Author: communications

Anthony Godfrey:
Welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. They are members of the Utah State Legislature and Riverton High School Silverwolves through and through. On this bonus episode of the Supercast, we take you back inside Riverton High to once again catch up with the Silverwolf caucus made up of Utah State Representatives who are also former Riverton High students. Find out what happens when Representatives Candice Pierucci, Ashlee Matthews and Jordan Teuscher run into some former teachers as they tour the halls of their alma mater sharing some laughs and lots of memories along the way.

Is there a classroom or area of the building that you want to visit? 

Candice Pierucci:
The newspaper room?

Ashlee Matthews:
I would love to go to the newspaper room!

Anthony Godfrey:
Let's go to the newspaper room.

Ashlee Matthews:
I have fond memories of that room and the newspaper kids were the most fun. 

Anthony Godfrey:
Do you remember where your locker was?

Jordan Reuscher:
It's just the hallway over and I remember it's right by the vending machines, which was kind of a coveted spot because it was there, you know, you had easy access by the cafeteria.

Ashlee Matthews:
Oh, we're just heading down, hoping that the newspaper staff room is where it was when I left. Right around the corner from my old locker.

Jordan Teuscher:
So it changed. So the first year it was Ms. Highmas. She got married and changed her name to Billings. She was there for the first year and a half,  and then when she got married, she left. Eventually they found someone and it was Jenicee Jacobson. Yeah, she was great. It was her first year teaching. She was Debate coach. She probably hated it because I was in there, and vowed never to do it again.

Anthony Godfrey:
Let’s go in here, let’s go in here. You’ve got to feel the energy of the room.

Ashlee Matthews:
Oh my gosh. The desk where we sold ad space was right there.  We made calls and did a lot of ad space. That was all computers. The Life page computer was the second one from the end. It was my computer. It was a green, a green little Mac. Yep. There's always been a captain here. Ours was not that nice. We still have the mini fridge and we had all sorts of snacks and food and stuff. 

Jordan Teuscher:
Yeah. I was in newspaper for like a few weeks.

Ashlee Matthews:
What?

Jordan Teuscher:
I had a friend who was the editor in chief and he really wanted me to do it and they brought me in. It was Mrs. Squires.

Ashlee Matthews:
Was it Joel Ackerman?

Jordan Teuscher:
No, it wasn't. But I remember Joel really well. Yeah. I ran into him like last year at Summit Splash, the new Seven Peaks.

Ashlee Matthews:
Did you buy his book to support him? You should, I’ve got a copy.

Jordan Teuscher:
Okay. But anyway, they assigned me to be like the ad space guy and as I got into it, I'm like, I do not like this. I'm not, not doing it. 

Ashlee Matthews:
I had a best friend in yearbook as well, and she was always trying to recruit me. I just couldn't quite, you either were or you weren't in yearbook and I was not. 

Anthony Godfrey:
So there's the room bringing back memories a little bit even though it’s changed?

Ashlee Matthews:
It does, yes. It’s close enough. It's got the same bones, so yep. 

Anthony Godfrey:
Look out the window, see the view.

Ashlee Matthews:
Spent a lot of time staring out that window seeing what everyone else is doing. 

Laura Taylor:
Hey! How are you doing?

Candice Pierucci:
Good! How are you? We're all legislators who were Silverwolves. I was just talking about your Women in American History class. I have a wall of women in my office in the legislature now, so thank you.

Laura Taylor:
Nice! I remember your goal, your thing was to become president. 

Candice Pierucci:
Oh, I don't even remember that. 

Laura Taylor:
You're like I want to be President of the United States, so you're well on your way. 

Candice Pierucci:
Well, thank you for that. I didn't even remember that. That's really cool. That was awesome. That was a good class. I think we had all women except for Jamin Mikesell who was the only dude in the class. He expected to get a little more mileage out of it I think.

Laura Taylor:
He didn’t get very much. The boys were usually always well outnumbered. 

Candice Pierucci:
Yeah, really great class. Cool, thanks for what you do, obviously it’s working.

Laura Taylor:
Thank you. It's great to see you and all the great things you're doing. 

Candice Pierucci:
Thanks, awesome. So we're good. We were just seeing you Mr. Briggs, and Mrs. Rush are like the three I recognize. Awesome. Well, have a good Halloween this weekend. 

Laura Taylor:
Enjoy your little tour down memory lane.

Anthony Godfrey:
Does the school look about the same? 

Ashlee Matthews:
It does, yeah. It feels really similar.

Anthony Godfrey:
Let’s walk back in here.

Jordan Teuscher:
This was the debate room and I don't know, someone in music has taken it over. 

Anthony Godfrey:
Let’s walk into the debate space. Let’s absorb the energy in here.

Jordan Teuscher:

We had a great time in here. We used these little breakout rooms, you know, to do individual practice rounds and such. I spent a lot of great time in here.

Anthony Godfrey:
It's been a long time since you've been in this room I'm guessing.

Jordan Teuscher:
Yeah, probably 20 years.

Carolyn Gough:
This is one of our student officers, Cameron. 

Jordan Teuscher:
Cameron, nice to meet you. 

Ashlee Matthews:
Nice to meet you.

Cameron:
Nice to meet you guys.

Carolyn Gough:
Cameron is involved currently in choir.

Candice Pierucci:
Oh cool. Are you an acapella or madrigals? 

Cameron:
I’m in madrigals and acapella. 

Candice Pierucci
Very nice. Glided acapella. That's really fun to do. Who's the choir teacher now?

Cameron:
Ulmer. Was it Ulmer back then? 

Candice Pierucci:
I had Willmore. Mrs. Willmore who started like every choir program in the Southwest corner of the valley. So she went to go lead the bell choir at Tabernacle Square. Yeah. So, but that was who I had. So that's really cool though. 

Cameron:
That’s really cool. What was it like being with such an influential teacher? 

Candice Pierucci:
She man, that woman was tough as nails and as she just would flat out tell us when we sucked. She actually didn't even let us finish singing the line. She never said we sucked, let me correct the record. She said, “No, no, no, no, no.” When we would start out and she's like, you're not preparing. And even when I sing now, I think of her voice in my head to prepare for the air that you need to get through it. So she was really influential.

Anthony Godfrey:
That's cool. Let's go to the choir room led by a current student. If you guys could harmonize along the way, that'd be great.

Cameron:
That’s the school musical rehearsing. 

Anthony Godfrey:
Oh great. What’s the musical this year?

Cameron:
We're doing Mamma Mia.

Cameron:
These are the folders filled with crazy music. 

Candice Pierucci:
Totally remember that.

Cameron:
Right in here is the choir room.

Candice Pierucci:
Very cool.

Anthony Godfrey:
Is it smaller than you remember?

Candice Pierucci:
It actually does look smaller than I remember. We had a really massive choir. We had a lot of students in choir and I also did center stage. So this whole area, I felt like I spent a lot of time between acapella and theater. So this is really cool.

Anthony Godfrey:
And what was Center Stage?

Candice Pierucci:
It's just with the theater program. They would have the stage in the middle of the room so you had to act to all sides, kind of like the globe? 

Anthony Godfrey:
Theater in the round kind of thing. 

Cameron:
Theater in the Round.

Candice Pierucci:
Is that what it’s called now? 

Cameron:
Student Directed Plays. 

Candice:
There you go. Yeah. Mr. Eaton was the director, the teacher then. You knew Mr. Eaton too? Did you do theater? 

Ashlee Matthews:
Nope. He was my film studies teacher. Something that does not involve any sort of talent.

Anthony Godfrey:
But it lasts a lifetime. Now Netflix is just that much more enjoyable because you know how to appreciate it .

Ashlee Matthews:
I'm critiquing it all in my head. 

Jordan Teuscher:
He was my drama teacher. I had just a half credit of drama that I had to take, but it was a lot of fun. We went and did like an ensemble at the Shakespeare Festival. That was way fun. 

Candice Pierucci:
Yeah. No, I think everyone should have to take a little bit of theater in their life. You know, it also helps, I would say in elected office, you have to give a lot of speeches and public comments. So it helps you be a little more confident. I feel like theater helps you in high school. Be a little more confident too. 

Anthony Godfrey:
It does build confidence. It puts you out there, but it gives you someone else's words to say. 

Candice Pierucci:
There you go, that’s much easier.

Carolyn Gough:
Right in the middle of a Mamma Mia practice as we're getting ready for a school musical, but we have three former students, current legislators who are in our state legislature. They actually had you as a teacher, so we just wanted to wait. 

Clin Eaton:
What were you in?

Candice Pierucci:
I had Center Stage. So it was one of the student led ones. And then I did acapella, but I had Willmore. Yep. There you go. 

Jordan Teuscher:
I wasn't in any performance, but I just had a class. It was great. It was lasting. Just a drama, like a Drama I I did the Shakespeare Ensemble. I remember that. Yeah. 

Clin Eaton:
With what show?

Jordan Teuscher:
We did Much Ado About Nothing.

Ashlee Matthews:
Film Studies and Theater I.

Candice Pierucci:
Did you get an “A”?

Ashlee Matthews:
Well, of course I did! I had the best teacher.

Clin Eaton:
Thank you so much.

Candice Pierucci:
Thanks for the work you do. Good job, it sounds amazing guys.

Jordan Teuscher:
We’ll come back and see the show. 

Candice Pierucci:
Yeah! When is it showing? 

Carolyn Gough:
November 18-22. Mamma Mia performing at Riverton High School. 

