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)
Wyoming Public Schools (WPS) has partnered with Feeding America Mobile Pantry to host a Mobile Pantry once a month.
*WHS June Mobile Food Pantry will be held Monday, June 24 from 4:30 p.m. – 5:30 p.m.
What to expect
Though the selection of food varies each month, there are always a variety of fresh and frozen items available at the Mobile Pantry.
The Mobile Pantry is drive-thru style, and families are asked to remain in their vehicles for safety.
WHS Mobile Food Pantry Map (Courtesy, WPS)
Cars enter at the main entrance to WHS (1350 Prairie Parkway). Volunteers will direct traffic in the parking lot to help with efficiency.
Once in line, a volunteer will approach each car to record the name, address, number of people in the household, and the reason the food is needed for each family. Once a car has reached the front of the line, volunteers will load a box of food into the trunk.
Resources
To learn more about Feeding America West Michigan and the services they offer, click here.
For the Feeding America Mobile Food Pantry schedule, click here.
Food insecurity impacts over 261,000 people in West Michigan and the Upper Peninsula alone. Wyoming High School (WHS) has teamed up with Feeding America West Michigan to provide free nourishing food for those in need.
There are a variety of reasons food insecurity exists, and anyone can experience a period of that insecurity and need.
“We are seeing the need for food amongst our families increase,” said Joy Pratt, Wyoming School Community Coordinator. “This past fall, we were able to feed 110-120 families monthly, but sadly, had to turn families away as we ran out of food.”
Working together to eradicate hunger
Wyoming Public Schools (WPS) has partnered with Feeding America Mobile Pantry for several years, rotating locations between elementary school buildings.
For the last few months, WHS has become a consistent host site, and will continue to host the Mobile Pantry once a month.
*WHS January Mobile Food Pantry will be held Monday, Jan. 22 from 4:30 p.m. – 5:30 p.m.
WPS is working to help meet a basic need in the community (FeedWM)
“Moving the Mobile Food Pantry to the high school has allowed us to serve more families, cause less disruption to neighborhood traffic, as well as sort and package food inside the building versus outside in the elements,” said Pratt.
With some families financially stretched to the breaking point, picking up 40-50 lbs. of food for free has a far-reaching impact. WPS has seen that impact firsthand.
“What we know to be true is that if we want our kids to learn, their basic needs have to be met first,” said Pratt. “Kids who are worried about not having enough food at home typically don’t learn as well as kids who don’t have that worry.
If something as simple as WPS/WHS hosting a monthly Mobile Food Pantry can alleviate that worry, even a little bit, it’s a no-brainer.”
What to expect
Though the selection of food varies each month, there are always a variety of fresh and frozen items available at the Mobile Pantry. Some examples include: yogurt, cheese, milk, almonds, grapes, bananas, potatoes, rice, beans, macaroni, baked goods, apples, onions, carrots, ham, bread, bagels, cereal, granola, strawberries, and cream cheese.
The Mobile Pantry is drive-thru style, and families are asked to remain in their vehicles for safety.
WHS Mobile Food Pantry Map (Courtesy, WPS)
Cars enter at the main entrance to WHS (1350 Prairie Parkway). Volunteers will direct traffic in the parking lot to help with efficiency.
Once in line, a volunteer will approach each car to record the name, address, number of people in the household, and the reason the food is needed for each family. Once a car has reached the front of the line, volunteers will load a box of food into the trunk.
Make an impact – volunteer!
Just a few hours of time can make a substantial impact (FeedWM)
Community volunteers are always welcome and can sign up for January and February Mobile Pantries using the following links: January 2024 / February 2024
“Just giving three hours a month of their time has a significant impact on 170 families in their community,” said Pratt. “When you consider the time you give, and weigh it against the impact you make, volunteering to help at the Mobile Food Pantry is a worthwhile endeavor.
“If we all give a little, we can make big things happen.”
Resources – learn more!
To learn more about Feeding America West Michigan and the services they offer, click here.
For the Feeding America Mobile Food Pantry schedule, click here.
Voters turned down an income tax for the City of Wyoming.
Wyoming voters voted down a proposed income tax for the city while renewing a $24.9 million bond proposal for Wyoming Public Schools.
About 16 percent of the city’s 55,999 registered voters came out for the special election that was yesterday. The city had two proposals on the ballot. The first was an income tax that would be up to 1 percent for city residents and up to .5 percent for non-residents such as commuters who work in the city. In the second proposal, the city was seeking to reduce the city property tax by about 58 percent, from around 12 mills to 5. Both proposals had to pass to take effect.
The first proposal of an income tax was defeated by 6,055 no votes to 2,824 yes votes. The second proposal to reduce city property tax received 5,381 yes votes to 3,474 no votes. Because the two proposals were tied together, if one failed the other automatically failed as well.
The city estimated that the proposals would have generated about $6 million in revenue for the city. City Council said it planned to put $3.3 million toward its fire department to added 27 firefighters, doubling the current staffing from 27 to 54. About $2.1 million would have been used to add 13 police officers and a crime analyst to the city’s police department with the remaining $600,000 for capital improvement needs for the city’s parks.
The approved $24.9 million bond renewal will go toward renovations at Wyoming Junior High School.
Wyoming Public Schools
A purple and white message in both English and Spanish on the Wyoming Public Schools Facebook page thanked the district’s voters for renewing a $24.9 million bond. The money is earmarked for renovations at the Wyoming Junior High School, which is the oldest building in the district. Formerly Wyoming Park High School, the oldest portion of the building dates back to 1926. There were additions in 1957, 1959, and 1979.
About 16 percent of the district’s 27,188 votes came out with 2,066 voting yes and 1,930 voting no.
The approved bond will be added to about $11 million in renovations already planned for the school, including more than $3 million in major upgrades to Dan Heintzelman Fine Arts Center. The $11 million comes from a 2017 bond issue.
Renovations and improvements to the junior high to be funded by the bond renewal include: modern learning environments; new furnitures; an integrated technology; adequate lab spaces and equipment; improved air quality replacement of failing building systems (such as roofing, plumbing, and electrical) to become energy efficient and meet modern building codes; and site improvements to traffic flow, aging parking lots, and athletic facilities.
Work on the junior high, which is locate dat 2125 Wrenwood St. SW, is scheduled to start in the summer of 2023.
Tomorrow, May 3, the residents of the City of Wyoming will be heading to the polls for two city proposals, an income tax and a reduction in city property taxes, while those in Wyoming Public Schools also are being asked to renew a $24.9 million bond proposal to renovate the Wyoming Junior High building.
The first of the two city proposals on the ballot is for an income tax that would be aup to 1 percent for city residents and up to .5 percent for non-residents such as commuters who work in the city. In the second proposal, the city is seeking to reduce the city property tax by about 58 percent, from around 12 mills to 5. Both proposals must pass to take effect.
According to city officials, the goal of the proposals is to build a more sustainable funding for the city and create equitably in sharing city expenses with those who use city services but do not live in the city while helping to reduce the cost to residents with the reduction in city property taxes.
If the two proposals pass, it would raise about an additional $6 million in funding from the city. The Wyoming City Council has said it would put $3.3 million toward its fire department, doubling the department’s current staffing from 27 to 54.
This would add about nine firefighters per shift and the city would be able to fully staff all four of its fire stations. Currently only two of the stations, Gezon and 36th Street, are fully staffed; however emergency calls are evenly distributed throughout the city, according to Fire Chief Brian Bennett. The city is broken into four fire districts with the busiest being the Division station, which is currently unmanned.
The department has the highest calls per firefighter in the area. Wyoming averages about 265 calls per firefighter with the City of Kentwood averaging around 121 while the City of Grand Rapids averages 123 calls per firefighter.
Koster said the city also has seen an increase in violent crime with calls requiring more than one officer to respond and resulting in less officers being available for traffic enforcement and neighborhood patrols.
“In 2020, when we received all the income from the parks and recreation millage, fees, and grants and then subtracted out all the expenses, we had about $30,000 left to roll into the fund balance for capital improvements,” Rebecca Rynbrandt, the city’s director of community services, said in a previous WKTV story.
