Jordan Supercast

By Jordan SupercastEducation Self-Improvement Kids & Family Education for Kids

Jordan Supercast episodes

January 12, 2022 Episode 122: Keeping Kids Safe on Social Media
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 use of social media.
“Internet Safety for Our Children” Class
Thursday, Jan. 13, 7 – 8:30 p.m. | Rivers Edge School, 319 West 11000 South, South Jordan
Call to Register 801-565-7442
Audio Transcription
Anthony Godfrey:
Hello, and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. It is a challenge facing many families 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's working hard to educate families and others about protecting kids and building trust when it comes to the safe and smart use of social media.
Anthony Godfrey:
We're here with Dustin Fullmer, school psychologist at Copper Hills High School, and also an instructor at the Jordan Family Ed Center, where Thursday, January 13th, from 7:00-8:30 PM, he's offering an internet safety class, a class that he offers every quarter. Dustin, thanks for talking with us.
Dustin Fullmer:
Thanks for having me here.
Anthony Godfrey:
Dustin, tell us, everyone's talking about social media right now. I think some really difficult things have been happening as a result of social media and it's increased stress across the board. No matter what your age. Tell me what you are talking about right now with social media. What are some of the things for us to be watching for and for parents and others to think about?
Dustin Fullmer:
Yeah, definitely. So social media is one of those things that's been a double edged sword in our society. Where it's great for connectivity. It's great for being able to keep in touch with people you love and hold dear to yourself and maybe don't see every day. But then yes, it's also leading to a lot of issues that we see constantly. Including things that we've seen this year, even in the schools with those different TikTok challenges of ransacking the school. Here at Copper Hills, where I'm a school psychologist, we even had a bathroom closed for almost two months, just because we had those issues with those challenges. And so I do in my class talk specifically about those types of things. By watching out for those different challenges, making sure that the things that your kids are accessing are positive and uplifting and not bringing them down or challenging them to do dangerous or just criminal kind of things. As well as just making sure that they understand the complexities of the internet because as we have more accessibility to it all, I think kids are losing touch a little bit with just what it is that is happening on there.
For example, some of the topics I cover in this class; I cover things such as you're not as anonymous as you think you are online. It's really easy to know exactly who it is that's posting things. Even if your username is something vague, it has nothing to do with your name. It's very easy to know who you are. That the internet also has the best memory out there. That things that are deleted and don't really stay deleted, that's stored somewhere out there. And so it's just good for kids to know these types of things and for parents to know that as well, to teach their kids about it. So that way maybe we make better decisions down the road.
Anthony Godfrey:
I have a 12 year old and I do try to have some controls in place, but I also worry that there are some things that I'm not doing that maybe I should be doing. What are some things that you advise parents to watch for when they want to be involved with social media and their child's interaction with others through social media?
Dustin Fullmer:
So the number one thing I try to promote with parents and their kids when it comes to internet access, social media is open communication. If we start the whole process of I'm gonna let you have X, Y, or Z account on this type of social media platform, then we need to have an understanding from the very get go that, you know, I'm allowed access to it. I need to be able to see what you're seeing, see what you're posting, see what you're involved with. Just to make sure that we're keeping those kinds of tabs. Allowing that little bit of trust to begin with and having that open communication of I'm going to let you have this, but you also need to know that there are things that I expect from you. Because when it comes to internet blockers and safety protocols and parental controls, kids are smart. And no matter how much you think you have things locked down, if a kid wants to be involved in something, they'll probably find a way around all those blockers. And so it's more about establishing expectations early, as far as what you expect from them and what they can expect from you if they don't follow up with that.
Anthony Godfrey:
So in other words, it's not necessarily enough to just rely on being able to block kids from accessing social media entirely, which is the case with my 12 year old. He gets some interaction in very limited ways, but like you're saying, it's difficult to really lock everything down entirely. And so talking about how to engage productively or appropriately is an important component to creating an approach.
Dustin Fullmer:
Yeah, definitely. And going back to the whole idea of the parental controls, like there are great resources in place. The people that made all the technology that we use today, they understand the risks of using those things, as well as just the kinds of negative side effects that can come if we use it too much. And so they put in all these great controls. iPhones, for example, just Apple products in general, they've put into place that screen time setting, which can limit time specifically on different apps on your phone. It can also limit from certain time periods. Like let's say that you have a problem with a kid staying on their phone all night, not getting enough sleep. You can say in that screen time, you can set settings to where, you know, it can completely shut down their phone except for emergency phone calls throughout the night. But all in place can still cause problems if kids just are intent on getting access to things, unless you have established more of an open communication and open expectation kind of environment with them, like you said.
Anthony Godfrey:
One screen time feature that I'm very aware of is when I get a notice every week, about how much I've been spending on my phone as well. It can be a little surprising just how much time it takes up. What are some of the things that you would say to students about positive ways to engage in social media?
Dustin Fullmer:
And there are lots of ways. A couple years ago before where I started this class, I kind of got the inspiration from the push that was labeled #savethekids. I'm forgetting his name right now. I can look it up in a minute, but it was basically this whole movement of using social media for positivity. Where he was giving challenges to the students to, you know, post something real about your life. Because a lot of the time, you know, I have students come into my office all the time that they feel like they're not having as good of a life or not living up to the same kind of expectations or great adventures that their peers are doing because that's all they see on social media. Anyone that posts, they're typically gonna post all the fun stuff, they're not gonna post the things that went wrong over the weekend. They're gonna post the pictures of delicious food. They're gonna leave out the dishes that are piled up in the sink. They're gonna post the picture of them on the beach, but not mention how they also got stung by a jellyfish. So it is just kind of helping them be real. And if it can even just start with that one student saying, you know what, I had a hard day today, but I'm pushing through it and posting something like that on whatever social media platform they prefer. And just starting to be real and be supportive of others as well. And so it starts with one person and then it catches on. One good deed always motivates another one. And it's just about as long as you can be that person to start the domino effect of positivity in your little sphere of the social media world, then get it started.
Anthony Godfrey:
Stay with us. When we come back more about keeping kids safe on social media.
Break:
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Anthony Godfrey:
How do you advise students to deal with negativity and destructive things that they might find on social media?
Dustin Fullmer:
So that's kind of a two part thing. I would encourage students that if they are finding that kind of stuff to number one, try to report it on the social media platform that they're seeing it on. But sometimes that stuff may not be able to be resolved on the platform itself, just depending on whether or not those that control it, see the things that are being posted as destructive or negative. But something else that when I'm encouraging the open conversation between student and parent is I also encourage a judgment free zone with that kind of stuff. Because there's all sorts of things, whether it be negative stuff on social media or other harmful things that we can find just on the internet, whether it be pornography or just really negative blogs, different anonymous types of chat rooms, anything like that, can definitely be rather negative and deterring to different people. And when it comes down to when that stuff happens, it needs to be a judgment free conversation. When we find out or when we approach somebody about that kind of stuff and they react with, “oh, that's so horrible. I can't believe you did that.”, we learn that we don't want to talk to that person again about it. And so it is from both directions where we want to be open with people around us. Like I am seeing this. And then if we're the ones receiving that someone come approaching us saying, ‘Hey, I'm seeing this not so great stuff’, then we need to approach it with “Okay. How did it happen? How can I help you? How can I help you find more positive things? Or what do we need to do to avoid the negative? Or what do we need to do to make sure that doesn't happen again?” And that judgment free kind of response will elicit more open conversation from both sides.
Anthony Godfrey:
What advice do you give when students encounter cyber bullying?
Dustin Fullmer:
So that is a hard one. That's something that kids these days have to face that we didn't have to face back when we were in school. Because you know, to sound all a little bit older than the kids these days, I get to say, you know, back in my day, if bullying was happening to me, then I got to go home and it stayed at school. But some of these kids have to endure not only it happening potentially in the school, but when they go home, it follows them. Depending on what social media platforms they're on and who they're connected with. We do see those cases here in the high school. What I urge kids to do is if they, especially if they know that it's another student at the school they attend, then bring it to the school's attention. Bring it to the administration, bring it to our student resource officer, depending on the severity, because we have ways of finding out like, you know, what's being posted, who's posting it and we can resolve it in house. And if it's someone that's not necessarily in the school, then still, if it's severe enough, then you know, try to take those preventative measures of blocking those people that you're receiving that negativity from. But also make sure to let people know. Don't just try to handle it on your own. You know, you can definitely feel like sometimes you might be burning others or you might feel like others might think it's not that big of a deal if you bring their attention to the cyber bullying you're experiencing. But it's important to let others know, that way it can be resolved and or avoided.
Anthony Godfrey:
Let's talk about some of the positive things that can happen as a result of social media. You mentioned, save the children, the hashtag focused on posting. What are some other positive things about social media that can be emphasized perhaps if students are engaging on social media.
Dustin Fullmer:
So there are plenty of different pages that you can follow, whether it be TikTok, Twitter, Snapchat, Facebook, et cetera, whatever it is that you feel that you like. There are lots of positive pages, accounts, et cetera, that you can follow for daily motivation, for daily meditation, for just daily mental health tips. You just have to look for it. So that there's plenty of things out there that can just help boost yourself if you wanna have those things be a positive light in your day. And then also you can be that for other people too. You can post different things that are real to who you are and make sure that people see you for who you are. And also just maybe if you see somebody post a picture, give 'em a compliment. If you see somebody like posting something about how they did something, like it, post a comment saying good job, and move on. The thing that we seem to think a lot these days is that everyone wants to hear our opinion. And that's where a lot of the negative things come from social media. If we can turn that around and just share positive comments, positive opinions, that's where we can start spreading a little bit more of the positivity and just good that we all have.
Anthony Godfrey:
And that is an opportunity that sometimes is overlooked that we can actively look for ways to reinforce folks, and you mentioned it earlier as well. We can reinforce each other and, and provide positive comments. I read something once where the suggestion was, don't just give a thumbs up, challenge yourself to always comment if you interact with a post. And what I found is that with the people that I do care about that I'm connected to on social media, my level of interaction was deeper and more satisfying because I was actually posting positivity instead of just doing the quick thumbs up.
Dustin Fullmer:
Yeah, and it's important too, because one of the things that's happened, especially these last few years is that, you know, we've been a lot more isolated where we're not necessarily seeing people in person as much as we would like to. And so it seems like really convenient that we have all the social media to stay connected. But like you said, if all our connection is, is giving that occasional thumbs up, heart, whatever it may be, then how much are we actually connecting with people? If we take that extra step to really reach out to them with words, then we can do a lot more connecting.
Anthony Godfrey:
What are some of the questions that you commonly hear asked in your internet safety class?
Dustin Fullmer:
Mostly just what can I do to help my kid that's already struggling improve with their internet usage. A lot of the time I get a lot of feedback from parents saying that kids are on their different technological devices, internet, social media, way too much. And it's distracting them from school work or real work, or just interacting with people around them. Honestly, my response is kind of similar to what I've said a lot of already, of just having those real conversations with them about, you know, what is happening there. And even if it helps, you know, letting them know like the psychological and physical effects that can happen, if that's all you're doing is being on devices, because there are some real effects. Studies have shown that if we're too addicted, to throw that word in, to technology, social media, our devices, then we can start seeing real signs of depression, high anxiety, and also physical symptoms like obesity and lethargic mood and having a lack of energy as well. So it's about helping them realize what kind of effects it can have on them as well as just kind of having the conversation of what is too much and what is expected of them just to kind of exist in their life. And what it is that they need to be doing to be successful and continue moving forward.
Anthony Godfrey:
You mentioned earlier the social media challenges that are particularly destructive and dangerous. What advice do you give around those trends?
Dustin Fullmer:
A reminder that a moment of clout on a social media platform is not worth a permanent record. When it comes to especially some of the more destructive challenges that were happening towards the beginning of the school year, if those were to rear their ugly heads again, what a lot of people don't realize is that depending on what it is exactly that you're doing to public property or whatever, you may end up having a criminal record. And that's true for a lot of different things that can happen on social media. A lot of people, whether they be kids or older, feel this real sense of anonymity behind the screen, where they can get away with these different things. But when it comes down to it, it's rather easy to know exactly who you are and what you did. And it's not worth that moment of clout on a social media platform for that permanent record that can really affect your future.
Anthony Godfrey:
So maybe a good rule of thumb is to think, would I do this in person? And if not, let's not do it online.
Dustin Fullmer:
Yeah, definitely because a lot of us know that person, or maybe some of us know that person, that is a real delight in person when we talk to them and we're face to face, they're just a real pleasant, just human being to be around. But maybe then we see some comments that they post on social media and we're like, wow, that is a lot of anger, or that's a lot of strong opinions that this individual has. And you just wonder, you know, what's the disconnect there. And that's something to remember, like you said, if you're in person, would you do this, the exact same thing, if you were actually face to face with this person, would you say these things.
Anthony Godfrey:
Thank you very much for your time. Tell everyone again when the class is offered and how they can get signed up for it.
Dustin Fullmer:
Definitely. So the next class is this Thursday, January 13th, from 7:00 to 8:30 PM. It is at the Jordan Family Education Center. You can sign up just by giving them a phone call and saying that you'd like to go to the Timely Topics for Internet Safety. And we'll definitely have some space for you there to have a more open discussion about maybe what you need help with as well.
Anthony Godfrey:
We'll have that phone number in the show notes so folks can call that and get signed up if they'd like to, for Thursday, January 13th. There'll also be another offering later in the year. Thank you very, very much for everything you're doing to help support students and families, and for taking time with us today. Dustin.
Dustin Fullmer:
Thank you for having me. It's a pleasure 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.
21 min
January 06, 2022 Episode 121: Valley High is Changing Lives
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. I'm your host, Superintendent Anthony Godfrey. It's an alternative high school where you will find some incredibly talented teachers and students doing amazing things. On this episode of the Supercast, we take you inside Valley High School, where a different approach to learning is changing lives and leading students to success in ways some never imagined.
We are here with two students from Valley High School to hear directly from them what it's like to be here, but first let's let them introduce themselves.
Axinia:
I'm Axinia, I'm the student body representative.
Kylee:
I'm Kylee. I'm also on the school leadership team.
Anthony Godfrey:
Okay. I know you also go by Z. So I'm gonna go with that. Z, let's start out with just talking about why you've chosen to be at Valley.
Axinia:
So I chose to be at Valley because at my boundary school, when I moved states, because I lived in Arizona and then I moved to Utah, they didn't transfer all of my transcripts, so I was missing credits. But previously to that, I had had major back surgery and I had an infection that was like killing me because it got into my spine and my hardware. So from that I had like 72 absences, just that. And then I was missing more credits on top of that. I decided to go to Valley the next year, just so I could get caught up with my grades and stuff like that. And I also know Valley was a really good school because my sister had previously come here.
Anthony Godfrey:
Kylee, tell me why you've chosen to be at Valley.
Kylee:
Similar to Z, I had a lot of like health issues and things like that. And at my boundary school, they were not very accommodating. They didn't really like, excuse the absences. I tried to work with the teachers and the teachers wouldn't really work with me as well. So I actually got a couple different people that recommended that I go to Valley. So I decided why not give it a shot? And so I came and I love it here. I was really scared at first, because Valley has like a lot of bad stereotypes, but I found like none of those to be true.
Anthony Godfrey:
You talked about some of the stereotypes about Valley High School. I'm sure that you've both heard those. What are some of the misconceptions about Valley?
Axinia:
That like it's only a school for like delinquent or drug addicts or like drug dealers. And it's like, there's those at every school, not just Valley. Valley is just a school where they still don't put up with it, but they just want you to get your work done so you can graduate. They want you to graduate. They're not gonna tell you no, or put you down or anything. They're gonna let you know that that's probably not the best choice, but they're gonna continue to push you to do good.
Anthony Godfrey:
So the expectations remain high, but there's an approach that helps you overcome maybe the things that you're dealing with.
Axinia:
Like they also make it seem like it's all the students and it's not. A lot of the students here don't even associate with that.
Kylee:
I think the major thing that I got before coming to Valley is like, that's the school for the bad kids. What's wrong with you? Why are you going to Valley? Kind of thing. So that kind of freaked me out a little bit that I was gonna be put in that stereotype. But after being at Valley, I found that like, none of the kids are bad kids. Like everyone here is really genuine.
Anthony Godfrey:
How do you feel students treat each other here at Valley? You've described that a little bit, but tell me about that. Does that feel different maybe than what you've experienced elsewhere?
Axinia:
Like you still get students that argue with each other and they still have problems with each other, but they're willing to work past those to get things done in school. But also like even outside of class, like they'll even work on it to try to become closer. At Valley there's no one who's really gonna argue with people or hate on people. You can go really talk to anybody and be their friend pretty much.
