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    Education

    Jordan Supercast

    The Jordan School District Podcast Starring Superintendent Anthony Godfrey

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    Latest Episodes:
    Episode 322: Assistant Principal Has Passion for Showing Rhodesian Ridgebacks Nov 06, 2025
    Show notes

    When she’s not in the classrooms of her school caring for kids, one assistant principal has a unique passion, and you could say she is having a dog-gone good time pursuing that passion. On this episode of the Supercast, we take you to Elk Meadows Elementary School where we meet up with Stacie Thompson and her striking Rhodesian Ridgeback dogs. Find out why this educator loves showing her prize possessions at dog shows everywhere and what it takes to bring home the title of “Best in Show,” or “Best in Breed.” Audio Transcription Stacie Thompson:They were bred for a job. Anthony Godfrey:And what job was that? Stacie Thompson:To protect the farms, but they also are very well known for working together to hunt lions. Anthony Godfrey:The name Rhodesian Ridgeback sounds intimidating. There's a reason for that. Stacie Thompson:Yes. Currently, I think they're only feared by my couch. [Laughter] [Music] Anthony Godfrey:Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. When she's not in the classrooms of her school caring for kids, one assistant principal has a unique passion and you could say she's having a doggone good time pursuing that passion. On this episode of the Supercast, we take you to Elk Meadows Elementary School, where we meet up with Stacie Thompson and her Rhodesian Ridgeback dogs. Find out why this educator loves showing her prized possessions at dog shows everywhere and what it takes to bring home the title of Best in Show or Best in Breed. [Music] Anthony GodfreyWe're talking today at Elk Meadows with the assistant principal who happens to be a big dog fan and a prize winner when it comes to her dogs. Introduce yourself and tell us a little bit about what you're up to with these dogs. Stacie Thompson:I'm Stacie Thompson and I show and breed Rhodesian Ridgebacks. We enter AKC events both in the ring for confirmation and on the field for lure coursing. Anthony Godfrey:Stacie, I've been looking forward to this for a long time. I have two dogs that are neither shown nor prize-winning at all, unless there were prizes for barking at the door at 3.30 in the morning or things like that, you know. Stacie Thompson:There could be. Anthony Godfrey:There could be. There really should be. Now, let's talk first of all about the breed, the Rhodesian Ridgeback. Rhodesia is a country, or was a country, with a very unpleasant past. So tell me about the Rhodesian Ridgeback name. Stacie Thompson:So they are an African dog and they do hail from formerly Rhodesia, which is now Zimbabwe. But they were bred for a job. Anthony Godfrey:And what job was that? Stacie Thompson:To protect the farms, but they also are very well known for working together to hunt lions. Anthony Godfrey:Oh, OK. So, when the name Rhodesian Ridgeback sounds intimidating, there's a reason for that. OK. All right. Protecting the farm and working together to hunt lions. If you hunt lions, then you're something to be feared, I would say. Stacie Thompson:Yes. Currently, I think they're only feared by my couch. They want to spend their time there. Anthony Godfrey:OK. All right. Stacie Thompson:Yes. That was their original job. Anthony Godfrey:I did get a glimpse of them as we walked in and he looked very charming, not very, not very intimidating. Stacie Thompson:Yeah. Anthony Godfrey:But that was because he was under your command. So I'm sure that if I met him in a dark alley, I might think otherwise. Stacie Thompson:He's a sweet guy. Anthony Godfrey:He's a sweet guy, I'm sure. Stacie Thompson:I got my first Ridgeback 13 years ago, and I still have her. Anthony Godfrey:Good. Stacie Thompson:Then Zero is 10 and I have Izzy has just turned seven and my puppy just turned two. And that's Scarlett. We have her here today. Anthony Godfrey:Which leads me to the next question. So there are four Ridgebacks in your home. How many dogs are there in your home? Stacie Thompson:Four. Anthony Godfrey:OK. So how many legs total in your home? Stacie Thompson:Too many. Anthony Godfrey:That's two for you, 16 for them. That's a lot of legs. Stacie Thompson:That's a lot of legs. Anthony Godfrey:That's a lot of legs. Are they far from you or do they always want to be right by you? Stacie Thompson:They're a little bit different. They I would say they like to be in the same room, definitely. But they're comfortable being across the room as long as they can have eyes on you. And then sometimes they just love a good cuddle. Anthony Godfrey:That's awesome. That's a big cuddle from what I saw as I walked by. Stacie Thompson:It's like a big hug. Anthony Godfrey:It's a big hug. That's fantastic. Tell me about what it means to breed and to show these dogs. What does that look like for you day to day? Stacie Thompson:So we enter AKC events where we show our dogs to a judge and usually in a weekend, you'll show to more than one judge. You're just there to get the professional opinion of the judge that your dog has been bred correctly and shows the correct standards for our breed and is worthy of continuing forward with a gene pool and breeding. Anthony Godfrey:What are some of the characteristics of this particular breed that a judge would be looking for? Stacie Thompson:They look for like a combination of their conformation. So, we're looking for a strong shoulder assembly, an athletic dog. Anthony Godfrey:I've always wanted a strong shoulder assembly. I've never really had it. Stacie Thompson:A dog that drives from the rear. Anthony Godfrey:That drives from the rear? Stacie Thompson:Yeah, so they're rear wheel drive. So not fancy but athletic. So they're pushing as they reach and drive because they're an athletic breed. And if they're going to protect the farm, they need to be able to run all day. Anthony Godfrey:What else are they watching for? What else are the judges wanting to see? Stacie Thompson:Well, automatically our breed disqualification. So the Rhodesian Ridgeback has a hallmark of our breed. and that is that it has two cowlicks that are at the base of their neck on their shoulders. That forces the hair to grow in the opposite direction down their spine. Hence, that's why they're called a ridgeback. Anthony Godfrey:So the hair is growing upstream against all the other hair? Stacie Thompson:Mm-hmm. Anthony Godfrey:Okay, well we'll get a look at that in a few minutes. And so if we don't have that, then that would disqualify us as being correct. Anthony Godfrey:But it's not properly bred, I see. Stacie Thompson:Then they're just looking for the rest, as far as like our dogs should be longer than they are tall, and they should have a certain kind of shape to them and movement to them. Anthony Godfrey:Okay, all right. So, if you are in a competition, is it only showing and looking at the characteristics? Or are your dogs like jumping over the little bar and running around through the cones and all that stuff? Stacie Thompson:So an AKC confirmation event is only, it's kind of like a beauty concept. Anthony Godfrey:It's a beauty pageant. Okay, wow. All right. That may all make sense now. What's his platform? World peace or what is it exactly? Stacie Thompson:Maybe more food. Anthony Godfrey:More food? Okay. That's a good platform. That makes sense. Stacie Thompson:So that's an AKC confirmation event. If you are doing— Anthony Godfrey:World hunger. That's the platform. Stacie Thompson:World hunger, there you go. Anthony Godfrey:Yes, okay. Stacie Thompson:If we're doing going through the sticks and over the jumps, that's called agility. Anthony Godfrey:Agility. Stacie Thompson:We can also compete in that. Then if they're competing for obedience, that's obedience or rally. And then if they are competing on the field, which is something only sighthounds can do. Anthony Godfrey:Not— Stacie Thompson:Not just any hound but a sighthound. So a sighthound is a nose. Anthony Godfrey:Oh, I see. But the Ridgeback is a sight. Stacie Thompson:Um hum. Anthony Godfrey:So they see the lion. They don't smell the lion. Well, they also smell it, but they work on sight. Stacie Thompson:Yeah, they're very prey-driven by sight. So that's a dog like a whippet or a greyhound. They're going to compete in this event. And it's just in the field where they have a motor and a pulley system. And the dogs will chase--it's a plastic bag. But it's supposed to simulate a rabbit. Anthony Godfrey:I see. Stacie Thompson:And they'll chase it sprinting between 600 and 900 yards. Anthony Godfrey:Is it boring to chase a plastic bag rabbit when you're used to chasing lions? Stacie Thompson:No. Anthony Godfrey:Or are they happy to do that still? Stacie Thompson:Well, since they haven't been to Africa in a while, I think they're pretty happy to chase a plastic bag. Anthony Godfrey:Okay. All right. Very good. Let's talk about all of these ribbons, these awards. This is quite an array and I will say, whenever an AKC competition is on TV, I cannot turn the channel. I cannot look away. I have to watch it through to the end because it's fascinating to watch the competition. So, tell me about all of these awards. Stacie Thompson:So these awards are just various awards that the dogs have gotten over the years. Some of them are from confirmation. Some of them are for coursing. So the ones that say lure coursing, those are field events. The red, white, and blue is what's called Best in Field. So they compete against other Ridgebacks and then if they win against the Ridgebacks, then they compete against the winners from all the other breeds. Once that happens, then they can be Best in Field. So Zero, my dog, has been best in field twice, which means that he ran against Whippets and Greyhounds and Salukis and Afghans and was able to win those days. So, it was a lucky day. Anthony Godfrey:Even Salukis. Wow. Very cool. I just pretended to know what a Saluki is. So that's really fun. That's exciting. So how often would you say you are taking them to competition of one sort or another and how far away have you taken them for competition? Stacie Thompson:I don't do it as often as others. Others are committed and they're out there every weekend. We only have two shows in the spring and two shows in the fall here in Utah. So, we do both of those if we can. And then typically we do Idaho, Wyoming, Colorado in here and just kind of keep it close. But I've been as far as Washington State and North Dakota, and I guess quite a few states. Anthony Godfrey:Oh, so we have some photos here of the competition. Let's look at that. Stacie Thompson:We do. So when you win, you get to take a picture with a judge. Anthony Godfrey:Oh, yeah. Stacie Thompson:That's the one that I read. This is Zero's son. And you get to take a picture, which is great. Anthony Godfrey:Look at that. They know exactly how to stand. Like, there we are. We're ready to go. Stacie Thompson:Yeah. Well, and so you're showing off, right? They're best qualities. So you can see there should be longer than the front. Anthony Godfrey:Yeah. Beautiful dogs. Yeah. Very cool. And this is the ridge. There's a magazine. There's a Ridgeback magazine? Stacie Thompson:Yeah. So if you belong to the club, you know, we can show our dogs and advertise if you are wanting us. Anthony Godfrey:Oh, look, there you are. Stacie Thompson:There I am. Anthony Godfrey:New champion in the magazine. Stacie Thompson:That's Izzy. So Izzy is Scarlett's mom, who we have here today. Anthony Godfrey:Wow. That's very cool. Stacie Thompson:Yeah. Anthony Godfrey:Look at that. Huh. They're very photogenic dogs. Stacie Thompson:They are. And this is Zero's dad. Anthony Godfrey:Dex. Stacie Thompson:Dex. Anthony Godfrey:Very cool. Very distinguished looking dog. Like, “I stand on business.” Stacie Thompson:They do. Anthony Godfrey:“I have things to do.” Stay with us when we come back. We meet Stacie Thompson’s Rhodesian Ridgebacks, Zero and Scarlett. [music] Male Voice:Never miss an episode of The Supercast by liking and subscribing on your favorite podcasting platform. Find transcripts for this episode and others at supercast.jordandistrict.org. [music] Female Voice:In Jordan School District, communicating and connecting with parents is really important, and that's why we're very excited about ParentSquare. ParentSquare has replaced Skylerk as the District's new communication platform. With ParentSquare, you'll receive all District and school communication via email, text and/or the app based on your preference. All messages can be translated to your preferred home language indicated in Skyward and it takes less than a minute to set up your notification preferences. You can use the ParentSquare app on any device. The app is available at parentsquare.com/signin. We look forward to connecting with you through ParentSquare. Anthony Godfrey:Let's go meet the dogs, shall we? Stacie Thompson:Let's do it. This is Zero, we'll meet him first. Anthony Godfrey:Alright, let's meet Zero. Now, they're very well behaved. I saw you put them in the kennel and they just like, "Oh sure, no problem. Why don't we go into this zipped up little box?" Stacie Thompson:They're used to coming to dog shows. Anthony Godfrey:Yeah. Stacie Thompson:So he's 10, so I'm just going to grab him. He is my racing dog, so he loves to run. Anthony Godfrey:Yeah. He has two white paws on the left and two brown paws on the right. Stacie Thompson:Yeah. Our dogs shouldn't have too much white, so we don't want the white to go up past that first joint. Anthony Godfrey:Is it a problem, the white that he does have on his paws? Stacie Thompson:Not at all. Anthony Godfrey:Or that doesn't take away from it? Stacie Thompson:Not at all. So, they typically have a little bit on their chest as well at times, so you can see. Anthony Godfrey:Now, someone told me when we got our second dog that some dogs are treat-motivated and some are ball-motivated. Is that, in fact? Is that breed-specific or does that just vary on the dog? Stacie Thompson:For Ridgebacks, typically are very food motivated. Anthony Godfrey:Yeah. I don't know if they might pick that up, but that was a loud attack on the snack that was airborne. Stacie Thompson:But they typically are independent thinkers, so if you throw a ball, they might go get it the first time, but the second time they kind of look at you like, “well, you threw that away, so you don't want it. That's all you. So why would I want it?” Anthony Godfrey:I actually, I respect that. Stacie Thompson:Yeah. Anthony Godfrey:I really respect that. Oh. That's Zero? Stacie Thompson:Yes. Good boy, buddy. Scarlet. Anthony Godfrey:Okay. Your hand signals are telling him exactly what to do. Stacie Thompson:Yeah. So he has... Anthony Godfrey:He seems very obedient. Stacie Thompson:He has been a show dog, you know, a few years ago, so he does know, and he's just a very good dog. Anthony Godfrey:And as a racing dog, how fast does he go? Stacie Thompson:Oh, that is a good question. So, if they're running against a Greyhound, the Greyhound might be going much faster than he's going, but the judge has to be able to look at each breed independently and see, is this dog moving the way it's supposed to? They're graded in five categories, and they get up to 10 points in each category, and they run twice. So he would have to run correctly for our breed and follow and have good agility and all of the things that they're looking for. Anthony Godfrey:So it's not just fast…

    Full show notes at the publisher

    Episode 321: School Physical Therapist Uses Fun Costumes to Connect with Kids in His Care Oct 30, 2025
    Show notes

