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    Education

    Jordan Supercast

    The Jordan School District Podcast Starring Superintendent Anthony Godfrey

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    Latest Episodes:
    Episode 12: Christmas for Kids – A Story of Help and Hope Nov 21, 2019
    Show notes

    While many children and teens take weeks compiling Christmas wish lists, there are students in Jordan School District who want nothing more than a warm coat, a pair of socks or something for their siblings. In this episode of the Supercast, you will hear heart warming stories about the effort to provide “Christmas for Kids” who would otherwise have little or nothing under the tree this holiday season. Audio Transcription Superintendent:Welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. For those of you listening who are already stressed out about holiday shopping and finding that perfect gift today, we have an idea that just might relieve some of that stress. How about doing something that amounts to the gift of giving back every year. The Jordan Education Foundation sponsors something called Christmas for Kids. It provides a free holiday shopping spree for Jordan School District students who might otherwise go without one single gift, a warm coat, boots, or simply some new socks over the holidays. Here to tell us about how you can get involved with Christmas for Kids and give the gift of your time volunteering is Jordan Education Foundation Director, Steve Hall, and Brian Simon, President and CEO of the South Jordan Chamber of Commerce. Gentlemen, thanks for joining us on the Supercast. Steve:Thank you, it's an honor. Superintendent:Steve, tell us a little bit about the Foundation. We're going to do a Supercast about just the Foundation, but this is one of the wonderful things the Foundation does. Tell us a little bit about it. Steve:Christmas for Kids is a program that we started because we know there are a lot of kids that won't have this Christmas opportunity. So six years ago, I think it was, we started with an idea. We were able to get 40 secondary middle school, high school students to come to Gordmans and get Christmas. We matched them up with some chaperones. That has grown up to this point and now we have this year, we're going to do at least 500 secondary middle school, high school students and give them Christmas. Superintendent:And how do you choose the students who will receive the opportunity to do this? Go to the schools? Steve:The schools have counselors, administrators, teachers who know the students that need some extra help, that may be feeling alone. They may know a family situation where a family is having some particular struggles. They want to be like every other kid in the school, but maybe they don't have the right clothes and maybe they don't have the warm clothes and they're struggling. And it's the administrators, the counselors, and the teachers that know the students because they are professionals that really care about the kids. And as they walk, we've seen these teachers, counselors, principals dig into their own pockets to buy Christmas for Kids. And so we're trying to make sure everyone that's deserving gets Christmas. Superintendent:Mr. Simon, thanks for joining us. Tell us how you got involved in your history with Christmas for Kids. Brian:Actually, Steve and I got together and decided we want to do something with Gordmans as well to help with the Jordan School District. So we threw some ideas around and we decided on something similar to Shop with a Cop, but really blow it up. So we decided a little different with the middle and high school. The elementary age usually gets help a little bit more. We thought this was kind of an untapped resource where they don't get as much help. And we decided instead of just having police come in and chaperone or walk around the store for 15 minutes and then go to the checkout and go, we wanted to create an event that the entire community could be part of. So we've got city officials, police department, fire department, military, educators, business leaders that come in, residents that come in and chaperone and take these students shopping throughout the store. And they have $115 to spend, which doesn't sound like a lot to some people, but it is a lot of money for somebody that doesn't normally have any money. Steve said several chaperones will spend over and I make sure I announced that at the event, make sure you keep track of your go over, or make sure you get your wallet out. So it is just an absolutely fun event. It's not only amazing for the students ,what the chaperones get out of this event is like no other event that I've ever seen or heard of. Superintendent:So tell us a little bit about what the role of the chaperone is. Steve:So schools have identified kids in need of a Christmas shopping spree, and then you look for chaperones. Superintendent:Now, I've been a part of the event before, and it's fabulous. Will you just describe to listeners what that entails for a chaperone? Steve:Absolutely. Basically, when the students come in, they go to their school and get signed in at the tables. We have chaperones that we get through the foundation as well as for the chamber of commerce exit business leaders, all, all these other city officials and things they check in and their team of that student. They spend that hour, hour and a half walking the store talking and really relating with that student. I always say, to me it's just as much of a mentoring event as it is a Christmas event. You're gonna be a positive influence. I mean, could you imagine shopping with the Mayor of South Jordan and talking with the Police Chief? Naturally, because you'll be there this year, right? Superintendent:That's right. Steve:Just making sure. Superintendent:I'm there, I'm there. Steve:A fun event. I had some complaints last year that the line was too long and I told them, that's exactly what I want. I want that because the other chaperones are talking to the students as well. Everybody's kind of in a group and some of the stories you hear when you're walking by are so heartwarming and those chaperones walk out, a lot of them in tears, a lot of them are smiling but still crying just because of what they were able to do to help a student that day. And that's what distinguishes this from some other charitable experiences or opportunities that you might have throughout the holiday season or any time during the year. There's a very human element to this. It's about relationships and interaction when they're shopping. Brian:We had an experience last year that one of the people in line that was volunteering to help, not as a chaperone but just trying to make sure students were going one way and chaperones going another. And he was just before checkout. And just before checkout, he was looking down in the shopping cart of this one student. He was looking down there and the kid had some really great stuff. And he asked, what was the best part of your shopping? And he looked up and pointed to his chaperone and he said, spending an hour with that guy was more important. And we don't think of that often enough. These kids, not only are they deserving what they need, but they may be in family circumstances that are tough. They may not have any adults to ever talk to and relate to let alone, get to go with these people that come and volunteer their time. And that's where, as a community member, there is no better way to kick off your Christmas season. Superintendent:Yeah. Who's eligible to participate? Steve:It's anybody that's over 18 and I have a high schoolers for chaperones. You have to go on the website and register. Again, we look at not only the city and police and fire and business leaders and educators, but we have several residents. One of our first events, I was called to the back of the store because a customer wanted to speak to me. And I thought it was because there's too much noise. It was crazy in here. And I walked back and she asked what's going on? I started with an apology, which I probably shouldn't have done, but I did. And she said, "No, no, no. I just want to know what's going on. Is there any way we can be involved? We saw a mother with her two daughters waiting up front for the daughter. Can we take them shopping?" And I'm already tearing up. And I said, "Absolutely." And they have volunteered. They moved to Montana, but came back and she came back to the store and asked, "Are you still doing Christmas for Kids?" Yes. She's said, all right. I want to be part of it. And she came back and registered again. Superintendent:Wow. That is somebody who was shopping that day, not knowing what's going on, not even taking care of the students that are in the event. Taking care of the mothers and clothes. I think she had one child and bought the child's clothing and toys. It's not just a, a great event. It is miraculous. And so if you do want to register to participate either as a donor or as a chaperone, go to jefchristmasforkids.org and the for is spelled out, not the number four. So jefchristmasforkids.org. And you can sign up as a donor and a chaperone because if you do one, you really ought to do the other. Superintendent:Let's take a quick break and we'll come back and learn a little bit more about Christmas for kids through the Jordan education foundation. Advertisement:Do you want to know what's going on in Jordan School District, maybe see your child or a friend featured in a school story? Check out our website at jordandistrict.org or follow us on Facebook, Instagram, and Twitter at Jordan District. Let's connect today. Superintendent:We're back with Steve Hall, the Director of the Jordan Education Foundation and Brian Simon, and the President and CEO of the South Jordan Chamber of Commerce, who are here to talk with us about Christmas for Kids. One of the big events that the Jordan Education Foundation puts on every year. Tell us a little bit about where the funding comes from. The program involves taking students in need on a shopping spree at Christmas time. Where does the funding come from? Where did they shop? How does all of that work? Steve:The mission of the Jordan Education Foundation is to engage communities, to provide resources, to strengthen students and feel success in Jordan School District. One of the things that we do to fuel the success and strengthen the students is to provide programs like this. And as we engage communities, we engage people from individuals who are making $5 donations, individuals that are making a hundred dollars donations, that they are officially sponsoring a student themselves with $125 to corporations and businesses. We've got companies that are having so much fun with the Christmas for Kids idea that they don't give the meaningless gifts around the office. They're instead saying, let's donate to Christmas for Kids, let's pool all of our money and make a significant impact. We've got SouthTowne Volkswagen who has donated $2,500. Walmart, who is hosting our program has donated $10,000. Larry H. Miller Charities has donated $15,000. That is a great start to get us to our 50 to 60 to $70,000 that we're going to need for this program. And every donation that is made through JEF Christmas for Kids will make an impact, whether it's large or whether it's small, you can participate directly. Even if you don't have the financial means to contribute, you can just come be a chaperone to one of those 500 kids who will be shopping that morning. Superintendent:Tell us more details about when that's happening and how someone can sign up to be a chaperone. Steve:Sure. December 14th from 7:00 AM to 10:00 AM at the Walmart on 114000 South and Bangerter. Again, you can register to chaperone or donate, or what I say is you might as well just do both at jefchristmasforkids.org. And you will actually see a gallery in there from last year. If you've never been to the event, you can go in and see what it looks like. And again, you do it and you're hooked. It's going to be a yearly event for you and your spouse or a family. So we really need help at whatever level, absolutely financial or otherwise. Every dollar counts and every chaperone counts. If, for some odd reason, we have too many chaperones, we've got people that need to help bag, people that can help direct people. There's so many different things that we need help with. So it is roughly 500 to 550 chaperones, but we're going to have to have 50 volunteers at the event too, to help be part of the event. It doesn't matter what you do. You're a part of this amazing event that you're going to walk out of going, "Wow, that was the best thing I've ever done." Superintendent:And emphasizing that it is very important to not just show up the day of the event, but to register at the website prior to showing up so we know you are coming now. When the chaperone comes through the aisles and is walking along with the student that they're helping shop, what have they observed? What are kids shopping for and who are they shopping for? Brian:Actually, a Jordan School District employee tell me the story. The student was putting a toaster in (a girl toy and this was a male. And she asked, "What are you doing?" I'm buying stuff for my family. Nothing in that cart for him at that point. And she said, "No, no, , here's what we're gonna do. You're gonna spend this money on yourself. And then we will go back and I'll take care of this stuff for your family." It doesn't that the student doesn't know if you're spending $10 more, $200 more. They just know they could have an entire Christmas with their family. I was with the Chief of Police at a meeting. And we talked about what he did one year. He bought a TV for the family after he did, the student spent $115. He bought a little bit extra and then saw a TV there. And he asked, do you guys have a TV? No, we don't have a TV. So he turned around and bought that TV. It's that kind of feeling and that kindness you give a student and a family. In those of situations, they know they are loved and people do care about them. Steve:I remember one student that came one year. Betty was a junior, maybe a senior in high school. We do encourage them to buy needs, but be sure you throw in a want or two. This student came in, got the shopping cart with the chaperone, went directly back to the sock section and loaded that cart with socks and the chaperone asked, "What are you doing?" And she said, "My feet will never be cold again." And I remember one girl coming. She didn't have a ride. She walked everywhere. We got one of those mornings that was really, really cold and it was cold. And she came in, she was ill-equipped for it. But when she left, she had a warm coat. And those are the kinds of things that we see. Time and time again at this particular event. It's very, very heartwarming. Brian:And even with Santa being there, you would think middle and high school kids, you know, that's Santa, whatever. We have the fire department bring Santa on the fire truck. And we get the police department that puts the antlers on their cars and act like the reindeer, bringing them in. And those students and chaperones are very excited to interact during that event. And it's just such an amazing total event. We could talk about stories for eight hours, not even cover all of them. There's just so many heartwarming stories, so many tear-filled stories. I've walked off the floor several times when we had it at Gordman's to go in my office and you could see me crying. It's just one of those events that you cry, but it's a cry of helping and, you know, bringing the community together, helping these stu…

