Health care providers continuously strive to meet the needs of those they serve, and the problem-solving process of design thinking is becoming an integral part of developing those solutions.
This idea will be explored during “Design Thinking in Health Care Services” at Grand Valley State University, presented by Ryan Armbruster, vice president of innovation, research and development at Optum, a UnitedHealth Group company.
“Design Thinking in Health Care Services” will take place Jan. 23, from 6-7 pm, in Loosemore Auditorium located in the DeVos Center on the Pew Grand Rapids Campus.
In his role at Optum, Armbruster leads a design group that is focused on designing health services that provide better value and experiences for people.
Prior to his position at Optum, Armbruster co-founded and served as chief experience officer of Harken Health, a health care organization designed to provide a caring environment to health care services and experiences. He also created enterprise-wide programs to improve innovation while serving as vice president of innovation at UnitedHealth Group, including creating and leading its Design Studio. In addition, he created and directed the SPARC Design Lab at Mayo Clinic, a center for innovation in health care services.
For the past decade, Armbruster has taught health care service design and innovation at the University of Minnesota, where he earned a master’s degree in health care administration.
For more information about this event, contact John Berry, director of Grand Valley’s Design Thinking Initiative, at berryjr@gvsu.edu.
John Weitzel, who lived in Kentwood for almost 30 years, has been a musician for the majority of his 92 years — as a musical student, teacher and high school band leader. And he has no intention of stopping.
The St. Cecilia Grand Band in rehearsal at the music center’s Royce Auditorium. (WKTV)
So, with is baritone horn in hand, John has spent the last two years as part of St. Cecilia Music Center’s Grand Band, one of a series of community youth and adult music programs offered by the center.
“I was one of those people who started playing early in my life, I was eight years old when I first started playing the trumpet, became a member of the high school band a little early and had quite an experience there. Then I went to college and played trumpet there,” John said in a recent interview during a break in rehearsal with the band.
He has a masters degree in music from Columbia University in New York, still majoring in trumpet. Then became a high school band director in Alliance, Ohio, and was there for 35 years, as director of the band and supervisor of music. “After I retired from that, my wife and I moved to Grand Rapids and I joined up with several bands and have been in the (St. Cecilia) Grand Band for a couple years. It has been a great experience.”
His life has been full of great musical experiences, however. One of his fondest is his relationship with world-famous composer, conductor and arranger Henry Mancini.
Friends in music, life
“We met when we were in junior high school in Aliquippa, Pennsylvania. We were both 12 years old. We hit it off right away because we were both only children,” John said. “He had quite a personality, even at that age, and I was attracted to him. We had quite an experience together, in high school, through our music. He was a life-long friend.”
Even when Mancini was at the top of his fame, and John a high school band director, they shared musical moments.
“He played a concert at Blossom Hills, Ohio, with the Cleveland Orchestra, and he was kind enough to introduce me during that concert,” John said. “Then we met after, in the Green Room, and we were able to renew our friendship at that point. … unfortunately, he passed away at just 70 years old. I was always curious about the music he might have written had he been allowed to live a little longer.”
And speaking of long life, John credits his continuing love of music as one reason for his longevity.
“I just feel that physically, and mentally, it is a great outlet,” he said. “I have been extremely happy, in my old age, playing in three different bands and I feel that the Grand Band is my favorite. … (it was) attractive to me for a lot of reasons: the atmosphere, the fact that we play on the same stage where world-class musicians perform, great directors. It is a fund band, and I have met a lot of friends.”
Weitzel’s attraction to the band is shared by other members, as is the feeling that it helps senior players keep or renew their musical skills.
Many members, many musical stories
Tom Ennis, a 70-year-old trumpet player, also started playing when he was eight and played through high school. But then life got in the way.
Tom Ennis is a trumpet player with the Grand Band. (WKTV)
“I joined the Army. Went over to Vietnam, and then got stationed in California and raised my family there. I kind of fell out of it,” Tom said. “When I retired from work, out in California, I wanted to play my horn again, but they don’t have community bands out there. When we moved back to Michigan, I found out about the Grand Band.
“For myself, I think you can continue to improve and improve, as you get older and older, you don’t have to just stagnate. … but, like anything, it is very hard if you just do it by yourself. You can’t play a trumpet by yourself and enjoy it a whole lot. The enjoyment comes with playing with a full band.”
Weitzel’s and Ennis’ stories are just two of the many stories of the St. Cecilia music programs, according to Grand Band director Paul Keen.
St. Cecilia Music Center Grand Band director Paul Keen. (WKTV)
“There is a wide variety of musical talents in this band,” Keen said. “It is not exclusively an elder band, we invite musicians of all ages. In fact, the young person … (in the band) is home schooled. He is the son of one of our percussionists, and we welcome him.”
But Keen, 70, sees special benefit to older musicians.
“It is an opportunity to continue to socialize with people with similar interests. There is also a benefit in terms of cognitive functioning,” her said. “If people, as they get older, stimulate their brains, whether it is through board games, through art, music, other intellectual pursuits, it really does help our frame of mind, our physical and mental wellbeing. I know from my own personal situation, all the aches and pains I feel, I never seem to feel them when I am playing an instrument or standing up here (leading the band).”
St. Cecilia Music Center. (WKTV)
The St. Cecilia Music Center’s Grand Band rehearses Monday mornings and performed in concert in December. The Grand String Orchestra, conducted by Cyndi Betts, rehearses on Wednesday evenings. No auditions are needed for either group. For more information about joining one of the adult ensembles visit SCMC-online.org or call the education director at 616-459-2224.
In a room designated for storytelling at the Wyoming branch of the Kent District Library, Ethel Rodriguez spoke in Spanish with Careni and Joel Solis about ways to best help their son, Ivan, 3, and daughter, Melanie, 5 months, stay on schedule developmentally.
The meeting involved the whole Solis family. Rodriguez, a Kent ISD Bright Beginnings parent educator, led activities that had Ivan clapping gleefully, Melanie smiling toothlessly, mom and dad beaming with pride, and sisters Paola, a sixth-grader, and Alondra, a fourth-grader, joining the fun.
Rodriguez has worked with the family since September. She focuses on helping Hispanic children, from infancy to kindergarten, and their parents. At the library, she taught Careni how to give Melanie a baby massage, beneficial for bonding and emotional development, she explained. She read the family a story, and led a game focused on large-motor skill development for Ivan that had everyone hopping like frogs and galloping like horses.She named colors with Ivan, “verde, green” and counted dinosaurs in a book with him, “uno, dos, tres, quatro, cinco, seis, siete.”
Bright Beginnings Parent Educators are trained and certified in the Parents As Teachers evidence- and research-based curriculum, which they use to help parents learn to teach their children at home. Services include home visits, playgroups, developmental screenings and a network of resources.
Reaching Out to Hispanic Families
Serving Spanish-speaking families often requires going the extra mile. Rodriguez, who is from Peru and is fluent in English and Spanish, is working with 19 Hispanic families from Godfrey-Lee and Godwin Heights Public Schools, districts with a high percentage of those students. She makes twice-monthly home visits and hosts special library sessions that end with family members getting their own library cards. Rodriguez’s salary is partially funded through a $10,000 Grow Up Great grant from PNC Bank.
Jan Sabin, parent educator coordinator for Bright Beginnings, said Rodriguez and other Spanish-speaking parent educators go above and beyond their job responsibilities. They translate for families, make phone calls and help with paperwork. “There are significant extra hours needed for serving families,” Sabin said.
Dad Joel Solis catches the baby’s attention
There are many immigrant families like the Solises whose children are starting school in the U.S. According to the 2015 report Immigrant and Refugee Workers in the Early Childhood Field, by the Migration Policy Institute, “The growth of the U.S. 0-5 population is becoming increasingly diverse. Homes in the U.S. with children ages 5 and under who have at least one immigrant parent now account for all the net population growth of children in that age group in the U.S.”
Overall, Rodriguez’s work is helping the Solises and other Hispanic families have better access to what they need. “I think through programs like Bright Beginnings they can have the opportunity to access and accomplish their goal of why they came here,” she said. “They came here to have better opportunities.”
Stories, Questions and Books
Joel, who works at a packing company, and Careni, a stay-at-home mother, are emigrants from Guatemala. They said they see benefits of Bright Beginnings for their children. Melanie shows signs of crawling, Careni said, perhaps from increased time spent on her tummy. Ivan asks lots of questions, makes up stories about dinosaurs, has learned to hold a pencil correctly and loves to do the “homework” Rodriguez assigns, Joel said.
Melanie watches “Baby Faces” during her baby massage
Rodriguez also puts books into children’s hands and homes. With their new library cards, the Solises can check out books whenever they want, a practice hoped to become a regular activity.”Since you have been coming to my house, I see Ivan is more interested in preschool. Now he wants to go to school,” Joel said to Rodriguez in Spanish. “He used to scribble; now he is more patient and is drawing more specific things by using his imagination.”
See more at: http://www.schoolnewsnetwork.org/index.php/2016-17/banking-better-parenting/#sthash.e7p1o24S.dpuf
In a world where too many people just “talk the talk,” Fred Cox “walks the walk” — a fast stride around the cafeteria, through entryways, down hallways, in classrooms and outside on snowy sidewalks.
While keeping his speedy stride, Cox cleans: picking up trash, wiping tables and shoveling foot-deep snow on winter days. The custodian, called Fred by students and teachers alike at Duncan Lake Middle School, spends school days from 5:30 a.m. to 2:30 p.m. taking care of the large building that enrolls about 500 sixth- through eighth-graders.
Cox’s quickness shows during the three lunch periods when students enter the cafeteria en masse, complete with the quirks and antics of middle schoolers. On a recent morning, one student needs Cox to retrieve 50 cents from the trashcan; Cox uses a broom handle to fix a handful of drop ceiling tiles knocked off center by wayward balls; a group of boys starts a dice game to win pencils provided by Cox; and several more ask his help with one thing or another.
All in a Day’s Work
“How was your snow day, Fred?” seventh-grader Jack Simons asks during lunch on a Tuesday following a Monday when schools closed because of snow.
“It was fantastic,” Cox answers without a hint of sarcasm. “I spent four hours clearing snow from all around the school exits.”
Cox handles the rambunctious crew with ease, moving seamlessly from sixth- to seventh- to eighth-grade lunch periods, passing out high fives and fist bumps, engaging in conversations and sharing laughs. And his way of connecting with them has caught the attention of staff and students.
“The kids are great,” said Cox, who started this year as full-time custodian after working part-time at Caledonia High School since 2007. “I’m blessed every day, because if you can’t come here and smile, something is definitely wrong.”
Sixth-grader Ethan Dyksterhouse grabs a rag and helps Cox wipe tables after lunch. “Most kids get to know him,” Ethan said. “He’s always positive, giving high fives and having fun.”
Cox worked as an assistant manager at Steelcase for 15 years and then at other companies, doing building and grounds and custodial work. His daughter, Samantha Cox, and late stepson, David Marlink, graduated from Caledonia High School.
At school he’s known for his ability to do custodial and maintenance work, for which Principal Ryan Graham said he’s very grateful.
Custodian Fred Cox takes time to get to know students while he works
“Kids and staff see his hard work ethic. When he sets out to do things, he’s on it,” Graham said. “He works his tail off.”