    He works tirelessly to improve the motor skills and mobility of students, so they can get the most out of their education and all the fun activities that go along with it. On this episode of the Supercast, we meet Jordan School District physical therapist Mitch Gibson. Hear why Mitch is considered quite the character, dressing up in fun and creative costumes as a way to connect with students in his care. It is the story of a physical therapist going above and beyond every day to ensure student success in and outside of the classroom. Audio Transcription Mitch Gibson:Kids are curious and they look at these differences. Now all of a sudden they're engaged and I know that that kid is going to see them every time in the hallway and know their name. It's going to occur and I can see the light on. It's so cool. [Music] Anthony Godfrey:Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. He works tirelessly to improve the motor skills and mobility of students so they can get the most out of their education and all the fun activities that go along with it. On this episode of the Supercast, we meet Jordan School District physical therapist Mitch Gibson. Hear why Mitch is considered quite the character, dressing up in fun and creative costumes as a way to connect with the students in his care. It is the story of a physical therapist going above and beyond every day to ensure student success inside and outside of the classroom. [Music] Anthony Godfrey:We're here at the Auxiliary Services Building talking with one of our itinerant physical therapists. Mitch, introduce yourself and tell everyone a little bit about what it means to be a physical therapist in Jordan School District. Mitch Gibson:Great. Hey, thanks Dr. Godfrey. This is really fun. So my name is Mitch Gibson. I'm an itinerant physical therapist, like I said before. So what that means is in the school district we have about 75 schools and me and two other PTs, we cover all of those schools. So as a student in the District might need some assistance or help, we are the ones who travel to every single school and work with them. So I cover about 25 schools and so I see each of these students about once a week. I get to see countless number of staff and office and principals and work with teachers and that. And so my role is really fun. I focus on the gross motor skills and occupational therapists who work with us, they work on the fine motor skills. So that would include something like the coordination and the function, strength, range of motion, balance, working with walking and sitting, and wheelchair training, transfer training, anything that a student might interact with or need to do to improve their educational experience. The physical therapist's role in mostly special education would address that and versus occupational therapists, theirs is the fine motor skills. So they have all of those foundational components work to improve their handwriting, zippers, buttons, fasteners, bilateral hand movement stuff. So we kind of work on both sides of the coin. Anthony Godfrey:The gross and fine motor skills all at the same time. Mitch Gibson:Yeah. And so there might be kids who only have fine motor concerns or impairments and we might have the gross motor skills. So sometimes work together with them, but most of the time it's whatever the student needs. If it's a gross motor impairment, then we would step in and help with that. Anthony Godfrey:What age of student do you work with? You work with a wide range. Mitch Gibson:I do. Yeah. So I work with preschool, which starts at three, all the way up to post high school. So a student can graduate from, let's say, Riverton High School or Bingham High School. And they would move on if they choose, especially in the special ed world, to like South Valley and they cap out at 21 years old. So from three to 21 years old, I'll be working with kids. Anthony Godfrey:So I would imagine that working with them over that period of time, you develop some close relationships with those students. Mitch Gibson:It is. Yeah. I have students that I started with in preschool when I first got hired and I'm still with them today and we're still working on their goals and improving their life. I get to look back on pictures and talk with them like, oh, do you remember this? We were working on this, and it's so much fun. I get to work with them every week for years and years. Anthony Godfrey:That's fantastic. Mitch Gibson:There are diagnoses that like, for example, cerebral palsy. Cerebral palsy doesn't necessarily get better. You don't heal or get better from cerebral palsy. But as you grow and your body grows, you have different demands on yourself so you have to be able to accomplish those things with your impairments. And so the main . . . Anthony Godfrey:I wouldn't have thought of that. It's as they grow, as their bodies change, then they need to adapt in a different way. Mitch Gibson:Yeah. And different demands are put on them, such as like a preschool environment. There's a lot of sitting, crawling. There's the rug time. There's play time and then you get to first grade on and then you have recess and you have to worry about, OK, how are they going to navigate the playground? Whether it's the blacktop or the wood chips or the ramps or the playground structures. Then you get to middle school and high school and all of a sudden they're walking from their class to the cafeteria is now walking across campus and getting across campus. So the demands are different. Their bodies are different. So we establish different goals. With the IEPs that we set up, which is the individual education plan, we would set goals that we hope to accomplish every year. Anthony Godfrey:I would imagine that just every student has very unique needs, that there are skills that you use with multiple students, but you really have to be individualized in your approach. For sure. Mitch Gibson:It really shows you not only like the techniques, but every kid, every student, every child that we work with have their own interests. So one of the biggest things, of like, when I graduated from PT school, I was used to working with outpatient physical therapy. It's usually like in general like a normal member of the population with a back pain or an athlete and their motivation to get better is a little bit different than a kid. Most of the kids we work with, we're not working with them because of pain. We're working with them because of function. So I, my role and occupational therapists and physical therapists, is not only find the best course of treatment plan, but also facilitate an activity or a motivator that's going to allow them to participate in that game. Because I can't ask a kid, or “I want you to do Russian deadlifts,” you know, “three sets, five reps with this much weight. Okay, go off the corner and go do that.” I can tell an adult that, but I can't tell the kid that. Anthony Godfrey:You could tell me to do Russian deadlifts and I still wouldn't be doing Russian deadlifts or any other kind of deadlift. Mitch Gibson:Or remaining deadlifts, whatever it is. Anthony Godfrey:Whatever, whatever. Mitch Gibson:So, so because of that, like, I have to be a little bit more creative and in a way I have to be like a child entertainer. That works with my skill sets as I've had a whole list of my whole life of working with kids in different settings. Anthony Godfrey:Yeah. Mitch Gibson:From summer camps to special ed, you know, programs to special and picks, snowboarding coach. So, and so all, all of those things be like, okay, they like this activity. So let's build their goals off of this kind of kind of activity. Anthony Godfrey:So it's about fun and function. Mitch Gibson:Yeah. Anthony Godfrey:Not just function. Mitch Gibson:Yeah. So my favorite complaint is when I take a kid out of a class and the other students are so jealous and mad because their friend gets to go play with Mr. Mitch, you know, doing these activities, you know, in the hallways and the gym and the playground, “they get, they, they get to go play to the playground and we have to stay in class.” And so that's my favorite. When the student is enjoying it so much and the kids are jealous that they don't get to play because really we're just playing. They don't know that I'm working on trunk control or strength training of their hips and knees and ankles. Anthony Godfrey:Yeah. Mitch Gibson:You know, they, they just think that we're, we're here to play. Anthon Godfrey:Yeah. When they don't realize that they're working on getting better, that's, that's really the magic right there. Mitch Gibson:And that's the goal. Anthony Godfrey:Yeah. Mitch Gibson:Sometimes that's not the case. Anthony Godfrey:Sure. Mitch Gibson:You do get a lot of kids who cry when they see me because they know they're going to work harder. They're going to work. Anthony Godfrey:Stay with us when we come back, hear about the collection of costumes Mitch has managed to acquire and how it truly does help him connect with students when he wears them. [Music] Male Voice:Never miss an episode of the Supercast by liking and subscribing on your favorite podcasting platform. Find transcripts for this episode and others at supercast.jordandistrict.org. [Music] Female Voice:They're out on the job in the rain, sleet, snow, ice, and in the sunshine. As Jordan School District students navigate their way to and from school every day, we are truly grateful for our city crossing guards, always vigilant and looking out for students to ensure everyone's safety because they work so hard protecting our kids. Let's give those crossing guards a hand. If you're driving near or around schools, slow down, pay attention, watch for students and staff, and follow instructions from the school crossing guards, and know our cities are always looking to hire crossing guards. If you like kids and need some flexible hours, contact your local city and apply to be a crossing guard today. Together, let's make this a safe and successful school year. [Music] Anthony Godfrey:You're always dressed in a costume of some kind or something exciting. I don't know if you have multiple hats with propellers on top or if it's just the same one, but I've noticed over the years, I, before I knew who you were, I'm like, who is that guy down at the end of the hall and what is he up to? Because you always are making the most of the moment. When you come into a classroom, it's an entrance. Mitch Gibson:Yeah. Yeah, I could say. Yeah. It's a good excuse to really showcase what schools and elementary schools, like all of these things, you know, provide. It's not just this like warehouse where we teach kids, but it's such a fun environment. And I get to be on this side of things rather than the student where I get to walk down the hall and I get to see the work that the teachers and the staff put in of decorating the hallways and really going all out. I get to support that with being silly and fun and sometimes adding a little bit of chaos to kids walking down the hall because they see a rainbow unicorn and they're all distracted. Anthony Godfrey:But look, we all get distracted by a rainbow unicorn. I think that's fair. Mitch Gibson:Yeah. Yeah. So I get to wear these things and set myself apart and help the kids hopefully find it that it's fun and it makes it more effective for me in my style. Not every PT is like me. And sometimes, like over the summer break when I when I shadow it, you know, outpatient PT clinics and everyone's all professional. I still show up in costumes and it causes a scene, but it's great. Anthony Godfrey:I like that you stay in character wherever you go. Mitch Gibson:Of course. Anthony Godfrey:What are some of your favorites? We've seen the storage rooms here at the District. But what does the storage room look like at home for all of your costumes? Mitch Gibson:Yeah. My wife allows me to have one closet. Anthony Godfrey:One closet? Mitch Gibson:One closet for my costumes. It is very full and it gets full every it seems like every week of October. I try to dress up for every day of October because if I dress up outside of October, people start getting weirded out. But if I but if I do October, it gives me this and then I can hit December and start wearing all my Christmas stuff. But ultimately anything can be a costume. So, you can make anything a costume. Here's some pictures. Anthony Godfrey:Oh, there's your Professor Mitch. Mitch Gibson:Yeah, this was I believe this is Midas Creek and their theme this year was Harry Potter. Anthony Godfrey:Yeah. Mitch Gibson:That's why I was Professor. But this is during COVID. So this is my excuse during COVID is like wear my shield. I was like, what can I dress like to wear the shield all the time? Anthony Godfrey:Yeah. Mitch Gibson:And then this is another good one. Anthony Godfrey:Oh, wow. Mitch Gibson:Bluffdale. Anthony Godfrey:The sunflower. Thank you. All right, we'll post some of these for . . . Mitch Gibson:No (laughing) Anthony Godfrey:Mario Mitch right there. Mitch Gibson:Mario Mitch. Midas Creek. I gotta say they are on top of it with the best themes. And not only they come with the idea, but it is decked out. Anthony Godfrey:It's all in. Mitch Gibson:It's they do everything. This is like Olympic year. Anthony Godfrey:The gold medal teacher. Very nice. Mitch Gibson:Oh, South, South Jordan. Anthony Godfrey:Wow. Mitch Gibson:I wore a wig and that mustache is made of two. Oh, sorry. The eyebrows are made of two mustaches. Anthony Godfrey:Oh, really? Mitch Gibson:Yeah. Anthony Godfrey:And that's a that's a that's a serious mustache. Mitch Gibson:Thank you. There's that one. Anthony Godfrey:I think I might have seen that one, actually. And I love what you said to me the other day that this elevates the students that you work with. It gives them prominence in the school, the fact that you come in and you're really making a statement when you arrive. Mitch Gibson:Yeah. And it just kind of the hope is like, I mean, a lot of these kids already feel different. And so I want it to not be like I'm pulling them out of class for bad reasons, but it's hopefully something good that they look forward to and that other kids can see this. There's lots of times I'm like walking down the hall and I might have a student with a variety of diagnosis, but like trying to walk with the gate trainer. And it's my . . . I've had a few moments like this and it just kind of like warms my soul when this is . . . a kid can be walking by and not know what's going on. It's like, why doesn't this third grader know how to walk? Anthony Godfrey:Right. Mitch Gibson:And at that moment, it could either lead them down to just confusion and, you know, uncertainty or bullying or all of these things. And I'm like, “oh, I'm so glad you're here. This is my friend so and so and they're learning to walk and you must be a really good walker. I need your help to show them how to walk.” So to get all of a sudden, all of a sudden, this student who a few seconds before really had no idea what was happening is now walking as exaggerated as they possibly can and encouraging and supporting and teaching this other kid that they've never met before. Or maybe they've seen but didn't understand and didn't really know who they are or what's going on with them because kids are curious and they look at these differences and now all of a sudden they're engaged.…

    Full show notes at the publisher

    Episode 320: School Buses Become Safety Training Centers on Wheels Oct 22, 2025
    Show notes

