The structure was quickly engulfed in flames (Photo courtesy of resident Kaylynn Dang)
Shortly after 10 a.m. on Dec. 18, the Wyoming Fire Department responded to reports of a school bus maintenance building on fire located at 2181 Prairie Parkway SW.
The fire was reported in the garage area used for servicing school buses for Wyoming Public Schools.
The first arriving fire units observed significant fire coming through the roof and the overhead doors of the building. The fire had already spread rapidly throughout the building causing significant structural damage. The fire was contained and extinguished preventing it from fully spreading to the nearby office structure.
There were minor injuries reported of smoke inhalation, however patients were treated at the scene and released.
An initial investigation conducted by the Wyoming Fire Department Fire Marshal’s Office determined that the fire began while mechanics were performing maintenance on the buses. The garage sustained significant damage and total cost of damages is still being assessed.
Reducing fire risk
The Wyoming Fire Department would like to extend our gratitude to local and municipal partners involved with this fire either directly or indirectly to include Wyoming Police Department, Wyoming Public Works, Grandville Fire Department, Kent County Sheriff, American Medical Response (AMR), DTE and Consumers Energy.
The staff of Wyoming Public Schools was instrumental in assisting with moving buses and planning the timely pickup of all students during this incident.
First responders continue battling the Wyoming bus garage fire (Photo courtesy of Jen Baker)
In light of this incident, the Wyoming Fire Department would like to remind all business owners and residents of the importance of fire safety. Please ensure properties are equipped with working smoke alarms, fire extinguishers, and clear emergency exit paths. Regular maintenance and adherence to safety regulations can significantly reduce the risk of fire.
Fire Marshal Contact
Anyone with additional information regarding this fire is asked to contact the Wyoming Fire Department Fire Marshal’s Office Fire Investigator at 616-257-9764
Kent District Library is launching new booster packs that will help kids develop an early love of reading – and is asking for community assistance!
“Early literacy is the foundation for so many aspects of life and developing an early love of reading helps children in school and throughout life,” said KDL Executive Director Lance Werner in supplied material. “This, in turn, has a huge impact on our community. By supporting activities that are fun and effective, you are transforming lives.”
About KDL booster packs
(Courtesy, KDL)
Each $100 gift covers the cost of a typical booster pack, which is tailored for preschool and school-age kids in home-based activities. They include educational games, books and activities that make learning fun for children in kindergarten through third grade.
According to the KDL website, booster packs were created in response to the Read Before Grade 3 law, opens a new window. The kits were crafted to help improve specific reading areas including fluency, phonemic awareness, phonics, vocabulary, and comprehension.
The 600 booster packs KDL already provides across their 20 branches are exceptionally popular, which means that the activities are well used and need to be replaced from time to time so they are fresh.
Also, additional funding can help KDL expand the availability of booster packs. Currently, most booster packs are checked out and have a waiting list, so having the ability to add more packs will have a profound impact.
How to sponsor booster packs
To sponsor one or more booster packs, give online and designate your gift for “Booster Packs.” For more information, contact Randall Goble, Kent District Library Director of Engagement, at rgoble@kdl.org.
Kent District Library and the KDL Board of Trustees are proud to offer a $5,000 KDL Community Impact Scholarship.
This scholarship will recognize high school seniors and adults returning to school who have worked hard to improve their communities and show potential to make long term impact. Both trade-bound and college-bound students are eligible to apply. All candidates must live within the KDL service area.
Making a difference
Strong candidates will be students who are passionate about making a difference, champions for inclusivity, innovators at heart and lifelong learners with a love for the library. These guidelines were shaped by those of the Library Journal Jerry Kline Award, an award KDL received in 2023 that afforded KDL the opportunity to begin this scholarship fund.
“Our mission at Kent District Library has always been to empower and uplift our community through education and opportunity,” said Andrew Erlewein, Chair of the Kent District Library Board of Trustees.
“By launching this Community Impact Scholarship, we’re thrilled to provide direct support to individuals in our area who are ready to pursue their dreams through college or trade school. We believe this scholarship can make a meaningful difference in the lives of recipients and in the community as a whole.”
Scholarship timeline
Applications will be accepted online at kdl.org/scholarship from Dec. 1, 2024 – March 1, 2025. Applications will include a form, two letters of recommendation, accepted enrollment letter, a library card number and optional supporting materials. Up to three scholarships will be given this year.
The scholarship recipient(s) will be chosen by the KDL Board of Trustees based on their overall impact on the community and alignment with the scholarship criteria as displayed in their responses.
Winner(s) will be announced May 1, 2025. The scholarship award in the amount of $5,000 will be disbursed directly to the recipient’s chosen college, university or trade school to be used for tuition, fees, books or other educational expenses.
Davenport University is focused on student mental health. When approached by Corewell Health to participate in its Blue Envelope suicide prevention program, the university was immediately on board.
The collegiate version of Blue Envelope launched at Davenport this September, the first college to adopt the program.
Preventing suicide by intervention
The Blue Envelope program was first developed to serve hospitals and doctor’s offices and was then modified five and a half years ago for K-12 schools across Michigan to combat the increase in students with suicidal thoughts. The Blue Envelope program is designed to empower staff to intervene with confidence, knowledge and competence and is having a positive impact.
As of June 2024, the program touched more than 95,000 K-12 students and trained more than 15,000 staff in 230 Michigan schools. Last year, participating schools reported 1,400 incidents of what are called “preventative opportunities.”
Due to the program’s success in K-12 schools, Corewell Health decided to expand into Michigan colleges and universities.
A culture of care
Blue Envelope suicide prevention program training for Davenport staff is ongoing (Courtesy, Davenport U)
Broad-based training of Davenport staff and faculty began in early September and is ongoing.
Joe Bishop, Davenport’s executive director of Campus Life, said this is a wonderful opportunity for the university. “Davenport is proud to be the first university partner for the collegiate Blue Envelope program and to continue our efforts to innovate and provide an outstanding culture of care for our students.”
“So far, employees from Public Safety, Campus Life, Career Services, College of Health faculty members, coaches, advisors, resident assistants, our leadership Cabinet and more have been trained,” said Bishop. “Our goal is to get as many faculty and staff trained as possible over the course of the school year.”
Clear instruction for response
The Blue Envelope program utilizes nationally recognized and evidence-based tools that provide clear instructions for university staff so they know how to respond when a student expresses thoughts of suicide.
Jody Sprague, Corewell Health’s Program Manager for Corewell Health’s school-based suicide prevention, said this program equips faculty and staff to quickly and discretely alert others of a priority situation so that the student can receive immediate interventions and swift access to supportive resources.
“This program has been so successful because it is preventative and not reactive,” said Sprague. “Instead of sending people directly to the emergency room, we can recognize the signs and provide wrap-around support before it gets to the point that it becomes an emergency.”
No issue is too big or too small
This philosophy fits in perfectly with what Darrin Oliver, lead counselor at Davenport’s Wellness Center, and his team are striving to achieve. The center is made possible by the Keith and Kathy Klingenberg Family Mental Health Fund and illustrates the university’s commitment to mental health.
Studies show that college students are more anxious than ever before (Courtesy, Davenport U)
“At Davenport, we see many students with high levels of anxiety and students experiencing sadness,” said Oliver. “Research has shown that college students are more anxious than ever before, and anxiety continues to steadily rise.
“In addition, 10-30% of college students report depressive tendencies. Students seek counseling for a number of reasons, and I want to emphasize that no issue is too big or too small.”
According to Oliver, some common trigger events that can lead to depression, anxiety and thoughts of suicide include family and relationship issues, untreated or ongoing mental health conditions, academic or athletic challenges, bullying, recent loss or death, extracurricular challenges, financial stress and feeling lonely.
Oliver wants students to know that if they need someone to talk to, that’s what the counselors at the Wellness Center are for.
“We’re here to listen and provide students with the tools and resources needed to help them work through any issue. It’s important to work through these issues before they become too much to handle.”
Opportunity, resources and understanding
Oliver has been through the Blue Envelope training and says it is a wonderful addition to the university’s efforts to support student mental health.
The Blue Envelope suicide prevention program provides training and resources (Courtesy, Davenport U)
“This program gives the wider Davenport community the opportunity to have conversations about suicide and to arm them with resources to help them understand the risk factors and traits associated with suicidal ideation and behavior,” said Oliver.
“What I’m hearing from those who have been through the Blue Envelope training is that they feel more prepared if they encounter a student experiencing suicidal ideation. Suicide is the second leading cause of death among 17-24-year-olds, so having these conversations and programs at Davenport is crucial.”
Sprague agrees. “This incredible community partnership would not be possible without a grant from the Michigan Health Endowment Fund.”
Sprague said Davenport will be able to start training its own staff in approximately one year, at which point the Blue Envelope program will be sustainable.
“This program is really going to benefit our student body, and we hope to be able to continue the training for a long time,” said Bishop. “I’d especially like to thank Keri Dutkiewicz, Davenport’s director of faculty learning and training, for co-leading the program. Without Dutkiewicz, Davenport would not have been able to take on the project.”
Engagement, comfort and hope
The Blue Envelope program helps faculty and staff how to respond when someone is experiencing a mental health challenge (Courtesy, Davenport U)
Dutkiewicz feels that the Blue Envelope program is a natural extension of the other ways Davenport invests in the personal and professional growth of faculty and staff, like offering training to build self-awareness and understanding each other’s differences.
“We don’t just automatically know how to respond when someone expresses that they are experiencing a mental health challenge or crisis,” said Dutkiewicz. “The Blue Envelope program equips faculty and staff with the evidence based skills needed to effectively respond in these situations so we can help keep each other safe.
“We don’t hesitate to help someone if they are having a cardiac event, so why would we hesitate to get someone professional help if they are experiencing a mental health crisis?”
Dutkiewicz said she hopes the program inspires the Davenport community to give an honest answer when someone asks how they are doing and to feel comfortable enough to ask for and offer help when needed. “I also hope this program helps us engage with our families, friends and our communities to bring hope and professional help to those who need it,” she said.
Additional support and resources
In addition to the Blue Envelope program and the services offered at its Wellness Center, Davenport is taking the following steps to help decrease the prevalence of depression and mental health issues on its campus:
Get Connected student group: One of the newest initiatives at Davenport is the “Get Connected” student group organized by Davenport’s Wellness Center. This group is designed to help students who are feeling lonely or struggling to make friends and connections. For more information, email counseling@davenport.edu.
National Alliance on Mental Illness (NAMI) Walk: To help bring awareness to mental health issues, Davenport participates in the annual National Alliance on Mental Illness (NAMI) Walk every September. The community walk is held on Davenport’s W.A. Lettinga Grand Rapids Campus and brings attention to the issue of mental health.
“I understand”: Member of the Davenport Alumni Board Vonnie Woodrick created “I understand,” a nonprofit that provides compassionate comfort and understanding for those affected by suicide or mental/brain health illness and pain. Click here for more information.
If you or someone you know needs immediate help, call or text the suicide prevention hotline at 988 (Courtesy, pxhere.com)
Davenport students can make an appointment at the Wellness Center by calling 616-871-6166 or by visiting https://www.davenport.edu/campus-life/wellness-center. The Wellness Center’s counselors can also be reached on the “urgent” line at 616-340-5243.
*If you or someone you know needs immediate help, call or text the suicide prevention hotline at 988.
