Kent Career Tech Center student Nathan Schaner learned about designing car components virtually by using professional tool and die stamping software on a classroom computer.
He was participating in a three-day training session on the software offered by Kevin Vormac, senior applications engineer for the firm AutoForm. The program exposed a dozen engineering students in the second year of the Tech Center’s Engineering & Architectural Design program to industry-level design.
The goal was to help prepare students for the local pool of engineering jobs, many at firms that use the expensive software, as well as for apprenticeships or college programs.
Kent Career Tech Center student Nathan Schaner listens to instructions on virtual stamping design
“Learning it here at (the Tech Center) is definitely beneficial,” said Nathan, who plans to major in mechanical engineering at Ferris State University. “I feel like I have a head start amongst all the other kids.”
The software eliminates the need for material or shop space and allows tweaking and tinkering. “We want for them to have some exposure to the software so when they do go out and look for a job they can put it on their resume,” Vormac said.
Nathan said he sees the value in learning digital design now. “This seems a lot more applicable and it’s easier for us to manipulate and do the correct things we need to do.”
Program instructor Larry Ridley said AutoForm is allowing the class to download the software onto 12 computer stations for use through the end of the school year. For a company to purchase the software for that many stations, the cost would be about $840,000.
Virtual design saves time and money, Ridley said, and has become standard in the industry. “It can do what they used to do by hand, that would take them four, five, six months,” he said. “Here, they can do their preliminary design in just a couple of weeks.”
Ridley regularly has students working in engineering while still enrolled at the Tech Center. Many start as apprenticeships after graduation or go to college to pursue degrees. Engineers can earn more than $100,000 after eight or nine years in the industry, he said.
For more stories on area schools, visit the School News Network at schoolnewsnetwork.org.
Paul Dymowski is stepping into the newly-created position as director of the center-based Special Education program that is transferring to Kent ISD from Grand Rapids Public Schools
By James Harger
School News Network
Paul Dymowski was enthusiastic when asked about being chosen as director of the center-based Special Education program that is transferring to Kent ISD from Grand Rapids Public Schools (GRPS). “It’s a really exciting opportunity to build off the work Grand Rapids has already done,” he said after he was named to the new job on Wednesday, Oct. 3.
Dymowski, who currently serves as transition coordinator, part of the Special Education Department at Kent ISD, was chosen from a field of 28 applicants, according to Superintendent Ron Caniff, who announced the appointment.
“We’re confident that Paul will do a great job in this new role and will assist us through the transition occurring within these programs,” Caniff said in a letter to the staff and parents at GRPS. “He is excited for this opportunity and looks forward to meeting and working with you in the near future.
“The position will play a key role in helping Kent ISD prepare for the transition of operating special education center programs this school year and will be the administrator responsible for overseeing the center programs on a day-to-day basis once these programs transfer to Kent ISD beginning in July 2019,” Caniff continued.
(The GRPS School Board voted in August to turn over operations of its center-based programs to Kent ISD. These specialized programs serve nearly 1,400 students from throughout Kent County and part of Barry County. Most of the buildings for these programs, like Lincoln Developmental Center or Pine Grove Learning Center, are owned by Kent ISD, and all are currently operated by Grand Rapids Public Schools.)
In his current job, Dymowski provides technical assistance to transition coordinators and programs at local school districts for older students with special needs who are making the transition to adult life. He also supervises Kent ISD’s team of physical therapists and audiology staff.
Dymowski came to Kent ISD last year from Allegan Area Educational Service Agency, where he served as Assistant Director of Specialized Instruction. There he administered regional and center-based programs for students with cognitive and behavioral needs as well as Early On screenings and services for preschool students.
The 39-year-old Flint native also served as a director of special education for the Wayland and Hopkins school districts. Earlier in his career, Dymowski was a special education instructor at Northview and Grand Rapids Public Schools.
The selection process began with a stakeholders group that included two parents of children receiving services from center programs, two teachers, two center program principals, two local district special education directors, and three representatives from Kent ISD. Three finalists were then interviewed by Caniff, Lowell Area Schools Superintendent Greg Pratt and the chairman of the superintendents’ Special Education Advisory Committee.
