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    Education

    Jordan Supercast

    The Jordan School District Podcast Starring Superintendent Anthony Godfrey

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    Latest Episodes:
    Episode 312: Paint & Park Project at West Jordan High Funding Fun Student Activities Aug 28, 2025
    Show notes

    It is an impressive sight to see in the student parking lot at West Jordan High School. On this episode of the Supercast, find out how a Paint & Park project is raising money for senior class activities throughout the school year. It’s a project where some students were able to paint and personalize their parking stalls in creative works of art you simply have to see to believe. Audio Transcription Katie:It was very intimidating. I was not used to painting something this big. I've never done it before. Anthony Godfrey:Yeah, doing it at scale is a little bit more difficult, I would guess. Katie:Yeah, 100 percent. James Myers:What's awesome about this specific fundraiser is that we're going to be using all the funds specifically for this fundraiser, for the senior class. [Music] Anthony Godfrey:Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. It is an impressive sight to see in the student parking lot at West Jordan High School. On this episode of the Supercast, find out how a paint and park project is raising money for senior class activities throughout the school year. It's a project where some students were able to paint and personalize their parking stalls in creative works of art you simply have to see to believe. [Music] Anthony Godfrey:We are here at West Jordan High School with one of the student government advisors. Introduce yourself and tell us a little bit about how these parking spots came to be. James Myers:Alright, so my name is James Myers. I've been an educator here at West Jordan High School for almost nine years. Student government for the last five and with the senior painting and park, this idea, it's been about half a year in the making. So what had happened was that Principal Hutch, over winter break, he had shown me this picture of some kids that have painted their parking spots. And for charity season, one of the activities that we do is that we actually will sell parking spots to the students and they get to have that spot for the rest of the year. And so Principal Hutch sent me this picture of some students that have painted their parking spot and said, "Hey, wouldn't this be cool if we did this for our students?" Anthony Godfrey:So these were pictures from another school? James Myers:Yeah, from another school. Anthony Godfrey:Yeah. James Myers:That got me thinking, because you can’t really do that during the winter because you’ve the the snow and the ice against you. Anthony Godfrey:Sure. James Myers:What if we figured out a way to actually take advantage of the summer and actually do this during the summer? And so I started doing some research, looking around, seeing what other schools were doing. And it really, really picked up, I guess, in May. And then over the summer, I was just working on getting the designs from the students, seeing who all was interested. We started off with 47 spots over here. It was going to be 48, but we didn't take into account that light post over there. Anthony Godfrey:Darn light post. James Myers:Oh, I know. Anthony Godfrey:And you call it the senior paint and park? James Myers:Yeah, the senior paint and park. Anthony Godfrey:That's better than park and wait by a long shot. James Myers:Oh, it definitely is. And it's much nicer to look at, too. Anthony Godfrey:So you decided there were 47 spots available. And how did you decide who was going to be able to access these particular spots? James Myers:That was a little difficult to figure out at first. But in the end, what we decided was that we sent out a mass email, multiple emails , out to the seniors and also sent out on social media to see who was interested. We had a form that they could fill out and such. And in the end, we said, OK, you need to send a confirmation saying that you're indeed interested in order to get one of these 47 spots. And you also have to submit your design for approval or to receive feedback, at least. And so of the first 47 students that both sent in their confirmation and their design so that we could actually start to review it and make sure that it would meet our standards. Once they were able to do that, they were on the list. And we quickly got our 47. And I think we ended up still having like another 40 that we're still contacting wanting to be involved. Anthony Godfrey:So did you take the first 47 or was it based on the designs or how exactly did you decide? James Myers:The first 47. Anthony Godfrey:Yeah. James Myers:These students, they're smart. They have a pretty good idea of what's going to get approved and what would instantly get rejected. Anthony Godfrey:Were there any duplicate designs or did everyone have their own idea? James Myers:We had two. We had two. Apparently Red Bull is very popular. Anthony Godfrey:It gives you wings, I hear. James Myers:I have heard that as well. And I reached out to them and I went, hey, you know you're doing the same design. And they went, yeah, we both know. Anthony Godfrey:So we have two Red Bull designs out there. James Myers:We have two Red Bull designs out there. Anthony Godfrey:Have the people at Red Bull been contacted? They ought to be sending you a swag of some kind. James Myers:I know. That would be amazing. Anthony Godfrey:All right. That's the next step. That's the next step in this. See what you can raise for charity. What's being done with the funds that you raise? How are you going to use those? James Myers:What's awesome about this specific fundraiser is that we're going to be using all the funds specifically for this fundraiser for the senior class. So the seniors that paint it, they will get to reap the rewards of their actions. So we're going to make sure to use it for like the senior dinner dance, senior sunset, senior sunrise, and other activities like that that we love to put on for our seniors. Anthony Godfrey:What do you think this has meant to the students to get to personalize a spot during their senior year? James Myers:Oh, for one, it was just exciting to see them all before the school year started and just seeing them be so excited for this, their last year of high school. And they were just talking and hanging out and having so much fun. We had music going on and everything. And just being able to leave a part of themselves out here for everyone to see, I think that was just something really special. And it was just wonderful to be a part of it. Anthony Godfrey:That's awesome. Well, I can't wait to see them in person. Photos and the videos are what drew me here because they just, it looks fantastic. James Myers:Yeah. We were able to get some awesome drone footage from one of the parents of one of the students. He was also a resource officer over here, Officer Gray. So Detective Gray, he was actually the one that got all that footage of the drone. Anthony Godfrey:Oh, cool. I do hear it's caused some problems though, because other schools are now getting pressure to do the same thing because you guys are setting a trend. And other principals are saying, hey, now everyone wants us to do it as well. So you may see this spread to other schools next year. James Myers:I would be, I'm looking forward to it because there's just so many creative ideas out there and I want to see them painted. And I just hope that they all share their pictures as well. Anthony Godfrey:That's exciting. Now, from a technical standpoint, tell me what type of paint you use because when I first saw this, I thought, well, the first rain, we're going to be in trouble. So does the paint come off eventually or are these seniors now, they'll be able to come back when their children attend West Jordan High and park in their spot? James Myers:Oh, if that's the case, we're going to be running out of parking space. Anthony Godfrey:Yes. Yes. James Myers:So I went to Home Depot to get our paint. Got the cheapest stuff that they had. I mean, it was still like twenty twenty-five dollars a gallon of paint. Anthony Godfrey:Yeah. James Myers:Yeah. Except for the white paint. I was able to get the five-gallon buckets of that. So, you know, bulk paint a little bit cheaper there. We probably went through 90 gallons of this house paint. So it's house interior paint. It is washable when it's wet and you can wipe it clean. OK, at least that's what it says on the can. And so we're hoping that it will last, you know, through most of the school year. I am really interested to see what will happen come winter once all the elements and you got the rock salt and the ice scraping and everything. Anthony Godfrey:Sure. James Myers:And the plan, I guess, for next year, we're going to have to do some testing because, you know, this is the first time that we're trying this out here. Anthony Godfrey:Yeah. James Myers:With our climate would be to get some pressure washers out here to see just how effective that would be for removing it if we need to put on another base coat. Anthony Godfrey:But yeah, you can always paint over it. James Myers:Yeah, we can always paint over it. Anthony Godfrey:Yeah. OK. Well, it's really exciting. It's a creative and fun way for people to feel a greater connection to their school and to raise money. Yeah. So congratulations on blazing the trail here in Jordan.Thank you. Stay with us when we come back more with the students at West Jordan High School who got to paint a parking spot just for them. Male Voice:Never miss an episode of the Supercast by liking and subscribing on your favorite podcasting platform. Find transcripts for this episode and others at supercast.jordandistrict.org. Sandy Riesgraf:Are you looking for a job right now, looking to work in a fun and supportive environment with great pay and a rewarding career? Jordan School District is hiring. We're currently filling full and part-time positions. You can work and make a difference in young lives and education as a classroom assistant or a substitute teacher. Apply to work in one of our school cafeterias where our lunch staff serves up big smiles with great food every day. We're also looking to hire custodians and bus drivers. In Jordan School District, we like to say people come for the job and enjoy the adventure. Apply today at employment.jordandistrict.org. Anthony Godfrey:We're talking now with Jada and we're walking over to her spot. Jada, introduce yourself. Jada:Hi guys, I'm Jada. I go to West Jordan High School. Anthony Godfrey:And tell us about your spot before we get to come see it. Jada:Yeah, so it's a pretty detailed spot. I'd say it has a little sun. It's kind of ocean themed. Definitely more of an abstract ocean. It's not really realistic. And if I had more time, it would have been a lot more detailed. But four days seems like a lot. But when it gets down to it, it's definitely not enough time. Anthony Godfrey:It's actually a lot of space as I approach the parking space. It seems just right for the car, but it's a very large canvas for you to be painting on. Jada:Definitely. It's a lot more than I expected personally. I came in with a huge idea. I was like, yeah, this is going to take like maybe 13, 14 hours. Definitely not 13, 14 hours. Anthony Godfrey:A lot more than that. Jada:Yeah. Anthony Godfrey:All right. And your car is actually parked there. So while we walk up, how great is it to have your own reserved spot and not be watching for a spot and all of that? Jada:Oh my gosh, I can't even explain. Last year I was half online, so I was kind of fighting for a spot to come for my second period or my third period. Because we have so many kids going to the school and kind of a smaller parking spot, I'd say. I mean, it's pretty big. But this year, you know, I can just I'm a senior. So I have like two classes at the high school and then two classes at JATC. So I can just come here and you know, I'd have to worry about finding a spot. It's genuinely just a relief. Anthony Godfrey:And you're right by the light post. This is great. And I can only see the edges because your car is parked there, but I see Jaded 2026 there at the front. That's fantastic. And the edges look really cool. I love the color combinations, but I can't wait to see the whole thing. So we'll let you pull out and then let's talk about the let's talk about your design. Jada:For sure. Let's do it. [SOUND OF CAR STARTING AND RUNNING] Anthony Godfrey:All right. It is a little dirty, as you said. But I love this. Jada:Thank you. Anthony Godfrey:So why don't you describe this for those who are listening? Jada:Yeah, for sure. So it's a lot of colors here. We got light purples, dark purples, light blues, dark blues, a light green. We have a little gradient supposed to look like the ocean, which will move up into some like more abstract-looking waves into a little sunset. Then it goes up into a sky. It's a lot of a lot of details here. Anthony Godfrey:the waves are very curly. They look almost like tentacles coming up out of the ocean. And you've combined pink and purple and sky blue and cerulean and blue, navy blue and violet. It's just all these great colors in these patterns. And then the sun, the rays of the sun really are more like flames. Jada: Yeah. Anthony Godfrey:I think it looks fantastic. Jada:Thank you. I appreciate it. Anthony Godfrey:And you've got the gradient color, almost an hombre sort of look to the sun as well. How did you do that with house paint? That looks really difficult. Jada:I've been in art since like third grade. I've been doing I've been painting my whole life. It's not that hard. You just take a roller. You get like your orange and your red. I use orange and red on that sun up there and then a light blue and a dark blue. You get a roller. You pour a lot more than you think because you need it wet. You pour that on there. You start rolling until you're satisfied and eventually it'll blend together nice. Anthony Godfrey:That was my next question. Looking at this, how long have you been interested in art and producing art? Because it's obvious this was not your first masterpiece. Jada:I love art. It's such a good way to express yourself when you don't have the words for it. I've been doing art. I've been taking art classes since I was like, well, I mean, elementary school, of course, but I took it serious starting in seventh grade. I was doing ceramics, painting, drawing. I'm in sculpture right now. Anthony Godfrey:It's a shame that it's not permanent, but at least you get it for the whole year and it's very, very well done. Very compelling. The color combinations, the design. Bravo. Great job. Jada:I appreciate it. I will say it wasn't just me. Definitely. I had a bunch of people come out. My family members, my grandma, my grandpa, my uncle, one of my best friends. She paid her spot. She helped me. So if any upcoming seniors want to come and do this next year, I recommend bringing people. It's a good time to hang out with friends and to get time to paint. But just bring some friends along. Anthony Godfrey:OK. Fantastic. Thank you very much. We're talking now with Liam about his parking spot. Liam, this is instantly recognizable for someone who came from the nineteen hundreds like I did. Tell us about your Van Halen parking spot design. Liam:Yeah, I just really took inspiration from the album, The Best of Both Worlds. I really enjoyed it. So I just did the spot. Anthony Godfrey:I think it's so awesome. This is 80s guitar pattern with the black and white stripes scattered across a red background. I just I can hear the guitar licks as I look at your parking spot. Now t…

    Full show notes at the publisher

    Episode 311: Let’s All Stop, Look, and Listen to Keep Kids Safe Walking to School Aug 21, 2025
    Show notes