But more than that, it’s the way students gravitate to Cox that people notice. “Kids who aren’t the jocks or ‘all A’ kids, they respond to Fred,” Graham said.
Cox fixes what’s broken, helps students open jammed lockers, hangs banners, shovels and cleans. He said he works hard to meet the needs of staff and students with “whatever they need me to do.”
His manner is humble. “I try to do everything, jack-of-all-trades master of none…” he said with a laugh.
Food service worker Lori Hoholik said she sees how students light up around Cox.
“I love watching Fred and the way he interacts with kids,” she said. “He’s so good with them. He talks to them. If he sees a kid sitting alone, he goes up to them. He’s always upbeat.”
Little Things
Students note the small ways Cox helps brighten their day. “He gave me M&Ms,” said seventh-grader Kaitlynn Robotham. “I spilled my whole lunch and Fred cleaned it up.”
Added seventh-grader Reagan Weiss: “Once I lost my lunchbox and all the food in it. He bought me a lunch, found my lunchbox and washed it out.”
“He always waves at us in the hallway,” said seventh-grader Lindy Bujak.
Cox treats students with respect and they seem to like that. He calls them “sir” or “young lady.” “He’s very polite,” said seventh-grader Colin Marckwardt. “He talks openly to kids and that’s really cool about him.”
Graham said the respect is mutual. Students make sure they don’t take advantage of their beloved custodian who works so hard.
“They remind each other, ‘Don’t make a mess for Fred!’ ” Graham said.
Pulitzer Prize-winning historian Doris Kearns Godwin may be the most well-known name on the program for Calvin College’s January Series, the annual series of speakers and discussions on topics great and intimate.
Doris Kearns Goodwin
But some lesser-known speakers — such as Eugene Cho, Lisa Sharon Harper, and the joint lecture by Justin Skeesuck and Patrick Gray — may well provide inspiration and challenge as much as information.
“I think Eugene Cho is great to have on the series,” Kristi Potter, director of the January Series, said in supplied material. “So often we talk about how we can make a difference, but are we actually doing it? … Cho will hold us accountable to take those steps to make a difference. In his book, he asks questions like ‘Are we in love with the idea of changing the world or actually changing the world?’ and ‘Do we just write a check or do we change our lifestyle to help change the world?’”
The January Series runs noontime January 4-24 and includes 15 speakers discussing topics ranging from systemic racism in America, the gender gap in technology, healthcare delivery and the cycle of poverty. Cho’s talk will be Jan. 18.
People with stories to tell
Cho is the founder and pastor of Quest Church, an urban, multicultural, multigenerational church in Seattle known for tackling societal issues head-on. Harper is an social advocate and, quite literally, a Sojourner. Skeesuck and Gray are friends who share a bond of adventure and service to other.
Skeesuck and Gray have shared a lifelong friendship, full of many adventures, including their 500-mile trek across Spain. But their story is much more than simply friendly adventuring. Skeesuck has a progressive neuromuscular disease and travels with a wheelchair. Together, the pair trekked the Camino de Santiago, or the Way of St. James, and detailed their adventures in the film and educational project “I’ll Push You”.
The pair, according to supplied information, live by the mantra that “Life is not defined by its limitations, it is defined by what is accomplished in spite of those limitations.” Their talk will be Jan. 12.
Lisa Sharon Harper
Harper, who will talk Jan. 16, works with Sojourners, a group started in the 1970s in Washington, D.C., that has grown and transformed to now have the goal to “inspire hope and build a movement to transform individuals, communities, the church, and the world.” Harper’s faith-rooted approach to advocacy and organizing has activated people across the U.S. and around the world to address structural and political injustice as an outward demonstration of their personal faith.
Other speakers include Gary Haugen, CEO and founder of International Justice Mission; Mark Desmond, co-founder of the Justice and Poverty Project and the recipient of a MacArthur “Genius Grant”; violinist Taylor Davis, whose passion for gaming and film music has made her one of the fastest rising stars in the digital world with 1 million subscribers on her YouTube channel; and N.T. Wright, a world-renowned New Testament Scholar, who is back on the January Series stage for the fifth time.
Wright’s talk is also the Stob Lecture, an annual lecture co-sponsored by Calvin College and Calvin Theological Seminary in honor of philosophy professor emeritus Dr. Henry J. Stob. Wright will also be a featured speaker at the Calvin Institute of Christian Worship’s Symposium on Worship in late January.
The January Series runs from 12:30 p.m. to 1:30 p.m. Monday through Friday, various days, in the Covenant Fine Arts Center on Calvin’s campus. Parts of the series will also via live video in 50 cities in the United States, Canada and Europe. In 2016, 45,000 people attended between the on-campus and remote sites, according to supplied material.
WKTV’s Government Matters lists a sampling of news released by state and federal officials who represent the Wyoming and Kentwood areas. Among this week’s highlights are Sen. Stabenow nominating 45 students to the military academies and Sen. Peters voicing support for veterans as part of a new Department of Defense bill.
Sen. Stabenow nominates Kentwood student among 45 total in state to military academies
Sen. Debbie Stabenow recently announced her office’s nominations of local students for the service academies. (Supplied)
U.S. Senator Debbie Stabenow announced recently the nomination of 45 Michigan students for placement at the U.S. Military Academy at West Point, New York, the U.S. Naval Academy in Annapolis, Maryland, the U.S. Air Force Academy in Colorado Springs, Colorado, and the U.S. Merchant Marine Academy in Kings Point, New York.
Among those nominated, according to supplied material, were Jarrod Torr, of Kentwood, to the Naval Academy, as well as Grandville’s Luke Ensing and Connor Fischer, both to the West Point.
“Michigan is fortunate to have so many exceptional students who want to serve our country through military service,” Sen. Stabenow said in supplied material. “Having demonstrated a strong commitment to excellence in and out of the classroom, I am confident they will represent Michigan and our country well.”
Students seeking appointment to a service academy must first obtain the nomination of their U.S. Senator, their U.S. Representative, or the Vice President. Students nominated went through a highly competitive application process that included interviews by community leaders. Now that the students have been nominated, they must await acceptance for admission by the academy to which they have applied.
Sen. Peters supports defense bill with provisions for state’s veterans
Sen. Gary Peters
On Dec. 8, U.S. Sen. Gary Peters, a former Lt. Commander in the U.SA. Navy Reserve, helped pass a defense bill which advocates for a pay raise for service members, supports veterans suffering from mental trauma, and advocates for Michigan’s manufacturers and small businesses, according to a press release from the senator’s office.
The National Defense Authorization Act, which sets policy for the Department of Defense for fiscal year 2017, passed the House of Representatives, the senate and was then sent to the desk of President Barack Obama for signature.
Among other things, the bill included a 2.1 percent pay raise for service members and, according to supplied information, provides “the necessary tools and resources for our military while ensuring those suffering from the invisible wounds have the support they need after their service,” Sen. Peters said.
A provision helps veterans who may have been erroneously given a less than honorable discharge due to behavior resulting from metal traumas including PTSD. The Fairness for Veterans provision gives liberal consideration to petitions for changes in discharge status to honorable if the service member has been diagnosed with PTSD, TBI or related conditions in connection with their military service. A less than honorable discharge prevents veterans from accessing Post-9/11 GI Bill opportunities, VA home loans and other benefits. Michigan is home to more than 600,000 veterans, including 50,000 post-9/11 veterans.
Another part of the legislation requires the DoD provide American-made athletic footwear to new military recruits. DoD already applies this policy to uniforms and combat boots, but not athletic footwear. This legislation could boost manufacturers like Wolverine Worldwide with offices in Rockford, which produces Saucony athletic shoes and is a major manufacturer of footwear for the U.S. military.
Jessica Hanselman is excited about her new position on the Wyoming District School Board and said she is ready to take on the challenges facing the district.
Hanselman won one of two open seats on the Board Nov. 8 with 4,640 votes. Incumbent Lisa Manley received 5,016 votes.
“My vision includes a greater connection between the Wyoming Public School District and the larger community, to build community pride and increase involvement in district initiatives and activities,” said Hanselman.
Hanselman wants the district to raise its public profile and publicize its successes more broadly, so that the community gets the opportunity to know the district’s achievements and best practices. She also wants to cultivate community relationships between the education community and human services community, including mental health organizations.
“Often, public entities operate in silos, for many reasons,” she said. “However, I believe students served in the schools would benefit from streamlined communication and the sharing of best practices and resources, wherever possible. It will take me a bit of time to determine whether there are any pressing concerns or problems, but I am happy to work with the rest of the board to help with any issues that arise.”
She said that many of the challenges faced by all districts, including Wyoming Public Schools, is the continued failure at the state level to fund education at the level it deserves, and new mandates handed down by the Michigan House of Representatives that are often unhelpful, uninformed and may create unnecessary barriers for educators to do what they know best.
“As necessary, I am willing to be a voice for the district with our state legislators, and partner with other districts who are seeking to advocate for their students at the government level.
“Wyoming Public Schools is worthy of being a sought out education destination for our community, and I want parents to know why WPS is a highly desirable school home for their children.”
Grand Valley State University (GVSU) senior capstone students present their thesis assignments focusing on how films impact children in matters of healing, coping with illness or understanding their world.
The moderator is therapist Ms. Janna Buskirk, who utilizes cinema therapy with her child patients.
There will be plenty of time for questions and reflections.
You can “Jump!” in teacher Jeff Patin’s introduction to video production class, or “Walk like an Egyptian,” or go “Dancing in the Dark.”
As part of the class, ninth- through 12th-grade students harked back to the “I want my MTV” decade by creating music videos as they existed when the craft started out. While practicing camera shots, angles and movements, they also learned a little about totally ’80s hair bands and the corny lyrics teenagers rocked to three decades ago.
Godfrey-Lee High School Senior Aracely Quinones records with senior Miguel Lemus
Patin said the project was a way to practice and showcase their video production skills — and, to some extent, entertain him and other Godfrey-Lee Public Schools staff members who remember the decade well. The students recently presented their finished videos to the Board of Education.
“It’s different,” said senior Humberto Gallarzo, about the music from Patin’s generation. Humberto helped produce the video, “Oh Sherrie” by Steve Perry.
Why the ’80s? “That’s my decade,” Patin joked. “Why do something really cinematic when you can do something really cheesy?”
Students are unfamiliar with the songs, he said, and have to take time learning the lyrics. “I chose the ’80s because verbally they are safe (not explicit) and it puts everybody on the same playing field because they don’t know the songs,” Patin explained.
New Tech for Retro Remakes
Unlike in the ’80s, students in the class make their videos with their smart phones and use the Apple program iMovie for editing. The results are shot-for-shot remakes of some of the most memorable songs from 30 years ago, from jumping like Eddie Van Halen to crooning like Rick Springfield over “Jessie’s Girl.” In editing, the original video appeared in the corner of students’ remakes to show how closely they match. “It was hard to stay serious,” said senior Aracely Quinones, who served as camera operator for the “Oh, Sherrie” video.
“It’s fun and you’re learning at the same time,” said senior Johnny Lopez, who edited the video. “It gets people out of their comfort zone.”
Because of the music video and other projects in the class, students said they now watch TV and movies in a new way, paying attention to the angles, framing, movements and other elements.’