    Some classrooms on wheels are making their way to kindergarten and first-grade students throughout Jordan School District right now. The classrooms are actually big yellow school buses. On this episode of the Supercast, find out how our dedicated school bus drivers have come up with an entertaining and hands-on training course to keep kids safe on the school bus. Hear how students are loving the lessons, which everyone hopes will save lives. Audio Transcription Lacey Paschall:So you don't have to have any driving experience. You just need to be somebody who loves working with kids, who is passionate about safety, who wants to be a really important part of the community. Anthony Godfrey:That sound of the air brakes and the door opening, that's really exciting. And here come the kids. Lacey Paschall:There are a lot of kids who we are their only safe ride to and from school. [Music] Anthony Godfrey:Hello and welcome to The Supercast. I'm your host, Superintendent Anthony Godfrey. Some classrooms on wheels are making their way to kindergarten and first-grade students throughout Jordan School District right now. The classrooms are actually big yellow school buses. On this episode of The Supercast, find out how our dedicated school bus drivers have come up with an entertaining and hands-on training course to keep kids safe on the school bus. Hear how students are loving the lessons which will save student lives. [Music] Anthony Godfrey:We're here at Copper Canyon Elementary to talk about bus safety with Lacey. Introduce yourself and tell us a little bit about your role in Jordan School District. Lacey Paschall:I'm Lacey Paschall. I'm a trainer for our Transportation department and I am the coordinator of the Safety in the Schools program. So I do all of the back side of it. I do all the scheduling, contacting all the schools. I schedule all of my drivers. I train all of my drivers on exactly what our expectations are and then I've been out of schools as well this year helping them out. Anthony Godfrey:Now most people when they think about school safety, the first thing they think about is not bus safety. But it's really important that students know how to ride the bus safely, board the bus safely, and you start early. You start with kindergarten and first graders to make sure that they are all ready to make the most of their busing experience and to do so safely. So tell us about what the program looks like and how frequently students are trained and all of that. Lacey Paschall:That's a great question. So we start with the kindergarten and first grade, like you said, because we want to build that foundation of safety as early as possible. So we train them once a year and we start at the beginning of the year when it's going to be fresh in their minds a little bit better rather than at the end of the year when they're entering into summer. We teach them about the danger zones around the bus. We teach them about watching for their driver's signal, that it's safe to cross, always looking both ways. We make it fun too so that it's not a scary thing. Another thing that we do is we teach them about emergency exit evacuations as well, which if they ride the bus, they do twice a year anyway. But we take them out and we teach them that so that they know that that's not scary either. And all of this is, it's an important thing and safety's cool. We make it really fun and interactive and engaging. Anthony Godfrey:So we're talking about getting on the bus safely. We're talking about getting off the bus safely in case of an emergency. Talk to me about the rules of being on the bus safely. Lacey Paschall:We actually go over all those with them, too, and a really fun little slide show that I think that the kids like. So we talk about, you know, always remaining seated, no legs in the aisle way facing forward, nothing, no body parts out the window or throwing objects out the window. We explain to them, you know, if you can't fit it in your backpack, if it can't fit on your lap, if it doesn't belong at school, it doesn't belong on the bus. Anthony Godfrey:Okay. Do you show a clip of Napoleon Dynamite about what not to do throwing something out the back of the bus on a stream? Lacey Paschall:I should. I do have lots of really fun pictures for them. Anthony Godfrey:No, actually, I think that would be counterproductive. Okay, so those are all good rules. And, you know, some of us may forget that for a young child, it's pretty exciting to ride the bus. They're excited about it. Lacey Paschall:Yeah. Anthony Godfrey:Do you train only those who are going to be riding the bus or do you do it for every student in every school? Lacey Paschall:It's for every student at every school because the thought is whether or not they're on the bus now, they could ride the bus in the future. Every kid is going to go on a field trip at some point. So we want to make them excited about being on the bus, whether or not they ride the bus every day to and from school. Lacey Paschall:And the field trip is an important point. They're going to be on the bus at some point, so it's important for them to have this training. When you go to an all-walk-in school, and we do have a few of those that have no busing, just because of how close to the school all the students are, is there some added enthusiasm from kids who know they don't get to ride the bus every day, and they're like, "Wow, today we get to get on and off the bus." Lacey Paschall:I think so. I was at a school yesterday, and though there is a bus that does -- there's only one, and it's a pretty big group of kids there. So almost none of the kids that were in the assembly actually ride the bus, and they were like, "This is so cool!" Anthony Godfrey:You know, it was a good time of life when riding the bus was one of life's big pleasures, you know? There's a bus arriving right now. So talk to me about the things that you teach students about getting on the bus safely. Lacey Paschall:One of the things that we teach them is to be five minutes early to your stop so that you're never running late, you're never going to chase the bus. Anthony Godfrey:We had a nickname when I was growing up for the kids that were running for the bus while we were all watching. Lacey Paschall:What’s that? Anthony Godfrey:I'm not going to say -- I don't think it's bad, but maybe I just didn't understand it. But it was a very strange kind of combination of words, and I just remember not wanting to be called that name. It's like, "Mom, I have to leave. I cannot be the blank for today." And anyway, so it's a big deal to be on time. Lacey Paschall:It is a big deal to be on time, and that's something that's really unique and cool that we teach them is like a time management factor. Anthony Godfrey:Yeah, right. Lacey Paschall:So that's really cool and unique. We also teach them about lining up so that they're safely away from the roadway when we get there, and I think that's especially important because we aren't there to keep them safe until we get there. Anthony Godfrey:Yeah, they have to be in charge of themselves until the bus arrives. And, you know, the idea of being on time and giving yourself some time so that you can be safe and not be in a hurry, that's going to help them when they're driving. That's going to help them in every aspect of their lives. You're going to avoid accidents if you give yourself a little bit of time. Lacey Paschall:Absolutely. I totally agree. The other cool thing that I think that we teach them unknowingly is a little bit of independence because getting to walk to your bus stop by yourself, that's a really cool independent thing that they... Anthony Godfrey:Yeah. Lacey Paschall:The opportunity that they have to do that is really cool. Anthony Godfrey:There's a lot they learn from that. That's true. So that sound of the air brakes and the door opening, that's really exciting. And here come the kids. Let's talk about boarding the bus. You talked about watching for the bus driver to signal and to notice you. Pedestrians are told that when you cross the street, make sure the driver... You make eye contact with the driver. So talk to us more about that. Lacey Paschall:Our biggest one, my kids know, and we teach this in our training department. We teach all of our drivers to teach their students that the kids don't enter into the roadway until the doors open. If the doors are open, that means that we've checked, it's safe to proceed, there's no oncoming traffic. The afternoon is actually the most dangerous time of the day for us because that's when we're generally going to have kids crossing. And that's the biggest one about our eye contact with them and watching for our little pointer signal. They're expected to take five big steps out and over so that we can see them. If they're too close to the bus, we can't see their little bodies. We teach them to still look for both ways, to still check for themselves, then look back at the driver and double check. So it's a big piece of teamwork in keeping them safe. Anthony Godfrey:So five steps out so that they're far enough in front of the bus. It's like the billboards that say when you're passing a semi, you have to be able to see two headlights in the rearview mirror or else you aren't far enough ahead of them to change lanes. Lacey Paschall:That's exactly what it is because we're up so high and we have a lot of blind spots that I don't think people realize about. Even though our mirrors are fantastic and I personally feel like I can see a lot more in my bus than I can in my car, there are still a lot of things that we can't see. If they're short, and even I'm short, so if I'm right up at the bumper, it is going to be difficult for you to see me when you're sitting that high up. Anthony Godfrey:Well, the stakes couldn't be higher in keeping children safe. I drove a bus only in the parking lot, only with high levels of supervision and that was pointed out to me. “Okay, here are all your mirrors, check all your mirrors, look at all the view that you have. Okay, now I'm going to hop off the bus and I'm going to show you how I can hide in some blind spots despite all the mirrors that are in place.” And they would hide there and it's incredible. If you aren't far enough out from the bus, you really cannot be seen. So that stepping five steps in front of the bus is a really, really important point. Lacey Paschall:We have a . . . we call it a cushion of safety or our danger zones. So there's 12 feet to the sides and 12 feet to the front and the back is the danger zone. If you're there, you're potentially in our blind spot. Even though one of the things that we teach our drivers, it's called a five-point mirror check. So they're checking all their mirrors in a specific pattern for safety. It only works if they're not in those blind spots. It only works if they're outside in their cushion of safety. They're not in our danger zone. So that's one of the reasons that we're teaching them this and we teach them about like, you know, the yellow lines at all the elementary schools. That keeps them actually out of our danger zone when we're arriving at the school so that they're not too close to our mirrors, things like that. Anthony Godfrey:I like safety cushion more than danger zone. Lacey Paschall:I do too. It sounds a lot less intense and scary. Anthony Godfrey:I keep thinking of Kenny Loggins music keeps, you know, popping into my head. But that's for those from the 1900s. Lacey Paschall:Do you guys remember what the danger zone is? Very good. So this side of the yellow line is the danger zone. Can you guys show me what finger we need to see when our bus driver wants us to cross? [Music] Anthony Godfrey:Stay with us when we come back. Students board the school bus for some hands-on safety training. [Music] Male Voice:Never miss an episode of the Supercast by liking and subscribing on your favorite podcasting platform. Find transcripts for this episode and others at supercast.jordandistrict.org. [Music] Female voice:Are you looking for a job right now? Looking to work in a fun and supportive environment with great pay and a rewarding career? Jordan School District is hiring. We're currently filling full and part-time positions. You can work and make a difference in young lives and education as a classroom assistant or a substitute teacher. Apply to work in one of our school cafeterias where our lunch staff serves up big smiles with great food every day. We're also looking to hire custodians and bus drivers. In Jordan School District, we like to say people come for the job and enjoy the adventure. Apply today at employment.jordandistrict.org. Lacey Paschall:Okay, we're going to get on the bus real quick. I want you two to a seat and I want you to go all the way to the back of the bus. You're going to start with this and we'll do a single file line. When we go on the bus, I want you guys to hold the handrails when you go up the bus. Alright, come on, dear. Anthony Godfrey:I'm sure that many people listening to this think, "How do I get to be part of the Jordan School District Transportation Department?" So what do they need to do if someone wants to be a driver? Lacey Paschall:That's an awesome question. So you don't have to have any driving experience. You just need to be somebody who loves working with kids, who is passionate about safety, who wants to be a really important part of the community, because there are a lot of kids who we are their only safe ride to and from school. We do classes quite frequently. We're actually starting one in November, so if you go on and apply we haven't even started our interviews for that. So, if you go on and apply, it could be in our November training class and we teach you everything. So, we teach you everything that you need to know to pass your test. We actually have a testing facility on our property and you get the opportunity to work with a lot of really awesome trainers. We have a really dynamic team, so it's really cool. Anthony Godfrey:It's a very engaging job. You get to know a lot of people and the kids love you and you're a really important part of their day. So anyone who's interested, check it out. Learn from Lacey. Students:Hi, Lacey! Ms. Gaffney:I'm sure the lovely principal already mentioned my name is Ms. Gaffney. I'm a school bus driver and I've been a school bus driver for six years. So, I know a lot about being a school bus driver. One of my very favorite things about being a school bus driver is coming here to show you guys about how to be safe on a school bus. Anthony Godfrey:Let's talk about exiting the bus in case of emergency, which hopefully we don't have to do. But I actually remember as a kid hopping off through the emergency door, and I honestly don't know whether it was a drill or not, but it was pretty crazy to think the back opens up and I can hop out. It seemed very high also at the time to be jumping out the back of that bus. And it is high, especially for some of our younger students. So let's talk about that safety feature. Lacey Paschall:That's a really fun thing. You'd think that it would scare the kids, but they are so excited to go out a door that they're not supposed to go out of. So, when we bring them in the bus and we kind of start going…

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    Episode 319: How We Protect Student Data and Defend the District Against Cyber Attacks Oct 16, 2025
    Show notes

    October is National Cybersecurity Awareness Month, a time to reflect on the many things we do as a school District to keep student data safe and protect employees and families from falling victim to phishing and other scams. On this episode, find out how partnering with parents and the community can make a big difference in defending against cyber-attacks and reducing risks online. Audio Transcription David Bowman:So these threats look like, yeah, hacker kids in basements all over the world. It looks like cyber criminal gangs. We even have fairly consistent attacks from nation threat actors. Anthony Godfrey:Let's talk about the scale of the threat. David Bowman:Wow, shock and awe number of about four million a day. [Music] Anthony Godfrey:Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. October is National Cybersecurity Awareness Month, a time to reflect on the many things we do as a school district to keep student data safe and protect employees and families from falling victim to phishing and other scams. On this episode, find out how partnering with parents and the community can make a big difference in defending against cyberattacks and reducing risks online. We're talking today with David Bowman, the Systems and Security Manager for Jordan School District. Thanks for taking some time. David Bowman:Yeah, absolutely. Anthony Godfrey:We want to talk about all things cybersecurity. First of all, is cyber like an outdated word? Is that like a Ray Bradbury word, or is that the term, cybersecurity? David Bowman:You know, the only other way I kind of express it now is the idea of cyberdefense. Anthony Godfrey:Cyberdefense, but cyber is right in there. David Bowman:Cyber is still the word. Anthony Godfrey:Cyber feels like a 50's sci-fi word, so I kind of like it though. It has a little bit of a nostalgic sound to it. David Bowman:It's something, it's a word in IT that hasn't changed in 30 years. That's kind of different. Anthony Godfrey:Well, let's talk about cybersecurity. Let's talk first about student data. What do we do to protect student data? There are strict laws in place and I know that sometimes we've actually frustrated some folks because we don't give access to certain apps that refuse to follow the rules when it comes to student data privacy. I know we're very serious about that, so let's talk about exactly what we do. David Bowman:You know, the biggest piece of what we do that makes it more effective for us to help protect things is it's intentional. Access to student data, what it's being used for, where it's going, we don't give or share that data to anyone without an intentional evaluation of why it's needed, where it's going, and do they need all of the things they're asking for or just some of the things. Anthony Godfrey:Yeah, let's make sure that we're only giving what they absolutely need for us to be able to work effectively with them. David Bowman:Yeah, so a good example of what that might have looked like in the past is, you know, we have a lot of folks that may offer grants or educational opportunities like a higher ed institution. Traditionally in the past years ago, we just said, "Okay, here's student records about the students participating." Now we've learned from past history of how cybersecurity incidents have taken place, and in working with our partners that want data that they actually just need to know what grade the student is in and a first and last name and that's really all they need to help them get access to that additional resource, so we don't give them all the things. Anthony Godfrey:So we're more thoughtful about the information that we give, first of all. I remember buying things with a credit card and the receipt would have your entire credit card number printed out on it, so you had to be careful about throwing away the receipt. When you had an email, you know, you emailed to get your password or to reset your password on a website. They just emailed you your password instead of a link to change it. So I think over the years, the amount of information we share and the way we share it has had to evolve just based on technology and what people can be up to using technology. David Bowman:Well, and not only that, but we have learned that as an institution with data or whatever that is, the pushback that we provide to vendor partners or other businesses on, “Listen, we don't want you to do that with our data.,” or, “No, you can't have that type of data,” that actually is what effectuates the greatest amount of change because a lot of folks won't just stop collecting data on their own. So even here at Jordan, there's a what we call a metadata dictionary that has a list of every piece of identifying information that's collected about students that are in our systems. They're indexed on the website publicly of what pieces of data are provided to what vendors or different things along those lines. Now part of that is driven by the fact that state law made that necessary, but the good news for us is that wasn't really a new process for us. So the types of things we do now are not only anytime something new is coming in we have that evaluation. But because we've done that for a long time, most of the tools that we already have in place are being effectively audited for that. So we even have internally at the District. We have a data privacy committee, so anytime a new piece of software or tools that are being used in the District come up, they have to be reviewed by the committee. So we have a data privacy officer and a data security officer and we have a data learning officer to kind of help us evaluate . . . Anthony Godfrey:The DLO. Yes of course. David Bowman:And to help us evaluate what all of those things look like. Anthony Godfrey:Sure well, I appreciate the efforts that everyone makes to be sure that we keep that student data protected. Let's talk about the scale of the threat of the attacks that we have on our system every day. You are an expert that's recognized throughout the state. You were presenting to the group of superintendents from throughout the state and you asked them to estimate in Jordan School District how many attacks do they think we have per day. The numbers they guessed were woefully low; they were way off. Talk about the number of attacks we have in any given day. David Bowman:The wow shock and awe number is about four million a day. Anthony Godfrey:Yeah. David Bowman:So when that number comes up people go, “What? Four million a day? Like, what does that look like and what does that mean?” Anthony Godfrey:Yeah. David Bowman:That really kind of helps people understand the scope of why it takes so much for us to protect that data that we're such critical stewards over. So these threats look like, yeah, hacker kids in basements all over the world. It looks like cyber criminal gangs. We even have fairly consistent attacks from nation threat actors. These things have been constantly focused at us, at school districts. Now one of the things that, because then the follow-up question is, “Well, why a school district?” Anthony Godfrey:Right. David Bowman:What is it you know they want to have, they want to change in credit cards they don't . . . Anthony Godfrey:Right, you want to change in eighth grader’s English grade, you know that's not . . . David Bowman:Well, and you know what. In my ten years as a security person in education, I've never caught a kid trying to change their grade. Now when I was in school and the hacking movies all showed kids wanting to change their grades and that's why they would be hacked. Anthony Godfrey:Well, when I wanted to change my grade, I just drew another leg on the F to make it into an A. That's all you did, you know. David Bowman:You know I wouldn't want to inadvertently disclose any private identifiable information so we maybe don't want to talk about your specific grade transcripts. But ultimately that's the biggest piece where it used to be we fought against people that had some experience or were after some individual change. Now what we fight is large groups trying to get it all at once. Anthony Godfrey:Get access to the system as a whole. David Bowman:Yeah, they want the whole thing and they want all of those records that we have, in particularly the records about our students. The fresher the data is or the least likely it is to be monitored, the more value it has. So an individual student record on, you know, the dark sides of the internet might be worth six dollars. Me, as a public school employee, is maybe worth a dollar. It's just the scale of what the value is is significantly different. Anthony Godfrey:Now how do we know that people have not had access to the information that we have as a district? David Bowman:No tool is perfect, so to say it absolutely has never happened would not be something I want you to record me saying. But we have multiple controls in place on all of the data, in particular the large repositories of data, to alert us when something shares more data than it should. So we have a monitoring tool in our Google Space is an example where, if someone were to share personally identifiable information, it actually pops up to the user and says, “Hey this is personally identifiable information. Are you sure this should be shared externally?” Anthony Godfrey:I think you've walked down to talk with me when I just downloaded a large file, and you know, asked me what was up and why so much was being downloaded at the same time. So I feel very confident in the tools that we have in place, just alerting us, one of those tools being you watching alerts. David Bowman:Well, and I would tell you the biggest piece that we have, too, that really makes a significant difference is the role that our parents and our teachers spend in this room. So yeah, we have folks that have access to lots of things and the more access you have to things, the more you get to spend time with the hacker on staff at Jordan District and get little lectures about what's going on on your computer or data. Anthony Godfrey:Yeah, that hacker being you, of course. David Bowman:I have no idea what you're talking about. Anthony Godfrey:Yes that's right. David Bowman:You know the . . . but even coming down to our students and our cybersecurity programs at the JATC. Like we are helping to teach our students those skills and that translates out into them helping mention to their teachers like, “Hey, is that a particularly secure idea?” Lots of times when we identify challenges or things going on, our parents are our biggest resource because they can have a conversation with their kiddo about, “Hey, what did you see about this?” or “Why are they asking this information?” But for us, one of the things we've really tried to do in Jordan is not take a punitive approach to students that are expressing a significant curiosity and the functionality of security and systems. So instead of saying, “Okay, we're expelling you because you tried to hack something.” Instead, we're able to reframe that and try to understand what were you curious about that you were trying to achieve. A couple of years ago, we had and this was the youngest kid I've ever seen it seen do it, but we had a fourth-grade student who was messing around on his Chromebook trying to play a game and he was attempting to play a game and got it to work. The teacher calls us just all flabbergasted about, like, “He's in fourth grade. What's he doing? What's going on?” We got a chance with the principal and the teacher and his parents to sit down and talk to him and he had expressed some real interest in trying to code something. You know a lot of our advanced classes around that nature aren't set up in the elementary school realm. But we talked with this student and he talked with his teacher and identified one of the things that his teacher has to do every day is send a report to the cafeteria of who needs hot lunch or cold lunch. Anthony Godfrey:Yeah. David Bowman:And so the student said, “Well, could I program something that could just send an automated email to the cafeteria to give them the lunch count?” So the teacher and the parents all worked together. We provided a controlled resource to the student and then he built the system that the whole school started using to help them send the lunch count to the cafeteria, so they knew what they needed. That's that type of intentional curiosity. We find that when we hone that and encourage that it's infinitely better for our student growth but then that carries on to our staff and to our students' homes. Ultimately, we have security folks in the District but there's 57,000 students and 7,500 staff, and almost a hundred thousand computers connected to all of the things, and we only succeed at it when we do it as a group. Anthony Godfrey:Yeah. I can see that it takes everybody working together. So what are some of the things that we do to defend the District's system? David Bowman:One of the biggest things that we do is about having protection at every layer possible. So whether it be a Chromebook or a computer or a camera or a badge reader that is used to enter and exit the building, every one of those things we have different types of security software and controls for. The biggest way you look at this is what the principle in the security world we call it ‘defense in depth.’ The idea is there's not just one magic bullet, there's not two, there's not three. There's as many as we can put into place because if one gets broken, then we have another one, and when we look at those layers, we're always looking to bolster those up where they're the most significant. If you think about that, that number we were talking about earlier, about this idea of four million attempts a day, the attackers only have to be right once in four million. We have to be right every single time, and because of that, we spend a lot of . . . a little bit of losing sleep about it. Part of that is because of the stewardship focus of it as IT professionals in a school district. We have our kids that go to the school district. We feel that same way about our data. We have the general public who looks to us from a leadership perspective. I have aging parents and grandparents, and they're calling me and saying, “Hey, like what am I supposed to do about this cybersecurity thing?” Anthony Godfrey:So all of those layers are important. All of the people in place are important. It's obvious that you take it very, very seriously. Stay with us when we come back more with cybersecurity expert David Bowman. Male Voice:Never miss an episode of the Supercast by liking and subscribing on your favorite podcasting platform. Find transcripts for this episode and others at supercast.jordandistrict.org. Female Voice:Does your child need the flexibility to learn from anywhere, at any time, on a cruise, in another country, or simply at home, cozy on the couch? The Jordan Virtual Learning Academy is tailor-made for you and your family. It's personalized, dynamic virtual learning on your schedule. The Jordan Virtual Learning Academy is an integrated system of three schools in Jordan School District: Rocky Peak Virtual Elementary School, Kelsey Peak Virtual Middle School, and Kings Peak High School. Our programs are designed to meet or exceed District and state core curriculum standards, ensuring your child receives a superior educational experience tailored to their needs. Join us today at jordanvirtual.org. [Music] Anthony Godfrey:You've talked about a culture of cyb…