According to school officials, the debt millage rate would remain the same at 5.65 mills, which is what it has been since 2016. Bond approval would not raise taxes, according to school officials.
Monies from the proposed bond millage will be combined with money set aside from the 2017 bond, which is about $11 million and includes $3 million for the Dan Heintzelman auditorium. If approved, renovations would include construction of a large two-story addition. The fine arts center would become a stand-alone building.
Voting
To check on your voting status and to see a sample ballot, visit mi.gov/vote. To vote in a city or school election, you must be a U.S. citizen, a resident of the city or school district for at least 30 days, are 18 years or old, and are not serving a sentence in jail or prison. Following voter-approved election changes in 2018, Michigan residents now have the option to register in-person with the local clerk on election day. Once registered, each voter will have the choice to vote absentee or drive to the polling location to vote in person.
Those voting absentee must return the absentee ballot by 8 p.m. Tuesday, May 3. Ballots may be mailed or dropped off at the ballot drop box behind city hall or in-person at city hall until 8 p.m.
The polls will be open from 7 a.m. to 8 p.m. Voters should double check their precinct location, have photo ID, and should not wear or bring any political material to the precinct.
For more information on voice, visit the City of Wyoming website.
In November 2017, Wyoming Public Schools district voters approved a bond proposal which transformed Wyoming High School, and accomplished much needed modernization of other schools and district buildings.
Wyoming Public Schools high school building classroom after the 2017 bond funded improvements. (Supplied)
With those priority projects done, or set to be done this summer, the district is looking at more needed district infrastructure work, especially at Wyoming Junior High School, and not just needed upgrades but again “transforming” the educational setting for district students.
To do that, the district is seeking a bond renewal on the May 3, 2022, ballot which would allow it to gain additional funds while having no property tax increase over the current rate for district residents.
(District property tax payers could actually see a decrease in total property tax with passage May 3 of the City of Wyoming’s Proposals 1 & 2, which are the city’s proposed income tax and millage reduction proposals for funding of the Wyoming’s Police, Fire and Parks & Recreation Departments.)
Wyoming Public Schools Superintendent Craig Hoekstra. (Supplied)
“If approved, the current (WPS bonding renewal) proposal would provide an additional $24.9 million for comprehensive renovations and the partial reconstruction of Wyoming Junior High School, a facility that has not seen major structural improvements in nearly forty-three years,” Wyoming Public Schools Superintendent Craig Hoekstra said district informational material on the bond proposal. “And just like in 2017, if passed, this proposal will not raise the property tax rate above the current rate. The current millage rate (which has remained the same since 2016 and is currently lower than 14 of 20 Kent County school districts) would be extended into the future.”
The 2017 bond, according to Superintendent Hoekstra, “paved the way to remodel and reconstruct outdated buildings throughout the District; bring them up to code; and improve security, air quality, and technology.”
But with funds set aside from the 2017 bond approval, the district could only lightly renovate portions of the junior high.
“Having experienced the successful transformation of the High School, the District is asking the community to consider improvements to the Junior High as extensive as those made at Wyoming High School,” Hoekstra said.
Wyoming Public Schools photos of some of the problems with the junior high building. (Supplied)
Renovations and improvements to the junior high to be funded by the bond renewal include, according the district, modern learning environments, new furniture, and integrated technology; adequate lab spaces and equipment; improved air quality; replacement of failing building systems (such as roofing, plumbing, and electrical) to become energy efficient and meet modern building codes; and site improvements to traffic flow, aging parking lots, and athletic facilities.
To learn more about the 2022 bond proposal, and to see images of the work completed to date with funds from the 2017 bond, visit wyomingps2022.com.
According to ballot information from the Kent County Elections Office, the estimated millage that will be levied for the proposed bonds in 2023, is 0.94 ($0.94 on each $1,000 of taxable valuation) for a 0 mill net increase over the prior year’s levy.
How and when to vote on the bond renewal
All registered voters can either vote in person on Election Day or send in an absentee ballot. Absentee ballots became available March 19, and must be returned by May 3 at 8 p.m. You can request an absentee ballot by contacting the City Clerk’s Office online or by phone.
In-person voting will take place on May 3 from 7 a.m. to 8 p.m. at the polling location designated by the city. You will need to bring your voter ID.
If you’re not registered to vote, you have a few options to become registered to vote in this election: By mail on or before April 18; online at michigan.gov/vote on or before April 18; in person at the City of Wyoming City Clerk’s office through May 3.
The Michigan Department of Health and Human Services announced early this month that the state plans to offer a voluntary COVID-19 school-based testing program to provide weekly tests to educators with the “goal of having all Michigan school districts offer an in-person learning option for students by March 1.”
But many local school districts, including Wyoming Public Schools, either are already using or plan to use a Kent County Health Department testing program which initially proved successful during a December 2020 pilot testing program at Godfrey-Lee Public Schools — one of may local district also already providing in-school education to any student household requesting it.
The county program “is not part of the MDHHS testing program that is available to schools,” Joann Hoganson, Director of Community Wellness for the Kent County Health Department (KCHD), said to WKTV. “Our pilot predated that program, and since it is up and running smoothly, most schools in Kent County have not chosen to take advantage of the state’s offer for testing.
“In fact, I am not aware of any schools that are using the testing supplies (and) program offered by the State,” said Hoganson, who serves as liaison between the KCHD and the schools . “They are using the saliva tests offered by Arctic Lab and organized by the Kent County Health Department.”
Wyoming Public Schools is one of the school districts taking advantage of the county system.
Wyoming Public Schools Superintendent Craig Hoekstra. (Supplied)
“Our testing clinic will be located at the Cherry Health Wyoming Community Health Center (in Wyoming) and will be up and running on Tuesday, Feb. 16,” Craig Hoekstra, superintendent of Wyoming Public Schools, said to WKTV. “In this partnership, we will be working with Arctic Labs and the KCHD.
“The credit for making this happen goes to Sarah Earnest, Assistant Superintendent for Human Resources. She did an excellent job working through the logistics, and we are excited about getting this going for our students, staff, and the greater community.”
The saliva COVID tests to be used, provided by KCHD in a partnership with Arctic Labs, are the same one used by the students, staff, and families of students and staff at Godfrey-Lee schools, Hoganson said. “This was a pilot, which went very well. We now provide similar testing for all of the schools in Kent County at several regional sites.”
Hoganson also provided WKTV with some KCHD numbers associated with the school-based program.
The first school testing site opened on Dec. 1, was available for full access on Jan. 18, and there are now four different sites available in Kent County. According to Hoganson, 20 schools and school districts have participated in testing at the regional sites, with 303 test “records” since the beginning of this year, resulting in 42 COVID-19 positive tests, 255 negative and six inconclusive.
“It is not a ‘rapid’ test … (but) it allows teachers and other staff who wake up with symptoms to get tested quickly,” she said. “They miss that day of school, but they get their results back within 24 to 36 hours. If they are positive, we have kept them out of school and prevented exposure to others. If they are negative, they can return to school much more quickly, thus reducing absenteeism by both students and staff. It is convenient and costs nothing to the person being tested.”
The MI Safe Schools Testing Program, announced Feb. 2, by Gov. Gretchen Whitmer and the Michigan Department of Health and Human Services (MDHHS) provides no-cost COVID-19 rapid antigen testing for Michigan educators from both public and private schools.
Approximately 300 schools and 9,000 staff have signed up for testing so far, according to the state.
The rapid antigen testing program is modeled after Michigan’s successful pilot project that tested student-athletes and coaches who were participating in playoffs for high school fall sports such as football, according to the MDHHS. In that program more than 8,300 people were tested, including the Grand Rapids South Christian High School football team.
Wyoming Public Schools Superintendent Craig Hoekstra announced today, Nov. 12, that due to COVID-19 impacts all district in-person students will shift to remote learning immediately and the district will continue in that educational mode through the end of the month.