Joshua Molyneux’s interest in the military formed at a young age, thanks to time spent with his dad bonding over a cherished pastime.
Molyneux fondly recalls attending the Wings Over Muskegon air show every summer with his dad to watch military aircraft maneuvers. Over the years, his interest in the military and a career serving his country grew until he finally answered the call, enlisting in 2005 at age 18.
“I joined the Michigan Army National Guard to serve, to gain valuable experience and to help pay for college,” said Molyneux. “I had no idea that decision would open a door to a very rewarding full-time military career and that I’d be in it for the long haul.”
Meeting the future
When Molyneux returned home after his first deployment in 2009, he attended a military family event.While there, he spoke with a Davenport University admissions representative and began pursuit of a college degree.
Molyneux began taking classes full-time at the W.A. Lettinga Grand Rapids Campus in 2009, switching to online classes part-time to better balance his professional and personal life. In spring 2022, he earned a BBA in Human Resource Management.
The Sergeant First Class is currently employed as a full-time active duty soldier for the Michigan Army National Guard (MIARNG) and is stationed at the Belmont Armory with the 63rd Troop Command.
Davenport’s in-person and online classes allowed Molyneux the flexibility he needed to obtain his degree (Courtesy, U.S. Army/Sgt. 1st Class Jasmine L. Flowers)
Active duty education
While he is thankful to be stationed close to home, Molyneux has spent plenty of time thousands of miles away in foreign lands.
“I served in a Cavalry Regiment in direct combat operations in both Iraq (Operation Iraqi Freedom) and Afghanistan (Operation Enduring Freedom) in a variety of leadership positions as a Cavalry Scout by MOS (19D3O),” he said.
Molyneux currently utilizes his Davenport degree as senior Army Human Resource Specialist for the 63rd Troop. He also serves as the brigade operations non-commissioned officer, assistant security manager and defense travel system reviewing official.
“I am heavily involved in the planning and execution of major operations and training events for Michigan’s combat Brigade, including COVID-19 response missions, the Operation Northern Strike annual combined arms joint exercise at the Camp Grayling Joint Maneuver Training Center,” said Molyneux.
Preparing to excel
Molyneux’s Davenport education and Army experience have complemented each other well (Courtesy, pxhere.com)
Molyneux loves the Army and the challenges his positions bring. “I find challenging myself and making a real difference to be extremely rewarding,” he said. “I have also been able to see and do things that most people will never experience, and I’m thankful for that opportunity.”
Molyneux said his Davenport education and his Army experience have complemented each other well.
“The operational, strategic and leadership training and experience I have gained working in the Army have given me unique insight into the corporate portion of my studies,” said Molyneux.
“And the knowledge I’ve gained from my Davenport classes helped prepare me to excel in my current positions with the Army.”
It comes as no surprise to Molyneux that Davenport is recognized as a Veteran-Friendly School by the Michigan Veterans Affairs Agency (MVAA) at the Gold level, the highest level of recognition.
Molyneux said he felt supported by Davenport from the very start. “Davenport did a great job at vetting my military credit equivalency, processing my benefits and taking care of funding. Everything was a breeze. Davenport is awesome to its vets.”
Veteran support
Davenport offers tuition discounts, fully participates in the G.I. Bill and gives generous credit for experience and education gained in the military. It also has a Student Veterans of America (SVA) group on campus, with which Molyneux is heavily involved.
Molyneux saw value in the SVA organization and brought it back to life at Davenport after the pandemic (Courtesy, pxhere.com)
The SVA is the premier organization leading service, research, programs and advocacy for veterans in higher education. Its mission is to act as a catalyst for student veteran success by providing resources, network support and advocacy to, through, and beyond higher education.
Davenport’s SVA chapter dissolved during the pandemic, but Molyneux worked to bring it back to life, even stepping up as president this past April.
Sharing knowledge and experiences can help improve student’s lives (Courtesy photo)
“I wanted to give back to Davenport and its veteran population by helping to bridge the gap between benefits and the veterans who use them,” said Molyneux.
The group meets in person the first Wednesday of each month at 10 a.m. in the Student Veteran’s Room, located on the second floor of the Academic Building. Veterans can also join remotely by using the “Discord” app.
“We discuss ways they can improve the lives of Davenport’s student and staff veterans on and off campus by harnessing our combined experience and connections,” said Molyneux.
Molyneux encourages all Davenport veterans to join the SVA.
“We are a group of like-minded individuals who harness our connections and network to help each other to improve our quality of life,” said Molyneux. “Many of us have navigated different things, and we are all willing to share our knowledge and experiences and lend a hand to our fellow student vets.
“But most importantly, we give each other a feeling of having a group where we belong and can connect with.”
Molyneux plans to graduate with an MBA in leadership strategies in 2025. “I will use my new degree to help elevate my military career. After I retire, I’d like to utilize my degree in the civilian sector in some capacity.”
Learn more!
Click here to learn more about how Davenport supports its veterans.
Wyoming Public Schools Superintendent Craig Hoekstra delivers an important message to the community on the eve of national, state and local elections.
Read Hoekstra’s letter to the community below:
Wyoming Public Schools Superintendent Craig Hoekstra (Supplied)
Dear Wyoming Public Schools Families and Community,
As we approach the upcoming national, state, and local elections, I want to highlight two important messages for our school community.
First and foremost, I encourage everyone to exercise their right to vote. This fundamental right is one of the most impactful ways we can shape our community, our state, and our nation. Voting not only allows us to have a voice in the decisions that affect us, but it also demonstrates to our children the value of civic engagement.
Secondly, as the election draws near and results unfold, it is vital that we, as a community, stay focused on our role as positive role models for our students. Regardless of the election’s outcome, our ongoing commitment must be to remain civil, respectful, and supportive of one another. Our actions and words will serve as powerful examples to our children on how to engage thoughtfully and constructively, even during challenging times.
Wyoming Public Schools is built on the strength of a supportive partnership between home and school. I am grateful for each of you and your dedication to fostering a positive environment for our students. Together, we can model the importance of kindness, empathy, and healthy discourse in all that we do.
Thank you for your continued partnership and support in helping us create a positive and respectful atmosphere within our schools and community.
Sincerely,
Craig Hoekstra
Superintendent
Wyoming Public Schools
WPS Superintendent Craig Hoekstra’s letter to the community (Courtesy, WPS)
Davenport University and LAUP have entered into an all-encompassing partnership to support education for Latinos at all stages of life (Courtesy, pxhere.com)
Located in Holland, LAUP was formed in 1964 with the mission to empower Latinos to participate in creating a better community for all through advocacy, celebration and education. Davenport’s newly created Casa Latina online degrees program complements that mission.
LAUP empowers Latinos to participate in creating a better community (Courtesy, pxhere.com)
A powerful catalyst for change
The partnership, which includes scholarships and other benefits, covers LAUP’s youth programs called ¡Adelante! and ¡Más Adelante!, and the LAUP workforce development program Educate, Elevate!.
“Everyone at Davenport University is excited about partnering with LAUP,” said Casa Latina Executive Director Carlos Sanchez.
This partnership fosters equitable access and opportunities for youth and adults (Courtesy, Davenport University)
“Casa Latina supports LAUP’s mission by offering dual language undergraduate and graduate degrees, as well as a bilingual student support system for high school graduates and adult learners alike. We look forward to working together for the benefit of the West Michigan community.”
Graduates of the LAUP programs who meet Davenport’s requirements will receive up to $9,200 toward tuition for Casa Latina undergraduate programs, and up to $7,000 toward tuition for general Davenport undergraduate programs. There is a special early admission category for graduates of the ¡Adelante! program at the completion of 8th grade.
“This partnership, driven by LAUP’s transformative efforts, is a powerful catalyst for change,” said Maria Morales, Director of Workforce Development & Strategic Impact. “It fosters equitable access and opportunities for youth and adults, empowers skilled immigrants to upskill and integrate into the workforce, and unlocks career pathways—harnessing the untapped potential within our community.”
Learn more!
Click here for a full description of the Davenport University/LAUP partnership: English, Spanish.
The rivalry game, supported by the Grand Rapids Sports Hall of Fame, spotlights the success of the two programs, while developing a marquee rivalry for two West Michigan institutions in the Grand Rapids area.
Representatives from the two universities gathered in Grand Rapids’ Calder Plaza Sept. 26 to announce the new annual tradition (Courtesy, DU Comms)
The series will begin this fall with the teams squaring off in the regular-season finale on Nov. 16 in Big Rapids at Ferris State’s Top Taggart Field as part of the GLIAC schedule. The two teams will play for the Calder City Classic trophy.
The rivalry will then return to Davenport’s home field in 2025. Plans call for the third matchup in 2026 to take place at a neutral site in the Grand Rapids area. Every third game in the series will potentially be played somewhere near Grand Rapids, with neither team having a home-field advantage.
Additional details about the Calder City Classic will be announced before the Nov. 16 game, including the rivalry logo and trophy design.
A new tradition
Representatives from the two universities gathered in Grand Rapids’ Calder Plaza Sept. 26 to announce the annual tradition against the backdrop of “La Grande Vitesse.” The bright red sculpture by Alexander Calder has been a symbol of the city since it was installed on Calder Plaza in 1969.
Two outstanding football programs will go head-to-head in this new athletic tradition (Courtesy, DU Comms)
Davenport University President Richard J. Pappas and Ferris State University President Bill Pink were on hand to support the creation of the Calder City Classic.
“Ferris State University has a rich athletic tradition,” Pink said. “This game will give us a chance to establish a new tradition. West Michigan sports fans will have the opportunity to see two outstanding football programs go head-to-head, and also learn more about the excellent educational programs each of our great universities have to offer.”
Pappas noted that both institutions have long histories featuring strong academic and athletic programs.
“We are looking forward to this named rivalry between our institutions,” Pappas said. “We expect the Calder City Classic to be an example of fierce competition for our student-athletes who will show teamwork, discipline, compete well and win graciously.”
Artistic spirit and civic pride
The athletic directors at Ferris and Davenport recognize the future possibilities of the partnership.
“This is an awesome way to showcase these two outstanding football programs and highlight the value of each institution right here in the Grand Rapids area,” Ferris State Athletic Director Steve Brockelbank said. “We appreciate the great partnership with Davenport University and the support of the Grand Rapids Sports Hall of Fame to help develop this rivalry series and look forward to watching this grow.”
Davenport Athletic Director Paul Lowden agrees: “‘The Calder’ is a symbol of Grand Rapids artistic spirit and civic pride. It is only fitting that two historical West Michigan universities battle on the gridiron to win the Calder City Classic trophy.
“Davenport University is excited to be part of this new football tradition with Ferris State University while honoring an iconic piece of Grand Rapids history.”
More than just football
The Calder City Classic showcases sportsmanship alongside fierce competition (Courtesy, DU Comms)
The programs have close ties in addition to their West Michigan location. Davenport head coach Sparky McEwen played at Ferris State and served as its assistant coach under Bulldogs head coach Tony Annese.
McEwen said the Calder City Classic is an opportunity to show more than football.
“The Calder City Classic exemplifies sportsmanship, along with great competition,” McEwen said. “I appreciate the partnership with the Grand Rapids Sports Hall of Fame.
“This recognition of the immense football talent and fierce competition here is a testament to the passion of our student-athletes, fans and communities. We look forward to competing for the Calder City Classic trophy each year.”