“I can’t watch a simple show without thinking about this class,” said senior Miguel Lemus.
Eligible students cast their ballots for the presidential election and several state positions.
First-Time Voters Reflect on Presidential Election
By Erin Albanese, Charles Honey and Linda Odette
School News Network
For 18-year-old high school students, last Tuesday’s election was their first chance to cast a ballot for president. School News Network asked several students from Kent County-area public schools what their first vote for president meant to them, what they learned from it and whom they voted for. Here we share the views of three of those students, from East Kentwood, Godwin Heights and Byron Center.
Esteban Nunez
Esteban Nunez, Godwin Heights High School
“To me it was something really important, especially in society today and the way things are going. I like to show my opinion along with understanding how it feels to be part of something and knowing something I say matters,” said Estaban Nunez.
He said the electoral process was “kind of confusing at the beginning, but later on I caught on.
“I voted for Gary Johnson. Generally, I encourage the idea of moving forward instead of staying with what the Republicans and Democrats are doing.”
Gregory Perhamus (Facebook photo)
Gregory Perhamus, East Kentwood High School
“For lack of better words it was really kind of cool. My mom always took me voting with her ever since I was little. … So now, for me to add a vote to this election and to be a part in the say and do my duty as a citizen was something I found very interesting. I felt really honored and proud to be part of the population.
“My mom teaches education at Grand Valley State University, so I was always in the know, so I don’t know if I learned anything new.” He said he took time to study the local elections. “I got more education on that perspective.
“I voted for Hillary, not totally in support of Hillary, but I guess against Trump. I think a lot of people did that. It was a rough election to have as a first election. When I look back at it in 20 years and someone asks who I voted for, I won’t be proud to say either one. I don’t know if anyone will, but it is what it is. We have four years. Hopefully next election we will have someone better.”
Maria Cotts, Byron Center High School
“I really liked it because I took a government class last year and I liked how I was able to vote this year. I liked that I could get involved and exercise my right to vote after learning about it for so long.”
Maria said she felt armed with knowledge about how voting works from her Advanced Placement government class. “I know lots about it, why it works, why it was put in place. I learned about the whole voting process and how it works at the polls.”
Still, it was a new experience. “I had never seen the ballot before,” she said.
“I voted for Hillary Clinton. … It should be interesting today,” she said the day after the election.
Forest Hills Public Schools, MI — Retired Forest Hills Superintendent Dr. J. Michael Washburn, long-time mentor and education advisor, received the Educational Advocacy Award from the Kent Intermediate Association of School Boards at its fall meeting.
Washburn served as superintendent of the Forest Hills Public Schools for 21 years and was instrumental in transforming the district into one of the highest performing suburban school districts in Michigan, Kent Intermediate Association of School Boards President and Northview Board Member Tim Detweler said.
“Mike Washburn is a gifted professional who has contributed greatly to the school districts in our region”, Detwiler said. “Our board benefited greatly from his expertise in selecting our last two superintendents, and I’m certain the others in our ISD did as well.”
Since leaving Forest Hills, Washburn served as a consultant to Kent ISD and its member districts, mentored superintendents, was a counselor and strategic advisor to school boards and served as search consultant who guided the placement of new leaders in eight districts, including Kent ISD in 2015.
The Kent Intermediate Association of School Boards is an organization of board members directing the 20 public schools within Kent ISD. The Education Advocacy Award was created in 2004 to recognize those who created better conditions for children, improved student achievement and initiated collaborative programs to encourage student success. Previous winners include a wide range of business and community leaders.
Be sure to check out School News Network for more stories about our great students, schools, and faculty in West Michigan!
The county fair stopped by North Godwin Elementary School for Harvest Day, when students met a horse and goats, played games for treats, made crafts and took tractor-hitched hayrides.
The event, which the school has hosted for 12 years, is an alternative to a traditional Halloween party, and involves a half-day of autumn-themed fun, supported by local businesses that provide discounts for food and materials.
Staff members turned the basketball court into a makeshift pumpkin patch, where students picked out gourds. “It’s a beauty! I found a beauty!” shouted one first-grader as he grabbed his mini-pumpkin.
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Hillary Baker and Ellen Zwarensteyn have coached students in becoming so well-versed in government and civics that they take home national awards.
Baker has led outstanding We the People: The Citizen and the Constitution teams, made up of high school students who rattle off informed opinions about different facets of the U.S. Constitution in front of lawyers, judges and professors. Zwarensteyn has coached award-winning high school debaters who argue different sides of complex policy.
But despite their track records in engaging students in civics, politics and government, both educators say there is much work to be done. As the U.S. presidential campaign creeps closer and closer toward Election Day, evidence mounts that good civics education is more important than ever.
Baker and Zwarensteyn are crafting civics curriculum and training teachers nationally, as well as working to get debate and We the People teams in more schools.
“It’s been a real interesting year in how might we craft how we talk about the election and really getting kids to explore issues,” Baker said. “How do you go beyond the candidates and really unearth and look at issues, and be able to talk about the election in a way that promotes deep understanding?”
Baker and Zwarensteyn’s work spans more than two decades at East Kentwood High School. Baker taught civics, Advanced Placement government, and coached We the People for over 15 years. She is now Forest Hills Central High School’s assistant principal. Zwarensteyn coached debate for 15 years and has served as a teacher and coach since 2006. She is on leave to work on other projects focused on civics teaching.
How Have We Gotten Here?
Because of their work, the pair have a sense of the current teaching climate. Many teachers don’t feel up to the task of even including the election in classroom discussion, they say.
“We’ve had civics teachers say they are not going to talk about it at all,” Zwarensteyn said.
But skipping lessons on polemic issues fuels the divide even further, she said.
“That’s the $20,000 question,” Baker said. “Many teachers are afraid to talk about politics in the classroom because they are afraid of backlash from parents or the administration.”
But students quickly pick up on tone and what is considered OK to say. Hateful, insulting talk and rhetoric can be contagious. Knowing how to appropriately conduct political discourse is a vanishing skill set, Zwarensteyn said.
“It’s almost as if someone might have given other people permission to speak that way,” she said. “Honestly, many students are afraid. What we have seen is that they don’t have a fundamental understanding of themselves yet enough to filter what they are hearing in the news.”
Added Baker: “(It’s) that whole idea of civil discourse and how do we appropriately model it in the classroom? How do we engage in ideas and issues, especially when the adults in the national spotlight don’t necessarily do that very well themselves?”
Adults Create the Climate
While students are influenced by candidates, more than anything they mimic other adults, Zwarensteyn said.
“If people at home aren’t filtering or watching multiple news sources or aren’t getting their news from multiple different perspectives, then there’s very little chance for that kid to see other divergent points of view.”
That’s perhaps one reason the country is so polarized, she added: “We only seek out information that confirms an existing bias, and students don’t see that as a particular problem yet. They see news as news, not a perspective.”
Baker and Zwarensteyn are encouraging teachers to think deeper and consider these questions: How do we teach ethical listening to one another? How do we teach what privilege looks like or taking multiple perspectives on an issue? How do we honor different opinions and still have a baseline of civility?
The goal of their far-ranging work is to give students a broader view and deeper knowledge of things that impact their lives.
“These programs are good for all kids,” Baker said. “It’s the kind of learning students are doing that really engages them in current issues and what’s going on around them in their communities, in the state and the nation and even around the world.”
Be sure to check out School News Network for more stories about our great students, schools, and faculty in West Michigan!
From Nov. 5, 2016, through May 29, 2017, visitors to the Gerald R. Ford Presidential Museum, 303 Pearl St. NW in Grand Rapids will experience the sights and sounds of space exploration through live performances, easy-to-use interactive exhibits and state-of-the-art projection and audio technology.
The SPACE: A Journey to Our Futureexhibition immerses visitors in the discoveries of the past and introduces them to today’s explorers who are shaping our destiny in the universe. Ride a lunar module simulator on a journey to the surface of the moon and visit a simulated scientific base camp on Mars.
Although SPACE is geared to young people ages 9 to 17, visitors of all ages will enjoy learning about space exploration.
The 12,000-square-foot exhibition is one of the largest touring space exhibits ever developed. Over the next four years, it will visit Atlanta, Baltimore, Boston, Cleveland, Denver, Indianapolis, Los Angeles, Minneapolis, New York, Philadelphia and San Francisco.
U.S. Senator Gary C. Peters will open the exhibit Nov. 10 at 7 pm.
Esperanza Mercado wants her children — kindergartner Coral, first-grader Yra, and fourth-grader Adrian — to have big goals. “I want them to get their master’s degrees,” she said.
“I didn’t get much education,” she said while attending an English literacy class at North Godwin Elementary School. Mercado’s formal education ended in sixth grade. An immigrant from Mexico, she moved to the United States more than 20 years ago.
She’s attending the intermediate-level class, offered by the Literacy Center of West Michigan and led by Americorps instructors, for two hours twice a week to improve her English-speaking and reading skills. At North and West Godwin elementary schools, where more than 40 percent of families are English-language learners, basic and intermediate classes are offered all school year long. Grand Rapids Public Schools also offers the program.
Mercado already speaks basic English, but wants to build confidence.
Parents study the usage of ‘will go’ and ‘am going to go’ during class
“I want to be able to communicate with people who speak English,” she explained. “I want to help my kids with their homework, attend meetings with no helper interpreting. I want to be capable to speak without someone else to help me.”
The fact classes are held at school is ideal, said Sarah Schantz, North Godwin Kent School Services Network community school coordinator.
“Having it here makes it a lot easier,” Schantz said. “It’s right after school starts. Parents stay for class after dropping off students. Having them here gives them the extra opportunity to stay after class and help out with things that they like to.”
The class helps parents connect in other ways too. It’s for all non-native English speakers, not just Spanish-speaking.
“It helps them be able to communicate with us, with their students, with helping them with homework,” ” Schantz said.
Helping Students Read Proficiently
Marti Hernandez, director of the Family Literacy Program at the Literacy Center of West Michigan, said the program serves a huge need as the Hispanic population continues to grow.
Americorps instructor Kari Moss teaches English
The program’s aims are tied to third-grade literacy, helping parents help their children be fluent readers by then, said Hernandez, a former principal at Burton Middle School. “Our goal is to help the parents learn English so they can be more involved in their child’s education, and be more informed on what’s going on in their child’s school and what the goals are for their child,” Hernandez said.
“It also helps them with employability,” she added. “You need to have some sort of English in order to get a job and to just survive.”
Parents also learn the importance of promoting literacy in the home. Monthly Family Activity Nights are offered for families.
“I am so pleased to see so many of my parents participating in our English Literacy classes,” said North Godwin Principal Mary Lang. “They are so committed to learning the language so they are able to better support their children through their educational process.”
Participant Maria Nunoz, mom to kindergartener Gadiel, sixth-grader Adan and seventh-grader Lorenzo, said she’s continuing to study English so she can better help them in school.
“I help Gadiel with homework, and the alphabet pronunciation,” she said.
Be sure to check out School News Network for more stories about our great students, schools, and faculty in West Michigan!
Crestwood Middle School’s new Collaboration Center looks more like a modern professional meeting room than a place seventh-graders complete school work.