Kylee:
One thing, at my boundary school, there was a person who, we were having a class discussion, they told me to shut up and the teacher did nothing about it. I haven't had that happen to me here, but I know that if someone were to talk bad about me or something like that in class, I feel like the teacher would stand up for me and be like, you can't say that. That's not okay.
Anthony Godfrey:
Tell me about what classes are like at Valley. How are they different maybe from classes that you've experienced throughout your time in school?
Axinia:
Classes are different here because they're smaller and you get a lot more one on one time with the teachers. I feel like the teachers are a lot more patient with you, but also like if you need more time to do your work, the teachers will be willing to work with you and give you that extra time.
Anthony Godfrey:
How about you Kylee?
Kylee:
I like that the class length is shorter. Because for someone like me who has like anxiety and ADHD, when you sit in the same spot, in the same classroom, just with nothing really to do except for busy work, you get really anxious. And it like, kind of builds in your stomach. Whereas in Valley it's like, even if I'm having a hard day and I don't wanna go to school, I'm like, it's just a couple hours. Like, it's not like I'm gonna be there all day.
Anthony Godfrey:
What would you say to students who are considering Valley, but aren't sure?
Axinia:
I would want them to know that Valley, even though it has that bad stigma towards it, that Valley is a really great school. They're very welcoming and it can be overwhelming at first. But at the end of the day you're gonna realize that you're welcome and that this is like a family and not just a school.
Kylee:
I've actually had a couple friends that I've recommended come to Valley, that I know struggle with similar things like me. And some of them have. I love Valley so much. So anyone who would be considering coming to Valley, I would say just do it. If it's not the right fit, then you can try something else. Valley has been life changing for so many people. Like it really was such a big deal for me. I went from being a student that had failed pretty much every class to a student with all A's, and doing things like speaking on a podcast and things like that.
Anthony Godfrey:
There's a level of rigor in the classes. They expect a lot of you and I maybe that's a misperception sometimes too. They expect a lot out of you. I don't think you can hide Valley, speak to that for me.
Axinia:
Like the teachers obviously want you to do your work. They expect it from you just because Valley is like your second chance a lot of the times, not every time. But you know, like they just want you to do good. Valley wants the best for you. The teachers want what's best for you. They want you to get on track to be able to graduate or even possibly graduate early. But at the end of the day, you can lead a horse to water, but you can't make it drink. So they're not gonna force a student to do their work if they're really not that interested.
Kylee:
Things that I've heard in class sometimes. If a student's not participating in class a lot of the time it's “if you don't wanna be here, then don't be, cause there's a lot of people who need the opportunity to come to Valley. And so if you don't wanna be here, then you should give your spot to someone who does.”
Anthony Godfrey:
I think that makes sense and what you said earlier is ‘try it and if it works for you, great, if it doesn't, then you can try something else.’ But that's why it's an alternative high school. It's an alternative, it's a choice. It's something that you can try and I worry that some students may not feel successful or not feel connected to their school experience and wonder whether there's any way they ever could be. And Valley is a place where they just might be.
Kylee:
It definitely, for me has been.
Axinia:
Valley understands that like life can get in the way. Like last year for me during fourth quarter, my mom passed away and I came in and talked to the counselors and stuff like that. They told me that they would freeze my grades so that I could take time to do what I needed to do. They're very understanding and very compassionate for students. All students need to do to get that is to be very communicative with the teachers and the staff here so that they know what's going on. Students don't need to be scared to go talk to them because it's not like they're gonna go tell everyone your business.
Kylee:
That being said, I think that it goes like to a deeper level. You have a deeper connection with the teachers and the admin here. You feel like you can actually talk to them and be open with them and communicate with them, which is a big thing about Valley. The students have a lot of responsibility. It's not just have your parents call in sick. You need to do it yourself and get your things done. I feel like it prepares me for the real world more.
Anthony Godfrey:
What are your plans after Valley? What's next?
Kylee:
So I'm graduating at the end of third quarter. After I graduate, I'll be going to culinary school, Job Corps. I am really excited. After about a year of that, I'll go to advanced culinary school, be able to cater on cruise ships and do things like that in California.
Anthony Godfrey:
I hope that I can be on a cruise sometime in the future where your food is served. I have no doubt you'll be doing it. It's just whether I get to cruise or not. How about you Z?
Axinia:
My plans after school. Well, I'm supposed to graduate second quarter, but I'm gonna stay and finish the whole year because why not? But I also, after this, I'm gonna go to SLCC for two years and I'm gonna get my associates for geology and then I'm gonna transfer to university and try to get my masters. And then after that I wanna go back and get my associates and my masters for physics so that I can be a geophysicist.
Anthony Godfrey:
Sounds fantastic. I love to hear your plans and I love that Valley is a launch to your being able to achieve those.
Kylee:
I never thought I would graduate at my boundary school. And that is something that makes me feel so successful because it's completely turned my life around. Now I'm graduating early and I didn't think I'd graduate in the first place.
Anthony Godfrey:
That's fantastic.
Axinia:
Valley has definitely given us hope. Like last year I had been like uprooted from my house twice. So I was basically wondering where I was gonna live. And then the second time, you know, after that, my mom had passed away shortly. So last year I just had little to no hope, but Valley, Valley is definitely one thing that kept me going, because it's like, if I can just get there to graduate, I can continue on and do something else after school.
Anthony Godfrey:
Well, you both have bright futures ahead and I congratulate you on all the progress that you've made. Make the most of Valley while you're here. Enjoy it. And best of luck in your future endeavors.
Kylee:
Thank you.
Axinia:
Thank you.
Anthony Godfrey:
Stay with us. When we come back Valley High's principal joins us to explain why a different approach to learning is making such a big difference in so many lives.
Break:
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Anthony Godfrey:
We're here at Valley High School with Principal Jacinto Peterson to talk about Valley.
Principal Peterson:
Thank you for coming, for being here. Valley's the greatest place on planet earth.
Anthony Godfrey:
It is the greatest place on planet earth. And I'll tell you, I'm just gonna start with how proud I am of the work that happens here. We ran into the governor's education advisor and I got the chance to talk to her while she was here, just about what a great school Valley is. I'm just so impressed over the years with all of the great things that are done for kids and the attitude about helping kids, no matter what their circumstances are.
Principal Peterson:
Honestly, all these kids are untapped jewels, so we just want to keep 'em on the right line. Since 1975, this place has been sending out productive citizens in society. So we want to keep on that same journey. I stand on the shoulders of giants each and every day of all the folks, Clyde, Sharon, and Todd, and all the rest of the folks who've made great contributions here in this building.
Anthony Godfrey:
Let me ask you a question related to that. You've been principal for how long now?
Principal Peterson:
Two years, which has been all of the pandemic. So since pandemic I've been in place.
Anthony Godfrey:
As you think about that, that's the same for me. Just about my whole time as superintendent has been changed by the pandemic and impacted by it. As you became principal, you acknowledge you're standing on the shoulders of giants. What was your vision for Valley moving forward?
Principal Peterson:
The most important thing for me is to help everyone become happy in life. Ultimately that's my mission. That is my aspiration, helping everyone become happy. That's a very awkward statement, but it is linked to education. It is linked to fulfilling their own personal goals and aspirations. So happiness, teamwork, collaboration, and all those things combined to get you towards that finish line. So you can be a pilot and not a co-pilot.
Anthony Godfrey:
Tell me about Valley. There are lots of people who may not understand it. Give me the overview. I know that because I've worked with Valley for decades. What is the purpose of Valley and what sets Valley apart from other schools?
Principal Peterson:
First of all, always recognize that Valley is an alternative high school and what that means to lots of people may be different. The reason why we call this alternative is because we are gonna try some tactics and some strategies that a traditional boundary school may not employ. So with that, we have teachers that are willing to be flexible. We have a staff, the folks in the front office are willing to be flexible and come up with the resources and strategies to best help kids. So our whole philosophy is helping kids reach their full potential.
Anthony Godfrey:
There are a couple things that are unique about Valley that I'd like you to describe. I know that the Friday experiences to help students earn credit, that's always intrigued me. Tell me, tell us more about that.
Principal Peterson:
That was put into place to extend kids' understanding of their own community. We get to go to a lot of activities. Tracy Aviary, Timpanogos Caves, and to realize that there are a lot of great resources right in their neighborhoods that are educational in purpose. So as part of remediation, those Friday activities occur on a given Friday. There is a topic of discussion, but is aligned with going somewhere, getting out of the school and making the world your educational classroom.
Anthony Godfrey:
Now, speaking of the Friday experience, that's possible because Valley has a Monday through Thursday schedule. Talk about the schedule, the four day schedule and the times that students can choose to attend. For me, that's just another level of flexibility that helps students fit school into their lives no matter what's going on.
Principal Peterson:
Our schedule currently looks like a Monday through Thursday schedule. It is between the hours of 9:00-1:30, session one, and then 2:30-6:30, session two. Those wonderful schedules are put into place because we are an alternative school. Many of our students also have jobs. So that gives them the opportunity to attend work, learn some life and social skills, come to school, grab their academics as well as learn some life and social skills. So we are flexible on that. We have that middle section, we call that power hour. That's the time for remediation. Time to check in with your teachers, time to make up missing topics or missing actual days. So if your attendance is bad, that's an opportunity for you to come in and get that one-on-one attention with a teacher.
Anthony Godfrey:
And for those who are thinking as they listen to this, they might want to work at Valley. It's a Monday through Thursday schedule helping kids who are ready to connect to adults and get some help in their lives.
Principal Peterson:
Yes, indeed. It's a misnomer to think that our kids are not going to college. We have 10% of our kids or more that are college ready. The rest of our kids will be going to trade schools and also making great contributions. Salt Lake Community College is one of our great partnerships. We probably interact with them about probably 40 times in a given year. We have all the trades schools that come through thanks to Cathrin Wischmann. We have career days, which is, one in the fall, one in the spring. So we have a lot of positive programming that takes place here at Valley.
Anthony Godfrey:
You're also equipped to take care of a wide variety of student needs. Washing machine, dryer, staff that may be helping in ways that other schools aren't able to. Tell me about some of the additional help and support that's given to students based on their life circumstances.
Principal Peterson:
Well, our job is to try to eliminate boundaries for kids. So one of the places that we have is our daycare center for any teen parents that may have a child and wants to further their education. We have a daycare center, which we charge students about $50 per quarter, and their child can remain in that daycare center all day long. They will get fed. They will be taken care of by the finest daycare providers on planet earth. In addition to that, for anyone that might be running to some fun financial stress, we have a washing machine and a dryer. We also have a homeless liaison that steps in. We have teachers who are willing to spend their own money to buy packets for kids. Our main office staff has been known to buy things for kids. And so our hopes and goal as a collective endeavor is to just help kids be successful in life. Sometimes that remains just for us having a regular conversation with them about these are some circumstances that we had to endure as a young person. So just passing on the wisdom, being the guru of such when we're just having a conversation with kids.
Anthony Godfrey:
Tell me what it feels like to work at Valley for you.
Principal Peterson:
For me, for a young man who grew up in a single wide trailer, this is my population of kids. These are the kids that have always been brilliant. They've had some setbacks in life. And so ultimately our goal as a staff is to remind them that they have grit and they are resilient. These are the finest young people I've had the opportunity to work with. They have this thing called ‘I don't quit’ in them. So for me, even when the cards are stacked against them, they still grind it out.
Anthony Godfrey:
If someone is listening and thinking, maybe this is a match for someone that I know. My child or a friend's child, or a niece or a nephew. Describe for me, and this is gonna be hard because this is the right place for such a wide range of people. Describe the students at Valley. Who is the Valley student and who's the student that Valley is geared for.
Principal Peterson:
I would say any kid that has had some setbacks. A kid who needs to regenerate who they are, some kids who may need a couple wins under their belt. If you're asking that question, it's probably your neighbor. It's probably your own personal kid. Kids who are really smart, can't live in that huge school environment where there's 3000 kids. They have anxiety, they need a smaller learning environment. Kids who had brushes with drugs and alcohol, who for some reason have continued to battle through those things. Kids who really just have lost some hope and our job is to restore hope and that we are going to hold them accountable for things in life and ask of them to reach their full potential.
Anthony Godfrey:
We're very fortunate to have you here Jacinto. I know how much you care about every employee and particularly every student here and you are the person to be carrying the torch. So thank you for all you do to help these students.
Principal Peterson:
And thank you kindly Dr. Godfrey as well as all the supporters of Valley High. If you ever want to find out what is being cooked at Valley High, please come by and we'll let you look in the pot. Take care.
Anthony Godfrey:
Thanks for joining us for another episode of the Supercast. Remember, education is the most important thing you will do today. We'll see you out there.
23 min
December 30, 2021 Episode 120: New Year, New Career – We Are Hiring in JSD!
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 with some of the best people around.
Audio Transcription
Anthony Godfrey:
Hello, and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. Are you looking for a new career in the new year? We may have exactly what you're searching 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 with some of the best people around.
Anthony Godfrey:
We're here with Brent Burge, Human Resources Administrator and Amanda Bollinger, Assistant Director of Special Education to talk about job opportunities for the new year. We have many of them, and there really are some jobs that folks may not be thinking about that are opportunities. Part-Time, full-time, benefited, non benefited positions, and we have a lot of openings and a lot of great opportunities to become a part of Jordan School District. So let's start with Mr. Burge. Can you tell us some of the different job families that we have in the district focusing on our education support professionals. Now that's the term nationally, ESP or education support professional. And really, we can't do that essential work in the classroom without them. There are lots of job families that encompass this group. So tell us, a few of those and some of the opportunities there.
Brent Burge:
Absolutely. We have a great group of people, a lot of different openings. We can start with our transportation group, whether it's bus attendants, or bus drivers. We have our custodial group, which keeps the buildings clean. We have our administrative assistant group full-time and part-time. We have our facilities group, which takes care of all of the buildings and a whole host of others.
Anthony Godfrey:
So let's start with transportation. There are bus attendants, bus drivers, and we need bus drivers more than almost any other position.
Brent Burge:
That's one of our biggest needs. Yes, you're correct.
Anthony Godfrey:
Tell me about what it looks like for someone who thinks, “Hey, maybe I'd like to be a bus driver.” What's the process like, what is the training like and what types of routes and responsibilities may be assigned to them?
Brent Burge:
Absolutely. So our transportation group, in order to be a bus driver, you have to have a CDL with a passenger and bus endorsement. Luckily our district provides that training so that employees can come in, get the training needed and start driving immediately.
Anthony Godfrey:
So you don't need a CDL, you don't need experience. You can get that commercial driver license with training, right from the district and get started.
Brent Burge:
Correct. We will provide all the training needed.
Anthony Godfrey:
And there are full-time and part-time positions available, correct?
Brent Burge:
Correct. We're currently looking for full-time and part-time, we have a lot of substitute positions. As you know, bus drivers may call in sick. We need people to cover those routes as well.
Anthony Godfrey:
We did another Supercast months ago with bus drivers. And what's exciting is that you can interact with kids every day. You're the first person that they see as they head to school. When you get to see kids before and after their school day, you really get to build a relationship there.
Brent Burge:
You do. You have a great experience and you've gotta get those kids to school.
Anthony Godfrey:
Amanda, there are a lot of special education buses that we run in the district and those involve having assistants on the bus. Tell us about that role and about the special role that bus drivers for our special schools and for our special education students may be involved in.
Amanda Bollinger:
Yes, I'd love to. So we do have bus attendants that help with some of our special education students going to our special schools and some of our regular schools. Really they help provide extra support for those students to make sure their needs are being met, that they're secure and safe on the bus. So that bus drivers can then safely drive students to the schools. So they're really important. And we do provide additional training for those para educator support on the bus as well. So they do get training and they don't have to have any experience being on a bus.
Anthony Godfrey:
Perfect. Now we talked about transportation. Let's talk about custodial, keeping the building running, keeping it clean, overseeing a staff of people who help with that as well. Tell us about some of the openings available there.
Brent Burge:
So we have both full-time and part-time. As you know, most of the buildings need to be cleaned after the students leave. And so the majority of the positions are afternoon shifts. We do have part-time and full-time, we do have some full-time positions during the day as well.
Anthony Godfrey:
What time of day do those jobs usually start? The afternoon jobs. It'll depend on high school, middle, elementary, but what's the range?
Brent Burge:
Each School is different as far as their needs. Most of the part-time start probably around two or three o'clock in the afternoon. And then finish up about 10 or 10 30.
Anthony Godfrey:
And you know, if anyone's going to school, going into education, thinking about being a teacher or doing anything else in the district, or really any job in the state. When you're working full-time after hours as a custodian, you can be going to school and you can be earning years of service so that retirement comes a little faster or it's a little sweeter when it does come, because you've earned those years toward the final calculation of your retirement benefit. I know a few people who've done that and whatever job you take, if you do that, while you're in school, you just get a little bit of a jump on everyone else. build
Brent Burge:
Build up that seniority.