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    Episode 318: JSD Athletic Trainers Focus on Safety First in Sports Oct 09, 2025
    Show notes

    They work hard to safeguard the health and well-being of student athletes, focusing on injury prevention on-site during practice and games. On this episode of the Supercast, we head to Mountain Ridge High School to meet two amazing certified athletic trainers. Listen and hear about the difference they make in the lives of students in so many different sports, even impacting kids in band and drill. One of the trainers is actually a Herriman High graduate who found huge success after high school as a four-time USA tumbling champion and a World Champion gold medalist. Audio Transcription Brianna Howard:The football plays Friday night, so if there's an injury the Friday night prior, we know we have exactly one week to get them ready to go and figure out the most effective way to manage their injury. Kaiden Brown:Not only do we help with the athletes with emergency care on the field but we do a lot of behind-the-scenes work with rehabilitation and prevention and helping the athletes reduce and prevent their injuries. [Music] Anthony Godfrey:Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. They work hard to safeguard the health and well-being of student athletes, focusing on injury prevention on-site during practices and during games. On this episode of the Supercast, we head to Mountain Ridge High School to meet two amazing certified athletic trainers. Listen in to hear about the difference they make in the lives of students in so many different sports and activities. One of the trainers is actually a Herriman High School graduate who found huge success after high school as a four-time USA tumbling champion and a world champion gold medalist. We're here at Mountain Ridge with our athletic trainers. Please introduce yourselves. Brianna Howard:I'm Brianna Howard. Kaiden Brown:And I'm Kaiden Brown. Anthony Godfrey:For those who are listening who do not know what the role of an athletic trainer is at a high school, would you please explain what you do and also the relationship with the youth? Brianna Howard:Yeah, oh gosh, all at once. So, we work with all UHSAA, so Utah High School Activities Association student athletes that range from our band program all the way through drill and then the typical sports that you see in Friday night lights like football and your both girls and boys lacrosse and everything in between from fall, winter, and spring. All those athletes are under our care. Kaiden Brown:Yeah, we're basically in charge of the examination, assessment, rehabilitation, first aid, and emergency care of each and every athlete, each and every sport. Anthony Godfrey:I suppose there is such demand that you could never put a sign on the wall that says X number of days injury free. You probably have an injury you're dealing with every day. Brianna Howard:We definitely have daily injuries. I think it's probably a grand total of zero for those days. I think our best days are the days where we just have like an injury that we can maintain that doesn't have an athlete actually lose practice time or lose game time. Those are the best days of ones that we can make. We can work them through and put them in a successful spot versus having to limit that practice and game time. Anthony Godfrey:Managing the injuries as opposed to dealing with injuries that have just barely occurred. Brianna Howard:Yeah, exactly. Anthony Godfrey:And that's not because we don't do everything we can to avoid that. It's just in athletics, students are pushing their bodies as much as they can. They're trying to get the most out of it and trying to achieve, and as a result, injuries happen sometimes. Tell me what made you want to be an athletic trainer. Brianna Howard:Yeah, so I definitely stumbled on the profession. I've been working athletic training since 2018. I'm from the Chicagoland area originally and I went to a smaller school in Michigan to complete my undergraduate degree in athletic training from Hope College in Holland, Michigan. Gotta shout out the alma mater. Anthony Godfrey:There you go. Brianna Howard:And so I started working for the U in 2018 while completing my master's in sports medicine and our relationship with the University of Utah Health is, we have community partnerships where we contract athletic trainers to work full-time at high schools. So I'm here at Mountain Ridge full-time but I'm also paid from the University of Utah hospital system full-time as well. The big pull for the U is just to have that community outreach and to have partnerships within the Salt Lake Valley to help just communities and also help just athletes within, just where we work as well. Anthony Godfrey:Well shout out to the U for providing that high level of support. It means a lot to our athletes and it really connects them to the U so thank you for that. Tell me about what got you into the profession. Kaiden Brown:Yeah, so as an athlete myself I kind of got introduced to the field of athletic training from being a gymnast. I've just had a lot of work with athletic trainers through like minor injuries. Luckily no major injuries, knock on wood, but just seeing them help me and also help my teammates and other athletes through my time as a gymnast has really introduced me to the field of athletic training. I got my bachelor's degree at the U and I knew that the U had a master's program for athletic training so kind of wanted to work into that program after I graduated and I did. Not only has the U allowed me to learn everything that I need to for athletic training, but also continue my athletics. I've been able to continue competing while learning and getting my master's degree. I graduated in May and did my intern internship here with Brie earlier this year and basically got the job right out of school and was able to become Brie's part-time athletic trainer. Anthony Godfrey:Tell me about the difference between athletic trainer and physical therapist and why you were drawn to this specifically. Kaiden Brown:For us as athletic trainers, we were able to develop a good report with our athletes and just develop a good relationship. We see our athletes day-to-day whereas physical therapists, they have a good relationship with their athletes but they see them a lot less than we do. I would argue that we kind of know the athletes more than they know themselves sometimes and we were just able to develop that good relationship and know the athlete truly. Not only do we help the athletes with emergency care on the field, but we do a lot of behind-the-scenes work with rehabilitation and prevention and helping the athletes reduce and prevent their injuries. I think that's something that sticks out a lot as athletic trainers from physical therapists. Brianna Howard:Yeah, I think we do a really good job of just like managing in-season injuries, of understanding the acuity and the sensitivity of trying to get people ready for game day. For example if we think football, we know that varsity football plays Friday night so if there's an injury the Friday night prior, we know we have exactly one week to get them ready to go and figure out the most effective way to manage their injury. So I think we have a really strong ability to manage that in more of an acute timeline. Then I think physical therapists are really strong and just kind of that long-term rehabilitation. They have a lot of tools in their tool belt to assist with that, so we do a really good job of working with physical therapists in the community to have that continuity of care and getting the bandwidth to kind of assist them day to day; whereas the physical therapists can do some more accessory things just like the one once a week or once a month that they're able to see those athletes. Anthony Godfrey:So it really comes down to the relationship that you're able to build because you're working with athletes throughout their season, some athletes throughout the year, and then year to year, so you really get to know the students well. Kaiden Brown:Exactly, yeah we get to develop a good relationship with the athletes and I think trusting your health care provider is extremely important. Because we do get to kind of develop that relationship with the athletes, we get that trust from them and I think that is something that they don't get to develop with many other health care providers. Anthony Godfrey:I'm sure that it's not quite like being a mechanic, but or in IT, but I'll bet you get a lot of requests from friends and family and neighbors as well to help with the bumps and bruises. Brianna Howard:Yes, I live out of state and so I do a lot of those video chat calls with family members of, “this hurts” and then trying to figure out that video chat of where to actually put the phone screen so I can see what's going on. It's a real delight after a workday. Anthony Godfrey:“I can't hold the phone so it shows that part. That's what hurts when I do.” That yeah, no that that makes sense. Well, tell us about some of the things that you would recommend to parents and athletes just to think about to be sure that they're taking those preventative measures to avoid injury as much as possible. Brianna Howard:Yeah, I think just definitely keeping the doors open for education of understanding what it's like to really be physically active five to six days a week and what your body needs to recover. We definitely encourage athletes to stretch and stretch at home and we also encourage coaches to do proper warm-ups and cool down. With the relationships we have with the coaches, it gives us a lot of bandwidth to assist them in developing kind of proper protocols for their specific sport so their athletes are warming up in the proper way and also cooling down in the proper way. But even educating student athletes and parents of the importance of being sure they're taking care of their bodies at home. So sleeping well, eating well, hydrating well, and understanding just those different principles of overall taking care of their entire body to get them ready for game day. But also just ready to be an athlete and be successful in the classroom too. Kaiden Brown:It's very important that these athletes are fueling their bodies and making sure they're getting being hydrated enough for sport and not filling their bodies with junk or . . . Anthony Godfrey:What role does Taco Bell play in making sure an athlete is at peak performance? Kaiden Brown:Definitely have had some athletes prior to games fuel their bodies with fast food. It would be great after because their calorie deficit but beforehand not so much. But I would be lying if we said we didn't have athletes who did that. Anthony Godfrey:So fast food is fine as long as the timing is right. This is my takeaway. Chaloopas are good for me if I eat them at the right time. Kaiden Brown:Fine is a strong word. Anthony Godfrey:Oh fine is a strong word? Okay, all right, well I gave it a shot. [Music] Anthony Godfrey:Stay with us when we come back, Kaden Brown talks about his success in tumbling, where he hopes it will take him in the future, and how his talent is benefiting students today in his role as athletic trainer. [Music] Male voice:Never miss an episode of the Supercast by liking and subscribing on your favorite podcasting platform. Find transcripts for this episode and others at supercast.jordandistrict.org. Female voice:Does your child need the flexibility to learn from anywhere, at any time, on a cruise, in another country, or simply at home cozy on the couch? The Jordan Virtual Learning Academy is tailor-made for you and your family. It's personalized, dynamic virtual learning on your schedule. The Jordan Virtual Learning Academy is an integrated system of three schools in Jordan School District: Rocky Peak Virtual Elementary School, Kelsey Peak Virtual Middle School, and Kings Peak High School. Our programs are designed to meet or exceed district and state core curriculum standards, ensuring your child receives a superior educational experience tailored to their needs. Join us today at jordanvirtual.org Anthony Godfrey:Now I understand that you're still competing as a gymnast even though you're an athletic trainer here as well. Kaiden Brown:I am, yeah. I've been competing on the Team USA for years now and because I'm part-time I'm able to train as an athlete but also come here and work as an athletic trainer which works perfect with my schedule. Anthony Godfrey:I think you're being modest about your success as a gymnast slash tumbler. I'm certainly not modest about my success as a tumbler. I shout it from the rooftops or I would if I had that success. Tell us about your accomplishments. Kaiden Brown:Yeah, so I've been tumbling since I was 10. I kind of, I started training here in Draper just like at a recreational level and then eventually got on a competitive team and kind of just started competing just for my club. A few years later got put on Team USA and I've been competing . . . I've been on the national team every year since. Just three weeks ago, I was in China competing at the World Games which is the highest competition for my event since tumbling isn't in the Olympics. It's the second World Games that I've been to and I've had the pleasure of winning both World Games so it's my... Anthony Godfrey:By winning you mean the gold medal. Kaiden Brown:Gold medal. Yes. Anthony Godfrey:Thank you for clarifying that. That's fantastic. Kaiden Brown:Yeah so basically it's my Olympics and I was able to do really well and take home some hardware. So coming up next I have a World Cup in France in three weeks and then I'm headed off to Spain for the World Championships at the beginning of November. Anthony Godfrey:How many continents have you competed on? Kaiden Brown:They've been to Asia, been to Europe. I would love to go to Australia. Been to a lot of countries. Anthony Godfrey:That's amazing. Kaiden Brown:Yes. Anthony Godfrey:That's incredible. Yeah, how cool to have you here and to bring that experience. But tell those who are listening what it's like to take a gold medal through, I don't know TSA at the airport in your carry on. “Oh, that's a gold medal, don't you worry.” Kaiden Brown:Yeah, it's incredible and even standing on the podium hearing your national anthem playing, it's like literally and it's like it's . . . I'm speechless. Like I still . . . just doesn't feel real and the fact that it was three weeks ago and life just like continues on after that, it's incredible. It's something . . . yeah, I don't know I'm speechless. Anthony Godfrey:Well congratulations on your success and good luck in your future competitions it's awesome. We're talking now with our District athletic and activities director, Bryan Veazie. Bryan, tell me about the importance of the athletic trainer position and the relationship between an athletic trainer and a coach. Bryan Veazie:Yeah, I think it's very clear to all athletes to all parents and to all coaches that athletic trainers are absolutely essential to the success of a program. Not only do they provide great education to each stakeholder, but more importantly, they work directly with the coaches to help them better understand the things that they should and should not be doing with their student athletes and preparing them to help them succeed on the court or on the field, to help them grow and develop and improve as a student athlete. In addition to the education, they do a phenomenal job at working with our coaches to put preventative measures in place. Above and beyond that, they do…