Tables are situated for group work; a huge projector screen stands next to walls that serve as whiteboards. An artistic panel serves as a partition for a living-room style area. Small white boards called huddle boards connect to tables for students to scrawl notes. Six TV screens hang on the walls to display what’s projected on the big screen. Everything is outfitted for technology.
“This will have the best up-to-date technology a district can have,” said Superintendent Mike Zoerhoff. “We are trying to give our kids space to be innovative and not be held back by the constraints of a room.”
Crestwood’s Collaboration Center opened a year and a half ago, serving as a pilot for centers in schools district-wide. East Kentwood High School and the Freshman Campus will have centers as well as Pinewood and Valleywood middle schools. Elementary schools, beginning with Bowen, Brookwood, Southwood and Townline, will have redesigned media centers that blend features of a traditional library with the Collaboration Center concept. Centers are modeled after spaces at Steelcase University Learning Center in Grand Rapids.
The projects are funded through the $64.8 million bond passed last November. The plan for technology is ongoing to keep up with district needs and ever-evolving tech innovations over the next 10 years, Zoerhoff said.
Seventh-grade student Madison Catching, while working in the Collaboration Center with her class, glanced at the TV screen above the table where she worked on on a laptop. On the TV was an example of a writing prompt related to her language-arts assignment. “If we are back here and we can’t see (the large screen) we can look up here to see,” Madison said.
Teacher Erika Vann books the room regularly for her class because she loves the learning environment.
“I like how large it is,” Vann said. “The kids can move around. I don’t have to say ‘Shhh.’ They can talk.”
They also are savvy with the technology, and working on it while working together comes naturally, Vann said. “I tell them, ‘You are going to be doing this all your life. Collaboration is a part of everything.'”
Principal Don Dahlquist said the center is perfect for cross-curricular learning and projects that take on a new level of innovation. Even physical education teachers use it. “It really allows the teaching staff to be creative,” he said.
Funding for Safety, Security and Technology
Since the bond issue’s approval the district has purchased eight new buses, eliminating double runs and adding video camera for increased safety and security. Twenty-eight buses will be replaced over 10 years.
Parking lots were resurfaced at Endeavor and Townline elementary schools and exterior lighting was replaced.
More than 750 laptop computers were purchased district-wide. The plan is to purchase more than 5,000 Chromebooks over 10 years.
Artificial turfs were replaced at Falcon Stadium and Pat Patterson Athletic Field.
Projects planned for summer 2017 include a site plan renovation at East Kentwood High School to improve traffic flow and entrances.
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When you see red lights on the school bus start flashing in front of you, it always means stop, right?
And when you see yellow hazard lights flashing down low on the school bus in front of you, it always means you can keep going, right?
The simple answers: Red means stop. Yellow means you don’t have to, but be careful.
Confused? Many drivers are, said Fred Doelker, safety and training director for Dean Transportation, which provides bus transportation for all but two of the 20 school districts in the Kent ISD. Explaining what red and yellow school bus lights mean is part of his job.
The key difference is whether those yellow lights are flashing on the top of the bus above the windows, or the hazard lights are flashing below the windows. (See an illustration of the difference)
When the big yellow lights next to the red lights on top of the bus are flashing, motorists should prepare to stop. That’s because the red lights will come on soon and the red stop sign will be put out.
Doelker compares it to a car going through an intersection. When you see a yellow traffic light, you know the red light will come on shortly.
When It’s OK to Pass
“The confusion comes in with the yellow hazard-light stop,” Doelker said of the lower yellow lights at the middle of the bus. “Lots of times when drivers see these, they don’t know what to do, but they think they should stop.”
That’s wrong. When these yellow hazard lights are blinking, you can drive around the bus with caution.
Doelker gives another example: You’re driving down the road and meet a bus with red lights and a stop sign displayed, so you stop. You wait until the red lights go off and stop sign is down, and you pass the bus. You drive a ways farther and see another bus with yellow hazard lights on and wonder if you can go around it. Yes, you can — cautiously.
Another “should-I-stay or should-I-go” situation that confuses motorists occurs when buses are traveling multi-lane, divided roads (like the East Beltline), he explained. You stop when you see a bus ahead of you put on its flashing red lights. A car on the opposite side of the divided road drives past the bus, even though the vehicle has its red lights flashing. Then you mutter, “Why does that driver get to go and not me?”
The multi-lane, divided road is what makes the difference in this situation, Doelker said. If there is a median dividing the highway, you don’t have to stop for a bus on the opposite side of the road with red lights on. However, if there is no physical barrier between opposing lanes, red lights mean all drivers must stop.
Darryl Hofstra is transportation director for Forest Hills Public Schools
A Chronic and Dangerous Problem
Darryl Hofstra, Forest Hills Public Schools transportation director, said cars passing by buses illegally is a significant problem in his district. “It’s chronic,” he said, adding that each bus driver probably sees several every day, and most of the time it’s cars approaching from the front.
Hofstra, who gets behind the wheel of a bus when the district is short on drivers, was on the Michigan Association of Pupil Transportation board for 12 years. He still serves on a state school bus safety legislative committee.
In a 2015 survey by the National Association of State Directors of Pupil Transportation Services, Michigan bus drivers reported 1,031 illegal passes of the 1,543 buses that participated. That’s more than 10,000 illegal passes in one day, if applied to all stops.
Doelker finds it “frightening” several thousand illegal “pass-bys” can happen in one day. “I don’t know why people go around,” he said. “I don’t know if they don’t know any better, if they don’t care or if they’re distracted.”
His concerns are grounded in long experience. A nearly six-year veteran of Dean Transportation, in March he received the Richard H. Austin Long-Term Traffic Safety Award from the Michigan Governor’s Traffic Safety Advisory Commission. He also worked for 32 years as community safety coordinator with the AAA Auto Club Group.
Doelker put together a proposal for the Michigan Department of Highway Safety Planning earlier this year. It asked for funding to study why drivers are illegally passing school buses during student loading and unloading. However, his proposal was not funded.
Dean Transportation encourages districts to design routes with pickups only on the right side of the road, because they say it’s safer. The state of Michigan requires and provides 24 hours of bus safety training, plus six hours every two years of continuing education.
Fred Doelker is the safety and training director for Dean Transportation
Students Need to be Taught
Accidents nearly always involve the bus a student rides, not a motorist driving by illegally, Doelker said. “Students do something unexpected — like run to the bus before it is stopped — and the bus driver doesn’t see it.
“We really encourage bus drivers and parents to work together and teach their children to be safe at school bus stops.”
After two students were killed when the car they were driving ran into the back of a Coopersville school bus in 2011, Rep. Holly Hughes, R-Montague, introduced a bill to add more lighting to buses. A pilot study tested in 10 school districts, including three buses in the Forest Hills district, put LED lights with words on the back doors of the bus. “Caution — Stopping” flashed in amber when a bus prepared to stop. “Stopping — Do Not Pass” flashed in red when the bus was stopping.
Hofstra advised motorists to take bus safety seriously and personally.
“Whenever you see a school bus, use extreme caution,” he said. “Think of it as though you were a parent or grandparent and those were your kids in the bus.”
Be sure to check out School News Network for more stories about our great students, schools, and faculty in West Michigan!
Before the advent of humankind, whales roamed the oceans unfettered by humans and dangerous, man-made noises. It is said that back then, a whale in the Pacific Ocean could hear a whale singing in the Atlantic Ocean. What a world that must have been.
Sadly, those days are long gone and we have become far removed from our huge mammal friends. But the Grand Rapids Public Museum (GRPM) wants to change that. The GRPM’s Whales: Giants of the Deep exhibition’s unique blend of science, storytelling, and innovative interactivity gives visitors the opportunity to discover more about the world of whales.
Featuring two fully-articulated sperm whale skeletons, including an impressive 58-foot male, Whales showcases amazing and rare specimens from New Zealand’s Te Papa Museum’s whale collection, one of the largest in the world. Visitors will see life-size and scale models of whales common to the South Pacific as well as contemporary whalebone treasures such as weapons and chiefly adornments.
They’ll also learn about whale biology, the extraordinary evolutionary journey of whales from land to sea, and the history of whaling in New Zealand.
Children can even crawl through a life-size replica of the heart of a blue whale, the Earth’s largest living creature.
Interactive, immersive, and featuring the latest in international cetacean research, Whales: Giants of the Deep is an experience that brings adults and children eye to eye with some of the world’s most elusive creatures.
Here are some of the exhibition highlights:
See life-size and scale models of whales common to the South Pacific, including a beaked whale skull and a massive 58-foot, fully-articulated sperm whale skeleton.
Learn about the intricacies of whale biology, the history of whaling in New Zealand, and efforts being made by scientists and others to protect whales from threats of entanglement, shipping and sonar use, and the continuation of whaling practices in some parts of the world.
View casts of fossil whale ancestors, which show the evolutionary journey of whales from land to sea, as well as contemporary whalebone treasures such as weapons and chiefly adornments.
Encounter whales through video portholes, be transported into their underwaterworld via two immersive projections, and enjoy a moving film experience that tells the stories of three whale-riding traditions in New Zealand, including the famous story of Paikea featured in Whale Rider.
See ancient and contemporary works of art and hear stories from people of the South Pacific illustrating the powerful influence these creatures have had on human culture.
Tune in to a range of whale sounds and discover how scientists and amateur trackers identify individual whales on their migration through the Pacific Ocean.
Gain a true appreciation of the physical and behavioral traits that enable whales to make a living in the challenging and dynamic marine environment.
Walk among the giant—and not-so-giant—articulated skeletons of an astoundingly diverse collection of whale specimens, and then explore the evolutionary paths that gave rise to this unique group of mammals.
Beginning at 2 p.m. on Saturday, October 22, Whales: Giants of the Deep tickets will be $2 for member adults and children, and $13 for non-member adults and $8 for non-member children. Admission to Whales: Giants of the Deep includes general admission to the Museum. Get tickets here.
Come to the Special Opening Party, Saturday, Oct. 22 from 9 am to 2 pm.
Visitors of all ages will have first access to the exhibit at this party coming eye to eye with some of the world’s most elusive creatures. Featuring two fully-articulated sperm whale skeletons, visitors are able to see life-size and scale models of whales common to the South Pacific, discover how scientists identify whales on their migration process and interact with a life-size replica of a blue whale, the world’s largest living creature.
Tickets to this event will include admission to the exhibit, as well as hands-on activities and performances including live animals from the John Ball Zoo, performances by traditional Maori dancers, admission to Dynamic Earth in the Museum’s Chaffee Planetarium and lunch.
Use your ticket for lunch between 11 am and 1:30 pm to eat lunch at the Museum. Lunch will include hot dogs, chips, fruit with a drink and dessert.
Non-members: Receive incredible savings for the Opening Party! Purchase a one year family membership plus 4 tickets to the event for only $80 (saving $57). To purchase a membership package call 616.456.3977.
Members are $10 for adults and FREE for member children. Non-member event-only tickets are $18 for adults and $13 for children. Limited tickets available.
At the age of 23, Grand Rapids native Leighton Watson is striving to leave a legacy that matters, and he is confident that his life path is on target to achieve that goal.