Anthony Godfrey:
When you look in a class like that doesn't seem like a longer time ago or does it seem like it was just yesterday?

Candice:
It made sense to be like just yesterday. And I was just telling Ashlee, I wish I could go back. Cause they're so carefree. There's no bills to pay like no college tuition, no children.

Anthony Godfrey:
No bills to pay no bills to pass. 

Candice:
That’s right! There you go, that's true. But I just wish I could go back and tell myself, like, this is the most carefree you're going to feel your whole life. And you can feel that right? When you hear them all dancing and waving their arms.

Jordan Teuscher:
But they seem so young. I did not look that young when I was in high school.

Candice Pierucci:
I was much older.

Ashlee Matthews:
I feel youngish until I’m around actual young people and I go holy crap I’m old. It's because the legislature makes us feel young. That's what so many people say, ‘you're my grandkids age’. You start feeling young then we realize we're not really that young.

Anthony Godfrey:
Stay with us. More fun with the Silverwolf Caucus as they reminisce about all the good times at Riverton High.

Break:
Do you simply love learning online? We can't wait to have you join the amazing teachers in our brand new Jordan Virtual Learning Academy. In Jordan Virtual Learning Academy schools, we offer innovative, fun, and flexible online learning with daily real-time instruction from teachers. Enrollment is currently open for all K-12 students in Utah. Start on the path to personalized virtual learning success now at connect.jordandistrict.org. That's connect.jordandistrict.org.

Anthony Godfrey:
We're here at the current teachers board with photos of all of our teachers here at Riverton High. See anyone you guys recognize?

Candice Pieruccu:
Yes. Mr. Briggs was my American Government teacher. I'm still friends with him on Facebook. Laura Taylor taught my Women in American History class. Fantastic. And then Patricia Marshall was my AP English teacher. 

Anthony Godfrey:
That's awesome. All right. How about you guys?

Ashlee Matthews:
Mr. Hales was my shop teacher, Jordan Vance was an SBO actually, when I was here I believe. He was a student at least. If he wasn't an SBO he should have been. I remember him that way. Mr. Eaton and Mrs. Rush. She was my AP English teacher as well. 

Candice Pierucci:
We are Facebook friends as well.

Anthony Godfrey:
People are hard on social media, but it is cool to stay connected.

Candice Pierucci:
It’s a cool way to connect for sure. Mr. Briggs!

Joshua Briggs:
I used your example today to show the kids how to do a project. I said, “If you look at this one, you can see that this student put in a lot of effort.” And I always brag on you and your kid Benji. 

Candice Pierucci:
Oh my gosh! You’re so awesome. I'm glad Facebook keeps us connected. So I randomly put a goldfish in your water jug that one year.

Joshua Briggs:
I do remember that and I thought about drinking it.

Candice Pierucci:
You totally read us though. Oh good. How are things going?

Joshua Briggs:
They're going great. 

Candice Pierucci:
Well that's amazing. Oh, it was fun to see your pictures still here. I'm glad you’re still teaching. These are all, well, these three, Ashlee and Jordan are the legislature with me. We are the Silverwolf Caucus now. We make up 4% of the legislature. 

Joshua Briggs:
That’s what I'm talking about. Thanks for the handwritten note. I appreciate it.

Anthony Godfrey:
Oh, you bet. Absolutely. My pleasure.

Joshua Briggs:
I always appreciate how you pick up the phone. You’re awesome.

Anthony Godfrey:
Oh, thank you. Thanks. 

Candice Pierucci:
Can I get a picture with you? To put on social media.

Joshua Briggs:
You know it!

Anthony Godfrey:
It's pretty awesome for you to have this kind of lasting impact come back. We know the impact’s there, but it's fun for people to actually tell you.

Joshua Briggs:
Yeah. And I have your example. If you want to see it.

Candice Pierucci:
I kinda want to. I’m impressed that you have it. Here, let me get a picture with you. 

Joshua Briggs:
Right here Candice.

Candice Pierucci:
Oh my heck. I can’t believe you have this still! Oh my gosh. I remember staying up late to work on this.

Joshua Briggs:
Well, I was trying to tell the kids, you need to have the title written and then you need to throw some color behind it. Write your book and then take some time and effort in the pictures. And today the students were like, ‘that's really good.’

Candice Pierucci:
Yeah. I can't believe you kept it. 

Joshua Briggs:
Did you know that Candice Backus Pierucci is the youngest elected female legislator in the Utah House of Representatives. And they're like, ‘really?’ I said, ‘yes, if you see her signs, it'll have Pierucci on it.’

Candice Pierucci:
Yeah I know, Backus was easier.

Joshua Briggs:
And little Benji is as cute as ever.

Candice Pierucci:
Thank you. I appreciate it. He's two and a half now. I cannot believe you kept this. This means so much to me. The night I stayed up till like 3:00 AM working on this, it made it worth it just because you still use it.

Joshua Briggs:
Guess what, I have some of the other examples too. In my journal process that I have, because I have the kids write journals. I‘ve fine tuned it quite a bit over the years, and for anyone who goes above and beyond, I call it the Candice Backus role.

Candice Pierucci:
Oh my gosh. Wow. Thank you, that is so sweet.

Joshua Briggs:
Cause you, you asked me, you know, ‘how can I even get more out?’ And so you would write it and then you would figure out how to reframe it, rewrite it. And so I have kids regularly going two and three and four times above what the expectations are because they know it'll pay dividends. We reference you all the time. 

Candice Pierucci:
Oh my gosh. Well thank you. I really appreciate it.

Joshua Briggs:
You said ‘hi’ to L.T. right? She’s so excited too because you had her for Women's History.

Candice Pierucci:
I did. Yeah. I told her I have a wall of women in my office now because there are a lot of walls of men all over the legislature. But like Susan B. Anthony, Elizabeth Cady Stanton, all my ladies, they're up on the wall. So, because she had a wall of women.

Joshua Briggs:
Hopefully you can be up there. 

Candice Pierucci:
I’m definitely not up there with Susan B. Anthony. 

Joshua Briggs:
Well, one day you’ll be on a coin. When you were in  my class do you remember you said that one day you're going to be President. 

Candice Pierucci:
You know, apparently I said that. I’m feeling very, very embarrassed today. I was much more confident than I remembered.

Joshua Briggs:
No, you said “I’m going to do it”. Then I watched you and you went and clerked in D.C. and then also in the Honor Flight.

Candice Pierucci:
I did Honor Flight. Yeah, you’re right. 

Joshua Briggs:
That was the coolest thing I ever heard in my whole life.

Candice Pierucci:
Yeah, I was the flight leader board member for him.

Joshua Briggs:
For Mike Johnson.

Candice Pierucci:
Yeah, yeah, and he’s so cool, I can't believe I said that by the way, I feel rather embarrassed. Like I don't have time to be President. I'm just happy to be in the legislature. 

Joshua Briggs:
If you ever do, I’ll vote for you.

Candice Pierucci:
Well, thank you. I do appreciate your vote. I remember especially learning just US history in your class. It was really cool. And I remember following the election cycle because that was when President Obama was running. I remember in class you were really good about keeping the discussion civil, like you always made sure both sides were represented when we watched the debate.

Joshua Briggs:
I believe it's the student's education and not mine. And so I want them to be confident, have your own voice.

Candice Pierucci:
You felt that way in your class, which is why I felt comfortable sharing opinions. So thank you. You're awesome.

Joshua Briggs:
I’m super proud of you. I have more examples by the way.

Candice Pierucci:
I can’t believe you kept them all. It just makes me feel better. That’s so cool. Thank you. I appreciate it. What was the assignment? It was just to create like a little mini book.

Joshua Briggs:
Yeah, yeah. So what I call them is a folded book. The ones that the students are finishing up right now is on World War II. So, I want them to hit with the state core standards are and be able to show their understanding of it, write their own book, drop in vocabulary words, but also illustrate it. And so I have a couple of other ones if you ever want to see them.

Candice Pierucci:
Okay. I can't believe you keep all your students. People really appreciate it.

Anthony Godfrey:
I can't thank you enough for coming to Riverton and reminiscing about the Silverwolf days and giving some advice to our current students and a boost to the teachers who still remember you and cherish that time that they had with you as students. So thank you so much for everything you're doing and for representing Silverwolves all the way up at the State Legislature. 

Candice Pierucci:
Thanks for having us. It's been really fun. 

Jordan Teuscher:
It's been great. Love reminiscing. The nostalgia is awesome. 

Anthony Godfrey:
And you're welcome anywhere here any time. Absolutely.

Thanks for joining us for another episode of the Supercast. Remember education is the most important thing you'll do today. We'll see you out there.

Anthony Godfrey:
Hello and welcome to the Supercast. I’m your host, Superintendent Anthony Godfrey. They call themselves the Silverwolf Caucus. These three former Riverton High School students are all now Representatives in the Utah State Legislature. On this episode of the Supercast, State Representatives, Candice Pierucci, Ashlee Matthews and Jordan Teuscher returned to Riverton High for the first time, since they graduated, find out what they learned from their time as students, what advice they have for current student body officers and why Riverton High is still near and dear to them today.

We are here at Riverton High School with what we are calling the Silverwolf Caucus. We have three of our State Representatives here who are former students here at Riverton High. I'm going to let each of them introduce themselves. And we have a couple of members of our current student government here as well to ask you some questions, but let's start out with introductions

Candice Pierucci:
I’m Representative Candice Pierucci and I graduated class of 2010.