    It’s that time of year when thousands of students are making their way to school walking eagerly through neighborhoods, along established safe walking routes. On this episode of the Supercast, find out how we can all work together to better protect young pedestrians and make sure their travel to and from school is safe. Audio Transcription [MUSIC] Sarah Elliott:If we all did what we were supposed to do, the world would be a better place. But it doesn't always work that way. There are distractions and things happen and you've just gotta be aware, no matter which side you're on. Matt Alvernaz:What we're looking at is more than just how can we get the kid to school. It's what is the safest route? Sarah Elliott:Nothing's more important than keeping these kids safe. Anthony Godfrey:Absolutely. [MUSIC] Anthony Godfrey:Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. It's the time of year when thousands of students are making their way to school, walking eagerly through neighborhoods along established safe walking routes. On this episode of the Supercast, find out how we work together to better protect young pedestrians and to make sure their travel to and from school is safe. [MUSIC] Anthony Godfrey:We're here in front of Oquirrh Hills Middle School to talk about safe walking routes. Introduce yourselves and let's talk about being safe getting to school. Sarah Elliott:My name is Sarah Elliott. I'm the crossing guard coordinator for the Riverton City Police Department. Matt Alvernaz:I'm Matt Alvernaz, the school safety coordinator for Jordan School District. Anthony Godfrey:Sarah, tell me how many crossing guards do you have in Riverton City? Sarah Elliott:We have about 46 on our payroll right now. Anthony Godfrey:And many people misunderstand this, but actually the cities have the responsibility for coordinating the efforts of crossing guards, not the school districts. Tell me about how all of that works and if someone's hearing this and they're interested in applying, how they do that? Sarah Elliott:Right, so usually we're coordinated through the police departments of each city. So usually if you just Google it, you can find it pretty easily. But each police department will have their crossing guard jobs listed. Anthony Godfrey:Tell us a little bit about the training that goes into becoming a crossing guard. Sarah Elliott:So UDOT has some really great training materials that we use, videos and things, and then mostly just on the job training. Shadow a couple of shifts and then get ready to get out there and keep those kids safe. Anthony Godfrey:What are the best tips for students who are crossing the street? Let's start with the students to make sure that they're doing that safely, whether there's a crossing guard there or not. Sarah Elliott:For sure, being a responsible pedestrian is super important. The kids need to learn to make eye contact with drivers. Looking both ways obviously, but really trying to make eye contact with the driver to make sure that the driver sees them before they step out into the road. Anthony Godfrey:Should they point at their eyes with their fingers and point at the eyes of the driver, Robert De Niro style, I'm watching you? Sarah Elliott:It would probably help us out a little bit maybe. Yeah, I might put that on my guard's responsibility. Anthony Godfrey:But I have heard that over the years, make eye contact with the driver so you know that they see you. Sarah Elliott:Exactly, yeah. Then of course if it's a staffed crosswalk, kids need to wait until the crossing guard will vocally tell them to cross and also signal them to cross and they just need to be sure that they're waiting and paying attention. Anthony Godfrey:Now let's talk about drivers. What tips do you have for drivers to be sure that they are safe as they approach and ultimately go through a crosswalk? Sarah Elliott:Paying attention, that really being aware of your surroundings is important for both sides of this coin. Get off your phones, pay attention to where you are, notice the lights, make sure you're going the speed limit and just don't let other things distract you because nothing's more important than keeping these kids safe. Anthony Godfrey:Absolutely. Now, when you see the crossing guard walk out with the stop sign, you stay stopped until they and every child in the crosswalk has made it to the curb. Sarah Elliott:Right, right. Don't start going just because the kids are out of the road. The crossing guard needs to be safe too. So you need to wait until they're totally onto the curb and have put their stop sign down and then you can go ahead and proceed through the crosswalk. Anthony Godfrey:Any cautionary tales to share, things that you've seen happen that it's really what you kept repeating is just kind of the need to pay attention as a driver, but anything specific in the past that has happened? Sarah Elliott:I mean, we unfortunately have had kids get hit and a lot of close calls and it really all just boils down to being aware and paying attention. And like I said, on both sides of the coin, the pedestrians have to pay attention too. Just because you have the right of way doesn't mean you can just go. You still have to pay attention and make the right choice. Anthony Godfrey:That is the illusion sometimes. Well, I'm in the crosswalk and you're supposed to stop, so I'm gonna walk. You do have to think, I wonder if they see me? I wonder if they're paying attention? Sarah Elliott:If we all did what we were supposed to do, the world would be a better place. But it doesn't always work that way. There are distractions and things happen and you just gotta be aware no matter which side you're on. Anthony Godfrey:There are different types of crosswalks I know. There's the Beatles crosswalk on Abbey Road. Sarah Elliott:Yeah, yeah. Anthony Godfrey:There's the school crosswalk and then there's the normal crosswalk. So talk to us about the difference between, I can recognize the Beatles crosswalk. But the other two, let's talk about the distinction between those two. Sarah Elliott:So they go by lots of names, but the zebra striped or school zone crosswalk. If somebody's in that crosswalk and with a crossing guard or without, if you've got a zebra stripe crosswalk, as a driver, you need to wait until that person is completely out of the road before you go. They need to be on the curb on the other side. The ones you see at more major intersections that are just the two parallel lines, those you're gonna wait until that person is off of your side of the road and then you're safe to go ahead and proceed. Anthony Godfrey:So they start on your side and they've crossed the median and now they're on the other side of the road, you can drive through. Sarah Elliott:If it's the parallel lines. Anthony Godfrey:If it's the parallel lines, but the zebra stripe, you wait curb to curb. Sarah Elliott:You wait the whole time. Anthony Godfrey:Okay, all right, that's a good distinction. Now I'm gonna notice all the zebra stripe versus the parallel line crosswalks. Sarah Elliott:Being aware, it's part of safety. Anthony Godfrey:Okay, all right, very good. With Matt Alvernaz, our school safety coordinator for Jordan School District. Matt, what other tips do you have for drivers and pedestrians? Matt Alvernaz:You know, one thing that we were talking about beforehand was the parents. Teach your kids, don't just park somewhere and say, “Hey, run across the street over to me” because this is convenient. Teach them to go to the right way, show them the right way. And if you're gonna get out and walk with them, just because you're an adult, doesn't mean you don't have to go to the crosswalk either. Anthony Godfrey:We've all thought, I can think of moments when I was with my kids and I'm like, do I show the example of going to the light or do we dart across the street, cuz we can probably make it? And it's about setting the example at other times as well. Matt Alvernaz:Right, you wanna emulate what you want them to do when you're not there. So sure, you could make it, you're an adult, you can make it, you're safe, all that stuff, it's actually not because you're teaching them bad habits. You're teaching them, this is okay when I'm with my parents, why not when I'm not with them? And they don't usually make the best judgment. And to be honest with you, a lot of adults don't either, whether they're driving or walking. Anthony Godfrey:Right, Sarah, you used the term responsible pedestrian. It made me feel like sometimes I have not been a responsible pedestrian. Sarah Elliot:Well, we preach responsible driving. I've got two teenagers that just got their driver's licenses and so we're harping on them all the time. But the responsibility for safety falls on everybody. [MUSIC] Anthony Godfrey:Stay with us when we come back. We'll walk you through the process of how safe walking routes are established through the entire school this week. [MUSIC] Male Voice:Never miss an episode of the Supercast by liking and subscribing on your favorite podcasting platform. Find transcripts for this episode and others at supercast.jordandistrict.org. [MUSIC] Sandy Riesgraf:In Jordan School District, we like to support students in and outside the classroom along with their families. That's where the Jordan Family Education Center comes in, offering support services and a wide variety of classes for students and their families free of charge. You can take a class called Blues Busters for children feeling sad or worried. Just Breathe is a class that helps students reduce stress. Or how about a class that supports parents in helping their children make and keep good friends. There are also support groups and free counseling, all provided by Jordan School District school psychologists and counselors. To find out how you can benefit from free family support services offered by the Jordan Family Education Center, call 801-565-7442 or visit guidance.jordandistrict.org. [MUSIC] Anthony Godfrey:Let's talk a little bit about the safe walking routes and how those are established. That's a partnership with the city and you're involved in each of those. Matt Alvernaz:Yeah, so I review every safe walking route with the schools. Each individual school begins that process and then we go over it with the city and the city has the ultimate say on it. But what we're looking at is more than just how can we get the kid to school. It's what is the safest route? And the safest route is not always the most direct route. We gotta look at all sorts of possibilities. Where are the lights? What kind of intersections are we looking at? Is it roundabout or if we walk another block, do we have a controlled intersection? Where are the crossing guards placed? And again, it may not be the most direct route to get there the quickest and the least amount of distance, but it is the safest route. The other things we consider [are] open trenches, canal ways, things that pose hazards to kids depending on the type of school, especially elementary school, construction sites, things like that. It's a long process, believe it or not. We finish them in spring for the following year. So we work on it all year long and we continue to review it. We continue to work on it. We make adjustments as we need. But it's a process that actually begins with the School Community Council, the parents, the community going to the principal, talking about it and the school staff and then it comes to me. And then we meet with the city and we all rally together and have these meetings that dial it down very specifically. Not just like, hey, just kind of get down this road. We talk intersection by intersection from neighborhood to neighborhood on where these kids are from and it's a process, but it's worth it. Anthony Godfrey:I like the way you describe it. It's involving the city, it's involving the School Community Council, which includes teachers as well. But parents are at the center of it and there are a lot of eyes on it to make sure it's as safe as possible. But like you said, it's not the shortest distance, it's the shortest safe distance. And it's the shortest safe route rather, because the theme here is when you're in a hurry and not paying attention is when you risk getting hurt. And sometimes kids, but adults too, like we talked about, want to take the fastest route and want to just dart across the street instead of going to the corner or just drive quickly through that crosswalk instead of stopping and waiting and so we all just need to know that to be safe, it might take us a little extra time. The requirement for busing is that we're required to provide busing for any elementary student that lives more than 1.5 miles from their elementary. And for secondary, it's two miles. But the safe walking route may actually be longer than that in rare instances because the driving route is longer than or shorter than it would be to qualify for busing, but the walking route may be longer than expected. That's a common misunderstanding, I think. Matt Alvernaz:The buses can safely navigate the roads where kids can't walk. So that's a big difference there. We want to make sure, since they're within that range and this is guidelines set by the state that we still, even though they may have to go a little bit around about, they get there safely. And that's really the biggest, most important piece of all this is just the safety and not about convenience, which we do include that when we can. We want things to be convenient and easy. We're not out to make things difficult, it's not fun. But safety is really all that matters. Anthony Godfrey:It's our first priority. What else would you add, Sarah, about parents and students and drivers just making sure that everyone gets to school safe? Sarah Elliott:I mean, just be aware of your surroundings. I sound like a broken record probably, but just be careful. Teach your kids to be careful and wave at your crossing guards, cuz they're out there trying to keep your kids safe. They're doing the best they can. Anthony Godfrey:Wave at them. Sarah Elliott:Wave at them. Anthony Godfrey:Yes, all right. Sarah Elliott:Have a smile. Anthony Godfrey:A thumbs up. A salute. Whatever. Sarah Elliott:Sure, whatever you got. Anthony Godfrey:Okay, all right. Pull up, roll down the window and hand a donut out the window. I don't know, that might be suspect. [LAUGH] Anthony Godfrey:Matt will take the donut, all right, if you see him out there. So we've talked about the process for a safe walking route. What if a parent's listening and says, “Hey, I have questions about my safe walking route,” or “I think there's a better way for us to do this.” What, who would they contact first? Matt Alvernaz:First, let's begin with the school. Talk to your school administrators and find out who your School Community Council members are and reach out to them. They’re parents in your community, talk to them and figure out if there's an opening on the board. If you want to get in on the Community Council, get out there, get involved. And these meetings, they're not exclusive, so to speak. You can still come out and be a part of these things. But it begins right here locally with the school because they know the most about their neighborhoods, right? They're your neighbors, your family. And having a district from afar try to oversee that when…

    Full show notes at the publisher

    Episode 310: West Jordan High Graduate is Gold Medalist in Sled Hockey and in Overcoming Obstacles Aug 14, 2025
    Show notes