Watson was in Grand Rapids Sept. 26 to share with Grand Valley State University students the importance of finding solutions to social injustice within each community. The former student body president of Howard University was the keynote speaker for a presentation called ‘The Power of Student Voices,’ a component of GVSU’s Student Assembly Week. The purpose of the assembly was to encourage students to actively engage in conversation about social and political issues and have their voices heard.
Leighton Watson
Although he is active in addressing the issues of Civil Rights and social injustice, Watson says he doesn’t think of himself as an ‘activist.’
“I’d rather be called a human being,” he said. “Everyone wants to put you in a box and label you. I’m an American.”
Watson’s current life path crystallized during his senior year of college, around the time of the Ferguson riots. Deeply disturbed by the increasing civil unrest and injustice, he gathered fellow students for a photo, ‘Hands Up’ (as in ‘don’t shoot’). He also traveled to Ferguson to see the situation firsthand.
“You can’t prescribe a remedy for a situation you don’t know about,” Watson said.
Meanwhile, the ‘Hands Up’ image rapidly went viral on Twitter, Facebook and Instagram, and CNN took notice. The station invited him to the studio to share his views and possible remedies for civic unrest.
“We don’t have to wait until we get to the point of Ferguson,” he said. “A lot of the same symptoms are happening now in other cities, but people don’t realize it until things blow up. If America was what it’s supposed to be, what it says on paper, you’d never have the movement, women’s rights, etc. I still think that there is a gap and that means there’s work for me and us to close that gap.”
Watson and POTUS
After seeing Watson’s CNN appearance — and impressed with his proactive approach to identifying solutions (rather than simply pointing out the problems) — the White House invited him to Washington to be a part of a task force on policing.
“The President asked me what I wanted him to do about Ferguson,” said Watson. “There is no national solution to this issue. It’s something that must be addressed state by state, local government by local government — it has to happen on a local level.”
Since then, Watson has kept busy visiting communities across the country to talk to school children and organizations, discussng concerns and organizing movements. He stresses the importance of preparation and solution-finding, even at the middle school level.
“And I say to middle-schoolers, ‘You have to be prepared to answer the question. Preparation is an ongoing process; you must be prepared to meet the president in that moment.'”
Watson addressing GVSU students (Photo courtesy of GVSU
Watson learned the importance of legacy from his grandfather, who started the Section 8 Housing Authority in South Bend, Indiana. Years after his death, people remember and speak very highly of him.
“I was about four years old when he died,” said Watson. “My grandpa taught me that achievement is not a resting place, it’s a trampoline.
“Fifty years from now, history will have written about this time, that these police shootings happened. The question I’ll have to answer my grandchildren is, ‘Grandpa, where were you when this happened?’ And I’ll want to answer that question confidently, that I did do something about it.
“Legacy is important. What you do with your time is important,” said Watson. “I want to look back on my life and be confident about what I did with my time.”
East Kelloggsville Elementary School kindergartner Ricky Brooks threw his arms around Student Service Coordinator Christie Alexander in a big hug. “Thank you!” he exclaimed.
Alexander had spent a few minutes with Ricky, helping him line up paperclips to make shapes during a class activity. Since meeting him on the first day of school, she has gotten to know Ricky well by checking on him every day.
He thrives from the positive attention, said teacher Kathi Burke. Alexander’s job is to provide students with someone to turn to if they need a break or need to talk, and students, including Ricky, benefit from it. “It makes a kid feel needed,” Burke said.
“Some of the kids just need a break… a walk in the hallway,” Burke said. They come back ready to listen after a little time with Alexander. “Five minutes is usually enough.”
Kindergartner Ricky Brooks gives Christie Alexander an impromptu embrace
Covering the Spectrum of Need
A few blocks away at West Kelloggsville Elementary School, Student Service Coordinator Sara Cinadr checked third-grader Jayden Mast’s blood sugar level and administered an insulin shot to control his diabetes. At the same time, they discussed what was making Jayden a little “grumpy.”
And at Southeast Elementary School, Student Service Coordinator Bilal Muhammad spun a basketball atop his finger and tried to pass it onto the fingertip of fifth-grader Lily Vandergeld in mid-rotation. Before that, he greeted students on the way to recess, taking note of every student who walked by. “Christopher, where are your glasses?” he asked one student.
Alexander, Cinadr and Muhammad began the new full-time district positions in September. They are modeled after Kent School Services Network, a countywide program that brings social and medical services to students’ schools and homes. KSSN is run through a partnership with local districts and Kent ISD, and Kelloggville’s Southeast Elementary School had a KSSN community site coordinator and clinician for several years.
To provide equitable services to all elementary schools, the district, which has a high-poverty population, hired its own staff to fill the roles, said Tammy Savage, assistant superintendent for the district.
“We’re an extra support, and we support in whatever way we’re needed,” Cinadr said.
Muhammad is a former athletic director for Riverside Middle School in Grand Rapids Public Schools; Alexander is a former high school guidance counselor, elementary school counselor and has worked in juvenile justice and with Child Protective Services. Cinadr is a former GRPS teacher.
Positive Forces
Sara Cinadr gives third-grader Jayden Mast an insulin shot
The student service coordinators focus on attendance and behavior and form relationships with students during recess and lunch. They check in on students who need extra attention. They communicate with families and make home visits to establish rapport with families and emphasize the importance of attendance.
“We provide positive feedback for students and see them at least twice a day to talk to them about what good choices they are making and say, ‘Keep up the good work,'” Cinadr said.
She can relate to teachers who need a helping hand. “Coming from the classroom, I loved teaching; I loved my students, but there were so many needs that I saw that I couldn’t meet on my own, with having to balance the academics, and the relationships, and the calling home. And the this. And the that.”
Muhammad grew up in a single-parent home with his mother, a school principal. He looks to her as a role model for how to build relationships with students.
“We know it’s all about ‘it takes a village,’ ” he said.
Be sure to check out School News Network for more stories about our great students, schools, and faculty in West Michigan!
The stink bugs are coming! The stink bugs are coming! (Oh, wait. They’re already here.)
Well, just don’t you panic — it’s that time of year (you know, like shedding season for Fluffy and Fido), when the little buggers look for a warm place to hibernate for winter — in your home. Can you blame them?
Wait! Who? What?
Specifically, it’s the brown marmorated stink bugs that are raising such a stink in lower Michigan. Remember last fall, when we were asked to report any sightings of these guys in our homes? Yeah, me neither, but apparently Michigan residents were asked to report sightings, and apparently there were enough sightings to warrant an official decree: marmorated stink bugs are well-established as a nuisance pest in homes in the southern Lower Peninsula of Michigan.
It makes sense when you think about it. The little guys want to stay warm during the cold months and don’t worry, they promise to leave in the spring if they can find their way back out. If they do make it back out, they’ll look for plants to eat and lay their eggs outside.
Seriously, there is no cause for worry. They are not nesting, laying eggs or feeding on you, your pets or anything in your house. I repeat: They are harmless to pets and humans. They just want a warm place to rest their sweet little mandibles.
Don’t panic. We said that upfront, but it bears repeating.
Look for gaps around window air conditioners or holes in window screens and block them off — these little stinkers love these easy access points.
The easiest, non-toxic way to dispose of them is with a couple inches of soapy water in a bucket — the soap prevents them from escaping the water. Yup, just sweep ’em into the bucket and they will drown in the soapy water, which you can then dump outside. Or you can do the same with a Shop-Vac — add the soapy water to the canister before vacuuming them up with the Shop-Vac. (You may want to use an old, junker vacuum for this purpose because the bugs may live up to their name and “stink up” your vacuum.)
The map above shows where reports have been made to the Midwest Invasive Species Information Network of brown marmorated stink bugs in the Lower Peninsula since Sept. 25, 2015.
(Call me crazy, but I posit that if these guys didn’t go around stinking things up, nobody would have been the wiser.)
When students choose to learn about a topic they care about, Godfrey-Lee Early Childhood Center teacher Lindsay Blume sees the potential for genius to emerge.
Her English-language learner first- and second-grade students last school year researched topics ranging from a dog’s life cycle to how studios make movies, how to make a pizza and how to take care of cats. Why? Because they wanted to — and were given the chance.
Blume set aside time for Genius Hour to create a product from research, like a board game where you collect ingredients for pizza and a how-to book on cat care. It was up to the students to create what they wanted. Genius Hour is a simple concept that allots time for students to choose something they want to learn and work on a “pet project” about their subject.
She shared the process, which she hopes will expand to more classrooms and grade levels, at Rebel U. It was the district’s sixth annual professional development day that provides teachers with opportunities to learn how teaching and learning can be transformed through the use of technology.
Rebel U traditionally has focused on technology integration, but now is tied to a broader theme: human-centered design, an approach to problem solving that incorporates the wants and needs of end users of a product or service in every stage of the design process. (Conversely, think of a service that doesn’t consider its recipients’ true needs, like a winter coat drive for Costa Rican children. No matter how well-meaning, the service is likely not helpful.)
The district received a $250,000 grant from the Steelcase Foundation to re-imagine schools for the small, mostly Hispanic, low-income district over a two-year span using the human-centered design process. It focuses on the real needs of Godfrey-Lee students. Teachers said they’ve been challenged by the program, now in its second year, to be innovative and take risks. Genius Hour is an example of an idea that sprung from human-centered design thinking, Blume said. Instead of telling students what they need to learn about, student get to choose. That leads to more passion and innovation.
At Rebel U, teachers embraced new ideas as they headed into the school year. Questions discussed during a brainstorming question were: How can we use podcasts to connect with community members? How might we connect families with Kent District Library resources? How can we use virtual reality to enhance lessons?
Godfrey-Lee Early Childhood Center Principal Peter Geerling adds ideas on sticky notes about serving students best
Learning the ‘Who’ of It
The focus is on the “who,” said Superintendent David Britten.”That changes the outlook of the classroom instead of just focusing on what someone told you your kids should be learning. It’s what you think as an adult they should be learning. You focus on who they are and design learning around that.
“School’s got to be different than it was for the benefit of our kids, and technology is one tool.”
Genius Hour shows the possibilities of both technology and human-centered design in the classroom, and Blume said she wouldn’t be doing it without the opportunities available through human-centered design.
“It has helped me to step outside the box and know that I have the administrators’ and the whole district staff’s support to try new things. I’m encouraging my students to do the same thing,” Blume said. “We don’t have to adhere to the rigid ‘sit and let me give you information.’ The students are discovering it for themselves and that makes it a lot more meaningful.”
Kelsey Koetje, a first-and second- grade special education teacher, introduced Green Screen at Rebel U. The video-making program puts students in front of a green poster that comes to life behind them, integrating images into a topic they are presenting on. When it comes to how her students learn best, Koetje said human-centered design has given her the confidence to “figure it out.”
“Our district is very supportive of trying new things and figuring out what your specific students needs and going from there,” Koetje said. “We do have those high standards they want us to meet, but also encourage us to take risks and try it and if it doesn’t work you try something new.”
As part of the human-centered design process last year, a 19-member district team interviewed Godfrey-Lee families about their hopes and dreams. Hearing from those families impacted the thinking of Godfrey Elementary School Principal Andrew Steketee about how to involve them even more at school.
“It’s been all about opening up communication with our families,” Steketee said. “It has really opened my eyes. We can do so much more to invite them in, to get on the same level as each other.”