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    Episode 317: Looks Like He Made It; Riverton High Music Teacher Receives Barry Manilow Music Award Oct 02, 2025
    Show notes

    Could it be magic? It was something like that for an amazing Jordan School District music teacher. On this episode of the Superast, meet Riverton High’s Performing Arts Director Jason Weimer. Mr. Weimer recently received the prestigious Barry Manilow Music Teacher Award for the State of Utah. The award came with a once in a lifetime meet and greet with Barry Manilow, and with Mr. Weimer being recognized in the middle of the Manilow concert at the Maverik Center. Yes, it looks like this talented teacher has made it. Listen to hear his incredible story. Audio Transcription Jason Weimer:He made me stand up in front of everybody at the Maverick Center and everybody was clapping. Barry Manilow:We have a winner here in West Valley City. Teaches at Riverton High School. Anybody? Jason Weimer:I was shaking in my shorts a little bit. Barry Manilow:Jason Weimer, Jason! [cheering] [music] Anthony Godfrey:Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. Could it be magic? It was something like that for an amazing Jordan School District music teacher. On this episode of the Supercast, meet Riverton High School's performing arts director, Jason Weimer. Mr. Weimer recently received the prestigious Barry Manilow Music Teacher Award for the state of Utah. The award came with a once-in-a-lifetime meet and greet with Barry Manilow himself and with Mr. Weimer being recognized in the middle of the Manilow concert at the Maverick Center. Yes, it looks like this talented teacher has made it. Listen to his incredible story [music] Anthony Godfrey:We are here at Riverton High School out with the marching band talking with Jason Weimer, the director of instrumental music. Jason, introduce yourself. Jason Weimer:Hi, I'm Jason and I teach the sit-down bands and orchestras and AP Music Theory at Riverton High School along with Mr. Chris Jesse and Mr. Drew Holland. Anthony Godfrey:The sit-down bands. Tell me about how all this gets categorized. Jason Weimer:Well, marching band is what I like to call stand-up band. We do that outside and march around on the field and then sit-down band is the stereotypical more concert inside at night concert sort of ensemble. Anthony Godfrey:Stand-up, sit-down, fight, fight, fight. That's right. Jason Weimer:Yep, pretty much. Anthony Godfrey:Alright, so tell me, give us a comprehensive view of the music program, the instrumental music program overall. You mentioned some other faculty members. I think that folks who have not been in music in high school recently or haven't been involved may not realize just the scope and the range of opportunities that are available to students these days. Jason Weimer:So our biggest goal is to be able to meet students wherever they are in terms of what they need to get better at their instrument. So we're lucky to be able to offer three levels of orchestra and three levels of concert band and three levels of percussion ensemble and two levels of jazz band. The biggest thing that that lets us do is differentiate instruction and just sort of really cater to what the kids at each level need in order to get better. We found that that's been the best way for us to help grow the program and have happy kids playing music. Anthony Godfrey:You have kids entering the program, it sounds like, with varying degrees of experience with instrumental music. Some of them may be starting in middle school, some of them are starting fresh in high school, haven't picked up an instrument before, and others have played for a long time. Is that accurate? Jason Weimer:Oh yeah. You never know who's going to end up being your best senior or things like that, whether they start in high school as a sophomore or if they've been playing in middle school. I've had kids pick up an instrument in 10th grade for the first time and end up being some of the best players we have. Of course, kids who start learning when they're super young doing private lessons or things like that are going to generally tend to have an advantage, I guess, in terms of skill. Anthony Godfrey:But there's a place for everyone regardless of how well prepared you are. Jason Weimer:Absolutely. We'll take anybody at any skill level and do what we can to get them involved. Anthony Godfrey:Well, I love that so many options are available. We're here while everyone's setting up for marching band practice and this is, they're unloading a semi-truck. That's not an exaggeration. So tell me about what's involved every time you perform and every time you practice. Jason Weimer:So every time we practice, we're talking about getting 5 to 10 props in the right place, coordinating an ensemble that really in itself is three different ensembles performing together. So we have the Color Guard who does the dancing and the spinning of the flags and the rifles and stuff like that. So they have their own instructional team. We have the horn line. So that's going to be like band instruments, flutes, trumpets, things like that. They have their own instructional team. Then we have the percussion section, so drums and marimbas and things like that and they have their own instructional team. Then all of those have the visual component as well, which is the marching around the field and things like that. So you're coordinating a lot of different elements together. As you can tell from the trailer, even just stuff, we have a lot of stuff. But that's one of the best things about this activity is everybody has a responsibility that helps the team be successful, whether it's making sure the props are in the right spot or making sure the people are playing the right notes. Everyone has a thing that they need to contribute and be reliable on. Yeah, that type of responsibility is just what I've seen makes this activity so great and so appealing is everybody's starting, is on the starting team. Nobody's on the bench, so to speak. Everyone's on there the whole game. Anthony Godfrey:They're all very involved. You're here talking with me for the podcast after school, and everyone is just doing their thing. Everyone knows what to do. It's a well-oiled machine and everyone has a role to play. And if anyone aspires to be a roadie, I think they have some really good experience. They're ready to go. Jason Weimer:Yeah, for sure. They get plenty of practice at it. Everything you see the kids doing, we've practiced at some point earlier in the year, even putting repurposed cafeteria tables onto the field. Anthony Godfrey:I did notice that. They did seem familiar. Jason Weimer:They were surplus, I promise. Anthony Godfrey:No, I'm sure you didn't go to some elementary school and steal them. You received an award over the summer that got a lot of attention and, as you said, was pretty overwhelming. Tell folks about that. Jason Weimer:So it was the Barry Manilow Music Teacher Award, which, I'll be honest, I didn't even know was an award until they contacted me with the nomination. Anthony Godfrey:Had someone nominated you, or was it with a form that allowed you to? Jason Weimer:You know, it was somebody nominated me. I guess that with the venues they do concerts at, they meet with people who work at that venue and brainstorm. I'm not sure exactly how my name came up, and I haven't been able to figure out who put my name in the hat. But somebody somewhere nominated me, and I'm super grateful for that. But, I mean, the biggest thing for me is when the whole thing was happening, I hate being annoying on Facebook and social media and asking people to do things for me. So I was trying really hard not to be, you know, "Hey, make sure you vote for me today." Because the type of competition it was was one where you could vote every day once, each person could vote every day once. Then the window was so wide open that I was like, "I really don't want to be annoying." But I was super, super humbled by how much the community sort of took the reins and did that. Anthony Godfrey:So tell us about this award. What did it involve? I know it's money for you and for the school. Jason Weimer:Yeah, so normally when they did this award, they used to focus on just donations to the school. I guess this year, the past couple years, they decided to make it about the teacher and the school program. So they did a matching $5,000 donation to the school and then $5,000 for me as well. Anthony Godfrey:Now did they... Let me back up. So $5,000 for the school, $5,000 for you. How did you spend that money for the school? Have you spent it? Jason Weimer:I did spend it and we're still waiting on the equipment. So they partnered with a great company called Sweetwater. They were able to give us like at pricing basically on a lot of stuff. So a lot cheaper than we would have gotten that stuff had we just bought it by ourselves. Anthony Godfrey:And the $5,000 for you personally? Jason Weimer:Yeah, I spent that really, really fast as well. You know, I took my wife out to a nice dinner and then the rest, I shoveled into paying down my graduate loans. So... Anthony Godfrey:Wow. So hey, that's... That feels great. That feels great and it's a related cost. That makes a lot of sense. Well, that's pretty fun. That's cool. So tell me about the concert and the experience. You also got to attend the concert and you got to meet Barry Manilow. Talk to me about that experience. Jason Weimer:Yeah. They were great seats, first of all, like right up in the front. Before we went out for the concert, they took us backstage for the meet and greet. I mean, it was really fast. But it's like meeting a movie star, right? Like, I mean, it's probably the most famous person I've ever met in my life. Maybe will ever meet. But I mean, he was really kind and I mean, he was really busy, so we didn't chat that much. You know, we found out we played the same instrument, which was pretty cool. Anthony Godfrey:You played the same instrument. Tell me about that. Jason Weimer:Yeah. So I played clarinet growing up. And I guess that's the instrument that he played growing up as well. So, you know, we have a little bit of shared trauma. Anthony Godfrey:Clarinet trauma. Clarinet people. The clarinet brings people together. Jason Weimer:The clarinet players know about the clarinet trauma. Anthony Godfrey:So that's cool. That's exciting. And when he handed you the check, did he say, “This one's for you?” Jason Weimer:I you know, I think he dropped the ball on that one. He should have he should have done that. Right. Anthony Godfrey:Yeah. Jason Weimer:But, but yeah. Anthony Godfrey:No musical references? Jason Weimer:No, no, no, no, no, no, no, no, no. Anthony Godfrey:It's really sad for me. I was out of town. I wanted to be there, first of all, to see you get honored like this. But I'm also a Fanilow, a big Barry Manilow fan. I've had his stuff. I bought it when I was 13. I bought Manilow Magic, the K-Tel collection. So I've been a fan for a long time and I wanted to tell him that. But it sounds like he would have been pretty busy and pretty fast in and out of the room anyway. But I was living through you because I really would have loved to meet Barry Manilow. That sounds like a really cool experience. How did it feel for you to be recognized that way? Jason Weimer:It was really overwhelming. I don't like public attention generally. But you know, there was a part where he made me stand up in front of everybody at the Maverick Center and everybody was clapping. And, you know, I was shaking in my shorts a little bit. But afterwards, it was pretty cool. As I was leaving, a lot of people came up and they're like, “Hey, I just want you to know, like, I had a really great music teacher. I appreciate what you're doing.” I even ran into parents of two students that I had 10 years ago when I started that just happened to be at the Barry Manilow concert, too. They came and found me afterwards to just — you know, and I got to catch up with them for a little bit. So that was that was awesome. Anthony Godfrey:That's so awesome. I love that. That must have been a great feeling. What was fun for me is that I received a few texts from people who were at the concert who filmed it. Jason Weimer:Yeah. Anthony Godfrey:Then would text it to me and say, did you know this about your teacher who won this award? And they were all really cheering for you. So I got to see that footage of what happened, of him having you stand up and the spotlight and everything. Barry Manilow:We're going to celebrate the music teacher, so we created a contest. Each city that we go to, the students vote for their favorite music teacher and we have a winner here in West Valley City. [cheering] Barry Manilow:Let me tell you a little bit about him. He teaches at Riverton High School. Anybody? [cheering] Barry Manilow:He’s been teaching for twelve years, and he teaches intermediate and advanced bands, three levels of string orchestra, marching band, full symphony and music theory. He’s a busy boy, eh? [cheering] Barry Manilow:And I love his quote. The quote is “I love seeing my students' passion and watching them fall in love with making music.” Go Jason, go! [cheering] Barry Manilow:All right. Stop. Our winner here in West Valley City is Jason Weimer! Jason! [music] Anthony Godfrey:Stay with us when we come back. Hear what band students have to say about Mr. Weimer and his unofficial induction into the International Barry Manilow Fan Club. Male Voice:Never miss an episode of the Supercast by liking and subscribing on your favorite podcasting platform. Find transcripts for this episode and others at supercast.jordandistrict.org. Female Voice:Are you looking for a job right now, looking to work in a fun and supportive environment with great pay and a rewarding career? Jordan School District is hiring. We're currently filling full and part-time positions. You can work and make a difference in young lives and education as a classroom assistant or a substitute teacher. Apply to work in one of our school cafeterias where our lunch staff serves up big smiles with great food every day. We're also looking to hire custodians and bus drivers. In Jordan School District, we like to say people come for the job and enjoy the adventure. Apply today at employment.jordandistrict.org. Anthony Godfrey:So just tell me, I always like to ask this, what would you say to parents of students who are maybe thinking about whether they ought to be involved in color guard or marching band or any instrumental music, whether here at Riverton or elsewhere. What are the benefits? Why should they consider that? Jason Weimer:You know, and I've said this a lot, is most of these kids won't major in music, but most of the benefits to being in a music ensemble are not musical benefits. So cooperation, how to work with other people towards a common goal, how to compromise, how to support your friends and your peers or invest in somebody else's success. Like those are in my mind are things we need a lot of now. And, you know, this activity just is full of that sort of stuff. I could I could go on and on and on and on and on about the positives of just those sort of ‘A. musical things.’ But honestly, like just hang out, hang out with some band kids, hang out with some orchestra kids at some point. Those are the kids who are like cleaning up after themselves and other people at school. Those are the kids who are like helping each other and, you know, and really watching out for each other. I think that that's not necessarily, you know, I think that that's because of their involvement in that activity. Anthony Godfrey:I agree. The…

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    Episode 316: Customized Learning in Our Classrooms with Teachers Using SchoolAI Sep 25, 2025
    Show notes

