school district is going to do everything we can to get information out as quickly as possible as accurately as possible. Students don't have that responsibility. They have text messages. They have social media. They have all this ability to put out any rumor they hear. And for us to move at the speed of rumor is irresponsible and dangerous.
We do not try to withhold any information by any means. We want to get that as quickly as possible because our parents are another huge partner to this community. The partnership that we have with the police department, us, and you guys are very much involved. But I can't stress enough to please understand that information you might be hearing from students, which you most likely will hear first, is more than likely inaccurate. So we will get that information out as quickly as possible when it's safe and responsible to do so.
Anthony Godfrey:
Well, thank you both for taking the time today to talk with me about these new protocols. I really feel great about the level of clarity. I'm excited to continue the training and really get us all on the same page. We'll keep preparing for the worst and expecting the best. And just thank you both for the roles you play in keeping our students and our schools safe.
Matt Alvernaz:
Thank you.
Sergeant Eric Anderson:
Yeah, thank you for having me.
[MUSIC PLAYING]Thanks for joining us on another episode of the Supercast. Remember, education is the most important thing you will do today. We'll see you out there.
[MUSIC PLAYING]
They are twins attending West Jordan High School in their sophomore year and they are turning 4 years old. At Antelope Canyon Elementary School a long-time second grade teacher is finally turning sweet 16.
On this episode of the Supercast, we find out what it’s like to have a leap year birthday. A birthday that comes around just once every four years on February 29, when the year is actually 366 days long, instead of the regular 365. Are leap year birthday folks forever young, let’s find out.
Audio Transcription[Music]Anthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. They are twins attending West Jordan High School in their sophomore year, and they are only having their fourth birthday. At Antelope Canyon Elementary School, a longtime second-grade teacher is finally celebrating her 16th birthday.
On this episode of the Supercast, we find out what it's like to have a leap year birthday. A birthday that comes around just once every four years on February 29th, when the year is actually 366 days long instead of the regular 365. Are leap year birthday folks forever young? Let's find out as we talk to them today on their actual leap year birthday.
[Music]Come right in here. Let's do the birthday interview today. And we actually have from the Nutrition Services staff here at West Jordan High School a little birthday cake for each of you with some balloons. So happy birthday to the three of you. Alright grab some cake and let's talk about this birthday of yours. We're here at West Jordan High School with two students and a teacher who share February 29th as their birthday. And because the podcast comes out on Thursdays, we thought we'd talk with them today on the day of their birthday and celebrate with them and talk a little bit about what it's like to have kind of a non-day as your birthday. So let's have the twins introduce themselves first.
Luke Pearson:
I'm Luke Pearson.
Melanie Pearson:
And I'm Melanie Pearson.
Lucinda Preece:
And Lucinda Preece.
Anthony Godfrey:
And Lucinda you teach at Antelope Canyon. How long have you been teaching in Jordan District?
Lucinda Preece:
39 years.
Anthony Godfrey:
39 years, wow. Nearly four decades of teaching. Yeah, we love that you've been here.
Lucinda Preece:
Lots of birthdays here.
Anthony Godfrey:
Yes, that's right. But a lot fewer than I've had, right? How many birthdays have you had?
Lucinda Preece:
I've had 16 official birthdays.
Anthony Godfrey:
16 official birthdays.
Lucinda Preece:
Sweet 16.
Anthony Godfrey:
So you've had 16 birthdays and the two of you are turning 16 today, is that correct?
Melanie Pearson:
Yes, but officially it's our fourth birthday, like big day birthday.
Anthony Godfrey:
For your fourth birthday, you're turning 16. She's had 16 birthdays. Worlds are colliding right now. Now here's the first thing. I don't know exactly what to call you. Do you have names for yourselves because you share this birthday? Are you leapers? Are you leaplings? What exactly is the proper term? Does anybody know?
Lucinda Preece:
I don't. I've heard on the radio, leapers is kind of a big thing right now.
Anthony Godfrey:
Leapers? It sounds a little close to leper though.
Lucinda Preece:
I know.
Anthony Godfrey:
I don't know if that's really what you want. I'm going to go with leapling. So tell me how does it feel to be a leapling? Tell me what that's like.
Melanie Pearson:
I don't know. For me it just kind of feels the same. I don't know. I've never known anything different. But it's cool because people can remember your birthday easier. I don't know. They're like, “Oh yeah, you're born on leap days.”
Anthony Godfrey:
Oh yeah. So people do remember your birthday more frequently. And you've got your twin brother here so you at least have someone to share it with. How about for you? What is it like for you?
Luke Pearson:
It is kind of nice because people always remember my birthday.
Anthony Godfrey:
Not anything that impactful in your life. So how about for you? Have you met before today? Have you met other leaplings?
Lucinda Preece:
You know, one year I actually had a student in my class who was a leap-year baby. And it was a leap year so we celebrated together with the class. I felt really lucky that that happened.
Anthony Godfrey:
Yeah, you met them in a leap year. That's awesome. So let's talk about other years. Today we get to celebrate with you. But what do you do in other years when you don't have a birthday? Do you celebrate it all? Or do you just save it up so that every four years it feels particularly special?
Luke Pearson:
Well usually on the 28th we just have a party and stuff.
Melanie Pearson:
We kind of just treat the 28th like it's our birthday. I don't think my parents would want to deprive us of it. “No, we need to save some extra money so…” I'm just kidding.
Lucinda Preece:
I actually grew up celebrating mine on March 1st. Just figuring it was whatever day would have been the day after the 28th. So that's why we just have always had March 1st. It's been kind of fun because I feel like on the non-leap years people aren't really sure what day so I kind of get two days. Do you notice that too? Yeah, and then I always did March 1st but then since Facebook came about it just sticks me on the 28th so I started getting all of these birthday wishes on the 28th so woohoo, kind of stretch it out there. Do you find that too?
Anthony Godfrey:
You said the same thing happens for you.
Melanie Pearson:
Like last year lots of people knew my birthday was the 29th but on the 28th they told me happy birthday but then some people were like on March 1st they told me. So it was like a two-day celebration. It's pretty fun.
Anthony Godfrey:
Well, you deserve that since you don't get any day some years so hopefully that starts to help make up for it. I did a little research. In 1712 in Sweden when they were switching from the Julian calendar to the Gregorian calendar it was actually a February 30th. So I felt really bad for those people.
So if you were in Sweden born in 1712 on February 30th you really only had one birthday and that was the day that you were actually born so that would have been too bad. So see it could be worse, it could be worse. How about capitalizing leap year? Nobody capitalizes leap year. Does that feel like something that should be happening?
Melanie Pearson:
I don't know.
Lucinda Preece:
I do have a leap year shirt on.
Anthony Godfrey:
Oh let's see.
Lucinda Preece:
Yeah, and I actually bought three because I couldn't decide on one. I think it says February 29th birthday something about being so awesome that the world could only handle it once every four years.
Anthony Godfrey:
I like it. I like it. That’s awesome.
Lucinda Preece:
So somebody made money on capitalizing
Anthony Godfrey:
That’s awesome. Well, it is very rare. We have nearly 58,000 students in Jordan School District and there are only 43 students who have a birthday today, and you're two of them. So there just aren't very many. And we have 9,000 employees and we only have 11 employees out of those 9,000 who have a birthday today.
Lucinda Preece:
Amazing.
Anthony Godfrey:
It is pretty rare.
Lucinda Preece:
I'll thank my mom.
Anthony Godfrey:
So what plans do you guys have for today? Do you have big birthday plans today or this weekend?
Luke Pearson:
We're probably going to have our family come over later today. And then probably, I don't know, we'd probably hang out with our friends but I might go to–
Melanie Pearson:
St. George.
Luke Pearson:
Yeah, St. George with my dad because he wants to go to a four-wheeling thing.
Anthony Godfrey:
How about for you?
Melanie Pearson:
I don't know. Just hanging out with my family and maybe my friends this weekend. I don't know. Nothing too special.
Lucinda Preece:
We're kinda the same. Dinner with family tonight and then lunch with some friends on Saturday.
Anthony Godfrey:
Well that sounds fantastic. Now are there leap day sales? Leap into savings? Is this like a big day for– I mean, I think companies find any excuse that they can to try to email us about a sale coming up.
There's a leap year movie with Amy Adams about the Irish tradition where supposedly women ask men. Women propose to men on leap day as an Irish tradition. So that's a movie based on that, and there's also 30 Rock. Anyone who watches 30 Rock, there's the one where they have a mascot for leap day. Kind of like the Easter Bunny but for leap day. It's a very odd kind of wacky episode.
So it's hard for me to remember all of my 54 birthdays but because you've only had four, is there one that stands out for you?
Melanie Pearson:
No, not really. I don't know. It's kind of just always a party. I don't know.
Lucinda Preece:
I've had a lot but I just kind of enjoy every one of them. I think one year– I usually don't take it off for school because it's a fun time to celebrate with the kids. So we've done like leapfrog things before you know for leaping and then that one that I had with my student was pretty special.
Anthony Godfrey:
Yeah, I imagine elementary students have a really good time with February 29th. I kind of get to really be a kid again so that's fun.
Anthony Godfrey:
I wondered about this when you're filling out a form. Is it in the drop down menu that asks for your birthday? Does it say February 29th ever? My birthday's in June so I have no idea. Or do you just have to put the 28th or March 1st? Do you just have to choose a different birthday?
Luke Pearson:
You usually have to put the year and then it'll show up as the 29th option. So like if you just try to pick 29th sometimes it's just not there until you put the year into the...
Melanie Pearson:
Yeah.
Anthony Godfrey:
Oh okay. So 16 years ago, what year were you born then?
Luke Pearson:
2008.
Anthony Godfrey:
So in 2008 it was a leap year.
Lucinda Preece:
And I find the same thing when I try to put a date in. I have to go forward to the year and then I was like “Oh yeah, you're right. Okay you were born on the 29th.”
Anthony Godfrey:
So it gives you the option based on the year. Okay that's great. Tell us a little bit more about yourselves here at West Jordan High School. You’re sophomores at West Jordan? How soon is the driving going to start now that you've turned 16?
Melanie Pearson:
Whenever they reach out for roads they're a little behind here. So whenever we can do our road tests and stuff we'll get it. I'm very excited to drive but they're a little behind.
Anthony Godfrey:
Now do you have–
Lucinda Preece:
I've been driving a long time.
Anthony Godfrey:
Yeah, you've been driving a long time so you're all set. So they turned 16. This is your 16th birthday. Do you have any wisdom to share after all of these February 29th?
Lucinda Preece:
I would just say suck it in on those years that it's for real, but even the non years take those in because you know you have two or three days people just kind of celebrate you. And the uniqueness for conversation. That's pretty fun.
Anthony Godfrey:
Well, I don't think I've ever met anyone with a birthday on February 29th so I really appreciate your spending your birthday and leap day with me here this morning and I wish you a very happy birthday and a handful more birthdays to come.
Lucinda Preece:
Thank you.
Anthony Godfrey:
Thank you to Colbie Summarell and Allison Morgan from Nutrition Services here at West Jordan High School for baking these cakes for these students and this teacher on leap day on their birthday. We really appreciate your support.
Thanks for joining us on another episode of the Supercast. Remember, education is the most important thing you'll do today even if today only comes around every four years. We'll see you out there.
[music]
It was an evening of fun traveling back in time to 1984 when Joel P. Jensen Middle School first opened its doors. Joel P. Jensen recently threw a big birthday bash to commemorate four decades of being a part of the community.
On this episode of the Supercast, we take you inside the 80’s style party where everyone was having fun celebrating 40 years of history, making memories, building friendships, and educating students.
Audio Transcription[Music]Anthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. It was an evening of fun traveling back in time to 1984 when Joel P. Jensen Middle School first opened its doors. Joel P. Jensen recently threw a big birthday bash to commemorate four decades of being at the heart of their community.
On this episode of the Supercast, we take you inside the 80s style party where everyone was having fun celebrating 40 years of history, making memories, building friendships, and educating students.
[Music]We are here at Joel P. Jensen celebrating 40 years of Joel P. Jensen. It's an exciting time. Introduce yourselves and tell me about your relationship with Joel P. Jensen, the middle school, not the man, and how long you have been here.
Aaron Hunter:
Aaron Hunter, principal, off and on at Joel P. for a decade, 10 years.
Anthony Godfrey:
Tell me about the offs and the ons.
Aaron Hunter:
So I started my admin career in Jordan District at Joel P. I was an assistant principal here for six and a half years and then two years ago came back as principal.
Anthony Godfrey:
A triumphant return to everyone's delight that they got to have Aaron Hunter back in their lives.
Aaron Hunter:
It's a great place to be.
Anthony Godfrey:
And you have done a great job of promoting Joel P. Jensen and the great things that are happening here, which we'll get back to in just a moment. But let's take a trip through memory lane and talk with a couple of employees who've been here for a while.
Deb Atkinson:
I'm Deb Atkinson. I'm the head secretary. I've been here for a really, really long time. This is 26 and a half years so far.
Anthony Godfrey:
26 and a half years.
Deb Atkinson:
I had one little break in between where I got bumped to the district office and I was in Info Systems for 13 months and then I interviewed and came back to my school.
Anthony Godfrey:
You knew where you needed to be. Okay, we'll get back to some stories from you. Tell me about your time here at Joel P. Jensen.
Suzie:
My name is Suzie. I started 25 years ago. I started in the ISS room. Steve Crowther hired me. I was there for a while then they asked me to be a hall monitor. I was that until we went under numbers. So then they said that I had to not do a hall monitor, but I didn't want to leave because I liked Joel P. so much, so I stayed as a tracker. And then when numbers went back up, I came back to the hall monitor and then they went to the part-time stuff. I hung out with that and then I kind of retired until this lovely gentleman over here called me and said would you come back? For some reason, I said yes, probably because I love Joel P. So I came back and so I've been back for the last year and a half.
Anthony Godfrey:
So this is really a pattern for all three of you. You leave, you come back. And for you you leave and you come back and you leave and you come back.
Suzie:
Yeah, it was like I can't describe it. There's– Joel P. is just different. The kids are different. I love it. I missed it. I tried somewhere else a long time ago and it's just not the same.
Anthony Godfrey:
As Al Pacino says ‘They keep pulling you back in.’
Suzie:
He pulled me back in and she's amazing so to work with. The two of them have just been– it's just really cool. It's a good relationship. I really like it and the kids. I mean there are no other kids like Joel P. kids. They just climb into your heart and they hang out there. And then they come back and see you, and then they bring their kids to register which makes him feel older. I'm fine.
Anthony Godfrey:
So you've had multiple generations of kids here at Joel P. Jensen that you've worked with.
Deb Atkinson:
Some this year that we have the parents that were like “Hey, I remember you. You were here.”
Suzie:
And then they go “These are our kids” and then they go “and you're still here.”
Anthony Godfrey:
But see if they can remember you after 25 years that's a really high compliment to you that you've been able to be recognizable after that many years. Tell me what is it about Joel P. Jensen kids that you love, and I'm going to have each of you answer that. What is it that makes this place special when it comes to the students?
Suzie:
There are so many different– just diversity in these kids but they all get along together. They're just– to me, it's just, I don't know. You walk into Joel P. and it's so different but they're so much the same. They're like no other kids. I don't know. I can't explain it. They need you. Joel P. kids need you and Joel P. kids let you know that they truly need you. You come in here and I see all these mini-me's because I struggled. I mean I went to Kearns High and I was not the best student. I’ll own it. That's why I'm really good at what I do. But the kids that are here– I mean, you walk in and you know they care and you know they need you. These kids just crawl into your heart and they stay there.
We've gone through a lot of admin together me and Deb. We've had a lot of teachers we've gone through. And some of the admin crawl into your heart and they stay, but Joel P. you're just– I don't know I can't describe it but we keep coming back. It's like you can feel truly that they need you and it just– I get a little emotional about it so it's Deb’s turn.
Deb Atkinson:
Well, I just love the fact that they're so unpredictable. So when you feel that you've seen whatever one student is going to do, you’re like “Okay I've seen it all now” and then they come up with another fun thing that you're going like “Okay, this is why I come back every day because they make it great.”
Anthony Godfrey:
Yeah, it's true, if anywhere in the district is full of surprises it's middle schools. You never know what your day is going to bring. I miss middle– I started out as a middle school teacher at Bingham Middle School and then at West Hills. I love the middle school age and like you said Joel P. Jensen is unique even within the middle school group because of the the kids that you have here and the real sense of belonging that you create here. I've known that for a long time. Tell me about the students here Aaron.
Aaron Hunter:
Yeah, it's been said, but it really is a special place. People laugh when I say it's the best school in the state, but I really, truly do believe that. I think a lot of our kids outside of West Jordan are misunderstood. I think people– there's a certain stigma outside of our area of Joel P. and it's all wrong. I can tell you that 100 percent. Most of them need caring adults and that's why relationships are number one in our hearts. That's what drives our work here is those good relationships. There's nothing better than in June when they come back with a graduation announcement or “Hey, I'm working at Jiffy Lube”. You know, just great news of “Hey, you spent time, you took time out of your day to care about me and it means a lot.”
Anthony Godfrey:
Well, what I found, and this is very true of Joel P. Jensen, is that schools like this draw those caring adults because you don't survive if you don't care about kids. And so over time, over 40 years, the faculty just continues to attract caring adults that care at a deep level and make a personal connection with students like all of you have described. It's really rewarding to see as a Superintendent a school that functions like that.
Stay with us. When we come back more fun memories celebrating four decades of Joel P. Jensen Middle School.
Break:
Hello, I'm Sandy Riesgraf, Director of Communications for Jordan School District, and we want to invite you to connect with us. So many exciting things are happening in your child's school, your neighbor's school, in every school here, every day. Don't miss out on following the fun or simply staying informed when there's important information we need to share. Join us at jordandistrict.org, or follow us on Facebook, Twitter, and Instagram @jordandistrict. We can't wait to connect.
[Music]Anthony Godfrey:
Tell me about the faculty and the people who've worked here over the years. You've been here off and on over the last decade. We'll come back to Deb and Suzie. I'm sure they have a lot of stories about the people who've passed through here. Tell me about about those caring adults that you've worked with.
Aaron Hunter:
Well, you hit the nail on the head. I've been here a decade-ish, the teachers that stay are the teachers that– I don't want to say are the teachers that care because I think every teacher cares. I think everybody that goes into education, they care about kids.
Anthony Godfrey:
But there's an intense need for that different level of relationship here. If that's something that you're ready for then this is the type of place where you want to be.
Aaron Hunter:
Yep, and we and we foster that because this is a– I don't even want to say difficult. It's just our kids have different needs here. And so because of that fostering that sense of family is very important. I can't speak for everybody that works here, but I know me as a principal, my number one priority is to make sure that our teachers feel that they're supported to be their best selves. Because like you said middle school is hard. Joel P is sometimes hard and so we have that family aspect here where we can rely on each other. We can cry on each other's shoulders. We can get mad at each other. But at the end of the day, it's all because we love and care about kids. Our kids are never going to do the best on the state test scores and I fully know that as principal. But I can tell you one thing, they leave here knowing that they're fully taken care of and cared for.
Anthony Godfrey:
I like what you said about taking care of each other. It’s adults looking out for each other as well and supporting each other as you support the students. How about for you Deb?
Deb Atkinson:
Well, I think the faculty and staff they kind of have more of a family atmosphere where it's like we're all one group and we're all working together for the same goal. So that's what draws me to it. That's why I wanted to come back so bad because I just love the whole atmosphere, the people I work with. It was just great here, so that's why I wanted to come back. And I still love it. Anthony Godfrey:
There must be hundreds of faculty members you've worked with over 25 years.
Deb Atkinson:
Oh yeah.
Anthony Godfrey:
Yeah, that's really exciting. How about for you? What do you think Suzie?
Suzie:
Faculty-wise, if you stop and think about it, we had Connie Bailey here she was a PE teacher.
Anthony Godfrey:
Oh wow.
Suzie:
Who's now an admin. Cynthia VanderMeiden.
Anthony Godfrey:
Yeah.
Suzie:
She was a teacher here and then Todd was here for a while. We had Joanne Ackerman. She was a teacher and then an admin. Oh my gosh. Tim Heumann. I mean and the stories. Oh my goodness. He was a science teacher. Yep, yep. We'll just go on to the next one. Tim was a blast. Love, love Tim.
So yeah, I mean we've gone through a lot. We were talking about that. We figured 25 maybe admin, teachers are just tons, and then you figure kids average a thousand a year. That was 26,000 kids. It's just– I don't know it's always just been that unique school.
It's like I said when I came back. I wanted to be in a place where I wished I had– I wanted to be what I wished I had when I was at school. And that was my goal to make sure. Then you see teachers struggle here, so we do things like sneak down and put stuff on their desks and don't tell them where it came from. Just something that you know they like.
You know when I was a hall monitor, I would go help them out with their lovely students, my mini-me’s, that would be in there because you just support each other. There's no place like it. It's just really weird. I get to look back at Connie Bailey you know and Cynthia, remember those days with them, and boy the stories that you could go on for those. Me and Deb were thinking we could probably write a book one day when we retire officially and we don't come back.
Anthony Godfrey:
Well you never know that it will be permanent it sounds like. You could never count on that. Luckily, luckily you keep coming back.
Suzie:
I don't think so. I don't think it'll be permanent. As long as he's here and she's here for right now. They keep my sanity. I had a rough couple of years and they brought me back so you know it is what it is. You know, these kids that pop back in and see you and some of the teachers I run into, and then they say “Do you remember?” and I'm like “I do not recall that”.
Anthony Godfrey:
Yeah, you can only store so many stories up there. That's right. So when you're in this area of the district just driving around stopping for gas, shopping, whatever, I'm sure you run into some of those 25,000 people everywhere you go.
Aaron Hunter:
All the time. Yeah, all the time. Jordan Landing, O'Reilly Auto Parts down the street. And what's the most rewarding part of the job for me is, like I said, the goal is for our kids to at least reach it to high school and graduate. That's the goal. Unfortunately, for some of our kids, that doesn't happen. But it doesn't make it any less rewarding to see the kid working at O'Reilly that didn't graduate but is still a productive member of society and is doing his part. And “Hey Mr. Hunter do you remember me?” I mean, of course, I remember. You were in my office 70,000 times. So yeah, that's why we do what we do. I was told the other day that we think about these kids often but the kids that we impact think about us 10 times more than we think about them. That's pretty powerful.
Anthony Godfrey:
And you know, you're looking at how you can support them academically, of course, that's a very important goal. But you're supporting them in all kinds of other ways. How to manage the difficulties in their lives and how to find a pathway forward. Hopefully, that pathway includes graduation from high school, but credits are not the only thing that you take away from school when you have caring adults looking out for you. I think it's a great compliment when people say “Hey, remember me?” It's because they want to go back to those times and remember those times when they see you. That's because you've created memories and you've made the most of those moments with them.
Aaron Hunter:
Yep, yep, sure. Yeah, I mean like you said, as principal academics are obviously important. That's the number one reason you come to school is to learn. We tell kids that all the time. But the number two reason you come is to hang out with your friends and establish relationships. A lot of times with our kids that means more to them than the academic piece and that's why we love working here.
Anthony Godfrey:
Well, the sense of community makes the academics possible.
Suzie:
I live in West Jordan, closer than you think. So I live real close to West Jordan in a sense and I'm very very protective of Joel P. and I get really outspoken when people say things about Joel P.. I'm like “No, you need to be there to understand. Joel P. is a different type of school. What I enjoy is when the kids come back and say, let me see if I can word this right. “I'm sorry I was not nice to you. I'm sorry I said those things to you. But I want to tell you how much of an impact you made on us.” I had some parents who would come by and “Why do you work at that school?” Why not? If I could’ve had a Joel P. when I was growing up I wouldn't have gone the path I went in a certain amount of years.
Anthony Godfrey:
Tell me about today's celebration. 40 years is a big deal. I mean, I did the math. I could have been a seventh grader here the first year that Joel P. opened. That's how old it is now. So that's a long tradition of taking great care of everybody. Tell me about today's celebration.
Aaron Hunter:
Yeah, so 83-84 was the school year that Joel P. opened. This year with parent-teacher conferences our theme has kind of been to think outside of the box and to have a different spin on it. So we thought, what better time to celebrate 40 years? So tonight it's a big party. Everybody should come. Magicians, food, activities, booths, prizes, music, everything. It's going to be a big party.
Anthony Godfrey:
And because Joel P. Jensen opened up in the early 80s, it's an 80s theme tonight I understand.
Aaron Hunter:
Yes, 80s theme. I'm about ready to get my Miami Vice on right now as soon as we're done with this podcast.
Anthony Godfrey:
Well, it sounds like I need to stick around just a little bit longer then so I can make sure that I get to see that. I'm sorry I'm not wearing two Izod shirts with my collar popped.
Aaron Hunter:
You always can Superintendent.
Anthony Godfrey:
Yes. I could. I could.
Aaron Hunter:
It’s always a possibility. Slick back the hair-
Anthony Godfrey:
Yeah, that’s right. Peg the pants a little bit, yes.
Aaron Hunter:
–get some gold chains, no socks.
Anthony Godfrey:
Yeah, boat shoes. The list goes on.
Aaron Hunter:
Yes, pleated pants. I mean, it’s all in my closet.
Anthony Godfrey:
You are clearly a man of style. How about for you guys? Is your 80s wardrobe in the closet ready to go?
Suzie:
I could be his mom, so no. I could be probably everyone’s mom.
Anthony Godfrey:
Well, in a way you are, it sounds like. In a way, you are.
Suzie:
I am. You made it really clear. Yes, most of the assistant principals, my children are older than them. So I could be a grandma. You never know.
Anthony Godfrey:
Oh, that's awesome. In addition to all these great things about Joel P. Jensen, you are the only school with a middle initial. JPJMS it just kind of rolls off the tongue.
Anthony Godfrey:
That's right, JPJMS.
Suzie:
Today’s a good day, JPJ.
Anthony Godfrey:
Oh yeah.
Suzie:
See we've got all kinds of them.
Anthony Godfrey:
It rolls right off the tongue, it rolls right off the tongue. You're also the closest school to Dunford Bakery.
Suzie:
I know, straight up, seriously.
Anthony Godfrey:
How do you not stop for a cherry turnover every single morning?
Aaron Hunter:
I was going to say, we actually kind of do. There's no how do we not, we go to Dunford often. Anthony Godfrey:
Well, with the middle initial, and the donuts, and the caring people, and the great tradition of creating a community like this, permits are available for next year. If anyone's listening and thinking I need some Joel P. Jensen Middle in my life because it is a tremendous school with obviously, as you hear tonight, tremendous people. So thank you for taking such great good care of kids and taking such great care of each other.
Aaron Hunter:
Thanks, Superintendent.
Anthony Godfrey:
Thanks for joining us on another episode of the Supercast. Remember, education is the most important thing you will do today. We'll see you out there
It is a lesson that can drive some student’s buggy, while others are literally eating it up.
On this episode of the Supercast, we head to Mountain Creek Middle School where we find social studies teacher Kristina Meng bringing some creepy, crawly creatures into the classroom. It’s for a lesson on how bugs are considered a culinary delight in some cultures around the world. Join us for a classroom taste test like no other and a lesson students won’t soon forget.
Audio Transcription[Music]Anthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. It is a lesson that can bug some students while others are literally eating it up.
On this episode of the Supercast, we head to Mountain Creek Middle School, where we find social studies teacher Kristina Meng bringing some creepy, crawly creatures into the classroom. It's for a lesson on how bugs are considered a culinary delight in some cultures around the world. Join us for a classroom taste test like no other and a lesson students won't soon forget.
[Music]We’re here at Mountain Creek Middle School with Ms. Meng, we're about to talk with her geography class. What are we in for today?
Kristina Meng:
So today we're talking about cultural relativism, how different cultures place different values on things. Just because different cultures all do things differently and if you're judging a culture, you have to judge it like off of what's normal for them, not what's normal for us. So sort of our case study, our example is eating bugs because here in the US, that's seen as like disgusting, gross, dirty, awful. But in a lot of the world, bugs are a viable food source.
Anthony Godfrey:
A great source of protein, as you say.
Kristina Meng:
Yeah. And it's also going to bring in cultural diffusion, spreading cultures around the world, looking at like global sustainability, how a lot of people in like sustainability efforts are trying to use more bug protein instead of like other livestock and things. So we're going to be, you know, introducing all those concepts to the students today, and then at the end, they get to try bugs.
Anthony Godfrey:
Okay. And have you done this with other classes previously?
Kristina Meng:
I have, yeah.
Anthony Godfrey:
What is the general reaction when students try bugs? How does that normally go?
Kristina Meng:
Well, it starts out, I have them take a poll, like, have you…? I don't tell them that they're going to have a chance at the end yet. I just say, “Have you ever eaten bugs before? Like would you ever?” And they're like, “Oh, no, disgusting, awful.” Some of them are like, “I don't know, it doesn't sound that bad.” But then we get to the end, like, “Well, you know, would you?” And I pull them out and they're like, “Oh, I don't know.”
Anthony Godfrey:
So now they’re faced with a real choice instead of just a hypothetical one.
Kristina Meng:
Yeah. Instead of hypothetically.
Anthony Godfrey:
Yeah.
Kristina Meng:
And there's some of them who just totally refuse to try. Some of them who try reluctantly and then hate it and regret everything that brought them there.
Anthony Godfrey:
They question all their life choices at this point.
Kristina Meng:
Yeah. And then there's a lot of them who are like, whoa, that's so cool. They're like, “That's way better than I thought it would be. Can I have another one?” We've got different flavors of crickets. So some of them ask to try like every flavor. So yeah. And there's ants too.
Anthony Godfrey:
Is there a particular seasoning that pairs better with bugs than others?
Kristina Meng:
I think that no seasoning pairs well with crickets. In my opinion, crickets are always bad.
Anthony Godfrey:
I did hear that ants are one of the options as well. Or is that not the case?
Kristina Meng:
So I tried them last–the ants are in the options. Yes. I tried them last year and I was really reluctant because they looked like ants.
Anthony Godfrey:
Too ant like.
Kristina Meng:
Except they are–Ants are naturally citrus-flavored. They have like they've got like–
Anthony Godfrey:
Wait a minute. They're naturally citrus-flavored?
Kristina Meng:
Yeah. It's like some acid that they have in their bodies. So they taste sort of like lemon zest. If you just like close your eyes and imagine that you're eating lemon zest, it's a lot more bearable.
Anthony Godfrey:
So in other words, you really do have certain spices that might pair better with certain insects based on their inherent flavor.
Kristina Meng:
True. Yeah. Yeah. I've seen ants in like–not restaurants that I've been to, but I've seen pictures online of ants used as like garnish in fancy sushi places.
Anthony Godfrey:
Wow. Yeah. I have not been to a place that fancy. I don't think. So it's interesting this point about cultural relativism and realizing that something is not inherently gross or bad or strange just because it's something that isn't common to you.
Kristina Meng:
Yeah.
Anthony Godfrey:
It's interesting. I went to a training once for International Baccalaureate. To get us in that international sort of mindset the question was, what do you think kids eat most often? So what do you think the answers were initially?
Kristina Meng:
Chicken nuggets.
Anthony Godfrey:
Chicken nuggets, hot dogs, McDonald's, whatever. What is the actual answer? Rice. Because it's kids throughout the world that they were referring to. But what we do is we automatically think about the children in our own lives, when we were a child. So I think this is an extension of that kind of concept that there are things that other cultures do that would not occur to us, but that are a part of a sustainable, healthy, meaningful lifestyle.
Kristina Meng:
Yeah. And it's interesting. One of the other geography teachers, she did this lesson earlier this week here, and she brought home some extra crickets to her four and two-year-old daughters.
Anthony Godfrey:
Yeah.
Kristina Meng:
And she said they loved them. They were like getting all the legs to finish them. So without that, I guess, inhibition of being told, like, “That's gross. That's awful.” Like, they really enjoyed it.
Anthony Godfrey:
So the trick is to try to get crickets on the plate of children early.
Kristina Meng:
Yeah. That's how you trick them.
Anthony Godfrey:
I think there are some people who may be listening thinking, ‘I can't get my child to eat anything that's green, much less a cricket.’ So, you know, it's worth trying. Those listening out there, get a cricket in front of that four-year-old.
Kristina Meng:
See what happens.
Anthony Godfrey:
See if we can get some sustainable protein in front of them. See if they like it. Do you eat crickets or ants every time?
Kristina Meng:
I do. Yep. I have to, you know–
Anthony Godfrey:
And have you developed a taste for a favorite?
Kristina Meng:
Absolutely not. I think they are terrible every time.
Anthony Godfrey:
Which is okay.
Kristina Meng:
Which is okay. Although I will say I don't like just whole crickets, but I have tried cricket powder ground up in pancakes. You can't even taste it. It's like a normal pancake. It's delicious.
Anthony Godfrey:
I have heard that there's kind of a meal or a flour or something you can create.
Kristina Meng:
You know, whole bugs may not be for everyone, but it's surprising how many options there are out there that are bugs, but not in a way you may recognize.
Anthony Godfrey:
Can I ask you what your bug source is? Where do you get these bugs?
Kristina Meng:
Amazon.
Anthony Godfrey:
Amazon, ok.
Kristina Meng:
Which we have to search very carefully. Our incredible secretary orders them for us. And when you first search like dried crickets, it's all like snake food that you see. And so you have to search human food crickets nd then you find good stuff. It comes in all sorts of flavors. There's barbecue, there's chili lime, there's dill pickle. So there's a variety.
Anthony Godfrey:
Okay. Well, so those listening can hop on Amazon and get two-day shipping and have crickets brought to their door.
Kristina Meng:
Just make sure they search for human food crickets.
Anthony Godfrey:
Okay. I think that's an important point.
Kristina Meng:
Yeah.
Anthony Godfrey:
What are some of the student takeaways you're hoping for?
Kristina Meng:
So one of the big things I hope is I think it is a very memorable way to learn about cultural relativism and how different cultures place value on things. But also I think one of them is just broadening student's horizons and realizing the way that they've been told their whole life of this is how things are.
Anthony Godfrey:
Right.
Kristina Meng:
Realizing that that's like the world is a bigger place than just our experiences. And hopefully like across all of geography, hopefully one of the big things they're learning is how big the world is and that it doesn't have to be scary. That just because something is different doesn't mean you have to be afraid of it.
Anthony Godfrey:
The world is big. The world is different. And it doesn't have to be scary because of that. I love that. That's a great message. And actually, I think that's going to apply to the person sitting next to them too. Like this person next to me may value some different things. And I may be a little more comfortable with that than I was before I ate an ant.
Kristina Meng:
Yeah. And like we've got students from a lot of different cultures. So it's possible that like there are students at this school who have come from countries where it's normal to eat bugs.
Anthony Godfrey:
Right.
Kristina Meng:
And to have I guess students can start to realize like that they can accept that other people are different. Not just that like people in other parts of the world are different and that's okay. But like people here are different too. Like you were saying like you know even with this person sitting right next to me no two students have had the same life experiences to bring them here and just starting to open up that worldview and like it's okay that you're different. You can be different and still accept each other.
Anthony Godfrey:
I'm sure as a teacher of geography it's very rewarding for you to experience this to see this happen with students that their world gets larger because of you.
Kristina Meng:
Yeah absolutely. It's definitely one of the most gratifying things. Sometimes I even have students who will be like “Oh, I went on vacation to this place and I thought about this thing that you taught us” and I love that because I love that geography is just, it's the world. It's all around us all the time. And I love when they start making those connections.
Anthony Godfrey:
So their experience in your classroom impacts the way they view the world and the learning doesn't stop in the classroom. They're on vacation thinking about your class. That's one of the highest compliments you can have I think.
Kristina Meng:
Yeah, and hopefully you know that's the goal of like all education. That it doesn't stay in the classroom. The goal right is to prepare these students to go out in the real world. They are in the real world already and preparing them for life.
Anthony Godfrey:
Yeah. Well, I think it's fantastic. I love your enthusiasm. And I love the way that you make this learning very real. You don't forget either eating a cricket or an ant or having to choose whether to do it or not. And it says you learn about yourself, you learn about the world, and you learn that ants taste like citrus naturally. Now I'm not going to look at an ant the same way anymore.
Kristina Meng:
Now you know lemon zest in your backyard.
Anthony Godfrey:
OK perfect. Well thank you very much for taking time with us today and for providing such a unique and memorable experience for your students.
Kristina Meng:
Yeah it's been my pleasure.
Anthony Godfrey:
Stay with us. When we come back some of the students try some insects for themselves.
Break:
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Kristina Meng:
So by the end of class today you guys are going to be able to define what is cultural relativism as well as giving examples of it. You're also going to be able to define cultural diffusion and explain how cultural relativism and cultural diffusion can be linked.
Just for you guys we have bugs that you can try. We ordered them off Amazon. When you first search it's all like snake food, but these are human food-grade crickets for you as well as ants. So the crickets come in multiple flavors. There's fiesta. I don't know what that is. It's just what they call it. Fiesta flavored, dill pickle, smoky barbecue, chili lime, and hot and spicy. And the ants are naturally citrus-flavored. They taste like lemon zest. Like if you like close your eyes and like don't look at what you're eating. They're like pretty good.
So, oh, and an allergy warning. If you're allergic to shellfish you may be allergic to insects. Please don't have an allergic reaction. So if you guys want to try them we've got a mega bag.
So the ants are pretty small. I've got like a spoon to scoop them out. The crickets. If you're like, I don't know, maybe. I will say Miss Anderson did this lesson earlier this week and she brought some extras home to like her two and four-year-old kids who couldn't get enough of them. They were like, "This is the best snack I've ever had". And in case you're still thinking that it sounds disgusting and no way. Here's the reviews on Amazon.
“Five stars. Delicious. These crickets are absolutely delicious. I just love the way they crunch between my teeth.” I don't think they're that crunchy for what it's worth. I don't think they're that crunchy.
“Squirmed on the first two or three but after that they were a go-to snack. Even had trouble with the kids stealing them. Also, I think as an American we are sheltered from the fact that insects are really a normal and viable food source for most of the world. Glad I broke that barrier.” So if you guys try them you can be smug like this person.
And my favorite one-star review. “One star failed to meet my gustatory expectations. This is my first time trying edible insects and so far I'm very disappointed in the taste.” So up to you. So if you want to try insects, now is your chance. Come on up. Let me know what flavor you want.
Anthony Godfrey:
Okay, so now you have a cricket in front of you. What flavor did you choose?
Oliver:
I think I got smoked barbecue.
Anthony Godfrey:
Smoked barbecue.
Oliver:
I think so.
Anthony Godfrey:
And how about for you?
Millie:
The same.
Anthony Godfrey:
The same. Smoky barbecue. Okay. And you were the first to leap up when you had the opportunity to eat a cricket.
Oliver:
Okay. Last year I was given the opportunity also by Ms. Meng after she had the lesson with Ms. Anderson. I was given the opportunity, and I held it, and I chickened out, and I regret it. That I feel weak.
Anthony Godfrey;
This is your moment.
Oliver:
This is my moment to prove myself.
Anthony Godfrey:
To take care of those regrets.
Oliver:
Yeah. I'm just gonna do it.
Anthony Godfrey:
Alright. I'm glad that I'm here to see this progress.
Oliver:
We should do it together.
Millie:
I'm terrified.
Oliver:
Oh, I hate the way it feels.
Anthony Godfrey:
Now you’re doing it with a friend. Does it not even... Let's take a look here.
Oliver:
I'm taking the wings off. I don't care.
Anthony Godfrey:
Oh, well what if the wings have all the flavor?
Millie:
They feel weird.
Oliver:
Yeah, what if?
Anthony Godfrey:
Okay.
Oliver:
I'm going full-on.
Anthony Godfrey:
You're going with the wings.
Oliver:
Um, yeah.
Anthony Godfrey:
Oh wow. There's quite a nice pattern on that.
Oliver:
Yeah, it's pretty. I feel like... Hold on. Can I go get my water really fast?
Anthony Godfrey:
I think that's a good idea. Okay. Are you gonna do it together?
Oliver:
Do you want to do it together?
Millie:
Okay. Okay.
Anthony Godfrey:
Do you want me to give you a count?
Oliver:
Let's do it. Yeah.
Anthony Godfrey:
Okay. Is it on three?
Oliver:
Yeah.
Anthony Godfrey:
When I say three, then you pop it in your mouth. Right?
Millie:
Oh, I'm shaking.
Anthony Godfrey:
Yeah. Okay. Here you go. Ready? One, two, three. Okay. You're chewing. It's in.
Oliver:
That was like... That was fine.
Anthony Godfrey:
How is it?
Millie:
It was fine.
Anthony Godfrey:
Smoky barbecue. You didn't even reach for your water right away.
Oliver:
I'm so dramatic.
Millie:
Wait.
Anthony Godfrey:
Uh oh.
Oliver:
This was a...
Anthony Godfrey:
A little bit of an aftertaste. Was there a wave?
Millie:
That's so bad.
Oliver:
Okay, I won’t lie. That was... I was being dramatic.
Anthony Godfrey:
Is it impactful? It's not as bad as you thought.
Oliver:
It tastes like... I don't know, crackers. That's what I...
Anthony Godfrey:
Crackers? Okay.
Millie:
That's disgusting.
Oliver:
It was fine. The texture isn't that bad.
Anthony Godfrey:
You’re having different reactions.
Oliver:
It's just the seeing it. Honestly. Just the knowing that it's a bug. Cause if I see a video of live bugs, uh uh.
Anthony Godfrey:
It got inside your head a little bit.
Oliver:
But now it's fine.
Millie:
It’s so gross.
Oliver:
I still don't think I would eat like, I don't know, a caterpillar. No thanks. But this is fine.
Anthony Godfrey:
I think this is– It's a big step forward. You had a regret from last year-
Oliver:
Maybe I would eat a tarantula.
Anthony Godfrey:
This is a good pattern for life. You have a regret and you correct.
Oliver:
Maybe I'll become a... like only bugs. Maybe I'll only eat bugs from now on.
Anthony Godfrey:
Only bugs. This could be the first step of a long journey.
Oliver:
Yeah. Maybe. I'll be as smug as that one review.
Anthony Godfrey:
Okay, tell me your names.
Millie:
I'm Millie.
Oliver:
I'm Oliver.
Anthony Godfrey:
And what have you learned today from this lesson and from trying the bug?
Millie:
Lots of people eat bugs, more than I thought.
Oliver:
I also learned along with this and my weakness of last year that it's... If you get it in your head and just like... It's more scary to wait than to just do it.
Anthony Godfrey:
Just dive in. Get after it.
Oliver:
Just, you know, like even that one second of, you know what? Just immediately. Take it, go, and then it's fine.
Anthony Godfrey:
So maybe the anticipation–
Oliver:
The anticipation is so much worse.
Anthony Godfrey:
–is worse than the experience itself. Now, it wasn't as tasty for you.
Millie:
It was really bad.
Anthony Godfrey:
You don't regret doing it?
Millie:
Yeah–
Oliver:
I would get more.
Millie:
–cause now I don't have to do it again.
Anthony Godfrey:
And you won't have a year of regret that has to be corrected.
Oliver:
I would happily go get more. Like a full 10.
Millie:
Go do it.
Anthony Godfrey:
If you keep addressing regrets as quickly through the rest of your life as you have today, I think you're going to be in great shape for a long time. Well, well done. I admire you both. Bravo.
Millie and Oliver:
Thank you.
Anthony Godfrey:
We've got a couple more who have chosen the cricket. Now, tell me what you have. Are these ants right here?
Student:
Yes, they're ants.
Antony Godfrey:
Okay. Are they crushed up a little bit?
Student:
I think so.
Anthony Godfrey:
So they're supposed to have a lemon zest to them is what I understand. So which are you going to try first? Are you going with the cricket or the ants?
Student:
I say the cricket.
Anthony Godfrey:
Okay, cricket first. What flavor did you choose?
Student:
Chili lime.
Anthony Godfrey:
Chili lime. Okay. I did a count for the other students. Do you want me to give you a count?
Student:
Yes.
Anthony Godfrey:
Okay. On three. When I say three, the cricket goes in. Okay. Alright, here we go. One, two, three.
Student:
It's not very good.
Anthony Godfrey:
Okay, it's not very good.
Student:
It's just, it's just weird.
Student:
It tastes fine.
Anthony Godfrey:
Is it more texture than flavor?
Student:
Yeah. Like when you first bite into it, it's super like crunchy and then it just like–
Anthony Godfrey:
Okay. All right. You're going to wash it down with some lemon zesty ant, right?
Student:
And these like aren't flavored at all.
Anthony Godfrey:
So my name is Anthony. So I kind of feel a kinship here. All right. Let's see this happen right now. Do you want another count to three?
Students:
Yeah. Yeah.
Anthony Godfrey:
Okay. One, two, three. Oh wow. She just put her palm right up to her mouth to dump all the little ant parts in.
Student:
Oh, that's even worse. Ew. Oh, the ants are not good.
Student:
They taste like nothing, but they're really crunchy.
Student:
They're really strong.
Anthony Godfrey:
Oh, for you, they taste like nothing for you they're really strong.
Student:
They taste like lemon juice.
Anthony Godfrey:
Really? So you are experiencing that lemon zest flavor.
Student:
They kind of taste like lemon.
Anthony Godfrey:
Wow.
Student:
They're just really crunchy and really tiny. So it's weird to me.
Anthony Godfrey:
Now tell me your names.
Morgan:
Morgan.
Anthony Godfrey:
Morgan.
Lila:
Lila.
Anthony Godfrey:
And Lila. Okay. So do you think you'll be eating crickets and ants again?
Student:
I would do it again.
Anthony Godfrey:
A cricket?
Student:
Yeah.
Anthony Godfrey:
Maybe less so on the ants.
Student:
Yeah, probably.
Anthony Godfrey:
All right. So what have you learned today from the lesson and from trying some insects?
Student:
Um, that eating bugs, they want to try and get it more into diets because it's better for the environment and yeah.
Anthony Godfrey:
But you're not fully on board yet.
Student:
Yeah. Well, I eat it again, but I don't think I'd eat it like every day as a diet.
Anthony Godfrey:
Okay. How about for you?
Student:
Same thing. Just like how we're trying to normalize it that people already do it daily.
Anthony Godfrey:
Yeah. Okay. Well, great. Thanks for letting me witness this moment. This was important.
Student:
Yeah.
Anthony Godfrey:
Good job. Congratulations.
Thanks for joining us on another episode of the Supercast. Remember, education is the most important thing you will do today. We'll see you out there.
Recently many first-grade classrooms in Jordan School District looked a little more like lively senior centers because students and staff were celebrating the first 100 days of the school year by dressing up as if they were 100 years old.
On this episode of the Supercast, we talk to some very impressive silver-haired students at Silver Crest Elementary School about their 100th day costumes. Find out what they say about the aging process and when someone is considered “old.”
We’re going to start however, with some teachers who also look “aged to perfection” on the 100th day.
Audio Transcription[Music]Anthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. Recently, many first grade classrooms in Jordan School District looked more like lively senior centers because students and staff were celebrating the first 100 days of the school year by dressing up as if they were 100 years old.
On this episode of the Supercast, we talk with some very impressive silver-haired students at Silver Crest Elementary School about their 100th day costumes. Find out what they say about the aging process and when someone is considered old.
We're going to start, however, with some teachers who also look aged to perfection on the 100th day of school.
[Music]I'm here with the first grade teachers here at Silver Crest. I cannot stop smiling and laughing looking at them, but looking at you guys was pretty startling as well. Did you have to dig deep for these costumes or is this just a regular Friday?
Teacher #1:
I just went over to my mother's house who’s 96 next month. I just picked from her wardrobe.
Anthony Godfrey:
What is this referred to as? Is this a house coat? What is this exactly?
Teacher:
Yeah, like a house dress.
Anthony Godfrey:
A house dress?
Teacher:
She called them a house dress. She always wore a turtleneck with it because she didn't want her neck to be seen. She had wrinkles on her neck.
Anthony Godfrey:
Oh, because she didn't want her neck to be seen. I see, because that would be a sign of old age.
Teacher:
And to keep her warm.
Anthony Godfrey:
Okay, well you wear it well.
Teacher:
Thank you.
Anthony Godfrey:
How about for the rest of you? The Golden Girls.
Teacher:
The Golden Girls look.
Teacher:
This is just fun Friday for me.
Anthony Godfrey:
Is it a particular Golden Girl or?
Teacher:
I am the Golden Girls.
Anthony Godfrey:
You embody all of them. Yes, very nice. Well, I really have to come back because some of you I haven't met and I really need to meet you in your natural state rather than in your this advanced age. How about for you guys? Where did you find your outfits?
Teacher:
I just got a collection. First grade teachers always have to have a bin of fun things. So we collect things, we dress up, lots of fun things.
Teacher:
I stole my grandma's nightgown.
Anthony Godfrey:
Does she know that you stole her nightgown?
Teacher:
Maybe.
Teacher:
I hit the DI.
Teacher:
So did I. The DI is an awesome place.
Anthony Godfrey:
The makeup, I hesitate to say this, but the makeup is a key component. It really brings out the, well, and the stockings. I can't stop looking at the stockings. The ankle stockings with the low heels and the skirt. Really, it's quite an ensemble.
Teacher:
My makeup took me back to my 80s.
Anthony Godfrey:
I also love that not only are you wearing glasses, but you have glasses on a chain around your neck. Now, the key component to this would also say, where are my glasses? I can't find my glasses.
Teacher:
Exactly. I never can.
Anthony Godfrey:
When you have two of them on your person.
Teacher:
Exactly.
Anthony Godfrey:
Clearly, pearls are also...
Teacher:
Yes. I don't know if we all know you're right.
Anthony Godfrey:
Now, the 100 days of school, I really love that you are highlighting this. Because I think we're always looking at the next day, we're always moving forward. We forget to look back at the progress that we've made. And I would guess, I've never taught first grade, but I would guess that teaching first grade, you really get to see a lot of progress from the kids over those 100 days. Can you tell me about day one in comparison with day 100?
Teacher:
They wouldn't be sitting like this on day one.
Anthony Godfrey:
Yeah, it's clear you have some very effective routines down. No question about that.
Teacher:
When they come to us, they're just really little kindergartners. They're really still kindergartners. And now they've blossomed into students, right?
Teacher:
Yeah, I was looking at their journals from first day to now. And just the growth, it's so fun. I don't think you've any other grade you can see the growth that you do in first grade. And they're reading, they're writing. It's awesome.
Teacher:
Another thing you notice is the confidence. They come in crying, they don't want to leave their moms. And now they can't wait to come into school.
Anthony Godfrey:
Yeah, and I love that. That's such a key element of what you accomplish as first grade teachers, is teaching them to be at school, giving them that confidence, that sense of efficacy like, "Hey, I belong at school. I didn't know how to do this, and now I do." Because my teacher helped me learn how to do that.
Teacher:
Yeah, it's awesome.
Anthony Godfrey:
That's wonderful. Well, I'm super impressed. I love this activity. And I really should have busted out my readers. So I'll put my readers on for the rest of the time. I'm going to go do something this weekend to feel young. I've got to, maybe I'll go clubbing this weekend. Well, you're all fabulous. Thank you so much for letting me take time with you.
Teacher:
Thank you for coming.
Teacher:
Remember, we tell parents that we will only believe half of what we hear if they promised to only believe half of what they hear.
Anthony Godfrey:
I think that's a fair bargain. I really think it is.
Teacher:
That's our motto.
Anthony Godfrey:
Believe half of what you hear. Well, you heard it here first at Silver Crest. Thank you very much for creating such a wonderful environment and for letting me take some time this morning.
Teachers:
Thank you.
Anthony Godfrey:
Stay with us. When we come back students answer the age-old question, "When is a person really old?"
Break:
Hello, I'm Tracy Miller, President of the Jordan School District Board of Education. There are seven members on the Board of Education, one in each voting district. We are committed to listening and serving our constituents as we work together to provide the best possible learning environment for the students we serve. As members of the Jordan Board of Education, we believe it is our duty and responsibility to: increase student achievement; provide parents with the choices they deserve and desire; recognize and reward quality in educators; empower school leaders through policy governance and professional development; and communicate with the public, legislators, business leaders, cities, and parents. We invite you to get to know the Board member who represents you in your voting district and to please join us at our monthly board meeting held on the fourth Tuesday of every month. Or listen from the comfort of your home, on our live stream. For more information and to find your Board member, visit jordandistrict.org. With parent and community input and support, we will continue our work to give students every opportunity to succeed in Jordan District schools and beyond. Thank you for your support. We look forward to seeing you soon.
Anthony Godfrey:
As first grade students are assembling here, we're looking at people in housecoats and curlers. There are a lot of canes and glasses are a key component. Oh, and there's some gray facial hair too. Lots of gray facial hair. So you guys are celebrating a hundred days of school?
Students:
Yes!
Anthony Godfrey:
By dressing up to be a hundred?
Students:
Yes!
Anthony Godfrey:
Okay, so tell me, how do you like my old man costume?
Students:
[Applaud and cheer]
Anthony Godfrey:
Is it pretty good?
Student:
That’s not a costume! That’s your actual uniform.
Anthony Godfrey:
Raise your hand if you want to tell Doug something about my old man costume. What makes it an old man costume?
Student:
It has a tie.
Anthony Godfrey:
Oh, so wearing a tie kind of makes me look like an old man. Is that right? Okay.
Student:
White hair.
Anthony Godfrey:
My white hair. Oh, my white hair. Did the spray work? Can you see the real color of my hair?
Students:
Yes.
Anthony Godfrey:
Okay, my hair didn't always used to be white. It used to be a different color. That's right. Raise your hand and somebody tell me about the oldest person that you know. Who is the oldest person you know?
Student:
Great grandpa.
Anthony Godfrey:
And how old is your great grandpa?
Student:
Ninety-four.
Anthony Godfrey:
Ninety-four. And are there some things he does that only old people do?
Student:
Watch TV.
Anthony Godfrey:
He watches TV. Does he watch a lot of TV?
Student:
He does.
Anthony Godfrey:
So what kinds of shows does he like, you know?
Student:
Old movies.
Anthony Godfrey:
Old movies. Does he ever watch Matlock? No, Matlock. Okay. All right. How about you? Who's the oldest person you know?
Student:
My dad.
Anthony Godfrey:
Your dad? And how old is your dad?
Student:
47.
Anthony Godfrey:
Does he do some things that make him seem old? What are some things that he does?
Student:
He does push-ups, I think.
Anthony Godfrey:
He does push-ups. I think that makes him seem young. Are push-ups for old people, kind of?
Student:
No.
Anthony Godfrey:
Oh, okay. All right. That's all right. You tell me, how old is old? How old does a person have to be before you think, you know, that person's old. How old? Tell me, how old?
Student:
To be like 100 years old.
Anthony Godfrey:
If they're 100, they're old? If they're younger than that, they're not old yet? Okay, that's good. That makes me feel better. Okay. How about you? How old is-- does a person have to be before they're old?
Student:
60.
Anthony Godfrey:
60. Once you're 60, you're old.
Student:
Yeah.
Anthony Godfrey:
Okay. Well, I'm not there yet. That's good. How about you? How old?
Student:
200.
Anthony Godfrey:
200? Oh, I'll never be old. I will never be old. That sounds great. What is your name?
Hudson:
Hudson.
Anthony Godfrey:
And Hudson, how did you pick out your outfit?
Hudson:
I just looked at it and it seemed like it would be for an old man, so...
Anthony Godfrey:
What about it makes it seem like old man? Is it because it's gray?
Hudson:
Yeah.
Anthony Godfrey:
And it matches the makeup that you have on. You have big, bushy, gray eyebrows and a big, bushy, gray goatee. Tell me about-- who did your makeup?
Hudson:
My grandma.
Anthony Godfrey:
Oh, your grandma did. And what did you think when you saw yourself in the mirror?
Hudson:
I thought I looked pretty old.
Anthony Godfrey:
You do look pretty cool.
Hudson:
Yeah.
Anthony Godfrey:
You look pretty old. So tell me. You also sprayed your hair white?
Hudson:
Yeah, I used like a gray spray..
Anthony Godfrey:
Oh, okay. So are you going to take a picture and then make sure you have a copy of that picture you can look at many years from now to see if this is what you actually end up looking like when you're older? The wrinkles. I just noticed the wrinkles. You also have wrinkles painted on. Oh, now wait a minute. Is that gray hair in your ears?
Hudson:
Yeah.
Anthony Godfrey:
Wow. That is a nice touch. That really brings the whole thing together. Very nicely done.
Student:
You look like old people.
Anthony Godfrey:
I look like old-- what makes me look like an old person?
Student:
You have white hair.
Anthony Godfrey:
I have white hair. Yeah, I do.
Student:
And freckles everywhere.
Anthony Godfrey:
And freckles everywhere. So my skin, my hair-- but other than that, I look pretty young, right?
Student:
Mm-hmm?
Anthony Godfrey:
Okay. Tell me, how old do you think I am?
Student:
You're 25.
Student:
200?
Anthony Godfrey:
Well, if I were 200, wouldn't I talk a little bit more like this? Really, you think I'm 200? How do you think I am?
Student:
Um, 50?
Anthony Godfrey:
50? That's pretty close. Actually, I'm old enough that 50 sounds really good right now.
Student:
I know how old you are.
Anthony Godfrey:
I'm not the president.
Student:
56?
Anthony Godfrey:
But God bless America.
Student:
Are you the President of the United States?
Anthony Godfrey:
No, I'm not the President of the United States. Tell me, who is the oldest person you know?
Student:
My, um, Grandma Ruth.
Anthony Godfrey:
Your Grandma Ruth? How old is your Grandma Ruth?
Student:
I can't remember, because on her next birthday, she's going to be 100 years old.
Anthony Godfrey:
She's going to be 100 years old on her next birthday. Wow. So what are some things about your Grandma Ruth? What can you tell me about her?
Student:
She loves her dogs.
Anthony Godfrey:
She loves her dogs?
Student:
Mm-hmm. And she has grandkids.
Anthony Godfrey:
She has grandkids? Does she have some great grandkids too?
Student:
Yeah.
Anthony Godfrey:
Wow. That's pretty awesome. Is there something that your Grandma does with you, or that she makes for you that you really like?
Student:
Yeah, cookies. She makes cookies.
Anthony Godfrey:
What kind of cookies does she make?
Student:
I kind of don't remember.
Anthony Godfrey:
Can you tell me your name?
Student:
It's squeaky.
Anthony Godfrey:
Can you tell me about your costume? It looks really great. What are you wearing, and what did you bring?
Student:
I have the same walking stick as my teacher.
Anthony Godfrey:
Oh, yeah. Your teacher does have that same walking stick. Tell me about the clothes you're wearing.
Student:
This.
Anthony Godfrey:
Oh, that's a hat with some gray hair attached to it.
Student:
And I have these kind of glasses.
Anthony Godfrey:
Oh, yeah. Look at those glasses. Where did you get those glasses?
Student:
Got it from, like, a costume that we found on our computer.
Anthony Godfrey:
Okay. And tell me about your outfit.
Student:
I have a hundred year old vest and this is a coat that my mom put on. And here's the "How DoYou Do World" scarf.
Anthony Godfrey:
I think you look fantastic. Even your shoes kind of look like old-person shoes a little bit. Yeah, I like it. If your old person that you're dressed up as had a name, what would his name be?
Student:
Um, I don't know. Paul.
Anthony Godfrey:
Paul? Okay. Very cool. Tell me the favorite thing you've learned or been able to do in those 100 days. What have you loved about the first 100 days of first grade? Right back here in the orange shirt.
Student:
Play Guess Who.
Anthony Godfrey:
Play Guess Who? Are you pretty good at Guess Who?
Student:
Yeah. Kinda.
Anthony Godfrey:
Okay. Good. How about you? The suspenders here. Yes, sir.
Student:
Um, lunch.
Anthony Godfrey:
Lunch. You like lunch? Yeah. Which lunch? What do you like for lunch?
Student:
Macaroni and cheese.
Anthony Godfrey:
That's my favorite. I went to a school on Monday just so I could have macaroni and cheese. Okay. What's your favorite thing about the first 100 days of school?
Student:
Math.
Anthony Godfrey:
Math? What do you like about math?
Student:
That I count on and pick the bigger number. Awesome. That's great. I love that you love math.
Student:
Um, to be with friends.
Anthony Godfrey:
To be with friends. That's a really important part of school. How about you?
Student:
Math.
Anthony Godfrey:
Math? What do you love about math?
Student:
Um, so we can, um, everything.
Student:
I like reading. I like reading because I like reading books.
Anthony Godfrey:
What do you like, what type of books do you like to read most?
Student:
It was horror.
Anthony Godfrey:
Horror books? Yeah. Wow. Cool.
[Music]Thanks for joining us on another episode of the Supercast. Remember, education is the most important thing you'll do today. We'll see you out there.
[Music]
Take one listen and you will quickly discover that it is not your ordinary elementary school orchestra…this one is extraordinary.
On this episode of the Supercast, we find out what makes the Welby Elementary School orchestra so amazing with students playing and performing at very high levels. Listen in as we learn about the young orchestra members and their love for musical instruments and making magical music.
Audio Transcription[Music]Anthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. Take one listen and you will quickly discover that this is not your ordinary elementary school orchestra…this one is extraordinary.
On this episode of the Supercast, we find out what makes the Welby Elementary School Orchestra so amazing with students playing and performing at very high levels. Listen in as we learn about the young orchestra members, their love for musical instruments, and making magical music.
[Music]Anna Edgell:
We're going to double-check our tuning with everyone. Chelsea, come on up. She's got our notes for us today. Play your A nice and loud. Everyone can hear.
[Music]Anna Edgell:
Okay, good. Let's hear your D.
[Music]Anna Edgell:
Okay, let's hear E.
[Music]Anna Edgell:
It's good. It sounds good. Energy.
[Music]Anna Edgell:
Very good. Sounds great. Can you max into a C for us?
[Music]Anthony Godfrey:
I'm here at Welby Elementary talking with four students in the orchestra program. Tell me your name and what instrument you play.
Barbara:
My name is Barbara and I play the viola.
Matteo:
My name is Matteo and I play the violin.
Chelsea:
My name is Chelsea and I play the violin.
Alexa:
My name is Alexa and I play the viola.
Anthony Godfrey:
What made you pick this particular instrument? What made you want to play the violin versus the viola versus the stand-up bass?
Barbara:
I just feel like the viola, like there are just a bunch of violins and I want to be like a little bit different, so I chose the viola.
Matteo:
I wanted to choose violin because I didn't have anything to do, and I just saw it and I wanted to play the smallest instrument.
Chelsea:
In my family, we have a tradition where we pass down old violins to our younger cousins or family. I love playing the violin and I love seeing people play the violin and I watch a ton of videos on it and I really wanted to be a violinist.
Anthony Godfrey:
So you've watched a lot of videos about it?
Chelsea:
Yeah, I've watched a ton of videos about it.
Anthony Godfrey:
That's awesome. Do you have a favorite violinist that you watch?
Chelsea:
Ray Chen.
Anthony Godfrey:
Oh, okay. Great. How about for you?
Alexa:
I want to play the viola because I thought that the viola was interesting. My parents didn't let me play the violin.
Anthony Godfrey:
Oh, okay. What made you want to be part of the orchestra program in the first place? You come early to school to be a part of this. Tell me what made you want to play an instrument here at Welby?
Barbara:
Because my family, all my family members except for my dad all play an instrument.
Anthony Godfrey:
What other instruments do members of your family play?
Barbara:
My mom, so everyone in my family used to play the cello but my brother. He quit very early playing the viola so I just wanted to do the viola.
Anthony Godfrey:
Okay.
Matteo:
The reason I wanted to join the Welby Orchestra is I felt I was capable of doing a lot more than just going to lessons. So I started doing orchestra in second grade and I've been playing for about two years now.
Anthony Godfrey:
Have you been taking lessons as well on the side?
Matteo:
Yes, I've been taking lessons for seven months now.
Anthony Godfrey:
And do you feel like when you practice by yourself it's different from getting to play with other people?
Matteo:
Yes, I feel a lot better when I'm doing stuff with other people.
Anthony Godfrey:
And it's fun. You get to make friends and feel a part of something. What about you?
Chelsea:
So I actually started this because I watched the Harry Potter play where they would like do the background music and I thought it was really cool so I wanted to join. At my old school I did it too, because I'm new here.
Anthony Godfrey:
And is that the musical or the play that...
Chelsea:
The musical.
Anthony Godfrey:
And that came out. Remind me what that's called.
Chelsea:
It's called the Harry...it's for like the background music for Harry Potter.
Anthony Godfrey:
Oh, so did you go see the movie with the symphony playing in the background?
Chelsea:
Yes. So I thought it was really cool if I did.
Anthony Godfrey:
Oh wow, that's awesome.
Alexa:
I was just mainly really curious and I kind of needed a hobby to do. And then at the beginning of fourth grade I saw that orchestra was around so I tried orchestra to see what it was all about.
Anthony Godfrey:
I love that you guys have each found a different path that has brought you to this orchestra program. Tell me, what is it that you love about orchestra?
Barbara:
It’s that I get to play my favorite instrument.
Matteo:
Because I get to be around people and have some good times with some people and make new friends.
Chelsea:
So I can learn and play with my friends and show my family what I can do.
Anthony Godfrey:
And you said that you're new to the school so has this helped you make friends?
Chelsea:
Yeah.
Anthony Godfrey:
In fact, the friend that you're standing right next to.
Chelsea:
Yes.
Alexa:
I honestly, I just thought the music that they did was incredible so I wanted to try seeing what this music felt like. And I think it's really beautiful how the music turns out.
Anthony Godfrey:
What would you say to students who are thinking about maybe getting up early during the week and being part of an orchestra program? What would you suggest?
Barbara:
I'd probably sleep in early so you're not tired.
Anthony Godfrey:
Go to bed early so you can get up and be part of it.
Matteo:
I always wake up when it's super dark in the morning because I'm just like, "Oh, it's dark. It's the darkness that it usually is at 7am. Just go. Go downstairs. Have some breakfast."
Chelsea:
So usually I'm tired at the start so actually my friends cheer me up. So that's how I wake up.
Alexa:
I would probably tell them to start getting used to the schedule. Waking up early. You've got multiple concerts coming up and I would say it's a great choice for them to choose being an orchestra.
Anthony Godfrey:
Tell me, are the days when you have orchestra, does the rest of the day feel different than the days when you don't?
Alexa:
Just Tuesday and Thursday’s for advanced. Honestly, I think it's not really a big difference. You wake up a little earlier, you might feel a little bit different. Just basically waking up early and practicing.
Chelsea:
It's actually way different because if I'm at an orchestra, not a lot of friends cover me up. And then when I'm outside, they surround me so it's kind of different.
Matteo:
It only makes... Yeah, there's a big difference between Tuesday, Thursday, and Wednesday because on Tuesdays and Thursdays I cannot miss school. And I do not like missing school at all because I cannot leave my friends at all.
Anthony Godfrey:
Okay, you gotta be here. I love that.
Barbara:
I kind of have to be here all the time except for Fridays because my mom kind of works here. So it doesn't really feel that different but whenever we don't have orchestra, it feels very different. It kind of feels good.
Anthony Godfrey:
Yeah, okay. What's next for you as a musician? Are you going to keep playing here? Do you want to keep playing in the middle school and high school? What's next?
Alexa:
I think I'll probably still, but I know the high school is at like 6am so I might start fading out. But maybe come back in college when it gets to high school because it's really early in high school. But I'll probably do the middle school.
Chelsea:
Yeah, I'm probably going to play for the rest of my years because I think violin really helps me with stuff.
Anthony Godfrey:
Awesome.
Matteo:
I'm going to try and play. I'm going to try. I really like to, like, I'm really going to try and play until I'm like, past college. I'm going to really try and play.
Barbara:
I would definitely keep on playing. I would, I don't know why, but I really love playing instruments. So I would play through like all the years.
Anthony Godfrey:
I love that. I love your enthusiasm and most people who have played an instrument and get to be my age wish they had kept playing that instrument. So I love that you guys are going to keep playing. I'm really proud of you guys and the work that you're putting into this. I'm excited for your enthusiasm. Keep playing and I can't wait to see your performances. See you guys. Thank you.
Anna Edgell:
Warm-up tempo. One, two, ready, go. Three, four, one, two, three, four.
Anthony Godfrey:
Stay with us. When we come back more music with the extraordinary Welby Orchestra.
Break:
Does your student want to become a veterinarian, commercial pilot, programmer? Maybe they want to make a difference as a dental assistant, work in digital media, robotics, welding, or web design. These are just some of the programs offered as part of Career and Technical Education, CTE in Jordan School District. CTE provides the technical skills needed to prepare students for future employment and/or a successful transition to post-secondary education. Career and Technical Education provides work-based learning opportunities. We partner with industry experts to offer apprenticeships and internships with students working in the real world at real jobs while going to school. The CTE experience starts in our elementary schools with the Kids' Marketplace and grows through middle and high school. Our two Jordan Academy for Technology and Careers (JATC) campuses offer unique programs to fit your child’s dreams for the future. To explore all CTE has to offer in Jordan School District visit cte.jordandistrict.org today and let's get your child started on the pathway to a profession.
Anthony Godfrey:
We're here with Anna Edgell, the orchestra teacher from Welby Elementary. Thank you for letting us visit today.
Anna Edgell:
Thank you so much for coming. It's great to have you here.
Anthony Godfrey:
Tell me about your musical journey and what brought you to Welby.
Anna Edgell:
Well, so it started, if we go clear back, it started in sixth grade. I went to band and played the flute. Then in junior high, I played flute and saxophone. And then high school I played saxophone, just only saxophone. Then my band teacher started up an orchestra at our high school. And so that's when my journey on the violin started, in my high school.
My mom noticed that that was an elective. And she said, "Oh, you should do that. It would be so awesome. You can play violin." I was like, "Yeah, let's try that out. I love learning instruments.” And so I took that up and then just fell in love with the violin and all the string instruments, I love and just have a great passion for it. And it just took off from there. Then I studied it in college and my minor is music.
I continued taking private lessons through there and conducting classes that I took and the theory classes. And that was all really, really fun, and just continued on. I've continued to take lessons. I've taken from America's violinist, Jenny Oaks-Baker. She's amazing. She does not disappoint. She's so good at playing, but she's also a fabulous teacher. She's so good. So I've learned so much from her and she's so fun to learn with.
My daughter goes here and last year when they, right before school started, they're like, "Oh, we have an opening we need to fill for orchestra teacher." And Kathy Worthen was before who did amazing, had been here 20 plus years. So I just applied for it. So it's my first year here.
It's been amazing. The kids are so amazing. What a great group of kids. They work so hard and they come early before school twice a week. I leave every day with my heart so full because just making music together and being able to share that together and just their service that they serve to one another is amazing to see. They helped me set up the classroom with, you know, just jump in and they were so willing to help. And then to clean up the classroom and during class and to make sure that I have my stand and everything that I need. What a great group of kids that we have here at Welby.
Anthony Godfrey:
As I watched them this morning, it was obvious how much they are connected with each other and how much fun they're having as part of the orchestra program.
Anna Edgell:
Yes, yeah, we've been having a lot of fun. I think that's something that Kathy did when she was here is just to build just a love of music and to have fun with it. So my goal is to continue with that and hopefully we can just instill that love of music and continue on having fun and creating music together.
Anthony Godfrey:
Tell me about how it feels to just to watch their progress because I'm sure that when they come, when they start out, you have a beginning and an advanced band, by the way. So you're doing this four days a week. You're alternating. But with both groups, tell me how it feels to see where they start and where they end up based on the time they spend together with you.
Anna Edgell:
Oh, it's amazing. It is so incredible to see and it's so much fun because, you know, in our beginning one, we call it the Red and Black Orchestra, they come on Monday and Wednesday. And so they're here for 45 minutes, twice a week. And a lot of them have never touched an instrument before. And so, you know, it's just taking it from the very beginning and it's just all those little details of how to hold the bow, how to hold your instrument. And there's a lot that goes into it, the counting, the staff, learning the notes.
It's incredible to see because, you know, at the start of the year, we go for a few months. And then here we are at Christmas time doing a concert and they've only been playing just a couple of months and learning twice a week for a couple of months. They haven't had, you know, a long time yet, but it was so incredible to see it all come together. I'm so proud of them and they should be so proud of themselves and all their hard work that they put in because it's really rewarding at the concert to see it all come together. And it's just we get to enjoy what we've been working on for months. It's so fun to see.
Our advanced Wildcat, we call them the Wildcat Orchestra. And it's so fun to see them too because they've been there. We're all on our own different journeys. You know, some we're just all in our own different spot. But that is completely 100% OK. And I hope that everyone can feel welcome in the orchestra because it doesn't matter how long we've been playing for. You know, it's not a comparison. It's just we want to get together and make music. And they're so great at just coming together, playing music, helping one another out and seeing their progress. They did so good at the concert and they sounded so good. And I was just so proud of them and their progress as well. So it's so fun to see.
Anthony Godfrey:
Thank you for doing this.
Anna Edgell:
You're welcome.
Anthony Godfrey:
It means so much to the kids and it's such a great enrichment to their school experience and helps to find who they are. And more than anything, I'm just excited that they get this sense of efficacy. Like I try something I've never tried before. And look, I can get better at it and I can be good at it.
Anna Edgell:
Yeah. Yeah. No, I love that. And it is I just think it's so great that they offer it here at Welby in an orchestra. They have that option. I didn't have the option growing up, but you know, but that's that's OK. But I just think that it's a great opportunity. And just like you said, just the connections that they're making with each other, the friends that they're making. We definitely learn, you know, all the music stuff, but it's definitely more than that. It's the friendships that we're building.
The time that we get to spend together, the memories. And so it's just in the community. And then, you know, we get to bring bigger community. You know, their parents get to come in and see what they've been learning. So it's just a great way to bring people together.
Anthony Godfrey:
Thank you very much. Yeah, that's great. It's so nice to meet you.
Anna Edgell:
Nice to meet you.
Anthony Godfrey:
Thanks for joining us on another episode of the Supercast. Remember, education is the most important thing you will do today. We'll see you out there.
(upbeat music)
They are elementary school students who simply love storytelling and getting in front of the microphone to share their stories with anyone willing to listen.
On this episode of the Supercast, we head to Falcon Ridge Elementary School where a student produced podcast called the Junior Falcon’s is giving everyone involved opportunities to tell stories in a way that is fun and educational, fostering new skills they can take into a future careers.
Find out what happens when we show up to do a podcast, on the Junior Falcon’s podcast.
Audio Transcription[Music]Anthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. They are elementary school students who simply love storytelling and getting in front of the microphone to share their stories with everyone who will listen.
On this episode of the Supercast, we head to Falcon Ridge Elementary School where a student-produced podcast called The Junior Falcons is giving everyone involved the opportunity to tell stories in a way that is fun and educational, fostering new skills that they can take into future careers.
Find out what happens when we show up to record a podcast during the Junior Falcons podcast.
We're at Falcon Ridge talking with Principal Theresa Christensen. I'm about to go on your student podcast.
Theresa Christensen:
Yes, we're excited.
Antony Godfrey:
Tell me about the podcast.
Theresa Christensen:
Well, so it started three years ago. We had some students that were outside doing interviews on the playground and they wanted to do a podcast and came and said, "Can we do a podcast?" And I had no idea how to do it. Went to a training in St. George and they said, "Just do it." So I bought an old mic and we just started a podcast. So we've actually grown from there and it's been something we've done every year with our fifth and sixth grade students.
Anthony Godfrey:
So it began as an underground unauthorized podcast.
Theresa Christensen:
Yes, yes it was.
And it grew into a fully endorsed podcast.
Theresa Christensen:
Yes, one where we can control a little bit more of what's happening.
Anthony Godfrey:
And what were the interviews about?
Theresa Christensen:
They were interviewing other students, asking what they were doing. I said, "Let's take this on a grander scale." And they started interviewing faculty. They've gone out and interviewed people in the community, things that they're fascinated about. They've had a couple of podcasts where they've had discussions over movies they've wanted to see or they did a poll about what kind of a lunchtime should we have? Should we have recess first? So it's really something that's grown from what the students want to talk about.
Anthony Godfrey:
I'm trying to remember whether we had a podcast at my elementary in the 70s. No, I don't think we did.
Theresa Christensen:
I didn't have one in mine either.
Anthony Godfrey:
No, it's really exciting and it's a great way for them to engage with other students, faculty members, and to have their voice be heard.
Theresa Christensen:
And do research. They've researched things out and they search for things to share in the community.
Anthony Godfrey:
Now how do students get the opportunity to be part of the podcast crew?
Theresa Christensen:
So in the beginning it was a group of boys that came to me. So that first year I said, "Hey, let's do it," and brought them in. And then the next year they wanted to really continue the podcast. They'd moved on to seventh grade and so we did interviews and we had applications come in. They did interviews with us and basically, they conducted a podcast of us and did interview questions. We kind of based it off of their ability to ask questions, to carry a conversation, and do research. So this year these four students are the ones that were chosen to be our podcast team.
Anthony Godfrey:
Is it pretty competitive?
Theresa Christensen:
Yeah, actually it was. It was really, it's really hard to narrow it down when you've got so many good candidates. Ashlin is the only one that was on last year as a fifth grader and she's on this year as a sixth grader and then the other three are all new.
Anthony Godfrey:
Tell me how frequently does the podcast get posted?
Theresa Christensen:
We try to do it once a week, but you know obviously with breaks and things in there, but we at least have two or three podcasts a month.
Anthony Godfrey:
That's awesome. That's frequent. I know personally that that takes a lot of work.
Theresa Christensen:
It does. And it's a lot of work on the kids part as well because they're the ones that have to come up with a podcast every single week and who are they going to interview and questions and that type of thing. So they've been awesome about it.
Anthony Godfrey:
Do you think I'm in for some tough questions?
Theresa Christensen:
I think you are in for some tough questions.
Anthony Godfrey:
Okay, I'm as ready as I'll ever be I guess.
Theresa Christensen:
Okay.
Anthony Godfrey:
Okay, awesome.
Mariah Stout:
Soundcheck just to make sure that our mics are on.
Anthony Godfrey:
Okay. Am I in the right spot?
Mariah Stout:
Yep, go ahead and just start whatever you want to say.
Anthony Godfrey:
Care Bear, Care Bear, Care Bear.
Mariah Stout:
Perfect. So we're good to go. You guys already figured out who's doing your intro, who's doing your outro?
Kambri:
Yeah, so Ashlin's doing intro, he's doing outro.
Mariah Stout:
Okay, and Alex has got our outro. Fantastic. Okay, and we know the order where we're doing our quick intro, introducing ourselves and then going around the circle. Perfect. You guys ready? Three, two,
Ashlin:
Welcome, Junior Falcons. Today we are, we will be interviewing our superintendent, Mr. Godfrey. Let's get into it then. So Mr. Godfrey, how long have you been being a superintendent?
Anthony Godfrey:
This is my fifth year as superintendent. I started in 2019.
We're talking now with the Junior Falcon podcasters who just put me through an excellent interview. Introduce yourselves and just say what grade you're in.
Evodio:
My name is Evodio, I'm in fifth grade.
Alex:
Alex and I'm in fifth grade.
Kambri:
My name is Kambri and I'm in fifth grade.
Ashlin:
My name is Ashlin and I'm in sixth grade.
Anthony Godfrey:
All right, we've got fifth and sixth graders here. I'm so impressed. You guys have a great setup here and you have great chemistry. You're able to play off of each other and kind of signal to each other and keep the flow of the podcast going. And I think we've been doing it. This is my fifth year podcasting but the school's been doing a podcast for about three years now and I think it's super cool that you guys do this. Tell me what made you want to be a part of this podcast. I know there's a whole tryout and everything. Tell me what made you want to be a part of the podcast.
Ashlin:
So what made me want to be a part of the podcast is I'm a huge talker. I love talking and I like to get to know people and that's pretty much it. I wanted to get to know like people in younger grades than me but not at the time. But now I get to know people in younger grades than me like these people, lovely people.
Alex:
I kind of came here for the same reason Ashlin did because I love talking and I just wanted to meet some new people. But another reason is because my parents thought it would be a good idea since when I get home I don't really do anything. So it's kind of like just an after-school thing for me to do but I love it and I'm kind of glad I did sign up and made it onto the team.
Anthony Godfrey:
Great.
Kambri:
I wanted to be on podcasts because I am a huge talker like they both said. But I also have like the kind of personality where you are curious about random things and you ask the randomest questions but not everyone has the answer to. But it's cool finding people that do have the answer too.
Anthony Godfrey:
Great.
Evodio:
The reason I joined podcast is because I was in a joint student council but they already empty other spots. That's why I joined podcast.
Anthony Godfrey:
So you thought 'well, student council is full I'm going with the podcast.' Okay great. What do you love most about being able to be on a podcast here at your elementary school?
Ashlin:
What I love about being on a podcast at my own elementary school- woah, I'm almost sang the ABCs- is like I don't know, I kind of want to have a podcast when I'm older and just like talk about stuff random topics that I'm curious about and this is where I can kind of start it and maybe carry it on.
Anthony Godfrey:
So this is maybe the start of something even bigger down the road.
Kambri:
So what I like most about podcast is probably when we get to have new people come in that I've never met before and I just have a lot of questions and you can kind of think of your own stuff rather than having someone really tell you what to do, and that's a really big part for me.
Anthony Godfrey:
Great because the conversation kind of flows naturally and you're able to just ask questions as they come.
Alex:
Yeah I really joined because I just I wanted to meet new people and make some new friends but it was also because I also kind of thought that maybe if I did this I could start my own podcast and maybe make it a little bit bigger.
Evodio:
I like podcast because I get to know new people like them and some kids in my class.
Anthony Godfrey:
So not just meeting the people that you get to make the podcast with but also the people that you get to interview.
Students:
Yeah.
Anthony Godfrey:
Is it easier to talk to people now that you've been talking to people all year for the podcast? Is it easier to walk up and talk to people that you don't know?
Ashlin:
Well, I think it's easier sitting down and having a podcast because then you're like face to face like talking and you can ask them questions that you normally wouldn't ask about them when you just randomly walk up to them. So yeah.
Anthony Godfrey:
So it gives you an excuse to talk to new people.
Ashlin:
Yeah.
Alex:
It makes it so they can’t run away.
Ashlin:
That's true.
Anthony Godfrey:
What have you learned from being part of the podcast?
Alex:
I learned about conversation threads and how if you give just one idea for a conversation that conversation won't last that long. So you want to give more parts of the conversation, more like ideas for them to talk about with the conversation.
Anthony Godfrey:
Well, you did that with me and you did a great job of it.
Evodio:
My friend here stole all my ideas I was going to say.
Anthony Godfrey:
I know that does happen.
Kambri:
It's like thinking of new questions or questions to ask on this box. I wasn't here last week to plan. So I think it gives me like I can be more creative and go like out of the box that I'm usually in and like find different things to ask and follow-up questions are huge on our podcast.
Anthony Godfrey:
I like that. A good follow-up question is as important as an initial question sometimes even more so. But what is one of your favorite interviews?
Ashlin:
This was kind of a long time ago. I'm not really sure but I don't know if we were interviewing anybody. I think we were just like starting the podcast and there was this kid named Cole and there's this one episode that he opened the door to leave and it made this huge creaking sound and the mics picked it up and it was so funny. We all just like laughed. That's like one of my favorites.
Anthony Godfrey:
Did that make it a scary episode?
Ashlin:
No, it wasn't scary.
Anthony Godfrey:
It wasn’t like this creepy creak.
Ashlin:
He was trying to open it slow so it wouldn't make a noise but we found out opening it faster would not let it not make a noise.
Anthony Godfrey:
Science- you learn things. It's those unexpected moments it sounds like that have been really fun. How about for you?
Alex:
My favorite episode wasn't that long ago but was when we interviewed one of the newer teachers to the school. Her name was Mrs. Sarah and she just had a lot of really funny things to say and we talked about her dog. And she was a huge Swiftie, so we talked about that and just some of the things she was doing in her class.
Anthony Godfrey:
Great so you got to know a new teacher and her dog.
Evodio:
Mine is this one. I get to talk to you.
Anthony Godfrey:
I was hoping that one of you would say this was your favorite. Thank you for backing me up. Now this has been a blast for me to get to talk with each of you and you're naturals. You are all so good at this so whatever ambition you have beyond this I'm sure you're going to be successful at it. I love the idea that you just want to get to know other people through the podcast. That's really it. If you're curious about other people that's that's where you're successful as a podcaster I think.
Kambri:
I also think it like makes you step out of your comfort zone if you're not one that like really likes to talk to other people but you like to talk. It gives like it makes you step out of your comfort zone trying something new.
Anthony Godfrey:
You guys are awesome. I'm so impressed and thank you very much for having me on your podcast. It's an honor. If people want to listen to your podcast which I'm sure they do after hearing this one, where do they go? How do they find your podcast?
Ashlin:
So you can go on Spotify and just type up the Junior Falcons podcast.
Anthony Godfrey:
Okay.
Ashlin:
Falcon Ridge Junior Falcons podcast. But you can just look up there and you can either search for each season. So you can either go to one of our older seasons or this season which is a newer season. Newest season.
Alex:
I'm just saying while you're there you should just like follow us on Spotify. You should.
Anthony Godfrey:
So don't just listen. Follow.
Alex:
You're so close. You're already playing it. You can just hit it one more time.
Anthony Godfrey:
Hit that follow button. Be part of the community.
Alex:
And you get you can get notified when we post our new episodes.
Anthony Godfrey:
You're all fantastic. I'm so impressed. And if I ever need a co-host I have a deep bench right here. All right. Thanks. Thanks a lot for spending time with me. I appreciate you staying after school and talking with me. Good luck with the podcast going forward and you've got at least one new listener. That's me.
Stay with us when we come back. We talk with the advisor for the Junior Falcons podcast.
Break:
Hello, I'm Sandy Riesgraf, Director of Communications for Jordan School District, and we want to invite you to connect with us. So many exciting things are happening in your child's school, your neighbor's school, in every school here, every day. Don't miss out on following the fun or simply staying informed when there's important information we need to share. Join us at jordandistrict.org, or follow us on Facebook, Twitter, and Instagram @jordandistrict. We can't wait to connect.
Anthony Godfrey:
We're talking now with Mariah Stout, one of the fourth-grade teachers here at Falcon Ridge and the podcast advisor. Thanks for giving us this opportunity.
Mariah Stout:
Yeah. Oh, thank you we're super excited to have this to talk with you and the kids were super excited. We're so glad that we were able to be on your podcast.
Anthony Godfrey:
Well, I loved being on theirs. They're very impressive. Tell me about the progress they've made since they first auditioned and were chosen.
Mariah Stout:
So huge gains. So what's cool is that when they first come do their podcast tryout, you see them one on one. What's interesting is then from there they get put into groups and then they play off of each other. It's interesting because you'll get kids- they pair up and they're like, “Oh, I don't really know you very well”. So at first, when you listen at the very beginning, you can hear there's a little bit of awkwardness because it's just everybody's trying to feel each other out. But then from there, we kind of talk about what were some good things that happened and things that they hear that “Oh, yeah, we can work on that.”
But also we look at different examples of other podcasts. And even some videos of like how to have a conversation. It's great because, as you know, it's like Alex talked about conversational threads. So one of the videos that we watched about how to have a conversation and even encouraging them like, “Hey, go practice with your friends, go practice with family.” And they've made huge gains.
You probably noticed that some of them were pointing at each other like, ‘Oh, hey, I'm gonna ask the next question’. Because we’ve had a group that's like, ‘Oh, we don't want to talk over each other. So that's what we're going to do so that we don't.’ So it's it's been great, because I don't tell them explicitly what to do. They're the ones who come up with that. Or if there's something where I'm like, “Oh, yeah, that's something that we can work on.” We'll talk about it, we'll see videos, we'll practice with each other. Then the next time they're able to apply it, and it's awesome.
Anthony Godfrey:
They really do seem to have a great relationship and they're respectful of each other, like, “Oh, I want you to have a chance. Let's make sure they have a chance.” So I think they each have their voice, and they're able to balance things out. There are just so many skills that they're obviously developing as part of putting this podcast together. Skills that will serve them for a long time to come.
Mariah Stout:
Yeah, indeed. And the best part is, especially when you hear from the beginning to where they are now, getting them to listen to understand. Instead of just like, “Oh, I'm asking this question. And then I'm just going to move on to the next thing without actually listening.” And so getting it to where, especially where we've hit up on like, “Hey, make sure you're having follow-up questions to show that you're actually listening”. That's been fantastic, just getting their listening skills, not just their hearing skills, but their listening skills to be able to help with that communication.
Anthony Godfrey:
I could tell that they had been really intentional about focusing on asking good follow-up questions, because there was a great flow to that interview with them. I hated when you gave the signal that it needed to wrap up because I was having so much fun with it. They did such a great job.
Mariah Stout:
I know, I was sad too. I was like, “Oh, man, do we have to stop? This is fantastic.”
Anthony Godfrey:
Yeah, they're a lot of fun and they just light up when they're talking with each other. It's really cool to see and I can't thank you enough for providing such a rich learning experience for these kids after school.
Mariah Stout:
You're welcome. I love it. This is probably my favorite thing to do, is this podcast. I didn't think when I first started doing it, I was like, “I don't know how to do a podcast. Like I've listened to podcasts. That's the only thing I've got.” As we've been going like it's just been so much fun, especially just to see the growth that these kids have learning how to communicate with each other. And again, like all of their ideas are their ideas. I don't tell them who to interview or anything. They come up with who they want to interview. Or if they don't have someone they want to interview or like a topic they want to talk about. They come up with that on their own and I'll listen in and usually I'll just provide like, “hey, did you think about this? Or did you think about that?” Usually I just pose guiding questions, but they're the ones who come up with all of it.
Anthony Godfrey:
Sure. No, it's very meaningful for them to have that level of choice and what they do and their brains are firing like nothing else when they're coming up with these ideas and these questions I'm sure. What's the audience for this podcast? Do you have a lot of students that are listening?
Mariah Stout:
Yeah, I think so. Usually they'll have teachers that will play it. It's kind of sad because it's one computer showing so it just says one audience. But like, I mean, we've got classes of like– at least I know fifth grade and sixth grade show them or at least try to play it every week. So that's like 30 kids per class right there. So that's a lot of listens.
Anthony Godfrey:
So it's really aimed at students and teachers are listening as well. And I'm sure parents are listening also.
Mariah Stout:
Yeah, we'll have like, so far 20. It's pretty small. But like every year I've noticed that it's gotten bigger and bigger the longer that we've been doing it. So I'm hoping it continues to grow. Hopefully, eventually the whole community will be listening because it's their students that are running this.
Anthony Godfrey:
Yeah, no, I think it's awesome. Well, thank you for the great work you're doing with them. Tthis was a real real thrill.
Mariah Stout:
Oh, well, thank you for coming and talking about this. This has been really fun. Thank you.
Anthony Godfrey:
Thanks for joining us on another episode of the Supercast. Remember, education is the most important thing you'll do today. We'll see you out there.
It is a full day set aside for students, teachers, and staff in Jordan School District to prioritize their health and wellness at home and in school. The third annual Health and Wellness Day is Friday, February 9 and while there will be no in-person learning for students that day, they are encouraged to participate in Wellness activities with family and friends at home.
On this episode of the Supercast, we explore the Wellness Day activities for your child appropriate to their age and grade level that support things like eating well, better sleep, exercise, and interaction. Join us as we get your family started on the road to a healthy, happy Wellness Day.
Audio Transcription[Music]Anthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. It is a full day set aside for students, teachers, and staff in Jordan School District to prioritize their health and wellness at home and in school. While there will be no in-person learning for students on Health and Wellness Day, students are encouraged to participate in wellness activities with family and friends at home.
On this episode of the Supercast, we explore the wellness day activities designed for your child. Activities are appropriate to their age and grade level and support concepts like eating well, better sleep, exercise, and personal interaction. Join us as we explore the activities available for Health and Wellness Day and every day of the year.
[Music]We're talking today with McKinley Withers, our Health and Wellness Consultant in Jordan School District. Thanks for joining us once again on the podcast.
McKinley Withers:
So good to be back here on the Supercast.
Anthony Godfrey:
You've been in this role a number of years now. Is that six years?
McKinley Withers:
Six years, yep.
Anthony Godfrey:
Okay. And this is going to be the third year of our Health and Wellness Day for families and for employees.
McKinley Withers:
Yep. Yeah. Three years and time flies. I can't believe it.
Anthony Godfrey:
I remember the first time we were talking about trying to put this together. A lot of people have worked on this over the years and a lot of people have benefited, I think, from taking some time and really focusing on Health and Wellness.
The key to this is that it's a day for employees to kind of catch their breath, catch up, reconnect with each other, and connect with some activities that are made available through the community and some generous donations. The work of the Foundation, the work of many employees who are on a committee to put together a lot of great opportunities for employees.
There's also a huge focus on families, families reconnecting with each other, and being able to work through some activities and exercises that are created at the district level to help maybe focus on some skills and some activities that can really help everyone be at their best.
McKinley Withers:
Yeah, exactly. At the heart of Wellness Day is kind of what's at the heart of wellness in general, which is we make intentional time and space in our life for our wellness practices. And that looks different for every family, every person, every employee.
So what we try and facilitate with a district-wide Wellness Day is options so that people can choose what most might benefit them and we give them the space and time to meet their unique wellness needs.
Anthony Godfrey:
That's an important point. There's a lot of choice and it does feel pretty amazing to have a day where you really get to make those choices. There aren't meetings. We don't allow any meetings on that day, and there isn’t additional homework assigned for those particular days, and teachers don't actually create the assignments that or the activities rather that are provided to families. Those are created at a district level and we're going to talk more about those. But that frees up employees and it frees up families. So it's not based on a grade. This isn't tracked so that students get a score, but it gives families an opportunity to choose activities, conversations that will help advance their own health and wellness.
McKinley Withers:
Exactly. Our theme with creating any of the content and opportunities with Wellness Day is everyday wellness because what really will be the best predictor of your long-term health and wellness is what you do today, tomorrow, and the next day. Not what you do just on Wellness Day or just what you do on January 1st.
Anthony Godfrey:
Sure. As I've heard you speak over the years, that message has come through loud and clear. First of all, you can't save up health and wellness. It's not like you get this deep store of health and wellness and now you don't have to take care of yourself for a long time. It's something you have to maintain. And so I'm very aware of when I'm doing that well and when I'm not doing that well based on the many conversations that we've had in the presentations that I've seen you give.
McKinley Withers:
Yeah. And that's so with the student and family content, all of it, it's designed for Wellness Day, but you could truly use any of it any day. So all of the activities are meant to be behaviors, plans, strategies, things that any student or family could implement on a regular basis. So even if you use a few resources for Wellness Day, you could continue to return to this resource bank for ideas if your child or you are just looking for some easy, fun ways to enhance your personal wellness.
Anthony Godfrey:
So this is a day set aside that allows us to focus on health and wellness in a way that can stretch through the coming year and maybe set up some routines or some habits or even some just some activities that we go back to here and there that allow us to not just focus on our health and wellness, but improve it.
McKinley Withers:
Yeah, exactly. So if we even in making that additional time and space available for families and employees on Wellness Day, if we continue to make just little bits of time for addressing our unique wellness needs and incorporate those into our everyday rituals, that's our best bet for long term health and wellness.
Anthony Godfrey:
You've had you've used an analogy in the past of a waterfall and maintaining your health and wellness over time. Talk about that.
McKinley Withers:
Wellness is a waterfall. It's more like a waterfall than it is a reservoir. It continues to flow. And my extension on this is that we're always upstream from our future self. So what we do today is creating our future self. So how much we sleep, if we're getting sunlight, if we're getting movement, all of those things are not just strategies. All of us struggle with different aspects of our personal wellness. And really, it's the simple things that matter most added up over time. So that flowing waterfall is our nutrition, our sleep, how we hydrate, whether or not we get movement regularly. All of those aspects are –kudos. The superintendent–
Anthony Godfrey:
I took a drink from my water bottle because when he said hydrate, I knew very well that I had not done that.
McKinley Withers:
Yeah. And yeah, so just trying our best to incorporate regular easy strategies. And that's the other thing, you know, all of our content is meant to be easy and fun, because, you know, wellness doesn't have to be hard and daunting in this big task. It's meant to be a part of our everyday life.
Anthony Godfrey:
It's improvement. It doesn't take a large improvement to see an impact.
McKinley Withers:
Exactly. Yeah.
Anthony Godfrey:
Now, you've worked on this over the years, we provided this the first year that we had Health and Wellness Day.
McKinley Withers:
Yeah.
Anthony Godfrey:
So those activities have changed and improved over time. And you've actually from the start calibrated this by grade level. So that is specific to the age of the student. Talk a little bit about that.
McKinley Withers:
Well, we know that, you know, wellness is unique for every individual. And especially when it comes to, you know, your age, the most effective strategies are strategies that people own for themselves. So rather than being told what to do, it's often more effective if people are choosing something that they are excited about that they can try and learn from and feel through what that strategy is. So rather than just being told to hydrate, you cannot understand the benefits of staying hydrated without proactively meeting that need. So creating a plan trying it out, seeing how it feels. That's where people get traction on change is where just actually experiencing the benefits of change.
Anthony Godfrey:
So don't just continue to do the same things you've done, try something new. But don't listen to somebody else telling you, well, this is what you have to do decide for yourself. “Hey, did I did I feel an impact as a result of this?”
McKinley Withers:
Yeah, approaching it with some curiosity and some intention is the key to understanding what works for us. You know, there's, there's a lot of wellness strategy preachers out there. And it's it's good to take in that input. So that you're open to what might work.
Anthony Godfrey:
It's interesting, I was talking with a friend who'd received advice about a health issue. In the past, this health issue required a change in diet. Okay, these are all the foods to avoid. It's interesting that the advice he received was actually, don't automatically restrict these foods, just be very aware of how certain foods impact you as an individual, and then choose your food accordingly. And I think you're saying the same thing about health and wellness. There's not something that automatically works for everyone, regardless of age, regardless of who they are.
But there is a core list of things that are generally going to improve health. And you find what's most appealing to you and what's most effective and you lean into that.
McKinley Withers:
Yeah, yeah. And really, again, it comes back to the strategies that work are the strategies that are fun and easy. We need to get rid of this story that our wellness practices aren't working if we're not struggling.
Anthony Godfrey:
So I can back off of Tae Bo.
McKinley Withers:
You can back off of Tae Bo.
Anthony Godfrey:
I'm still using that VHS tape, still hoping that it will start to be fun.
McKinley Withers:
The six-pack still hasn't shown up?
Anthony Godfrey:
It still hasn't shown up. I’ve been doing it since the 90s, and it still hasn't gotten fun.
McKinley Withers:
It’s still not working.
Anthony Godfrey:
So you're saying I can step away without guilt?
McKinley Withers:
Well, I thought Tae Bo would be fun. So I think that might just be–
Anthony Godfrey:
I've got tapes I can give you now that I've made this decision to move forward.
McKinley Withers:
Yeah, just pass them along. It’s someone else's treasure. I can't wait for my Tae Bo tapes.
Anthony Godfrey:
Okay. All right. Just–I have a VCR too I'll give you that.
McKinley Withers:
Yeah, I’m going to need that for sure.
Anthony Godfrey:
Okay, so with the day set aside, the idea is that these activities are not just assigned to students. It's an activity that they engage in as a family.
McKinley Withers:
That's right, Dr. Godfrey. We've got assignments that have a variety of age ranges. They have a variety of topics of focus. It's all centered around the S.E.L.F.I.E. model from one of our school psychologists, Casey Pehrson, which stands for Sleep, Exercise, Light, Fun, Interaction, and Eating well. We chose the S.E.L.F.I.E. method because you don't need any specific technology or any specific setup in your home to access better sleep rituals, more sunlight, a little bit of movement, some more fun, and eating well. So all of the plans and activities are meant so that any of our district's families could make these activities work in their own family.
Anthony Godfrey:
So it's accessible for everyone and it's intended for families.
McKinley Withers:
Yes.
Anthony Godfrey:
Okay.
McKinley Withers:
You can find out more about the S.E.L.F.I.E. method at selfiemethod.org.
Anthony Godfrey:
And it was on our podcast last year for Health and Wellness Day.
McKinley Withers:
Yes. And that's on our website. So if you'd like to review some of the activities, you can visit wellness.JordanDistrict.org/resources. And we'll also have it posted on the Jordan District main page.
Anthony Godfrey:
And we'll be emailing it out to all families so watch for that. And in the meantime, let's give it a shot.
Stay with us. When we come back our Health and Wellness Specialist’s own children check out some of the fun Health and Wellness Day activities.
Break:
Hello, I'm Sandy Riesgraf, Director of Communications for Jordan School District, and we want to invite you to connect with us. So many exciting things are happening in your child's school, your neighbor's school, in every school here, every day. Don't miss out on following the fun or simply staying informed when there's important information we need to share. Join us at jordandistrict.org, or follow us on Facebook, Twitter, and Instagram @jordandistrict. We can't wait to connect.
Anthony Godfrey:
We have two of McKinley's children here to help demonstrate those lessons. Go ahead and tell us your name, and how old you are, and what grade you're in.
Ridge:
My name is Ridge. I am eight years old and I'm in third grade.
Juniper:
My name is Juniper. I'm five years old and I'm in kindergarten.
Anthony Godfrey:
It's very nice of you both to come to your dad's workplace and help us experiment with these assignments. You know, your dad and I like to joke that if we put your names together, we could name the newest elementary Juniper Ridge and it would be named after both of you.
Juniper:
I heard that.
Anthony Godfrey:
Let's dive into the selfie method for kindergartners and third graders.
McKinley Withers:
Okay. So first, I'm going to ask each of you a question. Okay, Ridge, what does wellness mean to you?
Ridge:
So you're like healthy, you feel good and you just doing good in class.
McKinley Withers:
Awesome. Juniper, what does wellness mean to you? You told me something in the car on the way here. You said wellness is like when someone checks on you and make sure you're doing okay. Remember that?
We’ve gone to the website wellness.jordandistrict.org/resources and since Ridge is in third grade, I'm going to click on 3rd Grade - 6th Grade Wellness Day Activity Ideas. So when I click on that, you'll see a whole list of activities. There are, there is a whole page of Spanish activities and activities that are modified if your student has an accommodation or a special need. So those are adapted. So there are probably about 50 different activity ideas all centered around the selfie model.
Anthony Godfrey:
Yeah, with a hyperlink there to some additional information on some of those.
McKinley Withers:
Yeah, each of them has kind of a worksheet or a strategy or something that you could print out and walk through or just look at and talk through. So Ridge, if you look at all these words, sleep, exercise, light, fun, interaction and eating well, are there any of those that sound fun to you right now? That you that might help your wellness?
Ridge:
Um, fun and interaction.
McKinley Withers:
Let's, let's choose one of those.
Ridge:
Interaction.
McKinley Withers:
Interaction. Okay. So maybe let's look at this one. Conduct an interview with a family member or family friend. Okay. Complete a mad lib with a friend. Complete a random act of kindness for someone you care about. Make and play conversation cubes so that handouts right there. So are any of those sounding interesting to you? Mad Libs.
Ridge:
I'm pretty sure I know these.
McKinley Withers:
You know what this is?
Ridge:
Yeah.
McKinley Withers:
Okay. So you can do this with someone and that's kind of like a fun way to get to know someone a little bit better. So maybe we could do this mad lib together. So you read through it and then you fill in the blanks. Okay. And maybe we could just alternate. So I'll do, we'll do every other one. Okay.
Ridge:
Okay. My name is Ridge and I am...
McKinley Withers:
28.
Ridge:
Year's old. If I were president, I'd do a whole bunch of things. Like I would drive the biggest...
McKinley Withers:
You say one.
Ridge:
I would drive the biggest car.
McKinley Withers:
What color?
Ridge:
Red.
McKinley Withers:
The biggest red car in the country. And that car would go faster than any snail in the world.
Ridge:
Everyone would eat pepperoni pizza.
McKinley Withers:
Okay. For dinner. I would live in the statue of Dr. Godfrey.
Anthony Godfrey:
Oh, yeah.
McKinley Withers:
Don't we have one of those in Jordan?
Anthony Godfrey:
It's a big one. There'd be plenty of room. Yeah, right.
McKinley Withers:
Yeah. It's huge.
Anthony Godfrey:
So the idea is to allow for some creativity and some level of connection with other members of the family.
McKinley Withers:
Yeah. Just shake it up a little. I mean, all the activities are something you probably wouldn't
just wake up in the morning and be like, "I'm going to do a mad lib with my child." But once you go on there, you can kind of poke around and choose something that will strengthen your relationships, give you some ideas.
Anthony Godfrey:
And there's no pressure. Something isn't really taking hold and another activity sounds like more fun. Skip over and try something else.
McKinley Withers:
Yeah, exactly. So now we're in the kindergarten lessons and we're going to do an activity focused on sleep. And I know, Junie, do you like to color? Do you like to do art?
Juniper:
Yeah.
McKinley Withers:
Yeah. So maybe we could do this coloring sheet that's about getting good sleep. Does that sound fun? Do you want to do that? Should we color together? Awesome.
On the Sweet Dreams coloring sheet, which is one of, I mean, like we said, with every grade level, there's probably about 50 different activities to choose from. There's a coloring page that looks pretty fun to color that we could print out. But even if we don't have a printer, we can talk about this because the coloring page says sweet dreams, but it says “To help me have sweet dreams I will read or listen to a story” and you can color that. “I will go to bed at…” and then a certain time. “I will move my body in the day by…” “I will take a warm bath.” “I will cuddle something cozy.” Juniper has more stuffed animals surrounding her. You can't even find her. It looks like ET, you know, every time she's in her bed, it's just like, where is the actual child in there? And “I will eat a healthy snack.” So it just gives you some ideas for how to enhance sleep that a kid can color.
Anthony Godfrey:
I don't mind a good coloring page myself. So I may have to tap into some of these student activities.
McKinley Withers:
If you'd like to review the activities or use them anytime, they are found at wellness.jordandistrict.org/resources. And you can find all the different grade levels. For the secondary students, we actually have put the activities into a clickable page so you can navigate it more like a website just of activities. And there's multiple ways that you can access it. You'll see on the page and it should be easy and fun and personal to you and your family.
Anthony Godfrey:
Well, thank you McKinley for all the work you've done and that your team and others on the committee have done to make this possible. And thanks Juniper and Ridge for coming and trying this out with us.
Ridge:
Thanks for having us.
Anthony Godfrey:
All right, take care guys.
Thanks for joining us on another episode of the Supercast. Remember, education is the most important thing you will do today. We'll see you out there. And don't forget to subscribe to the Supercast.
She says working with him is like winning the lottery every single day at Fort Herriman Middle School.
On this episode of the Supercast, we take you inside teacher Kimberly Mendenhall’s classroom where a volunteer by the name of John Titus has become a priceless part of instruction. Mr. Titus spends every minute he can helping to change lives with his love for students and their learning. Despite being retired, John shows up for students and Ms. Mendenhall almost every single day.
Audio Transcription[MUSIC]Anthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. She says working with him is like winning the lottery every single day at Fort Herriman Middle School.
On this episode of the Supercast, we take you inside teacher Kimberly Mendenhall's classroom, where a volunteer by the name of John Titus has become a priceless part of instruction. Mr. Titus spends every minute he can helping to change the lives of students with his love for learning. Despite being retired, John shows up for students and Mrs. Mendenhall almost every single day.
[MUSIC]We're here in Kimberly Mendenhall's classroom at Fort Herriman Middle School to learn a little bit about what you're doing here. But let's start off with an introduction of your long time dedicated volunteer here in the class.
Kimberly Mendenhall:
You bet. So this is Mr. Titus. His name is Jonathan Titus and I will actually let him introduce himself.
John Titus:
Hi. I've been volunteering here now for probably five years. I came down and just made contact with Kim Mendenhall and have enjoyed the experience immensely. It's a great school, great staff, excellent teacher. My background is actually in science and chemistry after college degrees. While I worked on my doctorate, I used mini computers at the time, small microwave-sized computers or refrigerator-sized. And I found that I was much more interested than that than chemistry.
Anthony Godfrey:
Yeah.
John Titus:
So my brother and I started an electronics consulting firm and designed and built electronic equipment for people. We also did a lot of writing about electronics and computers, wrote a number of books. And then I went to work for a publishing company. I became the chief editor of two electrical engineering magazines.
Anthony Godfrey:
Wow.
