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.
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.
“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.
Camp Blodgett has been providing youth with educational, recreational and fun experiences for over 100 years. On Saturday, Sept. 14, they are offering adults the chance to join in the fun with their annual For the Kids Soiree!
What started as a traditional sit-down dinner fundraising event has morphed into an activity-driven adventure that gives donors a chance to experience camp life firsthand.
(Courtesy photo)
“Our donors say their favorite parts are the experience and the camp activities,” said Lucy Dyer Joswick, Camp Blodgett Executive Director. “We’re giving people what they’ve requested, which is the opportunity to really immerse themselves in what Camp Blodgett does for kids by actually doing it.”
The soiree provides that adult summer camp experience by the shores of Lake Michigan with popular camp activities such as archery, arts and crafts…and playing with robots.
Attendees will also have the opportunity to connect with camp alumni who have been impacted by Camp Blodgett.
A giant swing is one of the camp’s fun recreational activities (Courtesy, Camp Blodgett)
Camp board member and founder of Experience Granted, Carlos Kulas-Dominguez, has been a driving force behind the Soiree’s reimagining.
Kulas-Dominguez says his focus has been on developing and growing community by amplifying the experience for attendees so they feel empowered to be ambassadors.
Camp Blodgett’s camper population is extremely diverse in representation, which is part of what drew Kulas-Dominguez to the organization.
As a retired teacher, Kulas-Dominguez has always had a passion for helping inner city youth.
“I am a product of inner city Detroit public schools, so I can relate to a lot of the youth at Camp Blodgett, and not ever having that camp experience,” said Kulas-Dominguez.
“The way the youth, and even the staff, are able to show up very authentically is something really unique and really special – specifically to West Michigan. That’s been really fun to watch and be a part of.”
Dress casually…and have fun!
The soiree will be held Saturday, Sept. 14 from 5:30 – 9 p.m. at Camp Blodgett in West Olive.
A traditional happy hour begins at 5:30 p.m. with the main event starting with an opening ceremony similar to that of summer camp at 6:30 p.m.
Archery (Courtesy, Camp Blodgett)
Attendees will be divided into groups and then go through three activity rotations.
Tie-dye and friendship bracelet crafts will be available, as well as archery. With the assistance of Camp Blodgett STEM teachers, 40 robot orbs will be available for event attendees to try their hand at programming an orb to simulate a day in the life of a camper.
If an activity doesn’t sound exciting, participants can buy a Fast Pass, skip a rotation, and try the giant swing or climb the rock wall.
“Attendees definitely want to dress casually,” said Joswick. “Come likeyou wouldplay at camp.”
A “first date”
Crafts (Courtesy, Camp Blodgett)
Donations are the driving force behind Camp Blodgett’s ability to operate.
The annual For the Kids Soiree is the most impactful event for sustaining camp supporters and recruiting new supporters.
“[The soiree] is where we meet all of our donors that sustain us through the year,” said Joswick. “This is really where a good 20% of our camperships come from.”
Joswick went on to say that the Soiree is often like a “first date” for many because supporters will bring friends to introduce to the organization.
“We are the one and only,” said Joswick. “We are blessed to be Michigan’s only public summer camp that focuses on serving kids who could not otherwise afford to go. A lot of people don’t know that we’re so unique.”
The upside-down model of Camp Blodgett
Since 1921, Camp Blodgett has worked to provide a fun, enriching summer camp experience accessible to all kids in Kent and Ottawa counties.
Founded by the Babies’ Welfare Guild, a group of women associated with D.A. Blodgett Home, the camp has since expanded to be a year-round youth development organization that provides recreational and educational experiences to children who could otherwise not afford them.
(Courtesy photo)
Camp Blodgett’s Summer Camp serves over 500 campers annually, of which 40 are STEM Academy campers. During the school year, the camp serves approximately 200 youth in free school year programs.
When there is a charge for programs, such as the summer camp program, a sliding scale based on family size and income is used.
“80% of our campers pay $40 or less when the cost far exceeds $750,” said Joswick. “[The soiree] raises that gap.”
This camp model was created purposefully so all youth, regardless of income, can have access to camp opportunities.
The magic in saying “Yes”
“Come with an open mind, open heart, and the willingness to connect and be out of your comfort zone,” said Kulas-Dominguez, adding that some planned soiree activities are definitely out of his comfort zone – but he will still participate.
“I think that, as adults, you forget that there’s a lot of magic that happens when we just show up and say yes.”
Find more information and registration details here.
This exciting exhibit provides new insights into biology and technology with eight robotic animals of considerable size. Visitors will discover how chameleons change color, giant squids propel themselves, flies walk on the ceiling and more.
Over a dozen hands-on activities illustrate fascinating real-life animal characteristics. Cutaways expose the mechanical animals’ insides as a host of easily recognizable machine parts and gadgets that demonstrate what makes them work.
“By comparing the anatomy, environments, and size of the actual creatures to the mechanic counterparts, The Robot Zoo provides fantastic new insights into biology and engineering, and hands-on fun for all ages,” the website states. “This exhibit reveals the magic of nature as a master engineer.”
Plan a field trip!
Educators are invited to bring students to experience The Robot Zoo. GRPM’s Educator’s Guide can enhance your group’s visit with a fun collection of multidisciplinary activities.
Insect investigations, sensory experiences of the rhinoceros and additional crafts and experiments can be utilized before or after the exhibit experience.
Cutaways expose the mechanical animals’ insides as a host of easily recognizable machine parts and gadgets (Courtesy, GRPM)
Dive deeper with books!
The GRPM and Kent District Library have collaborated to expand learning opportunities about biology, robotics and biomechanics with a variety of English and Spanish book titles for all ages.
Explore the fascinating worlds of animals and machines with these books!
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.
Local pastor and founder of the nonprofit Esther’s Hope Ministries (EHM), Joan Cornelison, is changing the lives of young women in Africa – one girl at a time.
Every day, young women are dropping through the poverty cracks in Africa. EHM’s mission is to change the destinies of these young women, ages 13-18, through academic scholarships and mentoring services.
A life of quiet service
EHM was named in honor of Cornelison’s mother, Esther Jonathan Wandeka.
“My mother was a very compassionate woman. After she died, we discovered she had secretly been educating people’s children,” said Cornelison.
Students pump water (Courtesy, EHM)
As people stepped forward to reveal how Esther walked alongside them, Cornelison began to think about her own life.
“When I looked at what a difference my mother made in people’s lives, it kept calling to me,” said Cornelison. “I wasn’t satisfied with climbing the corporate ladder. I wanted to make a difference.”
In 2016, Cornelison chose to step out of her comfort zone and established Esther’s Hope, investing the modest inheritance she received from her mother into the lives of disadvantaged young women.
Women in Africa often come from homes of polygamous parents with 30+ children. This makes it extremely difficult for families to survive, much less gain an education.
“I decided, in honor of my mother, I am going to educate 10 girls,” said Cornelison. “I’m going to go to the nearest school in the village where she was born, and I’m going to look for girls who truly need financial support. I cannot save the world, but I can make a difference in 10 lives.”
Over time, EHM has been able to increase that number to 100 annual sponsorships.
One simple act of kindness
Born in a rural village in Kenya, Esther’s prospects for a successful future were dim. One of eleven children, Esther grew up in a traditional male-dominated culture.
However, the trajectory of her life changed through one simple act of kindness.
Githeri students having lunch (Courtesy, EHM)
An American missionary came to Kenya, noticed Esther’s family was struggling, and provided funds to educate Esther and her sister.
“Because of that missionary, she was able to establish herself and become a leader in the nation,” said Cornelison.
Esther became part of the first airlift after Kenya gained independence in 1963. She completed her studies in the U.S. and traveled back to Kenya to serve her home country.
Because of Esther’s influence, EHM is now changing an entire culture.
Breaking the cycle of poverty
EHM gives underprivileged young women in Africa the opportunity to break out of the cycle of poverty and achieve successful futures.
“My prayer is that every girl we take through this program will be a leader in their own right, will be able to impact their own community, maybe change perspectives,” said Cornelison.
Girls hold up letters written as part of the scholarship application process (Courtesy, EHM)
Cornelison intentionally seeks out young women from rural areas of Kenya where tradition continues to dictate their lack of worth.
“I meet girls who cannot look you in the eye because, in traditional cultures, the girls don’t really matter,” said Cornelison, adding that many men only acknowledge sons as their children.
In those male-leaning communities, women are expected to live quietly – and they do.
“When I interview them, I have to keep lifting their chin so they look at me,” said Cornelison. “I remind them that they’re beautifully and wonderfully made by God Himself.”
Ole Tipis Girls listening intently during class (Courtesy, EHM)
Cornelison studies the girls in their first year of high school to see who struggles financially. The second year, Cornelison and her team visit communities in Kenya, interviewing girls for prospective scholarships.
EHM does not provide 100% support, choosing instead to come alongside the girls as partners.
“They just need a hand up. I think we do a disservice when we treat people like total destitutes who have nothing to contribute,” said Cornelison.
“They have potential. Not a single child has been unable to meet their 50%. They do their part.”
An emotional investment
Cornelison is not shy about her emotional investment in the EHM young women.
“These girls fill me with such joy,” said Cornelison. “For me, every girl is that one girl. I cannot save everybody. But I can make a difference in one life.”
Joan Cornelison (center) and Girls OTGHS in 2019 (Courtesy, EHM)
With that care comes mutual respect.
“By the fourth year, they are all calling me ‘mummy,’” said Cornelison. “Because they look to me as a mom, they listen.”
Cornelison utilizes that relationship to help the women recognize their worth and potential.
“We remind them who they are. It’s not what society says you are, it’s what your Maker says you are,” said Cornelison.