Dymowski will assume his new duties on a rolling, intermittent basis, Caniff said in his letter. Beginning later this month, he will devote a few days each week to the transition process, gradually increasing his supervision of the center program transition until it becomes his full-time assignment in January.
More information about the transfer of center-based programs can be found on Kent ISD’s website at Center Program Review pages.
Check out School News Network for more stories about students, schools, and faculty in West Michigan.
11th graders Payton Bidwell (left) and Mirabella Witte share some of their group’s brainstorming results about the problem of declining enrollment in teacher preparation programs (photo by Natalie Tomlin)
“How might Grand Valley State University increase the supply of students in the College of Education?”
This was the driving question students were given on the launch of a project at Kent Innovation High School this winter. Other questions included: “How do markets respond to changes to supply or demand? How might the college positively impact supply and demand in the marketplace? What does the data suggest about the supply of teachers?”
Teams of students were challenged to research the causes of the shortage and formulate a possible way for GVSU’s College of Education to address the problem. Their final product, a website, needed to include key data related to the teacher shortage, interpretation of data and a solution, as well as a supply and demand graph. Students also presented their ideas to a panel of GVSU education staff.
This project was designed by facilitator Rachel Haddad, who teaches English language arts and facilitator Jeff Bush, who teaches social studies and economics, in collaboration with two student teachers from GVSU.
At first, Mirabella Witte and one of her teammates, Payton Bidwell, thought the problem seemed huge. But as they delved into the six-week project, their perspective changed. “By the end, we began to see our worth. We realized that we are where the problem is,” said Mirabella, a junior at Union High School.
Dedicated to project-based learning and collaboration, students at Innovation High work on real problems, researching and seeking solutions. Often, students present their ideas to authentic audiences, like the panel from GVSU.
As part of the project, several guest speakers visited to share knowledge of the teacher shortage from different perspectives: Dr. Kelly Margo, assistant professor from GVSU; Char Firlik, retired Kent ISD education consultant; and Coni Sullivan, assistant superintendent for HR and legal services at Kent ISD.
According to Paula Lancaster, director of teacher education at GVSU, “Statewide, since 2008, Michigan has seen an approximately 50% decline in the number of individuals enrolling in teacher preparation programs. At GVSU the decline has been nearly 30%. Over the past three years we have seen a stable uptick.”
Exploring How Supply & Demand Affects Teacher Job Market
Bush explained that one of the goals was to connect students to the concept of supply and demand as it applies to the job market. Students discovered that in part, fewer people are choosing to become teachers because of stagnant teaching salaries in comparison to STEM fields. But students also found that the shortage had to do with more than just money.
Research showed a number of teachers left the field because “they didn’t feel supported.” In response, teams proposed developing mentorship programs to support incoming teachers, or setting up programs through parks and recreation departments.
After researching and pooling possible solutions, Payton Bidwell’s group focused on students who might have a passion for teaching, but were not being recruited during high school. They decided to propose a new program that could involve Kent Career Tech Center helping connect potential educators to GVSU. She said this idea could help high school students get exposure to the field of education and find those with a passion for it.
John Shinsky, associate dean for community impact at GVSU, was a member of the panel and said he was impressed by the rich conversation that resulted. The panel asked students follow-up questions, such as how they came up with their ideas or about alternative ways of implementing their solutions.
“Students did a tremendous job,” Shinsky said. “They brought a pure point of view to the issue. This is just one more example of the capabilities of our young people today. It was also fantastic to see K-12 and higher education coming together.”
Students also gained a new perspective after they presented to an audience.
“It was surprising how realistic our solution was and how serious the adults took us,” said Payton, a junior at Forest Hills Central High School, adding she appreciated the chance to connect with the teaching field. “I learned that every profession has benefits that you may not have known without looking deeper into the profession itself.”
Bush explained that student projects were judged in three areas: Communication and Collaboration, Research and Information, as well as Creative and Critical Thinking.
“It was exciting to give students the opportunity to connect with a local partner that affects them directly,” Haddad said. “Students did an excellent job being professional when grappling with a real world problem.”