John Titus:
And then retired and we moved out here.
Anthony Godfrey:
Now tell me what year you started working with small computers.
John Titus:
Probably '71 or '72. So that's back a ways.
Anthony Godfrey:
Wow. Way back in the 1900s.
John Titus:
Yes.
Anthony Godfrey:
And that's-- so you've been in on the ground floor of this for a long time.
John Titus:
That's true. Yes.
Anthony Godfrey:
Well, it's such an incredible opportunity for Kim to have you as a resource in the classroom and for the students to have access and the chance to learn from someone who's been a part of computers from the start, really.
John Titus:
Well, thank you. I just enjoy it immensely working with the students and working with Mrs. Mendenhall. I just enjoy being here and enjoy seeing the progress that the kids make.
Anthony Godfrey:
Tell me about Kim Mendenhall as a teacher.
John Titus:
Outstanding. She loves the kids. She really does. Even when they're acting up, she loves them through and through.
Anthony Godfrey:
Through and through.
John Titus:
I can't say enough good things about her. I really enjoy working with her. And I think we make a good team, volunteer and teacher.
Anthony Godfrey:
That's obvious that great things are happening because of the work you do together.
John Titus:
It’s fun. I enjoy it.
Kimberly Mendenhall:
And he's being very modest. When John says that he has dabbled in the computer electronics world, he actually has one of the first personal computers sitting in the Smithsonian. So something that I have in my classroom that he has lovingly gifted to our school is a plaque. So this is one of the magazines that distributed early information about computers. It's called Radio Electronics. It's from July 1974. It's the cover of it. It also has one of the very first personal microprocessors.
Anthony Godfrey:
Wow. And you had that in the Smithsonian. I was so distracted by Fonzie's leather jacket and the ruby slippers that I missed that computer.
John Titus:
Well, you wouldn't see it because it's in the archives. If you're a researcher, you can go look at all the material. You can probably take it out and take it apart and look at it in the Smithsonian.
Anthony Godfrey:
So it's stored in the archives of the Smithsonian.
John Titus:
Yes, it is.
Anthony Godfrey:
And it was on display at a certain point.
John Titus:
They had an information age display back in the '80s, maybe early '90s.
Anthony Godfrey:
I was there in the '80s. Maybe I saw it.
John Titus:
Maybe you did.
Anthony Godfrey:
But now, to see it, I would have to go back. It's like in the Raiders of the Lost Ark–
John Titus:
Yes.
Anthony Godfrey:
–at the end, where you go through all the wooden crates.
John Titus:
All those dusty boxes.
Anthony Godfrey:
Yeah, OK. It's somewhere in one of those. OK. Wow, so impressive and such an incredible opportunity for students to have access to someone who's worked with computers for such a long time.
John Titus:
Well, I'm happy to share what I know with them.
Anthony Godfrey:
Now, we're standing in front of two tables put together with about a dozen trays that each have an experiment here. So talk me through some of the basic experiments that students may go through.
Kimberly Mendenhall:
Yeah. So I teach computer science classes, Python, computer science investigations, computer science principles. And one of the elements of that class is trying to get them into something that's more hands-on. There's very few items that allow us to do that in the computer science world without making it yourself. So these experiments were mine and John's idea to try to bring to life real things.
For example, one of our experiments is a traffic light simulation. So this traffic light simulation has two boards. And the boards themselves are little electronic circuit boards that John has customized. They are also open source. You can get them and use them as you would like. But you send out for the board, you have to solder on the LEDs and the resistors and then connect it to what's called an I/O board. And that I/O board then connects to what's called a microbit.
Microbits are very common and they're tiny, maybe a 2 by 1 and ½ square that has buttons on the front, an LED 5 by 5 screen. And then you can program these microbits to do many different tasks.
The microbit is the brain. It's like the computer that you're programming. So by connecting this to the breakout boards that we've done with the traffic light, students then are able to simulate a north, south, east, west style traffic light that they can then literally see when they create a function that goes through a green light, yellow light, red light sequence versus a stay on red sequence. And then it swaps that they can see that happen in real-time and in real life.
Anthony Godfrey:
So the programming they do on this small board, which looks like what you'd find if you tore an old calculator apart, means that they program this and they connect it to these lights that Mr. Titus ordered and put together. Now they've programmed essentially traffic lights going in each direction and they program it to be sure that no theoretical traffic accidents happen.
Kimberly Mendenhall:
Correct. All of these experiments that we have, have very detailed step-by-step instructions with their goals, what we're trying to get them to do, how to help them see what each step of the process is doing. And then in the end, it gives them different challenges. OK, now that you've done this traffic light sequence, think of a different one you could try to program that you might see if it's in the middle of nowhere at night and you just have a flashing yellow. How does that look and could you create that instead? So that's the traffic light one.
One of the kids' favorites is this joystick. So it's like what you would see in an arcade mounted on some plywood. It has another I/O board connected to the joystick, which you then--
Anthony Godfrey:
The wire's running from the joystick to the I/O board.
Kimberly Mendenhall:
And then you take the micro bit and you plug it into that board. Now the beauty of this project and the reason kids love it is because there's little LED dots on the top of the microbit. And those dots can be controlled with the joystick, but they have to do the programming to connect to the dots.
So they are seeing all the stuff that they normally see either in their video games or on different consoles that they use, whether it's they went to the red box and they're using the touchscreen
and trying to make things work. They are seeing what's happening behind the scenes of that. Now where this project gets really fun is there is a radio element to it.
So the radio element is you have two microbits that have a radio capability incorporated onto the computer. And they can send a signal from one microbit across my room. Now my room is long, very long. So they could be 20 feet away plus. We've actually experimented with this.
Anthony Godfrey:
I'm sure you have.
Kimberly Mendenhall:
They have gone out into the halls around the school.
Anthony Godfrey:
Just to see how far back--
Kimberly Mendenhall:
Just to see how far this signal will go. Anyway, you could have a kid in this classroom using the joystick, and wherever the other student is that has the radio control option, it will send and it will put all of those little lights. It will control those lights with the joystick that's 20-plus feet away.
Anthony Godfrey:
Yeah. Wow. So even just with these initial experiments, they start to learn some rudimentary programming. They start to see the impact that programming has and the uses it might have in the real world.
Kimberly Mendenhall:
Correct. Yeah. So this one is super fun.
Anthony Godfrey:
OK. Tell me about this one down here.
Kimberly Mendenhall:
So Mr. Titus has cats. We also, at one point in time, did teach engineering. And we would launch rockets and 3D printing. So we took all of those concepts, kind of threw it all together into a single experiment. So we've got a 3D printed gear, which has been attached to a servo with 3D printed track rails that are attached to an old rocket.
When you turn the servo, the servo will ultimately push the item, meaning the gear that's attached to the track, and it will push out a cat treat from the micro bit that you can then control with the A button and B button. So this becomes event-driven programming.
Anthony Godfrey:
OK. So now what they see is I'm manipulating the physical world with the programming that I have done.
Kimberly Mendenhall:
Yes.
John Titus:
Exactly. And they also measure things in the real world, too. They can measure light intensity and then their program can do something based on the light intensity. And also, they can measure temperature. They can do remote control with an infrared push button control, like on a TV. So they really get a sense that computers connect to the real world. And this is how they do it.
Anthony Godfrey:
So they start to get a sense that, hey, these things I'm learning could actually help people. And now I understand kind of the basics of how my TV works and how I can make my cat happier.
John Titus:
That's right.
Anthony Godfrey:
OK.
[MUSIC PLAYING]Stay with us. When we come back, more with Kimberly Mendenhall and this valuable volunteer who takes time in his retirement to make a difference in the lives of teachers and students.
[MUSIC PLAYING]Break:
Are you looking for a job right now? Looking to work in a fun and supportive environment with great pay and a rewarding career? Jordan School District is hiring. We're currently filling full and part-time positions. You can work and make a difference in young lives and education as a classroom assistant or a substitute teacher. Apply to work in one of our school cafeterias where our lunch staff serves up big smiles with great food every day. We're also looking to hire custodians and bus drivers. In Jordan School District we like to say people come for the job and enjoy the adventure. Apply today at employment.jordandistrict.org
[MUSIC PLAYING]Anthony Godfrey:
The pet feeder, the traffic lights, all of that leads to– kind of creates the basics for now some other programming of their own that they can go beyond. And you talked about block programming.
Kimberly Mendenhall:
So they have block programming, but in Python, that's considered line programming. So I had a student send me an example of one of the programs we did in Python, where he's using conditionals. He's using loops. He's using variables. And he has basically created a choose your own adventure game that is decently involved.
So he called this the peeler. And the peeler is a goblin who is coming to battle with a bunch of different enemies. These enemies that he has created vary in their strength. And so he's used a randomizer in there as well. And you have a set--
Anthony Godfrey:
To randomize the strength of the creatures that you fight?
Kimberly Mendenhall:
Mm-hmm.
Anthony Godfrey:
OK.
Kimberly Mendenhall:
And he has made it so that when you are up against a specific creature, he has five different options to choose from to attack this other odd creature. We're doing a Merlopian at the moment and it says you can pick fireball, dusk blast, aquarium storm, thunder blitz, or stab.
Anthony Godfrey:
OK, a dusk blast?
Kimberly Mendenhall:
Oh, dusk blast.
Anthony Godfrey:
Is that like some kind of crepuscular weapon of some sort?
Kimberly Mendenhall:
I wish I knew.
Anthony Godfrey:
Just like, OK, ‘Nighttime!’
Kimberly Mendenhall:
Yeah, why not?
Anthony Godfrey:
OK.
Kimberly Mendenhall:
Sure.
Anthony Godfrey:
A dusk blast might be me falling asleep on the couch. I don't know.
Kimberly Mendenhall:
The creativity of students, it's amazing. I wish I knew.
Anthony Godfrey:
Wow. Thunder blitz. I need to talk with this student and understand these weapons a little bit better.
Kimberly Menenhall:
He's fabulous.
Anthony Godfrey:
This is really cool. It's amazing. So they learn the mechanics. They learn the programming. And now that opens up a whole world of creativity where they get to make some things of their own.
Kimberly Mendenhall:
Yes. And so this particular game has no graphics at all. It is completely coded with just words. And the output is just text at this point. So we're trying now to go– we have these real-world step-by-step experiments. We've now taught you some of the very basic fundamentals of line programming with Python.
Anthony Godfrey:
Kind of like a choose your own adventure as the result.
Kimberly Mendenhall:
Yeah. And then now they're trying to now take it to that next step where we do incorporate the graphics side of things. And a fast way, one of the fastest ways to do that, is with these little– they're called kitten bots or meow bits. It's similar to--
Anthony Godfrey:
Kitten bots or meow bits.
Kimberly Mendenhall:
Help me, John.
Anthony Godfrey:
And Python named after Monty Python. Engineers have a really good time naming things.
Kimberly Mendenhall:
They do. They love it. After things that they enjoy.
Anthony Godfrey:
I'm in. It's great.
Kimberly Mendenhall:
Kittens. I mean, that's right up Mr. Titus' alley.
Anthony Godfrey:
There you go. That's right. It's all coming together.
Kimberly Mendenhall:
Yes. OK, so this game-- and I'll try not to reset it. But this particular game on a kitten bot. Now, a kitten bot is about the size of my palm. And it has a look similar to an old school Game Boy. Has an up down left right AB button on it. It has a little LCD screen. It's basically a more advanced version of a microbit. But it only deals with what's called the MakeCode Arcade. It's a Microsoft product that you can code on.
They have block-based programs, my students created this game in my seventh period today, where they have targets that are going across the screen. Your goal is to try to move the ball that's in the center to try to hit the target. There is a bar at the bottom that decides how much energy the ball has to then be able to launch at that target. So now they're taking the skills of the conditionals, the loops, the randomization and they're seeing them applied to something that they can physically now see and interact with like a Game Boy.
Anthony Godfrey:
So this goes beyond the choose your own adventure to a graphic game that is based on their programming.
Kimberly Mendenhall:
Yes.
Anthony Godfrey:
Over here in this part of the room, you have the two consoles, the arcade consoles. And this brings back a ton of memories for me, even though right now it's just raw wood because I spent a lot of time playing video games in arcades. In junior high, I will say, I would take my lunch money - and this is in the 1900s- I would run back downtown because I was at a school downtown on a university campus. I would run to the arcade, spend my lunch money, and run back and make it just in time, not having eaten anything but playing Tempest until I beat the final screen. So this is bringing back great memories. And to me, it's very worth the time, very much worth the time that you spent over the summer creating these consoles. Because you're not saying, well, this is kind of like you could even play your game in an arcade. This makes it real for the kids.
John Titus:
Right. Because they are the ones who are contributing the games.
Anthony Godfrey:
Yeah. So you've created the shell. And they get to fill that with their own creativity.
John Titus:
Yes.
Kimberly Mendenhall:
Oh, yeah. So first of all, these arcades are like six feet tall. They look like what you would go into if you were going to an old-school arcade like Anthony described. This is just plain wood. But we were talking about making it into something that may be a collaboration with our art teachers or potentially vinyl sleeves for them even to get them to pop a little bit more.
Right now, they're still just, again, nothing fancy raw wood. But they look like a traditional arcade system with joysticks and buttons and a screen. And the students can come in with their Python games. Or we've talked to code.org, we talked to Scratch. We are trying to get in touch with the MakeCode Arcade to bring all of the different options for students to be able to create and bring their creativity, game-making skills, programming skills onto a real-life arcade. There's two of them. And they're run by a Raspberry Pi.
You didn't get to see this. So the brain thing of this, you know old computers are just a board. Well, our board is maybe the size of my open hand. I might- 4 inches by 2 inches. It's just this little Raspberry Pi, which is fitting for Thanksgiving.
Anthony Godfrey:
Yeah. Wow
Kimberly Mendenhall:
But yeah. So over the summer, we took the time and plans from– I want to say it's MakeCode.org– where they had an arcade layout. We took the dimensions that were there and John came up with a plan for the design. Then I, with the help of my principal, was able to order all of the plywood to be able to create real– it's not a desktop. This is on caster wheels that lock. It is taller than I am. I'm 5'5". These are 6'5", maybe. And you can stand up next to it, hit it if you need to when you're frustrated. And it's not going to go anywhere. They're really sturdy, strong machines.
Anthony Godfrey:
So are you woodworkers on top of everything else?
Kimberly Mendenhall:
One of the classes we did was engineering. And we were trying to show an engineering design process, fail or not. And this is what came of that. John's more of the engineer than I am. But I do know how to work in a shop.
Anthony Godfrey:
That's impressive. And I would say you didn't cut corners. But you cut a lot of corners. Which, getting these shapes requires a lot of cutting. And like I said, you went all in. You did everything you could to make this as realistic as possible.
John Titus:
That was the goal. Yeah. That was the goal. So the kids would really take to it, rather than, as Kim said earlier, just a monitor and a keyboard and a mouse. This is it. This is a real arcade.
Anthony Godfrey:
Yeah, this elevates it in a very meaningful way. Thank you so much for spending time with me today. But more than that, for creating this unmatched experience for students. What an incredible environment for them to learn in. And what an incredible opportunity.
John Titus:
Well, everything that I have done is open source. Any teachers within the district and outside the district are welcome to take advantage of what we've put together. And credit Mrs. Mendenhall for the opportunity to do it, and also the encouragement to do it.
Anthony Godfrey:
Well, the two of you are such a great combination.
Kimberly Mendenhall:
Thank you.
Anthony Godfrey:
I wish I could go back in time and take this class myself. Because it's just lighting all kinds of circuits in my brain. So people who get to take your class. So thank you very much for everything you do.
Kimberly Mendenhall:
Yes, thank you.
John Titus:
You're welcome. Nice meeting you.
Anthony Godfrey;
Very nice meeting you as well.
Thanks for listening to another episode of the Supercast. Remember, education is the most important thing you will do today. We'll see you out there.
And if you like what you heard, subscribe and give us a five-star rating.
[MUSIC PLAYING]
They are a talented group of students making magic happen in musical dance theater. On this episode of the Supercast, we head to Riverton High School where teacher Clin Eaton has been producing amazing performances with students singing and dancing their hearts out for more than three decades.
This time students are taking the stage in a production called “One of These Nights, a Broadway Review” and we got a front row seat to see how rehearsals are going.
- Purchase tickets for the Riverton High School Musical Dance Theater Revue
Audio Transcription[Music] [Bell rings]Anthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. They are a talented group of students making magic happen in musical dance theater.
On this episode of the Supercast, we head to Riverton High School, where teacher Clin Eaton has been producing amazing performances with students singing and dancing their hearts out for more than three decades. This time, students are taking the stage in a production called "One of These Nights, a Broadway Review," and we have a front row seat to see how rehearsals are going.
[Music]We're talking now with Clin Eaton, theater teacher of many years at Riverton High School. Thank you for taking the time to make these students available and to let me see this rehearsal.
Clin Eaton:
You bet. It's good practice for them to perform in front of other people than me.
Anthony Godfrey:
Tell me a little bit about your career. How long have you been at Riverton? Have you been here since it opened?
Clin Eaton:
I've been here since it opened. My very first day of student teaching, I was assigned at BYU to be here, and my first day was the very first day the doors opened of this building. I was new just like every single other person here was. I was assigned to be with the fantastic Shawnda Moss, and Dave Stoddard was our principal, and he was my middle school science teacher. He remembered me, so he was thrilled to have a Joel P. Jensen alumni, because I am a West Jordan alumni. I had a great high school theater experience, and so I student taught here and was basically thrown in the deep end with the musical and Shakespeare competition and all of that. I was hired to teach with Shawnda right after my student teaching experience. I feel like I've been here from the beginning.
Anthony Godfrey:
You are the Riverton Theater common thread right from the start.
Clin Eaton:
Yes, and we've always had two teachers here, and they've all been fantastic colleagues.
Anthony Godfrey:
It sounds like a great start to a career. You come into a school where you know the principal from years ago, you have great support, and everybody's new.
Clin Eaton:
I was offered American Fork the same day, but it was no question to choose Riverton.
Anthony Godfrey:
I'm very glad that you made that choice. A lot of Jordan District students have benefited from that. I've known you for a long time, and this is a long time coming to get to talk with you for the podcast. Tell me about this Broadway review that the kids have been preparing. It was really exciting to see that rehearsal. How are the songs chosen, and what does this mean to you and the kids?
Clin Eaton:
I started the class in 2005 when I realized that we just had in our community, we had a lot of kids that what are considered in the industry triple threats. They were singer, dancers, and actors, and I wanted to do a class that focused on that and have it be an audition class.
The first year, I think I took everyone that auditioned, because it was just a new class, and we had some very green performers and we had some really seasoned performers. But the one thing that I decided that we needed to start with was solo singing. To get them comfortable standing up by themselves, because in the history of musical theater, you always have to be able to stand up and sing by yourself to get a role.
With these students that we started, we did all these solos, and I'm like, "Okay, I think this kind of lends itself to a review, and that will be our end-of-semester goal." So first semester, we will work on a whole bunch of different styles, because if you look at Broadway today, you have jukebox musicals with a Michael Jackson musical where you need to be able to basically be a pop rock singer. You have a musical like Six, where you need to be able to sing like Beyonce or Mariah Carey. There's just an expectation that you do eight shows a week in that style. That's a very different style than old-fashioned Broadway like in Oklahoma, but you still need to be able to sing in that style. So the review is meant to highlight all of the things that we could consider a Broadway musical.
I sit down and I look at a variety of group numbers, and then some numbers for just the girls, some numbers for just the guys, and then the solos and the duets are pulled from the class. And then I've always had the fantastic Kelly DeHaan as my accompanist, because he can play anything. So I always want to make sure that he gets a number in the review as well. So I assign him a song, and he has graciously been our accompanist for the past 20 years.
Anthony Godfrey:
And he chooses and arranges that song.
Clin Eaton:
Sometimes. This year he did. This year he arranged the song that he's going to perform. Other times I just say this is the song and he doesn't even know it and he has to learn it. Other times he's like, "Oh, this will be great." But I want – Kelly is not just a fantastic accompanist and piano player and musician, but he has a killer voice, and not everyone knows that. So I want to be sure that he gets a moment to sing while our students just dance, because I want to make sure that he always wants to do my review.
Anthony Godfrey:
I'm looking forward to seeing that. Now, one standout song as I saw this rehearsal was “One of These Nights” and you said that's from a song sequence?
Clin Eaton:
Yeah, song cycle.
Anthony Godfrey:
Tell me about that. I wasn't aware of that. Are these songs that are – maybe you started to write it for a musical and a musical doesn't take off, but it's a song that you really want to have an audience.
Clin Eaton:
A lot of times in New York City when composers graduate from college, usually a lot of composition majors, they have to put together a variety of songs that could be used in a show. Then they go to New York City to try to get an agent or to try to get a book writer or someone to put those songs to a story. So they just call them song cycles because it's a collection of music that they've worked on. There's a lot of famous Broadway composers that are now writing full-length shows, but what got them their start were writing a bunch of individual songs that then are tied together through a theme. And our title, “One of These Nights”, is from a song cycle called Fugitive Songs. That is a collection of songs kind of going through people's relationships and ‘One of These Nights” has people looking back on what their relationships are.
Anthony Godfrey:
Now you bring in a lot of experts to help choreograph and as you said, Kelly DeHaan plays for this. Tell me about another outside source that you use to support these students.
Clin Eaton:
One of my favorite outside sources is one of my Riverton alumni by the name of Michael Milkanin, who is currently on Broadway in “Shucked”. He was in this class 17 years ago, went to BYU to get his MDT major and has worked professionally ever since he graduated from that program.
When we were in shutdown for COVID, when the high school opened back up, Broadway was not open, so all of those performers returned home. So Michael was back in Riverton and I got the permission to put on the musical “Spongebob Squarepants”. They asked me to be able to do that. So I asked Michael, “I know that you're bored, you're not doing a show right now, do you want to come and choreograph?”
So the students got to work with a professional Broadway performer, but he graduated from Riverton and I had him as a sophomore, junior and senior. And it was so fun being able to watch his incredible talent and his capabilities, working with students that are going on to do that. He has high expectations and I said, “Don't dumb down your choreography, do exactly what would be expected in a professional show.” And the students rose to the occasion.
That same year, we also had Thane Jasperson, who's the only original cast member left in “Hamilton”. I did a show with him at Hale Center Theater and we are friends. So he was in lockdown here and he came and did a number with MDT. That is an amazing experience that students got to work with a “Hamilton” performer and he came for three days and did a number with them for our review.
Anthony Godfrey:
That's unforgettable. What incredible experiences. Well, thank you for everything you do for these students and providing such a high level, unique experience. It's obvious it means a great deal to all these students and they'll never forget this time with you.
Clin Eaton:
Thank you so much for coming out and we hope a lot of people come to our review. It's going to be a really fun time.
[clapping]Anthony Godfrey:
Stay with us. When we come back hear from some of the talented cast members as students prepare to take the stage.
[clapping]Break:
In Jordan School District, we like to support students in and outside the classroom along with their families. That's where the Jordan Family Education Center comes in, offering support services and a wide variety of classes for students and their families, free of charge. You can take a class called Blues Busters for children feeling sad or worried. Just Breathe is a class that helps students reduce stress. Or how about a class that supports parents in helping their children make and keep good friends. There are also support groups and free counseling, all provided by Jordan School District school psychologists, counselors, and school psychology interns. To find out how you can benefit from free family support services offered by the Jordan Family Education Center, call 801-565-7442 or visit guidance.jordandistrict.org.
[music]Clin Eaton:
Alright, MDT! This is Dr. Anthony Godfrey. He is the Superintendent of Jordan School District. And he'll be talking to a few of you, but we just want to show him some stuff we've been working on for the review.
Students:
Okay.
[music]Student singing “Live in Living Color” from “Catch Me if You Can”:
Live in living color
Let me take you for a ride.
Yes, I'm live in living color
So sit back and let me be your T.V. Guide!
I gotta story I'd like to tell
But I'm gonna need help to tell it well.
I gotta story about fame and money...
[music]Anthony Godfrey:
We're talking now at Riverton High in the auditorium where it happens with three of the students in the MDT class. Tell me a little bit about yourself and the class.
Morgan Walker:
My name is Morgan Walker. I've been in the class for two years, I auditioned my junior year. And it's been a really fun class. It's been fun to experiment in all the different types of theater and be able to put them together and perform amazing shows with people I love.
Elizabeth Birkner:
Hi, my name is Elizabeth Birkner. I am a senior at Riverton. I'm in the MDT program for three years. My favorite part of MDT is the friends I've made and the opportunity to learn so many different songs and dances from so many different Broadway shows. And really master some of my skills so I can hopefully pursue musical theater in college.
Zaden Gates:
Hi, my name is Zaden Gates. I am in my third year in MDT and I love capybaras. I love this class because the environment around here is so amazing and everyone is so supportive. You can learn so much and just pursue whatever you want and Clin will always help you with that.
Anthony Godfrey:
It sounds like from all three of you that what's important in this class is not just the skills you learn and the material that you get to know, but it's the people that you get to know and the connections that you make. Tell me more about the experiences you've had with these friends over the years.
Elizabeth Birkner:
Well, I actually didn't come from a school that feeds into Riverton. So when I came here for my sophomore year, I was really worried about not having any friends. But I auditioned for MDT in March in my freshman year and then you go in during the summer for the summer retreat and so I didn't really know anyone, but everyone welcomed me in with open arms, even the seniors who didn't know me. And they welcomed me and I had so much fun. In these last three years, I've made so many new friends and I've learned a lot about myself.
Morgan Walker:
It's definitely very welcoming and I think part of it is that everyone's willing to come and be vulnerable and experiment with themselves and be able to find what they love. Everybody's so accepting of that and it's just really a big community of people just building up each other. It's really supportive and it's a really good group of people. So I think it draws people in and they see that in us.
Zaden Gates:
We have a lot of bonding activities as well that we do. Like just today we did our Christmas social and we were able to do a white elephant gift exchange. It was just so much fun to be able to cherish the time and spend it with each other and just love each other for who we are.
Anthony Godfrey:
I think that's fantastic. Now tell me what it's like to be in Mr. Eaton's class. You must really like it because you keep doing it over and over again.
Clin Eaton:
You can also talk about the first assignment that you have to do in the class which is get up and sing a solo.
Anthony Godfrey:
A solo? That's the first assignment?
Clin Eaton:
They have to do their first assignments are three solos.
Elizabeth Birkin:
Yeah, he throws you right in.
Clin Eaton:
And so they can talk about that.
Elizabeth Birkin:
Ohhh. No, yeah. The first day of class, Clin goes, "Alright guys, your first assignment is you have to pick a solo from one of these books of songs." And me, little sophomore me was like, "What? I'm sorry, what are we doing?" And so you do three solos in front of, in my case, strangers, which is even harder, but you have to see them the very next day. It's very scary, but Clin is very supportive and he pushes you, which is what you need in his industry. And it can be hard sometimes, but he's very kind and forgiving and also very sassy, which is very funny.
Anthony Godfrey:
Well, I even got to see a little bit of the feedback that he gave you here as I watched this rehearsal. And it's moving you forward, but it's very kind and constructive and it's just right on point on what you need next. So encouraging and moving you forward all at the same time.
Morgan Walker:
He's very supportive of us. He pushes us very far. Definitely for me, like I never thought I could even come this far in high school and he's been able to just take the best parts of us and use that for our better. It's a really constructive environment.
Clin Eaton:
These are also three seniors that are interested in pursuing this at the college level, which is one reason I pulled them. So they've all been doing their college auditions this past month as well.
Anthony Godfrey:
Oh, so tell me about what's next. You've been auditioning at the college level. What's that like?
Morgan Walker:
It's very stressful, especially not knowing exactly what could happen with your audition process because there's so many options and amazing programs all around the state and the East Coast. So it's very stressful not knowing, but it's very, it's very, I don't know.
Clin Eaton:
Tell them what you have to prepare. What they make, what they require of you.
Morgan Walker:
So I just did my BYU audition and they require two two-minute monologues and two about 90 second songs as well and a dance video as well. So you have to learn all of those and be able to record yourself and submit them.
Elizabeth Birkin:
And that's only for the opportunity to audition for them in person. So it's not if you pass it doesn't mean, oh, you got it. It means, oh, you're good enough to come audition.
Anthony Godfrey:
You're good enough to try.
Elizabeth Birkin:
You're good enough to try in person.
Zaden Gates:
I would say it's it's been a very long and exhausting process, but Clin has been right there beside us in every single step. Whenever we need like him to play piano, if you need advice on anything, he's always willing to be there and just give you flat-out the answer. And then he also like helps you organize all your thoughts because there are so many things going on with schoolwork and college auditions and then rehearsals. It's just so much, but he's so helpful throughout it.
Anthony Godfrey:
It sounds like he's a big part of helping you be at your best for those tryouts.
Zaden Gates:
For sure.
Anthony Godfrey:
What are some of your favorite memories? I mean, this is if we look at this K-12 experience is about this long, you're right here at this little bit at the end. So tell me what are the memories that you'll look back on from this class and this experience at Riverton High School that are most important to you?
Elizabeth Birkin:
I would have to say the girls dressing room has been a very wonderful place for me to make a lot of my closest friends. Like we get ready in there before the shows and we often have deep discussions or we talk about our favorite artists. But mostly it's just the support that I've gotten from those girls and everyone in these classes. But I think the girls dressing room is somewhere I'm going to remember and miss a lot.
Zaden Gates:
Yeah. Just like being backstage with your friends, going for like a quick change or just waiting for your cue. It's so amazing. Like sometimes across the stage somebody will be dancing and so you dance back at them and it's just an amazing stage.
Anthony Godfrey:
From backstage?
Zaden Gates:
Yeah, from backstage. So somebody's on stage singing and then we are dancing. It's usually a very sad song and we're dancing our heart out.
Anthony Godfrey:
Okay. When I see you then I'm going to know that's happening backstage.
Zaden Gates:
Oh, it will be happening.
Anthony Godfrey:
Yeah, the insider intel.
Zaden Gates:
It will be happening. But just those moments like backstage, being able to cherish each other and honestly sharing a connection on stage too is very beautiful. Just being able to like show it to an audience. Even despite its size, it's always amazing to see us just come together and just do something none of us thought we could.
Anthony Godfrey:
Yeah.
Morgan Walker:
I'll definitely miss our local In-N-Out because after most of the shows we go to are In-N-Out and we just sit down and have some food together. But that's the spot where it really like kind of clicks that either the show is over or that show that one run is over. It's a lot of bittersweet memories there because you'll be able to remember all your friends and the hard work that you put in. But it's a way to celebrate as well. So yeah.
Anthony Godfrey:
That's fantastic. Tell me what would you say to students who are thinking or parents who are thinking maybe my child would be interested in this, might want to be part of this. I know sometimes coming into a high school, all of our high schools are big and it can maybe be intimidating. What's your advice for someone who's considering being part of a theater program at their high school?
Morgan Walker:
I would say absolutely go for it. In my middle school when I auditioned for my first show, I was very nervous and it was very scary because I'm the youngest in my family. And all my brother did like track and sports and stuff. And so I told my parents, "I want to do theater! " And they're like, "What? " But I auditioned anyway and they went and saw the show and they're like, "You should pursue this." And so I think taking the first audition or the first step is always going to be harder than the things that lead up after that.
Clin Eaton:
And my advice as the teacher is there's a place for you even if it's not in the MDT class. Theater is a big umbrella. So at least at Riverton High School, and I know all of the high schools in the district, there's a place somewhere in the theater program for you. Even if you're not a singer or a dancer, if you're willing to get up on stage and do something, you can be in the theater classes. We have theater one, two, three, and four. Not everyone has to sing and dance. It's a unique skill set, but you can still do really good stuff. And behind the scenes and technical theater is just as important as the people on the stage. And there's always spots in high schools for technical theater. So don't be intimidated if you're not a singer or a dancer. Take the theater class because you'll be surprised at the friends you make and the skills that you can learn, even if you don't consider yourself a singer or a dancer.
Elizabeth Birkin:
And a lot of the skills that you learn in these various classes or shows, you can take with you throughout your life, even if you aren't going to do theater. It helps you be a better public speaker. It gives you confidence in yourself. And it just opens you up to a whole different world.
Zaden Gates:
You should just be yourself because everybody is so welcoming and they will love you for who you are. And there's no need to be anyone else.
Anthony Godfrey:
And being in theater, you can be yourself by being someone else.
Elizabeth Birkin:
Exactly. It's taught me a lot about myself by being someone else for a day.
Anthony Godfrey:
Well, thank you very much. I'm thrilled to get to see behind the scenes before the actual performance. And I look forward to seeing you next year.
[music]Thank you for joining us on another episode of the Supercast. Remember, education is the most important thing you will do today. We'll see you out there.
[music]
They make fun and flavorful soda’s for sipping and simply enjoying. On this episode of the Supercast, we take you to South Valley School’s Sip’n 7 Soda Shop.
Find out how it is helping students learn how to work in a small business, exchanging money, and making customers happy creating a customized soda to order, big or small.
Audio Transcription[MUSIC PLAYING]Anthony Godfrey:
Hello, and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. They make fun and flavorful sodas for students every single day.
On this episode of the Supercast, we take you to South Valley School’s Sippin' 7 Soda Shop. Find out how it is helping students learn how to work in a small business, exchanging money, and making customers happy by creating a customized soda to order, big or small. Follow us now as we head into South Valley School and meet with Principal Tammy Rajczyk.
[MUSIC PLAYING]Tammy Rajczyk:
Hello, welcome to South Valley. Glad you could be here.
Anthony Godfrey:
Hi, Tammy.
Tammy Rajczyk:
You're in for a really big surprise.
Anthony Godfrey:
OK.
Tammy Rajczyk:
I hope you're excited.
Anthony Godfrey:
I'm looking forward to it.
Tammy Rajczyk:
Should we go over to our pop shop, which is with class 7?
Anthony Godfrey:
All right. Looks like there's a lot going on today.
Tammy Rajczyk:
Yes, there is. We are highlighting you today. We have our drink of the month, Godfrey's Grinchy Gulp. I actually have it right here and along with that drink comes a fantastic necklace.
Anthony Godfrey:
Wow.
Tammy Rajczyk:
So we have a lot of big promotions going on.
Anthony Godfrey:
A necklace comes with the drink.
Tammy Rajczyk:
You are featured this month.
Anthony Godfrey:
I've never had a featured beverage. This is a moment for me. Let's grab a Godfrey's Grinchy Gulp. My first question as I see people lined up is, is the Godfrey's Grinchy Gulp popular today?
Tammy Rajczyk:
Yes, it is very popular today. Everybody is drinking it.
Anthony Godfrey:
I would hate for my first soda pop brand launch to not be a popular drink.
Tammy Rajczyk:
Right? I have been promoting it. It is delicious. Ok, so--
Anthony Godfrey:
Now, does this mean that the Gulp is Grinchy or that I'm Grinchy?
Tammy Rajczyk:
I'm going to go with the Gulp is Grinchy.
Anthony Godfrey:
Ok.
Tammy Rajczyk:
You're never Grinchy.
Anthony Godfrey:
So far. So far.
Tammy Rajczyk:
Yes. Ok, I'd like to introduce you to Codee Flores our pop shop teacher.
Anthony Godfrey:
Hi, Codee. Good to see you again.
Codee Flores:
Yes. You too.
Anthony Godfrey:
Tell me about the pop shop here at South Valley.
Codee Flores:
So here we are at Sippin' 7 Soda. We're class 7, so we had to play on words.
Anthony Godfrey:
Sippin' 7 Soda. OK, I like it.
Codee Flores:
And this is run by the students, as you see here. They are taking all the orders, doing the money, all that kind of fun stuff.
Anthony Godfrey:
Now, we were here with a Jordan Education Foundation meeting a month or two ago. And everybody benefited from getting to place their own customized drink order. And it's really cool. They've done a great job here.
Codee Flores:
So Kayla here came up with the name for the drink of the month. So why don't you show him his--
Kayla:
This is in honor of Dr. Godfrey. It's our drink of the month. It's called Godfrey's Grinchy Gulp. It comes with Mountain Dew and Blue Raspberry and Pineapple.
Anthony Godfrey:
Oh, wow.
Kayla:
The Blue Raspberry is what makes the Mountain Dew kind of turn green. And it's $2 for the drink. And it comes with a fun little Grinchy necklace. Or if you want to attach it to a purse, a bag, a backpack.
Anthony Godfrey:
That is a bargain. That is awesome.
Kayla:
Yep, we're super excited. We haven't really done a drink of the month in a while. But it's actually turned out to be a massive hit.
Anthony Godfrey:
Well, I'm very honored to have this drink named after me. And I'm very grateful that it's a hit. Let's order a drink. Talk me through the process.
Student:
OK, you have to put your name. And then if you want to get the drink of the month, you write drink of the month at the top.
Anthony Godfrey:
OK, Godfrey, can I just put D-O-T-M?
Student:
Yeah.
Kayla:
Yep.
Anthony Godfrey:
All right, I'll put a big circle around that.
Student:
And that's $2.
Anthony Godfrey:
All right and this is the 7th period class:
Kayla:
But for you, it's on us.
Anthony Godfrey:
Oh, OK.
Kayla:
Yeah, for you.
Anthony Godfrey:
As the drink's namesake, I get it.
Kayla:
As the namesake, yes.
Anthony Godfrey:
All right.
Kayla:
And then, like I said, this comes with the drink. It's a fun little Grinchy–
Anthony Godfrey:
This is very cool. I do not have a Grinch necklace, I'll tell you that.
Kayla:
You can hang it or put it around your neck or put it on purses anywhere you want.
Anthony Godfrey:
OK, that's awesome. I think I can put it on my briefcase.
Kayla:
Or hang it up on your-- or hang it up on your tree as a fun little Christmas ornament.
Anthony Godfrey:
It'll start on my briefcase. It'll end up on my tree. Thank you very much. This is really cool.
Kayla:
Then we would hand it off to one of our classmates, one of our runners in the class. And Miranda, who is our runner--
Anthony Godfrey:
Hi, Miranda.
Miranda:
I'm actually a runner, but I actually make drinks.
Anthony Godfrey:
OK.
Miranda:
I have no idea what to say.
Anthony Godfrey:
OK.
Miranda:
But yeah, I definitely make drinks.
Anthony Godfrey:
Can I run with you and let's go see the drink made?
Miranda:
Yeah, yeah, yeah let’s go do that.
Anthony Godfrey:
All right, let's go. Let's head down there.
Miranda:
That's where we make drinks.
Anthony Godfrey:
This is the drink laboratory. So I'll follow you in. Oh, wow, you have a whole rack.
Miranda:
Yeah we do. We have sodas and lemonade and anything like that.
Anthony Godfrey:
Wow, you have-- I see you’re recycling?
Miranda:
Yeah, because if they're empty, we recycle them with this box.
Anthony Godfrey:
And you have-- where did you find your display?
Miranda:
All these syrups.
Anthony Godfrey:
It looks like it's made just for the syrup.
Miranda:
We just fill them up in a cup.
Codee Flores:
Well, you know when we surplus things or have that room that nobody wants the bookshelves anymore? That is a bookshelf.
Anthony Godfrey:
It looks like an old magazine rack from the library.
Codee Flores:
It is.
Anthony Godfrey:
But it fits these syrups perfectly. Wow. That's impressive.
Codee Flores:
That’s what that is. And we want to, while we're in here, thank the JEF, too. See our cooler back there?
Anthony Godfrey:
Oh, yeah.
Codee Flores:
That was funded by Donor’s Choose. Just shout out to them for helping our soda shop. Big Yeti cooler.
Anthony Godfrey:
Yeti cooler.
Codee Flores:
So the cooler, same colors of school.
Anthony Godfrey:
Thanks to the Jordan Education Foundation and Donor’s Choose.
Codee Flores:
Yes.
Anthony Godfrey:
That's dynamite. Oh, you even have the long stirring stick. This is next-level stuff. All right.
Miranda:
Sorry, I have your green juice.
Anthony Godfrey:
I see the Godfrey's Grinchy Gulp they're blowing out of here.
Miranda:
It is a hit.
Codee Flores:
I’ve never seen as many drinks of the month ordered at one time like this. It’s crazy.
Chelsea Lopez:
Here, you can have this. OK, what is this one? Oh, drink of the month? Oh, this one's yours.
Anthony Godfrey:
This is mine.
Chelsea Lopez:
OK, well, now I'm feeling the pressure.
Anthony Godfrey:
All right, talk us through the steps as you make this gulp.
Chelsea Lopez:
All right, for Godfrey's Grinchy Gulp. So step one, grab the cup. Step two, fill it with ice. We actually have a student going to grab the ice right now. So they do kind of all the tasks that we need as we go so they actually are learning the job skills that they would need with coworkers at a soda shop. You know, hey, we need ice. We need to go get the ice. You know, and they're on standby for syrup refills, different kinds of things like that. So they're learning the interaction with coworkers, which is a really good skill to have.
Anthony Godfrey:
And you do this every Friday from 11 to 12 or 11 to 11:30? What's the schedule?
Chelsea Lopez:
We have it open every day until 11. So students in the school, teachers, whoever, visitors can come and put in tickets. And then when the students are in the classroom around 10:30, we check our orders. And then we make the drinks. The students go deliver all the drinks. The students in the school have the drinks to have during lunch.
Codee Flores:
Did you see the t-shirts?
Anthony Godfrey:
Oh, wow. I did not see the t-shirts. That is awesome. And in various colors.
Codee Flores:
All the students and teachers pick their own colors. We went shopping. So this is helping. This is not just for-- you know, this is so fun. This is a soda shop. It's to help the students learn skills. So they're learning money skills, customer service. We got to go shopping. We're always shopping for sodas. We got to find bargains because sodas literally-- It's through the roof.
Anthony Godfrey:
Yeah. Yeah. Wow. The shirts, the syrup display, the drink of the month, it is-- this is a great operation.
For those unfamiliar with South Valley School, tell us a little bit about what this is all about.
Tammy Rajczyk:
Great. South Valley School is a post-secondary school that's for transition services for students with disabilities, 18 to 22-year-olds. We focus on transitional skills, life skills, daily living skills, and especially job skills out in our communities.
Anthony Godfrey:
And it's really a unique program, just the wide variety of opportunities that you give students to get to have real-world learning and just to enhance their skills before they're no longer part of Jordan School District.
Tammy Rajczyk:
Right. It's an amazing experience. We have parents and students here from all over the Valley in the Jordan School District that they want to come back. They come back for our dances. We have alumni invited. It's an amazing experience. And a lot of our students leave here with paid jobs, which is our ultimate goal.
Anthony Godfrey:
You do an incredible job of providing those experiences for people, and they do feel a deep connection. Students and employees here.
Tammy Rajczyk:
Yes, they do. Our employees don't want to leave. I mean, it's amazing. I mean, every day is a gift. We get to watch our students blossom and grow and learn. And it really is-- I have tears in my eyes in many of days for just watching them. It's incredible.
Anthony Godfrey:
It's a place where incredible things happen. That's absolutely true. Thank you so much for inviting me over today, for the great experience you give these students, and for my wonderful Grinchy Gulp. I will be back. I'm a repeat customer. If there's a punch card, I'll be filling it out.
Tammy Rajczyk:
Thank you so much for coming. We really appreciate you taking the time to come and see South Valley and participate and be a part of this and it's our pleasure.
Anthony Godfrey:
Stay with us. When we come back, we try Godfrey's Grinchy Gulp.
Break:
Hello, I'm Sandy Riesgraf, Director of Communications for Jordan School District, and we want to invite you to connect with us. So many exciting things are happening in your child's school, your neighbor's school, in every school here, every day. Don't miss out on following the fun or simply staying informed when there's important information we need to share. Join us at jordandistrict.org, or follow us on Facebook, Twitter, and Instagram@jordandistrict. We can't wait to connect.
[MUSIC PLAYING]Chelsea Lopez:
We have our cup, we've got ice in there. Obviously, the clean-up is a bit of a job afterwards.
Anthony Godfrey:
Now, is there a sticker on there as well?
Chelsea Lopez:
Yeah, so the students put stickers on these. And then usually, we put the name and class number of the student who it goes to on these.
Anthony Godfrey:
Very cool.
Chelsea Lopez:
And recently, this year, we've just been bringing their tickets with. But the students really love to see the random sticker that they get. It's just kind of a little one of those things.
Anthony Godfrey:
And a decorated cup. That's-- yeah. Wow. All the details add up to a very cool experience.
Chelsea Lopez:
Right. So then, yeah, we add our syrup. So we do a pump of each. So we do a blue raspberry pump, a pump of pineapple. And then after that, we check the ticket to see if it's a regular or diet Mountain Dew.
Anthony Godfrey:
Oh, let's do a diet drink of the month. I should have written DDOTM.
Chelsea Lopez:
Oh, yeah. We'll do our diet on here. And then--
Anthony Godfrey:
I do love that sound of cracking open a new can, you know?
Chelsea Lopez:
Right.
Anthony Godfrey:
Oh, wow. OK, that's really cool.
Chelsea Lopez:
And kind of the purpose of the long spoon is the sugar all seems to the bottom. So we kind of pull it to the top, give it a twirl. And then--
Anthony Godfrey:
Did you go through various potential recipes before you landed on this particular Godfrey's Grinchy Gulp recipe?
Chelsea Lopez:
Yeah, so our students-- I mean, when we do anything like this, we kind of get our students together. And then we get all of their ideas. They put them up on the board. Like, sometimes we do it through an assignment. And then the rest of the class will-- they'll present their ideas. And the rest of the class will vote on their favorite combos. And so-- and a lot of the time, we will do samples. So we'll take the little cups.
Anthony Godfrey:
Yeah.
Chelsea Lopez:
We'll make little mini versions. And the students can try the different ones. And they kind of decide which one's their favorite.
Anthony Godfrey;
Very cool. What are some of the other drinks of the month over the time that you've had the shop open?
Chelsea Lopez:
We've done the-- there was a peep one. That one was crazy.
Codee Flores:
Oh, the peep. People like the peeps. So we have had the drink of the month that was a peep theme. It was Hanging with my Peeps. And so the students-- yeah. They came up with that. Like she was saying we kind of vote on different ideas. We did do drinks during one of our dances. And that was really cool. We got to go get some different syrups that we've never tried before. And they got to come up with combinations and things like that. So we always try to do some fun little things to go with it so people can enjoy their drinks and little trinkets and little Grinch necklaces. Things like that.
Anthony Godfrey:
Yeah, wow. Well, this is quite an operation with all of these different flavors. You’ve got classic caramel, lavender. Is lavender popular?
Codee Flores:
Lavender lemonade is my favorite.
Anthony Godfrey:
Lavender lemonade. Seeing all of these syrup flavors I definitely need to expand my horizons and try some different flavors.
Codee Flores:
I’ll give you a hint. Adding peppermint to anything is excellent.
Anthony Godfrey:
Really? Kind of a staple. Ok.
Codee Flores:
Yeah, it’s kind of my little secret thing over down there. I kinda–
Anthony Godfrey:
Oh, I see that it is tucked in the corner. All right, let’s see. Do you have brand preferences? This is DaVinci classic peppermint. It looks really refined.
Codee Flores:
You know, it looks really nice, right? I kind of like those ones because they’re plastic so we don’t drop them.
Anthony Godfrey:
Yeah, right. This is the moment of truth. Let’s try the Gulp.
Chelsea Lopez:
All right.
Anthony Godfrey;
All right, straw in.
Chelsea Lopez:
I’ve got to get a picture.
Anthony Godfrey:
Yeah, that’s right. Oh yeah, I need to put the necklace on. That tastes fantastic. I’m serious, that blue raspberry pineapple combination is really good. It’s good. You guys like it right?
Codee Flores:
Yeah, we sampled it. We had to come up with the –it was kinda like a science project. How do we make the drink green while tasting good at the same time? So we kinda- they were in here looking “Well, if we add this color and this color” and then we came up with the pineapple and the blue raspberry.
Anthony Godfrey:
I suspect there are lots of green drinks that do not taste good.
Codee Flores:
Some are a little sketchy. It’s kinda- some you think are going to be a good combination and you’re like this is just not going to happen.
Anthony Godfrey:
Well, you’ve hit on it because that really does taste great. It’s kind of got notes of melted popsicle with that blue raspberry in there.
Codee Flores:
I like that. I like that.
Anthony Godfrey:
Ok, after this is no longer drink of the month does it kind of become like secret menu?
Codee Flores:
Yes.
Anthony Godfrey:
So if I came in January, can I still order one of these?
Codee Flores:
Yes. This is the basic menu, right? Now that you’re a friend of the classroom, you know what’s back there. You can choose whatever you want.
Anthony Godfrey:
Talk me through the history of the pop shop a little bit, and why it got started, and how long it’s been going. It’s a great operation and I can see how much the kids love being part of it.
Codee Flores:
So my first year here at South Valley I saw other classrooms were doing – you know some were doing buttons that they make, some people do popcorn and it was a great way to have the students learning a business, learning how businesses work. And I was just thinking what can we do that people are going to enjoy? What can we do that’s going to involve every student doing what they need to do?
This was three years ago. I let the students come up with some ideas. We had some ideas like making dog treats or making bracelets, things like that. But then we were thinking, you know what? What could really benefit everybody? What’s something everybody likes? Everyone likes a treat. Everybody likes to customize their own things. And it’s nice to have stuff where you can involve everybody. So everyone got involved and everyone gets involved when we’re making new drinks or doing new flavors. The shopping for everything, counting the money, turning in the money at the end of the week, all of it. So everyone in this classroom has a job to do and they do it well and they’re doing great.
Anthony Godfrey:
I can tell how much it means to them and how engaged they are. This is a deep level of learning. Lots of skills involved and lots of fun involved.
Codee Flores:
Yeah, it’s a great time.
Anthony Godfrey:
Thank you to South Valley School for hosting us today and for creating such a wonderful, immersive experience for their students.
Thanks for joining us on another episode of the Supercast. Remember, education is the most important thing you’ll do today. We’ll see you out there.
It is music that will make you smile, warm your heart and maybe even make you want to sing along.
On this episode of the Supercast, we share some sweet sounds of the season performed by Jordan School District students. Wishing you the happiest of holidays and a safe, prosperous new year!
Concert Program
- Terra Linda Elementary School, Terra Linda Tones, “African Noel" and "Santa Claus is Coming to Town"
- Bingham High School Madrigals, "Caroling, Caroling"
- Hidden Valley Middle School, "Bidi Bom”
- Welby Elementary School Orchestra, "Winter Wonderland" and "Carol of the Bells”
- Mountain Ridge High School Madrigals, "Must Be Santa" and a unique Star Wars rendition of "Rudolf the Red Nosed Reindeer"
Audio Transcription[Music]Anthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. It is music that will warm your heart, make you smile, and maybe even make you want to sing along.
On this episode of the Supercast, we share some sweet sounds of the season performed by Jordan School District students. First, hear from Julie Barnson and Dorrelyn Smith, who produced the Terra Linda Tones performance. Enjoy “African Noel” and then “Santa Claus is Coming to Town” with a Bruce Springsteen twist.
We're here with Dorrelyn and Julie at Terra Linda Elementary School preparing for tonight's holiday concert. I'm very excited to be here. I've been trying to get here for two years. My schedule finally lined up and I've heard great things about this program. How hard you work and how much extra effort you guys put into making this a really special night.
Dorrelyn Smith:
It's a great program. Terra Linda's Tones have been around, well I've been doing this for about 14 years now here. It's an incredible group and I couldn't do it without Julie here, Mrs. Barnson. I'm so grateful to have her as my sidekick or I'm hers, I'm not sure which.
Anthony Godfrey:
Tell me what this event means to you both.
Julie Barnson:
Well, we work in the mornings, two days a week, and these kids, they never actually look at a piece of music. They are learning the songs by ear and by memorization and we've got parts, they're good.
Dorrelyn Smith:
They dance, they sing, they speak parts. It's just an incredible program. It's something that a lot of these kids would never have the opportunity to do if it wasn't for us and music is so important.
Anthony Godfrey:
Well, I can't wait to see it because they- just getting to meet the kids a few minutes ago, they are so excited they're about to burst.
Dorrelyn Smith:
Yes, they are.
Julie Barnson:
They're very nervous too because they're like, I know all the kids at school, that wasn't hard.
It's all the parents, I don't know them.
Dorrelyn Smith:
Yes, we've heard that a time or two.
Anthony Godfrey:
Well, when I walked in, I was afraid that I was late because I had trouble finding a parking spot 25 minutes in advance. I walked in and the place is full. I've been to a lot of programs, I've never seen a place full half an hour beforehand. So that's pretty exciting.
Dorrelyn Smith;
We had parents arrive at 5:30 to get a seat.
Anthony Godfrey:
You've got to get those good spots.
Julie Barnson:
Heck yeah, you don't mess around.
Anthony Godfrey:
Well, I have a good spot in there I know. I'm going to head in, I'm really excited to see this performance and I can't wait to see the smiles on the faces of the kids when they perform tonight.
Dorrelyn Smith:
We're excited.
Julie Barnson:
We are.
Anthony Godfrey:
Thank you for the invitation. I'll let you get back to your prep.
Assistant Principal Joshua Brothers:
Ladies and gentlemen, fathers and mothers, uncles and aunts, grandmothers and grandfathers, perhaps even a great-grandmother and great-grandfather. We are so excited to welcome you to Terra Linda Elementary School for our Christmas concert with the Terra Linda Tones.
We'd like to offer a very special thank you to our teachers who have helped lead this effort. Mrs. Julie Barnson, Mrs. Dorrelyn Smith, and Mrs. Laurie Hutchings.
Choir Student:
Now for a unique sound of Christmas, here's “African Noel”.
Terra Linda Tones singing “African Noel”:
Sing Noel, Sing Noel, Noel, Noel.
Sing Noel, Sing Noel, Noel, Noel.
Sing Noel, Sing Noel, Noel, Noel.
Sing Noel, Sing Noel, Noel, Noel.
Sing we all Noel (now sing Noel)
Sing we all Noel (now sing Noel)
Sing we all Noel (now sing Noel)
Sing we all Noel (now sing Noel)
Sing Noel, Sing Noel, Noel, Noel.
Sing Noel, Sing Noel, Noel, Noel.
Sing Noel, Sing Noel, Noel, Noel.
Sing Noel, Sing Noel, Noel, Noel.
Long ago, one winter night,
Sing Noel, Sing Noel, Noel, Noel.
The baby was born, it was quite a sight.
Sing Noel, Sing Noel, Noel, Noel.
People sang with a glorious sound.
Sing Noel, Sing Noel, Noel, Noel.
The baby was born in a very small town
Sing Noel, Sing Noel, Noel, Noel.
Sing we all Noel (now sing Noel)
Sing we all Noel (now sing Noel)
Sing we all Noel (now sing Noel)
Sing we all Noel (now sing Noel)
Sing Noel, Sing Noel, Noel, Noel.
Sing Noel, Sing Noel, Noel, Noel.
Sing Noel, Sing Noel, Noel, Noel.
Sing Noel, Sing Noel, Noel, Noel.
Sing Noel, Sing Noel, Noel, Noel.
Sing Noel, Sing Noel, Noel, Noel.
Sing Noel, Sing Noel, Noel, Noel.
Sing Noel, Sing Noel, Noel, Noel.
Sing we all Noel (now sing Noel)
Sing we all Noel (now sing Noel)
Sing we all Noel (now sing Noel)
Sing we all Noel (now sing Noel)
Terra Linda Tones singing “Santa Claus is Coming to Town”:
You better watch out,
You better not cry,
Better not pout,
I'm telling you why:
Santa Claus is comin' to town.
Santa Claus is comin' to town.
Santa Claus is comin' to town.
He's making a list
And checking it twice,
He’s gonna find out
Who's naughty and nice.
Santa Claus is comin' to town.
Santa Claus is comin' to town.
Santa Claus is comin' to town.
He sees you when you're sleepin',
He knows when you're awake,
he knows if you've been bad or good,
So you’d better be good for goodness sake.
You’d better be good for goodness sake.
Oh! You better watch out,
You better not cry,
You better not pout,
I'm telling you why:
Santa Claus is comin' to town.
Santa Claus is comin' to town.
Santa Claus is comin' to town.
Santa Claus is comin' to town.
Santa Claus is comin' to town.
Santa Claus is comin' to town.
He sees you when you're sleepin',
He knows when you're awake,
he knows if you've been bad or good,
So you’d better be good for goodness sake.
You’d better be good for goodness sake.
Oh! You better watch out,
You better not cry,
You better not pout,
I'm telling you why:
Santa Claus is comin' to town.
Santa Claus is comin' to town.
Santa Claus is comin' to town.
Santa Claus is comin' to town.
Santa Claus is comin' to town.
Santa Claus is comin' to town.
Santa Claus is comin' to town.
Santa Claus is comin' to town.
Santa Claus is comin' to town.
Anthony Godfrey:
Stay with us. When we come back, more magical sounds of the season from the Bingham High School Madrigals singing "Caroling, Caroling”.
[Music]Break:
Hello, I'm Stacee Worthen, Secondary Counseling Specialist for Jordan School District. Do you know all the ways Jordan School District counselors can help you and your students? School counselors play such an important role in our schools. They provide parents with resources to help guide their children in academics. They provide support with the mental and social well-being of students in our schools. And if you are in the process of preparing a student for college, or just beginning the conversation of higher education, now is the perfect time to reach out to your child's counselor. We can assist with college applications and college readiness. I encourage parents and guardians to schedule an appointment and get to know your student's counselor. Together, counselors and parents can help develop plans and strategies for students to succeed long after they leave Jordan School District. Reach out! We're always here to help. You can find us and learn more at counseling.jordandistrict.org.
Bingham High School Madrigals singing “Caroling, Caroling”:
Caroling, caroling now we go
Christmas bells are ringing
Caroling, caroling through the snow
Christmas bells are ringing
Joyous voices sweet and clear
Sing the sad of heart to cheer
Ding, dong, ding, dong
Christmas bells are ringing
Caroling, caroling through the town
Christmas bells are ringing
Caroling, caroling up and down
Christmas bells are ringing
Mark ye well the song we sing
Gladsome tidings now we bring
Ding, dong, ding, dong
Christmas bells are ringing
Caroling, caroling, near and far
Christmas bells are ringing
Following, following yonder star
Christmas bells are ringing
Sing we all this happy morn
"Lo, the King of heav'n is born!"
Ding dong, ding dong
Christmas bells are ringing
Anthony Godfrey:
Thank you Bingham High School Madrigals. Finally, the Hidden Valley Middle School Choir sings "Bidi Bom" followed by Welby Elementary School's Orchestra performing "Winter Wonderland" and "Carol of the Bells”.
Hidden Valley Middle School Choir singing “Bibi Bom”:
Bom bidi bom, bidi bidi bidi bom
Bidi Bom, bidi bidi bidi bom
Bom bidi bom, bidi bidi bidi bom
Bidi Bom, bidi bidi bidi bom
Holiday is here, it’s a happy time of year
Bidi bom, bidi bidi bidi bom;
Once more the time sung in melody and rhyme
Bidi bom bidi bidi bidi bom.
Candles alight, and their flame is so bright
Reflected in little children’s eyes
Come and dance to the tune ‘neath a holidaying moon
Bidi bidi bom, bidi bidi bidi bom
Bidi bom, bidi bidi bidi bidi bidi bom
Bidi bidi bom, bidi bidi bidi bom
Bidi bom, bidi bi di bidi bidi bidi bom
Holiday is here, it’s a happy time of year
Bidi bom, bidi bidi bidi bom;
Once more the time sung in melody and rhyme
Bidi bom bidi bidi bidi bom.
Candles alight, and their flame is so bright
Reflected in little children’s eyes
Come and dance to the tune ‘neath a holidaying moon
Bidi bom bidi bidi bidi bom
Bidi bom bidi bidi bidi bom
Bidi bom bidi bidi bidi bom
Bom—
Bom—
Bom—
Bidi bidi bom, bidi bidi bidi bom
Bidi bom, bidi bidi bidi bom
Bidi bom, bidi bidi bidi bom
Bidi bom, bidi bidi bidi bom
Bidi bom, bidi bidi bidi bidi bidi bom
Bidi bom, bidi bidi bidi bom
Welby Elementary School Orchestra playing “Winter Wonderland” and “Carol of the Bells”
Anthony Godfrey:
We finish this holiday season edition of the Supercast with the Mountain Ridge Madrigals singing "Must Be Santa" and a unique Star Wars rendition of "Rudolph the Red-Nosed Reindeer”.
Mountain Ridge Madrigals singing "Must Be Santa":
Who's got a beard that's long and white?
Santa's got a beard that's long and white
Who comes around on a special night?
Santa comes around on a special night
Special night – beard that's white
Must be Santa, must be Santa
Must be Santa, Santa Claus
Who wears boots and a suit of red?
Santa wears boots and a suit of red
Who wears a long cap on his head?
Santa wears a long cap on his head
Cap on head – suit that's red
Special night – beard that's white
Must be Santa, must be Santa
Must be Santa, Santa Claus
Who's got a big red cherry nose?
Santa's got a big red cherry nose
Who laughs this way: "Ho-ho-ho"?
Santa laughs this way "Ho-ho-ho"
Ho-ho-ho – cherry nose
Cap on head – suit that's red
Special night – beard that's white
Must be Santa, must be Santa
Must be Santa, Santa Claus
Who very soon will come our way?
Santa very soon will come our way
Eight little reindeer pull his sleigh
Santa's little reindeer pull his sleigh
Reindeer sleigh – come our way
Ho-ho-ho – cherry nose
Cap on head – suit that's red
Special night – beard that's white
Must be Santa, must be Santa
Must be Santa, Santa Claus
Dasher, Dancer, Prancer, Vixen
Comet, Cupid, Donner, Blitzen
Dasher, Dancer, Prancer, Vixen
Comet, Cupid, Donner, Blitzen
Reindeer sleigh – come our way
Ho-ho-ho – cherry nose
Cap on head – suit that's red
Special night – beard that's white
Must be Santa, must be Santa
Must be Santa, Santa Claus
Must be Santa, must be Santa
Must be Santa, Santa Claus
Kelly Dehaan:
Thank you. We have one last tiny little song to leave you with and it combines two of our favorite things about Christmas. Well, two of our favorite things, I should say. Rudolph and Star Wars. And we would like to, with it, wish you the merriest Christmas ever.
Mountain Ridge Madrigals singing "Rudolph the Red-Nosed Reindeer":
Rudolph the Red-Nosed Reindeer (reindeer)
Had a very shiny nose (like a lightsaber)
And if you ever saw it (saw it)
You would even say it glows (lightsaber sound)
All of the other reindeer (reindeer)
Used to laugh and call him names (“You’re nothing but a stuck-up half-witted scruffy-looking nerf herder.” “Who’s scruffy looking?”)
They never let poor Rudolph (Rudolph)
Join in any reindeer games (lightsaber sound)
Then one foggy Christmas Eve
Santa came to say ("Rudolph, I am your father”)
"Rudolph, with your nose so bright
Won't you guide my sleigh tonight?" (“No! That’s impossible!")
Then how the reindeer loved him (“I love you.” “I know.”)
As they shouted out with glee (Chewbacca cheering sound)
"Rudolph the Red-Nosed Reindeer (reindeer)
You'll go down in history (Like Han Solo)
You'll go down in history"
Merry Christmas!
Anthony Godfrey:
From all of us at the Supercast, we wish you the happiest of holiday seasons and a safe, prosperous new year. Remember, education is the most important thing you will do today. We'll see you out there.
[Music]
They rally for some really good causes and have a lot of fun in the process. On this episode of the Supercast, we take you to Bingham High School where students are taking the stage as part of the Mr. True Blue talent show.
Find out what the tradition of Bingham’s “True Blue” charity drive, giving back over the holiday season is all about, and who it is helping this year.
Audio Transcription[Music]Anthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. Each year, all of our high schools rally for some really great causes and have a lot of fun in the process.
On this episode of the Supercast, we bring you to Bingham High School, where students are taking the stage as part of the Mr. True Blue talent show. Find out what the tradition of Bingham's True Blue charity drive is all about and who they are helping this year.
We are here with Brenna Miller at Bingham High School in the last moments before the beginning of Mr. True Blue. Will you introduce yourself, talk about your role with this, and help everyone understand what Mr. True Blue is all about?
Brenna Miller:
Yeah, of course. My name is Brenna Miller. I'm the senior class president this year at Bingham. Mr. True Blue is the biggest event of our entire True Blue season. It's where a bunch of senior boys come together, they prepare, and then they perform in a beauty pageant. It's one of the most favorite events of True Blue. It's really widely attended. It's really fun for everyone to get together and kind of just laugh. Everyone gets to dress up when they come, which is a fan favorite. Everyone wears their prom dresses and nice suit and ties. We all come and watch the senior boys perform.
Anthony Godfrey:
Now, there are a number of categories I assume in which they will be performing. Can you tell me about those categories and how all the scoring works?
Brenna Miller:
Yes, of course. We bring back judges, whether that be administration, teachers, and student government from previous years. It's no one that's still in high school. They come back and they'll watch the boys perform in an interview portion, which is based on questions that they've answered in a packet earlier on. They had to apply, they had to raise money in order to get into the package.
Anthony Godfrey:
So there's already been a cut made?
Brenna Miller:
Yes, there has been.
Anthony Godfrey:
This is the elite tonight?
Brenna Miller:
Of course, yes.
Anthony Godfrey:
Okay.
Brenna Miller:
So they'll interview. The judges will ask them a couple questions. They'll get to answer, talk about maybe their platform issue that they've discussed in their interview packet. And then after that, they're going to do a runway portion where they're going to show off their best evening wear, whether that be suit and tie or whatever they have in mind. But Mr. Dave, our student government advisor, and also he's over theater, built us a really nice runway this year with lights and everything. So we're really excited to show that off.
Anthony Godfrey:
Wow, that's awesome.
Brenna Miller:
And then after that, they do a Christmas wear portion. So they'll do the runway one more time, but in their best Christmas outfit, 'tis the season. And then they'll end with a talent portion. So talents can range from whatever you want. We've had in past years, we had a boy deliver a pizza. He worked at Domino's and he felt like that was his big talent. We've had boys sing songs they wrote, original songs. And we've had boys make guacamole. Whatever they feel like they're talented at, they can perform.
Anthony Godfrey:
Wow. I'm glad that you welcome all talents.
Brenna Miller:
Yes, anything they want to do, the funnier, the better.
Anthony Godfrey:
That's fantastic. Now, this is a fundraiser as part of the overall charitable efforts that are the True Blue efforts of this month.
Brenna Miller:
Yeah.
Anthony Godfrey:
Tell us about how this fits into all of that.
Brenna Miller:
Of course. So this year Bingham is happy to be supporting a really local organization. It's called Nixon Strong and it's a family that lives just here in South Jordan. They had a son that was really involved in athletics, Bingham athletics, especially growing up with basketball, baseball, football. He ended up being diagnosed with cancer and unfortunately passed away a couple of years ago. So his family decided that they wanted to start a program, start an organization that could help give money to other families who are in similar situations, their children were suffering from cancer or other diseases.
They really wanted to be able to like help families go on trips, sort of like Make-A-Wish. But they also pay for a lot of other things like funeral expenses or sometimes medical things that like insurance wouldn't cover. Like they bought a hot tub for a family and they bought a service dog for a girl who ended up going blind and like kind of things like that. So we're really excited to be partnering with them this year.
We've been doing events all month to try and raise money and every dollar that we get goes straight to them. So Mr. True Blue is a good night. We get a lot of people coming in. So they pay five dollars.
Anthony Godfrey:
And you're charging admission five dollars to come in. Okay.
Brenna Miller:
And there's VIP seats where people pay seven dollars. You get to sit right up in the front. You get a little snack bag. You get to be up close with the judges, up close with the candidates. So people go pretty feral for those.
Anthony Godfrey:
Very nice. I like the pricing structure that gets the most charitable donations that you can possibly muster.
Brenna Miller:
Yes.
Anthony Godfrey:
There are a lot of people involved. We were out in the hall just a minute ago and there's a lot of scurrying around doing some last minute preparation. Tell me about the efforts leading up to this. I talked with you about this several weeks ago. Things were well underway already.
Brenna Miller:
Yes. I mean we start planning all of True Blue starting at Gov Camp which is in June.
Anthony Godfrey:
Wow. Usually by around August we've already picked an organization and we're already penciling in dates for. We have our Christmas dance. All the money from that goes to Make-A-Wish every year. So we've already communicated with the organizations we'll be partnering with. So we start planning really early.
Mr. True Blue, we had already had the date scheduled and everything in June. And I mean we had to write all the information packets, all the application packets and get everyone involved. So it's been a pretty long time coming but we're super excited for it to all come together tonight hopefully.
Anthony Godfrey:
Well it's a big night. I'm sure it's going to go great and I can't wait to see it. I've never seen it. I've heard a lot about it. So I'm really looking forward to being part of it tonight. And thank you for everything that you're doing to make this charitable effort so successful.
Brenna Miller:
Yes of course. We're so glad you guys are here.
Anthony Godfrey:
And it's a great time on top of that.
Brenna Miller:
Yes. It's a great day to be a Miner always.
Anthony Godfrey:
Okay. Fantastic. Thanks Brenna.
Brenna Miller:
Yes of course. I'll let you get back to everything.
Brenna Miller:
Thanks.
Anthony Godfrey:
And now Annie Millerberg is going to tell us a little bit about being senior class VP and what all this means to you.
Annie Millerberg:
You know it's a lot of like work and time that people don't realize you put in. But I mean it's completely worth it. I was recently writing some scholarship essays and I wrote that it's like it's worth the hard work because it's worth seeing the work. And I think that's so essential when it comes to student government and all of the people that put in work behind the scenes. It really- like all the money that we're contributing to True Blue and to the Nixon Strong Foundation, it's really just going to such a great cause. I think that the hard work is completely worth it even though it is a lot and it is stressful it's completely worth it when it all comes and boils down to it.
Anthony Godfrey:
Tell me what you're looking forward to most this evening.
Annie Millerberg:
You know I'm just really excited to see these boys' talents. We got a unicycler. We have some balloon animals. We have someone who's writing, who's singing a song that they wrote.
Anthony Godfrey:
Wow.
Annie Millerberg:
It's a wide variety of talents and I'm really excited and I think our audience will be very entertained.
Anthony Godfrey:
That's awesome. Do people generally know who has made the cut and who will be competing tonight?
Annie Millerberg:
Um, generally.
Anthony Godfrey:
Or is that kind of a surprise tonight when they see everybody up on the stage?
Annie Millerberg:
It honestly depends on who you're asking and who you know. For the most part, it's just kind of a surprise. People who are friends with our contestants most of the time know what's going on. They've heard what's happening behind the scenes. But mostly it's a surprise when they come and show up and they're like, "Wow, I didn't know that my friend was in this." And it just is a great surprise for everybody.
Anthony Godfrey:
Well, I hope there's a great turnout tonight. I have no doubt it's going to be a blast. The stage already looks really cool. I can kind of feel the pressure on behalf of these boys.
Annie Millerberg:
Oh, I know. Look at how many chairs we have.
Anthony Godfrey:
We see the Christmas trees on either side. We got a lot of chairs up there. So the competition is going to be stiff.
Annie Millerberg:
This is actually our, I think, highest amount of boys participating that we've ever had. We have doubled our amount from last year.
Anthony Godfrey:
Wow. That's great.
Annie Millerberg:
So last year we, well, almost doubled. Last year we had eight and this year we have fifteen, which is crazy. But it should be very entertaining to watch.
Anthony Godfrey:
The stakes are high.
Annie Millerberg:
Stakes are very high, higher than ever.
Anthony Godfrey:
We're looking forward to it. Thank you very much for all your hard work.
Annie Millerberg:
Thank you so much. We appreciate you.
[Music]Anthony Godfrey:
Stay with us. When we come back hear from some of our Mr. True Blue talent show contestants.
Break:
Hello, I'm Sandy Riesgraf, Director of Communications for Jordan School District, and we want to invite you to connect with us. So many exciting things are happening in your child's school, your neighbor's school, in every school here, every day. Don't miss out on following the fun or simply staying informed when there's important information we need to share. Join us at jordandistrict.org, or follow us on Facebook, Twitter, and Instagram @jordandistrict. We can't wait to connect.
[Music]Anthony Godfrey:
We're now talking with two of the contestants for Mr. True Blue. Introduce yourself and tell us how you're feeling just a few minutes before the competition.
Tyler Atkinson:
Hi, my name is Tyler Atkinson. I'm feeling nervous but excited for sure.
Dillan Orr:
I'm Dillan Orr:
I'm feeling very excited. I've been looking forward to this since last year.
Anthony Godfrey:
So apparently you came last year, you saw other boys compete. And did you think that's going to be me? I'm going to be up there.
Tyler Atkinson:
Absolutely. One of my best friends won last year and ever since I wanted to follow in his footsteps.
Dillan Orr:
Same here, same friend.
Anthony Godfrey:
Okay. Right. So if the same friend inspired you, are you feeling competitive against each other? Are you just supporting each other to be at your best and let's see what happens?
Tyler Atkinson:
I am fine with anyone winning. It's a bunch of my closest friends competing up there. And honestly, any one of them could win and I'd be happy. As long as we raise money and did what the goal of this was to do.
Anthony Godfrey:
Yeah.
Dillan Orr:
I agree. I feel like if there were fewer contestants, it might be more competitive. But with 15 of us, it really is just kind of a dice roll. We don't know what everyone's going to bring to the table. And it's exciting to see what will turn out.
Anthony Godfrey:
Well, I can't wait to see what happens. It sounds like there's going to be a wide variety of talents on display. Is there anything last year that particularly inspired you to participate? Is there one moment where you thought, wow, that's really fun? I know what I can do now.
Tyler Atkinson:
The winner of last year, his best friend came in second place and he sang a really like - everyone else's talent was really exciting, very energetic. And his was, he just played the ukulele and sang a love song. And it just like hit that I was like, you can make people feel something even in like a beauty pageant. So I was like, I kind of want to try something like that.
Anthony Godfrey:
Okay. Excellent.
Dillan Orr:
I'm going more after the winner's way of getting the win in going with the more exciting type song.
Anthony Godfrey:
You're going for energy.
Dillan Orr:
Energy, yeah. And a bit of love and romance in there too.
Anthony Godfrey:
I'm looking forward to it. There'll be a lot of swooning out there in the audience.
Tyler Atkinson:
That's the hope.
Anthony Godfrey:
Tell me what does it mean to be part of True Blue overall and raising money for an important cause?
Tyler Atkinson:
Overall, it's just incredible. Just being able to help with your entire school and knowing that with everyone else you can make that big of a difference for that many kids is just so amazing.
Dillan Orr:
And like Brenna said earlier, Nixon Strong is a local foundation. And so it's cool to know that there was somebody around here because sometimes foundations feel very broad. Like it's like support children, but it's like, okay, there's children everywhere. But like it was a family here in South Jordan went to Bingham. And so it's really cool being able to continue to build that legacy and be able to support people in our community instead of just out there.
Anthony Godfrey:
So you feel a deeper connection with the with the charity because it's it's local.
Dillan Orr:
Absolutely.
Anthony Godfrey:
Tell me about your preparation. What are some of the things you've done to be your best tonight?
Dillan Orr:
I have been. This song came out in a movie like during the summer. And ever since then, I was like, I think this is the song I want to do. So I sing it probably at least once a week to make sure I have it down. I had it memorized and everything.
Anthony Godfrey:
And so it really has been on your brain since last year.
Dillan Orr:
Absolutely. Oh, absolutely. I've been thinking about what I'm going to do for the entire year. I've had a lot of different options. But as soon as the song came out, I was like, this is go time. This is what I'm doing.
Anthony Godfrey:
Okay, great. How about for you? What does your preparation look like?
Tyler Atkinson:
I knew what song I wanted to do. It's also from a movie that I love. And so I've just I've known it forever pretty much. And then clothing changes. I've got a bunch of costumes for the runway. I've prepped them all. Made sure they all match. Tested them with my sisters and been like, “Is it good? Does it match?” So that was really fun to just be able to try on a bunch of different outfits and see what would work best.
Anthony Godfrey:
I'm guessing sisters have come in pretty handy in these circumstances.
Tyler Atkinson:
Oh, yeah.
Anthony Godfrey:
Any words of advice for those who might hear about this or see it tonight and think, hey, that can be me next year?
Tyler Atkinson:
Think less about yourself and think more about the cause and what it can do and how people in the audience will feel about it. And just don't just do it to be like, “oh, I'm gonna I'm gonna sing and I'm gonna win” or I'm gonna do whatever my talent is. Do it for the charity and do it for the people to watch.
Anthony Godfrey:
Well, I can't wait. I think it's gonna be a blast. And I like your chances, both of you. I think you're gonna have a great night, whatever the result is, because you've prepared and you're gonna have a great time.
Dillan Orr:
Thank you.
Anthony Godfrey:
We're here with the senior class advisor. Introduce yourself and tell us a little bit about what's going on here.
Dave Martin:
So my name is Dave Martin. I'm a second-year teacher here at Bingham High School and I am the theater teacher, but I also have the opportunity to work with the student government as a senior class advisor. True Blue is a school-wide fundraiser that we do each year to benefit those in need at the Christmas season. And we institute, enlist the help of all of the students and faculty and the community to make a positive change in somebody's life who could really use it this time of year.
Anthony Godfrey:
And we hear a lot of activity around here. Treats being thrown, seats being reserved for the VIP section. Mr. True Blue is a big event. Now you're fairly new to Bingham.
Dave Martin:
Correct.
Anthony Godfrey:
Tell me about how this feels coming into an old tradition.
Dave Martin:
I got my MPA from BYU with the emphasis in nonprofit work. So this is right up my alley.
When I found out working here at Bingham that this is something that they did, I just jumped all over it. It was such a great opportunity to see these kids really come alive, to go out every night to do what they call squad jobs, to ask members of the community if they can do the odds and end jobs to raise money. So far we've really brought in quite a lot of money and so I'm so proud of the kids, proud of the school. Bingham has a rich heritage and I think this is a great way to keep us in a really great tradition.
Anthony Godfrey:
I think we need to talk with you more in a future episode about some of your own projects. I know you do a lot of things on your own just outside of school to help raise money and support those in need. Tell me about the students at Bingham.
Dave Martin:
The students at Bingham are really just amazing kids and we are fortunate to work with student government kids who put in just so many hours putting all of this together but then also reaching out to their fellow students to get them involved as well. We've got a lot of club support which has been awesome.
We decorated all the hallways here at Bingham for our Deck the Halls tradition. And it's just really great to just see these kids who you already know they're amazing students anyways. Whether they're in the classes that we have or the activities or the shows or any of the different things that we've got going on but then to see them pivot to really selfless service it just really shows us just another level, a deeper level of how amazing these kids are.
Anthony Godfrey:
Well, thanks again for all of your support of these efforts and the expertise that you bring to it. And it's going to be an exciting night, I can't wait.
Dave Martin:
You too, thank you.
Anthony Godfrey:
Thanks for joining us on another episode of the Supercast. Remember education is the most important thing you'll do today. We'll see you out there.
[Music]
They raced to the finish line making history as the only Utah team ever to take home the first-place title at the Nike Cross Nationals in Portland, Oregon.
On this episode of the Supercast, we sit down with members of the Herriman High boys cross country team to find out what fuels them across the finish line and how it feels to be among the best of the best. Hear what their coach has to say about the talented team.
Audio Transcription[MUSIC]Anthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. They raced to the finish line making history as the only Utah team ever to take home the first-place title at the Nike Cross Nationals in Portland, Oregon.
On this episode of the Supercast, we sit down with members of the Herriman High boys cross country team to find out what fuels them across the finish line and how it feels to be among the best of the best. Hear what their coach has to say about the talented team.
[MUSIC]We're here at Herriman High School to talk with the coach and a couple of the runners who were involved in a big victory for Herriman High School in Oregon over the weekend. Coach Soles, thanks for taking a moment to talk with us.
Coach Soles:
Thank you so much for having us.
Anthony Godfrey:
Tell me a little bit about this competition. I know the state cross country season is over with, but this is a separate thing and it's a big deal.
Coach Soles:
Yeah, in 2004, Nike decided they wanted a national championship in cross country and so they created the Nike Cross Nationals. Pretty much brings together the fastest individuals and fastest teams in the country. So every year you get a chance to work your way through the process. You got to go to the Nike Cross Regionals, basically finish in the top two or three there and then you get an invite up to Portland to compete at the Nike Cross Nationals.
So out of the 18,000 plus teams that run cross country in high school, 22 of them end up in Portland. And if you can just make it there, it's pretty much an honor. But these guys had bigger goals and wanted to go after actually trying to win it this year after taking third last year. So pretty exciting to see it.
Anthony Godfrey:
Tell me about the qualifying event. That was only a few weeks ago, right?
Coach Soles:
Yes, so two weeks ago we took I think almost 60 kids down to Arizona and had a big competition for the Nike Cross Regionals. And these guys took second to American Fork there. We got out a little bit slow and it wasn't the race we wanted. So we had two weeks to make some adjustments and really get in their heads about where they needed to be at Nationals. And they listened to everything we told them to do.
Anthony Godfrey:
Now tell me a little bit about those adjustments. What are some of the things that make a fast runner faster when it comes to cross country? Don't divulge any secrets or anything. But in general, what are some of the things that you look for runners to do?
Coach Soles:
When you get to that level, almost everybody up there is a pretty fantastic runner. So you really have to understand the strategy that you need to use for that course that day with the group of kids that you have. So last year we went out really conservatively. I think we started like 14th or 15th in the race and then moved up and took third by the end of the race. This year we knew it was going to be extremely muddy and wet. There were big giant oceans of water on the course, so big puddles. So we told the boys it's really hard to move up when it gets muddy like that. So you're going to need to get out much faster than we're used to and much faster than we're comfortable to be able to do it.
That was one of the things that Jack was saying at the race is “I know for me to be successful, I have to go out much faster than I'm comfortable with doing.” And so as a coach, that's getting them to understand the positioning. We got out just a little bit better than American Fork did and I think that was the difference.
Anthony Godfrey:
So really it's the condition of the course to a great extent that determines your strategy.
Coach Soles:
Yeah, we couldn't set a strategy until we got up there and really did the course run-through on Friday. Coach Pugel runs with the boys and takes them through the course and they really look at where are the biggest obstacles, where do they need to make the moves in the final cut and then we evaluate what strategy we want to use. So it's really a team effort.
Anthony Godfrey:
Tell me about Utah conditions you've coached for a very long time in California, you've competed in many states. How do the Utah conditions lend themselves or not lend themselves to good conditioning? Does the altitude make the difference that you might think it would or?
Coach Soles:
Yeah, actually we're almost exactly at 5,000 feet here at Herriman High School. And the nice thing is that it's of good benefit in terms of training for elevation but it's not so high up that you can't really do great workouts. So we've kind of got the best of both worlds here. We can push ourselves really hard and get those benefits and we can also make sure that we get the benefits of when we do our aerobic stuff that just that elevation is helping us. So when we go down the sea level in Portland, Oregon, all of a sudden that last mile we feel fantastic and everybody else is gasping for breath. So it definitely helps.
Anthony Godfrey:
It's interesting, it sounds like too much altitude would be counterproductive. Like if you're too high you can't really get a rich workout.
Coach Soles:
Yeah, I think a lot of the professional runners found that out. A lot of them were racing up to high altitudes and what they started to find out was they couldn't run fast enough at those altitudes to get some of the work that they needed. So they started driving down to lower elevations to do their speed work and then driving back up for the aerobic stuff. So there's always a balance but I think at 5,000 feet here we have kind of that perfect mix of just being able to get out and crank in most workouts and feel pretty good about what we do.
Anthony Godfrey:
Tell me, what are some of the skills that you focus on with newest runners? Kids who are new to running, they're excited about being part of the team, but they don't really have much of a head start. What are some basic skills that you really focus on helping them attain early on?
Coach Soles:
Yeah, I mean one of the first things is making friends. It's really easy to put in the work out there when you've got a friend group. So we try to get them friends so that they're comfortable being out there. We try to work on just that core strength, making sure that they can handle the work that they're trying to do. And so there's running components, but there's also a lot of strength components, consistency components that they've got to learn. As they learn those, they slowly but surely work up through the program. So we've had a lot of guys that have come in and they just start literally as the slowest guy on the team. After they get working their way through it, they'll work their way up into the top varsity group. So you never know what a 4’10” freshman boy is going to be as a senior, sometimes they're 6’3”.
Anthony Godfrey:
Yeah.
Coach Soles:
So we never write them off.
Anthony Godfrey:
That's true.
Coach Soles:
Come in and work hard and you never know what you can be.
Anthony Godfrey:
Yeah, tons of potential. And I love the focus on friendship because there's this connection with others. And at the same time, you get to see what type of personal progress you're making and how you're improving your own times.
Coach Soles:
Yeah, and I think that's the best email you get as a coach. It's fun winning national championships, but you get these emails from parents saying, “hey, we didn't think this was going to be for our kid and now it's all he thinks about. He made connections here and he's got a great friend group. He's always struggled to make friends and now he's got tons, so we appreciate it.” That's the rewarding side of it as a coach for sure.
Anthony Godfrey:
I love hearing that. And when you hear academic all-state for cross country, those are some high GPAs. You have some very focused students on your team.
Coach Soles:
Honestly, I've coached a lot of good teams. This is the smartest group I've had, some really, really smart kids. And Jack's here, he's a really highly intelligent kid. He was one of my student aides last year in class and I noticed, no matter what I asked him, he was spot on. And kind of had that wisdom a little bit ahead of where most people do. I think he was able to really look at what we were doing and what was going on and really understand it better than most kids do. And so I've relied on him a lot in terms of just maybe translating some of my stuff to the other kids and getting others to believe. I think he's done a great job with that.
Anthony Godfrey:
I've always been impressed when I watch cross country competitions, cross country meets, that students are so supportive of each other. Teams will cheer each other on along the trail. Speak to me a little bit about the culture of cross country.
Coach Soles:
Yeah, cross country is a weird sport because you tend to share workouts with other coaches, you tend to be friends with other coaches. And the athletes, a lot of the time they go and they're excited when they make new friends from other teams. So I think it's encouraged by the majority of programs.
We were facing an American Fork who had beaten us at State and beaten us at Nike Cross Regionals. And just we were the top two teams in the country this year and they'd gotten the better of us. I'm really close with the coach over there. Timo Mostert is one of the best coaches in the country and probably one of the best coaches of all time. So just having the opportunity to compete against people like that is just really high character and great people.
I think it was hard for our kids and our program while we're celebrating, we have to look over and see guys that we really care about hurting. Because they were right there and they were that good to win it as well. Their performance was good enough to win most NXN. So I know it was tough for them.
I've been on both sides of that equation and stood there and watched other teams celebrate while we were brokenhearted. So I thought it was really awesome. They came over and congratulated us and our boys went over and gave them hugs. And we understand that someone's got to win and someone's got to lose. But it is hard when it's people you're close with.
Last year, neither team really was quite able to think they were going to win it. So I think we were a little more relaxed and our boys and their boys ate breakfast, lunch and dinner together and hung out. And so they're really good friends and I think that's one of the coolest things.
But we always tell our kids in cross country, you go out there and make friends. Be nice to other parents and other people. You're going to get asked questions from other programs about our program. Be polite, be nice and the Herriman kids are amazing.
Anthony Godfrey:
Yeah, well, it's exciting to hear about the collaboration, and the friendship, and the competition that helps you bring out the best in each other. So congratulations on an amazing run, if I may say. And a great season and going from third last year to first this year. A lot of great things are ahead.
Coach Soles:
Yeah, actually we returned some of the best guys in the country and we're going to really be favorites to win next year as well. So hopefully this is the beginning of a dynasty for Herriman High School.
Anthony Godfrey:
We're thrilled to have you here and I really appreciate your taking the time.
Coach Soles:
Thank you so much.
Anthony Godfrey:
Stay with us. When we come back team members talk about their big win and what's next in their incredible high school cross country careers.
[MUSIC]Break:
In Jordan School District, we like to support students in and outside the classroom along with their families. That's where the Jordan Family Education Center comes in, offering support services and a wide variety of classes for students and their families, free of charge. You can take a class called Blues Busters for children feeling sad or worried. Just Breathe is a class that helps students reduce stress. Or how about a class that supports parents in helping their children make and keep good friends? There are also support groups and free counseling, all provided by Jordan School District school psychologists, counselors, and school psychology interns. To find out how you can benefit from free family support services offered by the Jordan Family Education Center, call 801-565-7442 or visit guidance.jordandistrict.org.
[MUSIC]Anthony Godfrey:
We're at Herriman High School talking with two of the student athletes who competed over the weekend in the national cross country competition and took first. Tell me a little bit about yourself. Introduce yourself when you started running and tell me what got you started in running.
Jack:
I'm Jack Beckstrom, I'm a senior. I started running when I was in ninth grade. And honestly, the thing that started me running was my mom said I could stop playing the violin if I did.
Anthony Godfrey:
[LAUGH] So she said you could stop playing the violin if you started running. Is that something you came up with or did she come up with that bargain?
Jack:
I think she came up with it, but I took it as fast as I could.
Anthony Godfrey:
How long had you been playing the violin?
Jack:
For ten years at that point.
Anthony Godfrey:
So you were a decade into your career as a violinist and you gave it up for running.
Jack:
Yeah, I have three brothers, one older and two younger. And of everyone that's reached ninth grade so far, everyone's taken the deal.
Anthony Godfrey:
So everyone became a runner?
Jack:
Yeah.
Anthony Godfrey:
Wow, can you outrun your brothers?
Jack:
Yeah.
Anthony Godfrey:
[LAUGH] That's a very interesting way for you to enter running. Tell me how it felt to start out as a runner.
Jack:
It was pretty hard to start out. I was like five foot two or something when I was a freshman.
Anthony Godfrey:
Yeah.
Jack:
My legs were tiny little nubs, could barely get moving. It was just really hard to do anything. So I just had to put in a lot of work. Then as soon as I started growing, it got easier.
Anthony Godfrey:
Yeah, and you could feel the progress as you worked hard.
Jack:
Yeah, it feels really good to look back and see like, “Oh, I've been improving pretty steadily for years and years.”
Anthony Godfrey:
Now I want to give your mom some credit. I would think that the discipline of practicing the violin for ten years benefited you when it came to being a disciplined runner.
Jack:
Yeah, for sure. We had to practice it 30 minutes a day, five days a week. So going into practicing six times a week for however long. It's just, if you're doing something and competing in something, you need to have the discipline to practice it over and over again. And that really helped me develop that.
Anthony Godfrey:
That's a pretty important lesson that consistent hard work will bring you some results that make it worth it.
Jack;
Yeah, it is a good lesson to learn.
Anthony Godfrey:
Tell me about your career, introduce yourself.
Tayshaun:
I'm Tayshaun Ogomo. I'm a junior this year. I started running when I was in elementary school in sixth grade. My mom signed me up for, we have a program around here called Race Cats. And it starts you through the elementary school and you just go to smaller competitions or race against other elementary schools. She signed me up for that because I was currently playing baseball and soccer before that. And she told me if I ran, I would get faster to continue playing baseball and soccer. So I decided she was right and I started running. Back then it wasn't really running, it was go play sharks and minnows for 30 minutes and get a piece of candy after.
Anthony Godfrey:
Sharks and minnows and candy, that was your entrance into cross country.
Tayshaun:
Yeah, no, it definitely was. And then as we progressed through running in elementary school, we went to our races and I noticed that I was one of the fastest kids in those races, taking the first or second throughout them. And I was like, “Hey, I'm really good at this, I should keep doing it.”
Anthony Godfrey:
So at what point did you decide I'm not running for baseball, I'm running for running?
Tayshaun:
So that didn't happen until after my freshman cross country season. I continued playing baseball and soccer and even started basketball up until ninth grade. We finished the cross country season and I ran pretty good. It was right before Coach Soles got here before the track season.
Anthony Godfrey:
Yeah.
Tayshaun:
And right then it was the first day of track. I had tried baseball, but I didn't make the team and Soles came in and told us all these ideas that he wanted to take us as a team. And a lot of the guys had just started buying into a lot of my good friends on the team at that point. So I was like, “hey, maybe I should dedicate all my time to this running.”
Anthony Godfrey:
Talk to me about the competition this last weekend. What did that feel like?
Jack:
It was just a really cool experience. Nike really takes care of all the athletes that make it. They fly us out there on Thursday. They take us around their campus. On Friday, we run through the course. They give us a bunch of gear for our race. Saturday, we run the race. And Saturday, we come home. But they just take really good care of everyone. We're at a really nice hotel. They give us lots of food and-
Anthony Godfrey:
And they pay for all of this.
Jack:
Yeah, they pay for everything. They really want to, I guess, reward everyone for all the hard work they've put in.
Anthony Godfrey:
Tell me about Nike swag.
Tayshaun:
The Nike swag is honestly really awesome. They give us all, they fully set us out in new uniforms. They give us backpacks, water bottles. They give us new sweats and jackets and everything. They just really make us feel as if we're one of the best runners in the nation. And they show us how it would be to almost be a Nike-sponsored athlete.
Anthony Godfrey:
That's a really good way of putting it. Tell me about the other runners on your team.
Jack:
We have a lot of really good runners on our team. So I guess for the team that went to Nationals we have Jonah and Micah Tang, who are both juniors, they're twins. Then we have Max Hofheins, Will Steadman, and Hyrum Wood, who are all seniors. And it's just a - and we have Noah Manwaring, who's also a junior. He went to a different national championship meet in Alabama and he did really well there too.
Tayshaun:
All the guys on the team were really close. It's almost become like a family. We spend 90% of our time together practicing Monday through Saturday. For what, two hours a day? We spend a ton of time together. Even when we're not practicing, we try to hang out as much as possible. So it becomes like a family, especially through the seven guys. They're all super fun to hang out with. Even our eighth man, we're all super close and it pushes us harder, as Jack says.
Anthony Godfrey:
What do you do when you're running? Do you listen to music or do you not so that you can concentrate? How does that work?
Jack:
We usually run together. There will be a big group of like 15 guys at least that are all together. So usually we'll just be talking about our days and having conversations instead of listening to music.
Tayshaun:
Yeah, we're definitely more of a social team. We don't just like tune out and listen to music. While we're on our own, some of us do listen to music. But for the most part, we run together and just socialize.
Anthony Godfrey:
So most of you running is with others. You're mostly not running alone.
Tayshaun:
Yeah, definitely. We only run very rarely alone. And even when we do, we try to meet up if it's supposed to be a long run.
Anthony Godfrey:
So the friendships you make and the relationships you have are a big component of why you love cross country.
Jack:
Yeah, it's great to be surrounded by friends you love for so much of your day. And it really puts in perspective why you're doing it. Like if you're running a race and you look around and you see all your teammates. You remember that you're doing this for them and it really makes you work your very hardest.
Anthony Godfrey:
Do the friendships and the connections you have with other people on the team give you a competitive edge?
Jack:
I think they absolutely do. Running it hurts, obviously, and when you're kind of in a painful spot in the middle of a race, you think of the people that you've been training with all year and all the work they've put in probably how hard they're hurting. And sure it may hurt physically in the moment, but knowing after the fact that you didn't put your heart and soul into a race hurts more.
Tayshaun:
Yeah, definitely. From my personal experience, we were at Nationals and I was running along one of our seniors, Maxwell Hofheins. And I started to fall behind him as he kept going. In my head, I was just thinking, he's hurting a ton and I want to win this championship for this guy and for Jack farther ahead of me. It just gave me the motivation and the strength to push through that pain all the way to the finish line just because of how close we are.
Anthony Godfrey:
Tell me about the celebrations and the way that you've been greeted here at Herriman High School having come back with that victory.
Jack:
It's been like a hero's welcome. We're having people from all over the school, parents from all over the community. We got a police escort back to the school.
Anthony Godfrey:
Yeah.
Jack:
When we were getting back from the airport. It's just really great to see all the support we have in the community around us and that they care about us.
Tayshaun:
Yeah, it's almost as if we just become famous or something. Everybody cares. We went through the school yesterday and they had us go down the halls and we had the news recording us, we had every student at the school was just standing out in the hall chain for us and they really showed how we were welcome and how much we’re appreciated.
Anthony Godfrey:
A long time ago, I ran a few 5Ks here and there and I would always kind of pick out the person that I was going to overtake. It was mostly like somebody running with a stroller and a child. And I'm trying to like okay, you have a dog or you have a stroller. So maybe I can beat you. So I'm going to run as hard as I can to try to take you, overtake you. Do you do that in a race? Do you like pick okay, that's the next person. I'm just going to watch their pace and I'm going to outdo them. And then I'm going to pick off the next person and the next person. Are you motivated by the person right in front of you?
Jack:
Yeah, so we run our races. We go out a little more controlled at the beginning and we'll kind of speed up and pass a lot of people towards the end. It's not only good from like a physiological perspective where you're more likely to run better if you ease yourself into it. But it's also really good mentally because it just feels good to pass people.
Anthony Godfrey:
[LAUGH]
Tayshaun:
Yeah, no, we definitely also, we know what the other team's jerseys are like and we know who we're competing against. So just being able to see them up there and being like, I'm going to go hunt him down and go pass him. It's definitely a really good feeling.
Anthony Godfrey:
So the three of us have some running experiences in common.
Tayshaun:
Yeah, definitely we do.
Anthony Godfrey:
Okay, that feels really good. That feels really good. Congratulations on a great outcome this weekend and on working so hard to get to where you are. We're really proud of your efforts and your accomplishments. So well done.
Tayshaun:
Thank you.
Jack:
Yeah, thank you for having us.
[MUSIC]Anthony Godfrey:
Thank you for joining us on another episode of the Supercast. Remember, education is the most important thing you'll do today. We'll see you out there.
[MUSIC]
He is hoping to make it big in Hollywood working with the best of the best in animation and film.
On this episode of the Supercast, meet Ethan Jones, a former student who talks about his time at the Jordan Academy for Technology and Careers (JATC) North Campus. It’s a place where Ethan found the confidence to pursue his dream of heading to Hollywood to work in animation and film.
We also meet a JATC North teacher, who Ethan credits with setting him on the path to career success.
Audio TranscriptionAnthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. He's going to make it big in Hollywood, working with the best of the best in animation and film.
On this episode of the Supercast, meet Ethan Jones, a former student who talks about his time at the Jordan Academy for Technology and Careers, JATC, North Campus. It's a place where Ethan found the confidence to pursue his dream of heading to Hollywood to work in animation and film. We will also meet a JATC North teacher, whom Ethan credits with setting him on the path to career success.
We're talking now with Ethan Jones, a former student of the Jordan Academy for Technology and Careers. Ethan, thank you very much for talking with us.
Ethan Jones:
Yeah, thanks for having me.
Anthony Godfrey:
You're joining us via Zoom from where?
Ethan Jones:
Los Angeles.
Anthony Godfrey:
And tell me about the career that you have now as a result of a lot of factors in your life, one of which includes your experience at JATC.
Ethan Jones:
Yeah, so yeah, I started my creative pursuits at JATC, doing the digital media program. And during that time, I got to do a tour of Gnomon, which is the college I just barely graduated from. There at JATC, I kind of was exposed to 3D animation, and that kind of kickstarted my aspirations for the discipline. Back then, I wanted to be a filmmaker. And thankfully, JATC was like, no, animation's way cooler. And thanks to my teacher. Yeah, that's the dream happened.
Anthony Godfrey:
Tell me about your teacher. What do you remember about your teacher, the class, that experience at JATC?
Ethan Jones:
The class was pretty great. My teacher was amazing, Lisa Wadzeck. She teaches the digital media program at JATC North. And she really just pushed me and showed me these new career paths I could go down. How the program works, you kind of are like a jack of all trades for the first half of the year. And then the next half, you get to kind of specialize in something. And so I did the JATC program twice. The first time I did video production, and then the second, I did 3D animation. And that 3D side of things, the creative freedom I had was just perfect for me. And yeah, since then, I haven't looked back, and that's my career path since.
Anthony Godfrey:
Tell me about what attracted you to the 3D work after you were exposed to that through the program where you get to try out some different things.
Ethan Jones:
Yeah, what really bothered me about traditional filmmaking, especially being a young student, was I didn't have a lot of resources. So in order to make a film look good, you have to be at a good location, somewhat decent camera, and a million other equipment, lighting, audio, all that stuff. And as a poor student, I couldn't have access to those things. And so 3D, all I needed to do was just dedicate my time, and I could make whatever I want. I think that aspect of 3D is what really attracted me to make the movies I want to make. Eventually, I want to be a director, so the 3D is kind of temporary. It's just a way of me understanding the discipline and getting to work on a few productions eventually. And hopefully, one day, live out my real dream, which is to make my own stuff.
Anthony Godfrey:
So the 3D animation allowed you to be creative without being bound by quality of equipment or circumstances you could really let your imagination take off.
Ethan Jones:
Exactly, yeah.
Anthony Godfrey:
Now tell me about the training that you had after leaving high school.
Ethan Jones:
So I went to Gnomon School of Visual Effects and Animation. It's a trade school. They specialize just in my industry for both film and games. And so they've won a lot of awards. They're considered one of the best schools in the world for my trade. At first, I did not even apply to that school because I was too nervous to. And my JTech teacher kept telling me, just apply. The worst they could say is no, and then you could work on it and eventually get there. But you're never going to get it if you don't apply.
And that self-doubt, I stopped. I didn't apply for six months. And I kind of regret that, but I've had a lot of experiences since then that are good that kind of kickstarted my career in ways that I didn't foresee. But after I applied, I got in. And then for the last three years, I've been kind of rigorously training in 3D in all aspects from programming to modeling, texturing, lighting, rigging, the whole pipeline.
It kind of works the same way J Tech does, kind of funny. So the first year, you kind of learn everything. And then the next two years, because it's a three-year bachelor's degree program, the next two years that you study, you get to specialize in either film or games. And I specialize in film. It's kind of funny now looking back. That's kind of how J Tech works. I think that's the perfect way to do it, get you exposed to everything. And then you get to choose what you're really passionate about. It's a good way of learning.
Anthony Godfrey:
And I love that your teacher helped encourage you to apply. The worst they can say is no, but it can feel pretty terrible to be told no, because that can feel like somebody saying, no, you have no potential. No, you should not follow this path. Not just no, you're not admitted to our school. So congratulations on completing that program. And I'm really glad to hear that JATC seems to mirror what they do there.
Ethan Jones:
Yeah, that's great.
Anthony Godfrey:
So now, what piqued your initial interest in film? You say you started out wanting to do film and then moved to 3D. Where did that initial interest, that spark come from?
Ethan Jones:
I got interviewed by a couple articles, a couple magazines, and I kind of got to reflect during that time on what made me the way I am. And I think looking back, I think it's my dad who really kickstarted me, because as a kid, he would kind of tell me stories, and he would play movie soundtracks, and he would kind of involve us in the story somehow. And so it would be like a night in a desert or something and then we'd have this awesome movie. And in my brain, I could picture the movie he was pitching to us. I think that mixed with my mom kind of pushing me to read a lot of books. I fell in love with storytelling.
And then at the age of 10, my dad actually owns a media production company, so he does a lot of commercial work in the Salt Lake area. And I got to basically job shadow him on a couple productions when I was really young. And just kind of seeing how that worked, I knew I belonged there. I just didn't know how I was going to get there. And then middle school came. I was kind of making my own kind of silly stop-motion, Lego animations. And then high school hit and my mom told me about the JTech program. And since then, the rest is history.
Anthony Godfrey:
Great support from your parents being aware of that program. And I love that your mom helped push you toward reading and that your dad fostered that creativity from an early age. Imagining the movie to go with the soundtrack, that just sounds fantastic. We're big movie fans in my family. So the letterbox accounts, tracking all their movie watching and all that is a big deal. So thinking about that and thinking about the soundtrack and the creativity levels that were encouraged by your family. That's exciting. Tell me about the experience seeing your dad at work.
Ethan Jones:
I think as a kid, you kind of look at your dad as this awesome person. I always thought that when I was young. So seeing my dad kind of work his craft. Kids typically like to mimic their parents and they kind of want to be like them one day. And since I was a little toddler to an early teenager, that's all I wanted to be. And then it's kind of funny at like 13, 14, I wanted to be the opposite. I wanted to do something else. And I kind of went full circle and went back to wanting to be like my dad.
Anthony Godfrey:
That is not an unfamiliar cycle. It's exciting that you're where you are now. So tell me about your work currently in LA now that you've graduated. Tell me some of the projects that you've been involved with and some of the work that you're doing.
Ethan Jones:
Yeah, so currently the film industry’s in repair. We have the actors and writers strike that kind of took out a lot of the film jobs. I graduated this year in September. So it's been about a couple of months and they told me right before I graduated it's the worst time to graduate in 50 years. So that was kind of comforting. But since then I've been working as a freelance CG artist. I've been able to pick up a few gigs here and there from online freelancing sites. I'm currently under NDA, so I can't necessarily talk specifically what I do. But it's not film. It's more like video game related. But yeah, since then I've just been doing freelancing.
Anthony Godfrey:
Since you're bound by a non-disclosure agreement for whatever work you're doing, just kind of tell me the types of work that you're doing. Are you creating figures that have been described to you or what exactly does work look like even though you can't give specifics about a particular project?
Ethan Jones:
Sure. So typically in a production, this is kind of what I'm doing. We have concept artists who would make what I'm doing is specifically environment work. So I get a lot of props for lamps or barrels or stylized pieces. And I then create those for the environment, whatever environment they're creating for their game. So as a CG generalist, typically, this is kind of hard to explain, especially the people who aren't familiar with a lot of computer stuff. But in a CG pipeline, you have a lot of different disciplines and I was trained as a general.
So I can do all of them from modeling, texturing, lighting, rigging, animation, the final rendering, and compositing. Those are kind of the main disciplines. A lot of people specialize in one of those. As a jack of all trades in that field, it's easier for me to get work that way because everyone needs somewhere I can fit anywhere in a production pipeline, which is nice. That's kind of the stuff I do.
Anthony Godfrey:
So the CGI work that you do for video games, not to be disclosed, is as you said, it's texture, it's lighting, it's other things. I've seen articles where if the lighting is off, the viewer or the player, as it were, may not be able to identify, “huh, the light on that barrel looks weird.” But you look at it and it just feels artificial. It doesn't feel right. It just feels like something is off. So we can really tell without knowing exactly what's wrong if something isn't quite what it ought to look like.
How can you tell when you've hit the mark? Do you run it past people who haven't seen it before? Or how does that work? Because I would imagine that after you've worked on something for a while, it's tough to see any of the flaws because you're so deep into it.
Ethan Jones:
Yeah, it's kind of funny you mentioned lighting. Lighting is actually the most important aspect in all art, basically, even photography. If you have bad lighting, the whole scene looks bad. So when it comes to, you know, getting pure feedback on whether something looks good or not, I typically I go to people in my – I have a pretty good connection from everyone at Gnomom. My teachers are all working in the industry. I got to learn modeling from the guy who made the Millennium Falcon in Star Wars. There's a ton of cool little people I got to meet that I'm now friends with.
So I go to them whenever I have something like a personal work. Obviously, I can't, you know, my work work stuff, I can't show them yet. But when I'm making my own personal work, I typically like to go to them and like, you know, what can I fix or like, could you critique this? And you know, as an artist, it's very important to be open to critique. I feel like, you know, going to other people who either are in your industry who can tell you specifically, you know, like your model needs to like be higher poly or whatever, or even my family I go to just to get an overall like, is this cool looking? It's as simple as that. I feel like anyone can tell you if an art is cool or not.
Anthony Godfrey:
Yeah, well, and it's pretty awesome to be able to go to Millennium Falcon guy and say what do you think?
Ethan Jones:
Yeah, that's pretty cool.
Anthony Godfrey:
That's amazing. Stay with us. When we come back, we talked to one of Ethan's teachers credited with setting him on a promising career path.
Break:
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Anthony Godfrey:
What would you say to anybody who's considering taking either the film classes or the 3D modeling classes at JATC?
Ethan Jones:
I would say the best advice I can give you is just hang in there and the learning curve is very steep. Learning 3D is very tough. It's not an easy thing. It can be very kind of demotivating when you see your stuff and you kind of compare yourself to other people. I would just say focus on your own journey and everyone starts somewhere.
Some people kind of pick it up quick. Some people don't. There's a lot to learn and also learning how to learn. A school can teach you what they want to teach you, but there's a lot of things that you still need to learn. Learning on your own, having that passion, going to YouTube, kind of picking up new skills will serve you far better in life. That goes beyond film. It's just like a life lesson I learned learning art.