    She is a motivational speaker, an amputee, athlete, humanitarian, and goalie for the gold medal winning U.S.A. Para Ice Hockey team. On this episode of the Supercast, we meet West Jordan High School graduate Hope Bevilhymer. We hear Hope’s inspirational story of tragic challenges in life to hard-earned triumphs. And, you’ll find out what happens when we hit the ice with this elite athlete. Audio Transcription Hope Bevelheimer:I play para, I talk to you about …. we’re in a sled. Anthony Godfrey:No one has beaten you at net in international competition. Hope Bevelheimer:Correct. I'm a three-time world gold medalist. Living, breathing, sweating hockey from all year. Amputation wasn't the end for me, it was just the beginning. But it could have been the end for me if I chose to have a PDN. [MUSIC] Anthony Godfrey:Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. She is a motivational speaker, an amputee, an athlete, a humanitarian, and a goalie for the gold medal-winning USA para ice hockey team. On this episode of the Supercast, we meet West Jordan High School graduate Hope Bevelheimer. We hear Hope's inspirational story of tragic challenges in life, leading her to hard-earned triumphs. And you'll find out what happens when we hit the ice with this elite athlete. [MUSIC] Anthony Godfrey:We're here at the Accord Ice Center to talk with Hope and Austin about hockey. Introduce yourselves a little bit and let's get into it. Hope Bevelheimer:My name is Hope Bevelheimer. I played for the para ice hockey women's team. So I play in a sled and I'm a three-time world gold medalist. Austin Facer:I'm Austin Facer. I've never won a gold medal in anything. I do a podcast called SLC Puck and just a local hockey content creator doing all kinds of goofy stuff with hockey here in Utah. Anthony Godfrey.Hope, how did you get started in hockey? Hope Bevelheimer:It was prior, I'm an amputee, it was prior to my amputation. I was born with club feet so I had more braces. I couldn't walk much. It was a lot of pain and stuff like that. And so my roommate at the time, she was a recreational therapist actually for the Salt Lake County. And so she had an adaptive program that they were starting and piloting back in 1999 and wanted to see if I wanted to participate. So I got in a sled of September 1999. Anthony Godfrey:Playing hockey since the 1900s. Hope Bevelheimer:Yes. For us, older generation, yes, the 1900s. Anthony Godfrey:That's right. And you went to West Jordan High School. Hope Bevelheimer:Correct. Anthony Godfrey:Talk to me about your time at West Jordan High. Hope Bevelheimer:Well, I was a little different student. I had 29 surgeries before I had amputated. So all my high school, junior high and school years were spent in and out of the hospital. And so I had a lot of support from the school teachers and things like that. They would show up at my house on a Monday. I wasn't homeschooled. I called it hospital schooled. They would show up at my school/house on Monday, give me a load of the work, teach me if they needed to teach me, and then come back on Friday, pick up all the work, and then give me tests and all that stuff. And then when I was in school, very supportive. I had to be in a wheelchair sometimes. I know-- I don't know if West Jordan still has it, but there was an elevator. So I had a key to the elevator, like all sorts of things. Anthony Godfrey:There is an elevator, yes. Hope Bevelheimer:So I was an elevator rider, all those things, but they made accommodations for me. And it was difficult because we didn't have Google. We didn't have all that stuff back when I was going into school. I graduated in '95, so none of this technology we had then. It was just more difficult to try to learn on your own. Because I had support from the teachers, but I was mostly in the hospital most of the time. Anthony Godfrey:Tell me about World Cup competition. You're a three-time gold medalist. Just in November, you beat Canada in Norway. Hope Bevelheimer:Yes. Anthony Godfrey:That's really exciting. Talk to me about that trajectory. Hope Bevelheimer:We have, I've played international competition for a decade. USA Hockey took us over in 2019, so we were privately, they were trying to get this going back when I started. But 2019, USA Hockey took us over, and then that's when we started doing bigger international competition. Then COVID took over. And then we got put on hold for a little bit, but I went to Czech Republic, I've been to Norway twice, I've been to all the places in Canada, but I have not lost an international competition. When I've been in net, nobody has won against me. Anthony Godfrey:No one has beaten you at net in international competition. Hope Bevelheimer:Correct. I have beat all international competitions for a decade. Anthony Godfrey:That's amazing. Hope Bevelheimer:So that is a feat that I'm very excited about. Anthony Godfrey:Yeah, that is impressive. So you started in 2019, and then everything was put on ice during COVID, or off ice during COVID, and then back on ice after COVID. Hope Bevelheimer:Correct. Anthony Godfrey:Never defeated. That's incredible. Hope Bevelheimer:The last one we just played, we went to Canada to do a border battle. We call it the border battle, it's just us and Canada. We just go head-to-head, play a three-series. It was a close game, it was four to three. So yeah, I let three goals in, but they still didn't beat me. Anthony Godfrey:Are Canadians polite even in hockey? Hope Bevelheimer:No, they don't like us. Anthony Godfrey:They don't think so. And they definitely don't like losing. Hope Bevelheimer:No, and then I like chirping in their head, so that makes it worse for them. Anthony Godfrey:Yeah, it's the trash talk. Is there a hockey trash talk? Hope Bevelheimer:There is plenty of trash talk. Austin Facer:Chirp is the term for trash talk in hockey. It's a big part of the game. A good chirp, yeah. Hope Bevelheimer:Because as a goalie, your skill is about 15%, your body is another percent, but it's a lot of mental. You have to be in your game when you're in goal. You have to have your head space on. If you don't, it's going to be a mess. So I like to get into other people's head space, so they have a messy game. Anthony Godfrey:Austin, tell me about how you got started in hockey. Austin Facer:Yeah, when I was younger, I was really into hockey movies, and The Mighty Ducks was a favorite of mine. I talk about that quite frequently on my podcast. I could probably recite the whole movie line by line. Around that same time, being like eight or nine, the Olympics were here, and there was a bigger conversation about hockey. I remember I just would beg my mom to take me to public skate at the old Bountiful Bubble Rec Center, which no longer exists. But that turned into playing and then playing all throughout high school. Kind of got out of the hockey scene for a little bit, just as an adult, just working in sports and different kinds of jobs. Kraig Williams, who is actually on your team at the Jordan School District, was a boss of mine at the Salt Lake Bees. So did a lot of sports-related jobs there. And then when the hockey club came to town, I just kind of put everything together with my sports background and love of hockey as a kid and built SLC Puck, which is a podcast that I do twice a week now. Anthony Godfrey:That's fantastic. And where can people find that? Austin Facer:You can find it way too easily. That's kind of the goal. It's on YouTube, Apple, Spotify. I have all the social media handles too at SLC Puck. So I try to put stuff out and bother people on their phones as much as possible. Anthony Godfrey:Perfect. Austin Facer:Yeah, I'm easy to find. Anthony Godfrey:I see that USA on your shirt stands for unity, sacrifice, and attitude. Talk to me about that. Hope Bevelheimer:It is that. You have to have a close-knit team. You have to sacrifice many sacrifices. For a decade for playing, I was telling my friends and stuff like that, I haven't had a real vacation because all my vacation hours go to USA Hockey because I have a regular job. So you have to dedicate. It's off-ice training. It's on-ice training. I’m living breathing sweating hockey all year. They're like, "When's your season off?" I'm like, "It's not off." On the off-season, we have to still condition and do all the things. Anthony Godfrey:Tell me what has been the greatest positive impact that hockey's had in your life. Hope Bevelheimer:Oh, it has saved my life many a time. It just has given me... It's given me hope. It's given me things to look forward to. I never thought I would be starting back in '99. Did I ever think I would be at this level of competition? No, it never crossed my mind. But the ability to just be able to participate in something that's a team effort and a group effort and you're all friends and off-ice, on-ice, all those things, the closer the team is, the better it turns out. Anthony Godfrey:How about for you? Austin Facer:I think there's just so many great life lessons that can be learned with hockey. Probably just all sports in general, but I think hockey really amplifies these attributes you need to be a successful adult. You can learn as a kid. I think there's a certain assertiveness that you learn in hockey. There's teamwork, problem-solving. Never say never. Never surrender kind of attitude. There was a game last night in the Stanley Cup final where the Edmonton Oilers were trailing by three goals in the first period. They came back and scored four unanswered goals to win four to three. I think there's a lot of mental fortitude that you can take from that and apply to everything. Anthony Godfrey:I'm sure Hope has seen that in her life, just the skills that she's learned on the ice. I feel that way too, apply to anything you do. Hope Bevelheimer:I know with hockey, what I love about hockey is every second counts. Every second, it could be .4 of a second and somebody can score. It's such a great game. That's the thing about football, the last two minutes, if they're up like whatever, the game's pretty much over. Two minutes and they could be up three, it still doesn't matter. We've got two minutes to make this happen. Anthony Godfrey:It happens fast. Hope Bevelheimer:It happens fast. Austin Facer:It can happen. Hope Bevelheimer:The team comes together. If you just don't have that positive attitude, everybody will just . . . Anthony Godfrey:When you think about it, the penalty is that you don't get your whole team. The penalty is that when you say every minute counts, it's that you lose minutes with a teammate. Hope Bevelheimer:It makes a more interesting game, I think, when there's penalty minutes. I have played many times three on my side and they've got the power play and I've had to play hard. You just got to be on your skill in your game and just have a good game. Every game's different, too. It not, I'm going to go walk out here and play and it's going to be exactly like the last game. Nope, it's never the same game. You can score in the corner, you could get a penalty. I've not played two games that have been the same. [MUSIC] Anthony Godfrey:Stay with us when we come back. We're on the ice going for a goal. [MUSIC] Male Voice:Never miss an episode of the Supercast by liking and subscribing on your favorite podcasting platform. Find transcripts for this episode and others at supercast.jordandistrict.org. Sandy Riesgraf:Does your student want to become a veterinarian, commercial pilot, programmer? Maybe they want to make a difference as a dental assistant. These are just some of the programs offered as part of Career and Technical Education, CTE, in Jordan School District. CTE provides the technical skills needed to prepare students for future employment or for a successful transition to post-secondary education. Career and Technical Education provides work-based learning opportunities. We partner with industry experts to offer apprenticeships and internships with students working in the real world at real jobs while going to school. The CTE experience starts in our elementary schools with the Kids' Marketplace and grows through middle and high school. To explore all CTE has to offer in Jordan School District, visit cte.jordandistrict.org today and let's get your child started on the pathway to a profession. [MUSIC] Hope Bevelheimer:Just telling him the irony is I think I started here. Anthony Godfrey:Oh really? Did you? Hope Bevelheimer:At the Accord in 1999. Anthony Godfrey:'99? Hope Bevelheimer:Yeah, because I played at the Accord in County Rec, but the County Rec didn't open until late '99. Anthony Godfrey:And I read that County Rec is how you got started in hockey. Hope Bevelheimer:Yeah, it was the recreation program, adaptive sports. Anthony Godfrey:Yeah. Yeah, fantastic. Tell me about your equipment here before we head out on the ice. Hope Bevelheimer:So I play para ice hockey and what that is is we're in a sled and we have to have sticks. Regular, we call the regular players, the forwards or the defense have two sticks that have these picks on the bottom. So they propel with those picks. Anthony Godfrey:Oh, so they use …? Hope Bevelheimer:They use those picks and they kind of skate with both of them. Anthony Godfrey:So it's two sets of three spikes that are on the end of the handle of the stick. Hope Bevelheimer:Correct. Anthony Godfrey:So you use this to propel yourself? Hope Bevelheimer:Correct. Anthony Godfrey:Okay. Hope Bevelheimer:But because I'm a goalie, I can't hold another stick. So we stick spikes on it. So when I propel on the ice, I push with this. Anthony Godfrey:So and this is your, this is the glove. Hope Bevelheimer:Yeah, just normal glove. Standard glove. We just take a shoe. Anthony Godfrey:It doesn't look standard. It looks like it comes from a horror movie or something. Hope Bevelheimer:It does. It can be a horror movie. Anthony Godfrey:You know? Hope Bevelheimer:Yeah, so. Anthony Godfrey:Wow, because it's just very complex. It's got all these spikes on it. Hope Bevelheimer:Yes. Anthony Godfrey:And wow, can I try it on? Hope Bevelheimer:Yeah, go ahead. Anthony Godfrey:I'm left-handed. So normally that would be. Hope Bevelheimer:Yeah, you would yell back. And this is just a standard one. There's nothing special about the back. Yeah, throw that one on. Anthony Godfrey:It's actually kind of heavy. Hope Bevelheimer:Yeah, they're heavy a little bit. Anthony Godfrey:Even just holding it. Okay. Hope Bevelheimer:Now try to close your hand in it. Anthony Godfrey:I'm not even going to try. Yeah. That's wow. Okay. Hope Bevelheimer:So yeah, we play a little different than we call them standups. So standup hockey plays a little different than we do. Anthony Godfrey:Yeah. Hope Bevelheimer:But yeah, you propel yourself with two picks and then the goalies have spikes. And the regular players have blades like standup players do on the bottom of their sleds. The bottom of my sled has plastic blades. Anthony Godfrey:So why does the bottom of your sled have plastic blades? Hope Bevelheimer:So I can go slide side, front, and backwards all over the place. Anthony Godfrey:Okay. Hope Bevelheimer:So I can propel in circles. I can do all sorts of things. Anthony Godfrey:Huh. Hope Bevelheimer:So if I had standard blades like the regular, like the rest of the players do, I would only be able to go forwards and backwards. Because they…

    Full show notes at the publisher

    Episode 309: Copper Hills High Marching Band Takes the Stage Performing with National Recording Artists, “AJR” Aug 07, 2025
    Show notes