Ashlee Matthews:
I'm Representative Ashlee Matthews and I graduated in 2004.

Jordan Teuscher:
I’m Representative Jordan Teuscher. I graduated class of 2002. So 2002.

Anthony Godfrey:
Time flies, time flies.

Jordan Teuscher:
I forgot how we say that.

Anthony Godfrey:
You brought some swag with you. I see you have some memorabilia from when you were here. Representative Pierucci, show me what you have there.

Candice Pierucci:
Well, I lettered in academics and I was FBLA’s Vice-President.

Anthony Godfrey:
Let’s lay it down on the table here, let’s see that.

Candice Pierucci:
Well, it’s been at the bottom of the memory box so I can't promise that it doesn't have fuzzy things on it. I've taken off all my pins and then I was Sterling Scholar for Social Studies.

Anthony Godfrey:
Wow, Sterling Scholar for Social Studies. Vice-President, that is very cool. Very cool. Does this look familiar?

Candice Pierucci:
These things don't ever change. They’re timeless. Taxes, death and your letterman jacket. Those are all the same.

Anthony Godfrey:
Representative Teuscher. I must mention, changed flights, missed some major events and came right from the airport to be part of this. So thanks to all three of you for going to the effort of making this work in your schedule. I know you're very, very busy.

Jordan Teuscher:
I wouldn't miss it. You know, we all love Riverton High School and I wanted to be here for this. So yes, I have my letterman jacket right here. Haven't worn it in a little while, but it looks good. It's warm and nice.

Candice Pierucci:
What did you letter in?

Jordan Teuscher:
I lettered in debate. Yep. So I was a National Debater here and then French, and Seminary. Which is kind of awesome.

Anthony Godfrey:
That's really great. You know, yours says 2002, mine is from the 1900s. So at least it's recent in my book. That's awesome. So now we're going to have our current student officers introduce themselves.

Dylan:
I'm Dylan. I'm the Student Body President here.

Tessa:
I’m Tessa. I’m Artist SBO.

Anthony Godfrey:
Dylan, Tessa, what is your first reaction sitting across from three State Representatives who used to be in your shoes?

Dylan:
I think it's awesome. And I think it shows that Silverwolves can produce such highly esteemed people. It’s almost like a flexing moment for all of us. They’re Silverwolves.

Anthony Godfrey:
It's a good flex for Riverton High. I don't know that there's another high school that can claim three current state representatives.

Candice Pierucci:
I was not aware of any in the legislature right now that have this many. Maybe rural Utah can pull out a couple, but not this many.

Ashlee Matthews:
Well, if they are, they're not saying anything.

Anthony Godfrey:
You got to represent, that's right.

Jordan Teuscher:
I’m just doing the quick math here. We’ve got 75 representatives. So 3 out of the 75, that's 4% of the entire House is a Silverwolf. I think proportionally speaking, we’re punching above our weight.

Anthony Godfrey:
4% came through this building, that's no small matter. That's a big deal.

Jordan Teuscher:
We have some open seats coming out so we’ll just need to find some more Silverwolves.

Ashlee Matthews:
The most important question we will ask any candidate is, are you a Silverwolf?

Anthony Godfrey:
It’s about growing the Silverwolf Caucus, that’s the important thing. Tell me what questions do you have for our State Representatives?

Dylan:
My first one is like, what's the biggest thing, or what thing do you notice the most that's like, you're still a Silverwolf? What reminds you the most? Like, you'll do something in your day and you're like, ah, that's because I'm a Silverwolf

Candice Pierucci:
For me, when I think of high school, I think of the community and I feel like it lays the foundation for a lot of students on thinking you can do anything in life. When I think back on high school, I wish I could tell young Candice not to stress so much, but maybe it was good I did. Because then I tried to achieve a lot of things. Just the sense of friendship that carries with you that obviously we immediately all feel some camaraderieship because of that. Also the awesome teachers here, who you still want to check the board and see how many of them are here, but there are a lot of life lessons and fond memories as you walk through these doors that kind of takes you back.

Ashlee Matthews:
It's true. I'm not even going to try to top that because you said what I was thinking only way better.

Jordan Teuscher:
I'll tell you my thought. I started here in 2000, so this was the first year it opened. So I was a sophomore, it was brand new. We were trying to decide what are the traditions that we need to have. What will actually unite us as a school? Because we had people coming from all different high schools, Copper Hills High School, Bingham High School, that may have had some allegiances there, but we wanted to start off great. So I harken back to that anytime I have a new project, it just reminds me of that idea of coming fresh into a new school, wanting to have good traditions, wanting to get off on the right foot.

Candice Pierucci:
That's crazy because I was here in 2010, which was the year before it split off to go to Herriman High. It was like, everything was one last time that we were all going to be together. So Silver Rush was huge. I remember the One Last Dance theme and it was just really cool. I think high school is terrifying for a lot of people, right? You build relationships with people that you'll never forget. I still am best friends with my high school friends and we keep tabs on each other. So it's really cool, the memories you make.

Ashlee Matthews:
I have something that's not deep or philosophical, like either of them, but I grew up in the neighborhood. We are just right behind the football stadium. So listening to the band practice and every Friday night listening to the announcers, the football game. Where I live now, I live just down the street from my community's high school, and I will say that every time I hear the band practicing it takes me back.

Anthony Godfrey:
There is something about the lights, the crisp air, hearing that ratatat, and the announcer is pretty exciting.

Ashlee Matthews:
It's the last time it's socially acceptable to really paint your face. It’s awesome, I definitely painted my face.

Anthony Godfrey:
There’s license to do some things that you can't later in life.

Ashlee Matthews:
Exactly.

Anthony Godfrey:
Stay tuned. When we come back, find out more about how Riverton High School helped prepare these three legislators for public service.

Break:
Do you simply love learning online? We can't wait to have you join the amazing teachers in our brand new Jordan Virtual Learning Academy. In Jordan Virtual Learning Academy schools, we offer innovative, fun and flexible online learning with daily, real-time instruction from teachers. Enrollment is currently open for all K-12 students in Utah. Start on the path to personalized virtual learning success now at http://connect.jordandistrict.org. That’s connect.jordandistrict.org.

Anthony Godfrey:
We have Principal Carolyn Gough here with I think a few additions to the swag that you brought.

Carolyn Gough:
We do offer a yearly pin so that you can take advantage of the pin that we have for this year. And then this, because you mentioned that Silver Rush was such an integral part of your experience, we have our jug or Silver Rush jug pins. So we wanted to present you with those just as a token of our appreciation for the service that you give.

Dylan:
And a shirt that says ‘Riverton Pride of the Pack”.

Legislators:
Thank you!

Carolyn Gough:
Thanks for representing us so well. If you could wear that in a session, that would be great.

Tessa:
What was like your thing in high school? Like we have student government, like, what was your thing and how did it prepare you for the position you have now?

Ashlee Matthews:
I was on the newspaper staff, and that was my thing. I'm an observer, I'm a watcher, I'm a listener. I just kind of learn by watching and listening to other people, which was very helpful going into this. I had no idea what I was walking into. So I spend a lot of time just taking mental notes and watching and listening to things that are going on. On that same token, talking about relationships and such, I have a very good relationship with the former newspaper adviser, April Squires. She's amazing. We still talk to her all the time and she tells me every time like, ‘oh, you were my favorite life editor.’ I'm sure she tells that to everybody.

Anthony Godfrey:
Life editor, was it the Riverton Life? Is that what it was called?

Ashlee Matthews:
No, Silver Scribe. No, just the life page.

Candice Pierucci:
For me, I did Peer Leadership Team, the National Honor Society. I did the FBLA, Future Business Leaders of America and I did Acapella, but really loved my experience there. Also, my senior year I did an internship at the state Capitol, which totally changed my trajectory. I also did the We the People competition. My teacher advisor was Jenicee Jacobson who I still am in touch with. That internship at the Capitol changed my life. That's where I decided I wanted to do something in government to make a difference. So it was really, really instrumental, I feel like, in me getting here.

Jordan Teuscher:
I mentioned it before, debate. I mean, I was involved in a lot of different things, but that was definitely kind of the hallmark of what I focused my time in most. Little known fact probably for most people here, but debate was the first trophy that Riverton actually won. We had a whole trophy case out here and nothing in it and it was great to be able to put something in the middle. We kept adding to it, adding to it. Over the years, we kind of had to fight with football and cheer and other people that wanted to kind of move debate to the side, said this is more for athletics, but we enjoyed it. We actually competed really well and had a great program.

Anthony Godfrey:
What would you say to current high school students who are maybe considering whether they could or should get involved in politics down the line?

Jordan Teuscher:
I'll say, you know, a lot of my political interest started when I was in high school. It was getting involved in an AP Political Science class, learning about the system and getting challenged to show up to a caucus meeting and it was a scary type thing. So I think that's the biggest advice that I can give to any high schoolers, get involved. I mean, especially at this age there's there's clubs and classes, and even just coming up to the Capitol and spending some time with your elected official, to just learn how the process happens, that will put you in a really good situation in the future to be able to jump into public service when the opportunity presents itself.

Candice Pierucci:
I would say half of the effort you need to be involved is just showing up. So I would encourage students to start getting engaged now and actually take your government course seriously. If you can jump on a campaign, there's no minimum age to help on a campaign, and knock doors or deliver flyers. I'd say, definitely reach out to one of us about doing an internship. If you're a senior, we can always try and pull some strings to get you up there for a fellow Silverwolf. Also not letting your age stop you. As you can see we're all millennials up here, for those of you who are listening. We're all millennials and having different age groups provides different perspectives and diversity in the Legislature that I think is really helpful. So I'd say jump on in and don't hold back.