    Full show notes at the publisher

    Episode 11: A “Purrr-fect” Program at JATC North Nov 14, 2019
    Show notes

    There are many options for students interested in classes at the Jordan Academy for Technology and Careers. One program is “purr-fect” for animal lovers. Today we take you inside the Veterinary Science Program where teens are turning their love for furry creatures of all kinds into careers. Audio Transcription Superintendent:Welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. In this episode, we had inside the very hands-on Veterinary Science Program at JATC North, where teens are turning their love of animals into possible careers. The program helps West Jordan Animal Control, spay and neuter stray and feral cats., giving them the chance at a better life. It's a life lesson students embrace. Let's start by heading inside the animal operating room with instructor and licensed Veterinarian, Dr. Wyatt Frampton. Dr. Frampton:I feel like you learn a lot about animals and Vet Science, but you also learn a lot about life in general in this class. I would say that the majority are probably not going to stay in the profession of animals. They're going to go find some way to make more money easier. But hopefully we're going to have animals, so I'd like to take care of them. And they are going to tell them you're probably going to live until that age, regardless of what they think. Now, you're going to run into medical things. As you get older, teach them as much medicine as we go along that behavior. Superintendent:For those listening, he's talking through a mask, as you can imagine, because he's in surgery. While Dr. Frampton takes a few students at a time through the spay and neuter process in the operating room, we stepped out into the clinic to talk with other teens in the program. What made you guys want to be in this program? Student:I wanted a good job after high school. I knew that Vet tech would give me something to be able to get a good paying job after high school. Superintendent:Do you like animals? Is that why you chose this program? Student:I do. I'm more interested in horses, but I thought that being a Vet tech after high school would be a good way to go down that path of being a horse Vet. Superintendent:So, okay. That's great. Student:I want to be a Veterinarian so I thought that this would further the career and get me more interested all around. Superintendent:What made you want to be a Vet? Do you like animals? What was it that moved you that way? Student:I really like animals, and I just always kind of wanted to be a Vet. I just always wanted to, so this is like one step closer to being, doing animal therapy. I just joined the class because it's one step closer to it. I've \grown up with my four dogs. My whole life, I've always had four dogs and I just liked being around them. And I want to work with bigger animals when I'm older. So that's why I did this class just because it gets me closer to doing that. Superintendent:What bigger animals do you want to work with? Student:Like more wildlife, like zoo animals, tigers and lions and all that stuff. I just have always had like a huge passion for those animals and I just would love to work with them and help rehabilitate them and everything. Superintendent:Sorry. Did you just give a shot to a cat there? Student:It's the dates them. So in a few minutes, he's going to be feeling a little bit funny. It's going to be drugged up. So we'll write down the time that we gave it and wait for her to fall asleep. Superintendent:So tell me about these cats. We've got these cats in cages here. Where did these cats come from? Student:They come from West Jordan Animal control when they're in these cages and then the ones that are in the completely confined cage, those ones are feral. So they're more likely to be a little bit more aggressive. Superintendent:What's this cat's name over here? Emily. Is Emily about to get a shot? Oh, she's almost out. Oh, she's the one who's actually is out. Student:Yeah. Superintendent:Okay. See, I have love on her ear and maybe that means she's out. Student:Yeah. Superintendent:Back inside the operating room. Dr. Frampton explains the goal of this program. Dr. Frampton:We try to mimic, we're definitely not a full service veterinary clinic, but we're running a spay neuter program for West Jordan Animal Shelter. So this would be the exact same thing that a full service veterinarian clinic would do with every animal that comes in. We've got this cat that's pre-medicated and ready to go under anesthesia. We're going to be vaccinating her right now. We'll be putting the endotracheal tube to put her on on the gas anesthetics. And then she'll be taken into the other room after we spade or after we clip and scrub her. And then she will be spayed and sent back today. And hopefully by next week have a new home. Superintendent:And any surgeries though are done by you? A licensed vet. Dr. Frampton:Yes. The students under my supervision could do vaccinations, giving medications or anything like that, but actual surgery, you know, the surgery they get to do would be things like ear tipping, the feral cat was ear tipped. And the only reason we tip their ears is we can see at a distance if they've already been fixed, was to take the cat to recover fully, getting back to the regular mischief. I feel like it's two weeks. I think that it takes a little while for them, after they first get fixed when they're in the shelter and everything. They're probably going to be sore for a couple more days afterwards. Superintendent:What animals will students end up working on in the program? Dr. Frampton:We're looking at dogs and cats in the program. But if they go to a certain type of practice, they can go anywhere from large animals horses, cattle, sheep whatever, or they can go into exotics. Pretty much any exotic animal out there. So it really depends on what their interests are. They have a 80 hour externship that they do. And it's depends on their interest. If they don't like horses, I recommend that they don't go up around horses in their externship. And so if they're in exotic, if they are into the aquarium, that's where they need to go. Anybody that's interested in animals, there's a place for you, regardless of what you know, based on your personality. Sometimes you're into the program because you want to pursue it as a professional. Sometimes it's so that you can learn that you really should not pursue it as a profession. I would say, I would say we're probably looking at 30% will probably stay in with animals somewhere and then 70% will decide there are better and easier ways to make money. Superintendent:But after being here only for a few minutes this afternoon, I would say a hundred percent will remember their experience vividly. Dr. Frampton:I would hope so. Superintendent:Thank you very much for taking the time. Dr. Frampton:I appreciate it. Good for animal owners regardless. And most student will own the animals because they do like animals. That's the only reason they're here is because they like them. Don't see too many people that come here that don't have any interest in animals. They don't come to JATC for my program if they don't like animals. There's other programs here, but they come liking animals and they come away from the program knowing how to take even better care of animals. Superintendent:Yes. Wow. Impressive program. And I'm super impressed. As I talked with the students, it's obvious they're pushing boundaries and doing things they weren't previously comfortable doing. Even if they were animal lovers, they're learning and doing things that they weren't able to or comfortable doing previously. So congratulations on a great program. Dr. Frampton:Well, thank you. Superintendent:I am continually amazed at the wide variety of programs available in Jordan School District and the caring professionals who create those opportunities. Thanks to Dr. Frampton and his students for helping me get to know the Veterinary Science Program at JATC. More coming up. We'll have some advice for parents interested in programs for their teens at the JATC North. But first let's take a quick break. Advertisement:Do you want to know what's going on in Jordan School District? Maybe see your child or a friend featured in a school story. Check out our website at jordandistrict.org or follow us on Facebook, Instagram and Twitter at Jordan District. Let's connect today. Superintendent:Again in studio, we are privileged to have our CTE Director for Jordan School District, Jason Skidmore with us. Welcome Jason. Jason:Glad to be here. Glad to be back in studio again. Superintendent:Tell us tell us a little bit about JATC North. In another episode we looked at JTC South, but we've got two campuses with these great programs that prepare kids for a career coming right out of high school. Tell us about some of the programs in the Northeast Campus. Jason:Yeah. So I'm glad you were able to go by the North Campus and see the Veterinary Lab there. That campus was really designed with kind of a health science and engineering focus. So the Veterinary Science Program is as part of that. Some of the other programs that are available to students, there are Pharmacy Technician, Medical Assisting, Physical Therapy Assistant, Occupational Therapy Assistant. I have a CNA program as well as Engineering and Robotics Programming and Graphics and Visual Design. Superintedent:So there are a great number of offerings that we have for students across the District. And the unique thing about what you saw there and what you just mentioned is that these programs, we can't duplicate or replicate those and put them in every high school because of he specialized equipment, the specialized labs, and probably more specifically, the partnership that we have with our industry leaders. Jason:They're looking for a student that is trained and ready. They've received enough of a specific number of training hours, certifications, perhaps even college credit that are generated through these programs to prepare them for entry level positions in any of the careers that we just talked about. The beauty of this campus is the students as they start their career in seventh, eighth, ninth grade, as they worked through the high school, they're really developing a skill set that they can capitalize at either of the academies that you just mentioned. Superintendent:So when students graduate from the techs or from the tech programs, give us an idea of some of the college credits, or licenses that they may have. I visited the Pharmacy Tech Program, for example. They can be a Pharmacy Assistant, I think right out of school. Jason:Now, as soon as they graduate and turn 18, they can sit for their Board Certification and that is a National Board Certification. So we'll have students that it isn't the end for them. This could become a career that they could make good money and they can develop a skill. That's good for them. Many of the students are looking at these as opportunities. I'm going to go to medical school, for example. And so I take the Pharmacy Tech Program, I sit for the Certification and now I can work either on campus. We have students that work up at the University of Utah Hospital as Pharmacy Assistants while they're going to the U. They're making great money as well. So they're not getting into debt as much to help pay for their schooling. But it's a career related track that they can get on and off at anytime throughout their career. Superintendent:And you're on the Salt Lake Community College campus, so they can earn college credit as well in some of those courses. Jason:Yes. All of the courses offer some type of current credit. And the Biotechnology Program that is also available here, students can start as a high school student and they can transition right over to the Community College, into their college programs. They can do an entire Bachelors Degree with a partnership that we have with the Utah Valley University. They can stay right on that campus and do an entire Bachelor's Degree without leaving the valley, if that's the direction that they'd like to go. So we have some great partnerships that allow students to do that right on that campus. Superintendent:There are partnerships with businesses as well that want to hire these kids right out of the program. I remember going to an awards assembly at the Capitol where kids in the Biotech Program had a meet and greet with companies that wanted to hire them right there, on the spot, to keep working for their company, earn a salary and be paid to go to school. Jason:Correct. Superintendent:Well, that's a pretty good deal. Did we forget about that? You know, we look at the scholarships the students get upon graduation, these in essence are another way to fund education. These are scholarships. Jason:All of the students in all of the Health Science Programs will do a clinical experience of some kind. Almost every employer will watch. That's the time for a student to sell themselves. And those students get hired either right out of or right after those experiences, as you just mentioned, and most of those employers will provide some type of tuition reimbursement program. So you work for us full time or part time, and we'll pay for you. And there's this myth that employers won't send back, but almost every employer that we work with will send their employees back to school. If they're willing to do that and they'll pay for their tuition, even in our electrician program, you know, if you want to be an electrician, those companies will pay for you to go back to school, to get a Bachelors Degree, to get a Masters Degree, to move up in the world. Superintendent:Great opportunities, great opportunities. We're going to take a break and then we'll be right back with Director Jason Skidmore to talk more about CTE and the opportunities available at our two academies. Advertisement:Hey, you okay? Yeah. I just have a lot of stuff going on in my head. You need to talk, dude, stop hiding behind the happy face. Talk with no filter. Get the safeUT app, download it now available on the Apple app store, Google play or safeUT.org. Superintendent:All right. We're back with Director Jason Skidmore from Jordan School District CTE programs. And we were just talking about the Biotech Program. I think that sometimes there's this idea that these tech programs are only for a certain type of student. But these programs are good, whether you're good with your hands, whether you're wanting to go into health services fields, there are just all kinds of different programs, regardless of what your aptitudes are. There's a CTE program for you, don't you think? Jason:Oh, definitely. And I think that's the beauty of the way these programs have been set up. There's the idea that a student can still participate in athletics and their sport events. They can be part of the drama and theater department because students that come to the academies and spend half of their day at the regular high school taking their academic courses and graduation requirements and fulfilling all of those things, as well as participating in any extracurricular the other half of the day. Whether it's the afternoon or the morning they come over to the Academy and they enroll in any of the programs that we just were talking about. Students can ride the bus right from their high school. It'll bring them right to the center then returns them at the end of the d…

    Full show notes at the publisher

    Episode 10: The Bingham High Classroom Turned Landfill Nov 07, 2019
    Show notes

    Why would a classroom at Bingham High School suddenly look more like a landfill? It is all for a good cause as the Bingham High School musical goes green. We’ll hear from students involved in this unique production of Children of Eden where all the costumes are made of recycled plastic and other recycled materials.

    Children of Eden runs November 22, 23, 24 and 25 at 7 p.m. at Bingham High School with a matinee at 2 p.m. on November 23.

    Audio Transcription

    (00:15):
    Welcome to the Supercast. I'm your host, Superintendent, Anthony Godfrey. Today, we take you where very few have gone before. A Bingham High School classroom turned landfill, filled with hundreds of plastic, water bottles, milk jugs, and food containers, piled high almost to the ceiling. It's all for a good cause as theater students in the upcoming musical, Children of Eden, are involved in a real life recycling lesson. All of the costumes for the musical are being made out of recycled and reused plastics. Here's what I discovered on a recent visit to Liz Smith's classroom. Some intelligent and talented theater students who care deeply about planet earth guys. Yes, I am an hour later than I wanted to be. So what do you guys have cooking here? A whole lot of plastic. Wow. Look at that around, Holy cow.

    Teacher:
    I'm Liz Smith. I'm one of the theater teachers here at Bingham and the director and choreographer of Children of Eden. We are using all of the plastics to create the animals that are needed for the musical. There are lines in the musical that talk about how we, as humans, have kind of destroyed the world for the animals. And now we're going to create our animals out of the plastics that the cast members have been collecting around the school. And so right now I just have a landfill, but we're going to turn it all into something.

    Superintendent:
    Yes. A classroom fill, if you will.

    Teacher:
    It's pretty crazy. I've got empty yogurt cups, sour cream bins and a mountain of it.

    Superintendent:
    And so it looks like you have plans for this. Hopefully again, the mountain of used plastic piled high in Miss Smith's classroom is going to be used to create all of the costumes for the school's musical. And in this case, the costumes are going to tell a lot of the story, is that right? So they're not really costumes. Is it more of a creature that you're going to be inhabiting? Or is it a costume?

    Teachers:
    So this is an ostrich and it's got a flexible neck made out of cardboard and plastic bottles and then a head made out of milk jug.

    Superintendent:
    Can I pick it up or will I damage the spine here? So is this a milk jug on top?

    Teacher:
    Yes.

    Superintendent:
    Where are you getting these designs from?

    Teacher:
    Just off of online and from creativity. But for this one we found online and we're basically trying to copy it as much as we can out of all recycled plastics. One costume I found almost complete was a turtle. So was this the top too? Like about three dozen Walmart, chocolate chip cookies or something?

    Teacher:
    At some point, I think it was from a Kneaders catering. When Kneaders catered a lunch in here, (I believe it was actually from alumni) the alumni luncheon during homecoming week. So student government donated that to us. Since, they took it and painted it and then all of the parts on top are water bottles. Superintendent:
    These are from just water bottles.

    Teacher:
    Yeah. So it's the pattern.

    Superintendent:
    If it's the pattern from the bottom of water bottles, I think I see an Aquafina right there.

    Teacher:
    Yeah.

    Superintendent:
    Wow. And I'm a little disappointed in myself that I didn't recognize this catering top. I love a good catered lunch. I kind of pride myself on knowing my food containers a little better than this, but again, these, they look like flowers. The bottom of water bottles look like flowers. If you're listening at home, pick up your water bottle, put the lid on first and turn it upside down. It's a flower on the bottom. What have we here?

    Teacher:
    It's an aardvark.

    Superintendent:
    Oh, of course it's an aardvark. It took a long time to find my character, but you know, once I found it, hit the spot. Did you always know you had an inner one and what was it again?

    Teacher:
    Aardvark.

    Superintendent:
    Did you always know you had an inner aardvark?

    Teacher:
    I mean, they stick to corners and they liked dark places, so yes, a little bit.

    Superintendent:
    Okay. Well done. Well done. You are transforming the plastic and in turn, transforming the people who wear it. That's very cool. And there are these sour cream lids. Do you find yourself walking around now looking at everyday objects saying, I can make something out of that.

    Teacher:
    I saw a lot of heads nodding though, that you are looking at things in a different way. And that's literally what we're trying to do, literally and figuratively with education is have you look at the world in a different way.

    Superintendent:
    So it sounds like that's really being accomplished through this project. When do we get to see the performance?

    Teacher:
    So Children of Eden will run November 22nd, 23rd, 25th and 26th. And then we have also been asked to perform for the Utah Theater Association Conference. So we will run again January 17th and 18th. Anything that we don't end up using that we've collected, we will separate the things that we can actually take to a recycling center. We will take it to a recycling center. And sadly, there's a lot of the stuff, a lot of these plastics that are not recyclable and we will just have to throw them away. But we're hoping to use as much as we can so that we are doing our part to help make our world a little bit better place.

    Superintendent:
    Let's take a quick break, and when we come back, we'll hear a song from the musical Children of Eve.

    Advertisement:
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    Superintendent:
    Children of Eden runs November 22nd, 23rd, 25th and 26th at Bingham High School at 7:00 PM. There's a matinee on November 23rd at 2:00 PM. Welcome back to the Supercast. I'm Anthony Godfrey, Superintendent of Schools for Jordan District. What's your name?