    They are internationally known recording artists who have made it to the Top Ten of Billboard's Hot 100. The American Pop band AJR recently performed in Utah and guess what, they invited the Copper Hills High School marching band to take the stage with them. On this episode of the Supercast, find out what the high school students are saying about their experience and this incredible opportunity of a lifetime. Then, listen as Copper Hills High takes the stage for a mic check with members of AJR prior to the big show. Audio Transcription Cadence Ivins:Like getting to know Arnetta as a professional trumpet player was just really inspiring. Alex:We were the big finale. Cadence Ivins:It was definitely scary knowing that it was going to be such a big performance. Definitely a once-in-a-lifetime opportunity that you didn't want to miss. Beckett Brunson:Standing in places that some of my favorite performers have been in, it just made me feel inspired. [Music] Anthony Godfrey:Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. They are internationally known recording artists who have made it to the top 10 of Billboard's Hot 100. The American pop band AJR recently performed in Utah, and guess what? They invited the Copper Hills High School marching band to take the stage with them. On this episode of the Supercast, find out what the high school students are saying about their experience and this incredible opportunity of a lifetime. Then listen as Copper Hills High takes the stage for a mic check with members of AJR prior to the big show. [Music] Anthony Godfrey:We're here at Copper Hills High School talking with the Director of Bands. Introduce yourself and tell us a little bit about what got you here. Chris Kuhlemeier:My name is Chris Kuhlemeier. I've been here for just over three years at Copper Hills and loved every moment of it. Over the past couple years, we've been developing our program to get to a higher level of musical excellence and with that, we've just had phenomenal buy-in from our students, families and community, which allowed us to grow to this point and seize such fantastic opportunities like this. Anthony Godfrey:I've been over and talked with your students a couple of different times on various occasions. They're impressive and an energetic and enthusiastic bunch. Let's talk about your experience most recently with AJR and being able to perform with them. First of all, how did all of this come about? Chris Kuhlemeier:Oh man, it was a pure stroke of luck just a few months ago. I, along with a few other directors, it sounds like in the Salt Lake Valley, got an email from one of the producers for the band AJR. Anthony Godfrey:Let's pause right there. AJR, they're no small band playing the Velvet Room, although great bands play the Velvet Room. This is a large-scale operation. They have sold out the Delta Center. They were at USANA. This is a huge venue. So you get contacted by the producer of this well-known, rather quirky, engaging and energetic band. Chris Kuhlemeier:Absolutely. Anthony Godfrey:Tell me about your email and what happened after that. Chris Kuhlemeier:Just a few months ago, we received an email from them just toying with the idea of, "Hey, we're going on tour, this multi-million dollar national tour where we're trying to figure out ways that we want to close the show with a bang." They're notorious for doing some crazy stuff to close out each of their performances. They were toying with the idea and consulted me and others about the logistical challenges faced by bringing out a local marching band at each stop along the way. It was cool planning that out and talking some specifics and logistics with them, but we seem to be the best fit for the job as one of the earlier stops on the tour. They definitely felt that we were a well-organized program enough to be able to put this together with limited experience on their end being so early in the tour. Luckily, I was able to hop on that email very quickly and respond first. It definitely helped our case that we're one of the largest bands this close to the performance venue as well as we're one of very few bands that are as active as we are over the summer. We are constantly rehearsing and performing. Anthony Godfrey:You have access to kids over the summer, and you are super close. I've popped over to a USANA concert after work. You know what? I can make that work. I can grab a last-minute ticket and get over there. I love that. You were fast, quick on the draw. You've got a ton going on, and you're close by. Chris Kuhlemeier:The perfect storm for the perfect opportunity. Anthony Godfrey:How long ago did they lock it in with you and say we want you? Chris Kuhlemeier:It was back in early April, if I recall properly, that we received that activation email. At that point, we had no confirmations. It was all speculative until we got a confirmation just a few weeks later. It was no small task. We had a lot of preparations to do logistically before we even told the kids. In fact, we waited well over a month hiding the secret as a staff that we were doing such a big performance with our students just to figure out if we could pull it off. Bringing so many students together, getting them fitted for uniforms far earlier than we're accustomed to, having them learn and memorize music in addition to what they're already working on for their upcoming band classes, their summer parades, or even their fall show. Figuring out from an educational and pedagogical standpoint how we're going to incorporate this while demanding as little time as possible from our students so that they can enjoy some semblance of a summer. After our planning phase, we locked it in with the producers of the band, and we're able to put together a loose schedule. The beautiful thing about this year is our student body has just been so proactive and so eager to succeed, which we haven't seen culturally in this program for a long time. We're really excited to be back on the cusp of student-driven success because that's the nature of the beast. That our students were able to learn and prepare that music all by themselves all summer. Believe it or not, we got by with just a single three-hour rehearsal the day before the performance. Getting together, having the music all memorized across our group, 105 strong, got together for those three hours, polished it up, and then the next day we went out and performed. Anthony Godfrey:Over a hundred kids. Chris Kuhlemeier:Yes, 105 this year, and that was including a few eighth graders that we brought in for our summer marching band from our local feeder schools. Anthony Godfrey:What a recruiting tool. Chris Kuhlemeier:Yes, exactly, and we would not have heard the end of it if we didn't let the class of 2025 join in for one last hurrah. So some future Grizzlies and some recently graduated Grizzlies got to take part of this huge ordeal, and I'm sure it's one for the books. Anthony Godfrey:And of course you didn't say former Grizzlies because once a Grizzly, always a Grizzly. Yes, of course. Chris Kuhlemeier:Yes. Anthony Godfrey:Well, what a thrill, and how exciting that you were able to make this happen. So many logistics involved in getting over a hundred kids ready, or even earlier than normal. Chris Kuhlemeier:Absolutely. Anthony Godfrey:And I love what you said about still giving them a summer, so you took on as much of it as you could before announcing it and giving them that opportunity. Leading up to it, you announce it, you give them the music to memorize. They do that on their own, and you come together the day before for the practice. Chris Kuhlemeier:Yes. Now, that wasn't ideal, but logistically it made the most sense to give everybody as much of a summer as possible and not start too soon and forget things. We went out on a very, very tedious limb, to say the least, giving them that much time and that little margin of error. But considering the scale of things and the state of the program, we as a staff, while nervous, were relatively comfortable trusting our students to prepare, and they definitely showed up. Anthony Godfrey:I love that you had that trust in your students. We can do this. It's tight, but we know we can pull it off. Chris Kuhlemeier:And that's show business. We're getting them ready. They're, in this capacity, they're professionals. We were a band for hire, and we got to perform with the pros on a professional stage, and they gave one heck of a professional performance. Anthony Godfrey:Let's talk with them. Let's pull them in, and let's hear what that experience was like. Chris Kuhlemeier:Okay. Anthony Godfrey:Stay with us when we come back. We'll hear from the students of Copper Hills High School. [Music] Male Voice:Never miss an episode of the Supercast by liking and subscribing on your favorite podcasting platform. Find transcripts for this episode and others at supercast.jordandistrict.org. [Music] Sandy Riesgraf:Hello. I'm Sandy Riesgraf, Director of Communications for Jordan School District, and we want to invite you to connect with us. So many exciting things are happening in your child's school, your neighbor's school, in every school here, every day. Don't miss out on following the fun or simply staying informed when there's important information we need to share. Join us at JordanDistrict.org or follow us on Facebook, Twitter, and Instagram @JordanDistrict. We can't wait to connect. [Music] Anthony Godfrey:We're talking now with three of the students who were part of the band that performed with AJR. Tell us your name and what year in school you are, and what instrument you play. Cadence Ivins:I'm Cadence Ivins. I am going into my junior year of school, and I played flute in the AJR concert. Beckett Brunson:I'm Beckett Brunson. I'm a junior, and I play snare. Alex:I'm Alex. I played sousaphone, and I'll be a junior. Anthony Godfrey:Tell me about what that experience was like. First of all, you received the sheet music. How did it feel to find out that you were going to be able to perform with AJR? Did you know AJR? Did you know about them? Alex:Yeah, I knew about them beforehand. It was just a really cool experience to be able to get chosen out of all the high schools that there are in Utah to be able to go and perform with them. Anthony Godfrey:It's a big vote of confidence for the program that you were selected. How about you when you found out, how did that feel? Beckett Brunson:I was honestly extremely excited. I don't listen to a lot of AJR, but I knew how big they were, and I knew how important going on that big stage as our program would be, and how influential it would be for us to just get out there and get our message out. Anthony Godfrey:It's a huge venue. It's enormous. Beckett Brunson:It was crazy. Cadence Ivins:It was honestly a huge ego boost. There were so many people in our band that were so inspired by AJR beforehand. There were multiple people that I talked to throughout the course of the AJR concert that expressed how insane it was to be there as somebody who started playing trumpet because of AJR. Anthony Godfrey:Wow. So there were some students who started in music because of AJR, and now they get to be part of it. That's a dream come true. That's fantastic. So tell me about, let's go to, first of all, you get the sheet music and you just work independently to be sure that it's memorized, that you're good to go. Did practicing for a performance like this feel different from other practicing that you'd done on your own? Beckett Brunson:Yeah, it felt different. Obviously, we weren't completely separated the entire time. We joined together for a few times in our individual sections, and then we came together for one big rehearsal with the whole band. It was definitely hard. It was something difficult because we're not used to this sort of individual practicing, but we definitely overcame the odds and showed them what we're made of. Alex:Yeah, it was a lot of, I did, I would look over the music. I tried to actually figure out, because immediately what we played, I tried to figure out what songs we were playing by them and listen to them to kind of get the feel of what it was. And then I kind of brought that to my section when we were doing sectionals to practice together as a group so they could help understand. Cadence Ivins:Yeah, there were some ways that it was definitely the same as any other rehearsal. We sat down and we looked at the music and we figured it out and we listened to whatever references we could find online and in our own knowledge. But it was definitely scary knowing that it was going to be such a big performance, definitely a once in a lifetime opportunity that you didn't want to mess up. Anthony Godfrey:Yeah, that's a ton of pressure. Tell me what was the day like. Talk me through it, because I always wonder, I'm a huge music fan. I have three concerts I'm going to this week alone. I love going to see live music. So to be part of it, I have gone to dozens of concerts at USANA. It would be hard to count how many I've gone to. And just imagine being on the same stage where Ringo Starr and Radiohead and all these huge people have performed. Must have been incredible. How did it feel that day? Talk me through what the schedule was like and how that felt. Cadence Ivins:Yeah, we got here not too early in the morning, but early enough that we had time to prep ourselves. We got to the venue and incredible to be back there just as our group without the pressure of ‘they could be listening right now.’ We got to warm up together as a group behind the scenes and then we got to meet up with Arnetta, their trumpet player, who took us out to the stage and gave us our placements and told us where we were going to be performing and what groups we'd be performing in. And getting to know Arnetta as not just a performer, but as a person, and this person was so incredible and so friendly to this huge group of people that I'm sure it was so hard to keep track of was awesome. She was so powerful for that and getting to see that up close was awesome. Beckett Brunson:Waking up in the morning, I was ready. I was excited, but I was also pretty nervous and as it just kept ramping up until we got to the venue and strangely enough when I got to the venue, all my nerves were gone because I was like you said, standing in places that some of my favorite performers have been and it just it made me feel inspired and it pushed all the nerves away. We were practicing with all the lights and everything that we were going to be doing. Arnetta told us what everything was going to be like, where we were going to be going and everything to expect. So I had no nerves until right when we were about to perform and then it just came rushing in and I was so, so nervous. Anthony Godfrey:I'm feeling nervous right now just thinking about you guys on that. Alex:My experience was, so when we got here in the morning, I was feeling real confident in the performance because from our practice the other day before we were sounding really good and had prepared it well and it was cool being back there to see like where all these other groups have come and performed and I'd never been to USANA before. So being my first time walking into there because I've just seen like passing it on the road. I started getting like a lot nervous when I saw it. Anthony Godfrey:It looks huge to you, I’ll bet. Alex:Really big. But throughout the day just started getting more calm and I thought about it like this…

    Full show notes at the publisher

    Episode 308: Preparing Students for a Smooth Transition Back to School Jul 31, 2025
    Show notes

    Before you know it, the first bells will ring and students will fill the halls ready for new adventures in the brand-new school year.

    On this episode of the Supercast, we share some tips for parents on preparing kids for a smooth transition back to school. Listen and find out how you can get your students off to a successful start.

    Audio Transcription

    Transcription coming soon.


    Episode 307: Students Take a Step Back in Time as Utahn’s Celebrate Pioneer Day Jul 23, 2025
    Show notes