Ashlee Matthews:
On that same token, but a different way, I agree with Candice, don't let your age hold you back. I was not involved politically at all until, until I ran for office. So, it was weird and it was scary and it was exciting starting something that I had absolutely zero experience in. So I did it and I, and I think everybody else should do it too.

Dylan:
So what do you guys think the state of politics is today and how can we work together to be better?

Candice Pierucci:
I think we have to learn again as a culture, as a society to disagree civilly. I think it starts in AP Government when people start formulating opinions and you get to be able to share your own and realize that just because someone disagrees with you doesn't mean they're evil. It just means they have a different opinion. I feel like I've developed a great friendship with Ashlee who sits across the ideological aisle. But my goodness, apart from being legislators and a Republican and Democrat, we're both moms and friends and able to talk about things that we all care about. I think we have to do a better job of getting off social media, getting out of our echo chambers and learning to interact with people, and learning to meet them as people before we do their ideology. It makes the negotiating process that much better because you're able to find common ground on what you can agree on, which is the best way to create policy.

Jordan Teuscher:
Yeah. I think Candice hit the nail on the head. It's all about finding people that you disagree with and having those conversations. Too much today, people either are afraid to have the conversation or they're being told not to, right. They're saying, you know, we need to alienate ourselves from those people who are across the aisle, who may believe differently than we do. So the more that we can reach out to people who have different opinions and have the discussion and try to understand why they believe that way and not necessarily try to change their opinion, but just seek to understand, we’ll be in a much better spot.

Ashlee Matthews:
For me, the biggest struggle that I had, I guess starting, is just making sure to always keep the people separate from the work. Because, like Candice said, from a political standpoint, I feel like all three of us are in very, very different places. But as people we are, like you said, we have way more in common than not. So it's easier to not take things personally, right. If they disagree with something that I say, if they voted against the bill, I don't think that personally, because I know that it's not intended to be personal. We can leave from a discussion where we disagree with everything and we can say, ‘Oh, dang. Oh, I saw that picture of you on Facebook and Oh wow! Your kids are so cute. Oh, what are you doing for Halloween?’

Dylan:
That kind of reminded me of something, so I want to ask a question. We recently asked a bunch of people, why is Silver Rush your favorite thing? Or why do you think Riverton has a thing? And they said, it's because like everyone forgets who they are and they just become one. They get along with everyone. Do you think there's some part of Silver Rush that helps you to build that assessment as you go further. You've seen that for three years in the month of December, everyone's one group body and their Silverwolf is what makes them the same. Do you think that has affected in a positive way, the rest of your lives?

Candice Pierucci:
Yeah. I have a distinct memory of when we're knocking doors, it was snowing. We were flipping cold, but we were having so much fun. I remember I was with the SBO president. I was with a drama student, there was a football player and a wrestling player. When else in high school, other than at lunch, when you bump into each other, are you all thrown together for the same cause and how much fun we had. You got to know people at a different level. And especially when you're performing right, you're performing tasks or jobs or shoveling snow. At that point, all your labels just drop to the ground and you're just people. So I definitely think that's a big lesson. I think our country has had those moments, not to extrapolate this, but if you think about World War II or getting a man on the moon, we have moments where we let labels fall and we all get together. I think that's when our country's at its best. And that's when Riverton High is at it’s best. There's a difference in the air. I remember walking around just feeling lighter during Silver Rush. I feel like a lot of people feel that way.

Ashlee Matthews:
It carries with you too. You can take that forever. None of us have been here for a very long time, but you asked us what our favorite thing was, and I think we all said Silver Rush was our favorite thing. The thing that we miss most, and when we were the happiest and most proud of being here and you won't forget, you won't forget that feeling.

Anthony Godfrey:
Thanks for joining us on another episode of the Supercast. Join us tomorrow for a bonus episode featuring the Silverwolf Caucus. And remember education is the most important thing you'll do today. We'll see you out there.

Anthony Godfrey:
Welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. It was a moving celebration of Dia de Los Muertos created in part by Spanish Dual Language Immersion classes at Riverside Elementary School. On this episode of the Supercast, we go inside the temporary Dia de Los Muertos museum organized by third grade teacher, Kathy Wride. Find out how students were able to honor family members, including pets, who have passed away by creating altars for them.

We are here at Riverside Elementary with Kathy Wride to talk about her Dia de Los Muertos activity. And this is something that's been going on for a while. Is that right?

Kathy Wride:
Yeah. Seven years.

Anthony Godfrey:
Okay. Introduce yourself a little bit and tell us about this activity.

Kathy Wride:
I've been in the Spanish Immersion program since I started about seven years ago. My first year at Riverside, I wanted to bring forth culture, and what better way than to celebrate Day of the Dead and to actually introduce something that is celebrated in a Hispanic culture. That is also why we are a Spanish Immersion school. So this is my baby for the last seven years.

Anthony Godfrey:
So we're standing in the gym right now. We have some music in the background that you can hear, and there is a wall of artwork that the students have put together. But there's also row after row of displays that students have created, and it's really amazing. You have the lights dimmed and it creates a wonderful atmosphere in here. Tell me about Day of the Dead and how all of this works.

Kathy Wride:
Well, the Day of the Dead is celebrated November 1st and 2nd in Mexico and Latin American countries. It's very highly emphasized, more in Mexico. They have a big celebration in their towns and villages and everything. This is just something to celebrate those that have departed. It can be individuals, it can be also pets that have passed away. We do have quite a few, because pets are part of a family. So it's celebrated as celebrating their life. It has nothing to do with death. We recognize, we remember the loved ones that have passed on. It's just something beautiful that they do in Latin American countries and we brought it here to Riverside.

Anthony Godfrey:
Let's talk about the wall over here. Let's walk over and take a look at the artwork there.

Kathy Wride:
The wall is just the Calaveras. It’s just a very big symbol that represents the actual person that has passed, or like I said, a pet that has passed. It’s just a representation, like a symbol of life of what they used to be. We don't do any dark colors. It's very pink, orange, all the bright colors you can possibly do. Then it just emphasizes the culture and just the life that the person or pet had.

Anthony Godfrey:
So it's really a celebration.

Kathy Wride:
It's totally a celebration, nothing sad about it.

Anthony Godfrey:
So are there any of these that you can give me any additional detail about?

Kathy Wride:
No. With the movie Coco that came out a few years ago, that actually helped introduce Day of the Dead a little bit more to parents. They were actually able to understand what it was. So that's why I connected with Coco, the movie. Parents were like, “Oh wow! Yes, this is great.” They get involved, they start sharing. But the art is just their interpretation, like a student's interpretation of what a Calavera would be. So their colors, they picked. The only thing they're told: don't black, no dark colors, just bring life to your calavera.

Anthony Godfrey:
Okay. Very good. So there's the Calavera, which is the skull. I see that they're decorating in various ways with various designs. So the skull is a part of it.

Kathy Wride:
Yes, a very big part.

Anthony Godfrey:
Are there any other instructions beyond that? Just no dark colors, no black.

Kathy Wride:
No dark colors, just have fun with it. Just colors that will represent the person that you're thinking about.

Anthony Godfrey:
And it represents a specific individual.

Kathy Wride:
Whoever they're thinking about that moment or pet, depending on who they're doing it on.

Anthony Godfrey:
Now tell me about the other component.

Kathy Wride:
The altars, los altares, all have ofrendas on them. Ofrendas can be from objects to food. It's pretty much anything that the individual or the pet liked while they were living.

Anthony Godfrey:
We have a picture of a father and daughter, it looks like.

Kathy Wride:
You can tell right away just by looking at it, he loves popcorn. He likes eggs and bacon and he loves cars and he was a handy person because he has tools on there. There's a lot of race car things on there. Pizza was one of his favorite things. So actually, you can kind of tell a lot on the altar.

Anthony Godfrey:
I don't know either one and it's very touching just to see that.

Kathy Wride:
Yeah. They go all out, with individuals, with pets, you see like their favorite toy. Like we have one over here. This was a little kitten, his name is Whiskers. You can see, he loved playing with string with the little toy ball and the little fluffy mouse and there's even some cat food. We have pictures of course of the animal.

Anthony Godfrey:
Yes. Whiskers looks like a bit of a rascal.

Kathy Wride:
Yeah, and you learn a lot about the person that has passed because everything that's on the altar is something that symbolizes and represents that person.

Anthony Godfrey:
What are some of the reactions you've seen from students as they have gone through this process of creating the altar?

Kathy Wride:
The best thing that I've actually heard from parents is that they appreciate doing this with their students because they're able to bring history back. Something that maybe the student at the time didn't know, a loved one they didn't really get to meet. They're like, “oh, tell me more.” The first two years I did this, there were tears. It was just the joy of having this, just being able to spend family time together. That has been the biggest thing that I've been told. ‘Thank you for letting me share my history with my child. Thank you for letting us bring back a loved one.’ So this has just been able to connect parents with their students. Just being able to bring back a little bit of family history.

Anthony Godfrey:
So sometimes they're creating an altar for someone they may not have met either.

Kathy Wride:
Absolutely.

Anthony Godfrey:
Wow. It's clear just looking over this, that a lot of thought and love and hard work has gone into creating some very touching memorials.

Kathy Wride:
Yeah, honestly, I get super emotional just because I love seeing the connections it has with the parents.