    Student:
    McKenna Ashby. I'm a senior here.

    Superintendent:
    What are you going to singing?

    Student:
    I am singing sparker creation, who the character Eve and children of Eden sings. And it's a beautiful song of when she's finally figuring out just the beauty in the world. And like

    (07:08):
    Just before, right before she eats the fruit.

    (07:10):
    So I am a keeper. We think it is a lifetime of pleasure each perfect day, the same and less vacation. Well, that's all right. If you're a kind of crustacean, but when you're born within imagination, sooner or later, you're feeling you'll get this book. [inaudible] Great job. Thank you very much.

    (08:07):
    I have loved this musical since I was first introduced to it back in the early two thousands. It's one that's not well known. It was written by Steven Schwartz who also did wicked. So that's something more people are aware of. And just as I've encountered the show, I've, I've actually, this'll be the third production that I've worked on and I've learned something different every time that I have been with this show this time because of there's lots of different messages through it. And as the kids will test to, I've barely made it through a rehearsal without crying, sometimes ugly crying. So we're going to see how well I do getting all the way through it without ever crying. But the idea of just this time when I came back to it, I found just such a strong message of environmentalism and doing your part to make the world around you a better place giving people and things a second chance. I think it's just kinda like shown just how far we have to go. In the terms of like environmental and getting rid of our plastic addiction we have right now I can see like how, on an outside perspective, how collecting the plastic has been affecting the school. And I think that the rest of the programs in the school, I really impressed with what the theater department has been trying to do with recycling and trying to affect their environment with musical this year. So

    (09:44):
    Has been very effective. It has affected me a lot because it's all about like loving people who are different than us and just really being accepting of everyone because we all live in the same earth and world, like we're all like cohabit co and co hap cohabitating the earth. And we just don't need to love each other, no matter what our differences are. Like, no matter where we come from what are like family situations are like, we can all just fill the world with love. Wonderful. I've loved spending time with you guys. I was I took drama in high school and was in the productions. It was not in the musicals because I could not sing or dance or I thought I couldn't sing her dance. Maybe it's still hiding inside of me before leaving. I had to share a bit of acting trivia with these talented theater students. I actually had a bit part in a movie called three o'clock, high, a classic. If you ask me no lie, because it was, it was a speaking part. I still get residuals. So this year I got $2 and 37 cents from universal studios. It was so awesome.

    (11:05):
    Thanks to Liz Smith and her theater students for sharing their thoughts on going green. As they prepare to take the stage for their upcoming musical. We appreciate you tuning in and remember education is the most important thing you'll do today. We'll see ya.


    Episode 9: Are Kids Ever Too Old for Bedtime Stories? Oct 31, 2019
    Show notes

    This episode focuses on teenagers and reading. Is it ever too late to instill a love for literacy in your teen and when is it time to put the bedtime stories to rest? Elk Ridge Middle School teacher Patricia Bronson and Herriman High School teacher Sally Wilde join Superintendent Godfrey in the Supercast studio. But first we have some fun with South Jordan Elementary School 6th grade students who talk to the Superintendent about their favorite books. Audio Transcription Superintendent:Hi and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. Today we're talking about teenagers. Is it ever too late to teach them to have a love for literacy? And when is it time to put the bedtime stories to rest? We'll talk about that in a minute. But first, we head to the South Jordan Elementary School where some sixth graders share their favorite books and authors, and they have a few questions for me. Tell me some of the books you guys like to read Students:The Janitors series. Superintendent:The Janitor series. I forgot, books of like manuals on how to like how to clean things and fix things and take good care of it? Student:Its about this kid who he sees monsters and stuff all around the school that you can only see with a certain soap or something. Like if you used this. Superintendent:I assume that the janitors are the good guys because every janitor I know is a good guy. Student:Yeah, they are. Student:My name's Adam. I am reading those a series called The Last Kids On Earth. Superintendent:The Last Kids On Earth. Are there adults or are they just the last kids? (Student:The last kids. And it's about a monster apocalypse that's happening. The friends that they keep on finding are actually monsters, but they're not the evil monsters, just like monsters that that are kind. And one of them is like a monster dog kind of thing. They named them. Superintendent:Let me get this straight. The adults are gone. There was one kid, but now there are more kids, but some of the kids are monsters, but some of the monsters are nice. And one of the monsters is a dog. I just need to read these books for myself because that way you can understand them. Good message. Read the book, go read the book. Student:I like to read biography. Superintendent:Who do you like to read biographies about in particular, Jackie Robinson? Student:Singers like Elvis Presley and Elton John. Superintendent:That's great. Well, thank you. Thank you very much. How many hours do you think you've read since you learned to read? Students:Millions maybe. I don't know. Superintendent:In terms of hours, you're a very dedicated reader. No, I believe you, you look very intelligent. I believe you. Student:I don't know if read a million, maybe. I don't know. I've been at this school for six years and I've been reading 30 minutes pretty much every night. Superintendent:If you've been reading every night, then you're doing exactly what you're supposed to be doing. Reading every night ,and when you're consistent, then you get better and better all the time. So, awesome. Keep on reading you guys. Thanks to the sixth grade students at South Jordan Elementary School for sharing their favorite books with me. In studio today, we have Patricia Bronson, teacher at Elk Ridge and Sally Wilde, teacher at Herriman high school, to talk to us about reading with adolescents, with your teens. Tell us a little bit about yourselves, introduce yourselves. Teacher:I'm Patricia Bronson, Elk Ridge Middle School. I've taught there almost my entire career and I teach reading and language arts. Love working with teenagers. Teacher:I'm Sally Wilde. I teach at Herriman High School. I teach English and reading and creative writing, poetry. I'm also the in the literacy center. And I was an eighth grade English teacher as well with Patricia, my first years as a teacher, many moons ago. I'm unrecognizable now compared to what I looked like then. Superintendent:I'm still recognizable. Yeah. Yeah. Fantastic. Teacher:I'll tell one funny story about Mr. Godfrey, Superintendent Godfrey. It's an awesome story. He always had fun with his kids. I remember it being a middle. There was this big sloping grassy area out from the big hill. And I remember one day there was a big snow storm and all the teachers were at lunch and they looked out the window and Superintendent Godfrey was out with the kids running and doing a head dives down into the snow. And all the teachers are like that kid, that teacher is going to break his neck. He certainly had a good time with his students. Superintendent:Well, I loved being a model. That was a great place to start. That was very fun. It brings back good memories. So tell us students, what can parents do at home to help make sure that their teens continue to read? Lots of kids love to read when they're younger. How do you maintain that love of reading? Teacher:I think a key crucial thing is to make sure that they have a lot of choices. The more choices that teenagers have, then they feel like they have that ownership and that power to pick what they want to read. And sometimes, as parents we want to tell them, this is what you have to read. It needs to be this chapter book. But you know, if you give kids an option and give them opportunities to pick for themselves, they'll pick graphic novels. They'll pick books on tape. They'll pick nonfiction though. But if they have more choice, I think that the more they buy in, research shows that the more choice you have, the more you feel empowered to read and you want to read. So they just need lots of opportunities to pick and choose for themselves what they want to read. Superintendent:Well, it makes sense because as adults, that's what we do. We're drawn to things that our friends like, or what we're reading as part of a group or things that interest us. And I remember I was reading a book and then I was assigned that book and in school, and I didn't want to read it anymore because it kind of took the magic out of it, that I had been told to read this book. So makes a lot of that makes a lot of sense to me. How do you help kids have a lot of choices available to them? They might just stand in the middle of the library and not know what to check out. So how do you, how do you help them? Teacher:Well, I think our librarian at Herriman High School is amazing. I've kind of listened to her a little bit because we go down and we check out books each quarter and my students read them for the first 10 - 15 minutes of class every day. And some of them pride themselves. "I've never read a book. I don't want to do this. What should I read Mrs. Wilde?" And she always starts out with the question, "Well, what do you like to watch on Netflix? What movies do you like?" It's whatever they like watching. They're going to like that same genre as they're reading. And so she will point them in that direction, where they need to go, what interests they would like. And then sometimes they might hate it and then I'll see them, and turning every page is just a struggle. And I always let them know, "Hey, stop reading it if are hating it. You're going to hate it for the rest of the book. Stop and pick a different book. Let's find it." Superintendent:That's amazing to hear that because as an adult, even I feel this responsibility. I bought this book, I started it. I'm five chapters in, I better finish it. So I feel the sense of duty like I have to get through the book. So it's giving kids permission to say, "I'm abandoning ship. This book is not for me anymore." Teacher:Right. And the ownership of they picked it, a lot of the times too is listening to their peers. So since we do read a book each quarter, we kind of do little book reports at the end of the quarter and they have to let the students know, did they like this book? Would they recommend it? And a lot of the students will pick books that were reported on first quarter for second quarter because they thought it sounded interesting. I think as parents, if you are struggling finding books for your children to read, reach out to the teachers and librarians. We know what kids are reading. We know what they're loving. And it's interesting how series that you think that's going to be gone is there. The Harry Potter is still super popular in the middle school. Kids are reading the Harry Potter books and they're reading books that you think like, "Oh, that's an old fad, like Anne of Green Gables." I have reluctant readers that are reading Anne of Green Gables. It's tying into the interest that is super key. So, if kids like sports, finding those authors that are writing a lot of fiction about sports and just getting them into a genre, getting them into something that ties into their interests, I think is a way. Especially for middle school kids, because if they are going to want to learn more about it, then they're going to want to read about it. And I think another key is humor. Humor is really big. If you can find books like James Patterson, his series, something that they can laugh about. You know, teenagers like to laugh. They like to find out about the real world. Jason Reynolds is really popular right now. You know, that literature that kind of exposes them to other cultures, but also helps them to just see themselves in the world. Books that help see themselves. There's lots of different areas or places that you can go to get suggestions to websites. Our high school website has book reviews. She does have a list of books that they would suggest, but then she has like a review. And so you can kind of read a little snippet and see if that's for you. And PR has lists, Barnes and Noble all have lists. There's so many lists out there associated. They're all over. And they're pretty accessible to find books that you might be interested in. You know, there's high school students that are still reading Percy Jackson. But there's students that still love Stephen King. He's still popular. And it really such a wide variety of what they like to read. I have my sports, I have some soccer boys that are love reading sports biographies about the soccer players. Superintendent:As I talked to students, I heard a lot of that. I like this sport, so I've been reading things about the sport and about people who play the sport. And that ties them in. You mentioned school media centers. A lot of times, when we hold a meeting at the school, I end up being in the Media Center a lot of times for those and I'm amazed at the displays. I want to steal some of those books because I can't legitimately check them out, not being a student, because the displays do such a nice job of pulling themes together and making books accessible. So hopefully people are not overlooking that as a resource because our Media Specialists really do a great job. Teacher:They do an amazing job. And, you know, what's also available is our Overdrive. And so a lot of the books are available that you can download on your phone. And a lot of those books, you can also listen to them. They read them to you and that's an amazing feature for either struggling readers or just readers that want to listen in the car and want to book "to go" that they can have with them anytime, anywhere. Superintendent:So that's available for through the school media center? Teacher:Yes, for teachers and students. SuperintendentWow. That's that is a great resource. We'll take a quick break and we'll be back to talk more about how to maintain a love of reading in your teenager. Stay with us. Advertisement:Do you want to know what's going on in Jordan School District, maybe see your child or a friend featured in a school story? Check out our website at www.jordandistrict.org, or follow us on Facebook, Instagram, and Twitter at Jordan District. Let's connect today, Superintendent:We're back here with Patricia Bronson, from Elk Ridge Middle and Sally Wilde from Herriman High School. You mentioned some of the titles that may be wouldn't seem age appropriate for middle or high school, that maybe it's too young. Do you need, as a parent, to push children to read more advanced texts as they age or is it okay to let them read the stuff they want to read? Teacher:So as a high school teacher, we teach a lot of those advanced techniques in high school. We're teaching The Great Gatsby, The Crucible, and they get that at high school. Whereas, if they're reading at home on their own, I think you let them read something they enjoy, because otherwise you're going to send them to their bedroom to read and guess what? They're not really going to read and it's going to go right over their head. They're not going to care. They're not going to understand unless they want to. So we've talked about choice, a lot of choice and rating is really big. And I think that the youth, as they start to read, they'll start to get bored if they're reading a book that is too easy for them. I had a student the other day that was reading something and he, he ranked it like a score of four out of 10. And I asked him why. And he said, it was just kind of boring. And I asked if it was too easy. Yeah, it was too easy. And that's a great conversation to have. Sometimes books are. Once they become boring, it's because they are becoming too easy and you need to like step it up. And I think as parents, you can scaffold that. If they're reading a fantasy book and they're reading Lightning Thief, they love Lightning Thief. Then maybe it's time to try something a little more advanced. Maybe Robert Jordan still will do it fast, or introduce them to the Hobbit or something else. Superintendent:Oh, there's a really good classic piece that would be something to add. I think it's good to motivate them and push them along. Teacher:But I agree, your choice, as adults will read what we enjoy. I read the whole Harry Potter series. Too easy for me, for my children, just right. I still really enjoyed it and it was a conversation that people are having in the community. So I wanted to be part of that. And I think kids are the same way. They'll want to read what their peers are reading. They're going to want to read what their parents are reading. I'm exposing them to all different types of literature that I think is important. You know, if they're getting stuck in one genre, helping to push them to try something else can also broaden their horizons and show them that there's other things out there that they might enjoy. A lot of times too, it's modeling it. So maybe as a parent, if you read a book and you loved it and it's at a higher level, talk about it, talk about it with your student. What parts did you like? What do you think they would like? Why do you think they would like this? And a lot of times they're going to read what you are reading as the parent? And sometimes they might start reading it and be think, we have complete disparate tastes. I'm not going to read that mom. And that's okay too. But being able to talk about books with your children if important. Number one, you're talking about it, you're communicating and you're able to help with comprehension skills, which is what we want our students to be able to do. We don't just want them to be able to read, we want them to be able to comprehend and talk about what they would do. That's a key thing, when you talk about that. When my students were in high…