Anthony Godfrey:
As you mentioned, the writer's strike and the actor's strike have been resolved, but it takes a while for things to work through the production line and kind of get to you at that point, which is why you said it's the worst time in 50 years. Hey, you can only look up from here. It's only going to get better from here, right? When those projects come through, is it your hope to then work for a studio? Is that kind of how that works or for a particular company? You say you're doing freelance now. What's the next step once that wave, that kind of void that was created by the strike ends and the wave comes back?
Ethan Jones:
Yeah, yeah. I think my dream would to work at a studio called Industrial Light and Magic. They did Star Wars. They kind of work on every giant movie you see. They do more than Star Wars. I'm open to working for any studio just to get more experience in a production studio environment.
Anthony Godfrey:
Even I know Industrial Light and Magic, that's a great aspiration and I think you're well on your path. When you get your opportunity to direct and you and I are chatting on set, what genre of movie will you be making?
Ethan Jones:
That's a good question. I love all genres. I think it's funny because I've had life experiences in my life that kind of lead me to tell stories that have impacted me. A lot of the stories I tell are stories of grief, of loss. In 2013, I lost my brother, Mitchel, to Duchenne muscular dystrophy. Since then, my dad wrote a blog called Mitchel's Journey. I think that experience, losing my brother, kind of made me tell stories about grief and about loss. Really it'll be more heartfelt stories like that that really draw me. I also do have a lot of love for sci-fi films too. I'm only 23. I have hopefully another 60 years of my life. Hopefully, I'll be able to make a lot of more genres, different films.
Anthony Godfrey:
Many decades of creativity ahead. I'm glad that you acknowledged how I slipped in an invitation to be on set and see you in action in the future. I'm going to hold you to that because I know you have great things ahead. It's inspiring to hear about your family's impact. I'm thrilled to hear about the role JATC played in your path forward. I wish you the very best. You're well-trained. You've had some great experiences. I have no doubt you have a lot of success ahead of you.
Ethan Jones:
Thank you so much.
Anthony Godfrey:
We're here at JATC North Campus with Lisa Wadzeck to talk about her program. Tell us a little bit about what you teach here.
Lisa Wadzeck:
Well, I teach digital media, which most people don't know what that means. It's basically being creative with a computer as your main tool. We do animation, audio, video, graphics, game development. It gives a chance to explore different ways that they can communicate and get messages across and actually do it as a career and get paid for doing something they love.
Anthony Godfrey:
Speaking of which, we spoke with Ethan, one of your former students, who is now working in LA in this area. How exciting is that to hear from him? I understand you've stayed in touch.
Lisa Wadzeck:
Yeah. I try to stay connected with my kids through LinkedIn so I can see the cool things that they do. He recently shared that he'd been highlighted in that article. I'm just so stinkin' proud of him. Just amazing things. It's just so fun to see students go out and accomplish and do the things that they love and want to do.
Anthony Godfrey:
It's interesting to me that he came in expecting to want to do video production and came away wanting to do animation and do some of the other digital work that you described because you were so influential in his path. I always say that classes at JATC North or South are useful sometimes because they draw you to something and sometimes because they draw you in a different direction from where you expect it to go. Tell me a little bit about that.
Lisa Wadzeck:
That's one of the things I love about this program is the first semester they come in and they try a little bit of everything. They try the graphics, the audio, the video. A lot of the kids will come in with that preconceived, I want to be an animator. I want to do video production. Once they get into it and try it, the skills needed sometimes are maybe a little bit different than what they anticipated. They decide, maybe this isn't for me, but wow, I really enjoy doing this over here.
Second semester the kids then get to specialize in one of the areas that they tried for a semester. Some of the kids will come in and do what they thought they were going to love doing. A lot of the kids will come in and do something completely different because they found something new that they really liked.
Anthony Godfrey:
Ethan's post-high school training, which is at a prestigious establishment, was the same sort of structure that you just described. It was more general exposure and then they get to be more specific in what they pursue. You prepared him extremely well and many other students for a career in digital media. Beyond the natural curiosity and obvious creativity that's required, what are some of the other characteristics you look for in a student to be successful here?
Lisa Wadzeck:
Students who, I like what you said about the curiosity, students who have a natural curiosity and just start exploring and playing. Instead of waiting for me to show them how to do something, I'm just going to go figure it out. We've got this day and age with YouTube at our fingertips. It's amazing what we can start figuring out online. To be honest, the reason I know as much as I do is because I've got 30 kids at a time who go, ooh, how do you do this? I say, I don't know, let's Google it, figure it out. That drive to just learn on your own is the biggest thing because technology is always changing. What they're learning in class now is not going to be how they're going to be doing it in four or five years out in industry.
Anthony Godfrey:
Learning that you can figure it out on your own and that you can, with a little creativity and hard work, do some things you didn't expect to be able to do, is the best preparation for a profession that's going to change a lot over the years.
Lisa Wadzeck:
Exactly.
Anthony Godfrey:
Well, you've created a very fertile learning environment for that to take place. I was walking in, when we walked in to talk with you, we're here in the lab with all these graphics around the room. There was one student here still working on a project and it's amazing. So we're going to be back to talk more about the great work that your students are doing. Thank you for everything that you do to provide this sort of learning environment for students.
Lisa Wadzeck:
Thank you.
Anthony Godfrey:
Thanks for joining us on another episode of the Supercast. Remember, education is the most important thing you will do today. We'll see you out there.
♪ music ♪
Some call them short order cooks in a school cafeteria really like no other.
On this episode of the Supercast, we celebrate Thanksgiving at the Kauri Sue Hamilton School where cafeteria staff make sure the holiday is celebrated in a fun and festive way for students with special needs. Find out how these incredible food service workers use a unique set of cooking skills to make sure every meal is custom made to meet the varying needs of the many students they serve.
Audio Transcription♪♪♪
Anthony Godfrey;
Hello, and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. Some call them short order cooks working in a school cafeteria that is like no other.
On this episode of the Supercast, we celebrate Thanksgiving at the Kauri Sue Hamilton School, where cafeteria staff make sure the holiday is celebrated in fun and festive ways for students with special needs. Find out how these incredible food service workers use a unique set of cooking skills to make sure every meal is custom made to meet the varied needs of the many students they serve.
We're here in the cafeteria of Kauri Sue Hamilton School with Katie Bastian to talk about what happens for Thanksgiving dinner today.
Katie Bastian:
We do a full feast.
Anthony Godfrey:
Tell me about the feast that is laid before the students here at Kauri Sue Hamilton School.
Katie Bastian:
It's a pretty typical Thanksgiving dinner. You've got your turkey, mashed potatoes, gravy, rolls, yams, stuffing, pumpkin pie.
Anthony Godfrey:
And a lot of it is made from scratch, which is really the signature move of the Nutrition Services Department. As director, you've explained before that this really cuts down on our reliance on outside companies to prepare food in advance and makes for a better meal.
Katie Bastian:
It does, yeah, where we have fully staffed kitchens with labor, all of our kitchens are fully operational with equipment. We make all of our food here, you know, onsite. It's not reheated and served. It's all made onsite. We do make a lot of things from scratch and it lets us have control of the quality.
Anthony Godfrey:
And is this the same type of meal that will be prepared in schools throughout the district?
Katie Bastian:
Yes, yes. During this week, there are a couple of them on different days, but yes, every student during the school district will have access to a Thanksgiving feast. And then, Kauri Sue has a lot of dietary modifications. So we're doing some special things here, just like they do in the other schools, but there's more here. Like, we'll do gluten-free gravy, gluten-free roll, you know, things along those lines. So with some small modifications, most students should be able to eat it.
Anthony Godfrey:
It's wonderful that you customize the meals to the extent that you do so that even students with those dietary restrictions here at Kauri Sue Hamilton School, where our students with the most severe disabilities receive an education, it's just wonderful that you still make those traditional meals available to students in the same way.
Katie Bastian:
Yeah, the staff goes above and beyond at this school. They do extra texture modifications and dietary modifications that most of the other schools don't see. So, again, they're in it for the kids. They go above and beyond. We're lucky to have a registered dietitian on staff to make sure all the students within our district are taken care of and have what they need. So if they want to eat with us, they can.
Anthony Godfrey:
Now tell me about the texture modifications as well.
Katie Bastian:
So purees, different textures, ground, that type of modification. So if a student can't–
Anthony Godfrey:
So that something's more finely ground so that it's easier for them to consume. Blendtec, the company in Utah, when you say that you'd be surprised what you can puree, they actually have a Will It Blend channel, I think, on various social media. So you could do a Will It Puree channel where you put certain school foods in to puree them so that students have access to those meals.
Katie Bastian:
Yeah, I'm always surprised. Like, this is a hamburger. We've got our meat. We've got our bun. This is, you know, tastes like a hamburger. So again, it's their kind of specialty here. They do a great job.
Anthony Godfrey:
Now you were in this role previously. Tell me about the dietitian's role and we did a podcast early on with you about that. Tell me about the role of a dietitian in helping create the meals for the district.
Katie Bastian:
Sure. Right now probably accommodate, we have on file over 800 accommodations district-wide. We're probably not actively accommodating that many, but we keep documentation on them. It is a full-time job making sure all the diabetics, gluten-free, soy-free, egg-free, dairy-free, are taken care of and seeing what modifications. And the dietitian will look over each and every one of those papers that's turned in to us to make sure that they have a meal that's safe for them. You know, we check in with the parents. We check in with the kitchen manager so everyone's on the same page. For the most part, you know, students love, we hear a lot of good feedback from parents that they're just so glad they can meet at school with their peers and know that they're safe and their meals are well taken care of.
Anthony Godfrey:
Well, you and the staff do a great job at the district level and I also know that every school staff is made up of very dedicated employees who really care about kids and have daily contact with kids. That is really important to kids' nutrition but also to their just feeling connected with the school.
Katie Bastian:
Yeah, the credit goes out to the over 500 lunch staff that we have because they make it happen every day.
Anthony Godfrey:
And we always have positions available for those who are interested. A few hours in the middle of the day or full-time throughout the day, there are lots of opportunities to be involved in. It's great contact with the kids and it's really an important part of their day. So that's always out there available for those who are interested.
Katie Bastian:
Yeah, come join our team.
Anthony Godfrey:
Okay, thanks very much, Katie.
Katie Bastian:
Thank you. Yeah.
Anthony Godfrey:
We're here with Melissa, the sub-manager here at Cari Sue Hamilton School for Nutrition Services. Thank you for being here.
Melissa:
Yes.
Anthony Godfrey:
And tell me about being at Kauri Sue this year.
Melissa:
I just started in September, the beginning of the year. I really like it. I was scared to come here because it's a lot different because I come from a middle school. But I've learned a lot and the kids are super nice and the teachers are helpful. And I don't know, I just like it here.
Anthony Godfrey:
I know that they rely on you in a big way. At every school, the Nutrition Services staff is really key to how the school feels and how the school functions. But at Kauri Sue Hamilton School in particular, with the special needs and the dietary restrictions, they really rely on your being creative, and flexible, and responsive to a wide variety of needs. So thank you very much for all the hard work you do. Tell me a little bit about what that's like day to day.
Melissa:
So we came up with a different way of keeping track of my special diets. So I have two papers to keep track of the special needs, the special diets for gluten-free. Let's see, what else? We have puree, we have chopped, we have small chopped. And then the other kids are on another paper so I can keep track of which kid is allergic to citrus or onion or all the different things.
Anthony Godfrey:
So allergies and the way that the food is prepared, there are all kinds of things at play. It's really important of course, those things need to go right. Because otherwise, students are at risk. So that's an added layer of responsibility that you take on. And it's really important, so thank you for doing that.
Melissa:
It's just important to– I just do the same routine every day so I know which student can have this and this and this and keep your food separated. So yes.
Anthony Godfrey:
What does your day look like? When do you start? When does it end?
Melissa:
Oh, I get here at 6:00 and I start doing breakfast. And then my 6-hour worker comes in at 7:30 and he'll start making lunch. And then we serve lunch and I go home at 2:30.
Anthony Godfrey:
Wow. That's a long day. Tell me what are some of the favorites out here? What are some of the favorite meals that kids get most excited about?
Melissa:
Well, the chicken nuggets are the top one of course.
Anthony Godfrey:
Oh yeah.
Melissa:
Yeah. They like the mac and cheese.
Anthony Godfrey:
I'm a big mac and cheese fan myself.
Melissa:
They really like it here.
Anthony Godfrey:
It's really good.
Melissa:
And then probably they do like the sloppy joes, which is surprising. We don't serve that at middle school, so I was surprised they like it.
Anthony Godfrey:
I haven't had the sloppy joes. I need to put that on the list.
Melissa:
Yeah, they're good.
Anthony Godfrey:
All right. Does the Thanksgiving meal for today take a little extra effort, I'm assuming?
Melissa:
Yes. We serve a lot extra. Stuffing, sweet potatoes. Yeah.
Anthony Godfrey:
What's the hardest to prepare?
Melissa:
Well, the turkeys. We cooked the turkeys a couple days ago, slice them, cook them. Yeah.
Anthony Godfrey:
Awesome. Well, it all looks great.
Melissa:
Oh, thanks.
Anthony Godfrey:
And I just can't thank you enough for being such an important part of Kauri Sue Hamilton.
Melissa:
Oh, thanks. Thanks for coming to this school.
Anthony Godfrey:
Stay with us. When we come back, we talk to a teacher about the Thanksgiving dinner served up at Kauri Sue.
Break:
In Jordan School District, we like to support students in and outside the classroom along with their families. That's where the Jordan Family Education Center comes in, offering support services and a wide variety of classes for students and their families, free of charge. You can take a class called Blues Busters for children feeling sad or worried. Just Breathe is a class that helps students reduce stress. Or how about a class that supports parents in helping their children make and keep good friends. There are also support groups and free counseling, all provided by Jordan School District school psychologists, counselors, and school psychology interns. To find out how you can benefit from free family support services offered by the Jordan Family Education Center, call 801-565-7442 or visit guidance.jordandistrict.org.
Anthony Godfrey:
We're here with Amy, one of the teachers at Kauri Sue Hamilton School. Introduce yourself and tell us what you're up to here.
Amy White:
I'm Amy White and I teach special education here and we are enjoying our lunch today.
Anthony Godfrey:
And you're helping feed students this wonderful feast.
Amy White:
I am, yes.
Anthony Godfrey:
And what is the reaction? I see applause.
Amy White:
Well, this student is applauding, yes. We have some cheers. Do you like lunch today?
Student:
No.
Amy White:
Is it good?
Student:
Yeah.
Amy White:
Yes, it is. There are smiles all around.
Anthony Godfrey:
Lots of happiness brought by this meal. Is lunch something that everybody looks forward to by and soon?
Amy White:
Oh yeah, we all love lunch around here. Our lunch staff does a great job of accommodating lots of different dietary needs and making something delicious that they all enjoy.
Anthony Godfrey:
Many of the students here require assistance with meals and so you're very involved and very aware of the reaction to the meals.
Amy White:
Yes, yes. And if it's something they don't like, we know that. They'll tell us loud and clear.
Anthony Godfrey:
They're an expressive group that’s for sure.
Amy White:
They are very expressive.
Anthony Godfrey:
Is this something they've been looking forward to I assume?
Amy White:
Yes. Yes, Thanksgiving in general and lunch every day. But this one is a favorite meal for sure.
Anthony Godfrey:
Now the staff has access to the lunch as well, right?
Amy White:
Yes, yes. We look forward to it too. I just had some pumpkin pie before this and it's incredible.
Anthony Godfrey:
Tell me about the lunch staff here. I know that it's a unique situation where, as you said, a lot of accommodations are required. Tell me about the staff.
Amy White:
Some new lunch staff this year and they've been excellent at accommodating to whatever we need and very flexible, always willing to make separate meals if we need them. We have kids with a variety of needs here from purees to chopped meals to ground or different allergies and they've just done excellent. I think there's some getting used to at the beginning but they've really adapted and really they've saved our lives here.
Anthony Godfrey:
Well, it's fantastic. It really takes everybody working together to be sure that we meet the unique needs of students here at Kauri Sue Hamilton School.
Amy White:
That's right in lots of different ways and that definitely applies to lunch.
Anthony Godfrey:
Yeah, no doubt. Well here at Kauri Sue Hamilton School. You always go above and beyond in celebrating holidays and making the most of those moments. What else are you doing for Thanksgiving?
Amy White:
We have an excellent music teacher here, music therapist, Cassie, who always does a great job at singing songs and having dances and different activities. All around the school, you can see turkeys that we've made, handprint turkeys, and different crafts like that. We just try to have a good time. We love movement activities and art and music and just all around we're doing that. We do a lot more for Christmas and Halloween, all those things. It's always really fun to celebrate big with our kids.
Anthony Godfrey:
Just a wide range of great things going on all over the Kauri Sue Hamilton School.
Amy White:
It's a good place to be.
Anthony Godfrey:
Thanks for joining us on another episode of the Supercast. Remember, education is the most important thing you will do today. We'll see you out there and Happy Thanksgiving.
♪♪♪
Years after graduating from Bingham High School, a former student couldn’t stop craving a cafeteria item she ate almost every day at school and came to doubt she would ever enjoy it again.
On this episode of the Supercast, hear the story of two Bingham High graduates, now married, and how they were downright determined to get their hands on a couple of beloved Bingham cafeteria spicy chicken sandwiches. Find out how they got the surprise of a lifetime in the process of their culinary pursuit and why they both say it was an act of kindness they will never forget.
Audio Transcription♪♪♪
Anthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. Years after graduating from Bingham High School, a former student couldn't stop craving a cafeteria item that she ate almost every day. She even doubted whether she would ever get to enjoy it again.
On this episode of the Supercast, hear the story of two Bingham High graduates, now married, and how they were downright determined to get their hands on a couple of beloved Bingham cafeteria spicy chicken sandwiches. Find out how they got the surprise of a lifetime in the process of their culinary pursuit.
♪♪♪
George:
Hello!
Anthony Godfrey:
Hi, how are you?
Brianna:
We're so good.
Anthony Godfrey:
My name is Anthony Godfrey. I'm the Superintendent of Schools for Jordan School District.
Brianna:
That's amazing!
Anthony Godfrey:
And I understand that you're a fan of the spicy chicken sandwich.
George:
The biggest fan.
Brianna:
A loyal fan.
Anthony Godfrey:
A loyal fan.
Brianna:
Yeah, think about it every day.
Anthony Godfrey:
Well, this is your lucky day because, as you can probably tell, I have a bunch of foil-wrapped spicy chicken sandwiches straight from Bingham High School.
Brianna:
Oh gosh.
Anthony Godfrey:
These are not just spicy chicken sandwiches from the Jordan District. It is from Bingham High School.
Brianna:
Oh my gosh, thank you so much.
Anthony Godfrey:
Can we enjoy some spicy chicken sandwiches with you?
Brianna:
Yeah.
Anthony Godfrey:
We can do it out here if you'd like. I know we're surprising you.
George:
Um, well you probably have to take your lunch, right?
Brianna:
Yeah.
Anthony Godfrey:
We can do it right out here. We even brought some chairs.
Brianna;
Oh, perfect. I'm Brianna, this is George. We went to Bingham, how many years ago now? Like five or six?
George:
We graduated in 2017, so it's been six years since we graduated.
Brianna:
Yeah, and we've been together for five years, and basically like, probably once a month I joke about all the time how I think spicy chicken sandwiches are just amazing. If I could go back to Bingham for those, I would.
George:
I've been trying to figure it out for years and then I finally was like, I just got to–
Brianna:
It's time.
George:
I got to go up the chain, you know, got to ask them.
Anthony Godfrey:
Now, now you, you just clicked on the website and said – tell us about the message that you sent because it got all of our attention.
George:
I basically just said, um, well, like my wife loves the chicken sandwiches and I need to figure out how to get them because we like just found out recently that she was pregnant and so I was like, I have to get them.
Brianna:
It's a perfect excuse.
George:
You know, it's like I have to. After all these years of joking and you're like, ‘ah, one day, you know, maybe somehow’ now I'm like, well, it's, you know, it's go time. I got to get them.
Anthony Godfrey:
It's go time. So you sent in a comment and we are responsive to the comments sent in on the website. Not always this responsive where I personally travel to Saratoga Springs, but today is an exception because it's the first time I've heard specifically about someone who was such a devoted fan of the spicy chicken sandwich. So here's my question. I know that you just found out that you're pregnant. Do you account for this as a craving specifically or is this something that you have craved long before finding out that you were expecting?
Brianna:
Definitely long before I literally, like I said, I've commented on it probably a good 10 times over the years about how much I love it. And now it's just the perfect excuse where he can't say no. He had to figure it out.
George;
Yeah, literally. I can't even tell you how many times she's talked about wanting the spicy chicken sandwiches because we'll talk about like school and stuff because we kind of didn't really cross paths at Bingham and we only met after.
Anthony Godfrey:
Yeah.
George:
And so we've talked about our experiences and every time we bring up like high school in any way, it's always like the sandwich will come up as like, “I love those chicken sandwiches. They were just the best.”
Anthony Godfrey:
Well, our nutrition services director was pretty pleased to hear the impact with the spicy chicken sandwiches had on your life.
Brianna:
They know what they're doing.
Anthony Godfrey:
And we asked about the recipe and just to point out your husband's devotion, the recipe is for 250 sandwiches. And he said, “You know what? I'll make 250 and we'll just put them in the freezer.” Like he was ready to lean into that recipe. But we actually brought a 2017 yearbook from the archives for you to browse through to kind of jog some other Bingham memories. And you didn't meet in high school. Is that right?
George:
Yeah, we didn't. We actually had the same - she was in a class that I had with Moritz.
Brianna:
Yeah, two of them.
George:
She sat like two seats behind me. I never knew until after.
Brianna:
We were kind of like, he had a friend group, I had a friend group, and they were kind of passing by each other.
George:
So we were very much in orbit.
Brianna:
Yeah.
George:
Never collided.
Brianna:
Never talked too much.
Anthony Godfrey:
And then the gravitational pull kicked in.
George:
It was too strong. Yeah.
Anthony Godfrey:
All right.
George:
I also remember we did like they did like this drone shot.
Anthony Godfrey:
Oh yeah.
George:
That was really good.
Anthony Godfrey:
I see that there with 17.
George:
Yeah.
Anthony Godfrey:
Oh, and the apostrophe. I think the people in the apostrophe must feel pretty cool.
George:
They probably do. For sure. It was an exclusive club.
Anthony Godfrey:
That they got to be apostrophe people.
Brianna:
I think it was in the one somewhere.
Anthony Godfrey:
It was probably a lottery drawing to be part of the apostrophe instead of the one or the seven.
George:
Probably, yeah.
Brianna:
There's my picture.
Anthony Godfrey:
Oh yeah. There you are.
Brianna:
And then there's George's.
Anthony Godfrey:
Yeah. Wow. That's awesome.
George:
I know. It's close to each other in the yearbook too. I know.
Anthony Godfrey:
Look, I'll tell you, you have not aged in the last five to seven years.
George:
Yes. I know.
Anthony Godfrey:
You're looking great. You're looking great.
George:
When I was 16, it was funny because I always had like a baby face. I remember I worked at Best Buy and someone was like, “How old do you have to be to work here?” And I was like “16”. They're like, “Oh, you look 12.” And I was like, “Oh, thank you. Thank you so much for that.”
Anthony Godfrey:
That used to happen to me too, but yeah. Winter is coming.
George:
Yeah. Exactly.
Anthony Godfrey:
That won't last forever.
George:
Exactly. So the older I get, the more I'm thankful that I have a baby face cause you know what? I'm youthful.
Anthony Godfrey:
You look fantastic. You look fantastic.
George:
Thank you, thank you.
Anthony Godfrey:
Now tell me, so when are you due?
Brianna:
It’s super early. So like June, July?
George:
Yeah. We barely, just barely found out.
Brianna:
Yeah.
Anthony Godfrey:
Well, that's fantastic. Congratulations.
Brianna:
Thank you. Thank you. And thank you for this wonderful gift.
George:
Yeah. We'll remember this for sure.
Anthony Godfrey:
Now to enhance your Bingham experience today, the principal was very excited when we told him this story. So he has gathered a bunch of swag for you that we want to share with you now. Straight from the principal, we have a sweatshirt for each of you and a blanket for both of you. A huge Bingham blanket, which is pretty exciting. That'll come in handy, especially with the baby.
And the principal sent two pins from the year that you graduated. These become very limited right after that year passes. So from the archive, a pin for each of you from the year you graduated and a pin from this year for the baby when it's born. So the Bingham tradition for you guys continues. So Bingham didn't bring you together in the moment, but Bingham brought you together eventually.
George:
It did. It did because look at the impact it's having right now.
Brianna:
Yeah.
Anthony Godfrey:
Stay with us. When we come back, we find out what all the fuss is about as we bite into a Bingham High spicy chicken sandwich.
Break:
Does your student want to become a veterinarian, commercial pilot, programmer? Maybe they want to make a difference as a dental assistant, work in digital media, robotics, welding, or web design. These are just some of the programs offered as part of Career and Technical Education, CTE in Jordan School District. CTE provides the technical skills needed to prepare students for future employment and/or a successful transition to post-secondary education. Career and Technical Education provides work-based learning opportunities. We partner with industry experts to offer apprenticeships and internships with students working in the real world at real jobs while going to school. The CTE experience starts in our elementary schools with the Kids' Marketplace and grows through middle and high school. Our two Jordan Academy for Technology and Careers (JATC) campuses offer unique programs to fit your child’s dreams for the future. To explore all CTE has to offer in Jordan School District visit cte.jordandistrict.org today and let's get your child started on the pathway to a profession.
Anthony Godfrey:
Now we were able to catch you at home because you both get to work from home several days a week. Tell me what you're each doing now.
George:
So I do complaints reporting for Lending Club Bank. So just analyzing complaints, trends, stuff like that, and then my reports get set up to the executives.
Anthony Godfrey:
Great!
Brianna:
Yeah, I work for the same company. Luckily, I also work from home and I do credit underwriting to approve like personal loans.
Anthony Godfrey:
Oh, awesome! Nice to be able to work from home and that'll be great when the baby comes as well.
Brianna:
It is nice and even worst case the office is only like 10 minutes away so overall it's a really nice location with work.
George:
Yeah.
Anthony Godfrey:
Same school, same job.
Brianna:
Even the same middle school for a minute.
Anthony Godfrey:
And the same middle school? Really?
George:
We both went to Elkridge for two years and then I went to South Jordan Middle for ninth grade.
Anthony Godfrey:
That's awesome.
George:
I know. Well, actually it's funny this is a story that I always love. She had my– in seventh grade, I just moved to South Jordan. I lived in Saratoga Springs prior so I was new, no one knew me. I had a math class I think it was Miss Graff.
Brianna:
Yeah.
George:
And she sat at the same table as me in seventh grade. I don't remember this but she remembers this because she said she had a crush on me when she first saw me at the table. And then when Miss Graff did roll call and said my name she stopped having a crush on me.
Anthony Godfrey:
Really?
George:
Back in seventh grade she said–
Brianna:
My little 12-year-old brain.
Anthony Godfrey:
And why was that?
George:
She didn't like the name George you know. That’s just how it is.
Anthony Godfrey:
George shut it down for a while.
George:
It shut it all down, but look at where we are now.
Anthony Godfrey:
Look at you overcoming that name.
George:
Overcoming challenges.
Anthony Godfrey:
I like the name George but she does now too right?
George:
She does now too for sure.
Brianna:
It doesn’t make 12-year-old me shine super bright but –
Anthony Godfrey:
No, hey, hey! We all evolve. We grow up. Things change.
George:
Exactly. Exactly.
Anthony Godfrey:
Without any further ado, I have hot spicy chicken sandwiches from Bingham right in front of me. How long has it been since you had one?
Brianna:
2017.
Anthony Godfrey:
It's been since since high school.
George:
It’s been like 7½ years. It’s been forever.
Brianna:
Yeah, right before graduation.
Anthony Godfrey:
And how frequently would you say when you were at Bingham you had a spicy chicken sandwich?
Brianna:
That's literally all I had for lunch.
Anthony Godfrey:
Every day.
Brianna:
If I ate lunch. Probably at least three times a week.
Anthony Godfrey:
Okay well, here you are. Here's a platter of your favorite chicken sandwich. So maybe take one from the bottom maybe it's a little hotter.
Brianna:
Okay okay.
Anthony Godfrey:
And I just want us to wait and see your reaction. So you go right ahead. She's gonna unveil it right now.
George:
It's been so long.
Anthony Godfrey:
Her hands are shaking a little bit.
Brianna:
I know.
Anthony Godfrey:
She's pretty excited.
Brianna:
I know I am. Look at her in all of her glory.
Anthony Godfrey:
Does it look like you remember?
Brianna:
It does.
George:
The same bun.
Brianna:
She's fluffier dare I say.
Anthony Godfrey:
Made with the same level of love.
Brianna:
She's beautiful.
George:
Yeah. Is it exactly how you remember?
Brianna:
It's wonderful.
Anthony Godfrey:
Now it's like a Proustian Madeleine that is taking you back to your childhood.
Brianna:
Yeah.
George:
It's like the scene in Ratatouille when the critic eats the food and it like transports him back.
Anthony Godfrey:
Exactly.
Brianna:
I can hear kids screaming in the lunchroom.
Anthony Godfrey:
It's bringing it all back.
Brianna:
It is so perfect. Thank you.
Anthony Godfrey:
Okay here now you can experience as well your wife's delight and I'm gonna have one too. I'm gonna join you.
Brianna:
Yeah.
George:
Yeah. Might as well.
Brianna:
Join the party.
Anthony Godfrey:
Doug's holding the microphone. No chicken sandwich.
Brianna:
I’ll enjoy it for you. This is great.
Anthony Godfrey:
All right. Let's peel it away. Oh, it does feel good. It's a nice soft bun.
Brianna:
I know. The bun might even be better. It's so fluffy.
Anthony Godfrey:
That's a good sando.
Brianna:
Right.
Anthony Godfrey:
Wow.
Brianna:
The director knows what they're doing. This is so good.
Anthony Godfrey:
No wonder.
George:
I know, right?
Brianna:
I know.
George:
Just one of those things. You have it like every day when you're in school. You take it for granted and then you leave and you're like wait a minute, I can't get this at a restaurant.
Brianna:
It has a nostalgia that nothing else has. It's just too good.
Anthony Godfrey:
So tell me some of the memories this brings back. Do you remember who you had lunch with? And whether you had A or B lunch? And what are some of the Bingham memories that come back?
Brianna:
I definitely preferred the later lunch.
George:
Yeah.
Brianna:
It made the day go by faster.
Anthony Godfrey:
Oh really? So by the time you get to lunch, you're done with three class periods and you've only got one to go.
George:
Exactly.
Brianna:
I'm nearly out of there.
Brianna:
But I remember being friends with Sophia Foresta. She did like BMX, had Sports Illustrated come at the time.
George:
Oh yeah, I remember that.
Brianna:
Yeah. Sophia is pretty cool. Some other friends Courtney, Alexis, I don't know. We're all grown up now.
Anthony Godfrey:
Now I heard that there was a particular teacher that was very impactful for you at Bingham.
Brianna:
Yes, Miss Bridge. She's amazing. She deserves everything good.
Anthony Godfrey:
Tell me about her.
Brianna:
I don't know. There's so much I can say. She just really made me like think about the real world which I appreciate, because when you're in high school all you think about is yourself. So she made me like think and form my own opinions for myself and be like “what do you think about that” or “why do you think that way?” So she made me think like an adult for the first time.
Anthony Godfrey:
And tell me about your teacher experience as a thing.
George:
I had a couple of teachers that I really liked but I would say specifically if I were to call like anyone for being the best. I would say Kevin Moritz. He is like fantastic. He really like I think like without him I would not be like the same person I am today because he he taught like social studies. He also did like Econ stuff like that and the way that he would teach was so like engaging and fun but at the same time he was very like real about what he was talking about. You know he wouldn't sugarcoat anything. There was no bias in any of it and it seemed like he really cared about like the well-being for his students and he just he left like a pretty big mark on me. So I would shout him out forever. He's the best.
Brianna:
He's a good one too.
Anthony Godfrey:
Any other thoughts about Bingham before we let you before we leave you with the sandwiches to do with what you will?
George:
I'd also like to shout out the sub sandwiches. Oh, those are my personal favorite.
Anthony Godfrey:
Okay.
George:
This is Brianna's. My favorite was the sub sandwiches. I love them so much. I don't know what the mayonnaise was made of. Honestly, it was a little runny and kind of strange but it was my favorite. It was my favorite. Like that's the best way I could put it. I don't know like when I look back at it that's my chicken sandwich and I'm like what I would do to have a sub sandwich with way too much mayonnaise on it.
Anthony Godfrey:
And this is how considerate he was. He never mentioned the sub sandwich.
George:
I didn’t want to muddy the waters.
Anthony Godfrey:
He was all about taking care of you. He was making sure you had what you needed.
Brianna:
That's amazing.
Anthony Godfrey:
So let us know. You can stop by an a la carte to either one anytime. I have nine or ten of them for you and the reason I'm vague about the number is because I think I'm taking one more with me.
George:
I don't blame you.
Anthony Godfrey:
No, I'm just kidding. It is a very tasty sandwich though. Previously my favorite meal was the macaroni and cheese that we make in Jordan District, but now that I found out that the chicken sandwich is so delicious and it's spicy every day of the week, that a la carte item is going to be on my list as well. So thank you for helping me understand better the options available.
George:
Gotta spread the word you know.
Anthony Godfrey:
That's right. Spread the word. So those listening you know let us know. Shoot me an email. We'll hook you up with a chance for an a la carte spicy chicken sandwich.
Thank you very much for taking the time and for letting us surprise you here with some sandwiches. I'm probably the only person that's going to surprise you with spicy chicken sandwiches today. So don't get your hopes up for another visit.
Thanks for joining us on another episode of the Supercast. Remember, education is the most important thing you will do today. We'll see you out there.
It was recently Navy Week at Hidden Valley Middle School, where students had a chance to dive deeply into ocean STEM careers.
On this episode of the Supercast, discover why the U.S. Navy recently visited a number of Utah schools and why the Navy sees students as the future of solving some of the ocean's most challenging problems.
Audio Transcription[Music]Anthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. It was recently Navy Week at Hidden Valley Middle School, where students had a chance to dive deeply into Ocean STEM careers.
On this episode of the Supercast, discover why the US Navy visited a number of Utah schools, and why the Navy sees students as the future of solving some of the ocean's most challenging problems.
We talk with US Navy officers and civilians who explain why they want to help Utah middle school students find a passion for the oceans and possibly discover a career they might not have considered while living in the desert.
[ Music ]We're here at Hidden Valley Middle School talking with several representatives from the U.S. Navy who have been visiting our classrooms to talk with some of our students in science classes. And I'm really excited to have a chance to talk with you. Please introduce yourselves, where you're from, and just a little bit about yourself.
Lt. Amanda Weber:
Awesome. Well, glad to be here. My name's Lieutenant Amanda Weber. I am originally from Maryland, but call Stevensville, Montana home now. I have been in the Navy for about six years. I started off my career in the Navy as a meteorology and oceanography officer. I've currently done three tours in the Navy with that community, and currently right now work in Monterey, California. I’ve got a degree in biochemistry and then my master's in cybersecurity.
Lt. (j.g.) Corinne Fleury
All right, morning, thanks for having us. My name is Lieutenant (j.g.) Corinne Fleury So I've been in the Navy for about two years now. I'm also in METOC or meteorology and oceanography. I come from a small town, about an hour north of New York City called Mahopac, New York. In college, I studied space science and engineering.
Lt. Serena Gardner
Good morning, Lieutenant Serena Gardner. I'm from Santa Maria, California. I've been in the Navy for about seven years. I spent my first tour as a surface warfare officer, or SWO, driving warships out in Japan. And then for the last three years, I've been also doing meteorology and oceanography. I'm currently stationed at Stennis Space Center, Mississippi, where our headquarters is. And I have degrees in both chemical engineering and a master's in business.
Terri Yocum:
Hi, my name is Terri Yocum. I am from Covington, Louisiana, South Louisiana. I have two degrees in coastal science and coastal engineering. I started working for the Navy about three years ago, and I'm still living in the same area.
Anthony Godfrey:
Well, it's great to have all of you and very nice to meet each of you. Tell me about what drew you to the Navy. What got you interested in being part of this?
Lt. Amanda Weber:
So I originally wanted to join the Army as a pharmacist, ironically enough. Clearly did not go that route. But I had both of my grandpas were in World War II. One of them was a meteorologis and the other one was in the Navy as a radar man. So I kind of merged the two and here I am as a meteorologist in the Navy.
Lt. Corinne Fleury:
Yeah, so for me, you know, I was spending my time in engineering school kind of learning not only all the technical matter that I needed to for my degree, but learning a little bit about the pathway of what being an engineer looks like. And to be completely honest, I just couldn't see myself doing that job for my entire life. I felt kind of called to something a little bit hopefully more out there, more adventurous, out in the field. I wanted to challenge myself. I wanted to serve my country, so I definitely felt interested in the military. That's kind of what drew me toward it.
Lt. Serena Gardner:
So mine is definitely a combination of factors. My grandfather was career army, so I grew up hearing all of his stories about his experiences in Europe and then my brother is career Marines. He's older than me and definitely was a big influence on my selection of military life. However, the Navy was a much better fit for me than the Marines or the Army specifically because of its focus on STEM. The STEM opportunities, especially for a female in the Navy, are a lot more diverse than any other branch. So that was definitely my influence there.
Terri Yocum:
So as a civilian, I want to say prior to three years ago, I didn't even know that was an option. The Navy came into the University of New Orleans and was looking to hire scientists and I happened to be on that list and I actually really love my job now. I get to help the Navy with search and rescue and make models for currents and tides and I like it a lot.
Anthony Godfrey:
Tell me about helping the Navy with search and rescue. What does that involve? What are some of the things you do related to that?
Terri Yocum:
So I build these models that predict the tides and currents and if somebody is overboard or something is overboard, then since I can predict the currents, I run the models and try to figure out where that person might be.
Anthony Godfrey:
So that when they start to search, they know where to search based on the predictions you've done of where the tides and currents are headed.
Terri Yocum:
Yes, sir.
Anthony Godfrey:
Tell me what is involved in being an oceanographer or meteorologist for the Navy? What are some of the things you're doing day to day when you're not in eighth-grade classrooms?
Lt. Amanda Weber:
So I will say that the great thing about being in the Navy is that you, especially in the uniform, is that you move incredibly frequently. So with that move comes normally a change in job, and that can be a minor shift or a major shift. I've been lucky enough to do three jobs that I feel like don't really have much in common except for the fact that I've had the same essential title. So my first job, I did a lot of atmospheric and oceanographic forecasting across the globe, I did that for aviation platforms, so helicopters, jets, P-8s, so like the big large airplanes that pretty much mimic Boeing planes.
Anthony Godfrey:
Tell me a little bit more about that. You're predicting the weather before they're taking flight in a particular direction or how does that work exactly?
Lt. Amanda Weber:
Yes sir, so pilots in the Navy traditionally are required to have this piece of paper that records where they're going to fly and then the actual conditions that they're going to see when they're in flight as well as other locations that they can land if they were to encounter an issue during flight. So we as meteorologists create that report and allow for them to take off safely and then have additional options if they do need to land in an emergency.
Anthony Godfrey:
I really need you on snow days this winter. You know can I just call and have you look at things and tell me at 3 30 in the morning whether I should call a snow day or not? If I could ask these students at the back of the room they're always going to say ‘yes it ought to be a snow day’ but I think I need Navy level support for my snow day decisions.
Lt. Amanda Weber:
So if you think that your local meteorologists are off key with--
Anthony Godfrey:
Now wait a minute I said nothing against our local meteorologists. I'm just standing here- you've got the uniform, you guys have all these degrees- I'm just thinking I could get a little backup.
Lt. Amanda Weber
I say a lot of things very confidently when it comes to weather forecasts. However, it is the one job in the universe where you can consistently be wrong and still have a job.
Anthony Godfrey:
You're off the hook. You don't have to help with the snow days. I will shoulder that responsibility alone.
Lt. Amanda Weber:
You can put me on like speed dial number nine if you really need backup, but I would definitely not be the first call.
Anthony Godfrey:
Okay, all right. Fair enough. Fair enough. Describe some of the other jobs. You started with the first one that you do.
Lt .Amanda Weber:
Yes, I apologize. We got a little bit off-kilter there.
Anthony Godfrey:
That's my fault.
Lt. Amanda Weber:
No, that's fine. I've done a lot. So yeah, started off doing all of that forecasting. So we did aviation, surface and subsurface. So all assets that the Navy owns we forecasted for. I was at that job for about two years, left there and I actually went to a mine warfare command in the Middle East. We actually lived in Bahrain for two years.
I worked for the component of the Navy that did mine warfare and expeditionary mine countermeasures. So pretty much we had to forecast for the surface of the ocean and underneath, learn a lot about the currents and bottom types, so certain different types of sediments, how they carry sound or how they bury things, and then hunt for mines all throughout that. So that was really fun. I got to watch a lot of things get blown up pretty much for two years.
Anthony Godfrey:
Wow.
Lt. Amanda Weber:
A lot of fun. And then it came back from that and now I work on my current job, where we do all of our atmospheric and oceanographic modeling. So we have all these supercomputers that run millions of calculations every hour to make sure that we know what is going on for about 70 different types of measurements in a multitude of different layers all across the globe.
Anthony Godfrey:
A multitude of different layers. You talked about subsurface, so what's going on underneath the surface of the ocean, on the surface, and atmosphere. And I never would have thought of it that way. I only think about the surface of the ocean. Fortunately, there are people like you that think below the surface. So that's quite a range of jobs.
How about for you? Have you done a, tell me about your day to day.
Lt. (j.g.) Corinne Fleury:
Yeah, so my day-to-day. Lieutenant Weber and I work at the same command, FNMOC. So essentially what we're doing is we're kind of the liaisons between any asset that's out in the fleet, mostly its ships. And we're kind of the connecting point between them and our civilian SMEs who are running those models and operating supercomputers to get them that output of what they need. So in a sense, we kind of speak the military language. So anything that they need to support their mission planning or exercises, we just help them get their products so that they can be safe out there and get the job done.
Anthony Godfrey:
Okay. And how about for you? What are some of the jobs you're involved in?
Lt. Serena Gardner:
So my day-to-day is actually quite different than these other ladies. I work at the headquarters staff. So on a daily, I am prepping reports and summaries for the Admiral of the entire METOC community. So that's everything from knowing where all of our assets are on every ship in every country where any METOC personnel are located because that's what he cares about.
We're also tracking where all of our oceanographic vessels and what the surveys that they're doing, if they're having any problems, that's also something we track. If we have any issues with gliders, as Ms. Terri was saying before, and we need to go pick it up or request help from another organization, that's also something we do. So that's kind of on a daily where we're constantly measuring that drum beat of where we are with our assets and what else needs to happen to support the larger Navy missions.
Anthony Godfrey:
Stay with us when we come back we explore some exciting technology the Navy officers are sharing with Hidden Valley Middle School students.
Break:
Does your student want to become a veterinarian, commercial pilot, programmer? Maybe they want to make a difference as a dental assistant, work in digital media, robotics, welding, or web design. These are just some of the programs offered as part of Career and Technical Education, CTE in Jordan School District. CTE provides the technical skills needed to prepare students for future employment and/or a successful transition to post-secondary education. Career and Technical Education provides work-based learning opportunities. We partner with industry experts to offer apprenticeships and internships with students working in the real world at real jobs while going to school. The CTE experience starts in our elementary schools with the Kids' Marketplace and grows through middle and high school. Our two Jordan Academy for Technology and Careers (JATC) campuses offer unique programs to fit your child’s dreams for the future. To explore all CTE has to offer in Jordan School District visit cte.jordandistrict.org today and let's get your child started on the pathway to a profession.
Anthony Godfrey:
Is the kraken real?
Lt. Amanda Weber:
No comment.
Anthony Godfrey:
You can't tell me? Okay, all right, once we turn the microphone off we're gonna talk kraken, but right now let's talk about these devices right here that you have.
Lt. Amanda Weber:
Yes sir, so we have brought with us a very small deployable buoy as well as an eXpendable BathyThermograph. So again, why–
Anthony Godfrey:
Okay, wait, back up. An expendable backy thermograph?
Lt. Amanda Weber:
Bathy.
Anthony Godfrey:
Bathy, oh, I almost got there, okay.
Lt. Amanda Weber:
So the really great thing about all of these acronyms is that's why we use them, makes things a lot easier. So we actually call this an XBT, so we do not have to say that every time.
Anthony Godfrey:
I think that's a great idea.
Lt. Amanda Weber:
Yes, so we'll start with the buoy. So the buoy you'll see is relatively large compared to the XBT that we've got next to it, because this is something that we'll deploy on the surface of the ocean. It's got some of those solar panels around the side because that's actually how it's gonna continuously power itself, because it does have an iridium capability to send the data that it's collecting back to us, so that it can stay in the ocean, continue to collect, and then we can still get the data real time.
So you'll see that it's yellow, just mostly, so that when either ships or smaller fishing vessels or whatever are operating in the area that it's deployed in, know that it's there, can see it, and should theoretically leave it alone. We'll also notice on the top of it, this was a question that we got in a lot of the classrooms we've been in this week is that there's a QR code. In some portions of the world, you'll see this, and you might get kind of a nefarious thought that it's not a very nice thing. But if you scan this QR code, it actually shows up that it is a buoy, it is collecting oceanographic data, it is not harmful, and to please leave it alone and leave it where it is.
Anthony Godfrey:
I'm going to scan the QR code right now.
Lt. Amanda Weber:
It's perfect, it brings you directly-- - Let's pretend I was just snorkeling around in the middle of the ocean.
Lt. Amanda Weber:
It tells you that it is a data-collecting entity.
Anthony Godfrey:
Oh, it's a spotter.
Lt. Amanda Weber:
It is.
Anthony Godfrey:
OK. It works. Great.
Lt. Amanda Weber:
It does work.
Anthony Godfrey:
All right. That makes sense
Lt. Amanda Weber:
So it does -it measures a lot of our surface levels. It measures either really close to the surface for wind components, or it can also measure sea components as well. But it's going to measure everything there on the surface where it's actually floating.
And then that's where this XBT kind of comes into play, is it collects the data that a buoy cannot. So this is actually deployed off of aircrafts and ships all around the globe, breaking down kind of what the XBT actually stands for. So that first term, expendable. So this is something that we use once and also if it gets damaged in the deployment, it's not something that we need to retrieve.
Anthony Godfrey:
Okay.
Lt. Amanda Weber:
The bathy part allows for us to measure the actual depth of the water column that we're dropping it in. And then the thermograph means that the specific measurement that we're taking with depth is temperature. So this allows for us to calculate sound speed in the water column because the three things that the Navy is majorly concerned about when we're talking about oceanographic or undersea operations is sound speed. I want to know how far and how fast and how well my sound is going to travel.
And the three major components that make up that calculation is pressure, which comes directly from depth, salinity, which unfortunately this does not measure, but we do have other ones or other capabilities to measure that, and then also with temperature. So that's the main proponent of this measurement.
So we can deploy this and kind of get an understanding of what's going on directly under the asset so we can plan appropriately for our sonar ranges for the day as well as what frequency we should use.
Anthony Godfrey:
Well, that's very interesting and I assume that there are many more that you use, many different types of devices and these are just a couple of examples.
Lt. Amanda Weber:
Yeah, absolutely. So you know, Ms. Gardner kind of mentioned the oceanographic ships that we have and they are absolutely stacked out far and wide with the different capabilities, collection, assets, as well as sensors on board. So this is just a couple of things that we use that are kind of on the cheaper side and as well as are a bit expendable because this buoy that we have here, the likelihood of us getting it back is pretty low because either it will go out to sea and we won't be able to find it because it is so small. Sometimes it'll get damaged and unfortunately stink or another asset will come and pick it up because they won't know what it is.
Anthony Godfrey:
Or a kraken will eat it.
Lt. Amanda Weber:
Or a kraken.
Anthony Godfrey:
Ah, she just acknowledged that a kraken exists. I knew it. I knew it. Tell me about visiting middle school classrooms in Jordan School District as part of your adventure.
Lt. Amanda Weber:
So honestly, it's been a really great experience. We walked into a couple of different classes where the students looked at us and had no idea what we were wearing because we showed up in our summer whites uniform. And it's not a very traditional thing you see in Salt Lake City, Utah. So that's been the really great part about this outreach that the Navy's been able to do this week, is actually exposing some of the youth in Salt Lake City to what the Navy brings to the table, as well as all of the great STEM opportunities that we have.
And I think it worked out really well because we actually ended up having four women that are in STEM. So that's kind of shown the youth as well that there are a lot of STEM opportunities and there's a lot of opportunities for women in the military as well.
Anthony Godfrey:
That's a fantastic message. And I'm really grateful that you've spent the time with our students and I was very excited to have this opportunity. What would you say to a student who's considering the Navy as a career?
Lt. Amanda Weber:
So it's been a great opportunity for me to be able to continue my education, to be able to see the world and to be able to meet people that I would have never had the opportunity to meet else wise. So being able to work with people that are from places like California, which I had never been before this tour, or like New York, we're a great representation of kind of how you can pull people from all across the states, get us into a single location and give us a similar goal and a similar mindset and just watch us excel and grow. So that's been a great opportunity for me to be able to see and also it just pushes you to be better.
There's nothing quite like watching the people that you work for, work alongside, and the people that work for you succeed and grow and change and actually be able to accomplish things that they never thought they could. So that's been just the absolute stellar part wearing the uniform every day and I could not be luckier.
Anthony Godfrey:
Outstanding and how about the civilian connection with the Navy?
Terri Yocum:
So like I said before as a civilian I didn't even know that was an option so I'm here to let everybody know that you can go to school and you can still work for the Navy and they still give you lots of opportunities so if traveling is not your thing maybe being working for the Navy as a civilian would be a better option.
Anthony Godfrey:
All right well thank you very much for your time and thanks for everything you've done to to help support our students and open up their minds to some other possibilities and helping them learn a little bit more about the STEM that they're studying.
Lt. Amanda Weber:
Yeah, absolutely. We're really lucky to be here.
Anthony Godfrey:
We're here with Mr. Peterson talking with him about the experience that he and his students have had in the classroom having the Navy visit. Introduce yourself and tell us a little bit about the experience.
Mr. Peterson:
My name is Mr. Peterson and we've had some people from the Navy come today and we got to learn quite a bit about how the Navy operates and what they do for us.
Isidro:
My name is Isidro, and I think that the best part of the Navy being here was learning about how fun it is to be in the Navy and learning about what type of schooling they had to go to. And that was pretty cool, I thought.
Zach:
Hi, my name is Zach, and I think one of the coolest parts about the Navy was learning the different STEM career options that you're able to do while still being in the Navy and serving your country.
Sage:
My name is Sage, and it was really, really cool to learn about the stuff they do because my dad was in the Navy before I was born. And he told me a bunch of stories when he did his stuff, and it's a lot different to hear it from other people.
Anthony Godfrey:
What are some things about the ocean and weather that you learned that you didn't know before?
Zach:
I learned that the weather and the ocean, it's honestly, it's almost completely unpredictable, but some of the technologies that we have these days make it a lot easier to predict or try to predict. But really it's all just a force of nature and we have to try our best to accept that.
Sage:
Same thing that Zach said.
Isidro:
I thought it was cool to learn about how many people work on trying to predict so many things about the weather and about how unpredictable it is. That’s crazy.
Anthony Godfrey:
Did it expand your mind having the Navy here to think about what some of the job opportunities might be for you in the future?
Sage:
Yeah, definitely. It's so cool about all the different things that they do, and it's not just like sitting on a boat and just doing stuff in the ocean.
Zach:
Oh, yeah, completely. Like, if I joined the Navy, I could potentially do two things that I love, serving my country and working with machines.
Isidro:
I agree with that.
Anthony Godfrey:
Well, thanks very much for taking the time and have a great school year.
Thanks for joining us on another episode of the Supercast. Remember, education is the most important thing you will do today. We'll see you out there.
It is a mystery for students at Foothills Elementary School. How did goats get into the basement of the building where Principal Abe Yospe says they now live?
On this episode of the Supercast, we head to Foothills for the school's annual Halloween parade, where we track down a student in a creative homemade costume and Principal Yospe to ask the probing question, are goats really living in the basement, or is it a tall (goat's) tale? Join us as we try to solve the mighty mystery.
Audio Transcription[Music]Anthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. It is an unsolved mystery for students at Foothills Elementary School. How did goats get into the basement of the building where Principal Abe Yospe says they now live?
On this episode of the Supercast, we head to Foothills for the school's annual Halloween parade to talk with a student about his custom costume. We also track down Principal Yospe to ask the probing question, "Are goats really living in the basement or is it a tall tale?" Join us as we solve the mystery and celebrate Halloween with Foothills Elementary.
[MUSIC]I’m here with Amee Kovacs in her sixth-grade classroom at Foothills Elementary on Halloween. How are you today? It's a great day at Foothills Elementary.
Amee Kovacs:
It is such a great day. We had so many kids dress up in so many fun unique costumes. We're having a blast here.
Anthony Godfrey:
I always love being in schools on Halloween. It reminds me of just the joy of being at an elementary school. Tell me what are some of your favorite costumes this year?
Amee Kovacs:
Oh man, well we've seen lots of Barbies. That's been a very popular costume.
Anthony Godfrey:
Yes. But not a lot of Kenergy out there.
Amee Kovacs:
Not a lot of Kenergy. I wish we saw a little bit more of that, but you know maybe next year. I really like there's lots of fun Five Night at Freddy's costumes.
Anthony Godfrey:
Yes.
Amee Kovacs:
Lots of blow-ups are popular.
Anthony Godfrey:
I saw three blow-up dinosaurs together. Those guys coordinated in advance.
Amee Kovacs:
Right, right. Hopefully, kids are dressing up warm. That's my one thing - I'm glad everyone was wearing long sleeves and dressing warm today.
Anthony Godfrey:
Now I also love to see the theme that various grade levels do. And you are a Sesame Street theme.
Amee Kovacs:
We are Sesame Street theme.
Anthony Godfrey:
I saw a few grouches and then a few people were actually dressed as Oscar the Grouch.
Amee Kovacs:
Yes.
Anthony Godfrey:
I’m just kidding. So you are one of the newer characters.
Amee Kovacs:
I am. I am Abby Cadabby, a newer fairy character on Sesame Street.
Anthony Godfrey:
Abby Cadabby. Well, you leaned all the way into it. Is that a homemade wig?
Amee Kovacs:
I wish I could say I made this, no this was purchased, but I've got the wings, I've got the wand. It's Halloween, you have to go all out, right?
Anthony Godfrey:
That's very, very legit. Very legit. Bravo, bravo.
Amee Kovacs:
Thank you.
Anthony Godfrey:
Now tell me, there's a party today as well. What does that entail?
Amee Kovacs:
Lots of treats, lots of activities. It looks like we've got some crafting going on and awesome parents coming in to help out. Like that is the key to a successful Halloween is getting the community here to help out. And as you can see, we've got lots of parents here to help with the kiddos today.
Anthony Godfrey:
It's a big parent responsibility being in charge of Halloween.
Amee Kovacs:
It is, in fact, I usually kind of step back and they just take over and it's fabulous.
Anthony Godfrey:
That's awesome.
Amee Kovacs:
So we had a great day today.
Anthony Godfrey:
Wonderful, well thank you very much.
Amee Kovacs:
Yes, you're very welcome.
Anthony Godfrey:
Tell me your name and tell me about your costume.
Samuel:
So my name is Samuel. I just made this character, he usually, so I just, so I imagined a character a long time ago. Then my brother Bruce, he drew it. My brother Spencer, the person who actually makes these costumes, built the head for me, we found the shirt, wrapped it up, shafted this bow tie from a teddy bear. My brother now has the bear. And he wrapped that up too.
Anthony Godfrey:
So there's a teddy bear without a bow tie somewhere in the world now.
Samuel:
Yes, yes there is.
Anthony Godfrey:
So tell me what is the character name?
Samuel:
It's not exactly a name. I don't really know.
Anthony Godfrey:
So your brother drew it, your other brother created it. Tell me what was the inspiration for this character.
Samuel:
No idea, I just came to me one day.
Anthony Godfrey:
And now describe the costume to those who are listening to the podcast.
Samuel:
I don't really know how to describe it, but I've always thought of him as a wire puppet.
Anthony Godfrey:
Okay.
Samuel:
That is demonic, I don't really know. But that's all I can say.
Anthony Godfrey:
So I see that there are teeth in a very misshapen mouth.
Samuel:
Yes, his eyes-
Anthony Godfrey:
Scars that make up your face.
Samuel:
With stitches.
Anthony Godfrey:
There are teeth where the eye used to be.
Samuel:
Oh yes. This is like a giant rip.
Anthony Godfrey:
Rip in your face.
Samuel:
Yes.
Anthony Godfrey:
And the light up gem eyeball is something that really stood out to me.
Samuel:
So my brother just found a little light, put it in and that's it. He made this in like one day. It's not that hard for him. He’s made bigger and crazier.
Anthony Godfrey:
Well, I can tell that this is not your first time around 'cause it looks so great. And I can't wait to see what you do next year. That's pretty awesome. Why did you choose yellow particularly for the face?
Samuel:
My brother, so the picture was taken in black and white. And my brother asked, "Okay, what color scheme do you want?" And he's either, it's this kind of thing, or yellow. And I thought, "I'll just take yellow this time." and that's exactly what he did. The green light was his own thing, and I really liked that.
Anthony Godfrey:
Yeah, the green light up eye really stood out in this parade, and bravo.
Anthony Godfrey:
It's not a character, I guess, in any movie or video game, but it should be, it's that cool. It's good to have big brothers like that, isn't it? Well, congratulations on a great costume, and happy Halloween.
Samuel:
Thank you.
(upbeat music)
Anthony Godfrey:
Stay with us when we come back, we will talk with Principal Abe Yospe about the goats in the basement at Foothills Elementary.
Break:
Hello, I'm Sandy Riesgraf, Director of Communications for Jordan School District, and we want to invite you to connect with us. So many exciting things are happening in your child's school, your neighbor's school, in every school here, every day. Don't miss out on following the fun or simply staying informed when there's important information we need to share. Join us at jordandistrict.org, or follow us on Facebook, Twitter, and Instagram @jordandistrict. We can't wait to connect.
Anthony Godfrey:
We're at Foothills Elementary talking with Principal Abe Yospe. Abe, this is your first year at Foothills. How was your first Halloween at Foothills Elementary today?
Abe Yospe:
Oh, it was fun. It was twice as many kids as I'm used to, but it was a blast.
Anthony Godfrey:
And I see that you have the goat costume going today. Tell me about that. It's the Greatest Of All Time costume, first of all.
Abe Yospe:
Yes, yeah, I guess that's part of it. I didn't think of that, but I really love goats and I have got the kids to believe that we have goats here in our basement. We don't have a basement and we certainly don't have goats. But I've been able to convince the kids that there are goats in our basement. So I wanted to dress up as one of the goats from our basement.
Anthony Godfrey:
Now tell me how the whole goat tradition started.
Abe Yospe:
Well at Columbia when I was there, I did the same. I thought “Wouldn't it be funny to convince the kids that there'd be goats in the basement?” And sure enough I was able to. I was even able to find some little baby goats and bring them one day and walk them through the halls and show the kids, yes, we really do have some goats in the basement. And when I say find, I didn't find them on the street and bring them in. (laughing) Somebody I knew had goats.
Anthony Godfrey:
“Hey, there's a goat, let's grab it.”
Abe Yospe:
(laughing) So tomorrow we're doing the same. Principal Richins from Fort Herriman owns goats. So he said, “I'd be happy to bring my goats over”, but his are huge goats.
Anthony Godfrey:
So he's gonna bring the goats over.
Abe Yospe:
Yeah, his wife's going to.
Anthony Godfrey:
Which will continue to make the kids believe that there are goats in the basement.
Abe Yospe:
Yes.
Anthony Godfrey:
That does not exist.
Abe Yospe:
Yes.
Anthony Godfrey;
So how do you convince them of this? Is it just a sign on a door? What do you do to give them this idea?
Abe Yospe:
Well, we do have a sign on one of our doors, that I tell the kids goes to the basement, that says, "Beware of goats." So that's one, there's many steps to this process. Secondly, some of the faculty, they've got all, it's been really a bonding, fun thing. They've got into it and they'll put out like, hay by their door (laughing) or they've even put out like milk duds, so it looks like the goats kinda went to the bathroom around the door. And every morning in the announcements, the students announce who's got goat duty of the faculty.
Anthony Godfrey:
(laughing) - So you've gone all in on this clearly. And so the costume is an obvious one for the first year to be a goat, but you've been many things over the years. Tell me about some of your costumes. I know you're someone who leans into Halloween. Well, I know you're someone who loves Halloween. So tell me about some of the costumes from previous years.
Abe Yospe:
Yeah, I do love Halloween. I never thought really that I loved it as much as I do until I became a principal. It’s very fun as a principal Halloween is.
Anthony Godfrey:
Absolutely.
Abe Yospe:
But let's see, what things have I been over the years? So many different things. I've been Buzz Lightyear with the big blow-up buzz. My favorite thing to do is during Halloween day is I'll wear my initial costume. And then I've got just shelves full of costumes that I'll go change throughout the day. And so I'll keep going back to the classrooms as a different thing. And the kids will be like, “How many costumes do you have?”
Anthony Godfrey:
What are some of the other costumes you'll be using today?
Abe Yospe:
Let's see. So today I'll be Willy Wonka. I'll be Frankenstein today. I've got big giant boots that raise me up about a foot. I'll be, like I said, I'll be Buzz Lightyear. I'll be the Jedi Knight. So my whole day is pretty much spent going back and forth and changing into outfits and going and surprising the kids with a different one.
Anthony Godfrey:
Well, I'm very envious because just watching the parade today, it's really fun to see how excited the kids are about their costumes and about everyone else's costumes. And I was surprised at some of the costumes that I saw. There was a Garfield blow-up costume. I mean, that's a throwback. I assume the kid likes lasagna as well as Garfield. And I saw one where a student was dressed in a green turtleneck and was holding a pineapple. It was a Psych costume, which was pretty impressive for a kid to be that into Psych at this age.
Abe Yospe:
Yeah, I didn't even know that was still a thing.
Anthony Godfrey:
Yeah, I mean the TV show that ended what, 10 years ago or something. And then I talked with one student who had made his own character and his own costume. It was very impressive. There were a couple of "It" clowns also that were very small, like a second-grade "It" clown. I thought that is advanced horror appreciation for someone to be willing to wear a clown costume that scary at that age. Any favorites that you've seen in the parade today?
Abe Yospe:
Well, there was a young lady that dressed up like a goat because she knew about this goat thing. So she and I took a picture together and she had a great, she had a goatee and she looked great. In fact, I even texted her mom a picture.
Anthony Godfrey:
A goatee? (both laughing) That's awesome. You texted her mom a picture?
Abe Yospe:
Yeah, so she could see, this was my favorite costume.
Anthony Godfrey:
Oh, that's cool.
Abe Yospe:
Seems like there were a lot of light-up things too. Things with lights this year were like-- -
Anthony Godfrey:
Yeah, lots of lights and lots of Five Nights at Freddy's. Costumes have come a long way from my day when there was just the rubber band at the back that was stapled to the sides of the mask. Now, in addition to the kid costumes, I always love in elementary schools to see how various teams, grade levels dress in a theme. What are some of the themes that you saw today?
Abe Yospe:
Well, there were two grades that dressed up as Sesame Street themes, and they didn't know they were gonna do that. So we've got lots of Sesame Street characters roaming around here. And then my favorite was our special ed team that dressed up as Mario Kart and threw coins in the air and the discs at each other.
Anthony Godfrey:
Yeah, they had the turtle shells, red and green, which was an impressive added detail. I saw lots of Pink Ladies today. I think the recess and copy aids were all Pink Ladies. And in addition to loving the costumes having a great time with the kids and the staff. You also have a favorite Halloween candy and I've known this for some time. Tell us about that.
Abe Yospe:
Yeah, so I love Milky Way. I don't love them as much as I used to because I've gotten so many over the years. So I always go around the day of, if you want to bring me one Milky Way from your Halloween candy, I'd love it. You could bring me more if you want. And you don't have to if you love Milky Way, you don't have to bring me a Milky Way. But over the years, I've gotten more and more Milky Way. So when I was at Columbia, I broke the record. I think the record that I got was 1,250 some odd Milky Ways.
Anthony Godfrey:
Oh wow.
Abe Yospe:
I've already got four huge jars full here and this hasn't been Halloween yet. So I just convinced the kids to try to bring me Milky Ways and it's a great thing. In fact, when I was at Columbia, that spread through the neighborhood. So the parents would actually give out Milky Ways knowing that they'd say, “here's one for you and here's one for Mr. Yosbe.” And so it was a great way to reach the community members as well.
Anthony Godfrey:
The Milky Ways have maybe been a little much at this point.
Abe Yospe:
Yeah, I'm a little Milky Wayed out. Last year I ate about 50 and then I put the rest in the teacher's lounge for them to eat. And 50 was a lot of Milky Ways. (laughing) Everyone says, why don't you make it something else? Like, what else do you like, Peanut m&ms or something? But now it's so entrenched.
Anthony Godfrey:
You gotta stay consistent.
Abe Yospe:
Yeah, they know Milky Way is his thing.
Anthony Godfrey:
You would lose authenticity if you switched from Milky Way, quite frankly. And, you know, Milky Way, before I knew that they were a favorite of yours, always seemed to be missing something. No peanuts, you know, nothing crunchy. But I learned a new appreciation for them when I realized that you had, you know, leaned in so hard on the Milky Way theme.
Abe Yospe:
Yeah, well I'm a huge caramel guy, so the mix of the caramel and the chocolate in there, so good. In fact they have these caramel Milky Ways, have you seen those? They're in gold packaging, and it's more caramel than a normal Milky Way, so.
Anthony Godfrey:
Wow, wow, you just blew my mind. Well, happy Halloween, thanks for letting us visit, and have a great rest of your Halloween day. Good luck with all those costume changes.
Abe Yospe:
Thank you.
Anthony Godfrey:
More costume changes than a Katy Perry concert. [LAUGHTER][ Music ]Thanks for joining us on another episode of the Supercast. Remember, education is the most important thing you'll do today. We'll see you out there.
[ Music ]
It was a night of music and memories at Bingham High School as former choir directors traveled from far and wide to reunite, take a step back in time, and reflect on the legacy they helped to create.
On this episode of the Supercast, we hear from Jolene Dalton Gailey, LeAnna Willmore, Kerrin Gates, and Ryan North about what makes the music program and students so special at Bingham and what moved them most about the magical reunion.
Audio Transcription[Music]Anthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. It was a night of music and memories at Bingham High School as former choir directors traveled from far and wide to reunite, take a step back in time, and reflect on the legacy they helped create.
On this episode of the Supercast, we hear from Jolene Dalton Gailey, LeAnna Willmore, Kerrin Gates, Ryan North, and Logan Bingham about what makes the music program and students so special at Bingham and what moved them most about the magical reunion.
We're here with current and past choir directors here at Bingham High School, way back into the 1900s. And we are really excited to have you all here. Just introduce yourselves, each of you, and then I have just a couple of questions for you. But it's really exciting to see you all here together at the same time.
Jolene Dalton Gailey:
I'm Jolene Dalton Gailey and I was here from 1984 to 1991.
LeAnna Willmore:
LeAnna Willmore 1991 to 1999.
Kerrin Gates:
I'm Kerrin Gates and I taught here from 2008 to 2014.
Ryan North:
I'm Ryan North and I taught here from 2014 to 2023.
Logan Bingham:
I'm Logan Bingham and I am the current choir director, my first year here.
Anthony Godfrey:
Tell me how it feels to be here tonight.
Kerrin Gates:
It's exciting. It's different coming back as a visitor and this is actually the first time I'm seeing the new performing arts area, the renovations that have happened. So it's really exciting to see to see that and meet up with former students and their parents.
LeAnna Willmore:
This is the site of where I met my husband and married him.
Anthony Godfrey:
Oh wow.
Jolene Dalton Gailey:
And so this place has more importance to me than just about any place I've taught.
Anthony Godfrey:
Is it bringing back memories?
Jolene Dalton Gailey:
Oh yeah.
Anthony Godfrey:
That's fantastic.
LeAnna Willmore:
Okay I love I have Bingham High.I couldn't get over when I was here the traditions, how they honor the traditions and where they started and where they were going. It's just the mos traditional high school that I've ever been in. I've taught now in one, two, three, four different high schools.
Ryan North:
It's only been a few months since I was here last, but it's good to be back. It's good to see some of the students that I know and it's just, it's good to feel that energy, energy that you get on the night of a concert. You can feel that. It's just in the air and I just love that feeling. That was one of my favorite parts of the job.
Logan Bingham:
Well, I'll just add one of the things that we talk about at Bingham is they talked about being a legacy high school and so one of my things that I wanted to do is figure out how to involve and engage with the alumni and since I knew some or a lot of the past directors, I thought well maybe we could do something. Anyway, this is like you you know, planning coming true. And I mean, I'm just thrilled that they're all here. So it's really exciting to see everyone.
Anthony Godfrey:
These are all names that I've heard before and people I've met before, but now to see you all together tonight is really exciting. Tell me what made you want to be a choir director?
Jolene Dalton Gailey:
The woman standing next to me was my junior high school and high school choir director.
Anthony Godfrey:
Oh, wow.
Jolene Dalton Gailey:
And so I knew from about 12 years old that I wanted to do what she did because it was so impactful. And then as I studied, then the music became so important.
Anthony Godfrey:
LeAnna, I know that's not news to you, but how does it feel to hear that?
LeAnna Willmore:
It means a lot to me. You can imagine what kind of a student she was. I still remember the day when she was in the seventh grade, and I had this piece of music that I needed a pianist for and it was really hard. And I just said, who wants to play this? And she said, I do. And she took it home and practiced all night and came home, came the next day and she could play it. It was way beyond her.
Jolene Dalton Gailey:
I can still play it.
Anthony Godfrey:
(laughing) - It's burned into your memory. Wow.
LeAnna Willmore:
Those are the very things that make you want to be a choir director. You just, you have those students that will just gobble it up. They all do.
Anthony Godfrey;
Sure.
LeAnna Willmore:
And you can change lives through the music, through the text, through the feelings in the music, you can change lives for the better. You can take someone and help mold them into a better person.
Anthony Godfrey:
Thousands of lives have been changed by this chain of directors here.
Ryan North:
One of the things I loved most about being a choir teacher, and this is something that we would get as choir teachers, let's say a math teacher might not get, is we oftentimes have the same students for two, three years, and you get to build a relationship with those students over three years, and you really get to know them, and they really get to know you. And you do, you get to see you get to see them grow you get to see them change. You keep in contact with them long after they graduate. You know, you get the wedding invitations and all the announcements about what's going on and it's just that's one of the most rewarding parts of the job.
Logan Bingham:
Well, and not not to you know throw the others under the bus but we don't have reunions like this for math classes or for English classes.
Anthony Godfrey:
My English students didn’t say, "Let's all get together.”
Logan Bingham:
Right, so I mean that is the beauty of music and not just music but then the culture and the experience that the high schoolers get.I mean they're amazing. The things that they do are incredible and so for me it was that I had a great music teacher that inspired me and I think that's probably how a lot of us got into this thing of we had someone that inspired us and then we decided, "Hey, I'll give it a shot too.”
Kerrin Gates:
Yeah, I had an interesting experience as a teenager in choir myself. I started out - my mother was very musical and she taught us all as kids and so we had kind of musical education throughout our early years of education. But when I went to high school I joined choir and a lot of the experiences I had there, just in an interesting moment of clarity as a teenager, I thought it's important that kids this age have a safe place where they can practice being themselves, you know what I mean. And practice that changing voice and understand things that are okay and not have to be scared. So to me, that was one of the things that inspired me to become a teacher in general, was this idea that kids need a safe place to be and to grow and to find out, you know, who they are and what they want to be.
Anthony Godfrey:
What are some of your favorite memories as choir director?
LeAnna Willmore:
The rehearsal was really more fun than the performance usually. That's where the magic happened. The most beautiful moments happened in the rehearsal and you always hoped that they would carry over into the performance and the audience would feel it but it was it was the rehearsal.
Anthony Godfrey:
You've had many favorite memories in those rehearsals over the years. Anyone else?
Kerrin Gates:
Well and like Ryan said those those times when you just see them get it too, the light will go on and when they make the connection between rehearsal and what happens in performance you know it's the performance then seems like a little bit of a flash in the pan after all you've gone through to get to that you know snapshot of all your work.
Anthony Godfrey:
Yeah that's the magic of learning it's something they didn't think they could do.
Kerrin Gates:
And they can make that connection and go ah that's what it's about.
Ryan North:
And some of the best memories too, are not musical memories. It's just maybe a connection you have with a student over something non-musical related. You know, you just make a connection and there's some sort of special understanding that happens there and you just feel like, ‘okay, we've got something here between us now’ and you feel like you can be influential in their life and you feel like you've made a little bit of a difference. That happens frequently too and you don't always realize it at the time and they'll come back to you later, you'll get a note at the end of the year or a parent will say something or it'll be years later they'll say, "hey do you remember when this happened? That really meant a lot to me.” And that's like, ‘Oh, wow.’
Jolene Dalton Gailey:
I agree with everything they've said. But to add to that, the ability to be able to take students on tours away from this area, to take them to Vancouver, British Columbia, to take them to Arizona, to take them to California, to take them and watch them go, wow. And then to have their music influence and affect people that aren't their moms and dads in the audience and to find out that they have the power to affect other lives with their music. You don't get that very many places.
Ryan North:
I always loved it because I think we did three trips to New York while I was here at Bingham and I just loved watching them when we get to New York. Their eyes would just open really wide like we are not in South Jordan, Utah anymore There's a whole other world out there outside of this little valley here. I love that.
Jolene Dalton Gailey:
Yeah, that’s a gift.
Ryan North:
Yeah, and that's an important educational moment as well. It may not be music-related, but it's life-related.
Anthony Godfrey:
What's your favorite time signature? ⅞?
Kerrin Gates:
Oh, something asymmetrical.
Jolene Dalton Gailey:
Thank you. ⅝ now and then.
Logan Bingham:
I love a good 6/8. A little one, two, three, four, five, six.
Anthony Godfrey:
No ¾ huh?
Kerrin Gates:
Only if you're doing quarter note triplets in it.
LeAnna Willmore:
Only if you’re doing one beat per minute.
Anthony Godfrey:
Okay, all right. Fair enough. Fair enough. Any other thoughts or memories about Bingham?
LeAnna Willmore:
I have an overall thought about teaching music. And I don't know if this happens every place, but it happens for us at the end of a class period, you will have students say, "Thank you. It was a good class today. Thanks for what you do for us." That just - you get notes. You get so many notes. I had boxes, boxes of notes that I finally went through and read during COVID.
Anthony Godfrey:
Wow.
LeAnna Willmore:
Just boxes, but it's the personal thank yous that they say as they're leaving the class. They don't just walk out.
Anthony Godfrey:
Sounds like you've had a similar experience.
Kerrin Gates:
I actually had a file in my cabinet in my office that I just labeled ‘happy file’ and I would take it out sometimes and just read those kind little notes that they would sometimes leave and it does it. It fills you back up a little bit, you know after you give so much.
Ryan North:
My time here at Bingham, I'm just filled with gratitude. There is a rich tradition of choral music here at Bingham going way, way back. And these three ladies here to my right here, they were part of that tradition and I just got to come in and kind of stand on their shoulders and continue to build upon what they had built. I'm just grateful to all three of you and the others who are not here for establishing that tradition and maintaining that tradition here at Bingham because it really is an important part of the school culture here. The Madrigals still sing at every assembly and you know that doesn't just happen overnight, I mean, that has to be embedded in the school culture so thank you for upholding that and I hope that just continues forever.
Logan Bingham:
Well, and I'll just add that's why I titled this whole event "We'll Always Remember" which is the first words of our school hymn that is sung all the time. "We Will Always Remember" this place and the legacy of this wonderful choir program and this event, which I hope is another kickoff to another almost maybe era of great onward and upward emotion for the Bingham High choirs. And, I mean, how lucky am I to be standing on the shoulders of you four and many more that aren’t here and I'm just so grateful for all that you've done too.
Anthony Godfrey:
I've long known about the music tradition at Bingham and it's really wonderful to meet the people who are responsible for it. Thank you very much for everything you've done for students over the years and for Bingham and for just being a part of this very important tradition here for these folks.
Ryan North:
Thank you.
[choir students warming up with scales]Anthony Godfrey:
Stay with us. When we come back, hear a performance from the Bingham High School Choir.
[choir students continue warming up with scales]Break:
Are you looking for a job right now? Looking to work in a fun and supportive environment with great pay and a rewarding career? Jordan School District is hiring. We're currently filling full and part-time positions. You can work and make a difference in young lives and education as a classroom assistant or a substitute teacher. Apply to work in one of our school cafeterias where our lunch staff serves up big smiles with great food every day. We're also looking to hire custodians and bus drivers. In Jordan School District we like to say people come for the job and enjoy the adventure. Apply today at employment.jordandistrict.org
Choir singing Bingham High School Hymn:
We’ll always remember the blue and the white
And faces so tender and dear –
We’ll always remember the stars in the night
That shine on our campus so clear.
We’ll always remember the laughs and the smiles
And the struggles, the sorrows and tears.
But though we may travel o’er many strange miles,
We’ll always remember in May and September –
Bingham High as our happiest years.
[APPLAUSE]Logan Bingham:
Welcome. I'm so happy and excited to see all of you here. Thank you for coming to tonight's concert/alumni reunion event. This is really an exciting night because I've been thinking about and planning this night for a few months and to see it happening is just making my heart so happy. So thank you for being here, whether you are a parent of one of the prior members or maybe you might be an alumni of Bingham High Choirs. Welcome.
My name is Mr. Bingham and I am the new choir director here at Bingham High. We’re using this event as kind of a kickoff to a new era maybe, that seems like a big word to say, but a new season maybe, that's what this is, like a television show, to a new season of Bingham High choirs. Let's have Bravado come out and sing to you.
(audience cheers)
[Choir singing (Ghost) Riders in the Sky by Johnny Cash ]An old cowboy went riding out
One dark and windy day
Upon a ridge he rested
As he went along his way
When all at once a mighty herd
Of red-eyed cows he saw
Plowin' through the ragged skies
And up the cloudy draw.Yippie-yi-yay
Yippie-yi-o
Ghost riders in the sky
Their brands were still on fire
And their hooves were made of steel
Their horns were black and shiny
And their hot breath he could feel
A bolt of fear went through him
As they thundered through the sky
For he saw the riders coming hard
As he heard their mournful cry
Yippie-yi-yay
Yippie-yi-o
Anthony Godfrey:
Thanks for joining us on another episode of the Supercast. Remember, education is the most important thing you'll do today. We'll see you out there.
Choir singing:
Yippie-yi-yay
Yippie-yi-o
Ghost riders in the sky
Ghost riders in the sky
Ghost riders in the sky
They are educators by day, but when their work is done with students in our schools, they head home to their honey bees.
On this episode of the Supercast, we take you to the backyard of a beekeeper. Find out why Bastian Elementary School Assistant Principal Amber Allen and Kauri Sue Hamilton teacher Alexa Allen have a deep passion for honeybees, overseeing the health of their hive, and honey production.
Audio Transcription[Music]Anthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. They are educators by day, but when their work is done with students in our schools, they head home to their honeybees.On this episode of the Supercast, we take you to the backyard of a beekeeper. Find out why Bastion Elementary School Assistant Principal Amber Allen and her daughter, Kauri Sue Hamilton's school teacher Alexa Allen, have a deep passion for honey bees, overseeing the health of the hive and honey production.
We're here with Amber Allen in her home with her family to talk about beekeeping. Amber, you're an assistant principal at Bastion Elementary.
Amber Allen:
I am.
Anthony Godfrey:
How much of your time is spent with beekeeping on the side? That's a busy job already.
Amber Allen:
Well, fun fact, my husband helps me. My daughter, Alexis, she works at Kauri Sue. She's a teacher there. And the rest of our family, we all get together and we will harvest the honey together as a family. Bart and I kind of do the daily, go out and check on them. I talk to my bees. We can talk about that later.
Anthony Godfrey:
Yes.
Amber Allen:
We have to make sure that other pests don't get inside, so we have to protect them. We also have to check on the babies, which is called a brood. That's probably a weekly endeavor that we do.
Anthony Godfrey:
Well, I'm excited to get into it. Introduce yourselves to the folks listening.
Alexa Allen:
All right, I'm Alexa Allen. I am a teacher at the Kauri Sue Hamilton school, and I teach our secondary and post-high kids.
Bart Allen:
I'm Bart Allen, I just help these two. I'm Amber's husband and Alexa's father.
Anthony Godfrey:
Okay, so tell me what got you started with beekeeping in the first place?
Amber Allen:
I was getting my master's degree at UVU and I read a book about leadership and how a beehive represents leadership. I came home and I said, “Bart, we've got to have bees.”
Anthony Godfrey:
(laughing) - You wanted the analogy to go further than this.
Amber Allen:
I wanted to be a part of it, like entrenched in it. He works at the Salt Palace and at the Salt Palace, they have beehives there by the Japanese Botanical Gardens.
Anthony Godfrey:
I did not realize that.
Bart Allen:
Yeah, we keep them in our Japanese Botanical Garden on the third west and first south.
Anthony Godfrey:
Oh, wow.
Amber Allen:
So he's familiar. He knew the right connections. He knew how to get us started. So that's really where this all came from.
Anthony Godfrey:
How many bees do you have? Do you know is this quantifiable?
Amber Allen:
In the beginning yes, and I will show you a picture in a few minutes. When a hive comes- there's about 30,000 bees in the hive and it comes in the mail.
Anthony Godfrey:
Wow.
Amber Allen:
About 30,000, but within a few days-
Anthony Godfrey:
Airmail I assume.
Amber Allen:
No, the mail.
Anthony Godfrey:
Oh, okay.
Amber Allen:
Like the mail person.
Bart Allen:
The mailman delivers it.
Anthony Godfrey:
Gotcha.
Amber Allen:
Okay once the queen gets started, the worker bees start having their babies- I can't tell you anymore how many bees are in there. They average about 60,000 is what I've read.
Anthony Godfrey:
But you started with 30,000.
Amber Alen:
30,000.
Anthony Godfrey:
Wow. Tell me what we have here. We have the pollen chart and it looks like we have several different kinds of honey in front of us. So these are the fruits of their labor and yours, right?
Amber Allen:
Yes. So this pollen chart, thought since you know I'm a teacher, I needed the visual.
Anthony Godfrey:
Yeah, lay it out for me.
Amber Allen:
When we go out to the bees, hopefully you'll be able to see the pollen on their back little hind legs. Right now these are the colors that you're gonna see most prevalent is hogweed and dandelion.
Anthony Godfrey:
So the color of the pollen reflects what plant they got the pollen from?
Amber Allen:
Correct.
Anthony Godfrey:
What is hogweed? I don't know that I've had hogweed in my life very much, but maybe I didn't realize it.
Alexa Allen:
That’s what I said! It's like sage, like sagebrush.
Anthony Godfrey:
Okay.
Alexa Allen:
Yeah, which we got a lot of here.
Anthony Godfrey:
All right.
Amber Allen:
So our different honeys right here. This is from Salt Lake.
Anthony Godfrey:
Okay and that's a darker-
Amber Allen:
That’s a darker color.
Anthony Godfrey:
Yeah, all right.
Amber Allen:
So you've got Temple Square down there, the Japanese Botanical Gardens, different rooftop gardens than we do here in South Jordan.
Anthony Godfrey:
So we might see hogweed you said which is more of a kind of a yellow.
Amber Allen:
I would say yeah like a mustard color.
Anthony Godfrey:
A mustard, that's a good description of it. And what was the other one that you said? A dandelion.
Amber Allen:
Dandelion.
Anthony Godfrey:
Dandelion.
Amber Allen:
To me, that's a carnival red.
Anthony Godfrey:
Yeah, that's kind of almost a peach color, I guess.
Alexa Allen:
You wouldn't expect that from a dandelion.
Anthony Godfrey:
Yeah.
Alexa Allen:
That orange, 'cause most dandelions are just yellow.
Bart Allen:
It's really cool, the bees have so much of it on them that the color just pops off their back legs.
Anthony Godfrey:
Wow.
Bart Allen:
Yeah.
Anthony Godfrey:
I feel like I've never seen that in real life, maybe on TV.
Amber Allen:
I hope you can today.
Anthony Godfrey:
So I'm looking forward to that. So tell me, this is, so there are some really- like this is a teal, Rosebay Willowherb. So if they got ahold of that, there would be some pollen that was teal colored or gray.
Amber Allen:
What I've learned from Peter, our bee expert that we call for advice, he said a lot of this green and blues up here is more like plants from back East. We don't have a lot of these in Utah. So we might not see these. We could, absolutely. But he said that down here is more the colors.
Alexa Allen:
So more the oranges and the yellows.
Anthony Godfrey:
Wild bluebell or plantain. I wouldn't think those were, you know, plantains, wild bluebells, same color pollen. That's fascinating. Okay, great. So now, so this, so there are these four different honeys that you have here.
Amber Allen:
Actually three, this one's just for Doug.
Anthony Godfrey:
Oh, okay, oh wow.
Bart Allen;
Doug gets his own.
Anthony Godfrey:
Hey, Doug.
Amber Allen:
And this one will be yours.
Anthony Godfrey:
Oh, that's dynamite. I don't normally get swag from a podcast episode. So this darker one in the middle is more from Salt Lake where you have some other sources of pollen that are going to influence the color and I assume the taste of the honey as well.
Amber Allen:
Yes, so we'll do some taste testing here at the end or we can do it now.
Anthony Godfrey:
Excellent.
Amber Allen:
Actually, I'm not gonna tell you. I'm not gonna tell you the difference.
Anthony Godfrey:
Don't tell me the difference. Let's see if I can detect the different notes in that honey.
Amber Allen:
I'm gonna let you. So this is from the Allen bees. This came last season. This is this season and just a little bit of difference, even though it's the same neighborhood, same.
Anthony Godfrey:
So this season's a little darker than last season. What does that tell you about the honey?
Amber Allen:
That they use different flowers to pollinate.
Anthony Godfrey:
Just different flowers that they pollinated with.
Amber Allen:
Maybe like some neighbors planted something new.
Antony Godfrey:
So if these had been set out, would you be able to spot, oh yeah, that's ours from this year. Oh yeah, that's ours from last year.
Amber Allen:
I think I could.
Anthony Godfrey:
Just by color.
Amber Allen:
I think I could.
Anthony Godfrey:
Yeah, you probably get used to kind of the difference in pollen and the way the bees are behaving and you notice things that other people who haven't been involved wouldn't notice.
Bart Allen:
Yeah, and the flavor is a little bit different. You gotta like really, you know, try to taste the flavor.
Anthony Godfrey:
You gotta really pay attention.
Bart Allen:
Yeah, you can get it. You'll figure it out.
Alexa Allen:
You have to be a honey connoisseur.
Bart Allen:
Yeah, you know how people are like wine connoisseurs you gotta be that honey connoisseur.
Anthony Godfrey:
Okay all right.
Bart Allen:
This came from a hogweed field.
Anthony Godfrey:
I'm detecting notes of hogweed. So actually, honey does last forever essentially, right? Doesn't it? I mean--
Amber Allen:
You might need to warm it up, because it will start to--
Bart Allen:
Crystallize.
Alexa Allen:
It gets harder, yeah.
Anthony Godfrey:
I think I read that in the Egyptian tombs, they found honey that was perfectly preserved. Does everyone get honey from you for Christmas?
Bart Allen:
Yes.
Anthony Godfrey:
That's the neighborhood gift, huh?
Bart Allen:
Yep!
Anthony Godfrey:
But I'm sure they look forward to it.
Bart Allen:
They eat it up.
Anthony Godfrey:
They count on it. They count on it.
Alexa Allen:
We have cute little tiny jars that we can hand out to people.
Anthony Godfrey:
Oh, very nice.
Amber Allen:
All right, so this one is from Salt Lake.
Bart Allen:
See if you can taste what kind of weed in Salt Lake it’s from.
Anthony Godfrey:
This is the Salt Lake. Okay, well, I'm gonna look at the color chart here and kind of compare. Broccoli? Oh, I hope I don't get notes. (laughing) I hope I don't get notes of broccoli in that. I'd rather have dandelion. Okay, let's see. Oh wow, that does have a distinct flavor.
Bart Allen:
Yeah.
Anthony Godfrey:
I can't tell what it is.
Amber Allen:
Can I give you an adjective?
Anthony Godfrey:
That tastes fantastic. Is it kind of citrusy almost?
Amber Allen:
I would say floral.
Anthony Godfrey:
Floral, okay.
Amber Allen:
What do you think?
Anthony Godfrey:
Which flower are we talking here? Wild honeysuckle perhaps?
Bart Allen:
That could be it, yeah.
Alexa Allen:
What do you have in the botanical gardens?
Bart Allen:
They're all Japanese. Actually, we don't have a lot of flowers, we have a lot of greenery and shrubs.
Amber Allen:
It's definitely not asparagus.
Anthony Godfrey:
It is not asparagus, it is not broccoli. Thank goodness. That tastes so good. Wow.
Bart Allen:
It certainly tastes different from regular honey you buy in the store.
Anthony Godfrey:
It does. It has a great little zing to it, little zip.
Bart Allen:
Yep, that's exactly a good adjective.
Amber Allen:
So this is from the Allen bees from Miss Kitty's hive.
Bart Allen:
Miss Kitty.
Amber Allen:
That's my queen, Miss Kitty.
Anthony Godfrey:
Let's give it a shot. Oh wow. That does have a distinct flavor. Of course, I'm going to be terrible at picking out what it is. Oh, Knapweed. Oh no, Hairy Willow Herb. That's it. No, do you know what it is?
Amber Allen:
No, because it would be a-
Anthony Godfrey:
A variety, a mixture.
Amber Allen:
Yeah, a mixture of the neighbor's plants.
Anthony Godfrey:
It's almost like a little tart.
Bart Allen:
At the end, there's certainly a flavor on wild honeys that is a little bit different than a pasteurized honey. It kind of has an after-flavor to it that is in there.
Anthony Godfrey:
So you never pasteurize your honey?
Bart Allen:
No, no.
Anthony Godfrey:
And that process probably kills the flavor and kind of - wow.
Bart Allen:
Yeah, it makes it more watery. The harvested honey like this is usually thicker than pasteurized.
Anthony Godfrey:
Yeah, it has a great consistency to it. It tastes fantastic. No wonder you work so hard for this. This is really, really good stuff.
Amber Allen:
So Alexa was gonna show you how- basically once we've taken the honeycomb out- how to harvest it. Do you want her to show you that?
Anthony Godfrey:
Yeah, let's go check it out.
Alexa Allen:
Okay, so it’s just going to be right over here.
Anthony Godfrey:
Yeah. So what we have is a big bucket here.
Alexa Allen:
A big honey bucket with like a little spout.
Anthony Godfrey:
A little spout at the bottom.
Alexa Allen:
A honey spout, cause it's not a regular spout.
Anthony Godfrey:
Well then you open the spout and then you just sit and you wait forever for the honey to come out of the spout, right?
Alexa Allen:
It's like watching paint dry. Okay. So this is a cheesecloth.
Anthony Godfrey:
Yes. So very tight mesh.
Alexa Allen:
Yes. So last year- -
Anthony Godfrey:
Is it a bag? Is it a bag?
Alexa Allen:
Yeah, it's just a little bag. So we'll put the comb into there and you let the wax will come in here and it just slowly drains.
Anthony Godfrey:
And you just let the wax slowly drain out?
Alexa Allen:
Yeah, and you have to do it in a warm room.
Anthony Godfrey:
Okay.
Alexa Allen:
Because you have to make the consistency of the honey to be faster moving, basically.
Anthony Godfrey:
Yeah, sure.
Alexa Allen:
You gotta warm it up ‘cause otherwise you're just gonna sit there.
Anthony Godfrey:
Now how do you pull the honeycomb, how do you harvest the honeycomb out?
Alexa Allen:
We're gonna show you that.
Anthony Godfrey:
Okay, we're gonna go do that.
Alexa Allen:
Yeah, we're gonna do that.
Anthony Godfrey:
Okay, great.
Alexa Allen:
But last year we used a strainer that just went over the bucket, which is way easier, 'cause then you don't have to sit there and hold it.
Anthony Godfrey:
Hold the bag.
Alexa Allen:
And let your arm get tired.
Anthony Godfrey:
You're not left holding the bag at that point.
Bart Allen:
And I ripped it at the end of last season, so I had to order a new one.
Anthony Godfrey:
Okay.
Alexa Allen:
Yeah, and then yeah, you can also use like tea towels, but we use the cheesecloth or the strainer. And then this--
Anthony Godfrey:
So this is like a Lowe's or a Home Depot size bucket.
Bart Allen:
It has to be food grade.
Anthony Godfrey:
Oh, food grade, oh yes. And how do you fill this up?
Alexa Allen:
So yeah, we'll fill it up and it holds about 24 jars.
Anthony Godfrey:
Wow.
Alexa Allen:
So we have two of these. So we get about 50 jars of honey from our hive.
Anthony Godfrey:
Wow.
Alexa Allen:
And here's a fun fact. That's only about 20% of the honey that they produce.
Anthony Godfrey:
Really? So you leave a lot for them?
Alexa Allen:
We leave a lot for them because in the winter, they still have to survive. They gotta live.
Anthony Godfrey:
Honey for everyone.
Alexa Allen:
Yeah, exactly. So yeah, and then the honey will come out of this big spout. And obviously, for those who are listening, they can't see the spout. And it's a big, it's probably like two half dollar sizes. That the honey will come out of and then you can fill it up.
Anthony Godfrey:
You harvest the honeycomb, put it in the cheesecloth, wait there for it to ooze out in warm room, and then you can distribute it into the jars.
Alexa Allen:
Yep, and then--
Anthony Godfrey:
Nothing else in between.
Alexa Allen:
Yeah.
Anthony Godfrey:
Wow.
Alexa Allen:
What's left in the cheesecloth is either like comb or wax that we can utilize in other areas. 'Cause you can harvest- it's like with the bison, like the Native Americans used to do, we use every part of the honey.
Anthony Godfrey:
So what do you do with the honeycomb and with the wax?
Alexa Allen:
The honeycomb you can eat and it's delicious.
Bart Allen:
Yep, you can.
Alexa Allen:
Wax, I've wanted to start doing this. You can make candles from it. I know that you guys at the Salt Palace do stuff with the wax.
Bart Allen:
Lip balm.
Alexa Allen:
Yeah, lip balm, lotion. You can use it for a lot of things.
Anthony Godfrey:
The Honeycomb I've had has 13 minerals and vitamins and you put it in milk. It goes into a bowl and you pour milk over it and it's big, yeah, yeah, yeah. It's not small, no, no, no. (laughing)
Stay with us. Up next, we suit up and get our hands in the hive. You don't want to miss it.
Break:
Does your student want to become a veterinarian, commercial pilot, programmer? Maybe they want to make a difference as a dental assistant, work in digital media, robotics, welding, or web design. These are just some of the programs offered as part of Career and Technical Education, CTE in Jordan School District. CTE provides the technical skills needed to prepare students for future employment and/or a successful transition to post-secondary education. Career and Technical Education provides work-based learning opportunities. We partner with industry experts to offer apprenticeships and internships with students working in the real world at real jobs while going to school. The CTE experience starts in our elementary schools with the Kids' Marketplace and grows through middle and high school. Our two Jordan Academy for Technology and Careers (JATC) campuses offer unique programs to fit your child’s dreams for the future. To explore all CTE has to offer in Jordan School District visit cte.jordandistrict.org today and let's get your child started on the pathway to a profession.
Anthony Godfrey:
So onto the bees.
Bart Allen:
Okay, let's put on your suit though.
Amber Allen:
Do you have on long pants? I just gave you a topper.
Bart Allen:
Yeah, you'll be right.
Anthony Godfrey:
Okay.
Bart Allen:
So bees will attack mammals in the face and in the head.
Anthony Godfrey:
Okay.
Bart Allen:
So when you're out there, it's probably likely that they'll be bashing into your head and face.
Anthony Godfrey:
I'm used to a level of conflict in my workplace. Probably not direct attacks to the head.
Bart Allen:
Yeah. But they'll come right for your eyes and they'll come for your head.
Amber Allen:
Just don't swat at them.
Bart Allen:
Do not swat.
Anthony Godfrey:
Do not swat and don’t take it personally.
Bart Allen:
Do not swat.
Anthony Godfrey:
I'm suiting up here. You said my long pants are good enough. I've got a top.
Amber Allen:
Oh, I got gloves for you too.
Anthony Godfrey:
It's gathered at the wrists and the mesh I was hoping for and the wide brim to the hat.
Bart Allen:
Yep.
Anthony Godfrey:
And wow, I feel like the real deal.
Bart Allen:
You are.
Anthony Godfrey:
Talk to me about this. This looks like a picture.
Amber Allen:
So the smoker, it reminds me a little bit of Wizard of Oz when the Tin Man, the oil can.
Anthony Godfrey:
Oh, yeah.
Amber Allen:
Reminds me a little bit of that.
Anthony Godfrey:
That's right.
Amber Allen:
We put the smoker pellets inside. We also add newspaper just to--
Bart Allen:
Help it burn.
Amber Allen:
Help it burn faster and longer.
Anthony Godfrey:
And it looks like those pellets are specifically for-- Yeah.
Amber Allen:
Yeah, they look like rabbit food.
Anthony Godfrey:
Yeah. It calms the bees, or what exactly happens?
Bart Allen:
Yeah, they communicate through pheromones, like we were talking earlier. And it actually confuses them a little bit, which is good. So they'll retract back into the hive and not-- because the guard bees will see those. There's guards. They're going to come out after us in the beginning.
Anthony Godfrey:
Okay, they're just doing their job.
Bart Allen:
Yeah, they're doing their job. They're guarding the hive.
Anthony Godfrey:
All right.
Bart Allen:
And they'll send out pheromones if they feel like they're getting attacked. So we just want to kind of disrupt that communication a little bit.
Anthony Godfrey:
This looks like a large wooden crate with a little slot at the bottom that some of the bees were coming out of.
Amber Allen:
Yeah, and there’s two levels.
Anthony Godfrey:
Oh my heavens, look at all those bees.
Amber Allen:
And they're not upset at all, they are very calm right now.
Anthony Godfrey:
They're very calm. So am I.
Bart Allen:
Yeah, this is a docile hive. I've had aggressive hives in the past.
Anthony Godfrey:
So the hive will have a personality, kind of like an eighth-grade class in the middle school.
Bart Allen:
Exactly. Yeah.
Anthony Godfrey:
How often during the year do you harvest?
Bart Allen:
We will do a small one in the fall. But like Amber said, we like to leave a lot of the honey for the bees. In the spring we'll take a little bit more.
Anthony Godfrey:
Yeah.
Amber Allen:
So in these two houses, the babies are down here, the brood is down here.
Anthony Godfrey:
Okay.
Amber Allen:
We can try to separate and show you. It's just that there's so much honey. I don't know if we'll be able to separate them right now.
Anthony Godfrey:
Sure.
Amber Allen:
But the brood's down here, the queen lives down here. So when we check for her we do have to separate them and then up here is where all of the worker bees are at making the honey.
Anthony Godfrey:
And you have taken- so there are these slats in there, these sheets of honeycomb and you're taking a hook to kind of pull it out and gently pull it out of the box. Then you use the clamp to pull it straight up.
Amber Allen:
Yes. Bart, do you want the tray?
Anthony Godfrey:
You can already see that it's a little bit gooey.
Bart Allen:
Yeah, we're gonna make these guys a little bit angry because we're gonna kick them out.
Anthony Godfrey:
So how do you kick out the bees? You’re just scraping them off?
Bart Allen:
You just touch them, yeah.
Anthony Godfrey:
Yeah, you’re just scraping them off.
Bart Allen:
You want to do it?
Anthony Godfrey:
Can I scrape some bees off?
Amber Allen:
Absolutely. You just say “sorry, we're sorry guys.”
Bart Allen:
Just be gentle. Say “Sorry, we're taking all your food.”
Anthony Godfrey:
If they stick on me then do I just brush them off of me?
Bart Allen:
Yeah, they’ll go away too.
Anthony Godfrey:
Okay.
Bart Allen:
You can actually let them off and go on your hand if you want.
Anthony Godfrey:
Oh, a few of them are flying around a little bit.
Bart Allen:
And if the guards come, like I said, they'll start banging against your head.
Amber Allen:
Do you want to do that out here?
Bart Allen:
Well, we can take that in the house. I just wanted to take the suits off so we can check for any bees.
Alexa Allen:
Before we had the beehive I was the stereotypical person of see a bee and run away, but now I look at them and I'm like, ‘oh my goodness. Look at that little guy, he's just working hard.’
Amber Allen:
You move all of this layer and then that's where your honey’s at. That’s the process Alexa was explaining to you.
Anthony Godfrey:
Oh, so the honeycomb is the top layer and then underneath is where you can harvest the honey. Amber Allen:
In the middle and that's the part that we're separating when we put it in the hot space.
Anthony Godfrey:
I see. Oh wow. Yeah, that's perfectly formed. That's amazing. I've not seen it like this.
Alexa Allen:
Okay, dare? I double dog dare you.
Anthony Godfrey:
Yeah, sure.
Bart Allen:
Oh, yeah, it’s fresh. Let’s do it.
Anthony Godfrey:
So do I just put my finger right in there? All right.
Amber Allen:
Okay, we're tasting the honey right off the comb.
Anthony Godfrey:
Right off the comb. Oh, that is so sweet.
Bart Allen:
Right?
Amber Alen:
Isn’t that delicious?
Anthony Godfrey:
Wow.
Bart Allen:
That's crazy it never goes bad. Right? How does that happen? So that means there's bacteria that can't handle it.
Anthony Godfrey:
I mean, I've had a lot of honey in my life, but it's never tasted this good.
Alexa Allen:
Yeah, this is the real deal.
Bart Allen:
No pasteurization.
Amber Allen:
And because of Miss Kitty. Don’t forget about her.
Anthony Godfrey:
Miss Kitty, I thank her for her hard work. Alright well, thank you so much for taking the time and for giving me a little window into what it's like to have bees. I think it's fascinating and they're in good hands. You're taking great care of your bees, so thank you for letting us be part of that.
Amber Allen:
Thank you.
Bart Allen:
You're welcome anytime.
Alexa Allen:
Yeah, thank you. It's been really fun.
Anthony Godfrey:
Thanks for joining us on another episode of the Supercast. Remember, education is the most important thing you will do today. We'll see you out there.
[MUSIC]
Utah Governor Spencer Cox has launched a statewide campaign to address the impact of social media on students.
On this episode of the Supercast, we sit down with Aimee Winder Newton who is Senior Advisor to Governor Cox and Director of the Governor’s Office of Families. She tells us how the public awareness campaign hopes to empower parents, and provide them with the tools they need to educate their kids about the potential harms from using social media.
Audio Transcription[Music]Anthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. Governor Spencer Cox has launched a statewide campaign to address the impact of social media on students. On this episode of the Supercast, we sit down with one of the Governor's senior advisors, Aimee Winder Newton, who also serves as the Director of the Governor's new Office of Families. She tells us how the Public Awareness Campaign hopes to empower parents and provide them with the tools they need to educate their kids about the potential harms from using social media.
[MUSIC]We're honored today to have Aimee Winder Newton in the studio. Aimee is a member of the Salt Lake County Council, as well as a senior advisor and director of the new Office of Families in the Governor's Office. So thank you very much for joining us today.
Aimee Winder Newton:
Yeah, thanks for having me.
Anthony Godfrey:
Tell me a little bit about your work in the Office of Families. That's a new position that we're all excited about.
Aimee Winder Newton:
It is. Well, about a year and a half ago, the governor, when he did his State of the State address, talked about how we need to be looking proactively at how to better strengthen families. We want the best outcomes for kids and we know that that happens through strong families. So he developed this position and I was hired a year ago. We've got some initiatives that we've set out to accomplish and some policy objectives and it's been a great ride.
Anthony Godfrey:
Well, we're really grateful to have you in that position. I know part of that has been helping the Governor and pushing this campaign to help raise awareness with families regarding the dangers of social media. And when you look through the materials, which I've done, I appreciated the chance to be there when the campaign was announced. What's staggering really is the statistics that you see. It's difficult to see the numbers. We know the impact that it has, but when you see the hard numbers that show just how frequently students are involved, how deeply they're involved with social media, and the obvious negative impacts, it's really harrowing to see that.
Aimee Winder Newton:
Yeah, absolutely. Well, and you as school administrators and our school teachers and others in the classroom, they see the impact, right? You see how it's impacting kids. So just a few data points. In Utah, only 37% of our Utah youth got at least eight hours of sleep on an average school night. You know how important it is for kids to be to school well rested and ready to learn. And these kids are not getting enough sleep. Now, this is all according to the SHARP survey, which has been a great help for us as we look at data for our Utah youth.
Some other data points- 32% of Utah youth felt sad or hopeless for two weeks or more in a row during the past year. And 18%, that's one in six, of our Utah youth seriously considered suicide in the past year. So it's very concerning. We do have some other interesting data points too, because social media seems to affect young women at a higher rate than it does young men. So 53% of female high school students had persistent feelings of sadness or hopelessness, which is a 61% increase since 2009 when social media was invented. So some of these numbers are startling. We see this correlation and causation between social media and how it's impacting our kids, and we need our parents to get engaged on this.
Anthony Godfrey:
The correlation, it was 2009, right? When social media really took off and where the statistics got really bad for teens. It's really difficult to ignore that timing.
Aimee Winder Newton:
Yeah, and I mean, if you look at the graphs that show like emergency room visits for self-harm from 2009-2010 till now. I mean, it's like a hockey stick. It's so extreme. And so, you know, we're very concerned. In fact, we did a survey of Utah parents before we started this campaign to just kind of gauge where everyone was. And we at least know 88% of our parents believe there's some sort of detrimental effect on the mental health of their children using social media. So we know that parents believe that there's a detrimental effect and what we need to do now is give them some help.
Part of what the state's trying to do, besides this campaign and educating parents of the harmful effects of social media, we're doing things like legislation to help rein in social media companies. We also have lawsuits that we're looking at for harm that's been caused to our Utah youth. So there's things there, but the Governor's incredibly concerned about the mental health of our youth. We're just grateful that Jordan School District understands this and your great leadership to help us figure out how we can get this message out.
Anthony Godfrey:
Well, the Governor's been a strong voice, a strong advocate for mental health issues for students for a long time. He's told his own story about how he struggled as a teen.
Aimee Winder Newton:
Yes.
Anthony Godfrey:
And I think that's powerful. I really appreciate your focus and his focus on this issue. Tell us, first it's that you want to make sure that parents are aware of the harm that can be done of the dangers of social media, so that we're not dismissive of that. But then you're also giving tips for parents on how they can engage and help manage that with their teen.
Aimee Winder Newton:
Yeah.
Anthony Godfrey:
Tell me about some of those suggestions for parents.
Aimee Winder Newton:
Yeah, so let me share five tips that we've been talking about. The first one is creating a family media plan. So this is everything from having open discussions and setting expectations to deciding ahead of time what the rules will be. So for instance, when I had kids, my kids are all now young adults, but when they were at home and they were teens, we had a rule that they had to check their cell phones in our bedrooms at night. And so they'd plug in their phone - I did have one kid one time try to be sneaky and put just the phone case with the little plug going into it, but we caught on and that was the end of that.
Anthony Godfrey:
You know, that's a good trick for me to be aware of.
Aimee Winder Newton:
Yeah, yeah. Be aware.
Anthony Godfrey:
Kids listening, don't try this at home.
Aimee Winder Newton:
Don't try this at home.
Anthony Godfrey:
'Cause it won't work.