Check out School News Network for more stories about students, schools, and faculty in West Michigan.
The Grand Rapids Public Museum just announced the 2018 Grand Rapids Mini Maker Faire dates for its fifth annual event, as well as the registration for makers is now open. This year’s Grand Rapids Maker Faire will take place August 18 and 19.
Maker Faire celebrates community members who are making or creating things by inviting them to share with the public what they have made. Everyone is a maker, and unfinished products are also encouraged.
Individuals and groups can now sign up at GrandRapids.MakerFaire.com. This year’s Maker Faire will be held at the Grand Rapids Public Museum and nearby Grand Valley State University’s Kennedy Hall of Engineering.
Maker Faire is looking for participants who enjoy tinkering, hacking, building and designing new technology-based inventions. Any groups or individuals interested in participating in the Maker Faire should complete the application at GrandRapids.MakerFaire.com. The Call for Makers will close on July 27.
Spots are first come, first serve basis with openings inside both the GRPM and GVSU as well as outside on the GRPM’s lawn. Makers participation is free for those showcasing. Makers interested in selling products at their booth require a small commercial fee.
Part science fair, part county fair, and part something entirely new, Maker Faire is an all-ages gathering that celebrates community members who are making things. All of these “makers” come to Maker Faire to show what they have made and to share what they have learned.
Featuring both established and emerging local “makers,” the Grand Rapids Maker Faire is a family-friendly celebration featuring tech enthusiasts, crafters, educators, hobbyists, engineers, artists, students and commercial exhibitors.
The Faire will be open 10 a.m. to 5 p.m. on August 18 and 19. Tickets will go on sale in early summer.
The Grand Rapids Mini Maker Faire is being organized by a collaborative committee that includes members from: DTE Energy, GR Makers, The Geek Group, Grand Rapids Community College, Grand Valley State University, Kent District Library, Kent Intermediate School District, Michigan Crossroads Council- Boy Scouts of America, WMCAT and the Grand Rapids Public Museum.
Follow the development of the Grand Rapids Maker Faire on Twitter @makerfaireGR, as well as on its Facebook page at https://www.facebook.com/makerfairegr/ .
Grand Rapids Mini Maker Faire is independently organized and operated under license fromMaker Media, Inc.
“We will see new opportunities for Tech Center students to earn college credit in welding technologies before finishing high school” – Tech Center Principal John Kraus (Photo courtesy School News Network)
The Michigan Department of Education announced that Kent ISD and 13 other ISDs and school districts across the state were awarded Career and Technical Education (CTE) Innovation and Equipment Grants.
The grants are intended to expand programs and purchase equipment in manufacturing-related areas. Kent ISD’s award of $300,000 will be used to purchase welding equipment including high-tech virtual reality training systems, expand current welding units in several Kent Career Tech Center programs, and provide welding training for adults, middle schoolers and in summer camps.
Campus Principal John Kraus said “coupled with robotics, welding technology is present in nearly every manufacturing environment. In addition to the virtual welders, we hope to acquire a high-tech robotic welder that will prepare students for a vast number of unfilled jobs right here in West Michigan.
“And through our established partnership with GRCC,” Kraus added, “we will see new opportunities for Tech Center students to earn college credit in welding technologies before finishing high school.”
Check out School News Network for more stories about students, schools, and faculty in West Michigan.
Let’s talk about a glaring example of the disconnect between the workforce and the pipeline of students who will soon enter it.
Last spring, Kent ISD, in partnership with local school districts, area manufacturing representatives, and Grand Rapids Community College, started advertising Launch U. That’s an early middle-college program that puts students directly into training for jobs in manufacturing with local businesses, allowing them to earn a free associate degree and credentials in the field.
AutoCam training director Steve Heethuis talks to Byron Center students about the plant’s operations
One snafu in planning was that partner companies didn’t want to promise to hold off hiring until students completed the program. Take a moment to consider that: The company representatives wanted to be able to hire the students, potentially before they completed the program.
Now consider this: Not enough students enrolled in two of the Launch U programs, precision machining and industrial maintenance, for those programs to start as scheduled in late August.