Journey to the top
Last fall’s regular-season matchup at Davenport’s home field in Caledonia marked the eighth meeting between the universities. It also represented the first time in which both schools were ranked in the top 10 teams in the country in the American Football Coaches Association national poll at kickoff time, with Ferris State seventh and Davenport ninth.
FSU and DU have both finished among the top three squads in the GLIAC for the past two seasons (Courtesy, DU Comms)
Both schools made the NCAA Division II Playoffs in 2022, with Ferris State defeating Davenport in Big Rapids en route to the Bulldogs’ second-consecutive NCAA Division II national championship. The Panthers’ appearance in the DII playoffs in 2022 was the school’s first in program history.
Both teams have also finished among the top three squads in the GLIAC each of the past two seasons.
This high school level robotics competition will showcase 18 Michigan teams battling in complex two-minute matches against highly skilled competitors in last season’s game, Crescendo.
Highlighting women in tech
GRGRC is a FIRST Robotics off-season event (Courtesy, GRGRC 2022)
The GRGRC is a FIRST Robotics off-season event. Michigan boasts the most FIRST Robotics teams in action, and the competition will be energized.
During this unique event female team members will be the primary drivers, operators and pit crew members of their team’s robot.
“I’ve really looked forward to the Girls Tournament every year since I’ve known about it,” said Emma Bustraan, #4967 That ONE Team – Our Next Engineers. “It’s kind of a neat experience, because there’s something special about being responsible for how you end up placing.
Female team members operate their team’s robots (Courtesy, GRGRC 2023)
“It’s a cool feeling to have the joystick in your hands and knowing that, if you break the robot, you have to fix it.”
The GRGRC will begin with a Ladies in Tech panel at 8 a.m. on Saturday, Oct. 12.
This panel is a great opportunity to connect and learn from female STEM leaders in our community.
The robotics competition begins with opening ceremonies at 8:45 a.m., concluding with the awards ceremony at 4:30 p.m.
Family-friendly and FREE
Mark your calendars for this family-friendly event and to learn more about STEM and FIRST Robotics. All events are FREE, open to the public and will be held at Wyoming High School, 1350 Prairie Parkway SW.
GRGRC is hosted by Demons Robotics #858 from Wyoming High School, Red Storm Robotics #3875 from East Kentwood High School, Red Storm Rookies #9566 from East Kentwood Freshman Campus, and community team That ONE Team #4967.
Stay up-to-date on competition details on the GRGRC Facebook page.
Lee Middle School has rekindled their partnership with Affinity Mentoring in a recent ribbon cutting ceremony at their newly renovated mentoring space (Courtesy, Deborah Reed WKTV)
South Kent Chamber of Commerce presents Affinity Mentoring with a certificate at the ribbon cutting ceremony (Courtesy, Deborah Reed WKTV)
“I see you, I hear you. You are valued, and I know things you have to say right now are things that need to be heard by all of us.”
This is the value Affinity Mentoring provides youth in our local schools, says Lauren Enos, Affinity Mentoring Program and DEI Director.
Lee Middle School in Wyoming has rekindled their partnership with nonprofit Affinity Mentoring after a two-year hold due to necessary school roof renovations.
Focusing on schools facing disadvantages, Affinity supports students in K-8th grade by matching them with a caring adult role model and striving to create a safe space for local youth to utilize their voice.
Small commitment = big impact
Affinity mentors journey alongside students for one hour each week.
“All of our mentors have said it’s the smallest commitment they’ve ever made for the biggest impact on their life,” says Enos. “We have a 90% retention rate. Mentors come back year after year to work with the same student because they become friends. It’s a true relationship.”
Affinity Mentoring Executive Director Rocio Moreno (left) talks about their partnership with the Godfrey-Lee School District (Courtesy, Deborah Reed WKTV)
Holly Kroeze, mentor and Mars Hill Bible Church staff member, is entering her seventh year mentoring Lee Middle School student, Eternity. During that time, Eternity was adopted by her foster mother – and Kroeze has built a relationship with Eternity’s entire family.
“I have found that developing a relationship with [her] mom has been helpful because she gives me insight into things that are going on in Eternity’s life,” says Kroeze.
Kroeze went on to say that she has enjoyed partnering with other adults in Eternity’s life to give more extensive care and support.
“It’s fun to see kids like Eternity get care from multiple adults,” says Kroeze, adding that kids need support from five adults in order to thrive. “I’m grateful I get to be one of those people for her because she has grown a lot. It’s been so fun to watch her journey.”
Lee MS Principal Adrianne Rose speaks at the Affinity Mentoring ribbon cutting ceremony (Courtesy, Deborah Reed WKTV)
“We’re really excited to be back in Lee Middle School,” says Enos. “We’re now able to follow the kiddos from early childhood into middle school.”
Lee MS Principal Adrianne Rose echoes Enos’ enthusiasm.
“We wanted to rekindle that partnership because this is an incredibly important piece to the whole child in our academics,” says Rose. “Our 6th graders, they’re excited to see their mentors. They ask about them, they want them to be here, and that to me tells me the mentors are doing what they’re here to do.”
A safe and inclusive space
While Affinity’s mentoring program has seen positive results such as increased school attendance and class engagement from students and a decrease in truancy, bullying and behavioral concerns – there are also personal benefits.
“We really hone in on our mentor centers to be a safe, inclusive space for our mentees to be able to share their difficulties,” says Rocio Moreno, Executive Director at Affinity Mentoring. “Some of it might be home-related or life-related, and we can tailor our program to that.
“Behavioral concerns tend to decrease because they’re able to engage in those hard topic conversations with their mentor as to why they might have made a particular choice throughout that time.”
Staff and mentors are excited for this opportunity to support Lee Middle School youth (Courtesy, Deborah Reed WKTV)
An overall improvement in self-esteem comes from knowing that one-on-one support is available.
“[Students] feel more confident,” says Enos. “They’re willing to take risks and make mistakes because there’s someone there to say, ‘I was in that same place, and I made those mistakes too,’ normalizing all the everyday things they go through.”
That support can often go both ways.
Since beginning her journey as a mentor, Kroeze and her husband became foster parents.
“Eternity was the first person to give me the best advice about what to do and what things she liked,” says Kroeze.
“Our relationship has been mutually beneficial because I’ve learned a lot from her. Learned how to be a good parent, and learned how to relate to foster kids. For Eternity, she’s [gained] some stability and accountability in her life.”
100+ students are waiting…
Affinity Mentoring is always in need of new community volunteers who are willing to donate an hour of their time once a week.
“One hour a week eating your lunch, hanging out and making slime will go by so fast,” said Moreno with a smile. “But the need for volunteers is high as we currently have over 100 students on our waitlist that desire a mentor.”
Kroeze recommends joining the mentoring program with a spouse or partner.
“My husband and I do it together, and we’ve done it together since Day One,” says Kroeze. “It’s fun to put faces to names when you talk about what your day was like with your mentee.
“Mentoring together makes things a little bit crazier – but a lot of fun.”
Eventually, Moreno would love to expand Affinity’s mentoring program to Lee High School as well. “Because this is a middle school-high school, it would be an easy transition to continue for the students we currently work with.”
For more information about Affinity Mentoring services, click here.
Artificial Intelligence (AI) raises several ethical and controversial questions regarding topics such as privacy and surveillance, human autonomy, job displacement, the role of human judgment – and many more.
Kent District Library (KDL) is hosting the Next Nexus Summit: AI for Business to provide community members with an opportunity to hear unbiased information presented by local AI leaders. Participants will have the opportunity to ask questions during the Summit ethics panel.
“Even though the focus is on how AI impacts your business, this is a good way for everyone to get a somewhat unbiased approach of what AI really means,” said Hannah Lewis, KDL Community Engagement Librarian.
“AI just kind of came out of nowhere, and you can’t escape it. That’s scary, and it’s okay to feel that.”
AI is impacting libraries and several educational fields (Courtesy, KDL)
Lewis went on to say that the Summit evolved due patron feedback and AI impact on education.
“A lot of patrons have been coming in to ask questions about AI,” Lewis said. “AI is impacting libraries too; they’re impacting the educational fields a lot.”
Bright local minds in artificial intelligence, technology, innovation, and legal considerations will come together to explore the future of artificial intelligence and its impact on our world and business.
Local AI leaders are willing to answer questions and provide clarity for the community (Courtesy, pxhere.com)
Those minds include:
Joe Chrysler With a deep background in machine learning and AI ethics, accelerator manager and software consultant at Atomic Object Joe Chrysler will discuss how you can leverage AI in marketing and business development using AI tools that are available today.
Amy Baddley A leading data privacy attorney, Amy Baddley will address the legal implications of using AI as part of your business model and the concerns of AI, intellectual property, and privacy.
Jessica Bratt An advocate for inclusive technology, Jessica Bratt, an instructional designer from Casual Simulation, will provide a visionary outlook on where AI is headed and how you can stay ahead of the curve.
Morgan Hanks Kent District Library’s User Experience Manager and a pioneer in bringing AI to the library to support staff and patron needs, Morgan Hanks will introduce each speaker and moderate the closing panel discussion on the ethical concerns related to the use of AI.
“This is a group of people that are not Google, they’re not Microsoft, they’re just telling you the pros and the cons without mega corporation baggage behind it,” said Lewis.
A safe place for conversation
The event ethics panel is prepared to answer tough questions regarding AI (Courtesy, pxhere.com)
There will also be an ethics panel where these experts will answer honest questions people have been asking, Lewis continued. Questions such as: how can we avoid issues and build trust? How do we determine what’s true and what’s not true? Will this take over the world?
“We’re totally experienced in handling any questions, especially those tough ones,” said Lewis. “Part of what [the event] is about is being able to ask those questions.
“I do think that, for the most part, this is going to be a very positive and optimistic experience. We know this is something that’s on a lot of people’s minds.”
Through the Next Nexus Summit, KDL is providing avenues for community members to gain information and clear takeaways while in a safe environment.
Registration details
Each event can accommodate 100 patrons, and both event programs feature identical content.
Interested participants can register themselves and one other person using a KDL account. Registration can also be completed using an email address.
Those unable to attend but who have questions for the presenters about AI can submit questions on the event website.
Business owner attendees are invited to bring business cards and/or other promotional items to give away.
“We are thrilled to commemorate the 30th anniversary of the Cook Carillon Tower, an iconic landmark of our campus,” said Jenny Hall-Jones, Vice President for Student Affairs.
“Its melodies have welcomed countless individuals to Grand Valley over the years, and we are excited to welcome our community to campus for a series of memorable concert experiences.”
Concert schedule and details
Each 45-minute concert will include a unique selection of music played by a professional carillonneur. Music will range from well-known GVSU classics, like the fight song and alma mater, to an evening of Taylor Swift-themed tunes on Oct. 11.
Attendees are encouraged to bring snacks, or grab some from a selection of food trucks that will be present.
An inside look at the Cook Carillon Bells (Courtesy, Bernadine Carey-Tucker)
Concerts currently scheduled for this fall include:
Sept. 21 at 12 p.m. – Family weekend concert
Sept. 28 at 1 p.m. – Classical concert
Oct. 11 at 5:30 p.m. – Love Story: A Taylor Swift-inspired concert event
Nov. 2 at 11:30 a.m. – Homecoming concert
Dec. 5 at 2:30 p.m. – Holiday concert
More information on the concert series can be found on Grand Valley’s Student Affairs website.