According to the district announcement, all Wyoming Public School buildings will close for in-person instruction at the end of the day on Thursday, Nov. 12, and plan to reopen on Monday, Nov. 30. All students attending school in-person will move to remote instruction with their teachers.
“Over the past week, we have been notified of over 20 new COVID-19 cases, and significantly increasing large numbers of individuals who are in self-quarantine across our school district,” the announcement states. “While many factors are considered when making this decision, the KCHD (Kent County Health Department) has recommended the District move to a remote learning environment … In addition to our concern for the health and safety of our students and staff, the high numbers of individuals affected has also impacted the availability of teaching staff, bus drivers, food service workers, and students coming to school.”
“Grab & Go” meals to be provided; safety urged
The school district’s food service program will provide “Grab & Go” meals for all students, on Tuesdays at two locations, Wyoming Junior High (2125 Wrenwood SW) and West Elementary (1840 38th Street SW). The Wyoming Junior High distribution will take place from 10:00 a.m until 12:00 p.m., and the West Elementary food distribution will run from 1:00 – 3:00 p.m. Seven days of student meals (breakfast and lunch) will be provided at that time.
“The decision to move to remote teaching and learning is not an easy one to make,” Hoekstra said in supplied material. “Our goal as a district, and community, is to have students remain engaged in in-person learning. While this temporary shift to remote learning may present challenges to students, staff, and families, my hope is that we are able to return to safe, in-person learning as soon as possible. It is important for us to work together, whether in school or in the community, to protect ourselves and others from becoming ill.”
WPS families are reminded to check their email and ParentVue accounts for additional updates.
Working with Kent County Health Department
The District announcement also urged all district families, students, and staff 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 Kent County Health Department offers free COVID-19 screenings at multiple sites via appointment or walk-in. For more information visit KCHD’s website here.
The KCHD will continue its process for contact tracing and may contact at-risk individuals for further follow-up if it is determined that you are a “close contact”.
“The welfare of our staff, students and community is at the center of every decision we make,” the district announcement states. “Thank you for your continued understanding, support, and trust in Wyoming Public Schools to keep our students, staff and community as safe as possible.”
For more information on Wyoming Public Schools, visit wyomingps.org.
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.
The Wyoming Public Schools Board of Education last week approved a Return to School Plan which details that students will begin the 2020-21 school year Aug. 25, but students of parents who choose that their children receive in-school classroom education will not be in school and in class until Sept. 8 at the earliest.
Wyoming Public Schools Superintendent Craig Hoekstra. (Supplied)
“I am thankful for the many administrators, staff members, parents, and community members who worked together on such an important plan,” Wyoming Public Schools Superintendent Craig Hoekstra said in an Aug. 10 letter to the community, shared with WKTV. “The WPS Safe Start Reentry Plan … is a result of much thoughtful planning and preparation that centers around the health, safety, and well-being of our students, staff, and families.
“We know that in this unprecedented time of COVID-19, providing families with the choice between in-person and virtual learning allows you to choose what you feel is best for your student(s) and family, while still supporting their academic progress. It is my hope that when you read through the plan, your questions are answered and you are assured we are committed to supporting your child(ren) academically, while taking necessary precautions to keep everyone safe.”
Last week’s letter also reiterated that the first two weeks of remote learning “are not intended to be a (remote learning) trial period,” echoing a letter from the Superintendent’s office which was sent to WPS families on Aug. 4, when parents were asked to select their choice for their students to begin the school either in-class or virtually by Aug. 10.
“What you select by August 10 is your intent for either the first quarter (K-4th grade), or the first semester (5th-12th grade) of the school year,” Superintendent Hoekstra said in the Aug. 4 letter. “Beginning September 8, students will participate in either in-person or 100 percent virtual learning based on what families chose when registering their child(ren).
The WPS plan is the result of the work of five subcommittees, working on specific areas, which made recommendations to the WPS Safe Schools Committee on how the district would meet Gov. Gretchen Whitmer’s guidelines for a safe return for staff and students.
One of the specific items addressed in the Return to School Plan was changes from the quickly implemented spring 2020 remote-learning system to this fall’s remote-learning system.
“Although some aspects of remote learning will be similar to our students’ experiences in the spring of 2020 (following school closure in March), there will be meaningful differences in expectations, structure, and rigor of remote learning during the 2020-21 school year,” according to the plan document, also shared with WKTV.
Among the changes made for those students being taught remotely are, according to the plan document, increased accountability in areas such as attendance, grading and schedule — including a set schedule with more structure — as well as ongoing assessment and feedback, and a “single learning management system for instruction, assignments and communication.”
The plan document also details issues such as health and safety, including health screenings, the requirement for social distancing and face coverings, and personal hygiene. It also details some non-classroom facets of education such as technology availability, transporting via bus, food services, and safety during athletics and activities.
The district also set up a question and answer link on its website to deal with specific questions and concerns from parents.
For more information on the Wyoming Public Schools plan and its Q&A page, visit WyomingPS.org.
Note: this is an update to the story as the original date of the event, June 11, was a storm washout and it was rescheduled to Monday, June 15.
Wyoming High School will host its WHS Class of 2020 commencement ceremony, scheduled for July 28 at Grand Rapids First, but first it will allow the community to celebrate local seniors with a WHS Senior 11 Night Celebration Parade Monday, June 15.
According to a June 10 statement from the Wyoming Public Schools office, the parade will begin at 8:20 p.m., with a caravan of Wyoming high seniors traveling Burlingame Avenue down Prairie Parkway, to the Wyoming Wolves football stadium parking lot, and then exit Prairie Parkway to Michael Avenue.
“Our Class of 2020 has experienced so much throughout the course of their successful journey to earning their high school diploma,” WPS Superintendent Craig Hoekstra said in supplied material. “This parade is one of the many ways our Wyoming Public Schools staff, and greater community, are showing them that we love and care about them, no matter the circumstance. We don’t want this pandemic to be the hallmark of their senior year.”
(Public Domain image)
District staff and members of the community will line the parade route to congratulate and celebrate the Class of 2020 and their families. Wyoming High School staff will be stationed along the gates of the football stadium and throughout the stadium parking lot near the concession stand. Those in attendance are encouraged to wear a mask and practice social distancing.
Upon arrival at the football stadium, seniors will be given their high school diploma and awarded an Alpha Wolf 11 Champion of Character Award.
“Our hope is that each one of them knows now and remembers on their life’s journey that they were surrounded at all times by people who had an unwavering commitment to support and celebrate their success, every step of the way,” Hoekstra said. “I am very proud of this graduating class for staying committed to their studies, not losing focus on their goals, and demonstrating grit like no other class before them has had to. The perseverance that they have shown will serve them well as they do great things in our world.”
The WPS statement stressed that the parade does not replace the WHS Class of 2020 commencement ceremony scheduled for July 28, at 7 p.m., at Grand Rapids First.
For more information on Wyoming Public Schools visit wyomingps.org or follow them on social media: Facebook and Twitter @WolvesWPS and Instagram @WPSWolves.
All Districts: School leaders working together to plan fall and beyond
Now that school districts have distance learning up and running, local education leaders are turning their attention to the next urgent concern: the future of schooling. An ad hoc committee of 13 Kent ISD school leaders — which includes Wyoming Superintendent Craig Hoekstra and Godfrey-Lee Superintendent Kevin Polston — are working on contingency plans to prepare for the next school year and beyond. To learn more about the discussion, click here.
Tara Jones plays with son, Cole, during a Bright Beginnings playgroup. (School News Network)
All Districts: Supporting parents as teachers
Bright Beginnings, which offers parents support and services to help them become the best first teachers for their children, recently received a Blue Ribbon accreditation from the Missouri-based Parents as Teachers program. Free to families in the Kent ISD, to learn more about the program and the accreditation, click here.
Cast members from Godfrey-Lee’s production of ‘The Wiz’ prior to school building closures (courtesy photo/School News Network)
Godfrey-Lee/Wyoming: The show might go on
Last year it was snow days, this year it was COVID-19 that caused area schools, such as Godfrey-Lee and Wyoming, shutdown with school productions left in limbo. And while the show may not happen – some directors remain hopeful – there still is the story of community that brought everyone together. To learn more, click here.