“We couldn’t get 24 students to sign up,” said Bill Smith, assistant superintendent of instructional services for Kent ISD. The plan is to reintroduce the programs next fall.
Smith said he believes many students aren’t getting the message that there are quicker and more affordable routes than a four-year degree into industries where they can thrive and make high wages. “The system that markets to the kids is still leaning toward ‘every kid of value should go to a four-year institution,'” Smith said.
“Until we change that mindset we are going to have these types of jobs sitting open. This is free education, a free associate’s, free workplace-recognized credentials in fields where you are going to get a job and that job is going to pay $80 K.”
AutoCam machinist Richard Tobias shows a part to students including, from left, sophomores Carter hickson and Spencer Julien.
Jobs are Unfilled
Smith was recently part of a group that met with Gov. Rick Snyder and U.S. Secretary of Labor Alexander Acosta to talk about the gap between skilled workers and in-demand jobs, known as the “talent gap.” According to Snyder, 120,000 available jobs in Michigan are unfilled. Many are in the areas of manufacturing, engineering, information technology and hybrids of these fields.
“There is a need to have stackable credentials, and that need is greater than a college degree,” Smith said. “These jobs don’t go unfilled because people are unavailable; it’s because the talent isn’t aligned to get the job. We have to import workers when we really shouldn’t have to.”
Some companies have long vacancy lists of jobs, he added: “It’s almost impossible to fathom that we have that many jobs open and we can’t connect the unemployed to those jobs.”
With careers rapidly changing and college costs skyrocketing, it’s time for students to become exposed to the fact that there are post-secondary education and training options besides a four-year degree, he said.
Still, about 70 percent of all jobs require some kind of post-secondary education: technical certification, an apprenticeship, an associate or four-year degree.
“Kids have to be graduating from high school and they have to be going on to get some kind of post-secondary training, but it’s a wide range,” said Kevin Stotts, president of Talent 2025. Representing 115 area CEOs in manufacturing, healthcare, information technology, construction, engineering and business services, Talent 2025 works to align talent with workplace needs.
But ingraining that message into K-12 schools requires a shift, Stotts said.
Byron Center students watch a robot at work
“There was such an emphasis on ‘go to college.’ That was your ticket. (But) that could mean getting a degree in a field where there was no demand for that education and training.”
The “college” message was very strong during the economic downturn a few years ago and, though job losses occurred across many industries, manufacturing got a really bad rap, he said. Young people stopped considering it as an option, but the industry has since rebounded and revolutionized.
“We have more than recovered the jobs lost in the manufacturing industry since the Great Recession,” Stotts said. “The jobs that are back are better paying, require technical knowledge and skill, they are utilizing technology and they are in cleaner environments.”
Shrinking the Gap
With the gap becoming more evident, schools and businesses are working together to prepare students for the future West Michigan workforce.
Sixty Byron Center High School students recently toured four area manufacturers to get an up-close, hands-on look at operations that put them in touch with employers in the region’s biggest industry.
Junior Harrison Kosak said he wants to work in engineering or robotics, and that it helps to see what’s out there while still in high school.
“It helps me get more in-depth with what I want to do,” Harrison said as he toured AutoCam. “I can look at these different occupations and see what I might be interested in.”
Byron Center High School teacher Lary Shoemaker, who teaches drafting, CAM/CNC classes and pre-engineering, has 10 students taking his classes — more than 10 percent of the high school’s enrollment — proving that gearing up students for high-demand jobs is possible.
“In West Michigan, the school districts recognize that 25 percent of our jobs are in the manufacturing sector,” Shoemaker said. “We have companies right in Byron Center that are direct placement for students that enter this career path. We have great companies in Grand Rapids that support a manufacturing environment at the high school level.”
AutoCam is one example. Steve Heethuis, training director for the Kentwood firm, talked to the visiting students about career-pathway opportunities right at the company: apprenticeships and the Advanced Manufacturing Partnership, which gives employees the opportunity to receive an associate degree for free. Many go on to get engineering degrees. AutoCam also offers internships, scholarships and is a partner in the Launch U Program.