    As thousands of Utahns enjoy parades, rodeos, fireworks, and other festivities to celebrate Pioneer Day, it’s time to pack up and take a field trip for a hands-on lesson in history for some Jordan School District elementary school students. On this episode of the Supercast, we follow teachers and their students to “This is the Place Heritage Park” where the life and times of Utah’s early settlers come alive. It is a live history lesson you won’t want to miss. Audio Transcription Ms. Crane:It brings it to life for the students. And it doesn't matter what they see here, they go away with an appreciation of what the pioneers went through. Anthony Godfrey:So you're just steering from behind right now. These are some big ruts you're dealing with. Student:Is this what they have to do, the whole thousand miles? Anthony Godfrey:Well, on the bad patches, I suspect it was. [MUSIC] Anthony Godfrey:Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. As thousands of Utahns enjoy parades, rodeos, fireworks, and other festivities to celebrate Pioneer Day, it's time to pack up and take a field trip for a hands-on lesson in history for some Jordan School District Elementary School students. On this episode of the Supercast, we follow teachers and their students to This Is The Place Heritage Park, where the lives and times of Utah's early settlers come alive. It is a live history lesson you won't want to miss. [MUSIC] Anthony Godfrey:We're talking with Ms. Crane at This Is The Place Heritage Park. You have a bunch of students here today, tell us about that. Ms. Crane:They're so excited we've been talking about pioneers and finally they get to finally experience the stuff that we've been talking about. The hand carts and school, they're going to be able to go to a pioneer school and see what it was like. Anthony Godfrey:Yeah. Oh wow. Ms. Crane:And we get to ride the train, which is exciting for them, and go to the saddle shop, so just different things that the pioneers experienced. These guys get to see and do, and some of them will never make it up here, so this is a fun field trip for them to experience that. Anthony Godfrey:Well, I have to admit, I've never been to this park myself, so I'm glad that you got me here as well. Ms. Crane:Yay. Anthony Godfrey:And this makes the learning that you've been doing in class very real. You've been doing this for a number of years. Tell me about the impact that this field trip has on students. Ms. Crane:It brings it to life for the students. And it doesn't matter what they see here. They go away with an appreciation of what the pioneers went through and a knowledge of stuff that we've been talking about, hands-on experience. So it brings you up to the kids. Anthony Godfrey:Well, today this is the place because it's beautiful. It's the end of May. We're going to be playing this in July, or posting it in July, but the foothills are bright green. It looks beautiful up here. This is a great way to spend an afternoon in May with your fourth graders. So I see that they're already lined up on some of the hand carts over there, some students are. Tell me about some of the experiences they have while they're here. Ms. Crane:They'll get to pull the hand carts, push. At one point they'll be pushing and then they'll switch and they'll be pulling the hand cart. So they see how hard it was going, because they make it really rocky and hilly out there for them. So they experience that. When they go to the school, they will learn that they used to have to line up boys' line and the girls' line. And they had to curtsy and bow to the teacher. Anthony Godfrey:Yeah, okay. Ms. Crane:So then they- Anthony Godfrey:Did you put curtsying and bowing to the teacher into your regular rotation? Ms. Crane:I tried that. They just laugh at me. And then they learn the Deseret alphabet of what the pioneer children were learning. Anthony Godfrey:Yes, the Deseret alphabet. Ms. Crane:Way back then. And then today we go to the saddle shop. I haven't been to the saddle shop for a while. And so they'll learn how they used to do the saddles, what kind of materials that they need, where they get their materials. So that's kind of interesting. Anthony Godfrey:I grew up in Indiana, not Utah, so I did not get to go to any of these places. I also didn't have a Utah history class, so it's good to gain a little extra knowledge here today about Utah history. How many years have you been bringing students up here, and has it changed over time? Ms. Crane:I've been doing this about 30 years. Anthony Godfrey:Wow. Ms. Crane:And it's changed a lot. It's very different than it used to be. They've brought in more buildings. They've refined the experience a little better. So the kids get to ride on the train, which is a new thing. Anthony Godfrey:Do the kids get pretty excited like they have to? They know it's coming. They're in third grade, and they know next year we get to go to This Is The Place Heritage Park. Ms. Crane:They're excited. One year, a couple of years ago, the water main broke the day that we were coming up, and it just devastated the fourth graders, cuz we didn't get to come. Cuz they had big problems up here that day, and I was really sad. Anthony Godfrey:That's too bad. Ms. Crane:Cuz we've been waiting for the whole year. Anthony Godfrey:They've been looking forward to it, okay. Ms. Crane:Yes, it has changed a lot. They've really made it more enjoyable. It was always enjoyable, but they just honed in and made it so much fun. Anthony Godfrey:Well, it's really engaging even just walking in here. There was a lot to see, a lot that I hated to pass up as I caught up with you guys. Ms. Crane:One of the nice things about bringing them here is a lot of times the kids will bring their parents back in the summer to see some of the stuff that they weren't able to see before. So they'll get to come up here and experience with their families. Anthony Godfrey:Yeah. Ms. Crane:That's part of them coming up here and experiencing that. Anthony Godfrey:I love that involvement. Ms. Crane:And the fun thing about doing Utah history with the kids in fourth grade is they have more of an appreciation when they hit seventh grade. Anthony Godfrey:Yeah. Ms. Crane:And really dig into it more than I get a chance to do that now. Anthony Godfrey:Yeah. Ms. Crane:So. Anthony Godfrey:Is Utah history one of your favorite things to teach? Ms. Crane:Yes, I love teaching Utah history. I just don't have enough time to get everything in that I want to get in. Anthony Godfrey:What are some of your favorite things to teach? Ms. Crane:The mountain men. Anthony Godfrey:I saw there's an event in June with the mountain men up here. Ms. Crane:Yeah. Anthony Godfrey:Tell us more about that. Ms. Crane:One of our teachers just went to an event last weekend, Memorial weekend in Ogden. I'd never heard about it, but they have this big rendezvous in Ogden. And she went up to the rendezvous and was able to get some stuff to share with the kids. Anthony Godfrey:Yeah. Ms. Crane:So that was kind of exciting. I loved when the pioneers came across from Nauvoo and the trek that they took. I like to put them in wagons. And then they draw cards every day to see what kind of conditions they're experiencing that day. They might have lost all their water. They might have had an animal die. It was great weather they get to go 15 miles ahead. So they're trying to reach Salt Lake. Anthony Godfrey:So that random factor gets thrown into the mix. Ms. Crane:Yes. So that's kind of a fun thing to do with them is have them experience that. Anthony Godfrey:Very cool. That's great. Well, there's nothing like being right here in the setting that can really provide that hands-on experience. There's a lot of participation and a lot of attention being paid here. They're into it. Ms. Crane:Yeah, some of them have never been here and this is exciting for them. Anthony Godfrey:There's the train in the background. There they go. Ms. Crane:One of our groups. Anthony Godfrey:Yeah. So, speaking of other groups, you were on the podcast earlier because one of your former students is teaching. But there are others in the District that you taught who are now teachers. Ms. Crane:Yes, I taught Emily Crane. She's at Elk Meadows. And Kristen Clegg. I don't know exactly what school she's at right now, but they're former students of mine. Anthony Godfrey:Yeah. Ms. Crane:I actually taught with Emily at Elk Meadows. Anthony Godfrey:Is Emily a relation? Ms. Crane:Nope, no relation. Anthony Godfrey:No relation? Ms. Crane:No relation to me. Except a year of teaching. I had Emily when I taught a third fourth split at Riverton Elementary. And I taught Kristen Riverton Elementary also. So it's nice to see some of my former students come on to be. They're amazing teachers. Anthony Godfrey:I bet they are. They had a good start. You start learning by watching your own teachers. Ms. Crane:They're amazing. Anthony Godfrey:Good. Well, that's awesome. Well, thank you for providing this experience for students. It's really fun for them to be up here and it's really fun for me to be up here. So, thank you. Ms. Crane:Yeah, we got you out of the office. Anthony Godfrey:You got me out of the office. That's right. That's one of the beautiful things about the Supercast. I do get to step out of the office. [MUSIC] Anthony Godfrey:Stay with us when we come back more with the students visiting This Is The Place Heritage Park. Male Voice:Never miss an episode of the Supercast by liking and subscribing on your favorite podcasting platform. Find transcripts for this episode and others at supercast.jordandistrict.org. Sandy Riesgraf:Are you looking for a job right now? Looking to work in a fun and supportive environment with great pay and a rewarding career? Jordan School District is hiring. We're currently filling full and part-time positions. You can work and make a difference in young lives and education as a classroom assistant or a substitute teacher. Apply to work in one of our school cafeterias where our lunch staff serves up big smiles with great food every day. We're also looking to hire custodians and bus drivers. In Jordan School District, we like to say people come for the job and enjoy the adventure. Apply today at employment.jordandistrict.org. [MUSIC] Anthony Godfrey:We're following the handcarts along the course that was set up. I think to concentrate some of the more difficult parts of the trail, they had to go up and down hills that were very close to each other. So, they were racing down the hill and then struggling to get up on the other end. And then there are boards, railroad ties it looks like, but across the trail in an alternating pattern to try to make it tough and they succeeded. This was, this is difficult, but there's enthusiasm because it's very short. It's difficult, but it's short and water bottles are at the ready. So, I think everyone's gonna be all right. How's it feeling guys? Student 1:Hurts. [LAUGH] Student 2:Not for me because mainly if you just let . . . We're only doing one thing and that one thing is just stopping We don't have to worry. Let the people in front do it. Anthony Godfrey:Okay. So you're just steering from behind right now. Student 2:Just helping steer and brake. Anthony Godfrey:These are some big ruts you're dealing with. Student 1:Is this what they have to do, the whole thousand miles? Anthony Godfrey:Well on the bad patches I suspect it was. Student 2:Water bottle. Student 1:There you go. [NOISE] Anthony Godfrey:Water down, water down. Student 1:That was fun. Let's do it again. Anthony Godfrey:You enjoyed that, huh? Student 2:I enjoyed it because mainly because when I was— Yeah, we're slow. When we needed to slow, I didn't have to worry because my feet— I just go like this. Student 1:Yeah. Student 2:Four times I've actually almost went under. Anthony Godfrey:All right, you gotta back it into a parking spot now. Student 2:Okay. Anthony Godfrey:We're talking with two of the fourth graders from Rosamond who are visiting today. Tell us a little bit about your experience so far. Student 1:We did a hand car pulling and it was fun. We had to go through rocks and push and pull. [SOUND] Student 2:I liked it because it was full of adrenaline because when we went down that, when we went down the bump, we went all the way through and it was so fast. Me and Briggs had to stop as soon as possible because if we didn't, we would have just went, "Meow," right down the hill. Anthony Godfrey:What did you like most like learning about Utah history in Ms. Crane's class? Student:She let us work on a back page on the newspaper. So it was just fun because it was a word search and it was just fun because it just was activity and it taught us a lot. Student:I love learning about the different people that survived in Utah and what they did to survive and it's just fun learning every week. Anthony Godfrey:I really feel like I'm in the time period right now because we've got four pioneers singing along with a guitar out there in the distance. We're going to go into the leather shop here. Let's take a look. Presenter in Leather Shop:Monkey. Monkey, right. So you notice how I didn't say no to any of those animals, right? Because any animal that has skin can be turned into lettuce. So the first thing is, do you think I just walk up to a cow and I say, "Hey, give me all your leather." No? No? Okay. So that brings me to the first job. In getting leather, the first job would be a hunter, a trapper, a farmer, or maybe you came upon a dead animal, right? And then you need somebody to get the skin off and that person is called a felmonger. A felmonger is a compound word. Fel means it's an old time word for skin and monger is an old time word for seller. Anthony Godfrey:So what interested you in there with the leather work they described? Student 2:There was a lot of different animals and the color of the skin didn't always look like what the animal would look like and that interested me. Student 1:There was lots of different varieties and it was hard to guess them because it's hard to tell which animal came from, which fur came from which. A moose looks like it came from something else, definitely not a moose. Anthony Godfrey:We're kind of distant from the things that we use and how they're created. I don't always know where my food comes from or where the things I use every day come from so it's interesting to see what that was like. I have loved being here with you today and I've learned a lot. Tell us one thing that you love about Utah history. Student 1:I love learning how where we live used to be and how they, pioneers had to live and how it's changed over a thousand years. Student 2:I like learning about all the ways they lived and all the music and food and how they prepared stuff and how they traveled to just learn about anything. Anthony Godfrey:Well, it's been a great day with you. Thank you very much for taking time to talk with me and have a great remainder of the school year and tell everyone happy 24th of July. Student 2:Thank you. Students:Happy 24th of July. Anthony Godfrey:All right, thanks guys. Have a great day. [MUSIC] Anthony Godfrey:Thanks for joining us on another episode of the Supercast. Remember, “Education is the most important thing you will do today.” We'll see you out there. [MUSIC]

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    Episode 306: Unlocking Student Potential with Technology Jul 17, 2025
    Show notes