Last fall, visual art teacher Jesse VanderBand’s students worked in teams of four to create artwork for the Legends change. (School News Network)
Godfrey-Lee: New mascot, log to be inspired by student designs
A key component in creating the new logo for Lee High School is student input according to Godfrey-Lee Public Schools Superintendent Kevin Polston. Curious on what students view as the new mascot? Click here to find out.
From left, Taylor Ross, Noe Martinez, Ashley Soto, Vivian Nguyen, Norell Gill, Lisbeth De Los Santos and Keonica Hamilton operate the Wolf Den. (School News Network)
Wyoming: Shirts, slushes and spirit
Have you been to The Wolf Den at Wyoming High School? What you’ll find is a store offering the latest black and purple gear. To show your Wolf Pack Pride, click here.
Third grader Josie Day wears her team name on her head. (School News Network)
Kentwood: Third graders have the solution to organizing toys in messy bedroom
Students at Explorer Elementary tackle the task of keep a room clean by creating toy storage containers. Want to see what they created? Click here.
Schools are emphasizing thorough hand-washing and sanitizing, and keeping students home from school if they show symptoms of coronavirus or flu. (School News Network)
All Schools: School hope for the best but prepare for coronavirus anyway
From ultraviolet lights to detect germs to hand washing, area schools are doing a lot to help prevent not only the spread of coronavirus but other flus as well. To learn more, click here.
Fifth-grader Jerzey Wright didn’t want to part with her candy, but alas, her hoodie had a zipper. King George III had declared such an accessory be taxed one M&M.
Jerzey slid under her desk dramatically at the news that her once ample allotment of candy pieces would dwindle to two. She reached one arm up from below the desk as tax collector Jo’ Vaughn Grover came for payment. “Give me my M&Ms back!” demanded the Wyoming Intermediate School student.
At the front of the classroom in his office chair-turned-throne, King George, played by Principal Kirk Bloomquist, showed no empathy as he taxed shoelaces, jewelry and buttons to pay off England’s debt from the French and Indian War. As students handed over more and more candy pieces to tax collectors, they began to cry foul.
King George enters the class. (School News Network)
The king, however, proved relentless. “If you are a girl, please pay one M&M,” he ordered.
The Colonists’ Side of Things
Students were assigned roles of tax collectors, parliamentarians and colonists. After each decree from the king, collectors came for colonists’ candy-coated chocolates and brought them back to the king and parliament.
The social studies lesson on taxation without representation taught students about events leading up to the Revolutionary War while giving a sense of how colonists felt when taxed on goods by a faraway king. It was a tactile lesson about historical themes that audiences will see played out onstage in “Hamilton,” the hit Broadway musical that opens at DeVos Hall tonight, Jan. 21.
“M&Ms are something the students love and will work for,” said teacher Anna Limbeck. “When they are taken from them unfairly, they feel it a lot more… It develops a connection between this activity and taxes in real life.”
As the king imposed more and more taxes, students’ M&Ms dwindled. (School News Network)
As they move on in the unit, students remember the injustice they felt when learning why colonists sought independence when they didn’t have a voice in what was taxed.
“It would have been more fair if they would have had a say and voted about what they were taxed for,” said fifth grader Ashonna Fudge.
Ashonna pointed out how the taxes didn’t benefit the colonists. “When your parents pay taxes they are used to build different buildings and pay for things in the city.”
Tax collector Lucy Renteria said it was exciting collecting the candy-coated chocolate, but she felt bad too. “It was sad because it really wasn’t fair for them. Their faces were mad and sad when I was taking their M&Ms.”
For more stories on area schools, visit the School News Network, schoolnewsnetwork.org.
King George III (Wyoming Intermediate School Principal Kirk Bloomquist) addresses the colonists (fifth-graders). (School News Network)
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)
Kindergartners sat on the classroom carpet on a recent Tuesday morning, ready to start a day filled with words, numbers, songs and crayons. But the chatty, energetic students knew they would also have time for a little jumping, stomping, flopping onto beanbags, balancing and tossing.
At West Elementary, students have a new sensory room where they can let loose and move.
Brandon Chan Jorge leads the way with Mayri Morales-Escobar and Aleah Brandos close behind. (School News Network)
The kindergarten chatter included:
“I like the trampolines!”
“Me too!”
“I like the Sit ‘N Spin!”
They soon headed to the transformed classroom space where they moved from trampolines to beanbag toss, to balance boards to walking with cups on their feet and spinning on Sit ‘N Spins.
The room was created after West Elementary kindergarten teachers expressed concerns about increased academic requirements in kindergarten resulting in less play.
Teachers Julie Merrill, Dawn Brunik and Karen Dunn, who planned the space, said they are already seeing the benefits of 15 minutes of movement every day– in addition to recess.
“We are waking our brains up,” Brunik tells her students as they play in the room after a quick breakfast in the room.
Andrea Jose walks the balance boards. (School News Network)
Movement Benefits Learning
Merrill and Brunik attended a seminar called “Purposeful Play” led by educator Jacque Groendyk, who owns the company Brains in Motion, where they learned about the connection between movement and learning. Much of it they already knew: students sitting for long stretches aren’t able to pay attention, stay on task or learn what they need to.
“We are all seeing the articles about how academic kindergarten is and how kids are just not getting what they need,” said Merrill. “We know kids are sitting with tablets… They are not outside playing like we were when we were kids.”
But if students aren’t developing fine and large motor skills through physical activity, they suffer academically as well, she said.
“If you miss these developmental steps in your brain you can spend all kinds of money on academic interventions, but you are not going to make much progress,” Merrill said.
Since adding the sensory room, they are already seeing positive results.
“The biggest thing I see is their attention in class is so much better,” said Merrill, who breaks up a 90-minute block of literacy with time in the room.
Stephen Miles has fun in the new sensory room. (School News Network)
Developmental Kindergarten Added Too
The room is part of a larger effort to meet the needs of the school’s littlest learners. West this year is also piloting a developmental kindergarten class — the only in the district — for students who have late birthdays or who aren’t quite ready for the rigors of kindergarten. While students, by law, must turn 5 by Sept. 1 to start kindergarten, parents can sign a waiver to enroll children with birthdays up unto Dec. 1. Several students with birthdays later than the deadline enroll each year. Developmental kindergarten is ideal for many of them because it is more play based and meant to be fall between preschool and regular kindergarten.
“They just need that extra year of development,” said Dunn, who teaches the class.“It all has to do with the fact that they aren’t yet academically ready. They will do great with extra time. It’s just that gift of time.”
While still a full-day program, students in developmental kindergarten will attend regular kindergarten next year.
For more stories on local schools, visit the School News Network website, schoolnewsnetwork.org.
The end zone and howling wolf at the 50-yard line pop with purple in the renovated Wyoming Wolves football stadium.
Construction is nearly complete on about $3 million in work to the outdoor athletic complex at Wyoming High School, 1350 Prairie Parkway SW. Improvements include artificial turf, a new track, a new softball field and dugouts, baseball field updates, a new stadium entry plaza, an updated concession stand, sidewalks and batting cages.
Fans will arrive Oct. 11 for the Homecoming game against Wayland, the first matchup in the new digs. (Until the field is finished, home games will be held at Wyoming Junior High, 2125 Wrenwood St. SW.)
The complex will serve all students in sports and beyond, said Athletic Director Ted Hollern, who has worked in the district for 23 years.
“I see it being the anchor of the entire community, when our kids have the opportunity to go out there and show everybody their talents and their skills and what they are all about on a first-class prestigious football field,” Hollern said. “It is the point of pride for everyone. We now have a facility that matches the prestige and expertise of our athletes.”
