Wyoming Public Schools Superintendent Craig Hoekstra announced over the weekend that students and staff at Gladiola Elementary School will move to remote learning after receiving notification from the Kent County Health Department of a positive COVID-19 test result.
All other WPS school buildings will remain open for in-person learning.
The day of the announcement, Saturday, Oct. 17, the district was notified by the Kent County Health Department (KCHD) that an individual at Gladiola elementary had received a positive COVID-19 test result. Due to the extent of possible students and staff who made contact with this individual, the KCHD has recommended that the district close Gladiola elementary for in-person instruction.
The closure period will run from today, Monday, Oct. 19, through Wednesday, Oct. 28, and all “learning during this timeframe will be conducted online,” according to the statement.
“Out of an abundance of caution and in collaboration with the Kent County Health Department, it has been determined that closing the building will give the KCHD the necessary time to complete contract tracing and contact any staff and/or student(s) that may have come in contact with those who have tested positive,” according to the statement. “This will also allow us to slow any potential community spread. During the closure, the District will thoroughly clean and disinfect the school building while staff and students are not present.”
The district statement also “urges all WPS staff and students who experience symptoms or who may have been exposed to COVID-19 to get tested and self-quarantine. Parents are encouraged to monitor their children for the onset of any symptoms related to COVID-19. If there is any change in your child’s health, please contact your medical provider.”
The KCHD offers free COVID-19 screenings at multiple sites via appointment or walk-in. More information on sites and appointments is available online here or by calling 616-632-7200.
The district also “urges all of our students, staff and families to comply with the CDC guidelines to avoid further spread of COVID-19 in our community.”
Gladiola families were reminded to check their email and ParentVue accounts for additional updates.
More information on Wyoming Public Schools is available at wyominggps.org.
You could compare the compatibility of first-grade teachers Julie Dykstra and Sarah Beld to a popular combination: peanut butter and jelly.
“Welcome to the PB and J Suite,” said Dykstra, who with Beld is bringing team teaching to a new level at Gladiola Elementary by combining their classrooms into one super-sized group.
Sandwiched between their two rooms is a connecting space — a former coat closet transformed into a mini-library. Through it, students walk back and forth before settling into reading on one side or math on the other, depending on the time of day.
But the PB and J reference goes beyond teachers working in sync. One first grader defined how students refer to the rooms: “This is peanut butter,” he said referring to the classroom where he stood. “That’s jelly,” he said pointing into the connected classroom.
Together, Dykstra and Beld are teaching 38 students — dubbed Peanut Butter Kids or Jelly Kids, depending on whose student they are on the class roster and because they split up for art, music and gym. All students spend most of the day together, with one teacher leading and the other assisting students individually or in small groups.
When it’s time for quiet reading and writing, students find a spot on either side.
The combined classroom allows for more individualized instruction, including in groups
You Do This; I Do That
The longtime colleagues pitched the idea of joining forces last year. They were both seeing losses in instruction time due to behavior management and found it difficult to meet individual needs of students at different academic levels. Principal Cheryl Corpus agreed to pilot the idea, combining the group of 52 students. There also is a third, traditional first grade classroom.
“By the end of last year, we learned it was powerful collaboration of students and staff alike. Students were able to build relationships across groups and teachers were collaborating every day to meet the needs of their students,” Corpus said. “By maximizing instructional time, supporting one another, and differentiating for the students, we saw impact behaviorally and academically.”
Because of its success at the first grade level, second grade teachers Jennifer Blackburn and Charon Leal also joined their classes this year, sharing 56 students. Their space is different than the first grade teachers; it’s all one big room.
Blackburn said Dykstra and Beld realized some of their students thrived under the combined model, and “sold us the idea.”
For more stories on local schools, visit School News Network at schoolnewsnetwork.org.
Gladiola Elementary fourth grader Brandon Koehn knows why Fritz Bowerman does “laps” at school, walking each hallway and saying hello to teachers and students. He’s checking in, checking things out and lending a hand where it’s needed.
“He’s helping a lot of kids. He helps me a lot. He helps me focus and do my job,” Brandon said.
Bowerman, or “Mr. B,” is a student advocate, a new role in the district this year. He’s a direct source of support for students, often serving as the first person to greet them when they get off the bus. He’s there when they go out to recess, when they need help with math or need a few moments to calm down in the office.
He’s meeting students’ needs in a positive way — so they can learn and teachers can teach, but it’s about more than that, he said. “I’m a grandpa to 310 kids.”