    It is giving every student an opportunity to learn at higher levels in ways some never imagined. On this episode of the Supercast, we talk with companies igniting curiosity in the classroom with the use of technology, technology which is bringing better education opportunities for students, enhancing what teachers teach, and impacting education in some incredible ways. Audio Transcription Talon Hatch:Even some of these younger kiddos as young as third grade, they're already building websites with HTML. Matt Linford:It creates this environment where tools like Skill Struck, tools like Adobe, can all come into one course of a kid and the kid can engage with these various content and curricular resources in one space. Casey Nuttall:Getting them in as early as possible on some of these tools to prepare them for the future. [Music] Anthony Godfrey:Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. They are giving every student an opportunity to learn at higher levels in ways many never imagined. On this episode of the Supercast, we talk with companies igniting curiosity in the classroom with the use of technology; technology which is bringing better education opportunities for students, enhancing what teachers teach, and impacting education in some incredible ways. [Music] Anthony Godfrey:We're talking with Jared Covili, the grand poohbah, the grand marshal of UCET, but also the administrator over Digital Teaching and Learning in Jordan School District. It is always a great way to mark this time of year by coming to talk with you at UCET, Jared. Jared Covili:It's the end of winter. We're moving into spring, so what better time to talk Ed Tech? Anthony Godfrey:You can smell hope in the air. There's sunshine out there. It's a beautiful day. Jared Covili:It could be power cords and things. Anthony Godfrey:That's right. We're going to have three guests on that are partners with Jordan School District. Talk with us about those three. Jared Covili:Yeah, so today you're going to be listening to three different partners that work with us in the Ed Tech department. You've got Skill Struck, who represents a group that works primarily with our K-6 computer science group. Each of our elementaries has a computer science leader that works with the kids, helping them integrate not only computer science projects, but also computational thinking. So, Talon Hatch will be here from Skill Struck with us. And then we've got Casey Nuttall from Instructure, and our District is kind of an Instructure district. We use a lot of different products from them, but primarily most of you in the audience will know them as Canvas. So that's our learning management system that we use to connect students to their homework and to turn in assignments and do assessments. For us on the back end, it is the way that we do a lot of our grading and a lot of our assessment of students and what they're learning. So that's Instructure. And then our third partner that we're going to hear from today is Matt Linford from Adobe. Probably a lot of you have driven past the Adobe office on I-15 but wondered kind of what's going on up there. Well, they're a great educational partner of ours, and they provided all of their software to all of our students and teachers from K through 12. So that's a big part of what we do. And they're a great partner that we work with, not only at UCET, but throughout the year. Anthony Godfrey:Again, thank you for making this opportunity available to so many and for being the mascot mayor, grand poohbah, and grand marshal of UCET. Long may you reign. [music] Anthony Godfrey:So, let's start by talking with each of you. Just introduce yourself. Tell us who the company you're working with and generally your connection with education. Matt Linford:So, my name is Matt Linford. I'm with Adobe and I am actually the engagement manager that covers the state of Utah including a lot of what we do within the Create Utah program. So my role is just to really support districts and make sure that they have what they need. Casey Nuttall:Yep, and then I'm Casey Nuttall. I'm with Instructure. I'm a regional sales director for Instructure. So kind of like Matt, I work with the state of Utah in every LEA in Utah on how they utilize Instructure platform tools to engage student learning, to increase student outcomes, and really to be a tool to use to facilitate the education for Jordan School District. Talon Hatch:And I'm Talon Hatch. I'm part of Skill Struck, a Utah-based company. We work with the school district on computer science education. So, we work particularly with a focus on the elementary schools and how they're utilizing computer science to enhance learning and increase computational thinking for all your students. So, we really enjoy that and I'm just a regional partnership. I work with all the different partners throughout the state of Utah and helping districts do what Jordan's doing so well. Anthony Godfrey:For it for those parents who are listening, most of you probably did not benefit from the work of these three folks because in the last ten years there's been a lot of progress, a lot of movement forward, and education changes rapidly in the right direction, giving more personalized learning opportunities for students and different levels of support for teachers. I mean it's really exciting the level of creativity that's possible because of the support that your three companies give us. So let's talk about Skill Struck's connection with computer science at the elementary level, which for some people just sounds kind of crazy that we start that early. But that's exactly when we ought to be starting. Talk to us about what that looks like. Talon Hatch:Yeah, yeah, it's a great question. So, we love working with the District on that part. The larger part of what it stemmed from is about four and a half, five years ago, the state created the Utah Computer Science Master Plan. Obviously, with the growth of tech in our state and the legislation, the USBE came together and said, "Hey, we need to support our schools in making sure that every kid K through 12 is getting access to high-quality computer science curriculum, resources, and professional development for teachers." And so they actually created a grant program where districts could collaborate with other partners like Skill Struck and throughout the state in creating a plan of “this is what computer science is going to look like in our district,” to make sure that every kid has access. So, we really love working with Jared and Tracy in your district and seeing what does that vertical alignment look like at each school, across each grade level, so you can ensure that even as long as, like you said, as kindergarteners, they're engaging with the standards from the state and really getting that technology foundation that is so critical in the digital world that we live in. Anthony Godfrey:It's a very hands-on, very concrete STEM education from a very young age and really it comes down to problem-solving. Talon Hatch:Exactly. Anthony Godfrey:And I also think there's customer service and empathy built into that because you are programming for an end user, and if you can't put yourself in their place, you aren't going to be an effective programmer. Talon Hatch:Exactly, and the beauty of what the District's doing is throughout this curriculum is they're doing computer science with computational thinking, those problem-solving skills, the basics of coding. But beyond that digital literacy, digital citizenship, keeping all within one platform so these students can really be strong stewards of technology regardless of what path that they end up taking. The nice part is they're getting a really strong foundation in the elementary already where we work with a number of the junior highs in the District as well, and the teachers are coming to us and saying, “hey, these kids are knowing way more than they did a few years ago,” and they're having to level up their game. That was the whole plan of the master plan is we would need to level up what we were doing with technology in the classroom. Anthony Godfrey:Kids are pretty amazing and teachers are amazing and when you put great tools in front of them, you really can be blown away by the results. Talon Hatch:Oh, I mean I was just talking with one of your teachers. A shout out to Colleen Pepper over at Falcon Ridge. She's one of the teachers, the STEM teachers, that takes and teaches Skill Struck weekly across all grade levels of the school. So she's seen every class, every student, are coming to her once a week for about, you know, 45-50 minutes. She was just sharing with me even some of these younger kiddos as young as third grade, they're already building websites with HTML. They're already learning text-based coding with JavaScript. A lot of teachers are always saying, “those third graders can't do it that young,” and they're always shocked when they start excelling and they go fast and go way beyond what we give them credit for. It's exciting. Anthony Godfrey:Well, thanks for your support and making that possible. Stay with us. When we come back, we’ll talk with Instructure and Adobe about how they are impacting the student and teacher experience in Jordan School District. Male voice:Never miss an episode of the Supercast by liking and subscribing on your favorite podcasting platform. Find transcripts for this episode and others at supercast.jordandistrict.org. Sandy Riesgraf:Hello, I'm Sandy Riesgraf, Director of Communications for Jordan School District, and we want to invite you to connect with us. So many exciting things are happening in your child's school, your neighbor's school, in every school here every day. Don't miss out on following the fun or simply staying informed when there's important information we need to share. Join us at jordandistrict.org or follow us on Facebook, Twitter, and Instagram at Jordan District. We can't wait to connect. Anthony Godfrey:Let's talk with you about Instructure, Casey. Casey Nuttall:Yeah. Anthony Godfrey:Most people would not think, “Oh, Instructure, I know what they do.” Of course not. So let's talk about that. Casey Nuttall:Yeah, I mean I'll piggyback off of the conversation with Talon. Instructure was a catalyst with their product Canvas, right, that helped kind of bring technology of various forms and modes into one place and allow that facilitation of the curriculum and instruction be handled in one place via technology. I'm sitting here listening to Talon and I'm just thinking of my own experience of even computer science courses when, and this is gonna date me, but I remember my school was fortunate enough we had computers. Our computer was in the lab and our computer time was spent on typing the “quick brown fox jumped over the lazy dog.” That was it and then . . . Anthony Godfrey:I do remember that fox. Casey Nuttall:Yeah, there's that. There is that and Oregon Trail and that was our technology was playing that game and typing that, and then you go back to your classroom. So now I've got kids in the system and I get to see all the exposure that they have and all the experiences they get to have because of the technology and all the skills that they're acquiring because of that. It's just insane. That's why it's so cool to be part of this experience, being a vendor and being with Instructure because of our product Canvas. That's our flagship product that everybody knows us by. It creates this environment where tools like Skill Struck, tools like Adobe, can all come into one course and the kid can engage with these various content and curricular resources in one space instead of being taken all over the place. Anthony Godfrey:Right. Casey Nuttall:But it fits in a mode that's going to really help increase student engagement but increase student outcomes by the way that they're engaging with this content curriculum, and increase their skills overall to be able to have more advanced skills and more proficiency in ways that, unfortunately, our generation didn't have those abilities to have there. So yeah, it's really cool. So, with our partnership with Jordan, we've been fortunate enough to have a multifaceted kind of pronged approach with Jordan. It is the District that uses quite a few of our tools. They use Canvas as that curriculum resource tool as an extension to the classroom to be able to have access 24/7 to all the content curriculum that's being deployed. They also have a product called MasteryConnect which is a standards-based proficiency-based assessment tool to help gauge where kids are mastering certain skills. Anthony Godfrey:We've been part of MasteryConnect for a long time. Casey Nuttall:From the get-go. Anthony Godfrey:It's like having a Netflix subscription when they have to send physical DVDs. I mean, we've been around for a while. Casey Nuttall:That's more true than most people probably think because it used to be a physical test and then you would have to just bubble sheet and scan it. Now it's all online. You've got all sorts of items, so it's crazy to see how technology is advanced. Like I said, being a parent now of kids that get to go in and use all these types of tools and have exposure to it makes me feel like I got ripped off. Anthony Godfrey:Well, I think everyone listening to the podcast is familiar with Canvas. It's amazing that the classroom is available 24/7. Casey Nuttall:Yeah. Anthony Godfrey:Those resources are there and what I like to tell people, it's an added layer of transparency for sure. Parents who are interested in knowing, “hey, I wonder what my child is learning in this particular class,” it's a chance for them to engage with that but also to reinforce it. So I view it as a tool to connect with families, to connect with parents, to reinforce learning. Because of Canvas, a parent can watch the video and say, “Well, okay, now I'm up to speed. I'm gonna help you with this assignment.” Yeah, it's amazing and for us to have access to Canvas before the pandemic, for it all ready to be up and running in Utah throughout the state, I think we were miles ahead. Miles and miles. Casey Nuttall:You have no idea. Anthony Godfrey:You know, one of the first questions we ask when we're looking at another vendor or another opportunity is, “How well does it connect to Canvas? How does it link to Canvas?” Casey Nuttall:We love that because you keep that method. Anthony Godfrey:That is our methodology because it we want it to be one-stop shopping where parents can really get access to everything they need to stay connected to their student and to their learning. Casey Nuttall:But also promote the best of breed, right? Like that's something I want to convey to you. People know is Intructure, we have tools like the assessment tool MasterConnect, right? That's one tool of a bevy of assessment tools. If it's not the right fit for the District, we want to be able to help facilitate “what is the best tool for your learners?” So, like if Adobe is the best tool for a creative aspect, let's allow Adobe to come in. If Skill Stuck is the best for computer science let's allow those to come in and live. Like it is really truly promoting an openness and a best of breed approach. Unlike others where it's like, “nope, we're gonna lock you into our ecosystem and if you want to try and use something else, we're gonna make it more difficult.” Why? We…

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    Episode 305: What’s Going on Inside the Former Walmart Location Off of 9800 S. in South Jordan? A Sneak Peek Inside Jul 10, 2025
    Show notes

    It is an exciting new addition to Jordan School District, using a cost-efficient approach to provide a growing number of essential educational services to families in a centralized location. On this episode of the Supercast, find out what Jordan School District is doing with the former Walmart space across from Elk Ridge Middle School off of 9800 South in South Jordan. It is space that’s being transformed into the Jordan Learning Center (JLC), and excitement is growing for students, teachers, staff, and the programs which will soon call the remodeled space home. Audio Transcription Anthony Godfrey:We started in September on construction. When will we be ready to open? Scott:We plan on turning over the middle of August. Ross Menlove:We reach kids across the entire District and across the state, but this new location is going to be one central location for us. We're super excited to have one place where kids can come. Kids are going to be doing science experiments and doing creative projects. Just haven't been done before. Making things, designing, being able to be creative, be innovative. [Music] Anthony Godfrey:Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. It is an exciting new addition to Jordan School District, using a cost-efficient approach to provide a growing number of essential and specialized educational services to families in a centralized location. On this episode of the Supercast, find out what Jordan School District is doing with the former Walmart space across from Elk Ridge Middle School off of 9800 South in South Jordan. It is a space that's being transformed into the Jordan Learning Center, or JLC, and excitement is growing for students, teachers, staff, and the programs which will soon call the remodeled space home. [Music] Anthony Godfrey:We're here touring through, taking a look at the construction that's underway to create the Jordan Learning Center here. We're with Scott and Ian. Introduce yourselves and let's talk a little bit about this building. Scott:Yeah, like he said, my name's Scott. I'm with Engage Contracting. I'm the project manager on the Jordan Learning Center. We're excited to push this thing through to the end. Ian Roberts:I am Ian Roberts with Jordan School District, the Capital Outlay Manager. As it's been said, this was a Walmart building at one point and it's made quite a transformation into what it is today, just a little under 41,000 square feet. We'll house our Child Development Center, our Jordan Education Foundation, and our virtual schools. Anthony Godfrey:The Jordan Credit Center is going to be tucked in this corner where we're speaking from right now. So these are programs that have had multiple locations, changing locations, locations that weren't large enough to accommodate their needs. I'm really excited about this central location across the street from a school. Just so happens that a crosswalk is going in and the light is going in so there will be easy access to Elk Ridge Middle School when we need a gym and those sorts of services. I have to tell you, I am amazed at how much larger the building feels now that there are walls in here. I know that sounds strange, but you have made incredible use of this space with MHTN as the architects designing this. We've worked closely with them, but you and your team have done such a great job. Tell me about this project. Scott:Yeah, so we started it. It was about September of 2024. It was just boots on the ground. The project was already designed. So we came in, bid the project and got started right away. I think one of the most exciting parts is just seeing all the new designs. K through 12 construction was new to Engage Contracting specifically. We've done higher education. We've done work at Weber State. But this one introduces some new elements to us that were exciting to us, like I say, with the different art elements, colors, the millwork and things like that, that's been exciting. Some of the other things that were neat about this project is the number of skylights they put in for the energy efficiency and also just to kind of bring the outside in type deal as you can see already. Well, you can't see because we're talking, but there's a fair amount of windows. The windows are large and kind of bring that inside element. But the light that those things are going to bring through those 16 skylights shining down through various parts of the building, whether they be through open ceiling spaces or drop ceilings or hard lit ceilings, it's really going to bring that daylight in and connect with the outside. Anthony Godfrey:That design element and the work you're doing there makes a big difference. We know that kids learn better and people work better and everyone's happier when there's a little bit of daylight involved. That's only one of the reasons that this no longer feels anything like the Walmart that it used to be. Tell me about the work out on the front. There's been a lot of concrete work that looks really good and it doesn't look anything like it used to. It's a very welcoming entry even at this stage. Scott:Yeah, so the concrete is exciting. The cool thing about that is there's really no straight edges out there. Everything kind of curves and winds around. And in fact, what you can't see now is we have some precast benches that follow those same design elements and shapes, so we'll have some curved benches. There is a long straight bench out front just kind of next to the parking area to utilize as well. The other exciting element that you're going to see out front is the structural steel entrance canopy. You can see that now that'll end up getting painted. And then we'll have a plexiglass sitting on top of that to just kind of go along with the design. There is some lighting underneath the hard canopy immediately outside the entrance doors right there. Anthony Godfrey:The little half door that they used to push shopping carts through is long gone. No longer. We started in September on construction. When will we be ready to open? Scott:Plan on turning over the middle of August. We're on track to do so. You guys moved in and get these last few elements wrapped up. Anthony Godfrey:The thing that this accomplishes is not only does it create space for these programs, but it opens up space where the programs were previously housed and allows us to make full use of the schools and facilities where we were trying to make everyone fit previously. So, it opens up space for others and creates space for these programs. So, thank you all for the work that you've done to make that possible. Now, I understand that you have a connection to Jordan previous to this. Scott:Yes. So, I grew up just across the street in Glenmoore. I went to Elk Ridge Middle School the first year it opened. Me and my siblings were raised in the Jordan School District. Anthony Godfrey:That's awesome. Did you gaze across the street and say, “One day I will build there?” Scott:I never thought about it. It was a field back then. Anthony Godfrey:Well, it's pretty cool to have you here. When Elk Ridge opened up, I was teaching at West Hills. So Elk Ridge pulled students from West Hills. So that's very yeah, you were you were in middle school when I was teaching middle school. So, Ian, this is a very different project from what we normally have going in the summer. But this is not new for us, making use of an existing building, purchasing that and then making it into what we want it to be. Talk about that process and how this is a unique building. Ian:Yeah, every project, especially existing, comes with its own little set of challenges. We deal with different construction methods as we purchase a building versus what we do when we construct a building from new. MHTN has worked really great with us and been able to create a design and be able to bring this building up to those standards that we typically have with our elementary or high schools or middle schools that we build from the ground up. Anthony Godfrey:This is a building that is intended to welcome members of the community for the Foundation, students of all ages, for the CDC, with our virtual schools and with our credit center. So we're really going to be pulling people from across the District. So it's exciting to have such a nice building in such a perfect location. Well, Engage has been doing a tremendous job. We're excited to be working with you on this project. So thanks for everything you're doing. Talking now with Ross Menlove, one of three principals in our virtual schools, you're over the elementary school, Rocky Peak. Tell us where you've been, what locations you've been using, and why this is going to be a step forward for you. Ross Menlove:So, yeah, for the last few years, we've been using the Majestic Elementary portables in the back and then combining with Bluffdale with Hidden Valley Middle School out in Bluffdale to be able to provide our program because we reach kids across the entire District and across the state. But this new location is going to be one central location for us. We're super excited to have one place where kids can come. Yes, we are a virtual elementary and our instruction is online, but kids come in and we get together to learn STEM projects. We get to do art, to do a bunch of fun activities and also get together, go on field trips, go explore and go do a lot of fun things and have the complete school experience virtually. Anthony Godfrey:And you're across the street from Elk Ridge Middle School. So if you need school amenities, you're going to be close by to be able to access that. Ross Menlove:Oh, it'll be so great. We've always partnered with our great schools. We've been with Hidden Valley and Elk Ridge. We've already chatted with them and they have a great location and they have a lot of space. We can do all of our fun activities. We do activities each quarter as not just as a school, but as a whole virtual academy and get everybody involved from kindergarten up until they graduate. Anthony Godfrey:And just as a reminder, we have elementary, middle and high school, three distinct virtual schools where you can learn synchronously in time with the teachers. Or you can learn by watching a recording and participating after the fact. It's a very successful school and enrollment really is booming at all three levels. There's space available, but we've also had record numbers this last year. Ross Menlove:That is so true. We provide all our families an opportunity to learn what works best for them. At our elementary, we have kids that learn on their own with their families, with their parents. We partner with the parents to provide a great curriculum and the best learning experience for each kid in the middle, the elementary, middle school and high school. Anthony Godfrey:Well, I think this building shows the Board’s and the District's commitment to continuing to provide virtual learning for every student who wishes to access that. And describe this space here. We're going to have a very unique space that was informed by our visits to some big tech leaders and how they have their offices organized and I think it's really going to be conducive to virtual teaching. Ross Menlove:Yeah, not only for kids coming in and activities, but you're going to have learning booths and teaching booths for teachers to come in and work together. You're going to have spaces that used to be just one big room. Now you're going to be able to consolidate that down into different learning spaces that accommodate different needs and different styles of teaching and learning. But also we have an amazing maker space. Kids are going to be doing science experiments and doing creative projects. Just haven't been done before. Making things, designing, being able to be creative, be innovative, and it's a space that allows for that. A space that has openness, that has the feel of being creative and being innovative and be able to learn at high levels. Anthony Godfrey:And there are lots of teacher workstations here as well. Talk about that. Ross Menlove:Oh, yeah. So, we have. It's really fun. There's silent kind of recording booths or even a teaching booth where you can go and you can teach your class and you have a space that's quiet. But you can interact with your kids online, interact virtually, but also you can have them come in. You work with them one-on-one. It's an environment that kind of best fits the needs of each kid's learning styles. Anthony Godfrey:That plus all the home bases for each teacher is really, really going to make it nice to be able to accommodate all of our virtual teachers and great work. And if students of any age want to sign up for virtual schools, where do they go? Ross Menlove:They go to jordanvirtual.org or in your search, you can search all the schools. Rocky Peak Virtual Elementary, Kelsey Peak Virtual Middle School and King's Peak High School. Anthony Godfrey:Well, thank you very much, Ross. Ross Menlove:Well, thank you. This is amazing. And thank you to the Board. And we're so excited to move into our new space. Anthony Godfrey:Stay with us. When we come back, we'll be speaking with more of the leaders who will be a part of some of the programs here at JLC. Male voice:Never miss an episode of The Supercast by liking and subscribing on your favorite podcasting platform. Find transcripts for this episode and others at supercast.jordandistrict.org. [music] Female voice:Does your student want to become a veterinarian, commercial pilot, programmer? Maybe they want to make a difference as a dental assistant. These are just some of the programs offered as part of Career and Technical Education. CTE in Jordan School District. CTE provides the technical skills needed to prepare students for future employment or for a successful transition to post-secondary education. Career and technical education provides work-based learning opportunities. We partner with industry experts to offer apprenticeships and internships with students working in the real world at real jobs while going to school. The CTE experience starts in our elementary schools with the kids' marketplace and grows through middle and high school. To explore all CTE has to offer in Jordan School District, visit cte.jordandistrict.org today. And let's get your child started on the pathway to a profession. Anthony Godfrey:We're talking now with Mike Haynes, the director for the Jordan Education Foundation. This is going to be a very different space from what you've had before, Mike. Mike Haynes:Yes, thank you, Superintendent. This is super cool. We have space to accommodate donations. So right now, we've got them spread all over the District. Anthony Godfrey:Yeah, you'll find an empty classroom, half of an empty portable, whatever it takes to be able to store what's donated. Mike Haynes:You're exactly right. And probably people listening to this have been one of those who have offered some help by letting us use a room or two. But we'll have a dock. We'll have space to accept donations from vehicles as they drive up. We'll have plenty of space to store things in the warehouse. And it'll be a central place for us to help provide those donated goods to students or teachers in need. It'll be really centrally located. It'll be really helpful Anthony Godfrey:We've had to turn donations down before because we did not have enough space. It's rare, but we've had to do it. Mike Haynes:You're righ…