By the fourth year of high school, the girls feel a sense of accomplishment. That sense of worth is important as they strive to find the financial resources needed to complete their schooling.
Esther’s Hope students plant trees (Courtesy, EHM)
“The Kenyan employment system is terrible,” said Cornelison. “Sometimes you have to bribe to get a job, and sometimes you have to sell yourself to get a job.”
Because many Kenyans are affluent, the culture of sugar daddies has crept in. Men will pay for several girls’ education, but they are kept women.
Cornelison reminds the girls that they do not need to settle for that life. Instead, EHM girls often sell secondhand clothing or vegetables, or clean homes to fund their education.
Cornelison worked as a janitor to make ends meet when founding EHM.
“I use my example to say, don’t be too proud. Any work that you do as a Christian woman is noble.”
And the girls are thriving
Cornelison has seen the transformation of shy girls who cannot lift their heads to confident women with careers.
“Don’t judge a book by its cover,” said Cornelison. “Every child has potential.”
Students of Home Science lighting Jikos during practical exam (Courtesy, EHM)
That transformation benefits the girls’ families as well.
“In Kenya we help our parents; it’s tradition. If you get a good job, everybody’s going to eat. Families are changing because these girls are finally reaching their full potential.”
It also produces cultural change.
But it will take time
Though some tribal practices are inhumane, the traditions are deeply rooted. Opposition from outside the tribe is not welcome.
Esther’s Hope mission trip in January 2019 (Courtesy, EHM)
“But if one of their own becomes successful, they understand the culture and perhaps can communicate a little better,” said Cornelison.
“Change takes a long time. But because this first girl’s mind has been transformed, the children she raises will be raised differently. Their minds will be transformed, and that will continue until they get to a place where positive change truly exists.”
Planting those seeds
Cornelison looks at the EHM girls and knows this is only the beginning.
Esther’s Hope: Kolanya Girls’ SS Class of 2018 (Courtesy, EHM)
“Judge not by what you sow. If you touch one girl’s life, she will touch another, and so on,” said Cornelison.
“I believe change will happen, but I can only take charge of what I feel my calling is. I’m doing my part, instilling in these young women that we are seeds planted in the world to make a difference.”
For more information about EHM and how you can help the young women of Kenya, click here.
About Joan Cornelison
Joan Cornelison grew up in Kenya, East Africa with her parents and four siblings. She is an ordained minister, conference speaker, and currently serves as the Vice President of Spiritual Care and Church Partnerships at Baruch Senior Ministries.
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.
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.
Four simple steps can save lives – find out how to BE NICE.
Christy Buck and Jessica Jones of Mental Health Foundation’s be nice. program reveal how to make mental health part of our every day conversation (Courtesy, WKTV)
TRIGGER WARNING: This article contains sensitive information about depression and suicide that may be distressing or traumatic for some individuals.
Christy Buck is changing the narrative on mental illness with her be nice. program (Courtesy, WKTV)
Christy Buck, Executive Director and Founder of be nice., is determined to make mental health a part of our everyday conversation.
Buck’s passion for transforming and saving lives through mental health education has led her through 36+ years of experience in the mental health field and the development of mental health and suicide prevention programs.
“I would challenge people to become more knowledgeable to have the confidence to talk about mental illnesses/mental health disorders,” said Buck to WKTV Journal.
Due to a 20% increase in mental health disorders, people are talking more about mental health than ever before. But Buck says we are still missing a vital piece of the solution.
Greater understanding breeds prevention
“What’s not being talked about is recognizing when somebody is struggling with an illness,” said Buck. “That, to me, is one of the biggest things that we owe the community and the nation right now: a better understanding of recognizing the onset of a mental health disorder.”
Buck continued to say that talking about mental illness/mental health disorders is going to raise a greater understanding of one of the most common illnesses in the world – anxiety disorder.
Normalizing conversations about mental illness combats stigma (Courtesy, pxhere.com)
And when we make it okay to talk about mental illness, we combat stigma.
“One way we can combat stigma is by listening to conversations, [and] correcting people when they might not be knowledgeable about mental illnesses,” said Buck.
Since 2006, Buck and her staff have educated over 300,000 people in West Michigan about mental health awareness, bullying, and suicide prevention. And though Buck says she has seen a large shift over the last few years, there is still more work to do.
“When somebody is struggling with a mental health disorder, it’s very scary for those individuals,” said Buck. “Oftentimes there is self-stigma too…viewing yourself as unworthy, viewing yourself as defeated, that there is no hope.”
Dare to swim upstream
Conquering stigma requires knowledge and willingness to open conversations “upstream.”
The four-step be nice. action plan (notice, invite, challenge, empower) addresses all of these issues.
Be willing to “swim upstream” and have those open conversations (Courtesy, WKTV)
“It’s a simple tool,” said Buck. “Oftentimes we complicate mental health.”
The first step to unraveling that obstacle is to notice when something is different than the norm.
“It’s huge to have ownership of what I am seeing and what I am noticing,” said Buck. “Now I have this knowledge, and having a knowledge base is going to build my confidence to take action.
“Confidence is that tool to invite myself into a conversation.”
That conversation should begin with what is good and right about the person you are talking to. It allows that person to know you care and are concerned. Then acknowledge the differences you have noticed.
(Courtesy, pxhere.com)
Then give hope.
“[Hope] comes through language like: you can feel better, you can get better,” said Buck. “Because it’s the truth. It is huge to be able to give that person some hope.”
Also using the word(s) love and I care about you can instill hope in someone.
Protective/Preventative Measures
Ensuring access to services and usage of those services are two main protective factors for those struggling and/or at risk. Another protective factor is friends and family – having people you can talk to.
Eating right, getting sleep and exercising are three things that release chemicals in your brain that help a person feel better. Spiritual wellness can also help, whether in the form of church or meditation that focuses on positive thinking.
“These are all pieces of empowerment,” said Buck. “When somebody is struggling with a mental health disorder or mental illness, they can’t find those protective factors.”
Buck went on to say that inviting someone struggling into a conversation by asking how you can help guides that person toward self-awareness.
Anyone can be N.I.C.E.
“No one is too young to follow the [action] plan, no one is too old to follow the plan,” said Buck. “This can be for kindergarteners through senior citizens. I love it because it is so multi-generational.”
The be nice. program and action plan educates students, staff, and community members about mental illnesses and encourages them to exchange stereotypes for understanding, compassion and acceptance.
And it has been proven to save lives.
“Be nice. is to go out and treat people with respect and dignity,” said Buck. “It is having that greater understanding that how we treat each other has an affect on someone’s mental health. On how somebody is thinking, how they’re acting, and how they’re feeling.”
Then, Buck continued, it turns into an action plan to change, improve, and save lives.
Notice the right and good of every individual you come into contact with, and invite yourself to share that good with them. Many times, the person may not have ever heard the good about themselves.
(Courtesy, be nice.)
By sharing that with them, you are “bringing about that greater understanding of how worthy they are,” said Buck.
Challenge other people to spread that kindness. Treat people with respect and dignity.
“Ultimately, it feels good,” said Buck. “That’s empowerment.”
Julie Gregory, mother of suicide victim Jessica Gregory, is an advocate for the be nice. program.
“As I have gotten to know some of the wonderful volunteers and people who are involved in this program, I have realized what a difference it could have made in Jessica’s life,” Gregory said on her blog, Picking Up the Pieces. “It could have affected the outcome of my daughter’s life.”
Gregory went on to say that, over the last several years, she has learned that how you treat people impacts the way they think, act, and feel.
“Be the change this world needs today,” said Gregory. “Treat people with love and respect, give them support when they are down, get involved, be positive role models and be nice.”
“We are here.”
Help others by educating yourself (Courtesy, pxhere.com)
Knowledge surrounding physical illnesses has increased exponentially over the decades. Buck now challenges us to become more educated about mental illness.
Be nice. offers training on how to recognize mental illness signs and help those struggling. Training registrations can be found on their website.
“We are here,” said Jessica Jones, Communications Director for the Mental Health Foundation. “[We’re] ready to help people have those conversations.”
Resources
If you or someone you know is considering suicide, contact the 988 Suicide and Crisis Lifeline. It is a free, 24/7 service that offers confidential support, information and local resources.
TRIGGER WARNING: This article contains sensitive information about depression and suicide that may be distressing or traumatic for some individuals.
Eradicate stigma through knowledge (Courtesy, pxhere.com)
Ignorance results in stigma.
Stigma prevents those who need help from seeking it.
Knowledge and self-awareness stop both ignorance and stigma in their tracks.
“I’ve learned that when people say things about suicide,” Julie Gregory, mother of suicide victim Jessica Gregory, told WKTV Journal, “they’re not saying it to be mean or callous. They’re saying it because they’re ignorant to the facts.”
Christy Buck, Executive Director of the be nice. program, provides an action plan consisting of four simple steps that equip individuals with knowledge to recognize, understand, accept, and take action regarding mental health.
N: notice changes in someone’s thoughts, actions or feelings.
I: invite yourself to speak up if those changes last two weeks or longer.
C: challenge yourself to ask the tough questions, get help, and fight the stigma surrounding mental illness and treatment.
E: empower yourself and others with the knowledge that you can have an effect on how a person thinks, acts and feels.
Self-awareness and grace
For those struggling with mental illness, self-awareness and giving themselves grace are two key components of healing.
“The more self-aware you become, you also know what your limits are,” said Dr. Valencia Agnew of Adolescent and Family Behavioral Services.
Jessica Jones of the Mental Health Foundation discusses mental health with local clinicians (from left to right) Dr. Matthew Clark, Dr. Valencia Agnew, Dr. Jim Bettenhorn, and Dr. Brendan Kelly (Courtesy, Deborah Reed WKTV)
Being aware of your thinking gives you more control, said Dr. Brendan Kelly of The Well Being Counseling and Fitness Center. “Control over things you didn’t have [before], like a sense of empowerment over yourself.”