The magazine states on its website, “The list is a celebration of the incredible contributions that Latinos have made to our state, and it serves as a reminder of the many ways in which we are shaping the future of Michigan. The individuals included on this list are role models who have made a significant impact in their communities and beyond, and they serve as an inspiration to us all.”
About Gilda Gely
Gilda Gely is a proven leader in higher education (Courtesy, Davenport U)
Gely is a proven leader in higher education. Prior to joining Davenport, she held leadership positions at Cambridge College in Massachusetts, Aquinas College and Grand Rapids Community College. Prior to that, she held academic roles at universities in her native Puerto Rico.
“I am honored to be part of this group of 25 esteemed leaders in the Latino community across Michigan,” Gely said. “The attention is on us for a moment because the work we do as a group will last into our collective future. I am grateful that Vive Michigan is committed to helping our community provide access to education and opportunities, so more Latinos are able to assume leadership positions across our state.”
Gely earned her Ph.D. in Spanish from the University of Illinois from Urbana-Champaign, her Master of Arts in Spanish from Middlebury College and her Bachelor of Arts in Broadcasting and Spanish from Kansas State University.
She has been in her current role at Davenport for more than five years. She spearheaded the creation of Casa Latina at Davenport, a new online bilingual initiative that enrolled its first students this fall.
Sanchez came on board to lead the unique degrees program.
About Carlos Sanchez
Carlos Sanchez worked diligently to bring the first students to Casa Latina (Courtesy, Davenport U)
“This has been such an exciting year launching Casa Latina, and now this special honor,” Sanchez said. “I admire my colleagues on the list and look forward to continuing our good work to improve the lives of Latinos in our community. Thank you to Vive Michigan for this recognition.”
Sanchez earned a Master of Arts in Design from Kendall College and a Bachelor of Science in International Business from Davenport University.
“I am proud that two of Davenport’s leaders have been named among the most influential Latinos in our community,” said Pres. Richard J. Pappas, Ed.D. “Gilda and Carlos are tremendous leaders at the university and in the larger community. Provost Gely brings her talent and energy to the university every day and has been instrumental in our strategic planning and the design and development of new degrees, including Casa Latina.
“Carlos, as the leader of this new innovative program, continues to work diligently as our first students in Casa Latina have just started classes. They both deserve this honor given by Vive Michigan for their work in education that will pay dividends for years to come.”
Before joining Davenport, Sanchez led initiatives at Ferris State University and spent time as the executive director of the West Michigan Hispanic Chamber of Commerce. He serves on numerous boards, including those of the Grand Rapids Economic Club and Trinity Health.
Gely has also served on numerous boards, including the Grand Rapids Public Museum and the World Affairs Council. She was honored in 2011 with the Distinguished Woman in Higher Education Leadership Award by the Michigan ACE Network.
Many students feel anxiety as a new school year approaches, no matter their age.
Board certified behavior analyst Katrina Newman of Wedgwood Christian Services (WCS) has developed a 10-point tip sheet to help parents and children prepare for the upcoming school year.
Due to her prior experience as a teacher and currently part of the after school program of the WCS Autism Center for Child Development (ACCD), Newman recognizes that children with autism often struggle with change more than most.
The carefully crafted tip sheet aims to ensure that parents and children – with and without autism – start the year off in comfortable fashion.
Alleviating back-to-school jitters
Changes in routine can be stressful for all ages (Courtesy, pxhere.com)
“Most kids on the spectrum, or even not on the spectrum, feel anxious about going from summer to school,” said Newman. “It’s a big change.
“Anytime there’s a change in routine, it’s really important to have a plan and to practice. That really makes your child more comfortable and helps them to know what to expect.”
Much of the anxiety that comes with starting a new school year can come from not knowing what to expect when they walk in the school doors for the first time.
Some common questions youth have are: Where do we enter the school? Where do we line up? What’s the routine? Did anything change over the summer? Other questions may revolve around getting on the bus for the first time, carpooling for the first time, or having to walk down to the lunchroom.
Having the answers to those questions before the first day of school, Newman says, is really important.
Practice makes perfect
Many schools offer open houses the week before school to help alleviate some of that anxiety. However, there are several other options for parents with anxious children.
“It’s really important to stress that walking through the parking lot and walking through the hallways can be really intimidating, so you want to make sure you practice for safety and that kids know where they’re supposed to go,” says Newman.
Setting up a station at home for notes and permission slips that parents can check regularly also helps. “Have a folder so everybody knows where to put them and parents can check that folder,” Newman says.
Having kids practice their school sleep schedule in advance is also beneficial because it takes 2-3 weeks for our bodies to get used to the change. Even practicing that change a few days in advance can be worthwhile.
“Being consistent, that’s really important,” says Newman. “Whenever you do start it, just keep it going so that their body and their rhythms can get used to getting up a little earlier and going to bed a little earlier then in the summer.”
For children who struggle more with social anxiety, role-playing can be beneficial.
“It’s important to practice introducing yourself and role-play making friends,” Newman says, adding that it can be as simple as telling someone your name, asking for that person’s name, and trying to find something in common with them.
“You might point out something like, ‘You have a Minecraft shirt on – I love Minecraft. What’s your favorite way to play?’” says Newman. “Just looking at those visual cues and trying to connect with people, that’s an important skill.”
Gaining perspective through books
There is also value in reading books to younger children that focus on back-to-school jitters.
Kids might relate to the main character who also feels anxiety or is unsure what to expect. They may also simply feel excitement.
WCS book recommendations to prepare your child for the first day of school (Courtesy, WCS)
“As they read, they’ll have a pretty good idea of what the first day will look like,” says Newman. “[The book] has a lot of details that they might not bring up, but then after reading the book you can discuss that. It’s really good to open up that conversation.”
How to start a conversation with your child
For parents who are unsure how to approach their child about whether or not they feel anxious, Newman says to keep it simple.
School Education Student (Courtesy, pxhere.com)
“Just have a simple conversation where you ask them, ‘What do you think about going back to school? We’re going back next Tuesday, what are you thinking about?’” Newman says. “That way it’s more that they can tell you if they’re excited, they can tell you if they’re worried. They get to tell you how they feel instead of you saying: ‘Are you worried?’”
Is routine necessary?
Humans, regardless of age, lifestyle, or background, thrive on routine and benefit from having an established schedule.
According to the Blue Sprig website, routines are key to helping us thrive because routine comes naturally, provides stress relief and brings order to an otherwise chaotic world.
(Courtesy, pxhere.com)
Routines are particularly helpful for children with autism due to the repetitive patterns of behavior, activities, and hobbies. The adherence to an established routine can be a powerful tool in bringing stability and comfort to any child’s life.
Foster a genuine sense of ownership over their day
Create an environment of security and comfort
Removing any routine in a child’s life can be stressful. Newman says the most important thing is to talk about all changes in routine with kids, emphasizing what they can expect during that season of change.
For some children heading back to school this fall, their biggest challenge may not be reading or math but, rather, something else that’s critical to their academic success: eating meals at school.
Children can experience all types of difficulties with eating, from limited diets (“picky eating”) to feeding and swallowing disorders, according to the American Speech-Language-Hearing Association (ASHA). Feeding challenges may occur due to a medical problem or in conjunction with other developmental differences or disorders.
Regardless of the reason, all children need appropriate nutrition and hydration to learn and participate in the school day.
(Courtesy, pxhere.com)
Cafeteria Struggles
The cafeteria can present numerous challenges for children who have difficulty eating. These include:
Overwhelming sensory environment. The cafeteria can be loud, crowded, and hot. The sights and smells may bother some kids. The tables may be sticky, and the cafeteria benches may be uncomfortable. None of these factors makes eating easy or fun. Some students may require a distraction-free environment to safely eat.
Time constraints. Students often have a small amount of time to eat—usually, much shorter than they are used to having at home. Students receiving feeding and/or swallowing treatment may need more time to eat. This accommodation may be included in a child’s individualized education program (IEP).
School-based food restrictions. Some schools have rules about foods that children can or cannot bring, such as no peanut products. For kids who have limited diets, it’s not always easy to find alternatives to a preferred food. Also, some children may not have options if they are provided free or reduced-price meals at school. If a student has a documented feeding or swallowing disorder and requires a modified diet, then the school district’s food services program must offer the meal accommodations recommended in the student’s feeding and swallowing plan.
ASHA offers these tips to parents and caregivers to help their child eat successfully in the school setting:
Make their lunch gear fun. Let kids pick out a lunchbox with their favorite character or theme, or a Thermos® or bento box of their choice. Alternatively, have them decorate or personalize a basic lunchbox or other items that they already have.
Help them prepare. Have kids practice eating in the time they’ll be given at school. Try this for a few days before school starts. If you’re sending in containers or prepackaged food or drinks, make sure that they can open them first before packing such items in their lunchbox.
Go grocery shopping together. Look for new items that they may want to bring—or meal ideas to try. Be sure to try them at home first.
Brainstorm ideas. Write out a menu of options that are reasonable for you to prepare. Make sure that these foods can also be eaten at school easily (e.g., foods that don’t need to be cut up or kept at a very specific temperature). Have them choose their lunch from that menu each day.
Let them pack their meal. Kids love to take ownership and show some independence. They’ll be much more likely to eat what they choose to pack. If you don’t feel comfortable giving them total control, offer choices—let them pick one “main course,” one “side dish,” and one “dessert” out of items that you have pre-selected. Do this the night before, so you aren’t stressed or in a rush the next morning.
Troubleshoot together. Ask your child what makes eating in the cafeteria difficult. For example, maybe they don’t have enough time to eat when they buy lunch. Talk it through with them and see if you can solve the issue together.
Send foods that your child is comfortable eating. You may desperately want to expand your child’s diet, but you also want to maximize the likelihood that they’ll eat at school so they’re nourished properly during the day. Save the experimentation for home.
Aim for foods that will keep them full, but don’t stress over perfect meals. Ideal foods are ones that are protein-rich and/or high in fiber because they’ll keep kids full for longer. But remember, the best foods are the ones that your child will actually eat.
Don’t obsess over what they didn’t eat. It’s frustrating when you spend time carefully packing a lunch—only to notice that it comes home lukewarm and untouched. Ask your child why they didn’t eat their meal: Did they not like it? Or did they just not have time to eat it? Try not to scold them about the uneaten food.
Arrange for your child to have a lunch buddy. Eating with a friend is always more fun. A lunch buddy can be a support—and even a role model—for trying new foods. Talk to the school staff about finding a willing peer for this role.
Talk to the cafeteria manager or other school staff. If your child is provided meals at school and isn’t eating what is served, check with the school about alternative options. If a child is regularly not eating the food provided, then this lack of needed nutrition likely will impact their learning and/or behavior.
Help your child to advocate for themselves. If your child has an IEP with feeding and swallowing goals and accommodations, help them understand what their goals are and what they can safely eat.
(Courtesy, Kids’ Food Basket)
Getting Help for Feeding Problems
Speech-language pathologists (SLPs) help children who have difficulties with their feeding and swallowing. Feeding and swallowing disorders can lead to health, learning, and social problems, so it’s important not to minimize these challenges.
SLPs can help children try new foods or textures, can help parents feel more confident feeding their child, and can provide feeding therapy (e.g., using certain exercises to strengthen the muscles in their mouth, moving their tongue around more while eating or drinking).