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    Episode 304: A Doctor Talks About the Dangers of Teen Vaping Jul 03, 2025
    Show notes

    Do you know the signs to watch for if you suspect your young teen might be vaping? Do you want to talk to your teen about it, but don’t know where to begin? On this episode of the Supercast, we sit down with a doctor from Intermountain Health Riverton Hospital, who gives us some strategies for approaching the subject of vaping. Find out why it’s a conversation that could save your teen from some serious health complications now and in the future, due to what doctors say are the real dangers of vaping. Audio Transcription Anthony Godfrey:What are the negative impacts that you see, especially in youth, as a result of vaping? Dr. Blagev:The analogy was smoking. It took decades for us to be able to understand kind of the longer term COPD, lung cancer, heart disease risk. The other category I worry about is the lifelong addiction. [Music] Anthony Godfrey:Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. Do you know the signs to watch for if you suspect your teen may be vaping? Do you want to talk with your teen about vaping but don't know where to begin? On this episode of the Supercast, we sit down with a physician from Intermountain Health Riverton Hospital, who gives us some strategies for approaching the subject of vaping. Find out why it's a conversation that could save your teen from serious health complications now and in the future due to what doctors say are the real dangers of vaping. [Music] Anthony Godfrey:We're here with Dr. Blagev, the chief medical officer at Riverton Hospital, to talk about vaping. Thanks very much for taking time. Dr. Blagev:Thanks so much for inviting me. Anthony Godfrey:Tell me, what are the negative impacts that you see, especially in youth, as a result of vaping? Dr. Blagev:You know, one point overall for negative impact is that we're still learning about them. So if you think about the analogy with smoking, it took decades for us to be able to understand kind of the longer term COPD, lung cancer, heart disease risks. So I would say that we're still learning about these longer term effects. In terms of the more immediate effects, we do know, we know that there's a range of kind of immediate severe effects and that would be where e-valley, so e-cigarette or vaping associated lung injury, would be in that category. That was in the news a few years ago where young people otherwise healthy vape, and then have really devastating lung disease and even might die from that. And that's one big concern because of the severity. Not the most common concern actually, but quite severe. The other category I worry about is the lifelong addiction. And that's really when you think about a broad population getting children hooked on this and more than even the nicotine or the THC per se, it's also teaching them kind of coping skills for life with this thing. And that's the thing that makes it sort of lifelong for them. You know, we did a study of people who had lung disease, you know, e-valley, right? Like the most severe consequence of vaping, the most immediate, you're not talking about lung cancer in 20 years, life changing, right? Like in an ICU, super sick, directly linked to vaping. And when we followed these people out a year or two later, you know, only about 40% were able to quit all vaping and smoking. So you think about how ingrained that is for them and how challenging it is to quit. That's kind of what they've reached for or how they've learned to cope or to deal with anxiety or with life. And I think that's sort of the big question, is how do you address those underlying issues to help people not pick it up? Anthony Godfrey:And that is what we focus on as district is trying to help connect families and students to resources that can help address the underlying issues that drive a student to vape. And it's chilling what you've pointed out that once a student starts, once a child starts to vape, there can be severe medical impact. And despite that very clear evidence that vaping is damaging their lungs, making their quality of life go down, stepping away from vaping is just very difficult. And Jordan School District has actually been involved in a class-action lawsuit and was successful in receiving a settlement, as many other districts did nationwide, in fighting the advertising and marketing to teens that had happened with Juul and other and other manufacturers. So we've been actively working against that. The interesting thing is we do have some detectors out there, but they're, like you said, it's so new that there aren't even reliable detectors. But we really do try to identify the students who suffer from that addiction and really try to address not just that issue, but the underlying issues and the access, where are the access points, how are they able to get this. Now some parents listening may not know the varieties that are available or all the ways that vaping is made enticing to teens. Can you describe how flavors and devices and all of that factor into the allure? Dr. Blagev:Yeah, you know it's so interesting because if you look at the uptick of vaping, it really follows kind of the blueprint for how smoking cigarettes was made into a thing, right? Like down to the, it's sexy to be smoking. So now, you know, there's regulations around cigarettes and movies and social media and advertising and really vaping exploited the lack of regulation. So you would have social media influencers and others where people are vaping. It's the cool, hip, new thing. It's for young people. I think one of the things about vaping is it often gets sold as this kind of harm reduction intervention. So you have someone who's, you know, they've started smoking when they were nine buying cigarettes for their dad and now they're 70 and they've been smoking their entire life and it's so hard to quit smoking. The vaping is this harm reduction we can switch to. And that's fine if it's effective and it depends where you are and what the nicotine content is and the context on whether or not it's effective. But that's not their big market. The big market is getting a bunch of young people to start vaping because it's hip, it's cool, their friends are doing it, celebrities are doing it, it looks modern, it has all kinds of appealing flavors and that's the thing that drives it, right? And it's high-tech, right? It's not this old thing. It looks, you know, like USB ports or technology. Anthony Godfrey:Paper is not involved. Dr. Blagev:Yeah. So it's really, and it's not this, you know, it's kind of like the cartoon characters that were selling cigarettes in the old days, right? It's not this accidental thing where adults are making a rational choice. It's really pretty targeted, effective advertising to children. Like that's when people start and build these habits that make their life love. Dr. Blagev:And we're better at impacting behavior than we've ever been. There are more methods of doing that, more points of access through social media and just through the internet. Yeah, and you referenced if you can get someone started when they're young, then you have a lifelong customer and the advertising has been pretty targeted at teens or it was before more regulation came into place. Anthoy Godfrey:Stay with us when we come back. More information about vaping from Intermountain Healthcare. [Music] Male voice:Never miss an episode of The Supercast by liking and subscribing on your favorite podcasting platform. Find transcripts for this episode and others at supercast.jordandistrict.org. [Music] Female voice:In Jordan School District, we like to support students in and outside the classroom along with their families. That's where the Jordan Family Education Center comes in, offering support services and a wide variety of classes for students and their families free of charge. You can take a class called Blues Busters for children feeling sad or worried. Just Breathe is a class that helps students reduce stress. Or how about a class that supports parents in helping their children make and keep good friends. There are also support groups and free counseling, all provided by Jordan School District school psychologists and counselors. To find out how you can benefit from free family support services offered by the Jordan Family Education Center, call 801-565-7442 or visit guidance.jordandistrict.org. [Music] Anthony Godfrey:What are the trends you're seeing lately as a medical professional? Dr. Blagev:Yeah, and I'll specify, you know, I'm an adult pulmonary critical care physician and so we are certainly seeing people who vape who come into the intensive care unit. And we certainly know that vaping increases your risk for pneumonia, bronchitis and other kind of lung problems. We are not seeing the levels of kind of acute lung injury related to vaping that we were seeing back in 2019. So that's positive. Anthony Godfrey:Good. That's good. Dr. Blagev:So that's great. We still see it occasionally, so it's still a thing. It's not, you know, it's not that vaping is safe. And then, you know, some of the surveys out there are coming out that maybe indicate that kids are not continuing to go up enough in terms of vaping. But I think it's hard to know what the data is really telling us whether we had less reporting with COVID and what the, you know, whether that's kind of validated. But I don't know, what are you seeing in schools? Is there a sense that there's fewer kids vaping or is there a sense that it's still increasing? Anthony Godfrey:It depends on where you are. And it also is difficult to get good data on that. Like you said, they're always getting it secondhand. They're never buying it directly. So we don't have statistics that way. But, you know, you're always worried about the student that you know is vaping. And so I don't know that I could say anything more broadly about that, just that it's an ongoing issue for sure, something we worry about. And we hear specifically from parents about the bathroom. My child goes into the bathroom and their kids vaping in the bathroom. So that's where we've tried to have detectors. We're still looking for the right detector that we can deploy more broadly. We've piloted them in some schools. But more than anything, we have more mental health support in schools than we've ever had. And we have that starting at the elementary level. We've really bolstered that. We have a full-time counselor at every elementary school, full-time school psychologist as well. And nurses spread throughout the District so that we can try to address problems early on, help students who are dysregulated when they're very young, and teach every student the skills to get recombobulated, if you will, if you're feeling so discombobulated that you can reconnect and get back into balance so that they're not relying on vaping or other harmful methods of trying to feel better. Dr. Blagev:Yeah. I think that is so critical and so important because those pathways that you establish early on are really kind of what gets ingrained. And it's hard, you know, we can all change. It's a lot harder to change when it's something you've been doing your whole life. And, you know, vaping has subtlety. So, you know, we sort of have this big umbrella of vaping. But you can vape THC and you can vape nicotine and then you can vape all kinds of other stuff. And if you think about vaping THC so that is not legal in every state, it's not legal in Utah. And so how you're acquiring that and what's happening with that has a particular network effect. When we were seeing patients with e-valley, that was 85% people that were vaping THC. Nicotine is distinct. So, nicotine is the one. So, vaping nicotine is what gets sold as harm reduction for cutting back on smoking. In the UK where they have data that shows that in some cases that can be successful, the nicotine amount in vapes is regulated. And so you can't have, you know, more nicotine in your vape than you would in a regular cigarette. So, it's limited and regulated and nicotine is the thing that gets you really addicted. In the US, it's kind of the wild west. And so you have nicotine vapes that have high levels of nicotine that really get people addicted to the nicotine and the vaping that then drives that behavior. And in our kind of American studies, we're not seeing, you know, this great reduction in smoking. If you vape, we just see that people do both. They smoke and vape. Anthony Godfrey:Really? So, it's not a replacement. It actually increases the amount of nicotine in your system as a result of the amounts being unregulated. I didn't realize that. Dr. Blagev:And that's the other big issue, I would say, with even understanding the harms from vaping or the effects from vaping is it's sort of completely all over the place, you know? And even, you know, people can have vapes that they stuff with whatever and they're vaping all kinds of stuff. And so, even when you study what's the effect of vaping, you end up saying, you know, am I inhaling a bunch of like metal fumes from the heating element? And that can cause lung disease. And it's sort of like, well, it depends on which brand and what heating element and to what temperature and what all of that. And so, it becomes hard to know, you know, it's this big umbrella of junk that people are breathing in that has a variety of negative effects that we're going to be understanding for a long time. But maybe if nobody vapes, we don't need to understand them and we can just not see them. Anthony Godfrey:Sure. What are some of the misunderstandings out there, the misconceptions about vaping? You've talked a little bit about, first of all, the safety that this is a safe alternative. Well, you've talked about all of the harmful effects of vaping. What are some other misunderstandings or misconceptions around vaping? Dr. Blagev:I mean, I would say that's probably the biggest one that people look at it as it's like it's pretty safe. It's definitely safer than cigarettes. It's not a big deal. You know, we don't think of vaping as something that's necessarily hard to quit, right? Like where I feel like we're pretty aware that heroin's really hard to quit. Anthony Godfrey:We're pretty aware that there's no debate about that. I think there's some consensus around that. Dr. Blagev:Or like cigarettes, you know, like nicotine really hard to quit. But vaping, I don't think people view in the same way where that, you know, it's sort of like a thing I can do for fun. Like I can chew bubble gum and I'm not addicted to it. So I can vape, you know, some bubble gum flavor and it's not the end of the world. I'm just rebellious for a little bit or it's a cool thing to do, but it doesn't have the same, I would say, awareness about how it sets you up kind of down the road and that it's pretty hard to quit. And there's pretty good survey data about young people that try to quit and have a hard time quitting. So I would say that that's maybe the other big one. Anthony Godfrey:Which is a common misconception about a lot of things. My willpower will just allow me to stop. I can stop whenever I want to stop. But the best way for a teen to stop is never to start. Dr. Blagev:Yeah. Yeah. Anthony Godfrey:Let's talk about being a pulmonologist. What started you down that path for those parents who are…