Aimee Winder Newton:
That's right. Parents are smarter than that. But we liked having it in our bedroom 'cause we said, you know what, at nine o'clock, phones checked in so that it wasn't distracting them. It wasn't keeping them up late at night. And so-- -
Anthony Godfrey:
My 14-year-old plugs his phone in the kitchen in a particular spot and we even don't have to ask much anymore because it just kind of happens. It's become a habit that the phone doesn't go downstairs at night.
Aimee Winder Newton:
That's awesome. Well, and I feel like if you set the standard with the first child, the rest know, Oh, it's not worth the battle 'cause mom and dad aren't in a cave, so.
Anthony Godfrey:
And I do like that you said you set the standard in advance because if in the midst of an important interaction, suddenly there's a rule, then that doesn't work.
Aimee Winder Newton:
Right, right. And as part of that family media plan, I mean, that can go to TV, to gaming, to anything else. But having those expectations ahead of time, and you know, we even have some parents who have a little contract with their kids that you can only use it for this amount of time and during these hours and everything, And then they agree as parents that if you come to us and tell us about something inappropriate you've seen, we agree to not overreact and get angry, that we will always be supportive of your endeavors. And anyway, they kind of have this mutual contract. So there's a few ways you can create the family media plan. But talking about it in advance and setting those expectations and having your kids even be involved in that is a really good way to do it. So that's the first one.
Anthony Godfrey:
OK.
Aimee Winder Newton:
Second one, create tech-free zones and encourage children to foster in-person relationships. So one of the biggest issues that we see right now is a lack of human connection and how it's affecting kids and adults. Going through COVID and all of that, there was an impact there with that human connection piece. So right now we've got kids walking through the halls at school glued to their phones. They're not saying hi, they're not connecting, and they're missing that in-person connection. They're missing that. They can't just be friends over a device. You have to have that in-person connection for you to really feel that and have it positively impact your mental health.
Anthony Godfrey:
And a device is a really easy way to extricate yourself from an awkward social situation. Even adults do that. While I'm standing around for a second, okay, I'm gonna look at my phone and now I feel comfortable because I don't feel like I'm obviously standing here alone not talking to someone.
Aimee Winder Newton:
Right.
Anthony Godfrey:
And as a result, the disengagement just kind of perpetuates itself.
Aimee Winder Newton:
That's right. Well, and as parents, when we set those tech-free zones, I mean, it's easy to say, okay, everybody, we're checking our phones in during dinnertime, or when we have family activities, or whether we're reading or watching a movie together, bedtime, setting that bedtime time that we talked about is really important as well.
Anthony Godfrey:
Yeah, you're right. I need to be better at dinnertime. I don't know how you knew that, but I do need to be better at dinnertime.
Aimee Winder Newton:
That's why I'm here, Dr. Godfrey.
Anthony Godfrey:
I know. You're here to help. You're here to help.
Aimee Winder Newton:
Yes.
Anthony Godfrey:
Stay with us. When we come back more tips on what parents can do to prevent some of the potential negative impacts from student use of social media.
Break:
Hello, I'm Stacee Worthen, Secondary Counseling Specialist for Jordan School District. Do you know all the ways Jordan School District counselors can help you and your student? School counselors play such an important role in our schools. They provide parents with resources to help guide their children in academics. They provide support with the mental and social well-being of students in our schools. And if you are in the process of preparing a student for college, or just beginning the conversation of higher education, now is the perfect time to reach out to your child's counselor. We can assist with college applications and college readiness. I encourage parents and guardians to schedule an appointment and get to know your student's counselor. Together, counselors and parents can help develop plans and strategies for students to succeed long after they leave Jordan School District. Reach out! We're always here to help. You can find us and learn more at counseling.jordandistrict.org.
Aimee Winder Newton:
So the third one is, and this one goes along with what we were just saying, model responsible social media behavior.
Anthony Godfrey;
Yes.
Aimee Winder Newton:
You know, there's a study that came out of the Wheatley Institute that showed that what affects a kid's mental health even more than them being on social media was how much their parents are on social media. So when a kid has to compete with Instagram or TikTok for their parents' attention, it's sending a pretty strong message to that child. We need parents to model good behavior with their devices.
Anthony Godfrey:
That's a really important point. And I'm getting emails day and night, and it's really easy for me to just remain engaged with that unless I'm very intentional about, as you described, thinking about the idea that I'm setting an example and I need to have these zones that are tech-free.
Aimee Winder Newton:
Yeah. Well, and I think-- I mean, what message is it sending to our spouses and others in our life when we're choosing our phones over that human interaction? The fourth one is work with other parents to establish shared norms and practices. So this is working with your kid’s friend’s parents to say, “Okay, our kids are all friends. Let's agree on which apps or which means of communication we're going to allow our kids to have.” And if you have this coalition with other parents to say, we're not gonna do Snapchat or we're not gonna do, we're not gonna have these apps. We want our kids to be texting each other instead or whatever it is. So much easier to convince your kids that they're not the only ones that have to do this.
Now, I will add a caveat. Sometimes the other parents aren't willing to do it or they don't stick to it. And you know what? You just have to be brave and you have to be courageous as parents and say, this is my kid, I'm going to do what I think is right for them no matter what their friends' parents do. But that does help. If you can get a group and rally together, it helps our kids.
Then the fifth one is to reconsider allowing your child to use social media, period. Our governor has a 16-year-old daughter. They do not allow her to use social media yet. I had a neighbor who they didn't allow their daughter to use social media. And it's interesting, she's 20 now. And I remember there were battles, it was hard. She's 20 now and she will tell you she's so grateful. She saw what that did to the other girls that she was in school with. And she was so grateful her parents stuck to their guns and that she didn't have it. Now they found creative ways to do it. So for instance, she had an Instagram account but she could only use it on her mom's iPad. So she'd get permission from her mom to upload her dance pictures or things like that so that she wasn't totally out. But it was limited. It wasn't on her phone. It was on her mom's iPad and she'd get a few minutes to do that and then it stops the continual scrolling or checking back to see what kind of feedback they're getting from likes and comments and that type of thing. So there's a way that you can do it.
I think parents are gonna find it's going to become more popular to just say, we're not gonna let you have social media yet. And even our surgeon general came out and said, 13 is too young. Consider 16, 17, or 18, and figure out when your child is mature enough. But he, the US Surgeon General has said 13 is too young.
Anthony Godfrey:
Well, one of the statistics that I found on your website is in a national survey of girls 11 to 15, one-third or more say they feel addicted to a social media platform. So a third of girls who are not even at the age where we would recommend that they even start with social media, they're already addicted.
Aimee Winder Newton:
Yeah, it's very addicting. I mean, they're creating algorithms to try to keep people on. That's part of it. So this is an issue, and it's an issue for adults too, but our kids' brains aren't fully developed and so that's why we're seeing such major impacts to their mental health.
Anthony Godfrey:
I think it's also impactful when, as part of the campaign, I've heard discussions about how social media is created to be addictive. And I think especially as a teen and even as an adult, once you understand that they are deliberately trying to addict you to your interactions on social media, you're much more cautious about how you approach it.
Aimee Winder Newton:
That's right, that's right. Well, and even in our TV ads that we're doing with this, you know, we show a child with a mask on and it looks like they're smiling and they're scrolling on their phones and everything's A-OK. Then you start seeing the negative messages they're getting about their body or that they have no friends or whatever and then the mask comes off, and you see them crying, and a parent's there to put their arm around and take the phone away.
That's kind of what we're trying to help parents understand is your kids are hurting inside. If you ask high schoolers, if everybody had to get rid of social media, is that better? Or if some can have it and some don't? And they'll say, if everybody got rid of it, that would be better for us. It would be better for our mental health. But they're worried about the social piece and the level playing field because it is such an integrated part.
One of the things that we've even said for our schools is, “Hey, figure out a different platform to advertise your activities.” I mean, there's some apps out there that are not social media based that can still advertise and show fun games and sports events and the things that are happening at the school, but it's not now kids having to go to Twitter or Facebook or Instagram to find out what's going on at the school. It's in an app format. So, I mean, there's ways our schools can even be involved to help.
Anthony Godfrey:
No, I think those are great suggestions. ‘Unmask the Dangers of Social Media’ that's the name of the campaign. I do think those ads are very impactful. And, you know, when you, again, I go back to the statistics. Teens who spend more than three hours per day on social media face double the risk of experiencing poor mental health outcomes. According to a survey of 8th and 10th graders, the average time spent on social media is 3.5 hours per day. So when you couple those together, social media is difficult to manage, especially for younger kids.
Aimee Winder Newton:
Well, and get this, this statistic is startling to me. Almost 60% of teen girls say they've been contacted on social media by a stranger in ways that made them feel uncomfortable. So we're dealing with lots of issues with social media. You've got the potential predator issues. We hear of the sextortion cases and even other issues there. Exposure to inappropriate material that is not appropriate for their age. But then there's other things that are getting feedback on body image. I mean, the body image issue is huge for girls especially. Depending on your worth being based on likes and comments and all of that. Like there's the filters now where nobody knows what's real anymore and how that's distorting their body image. I mean, there's just so many issues that we're concerned about.
Anthony Godfrey:
And some of the issues, as you described, are just obviously problematic, obviously harmful, that many are insidious. They're not obviously on their face- they don't appear to be as damaging as they really are.
Aimee Winder Newton:
Right, exactly. Thus the mask analogy, right? Parents may think that everything's just fine with their kids as they're sitting there scrolling and inside they're hurting. We want to engage, educate, and empower those parents. We need their help. We need them to be brave. We need them to be courageous and to stand up and figure out what is right for their children and we highly recommend that you think twice about your child using social media.
Anthony Godfrey:
Tell me about the reaction you've received to the campaign.
Aimee Winder Newton:
You know, we've had so many positive comments about the campaign even from people who have kind of been naysayers in the past on some of this, they've loved it because what we want to do is help give parents a reality check really on what's happening with their children. And so we've had great comments from parents, even from other teens and those who are on social media.
Anthony Godfrey:
Well, it is a complex issue for families because there are different levels of involvement that parents are accustomed to and children are accustomed to. But the bottom line is that really an intentional approach that's informed with an understanding of how these social media sites work, the statistics on the potential harm, and really keeping in mind the ideas for managing it in a way that makes sense for your family. It's all very important information and I'm really grateful for the campaign and for the work you and the Governor are doing to get the word out.
Aimee Winder Newton:
Well, thank you and we appreciate the leadership with Jordan School District. The Governor is so grateful for all the hard work that you guys do to educate our kids and to be involved. You know, it's interesting how our schools now are expected not just to help with learning and education, but so many other facets of a child's life. And so we know that you see the impacts as well. So thank you.
Anthony Godfrey:
Well, thanks for all your efforts. Thanks for taking time with us today. And it's great to be working together with you on this important issue.
Aimee Winder Newton:
Thank you.
Anthony Godfrey:
Thanks for everything.
[MUSIC]Thanks for joining us on another episode of the Supercast. Remember, education is the most important thing you'll do today. We'll see you out there.
[music]
She is known as an extraordinary teacher who goes above and beyond for her students every single day. In fact, this amazing educator never forgets a face, keeping a picture and list of every student who has come into her classroom since 2019.
On this episode of the Supercast, meet Riverton High School CTE teacher Buffy Blunck. Ms. Blunck was recently honored as a 2023 “Superstar in Education” by the Utah Education Association. Listen and find out why.
Audio Transcription[Music]Anthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. She is known as an extraordinary teacher who goes above and beyond for her students every single day. In fact, this amazing educator never forgets a face, keeping a picture and list of every student who has come into her classroom since 2019.
On this episode of the Supercast, meet Riverton High School CTE teacher Buffy Blunck. Ms. Blunck was recently honored as a 2023 “Superstar in Education” by the Utah Education Association. Listen and find out why.
[MUSIC]We are here with Buffy Blunck, winner of the Excellence in Teaching Award for 2023 for Jordan School District. Buffy, congratulations.
Buffy Blunck:
Thank you.
Anthony Godfrey:
It's great to be here in your classroom at Riverton High School. Tell me a little bit about the award.
Buffy Blunck:
Well, it was a surprise and I'm very privileged to get it. It was given to me by one of my colleagues and it was one of the ten in the state of Utah that I was able to win. I was one of the ten people and it was a great honor to get this award. They did give me a cash prize for it, which was amazing. So that was nice from Ivory Homes. So that's a neat thing. I was able to do a banquet where I was given the award and I also had the ability to do a speech. I met the other 10 people and was given a poster. It was just a wonderful honor and my principal was there. And then also Melissa Brown and Rochelle Waite, my principal, were there representing UEA and JEA and my involvement with that.
Anthony Godfrey:
Well, congratulations.
Buffy Blunck:
Thank you.
Anthony Godfrey:
It's an honor well deserved. I've long known about Buffy Blunck and the great things that you do in this district, and we've talked about having you on for a long time.
Buffy Blunck:
Yes, we have.
Anthony Godfrey:
Right from the start.
Buffy Blunck:
Being a health teacher, that's why.
Anthony Godfrey:
It's a long time coming, so I'm glad that we're here. I want to talk a little bit about your classroom first of all. The fact that you're a fantastic teacher just is immediately apparent as you walk into your classroom. Tell me about your mug wall. Let's walk over there. Let's walk over and check it out.
Buffy Blunck:
When I came to Jordan School District from Canyon School District and I ended up teaching Health in the classroom, I decided that my theme for the year is, or every year, kind of my philosophy is I'm here for you. And so I really like to get to know all my students, their names, even though I have, right now I have 252 students.
Anthony Godfrey;
Oh wow.
Buffy Blunck:
But I get to know their names and then at the end of the semester, when they leave, they have the opportunity to do a little Polaroid picture. So on my wall, I have all my students starting from 2019 when I kind of came up with this idea. And they're all up on my wall. For the past, I would say, missing COVID, of course, I wasn't able to do that, but you can see even a group of students back there with masks on.
But it just shows my students how much they mean to me. And when they come in and they see their brothers or sisters or their friends, they love to see all of their names and their pictures on the wall. So it's just my little mug wall. And I think they love to see that and see the connection that I have. And I have seniors that come back 'cause I mostly teach sophomores, and they'll come back and wanna get a picture of their senior, or look at them when they were a sophomore. And I don't force them, so it's just something that, if they want to do that, they can, but most of them end up loving to do it. So it's really, and it just makes me happy. It just makes me feel good about seeing all my students and know that they were in my class, and they love to come back and visit and take a picture of themselves or just visit.
Anthony Godfrey:
I love the theme, I am here for you. Then you have a sign laid up at the front of your classroom that says that. So they don't forget it. Every day they know that.
Buffy Blunck:
They know I'm here for them. No matter what, any way, in any capacity, especially teaching health and the way things are going, that is something that I'm always there. I always have lifesavers or treats or if they need anything, it's a safe haven for them to come. We are very open in this classroom and they just know that I love them.
Anthony Godfrey:
Would you say that I am here for you is your philosophy of teaching?
Buffy Blunck:
Yes, it is, it is. That's how I believe the safety and the feeling of my room should be - that I'm always gonna be there for them, no matter what. If they're having a bad day, just having a place to come where they can be themselves or if they are sad, if they need a break, that I'm here for them. So if they come after school or before school, that I'm always there. If they need to reach out through email, that I'm gonna take the time just to show them I care for them.
Anthony Godfrey:
I love that.
Buffy Blunck:
And mostly it's just a smile, knowing their name, saying “hi” to them.
Anthony Godfrey:
Well, the treats and the sign certainly help but it's the way you treat them that makes the difference.
Buffy Blunck:
Yes, I have my tables are in groups. I have fun things all around the room so they're easily entertained so they can keep their focus or lack of focus. Either way, I'm going to care for them.
Anthony Godfrey:
Now even even before coming here I did hear that you had some really exciting visual aids in your class. I do. Tell me about some of the things that you have to help them stay focused.
Buffy Blunck:
I just teach Health and so of course my subject deals with all the anatomy of the body. I also teach Health Sciences for CTE. I'm very heavily involved with ACTE and all the CTE teachers for the state of Utah. So that is a big priority to me is to know the body and to feel safe so I have a lot of stuffed animals of the anatomy parts of the body. I have a lot of visual aids of just the body. I'm in charge of HOSA clubs so a lot of the things are tied into CTSO. I really believe in trying to help kids get into the medical field and obviously learn about that aspect of their lives or that direction they can take at the tech centers. And so that's a big huge priority. I’m also a big advocate for teachers on the CTE level. I’ve gone to Washington a couple times to advocate for teachers at the national level.
Anthony Godfrey:
And you’ve held some leadership positions at the state level?
Buffy Blunck:
Yes, and I still do.
Anthony Godfrey:
Tell me about that.
Buffy Blunck:
I work with ACTE. I've been the president. ACTE is Association of Career and Technical Education and I've been the president of that, and now I'm not the president anymore but I'm on the executive board and plan all the conferences. So we do a mid-winter conference for about a thousand teachers from all over the state. That's in February. I get to plan that and have a lot of fun with that and continue that education for teachers on that and the networking and the camaraderie.
Anthony Godfrey:
That's fantastic. So you do a ton to support students and a lot to support fellow teachers not just in this school but well beyond.
Buffy Blunck:
Yes, but I am blessed. I have an amazing village here at Riverton High School. My teachers here, my colleagues, they know how much I care about them too and how much they've been there for me throughout the years. I do feel their support and their love. I take pictures, we do the faculty slideshow at the end of the year, but it's just something that I love - the camaraderie that I have amongst my teachers. They're my village, they're my people, and so I'm lucky that I have that network. And then I'm able to share that same love and passion to my students. But it starts, you know, with the administration and the teachers and the people that I have surrounding me, including you at the district level.
I am very blessed that way too. To know people that are supporting me. That have moved to the district level that I still know, and to know that I have people backing me. Even at the UEA level and the JEA level. I feel like there’s still - there's hope. There's still people that are supporting us and fighting for us teachers to help us be better educators and better people all around.
Anthony Godfrey:
Absolutely. Absolutely true. Now you sure seem to love what you do.
Buffy Blunck:
I do.
Anthony Godfrey:
Every aspect.
Buffy Blunck:
I've been doing this for 26 years and I would never change any of it. I don't regret any of it. I've worked in so many capacities and have a problem with saying no. I do have my no button over here that I push, but I definitely don't know how to say it.
Anthony Godfrey:
It looks like it's stuck. It doesn't work.
Buffy Blunck:
It is. I just really believe in being involved. I think that's my biggest thing, I like to be at the games. I like to help out. I'm on committees. I think the more involved you are the better, you know what I mean?
Anthony Godfrey:
I love that. Thank you for everything that you're doing.
Stay with us when we come back more with Buffy Blunck.
Break:
Does your student want to become a veterinarian? Commercial pilot? Programmer? Maybe they want to make a difference as a dental assistant, work in digital media, robotics, welding, or web design. These are just some of the programs offered as part of Career and Technical Education, CTE in Jordan School District. CTE provides the technical skills needed to prepare students for future employment and/or a successful transition to post-secondary education. Career and Technical Education provides work-based learning opportunities. We partner with industry experts to offer apprenticeships and internships with students working in the real world at real jobs while going to school. The CTE experience starts in our elementary schools with the Kids' Marketplace and grows through middle and high school. Our two Jordan Academy for Technology and Careers (JATC) campuses offer unique programs to fit your child’s dreams for the future. To explore all CTE has to offer in Jordan School District visit cte.jordandistrict.org today and let's get your child started on the pathway to a profession.
[ Music ]Anthony Godfrey:
Now this mug wall is difficult to describe if you're not here. It's the smaller Polaroid photos, but this wall is plastered with photos of individual students, mostly with their name written underneath. And it's just - it's really fun to see all these smiling faces all together that kind of tracks the history of life with Buffy.
Buffy Blunk:
Yep. There's, I would probably say, I guess there's probably around a thousand pictures above my wall of all of my students, like I said, since 2019, minus the COVID year. And just at the end of the semesters, I take all my students and ask them to take a picture. And like I said, 99% of them do put their name on it and they're up on my wall.
Anthony Godfrey:
And it's the first thing you notice when you walk in.
Buffy Blunk:
I did it as you walk in.
Anthony Godfrey:
It's an eye-catcher just as you go in. It looks like kind of a mosaic from a distance.
Buffy Blunk:
It does. It does.
Anthony Godfrey:
And you come up and hey, it's real human beings that have had a great time in your class, obviously.
Buffy Blunk:
And they're all the same and just the mini photos they do. So it is a little bit of expense too, but it's worth it. They're worth it to me.
Anthony Godfrey:
It's fantastic.
Buffy Blunk:
When students come in that I don't ever expect to come in just to take a picture or a brother or sister says, "Oh my gosh, that's my brother up there. That's my sister up there. And they loved your class.” It just makes a connection and it makes them feel safe in here, that they knew someone here. It could be a neighbor or somebody there that they recognize. And yes, when I come in and this is what I see, it's the reason why I'm a teacher. My students on my wall, my mug wall. And so it does help me sometimes when I'm tired or exhausted or even just trying to teach a subject that's sensitive. This wall is a representation of why I do what I do.
Anthony Godfrey:
This is a big group of very, very lucky kids to have had your class. And you've got a lot of wall space, Buffy.
Buffy Blunk:
I know, okay.
Anthony Godfrey:
Many years ahead. Plenty of wall space.
Buffy Blunk:
Exactly.
Anthony Godfrey:
I mean, we'll knock down a load-bearing wall and get you some extra space if you need it.
Buffy Blunk:
Thank you. A bigger room, I’ll take it.
Anthony Godfrey:
We can start on the ceiling. Let's not let space stop you.
Buffy Blunk:
It won't. It won't stop me. And it won't stop me being there for my students no matter what. I have a fun time teaching. I love teaching health. I think the subject is something that I lucked out, that I get to teach it because it's something that's every one of us. And I love teaching the fun parts of it. I mean, all the students know that they take my class, they're gonna get it. They're gonna get the real stuff, we're gonna have the real talks.
Anthony Godfrey:
Now, you teach Health and Intro to Health Sciences. Just off the top of your head, what are some of the most important things that students learn in your health class?
Buffy Blunk:
Mental health is a big thing that they love to talk about. And my biggest focus when I talk about mental health is that everybody's different and we gotta break down the stigmas that we have out there. That it's okay if you take medicine, it's okay if you need counseling, and that we all need to be there for each other. The most important thing is to be aware and to listen and to ask hard questions with our friends. And I think that's the biggest thing, but I love talking about it. I love opening up the can of worms and making sure that it's a safe environment to talk about things. And I do. I have students that come and talk to me after and plant seeds and when we break down those walls. That's my favorite part is to break down those walls with mental health.
And then of course, sex ed is always a big huge draw to the class. I love that the curriculum changed, so I have the ability to educate my students on what's important, what's going on out there. Not to focus on any of the taboo things that people are so scared to talk about. I talk about the basics. I talk about what makes us unique, but just the basics of our human anatomy, and then everyone else can fill that in, and we all have our prerogative to do that. So those are the big two topics.
I also love smart goals. I've a big focus on smart goals and mini-goals and atomic habits. We focus on as many things as we can because it's something really hard to learn about as goals, it's always this thing. You're gonna be dealing with goals with your whole entire life. So I try to make sure that they see that they do it every single day and they don't even know they're doing it. So I bring that in in our habits and things that hopefully will change their life.
Anthony Godfrey:
It's a 360 approach to health. I love that you're talking about their mental health, but also that they need to ask hard questions of their friends so they're looking out for the people around them. Now tell me about your Intro to Health Sciences classes.
Buffy Blunk:
Oh, I love it. So that class is a little more intense. I call it honors health if you want to call that. We go into more of the different aspects of the body, but more importantly, we learn about all the different careers. It's an Intro to Health Sciences, so it's an intro into the medical field. So anybody that's interested in going into the medical field or any of those pathways at the tech center or the higher-level classes, my medical anatomy and physiology, EMR, medical forensics, any of those, this would be a class to kind of make sure that this is an area that you want to go into and give them the basics. So when they go into those classes, they'll be successful. We really do focus on careers, diseases, and disorders.
But again, back to the careers. I love learning about and teaching these kids what classes, what careers they can go into, the right pathways to get them excited about that. And that's the same with our CTSO HOSA Club, which is future health professionals, which is an international organization. I work with another teacher, and we really inspire these kids to do blood drives and do all of these amazing things. Speakers come in and talk about their different careers. We have activities that we do. We're doing a service project right now for Maui and collecting toothpaste and toothbrushes and anything medical, band-aids, anything to mail that over with Bluffdale City. So it's a great opportunity that we're starting this week and this next month. So that's kind of what our HOSA club does. And more importantly, I just try to get them passionate about the medical field.
Anthony Godfrey:
So if someone is thinking about being part of HOSA, what do they need to do and what does that involve? Do they need to be in one of your health occupations classes to participate in HOSA? How does that work?
Buffy Blunk:
They do not. We actually just had a club rush week and so we just kind of promoted it with all the other different CTSOs and clubs here at Riverton. Then we go into health classes, we make morning announcements, anyone can join. I do have a lot of students that are in other classes or they heard about it from sophomore orientation, we do that right before school, and obviously during the assembly. We just try to get the word out through posters and banners around the school. So anybody can join, I have an application in my room or in the main office and they can sign up. They do pay $20, it is a national fee and a state fee, and we give them a t-shirt. The expectation is try to get involved once a month at an activity or some things that we end up doing.
Anthony Godfrey:
Friendship and service included no extra charge.
Buffy Blunk:
No extra charge. And food.
Anthony Godfrey:
And food.
Buffy Blunk:
'Cause of course you have to have food.
Anthony Godfrey:
That's right.
Buffy Blunk:
So we're having a little luau with our Maui fundraiser.
Anthony Godfrey:
Fantastic.
Buffy Blunk:
It is a great way for kids that have the same interests are in the same club.
Anthony Godfrey:
Tell me about some of the careers that you cover in the class. And maybe if you can think of some students who have ended up in those careers as a result of exploring them here at Riverton High.
Buffy Blunk:
I do. I actually, my HOSA president that took my class and then a whole bunch of other classes here at Riverton. He is actually now a Surgery Tech student at Riverton Hospital.
Anthony Godfrey:
Great.
Buffy Blunk:
So he is being very successful. I have a lot of students that want to go into be a vet or a pediatrician or an OB/GYN or even have some that want to go into psychology or social work or physical therapy or PA. We cover everything, even recreational therapy is something that some students do. If they're interested in athletics we teach them about athletic training and they can take a class and a pathway. Dentistry. I mean you name it we cover it. Anything from the basic doctor all the way to something a little bit on the way of physical therapy aid or recreational therapy as I said. We cover it all and we make sure that they understand where they are. I've had students who wanted to be a vet their whole life. They kind of take the class, they learn about it and some of them realize it's not all about rainbows and puppies that there is some issues with it, or they're not very good at blood, or they don't want to see animals die. Hopefully, I can even teach them that there might be something else they're interested in.
Anthony Godfrey:
Sure.
Buffy Blunk:
Or number two, that maybe they'll go to plan B because that's not something they want to do and so I save them a lot of time and energy going into the wrong pathway. Anthony Godfrey:
Figuring out early on whether plan A or plan B is going to be the best path is really important. Well, you've taken great care of hundreds of kids over the decades and you've connected them with great careers and helped them explore their interests and understand their own health better. I can't thank you enough for the incredible impact you've had on students.
Anthony Godfrey:
Thank you and thanks for even highlighting me. I'm just lucky to be where I'm at and lucky to be a teacher. I love what I do and I appreciate you talking to me and asking me questions.
Anthony Godfrey;
Well, we're very very lucky to have you in Jordan District, and thanks for everything you're doing.
[Music]Thanks for joining us on another episode of the Supercast. Remember, education is the most important thing you'll do today. We'll see you out there.
[Music]
In Jordan School District tracking everything from literacy and math scores to senior graduation rates, rising enrollment, and more is essential to the work we do. Tracking shows us trends so we can improve and celebrate student success.
On this episode of the Supercast, we sit down with the dedicated team responsible for research, evaluation, and sorting out Jordan School District by the numbers.
Audio Transcription[Music]Anthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. In Jordan School District, tracking data on everything from literacy and math scores to student graduation rates, rising enrollment, and more is essential to the work we do. Following the data shows us trends so we can improve and celebrate student success.
On this episode of the Supercast, we sit down with the dedicated team responsible for research, evaluation, and sorting out Jordan School District by the numbers.
We're talking today with the Department of Evaluation, Research, and Accountability here in Jordan School District to talk about Jordan by the numbers. Thanks for joining us. Introduce yourselves and let's talk Jordan by the numbers.
Ben Jameson:
Awesome, well, I'm Ben Jameson. I get to be the department's director and it's a pleasure to be with you today.
Brooke Anderson:
Hi, my name is Brooke Anderson. I'm the data scientist working for Jordan District and working with Ben, and it's very exciting to be here.
Anthony Godfrey:
The newly appointed data scientist. It's very exciting to have you in that role.
Brooke Anderson:
This is my first day as a data scientist at Jordan District.
Anthony Godfrey:
Well, I'm glad we can memorialize it through the podcast here. Let's just start off with talking a little bit about what your roles are. Your role is brand new, Brooke, so you get to make it whatever you want it to be. But Ben, let's start with you.
Ben Jameson:
So I supervise quite a few assessments that are state and federally mandated as well as a few district-mandated assessments. And then we're responsible for disseminating that data and making sure that people understand what it is and know how to make data-driven decisions based on that data.
Anthony Godfrey:
And many of those assessments, as you indicated, really are not district-required assessments. Those come from the state or the federal level. A vast majority of them, in fact.
Ben Jameson:
Yeah, the vast majority actually come from the state. We've got a couple from the federal government as well. Yep.
Anthony Godfrey:
And Brooke, tell us about what you have been doing in the department and about your new role as a data scientist because that may be a term that many are not familiar with.
Brooke Anderson:
Well, I've been working as a teacher specialist in evaluation research and accountability and in that role, I was cleaning and analyzing all of this assessment data and trying to combine it with all of the other data available that we have about students to ask and answer bigger and better questions about student learning. That's really the goal. The role of a data scientist specifically works on asking questions that are important to the organization and in combining data from multiple sources to make sense of it. To make sure that we can get all the data from the different information systems that we use. Turn it into usable data and analytics that can lead to knowledge that can lead to action. So a data scientist is all about making it easier to make decisions.
Anthony Godfrey:
And to make data-driven decisions.
Brooke Anderson:
Right.
Anthony Godfrey:
So it's really exciting to talk with you both about this. If you've ever watched Shark Tank, the panel of entrepreneurs on Shark Tank always say know your numbers. And they throw that out at the questions about what are their sales and what of all this. So those who listen to the podcast after this will know their numbers when it comes to Jordan School District.
Brooke Anderson:
That's right.
Anthony Godfrey:
So let's start off before we talk about the changes in Jordan which I do want to talk about, let's just talk about where we are, how large we are, the makeup of our population, our student population, that sort of thing.
Brooke Anderson:
Fantastic. We are a large school district. Currently we've we've got about 57,829 students enrolled and we are probably going to have about that same or a little bit more this year enrolled. Normally we take enrollment counts as of October 1. So school districts in the state wait until October 1 to get their official count of students enrolled in their school district.
Anthony Godfrey:
School funding has changed a little bit. That October 1 count used to be where all of our funding came from. That’s been updated- daily membership is part of that.
Brooke Anderson:
To an average daily membership. Yes, that's right.
Anthony Godfrey:
But October 1 remains that date where we say, "Okay, everybody's pretty much registered for the school year. We're underway. People who are going to drop off of the rolls have dropped off. So now we pretty much have a solid number."
Brooke Anderson:
That's correct.
Anthony Godfrey:
It's interesting though, Jordan School District is the fourth-largest school district in Utah and even more interesting, the 70th largest district in the nation. Now do you guys know how many there are? So we're number 70, how many school districts are there roughly in the nation?
Brooke Anderson:
Over 13,000.
Anthony Godfrey:
Somebody asked me that the other day and I tried to look that up so I'm glad to have the right number from you. And how many districts are there in the country overall?
Brooke Anderson:
Over 13,000.
Anthony Godfrey:
So over 13,000 we're 70th in terms of enrollment, fourth in the state. I know that Granite, Alpine, and Davis are ahead of us I'm not sure in what order. We are growing but we're growing at a slower rate than we're accustomed to. Birth rates have dropped and not as many people are moving in. How recently was it that we really had big growth?
Brooke Anderson:
I'd say our largest period of growth was about five years ago, pre-pandemic for sure.
Anthony Godfrey:
Yeah, that's my recollection as well that it really did taper off. It's interesting, all districts are experiencing that and really it's being experienced across the country. It's an interesting phenomenon.
Brooke Anderson:
It is. It's especially interesting, you know, thinking of where we were ten years ago and looking at our enrollment comparison to Granite, who is our next-door neighbor. And at this trajectory, we're going to maybe surpass Granite in enrollment within the next couple of years because their enrollment is dropping so steeply.
Brooke Anderson:
Let’s talk about schools. Talk about the number of schools we have at each level and the type of schools that we have.
Brooke Anderson:
So we have 68 individual schools. 40 of those are traditional elementary schools and we've got one online elementary school. We have 12 traditional middle schools, one online, six traditional high schools, one alternative high school, and one online high school. And we have a special needs school for students in K-12. We also have a special needs school for adult students. We have two career and technical academies and we also have a preschool which we run for students with special needs before they enter kindergarten.
Anthony Godfrey:
A wide range of services.
Brooke Anderson:
Exactly.
Anthony Godfrey:
Lots of different schools throughout a growing area. So with all of that talk to me about the changes that we've experienced as a district over the years. It's really quite interesting to look at those trends.
Brooke Anderson:
One of the major trends we've had is that we're becoming diversified. So if you looked at our enrollment 10 years ago We would have had only about 20% of students who would be considered a racial or ethnic minority. And now we're almost 30%. So that's quite a big change over the course of 10 years. And it's a wonderful change because that means that more diversity is being included in our schools. And of course, we've got an increasing amount of diversity in our staff as well. It's not quite to the level of where our students are, but it is increasing.
Anthony Godfrey:
Not only have we grown as a district, but our enrollment has changed and it's shifted.
Brooke Anderson:
Right, it's much more concentrated toward the south part of the valley. We all know that area has built up so much in such a short time. And of course, there are fewer students in the north side of our district. So the needs of where we need to put students in school buildings have shifted pretty dramatically.
Anthony Godfrey:
It's interesting to watch. When I first worked in Jordan's school district, I applied as a teacher. I was excited about Jordan because I knew that it was a growing district. So I thought that would mean more and more opportunities. I worked out at a school that no longer exists, being a middle school out in Copperton, that was torn down due to any number of reasons. New schools were built. And I was always told, "Hey, out here in Copperton, you see all these fields and you can't see where the next house is from Copperton, but all those houses are going to fill in all the way to Copperton eventually.' And there's been a lot of progress in that direction. A lot fewer fields and a lot more homes and that's what we're finding on the west, westernmost edge of our district and in the southwest area as well.
Brooke Anderson:
Copperton is still our only rural part of the district that would be considered rural.
Anthony Godfrey:
Okay.
Brooke Anderson:
But maybe not for long.
Anthony Godfrey:
Not for long, not for long. I lived out in Copperton, I loved Copperton, it's a great spot.
Stay with us when we come back, we dive into growing graduation rates and district enrollment.
Break:
Hello, I'm Tracy Miller, President of the Jordan School District Board of Education. There are seven members on the Board of Education, one in each voting district. We are committed to listening and serving our constituents as we work together to provide the best possible learning environment for the students we serve. As members of the Jordan Board of Education, we believe it is our duty and responsibility to: increase student achievement; provide parents with the choices they deserve and desire; recognize and reward quality in educators; empower school leaders through policy governance and professional development; and communicate with the public, legislators, business leaders, cities, and parents. We invite you to get to know the Board member who represents you in your voting district and to please join us at our monthly board meeting held on the fourth Tuesday of every month. Or listen from the comfort of your home, on our live stream. For more information and to find your Board member, visit jordandistrict.org. With parent and community input and support, we will continue our work to give students every opportunity to succeed in Jordan District schools and beyond. Thank you for your support. We look forward to seeing you soon.
[ Music ]Anthony Godfrey:
Tell us a little bit about maybe some surprising facts about Jordan District that people might not be aware of. What makes Jordan unique?
Brooke Anderson:
Oh, I would like to talk about some of the things that have changed with our enrollment and bringing in new students. Did you know that we have 82 different birth countries represented, students from 82 different countries attend Jordan District?
Anthony Godfrey:
I knew we had a lot. I could not have told you the number 82. That's really remarkable. That's amazing.
Brooke Anderson:
The students in Jordan District speak 58 different languages. We're getting about 8% of our students are learning English. They're in the process of learning English. And then some of them, of course, already know English, but we have 58 languages represented among our students as well.
Anthony Godfrey:
And tell everyone some of the most predominant languages spoken.
Brooke Anderson:
Of course, the most predominant languages, English, then Spanish, then Portuguese, then Arabic is number four, Vietnamese, Chinese, Tongan, Samoan, Russian, and Mongolian.
Anthony Godfrey:
Fascinating. We really do have a broad range of students from a lot of different backgrounds and that's exciting.
Brooke Anderson:
It is.
Anthony Godfrey:
Let's talk about student achievement. Let's discuss some of the areas where Jordan has been doing particularly well and is on an upward trend and some areas where we really have been working on trying to improve.
Ben Jameson:
So I think maybe the best place to start is right at the beginning with early literacy in our early grades. We put forth a great deal of effort to help our students read on grade level by third grade and I'm excited with some of the numbers that have come out most recently. Just for instance, 71.7% of kindergartners are reading on grade level at the end of last year. That's the highest that it's ever been in Jordan School District. Even by third grade, which was that time where students transitioned between learning to read to reading to learn, 71.3% of our third graders are also reading on grade level, meeting literacy benchmarks at the end of third grade. So we're super excited about that.
We're seeing actually quite a bit of growth across grade levels. For instance, 65% of students in grades K through 3 made typical or better growth, which is the highest that it's ever been in the school district. Kindergarten students, again, not only did they have the highest proficiency, but they had the highest growth rate that they've ever had at nearly 59% of students making typical or better growth. 66% of second grade students made typical or better growth, which again is the highest that it's ever been. I keep saying that because it feels so good to say.
Anthony Godfrey:
It does feel good to say that. And we're doing things we haven't done before. We have the Walk to Read program that we rolled out a couple of years ago. We had piloted it a year before that. And teachers have worked very hard-- coaches, administrators, folks from teaching and learning, parents, students. Everyone's been working really hard to get those results.
I'm particularly excited about the boosting scores for kindergarten students. So they're getting a better start in Jordan District than they ever have before. And a great predictor of graduation rates is the percentage of students reading on grade level in third grade. And a great predictor of that is how well students are doing in kindergarten. So I think we're gonna continue to see the positive impact of the students learning to read at an earlier age and with greater proficiency.
And I also wanna point out, a year's growth and the typical or better growth is harder to achieve than you might think because you may have students who are very advanced coming into a class and that statistic reflects their growth as well. It's just not, are you reading on grade level or on the expected level for your age and grade level? It's that you've made growth wherever you started, whether you started with a very low reading ability or very high scores, it's that you grew for the entire year and you made that progress that we would expect and teachers are working really, really hard to make sure that happens.
Ben Jameson:
It really is a celebration for everyone involved, all of our stakeholders. And it's exciting to report that we're making such progress.
Anthony Godfrey:
Talk about graduation rates.
Ben Jameson:
90.2% of students in the graduating class of 2022 were able to graduate, which is the highest in Jordan School District that it's ever been. And that's super exciting for us to report as well. Having talked about growth in early literacy, this kind of bookends the hard work that's going on at the other end of the educational spectrum.
Anthony Godfrey:
It's really exciting to have the highest graduation rates we've ever had. It's wonderful and we're going to keep working on that trajectory. Coming out of a pandemic, it's really important that that number continues to grow.
I think what's important as well is the work that has been done to be sure that that graduation is even more meaningful than it's ever been. That the experiences that lead to that graduation are rich learning experiences. And again, our teachers have worked so hard to create great classroom environments, great learning environments for our students. So that not only are more students graduating than ever before, but they're having a better experience in learning more than ever before.
Brooke Anderson:
And we can also see that students are being offered more options for the courses they can take in high school, particularly advanced college and career readiness courses. We can see that the number of students taking CTE courses, for example, has increased. It's the highest it's ever been in 2022 and 2023 to about 19% to 20%. We love seeing that and that's up from about 16% in 2015 so we like getting more students into those kind of classes.
Anthony Godfrey:
A variety of experience is really important. It's something we focused on and we want to prepare students for a lot of different things after high school whether it's career, whether it's college, whether it's technical training. So we're not solely focused on college where we have many programs that lead directly to careers or to licensing programs or to other post-secondary educational opportunities. So really the nice thing about having so many students in so many schools is we have a critical mass of people that are interested, that are going to be interested in a wide variety of programs so it allows us to offer more and more of those specialized courses.
Brooke Anderson:
One of my favorite tasks every year is being able to update a master course catalog with all the new courses that have been added.
Anthony Godfrey:
Right.
Brooke Anderson:
We've been able to add things like the history of Disney in America, Everyday Chemistry all of those fun courses that I look at that and I think I wish I could take that course.
Anthony Godfrey:
Yeah, absolutely. There's a Rock-and-Roll course that I would really like to sit in on. These are meaningful courses focused around skills and dispositions that we want students to have as they as they graduate. We're working right now on the Portrait of a Graduate process under the Board's direction. And we're getting community input, employee input, student input on what skills do we want students to have, what knowledge, what dispositions when they graduate from Jordan School District. And having that input and really putting that plan in place is an exciting process too. So I think we're going to continue to make progress along these same lines.
Brooke Anderson:
We've certainly made progress in the amount of students taking advanced courses. We have 34% of our students in grades 9 through 12 taking AP, Concurrent Enrollment, Secondary Math 3, very advanced math, all of those kind of college preparation courses, which is great to see.
Anthony Godfrey:
Which speaks to the preparation that leads up to students being ready for those courses, but also that we have educators encouraging students to take more challenging courses and really inspiring students and helping them understand their own capabilities and seeing beyond what maybe they thought they were capable of. Let's talk about some of the areas where we know that improvement is needed. And we've been working hard, but we're maybe shifting our focus and trying some new things to see if we can impact those scores in a positive way.
Ben Jameson:
So RISE is the summative assessment that is mandated by the state that we administer to students in grades three through eight in language, arts, math, and science. And so we've been monitoring those scores, particularly through the height of the pandemic and keeping a watch on those scores and how they've been affected by, you know, the various impacts that the pandemic brought along. We did see a drop during the pandemic in all three content areas. We are starting to see a bounce back in the content areas, especially in the elementary grade levels. But we definitely need to still continue to work and keep an eye on our performance, especially at the secondary levels in language arts, math, and science. I think that is something that we are focusing on with teachers even on a daily basis. They're working hard to help students recover some of the learning gaps that came about because of all the things that happened during the pandemic.
Anthony Godfrey:
Right. And there's so much, you know, we've talked about the pandemic so much, of course, over the last few years and the impact that it's had on learning. And some folks may be tired of hearing that. And we don't want to have a deficit mentality where we're always focused on where we're falling short. But we also have to be realistic about the negative impact that this had on students.
If you think about how much you changed from, say, sixth grade to eighth grade, or second grade to fourth grade, or ninth grade to being a junior in high school, those two years were not normal years. And so the development and the academic achievement wasn't where it normally would have been. And so we didn't get the interactions with each other and the school setting and all of that in the same way that students normally benefit from.
So we're still going to be playing catch-up on that, but we've really focused on looking forward and celebrating success and building on the successes that we have. And I really think that we're going to continue to see this upward trend as teachers and students and families have really worked hard to overcome those setbacks. We've talked about where we've come, where we are. Let's talk about where we're headed.
Brooke Anderson:
So Jordan District in the next five years we've reached kind of a plateau in our student enrollment and we expect that plateau to continue as demographics may shift a little bit, enrollment may shift in different parts of the district, but really we're expecting to see things to stay pretty stable for the next few years.
Anthony Godfrey:
And we've seen explosive growth for a long time so it's a different adjustment, but like you said it's a shift also in where those students are moving.
Brooke Anderson:
Exactly.
Anthony Godfrey:
Also, let’s talk a little bit about Tableau- what Tableau is, how we're using it, and how it allows us to make those data-driven decisions in the district.
Ben Jameson:
So Tableau is a data visualization program that all of our school administrators and many of our district administrators, coaches, counselors have access to that allows them to both see data and even interact with it so that they can adjust filters to see for instance, how are my students with disabilities doing in this particular subject area? Or what's the reading level of my students that are learning English as a second language? It's exciting because they're able to ask questions about the data, and then interact with the data to be able to get the answers that they need to make decisions they need to make and create plans that will help students achieve at even higher levels. We're very excited about the ways that we can use Tableau and we'll get to use Tableau even more now that we have a data scientist.
Brooke Anderson:
We've been getting more and more questions about student learning which is exciting because you never know what's the next question that we can answer that would help us move forward.
Anthony Godfrey:
The data is really important because at the end of a teaching day, or even as a parent, it's difficult to know am I having the impact that I hope I'm having? And this data allows us to see that yes, teachers are having a great impact on students. They're learning more than ever and they have better opportunities than ever before.
Brooke Anderson:
That's true.
Anthony Godfrey:
Well, thank you very much for spending the time with us today, but also thank you for all the hard work you're doing to make sure that we have the best information we can to make the best decisions we can.
Brooke Anderson:
Thank you.
Ben Jameson:
Thank you. We appreciate the invite.
Anthony Godfrey:
Thanks for joining us on another episode of the Supercast. Education is the most important thing you will do today. We'll see you out there.
[MUSIC]
Threats of any kind against a school are always taken seriously, even if the threat is considered non-credible, from out of state, or even originating in another country.
On this episode of the Supercast, we go behind the scenes with police and District safety personnel to find out what happens when a threat is reported or uncovered. Hear about the immediate steps that are taken, and how we work closely with local law enforcement to keep students, teachers, and staff safe.
Audio Transcription[Music]Anthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. Threats of any kind against a school are always taken seriously, even if the threat is not considered credible, comes from out of state, or originates in another country.
On this episode of the Supercast, we go behind the scenes with police and district safety personnel to find out what happens when a threat is reported or uncovered. Hear about the immediate steps that are taken, and how we work closely with local law enforcement to keep students, teachers, and staff safe.
[music]We're talking now with two of the experts that we work with anytime that we have a school threat. Please let's start by having you introduce yourselves.
Cody Stromberg:
I'm Cody Stromberg. I'm the Deputy Chief of Police for Herriman City.
Matt Alvernaz:
I'm Matt Alvernaz, the new School Safety Coordinator for Jordan School District.
Anthony Godfrey:
And tell me a little bit about your career path that brought you to this point.
Cody Stromberg:
Sure, I started my career back in 2006, worked in Sandy City and then for the Unified Police Department. I was assigned to Herriman City in 2011, and I've been there ever since. Working for the Unified Police Department and doing community policing in which I was intimately involved with a lot of our school projects, crossings, safe walk routes, school evacuations and reunifications, and all of those types of activities. And then when the Harriman City Police Department separated from Unified Police in 2018, I went over there as a lieutenant in charge of our operations division. And I'm now the deputy chief where I oversee 55 full-time and over 60 part-time employees.
Anthony Godfrey:
We're very grateful for your assistance day-to-day and in the case of emergency, of course. And thank you very much for taking the time to be here.
Cody Stromberg:
Of course. Thanks for having me.
Anthony Godfrey:
If you have to stand up in the middle of the podcast and leap into action, I will understand.
Cody Stromberg:
They don't usually call me unless something really bad happens. So I think we're safe.
Anthony Godfrey:
Let's hope there are no calls.
Cody Stromberg:
Yeah.
Matt Alvernaz:
His days of leaping are over.
Anthony Godfrey:
Okay. Okay, that's good. Matt, talk a little bit about what brought you here.
Matt Alvernaz:
So I'll be brief on my background. I started with the Army. I did four and a half years there. Got out in 2009. Started with the San Diego Police Department, worked about seven years there. And decided to move the family to Utah. And it's been good. We started with the Saratoga Springs Police Department. And I got into the schools, working as a school resource officer. An opportunity opened up to kind of blend the two with this newfound love of the education side mixed with the law enforcement side and real big concerns of school safety. So it's a great opportunity and I appreciate you guys bringing me on board.
Anthony Godfrey:
Well, we're thrilled to have you, and Matt we're going to have you back on the podcast to talk more about your position and what's involved and your journey here. But thank you for your time today. Tell me about some of the types of threats that come in regarding schools. And, really we're talking about this because from time to time there are these false threats online but we never consider them that until we've looked very carefully at the situation. We take every threat seriously. Speak to that first of all.
Cody Stromberg:
Sure. I think we have to take every threat seriously. The reality is in the world of law enforcement everything is as it's reported until proven otherwise. And if you look at some of the statistics, particularly that the state legislature has been gathering through safety and other avenues for the last few years, the reality is that these threats have been happening for a long time. They're just now a little bit more public because of the world of social media in which we live.
Anthony Godfrey:
Yeah.
Cody Stromberg:
And the reality is that a school violence incident is every parent's and every educator's worst nightmare. And so we have to take that threat seriously until proven otherwise.
Matt Alvernaz:
Along those lines, I mean, it's good to be precautious, right? You never want to say, “hey, you knew and you didn't do.” It's easier to start with a bigger scene in the law enforcement world then we could shrink it back down. But if you come in too light and now you're trying to expand it because it's worse than you thought, that's harder to do. So we come in, we're taking it for what it is, make it a big scene sometimes, and we shrink it down as we determine it's less valid or less of a threat than we initially thought.
Anthony Godfrey:
Talk me through what happens when you first hear about a threat on social media. There's a nondescript threat. It's not specific to a school, but students in a certain community are starting to spread it around. And in their minds, they're assigning it to the school that they attend because they've received it from someone that they know.
Cody Stromberg:
The upside and the downside of social media is that these threats tend to spread like wildfire, which can be good in the sense that we tend to hear about them more quickly than we used to.
Anthony Godfrey:
Yeah.
Cody Stromberg:
But on the downside, they also can sometimes get misassociated to the wrong school, or they get exaggerated beyond what the original statement was. A lot of times, we get reports from concerned parents who are forwarded information from their student or their child, students sharing information back and forth on social media platforms, particularly.
I think, as I mentioned before, I think the SafeUT app and some of the other efforts that our state government has been involved in recently have helped us to kind of direct those attentions in a positive way and guide that information to where it needs to be. Because when we first receive a threat, we go through our standard investigative process. We try and figure out is it a legitimate threat, where is it specific to, or is it specific to anywhere, and that will dictate our response, where you could see anything from a physical response of additional officers in school to kind of a behind the scenes, more quiet response where we can identify a specific individual and we have investigators or officers that will go contact that individual directly and go through our investigation that way.
Clearly, those types of threats are a serious concern. There are criminal statutes specifically related to making threats against schools now that allow us a little bit more latitude to push these investigations further. But the reality is the world in which we live is one of rapid information. And sometimes that information is inaccurate, which makes it difficult at times for us to respond appropriately.So like Matt was saying, we'll start wide and then we'll try to narrow our focus from there.
Matt Alvernaz:
Yeah, the information we get is pretty fluid sometimes. It's like, oh, we got, it's over here. Well, hold on, we're getting new information over here, but we can't ignore the previous information. So we have to kind of be ready to adapt and respond. And so you'll have different levels of facets of the response, you know, physical presence there while doing stuff behind the scenes.
Social media does have the advantage of leaving that digital footprint. We can track things, which is great. People think Snapchat's, you know, got that erase. No, we'll get it. If it comes down to we can dig deep enough, you know, with recent incidents. Snapchat was how we were able to make our determinations through warrants and get that kind of stuff going. And I don't want to speak too much because it was th department who did that, but it was a fantastic job. But yeah, so I mean, it's both a blessing and a curse.
Anthony Godfrey:
And what you just said, Matt, re-emphasizes the importance of those strong relationships that we work on all the time, is making sure that we have good communication because neither one of us can be as responsive to schools as we need to be without helping each other out.
Stay with us when we come back, more on potential threats targeting schools and how we work with local law enforcement to hold the suspect or suspects accountable.
[Music]Break:
In Jordan School District, we like to support students in and outside the classroom along with their families. That's where the Jordan Family Education Center comes in, offering support services and a wide variety of classes for students and their families, free of charge. You can take a class called Blues Busters for children feeling sad or worried. Just Breathe is a class that helps students reduce stress. Or how about a class that supports parents in helping their children make and keep good friends. There are also support groups and free counseling, all provided by Jordan School District school psychologists and counselors. To find out how you can benefit from free family support services offered by the Jordan Family Education Center, call 801-565-7442 or visit guidance.jordandistrict.org.
Anthony Godfrey:
Walk us through the steps that you take once you find out about a threat from a police department standpoint and from a district standpoint.
Cody Stromberg:
For us, we receive that information through a multitude of sources. One, of course, is the SafeUT and the resources that are set up through the state. We get a lot of information from parents directly. Like I said before, we'll get a lot of information from students who will pass information to their SRO and it comes to us that way or it comes from the school because information has been reported to your staff and then comes to us.
So our first step, again, is to identify as quickly as we possibly can where that threat originated from. And if it originates from a specific student that's somehow connected to that specific school, then obviously that gives us a good place to start. And then if it doesn't, then we start looking at our external areas. We start doing, as Matt indicated before, we start looking at, you know, warrants for social media or we try to trace IP addresses, that type of thing. We have a lot of partnerships available to us to get through some of that stuff.
But that's usually our first step is to try and place an element of credibility on it as quickly as we can. Because if we can place an element of credibility on it then we also have to start developing some sort of a safety plan or some sort of an action plan related specifically to that threat and then we work it backwards from there. We start- if we can identify an individual- we start looking at a criminal investigation and we move that direction.
But the first- the first real piece is is it a real threat or is it not? And I say real, but the reality is they're all real threats. Is it a threat that's credible or is likely to be carried out? Or is it something that somebody just said because of you know they're venting or we have a mental health crisis or things that are happening that our youth are impacted by? And sometimes, let's be honest, kids say dumb things sometimes so they're not meaning that they're gonna go through with it but we have to treat it that way until we can prove otherwise. So we have to put an element of credibility on it and then we start trying to trace where it came from.
Anthony Godfrey:
And as you described in regards to recent events, it's establishing does this even apply to our area? Was this even intended as a message for any of our cities?
Cody Stromberg:
And a lot of that happened simultaneously, I can tell you, with the specific incident we were dealing with on Friday, the SRO obviously was intimately involved in, “okay, what's the plan” but I also had a detective who was assigned to do the warrants on the IP address. I had a detective who was assigned to follow up on social media accounts. I had a detective who was assigned to liaise with the district and pass information back and forth. So a lot of that stuff kind of happens simultaneously until we get to a point where we can confidently say that we don't believe the threat is credible and then we might scale it back. But there's a lot of things that have to happen in that first few minutes and whether the report comes from SafeUT, or from the district, or from a parent or student, the reality is the process is much the same. And then we make sure that we loop in our partners. If we get a tip from SafeUT or from a parent, then we'll call the school and deal with administration directly. We'll bring Matt into it and try and make sure that we're all on the same page and operating off of the same set of facts.
Matt Alvarnaz:
And the report comes to the school exactly the same way, you know, whether it's students reporting it directly to us, we see it through Safe UT, we catch it on social media, or the police department lets us know in reverse. Our response is you got the principals, they're there, they're on the ground, you got the school staff, faculty, and we continuously train on this kind of stuff.
You've got your initial information. If you have a name, if you have a lead, the first thought for the principals is what's the way to make it safe? How are we gonna make the school safe? Is it a lockdown situation? Is it a secure situation? Is it kind of just okay, we have flippant comments here let's work with the police department to determine more of what we have.
In the case where we keep referencing on Friday when that information came to us police department was already there. Their presence was fantastic. I saw these guys out there working, doing their various things. The uniform presence in and out of the school was awesome.
I was there to help alleviate for the principal's task. He still has a school to run and he's dealing with the parents, phone calls, doing all this stuff. So my job was to help deal with the law enforcement side of it. However we can assist, because at this point you get a threat like this- yeah it's against us, but they're the ones with the tools and the resources. If we find out some information, it's not us who's gonna go do it, it's them, right? If there's some validity to it.
So how can we be a resource to them at this point? Meanwhile keeping our focus on making sure the kids are safe. And how can we assist that and stay out of their way? Keep the kids safe- out of the way- and continue to operate that way, and that's where that partnership comes in.
Continually deal with that message. Make sure we're on the same page with that. What we put out needs to match what they're putting out, or don't release information too soon because it might compromise the investigation. Because they know information they don't want the potential threat to know. If we run out and say it, you know, it might damage what they're doing. So yeah, for us it's how to, that initial response, we're there first in a sense, the SRO is there, but make it safe, be that resource and watch the kids and continue to run that school and go from there.
Anthony Godfrey:
Yeah.
Cody Stromberg:
I think you mentioned something really important, Matt, that maybe we don't always consider and that is the disruption that these threats sometimes cause to the school particularly. You know, even a non-credible threat causes significant disruption to the school day whether we do lockdown or lockout or secure or not. The reality is there are a lot of kids who either don't come to school because their parents don't want them to. Or, you know, they get checked out in the middle of the day or they don't go to class. Or just the anxiety that some of our educators face. The teachers in the classroom are having to try and keep control of the kids while all this is going on and try and have a normal school day while they're waiting for information, right?
I think that's something we don't talk about enough is the disruption to the teachers and the students who are actually in the school not having a lot of information but still having to go through, you know, their school day and it's really, really difficult. That's one of the things that we don't really have great answers for because again, we have to treat every threat as a real credible threat until proven otherwise, but we also just can't immediately say that it's not. So there's certainly an element of disruption that occurs that makes it really, really difficult for our teachers, too.
Anthony Godfrey:
Yeah, I appreciate that. We really try to balance it out, like you described. We want to be responsive to every threat, take it very seriously, but minimize the distraction and the disruption that it creates.
Let's speak to the statute that's out there, that it's a recent change in the law that allows you to pursue more aggressively those kind of false threats and perpetuating those false threats.
Cody Stromberg:
There's been a lot of change in the legislature recently specifically related to school safety. I'm sure that you guys are very well aware of the new school security task force that's being headed by Representative Wilcox through the law enforcement and criminal justice committee in the House. We have members of law enforcement, members of the education world that sit on that committee. Their focus really is trying to identify through the various data that we receive, what truly are our issues or responsibilities specific to school violence and how can we make our schools safer for children. And they're doing a lot of work to try and identify things like statewide standardized best practices.
When we have these types of events we talked about, you know, do we necessarily want the Jordan School District to respond differently than Canyons does or differently than Granite does? The reality is that in law enforcement our tactics and our response is usually fairly universal, and we're trying to apply that to the school setting as well. So that it doesn't matter where the threat occurs, the response is going to be the same. And we develop those standardized protocols that are designed and promoted for efficient operations but to gain the most positive outcome from whatever the situation is that's going on.
Even within law enforcement, between agencies, we use different verbiage for things and different codes for things and it can get confusing at times and those are things we're trying to avoid.
Anthony Godfrey:
The right terminology is really important. If we're not using the same terminology then it's much more difficult to provide a coordinated response.
Cody Stromberg:
Right.
Anthony Godfrey:
What advice would you give to a parent who finds out or a student who sees a post that seems to be a school threat? They're not sure where it's coming from, they're not sure whether it applies to their school. What are some of the first steps that they ought to take when they see that?
Cody Stromberg:
It's almost a double-edged sword in some sense, right? And like I said before about the availability, the rapid availability of information can sometimes be beneficial. Because in that one case– I don't know if you know this, but they've had– SaveUT puts out a report every year of the interactions that happen on the app. There were over 800 confirmed threats of violence against schools last year in the state of Utah. 800. So depending on how many contract school days we have, we're dealing with this several times a day throughout the state.
But we don't want that one that we didn't think was serious to become serious. And so the reason I say it's a double-edged sword is I want to know about it as quickly as we can. There certainly are better avenues to report it than others. Sharing it with your friends is not a great avenue to report information. It does kind of tend to complicate some of these issues sometimes when they're being shared amongst peer groups and not elevated.
So the only thing I would say is, I would like you to not press share. But if you're gonna press share, then also send it to Safe UT, send it to the school, send it to law enforcement so that we can investigate it. And we can go through the proper channels of sifting through the data and the information and trying to identify- backtracking to the source and what information is credible versus what's not.
Kids are gonna share stuff on social media. I was sitting at a high school football game last Friday watching these kids in the stands and they were just, the speed at which they share information on social media is unbelievable. Like, I don't know how their fingers don't cramp up every night when they get home because they're all over the place, right? And so it's gonna get shared. And I don't know that there's anything we could ever do to prevent that. I would love to, but I don't think it's realistic. So the only I would say is to also send it to SafeUT. Send it to us. Send it to the school so that we can begin as quickly as possible to vet out what's credible information and what's not. And we run into that one situation in 800, heaven forbid, that's the real deal that we can begin to respond immediately.
Anthony Godfrey:
Sharing is not reporting. That's the bottom line.
Matt Alvernaz:
If you press share, you send it out, it creates panic. It inflates the issue, makes it so much worse than it needs to be. And then misinformation starts going. People who panic and want to reshare because they're concerned, okay, there's some of that, but there's also people with malicious intent who think, “Oh, this will be fun. Let me spread this out. Let me alter the rumor. Ooh, let me expand on it.” And it just makes it worse. And then the resources that go into, you know, addressing it and confirming it or making sure it's more safe is, it's just, it becomes wasteful. It becomes dangerous and all sorts of things come into play with it. The best thing you can do, is tell your trusted adult, report it to the school and the law enforcement. It doesn't really matter the order on that because we have that cohesive partnership.
Anthony Godfrey:
Let's talk about what factors we consider when putting together communication for parents because as much as we don't want students sharing with each other, once we have adequate, accurate information, then we want to share that out with parents so they can make decisions and understand what's happening.
Matt Alvarnez:
So we have to make sure our information is accurate. So nine times out of ten, the students- you just talked about how quick they are with those phones and pushing out information. They hear a blip of a rumor. We have most of the truth, we just haven't been able to put it out yet. They will put out whatever they hear.
So parents say, "Why am I hearing it from my kid first?" So your kid's got a half-second delay on what they shoot out.
"Well, we have to make sure we're accurate." If I just start parroting everything we hear, again, panic, and misinformation.
“Why are you so disorganized? Why aren't you on the same page with the police department?” If they put out information they have, it’s different from ours, well, that's just incompetent right there. At least it's how it's gonna appear. So we have to be responsible with our information, but we do get it out quickly. As quickly as we can in a safe manner. And again, as of that cohesive partnership.
Anthony Godfrey:
You're right, we coordinate closely with law enforcement on those messages. Talk about the law enforcement end of those messages.
Cody Stromberg:
Yeah, and the transparency piece is huge for us in law enforcement, and that's something we're very passionate about in Herriman. And I know that all of the police departments the Jordan School District share the same sentiment. We've had these conversations before. How do we push out information to parents? When do we push it out? What do we say? And how do we do it in a way that helps either relieve some of their concerns or address some of the issues without adding to the panic and the confusion, right? And so the partnership certainly is key, as Matt alluded to. We spent most of the day on Friday back and forth on the phone with the district's communications team with the threat that we were dealing with at Herriman High School.
From the law enforcement perspective, the safety of students is obviously the highest priority, but we also have to factor in things like traffic impact, right? If we suddenly have a bunch of parents who show up to a school wanting to pick up their kids, how do we manage that? How do we provide them accurate and adequate information that they can then make a reasonable informed decision as to what they're going to do with their student? And so we try, like Matt said, we try to push out information as quickly as possible, but we're also obligated to push out the truth. And we have to make sure that it's vetted and we have to make sure that we have a plan and that we're addressing the issues that need to be addressed as opposed to being a part or facilitating and spreading rumors, which is usually not helpful.
Anthony Godfrey:
What's interesting to note, especially in some recent events that we dealt with, is that sometimes something starts in another state, states away from where we are. But it spreads through social media and there are lots of abbreviations for school names that end in HS and that can be applied to many schools nationwide or a reference to a mascot or that sort of thing. We've seen that over the years. So that's part of the reason that we have to take a little bit of time to verify the information. If we know there's an imminent danger, we're going to communicate that immediately. It’s making sure that we've followed up on the information we receive and we're sending out the most actionable information, the most useful information to parents so that they can make a clear choice.
Cody Stromberg:
Yeah, I think you're exactly right and that's exactly the situation we were faced with last
Friday with a message that originated from out of state but because of some references to homecoming and because of some acronyms that were used, suddenly it ends up in our backyard and we're trying to sift through where that came from.
Now we certainly have a lot of partnerships, both at the state and federal level, that allow us to rapidly move through some of that information and do some of that back tracing. But at the same time, that doesn't help the panic that happens for the two or three hours before that information goes out to the public, right?
Anthony Godfrey:
Sure.
Cody Stromberg:
And so we wanna make sure that we're responsive to the parents. But what I tell the parents most often is, exactly as you said, Dr. Godfry, that if we had a legitimate and credible threat that we felt the safety of students was in jeopardy, we would let you know.
Anthony Godfrey:
Right. Immediately.
Cody Stromberg:
Right. Immediately. We would let you know immediately. We would have a plan to address it. We would tell you what the plan is, for the most part. We don't necessarily divulge all of our tactics, but we would tell you what to expect. And if you're not seeing that from the police department, then we're probably in a pretty decent place. And if things change, we'll let you know.
But at the same time, you can't discount the feelings that the parents have, right? I have four children in the district. And when things like that come across my desk or through social media, I have the exact same first thought, which is where my kids are, my kids okay? And then you work through the rest of it. And you have to respect that, those concerns that come from the parent level.
And so we're trying to push out information that we have, but we wanna make sure that it's accurate. So just like you said, we work through that. If there were a credible threat that safety of students was in jeopardy, we would certainly let people know immediately and we would have a plan to address it.
Anthony Godfrey:
I can't thank you both enough for taking time today, but most of all for everything you do to keep our students safe. We've worked with Herriman for a long time very effectively, and it's obvious how much you care about students. And all the officers we work with in all the cities, how much they care about keeping students and teachers and employees safe. And Matt, we've worked with you before as an officer and now on staff here at Jordan, and we're very grateful for your dedication to everyone's safety as well. So thank you both for everything you do. Our schools are very, very safe places to be and they will continue to be with your efforts. So thank you very much.
Cody Stromberg:
I can't speak highly enough of our partnership with the Jordan School District and something that's been long-seated and has been going on for a long time. And you've carried that tradition forward certainly in identifying new ways that we can be more efficient and effective. Like you said, I think our schools are very, very safe. But we can always do better. So we're always looking for ways to make improvements and so these types of discussions, and the information that comes out of what can be a stressful situation sometimes becomes very valuable in helping us to identify better ways to do things in the future.
Anthony Godfrey:
Absolutely, well thank you very much.
Thanks for joining us on another episode of the Supercast. Remember, education is the most important thing you'll do today. We'll see you out there.
(upbeat music)
Students and history teachers alike are excited to celebrate, after Governor Spencer Cox declared September “American Founders and Constitution Month” in Utah. It is a month where students are encouraged to read directly from the founding document each September 17, which is the anniversary of the creation of the Constitution in 1787.
On this episode of the Supercast, we head into West Jordan Middle School where they have a passion for learning about the Constitution and celebrate it by participating in a “We the People” competition every year.
Audio Transcription[Music]Anthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. Students and history teachers alike are excited to celebrate, after Governor Cox declared September “American Founders and Constitution Month” in Utah. It is a month where students are encouraged to read directly from the founding document each September 17th, which is the anniversary of the creation of the Constitution in 1787.
On this episode of the Supercast, we head into West Jordan Middle School, where they have a passion for learning about the Constitution and celebrate it by participating in a “We the People: competition every year.
We're here at West Jordan Middle School to celebrate Constitution Day and the fact that Governor Cox declared September as “American Founders and Constitution Month” here in Utah. So we have two adult Constitution experts and several student constitution experts. Go ahead and introduce yourselves before we start talking constitution.
Kaye Rizzuto:
I am Kaye Rizzuto and I am the Jordan District Social Studies Consultant.
William Shields:
My name is William Shields. I am an eighth-grade US History teacher and a ninth-grade American Institutions and Issues teacher here at West Jordan Middle School.
Anthony Godfrey:
Now tell me about those last classes that you mentioned there because those aren't offered at every one of our middle schools.
William Shields:
No, and it's actually a really cool story. After “We the People” happened a lot of students recognize that there is a large gap in the history classes from when they learned about US History from 8th grade to 11th grade, and they were really eager about wanting to keep sharp in terms of the founding documents. Keep up on connecting the past to the present and looking at those important things that make up our nation in much more depth. And it was actually driven by students. I had the wonderful opportunity to work with the counselors here, people at the district, to actually write the curriculum for it.
Anthony Godfrey:
That's fantastic. In other words, students were craving more American history at a deeper level, and you're providing that between 8th grade and 11th grade. That's fantastic.
And Kaye, tell us a little bit about your position so that those listening understand a little bit more about it.
Kaye Rizzuto:
So I am in the district office. I'm the administrator over all of social studies from kindergarten through 12th grade.
Anthony Godfrey:
And you provide great support to teachers and help us all kind of get on the same page and move forward and create a lot of space for creativity on the part of teachers and it's really exciting.
Kaye Rizzuto:
Thanks. And, I'm helping to get them supports and professional development. I actually have a team of elementary teachers working on creating curriculum for the entire state on the new elementary social studies standards.
Anthony Godfrey:
The state is wise. "Hey, we need some help. Let's go to Jordan District and grab some great teachers."
Kaye Rizzuto:
Yeah, exactly.
Anthony Godfrey:
So you mentioned “We The People”, and that's the competition that we've covered on the podcast previously, but can you describe that a little bit for those who may not be familiar with it?
William Shields:
It’s a wonderful nationwide program that was actually written between, I believe it was in the late 70s, with a combination of a Supreme Court Justice and some congresspeople, to really encourage schools to take a deeper dive into analyzing the Constitution and founding period principles and topics. And encouraging it in both an individual and a collaborative way so that the students can then work together, prepare a speech, and then respond to questions that would mimic a congressional hearing. So that's really the rundown, is it encourages students to do a deeper analysis of constitutional issues, and then prepare a defense.
Anthony Godfrey:
Well, so these students are going to know the Constitution at a deep level because they've had to question it and defend it.
William Shields:
Correct.
Anthony Godfrey:
All right, well, let's talk with them and see what they have to share with us about the Constitution. These are 9th-grade students who are now in Mr. Shields's classes to extend their American history knowledge. But last year you were all competitors in the “We the People” project. So why don't you introduce yourself and let's talk about the Constitution a little bit.
Gerardo:
I'm Gerardo. I'm in 9th grade.
Savannah:
I'm Savannah. I'm in 9th grade.
Ava:
I'm Ava and I'm in 9th grade.
Anthony Godfrey:
Why don't you tell me first of all what is your favorite amendment? It doesn't have to be the most important. They're very important, but what's your favorite? Either because it's interesting or because of the impact it had or because of the way it fit into the “We the People” competition?
Gerardo:
My favorite amendment would be the First Amendment because it talks about the rights all of us have as people living in the US.
Anthony Godfrey:
What do you think the US might look like if we didn't have a First Amendment?
Gerardo:
It would look way worse than if like some things look nowadays. Because it's never gonna be perfect, but it will look a bit less better than it is right now.
Anthony Godfrey:
And how about for you? What's your favorite amendment?
Savannah:
I agree. I think the First Amendment is one of my favorites.
Anthony Godfrey:
And why is that one your favorite?
Savannah:
I think it's important to all of the things that it covers. Talking about freedom of speech and stuff like that and how we get to express ourselves.
Anthony Godfrey:
Do you like expressing yourself as a middle school student in America?
Savannah:
I do. I think it's nice to have an opinion in certain matters.
Anthony Godfrey:
I agree. I agree. Makes our country a lot better to be able to express those opinions. And how about you?
Ava:
Mine is actually also the first.
Anthony Godfrey:
How did learning more about the Constitution for the “We the People” competition change you and the way that you view just your day-to-day life or the country or your family or school? How did it change you to learn more about the Constitution?
Gerardo:
Since I already liked history it kind of motivated me to like become a lawyer when I grow up which is one of my main interests because of this class.
Anthony Godfrey:
And is there a particular aspect of the law that you're interested in?
Gerardo::
Civil rights.
Anthony Godfrey:
Civil rights, okay great. So this may set you on a path toward a career this this class and this experience.
Gerardo:
Yeah.
Anthony Godfrey:
Well, I wish you well I'm sure you'll do great. How about for you? How has learning more about the Constitution changed you?
Savannah:
It's been interesting to learn about parts of the Constitution that you don't necessarily think about on a daily basis. And in “We the People” we got to talk about court cases. It was cool to see how the Constitution gets to defend the people in this country and how we use it in our daily lives and for things like court cases.
Anthony Godfrey:
Okay, great. And how about you?
Ava:
It helped because I never actually liked history growing up. I thought it was really boring because I never realized that in history you also learn about the Constitution and stuff like that. So when I took the class it just kind of helped me learn about other things and it actually made me want to be a lawyer too to protect certain amendments.
Anthony Godfrey:
Tell me what's it like being in Mr. Shields' class?
Gerardo:
It's a fun class and he's an interesting teacher. He's really funny and he actually helps us learn a lot from his teachings.
Anthony Godfrey:
I've seen him out and about, he's a cool cat. I expect his class would be very fun, very funny.
Savannah:
I agree. I think it's cool to see him teach. You can tell that he loves what he teaches and he puts it in phrases that makes it easy to understand for us.
Anthony Godfrey:
That's great.
Ava:
It just makes school a lot more fun. It's what I look forward to every day. He teaches us really important stuff but still makes it in a way that it's enjoyable to learn about.
Anthony Godfrey:
So if there needed to be an amendment to the Constitution to allow you to be in his class, you'd fight pretty hard for that to get put into place and ratified.
Ava:
Yes, sir.
Anthony Godfrey:
Alright. I know as part of the ‘We the People’ competition, you focus on a particular topic from the Constitution. What topic did you focus on and what can you tell me about it?
Gerardo:
My group focused on freedom of speech and we were talking about this court case versus some students who were wearing black armbands to school and we were talking about how the government was like invading their rights as humans.
Anthony Godfrey:
And did you side with the students?
Gerardo:
Yeah
Anthony Godfrey:
I thought you might have as did the Supreme Court, right?
Gerardo:
Yeah.
Savannah:
My group also talked about freedom of speech. One of the cases we got to talk about revolved around a speaker that talked to a small gathering group of members of the KKK and they were putting together a riot. And by speaking he was becoming an accessory to the crimes that they were going to commit and the things that they were going to do. We got to talk about whether his speech would be limited based on the things that he was saying and the things that he was trying to get people to do, and we got to talk a lot about criminal syndicalism laws.
Anthony Godfrey:
Wow, and should his speech have been limited?
Savannah:
Yes, by encouraging them to join in on the riot he was becoming an accessory to their crime.
Anthony Godfrey:
Okay, very good.
Ava:
My group talked about political parties and how they started. It went all the way back into the arguments between people who were running - well, I guess they weren't running for an office. But the cabinets and the vice and about what the disagreements were and why they ended up making the Republican and the Democrat parties and basically what their values are.
Anthony Godfrey:
And do you think it's good that we have those two parties?
Ava:
Yes, 100%. It helps people be able to express themselves in a way that not everybody gets to learn because it's private so not everyone has to know your opinion.
Anthony Godfrey:
Well, I'm super impressed with everything you know about the Constitution. And it's a great way for me to celebrate Constitution Day by having a chance to talk with you so thank you very much and keep up the great work.
Students:
Thanks.
Stay with us. When we come back more about what we're doing in schools to educate students about the Constitution.
Break:
Hello, I'm Sandy Riesgraf, Director of Communications for Jordan School District, and we want to invite you to connect with us. So many exciting things are happening in your child's school, your neighbor's school, in every school here, every day. Don't miss out on following the fun or simply staying informed when there's important information we need to share. Join us at jordandistrict.org, or follow us on Facebook, Twitter, and Instagram @jordandistrict. We can't wait to connect.
Anthony Godfrey:
Now let's talk a little bit about how we've commemorated the Constitution as a state and as a country over the years.
Kaye Rizzuto:
So September 17, 1787 is the day that the Constitution went into place, that it was signed, and that's why Constitution Day is on the 17th of September. Throughout the years many different states were recognizing it but eventually by 1956 President Eisenhower made September 17th and the week of September 17th, Constitution Day and Citizenship Day, to recognize the Constitution and being citizens of the United States.
Then this past spring, the Utah State Legislature wanted to increase that awareness, and they passed a bill making the month of September Founders Month so that we can honor the Constitution and our founding fathers during the month of September.
Anthony Godfrey:
When you said 1787, Schoolhouse Rock automatically starts playing in my head. Hopefully, some other listeners that's happening to you as well.
So tell me, what is it that you think people may be -- what are some misunderstandings about the Constitution that are common out there when you're teaching students or when you're talking with other folks who know that this is what you do day in and day out?
Kaye Rizzuto:
I would say that there's often some misconceptions between the Declaration of Independence and the Constitution. Like you'll hear people say the phrase, it's in the Constitution that we have the ‘life, liberty and the pursuit of happiness’, but that's actually not correct. That's in the Declaration of Independence. And so you'll see some misunderstanding about the two documents.
William Shields:
And to kind of add upon that, I think that there's a misunderstanding that the Declaration created the government that we have today. The Declaration was one of the world in history's best breakup letters with Great Britain. And so they had the early Articles of Confederation but from 1776 to 1783, excuse me 1787, it was a really weak constitution through the Articles of Confederation and in 1787 that's when the government that we have today was formally ratified. And so I think that that's one one of the big kind of learning points is the United States actually had an early constitution that wasn't the same one as we had today.
Kind of to echo what Ms. Rizzuto said, also that the Constitution is a living document. That it is something that as we see through the 27 amendments, changes can be made. But also through the impact of Marbury vs. Madison and judicial review, that we have court analysis that really does impact and reassure and reevaluate those items that are discussed within the Constitution and the amendments to make it more applicable to modern day life and situations that we face today that they didn't face in 1787.
Anthony Godfrey:
Let's talk about some of the most important amendments that you cover with students and the changes that they brought to our country.
William Shields:
Well in 8th grade we really, we have the wonderful opportunity to really take the founding period and so we start with the First Amendment and we get through what are known as the Reconstruction Amendments, so 13, 14 and 15. And every single one of them are incredibly important.
I mean first and foremost the importance, and this is towards the latter part, of the the importance of the 13th Amendment and the formal abolition of slavery. The 14th Amendment and the 15th Amendment, both the Due Process Clause, but the 14th Amendment's protection against discrimination. And so my core really kind of stops at the 15th Amendment. We take a lot of time at talking not just about what the amendments say but why.
And so currently in my class were looking at the comparative systems of those European countries that were settling in North America. And looking at, well, what did the United States later use within their constitution from these different ideas? We'll look at the philosophers. The importance, I mean, there are some historical amendments like the Third Amendment with no quartering of soldiers, which we don't really see today. But in terms of property rights, we see the Fourth Amendment all the time. And so even today in my elective class, we were talking about property rights and when is a person liable versus not liable in criminal versus civil situations.
And so within my US class, it's really an amazing analysis of those items that were important to the colonists at that time from 1 to 15. And then it's important for me to continue the story and say, listen, when you get back in 11th grade, it's gonna continue. Like the US is not done finishing the amendments with women's suffrage rights and voting granted. With things like voting term limits for the president that we'll see in the 22nd Amendment, kind of to prime the pump so they're excited to learn more about it when they get to high school.
Anthony Godfrey:
It's the ultimate cliffhanger.
William Shields:
Oh yeah.
Anthony Godfrey:
Hey, 8th grade, we're gonna leave you hanging at the 15th Amendment and then we'll pick up where we left off.
William Shields:
Oh yeah, and that's really one of those things that the students wanted. They wanted to-- they were mad. They were upset. They were like, why are we stopping here? And it was one of those things that it was– as a teacher, it was one of the biggest compliments to say–- for a student to approach me and say, I want to learn more. And I mean, I do stick to my core. But I had the opportunity to then kind of get together with this curriculum and say, OK, let's look at all 27. And not just the 27, but what were the impacting factors? You know, when have, I mean, when have there been, you know, to drop a legal term, stare decisis, when it has been continued on through judicial precedent, when has there been big changes? And so the students really are the driving force to that elective class, and it's nothing that I've been more proud of.
Anthony Godfrey:
Well, it's pretty thrilling that 14-year-olds will say, I wanna learn more about the Constitution. I'm going to use one of my elective classes to do that, to create that opportunity. So that's a great tribute to you and to our students who are so interested in our country. So tell me, what impact do you see when students learn more about the Constitution? What are some of the light bulbs that come on for them?
William Shields:
I think, I mean, I could sit here and quote the founding fathers about the importance of an educated citizenry. But to see the light in their eyes when they realize that they themselves at 8th or 9th grade, they are active citizens. That they can communicate with their local, state, and national, and federal officials if they really wanted to. To know that while they don't have the voting responsibilities and rights yet, it's important to know about the system, to know what their rights, freedoms, but also what the limitations of government are.
Anthony Godfrey:
Sure.
William Shields:
And so to really see them, to see their eyes go, this applies to me, this is important, and also to see them be able to identify how it benefits them individually, but also as a community.
Kaye Rizzuto:
One of the purposes of public education is to create good citizens, and that is done by doing these social studies courses throughout elementary school and high school and middle school. That learning about these founding fathers and the documents and all of the things that they learn in these classes is so important in helping them to learn about their role as being a good citizen. And so it's our job as educators to help prepare them to be citizens and to be active in their communities and to do their part to help the country be better.
William Shields:
I had a wonderful opportunity in previous years to talk with the Reagan Institute about the, with State Superintendent Dixon, about the importance of civil dialogue and to build that skill that is so pivotal within our constitutional republic to communicate and to know that there are gonna be different perspective and how we should build those skills to be able to process, view perspectives and have a civil conversation.
Anthony Godfrey:
The author John Meacham has talked about the fact that disagreeing is just part of who we are as Americans. And it's an important element of the strength and health of our country, I think.
Kaye Rizzuto:
And it was part of what the Founding Fathers did when they were making the Constitution. They had to have that civil dialogue, whether it was in Independence Hall or when they were off in the tavern in the evenings, they were having those dialogues and working together to form our Constitution. And it's an important skill that we need to emulate because that's how our country was built.
Anthony Godfrey:
Good thing Facebook didn't exist back then. It would’ve really gotten in the way, I think. Thank you both for everything you do to help instill a love for the Constitution and our nation in our students and for the support you give to teachers. And it's just, I'm really proud of the work that you do and the education that's provided to students around American history and the Constitution in Jordan School District. So thank you for being such an important part of that.
Kaye Rizzuto:
Thank you.
William Shields:
It's literally my pleasure and Kaye's amazing.
Anthony Godfrey:
She sure is. Thank you both.
(upbeat music)
Thanks for joining us on another episode of the Supercast. Remember, education is the most important thing you'll do today. We'll see you out there.
[MUSIC]
During the school day he is determined to provide students with the best educational experience possible at Monte Vista Elementary School. But when the final bell rings, Assistant Principal Andrew Lovell trades the classroom for a pickleball court.
On this episode of the Supercast, find out how Mr. Lovell is sharing his love and passion for the game of pickleball with colleagues. They are colleagues of all ages and abilities who suddenly can’t get enough of what has become one of the most popular, fastest growing sports in the nation right now.
Audio TranscriptionTranscription coming soon.
She is traveling the world on a quest to collaborate and connect with educators and students in countries thousands of miles away.
On this episode of the Supercast, we sit down with Ft. Herriman Middle School Assistant Principal Lisa Jackson to learn about Global Education Allies. It is a group of educators participating in international education travel hoping to develop global awareness and foster innovative learning in the classroom. They even develop life-long friendships in their travels with teachers and students from all over the world.
Audio TranscriptionTranscription coming soon.
It was a huge celebration with cheerleaders, a drumline, mascots, administrators, and more gathered to welcome 450 new teachers to Jordan School District. On this episode of the Supercast, we hear from some of those teachers about their journey to Jordan and what they are most excited about as they head into classrooms for the ...continue reading "Episode 207: New Teachers Talk About Their Journey to Jordan School District"
It is a way to enhance student learning and support teachers in the classroom. We are talking about using artificial intelligence in the classroom. On this episode of the Supercast, learn about a pilot program which has Jordan School District partnering with a local company to support the responsible use of AI in our schools. ...continue reading "Episode 206: JSD Partners with Local Company to Support Responsible Use of Artificial Intelligence in the Classroom"
They are parents who wanted to make a difference by getting involved, supporting their students in the classroom. On this episode of the Supercast, find out why some passionate parents at Oakcrest Elementary School fell in love with the classroom, so much so that they decided to pursue a career in education to become teachers ...continue reading "Episode 205: Parents Passionate About the Classroom Pursue Path to Teaching"
It is a program driving students to find success in the car care business. On this episode of the Supercast, we stop by the auto mechanics shop at West Jordan High School. That’s where we meet the auto shop teacher and a student who just placed among the best in the country in a car ...continue reading "Episode 204: JSD Jumpstarting Careers in Auto Mechanics and Repair"
She has taken the Bingham High School girls softball team to multiple state championships in her time as head coach. But when the state title suddenly eluded the team for years in a row, someone very close to Coach Jackson, didn’t give up. On this episode of the Supercast, find out how, despite his own ...continue reading "Episode 203: Father of BHS Softball Coach an Inspiration to Entire Team During His Battle with Alzheimer’s"
Did you know that Utah became the 45th State in 1896? Did you know a Utah man invented the very first pedal steel guitar and the first Kentucky Fried Chicken restaurant opened, not in Kentucky, but 1500 miles to the west in Salt Lake City? On this episode of the Supercast, as many people prepare ...continue reading "Episode 202: History Teachers Share Passion for Studying the Past and Rich History of Utah"
If you are in the market for a new job, you’re in luck! Jordan School District is hiring. On this episode of the Supercast, we explore the many opportunities for you to work in our schools and buildings; working and making a difference in education in careers like teaching, school counselors and custodians, driving bus, ...continue reading "Episode 201: Exploring Job Opportunities in Jordan School District"
It was a music video made from the heart and souls of some very talented West Jordan High School students under the direction of choir teacher Keith Evans. On this special two-hundredth edition of the Supercast, meet members of the West Jordan High pop group Encore and find out why popular music artist Jason Mraz ...continue reading "Episode 200: Jason Mraz Thanks West Jordan High Students for Their Breathtaking Music"
Are you looking for a great deal on a used piano or other musical instrument, a piece of furniture, practical and industrial kitchenware, even workout equipment? On this episode of the Supercast, we take you inside the Jordan School District warehouse where surplus items from our schools and buildings are stored and priced to sell ...continue reading "Episode 199: Great Deals and Big Discounts Offered in JSD Surplus Auctions"
She began reading chapter books in kindergarten and her love of literacy just keeps growing, so much so that Audrey McDonald is making history at Foothills Elementary School. On this episode of the Supercast, meet the first grader who is the youngest ever to participate in the schools “Battle of the Books,” helping her team ...continue reading "Episode 198: Foothills Elementary First Grade Student Makes School History in “Battle of the Books”"
She is beloved in her classroom, on the basketball court, and in the community. On this episode of the Supercast, we meet West Jordan High teacher and head girls’ basketball coach, known as Coach Lei. Find out how this former West Jordan High student is changing lives and inspiring winning ways on and off the ...continue reading "Episode 197: West Jordan High’s Coach Lei is Inspiration to Kids and Community"
They were heartfelt messages of appreciation written by Bingham High students delivered to every single teacher at the school. On this episode of the Supercast, find out why so many students jumped at the opportunity to tell teachers how much they care in a project that resulted in 3,300 personalized cards delivered to classrooms, bringing ...continue reading "Episode 196: Bingham High Teachers Touched by Outpouring of Kind Words in Thousands of Handwritten Cards from Students"
It is a time to reflect on memories that will last a lifetime, while looking forward to the future. On this episode of the Supercast, we sit down with some members of the graduating class of 2023. Find out who inspired them to succeed and what’s next as they make new memories in their journey ...continue reading "Episode 195: Inspiring Words from the Graduating Class of 2023"
She is one of the most recognized morning radio hosts in the Salt Lake Valley. Amanda Dickson has been a staple on KSL NewsRadio in the mornings for nearly three decades doing what she loves, connecting with people and sharing stories.
On this episode of the Supercast, we hear about a newfound passion for the popular radio host. Amanda Dickson is now spending a lot of her time off air, in the classroom as a substitute teacher. Find out why she says students bring her such joy and why she believes kids in the classroom can do the same for others willing to try substitute teaching.
Audio TranscriptionAnthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. She is one of the most recognized morning radio hosts in the Salt Lake Valley. Amanda Dickson has been a staple on KSL NewsRadio in the mornings for nearly three decades doing what she loves, connecting with people and sharing stories.
On this episode of the Supercast, we hear about a newfound passion for the popular radio host. Amanda Dickson is now spending a lot of her time off-air in the classroom as a substitute teacher. Find out why she says students bring her such joy and why she believes kids in the classroom can do the same for others willing to try substitute teaching.
I'm here with Amanda Dickson, radio personality for KSL and substitute teacher extraordinaire for Jordan School District.
Amanda Dickson:
I don't know about that.
Anthony Godfrey:
And I'm actually in a classroom at Golden Fields where you've been substituting today.
Amanda Dickson:
Yes, I'm here in Miss Beck's class, her third-grade class and we had a really good day today.
Anthony Godfrey:
It looks like it's decorated for Hogwarts.
Amanda Dickson:
Oh yeah.
Anthony Godfrey:
I don't know if it always is but the candles are floating in the air and pictures of children in robes are on the wall and it looks like a great environment.
Amanda Dickson:
Each group of tables is a different house like Slytherin, and this is Ravenclaw, and Gryffindor was particularly good today.
Anthony Godfrey:
No surprise there. That's how Gryffindor rolls. I have a lot of questions. So I assume that you interviewed me and others at Riverton High School not long ago, a few weeks ago, about just as part of your broadcasting out in the community. And that was a lot of fun. Everybody I talked with had a great time with that. I was amazed at how many things you can keep going all at the same time. You're talking to them, to the people on your earphones telling you what to do, you're connecting with me at the same time, you're looking at the screen, it's all happening in real-time. I suspect that prepares you very well to be a substitute.
Amanda Dickson:
Oh, that's brilliant. Yes, I think that doing, in fact, doing my show in particular, because we have to hit things at exactly the right time because people use us like a utility. So if they're not out the door by the time they hear three things, or traffic and weather, they know they're late, we have to be on time with those things. That makes us a little strange in the way we multitask because we're constantly looking at the clock and counting back in our heads, do we have enough time to do this? Will we hit at this precise time. I had a boss once that called me scatterbrained. I like to think of it more as multitasking.
Anthony Godfrey:
It's multitasking.
Amanda Dickson:
Multitasking, yes.
Anthony Godfrey:
Lots of people think they can do it and can't do it. I sit in a lot of meetings where people think they can be looking at the screen and be very aware of what's happening all at the same time. They can't, but you absolutely can. I have witnessed it. And like I said, I'm sure that those skills are very helpful when you've got lots of children that you don't necessarily know that you're dropping in on. And that's the difficult part, is that you're dropping in on an established routine, established relationships among the kids, and then you're the new person. So tell me a little bit about what that's like.
Amanda Dickson:
Oh, it's wonderful. I feel like a grandparent Dr. Godfrey because I get to take them for the day and then I give them back. “So nice having them. Here you go.”
Anthony Godfrey:
That's a great way to describe it.
Amanda Dickson:
Because I get to love them for a day and then I give them back to the teacher who is so responsible, so I get perfect instructions. I mean today was a perfect example. You do this for a half hour, this for 15 minutes, here's the instruction, these are the books. I mean, I'm given a perfect roadmap of what to do.
But you're right, if I don't connect with them, then it's a very long afternoon. So I have to find a way to connect with them. And sometimes it's just as simple as energy. If I listen to their reading enthusiastically, they'll come to where I am. But sometimes it's more difficult.
I had a great class today because these kids were obviously proud of their work, of their reading skill, of their writing skill, and they wanted to share it. And that's beautiful. And it's so different from the news if you'll forgive me for saying that. Because the news can be, as you well know, it can be very heavy and negative and at a distance. Substitute teaching is joyful and in-person and focused on the future and not on the past.
Anthony Godfrey:
I love the focus on the future that's exactly it and the impact that you have keeps rolling. You're building momentum with these kids with a positive interaction. Listening enthusiastically to their reading is a great example of that. And you know, this is not to downplay the difficulties of being in a classroom or being a substitute teacher. It's a very difficult job but you also have some degree of control over what the climate is for that classroom. How do I want it to feel? And you've described that. I want to connect with them. I want to be sure that they feel loved and that I'm connecting with them but then I'm also going through the instructions left by the teacher.
Amanda Dickson:
Right.
Anthony Godfrey:
That gives them a sense of comfort that those routines continue and they stay in place and the teacher's gone.
Amanda Dickson:
Yeah because they'll try and get away with things as you well know.
Anthony Godfrey:
The news doesn't allow you to do that.
Amanda Dickson:
No.
Anthony Godfrey:
Yeah, that comes at you and you have to deal with what's coming at you. But they do try to work it though. So what age do they try to work it the most?
Amanda Dickson:
Kindergarten on. I mean.
Anthony Godfrey:
All of the ages.
Amanda Dickson:
All of the ages in different ways. No junior high of course. It's junior high.
Anthony Godfrey:
Well, I was a middle school teacher so I do understand that at a deep level.
Amanda Dickson:
God bless you.
Anthony Godfrey:
I liked eighth graders. I know that is a rare person that loves eighth graders but I had a blast with eighth graders.
Amanda Dickson:
I have found many kids in middle school to love and classes to love, but those have also been some of the hardest experiences. Because I've been spoiled these 30-plus years at KSL that when I talk people listen to me. Until I went to middle school and then I realized this is a whole… They don't know who I am, they don't care who I am, they just want to see what they can get away with. And yet there are students of course there who are more shy and more studious. So how do you make, this is a question, how do you make it a good learning experience for those students who are applying themselves and address the difficulties, the behavioral issues at the same time?
Anthony Godfrey:
Well, you ask an important question. It's a question that I think teachers have to ask themselves constantly throughout the day. It's part of the stress of being a teacher. And you've understood this for a long time. At the end of the day, you've made so many decisions about, "Should I talk to that child? Should I talk to this child? Should I allow them to do that? Should I not?” That by the end of the day, you have decision fatigue. You're worn out. There's a lot of energy that goes into that.
I think what you have to do is connect with kids that aren't outwardly begging for it because there's behavior that is meant to draw your attention. There are kids who will try to draw your attention in other ways, but there are kids who are quietly working and doing what they're asked to do, not doing things to outwardly reach out for your attention. And if you actively give it to them, then that is very meaningful to those students who are quietly just doing what they need to. It takes time to do that, it's hard to do.
Amanda Dickson:
And in so many of your elementary schools, the teachers have set up processes for that.
Anthony Godfrey:
Yes.
Amanda Dickson:
You know, and told me specifically something very similar to what you said. You know, here are the marbles. Give them marbles when they're on task. Give them marbles when they're reading. Or give the class a point, or take it away. So that reward structure is, it's structured in elementary school. In middle school, not as much, but yeah, that's good advice. I'll use that.
Anthony Godfrey:
But you're right, the feedback structure, however that is, is really important to students. It's important to the teacher because it kind of allows everyone to feel engaged no matter what's happening. And then you get to focus on the content because you don't have to be worried about whether people are feeling like they belong in the class or whether they're connected with the adult in the classroom.
When I visit classrooms for Outstanding Educator awards, we visit every school every year. So all 68 schools, we stop and we have a group from the Foundation and I like to play around with the kids and have fun. And one of the things that really gets the teacher's attention is if I notice what their reward structure is. I see the box of, you know, bucks, the teacher bucks that get handed out or whatever rewards or treats. But I really admire how teachers structure their classroom for maximum belonging and maximum teaching. I'm continually impressed as I see that.
Amanda Dickson:
Me too.
Anthony Godfrey:
Even though I've been in education for three decades, it's amazing what they do.
Amanda Dickson:
I mean like in this classroom, you can see the love.
Anthony Godfrey:
You can.
Amanda Dickson:
If you never met this teacher and never met her students, the walls are filled with their names and their likenesses, and their accomplishments. And the books are organized by mystery, adventure, history, biography. But this is not unlike all the classrooms I'm in. It's a version of love in color.
Anthony Godfrey:
That's such a great way of putting it. And as I look around, I see evidence of love. I didn't notice it the first. Like, wow, they've got potion bottles.
Amanda Dickson:
Yes.
Anthony Godfrey:
And action figures and it really is a great way of describing it.
Amanda Dickson:
Yeah.
Anthony Godfrey:
Tell me, how long have you been substituting?
Amanda Dickson:
This is my first year.
Anthony Godfrey:
This is your first year.
Amanda Dickson:
Yes.
Anthony Godfrey:
It feels like you've been doing it for a long time.
Amanda Dickson:
I wish I had.
Anthony Godfrey:
You understand it so well, you've just connected with this job.
Amanda Dickson:
I love it so much more than I anticipated. I had had people, and I'm embarrassed to say this now, but I had had people tell me, "You're not gonna like this, you shouldn't do it. You're gonna hate substitute teaching, what are you thinking?” But we had stories at the beginning of the year about how there weren't enough substitute teachers. And I get done with work like 11, 11:30, and I thought, well, would I ever be able to do this?
So I contacted the District Office and I went through the training and I take every afternoon that's offered that I can get because it's so joyful. Mostly in elementary, but I do some middle and some high school. And those can be joyful on different levels too, as you know.
So I started this year and I found it challenging. I look forward to it. When I leave KSL and I value that job, I don't mean to say anything, I value that job very much, but I feel like I come into a place where my spirit almost belongs more, that it's a chance to, goodness, I'm emotional about it, but it's a chance to be with, my kids are mostly grown. My youngest is 16, my oldest is 34, and I miss kids of this age, I miss that light. I had four girls present today to the class with their poster and they were so good and so nervous and so creative and I miss that.
Anthony Godfrey:
It is a beautiful thing to get to see kids in action, to watch them learning, and to see them grow. It's what drew me to education.
Amanda Dickson:
Yeah, I bet.
Anthony Godfrey:
I'm so glad you found it so fulfilling and felt such a close connection to it.
Amanda Dickson:
I recommend it. If anyone out there is thinking about substituting, do not listen to the naysayers. Go and be in a classroom yourself. And I bet for every person, it would be different as to which age they connect with more or which subject matter. For me, it's elementary school, but there are lots of good middle school and high school classes too. I've had the chance to be in journalism classes in high schools and English. I was an English major in college. So for me, anytime I get to teach language arts, I'm happy. So there's--
Anthony Godfrey:
That was me. I was a language arts teacher.
Amanda Dickson:
Oh, were you? I mean, I love reading. I love reading and I love talking about books and I love reading the students' writing about books and their criticism of books and it just brings everything to life.
Anthony Godfrey:
You get to know a lot of people this way. You get to know a lot of people with KSL. You're always interviewing new people. If you'd kept track, I'm sure it's in the many thousands of people that you've spoken with. But it's so fun to see kids at this stage of their life. And like I said, to see them grow and to see the third-grade version of them doing their very best and learning what they can and becoming who they're going to be.
Amanda Dickson:
Yeah, I look at them sometimes and I think, I wonder, you know, but we have no way of knowing, of course, because it's like going to a high school reunion and the person who you thought was gonna be all that, you know, is not all that, you never, who knows? So even when I have a kid who's challenging, I think you never know. This kid could be the governor someday. I mean, I need to pay attention to this kid. He's very boisterous, he's very outspoken, he has complete confidence that he deserves the floor. (laughing) He deserves the floor at any given moment. Maybe he's a politician.
Anthony Godfrey:
See, that's the trick, is that you see this version of them and you have to imagine every possible version of them in the future so that the way that we interact with them doesn't limit in their mind what they're able to do.
Amanda Dickson:
Yes.
Anthony Godfrey:
Stay with us, more with Amanda Dickson when we come back. And learn how you too can become a substitute teacher in Jordan School District.
Break:
In Jordan School District, we like to support students in and outside the classroom along with their families. That's where the Jordan Family Education Center comes in, offering support services and a wide variety of classes for students and their families, free of charge. You can take a class called Blues Busters for children feeling sad or worried. Just Breathe is a class that helps students reduce stress. Or how about a class that supports parents in helping their children make and keep good friends. There are also support groups and free counseling, all provided by Jordan School District school psychologists and counselors. To find out how you can benefit from free family support services offered by the Jordan Family Education Center, call 801-565-7442 or visit guidance.jordandistrict.org.
Anthony Godfrey:
What have you learned about teachers as a substitute?
Amanda Dickson:
I had no idea how hard they worked. I thought they worked hard. I was way off. I mean, think about how hard I work in the four hours I'm in the classroom, but they leave all their papers to be graded the next day by the teacher who filled out an entire list of what I was to do. So when she comes in tomorrow, she has to not only have her whole lesson plan do that whole day, but then grade everything we did the day before.
Anthony Godfrey:
Right, they prepared everything for you. They'll grade everything afterwards.
Amanda Dickson:
Right, I did nothing. I'm exhausted.
Anthony Godfrey:
And you're experiencing only the real-time in front of the kids part.
Amanda Dickson:
The easiest part. Their workload is outrageous. And their love is enormous.
Anthony Godfrey:
Yes.
Amanda Dickson:
And their patience with we parents who are not supportive sometimes, their patience is like some kind of biblical thing. Frankly, Superintendent, I know one of my children has been a real challenge for his teachers. And I'm now going to go find their emails and write an apology email to each and every one of them because It's it takes an emotional toll on these teachers that they're not compensated for.
Anthony Godfrey:
Yeah, there is an emotional toll it takes tremendous energy and you're right, teachers work very, very hard. No matter how hard you think they work you’re undershooting it.
Amanda Dickson:
It's hard. Yeah, because just thinking about what to cover, especially in elementary school when you're covering all these different subjects, what kind of an assignment will I give them that will bring them to life? That will engage them? That can't come straight out of a book. What do I have to teach them? What are the standards that I have to make? How can I make those two things jive? How can I give them enough work to challenge them but not leave them in the dust?
Anthony Godfrey:
You describe it very well.
Amanda Dickson:
Oy vey Maria. I gave myself a headache just saying it.
Anthony Godfrey:
Yeah, it's stressful talking about that work, much less doing it. The difficult part of it also is that teachers love their kids and they feel this responsibility. And just like you described, you want to be at your best, you want to be providing the best for students, and it's messy, it's chaotic. Kids' needs vary, and they vary from day to day. And meeting those needs and being at your very best is a very difficult thing, and it's a difficult thing to sustain day in and day out throughout the school year.
Amanda Dickson:
Why has the respect for teachers, or do you agree with the statement that the respect for teachers has gone down in some cases and why?
Anthony Godfrey:
That is very puzzling to me because…
Amanda Dickson:
They were the heroes during the pandemic.
Anthony Godfrey:
They were the heroes during the pandemic.
Amanda Dickson:
We stand outside holding signs, thank you. And two years later what happened?
Anthony Godfrey:
I'm afraid that teachers have been placed in the center of a lot of debates that don't have a lot to do with the classroom directly.
Amanda Dickson:
I agree.
Anthony Godfrey:
And our teachers need to be championed at every turn. You are someone who walks the talk on that.
Amanda Dickson:
You know what I loved seeing, and I saw it today, is the support that the teachers give each other.
Anthony Godfrey:
Yes.
Amanda Dickson:
I saw the third-grade teachers hanging out by the door right before we were going to get the kids from recess, just swapping stories and offering words of encouragement. And it made me think when was the last time I did that for my coworkers at KSL? I mean when was the last time I just hung out with them and told them, "Wow, what you did there was awesome and you really put a lot of effort into that. And I'm sorry if that wasn't appreciated because I appreciated it.” When was the last time I said the kind of things I heard your third graders, your third grade teachers saying today. That was beautiful. I'm glad they have each other.
Anthony Godfrey:
I love that description. It's something I've experienced personally as a teacher and that I've been able to observe over the years and it's a unique culture. People who come from outside of education marvel at that because you don't see that everywhere.
Amanda Dickson:
No, you don't.
Anthony Godfrey:
What advice do you have for those who might be thinking about being a substitute? We always need more help.
Amanda Dickson:
If you can love children, you can do this job. I mean, you don't need to be an expert in-- I've taught science classes and math classes. YouTube is my friend. If I know what the subject is in advance, I'll go YouTube a little bit and get up to speed on something. But as long as you can come with an open mind and don't expect perfection, you're new. They're awkward around you. Imagine if it was your first day with a new person. They've had a woman or a man that they've trusted for months and months, and who's this stranger? So be patient with them when they're boisterous. They don't mean to be disrespectful. This is not about you. This is about them. So if you can go with an open mind and an open heart, you'll get so much love in return. And I have not been blessed with grandchildren yet. I hope I am someday, kids, if you're listening. But until then, I'm going to borrow your kids, Dr. Godfrey, and love them if that's OK.
Anthony Godfrey:
You can have them anytime. We're so grateful that you choose to sub. And I'm very appreciative of the energy you bring to it and the love for our students. So thank you very much for your time today and for everything you're doing to support our teachers and our students.
Amanda Dickson:
Thank you for what you do too, Dr. Godfrey, and for all your teachers.
Anthony Godfrey:
Thank you. If you want to find joy in substitute teaching with a flexible work schedule in our elementary or secondary schools, Visit employment.jordandistrict.org.
Thanks for joining us on another episode of the Supercast. Remember, education is the most important thing you will do today. We'll see you out there.
It looked like a scene straight out of an old movie. We’re talking about World War II Day at West Jordan High School.
On this episode of the Supercast, find out why history teacher Alyse Almond is so passionate about the past and preserving American military history. She is giving students a life-like history lesson, with the help of World War II historians, hoping to let veterans know kids today do care about the stories of those who served our country and sacrificed so much.
Audio TranscriptionAnthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. It looked like a scene straight out of an old movie. We're talking about World War II Day at West Jordan High School.
On this episode of the Supercast, find out why history teacher Alyse Almond is so passionate about preserving American military history. She's giving students a real-life history lesson, with the help of World War II historians, hoping to connect today's students to the stories of those who served our country and sacrificed so much.
We're here with social studies teacher, Alyse Almond at West Jordan High School. And I'm finally getting to see this tradition of World War II Day. Tell me a little bit about this.
Alyse Almond:
So World War II Day started about eight years ago here at West Jordan High School. Me and my friends, we are the Utah Military History Group and we do living history from World War I through Vietnam. And our passion is World War II, so we wanted to bring the history to the students in a very tangible way.
Anthony Godfrey:
Well, it's obvious you're doing that. I see vehicles, it feels like I'm on a MASH episode, I know that's the wrong era, but this particular ambulance gives me that feel. We've got uniforms, it looks like we've got all kinds of materials from the time period. So, and several vehicles that are probably getting the attention of people driving by, wondering if there's a military takeover of West Jordan High School. So can you talk me through what we've got out here.
Alyse Almond:
Yeah. So we have a World War II 1945 CCKW, which is a truck made by GMC.
Anthony Godfrey:
Let's walk over there.
Alyse Almond:
It was built in 1945. So this is Layne Schoenfeld and this is his 1945 GMCCKW.
Anthony Godfrey:
Tell me about your CCKW, Layne.
Layne Schoenfeld:
Well, one of the most common vehicles used during World War II, it was used to transport troops and material. It was the backbone of the Red Ball Express. I don't know if anybody's familiar with the Red Ball Express but that was basically a supply route from the beaches in Normandy, France, up deeper into Europe and on into Germany, supplying the troops the front line.
Anthony Godfrey:
Tell me about the state it was in before you refurbished it.
Layne Schoenfeld:
It was a rust bucket. It had been sitting outside for 20 years, just filling up full of leaves and dirt and the water raining on it. So it was all rusty and it was missing a few pieces here and there.
Anthony Godfrey:
It's pretty amazing. How long did this restoration take you?
Layne Schoenfeld:
I'm ashamed to say it took me 15 years.
Anthony Godfrey:
Hey, that's something that you just chip away at over time.