Preparation: It’s like clockwork…I know it’s coming…
In a place of recovery for mental illness, local resident Monica Ruiz said paying close attention to what her body tells her, and how it affects her engagement in activities that keep her regulated and healthy, is key in recognizing when her mental illness is triggered.
Opting out of her regular walks, skipping support group, and not making dinner are all signs that Monica’s mental health is faltering. She then digs into her coping resource toolbox to help manage those negative symptoms.
Signs of mental illness
Signs that someone is struggling with their mental health varies from person to person, but there are several indicators that appear with regularity.
Symptoms of mental illness come in many forms (Courtesy, pxhere.com)
Changes in normal patterns lasting two weeks or more is a key symptom of mental illness. Some (but not all) signs are included below:
Changes in eating
Changes in sleeping
Isolating themselves
Not wanting to go to school or places they used to enjoy
Increase in crying/appearing sad
Changes in schoolwork
Violence toward themselves or others
Increase in crude or harmful language
Increase in anger/temper tantrums
Nothing to look forward to, such as events or the future
If you notice these signs in yourself or others, seek help.
If encountering resistance from a parent/adult, Agnew advises those struggling to say: “Even if it is a phase, what harm will it do for me to go and have someone help me? Who couldn’t benefit from support during a [difficult] phase?”
Adapting and Modifying
Simplify activities during difficult times (Courtesy, pxhere.com)
When experiencing a low point, modifying daily routines can be helpful.
“One of my first lines of defense is to modify my daily activities,” said Monica. “Pausing, being still, and taking that time.”
For a few days, dinner might consist of protein shakes or frozen dinners. Groceries might be ordered and delivered via an online app versus spending hours in a store.
However, Monica added, simplifying activities should only be a short-term solution.
Rachael Braginton, Program Coordinator for be nice., said she has experienced struggles with her own mental health. She can tell her mental health has been negatively triggered when she becomes more irritable, her energy levels dip, and she regularly feels overwhelmed.
Slow down and breathe (Courtesy, pxhere.com)
Rachael has learned to give herself grace during those times.
“It’s okay to take the evening,” said Rachael. “It’s okay to just sit. It’s okay if you’re just surviving…for a few days.”
Rachael makes a conscious effort to slow down and tell herself it is okay if everything she planned doesn’t get done. But, after taking a moment to relax, Rachael makes a revised plan: What two things am I going to do, so I feel accomplished?
And again…grace.
“You’ve got to continue to give yourself grace in that process,” said Rachael.
First steps: Reaching out
Seek help and reach out to someone you trust (Courtesy, pxhere.com)
When your mental health is triggered, reaching out to a person you trust is crucial.
“My biggest encouragement would be, find that one person who you are the most comfortable with, that you can say, ‘I’m struggling, and I don’t know what the next step is. Can you help me?’” said Rachael.
Monica agreed that finding a person you trust and who can help you navigate those first steps of the healing process is impactful.
And support is often needed more than advice.
Support vs. Advice
Though it is human nature to want to help a struggling loved one find relief or a solution, a listening ear is often most important.
“Do not fix, control or hand out advice,” said Monica, adding that she personally does not want advice most of the time. “I’m not looking to be fixed.”
Listening, empathizing and letting someone know you support them often helps the most.
“Don’t tell them you know exactly how they feel, because we don’t,” said Dr. Matthew Clark of The Clark Institute. “A lot of times people just want someone to listen, to reflect back to them what they are saying.”
Dr. Matthew Clark (left) and Dr. Valencia Agnew discuss ways to provide support to those struggling (Courtesy, WKTV)
Minimizing or invalidating an individual’s struggle is also damaging.
“Invalidation can be very harmful, and it can immediately fracture that trust and feeling of safety,” said Monica.
Rachael added that causing someone to feel shame about their struggle is also harmful.
Find a team of supportive people (Courtesy, pxhere.com)
“Most people struggling logically know what they are doing is not helpful, or logically know [that] I should be able to do X, Y, and Z. [But] I can’t,” said Rachael. “There is a logical piece to all of us, and we know it’s not right. So quick fixes – those little things – just aren’t helpful.”
Eliminate “Just” statements such as Just breathe, or Just calm down.
“If I could ‘just’ think really hard and change my chemicals, I would,” said Rachael. “But I can’t.”
Madelyn Musser, a local resident with personal mental illness experience, said to stay calm if approached by someone looking for support. Simply ask, What do you need from me? Would you like advice? Or do you just want me to listen?
“That is something so powerful, just those two little options,” said Madelyn, adding that it is important to surround yourself with supportive people. “Build a team.”
Hold space, leave space
“Leave space for silence,” said Rachael. “Allow the other person to fill it. Let them say what they need to say.”
If there is any indication someone is struggling, it is vital to ask how that person is doing and hold space for that conversation. It is also just as important to hold space for the answers you receive.
Asking someone if they are okay shows you care about them (Courtesy, pxhere.com)
“Don’t be afraid to have that conversation with someone,” said Agnew. “Nine times out of ten, they’re going to tell you [if they are thinking of suicide].
“You are not going to make someone suicidal by asking. You are not going to plant a seed.”
Clark said that simply checking in with someone is a way to show support.
“Sometimes we feel like no one really cares about what [we are] going through,” said Clark. “Sometimes we think that if they don’t ask, they don’t care.”
#ThereIsAlwaysHope
“I do believe that all suffering is temporary,” said Monica. “I do believe that, as humans, we are capable of healing ourselves, and we know what we need.
“Life experiences can get in the way of that and make us feel hopeless, that we will never get better and there is no help. But I do believe that is not true.”
All suffering is temporary – there is always hope (Courtesy, pxhere.com)
“When we sit here and say there is hope, it’s because we’ve seen it, we’ve lived it,” said Rachael.
When hope is not easy to see, Rachael urges those struggling to take it one step at a time.
“It’s not always easy, but there really is hope out there,” said Rachael.
Monica said that even in the lowest times, there will be moments of reprieve. “So please hold on. There is help. It gets better.”
Recognize your worth
“I remember the first time someone told me that I was worthy just because I existed,” said Monica. “It brought me to tears immediately.”
She continued, “It’s something I say to others. I do believe everyone really does belong here.”
Changing things up
Rewriting the narrative surrounding mental health and mental illness is long overdue. Action is how to make it happen.
Rewrite the narrative on mental illness by taking action today (Courtesy, pxhere.com)
“You change the narrative by doing something,” said Agnew. “Go talk to someone. It changes the narrative just by taking that step.”
Buck’s be nice.book visualizes the four-step suicide prevention process as a pyramid (pg. 143).
Knowledge of mental illness signs and risk factors – and how to approach them – creates the base. Confidence generated by that knowledge is the middle. At the top of the pyramid is action: the steps taken to address the concern.
Dr. Valencia Agnew shares how we can change the narrative (Courtesy, WKTV)
“Knowledge breeds confidence,” said Buck in her book (pg. 144). “Confidence breeds action.”
Increasing personal knowledge, having a support system and building resiliency are all steps to rewriting your story, or the story of a loved one.
“Any of those things can change the narrative,” said Agnew. “Literally change the narrative.
“It’s not always easy to do, but it is possible to do, and it is well worth the investment. You get to go from existing, to living.”
Eradicate Stigma
To learn more about be nice. and the four simple steps to recognizing depression and preventing suicide, visit the Mental Health Foundation.
Help stomp out stigma surrounding mental illness by joining the free annual be nice.Stomp Out Stigma 5K Walk event in May each year.
*Find more Mental Health: Rewriting the Narrativeresources by clicking here.
Resources
If you or someone you know is considering suicide, contact the 988 Suicide and Crisis Lifeline. It is a free, 24/7 service that offers confidential support, information and local resources.
TRIGGER WARNING: This article contains sensitive information about depression and suicide that may be distressing or traumatic for some individuals.
Madelyn Musser was 15 years old when she attempted suicide. Rachael Braginton attempted to end her life as a freshman in college.
It was several years before Monica Ruiz realized her depressive episodes and struggles with suicide were a result of complex trauma from her childhood and the resulting PTSD.
These three local women sat down with WKTV Journal to share their mental health journeys in the hopes of eradicating stigma surrounding mental illness.
Moderated by Jessica Jones of Mental Health Foundation of West Michigan, lived experience participants (left to right) Madelyn Musser, Monica Ruiz and Rachael Braginton discussed the stigma and challenges of mental disorders (Courtesy, Deborah Reed WKTV)
Managing their mental health journey is a daily endeavor for millions of people worldwide. It is one undertaken and shared by these three local women. Joined by local clinicians and the Mental Health Foundation, they strive to rewrite the narrative surrounding their struggles.
Stigma: Victims of our own conditioning
You are going through: hormone changes, emotions, being ‘that age.’
But you have: a loving family, material possessions, a roof over your head.
All of the above are a fraction of what Madelyn and Monica heard from doctors and family members over the years as they struggled to understand a persistent sense of hopelessness.
Harmful beliefs and narratives make it difficult for those suffering to receive help (Courtesy, pxhere.com)
“I don’t think my family are bad people,” said Monica. “I think they’re just a product of the culture in which we live, and these harmful beliefs or narratives that have been passed on from generation to generation.”
“I had to break out,” said Madelyn. “I did have a suicide attempt when I was 15, and I think that kind of set in everybody’s mind that she does need help.”
Rachael Braginton now works as Program Coordinator for Mental Health Foundation of West Michigan (Courtesy, WKTV)
Rachael believes stigma resided inside her, ultimately stopping her from seeking help. Even with a caring and supportive family, good grades in school, great friends and good health, one question kept circling her mind: “Why would I be feeling this way?”