Bowerman began working in the district as a behavior interventionist five years ago, quickly becoming beloved at Gladiola. When Superintendent Craig Hoekstra decided to shift the focus of behavior interventionists district wide — renaming and reinterviewing candidates for this year — Bowerman was a prime example of how that could work.
Brandon Koehn and Fritz Bowerman work together to make the school day go well. (Photo supplied by School News Network)
Role Empowers Students
Rather than focusing on intervention, student advocates proactively help students before things become problematic. Students are taught strategies that empower them to own their behavior rather than just react.
The work aligns with the district’s Positive Behavior Support System, which sets common language and expectations school-wide concerning behavior, and Restorative Practices, a proactive approach to discipline that gets to the “why” of student behavior and focuses on righting wrongs and repairing harm rather than punishment that isolates students by removing them from school.
Bowerman spends a lot of time talking to students that have had behavioral issues in the past, helping them stay on track and have a person to trust. If there’s an immediate need he meets it. (For example, a student recently needed a fresh shirt, and Bowerman got him one from a pile of extras). If there’s evidence a student is having a bad day, he finds out why. If a student is wandering in the hallway, he leads them to class.
Fritz Bowerman stops to check on how things are going in teacher Lysa Stockwell’s class. (Photo supplied by School News Network)
‘He gives everything’
Bowerman, of Hastings, served in the U.S. Army for six years as an artilleryman. He then majored in criminal justice at Ferris State University and went on to work as a probation officer in Ionia County. He returned to Grand Valley State University and earned his graduate teaching certification in secondary social studies. As a social worker, he worked with adults with mental illness. His school career began at Kelloggsville Public Schools before being hired in Wyoming.
Gladiola social worker Amy Hendrickson said Bowerman makes a huge difference in students’ lives. “He gives everything that he has to our kids,” she said. “He loves them and supports them in amazing ways but still holds high expectations for them.
“I wouldn’t be able to do my job without him. He wears so many different hats. One student might need a grandpa. Another might need someone that is more direct and stern.”
Fritz Bowerman is a trusted source of support for Gladiola Elementary students. (Photo supplied by School News Network)
Big Heart Required
Principal Cheryl Corpus said Bowerman’s impact is hard to quantify because it’s about relationships.
“We get kids in their formative years, when they are trying to figure out who they are how they feel. To have that person they can trust every day to give them a fresh start and help them make sense has an immeasurable impact,” Corpus said.
He also forms solid relationships with families, building trust with parents, Hendrickson said. “He’s super relatable, and when parents have questions he’s able to answer them — not in an authoritative role, but by just explaining things.”
Hoekstra served as principal at Gladiola when Bowerman was first hired, and said he knew his approach was always proactive, both in celebrating successes and helping when students are struggling.
“I developed the utmost respect for him in regards to who he is as a person and how he addresses situation,” Hoekstra said, “He comes at it with a big heart. I always use the phrase, ‘Let’s recognize the situation for what it is, then bring it to a better place.’ When I say that, Fritz comes to mind right away.”
Third grader Axel Moreno has noticed that big heart. “He gives a lot of hugs.”
Bowerman described himself as a piece puzzle in a school of supportive people. “The people are here to work with kids, to support them not just in education, but in their lives… It’s an awesome place.”
Bowerman nudges students to stay on track with behavior and school rules, focusing on being safe, respectful and responsible, Gladiola’s mantra.
He’s a gentle enforcer, handing out Wolf tickets students earn for good behavior and can save up for prizes.
“It’s wonderful to see the glow on their face to see what a little purple piece of paper gives them,” Bowerman said.
After countless hugs, conversations and laps around the school buildings, Bowerman gets to know his students well. “My hardest day of every year is the last day,” he said. “It’s a big tear fest. It’s a joyous day but a sorrowful day.”
For more stories on area schools, visit the School News Network website, schoolnewsnetwork.org.
Brandon Koehn said Fritz Bowerman helps many students at his school. (Photo supplied by School News Network)
Jake Cabada had a mighty start to kindergarten. While visiting his Gladiola Elementary classroom for the first time, he stood up tall, a serious look on his face, flexed his arm muscles and proclaimed, “I’m strong!”
Around him, his new classmates looked around curiously, chatted with new friends and some even fought back a few tears. It was a practice run for their first day of school, and the beginning of their K-12 journey.
The Wyoming Public Schools’ four elementary schools — Gladiola, West, Oriole Park and Parkview — hosted the two-hour Kindergarten Smart Start on the Friday before school started Tuesday, Aug. 20 to help the little ones feel comfortable with their new school.