Layne Schoenfeld:
Yeah, life got in the way a couple of times.
Anthony Godfrey:
Well, it's pretty exciting that West Jordan High School is the first event. How does it feel to have it out in the public now?
Layne Schoenfeld:
It feels good.
Anthony Godfrey:
Yeah.
Layne Schoenfeld:
It feels good.
Anthony Godfrey:
What got you interested in World War II initially?
Layne Schoenfeld:
My father was a World War II veteran, and him telling me a few stories.
Anthony Godfrey:
Well, thank you for sharing it with the students here at West Jordan High School.
Layne Schoenfeld:
You're welcome. It's a pleasure and an honor. And hopefully, the students learned a little something and we can keep history alive. That's what this is all about.
Alyse Almond:
We also have two World War II Jeeps here. One is a 1942 Willys and one is a 1944 Willys. These are both quarter-ton all-utility vehicles that were used in World War II. And then here we actually have, this is a weapons carrier and this is Dave Vuyk.
Anthony Godfrey:
Hi Dave.
Dave Vuyk:
How are you?
Alyse Almond:
And this is his vehicle and have you-
Anthony Godfrey:
Tell me about this vehicle.
Dave Vuyk:
It's a 1944 Dodge weapon carrier. It's a three-quarter ton. This is a copy of the original build card that went through the factory with this truck.
Anthony Godfrey:
Oh wow. So do you turn some heads when you're driving this down the road?
Dave Vuyk:
Yeah, for sure. And people love it. I think people find it fun.
Anthony Godfrey:
You might not beat people off the line.
Dave Vuyk:
Oh, we don't, yeah. No, we don't beat people off the line. My son Schyler, who's in here, he had Miss Almond for history. Kind of got the bug. And I have a little bit of it, but I'm not into the uniforms and some of that.
Anthony Godfrey:
Between you and Miss Almond, he's hooked, huh?
Dave Vuyk:
Oh, yeah.
Anthony Godfrey:
Well, thank you for sharing this with West Jordan High School.
Dave Vuyk:
We love it.
Anthony Godfrey:
So exciting.
Dave Vuyk:
This is fun.
Anthony Godfrey:
Yeah.
Dave Vuyk:
And you know, a little bit of education is fun.
Alyse Almond:
So this is Brent Fordham. He is our medic in our living history group and this is his medic display and ambulance.
Anthony Godfrey:
Hi Brent. How are you?
Brent Fordham:
Good.
Anthony Godfrey:
This is, you have not only the ambulance behind you, which looks incredible, but you've also got all kinds of first aid kits it looks like, and first aid materials. So this is everything a combat medic would have carried. Tell me, can you walk me through this?
Brent Fordham:
A lot of what you see is just like an assortment of like random bandages. A medic’s sole purpose, they weren't licensed doctors, so they really just did like band-aid work just get them stable enough to get them to an actual hospital.
Anthony Godfrey:
What is it that got you interested in the medic aspect of World War II?
Brent Fordham:
Well, I've always been into history. My dad did reenacting when I was a kid, and I've just always kind of been drawn to the medical stuff. I don't really know why. I mean, as a kid, I wanted to be a paramedic.
Anthony Godfrey:
Well, thank you very much for bringing all this here and for allowing students the chance to interact with this. I have no doubt that this will have a lasting impact on them.
Brent Fordham:
I hope it does, that's why we do it.
Anthony Godfrey:
We're at the board with lots of photos and bios, it looks like, from various veterans of World War II. Tell me about this board.
Alyse Almond:
So we do-- this is an honorarium for the family members of our faculty and staff who served in World War II. So I send out a message to all of our faculty and staff. And last year and this year, they sent me back their stories and their photographs of their family member veterans.
So like up in the corner, we actually have Principal Birch's dad, who was a World War II, he was in the Army Air Corps in World War II and he was on a B-17 and he was actually shot down over Germany on one of his missions and he became a POW. And he was a POW for six months during World War II.
And then we have the stories of like our, the woman who runs our Jag Stash here, her dad, was also in World War II. He was in the Army. He served on Okinawa. And so we have his story.
We also have the story of my great-uncles on here. We have the stories of one of our science teachers here, actually. Her great-grandpa, when she sent me his name, all she had was his name, that he died and where he died, and the name of his family, so his wife and his kids. They didn't know anything else. And I actually ended up researching him and finding out what regiment he was with, what division he was with, and what happened to him and when he was killed in action.
Anthony Godfrey:
So she didn't know all of this and you were able to uncover some facts about his life.
Alyse Almond:
Yep.
Anthony Godfrey:
Well, this really ties it to the faculty as well. Again, another way of adding dimension to history and to make it personal.
Stay with us when we come back, more on World War II Day, and we'll hear from a student who came back to West Jordan after graduating to show off his own collection and express appreciation for his experience in Ms. Almond's class.
Break:
Are you looking for a job right now? Looking to work in a fun and supportive environment with great pay and a rewarding career? Jordan School District is hiring. We're currently filling full and part-time positions. You can work and make a difference in young lives and education as a classroom assistant or a substitute teacher. Apply to work in one of our school cafeterias where our lunch staff serves up big smiles with great food every day. We're also looking to hire custodians and bus drivers. In Jordan School District we like to say people come for the job and enjoy the adventure. Apply today at employment.jordandistrict.org.
Anthony Godfrey:
We're here with some of the students at West Jordan High School that have been able to be part of World War II Day. Tell me your name.
Brayden:
Brayden.
Anthony Godfrey:
Tell me a little bit about your experience.
Brayden:
It's been really exciting to see all the vehicles and all the stuff. I've had family members that served, so that's why I took the class. And my great grandfather was a pilot, so they let me hold the aviator stuff. So it was really good to see what he would have worn and what he would have done.
Anthony Godfrey:
What are some of the things that you've learned that might have surprised you in this class?
Brayden:
How brutal the war was in the Pacific, because I feel like most of the time we think of the war in Europe and not in the Pacific. And also the other countries that were involved besides the United States and most of the European countries, like Brazil and Mexico.
Anthony Godfrey:
How about you? Tell me your name and some of the things you've learned from the class.
Joseph:
My name is Joseph and it's been an absolute amazing time being part of the class. I was largely and vaguely into World War II beforehand and I loved World War II and studying it, but this class has opened up so many more opportunities to learn. It's shown me stories about men on the front, it's shown me stories about how different things were, how Miss Almond usually brings in these uniforms. You get to see what did they wear, what were they working with, and it's more focused on the individual rather than the whole entire aspect of World War II. So it's been an amazing experience taking her class.
Anthony Godfrey:
It's true when you think about it as individual humans going through this it's very different from just talking about it in broad terms.
Joseph:
It went from tactical to more with the person instead.
Anthony Godfrey:
Yeah exactly. Tell me your name and a little bit of your experience in the class.
Tiernan:
My name is Tiernan. My experience with the class is great. It's always easier to learn with a teacher who is very enthusiastic about the topic like Miss Almond is. Something I learned in the class that I didn't know before was how pervasive it was, not just in the battlefield or in the military branches but also everything in each of these countries just on a civilian level was also in aid of the war effort.
Anthony Godfrey:
Citizens were a key component of war effort. Tell me your name and some of the things that stood out for you in the class.
Peter:
My name is Peter, but I go by Pidge. And I've always had a love for strategic battles and tactical warfare, and I study World War I on the side. I learned a lot about Italy and their involvement, the blitzkrieg that went into the Balkans and Greece. I've also learned a lot about the Pacific and the brutality of Japanese imperialism.
We look at war through a iso commander. We see the battles. We see these casualty numbers from official reports, but when you look down at the average day-to-day life, when you go down to the civilian level, you see the mass amount of destruction, the massive amounts of sort of these atrocities that happened and sort of this realization that War is a lot more grimace than we think it is because we are never exposed to the sort of nitty-gritty of it.
Alyse Almond:
So this is Schyler Vuyk and he is actually a West Jordan High School alum. You graduated in 2019? And then after he graduated he joined our living history group. His focus is on the Coast Guard and the Merchant Marine because his great-grandfather was in the Coast Guard.
Anthony Godfrey:
So wow, this is a whole different set of artifacts. Tell me a little bit about what you have here.
Schyler Vuyk:
Well, we have an assortment of both personal objects and objects that they would have used on the ship anywhere between combat or if they had some time off. These are some objects that would have been privately purchased.
Anthony Godfrey:
This looks like a little kit that folds up together with playing cards. Is that what that is?
Schyler Vuyk:
Yeah, so it's playing cards, you have checkers, you have dice, and then this is a recent purchase. This is a wallet and the calendar was never used. This is fresh.
Anthony Godfrey:
Calendar for 1943.
Schyler Vuyk:
It was never used. It was bought by a gentleman on eBay. He said he bought it and then never used it. It sat in his house for years and he never used it and he sold it. And then this one I have not a whole lot of information on him unfortunately but this is him, this is Bob Sherman and then here's another picture of him. He would have, it looked like he served in every single theater during the merchant marine, well he served in the merchant marine during World War II.
Anthony Godfrey:
So you have photos from him and you have a case, is this a case of his medals.
Schyler Vuyk:
These are all of his medals, yes. And then what's interesting is this medal is actually a Russian medal, this top one right here. This is actually a 1985 Russian Jubilee medal. And from what I can gather, just by having a Russian medal is that he most likely would have supplied, he would have done what they called the Murmansk Run, which was when they had shipping boats transport shipping and stuff to the Soviet Union through the Arctic Circle, literally going over Finland and Sweden to get to Russia through like below zero temperatures and stuff like that. And some of them earned Russian medals if they were in Soviet waters that shot down planes. And then I believe what would have probably happened is he probably was invited back because some merchant marine and some Navy men were invited back to Russia if they participated and supplying the Soviet Union and I believe he was given that when he probably visited in 1985.
Anthony Godfrey:
So you have moved your collection in all kinds of different directions I love seeing the personal effects and these personal medals it really reminds you that they were individuals that were involved in this. Now tell me about these uniforms that you have here.
Schyler Vuyk:
These are Alyse's uniforms but I could probably talk a little bit about them. This is a Navy wave uniform. This would have been something they would have worn anywhere that they went on duty and I think this was also used for ceremonial like funerals dances and stuff like that. They would have been able to wear something like this.
Alyse Almond:
That is their dress uniform.
Schyler Vuyk:
Their dress uniform.
Alyse Almond:
And it was actually a big part of what they used to entice women into the military in World War II was we're gonna give you a lot of clothes and they're gonna look really good on you. And so the guy who actually designed the waves uniform, he was a well known New York fashion designer and then he sold his pattern for that uniform to the Navy for a dollar to support the war efforts.
Anthony Godfrey:
His contribution.
Alyse Almond:
Yep and so this uniform would be one that would be worn for official purposes and then the one that's actually behind it which is a gray dress with a beret that one was a dress that the Navy nurse were issued and they would wear that if they were not on duty and they were say going out with friends or going to a dance or other places.
Anthony Godfrey:
So between Ms. Almond and your dad and your family history you've become a serious history buff.
Schyler Vuyk:
I think that's a perfect observation to say.
Anthony Godfrey:
A lot of effort by a lot of people from the community and it's a tremendous experience for students to get some hands-on connection to the war. Tell me what do you hope students take away from this experience.
Alyse Almond:
I hope that students walk away from this day understanding that history is not just something that you read about in a book. That history is something that actually happened and that individuals lived those experiences. And when you can see and interact with the artifacts and the uniforms that those men and women used, I think it brings it alive for these students and it makes it something that is not just two-dimensional.
Anthony Godfrey:
Well, thank you very much for the time today and for creating such an incredible, immersive experience and unforgettable experience for our students.
Alyse Almond:
Thank you.
Anthony Godfrey:
Thanks for joining us on another episode of the Supercast. Remember, education is the most important thing you will do today. We'll see you out there.
In some parts of the world they are kept as pets due to their peculiar appearance and interesting behavior. We’re talking about the Madagascar or hissing cockroach.
On this episode of the Supercast, we head to Jordan Hills Elementary School where hissing cockroaches are in one classroom helping students study science and insect behavior. Hear what students have to say about the unique project and how the ancient bugs are contributing to the learning process in a pretty big way.
Audio TranscriptionAnthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. In some parts of the world, they are kept as pets due to their peculiar appearance and interesting behavior. We're talking about the Madagascar or hissing cockroach.
On this episode of the Supercast, we head to Jordan Hills Elementary School, where hissing cockroaches are in one classroom helping students study science and insect behavior. Hear what students have to say about the unique project and how the ancient bugs are contributing to the learning process in a pretty big way.
We're here at Jordan Hills with third-grade teacher Melissa Reynolds and I can't take the smile off my face because this is perhaps the most unique school visit I've ever made and that is to visit your classroom cockroaches. Tell me a little bit about that.
Melissa Reynolds:
So last year, the FOSS program was new to Jordan Hills, and in the FOSS program, there is an activity about crayfish. And in Utah, it's illegal to transport crayfish from their natural habitat to your home or anywhere else or to another habitat without first killing them, and so we can't bring crayfish in for the FOSS part of that. We're supposed to learn about behaviors and adaptations.
Anthony Godfrey:
So so far, I've already learned that I to be more careful with crayfish. Not that I've ever transported live crayfish like a common criminal, but I will know not to do that in the future.
Melissa Reynolds:
Or you'll be imprisoned.
Anthony Godfrey:
That's right.
Melissa Reynolds:
No, but so there's an alternate activity in the book that says we can use hissing cockroaches instead. So I--
Anthony Godfrey:
No wait, hissing cockroaches.
Melissa Reynolds:
Yes, these are the Madagascar hissing cockroaches, not the yucky kind you find on your kitchen floor. Not my kitchen floor, but others.
Anthony Godfrey:
Yes, other unfortunate kitchen floors, yes.
Melissa Reynolds:
Yes, these are not the yucky, nasty cockroaches. So these are Madagascar hissing cockroaches. And the activity is somewhat the same. They still talk about the different adaptations that they use, the behaviors that they have. You identify different structures on the animals. And so it works well, and it's very guided through the FOSS system.
Anthony Godfrey:
So tell everyone what FOSS is for those who may not know.
Melissa Reynolds:
FOSS is the science program that our district is providing for us. It's really an all-inclusive program. It comes with a couple of bins for each unit that you teach, and I'm doing the Life Structures Unit this year. I say that I'm doing it because, just like Boston was saying, we each decided, as three of the third-grade teachers, we'll each take one and teach it to all the classes in third grade, mostly because the other teachers did not want to do cockroaches.
Anthony Godfrey:
So you are the designated cockroach teacher.
Melissa Reynolds:
Yes, yes. So the kids get really excited to come to my science group because they get to see the cockroaches, they get to hold them. One of the activities we do is what happens when we touch their antenna? What happens when we leave them alone with a cardboard tube, what happens when we touch their abdomen, what happens when we hold them? And they get to see what animals do to react and then we talk about why they have those reactions as instincts to keep them alive.
Anthony Godfrey:
What are the two little kind of antennae right down below the main big ones? Their two little dangly ones.
Melissa Reynolds:
These ones that are right by his mouth.
Anthony Godfrey:
And have you named any of them?
Melissa Reynolds:
No. No, there was. So we had originally two cockroaches when I first started doing it last school year and none of the other teachers were that brave and we weren't rotating. So I was just teaching my class and I wanted to have more cockroaches because the program says you need about eight to do everything that you're supposed to do. Because then you introduce them to other cockroaches and see what they do when they're around other cockroaches. And so I said, “okay, I want them to have more cockroaches.” So I talked to Mr. Squire in our school. He teaches second grade and he has had cockroaches before too.
Anthony Godfrey:
Oh, how about that? On purpose?
Melissa Reynolds:
Yes, on purpose.
Anthony Godfrey:
Right.
Melissa Reynolds:
And my son when he was in second grade, he's now in sixth, when he was in second grade he said, "Mom, can we please take home a cockroach?" And I said, "Heavens no. We are never having a cockroach. Never will you get to take home a cockroach." And he begged and begged and I said, "No, and here I am now with 140 or more cockroaches."
Anthony Godfrey:
And that was my next question. So you're supposed to have eight. You now have 140. You are the Outstanding Educator of the Year for Jordan Hills and when I came to give you that award, we talked about cockroaches. I had heard about this in your classroom and when you invited me back, you emailed me that all of the over 100 babies were all ready to go and I could come anytime. Tell me, why did you go from 8 to 140 cockroaches?
Melissa Reynolds:
Well, I only had those two and I kept trying to get them to have babies so I gave them a heater, made it really moist inside so that they would be happy because that's what Mr. Squire told me to do. And then they just had like maybe four or five last summer and I was really kind of bummed. I thought, "Oh, I just need some more," and then none of them really lived except for that one that I was just holding, the male. He lived. And then I bought two new females in November and those two females and that male, now there are over 140. And they had their first batch of babies in February, on the 10th of February. And then it seems like I keep looking in there and there's more babies every day. I mean, that's not true, but it feels like that.
Anthony Godfrey:
There are more and more cockroaches in your classroom.
Melissa Reynolds;
They start out as little tiny, about the size of a potato bug. And then they molt seven or so times until they're an adult.
Anthony Godfrey:
Well, when you told me that there were baby cockroaches for us to come see, I was really expecting teeny tiny cockroaches. I was a little bit shocked when I came in and I saw cockroaches the size of, oh, what would you say that is, like a band-aid?
Melissa Reynolds:
Yeah.
Anthony Godfrey:
And I just thought, wow, that is an enormous cockroach.
Melissa Reynolds:
These ones we found a couple of days ago and they are teeny tiny.
Anthony Godfrey:
Oh yeah, look at the little ones underneath the dish. After you've looked at the big ones, the little ones can actually look kind of cute.
Melissa Reynolds:
Yes, they are very cute when they start out.
Anthony Godfrey:
Although they move very quickly, which is alarming. It feels like they could be anywhere you don't want them to be in an instant.
Melissa Reynolds:
Yes. The baby ones are a little more quick and unpredictable.
Anthony Godfrey:
Now these, the big ones, are shiny and formidable, and they actually look like you could be seeing them in a terrarium at a zoo or on display somewhere because they really do look quite exotic I must say.
Melissa Reynolds:
They actually have them at the aquarium in Draper.
Anthony Godfrey:
Oh, do they?
Melissa Reynolds:
They have a display with some of them in there.
Anthony Godfrey:
And you said that initially, you were a little bit hesitant about this.
Melissa Reynolds:
Oh yes. I tried to pick them up for the very first time from the little container that I got at the pet store and they hissed at me and I screamed and I just couldn't pick them up. So for the first little bit, I used a paper towel roll and got them to crawl in the paper towel roll and then I kind of shook them into their enclosure and I was terrified of them. But now I'm used to them and they don't hiss at me quite as often and I've learned how to handle them and how to pick them up.
Anthony Godfrey:
And how do your students react to them?
Melissa Reynolds:
They think they tickle when they hold them. One of them actually last year got scared and screamed and it fell on the floor and it was okay, they have that exoskeleton. But they do different reactions. Some of them want to hold them every day, and I wish we had time to do that every day but we don't, and some of them don't want to touch them but most of them at least want to try one time and then they tell me it tickles.
Anthony Godfrey:
Okay and what do you hope that the students take away from the experience of having cockroaches in the class and from the lessons associated with those cockroaches?
Melissa Reynolds:
Well, it's really actually quite neat that they get to see a full life cycle of these cockroaches because not only do they talk about their behaviors and their adaptations, they've actually seen them grow. They always come to the front right here when they're molting and so we get to see them push the molt off and it's really a neat process for them to see an animal life cycle full scale. They get to see it start out as a baby and they get to see it grow a little bigger and a little bigger and a little bigger and we talk about when they molt and it's neat that they can apply what they're seeing in the classroom to other animals. That they have different stages that they're growing into and just be a little more connected with science in the real world.
Anthony Godfrey:
I think that's fabulous.
Stay with us when we come back we take a tour of the Cockroach terrarium.
Break:
Hello, I'm Sandy Riesgraf, Director of Communications for Jordan School District, and we want to invite you to connect with us. So many exciting things are happening in your child's school, your neighbor's school, in every school here, every day. Don't miss out on following the fun or simply staying informed when there's important information we need to share. Join us at jordandistrict.org, or follow us on Facebook, Twitter, and Instagram @jordandistrict. We can't wait to connect.
Anthony Godfrey:
Hope, tell me what you think about having cockroaches in your classroom.
Hope:
I think it's pretty cool that there's cockroaches in here, and I'm really excited to like hold one when we can.
Anthony Godfrey:
Have you held one before?
Hope:
Uh-huh like in fall when she brings them to the class. I hold held one.
Anthony Godfrey:
Oh cool, and do you look at them everyday kind of as you walk by?
Hope:
Yeah, usually. Sometimes I don't because there's like everybody in front of it, but I usually do.
Anthony Godfrey:
So it's pretty popular to see the cockroaches?
Hope:
Yeah
Anthony Godfrey:
Hope, do you want to adopt one and take it home?
Hope:
Maybe if my dad and mom is fine with it I think my mom is fine with it, but I'm not sure with my dad.
Anthony Godfrey:
You think your dad might be a tougher sell?
Hope:
Mm-hmm.
Anthony Godfrey:
Yeah, I understand Thank you Hope. What's your name?
Boston:
Boston
Anthony Godfrey:
Boston, tell me about this one right here.
Boston:
So the white ones have molted and sometimes, so we always catch them in the act of molting. So it's really common because they're 140 plus.
Anthony Godfrey:
So with 140 cockroaches you're generally going to see one molting pretty often.
Boston:
Pretty much every day we see one or two in the morning. Sometimes you can see their skin still on their butt.
Anthony Godfrey:
Wow and what does it mean for them to molt?
Boston:
It means for them to lose their shell so they can get a bigger one.
Anthony Godfrey:
And you said I shouldn't touch the one that just molted. Why is that?
Boston:
You can touch it, but very lightly. If you press it too hard or squish it too hard, then it will get squished and die.
Anthony Godfrey:
Oh, because it's very soft right now and kind of vulnerable. Okay.
Boston:
They really like in the dark up there because, they also like a little tunnel, and it creeps me out so much when they crawl out of the tiki now.
Anthony Godfrey:
Yeah, here in the terrarium, right?
Boston:
Yeah.
Anthony Godfrey:
Yeah, we're looking in on several cockroach friends.
Boston:
Some of them can just sneak under that little hole in the cork rock.
Anthony Godfrey:
Oh, yeah.
Boston:
This is the one we named Big Mama. And the dad that's still alive which was original. We named him Big Daddy. I mean Tiny Daddy.
Anthony Godfrey:
Oh, Big Mama and Tiny Daddy. Well, how do you keep track of who the original mom is? Are there distinct markings on these kissing cockroaches?
Boston:
Yes, you can tell if they're male or females 'cause the bumps.
Anthony Godfrey:
Okay.
Melissa Reynolds:
Which one has bumps?
Anthony Godfrey:
Where are the bumps and who has them?
Boston:
The bumps are always on the males. The females have tiny ones, but you just really can't see them at all.
Melissa Reynolds:
And where are they?
Boston:
They're on like the back of its head. So we're doing rotations and currently the last rotation for our class, Mrs. Alvies, is my mom's.
Anthony Godfrey:
Oh, okay, cool. The Tiki face looks to be screaming.
Boston:
Yeah.
Anthony Godfrey:
But it has 15 cockroaches on top of it, so I understand why it may be screaming. That may be very uncomfortable.
Boston:
Yeah.
Anthony Godfrey:
Do you wanna see my impression of a cockroach?
Boston:
Sure.
Anthony Godfrey:
You can tell me whether you think it's good or not. Are you ready? You guys ready to see my impression of a cockroach?
Boston:
Yeah.
(Students laughing)
Anthony Godfrey:
What do you think?
Students:
Yeah. Good!
Anthony Godfrey:
Is that good?
Students:
It's true, it's true.
Anthony Godfrey:
All right, kind of the antenna moving independently. I worked on that for a long time, so I'm glad you like it.
Boston:
So that blue one is, that blue dish is supposed to be the food dish, but they would probably get stuck if they were the babies.
Anthony Godfrey:
So what's on the blue dish? Is that salt?
Boston:
No, that's a cotton ball.
Anthony Godfrey:
A cotton ball?
Boston:
Yeah.
Anthony Godfrey:
Do they like--
Boston:
That's how they get their water.
Anthony Godfrey:
That's how they clean their ears? No, that's how they get their water.
Boston:
Yeah, and the dishes glow in the dark.
Anthony Godfrey:
The dishes glow, I'm learning a lot very quickly here. So the dishes glow in the dark, the cotton is to give them something to drink, and they really like being on top of Tiki Tower. And they're soft once they molt, so you have to be gentle with them. No problems here.
Boston:
And usually, it's the one that molted eats their own shell that they had just molted. But sometimes, since there's a bunch of cockroaches...
Anthony Godfrey:
Do they eat each other's shells?
Boston:
Yeah.
Melissa Reynolds:
That one's eating it right now.
Anthony Godfrey:
Oh, look at that. Let me get my glasses on so I can appreciate the fine detail of that. Yep. Can confirm. All right. Well, thank you very much for giving me a tour of the terrarium. Have any of you wanted to name the cockroaches? Have any of you named any of them?
Boston:
I named one Bob.
Anthony Godfrey:
You named one Bob? Is it Bob short for Robert or is it just Bob the Cockroach?
Boston:
Bob.
Anthony Godfrey:
Okay. How about you? Did you name one? Yeah. What did you name?
Student #1:
I named one of them like Luke.
Anthony Godfrey:
You named him Luke?
Student #1:
Yeah.
Anthony Godfrey:
Is that after someone?
Student #1:
Not really. Just seems like the right name for that cockroach.
Anthony Godfrey:
Just seems like the right name for that cockroach.
Student #1:
Anthony Godfrey:
Yeah. Now how do you know that Luke and Bob are not the same cockroach?
Student #1:
Because they're not, well cockroaches are not really not the same all the, both each other.
Anthony Godfrey:
So you can tell the difference between cockroaches now?
Student #1:
Sometimes, yeah.
Anthony Godfrey:
Something you did not know you were going to learn in third grade. How about you? Did you name any of them?
Student #2:
No, but really some people have been calling them spider roach because they were climbing up the glass.
Anthony Godfrey:
Oh, spider roach because they climbed up the glass. Okay. Oh no, wait. Oh, they're out in the world here. Look at those things. They are big and fat and juicy aren't they? Wow.
Melissa Reynolds:
To a lizard or someone who might eat it? Yes. So on their backs right here.
Anthony Godfrey:
Yeah.
Melissa Reynolds:
This one that's crawling towards you. That one is the male.
Anthony Godfrey:
Oh yeah, I can see the bumps very easily now.
Melissa Reynolds:
And a lot of people think that those are their eyes, but their eyes are underneath them. The heads are like an ant head underneath.
Anthony Godfrey:
Okay.
Melissa Reynolds:
It's like busy. Anyway, so they have their heads underneath there, and many people think that those are their eyes, but those are just, they call them male bumps.
Anthony Godfrey:
Male bumps.
Melissa Reynolds:
So that's how you know that that one is a male cockroach.
Anthony Godfrey:
Okay, now is that dog food that they're eating?
Melissa Reynolds:
Yes, yeah.
Anthony Godfrey:
Okay.
Melissa Reynolds:
They eat dog food. It's the easiest thing to keep in there that won't mold unless it gets really wet or anything. But then once or twice a week, I throw in like lettuce, they eat fruits and vegetables, fresh fruits and vegetables.
Anthony Godfrey:
So a balanced diet, a balanced diet. Okay, very good.
Melissa Reynolds:
They really like the lettuce.
Anthony Godfrey:
Wow. Well, here's the important question. Do they fly?
Melissa Reynolds:
No, they do not fly, they do not bite. They don't do anything except for they have little like, I don't know how to describe them. They're kind of like little barbs almost on their legs, but they don't hurt you. It's mostly for them to be able to grip and also for defense so that when something's trying to grab them, they can push against with their leg and get away from that creature. That's the only thing that might feel like it's poking you or anything, but they won't bite and they can't harm you. So it's really nice.
Anthony Godfrey:
I’m building up to holding one. I'm not there yet, but hopefully, I can get there very quickly. So, what happens we're closing in on the end of the year. What happens when in a few days school is over and the cockroaches need continued care? What are you going to do with the cockroaches at that point?
Melissa Reynolds:
Well, I am planning to take them home. They've been home with me last summer, not all 140 yet, and over longer breaks because I want to make sure they get fed. But I have opened up to the third-grade students in our school too. I'm sending home an adoption form and they can have a parent permission slip signed saying that they can take a cockroach or two home with them over the summer as long as they'll treat them nicely. And then I also, maybe you could help with this, I don't know, if there are other third grade teachers that are doing the FOSS program and they would like to have cockroaches in their classrooms, I am more than willing to share my 140 because they can be pricey on Amazon. They're $20 to $30 for a pair of cockroaches. So I wouldn't sell them to you. They are yours for the taking and you can use them in your classrooms if that's something you're interested in.
Anthony Godfrey:
We can definitely email third-grade teachers with the email subject line, "Free cockroaches." Just see if we attract some attention that way. And if there's somebody listening who's dying to have a hissing cockroach in their life, by all means reach out and then let's see if we can help you out.
So Boston, your home becomes a cockroach hotel over the summer. How does that feel having them at home as well?
Boston:
It feels really good because sometimes the cockroaches hiss at Mom when she picks them us and sometimes they go like really really fast so it just turns into a funny thing.
Anthony Godfrey:
If I pick one up, do you think it's going to hiss at me? Because if it hisses at your mom, your mom is very good to these cockroaches. So if they're hissing at her, I really think they're gonna hiss at me, do you think?
Boston:
Yeah, because I think it's just like if they know you, like I think they can like feel you and smell you with their antenna or something, or they just might not be familiar to strangers.
Anthony Godfrey:
Well you know what, I'm gonna pick one up, I'm going to. So I'll let you know whether it hisses at me or not, okay?
Boston:
I'll even tell you how to pick it up so it doesn't just...
Anthony Godfrey:
Oh, how do you... yes, how do you pick it up?
Boston:
Um, so you have to pick it up on its sides with your middle finger and thumb like this. Lightly pick it up and put it onto your hand. And if it gets too far up here and might fall off, you just do the same thing with your other hand.
Anthony Godfrey:
Just make sure there's always a hand for him to step onto.
Boston:
Yeah.
Anthony Godfrey:
Uh, I might have your mom pick it up for me. Thank you for inviting me into your cockroach corner, your cockroach classroom, and answering some of the cockroach conundrums that have been plaguing me. This is very, very interesting and thank you for stretching yourself and going all in. I see it not just in the cockroach cage, but I see other stuff growing and happening all over your classroom that makes it a very engaging environment. So thanks for all the hard work you're putting into making this a great experience for these third graders.
Melissa Reynolds:
Absolutely. Thanks.
Anthony Godfrey:
Thanks for joining us on another episode of the Supercast. Remember, education is the most important thing you will do today. We'll see you out there.
It’s not something students typically see every day, Queen Elizabeth making a grand and dignified entrance into one of their classrooms. But when the classroom belongs to Fort Herriman Middle School science teacher Gayle Dowdle, it is simply part of the learning process.
On this episode of Supercast, find out how one teacher’s love of cosplay resulted in something called the “Creators Club” for students, a club where creativity is sparked by making colorful costumes and transforming into beloved characters.
Audio TranscriptionAnthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. It's not something students typically see every day, Queen Elizabeth making a grand and dignified entrance into one of their classrooms. But when the classroom belongs to Fort Herriman Middle School Science teacher, Gayle Dowdle, it is simply part of the learning process.
On this episode of the Supercast, find out how one teacher's love of cosplay resulted in something called the “Creators Club” for students. A club where creativity is sparked by making colorful costumes and transforming into beloved characters.
We're here with Gayle Dowdle, a science teacher at Fort Herriman Middle School to talk about cosplay. Thanks for talking with us today.
Gayle Dowdle:
Yeah, no problem.
Anthony Godfrey:
For those who may not know, if they were standing here with you right now, they would know what cosplay is because you are dressed to the nines. But describe what cosplay is just to start.
Gayle Dowdle:
So cosplay is a kind of mix of two words. It's a mixture of costuming and play. So the idea is that when you cosplay, you basically dress as the character and you pretend to be the character as well. So the cosplay character that I usually portray is Queen Elizabeth I, and I do the Utah Renaissance Fair and stuff, so I represent her at those. I've done a bunch of other characters too, but lots of it is involved with like FanX and comic conventions and things like that, but also people do it as like volunteer stuff too.
Anthony Godfrey:
And I can hear that I've already mispronounced it, cosplay instead of cosplay. Which is a common mistake I'm guessing.
Gayle Dowdle:
Yeah, my dad the first time he said he's like, "Have you heard of this cosplay stuff?” I'm like, "Yeah Dad, that's what I do.”
Anthony Godfrey:
Now I am a big pop culture fan and I have seen cosplay a lot at FanX, at San Diego Comic-Con, and at other venues for pop culture. You talked about the service aspect too, but let's talk about the fan experiences that you're a part of and where cosplay comes into play at those venues.
Gayle Dowdle:
Yeah, so FanX was kind of one of the first places that I really got into some of the more major stuff of doing costuming at a higher level and that was because I got pulled into one of the cosplay competitions there. Ro is the one that runs the cosplay competition and he was like, "You should do this." So I applied and got in and won my first cosplay competition as an Elizabethan vampire. And so that was really cool. And I was like, "This is amazing. This is exciting.”
What's really cool is when you go and interact, the community of cosplayers is really close and supportive a lot of times. And so made a lot of friends through that. So it's just kind of become this huge part of my life where I've got people. In fact, one of my friends is in the cosplay called Fame and she's actually gonna come next week as a guest to help the kids next week at our cosplay clubs. But basically, just everybody comes up with the character that they love and then they build it. Sometimes it's original characters, sometimes it's characters from pop culture like you were talking about.
And there is competitions. I've competed, well, except for during COVID when we didn't do it. I basically competed every year for the last five or six years, and I've won six or seven awards. Last year I won first place in Masters at FanX with my Spanish Armada, Queen Elizabeth gown. So yeah, it was pretty exciting. I was excited about that.
Anthony Godfrey:
Okay, let's talk about the array of costumes that you have embraced.
Gayle Dowdle:
Yes.
Anthony Godfrey:
It really, like you said, is next-level costuming. And I've seen a wide range as I've gone to FanX and other events.
Gayle Dowdle:
Yeah.
Anthony Godfrey:
Transformer outfits that are made out of Igloo coolers and lots of different household items that are used as a part of a costume. But then there are those costumes that stand out that really are just very eye-catching, very compelling. Something that obviously took a ton of effort, not that the Igloo cooler costumes don't, but there are some that are really made to look completely realistic. So what are some of the Costumes over the years that you have created and won awards with?
Gayle Dowdle:
So a couple of them are different Queen Elizabeth gowns because I love that era and I love, even though I teach science, I love history. My husband's a history teacher so we love that era and kind of focus on a lot about Shakespeare. So I've done a Shakespeare costume for him that's based on the Cobbe portrait of Shakespeare. So it's a replica of that.
Anthony Godfrey:
Is that the one with or without an earring?
Gayle Dowdle:
It's a younger one that they're still arguing about whether they really think it's Shakespeare, so it does have an earring in it. Yeah.
Anthony Godfrey:
So he dressed as the maybe Shakespeare.
Gayle Dowdle:
Yeah. Yeah, he's the maybe Shakespeare. But so I did that, and that was one that won. I also have done, I did a steampunk Batgirl. Which steampunk is like Victorian stuff.
Anthony Godfrey:
I understand the steampunk.
Gayle Dowdle:
Yeah, so I did that that was a lot of fun. It had wings that opened and closed. Then my most recent one that won just this last Halloween at a cosplay competition at the aquarium. The Loveland Planet aquarium was a six-foot-tall Chocobo, which is basically a giant chicken. It's a chicken costume for what most people don't know what a Chocobo is, but it's from a video game and they ride the Chocobo so it's like the size of a horse but it's a bird. But I made that for my son and you're inside the costume and a scientist actually told me when she was judging it how much it looked like the skeleton of a bird, which being a scientist I felt very like complimented by that so that was cool.
Anthony Godfrey:
How do you get from Queen Elizabeth to an enormous chicken from a video game?
Gayle Dowdle:
Because I am a lot of kinds of nerds. So yeah.
Anthony Godfrey:
Okay, so a wide range of nerd-dom appeals to you.
Gayle Dowdle:
Yes, yes. So we love video games in my family, but we also love history in my family. So the Chocobo came because my son wanted to be the Chocobo. So we worked on it together and built that. He actually tried to compete with it and we didn't win anything with it, but it was, I was actually just recovering from chemo at the time. So I wasn't able to put as much effort into it as I did. So we kind of revamped it this year and then it won this year. So that was really cool. But yeah, it's just a wide range. Anything that interests me, I'm like, I want to make that. We figure out a way to make it.
Anthony Godfrey:
As I've seen these costumes at FanX and other places, there are lots of people that get stopped to have their picture taken. And I've done that. I've stopped people. I was a Moon Knight fan before Moon Knight was cool. I started buying the comics in the 70s when I was a kid and whenever I saw a Moon Knight costume in the past, it was like somebody else remembers Moon Knight and I had to have my picture with them regardless of the quality of the costume. So let me ask you this, have you had a lot of photos over the years?
Gayle Dowdle:
Oh yeah. One year we actually, my husband kept track on his watch and just tapped every time somebody took a picture. And by the end of the first day, he stopped counting 'cause we had hit over 400 people that had come and taken pictures. So when we go to FanX, we don't get anywhere very fast ‘cause basically it's, we look at something, somebody takes a picture, we walk a few steps, somebody stops us, takes another picture, we walk a few steps. Yeah, we don't go anywhere fast. And at the Renaissance Fair, I have my own throne room with the other queens and the other kings. So people come to us there and get quests and stuff from us and take pictures, so it's a lot of fun.
Anthony Godfrey:
Stay with us. When we come back more with the “Creators Club” and cosplay in the classroom.
Break:
Hello, I'm Tracy Miller, President of the Jordan School District Board of Education. There are seven members on the Board of Education, one in each voting district. We are committed to listening and serving our constituents as we work together to provide the best possible learning environment for the students we serve. As members of the Jordan Board of Education, we believe it is our duty and responsibility to: increase student achievement; provide parents with the choices they deserve and desire; recognize and reward quality in educators; empower school leaders through policy governance and professional development; and communicate with the public, legislators, business leaders, cities, and parents. We invite you to get to know the Board member who represents you in your voting district and to please join us at our monthly board meeting held on the fourth Tuesday of every month. Or listen from the comfort of your home, on our live stream. For more information and to find your Board member, visit jordandistrict.org. With parent and community input and support, we will continue our work to give students every opportunity to succeed in Jordan District schools and beyond. Thank you for your support. We look forward to seeing you soon.
Anthony Godfrey:
Let's talk about the craft around it and bringing it into the club. So it takes a lot of work, it takes some skills. What made you want to start a club at the school?
Gayle Dowdle:
So when I started getting into this, I didn't have all the skills I needed. I didn't know how to do foam work and make armor and I didn't know how to do war blood and I didn't like, there were a lot of pieces. I knew how to sew because my mom had taught me to sew, but I didn't know how to sew what I needed to know. And so many of these kids, when I walk, 'cause I'll wear costumes to school occasionally for not really any reason other than I wanna wear a costume. So when I do and the kids see me, they're like, oh my gosh, I love it, I wanna do cosplay. And I started thinking about it, I was like, I have all this knowledge and stuff that I've learned over the last 10 years, that it only makes sense that I find a way to share it with them.
And this was something that we came up with, that we came up with this idea that we could do this club and each kid won't get their own costume, but they're gonna get skills from it and they're gonna get things that they can take. And what I'm hoping is that some of these guys will take this and continue with it because, for some people, this is their living. And for me, it's a side gig and I do commissions for people, but for some of them, they may actually be designers. And we didn't call it the cosplay club, we called it the “Creators Club”, because we didn't want to disparage those kids who were not necessarily into cosplay, but who want to sew dresses because it's the same skills and it's the same ideas.
So yeah, I just decided, I'm like, this is dumb that I have all of this vast knowledge and skills and stuff that I've learned over the last decade that I'm not imparting to these kids who want that knowledge and who are excited about that. So we have about 40 kids that are on the “Creators Club” and some come more regularly than others, but when they do come, they just get to work and they get working on stuff and they're very dedicated to what they're doing.
Anthony Godfrey:
That's dynamite. I love that you've provided this opportunity and this outlet for creativity, but also the sense of connection and sense of community.
Gayle Dowdle:
Yeah, it's been a lot of fun to get to know some of these guys. And they're an interesting group. They have such passions about specific things that they love, so it's great.
Anthony Godfrey:
What are some of the great costumes that have come out of this club?
Gayle Dowdle:
So right now we're in the process, since it's only our first year, and each year we're basically focusing on creating one costume. And so we've got some that are Five Nights at Freddy's video game costume, we've got that one coming along. A lot of them were original characters. They didn't pick a specific character from something else, they designed their own stuff. And then they're coming up with how they're gonna do that on their own.
We've got armor that's gonna be made with scales and horns and lots of skirts, lots of petticoats, 'cause we've got lots of 'em that want the fluff. And, but yeah, we're gonna have them all put them on display at the school talent show in May. So that's our end goal, is to get those finished and then kind of have like a fashion show of all the ones. And whatever they have done, we'll put on display. If they've only got the skirt, we'll display it. If they've got the whole costume, great. That's good too.
Anthony Godfrey:
Fantastic, I love that. For those who are not lucky enough to be here, describe this costume to me, please.
Gayle Dowdle:
Okay, so this one is, I actually entered this in the geek-bound fashion show at FanX last year. It didn't win, but it was kind of a new thing for me, where basically you take a geekdom and you create like a modern something. And I entered the evening wear category. So there's like casual and then modern wear. So this one was my version of Belle. So a modern version of what I would think that Belle's gown would be. And I actually made it, specifically my goal to make it was that I couldn't spend any money. So I had to use anything that I had around my house 'cause I have a huge stash of fabric 'cause lots of people have donated stuff to me over the years. I should say we had a whole bunch of people who donated fabric and things to the club as well.
Anthony Godfrey:
Oh, yeah.
Gayle Dowdle:
And so but yeah, so this is my version of Beauty and the Beast Belle.
Anthony Godfrey:
Yeah, it's fantastic. So you've got red roses, you've got gold roses.
Gayle Dowdle:
And the mirrors because of the enchanted mirror.
Anthony Godfrey:
Yes, mirrors along the bottom of the skirt is part of a pattern. A blend of gold and what would you call this red color?
Gayle Dowdle:
Kind of a burgundy almost, yeah.
Anthony Godfrey:
And it's, yeah, it's a beautiful dress.
Gayle Dowdle:
Thank you.
Anthony Godfrey:
If you did this without making a purchase, then you really do have a significant stash at home.
Gayle Dowdle:
I do. These are curtains, actually. So's the stuff that the gold underneath this is curtains, and the red was curtains that were donated as well. So, yeah, my dress is basically made out of curtains, so.
Anthony Godfrey:
Well, it's fantastic.
Gayle Dowdle:
It looks better than curtains, I promise.
Anthony Godfrey:
Curtains never had it so good with the design and all of that. That's wonderful.
Gayle Dowdle:
Thanks.
Anthony Godfrey:
All right, tell me your name.
Abigail:
Abigail.
Anthony Godfrey:
And Abigail, what grade are you in?
Abigail:
Seventh.
Anthony Godfrey:
And you're part of the "Creator Club". Tell me about what that's like.
Abigail:
It's fun. We come every Thursday after school, and we work on our projects.
Anthony Godfrey:
And tell me about the project that you have here. This looks akin to a wedding dress.
Abigail:
It is. We got it from the DI in like December.
Anthony Godfrey:
Okay. Yeah.
Abigail:
And so we are making a fairy dress and this is our base for it.
Anthony Godfrey:
This is the what?
Abigail:
The base.
Anthony Godfrey:
Okay, this is the base.
Abigail:
So we're gonna take that, and then we're gonna take this and this, and put it on top. So it looks yellow.
Anthony Godfrey:
Okay. This is the bottom half of a white wedding dress with decoration on it. Does it have a bit of a train? It has a little bit of a train and so you're going to take this fabric and lay it over according to this design that you've put together Did you draw this?
Abigail:
No, me and my friends drew it.
Anthony Godfrey:
What was the inspiration for the design? Is there any movie or Anime that made you think of this particular design?
Abigail:
We just decided that we wanted like a foresty nature-like fairy dress and so we settled on yellow and green because they work together. We made a bag that is green and a flower crown.
Anthony Godfrey:
Oh, I love the crown. White daisies and a couple of pink flowers. It looks really nice. And then this, tell me about this bag. Did you sew this bag?
Abigail:
Yeah.
Anthony Godfrey:
Wow. And is that, it's in the shape of a leaf. It's green. You can see the veins of the leaf that have been stitched on and then two handles to it. That looks really, oh, it's soft too.
Abigail:
Yeah.
Anthony Godfrey:
Oh wow, that's really nice.
Abigail:
Yep.
Anthony Godfrey:
And so this will be the accessory that goes with that.
Abigail:
Yes, so it will be the accessory. The rules were we had to make something with shoes, a headpiece of some kind, and an accessory like a bag or a purse.
Anthony Godfrey:
Wow, this all looks so great. Holding this wedding dress, it makes me think, what's the story behind this dress?
Abigail:
We were at the DI. We went on a field trip to grab supplies so we went to the DI in someplace in Salt Lake City. And while we were at the DI, we were looking for a base and then everyone looked at the wedding dress and went, that's the one, that's the one we want. So we bought it for pretty cheap, I can't remember exactly how much, but it definitely wasn't full price for what it normally would have been if it were brand new.
Anthony Godfrey:
Yeah. Looks like you hit the jackpot.
Abigail:
Yeah, I'm sure the person there was confused why we were buying a wedding dress. Middle schoolers.
Anthony Godfrey:
Yeah probably. Not a lot of seventh graders in the market for a wedding dress.
Abigail:
Yeah.
Anthony Godfrey:
Okay well that's awesome I can't wait to see how that product turns out.
Abigail:
Yeah.
Anthony Godfrey:
We're talking now with Julie Beaird the sewing teacher here at Fort Herriman Middle School and tell me your role in this club and talk to me about the evolution of this club.
Julie Beaird:
Well I started doing a Stranger Things Club three years ago.
Anthony Godfrey:
Oh wow.
Julie Beaird:
With the request of a student. So we would get together and talk about episodes and it was kind of dying down so I thought we'd fit some sewing into it. So we made Christmas stockings for our fundraiser and stuff at Christmas time and but I still wasn't getting there with sewing so last summer Ms. Dowdle came and said what do you think of this idea. Yay, we could do more sewing! So I was really excited to do this. So it kind of morphed from the Stranger Things into the “Creator Club”.
Anthony Godfrey:
That's fantastic.
Julie Beaird:
I was already kind of used to doing a club-type thing.
Anthony Godfrey:
Yeah, and because it's the “Creator Club”, cosplay is certainly a part of that, but it's not uniquely cosplay.
Anthony Godfrey:
Yeah. So tell me some of the projects that students have been working on through the year as part of the club.
Julie Beaird:
Yeah, I think a lot of students, at least my Stranger Things kids, didn't want it called cosplay because they don't identify with cosplay as being like a cool thing. So we kind of voted on names and when we came to “Creator Club” it fit perfect because it isn't just about cosplay, it's about being a fashion designer in a lot of ways and problem-solving when it comes to like trying to make an outfit or your design come to life that's on paper. So I like the idea of a creator because then you could do anything with that.
Anthony Godfrey:
What are some of the skills that students have gained as they've been a part of this club?
Julie Beaird:
So a lot of them don't really know sewing. I have every seventh grader in CCA learn sewing, but some of the kids that have come here haven't been in my class yet. So they've had to pick it up pretty quick. And so they're learning to thread the machines, use the machines, unpick things when they've made a mistake so using a seam ripper, cutting things straight, that's a really big skill. I just showed a student how to cut a line and she accidentally cut too much and that's that's hard in sewing because once you cut it away it's gone. But the thing I love about sewing and this is a skill I hope they will learn, of a seam ripper because everything in sewing can be fixed just like everything in life can be fixed.
Anthony Godfrey:
I love that.
Julie Beaird:
So a seam ripper kind of represents there's no mistake that can't be fixed in life or in sewing.
Anthony Godfrey:
That's great.
Julie Beaird:
And I try and tell them you know there's not a lot of careers in sewing but it is a good life skill. Even if it's just someday you're gonna talk to someone and say I remember back in middle school when I sewed, and I still have my pillow or I still have golf shirts. Advanced though because sewing on knit it's hard.
Anthony Godfrey:
It may not be a skill that turns into a career, but there are going to be a lot of applications for it.
Julie Beaird:
Yeah, that's why I'm really glad the district still does it. There is a lot of life lessons to be taught at school, not just about careers, but about living your life.
Anthony Godfrey:
And a physical product that results from learning something you couldn't do before, that's tremendous value in that. Thanks to both of you for spending time with me today, and especially for putting all the time and effort into this. I think it's fabulous that you're making this available for students.
Gayle Dowdle:
Thank you. I appreciate you coming.
Anthony Godfrey:
Thanks for joining us on another episode of the Supercast. Remember, education is the most important thing you will do today. We'll see you out there.
It is a high school Medical Forensics class which focuses on the proper way of documenting and processing a crime scene and on this day, it does not involve work in the classroom.
On this episode of the Supercast, we will take you on a unique field trip where forensics students are getting their hands dirty, with hands-on learning, digging deep into the science of medical forensics. Surrounded by police cars and crime scene tape they are crime solving students in action.
Audio TranscriptionAnthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. It is a high school medical forensics class which focuses on the proper way of documenting and processing a crime scene and on this day, it does not involve work in the classroom.
On this episode of the Supercast, we take you on a unique field trip where forensics students are getting their hands dirty, with hands-on learning, digging deep into the science of medical forensics surrounded by police cars and crime scene tape. They are crime-solving students in action.
I’m here with Cynthia Cox out in Copperton, out in the field with her medical forensics class and with the law enforcement class as well. So introduce yourself and tell us a little bit about these classes and today's experience.
Cynthia Cox:
Well, my name is Cynthia Cox and I teach the medical forensics class at Bingham. All year long we've been talking about crime scene investigation, crime scene analysis, identification of evidence, analysis of evidence, packaging of evidence, and so this is kind of a culminating activity where the students come out and it's led by the police department. So the students are getting a real-world view of how to solve a crime from beginning to at least evidence packaged and sent back to the lab.
Anthony Godfrey:
Well, we have a gloomy snowy day that you might have ordered for dark work like this. It's the perfect setting. Tell me about the skills that students learn in class that lead up to this experience.
Cynthia Cox:
Well, we talk all about observation skills and turning off filters during observation, trying to make sure that students are coming in looking at evidence unbiased. We try to, we teach them about how to package all different types of evidence, not just a screwdriver, a piece of wire, but biologic evidence, drug evidence, blood evidence. And so there we teach bone analysis, we look at fingerprint analysis, we look at blood spatter analysis, and through all of those activities we're working on, you know, other workplace skills like problem-solving skills and teamwork skills.
Anthony Godfrey:
Tell me about the bone analysis and the blood splatter analysis.
Cynthia Cox:
Okay, so with blood spatter it can tell a story. We can, based on are we seeing large drops? Is this somebody that was maybe walking away from after they were injured? Or is this a really fine mist that may have come from a fast-moving weapon like a gun? So the angles that spatter hits a surface can tell us whether that person was standing up, whether they were sitting down, were they lying down. We can identify how many times a person might have been hit with blood spatter analysis. So there's lots of things we can learn from that.
With bone analysis and what they're looking at out here, a lot of animal bones that we've put out here, and we allow them to decompose before the students come out here. We can identify gender, we can identify ancestry, we can identify age from the bones, we can identify some of the injuries that might have occurred and left marks on the bones when we're trying to put all the pieces together and figure out what happened.
Anthony Godfrey:
So you indicated that you have animal remains out here that are used as evidence.
Cynthia Cox:
Yes.
Anthony Godfrey:
So tell me about that. That's how you helped create the crime scene.
Cynthia Cox:
Yeah, so these are all legally acquired animal remains that taxidermists have given to me. And so we put them out here and allow them to decompose. And then the students collect the evidence that's already completely decomposed 'cause they don't like dealing with the flesh.
Anthony Godfrey:
You’ve really gone all in with getting things early enough to allow them to decompose. That's really, that's lesson planning at another level.
Cynthia Cox:
Well, we've been putting stuff out here every year for about nine years, so.
Anthony Godfrey:
You've got it down.
Cynthia Cox:
Yeah.
Anthony Godfrey:
Now tell me about the involvement of the police. As I drove out here, I saw the truck and the flashing lights and I knew something was up.
Cynthia Cox:
Yeah.
Anthony Godfrey:
It definitely gives that real feel. They're working with the police right now, walking through with police officers in uniform, walking them through the crime scene. It's pretty exciting.
Cynthia Cox:
Yeah, so I feel like that's one of the benefits to it. We get that work-based learning feel. It's one thing for a classroom teacher to stand up there and teach all these components. But when they come out here with the police officers who do this every single day, all day long, they get a little bit more of that real-world experience, trying to really bring work-based learning into the classroom as much as we can, or outside of the classroom as we may. So I set this up through our SRO, and then he reaches-- -
Anthony Godfrey:
School resource officer for those listening.
Cynthia Cox:
Yep. And then he reaches out to the forensics division at the South Jordan Police Department.
Anthony Godfrey:
So do you draw attention? Do people wonder what's going on when the police are out here and we're scouring the landscape with police tape and everything?
Cynthia Cox:
Well, just like it was interesting to you when you walked up, we've already had Rio Tinto security come up and check on us to make sure everything was okay and see what was going on 'cause they saw the police tape and the flashing red and blue lights and--
Anthony Godfrey:
You told them no problem, we're just solving crime.
Cynthia Cox:
Yep, that's right.
Anthony Godfrey:
Well, it's about the most engaged learning you can imagine. I'm just looking out at a couple of dozen students with police officers and do not cross police tape and evidence and it's really exciting. So thank you for providing such a great experience for them today. Tell me, does this change their view of the crime shows and movies that they watch? Does it shift their perspective?
Cynthia Cox:
I hope so. We talk about that quite a bit in class, the fact that a crime is not solved in 45 minutes, that a collection of evidence alone can take 8, 9, 10, 12 hours, and then there's all the analysis and then all the legal work and the paperwork and everything. So we talk about that in depth in class.
Anthony Godfrey:
So what is it that draws students to a class like this? Is it they want to be in law enforcement, they want to be an attorney, they want to know more about you know a medical approach to solving problems? What is it that draws them?
Cynthia Cox:
I think most of the time they've they've seen the shows and those are interesting to them and so then they want to learn more. We talk about it throughout the school, they see some of our mock crime scenes that we set up during the school day as well.
Anthony Godfrey:
Mock crime scenes must be really good advertisement for that class.
Cynthia Godfrey:
Yeah, we set those up multiple times throughout the year in the building and the students are able to then go through and practice collecting evidence. They stage them so they create those crime scenes that we do in class and they moulage each other, and they practice but then this is taking it to a whole different level.
Anthony Godfrey:
This is impressive. We're now in the area of the decay and with the bones out there. Kids are measuring things on the ground, working in teams, scouring the landscape, packaging evidence all under the watchful eye of South Jordan Police. It's really exciting. It's really cool to see this level of engagement. So beyond the specific skills of forensics, what are some of the other general skills that you hope students take away from this class?
Cynthia Cox:
Number one, I want them to have an appreciation for law enforcement, right? I want them to understand what really has to go into crimes and evaluation. You think about a TV show and it lasts 45 minutes and they've solved the whole crime.
Anthony Godfrey:
Right. Everything gets tied up pretty neatly.
Cynthia Cox:
Yeah. And in real life, it doesn't happen that way.
Anthony Godfrey:
Right.
Cynthia Cox:
So, I want them to have that appreciation and kind of that real-world view. We teach a lot of analytical skills in this class, information processing, you know, how to put all the pieces of the puzzle together, teamwork skills. It's another big thing that we work on in this class.
Solving a crime isn't just a one-person deal, you know, you're working with a medical examiner, you're working with an investigator, you might be working with an attorney or law enforcement, everybody has to come together to try to solve that. So we work a lot with teamwork skills, some of those life skills that they can take with them into other professions as well.
Anthony Godfrey:
Outstanding. Well, it's a great class experience obviously given by an award-winning teacher and they're very lucky to have you and to have the chance to have experiences like this. So thank you for making learning so meaningful and real for these students.
Cynthia Cox:
Thank you. Thanks for coming out here.
Anthony Godfrey:
Stay with us. When we come back, more with our crime-solving students in Bingham High's medical forensics class.
Break:
Does your student want to become a veterinarian? Commercial pilot? Programmer? Maybe they want to make a difference as a dental assistant. These are just some of the programs offered as part of Career and Technical Education. CTE in Jordan School District. CTE provides the technical skills needed to prepare students for future employment or for a successful transition to post-secondary education. Career and Technical Education provides work-based learning opportunities. We partner with industry experts to offer apprenticeships and internships with students working in the real world at real jobs while going to school. The CTE experience starts in our elementary schools with the Kids' Marketplace and grows through middle and high school. To explore all CTE has to offer in Jordan School District visit cte.jordandistrict.org today and let's get your child started on the pathway to a profession.
Anthony Godfrey:
Hi Lexi, we're out here in the field by Copperton doing investigative work. Tell me what class you're in.
Lexi:
It's the Medical Forensics class at Bingham. It's one of the awesome classes we teach there. We're just learning about investigating crimes and looking for evidence and it's a blast out here.
Anthony Godfrey:
And tell me what you're looking for out here.
Lexi:
Oh, we're looking for anything that could have evidence. So in the class, we've learned about all sorts of evidence, biological transfer, stuff like that. So we're looking for things that could have DNA on them, things that could have skin or hair, saliva or things that could be used as a weapon, so any tools that wouldn't grow in the middle of a field.
Anthony Godfrey:
What's the specific crime that you're trying to solve?
Lexi:
Somebody went out here, we had a missing person, but one of the teams has found a head so they're no longer missing.
Anthony Godfrey:
Oh, okay. So it has changed to a different kind of investigation at this point.
Lexi:
Yes.
Anthony Godfrey:
All of this is fictitious for those of you who may have dropped in partway through the podcast. Now it is cold, it is kind of the perfect setting for grim work of the type that you're doing right now. Tell me about looking forward to this experience as you've been learning things in class.
Lexi:
It's just been awesome, it's cool because in most classrooms it's hard to find any sort of like hands-on, especially a class like this where we're dealing with like criminal things. You can't often find that, but it's cool that we have this experience.
Anthony Godfrey:
And is this something that you think you might want to pursue long-term as a career?
Lexi:
Not especially, not because of the class I just already have other ambitions, but it's been really good to apply to it. I want to be a nurse and so there's things that have been like applicable throughout and even different types of nursing this can still apply well.
Anthony Godfrey:
And problem-solving and working with teams and just there's a lot of that can be applied from this to becoming a nurse.
Lexi:
Definitely. Along with that, we just learn lots about like the human body and different stuff because like when we are looking for evidence, we're looking for hair and drugs and stuff like that. And then in nursing, we're looking for like evidence of things that could be wrong with the body. So it's cool to learn about the different structures and then apply them differently.
Anthony Godfrey:
And you'll look at every crime show or movie in a different way for the rest of your life now.
Lexi:
Oh definitely.
Anthony Godfrey:
Well, I'll let you get back to solving crimes and making this a safer place for everyone.
Lexi:
Okay, thank you.
Jody Skog:
My name is Jody Skog. I am the crime scene and evidence supervisor.
Anthony Godfrey:
So tell me about this experience with the students.
Jody Skog:
It is super fun to be able to come out here and have them see what we see and when they have all their markers I'm like oh this is an evidence person's worst nightmare because there's like 150 markers.
Anthony Godfrey:
Yeah.
Jody Skog:
But just to see how excited they get is really fun because it's the first step of a career for them.
Anthony Godfrey:
So tell me what your day-to-day job is like when you're not helping students solve crime.
Jody Skog:
A lot of my job is running the evidence division and so it's booking any property that the evidence book in. It could be processing, looking for fingerprints, DNA, submitting stuff to the crime lab, processing actual crime scenes.
Anthony Godfrey:
Well, thank you for what you do, and thank you for taking the time to help these students learn these skills.
Jody Skog:
We just did an internship with or a job shadow with a 14-year-old.
Anthony Godfrey:
Oh really?
Jody Skog:
And then she wanted to come back, so we had her come back and she actually helped us process some evidence.
Anthony Godfrey:
And do you think she might want to pursue this?
Jody Skog:
I think she will.
Anthony Godfrey:
Yeah?
Jody Skog:
Yeah.
Anthony Godfrey:
Tell me about what sparked it for you, what made you want to pursue this as a career?
Jody Skog:
I was a police officer for seven years. And then this just kind of fell into my lap and now I run the whole division.
Anthony Godfrey:
And what made you interested in being involved in law enforcement?
Jody Skog:
My dad was a police officer for 30 something years. And so he always told me over his dead body. And so he got sick of me talking about it. And he says, "Do you wanna do it, do it.” And so I started when he retired.
Anthony Godfrey:
Oh wow.
Jody Skog:
So I'm on my 22nd year.
Anthony Godfrey:
Wow, that's amazing.
Jody Skog:
Three and a half years left.
Anthony Godfrey:
Yeah. So you're going for 25, a little over?
Jody Skog:
I'm gonna do probably just the 25 and I’m tired.
Anthony Godfrey:
Yeah.
Jody Skog:
And so Audrey's just started. She's been with us for four months. So what they teach you in college isn't necessarily what happens on the job. So it's kind of an eye-opener, but we were telling the kids, check with departments, get involved in like the cadets. Sandy City has the Explorer program.
Anthony Godfrey:
Yeah.
Jody Skog:
So if they want to be a police officer, if they want to do crime scenes, it's a great way to start.
Anthony Godfrey:
Good. Tell me what do you observe as you are working with students? You see some different approaches I assume.
Jody Skog:
I think they have the way they look at things is really interesting but they're on the right path. Fingerprints, DNA, the females are a little bit more methodical than the boys are. It's kind of fun to watch because the girls are really slow and really think it out and the guys are just like.
Anthony Godfrey:
Running through, huh?
Jody Skog:
Running through.
Anthony Godfrey:
Let's crank it out. Do you ever get to enjoy any crime shows or any movies at all or are you just able to point out all the things that are wrong?
Jody Skog:
I laugh at them. Right. I'm like, we can't solve a crime in 24 hours.
Anthony Godfrey:
Is there anybody who does it right? Is there a show where you say this show is really pretty close to authentic?
Jody Skog:
No.
Anthony Godfrey:
[LAUGHTER] So there's nothing out there.
Jody Skog:
No. But I get a kick out of them. I love them all.
Anthony Godfrey:
Well, I can keep watching them in my ignorant state and enjoy them because I don't know better.
Jody Skog:
It’s fun. Right.
Anthony Godfrey:
Right.
Jody Skog:
So our labs are getting faster and faster, where a rape would take a couple of years to solve. And now we're getting the results back in a couple of months. So technology is increasing.
Anthony Godfrey:
What's an aspect of the new technology that might surprise people?
Jody Skog:
They're getting manpower, before they used to have like one expert.
Anthony Godfrey:
Yeah.
Jody Skog:
And so we're getting more and more people that are loving forensics and they're getting, getting educated. So the field is growing.
Anthony Godfrey:
Well, hopefully, the students here today can help create a pipeline for some other, some other great folks to come help out.
Jody Skog:
We need smart people.
Anthony Godfrey:
So Kelan you're here solving crime with your friends, right?
Kelan:
Yes, correct.
Anthony Godfrey:
And I see your shirt says Bingham Medical Forensics with a bloody B under a magnifying glass. I like the logo.
Kelan:
I do too.
Anthony Godfrey:
Tell me about this class and this experience.
Kelan:
Well, we go through a lot of things, such as bone analysis and blood work, and we study some of the body, the body features, and anatomy, we really cover a whole lot in this class. It's really fun.
Anthony Godfrey:
And have you been looking forward to this field experience?
Kelan:
I'm really interested in the medical field. I don't know what I wanna do, but yeah, this really intrigues my interest. I'm really intrigued.
Anthony Godfrey:
So it's allowed you to learn some about the human body and sometimes it may be from a dark perspective, you know, the bad things that can happen and how you can detect how it happened and maybe who did it. So I like that you know that you wanna go in the medical field, but you're open to which direction that'll take you.
Kelan:
Yeah, exactly.
Anthony Godfrey:
Well, it's great to talk with you and I'm glad you're having such a good experience in the class and good luck with whatever medical career you pursue.
Thanks for joining us on another episode of the Supercast. Remember, education is the most important thing you will do today. We'll see you out there.
They didn’t hesitate to come to the rescue when a Jordan School District teacher found herself in a serious situation while driving along Bangerter Highway on her way to work.
On this episode of the Supercast, meet Trevor Bradley and Sean Vick, ground crew employees in Jordan’s Facility Services Department. Find out how the two men saved the stranded teacher with a small child in the car, fearing for her safety on the side of the road. And, what happens when we bring the three together for a sweet reunion.
Audio TranscriptionAnthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. They didn't hesitate to come to the rescue when a Jordan School District teacher found herself in a serious situation while driving along Bangerter Highway on her way to work.
On this episode of the Supercast, meet Trevor Bradley and Sean Vick, ground crew employees in Jordan School District's Facility Services Department. Find out how the two men saved the stranded teacher with a small child in the car, fearing for her safety on the side of the road. And listen in to find out what happens when we bring the three together for a sweet reunion.
We're headed down the hallway at Foothills Elementary to Mariah Nilson's classroom to surprise her with Trevor and Sean. Here we go.
Hey there, how are you?
Mariah Nilson:
Good.
Anthony Godfrey:
We just wanted to come talk with you this morning, interrupt your class a little bit with a couple of people I think you know.
Mariah Nilson:
Oh, yes, hi.
Anthony Godfrey:
I know, you're backing away from me.
Mariah Nilson:
Sorry, I'm just like really caught off guard, but yes.
Anthony Godfrey:
We talked to your principal, she said you could take a surprise.
Mariah Nilson:
Oh, yes, so that is good. Is this why, okay, I like said hi to you in the hallway, and I was like, wait, that's really weird that you're here, but that was really cool.
Anthony Godfrey:
So you did see them, okay. Can you tell me what happened, kind of talk me through that morning?
Mariah Nilson:
Sure, so it was last week and my daughter and I were on our way to Foothills. We were on Bangerter and something had happened and my tire completely blew. But like did not just die, like it really died, like multiple pieces are flying everywhere, it was really dead.
Anthony Godfrey:
So what was the sound like? How did it feel when that happened?
Mariah Nilson:
It was this huge boom and then my car started swerving and I like freaked out. And then my daughter, she's one and a half and she started screaming. And I didn't really know what was going on. I was like, something is happening. Am I losing control of my car? And so it was very scary. And I started-- like, I put my hazards on, started pulling over all these things. And in my head, I'm like, I don't know how to change this. I don't know how to do anything. I wasn't even sure if it was the tire. I just knew something was wrong. I'm not a very big car person. And so I pulled over. And little did I know that these two lovely gentlemen, they pulled over right behind me. They saw it blow, the pieces flying everywhere and came over and pulled right next into an empty parking lot with me and changed it. Which was super helpful because I was able to tend to my daughter who was very scared still from the sound and then they were able to help me. And again, I didn't know how to do anything and they just immediately took it. They're like, “Oh, we got it. You help your daughter. We'll help you and make sure that you are safe.” So that was really cool.
Anthony Godfrey:
Well, it's very fortunate that these two were behind you instead of me, because I would not have been much help. So did it surprise you that it was a couple of Jordan School District employees that happened to be behind you?
Mariah Nilson:
Yeah, that was really cool, a happy coincidence, because I didn't realize until they pulled off that they had a Jordan District vehicle, and then I had my badge on, and that was the first thing that Scott said, is he goes, "Oh, you work for the district too.” And I was like, "Yeah." So then we realized that they are the ones that mowed the lawn here at Foothills, just like a happy coincidence. Like we're like coworkers, but we didn't know it. So that was cool.
Anthony Godfrey:
So you're not just three of the 9,000 employees in Jordan School District who happen to run into each other, but you have this Foothills connection as well.
Mariah Nilson:
Yeah. So that was kind of cool.
Anthony Godfrey:
So they changed the tire. How did it feel driving away?
Mariah Nilson:
So there's another thing my spare tire was flat and I didn't know that.
Anthony Godfrey:
Oh wow.
Mariah Nilson:
And then when they changed it, they said it was flat. So they followed me to the nearest gas station and then they filled my spare tire with air like completely by themselves. They did all of it, which was really nice because again, I don't know how to do that either. And they made sure that my daughter and I were safe. And I think that was the biggest thing. Cause I was like a nervous wreck. I was really like freaking out and my daughter was still upset. She ended up crying for like almost an hour afterwards at the babysitter. She was really scared.
But like they made sure that my daughter and I were safe and that we could get back to Foothills safely. They even showed me like a side road so I didn't have to get back on Bangerter because I was scared of Bangerter at that point. That my car had gone crazy. But they just went out of their way to make sure that my daughter and I were safe, which was really cool.
Anthony Godfrey:
That's amazing. Now, let's get to know you guys. Introduce yourselves.
Sean Vick:
I'm Sean Vick, work on the grounds.
Trevor Bradley:
Trevor Bradley, yep on the grounds.
Anthony Godfrey:
And so tell me about your experience that day. Who was driving?
Trevor Bradley:
I was driving. Yeah, we just kind of were heading off to go do some work at South Tech. And we saw, you know, the car in front of us, she's just, the tire was kind of shaking a little bit and we could smell it kind of burning at first. Yeah, and then we're like, “oh, I hope she pulls off.” And then it, you know, completely, we just tore right off the rim. And then the tire's rolling down the road. So she pulled off the exit and we just kind of followed her. We had no idea she was an employee. We're like, “well, let's see if they need some help.” We want to help them out if they need it, and then we just pulled over. She got out and I saw the badge and I was like, “Oh, you're a district employee.”
Anthony Godfrey:
Yeah, that's pretty cool. That's amazing. And that's a good reminder. It's that you pulled over for whoever was in trouble ahead of you. It wasn't because they're a Jordan District employee.
Trevor Bradley:
No, yeah, definitely not.
Anthony Godfrey:
You're driving around a lot as a part of your job. Have you seen this type of thing happen before? Have you helped other people in the past or have you not encountered something like this?
Trevor Bradley:
This is my first time.
Sean Vick:
Yeah, I haven't. This is my first time also.
Anthony Godfrey:
Yeah. So tell me about the experience from your perspective.
Sean Vick:
Well, like Trevor said, we were just driving down the road and I could see the tire was smoking and thought, what's going on with her tire? I didn’t know it was her, but.
Anthony Godfrey:
Which is kind of a bad sign for those listening.
Sean Vick:
Right. That's not a good thing.
Anthony Godfrey:
If your tire is smoking, unless you're a drag racer. Then you’re ok.
Sean Vick:
Right, yeah. And that's when, like he said, pieces started flying off of the tire and then the outer shell rolled off the side of the road and thought, uh-oh, we just thought we'd follow her and make sure that everything was okay. And Trevor's like, “Should we help her?” And I'm like, “Yeah, we better help her.” So that's what we did. We just went in there and it was kind of like a NASCAR pit crew, you know. I just went in the back of her trunk and took out the jack and gave it to Trevor and he immediately knew what to do, over there and started jacking up the car and I got the spare tire, brought it out to him, he took the old tire off, I gave him the new one, he put it on while I put the spare tire back into the trunk and closed it up. I tried to soothe her daughter a little bit because she was a little frightened and was crying but it was just really fast, five minutes and we were done and got her on her way and that was it. We were just glad that we could be there to help her.
Trevor Bradley:
Yeah, definitely.
Anthony Godfrey:
Well, it's pretty remarkable because I'm afraid we're moving as a society away from connecting to each other and away from helping each other and thinking, “oh, it's a stranger, I'm sure they can call AAA. I'm sure they have somebody they can call” rather than diving in to help in the moment. So I'm really impressed and proud that two Jordan District employees on the job are gonna pull over and help whoever needs them.
Trevor Bradley:
Yeah, definitely.
Sean Vick:
That's why we're here.
Anthony Godfrey:
As you thought back on this, how have you felt about these two?
Mariah Nilson:
I've just been really grateful for them. When I got to school, I was like, I'm sure you're curious on how I figured out who you were. So you told me your first names, but I didn't see your badges. I just saw your first names. And I talked to my secretary and you know secretaries are really good at getting information. So I told her I was like, “hey, like this crazy thing just happened. I would love to be able to reach out and like to thank them and to like tell their boss or somebody that they did a really good thing for me today.” Because it was again like as soon as I got out, I was like I don't know how I'm gonna get to work. I don't know how to change anything. I'm on my own. I don't know how to do this. So I figured out who they were, my secretary gave me their bosses emails, so I sent this like big email to their bosses and just said like these are amazing men and I'm very grateful for them. And I still am, even like a week later. And I will forever be grateful for them 'cause they helped me when I needed it and when my daughter needed it. And that was really cool.
Anthony Godfrey:
Well, I'm really glad you tracked them down and took the time to write that email. That's how we found out about it. And I couldn't wait to meet you and to meet them and to talk about this.
You know, my motto for the district has been, ‘Be curious, be intentional, be united’. And this just epitomizes being united, being someone who's gonna reach out and help. And then on your end, you're gonna make sure that you find out who they are so you can thank them. That's the amazing part, it's like, you know their first names and that's it, and they just kind of disappear into the day and everyone goes about their work. But that's a lasting impact. I'm sure it's something you won't forget.
Mariah Nelson:
No, definitely not.
Anthony Godfrey:
Hopefully it's something your daughter will forget.
Mariah Nelson:
Yes, hopefully so. I would like her to not remember this.
Anthony Godfrey
(laughing) Well, that's remarkable. Thank you for everything you guys have done to support her, like I said, it just, this gives me fuel for a long time. It doesn't surprise me. That's the type of people we have in Jordan District, but it's really exciting to hear about and to meet all of you.
Stay with us. When we come back more with our kind employees taking care of one another.
Break:
In Jordan School District, we like to support students in and outside the classroom along with their families. That's where the Jordan Family Education Center comes in, offering support services and a wide variety of classes for students and their families, free of charge. You can take a class called Blues Busters for children feeling sad or worried. Just Breathe is a class that helps students reduce stress. Or how about a class that supports parents in helping their children make and keep good friends. There are also support groups and free counseling, all provided by Jordan School District school psychologists and counselors. To find out how you can benefit from free family support services offered by the Jordan Family Education Center, call 801-565-7442 or visit guidance.jordandistrict.org.
Anthony Godfrey:
So tell me a little bit about your time in the district and the job that you do.
Trevor Bradley:
I've been with the district for about two and a half years now so kind of a newer employee, been on the grounds crew the whole time. You know, we kind of just take care of you know, in the summer times we take care of the lawns and all the landscaping and wintertime we’re out there keeping the parking lots cleared and salted.
Anthony Godfrey:
So it's been a pretty smooth year this year?
Trevor Bradley:
Yeah, oh yeah. Not much to do.
Anthony Godfrey:
Nobody watches the weather like you guys do.
Sean Vick:
Oh yeah, just tons of snow.
Trevor Bradley:
Yeah, nobody does.
Anthony Godfrey:
And you work some long and some early hours.
Trevor Bradley:
Oh yeah, yeah.
Anthony Godfrey:
In fact, tell me about that.
Trevor Bradley:
Lots of 2:00 a.m.’s this year, 3:00 a.m. and long hours. 14, 15 hour days.
Anthony Godfrey:
Yeah, no, I know. We've relied on you guys more this year than ever before. And people think grounds crew, and they don't realize the wide range of jobs that you have and the things we rely on you to do. Really, safety is at the center of what you're doing too. Now tell me about your time in the district.
Sean Vick:
Well, I've been with the district for 27 years. I left for a few years, went to Arizona, and then came back recently. And I was fortunate to get back on at the district. I was in custodial prior to this, but I thoroughly enjoy the place and I was able to get on the grounds with what a great crew, you know, with Easton as our supervisor. It's good teammates and everything. I love the job. And I love being able to go out and help and, like you said, make the schools safe for all the students and teachers and parents.
Anthony Godfrey:
Well, I really appreciate it. Your jobs are essential. We just, we honestly can't function without you. And I'll bet you were missing Arizona this winter.
Sean Vick:
I surely am. I am.
Anthony Godfrey:
We're glad to have you back and, and we're glad to have you joined Jordan a couple of years ago. Anything about being on grounds crew that people might misunderstand about the job or not realize is part of the job?
Sean Vick:
Your school's not the only school.
Anthony Godfrey:
Oh yeah, that’s true.
Sean Vick:
Because a lot of people would like to have their lawn mowed first, you know, or their parking lot plowed first and somebody's got to be last, unfortunately. So people get a little upset and, you know apprehensive, when are they gonna be here?
Anthony Godfrey:
Yeah.
Sean Vick:
So, we try our best to get there as quick as we can.
Anthony Godfrey:
Honestly, I think we've got the best crews in the state and I talked to a lot of superintendents. We really do. Dedicated people like you who take the job very seriously, love the job.
Sean Vick:
Love it.
Anthony Godfrey:
And it's and it's obvious that you love doing what you do. So, thank you for that. And tell me about your career in Jordan.
Mariah Nilson:
This is my seventh year teaching and my fourth year in Jordan. And I've been at Foothills the whole time under Cherie so she's been great.
Anthony Godfrey:
And what grade do you teach?
Mariah Nilson:
I am currently teaching second. I've kind of bounced around a little bit. I've taught fifth and sixth and now I'm in second.
Anthony Godfrey:
And how are you feeling about the younger kids compared with the older?
Mariah Nilson:
I love them. I love all kids. I've realized like finding there's like fun things in each grade but second grade is really fun.
Anthony Godfrey:
Yeah, that's great. Well, I admire the work that each of you is responsible for in the district and the hard work that you put into it, the early mornings, the late nights, and just thank you for being a part of Jordan and for being such great people.
Thanks for joining us on another episode of the Supercast. Remember, education is the most important thing you will do today. We'll see you out there.
It is a fun before-school program fostering curiosity and creativity in students at Eastlake Elementary School.
On this episode of the Supercast, we hear from members of the “Young Poets Society,” and have them read some of their original works. It is a society sparking a strong passion and appreciation for reading and writing poetry.
Audio TranscriptionAnthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. It is a fun before-school program fostering curiosity and creativity in students at Eastlake Elementary School. On this episode of the Supercast, we hear from members of the “Young Poets Society” and have them read some of their original works. It is a society sparking a strong passion and appreciation for reading and writing poetry.
We're here with the “Young Poets Society” at Eastlake Elementary School. Tell me your name and what grade you're in.
Ellie:
My name's Ellie and I'm in fifth grade.
Shayla:
My name's Shayla and I'm in sixth.
Jennah:
My name is Jennah and I'm in sixth.
Anthony Godfrey:
Tell me, what is it that you love about poetry? Why did you want to be part of this group?
Ellie:
I think writing poetry is just really fun. It's kind of calming. Yeah.
Shayla:
Yeah, I agree with Ellie and it's like a nice way to get your emotions out without getting angry or sad at something.
Jennah:
I also like how you can, when you read it, it kind of just flows out of your mouth, kind of soothingly.
Anthony Godfrey:
The best poems do. Now do you guys read and write poetry as a part of this group? Tell me a little bit about what activities you're involved in with this group.
Shayla:
Mainly we write poems but occasionally we read the poems to understand how we write them so we can do it better and more effective.
Anthony Godfrey:
So you're learning from other authors. How about for you? What are the activities that stand out for you from this group?
Jennah:
I like how sometimes even when we will write poetry but there's also a ton of different kinds of poetry. Like we'll do blackout poetry where we just color in some of the other words and you can read the words that aren't colored in and it forms a poem.
Anthony Godfrey:
Oh, so you start with a poem and then black out some of the words to make make your own creation. Is that how that works?
Jennah:
Yeah pretty much.
Anthony Godfrey:
Okay how about for you? What are some of your favorite activities with this group?
Ellie:
We used a colored pencil on black paper and we wrote down personification.
Anthony Godfrey:
Tell me about personification.
Ellie:
We used onomatopoeias. We also make things that aren't like people or animals have like people like things I guess.
Anthony Godfrey:
Can any of you remember some examples of when you wrote something that involved personification or read something?
Ellie:
Like the flowers danced in the breeze.
Anthony Godfrey:
Very nice. Flowers don't actually dance but that's a great image. I love the sound of that. We also have Piper Wise here, the media assistant, who started all of this. Tell me why did you want to start the “Young Poets Society”?
Piper Wise:
When I was in fifth grade, a long long time ago, kids, I had a teacher that started a poetry group. And I was very shy, which no one believes these days but it was a great way for me to express myself, and I loved words ever since. And talking with Mrs. Blockburger and Mrs. Burr about how fun that was, we just decided wouldn't it be fun if we started one here? We thought maybe we'd have a couple of kids, but we have 25 kids and they're all very different from each other. So it's cool to see all different interest types and all different groups of kids coming together and learning about the power of words and taking that power for themselves because these kids have a lot to say.
Anthony Godfrey:
I was super impressed coming in early, early to school to read poetry and to write poetry. As a former language arts teacher my heart skips a beat when I see this. It's really exciting. So you were pretty surprised at the turnout it sounds like.
Piper Wise:
Yes, yes it's way bigger than we thought it would be and we love it. It's the best part of the day when we have poetry first. When we have our “Young Poets Society” at the beginning of the day because these kids are just so good and kind and smart and funny. And I don't think you guys realize how much we love it and I'm glad that you guys do too.
Anthony Godfrey:
I was impressed at how quickly students were connecting with the poetry. And I love that the discussions are structured in a way that pulls out their personal reaction to it. Have you been surprised by some of the reactions over time as you've met as young poets?
Piper Wise:
Yeah, and some of the stuff they write as well. I mean, working in the library, you get to know students because of what they read, but you can get even more knowledge about them and their souls and their hearts and their desires and their fears and their hopes and by what they write. So it's really interesting how we can give one cue, one assignment, and then everybody's poems are so different. And we're learning all different types of poems so they can see, if I don't like this type, I can try this type and there's no wrong poem. Nothing they write down is wrong. So that's really encouraging too. I think they're just free to write whatever they need to.
Anthony Godfrey:
That's true. It is nice to start the day knowing you're going to be right no matter what.
Piper Wise:
Right, yes.
Anthony Godfrey:
And with poetry, as you've described, you learn more about the world around you, you learn more about other people, but you also learn more about yourself, and you test your own emotions and your own needs and interests. So, and that was evident. That was on display. It's really, really impressive to see this group.
Piper Wise:
They're a really good group.
Anthony Godfrey:
How does it make you feel to know that you've inspired these students to love poetry the way they do?
Piper Wise:
It makes my heart three times bigger. I just, I feel so proud of these kids and I think they're wonderful and it gives me hope for the future as someone looking backwards. As an adult looking backwards, I just think the world's gonna be okay with these guys in charge because they have a lot figured out.
Anthony Godfrey:
Did it take a little while for you to feel comfortable in the group sharing your emotional reaction to poetry?
Students:
Yeah.
Anthony Godfrey:
So over time as you get used to the group a little bit, is that a little bit easier?
Shayla:
Yeah, because you know these people aren't gonna judge you over it.
Anthony Godfrey:
How about expressing your emotions through poetry? Was that difficult at first or is that something that came naturally?
Ellie:
I think it really just depends on the person.
Shayla:
Yeah, because for me it came a little bit more naturally because sometimes it's harder for me to display emotions other ways so going through poetry is a fun and easy way. And when you come to like these you gain new friends.
Anthony Godfrey:
So there's a deeper connection with others and that allows you to express yourself in ways that you might not have otherwise.
Piper Wise:
We work to make the library a safe place this should be the most peaceful safest place in the school in my opinion. I'm biased but that's okay and so it makes me happy to know that kids can come in here and feel safe writing things also. So I like that too.
Anthony Godfrey:
I love that. Thank you for everything that you're doing to make that possible.
Piper Wise:
You're welcome.
Anthony Godfrey:
We're here now with Aliya and Bennett. Aliya, tell me what you love about this poetry group.
Aliya:
I love that everybody can just access their feelings without being shy and the teachers are wonderful. And I just love doing poetry every other Wednesday. It's just a great group and I love the things we do together.
Anthony Godfrey:
Did it take a little bit of time to warm up to feeling comfortable sharing those feelings?
Aliya:
I mean it didn’t take long because I know most of these people here. I mean they're all great and the teachers, Miss Burr was my fifth-grade teacher and Miss Wise and Miss Blockburger were and are our library teachers, so it didn't really take long for me.
Anthony Godfrey:
And have you gotten to know the other students in the group well over time as you've met as young poets?
Aliya:
I mean yeah, we've sat together sometimes and we've talked together we've got to know each other a little bit.
Anthony Godfrey:
How about for you Bennett? What do you love about being here?
Bennett:
Because I like doing poetry and it's fun. Ms. Burr is my fifth-grade teacher and so it's pretty fun and I just like it a ton.
Anthony Godfrey:
So it's pretty fun and I like it a ton. See you just rhyme naturally. The poetry just flows from you Bennett. Tell me what is it that you like most? Is it reading or writing poetry?
Bennett:
I like writing poetry.
Anthony Godfrey:
Okay. What were some of the poems you've written? Tell me about them.
Bennett:
I wrote a shamrock. I wrote a letter tree.
Anthony Godfrey:
Sorry.
Bennett:
A letter tree.
Anthony Godfrey:
A letter tree? Tell me about a letter tree.
Bennett:
It's where, I'm pretty sure it's where like, so there's the first two lines rhyme, the first two words.
Anthony Godfrey:
Okay.
Bennett:
And then the next two lines, they rhyme, and then the last rhyme rhymes with the first two lines.
Anthony Godfrey:
Oh, okay. Do you kind of like the structure where there are rules that you have to follow and make the imagery and make your words fit the rules?
Bennett:
Yeah.
Anthony Godfrey:
Yeah, I kind of like that too. There are forms of poetry that I've really liked over the years where you have to use the same words kind of in different order and kind of move things around. How about you Daphne, what have you loved about being in this group?
Daphne:
I love this group because I'm not much of a reader, but the words just naturally flow in me. So I've always just, I mean I joined late in the year so I just really enjoy this.
Anthony Godfrey:
Do you like Shel Silverstein's “Invitation” this morning?
Daphne:
It really gave inviting you to a warm fire and talk about books and fantasy.
Anthony Godfrey:
Any poems that are favorites of yours, Aliya?
Aliya:
I really love the whole book Where The Sidewalk Ends. I feel like that book just has a bunch of good ones.
Anthony Godfrey:
And sometimes there's a little surprise in the poem that I really like. What other poetry do you like.
Aliya:
I love, I love poetry that's funny, but I also love poetry that makes, that's quite literal and like not sad but like it has like a true meaning that's what I like.
Anthony Godfrey:
I'm so impressed that you guys have delved into this. What do your parents think of the fact that you want to come early for a poetry group?
Aliya:
My mom, she likes it. She thinks it's pretty cool and my dad thinks it too. They think it's like cool and I think they think that it's good for my mind and soul.
Anthony Godfrey:
I think it's a great way to start the day. How about you Bennett?
Bennett:
I think they like it because I used to like not be involved in anything and now I'm involved in a ton of things and I really like it. And I think my parents like it too.
Anthony Godfrey:
I think it's fantastic. I'm really impressed with you and the whole group. And who knows? I may have to just stop by and start my day this way again because it's pretty awesome.
Stay with us. When we come back our young budding poets share some of their original works.
Break:
Hello, I'm Sandy Riesgraf, Director of Communications for Jordan School District, and we want to invite you to connect with us. So many exciting things are happening in your child's school, your neighbor's school, in every school here, every day. Don't miss out on following the fun or simply staying informed when there's important information we need to share. Join us at jordandistrict.org, or follow us on Facebook, Twitter, and Instagram @jordandistrict. We can't wait to connect.
Anthony Godfrey:
Do you have some poetry that you've written that you can read for me? Any of you.
Shayla:
That’s why we brought our folders. Yeah.
Anthony Godfrey:
All right. Sounds good, Shayla. How about let's start with you? Tell me before you read it, can you tell me a little bit about this poem and what you were hoping to accomplish with it?
Shayla:
I just wanted to write a funny poem about leprechauns.
Anthony Godfrey:
Okay, and who doesn't?
Shayla:
I know.
Anthony Godfrey:
All right, so let's hear it.
Shayla:
They travel from town to town,
they are green and wear a black crown.
To be small is to be
able to see
all the people frown.
Anthony Godfrey:
Very nice, I like it. They seem impish in this poem. Okay, let's hear yours.
Ellie:
Okay, this is an onomatopoeia poem.
Anthony Godfrey:
Okay.
Ellie:
In a big winter city, I hear children play,
yell, squill, giggle, laugh, cry.
In a big winter city, I hear people walking in the snow,
crunch, crush, slush, splish, splash.
In a big winter city, I hear a band play music,
ooh, mmm, blah, whistle, tap, ring.
Anthony Godfrey:
So tell me, for those who are listening, what does onomatopoeia mean?
Ellie:
Just sounds that sound like, that sound like what they mean.
Anthony Godfrey:
Yeah, exactly. So can you read, let's go back through that and tell me some of the examples of words that sound like they're meaning.
Ellie:
There was crunch.
Anthony Godfrey:
Crunch. You can just hear the snow. Crunch.
Ellie:
Yeah. Splish splash. There was ooh and mmm.
Anthony Godfrey:
All packaged neatly in a poem that flows really well and makes the most of those sounds. I think that's really cool. Do you have one that you can read for us as well?
Jennah:
This is one of my first onomatopoeia poems.
The bird in the forest, a little bird jumps, thud.
In a forest, a little bird squawks, squawk.
In a forest a little bird flies, swoosh swoosh
In a forest a little bird lands on a tree, creak creak.
In a forest a little branch goes crack, crack, crack.
Anthony Godrey:
Very cool. What are some of your favorite words in there?
Jennah:
I liked it when you can use swoosh and crack because it really shows how the way it's moving.
Anthony Godfrey:
It's great in the poem even when you say swoosh and crack you can just you can really hear the meaning of the word. That's awesome. Do you guys notice words in a different way now that you've been reading poetry and writing it? Are there some words that kind of leap out at you as having a particularly interesting sound or interesting meaning?
Jennah:
Hope.
Anthony Godfrey:
No?
Jennah:
I like hope.
Anthony Godfrey:
Hope. Tell me about the word hope.
Jennah:
Because it really shows like if something's sad you can really you can go read a poem with hope or something, like with the bird poem, that one. With the bird is hope, that one.
Anthony Godfrey:
Have you been reading and writing poetry for a while now? Was it before this year or did you just start this year?
Shayla:
Before. I started writing them when around I was nine, because I was encouraged by one of my teachers at my old school to write a poem about basically anything. So one of my first poems was about fire, because that was when we were getting a lot of fires and smoke from the California and Oregon fires.
Anthony Godfrey:
Okay.
Shayla:
So yeah.
Anthony Godfrey:
And do you remember feeling like that lit a spark for your poetry love?
Shayla:
Metaphorically and literally.
Anthony Godfrey:
Oh, very well done, thank you, yes. And how about for you, when did you first start loving poetry?
Ellie:
It was last year. I just thought it sounded fun, so I decided to join Poets Society.
Anthony Godfrey:
What does it mean to you that the adults in the building here are so willing to spend their time and create this experience for you?
Jennah:
Honestly, I think it's really nice of them though because a lot of us are actually really annoying sometimes, so to be fair.
Anthony Godfrey:
Does the poetry make you less annoying?
Jennah:
Yeah, probably.
Anthony Godfrey:
One more benefit of poetry.
Shayla:
I also think it helps to give them a break from the rest of our classes. That can sometimes be a bit of a handful.
Anthony Godfrey:
So this is a good reward for them to get to spend some time talking about poetry.
Shayla:
It's also a good reward for me so I can get a break from them.
Anthony Godfrey:
It's good for everybody. It's good for me. I actually feel energized getting to hear those discussions. We were going to hold this interview and I just couldn't resist. I keep looking through the window like, "Hey, there's some other poems that I'm missing out there. How about for you? What do you think?
Ellie:
I just really like it.
Anthony Godfrey:
That's great. That's the best endorsement you can you can give. What would you say to students who might hear this and think about starting one of their own or other adults who might want to start this up at their elementary school?
Piper Wise:
I would say do it. It's worth your time. It's worth every second you spend extra working on things and working on lessons because as you feel the reward is giant and it's a feeling is the reward and it's it's really good. What would you say if someone's thinking about being part of something like this.
Shayla:
Yeah I mean if you don't like it you don't have to come but if you do it's another thing that you get to love.
Anthony Godfrey:
Well thanks for spending time talking with me about your poetry and most of all thanks for spending time on poetry. Sitting together, writing, reading, and just having this great experience that I'm sure you'll never forget.
Students:
Thank you.
Shayla:
Thank you for coming.
Piper Wise:
Thank you.
Anthony Godfrey:
Thanks.
Thanks for joining us on another episode of the Supercast. Remember, education is the most important thing you will do today. We'll see you out there.
They are a valuable resource for families dealing with complicated challenges involving stress, depression, anxiety, even suicide.
On this episode of the Supercast, we sit down with the Cook Center for Human Connection to find out how they are helping families access some of the very best programs available in fostering strong mental health. They are a force for good in the community and Jordan School District is a partner, hoping to help families in need of life-saving services.
Audio TranscriptionAnthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. They are a valuable resource for families dealing with complicated challenges, including stress, depression, anxiety, and even suicide. On this episode of the Supercast, we sit down with the Cook Center for Human Connection to find out how they are helping families access some of the very best programs available in fostering strong mental health. They are a force for good in the community and Jordan School District is a partner, hoping to help families in need of life-saving and life-improving services.
We’re here with Anne Brown, the President and CEO of the Cook Center for Human Connection. Anne, thanks for joining us.
Anne Brown:
Thank you, Dr. Godfrey, for having me.
Anthony Godfrey:
I'm looking forward to talking with you about some of the resources that are offered to our parents and employees through the Cook Center. And I know that we recently had a representative come and speak with school community council chairs at our district-wide school community council meeting. And they were really enthusiastic to hear about some of the things that are being offered. We've emailed the information out before and we've shared it on our website, but I thought this would be a good chance for us to sit down and talk a little bit more about all the great things that parents have access to, to help them with their kids.
Anne Brown:
Yeah, absolutely. We are happy to be providing these services to you. We have two things. One thing is on your website, there's a little circle medallion that is called parentguidance.org. Parentguidance.org is a place for parents to go and be able to find information when they might be dealing with difficult parts of parenting. Things like my child struggling with anxiety or depression, or perhaps their child is cutting, or they could even be experiencing some suicide ideation.
There's courses that are directed specifically for parents that are struggling with these needs and every course is done by a licensed therapist or a psychologist or a psychiatrist. So it's kind of like finding that friend that you could really get some great advice from when you're struggling with something that might be very difficult in your family. So that's available on your website for any family in your district to access, to be able to have. And that's done through a grant from the Cook Center, we make it available to any school district anywhere in the country.
Anthony Godfrey:
And that is really like having a very informed professional friend that can help you with some very specific concerns.
Anne Brown:
Absolutely, yes. And in addition, it's not all about just the problems of parenting. There's also courses on there, there's one called Parenting with a Purpose, and that just, you know, one of the things I always talk about is that not every parent has had child development courses. So you're an educator, I'm an educator by trade. I've had child development courses, but perhaps if you were a young mother, you maybe never had an opportunity to have a child development course. But also, if you're a Harvard MBA, you may not have ever had an opportunity to have a child development course. So it really, it really stretches the gamut. Every parent can always use a little tune-up. So this is things like the tone of voice that you use, how to set boundaries, how to just be more present for your child. That's some of the parenting with the purpose things.
We also have courses on there that are things like how to understand the emotional development of your child at certain ages because as kids go through different stages, their emotions change. What's going on with a child who's five to eleven years old may be very different than a child who's nineteen to twenty years old. And so we have courses at these different stages in their life. I think there's a whole series that's five or six courses, to help parents kind of level set and know, you know, what are emotions you should be concerned about and what are emotions that are just present because that's the age that the child is.
So we have, you know, not everything is about negative things that are happening in your life as a parent. Some things are just about the normal every day and how can you help and understand more. And then also on parent guidance, there are courses that are kind of self-help for the parents, so how to calm your anxious mind, how to rewrite self-beliefs, how to find everyday happiness. Just some of those kind of things, just to kind of help with your mindfulness and helping you find peace in your own life. So it's a really nice collection of resources, and everything is designed specifically to be talking to you as a parent.
Anthony Godfrey:
I really like that it's private, that it's anonymous, and it's on demand.
Anne Brown:
In their home.
Anthony Godfrey:
In their home. So you can really choose how you want to engage and I would really encourage anybody listening to take a look because there's a long list of options. Options you probably wouldn't think about even as you mentioned some of the offerings. It's just something you might not think there would be specific help for. And really, it's nice to be able to access information that is well vetted, comes from an expert, because when you're just searching randomly online for help with certain problems, you don't know whether you can trust that source. And this is a trustworthy source.
Anne Brown:
It is. And also, when you're looking online, it may not be directed to you as a parent.
Anthony Godfrey:
Right.
Anne Brown:
And so this is directed to you. What we say is that at Cook Center, we help educators, which is you, Dr.Godfrey, help parents, help their children. And we're very specific with that because we know where families are is in the schools. Parents are in the schools, kids are in the schools, and families are more likely to access resources when they're available from schools. But parents may not be quite ready, given whatever situation they're dealing with at home, they may not be quite ready to go ask for help. So having this privately on demand in their home makes a big difference, but having it available through their school website makes it accessible to everyone in your district.
Anthony Godfrey:
And as we've talked about ways to help parents and to help employees, one of the obstacles is not wanting to ask for help, not wanting to lose the anonymity. And that's what I love is that you can engage with parentguidance.org at the level that you'd like.
Anne Brown:
Yes, yes.
Anthony Godfrey:
Let's pull it up really quick and let's just take a look at some of the topics that are available. Okay, so I'm clicking on courses at parentguidance.org. I mean the splash page is, Are You Worried About Your Child? And we all are to some degree or another. We're just worried about making sure that we're doing the very best we can for our child. Here are a few of them.
Connect with your child by parenting with purpose.
Helping your child when they're bullied.
What parents need to know about suicide prevention.
Understanding your child's emotional development, like you said, five to ten years, eleven to fourteen years.
Protecting our children by staying aware and involved.
Social media, everyday happiness, stopping the yo-yo food cycle. I don't know what that is, but I'm probably on it.
Finding yourself when you're feeling lost.
How to let go of your deepest regrets.
These are some great topics and it's so nice to have all this accessible right here. So I hope that anyone listening will take a look and I'm sure there's something for everybody here. You can also look at the library by topic.
Fatigue, resentment, school, business, frustration, technology, teenager, parenting tips, grief and loss. It's a wide range of topics that you can just click and access and it's really remarkable that this has been pulled together. It's very generous of the Cook Center to make this available.
Anne Brown:
And you can also build your own playlists through different topics. So if you're the parent of a young child, I believe there's a preschool section that you can click on and then it will build all of the courses that might have to do with preschool.
Anthony Godfrey:
Yeah, I just tried that out. Tap on depression, tap on exhaustion, and it just pulls up a list of relevant classes. It's fantastic.
Anne Brown:
And every class is about an hour long, but they're separated into about five-minute segments. So a family could or a parent could sit down and listen to the whole course start to finish, but they may just have one section that they really want to focus on and be able to click right to that section so they don't have to watch the whole thing at once if they don't want to.
Anthony Godfrey:
Stay with us. When we come back, find out how families can benefit from the parent coaching offered by the Cook Center for Human Connection.
Break:
Are you looking for a job right now? Looking to work in a fun and supportive environment with great pay and a rewarding career? Jordan School District is hiring. We're currently filling full and part-time positions. You can work and make a difference in young lives and education as a classroom assistant or a substitute teacher. Apply to work in one of our school cafeterias where our lunch staff serves up big smiles with great food every day. We're also looking to hire custodians and bus drivers. In Jordan School District we like to say people come for the job and enjoy the adventure. Apply today at employment.jordandistrict.org
Anthony Godfrey:
Jordan School District has contracted with the Cook Center to provide parent coaching and we have quite a number of families who are using that. And the families who've signed up have continued to use it once they've started. Tell us about what is involved there and what's available to families.
Anne Brown:
Yeah, so family coaching is available to any family in the Jordan School District. It’s made available through the school district, through the Cook Center. And how Family Coaching works is right on parentguidance.org you can go to a section called Parent Coaching. You fill out what's called a confidential questionnaire. That questionnaire goes directly to our therapy team. It is HIPAA protected. It's completely anonymous. It doesn't get reported back to the district. No one has access to your information other than the coach that you'll be working with.
Within 24 hours, a family will be contacted by the coach, and that coach can provide up to a half an hour a week of service to any family in the Jordan District. You just identified that you're from Jordan. And we've had about 80 families access this over the past year, and they have received about 2,900 sessions to support the families in the Jordan School District.
The coaches work with the families on whatever they're struggling with at the moment. Some families stay in for a month and some families stay in for a year, and that's fine. They get access to an app, and that app gives them communication access to their coach. So it's not a crisis line. It's definitely a preventative line, but if they need to get in contact with their coach, they have a way to do that through this app, and the coach will contact them within 24 hours. And then the coaches work on the family schedule, and just, you know, work forward from there to help them with whatever their needs are.
Anthony Godfrey:
And like you said, this is, this is not an emergency access, the sort of program. This is a program to help provide coaching and support to families who may be going through some difficulties.
Anne Brown:
Yes, yes.
Anthony Godfrey:
So they don't have to be severe difficulties. It's just, “Hey, I need to talk with someone about how best to approach this particular situation.”
Anne Brown:
Absolutely and we've had everything, you know, we've had everything from families that are going through divorce to we've had young families say, "How do I get my child to use an inside voice.” So the inside voice one might be, you know, you have one coaching session but the family who's going through a divorce, you know, the coach might be by their side for the, you know for six or nine months or even further.
And then you know we've had some severe ones and if it's too severe we ask them to reach out to the 988 lifeline and you know get that crisis intervention when they need it. But for the most part, we're helping families just be stronger, helping parents be stronger parents and feel more confident in their parenting. It's not therapy. We're very clear about this is not therapy.
Anthony Godfrey:
Right.
Anne Brown:
It's coaching to be able to help the—it's just like if you were a ski racer, you're going to have a coach that's going to help you go faster, help you become a better ski racer. This is just the same thing. You have a coach that helps you know some of those tricks of parenting that can help you be a stronger parent.
Anthony Godfrey:
And I think it's important that you emphasize coach. Everybody has a coach. The best players have a coach. You're always trying to get better. You're always trying to tweak your game and increase your abilities. And parenting is not a specific science, so having someone to bounce things off of and get some coaching is a big help.
So that's the other thing about it, is it's anonymous, but it's for a wide range of purposes. And there are the preset classes, there's the individual coaching. I'm just thrilled that we have this range of options available from the Cook Center for Parents.
Anne Brown;
Thank you, and we are so happy to be your partner in your mental health journey for your families. Thank you for having us.
Anthony Godfrey:
Tell me about the evolution of the Cook Center. You've been with them from the start.
Anne Brown:
I have.
Anthony Godfrey:
I think it's a remarkable story, and a lot of people will be interested to know that it's based in Utah, started right here.
Anne Brown:
It was, just started down the road in Utah. So the Cook Center for Human Connection, we're a nonprofit, we're focused on mental health and suicide prevention, as we've been talking about. We were started by Greg and Julie Cook. Greg is one of the founders of doTERRA Essential Oils. And Greg and Julie have had the opportunity now to consider how to give back to their community.
One of the first places that they decided to give back was many people on this call probably know, but there will be a new primary children's medical center built in Lehi, Utah, and they were approached to be the first donors to that. So they donated $10 million to bring Primary Children's Medical Center to Utah County. And when they did that, they wanted to give anonymously and the people who were doing the fundraising said, "Please don't, because when you are public about your donation, that provides a halo effect and will bring others to the table to help donate.” So their $10 million donation has now helped spur $450 million that's helping build that, will be the amount needed to build that hospital.
Anthony Godfrey:
Wow.
Anne Brown:
And why that story plays into mental health is when Greg and Julie made that donation, they were asked to direct it into something so it could have been, you know, emergency room or cardiac or, you know, pediatric orthopedics or something like that. But they were given a chart and it had this little teeny, teeny, tiny sliver and they said, "Well, what's that one?” And they said, "That's behavioral health. That's the hardest place to get funding.” This was 2018, so this was before the pandemic. And they just, from that, they reflected back on early in their marriage when a young boy who was 11 years old in their neighborhood died by suicide. And they thought, "How can that be the hardest place to get funding when this is happening in our state?”
At about that same time, a report came back on Utah Mental Health from the Kemp Gardner Institute and it talked about how the fact that 60% of people in this state that need mental health services can't find them, and also in most states in the country, suicide is the second leading cause of death for 10-year-olds to 24-year-olds, but in Utah it's the first leading cause of death. All of those things came together at once, this donation to the hospital, this reliving of this young boy dying by suicide in their neighborhood and them being involved in that moment because the father was out of town and Greg had to help the mother at that time. And then this report coming out and finding out that Behavioral Health is the hardest place to get funding, and they said, "Wow, this is the cause that we need to put our resources behind.”
So they went beyond just that initial donation and created the Cook Center, brought me in as their first employee, my background is all in schools and education and working with superintendents as well as Ed Tech. And we just did some research and discovered that there is a real marrying point that we can provide these resources to parents, get more people on the team of mental health, provide more access to mental health through our parentguidance.org and through the coaching through schools.
Anthony Godfrey:
Right.
Anne Brown:
Reduce stigma, because if we're talking about it with families, we're reducing the stigma. And you know, we were just able to bring together this whole plan. And interestingly enough, our U.S. Surgeon General, Dr. Vivek Murthy, he didn't come on the scene until 2020, but when you look at the things that he's laid out, it's like what needs to happen. He talks about we need more people, we need more access, we need to support schools, and we need to reduce stigma. And we're doing that. And so, you know, we know we're on the right track to be helping in this space.
So at the Cook Center we do two things. We give and we serve. So a lot of what we've talked about right now is the things that we do to serve.
Anthony Godfrey:
Yes.
Anne Brown:
Parentguidance.org and My Life is Worth Living. We also have a grants program. Our first year we funded about 60 Hope Squads around the country. Last year we funded about twenty schools with a program called Choose Kindness that helps schools change to a culture of kindness. And this year we're really proud that we funded twenty-six calm rooms around the country. One of those schools was here in Jordan. I think it was Bingham High School, correct?
Anthony Godfrey:
I think it was, yes.
Anne Brown:
And so, you know, super proud to be supporting. I know we did five schools in the state of Utah and then nationally with the other twenty or so grants that we funded, there were about 14 other states represented.
Anthony Godfrey:
It makes a big difference. We've seen a huge decrease in referrals to the office, especially at the elementary level.
Anne Brown:
Yes, really proud of both the things that we do to serve schools and the things that we do to be able to give to schools. And it's all made possible through the generous donations of the Cook family to the foundation.
Anthony Godfrey:
Well, it's great to have you as a partner and it's a great complement to the school psychologists, and counselors, and teachers, and other social workers, other professionals that we have at the schools. This is an important component to that overall plan of helping support students, families, parents, and employees. So, thank you for being an important part of that.
Anne Brown:
Thank you. Thanks for allowing us to be part of it.
Anthony Godfrey:
Thanks for joining us on another episode of the Supercast. Remember, education is the most important thing you will do today. We'll see you out there.
She is living her dream, working as a special education teacher at South Jordan Middle School, making a difference in the lives of students every day.
But Lauryn Macedone saw another dream come true not too long ago, when she was a contestant on the wildly popular show “The Voice,” selected to be a part of Alicia Keys’ team.