“I remember wishing I could be [physically] sick to make it make sense to myself,” said Rachael.
Because she couldn’t make sense of her feelings, Rachael feared judgment from others. Afraid people would think she was lazy, or couldn’t handle a certain stage in life, she repeatedly implied that she was doing well.
“It spiraled into a hole of lies,” said Rachael. “There’s support there, but I’ve been lying to my support. So now what do I do?”
Feeling she had cut herself off from all avenues of help, Rachael attempted to take her own life.
Perpetuating Silence
Monica Ruiz was met with disbelief and indifference from people she thought would help her (Courtesy, WKTV)
While Rachael struggled with crippling silence, Monica chose to be vocal about her inner battles – and was met with painful responses.
“I don’t believe you.”
“This can’t happen…You can’t not show up.”
The comments above, made by Monica’s graduate professor and co-worker, hurt Monica deeply.
“When those things happen, it really fractures trust, and really damages the relationship to the point where I feel this person is no longer safe to be honest [with],” said Monica.
“And that perpetuates the living in silence a lot of us experience.”
Therapist and owner of The Well Being Counseling and Fitness Center, Dr. Brendan Kelly, also believes that fear of judgment is a root cause preventing people from seeking help.
You are not alone – most everyone has experienced anxiety or depression at some point (Courtesy, pxhere.com)
“People are afraid of being judged,” said Kelly, adding that people are even afraid of what their therapist might think of them.
Dr. Matthew Clark of The Clark Institute agrees: “They see it as a weakness, or something they don’t want to admit to somebody because they might feel ashamed.
“Almost everybody at one time or another has struggled with anxiety or depression, and there’s help out there. And if you get help for yourself, then you can help other people, too.”
Treatment – Understanding the journey of healing
Treatment is a journey that takes work and is an imperfect process.
“Not everybody understands that everybody is different in their treatment,” said Madelyn, admitting that it took years to realize medication did not work for her.
Instead of medication, Madelyn Musser relies on various coping skills to manage her mental health (Courtesy, WKTV)
Clark agreed, saying there is not one set therapy or treatment.
Regarding medication, Clark said, “You can try until you find a medication that works for you. And [you] may not need it forever. It might just be a short period of time to get you through this period.”
Length of time until treatment begins working also varies.
“It can take a while,” said Kelly. “We are the world’s most complex organism known to mankind. We’re all different.”
Finding a therapist you feel comfortable with can also be a challenge. Many clinics have bios and pictures of available therapists to help that process.
Affordability of treatment
“One of the worst things is that, a lot of times, financial stress is a part of why a person is struggling,” said Kelly. “I really wish insurance would just remove the deductible for mental health.”
Financial resources are available for those seeking treatment (Courtesy, pxhere.com)
Checking with your insurance provider is a good place to start. Those enrolled in Medicaid do not have a copay for mental health services. There also are foundations who provide financial help to those who need it.
Agnew’s staff includes Masters-level interns that clients can see at a much lower rate.
“It was really important to me that our services be available for people who can’t afford it,” said Agnew.
Closing the gap, filling your toolbox
While medication can help close the gap between a low point and the stability sought, having a toolbox of coping skills is also important.
“I like to say I have a toolbox with resources,” said Monica.
Movement (e.g., walking) and mindful practices such as meditation and yoga are tools Monica engages in on a regular basis. However, community is an important resource for her as well.
“At my lowest, I tend to isolate, and I don’t really want to be around anybody,” said Monica. “But I know the people [in] my circle that I trust, and that I can call in those moments, that I feel safe around.
“Getting that contact – that social contact – has been really helpful for my mental health.”
Being around other people who have experienced similar struggles can be very helpful (Courtesy, pxhere.com)
Support groups are a great way to find that human connection.
“I can’t explain how helpful it is to be in a group who all struggle with complex trauma and mental health issues, and I know they all understand,” said Monica.
Though Rachael put off participating in group therapy at first, she quickly found solace in the rapport she found there.
“We all get it,” said Rachael. “There are people who can relate, and that can be uplifting.”
A life-changing impact
Christy Buck, Founder of be nice. and Executive Director of Mental Health Foundation of West Michigan, has made it her life’s mission to provide that support system – and she does it by way of educating people about mental illness.
Removing stigma so people understand what is happening in their lives, helping people identify signs of mental illnesses, knowing where to go, and how to help themselves or others are all part of Buck’s suicide prevention program.
Julie Gregory, mother of suicide victim Jessica Gregory, encourages individuals and organizations to embrace the be nice. program.
“Get onboard with the be nice. program and encourage people to listen and train these kids on how to watch for [warning signs],” said Gregory.
(Courtesy, MHF)
To learn more about be nice. and the four simple steps to recognizing depression and preventing suicide, visit Mental Health Foundation.
Help stomp out stigma surrounding mental illness by joining the free annual be nice.Stomp Out Stigma 5K Walk event in May each year.
Resources
If you or someone you know is considering suicide, contact the 988 Suicide and Crisis Lifeline. It is a free, 24/7 service that offers confidential support, information and local resources.
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.
Suicide survivor and mental health advocate Ross Szabo gives heartfelt address to a local audience of hundreds on Feb. 23 (Courtesy, Deborah Reed WKTV)
The annual State of the Child conference works to provide the community with resources on how to best support our youth (Courtesy, Deborah Reed WKTV)
Renowned author and speaker Ross Szabo gave the keynote address at Wedgwood Christian Services’ annual State of the Child event on Feb. 23.
Szabo openly shares his own personal struggles with mental health disorders to address the crisis of mental illness in youth, and help others feel comfortable addressing challenges in their lives.
At age 16, Szabo was diagnosed with bipolar disorder. In his senior year of high school, Szabo was hospitalized for attempting to take his own life.
Szabo says sharing his story has helped him achieve balanced mental health, and has spent over half his life educating others via his own personal journey.
“I believe we can teach mental health the same way we teach physical health,” Szabo says on his website. “We can use lessons to teach people about brain development, vocabulary, coping skills, healthy relationships, how to help others, and most importantly, how to take care of their minds.”
Szabo has lead the charge in this vital implementation of mental health education.
Filling in the gaps
Considered a pioneer in the youth mental health movement, Szabo founded Human Power Project, a mental health curriculum company, to address information gaps regarding mental health.
The Institute also provides guidance for educators on how to use their personal stories to normalize conversations about mental health within the school community.
Learn more
To learn more about services and resources offered through Wedgwood Christian Services, click here.
To learn more about Ross Szabo, resources offered through his website, speaking engagements and more, click here.
WHS Art 3 students recently studied a contemporary artist who uses tape to create large-scale optical illusions. Inspired by this work, students collaborated to create six unique designs that would give a 2D space a 3D appearance.
Students worked in pairs and used two kinds of tape as a creative medium to explore the idea of space.
“It’s good to have them collaborate, it’s good to have them work in a different space and on a different scale,” WHS art teacher Liz Duffield told WKTV. “We use different things, different materials, so they recognize art is not just drawing and painting, that we have a lot more in the art world.”
Painting…with tape?
Tape art emerged in the 1960s as an alternate urban art form that uses only adhesive tape as a medium. The work of tape artists has garnered a great deal of media interest over the last decade.
That interest is partly due to the advantages of “painting” with tape versus aerosol cans.
The tape art installations cover the walls from the floor to the ceiling (Courtesy, Deborah Reed WKTV)
No longer needing protective measures, such as masks, to guard against dangerous vapors is a convenience as well as a health benefit to tape artists.
Adhesive tapes can be applied quickly and easily to materials such as stone, wood, glass, aluminum and more. The tape can also be removed without leaving residue.
Strange, interesting, unique…all of the above?
“It was an interesting concept,” said Jordan, WHS junior. “I never would have thought of this for an art project, putting tape on walls. That sounds strange; it was abstract.”
Jovanny, WHS senior and Jordan’s collaborative partner on the project, agreed. “It was really fun. We’re always doing painting or drawing, and I think this was a unique experience, using tape and creating art with it.”
Jovanny (left) and Jordan with their tape art installation (Courtesy, Deborah Reed WKTV)
Though both students agreed the 3D project was not the easiest, both enjoyed the challenge of designing and executing the art.
“We just went with the flow, and this is how it turned out,” said Jovanny, gesturing to an image of their art installation on his computer.
Jovanny also enjoyed the collaborative aspect of the project.
“I liked how we collaborated together because usually we don’t collaborate often in this class,” Jovanny said, adding that creating an art piece with another student – and having it turn out well – produced a sense of accomplishment.
Jordan, who typically creates 2D drawings on a much smaller scale, admitted that while she enjoyed the 3D project, she has no plans to repeat it.
“One time is enough,” Jordan said with a laugh.
An opportunity to share and inspire
Collaborative partners Daira and Deborah, both WHS seniors, enjoyed the opportunity to share their art with the entire school.
Daira (left) and Deborah with their 3D tape art creation (Courtesy, Deborah Reed WKTV)
“I liked it because a lot of students can see [it],” said Deborah. “I had three or four students ask me, What class is this? What are you doing this for? I think it catches students’ attention, and that is good if they want to take art.”
Daira said that, though she typically enjoys painting, she had fun working on the tape art.
“I don’t think it was that difficult because you have just straight lines,” said Daira. “The difficult part was making them look even.
“I would want to do something like this again and experience more than just painting. Art is more than just painting and drawing.”
Deborah would also like to try tape art again, but the WHS senior is thinking…bigger. A bigger canvas and a larger audience.
“Somewhere downtown, somewhere where everybody can see it,” said Deborah.
Art as an outlet
That creative expression is what draws both Daira and Deborah to art in general.