    Teachers in Jordan School District are transforming their classrooms with more personalized, efficient, and engaging lessons than ever before, thanks in part, to the use of SchoolAI. On this episode of the Supercast, we take you inside an amazing classroom at Valley High School. It’s where students are thriving and the classroom experience more dynamic thanks to a teacher who is diving in, using SchoolAI to reach and teach students in a way that is elevating the educational experience for everyone. Audio Transcription Graham Bany:The more students know that you are willing to use AI to support them, even if you don't know what the subject is, we can use SchoolAI Spaces, the chatbots, to help create these tutors for the kids. School's supposed to be fun I'm not supposed to be bored here all day. Anthony Godfrey:It should be fun, absolutely. [Music] Anthony Godfrey:Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. Teachers in Jordan School District are transforming their classrooms with more personalized, efficient, and engaging lessons than ever before, thanks in part to the use of SchoolAI. On this episode of the Supercast, we take you inside an amazing classroom at Valley High School. It's where students are thriving, and the classroom experience is more dynamic, thanks to a teacher who is diving in, using SchoolAI to reach and teach students in a way that is elevating the educational experience for everyone. [Music] Anthony Godfrey:We're here at Valley High School with one of the teachers in the District who has used AI earliest and most often. Graham, go ahead and introduce yourself. Graham Bany:Yeah, so I'm Graham Bany. I'm an English Language Arts teacher at Valley High School. I also do digital coaching and my co-teacher Rachel and I are over the school newspaper, which we've kind of reimagined in kind of a digital form. It's a little less formal, a little bit more creative. I'm going to do a lot of fun things here at Valley. Anthony Godfrey:For those who don't know Valley High School, explain what Valley High School is all about. Graham Bany:Valley High School is the best school to go to. It is an alternative high school and alternative is often viewed as a pejorative. Alternative in this sense just means different. We have smaller class sizes. We have more deep and meaningful relationships with students. We take the time to understand every kid, every situation, every story. We are given the opportunity to try things in different ways that may be better for students. It's an incredible building that is a playground of creativity and innovation with the main goal to support students who have not been as successful in buildings where they have previously been and to try to push them towards their most successful and fruitful lives, whether that is in formal education, whether that is a trade school, or whether that's just going out and being the best version of themselves that they can be. Anthony Godfrey:Very well said. And there's an incredible collection of very dedicated educators here at Valley. And like you said, I like the way you put that. It's an alternative. It's a choice. What are the alternatives? This is one of those choices, and for students, this becomes the right choice for a wide variety of reasons. People might have ideas about what reasons they think kids have for coming here, there are many, many more than what you might imagine. Graham Bany:Honestly, my favorite are the burned-out honors kids that just need someone that's going to challenge them and remind them that it's okay to not be entirely as perfect as they felt they've had to be or the kids that are just looking for a second chance and want a teacher who knows nothing about them. It's just the beautiful opportunity to welcome every kid every day and create meaningful learning environments and opportunities to just support them. Anthony Godfrey:You get to redefine yourself when you come to Valley. Graham Bany:Everyone. Teachers, students, this is a beautiful, beautiful place, and it is the only place that I want to be. Anthony Godfrey:Well, I'm very proud of what happens here. It's just incredible results in graduation rates beyond conventional high schools elsewhere in Utah. So lots of great results beyond just the relationships and the support that really honestly lasts a lifetime because of the impact that teachers have on students here. Graham Bany:It would not be without the support of the District and you that allows us to do the amazing things that we do. We get to do this because it is needed and it is supported because it is successful and good. Anthony Godfrey:It's an easy place to support that way. So let's talk about your journey with AI. You started with AI before we adopted SchoolAI as an entire district. You were dabbling already because, as you just demonstrated, you are focused on your kids being successful, and you wanted your students to have every opportunity that others do. You were also feeling a little bit overwhelmed at teaching at that point. Is that fair to say? Graham Bany:Yeah, I think burnout is a part of the story. We cannot ignore that teacher burnout is one of the most common experiences in education. Between years three and five, the majority of teachers leave the profession. So I was at the end of year three and I had switched from a different school over to here, and I was picking myself back together as a teacher. It is hard to admit that sometimes, no matter how much we love the job, no matter how great we are at the job, no matter how perfect everything goes, that it is exhausting and it is difficult and it is a grind. So AI kind of started--AI has been around for a long time, but this iteration of generative AI where students started using it and we started noticing that uptick in cheating, is really when it started to pick up on my attention. So I had students--we read--it was EpiCac by Kurt Vonnegut where a computer falls in love with someone and I had my students use ChatGPT to write a love poem. So they were using it. I had no idea what things were and tried that. I was like, "Oh, this is kind of clever. It's creating interesting things. I think I can use this for lesson planning." And I was a tired teacher who had agreed to teach summer school and I had a two-week unit that I had not prepped or planned for. So I quietly, late at night, stayed up trying to figure out how to use to help me prepare the materials I had and create my objectives. I used it as a lesson planning partner for the very first time and summer school was much easier than it had been in the past. So it kind of got easier. Then I went to these coaching meetings where I get harassed by Teaching and Learning into using a fun new tool and they lovingly took my hand and guided me towards SchoolAI. I had never met any of them, but it was just the friendship and the collaboration that they brought to these different things that were going on in the District that really gave me the opportunity to try things, test things out. Anthony Godfrey:When you hear people talk about AI in the classroom, that it will create more distance between teacher and student because you've got now artificial intelligence doing everyone's work, in fact, it sets aside the menial task that is-- the menial tasks associated with teaching and learning — and allows you to really connect in a more personalized way. Would you agree with that? Graham Bany:Yeah. I mean, mathematically, like, we don't have to be upset and think, "I can't do everything for a student." When I have 100-plus students in my classrooms a day and I'm supposed to be providing them meaningful feedback, which is the greatest way to support them and help them. What kind of feedback can I give a kid if I'm limited to, "I got two minutes per kid and I better have the same brain power for every kid all day from 9 a.m. until when I'm done?" It doesn't happen and we can't expect that and then if we want to do that meaningful feedback, we're taking it home. So using AI in these places to accelerate these things that we're doing, still verifying everything that we are using and using it in a way to help us be as effective as possible to the most amount of students while still maintaining our own life and humanity, because the happier the teacher is, the better the classroom feels. If you're not spending your Saturday grading, you're going to come back to the class so much more refreshed and ready to go which brings you back together with them. Anthony Godfrey:But the same is true for students. If the menial task is set aside and the engaging, creative, personalized tasks are all that you have left, then learning becomes much more exciting than it might be otherwise. Graham Bany:When we have these things that are new, unique, creative, that we can find use cases for that the students have no clue could be a thing. We excite them, we engage them, we feed their hunger and curiosity. We can make it fun, right? School's supposed to be fun. I'm not supposed to be bored here all day. Anthony Godfrey:It should be fun. It should be fun, absolutely. So you mentioned earlier this question of cheating. When people talk about AI and cheating, what do you say in response? Graham Bany:People have always cheated. Always. I remember in high school, one of my buddies was using his older sister's current events that she had saved, like the write-ups that she had done, and he would bring them into class. The teacher wouldn't read them, so no one cared, and it was fine. Cheating's always happened. Cheating will always happen. It's just more convenient for the students to generate slop that they then pass off as their own. But cheating is cheating, and you can address it in any number of ways. But the whole goal should be finding a way to get the kid excited and engage them in the task, but also keeping that openness about it happening. We're not dumb. We know what AI writing sounds like. I don't know if at the District level you all have seen AI resumes or cover letters. Anthony Godfrey:It starts with "How are you doing?" and then there are "M" dashes all throughout it. Graham Bany:The "M" dash is crazy. I got an English degree, and I know how to use them, but I don't even like using them. So when I see a kid use one, or I've never seen you use a complete sentence, every sentence, for an entire page, something's the matter. The solution to cheating is engagement. That's always been the question in education. How do we engage our students? How do we get them excited to come to class? How do we keep them excited while they're in class? We're moving phones out of their hands. We are trying to be as engaged constantly in whichever ways and whichever approaches, but in a lot of ways, if you know the kid and you understand how they write and you understand how they sound, you can catch the cheating. It creates that opportunity for a conversation and connection, which you can maybe figure out why they want to do that. When you find out the "why," you can actually address the problem. To be honest, I don't think kids cheat other than something is not fun to do, but usually they're cheating because they don't understand. When you can figure out why they don't understand and teach them and show them you care enough about them, maybe they'll come to you and ask next time, and maybe it's just never actually going to be a problem again. Anthony Godfrey:Sometimes it's AI that creates the space that allows you to do that and to have that connection because so much has already been taken care of. Graham Bany:The more students know that you are willing to use AI to support them, even if you don't know what the subject is, we can use SchoolAI Spaces, the chatbots, to help create these tutors for the kids. Anthony Godfrey:Stay with us when we come back. More with Graham Bany and SchoolAI. [music] Male Voice:Never miss an episode of the Supercast by liking and subscribing on your favorite podcasting platform. Find transcripts for this episode and others at supercast.jordandistrict.org. [music] Female voice:Does your child need the flexibility to learn from anywhere at any time, on a cruise, in another country, or simply at home, cozy on the couch? The Jordan Virtual Learning Academy is tailor-made for you and your family. It's personalized, dynamic virtual learning on your schedule. The Jordan Virtual Learning Academy is an integrated system of three schools in Jordan School District: Rocky Peak Virtual Elementary School, Kelsey Peak Virtual Middle School, and Kings Peak High School. Our programs are designed to meet or exceed District and state core curriculum standards, ensuring your child receives a superior educational experience tailored to their needs. Join us today at JordanVirtual.org. [music] Anthony Godfrey:When you talked about your journey with SchoolAI and with AI generally, you were one of the early superusers that first summer who really helped shape what SchoolAI is doing across the country at this point. Graham Bany:Internationally. Anthony Godfrey:Yes. Graham Bany:Yeah. They're all around the world. Anthony Godfrey:They are. So it was your input and the input of a hundred other educators in Jordan that really helped shape things because you're saying, "Hey, well, what about this? Can AI do this? Can SchoolAI help us accomplish this?" It really was exciting to watch how quickly it took off in Jordan and how, as you indicated, how far and wide SchoolAI has taken off as well. Let's talk about some of the tools that have sparked your interest lately and some of the things that you're able to do. Let's talk about concretely how it helps you as a teacher and how it helps your students in class. Graham Bany:So when it comes to AI in the classroom, there's two basic ways that I think we can look at it: Teacher-centered and student-centered. So the teacher-centered is going to be these different AI tools that we can use or the different ways we can use the tools to accomplish what we're trying to. So in the course of a week as a teacher, I'm using AI to help me go through my weekly planning. I'm using it to help me organize my to-do list and maybe kind of set things up in a way that's a little bit more accomplishable. I'm using the built-in AI tools and different software to help quickly generate from my lecture notes slides that I'm going to be using in Canva. All sorts of different things. Whether we're doing lesson plans, I'm creating word banks, I'm using it to adapt assignments to the different WIDA levels of students in my classroom so that I can make sure every student has an engaging activity or assignment that is actually at their level and challenging them. Anthony Godfrey:Explain to folks what WIDA scores mean. Graham Bany:WIDA scores are essentially just a measurement of the student's current ability with their language. So if we have a student that is a multilingual student, being able to use AI to maybe adapt for a specific low reading ability, which as they're developing their reading ability in multiple languages, right? They're a super smart kid, but maybe they just need things to be at a different way or maybe they need supports for what they're reading, like a word bank. And for us to sit down and do that, maybe that takes 15 minutes and that's a worthwhile use of our time. With AI, we can do that maybe 15 seconds and have a support for the student that is appropriate to t…

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    Episode 315: Inside the Brand New “High Tech Learning Lab” Where Students are Loving Exciting Hands-On Experiences Sep 18, 2025
    Show notes

    It is a ‘first-of- its-kind’ High Tech Learning Lab for elementary school students in Jordan School District made possible through a partnership with the Utah Jazz, Utah Mammoth and America First Credit Union. On this episode of the Supercast, we take you inside the Learning Lab where students are wild with excitement over 3D printing, stop motion robotics, coding, and so much more. Listen and you will hear the sounds of technology hard at work. Audio Transcription Traci Rindlisbach:We thought that was so exciting to give the kids a chance to 3D print. Not just pressing a button, they're going to start modeling their prints. Jared Covili:We want students not to just be technology consumers where they just use it to find the latest game or the latest trend online. We want them to become technology creators and that's the core of what this space is. [music] Anthony Godfrey:Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. It is a first-of-its-kind, high-tech learning lab for elementary school students in Jordan School District, made possible through a partnership with the Utah Jazz, Utah Mammoth, and America First Credit Union. On this episode of the Supercast, we take you inside the learning lab where students are wild with excitement over 3D printing, stop-motion robotics, coding, and so much more. Listen and you will hear the sounds of technology hard at work. [music] Anthony Godfrey:We are at Juniper Elementary School, home of the Jordan Innovation Lab, with two of the people who helped make this possible. Please introduce yourselves and let's get right into it. Traci Rindlisbach:Hi, I'm Traci Rindlisbach. I work for Digital Teaching and Learning and I got to help set up the Innovation Lab. Jared Covili:My name is Jared Covili. I'm the administrator over the Digital Teaching and Learning Department and I'm just a fan of the Innovation Lab. Anthony Godfrey:I am a fan too. I just walked in, but I've heard so much about it and I was not able to be here for the ribbon cutting, but so many great reports about student reactions and the reactions from the donors who made it happen. But let's jump right into a project. Let's not just talk about it. Let's get down to business. So we have 3D printers all the way along this wall and you've 3D printed a bunch of things already for the launch. Tell me about that and tell me about the project we're going to do right now. Traci Rindlisbach:All right, so we bought two different types of 3D printers. We bought these Bamboo Lab 3D printers, which are super exciting because you can print four different colors and these are a little more serious 3D printers. Then we have these tiny toy boxes as well that are just like super fast prints and just like you're dipping your toes in there to start a print. Anthony Godfrey:So I didn't even see the little ones in between. So yeah, wow. So we've got 10 of them right here. Traci Rindlisbach:Yeah. Anthony Godfrey:That's amazing that this is a this is a playground for kids to well for you, too. This is this is this is pretty exciting. So what's our what's our project here? Traci Rindlisbach:Okay, so on this Bamboo printer, we've printed a whole bunch of things like when we were opening, we printed like the Jordan shield two colors, the Mammoth logos and the Jazz logos. All those logos were printed. We're just going to have you print a guitar pick for yourself since we know you're all about playing guitar. Anthony Godfrey:Absolutely. Traci Rindlisbach:So the first thing you're going to do is you're going to hit this file right here. Anthony Godfrey:Okay, so I'm accessing the templates or the designs. Traci Rindlisbach:These are just all the G codes like put on there and there's your pick right there. Anthony Godfrey:Yeah, that's perfect. Traci Rindlisbach:Yeah, just click that. Anthony Godfrey:So click on that. Traci Rindlisbach:Then the PLA we've chosen . . . Anthony Godfrey:It has a nice edge for gripping the . . That's a well-designed pick. That was a well-designed pick. Absolutely. I can really wail with this one. Traci Rindlisbach:Okay. And so we're going to do this metal PLA because we tested it with the other one and it broke. Anthony Godfrey:So okay, this is like choosing letter or legal paper. Traci Rindlisbach:Yeah. Anthony Godfrey:Yeah, except we're going to choose the right and so which, which one . . . Traci Rindlisbach:Right here this print now. Anthony Godfrey:Print now. You've already set it up to print like . Traci Rindlisbach:Yeah, you just set it. We can click right here and you can choose the different PLAs. Anthony Godfrey:Okay, right there. Traci Rindlisbach:And then it's good to go. And it's going to be printed in. See right here. 13 minutes. Anthony Godfrey:13 minutes. Okay, we're at 0%. Temperature 69 Celsius. Okay, we're going up. Jared Covili:You're going to be able to add this to your resume. You're now officially a maker of a metal guitar pick. Traci Rindlisbach:You can sell these at your shows. Jared Covili:You can start your own Etsy shop. Anthony Godfrey:This is the one I won't flip out into the crowd. Okay, we will let a watch pot never boils and a watch print never comes to fruition. So we're going to let that simmer while we talk a little bit about how the lab started. So we were contacted by the Smith Entertainment Group, Utah Jazz, the Mammoth and America First [Credit Union] with the concept of building something that was centered around innovation, something unique for students. What excited me is that they knew that was generally in the STEM area, but it felt like there was going to be a lot of flexibility in how we shape that. So talk to me about how we decided what to do and what that partnership look like. Jared Covili:Yeah, we were approached by Mike Haynes from the Jordan Education Foundation, probably in May. He mentioned the idea that the Smith Entertainment Group and America First Credit Union wanted to help us build something that could really enhance students’ education. They said, “you know, we want it to have kind of an innovative blend to it, right? So we're not looking for traditional forms of learning. We'd like to use technology.” And immediately Traci got involved. She's one of our people that's very involved in STEM and computer science in our District. So we started talking about what would be some of the great tools that we could provide kids with this additional funds. We wanted to give them an experience that they couldn't have at their regular at the regular school. Anthony Godfrey:So what made you go this direction and tell me about what's here? Traci Rindlisbach:My STEM partner, Kelly Cannon, she works in the same department as I do. We have been really into 3D printing since we both came into this role. We thought that is so exciting to give the kids a chance to 3D print because it's like not just like pressing a button. They're going to like start modeling their prints and doing all those like engineering design processes through just learning how to 3D print and 3D printing. Anthony Godfrey:So what does it mean to model for those who haven't done 3D printing before? Traci Rindlisbach:That's a great idea. Create their prints. So they'll go into some kind of program. They could go into Tinkercad or on these toy boxes you can do modeling inside the app of itself. And so you'll just go and create whatever you want inside there and send it to this little printer and it will print what you've done. Now will it be perfect? Maybe if you did it correctly. But there's also that fun element of like they're going to go back and iterate and say, “oh, that didn't work. I'm going to fix this and this and this on my print until it's perfect.” Anthony Godfrey:Is that why we have the smaller printers so that they can dabble and kind of test things out before they go to the multi color printer or do they dive right in? Traci Rindlisbach:It's really an either situation like they could start on the toy box if they felt more comfortable with that. This is like a more entry level like modeling system. You'll just pull some shapes in and you'll start joining your shapes. You could pull in photos and you can make some lithographs where like if you put a light behind it, it shows like whatever photo you put into there. On the Bamboo, they would be modeling probably in Tinkercad and that would be a little more serious modeling, but still with shapes and things. So this one's just a more friendly model to get started with. But we did have a student on opening day who was really stoked about the Bamboos and talked about his Bamboo at home and what he's doing at home. So I think there's going to be kids coming in who've had a lot of experience with 3D printing and they're going to be able to teach the other students as well. Anthony Godfrey:OK, and tell me again, how do you model something? Do you is that essentially designing it virtually so that it can then become something that is physically tangible in the real world? Traci Rindlisbach:Yes, that's a good question. So in Tinkercad they would like design it inside the Tinkercad program and then they would slice it on the slicer and then put it right in here and it would print on out. Anthony Godfrey:So in other words, students can come up with their own projects and design it from start to finish instead of simply printing something that somebody else already designed. Traci Rindlisbach:Yes, that's what we want them to do. Like we want them to like, of course, they could come in and make a print and that's always exciting. Just learning the process of how to do it. But like we want them to get to the point where they're modeling things. Anthony Godfrey:Maybe seeing a print initially motivates them to do all that modeling work that will lead them to something that they created themselves from scratch. Traci Rindlisbach:A hundred percent. We want our students to come in and choose a project that they're going to do. It could be like 3D printing or stop motion or we also have an engineering one where we'll be modeling and like creating things with cardboard. So we want them to come in with content knowledge already. So we'll say we're working in fourth grade on Mormon Pioneer Trail. They come in and they can choose if they're going to do a 3D print project, a stop motion project, or an engineering project based around the content they learned in their class. So this is just like project based learning at its best. Anthony Godfrey:So any of those three approaches could be used to create a project around really any subject matter. Traci Rindlisbach:Yes. Anthony Godfrey:So this connects to any learning that's happening in the classroom. That's really exciting. Traci Rindlisbach:That's why we're so excited about it because it's not just come and print whatever. It's come and print with a purpose. Anthony Godfrey:Yeah. Stay with us when we come back more about the Innovation Learning Lab at Juniper Elementary School. [Music] Male Voice:Never miss an episode of the Supercast by liking and subscribing on your favorite podcasting platform. Find transcripts for this episode and others at supercast.jordandistrict.org. Female voice:Does your child need the flexibility to learn from anywhere at any time on a cruise, in another country or simply at home cozy on the couch? The Jordan Virtual Learning Academy is tailor made for you and your family. It's personalized dynamic virtual learning on your schedule. The Jordan Virtual Learning Academy is an integrated system of three schools in Jordan School District: Rocky Peak Virtual Elementary School, Kelsey Peak Virtual Middle School and Kings Peak High School. Our programs are designed to meet or exceed district and state core curriculum standards, ensuring your child receives a superior educational experience tailored to their needs. Join us today at JordanVirtual.org. [Music] Anthony Godfrey:Tell me about the three projects that students can do here in the Innovation Lab. Traci Rindlisbach:So we talked a whole bunch about the 3D printing. So our next one is Stop Motion and the educator that we've hired to be in charge of the lab, she is huge into stop motion and so we're super excited that she's going to be here. Her name is Tori Hadley. The students will come in with whatever content they've learned in class and they'll be given an iPad and a stand and they'll just get to work. We'll have them storyboard like “what are you guys going to do? What's the content?” Anthony Godfrey:Essentially the comic book version of what they're going to film. Traci Rindlisbach:Absolutely and then they'll start filming it. So we have all these card all this cardboard that we've sourced from Juniper, which is great. Anthony Godfrey:Yeah nice to be housed in an elementary school that's well stocked. Traci Rindlisbach:Then we just have this paper and then we have these little figures over here. They could make their own characters or they could choose from our characters. Anthony Godfrey:Oh yes, some of these figures. So, if you can combine these the trolls and dinosaurs and others into a storyline you can do that. Well, there's a bear and a horse as well. Sure, we can come up with some sort of a fairy tale there. Traci Rindlisbach:Oh for sure. Anthony Godfrey:Now you've got this cardboard and now chompsaw. I'm sure many student eyes light up at the phrase chompsaw. So show me what a chompsaw does. I have some inkling as I look at this device. Traci Rindlisbach:So we bought these after we saw them because we were so excited. They're student safe so I'm going to turn this on and you can see like nothing's going to . . . Anthony Godfrey:Right, you put your hand right up against it and you're okay. Traci Rindlisbach:So when the students decide what they want to chomp, when they decide what they're going to do. And this could be for their background it could be for their character or whatever. They'll sketch it out and they'll just throw their chompsaw on. This also cuts paper which is really exciting. We didn't know that after we bought it we found out. Anthony Godfrey:So you take the cardboard and you can shape the cardboard. Oh wow that's a cleaner cut than I expected. So this is essentially for those. It's like a . . . I don't know. There's a little knob on top here that spins underneath inside and it just cuts right through the cardboard. Jared Covili:Wow so think of like a scroll saw but say for kids. Anthony Godfrey:Yeah, that's amazing. Jared Covili:And superintendents. Traci Rindlisbach:This is like two of our field trips that could be used for the stop motion animation, but it could also be used for the engineering field trip. Where they could on the desk, these desks are white boards on the top which we think is so exciting. Anthony Godfrey:You can write on the desk. Traci Rindlisbach:Yes. Anthony Godfrey:At long last it's encouraged. Traci Rindlisbach:And no one's going to get in trouble. So they can come and they can say, I'll go back to I taught fourth grade, so the Mormon pioneer trail. They could be like, “oh I got really into like mountain man.” They could build like a mountain man out of this. They could create a hand cart. They could do really anything that's associated with their content area and we have these make do's which will help them put their stuff together so they could. Anthony Godfrey:Now I've…