Students Josiah Kink and Christian Aleman play together
After arriving by bus, they met their teachers, toured the building, sat “criss-cross applesauce” on the classroom rug, ate breakfast and visited the cafeteria.
They also received words of encouragement from their parents. “Can you go look for your name?” dad Victor Cabrera asked a shy Jaden Cabrera. Moments later, Jaden located the owl-shaped name tag on his new cubby and stood by it smiling.
Longtime kindergarten teacher Rebecca Schaffer said Smart Start serves as a great warm-up for beginning full-day school.
Teacher Karen Ward meets her new kindergartners
“The first day is chaos, so it’s a little more calming,” she said. “It acclimates them to their new environment. They meet their teacher, so it’s a familiar face on the first day.”
Schaffer is ready to start a new year with her pint-sized pupils. “The kids are so fun,” she said. “They are funny and they are so smart. You might think they are just kindergartners, but they are geniuses.”
Several fourth-graders worked as crossing guards and helped their younger peers. Fourth-grader Kaleah Lacy had some sage words for kindergartners: “It’s going to be OK. I went to kindergarten at this school too and it was good.”
For more stories on the local schools, visit the School News Network website, schoolnewsnetwork.org
Teacher Amber Middlemiss reads the book, “My New School,” to her new class.
Craig Hoekstra has the opportunity to lead major investment in the district where he grew up, serving generations of Wolves to come.
It’s a job the new superintendent embraces.
Hoekstra, who began the position July 1, will be involved in planning the $40 million Wyoming High School renovation and addition from concept to fruition. Funding for the project comes from the bond proposal, which passed last November, a huge victory for the more than 4,000-student district after bond requests failed twice in previous years. He replaces longtime Superintendent Thomas Reeder.
While construction on the renovation, which includes a two-story, 30-classroom addition, won’t begin until next summer, Hoekstra is eyeing the future with optimism.
“It’s phenomenal,” he said. “There’s a lot of excitement and thankfulness because the community supported the bond. Now it’s our responsibility to be thoughtful, forward-thinking and do our research and homework.
“It’s our opportunity to significantly impact Wyoming Public Schools well into the future.”
Wyoming native and former assistant superintendent Craig Hoekstra started as Wyoming Public Schools superintendent July 1
‘Maximize Each and Every Opportunity’
Hoekstra is a familiar face in Wyoming, beginning with his student days.
He graduated in 1990 from the former Wyoming Park High School and worked as a district custodian for six years. He was Oriole Park Elementary School principal for two years and Gladiola Elementary principal for three, when he also worked as state and federal grants director. He also taught second grade at Hamilton Elementary School and served as a principal there for three years.
He reflected on his path to becoming an educator who now heads an entire district.
It began when Hoekstra decided to pursue an education degree after working as a linen and uniform delivery driver.
“As a student, I enjoyed school, but wished that I would have applied myself more,” he admitted. “In becoming an educator as a non-traditional student, a driving force for me was to assist and encourage students to maximize each and every opportunity in front of them. One of my goals is to instill in them hope and provide support that they can do anything in life they set their mind to.”
Hoekstra is a prime example of how goal-setting and working hard can pay off.
“My whole motto is: dream big, work hard and make it happen. Things are always going to be challenges in front of us, but with perseverance, support and that ‘never give up’ attitude, anything is possible.”
Along with planning bond projects to take shape in the district over the next seven years, Hoekstra is working with teachers and teams of instructional coaches in math, science, reading and English as a Second Language to best serve students with effective teaching strategies.
Gladiola Elementary School second-graders Brooklynn Weenum, left, and Sophia Dykstra show Superintendent Craig Hoekstra a dance game after school
The Power of Being Present
A superintendent’s most important role, he said, “would be ensuring the safety of students and empowering kids to achieve goals that they don’t realize are attainable at every development level, with us and beyond us.”
Another goal of Hoekstra’s is to make people feel heard and appreciated. He said he has learned a lot from young people over the years, and one of the biggest lessons has been to be present.
“As busy as people are, we need to be in the moment, celebrate the moment, make the most of every moment,” he said. “What I have learned from working with students and people in general is that when you are with them they are the most important person at that time. If we are distracted, that opportunity we have with them might be lost. If people feel like they are truly cared about and supported, that’s where strong relationships not only start but are maintained over time.”
Whether planning for updated buildings or putting a laser-like focus on curriculum, Hoekstra doesn’t take the job of heading the Wolf Pack lightly.