Anthony Godfrey:
Stay with us. When we come back more information on the jobs in Jordan School District.
Break:
Do you simply love learning online? We can't wait to have you join the amazing teachers in our brand new Jordan Virtual Learning Academy. In Jordan Virtual Learning Academy schools, we offer innovative, fun, and flexible online learning with daily real-time instruction from teachers. Enrollment is currently open for all K-12 students in Utah. Start on the path to personalized virtual learning success now at connect.jordandistrict.org. That's connect.jordandistrict.org.
Anthony Godfrey:
Now the category of, or job family rather, is the classroom assistant. We have a lot of openings for classroom assistants in special education. So Amanda, tell us about some of those opportunities.
Amanda Bollinger:
Yes we do. Right now, we currently have about 40 positions open at various schools from our special schools, elementary, middle and high school. And there's opportunities in Resource classrooms where those paraeducators may work one on one or in small groups with students with disabilities. They may also push into classrooms with those students. And then our special classes are going to vary depending on the level from elementary, middle, and high school. But a lot of those paraeducators that are working in those classrooms are vital to providing services for our students. They get to really make a difference for those students in making progress in their education.
Anybody that's interested in being a paraprofessional in a classroom, doesn't have to have specific training. They just have to have a high school diploma, and we actually do provide training on what that's like to be in the classroom on basic behavior training, basic instruction.
The nice thing about those positions are that if anyone's interested in becoming a teacher, it's a great way to start to get more experience in a classroom, get more experience in a school. That's actually how I started my career, is as a paraeducator. That's when I really fell in love with special ed. One of the great things too, our state actually has a scholarship program called the Paraeducator to Teacher Scholarship program. So for anybody that's working at least 10 hours as a paraeducator and they have less than 60 credit hours in college, they have the opportunity to get up to $5,000 towards their tuition paid every year they can apply for that scholarship. So it's a great opportunity for anybody that's interested in becoming a teacher or just trying to figure out if that's something that they're interested in doing, to be a teacher.
Anthony Godfrey:
That's a great option, and it's a great sampler. You get in as an assistant and then you know what that classroom environment is like, and you get to observe the teacher, develop those relationships with students. And like you said, you get to see the results of working one on one with students and helping them make progress while earning money toward advancing your own education and being able to be a teacher. I know a number of teachers who've gone through that path and it's really exciting.
We have a lot of flexible positions and Nutrition Services offers some positions that are shorter just in the middle of the day. So if you only have time in the middle of the day and you want to work six to 10 hours, there are options for that.
Brent Burge:
Absolutely. We have Nutrition Cafeteria Assistants. Those are mainly employees who collect money or work with children, not necessarily preparing food. A lot of positions are available for two hours a day.
Anthony Godfrey:
So there are a variety of positions. Now we also have openings where you can work full-time in Nutrition Services.
Brent Burge:
Correct. We have a lot of positions, probably 10 or so right now. Six hour positions, those are benefited. You'll earn retirement and those kinds of things as you're working six hours a day.
Anthony Godfrey:
So really whatever level of commitment you're interested in, we have something available.
Brent Burge:
Absolutely.
Anthony Godfrey:
Now I'm gonna throw something out there right now. We have substitute positions available, always. And there's a high degree of flexibility that comes with being a substitute. You can also work as, like I said, as much or as little as you want. I think on any given day, there's going to be an opportunity for any substitute who wants to work. You can choose the level, you can choose the school, you can choose how frequently you work. We've been offering some bonuses that have made national news, actually. If you work a certain number of days and we're actually going to extend that into January, you heard it here first, but that's gonna be available each month for the remainder of the school year, at least. So that anyone who meets a certain threshold, works a certain number of days during the month will receive that bonus. It's just so important for us to provide continuity for students and substitutes allow for teachers to get that time away that they need because of illness, or just needing to take some time off for family or for whatever reason. So it helps everybody and they’re a really vital part of our operation. So anyone interested in that just, you know, you need a little bit of extra money here and there. That's a great way to have control over when you come and when you work. Anything else you'd add about the special education opportunities in the district?
Amanda Bollinger:
Yeah, I would just say, you know, it really makes such a difference for our students to have the support that they need to be successful in the classroom. Working in special education is so rewarding to see the growth of these students and you get it to build those relationships, like you mentioned. More so than maybe some of the other positions, and really get to see students hit their goals and become more independent and to just really make a difference. Not just in a student's lives, but just in our community as well.
Anthony Godfrey:
What I've experienced is when people jump in and they try it, they may not know what to expect, but they get addicted pretty fast to those relationships and the ability to make a difference in someone's life.
Amanda Bollinger:
Yeah, and then when those kids are so excited to see you on a daily basis, it is very rewarding to wake up and go to work every day.
Anthony Godfrey:
No question. Mr. Burge, anything else about just the jobs in Jordan District in general?
Brent Burge:
If you have ever been interested, give us a try. Try it out. We'd love to have you. This is a great place to work. It's a great family environment.
Anthony Godfrey:
Tell us where everyone would go to find out about job opportunities and where they can get started.
Brent Burge:
Okay, you can go to our district website at www.jordandistrict.org, and there's an employment link, or you can go to our HR page, which is employment.jordandistrict.org. There are links in there that can take you and you can apply for the different types of jobs you're interested in. Job descriptions are available as well as the salaries.
Anthony Godfrey:
If anyone would just prefer a phone call, just to call and say, “Hey, I'm looking at something somewhere in this area, and what types of things do you have available?” Where would they call?
Brent Burge:
Call (801) 567-8150 and we'll be glad to assist you with whatever questions you might have.
Anthony Godfrey:
Okay. Thank you very much for your time. Hopefully we get to add lots of new members to the Jordan District family.
Amanda Bollinger:
Yeah, we hope so. We hope to see you next year.
Anthony Godfrey:
That's right.
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.
14 min
December 22, 2021 Episode 119: Enjoy ‘Sounds of the Season’ from JSD Students
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 host, Superintendent Anthony Godfrey. Their music will
warm your heart and make you smile. On this episode of the Supercast we share sweet sounds of the
season performed by some very talented Jordan School District students. First let's hear from the
Bingham High Madrigals.
Bingham High Madrigals singing:
Deck the Halls
Anthony Godfrey:
And now a performance from the students at Majestic Elementary Arts Academy.
Majestic Elementary Arts Academy students singing:
Jingle Bells
Anthony Godfrey:
And now performances by the Copper Mountain Orchestra.
Orchestra playing:
Carol of the Bells
Feliz Navidad
Anthony Godfrey:
Now let's enjoy the sounds of the Mountain Ridge Madrigals.
Mountain Ridge Madrigals singing:
Somewhere in My Memory
Merry Christmas!
Anthony Godfrey:
Wishing you the happiest of holidays and a safe, prosperous new year. Thanks for joining us on the Supercast.
Remember, education is the most important thing you'll do today. We'll see you out there.
14 min
December 17, 2021 Episode 118: Mountain Creek Middle School Students with Special Needs Selected to Represent Utah in the Rose Bowl Parade
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 how the students were selected, what it means to them and how excited everyone is for the dynamic duo. We’ll also tell you about a program called “United Sound,” which is proving to be a source of pride and very important to students with special needs and their peer tutors.
Audio Transcription
Anthony Godfrey:
Hello, and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. 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, a 9th grade student who plays trumpet will both be representing Utah in the Rose Bowl parade. On this episode of the Supercast, find out how the students were selected, what it means to them and how excited everyone is for this dynamic duo. We'll also tell you about a program called United Sound, which is proving to be a source of pride and is very important to students with special needs and their peer tutors.
We are here at Mountain Creek Middle School with Karlee English and Cameron Elliott to talk about the United Sound program, which is really exciting. It's well, something that I'm gonna let our teachers here describe. So Mr. Elliott, why don't you start us off?
Mr. Elliott:
All right. So United Sound is a program that gets students with various needs and abilities that are usually in like a self-contained class or a part of a neurodiverse population. And it gets them involved with their neurotypical peers building relationships with kids their age that they don't usually have access to because of their scheduling and other accommodations at the school level. It focuses on building those relationships through music and through doing peer lessons with music teaching. So not only are they learning from myself and Ms. English about music, but they're actually learning from people their age that already play the instruments that these kids want to play. So we're giving them these life changing opportunities where instead of someone coming in and telling them what they can or can't do, we come in and we say, you can do whatever you set your mind to, whatever you want to, and we are here to help do that in any way possible. And we have a team of students that kind of just makes dreams come true every day and focuses on encouragement and the relationship building, making friends and having fun while doing it.
Anthony Godfrey:
That's a benefit that every student gets from participating in a music program. It’s feeling more connected to their peers, and really, I think discovering they're able to do things that they weren't able to do before. You get a sense of efficacy. I try, I work hard, I practice and I get better. Explain what that looks like for United Sound.
Mr. Elliott:
So in United Sound, we're really focused on everything is an achievement. Even the smallest things that people think would be menial in the average music classroom is celebrated. Like it's the best thing we've ever done, because everything that we do about this program is deemed by most people as a challenge. So whether it's putting the instrument together, whether it's making your first sound, if it's being able to read a rhythm correctly, then we pretty much stop class and we have like a mini 30 second party for that achievement. And it gives these kids so much joy to have that. It gives our peer mentors so much joy to be able to support that. And they really start to appreciate the little things in their musicianship, and they start to appreciate the growth in the students that they're mentoring as well.
Anthony Godfrey:
And there's got to be a huge benefit for the students who get to mentor students who are not neurotypical.
Mr. Elliott:
You know, it's something most of them have never had the experience to do. Most of them don't get the opportunity to teach or mentor at this age anyway, but to also do it with such a fun, cool, loving, appreciative population it's very eye opening for them. And a lot of them find a passion for it that they didn't even realize that they had.
Anthony Godfrey:
Ms. English. We are always about inclusion. This seems like a deeper level of inclusion. Talk to me about that.
Ms. English:
I have always been 100% about inclusion. Since I first came here to Mountain Creek Middle School, Mr. Glenn has kind of just given me the thumbs up to, you know, make it a more inclusive school all the way around. So the first year that we had our, if we wanted to call it cluster or self-contained, I approached Mr. Elliott and I said, ‘Hey, I'd love to have some of my kids in band.’ And it was such a cool thing that he, after that conversation, he looked into more stuff and he knew people, he knew about this program, United Sound, and he actually brought it to me. And I'm like, that's exactly what I'm looking for, because I feel like the more you're including what typical kids might wanna do, they wanna do it too. And the funny thing I think is some of these kids are amazing little musicians. We have a young man that maybe is not, you know, just very high cognitively, but boy, he can make a sound on that trombone and he is good. And so like, he is so celebrated in his family with his grandparents among all the peers, among all my class. It's very cool to watch him get so excited because he just excels at it.
Anthony Godfrey:
Now this is a unique program, isn't it? Mr. Elliott, tell us about that.
Mr. Elliott:
Yes, so the United Sound program is a national organization. And they've got chapters all across the country. It started in Arizona, I believe, or at least it's based out of there now at the high school level. And it's since now ventured into high schools, middle schools and even colleges and universities. The closest one to us collegiate wise would be Northern Arizona University has an active chapter so that our students even have opportunities for music when they get older, which is really cool. But the neat thing is that we are actually the first chapter to ever exist in the state of Utah, ever. And so now in the last couple weeks, I've actually had some other directors in this district and around the state that have come up to me and said, so I heard about this United Sound thing, tell me more.
And that's what we wanted. That's what we were hoping would happen. Last year with the pandemic and things we weren't able to do much sharing of what we were able to do, but even last year we were also one of the only chapters in the country that was actually active because we were actually had the time and the space and the protocols here at school to be able to achieve that. So we're really breaking ground here with this organization, but as a national organization, there's so many stories of the good that it's done for these students, for the families. I mean, you see parents just crying because their students are doing things that they never thought they'd see them be able to do in their lives.
Anthony Godfrey:
Ms. English, tell me about the impact this has had on your students.
Ms. English:
Oh, so we were doing it Friday during our kind of crazy Friday schedule last year and Monday first thing. Oh my gosh. United Sound was so cool Monday. I can't wait till it's Friday. I can't wait till it's Friday. They get so excited. They talk about it all week in my class. But I also have to talk about how it completely affects my students, but I think the biggest impact is actually on peer tutors. I mean, they have never worked with anyone that looks or maybe appears different than they are. And this is such an opportunity that I have actually seen so much growth in their typical peers. And it's in band. It's not like you're in a peer tutor class where you kind of have to do this and have to do that. It is on their own willingness to do it. They actually brought all my students Christmas presents last year, just on their own, like the sweetest thing ever. And they have built this relationship. I know for Jaymi, her peer tutor comes over to her house and helps practice with her. Today, I mean currently. So it has just built this like a real relationship, not like a kind of a, oh, well, I'm a peer tutor at school, da da, da, da. It is like a real relationship. And when they see each other, they're high fiving, they sit at lunch with each other. It's just a beautiful bond to watch what happens within the school. It makes our school a kinder and a lovelier school all the way together. And I do, you have to say, we're very included in every aspect of school here. A lot of my kids are in leadership positions. Jaymi is a student body officer. Emma is on Choose Kind this year. So there's a lot of involvement for all students here to be included in what they want to be included. We don't wanna force this on 'em, but if they wanna be included, we want them there.
Mr. Elliott:
And you hear us keep going back to the relationship aspect. Like that word comes up, but even just as the United Sound organization that's their main focus. It's really about that human connection because that's what changes lives ultimately. Music just happens to be, I think, such a wonderful vehicle for that. Just because of the nature of being in an ensemble and working so closely with someone. But I've seen the confidence in Karlee’s students just skyrocket. I mean, we had one student last that just went from coming into school every day, talking about how he can't do anything. He can't, he's not successful. He's so dumb. And he went from that to learning how to play drums. And all of a sudden, he was a rockstar. I remember with about a month, he's up in front of the classroom telling me he's the smartest kid in the room and that's something we never thought, you know, we would hear out of him.
And so you just see so much growth in their confidence and their self-esteem. In my more neurotypical students that are the peer mentors, you see a huge growth in compassion and empathy, openness and patience. That not only just makes them better musicians, but it makes them better people. I think that's one of the fun things to watch is you just, you get to watch these young adults and teenagers turn into just really the people that we want to see, you know, going out and changing the world in the future and the qualities we want in ourselves on a day to day basis.
Anthony Godfrey:
Obviously these are experiences that are changing every student permanently. And I know it's something that they'll never forget because it takes them outside of themselves. And it teaches them that they can do things they didn't think they could do. And I'm not just talking about learning an instrument. I'm talking about empathy and connection to people that aren't like you. That's a great lesson to be learning at this age in particular. It's a lesson we all could use more of in the world these days. So thank you for your efforts to make this possible.
Stay with us more with United Sound when we come back.
Break:
Do you simply love learning online? We can't wait to have you join the amazing teachers in our brand new Jordan Virtual Learning Academy. In Jordan Virtual Learning Academy schools, we offer innovative, fun, and flexible online learning with daily real-time instruction from teachers. Enrollment is currently open for all K-12 students in Utah. Start on the path to personalized virtual learning success now at connect.jordandistrict.org. That's connect.jordandistrict.org.
Anthony Godfrey:
Introduce yourselves. Tell us your name.
Emma:
Emma.
Jaymi:
Jaymi
Anthony Godfrey:
Emma, and Jaymi. First of all, first things first, who's going to win the game, the Rose Bowl game?
Jaymi:
Utah.
Anthony Godfrey:
All right. Yes. Emma, do you feel the same way?
Emma:
Yeah.
Anthony Godfrey:
Okay. So do I, you're in good company. So the reason we ask who's gonna win the Rose Bowl is because the two of you are performing in the Rose Bowl Parade. That's incredible. That is a sentence I will never say about myself. That is really quite an amazing opportunity. Are you excited to be performing Emma?
Emma:
Yeah.
Anthony Godfrey:
What are you looking forward to?
Emma:
Everything.
Anthony Godfrey:
Everything, fair enough. I think everything about the experience is gonna be fun. How about you, Jaymi? Are you excited?
Jaymi:
Yeah.
Anthony Godfrey:
And what are you looking forward to?
Jaymi:
I got scared.
Ms. English:
What are you most looking forward to?
Jaymi:
Disneyland.
Anthony Godfrey:
Disneyland? You get to go to Disneyland as part of this?
Jaymi:
Yeah.
Ms. English:
They actually get to perform at Disneyland.