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    Episode 303: A Teacher’s Journey from the Classroom to Live in Concert Jun 26, 2025
    Show notes

    She has been a teacher at Riverside Elementary School by day, by night and on weekends, performing live concerts throughout the State. On this episode of the Supercast, we take you to a weekend regional music festival in American Fork. That’s where we catch up with teacher, Lydia Theobald, who is a vocalist and keyboard player with the very talented local folk-rock band “Seaslak.” Hear first-hand about the history of the band and how Lydia’s love for music has spread to students in her classroom over the years. Audio Transcription Anthony Godfrey:You talk about the relationships with students. Did you feel like music drew you closer to students and allowed you to make maybe a faster and deeper connection with them? Lydia Theobald:I think music definitely enhanced everything we did in the classroom and specifically our relationships for sure. It's fun to have songs to show my students. I would always show them songs before they came out and they always gave us feedback and loved them and we would do dance parties sometimes. [Music] Anthony Godfrey:Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. She has been a teacher at Riverside Elementary by day and by night on weekends has performed live concerts throughout the state. On this episode of the Supercast, we take you to a weekend regional music festival in American Fork. That's where we catch up with teacher Lydia Theobald, who is a vocalist and keyboard player with the very talented local folk rock band, Seaslak. Hear firsthand about the history of the band and how Lydia's love for music has spread to students in her classroom over the years. [Music] Anthony Godfrey:We are in American Fork at the Fork Fest Music Festival and we're talking with Lydia Theobald about being in the band Seaslak and she just finished up her time at Riverside Elementary School. So a lot going on for you right now. Lydia Theobald:Yeah, it's been a busy week for sure. Anthony Godfrey:Yeah, thank you very much for talking with us. So you're a member of the band Seaslak. Tell us a little bit about that and about the performance today. Lydia Theobald:So my friend from high school, Mick Rudolph, started the band about three years ago and I joined the band two years ago and it's just been super fun to be in that while being a teacher at Riverside. It's been a really fun balance. I sing in the band and I play keys. We perform probably every couple months and so tonight we're playing here on the Forest Stage which is a really fun location to be in. Anthony Godfrey:Now the Forest Stage for those who have not been to Fork Fest, and until today that included me, is in a forest at a park in American Fork and it's the coziest, most welcoming venue I've ever been to. I'm a big concert guy. Red Butte is very welcoming but I've never been surrounded by trees quite like this for a performance. Have you performed here before? Have you watched bands before? And what are you thinking going into this? Lydia Theobald:We performed here the last two years and I was here last year and it was such a fun show. So going into tonight I'm just excited. I feel great. I'm really, really excited for our performance tonight. Anthony Godfrey:Do you think your music is particularly suited to this stage? Lydia Theobald:Yeah, I think so. I think we have a little bit more of a folk vibe and so I think it does well with the colorful banners on the, you know, strung between the trees and the lights. It feels like it suits us really well. Anthony Godfrey:Tell me about juggling being a teacher and a performer musician at the same time. Lydia Theobald:It hasn't been too bad. The only hard thing is that we practice down in Springville and so we get home pretty late the night before you know a school day. So Thursdays I was always a little more tired at school, but it was always fun to have songs to show my students. I would always show them songs before they came out and they always gave us feedback and loved them. We would do dance parties sometimes and I do a lot of music with my students as well. So it just felt like a natural extension of who I am. Anthony Godfrey:Now I talked with one of your parent fans from Riverside Elementary and apparently there are a number of them that came to one of the Seaslak shows. She told me that you write songs that you teach the kids songs that you've written. Talk to me about that. Lydia Theobald:So my second year, I had a student who had some pretty big emotions, and I thought I just needed to give him some kind of tool. I know there's something I can do to help him and I just kind of started thinking of this song. I don't know if every school uses the zones of regulation or if that's just a Riverside thing. Anthony Godfrey:Not everyone. I've heard of it. Lydia Theobald:Yeah. Anthony Godfrey:Which would be another name for a band that really turns out. Lydia Theobald:The Zones of Regulation. Yeah. Anthony Godfrey:And now ladies and gentlemen, the Zones of Regulation. Lydia Theobald:Yeah totally. So the zones just describe how ready you are to learn. Blue is sad and tired. Green is ready. Yellow is a little too much energy and red is out of control and so the song basically kind of goes through when you're in the blue zone what does that feel like, when you're in the red zone what does that feel like, and then the chorus is you being your own friend and talking to yourself and encouraging yourself to get back into the green zone. I've taught my students that song every year. One of the moms at school said, “you have to get your students together before you leave, all the students that know that song to sing it.” So on Thursday we all we all came to the gym and they all sang it. It was so sweet to see. A lot of the moms have said. “we still sing that you know. Anytime we're having a hard time, we just sing that chorus, “so you can do this you know you're so loved take a breath and look inside” and so that's been really meaningful. Anthony Godfrey:We expect to hear a recording of that as a rare Seaslak B side, maybe Japanese import flexi disc or something? Lydia Theobald:Yeah. I think I think that's a good idea. Anthony Godfrey:I'm watching for that. Let me know I want to be one of the people that gets a limited edition copy. So talk to me about the set list tonight. Did you guys set it up in rehearsals or did you plan that out well in advance? Talk to me about that. Lydia Theobald:Yeah, so we have a pretty short set it's only 30 minutes which flies totally flies by. So we're playing mostly songs that we've performed a lot. We have one new song tonight that we've never performed before and then we have a song that isn't released yet. I think all the other ones have been released but The Funeral is the one that hasn't been released that will be coming out in the next month, hopefully, so we're excited to sing that one for sure. Anthony Godfrey:Well once I heard that you were in the band, I started listening and here's some great stuff really. Lydia Theobald:Thank you. Anthony Godfrey:People, I feel like, I overlook local bands, and I was really glad that your recordings were drawn to my attention because of this interview. I really like If Only in My Mind. I mean that there's some great lyrics there and just really really good music. So I'm looking forward to the performance separate from just the fact that I get to talk with you and record this. Talk to me about what's next. You're done teaching at Riverside after five years, is that right? Lydia Theobald:Yeah, so I'm hoping to just do a lot of little things kind of exploring my options and I'm starting out teaching piano lessons and doing some tutoring teaching voice lessons. I'm gonna work at a garden, you know, just little fun things but I am excited to have more time to work on music stuff, both Seaslak and then also just my own music stuff. I don't have anything released, but you know just some different stuff. Anthony Godfrey:A little solar stuff on the side. Lydia Theobald:Yeah nothing crazy but it'll be nice to have some time. Anthony Godfrey:You heard it here first. This is the exclusive from Lydia with the Zones of Regulation as an early EP title. That's really exciting. What turned you to music? When did you first want to record music, and then when did you first realize you had some talent in that area? Lydia Theobald:I think it's been a part of my life as long as I can remember. I took piano lessons from the time I was probably eight and started singing probably I mean I was singing my whole life. My mom says I sang more than I talked to as a kid, but I think it wasn't until junior high when I found my sister's old guitar in the closet and thought, “oh, this seems fun and not too hard,” so I kind of taught myself a little guitar. I sang in the junior high talent show Fix You by Coldplay. Anthony Godfrey:Yeah yeah. Lydia Theobald:A classic for sure. That's when I realized like, “oh, this is something that I really like and it seems like I have some talent for it.” So since then I've been doing a lot of singing playing guitar piano stuff and so joining Seaslak has just been so fun to feel my talents magnified. Everyone in our band is so good. I would say they're all better than me musically, they're all more accomplished, you know. You've got a music major, someone who's done guitar their whole life and teaches guitar, they're all really talented. So it's been really fun to feel myself stretched by how good they all are. Anthony Godfrey:I'm gonna ask you two questions about music. First of all, you mentioned earlier that you know these other local bands. Tell me what are one or two local bands that everyone ought to know. Lydia Theobald:Local Kin is a band who we are really good friends with, and we're crazy about their music so definitely look them up. Anthony Godfrey:Local Kin okay. Lydia Theobald:Local Kin. Then another one I would recommend is the band Farin. I actually don't know if they have any music released but they're amazing. I really really like this. Anthony Godfrey:Ferrin, like F-E-R-R-I-N? Lydia Theobald:Yeah. Anthony Godfrey:Okay. Lydia Theobald:Yeah, they're really fun Anthony Godfrey:What music has inspired you? What are some of your favorites that people might know? Lydia Theobald:When I was in high school, Regina Spector was my idol. Anthony Godfrey:She's coming August 1st. Lydia Theobald:Yeah. I saw her a couple years ago. Yeah I think she music musically influenced me quite a bit and these days I'm listening to a lot of Fieste, Vampire Weekend, Grizzly Bear. I'm trying to think who else. There's some great The Steve's, Kishi Boshi. Anthony Godfrey:I don't know Kishi Boshi. Lydia Theobald:Yeah, he's a Japanese American artist. He's really cool. Anthony Godfrey:I saw Grizzly Bear years ago in New York. They're awesome and I'm a huge Vampire Weekend fan. I saw them. Lydia Theobald:Yeah they're so fun. Anthony Godfrey:They played some of their songs twice at the first show and I saw them because they didn't have enough to fill the whole concert. Lydia Theobald:So cool. Anthony Godfrey:Good taste, good taste. I'm gonna check those out. Lydia Theobald:Yeah. Anthony Godfrey:Okay, awesome. You talk about the relationships with students, did you feel like music drew you closer to students, allowed you to make maybe a faster and deeper connection with them? Lydia Theobald:I think music definitely enhanced everything we did in the classroom and specifically our relationships for sure, both the song that I described which was so I think important to kids, and then also other songs that were fun. I got caterpillars and got to watch them transform into butterflies, and we ended up doing a song that goes through the different stages of a butterfly's life from its perspective. There were just so many giggles and just so much laughing, and I know the kids learned that better and are gonna remember that forever. I do feel like it was a really special bonding experience that the kids for them to experience that, for us to laugh together and sing together, so I think music has really enhanced the relationships I've had with my students. Anthony Godfrey:Yeah, that doesn't surprise me. It sounds like a really engaging, really fun classroom. Have you noticed in your students some of the same things that you noticed in yourself in terms of musical talent? Lydia Theobald:Yeah, it's been really fun as we've learned different songs to hear some voices that I think, “oh, they're having fun but they might not ever do anything that, right?” Then some that I definitely I would love to somehow work with again because their voices are beautiful or they have natural rhythm. It's really fun to see. I believe anyone can learn to sing, anyone can learn to understand music but it is fun to hear who kind of already is interested in that. Anthony Godfrey:Yeah, that's exciting. Lydia Theobald:Yeah. Anthony Godfrey:Now that you are just days past your last days teaching at Riverside, reflect on those five years. Tell me what you liked most about being a teacher, and what it was like being a teacher at Riverside. Lydia Theobald:I have really loved my journey as a teacher. It was really hard to walk away because of the relationships with the kids and the parents and the faculty. I think the relationships with the kids were by far the most important thing, the most rewarding thing. Seeing the transformation of the kids from the beginning to the end. Academically for sure, that was rewarding. But seeing how their emotional regulation skills improved and even just our relationship because you would see at the beginning of the year these kids that really struggled regulating themselves and were prickly and cold and then at the end of the year were glued to my side. I knew like okay, my efforts to love you were not in vain. That was really rewarding to see every year. Anthony Godfrey:Well thank you again for taking time before your performance today. Thank you for everything you did at Riverside. I wish you the best going forward. I can't wait to hear your live set today and I'll be listening to Seaslak and watching for your solo work. Lydia Theobald:Thank you so much. Anthony Godfrey:Stay with us. When we come back, hear Lydia perform live with Seaslak. Male Voice:Never miss an episode of the Supercast by liking and subscribing on your favorite podcasting platform. Find transcripts for this episode and others at supercast.jordandistrict.org. [music] Sandy Riesgraf:Hello, I'm Sandy Riesgraf, director of communications for Jordan School District and we want to invite you to connect with us. So many exciting things are happening in your child's school, your neighbor's school, in every school here every day. Don't miss out on following the fun or simply staying informed when there's important information we need to share. Join us at jordandistrict. org or follow us on Facebook, Twitter, and Instagram @Jordandistrict. We can't wait to connect. Anthony Godfrey:Well, we're just entering the golden hour here at American Fork. We had a huge audience here in the forest line up ready for Seaslak, so we're excited to hear this concert. I understand that there are going to be a couple of songs that they haven't performed before in addition to their newest single. It's just really exciting to see the support that they have even though there are other bands performing at the same time. You look at in the forest, and first of all, the stage itsel…

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