“We are interested in them getting curious about manufacturing,” Heethuis said. “If they have an opportunity to come work for us or any other manufacturer, we feel like it’s a success because we recognize that manufacturing is absolutely vital to our long-term economic regional success. We feel like it’s our leadership position to introduce students to manufacturing.”
Two years ago, Byron Center hosted a college and career day, which included several area manufacturers who presented educational opportunities and apprentice programs.
“Anytime you can have students really talk directly to the people that are potential employers, it’s good real world experience,” Shoemaker said. “It’s almost like a pre-interview.”
Shoemaker, who worked 22 years in manufacturing before starting his teaching career, said schools need to play a role in shifting the paradigm when it comes to how skilled-trades jobs are viewed. It’s possible to receive training and degrees, paid for by companies and allowing students to finish without debt and with direct access to jobs. He’d also like more teachers to come from manufacturing backgrounds.
A Tight Market, Rising Wages
With regional unemployment below 4 percent, the job market is tight, Stotts said.
“That’s a marked change from seven years ago,” he stressed. “The unemployment rate is significantly less than even just a year ago. Employers are trying to find any available talent, so the scarcity of talent to fill open jobs is being seen across every industry and at every occupation level. … It’s tight across the board, across all industries.”
As a result, wages are projected to rise by more than 20 percent in several industries over the next 10 years.
Employers are coming together with education and workforce partners to consider education and training requirements, and how they line up with talent-development programs, Stotts said.
Working together, businesses and schools can begin exposing students to careers as early as middle school.
“The more we can expose students to the variety of industries and jobs and career pathways,” Stotts said, “the more informed those kids and their families will be about what it’s like to work in a field like manufacturing, and where they can go to get education and training.”
As he toured the manufacturing area of AutoCam Precision Components, Byron Center High School junior Devin Merchant said he’s glad to have the opportunity to get out in the field.
“I’m interested in computer hardware engineering,” Devin said. “I think exposing myself to as many opportunities as possible will be beneficial to me in the future.
“There are so many opportunities out there that I didn’t even realize there were.”
Check out School News Network for more stories about students, schools, and faculty in West Michigan.
Ron Caniff, superintendent of Kent ISD, says he did what 20 local superintendents asked him to do when he filed for a waiver in January with the Michigan Department of Education to start school before Labor Day. The ISD had asked for a waiver last year too, but withdrew it after discussions with the state dragged on.
But this go-round, when the authorization came through, superintendents didn’t quite expect it so fast. They went back to their communities to take their pulse. The result: 15 of 20 districts opted for the early start, while the remaining five stuck with the Tuesday after Labor Day, bound by multi-year collective bargaining agreements or summer construction projects.
While this year’s start dates are scattered, “All superintendents certainly understand and recognize the benefits of the common calendar and start date,” Caniff said. Those able to do so will try to align their calendars next year, but there is not yet “100 percent agreement” on the best start date, he added.
The three-year waiver impacts approximately 109,000 public district and charter school students. Caniff outlined the main rationale for a pre-Labor Day start:
Align Kent ISD school calendars with districts’ partner colleges and universities for dual enrollment or early/middle college opportunities. All traditional districts have a least one student participating;
Meet the state’s 180-day, 1,098-hour of instruction mandate, plus provide increased learning time for those taking state assessments, national exams like SAT and Advanced Placement tests in the spring.
Coincide semester’s end with the holiday break in December rather than administering final exams in late January;
Coordinate schedules for students enrolled in the Kent Career Tech Center and similar collaborative programs;
Summer’s over anyway for high school students in band and fall athletics who are already back and practicing.
Lastly, in a nod to tourism, districts with pre-Labor Day starts are taking Fridays off in August, giving parents the opportunity for long weekends.
Tech Center Up and Running
Despite districts’ varying opening days, classes began Monday for some 3,000 students in four Kent ISD campus programs: Kent Career Tech Center, Kent Innovation High, Kent Transition Center and MySchool@Kent.
“We’ve communicated that school starts Aug. 21 in every way possible, except carrier pigeon,” Tech Center Principal John Kraus said. “We are doing relevant instruction the first two weeks of school.”