Children with a diagnosed feeding or swallowing disorder may need additional support eating in school, including modified food and drink consistencies. These students should have an IEP or 504 plan to guide school-based treatment and accommodations.
They also may have a swallowing and feeding program (which is typically designed by an SLP) and/or an individual health plan (which is typically designed by a school nurse).
If you have concerns about your child’s eating, talk to your pediatrician and seek an evaluation from the school-based SLP or from a private SLP who specializes in feeding and swallowing. You can find one at www.asha.org/profind.
Many parents are already considering what they need to do to prepare their children for the new school year. While what they will wear and do after school is essential, ensuring they know what to do about back-to-school bullies should be at the top of every parent’s priority list.
Bullies will head back to school as well, and they will be ready to start picking on kids from day one.
“Summer is a great time to get kids ready for the new school year, including with how to win against bullies,” says Kirk Smalley, co-founder of Stand for the Silent. “Addressing it now will ensure the school year will be smooth and bully-free.”
It is important to raise awareness now
Help reduce bullying incidents by raising awareness now (Courtesy photo)
Smalley and his wife, Laura, started Stand for the Silent following their 11-year-old son ending his own life due to bullying. They turned their pain and loss into a mission of helping others.
Smalley travels the country giving presentations at schools about bullying, providing bullying prevention, giving out scholarships, offering intervention strategies and more.
Over the summer, parents can do a lot to raise awareness about bullying in their home and community. Making it a priority may help reduce the incidents of bullying in school and in the community. Proactive communities can make people more aware of the issue, which can help reduce incidents.
According to the National Institutes of Health, a few risk factors may make people more vulnerable to being bullied. These include a kid being seen as different from their peers, being seen as weak or unable to defend themselves, having low self-esteem, being less popular, not socializing well with others, and suffering from disabilities.
Tips for preparing kids now for back-to-school bullies:
Discuss bullying now. Discuss bullying, including what it is and what to do about it. Talk about the different types of bullying, how to address it, and what to do if they see someone else being bullied.
Role-play. Act out some bullying scenes with the kids so they can practice responding to them. This will help put them more at ease if the real situation ever comes up.
Get others involved. Parents can start anti-bullying groups now, which will get more kids involved in helping to keep bullying out of the school. Kids can get together to discuss the issue and ways to respond.
Contact the school. Most schools have staff working over the summer. Contact the child’s school to inquire about having an anti-bullying campaign kick off when school starts. Help them bring in a speaker, such as Stand for the Silent, and get together a group of kids for the anti-bullying task force.
Teach self-defense. It’s never a good idea to encourage your child to fight, but there are some self-defense moves that they can learn to protect themselves should it get physical. Bullies tend to pick on those they feel won’t stand up for themselves. Teach kids self-defense over the summer, such as enrolling them in karate. When kids are confident, they are more likely to stand up to a bully, and then the bully loses interest in that person.
Launching Student Stand Out
“This school year, we are going to be rewarding students who help with anti-bullying at their school,” added Smalley. “We want to encourage students to set the example and help create a kinder, more accepting school atmosphere.”
Students will be rewarded for their kindness and efforts to end bullying (Courtesy, pxhere.com)
Stand for the Silent is launching a program called Student Stand Out. Teachers can nominate students who they feel stand out by being kind, addressing bullying, being a positive role model, having good leadership, having respect and integrity, and demonstrating actions that show initiative to end bullying at the school.
Each week through the school year, one nominee will be chosen to receive a $50 Visa gift card. At the end of each semester, one person will be selected to win a $100 gift card. The nomination period runs from Aug. 1 to Dec. 1 and Jan. 1 to April 1.
For more information about the program, click here.
How you can help prevent bullying
Stand for the Silent travels the country, providing seminars and talks for communities and schools. They also offer materials online to help people with bullying issues. Each year, they give scholarships to students who help address bullying at their schools.
Kent County residents will have the opportunity to vote on several party nominations and millages in the Aug. 6 primary election.
On the ballot will be the renewal of the Ready by Five Early Childhood Millage, which is funded by a 0.25 mill property tax increase. For example, the owner of a home valued at $300,000 will pay approximately $37.50 annually, or $3.13 per month.
If passed, the millage will run through 2030.
(Courtesy, FSK)
Think long-term investment
The Ready by Five millage is facilitated by First Steps Kent (FSK), an independent nonprofit organization dedicated to giving children access to the necessary policies, programs, and support systems to thrive and be developmentally on track when they start kindergarten, according to their website.
The economic impact of an early childhood millage can yield some results in the short-term, but long-term results are the true goal of the millage, according to Jennifer Headley-Nordman, President of First Steps Kent.
“Some of the research that we share is from economist James Heckman looking at longitudinal data,” said Headley-Nordman.
Results of the James Hekman study (Courtesy, FSK)
“If you make investments in early childhood later on when they are 18 and beyond, you begin to see improved graduation rates, lower incarceration, seeing individuals having better attainment in continued education or in the workforce.”
Ready by Five funds a wide range of early childhood programs, including services for expectant parents, play-and-learn groups, and intensive therapy for children grappling with behavioral health issues.
“For individual programs, returns can be anywhere from $3 to $7 for every $1 spent. You are getting more than double in return. If a child has additional needs and layers, services can return $12-$15,” said Headley-Nordman.
Pennies today can save thousands in the future
A child who receives help for early childhood delays at a young age can often overcome those delays more effectively than if they are addressed later in the school system.
“If you can remediate speech and language delays and improve fine motor skills when kids are young and eager to learn, they are less likely to need robust special education services that can be extremely expensive,” said Headley-Nordman.
Receiving help at an early age can save money in the future (Courtesy, FSK)
How the millage works
In order to receive funding through the Ready by Five millage, community programs are required to first submit data and receipts to FSK for review and approval.
“Our process is a reimbursement model,” Headley-Nordman said. “When organizations request funds, they spend their own money first, and then provide us receipts and evidence that they have spent money in accordance with how they said they would as part of the contract.”
2018 millage produces change
The Ready by Five millage was approved by Kent County voters in 2018, and its first class of kindergarteners have excelled due to that funding.
“We finally had a group of kids reach kindergarten, so we had a group of kids that received Ready by Five funds, and we are able to see there is positive momentum with the kids that did benefit from funding,” Headley-Nordman said.
Supporting the community
Some in Kent County may be hesitant to add more to their taxes, but Headley-Nordman urges them to think about the long-term benefits to the community when it comes to the Ready by Five millage.
Working together helps the entire community (Courtesy, FSK)
“Being able to share the cost of supporting programs and services that individuals in the community need for their children makes a lot of sense,” said Headley-Nordman. “If you look at this from an economic standpoint it allows those services to be low cost or free to everyone, not just for particular individuals that are benefiting from it.
“We all need help at one time or another. It’s who we are in Kent County. Kent County has a history that we all help each other out.”
First Steps Kent resources
FSK offers various resources and initiatives, and provides funding opportunities for early childhood programs and initiatives. FSK also seeks parent leaders to serve on its Resident Proposal Review Board.
Community members are encouraged to learn more about First Steps Kent, and sign up for updates, at firststepskent.org.
Learn more about the Ready by Five millage in this short WKTV Journal interview with Jennifer Headley-Nordman.
In November 2023, Kent County voters approved a 15-year renewal millage for the award-winning Kent District Library system. However, the approved ballot language does not give KDL the authority to assess the new millage until December 2025, resulting in a one-year funding gap.
KDL will ask voters to consider a one-year nonrenewable millage at a rate of 1.1 mills on the Aug. 6 ballot that, if approved, will support the system’s 2025 operations.
Gap millage details
The gap millage is at the same rate property owners pay now, and there is no overlap with any other KDL millage.
If approved, the millage will generate $27.6 million, which will cover the expense of physical and digital collections, employees, programs and events, tech tutoring and other library services, rent and other expenses in 2025.
KDL Outreach and Programming Specialist Susan Erhardt reads to children (Courtesy, KDL)
The average homeowner in the KDL service area would pay $145.75 annually for access to its broad array of services – or about $2.80 per week, less than the cost of most cups of coffee, which is the same as what they are paying now.
“More than 90% of KDL’s operating costs are paid by millage dollars,” KDL Executive Director Lance Werner said. “An issue with the 2023 millage dates occurred inadvertently and has resulted in our need to go back to voters for a one-year millage to fill this funding gap. There’s no overlap and no double-dipping.
“If the gap ballot question does not pass voter approval in this election cycle, KDL will be forced to make substantive cuts to our team, hours, branches, services and programs in 2025.”
If passed, the millage will be used for KDL operating costs (Courtesy, Sophia Rolfe)
The millage will be levied Dec. 1, 2024 to fund 2025 library operations until the 15-year renewal millage can be accessed in December 2025.
This is a one-time request to bridge the funding gap in 2025. KDL will not ask for a renewal of this millage.
How KDL serves the community
KDL serves more than 440,000 residents in 27 municipalities through 20 branches, an Express Library, a bookmobile, its main service center, 5,000-plus annual in-person programs and a host of patron-focused services, from in-branch printer/Wi-Fi access and loanable mobile hot spots to early literacy initiatives and an extensive assortment of talking books and Braille resources.
KDL Grandville Branch Library Jocelyn talks with a patron about book selections (Courtesy, KDL)
Early literacy and education partnerships are a cornerstone of KDL service for the community. KDL has a long-standing tradition inspiring students to continue their learning through the summer. In addition to helping students and their families directly, KDL provides a wide array of resources to teachers, which can be found online here.
KDL’s collection is comprised of more than 700,000 physical items and 15.6 million digital items. These include books, e-books, apps, magazines, movies, television programs, audio books, video courses, video games, music, online databases, research materials and at-home learning materials, as well as access to statewide materials and collections.
KDL works to provide a variety of resources and materials for the community (Courtesy, KDL)
In 2023, total circulation rose 8% to more than 7.6 million while public computer usage grew 18% and Wi-Fi usage grew 6%. KDL is in the top 50 libraries worldwide for OverDrive digital circulation.
Known for family-friendly programs, KDL offers more than 6,400 programs and outreach events each year, from popular baby/toddler/preschool storytimes, learning labs and craft classes to book clubs, concerts and special activities.
The system employs more than 340 people and receives 5,900-plus hours annually from more than 650 volunteers.
Resource links
“KDL remains committed to fostering a lifelong love of reading, learning and critical thinking,” Werner said. “Funding from this millage is critical in order for us to continue to operate and provide resources for all in our community throughout 2025.”
More information on the one-year millage proposal and a millage calculator can be found here.
More information on KDL and the services and resources they offer can be found here.
Kentwood Public Schools and the City of Kentwood have received $10.5 million in state grants for the district’s successful ARCH after-school and summer learning program.
The district and city will receive three 2024-25 Nita M. Lowry 21st Century Community Learning Center grants from the Michigan Department of Education and Michigan Department of Lifelong Education, Advancement and Potential. The grants will be distributed in increments of $2.1 million annually over the next five years to fund the ARCH program.
“We are thrilled and appreciative to receive these grants and continue to offer high-quality learning experiences beyond the school day and throughout the summer,” said Kentwood Public Schools ARCH Project Director Lori Bramble-Romeo.
The ARCH program – Academic enrichment, Recreation and the arts, Community and family services and Healthy Relationships – offers Kentwood students after school learning opportunities such as STEM learning, field trips, guest speakers, career exploration and other high-quality experiences.