Art teacher Liz Duffield periodically walks by and checks to make sure the tape remains secure (Courtesy, Deborah Reed WKTV)
“I like that you can express your creativity,” said Deborah. “Instead of like every other class where you just write and read, in this class you can actually express it more in colors and lines and shapes.”
“Expressing your feelings too,” Daira added. “Art has a lot of feelings and emotions that you can show. If you are not good in English and writing, you can express it in art.”
Allowing students the opportunity for that expression is important to Duffield – though she admits that she never expected to become a teacher.
“I always knew that I loved art and being creative, design and things like that,” said Duffield. “I never actually thought I wanted to be a teacher, and then I started volunteering in a classroom–and I loved it.”
Value in variety
While the medium of watercolors is Duffield’s personal favorite to work in, she believes in the value of all art forms.
“I think it’s really important to expose my students to many different kinds of art,” Duffield said.
Youth mental health has been declared a national emergency by the surgeon general.
“Far too many young people are struggling with their mental health and unable to get the support they need,” stated the U.S. Surgeon General’s 2021 Advisory. “We all have a role to play in supporting youth mental health and creating a world where young people thrive.”
“We feel State of the Child is extremely important,” said Brooke Jevicks, Chief Advancement Officer for WCS. “It’s about increasing awareness, educating ourselves on these important topics and strengthening yourself as an advocate.”
Prevention matters
WCS believes prevention is a key component to helping our youth.
“People need to understand how much prevention can matter. How many things are being caught sooner,” said Jevicks.
SOTC brings together local teens who will express their thoughts to the audience in pre-recorded messages.
The teens will touch on their own personal thoughts and experiences with mental, emotional and physical health. What they are seeing peers deal with regarding stress, anxiety, family life, life online and recognition of healthy v. unhealthy relationships will also be part of the local teens’ message.
Local teens share their experiences and concerns (Courtesy, pxhere.com)
A panel of community leaders will discuss the concerns raised by the teens. Maranda, Children and Family Services Manager for WOOD TV8, will guide the conversation.
The SOTC panel will consist of representatives from the local court system, school system, and healthcare system. A community therapist and a WCS therapist from their residential care program will also join the panel.
An audience Q&A session will follow the panel discussion, succeeded by deep-dive breakout sessions.
Participants will be able to attend a breakout discussion from both Session A and Session B.
Session A topics:
Panic Attacks 101
Understanding & Overcoming Digital Addiction: A Deep Dive into the Digital World
Breath of Fresh Air: The Truth About Vaping
Session B topics:
Dating: Then v. Now – Teen Relationships in the Age of Technology
Changing the View and Narratives Surrounding Mental Illness & Suicide
Unpacking the Invisible Backpack: Understanding the Impact of Childhood Trauma on Young Mental Health
Personal testimony
SOTC is thrilled to feature award-winning mental health advocate and speaker Ross Szabo as keynote speaker.
One of the most sought after mental health speakers in the country, Szabo has spent over half his life finding ways to make mental health approachable.
Diagnosed at age 16 with bipolar disorder, Szabo attempted to take his own life at age 17.
“He really knows what it’s like to suffer internally, and he’s worked hard to turn all of his personal trials into testimonies,” said Jevicks.
“It will be amazing to listen to him talk about how to navigate life’s challenges, and his perspective on how to aid today’s youth,” Jevicks said.
Expert care and services
In addition to the annual SOTC conference, WCS – one of the most highly regarded mental health and behavioral health facilities in Michigan – offers a variety of services and care.
WCS is committed to supporting children and families (Courtesy, pxhere.com)
WCS is known for their residential care, and for taking on the toughest cases for children who have been chronically neglected and physically or sexually abused. All WCS services offer expert, trauma-focused, evidence-based, therapeutic care…and love.
“We are committed to supporting children and families through mental health, emotional health, behavioral health and spiritual health,” said Jevicks. “We have a deep love for the people in our care [and] want to extend Christ-like love and grace to them.”
Among WCS services is a home for youth saved from human trafficking, and an entire certified staff dedicated to helping children overcome addiction.
WCS’s school prevention program, Positive Youth Development (PYD), teaches kids to understand and value their worth through a variety of programming.
“We are doing a lot of really important work to help each child in our care find their true self,” said Jevicks. “Our team reaches thousands of teens with preventative programming.”
Kids = The Future
Support children by educating yourself first (Courtesy, First Steps Kent)
“Kids are our future,” said Jevicks. “They are future leaders, future decision makers, our future coworkers.
“We have to take care of them. In order to take care of them, we have to be doing things like this event. Raising our awareness, educating ourselves, and becoming stronger advocates. Too many people are struggling with their mental health, and it’s not just kids. It’s adults too.”
“There’s been a lot of effort put into it, but there’s still quite a ways to go,” said Jevicks, adding that there is a lot to be said about businesses being involved in SOTC.
“Businesses should be sending their leaders to [SOTC], and getting a grasp on what today’s youth are facing and dealing with so we can have better benefits in place and better support systems [for] our future employees.”
Value of SOTC
Jevicks said that hearing local kids candidly share their realities at SOTC each year is eye-opening.
“Then community experts and leaders get insight into those barriers and provide practical ways to face those barriers together,” said Jevicks. “You always walk away knowing more than before.”
“Ultimately,” Jevicks continued, “if you have kids, if you work with kids, care about kids, or are invested in the future of our community, you want to attend Wedgwood’s SOTC.
“It takes all of us to positively impact each other and tackle this topic.”
Registration, Sponsorships and Notes
Attendees can receive continuing education credits for attending SOTC. SCECHs are available. CEUs are available pending approval.
WCS says they are grateful to all their sponsors, but specifically Title Sponsor, Fifth Third Bank.
“That’s really helped us be able to bring the speaker in and grow this event, providing more information to people,” said Jevicks.
Register for SOTC and/or become a SOTC sponsor by clicking here.
“Congratulations to Robel Abebe, who performed with the All-State Jazz Band last Saturday!” said EKHS Band Director Sho Dembinski in a school social media shout-out.
“Robel was selected from over 2,000 students to play with this band, and spent Thursday and Friday at the Amway Grand in Downtown GR to prepare for his concert. Way to go, Robel!”
The All-State Jazz performance was held Saturday, Jan. 27 at 3 p.m. in the Amway Ambassador Ballroom.
Advancing to the All-State program is a competitive process and requires talent and diligence. Being accepted to All-State is considered one of the highest honors a high school musician can receive.
(Courtesy photo)
Students must prepare a 10-minute recorded audition that includes sight-reading, an announced etude and a series of scales. Auditions are submitted using only an identification number with no reference to the student or school.
The auditions are then evaluated by an adjudicator and placed in order. The required number of instruments is then selected to fill each section in the five All-State ensembles: Middle School String Orchestra, Middle School Band, High School Full Orchestra, High School Band and High School Jazz Ensemble.
Approximately 2,500 students audition each year for 400 seats in the All-State ensembles.
In January, the students assemble for two and a half days of rehearsal with nationally recognized conductors. All-State ensembles then perform in a concert held Saturday of the MMC.
(Courtesy photo)
Michigan Music Conference
“The purpose of the Michigan Music Conference is to provide relevant professional development and vibrant musical experiences that support music education for educators and their students,” states the MMC website.
Featuring school ensemble concerts, performances from Honors Choirs, All-State Bands, and Orchestras; sessions for in-service and pre-service teachers; professional development clinics; hands-on technology workshops; and association membership and business meetings, MMC attendance draws approximately 9,000 teachers, administrators, students, speakers, and guests each year.
Bowen School built in 1905 (Courtesy, Kentwood Historic Preservation Commission)
By Kentwood Historic Preservation Commission
Bowen School, September 1950 (Courtesy, Kentwood Historic Preservation Commission)
Some of the City’s most important links to the past are from the history, lifestyle and contributions of the Bowens.
The Bowens were involved in the construction of four Bowen Schools built over several decades. Early settlers Bostwick and Hattie Bowen were particularly interested in the educational affairs of the community. Both served as director of the school board. They hired teachers and some even boarded at the Bowen’s home.
The first school was built on the Bowen property. A second one, known as Bowen 2, was built off property but nearby Brake’s Blacksmith Shop and an abandoned train depot.
Bowen 2 tragically burned down in 1904. After the school fire, the blacksmith donated part of the shop for classes for the rest of the year. When located in the blacksmith shop, the school was known as Bowen 3.
The Bowen School being torn down in 1962 (Courtesy, Kentwood Historic Preservation Commission)
The next year, the depot was destroyed, and materials were used to build a new school, Bowen 4, which was completed in 1905. The new two-room school was built of cement blocks with a large archway at the entrance.
The idea of two rooms – one where younger children could be taught and another for older students – was that of Bostwick. There was much opposition, but the idea won out. It was the first two-room schoolhouse in the area and also the first local school to be made out of brick.
The building was used until 1952 when the current Bowen Elementary School was built on the same lot but further back. The two-room building was then demolished in 1962.
To learn more about the Historic Preservation Commission, visit kentwood.us/HPC
The scholarship program empowers individuals enrolling in college or vocational training programs. Your year-end contribution will help establish the fund and enable more individuals to achieve their dreams.
(Courtesy, pxhere.com)
Why should you donate?
Contributions to the scholarship fund, KDL says, are an investment into the education of future local leaders, innovators and contributors. This helps strengthen and build a stronger local community.
Financial constraints often hinder individuals as they pursue higher education. Donations break down those barriers and provide opportunities to those who need it.
“Education is the cornerstone of a thriving community,” KDL says in supplied material. “By supporting our scholarship program, you are helping to build a stronger, more educated community that benefits everyone.”
Contributions and spreading the word
KDL hopes to raise $200,000 or more by June 2024. All contributions, no matter the size, make a difference.