    Full show notes at the publisher

    Episode 8: How to Make Your Child a Better Book Worm Oct 24, 2019
    Show notes

    Superintendent Godfrey sits down with two long-time Jordan School District elementary school teachers to ask the questions we hear from parents all the time. When is the right time to start reading to children and how can parents help students develop a love for reading? But first, Superintendent Godfrey heads to South Jordan Elementary School where he talks to second-grade students about their favorite books and why they love to read. Audio Transcription Welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. Today, we're going to talk about reading and literacy. We'll talk about the best time for parents to get their children started reading and ways parents can help instill a lifelong love of reading in children. But first we head out to South Jordan Elementary School to talk to some second grade students about the books they enjoy. I'm the Superintendent for Jordan SchoolDistrict. You guys know what that means. Anybody have a guess. Student:You like, listen to kids, read. Superintendent Godfrey:I like to listen to kids read, that's right. You saw me doing that when I came in. Good job. What's your name? Student:Maddie Student:Maddie you're in second grade. What do you like to read Maddie? Maddie:About unicorns. Superintendent Godfrey:You like to read about unicorns, fiction or nonfiction. Oh, okay. And Liam, what do you like to read? Student:Lego books. Superintendent Godfrey:Lego books. So like how to build stuff or stories about Lego creatures and vehicles and stuff? Tell me about. Student:Like lion guys, like creatures and they have like these kinds of vehicles and they teleport through portals and a few bad guys. Superintendent Godfrey:So are they animals or people? Student:Animals. Superintendent Godfrey:Animals with Lego vehicles that go through portals. That sounds pretty exciting. Student:I like to read informational books about space. Superintendent Godfrey:Informational books, about space. Do you hope to conquer space as an astronaut or what's the plan? Student:Not really. Superintendent Godfrey:What do you like to read? Student:I like to eat Scooby Doo books. Superintendent Godfrey:You know, I can do a Scooby Doo impression, but it's not really impression of what's in the book bcCause that's just words on a page, right? Student:Yeah. Superintendent Godfrey:Watch the cartoon. Student:Yeah. Superintendent Godfrey:Okay. You want to hear it? You want to see what to do it? Student:That's pretty good. Superintendent Godfrey:Thanks. Sorry to interrupt you guys, but thanks for letting me talk with you. Thanks to the second grade students at South Jordan Elementary, we had a lot of fun talking to them and reading with them during our visit there. Now we're back in studio with Laurie McCarty, a teacher at Terra Linda Elementary School and Bonnie Loki, a teacher and instructional coach at Heartland Elementary School. Alright, Bonnie, tell us a little bit about yourself and Lori. Bonnie:Bonnie Logan. I'm an instructional coach. I'm located at Heartland Elementary and I love Jordan District. Go, Jordan. Lori:I'm Lori McCarty and I have been teaching kindergarten for 21 years. I have one son who went through the Jordan District school system. Superintendent Godfrey:So 21 years, that's a lot of five-year-olds. That is awesome. Teacher:Yeah, I, they don't advance me. I keep saying I'm in kindergarten. So now they're like 20 years old. This has happened this year. One of my kindergarteners is one of my kindergartner's children. Second generation, it's happened. It's awesome. Superintendent Godfrey:Well, thanks for coming. We're talking today about literacy for young children and we have this question every year. What should I be doing with my young children to help them not just learn to read, but learn to love to read. So what tips do you have for parents to make sure that kids learn to read and that they're passionate about it and it's exciting for them? Teacher:Well, parents have a huge influence with their children and they play a critical role in starting that literacy process and development. It's important to start right now, too, as soon as your child is born or even in the womb, start reading to them. Let them develop the love of reading by watching you read and watching you write all the time. Make it a consistent practice that you guys do in your home, where it becomes a part of your daily routine, right from the very start. Superintendent Godfrey:Just make it part of what you do. It's just what we do we read. Teacher:Yeah. It can be a part of your nap time routine, your bedtime routine, have books in the cars, but make it part of your daily routine. Superintendent Godfrey:I like those suggestions because what that means is that maybe you're anchoring it to some other things that are already part of your routine. When we're in the car, going to bed, first thing in the morning, just some things that are already making up your day, reading to those events during the day. Teacher:Yeah. I think it's also important to create a cozy little nook in your home too. That it's fun to cuddle up with your child and read a book. And it's amazing that you are reading and you're developing those literacy skills with your children, and you are really creating a strong bond with your child. It's really crucial quality time that you have with your children. And in fact, oftentimes when we ask children, "What is your favorite activity to do with your parents?" A lot of times they will revert back and say, "When we cuddle up and have story time." Superintendent Godfrey:That's great. Well, I have to admit that when you said cuddle up and cozy little nook, it sounds like I want to have a nice hot cup of cocoa and a Minky Couture throw. That's a great idea. So that might happen later this weekend. So tell us, what else can parents do? We get a routine, have a nice kind of a comfortable spot. And remember that it's a bond between a parent. Teacher:Yes, I think it's also important to let them pick books that they're interested in. Find out the interest of your children and help them find those books. Make going to the library to check out books a fun day, a fun date with your child to have an adventure and really let them have a say in what books they're going to read. It's important to also introduce them to informative texts so they can learn that sometimes we're reading stories and we're receiving a story from it. However, other times we are reading to learn about a specific topic. Maybe it would be dinosaurs, maybe it would be dancing. Maybe it would be bugs. But it begins to develop that interest, the thirst for reading for information. Superintendent Godfrey:And a library is a good resource for that. You can just ask a librarian and say, "Where can I find some green informative texts?" Now I used to teach English and we called it fiction and nonfiction way back when, and nonfiction is just like, well, it's not fiction, but I guess we'll read it anyway. It's nice. Informational text is a much better way to refer to it. I love that. So what other tips would you have for parents who want to be sure that their kids are readers right from the start? Teacher:Well, as you're reading for reading with them, one thing to keep in mind is that you're building vocabulary. And so, especially in informative texts to be talking about if it's an animal that they're interested in, you know, "What do you think that word means?" Or "Today in the classroom, we read about a character that had scraggly hair." And so we talked about "What do you think that would look like?" And we had a lot of fun trying to figure out what scraggly hair probably looked like and drawing those pictures of that and building on some visualization. So not only are you building vocabulary, but you're building the skill of being able to visualize some of those things as you get into different texts that don't have a lot of pictures. Superintendent Godfrey:So do you actively tap into the child's imagination by asking, "What do you think scraggly hair would look like? Or what does that sound like?" Teacher:Yes, absolutely. It's so important to have them imagine what that would look like or think about what they would do if they were in that story and ask those questions, have that dialogue. And as you're in that cozy place with your child to have that dialogue with your child, what did you think of this story? What do you wish would have happened at the end or any sort of conversation just about it, just to have that time of dialoguing about the characters, the setting, or the problem or the solution. Superintendent Godfrey:That's a good reminder, to think about questions that you can ask to kind of activate the child's imagination and maybe have them ask some questions of themselves about the text, so they're interacting with the text. That's something that I can forget to do sometimes when I'm reading my son. My youngest is 10, but we still read it. Teacher:Right. And depending on what a child's exposure is, sometimes they're almost intimidated to step into that imaginary land. They think there's a right or a wrong answer. And so for them to just be able to just fantasize about what they think it could be, it's kind of unfamiliar territory for some children. Superintendent Godfrey:So it's good, right from the start to ask them those questions. I like that there's not a right or wrong answer. It's just their reaction. And they get to react to it the way they want to. Is there a certain amount of time that parents ought to be reading with their child every day? I've heard numbers knocked around about how many books you should have read to your child by the beginning of kindergarten. Any recommendations that way? Teacher:The more you read to your child, their attention span will lengthen. So as that lengthens, you can increase the time that you're reading nightly with your students. Superintendent Godfrey:So you just need to be sensitive to the child's attention span. Teacher:Absolutely. I have the opposite problem. A lot of times with my kids, they would outlast me and they would want to read so long that I'm falling asleep and I start to read jibberish. So if you have any tricks for how you can be in a cozy nook and still stay awake while reading to your kids, please let me know. Superintendent Godfrey:So are there, are there some things not to do? Are there some things that become kind of an obstacle to encouraging reading in children? Teacher:Well, I just wanted to say, and it's tagging onto what you said, as a working parent, sometimes you're exhausted and I just want to skip it. I don't have a half an hour. I don't have time just to read. Don't feel like you have to have a certain amount of time that's bookmarks, right? You can start it and stop it. There's a skill in that and talking about what did we, what happened yesterday in the story? What was the beginning? Now let's continue. What do you think's going to happen next? So don't be intimidated. If you don't have a lot of time in the evening, I know what that's like as a working parent. So just read as much as you can. Superintendent Godfrey:That's great advice because sometimes we put this expectation on our central. I've got to read for half an hour, where just being consistent for five minutes is probably better than, than trying to force that. Teacher:I loved the way you said consistency, because honestly, that is the key. If you're consistently reading for five minutes with your children each night, do it. But make sure it's a consistent practice. Superintendent Godfrey:So read every day, gauge their level of interest, your ability to stay awake and blend it together, to just create an experience they can look forward to every day. Teacher:Absolutely make it a fun activity with that child. Superintendent Godfrey:Okay. We'll take a quick break. And when we come back, we'll talk about some of the skills be aware of as you're reading to your children, to help them begin to develop into independent readers. We'll be right back. Sandra Reisgraf:How many times do you hear your child ask, "What's for breakfast or what's for lunch?" Find out what's on the menu at your child's Jordan School District school every day by simply downloading the Nutri-slice app to your smartphone or desktop. The Nutri-slice app gives you quick and easy access to daily menus, pictures of meal choices and nutrition information, along with allergens present in the food. The app also allows students and parents to give feedback on food. Download the Nutri-slice app today and enjoy school breakfast and lunch in your school cafeteria. Superintendent Godfrey:Alright. We're back from the break with Lori McCarty from Terra Linda and Bonnie Loki from Heartland Elementary. And they're here to talk with us about reading with your young children before they get to kindergarten. What are some of the specific skills that we can help support children in developing so they become independent readers on their own. What do parents need to be aware of so that they can have a solid foundation? Teacher:When you begin reading with your child, it's really important to go over concepts of print with them. And that simply means, how you hold the book, turning a page when we're looking at that page, where do we start to read on that page. Which direction do we go? Letting them know that you read from left to right and top to bottom, just those very, very basic skills that children develop as they are immersed with reading. It's also important for them to start to understand that those letters on the pages are delivering the message and that they are intrigued with that. And they want to read to find out what message that book is holding. I like to tell my students, when they're learning the alphabet, that this is just a magical process. And if you can learn these letters and you can learn the sounds that these letters make, you're able to make these words. And with these words, we make sentences and with sentences we can write stories. And then we can read stories and write about our stories and it unlocks a whole magical process and a whole new adventure for the child. But that adventure honestly starts with how do we hold a book and where do we begin to read on that page. Environmental print is a huge thing for young children. What's environmental print? As we are driving around running our errands, we always see these signs of McDonald's and Burger King. And these are signs and words that these children see all the time. It's the print that they see throughout their environment, but these children naturally pick up on these words and they're able to read these words. We want to help them with these, play games in the car. What word can you find? Or can you find a letter B on this sign. Playing those fun games, getting them excited about the print is a great way to spark their motivation. Superintendent Godfrey:What about reading the same book over and over and over and over again? I've done that many times and I've tried to be a really good dad and not say anything about how many times we've read that same book. Even, as I described earlier, tried to stay awake through that same book. Is there value in that? Should we allow some kids to just keep reading the same book over and over again? Teacher:Yes, abso…

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    Episode 7: Herriman High’s Singing Sisters Oct 17, 2019
    Show notes