“One goal in our district’s strategic plan is to ensure equitable opportunities and outcomes for our students,” Bramble-Romeo said. “The ARCH program plays a key role in achieving this goal.”
The City of Kentwood’s Parks and Recreation, Police and Fire departments coordinate with the district on a variety of programming. The ARCH program is offered from elementary through the high school levels and is available in the summer.
“We are delighted to partner with Kentwood Public Schools and provide students the opportunity to grow and learn outside the classroom,” said Val Romeo, the City of Kentwood’s Parks and Recreation director.
The grants, which are based on availability of federal funds and appropriation in the state budget, go into effect on July 1, 2024 and extend to June 30, 2029.
The Michigan Youth Challenge Academy (MYCA) admissions process is now open for the academy’s next class, Cycle #51, which begins Sunday, July 14.
To begin the application process, interested youth and parents can visit the admissions page here: Admissions Process. In-person information sessions, a mandatory part of the application process, are listed on the MYCA events page.
For more information:
Area codes 810, 586, 248 and 947 – contact Jayme Ham at 269-968-1397
Area codes 231, 269, 517, 616 and 906 – contact Joan Miller at 269-968-1368
Area codes 313, 734 and 989 – contact Yasser Quadri at 269-968-1048
MYCA cadets during a tour at the Capital in Lansing (Courtesy, MYCA)
The MYCA is a cost-free alternative education program which offers at-risk youth the opportunity to change their future. As part of the curriculum, cadets participate in drill and ceremony formations, meet physical fitness standards, perform community service and receive classroom instruction.
Candidates for the academy are 15 1/2-18 years old and are at risk of not graduating high school. Graduates of the MYCA are eligible for the Michigan Job Challenge Program (MJCP), an extension program of the MYCA. The MJCP teaches workplace essentials, provides opportunities to learn a skilled trade and assists with job placement.
The Women’s City Club held its fifth Impact Award ceremony on Thursday, April 18. The 2024 award winners, Dilanny Perez and Nebyat Gebrehiwot, were honored with a luncheon presentation at Mayflower Congregational Church.
Developed in conjunction with Union High School (UHS), the annual Impact Award program recognizes deserving high school juniors who receive a cash award of $750.
(Courtesy, Deborah Reed)
“We wanted to provide an award that would inspire juniors to the next level, to reach out, to develop their skills and abilities and get ready for whatever path they choose in life,” Wendy Sturm, President of Women’s City Club, told WKTV. Sturm added that the award can be used in any way the winning student sees fit, without stipulations.
To apply, students present a piece of work that identifies and describes a personal role model – someone who has inspired them to achieve their own excellence.
“[The work] can be music, it can be written, it can be artwork – however they can express themselves,” said Sturm. “We wanted to open it up so they can express themselves in any unique way, have an opportunity to be recognized, and have an opportunity to develop those skills.”
Personal revelations
The winning entries are chosen by a committee of UHS administrators, teachers, and counselors.
“This year we had the most entries than we’ve ever had in the past – and the most variety of things,” said UHS Principal Aaron Roussey. Submissions featured musical instruments, artwork and various essays.
“They are very personal,” UHS Assistant Principal Dana Bachelder said of the entries. “We have so many different students from different areas of the world.
“Many times when we read [the entries], we’re learning a little bit about where they came from, what is important to them, things that they’ve been through.”
Both Roussey and Bachelder describe Dilanny and Nebyat as leaders in school and the community.
Values and valor
JROTC First Sergeant Ron Voisinet (left) with Impact Award winner Dilanny Perez (Courtesy, Deborah Reed)
Dilanny and Nebyat were honored with a celebration lunch. They had an opportunity to talk with WCC members and were presented with a scholarship certificate and award money.
Dilanny’s Impact Award entry was a written essay about William D. Swenson, a lieutenant colonel in the United States Army who was awarded the Medal of Honor in 2013. She learned about bravery, loyalty, and courage, and was inspired to strive for those things in her own life.
The battalion commander of the Union JROTC team, Dilanny was moved by Swenson’s willingness to put himself in danger to rescue his team when they were ambushed in Afghanistan by a group of 60 armed enemy fighters.
“Not many people get the Medal of Honor. Some people that get the Medal of Honor end up getting it because the activity cost their lives,” said Dilanny. “It’s something to be really thankful for, knowing there are people willing to go out and defend our country.
“It makes people realize that freedom isn’t free. People actually have to go out there and make a lot of sacrifices for us in order for us to keep our freedom.”
Impact Award winner Dilanny Perez (Courtesy, Deborah Reed)
Involved with the JROTC program since her freshman year, Dilanny says the bond formed between team members is unique and one that she appreciates.
“Our main goal is to motivate young people to become better citizens,” said Dilanny. “We do many volunteer opportunities, and we also do activities that make people confront their fears and learn values.”
A recent leadership reaction course taught JROTC members the importance of communication and trust in the people they are working with.
“That’s what I like about JROTC, the type of things that [we] go through, and the life lessons they give you.”
Dilanny is contemplating becoming an Army officer through the ROTC program at Western Michigan University.
Highlighting culture
Nebyat, who is from Eritrea in northeast Africa, created a painting of a woman from her country. The portrait depicts the bright colors and cultural dress of Eritrean women.
Painting by Nebyat Gebrehiwot (Courtesy, Deborah Reed)
Impact Award winner Nebyat Gebrehiwot (Courtesy, Deborah Reed)
Nebyat says her mother was the inspiration behind her Impact Award entry.
“I asked her what I was going to do, and she gave me some advice,” said Nebyat. “She told me to paint something from our culture because it is a small country. Not everyone know this country, so she told me to paint our…culture.
“In my country, before I came here, everywhere you go, they would wear this long dress.”
When asked how she felt about winning the WCC Impact Award, Nebyat said, “I was surprised, and I was so happy.”
Nebyat is inspired by the women of her country who strive for gender equality and work to empower other women. She aspires to be a role model of her Eritrean culture by working for gender equality for Eritrean women in the U.S. and in Eritrea.
Nebyat plans to attend Grand Rapids Community College for two years, then further her education by attending a university. She said she will continue to paint, and is interested in exploring other art forms as well.
(Left to right) Assistant Principal Dana Bachelder, Principal Aaron Roussey, Nebyat Gebrehiwot, and Wendy Sturm (Courtesy, Deborah Reed)
A remarkable journey
The Impact Award is funded by generous donations from WCC members and the community.
“One of the most remarkable experiences I’ve had with the Women’s City Club is watching these juniors come up to the podium,” said Sturm. “They’re so nervous and timid…and as we engage them with our questions and our interest, they blossom.
“It’s been quite a journey. It’s been a wonderful aspect of our community outreach of the Women’s City Club of Grand Rapids.”
For a list of past Impact Award winners, click here.
“Attending a high school prom should be a memorable event for all the right reasons,” said John Robben, Regional Director for Western Michigan from American Medical Response. “Talk to your teens and friends before prom night about making responsible choices and keeping their safety, and their peer’s safety, a top priority.”
American Medical Response offers these tips to keep in mind for a fun and safe prom:
Stay sober. Avoid alcohol and drugs, as they can impair your judgement and put you in danger.
Under no circumstances should high school prom attendees drink alcohol. But if you have consumed alcohol, hand your keys to a sober driver so you can get home safely.
Plan ahead. Make transportation arrangements in advance, whether it’s with a designated driver, a ride-sharing service, or another option.
Travel in groups. Stick with friends and avoid walking or driving alone.
Be aware of your surroundings. Keep an eye out for anything suspicious and report any concerning behavior to a trusted adult or authority figure.
Stay hydrated. Drink plenty of water throughout the night to avoid dehydration.
Have a backup plan. In case of an emergency, make sure you have important phone numbers readily available.
Don’t let friends drive drunk. If one of your friends has had too much to drink, don’t let them get behind the wheel. Take their keys and help to find them a safe ride home.
American Medical Response is committed to helping the communities it serves stay safe and healthy. We encourage prom attendees to take the Prom Promise to prioritize safety and responsible behavior.
Once upon a time there were two best friends and their names were Maya and Victoria. They were watching a movie and eating rainbow popcorn with extra rainbow butter and rainbow gummies, and then someone spilled a Dragon fruit-drink on the remote, and then the whole house shook.
And then they got sucked into the T.V. Then they got pooped out of the portal, and they landed on a gargantuan marshmallow. Then they got stuck in a marshmallow to their waist, and they had to eat their way out. It took them an hour.
After that, they saw a dogocorn and a unicorn. Then, the dogocorn and unicorn ask Maya and Victoria to help them. They agree to help, but only if there is a way to get home. They said they need to beat the evil turtle.
The only way to destroy it is true love.
They all work together to find a boy turtle. When they do find him, he has an awesome singing voice. His name is Timmy. Then they bring him to the evil turtle’s castle.
Timmy knows she is really pretty, so then they get married. The evil turtle is no longer evil. She is really nice and sweet, and her name is Mia. Then Mia shows them a secret portal.
They go home and live happily ever after.
The End
P.S. Dogo Corn made everything a mess.
Victoria (Courtesy, Kim Omanchi)
Maya (Courtesy, Kim Omanchi)
Maya (left) and Victoria are 4th grade students at AnchorPoint Christian School.
The Two Best Friends was a collaborative effort between Maya and Victoria, and is their first published work.
A quarter of the people landed in the UnderWorld. A quarter of the people landed in GrimGate. The rest landed in E. State.
It all happened at 5:45.
While Josiah and I were playing Fortnite, we got sucked into the game. Josiah and I were shocked. We found ourselves in E. State. We hid in a bush because we were scared. We hid there until 50 people died.
Now there are 25 players left. We defeated five players. Now there are 19 players left. There used to be a gargantuan amount of players. 10 of them died. We destroyed four of them.
Now there are three left, not counting us. The other people destroyed the guy. Now it is a 2v2 and Josiah destroyed one person.
Josiah died to his teammate, and I destroyed him from behind.
Josiah Freeman (Courtesy, Kim Omanchi)
Nathan Simeon (Courtesy, Kim Omanchi)
Nathan Simeon (left) is a 3rd grade student at AnchorPoint Christian School.
Josiah Freeman (right) is a 4th grade student at AnchorPoint Christian School.
Fortnite World was a collaborative effort between Nathan and Josiah, and is their first published work.
Mrs. Kim Omanchi, AnchorPoint Christian School 3/4 Grade Teacher (Courtesy, Toby Lehnen)
By Toby Lehnen
3rd Grade Youth Contributor
AnchorPoint Christian School
This is Mrs. Omanchi. She is my teacher.
She wakes up and gets ready for work. She eats breakfast. Her breakfast is the homemade granola her mom made her.
Ezra gets up and she asks him what he wants for lunch and lays it out. They get in the car and drive to Potter’s House on the highway and Clyde Park Avenue.
When she gets to school around 7:40 a.m., she writes the morning message and prints the work we are going to do today.
She waits to greet her students at the door and see how we are doing.
Toby Lehnen (Courtesy, Kim Omanchi)
Toby Lehnen is a 3rd grade student at AnchorPoint Christian School. Toby’s news article, Mrs. Omanchi’s Morning, is his first published work.
Led by teacher Mrs. Kim Omanchi, and in collaboration with WKTV Managing Editor Deborah Reed, students created unique pieces for publication on WKTV Journal.