Anthony Godfrey:
You're performing at Disneyland?
Jaymi:
Yeah.
Ms. English:
Not only the Rose Bowl, but also Disneyland.
Anthony Godfrey:
Wow. So you're performing at the Rose Bowl and at Disneyland. That's really exciting. Which are you more about, Disneyland or the Rose Bowl Emma?
Emma:
Disneyland
Anthony Godfrey:
Disneyland. I don't blame you. What is the performance gonna look like at Disneyland?
Mr. Elliott:
The organization that they're actually performing with is called the Honor Band of America. That part of the Music For All organization which oversees a national circuit of marching band competitions and concert band competitions and performances throughout the year. But the marching band arm of Honor Bands of America puts together an honors marching ensemble every four years that is comprised of the top musicians from around the country that audition for this role. And you're talking, you know, All State players from all 50 states. These are the best of the best. They come down to California for a couple of days upwards of, I think, five to six days and they learn an entire parade routine. They prepare physically, mentally, musically to march a five mile long parade,
Anthony Godfrey:
Five miles?
Mr. Elliott:
Five miles. It's insane. They get this awesome custom honor band of America uniform that these two ladies will get to wear as well. And they get to really be the premier high school marching band in the country for that day, and for that time, because of just the high quality musicianship that's happening there,
Anthony Godfrey:
That is so exciting. Now, tell, tell me which instruments do you play? Emma, what instrument do you play?
Emma:
Trumpet.
Anthony Godfrey:
The trumpet. All right. And Jaymi, what do you play?
Jaymi:
Violin.
Anthony Godfrey:
What do you like about the violin?
Jaymi:
Music fun play.
Anthony Godfrey:
Is it fun to play?
Jaymi:
Yeah.
Ms. English:
And it's been fun because her cousins play, so then they get together and they can, you know, do some stuff together on your violins. Right?
Jaymi:
Mm-hmm
Ms. English:
And all her strings are color coded. She can do all her fun stuff. Right?
Jaymi:
Yeah.
Mr. Elliott:
You can see her face light up when she plays. It's just, it's pure joy. It's so much fun to watch.
Anthony Godfrey:
I will be cheering for the Utes, but I'll be cheering more for you. Pretty excited to see you guys perform. Mr. Elliott, show us a little bit about what the sheet music looks like for United Sound.
Mr. Elliott:
So this is maybe one of my favorite things about the program. When we first started, they mentioned to us that they do a modified curriculum and they kind of sent us examples, but then we got to go through these books with them. When you start a chapter, they ship you a method book for each student, that's this line specifically for United Sound. And it takes the typical music notation and turns it into more iconography or symbolic stuff. So for a quarter note we use the word cake and a picture of a cake for a half note, we use the word soup and we hold that out for two beats and a picture of a bowl of soup where the note head would be. And then for eighth notes, we use the words donut. And so when you say a rhythm like a quarter, half, an eighth note rhythm, you might say something like cake donut soup.
Anthony Godfrey:
So it's a little bit of a different version of doe, a deer, a female deer, just all food related.
Mr. Elliott:
Right. For rhythm, for notes, whatever it is, it's things that these students know, can relate to, can recognize the picture. So that wherever the student is cognitively or physically or with musical experience, it's something that's so universal that they can find success immediately.
Anthony Godfrey:
I love this and I love that it makes it simple to begin with, but then it brings everyone along to more and more complex notation. And boy, there's so many levels on which this is exciting for students.
Mr. Elliott:
It goes one step further even, outside of just the method book of once these students kind of master what's going on in the book they are actually given the opportunity to perform with the band and with the ensemble in a concert. And so our peer mentors take this notation that they've been teaching and they write out a part from their concert music for their instrument and they hand write a modified part that I can then go in and put in specific notation software. But our peer mentors have done the work of here's my modified part for my musician. And I can workshop them on, well, maybe this might be a better accommodation, or this might be other than this, but they do most of the grunt work up front and take ownership and responsibility and then teach those parts to our students.
So they learn their instrument, they learn the technique and then they learn how to put it in action. And so our students got to perform with us at our band concert last spring. And that's really what we're working for. You kind of hear this chapter meeting as well or these chapters of, well what's the end goal? What's the end result? And the end goal is for every semester, roughly that, that they get at least one performance opportunity with their neurotypical peers in a typical ensemble setting so that it doesn't become tokenism or patronizing or charity or anything like that. But it truly becomes inclusion. And it's so fun because they're on stage performing and their peer mentors are right there next to them during the performance, giving up their opportunity to play, to sit next to the student and help them be successful. Very similar to what's gonna happen with Emma and Jaymi when they go to the parade in a couple weeks.
Anthony Godfrey:
I absolutely love that. The fact that it's genuine inclusion and there's no culminating activity like a live performance. There's a deadline, it's happening. And that is real and it's genuine. And to have everyone involved and again, like you said, you learn to rely on each other, you know that you need each other in that performance as part of an ensemble and what a great lesson for everybody involved. There's nothing like genuine, deep inclusion that really builds relationships and skills and confidence. And I'm thrilled that the four of you are at the forefront of this effort in the state and that the two of you get to go to the Rose Bowl and to perform at Disneyland. And I'm sure this is something that's going to gain momentum in the state with great example you're setting for inclusion and for just becoming great musicians, Jaymi and Emma. So congratulations, great work. I'm really proud of what you guys are doing and I can't wait to see you perform. Thank you Jaymi. Thanks Emma.
Emma:
You're welcome.
Anthony Godfrey:
Thanks again. Thank you so much.
Anthony Godfrey:
Best of luck to Jaymi and Emma, as they head to California, we'll be watching with pride. 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.
21 min
December 09, 2021 Episode 117: Everything You Need to Know About Open Enrollment 2022-23
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 currently on the waitlist without a permit must reapply to be considered for a 2022-23 permit.
On this episode of the Supercast, find out more about the open enrollment process and what parents need to know about the permit window which is now open.
Audio Transcription
Anthony Godfrey:
Welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. On this episode of the Supercast, find out more about the open enrollment process and what parents need to know about the permit window, which is now open. First, a brief summary. 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 currently on the waitlist without a permit must reapply to become considered for a 2022-23 permit.
We're here to talk about permits today. Caleb, why don't you introduce yourself?
Caleb Olson:
Thanks. My name's Caleb Olson. I am currently working as the Planning and Enrollment consultant. I have several things in the district that I get to be responsible for, but one of them is the permit process.
Anthony Godfrey:
First of all, for those who may not understand exactly what a permit is, talk to us about how permits work and what they are.
Caleb Olson:
All right, let me give you a little bit of an example if I could. So I think anyone who's probably listening to the podcast has been in a big restaurant or seen a big restaurant that has a bunch of tables and lots of people and a lot of places you can go. When you go to a restaurant like that, they always find a place for you to sit. And you may say to the host at the entrance, you know, I want to sit in a booth or I want to sit by a window or here's where I'd like to be. Sometimes they can accommodate that. And sometimes they just find the spot that you are going to be able to sit in.
Anthony Godfrey:
For me, it's close to the salad bar. That's where I want to be.
Caleb Olson:
Exactly. So that's sort of how the permit process works in Jordan School District. Everyone has a seat at a school. For most students, that's going to be at their boundary school or their neighborhood school, but there are some people who have a preference. That means they want to attend a different school. They wanna go to someplace else. They may have childcare concerns, or they may want to attend a school that they actually live closer to but they're on the other side of the boundaries. The permit process allows a student who doesn't live in the boundaries of a school to apply for a seat at that school. Now not every school in the district has seats available, but every school is taking those applications. And once those applications come in, we process them. And when seats are available, we offer those to students who live outside the boundaries to attend the school that they wanted to go to.
Anthony Godfrey:
Now, State law is very supportive of the concept of parents choosing the school that they wish to attend. I know that my brother lives in Maryland and you attend the school where you live. You attend schools based on where you live and there really isn't an option for changing that. But in Utah, for many years, the law has supported a choice for parents in what school they would like their student to attend.
Caleb Olson:
Exactly. We have a lot of choice available for parents. The only exception, or the only caveat is that there has to be space at the school you want to go to. We have some schools that are really growing areas of the district. We know parents would like to go there, we know students would like to attend, but the boundary population is just so high there aren't any seats left over for anyone else. So in those cases, those schools probably are not going to be able to offer permits. Parents can still apply because there's always a chance that a seat might become available at some point that they could apply for. But they can take their choice and pick up to three schools that they want to apply for. We have some schools in the district that anyone can apply to attend. They don't need a permit. Those would be our virtual academy schools, Rocky Peak Virtual Elementary, Kelsey Peak Virtual Middle and Kings Peak High. There's no permit needed for that. Anyone who's in the Jordan School District can apply to and attend those schools. Outside the district would still need a permit. Any of our regular brick and mortar neighborhood schools are going to be accepting applications. Some of them won't have seats, but they'll all be taking those applications online.
Anthony Godfrey:
And I mentioned the law earlier, we're actually required to post how much space is available in each of our schools. Tell everyone where they can find that information.
Caleb Olson:
So what our patrons will want to do is go to planning.jordandistrict.org or they can go to the District website and search for Student Services and then Planning and Enrollment. Once they get there, there's a tab at the top that says “Enrollment” and they can click there and choose School Choice Permits. That page has a lot of information, including a link to a document that shows which schools we think are going to be over capacity or full next year and which schools may have some space available for out of area students.
Anthony Godfrey:
So provide a link to that page in the show notes so that you can find it easily. Now that allows folks to plan for which permit they might want to request. What if they think, well, I want to permit at this school, this is my first choice, but they may not have space. So in that case, I would permit to this school. If they're two different schools they'd like to try to permit to, how do they go about doing that?
Caleb Olson:
On the permit application that will be available for parents they can actually pick up to three schools and put them in their preferred order. First choice, second choice, third choice. If they're not able to get a seat at the first choice school, they may be able to get one at the second or third choice school. It really just depends on the seats that are available at each school. If parents are applying now, they'll be able to find out what seats are available just after the first of the year in January. If parents apply in the January or February timeframe, they may have to wait a little bit longer to find out, but all parents should know by about the beginning of March, where they will be able to have a seat or, or what schools will not be able to offer those.
Anthony Godfrey:
So let's talk a little bit about the timeline. The window opened on December 1st for permits to be submitted. And as you indicated, December is the time during which any permit submitted at any time during December gets the same consideration. Can you explain that process to everybody?
Caleb Olson:
Yeah. In a lot of districts and in Jordan District as recently as a few years ago, on that first day of the permit window, you had to be waiting outside the building with your permit, filled out, ready to go because it was first come first served.
Anthony Godfrey:
I remember those days, we had parents that would camp out overnight at certain schools to be sure that they were first in line. Quite honestly, if I were in that situation, I would've done the same thing. I've camped out for a lot of concert tickets over the years before everything went electronic, slept on the rock salt out in front of Smiths to try to get the best seat I could. When it comes to education, you know, it was difficult that way, because sometimes you had to just really spend the night, literally, in order to get the permit you wanted.
Caleb Olson:
Exactly, and that wasn't an ideal situation for anyone. So to get around that and to avoid that when we had the boundary changes a few years ago, the Board of Education in the District moved to an online permit system. So there's an online application that parents can fill out either by finding the link that you mentioned will be in the show notes, or by searching on the district website. They can also go to permit.jordandistrict.org and that will direct them to the English application. They can go to permiso, P E R M I S O, permiso.jordandistrict.org for the Spanish application. When they get there, they'll answer some questions and their application will be submitted. Now in the month of December, the Board of Education has decided to run a lottery for all of the applicants. It doesn't matter when you apply in December, you have an equal chance at a seat they've established priorities for each school level for elementary, middle, and high school, that will determine where those seats go.
The students who are in the first priority group, or the highest priority group, have the first shot at seats as they're available. If you qualify for a lower priority group, you may not have as good a chance when those seats are available. Those priorities are different for each level, but they are based off of things like how far you live from the school, if you've been attending the school previously, if you have a sibling at the school, if you have a parent who works at the school. That happens in the month of December. When we come back from winter recess at the beginning of January, we run that lottery and we place students on waiting lists at the schools they selected based on those priority orders. Then schools start to offer seats if they have space available. From January, actually all the way through the end of the next school year, schools are still taking permit applications, but those go to the bottom of the list. And those do go in based on when you apply. So if a parent misses the December window and they decide in January or February they want to apply, they can still do it. They still have a chance. There may be some people on the waitlist ahead of them. But once December is over, you want to apply as soon as you think you know which schools you want to go to to have the best chance.
Anthony Godfrey:
I like that you have the month of December to decide to put that in. You don't have one high stakes moment where you're trying to get those permits in. The priorities were something discussed years ago when we were involved in what we like to call MOAB or the Mother Of All Boundary changes. There was a revamp of the permit process at that time and those categories that the Board created, those priorities rather, were really established to try to be respectful of the different circumstances that families might find themselves in and the reasons that they might be seeking a permit to a school other than the boundary school. So when can parents expect to hear an answer, at least initial answers, about whether the permit request has been accepted?
Caleb Olson:
If they applied for a permit in December, they should hear back from the schools by about the end of the first week of January, back from winter recess. After that point schools have until the third Friday in February to let parents know, but a lot of our schools process and handle those applications much quicker. So parents should know usually within about a two week period after January starts whether they're at on a wait list or if they'll be able to be offered a seat at the schools they selected.
Anthony Godfrey:
Roughly, just off the top of your head, what percentage of our schools were able to accept permits this year?
Caleb Olson:
Well, we're a growing district and that means that we have a lot of schools that are pretty full. There were a lot of schools that were able to offer seats, and there were a lot of schools that weren't. I can tell you that for this year, we're expecting about 2000 seats to be open across the district. Those seats though, aren't always going to be at the places people want them to be. We have a few schools with a lot of seats, and we have a lot of schools with very few seats. So it really depends on where you're at in the district and what schools you're interested in. In the West Jordan area, we have a lot of schools with more space and there are more seats available when you get further south in the district in Riverton or Herriman, we have schools that are a little more full. So those schools are probably less likely to offer seats. At the secondary level it's a little easier for schools to have seats because there's more classes, there's more opportunities, there's more offerings. So elementary is gonna be a little more challenging across the district. The secondary schools will be a little easier.
Anthony Godfrey:
More information on the permit process with Caleb Olson when we come back.
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 workatjordan.org.
Anthony Godfrey:
We talked about the fact that this is all based on school capacity. Depending on the time of year capacity is calculated differently. Explain that.
Caleb Olson:
So at the time that we're talking about now in December, we are projecting enrollment for next year. We don't know exactly how many kids will show up in August, but we're doing our best to make an educated guess. And that's what we base the number of permit seats off of before the school year starts. When we get into August, when the school year has actually begun, we base our capacity off of the number of teachers in the building. At an elementary level, we would look at a specific grade and if that grade was low or that there were seats available, we might be able to offer permits just in that grade. At the secondary level, it gets a little more tricky because you may have seats in a language arts class, but not seats in a math class. And at secondary, we have to be able to offer a spot in all of the classes a student would need to be able to accommodate them. So right now we're doing our best guess off of the trends and the move-ins and the information we have available. As we get closer to the school year, and when the school year starts, we switch to using teachers and the amount of students per teacher in every building.
Anthony Godfrey:
During the initial permit window, in other words, can the building fit extra students? If so, then we can accept some permits. But there's a point at which even if there are some empty classrooms, you may not accept permits because you're not staffed at a level that would allow you to accept additional students. Otherwise the staffing would be shifting throughout the year, and it just would be impossible to have teachers and students matched up appropriately in classrooms. So really the bottom line is the best time is December but you can always apply beyond December. There's a lot that can shift between December and the beginning of the school year.
Caleb Olson:
Exactly. And parents need to not be worried about applying in December, because if they're not able to get a seat in December, their name stays on a waitlist, actually all the way through the following school year. So we're accepting permit applications now for the 22-23 school year. Anyone who goes on the waitlist in December will actually stay there until the end of June of 2023. So no matter what happens, you're on the waitlist, and that spot won't go away. So if seats come open, if there are big changes at a school, they may need to call some people on the waitlist and offer seats. So you may get that chance. We keep your name on the waitlist. If you are on a waitlist for this school year, you'll want to reapply. Because again, that waitlist only goes through the end of the school year so you'll want to reapply every year if you don't get a seat. If you do get a seat, you don't have to reapply. You get to keep that permit, until you either choose to return to your boundary school or until you finish the grades offered at that building. So a permit at the elementary lasts through sixth grade, through ninth grade at the middle school, and until you graduate at the high school level. There's also not a fee associated with the permit application. It's available to anyone in the district, anyone in the state of Utah. They can make those applications. They can do it online at the websites we mentioned. They don't have to worry about waiting outside or trying to get to a school during school hours. It's available anytime night or day during the month of December. So if they don't make a decision on a school until winter recess starts, there's no worry about the school not being open. They can go straight to the permit application and fill one out.