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    Episode 314: A Big Surprise for Copper Hills High Students Who Ran into Burning Home to Save Lives Sep 10, 2025
    Show notes

    They are students at Copper Hills High School who recently risked their own lives by breaking down a front door and running into a burning home hoping to save the lives of others. On this episode of the Supercast, join us as we take you inside the big surprise where the students received a military style “Honor of Excellence” award for going above and beyond and being exemplary citizens. Audio Transcription Heidi Jacobson:They're heroes, honestly. Carter's like, "I'm not a hero.” He just did what he thought was right. Cammerin Inselsberger:My buddy Gabriel came outside and said, "Hey, there's a fire down the street." And then I remember Carter looking distinctly at me and said, "Well, come on, let's go do something." Zera Gonzales:We truly saw our sense of community in our neighborhood, especially with our boys again. We're so willing and selfless and risked so much. [Music] Anthony Godfrey:Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. They are students at Copper Hills High who recently risked their own lives by breaking down a front door and running into a burning home, hoping to save the lives of others. On this episode of the Supercast, join us as we take you inside the big surprise where the students received a military-style Honor of Excellence Award for going above and beyond and being exemplary citizens. [Music] Anthony Godfrey:We take you now to the ceremony honoring the boys who saved two dogs. [Music] Female Voice:We would like to reunite you this morning with Rocky and Simba, who you saved, and we'd have the Gonzales family come on in with the animals. They want to thank you. Matt Alvernaz:My name is Matt Alvernaz. I'm the Safety and Security Director for the Jordan School District. During my 20 years of combined service in both the military and law enforcement, I've had the privilege of taking part in the longstanding tradition of the Challenge Coin. The Challenge Coin is something that is given as a token of appreciation and respect for those who go above and beyond the regular everyday expectations of society. Each of these coins, as we give them out there, they're unique and there's only so many made. So once you're given one, then hang on to it. They’re never going to be made again. There's something that gets collected and it's something that's honored among the uniform services and the tradition I want to carry out and give to you guys. So these coins, they're honored in a way of a traditional handoff and it's given through a handshake. Everything on this coin means something. If you guys want to go over what they all represent, you can do that. So I want to congratulate you guys in the traditional way. Boys:Thank you. [applause] Anthony Godfrey:We're talking now with the three students who saved the two dogs from the fire in West Jordan City. Thank you very much for taking time. Will you introduce yourself and tell us your name, grade, and what programs you're in? Cammerin Inselsberger:My name is Cammerin Inselsberger. I am a senior at Copper Hills High School and I am in no current programs, but I was in diesel tech. Carter Jacobson:I'm Carter Jacobson. I go to Copper Hills. I am a senior as well and I'm in the diesel program at J Tech. Gabriel Hernandez:I'm Gabriel Hernandez and I'm a senior at Copper Hills and I'm also in the J Tech diesel program. Anthony Godfrey:So did you know each other before the diesel program or is that how you met? Carter Jacobson:No, we knew each other before. I knew Cammerin for like three years. He kind of introduced me to it. Anthony Godfrey:Why don't you talk me through what happened, everything from spotting the fire to going in and saving the dogs? Cammerin Inselsberger:We were doing yard work out back at my house and then we went. My buddy Gabriel came outside and said, "Hey, there's a fire down the street." And then I remember Carter looking distinctly at me and said, "Well, come on, let's go do something." And so I jumped the fence. They ran around and we just ended up down the street and just seeing if anybody was there that was getting hurt or something. Anthony Godfrey:When you first arrived, what did you think? Did you think that maybe there was somebody in the house? Gabriel Hernandez:We did after we saw the truck in the driveway and the neighbor in front of the house telling us that they haven't checked on the house yet. They just saw the fire. So we went to the window to see if there was somebody inside and we kept banging on the door. Nobody answered and Carter sees a little dog running across the hallway. Anthony Godfrey:That was enough to decide. Gabriel Hernandez:That was more than enough. Anthony Godfrey:There are dogs in there and we need to get in there. Gabriel Hernandez:Yeah. Anthony Godfrey:Now I watched on the camera how you approached the door. Tell me about working on getting in the front door. Carter Jacobson:I think my buddy's dead. Cammerin’s dead. He tried to shoulder the door first. And then I think they were thinking about breaking down the window, but I was like, "I'm just going to try to kick the door." Donkey kicked it. And so it started working. The bottom of the door cracked. I didn't let game everyone else's motivation to keep going. We kicked it down. Anthony Godfrey:Now you kicked it facing the door and then the donkey kick turned around. Carter Jacobson:I knew kicking it forward wouldn't work anymore. And then kicking it like a donkey kick would be more better because my foot’s more like flush to the door. I don't know. It was just something I thought about. Anthony Godfrey:In the moment you just thought about trying something different. What I was impressed with is that you didn't say, "Well, he tried to shoulder. I tried to kick it in. It didn't work." You just kept going and kept trying to be sure that you got in. Carter Jacobson:Yeah, it was either that or the window. Anthony Godfrey:When you got in, you still didn't know whether it was just dogs or whether there was someone in there who had maybe passed out or whatever. So what did you do once you got in? Gabriel Hernandez:I ran straight for the bathroom thinking it was a bedroom and then the propane tank caught fire and shot fire right through the window. Anthony Godfrey:Wow. What went through your mind at that moment? Gabriel Hernandez:I should get out of there. Anthony Godfrey:So where were the dogs when you got in? Carter Jacobson:I think they were... So when we walked in, Gabriel went to the bathroom and I saw the dog dart towards the kitchen. So when I walked in, they were just sitting in the laundry room, curled up in the corner. The big dog was kind of laying in front of the smaller dog protecting it. Anthony Godfrey:When you approached the dogs, did you have to carry them out or were you able to help them out? Carter Jacobson:No, we had to carry them out. Anthony Godfrey:Did they let you approach? Carter Jacobson:Yeah. Anthony Godfrey:I wondered whether in that moment they might be afraid and might not be cooperative as you're trying to say that. Cammerin Inselsberger:Yeah, they were mostly cowered down in the corner of the laundry room and so they didn't try to fight back or anything. So it's not like either of us three got hurt by the dogs because they knew something was up and so it was more so just letting us take them. Anthony Godfrey:Describe what it looked like inside the house. What was that like? Carter Jacobson:It was more... I feel like it was quiet. It was more calm before the storm because when we got in there, the side of the house was on fire. It wasn't as intense. But as soon as we got out, the rest of the house started catching on fire and the smoke detectors went off. Anthony Godfrey:How soon after you left the house did the fire department arrive? Carter Jacobson:I would say a minute after. A couple of minutes after. It was more hectic for them to get in because people were trying to drive down and see the fire and walk down so there was a lot of people blocking the street. Anthony Godfrey:Now the fire department said that you were helpful because you were first on scene. What was some of the information that you shared with them that was helpful? Cammerin Inselsberger:We saw that their propane tank started catching fire from the trailers because there was a trailer and there was one propane tank on it and there was another one on the ground. But there were also two in the back of the trailer so we were able to tell them that we saw the fire start in the back area of the house next to the house that we're in now. Anthony Godfrey:So they were able to see, they were able to better understand what happened because you were there. One of the things that we've trained our employees on over the years is that when you come up on an emergency you don't wait for someone else to come. You jump in and you do everything that you can. A lot of times people wait for an expert, you know, someone is bleeding or someone is hurt and they wait until someone else comes to do it because they're afraid of making a mistake. But I'm so impressed with the courage that you showed jumping in and just doing what needed to be done. Can you remember what was running through your mind as you went into the house? Cammerin Inselsberger:Honestly, I can't remember anything. That adrenaline hit and I just, I remember going to the door, banging on the door, ringing the ring doorbell like 20 times. And then we got in and then that was it. Anthony Godfrey:How long did it take for the adrenaline to dissipate? Cammerin Inselsberger:I don't think it did until I went to bed that night. Zera Gonzales:I have my dog saved. Thank you so much. Anthony Godfrey:How does it feel to be recognized like this today? Boys:Grateful.Just proud that we did something good.Makes me look back at the community, see what else we need help with and what we can improve with. Anthony Godfrey:Well, thank you for being a great example to other students and really to everyone who served this story and thanks for taking the time to talk with us today. Stay with us when we come back. We'll talk with the family whose dogs were saved. [Music] Male Voice:Never miss an episode of The Supercast by liking and subscribing on your favorite podcasting platform. Find transcripts for this episode and others at supercast.jordandistrict.org. [Music] Female Voice:Does your student want to become a veterinarian, commercial pilot, programmer? Maybe they want to make a difference as a dental assistant. These are just some of the programs offered as part of Career and Technical Education, CTE, in Jordan School District. CTE provides the technical skills needed to prepare students for future employment or for a successful transition to post-secondary education. Career and Technical Education provides work-based learning opportunities. We partner with industry experts to offer apprenticeships and internships with students working in the real world at real jobs while going to school. The CTE experience starts in our elementary schools with The Kids' Marketplace and grows through middle and high school. To explore all CTE has to offer in Jordan School District, visit cte.jordandistrict.org today and let's get your child started on the pathway to a profession [Music] Anthony Godfrey:We're talking now with the family of the two dogs that were rescued. Introduce yourself. Zera Gonzales:Hi, yes, my name is Zera Gonzales. Anthony Godfrey:Zara, tell me about how it felt for your family. First of all, to learn that there was a fire, how's your house, and then to learn that the dogs were okay. Zera Gonzales:Truly, it was devastating. Obviously, something that was never expected to happen to us. But we truly saw our sense of community in our neighborhood, especially with our boys again, that were so willing and selfless and risked so much to enter our home. They're the very first ones that entered and saved both of our dogs, which are a big part of our family and it means so much to us. But yeah, it was such a relieving feeling knowing that coming onto the site, still seeing our home being up in flames, but knowing that both of our dogs were out safe and with the boys. Anthony Godfrey:I'm just glad that your family is safe and the dogs are safe. Tell me about your home and what happens next for you. Zera Gonzales:So essentially our home is unsalvageable. We've been told that it needs to be pretty much fully reconstructed. We are still waiting, it's a waiting game at the moment. We're still waiting to hear back from insurance and that whole process of hopefully down the line will be a lot sooner than anticipated. But yeah, it is a waiting game and we're just hoping that everything will smooth out later on. We're currently living right across the street in the neighbor's home. He's renting it out and that's our long-term rental for now. Anthony Godfrey:Wow. I can't even imagine what you're going through. Tell me about your... Tell me about the first time you had the opportunity to talk with the boys who'd saved — is it Rocky and Simba? Is that right? Zera Gonzales:That is correct. Anthony Godfrey:We'll talk with Rocky and Simba in a moment, but tell me what it was like to first meet the boys who saved them. Zera Gonzales:Yeah, well first of all, we pretty much first saw through our ring camera who were the individuals knocking down on the door, and we noticed that it was the neighbors. They live a couple houses down. And again, we just did not expect that they would be the ones that were first on site and breaking down the door to save our dogs. But it was such a relieving feeling and again, being so thankful to them right after knowing that they were the ones that entered the home. While the firefighters are still trying to put out the fire, we were able to talk to them and be like, "Hey, again, we're so eternally grateful to you guys because our family's whole because of you." Anthony Godfrey:I love the way you said that and you have a lot to deal with. What a devastating situation. But it's good to know that you have people around you that are going to support you through a difficulty like this. It's really a test of the community. Zera Gonzales:Yes, it truly is. Again, we've only been living in our home — we were heading towards two years. Just knowing that those individuals took that initiative and acted out and were able to be the ones that entered our home again, it was such a relieving feeling. And we're, again, eternally grateful. Anthony Godfrey:What about Rocky? Rocky is the big one and then we've got Simba here. What kind of dogs are they? Zera Gonzales:Yes. Rocky is a German Shepherd, Rottweiler, Husky mix. Anthony Godfrey:And a very good boy. Zera Gonzales:Yes, very good boy. And then over here we have Simba. He is a Maltipoo. That's a Maltese-poodle mix. Anthony Godfrey:Also a very good boy. Zera Gonzales:Yes. Anthony Godfrey:Not Simba. You're not second. You're both number one in our hearts. Zera Gonzales:Exactly. Exactly. Anthony Godfrey:We're talking now with Carter's mom. Introduce yourself, please. Heidi Jacobson:My name's Heidi Jacobson. Anthony Godfrey:Heidi, you and I have known each other for a little while. Heidi Jacobson:Yes, we have. Anthony Godfrey:Tell everyone about that. Heidi Jacobson:Mr. Godfrey was my eighth-grade teacher out at Bingham Middle School. Anthony Godfrey:Bingham Middle School days were great days. Heidi Jacobson:Yes, they were. I actually am the first graduating class…