For the students who don’t drive themselves to campus, district high schools will operate a shuttle bus to and from the ISD campus. If some students simply can’t start until their local districts began Sept. 5, the ISD will work with students one-on-one to remediate or to provide safety instructions that they missed, Kraus said.
“Nobody is going to put a student in a situation where they have not completed required safety training,” Kraus said. “Whether it is knife skills in culinary or ladder safety in construction, we’re committed to teaching our curriculum and won’t compromise on safety.”
KISD Assistant Superintendent, Organizational & Community Initiatives and Legislative Affairs
Kent County voters on May 2 turned out to the polls and expressed confidence in their schools by approving a ballot proposal that will provide crucial support to all 20 districts in Kent ISD. The enhancement millage will yield approximately $211 per pupil for each of the next 10 years, beginning with the 2017-18 school year.
These dollars are essential to help our schools meet the needs of students, maintain programs and create more connections to the world of work as we prepare young adults for careers.
They also create a small, but stable and reliable source of revenue for schools as Lansing grapples with perennial budget problems, which make it very likely legislators will be tempted to drain even more money from the School Aid Fund for higher education in coming years. Currently, more than $600 million is going out of the School Aid Fund to support community colleges and universities.
Just a week earlier, the Senate Fiscal Agency projected a $2.072 billion hole in the general fund budget in five short years, due largely to the road package that passed in 2015 with a commitment to use general fund dollars to augment the fuel taxes dedicated to road repair. Other factors contributing to the projected deficit were elimination of the Personal Property Tax on business and the sales tax on the difference between the price of a new vehicle and the customer’s trade-in.
Legislators are already responding to the pressure. In the wake of the bleak general fund projections, Republican Rep. James Lower of Montcalm County introduced HB4261 to divert some $430 million from the School Aid Fund to the general fund by reversing the decades-long policy of applying all tax refunds to the state’s general fund.
Amid all of this, Kent County taxpayers sent a clear message to Lansing: Education is important. Students deserve better. We need to adequately fund our schools to ensure a positive future for our children, and our communities.
So, again, on behalf of our students and our schools, thank you. For those of us who have devoted our careers to the education of children and the betterment of our communities, it is reassuring to know our community values our commitment to this work. Cheers!
Check out School News Network for more stories about students, schools, and faculty in West Michigan.
Tyler Zahnke succeeded in school with help from math aide Doug Morse, left, and Nancy Calvi, Kent ISD consultant for the visually impaired.
Tyler Zahnke sat down at his musical instrument – aka, his Toshiba laptop – and proceeded to open a wonder-box of sounds. He called it “Welcome to the Tape.”
Out the sounds came, tumbling one into the next: Bach’s Brandenburg Concerto No. 1; an announcer spouting “Hi boys and girls!”; daffy cartoon voices; a snippet of Van Morrison’s “Moondance”; and then several voices stitched together to say, “Welcome to a very special Mini Nifty mixtape, five years in the making.”
“That is how the CD begins,” Tyler said with some pride, after the soundscape ended. It was, he explained, an artistic form called “sound collage.”
“Sound collage is where you take pieces of collected audio and basically glue it together,” Tyler said. “After all, the word ‘collage,’ from French, means ‘gluing together.’”
Tyler knows whereof he speaks when it comes to sound. He creates great quantities of it, both in collage and more traditional musical forms. All unaided by sight — and perhaps enhanced by his lack of it.
Blind since birth, Tyler has turned his inner vision loose on music, as well as writing, while navigating the challenging terrain of academics required for a high school diploma.
He has done so with plenty of support from MySchool@Kent, a partly online and partly face-to-face program offered by Kent ISD that provides flexible, online learning for students with special circumstances. Tyler is the first blind student to graduate from the program – a fact of which he is rightfully proud.
“I managed to do it,” Tyler said. “I can’t believe it, personally.”
Perseverance plus Help
He actually completed his graduation requirements late last year, but plans to walk in the commencement ceremony of Northview High School East Campus, his base school, in early June. More than 35 MySchool@Kent students are expected to graduate from their home districts this spring.
Tyler finished his requirements both by online instruction and by coming to MySchool classes at the Kent Career Tech Center, where he worked for long hours with an aide on math — the toughest subject for a student who couldn’t see the shapes and angles of a problem.