Anthony Godfrey:
Transportation. That's a question sometimes. A student on permit does not qualify for transportation except perhaps on a space available permit, which would be rare for that to be available for someone out of boundary, because there normally wouldn't be a bus close enough. Maybe in the situation that you described, where someone lives fairly close to a school, but they're not in that school's boundary, that could possibly happen. But really that's the only way that they would have transportation to a school to which they're permitting.
Caleb Olson:
Exactly. Parents are always able to ask and to make a space available application for busing. They would need to wait until the school year started and ask for that application at the school, because it takes a little bit into the school year to really finalize those bus routes and how many students we have riding. But for the average student on permit, they are responsible for their own transportation. That's not provided by the district.
Anthony Godfrey:
Let's say the school year's underway. A student is really not happy where they are and they'd like to switch to a different school after the school year has started. What's the permit process they would want to follow in that case?
Caleb Olson:
It's exactly the same as a student would be in applying for a permit right now, they would go to the permit application. They would fill one out. If it's after the start of the school year, I always encourage parents to reach the school and let them know that they've made an application because once the school year starts, a lot of schools aren't checking that as frequently, because we don't get very many. After the school year starts, they can certainly reach out to the school and ask. But the thing for parents to realize is a lot of our schools will have a waitlist. They'll have students who applied in December and January, who already have a spot on that waitlist. So those applications that come after the school year starts would go to the bottom of that waitlist. It doesn't mean it's impossible that they'll get a seat. It does mean that there are other students who would have a chance for a seat first, before it got to them.
Anthony Godfrey:
If, for whatever reason, a family feels strongly about being able to change schools, we can always find a spot for anyone to change schools. It just might not be their first choice, but they can call the principal or they can call some other schools in the area that might be on the way to work, where they could drop a student off, that sort of thing. We try to be as flexible as we can and as accommodating as we can to try to make sure that we honor parent and student choices.
Caleb Olson:
We have a lot of great schools in the district. So, like you said, there is a seat for everyone in the Jordan School District. It just may not always be at the first school you think of. We have principals who've done a great job at helping to find seats or getting families in touch with individuals who can help them to find those seats. But they just may need to be a little more flexible if they're looking for a new start or a school to begin over at. It may not be their first choice, but there will be a school that will be available to give them a seat.
Anthony Godfrey:
Sure. And sometimes it's just about matchups. You know, great schools can be even better for one student versus another. It's just finding that right teacher in that right school and the right fit. If anyone has a question about permits, where can they go for answers?
Caleb Olson:
The best place they can go would be to talk to the school they're interested in applying for a permit at. There are staff at each of the district schools who process permits and are familiar with the system and they can answer questions. If a family feels like they have kind of a unique situation, or maybe their circumstances are a little bit different, they're certainly welcome to call the district office and ask for Student Services. We can help them troubleshoot their permit questions in those circumstances.
Anthony Godfrey:
We haven't done this for quite a while, but at the beginning of the podcast, we used to play Two Truths and a Lie at the end of the podcast, you tell me two things about your life that are true and one thing that's a lie, and I try to detect which one is the lie. I thought about this game again, because I think you would be a worthy opponent in Two Truths and a Lie. So Caleb, I'm interested in knowing some things about your life plus a lie. Let's hear it.
Caleb Olson:
So let me give you a couple and we'll see how good you are at figuring it out. I can slam dunk a basketball.
Anthony Godfrey:
Now, wait a minute. You said that present tense, right? I can slam dunk a basketball.
Caleb Olson:
Yes.
Anthony Godfrey:
Okay. Caleb, I feel like with you, I have to define a few more things too. This is a 10 foot rim.
Caleb:
Yes.
Anthony Godfrey:
Okay.
Caleb Olson:
Regulation.
Anthony Godfrey:
Okay. All right.
Caleb Olsen:
Not in dress shoes.
Anthony Godfrey:
Measured just like in Hoosiers, it's the same thing, right?
Caleb Olson:
Exactly.
Anthony Godfrey:
Okay.
Caleb Olson:
I can speak Japanese.
Anthony Godfrey:
Okay.
Caleb Olson:
And I have a collection of Mr. Potato Heads from a variety of entertainment properties.
Anthony Godfrey:
All right. I can narrow this because I have seen that Mr. Potato Head collection and it is really something.
Caleb Olson:
I gave you an easy one.
Anthony Godfrey:
Japanese or dunking. I feel like you can do both of them at the same time. I just feel you're capable of all of that. You know what I'm gonna say, that you cannot dunk a basketball.
Caleb Olson:
Unfortunately, you are correct.
Anthony Godfrey:
Oh, Caleb. I wanted to be wrong. I wanted to be wrong.
Caleb Olson:
And I've always wanted to be able to dunk basketball.
Anthony Godfrey:
So, you know, I'm not good at any sports. But if I could be good at one, it would be basketball and dunking on someone has got to be a singular feeling.
Caleb Olson:
I'm sure it feels spectacular.
Anthony Godfrey:
Well, you and I will keep reaching for the stars.
Caleb Olson:
Always have to have a dream.
Anthony Godfrey:
That's right, Caleb. Thanks again for all your hard work. You do a great job and we really appreciate the information about permits.
Caleb Olson:
Thank you.
Anthony Godfrey:
Thanks for permitting us to share another episode of the Supercast with you. Remember education is the most important thing you'll do today. We'll see you out there.
23 min
December 02, 2021 Episode 116: “Christmas for Kids” Giving Hope and Help to Teens in Need Over the Holidays
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 “Christmas for Kids” volunteers say shopping with the teens is an experience they will never forget, one that brings true meaning to the holiday season.
Audio Transcription
Anthony Godfrey:
Hello, and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. Every year, the Jordan Education Foundation provides holiday gifts for teens who would otherwise go without through an event called Christmas For Kids. On this episode of the Supercast, we find out how this event helps teens in need who are struggling over the holidays. Also, find out why Christmas For Kids volunteers say shopping with the teens is an experience they will never forget. One that brings true meaning to the holiday season.
We have two guests today to talk with us about Christmas For Kids. I'm going to let them introduce themselves.
Mike Haynes:
My name is Mike Haynes. I'm the director of the Jordan Education Foundation.
Brian Synan:
And I'm Brian Synan. I'm the President and CEO of South Jordan Chamber of Commerce.
Anthony Godfrey:
First, let's talk with Mike. Mike, you are the newly installed director of the Foundation. For those who may not be familiar with the Foundation, just tell everyone a little bit about what we're all about.
Mike Haynes:
Oh, the Foundation is a great resource for the District. We engage the community to provide resources for those students and teachers that have needs that exist in public education. There's some gaps and we step in and help fill those gaps with the public's help.
Anthony Godfrey:
And Mike is key to creating those partnerships and connections to the community and not only bringing in the donations and the support, but also helping everyone out in the community understand better what we do as a district and what those needs are for students and for teachers.
Mike Haynes:
Well, thank you. Yes, our goal is to help spread the word and to try to provide opportunities for people that have a desire to help. We have a great community with a lot of great people and once they hear about what we do at the Foundation, it doesn't take long for them to engage and want to get involved.
Anthony Godfrey:
And you do a remarkable job of drawing those folks to Jordan School District and helping connect those who want to help with opportunities to make a difference.
Mike Haynes:
Well, thank you. I don't think there's a better place on earth. The Jordan School District is the best, and we've got the greatest kids, greatest teachers and administrators, and it's a lot of fun to get out and spread the word.
Anthony Godfrey:
Well, it's been exciting to see how much you've expanded what's happening in Jordan District and in the Foundation, even just since July. Which by the way, Mike has actually been with the Foundation for as long as I can remember. Way back, well over a decade as part of the board. So you're not new to this, just to the position.
Mike Haynes:
That's right.
Anthony Godfrey:
Now Brian, tell us a little bit about Christmas For Kids itself. First of all, you're the President and CEO of the South Jordan Chamber of Commerce. Why is it that you are involved in this?
Brian Synan:
Well, you know, a lot of it's about connecting business with community. Really businesses like to give back, they wanna give back, they just don't know how to give back sometimes. I'm also on the board for the Foundation, so that's another option for them to help with the projects that we do with the Foundation. But this event is unique. It helps so many kids in the district and it helps the chaperones. The people that come and actually participate and shop with those students. They have just as much fun and get just as much out of it as the students do. Actually this will be our eighth year doing it. For our first seven years, we've helped nearly 2,500 students. Amazing. Just amazing.
Anthony Godfrey:
Wow. Now I ask, why are you involved in this? But to anyone who's ever done it, it's absolutely obvious why you're involved in it. You talk about the impact that it has on those who help in addition to the students that receive assistance. Tell me about how it impacts the people that get involved as adults.
Brian Synan:
You know, I tell people a lot of the time, it's like a mentoring event. You're gonna give that positive vibe to that student for that hour, hour and a half that you're spending with them shopping. You're gonna get to know them. These are business leaders, educators, city officials, police, fire, the community, that all come together, roughly 500 students the last few years each, and probably again this year. So there's a lot of time to get that positive influence and for that student to go, wow, I can own my own business or I could be a police chief someday. You know, kind of something to strive for. These are deserving students that might not otherwise have an opportunity to meet with some of these people. So that's what I think makes it unique. Plus this event is for middle and high school students. You know, we say it all the time that the elementary kids get taken care of a lot, but sometimes the middle and high school students get kind of lost in the shuffle and people don't know that there's a need out there for 'em. And that they're deserving of the same things. And if they might not have a Christmas, we want to help them have a Christmas.
Anthony Godfrey:
So donations come in and then those who volunteer are able to go shopping with a student so that they have some things for Christmas that they would not otherwise be able to purchase.
Brian Synan:
Correct. We want them to get the needs and some wants. The chaperone piece and the donation piece are great because what I always say is if you're gonna donate, you have to register because you're hooked. If you register to be a chaperone, you're gonna be there almost every year. I mean, we have people from the first year where we had 40 students and that's all we had is 40 students. We still have some of those people chaperone. Chief Carr, since he became the Police Chief in South Jordan, has done it every single year with his wife. It's just a big community piece in helping the entire Jordan School District middle and high school students out.
Anthony Godfrey:
It’s a great way to celebrate the holidays in a very personal way. It's not simply a donation when you donate and then are able to be a chaperone. Then it, like you said, it creates a connection and that hour, hour and a half of one on one time as you shop, not only are you able to mentor the student and get to know them, but you also start to understand their situation in a way that you really wouldn't be able to without spending time with them directly. Right? Mike, you've participated in this for a long time. Tell me a little bit about what that's felt like for you.
Mike Haynes:
You know, I've gotta give Brian kudos. He is Christmas for kids.
Anthony Godfrey:
He is . Yeah.
Mike Haynes:
I look at him and that's what I see. From day one he's been involved and he's got a passion for it. Thank you, Brian. You are a great example to the community and I know the kids and the volunteers look to you every year and appreciate the work that you do. Not only are we drawing volunteers to support this event from the Jordan School District, volunteers come far and wide. Last year I think we had several from Utah county, many from Salt Lake and even north of Salt Lake into Davis county. So it is an event that spreads. The word spreads, and people want to get involved, but it does mean a lot.
I remember every year we ask some volunteers to share experiences, and when these volunteers are tearing up about an experience they had with a student, when a student says, is it okay to buy a pillow? I've never had my own pillow, or just a number of things.
Brian Synan:
He wanted the lamp, a huge floor lamp, and we were wondering what was going on. We asked the chaperone afterwards and said that he wanted to read in his room, but didn't have a lamp in his room. Right. So those are, those are the stories that you hear every year., and it's just amazing.
Mike Haynes:
It is very heartwarming, and it kind of takes you back a little bit to realize, wait a minute, I take a lot for granted in my own life and here's a student trying to do the best they can in life with their conditions and circumstances that they're in. And then the sincerity when these students ask if they can spend a portion of their money on gifts for others. ‘Is it okay to buy my mother a gift with this money? I've never been able to buy my mom a gift.’
Brian Synan:
Right. You know, that's funny because we never thought about that when we started this event and Marilyn here at the school district, this is a perfect example. It was the first or second year and she came up to me and, and said, “he's putting in a toaster and a doll and things like that. What do I do?” And she said, “can I go over the limit and pay for it myself?” And I'm like, wow, um sure? We had no idea. And she did that and it was just amazing. We have people that actually budget now, over that $115 students get from the donations to be able to help more. A couple of years ago, Walmart didn't have what the student wanted. So the person said, get some other stuff, and then she went online and got it from walmart.com and then delivered it to the school to get the student. I mean, it's just, it's insane. What great things happen at this event. And that's why I always say, if you come, you're hooked. It's just amazing.
Anthony Godfrey:
Now we've had a number of corporate sponsors over the years. Most recently the shopping has happened at Walmart for the last few years. And like you said, Mike, I just picture Brian at Walmart down in the holiday section, as we kind of reconnoiter during the event, throughout it, making sure that everyone's taken care of. So tell me about those partnerships and the partnership with Walmart and with others.
Brian Synan:
Yeah, sure. So this all started when Steve, the previous director, and I got together and he said he wanted to do some type of event. So we kind of just threw some ideas out. This kind of came to fruition. We wanted to get the community and businesses involved. I was at Gordman's at the time, so we hosted it there. Then when I left Gordman's we went to Kevin, Steve and I did, and said, would you have any chance, maybe wanting to do this? He's like, are you kidding me? I was trying to figure out how to steal it from Gordman’s . So, he's been a great partner, Walmart's been a great partner. They give a lot to the event. Not only money, but time and resources, which is phenomenal. And businesses are doing a lot of great things. One of our newest members, Alpha Warranty, is doing a donation drive right now. And they're doing fairly well right now, already. So they got about another week left on that and then we should be able to go out and get the check, Mike, and I even go out there, maybe some other people. So, a lot of businesses are getting into it and really seeing the value and giving back to the community and giving back to the students.
Anthony Godfrey:
It's a very personal thing, ultimately when you're shopping directly with that student. So it doesn't just feel like they've been given an amount of money. They have someone helping them shop, connecting with them, and that's really where people get addicted to it and, and look forward to it. It's just a part of a lot of people's holiday celebrations in December.
Brian Synan:
And a lot of people say that is their holiday, that that really makes their holiday. I'm a proponent of long lines, and I actually got beat out this time. As the chair of the event you think you have a little bit of pull, but the committee decided we can't have those big lines anymore. I enjoy those because then those students and those chaperones are talking and mingling with those other students and chaperones. So yeah, you gotta wait an extra half hour in line, who cares? What you're doing is even more important in that line. So we'll have some lines, but we've changed it up a little bit this year. So it'll be less as we're going through, with people in the store at the same time, especially with COVID still an issue.
Mike Haynes:
It's not just these chaperones that enjoyed that experience. At the end of the event, we interview chaperones and students and I remember numbers of students that would say, when they were asked, what was your favorite part of the experience? And they would say the time I got to spend with so and so, the adult, and very good experiences, these students love that time.
Anthony Godfrey:
If someone wants to volunteer, how do they go about doing that and how do they go about donating?
Brian Synan:
So, they can do them both on the website, jefchristmasforkids.org that's jefchristmasforkids.org. And they can either hit the chaperone part and then fill that out or donate part. Or like I said, hit the chaperone, and after that hit, head over to the donation piece and every dollar helps. We're looking at nearly 500 students again this year, which is great, but it also means that there's a lot of need out there. Yeah, absolutely.
Mike Haynes:
A lot of times for some of these kids, English is not their first language. So our volunteers come in with the ability to speak different languages, and we connect those volunteers with students who speak that language. It makes a big difference.
Anthony Godfrey:
I guarantee you're gonna have a great experience if you participate in this, there's just no way not to. Everybody does.
Mike Haynes:
Christmas, community, connection. I think those are the three C words I think we just talked about.
Anthony Godfrey:
And kids, but that's a ‘K’. Kids. But yeah, it's a great time. So jefchristmasforkids.org. Sign up to volunteer or sign up to donate. Thanks to both of you for all the efforts that you put in to make this possible and to change the season for so many kids and so many chaperone volunteers. So thank you very much.
Brian Synan:
Thanks for having us. Yeah. Very nice. Thank you.
Anthony Godfrey:
Stay with us. When we come back, find out how you too can be part of Christmas for Kids and how it just might impact your own holiday happiness in ways you never imagined.