“Every dollar brings us one step closer to supporting another aspiring student,” says KDL (supplied).
Sharing KDL’s message with friends, family and networks has the potential to increase lives impacted with the scholarship program.
(Courtesy, pxhere.com)
Contact and donation information
Those with questions or requests for more information are urged to reach out to KDL at 616-784-2007 or contact@kdl.org.
KDL thanks the community for your generosity and commitment to the future of our community: “Together, we can make a difference in the lives of those who are eager to learn, grow and make a positive impact on the world.”
At approximately 9:20 a.m. on Nov. 10, police personnel from the Wyoming Police Department responded to 982 Lee Street SW (Godfrey-Lee Schools East Lee Campus) on the report of school staff locating a firearm in a student’s backpack.
The 15-year-old Godfrey-Lee student was taken into police custody without incident.
Godfrey-Lee’s school staff were able to safely locate this weapon by following word-of-mouth rumors that someone had brought a firearm into their school. The Godfrey-Lee school faculty’s commitment to the safety of their students is unwavering and truly exemplified by their diligence in following up on this matter.
This incident will be presented to the Kent County Prosecutor’s Office for a review of appropriate charges.
Anyone with information regarding this incident is asked to contact Wyoming Police detectives at 616-530-7300 or Silent Observer at 616-774-2345; 1-866-774-2345; or https://www.silentobserver.org.
Over 20 million children in the U.S. face barriers to receiving quality health care (Courtesy, pxhere.com)
By Lauren Konsdorf
WKTV Contributor
The 19th century proverb, “An apple a day keeps the dentist away,” is easier said than done for some families. Over 20 million children in the United States face barriers to getting quality health care, with cost and transportation being two of these barriers.
Meeting families where they are
School is back in session, and this means more contact with other children and daily germs. However, there is a light at the end of the tunnel. Nationwide Children’s Hospital provides school-based health programs, one of the programs tackling the most common chronic condition among children, tooth decay.
Tooth decay is the most chronic condition among children (Courtesy, pxhere.com)
“It is a great partnership, and we are grateful for the services provided to our families,” Wyoming High School Principal Josh Baumbach said.
The Wyoming Public School district benefits from dental clinics which include preventative care appointments and performing most restorative procedures. Partnering with Cherry Street Health Center, Wyoming families have the ability to request dental services for their children.
Shauna Bayer, Associate Director of School-Based Programs at Cherry Health, said the programs participated in 857 exams last year in the Wyoming school district, 55 of which had urgent needs. Bayer also said the program treats every child the same whether they are insured or not. It provides families with care that they might not have access to.
“It makes it worthwhile to come to work every day,” said Bayer.
School-based dental clinics have helped over 1,000 children
Since July 2021, the school-based dental clinics have treated more than 1,000 children and have completed more than 7,000 procedures.
School-base dental programs help families access important healthcare (Courtesy, pxhere.com)
Mary Kay Irwin, Senior Director of School Health Services for Nationwide Children’s, wants to improve health outcomes for all children.
“We know that children can reach their full potential in the classroom when they are healthy, live in a safe and stable environment, and have access to the resources they need,” Irwin said.
The dental program creates outcomes for children and families that need access to important healthcare.
Irwin said working together and meeting families where they are is key to helping children access important care that they would not otherwise receive.
School-based dental services help with eliminating barriers that exist in receiving adequate healthcare for school children, creating a more resourceful environment and a future of children enjoying a five-letter facial expression – a smile.
Lauren is a senior at Central Michigan University and is studying Broadcast and Cinematic Arts with double minors in Journalism and Communications. She is a radio host for a specialty show on 101.1 The Beat, and is Promotions Video Editor for WCMU Public Media. She hopes to become a lifestyle reporter or host after college.
KDL has offered the 1,000 Books Before Kindergarten program since 2015 (Courtesy, KDL)
By Kent District Library
deborah@wktv.org
Kent District Library (KDL) has offered the program 1,000 Books Before Kindergarten since 2015. This year, KDL is pleased provide a new and improved version with the same great outcomes.
The updated program introduces an online tracking option, includes a book with early literacy activities and features Michigan woodland animals.
Reading to children helps them learn early literacy skills (Courtesy, pxhere.com)
All children, infant to kindergarten, are encouraged to participate in this program designed to prepare kids for school. For every 100 books read, kids will earn an animal sticker for their tracking poster. When you reach 1,000 books, your child will be awarded a certificate of achievement and their very own book bag!
Repeating books, listening to audio books, paging through a board book, books read at storytime and reading books in any language all count toward the goal.
“Last year, we committed to creating new inspiration for this popular reading program to ensure that it would remain a fun, relevant and engaging way to encourage early literacy for this generation,” said Dawn Heerspink, Branch Librarian at the Byron Township Branch.
Completing the program is simple, Heerspink continued. “Start or continue reading at least one book a day with the child in your life and see how one book multiplies into many books, all helping that child learn the early literacy skills they need to grow into a reader who enjoys books.”
Stop in to any KDL branch to pick up a tracking and activity booklet for your child that includes a progress poster. Track your reading using the book, online at kdl.beanstack.org, or on the Beanstack app.
Learn more about 1,000 Books Before Kindergarten at kdl.org/1KB4K.
Wyoming High School provides a once-in-a-lifetime experience for five foreign exchange students (Courtesy, Deborah Reed WKTV)
By Deborah Reed
WKTV Managing Editor
deborah@wktv.org
Five foreign exchange students representing four countries embarked on a journey that led them to Wyoming High School.
Alexandra (Italy), Edward (Germany), Daisy (Thailand), Linh and Hieu (Vietnam) have traveled thousands of miles to experience the American way of life.
Though not always easy due to cultural differences, all five students have expressed enjoyment of their time in the United States.
International Exchange Coordinator and Educatius Local Coordinator Sunflower Swan is determined to help the foreign students get the most out of their time in America.
“My job is to help them to achieve that experience of positive outcome,” said Swan.
Swan (left) helps the international students express their experiences, emotions and goals while in the United States (Courtesy, Deborah Reed WKTV)
Swan, raised in Korea, came to America as an exchange student when she was in college. Her experience inspired a passion for helping others find that same joy.
“I want this experience to be fun and engaging. This is a once-in-a-lifetime opportunity,” said Swan.
Swan creates that fun environment through various interactive events and activities.
Upon the exchange students’ arrival, Swan hosted a gathering at a local park for the students and their host families. Cookie-eating contests, marshmallow-stuffing contests, and 3-legged races were among the planned activities.
But Swan said the games accomplished far more than just having fun.
“The [3-legged race] is a metaphor that they have to [coexist] in harmony with each other,” said Swan. “Because, to have a successful experience, they can’t do their own thing. You have to tie together.”
Exuberance for life and the American way
Swan’s passion for life was evident during a conversation with Swan and the foreign exchange students.
That conversation involved far more than a question and answer session to see how the students were faring at WHS. Props, signs, face mustaches, picture taking, dancing, and laughter were also part of the mix.
“I don’t do boring stuff,” Swan said as she tossed this reporter a flowered lei with instructions to put it on before she took a picture. “That’s fun, isn’t it? A celebration of life, I call it.”
Alexandra loves trying new things while in America (Courtesy, Deborah Reed WKTV)
Alexandra is also embracing life and several new experiences.
“I am making new friends every day, and I am not afraid to talk to [others],” said Alexandra. “I’m shy, but I’m trying to be more confident.”
Alexandra said she joined the WHS golf team because she had never tried the sport before. “I’m not good,” Alexandra said with a shrug. “But I don’t care.”
WHS English teacher and Alexandra’s host mother, Joslyn O’Dell, said Alexandra fit right into her family.
“As soon as we got the name Alexandra, Drake (O’Dell’s son) looked her up on social media and became friends with her,” said O’Dell. “So before she even got to the U.S. they were interacting. Weeks before she arrived, we had already started that relationship.”
Watching Alexandra seize every new experience has been fun for the O’Dell family.
“Just seeing her try the American school and see how that fits for her has been fun,” said O’Dell. “She’s had a lot of new experiences and she’s enjoyed a lot of them; she wants to experience everything.”
Daisy is also embracing new things, with music festivals, camping and learning a different genre of music among the Thailand native’s recent experiences.
Valuable lessons learned
Some experiences, however, are internal and more personal.
Daisy said that she is naturally shy but is learning to open up to people.
“Here, she has learned that exerting her opinion does not mean she isn’t humble,” said Swan. “[It is] gaining maturity and speaking when you need to speak.”
Hieu (left) and Edward discuss a question asked during the meeting (Courtesy, Deborah Reed WKTV)
Hieu (Vietnam) enjoys playing basketball, is making friends, and is also learning to be more confident.
“I used to be shy to talk to people, but now I am more open,” said Hieu.
Linh said that through the kindness she has seen at WHS, she “learned to be respectful to everyone.”
Edward says being in America has instigated more meaningful conversations with his parents back in Germany.
“I talked to my parents [before], but here I do more,” said Edward.
Making mistakes and overcoming obstacles
Though most of the exchange students’ experiences have been positive, some difficulties have emerged.
Differences in culture such as body language, difficulty level and concept of school classes, and homework are some of the most common obstacles for foreign students.
“Some students don’t do homework because in their culture, homework is optional, it is not part of their grade,” said Swan, adding that some of the students have had to realize homework is required in the U.S.
Edward enjoys the class activities WHS includes in the curriculum (Courtesy, Deborah Reed WKTV)
Daisy said that while she loves the freedom America offers, she struggles with students’ disrespect toward teachers.
Because of Swan’s own experience as an exchange student in college, she understands the hurdles these students face.
“I know what it’s like, adjusting,” said Swan. “Sometimes they are afraid to speak because they don’t want to mispronounce a word.”