    They are hoping to make it big in the music industry one day and are well on their way. Superintendent Anthony Godfrey sits down with the singing Keller sisters from Herriman High School to talk about their journey to success and how their parents and teachers have played a role. Cheyenne and Caysi Keller have already auditioned for The Voice, American Idol and America’s Got Talent – on this podcast they sing for the Superintendent. Audio Transcription Superintendent Godfrey:Welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. Today, we're going to talk to Herriman High School singing Keller sisters. They share their journey as they seek successful careers in the music industry. Caysi, who's a sophomore and Cheyenne, a junior at Herriman High, also talk about how teachers have helped along the way, and they share some advice on what parents can do to support their teams who have big dreams. But before we sit down with them to talk, let's give you a little taste of their singing. Music Superintendent Godfrey:You were listening to Caysi and Cheyenne Keller singing a Walls by the Lumineers. Now let's sit down with the singing sisters in the super studio. So you're both into music. Sisters:Totally Superintendent Godfrey:Chy, tell me first, a little bit about your involvement in music. Chy:When I was little, I was just looking for my path in life, I guess. I saw a picture of my great, great grandpa that I never got to meet and he was playing the guitar. My dad told me a little story, how he was the first country music star on TV. So this little nine year old got her first guitar. Then I just played every day since, so my fingers bled and my mom was yelling at me to come in and eat dinner. That's where it started. Superintendent Godfrey:That's wonderful, playing until your fingers bled. That's part of many a guitarist's origin story. There's the legend of Eric Clapton. who just holed up in a London apartment. I think it was for a year. He just decided that he wanted to be good. So that's all he did for a year until his fingers bled. He slept a little bit, ate a little bit and played guitar. Chy:Yeah, it happens. It's an addiction. Superintendent Godfrey:It starts off as an addiction, but you got to start to balance things out, I guess. Chy:Yeah. That's what my parents told me. Superintendent Godfrey:Okay. Well, I think that qualifies as a productive addiction. And Caysi, tell me about your involvement in music. Cysi:I got into singing when I was about 10 years old. My friends, like my best friend, her parents had a performing arts facility. And she just asked me to come check it out. And so I went and I performed with the group and I just fell in love immediately. I'd been seeing for years earlier making goofy videos with me and Chy, but I finally decided to take it seriously and started taking voice lessons. So at about 10 years old, I started taking voice lessons, and been doing it ever since. Chy:We somehow had to get the Taylor Swift sound. I like to play guitar, but I didn't like to sing, but we had to play Taylor Swift. You know, it's that age. So we had to get a singer and she definitely had to fill that spot for us. Superintendent GodfreyI admire her work. It's difficult for me to connect to it because I'm not going through the experiences anymore. She describes, she says we are never, ever, ever getting back together. I can look back on when I decided that I was never getting back together, but I am not in that circumstance anymore. Caysi:We're in a constant state of Taylor Swift vibes. So it's just that age. Superintendent Godfrey:What's another Taylor Swift vibe that you connect to? I mean, that's very personal because she talks about some, Oh yeah. Chy:That's a good song. I knew you were trouble. That one's kind of hitting me hard lately. Superintendent Godfrey:I knew you were in trouble. Yes, she does have a gift. Caysi, did you ever have any interest in an instrument? Caysi:I actually took piano lessons for a long time, but I just couldn't quite get into it. I can play some chords on it now and same with guitar and the ukulele, but I'm not super great at anything except I feel like I'm pretty good at singing. Superintendent Godfrey:So you dabbled, but you dabbled for a long time and it just didn't spark. The singing is what really took off. Caysi:It clicked ]for me, just like the guitar clicked for Chy and she, of course, can play every other instrument on earth, but the guitar is her instrument. Superintendent Godfrey:Chy, you're one of those who can just pick up a guitar or any other instrument and start to learn it. Chy:I definitely went through an experimental phase, playing the banjo and the piano and the drums for a minute. I went through a lot of shifting with instruments, but I always come back to guitar. Superintendent Godfrey:Guitar is a favorite of mine. I've played the ukulele. The guitalele a little bit because my 10 year old, it's just the right size for him to play. So that guitalele is kind of an in between. So do you compose anything or do you like to perform what others have put together mostly? Caysi:We are kind of starting down that composition thing. It's hard to finish songs, but we definitely start a lot. The thing that we really like to do is take other people's music that inspires us and change it to our sound that we're finding. We're trying to write more so of our own songs now, but nothing has come up yet. It has finished. We haven't got a single original finished yet. We have like a lot started, but we really like covering. What we perform with are cover songs. Chy:There was a point where I wanted to be a writer. One of the things I read was that the way you become a writer is by reading a lot and to write to imitate people that you like. Then you learn your own style. I think that's probably true when you're writing music. There are other musicians that you like, you emulate, you take their song and you make it something different. And then over time, you find your own voice. Caysi:Exactly. This is exactly what happened. If we didn't do the cover songs, I don't think we would have ever found the sound we have now, which we really liked. Superintendent Godfrey:Yeah. What are some of the songs that you've covered that you've changed? Chy:Basically, every song we play, we changed because it's kind of limiting with just two people and a guitar or some other instruments, you know? So we have to change the songs anyway. And then our song, our sound that we have together just kind of comes out as we go through it. We moved from Idaho three years ago. In Idaho we got all of our best friends and we had an all girl rock band. Superintendent Godfrey:So it was so awesome. Chy:We played Idaho Go-Go's. We are called Falling Up. It was honestly really cool. And we had all the sound. We definitely played Joan Jett and we're jumping. Superintendent Godfrey:I love that. You're finding inspiration in music from various artists, as groups, as individuals, you have your own voice, but then you're able to find a common voice together. I also love that you're covering Cyndi Lauper. Caysi:We'll definitely play that one. Superintendent Godfrey: I have her autograph. I sought it. Caysi:Oh my gosh. That's honestly awesome. Superintendent Godfrey:Yes. I went to her concert and I was standing out with the groupies and it was not in the eighties. It was like five years ago, but she waved while walking into the bus and then I got a set list signed from the concert. Not very many teenagers are very excited to hear me say that I have Cindy Lauper's autograph on the side. It's refreshing to find a couple who are. I also have the Yellow vinyl version of she's so unusual that I bought at Barnes and Noble. So I, yeah, you're really striking a cord, so to speak, pun intended. Okay. I'm dying to hear some music, but let's talk more about you as musicians. Do you like to perform live? Do you prefer the recording and creating process? Let's start with Caysi. What's most invigorating for you? Caysi:So, everything about music is a totally different dynamic than everything else. I love performing because you feel so much from a crowd of people. It's beyond anything I can even describe, there is just so much energy from the people around you. It's just really inspiring and uplifting, playing and sharing this art and seeing their reaction to it is really beautiful to me. Superintendent Godfrey:I can imagine. There's almost an electricity to being up in front of the crowd. I've done it a few times, just for fun, like in an assembly as an assistant principal, when none of the kids can go anywhere, so they have to stay and listen. And even at that is really fun, just to be in front and kind of feed off of that energy. We're going to take a quick break and we'll come back to talk more with the Keller sisters. Sandra Reisgraf:How many times do you hear your child ask, "What's for breakfast or what's for lunch?" Find out what's on the menu at your child's Jordan School District school every day by simply downloading the Nutri-slice app to your smartphone or desktop. The Nutri-slice app gives you quick and easy access to daily menus, pictures of meal choices and nutrition information, along with allergens present in the food. The app also allows students and parents to give feedback on food. Download the Nutri-slice app today and enjoy school breakfast and lunch in your school cafeteria. Superintendent Godfrey:And we're back with the Keller sisters talking about music. Obviously you don't just get to this point. I know you're still in high school, but you've really developed your talent for a long time. I'm very impressed with how you're able to articulate how music fits into your life. You don't get there without great support. Tell me about how your parents have supported this for you. Chy:They're everything. They do everything. They literally just changed our entire basement to a recording studio. We moved down here to Utah from Idaho for music. We lived in Pocatello, Idaho, and God bless everybody in that town, but there's not a lot of music presence there. So to get better vocal lessons or different vocal lessons, our parents drove she and I to Utah, three hours a couple of times a month for lessons. We met an amazing voice teacher here and fell in love with that. From there we started performing a ton, so we moved down here just for that really, because we were driving so much. It made sense since we were taking it so seriously. So they definitely changed everything. They are the reason we're in music, honestly. They're not musical, but they gave us more than ever. Superintendent Godfrey:I think that's remarkable, even though it isn't their passion or their talent, they see it in you. Chy:Yeah. And they help us follow it. Right? Superintendent Godfrey:Yep. How have school music programs been a support to what you want to pursue? Caysi:I took choir. I never thought I would have an interest in choir until I took it. I took it there and I had hope and I really discovered a love for singing through that, entirely. It really grew my passion to be doing it in school and out of school to gain a reputation and to be recognized for what I was so passionate about doing. I still am doing choir and it's really a fun thing to do to meet people and continue to grow and learn every day about something you didn't know about before. It's crazy looking back. The school has honestly been as supportive as our parents. Chy:Her choir teacher would get us performances. Mr. Hellman, my teacher would get his performances and even here in Utah, we cover Marlin. Caysi:Oh yeah. We performed at our school talent show at Copper Mountain and then the one at Herriman. The one at Copper Mountain, my principal saw and, in front of everyone, he asked us if we would want to perform again. And so we set up during our yearbook signing, we played for about an hour and a half for the yearbook signing. All our friends and everyone at the school was just circling around the room and we had just played the whole time. And it was a really different kind of game for us. It got us so much more experience and it was really good. So the schools, they're really supportive of our passions. I think I see it a lot. The teachers are amazing. Every music teacher, every teacher I've had has been so impressed and so supportive. It's been honestly awesome to watch. It's really awesome. Superintendent Godfrey:What advice do you have for parents who want to be supportive of whatever talent or interest their child might want to pursue? Chy:Hmm. Well, we're always changing, but I think you can see in your child's eyes, something that sets their soul on fire, something that sticks to me. You can see it in them, even on their worst days, something, they come back to. You just don't let them loose something that is their purpose in life. You've got to find your purpose in life. I feel that even on your worst days, you can still have, because people are going to come into your life that you love, that you are going to miss. And there's something about music for me that has always been there. So definitely, you can tell what someone's passion is. I think by the way they look at it , they feel it and just support them and don't let them lose it. Caysi:And I would say, don't get discouraged because we love music. Obviously it is like everything about our lives, we will still have those days when we don't want to do it, when we just want to lay on the couch or watch TV. But at the end of the day, it's not going to ruin us. It's not over for us. We'll still come back tomorrow with a reignited passion. Kids are hard because we do just sometimes want to be bums and lay around. But you always have that connection to that, you know, music or whatever it is. So my advice would be, don't let them loose their passion. Let them grow with it. Superintendent Godfrey:I like what you both said about, it's what you come back to. It's what you come back to. And we're going to come back to the podcast very soon and learn about their experiences with the music industry, with show business. And I'll give you a hint. America's Got Voice. We'll be right back. Sandra Reisgraf:In Jordan School District, the possibilities are endless for anyone looking to grow with a team of professionals, working together to provide the very best for students in education. If you're looking for a great job with great pay and benefits, in a supportive environment, head to workatjordan.org and find your future career in Jordan School District. People come for the job and stay for the adventure. Explore the many options apply today at workatjordan.org. (19:15):And we're back with the Keller sisters talking about music. Now you've had some experience with the music industry. Tell us a little bit about what you've been up to. (19:28):So I'm shy and I kind of started that with auditioning for America's got talent. That was how long ago now? Three years, three years, ish, three years ago. We first auditioned for America's got talent and didn't go very far, but it was really fun to get like, you know, into that professional industry. So we I specifically kept auditioning for the voice and recently American idol and I keep getting farther every time. So hopefully that'll just one day snap through and be on TV. (…

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    Episode 6: Suicide Prevention Oct 09, 2019
    Show notes