The story is about sharks, there is a shark attack. It takes place at sea. It happened on July 12, 1916.
Once upon a time Jaxon and I were reading a book called I Survived Shark Attacks.
It was Feb. 10, 2024 when we were reading the book. We randomly got sucked into the book, and the teacher came and she saw that we weren’t there anymore.
It was July 12,1916. Jaxon and I were in the middle of the sea. Jaxon and I were scared because we thought we were gonna get eaten by a shark.
Afterwards, we saw people running to the sand because of five great white sharks. Two people had gotten eaten, and three people were left. But two sharks got two other people, leaving one person named Nick. He was running towards me and Jaxon.
Jaxon and I were jittery and started running to land, but we saw that he had disappeared. He came out of the water fighting the shark and killed the shark. Running from the other sharks, he made it to land.
Then Jaxon and I disappeared, coming back to school reading Shark Attacks.
The End!!!!
Alan Perez (Courtesy, Kim Omanchi)
Alan Perez is a 3rd grade student at AnchorPoint Christian School. Alan’s short story, Stranded in Sharkland, is his first published work.
Led by teacher Mrs. Kim Omanchi, and in collaboration with WKTV Managing Editor Deborah Reed, students created unique pieces for publication on WKTV Journal.
Once upon time I was playing Fortnite, and I won the game. Suddenly I was invisible.
I went to Target and got a PS6. I set money on the counter which made the manager confused.
I took it home and plugged it in. I played Fortnite for 24 hours. My parents didn’t know because they couldn’t see me.
I took my dad’s credit card, so I could get the new XBOX Series and 10 Nintendo Switches. I charged them and played them for 10 hours, but I got bored. Then I decided to get the PS5. I liked it, however I got bored of that too. So I took a break to get ice cream.
When I came home, I went to sleep. I woke up and played Fortnite for 10 minutes. I got the Dub on Fortnite, but my invisibility ran out. And my parents caught me.
The end.
Joseph Montoya (Courtesy, Kim Omanchi)
Joseph Montoya is a 4th grade student at AnchorPoint Christian School. Joseph’s short story, My Invisible Day Playing Fortnite, is his first published work.
Led by teacher Mrs. Kim Omanchi, and in collaboration with WKTV Managing Editor Deborah Reed, students created unique pieces for publication on WKTV Journal.
Suddenly, I am in the Ninja Turtle movie. I see if I can go meet the Turtles, and I become their friend. They show me around. They teach me how to fight. I fight the Krag with them. I have a sword and I can fight the Shredder and fight him with the turtles, and then I ride in the shell razor with the Turtles.
“Man, these buildings are gargantuan.”
Then I had my first fight.
“We went against the Krag. We won. It was easy with the Turtles. And the weapon I was using was a sword. It was cool.”
I was like Leo, but I was not the leader then we went home. It was stinky in the sewers but I had to deal with it.
Then it was time for bed. I slept on the couch, then I said, “That was the best day ever! And I know the Turtles are far-fetched.”
Dahmari Lee (Courtesy, Kim Omanchi)
Dahmari Lee is a 4th grade student at AnchorPoint Christian School. Dahmari’s short story, Stuck in the Movie, is his first published work.
Led by teacher Mrs. Kim Omanchi, and in collaboration with WKTV Managing Editor Deborah Reed, students created unique pieces for publication on WKTV Journal.
Once upon a time there were two friends going to a magical theater. Their names were Taylor and Ashley. They’re both 16 years old.
Taylor has waist-length blonde hair and brown eyes. She hopes to be an actress some day. Specifically, on BROADWAY! They both live in New York City!
Ashley has brown, straight, shoulder length hair and blue eyes. She hopes to be a director some day. Specifically, working with Taylor, on BROADWAY! In New York City!
Texting
Ashley! You are packed right?! From Taylor.
Duh! Are you packed Taylor? From Ashley.
I’m packed and you are! Good! From Taylor.
Real Life
Taylor and Ashley were asked to come to “Emelia’s Star Theater” to perform in a movie. Taylor would be cast as Queen Shoreanna of the Shore Fairies. Ashley would be cast as Queen Flamebelle of the Flame Fairies. These two queens were forever enemies but their daughters, Princess Shore and Princess Flame, were best friends. Unfortunately, Shore and Flame were Taylor and Ashley’s younger sisters. Shore is Taylor’s sister Zoe and Flame is Ashley’s sister Hallie, they’re very annoying. Then there was Prince Sand and Prince Fire. Taylor and Ashley’s younger sisters’ twins. The twins were all 13 years old. Sand is Shore’s twin and Fire is Flame’s twin. Sand is Jake, Zoe’s twin and Fire is Kayden, Hallie’s twin. Taylor’s younger twins have blonde hair and blue eyes. Ashley’s younger twins have brown hair and brown eyes.
“Hey Shore! Sand! Get over here!” Taylor yelled from her room.
“Don’t call us Shore and Sand!” they said from their room. Jake and Zoe are particular about names.
“Goodness,” Taylor mumbled.
“We heard that!!!” they yelled.
“Well are you two packed?”
“Yes!”
Meanwhile
“Hallie and Kayden you better be packed!” Ashley yelled.
“Duh, we are!” Hallie and Kayden yelled.
“Jinx!” Kayden said.
“Mm!” Hallie said/mumbled. She said “COOTIES!” not using words though.
The next day Taylor, Ashley, Zoe, Hallie, Jake and Kayden arrived at…
“Emelia’s Star Theater!” Emelia herself said. “Welcome.”
“Thank you,” Ashley said, being polite.
“This is Luke and Matthew, my sons,” Emelia said. They were both 16 with blonde hair and green eyes, twins. “Luke and Matthew, the blonde one is Taylor and the brown hair one is Ashley, the queens. The younger girls are the princesses, the younger boys are the princes. More introductions later!”
“Looks like Ashley and I are the only ones with no twins,” Taylor said. Wow, Luke’s cute! she thought.
“How’d ya know we’re twins?” Luke asked.
“Same pale blonde hair, same emerald green eyes, DUH!” Ashley pointed out. Whoa, Matthew is super cute! She also thought one of the boys was cute.
“True,” Matthew said.
“MWA HAHAHAHA!!!” someone said, “Tis I, Witch Lemon, and the Lime Lovers! I’m casting a curse so no one may exit this so-called ‘star’ theater!”
“WHAT?! NOOOOOOOOOO!!!” they all screamed.
TO BE CONTINUED…
Rozemarijn L. De Graff, Youth Contributor (Courtesy, Kim Omanchi)
Rozemarijn L. De Graff is a 4th grade student at AnchorPoint Christian School. Rozemarijn’s short story, Thrilling Theater Time, is her first published work.
Led by teacher Mrs. Kim Omanchi, and in collaboration with WKTV Managing Editor Deborah Reed, students created unique pieces for publication on WKTV Journal.
Teddy is a 4th grade student at AnchorPoint Christian School. Teddy’s poem, I Draw, is his first published work.
Led by teacher Mrs. Kim Omanchi, and in collaboration with WKTV Managing Editor Deborah Reed, students created unique pieces for publication on WKTV Journal.
AnchorPoint Christian School in Wyoming is excited to announce that 4th grade student Dahmari Lee will be moving on to the MYWAY State Championships. Dahmari is AnchorPoint’s first student to move on to the championship round.
“I’m so proud of all the wrestlers this year!” said Coach Ed Harris in supplied material. “Each one has grown in a number of ways whether it is learning new moves, self-confidence, or how to handle adversity.”
Challenges and growth
Dahmari Lee with parents Andreen and John Wierenga (Courtesy, Deborah Reed WKTV)
For the past two years, Dahmari has wrestled as a novice. The 2024 regional tournament at Grandville High School was his first taste of open wrestling, competing against opponents with two or more years of wrestling experience.
Dahmari enjoys wrestling with his dad at home, so when AnchorPoint’s 5-6th grade teacher Ed Harris formed a school wrestling team, he immediately signed up.
“He’s really into sports, so when they started a wrestling program here he wanted to try it,” John Wierenga, Dahmari’s father, told WKTV. “I told him we probably wouldn’t do any tournaments the first year, just practice. But after three practices, he was ready [to try] a tournament.”
Dahmari said he enjoys working hard and receiving medals (of which he has earned several) at competitions. The young wrestler is looking forward to participating at the State Championships, in part because he will wrestle open.
“Open is a little bit harder because you have to wrestle a couple years ahead of you,” said Dahmari, admitting that he likes the challenge of competing against more experienced wrestlers.
Andreen Wierenga, Dahmari’s mother, said watching her son wrestle is very emotional for her because she doesn’t want him to get hurt.
Despite her nervousness, Andreen supports Dahmari by attending his matches.
Dahmari Lee (right) prepares to scrimmage (Courtesy, Deborah Reed WKTV)
“When he’s winning, I like to cheer him on,” said Andreen. “But when he started to get the hang of it, he said, ‘I don’t like the excitement. You can stay home, and Dad can take me,’” said Andreen.
Andreen attended a recent match with the promise that she would sit quietly and not cheer. When Dahmari won his match, however, Andreen admitted that her emotions ran high.
“He came up and hugged me and said, ‘See? This is why I told you not to come,’” said Andreen with a laugh.
Dahmari’s willingness to accept challenges placed before him has garnered the notice of his coach.
“[Dahmari] is always willing to challenge himself in practice and in competition,” said Harris. “The fact that he placed 4th shows he belongs with those open wrestlers, and will continue to grow as an athlete and a person going forward.”
Iron sharpens iron
Launching AnchorPoint’s K-6 grade wrestling program stemmed from Harris’ own love of the sport.
Teacher and Coach Ed Harris believes in teaching more than just wrestling moves (Courtesy, Deborah Reed WKTV)
Harris began wrestling in high school and quickly fell in love with the sport. A Division 2 Team National Championship win at GVSU was followed by coaching positions at Godfrey Lee Middle School and then Wyoming High School.
When a donor purchased mats for AnchorPoint from Michigan State, the school’s youth wrestling team began.
“I love the sport of wrestling, and with a donor coming forward to help get the mats here, and my sons going to this school [and] with the opportunity to coach them, God’s timing was perfect,” said Harris.
Harris is also excited to incorporate faith into the wrestling program.
“I have always loved Proverbs 27:17: ‘Iron sharpens iron,’ because it is so true in wrestling,” said Harris, adding that a good partner provides refinement, but a bad partner creates stumbling blocks. “It is amazing how much faith and wrestling are connected, and we talk about that in our devotions before every practice.”
Life lessons
Dahmari (left) shows perseverance during a recent scrimmage (Courtesy, Deborah Reed WKTV)
Faith is only one life lesson AnchorPoint’s wrestlers learn through the program.
Strengthening their bodies as well as relationships with their peers as they work together in a competitive setting is also a focus of the program. Giving students a positive outlet for working through emotions, physical stress or anxiety, and learning the art of winning and losing gracefully are also lessons the students will take with them throughout life.
But one of the most important lessons, Harris said, is perseverance – especially through tough times.
“Wrestling is super tough, especially when you first start out,” said Harris, commenting that he was proud of the wrestlers for showing perseverance during a recent scrimmage. “No matter the score, they just kept wrestling and working to improve.
“I hope they transition that thinking to life and that, no matter what is going on in life, you can always find ways to work to make it better.”