But Swan said making mistakes is part of the learning process.
“You have to make mistakes to learn the language and assimilate,” said Swan. “Don’t be afraid to make a mistake. Mispronunciation is good. You don’t have to have perfect English to engage in conversation; that’s not reasonable.”
A few of their favorite things…
Increased freedom, friendly teachers and students, learning activities for students, and free food and refills on drinks were some favorite things mentioned by the group. ArtPrize was also a highlight this fall, with all five students exploring exhibits together.
30 countries, 20 years, and public diplomacy
Swan has spent 20 years and traveled to 30 countries while helping students experience other cultures.
“We are training future world leaders,” said Swan, adding that 200 out of 300 world leaders were involved in some kind of student exchange program.
Swan (left) said Linh (right) had very limited English when arriving in America and is a perfect example of how hard work and tenacity help students grow (Courtesy, Deborah Reed WKTV)
“This is called public diplomacy,” Swan said. “It’s one of the greatest, powerful public diplomacy the U.S. can have, having exchange students here, learning American culture, American way of life.”
But for Swan, it is about far more than diplomacy.
“I traveled the world, but I discovered people are all the same,” said Swan. “I am more compassionate as I meet people because they all need to be loved and appreciated.
“We are all the same. We have so much focus on skin or education or status but forget they are human.”
And where Swan goes, fun and new friends follow.
“For me, I live fully,” said Swan. “I want to enjoy it. Life is too short, and I want to celebrate life.
“It’s not easy to do what I do. It’s a lot of problem-solving, but I’m making a difference.”
Education money can’t buy
Swan says learning about new cultures reminds us that we are all human (Courtesy, Deborah Reed WKTV)
Swan encourages families to consider hosting an exchange student, saying it benefits families as well as students.
“In my experience, host family children become much more diverse and stronger,” said Swan. “You are providing education money cannot buy.”
To learn more about local exchange student hosting opportunities, visit Educatius.
Financial advisor and money mindset coach Dinorah Caro Livingston welcomes participants to a local financial wellness workshop (Courtesy, Deborah Reed WKTV)
By Deborah Reed
WKTV Managing Editor
deborah@wktv.org
Attorney Rose Coonen engages community members in coversation (Courtesy, Deborah Reed WKTV)
Dinorah Caro Livingston, Regional Vice-President of Primerica Advisors, recently hosted a financial wellness education workshop to help unravel the mystery surrounding financial wellness.
“It’s about providing education,” Livingston said. “The more that people know, the better they can make informed decisions for what they need.”
Education you won’t get in schools
With 20 years operating in the financial arena, Livingston is dedicated to helping people take control of their finances and their future.
“If you want something different in the future, you have to do something different today,” said Livingston.
Dinorah Caro Livingston talks about life moments that create our “WHYs” (Courtesy, Deborah Reed WKTV)
But Livingston also understands that taking the reins can seem overwhelming.
“Unfortunately, people get scared, and they are scared to ask for the information,” said Livingston. “[But] there are no dumb questions. People can take baby steps to become financially stable,” Livingston added.
Livingston urges people to begin taking those baby steps to avoid a situation where they run out of time or it is too late to put plans in place.
“If you drop them little seeds of education along the way, sometimes it spurs them on to stop dragging their feet,” said Livingston. “And depending on where they are in their lives, the message is heard differently.”
Livingston provides quarterly workshops to the public but also presents workshops for specific groups such as employers, schools and churches.
“We have multiple investment partners who will help us with these,” said Livingston, “We believe education should be free.”
When Livingston met personal family lawyer Rose Coonen of Coonen Law, PLLC, she found that Coonen also focused on educating her clients via relationships and informational workshops.
A partnership was born
With 20 years of estate planning experience, Coonen believes financial planning goes hand in hand with estate planning. Like Livingston, however, Coonen has found that most people are reluctant to take that first step.
Attorney Rose Coonen talks about gaining and maintaining control of your estate and assets (Courtesy, Deborah Reed WKTV)
“Especially from an estate planning standpoint, it’s important, but not urgent,” said Coonen. “And no one wants to think about it.”
The solution?
Coonen says that she encourages people to think about who they are setting plans in place for, and offers to come alongside them to help.
“We do education pieces to say why it’s important, here is what could happen, let us be of service to you and help you,” Coonen said.
Communication and empathy are key
Both Livingston and Coonen have noticed that the success ratio for businesses is higher when the focus is partnership with families rather than transactional.
Rose Coonen answers questions about estate planning from the audience (Courtesy, Deborah Reed WKTV)
“Every family is different,” said Coonen. “Every family has different family dynamics.”
She believes the community has chosen to nominate her firm because she is not the “typical” attorney.
“I do not consider myself a traditional estate planning attorney,” said Coonen. “We are more holistic. We tell clients right from the start that they are not a number, that we come alongside them, not just to get a plan set up, but we stay in contact with them. They hear from us regularly.”
Coonen said her goal is to give families peace of mind.
“We guide families,” said Coonen. “We spend a lot of [time] building those relationships with our clients.”
Coonen has spent hours during the day calling clients to check in and see how they are doing, if anything has changed, and how life is going.
“Estate planning is an on-going process,” said Coonen, adding that the law firm does reviews every two years to make sure a client’s established plan is still current to their needs.
Get rich – slowly
Mark Everswick talks about the importance of long-term investments (Courtesy, Deborah Reed WKTV)
Franklin Templeton Investments Regional Director Mark Everswick has also joined forces with Livingston and Coonen to bring the component of long-term investments to the table.
With an ever-evolving economy, investing can be a puzzle. Everswick provides strategies to help people invest confidently at every age.
Everswick said that patience is key in long-term investing.
“This investing thing is [about] getting rich slowly,” said Everswick, adding that the benefits are seen over a period of time.
The goal, Everswick continued, is not to simply acquire financial stability and retire, but to pass that stability on to family, preserving it for the future.
“An apple a day keeps the doctor away.”
Consistency is key in financial planning (Courtesy, www.pxhere.com)
Livingston recited an old saying to help convey the value of consistency.
“That consistency is so important, whether on the legal side or the financial side,” said Livingston. “Sometimes you need a coach to stay on track. It’s never ‘if’ you’ll fall down on the financial mat, it’s a matter of ‘when.’ And when that happens, we are going to be with you.”
Family resource organization Great Start Collaborative of Kent County is hosting a free in-person event to help parents learn more about the importance of play and developmental screening in children.
Taking place Saturday, Aug. 12 at Alger Head Start in Grand Rapids, the 4th annual “Books, Blocks and Balls” event will offer fun activities for the entire family from 10 a.m. to 1 p.m..
Participants will receive a goodie bag filled with items proven to help with child development. Every child that attends, regardless of age, will receive a free book.
Families will also have the opportunity to complete a developmental screening onsite, which can help parents know what to look for at certain ages and stages in their children.
(Courtesy, www.pxhere.com)
There will be a variety of activities, food options and family fun onsite, including: raffles for free prizes every 30 minutes, food trucks offering free food to participants, games and movement activities with The Zumba Lady, face painting and balloon twisting, interactive activities at each vendor table, and more.
Participating alongside Great Start Collaborative will be dozens of community organizations providing additional giveaways and resources to families in attendance.
One such organization is First Steps Kent, an independent non-profit that works to strengthen and coordinate the system of early childhood services through research and innovation.
First Steps Kent is leading a community-wide effort to develop a system of support for children ages 0-5 (and their families) that ensures every young child in Kent County will enter kindergarten ready to succeed in school and in life.
This event was made possible because of the generosity of Kent County taxpayers and the voter-approved Ready by Five Early Childhood Millage that provides dedicated and sustainable funding for programs that improve the health, school readiness, and well-being of children under age five in Kent County.
Nicole Timmer was a substitute teacher for Grand Haven Public Schools until the pandemic hit.
To help fill the substitute shortage needs, some districts have turned to staffing services and college students to help fill substitute teaching gaps. (pxhere.com)
“It wasn’t worth it,” she said.
As the need for substitute teachers increased after the pandemic, private placement companies have become more essential to grow school districts’ sub pools.
Timmer, a former stay-at-home mom, was trained by Edustaff, a private staffing service based in Grand Rapids. Its website says the company works with more than 550 K-12 districts nationwide.
However, she and a handful of other Grand Haven subs were “grandfathered” into the substitute teaching system. She used Edustaff’s portal to see her assignments, but there was a special asterisk next to her name meaning she was a district employee.
With the asterisk came the perks of being involved in the school district on an ongoing basis.
Feeling like you are part of a team
She was able to form relationships with other teachers, be involved in her children’s education and choose whom to substitute for.
Before the school year started, she often had a calendar full of dates she was needed in the classrooms.
The full-time teachers “were spending the most time with my children during the day,” Timmer said. “So it was a really cool insider look to see what was going on in the times that I wasn’t around. Being a stay-at-home mom, it was very interesting.”
She said she was lucky to be able to follow her kids as they got older.
Her brother, Joe Nelson, taught at the Grand Haven High School. She once texted him after having a problem with one of his students.
“A kid was being kind of mean to me, and I literally just took a picture of him and sent it to Joe and said, ‘This kid’s being a jerk,’” Timmer said. “Joe emailed him right then and there, (saying) ‘Stop being a jerk.’”
Timmer said she’s still friends with many teachers she subbed for, and having such connections helped solidify her position in the district.
For other outsourced substitutes working for Edustaff, Timmer said it could be difficult to develop and maintain such relationships in an unfamiliar district. But she said these subs should also make an effort to “make a name for themselves.”
Filling the substitute teacher need
Brian Dunn, the Edustaff director for Michigan, said the company has seen a 10% spike in teacher absences this school year.