Anthony Godfrey:
Yeah.

Kathy Wride:
This year we asked the dual immersion teachers to make an altar. I have one and another English immersion teacher did one and she's fantastic. The teachers were able to share with their students some personal things about themselves. Mine's right here. It's very simple, but it tells a lot about my poor dog that decided to pass away because cancer took him away. I was able to remember him and I spoke to my students about him. Then there's another one over here. This is from another teacher. She was able to share with her students in Spanish, because she's one of our Spanish immersion teachers as well.

Anthony Godfrey:
These are pictures of her parents I assume.

Kathy Wride:
I'm assuming those are grandparents. So she was able to create one and the students got to know a little bit more about her family. It just creates connections, not just with family, but with teachers and their students.

Anthony Godfrey:
So there are connections with those who've passed, but also with the friends around you who can support you now that they know you a little bit better and they know who you've lost and what your connection is to them. I love yours with the picture of Einstein over the top. That's a great picture of your dog having a great time in the snow.

Kathy Wride:
I choke up because I don't get sad. I was pregnant with my last daughter, my last child, and I have a picture. One of the last things that I took of him by my side when I was pregnant, and he would just cuddle with me. So I share that with my kids and then we just remember him and remember the best times.

Anthony Godfrey:
Well, that's a great lesson to students to remember the good times and to really empathize with what other people have been through.

Kathy Wride:
You just feel a love. This is all about love. You feel them, you can feel that family connection, you can feel who this person or who this pet was, what a difference they made in your life. Whether it's for the student themselves or for their parents or their grandparents, things like that. So there's just that connection that I love.

Anthony Godfrey:
What an immersive, important learning opportunity. This is incredible.

Stay with us. When we come back, students talk about the altars they created to honor family members who've passed, including beloved pets.

Break:
Do you simply love learning online? We can't wait to have you join the amazing teachers in our brand new Jordan Virtual Learning Academy. In Jordan Virtual Learning Academy schools, we offer innovative, fun and flexible online learning with daily, real-time instruction from teachers. Enrollment is currently open for all K-12 students in Utah. Start on the path to personalized virtual learning success now at http://connect.jordandistrict.org.

Anthony Godfrey:
Is this every grade 1st through 6th?

Kathy Wride:
Yes, 1st-6th. We have some kindergartners that decided to do it, and we also have a preschooler that did it as well, but we have first, second, third, fourth, fifth, and sixth. So it's just amazing, like just the detail that goes into all their altares.

Anthony Godfrey:
Well, and when they know that they're doing it year to year, then they're probably thoughtful over the course of the year, about who am I going to honor? What am I going to do this time?

Kathy Wride:
Yes. Sometimes they even use the same one, but they add another detail they may have found out and they're like, ‘oh, this is great.’ You know? So it's just cool to see, it's amazing to see.

Anthony Godfrey:
So the connection just deepens over time.

Kathy Wride:
For sure. It's amazing.

Anthony Godfrey:
That's really something. With COVID and everything that's been going on, does this take on a greater significance?

Kathy Wride:
Absolutely. We do have some altars that are of individuals that have passed because of COVID. So instead of remembering the sad part of COVID, they remember the person's life and it just creates, like I said, a bigger bond. It helps you remember the good, not when they were sick, not when they were ready to go. It just helps you reconnect with the person.

Anthony Godfrey:
It's interesting because even though I have no connection to anyone represented here, I'm thinking about my own family, my friends and my pets, and it makes you cherish what you have. Thank you so much.

Tell me your name.

Abby:
I’m Abby.

Anthony Godfrey:
Abby, what grade are you in?

Abby:
Sixth grade.

Anthony Godfrey:
Will you tell me about your altar and who you honored?

Abby:
So I'm honoring my great, great grandpa Howard. He worked at an oil field, he made spinning wheels and stuff like that. He made the newspaper a lot for making all of his spinning wheels.

Anthony Godfrey:
What's something you learned about him that you didn't know before this project?

Abby:
I didn't know he made his own spinning wheels.

Anthony Godfrey:
That's a really unique talent. Where did you get the idea to honor him?

Abby:
My parents and I were just thinking about him.

Anthony Godfrey:
Do you feel a connection to him that you didn't feel before?

Abby:
Yeah.

Anthony Godfrey:
It looks really good. What did you make here? What is that?

Abby:
That’s an oil field. It's an oil tank because he worked there.

Anthony Godfrey:
So the spinning wheel was on the side in addition to his work?

Abby:
Yes.

Anthony Godfrey:
So you have a picture of him and it looks really nice an article about him too. Oh, that's exciting. Well, thank you very much. Great work.

Tell me your name.

Ellie:
I'm Ellie.

Anthony Godfrey:
Ellie, tell me about your altar.

Ellie:
This is my dad's uncle, Rick. I think he died a couple of months ago and I never actually got to know him very well. He owned horses and he and my dad would go and ride all the time. I never have seen his horses, but it's really cool to hear about. I was told that he really loved pie. He liked all kinds of pie and he loved fishing. He would just go all out with the outdoor stuff. And because I didn't know him very well, I don't understand it all, but I do think that he was one of my dad's biggest role models in his life.

Anthony Godfrey:
What did you think of just doing this project in general?

Ellie:
At first I didn't really care for it very much, but every year you keep doing it, and the more it ends up kind of like meaning something to you. I did a different person or a pet every year and it just became really special.

Anthony Godfrey:
That's wonderful. Well, great work. It looks really nice and I'm sure your dad is proud and I'm sure it meant a lot to your dad. Okay. Thank you very much.

Tell me your name,

Audrey:
Audrey

Anthony Godfrey:
Audrey, talk to me about your altar.

Audrey:
This was my great grandfather Stanley Jones. He had his own construction company. He really liked York Peppermint Patties. He used to do carpet cleaning before he did construction, and he really liked animals.

Anthony Godfrey:
Who are some of the other people that you honored?

Audrey:
My mom had a friend who’s son died of a brain tumor, so I did him. I've done my grandma and my grandpa and my great grandma.

Anthony Godfrey:
Very nice. Well, obviously it's had an impact on you and I really appreciate your talking with me about the altar. All right, thanks. Great job.

Tell me your name.

Sofia:
Sofia

Anthony Godfrey:
Sofia, talk to me about the altar. Who are you honoring here?

Sofia:
So this is my grandma. Her name is Grandma Beryl. She's my dad's grandma and my great-grandma. She died the day after Mother's Day, this Mother's Day. She really liked chocolate.

Anthony Godfrey:
Oh yeah? Do you like chocolate as well?

Sofia:
Sometimes it depends on the type.

Anthony Godfrey:
Not as much as she did though. Huh. Obviously she just passed away recently, so you know her.

Sofia:
We would usually go to her house for family dinners. I think she had four sons.

Anthony Godfrey:
What do you know about her because of this project?

Sofia:
I learned that she hated peaches, but she would can them every year for her husband because her husband loved peaches.

Anthony Godfrey:
So she hated peaches, but loved her husband. Oh, that's really cool. So what do you think about this project?

Sofia:
It's really fun because you get to learn a lot of things about your ancestors and it's a fun way to just learn.

Anthony Godfrey:
Who are some of the other people you've honored over the years?

Sofia 5:
I think I honored my dad's great grandpa and the wife of his great-grandfather.

Anthony Godfrey:
Okay. Well that looks really nice. I love the roses and the circle around the picture of her face. Is that a picture of you and her in the heart there?

Sofia:
Yeah.

Anthony Godfrey:
Wow. I really like that. And the candles that you have lit electronically they're on top of the altar and the beautiful designs on those candle holders. Is this a project that you'll remember after elementary school?

Sofia:
Yeah.

Anthony Godfrey:
Yeah. It's had an impact on you. Okay. Thank you very much for talking with me about that. That's very cool. Thank you.

Thanks for joining us on the Supercast. Remember education is the most important thing you'll do today. We'll see you out there.

Anthony Godfrey:
Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. She's bringing out the inner artist in young students with creativity and confidence. On this episode of the Supercast, we meet an amazing visual arts teacher at Westvale Elementary School, helping students realize their potential and possibilities by engaging them in art projects that are both fun and exciting. We're here with Mrs. Rachel Henderson, who is the visual arts educator for Westvale Elementary. Thanks for spending time with us today.

Rachel Henderson:
Thanks for coming, appreciate it.

Anthony Godfrey:
The reason I'm here is because I was at the school for some other reasons, walking around, and I saw your room. I couldn't resist it and I wanted to know more about it. So we're back and I just want to find out, first of all, tell us a little bit about your background in coming to this position. Then let's talk about what you do here and why it's so important.

Rachel Henderson:
Okay, great. So I have my degree in fine arts, so I have a BFA. I got that in Idaho and moved here with my husband's job. When you get your kids into the school system, they ask you to come and do PTA. So we do PTA. They ask you to come volunteer. So I did all those things. Then all of a sudden they're like, “Hey, you have a teaching degree, come teach for us.” So it kind of just fell into my lap. I've been teaching art here for about eight years now. My degree is in secondary, but I have a certification for elementary. So they hired me through the BTS, Beverley Taylor Sorenson Learning Arts Program. They hired me through that program, which is amazing. I've been doing it ever since, and I just love it the best job ever. I can't think of anything I'd rather do.

Anthony Godfrey:
The BTS program is really exciting because it has allowed us to expand the art offerings, performing and visual, in all of our elementary schools so that everyone has a specialist or a teacher that can help out. I love your enthusiasm for it. Your enthusiasm is obvious as you look around the classroom. There is not a square inch that isn't covered with something related to art, and yet it all feels very calm and very inviting. Can you tell me a little bit about what you have up around the classroom here to draw kids in?