Preparation and anticipation
As Dahmari prepares for the State Championships at Wings Event Center Arena on March 22-23, anticipation is high for both student and coach.
“I’m excited to see where wrestling can take Dahmari and all of our students in the future!” said Harris.
Chef Sweeney finds meaning in cooking (Courtesy, Sweeney)
Chef Syndy Sweeney of T. Rex & the Rabbit Foods will be at the Wyoming branch of Kent District Library (KDL) on Tuesday, March 26 to share her love of food and cooking with local residents.
For Sweeney, cooking is about more than just food. It’s about connection and comfort.
“For me, food has always been love,” said Sweeney. “My mom started teaching me when I was about four, and food was always something that I did for comfort and for connection.”
Combining books and cherries
At the Baking with Michigan Cherries KDL event, Sweeney will share the many ways to create delicious baked goods using Michigan’s seasonal cherry bounty.
The event is being held in conjunction with KDL’s On the Same Page community-wide reading initiative featuring the novel Tom Lake by best-selling novelist Ann Patchett. Patchett’s novel is centered around Michigan’s Traverse City cherry orchards.
“I read the book and have developed a lecture where we’re going to cover basic baking tips with regular flour and gluten-free flour, and incorporate as many different cherry products as possible,” said Sweeney.
Attendees will learn common-sense tips to successful baking, as well as favorite components, ingredients and baking equipment/utensils.
Sweeney encourages participation and questions during her demonstrations.
“I want people to feel engaged,” said Sweeney. “I want people to feel comfortable touching the dough and smelling the ingredients that I am using in my demonstration.”
Dinosaurs and rabbits
As a personal chef, Sweeney offers catering services for small events, meal prep, and several options for cooking classes through various community programs.
“Where you need a chef, I go,” Sweeney said. “I don’t have a restaurant, and I don’t have a storefront. But I have a lot of equipment, and a car and a cart. And muscles,” Sweeney added with a laugh.
Though Sweeney has been a vegetarian for over thirty years, her parents and her husband eat meat.
“I was always making substitutions,” said Sweeney. “I would make two versions of the same thing but with different proteins.”
(Courtesy, Syndy Sweeney)
T. Rex & the Rabbit Foods is a fitting name for Sweeney’s business due to the chef’s refusal to restrict herself to one practice of cooking. Whether vegetarian, a meat lover, vegan, kosher, gluten-free, halal, or dealing with food allergies, Sweeney is onboard.
“I don’t like when food is politicized,” said Sweeney. “I cook for everybody.”
Though Sweeney loved cooking, she doubted she would be able to make a living as a personal chef. However, Sweeney has been amazed at how her desire to help people connect through food has expanded into the successful business it is today.
“It’s been a lot of work, a lot of talking to people, testing recipes, and just word of mouth and hustling,” said Sweeney. “It’s a lot of fun, and it’s been very challenging and humbling at times.”
Sweeney enjoys the teaching aspect of her job, using her skills to highlight the ways food connects people rather than dividing them. That sense of community is something she strives for in each of her lectures and classes.
Registration and information links for a variety of fun upcoming events!
(Courtesy photo)
For more information about Sweeney’s Baking with Michigan Cherries KDL event, click here.
To register for Sweeney’s Cherries on Top hands-on cooking workshop at Kentwood Parks & Rec, click here.
KDL branches are hosting various events centered around the novel Tom Lake in preparation for author Ann Patchett’s April 24 visit to Covenant Fine Arts Center at Calvin University. Details for this event can be found here.
Leaders at Davenport University (DU) announced a groundbreaking initiative that leads to bilingual degrees with professional proficiency in English and Spanish.
Casa Latina at Davenport has a unique approach by offering courses with one week fully in Spanish and the next week fully in English. Graduates of this program at Davenport will enhance the pool of bilingual talent for businesses, while offering a solid path to careers in business, technology, healthcare, urban education and the sciences.
Casa Latina, the only program of its kind in the nation, represents a new era in higher education.
Twelve undergraduate and graduate degrees are tailored to students who will not only become experts in their fields, but will join the workforce ready to lead in a bilingual world. Degree programs include accounting, business administration, education, human resource management, health services administration and technology project management.
Worldwide flexibility
Students can apply now for courses beginning fall 2024.
The Casa Latina program is fully online, giving students the flexibility they need to begin and finish their degrees. The program will be available worldwide, and Davenport will consider work experience and education credits, reducing the time it takes to earn a degree.
Scholarships are available for full-time students: $9,200 for undergraduates and $5,000 for graduate students. Students attending part-time will be awarded a prorated amount.
(Courtesy, Davenport University)
Innovative and bold
DU saw the need for this bilingual program after studying the needs of employers across the country.
Carlos Sanchez, the executive director of Casa Latina, believes the uniqueness of this program will appeal to the Latino community by offering key bachelor and master degrees along with wrap-around support for students. DU’s Casa Latina program offers bilingual and bicultural student support in admissions, financial aid, counseling, tutoring and library services.
“Davenport is taking an innovative, bold approach with Casa Latina,” Sanchez said. “We are creating this bilingual program that will provide an opportunity for Latino students to overcome so many challenges. We are taking barriers down related to language, finances and geography.
“We have virtual bilingual tutoring, and we have staff dedicated to advising our Casa Latina students. We are creating a community at Davenport that will embrace and guide students as they pursue their degrees.”
Supporting the underserved
The energy for Casa Latina comes right from the top. President Richard J. Pappas and Executive Vice President of Academics and Provost Gilda Gely know Casa Latina will serve students and employers, while aligning with Davenport’s commitment to reach underserved populations in higher education.
Despite being the fastest growing population in the country, Latinos are the least represented in higher education. In the U.S., only 18% of adults over the age of 25 who identify as Hispanic or Latino have a bachelor’s degree or higher. That’s compared to 37% of white/non-Hispanics. Pappas said Davenport is focused on closing this gap.
(Courtesy, Davenport University)
“We have taken direction from people within the Latino community to understand the needs and challenges they have to continue their education,” Pappas said. “We are absolutely committed to creating an environment with all the tools necessary for bilingual students to graduate ready to work and lead in bilingual environments.”
Gely has been instrumental in the development of Casa Latina and believes it is the right program to give bilingual speakers the opportunity to become confident in their ability to succeed in college and in the workplace.
“At Davenport, we have taken the position that Latino students do not have to fit into our mold, but rather we will meet them where they are and support them as they realize their potential,” Gely said. “We have been working toward launching this bilingual program with their success at the forefront of its development. This is truly an exciting moment and opportunity.”
Philanthropic community support
The philanthropic community has contributed $2.7 million to Casa Latina at DU. Foundations and donors giving to Casa Latina include:
Community Foundation for Southeast Michigan
M.E. Davenport Foundation
Daniel & Pamella DeVos Foundation
Frey Foundation
Steelcase Foundation
Steve and Tana Wessell
Those interested in supporting Casa Latina can find out more here.
Integration and services
Casa Latina has an advisory board to ensure integration into the community with opportunities for networking and internships. Davenport offers career services support throughout a graduate’s lifetime.
Grand Valley State University (GVSU) has announced a new delivery model for adults to advance their economic mobility and career opportunities. This new model merges the best of online and in-person support for adult learners.
Omni: A commitment to adult educational advancement
Omni from GVSU combines an expertly taught curriculum with the agility of flexible education delivered across GVSU’s expanding regional campus network and online. This allows adult learners anywhere to advance their education on a schedule that works with their life and work commitments.
GVSU offers online and in-person education opportunities (Courtesy photo)
GVSU’s Omni is designed to help Michigan residents advance in their careers through an educational experience that is flexible, fast and trustworthy.
“Omni represents a new commitment to adult learners in Michigan, many of whom have previous college credits or work experiences that can be recognized to create a custom path toward a GVSU certificate or degree,” said Philomena V. Mantella, President of GVSU.
Flexible learning opportunities
By blending regional campuses across Michigan with flexible online learning, Omni makes a GVSU education accessible to more adult learners than ever before.
“The needs of Michigan’s workforce demand bold solutions,” said La June Montgomery Tabron, President and CEO of the W.K. Kellogg Foundation. “Opportunities like these are crucial to move our communities toward becoming more equitable places of opportunity, and also help parents better support their children so they can thrive.”
The Foundation is providing support for GVSU’s expansion in Battle Creek.
Guiding steps for advancement
Flexible education options help adults gain further education (Courtesy, pxhere.com)
GVSU Omni is led by Chief Executive Kara Van Dam, previously GVSU’s vice provost for graduate and lifetime learning. Van Dam brings more than two decades of experience in adult post-secondary education.
Van Dam joined GVSU’s leadership team in 2021 to lead a university effort to develop new ways to help the 2.5 million Michigan adults without a post-secondary credential improve their career path and earning potential by completing, or continuing, their education.
“Michigan faces a daunting challenge,” said Van Dam. “Nearly 50 percent of its adult population lack a postsecondary credential despite unambiguous evidence that continued educational achievement is the surest path out of poverty toward sustained economic security.
“Our regional network of campuses across the state and online educational offerings mean that, no matter where people are in their careers and education, GVSU Omni meets students where they are and guides their next step for advancement.”
Learn more about Omni
Enrollment in GVSU Omni’s initial programs will begin in the spring of 2024. Additional programs will be offered in the fall.
For more information about Omni, visit gvsu.edu/omni.
Nearly three-quarters of the state’s schools are short of teachers, according to a survey by the Michigan Education Association (MEA). (pxhere.com)
By WKTV Staff
Grand Valley State University’s K-12 Connect academic support program recently received approval as a vetted high-impact tutoring provider for K-12 districts seeking funds from the MI Kids Back on Track program.
The K-12 Connect program joins a select group of approved providers aligned with the requirements for the $150 million MI Kids Back on Track program. This makes providers eligible for K-12 districts receiving grant funds to utilize them for tutoring services.
Empowering students through education
K-12 Connect is dedicated to opening doors of opportunity to students (Courtesy, pxhere.com)
The state funds are designed to support learning that get students back to grade-level academic standards, assist those at risk of falling behind and prepare students for postsecondary education.
As a provider using a Michigan-aligned curriculum, K-12 Connect is primed to deliver high-quality tutoring services to Michigan students, said Amirah Vosburgh, K-12 Connect Director. She said this recognition as a trusted educational partner opens doors to opportunities for growth and impact while enhancing K-12 Connect’s commitment to supporting students.
“This approval is more than just a stamp of recognition; it’s a testament to our dedication to empowering students, supporting educators and fostering academic success,” said Vosburgh. “We believe that this endorsement will not only enhance our credibility but also solidify our position as a leading provider of educational solutions.
“We are excited about the possibilities ahead and remain steadfast in our mission to transform the learning experience for students across our communities.”
Personalized support
K-12 Connect was created in 2020 to address learning loss during the pandemic. It has steadily grown, supporting more than 5,500 students. K-12 Connect is working with educators in 35 school buildings across Michigan this academic year.
In addition, K-12 Connect is approved to provide direct-to-family tutoring in eight states, with more approvals on the way, officials said.
Personalized support helps students excel in learning (Courtesy photo)
K-12 Connect offers personalized support, either during school or after school, for K-12 students across all grade levels. Tutors help students attain proficiency in math, maximize reading capabilities, build skills through academic mentoring to help with high school success and preparation for college, and more.