Break:
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Anthony Godfrey:
We are really excited to have one of our Foundation Board members and frequent Christmas for Kids volunteer Tina Rothe. Oh, and I forgot, former Jordan School District teacher. The list is long. Your connections to Christmas for Kids and to Jordan School District, and just your history of taking care of kids in various ways throughout your life. Tell me about what it's like to volunteer at Christmas for Kids.
Tina Rothe:
Well, just so you know, it's addicting. You come once and you never want to miss it again. I was saying that last year, three days before Christmas for Kids, I was positive for COVID and so I couldn't go, and my Christmas was different. There was a hole missing because I didn't do Christmas for Kids. Once you go once, you never want to miss it.
Anthony Godfrey:
I've heard that so many times from people who have participated. Because like you said, it changes you and it changes the season and it sets the tone for the season. Can you think of some specific experiences you've had with kids over the years?
Tina Rothe:
Well, there was one boy that we had, that I had and very first thing he says, ‘I wanna, I wanna shop for my mom.’ And I thought, you know, this young man, who's here for a reason and we don't ever know what those reasons are. But I said, “Look, this is for you. Whatever you want for your mom, I will buy, but I want you to get for you.” So first off, he went and found a cute little sweater for mom. So I thought, you know, that's sweet. We don't know the situation they come from, but that was what he wanted to do was buy for mom right off the bat. I don't think there's a chaperone that goes through that checkout line that doesn't actually take from their pocket and say, you know, we don't tell 'em that up front, but we just whatever the bill is, we'll cover the rest. It's just you in that spirit, you know.
Anthony Godfrey:
It's very different when you're right there beside the person that you're helping, as opposed to donating anonymously and not seeing the impact of your donation. Tell me about the connection that you feel even during that brief time as you're shopping with a child.
Tina Rothe:
Well, I just think they are so grateful, you know. My grandchildren, they, we all have so much. We just want them to have that confidence. As a teacher, I think I've mentioned this before to you that, as a teacher, I wanted them to do well in math and the end of the year test and all that stuff. But my goal was always to walk out the door with more confidence to take them for the rest of their lives. So when you lift these kids out of different situations and give them a chance, you know, pick 'em up a little bit. Especially now the things that are going on in the world, these kids, bless their hearts. There's so much negative and darkness. If we can lift them up for an hour of shopping and they can meet Santa Claus and it's just positive and people are happy to be there. How can we not come away without being lifted ourselves?
Anthony Godfrey:
With my own kids I've always appreciated when there was an adult outside of our family, who they could connect with and who they knew was interested in them and cared about them. So that they could see that they had some value outside of those people who are required to value them, or because relationships automatically are expected to value them. But when someone outside of that circle takes the time and spends resources and really connects with them, then that really does lift a child and make them feel important.
Tina Rothe:
Yeah. And us too, as we have that experience every year, it lifts us too for the rest of the season and for a long time, that's why we come again. So it's the shared lifting on all parts and just the joy that you feel that people are just excited to be there. It's not like, oh boy, 6:00 in the morning. Why am I here on a Saturday? You know, it is, I've got to have this for myself, be selfish. This is something I want to do.
Anthony Godfrey:
There's a real sense of purpose when you're there. What would you say to someone who's considering volunteering or donating?
Tina Rothe:
I'll pick you up. What can I do to get here? You have to do this. I think of two years ago when I was able to go and just the lineup of people wandering, winding in and out of the aisles, getting ready to find who they're going to shop with. Just the excitement, waiting to find that person.
Anthony Godfrey:
Well, thanks for everything that you've done to support the foundation, and Christmas for Kids, and students in Jordan for decades. I remember in particular you used to have students do a marathon every year, didn't you? And they did it, bit by bit.
Tina Rothe:
Yes. The first six weeks of school and we ran 26 miles.
Anthony Godfrey:
26 miles in the first six weeks. Which is a great lesson to teach them. A little bit at a time and you make a cumulative effort, but that really adds up. The same is true of Christmas for Kids. It's one morning, it's one donation, but the cumulative effort and the impact that has going forward for a child is just immeasurable.
Tina Rothe:
It is. It's wonderful.
Anthony Godfrey:
Well, I'll see you then, looking forward to it. Thanks Tina.
If you or your organization would like to donate to Christmas for Kids or provide adult volunteers for the event on Saturday, December 11th, please visit jefchristmasforkids.org. 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.
21 min
November 24, 2021 Episode 115: The “Turkey Trot” and “Turkey Tunes” Tradition at Golden Fields Elementary School
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 talking turkeys and tell us what they are thankful for this year.
Audio Transcription
Anthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. It has been a beloved school and community Thanksgiving tradition at Golden Fields Elementary for years. 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 homemade talking turkeys and tell us what they're thankful for this year.
We're here in first grade at Golden Fields with Stephanie Murray and Amber Squire to talk turkey here before Thanksgiving. First off, you guys have amazing shirts on. Tell me about this.
Stephanie Murray:
Our whole program is based around the turkey and our first graders dress up in turkey costumes that they create themselves. So we couldn't just leave them hanging, we had to dress up as the turkey ourselves. So we reached out, purchased some shirts and surprised them this morning. When we walked out to pick them up, they almost lost it. They were so excited to see us sporting the turkey.
Anthony Godfrey:
So it's a brown shirt with big googly turkey eyes and a beak. And of course the
Stephanie Murray:
Snood.
Anthony Godfrey:
The snood. I knew you would know the word. That's why I could just pause, the snood. So you look very festive. Tell me how did the focus on turkeys get started?
Stephanie Murray:
Well, long ago, when we very first opened the school, we had so much fun during the month of October celebrating Halloween and all of its festivities. We had a bunch of fun during December celebrating all of the winter holidays, but November kind of got passed over. That had us a little sad because November is a very important month and a time to reflect on being thankful and showing gratitude for what we have and those around us. So we started thinking as a team, how can we make this month focused on what it truly is about being thankful to those around us? And so we started a search to find some child appropriate songs, and we wound up finding turkey. So our whole month has been spent talking about turkeys, learning everything we can about them, but also about why the turkeys are so grateful to escape being eaten on Thanksgiving day, if they're ever so lucky. We use that as a stepping stone to talk to the children about what they are thankful for and just had a lot of fun along the way, using the turkey as our guide.
Anthony Godfrey:
It's a great tie into the Thanksgiving meal and to turkeys, but also to have the kids reflect on their own lives and the things that they're grateful for. What a wonderful way to make November exciting for the students. That's really what it's about, connecting with students. I'm sure this is something they'll remember for a very long time.
Stephanie Murray:
Oh, definitely. We still have kids that are here the first year that we did it that come up to us and say, I still remember Turkey Tunes and I have my costume and everything. So we hope that it is something that leaves a lasting memory with them for the rest of their lives.
Anthony Godfrey:
Tell me something about the costumes. What do they put together?
Amber Squire:
For the costumes, we just use brown paper bags, like grocery bags. We cut them up the back and then we actually cut arm hold inside of them and a little neck hole for the collar. Then we have large white circles for the eyeballs and then black construction paper for pupils. And then we have beaks and snoods, and that's the vest. Then we actually have the children put those on and we take Velcro and secure it so it can fit to their bodies perfectly.
Stephanie Murray:
We do a lot of dancing in this show, so we don't want to lose our turkey bodies in the process.
Amber Squire:
And then on their heads we take brown construction paper and staple it together to make a headband. We put feathers in a pattern, so we do a brown feather in the center sticking up from the back of their heads and then red feathers, orange feathers, and yellow feathers on either side. It makes a little secure turkey, feather hat.
Stephanie Murray:
We shake our turkey feathers a lot also.
Anthony Godfrey:
Shake your turkey feathers. Okay.
Amber Squire:
Shake our turkey feathers and point our toes like it says in our last song.
Anthony Godfrey:
Oh, okay. Now do you two dance along with them?
Stephanie Murray:
More than you would ever want to see.
Amber Squire:
We always joke that we get our cardio in these days. For the whole month of November, that's our cardio.
Anthony Godfrey:
So has Turkey Tunes taken over maybe even some of the other holidays throughout the year, or is it just kind of hanging with the others now?
Stephanie Murray:
You know what, it has taken over I think. In October, you know, we have the typical fun, the Halloween parade and the Halloween party. But Turkey Tunes invites the families in, it invites the friends in, it invites the community in to stop, pause, reflect on what we're grateful for and have a little fun while we're at it. So it's something that everybody around us looks forward to.
Anthony Godfrey:
Oh, here they come. Here come some of the students to come in and get reconnected with their costumes here. Tell me your name.
Jonah:
Jonah.
Anthony Godfrey:
Hi, Jonah. What's your name?
Pierce:
Pierce.
Jocie:
Jocie.
Anthony Godfrey:
Pierce and Jocie. Tell us a little bit about what you're looking forward to today.
Jonah:
Being on the podcast.
Anthony Godfrey:
Yeah, it is exciting to be on a podcast.
Jonah:
I’ve already been on one before.
Anthony Godfrey:
Oh, have you really? Tell me about that?
Jonah:
I did one about Lego Mario.
Anthony Godfrey:
Lego Mario. Well, I have not yet talked about Lego Mario on my podcast, but it seems like maybe one day I should. And if I ever do, you'll be the first person I call. So tell me about today. Tell me about your performance.
Jocie:
Turkey Tunes. We do songs about turkeys.
Anthony Godfrey:
And is the word gobble in any of these?
Jonah:
Most of them.
Anthony Godfrey:
Most of them have the word gobble. That makes a lot of sense. Pierce, what's your favorite song today?
Pierce:
Glad I'm Not a Turkey.
Anthony Godfrey:
Glad I’m Not a Turkey. Well, I can probably guess, I'm pretty glad I'm not a turkey even without hearing the song. What's your favorite?
Jocie:
Um, Turkey Dance.
Anthony Godfrey:
Can you tell me what happens in the dance?
Jocie:
You have to say gobble and you have to wobble and you have to strut.
Anthony Godfrey:
So you, you say gobble and you wobble and you strut. That's a lot to remember. It's a good thing you guys have been practicing. Tell me about making your costumes. Was that fun?
Jonah:
Yeah, we used glue, staplers and scissors.
Anthony Godfrey:
Glue, staplers and scissors. Is this something that you're going to take home?
Jonah:
Yes, I mean no.
Anthony Godfrey:
No? No, you want to keep it here?
Jonah:
Yeah.
Anthony Godfrey:
Did they ask to hang it up? Because it was so good?
Jonah:
No, we have to use it in like 15 minutes.
Anthony Godfrey:
Oh, in 15 minutes you have to use it. But after that, are you going to take it home?
Jonah:
Yes.
Anthony Godfrey:
Yes. Okay. Are you guys going to wear this at Thanksgiving dinner?
Jocie:
Maybe.
Anthony Godfrey:
Maybe? Don't you think people would like it if you wore those feathers and you came in? Or would they feel uncomfortable eating turkey?
Jonah;
And there’s a turkey hat.
Anthony Godfrey:
Oh, there's a Turkey hat. Do you know where yours is? Can I get a look at that? Yeah. Oh, see, I thought the feathers would have gone at the front, but that doesn't make any sense. The way you're wearing it makes a lot of sense. You guys look really great in these costumes. I don't know, if I were you, I think you ought to be wearing them at dinner. I'm looking forward to the performance. Tell me what you're looking forward to most and Thanksgiving.
Jonah:
The main course.
Anthony Godfrey:
The turkey. Yes, you're very right. The turkey and the gravy. Do you put the gravy on the turkey? Yes. Okay. How about you? What are you looking forward to most?
Pierce:
Eating steak with my family.
Anthony Godfrey:
Eating steak?
Pierce:
Yeah, we usually have steak instead of turkey.
Anthony Godfrey:
So should you really be dressed up as a steak today?
Jonah:
We have a giant turkey in our fridge, by the way.
Anthony Godfrey:
You have a giant turkey in your fridge?
Jonah:
It's like the head’s gone and the organs are pulled out.
Anthony Godfrey:
The organs are pulled out and the head is gone. So you're well on your way,
Jonah:
And there’s seasoning on it.
Anthony Godfrey:
And there’s seasoning on it? Does it just gradually get closer? Like one day the insides are gone and the next day the seasonings on and it just kind of gradually moves forward. You've been paying close attention to this haven’t you? It's because you're looking forward to the turkey. Yes. So you have steak every Thanksgiving.
Pierce:
Yeah, usually.
Anthony Godfrey:
Do you call it steaks-giving?
Pierce:
No.
Anthony Godfrey:
No, you don't. Do you have Turkey and steak or just steak?
Pierce:
Steak.
Anthony Godfrey:
Okay. Is it cooked on the grill or out on the barbecue or how does your dad cook it?
Pierce:
Barbecue.
Anthony Godfrey:
Out on the barbecue.
Pierce:
My dad makes the best steak.
Anthony Godfrey:
Oh, wow. Is it kind of pink in the center? Yeah. Well, that sounds fantastic. What time should I come by for steak?
Pierce:
I don’t know.
Anthony Godfrey:
Just whenever I come by, there'll be steak cooking. Huh? Okay. What are you looking forward to?
Jocie:
The turkey.
Anthony Godfrey:
The turkey. Okay. Do you put gravy on your Turkey and have you been watching the turkey like Jonah?
Jocie:
I haven't got a turkey yet.
Anthony Godfrey:
Okay. Not yet.
Jonah:
In two days we have to eat Turkey and the Thanksgiving dinner. I'm counting Thanksgiving too.
Anthony Godfrey:
Okay. Two days until Thanksgiving, including Thanksgiving. Okay. Fair enough. So what do you think about the turkey? Have you named the turkey?
Jonah:
No, I want to, but I want to name him like gobbler.
Anthony Godfrey:
Gobbler. Okay. All right. All right. Tell me something you're thankful for that's not turkey and will not be on your table.
Jonah:
My dog.
Anthony Godfrey:
Your dog. Your dog is well behaved so he's not going to be on the table, right?
Jonah:
My dog's name is Archie. Archibald Nacio Gretsch.
Anthony Godfrey:
Oh, wow. That's a long name.
Jonah:
Nacio for nacho.
Anthony Godfrey:
Oh, okay. Very good. And so that's the middle name? Kind of? I definitely need to talk to you more. Okay. Tell me what you're thankful for?
Jocie:
My friends and family.
Anthony Godfrey:
Friends and family. Great. And what are you thankful for?
Pierce:
My class.
Anthony Godfrey:
Awesome.
Pierce:
And all the teachers in the school.
Anthony Godfrey:
Very good. I'm thankful for your class and all the teachers in the school too. That's really cool. Okay. Well, I hope you guys have a fantastic Thanksgiving and I can't wait for the performance. See you in a minute.
Stay with us. When we come back more about the Turkey Trot.
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 workatjordan.org
Anthony Godfrey:
We're here with Carolyn Dailey, 2nd grade teacher at Golden Fields. She's going to talk to us about the Turkey Trot happening today. What is that?
Carolyn Dailey:
So our Turkey trot is a fun way to get the kids enthused about Thanksgiving and we create turkey hats. They become little turkeys themselves. And then we create a little gobbler made out of a cup to bell the sound of the gobbler gobbling. We just have a little trot parade around the school and out the door to Thanksgiving.
Anthony Godfrey:
And the kids look forward to this, I have no doubt.
Carolyn Dailey:
It's become quite the tradition.
Anthony Godfrey:
So this is your own mini Golden Fields Thanksgiving Day Parade, I suppose. How long has this been going on?
Carolyn Dailey:
So actually we brought the tradition to Golden Fields when we opened. So it's been here the entire time the school has been here.
Anthony Godfrey:
Wow. So do kids in 1st grade look forward to their 2nd grade where they get to graduate to the parade from the Turkey Tunes?
Carolyn Dailey:
You bet.
Anthony Godfrey:
And so they create their own costume. Tell me again, what's involved in making the gobbler?
Carolyn Dailey:
So the gobbler’s the best part of the Turkey Trot. This is what the kids really look forward to. So you take a cup, it can be any cup that you want to do, that's disposable. You put a little hole in the bottom of the cup and invert it. So it has the bell effect of making the sound a little bit louder. And then you're going to insert a string and tie it up on the top with a paperclip. And then at the bottom of the string, you're going to tie a little piece of sponge. And then we make the little cup look like a Turkey as well. Then at the time of the parade, we dampen the sponge and then you pull. Take the sponge and wrap it around the string and jerk it down. It makes a clucking sound and the bell magnifies that sound. So they're just clucking away on their parade.
Anthony Godfrey:
Have they practiced on this?
Carolyn Dailey:
That's the best part ,the practice.
Anthony Godfrey:
Can I get a look at one?
Carolyn Dailey:
Absolutely!
Anthony Godfrey:
All right, let's go take a look.
Carolyn Dailey:
Here's our gobbler.