Rachel Henderson:
So I figure you better be, you know, inspired by the art room. I've got hard work cut out for me. So I just like to make it colorful. I want it happy. No matter what's going on with the kids during the day, I want them to come into the art room and be happy. Kind of have that aha moment like, ‘oh, I can breathe. I can relax. I can just be’. So the happier I can make it the better. The more inspiring I can make it the better. So color to me is the obvious choice. We take advantage of the rainbow for sure.

Anthony Godfrey:
Everything is color-coded and there are lots of messages that jump out. One of them, ‘The growth mindset versus the fixed mindset’. I suppose you probably run into that when teaching art. “I'm not an artist, so I don't, you know, I'm not good at art.” How do you address that?

Rachel Henderson:
So our first project, this year, addresses that head on. We did a little project by Peter Reynolds, The Dot. It's about a little girl who's very, very unsure of herself. Doesn't think she's an artist. Doesn't think she can draw or do anything. Her teacher just gives her great advice and says, 'make a mark and see where it goes.' Our whole job is to really just give them a creative environment for them to let their creativity show through. So I'm not saying 'this is the next step, this is the next step.' I want to see what they can create by giving them some inspiration around the room, by showing them a few techniques, showing them different supplies. I love to put art supplies in front of kids that have never had them before. So they can explore, they can create, and then they discover what they like and what they want to make. So really it's just about letting them show me what they can create. Giving them the freedom and the space to do that in.

Anthony Godfrey:
I love that. Part of what's fun for me is that you get the material in front of you. Whether it's clay or a watercolor crayon or whatever else. There's an instant impact from what you've done. You've created something right off the bat and you want to hone it and you want to improve it, but there's an impact. There's a sense of efficacy right away and not everything we do during the day has that. But art does offer that sense of efficacy and the sense of playfulness and creativity. I like the way you described that. Ken Robinson talked about an industrial approach to education versus an agricultural approach. The agricultural, creating that fertile atmosphere for learning and creativity. I love that you've created that fertile atmosphere. Like you say, you put the materials in front, you create this great environment and then you allow them to express themselves.

Rachel Henderson:
Exactly. That's the goal anyway.

Anthony Godfrey:
Tell me about some of the materials that you have around here. First of all, yarn, paper plates, glue. I wish my entire life were as organized as your room is.

Rachel Henderson:
We’ve got a little of everything. Everyone else's trash is the art room's treasure. We can make a project out of almost anything. So that's another plus in my job is to expose the kids to more than just paper and pencil, right? We get to explore a little bit more.

Anthony Godfrey:
I've never seen quite an array of not only paintbrushes, I think you have every size of paintbrush and foam paintbrush I can imagine, but you have like nine colors of tape as well.

Rachel Henderson:
We do. We make good use of all the colors around us, right? We'll incorporate that in one project or another.

Anthony Godfrey:
Stay with us. When we come back, we'll hear from some students about their canvas in the classroom.

Break:
Do you simply love learning online? We can't wait to have you join the amazing teachers in our brand new Jordan Virtual Learning Academy. In Jordan Virtual Learning Academy schools, we offer innovative, fun and flexible online learning with daily, real-time instruction from teachers. Enrollment is currently open for all K-12 students in Utah. Start on the path to personalized virtual learning success now at http://connect.jordandistrict.org. That’s connect.jordandistrict.org.

Anthony Godfrey:
Tell me your names and what grade are you in? You're both in sixth grade? Okay, cool. What are you working on here?

Student #1:
These are like dots from the book. It talks about the dot and you can make anything with just a blank piece of paper.

Anthony Godfrey:
So what are you making with your blank piece of paper?

Student #1:
Types of like balls and like shapes in them.

Anthony Godfrey:
Okay. So what do you have here? What is this? Describe this to me.

Student #2:
So it's supposed to be a baseball. So I did the Xs first in a white crayon, and then I put red over it for the like side streaks, and then I put white in the background.

Anthony Godfrey:
Why did you choose a baseball?

Student #2:
Because it's one of my friend's favorite sports.

Anthony Godfrey:
How did you get these Xs? You did that with a white crayon in advance?

Student #2:
Yeah.

Student #1:
That's how I did the flower and the star.

Anthony Godfrey:
Okay. So you did the flower and star the same way? What are some of the favorite projects that you remember doing?

Student #1:
In third grade, a turtle, like a clay turtle.

Anthony Godfrey:
You remember making a clay turtle back in third grade huh? Tell me about the clay turtle.

Student #1:
We sculpted it, then we created it and colored on it.  And we made a habitat.

Anthony Godfrey:
You made a habitat too? Where does your turtle live? What kind of habitat? Was it a city turtle or a country turtle?

Student #1:
Country.

Anthony Godfrey:
Country turtle. So you made a pond? What was the pond made out of?

Student #1:
Paper and like Sharpies.

Anthony Godfrey:
Hmm. What's your favorite project?

Student #2:
Definitely when we did our portrait, like half of our face.

Anthony Godfrey:
So you did a portrait that was half of your face. So like a profile? What medium did you use? Was that a pastel, gouache, watercolor?

Rachel Henderson:
I think we did, was it crayon? Was it crayon and then watercolor crayon, and then colored pencil. We used a little bit of everything, right?

Anthony Godfrey:
What's a watercolor crayon?

Student #2:
It's like a normal crayon, except when you color it and then you put water over it and then it kind of looks like paint.

Anthony Godfrey:
Are there any of those around that we could check out? All right. We're going to check out a watercolor crayon. What did you like about your portrait?

Student #2:
How we got to like, like everything about it. It was really fun to make.

Anthony Godfrey:
Do you still have it?

Student #2:
Yeah.

Anthony Godfrey:
Where did you put it?

Student #2:
Up in my room.

Anthony Godfrey:
When you said, “yeah”, it's like, well, obviously I still had it. Yes. So you have it up in your room. What other work do you have in your room from this class?

Student #2:
It was in third grade when we did the equations. Where you had to make up an equation and you had to kind of like disguise it, but they had to try to guess the equation that you did.

Anthony Godfrey:
So did you start with an equation and then make it into an image? Or how did that work?

Student #2:
So you came up with an image or not an image, an equation, like a multiplication equation. Cause we were in like third grade, so you always multiply. So you choose the numbers, you write them. Well, you wouldn't fully write them down, but you would like make them into something else other than the actual number. Then you'd have to go through the entire paper doing like, let's say you did two, then you'd have to do how you did the two the same way down the paper. So they have to kind of like, guess the equation that you did.

Rachel Henderson:
Do you want to show him how these work, guys?

Anthony Godfrey:
Yeah. Let's see how those watercolor crayons work. I think you kids call it a mashup. Is that correct? Combining those two things. Oh no, you didn't have to do it on that work of art, but is it feeling right? Does it feel right to add it to that one right there? Okay. Good.

Student #2:
So you color in whatever you're coloring in.

Anthony Godfrey:
Okay. Do you mind if I tried a little bit just to see if it feels like your regular crayon, am I going to mess it up? All right. Let me know if I go astray. I'm pushing a little bit hard to start with. So it feels maybe it resists a little bit more than a normal crayon, a little more drag,

Student #2:
A little nicer.

Anthony Godfrey:
That's a good color. Okay. Keep going. Sorry. I got carried away. I kept coloring once I got started.

Student #2:
So after you color the whole thing in where you want it to be colored in.

Anthony Godfrey:
It just looks like crayon so far.

Student #2:
Yeah. And then you go

Anthony Godfrey:
There’s some white paper showing through. Are you going to color it all the way to that end too? Or do you need to?

Student #2:
Yeah, in a second.

Anthony Godfrey:
Okay. Sorry. I got in the way of your process. Go ahead.

Student #2:
Then you take water and it will start like going together.

Anthony Godfrey:
Oh, I like that. So it kind of blends as you've just put the water over there. Yeah. Yeah. That's nice. Now it doesn't make a totally solid color yet. Now you use this for your portraits, huh? That's nice. I can see that working out nicely.

Student #2:
We did like a cityscape and it was like where you were looking up at like tall buildings. Then we would color these in and then we would paint them with water.

Anthony Godfrey:
Lots of different colors of the buildings. Okay. You have a really interested me in this turtle project, can you show me a couple of those methods that they learn in first and second grade?

Rachel Henderson:
Here is our clay bin and we have colored clay. I usually get them going with white. Little pouch, just perfect for little hands so that they can also paint it.

Anthony Godfrey:
Can we try it with big hands?

Rachel Henderson:
Yes, absolutely. No, you're great. You just tear it open.

Anthony Godfrey:
Now these are all for those listening and these are all single serving packs of clay.

Rachel Henderson:
Perfect. For little hands.

Anthony Godfrey:
All right, Crayola Model Magic. Bust it open. It is great because it's nice and soft. All right. Well, let's see. I'm going to pull up a brightly colored stool, even the stools are color coded. Okay. So tell me what's one of the methods that you teach them in first or second grade, that would help me make a turtle.

Rachel Henderson:
In first and second grade, we learned how to do things like pinch pots. Exactly what you're doing with the clay right now. You're working it with your hands. You're working it with your fingertips, pinching it, getting that sticky feeling gone so it can make a shape.

Anthony Godfrey:
I just started doing that, I couldn’t resist it. It feels good.