On this episode of the Supercast, we meet this superstar teacher and musician who has a heart of gold and a voice that turned heads around the nation, and turned the chairs of three judges on “The Voice.”
Audio TranscriptionAnthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. She is living her dream, working as a special education teacher at South Jordan Middle School, making a difference in the lives of students every day. But Lauryn Macedone saw another dream come true not too long ago when she was a contestant on the wildly popular show, “The Voice”, selected to be a part of Alicia Keys' team. On this episode of the Supercast, we meet this superstar teacher and musician who has a heart of gold and a voice that turned heads around the nation and turned the chairs of judges on “The Voice”.
We're here with Lauryn Macedone, a teacher at South Jordan Middle School, talking to her about her experience on “The Voice”. Thanks for taking a few minutes with us.
Lauryn Macedone:
Thank you so much for having me. I'm grateful to be here.
Anthony Godfrey:
Tell me a little bit about your teaching career, first of all.
Lauryn Macedone:
Okay. Yeah. So I actually just started in January, just finished my student teaching at Copper Hills High School, and then this is my first job, so I'm really excited to be here. I'm in special education here at South Jordan Middle School. I'm in the autism classroom specifically, so an autism support classroom. I have seven students and get to help them meet their individual needs and get to help them in their education, so it's awesome.
Anthony Godfrey:
That’s fantastic. I love a good mid-year hire.
Lauryn Macedone:
Oh, that's such a good question. I've known it since eighth grade. I took a peer tutoring class when I was in middle school, had an awesome teacher, met incredible individuals with disabilities who just inspired me. And I knew from then on that I wanted to help them and I wanted to be on their side, and I wanted to be their cheerleader to help them reach their goals and dreams that they have in life.
Anthony Godfrey:
That is a great peer tutor success story, and there are a lot of those out there. It's such a great experience for kids to get to know someone who might be a little bit different from them or from their friends. And I think it changes you permanently when you have that experience.
Lauryn Macedone:
Totally. We're so grateful for all of our peer tutors here. Like we have such a good peer tutoring program and are so grateful for all the students that take a class period out of their day to come and help others and learn from them as well. It’s awesome.
Anthony Godfrey:
And I love to see your enthusiasm and excitement for your new role here at South Jordan Middle.
Lauryn Macedone:
Thank you.
Anthony Godfrey:
It is kind of hard to come in the middle of the year and jump in, but it sounds like it's gone really well for you.
Lauryn Macedone:
It has. This school is so supportive, the admin so supportive. I have a ton of awesome aides in my classroom that are super helpful and it just made the transition really smooth.
Anthony Godfrey:
Good. That makes a big difference. We've struggled to hire classroom assistants throughout the district. and it makes all the difference when you have that kind of support.
Lauryn Macedone:
Yes. We're very lucky here. We have amazing aides, so it's awesome.
Anthony Godfrey:
And tell me about your student teaching experience. You were at Copper Hills, another great school.
Lauryn Macedone:
Yes. I loved my student teaching. I was with an awesome mentor teacher, Jacque Sheppick. She taught me so much, was an incredible example. I was in a life skills class over there with 14 students with differing abilities and was able to teach them everything from math to restaurant skills. And it was awesome. We taught everything in between and it was super fun.
Anthony Godfrey:
She does an awesome job. She and her students were on the Supercast a couple of weeks ago as well. It's a great program everywhere you look in every school. It's exciting and it's an inclusive way of providing a great education for students of all abilities.
Lauryn Macedone:
Yeah. Yeah. That's something that I've loved the most about being in Jordan School District, is that I feel like there is so much inclusion in every school that I've been in during my education. I did a practicum placement here, did my student teaching here, and now I'm a teacher here. And every school that I went to was so inclusive and that just runs through all the schools and it's really, really amazing to see.
Anthony Godfrey:
We work hard at that. So it's great to hear that from you.
Lauryn Macedone:
It's great.
Anthony Godfrey:
Let's talk about your career with “The Voice” as well. So how long ago were you on “The Voice”?
Lauryn Macedone:
So it was about six years ago. I was 16 and 17 years old throughout the whole process. I was a junior in high school. And actually kind of coincidentally my blind audition aired six years ago today.
Anthony Godfrey:
Really? Wow.
Lauryn Macedone:
So today was the day
Anthony Godfrey:
So you couldn't really tell people that you were even trying out or involved or anything like that?
Lauryn Macedone:
No, no. I couldn't tell them until about a month before. And so I just told people that I had a music opportunity and missed a lot of school, but it was super great and it was a great experience.
Anthony Godfrey:
Now let's go back a step. Tell me what got you interested in singing and your singing career up until then.
Lauryn Macedone:
Yeah. I have been singing ever since I could talk if you ask any of my family members. I would give them shows all the time.
Anthony Godfrey:
Oh, wow.
Lauryn Macedone:
And I did plays there too. It's just in my blood. I knew I loved to sing and love to perform.
Anthony Godfrey:
Is there a type of song that you like to sing in particular?
Lauryn Macedone:
It's changed over the years. I started a lot with musical theater and then I kind of jumped. I wanted to be a country singer and now I feel like I finally found myself as an artist. And I love like singer-songwriter style music. I am really inspired by like the sixties, the seventies artists, like Carole King, Joni Mitchell, stuff like that.
Anthony Godfrey:
There is some great singer-songwriter stuff available during that era.
Lauryn Macedone:
Oh yes.
Anthony Godfrey:
And they probably told you I'm a huge music fan. I go to a lot of concerts and live music is a big deal for me. So it's exciting to talk with you and to hear about this experience now.
Lauryn Macedone:
That's fun.
Anthony Godfrey:
Was "The Voice" your particular focus or were there other shows that you considered or tried out for as well?
Lauryn Macedone:
Yeah, that's a great question. I always had people telling me growing up, like, oh, you should audition for “The Voice” or “American Idol”. And I always had it in the back of my mind as something that I wanted to do. But I actually did a voice competition in Provo and they sent my video to “The Voice” and “The Voice” actually reached out to me to come and participate in their audition process.
Anthony Godfrey:
So you did a voice audition in Provo?
Lauryn Macedone:
Yes.
Anthony Godfrey:
But it was an audition for the show specifically, or was it for something else?
Lauryn Macedone:
It was something else.
Anthony Godfrey:
What was that for?
Lauryn Macedone:
It was just a little voice competition in Provo that my parents and I were like, let's just go do it. Sounds like fun. You can go just compete, meet other local artists. So I just went and it was more like a networking opportunity and they were awesome and sent my video to “The Voice” and the rest is history. Yeah.
Anthony Godfrey:
Wow. Now people tell you you should try out for “The Voice” and for me they say you should try out for the trivia shows
Lauryn Macedone:
You should! You should. There you go.
Anthony Godfrey:
So I can't perform it. I just listen to people like you who can perform it. So the audition, you didn't even know you were auditioning for “The Voice”?
Lauryn Macedone:
Not really. Yeah.
Anthony Godfrey:
Tell me what it feels like when "The Voice" contacts you and you weren't even expecting it.
Lauryn Macedone:
It was crazy. I can remember that moment like it was yesterday. I remember it was after a dance class and I was with my cousin and a friend and we were at Bahama Bucks getting some shaved ice. We were just enjoying our time. And I opened up my email and I saw an email from “The Voice”, and I think I, like, I read it at least 10 times
Anthony Godfrey:
Did they ask you to come up with what song you wanted to sing? And did you have to vary that song at each stage of the audition?
Lauryn Macedone:
Yeah. It was different. Some auditions, they asked for four songs, some auditions, they asked for two songs. Some they picked my song, some I got to pick. But the original video that was sent to “The Voice” I sang Girls Just Want To Have Fun, kind of my own rendition of it. And that song stuck with me the whole time. I sang it at every single one of my auditions. And then that was a song that I sang for my blind audition too. So it was kind of my good luck charm.
Anthony Godfrey:
What a great choice. What a great choice.
Lauryn Macedone:
It was great. It was awesome.
Anthony Godfrey:
How many songs did you end up singing for them? Not including the one that you sent in or that they sent in on your behalf? How many songs did you sing before you ended up in the blind audition? Or how many times did you sing a song?
Lauryn Macedone:
Yeah, I think it was four times if I'm remembering correctly.
Anthony Godfrey:
And is this for like producers or people behind the scenes? People with clipboards leaning close as you sing?
Lauryn Macedone:
Anthony Godfrey:
Really?
Lauryn Macedone:
Yeah. Yeah.
Anthony Godfrey:
Okay, so it's kind of how like I pictured it.
Lauryn Macedone:
Yep.
Anthony Godfrey:
And did you think, well, I'm pretty lucky to get this far, so I'll just give it a shot? Or were you feeling the pressure?
Lauryn Macedone:
Both, both. I saw so many talented people around me. Everyone that auditioned, I was like, whoa, they're so good. I was so intimidated. I was very intimidated. But I just, I was lucky. My parents were there with me throughout the whole experience and they just said, you're amazing, like, keep going. They were really my big cheerleaders and even when I felt like I wasn't good enough to be there, they helped me to realize that they saw something in me and so I should just keep going. And it was very humbling and I learned a lot from the experience of just to push through and to keep going and to believe in myself too.
Anthony Godfrey:
Stay with us. When we come back, Lauren Macedone sings for us.
Break:
Are you looking for a job right now? Looking to work in a fun and supportive environment with great pay and a rewarding career? Jordan School District is hiring. We're currently filling full and part-time positions. You can work and make a difference in young lives and education as a classroom assistant or a substitute teacher. Apply to work in one of our school cafeterias where our lunch staff serves up big smiles with great food every day. We're also looking to hire custodians and bus drivers. In Jordan School District we like to say people come for the job and enjoy the adventure. Apply today at employment.jordandistrict.org
Anthony Godfrey:
Describe for those who may not watch "The Voice" what's the structure of the show and how does it work?
Lauryn Macedone:
Yeah. So there are about four rounds that are prerecorded and that go on before they go to live shows. So there's a blind audition where you get to perform for four of the judges.
Anthony Godfrey:
And the judges are famous musicians.
Lauryn Macedone:
Yes.
Anthony Godfrey:
Who are then trying to pick someone who wins the competition. And the prize for the competition is a recording contract.
Lauryn Macedone:
Yep.
Anthony Godfrey:
Cash.
Lauryn Macedone:
Yep.
Anthony Godfrey:
Probably the home version, the board game version of "The Voice".
Lauryn Macedone:
Yep. There you go.
Anthony Godfrey:
But along the way, their chairs are turned away from you.
Lauryn Macedone:
Yes. Yes.
Anthony Godfrey:
So describe that part of it.
Lauryn Macedone:
Yeah. So they're turned the opposite way so they can't see you. All they can do is hear you. There's no preconceived judgments or notions that come. They just listen to you sing. And if they like what they hear, they turn around, they push a button and turn around and then they fight to have you on their team if you get more than one to turn around. So that's, it was pretty cool. That was the blind audition.
Anthony Godfrey:
And tell me which musicians were there that you got to be judged by and interact with.
Lauryn Macedone:
Yeah. Yeah. So my season, I was on Season 12 and Blake Shelton, Gwen Stefani, Alicia Keys, and Adam Levine were the judges.
Anthony Godfrey:
That is awesome.
Lauryn Macedone:
It was pretty cool.
Anthony Godfrey:
That is really cool.
Lauryn Macedone:
It was really surreal.
Anthony Godfrey:
Well, that's a pretty cool lineup of musicians to be judging you.
Lauryn Macedone:
It was awesome.
Anthony Godfrey:
Also, like you said, it would strike fear in my heart to do anything in front of them.
Lauryn Macedone:
Oh yeah.
Anthony Godfrey:
Most people would have a tough time talking in front of those four. Just meeting them or chatting with them, much less performing for them. And knowing it was gonna be televised.
Lauryn Macedone:
Totally.
Anthony Godfrey:
Their chairs are turned around and they get to hit the button and turn around and see you once they choose you.
Lauryn Macedone:
Yep.
Anthony Godfrey:
And tell me who chose you.
Lauryn Macedone:
So Alicia Keys, Gwen Stefani, and Blake Shelton all turned around for me while I was singing.
Anthony Godfrey:
That is Insane. That is cool. That is so cool to have three out of four.
Lauryn Macedone:
Yeah, it was, it was surreal.
Anthony Godfrey:
Who was the first?
Lauryn Macedone:
It was Gwen and then shortly after it was Alicia and then it was Blake. So they all kind of hit it like the same moment. It was pretty quick.
Anthony Godfrey:
That is so cool. And then they talk with you afterwards a little bit?
Lauryn Macedone:
Yes. Yes. And I don't remember anything that was said,
Anthony Godfrey:
That is so exciting. And so they have all chosen you, now you get to choose which team you want to be part of.
Lauryn Macedone:
Yes.
Anthony Godfrey:
And did you choose Team Gwen?
Lauryn Macedone:
I chose Team Alicia actually.
Anthony Godfrey:
Team Alicia? Interesting.
Lauryn Macedone:
Yes, I chose Alicia Keys.
Anthony Godfrey:
Even though Gwen chose you first you went with Alicia?
Lauryn Macedone:
Yes. Yes.
Anthony Godfrey:
Okay.
Lauryn Macedone:
And I just had this, I just loved Alicia Keys. I thought she was very genuine and very kind and that was so true. She was like a mother to all of us on her team. She was very nurturing and just so genuine and authentic. She was amazing.
Anthony Godfrey:
That's incredible. Yeah. So tell me what happened with the competition after that point.
Lauryn Macedone:
Yeah, so there's a lot more rounds. I made it to the second round, so the battle round where you're paired up with someone from your team and you sing the same song that your judge picks for you. So Alicia chose a song that me and a teammate sang against each other, and you battle for the winner. And my teammate, she was amazing, and so she won that battle and then I went home after that. But it was, it was incredible.
Anthony Godfrey:
That is a huge win. Yes. Getting to go, getting to compete, and having them turn around and push the button three out of four. That is a huge victory.
Lauryn Macedone:
It was.
Anthony Godfrey:
I think that's really exciting.
Lauryn Macedone:
It was so cool. And I think a little bit inside I was so sad, but I was a little grateful cuz I had already missed a lot of school and I couldn't teach myself Trig any longer. I needed to go and be taught by my teachers.
Anthony Godfrey:
Yes. Understandably.
Lauryn Macedone:
Yes. So I was grateful, but it was so awesome.
Anthony Godfrey:
Can we take a look at some of the photos and video of your time on there?
Lauryn Macedone:
For sure. This is just a fun one that I took that I could post on social media
Anthony Godfrey:
That's cool.
Lauryn Macedone:
Once I was finally able to make the announcement, I put that out there. This is during the blind audition during my video when Alicia hit her buzzer, but it also hit over a million views on YouTube. So I screenshotted this moment as like a…
Anthony Godfrey:
That you had a million views logged.
Lauryn Macedone:
Yep.
Anthony Godfrey:
That's insane.
Lauryn Macedone:
It was super cool.
Anthony Godfrey:
You look like you were really in the moment. You are fully there.
Lauryn Macedone:
Oh yeah. I had to just focus on my singing or else I was gonna freak out too much. So
Anthony Godfrey:
Oh, that's so cool.
Lauryn Macedone:
I was closing my eyes here and that's when they all turned around and so I opened my eyes and I saw that they had turned around
Anthony Godfrey:
That's so awesome.
Lauryn Macedone:
It's pretty awesome. This was my whole team.
Anthony Godfrey:
Oh yeah.
Lauryn Macedone:
They were awesome. So this guy actually won my season. His name's Chris Blue and he was super cool. This was one of my really good friends.
Anthony Godfrey:
And there's Alicia right at the center.
Lauryn Macedone:
There’s Alicia right there. Yeah.
Anthony Godfrey:
So you really got some time with her.
Lauryn Macedone:
Uh huh, yeah. It was super neat.
Anthony Godfrey:
That's cool. Okay. Can we watch a little video here?
Lauryn Macedone:
Yeah. This is my blind audition video.
Anthony Godfrey:
Okay. Is this a live band playing with you?
Lauryn Macedone:
Yes.
Lauryn Macedone singing Girls Just Want to Have Fun:
I come home in the morning light,
My mother says when you gonna live your life right?
Anthony Godfrey:
Lauryn Macedone:
Uhhuh.
Anthony Godfrey:
I would've watched this a thousand times if I were you.
Lauryn Macedone:
I think I have probably.
Anthony Godfrey:
You can see them react immediately.
Lauryn Macedone:
Yes.
Anthony Godfrey:
And you sound so good.
Lauryn Macedone:
Thank you.
Singing:
Some boys take a beautiful girl and hide her away from the rest of the world.
I want to be the one to walk in the sun...
Alicia thought there were two singers.
Anthony Godfrey:
She thought that was a different person, because you just busted it out right there.
Lauryn Macedone:
Yes.
Anthony Godfrey:
Lauryn Macedone:
Uh huh.
Anthony Godfrey:
What that shows is your range. They're singing along. They're moving to it.
Lauryn Macedone:
Yeah.
Anthony Godfrey:
Look at that.
Lauryn Macedone:
Here's the moment right there. You can tell, that's when I saw.
Anthony Godfrey:
And you know what? They're having fun. They're totally enjoying that.
Lauryn Macedone:
Yes.
Anthony Godfrey:
So if anyone wants to watch this, they just search Lauren Judd, L a u r y n Judd, Draper, "The Voice", and that'll come up. I just can't believe the interaction. it's so exciting. But your performance. Wow.
Lauryn Macedone:
Thank you.
Anthony Godfrey:
You sounded so good on that.
Lauryn Macedone:
Thanks.
Anthony Godfrey:
And to do that on that stage, much less do it in the privacy of your own home. That's talent.
Lauryn Macedone:
Thank you. You are so nice. Thank you.
Anthony Godfrey:
So what are you doing now with your talent besides coming on the Supercast?
Lauryn Macedone:
Yes. Yes.
Anthony Godfrey:
Tell me about recording and performing you've done recently.
Lauryn Macedone:
Yeah, I do. I've just recorded an album of original songs that I wrote.
Anthony Godfrey:
Really? So you're composing on top of all this?
Lauryn Macedone:
I did, yes.
Anthony Godfrey:
Wow. I think I've said wow about 15 times in this Supercast, but I'm really blown away by your talent. Tell me about the stuff that you’ve written.
Lauryn Macedone:
Yes. So it's got kind of like that sixties, seventies singer-songwriter vibe like we talked about earlier. And it does, it kind of has a Christian base that I've been working around and trying to get into. Just original songs with my heart and feelings.
Anthony Godfrey:
There's good market for that type of music.
Lauryn Macedone:
Yes. Yes.
Anthony Godfrey:
Lauryn Macedone:
Oh, yes, yes.
Anthony Godfrey:
My chair does turn if it feels better for me to turn my back.
Lauryn Macedone:
Perfect, Yes. Probably.
Anthony Godfrey:
And then hit the table and spin around.
Lauryn Macedone:
That's what you should do. Definitely. Definitely. Okay, so this is Wild Flowers by Tom Petty.
Anthony Godfrey:
Oh, I love this song. It’s a great one.
Lauryn Macedone:
It's so good.
Singing:
You belong among the wildflowers
You belong in a boat out at sea
Sail away, kill off the hours
You belong somewhere you feel free
Run away, find you a lover
Go away somewhere all bright and new
I have seen no other
Who compares with you.
Anthony Godfrey:
The crowd goes wild
Lauryn Macedone:
Thank you.
Anthony Godfrey:
That sounded so good. I couldn't join in on that I needed to hear you sing. That was so good.
Lauryn Macedone:
You’re so nice. Thank you.
Anthony Godfrey:
Man, you've got a great voice,
Lauryn Macedone:
Thank you.
Anthony Godfrey:
Thank you. Thanks for sharing your talents today. I wish you the best of luck in the future. And thanks for sharing your talents in our classroom here at South Jordan.
Lauryn Macedone:
Thank you so much for having me, and thanks for letting me be a part of this awesome district.
Anthony Godfrey:
It's fantastic to have you. Thank you.
Thanks for joining us on another episode of the Supercast. Remember, education is the most important thing you'll do today. We'll see you out there.
March is National Women’s History Month, a time to recognize the vital role of women in American history.
On this episode of the Supercast, we find out how schools are celebrating, and we sit down with a strong woman in our school community making history in her own right. Meet Dawn Ramsey, President of the Jordan Education Foundation and the first female mayor of South Jordan City.
But first, we stop by West Jordan Middle School where Martha Hughes Cannon, the first female State Senator in the United States, is celebrated on morning announcements.
Audio TranscriptionAnthony Godfrey:
Hello, and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. March is National Women's History Month, a time to recognize the vital contribution of women in American history. On this episode of the Supercast, we find out how schools are celebrating, and we sit down with a woman in our school community making history in her own right. Meet Dawn Ramsey, President of the Jordan Education Foundation and the first female mayor of South Jordan City. But first, we stop by West Jordan Middle School, where Martha Hughes Cannon, the first female State Senator in the United States, is being celebrated on morning announcements.
Rae Garrison:
Good morning, West Jordan Middle School, faculty, staff, and students. Give me a heartbeat. Today is Monday, March 20th. Please stand for the Pledge of Allegiance.
Anthony Godfrey:
We're here at West Jordan Middle School, talking with Principal Rae Garrison and two of our student body officers. Introduce yourselves.
Vina:
Hi, I'm Vina. I am ninth-grade historian.
Allie:
Hi, I'm Allie, and I'm eighth-grade historian.
Anthony Godfrey:
And as part of your announcements every morning, you've been focusing on Women's History Month. Principal Garrison, tell us about this project.
Principal Rae Garrison:
Yeah, so we like to recognize the various national designated months throughout the year. So, you know, Black History Month, Pacific Islander, and of course Women's History Month. So we make a slide for every day to highlight various important figures throughout history. We feel like it's really important to share with the students what these women have accomplished is what the month's all about.
Anthony Godfrey:
Have you been highlighting a different woman each day?
Allie:
Yes. Mm-hmm.
Anthony Godfrey:
Okay. Let's go through some of the ones that you've been featuring. Any favorites along the way?
Principal Rae Garrison:
My favorite slides that we've done are ones that recognize the collective effort of some of our great women leaders throughout history. You know, for example, the Code Breakers of World War II. Over 10,000 women worked as code breakers, deciphering enemy messages.
Allie:
I would say my favorite one so far is Mary Jackson. We learned about her last year in language arts, and I think it was really cool to see like how she was the first one to like break those codes and stuff. And it was like, she was super smart and people like didn't realize that and she showed them who’s boss kind of thing and I love that.
Anthony Godfrey:
Yeah
Vina:
I think mine is Patsy Mink because she just like stood up and became one of the first like women to be in the Congress, which I think is really like, powerful and for like, her time. And so I think that she's like a really good role model.
Allie:
March is Woman's History Month. So Principal Garrison's Woman's History Month highlight is Martha Hughes. Martha Hughes Cannon was a Utah Woman's Rights activist and suffragist. Martha was working at the age of 14. At 16, she enrolled in the University of Deseret, which is now called the University of Utah. She received a Bachelor's degree in Chemistry. She attended the University of Michigan and received her MD, Medical Doctor. Cannon worked as a doctor and fought for women's rights. She helped put women enfranchisement voting into Utah's constitution when it was granted statehood in 1896. On November 3rd, 1896, Cannon became the first female State Senator elected in the United States, defeating her own husband who was also on the ballot.
Anthony Godfrey:
And tell us about who you featured today.
Allie:
This was Martha Hughes, and we have a wall of her. I think she's just really cool that she did all this stuff such as like advocate for women's rights and stuff, and I love how she defeated her own husband in that
Principal Rae Garrison:
Martha Hughes Cannon being the first female in Congress certainly sends a message to our young ladies that you can accomplish great things.
Anthony Godfrey:
And it's a particularly important message in middle school. Just to be reminded that you can do things that you may not think you're capable of.
Principal Rae Garrison:
Yeah, absolutely.
Anthony Godfrey:
I love that you've got her up on the wall. And Principal Garrison, you've done such a nice job of creating an engaging space for students. There's a lot to see here. Anyone who hasn't been to West Jordan Middle is missing out on all the murals and it's a great way of making the most of students’ time here. Thanks very much for letting us drop in on your announcements and I think you guys are doing a great thing here, so keep it up.
Allie:
Thank you.
Principal Rae Garrison:
Thank you, superintendent.
Vina:
Thank you so much.
Anthony Godfrey:
We're here today with Mayor Dawn Ramsey to celebrate National Women's History Month. Mayor Ramsey, thanks for joining us.
Mayor Dawn Ramsey:
Well, thank you very much for having me. It's an honor to be here.
Anthony Godfrey:
How many years are you into being a mayor now?
Mayor Dawn Ramsey:
This is my sixth year as mayor.
Anthony Godfrey:
And not only are you mayor of South Jordan, but you've been involved with Jordan School District in many, many ways for a very long time. And we want to talk about that. Really to start off with, I think the first time that I really remember calling on you for help was when we had a group of parents talking about a boundary change, and you came in and talked with those parents. You just did such a nice job of conveying just your confidence in the District and in the school. And we've relied on you many times since then, but I've always appreciated your support for the District with everything else that you have going on.
Mayor Dawn Ramsey:
Well, thank you. I thought about that the other day. I went to the musical, fantastic musical that they did at Elk Ridge Middle School. They just did Suessical and I was there and I thought about the first time we met. I was PTA President at Elk Ridge is what it was. And yeah, there were some boundary changes and a good opportunity to talk about some of the great things that were happening at Elk Ridge Middle School, but that was a long time ago. I was trying to do the math. It's been at least 11 years, I think.
Anthony Godfrey:
Yeah. Yeah. It's been more than a decade. Yeah. Tell me, let's focus on your work as a mayor first of all, let's talk about that. You've been visiting classrooms with us to honor Outstanding Educators, and as a result, you get to interact with a lot of students. And there's something that a student said to you as you were leaving that I thought was particularly poignant. Well, would you talk about that a little bit?
Mayor Dawn Ramsey:
Yes, for sure. I love going into the classroom and seeing the students and the teachers being part of presenting some of these awards. Visiting schools means a great deal to me. But the students are so fun. If you're ever having kind of a down day go in and get greeted by a bunch of first graders or fourth graders or seventh grade, they just brighten my day. I have had more than one student say to me as I've been leaving. It's something I've heard a few times. I didn't know a girl, or I didn't know a woman could be a mayor.
Anthony Godfrey:
Yeah. And what's your response when they say that?
Mayor Dawn Ramsey:
It's true. It is true. A woman can be a mayor and you could, whether they're boys or girls, young men or young women, you could be too if you decided. You can be anything you'd like to be. And they usually think that's pretty cool.
Anthony Godfrey:
I definitely do not remember a mayor visiting my classroom. No question about that. I'm amazed, as we've talked over the years at the number of committees you've served on and led. The groups that you've been in charge of, you really engage in ways that make me wonder, and I'm a busy guy, how you're able to do everything that you do. So tell me, let's go through some of the things, as many as you can remember, how many of the boards and advisory groups that you have been a part of as Mayor of South Jordan.
Mayor Dawn Ramsey:
Wow. On the spot that might be hard to come up with. I’ll rattle off a few.
Anthony Godfrey:
I wasn't joking when I was saying the ones you can remember, because over the years, you've been involved in a lot.
Mayor Dawn Ramsey:
There have been a lot and it's been a privilege. But when I ran for mayor the first time, and then again the second time, my commitment to the residents was that I would make this my full-time effort and give it my all. That I would do everything I could to give South Jordan a seat at the table anywhere that I could. And I'm proud to say that I've accomplished that almost to an exhausting level sometimes
Anthony Godfrey:
The League of Cities and Towns has kind of a mystery to it. Like the Justice League or something.
Mayor Dawn Ramsey:
Yes,
Anthony Godfrey:
No, no. Keep on going, keep on going.
Mayor Dawn Ramsey:
Let’s see. I represent cities on the Utah Unified Economic Opportunity Commission that was created by the governor and legislature two years ago. And that's the governor, the speaker of the house, the president, and members of the cabinet. And I represent the seat for cities and towns on that. I serve as a trustee for the state on the Point of the Mountain State Land Authority, working on the Point as we redevelop the prison site. I serve on the Olene Walker Affordable Housing Board for the state and also on the State Drinking Water Board.
It has been a long time. I started on the Jordan Education Foundation when I was region director. I think I was still associate director for the PTA for Jordan School District. So it's been, this is my 10th year on the Jordan Education Foundation Board, and a privilege to be a part of the work, to engage the community to help provide resources to fuel success in Jordan School District, to work as a companion organization to be part of this.
When I was elected mayor, I was not willing to let the Jordan Education Foundation role go because it's where my heart is. It's what I love to do. So it's not because I'm the mayor that I'm on the Education Foundation, it's because I've been there for a long time and now I happen to be a mayor. But it's been a privilege to serve with so many great volunteers from our community and to come together with businesses, business leaders, educators to recognize teachers and provide classroom grants. And I'm very proud that we were able to start the Principal's Pantry program, which is now in every school. Beds for kids. We do all sorts of things, clothes and eyeglasses, and there's so many things that we've been able to do and grow that it's really been an honor to be part of it.
Anthony Godfrey:
Talk about your PTA involvement as well over the years.
Mayor Dawn Ramsey:
I've been PTA president a lot of times,
Anthony Godfrey:
You've done a ton
Mayor Dawn Ramsey:
I don't know about that, but I actually finished my last six months as Region PTA Director were my first six months as mayor. I did both.
Anthony Godfrey:
Stay with us when we come back more with Mayor Ramsey.
Break:
Hello, I'm Tracy Miller, President of the Jordan School District Board of Education. There are seven members on the Board of Education, one in each voting district. We are committed to listening and serving our constituents as we work together to provide the best possible learning environment for the students we serve. As members of the Jordan Board of Education, we believe it is our duty and responsibility to: increase student achievement; provide parents with the choices they deserve and desire; recognize and reward quality in educators; empower school leaders through policy governance and professional development; and communicate with the public, legislators, business leaders, cities, and parents. We invite you to get to know the Board member who represents you in your voting district and to please join us at our monthly board meeting held on the fourth Tuesday of every month. Or listen from the comfort of your home, on our live stream. For more information and to find your Board member, visit jordandistrict.org. With parent and community input and support, we will continue our work to give students every opportunity to succeed in Jordan District schools and beyond. Thank you for your support. We look forward to seeing you soon.
Anthony Godfrey:
Let's talk about your time as mayor. What was it that made you want to run to be Mayor of South Jordan City?
Mayor Dawn Ramsey:
Well, I love the community we live in and I had been involved for many years as a volunteer in the community. Often it was through education, volunteering a lot of time in the classrooms, a lot of PTA. Just spent a great deal of time volunteering also in the arts, also in little league sports. And so had just done a lot of volunteering in the community and the mayor wasn't running for reelection. There was an open seat. And I just decided I'd love to take the opportunity to represent our community and to give my all, my full-time, my best efforts to advocating for the residents if they want me to. And felt confident that I could do a good job. I knew I had a lot I'd need to learn, but I thought, if I give my best to this, I think I could make a difference for this community. And if the residents want me to, I'm willing to give it my all. And was humbled and honored to be elected the first woman ever elected mayor in the city of South Jordan. And to have that chance and now to be reelected, it's an honor to get to represent our city.
Anthony Godfrey:
And I wanted to ask you about that. How does it feel to be the first female mayor of a city?
Mayor Dawn Ramsey:
Well, humbling, honestly. It might surprise some people that South Jordan's been a community since the beginning of the settling of Utah. And so it's been a very long time. And we've got a fantastic wall that images of all of the previous mayors of the city are on. And it's gonna look a little different at one point when all of a sudden there's this blonde woman up there next to all the gentlemen who have served so well. But I'm honored to get to do it and feel like it's a chance to be a role model to young women, young men, men and women, everywhere. I never wanted to run on the vote for me because I'm a woman platform ever. Vote for me because I'm the best candidate is what I was running on. And I just appreciate the confidence that the residents have in me and the opportunity to show that decisions about who may or may not best fill a role, shouldn't come down to gender. It should come down to who's the best candidate, who's gonna do the best job there. And I feel strong about that, but it really is an honor to get to do this and to be a role model.
Anthony Godfrey:
What are some things that people might be surprised or that surprised you about becoming mayor? Some things maybe people wouldn't expect are part of the job or are difficult parts of the job.
Mayor Dawn Ramsey:
Well, no two days are the same. Anytime someone says, what's your day like, I could never give you just one example of what it is. I could say a lot of meetings, you know? No two days are the same. What has surprised me, probably what surprises me the most is how much I love it. Because if you look back over the last five plus years it's been a rocky time sometimes politically in our country. We've had a lot of public discourse that's been contentious. It might surprise you that I love it so much. It is not all roses, but I'm honored to do the work of the people. The thing that surprised me the most when I jumped into this, my intention was to give my very best efforts and to try to wear myself out. But I never understood what a benefit it would be to me. That I would be the lucky recipient who was blessed to get to know so many people and that my life would be enriched. I almost feel selfish saying that because it's enriched my life so much to get to be part of wonderful things with amazing people. That's what surprised me the most.
Anthony Godfrey:
You do get a bit of a backstage pass to the city as a whole and all of the things that are going on and I'm sure get to meet a lot of people that you wouldn't have the opportunity to otherwise.
Mayor Dawn Ramsey:
Absolutely. And you know, I really appreciate, even if I meet people because they come to talk at city council meeting. If they come to speak during public comment or something, and whether they come to say there's something they're happy about or they have a question or a suggestion or whether they're not happy, I appreciate people's willingness to engage in the process and to come. I absolutely believe if somebody's willing to come and speak they deserve the chance to be heard. And I really am grateful and will always stand up for everyone's right to have the chance to come and say what they want to say. Even if I don't agree with what they come and say, I'll always defend the right to be able to do it.
Anthony Godfrey:
Sure. What would you say to young people or others who are considering the possibility of running for elected office?
Mayor Dawn Ramsey:
I would say if you get that inclination, if that crosses your mind and you find yourself interested in thinking that might be something you'd like to do, absolutely do it. The trouble these days as things have become a little more contentious is that there's a lot of good people who might be interested, but they just won't run because it's not easy. It is not easy. And as long as you go into it, knowing that, that it's not meant to be easy. The nature of our system, the way things are set up is that anyone in this government of the people has the chance to run and to participate. And so, you know, when you're going to represent the people you're opening yourself up to criticism, if that's how the people feel, whatever it is.
The opportunity to be part of this great work to be stewards over the money, the taxpayer's money, which I believe is sacred. Sacred funds and a sacred obligation and I don't mean that in a spiritual sense. I just think there is a deep significant responsibility with overseeing the taxpayer's money. And the obligation to get that right is significant. But there are so many great opportunities for people to serve that. If anyone out there is ever considering, ‘ah, someday I might wanna do that.’ Absolutely do it. Inform yourself, learn about the issues, participate. My counsel would be to be well informed. Go for it. I appreciate and tip tip my hat to anyone willing to put their name in the ring to run for public office.
Anthony Godfrey:
So in other words, if you have that inclination, listen to it and pursue it and see where that takes you by becoming more informed and kind of envisioning that possibility for yourself. Don’t just tamp it down and move on.
Mayor Dawn Ramsey:
Absolutely.
Anthony Godfrey:
Any parting thoughts on Women's History Month?
Mayor Dawn Ramsey:
I'm honored to stand on the shoulders of giants. There are great men and great women who have gone before. Who have paved the way. I'm grateful for the good women and men who fought for women's suffrage, who really paved the way for me to do this work that I love. To do the work of the people and to be involved because I wouldn't have had this opportunity if I'd been born a hundred years ago. And it's an honor to be part of it and to serve with so many good people. And I think it is important that we have the voices of both good men and good women at the table. It gives balanced perspective that I think helps us come up with the best policies, leading to the best outcomes. I think that's critical. And so I'm just honored to be part of it now and paving my own little tiny trail through history and just grateful for everyone who went before who have allowed me the opportunity to be here.
Anthony Godfrey:
Well, thank you very much for everything you do as mayor and everything you've done for Jordan School District at school, students and employees over the years.
Mayor Dawn Ramsey:
Thank you.
Anthony Godfrey:
Thanks for joining us on another episode of the Supercast. Remember, education is the most important thing you'll do today. We'll see you out there.
They are considered experts in communication; evaluating, diagnosing, treating and preventing speech and communication disorders.
On this episode of the Supercast, we talk to several Jordan School District Speech-Language Pathologists about the important work they do helping students of all ages who may be experiencing challenges in some aspect of speech and communication. Find out how they are making a huge difference in the lives of students, in and outside the classroom.
Audio TranscriptionAnthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. They are experts in communication, evaluating, diagnosing, and treating speech and communication disorders. On this episode of the Supercast, we talk to Jordan School District's speech language pathologists about the important work they do, helping students of all ages who may be experiencing challenges in some aspect of speech or communication. Find out how they are making a huge difference in the lives of students in and outside the classroom.
We're here today at Joel P. Jensen talking with Ryan Sainsbury, who is a speech language pathologist at Joel P. Jensen and Kristin Norris, the speech language pathologist and audiologist coordinator for the District. Thank you very much for taking the time.
Ryan Sainsbury:
Thank you. It's exciting to be here.
Kristin Norris:
Yeah, it's great to talk with you today.
Anthony Godfrey:
So Ryan, let's just talk to you first about being an SLP. That's our first acronym of the show. There might be a lot more. Talk to me about being a speech language pathologist. What does that involve? Because I think a lot of people may not understand exactly what the job entails.
Ryan Sainsbury:
Yeah. definitely I think as far as like being an SLP, it's so like vast and vague, a lot of it that sometimes it's confusing and hard for people to grasp because we can and do do so much. So there's usually like a medical side that we won't really get into where we help people from strokes and different brain injuries recover and things like that. And then we have the school-based side, which we are in right now. And within this side there's lots of things we kind of treat and diagnose. Speech and language disorders and communication disorders that people have. So whether it's because of various diagnoses that they were born with or maybe different delays and things that they have we help them try to learn to communicate and we try to give everybody a voice.
Anthony Godfrey:
And Kristin, tell me about the difference from level to level. I know that we have SLPs working with students of all ages, so what are the different areas of focus at at different ages?
Kristin Norris:
So it's really individualized by the student, but in general we have SLPs that are working in our early intervention program. We have SLPs that are working in our preschool program. And then we have elementary, we have secondary, we even have in our post high program. A lot of times I think people really feel like what we work on is speech sounds, and that is a big part of what we do. And you particularly see that at that elementary level. You see a lot of work on either individual speech sounds, they're what we call phonological processes, which are groups of patterns of speech that students have.
But there's a whole other piece, and that's the language piece. The language piece covers everything from social language to vocabulary to understanding and comprehending tests. It’s tied into phonemic awareness and the skills that they're learning in 1st and 2nd. So there's this tie into literacy and reading. And it just is any way that a student communicates, we can help facilitate if they have a disability in that. As we get into the secondary level, we probably see a lot more of the language piece, really helping them access the classroom and what they need to be successful. And then transitioning as they move into that post high program, what's gonna help 'em be successful is they as they leave our program.
Anthony Godfrey:
So Ryan, tell me what that looks like for you day to day as you're working with a student. What are some of the sorts of things you're working on and doing to help them progress?
Ryan Sainsbury:
At the secondary level, we see a lot of like auditory comprehension. They don't seem to have the structure of language that it takes. Kinda at the structural level and then also at the like syntax level or at the sentence level and also even at the word or semantic level. So these are different levels that we work with every day. So each day we have a caseload that varies with a lot of different things, but it's often helping them trying to figure out how they can access their education better. So maybe it's helping them follow directions because they don't quite understand sequencing. Or maybe we can even break that down further to maybe they don't understand certain clauses and sentences very well, like their brains haven't quite figured out that structure for them to be successful, to follow directions or even to impact like behaviors and different things. So once you realize that language really impacts like every aspect, it's really fun. So we work with the team of gen ed teachers our special ed teachers, even our administration to our psychologists, to everybody to try to figure out how we can help them socially and academically improve and get access to the communication and different things that they need, the skillsets they need to be successful.
Anthony Godfrey:
So there are aspects of communication that we might take for granted if you don't struggle with these sorts of issues.
Ryan Sainsbury:
Yeah.
Anthony Godfrey:
But you really have to break things down for students who do have difficulties in these areas.
Kristin Norris:
Yeah, absolutely. One of the easiest ways to maybe look at it as the difference between receptive and expressive language. Receptive is our understanding of language and expressive is how we output that language. We get a lot of kids, especially at the secondary level who may struggle with understanding. What they look like are kids that are maybe off task in the classroom, kids that are maybe hesitant to speak up, kids that are maybe withdrawn. Instead it is that they're not understanding that language processing and need some strategies to do that. And then they can be more successful in accessing their curriculum from that receptive language component.
Anthony Godfrey:
And the receptive language from what you're describing might be frustrating for the person who's expressing and it's not being received.
Kristin Norris:
Absolutely.
Anthony Godfrey:
And the unkind, I don't know, ‘what part of sitting in your chair don't you understand?’ Well, they may not actually understand because they're not processing those instructions in the way that many people would. I can imagine that creates a lot of frustration for everybody. So it's really important to have SLPs in place to help overcome those challenges. Do students sometimes get to secondary not realizing that they've had this problem all along?
Ryan Sainsbury:
Yeah. especially at our school. Usually like mid-year we've had a bunch of initial evals and different things come in because teachers are are beginning to really recognize like, hey, maybe this student has something that's not quite right with their understanding or how they're expressing things. So yeah, throughout the years and throughout the year we get tons of referrals all the time for us to kind of evaluate and to see how we can help support these students. And often it really is like, because they're not understanding, they're confused or some of those behaviors start to manifest themselves.
Anthony Godfrey:
It must be very rewarding to see students make progress and be able to overcome frustrations that allow them to not only engage with teachers in the classroom, but with classmates. To probably make friends more easily once those communicative issues are are overcome.
Kristin Norris:
Yeah, absolutely. Expressive languages is obviously a lot more noticeable. We notice from the very beginning when kids are having a hard time saying something, when they don't have vocabulary. And so those are the kids that we pick up often early in the beginning. Then we find out that there's a receptive language component to that as well. The other piece to that is that social pragmatic language. That is the ability to understand how you're supposed to interact with someone. Sometimes it's called the hidden curriculum. That we know instinctively that when someone says hello to us, we're supposed to say hello back and to carry on a conversation. This would be the next step, we'll ask a question. Well, our kids that struggle with that, they don't know those things instinctively and we have to teach them how to do those skills. Otherwise they get excluded. They get those are the kids that end up getting bullied. Those are the kids that teachers get frustrated with because they just seem like they're not doing what they're supposed to, but it's really a fact that they don't understand.
Ryan Sainsbury:
And I think like a real beautiful piece is when we're able to kind of see inside the mind and these language skills that they do have and we're able to convey that to a parent. And you see their eyes light up because they're like, ‘oh that makes so much sense, like what you're telling me,’ right. Like at home or at different functions and things like that. Also when you tell their teachers and their teachers go, ‘oh that makes so much sense. Like, I'm glad you told me that because I thought I was just being impatient.’ And I was like, ‘well yeah’. So we advocate for them to be a little bit more patient but we also give them skills and strategies to use with these students in the classroom. So it's almost like, I dunno, it's like a win-win. Our job is the best because I don't think we can really lose cause we can like help so much. We get to help kids and we need to help others help kids and it helps them in return. So, I don't know. It's really cool.
Anthony Godfrey:
And I like the way you described that. You're not just giving kids skills, you're giving parents skills. And you're giving teachers skills so that we can more effectively connect with students who may struggle with these issues. So is there an occupational hazard a little bit that when you're out in the public listening to people speak, maybe even as you're listening to me interview you, that you're thinking, ‘oh wait a second. I could touch that up a little bit and I could help 'em with with this speech issue.’ I mean I assume you hear that everywhere you go.
Ryan Sainsbury:
Yes. It's a blessing and a curse sometimes. We literally have to turn that side of our brain off so that we can function in our world without going crazy with all the speech and language things that we hear. Kristin Norris:
I have definitely been places and there are times that I don't wanna overstep my bounds, but I want to be like, ‘Ooh, I hope that they've talked to their SLP at the school. I hope that that child is is is being seen.’ I've gotten better at it over the years. Trying to disassociate. But I do have a sign above my desk that says, ‘Keep talking. I'm diagnosing you.’
Anthony Godfrey:
Okay, well that's good. Always diagnosing, always looking for a way to help.
Stay with us. When we come back, how do you know if your child may need the services of a speech language pathologist? We'll tell you after the break.
Break:
Hello, I'm Sandy Riesgraf, Director of Communications for Jordan School District, and we want to invite you to connect with us. So many exciting things are happening in your child's school, your neighbor's school, in every school here, every day. Don't miss out on following the fun or simply staying informed when there's important information we need to share. Join us at jordandistrict.org, or follow us on Facebook, Twitter, and Instagram@jordandistrict. We can't wait to connect.
Anthony Godfrey:
Tell me about some of the expressive issues that you might experience, that parents might watch for. Some of the more obvious things that parents might notice that would signal that involving an SLP is going to be helpful.
Kristin Norris:
Well, primarily one of the easiest things is gonna be like a speech sound disorder. If a child is struggling with certain sounds that they should have. Particularly if there's frustration involved in that. They're not able to communicate what they want to, and because of that frustration, we're seeing behaviors. They're throwing a temper tantrum when those little kids. Hopefully our middle school kids aren't throwing temper tantrums, but sometimes still there. Yeah, sometimes they are right? They're expressing their frustration because they can't communicate. They can't get out what they wanna say. So from the very beginning, that's something that parents can recognize. If you find that you're having to have them repeat things over and over and over before they can understand things. You know, that's a good, that's a good thing and a sign to look at for for parents. If they seem to be struggling with some of those literacy concepts, that would be another thing. You know, if they're really struggling, like they've gone over phonemic awareness over and over and again and they just can't seem to get it, then maybe we need to do something a little more in depth and look at some of those components as well.
Ryan Sainsbury:
And so a lot of my background was actually in like narrative structure or stories. And so when you have a student or a child who's developing and you have that look on your face as a parent as they're explaining something to you like uhhuh, uhhuh, uhhuh, and it never quite gets to a point. Or the sequence or the events don't quite make sense. Basically when you're learning and you're developing, we learn from stories. So if you look at grade level elementary, preschool, like we learn from stories, that's how we learn. And then we get into like informational texts and different things that are a little bit more difficult once we hit the secondary level. So that change, that shift of structure is really hard for a lot of people. But those early markers, like Kristin had said about like the who, where, why, what questions when they're telling a story or just them being able to express a story, you'll be able to tell pretty quickly whether it makes sense or they're getting in the right direction or if it's just a total jumble and you're trying to figure it out.
Kristin Norris:
Parents really rely on their kids coming home and being able to tell them what they do in a day. Or if something happened on the playground, them being able to come in and tell the teacher this is what happened. For our kids that have communication disorders, they don't have the skill and the structure to do that. And so they're the ones who then sometimes get left out. They don't know what's going on, they can't explain what happened at recess. Maybe they get blamed for what happened at recess because they weren't able to explain it.
Anthony Godfrey:
They can't really advocate for themselves sometimes.
Kristin Norris:
Yeah. Because they lack that narrative structure to just retell a simple event and what happened in there. And to understand the components why this happened. You know, I was able to react this way and therefore somebody reacted back to me this way. That perspective taking is, is really difficult as well.
Anthony Godfrey:
So what are some of the things that parents ought to watch for that might be an indication that there are expressive concerns? You've talked about that a little bit. Are there other things that you tell parents to watch for?
Ryan Sainsbury:
You're always gonna have, part of it will be like some of the grammatical markers and morphines that we use. So even things like past tense verbs or their sentence structure. But it varies really through age. And so that's why it's really important to, I dunno, like know SLPs. I think it's the same for Kristen, like as soon as you find out that someone in your family or your neighbor is an SLP you just get questions all day from parents who have kids who are developing.
Anthony Godfrey:
Not quite like being a mechanic, but kind of similar to that.
Ryan Sainsbury:
Similar, yeah, exactly. Very, very similar. And so you get questions all day and so there is like grade levels or kind of like age level markers that help. And so once you kind of realize like, oh, your students should be here or expressing themselves in this way and they're kind of missing these skills, then that's when we can come in and kind of fill those gaps.
Anthony Godfrey:
So the receptive issues, let's talk about that. Like you said, those are gonna be more difficult to detect unless you're looking at a pattern over time. So what would parents look for to so that they could identify that perhaps there there's an issue with their child?
Ryan Sainsbury:
Yeah, so I'm speaking more for like the secondary level because that's kind of my more my expertise. But in particular we look at just following simple directions and whether they're able to sequence things, put events in order or understand the order of events. Even just are they able to retain information that you've given them? Are they able to summarize things that you've given them and then say, ‘okay, can you tell that back to me? Like the key points that you need to do.’ Or even little things like if you're watching a TV show you say, ‘Hey, can you summarize like the main events or what's been going on?’ So a lot of those types of things are really critical for our brain to kind of store information. And so if you ask those types of tasks and they're unable to do it, then you can kind of tell they might not have the pattern for those things to kind of file into their correct order to be easily accessed as well. So it kind of goes both ways as far as at the secondary level. But I'd say mostly you definitely get it with the kids who are not paying attention and are often the problems. It's because are they not paying attention or they literally not quite get the language component. So that's where it gets trickier, I guess.
Anthony Godfrey:
Yeah, sure.
Kristin Norris:
One of the things that we sometimes have to do as we're teasing out information with kids is figure out that can't do versus won't do. You know, is this because they don't know how to do it or is this because they've chosen not to do it? And some of those kids can really look like the won't do and then we have to tease out that information and figure out the can't do.
Ryan Sainsbury:
And in particular at a school like Joel P. Jensen, that I love cause I'm actually a bilingual speech therapist or speech language pathologist, and so I get to kind of hone in on is it a like a disorder of language or is it a language difference? And they don't quite have the language because we have many of our students who speak Spanish at home. But they have to now speak English totally different at school, right? So kind of in that, we have to find out whether it's an actual disorder or is it just a difference and they just need to be taught that again.
Anthony Godfrey:
So you're a bit of a speech dual language pathologist.
Ryan Sainsbury:
That's exactly right. Thank you. Thank you. Thank you. I was working on a title, so that's right.
Kristin Norris:
At a really young age some of those things I think you would look for in kids starts with really basic information. You know, kids develop one word to start with and then they start to put words together and then that grows into longer sentences and more complex structures. If you're asking them to point to something and we can't build the vocabulary through pointing, you know, that would be something that would be a concern. You know, if you ask them to point to the dog and they point to something else, even though you've gone over it and over and over again, that would be a red flag at the beginning. If you're asking them to go pick up their shoe and the shoe is right in front of him and they don't know what you're asking him. So this just starts kind of with that basic kind of understanding of when I give them very basic tasks to do, are they understanding what I'm saying? So that would be kind of a starting point for maybe concerns with parents.
Anthony Godfrey:
I can think of all kinds of situations where it would be nice for a teacher or a parent or even a friend to understand that, hey, there may just be a communication issue at play here. What would you say to parents who listening to this who are maybe worried about their child and would like to get some help for them? What's the first step that they take to do that?
Kristin Norris:
So if they have specific reasons, they can talk and get a referral going and get some specific testing. But if they just wanna have a conversation they can reach out to the Child Development Center if their kids are five years or younger. Or they can reach out to the SLP at their school and just say, ‘Hey, these are some of the things that I'm having a concern with. I'm seeing this. What do you think? Do you think this is something I could be concerned? Are there things I can try?’ And have a conversation with their teachers as well. Their teachers spend a lot of time with them and start to open up and start to really kind of identify what they're struggling with. And then we can decide whether we wanna go down the road and do some more in-depth testing and figure out what those concerns really might be and how we can help them.
Anthony Godfrey:
Now we have how many SLPs in the district?
Kristin Norris:
We have over 120 SLPs in the district in our early intervention preschool and elementary and secondary schools.
Anthony Godfrey:
That is a lot of experts. And we also have some audiologists.
Kristin Norris:
We do.
Anthony Godfrey:
Tell me about the audiologists.
Kristin Norris:
So we have three full-time and one part-time audiologist in Jordan School District, which we're really lucky to have. Not everybody has that much staff. We actually have an audiology booth that's housed at Kari Sue Hamilton. So they can do hearing screenings throughout the district, but they can also do more in-depth evaluations as well. So they are responsible for kind of helping track our kids and do those hearing screenings. But then they are then a resource to us when we're looking at kids who have ongoing hearing loss. They can help track them, they can help talk to and educate teachers. They can help facilitate things like hearing aids and other devices that may be needed for those students. And then we collaborate with them as SLPs on some of those students as well with what they might need because of those hearing losses.
Anthony Godfrey:
And the way you've described it, it's almost as if you can literally see a light going on inside of their head that they are getting it. That there's a connection and suddenly they're able to do something they couldn't do before and it connects them to the broader world and it makes them a part of it.
Kristin Norris:
Absolutely.
Anthony Godfrey:
And that's wonderful that you're able to do that for our students.
Ryan Sainsbury:
Yeah. and then if I may add, I think a lot of times, like for example just at this school I see kids with speech fluency disorders or what we call like a stutter. I see students on the autism spectrum who need help with social skills. I see other students who need auditory comprehension. They need to figure out how to understand directions better. I see students with severe behavior problems who we need to really help and use language to help them understand and do things better. And that's just like a little bit. I also still see students who have articulation errors and just need to overcome some of these things that have been hard for them their whole lives. And maybe now their confidence has been kind of shaken a little bit because they're older now and they talk different than everybody else.
So to help all these different things, like it's so vague and vast that it can be intimidating at times, but there's nothing more rewarding or I guess more fun than staying current so that you can have the best evidence-based practice so that you can always be helping each student that you come across because the variety is huge, which I like crave. I can't go to work and have like the same thing every day, no way I would go. I would go nuts. So to have the variety, but also to say like the science part is really important. Cause we want our practices to be evidence-based so that we're giving these students the best of what's available.
Anthony Godfrey:
So you get to work with students one-on-one or mostly in small groups and you get to make those connections. And like you said earlier, you get to do something for them that no one else has been able to do. So that's got to be very rewarding.
Kristin Norris:
Yeah, It's often, you've heard it said that the voice is a window to the soul. We have a chance to help kids to actually have that voice. To make a connection with their peers, with their parents, with their friends, with their teachers in a way that maybe they wouldn't be able to do otherwise. And we use communication for everything. Everything. Non-Verbal, verbal communication, whatever we do, written communication. It's part of everything we do.
Anthony Godfrey:
What a great program. Thank you very much for taking the time and for everything you do to help our students.
Ryan Sainsbury:
Thank you.
Anthony Godfrey:
Thanks for joining us on another episode of the Supercast. Remember, education is the most important thing you'll do today. We'll see you out there.
It is a program that brings students of all abilities together, working as a team, building trust and a lifelong love of sports and respect for one another.
On this episode of the Supercast, we take you to Weber State University where Jordan School District students hit the court in a Special Olympics Unified Sports statewide basketball tournament. It is a tournament where everyone involved really walks away a winner because of their hard work, big hearts and having compassion for one another. Hear what Utah Governor Spencer Cox and First Lady Abby Cox have to say about these amazing athletes.
Audio TranscriptionAnthony Godfrey:
Hello, and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. It is a program that brings students of all abilities together, working as a team, building trust, and a lifelong love of sports and respect for one another. On this episode of the Supercast, we take you to Weber State University, where Jordan School District students hit the court in a Special Olympics Unified Sports statewide basketball tournament. It is a tournament where everyone involved walks away a winner because of their hard work, big hearts, and compassion for one another. Hear what Utah Governor Spencer Cox and First Lady Abby Cox have to say about these amazing athletes.
We are here at Weber State, at the Unified Sports State Basketball Tournament, talking with the Governor and First Lady. Maybe this question answers itself because it's such a great event. You could be in a lot of different places today doing a lot of different things. Why be here right now?
Governor Spencer Cox:
Yeah. I'm supposed to be in a lot of different places, but this is the happiest place on earth right now. It's the happiest place in Utah. It's just incredible to see these student athletes coming together with their coaches and their families. And it's a permanent smile everywhere you go. Everyone is happy and we love it.
Anthony Godfrey:
And this has been one of your Show Up Initiatives right from the start. Why focus on Special Olympics and Unified Sports?
First Lady Abby Cox:
Well, as a former special education teacher, this is absolutely dear to my heart. It's also something that I experienced as a young person growing up. I had friends with disabilities that I saw in my congregation, in my school, in my community. This is an inclusion revolution and it's the most joyful, wonderful thing that we can do for our students.
Anthony Godfrey:
This has been rocket fuel for our inclusion efforts, your support for this program, and it's just moved us forward very quickly. What impact have you seen in your own life and in the lives of those you've encountered as you've been involved in this effort?
First Lady Abby Cox:
Yeah, you know, in my own life I couldn't do anything more joyful. Every time I come, my soul is filled up. Every time I'm around my friends with all different abilities they teach me what love, what belonging really looks like. And the most important thing I've seen in our schools is that not only are we friendly to people that are different or have a different story, but they're becoming friends, not just friendly. There's a difference. Full inclusion means we're friends, not just friendly.
Governor Spencer Cox:
Yeah. And this is, Abby says this all the time. This is the medicine that our society needs right now. And there's so much division out there, so much hate. And you don't see that here, right? It's changing who we are as people and these peer, the all ability peers, both the peers and our students with disabilities playing together. There's a bond that's formed there that is just so powerful. There's a sense of community, a sense of belonging, as Abby mentioned. And everybody's better because of it. We were talking to parents earlier, parents of students with disabilities and those without disabilities that are playing together. And I don't know who was impacted more, which students were impacted more. It was such a positive influence on both of them.
Anthony Godfrey:
It's true. Anybody who gets close to this program is lifted by it. Tell me, you're both so positive all the time and we appreciate that focus. How does this fit into the broader vision that you have for the state? This focus on positivity, connection, and inclusion.
Governor Spencer Cox:
Yeah. Well, we talk a lot about how community matters and we've seen a fraying of community over time, especially coming out of COVID, right? When we saw that people had to be apart for a period of time. And we are wired for connection. Utah has always been an example of that. We are what social scientists say a state with very strong social capital. We lead the nation in volunteerism. We lead the nation in charitable giving. And that's just not like a nice feature. It plays into everything else. One of the reasons we have the best economy in the country is because we have high social capital and high social trust. And those things really matter. Again, economists are starting to realize that we're not just rational individuals. That we have to have community and connection. And that's why Utah's doing so well. We want to foster that. We want to continue that. We have a legacy of that, and we wanna make sure it gets passed on to other generations and things like this make a difference.
Anthony Godfrey:
And I can't think of a better way to accomplish it than events like this.
First Lady Abby Cox:
Yeah, and I would just add that, you know, it has to be intentional. Yes, that's how it's always been in our state, but that's not a guarantee that that's how it will always be. So we are very intentional in making sure that this sense of community, this sense of coming together will always be a part of everything that we do and who we are as a community and as a culture here in the state.
Anthony Godfrey:
And I love that. You can't take it for granted. You have to take deliberate action to move it forward. Well, thank you very much for taking the time. I can't thank you enough for your support and for helping move us forward.
Governor Spencer Cox:
Thank you, Superintendent.
First Lady Abby Cox:
Thanks so much.
Anthony Godfrey;
Thank you very much.
We're talking now with the Copper Hills High School Unified basketball team coaches just coming off of the victory against Lone Peak. Go ahead and introduce yourselves.
Kennan Madsen:
Kennan Madsen.
Jacqueline Sheppick:
And I'm Jacqueline Sheppick.
Anthony Godfrey:
And tell me about your involvement. How has it been today and last week with the tournament?
Jacqueline Sheppick:
Honestly, it's been such an amazing experience. We love inclusion. Copper Hills is so involved in inclusion and we have like the biggest little student section over there today. We just love seeing our students get the opportunity to shine and for them to be athletes and to be recognized. And it's just been such an amazing two weeks.
Anthony Godfrey:
And you hosted last week?
Jacqueline Sheppick:
Yes.
Anthony Godfrey:
The tournament between Canyons and Jordan School District sponsored by Scheels. Just a friendly competition.
Jacqueline Sheppick:
Yes.
Anthony Godfrey:
Tell me about that.
Kennan Madsen:
Oh, that was super, super fun. I actually used to coach for Copper Hills basketball, and this honestly has been more fun than doing that. So for me, it's super fun to be a part of this.
Anthony Godfrey:
I remember talking with someone after the event who said, ‘I can't believe I've never seen an event where people are cheering for both teams.’ So it's double the cheering,
Jacqueline Sheppick:
Honestly. It's like, it's so cool to see like inclusion and love and like unity across the state for everyone and it's really awesome to see.
Kennan Madsen:
Yeah, amazing.
Anthony Godfrey:
It's good vibes and we all need good vibes right now.
Jacqueline Sheppick:
But like, go Copper Hills!
Kennan Madsen:
That’s right. That's right. Good vibes all around.
Anthony Godfrey:
Well, thank you for all the time and effort you're putting in to make this opportunity possible. Anybody who gets involved is lifted by this event.
Jacqueline Sheppick:
Yeah, it's super fun. We also just had a student win Prom King on Saturday night.
Anthony Godfrey:
Hey, that's awesome!
Jacqueline Sheppick:
He's right here, Alex. So it was really cool. We found out that our school nominated him. We had no idea he got nominated. And he ended up winning by like almost half of the votes. And the kid, you just would've thought he was royalty. He was like cheering and like the whole school was chanting his name.
Kennan Madsen:
The whole school went crazy for him.
Anthony Godfrey:
That's fantastic. Alex, tell us about what you won on Saturday night.
Alex:
Prom king.
Anthony Godfrey:
Prom king. How does that feel?
Alex:
So awesome.
Anthony Godfrey:
I hear that everyone was chanting your name.
Alex:
Alex.
Anthony Godfrey:
How was the dance?
Alex:
Amazing.
Anthony Godfrey:
It was amazing. You have another victory today with your basketball game.
Alex:
Yep.
Anthony Godfrey:
This a good week for you.
Alex:
Thanks.
Anthony Godfrey:
Do you love being at Copper Hills?
Alex:
Yeah.
Anthony Godfrey:
What do you like about Copper Hills?
Alex:
I get to shoot hoops.
Anthony Godfrey:
Yep. You gotta shoot hoops. I love it. I love that you're living your best life.
Jacqueline Sheppick:
And this is my student Corbin. He's the one who, straight up, got us here to state today. He got 14 points last game and today just drained two threes. He did awesome!
Anthony Godfrey:
Corbin, two threes. How does that feel?
Corbin:
Good.
Anthony Godfrey:
And 14 points, is that right?
Corbin:
Yes.
Anthony Godfrey:
To what do you owe your success? Preparation, determination, courage. What was it?
Corbin:
Just my family, my friends. Miss Sheppick.
Anthony Godfrey:
Your teacher and your fans and your family cheering you on.
Corbin:
Yeah. Yeah.
Anthony Godfrey:
Corbin, you've got energy spare. You just won the game and you're still bopping around here. You've still got, you've got more left in the tank.
Corbin:
Yep.
Jacqueline Sheppick:
He's our most energetic student. He's always smiling and happy.
Anthony Godfrey:
That's awesome. Way to drain those threes. Congratulations on the “W.”
Corbin:
Thank you.
Anthony Godfrey:
You've been a great example of inclusion in our district. How have you seen this change people as they get involved?
Jacqueline Sheppick:
Like, am I gonna cry? Honestly, it's like been life-changing. Not only for myself but like, all of these fans that are here who have welcomed my students and have become their true friends. Not fake friends that they just wanna see on the weekends or just in first period. But they truly love them and they work so hard to make our students included. And I have so many of my peer tutors that come back to me saying, ‘Miss Sheppick, because of your class, I'm gonna be a special ed teacher.’ And that's like the greatest compliment to me. But also my students with disabilities, they leave Copper Hills knowing that they have lifelong friends. And to me, that is my number one goal.
Anthony Godfrey:
Well, thanks for being at the center of this and having that exponential impact on students.
Jacqueline Sheppick:
Go grizzlies, like seriously Copper Hills inclusion's working and it's amazing.
Anthony Godfrey:
It's awesome. Thank you.
Stay with us. When we come back, we hear from Jordan School District employees who are passionate about Unified Sports and inclusion for all students.
Break:
Are you looking for a job right now? Looking to work in a fun and supportive environment with great pay and a rewarding career? Jordan School District is hiring. We're currently filling full and part-time positions. You can work and make a difference in young lives and education as a classroom assistant or a substitute teacher. Apply to work in one of our school cafeterias where our lunch staff serves up big smiles with great food every day. We're also looking to hire custodians and bus drivers. In Jordan School District we like to say people come for the job and enjoy the adventure. Apply today at employment.jordandistrict.org.
Anthony Godfrey:
We're here with Cherie Oliver, the Event Coordinator for Scheels. Cherie, thanks for talking with us.
Cherie Oliver:
Of course. I'm so happy to be here.
Anthony Godfrey:
And you're also a parent in Jordan District?
Cherie Oliver:
I am, yep. I've got two girls in middle school.
Anthony Godfrey:
Awesome. Tell me about Scheels’ sponsorship of Unified Sports.
Cherie Oliver:
You know what, it's something that we are just starting and we are so proud to be that. We did the golf tournament last year with the Unified golf teams, and this year we wanted to be more involved. And so we sponsored Jordan and Canyon School Districts and we just wanted to make this happen so bad, but this is how we could do it.
Anthony Godfrey:
And you set up a little rivalry contest last week which was really exciting. I had a Board member who went, who just said, ‘now I need to spread the word about Unified Sports. It was such a cool event.’
Cherie Oliver:
Oh, it was amazing. I cried. I think everybody there cried. It was just so great to see all the kids, including everyone and everyone being excited for everyone. It was a competition, but it was a good healthy competition and something that we are so proud to be a part of. I'm glad that we could be there for.
Anthony Godfrey:
Well, Scheels made a significant financial donation to make that possible, and it's not the first time. So we can't thank you enough for your support.
Cherie Oliver:
Yeah, of course. We're happy to do it.
Anthony Godfrey:
And I know we're gonna have a partnership for a long time into the future.
Cherie Oliver:
Yes.
Anthony Godfrey:
So thank you very much for your help in making this possible. I know of no other program that just lifts everybody involved the way that Unified Sports does.
Cherie Oliver:
Absolutely. Absolutely.
Anthony Godfrey:
We're here with Ulbby talking with her about her involvement in Special Olympics. You've been involved with cheer for a long time.
Ulbby Dyson:
Yes.
Anthony Godfrey:
And just tell me about your journey getting involved in Special Olympics and in Unified Sports.
Ulbby Dyson:
Yeah, absolutely. So my husband and I moved here about 13 years ago. My oldest has something called infantile spasms, which is a type of seizure that come in the form of a sneeze. While we were at Primary’s, we kind of saw the need of just that involvement and inclusion part, but we also understood the financial part of it. And so one of the things that my husband and I set to do was, once we actually owned a gym or had a gym to be able to offer these things, we would. So we opened up our gym about almost nine years ago. And we have since then offered Unified and just special athletes programs in our facility at no cost to the parents. And it's pretty much just based off of donations from either just my husband and I working another part-time job or even the community as well.
Anthony Godfrey:
It's amazing that you are working a part-time job just so that you can make this possible for other people.
Ulbby Dyson:
You know, I, I think it was just the ability to, the excitement you get off of just being able to be a part of something. And also really just the community, the camaraderie that we could do. And as cheerleaders, we have that ability as well, right? We can go to events and we had the excitement and we add the poms. We add everything.
Anthony Godfrey:
Right. Right.
Ulbby Dyson:
I think overall it's just one of those situations that you can set yourself up. And part of that, you know, cheer and then leaders, is obviously setting that example for the younger generations to obviously be able to see that is possible.
Anthony Godfrey:
I think the first time I met you was at South Valley at the annual basketball game.
Ulbby Dyson:
Yes.
Anthony Godfrey:
And when I heard about what you'd done with cheerleaders, they just kind of described it as you coming out of nowhere saying, ‘I wanna help. How can I be part of things?’ Tell me about that.
Ulbby Dyson:
You know, it really has been a community involvement. Overall I just try to find my way to be able to bring cheer to people. And I couldn't do it without the support of my husband as well, you know. So I tend not to give him props because he's always kind of behind closed doors. But he is one of the reasons why I can do it is because, you know, he is my biggest cheerleader and he always goes, ‘Okay, well if that's what you wanna do, go have at it.’ But also being able to, with South Valley when we met, some athletes don't have vehicles to get to and from a location. So I found that it would be suitable for myself to go into South Valley once a week for an hour to be able to give back in that way. And give them the opportunity to still perform, still be able to be a part of the basketball tournament, you get to see but also just add that camaraderie and excitement and spirit to the school.
Anthony Godfrey:
And there was a recent event recent competition and an upcoming competition for Unified Cheer. Tell me about that.
Ulbby Dyson:
Yeah, so one of the things that we actually are doing, Special Olympics actually does have a Special Olympics Cheer program. It runs about April until about end of June. And so aside from that, one of the things that we decided to do with other local high school cheer coaches was come together. All of us have have athletes with an intellectual disability that actually cannot compete at our region and state competitions. And so what we decided to do was give them that opportunity and bring them all together. And we had teams driving two hours, an hour and a half, you know, just different all over the valley. And we had about anywhere between 70 to 80 kids just wanting to perform with their partners. So it kind of ended up becoming a Unified performance at our state competition this year. So that was definitely one of our biggest highlights. And overall the excitement of just having that camaraderie with everybody.
Anthony Godfrey:
It just keeps growing. Once you're a part of this, you can't stop. You just want more.
Ulbby Dyson:
Right. Yes. And that's so true. And you know, our Special Olympics program has also been great at like, even embracing cheerleading, starting letting us start that program as well. And with our new CEO as well, Scott Weaver, he's been great at just like, yeah, let's do it. Let's see how we can add this. But it adds that excitement. I mean, even today at this event, we're watching cheerleaders from high schools that are not quite Unified, however, they are still here being a part of that. And you see the difference and you see the excitement that they bring into the game.
Anthony Godfrey:
It's that gravitational pull that just keeps adding more and more people to the program.
Ulbby Dyson:
Absolutely.
Anthony Godfrey:
Well, thanks for bringing cheer literally and figuratively to South Valley.
Ulbby Dyson:
Aw, thank you. Thank you so much. I appreciate it.
Anthony Godfrey:
Thanks for joining us on another episode of the Supercast. Remember, education is the most important thing you'll do today. We'll see you out there.
They took center court during a recent Utah Jazz basketball game, but it wasn’t to score a point or make a free throw. Two Jordan School District teachers are being honored as “Most Valuable Educators” or MVE’s by the Jazz organization.
On this episode of the Supercast we sit down with Mountain Point Elementary School teacher, Charity Horne and Joel P. Jensen teacher, Mandy Truscott to find out what it takes to be an MVE and what makes them stand out as educators, elevating everyone around them.
Audio TranscriptionAnthony Godfrey:
Hello, and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. They took center court during a recent Utah Jazz basketball game, but it wasn't to score a point or make a free throw. Two Jordan School District teachers are being honored as “Most Valuable Educators” or MVEs by the Jazz organization. On this episode of the Supercast, we sit down with Mountain Point Elementary School teacher, Charity Horne, and Joel P Jensen, teacher Mandy Truscott, to find out what it takes to be an MVE and what makes them stand out as educators, elevating everyone around them.
We're at Joel P Jensen today to celebrate an award-winning teacher, and we're talking with Aaron Hunter, her principal as well. Aaron, how are you?
Aaron Hunter:
Doing great.
Anthony Godfrey:
I want you to talk a little bit about Mandy Truscott and why she won this award. Tell us a little bit about this award and what's happening.
Aaron Hunter:
Yeah, so the Jazz and Instructure who run Canvas, they nominate, I want to say this is the first year. I'm not sure, it's a pretty new award. But yeah, people nominate teachers throughout the state for the Most Valuable Educator Award. Mandy was nominated and I can wholeheartedly say, I've known Mandy for a decade, and she's an amazing teacher. You can’t see her classroom, there's no kids in here. But if you walked in, you could, you could already tell by the way things are organized that she's a wonderful teacher.
Anthony Godfrey:
It's very well organized, it's exciting. It's bursting with fruit flavor. It's got colors everywhere, it looks fantastic. And I've known Mandy for a long time, so I know she's a fantastic teacher. Aaron, how would you describe Mandy Truscott?
Aaron Hunter:
So, Mandy Truscott is the teacher. Like if we ever, she never fills referrals out. If we ever got a referral from Mandy Truscott, we would know that it was a very, very serious thing because Mandy just does an excellent job at managing her classroom, keeping her kids engaged. As she mentioned, the growth that her students make is incredible. It's awesome.
Anthony Godfrey:
So you talked about the growth. Tell me, what kind of growth do you see in students who have Mandy's class?
Aaron Hunter:
Yeah. An average student that takes Mrs. Truscott’s class on average makes about three years of growth in reading from beginning to end
Anthony Godfrey:
That's incredible. That's incredible. Awesome. So in addition to there being astronauts, it's a time travel situation as well. Yeah. Because you're making up for lost time.
Mandy Truscott:
Well, that's why we say like they've landed on grade level. They do this like jump and I was like, it's like a little hyper speed. They're in hyperdrive and they eventually can get there, but they have to put in the time and effort.
Anthony Godfrey:
So I'm excited to hear that you got this award, Mandy. Congratulations.
Mandy Truscott:
Thank you. It was really exciting.
Anthony Godfrey:
Tell me about your loot. What did you get as a part of this prize?
Mandy Truscott:
There was a thousand dollars to use in my classroom, which was really nice.
Anthony Godfrey:
Great.
Mandy Truscott:
We got tickets to the Jazz game. There were six of us. We gotta stay in the suite, which was really nice as well.
Anthony Godfrey:
Wow.
Mandy Truscott:
And a personalized Jazz jersey, so that was really exciting as well.
Anthony Godfrey:
Really?
Mandy Truscott:
Yeah.
Anthony Godfrey:
Wow.
Mandy Truscott:
I know. My husband's like,’ let's frame it so you can put it in your classroom.’ And I think we might, cause I don't think I'm gonna be wearing it any time, so.
Anthony Godfrey:
I love that. And you can sign the jersey for yourself.
Mandy Truscott:
There you go. I could do that.
Anthony Godfrey:
Tell me, you and I worked together a long time ago.
Mandy Truscott:
Yes. Very long.
Anthony Godfrey:
Yes. A very long time ago. Most of your career ago, I think. You're teaching reading?
Mandy Truscott:
Yes.
Anthony Godfrey:
And tell me about that. What do you love about teaching reading?
Mandy Truscott:
I love teaching reading. So I teach remedial reading. So they're kids that are not on grade level, but they don't qualify necessarily for resource services or special ed services. But they definitely still need some help to get caught up. So we kind of catch them, they get put in my class and then that's what we work on, just trying to get them up to proficient grade level.
Anthony Godfrey:
And I can't think of a teacher who would do a better job of making kids feel great about being in the class that is intended to help them catch up.
Mandy Truscott:
It's something they struggle with, so it's not their favorite class.
Anthony Godfrey:
Sure.
Mandy Truscott:
But I feel like they do, they do like the class. We have a good repertoire, we have a good relationship.
Anthony Godfrey:
I'm sure that part of the reward is seeing the impact on a student realizing they can do something they didn't think they were ever going to be good at.
Mandy Truscott:
Yeah. It's really exciting to see them make so much progress. So we have like this wall of fame, which you're not in the classroom so you can't see it, but we have this wall of fame where like the kids' names get on the board when they level up, when they increase in grade levels, when they get on grade level. We do a lot of incentives to try and motivate them to do that, and it's really exciting to see. So we always are just pushing them to get on grade level. That's our main purpose.
Anthony Godfrey:
Let's look, take us on a tour around your classroom. So I see amazing things happen here. And names of the kids that have landed on grade level.
Mandy Truscott:
Yeah, so those are the students who at the beginning of the year were below grade level, but they have since reached all the benchmarks to prove that they are on grade level. And then we have four other sections in the classroom. So the first time they level up or the first time they go up one grade level, they get their name in the ‘I've leveled up one reading level’ column, and then there's a two reading levels, a three reading levels, and a four or more reading levels. And you can see there's 20 kids already who are on the four or more reading levels. I think that like the numbers may be a little misleading. I think some of those kids, they didn't try super hard on the initial assessment.
Anthony Godfrey:
Yeah.
Mandy Truscott:
Which, you know, surprise, surprise. But they do see this progress. And even if they're making progress on lower levels or levels that may be a little bit below where they should be they're feeling success. And that initial success I think helps them for when they do start to encounter more challenging work and more challenging curriculum.
Anthony Godfrey:
I love how visual the progress is. Student progress is just right out there for everybody to see. And I have no doubt that it's motivating. Tell me about the planets or the moons that the astronauts have landed on, on this wall.
Mandy Truscott:
I tried to really focus on creating a class community. So I did this like a space theme this year. So we have a little planet up there. I don't know if you can see it very well, but it says JPJ 112. My classroom is room 112.
Anthony Godfrey:
Ah, nice.
Mandy Truscott:
So I told them that we are like a class colony and so each student in my class has a little astronaut on the board and in that astronaut, or on the moon I should say, below the astronaut, it lists information about them. So they gotta tell me who they are at the beginning of the year, and that was really helpful. They did that the very first week of school. So I didn't know them very well, but I was able to take that information and they also filled out like this little star cadet intake form that they filled out so I could learn more about them and what motivated them, what they disliked, anything they wanted to tell me basically.
Anthony Godfrey:
What have some of your themes been over the years?
Mandy Truscott:
Oh, besides my space theme? I did an emoji theme one year. But I really like the space theme. I think I'm gonna stick with it.
Anthony Godfrey:
Might stay with it.
Mandy Truscott:
Okay. Yeah. So, we talked about how our learning objective is our mission objective. So we have that over here. Instead of the date, we put the star date.
Anthony Godfrey:
Oh, love that.
Mandy Truscott:
Yeah. Anyways, we did they have these reading response journals, but we call 'em mission log. So they write in their mission log.
Anthony Godfrey:
Oh yes.
Mandy Truscott:
They can earn passport stickers for reading different genres. So yeah, anyways, we kind of did this fun space theme. I kinda ran with it.
Anthony Godfrey:
I see a bit of a cat corner that has nothing to do with reading, necessarily.
Mandy Truscott:
Nothing to do with reading or with space, but I'm a little bit of a cat lady, so we have a little bit of a cat corner going on.
Anthony Godfrey:
I respect that. I respect that.
Mandy Truscott:
The kids will draw me pictures of cats occasionally.
Anthony Godfrey:
They know what you like. That’s a good thing.
Mandy Truscott:
Yeah. They know.
Anthony Godfrey:
Tell me, what was it that initially drew you to teaching?
Mandy Truscott:
I don't, it's kind of a weird story. I did not get my bachelor's degree in teaching. I got my bachelor's degree in political science and I was initially going to join the foreign service, is what I had wanted to do. I interned in DC in the Department of Educational and Cultural Affairs at the State Department. And I became interested in education doing that. And then I came back to Utah, which is where I'm from. And I started to substitute teach just to make a little bit of money and I liked it. And I got a job as a para. And then I decided to go back to school and get a graduate degree in education.
Anthony Godfrey:
Well, I'm very grateful to whoever was sick and needed you as a substitute.
Mandy Truscott:
It was a roundabout way of doing it, but I'm glad I did it. I feel like it was definitely meant to be, definitely what has become my passion and it became my passion really quickly. So I was a paraprofessional in a special education classroom, and so I initially did special education, I did that for eight years and then I transferred over to general ed and now doing remedial reading in general education.
Anthony Godfrey:
Well, having worked with you many moons ago, it's no surprise to me that you won this award and I'm really glad to see that you're still teaching and these are some lucky kids.
Mandy Truscott:
Thank you. Thank you very much.
Anthony Godfrey:
Stay with us. When we come back, we'll hear from Most Valuable Educator Charity Horne.
Break:
Does your student want to become a veterinarian? Commercial pilot? Programmer? Maybe they want to make a difference as a dental assistant. These are just some of the programs offered as part of Career and Technical Education. CTE in Jordan School District. CTE provides the technical skills needed to prepare students for future employment or for a successful transition to post-secondary education. Career and Technical Education provides work-based learning opportunities. We partner with industry experts to offer apprenticeships and internships with students working in the real world at real jobs while going to school. The CTE experience starts in our elementary schools with the Kids' Marketplace and grows through middle and high school. To explore all CTE has to offer in Jordan School District visit cte.jordandistrict.org today and let's get your child started on the pathway to a profession.
Anthony Godfrey:
We're here at Mountain Point Elementary and we have Principal Elizabeth Felt here and Charity Horne, the Most Valuable Educator award winner. We're gonna talk with Charity about her experience, but first Elizabeth, tell me about Charity Horne as a teacher.
Elizabeth Felt:
I can't stop saying wonderful things about Charity. Charity is one of those bright lights here at Mountain Point. She is one of those teachers that goes above and beyond for every single student here in the building. She is well known by all of our parents. She is a cheerleader for everybody. She's in the hall constantly sharing just exciting things that are going on in her classroom. And when she goes out for bus duty, she's the most cheerful person out there. She is waving people down to get them down the lane to pull forward and people love it. They smile at her, which is a great thing.
Anthony Godfrey:
Now that is a remarkable accomplishment. I've worked the curb at elementary schools over the years. That is not a place where love is shared very much. So that's pretty exciting. And from the moment I walked in, I could tell the energy that she has.
Elizabeth Felt:
Absolutely.
Anthony Godfrey:
Charity, tell me about winning this award. How did all that come to be?
Charity Horne:
Well, I got an email and I thought it was spam and I thought, ‘Oh, this has to be a joke.’ So I responded and just said, ‘Hey, is this for real?’ And she responded and said, ‘Yes it is. And you were nominated by some parents for the award and one of the nominations stood out to us. So we chose you.’
Anthony Godfrey:
How nice to be nominated. Now, it's never fun to talk about yourself.
Charity Horne:
No.
Anthony Godfrey:
Tell me what were some of the nominations? Elizabeth, did you get a chance to read those?
Elizabeth Felt:
No, I actually didn't because, like Charity, I thought it was spam. I hadn’t heard of it before.
Anthony Godfrey:
When you get an email that says you won and it has all these exclamation points, you do wonder.
Elizabeth Felt:
Yeah. So I remember debriefing with Charity in the hall and we're like, ‘Did you get this email?’ ‘Yeah, I got this email.’ ‘What do you think we should do?’ ‘Is this real?’ Yeah. And so then when we reached out and we were like,’ okay, I think they wanna do something. So I don't know what that looks like because they're not really sure what it looks like.’ So we're like, okay, well let's just go for a ride and it's gonna be great. We’ll see how it goes.
Anthony Godfrey:
So you thought they were fake prizes at first?
Charity Horne:
Totally. Totally.
Anthony Godfrey:
But what were the real prizes that you ended up winning as a result?
Charity Horne:
Well, I earned a thousand dollars. And then I got to go to the Jazz game with my family and take my boys and we went and got in the suite. Then they gave me a Jazz jersey and the Jazz Bear came to our school and recognized me on stage.
Anthony Godfrey:
A personalized Jazz jersey from what I've heard.
Charity:
Yes.
Anthony Godfrey:
Yeah. And what's the Jazz bear like close up?
Charity Horne:
He is fun.
Anthony Godfrey:
Yeah?
Charity Horne:
Yeah. Yeah. He messed with my hair.
Anthony Godfrey:
Does he smell kind of earthy?
Charity Horne:
Ah, you know, I was so nervous. I didn't notice.
Anthony Godfrey:
So they honored you on the floor during a Jazz game?
Charity Horne:
Yes. They honored me on the floor during the Jazz game as well.
Anthony Godfrey:
That's pretty exciting.
Charity Horne:
It was so awesome.
Anthony Godfrey:
Now tell me what grade you teach first of all.
Charity Horne:
First grade. I teach first grade.
Anthony Godfrey:
First grade. That's awesome. What do you love about teaching first grade?
Charity Horne:
Honestly, just the innocence of the kids. They're just, they're so excited to be here. They're so excited. They just love you no matter what, you know? And they don't judge you. I mean, you cannot comb your hair and it won't matter. You know, adults tend to judge.
Anthony Godfrey:
But they notice everything about you too don’t they?
Charity Horne:
They do. They notice it all. They do. And I'm like, you know what? It's okay. I didn't do, my hair today. Okay, Mrs. Horne
Anthony Godfrey:
So did they ever say ‘What's wrong, Mrs. Horne?’ when you thought you were covering it up?
Charity Horne:
No, but they have pointed out blemishes or zits or anything that's wrong with you.
Anthony Godfrey:
So you have to go in ready a little bit?
Charity Horne:
A little bit, yeah. But they don't care. I mean, they're just, they're excited to be here.
Anthony Godfrey:
Yeah. Now how long have you taught first grade?
Charity Horne:
I've been teaching first grade for six years. This is my sixth year in first grade. And I've taught two years of second grade.
Anthony Godfrey:
So two years of second grade, six years of first grade. How many hugs does that equal over those years?
Charity Horne:
Millions.
Anthony Godfrey:
Millions of hugs.
Charity Horne:
It’s a lot of hugs.
Anthony Godfrey:
That is the good part.
Charity Horne:
Because they move on, but they still love you, so they still come back and hug you.
Anthony Godfrey:
Oh, so it's not just the hugs when they're there.
Charity Horne:
No.
Anthony Godfrey:
It's the after-hugs.
Charity Horne:
Yeah. That's my older students.
Anthony Godfrey:
It's pretty exciting.
Charity Horne:
It's awesome.
Anthony Godfrey:
What would you say to someone who's thinking about teaching elementary school?
Charity Horne:
Honestly, it's a hard job, but you have to have, your heart's gotta be in it. You gotta wanna make a difference and you gotta love helping little kids.
Anthony Godfrey:
What's one of your favorite things to teach in first grade?
Charity Horne:
I like teaching math.
Anthony Godfrey:
Yeah?
Charity Horne:
Math.
Anthony Godfrey:
What are some of the math skills that first graders are learning right now?
Charity Horne:
Adding and subtracting within 20, learning to make a 10, regroup.
Anthony Godfrey:
Regrouping. Yeah. I try to regroup as much as I can. It's good.
Charity Horne:
Yeah.
Anthony Godfrey:
It's a good skill to have.
Charity Horne:
It's a good skill to have.
Anthony Godfrey:
What drew you to teaching initially?
Charity Horne:
Well, I graduated with education and back then, it was too much work, so I was like, ‘I'm not gonna be a teacher. There's no way. It's so much work.’ But so, and quickly after that, I got pregnant with twins. So my life changed to mommy mode and I ended up opening up a daycare and was gonna do a tumbling studio, and all these different branches of life going different directions. And when my daycare kids had kind of moved on and I decided to look at the school and just see if there was a part-time aide position. And I got hired as a math aide. And my Principal at the time, Mandy Thurman, called me and said, ‘Hey, I hired you as a math aide, but I talked to the district about reactivating your license. I really need teachers. What do you think? I think you'd be great.’ And thought about it. And it was just a gut feeling that it was something I needed to do. So I did it and it was a thousand times harder than it was back then.
Anthony Godfrey:
Yeah, it does get harder over time.
Charity Horne:
It does get harder over time, but I think that that hard work just makes you a better person and a better teacher. You'll learn from mistakes, you'll learn from positives, you learn from everything and you just become better. So one of the things I love, I came up with it a couple of years ago. I had heard another teacher was doing it and I thought it was phenomenal, but teaching kids that they can do hard things. And so I came up with a motto that I wanted them to say every morning. And it goes, ‘I can do hard things. I know if I think positive, work hard, and try my best, I will succeed. I believe in myself, I can do anything.’ And it's kind of one of those things that I want them to know. Know that like even in life, not just first grade, life gets hard sometimes. And if you work hard and you just do the best you can, you know you're gonna succeed.
Anthony Godfrey:
I love that. And I'll bet they remember it years later.
Charity Horne:
I have kids, a girl that I taught in first grade at Riverton Elementary goes to school here, I think she's in sixth grade and she's like, ‘Hey Mrs. Horne, how are you? I remember our motto.’ So she still remembers it.
Anthony Godfrey:
And then she recites it for you.
Charity Horne:
Yeah. Well, it was funny cuz I actually went running with one of my first grade parents. And we were going around the track and I hate running, I hate cardio. And so I'm just like, ‘I can't do this.’ And she's like, ‘I can do hard things.’ So we just started running and we were doing the motto. She was like, ‘See, it works for adults too.’ So I just think it's a strong quality that I have just for anybody. Like you can do it. You know, our first reaction is sometimes, ah, that's too hard. I can't do it. But if you just learn that you can do whatever you put your mind to, if you keep working on it, you'll get it.
Anthony Godfrey:
I love that. I would assume that as a first grade teacher, you get to see a ton of progress.
Charity Horne:
Absolutely.
Anthony Godfrey:
From the beginning of the year to the end of the year.
Charity Horne:
That's probably one of my favorite things about first grade, I feel like I do such incredible work. Because if you look at their beginning of the year tests and handwriting and writing journals, and then you go to the end and I'm like, holy cow. I taught them. You know, as a team, we work together to teach narrative, informative, and opinion writing. They can add and subtract. They're just, they're just bright little humans.
Anthony Godfrey:
A school supervisor showed me the other day, what a first grade student had done over the course of the year. They were so excited for the progress they'd made. And they showed, you know, the writing that they did at the beginning of the year and the writing they're doing now. And it's really cool to see, this huge progress kids make.
Charity Horne:
It’s incredible. They make a ton of progress. And even with reading, I mean, they're barely connecting those sounds and letters and putting 'em together. And by the end, they're reading full passages.
Anthony Godfrey:
Well, thanks for spending the time, and most of all, thanks for everything you do to help create a great experience for these first graders.
Charity Horne:
Thank you very much. I appreciate it.
Anthony Godfrey:
Thanks for joining us on another episode of the Supercast. Remember, education is the most important thing you'll do today. We'll see you out there.
It was an evening of reflection, recognition, and celebration. Students from schools throughout Jordan School District came together in song and dance to celebrate Black History Month in a meaningful way.
On this episode of the Supercast, hear from students who participated in the performances and why they are passionate about educating others on the importance of Black History Month.
Audio TranscriptionAnthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. It was an evening of reflection, recognition, and celebration. Students from schools throughout Jordan School District came together in song and dance to celebrate Black History Month in a meaningful way. On this episode of the Supercast, hear from students who participated in the performances and why they're passionate about educating others on the importance of Black History Month.
We're here at Elk Ridge Middle School for Black Excellence Night. Our Legacy is the name of the celebration tonight, and we're here with three of the students who are participating. Introduce yourselves, and what grade you're in, and what school you're from.
Marc:
I'm Marc. I'm from West Jordan High School and I am the BSU President.
Adjoa:
I'm Adjoa and I'm from Herriman High School. I'm the BSU President as well.
Siriya:
I'm Siriya. I go to Copper Hills High School. I'm a senior and I'm also BSU president.
Anthony Godfrey:
All right, I'm in the presence of three presidents. That's awesome. So tell me, what are you looking forward to tonight? What are you excited about?
Marc:
I'm really excited to see all the other schools cause I haven't been able to see what they're doing. But I'm really excited also to see just the Black Excellence in the auditorium.
Adjoa:
This is my first meeting that I've been to and I'm super excited to just see what it's all about and seeing all the different dances and the different BSUs. My BSU will be hopefully showing up too and will be our first time because our school is just barely new this year, so, super excited.
Anthony Godfrey:
Okay.
Siriya:
I'm also excited to see all the other BSUs or other people that are gonna perform and just Black Excellence altogether.
Anthony Godfrey:
What are the things that you hope the audience takes away from their experience tonight? As they're walking to their cars, they're driving home, as they're thinking about things this weekend, what do you hope they take away from the experience?
Marc:
I want them to be educated. I want them to see that Black Excellence is prominent in Utah.
Adjoa:
It's very important that we help spread just awareness that we are here and that we do have cultures and that we are a community.
Siriya:
I really hope people actually see the diversity of like what Marc said because it's obviously a predominantly white state. And so obviously I hope they take away something from this and they actually leave feeling educated.
Anthony Godfrey:
Now tell me what each of your schools is contributing to the event tonight.
Marc:
So West Jordan High School is contributing a song and a poem done by me. The song and the poem are written by me.
Anthony Godfrey:
Oh, really?
Marc:
Yeah.
Anthony Godfrey:
Tell me what the song and poem are about or the title. Tell me a little bit about it.
Marc:
So the title of the poem is I'm a Black Man and then the song is Freedom.
Anthony Godfrey:
Okay. Great.
Adjoa:
I am the student highlight this year and I will be talking about my BSU efforts in raising money for our school's fundraiser, Hearts of Gold.
Anthony Godfrey:
What were some of the things that BSU did for Hearts of Gold?
Adjoa:
We made a whole bunch of cookies and then we sold those cookies during lunch periods and we decided to do some at a basketball game and we raised money.
Anthony Godfrey:
So this is a chance for you to connect with the community, connect with parents, but as students for you to connect with other schools as well?
Adjoa:
Yes, of course. It's gonna help us out a lot in figuring out different ideas to do.
Anthony Godfrey:
Tell me what Copper Hills is doing tonight.
Siriya:
So my BSU is going to be performing two different dances. So we're gonna be performing an African dance and an African American dance, which has African American artists.
Anthony Godfrey:
Okay. Looking forward to it. So you're all Presidents of the Black Student Union. Tell us about what the Black Student Union does in your school.
Marc:
So, so far this year the Black Student Union has helped a lot with charity season. Our charity this year was Tiny Tim's Toys for Tots. The BSU, we held a social for Tiny Tim's Toys for Tots, and we made these little cars and it only takes $2 to make each car. And so we had people donate money and whatnot. So we got a bunch of money and then each $2, we gotta make one car for that.
Anthony Godfrey:
And I know that BSU is just getting underway at your school, but what are some of the things that you already have going?
Adjoa:
Black History Month is coming up and my BSU is planning on some really fun activities. We've got a whole bunch of posters that we made today and we're going to be putting them up as like a gallery in our library. And so it'll be going all around the library. We have a whole bunch of posters and each poster has several different Black heroes and events that have happened in Black culture and history. And at the end of the month, during like the last two weeks, we'll be doing a spirit week for like the two weeks cuz we have break. So we're just adding those weeks together and so our whole entire school will be involved in dressing up on certain days. Like we have 70s Day, we have Jazz Day, we have Blackout Day where our whole BSU will be wearing our brand new sweatshirts that we just made with our new logo on 'em. And then we'll be having a social on our last day over Spirit Week where everyone from our whole entire school and all the other schools are invited. And we'll also be doing personal invites to the different culture clubs that we have at our school to come and join us so then we can all like, join together and get to know each other.
Anthony Godfrey:
How about at Copper Hills? What has the Black Student Union been up to there?
Siriya:
So we've also been doing fundraisers and the last biggest event thing that we like really did was a clothing drive during the winter for like kids and just families that don't have really like anything. And we just donated a bunch of fleece blankets, and clothes, socks, just everything, and toys. And also with Black History coming up, my school's gonna be doing a pop-up museum with a bunch of Black historical figures and we're so excited for that.
Anthony Godfrey:
So there's a lot of education, a lot of fundraising, a lot of outreach to others, and making sure that you're helping those around you in the community. So, congratulations. It's obviously your great leaders and that wonderful things are happening at your schools as a result of your efforts. So thanks for talking with me and I can't wait to see the performances tonight, so thanks again. Stay with us. When we come back more on the Black History Month celebration.
Break:
In Jordan School District, we like to support students in and outside the classroom along with their families. That's where the Jordan Family Education Center comes in, offering support services and a wide variety of classes for students and their families, free of charge. You can take a class called Blues Busters for children feeling sad or worried. Just Breathe is a class that helps students reduce stress. Or how about a class that supports parents in helping their children make and keep good friends. There are also support groups and free counseling, all provided by Jordan School District school psychologists and counselors. To find out how you can benefit from free family support services offered by the Jordan Family Education Center, call 801-565-7442 or visit guidance.jordandistrict.org.
Anthony Godfrey:
We also have Toni Brown, one of our specialists here. Now you've been involved in all of the planning here, this has been talked about for quite a while.
Toni Brown:
So this kind of program has gone on in other districts, but we're really excited to bring it to Jordan School District for the first time because we have so many active BSUs that have so much to contribute.
Anthony Godfrey:
And tell me about some of the things that are happening tonight. I understand that Black icons are taped to the back of each of the chairs. Talk to me a little bit about that project.
Toni Brown:
We're seeing the Black Excellence Program this year as kind of a kickoff to Black History Month. So on the back of the chairs, there are different Black history makers and icons. People from Rosa Parks, and Beyoncé, to Michelle Obama, and Sojourner Truth, we're spanning gender and time just trying to highlight different people from our history.
Anthony Godfrey:
And what are some of the other activities that are happening? I know there's some dances, poetry, music, and we have a Senegalese food truck as well.
Toni Brown:
Yeah, we're really excited for that. It's gonna be great food. There's gonna be all kinds of flavors and we're hoping that everybody tries it.
Anthony Godfrey:
I'm looking forward to it. We'll give it a try. Senegalese food truck. I've had a lot of corn dog food trucks, but not a Senegalese food truck. Why is this an important night Toni?
Toni Brown:
The Black Excellence Program is important because this is our first opportunity to bring kids from BSUs across the district together so that they can build community, so that they can display their talents, and so that they can celebrate their culture. That's what it's all about tonight. We're here to be together and enjoy each other.
Anthony Godfrey:
That's a fabulous reason to throw a celebration like this and I'm looking forward to seeing all the students. I got to see a little bit of a preview of some of the performances. I think it's gonna be a great night.
MC:
My job right now is to introduce our next performer. He is a student performer. His name is Marc from West Jordan.
Marc:
Freedom
Oh, freedom by God.
Oh, freedom.
Oh, freedom.
Free, free at last.
Into the new day.
Free, free to glory.
Free, I am free now.
Lord, by God.
I am the son of a King.
Thank you all.
Anthony Godfrey:
Thanks for joining us on another episode of the Supercast. Remember, education is the most important thing you'll do today. We'll see you out there.
They are an impressive group of Jordan School District students determined to make a difference and win a national competition with the development of a unique school safety app.
On this episode of the Supercast, we take you inside the JATC North web design class where students are already in the running for a prestigious honor on a national stage because of their determination to help keep students safe in schools across the country. This is just one example of the great work going on in Career and Technical Education as we celebrate CTE Month.
Audio TranscriptionAnthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. They are an impressive group of Jordan School District students determined to make a difference and win in national competition with the development of a unique school safety app. On this episode of the Supercast, we take you inside the JATC North Web Design class, where students are already in the running for a prestigious honor on a national stage because of their determination to help students stay safe in schools across the country. They want to do it with a specially designed app they hope will give people peace of mind in an emergency.
We're here celebrating CTE Month at the Jordan Academy for Technology and Careers, the North campus at around 90th South and Bangerter, talking with the Web Design teacher. Go ahead and introduce yourself.
Melinda Mansouri:
My name's Melinda Mansouri and I've been at the technology center for the last 11 years and my program is web design. Our students, our goal is entry-level work upon graduation or completion of the program. So our students not only learn about design and code, but they are able to go in and do internships with schools and business partners by the end of the program.
Anthony Godfrey:
So they're ready to work when they graduate from high school and get an entry-level job in web development. Right?
Melinda Mansouri:
Yes. I have students all over the state working as web developers at different universities and schools. It's a great student job, whether they're doing freelance web development or actually doing some work-study jobs at the universities and there's so many websites and there's lots of work.
Anthony Godfrey:
There's a lot of work out there. Obviously, I'm on websites all day long and they all need a web developer. So tell me about what the experience looks like from a student perspective. It's four classes out of your high school schedule. It's available to juniors and seniors, is that correct?
Melinda Mansouri:
All of that's correct. Next year we also have what's called a Code Boot Camp that is specifically for some of our high schools that aren't able to offer Programming I that will help bridge the students from those high schools into the full programming that's offered here at the JATC or they can stay and be web developers, in which case they would have the chance to get more skills and more experience.
Anthony Godfrey:
And how do they get more information about the summer program?
Melinda Mansouri:
Oh, if you go to the website at jordantech.org there is all sorts of program information and there's an apply button. Everyone has to apply to come to the tech center, but don't be afraid of that. The apply is just a way for us to gather information and be able to add you into our programs. But don't be intimidated by it. It's pretty easy. It's just a Google form.
Anthony Godfrey:
And there's a morning option and then an afternoon option.
Melinda Mansouri:
Yes. And our students spend the other half day at their home high school doing what they've been doing. And so we also have transportation and so don't feel like you have to have a car to come to the tech center. You can ride the bus. We have buses from every high school and you can arrive by bus at your school and then take the tech center bus or the opposite on the way home.
Anthony Godfrey:
So if this is something of interest there aren't really obstacles in the way, jump in and give it a shot. Now tomorrow you're out at schools giving students some real-world experience. Tell me about that.
Melinda Mansouri:
Yes, each student is placed at a different school in Jordan District, whether that's with counseling center websites or different websites at all of the different schools. And they work in partnership with the person who's in charge of web at the school. We do updates, sometimes if they have a big project like a directory that takes a lot of hours of time, we'll help with some specific projects. Not every school has someone trained in website development, and so it's a real win-win. My students are working on the professional skills needed and we are so lucky to have Jordan District, everything from teachers to administrators, who are their mentors and helping them gain professional skills.
Anthony Godfrey:
And we benefit from the students' creativity and newfound skills.
Melinda Mansouri:
Yes, it's a win-win. And then the students head out into some type of a business internship fourth quarter. They spend a minimum of 40 hours doing real website work for a real business so that they've built their portfolio so that they're ready to work.
Anthony Godfrey:
They can show actual work they've done for a company and it doesn't have to be something they want to do as a lifelong pursuit. It can be like you were saying earlier, a side job or just something to get them through school, kind of a part-time job, or it can turn into a full-time career.
Melinda Mansouri:
It's a great place to start. And even if your intention is to do something else, whatever business you work for will have a website, and that ups your value if you can help work with the web developer for that website. An know if a change is a small change or if you're asking for a big change. Clients don't often know which they're asking for. So these are just great skills to have in today's job market in general.
Anthony Godfrey:
Fantastic.
Stay with us. When we come back more with Melinda Mansouri and her tech savvy students
Break:
In Jordan School District, we like to support students in and outside the classroom along with their families. That's where the Jordan Family Education Center comes in, offering support services and a wide variety of classes for students and their families, free of charge. You can take a class called Blues Busters for children feeling sad or worried. Just Breathe is a class that helps students reduce stress. Or how about a class that supports parents in helping their children make and keep good friends. There are also support groups and free counseling, all provided by Jordan School District school psychologists and counselors. To find out how you can benefit from free family support services offered by the Jordan Family Education Center, call 801-565-7442 or visit guidance.jordandistrict.org.
Anthony Godfrey:
We're talking now with three of the students in the Web Development program. Go ahead and introduce yourselves and what high school you're coming from.
Amanda:
My name is Amanda and I come from West Jordan High.
Dalton:
My name is Dalton and I come from Riverton High.
Jacob:
I'm Jacob and I come from West Jordan High.
Anthony Godfrey:
Now tell me about this app that you've developed. First of all, it sounds pretty interesting.
Dalton:
So it's a tracking app for schools, so in an emergency, they can find students quickly and potentially save or reduce injuries in schools.
Anthony Godfrey:
Tell me what was the inspiration for creating an app like this?
Amanda:
Well, I think basically how the situations we've been through in our schools, like when there is a fire or something like that and people can't get out safely or quickly enough, and that's where it came from, I think.
Anthony Godfrey:
So just out of concern for student safety. Tell me about the mock-ups and where are the ideas taking you right now.
Jacob:
So right now using Adobe XD, which is a mockup program, we've kind of made a layout of what we want the app to look like, and we've made paths and we've made notifications that will pop up when there's an emergency. And so we're using this to kind of formulate how it's gonna work. We've also made an actual physical website, like just using a code editor, me and my partner Aiden. And so it will, like, it's a working prototype. It doesn't have any of the backend stuff that will actually notify people yet.
Anthony Godfrey:
So it sounds like developing an app is a lot more complicated than some people might think.
Jacob:
Oh, yes. Extremely complicated. And we're also, another part of this is setting up actual hardware on doors. That is going to be a challenge because we're developers, not really engineers, so we're gonna have to find a way to do that.
Anthony Godfrey:
So tell me, ultimately what will the app accomplish based on the concept that you're working on right now?
Dalton:
So currently we have it set up for it, there's a potential for it to work as a kind of attendance system, which kind of incentivizes students to carry their ID badge with them so that we can actually track them in an emergency. So for example, there's an earthquake and part of the building collapses where students can't get out of the building and there's potentially more debris falling down in the building. First responders need to get there quickly so that they can get the clear out of the way for students to get out and so they don't get hurt.
Anthony Godfrey:
So in other words, we're able to find students in an emergency using hardware mounted above the door as long as students are wearing an ID badge and if we use the ID badge for attendance purposes, then students are required to wear the badge and then the system works in case of emergency. If you were trying to sell me on the app and it was fully developed, what are some of the things you would tell me about why we ought to use this app?
Amanda:
I would say for safety to keep students more safe in the schools, basically.
Anthony Godfrey:
So is this mostly an app that's designed for administrators and emergency service workers? Anyone who's responsible for tracking students in case of emergency?
Amanda:
Exactly, especially for them.
Anthony Godfrey:
Now, if this app were to take off, there are tens of thousands of schools in the country. So it has a really big potential and student safety is always first on our minds and on everyone's mind across the country. What are some of the obstacles that you've run into? Obviously, it's a complicated process and I think you talked with some of our own security personnel. What are some of the difficulties that you've come up against as you've explored this idea?
Jacob:
So yes, we have talked with the district safety advisor and he gave us some really good advice. So one of the biggest concerns right now is security and privacy. So if we're tracking where kids are in a building, like that information won't be compromised and used to someone's advantage. And that's a really big concern. But we have we have combatted that by having, when someone like logs into the system, it will send out an email to, I mean, hypothetically it will send an email out to all the parents whose students are involved. So they know not only that someone's logged in, but if their child is safe or in danger. We've also thought about automating like the 911 call. When someone logs in it automatically calls 911 so that no one is just logging on for fun or for their personal gain.
Anthony Godfrey:
Okay. So the 911 kind of becomes the alarm system that's connected to anyone logging in. So you'd log in only in case of emergency? Is there a parent application so that parents could track where their child is throughout the day?
Jacob:
Again, we're still in the beginning phase just working stuff out. We have thought about that. We have thought about even having students have an app that they could log in themselves to track or even have their phone be their badge that they sign in with. But we're not really sure. We're still kind of working it out, but we got possibilities open.
Anthony Godfrey:
Okay. I love the way you're exploring the idea.
Dalton:
One concern with allowing parents to track students is it becomes a security problem, whereas someone who isn't their parent might be able to figure out login information and access where the child is in the building. So if someone were to specifically target an individual student, they might end up being able to just track them with our system, which is a big problem with enabling parents to track their own students.
Anthony Godfrey:
Yeah. And you're doing a nice job obviously of thinking through all the security concerns. And have you thought about an opt-out for parents where parents could choose not to have their student participate?
Amanda:
Yeah, that's basically, yeah, we have this idea that maybe some parents wouldn't like their students to be tracked and we would give a form out to parents and they could sign if they want their student in or not.
Anthony Godfrey:
Okay. All right. You're entering this app and this concept into a contest sponsored by Samsung. Tell me about how that's going.
Jacob:
So yeah, Samsung has given us $2,500 right now in Samsung products. And we're gonna use that I think for phones, for mobile development. And so then we can actually test our app on phones and the next phase will give us, I think it's like 10 grand with an additional like video media kit so that we can actually film and document our stuff.
Anthony Godfrey:
So when will you find out the next level of the competition?
Dalton:
It'll be February 15th.
Anthony Godfrey:
Have you submitted everything?
Dalton:
It's all done, yeah.
Anthony Godfrey:
Okay. Well, I wish you luck. Tell me what's the name of the competition?
Amanda:
Samsung Solve For Tomorrow.
Anthony Godfrey:
So we've talked about the app, tell me more about the class. Of course, you're creating this app as an offshoot of the things that you're learning here, but tell me about the class in general, especially for those who might be considering enrolling.