    This podcast addresses suicide prevention. Lt. Governor Spencer Cox shares his personal experience and hard work to raise suicide prevention awareness in Utah. Then, Jordan School District Health and Wellness Specialist, McKinley Withers, shares advice for parents on how to start a conversation about suicide prevention with students. How do you open the lines of communication and keep the conversation going. If you or anyone you know needs help, contact the National Suicide Prevention Lifeline at 1-800-273-TALK or by calling the University of Utah Crisis Line at 801-587-3000. You can also download the SafeUT app. For additional resources visit wellness.jordandistrict.org Audio Transcription The following podcast is about suicide prevention. If you or anyone, you know, needs help contact the National Suicide Prevention Lifeline at 1-800-273-TALK or locally by calling the university of Utah CrisisLine at (801) 587-3000 or download the SAFE UT app. Superintendent Godfrey:Welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. Today, we're going to talk about something that is impacting far too many families throughout Utah and the country right now. And that's suicide. More importantly, we're going to talk about suicide prevention in just a moment. We'll hear from our Jordan School District Health and Wellness Specialists, McKinley Withers. He joined us on the podcast previously with the episode titled, Happiness Forecast. He has information and resources for us to help prevent suicide, information for parents about what to do, if they're worried about their teen or just what they ought to be talking with their teen about, even if they don't see signs of a problem. But first, we had the opportunity to talk to Lieutenant Governor Spencer Cox, who has a very personal story to tell. He's raising awareness statewide and has an important message for students when it comes to suicide prevention. Lieutenant Governor Cox. Thank you very much for taking a few moments to talk with us for the podcast. You've been an advocate for suicide prevention. Tell us a little bit about some of what's been happening lately. Sepncer Cox:Well, we have some really exciting announcements around suicide prevention, as you know. This has been a struggle for our state, unfortunately the numbers of those that we've lost over the past few years have been unacceptable and, of course, losing any life. These are all preventable deaths. And so we really have turned a corner in Utah, in focus on this at a pub public policy level. We started about two years ago, the Governor Suicide Prevention Task Force, and coming out of that task force with some of the best and brightest in the state, we've had some incredible ideas. The legislature has been very supportive. One of those ideas was the creation of a fund to help us to help us with suicide prevention awareness. We've never had a true statewide campaign with all stakeholders involved, to make sure that we're giving people good information and helping people understand where they can go for help and how to overcome those dark feelings that so many of us have had, me included. And so we got a million dollars from the legislature, if we could match it from the private sector. We announced yesterday, and we're so excited about this, the private sector stepped up. We now have the $2 million. We are just going through the RFP process right now for that suicide prevention campaign. And next year we will be launching that. It's a huge deal for Utah. We're very excited. And we just have to do more to help, especially our young people, understand that we need them to stay. That this life is so important and that things will get better. Superintendent Godfrey:Thank you very much. That's an exciting initiative. And you've been a personal advocate because of some personal experiences that you went through. And I know you connected to one of our students on a field trip up to visit you. Can you tell us a little bit about that? Spencer Cox:Happy to. So, a few years ago I went to a conference on Suicide Prevention and I had my talking points all ready that my staff had helped me prepare and I listened to the stories of survivors. I listened to stories of parents who had lost their children. And I was just taken back to a time when I struggled and I realized that we needed to talk about this more, that talking about it is actually healthy. That it's good, that it helps kids understand that they're not alone because when we get in those dark times, we feel like we're the only one and we must be broken and there's something wrong with us. I went through that in middle school. I was bullied. My parents had been divorced. It was a really dark time for me. And I started thinking that maybe the world would be a better place if I wasn't in it. And I'm so grateful that I had people I could talk to. People that believed in me, people that helped me. And I'm just grateful that I stayed in and I have an incredible life. So I I've started sharing that now, as I travel around and I did meet with some students from your District that were at my office. They're always taken back a little They're there to tour the Capitol and see things. And why is this guy talking to us about suicide prevention? But I want them to know that it's okay and that they're not alone. And what we do know is that in a class of 30 to 35 kids, seven of them have had those thoughts. There's a power in understanding that and realizing that and encouraging people to talk to someone, to find someone, whether it's a friend, a family member, a counselor, a teacher, someone that they can talk to about what they're feeling. And so I mentioned that to these kids and just said, "Hey, look, I know what some of you right now in this room are thinking about. I know you are statistics tell me there are probably five or six of you. And you need to find someone to talk to, anyone. And if you can't talk to anyone, talk to me. And as we finished, a student came up and said, can I give you a hug? And I said, sure. And she told me, I'm one of those that's been thinking about it. And this is the other thing. Sometimes we don't know what to do. And if you're not one of those five or six people, then you have a friend that is, so talk about it. And I just said, I thank you for sharing that with me. You know, don't freak out. Just tell them how much you love them. And then, and then refer them and help them get help. And that's what I did. I said, thank you for sharing that. It means the world to me. We talked for a few minutes about her feelings. And then I was able to talk to some of the administrators and counselors and get her some help. And I understand she's doing much better. And so it seems really simple, but that's how we save lives. Superintendent Godfrey:Thank you. That's great advice because so many people are afraid of talking about it. They're worried that if they talk about it, it'll make things worse or give someone an idea, when in fact, like you said, it just emphasizes that you're not alone and that this isn't a unique thing for someone to feel. And for someone in your position to be willing to talk about it, like you said, on a Capitol tour of all things, to be able to talk about that, it's just what we need to be doing. And I really appreciate your example in that way. Is there any last words of encouragement you would give any students listening to the podcast? Spencer Cox:Well, I would just tell students everywhere how powerful they are and the potential that they have that they don't even realize yet. There are so many great days ahead. And we love you. We're excited for your future, and even if it seems hopeless and dark right now, it is not, trust me. Please find someone to reach out to. I would encourage everyone to download the SAFE Utah app on their phones, at the push of a button. When you find yourself in those dark moments in crisis, you can be connected anonymously, if you want to be with a mental health professional, who can walk through those things with you. And if you don't have access to a smartphone or a tablet to do that, you can you can always just pick up the phone and call the Suicide Lifeline here in the state. It's 1-800-273-TALK, that's 1-800-273-TALK. And please, please, please find someone to talk to. There are better days ahead. Superintendent Godfrey:Lt. Governor Cox, thank you so much for taking the time. I know you're busy. We really appreciate it. Thank you. We're back in studio with McKinley Withers, the Health and Wellness Specialist for Jordan School District. So McKinley, I want to focus specifically on what parents can do to help prevent suicide. First off, should parents talk to their children about suicide? McKinley:Yes, definitely. And there is a myth out there that talking about it might plant the idea in a child's head or might make them think about it if they weren't before. There's no reason to believe that's the case. It's safe to talk about it. And, in fact, it's one of the best ways to begin the conversation and also to get help for your child. It helps alleviate those feelings that they may be having, just to know that their parent has asked directly actually about that. So great. Superintendent Godfrey:So in what ways do we go about asking that question? How do we approach the topic with our kids? Because you don't just want out of the blue, want to say, "Hey, by the way", it's always hard to approach topics like that. How do we go about it? McKinley:You can safely assume that your child has heard about it already, that the media, that they are exposed to that. It's already talking about it. They may have seen it in shows. They've heard it mentioned. So you're not the first person to bring it up. And that's important to acknowledge so that you feel a little bit more comfortable with asking about it. So that can come up naturally in conversations about some of their media content. Maybe they've come across it at school, or maybe they've asked a question. But also if you're seeing any signs that they're struggling or acting differently, I think that a really inviting and open way to ask the question is something along the lines of, "I've noticed that you've been struggling a little bit, you've been having a hard time. And I've heard that a lot of kids your age, when they struggle might have thoughts of hurting themselves, is that something you've ever thought about?" And the reason that's a good way to ask the question is it already tells them, you're aware that a lot of other kids have that issue. So it doesn't make them feel bad about it. So they're more likely to say, "Well, yeah, I have thought about it." Superintendent Godfrey:I like that. That makes a lot of sense. So let's say that they say, no, I haven't. Then what do you say after that? McKinley:Well, thank you for talking to me. And if you do ever have those thoughts or feelings, just know that I'm here and I'm always willing to talk about it and make sure that you get the help that you need, which starts with me. Superintendent Godfrey:What if they say yes. Okay. McKinley:So, there's actually a pretty good chance that you could hear yes. And that can be a scary thought for many people. But if somebody says yes, it doesn't mean that they've necessarily made a plan, that it's imminent. Simply that they've thought about it before. Superintendent Godfrey:Right. So where do you go from there? McKinley:And I'll tell you, I think it's important to say how not to react, because if you want to close down that conversation, say something like, "Oh, well that would be stupid. Or, you know you wouldn't want to go and do something like that, would you?" Because that makes them not feel safe. And they might say, "Oh, you're right. I'm not thinking about it. So acknowledging and validating, I think that is a really good general rule for parents when it comes to these difficult conversations, is to remember that if it matters to the child, then it matters. So don't downplay whatever it is that they're struggling with by saying, "Oh, you're thinking about hurting yourself over that breakup. I thought you guys were together for three weeks. That's ridiculous. Right." So you can see how that, rather than, "Wow. I didn't realize that's so hard and I'm here to help." Superintendent Godfrey:That makes a lot of sense. So I think that starting with don't freak out, don't tell them that it's dumb that they're concerned, or that they are struggling with those thoughts or shut down that conversation, but to open it up and validate whatever it is that matters to them. Have that conversation. And you can almost use that same sentence structure that we use to ask the question and say, "well, I've heard that many kids struggle with these feelings and thoughts, and I've also heard that they get better and that there is hope, and that there is help available. And I want to be here for you". Superintendent Godfrey:I'm just sitting across from you hearing it's a hypothetical, I know, but it kind of feels good to hear that even in a hypothetical situation. So I can see that would be very effective. And I can definitely see how easy it would be to try to convince the child that you're not in a situation where you would ever need to do that. And it would not feel like talking to them out of it. It would just be shutting down lines of communication. And so it makes a lot of sense to me that if it's a yes, if it's a no, whatever the answer is, you want to do whatever you can to keep the lines of communication open. McKinley:We have a tendency to minimize because that feels safer. We don't want it to be a problem either. We don't want our kid to be suicidal or so you want to say, well stop that, you know, turn that off. And be done with that and let's move on, but that's not going to help them feel better. That's going to shut them down. So rather than minimizing, just continuing that supportive listening relationship. And I'll tell you, I think that our most impactful moments of suicide prevention are way before that crisis conversation, right? It's our everyday interactions that open up that line of communication. It's our mundane validation of the child's behavior. Whatever it is that matters to them, if we've told them that their thoughts and feelings matter on a consistent basis, when they're struggling, you've made that investment. And that's when that particular conversation goes a lot better because you've proved to them that you're a trusted person. Superintendent Godfrey:So keep the conversation going with your child, ask about suicide when you can, when you can make it part of the conversation, whether the answer is yes or no, don't minimize. Keep the communication open. What signs should parents watch for? They should talk with their child about suicide regardless, but what are the warning signs to be concerned about? McKinley:So we're going to talk about three primary areas of concern, where warning signs are typically expressed, what words, what they might say, actions, things they might be doing and circumstances or situations they might be in. So with words, anything that would indicate that they feel like a burden, this family…

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    Episode 5: Lessons From a Utah Jazz Legend Oct 04, 2019
    Show notes

    Utah Jazz legend Thurl Bailey talks about growing up in a home where he was never allowed to be average. He even sings for the Superintendent. Then we hear from a second grade student, a middle school student and a high school senior. They all have questions for the Superintendent. Audio Transcription Superintendent Godfrey:Welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. Today we take our podcast to new heights, literally, by talking about the importance of education and learning with six foot 11 inch Utah Jazz legend Thurl Bailey. Then we'll head back to the studio to visit with a second grader named Lincoln, a middle school student named Cade, and a high school senior name to Emily. We have a lot to learn from them, so I hope you'll stick around. But first here's Thurl Bailey who gave us a little taste of his musical talents. [inaudible] Superintendent Godfrey:Here with Thurl Bailey, who just gave an inspiring speech to our Administrative Leadership Conference between us. We have 12 years in the NBA and it's been a great experience to be able to talk with Mr. Bailey here today. Thanks again for being with us. You talked about how people in your life had a big influence in your success. I was really impressed with that. Your message wasn't about you. It was about the influence of important people at key moments in your life. Can you tell us about the role that your parents have played in your success? Thurl:Well, my parents obviously played the major role in me being the type of person I am today. And as a parent now, I understand the job of a parent is to be that influencer and teacher at home and disciplinary. And then, growing up in DC, a lot of kids didn't have that. They didn't have a mom and a dad that were there and parented jointly. So I was very fortunate. They really laid the foundation for us as kids. Education was number one. I was threatened that I couldn't come home with C's or below by my parents. And, in your mind, you wonder why, because a lot of people will say, well, a C is a passing grade and my mom made it clear that C was average and she didn't raise average kids. And so our goal was, our job was to go in and do above average work, do the work and, and ask the right questions to the right people. And so it was just a great foundation, especially in an environment I grew up in. And I just believe that everybody we come across are influencers and educators in one way or another on the positive side and on the other side of it. So in the end, it really is about having information. It's about getting that education. And it's about understanding that people are there for you and to help you if you want it. We know a lot of people who will sit there and not ask a question and fail because they don't take it the next step further and ask the question. So my parents really gave us a really good beginning of how to communicate and then just how to progress in your life. Superintendent Godfrey:I love the message from your mom about expectations, that she expected you to be working hard and to achieve. And she would accept nothing less and expectations make a big difference, right? Thurl:That's what was implanted early. And that's really a good point you're making because if it's implanted early on, the parents are reinforcing that, right? The kids have a certain expectation. It's not just about their achievement. They want to do it for other people. They want to show their parents that they're working very hard, but until that's consistently planted in you in the beginning, a lot of kids don't have that for one reason or another. Maybe some of the reasons aren't their fault, but that's when you have other people like these educators and the administrators that come into their lives and tell them, I see that potential in you. I know you can do it. And I'm here with you. If you want to commit. Superintendent Godfrey:You know, it's really hard to hold the microphone up that high. It kind of wears on my arm a little bit. Any last words of encouragement for our students that, you know, times are tough. There's a lot of anxiety out there. Kids are working hard. Social, emotional wellness is something we really focus on. Any words of encouragement for kids out there that may be struggling or questioning their own worth. Thurls:Yeah. I say, you've got so much potential. One of the things that I try to encourage kids to do is to find what they're passionate about. Find something that they're passionate about and don't ever, ever think that they can't achieve it or should go through it alone. There are people that care, there are people that want to help and their development and in their success. I know you don't know anyone who's ever been successful on their own. And so they have all the tools and the help that they need, but sometimes it takes a little courage, right? To take that step and say, listen, I need help. This is what I want. I'm passionate about it. Can you help me get to the next level? Or can you help me find someone who can help me with this? And I think that's one of the things that a lot of technology has taken out of a kid's somewhat, is the ability to communicate and do that without having to be through a phone. Superintendent Godfrey:Thank you so much great messages. And I've watched you for a long time as a player and a commentator. And I can't tell you what a thrill, it's been very inspiring day to spend time with you. Thurl:Thank you very much. Take care of the best you. Superintendent Godfrey:We're back in studio. Thanks again to Thurl Bailey for sharing his thoughts on education. Now, we have superstars of our own who've been kind enough to join us. Students:Gabe I'm from Oquirrh Hills and I'm going to ninth grade. I'm Emily, and I'm going to be a senior this year. Superintendent Godfrey:Tell me about what you're looking forward to and what your plans are and hopes are for the coming year. Gabe:I'm looking forward to meeting a lot of new people, a lot of the new teachers that are transferring into the school, and I'm hoping for it to be a great year and have some pretty good teachers. Superintendent Godfrey:Yeah, that's great. I'm glad that you're looking forward to meeting new people. That's a big part of being in school. It's kind of a target rich environment for making your friends and for being able to connect and have some fun. How about you, Emily? What are you looking forward to this year? Senior year? Emily:Yeah, the big one. I'm really excited for the classes that I'm taking. I'm through with all my required classes. So I'm doing business law and sports marketing, just getting into some more specific classes that are gonna be really interesting to me. Superintendent Godfrey:So do you know what you want to do? Emily:I know I'm interested in marketing, but hopefully the classes will give me a little bit of direction because right now, I don't know. Superintendent Godfrey:That's a great part of high school. You get to try some things that maybe you won't be able to do down the line that gives you a little bit of a chance to experiment and see what you like. Emily:Yeah. I'm really excited for it. Superintendent Godfrey:That's great. Lincoln, what are you thinking about for this coming school year? What are you hoping for this year? What are you excited about going back to school, going to second grade? Lincoln:So you're excited about moving on to second grade by the end of first grade where you kind of looking forward to second grade already. Superintendent Godfrey:What do you like most about school? You like what? You like the end of school? Well, I think we all liked the end of our day and when we feel the accomplishment of getting to the end of the year. We'll come back again to you, Lincoln. Let's talk a little bit about, there's actually a book out there that you probably haven't read because it really wouldn't apply to you. But I think you may have some insights the book has to offer. And the book is "What I Wish My Teacher Knew". So I'm wanting to ask you that same question, not any specific teacher of yours, but we've all been through school. All adults have been through school at one time or another. And so we all sometimes get the impression that we know what it's like and that we can remember what it's like and that we haven't figured out. So can you tell me anything that you wish adults knew that they don't seem to know about what it's like to be in your shoes? Emily:I feel like a lot of classes that I have just so many assignments and so many worksheets, and you're moving through these units really quickly. And there isn't enough time. I don't know. I feel like there's too much emphasis on turning in your homework and getting a good grade on a test rather than actually understanding what you're doing. And so I wish that classes could move a little slower and I know there's curriculum that you have to cover, but sometimes I think it could be a day or two extra, like to fully learn things. Superintendent Godfrey:So sometimes it feels like maybe there's too much happening in too short a time. Emily:Yeah. Superintendent Godfrey:Okay. How about you, Gabe? Gabe:I wish the teachers knew they need to get more involved with students because kids learn better when they're having fun. I remember things when I was having fun back in elementary and I remember those things more than I did when I was just sitting behind a desk, looking at a paper. Superintendent Godfrey:So when teachers are engaging, when they make things fun. And they involve their students. Okay. So you definitely couldn't tell a class that's focused on students and that brings that out. Okay, great. Lincoln, what are some of the things that you really like that your teachers have done in your class? What are some things you really liked about your first grade teacher? Lincoln:She started with an ELA class. So you like your friends in the class and her name started with L like your name. Superintendent Godfrey:Oh, Ms. Lee Lincoln. That's awesome. Can you remember any of your favorite books? Lincoln:The book with no pictures. Superintendent Godfrey:Alright. We're going to take a quick break and we'll be right back. Stay with us. Sandra Reisgraf:If you're always looking for opportunities to learn something new, why not join us for the next Jordan Parent University? Jordan Parent University is an opportunity for parents to better understand issues that impact their own students and education. It's an evening class designed to help parents with things like planning for the road beyond high school, better understanding of students' social and emotional health and wellness. And knowing who to call when there are issues involving a school or a student, Jordan Parent University is free and open to the public. For a list of upcoming classes, times and locations go to jpu.jordandistrict.org. See you there. Superintendent Godfrey:Welcome back. We're here in studio with Gabe, Emily, and Lincoln, talking about the coming school year and asking what their goals are for the school year to come. So I'm just going to ask each of them to talk about one goal that they have for the school year. Okay. So Gabe, why don't you tell us. Gabe:One goal I would like to see the school year is to have classes that are more in depth into certain subjects, such as salesmanship and marketing. Superintendent Godfrey:Okay. So you want to get a little deeper into some of the subjects? Gabe:Exactly. Superintendent Godfrey:Salesmanship and marketing. Is that something that you're interested in? Maybe down the line? Gabe:Yes. Superintendent Godfrey:Alright. Very good. What do you want to sell? Whatever's thrown your way? Gabe:Exactly. Whatever works. Superintendent Godfrey:Okay. Awesome. And Emily, tell me, what's your goal for this year? Emily:My goal for this year is to make more friends and be more outgoing than I have been the past two years. Superintendent Godfrey:It's a little bit hard sometimes. Isn't it? Emily:Yeah. That's about it. Superintendent Godfrey:And talk to any old person like me who graduated in the 19 hundreds and they will tell you that they wish they could go back and be more outgoing and be more friendly and make more connections. Emily:Yeah. Superintendent Godfrey:That's great. Great goals. What do you like to learn about Lincoln? If you have a favorite animal, what's your favorite animal? LIncoln:A horse. Superintendent Godfrey:What do you like about horses? Lincoln:Oh, sorry. A horse just walked by. Superintendent Godfrey:What do you like about horses? Do you ride horses? Lincoln:They're cute. Faces. Superintendent Godfrey:Do you know what I say when I see a horse that seems sad? Say, why the long face you haven't had a horse before? Would you like to have a horse someday? Your mom doesn't want a horse? Well, my mom didn't even want a dog. So Lincoln, do you have a question for me? Lincoln:Do you have a dog? Superintendent Godfrey:Thank you for asking. I have a dog named Molly. Molly is a white dog. And if I say her name in particular way, she knows, I just might give her a walk and she knows how to sit right on the carpet in just the right spot and look at me and pull your ears up. I'm ready to hear my name called for you to take me for a while. So she understands that she doesn't understand. I've had a long day and I may not want to walk around the block a few times, but I always feel better after I do walk her. Do you have chickens? Likes chicken is White Dandelion, Dandelion, the White Chick. When he grows up, he'll eat the most eggs for breakfast. When he grows up, he'll lay the most eggs. Tell you all of them about the eggs, because the ones that lay cool eggs. So some of them lay cooler eggs than others. Superintendent Godfrey:That's so cool. You know, Lincoln, I might need you to name my next dog because I named my dog, Molly. And that's not halfway as exciting. Given your chickens. I'm glad you liked the name. I feel better about that. Now, Emily, you have two dogs. Emily:I do have two dogs. They are Cavalier King Charles Spaniels and yeah, I know. And they act the part. They are, have to be waited on hand and foot constantly. Yeah, Barclay and Freckles. They're brothers. They're Barclay and Freckles. Barclay as in Big Bird's dog andFreckles because he has freckles on his mouth and I love them. They're the best. Superintendent Godfrey:That's fine. How big are they? Emily:They're pretty little. They probably each weigh 15 pounds and they're full size. Good size dog to have in the house. Just about Molly. What kind of dog is Molly? Superintendent Godfrey:A West Highland Terrier. Emily:Don't think I know what that is. Superintendent Godfrey:Okay. Gabe, any pets? Gabe:I have a cat. Superintendent Godfrey:What's your cat's name? Fiona. Fiona. Very nice. That sounds like a cat name. Gabe:Yeah. Superintendent Godfrey:Interesting. Yeah. A lot of personality? Gabe:That's not how I'd put it, but personality. Yeah, pretty much. Fiona just lays around the house or why she lays around and hunts and that's pretty much it. Superintendent Godfrey:Oh, she lays around except when she's hunting. Gabe:Yeah. So she was an alley cat and she came to her back door and so we pretty much just adopted her from there, but ever since we bought her, w…