Rachel Henderson:
It is. It’s very tactile. Kids want to do it.

Anthony Godfrey:
Plus, nobody else touched it. It's only mine.

Rachel Henderson:
It’s purely yours. Everyone gets their own. They don't have to share.

Anthony Godfrey:
All right. So now I've kind of kneaded it a little bit and played with it. So what happens next?

Rachel Henderson:
The thing about clay, the thing I love the most is that it's so forgiving, right? If we make a mistake with clay, guess what you do? You roll it back into a ball and you get to start over. There's no tears. Everything can be redone. It's all okay.

Anthony Godfrey:
Yes. I'll bet you do encounter some tears when a project isn’t going just this way and ‘oh no, I messed up.’

Rachel Henderson:
We’ve got some perfectionists with us for sure.

Anthony Godfrey:
That's a good lesson too. How do you fix the mistake?

Rachel Henderson:
That’s a lot of over time saying, “It’s all about the process. Not so much about a beautiful finished product, but the process. What did you learn? How did you feel when you were making this? Was it a good experience?” And 9 times out of 10 it is.

Anthony Godfrey:
Another great lesson that transfers to other classes and to life in general. So I've pinched.

Rachel Henderson:
So roll it into a ballI. Roll it into a ball and we'll do a simple pinch pot.

Anthony Godfrey:
Should I roll it against the table? Is that the best way to do it?

Rachel Henderson:
You can do either one. I have the kids roll it on the table, they roll it in their hands. That way, if they have this supply at home, they can do it at home.

Anthony Godfrey:
All right. Now I'm feeling perfectionist because it's feeling more like a 20 sided die than like a round piece.

Rachel Henderson:
We say all the time, there's no perfect in art, right? There's no perfect in art. Perfection does not exist. We do not strive for it.

Anthony Godfrey:
So if there's no perfect, then you are excused from trying to pursue that. Right?

Rachel Henderson:
Right. Then you're free to just work and try your hardest. So we have a ball and now the essence of a pinch pot is to take your thumb and just push right in almost making a small donut. Right. You don't go all the way through the clay. You just make that round little circle. And then, because it's called a pinch pot, we take the ends of our fingers and we just start pinching. We start pinching and pulling and pinching and pulling. We're making a circular shape and we're working the clay up as we go. And from time to time, we'll get saucers that are flat, that don't keep the shape. So we show them little techniques. I'll show you.

Anthony Godfrey:
I've got a little bubble forming.

Rachel Henderson:
There's different things with the clay that you can do. So if you're like, ‘oh, this is more of a bowl, not a pot.’ I can say, let's fold it back in. Let's make it more upright. Let's fold it back in. Like I said, clay’s very forgiving, right? We can always smooth things out later.  Hold your hand in a cupping shape. Use the end of the table to make a nice lip. There are lots of little tricks you can do. We don't even need any tools for this. This is just our hands. We're going around and around. If we wanted to add maybe a stem or if we wanted to add a handle, we could pull some clay off there and do that. But then at the end we dry them upright, so they're little domes. Then the following week, they come back and they get to paint them. So that's a very simple project. And this actually, incidentally is the shell for our turtle. So skills that they learned way back when we utilize again, when they come back for third grade.

Anthony Godfrey:
Well, I think it's great that first, second and third grade, there's this progression of skills. And that the sixth graders we talked to remembered the turtle as their very favorite project right off the bat.

Rachel Henderson:
It’s a favorite for sure.

Anthony Godfrey:
That's really cool. Okay. Well, um, what is the fate of my turtle? I guess I will just smash him back into the clay from whence he came.

Rachel Henderson:
The beauty of clay. Roll back into a ball, put it in a bag and you can come back to it another time.

Anthony Godfrey:
That this feels really good. When you had it in your hands showing me stuff, I kind of wanted it back. Because it's quite fun.

Rachel Henderson:
Very relaxing.

Anthony Godfrey:
Very nice. All right. I'm going to put it back in your package here. What ideas do you have for parents who may want to incorporate more art in their kids' lives or give them more of a creative outlet at home?

Rachel Henderson:
This was really apparent when we went on soft closure, right? We had lots of kiddos that were like, ‘wait a minute, Ms. Henderson, I don't have clay at my house. I don't have watercolor crayons at my house.’ And I assured them, there were numerous things we did online with pencil and paper. If you could just give your children pencil and paper, and time, and a space. I've noticed that if there was a designated spot in the house or a designated space for them, they felt more free to create. Rather than cluttered with everything else. So if you just give them a little space, paper, and pencil, there is no end to what they can do.

Anthony Godfrey:
Thanks for letting me get a little taste of what the kids get to experience here. It's obviously a great experience for them and an important part of their education here at Westvale. So thanks again.

Rachel Henderson:
Thank you. Appreciate you coming.

Anthony Godfrey:
Thanks for joining us on another episode of the Supercast. Remember education is the most important thing you'll do today. We'll see you out there.

Anthony Godfrey:
Hello and welcome to the Supercast. I'm your host, superintendent Anthony Godfrey. It is an entirely new approach to teaching students how to read and succeed. On this episode of the Supercast, find out how Jordan School District's Literacy Launch program is already helping students learn to read at higher levels than ever before. The results we're seeing in the classroom are bringing some teachers to tears, beyond excited about their student success. We're talking with Mandy Thurman and Michelle Lovell about literacy and our Literacy Launch in Jordan School District. There's nothing I'm more excited about. Tell me how it's going. First of all, we started this piloting last year. Just tell us where we are right now. How does it feel?

Michelle Lovell:
Well, we are really excited about the progress that we've made. And as far as we know, every school in Jordan School District has jumped in. Every elementary school has jumped in and already started in this process. And we're hearing great things from schools.

Anthony Godfrey:
We certainly are, and I'm hearing a lot of positives as well. It's a lot of hard work. Teachers are putting in a ton of effort. Our coaches are working really hard. We have our administrators on board and part of the effort as well. And we also have a lot of ESP employees or our classroom assistants who are involved in helping provide support. So everyone's diving in and working really hard and great things are already happening, even though the training district-wide only started a few months ago, this last summer.

Mandy Thurman:
Right, we trained nearly 1200 teachers, every K-6th grade teacher received two full days of training. We wanted them to really understand the why of everything that we were doing, the data that led us to this decision, and then what it was that would look different in their classrooms this year. I think teachers were nervous at first and had a lot of anxiety. But, like Michelle said, they've just jumped right in, given it a try, and now we're really hearing positive things from them.

Anthony Godfrey:
What I keep hearing is just how connected people feel to the program once they see the results from even just the initial implementation of what's been put in place.

Michelle Lovell:
I have been visiting with several of our schools just recently. What we've been hearing is most of them are in at least the first or second cycles of instruction. They're seeing kids move and change, gain skills. We're just seeing some excitement happening in the District.

Anthony Godfrey:
Now, the training happened this summer, as you described, it was two in-person days, one day of virtual instruction and then a day just to work with your team or independently to be ready to implement the program this year. You talked about the intervention cycles. That's a 15 day cycle. Tell me what that looks like for a student. What happens at the beginning? What happens during that cycle? And then what happens right before the next one is in place?

Mandy Thurman:
So we start with the Acadience information that we get. That's our statewide assessment that we use in Kindergarten through 3rd grade, and we're also now starting to use fourth through sixth grade. We use that information to identify students who might have some struggles with reading. From there, we do more diagnostic testing and both phonological awareness and phonics to really identify what skills it is that each individual student needs. Then teachers work as an entire grade level, not just individual classes, but they group those students on the grade level, according to the very targeted, specific skill that each student needs. Then for a 30 minute window of time, every day, during that 15 day cycle, they receive really targeted, specific instruction on the skill that they need. After those 15 days, we re-look at the data, we reassess the kids and then we regroup them based on what they need at that point in time. So it's very fluid. Kids are constantly moving and growing and then moving into the new groups that they need.

Anthony Godfrey:
What I love about that is first of all, that it's targeted instruction that is matched up with the exact skills that the student needs to improve in. The other is that it's on a regular basis, that students are regrouped and assigned based on the skills that they still need. In the past, students have been assigned to a group for a very long period of time and really couldn't essentially test their way out of that group and increase their skills once they were ready to do that. So I love that things are moving so quickly for students and they're able to advance as a result. Tell me a little bit about what parents should be watching for with their students who are in elementary.

Michelle Lovell:
So there may be some changes that parents see. One of those changes will be that they won't see a guided reading level come home. Kids are no longer grouped by a level of the alphabet. So we used to say, kids are reading on a level F or a level J, but now the students are grouped based on a needed skill. So a teacher may say to parents, your student is working on learning the long vowel, silent E pattern in reading, or your student is learning long vowel patterns, long vowel teams, or learning how to break apart multisyllabic words. So it's more targeted instruction.

The other thing that parents may see is a difference in spelling. They may not get a traditional spelling test where kids just memorize a list of unrelated words, because we know that's not the most effective way to teach spelling. Instead, kids will learn word patterns so that they can spell any word that has that word pattern. So it will be a little bit of a shift and some things that parents can really do to help support their kids, one teacher put it, I think so beautifully. She said, “we need to be the tour guides of the world.”

There are two pieces of reading. One part is we have to be able to get words off the page. We have to teach kids to decode, but then the other part is kids have to know what those words mean. They have to have some background knowledge and they have to have some of that information as well. So when those two things come together, when we can decode, and we know what those words mean, now we have reading comprehension. So what parents can do is be that tour guide of the world. They can read with their kids and talk about the vocabulary words that are in books. They can talk about that background knowledge. They can have experiences with the kids talking about plants that are in the yard or talking about experiences they're having as they're making meals, or as they’re visiting places and helping kids develop that really rich background knowledge that is so critical for all learners.