Be sure to check out School News Network for more stories about our great students, schools, and faculty in West Michigan!
Thirty-three new teachers and 22 support staff members, including food service positions, bus drivers and paraprofessionals, are getting to know district students this month.
It’s the biggest crop of new hires for many years in Wyoming Public Schools, administrators said.
New teachers replace 28 long-time district teachers who accepted a buyout incentive last spring. Teachers with 20 years or more in the district who were making $70,000 or more qualified for the buyout, which was $45,000 to retire or resign.
New teachers include recent college graduates beginning their first teaching jobs. Others are from charter schools and out-of-state districts, said Sarah Earnest, superintendent for employee relationships.
Teachers recently completed a three-day New Teacher Academy at Wyoming Junior High to work on building collaboration, connections and culture. The district’s theme this year is “Better Together,” Assistant Superintendent Craig Hoekstra said.
New Wyoming Intermediate School English-language learner teacher Marissa Bliss is among a crop of 33 new teachers in the district
Each teacher will become part of the story and history of the district, he added. “We all have skills and talents. How do we grow from one and other?”
New Wyoming High School geometry teacher Jeffrey Kordich, a Grand Valley State University graduate, starts at Wyoming after teaching physical education for three years at Korea International School in South Korea. He also spent three years teaching math in Quito, Ecuador.
“I love the diversity I’m seeing in the students and staff, and just the excitement and positive energy that Wyoming Public Schools has for education.”
Liz Kenney, a new second grade teacher at West Elementary, comes from Benton Harbor Charter School Academy, and has also taught math intervention at North Godwin Elementary School, in Godwin Heights Public Schools. She is a GVSU graduate.
“One of the biggest things I’m most excited about is you can definitely feel the family here. They’re always talking about building relationships. They mean it. The whole district is a family and that’s very evident,,” she said. “I’m really looking forward to working with teachers and collaborating because they’ve effectively done that here.”
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Ask any parent of a dinosaur lover who can identify an Apatosaurus at age 3 if learning occurs during play, and the answer is an obvious “yes.”
But with the added work on kindergartners comes less time for leisure, and one of the biggest differences in kindergartners’ school life is the decrease in free playtime.
According to the 2009 report “Crisis in the Kindergarten: Why Children Need Play in School,” from the Alliance for Childhood, kindergarten children now spend far more time being taught and tested on literacy and math skills than they do learning through play and exploration, exercising their bodies, and using their imaginations. At a school studied in Los Angeles, kindergarten students spent 88.6 minutes on literacy instruction, 46.9 minutes on math instruction, 21 minutes on testing and test prep and 19.1 minutes on choice time.
“Kids do learn through play,” said Wyoming’s West Elementary School teacher Julie Merrill. “You can listen to their conversations. I love listening to them outside, the games they come up with, the rules. We have to really be cognizant of that social piece.”
A student draws himself at kindergarten orientation
While students are learning to read, write and do math at higher levels than ever, social connections are just as important, educators said.
“I work really hard to make a community of caring and friendly 5-year-olds. That used to be what kindergarten was. That used to be the total purpose,” Merrill said.
Grandville’s West Elementary teacher Stacy Byl gives her kindergartners time to explore without telling them what to do during a 20-minute chunk of unstructured play. Byl thinks it’s time well spent.
“I think it’s hugely important for them to build social skills and to work out what life looks like without someone structuring your every minute,” she said, noting that her students also have a 40-minute recess.
Karen Young, a kindergarten teacher since 2000 at McFall Elementary in the Thornapple Kellogg School District, agreed.
“They need to play,” Young said. “They need to learn to get along with each other. How do you learn about the world if you don’t play? Activities like painting and coloring give the brain a chance to be creative.”
At Godfrey-Lee Early Childhood Center, which houses grades kindergarten through second, teachers hosted a Day of Play last winter, during which students were allowed to have a free day of roaming the halls, sledding and playing in the snow outside without adult interference.
Godfrey-Lee Superintendent David Britten said he stresses the importance of play because kindergarten traditionally was designed for school readiness, not academic achievement.
“It was focused on developmentally appropriate play, the arts, physical activity, developing basic literacy through story time, and learning some of the rudimentary skills such as getting along with others, taking turns, picking things up, and using scissors, crayons, paste and paints,” Britten said.
Wyoming’s West Elementary teacher Julie Merrill familiarizes new students with her classroom rules
Much of that is now skipped, he said, without taking into account that children in kindergarten can be at very different levels developmentally. The difference in social development between a young 5 and an older 6-year-old in the same classroom is huge.
“Not all young brains are developed for retention of academic learning and so we start kindergartners right out comparing themselves to others and feeling like failures,” Britten said.
But play is a natural way for children to learn, and they do it in many ways, he said. They explore new ideas, gain empathy for playing with others, solve problems that come up during an activity without adult intervention, and learn about their role in a community by negotiating rules. Imagination and creativity are acted out.
“Many times, children will play around something they’ve learned or are learning thereby reinforcing what they learned. This tends to stay in their memory longer,” he said.
Kindergarten should focus on creating learning opportunities centered on what kids need to be successful in their futures, he added.
“Cramming content into them starting at 4 or 5 years old is nothing but a recipe for failure,” Britten said. “Many democratic-style schools allow free-play and multi-age learning, and those students tend to do just as well after high school as students from traditional schools.”
School News Network reporter Linda Odette contributed to this article.
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With his mother at home and his father back in Guatemala, Oliver Lorenzo is grateful he’ll be the first in his family to graduate from high school and attend college. But he’s only able to afford his first year at Davenport University, he says, because of guidance from a counselor at Godfrey-Lee Middle/High School.
“If I wouldn’t have had it, I would have missed out on the opportunities of getting help,” said Oliver, who’s relying on grants, scholarships and the Michigan Tuition Incentive Program, as well as $4,000 he’s saved. He’ll live with his mother while going to school.
Michelle Shepardson, left, and her mother, Julanne, go over Michelle’s financial-aid package with teacher Gabe Snyder
“I see the struggle she faces every day,” he said quietly. “I just want to continue to be that support for her,” and make his parents “proud that all the sacrifices they made are paying off.”
His is the kind of success story officials are trying to replicate in Godfrey-Lee, by linking students early on with the counseling and resources they need to enroll and do well in college. The district recently held its inaugural “Rebel College Bootcamp” to help students nail down the financial aid they need, as well as navigate the other requirements of enrolling in college this fall.
In a low-income district where many students are first in their families to attend college, the process can be overwhelming, said Superintendent Dave Britten. All too often students who’ve been accepted don’t enroll because they haven’t filed required forms or gotten the help that’s available, he said.
“You start to hear in August, ‘I’m going to wait and go in January,’ because they didn’t meet a deadline,” Britten said, adding sometimes students end up not going at all. “The biggest thing I wanted out of this is that they felt comfortable, and know if they run into something and they don’t get it, don’t’ be afraid to ask. There’s all kinds of help.”
‘We Don’t Want to Lose These Kids’
Many need help with things like the FAFSA financial aid forms, because their parents struggle financially and don’t have college experience, Britten and others said. Most district graduates are accepted to college, but fewer than half end up attending — often because they need to work and don’t know the aid that’s available.
“Most all the time, the money is there but they don’t understand it,” said Kathryn Curry, Lee Middle/High School principal. “The myth is out there that you can’t go, it costs too much, when it’s just the opposite – the less you have, the more resources are provided.”
The recent event in the school media center aimed to help about a dozen students who showed up for pizza and guidance from counselors and teachers, along with handouts on studying and scheduling. Two representatives of Grand Rapids Community College also were on hand.
Teachers Gabe and Jodi Snyder went online to show Michelle Shepardson her financial aid package and what she still owed Michigan State University beyond that – close to $5,000. They discussed options such as work-study. Gabe advised her, “You have got to show up on campus and talk to someone” – which she and her mother decided to do the next day.
Superintendent Dave Britten talks over college plans with Dino Rodas, who plans to study filmmaking at Grand Valley State University
Michelle didn’t relish paying more out of pocket than she’d planned, or taking out thousands of dollars in loans.
“It scares me, because there’s always interest,” said Michelle, who will major in hospitality business. “It’s like, ‘Here’s $4,000, but you’ve got to pay 12.’”
Many students contact teachers at the last minute to fill out forms, said Jodi Snyder, who helped organize the event: “We always have a few that just don’t make it into college, because they didn’t have anyone to talk to.”
“We don’t want to lose these kids,” she added. “It’s not fair to them just because they don’t know who to ask for help. We need to help them find a way, whatever it is.”
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The district’s high school will use money from a recently approved School Improvement Grant on technology, professional development and added personnel to help zero in on areas of need.
The five-year grant, approved by the Michigan Department of Education, will include allocations of $750,000 each year for the first three years and $500,000 each year for the final two years. Godwin Heights is one of 14 low-performing schools to receive the grant to increase student achievement.
The MDE is distributing the federal funds to the schools in the bottom 5 percent of the state’s annual top-to-bottom rankings, as Michigan’s last SIG recipients. It is also the final round of SIG grants nationwide.
While approval of the grant coincided with the state’s School Reform Office’s announcement that it may close some priority schools, Superintendent William Fetterhoff said there is no indication that Godwin Heights High School will be shuttered. School Reform Office officials visited the school in August, but have checked in regularly, sometimes virtually, since the school was put on the list in 2013.
“They have actually been happy with the progress they’ve seen,” Fetterhoff said. “Our growth has been received well as we’ve reported it, but more importantly we’ve been happy with the strides we’ve seen in our student progress.”
Principal Chad Conklin said students have made gains without the SIG grant and the funds will help that momentum continue. Before the state switched the required high school college-entrance assessment from the ACT to SAT, they experienced a 5 to 10 percent increase in scores on the ACT, from an overall composite score of 16.4 in 2012-2013 to 2014-2015. Scores increased in each ACT content area as well.
“I’m very proud and excited to be able to say we’ve seen an increase in our standardized test scores over the last two years and they’ve been the best that they’ve been than over the last five years,” he said.
The SIG grant will go toward include improving literacy across all content area, preparing students for the workforce or college by developing communication and collaboration skills and professional development.
It will also fund a SIG coordinator and data coach, which could be a combined or separate positions, and intervention specialists, who are like learning coaches.
The data coach will train staff to use data to find gaps in learning.
“Intervention specialists will be working right alongside our core teachers, almost in a co-teaching regard so they add more support in our classrooms,” Conklin said.
The specialists will provide after-school tutoring offered to prioritize learning based on how students do on assessments. New classroom technology will include including Chromebook carts, interactive whiteboards and digital projectors.
Godwin Heights should be removed from priority school status after this year, Conklin said.
“We need to have another good year of standardized testing and see our scores improve for that to happen, and we fully expect that to happen.”
He said they are continuing to work toward improvement goals.
“We have a fantastic staff at the high school that is working tremendously hard on a day-to-day basis,” he said. “I know they’re excited to have a little extra support now with the SIG grant to provide even more things for the students.”
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The West Michigan Film Video Alliance(WMFVA) is bringing award-winning writer and director Amy Heckerling (Clueless, Fast Times at Ridgemont High, Johnny Dangerously and Look Who’s Talking) to Grand Rapids for WMFVA’s 2016Visiting Film Artist Series (VFAS).