    Full show notes at the publisher

    Episode 313: Teacher Who Lost Eye to Cancer Encourages Kids to Embrace & Celebrate Their Differences Sep 04, 2025
    Show notes

    She was just a teen when she lost an eye to a rare form of cancer, had to wear an eye patch, and suddenly became a target for hurtful teasing. On this episode of the Supercast, hear the incredible story of Columbia Elementary School kindergarten teacher Alexa Byrd. Find out how one middle school teacher taught Alexa to be proud of her eye patch as something that sets her apart. Hear how Alexa now tells her own students to take pride in their individual differences and how that message is making a difference in their young lives. Audio Transcription Alexa Bird:It's just kind of been my motto now. It's like, "Why blend in when you're born to stand out?" And so I made the decision to get my eye removed. Now I have these fun prosthetics. This year I had a student, she in the middle of the year, found out that she actually had to get hearing aids. She looked at the doctor and said, "I'm going to have special ears like Miss Bird has special eyes." I just went home and cried. [Music] Anthony Godfrey:Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. She was just a teen when she lost an eye to a rare form of cancer, had to wear an eye patch, and suddenly became a target for hurtful teasing. On this episode of the Supercast, hear the incredible story of Columbia Elementary School kindergarten teacher Alexa Bird. Find out how one middle school teacher taught Alexa to be proud of her eye patch as something that sets her apart. Hear how Alexa now tells her own students to take pride in their individual differences and how that message is making a difference in their young lives. [Music] Anthony Godfrey:We're at Columbia Elementary today talking with Alexa Bird about her teaching and her pathway to becoming a teacher. Alexa, thanks for talking with me. Alexa Bird:Thanks for having me. Anthony Godfrey:Tell me first of all just about your teaching career. You're here at Columbia for your second year. Talk to me about how all that came to be. Alexa Bird:I went to school at Utah Tech University and I've always just wanted to be a teacher. Since the time I was little, people would be like, "What do you want to be?" And I was never like the princess or an astronaut or a pilot. It was always, "I want to be a teacher." So, I went to Utah Tech and I went through their program and then I went to the job fair. I talked to Jane Olsen there and the rest was just history. She told me, "Come to Jordan." And then I got a job interview and I interviewed here and it just felt right. And I loved the energy and the community and all the questions and just felt right. And so I said, "Yes." Anthony Godfrey:Well, good job, Jane, for finding Alexa. Tell me, why did you want to be a teacher when you started out at a young age? Why has this always been of interest to you? Alexa Bird:Well, my dad is a teacher and my grandma's a teacher. So I come from a really long line of teachers and I would go to his classroom. He actually worked at West Jordan High School. Anthony Godfrey:Oh, wow. Alexa Bird:And I would be like, "I'm going to be a teacher one day," and pretending like I was him writing on the whiteboards and things. And then when I was going on with my education career in high school, I was diagnosed with medulloepithelioma, which is a cancerous brain tumor in my eye. I started finding that and I had to go to California every 12 weeks because there was no pediatric ocular oncologist in Utah. And so every 12 weeks I was going to California and I just... School was my favorite place and then it became my least favorite place really quick because not for anything except kids were really mean. They would make comments like, "Jeez, Alexa, don't stand so close. I don't want to catch cancer," or, “pretending like you have cancer, that's really rude. People die from it all the time where you don't have to pretend to have cancer to get attention.” Soon it just became my least favorite place. I felt terrible. I did radiation. So I was feeling so tired and run down because chemo doesn't really work above your shoulders and it was in my eye, so radiation was the only option at the time. Anthony Godfrey:So you had to have radiation throughout your body and you had to go 12... Every 12 weeks you had to go to California to receive it? Alexa Bird:My cancer is kind of rare, what I had. And so he's like, "I'm willing to try it if you are." So it was actually this special made plaque to fit right over my tumor and they pull the whites of your eye up and sew it right over your tumor because they couldn't just remove the tumor because it would mess up with your eye pressure and things. So the radiation was the only option and it was a one-time deal. So they put a lot of radiation in it and I'd wear it for 10 days to get it fast and quick and then take it off just as fast. But then you feel the effects for a long time after. But I had to go back for checkups. Anthony Godfrey:Wow. So you said when you had cancer. So are you beyond that at this point? Alexa Bird:Yes. I'm cancer free as of a year ago because with childhood cancer, to be considered cancer free, it's five years. Anthony Godfrey:Oh wow. Alexa Bird:I had to wait five years so I finally got it six years ago. Anthony Godfrey:And you have passed your five-year mark six years ago. Wow. So well congratulations on that. Alexa Bird:Thank you. Anthony Godfrey:It must have been particularly heartbreaking that your favorite place became your least favorite place. Alexa Bird:Mm-hmm. Anthony Godfrey:Tell me how it felt at that time. Alexa Bird:I just remember walking down the halls and I was like, "I have to put a huge smile on my face because at the time I thought, 'People can't see that I'm sick. People can't know that I feel terrible and I don't want to be hearing. I can't let them know that their little tiny jabs and their comments are getting to me." So I would walk down the halls with a smile on my face, walking down like I can't hear them whispering about me because at the time I could see the tumor. So I was wearing an eye patch so they would be like, "She's only wearing an eye patch to get attention." And so I would walk down and I would just like put my head down and smile if people talked to me. But I hated it and I didn't want to be there. And one time— Anthony Godfrey:It's exhausting to try that all the time, have to be trying to prove yourself or demonstrate to people that you really are okay even though you're not. Alexa Bird:I would go home and I would cry. I remember one time, after a particularly hard day, I was like, "I'm going to go home and I'm going to come up with every excuse and book and never have to come back to this place because I don't want to do it anymore." That was the day I was walking. I remember like it was yesterday, I was walking into math class and I was like, "I'm done. I'm done. I'm never coming back after today. Just get through the day." That's when my math teacher was there and she had this huge smile on her face. It's the kind of smile that's like, "You can't help but smile back." And she's like, "Alexa, just the person I wanted to see." I was like, "Oh, that's okay. That doesn't match my mood I'm feeling right now." Anthony Godfrey:So was this in front of the class? Alexa Bird:Yeah, it was right before the bell rings. So there were kids in there and it was just like the one minute before that everybody's like just sitting there waiting for the bell to ring. And I was like, I remember thinking, "Well, now I can't be grumpy if she's talking to me with a smile on her face. I can't help but it was the energy you can't help but matching." I remember looking at her and being like, "Yeah, I'm here." She had this box in her hand and it was filled with all different kinds of eye patches. They were like ladybugs and pink camo and sparkly. And it was just this whole box. She was like, "I drove all over town,” and we lived 45 minutes from Salt Lake. And she's like, "I drove into Salt Lake and I was looking everywhere for these for you." And she handed me the box and she was like, "You know, I've been thinking a lot about you." And it's like, "Why blend in when you're born to stand out? And you know, if you have to wear these eye patches, might as well have fun with them. You can match them to your shoes and your outfits and we can have a bunch of fun with this. So I bought this just for you.” I remember going, "Oh, wow." And from there, from that day, I would walk in with my fun eye patches and she'd be like, "Which one are you wearing?" And I'd be like, "They match my shoes today." Or, "They match my shirt." I remember she brought the joy coming back to school and she brought this... I wanted to be there. I wanted to go every day to show her which eye patch I was wearing in school. Some of the kids would catch on and be like, "Wow, I love your eye patch today." They still made those mean comments, but I loved going back to school again. And she was the reason. And it wasn't just because of the academics. It's because she genuinely took the time and showed me she loved me and I wanted to be there to be with her. It made what used to be this dark place, and it made me want to come back to school. And she doesn't realize how that little tiny impact impacted my whole life from that moment. It's just kind of been my motto now. It's like, "Why blend in when you're born to stand out?" I can teach kids that their differences make them special. And now I don't have to wear eye patches, but I have... Because when I was 17, the diagnosis was, "Your tumor's not responding anymore." I remember on the way driving home, because from California it's a long drive, I remember thinking, "I'm done. I don't want to go back to California. I just want to start... I want to go to college, because I was a junior at the time, and I want to start living my life. I want to be able to go with my friends." Because after these doctor's appointments, it just made me sick for weeks. So I was like, "I want to start going out with my friends, and I want to go to dances, and I want to play basketball." I remember thinking, "I'm done. I'm going to get my eye removed." So I made the decision to get my eye removed. Anthony Godfrey:And that was specifically so you didn't have to keep going back to California. Alexa Bird:Mm-hmm. I was... It kind of like...that was the vibe the doctor was giving, was like, "We're going to have to start thinking about it." Anthony Godfrey:So when the doctor was leading you that way, it felt like the right path. But the bonus was that you wouldn't have to keep going back to California and you felt like you could start moving on and live your life. Alexa Bird:Yeah. I would still have to go back, like, for my year checkup, just to make sure everything looked good. But I wouldn't have to go every 12 weeks, which is three months. So I was like, "Yeah, I want to start living my life." So I made the decision to get my eye removed. So now I have these fun prosthetics and like the one I'm wearing right now is blue and sparkly, and I have a Christmas one, and I have a gold Mickey one, and I have a galaxy one. The goal is to have one for every single occasion in my life, you know? Anthony Godfrey:Yeah. Stay with us when we come back more with this amazing second-year teacher and her story of resilience. [music] Male Voice:Never miss an episode of The Supercast by liking and subscribing on your favorite podcasting platform. Find transcripts for this episode and others at supercast.jordandistrict.org. [music] Sandy Riesgraf:Hello, I'm Sandy Riesgraf, Director of Communications for Jordan School District, and we want to invite you to connect with us. So many exciting things are happening in your child's school, your neighbor's school, in every school here every day. Don't miss out on following the fun or simply staying informed when there's important information we need to share. Join us at jordandistrict.org or follow us on Facebook, Twitter, and Instagram @jordandistrict. We can't wait to connect. [music] Anthony Godfrey:Now I understand that you actually had a student in your class with a hearing aid. Talk to me about how you connected with that student. Alexa Bird:Okay, so this year I had a student and I got her parents' permission to give her a little shout out, Miss Bailey, but she in the middle of the year found out that she actually had to get hearing aids. And, you know, as a six-year-old getting told that, you have to have hearing aids, that's kind of scary. That's a big thing. That's a big thing that impacts their lives. And we had a conversation, like her mom came, and she's -- her mom's awesome. And so she was always working with me, and she came and was like, "We're going to get her hearing aids." And I was like, "Oh, okay, that's awesome." So the first thing I did was -- Bailey is this most enthusiastic little girl I know. And she came up and she's like, "I have to get hearing aids." And I was like, Oh, and we made it special. Like, we talked about it as a class because at this young age, like, you have this opportunity to impact them and teach them how these differences make them special. So we talked about how she has a hard time hearing, and so the kids were like, "Oh, so we have to be quiet." And they were -- I was like, "Yeah." And they were, "So how can we help her?" I was like, "Oh, she's going to get these things called a hearing aids, and they're going to go in her ear, and they're going to help her hear." And they're like, "Oh, that's so cool." So her mom would send me pictures of the whole process. So she would send me pictures, and we'd talk about it in class, and I would be like, "Oh, Miss Bailey had --" She called them like these bubblegums in her ears, and which was the molding for the hearing aids. And so we talked about it the whole process. So, like, as a class, we felt like we were in this process with her because she's a part of our family. Her mom later came and told me, it was field day, and so she was telling me, like, "They can get wet." And so -- and she goes, "Oh, I just want you to know, like, at the doctor we were talking about how, you know, they're going to help her hear, and they're kind of -- some people might say something, or they might stare." And she looked at the doctor and said, "No. I'm going to have special ears. Like, Miss Bird has special eyes. Like, we're going to be special. Only the specialist people have things that make them special. I have pink, sparkly hearing aids, and she has a sparkly eye, and we're going to be twins." And so it just -- so her mom came and told me that, and I was like, "Oh, that's so cool." I went home and cried because that's exactly what I wanted, is I want these kids to know that their differences make them special and to embrace them because that's what makes them stand out. Anthony Godfrey:Tell me about the impact, you know, your math teacher who made this difference. Alexa Bird:Miss Williams.…

    Full show notes at the publisher

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