Jacob:
So yeah, this class is awesome. We not only do coding for development, we also do the design and learn how to make a beautiful website.
Anthony Godfrey:
So the art and science of it?
Jacob:
Yes, art, yes. And that's what differentiates us from computer programming is that we also do Digital Me in this class. We all certify in Photoshop and Illustrator in the first couple of months and that helps us prototype and design websites.
Anthony Godfrey:
And do you look at websites differently now that you're seeing things from the design end?
Dalton:
Yeah, it's quite a bit different. When I took programming here last year and in that class, it's all about the code, and when I wasn't expecting the amount of art that goes into designing a website and how much time it takes just to get a simple website set up.
Anthony Godfrey:
So maybe there's a better appreciation for the websites that you access knowing how much work it takes?
Amanda:
Totally.
Anthony Godfrey:
Thanks very much for spending time with me. I'll let you get back to your projects. Good luck in the competition and my fingers are crossed for you.
Thanks for joining us on another episode of the Supercast. Remember, education is the most important thing you'll do today. We'll see you out there.
It is a program designed to help students learn in new and effective ways while enhancing cultural awareness.
On this episode of the Supercast, we visit with Chinese Dual Language Immersion students and teachers at Southland Elementary School to find out why they love learning another language. Find out what happens when we follow the students on a fascinating field trip to Chinatown in South Salt Lake City.
- Enroll your Student in the Dual Language Immersion Program
Audio TranscriptionAnthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. It is a program designed to help students learn a language in new and effective ways while enhancing cultural awareness. On this episode of the Supercast, we visit with Chinese Dual Language Immersion students and teachers from Southland Elementary School to find out why they love learning another language. Find out what happens when we follow the students on a fascinating field trip to a Buddhist temple.
We're here with two teachers from Southland Elementary School on the field trip to the Cambodian Buddhist Temple. Thank you very much for letting me join you. Go ahead and introduce yourselves, please.
Xiaoyu Fan:
This is Xiaoyu Fan. I'm the fourth-grade teacher at Southland.
Jia Wei:
I'm Jia Wei, the Southland sixth-grade teacher.
Anthony Godfrey:
Tell me what is the purpose of the field trip here? It's been really interesting hearing from them about the Buddhist religion, about and about the temple. Tell me about what you hope the students gain from this experience.
Xiaoyu Fan:
So we feel like this field trip provides a great opportunity for the students, not only in the immersion-like environment in the school but also brings that immersion experiment like experience for them outside school as well. And the purpose of coming to the Buddhism temple is to let them know, because Buddhism is the most people worship in China, it's their major religion. So we would like to have the students have an opportunity to not learn, not necessarily learn about the religion, but to expose them to the more diverse culture.
Jia Wei:
I agree with what Ms. Fan said. I think it's important for students to be more open-minded to the cultures and the philosophies and realize we can work together with other people also.
Anthony Godfrey:
It was fascinating to watch the kids. I got to sit up front. They were rapt with attention. They were paying close attention. They're fascinated by all of this. So I think it's really a rich cultural experience for them to be able to do this. So thank you for going to the work to make this possible.
Xiaoyu Fan:
Thank you. It's an honor to have you to be here.
Anthony Godfrey:
Tell me about teaching here in the United States and teaching in the Dual Immersion program.
Xiaoyu Fan:
It's, to me, it's such an eye-opening experience because in China usually you have one subject taught by one teacher. But here we have, we get to teach all different subjects in our language, in Chinese. And I think it's definitely seeing how much students learn, seeing how much students are able to say in Chinese, and see how much students love about the culture and learn about the culture and really immerse in that culture. It's very fascinating
Anthony Godfrey:
Learning a foreign language for me has always been important. My father was a foreign language teacher, but I still am always impressed when I see a teacher stand in front of children this young and speak rapidly and they understand and they respond. It's really, really remarkable. So thanks for doing such a great job with them.
Xiaoyu Fan:
Thank you. Thank you.
Anthony Godfrey:
Tell me about your experience teaching in the United States and in the Dual Language program.
Jia Wei:
I think the best part is to grow with my students together to understand the language. I think my students taught me more than I taught them in the language immersion program. And they helped me to understand myself and the cultures.
Anthony Godfrey:
Students grow very close to each other when they're together. I know that they mix up the classes somewhat, but you pretty much get to know the same kids through those elementary years in particular. Tell me about the value that you see in that.
Jia Wei:
The value is to be, to find out who they are, and to find out what we can do for the world.
Anthony Godfrey:
Well, this is an exciting program. It's an exciting experience. Thank you for everything that you're doing to make this such a great learning environment for kids.
Xiaoyu Fan:
Thank you so much. Thank you.
Jia Wei:
Thank you.
Anthony Godfrey:
Hi Kimball. What grade are you in?
Kimball:
I'm in sixth grade.
Anthony Godfrey:
Kimball, tell me about your experience here today.
Kimball:
It was pretty cool. It was fun.
Anthony Godfrey:
What are some of the things that you learned?
Kimball:
I learned that the monk, like anyone can be the monk. I thought just males should be the monk, but girls can also be the monk.
Anthony Godfrey:
And what did you learn about what it's like to be a monk? What is a monk's life like?
Kimball:
You can't eat. Like you have to eat only at like 12:00 or like 12:00 or under and you can't eat anything after that.
Anthony Godfrey:
It was the fasting all afternoon and evening that made me decide. I don't think that's my path.
Kimball:
Yeah. Seriously.
Anthony Godfrey:
It's pretty impressive though. Tell me about being in the Chinese Dual Immersion program.
Kimball:
It's great. You speak Chinese, the teachers are awesome. They're so kind and if you don't understand anything they're like really welcome and like help you.
Anthony Godfrey:
You're in sixth grade now. Do you remember what it was like in first grade when you were just starting out?
Kimball:
I do.
Anthony Godfrey:
What was that like?
Kimball:
At first, it was kind of weird. I remember the first day I was sitting there and I was like, can I speak English? Is that okay? Cause I don't know any Chinese and they were really nice.
Anthony Godfrey:
They were nice about it.
Kimball:
Yeah.
Anthony Godfrey:
And now do you need to speak any English in class?
Kimball:
Not really, no.
Anthony Godfrey:
Do you start to think in Chinese when you're not even in class?
Kimball:
Yeah. Well, but when I'm in English, I think in English. But when I do Chinese I'm thinking in Chinese and saying Chinese.
Anthony Godfrey:
So you're able to switch back and forth?
Kimball:
Yeah.
Anthony Godfrey:
Great. Teach me a little bit of Chinese here.
Kimball:
Nǐ hǎo is hi.
Anthony Godfrey:
Nǐ hǎo
Kimball:
Zàijiàn is goodbye.
Anthony Godfrey:
Zàijiàn
Kimball:
Zàijiàn.
Anthony Godfrey:
Zàijiàn. Okay. And what’s your favorite word?
Kimball:
I like Píngguǒ.
Anthony Godfrey:
Píngguǒ.
Kimball:
Píngguǒ, it’s apple.
Anthony Godfrey:
That's cool. Yeah. Okay. Very nice meeting you Kimball.
Kimball:
Yeah. Nice meeting you too. Thank you.
Anthony Godfrey:
And tell me your name.
Eden:
My name is Eden.
Anthony Godfrey:
And Eden, what grade are you in?
Eden:
Fifth.
Anthony Godfrey:
And what do you like most about being in Chinese Dual Immersion?
Eden:
I don't know. I really love being in Chinese Immersion cuz it's so fun to see what we have in common with Chinese culture. And also it's really fun to learn new things cuz it's like you can always learn new things and have something to look forward to.
Anthony Godfrey:
Do you think it keeps your brain firing a lot to be learning Chinese every day?
Eden:
Yeah it does take a lot of like thought and stuff to like learn Chinese, but like after doing five years of Chinese, it's like getting slowly easier.
Anthony Godfrey:
Have you been surprised at how much Chinese you've been able to learn?
Eden:
Yes, I am really surprised. I remember when I was like in first grade and I couldn't understand Chinese at all and now I can understand and whenever I hear someone at like the grocery store speaking Chinese, I can understand them. It's really cool.
Anthony Godfrey:
It's kind of like a secret language that you get to use with your friends, right?
Eden:
Yeah. My dad has been learning it and sometimes we talk at home with him and my mom is just like, waka, waka, waka.
Anthony Godfrey:
She just doesn't even know what to say.
Eden:
Yeah.
Anthony Godfrey:
That's really fun that you have your own language. What would you say to parents who are thinking about putting their kids in a Chinese Dual Immersion program?
Eden:
I'd say they should try it. It's okay if it's not like that easy for them, but I always like to try new things and I'm so glad that I tried it. It was really awesome. It may be hard at first cuz like it's a whole new language, you know, but like I know that if you can just keep going with it and try it then you can do it. But like, if it's way too hard then that's okay.
Anthony Godfrey:
I love your curiosity that you always wanna learn new things. That's awesome. Thanks for talking with me.
Eden:
Thank you.
Anthony Godfrey:
Please introduce yourself.
Raymond Hour:
My name is Ray. I am the director at Utah Cambodian Community Buddhist Temple. And my job is to coordinate, help the monks and the priest and the community what they need for our temple in terms of operation and that kind of stuff.
Anthony Godfrey:
Thank you very much for allowing our students to come and visit today. You had some great questions from them.
Raymond Hour:
I do. The student here they ask very good question. Then some of them look like they understand the philosophy and the basic one. And hopefully when they grow up they study more and then they have very open-minded.
Anthony Godfrey:
I like when you asked them about karma. Tell me about their answers.
Raymond Hour:
Oh, they are so good. They understand and say, do good thing in life, many thing come back in return. They call good karma. Do bad thing in life, many bad thing might come back. And he say that the bad karma. I say, wow, you understand it so good.
Anthony Godfrey:
I remember the first student said if you do bad things, that will come back to haunt you. I thought that was a pretty good summary as well.
Raymond Hour:
That is correct. Always. That's why I try to encourage students and other members, Hey, just do good, help each other. Whatever. You can even talk to an elderly. Donate a little bit. It makes you feel good. That's called good karma.
Anthony Godfrey:
Well, thank you for being so welcoming and allowing our students to be here.
Raymond Hour:
Oh, you're welcome. It's very good education.
Anthony Godfrey:
Thank you.
Stay with us. When we come back more with our Chinese Dual Language Immersion students and a trip to Chinatown.
Break:
Hello, I'm Tracy Miller, President of the Jordan School District Board of Education. There are seven members on the Board of Education, one in each voting district. We are committed to listening and serving our constituents as we work together to provide the best possible learning environment for the students we serve. As members of the Jordan Board of Education, we believe it is our duty and responsibility to: increase student achievement; provide parents with the choices they deserve and desire; recognize and reward quality in educators; empower school leaders through policy governance and professional development; and communicate with the public, legislators, business leaders, cities, and parents. We invite you to get to know the Board member who represents you in your voting district and to please join us at our monthly board meeting held on the fourth Tuesday of every month. Or listen from the comfort of your home, on our live stream. For more information and to find your Board member, visit jordandistrict.org. With parent and community input and support, we will continue our work to give students every opportunity to succeed in Jordan District schools and beyond. Thank you for your support. We look forward to seeing you soon.
Anthony Godfrey:
Now we are at the Chinatown Market. Is that correct?
Jia Wei:
Yeah, that is absolutely right.
Anthony Godfrey:
All right. Now tell me, this is a large grocery store with all Chinese products.
Jia Wei:
Yes, it is the biggest one in the whole county.
Anthony Godfrey:
And tell me what is the activity that the students are engaged in right now?
Jia Wei:
So students going to learn the Chinese food and the merchandise, whatever they interested and they're gonna bring something to the class and talk about that in a Kiva.
Anthony Godfrey:
So do they get to kind of choose what is most interesting to them?
Jia Wei:
Yes.
Anthony Godfrey:
And then come back and explain it?
Jia Wei:
Yes.
Anthony Godfrey:
Can we go take a walk down the aisle and you can show me something?
Jia Wei:
Absolutely.
Anthony Godfrey:
All right. Let's walk through. If they wanted to stop by, where is the market located?
Jia Wei:
Okay, it's on the State Street in South Salt Lake.
Anthony Godfrey:
Let’s see what we've got. I see belt fish here. I've never had belt fish.
Jia Wei:
I've never seen that before.
Anthony Godfrey:
How about turbo fish?
Jia Wei:
Nope.
Anthony Godfrey:
No turbo fish. Okay. So it's full of surprises for you as well?
Jia Wei:
Yes, yes.
Anthony Godfrey:
What are some things that you might have expected to find here that you can't see elsewhere?
Jia Wei:
Maybe some spices or chopped meat.
Anthony Godfrey:
Okay.
Jia Wei:
They have a very thin sliced pork for the Chinese New Year Hot Pot.
Anthony Godfrey:
Looks like we have pork heart and pork liver as well.
Jia Wei:
It's called fish meatball, I think.
Anthony Godfrey:
A fish meatball. Fish ball with dried mushroom. I had that for breakfast.
Jia Wei:
Really?
Anthony Godfrey:
No, I'm just kidding. Okay, so we're on the candy and cookie aisle, it looks like here in this market. Are you seeing anything that looks good to you?
Student 1:
Well, they're these cookie things that look like straws or just like any cookie things, they just look very good. They just look good because I have something called Piroulines. If you know what those are, and they're just really good.
Anthony Godfrey:
How about this right here? It looks like it's bursting with fruit flavor.
Student 1:
I don't really like jelly.
Anthony Godfrey:
You don't like jelly?
Student 1:
No.
Anthony Godfrey:
So that's not gonna work?
Student 1:
No.
Anthony Godfrey:
Anything else? What else looks good here? How about you? Egg rolls. Egg Rolls. Crisp is what it says. Do Crisp Egg Rolls sound good in a canister with a smiley face on it?
Student 2:
I like the ducks. It's really cute.
Anthony Godfrey:
Okay, so the cute package. Maybe you can judge a snack by its package. Anything else look good to you guys?
Student 3:
These like weird rice things. They just look kind of like interesting to taste.
Anthony Godfrey:
They do look interesting. Just kind of an odd cereal kind of stuck together.
Student 3:
Because for me I like trying new foods. That's why it's like so fun to try Chinese candy and things because I've never had it before.
Anthony Godfrey:
Does it surprise you that all this is available here? Not that far from where you live?
Student 3:
Kind of. I didn't know Chinatown was even a thing in Utah.
Anthony Godfrey:
Can you read the label for me?
Student 3:
Reading Chinese labels
Anthony Godfrey:
What does this one say?
Student 3:
I don't know.
Anthony Godfrey:
I think this one says you should buy this. It will taste really good in your tummy. I mean, that's a rough translation.
Student 3:
I don't think it says that, but good job you tried!
Anthony Godfrey:
All right. Thanks for making me feel good. All right. Good luck shopping.
Student 3:
Okay, thank you.
Anthony Godfrey:
All right. We're talking with one of the parents here, volunteering on the field trip. Introduce yourself.
Amy Nicholson:
My name's Amy Nicholson.
Anthony Godfrey:
Amy, you and I've met before, but you have several students in this program over the years, right?
Amy Nicholson:
Yes, I do. I've had two of my own and then I've had three nieces and nephews that I take care of after school that have been in the program.
Anthony Godfrey:
And tell me what impact this program has had on them.
Amy Nicholson:
Oh, it's amazing. It's fantastic. They have been able to move forward quicker in college and they've been able to use it in some job settings and they love to use it at restaurants and be able to communicate. So I think it's a great asset for them.
Anthony Godfrey:
Have you seen an impact on their learning generally?
Amy Nicholson:
I think that they did pick up reading better and I think their communication skills are better.
Anthony Godfrey:
I think it gets the brain firing in a different way and opens you up to additional learning for sure.
Amy Nicholson:
Yeah. I agree.
Anthony Godfrey:
Well, it's an exciting field trip, so let's get back to it.
Amy Nicholson:
All right. Hey, thank you.
Anthony Godfrey:
We're on the cookie and candy aisle it looks like. Tell me, what should I be paying attention to? What's the best stuff here?
Xiaoyu Fan:
Since you're American, you probably wanna pay attention to sweet stuff.
Anthony Godfrey:
Oh, the sweet stuff.
Xiaoyu Fan:
And you're at the right spot.
Anthony Godfrey:
All right, perfect.
Xiaoyu Fan:
We have chocolate, we have mochi, we have vanilla wafers, we have that one is called ChocoPie, but they're kind of like Ding Dongs in the states and they're all really good.
Anthony Godfrey:
Yeah, the ChocoPies look good. Okay. What would challenge me the most?
Xiaoyu Fan:
Seaweed.
Anthony Godfrey:
Seaweed.
Xiaoyu Fan:
How about you try this one?
Anthony Godfrey:
This one. The seaweed. The big roll of seaweed.
Xiaoyu Fan:
Yep. Big roll of seaweed.
Anthony Godfrey:
Okay.
Xiaoyu Fan:
That's like an entrepreneurial level.
Anthony Godfrey:
Okay.
Xiaoyu Fan:
It's like an entry level.
Anthony Godfrey:
Entry level. Alright.
Xiaoyu Fan:
Yeah. Next level up for you will be spicy. Something spicy.
Anthony Godfrey:
Alright.
Xiaoyu Fan:
Like a dried octopus or dried squid.
Anthony Godfrey:
Spicy dried octopus.
Xiaoyu Fan:
Would you like to try that?
Anthony Godfrey:
That is out of range for me a little bit. That's not on this aisle, right?
Xiaoyu Fan:
It’s not on this aisle.
Anthony Godfrey:
What is the spicy dried octopus section?
Xiaoyu Fan:
It's over there on that aisle. I'll take you there.
Anthony Godfrey:
Okay, let's take a look. Oh wow.
Xiaoyu Fan:
This might be the next level for you. It's a little bit spicy. It's called salted salmon. A salted egg salmon skin.
Anthony Godfrey:
Salted egg salmon skin. Wow.
Xiaoyu Fan:
So they take this huge salmon and they skin it, and then they dry the skin and they put some salted egg yolks on the outside for coating. And they dry for a long time. And that's what it becomes like. It tastes like a fish chip.
Anthony Godfrey:
Yeah. Wow. And then we see these chips are the lobster on the front. Yes. What are the lobster chips?
Xiaoyu Fan:
Supposedly they're made with lobster flavor. They're like lobster chips.
Anthony Godfrey:
Okay. Yeah. All right.
Xiaoyu Fan:
They're good too.
Anthony Godfrey:
Well, there are lots of great delicacies here and I can tell the kids are really excited to experience some different things.
Xiaoyu Fan:
Yes, they are loving it. This is a great experience for the students to immerse themselves, not in the classroom setting, but also in the real setting. All these stuff that they see, they see in books, but they don't know what they are. They don't know what they look like. So bring them here. It's like dream come true.
Anthony Godfrey:
Yeah. Do you think some of them will come back and bring their family and continue to explore different foods here?
Xiaoyu Fan:
For sure. Actually, before we came here, some of the students, because right now it's during Chinese New Year, they already brought their parents back here. And some of them actually made dumplings at home. They take picture and send it to me. They're like, Mrs. Fan, look, we made dumplings at home. We celebrate Chinese New Year.
Anthony Godfrey:
Oh, that's awesome.
Xiaoyu Fan:
So some of them actually already very familiar with this place. I see some students, they are like tour guide. They're touring their groups, telling them this is what it is, this is what it is. This is really good. So it's really fun.
Anthony Godfrey:
It's fun for the kids to be tour guides for their family, like you said. The learning goes well beyond the classroom. Congratulations. That's fantastic.
Xiaoyu Fan:
Thank you so much. Thank you.
Anthony Godfrey:
Thanks for joining us on another episode of the Supercast. Remember, education is the most important thing you'll do today. We'll see you out there.
It is a full day set aside for students, teachers, and staff in Jordan School District to prioritize their health and wellness at home and in school. The second annual Health and Wellness Day is Friday, February 10 and while there will be no school for students that day, they are invited to participate in the Wellness Quest with family and friends.
On this episode of the Supercast, we explain what the Wellness Quest is and how something called the “SELFIE’” model is at the heart of the Wellness Quest curriculum.
Audio TranscriptionTranscription coming soon.
It is something you don’t hear about very often, sixth grade students becoming published authors. But that is exactly what has happened at Riverton Elementary School.
On this episode of the Supercast, we take you inside Cassie Crandell’s classroom where students wrote and illustrated a picture book telling the true stories of trees surviving tragedies and natural disasters. The book was inspired by a survivor tree at the 9/11 memorial in New York City. Meet the young authors and find out where you can now buy their book.
Audio TranscriptionAnthony Godfrey:
Hello, and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. It is something you don't hear about very often, sixth grade students becoming published authors. But that is exactly what has happened at Riverton Elementary School. On this episode of the Supercast, we take you inside Cassie Crandell's classroom where students wrote and illustrated a picture book telling the true stories of trees surviving tragedies and natural disasters. The book was inspired by a survivor tree at the 9/11 Memorial in New York City. Meet the young authors and find out where you can now buy their book. We're here in Mrs. Crandall's classroom at Riverton Elementary, talking with her sixth graders and with her about a very special project they've been working on. Tell me about that.
Cassie Crandell:
So we started this project called The Tree of Hope, and what we did is we wrote a narrative fiction book about five survivor trees, and my students did all of it. I gave them the trees and they researched them, learned about how they survived, what they went through, and then they narrated the stories and they gave each of the trees a character and a struggle. The whole idea of this book was to create the power of hope and resilience. And then what we did is we created a schoolwide mural. So my students painted a tree, and then they went and explained the project to each class, and each student got a circle and a color that they colored or drew or something that represented hope to them, or just colored it in for the younger kids. And then we put it up on the tree. Then we invited each of the classes to come down and we read them our book about the Tree of Hope and the power of hope and resilience.
Anthony Godfrey:
So what was the impetus for starting a project like this?
Cassie Crandell:
I knew I wanted to do something. I wanted to create something with my students that would be beneficial to not only them but to our community as a school. And now it's kind of reaching out into the community, which I think is amazing. I love the tree from the 9/11, the survivor tree from 9/11. I visited the monument years ago, and I always thought that that was such a powerful story. And I feel like our kids, with everything that they've gone through and the things that continue to happen, sometimes the world can just feel really heavy. But I felt like we could create something that would be beautiful and give hope to not only my students but to the whole school and the community.
Anthony Godfrey:
So tell me how this has been organized and what the creation of the book and publishing and distribution of the book have looked like.
Cassie Crandell:
Yeah. So I essentially gave my students the idea. I told them the idea and asked them how they felt about it and if they wanted to do it. And they were really excited from the beginning. And then I picked five survivor trees. I split them into five different groups, and they got with their groups and they did everything. They did the research, they wrote the narratives. I met with them, I would listen to their stories. I gave them feedback. They met with other groups and got feedback from them. They did multiple revisions. And then we split into new groups after we'd all written. And so then I had another group that wrote the introduction and the conclusion and information about the actual trees. I had another group who was working specifically on just the formatting. I had a group of illustrators who illustrated and met with the writers and what their ideas were, how they wanted the story to be portrayed through pictures. And then I had a group of students who worked just on the mural and designing the tree and taping it up and putting all the circles on. And then I had another group of students who actually went to all of the classrooms and met with the teachers and collected the circles and explained what was going on, wrote the email to the teachers, explaining it and all of that. And so they really have, like, I've just kind of been the director of all of it, but they have really taken it and just done this amazing thing.
And then as far as publishing, they formatted the book. I made a few simple formatting changes and put it into an online website that I found. And then we were able to publish the book and it's available for anybody to buy if they wanted it. And so I know that some of the students' parents have bought the book and it's been a really cool thing. I've seen their confidence in their writing grow. But also this idea that they can make a difference and actually do something that can affect people for good has been awesome.
Anthony Godfrey:
It is wonderful for students to get that sense of efficacy. I can do something and it has an impact in a positive way on the lives of others. I love the Hope Tree, we walked by that. Now, sixth graders generally rule the school, but this way, they're leading the school as well by being in classrooms and sharing a message. What was the reception like from teachers when they heard about this idea?
Cassie Crandell:
They were really excited about it. They were really willing to help. And they've been, I mean, they've been willing to take time out of their class to come and have us read the book to them. All of the teachers that I talked to personally were really excited about the project. They were really impressed with what my kids created. And were really willing and helpful and just supportive through the whole thing.
Anthony Godfrey:
What are some of the things that you hope your students have learned through this project?
Cassie Crandell:
First and foremost, I hope that they have learned the power of hope and resilience. Life is not an easy thing and these kids have been through a lot. You know, they've been through a pandemic and war and inflation, and that's not it. That's not gonna be the only things that they deal with. And my hope is that through these stories and through doing this project, that they will really realize that they are resilient. And that they can choose to find hope, and that they can have that hope and keep that hope. They don't know this, but my husband recently lost his job. And it was a really, really hard thing. And as I sat there struggling with it, I remembered this project that I had done with my students and the power of hope that we had talked about. And it was such a good reminder to me to remind myself that what I had tried to teach my students and what we have been trying to teach the community, that when we rise together, when we work together, when we come together, we can always find hope. And it doesn't necessarily mean that everything's the way we want it to be, but it does mean that we can be okay.
Anthony Godfrey:
It's had a huge personal impact for you, obviously.
Cassie Crandell:
It has. Yeah.
Anthony Godfrey:
And for these students, I think it has probably shifted the way that they view the world and their own capacity for making it better.
Cassie Crandell:
I hope so. That's the hope.
Anthony Godfrey:
There are a lot of academic concepts embedded in this project as well.
Cassie Crandell:
Oh yeah.
Anthony Godfrey:
Absolutely. Talk to us about that.
Cassie Crandell:
Yeah. So this is my first year doing any kind of project like this. So in sixth grade I teach narrative writing and generally, we write a personal narrative. So this was kind of a different shift on that, but it was such a fun experience. And I feel like my students have really grown as writers and they really see themselves as writers because they were able to take these stories and really narrate them. And so each of the trees actually has something that real people might struggle with. Depression, anxiety, overconfidence, the innocence of youth, and the loss of family members and friends. And so they were able to take real-life things and put it into a narrative and use descriptive language, and dialogue, and all of these really great narrative techniques. And then on top of that, bringing in the art, and writing the emails, and the formatting, and working with groups, and the revision, and the editing, and just all of that has been so amazing to see my kids really take on the process of a writer and what that really looks like, rather than just writing a paper.
Anthony Godfrey:
I like the way that you described that they get to see themselves as writers, so they envision something beyond what they might have otherwise. Because too often we may look at just the assignment in front of us, instead of what that means about us, the fact that we're engaging in this activity.
Cassie Crandell:
Right. I agree. I think it's been really good for them.
Anthony Godfrey:
It's amazing that you're giving them such great experiences to have this deep emotional connection to their learning as they're helping other people and really connecting to the work that they do in class. So thank you for providing that opportunity.
Cassie Crandell:
Thank you. I appreciate it. It's really important to me. I think academics are obviously why I'm here, but at the end of the day, if my students can walk out better people and better citizens and didn't learn as much math as they needed to, or didn't score as high as they wanted to on a test, then I still feel like I've done my job as a teacher.
Anthony Godfrey:
Well, connecting the academic learning to learning how to be a better person makes both types of learning last even longer.
Cassie Crandell:
Right, exactly.
Anthony Godfrey:
Stay with us. When we come back the book’s authors share their story and excitement over being published authors.
Break:
Hello, I'm Sandy Riesgraf, Director of Communications for Jordan School District, and we want to invite you to connect with us. So many exciting things are happening in your child's school, your neighbor's school, in every school here, every day. Don't miss out on following the fun or simply staying informed when there's important information we need to share. Join us at jordandistrict.org, or follow us on Facebook, Twitter, and Instagram @jordandistrict. We can't wait to connect.
Student reading aloud from the book:
The ground started shaking and the tides seemed to retreat from the shore. On the horizon, I saw small waves slowly growing and marching across the ocean.
“Tsunami! Earthquake!” The lifeguard shouted, jumping up from the shade of my branches.
All I could do was hope as the wave shortened the distance between us. Wave after wave, quake after quake, my family fell around me.
“No!” I wailed as my close friend fell. “Why?”
The salty water felt like my tears. It sickened me to know that my family was falling without me. I had known that the tsunami was coming. I was the only one that knew. When the dominant wave finally washed back, the devastation was real. Entire buildings crumbled. Families separated. Nothing was as it was before. It would never be the same again.
Anthony Godfrey:
Tell me exactly how would you define a survivor tree?
Cassie Crandell:
I think a survivor tree is a tree that has survived against the odds in a natural disaster or even a manmade disaster. Some of these were bombs that were dropped, those obviously weren't natural disasters. Some of them survived earthquakes and tsunamis and hurricanes. And while most of the other trees were lost, these trees were nurtured back to health. Mostly because people came and found them and saved them. And I think that that's a really important lesson, that because often it's hard to find hope alone, but we can find hope in those around us, and this with the support of others. And so, like one of my students mentioned one of the trees did end up dying, but it was still a symbol of hope because it did survive initially. And I think a survivor tree gives hope to us because if a tree can survive, then so can we.
Anthony Godfrey:
Anyone who wants to buy the book, how do they do that?
Cassie Crandell:
It's on a website called Bookemon. Like Pokémon, but Bookemon.
Anthony Godfrey:
Oh, okay. Gotta catch 'em all.
Cassie Crandell:
Yeah, that's right. And it's called Trees of Hope by Mrs. Crandall's class. There's a link that I don't know if you want it.
Anthony Godfrey:
We'll put a link in the show notes.
Cassie Crandell:
Yeah, you can put a link in the show notes. I know that the Riverton Journal is doing an article on it as well, and they'll have a link to it as well. But yeah, it's a great book. And obviously, we don't make any profits from it. We're just here to kind of spread hope and joy.
Anthony Godfrey:
I'll hop on and get a copy. Thank you.
Cassie Crandell:
Thank you.
Anthony Godfrey:
Now let's talk about the trees that you guys covered. Tell me your name.
Parker:
My name is Parker.
Anthony Godfrey:
All right. Parker, what tree did you write about?
Parker:
I wrote about the Oklahoma City bombing tree. It was about it happened in Oklahoma City in a big work building and a truck pulled up with a bomb in the back. And then when the bomb blew up, basically the entire building was destroyed. But the tree was like the only thing left.
Anthony Godfrey:
And you wrote from the tree's perspective as a narrator in the story, right?
Parker:
Yes.
Anthony Godfrey:
What issues in the story was the tree dealing with?
Parker:
The tree was really dealing with anxiety a lot because it was like a near-death experience and in the tree's mind we tried to convey that the tree was riddled with anxiety forever but still could get over it because it had hope.
Anthony Godfrey:
What were some of the things that you learned from this project?
Parker:
I learned that hope is a very powerful thing and that you shouldn't give up on things. Even though it's hard, you should always keep on trying, keep on fighting.
Anthony Godfrey:
Does this make you want to keep writing?
Parker:
Actually, yes it does. I really like this story. It was a lot of fun to create.
Anthony Godfrey:
Great. Thank you. Tell me your name.
Ellie:
My name is Ellie.
Anthony Godfrey:
And Ellie, what tree did you write about?
Ellie:
I wrote about the Miracle Pine.
Anthony Godfrey:
Tell me about the Miracle Pine.
Ellie:
The Miracle Pine was one of the thousands of trees that survived a tsunami and an earthquake in Japan. And sadly it died a few years later, but they're rebuilding a monument of it so that everyone can still come visit and see.
Anthony Godfrey:
What did you like most about this project?
Ellie:
What I like most about this project is that I was able to explore more of my writing capabilities cuz I've hardly ever written true stories.
Anthony Godfrey:
And does this make you want to do more of that?
Ellie:
Yeah.
Anthony Godfrey:
Okay, great. Thank you. Tell me your name.
Sophie:
My name is Sophie.
Anthony Godfrey:
And, Sophie, what was your tree?
Sophie:
I did the Puerto Rico banyan tree.
Anthony Godfrey:
Okay. Tell me about a banyan tree.
Sophie:
The banyan is a kind of fig tree and the one in the story was by the San Juan Gate in Puerto Rico. And Hurricane Marina came through and tore it and threw it into the sea, pretty much.
Anthony Godfrey:
And what did you, what did you learn going through this project?
Sophie:
I learned that hope is powerful and it can save lives.
Anthony Godfrey:
Okay, wonderful. Thank you. Tell me your name and what tree you covered.
Wyatt:
My name is Wyatt and I covered the bonsai tree in Japan that survived the atomic bomb in Hiroshima. The bonsai was like in its outdoor nursery and it was like surrounded by walls. And then when the bomb was dropped it exploded the walls around it. But the wall protected it from the bigger blast. And like, it didn't feel the blast much, it just felt the pieces of rocks from the wall.
Anthony Godfrey:
Okay. And what did you learn from this project?
Wyatt:
I learned that, like Parker said, hope is a very powerful thing and you can learn lots of things from it and you should never give up on things even though they might seem hard.
Anthony Godfrey:
Okay. Awesome. And tell me your name.
Claire:
I'm Claire.
Anthony Godfrey:
And Claire, what tree did you cover?
Claire:
I did the 9/11 Callery pear tree.
Anthony Godfrey:
And tell me about the Callery pear tree.
Claire:
It is a tree and it was during 9/11. It was around 30 years old and about eight feet tall. In the book, the tree is living its perfect life and nothing hard or anything. And then terrorists took over two planes in New York City and crashed them into the Twin Towers and it covered the 9/11 tree in debris. He lost all hope and his perfect life just vanished in a few moments, but people found him and like nurtured him back to health, and he survived.
Anthony Godfrey:
So what did you learn from being a part of this project?
Claire:
I learned that like Parker and Wyatt said, hope is very powerful and it can save you from the most difficult circumstances. And whenever you are in a hard spot in your life, you can always find hope.
Anthony Godfrey:
Wonderful, does this make you want to do more writing?
Claire:
Yes, definitely.
Anthony Godfrey:
Okay. Had you been doing much writing before this project?
Claire:
Kind of, but this project has really made me wanna write more.
Anthony Godfrey:
Awesome. All right. Thanks you guys. Fantastic.
Thanks for joining us on another episode of the Supercast. Remember, education is the most important thing you'll do today. We'll see you out there.
She is a champion for students with special needs in her classroom at Mountain Ridge High School. Now, Sarah LaFond has risen to the top in something else she is passionate about. Sarah recently became the women’s world champion in arm wrestling during a competition in France.
On this episode of the Supercast, we head to Mountain Ridge High where we meet this dynamic educator and athlete who is a powerful force in and outside the classroom.
Audio TranscriptionAnthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. She is a champion for students with special needs in her classroom at Mountain Ridge High School. Now, Sarah LaFond has risen to the top in something else she is passionate about. Sarah recently became the women's world champion in arm wrestling during a competition in France. On this episode of the Supercast, we head to Mountain Ridge High where we meet this dynamic educator and athlete who is a powerful force in and outside the classroom. Find out what it takes to make it to the top as a world champion for both right arm wrestling and left arm wrestling.
We're at Mountain Ridge High School with Sarah LaFond, world champion in left and right hand arm wrestling. Sarah, thanks for taking time to talk with us.
Sarah LaFond:
Thank you for having me.
Anthony Godfrey:
When you're not arm wrestling, you're also a special education teacher here at Mountain Ridge. Tell us about your career.
Sarah LaFond:
I've been teaching, this is my sixth year teaching. I've always done math resource at a secondary level. So I teach the kids with mild, moderate disabilities the high school math content.
Anthony Godfrey:
And what made you want to become a teacher?
Sarah LaFond:
I'm dyslexic. Had a hard time learning to read and so I guess I saw the difference a good teacher could make and wanted to be that teacher for some kids.
Anthony Godfrey:
And you ended up with math as the focus?
Sarah LaFond:
Yes, definitely. I have always preferred math to language arts.
Anthony Godfrey:
Okay. Fair enough. Now let's talk about arm wrestling. First of all, what got you into arm wrestling in the first place?
Sarah LaFond:
Okay, so I've lifted a very long time. I started out lifting when I was a young teen with my dad and have lifted for most of my adult life. And it got to a point where I felt like I was strong enough and not doing anything with the strength that I was building. So I kind of started researching different options. My upper body's always been my strength and so I thought breaking into arm wrestling would be easy. There was a local team and so I just started going, that was only about a year and a half ago, so I'm pretty new to it.
Anthony Godfrey:
So you've only done it for a year and a half and you're world champion?
Sarah LaFond:
Yes.
Anthony Godfrey:
That feels pretty awesome I’ll bet.
Sarah LaFond:
It's pretty good. Yeah.
Anthony Godfrey:
So how did you find out there were teams to start with?
Sarah LaFond:
My dad really, cuz I was talking to him about different competitive outlets and he was like, you should look into arm wrestling. So I googled it, you know, found a Facebook group.
Anthony Godfrey:
Okay.
Sarah LaFond:
Yeah. That's pretty much it.
Anthony Godfrey:
Are you generally a competitive person?
Sarah LaFond:
I'm very competitive.
Anthony Godfrey:
Okay. Yeah. So you needed an outlet for that?
Sarah LaFonda:
Everything's a competition.
Anthony Godfrey:
Okay, you knew you had to compete somehow, somewhere.
Sarah LaFond:
Yes.
Anthony Godfrey:
Tell me about the equipment that you, when you, if you walk into the club or the competition, what does the table look like? What does the equipment look like? I've pictured in the past someone, you know, having to hold a post with one hand and then wrestle with the other. So will you describe that?
Sarah LaFond:
Yeah. So you've got a table that's just, at least on me, just above hip height. There are certain requirements, but I actually don't know 'em off the top of my head. And then you've got these square pads that your elbow has to stay on at all times. So your elbow's always on the pad and then you've got a peg off to the side that your other hand has to be on. So, like the main rules, if you had to say what are the rules, is you have to have one foot on the ground and one hand on the peg, elbow on the pad. Right? And then you're just trying to pin the other person. There's a pad just next to you that you're trying to pin their hand to.
Anthony Godfrey:
Okay. So are you sometimes trying to pull people off of those rules to get them to break the rules?
Sarah LaFond:
Oh yeah.
Anthony Godfrey:
Not necessarily just win, but disqualify them because they break the rules?
Sarah LaFond:
Yeah, so you can win based on elbow fouls, right? So if their elbow comes off the pad, they get an elbow foul. And if that happens twice, you win. So you can win with elbow fouls and you can definitely do that. I mean, it takes a lot of lat strength, but it's a strategy to just elbow foul 'em out. You just pull 'em off the pad.
Anthony Godfrey:
So do you do research on people as they come into this and now, okay, this is a person where lats are a strength and they may try to pull me off the pad. I'm gonna be ready for that.
Sarah LaFond:
Yeah, absolutely. Like you try to know your competition, right. And to see kind of, so there's different methods. The main two are top rolling and using a hook. Right? So you like to know if they're a top roller or use hooks and how you can combat that. So you go into it trying to know how they're gonna attack you.
Anthony Godfrey:
Okay now I instantly have to know what top rolling and using hooks are, so tell me about that.
Sarah LaFond:
Of course. Okay. So the top roll is what you would see in Over the Top, right? So you're kind of trying to pronate your hand and drag your elbow back to essentially attack their fingers and just win your hand straight.
Anthony Godfrey:
To attack their fingers? Can you show me kind of what that would look like?
Sarah LaFond:
Yes. So if I were to grip up with you, what I'm doing here is instead of just going sideways, I'm coming through here and attacking your fingers.
Anthony Godfrey:
Oh, so you're kind of pulling my arm and hand toward you. I see. I can see you’ve done that before.
Sarah LaFond:
Uh huh, and then a hook you want to go ahead and you're gonna actually hook your wrist together and then you're just trying to drive them that way. So they're almost opposite.
Anthony Godfrey:
Yeah. Hook the hand again, because when you hook it, you're kind of pulling toward me a little bit, aren’t you?
Sarah LaFond:
Yes, uh huh. And then I'm just gonna drive my bone into your bone there.
Anthony Godfrey:
I can see that that would be very effective. So because they're opposites, you kind of have to think what are they gonna try to do? And if you're defending for one, you're actually opening yourself up to the other.
Sarah LaFond:
Definitely. Yep. And you have to kind of know, cuz I mean, speed is huge. So if you're a top roller and they use hooks, if you're faster than them, you'll probably beat 'em. But if you're not, a hook's gonna beat a top roll. Right.
Anthony Godfrey:
So, how much of the competition is about matchup then? Is there, if you top roll and they hook, does that make that more difficult or?
Sarah LaFond:
It really, at that point, it's just gonna depend usually on speed. Right. Whoever hits first is probably gonna win. If you're going a top roll against a hook.
Anthony Godfrey:
So I have so many questions. So do you go fast and hard or, I mean, is that the strategy?
Sarah LaFond:
Almost always. Right. Unless you're significantly stronger than your opponent and you kind of just wanna get a feel for 'em, otherwise you wanna hit. so it's called the ready go. Right. You can go as soon as they say go, right, but you get a warning if you go before the go. So, ready go, you wanna hit, you wanna make sure you get the advantage because as soon as someone's wrist breaks, not breaks, but just like cracks so to speak, that person's probably gonna win, right?
Anthony Godfrey:
So when the wrist gives, they’re gonna lose.
Sarah LaFond:
Yeah, you've got 'em. Almost always, almost always. I did that in the finals on left hand. I came back from a bad wrist position and won. But it doesn't happen very often.
Anthony Godfrey:
Have you experienced injuries over the last year and a half as you've been arm wrestling? And what kind of injuries are possible?
Sarah LaFond:
Okay, so I mean, I just have basic like tendon pain, right? Like, and that's super common. Just your elbow's not really meant to go that direction, right? It's a hinge joint and you're trying to make it go every which direction. So that's just tendon pain. But that's just, if you just rest it, usually it gets better. And your tendons get better at enduring it so that I don't get a lot of pain anymore. But I've seen spiral fractures. So if you aren't good, you gotta be careful, right? I've seen guys have, so that's just up here in their humerus. It's just they're pushing one way and the other person's pushing the other way and their humerus just is a spiral fracture. So just twists in the two different directions and snaps. It's a loud noise.
Anthony Godfrey:
I'll bet it is. Yeah. Is that kind of a stubbornness, like it's not going your way? Or does it just happen out of nowhere?
Sarah LaFond:
No, you know, if you're, if you're doing it right, it won't happen. So you have to just look at your hand. That's like the first rule. Like you pretend there's a pencil from your thumb to your nose, and if you stay there, you're never gonna get a spiral fracture. But if you let your shoulder get in front of your arm like that, then it can twist. If your technique's good, it shouldn't happen.
Anthony Godfrey:
So do those who are just starting out sometimes do that and pull their shoulder to try to get a little more leverage?
Sarah LaFond:
Definitely, yeah. They think that it's gonna make 'em stronger. It gets you in a weaker position, but it's just natural to try to pull your whole body to try to win, you know, so you just have to practice it.
Anthony Godfrey:
I feel like I do that with a golf swing. I do things that feel better, but actually make my swing worse.
Sarah LaFond:
Yep. We all do it.
Anthony Godfrey:
So do your students know about your arm wrestling and does the faculty know?
Sarah LaFond:
Yes. I'm somewhat prideful about it. I have my arm wrestling awards displayed in my classroom, so my students know it's a point of pride for me.
Anthony Godfrey:
Oh, that's fantastic. You should show it off. Absolutely.
Sarah LaFond:
I do, all the time.
Anthony Godfrey:
And what is their reaction?
Sarah LaFond:
Well, when I get new students, they're always like, what are those for? And I say, arm wrestling. And usually they don't believe me. Right. And then I'm like, no, go read 'em. You know, and they say arm wrestling all over 'em. And then their immediate reaction is, will you arm wrestle me?
Anthony Godfrey:
So what does an arm wrestling trophy look like?
Sarah LaFond:
Oh, most of the time they're medals. I do have a couple belts in my closet but I don't know how to display those so they just stay in my closet.
Anthony Godfrey:
Okay. Stay with us when we come back. Sarah LaFond helps me up my arm wrestling game.
Break:
In Jordan School District, we like to support students in and outside the classroom along with their families. That's where the Jordan Family Education Center comes in, offering support services and a wide variety of classes for students and their families, free of charge. You can take a class called Blues Busters for children feeling sad or worried. Just Breathe is a class that helps students reduce stress. Or how about a class that supports parents in helping their children make and keep good friends. There are also support groups and free counseling, all provided by Jordan School District school psychologists and counselors. To find out how you can benefit from free family support services offered by the Jordan Family Education Center, call 801-565-7442 or visit guidance.jordandistrict.org.
Anthony Godfrey:
Tell me about coaching. Who's your coach? How does that work? And what are some of the things you've learned from them that you can share? Don't share any secrets.
Sarah LaFond:
Okay. Yeah. So I kind of have three coaches I would say. Bob Brown, he's really big in the arm wrestling community, trained for a very long time with Brzenk, which is what over the top is based off of. Brzenk's like the goat. Right. So, they're good friends. And so I train with Bob Brown and he's really well known in the community. I train at his house. And then I have Craig Tullier and he's now back in, I think Louisiana, I can't remember. He was out here for a while and he trained me. And also Luke Pulscher and he's in ooh, Minnesota maybe? And so those are more like remote, you know, they'll give me tips and stuff like that as they're watching live streams. They can text me and stuff like that. Bob, I train with all the time.
Anthony Godfrey:
What percentage of success is based on strength versus technique? I know, I know it's a 100% mental also.
Sarah LaFond:
Right, right. Oh, there's lots. But I would say if I were to say a percentage probably 30/70. 30% to strength and 70% to technique. Cuz I think I'm, and not to be boastful, I think I'm stronger than most of my opponents, but my technique's not as good because I'm new. And so they can sometimes beat me out in that way. So I think usually technique's gonna win. If you're even in strength, even if you're a little stronger than someone, but their technique is better, they'll probably beat you.
Anthony Godfrey:
But with your level of strength and the focus you've had on lifting for a long time, over time you're going to continue to hone that technique so you are going to get the full benefit of your strength at a certain point.
Sarah LaFond:
Yes. Eventually, hopefully. They say usually kind of around two to three years is when you really kind of hit your stride. So we're getting closer.
Anthony Godfrey:
Wow. Yeah. That's fantastic. Now let's talk specifically about the national competition. Where was this held and how many rounds did it take to get to the finals?
Sarah LaFond:
Okay, so Nationals was in Texas over the summer. Dallas. And I went there and I was uncontested, meaning there was no one else in my weight class. So it's a weight class sport, just like wrestling is. So I was 57 kilograms, which is around 125 pounds. And so there was just no one else in my weight class. It's a small sport, not a lot of women in it. And then, you know, if you get down into the really finite weight categories, there wasn't anyone. So I was by default the state's 57 kilogram female arm wrestler.
And so then I went to this past September, end of September, beginning of October was Worlds and that was in Dieppe, France which is like an hour outside of Normandy, off the coast. Super pretty area. So I went there, got to explore Paris a little bit, and then went down to Dieppe and there we had a more sizable pool of females. It's a double round elimination tournament. So if you lose twice, you're out. So left hand, I lost to the first girl, her name was Fia. So I was on the B side of the bracket cuz I had lost once and beat everybody else. So then you come back for finals and she hasn't lost any. So in order to beat her, I have to beat her twice. Because she's beat me once, so I have to beat her twice to be better than her. So I did, I came back, I beat her twice. That was left hand, and then right hand, I stayed on the A side of the bracket. So I didn't lose any, I was just won 'em all.
Anthony Godfrey:
So let's talk more about left hand. You have to come from the B bracket and come back and beat the person twice.
Sarah LaFond:
Yes.
Anthony Godfrey:
That you'd lost to. How many matches is that, and in what period of time are you doing that?
Sarah LaFond:
So at worlds, it was very fast just cuz they're efficient, they've gotta get through a lot of people. Right. And so I had to go and win three matches in between to get to her. Which sounds like not much cuz they're so fast. But you'd be surprised by the adrenaline and how exhausted you are. And then sometimes it's an immediate turnaround. You do a pull and then you're the next person up at the next one. So you get one minute, you know, they give you 60 seconds.
Anthony Godfrey:
How can you do that with the same arm? It does not sound easy at all.
Sarah LaFond:
No, it's exhausting. It's exhausting.
Anthony Godfrey:
It sounds, it sounds absolutely draining.
Sarah LaFond:
It is. And it can be frustrating sometimes, you know, you go and you have a really big battle with someone and then you're up next on the bracket again and then you lose to someone who you might not have just cuz you're totally beat. Right. So sometimes it's luck of the draw with the bracket. That's just how it goes.
Anthony Godfrey:
And it's a little bit about how much energy you have to expend to get to the finals so that you're as fresh as possible against your most difficult opponent. Tell me about the right hand in this competition.
Sarah LaFond:
Yep. Right hand. So I actually didn't go up against the girl who gave me more trouble left-handed. She elbow fouled out with one of her first opponents. And so she got eliminated before I ever pulled against her. She was from Sweden, so left hand, the final was against Sweden and then right hand my final was against a woman from Poland. And she was a battle too, but I always felt in control of that one. The one left hand, I wasn't sure how it was gonna go for me. I was surprised by the outcome. Right hand went a little bit smoother for me. I think just confidence was boosted, maybe by left hand, I was able to keep my calm.
Anthony Godfrey:
So it was maybe good to do left hand first, maybe.
Sarah LaFond:
Yeah.
Anthony Godfrey:
Which hand do you prefer?
Sarah LaFond:
Usually I'm more confident left hand. I'm right hand dominant, but my strength is pretty even and most people are weaker left hand, so I just tend to perform a little bit better left, but right went well. So I won't complain about it.
Anthony Godfrey:
That makes sense. Well, congratulations again. That's awesome. Let's talk about this video. This is your left hand video?
Sarah LaFond:
Yeah, this is the final.
Anthony Godfrey:?
Can we start this over?
Sarah LaFond:
This is Fia from Sweden, so she slips, right.
Anthony Godfrey:
Oh, okay.
Sarah LaFond:
That was an intentional slip because, you see, I was in a winning position, so then our hands get strapped. Right. If you slip, you get strapped. And then she beat me in the strap.
Anthony Godfrey:
Oh yeah.
Sarah LaFond:
And this is just another girl from Sweden. So that was my first loss, my first pull. Then I beat this girl from Sweden.
Anthony Godfrey:
Is it harder when it's strapped?
Sarah LaFond:
It depends. Some people are really good in the strap. I'm usually good in the strap, but I did not get it that time. So then here we come back, this is finals. We actually slipped and got into the strap. And so I beat her in the strap this first round. So now we're even, she's won one, I've won one, and I have to win one more to beat her. And so this is our last pull here. And you can see she definitely gets me right there.
Anthony Godfrey:
Oh, it looks like she's got you. She's leaning way in.
Sarah LaFond:
And like coming back from something like that. It's a, I mean.
Anthony Godfrey:
Right here. Did you think you had a chance to come back?
Sarah LaFond:
I didn't, but I just was gonna give it my all the whole time.
Anthony Godfrey:
Oh that is so cool. That is so cool. She is leaning in, she's got her whole body going. She's got one foot down, one foot down.
Sarah LaFond:
You’ve got one foot up, one foot down. Lots of people ask me about that. So, but I was able to yeah pull her back from that.
Anthony Godfrey:
Oh wow. You just crank, crank, crank. It's like three cranks and she's down.
Sarah LaFond:
Yep.
Anthony Godfrey:
What did it feel like to win two world championships left and right?
Sarah LaFond:
It was amazing. I did not go into it expecting that. I went in expecting to go two and out, especially being that I didn't have anyone to compete against at nationals. I was just like, I was the default person, you know? So I didn't feel like I had really a, and being new to the sport, I just thought, well, this will be a good experience. I won't win. I didn't even think I'd win a single match, you know? And so then once I saw, you know, I stood a chance, it changed my mindset a little bit after pulling a couple girls and then that left hand win, that was, that was an unparalleled feeling cuz I came back from the B side. I came back from a losing position. It was my, you know, first world's champion win. It was, yeah, it was unreal. Definitely. Like, just the adrenaline was unbelievable. And then obviously right hand was great too. It was just that left hand. Yeah. That was an unparalleled moment.
Anthony Godfrey:
Well, that's pretty remarkable. Congratulations again. Maybe we need to submit a request to the state to start an arm wrestling class here at Mountain Ridge.
Sarah LaFond:
In Sweden they have an arm wrestling high school so…
Anthony Godfrey:
An arm wrestling high school? Oh my.
Sarah LaFond:
We're way far behind in the States compared to Europe.
Anthony Godfrey:
We are behind the Swedes once again. In another area. Oh wow. Okay. That's something. I'm looking that up. That's incredible. I know that you don't arm wrestle students, do you arm wrestle superintendents?
Sarah LaFond:
Ooh, I don't know.
Anthony Godfrey:
Not with full intensity, but just kind of show me. Let's do a reenactment. Let's do a reenactment. So show me how it felt when you, on the left hand when you were back. So first of all I'm not gonna give a spinal or a spiral?
Sarah LaFond:
A spiral fracture?
Anthony Godfrey:
First of all, I'm not gonna get a spiral fracture, am I?
Sarah LaFond:
No. Nope. Keep your eyes on your hand and you're good.
Anthony Godfrey:
All right.
Sarah LaFond:
Okay. So you just wanna feel kind of how I do it?
Anthony Godfrey:
Yeah.
Sarah LaFond:
Slow motion. Okay. Yeah. So I'm gonna go like this.
Anthony Godfrey:
Oh wow.
Sarah LaFond:
And then I would come down here. Okay.
Anthony Godfrey:
Wow. I instantly had no ability to stop you.
Sarah LaFond:
Right, with the top roll, cuz I'm attacking your fingers, you can't use hardly anything up there. It's all about your hand strength and I’ve got you in an amazing position right there.
Anthony Godfrey:
Right, it’s hand strength only and I have no strength whatsoever. Wow. Yeah. I was going down, you were taking me down. There is no question about that. So what was the other move? That was the top roll. Sarah LaFond:
That's the top roll. And so the other one's a hook. So that'd be, I'd go in here and then the goal would be to just push against your bone. Right? With my bone.
Anthony Godfrey:
I could feel, that does not feel great. That's like I am going down again. That's incredible. Well, congratulations. I know you've got some secrets too.
Sarah LaFond:
Of course.
Anthony Godfrey:
That's very, very cool. Very cool. So, well thank you for taking the time and for explaining all this to us. It's fascinating. Congratulations on your success and thanks for being a great teacher here at Mountain Ridge.
Sarah LaFond:
Thank you. I enjoyed talking with you guys and I love being a teacher here at Mountain Ridge.
Anthony Godfrey:
Thanks for joining us on another episode of the Supercast. Remember, education is the most important thing you'll do today. We'll see you out there.
They are a top-notch team of professionals devoted to promoting the individual growth and well-being of students, teachers, staff and families throughout Jordan School District.
On this episode of the Supercast, we sit down with the District’s Student Services team to hear about the important work they do on a daily basis supporting the overall social emotional wellness of students in and outside of school, empowering them to achieve academic success, along with college and career development.
Listen and learn about services available to support your child and your family.
Audio TranscriptionAnthony Godfrey:
Hello, and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. They are a top-notch team of professionals devoted to promoting the individual growth and well-being of students, teachers, staff, and families throughout Jordan School District. On this episode of the Supercast, we sit down with the district's student services team to hear more about the important work they do on a daily basis, supporting the overall social emotional wellness of students in and outside of school, empowering them to achieve academic success along with college and career development. Listen in and learn about services available to support your child and your family.
I'm excited to have our Student Services department here with us today. We're gonna start with Travis Hamblin, the director of the department. Just a few years ago, this department did not exist in this form. Travis, Student Services covers a wide range of student needs and district services. Everything from maps and enrollment to behavior and other services. Services through McKinney Vento for students who are experiencing homelessness. Let's focus on talking about the health and wellness and mental health aspect of what you and your department are responsible for.
Travis Hamblin:
We have an amazing group of people that provide a countless number of resources and supports for students. We have McKinley Withers with our Health and Wellness, he works with everything from our clinical support staff to prevention. We have Fulvia Franco, who is our consultant for Guidance, which are all of our psychologists and our Jordan Family Ed. We have Stacee Worthen, who works with all of our school counselors, K-12 and the Comprehensive Guidance program and working with them to provide direct services to students. It should be noted that all three of those individuals work with professionals in the mental health field that work directly with students to help them in whatever area or need that they may have, whether it's academic, whether it's social, whether it's emotional or mental health, any of those areas. We also have student support personnel people that work with our students that have concerns with truancy or any other areas. But specifically, we work a lot with our mental health for students and staff.
Anthony Godfrey:
We talk about student health and wellness. We talk about bolstering health and wellness, but we also talk about responding to emergencies and difficulties and hard situations when they do occur. So let's talk about prevention. I think people have looked at prevention over the years in silos. There's suicide prevention, there's bullying prevention there's school safety and prevention of school violence. How does that all fit together now, the way that we're looking at things in Jordan?
Travis Hamblin:
The prevention efforts that we're doing now, look at everything holistically. We see things not just in a bucket of preventing and responding, but in a holistic view of doing that all at the same time. The example would be this, is if there is a student that's in suicidal crisis, we're not only looking at, okay, how can we respond? But we're also looking at how we can look at preventing or addressing the unknown factors that are out there. The students that we don't know about, and supporting them in a wide variety of manners so that we can address students who may be suffering in silence and those that we don't know about. So it's not just about addressing one side of an issue or another. It's about saying, okay, we do, we know we have students that are struggling in certain areas or in many areas. So how do we address it holistically, both from an adult perspective, but also from a kid-centered perspective?
Anthony Godfrey:
And I think all of those issues overlap when we address one issue, we're really addressing others, bullying, suicide, school violence, all of those are interrelated. And really, if we're addressing the health and wellness of students early on, then we're able to prevent a lot of issues rather than simply respond to them. So I wanted to go around the room and talk with each of you about some of the efforts that are in place to address both aspects of the issues that we encounter. How are we helping prevent problems in the first place? And then how are we responding to them when they do occur? Let's talk with Stacee Worthen, who works with all of our school counselors. First of all, let's talk about the expansion of school counselors in our schools.
Stacee Worthen:
Yeah, that's pretty exciting. So we've expanded to a true K-12 program. So we've been able to lower our school counselor to student ratios in the secondaries from about 1 to 350 to about 1 to 300. So we added a half-time position in every middle school. So we have a ratio of one school counselor to about 300, in some cases even 250 students per counselor. So that's actually really exciting. What that does is it allows our counselors a little bit more time to create connections. And that's really what we're focusing on is, in the secondary level, trying to build relationships with our students so that they feel like they have an adult that will connect them to the school. And so that's a prevention piece that we're really trying to focus on. Is there one adult in that building that they really feel like they can come and talk to about academics, about mental health issues, about you know, if the student’s in crisis, who is that adult that they feel like they can trust in that time of need? And in the high schools, we have about a 1 to 300 ratio with the support of our principals in lowering that ratio.
The other exciting thing is that Jordan School District has approved hiring one elementary school counselor for every elementary school. We have been able to hire 12. Those school counselors are working with their students. Anything that the teachers and the principals feel like that community needs within that school, then that's what that school counselor is focusing on. But then they're also working with those kids by providing groups. Grief groups, friendship groups you know, all sorts of different needs that these kids have. They're really working on helping them so that they fill those supports with their school counselors.
Anthony Godfrey:
I'm really excited about our elementary school counselors, but we've also added some supports at the district level as well. So we're providing greater support to our counselors out in the schools, additional training. And that's a trend that's been in place for several years now. I think the role of counselor is more important than ever, and there's more access than ever to counselors for students. The elementary role really allows everyone to get a chance to do their job. I think that need has always been there, but now that there's a counselor at the elementary level, that reduces or shifts the workload on a school psychologist and on administrators so that those unique roles can be fulfilled, and the unique needs of students can be met even more effectively.
Stacee Worthen:
That's right. And we've had really great success with our school counselors working with our school psychologists. They've been really successful in providing group opportunities for students. So we've been able to really meet the needs of more kids because they've been working as a team. And also with our social workers. They really are a team of school clinicians that can provide a lot of different opportunities for our students. That really creates a connection to the school and a lot of opportunities for us to really put in a lot of preventative measures so that these kids are successful.
Anthony Godfrey:
The point that you made there is really important, I think, because we've had part-time positions here and there over the years for psychologists, and for counselors, and for assistant principals. It's very difficult to be effective in building those relationships when you're only there Monday, Tuesday, and half of Wednesday. So I'm excited to see the changes already this year in the connection that we have with students and with parents.
Stacee Worthen:
That's exciting.
Anthony Godfrey:
When talking with parents, if parents are concerned about their students, a great place to start is with a school counselor or school psychologist. Just call up, make an appointment, have a conversation. Speaking of which, Fulvia Franco, talk to us about our school psychologist and what's happening there.
Fulvia Franco:
With our school psychologists, we do do assessment, but we do direct service to students. We provide individual and group counseling. We do crisis intervention, crisis counseling with students. We do post-crisis postvention kinds of things to support children who've been impacted by a crisis in their lives. We also provide services at the Jordan Family Education Center. Jordan School District is unique in having a center like the Family Ed Center in that, that center, was established 44 years ago. We provide parenting classes, we provide intake assessments. That's where a parent, if they have a concern about their son or daughter, can come in, meet one-on-one with a school psychologist or school counselor who's trained to do clinical intake assessments to try to determine what the nature of the concern is and make recommendations to the parent. Those recommendations can range anywhere from something we'd like schools to implement, some support in mental health areas at a school level, or working with our clinical support staff in connecting families with community resources.
One of the biggest things that I've seen change with Student Services is that Travis Hamlin has been instrumental in bringing us together to be school-based mental health teams. For years, we've read in the research that we need school-based mental health services. Well, Jordan District, to me, is doing it the right way in that we put staff directly into the schools. We have full-time allocations for school counselors, K-12, as well as school psychologists. Our secondary, middle and high schools all have clinical support staff, whether they be social workers or clinical mental health counselors. We are doing so many things to support children's needs and students needs, and in that we help parents.
Anthony Godfrey:
And again, I would say it's hard for parents perhaps to imagine all the resources that are available. I would just say make that call. Connect with the professional at the school, and they can really open some doors. Stay with us, when we come back more with the incredible Student Services team.
Break:
Are you looking for a job right now? Looking to work in a fun and supportive environment with great pay and a rewarding career? Jordan School District is hiring. We're currently filling full and part-time positions. You can work and make a difference in young lives and education as a classroom assistant or a substitute teacher. Apply to work in one of our school cafeterias where our lunch staff serves up big smiles with great food every day. We're also looking to hire custodians and bus drivers. In Jordan School District we like to say people come for the job and enjoy the adventure. Apply today at employment.jordandistrict.org
Anthony Godfrey:
McKinley, let's talk with you now about some of the things that we're doing to connect students to outside resources if they need longer term care or more specialized care. Because as we just talked about, we've got a lot of great people that can help with many issues and concerns that would be facing families, but sometimes families don't know where to go next for outside services that they would seek as a family. Tell me about how we connect them to the right people.
McKinley Withers:
Over the last few years, we've established a partnership with several, I guess 19, community-based mental health providers that are partners with our district. And through our Mental Health Access program, we can facilitate access to one of those community mental health providers that have, you know, clinicians that speak a specific language that a student might need, that might provide specialized treatment that a student might need. And by being able to have an existing partnership with our community resources, we can better match a student to their need.
Anthony Godfrey:
Over the last few years, we've also added clinical support staff to all of our secondary schools and some of our elementary schools. Can you tell me what role they play in the lives of students?
McKinley Withers:
So these are individuals that have outside of school mental health experience. So these are DOPL licensed mental health clinicians who, the intent is to have them meet with students who have more severe mental health needs, and to be a bridge between those students and their needs and the community resources that would best match those needs.
Anthony Godfrey:
So that's their focus is to work on maybe some of the more severe needs. But counselors and psychologists work every day with students with severe needs and help them make the most of their school experience and help them make the progress they need to be making.
McKinley Withers:
Yes.
Anthony Godfrey:
Talk about some of the things that we're doing to prevent suicide, bullying and violence in the district.
McKinley Withers:
So again, there are a variety of efforts within Student Services and within Health and Wellness specifically. We've worked with schools to create their own unique but district supported Prevention Plan that addresses each of those topics. And the foundation of good prevention work is understanding and acknowledging that, like you mentioned earlier, prevention of suicide and what characteristics or components are essential to that kind of prevention, are the same characteristics that prevent school violence, those same efforts. So trying to connect all of those efforts under one umbrella, a comprehensive prevention plan. Where if you're making an everyday effort in your school to deepen connections with students, to notice them, to know names, to have added staff, like has been mentioned, so that there are more adults to connect with students. That's going to be prevention effort across the board, whether it's suicide, bullying, or violence.
So because prevention shares common characteristics, each school can create their own unique plan about how they are meeting students' unique needs on building skills, social skills, so they can have quality relationships with peers and adults, and building skills for emotion regulation. Those two things, those two skill building opportunities commonly are referred to as social and emotional learning. So how are we intentionally building skills, providing opportunities for students to practice skills in real time for problem solving, relationship building, emotion regulation. Those are all efforts that lead to prevention in all of those areas. So it's giving people throughout the system the skills for making an everyday effort to enhance students' skills for life.
Anthony Godfrey:
And I like the way you described that, and you described it to principals the same way in a recent meeting, that there's a school-based plan that's district supported. So there's some consistency across the district, but there's also specialization and customization based on the specific needs of a school. And it's pulling a team together around that common effort of prevention and promoting health and wellness in students.
McKinley Withers:
Yeah. And some of those district-wide systems. So district-wide, all of our schools are on the Safe UT app, which means any student in any of our district schools, if they notice something, they hear something concerning, about a friend wanting to hurt themselves or others, or they themselves were bullied. They can submit tips through Safe UT and it will get to the school staff and they can respond accordingly. So all of our district schools are on that Safe UT app. Within the app, students can connect directly with professional crisis worker. So if they themselves are feeling intense emotions, don't know what to do, they can chat or call using the app. And then also our district has implemented a content monitoring system. So on the student accounts, specifically, if a student types in an email or a document or you know, is chatting to a friend about wanting to die, wanting to hurt someone, or an incident that has happened that is concerning we are alerted of that so that we can respond and intervene.
Anthony Godfrey:
Many layers to help prevent and respond to difficulties in our schools. Travis, you've assembled an amazing team of people and it's really exciting for me to watch the progress that we've made as a district and as we referenced earlier, just how we've been able to empower every adult in this district to be a part of helping support our students and promote their health and wellness. Anything you'd like to add about the efforts of Student Services?
Travis Hamblin:
Well, I would say one of the biggest things that we operate on is that relationships don't support the learning, they are the learning. So we focus on helping the adults and helping all of the staff members to build meaningful relationships with students to ensure that we know of the needs that they have, that we can respond, that we can prevent, and that we can assist them through their journey to whatever their journey is going to end in academically, socially, and any kind of wellness activities. We are focused on ensuring that we provide the support that every student needs to succeed. At the end of the day, that's why we get up. We are passionate about making sure that our students have everything they need to succeed.
Anthony Godfrey:
And the bottom line is in the short term and long term lives are being saved.
Travis Hamblin:
Every day, every day.
Anthony Godfrey:
Well, thank you for your hard work everyone. Thanks for taking the time. And just another reminder, call your school, call your counselor, call the psychologist, talk with your administration, ask for help because there's a lot of help out there and a lot of great people who can support your student.
Thanks for joining us on another episode of the Supercast. Remember, education is the most important thing you'll do today. We'll see you out there.
It was a real-life lesson in creating and marketing a new business. Some Bingham High School students partnered with entrepreneurs in the community to compete in something called “Miner Tank,” based on the reality TV show “Shark Tank.”
On this episode of the Supercast, we take you inside Andrea Call’s CTE Business and Marketing class, where four groups of students competed to get financial backing for their business ideas which included “Germ a Phone,” “My Creature Teacher,” “Dock Hero,” and “Demon Time.” Find out which potential business was deemed best and scored some big financial backing.
Audio TranscriptionAnthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. It was a real-life lesson in creating and marketing a new business. Some Bingham High students partnered with entrepreneurs in the community to compete in something called “Miner Tank'' based on the reality TV show “Shark Tank”. On this episode of the Supercast we take you inside Andrea Call’s CTE Business and Marketing class where four groups of students competed to get financial backing for their business ideas, which included “Germ a Phone”, “My Creature Teacher”, “Dock Hero”, and “Demon Time”. Find out which potential business was deemed best and scored some big financial backing.
We're talking now with Andrea Call, the Business and Marketing teacher here at Bingham High School, who has organized “Miner Tank”. Thanks for taking a few minutes.
Andrea Call:
Sure.
Anthony Godfrey:
This was an exciting day in your classroom.
Andrea Call:
It was a big day. Yeah. It was really awesome. All the kids were able to pitch for the Jordan Education Foundation, so it was exciting to see them realize all of their work and be able to have questions from the mentors and the Board. And I was really proud of all of them.
Anthony Godfrey:
What gave you the idea to want to make a “Miner Tank” experience? Because that's going above and beyond, that's a lot of extra work obviously.
Andrea Call:
It has been a lot of work, but I really believe that we learn best in real world opportunities. I was trying really hard to make a business and marketing lab where we could have the opportunity to give students real money and let them really try to start these businesses because when you sit in a classroom, you're really limited on the application piece. But if we can get community partners to come in, that opens the doors for us to have these real world experiences for students. So this is something that, luckily, Mike Haynes from Jordan Education Foundation was like in 100% and helped just really drive this engine.
Anthony Godfrey:
I know this is something that is aligned with what we're trying to accomplish in all of our classes. A level of creativity, real world learning. Kids can tell when an experience isn't authentic. And this is as authentic as it gets, pulling in the community the way that you did. So, congratulations on providing an incredible learning experience. It was awesome to see.
Andrea Call:
Thanks.
Anthony Godfrey:
It's obviously had a huge impact on students as well. Tell me about the impact that you've seen over the years when students get a chance to be creative in an entrepreneur class.
Andrea Call:
Yeah. I think creativity, I think the more opportunities we can give for kids to have choice in their learning and to be creative in the way that they express and demonstrate learning, the more that learning becomes very real and something that they actually remember.
Anthony Godfrey:
Well, this was an emotional experience for every team. Because they're working together, and that's the other aspect of it. This is group work at its finest. And I know that you paired people up intentionally to be sure that they learned from each other and from the experience. So this is really fabulous to see because I think teamwork is something that seems to be missing in our society more and more, so for kids to get this type of experience is really valuable.
Andrea Call:
Yeah. Yeah. And it was also really important to me that they have the opportunity to work with a mentor, because I see so many kids who don't know an adult to put as a reference. They don't know another person to write a letter of recommendation for them. And so the other piece that really matters to me is that now all of these kids know all of these entrepreneurs, and have their email addresses, and can call up someone like Shaun Stevenett, who has been incredibly successful and he knows them well enough to write a letter of recommendation and help them in the future, because that network is really important.
Anthony Godfrey:
So it's not just about how it feels in this class to win and have that investment. You've paved a path forward for them through the connections they create so that they can continue to be successful as an entrepreneur or simply having support from an adult that they didn't have a connection with before.
Andrea Call:
Yeah. That was my hope. That was my hope.
Anthony Godfrey:
Well, congratulations. This is fantastic.
Andrea Call:
Thanks.
Anthony Godfrey:
It's the deep learning that we hope to see everywhere and I'm just thrilled with the work you're doing.
Andrea Call:
Thanks. I appreciate it.
Anthony Godfrey:
We're talking with one of the mentors here who is involved in Shark Tank at Bingham High School. Introduce yourself and tell us a little bit about your experience.
Shaun Stevenett:
Oh, man. Okay. Well, I'll give you the short introduction. So Shaun Stevenett and I am originally from Alberta, Canada. I've been here since I was nine years old. And I come from a family of entrepreneurs. My father was always self-employed, his dad was always also self-employed, goes back, and then I just caught that bug when I was 25 years old. So I've had a few different companies and I was invited with Bingham at this entrepreneur class. I didn't know exactly what it was, but as soon as I saw the passion with these students, and what they were doing and learning, real life experiences as far as like what it takes to start a business or even come up with the ideas and whatnot, I got excited and so I was on board as soon as I entered the classroom.
Anthony Godfrey:
What are some of the things that you offer as advice to students and others who want to be an entrepreneur?
Shaun Stevenett:
Oh, man. I think the biggest advice is get your relationships. And if you have strong relationships, and even if you've got a good business idea, there's definitely things you cannot do alone. And one of it is starting a business. So as long as you've got those right relationships, and relationships sometimes go bad, I get it. Especially like if you're best of buddies or best friends or whatnot. But you kind of keep at those relationships until you find the right ones and then you can succeed together.
Anthony Godfrey:
As an entrepreneur of many years, and, like you said, it's a tradition in your family. What do you think of a program like this?
Shaun Stevenett:
I wish they could do this in every school, not just here in Utah, but across the country.
Anthony Godfrey:
What was it about the presentation from these two in the product that made you want to jump on board? You said, I am all in, you were enthusiastic in, in your mentorship with these two. Tell me about what, what made the difference for you?
Shaun Stevenett:
I think the biggest difference was that these girls, I quickly realized that, the first time that I met them, that there was something special about them. I knew that quickly that they were friends and I asked them that. I said, are you guys friends? And they quickly said, yeah, we're best friends. And so that told me everything right there. And not only that, but they had a fine definition as far as like what each of them did as far as like how they were gonna bring their ideas together. So they, they both had their own responsibilities, and I think that was kind of cool to see that they recognized where each other strengths were early on.
Anthony Godfrey:
You're a great supporter of Jordan District. You're a member of the Foundation Board. You also, I know, are involved in a lot of other charitable endeavors. So that's an important part of a business model for you obviously.
Shaun Stevenett:
Gotta give back. So if you're not giving back, I think that you're not gonna be given to. So if you are giving back, whether it's time, money, or even introducing individuals to other relationships to help others, because you might not be as strong in that field, but you've gotta get back. I've seen it over and over again, that by just giving back other things happen in your life. You've heard karma. So karma is a real thing. And then once you catch that bug, or actually take that step, sometimes it's very, very difficult to be able to do that because you know, I did this, I made this, blah, blah, blah. But as soon as you start kind of giving back you wouldn't believe how many more doors open, especially this experience. Right? Like, I wouldn't have been able to, if I didn't give back and I didn't get involved with the Jordan Education, and I wasn't introduced through it to it, I wouldn't have had this awesome experience today.
Anthony Godfrey:
Well, I love that you were here to mentor them. Thank you for everything you do for Jordan, and thanks for being a great example to them. Just your being here shows them the importance of being connected to the community as an entrepreneur and as a businessman. So I really appreciate it.
Shaun Stevenett:
Thank you so much.
Anthony Godfrey:
Stay with us when we come back. We are very excited to talk with the winners of “Miner Tank”.
Break:
In Jordan School District, we like to support students in and outside the classroom along with their families. That's where the Jordan Family Education Center comes in, offering support services and a wide variety of classes for students and their families, free of charge. You can take a class called Blues Busters for children feeling sad or worried. Just Breathe is a class that helps students reduce stress. Or how about a class that supports parents in helping their children make and keep good friends. There are also support groups and free counseling, all provided by Jordan School District school psychologists and counselors. To find out how you can benefit from free family support services offered by the Jordan Family Education Center, call 801-565-7442 or visit guidance.jordandistrict.org.
Anthony Godfrey:
We're here at Bingham with the two students who just won “Miner Tank.” I'm going to ask them to introduce themselves and talk about their company and their product.
Rylin:
My name's Rylin.
Mary:
I'm Mary.
Rylin:
And we're the founders of My Creature Teacher.
Mary:
Yeah. So My Creature Teacher is basically this product that we designed that's a little stuffed animal toy that comes with a book and some accessories, and it's designed to help teach children valuable lessons that they can learn through auditory and visual learning.
Mary:
So the one that we started with today for Miner Tank was Bedtime Lion. It's a little stuffed lion that comes with a book that teaches kids the major, most important steps of getting ready for bed to make parents' lives easier.
Rylin:
And make it fun.
Mary:
Yeah. Something that we did with our product that we really like is we put a special effect with it. Bedtime Lion actually has lavender in the stuffing to help your kids fall asleep. Not only with teaching, but showing, and that helps it as well.
Anthony Godfrey:
The Lavender Lion
Both students:
Oh, yeah. Yeah.
Anthony Godfrey:
I have trouble going to bed, so I should probably read this book. I think I need this product.
Mary:
We’ll send one your way.
Rylin:
I'm not even joking. I've read the book and I'm like, ‘oh, I guess I’ll brush my teeth now’. I'm like, dental hygiene .
Anthony Godfrey:
Yeah. So what gave you the idea to choose the book and the stuffed animal as a product?
Mary:
Yeah, so Rylin and I both work with kids. I come from a really large family, so I have tons of nieces and nephews that I'm constantly babysitting and then Rylin nannies. Yeah. And so we both are just bouncing ideas off of each other, kind of come up with something. And Rylin had the initial idea, and then we just started building on it together. We wanted a toy that just was made, made learning more fun for kids.
Rylin:
Yeah. Especially because when I do, like, when both of us take care of kids and it's time to put 'em to bed, we know how much of a hassle it is. Especially with like the two to five year old, they're like tornadoes and they don't wanna go to bed. All they wanna do is play and play and play. Barbies, dinosaurs, anything you can think of, they wanna play with it. So that's why we created this, to help us go through that bedtime process.
Anthony Godfrey:
And how did the book come together? Who wrote it? Who illustrated? It looks fantastic. I had the chance to look through it.
Rylin:
So I actually wrote it and then, yeah.
Mary:
So then I helped edit it, and then I started the illustration and then Rylin helped vet my process through it. So we just kind of worked together on both of the processes. So that just kind of was both of our child.
Rylin:
Yeah, it really is.
Anthony Godfrey:
So you didn't outsource any of that book?
Mary:
No, no, we did it all.
Anthony Godfrey:
That's fantastic. It looks really good.
Both students:
Oh, thank you.
Anthony Godfrey:
Now tell me about the stuffed animal that accompanies it. How did that come to be? It's a great looking lion.
Rylin:
Oh, thank you. So actually what we did is originally, because we did wanna do these stuffed animals, I have a connection to Minky Couture Blankets. So the way we did it is we took leftover scraps from like blankets that weren't big enough to be made into a blanket anymore. And we took those and pieced them together and we found a pattern just for our original prototype. And Mary sewed it up for us.
Mary:
Yeah. And then I went to my sister, who's just the most amazing seamstress, the most generous, charitable person I know. And I was like, ‘Hey, do you wanna help me out with this? It can be an early Christmas present. Teach me how to sew this.’ And she helped me out. And it was, it took a long time. I mean, it's kind of a complicated little pattern, but I mean, it was so worth it. And it all came together really, really well.
Rylin:
Yeah.
Anthony Godfrey:
Well, they look fantastic and now you have a mentor who is investing in your company. So tell me what's happening next.
Rylin:
Yeah, so we had Shaun, he's literally the best mentor ever. He helped us through so many different things, and so did his brother Mark. He helped us with the name and everything for our company, which, you know, is pretty important to have a name to your product. So next, I mean, we're gonna start producing these, we're gonna get patterns, books, and everything ready so that we can start selling these.
Mary:
I mean, the first step is really just taking it to a larger scale. I mean, we're gonna start looking at graphic design, commissioning our own pattern and that kind of stuff that can really actually start us making a product.
Rylin:
Yeah. So we can actually start selling it.
Anthony Godfrey:
So you're gonna continue to work with Shaun and his brother? And they're investing in the company to get you started off. Are you excited? There's a lot of work ahead.
Mary:
Yeah. I mean, scared and excited, I think.
Rylin:
Scared, scared and excited. Yes. Cuz just these couple weeks or this quarter that we've been doing this has been insanely busy and stressful. And it's all been worth it in the end. And I think that's what's gonna get us through the next part, is we know how this victory felt. So I think it'll be helpful to know that like, if we do all this work, a new victory's coming.
Mary:
Yeah, totally agree.
Anthony Godfrey:
And it's not just the product, it's the process. It's what you've learned along the way. Do you feel like you're thinking in a different way because of approaching this project the way you have?
Mary:
Totally. I mean, I was just telling Miss Call the other day, our teacher, like, even if nothing came out of this, this is before we knew that we won. But even if nothing came out, I was so grateful for this experience because it's taught me so much about being a better, like team player and just thinking about things in a more logistic way and just, I feel like the way I think about things is so much more broadened and so much more logically put than just pure what I wanna do. And then learning to work with Rylin, like could totally be a struggle at times, but then my goodness, also, like, I'm so grateful because now, now I feel like I can work with anyone.
Anthony Godfrey:
Now that you've worked with Rylin, you can work with anyone.
Rylin:
Oh yeah. I'm the worst.
Mary:
No.
Anthony Godfrey:
Well that's a big hurdle to overcome.
Mary:
Yeah. Yeah.
Rylin:
So Shaun introduced us as best friends, and we totally are, but I mean, through parts of this, I mean, one of our documents that we used for this was, ‘I'm pretty sure we wanted to kill each other in this moment.’
Mary:
What it's titled.
Rylin:
Yean, it's what the document's titled, because that's the mood we were in. Like, we were just trying to figure out problems. And I was like, ‘Mary, just listen to me.’ And she's like, ‘just listen to me.’ And then like we, it was definitely a struggle through it all, but I'm so glad that we figured it out in the end.
Mary:
It worked out so good. I'm just so grateful, and I'm so grateful Rylin was my partner. I couldn’t have done it with anyone else.
Rylin:
Yes. Mary is the best partner. Are you kidding?
Anthony Godfrey:
Well, and Mary, I think you're the only student to have a repeat performance on the Supercast, so that's another big win.
Mary:
It’s true. Dogs and lions, kind of the same. Animal themed for sure.
Rylin:
They’re somewhat related.
Anthony Godfrey:
Animals are always involved, yes. You mentioned your teacher Miss Call. Tell me about her and the class.
Mary:
Oh, I mean, Miss Call is just the bomb. If I am ever having a problem with anything, I just go to Miss Call. I'm like, help me solve this. And then Miss Call, like the really, really kind of amazing thing about her is like, she's so brilliant that she does not have to be a teacher. And she was saying the other day, we were joking, we were like, well, we're just gonna hire Miss Call as our marketing director and then we won't have to do anything. And she just like, completely serious. Like, you couldn't afford me. Which is so true because she is so brilliant. She knows so many things, but she does like teaching because she wants to help us and like she's our DECA, we're both in DECA together and she's our DECA instructor. And I mean, she just goes the extra mile every single day, every single week to just help us become better people. And it's sometimes for no reward, honestly.
Rylin:
And then we also owe a lot of our project to Miss Call. She actually put groups together and all of the other groups are three and four. And she put me and Mary just as a duo and she was like, you guys can do it, right? We were like, yeah. And I think she definitely believed in us more than we did cause we were like, this is a lot.
Mary:
She had to tell us to keep going sometimes.
Rylin:
Oh yeah. Yeah. She was like, you guys need to relax and just like get through this. And we were like, I don't know. But it's pretty stressful. But yeah, she's super helpful with all sorts of different aspects of life.
Mary:
Yeah. The most amazing teacher for sure.
Anthony Godfrey:
Having a teacher that believes in you makes a big difference.
Both Students:
So much. So much. Yeah.
Anthony Godfrey:
So what advice do you have for those who are hearing this and thinking, well, maybe I have an idea and maybe I could become an entrepreneur.
Rylin:
Yeah, for sure. So something I would say is just, you gotta, it's hard to do on your own. You need backup, you need support from other people around you. Because I know if I had to do this all myself, it probably wouldn't be done for the next five years. So I think it was super helpful to have someone that was here to do it with me, with Mary, and Shaun, and Mike, and Anne, and Miss Call. We had so many different people helping us in like the, the most absurd ways. Like, it didn't even have to relate to this, but in so many aspects they were really helpful.
Mary:
I think what I would say is just like, if you have an idea and you think it's worth something and you care enough about it and you have enough passion to do it, just do it. It doesn't really, it's not gonna cost you something to research into something and to see if this is a plausible thing, even if you don't, you know, enter it in some competition or whatever. But I mean, just do, if you care about it that much, go as far as you can.
Rylin:
Yeah. Cuz I think we were told today that one of the reasons that we did win this competition was because of our passion for this product. And I think even though all the other groups, they had amazing ideas and they were passionate about it, we had personal connections to ours, totally through kids. Like my future career I want to do with kids, Mary is with kids literally almost every day. I think since our connection was so personal, it made us have such a strong passion for it.
Mary:
The product mattered so much to us because we were like, this could help us too. This is in our favor.
Rylin:
We're not just gonna design something that doesn't help the people that we care about.
Mary:
Yeah. Exactly.
Anthony Godfrey:
Well, I admire your passion. I admire your bravery, and I admire that you worked so hard on this, and that friendship survived this process.
Rylin:
Yeah. I'm glad too.
Mary:
We didn't kill each other. We're still here.
Anthony Godfrey:
No. Congratulations. And I can't wait to see where it goes.
Both students:
Thank you so much.
Anthony Godfrey:
Thanks for joining us on another episode of The Supercast. Remember, education is the most important thing you'll do today. We'll see you out there.
She is a two-time Utah State Champion female wrestler, a five-time All-American, and placed in the top six at three national wrestling competitions.
On this episode of the Supercast, meet Copper Hills High senior Anya Hatch who is also a World Wrestling top-ten champ. To make her story even more incredible, Anya joined the sport of female wrestling just shy of two years ago.
Audio TranscriptionAnthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. She is a two-time State Champion female wrestler in Utah, a five-time All-American and has placed in the top six at three national wrestling competitions. On this episode of the Supercast, meet Copper Hills High senior Anya Hatch, who is also a world wrestling top-ten champion. To make her story even more incredible, Anya joined the sport of female wrestling just shy of two years ago. How is she accomplishing so much in such a short amount of time? Let's find out.
We’re here with Anya Hatch, a female wrestler here in Jordan School District, who has been traveling the world showing people her skills. Anya, thanks for taking time to talk with me today.
Anya Hatch:
Yeah, of course.
Anthony Godfrey:
Tell me about what got you into wrestling?
Anya Hatch:
What got me into wrestling? Well, at first I did volleyball and then my sophomore year wrestling came out for Utah, cuz like it wasn't a thing. And my dad asked me to come out, and at first I was like, “no”. And then he asked me again and I was like, “Fine, I'll come try it out”. So I went, and like I told myself I was gonna just practice for a week and like, I'm done. Like, I'm out.
Anthony Godfrey:
And your dad knowing you probably knew better than to think that you were only going to do it for a week.
Anya Hatch:
At first, I was like, no. Like there's no way I'm gonna touch someone else. Like I cannot be physical.
Anthony Godfrey:
Volleyball is not a contact sport.
Anya Hatch:
Uh huh, volleyball is like a team thing.
Anthony Godfrey:
Bump set, spike, it seems very, you know, aggressive but organized.
Anya Hatch:
It is, and just knowing that like, I had to do this by myself. I didn't want to, but a week passed and I was really interested. What caught my attention was just the moves and just making new friends.
Anthony Godfrey:
Did you feel in the very first week that you did it, could you tell that you had some talent for it?
Anya Hatch:
Yes, I did. When I first started, I didn't know what I was doing, but I'm like a really fast learner. For a lot of people it was difficult, and for me it just came naturally.
Anthony Godfrey:
Yeah. I can tell you that athletic events for me do not come naturally. I have to think about every single move. Nothing seems natural, so I'm always envious of people like you who are able to just jump in and pick up a sport. Volleyball, wrestling, what other sports do you participate in?
Anya Hatch:
When I was seven, eight years old I played soccer. And then when I got to my freshman or sophomore year, I did track. So soccer, track, and volleyball, and wrestling.
Anthony Godfrey:
That’s awesome. Not to say it doesn't take a lot of hard work, but it's great when you have that natural ability to kind of connect with what you're supposed to be doing. So what are some of the things that you've learned? You've only done this for less than two years, right?
Anya Hatch:
Yeah.
Anthony Godfrey:
Tell me about some of the things you've learned as a wrestler.
Anya Hatch:
As a wrestler, I learned it's tough. It mentally gets me stronger. I learned that like a lot because I'm mentally preparing, like by myself when it comes to a match. And I'm not used to that because for volleyball, it's like a team thing. If like, for volleyball, if I'm just playing by myself, then it's not gonna work out right. But for wrestling, like I'm mentally preparing and sometimes I warm up by myself. When I travel, I don't have a partner, so I'm just warming up by myself. And yeah.
Anthony Godfrey:
When you're on a volleyball team and you're looking at other team members, you're analyzing what happened, what went right, what went wrong. But when you're on your own on the wrestling mat, all you can do is look inside. Try to figure out what you need to do differently.
Anya Hatch:
What I need to do, yeah.
Anthony Godfrey:
What's your favorite move when you're wrestling?
Anya Hatch:
My favorite move is head throws. And a double blast.
Anthony Godfrey:
A double blast? Yeah. You gotta tell me what a double blast is. It sounds like a drink at 7-Eleven.
Anya Hatch:
A double blast is where like, I'm like running through their legs, but as I'm running through, I'm picking up, but I'm level changing and I'm like, double blasting.
Anthony Godfrey:
So you're running through picking them up and lowering?
Anya Hatch:
Yes, I'm lowering my level change and I'm like double blasting through.
Anthony Godfrey:
Stay with us when we come back more with Anya Hatch.
Break:
Hello, I'm Tracy Miller, President of the Jordan School District Board of Education. There are seven members on the Board of Education, one in each voting district. We are committed to listening and serving our constituents as we work together to provide the best possible learning environment for the students we serve. As members of the Jordan Board of Education, we believe it is our duty and responsibility to: increase student achievement; provide parents with the choices they deserve and desire; recognize and reward quality in educators; empower school leaders through policy governance and professional development; and communicate with the public, legislators, business leaders, cities, and parents. We invite you to get to know the Board member who represents you in your voting district, and to please join us at our monthly board meeting held on the fourth Tuesday of every month. Or listen from the comfort of your home, on our live stream. For more information and to find your Board member, visit jordandistrict.org. With parent and community input and support we will continue our work to give students every opportunity to succeed in Jordan District schools and beyond. Thank you for your support. We look forward to seeing you soon.
Anthony Godfrey:
Now we have your dad here so that I don't make you brag about yourself. I'm gonna let your dad brag about all of the titles and trophies you've been winning.
Jay Hatch:
Thank you. Yeah, Anya's very, very humble that way. She doesn't like to talk about herself. In fact, she gets really embarrassed. One of the funny things is being her coach and father at the same time. People always joke because whenever she wins a championship, she walks off the podium, comes right down and hands me the medal and walks off like she doesn't even care about it and tells me to put it in her drawer at home. So no, this last year was special for Anya. She became a three-time All-American last year, or this last summer, she competed in Folkstyle Nationals in Colorado Springs, Freestyle Nationals in Las Vegas, Nevada, and in the United States World Team trials in Dallas, Texas. And she placed top six at all three.
Anthony Godfrey:
Wow.
Jay Hatch:
If you place top eight, they're considered all American. So she's a three time all American this year. She had the opportunity to go down to Las Vegas and live down there for three months training with a club where they went and competed with the Mexican Olympic team where she, in about 25 seconds, pinned her Olympic opponent from Mexico.
Anthony Godfrey:
Wow.
Jay Hatch:
But they were down there for about 10 days training, and just learning, and growing, and everything. And then when she of course went to Rome. She didn't place top three, which, which she was really trying hard to do. But she placed top 10. She took 10th at the World Championships in Rome. But I think the biggest accomplishment she had there was five weeks before she went to Rome, she was in the Western States National Finals here in Farmington, Utah. And that's the double blast that she was talking to you about earlier.
She came down kind of awkwardly. She was beating the girl from Hawaii that she was wrestling, but she came down awkwardly and dislocated her right arm so bad that we had to aircast it and we had to go to the emergency room. The doctors had to put her under to put it back in place. And so that was literally five weeks before she was supposed to get on the airplane to Rome and a lot of people were like, there's no way. She's not gonna be able to compete. She's not gonna be ready. And so just through a lot of
Anya Hatch:
Yeah. People were like, you're crazy. You're not going to, like, she's not going to.
Jay Hatch:
A lot of healing and a lot of just a lot of prayers, a lot of different things. Right? I mean, it looked like she had a baseball in her elbow. Five and a half weeks later, she stepped on the mat in Rome, taped up like no other, and just said, I'm gonna go for it. And she went out and she lost a match to a girl from Croatia who had just finished winning the bronze medal in the European Championships and she lost a close match to her. And that right there was for us was the biggest victory of all. Is that she made it. She went out. She never made any excuses and she just went out and competed hard. But outside the international and national travel, she's a two time State Champion here in Utah. She's a senior this year, so she’ll be trying to get her third.
Anya Hatch:
And I'm gonna make it three.
Anthony Godfrey:
You're gonna make it three?
Anya Hatch:
I'm gonna make it three.
Anthony Godfrey:
I like your chances. That's really cool. Now tell me about training in Las Vegas. First of all, you were there for how long?
Anya Hatch:
I was there for three months.
Anthony Godfrey:
Wow.
Anya Hatch:
Actually it ended up being four months.
Anthony Godfrey:
And so tell me why the training looks like that. Get up maybe 11:30? Watch some Netflix for a couple of hours?
Anya Hatch:
No, no. We don't have time for that.
Anthony Godfrey:
Stop by In-N-Out Burger. No?
Anya Hatch:
No, I wish we had that, but we had three sessions every day and it was tough for me because usually, I'm a relaxed person and I like to watch Netflix, eat. I'm like a big snack eater, and I couldn't have that in Vegas. So like, I was cutting hard down there and it was real. I struggled. Yeah.
Anthony Godfrey:
So tell me about what conditioning looks like.
Anya Hatch:
Our conditioning is, so first we start off with warmups and then we, like, we do sprinting drills. Like we do sprawl, sprint, and then like sprawl, shot, sprint. And then we're doing drills where we’re working a move over, and over, and over, and over, over again. And then our workouts go like go for two hours. And then we have a next session, we have three sessions and it's like two hours. Two hours. Two hours.
Anthony Godfrey:
What do you do to get psyched up before a match? Is there music you listen to or something you repeat in your head or something you tell yourself? What do you do to prepare moments before competition?
Anya Hatch:
I think positive. Like I tell myself, like, I think in my head like wrestling, like when I'm wrestling, I'm winning. So I'm like, in my head, I'm wrestling.
Anthony Godfrey:
Yeah, I like that. I like that.
Jay Hatch:
We've got an incredible lady that's over Utah USA Wrestling by the name of Geneva Gray. And she taught these girls a year ago that as they're getting prepared for their matches, what Anya's talking about, is to go through some actual matches in your head with you winning and what moves you're gonna do and how you're gonna beat the next girl.
Anthony Godfrey:
Now by doing that and going over the moves in your head and then having repeated those moves over and over, does the muscle memory kick in and when it's time to do it, you just know what to do and you, and you just click into that mode?
Anya Hatch:
Yeah.
Anthony Godfrey:
Tell me what it's like competing in Rome. Is that your first international competition?
Anya Hatch:
Yes.
Anthony Godfrey:
It is. To take top 10 in a world competition, the first time you're competing out of the country. That's pretty special. Did they do like in Hoosiers and measure the mat so that you can see that it's the same size?
Anya Hatch:
No. Their mat was really different. It was really slippery.
Anthony Godfrey:
Oh, it was different.
Anya Hatch:
It was different. It was slippery. It wasn't a normal mat that we usually have at every tournament. It was like a mat and then like, it was like foam under and then like something over it, like a cover. And it was very slippery. So like when we did warmups over there, like I would slip.
Anthony Godfrey:
How did you adjust?
Anya Hatch:
I just didn't think about it. I didn't worry about it, so I just did what I had to do.
Anthony Godfrey:
Good. That's impressive. Tell me about traveling to Rome. What did you think of Rome?
Anya Hatch:
I thought Rome was really beautiful. I love the pizza. It's great. Sorry, I had to bring up pizza.
Anthony Godfrey:
Did you get some pasta as well?
Anya Hatch:
Yes. It's like amazing.
Anthony Godfrey:
That's good.
Anya Hatch:
The best part.
Anthony Godfrey:
It's great that you got to have that experience combined with wrestling.
Anya Hatch:
Other than the food. I went on tours like about the Colosseum and it was just like amazing. Because in high school I would learn about the Colosseum and like be like amazed and like, I was just like so amazed because like I'm right there in front of it. Like it was just so cool.
Anthony Godfrey:
Now you were representing the country of Tonga while you were there, is that right?
Anya Hatch:
Yes, I was.
Anthony Godfrey:
That's awesome. And were there other wrestlers from Tonga? Because I understand you're the first to achieve that level, or are you the first from Tonga to compete at all at that competition?
Anya Hatch:
I'm the first woman to ever compete for Tonga.
Anthony Godfrey:
Well, congratulations on that. That's fantastic. So what's in the future? What's next for you?
Anya Hatch:
I think just, I'm still gonna be going out to like national stuff and I'm not sure what college I'm gonna go to. But I am thinking of going to college and wrestling.
Anthony Godfrey:
So national competitions for the time being and looking forward to college from there.
Jay Hatch:
There is one big competition coming up that she's still trying to figure out and to sign on, but they have what's called the Oceanic Games. Every country is divided up into a region for the Olympics. Right. So for example, not every country can just send a woman to the Olympics to wrestle, right? There's only 16 women that qualify to go to the Olympics every four years. And so Tonga is part of the Pacific Island group that includes Africa and Australia. And so in May, on May 26th, you know, in Sydney, Australia is the Oceanic Games where you pre-qualify for the Olympics for your region. And so we're still figuring that out. We're still still trying to figure out if that's something she really wants to do. But that would be the next international event if she decides to. But we've got national events in high school coming up soon in less than a month that we're excited about.
Anya Hatch:
Yeah.
Anthony Godfrey:
I was going to ask about the Olympics and see if that was something on your radar, but you’d just have to think through whether that's where you want to go.
Anya Hatch:
I've been thinking Yes, I have been thinking.
Anthony Godfrey:
Tell me about your dad helping you discover wrestling and become a wrestler.
Anya Hatch:
He's been really supportive. And I love that about him. Just having him there when I'm here competing just really like, helps me a lot. Like not overthink. It makes me work harder because I know my dad's watching, you know, and I just, yeah.
Anthony Godfrey:
How does it feel to have her competing at this level?
Jay Hatch:
It's great. I mean, I was a wrestler in high school. I had college opportunities when I was coming out of high school. When my oldest son back in 2008 came out of West Hills Middle School and said, ‘Hey dad, the wrestling team is having tryouts. Can I wrestle?’ I was a little bit surprised, I’d never really thought about it for my own kids. And so I got into coaching at Copper Hills back in 2008 and when all girls wrestling came around and Principal Veazie and others came to Scott Pace and I, and said, ‘Hey, will you guys start our new girls program?’ It's exciting for me to do a change, although I'd never coached girls before. I'd only coached boys for the last 13 years. And the first thing I thought of was, oh my gosh, if I'm gonna do this, then Anya's gotta do it.
And so when we got her in there, I was, I was hoping she'd stick with it. She never told me that she was planning on quitting after a week. She didn't tell me that until after she'd done really well. But you know, as a father, I'm super excited by her success. I mean, of course you always wanna see all of your children have success in whatever their life path is, and what they choose to do. But I think more importantly, even than her athletic successes, which Anya's one of those kids that could pretty much do anything athletically. I mean, I've had lacrosse coaches, girls football coaches, girls rugby coaches, you name it, call me and try and recruit her under their teams when she's never even done it before. But I think the most impressive thing, at least for me as a parent and as a father with her, is just who she is. I mean, she's just an amazing person. I mean, she's just a great kid. She's a wonderful daughter. She's loving, she endears people around her. She's a born leader. She just, people are drawn to her just because of her personality.
Anthony Godfrey:
Well, it's obvious talking to her that all of that is absolutely true. And it shows just in the way you approach your sport and the hard work that you've done. So congratulations on being who you are and on this new part of your athletic life.
Anya Hatch:
Thank you. Thank you very much.
Anthony Godfrey:
Thanks for joining us on another episode of The Supercast. Remember, education is the most important thing you'll do today, and we'll see you out there.
Students throughout Jordan School District work tirelessly in the month of December raising hundreds of thousands of dollars to help others in their annual holiday charity drives.
On this episode of the Supercast, we head to Riverton High School where students are about to reveal the total amount raised during Silver Rush for their charity, The Children’s Justice Center.
Did Riverton High break a school record in fundraising? Tune in and find out.
Audio TranscriptionHello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. Students throughout Jordan School District work tirelessly in the month of December, raising hundreds of thousands of dollars to help others in their annual holiday charity drives. On this episode of the Supercast, we head to Riverton High School where students are about to reveal the total amount raised during Silver Rush for their charity, the Children's Justice Center.
It is Silver Rush Day at Riverton High School, and it is one of the most exciting days of the year. Introduce yourself and tell us about what's happening today.
Katie Borgmeier:
My name is Katie Borgmeier. I am the SBO Advisor, the one kind of over all of Silver Rush.
Ella Gillespie:
And I'm Ella Gillespie, I'm the Senior Class President.
Anthony Godfrey:
And you have a water bottle strapped to you with Christmas lights taped around it. Tell us about that. And we're at the drafty front door of Riverton High School. Why is that?
Ella Gillespie:
So right now, all of us officers are standing at all the doors and we carry around these water jugs and that's how we collect our money throughout the month of December.
Anthony Godfrey:
I said water bottle, but it's a water jug, like a jug. It's the water cooler that you gather around and talk about last night's TV shows. So is this an effective method of getting cash and raising money for the cause that you've chosen?
Ella Gillespie:
I think it definitely is, especially because they're so big and everyone decorates them, they're really visual. So students, as they see us, they see the jug and they know that they want to donate.
Anthony Godfrey:
And do you think that some of them root through the change in their car and at their house so that they're prepared to give money when they walk in?
Ella Gillespie:
Oh, definitely. I know a lot of times too, we’lll go stand out in the parking lot and that's a great time to get their change because they're all just in their car, so they'll do it that way or they'll bring them during lunch. We have like penny wars and so each class is like competing to see who can bring the most change, so people get really involved with it.
Anthony Godfrey:
In other words, Riverton High School may be single-handedly responsible for eliminating the coin shortage in the United States.
Ella Gillespie:
Exactly.
Anthony Godfrey:
Okay. Very good. Tell us a little bit about how all this got started.
Katie Borgmeier:
So when Riverton first opened back in 1999, you know, they wanted to do something different than the usual Sub for Santa. Sub for Santa is amazing, right? But they wanted to do something that could have a change and impact on the entire community. So they kind of started like, Hey, we're gonna find some sort of social issue maybe, or some sort of medical need that we can address and teach our student body and our community about that. That's a big part of Silver Rush is education. We want to educate everyone about something. So like this year we chose the Children's Justice Center, so we're teaching our community about ways to prevent it, how to help it, and just spread awareness about what abuse might look like, here's how you go about reporting it, and things like that. And every year it just gets bigger. Everybody wants to be involved and they find ways to get involved. They're so, so creative.
Anthony Godfrey:
And when you say everyone, you're talking about every student, but you're also talking about a lot of people in the community who want to be part of it.
Katie Borgmeier:
I am. You know, we had every year there's like alumni jazz band members that go downtown and they'll start playing songs on a corner of a street and collect donations and bring it to us. So it's something that lives on forever. You know, in our Riverton High student body.
Anthony Godfrey:
Yeah, it's exciting to think about all the alumni who still want to be part of this and can. It's a way that, you know, there is a way for people to connect to it because people throughout the community are helping raise money. Everybody knows about Silver Rush. What is important to me, I think, is that the student government is so intentional and thoughtful about who they choose.
Katie Borgmeier:
Right? It's quite the selection process. I do get applications every year from charities that want to be a part of Silver Rush, but I still make my officers go out and research it. Like, what does your community need? No one knows it better than you guys do. So how can we help them? So they all go research it, find charities that could help our community. We bring it together, we talk, we discuss, we narrow it down to our top 10. Those top 10 come in for an interview and we learn more about those charities. And then from there we narrow it down to the top three and we present it to our admin. The rest of the student council kind of get their ideas, their feedback. And then from there we take it to the top one. So it's not something we do lightly. We really look at how we can help this charity, how this charity can help us as well.
Anthony Godfrey:
Well, high schools, I think have patterned what they do after what Riverton High started in the nineties.
Katie Borgmeier:
I would agree. I mean, you know, you just look at what other schools are doing. I get emails and phone calls and tags, and when we go up to our leadership camp in the summer, ‘What do you do? How do you do it?’ I'm like, ‘I don't know. But I think kind of the biggest part is your community.’ And our community loves it. And they're here to support our students in what they do each December.
Anthony Godfrey:
I love the way you described the layers of impact that you hope this project and this drive will have on students thinking about abuse, preventing abuse and raising money to help those who've suffered from it.
Katie Borgmeier:
Yes. You know, it's a great thing. As we said, we're a school, we're here for the education purpose and if we can teach them something that they can use throughout their lives, that's what we're here for, right?
Anthony Godfrey:
Exactly. Now, I've never seen a school more heavily decorated than Riverton High School today.
Katie Borgmeier:
And can you believe it? It's been three weeks, 21 days, and all of this is still up. There's not much missing from the first day.
Anthony Godfrey:
Yeah. It's pretty remarkable. And it's palpable. You can feel the excitement about the reveal later today. Yes. And that last push, you might even call it everyone experiencing a Silver Rush this last day.
Katie Borgmeier:
Yes. I love that. Yes. It's a Silver Rush.
Anthony Godfrey:
Yes, tell me, how has it felt for you to be part of this this year? I know you've been part of it in other years, but as a senior, how does it feel?
Ella Gillespie:
It's been, oh, it's been really special as a senior, it's like knowing it's your last year, you just wanna give it your all. And it's been really cool seeing, especially like sophomores as they come in their first year or juniors, how they had the previous year and seniors, it's like our last year. So it's really cool to see all the different dynamics and just see how those people are all working together and it's my favorite thing ever.
Anthony Godfrey:
Well, I know there's a lot of work left to do, a lot of fundraising left to do in the final hours.
Ellie Gillespie:
Yep.
Anthony Godfrey:
So I'll let you go, but thank you very much for spending time with me this morning. Can't wait to be with you this afternoon.
Ella Gillespie:
Thank you.
Anthony Godfrey:
Earlier you told me the total so far. What was that again? I can't remember.
Katie Borgmeier:
Ha ha. You are a funny, funny man.
Anthony Godfrey:
Am I? Yeah. I just can't remember what you told me.
Katie Borgmeier:
You know, quite honestly, I don't know, it changes by the second on this day.
Anthony Godfrey:
It does change by the second. I have no idea and it's a big deal. I do not have the type of power required to find out that number in advance.
Katie Borgmeier:
Yeah. If you did, I'd make you tell me. But know this way our principal will find out seconds before we tell our artists and our finance officers and they'll go make it 30 to 60 minutes before the assembly. So, like I said, it changes by the second on this day.
Anthony Godfrey:
You've described a lot of impact that the fundraiser has. So the final total is really exciting because it's the amount of money that you've raised and it shows the result of your hard work. But there's a lot more to it than that, as you've described.
Katie Borgmeier:
Right. We like to say it's not about the money, it's about the change. And, you know, that can kind of go a couple ways. Like pennies, nickels, dimes, they all matter just as much as the bills do, but also about the change that it makes for whoever uses the services of the charity and the change that we get from within. Like, we just heard Riley and Charles, like their odd job experiences will change them forever. And if you ever talk to alumni, the things I remember most are what they did during Silver Rush and during our odd jobs time. So it really does leave a lasting impact and a change in our lives. And after 12 years, I would like to think I'm changed for the better. But you know, I still learn things and I still have change in every year, every time I do this.
Anthony Godfrey:
We're talking now with two of the students who've been involved in the myriad activities that have been scheduled and organized around this fundraiser. Introduce yourself to start.
Charles:
I'm Charles Smith, I'm a junior.
Rhylee:
I'm Rhylee Tatton and I'm a senior.
Anthony Godfrey:
Tell me about some of the activities you've been involved in this year.
Charles:
One of the biggest activities is odd jobs. They do it every day after school and I went pretty much every day. And you just go door to door and ask for donations.