Over the decades
Construction on a 30-classroom addition is under way
The Wyoming Wolves’ new outdoor athletic complex is near completion
The new end zone
Over the decades
Construction on a 30-classroom addition is under way
Construction on a 30-classroom addition is under way. (School News Network)
Much More to Come
Renovations are just part of $40 million in planned work at the high school. A 30-classroom addition is under construction and should be ready to move into next August, said Principal Josh Baumbach. Renovations school-wide will include new collaborative spaces outfitted to meet technology needs. Hallways will be widened and windows and high ceilings will allow for more natural light. Eventually, ninth graders, who are currently housed at Wyoming Junior High, will be moved to the high school.
“Essentially we are going to have a new high school when this is said and done. Our students deserve the best and our community has stepped up,” Baumbach said.
The work is all part of $79.5 million school improvement bond, to fund facility improvements districtwide, which passed in 2017. It is being split into two phases: $23.5 million for a first phase of improvements and the remaining $56 million in 2022.
For cheerleaders Andraeya Wells, Taylor Boukma and Brionni Strodtbeck, the excitement goes beyond athletics.
“I can’t wait for the freshmen to come up here and have their own wing,” said Andraeya.
Taylor said she’s happy for future Wolves. “They will be brought up with stuff we never had — newer buildings, nicer facilities and everything. They are going to have more opportunities.”
Added Brionni, “It’s fresh and clean. Everything will be new.”
School may be in session but for Denise Kooiker, aka School Supply Santa, collecting school supplies does not stop just because the bell has rung.
“Once school starts, people can bring supplies right to Byron Ministries for the following year,” Kooiker said. “Our main part we tried to do before school starts, but we receive items throughout the year.”
School Supply Santa’s main push for collections takes place in July and August when donation boxes are put out at many area business. Staff from 36 area schools are invited to an event in August where they can pick out items for students in their school.
Almost 1,100 backpacks were handed out along with about 46,000 school supplies at the 2019 event. Schools serviced by the program include Byron Center, Godwin Heights, Godfrey-Lee, Kelloggsville, Kentwood and Wyoming.
It was 12 years ago when Kooiker, a hair stylist, had a client tell her about the needs for her students.
“I was naive,” Kooiker said. “What do you mean kids don’t have school supplies?”
She started School Supply Santa by filling her car and now has a storage facility along with the space at Byron Ministries for donations.
So as area residents hit the stores for sales throughout the year, keep in mind of the needs of area students, Kooiker said. Items most needed are dry erase markers as many schools do not use chalkboards but dry erase boards.
“Backpacks are always a big thing,” Kooiker said. “It is such a confidence booster. It is hard to come to school without one or one that is old and frayed.”
For a complete list of school supplies, visit the School Supply Santa website, schoolsupplysanta.com
Josh Baumbach is the new Wyoming High School principal. A graduate of the former Wyoming Park High School and Hope College, he most recently served as West Elementary principal for two years. Because Baumbach was highlighted then as a new principal, SNN asked him a few questions specific to his new role.
What’s your favorite thing about high school students? They keep us on our toes and feeling connected. Their sense of perspective is neat. I like learning about their dreams — what they want to do for a living, the opportunities that lie ahead for them. One of my favorite things is the passion they have for anything they are involved in, whether it’s football, theater, band; whatever it is they are all in. The student section at the basketball game and its energy is an example of that.
What’s the most important piece of advice you have for them? What I’ve told our students is get engaged, get connected in something at the high school: band, Key Club, National Honor Society. Enjoy that experience of being a part of something bigger.
What’s your favorite high school memory? I remember the relationships with teachers and classmates, the great pride we took in being from “The Park,” and beating East Grand Rapids in Triple Overtime during our senior season of football.
What roles have you served in during your 17 years in the district?
Sixth-and-seventh grade social studies teacher at Jackson Park Junior High School
Ninth- and 10th-grade social studies teacher at Wyoming Park and Rogers High schools
Assistant principal at Wyoming Junior High
Assistant principal at Wyoming High School
Head varsity football coach at Wyoming Park High School
What is it like to become high school principal in the community where you grew up? It’s a very humbling experience to be the high school principal in the district you graduated from. I love this community, our students, and Wyoming Public Schools. It’s a cool honor and privilege — not something I take lightly. We have a great staff who want to be champions for kids and to make a difference in their lives.
Parkview Elementary School Principal Nick Damico chats with, from left, Anevay Keller and Scarlette Holcombe. (School News Network)
Meet Your Principal: Kristen Fuss
Kristen Fuss is the new Oriole Park Elementary School principal.
Other positions you have held in education: I spent 24 years in Romulus Community Schools. I was a fifth-grade teacher for nine years. After that, I was a Title I Learning Specialist and managed all of our Title I funds and interventions. I was in that position for nine years before being hired as a principal. This was all at the same elementary school that I did my student teaching.
How about jobs outside education? I worked at Kensington Metropark for six years in the maintenance department at one of the beaches.
Education and degrees: Bachelor of science degree from Western Michigan University, a master’s in children’s literature from Wayne State University, and administration certification from Michigan Association of Secondary School Principals.
Spouse/children: No spouse or children, but engaged to be married.
Hobbies/Interests: Reading, spending time with family & friends, traveling.
What kind of kid were you at the age of students at this new school? I was a rule follower and tried to make friends with everyone. I was a student who struggled a bit academically, but had a lot of support around me to help me be more successful than I may have been without the support.
The biggest lesson you have learned from students is… They just want to feel cared for! Building relationships is key to any student’s heart. Building relationships is key to any student’s heart. They will thrive if they feel you truly care for them.
If you walked into your new school building to theme music every day, what would the song be? “I Gotta Feeling. It’s uplifting and makes you feel that everything’s going to be just fine!
New Parkview Principal Nick Damico and his family. (School News Network)
Meet Your Principal: Nick Damico
Nick Damico is the new Parkview Elementary School principal
Other positions you have held in education: I have served as a history teacher, elementary school principal, and middle school principal. I was also a basketball, baseball, and football coach.
How about jobs outside education? Sac-MENTORING, a college mentoring program for at-risk youth operated through Cal State Sacramento.
Education and degrees: Currently a doctoral candidate at Brandman University in Irvine, California. My dissertation is on leadership storytelling and how school and district leaders use storytelling to make transformational change. Master’s degree in teaching from Azusa Pacific University and a bachelor’s degree in government from California State University Sacramento.
Parkview Elementary School Principal Nick Damico chats with, from left, Anevay Keller and Scarlette Holcombe. (School News Network)
Spouse/children: My wife, Vicky, is an Autism Spectrum Disorder teacher for Thornapple Kellogg. We have three beautiful daughters; Lucy, 6, Emily, 4, and Macy , 3.
Hobbies/Interests: Angels baseball and dissertation writing.
What kind of kid were you at the age of students at this new school? I was so immersed in athletics and competition that I counted down the minutes until recess and lunchtime. I was all about playing basketball, soccer, football and any other competitive sport with my friends, including pogs.
The biggest lesson you have learned from students is… Every day is a new opportunity to do right by students. A lot is asked of educators on a daily basis but the most important thing for us is to live by the motto “as much love as you can muster,” which to me means a relentless compassion for our most vulnerable students.
Finish this sentence: If I could go back to school I would go to… Honestly being in the middle of my dissertation … I can’t answer this question without getting knots in my stomach. I am ready for a school break.
If you walked into your new school building to theme music every day, what would the song be? “Whatever It Takes” by Imagine Dragons.
Brian Hartigan high fives students passing by. (School News Network)
Meet Your Principal: Brian Hartigan
Brian Hartigan is the new West Elementary School principal.
Other positions you have held in education: I’ve been an elementary teacher in every grade besides second, including kindergarten. I have taught in North Carolina, Kentucky, Traverse City and was instructional coach in Kentucky and Traverse City. I was most recently the K-12 principal in Glen Lake Community Schools.
How about jobs outside education? Everyone in my family is an educator. My dad was my K-12 principal, my mom was an elementary teacher. My sister is a high school Engilish teacher. The only thing I knew I didn’t want to be was a teacher. I ran a youth sports program in Chicago, working with students ages 3 to 9. Then I got into sales. I missed working with kids, so I returned to college for an education degree.