Anthony Godfrey:
Okay. Let's see. This Turkey looks particularly happy. Okay. So we've got feathers on top of the cup and then a paperclip. Okay. I see the paper beak is sticking out. So that is just wet sponge being pulled down a string and amplified by the cup. Can I try it? I have never gobbled like this before. All right. Let's see if you guys think I can do it. Okay. All right. Let me give it a shot.
All right. That is really cool. I am making gobblers at home this year. I am telling you that right now. I have to do it again, I can't resist. How many of you guys hear the sound in your sleep? Yes, I see most of you do. Wow. That is really cool. Well, congratulations. I've been through 51 Thanksgivings, and I know it's pretty remarkable. Well, I'm 52. This is going to be 52 Thanksgivings. I just haven't been through that one yet. I know it's surprising because I look so young. Right. See, thanks for the thumbs up buddy. But yeah, this is, I can't get enough of it. You guys just like want to do it all the time? I totally understand. I like your shirt. It has a Turkey that says eat pizza and he's in a disguise. Well done.
Tell me how these gobblers came to be.
Carolyn Dailey:
Years ago, it was probably 20 years ago when my kids were little, we were having Thanksgiving and their cousins had made one at school. So of course, being a teacher myself, I was like, let's check this out. And we saw how they constructed these gobblers. So of course I had to continue the tradition.
Anthony Godfrey:
Well, you guys are awesome. Well, have a lot of fun with your Turkey Trot and your gobblers.
Carolyn Dailey:
Keep that one as a memento of your visit.
Anthony Godfrey:
Really? Are you serious? I get to keep the gobbler. Oh man, I'm going to be the most popular guy at Thanksgiving dinner.
Carolyn Dailey:
Should we give him a ceremonial turkey hat to take too?
Anthony Godfrey:
Wow. Thank you very much for letting me visit. I hope you all have a very happy Thanksgiving.
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.
19 min
November 19, 2021 Episode 114: Meet the Silverwolf Caucus! (Part 2)
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 Candice Pierucci, Ashlee Matthews, and Jordan Teuscher run into some former teachers as they tour the halls of their alma mater, sharing some laughs and lots of memories along the way.
Audio Transcription
Anthony Godfrey:
Welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. 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 made up of Utah State Representatives who are also former Riverton High students. Find out what happens when Representatives Candice Pierucci, Ashlee Matthews and Jordan Teuscher run into some former teachers as they tour the halls of their alma mater sharing some laughs and lots of memories along the way.
Is there a classroom or area of the building that you want to visit?
Candice Pierucci:
The newspaper room?
Ashlee Matthews:
I would love to go to the newspaper room!
Anthony Godfrey:
Let's go to the newspaper room.
Ashlee Matthews:
I have fond memories of that room and the newspaper kids were the most fun.
Anthony Godfrey:
Do you remember where your locker was?
Jordan Reuscher:
It's just the hallway over and I remember it's right by the vending machines, which was kind of a coveted spot because it was there, you know, you had easy access by the cafeteria.
Ashlee Matthews:
Oh, we're just heading down, hoping that the newspaper staff room is where it was when I left. Right around the corner from my old locker.
Jordan Teuscher:
So it changed. So the first year it was Ms. Highmas. She got married and changed her name to Billings. She was there for the first year and a half, and then when she got married, she left. Eventually they found someone and it was Jenicee Jacobson. Yeah, she was great. It was her first year teaching. She was Debate coach. She probably hated it because I was in there, and vowed never to do it again.
Anthony Godfrey:
Let’s go in here, let’s go in here. You’ve got to feel the energy of the room.
Ashlee Matthews:
Oh my gosh. The desk where we sold ad space was right there. We made calls and did a lot of ad space. That was all computers. The Life page computer was the second one from the end. It was my computer. It was a green, a green little Mac. Yep. There's always been a captain here. Ours was not that nice. We still have the mini fridge and we had all sorts of snacks and food and stuff.
Jordan Teuscher:
Yeah. I was in newspaper for like a few weeks.
Ashlee Matthews:
What?
Jordan Teuscher:
I had a friend who was the editor in chief and he really wanted me to do it and they brought me in. It was Mrs. Squires.
Ashlee Matthews:
Was it Joel Ackerman?
Jordan Teuscher:
No, it wasn't. But I remember Joel really well. Yeah. I ran into him like last year at Summit Splash, the new Seven Peaks.
Ashlee Matthews:
Did you buy his book to support him? You should, I’ve got a copy.
Jordan Teuscher:
Okay. But anyway, they assigned me to be like the ad space guy and as I got into it, I'm like, I do not like this. I'm not, not doing it.
Ashlee Matthews:
I had a best friend in yearbook as well, and she was always trying to recruit me. I just couldn't quite, you either were or you weren't in yearbook and I was not.
Anthony Godfrey:
So there's the room bringing back memories a little bit even though it’s changed?
Ashlee Matthews:
It does, yes. It’s close enough. It's got the same bones, so yep.
Anthony Godfrey:
Look out the window, see the view.
Ashlee Matthews:
Spent a lot of time staring out that window seeing what everyone else is doing.
Laura Taylor:
Hey! How are you doing?
Candice Pierucci:
Good! How are you? We're all legislators who were Silverwolves. I was just talking about your Women in American History class. I have a wall of women in my office in the legislature now, so thank you.
Laura Taylor:
Nice! I remember your goal, your thing was to become president.
Candice Pierucci:
Oh, I don't even remember that.
Laura Taylor:
You're like I want to be President of the United States, so you're well on your way.
Candice Pierucci:
Well, thank you for that. I didn't even remember that. That's really cool. That was awesome. That was a good class. I think we had all women except for Jamin Mikesell who was the only dude in the class. He expected to get a little more mileage out of it I think.
Laura Taylor:
He didn’t get very much. The boys were usually always well outnumbered.
Candice Pierucci:
Yeah, really great class. Cool, thanks for what you do, obviously it’s working.
Laura Taylor:
Thank you. It's great to see you and all the great things you're doing.
Candice Pierucci:
Thanks, awesome. So we're good. We were just seeing you Mr. Briggs, and Mrs. Rush are like the three I recognize. Awesome. Well, have a good Halloween this weekend.
Laura Taylor:
Enjoy your little tour down memory lane.
Anthony Godfrey:
Does the school look about the same?
Ashlee Matthews:
It does, yeah. It feels really similar.
Anthony Godfrey:
Let’s walk back in here.
Jordan Teuscher:
This was the debate room and I don't know, someone in music has taken it over.
Anthony Godfrey:
Let’s walk into the debate space. Let’s absorb the energy in here.
Jordan Teuscher:
We had a great time in here. We used these little breakout rooms, you know, to do individual practice rounds and such. I spent a lot of great time in here.
Anthony Godfrey:
It's been a long time since you've been in this room I'm guessing.
Jordan Teuscher:
Yeah, probably 20 years.
Carolyn Gough:
This is one of our student officers, Cameron.
Jordan Teuscher:
Cameron, nice to meet you.
Ashlee Matthews:
Nice to meet you.
Cameron:
Nice to meet you guys.
Carolyn Gough:
Cameron is involved currently in choir.
Candice Pierucci:
Oh cool. Are you an acapella or madrigals?
Cameron:
I’m in madrigals and acapella.
Candice Pierucci
Very nice. Glided acapella. That's really fun to do. Who's the choir teacher now?
Cameron:
Ulmer. Was it Ulmer back then?
Candice Pierucci:
I had Willmore. Mrs. Willmore who started like every choir program in the Southwest corner of the valley. So she went to go lead the bell choir at Tabernacle Square. Yeah. So, but that was who I had. So that's really cool though.
Cameron:
That’s really cool. What was it like being with such an influential teacher?
Candice Pierucci:
She man, that woman was tough as nails and as she just would flat out tell us when we sucked. She actually didn't even let us finish singing the line. She never said we sucked, let me correct the record. She said, “No, no, no, no, no.” When we would start out and she's like, you're not preparing. And even when I sing now, I think of her voice in my head to prepare for the air that you need to get through it. So she was really influential.
Anthony Godfrey:
That's cool. Let's go to the choir room led by a current student. If you guys could harmonize along the way, that'd be great.
Cameron:
That’s the school musical rehearsing.
Anthony Godfrey:
Oh great. What’s the musical this year?
Cameron:
We're doing Mamma Mia.
Cameron:
These are the folders filled with crazy music.
Candice Pierucci:
Totally remember that.
Cameron:
Right in here is the choir room.
Candice Pierucci:
Very cool.
Anthony Godfrey:
Is it smaller than you remember?
Candice Pierucci:
It actually does look smaller than I remember. We had a really massive choir. We had a lot of students in choir and I also did center stage. So this whole area, I felt like I spent a lot of time between acapella and theater. So this is really cool.
Anthony Godfrey:
And what was Center Stage?
Candice Pierucci:
It's just with the theater program. They would have the stage in the middle of the room so you had to act to all sides, kind of like the globe?
Anthony Godfrey:
Theater in the round kind of thing.
Cameron:
Theater in the Round.
Candice Pierucci:
Is that what it’s called now?
Cameron:
Student Directed Plays.
Candice:
There you go. Yeah. Mr. Eaton was the director, the teacher then. You knew Mr. Eaton too? Did you do theater?
Ashlee Matthews:
Nope. He was my film studies teacher. Something that does not involve any sort of talent.
Anthony Godfrey:
But it lasts a lifetime. Now Netflix is just that much more enjoyable because you know how to appreciate it .
Ashlee Matthews:
I'm critiquing it all in my head.
Jordan Teuscher:
He was my drama teacher. I had just a half credit of drama that I had to take, but it was a lot of fun. We went and did like an ensemble at the Shakespeare Festival. That was way fun.
Candice Pierucci:
Yeah. No, I think everyone should have to take a little bit of theater in their life. You know, it also helps, I would say in elected office, you have to give a lot of speeches and public comments. So it helps you be a little more confident. I feel like theater helps you in high school. Be a little more confident too.
Anthony Godfrey:
It does build confidence. It puts you out there, but it gives you someone else's words to say.
Candice Pierucci:
There you go, that’s much easier.
Carolyn Gough:
Right in the middle of a Mamma Mia practice as we're getting ready for a school musical, but we have three former students, current legislators who are in our state legislature. They actually had you as a teacher, so we just wanted to wait.
Clin Eaton:
What were you in?
Candice Pierucci:
I had Center Stage. So it was one of the student led ones. And then I did acapella, but I had Willmore. Yep. There you go.
Jordan Teuscher:
I wasn't in any performance, but I just had a class. It was great. It was lasting. Just a drama, like a Drama I I did the Shakespeare Ensemble. I remember that. Yeah.
Clin Eaton:
With what show?
Jordan Teuscher:
We did Much Ado About Nothing.
Ashlee Matthews:
Film Studies and Theater I.
Candice Pierucci:
Did you get an “A”?
Ashlee Matthews:
Well, of course I did! I had the best teacher.
Clin Eaton:
Thank you so much.
Candice Pierucci:
Thanks for the work you do. Good job, it sounds amazing guys.
Jordan Teuscher:
We’ll come back and see the show.
Candice Pierucci:
Yeah! When is it showing?
Carolyn Gough:
November 18-22. Mamma Mia performing at Riverton High School.
Anthony Godfrey:
When you look in a class like that doesn't seem like a longer time ago or does it seem like it was just yesterday?
Candice:
It made sense to be like just yesterday. And I was just telling Ashlee, I wish I could go back. Cause they're so carefree. There's no bills to pay like no college tuition, no children.
Anthony Godfrey:
No bills to pay no bills to pass.
Candice:
That’s right! There you go, that's true. But I just wish I could go back and tell myself, like, this is the most carefree you're going to feel your whole life. And you can feel that right? When you hear them all dancing and waving their arms.
Jordan Teuscher:
But they seem so young. I did not look that young when I was in high school.
Candice Pierucci:
I was much older.
Ashlee Matthews:
I feel youngish until I’m around actual young people and I go holy crap I’m old. It's because the legislature makes us feel young. That's what so many people say, ‘you're my grandkids age’. You start feeling young then we realize we're not really that young.
Anthony Godfrey:
Stay with us. More fun with the Silverwolf Caucus as they reminisce about all the good times at Riverton High.
Break:
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Anthony Godfrey:
We're here at the current teachers board with photos of all of our teachers here at Riverton High. See anyone you guys recognize?
Candice Pieruccu:
Yes. Mr. Briggs was my American Government teacher. I'm still friends with him on Facebook. Laura Taylor taught my Women in American History class. Fantastic. And then Patricia Marshall was my AP English teacher.
Anthony Godfrey:
That's awesome. All right. How about you guys?
Ashlee Matthews:
Mr. Hales was my shop teacher, Jordan Vance was an SBO actually, when I was here I believe. He was a student at least. If he wasn't an SBO he should have been. I remember him that way. Mr. Eaton and Mrs. Rush. She was my AP English teacher as well.
Candice Pierucci:
We are Facebook friends as well.
Anthony Godfrey:
People are hard on social media, but it is cool to stay connected.
Candice Pierucci:
It’s a cool way to connect for sure. Mr. Briggs!
Joshua Briggs:
I used your example today to show the kids how to do a project. I said, “If you look at this one, you can see that this student put in a lot of effort.” And I always brag on you and your kid Benji.
Candice Pierucci:
Oh my gosh! You’re so awesome. I'm glad Facebook keeps us connected. So I randomly put a goldfish in your water jug that one year.
Joshua Briggs:
I do remember that and I thought about drinking it.
Candice Pierucci:
You totally read us though. Oh good. How are things going?
Joshua Briggs:
They're going great.
Candice Pierucci:
Well that's amazing. Oh, it was fun to see your pictures still here. I'm glad you’re still teaching. These are all, well, these three, Ashlee and Jordan are the legislature with me. We are the Silverwolf Caucus now. We make up 4% of the legislature.
Joshua Briggs:
That’s what I'm talking about. Thanks for the handwritten note. I appreciate it.
Anthony Godfrey:
Oh, you bet. Absolutely. My pleasure.
Joshua Briggs:
I always appreciate how you pick up the phone. You’re awesome.
Anthony Godfrey:
Oh, thank you. Thanks.
Candice Pierucci:
Can I get a picture with you? To put on social media.
Joshua Briggs:
You know it!
Anthony Godfrey:
It's pretty awesome for you to have this kind of lasting impact come back. We know the impact’s there, but it's fun for people to actually tell you.
Joshua Briggs:
Yeah. And I have your example. If you want to see it.
Candice Pierucci:
I kinda want to. I’m impressed that you have it. Here, let me get a picture with you.
Joshua Briggs:
Right here Candice.
Candice Pierucci:
Oh my heck. I can’t believe you have this still! Oh my gosh. I remember staying up late to work on this.
Joshua Briggs:
Well, I was trying to tell the kids, you need to have the title written and then you need to throw some color behind it. Write your book and then take some time and effort in the pictures. And today the students were like, ‘that's really good.’
Candice Pierucci:
Yeah. I can't believe you kept it.
Joshua Briggs:
Did you know that Candice Backus Pierucci is the youngest elected female legislator in the Utah House of Representatives. And they're like, ‘really?’ I said, ‘yes, if you see her signs, it'll have Pierucci on it.’
Candice Pierucci:
Yeah I know, Backus was easier.
Joshua Briggs:
And little Benji is as cute as ever.
Candice Pierucci:
Thank you. I appreciate it. He's two and a half now. I cannot believe you kept this. This means so much to me. The night I stayed up till like 3:00 AM working on this, it made it worth it just because you still use it.
Joshua Briggs:
Guess what, I have some of the other examples too. In my journal process that I have, because I have the kids write journals. I‘ve fine tuned it quite a bit over the years, and for anyone who goes above and beyond, I call it the Candice Backus role.
Candice Pierucci:
Oh my gosh. Wow. Thank you, that is so sweet.
Joshua Briggs:
Cause you, you asked me, you know, ‘how can I even get more out?’ And so you would write it and then you would figure out how to reframe it, rewrite it. And so I have kids regularly going two and three and four times above what the expectations are because they know it'll pay dividends. We reference you all the time.
Candice Pierucci:
Oh my gosh. Well thank you. I really appreciate it.
Joshua Briggs:
You said ‘hi’ to L.T. right? She’s so excited too because you had her for Women's History.
Candice Pierucci:
I did. Yeah. I told her I have a wall of women in my office now because there are a lot of walls of men all over the legislature. But like Susan B. Anthony, Elizabeth Cady Stanton, all my ladies, they're up on the wall. So, because she had a wall of women.
Joshua Briggs:
Hopefully you can be up there.
Candice Pierucci:
I’m definitely not up there with Susan B. Anthony.
Joshua Briggs:
Well, one day you’ll be on a coin. When you were in my class do you remember you said that one day you're going to be President.