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    Episode 4: Styled By Students Sep 27, 2019
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    We head into a classroom at JATC South in Riverton where students are learning how to be barbers and hairstylists. Superintendent Godfrey sits down for his own hair cut and styled. Is it the popular Pompadour or does the Superintendent walk away with a Reverse Fade? Then, CTE Director Jason Skidmore is in studio to talk about all the opportunities for students at JATC South and what parents need to know about the programs. Audio Transcription Superintendent Godfrey:Welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. This is a Jordan School District podcast designed to educate, inform, and hopefully entertain you. If it's anything that's important to parents, students, teachers, or anything related to education, it's something we hope to feature on the Supercast. Today, I'm going for a haircut. Probably nothing special about that, unless you know I'm going to the JATC South, which is the Jordan Academy for Technology and Careers. They have some amazing programs there. And one of them is a Barbering and Hair Design program so it gets kids a head start on a career in cutting hair. They mostly work on mannequin heads, but today the hair that needed a little help was mine. So I headed down there and Senior Jose helped me. And he was just the man for the job. Hi, I'm Dr. Godfrey. Your Jose. Jose:Yeah. Superintendent Godfrey:Alright. I guess I could have read that on your shirt. How swag. So you're going to give me a haircut today. So you're finishing your hour so you can get a license to be a barber. Is barber the right term? Jose:Yeah. Jose:Okay. Barber, do you want to hear my eighth grade geometry teacher's haircut joke thatI still remember from eighth grade? Jose:Okay. Superintendent Godfrey:Ask me if I want a haircut. Jose:Do you want a haircut? Superintendent Godfrey:No, I'd like them all cut. Jose:Okay. Superintendent Godfrey:Yeah. It's not that it's not that funny. So, I do really need just a trim. I don't want it too short. Instructor:I'm Dacia Peterson. I'm the Hair Design and Barbering Instructor. We are overcome just a little bit for your team around the side. We were just talking about his plan of how he's trimming. He will taper a little bit, clipper over comb and then use his shears to finish the haircut. Superintendent Godfrey:What are some of the crazier names for haircuts that you teach? What's the most exotic sounding or exciting sounding. Instructor:The Pompadour has been really popular recently. Superintendent Godfrey:What else? Instructor:Some of the High Fades or a Ball Fade or a Skin Fade. Superintendent Godfrey:The Fade is popular. And I feel like my hair is fading on its own and that's not very popular with me. So when you say Fade, I hear something different. Yeah. That is true. Superintendent Godfrey:Will you cut hair while you're going to school? Jose:Yeah. After this summer, in the fall, I'm going to go to SLCC for two years. And then go to the U to get my bachelor's degree. Superintendent Godfrey:Right. Jose:Because one day I just want to have my own barbershop. Superintendent Godfrey:Right. Jose:I have my own business pretty much. Superintendent Godfrey:So do you want to get a degree in business so that you can run your own barbershop? Jose:Yes, that's great. Now I'm going to do the taper in the back of your head with clipper over comb. Superintendent Godfrey:Thanks Jose. Great job. That may be the best haircut I've ever had. Jose:I enjoyed doing it. Instructor:So that's a great way to get started into a career, to work your way through high school or work your way through college. Make a living. It's a license. They do have a license to go out and cut hair and color and work in a salon when they're done with their Hair Design program. Superintendent Godfrey:Savannah, I'm Anthony Godfrey. Savannah:Nice to meet you. So tell me about who we have here. Is this mannequin named? Savannah:No. I was trying to think of like a fancy French name for him because I name them based off their hairstyles, but I haven't thought of one for this one yet. Superintendent Godfrey:Oh, okay. So you name them, what is the hairstyle that you're giving her? Savannah:Right now I'm giving this guy a square layered haircut. So everything is just directed straight back. Superintendent Godfrey:And what is the name of that? Just square layer? Savannah:Yep. Squared. Yeah. Superintendent Godfrey:Sure. It's just, a squared haircut. Okay. And his name is? Savannah:I'm just going to go for something like Fabio. Superintendent Godfrey:Fabio. Yeah. I was thinking John Pierre. Savannah:I like that one better. We'll do that one. Superintendent Godfrey:With a hyphen. Savannah:Yes. Superintendent Godfrey:Okay. And is Jean-Pierre his beard gathered at the bottom because you have big plans for that or just to get it out of there? Savannah::And we'll get it out of the way later. We're going to do some fun stuff with this. Oh, we have a whole board of different, weird beards you can do. The beard wall is over there that we have. Superintendent Godfrey:You have a beard wall? The octopus right there, the Octopus? Savannah:Yes. And then there's the Long Boat. Superintendent Godfrey:The Long Boat, I don't know that I've ever seen the Long Boat. Savannah:Yeah. Some of these, I don't think I've ever seen anyone wear. There's Jack's Barrel right there too. The Hole Chain Man. That's a City. I think there was a person and a city. Superintendent Godfrey:I think you're right. I'm not quite sure. That's a very cosmopolitan design. Stubble. Savannah:That's shorter. It's another one of the popular ones that I would see a lot more people. Superintendent Godfrey:Would I look more like Brad Pitt if I had a Designer Stubble? Savannah:Probably. Superintendent Godfrey:All right. I'm back in studio with my hair looking fantastic. And I'm here now with the Director of CTE. That's Jason Skidmore. And I've asked Jason just to give us a little bit of an overview of the programs. Tell us a little bit about yourself first, Jason. Jason:Hey Superintendent. Thanks for having me in today. And can I just say your hair really does look amazing. They did a great job. So glad you were able to stop by there. Superintendent Godfrey:Thank you. That's not a compliment I get very often, and yours, Jason, if I may say, it looks incredible. Jason:I did stop down there the other day and they were needing to do something with a razor. And so my head was perfect for that. And I'm happy to say I left without any scars. We all have our role to play. So that's awesome. Superintendent Godfrey:Well, I was really impressed with the program. Your teacher is awesome. The kids obviously are really engaged in that. But that's just one of the programs that's available there. Right? Jason:Right. The Jordan Academy, the South campus that you were at, was designed to house many of the programs that we couldn't fit inside our traditional high schools, as you're aware. The Barbering program is one of the gems of that center. Many of the school districts across the state have kind of gone away from traditional education in career fields like cosmetology, barbering, nail technicians, even diesel mechanics or welding. There's a great need for those, but the training has been difficult to find qualified instructors to do that. And so we're fortunate to have some great instructors that help get our kids through that program. Superintendent Godfrey:It's a nice facility too, at the JATC South. What are some of the other programs that are available? Jason:So at the South campus, we have by our Science, Introduction to Firefighting is basically that program. We work with Unified Fire Authority and they train all of our students, introduce them to the field of a fire. We've got EMT. They also do that same. And students can walk out with a combination of fire science training, as well as an EMT, which qualifies them to work for any of the fire authorities or ambulance crews here across the state. Superintendent Godfrey:Both of those programs have a fairly military approach to the way they run things. There's a lot demanded of students. And I think that's what draws kids to the program. They know they're going to get a lot out of it. Jason:It does, you know, it's rigorous, not just mentally, but physically they gotta put a lot of time and effort and training into that. Superintendent Godfrey:So you've had it right on a very military-like structure to that program, right? Jason:Same with the Criminal Justice Program. Students can get an introduction to law enforcement. They work closely with the prison and other security facilities across the, the region. We also have a Web Design, we have a Game Design program that's housed at that campus. I mentioned the Nail Technician. There's diesel, and the welding technology. And so students can get a hands on and they get certification before they walk out the door so they can walk into any kind of welding facility. We also have available to students a Teacher Education Program. Superintendent Godfrey:So, students that are interested in going into education as their career, as you know, we have a shortage of teachers and it's something that Jordan District has taken on and doing, has had that program for many years. So well, it's a great place, great programs, great people providing that opportunity for students who can really come out, ready to work, whether they choose to do that profession longterm or whether it gets them through the next phase of their schooling and training. It's a really great step up to the next next level. When we come back from our break, we're going to learn a little bit more about some of those individual programs and how you, as members of the public, can interact with those programs. But first, we'll take a little break. Join us again in just a moment. Sandra Reisgraf:In Jordan School District, the possibilities are endless for anyone looking to grow with a team of professionals, working together to provide the very best for students in education. If you're looking for a great job with great pay and benefits in a supportive environment, head to work@jordan.org and find your future career in Jordan School District. People come for the job and stay for the adventure. Explore the many options apply today. Superintendent Godfrey:Alright, and we're back. Jason Skidmore, the CTE Director for Jordan District is going to tell us a little bit more about some of the programs at JATC South. Tell us a little bit about the Nail Tech program. Jason:Our students who started that program, learned not only the basics of nail care, they understand color, they understand the chemicals that are used. And so they have to run a very safe environment in order for the clients come in and out of that center, as they prepare for their future. So it's all part of that. There are various competitions that students can attend and we've been fortunate. We've got a fabulous instructor and she's prepared for as all of our students. And over the last few years, we've had two or three students who continue to climb to the top across the state and actually competed at the national convention competition this last summer. We're always excited when students can not only show off their skills in the classroom, but when they can take them outside. That's one of the values of any CT program. It's not just in the classroom, it's what they can do in the community. It's what they can do in the career field. It's also what they can take into their personal life and develop their own interest in their own entrepreneurial spirit to create their own business. Superintendent Godfrey:So, if there's a parent out there who thinks, "Hey, I would love my son or daughter to be involved, or I know my son and daughter would be interested, what's the best way for them to approach that. Are there open houses? How can they find out more about the programs? Jason:There's an open house we hold every year, but probably the best thing to do would be to contact the school. You can go to jordantech.org and that'll give you the basic information and the contact numbers for individuals. You can call the center directly. (801) 412-1300 That will get them in touch with the front office. And that will start them on their path. We have a counselor full-time there that they can talk to. What's gonna be best for the students and what's right for them, and they can create a plan that'll work for that student. Superintendent Godfrey:I would say to anyone out there listening, who has the slightest interest in programs of this type, I would suggest that you reach out and find out more about it because these programs are amazing. I've taken my son to try to get him involved. He's now graduated, but I try to get him hooked into one of those programs just because I love them so much. I think that there's so much to offer kids. And like I said, it doesn't have to be a longterm thing. Now, there are some services that are available to members of the public who want to come in, have nails done and have their hair done. The EMT services are not available on a walk in basis or the fire services or welding. You can't come in. And I guess you could probably bring a job in at some point they'd say, Hey, I need some welding done. Jason:Yeah. On occasion, we do have members of the public that come in there. The one that we didn't mention that would also provide a service is the Greenhouse. Superintendent Godfrey:Okay. Oh yeah. That's right. Tell us about the greenhouse. I am the angel of death when it comes to plants. Jason:This is the place you need to be and spend some time. So, we do have a 10,000 square foot greenhouse there. And right now they're in the beginnings of preparing for the upcoming season. So next spring, you know, we do sell not only houseplants and annual seedlings or perennials, but we also sell garden vegetables. The community can come in and purchase as they prepare for their garden. And if you'd like some help, we can probably set you up with somebody to help you, Superintendent, to make sure that your thumbs can be a bit more green. Superintendent Godfrey:I should get a consult in the spring. I think my family would really appreciate that. So if someone wants to get an inexpensive haircut, have their nails done at a very affordable and reasonable price get some great plants at the greenhouse, they just visit that same website. Superintendent Godfrey:Visit the same website, jordantech.org, and that will get them to the right people. And they'll get information on what hours are available for what services and what time of the year. Jason:You can support students and get a great product for a low price. And I would say one last thing. If you've got a student that you think likes to work with their hands, it just may be that's where you kind of see their inclination, check out any of these programs. It may or may not be for them, but if you don't look at it, you'll never know. Superintendent Godfrey:Great, great thought. All right. We're going to take a quick break and then we'll come back for our version of Two Truths and a Lie with Jason Skidmore, CTE Director. Thanks for being with us. Steve Hall:Hello. My name is Steven Hall. I'm Director of the Jordan Education Foundation. Have you ever experienced what it's like to surprise a teacher in the classroom with school supplies, books, o…