Education and degrees: Bachelor’s degree in sports management and communications from the University of Michigan; bachelor’s degree in elementary education from U-M; master’s degree in teacher leadership from University of the Cumberlands; master’s degree in educational leadership from Central Michigan University.
Spouse/children: Wife, Jody, and two children: Sophie, a second grader, and Wesley, a kindergartner
Hobbies/Interests: I like being outdoors. My family and I like hiking, biking, camping and going to the beach. I love Frisbees, disc golf, and Ultimate Frisbee.
What kind of kid were you at the age of students at this new school? My dad was my principal, so I guess I was well-behaved and compliant for the most part. I grew up in a K-12 school, so teachers were very familiar with families.That kind of closeness helps you make good choices. I’ve always loved sports since fourth grade when I became interested in going to U of M. That probably had to do with when Michigan won (the NCAA Division I Men’s Basketball Tournament).
The biggest lesson you have learned from students is… Compassion and forgiveness. When you work in education you realize students are trying their best. Mistakes are made. Second and third chances are necessary and deserved.
Finish this sentence: If I could go back to school I would go to… Seventh grade. That’s the first time I had the opportunity to play organized sports. I love soccer, basketball and tennis.
For more stories on area schools, visit the School News Network, schoolnewsnetwork.org.
A school ad shows a student larger than life because of all the new school supplies and clothes she got. But for some local residents, just purchasing the basic school supplies can be a momental task.
“In one of the places I recently volunteered, I talked to families who stated ‘My next paycheck would have to go toward school supplies,’” said WKTV Journal host Donna Kidner Smith.
It is the reason that Denise Kooiker created the School Supply Santa more than 10 yeas ago.
“I am hairdresser and I was at work one day and one of my clients was telling me about the need for school supplies and how much teachers spend on their classrooms and to help their students,” Kooiker said. “I was totally unaware of the need for school supplies.”
Kooiker discovered that more than 94 percent of teachers spend an average of $500 of their money on classroom supplies, she said. She created School Supply Santa to help teachers help those students who need it, Kooiker said.
Through Aug. 7, various locations throughout the Wyoming, Kentwood, Byron Center ,and Grand Rapids area are serving as collection sites. Some of the Wyoming locations are Amethyst Beauty Bar, Beltline Bar, Edward Jones, For the Kids Gymnastics, Maple Hill Golf, Peach Wave, Shape Your Life, and the YMCA – Spartan on Gezon Avenue. In Kentwood, some of the drop off sites are Breton Garden Family Dentistry, DJ’s Landscape Management, Grand Coney Diner, Fast Signs, and the Omelette Shop. For a complete list of locations, visit schoolsupplysanta.com.
Area residents are encouraged to bring donations to those locations. Items needed are backpacks, crayons, colored pencils, dry erase expo markers, ear buds, erasers, solid color folders, glue sticks, Post-it notes, Kleenex, pencils, markers notebooks, three-ring binders, composition notebooks, and headphones.
Kooiker said some of the school supplies, such as backpacks, do take a beating over the course or a year, so buying the cheapest item is not always the best option.
“Some of the less quality backpacks will rip fairly quickly,” Kooiker said.
Staff and teachers from Kentwood Public Schools, Wyoming Public Schools, Godwin Heights Public Schools, Godfrey-Lee Pubic Schools, Kelloggsville Public Schools, and Byron Center Public Schools will attend a special event in August to pick up the school supplies. The staff from the schools then distribute it to students who have a need, Kooiker said.
Last year, School Supply Santa collected 1,219 backpacks, more than 38,000 school supplies, which supported 34 local schools, grades K-12, and more than 2,500 students.
And while the 2019 season for collections is coming to a close, the School Supply Santa does collect year around, Kooiker said. If you are interested in donating or volunteering for School Supply Santa, visit schoolsupplysanta.com or the Facebook page, School Supply Santa.
Some of the volunteers for the School Supply Santa. (Supplied)
Azucena Alcantara and her dad, Kevin Alcantara, are learning what they need to know for the high school junior to get into college and pursue a fulfilling career.
“I want to go to college and I want to study something about medicine, but I’m not sure what yet,” Azucena said.
When it comes to going to college, there’s a lot to know even for the most education-savvy families. There are academic requirements, piles of forms and loads of financial resource and scholarship information. But for Hispanic families without much experience in American education, even knowing where to start can be daunting.
With her father’s help, Azucena is confident she can figure out what steps to take to get where she wants to go. “He can help me choose some colleges and know about the opportunities for a scholarship or something,” she said.
Kevin Alcantara, who came to the U.S. from Mexico 19 years ago, is happy to help his American-born daughter so she can have a successful future and “better life,” he said. “We want to know the options she has for college.”
About 50 parents and children attend a weekly evening session of Exito Educativo in the school’s media center. The course, in its fifth cohort in Wyoming, was developed through the Julian Samora Research Institute at Michigan State University. It teaches Latino families how to navigate the American educational systems, with topics ranging from high school graduation requirements to family communication, career exploration and financial resources.
At Wyoming Public Schools, about 44 percent of students are Hispanic. Many will be the first in their families to attend college. While nationally, the rate of Hispanic students who go on to college has increased and high-school dropout rates have declined, barriers and myths still exist that keep them from pursuing college. They also have lower college completion rates than their white peers.
Parents are eager for information, said Veronica Quintino-Aranda, facilitator and developer of Exito-Educativo. “I think every parent wants their child to go to college. It’s very uncommon to find a parent that says “no, I don’t want my child to go,’” she said.
But not having had the college experience themselves in the United States makes it difficult. “They really don’t have anyone to walk them through the process because they are navigating it as they go,” Quintino-Aranda said.
Latin American education systems are very different and, in some countries, poverty keeps many students from attending school, added program co-facilitator Susan Fenton. They have no information about college to reference from their home countries.
“We wanted to bring a tool for families to come be in the school, hearing from school staff and having people walking them through these processes,” Fenton said.
Junior Jessica Rojas wants to go to college to become a nurse. Mom Maidelin Urquiza is learning how to help
Emphasizing Degrees, Careers
While the program provides information on other post-secondary pathways, facilitators stress four-year degrees and beyond. They emphasize potential earnings, the difference between a career and a job, and opportunities degrees can provide.
Quintino-Aranda, who is Hispanic, knows what it’s like for the students and their families. She is the first in her family to go to college and the first to get a master’s degree. “Where (these students are) at, I used to be there too. There were people who supported me … This is my way of giving back and sharing a little bit of my experience so others can also go to school and graduate.”
She and Fenton also work to dispel the common belief within the Latino community that college isn’t an option due to affordability and status in the U.S. “We clarify all the myths out there about why people can’t go to college and we provide them with the resources… There are resources out there available that if you want to go to college, you can,” said Quintino-Aranda.
Dad Juan Carlos Caracheo tells a funny story to his children, from left, seventh-grader Christopher, fifth-grader Catherine and junior Carlos. (School News Network)
Many students who have gone through Exito-Educativo are now in college, including at Michigan State University.
Jesus Hernandez, Wyoming High School’s dean of students, said part of the goal of the program is to introduce families to high school staff members and their roles, so they can feel comfortable making future connections. He and his wife, Jane Hernandez, completed the program with their son, Jonah, who now attends MSU. Even as an educator, Hernandez said, he learned a lot from the program.
“I’m college-educated. I really didn’t even know where to start with the FAFSA,” he said, about the federal student financial aid forms. But with help, the Hernandezes were able to fill out the needed information in 30 minutes. “For me, it was eye opening when it came to all the stuff I thought I knew that I didn’t know.”
Junior Anette Ramos chats with her dad, Ruben Ramos, during a session of Exito Educativo on family communication. (School News Network)
Program completion also is a source of pride for parents.
“Parents here are so, so supportive of their kids,” Fenton said. “They are all super willing to learn alongside their kids, willing to ask questions and willing to take on any barriers.”