Candice Pierucci:
You know, apparently I said that. I’m feeling very, very embarrassed today. I was much more confident than I remembered.
Joshua Briggs:
No, you said “I’m going to do it”. Then I watched you and you went and clerked in D.C. and then also in the Honor Flight.
Candice Pierucci:
I did Honor Flight. Yeah, you’re right.
Joshua Briggs:
That was the coolest thing I ever heard in my whole life.
Candice Pierucci:
Yeah, I was the flight leader board member for him.
Joshua Briggs:
For Mike Johnson.
Candice Pierucci:
Yeah, yeah, and he’s so cool, I can't believe I said that by the way, I feel rather embarrassed. Like I don't have time to be President. I'm just happy to be in the legislature.
Joshua Briggs:
If you ever do, I’ll vote for you.
Candice Pierucci:
Well, thank you. I do appreciate your vote. I remember especially learning just US history in your class. It was really cool. And I remember following the election cycle because that was when President Obama was running. I remember in class you were really good about keeping the discussion civil, like you always made sure both sides were represented when we watched the debate.
Joshua Briggs:
I believe it's the student's education and not mine. And so I want them to be confident, have your own voice.
Candice Pierucci:
You felt that way in your class, which is why I felt comfortable sharing opinions. So thank you. You're awesome.
Joshua Briggs:
I’m super proud of you. I have more examples by the way.
Candice Pierucci:
I can’t believe you kept them all. It just makes me feel better. That’s so cool. Thank you. I appreciate it. What was the assignment? It was just to create like a little mini book.
Joshua Briggs:
Yeah, yeah. So what I call them is a folded book. The ones that the students are finishing up right now is on World War II. So, I want them to hit with the state core standards are and be able to show their understanding of it, write their own book, drop in vocabulary words, but also illustrate it. And so I have a couple of other ones if you ever want to see them.
Candice Pierucci:
Okay. I can't believe you keep all your students. People really appreciate it.
Anthony Godfrey:
I can't thank you enough for coming to Riverton and reminiscing about the Silverwolf days and giving some advice to our current students and a boost to the teachers who still remember you and cherish that time that they had with you as students. So thank you so much for everything you're doing and for representing Silverwolves all the way up at the State Legislature.
Candice Pierucci:
Thanks for having us. It's been really fun.
Jordan Teuscher:
It's been great. Love reminiscing. The nostalgia is awesome.
Anthony Godfrey:
And you're welcome anywhere here any time. Absolutely.
Thanks for joining us for another episode of the Supercast. Remember education is the most important thing you'll do today. We'll see you out there.
21 min
November 18, 2021 Episode 113: Meet the Silverwolf Caucus! Three Riverton High School Graduates Now Successful in Utah State Legislature
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 they learned from their time as students, what advice they have for some student body leaders and why Riverton High is still near and dear to them today.
Stay tuned for a bonus episode on the Silverwolf Caucus tomorrow.
Audio Transcription
Anthony Godfrey:
Hello and welcome to the Supercast. I’m your host, Superintendent Anthony Godfrey. They call themselves the Silverwolf Caucus. These three former Riverton High School students are all now Representatives in the Utah State Legislature. On this episode of the Supercast, State Representatives, Candice Pierucci, Ashlee Matthews and Jordan Teuscher returned to Riverton High for the first time, since they graduated, find out what they learned from their time as students, what advice they have for current student body officers and why Riverton High is still near and dear to them today.
We are here at Riverton High School with what we are calling the Silverwolf Caucus. We have three of our State Representatives here who are former students here at Riverton High. I'm going to let each of them introduce themselves. And we have a couple of members of our current student government here as well to ask you some questions, but let's start out with introductions
Candice Pierucci:
I’m Representative Candice Pierucci and I graduated class of 2010.
Ashlee Matthews:
I'm Representative Ashlee Matthews and I graduated in 2004.
Jordan Teuscher:
I’m Representative Jordan Teuscher. I graduated class of 2002. So 2002.
Anthony Godfrey:
Time flies, time flies.
Jordan Teuscher:
I forgot how we say that.
Anthony Godfrey:
You brought some swag with you. I see you have some memorabilia from when you were here. Representative Pierucci, show me what you have there.
Candice Pierucci:
Well, I lettered in academics and I was FBLA’s Vice-President.
Anthony Godfrey:
Let’s lay it down on the table here, let’s see that.
Candice Pierucci:
Well, it’s been at the bottom of the memory box so I can't promise that it doesn't have fuzzy things on it. I've taken off all my pins and then I was Sterling Scholar for Social Studies.
Anthony Godfrey:
Wow, Sterling Scholar for Social Studies. Vice-President, that is very cool. Very cool. Does this look familiar?
Candice Pierucci:
These things don't ever change. They’re timeless. Taxes, death and your letterman jacket. Those are all the same.
Anthony Godfrey:
Representative Teuscher. I must mention, changed flights, missed some major events and came right from the airport to be part of this. So thanks to all three of you for going to the effort of making this work in your schedule. I know you're very, very busy.
Jordan Teuscher:
I wouldn't miss it. You know, we all love Riverton High School and I wanted to be here for this. So yes, I have my letterman jacket right here. Haven't worn it in a little while, but it looks good. It's warm and nice.
Candice Pierucci:
What did you letter in?
Jordan Teuscher:
I lettered in debate. Yep. So I was a National Debater here and then French, and Seminary. Which is kind of awesome.
Anthony Godfrey:
That's really great. You know, yours says 2002, mine is from the 1900s. So at least it's recent in my book. That's awesome. So now we're going to have our current student officers introduce themselves.
Dylan:
I'm Dylan. I'm the Student Body President here.
Tessa:
I’m Tessa. I’m Artist SBO.
Anthony Godfrey:
Dylan, Tessa, what is your first reaction sitting across from three State Representatives who used to be in your shoes?
Dylan:
I think it's awesome. And I think it shows that Silverwolves can produce such highly esteemed people. It’s almost like a flexing moment for all of us. They’re Silverwolves.
Anthony Godfrey:
It's a good flex for Riverton High. I don't know that there's another high school that can claim three current state representatives.
Candice Pierucci:
I was not aware of any in the legislature right now that have this many. Maybe rural Utah can pull out a couple, but not this many.
Ashlee Matthews:
Well, if they are, they're not saying anything.
Anthony Godfrey:
You got to represent, that's right.
Jordan Teuscher:
I’m just doing the quick math here. We’ve got 75 representatives. So 3 out of the 75, that's 4% of the entire House is a Silverwolf. I think proportionally speaking, we’re punching above our weight.
Anthony Godfrey:
4% came through this building, that's no small matter. That's a big deal.
Jordan Teuscher:
We have some open seats coming out so we’ll just need to find some more Silverwolves.
Ashlee Matthews:
The most important question we will ask any candidate is, are you a Silverwolf?
Anthony Godfrey:
It’s about growing the Silverwolf Caucus, that’s the important thing. Tell me what questions do you have for our State Representatives?
Dylan:
My first one is like, what's the biggest thing, or what thing do you notice the most that's like, you're still a Silverwolf? What reminds you the most? Like, you'll do something in your day and you're like, ah, that's because I'm a Silverwolf
Candice Pierucci:
For me, when I think of high school, I think of the community and I feel like it lays the foundation for a lot of students on thinking you can do anything in life. When I think back on high school, I wish I could tell young Candice not to stress so much, but maybe it was good I did. Because then I tried to achieve a lot of things. Just the sense of friendship that carries with you that obviously we immediately all feel some camaraderieship because of that. Also the awesome teachers here, who you still want to check the board and see how many of them are here, but there are a lot of life lessons and fond memories as you walk through these doors that kind of takes you back.
Ashlee Matthews:
It's true. I'm not even going to try to top that because you said what I was thinking only way better.
Jordan Teuscher:
I'll tell you my thought. I started here in 2000, so this was the first year it opened. So I was a sophomore, it was brand new. We were trying to decide what are the traditions that we need to have. What will actually unite us as a school? Because we had people coming from all different high schools, Copper Hills High School, Bingham High School, that may have had some allegiances there, but we wanted to start off great. So I harken back to that anytime I have a new project, it just reminds me of that idea of coming fresh into a new school, wanting to have good traditions, wanting to get off on the right foot.
Candice Pierucci:
That's crazy because I was here in 2010, which was the year before it split off to go to Herriman High. It was like, everything was one last time that we were all going to be together. So Silver Rush was huge. I remember the One Last Dance theme and it was just really cool. I think high school is terrifying for a lot of people, right? You build relationships with people that you'll never forget. I still am best friends with my high school friends and we keep tabs on each other. So it's really cool, the memories you make.
Ashlee Matthews:
I have something that's not deep or philosophical, like either of them, but I grew up in the neighborhood. We are just right behind the football stadium. So listening to the band practice and every Friday night listening to the announcers, the football game. Where I live now, I live just down the street from my community's high school, and I will say that every time I hear the band practicing it takes me back.
Anthony Godfrey:
There is something about the lights, the crisp air, hearing that ratatat, and the announcer is pretty exciting.
Ashlee Matthews:
It's the last time it's socially acceptable to really paint your face. It’s awesome, I definitely painted my face.
Anthony Godfrey:
There’s license to do some things that you can't later in life.
Ashlee Matthews:
Exactly.
Anthony Godfrey:
Stay tuned. When we come back, find out more about how Riverton High School helped prepare these three legislators for public service.
Break:
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Anthony Godfrey:
We have Principal Carolyn Gough here with I think a few additions to the swag that you brought.
Carolyn Gough:
We do offer a yearly pin so that you can take advantage of the pin that we have for this year. And then this, because you mentioned that Silver Rush was such an integral part of your experience, we have our jug or Silver Rush jug pins. So we wanted to present you with those just as a token of our appreciation for the service that you give.
Dylan:
And a shirt that says ‘Riverton Pride of the Pack”.
Legislators:
Thank you!
Carolyn Gough:
Thanks for representing us so well. If you could wear that in a session, that would be great.
Tessa:
What was like your thing in high school? Like we have student government, like, what was your thing and how did it prepare you for the position you have now?
Ashlee Matthews:
I was on the newspaper staff, and that was my thing. I'm an observer, I'm a watcher, I'm a listener. I just kind of learn by watching and listening to other people, which was very helpful going into this. I had no idea what I was walking into. So I spend a lot of time just taking mental notes and watching and listening to things that are going on. On that same token, talking about relationships and such, I have a very good relationship with the former newspaper adviser, April Squires. She's amazing. We still talk to her all the time and she tells me every time like, ‘oh, you were my favorite life editor.’ I'm sure she tells that to everybody.
Anthony Godfrey:
Life editor, was it the Riverton Life? Is that what it was called?
Ashlee Matthews:
No, Silver Scribe. No, just the life page.
Candice Pierucci:
For me, I did Peer Leadership Team, the National Honor Society. I did the FBLA, Future Business Leaders of America and I did Acapella, but really loved my experience there. Also, my senior year I did an internship at the state Capitol, which totally changed my trajectory. I also did the We the People competition. My teacher advisor was Jenicee Jacobson who I still am in touch with. That internship at the Capitol changed my life. That's where I decided I wanted to do something in government to make a difference. So it was really, really instrumental, I feel like, in me getting here.
Jordan Teuscher:
I mentioned it before, debate. I mean, I was involved in a lot of different things, but that was definitely kind of the hallmark of what I focused my time in most. Little known fact probably for most people here, but debate was the first trophy that Riverton actually won. We had a whole trophy case out here and nothing in it and it was great to be able to put something in the middle. We kept adding to it, adding to it. Over the years, we kind of had to fight with football and cheer and other people that wanted to kind of move debate to the side, said this is more for athletics, but we enjoyed it. We actually competed really well and had a great program.
Anthony Godfrey:
What would you say to current high school students who are maybe considering whether they could or should get involved in politics down the line?
Jordan Teuscher:
I'll say, you know, a lot of my political interest started when I was in high school. It was getting involved in an AP Political Science class, learning about the system and getting challenged to show up to a caucus meeting and it was a scary type thing. So I think that's the biggest advice that I can give to any high schoolers, get involved. I mean, especially at this age there's there's clubs and classes, and even just coming up to the Capitol and spending some time with your elected official, to just learn how the process happens, that will put you in a really good situation in the future to be able to jump into public service when the opportunity presents itself.
Candice Pierucci:
I would say half of the effort you need to be involved is just showing up. So I would encourage students to start getting engaged now and actually take your government course seriously. If you can jump on a campaign, there's no minimum age to help on a campaign, and knock doors or deliver flyers. I'd say, definitely reach out to one of us about doing an internship. If you're a senior, we can always try and pull some strings to get you up there for a fellow Silverwolf. Also not letting your age stop you. As you can see we're all millennials up here, for those of you who are listening. We're all millennials and having different age groups provides different perspectives and diversity in the Legislature that I think is really helpful. So I'd say jump on in and don't hold back.
Ashlee Matthews:
On that same token, but a different way, I agree with Candice, don't let your age hold you back. I was not involved politically at all until, until I ran for office. So, it was weird and it was scary and it was exciting starting something that I had absolutely zero experience in. So I did it and I, and I think everybody else should do it too.
Dylan:
So what do you guys think the state of politics is today and how can we work together to be better?
Candice Pierucci:
I think we have to learn again as a culture, as a society to disagree civilly. I think it starts in AP Government when people start formulating opinions and you get to be able to share your own and realize that just because someone disagrees with you doesn't mean they're evil. It just means they have a different opinion. I feel like I've developed a great friendship with Ashlee who sits across the ideological aisle. But my goodness, apart from being legislators and a Republican and Democrat, we're both moms and friends and able to talk about things that we all care about. I think we have to do a better job of getting off social media, getting out of our echo chambers and learning to interact with people, and learning to meet them as people before we do their ideology. It makes the negotiating process that much better because you're able to find common ground on what you can agree on, which is the best way to create policy.
Jordan Teuscher:
Yeah. I think Candice hit the nail on the head. It's all about finding people that you disagree with and having those conversations. Too much today, people either are afraid to have the conversation or they're being told not to, right. They're saying, you know, we need to alienate ourselves from those people who are across the aisle, who may believe differently than we do. So the more that we can reach out to people who have different opinions and have the discussion and try to understand why they believe that way and not necessarily try to change their opinion, but just seek to understand, we’ll be in a much better spot.
Ashlee Matthews:
For me, the biggest struggle that I had, I guess starting, is just making sure to always keep the people separate from the work. Because, like Candice said, from a political standpoint, I feel like all three of us are in very, very different places. But as people we are, like you said, we have way more in common than not. So it's easier to not take things personally, right. If they disagree with something that I say, if they voted against the bill, I don't think that personally, because I know that it's not intended to be personal. We can leave from a discussion where we disagree with everything and we can say, ‘Oh, dang. Oh, I saw that picture of you on Facebook and Oh wow! Your kids are so cute. Oh, what are you doing for Halloween?’
Dylan:
That kind of reminded me of something, so I want to ask a question. We recently asked a bunch of people, why is Silver Rush your favorite thing? Or why do you think Riverton has a thing? And they said, it's because like everyone forgets who they are and they just become one. They get along with everyone. Do you think there's some part of Silver Rush that helps you to build that assessment as you go further. You've seen that for three years in the month of December, everyone's one group body and their Silverwolf is what makes them the same. Do you think that has affected in a positive way, the rest of your lives?
Candice Pierucci:
Yeah. I have a distinct memory of when we're knocking doors, it was snowing. We were flipping cold, but we were having so much fun. I remember I was with the SBO president. I was with a drama student, there was a football player and a wrestling player. When else in high school, other than at lunch, when you bump into each other, are you all thrown together for the same cause and how much fun we had. You got to know people at a different level. And especially when you're performing right, you're performing tasks or jobs or shoveling snow. At that point, all your labels just drop to the ground and you're just people. So I definitely think that's a big lesson. I think our country has had those moments, not to extrapolate this, but if you think about World War II or getting a man on the moon, we have moments where we let labels fall and we all get together. I think that's when our country's at its best. And that's when Riverton High is at it’s best. There's a difference in the air. I remember walking around just feeling lighter during Silver Rush. I feel like a lot of people feel that way.
Ashlee Matthews:
It carries with you too. You can take that forever. None of us have been here for a very long time, but you asked us what our favorite thing was, and I think we all said Silver Rush was our favorite thing. The thing that we miss most, and when we were the happiest and most proud of being here and you won't forget, you won't forget that feeling.
Anthony Godfrey:
Thanks for joining us on another episode of the Supercast. Join us tomorrow for a bonus episode featuring the Silverwolf Caucus. And remember education is the most important thing you'll do today. We'll see you out there.
19 min