Heckerling will lead the two-day event with a film screening, Q&A and reception 7-10 pm,September 9 and workshop/lunch 11:30 am-3:30 pm, September 10.
“We are thrilled to welcome such an accomplished artist to West Michigan and introduce her to the thriving film and digital media community here,” said WMFVA Chair Deb Havens.
“We think she’ll be impressed with the talent and tenacity of our creative community and we are excited to make the connection.”
Heckerling has been recognized for her talent and contribution to the industry with several awards: National Society of Film Critics Award for Best Screenplay; Writer’s Guild of America Best Screenplay Written Directly for Screen; Women in Film Crystal Awards; and the American Film Institute Franklin J. Schaffner Award.
“Amy Heckerling has made a significant mark in the film industry, creating films with humor and heart that stand the test of time,” said Havens. “She has successfully navigated a notoriously difficult industry and the knowledge and experience she can share with the WMFVA members and others in our community is extremely relevant to today’s challenges.”
Celebration! Cinema North at 2121 Celebration Drive NE, Grand Rapids, is the VFAS venue partner for the event, and viewers may expect a state-of-the-art film viewing experience for the Friday evening screening. Saturday’s workshop and luncheon will be held in the venue’s versatile and spacious Wave Room.
“We’ve been presenting movies for more than 70 years in West Michigan,” said Emily Loeks, Director of Community Affairs for Celebration! Cinema. “We get to be part of the magic that happens when people laugh and cry and connect with each other through the viewing of a movie. We love to take opportunities to encourage local filmmakers and are glad to support the WMFVA’s efforts to bring inspiration and resources to students.”
“Her films … are uncommonly intelligent mainstream comedies that are endlessly rewatchable.”
~Metrograph, New York City
The Visiting Film Artist Series debuted in 2015 with accomplished screenwriter Paul Schrader (Raging Bull, Taxi Driver) to a sold-out audience. The event is dedicated to exploring the unique perspectives, experiences and knowledge of professionals who have made a significant contribution to the art and craft of film.
WMFVA developed the VFAS as an integral part of professional development opportunities for its members and others who live and work in West Michigan and contribute to its thriving film and digital media community and culture. The series is open to the public; WMFVA members receive a discount and early registration privileges. New members are eligible for the benefits immediately upon joining.
The VFAS appeals to the many area universities that offer distinguished film-related programs and provides an important opportunity for aspiring filmmakers and content creators to connect directly with industry veterans.
Also instrumental in supporting the WMFVA Visiting Film Artist Series are community partners Meijer, Inc., Grand Valley State University, West Michigan Film Office and Michigan Film Digital Media Office. University partners include Grand Valley State University Film and Video Program in the School of Communications.
For more information and to purchase tickets, visit www.wmfva.org. Cost for the film screening, Q&A and reception on Friday evening is $10 for WMFVA members and $15 for non-members. The Saturday afternoon seminar/workshop and luncheon is $75 for members, and $85 for non-members. Space is limited. Free parking is available at the venue location.
Kaushik Nag knows a thing or two about global workforce development. Working for Amway Corporation, Nag leads Talent Acquisition, Employee Benefits and Global Change Management functions in the multinational arena. He is also actively involved in building regional talent strategies for West Michigan. What’s one critical element of that development? After seeking out highly qualified professionals from around the world, a major challenge is how to retain them. From Calcutta, India to Grand Rapids, Michigan, this human resources leader shares his observations on creating a sense of belonging.
Alan Headbloom hosts Feel Like You Belong, a show filmed at WKTV focused on sharing the life stories of immigrants, expatriates, and refugees to the United States.
The United States is not a melting pot. Although the expression got its official voice a century ago, it ignores an uglier side to our national history which we must acknowledge. We’ll come back to the actual expression in a moment.
First, what is true: over centuries of immigration, scores of ethnicities have moved to the U.S. However, in the earliest years, colonizers predominantly came from northern and western Europe. That prevailing ethnic Whiteness set the tone for the nation’s future. Laws–the visible symbol of power–were constructed around race and ethnicity.
The following is a partial list of rules, made up by White (European-American) men:
1531 – Indian Reductions: appropriation of land, forced religious conversion of Native Americans
1619 – The first African slaves brought by Dutch ships to Virginia as “indentured servants”
1652 – Interracial relationships banned
1692 – Interracial marriage banned
1781 – 3/5 Rule: Slaves count partially for state representation, not equal to full personhood
1790 – Naturalization Act: Only free whites can become citizens, vote, own property
1802 – Jefferson signs Georgia Compact, extinguishing Cherokee land treaties
1830 – Indian Removal Act: forcible emigration of five native nations to the West
1838 – Trail of Tears: forced relocation kills 4,000 of 15,000 affected Cherokee
1854 – Supreme Court’s Dred Scott decision that no African could be a U.S. citizen
1877 – Jim Crow laws mandating systematic segregation, inferior housing, education, etc.
1882 – Chinese Exclusion Act: 10-year moratorium on Chinese immigration
1896 – Plessy v. Ferguson: Supreme Court upholds separate-but-equal segregation
1922 – Ozawa v. United States: Supreme Court denies citizenship to Japanese immigrant
1923 – Thind v. United States: Supreme Court denies citizenship to Indian Sikh immigrant
2010 – Arizona state legislature enacts SB-1070, so-called Show Me Your Papers Law
In short, membership in the “club” known as the USA was decided by males who looked like this:
Left: 1776 – founding fathers in Philadelphia Right: 1923 – U.S. Supreme Court
It has only been slowly and grudgingly that lawmakers of this land have given legal status to non-whites (and non-men, for that matter). When Israel Zangwill wrote his now-famous 1909 play, The Melting Pot, the British writer used these words:
“America is God’s Crucible, the great Melting-Pot where all the races of Europe are melting and reforming… Germans and Frenchmen, Irishmen and Englishmen, Jews and Russians – into the Crucible with you all! God is making the American.”
Do you notice anyone missing? Native Americans maybe? Perhaps the Chinese? Or Arabs? What about Latinos? Or Africans? Zangwill reflected the racism of his time by saying that various European groups of immigrants could enter the United States and “blend” into a harmonious White race. But the generosity of welcome ended there.
Left: 1916 Playbill Right: author Israel Zangwill
Apart from the inherent racism of the melting pot metaphor lies the vanilla tragedy of sameness. What happens when we melt down our collection of beautiful rings and bracelets and necklaces? It becomes one indistinguishable molten slurry. Must immigrants from anywhere give up who they are to live in a new land?
On the other hand, what happens when we combine our many and diverse strengths while still maintaining our unique properties? We become a tasty salad, where our individual assets stand out. We work together to make a healthy meal, yet there you experience the crispy carrots, the juicy tomatoes, or the tender lettuce. With a more artistic metaphor, we become an attractive mosaic, where our diversity works together to produce a striking thing of beauty.
In parallel fashion, we need to ditch the concept of assimilation, an overused word that represents an unquestioned blending into a system without acknowledging our innate human diversity. Instead of assimilating (at its root, to make similar), let us take up the mantle of acculturation, where newcomers learn to work together, to lend our distinctive talents and viewpoints, as we contribute to the whole of this wonderful experiment in democracy called the United States of America.
Alan Headbloom hosts Feel Like You Belong, a show filmed at WKTV focused on sharing the life stories of immigrants, expatriates, and refugees to the United States.
Whether you’re from Africa, the Middle East, or Eastern Europe, nothing says “home” more than finding the foods that give you comfort. Enter Jordanian-born Khalid Karadsheh, co-owner of Mediterranean Island grocery in southeast Grand Rapids. For two decades, Khalid has provided thousands of imported foodstuffs to his diverse and growing clientele. He talks with Alan about his love of food, pride in his Arab roots, and affection for his adopted American homeland.
Alan Headbloom hosts Feel Like You Belong, a show filmed at WKTV focused on sharing the life stories of immigrants, expatriates, and refugees to the United States.
Grand Rapids Mini Maker Faire announced today that the Call to Makers for the 3rd annual Grand Rapids Mini Maker Faire has been an extended! Makers now have until Wednesday, August 10 to sign up to showcase what they have invented or are making. This year’s Maker Faire will be August 20 & 21 held at the Grand Rapids Public Museum and nearby Grand Valley State University’s John C. Kennedy Hall of Engineering.
Maker Faire is looking for participants who enjoy tinkering, hacking, building and designing new technology based inventions. Any groups or individuals interested in participating in the Maker Faire should complete the application at makerfairegr.com. Spots are first come, first serve basis with openings inside both the GRPM and GVSU as well as outside on the GRPM’s lawn. This year’s Maker Faire expects to see over 7,000 visitors throughout the two-day event.
Featuring both established and emerging local “makers,” the Grand Rapids Mini Maker Faire is a family-friendly celebration featuring tech enthusiasts, crafters, educators, hobbyists, engineers, artists, students and commercial exhibitors. Visitors will see installations from local West Michigan inventors, innovators and tinkerer, as well as makers traveling greater distances to showcase.
The Faire will be open 9 a.m. to 5 p.m. on Saturday, August 20 and from 12 p.m. to 5 p.m. Sunday, August 21. Tickets are available for purchase at makerfairegr.org with $2 off per ticket through Friday, August 12.
Part science fair, part county fair, and part something entirely new, Maker Faire is an all-ages gathering. All of these “makers” come to Maker Faire to show what they have made and to share what they have learned.
The Grand Rapids Mini Maker Faire is being organized by the GR Makers, The Geek Group, Grand Rapids Community College, Grand Valley State University and the Grand Rapids Public Museum.
Follow the development of the Grand Rapids Maker Faire on Twitter @makerfaireGR, as well as on its Facebook page.
Ten-year-old Wyatt Fuss was diagnosed with life-threatening spinal cord tumors when he was very young. While his health issues may not be visible to the average person, they are very real and very urgent to Wyatt and his family.
Spinal cord tumors are life threatening, especially the internal tumors found inside Wyatt which cause severe nerve damage. Wyatt no longer has feeling in his hands and arms. As the tumors grow, paralysis is yet another step in the disease’s progression. According to his mother, Jennifer, he is fortunate to not be totally paralyzed at this time.
“There is no cure at this time and the condition is fatal,” said Jennifer. The benefit foundation, Alex’s Lemonade Stand, is raising funds in hopes of hiring research staff and facilities to pursue a cure for the condition. Life expectancy for spinal cord tumor patients is often less than twenty years.
Wyatt does not let his disability stand in the way of his farming dreams. He helps his grandfather with feeding cattle, and last summer rode along with him and selected the calves they would purchase to raise for beef. Wyatt loves the outdoors and fishing or hunting. He dreams of becoming a Department of Natural Resources officer and owning a small farm as a side business.
Jennifer Fuss works for her father at the Clarksville Feed Store. Between doctor appointments and therapy for Wyatt, working, farming and caring for her family is overwhelming. “It’s hard to keep a job, which is something I want to do,” Jennifer said.
Michigan AgrAbility has assisted the family in developing ways that Wyatt can remain involved and active on the farm while not aggravating his condition, yet working within his physical limitations. “Having AgrAbility here to help is very comforting. It does so much more than just trying to keep us farming,” Jennifer said.