“To be an educator is an absolute privilege, to not only touch the minds of youths, but also their hearts,” he said.
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There are decorated classrooms and then there’s Wyoming’s Gladiola Elementary School teacher Jennifer Blackburn’s decked-out classroom. Seeking to appeal to and stimulate her first graders’ senses and give them a home away from home, Blackburn’s classroom is a student mecca of comfy chairs, whimsical decorations and colors.
At first glance, girls seated at a dining room table could just as easily be having a tea party as doing math. There’s ample student artwork mixed in with twisty borders and loopy streamers. Rather than working at desks or even assigned tables, students settle into camping chairs, antique rockers and wicker seats or choose backrest pillows for cozy reading on the floor. The walls are painted a calming blue Blackburn used at her own house; paper-lantern globes hang from the ceilings and lamps illuminate soft light.
Alexis Winfield, left, and Brooklyn Weenum work at a wooden table
Three years ago, Blackburn became inspired to make her classroom more like home, from colors to furniture to lighting and decor. She’s hung curtains and added seat covers.
“I was trying to meet the different brain needs of students,” said the 18-year Wyoming teacher. She felt traditional classrooms were too sterile and institutional, and wanted a more inviting atmosphere.
“As a classroom it’s kind of like their second home, as well as mine,” she said, noting that she adds more seating and decor as her budget allows.
Appealing to Different Learners
Blackburn studied multi-sensory learning and flexible seating, both based on philosophies that students learn through movement and by using all of their senses. She wanted to give them a place they are excited about, call their own and feel comfortable learning, moving and growing.
Marlee Waldrop, left, and Carly Alonzo settle on the floor to do math
“I was going for an alternative style that provides comfort,” Blackburn said. “This kind of environment lends itself to them having ownership.”
Recently, in the midst of the energetic youngsters, Blackburn conferred with a student about her reading progress, pointing out big improvements. “That’s what we want to see, girl,” she said, offering a high five. Around her, students read and worked independently in spots of their choosing.
“I like to sit at the owl table,” said first-grader Francisco Castillo, referring to the dining room table, which has seats covered in an owl-patterned cloth. His classmate Yudexy DeLos Santos agreed, saying, “It is much more comfortable to sit at.”
But Oscar Hernandez, who said he likes the ABC decorations on the walls, had a different favorite spot: “I like sitting in the rocking chair.”
Blackburn’s goal is to give students opportunity and choice so they are independent learners. “A lot of brain-based learning has to do with movement. It’s student-led.”
In instruction, Blackburn encourages getting out of the seats. Students hop to count “ones” in math, stand like a stick to resemble a base 10 blocks. “It’s not a sit-and-get class,” she said.
To accommodate that, she’s always adding more touches of home to her classroom because she sees how students react.
“There’s a calmness. There’s definitely a pride of ownership in taking care of the items in the room,” she said. “They gravitate to certain areas of the classroom they find comforting to them.”
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Letter by letter, fourth-grader David Espinoza read through the alphabet on flash cards. English-learner teacher Nicole Adams timed him with a stopwatch at 40 seconds. Unsatisfied, David wanted to try again.
“Last week you were only able to do it in one minute. Now 40 seconds seems slow,” Adams said.
David, a recent immigrant from Cuba who started at Gladiola Elementary School in September, tried again, hesitating at just one letter. His time: 34 seconds — a personal record. “Wow! Wow!” Adams exclaimed to a gleeful David, who wrote the time down on his data sheet.
First-grader Gustavo Aburto Ambriz shows his story to EL teacher Nicole Adams.
David is learning English letters, sounds and reading. By the end of the school year, he will be much more proficient. Adams spends time with him conversing in Spanish and English, in ways that capture his attention. David knows a lot about dinosaurs and, in Spanish, talked excitedly about a brachiosaurus. In English, he practiced words like “mouth” and “neck” while describing the prehistoric beast.
“He’s really eager to learn and not afraid to practice,” Adams said. “He will be much more fluent by the end of the year.” He has strong Spanish speaking, reading and academic skills, she said, so he’s on the right track.
Gladiola is one of only 35 schools recognized by the Michigan Department of Education for academic efforts for English learners over the past two years, and is eligible to be named a 2016 Title 1 Distinguished School in the category of Serving Special Populations (English learners). Also in the running are West Godwin Elementary in Godwin Heights Public Schools, Explorer Elementary in Kentwood Public Schools, Sibley Elementary in Grand Rapids Public Schools, and Appleview Elementary in Sparta Area Schools.