Tyler Zahnke sits in on a jam session earlier this month at the Fulton Street Pub (photo courtesy of Rachel Buzzitta)
Principal Cary Stamas credited Tyler’s perseverance for his success, as well as MySchool’s flexibility and dedicated staff members who helped him.
“It starts with Tyler and his motivation and hard work to achieve,” Stamas said. “It really speaks to what our goal is, which is to try to figure out what roadblocks there are for students to achieve their goals. And how do we use the flexibility we’ve been given to innovate and alter things in a way that makes the experience something of value to them, and something of integrity.”
Flexibility also came from Northview Public Schools, where officials arranged for Tyler to enroll in the alternative East Campus school and connected him to MySchool. They enabled him to stick with the program after his father died two years ago and Tyler moved to live with his mother in Rockford.
Through all the challenges, Tyler drew on assistive devices for the blind as well as his own intelligence. As graduation came within sight, he applied himself more diligently, coming to the Tech Center three or four days a week when only two were required.
“I’m very proud of him,” said Nancy Calvi, a Kent ISD teacher consultant for the visually impaired who’s worked with Tyler since he was 3. “I’m so glad he made it. A lot of the reason he made it is he’s just a smart kid.”
A Bright Musical Mind
Tyler’s smart all right. That quickly becomes obvious when you first meet him, and he begins citing websites, musicians and authors with ease. He seems to know the Internet like the back of his hand, or rather the touch of his fingertips.
He’ll casually mention Jonathan Bowers, a mathematician and father of googology – “the study of ridiculously large numbers,” as Tyler puts it. Or he’ll tell you about the singer Imogen Heap starting a fair trade organization for the music industry that he supports, then break into singing her song “Let Go.”
Indeed, Tyler aims for a career in music, both as a studio session musician and as a composer for music libraries that provide sound for TV, radio and movies. And he plans to continue advocating for visually impaired people as a member of the National Federation of the Blind of Michigan.
He has composed numerous tracks, both solo on his Yamaha keyboard and with fellow advocate for the blind and musician Elizabeth Kazmierski of East Grand Rapids, with whom he has a longtime group they call Mini Nifty. “Welcome to the Tape” is from a longer work in progress he’s composing with her.
Tyler believes being blind and a musician enables him to see, in a sense, things other people don’t. He said he is proud of his blindness.
“I just think it’s a unique look at life,” he said firmly. “There’s a whole scene the rest of the world doesn’t seem to be knowledgeable about, a whole culture.
“Being a musician, I get to hear about composers and artists that the rest of the world seems to miss. The same goes for blindness. I know the world has discovered Ray Charles and Stevie Wonder, but for goodness’ sake, have you discovered Kevin Reeves? I don’t think so,” he added with a laugh.
Check out School News Network for more stories about students, schools, and faculty in West Michigan.
Tomorrow both residents of Kentwood and Wyoming will be heading to the polls to vote on millage proposals.
Residents from the two cities – along with all of Kent County – will be voting on a proposed Kent Intermediate School District Regional Enhancement Millage. The property tax increase of .9 mills would be distributed to all 20 school districts in Kent County for the next 10 years. The amount is about .90 cent of taxable evaluation. For a $200,000 home, the taxable evaluation would be $100,000 with the increase being about $90 per year.
If passed, each district would receive an additional $211 per student each year, which can be used to supplement the funding that comes from the state of Michigan. School officials have stated the funding would be used to help maintain programs, improve services and meet other needs. Each school district will be able to determine how to spend the money. For more information on the district’s plans for the money, clicking on the school’s name which will direct you to the School News Network stories. For more on the millage, click here.
Also, the residents of Wyoming are being asked to vote for flexible funding by opening up its library maintenance millage to help with park improvements. The city is seeking about .16 of the .39 of the mill levy to help with park improvements at four parks, Ferrand, Ideal, Gezon, and Jackson. The nearly $800,000 per year raised would be use to pay a 15-year bond of $4.4 million. The cost for the average Wyoming homeowner would be about $12 a year, according to city officials. For more about the millage, visit WYParks.com.