The Fuss family was compelled to help build the fund that will pay for research and hopefully find a cure through the organization, Alex’s Lemonade Stand. “We couldn’t sit here and cry,” said Jennifer.
Thus was born the Pullin’ for Kids event, a day long festival of farm and family fun. The event is dedicated to Wyatt who loves all things about farming and tractors. It is held behind Clarksville Feed Store which is owned by his grandparents.
Games, face painting, food, silent and live auctions, and learning activities will be available all day on July 9, 2016, at 401 S. Main St. in Clarksville.
The highlight of the day is two tractor pulls—-one for local farmers and adults who bring their tractors to compete in a test of strength and horsepower. The second pull is reserved just for kids, where horsepower is replaced with muscle power in a contest of pedal powered children’s toy tractors. Jennifer says the event grows yearly and attendance exceeded 1500 people last year alone, bringing the community together for a day of play in support of one of its own with a critical need.
In 2015, Pullin’ for Kids raised over $25,000 for Alex’s Lemonade Stand Foundation. In total, the event has contributed over $100,000 towards the foundation.
DRCWM’s executive director, Christine Gilman (Photo by Adam Bird)
Thanks to a $50,000 grant from the Steelcase Foundation, the Dispute Resolution Center of West Michigan (DRCWM) will further develop its Restorative Justice Program for Lee Middle School in Wyoming, Kelloggsville Middle School and Wyoming High School over the next two years.
Spearheaded by its executive director, Christine Gilman, DRCWM began its restorative justice program at Lee Middle School in the fall of 2013. The services target students, staff and the community.
The Steelcase grant will also provide funding to have the three current facilitators become licensed by the International Institute of Restorative Practices (IIRP). Once licensed, the facilitators will be available to train “Introduction to Restorative Practices” and “Using Circles Effectively” to school administrators, teachers and others who wish to invest in the training so that they can join the paradigm shift away from punitive methods of discipline and towards restorative solutions to problematic behavior.
Christine Gilman leads a restorative circle. (Photo courtesy of Godfrey Lee Public Schools)
Why restorative justice?
Bullying and out-of-control conflict at home or school have far-reaching consequences, with negative effects on communities and society. Without intervention and support, such negative exposure can inhibit youths’ emotional and cognitive development, prohibit healing, lead to serious health issues later in life and may perpetuate the cycle of violence.
“If you just get suspended, the fight is still going to be going on in your head,” said Gilman. “When you come back to school, you’ll probably be 10 times angrier than when you left.
In addition to quelling disputes and developing proactive plans to address misbehavior, restorative practices positively influence the school environment by teaching effective, non-violent ways to handle anger, frustration, and conflict. Restorative practices foster the development of empathy, which creates a more caring and safe environment.
According to the Council of State Governments, during 2012-2013, Michigan students with disabilities lost 190,036 days of instruction due to suspensions and expulsions. Students who are removed from the classroom as punishment are more likely to repeat a grade, drop out or enter the juvenile justice system. In monetary terms, every student who drops out is estimated to lose $250,000 in lifetime earnings, according to the Michigan Student Advocacy Center.
Photo by Adam Bird
What restorative justice does
A school-based restorative justice program provides an early intervention for youth who are beginning to demonstrate problematic or delinquent behavior. When students are suspended, they are not learning, and they are not resolving the issues that led to suspension.
Often the issues that led to suspension are exacerbated during the student’s absence from school. Further, students who are harmed by others are not typically addressed in school disciplinary measures; whereas in circles they can express their feelings, make suggestions for reparations, and learn more about why the incident occurred. Additionally, circles allow students to take responsibility for their actions, face up to what they have done, apologize and make amends—actions which are likewise not part of traditional discipline.
Restorative practices (including facilitative conferences and circles) offer a holistic approach to school discipline and problem solving. These practices been proven to decrease the number of suspension/expulsion days and disproportionately higher suspension days for non-white students and special education.
Circles are used in a wide variety of instances, including threats of fights; social media issues; bullying; vandalism; and to help restore relationships after suspensions. Circles can be used instead of suspension, to complement a shorter suspension, or to help reintegrate students into the school community following suspension.
Rather than look at which rule was broken and then doling out traditionally prescribed punishment, at-risk students may be sent to a circle for resolution. During a discussion led by the circle facilitator, the students come up with solutions to the issues raised. Circles help students look at what happened, determine the harm done, talk about how the harm can be repaired, and discuss how future harm can be prevented.
The facilitator draws up the restorative agreement in the students’ own words. When the students are satisfied with the content of the restorative agreement, they sign the document.
“Accepting an apology is almost as good as giving an apology,” Gilman said. “When you see that empathy, it’s really cool. I have seen the light go on. The best thing is while I’m typing up the agreement, they’re giggling, laughing and talking,” she said.
For more information on Restorative Practices, visit DRCWM’s website here.
Lydia Hernandez took the day off from volunteering at the elementary school to prepare a big meal for visitors from the district’s human-centered design team. Around the table, team members interviewed her for 90 minutes about her husband, who was at work, her background and her education. They asked her about dreams for her children, Kevin, an eighth-grader and Kaylee, a fourth-grader.
The team added Hernandez’s comments, along with those from 19 other district families, to data they are using to reform the district according to the needs of students using the human-centered design process, an approach to problem solving that incorporates the wants and needs of end users of a product or service in every stage. It starts and ends with the beneficiary, in this case Godfrey-Lee students.
“It felt good because they chose my family,” said Hernandez, a committed volunteer at Kaylee’s school. “I was able to talk to them about my story, my family and my kids… The opinion of the parents is important.”
Interviewing families was part of the initial year of the two-year process, under way to improve education in the small, mostly Hispanic, low-income district. The team – nine teachers, five administrators, a support staff member, a Board of Education member, a leadership coach and two design consultants – also spent 60 hours at 22 work sessions exploring information to determine true needs of students.
The process is funded by a $250,000 Steelcase Foundation grant, which is covering guidance by representatives of New North Center, a Holland-based nonprofit hybrid education and business organization. It includes a leadership and accountability coach, stipends for session participation and other tasks.
Of the 20 families, teams interviewed parents of students in the district, parents of graduates, a Schools of Choice parent, and those who are very involved and uninvolved in the schools. Each group interviewed three Hispanic, one black and one white family, mirroring the district’s demographics. They also interviewed an Iraqi family. Plans are to continue interviewing other district stakeholders, such as business people and alumni.
What’s the End Goal?
“Why we are doing this is because we don’t have an education system that helps kids realize their dreams, their vision and their goals for the future,” said Superintendent David Britten.
The team aims to work toward new ideas, instruction philosophies and programs that better suit students’ individual needs, said Britten, who is an advocate for play-based learning in early childhood education and classrooms where all students can take different pathways to develop their own interests.
Currently, schools are run with pre-set expectations that aren’t working for many students, he said. “We are telling them, ‘This is your goal. Your goal is to go to college. This is the path to getting there because it was a path created based on the average student, and everyone is expected to take that same path.'”
The team has studied broad topics: school-parent communication and relationships, creating a culture of acceptance and belonging, socialization in learning, and student choice.
Meetings have resulted in interconnected diagrams under headings like Relevance, Dynamic Learning, Community, Soft Skills and Basic Needs. Hundreds of ideas gathered from district stakeholders are written on Post-It notes with messages such as “Students need to create meaning,” “Students need to do to know” and “Students need today’s interests to be the foundation of new learning.”
Human-design team member Jason Cochran, a teacher at the alternative high school, East Lee, said ideas at the secondary level have included putting students in charge of what goes on at school, making it more of a democratic process in which students have input. Also, he said, that a more flexible schedule may benefit teenagers.
“A big part of it is focusing on what the kids themselves are interested in,” he said, noting that it’s often a battle convincing students what they need to learn.
He asked a few of his own students how they could learn better. “One was very outdoorsy and really into nature and animals,” Cochran said. “Immediately, he said, ‘I wish we could have school outside and learn about things like that. Instead I have to sit at a desk eight hours a day.’ That doesn’t work for him.”
Lydia Hernandez, a mom interviewed by the human-centered design team, makes copies while volunteering at school
Getting Rid of The Average
Britten has often said that he envisions a district without clocks, calendars or grade levels and no expectations based on averages. It’s the opposite of the current system, which he calls outdated and ineffective.
“The system itself is a structure based on the average,” he said. “It’s been designed that way purposely, because we have this mythical idea there is an average kid out there, which no one can ever identify because an average kid does not exist.”
Yet, in using a mathematical average with 20 percent at the top and 20 percent at the bottom, somewhere in the middle lies what is currently deemed the “average” child, on which time constraints and curriculum is based.
But peek into a Godfrey-Lee classroom and that child isn’t there. “We have kids all over the place because of poverty, because they’ve moved here from low-performing schools or different countries so they have language barriers,” Britten said. “We are still expected to move them all one full year of academic growth even if they aren’t ready for it.
“Our whole process this year has been to identify that as the problem and to gain empathy with all the stakeholders in this process to see it from their points of view.”
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As Oriole Park Elementary fourth-grader Adam Lagerway painted a cardboard carrot, second-grader Allie Evans thought about how a local organization feeds hungry students. “Six thousand sack suppers!” she shouted, while transforming her own art materials into food shapes.
Students in teacher Laura Sluys’ special education class were making a sculpture out of recycled materials with a visiting artist from the organization Artists Creating Together.
Semia Hatambo carries trail mix
The piece was donated to Kids’ Food Basket, a non-profit the class has worked all year to support.
Students presented the completed sculpture, a box with food flowing out of it like a cornucopia, to Brandy Arnold, KFB Kids Helping Kids coordinator. Painted brightly were cardboard, cans, toilet paper rolls, bottles and other items made into sandwiches, apples, juice boxes, bananas, celery and yogurt.
It was the culmination of a school year spent combining creativity, compassion and lots of trail mix. Sluys received a $200 Max M. and Marjorie S. Fisher Foundation Service Learning Grant to fund the project with KFB, dubbed “Disabling Hunger.”
She also received a grant through Artists Creating Together, which provides artist-in-residencies for students with special needs across Kent County for her class to complete the project with artist Nora Faber.
Sluys said she decided to combine the two experiences for her students. “It helps them connect all the pieces of what they’ve been doing.”
Students raised money for Kids Food Basket by collecting pennies
Throughout the school year, Sluys’ students have completed monthly efforts for KFB. They led all Oriole Park students in decorating and donating 214 bags for Brown Bag Decorating Day.
They made and packed trail mix in 100 plastic sandwich bags. They collected pennies to donate.
A $300 Target stores field trip grant also funded a grocery-shopping trip to purchase food to donate, and students volunteered at KFB. “We put some pudding in baskets so they can give them to kids that are hungry,” said second-grader Jamiah Abron.
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Jennifer Fuss works for her father at the Clarksville Feed Store. Between doctor appointments and therapy for Wyatt, working, farming and caring for her family is overwhelming. “It’s hard to keep a job, which is something I want to do,” Jennifer said.
Rather than look at which rule was broken and then doling out traditionally prescribed punishment, at-risk students may be sent to a circle for resolution. During a discussion led by the circle facilitator, the students come up with solutions to the issues raised. Circles help students look at what happened, determine the harm done, talk about how the harm can be repaired, and discuss how future harm can be prevented.