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    Episode 3: The Happiness Forecast Sep 23, 2019
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    Getting the Forecast Right Can Bring More Sunshine into Your Child’s LifeHow can parents help manage the fear and uncertainty that comes with a new school year, new environments and new friendships? Superintendent Anthony Godfrey sits down with JSD Health and Wellness Specialist McKinley Withers to talk about managing change in your child’s life and offers some ways to help overcome the social health crisis we are seeing in students today. Audio Transcription Superintendent Godfrey:Welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. This is a Jordan School District podcast designed to educate, inform, and hopefully entertain you. If it's important to students, parents, teachers, or anything that has to do with education, it's something we want to cover on the podcast. I'd like to start this Supercast by visiting with a few students. I had a few questions for students in sixth grade at Terra Linda Elementary. So Sammy, tell me, what do you like about school? Student:Well, I like making friends because this is my first year at this school, actually. Superintendent Godfrey:So is this a friendly school? Student:Yes, it's very friendly. I love all the staff and my friends here. Superintendent Godfrey:So, do you know what you want to be when you grow up? Student:It would be an oceanographer or I want to be a veterinarian or I want to be a photographer. Superintendent Godfrey:Oh, so you've got it down to three choices. Student:Yeah, I think you're going to have to choose one. I'm not sure how well those would all overlap. What do you like about sixth grade Gracie? Student:How the bathrooms aren't as dirty. Superintendent Godfrey:Dirty bathrooms are not old cool. I can't argue with you there. We always appreciate the chance to talk with students and it was great to visit Terra Linda and seeing kids at the start of school. They're just getting going. Things are going their way so far. And today we get the chance to talk with our Consultant in Health and Wellness, McKinley Withers. He's going to talk with us about keeping that positive momentum that you heard in the voices of the children. I had the chance to talk with and to manage the transitions, stress and workload that, quite frankly, can come along with being a student. We've had a particular focus in the last year in particular on the health and wellness of students and faculty and the social and emotional wellness, just in general, of everyone in the District, particularly students. And we just want to talk about ways that students can effectively manage that. So McKinley, tell us a little bit about yourself. McKinley:I've been a teacher and a counselor, and I love working in education. I currently, like you said, work as a Health and Wellness Specialist. I also am a father of two young children who will shortly be attending Jordan School District schools and so I look at this from multiple angles. Superintendent Godfrey:Great. Happy you are here. Tell us a little bit about how we can improve overall health and wellness. That's been a real focus in the District and just in general social and emotional health and wellness, making sure that we're focused on happiness and just kids are doing well, because you can't learn if you're feeling stressed out and you're feeling a high level of anxiety. How do we manage that? McKinley:So, I always like to start any discussion on happiness or wellness with probably what I see as the most fundamental mindset shift, which is focusing primarily on what you have control over. That is your thoughts and your actions, what you do daily, what you choose to do does matter for your wellness. It matters for your longevity. It matters for your happiness. We often get distracted by all of these outside things that we don't have control over. If that's a new school environment, you know, there's going to be new kids, new teachers, new administrators, new situations that aren't always going to go well. We can't always predict that. Things just, aren't always going to go our way. Superintendent Godfrey:So, how do we manage that? How take on the mindset that will help us manage the types of change that happened? Not just at the beginning of the school year, but throughout the year, you're shifting friends, you're in different classes, you're learning different things. McKinley:So in order to focus on what you have control over, I guess we can apply it to making friends. So rather than, "Oh man, I wish so-and-so would talk to me more or I wish somebody would sit with me at lunch or I hope that this would happen for me socially and that I could have all the friends in the world". Superintendent Godfrey:Yes. And we've all been there. We've all thought that we've all been down that road where, you know, we wish someone else would take care of our social health for us. McKinley:Right. But accepting that that's not going to happen is very important to building social health. So just accepting that and understanding that we can't control everything or everyone is a step in the right direction toward health and wellness for students because then you're directing your energy towards what you can control. So rather than moping all day about not being able to make friends or other people not reaching out to you, try setting achievable small social goals. Instead, say you know, today, I'm just going to smile at someone I don't know. That's achievable, it's small. That's something I can do. Superintendent Godfrey:That's great. And that's concrete. So a parent who's talking with a student who's frustrated because they're not making friends can give these types of tips. McKinley:Yeah. Superintendent Godfrey:To reach out to someone rather than sitting around, wishing someone else would behave in a particular way. Take active steps to try to spark that friendship on their own. Right? McKinley:Yeah. Yeah. Setting achievable social goals is what I would call it. Superintendent Godfrey:Okay. So what else besides achievable social goals? McKinleyLFocusing on the fact that there are some things you can change and other things you can't. Superintendent Godfrey:What else can parents do to help their students have a high level of happiness and social and emotional wellness? McKinley:So, just because of what we were just talking about, let's look at this from social fitness. So those achievable social goals, we are working on our social fitness. These kids have so many opportunities socially. They're there at school. There's a thousand kids at, I mean, maybe not at every school, but many of our schools have found sometimes 3000. There's a lot of kids. So they are surrounded by social opportunities and the number of kids that they are surrounded by that are probably having similar lonely thoughts is overwhelming. Superintendent Godfrey:Yeah. And part of the lonely thoughts is that you think you're the only one having the lonely thoughts.They're all in it together. They all are suffering socially. We have a social health crisis. McKinley:Yeah. So if, if by setting those small, achievable social goals and just focusing on what they can do to build better relationships and friendships, I think that's a really good starting point. But then we're talking physical and emotional fitness too, they're all connected. Right? Superintendent Godfrey:So tell me more about the physical, how does the physical relate? McKinley:So in terms of happiness, our physical health is so fundamental. We're just talking about basic concepts like sleep, diet, exercise, maybe some sunlight, you know, just those basic things. We need those as humans and we aren't going to flourish if we don't get that again. Superintendent Godfrey:And maybe you've been following me around, but I get too much of the eating and not enough of the sleep. Okay. I just don't think that's a part of the equation. So tell me a little bit about what that looks like for kids. If there are parents looking to help kids improve their physical health and in turn, improve their emotional health, sleep, for example, talk about that. McKinley:So I know that you said in jest that you don't get enough sleep that you eat too much, but we're not in jest. Superintendent Godfrey:Okay. That's absolutely true. MiKinley:The reason I mentioned social health first is because research on longevity, health and happiness would indicate that how long you will live, whether or not your immune system is functioning better than someone else typically ties back to the quality of your relationships. So that really is the foundation of wellness, it is relationships. If we're cranky all the time because we're not sleeping enough, we're not going to have good relationships. And I don't think you're cranky, by the way, even though you don't sleep enough. I think you keep it pretty good. Superintendent Godfrey:Look, I think you're protesting a little too much there, so let's just move on. McKinley:Okay. But what that says is that there really is a relationship. Relationships are at the center of longevity, happiness health, but unless you're physically healthy, unless you're meeting those small social goals, then you may not be able to create those relationships that you need. Superintendent Godfrey:Yeah. Okay. Yeah. McKinley:So, and again, it is all connected because our social relationships affect our emotional health. Our emotional health affects whether or not we feel like taking care of our physical health and as our physical health changes, our emotional health changes. Superintendent Godfrey:Yeah. Eating a pint of ice cream at 11:00 PM? McKinley:Yes, right. Superintendent Godfrey:We're going to take a quick break and we're going to come back and talk specifically about sleep, eating right and getting some exercise and how parents can help students meet those goals. McKinley:Awesome. Superintendent Godfrey:Stay with us. Superintendent Godfrey:Welcome back to the Supercast. I'm Anthony Godfrey, Superintendent of Schools for Jordan School District. With me today is McKinley Withers, our Health and Wellness Specialist for the District. And he's going to tell us a little bit more about helping kids get better sleep, eat, right, and exercise so that they can have the physical health needed to have the social and emotional wellness in place that they need to be successful as well. Tell us a little bit about that. McKinley:So, I guess a good starting point is with physical health. I think another basic mindset that is important to have is that because we get really caught up, we need to cut out. We need to cut away the screen time. We need to turn off this and get rid of our ice cream at 11 at night, you know. But maybe a better starting point that you can actually get behind is what can you add? Because as you add things in your life, you don't have this void of what you used to do, but you are creating healthy habits for our bodies instead of bad habits. And just start with adding something, that you know is healthy. Superintendent Godfrey:So when it comes to eating healthy, I should eat kale at 11 o'clock at night, instead of ice cream. McKinley:Well, you can still have your 11 o'clock ice cream, but starting the habit of, as often as you can, inserting something healthy, your body will start to get used to that routine. We work off of routines. Humans are creatures of habit. And so in order to build an exercise habit, you don't have to go run five miles. Superintendent Godfrey:I feel like all of this is directed at me. McKinley:So I've been watching you for a while. And so I know...... Superintendent Godfrey:Yeah, because you're right. My body is not used to green, leafy vegetables. More, you know, combinations of nuts and chocolate syrups. So adding good foods to the diet and exercise can be social. Anything, even a walk with the daughter, walking the neighborhood can be social. Superintendent Godfrey:What about sleep? How do parents help their kids get better sleep? McKinley:Exercise is one thing. If kids that are active sleep better, but then second before bed we are surrounded by screens and light. There's a hormone called melatonin that is released through your body to help you sleep. And that hormone is inhibited by light. So that's why you wake up when the sunlight hits your eyes, why we have blinds in our homes to like help us sleep better. So with a cell phone right by your bed or with the TV on, you're inhibiting melatonin. And so you're actually preventing your body from its natural sleep cycle. You're not as likely to go through as deep of sleep. And so I think that starting there too, just being mindful of screens simple. There is a strategy. Is there a television? Is it on? Is there a phone? Where's the phone? Is it going to be buzzing often? You better to buy an alarm clock, even though that feature is available on the phone and set the phone down in another room. The phone doesn't even come into the bedroom at night. Superintendent Godfrey:Yeah. All right. So let's talk about happiness overall. I've heard you talk about happiness before. We don't really understand our own happiness very well. So it becomes difficult maybe, to help our kids be properly focused on how to be happy. Tell us a little bit. McKinley:Right. So there's actually a lot of research that suggests that we are bad predictors of our own happiness. We are bad happiness weather people, if it was a forecast and we were doing the weather and we were trying to predict our happiness. We're going to miss it nine times out of 10, just like the weather. Superintendent Godfrey:Fair enough. That's great. So just the weather people do get it wrong sometimes. Sorry, everyone. McKinley:Yeah, they do. And we do too. I mean, if I was to ask you when is the last time you had the thought or feeling that some change or event that you anticipated was going to completely alter your happiness. Superintendent Godfrey:Right. As soon as I get this done, as soon as this presentation is over, or this meeting is done or I've finished this task, then I'm going to be okay. And so kids have that all the time. As soon as I get this project done, then I'll be happy. McKinley:Yup. Or even if we over predict how bad something is going to be for us too. So man, if this breakup happens, it's the end of the world. Well, our happiness forecast, even in those situations, we adapt a lot, but we don't give ourselves enough credit for how well we psychologically adapt. Superintendent Godfrey:So, if parents talk with kids, it's not going to be that bad, but also it's not going to be that good. McKinley:Right. Just because you finished this project or there'll be another person. There's something else coming. If you have this difficult social situation, there'll be another difficult social situation, but you'll get through it. You're tougher than you think. Superintendent Godfrey:Right. Okay. McKinley:And it's still important to validate emotions. Don't say, "well, now that you're sad or you think this is the end of the world, it's, it's not, you'll get over it". That's probably not the best approach. Superintendent Godfrey:But that's a good point then. So you like this balance? McKinley:Yes. Just understanding that for your child and for you. We adapt so much better than we would think to our situations and to the negative events and the positive events. And when we think something woul…

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