Maidelin Urquiza is one of those parents. She is learning what needs to be done for daughter, junior Jessica Rojas, to go to college to become a registered nurse and work in an emergency room.
About 50 parents and children attend Exito Educativo. (School News Network)
“My family immigrated from a different country. They don’t have much experience about how this works,” Jessica said. “This is their first time finding out about things like this. It’s helping me and my family for a better future.”
“It is beneficial for her,” added Urquiza via a translation by Jessica. The family is Cuban, but settled in Israel before moving to the U.S. six years ago.
“It’s a way to help me for my future, for my education, for college. It’s going to teach me about ways I can get get involved in my education in general,” said Jessica. “This is helping me decide where I want to go.”
For more stories on area schools, visit the School News Network website, schoolnewsnetwork.org.
Two years of work and a National Professional Development grant helped Andrea Donovan complete an English as a Second Language endorsement at no cost. (School News Network)
Step into Andrea Donovan’s freshman English classroom at Lee High School for a minute, and listen. You’re going to hear a lot of Spanish. This is not surprising in a district where roughly half of all students are English-language learners.
“I receive all the newcomers when they come into the high school — they all take English 9, regardless of their grade or where they finished in their home country,” said Donovan.
She has a new set of skills to serve those students, thanks to a National Professional Development grant from the U.S. Department of Education. Donovan is part of a 15-teacher cohort that completed English Language Certification in May through the grant, administered by Aquinas College’s School of Education. The grant covered tuition for eight courses required for a K-12 English as a Second Language endorsement onto an already existing teaching certificate.
Andrea Donovan, an English teacher at Lee High School, leads her students, many of whom are English-language learners. (School News Network)
“It’s one of the best things I’ve done educationally and professionally,” said Donovan. “There is such a need in our district.”
Her cohort included four other teachers from Godfrey-Lee, as well as teachers from neighboring districts who have been meeting regularly since fall of 2017 to take classes toward certification. Donovan said that in her experience and from what she’s heard from others in her cohort, the work is paying off.
“Teachers now feel more comfortable working with English-language learners,” she said. “At the end of the day, these are really good strategies.”
Strategies that help students like Vidaura Pavlo.
Vidaura came to the district two years ago from Guatemala by way of California. She took a break from Donovan’s class, where she was studying “Romeo and Juliet,” to share that it wasn’t uncommon when she first arrived in America to have people get impatient with her due to her difficulty understanding English.
But her English has improved greatly in the last few years, due in large part to the help of Donovan and her teaching partner, Brenda Caballero.
Vidaura Pavlo, originally from Guatemala, said she enjoys being able to translate for her family as her English improves. (School News Network)
“When I’m with my parents, at the store or when we’re traveling, I translate for them,” said Vidaura, who is quickly gaining confidence with her English.
Donovan said a huge strength of the certification program is that it helps teachers see English-language learners as an asset, not a burden.
“They’re walking the path to bilingualism, and it will make them more successful,” said Donovan. “I think oftentimes maybe in populations where they don’t have a lot of experience working with ELLs, they do view that as a deficit because they might struggle in their second language, which is English. However, we have to realize that they’re bringing so many skills from their culture and of course their native language to the classroom.
The program has also equipped Donovan with a model known as Sheltered Instruction Observation Protocol or SIOP — a way to make material more understandable to ELL students. Donovan has been following the model for her lesson plans.
“My intention is not to water down the lessons, but to make them more comprehensible,” said Donovan, who has already seen improvements in grades when comparing unit assessments from this year to last.
Rodolfo Castillo, who came to Lee High School from Mexico last fall, hopes his bilingualism will help him succeed. (School News Network)
Successful Students, Community Assets
Briana Asmus is an associate professor of education and ESL/Bilingual program director at Aquinas College’s School of Education. Asmus said every local school district has been affected, although to varying degrees, by an influx of immigrants and migrants to the area. In Kentwood, she said, 87 languages are spoken in the district.
“Teachers aren’t necessarily equipped with the skills to help those students. That’s why this work is so important,” said Asmus.
Aquinas has partnered with Godfrey-Lee, Godwin Heights, Kelloggsville, Kentwood, Grand Rapids, and Wyoming schools as well as with the Diocese of Grand Rapids to train in-service and pre-service teachers through the five-year grant, awarded in 2015. When all is said and done, about 140 teachers will have completed the program.
Without the training, Asmus said, “We run the risk of teachers seeing the students as a burden. They actually have incredible assets, and if teachers know how to utilize them, they can benefit their district in a lot of ways. But if they don’t, (students) are going to fall behind, and struggle to catch up and unfortunately, in some circumstances, drop out. That works its way out in to the community as well.”
Asmus said that, as part of the grant, she is collecting data to better understand the impact of teachers who have the endorsement on students.
“What we’re hoping to see is that the students will be achieving higher and better under the direction of a teacher who has ESL certification,” said Asmus.
For more stories on area schools, visit the School News Network’s website, schoolnewsnetwork.org.
Ninth-grader Rodolfo Castillo, who came to Lee High School from Mexico with no English last August, said he has felt supported by Donovan in his path to bilingualism since arriving at Lee.
“Maybe as an adult I can find work easier than if I didn’t have two languages,” he said.
On Tuesday, May 28, the Michigan Department of Education (MDE) announced an award of $945,000 in 21stCentury Learning Center grant funds to operate seven elementary after-school programming sites in the city of Wyoming through the TEAM 21 after-school program, a consortium of the City of Wyoming, Wyoming Public Schools, Godfrey-Lee Public Schools and Godwin Heights Public Schools.
Currently, TEAM 21 serves 1,542 students, 900 of which were at risk of losing services should this grant have not been funded. Schools impacted are: Wyoming Public School District – Gladiola, Oriole Park, Parkview and West; Godfrey-Lee Public School District – Godfrey-Lee Early Childhood Center and Godfrey Elementary; and Godwin Heights Public School District – North Godwin Elementary. TEAM 21 provides academic support, enrichment, health and fitness, life skills, service-learning, and recreation opportunities in the after-school and summer hours.
Wyoming, Kelloggsviile, Godwin Heights and Godfrey Lee Public Schools students fill their summer days with fun and activities through TEAM 21, which blended summer school and recreation
“TEAM 21 is a testament of community collaboration resulting in high quality programming that is making a proven difference in the academic performance of children,” stated Craig Hoekstra, Superintendent of Wyoming Public Schools and grant fiduciary agent.
This funding brings the total number of TEAM 21 sites to 12 for the 2019-2020 school year with an annual investment exceeding $1.2 million by the MDE and leveraged by local municipal and school district in-kind resources.
“We are thrilled at the opportunity this provides for TEAM 21 to continue serving youth and families in the Wyoming community,” said Rebecca Rynbrandt, Director of Community Services. “We are blessing, investing in and mentoring our next generation of leaders.”
In addition to the seven schools awarded, TEAM 21 has continuation funding secured for five additional schools (WPS – Wyoming Intermediate and Wyoming Junior High; GLPS – Lee Middle; GHPS – West Godwin Elementary and Godwin Middle) through a separate 21st CCLC grant. For more information about the TEAM 21 program, please visit www.wyomingmi.gov/team21 or contact the Wyoming Parks and Recreation Department at 616-530-3164.
How can a student arrive in the U.S. speaking no English, with little formal education, and graduate from high school in just a few short years?
“Magic,” said Roufai Tagba, a refugee from Togo, who started attending East Kentwood High School in 2016 after a six-month journey from his native country.
Tagba left behind violence and famine in Africa, where he lost his parents, to start anew in the U.S. He spoke no English and was overwhelmed with uncertainty, to say the least. He didn’t believe he could learn in English. “I don’t know how to start,” he said about beginning high school at East Kentwood.
Staff and students in the English-language learner program embraced Tagba, as they do the many other immigrants and refugee students who attend East Kentwood. It wasn’t long before he was learning English – and passing math, social studies and science.
“EK is like magic,” Tagba said again, shaking his head and smiling. “I started loving to learn, I started being happy when I’m learning and I started to be able to say something and make sense in English.”