The top two schools will be announced in late November and recognized at the 2017 National Title 1 Conference in Long Beach, California.
The schools have shown growth in proficiency levels with their EL population.
David Lyon, who was hired as principal last year, credits a strong culture of shared leadership in the building and strong EL instruction including a full-time EL teacher, formerly Laura VanderWerf and now Adams.
Fourth-grader David Espinoza, who is from Cuba, uses beads that correspond to questions to grow his vocabulary.
He said EL students are held to high expectations, and not not limited because of low proficiency in English, Lyon said.
“Sometimes the perception in your struggle with English is your struggle with ability. This really proves you’re a very capable student in spite of your struggles with the language,” he said.
In-depth language instruction challenges EL students in Adams’ class to really think about words. They hold colorful beads resembling a caterpillar. Each bead corresponds with different questions on the classroom wall. When David thinks about a dinosaur, for example, he goes through each bead. What does it do? What does it look like? What is it made of? What are its parts? Where does it live? And what else?
At Godwin Heights, Director of Instruction Michelle Krynicki said staff works hard to build relationships and collaborate. Oftentimes, instruction can be tweaked in classrooms to benefit all students.
“The celebration for us at West Godwin is embracing the idea that all of these learners are our responsibility,” she said.
Gladiola Elementary School students sat around a table and discussed what lead — that’s journalistic jargon for introduction — would be best for this School News Network article about their new student newspaper, Gladiola Wolf Tracks.
“Meet all the students that made the first Gladiola Wolf Tracks newspaper,” said third-grader Megan Sivins.
“This is four out of 16 of the kids that came up with the Wyoming newspaper called Gladiola Wolf Tracks,” suggested fourth-grader Quinton Gebben.
And, “Meet the Gladiola Elementary students who came out on top and made the first Gladiola newspaper in the whole Gladiola school history,” said fourth-grader Brady Flint.
Fourth-grader Maddy Lee considered the best possible lead. She decided Brady had already nailed it.
Sixteen students in the after-school enrichment program at the Wyoming Public Schools building recently launched the newspaper after learning the basics of journalism from fourth-grade teacher Lysa Stockwell and by interviewing teachers, peers, staff members and even community officials, such as Wyoming Mayor Jack Poll.
They’ve covered events and school programs, with cameras and notepads in hand, learning to get details centered around the who, what, when, where and why questions for their stories. They use technology, including Google Docs, and keep current on what’s going on in the building
“They’ve interviewed all the staff members in the building, from teachers to custodians to parent volunteers. It’s been really, really exciting because the more they do the more excited they get,” said Principal David Lyon.
Elile Silvestre and Madeline Pauline interview Wyoming Police Officer Rory Allen (credit: Lysa Stockwell)
Wolves or News Hounds?
The ace cub reporters recently completed the second edition of their newspaper, with plans for another and monthly publications next school year. Lyon said the almost entirely student-written newspaper will incorporate the school’s newsletter.
Parents can donate $5 to have a message to their child published in the newspaper, supporting the costs of publication.
In class, students studied examples of journalism, heard from a local reporter who shared tips and experiences, and learned about interviewing skills, bias and plagiarism.
They also learned the fun they can have with journalism, Stockwell said.
“Generally, kids don’t have the chance to have their writing published and for them to have that opportunity has really been exciting for them,” Stockwell said.
“Writing has become really authentic for them,” Lyon added. “Plus, they are far more alert now to things going on in the building.”
When a story presents itself, Wolf Tracks reporters have jumped at the chance to grab a notepad. For example, they took the initiative to cover a sneak-peek performance of the Wyoming High School musical.
Brady said he enjoyed writing a story about teacher Kimberly Swiger called “Mrs. Swiger: The Inside Story.” In it she talks about her favorite books, and that she’s spent 25 years teaching, has 10 nieces and nephews and attended Gladiola herself.
“Mrs. Swiger told the best stories,” Brady said. “I really liked being an interviewer and reporter and writing the articles. I am a social butterfly.”
Pinky Nguyen and Dion Idizi are busy with the news (credit: Lysa Stockwell)
Back to the Headlines
Discussion around the table continued after the students had found their lede. They talked about their favorite interviews with the art and music teacher and other staff members.
“I like when I interviewed Mr. Lyon. He can ride a unicycle,” Quinton said.
Further conversation led to the fact that Lyon can also juggle, prompting a follow-up question from Brady: “Can he juggle while riding a unicycle?”
Now, there’s a nose for news.
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