“We’re also filling in more classrooms, which is exciting because it means more people are working more often,” Dunn said.
He said anyone who meets the 60-semester credit hours and background check requirements can apply to Edustaff.
Stay-at-home parents are the biggest group of Edustaff’s subs, Dunn said. Other large groups include retired educators and college students.
While Edustaff services can fill some gaps left by the teacher shortage, some districts are reaching out to education colleges to ask if their students can fill paid long-term substitute positions.
Reaching into the future educators pool
Marcia Fetters, the director of teaching education at Western Michigan University, said long-term sub positions can be valuable for some students because of the pay.
Most internships for education majors at Western are student teaching positions with a mentor teacher. Fetters said she encourages traditional student teachers to train through Edustaff so they can cover the classroom if the mentor is absent for the day.
Long-term sub positions are different because students don’t have a full-time teacher to coach them in the classroom.
Fetters said Western often works with a district to set up additional mentoring opportunities for students who take on long-term substitute jobs.
“Long-term subbing as an internship has its pros and cons,” Fetters said. “I’ve worked with students who have done it both ways. Some excel at it and some just want a little bit more support.”
During the 2020-2021 school year, whether in school or attending virtually, the students at St. John Vianney Catholic School always wore the school uniform to class.
This was one of the details that Wyoming parent Erika Oliver, who had switched her two sons to the school in the fall of 2020, had noticed as the 2020-2021 school year progressed. A detail that helped her decide to have her sons return to St. John Vianney (SJV) this fall.
“I wanted the smaller numbers and the smaller environment,” Oliver said of her decision to switch from a large public school district to the preschool through eighth-grade facility that is located on the St. John Vianney’s campus at 4101 Clyde Park Ave. SW. “St. John Vianney already had a plan in place on how they were going to handle any sudden announcements of having to go virtual.
Erika Oliver with her sons(from left) Samuel, who is in fifth grade, and Luca, who is in sixth grade. (WKTV)
“It had a good reputation, so we made the jump.”
That planned included St. John Vianney Catholic School, like many of the schools in the Catholic Diocese of Grand Rapids, offering flexible learning by providing both in-person instruction and virtual from the start of school. Many area public schools delayed in-person instruction at the start of the 2020-2021 school year.
Oliver said her family discovered a lot of flexibility along with assistance from staff to help students create a successful learning environment whether that would be in school or at home. A key to that, was having the students “arrive” to school in their uniforms.
“Granted, with the virtual students, we didn’t always know if they were wearing the full uniform,” St. John Vianney Principal Linda Olejnik said with a smile. “But by having that routine, it helps to establish in the student’s mind that this is school and prepares them to be focused and ready for learning.”
Being flexible by offering in-person and virtual learning from the start of the 2020-2021 school year is one of the reasons officials from the Catholic Diocese of Grand Rapids believes has impacted its growth over the past year. Across its 26 elementary schools and five high schools the Dioceses has, its preschool-12th grade enrollment for 2021-2022 is 6,267 students, an increase of 253 students from last school year.
Much of the growth comes from the number of preschool and kindergarten students. This school year, the Diocese has one of its largest kindergarten classes in the last decade with 527 students. Olejnik noted that St. John Vianney has followed that trend as well.
St. John Vianney also has seen an increase in students in first through sixth grade, In fact 24 out of the 31 schools in the Diocese re-enrolled all of its students or grew its enrollment from last year. Sarah Toepfer, the marketing and communication coordinator for Diocese’s Catholic Schools, said they have seen an increase due to returning families who had left due to COVID and better attendance from baptized children.
St. John Vianney Principal Linda Olejink (WKTV)
“The ability for students to learn in-person with their teachers and peers last school year paid dividends in academic and personal growth,” said Dave Faber, superintendent of Catholic schools in the Diocese of Grand Rapids. “I am grateful to God for the outstanding efforts of our admissions advocates, families, faculty, staff, principals, and pastors who joined together to intentionally grow the mission and the ministry of Catholic schools.”
Olejnik said aiding in making it easier for SJV students was the school’s platform, Canvas, which allows staff to manage their classrooms by taking attendance, uploading assignments and class files and post grades. The program able the staff to move quickly to virtual learning when necessary but also for in school learning. If a student has to be quarantine, it was a smooth transition as the student’s work already was online, she said.
The 2020-2021 school year was an untaught territory that through partnerships with its staff, families and community St. John Vianney was able to weather well, Olejnik said, adding the staff has added a few new items to its toolbox of education.
And through that storm, Olejnik said she has seen a difference this year among students and staff.
“There is a lot of joyfulness,” Olejnik said. “There is joyfulness in being together when everyone came back. You can see it as students are playing together on the playground or working on assignments. Now if I could just bottle that.”
Dutton Elementary School has been recognized as a 2021 National Blue Ribbon School by the U.S. Department of Education for being an Exemplary High Performing School.
“Caledonia Community Schools is so proud of all our faculty and staff who work so hard to make an excellent learning environment for our students,” said Dr. Dedrick Martin, superintendent of Caledonia Community Schools. “Dutton Elementary is a great example of a school that prepares students to make a positive difference in the community by empowering all students to achieve their best and cultivate agile learners.”
Dutton Elementary has been recognized in the past for its staff’s work in supporting students. Dutton earned the title “Reward School 2018-2019″ for earning all A’s or Significantly Above Average in all categories rated by the state of Michigan. Michigan nominated Dutton Elementary for the National Blue Ribbon Award and recognized the school for creating an environment that encourages feedback among staff, parent involvement, and support from the Caledonia Community Schools administration.
Dutton Elementary Principal Shawn Veitch and staff regularly partner with a local church and several businesses. Staff members volunteer with students at a weekly summer reading program in a neighborhood mobile home community and connect students with Kids’ Hope mentors and hand-to-hand weekly food distribution.
“Our Dutton Elementary school teachers and staff go above and beyond to ensure our students have the support they need to succeed in school,” Veitch said. “On behalf of our school, I’d like to congratulate everyone involved in making Dutton Elementary a great place to learn.”
The National Blue Ribbon Schools Program recognizes outstanding public and non-public schools, celebrating school excellence, turnaround stories, and closing student achievement gaps. The U.S. Secretary of Education Miguel Cardona recognized 325 schools as National Blue Ribbon Schools for 2021. Thirteen Michigan schools received the honor with Dutton Elementary being the only Greater Grand Rapids school to be recognized.
In 2020, 15 Michigan schools were recognized that included Kentwood’s Discovery Elementary and Grandville’s Central Elementary.
Leaders from 50 Kent County congregations volunteered to roll up their sleeves last week to show their communities they are walking the talk on the COVID vaccine front, each getting “a shot of love” at West Michigan Vaccination Clinic at DeVos Place, which is a collaborative effort of Kent County, Spectrum Health, Mercy Health and Vaccinate West Michigan.
“Whatever your faith tradition, the principle of love thy neighbor is pretty consistent across centuries,” said Pastor Charlie Selmon, Jr. of Wellspring Church. “Getting a vaccine, just like wearing a mask, is about showing love for ourselves, our neighbors, our elders, and our children. It is about protecting the sanctity of human life.”
This Tuesday at 3:30 p.m., the Kent County COVID-19 Church Task Force will ve sting a COVID-19 Vaccine Rally and Registration Drive. The event will take place at Pilgrim Rest Baptist Church, 510 Franklin St. SE. The purpose of the rally is encourage resident in high priority zip codes based on COVID-19 incidents and other socially vulnerable index factors are registered to receive the vaccine.
Local pastors roll up their sleeves to get their shots and encourage others to do so. (Supplied)
At 4 p.m., more than 200 volunteers will canvass select census tracts in the 49507 zip code going door-to-door to ensure that every adult resident has the opportunity to register to receive the COVID-19 vaccine.
This is the first of 10 scheduled drives across Kent County to help ensure that the most vulnerable members are vaccinated. Those attending must follow the instructions of the medical safety team and adhere to the safety guidelines of local state and national health departments.
“As a physician, and as someone who has lost loved ones to COVID-19, I urge you to consider getting the vaccine as a way to help us defeat this deadly virus,” wrote TaLawnda Bragg, MD, attending physician at Spectrum Health. In the recent blog post, she said, “I am eager to do whatever I can to help halt the scourge of this virus in our community.”
Until now, access to the vaccine has been limited to essential workers and select, high-risk demographics. With the national supply of vaccines expanding quickly, outreach to the broader community is underway. Starting April 5, the vaccine will be offered to all Michiganders age 16 and older according to Michigan Department of Health and Human Services. In Kent County more than 86,885 residents or 16.8% of the population have been vaccinated.
“Over 2.7 million doses of the safe and effective COVID vaccines have been administered in Michigan, and we are well on our way to vaccinating 70% of Michiganders age 16 and up,” said Dr. Joneigh Khaldun, chief medical executive and chief deputy for health at MDHHS. “We will continue to focus our efforts on removing barriers to access for our most vulnerable to exposure and those at highest risk of severe illness due to COVID-19. These vaccines are the way we are going to end this.”
According to Kent County Health Department’s Administrative Health Officer, Dr. Adam London, “faith leaders have been providing essential counseling and care for vulnerable people throughout this pandemic; they are now also helping us as volunteers. Their level of commitment and support for our community has been extraordinary.”
This Tuesday, the Kent County COVID-19 Church Task Force will be hosting the first of many Vaccine Rally and Registration Drives. (Supplied)
Local faith leaders expect enthusiastic participation at vaccine sites in the weeks ahead.
“We understand in the 21st century that individual health and public health go hand in hand,” said Rev. Khary Bridgewater, Coordinator of the Kent County COVID-19 Church Task Force. “Faith leaders know that we must protect the individual health of our most vulnerable citizens if we all want to share the blessings of a healthy community.”