Anthony Godfrey:
That's a lot of your time. Tell those who may not be familiar with that, what odd jobs entails.
Charles:
So you have your group with a student body officer and you're just going door to door to every house in Riverton boundaries and you tell them what Silver Rush is. Tell them about the charity and ask them if they're willing to donate or if they have any odd jobs that they want you to do.
Anthony Godfrey:
Are there some pretty odd jobs you've been asked to do over time?
Charles:
Yeah, there've been a couple of weird ones.
Anthony Godfrey:
Okay. Tell me about them. Just don't give the address where they were requested.
Charles:
So there was one time where we had to, it was last year actually, we painted the horns of a goat purple.
Anthony Godfrey:
Oh really? Yeah. You painted the horns of a goat purple. Was there music playing in the background? No candles lit, anything like that?
Charles:
No, it was kind of just in a dark backyard.
Anthony Godfrey:
Wow. Yeah. What are some of the other odd jobs that you've been involved in? More, some of the more conventional ones.
Charles:
There was a lot of snow shoveling. We did weeding and a couple of decorating for Christmas. Christmas trees and all that. Putting up Christmas lights.
Anthony Godfrey:
Okay, great. I wish you'd knocked on my door. What are some of the things you've been involved in this year?
Rhylee:
Along with Charles, just odd jobs almost every single day. I also have gone to all the afterschool activities like Silver Swap, if you know what that is.
Anthony Godfrey:
I don't know what Silver Swap is.
Rhylee:
So what it is, is they make all the dance and cheer girls play basketball, and the basketball boys wear the cheerleaders uniforms and cheer, and the girls basketball team does a halftime show, and it's just this really fun event where you can donate money.
Anthony Godfrey:
What would you say about the student body here at Riverton High School based on what you've seen?
Charles:
They're definitely very involved, and they like what they do or else they wouldn't be doing it every day. I feel like they always have a good attitude about what they're doing.
Anthony Godfrey:
How about for you?
Rhylee:
I'd say that especially regarding Silver Rush, everyone has this deep desire and like dedication to it because odd jobs are four hours every day and it's just like really cold. And if you didn't have like a big desire to make a change, then you wouldn't go. So just Riverton’s student body, we're all very like, connected in that way where we just wanna make the change.
Anthony Godfrey:
Are you excited to find out this afternoon? The final total?
Rhylee:
I'm so excited. I couldn't sleep last night because I was so excited.
Anthony Godfrey:
Any predictions?
Rhylee:
I'm hoping we go above $200,000 this year. I think we can do it.
Anthony Godfrey:
All right. We'll see what happens.
Did Riverton High break a school record in fundraising? Stay with us to find out.
Break:
Hello, I'm Sandy Riesgraf, Director of Communications for Jordan School District, and we want to invite you to connect with us. So many exciting things are happening in your child's school, your neighbor's school, in every school here, every day. Don't miss out on following the fun or simply staying informed when there's important information we need to share. Join us at jordandistrict.org, or follow us on Facebook, Twitter, and Instagram @jordandistrict. We can't wait to connect.
Anthony Godfrey:
We are here just in the hallway outside the gymnasium where we're about to have the assembly to announce the final number and to celebrate the culmination of this fundraiser. Silver Rush. At Riverton High School, we're talking with Sim Gill, who is here for the assembly and was here for the, for the launch of, of the fundraiser. Sim Gill is the Salt Lake County District Attorney. Now you were at the kickoff assembly for Silver Rush and shared the experience with your staff. When you returned to the office, what moved you about that experience and Riverton High School student efforts to support the Children's Justice Center?
Sim Gill:
Well, first of all, just to see the passion, and the excitement, and the commitment, and this camaraderie that was created by the students. It was incredibly moving. As I was sharing with you earlier, you know, when I think about the world, we have a lot of reasons to be cynical about it, but seeing these young adults care so deeply about their community and for a cause like the Children Justice Center was nothing short of just inspiring. It certainly filled my cup and we went back and we shared that enthusiasm because if this is the future of our country, then our country's in good hands.
Anthony Godfrey:
I agree completely. We are in good hands in the future with these students. How will the support of Riverton High’s Silver Rush make a difference at the Children's Justice Center?
Sim Gill:
Oh, it's gonna make a tremendous difference. Every year, you know, your community may not know that the Children Justice Center was created specifically to work with children and families who’ve undergone often some horrific trauma in terms of either sexual abuse or physical abuse. And we roughly help about 1500 families each year. So, it's not just the individuals, but it's their families. So, these resources will help us to lean into that space to create a safe place for these survivors of these crimes and their families to be able to go through this experience and then transition on. So it's about getting access of services to get them the resources that they need, but more importantly, to let them know that there is a community that cares and is there to help some of our most vulnerable victims in our community.
Anthony Godfrey:
Right. What would you like to say to the students and community members who've been involved in Silver Rush this year to help support the Children's Justice Center?
Sim Gill:
I want them to know that they are making a difference. Sometimes we question what I do, is that gonna make a difference? I can assure them to every student who committed and supported this, that individual action is being amplified and multiplied and it is going to make a difference in the life of some child, some family, and they are actually helping us solve this problem. And they can be absolutely proud of that fact.
Anthony Godfrey:
Thank you very much for being here and for all the work you do with the Children's Justice Center.
Sim Gill:
Thank you. Thank you for the invitation. What a great event to be a part of, especially during the holiday season. It just warms my heart up and so thank you.
Anthony Godfrey:
Thank you very much.
We're talking now with Susanne Mitchell, Associate Division Director for Victim Support Services. Tell me, how does it feel to see students supporting the Children's Justice Center like this? Have you ever experienced anything like this?
Susanne Mitchell:
I've had the fortunate experience of working with a lot of schools on cool projects like this. I had no idea Riverton students could reach new heights above and beyond my wildest dreams. It really makes it extra special for me because my children went to Riverton High School and graduated from here. So I have a special place in my heart for what's going on here, and I love that the students rallied and embraced this concept of making a safe community for victims to come forward and speak about abuse. So not only did they try and raise funds, but they've been really proactive in raising awareness and creating a beautiful place for their students to feel safe with each other.
Anthony Godfrey:
That's really cool that your own kids were a part of Silver Rush years ago. How did that impact them personally?
Susanne Mitchell:
I told my daughter what was going on and right away she said she has the happiest memories, and she knows the excitement that builds up for something like this. And I really think it creates an opportunity for the students to experience leadership that they will use in the future. I mean, what's happening here through this project is above and beyond just a donation.
Anthony Godfrey:
I agree completely. There are layers to the impact this has on the students and community members who are involved. Now you have a guest with you here as well?
Susanne Mitchell:
Yes. Let me introduce, Colby Wilcock is the President of the Friends of the Children's Justice Center nonprofit, dedicated to supporting the program with a mission of empowering children to speak up and feel supported.
Anthony Godfrey:
Thank you very much for being here. What are some of the impacts that these funds that the kids have raised will have?
Colby Wilcock:
One of the greatest ways that these funds get to be used is that when a child comes into us at the situation of having to face a trauma that they've been through there are certain rules that have to be followed in the justice system and in the legal process. And so our government friends cannot do certain things like provide comforts or experiences or even relief to these children and their families.
Anthony Godfrey:
Because of the role they play in resolving the situation.
Colby Wilcock:
That's right. And so because what would happen is they end up being considered tampering with evidence. Right? So what we can do is come in as a third party entity. We have no rules holding us back and we can do anything we want to help empower both this child and their family. And this is something that we've been leaning really hard into this year as a nonprofit, is to not just focus on the victim, but also the family. Because there are so many other people that are involved in the process and in the experience that live with the trauma and sometimes don't have that rehabilitation happen in their lives.
Anthony Godfrey:
Well, thank you for the work you do and I think there's gonna be some really exciting news about the outcome here. I just keep hearing about how impactful this particular cause has been for students. So I'm excited to celebrate with students here and with all of you and I think we're gonna be really, really excited about the results.
Colby Wilcock:
Thank you so much.
Anthony Godfrey:
Thank you. Let's go into the gym now, and we're going to participate in that assembly and the reveal of the final amount that students have raised here at Riverton High School through Silver Rush 2022.
SBO President Skyler Anderson:
Thank you all. Thank you so much for being here. I’ve really enjoyed being able to thank all of you for allowing me to be in a position where I have been able to experience Silver Rush in such an incredible way. Thank you all for the bottom of my heart. You guys are the ones who make this possible. You guys are the ones who've done all of this throughout all the years that Riverton has been around. So sorry, this is getting repetitive, but for one last time, for all the students who gave time or donations this year, all the organizations who ran events and activities, the teachers and faculty of our school, including janitors who stayed at the school for many late nights, to our community and local businesses who fully support us, and everyone else who has been a part of the incredible experiences that Silver Rush provides. Can I please have you give a loud cheer to those who made Silver Rush successful this year?
Before we start the video, a message to the seniors, our last Silver Rush is over, but the change will never end. In fact, it is still going. Since the banner was made less than 30 minutes ago, we have just been informed that an additional $50,000 has been received that will not be on the banner. Always keep charity in your heart for a little help to have pure love for all that you need in your life. Congratulations, Riverton. Now without further ado, please start the video and turn off the lights.
Anthony Godfrey:
All right. We have pretty much every phone in the place is aimed at the banner. It's about to go up. And they announced right before the banner went up that there was an additional $50,000 that will add to this total. The air is electric here. The kids came running out of the bleachers onto the floor. It's so exciting. So the banner announcing the amount is about to be hoisted up in the gym. They're hoisting the banner. Wow. $212,000 with an additional $50,000. $262,000! Wow! That is a record. That is a record at a school that raises so much money every year. $212,000 plus $50,000. $262,000. Tears and excitement everywhere. I cannot even hear myself. This is incredible. What an effort by the school and community. It's something for everyone to be proud of. Incredible.
We're gonna track down the student body President Skyler Anderson, and try to pull him from the thongs of students who will be celebrating with him and talk with him about what this means to him.
We were able to track down Skyler Anderson amidst the throngs of celebrating students $262,000. How does that feel?
Skyler Anderson:
It makes me speechless.
Anthony Godfrey:
It's emotional for me, just being here and being able to witness the enthusiasm from the crowd. They love seeing you come on stage, but they're so unified in this effort. It's just obvious.
Skyler Anderson:
It is so incredible what we're able to do here at Riverton. How we can have all 2000 students that go to our school come together for one cause and to help so many people. And I really just hope that it changes who each and every one of us are as people, so that once we're done with high school and this is all over, that we keep giving and that we just be better people than we are today.
Anthony Godfrey:
What do you think it says about this student body that you represent, that they're able to unite around an effort as important as this and have results as incredible as this?
Skyler Anderson:
Honestly, it's just amazing. The community that we have here in Riverton that has been cultivated throughout so many years. And it says so much about who the people are that live in this community and that they're willing to give of themselves to help people that are in need.
Anthony Godfrey:
And to see high school students around a cause like this is inspiring to every single person here.
Skyler Anderson:
Thank you so much. It definitely is.
Anthony Godfrey:
I hope that you can get some rest over the break. I'm sure you haven't had much for a very long time.
Skyler Anderson:
I'm excited. I get to go spend some time with my family and it'll be great.
Anthony Godfrey:
Well, you deserve it. Thanks for your leadership and for giving a huge boost to my holiday season.
Skyler Anderson:
Well, thank you. Thanks for all that you do for us.
Anthony Godfrey:
It is such a thrill to have been here at Riverton High School. What a wonderful effort. And I know that schools throughout the district have raised hundreds of thousands of dollars to benefit others. It's really inspiring and I'm really proud to be associated with all of these efforts throughout our district. Congratulations to everyone who's been a part of that, and I hope everyone has a wonderful winter break. And thank you for joining us on another episode of the Supercast. And remember, education is the most important thing you'll do today. We'll see you out there.
It was a magical night of holiday music at Herriman High School as students from across the district gathered for a Christmas Concert like no other.
On this episode of the Supercast, we invite you to enjoy music that is bound to put you in the holiday spirit, performed by some really talented high school students.
Audio TranscriptionAnthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. It was a magical night of holiday music at Herriman High School as students from across the district gathered for a Christmas concert like no other. On this episode of the Supercast, we invite you to enjoy music that is bound to put you in the holiday spirit, performed by some really talented high school students. What makes this concert even more incredible? The show went on despite a school-wide power outage. It didn't stop students from singing their hearts out for the holidays.
Speaker 1:
Good evening, this is Riverton High School. Great to be with you. We'd like to sing for you first, an African American spiritual called Children, Go Where I Send Thee. It is an old familiar one, often sung with Christmas. The composer did some fun things to bring it into 2022, so you'll hear a rap and you'll hear an Audra McDonald type soloist. So that is Kate on the solo and Peter on the rap. We’ll have them come way forward so hopefully you can hear them. And we’ll ask the choir to go way down on their solo, we'll adjust. Thank you.
Soloist Singing:
Children, go where I send thee
How shall I send thee?
Choir:
Children, go where I send thee
How shall I send thee?
I'm gonna send thee one by one
One for the little bitty baby
Wrapped in swaddling clothing
Laid down in a manger
That’s born, born, born, born in Bethlehem
Children, go where I send thee
How shall I send thee?
I'm gonna send you two by two
Two for Paul and Silas
One for the little bitty baby
Wrapped in swaddling clothing
Laid down in a manger
That’s born, born, born, born in Bethlehem
Children, go where I send thee
How shall I send thee?
I'm gonna send thee ten by ten
Ten for ten commandments
Nine for the nine that dressed so fine
Eight for the eight that stood at the gate
Seven for the seven that went up to heaven
Six for the six that never got fixed
Five the for gospel preachers
Four for the four that stood at the door
Three for the Hebrew children
Two for Paul and Silas
One for the little bitty baby
Wrapped in swaddling clothing
Laid down in a manger
That’s born, born, born, born in Bethlehem.
Peter (rapping):
The story that I’m writin’, seed to sow is never ending
everlasting to everlasting and you know it’s on to heaven,
You get the God message in the aim is a lesson
and quit the instant messin and the messages are festerin’
Softening our hearts and it’s reachin’ all the people.
We do this in the streets and underneath the steeple.
Rather talk the talk but the young ones walk the walk.
They are crawlin’ in the dark but my voice it is the torch.
Drink the milk, eat the meat, fallin’ at the Savior’s feet.
The sinner take a peek, everybody take a peek
at the heart of the matter he’s the King of Kings.
Married to the church I got the Lord of the rings.
Gold streets where I’m dancin’, Father got mansions,
beauty in God imagine. What do you fathom?
You heard this story to grow. Hey! So it’s time to go!
Hey! Hey! You heard this story to grow.
Love and light so it’s time to go!
Hey! You heard this story to grow.
Love and light so it’s time to go!
I'm gonna send thee ten by ten
Ten for ten commandments
Nine for the nine that dressed so fine
Eight for the eight that stood at the gate
Seven for the seven that went up to heaven
Six for the six that never got fixed, and he never got fixed, and he never got fixed, so he never got fixed, so he never got fixed.
Five the for gospel preachers
Four for the four that stood at the door
Three for the Hebrew children
Two for Paul and Silas
One for the little bitty baby
Wrapped all up in swaddling clothing
Laid down in a manger.
That’s born, born, born, born, born, born, born, born!
Soloist singing:
Children go where I send thee.
How shall I send thee?
Speaker2:
Hello, this is the Herriman High School A Cappella. Tonight, we'll sing for you First I Met Thee from Home Alone, actually Home Alone II, Merry Christmas, Merry Christmas, and Somewhere in My Memory by John Williams.
Choir Singing:
Merry Christmas, Merry Christmas!
Sing a song for the glorious season.
Merry Christmas, Merry Christmas!
Sing a song for a happy new year.
Sing merrily, merrily, loud and strong,
Welcome the wintry season.
Just follow along with the holiday song.
Santa is here again, yes!
Merry Christmas, Merry Christmas!
Sing a song for the glorious season.
Merry Christmas, Merry Christmas!
Sing a song for a happy new year.
The reindeer fly, if you need any proof.
It's merely a matter of reason.
Just listen, you'll hear when they land on the roof.
Santa is here again, yes!
Merry Christmas, Merry Christmas!
Sing a song for the glorious season.
Merry Christmas, Merry Christmas!
Sing a song for a happy new year.
Merry Christmas, Merry Christmas!
Sing a song for the obvious reason.
Merry Christmas, Merry Christmas!
It’s a magical, miracle, annual, lyrical,
sing-along now, sing a song for a happy new year!
Sing merrily, merrily, loud and strong,
Welcome the wintry season.
Just follow along with the holiday song.
Santa is here again, yes!
Merry Christmas, Merry Christmas!
Sing a song for the glorious season.
Merry Christmas, Merry Christmas!
Sing a song for a happy new year.
Merry Christmas, Merry Christmas!
Sing a song for the obvious reason.
Merry Christmas, Merry Christmas!
It’s a magical, miracle, annual, lyrical,
sing-along now, sing a song for a happy new year!
Choir Singing:
Candles in the window
Shadows painting the ceiling
Gazing at the fire glow
Feeling that gingerbread feeling
Precious moments, special people
Happy faces, I can see
Somewhere in my memory
Christmas joys all around me
Living in my memory
All of the music, all of the magic
All of the family, home here with me
Somewhere in my memory
All of the music, all of the magic
All of the family, home here with me
Speaker 3:
Good evening. This is a Legacy Choir from Mountain Ridge High School. We are pleased to sing Ola Gjeilo’s Tundra, conducted by our beloved student teacher, Bryce Hammond.
Choir Singing:
Wide, worn and weathered,
Sacred expanse
Of green and white and granite grey;
Snowy patches strewn,
Anchored to the craggy earth,
Unmoving, unmoving;
While clouds dance
Across the vast, eternal sky, eternal sky.
While clouds dance
Across the vast, eternal sky.
Anthony Godfrey:
Stay with us. When we come back the sweet sounds of Christmas from Copper Hills High and Bingham High School.
Break:
Are you looking for a job right now? Looking to work in a fun and supportive environment with great pay and a rewarding career? Jordan School District is hiring. We're currently filling full and part-time positions. You can work and make a difference in young life and education as a classroom assistant or a substitute teacher. Apply to work in one of our school cafeterias where our lunch staff serves up big smiles with great food every day. We're also looking to hire custodians and bus drivers. In Jordan School District we like to say people come for the job and enjoy the adventure. Apply today at employment.jordandistrict.org
Anthony Godfrey:
Welcome back. Now we'll hear from the Copper Hills High School Choir.
Speaker 4:
We are performing Niño Lindo by Julian Wachner.
Choir Singing:
Niño lindo
Niño lindo
Niño lindo
Niño lindo
Niño lindo
Niño lindo
Niño lindo, ante ti me rindo,
Niño lindo, eres tú mi Dios.
Niño lindo, ante ti me rindo,
Niño lindo, eres tú mi Dios.
Niño lindo, ante ti me rindo,
Niño lindo, eres tú mi Dios.
Esa tu hermosura, ese tu candor
El alma me roba, el alma me roba
Me roba el amor
Niño lindo, ante ti me rindo,
Niño lindo, eres tú mi Dios.
Niño lindo, ante ti me rindo,
Niño lindo, eres tú mi Dios.
Niño lindo, ante ti me rindo,
Niño lindo, eres tú mi Dios.
La vida bien mío, mi alma también
Te ofrezco gustoso, te ofrezco gustoso
Rendido a tus pies
Niño lindo, ante ti me rindo,
Niño lindo, eres tú mi Dios.
Niño lindo, ante ti me rindo,
Niño lindo, eres tú mi Dios.
Niño lindo, ante ti me rindo,
Niño lindo, eres tú mi Dios.
Adiós, tierno infante
Adiós, niño, adiós
Adiós, dulce amante
Adiós, dulce amante
Adiós, niño, adiós
Niño lindo, ante ti me rindo,
Niño lindo, eres tú mi Dios.
Niño lindo, ante ti me rindo,
Niño lindo, eres tú mi Dios.
Niño lindo, ante ti me rindo,
Niño lindo, eres tú mi Dios.
Niño lindo
Niño lindo
Niño lindo
Niño lindo
Niño lindo
Niño lindo
Speaker 5:
Hello everyone, good evening. We are Bingham High School A Capella choir, and we'll end with a perennial American favorite, Jingle Bells.
Choir Singing:
Jingle, jingle, jingle, jingle.
Jingle, jingle, jingle, jingle.
Oh, what fun it is to ride in a one horse open sleigh.
Jingle, jingle, jingle, jingle.
Jingle, jingle, jingle, jingle.
Oh, what fun it is to ride in a one horse open sleigh.
Dashing through the snow,
in a one-horse open sleigh.
O’er the fields we go,
laughing all the way.
Bells on bobtails ring,
making spirits bright.
What fun it is to ride and sing
a sleighing song tonight.
Jingle bells, jingle bells,
jingle all the way.
Oh what fun it is to ride
in a one-horse open sleigh.
Jingle bells, jingle bells,
jingle all the way.
Oh what fun it is to ride
in a one-horse open sleigh.
A day or two ago
I thought I'd take a ride
And soon, Miss Fanny Bright
Was seated by my side,
The horse was lean and lank
Misfortune seemed his lot
He got into a drifted bank
And then we got upsot.
Jingle bells, jingle bells,
jingle all the way.
Oh what fun it is to ride
in a one-horse open sleigh. Hey!
Jingle bells, jingle bells,
jingle all the way.
Oh what fun it is to ride
in a one-horse open sleigh.
A one horse open sleigh.
Anthony Godfrey:
Thanks for joining us on another episode of the Supercast. Remember, education is the most important thing you'll do today. We'll see you out there.
It is a holiday tradition started by one teacher at Herriman Elementary School, now helping homeless children and teens throughout the year.
On this episode of the Supercast, find out how a pajama project is bringing comfort to people served by the Road Home Shelter on cold winter nights and beyond.
Audio TranscriptionAnthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. It is a holiday tradition started by one teacher at Herriman Elementary School, now helping homeless children and teens throughout the year. On this episode of the Supercast, find out how a pajama project is bringing comfort to people served by the Road Home Shelter on cold winter nights and beyond.
We're at Herriman Elementary to talk about a service project, and here with us is Kelly Grundy. Introduce yourself and tell us a little bit about this project.
Kelly Grundy:
My name is Kelly Grundy and I teach here at Herriman Elementary. I teach fourth grade and they're pretty amazing. We have started a pajama project. Actually I started it years ago, but my fourth grade class is joining in with us and we're gonna get it going and they're super excited.
Anthony Godfrey:
Now when you say years ago, it was 14 years ago. Am I correct?
Kelly Grundy:
Yes.
Anthony Godfrey:
That's a long time.
Kelly Grundy:
It's been a long time. I started, the idea came from teaching, actually. I'm a student from Bingham High School, and then when I started teaching, I taught in North Las Vegas. That was my first teaching job.
Anthony Godfrey:
Oh, wow.
Kelly Grundy:
And it was very different from where I came from. And a little bit of an eye opener. I taught a fifth grade class and when I was teaching there, my very first year, we were talking about traditions and I told them that we dress up alike at Christmas time and wear silly pajamas. And after the class discussion, I had a couple of students come up after, and they were in fifth grade and they said, Mrs. Grundy, what are pajamas? And I said, what do you mean? You know? And I didn't understand their question. They really didn't know what pajamas were because they'd been living in the shelter and it just wasn't something they were familiar with or needed in life.
And so that stuck with me and I ended up speaking with one of the counselors at the shelter and I told her about that experience because it was an odd moment for me. And she said, it's just not something they need. It's a want. It's not required for their life. You know, food and things come first. And that just broke me. And she also talked to me for a while about how symbolic pajamas are for kids in homeless shelters or in transient situations and how changing out of pajamas and putting on a new pair of clothes and doing that little routine at night really makes them feel like they have a home and makes them feel, you know, like they've got a different way of life. And that was really symbolic for them to change clothes at night. So once I heard that, I said, ‘okay, I'm in.’
So I've been collecting with my family, just here and there. My kids from the district, they'll tell their school teachers and we've been collecting for years. And when I would teach, we'd kind of do it here and there, or my community and stuff. So I've been doing it for 14 years, but last year when I started teaching fourth grade, I was telling my students about the project and I said, my family has been doing this for years. And they just lit up. They said, ‘we want help.’ So I thought, ‘oh, can they? Can I do that with kids?’ You know, are they gonna really do it? I mean, pajamas aren't cheap and I don't know if this is something they can do. The students here at Herriman and the community just went crazy. And they ended up collecting over 250 pairs, and we packaged them up, and each kid in the class wrote little tags on each individual pajamas saying, you know, we love you.
Anthony Godfrey:
So it was personalized.
Kelly Grundy:
It was awesome. And so I thought, okay, I'm doing this with my students now for the duration of my time because they really had a great time doing it. And they loved it. And they're so excited. We've already started collecting and they've already brought in bags and they walk around, they tell their cousins and family and they're just really passionate about spreading the news.
Anthony Godfrey:
Now tell me again, the first time that you did it with students.
Kelly Grundy:
First time I did it with my own students was last year here at Herriman.
Anthony Godfrey:
Wow. And you were pretty surprised by the reaction it sounds like.
Kelly Grundy:
Yeah. Absolutely. I didn't think it would be. It's harder than collecting, you know, little cans or something small. Pajamas seem like a big ask.
Anthony Godfrey:
You don't say, ‘oh, hey, I have a new set of pajamas that will be perfect for a child in this drawer right here. Let me go ahead and grab them’, in the same way we can maybe grab food out of the pantry. So you have to be pretty intentional about saying, I'm in. I'm gonna participate.
Kelly Grundy:
Yes. And so I thought, well, I'll invite them and they'll bring a couple. They'll participate a little bit. And so I, you know, sent messages out. The kids made their own fliers and they wrote up a little thing about it and they shared it with people. And I thought, well, I'll get a couple out of this. And this area just from Herriman Elementary collected 250 pair.
Anthony Godfrey:
That's amazing.
Kelly Grundy:
It was amazing.
Anthony Godfrey:
Do you have this year’s flier?
Kelly Grundy:
Yes.
Anthony Godfrey:
Let's take a look. Is this from students as well?
Kelly Grundy:
Yes.
Anthony Godfrey:
Very cool.
Kelly Grundy:
We kind of worked together. They came up with what they wanted to say and we added it all together on the flier.
Anthony Godfrey:
14th annual. That feels pretty cool, doesn’t it?
Kelly Grundy:
Yeah. Yes. It was exciting. One year when I returned back, a cute little boy walked down the hall, said ‘the pajama lady's here.’ Okay, I gotta do this.
Anthony Godfrey:
Hey, there are worse things to be known for.
Kelly Grundy:
Yeah. I was excited. I was excited that I had a purpose.
Anthony Godfrey:
That's pretty great. So do you get a pretty wide variety of pajamas coming your way?
Kelly Grundy:
Yes. And for that reason this year, the data that we've got from the shelter says that there's 180 children that they wanna collect for. But with that being said, they don't tell us the sizes exactly. They can break down the ages, but they don't necessarily know their size always. And what they want. So with that, we try to double it. We try to double what they need so that there's choices. And that they're able to maybe even get a couple if they can, but the ranges go from, you know, two to four, but a four year old might wear a size eight, I mean, you just don't know what they're actually gonna wear. And the teenagers wear adult sizes. It's all over the spectrum. So for that reason, we try to double it if we can. So they've got 180 children that they're gonna service this year. So we're aiming for approximately 400 if we can get there.
Anthony Godfrey:
And if someone listening wants to become a part of this and contribute, how do they do that?
Kelly Grundy:
So they can drop off pajamas to Herriman High School. They can email me, I can come get them. Herriman Elementary has a Facebook page that has our flier on there. Any of those ways, we'll get it anyway that we can.
Anthony Godfrey:
And do you find people without a connection to the school necessarily, pitching in?
Kelly Grundy:
Oh, yeah. Yeah. Just random. The kids will take them to family members and, and somebody, I've had a couple people already who one of the children's parents put on Facebook and I had strangers emailing and calling and say, ‘I've heard about this and it sounds awesome.’ So they brought it over to us and dropped it off, and we don't even know where they heard about it. So we're, we were excited to have that.
Anthony Godfrey:
That's exciting. And it's encouraging to have that kind of support. Stay with us, when we come back hear a student talk about the pajama project and why she loves the tradition of giving back.
Break:
Hello, I'm Tracy Miller, President of the Jordan School District Board of Education. There are seven members on the Board of Education, one in each voting district. We are committed to listening and serving our constituents as we work together to provide the best possible learning environment for the students we serve. As members of the Jordan Board of Education, we believe it is our duty and responsibility to: increase student achievement; provide parents with the choices they deserve and desire; recognize and reward quality in educators; empower school leaders through policy governance and professional development; and communicate with the public, legislators, business leaders, cities, and parents. We invite you to get to know the Board member who represents you in your voting district, and to please join us at our monthly board meeting held on the fourth Tuesday of every month. Or listen from the comfort of your home, on our live stream. For more information and to find your Board member, visit jordandistrict.org. With parent and community input and support we will continue our work to give students every opportunity to succeed in Jordan District schools and beyond. Thank you for your support. We look forward to seeing you soon.
Anthony Godfrey:
We also have the principal of Herriman Elementary, Bobbie Nixon here. Bobbie, what, what impact does this have on your school?
Bobbie Nixon:
I think this is wonderful for our school because it helps our students give. And I think the earlier you can learn to give the better. We've had different projects over the years, but I think this project from Mrs. Grundy is helpful because it can help so many people in a way we hadn't considered before.
Anthony Godfrey:
What are some of the reactions you've heard from parents and students who have heard about the project and gotten involved?
Bobbie Nixon:
I've heard from parents that they love giving pajamas. Pajamas are all over this time of year, and Ms. Grundy purposely does it at this time of the year. You can go into any store and they're on sale and they're Christmasy and it makes 'em feel warm and snugly at this time of year. I've heard that their students get excited about giving and about making the note. And like I said, it's known about pajamas. We have the flyers everywhere, like on our Facebook. It's also caught on like, not only to do the pajamas, but now our third grade is like catching up for Utah Humane Society. So it's catching on, like just to do service and good things.
Anthony Godfrey:
So there's momentum that you really can't fight. Once they get a taste for service, it expands into other areas. And you're right, the younger the better because it feels great. And, it's a great time of year to be doing it. And every time they put on their own pajamas, they're reminded of the opportunity that they've taken to provide that for someone else. And I think that's exciting. Part of education is getting outside of yourself and connecting to the broader world. And this is a great way to do that.
Kelly Grundy:
Yeah. And I've noticed within my class, just once we started talking about the project, made the flier and started talking, they in general have kind of created a more giving community within each other. I know we have a little thankful jar in our class. And once we start talking about this project, they fill out a little slip of paper with things they're thankful for and they put it in the jar. Once we started the project, the jar started filling up, they started being more thankful. They push in chairs for each other. They're just a little bit more thankful. We did another project that we got a gift card for our class to buy supplies and they all said, let's, let's buy pajamas. And they are not thinking of themselves anymore. They really have a different vocabulary and they have a different way of talking. And it's brought a little bit, a lot of unity within our classroom as well.
Anthony Godfrey:
That's remarkable. The unity as well, and that they're looking out for each other. Once they went into generosity mode, it just doesn't turn off. That's beautiful. That's awesome. I love that. Speaking of, we actually do have a student here with us. Introduce yourself.
Emily:
My name is Emily and I'm a fourth grader at Herriman Elementary.
Anthony Godfrey:
And Emily, what do you think about this project?
Emily:
I'm really excited for it.
Anthony Godfrey:
What do you like about the pajama project?
Emily:
I just like how we are helping the people at the Road Home Shelter just have pajamas and be more comfy.
Anthony Godfrey:
How do you think it feels to you and your classmates just to have that opportunity and to be focused on something outside of your school and outside of your classroom?
Emily:
I really like it because we've, like, as she said, we've grown more unity with each other.
Anthony Godfrey:
That's exciting. So, you can tell a difference in the way you're treating each other.
Emily:
Yeah.
Anthony Godfrey:
I see that you yourself are wearing pajamas today. And tell me about the pattern you've chosen there.
Emily:
It's Harry Potter.
Anthony Godfrey:
Yes. And is there a particular house or are they all represented?
Emily:
Yes.
Anthony Godfrey:
They're all represented.
Kelly Grundy:
What house are you from?
Emily:
I'm in Gryffindor.
Anthony Godfrey:
Gryffindor? I kind of got a Gryffindor vibe as I walked into the office, but I wasn't sure. Okay. Sounds good. Of the donated pajamas coming in, what's the favorite that you've seen? Have you seen a cool pattern?
Emily:
Yeah, I saw a couple like of TV shows, like I'm pretty sure I saw my Little Pony one and also a Mario one, and I like the
Anthony Godfrey:
Oh, nice. Some of the branded stuff. Okay.
Kelly Grundy:
I do know, when I asked my class, some of the things they're most excited about doing, they're excited about collecting them. But for those that are maybe not able to collect as many, they're excited to make little hand-made notes that have little drawings on them. They spend time drawing these little drawings and they say, ‘you are special’, or ‘we love you’. And then on the back we’ll put the size and things like that for the parents to go through and pick. And then we just wrap it up in string. But the kids get really excited to make those handwritten notes, and they get excited knowing that they don't know who they're going to. But it's gonna go to somebody we've talked about in class. It's gonna go to somebody who needs to hear that they were thought of and not just given it to, but they're gonna put as much of their own personality to each individual tag as they can. So they get really excited about making the tags and putting their own little touch and telling someone that they're special.
Anthony Godfrey:
I love how that personalizes it. It adds another layer to the connection that they feel. Did you do tags last year or is that new this year?
Kelly Grundy:
I did and that was the biggest surprise. Cause I collected pajamas before, pre Covid. We used to wrap them, like physically wrap them, but then since Covid they said maybe not. So we just do ribbon. And I thought, well I’ll just have the kids help tie the ribbon. We did some lessons, we had to teach them how to curl the ribbons. It was fun for the kids to practice, and they got a kick out of that. But then I thought, well, we'll have these tags, which I always have done tags with a size on it, but I had never put anything on the back. And so the kids actually had thought of it last year, and when they started it just snowballed. And that ended up being the biggest, most exciting thing for them is to individualize.
They weren't hurrying through each one. They really went through, and we ended up making 500 different individual tags to tie onto them. And they all put their little heart and soul into each tag and put a little message. And I was touched when I saw some of the things that they had written that I didn't tell them to write. But these little fourth graders had come up with their own little messages and just encouraging, just a little thought. And it was really touching that they were showing each other, and asking each other, and how do you spell this? And it was really from the heart and you could tell it. We really brought a spirit into our classroom last year. So we're excited to do that this year. For the same group of people.
Anthony Godfrey:
Well, just like pajamas themselves. This pajama project kind of makes me feel warm all over that you get to create this opportunity for kids and this connection with the community. It's inspiring and it's really exciting. Thank you for providing that for the community and for your students.
Kelly Grundy:
You are welcome. I'm excited to do it.
Anthony Godfrey:
Thanks for joining us on another episode of The Supercast. Remember, education is the most important thing you'll do today. We'll see you out there.
It was a day filled with fun and a focus on the ultimate prize, helping to break the World Record in Sport Stacking.
On this episode of the Supercast, we take you to Terra Linda Elementary School where students joined others around the world in a race against the clock stacking specially designed cups in something called the 2022 STACK UP. Find out how Terra Linda contributed to breaking the world record in a big way.
Audio TranscriptionAnthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. It was a day filled with fun and a focus on the ultimate prize, helping to break the world record in Sports Stacking. On this episode of the Supercast, we take you to Terra Linda Elementary School, where students joined others around the world in a race against the clock, stacking specially designed cups in something called the 2022 STACK UP! Find out how they contributed to breaking the world record in a really big way.
We're here at Terra Linda, where they are working on helping set a world record in cup stacking, and we're talking with the teacher who is overseeing all of this. Introduce yourself and tell us a little bit about today.
Jaime Scott:
Yes, I'm Jaime Scott. I'm the PE specialist here. We are just 1 class today, fifth grade, that is going to be a part of the world record. So it's going to be 3 days long. The world record is the most people sports stacking in multiple locations. So us in Utah, here at Terra Linda, other schools in Utah, other schools in the United States, and then schools in different countries, where we're all working to beat the 2019 record, which was 638,000. But the goal is to beat 650,000 people. They've been doing this for quite a few years. This is our first year at Terra Linda.
Anthony Godfrey:
Oh, so you were not involved in the previous world record.
Jaime Scott:
We were not involved in any previous ones. This is our first time, but I'm expecting about 445 students to help with this record at Terra Linda.
Anthony Godfrey:
So is the record how many people have been involved over the course of the 3 days?
Jaime Scott:
Yes. And you have to stack for 30 minutes, and then I just keep track of how many were here today, and I'm gonna turn it in at the end of the day on Thursday.
Anthony Godfrey:
So to count in the group you have to stack for 30 minutes?
Jaime Scott:
Yes. Yep.
Anthony Godfrey:
Okay. Well, I don't have time to count.
Jaime Scott:
That's okay.
Anthony Godfrey:
But that's not the first time that's happened. Okay. So I see lots of different sizes of speed stack cups. Tell me about that. Does it matter what size they're using?
Jaime Scott:
So today's kind of our fun station day. We're gonna wrap up with some jumbo stacks, which are the oversized cups, and we also have mini cups that we're kind of using with your fingertips. But your normal cups are the handheld cups that are your medium size, and that's what you'll time yourselves for a world record if you really wanted to, and that's what we mostly use.
Anthony Godfrey:
Now normally there's the pad, I see some of the pads over there.
Jaime Scott:
Yes, the mat and the timer.
Anthony Godfrey:
So the mat is there and it can detect when your hands are on the mat. Am I correct?
Jaime Scott:
Yep.
Anthony Godfrey:
And as your hands leave the mat, then the timer starts and the stacking begins.
Jaime Scott:
That’s exactly right. Yeah.
Anthony Godfrey:
Okay, but this is not that.
Jaime Scott:
Nope. We're not trying to beat any timed record. We are trying to beat the most people sports stacking in multiple locations. So right now there's probably tons of other schools that are sports stacking with us at the same time.
Anthony Godfrey:
Is it all schools that are involved or are there other locations and other groups that are part of the sport stacking?
Jaime Scott:
It would be other schools K-12, maybe some groups, some teams that would be doing it too. But yeah, there's really no.
Anthony Godfrey:
And is this international or just in the US?
Jaime Scott:
Yes, it is worldwide.
Anthony Godfrey:
Okay. So we're part of a worldwide making of history today.
Jaime Scott:
Yes.
Anthony Godfrey:
So tell me, what is it that got you connected to this global effort in cup stacking?
Jaime Scott:
So there were sports stacks when I came to school here four years ago. And it took me two years to kind of learn how to do it. So last year they learned sports stacks for the first time. It was later in the year. And then once I started doing my research, I realized, ‘oh, there's like a national, not a national day, but a day that they set aside to beat a world record.’ So that time I finally built into my curriculum so that we could take part of it. So this is their third day of sports stacking. So it's kind of our fun day.
Anthony Godfrey:
Yeah. Great. So what kind of training have they been doing leading up to this day?
Jaime Scott:
Yes. So we've learned the 3 stack, which is the very simple stack, just learning how to switch your hands. Then you add in two.
Anthony Godfrey:
Can you show me a 3 stack? So show me a 3 stack.
Jaime Scott:
You will get 3 cups in front of you. You'll always lead with your favorite hand.
Anthony Godfrey:
Okay, I’m going to try it. Do the flames on the cup help actually?
Jaime Scott:
Do the flames help? What do you think students?
Anthony Godfrey:
Do the flames help? Oh, the flame cups are faster. That's good to know. All right. At least I've got the fast cups. Except now I don't have an excuse. Maybe I should grab the slow cups because then it would be obvious.
Jaime Scott:
Here you go. Pink ones.
Anthony Godfrey:
The pink ones are slow.
Jaime Scott:
There you go.
Anthony Godfrey:
Or the purple.
Jaime Scott:
Purple, okay.
Anthony Godfrey:
Or the green. You know what green feels right. Going with green. All right.
Jaime Scott:
So you always wanna start with your favorite hand. So favorite hand's gonna grab first, set it right next, and then not favorite hand and put it on top. Now your other favorite hand, you're gonna down stack and grab with your not favorite hand. Put it on top. So you have to switch hands. That is our rule.
Anthony Godfrey:
Switching hands.
Jaime Scott:
It's a world cup rule.
Anthony Godfrey:
Not favorite hand. Sounds a little mean.
Jaime Scott:
I know.
Anthony Godfrey:
It's just my right hand.
Jaime Scott:
Well, some kids don't know right hand and left hand.
Anthony Godfrey:
That makes sense. Okay, I got it. I got it. So, they’re all stacked.
Jaime Scott:
So you gotta start with 'em together. Favorite hand. Not favorite hand.
Anthony Godfrey:
I already messed up, it already fell over.
Jaime Scott:
It's okay. We mess up a lot, don't we?
Anthony Godfrey:
Yeah. That's what it's about, right?
Jaime Scott:
Yeah, growth mindset.
Anthony Godfrey:
All right, here we go.
Jaime Scott:
Favorite hand, not favorite hand.
Anthony Godfrey:
Favorite hand. Not favorite hand.
Jaime Scott:
Favorite hand stacked down. Pull it that way. Good. Now not favorite hand. Put it on top.
Anthony Godfrey:
Okay. Now I’ve got my favorite and my not favorite mixed up. Let's do it 1 more time. Okay.
Jaime Scott:
Okay. Favorite, not favorite hand. Switch. Favorite hand. Not favorite.
Anthony Godfrey:
I got it! That's the 3 stack.
Jaime Scott:
That's the 3 stack.
Anthony Godfrey:
Thank you very much.
Jaime Scott:
Yes!
Anthony Godfrey:
Thank you. And that is the first step.
Jaime Scott:
That’s the first step.
Anthony Godfrey:
That's the most basic move. Okay.
Jaime Scott:
Yep. Then we add in two more stacks of 3.
Anthony Godfrey:
Well, now that seems like a big leap forward. All right, let's try that.
Jaime Scott:
Okay. Now you wanna start on the opposite side. So you're always going 1 direction, towards your favorite hand. So you're gonna start here.
Anthony Godfrey:
Okay, this is my favorite hand.
Jaime Scott:
Oh, your favorite hand’s your left hand?
Anthony Godfrey:
Yep.
Jaime Scott:
Okay, so you're gonna start over here.
Anthony Godfrey:
Okay. And what do I do?
Jaime Scott:
So start over here with your favorite hand. Okay. I'm gonna grab your hand. You're gonna go this way. So, favorite hand stack down. Not favorite hand stack on top. Favorite hand, not favorite hand.
Anthony Godfrey:
Oh yeah.
Jaime Scott:
On top. On top.
Anthony Godfrey:
Okay. On top.
Jaime Scott:
Favorite hand
Anthony Godfrey:
Favorite hand, not favorite hand.
Jaime Scott:
Now we go back to the beginning and then we down stack. So back to the beginning. Favorite hand, not favorite hand. Favorite hand, not favorite hand.
Anthony Godfrey:
Favorite hand, not favorite hand. Favorite, not favorite.
Jaime Scott:
There you go. That's the 3, 3, 3.
Anthony Godfrey:
Thank you very much.
Jaime Scott:
Now you want a timer?
Anthony Godfrey:
No, I do not want a timer.
Jaime Scott:
All right, you wanna learn
Anthony Godfrey:
What's the next step?
Jaime Scott:
3, 6, 3. And then a 6, 6. And then a 1, 10, 1. You wanna watch the kids do it?
Anthony Godfrey:
Yeah. I wanna watch. I wanna watch 1 of the kids do it. I am not going to try that next step.
Jaime Scott:
Yes. Cade, Eva, Lilli, and Cashtin. We’ll get you on.
Anthony Godfrey:
Let’s see what you’ve got.
Jaime Scott:
Okay, there you go Cashtin.
Anthony Godfrey:
Okay, tell me your names again.
Cashtin:
Cashtin.
Cade:
Cade.
Lilli:
Lilli.
Jaime Scott:
And here’s Eva.
Anthony Godfrey:
Okay, Cashtin, Cade, Lilli and?
Eva:
Eva.
Anthony Godfrey:
Eva. Okay, let’s see what you’ve got.
Jaime Scott:
Let's throw the 3, 6, 3. Everyone else you wanna come watch ‘em?
Other students:
Yes!
Jaime Scott:
Okay, let's stand an arms length away from 'em so we can give 'em plenty of space. Now you'll notice Mr. Godfrey, they all start with their hands on the table to mimic the timer. Okay. So 3, 6, 3. Ready? Go. So they're gonna start with the 3, then the 6 in the middle, and then the 3. It’s slippery on this table.
Anthony Godfrey:
Oh yeah. Okay.
Jaime Scott:
So that's the 3, 3, 3. Let's show him the 6, 6.
Student:
Can I do it? Can I do it next?
Jaime Scott:
We'll get you on here in a second. 6. 6. So now it's just two stacks of 6. Ready? Go.
Student:
I can do the 1, 10, 1. I know how to do it.
Jaime Scott:
There you go.
Students:
Cheering and talking.
Anthony Godfrey:
All right. Wow. That is impressive you guys.
Jaime Scott:
Now we put 'em all together. So it's the 3, 6, 3. The 6, 6 and 1, 10, 1. And that's called the cycle. Are you comfortable with the cycle? All four of you?
Anthony Godfrey:
So they go through the cycle of doing all of those in sequence.
Jaime Scott:
All in a row. Yes.
Anthony Godfrey:
What's the 1, 10, 1?
Jaime Scott:
1, 10, 1. Yes. You'll see. This is the hardest one. We're gonna start with the 3, 6, 3.
Anthony Godfrey:
All right.
Jaime Scott:
They’re gonna show us the cycle and show Mr. Godfrey the cycle.
Anthony Godfrey:
All right, let’s see it.
Jaime Scott:
Start in the 3, 6, 3. There you go. Then they turn it to the 6, 6. And then 1, 10, 1.
Anthony Godfrey:
Okay, how long does that normally take? On a good surface? I know this is a slick surface.
Jaime Scott:
30 seconds.
Anthony Godfrey:
Okay.
Jaime Scott:
We’ve got one 6th grader who can do it in 17 seconds.
Anthony Godfrey:
Wow. All right.
Jaime Scott:
This is the cycle. 3, 6, 3. Then a 6. 6. Stay with it. Good. There you go Cashtin.
Anthony Godfrey:
Those cups don't know what hit ‘em.
Jaime Scott:
So Eva's on the 1, 10, 1. There you go Lilli, 1, 10, 1.
Anthony Godfrey:
Wow. Oh, we have a rebuild. All right. There we go. Eva. Nice job. Everybody looks good out there.
Stay with us when we come back more with students having fun in the 2022 STACK UP!
Break:
Are you looking for a job right now? Looking to work in a fun and supportive environment with great pay and a rewarding career? Jordan School District is hiring. We're currently filling full and part-time positions. You can work and make a difference in young life and education as a classroom assistant or a substitute teacher. Apply to work in one of our school cafeterias where our lunch staff serves up big smiles with great food every day. We're also looking to hire custodians and bus drivers. In Jordan School District we like to say people come for the job and enjoy the adventure. Apply today at employment.jordandistrict.org
Anthony Godfrey:
Lilli, tell me what you like about stacking.
Lilli:
I like the cup sound.
Anthony Godfrey:
You like the cup sound? Yeah. It's kind of satisfying as you're throwing those cups around.
Lilli:
Yeah, it makes satisfying sounds.
Anthony Godfrey:
Yeah. Yeah, I think you're right. When I saw that you were doing the, is it called a 1, 10, 1 you started over because it kind of fell over. Do you have to do that sometimes?
Lilli:
Yeah. Sometimes it's just too hard to redo, so you have to restart. Like sometimes when it’s 3, 6, 3, but sometimes it's just like one at the bottom falls, so you have to restart.
Anthony Godfrey:
Does that kind of translate over to homework and other things that sometimes you just have to restart and just start over and start fresh?
Lilli:
You have to redo it several times and stuff. Yeah.
Anthony Godfrey:
Yeah. Good. Well, it looks like a lot of fun. Do you do it at home too?
Lilli:
Yeah. My brother has the flame ones, so yeah, I do do it sometimes at home.
Anthony Godfrey:
And is what they say about the flame cups true? Are they faster?
Lilli:
I don't know.
Anthony Godfrey:
That's a scientific experiment for the future, right?
Lilli:
Yeah.
Anthony Godfrey;
Okay. Eva, tell me what you like about cup stacking.
Eva:
It makes you be more faster. It could also help you with basketball. Like, almost like dribbling, it's helping you move quicker with the cups. And I also think it's cool because it's learning something new and different that a lot of people don't know.
Anthony Godfrey:
It really helps you focus too. It looked like everybody just kind of focused in and nothing else gets in your way. You just get focused on the cups.
Eva:
Yes.
Anthony Godfrey:
Now do you like sports? Do you play basketball?
Eva:
I’ve played basketball. I play soccer and I'm trying out for volleyball.
Anthony Godfrey:
Awesome. Well, good luck with volleyball.
Eva:
Thank you.
Anthony Godfrey:
That's really cool. And I'm glad to hear that the cup stacking seems to help your ball handling. Tell me what you would say to someone who's thinking about doing cup stacking.
Eva:
It's a little tricky at first, but if you keep on trying and try your hardest, you can get it.
Anthony Godfrey:
Is that a lesson that you've used in other parts of school, that even if things are hard at first with some work they can become easier?
Lilli:
Yes. Like I've heard that phrase or something like that before.
Anthony Godfrey:
Okay, great. Tell me, what do you hope kids take away from this experience?
Jaime Scott:
I hope they take away that it's fun, and it's something different, and to challenge themselves. So that's a lot of it, is that it's hard, and it takes a lot of focus, and working both sides of your brain, coordination. And it's not easy, but I hope that, you know, they see that they're active with cup stacking and that they want to take it home or get their own and just, you know, some fun like that.
Anthony Godfrey:
Well, it was interesting as I talked to the kids that they recognize that it's hard at first and it got easier with practice. And I think that's an important lesson.
Jaime Scott:
Yes, it is. That we will fail. We'll have mess ups, but just keep moving and don't give up. And I see a lot of attitudes change too. Some kids come in and they see cup stacking. It's like, ‘oh wait, I've gotten better than last year. This is kind of fun.’ So I see that a lot in PE with other units too, but I think cup stacking is the most evident to change some attitudes and mindsets.
Anthony Godfrey:
Well, it's a great addition to the PE program and obviously they're focused, they're engaged, they're concentrating, and they're having a good time too. And they were very kind to encourage me, even though I was struggling quite a lot.
Jaime Scott:
Yes, and hey, you did it in a smash course. They've gotten it in 3 days. 3 different days.
Anthony Godfrey:
Well, and I love these jumbo stacks here. These are the size of a waist basket. Yes. And they're doing the same thing. They you're doing with the handheld cups, except with something much larger and over here with a thimble, something much smaller.
Jaime Scott:
Yes. Fingertips.
Anthony Godfrey:
Have you found that it's physically challenging for the kids?
Jaime Scott:
I do add in cardio to each lesson. So I do add in some exercise portion, but other than that it's gonna be more coordination and quickness.
Anthony Godfrey:
Dexterity.
Jaime Scott:
Dexterity, working to get ambidextrous. So, I do try to add in some fitness to it, as you can see the TicTacToe Relay race.
Anthony Godfrey:
Well, and I do love the sense of efficacy. I wasn't good at this at the start. I've worked at it, I've tried and I'm better at something physical. And this is something accessible for everybody.
Jaime Scott:
It is. Yes. You can buy 'em on Amazon.
Anthony Godfrey:
Thanks for being creative and giving them such a rich experience in their PE class.
Jaime Scott:
And being a part of a world record.
Anthony Godfrey:
That's right. Yes.
According to the World Sports Stacking Association, the previous world record was 638,503 stackers participating in competitions at one time around the world. The current world record, which Terra Linda helped establish, stands at 737,480 stackers participating at one time. Congratulations Terra Linda students for being new world record holders. Thanks for joining us on another episode of the Supercast. Remember, education is the most important thing you'll do today. We'll see you out there.
Butterfield Canyon Elementary School teachers have been working hard to create meaningful connections and fun memories with parents this school year. On this episode of the Supercast, find out how a Thanksgiving performance by third-graders, followed by “Parents and Pie” is bringing everyone together in a sweet expression of thanks and gratitude this holiday season. ...continue reading "Episode 168: Butterfield Canyon Elementary School Students Celebrate Thanksgiving Enjoying “Parents and Pie”"
Students at Majestic Elementary Arts Academy received a real-life lesson in Native American culture and traditions in their classrooms recently. They were even treated to a taste of homemade Frybread. On this episode of the Supercast, we head to Majestic along with BYU’s Brenda Beyal. Brenda grew up in New Mexico as part of the ...continue reading "Episode 167: Celebrating National Native American Heritage Month with Fun in the Classroom and Homemade Frybread"
It is a process schools are required to use when they need to conduct a controlled and safe release of students to parents or guardians following an emergency, or other significant disruption to the normal school schedule. On this episode of the Supercast, we dive into the most important details of Reunification. We’ll explain why ...continue reading "Episode 166: Crucial Safety Information, What Parents Need to Know About Reunification in a School Crisis"
It is an opportunity like no other for students to grow their talents and perfect their skills creating beautiful flower arrangements for actual weddings and other special events around town. On this episode of the Supercast, find out what the Floriculture program at Mountain Ridge High School is all about and how a career focused ...continue reading "Episode 165: Students Grow Their Flower Arranging Skills in Fun Floriculture Program"
They are hair and nail designs custom-made for a horrifying Halloween competition. On this episode of the Supercast, we take you inside the JATC South in Riverton where Hair Design and Nail Tech students get really creative in a costume contest like no other. Find out how they put their talents to the test in ...continue reading "Episode 164: JATC South Hair and Nail Students Compete in Spooktacular Halloween Contest"
They are in our schools and classrooms making a big difference every single day. On this episode of the Supercast, what it means to participate in the Utah PTA and why our schools simply wouldn’t be the same without these incredible parent volunteers. Audio Transcription Transcription coming soon.
They are the driving force behind keeping a fleet of 276 Jordan District school buses running safely and smoothly. On this National School Bus Safety Week, meet the mechanics. They are men and women who work behind the scenes, under the hood, examining engines, testing brakes, inspecting tires, even repairing upholstery on some of the ...continue reading "Episode 162: The Driving Force Behind School Bus Safety, Meet Our Mechanics"
Claire Burnham has a pretty amazing story to tell, one Claire and her family won’t soon forget. On this episode of the Supercast, meet the Bingham High School sophomore who is one of only 10 students in the nation selected to be a National Youth Storyteller at the Timpanogos Storytelling Festival. To make her story ...continue reading "Episode 161: A Bingham High Student and Her National Storytelling Success"
He is a kind, compassionate and caring special education teacher by day. However, when he’s not in the classroom, this teacher is in the weight room defying normal human strength with his deadlifting abilities. On this episode of the Supercast, meet Sheldon Russell. An incredible teacher and world record holder in powerlifting weight lifting. Find ...continue reading "Episode 160: Special Education Teacher by Day, Powerlifting World Champ by Night"
Do you know someone who is being bullied? Is it something you have experienced yourself? On this episode of the Supercast, find out what parents, schools and members of the community can do to help prevent bullying and teach kids that it is not OK. Dr. Scott Poland, one of the leading experts in bullying ...continue reading "Episode 159: How to Identify Bullying Behavior and Stand Up to Stop a Bully"
It is the state's largest two-year college, serving more than 60,000 students, offering 120 areas of study on 10 campuses in Salt Lake County On this episode of the Supercast, we sit down with Salt Lake Community College President Deneece Huftalin. Find out how the college is making higher education affordable in ways you may ...continue reading "Episode 158: The Brand New Salt Lake Community College Campus in Herriman Offering New Affordable Options for JSD Students"
A fun new campaign that focuses on kids being kind to one another is taking off at Midas Creek Elementary School. On this episode of the Supercast, we find out what “Rockin and Rollin with Kindness” is all about and how the music-themed campaign is creating lots of kindness rock stars at the school. Audio ...continue reading "Episode 157: Rockin with Kindness at Midas Creek Elementary School"
It is a course management system that supports students and teachers in and out of the classroom allowing educators to post grades, information, and assignments online. And, it helps parents be a part of the process. On this episode of the Supercast, we explore the most frequently asked questions when it comes to using Canvas. ...continue reading "Episode 156: The Most Frequently Asked Questions About Using Canvas"
It is a classroom where you will find students fully engaged, speaking another language and loving every minute of it. On this episode of the Supercast, we take you to Fox Hollow Elementary School where some sixth-grade students share their experience in a French Dual Language Immersion class. They speak to Superintendent Godfrey who is ...continue reading "Episode 155: Students Who Love Learning Another Language"
The safety, security and well-being of all students and staff in Jordan School District is a top priority. On this episode of the Supercast, we sit down with the District’s Emergency Operations Manager to find out about on-going efforts to enhance safety measures in our schools and buildings. Also, find out how a strong partnership ...continue reading "Episode 154: Safety and Security in the New School Year"
They are headed back to class with big expectations, confident this school year will be one to remember. On this episode of the Supercast, we have some fun talking to students about what they want and hope for as they settle into new schools, making new friends and memories. We are excited to let the ...continue reading "Episode 153: A Fun Time Talking to Students About the New School Year"
They are thinking outside the box, looking beyond the typical classroom to give students hands-on learning. On this episode of the Supercast we take you to Riverton Elementary School where they are growing young minds using an outdoor garden. Find out how it works and why students can’t get enough of the outdoor classroom. Audio ...continue reading "Episode 152: Growing Young Minds with an Outdoor Garden at Riverton Elementary"
It can enhance levels of parent engagement like never before and it makes transparency a top priority. On this episode of the Supercast, we have everything you need to know about successfully using Skyward Family Access. It’s a cloud-based student information system, which allows you to access your child’s daily attendance, progress reports, grades, lunch ...continue reading "Supercast Episode 151: The Inside Scoop on Skyward to Increase Your School Connection"
Excitement is building for students, teachers and staff as the brand-new Oak Leaf Elementary School in Herriman prepares to open for the 2022-23 school. On this episode of the Supercast, we take you inside for a sneak peek at the new school. That’s where we find Principal Ronna Hoffman who is hard at work getting ...continue reading "Episode 150: Welcome to the Brand-New Oak Leaf Elementary School in Herriman"
It is an event focused on school bus driver safety and sharpening skills. Dozens of school bus drivers competed in Jordan School District’s "Bus Safety Challenge." On this episode of the Supercast, find out how school bus drivers' skills were put to the test as they snaked their way through a series of traffic cones, ...continue reading "Episode 149: Superintendent Boards the School Bus for a Big Safety Challenge"
Beginning in the new school year, families must once again apply for the income-based free and reduced lunch subsidy. That’s because the U.S. Department of Agriculture announced recently that it is returning to pre-COVID-19 rules requiring families to apply for free and reduced lunch, rather than allowing all K-12 students to receive free meals. On ...continue reading "Episode 148: Federal Government Ends COVID-19 Meal Program in Schools"
Students are earning their wings and reaching new heights in a unique high school program that focuses on hands-on learning and future careers. On this episode of the Supercast, we take you inside the Aviation Sciences Program at JATC North in West Jordan where students are able to get inside the cockpit of a flight ...continue reading "Episode 147: Aviation Sciences Program Taking Student Learning to New Heights"
He is on a fast track to achieving his dream of one day competing in the Winter Olympics. On this episode of the Supercast, we head to the Olympic Speedskating Oval in Kearns where Ray Shim, who just completed 9th grade at Mountain Creek Middle School, hits the ice for another grueling practice. Ray has ...continue reading "Episode 146: Talented Student on Fast Track to Achieving Dream of Becoming an Olympic Athlete"
There were classic cars, souped-up lawn mowers and some pretty fancy farm equipment. Students in the Bingham High School Auto Body class worked their magic turning cars and trucks into something special. On this episode of the Supercast we fire up the engines and head to the annual classic car show at Bingham High School. ...continue reading "Episode 145: Student Auto Body Talents Wow Crowd at BHS Classic Car Show"
They followed in the footsteps of their father, dedicating their lives to careers in education. On this episode of the Supercast, we meet four sisters who recently retired after spending a combined 100 years in the classroom. It is a century of work among siblings who made a big difference in the lives of students ...continue reading "Episode 144: Four Sisters Retire After a Combined 100 Years in the Classroom"
She has an undying love for teaching and the students in her care at Riverside Elementary School. On this episode of the Supercast, we sit down with 3rd grade teacher Olena Bradford who was born and raised in Ukraine and now calls Utah home. Find out how her school community has surrounded Olena with love ...continue reading "Episode 143: Riverside Elementary Rallies Around Teacher from Ukraine with Love and Support"
They have made memories to last a lifetime, sharing a love for learning, fostering great friendships and paving a solid ground for the future. On this episode of the Supercast, we sit down with members of the Jordan School District Graduating Class of 2022 to find out how they are feeling as they head into ...continue reading "Supercast Episode 142: Proud to Present the Graduating Class of 2022"
He will be running up warped walls, attempting notoriously difficult rope climbing and racing through gravity-defying obstacle courses. On this episode of the Supercast we head to the gym with Mountian Ridge High School senior Tyler Kurtzhals. Tyler is training to become the next American Ninja Warrior on the TV show which premieres on Monday, ...continue reading "Episode 141: Mountain Ridge High Student Competes on “American Ninja Warrior” TV Show"
They were already excelling in math and science in second grade. By the time they hit high school, their love of learning was paying off, paving the way for a very promising future. On this episode of the Supercast, we sit down with three Herriman High School students. All three are Sterling Scholars in STEM ...continue reading "Episode 140: The Inspiring Story of Three Sterling Scholars Who Simply Love to Learn"
It is a school that provides training for special education students in character education, independent living and learning vocational skills which last a lifetime. On this episode of the Supercast, we take you to the South Valley School where we meet an amazing young man who is about to graduate. A young man named Jonathan ...continue reading "Episode 139: The Inspiring Story of a South Valley Student Graduating and Finding Success"
Teacher Appreciation Week is an opportunity for everyone to honor educators for their dedication to a job that is extremely rewarding and requires hard work as well. On this special “Teacher Appreciation Week” episode of the Supercast, we find out what it takes to be a teacher, with an inside look at the District’s Teacher ...continue reading "Episode 138: What It Takes to Be a Teacher"
They will be running, climbing, jumping, crawling, and making their way through mud, all to benefit kids in the classroom. On this episode of the Supercast, we dive into the Jordan Education Foundation’s Challenge Obstacle Run which is being held on Saturday, May 14 at Veterans Memorial Park in West Jordan. Find out why it ...continue reading "Episode 137: JEF Challenge Run is Family Fun Benefiting Kids in the Classroom"
He put his thoughts into words in a high school essay assignment several months in the making. On this episode of the Supercast, a Riverton High School student, his mom, and teacher share some powerful lessons learned from the essay assignment. And we find out how one caring and compassionate teacher is impacting lives. Audio ...continue reading "Episode 136: A Student, Parent, and Teacher Talk about Life-Changing Essay Assignment"
It is an academic program that has been getting Utah kids excited about history for thirty years. We’re talking about the Utah History Fair. On this episode of the Supercast, we find out how some Daybreak Elementary students used their knowledge and talents to take first place and qualify for the State History Fair competition. ...continue reading "Episode 135: Daybreak Elementary Students Hoping to Make History in State Competition"
You could say they are in a class of their own. On this episode of the Supercast, meet two award winning teachers who go above and beyond every single day. They are educators credited with changing lives and having a significant impact on their school communities. Audio Transcription Anthony Godfrey: Hello, and welcome to the ...continue reading "Episode 134: In a Class of Their Own, Two Amazing Award-Winning Teachers"
They are out in the rain, sleet, snow, and ice, protecting students from harm. We’re talking about school crossing guards. On this episode of the Supercast, we meet one of the many heroes helping to get students safely across busy streets to and from school each and every day. Hear how one amazing crossing guard ...continue reading "Episode 133: A Lifesaving Story of Crossing Guards Keeping Kids Safe"
Any day is a good day when you hear vocal or instrumental music coming from the many talented students in any number of our schools in Jordan School District. March is “Music in Our Schools Month” and on this episode of the Supercast, we celebrate with a passionate music educator. Jennifer Clark believes quality music ...continue reading "Episode 132: Music to Our Ears Every Day"
It is a fun and exciting program that is growing throughout Jordan School District. We’re talking about Unified Sports, a program that joins people with and without disabilities on the same team, whether it is basketball, soccer, golf or even Esports. On this episode of the Supercast, we explore how training and playing together creates ...continue reading "Episode 131: Unifying Students through Unified Sports in Jordan School District"
They put in hundreds of hours of work and practice before hitting the stage, and it pays off every single year at Southland Elementary School. On this episode of the Supercast, meet the woman behind 14-years of school musicals at Southland. Find out why this is her final curtain call, and how students and volunteers ...continue reading "Episode 130: The Making of a Musical at Southland Elementary School"
It is a mobile exhibit on wheels featuring educational, inspiring, and informative traveling displays highlighting local and national Black History. On this episode of the Supercast, we take you to Valley High School where students participated in Black History Month activities involving music, art, fashion and food, along with a special stop from Utah’s Black ...continue reading "Episode 129: Utah Black History Museum Bus Travels to Valley High School"
From testing the strength of cardboard to the science of discovering the best baseball bat, students hit it out of the park with their experiments at the Eastlake Science Fair. On this episode of the Supercast, we take you inside the Science Fair to have some fun with students who take their problem-solving projects very ...continue reading "Episode 128: Exploring Student Experiments at the Eastlake Science Fair"
She was a star athlete at Herriman High School with 16 state titles in track and field. Kaysha Love was also named the Gatorade Athlete of the Year her senior year at Herriman High. Now, her drive, tenacity, work ethic and natural ability has Kaysha going for a gold medal in bobsled at the 2022 ...continue reading "Episode 127: Herriman High Graduate Talks About Competing in 2022 Olympics"
Each and every day students count on school counselors for guidance and support. This week we celebrate the important work carried out by school counselors. This is National School Counseling Week. On this episode of the Supercast, we highlight the tremendous impact school counselors have on helping students achieve success and plan for future careers. ...continue reading "Episode 126: Counting on School Counselors"
It was an opportunity to immerse and educate the community in the art, culture, food, music and language of China. For the first time ever, all Chinese DLI and World Language students and teachers in Jordan School District came together for a special Chinese New Year celebration at Herriman High School. They invited the public ...continue reading "Episode 125: Coming Together to Celebrate the Chinese New Year"
It is a course called “We The People” and it is giving students a unique opportunity to learn more about Constitutional history, law and civics. The class and “We The People” competitions enhance knowledge of the Constitution, allowing students to defend beliefs, rights and roles as U.S. citizens. On this episode of the Supercast we ...continue reading "Episode 124: Students Love Learning about the Constitution and Bill of Rights In “We the People” Class and Competitions"
She has had a genuine love of dogs all her life. Now, that love is leading a Bingham High School student to follow her dreams to compete professionally in the sport of Dog Sledding, also known as Dog Mushing. On this episode of the Supercast, we meet 17-year-old Mary Christensen and her dogs and find ...continue reading "Episode 123: A Bingham High Student Racing to the Top in the Sport of Dog Sledding"
It is a challenge facing many parents these days. How to keep kids safe on social media. On this episode of the Supercast, we have a candid conversation with one school psychologist who is working hard to educate parents and others about protecting kids and building trust when it comes to the safe and smart ...continue reading "Episode 122: Keeping Kids Safe on Social Media"
It is an alternative school where you will find some incredibly talented teachers and students. On this episode of the Supercast, we take you inside Valley High School where a different approach to learning is changing lives and leading to student success in ways some never imagined. Audio Transcription Anthony Godfrey: Welcome to the Supercast. ...continue reading "Episode 121: Valley High is Changing Lives"
Are you looking for a new career in the New Year? We may have exactly what you’re looking for. On this episode of the Supercast, we explore the job opportunities available right now in Jordan School District for those looking for full or part-time employment. They are jobs that offer competitive pay and benefits working ...continue reading "Episode 120: New Year, New Career – We Are Hiring in JSD!"
It is music that will warm your heart and make you smile. On this episode of the Supercast, we share sweet sounds of the season performed by Jordan School District students. Wishing you the happiest of holidays and a safe, prosperous New Year! Audio Transcription Anthony Godfrey: Hello and welcome to the Supercast. I'm your ...continue reading "Episode 119: Enjoy ‘Sounds of the Season’ from JSD Students"
It will be the experience of a lifetime for two Mountain Creek Middle School students with special needs. Jaymi Bonner, an 8th grade student who plays violin, and Emma Figueroa, an 9th grade student who plays trumpet, will both be representing Utah in the Rose Bowl parade. On this episode of the Supercast, find out ...continue reading "Episode 118: Mountain Creek Middle School Students with Special Needs Selected to Represent Utah in the Rose Bowl Parade"
Jordan School District is now accepting applications for school choice open enrollment for the 2022-23 school year. Students currently attending on a school choice permit do NOT have to reapply for a permit if they are remaining at the same school for the 2022-23 school year. However, students who want to move schools or any student ...continue reading "Episode 117: Everything You Need to Know About Open Enrollment 2022-23"
Every year the Jordan Education Foundation provides holiday gifts for teens who would otherwise go without in the Jordan School District community through an event called “Christmas for Kids.” On this episode of the Supercast, we find out how the event helps teens in need who are struggling over the holidays. Also, find out why ...continue reading "Episode 116: “Christmas for Kids” Giving Hope and Help to Teens in Need Over the Holidays"
It has been a beloved school and community Thanksgiving tradition at Golden Fields Elementary. On this episode of the Supercast, we find out why the Turkey Trot and Turkey Tunes play such an important role in the school’s Thanksgiving celebration year after year. Then, we have some fun with students who show us their home-made ...continue reading "Episode 115: The “Turkey Trot” and “Turkey Tunes” Tradition at Golden Fields Elementary School"
They are members of the Utah State Legislature and Riverton High School Silverwolves through and through. On this bonus episode of the Supercast, we take you back inside Riverton High to once again catch up with the “Silverwolf Caucus.” They are Utah State Representatives, all former Riverton High students. Find out what happens when Representatives ...continue reading "Episode 114: Meet the Silverwolf Caucus! (Part 2)"
They call themselves the “Silverwolf Caucus.” Three former Riverton High School students who are all now public servants, after being elected to the Utah State Legislature. On this episode of the Supercast, State Representatives Candice Pierucci, Ashlee Matthews, and Jordan Teuscher return to Riverton High for the first time since they graduated. Find out what ...continue reading "Episode 113: Meet the Silverwolf Caucus! Three Riverton High School Graduates Now Successful in Utah State Legislature"
It was a moving celebration of Dia de los Muertos created, in part, by Spanish Dual Language Immersion Classes at Riverside Elementary School. On this episode of the Supercast, Superintendent Godfrey takes you inside the temporary Dia de los Muertos museum which was organized by 3rd grade teacher Kathy Wride. Find out how students were ...continue reading "Episode 112: Spanish DLI Students Mark Important Day with Opening of Museum"
She is bringing out the inner artist in young students with creativity and confidence. On this episode of the Supercast, we meet an amazing visual arts teacher at Westvale Elementary School helping students realize their potential by engaging them in art projects that are fun and exciting. Find out what happens when Superintendent Godfrey gets ...continue reading "Episode 111: A Clay Pot Creation in Art Class with Superintendent Godfrey"
It is an entirely new approach to teaching students how to read and succeed. On this episode of the Supercast, find out how Jordan School District’s Literacy Launch program is already helping students learn to read at higher levels than ever before. The results we are seeing in the classroom is bringing some teachers to ...continue reading "Episode 110: Brand New Literacy Program Helping Students Read & Succeed"
He was a professional musician who once toured with some big-name bands like Dixie Chicks, Survivor and Lynyrd Skynyrd. On this episode of the Supercast, we hear about one man’s path from the professional music stage to teaching in the classroom. Find out how Brian Anderson’s career in rock ‘n roll, led him to the ...continue reading "Episode 109: One Teacher’s Path from Professional Musician to Rocking It In the Classroom"
It is designed to help keep students safe in and outside of school. On this episode of the Supercast, we talk about new technology called “Bark,” which helps to detect signs of things like cyberbullying, suicidal ideation and threats of school violence. Listen and find out how this new technology is already proving successful in ...continue reading "Episode 108: New Technology Helping to Keep Students Safe"
You could say it is a rare gem at Herriman High School and it’s giving students a brand-new experience in education. On this episode of the Supercast, we take you inside the first ever jewelry making class where creativity is coming alive with the creation of one-of-a-kind accessories. Join us as we head into the ...continue reading "Episode 107: A Rare Gem of a Class at Herriman High School"
It was a hands-on educational experience that brought aspects of agriculture and having fun on the farm to students in the city. On this episode of the Supercast, we take you to the annual 7th Grade Agriculture Day at JATC South where members of FFA helped teach middle school students about different professions in the ...continue reading "Episode 106: Getting to Know Goats, Farming and Having Fun During 7th Grade Agriculture Day"
Rhyan White is a Herriman native who is now among the best of the best in competitive swimming in the United States. That’s because Rhyan won a silver medal in the women’s 4x100-meter medley relay at the recent 2020 Summer Olympics. She also placed fourth in both the 100-meter backstroke and the 200-meter backstroke. On ...continue reading "Episode 105: Rhyan White Shares Her Story of Olympic Success Swimming Her Way to a Silver Medal"
They are amazing athletes off to an incredibly successful season on the playing field. On this episode of the Supercast, we catch up with the Mountain Ridge High School football team for an action-packed practice. And, we find out what it’s like to be the first female coach and defensive coordinator for the Sentinels. Audio ...continue reading "Episode 104: We Take to the Field with Talented Mountain Ridge High Football Players and their First Female Coach"
It is marching band season and that means a summer of hard work and dedication to music and marching comes to life on the football field and beyond. On this episode of the Supercast, we take you behind the scenes to show what goes into creating precision and visual performance along with amazing music for ...continue reading "Episode 103: Strike Up the Band – Behind the Scenes with the Herriman High School Marching Band"
There are a lot of people who come together to make student safety a top priority in our schools. It is a combined effort on behalf of people who care. On this episode of the Supercast, we talk to School Resource Officer Mike Ashley about his role in keeping kids safe and how students can ...continue reading "Episode 102: Safety in the New School Year"
It is a new year and a brand-new school for students at Aspen Elementary in South Jordan. On this episode of the Supercast, Superintendent Anthony Godfrey gets a look inside the newly opened school with a stop in the principal’s office. Then, he has a candid conversation with some 4th grade students about their impressions ...continue reading "Episode 101: Some Fun with Students at the New Aspen Elementary School"
He is a former principal of the old Bingham Middle School in Copperton, and the man who offered Superintendent Anthony Godfrey his very first job in education. On this special 100th edition of the Supercast, Superintendent Godfrey takes an emotional trip down memory lane with his long-time friend, former boss and mentor, Dr. Al Zylstra. ...continue reading "Episode 100: An Emotional Trip Down Memory Lane with “Dr. Z,” Former Principal of the Old Bingham Middle School"
He is a former University of Utah football player not afraid to tackle any topic or issue when it comes to teens and improving social health. On this episode of the Supercast, we sit down with Herriman High School teacher and licensed marriage and family therapist David Kozlowski. Find out about a class Mr. Kozlowski ...continue reading "Episode 99: HHS Teacher David Kozlowski Talks About Teens and Social Health"
A Southland Elementary student is literally climbing his way to the top in a sport that is making its debut in the Summer Olympic games right now. We’re talking about Sport Climbing. On this episode of the Supercast, we catch up with Landers Gaydosh inside the Momentum Indoor Climbing gym. Landers demonstrates some of his ...continue reading "Episode 98: Southland Elementary Student Climbs to the Top in USA National Bouldering Competition"
It is the opportunity of a lifetime for teachers at Rocky Peak Virtual Elementary School. They can’t wait to start teaching in their virtual classrooms this school year, leading the way as pioneers of sorts in personalized learning for students in Jordan School District. On this episode of the Supercast, we talk with some of ...continue reading "Episode 97: Rocky Peak Virtual Elementary Teachers Ready to “Rock” the New School Year with Amazing Students and Creative Classrooms"
They spend hours behind the wheel transporting thousands of students safely to and from school, on fun field trips, to athletic events and more. On this episode of the Supercast, we hop on board the big yellow school bus to find out what it’s like to be a school bus driver. Hear why our drivers ...continue reading "Episode 96: Behind the Wheel with a JSD School Bus Driver"
Do you have a student or family member looking for language learning resources in the community? On this episode of the Supercast, we take you inside the Jordan School District Family Engagement Center where students and families are finding language support services that are changing lives. The center is also connecting families with social and ...continue reading "Episode 95: Language Learning Resources for Students and Families"
It is a performance filled with passion involving writing, rhyme, alliteration, metaphors and in many cases audience participation. On this episode of the Supercast, find out why so many students are using Slam poetry to express themselves and the way they look at life. Poetry slams are a big hit and we head to South ...continue reading "Episode 94: Rhyme Time as Students Find Passion Performing Slam Poetry"
They are a source of strength, kindness and compassion for students, always ready and willing to help in any way they can. We are talking about school counselors. On this episode of the Supercast, find out what happens when the Superintendent joins in on a big surprise for some of these dedicated employees. Employees who ...continue reading "Episode 93: School Counselors Get Surprise of a Lifetime"
When Eastlake Elementary School Principal Kristy Howe issued a “Kindness Challenge” to her entire student body, something started happening that likely changed some lives forever. On this episode of the Supercast, hear the heartwarming story of how students rallied to meet the challenge and succeeded in a way that took kindness to a whole new ...continue reading "Episode 92: The Heartwarming Story of a School’s Kindness Challenge Changing Lives"
School is out for the summer and that means kids will be having fun with friends, staying up late, sleeping in, taking trips and often enjoying a fun but different diet. On this episode of the Supercast, we sit down with members of the Jordan School District Health and Wellness team to find out how ...continue reading "Episode 91: Simple Tips for Summer Health & Wellness"
It is with great pride that we honor and congratulate the Jordan School District Class of 2021. The graduates have demonstrated strength and perseverance in what has been a challenging and unprecedented year. On this episode of the Supercast, we hear from some members of the Class of 2021 who truly are an inspiration to ...continue reading "Episode 90: Inspiring Words from the Class of 2021"
They are reaching for the stars in Amy Geilman’s creative writing class at West Jordan Middle School. It is part of a lesson in letter writing where students choose a famous person to reach out to with a formal letter. Then, the students wait for a response. On this episode of the Supercast, we talk ...continue reading "Episode 89: Students Use Creative Writing Skills to Reach for the Stars"
It is a competitive sport that is taking off around the world with talk of being added to the 2024 Olympic games. We are talking about eSports, competitive video gaming that has high school students across Jordan School District signing up to take on teams from all over the State. On this episode of the ...continue reading "Episode 88: Students Get Their Game Face On With Competitive Esports"
They will be rolling out the red carpet at Bingham High School as drama students star in Shakespeare’s Hamlet. Because of COVID, a stage version of the play was replaced by students filming all the scenes for a big screen production. On this episode of the Supercast, we find out what it was like for ...continue reading "Episode 87: Rolling Out the Red Carpet as Bingham High Drama Students Star in Shakespeare’s Hamlet"
One student traveled more than 7,000 miles from Hong Kong and another 5,400 miles from Spain to have the experience of a lifetime, living in Utah and going to school in Jordan School District. On this episode of the Supercast, we hear the fascinating stories of two Bingham High School students participating in the Foreign ...continue reading "Episode 86: Students from Hong Kong and Spain Talk About Their Foreign Exchange Experience"
They have talent beyond their years and student artists are getting the opportunity to display their works of art during a Districtwide Art Show through the end of May. On this episode of the Supercast, we take you inside the West Jordan City Library where the Art Show is taking place. There you will find ...continue reading "Episode 85: Student Creativity Comes Alive Through the Arts"
He has been helping students carve out successful futures in a skilled trade for more than 30 years in Jordan School District. On this episode of the Supercast, we go inside Rick Minor’s Woodworking classroom at Mountain Ridge High School. It is where students are learning a valuable skill crafting everything from beds and chairs ...continue reading "Episode 84: Carving Out Successful Futures for Students in Woodworking Class"
It is music to the ears of students who have a passion for instrumental and visual arts. The brand new Majestic Elementary Arts Academy is opening in Jordan School District for the 2021-22 school year. On this episode of the Supercast, we take you inside the new school where elementary aged artists and young musicians ...continue reading "Episode 83: Inside the New Majestic Elementary Arts Academy"
They are role models making a big difference at Copper Hills High School and in the community. We are talking about students in the “Latinos In Action” program. On this episode of the Supercast, we visit a “Latinos In Action” class and talk to some amazing students who take great pride in who they are, ...continue reading "Episode 82: “Latinos In Action” Making a Difference Every Day at Copper Hills High"
You could say she is an assistant principal with great taste. When Adrienne Yancey isn’t in schools helping to educate students, she is educating perfect strangers, reviewing restaurants as a Level 7 Local Google Guide. On this episode of the Supercast, Superintendent Anthony Godfrey finds out what it takes to be a Local Google Guide ...continue reading "Episode 81: An Assistant Principal’s Passion as Level 7 Local Google Guide"
They are considered pioneers in their sport, making history throughout the state of Utah. Girls high school wrestling became a sanctioned sport for the first time this year and at Copper Hills High School it is a season filled with success. On this episode of the Supercast, we stop by the wrestling room at Copper ...continue reading "Episode 80: Copper Hills High School Girls Wrestling Team Makes History on the Mat"
Students in Julie Feyereisen’s 3rd grade classroom are growing in a very healthy way this school year. It’s thanks, in part to something called a Tower Garden in the classroom. The Tower Garden is a 6-foot pillar which uses grow lights and aeroponic technology to grow plants indoors using water and no soil. On this ...continue reading "Episode 79: Students Growing with Classroom Garden"
He rose to the top of his game as a 6-foot-6 inch forward in basketball for the West Jordan High School Jaguars and was named 2012 5A Player of the Year leading the state in scoring and rebounding. Jordan Loveridge, or "J-Love" as he is known to some, also made a name for himself in ...continue reading "Episode 78: Where in the World is WJHS Basketball Great Jordan Loveridge?"
It is valuable hands-on learning that is leading to success in the art of framing and engraving for students at the South Valley School in West Jordan. On this episode of the Supercast, Superintendent Godfrey finds out how middle and high school special education students, as well as South Valley students, are getting early work ...continue reading "Episode 77: Superintendent Joins South Valley Student in the Shop Framing Pictures and Engraving Rolling Pins"
West Jordan Middle School students are using morning announcements to highlight a number of inspirational black history heroes during the month of February, which is Black History Month. Some Utah Jazz players like Donovan Mitchell and Derrick Favors are doing the same on a three-part Youtube series called “Black History Heroes.” On today’s episode of ...continue reading "Episode 76: West Jordan Middle School Students Highlight Black History Heroes Who Inspire"
Is your child spending too much time playing video games? Is video game addiction a real problem among kids and teens today? On this episode of the Supercast, we talk to school psychologist, Dustin Fullmer who actually teaches a video game addiction class at the Jordan Family Education Center. It is a class that is ...continue reading "Episode 75: A School Psychologist Talks About Video Game Addiction"
February is CTE Month, a time to celebrate the value, achievements and accomplishments of Career and Technical Education programs across the country including right here in Jordan School District. On this episode of the Supercast, Superintendent Anthony Godfrey celebrates CTE month by visiting one of 25 Career and Technical Education classes offered at JATC North ...continue reading "Episode 74: Sparks Fly When Superintendent Visits Welding Class Celebrating CTE Month"
Jordan School District is preparing to open three new schools in the 2021-22 school year. Kings Peak High School, Kelsey Peak Middle School and Rocky Peak Elementary School are part of the Jordan Virtual Learning Academy, giving students more options in their education and the way in which they learn. On this episode of the ...continue reading "Episode 73: Principals Prepare to Open New Virtual Elementary, Middle and High School for 2021-22 School Year"
A new program in Jordan School District has middle school students preparing right now for future careers in technology. They are learning how to code in the classroom - creating computer games and perfecting a skill that could land them great paying jobs in a high demand industry. On this episode of the Supercast, we ...continue reading "Episode 72: Coding in the Classroom Can Launch Great Careers"
If you ever feel like you need just a little extra support in your life or your child’s life, maybe it’s time to visit the Jordan Family Education Center. The center, located inside River’s Edge School, provides support services, counseling and classes free of charge for families and students in Jordan School District. On this ...continue reading "Episode 71: Free Services for Families at the Jordan Family Education Center"
Have you ever wondered what it takes to store everything needed to run a district that spans 6 cities, with 64 schools and more than 56,000 students? Where do we safely store food for our kitchens and cafeterias or furniture, paper and cleaning supplies for our classrooms? On this episode of the Supercast we take ...continue reading "Episode 70: What’s inside the Warehouse?"
As we head into the new year 2021, Jordan School District is following some new State COVID-19 guidelines, quarantine procedures and plans for students who want to participate in athletics and other extra-curricular activities. On this episode of the Supercast, Superintendent Anthony Godfrey helps students, teachers, staff and parents understand the changes in COVID protocol ...continue reading "Episode 69: Understanding New COVID-19 Guidelines & Quarantine Procedures Impacting Our Schools"
Jessi Morton-Langehaug is a passionate educator, athlete, ultra-marathon runner, and parent. On this episode of the Supercast, the Herriman High School teacher talks about inspiring students by sharing her personal story. Jessi went undiagnosed with Lyme disease for ten years and was told she would never run or compete in another ultra-marathon again because her ...continue reading "Episode 68: Herriman High Teacher Shares Incredible Story of Defying the Odds"
It is music that will make you smile and warm your heart. On this episode of the Supercast, we share some sweet sounds of the season performed by Jordan School District students. Wishing you the happiest of holidays and a safe, prosperous new year! Concert Program “Snow Carol”- South Hills Middle School Advanced Women’s Ensemble ...continue reading "Episode 67: JSD Students Share “Sounds of the Season”"
Have you ever wondered what is the best way to cook a perfect steak? Some students in the ProStart Culinary Program say it’s by using a cast iron skillet. In this sizzling episode of the Supercast, Superintendent Anthony Godfrey heads to Mountain Ridge High School with his brand-new cast iron skillet in hand, ready for ...continue reading "Episode 66: Students Teach Superintendent Art of Cast Iron Skillet Cooking"
It is one of the most prestigious academic achievement programs available for high school students and it is coming back to Jordan School District. We are talking about the International Baccalaureate (IB) Program which will be located at West Jordan High School. On this episode of the Supercast, find out if your teen is a ...continue reading "Episode 65: Excitement Builds as the International Baccalaureate Program Returns"
Some students at Copper Hills High School are the best pals anyone could ask for. They participate in the Peer Tutoring program and CH Pals Club. On this episode of the Supercast, we find out how Peer Tutors and CH Pals are changing lives, supporting students with special needs and making life-long friends in the ...continue reading "Episode 64: A Labor of Love for CHHS Students in Peer Tutoring Program"
What will your Thanksgiving table look like this year? For some it will be the traditional table with turkey and all the trimmings. However, for others Thanksgiving 2020 will look a little different. On this episode of the Supercast, Superintendent Anthony Godfrey talks to some students in the ProStart Culinary Program at Mountain Ridge High ...continue reading "Episode 63: Reimagining Thanksgiving 2020 – Happy Steaksgiving!"
They are bringing fire and life safety lessons to classrooms throughout Jordan School District. In this episode of the Supercast, we follow West Jordan City Fire Department Public Education Specialist Becky Steeneck into an elementary school classroom. It is where young students are learning about everything from fire safety to first aid, smoke alarms and ...continue reading "Episode 62: Why A West Jordan City Fire Truck is Part of This Lesson Plan"
At just 9-years-old, Sam Gordon attracted the attention of people around the world in a video showing her racing down the football field, scoring touchdown after touchdown in a peewee football game. It was a video that went viral receiving more than 5 million views in just three days. On this episode of the Supercast, ...continue reading "Episode 61: Student Athlete, Sam Gordon is Recognized by Sports Illustrated as One of “Most Powerful and Influential Women in Sports Today”"
Learning at-home in a virtual classroom is something some parents and students are still adjusting to in these unprecedented times. On this episode of the Supercast, we talk to two Jordan School District employees who are available every day to help with virtual classroom questions. They are working hard to lead students on a path ...continue reading "Episode 60: Help for Students and Parents with Virtual Classroom Questions"
Prior to the pandemic, the first thing you would find walking into the front office at Oquirrh Hills Middle School was hundreds of PEZ candy dispensers on display in a huge collection that captured the attention of students and visitors alike. Attendance secretary Kimberly Navratil has been collecting what is called the “candy with character” ...continue reading "Episode 59: The Sweet Story of an Employee and Her Passion for PEZ Dispensers"
It was created to provide Utah high school students an opportunity to learn, lead and interact with some of the most successful leaders in business, technology, humanities, education and more. We are talking about the Governor’s Honors Academy at Southern Utah University. In this episode of the Supercast, we hear from two Jordan School District ...continue reading "Episode 58: Life-Changing Experience for Students in Governor’s Honors Academy"
They donate more blood to ARUP than any other group or organization in the State of Utah. We’re talking about Jordan School District high school students. On this episode of the Supercast, we visit a blood drive at Copper Hills High organized by HOSA students. We talk to the student donors and find out why ...continue reading "Episode 57: JSD Students Are Largest ARUP Blood Donors in Utah"
It is a quiet place inside Monte Vista Elementary School where students are learning to identify, express and manage their emotions for a happier, healthier experience at school. On this episode of the Supercast, Stockton, a sixth-grade student at Monte Vista Elementary, shares his stress relief routine inside the Wellness Center. It is a room ...continue reading "Episode 56: A Sixth-Grader Shares Stress Relief Routine Inside the Monte Vista Elementary School Wellness Center"
They are sewing success one pattern at a time. We’re talking about students in the Fashion Pathways Program at Herriman High School. On this episode of the Supercast, we take you inside the class and find out how some very talented students are using their sewing and fashion design skills making face masks to benefit ...continue reading "Episode 55: Students Sewing Success Through Service"
Under the direction of the Jordan Board of Education, Jordan School District is launching a COVID-19 Data Dashboard. The Jordan COVID-19 Data Dashboard will update parents and employees on current COVID-19 case counts in every school and office building so they can make the very best decisions for students, families and themselves. On this episode ...continue reading "Episode 54: Understanding the Jordan COVID-19 Data Dashboard"
What is contact tracing and how does it work when someone tests positive for COVID-19 in our schools? On this episode of the Supercast, we talk with Salt Lake County Health Department Epidemiologist Annie George who explains the process of contact tracing and how parents can track COVID-19 cases daily by using a COVID-19 Data ...continue reading "Episode 53: Understanding COVID-19 Contact Tracing in Our Schools"
It was a day in the cafeteria at West Jordan Middle School that some students will never forget. On this episode of the Supercast, hear how a 9th grade student sprang into action, using a technique he learned in health class, to save the life of his best friend who was choking. It is a ...continue reading "Episode 52: Health Class Lesson Helps to Save a Life in the Lunchroom"
On this episode of the Supercast, we take you inside some classrooms with Rich Saunders, Interim Executive Director of the Utah Department of Health. Mr. Saunders stopped by to see first-hand how teachers and students are doing and learning during the pandemic. But first, Superintendent Anthony Godfrey heads out to the Herriman High football field ...continue reading "Episode 51: An Up-Close Look Inside Classrooms and an Historic Touchdown on the Football Field"
After nearly six months of silence, there is once again music filtering out into the halls of Mountain Ridge High School. In this episode of the Supercast, Superintendent Anthony Godfrey stops by music teacher Kelly DeHaan’s classroom where he visits with students who are making beautiful music again as part of the Mountain Ridge Madrigals. ...continue reading "Episode 50: The Masked Singers of Mountain Ridge High"
As our schools prepare to welcome students back, principals are excited to see the new school year begin after having buildings empty for nearly six months. In this episode of the Supercast, Superintendent Anthony Godfrey talks to some principals about their hopes for a safe and successful school year despite changes brought on by the ...continue reading "Episode 49: Let the Learning Begin – Principals Talk About Being Back"
The 2020-21 school year is about to begin and it will be the first time back in our buildings in almost six months for students, teachers and some District staff. On this episode of the Supercast, Superintendent Anthony Godfrey visits several classrooms and talks to teachers who say they are ready to let the learning ...continue reading "Episode 48: Let the Learning Begin – Teachers Talk about Being Back"
Serving students with special needs is something many educators in Jordan School District are passionate about. On this episode of the Supercast, we hear about the amazing work being done to take care of students with special needs, especially during a pandemic. Audio Transcription Superintendent Godfrey: Hello, and welcome to the Supercast. I'm your host, ...continue reading "Episode 47: A Passion for Serving Students with Special Needs"
The COVID-19 pandemic is impacting education and people both young and old right now. On today’s episode of the Supercast, Superintendent Anthony Godfrey talks to Kim Lear, a generational sociologist who gives us some insight on how different generations, from Baby Boomers to Gen Z and beyond are dealing with the pandemic very differently. Audio ...continue reading "Episode 46: Pandemic Impact – From Baby Boomers to Gen Z and Beyond"
What are schools doing to welcome students back safely for the 2020-21 school year? In this episode of the Supercast, we find out what is going on in schools right now with the installation and use of Personal Protective Equipment (PPE). We also offer some tips for parents who are looking to get their students ...continue reading "Episode 45: The 2020-21 School Year– Preparing Students and Our Schools"
It is not the typical summer of rest and relaxation for some middle school students in Jordan School District. That’s because they are immersed in things like abstract reasoning, problem-solving and computer science. In this episode of the Supercast we are going to explore something called the Pre-freshman Engineering Program (PREP), which is an academically ...continue reading "Episode 44: Students Devote Summer to Computer Science, Statistics and Problem Solving as Part of Unique Program"
An enormous amount of work is underway as we prepare to reopen after schools were dismissed last March due to the pandemic. On this episode of the Supercast, hear about the unique and unprecedented plan for meal service, deep cleaning and sanitizing in our schools as we make every effort to keep everyone as safe ...continue reading "Episode 43: The Plan for Deep Cleaning, Sanitizing and Meal Service in Schools"
They are rock star teachers coming together to create what will be greater flexibility for students, teachers and parents in the upcoming school year. On this episode of the Supercast, we hear from educators who are creating K – 6th grade online curriculum with content for the entire upcoming school year. It is an effort ...continue reading "Episode 42: Rock Star Teachers Providing Online Options for Students and Parents"
They are everyday heroes in Jordan School District, ready to help students find success in school despite having no real place to call home. On this episode of the Supercast, we meet several McKinney-Vento Liaisons and find out how they manage to make life just a little bit better for students experiencing a wide range ...continue reading "Episode #41: Labor of Love for McKinney-Vento Liaisons Working with Students in Need"
They drive to each and every Jordan School District school and department each and every day, delivering mail and so much more. Matt Gardner and Jeramie Velarde have been on the job for a combination of 46 years. In that time, they have earned a reputation for “people first” and putting a smile on the ...continue reading "Episode 40: The Matt and Jeramie Show – Getting to Know the District’s Mail Delivery “Dynamic Duo”"
She is a talented writer and her powerful words are getting national recognition and will be on display in the Library of Congress in Washington D.C. On this episode of the Supercast, we hear from Fort Herriman Middle School 8th grade student Sophia Parsons who is a national finalist in Utah’s 20th annual “Do the Write Thing ...continue reading "Episode 39: Teen Turns Life Lessons into Powerful Words Winning National Recognition"
On this episode of the Supercast we honor the Graduating Class of 2020 by sharing their words of wisdom as they look back on a year like no other and look forward with fierce optimism. We could not be more proud of these resilient, strong and successful young men and women. Listen and be inspired ...continue reading "Episode 38: Honoring the Class of 2020 – Words of Wisdom from Graduates"
It is always one of the most exciting weeks for third-grade teachers, students and their families at Blackridge Elementary School. “Fantasy Week” transforms classrooms into the land of Hogwarts with a curriculum based on the popular Harry Potter story and characters. In this episode of the Supercast, hear how teachers managed to recreate “Fantasy Week,” ...continue reading "Episode 37: Blackridge Students Celebrate Virtual “Fantasy Week” With Creative Potions, Harry Potter, Wands and Wizardry"
It is a sign of the times… educators working harder than ever to keep learning alive during the pandemic. In this episode of the Supercast, hear the inspiring story of an American Sign Language teacher who says her passion and perseverance for teaching has grown during these unprecedented times. Audio Transcription Superintendent: Hello and welcome ...continue reading "Episode 36: A Teacher’s Story of Perseverance During the Pandemic"
The road to success after high school can look very different for individual students, depending on their goals and aspirations. On this episode of the Supercast, school counselors talk about the most important things parents and teens need to be doing now before graduates leave the nest to face a new world on their own. ...continue reading "Episode 35: A Graduate’s Guide to Finding Success After High School"
What is it like for a teacher working from home during school dismissal with possibly a kitchen turned classroom? On this episode of the Supercast, we hear from Jordan School District Teacher of the Year, Rachelle Smith, about teaching during these troubled times and how she makes learning fun and is finding success. Then, Superintendent ...continue reading "Episode 34: Kitchens Turned Classrooms with ‘Teacher of the Year’ Rachelle Smith"
On this special edition of the Supercast in honor of National Poetry Month, Superintendent Anthony Godfrey talks with Utah’s Poet Laureate, Paisley Rekdal. This U of U professor, writer and poet shares her thoughts on how parents can support a child’s budding passion for poetry and how that passion can grow and change lives. Ms. ...continue reading "Episode 33: Poetry in Motion: Utah’s Poet Laureate Shares Her Passion"
Is it normal for children and their parents to experience high anxiety and sadness during these uncertain times? In this episode of the Supercast, we hear from a Clinical Psychologist who specializes in treating anxiety, particularly in children. Find out what advice Dr. Kristy Ludwig has for families trying to cope with being cooped up, ...continue reading "Episode 32: Coping with Student Sadness and Anxiety During COVID-19"
Realizing they will never be in a high school classroom again after the Governor extended school dismissal through the end of the school year was difficult news to digest for high school seniors. On this episode of the Supercast, Superintendent Anthony Godfrey has a candid conversation with students who say, despite the many difficulties, they ...continue reading "Episode 31: A Candid Conversation with High School Students Finding Hope During COVID-19 Crisis"
Jordan School District is extremely proud of the digital learning taking place during school dismissal – proud of teachers, students and parents who are taking on the new challenge. In this episode of the Supercast, Superintendent Anthony Godfrey talks about some creative things teachers and students are doing with digital learning and he has some ...continue reading "Episode 30: A Look Inside Digital Learning During School Dismissal"
With challenges brought on by the COVID-19 crisis come stories of hope and helping one another in ways that warm the heart. In this episode of the Supercast, Superintendent Anthony Godfrey finds out how one school is coming up with creative ways to connect with students, support them and make them smile. And, we learn ...continue reading "Episode 29: We’re in This Together: Teachers, Students and Love for Our Lunch Ladies"
As we all navigate these challenging times with the COVID-19 pandemic, it is important to know that students and families are not alone, even though we all may be spending the majority of time at home. On this episode of the Supercast, Superintendent Anthony Godfrey talks to Jordan School District Health and Wellness Specialist McKinley ...continue reading "Episode 28: Staying Healthy: Coping Skills During COVID-19 Crisis"
Jordan School District, in conjunction with the Salt Lake County Health Department, has developed plans regarding the coronavirus, (COVID-19) to help prevent the spread of disease and keep our students, faculty and staff healthy. Teaching students in a safe and healthy environment is our top priority. This podcast was recorded on Monday, March 2 and ...continue reading "Episode 27: The Coronavirus – Schools, Student and Parent Preparedness"
Times have changed in how local business and industries court students for successful careers. Some are even trying to get students to sign on before they graduate. In this episode of the Supercast, we visit the ‘Pathways to Professions’ Career Expo for students. We’ll show you how they are being courted for good jobs, who ...continue reading "Episode 26: Help Wanted. How Local Businesses Court Students for Successful Careers"
Parents often worry about new teen drivers behind the wheel. In this episode of the Supercast we try to take some of the worry and anxiety out of that experience by heading out to the driving range at Riverton High School. That’s where Superintendent Godfrey rides along with Driver Ed Instructor Steve Galley and a ...continue reading "Episode 25: Driver Education – Helping Parents Navigate New Teen Drivers"
Students in the Agriculture Program at West Jordan High are getting hands-on lessons that look nothing like Ag programs of the past. Here, high tech is combined with live farm animals and a working greenhouse to teach students where their food comes from. In many cases, they are students who may have never set foot ...continue reading "Episode 24: “Winston the Pig” Playing His Part in Ag Education at West Jordan High"
School counselors make a difference in young lives every single day and for that we simply don’t thank them enough. On today’s episode of the Supercast, we recognize school counselors and the important work they do in and outside of school for students and families as part of National School Counseling Week. If you always ...continue reading "Episode 23: A School Counselor’s Work is Never Done"
Some high school students in Jordan School District will be able to get some more sleep in this coming school year thanks to a first-of-its-kind Late Start Blended Learning Program that will be piloted in all high schools. The Late Start Program will be offered to high school juniors and seniors who will be able ...continue reading "Episode 22: Late Start and More Sleep for Some JSD High School Students"
If you are someone already struggling to keep a New Year’s Resolution, you are not alone. On this episode of the Supercast, Health and Wellness Specialist McKinley Withers talks about realistic resolutions and how to make them last working together as a family. But first, we visit with Riverton Elementary School students who share their ...continue reading "Episode 21: More Naps in the New Year – Kids Share Realistic Resolutions"
You may have heard about the Drug Abuse Resistance Education program, better known as D.A.R.E., but do you know what the program really does for kids in our schools these days? In this episode of the Supercast, we talk to West Jordan Police about bringing D.A.R.E. back, how it is impacting young lives and proving ...continue reading "Episode 20: D.A.R.E. to Be Different"
On this episode of the Supercast, we travel to the JATC South in Riverton where Superintendent Godfrey joins high school students who are finding out, first-hand, what it takes to be a Firefighter and EMT. Unified Firefighter and Fire Science/EMT Coordinator, Taylor Sandstrom puts student skills to the test and we find out if Superintendent ...continue reading "Episode 19: The Fire Within – Students Learning to Save Lives"
If all the sweets and tempting treats over the holidays have you thinking about better nutrition in the New Year, you're not alone. On today's episode of the Supercast, Jordan School District Dietitian, Katie Bastian shares some simple tips for getting kids excited about eating healthy again - snacks that are fun and easy to ...continue reading "Episode 18: Kids Take on Cottage Cheese – Nutrition in the New Year"
Happy Holiday greetings from the Supercast! On this episode we bring you sounds of the season from some very talented Jordan School District students. We also hear from students who believe that giving back is the best holiday gift of all. Audio Transcription (00:25): Welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. As ...continue reading "Episode 17: Holiday Greetings from Supercast Santa"
She looks out for students who may not know where their next meal is coming from, who may need a warm winter coat, shoes, boots or students who simply need some support outside the classroom. In this episode of the Supercast we head to Copper Hills High School to meet someone affectionately known as “Mama ...continue reading "Episode 16: Copper Hills High School’s Mama Grizzly"
They are some of the most beloved employees in any school, typically waking up before dawn to serve up smiles along with fabulous food for breakfast and lunch. We’re talking about our amazing school lunch ladies and cafeteria workers. On this episode of the Supercast, Superintendent Anthony Godfrey heads to Fox Hollow Elementary School where ...continue reading "Episode 15: The Life of a Lunch Lady"
What is it like to keep schools with more than 56,000 students operating smoothly every single day? In this episode of the Supercast, Superintendent Anthony Godfrey finds out what it is like to be a school custodian by taking on some of the enormous cleaning and operating tasks himself. We also talk to student sweepers ...continue reading "Episode 14: Keeping Up with The Custodians"
It is time for Thanksgiving, good food and giving thanks. On this episode of the Supercast, elementary school students share their thoughts on the holiday and tell us how to cook the perfect turkey with all the trimmings. Happy Thanksgiving from the Supercast! Audio Transcription Superintendent: Welcome to the Supercast. I'm your host, Superintendent Anthony ...continue reading "Episode 13: Second Grade Secrets to Making the Perfect Turkey"
While many children and teens take weeks compiling Christmas wish lists, there are students in Jordan School District who want nothing more than a warm coat, a pair of socks or something for their siblings. In this episode of the Supercast, you will hear heart warming stories about the effort to provide “Christmas for Kids” ...continue reading "Episode 12: Christmas for Kids – A Story of Help and Hope"
There are many options for students interested in classes at the Jordan Academy for Technology and Careers. One program is “purr-fect” for animal lovers. Today we take you inside the Veterinary Science Program where teens are turning their love for furry creatures of all kinds into careers. Audio Transcription Superintendent: Welcome to the Supercast. I'm ...continue reading "Episode 11: A “Purrr-fect” Program at JATC North"
Why would a classroom at Bingham High School suddenly look more like a landfill? It is all for a good cause as the Bingham High School musical goes green. We’ll hear from students involved in this unique production of Children of Eden where all the costumes are made of recycled plastic and other recycled materials. ...continue reading "Episode 10: The Bingham High Classroom Turned Landfill"
This episode focuses on teenagers and reading. Is it ever too late to instill a love for literacy in your teen and when is it time to put the bedtime stories to rest? Elk Ridge Middle School teacher Patricia Bronson and Herriman High School teacher Sally Wilde join Superintendent Godfrey in the Supercast studio. But ...continue reading "Episode 9: Are Kids Ever Too Old for Bedtime Stories?"
Superintendent Godfrey sits down with two long-time Jordan School District elementary school teachers to ask the questions we hear from parents all the time. When is the right time to start reading to children and how can parents help students develop a love for reading? But first, Superintendent Godfrey heads to South Jordan Elementary School ...continue reading "Episode 8: How to Make Your Child a Better Book Worm"
They are hoping to make it big in the music industry one day and are well on their way. Superintendent Anthony Godfrey sits down with the singing Keller sisters from Herriman High School to talk about their journey to success and how their parents and teachers have played a role. Cheyenne and Caysi Keller have ...continue reading "Episode 7: Herriman High’s Singing Sisters"
This podcast addresses suicide prevention. Lt. Governor Spencer Cox shares his personal experience and hard work to raise suicide prevention awareness in Utah. Then, Jordan School District Health and Wellness Specialist, McKinley Withers, shares advice for parents on how to start a conversation about suicide prevention with students. How do you open the lines of ...continue reading "Episode 6: Suicide Prevention"
Utah Jazz legend Thurl Bailey talks about growing up in a home where he was never allowed to be average. He even sings for the Superintendent. Then we hear from a second grade student, a middle school student and a high school senior. They all have questions for the Superintendent. Audio Transcription Superintendent Godfrey: Welcome ...continue reading "Episode 5: Lessons From a Utah Jazz Legend"
We head into a classroom at JATC South in Riverton where students are learning how to be barbers and hairstylists. Superintendent Godfrey sits down for his own hair cut and styled. Is it the popular Pompadour or does the Superintendent walk away with a Reverse Fade? Then, CTE Director Jason Skidmore is in studio to ...continue reading "Episode 4: Styled By Students"
Getting the Forecast Right Can Bring More Sunshine into Your Child’s Life How can parents help manage the fear and uncertainty that comes with a new school year, new environments and new friendships? Superintendent Anthony Godfrey sits down with JSD Health and Wellness Specialist McKinley Withers to talk about managing change in your child’s life ...continue reading "Episode 3: The Happiness Forecast"
Get the 101 on teen-vaping and find out what signs to look for in teens that are a part of the dangerous trend. Superintendent Anthony Godfrey is joined by Assistant Principal Stewart Hudnall who brings a variety of vaping devices into the studio and explains how and where kids are using them. Audio Transcription Superintendent ...continue reading "Episode 2: Cereal Vapor"
What are students thinking about as we begin the 2019-20 school year in Jordan School District? Superintendent Anthony Godfrey visits a second-grade classroom at Terra Linda Elementary School to hear what young students are saying and his conversation with one student takes an interesting turn. Then the Superintendent heads back to the studio where two ...continue reading "Episode 1: A Chicken Named Waffle"