Anthony Godfrey:
That's a great reminder that reading really connects us to all other kinds of learning and allows us to experience really anything. So great reading skills are so essential for students to be successful in the future, but also to feel successful now and to feel really good about what they're doing in school. The other thing to keep in mind is that, as you've pointed out, K-3 is really the initial focus, but this is something that teachers at the upper elementary levels have also been trained on. What's wonderful about that is that even students who have gotten past third grade still missing some skills are able to fill those gaps.

Mandy Thurman:
Yeah, absolutely. We know that there are many of those kids right now. We use the saying, ‘in the younger grades we learned to read so that in the upper grades, we can read to learn’. Really, by third grade, that's where we want kids so that they have those foundational skills to decode the words on the page and be able to actually read the words. In the upper grades, what we're really working at is the content. Now they need to be able to read to access their science or their social studies and to make sense of what they're reading. But we know that we still have kids in those grades that don't have the full capability of decoding all the words. So we have some curriculum in place for the first time teaching in the classroom, as well as this intervention process that we talked about, that those kids in those upper grades will participate in as well.

Anthony Godfrey:
And the results are really, really exciting. I've heard from people at every level, K-6, talking about how exciting it is. Not just to feel like they know what needs to happen next in ways that they didn't before, but just seeing how their kids feel in their class about the success that they've experienced. The confidence that it gives them, as you said, to access all kinds of other knowledge. Because they say to themselves, ‘Hey, I'm a successful reader, and I know I can get better.’ There's a sense of efficacy that comes with that. ‘I know that I wasn't getting it, and now I am. And it's my effort that got me there.’

Michelle Lovell:
One of the things that we've also done is we've increased the classroom instruction. So teachers, not just intervention, but in their daily instruction are focusing more on the science of reading. They're focusing on teaching kids those spelling patterns and those word patterns, that decoding process that they need. It's been fun because one group of kindergarten teachers was excited because they had found when they did their first Acadience test, just with the increase in tier one instruction, the classroom instruction, that they had almost their whole class scoring above level. They started out at the very beginning of the year with about half of the class below level, but by the first Acadience test, all but three in each class had moved to above level. So they were just excited to see that happening, and it's been fun to watch.

Anthony Godfrey:
Does it make you wish a little bit that you could be in the classroom and experience it firsthand with your own students?

Mandy Thurman:
Yeah, absolutely. I think what's happened is really an empowering process, empowering teachers, empowering students. I think it would be really exciting to be back in the classroom and try some of these things ourselves.

Anthony Godfrey:
I know that this has been a ton of work for both of you. You provided how many trainings this summer?

Michelle Lovell:
I think at this point it's been 18 trainings?

Mandy Thurman:
I think we're at 21. We did 16 over the summer. 32 full days in the summer and I think we've done four additional rounds.

Anthony Godfrey:
It's been a huge push after a very difficult year and I commend you for your work. There's also a great support structure for teachers to be sure that we're helping them through the implementation process.

Michelle Lovell:
We have a structure set up to support teachers where every teacher, after each Acadience window, spends half day with a teacher specialist, and with their administrator, with an area superintendent. Going through student data, making sure students are grouped correctly, asking any questions that they may have, making sure that that they feel good about the lessons and that they're seeing that kind of growth. It's been really exciting to be in those meetings with the teachers as we're going through that process and providing that support that teachers really need and desire.

Anthony Godfrey:
I’ve heard such great things about the teacher specialists and the support that they've provided, and the coaches that are out there helping teachers. So it's really not just a team of teachers working together at a grade level, but it's all of the support around them. I really can't thank you enough for putting that in place and, and being such a great support to teachers after that initial training and implementation.

Mandy Thurman:
Well, thank you and we just want to thank you for all the support that's allowed us to get to this point. Without your support and your enthusiasm and passion behind early reading, I don't think we could have done what we’ve done.

Michelle Lovell:
I agree with that 100%, thank you. I agree we have some phenomenal teachers, coaches, teacher specialists, and AOSs, administrators, yourself. Thank you so much for what you are doing for kids.

Anthony Godfrey:
It's a really exciting effort and I can't wait to see where it takes us. Thank you both very much for the time and for all your great work.

Stay with us. When we come back, we'll head into a classroom at Heartland Elementary School, where the new approach to teaching literacy is leading to some exciting outcomes in reading.

Break:
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Anthony Godfrey:
We’re here with Leslie Fiskell, 3rd grade teacher at Heartland Elementary. Thanks for spending time with me.

Leslie Fiskell:
Thank you for having me here.

Anthony Godfrey:
Tell me a little bit from a third grade teacher's perspective, what it's like to be a part of this literacy launch. I know you've been doing it since last year when Heartland started to pilot the program.

Leslie Fiskell:
Well, I find it exciting because we have three programs we're using. We're doing 95%, Really Great Reading and Heggerty. We're teaching a lot of phonics and the kids are learning a lot about reading.

Anthony Godfrey:
How does this feel different from reading instruction for you as a teacher in comparison to how it felt before these programs were put in place?

Leslie Fiskell:
Before these programs you were putting your own reading lessons together. I don't believe it was maybe as systematic and explicit. This program has a scripted lesson for you and the kids have their manipulatives and things they use. So from a teacher, as far as preparation, there really is very little. And for the students, they have things to help them engage in the learning.

Anthony Godfrey:
For the listeners, explain what a manipulative is.

Leslie Fiskell:
Okay, well, they have letter tiles. The letter tiles could be, you know, it's the letters, the vowels, and then, long vowels. So there are tiles they use to make words. It also comes with syllable words, little boards where they can write the syllables, and it's just a good, good program.

Anthony Godfrey:
So it allows them to physically engage with tiles and arrange syllables and sounds together. So that's a deeper level of engagement to be able to physically be part of the learning.

Leslie Fiskell:
It is. It's a lot better than just here's your whiteboard and marker, and you write a word. This breaks the word apart. It shows them how the word comes together. And then of course they can write it.

Anthony Godfrey:
It really reemphasizes that there are components to words that come together. Sounds and letters that come together to form words.

Leslie Fiskell:
Yeah. Phonemes, the sounds and how those sounds come together to make the words. I think perhaps we were lacking in that area before we weren't teaching phonemes. I'm not sure we knew about phonemes, you know, but now we do.

Anthony Godfrey:
Does it feel like you're able to address more specific student needs rather than just generally improving reading? Focusing in on a very specific skill that they need to become a better reader?

Leslie Fiskell:
I think the Really Great Reading program, is that the only one we're talking about or can we talk about the other ones? The Really Great Reading program really addresses the whole class. So you might be learning long vowels but maybe on your own level in your skills group, you might be doing 95% and that's where you're really targeting that child's need. But all of them together they're connecting, and when those kids can make that connection, you know, we're finger stretching. In 95% we're finger stretching and Really Great Reading and all of the programs are connecting.

Anthony Godfrey:
You’re finger stretching, tell me about finger stretching.

Leslie Fiskell:
Well, that's our sounds, our phonemes. We're counting our phonemes. How many phonemes in a word. So if it's like talk, it would be t, a, l, k, so you'd have four phonemes. So the students are learning that. And again, they're engaged because there's an action there.

Anthony Godfrey:
I tried the Heggerty instruction. I've been in kindergarten classrooms and gone through that with students. It's really interesting just how engaged they are and how focused they are when there's that physical component, where you move your hands along with the syllable and ask them to put that together in a word. It's just really quite something to see those young students latch onto it.

Leslie Fiskell:
They have their choppers. It's engaging to pull out your choppers, those are your hands.

Anthony Godfrey:
Yeah, exactly. It's really exciting to see. What do you think it's like for students at this point compared with previous instruction they've received in literacy?

Leslie Fiskell:
Well, I think it's exciting for the students that are really catching on. I mean, everyone's catching on at some point, but to be able to answer those questions, we just all do it together. They're engaged, they have their manipulatives, their letter tiles I should say,  that they're making their words. I think it's very beneficial for the students because they're learning the rules of our language and how to read.

Anthony Godfrey:
What do you like most about teaching reading?

Leslie Fiskell:
Well, that's a big question, right? Right now I've got to tell you I'm loving our programs. I absolutely love Really Great Reading. It's my favorite. The reason I like it is because I'm learning too. Who knew why was was spelled w a s? Now I know. I'm this old and I know. It's the schwa, it’s flexing. So I love Really Great Reading and I love it for them because I think if you can learn all that stuff at a young age, you're going to be a great reader.

Anthony Godfrey:
Absolutely. Schwa flexing is something I haven't talked about enough, obviously, because flex, flex, flex to the schwa. It's going to stick with me. I really appreciate the time that you've taken and I love that you're focused on learning as a teacher. Those who are not in the classroom may not, let me back up a little bit. I know that the central part of being a great teacher is learning and I admire you for being so enthusiastic about learning something new, even though you've been teaching reading for a long time.

Leslie Fiskell:
Right. I will tell you, and I thought I was doing a good job teaching reading, but I am doing a much better job now with these programs.

Anthony Godfrey:
Outstanding. Thanks for all your hard work.

Leslie Fiskell:
Okay, thank you.

Anthony Godfrey:
Thanks for joining us on another episode of the Supercast. Remember education is the most important thing you'll do today. We'll see out there