Tagba, 19, is finishing up credits required under the Michigan Merit Curriculum while attending school during the day and working second shift at Steelcase. He is graduating May 23 and hopes to become trained as a flight attendant, a profession in which he could use the six languages he speaks.
“I cannot wait to have my diploma,” he said. “It’s like I’m dreaming, to see myself graduate.”
He gives advice to others who face situations like his own: “If you want a great life, a special life, if you want to speak English fast, come to EK. They have everything to help you.”
Roufai Tagba talks about starting school at East Kentwood speaking no English and with little formal education. He graduates this month
For Some, It Takes Longer
East Kentwood administrators see many students like Tagba cross the stage at graduation, students who have overcome huge odds to earn a high school diploma. Sometimes it takes them a bit longer and they’re a couple years older than their peers.
Many English-language learner students, who make up 23 percent of EK’s enrollment, arrived with spotty or nonexistent formal educational. Often they need a fifth and even sixth year in high school to earn their diplomas. (For most situations, students cannot enroll in a traditional high school if they turned 20 years old before Sept. 1 of a school year.)
Districts including Kentwood, Grand Rapids and Wyoming face distinct challenges in their four-year grad rates, partly because of their large immigrant/ELL populations. But they are making progress under the radar.
“Our goal isn’t to hurry up and get them through.” said East Kentwood Principal Omar Bakri.
“Our goal is to make sure they have what’s necessary to make it to the next level. Sometimes it takes five or six years and that’s OK.”
Evan Hordyk, Kentwood Public Schools executive director for secondary education, said students working for five or six years rather than dropping out shows they understand the importance of a high school diploma.
“It also shows that they value what they have here at EK and what we are providing for them,” he said.
Roufai Tagba chats with East Kentwood Principal Omar Bakri
No One-Size-Fits All Deadline
The district has seen improvements in graduation rates overall, with the four-year rate for all East Kentwood students increasing from 83 percent in 2014 to 88 percent in 2018, according to MI School Data. But after factoring in fifth- and sixth-year graduates, that rate increases to 92.15 and 92.7 percent, respectively.
Looking closer at data, improvements by demographic groups are also clear:
The four-year graduation rate for African-American students and white students is 92 and 91 percent, respectively. Both of those groups have seen increases over the past five years, with the African-American four-year rate increasing by seven percent.
In that same five-year period, the four-year graduation rate for Hispanic students has increased from 59 to 79 percent, while the Hispanic dropout rate has dropped by two-thirds from 18 to 6 percent.
The four-year rate for economically disadvantaged students has increased from 76 to 85 percent.
The most dramatic improvement is among ELL students, like Tagba. The four-year rate for ELL students at East Kentwood has risen from 69 to 74 percent over the past five years, with even greater increases in the five- and six-year graduation rates (see chart).
Bakri said many of the students are refugees, have faced war, extreme poverty, food insecurity and unstable living conditions. But, at EK, they feel comfortable quickly and are with students who have similar circumstances.
“One of the great benefits of having the most diverse high school in Michigan is they don’t stand out in a negative way,” Bakri said. “They look like everyone else; they blend in, which is a good thing.”
The Newcomers program at Union High School teaches English and other basics to newly arrived immigrant and refugee students
Trend Seen Elsewhere
The trend of ELL students graduating at higher rates, especially as fifth-year students, is also evident at Grand Rapids and Wyoming Public Schools.
In GRPS, where 25 percent of students are English-language learners, the four-year graduation rate for ELL students has increased dramatically, from 37.8 percent in 2014 to 63.8 percent in 2018, and the five-year rate is 77 percent. African-American, Latino and low-income students have also made sharp gains. Overall, four-year graduation rates have increased from 49.6 percent in 2014 to 71.15 percent in 2018, including 98.85 percent at City High/Middle, 90.71 percent at Innovation Central, 70.49 percent at Ottawa Hills and 81.87 percent at Union.
The district has done many things to boost those numbers, from more closely tracking students’ academic progress to emphasizing the importance of graduating in four years, said Ron Gorman, assistant superintendent of pre-K-12 instructional support. But when it comes to English-language learners, for many, graduating in four years isn’t realistic, he said.
For more stories on local schools, visit the School News Network website, schoolnewsnetwork.org.
Social worker Maggie Hummel handed out resources to parents at Wyoming High School’s recent student conferences, providing information about youth mental health, symptoms of distress and where to get help.
She wants parents to know there’s somewhere to turn — that they can tap into school and community services — if their child is showing signs of anxiety, depression or other mental health issues. Ultimately, the goal is help students have happy, healthy futures and even save lives.
“Our teens are facing a number of social stressors. These often include family or peer conflicts, self-esteem, social media challenges, as well as critical challenges with having adequate housing and food,” said Hummel, who started working at the high school last year. “Our county, state and country are seeing suicide rates and attempts rise, and we are witnessing this and responding.”
“We do see more and more kids presenting with major issues,” said high school Principal Nate Robrahn. “(Hummel) has been able to help identify that … and make more informed decisions about what students need.”
Hummel is the source for “triage” at the school,” Robrahn said.
March is Social Worker Appreciation Month. This year’s theme, “Elevate Social Work” embodies the need to recognize the extraordinary contributions of the profession to our society.
“She can make decisions about what students need, which then has freed up my counselors to do more of their role. She’s very connected with resources out in the community and can help parents and students access them.”
Hummel, who has worked as a medical social worker and clinical therapist for Spectrum Health and Cherry Health, said she’s worked with more than 130 Wyoming High School students, many of whom come to her by choice because they are struggling. Others are referred by staff members who notice signs of distress.
“We definitely want families to know we exist, and come to us with concerns,” she said. The high school team includes another social worker, two academic counselors and a college adviser to help meet students’ needs — academic and emotional.
Hummel said she’s thankful her role has allowed her to help students get the treatment they need, and she’s also seen valuable connections made within school. “I also see our staff responding through investing and connecting with our teens. When staff connect with and support students, this serves as a protective factor that can reduce the risk for suicide and promote positive mental health.”
Mom Julie LaMar checks out resources during parent teacher conferences
Screenings Serve as Indicators
Hummel offers student screenings in the form of questionnaires to help identify symptoms of anxiety and depression. Results — a tally of numbers, low to high, indicating possible disorders — can provide her an opportunity to talk to parents. “The screening gives a number, and it’s an objective number. It gives parents and kids something to latch on to and say, ‘We should probably take action.’”
Still, there are a number of students with high scores for depression and anxiety who lack resources due to finances, time and other stressors that are having a hard time getting into therapy.
The district allocated Title 1 funds, earmarked for schools that have high percentages of children from low-income families, to fund Hummel’s position.
“Our district is one of several that have invested funds to support a position like mine,” Hummel said. “They’ve done a really great job in recognizing that schools do need additional mental health resources and supports, beyond what school are expected to support. They’ve done a good job of going the extra mile.”
Other districts have expanded their counseling teams as well. Cedar Springs Public Schools recently hired a child life specialist and two child life interventionists as part of the mental health team, whose goal is making sure that every student is at their best mental state to perform academically.
‘DATA SUGGESTS TEENAGERS TODAY ARE FACING MORE SOCIAL CHALLENGES THAN BEFORE.’ — SOCIAL WORKER MAGGIE HUMMEL
Byron Center High School added a part-time counselor to help with social and emotional needs, and has another part-time social worker in the alternative North Star Academy program.
Students Struggling in High Numbers
The “why” behind the increases in youth mental health issues is hard to nail down Hummel said, but she believes social media is a big factor. “Data suggests teenagers today are facing more social challenges than before.”
While anxiety and depression is increasing in general, Hummel said low-income students face particular challenges connected to basic needs that can both create distress and cause barriers to treatment.
“Students have their best outcomes when they are connected to therapy and have consulted with a primary care doctor or psychiatrist about medication management,” Hummel said. “This can be a big feat for families, especially if they are working long hours, have transportation challenges or other family stressors.”
Parents, together with staff, can make a big difference in helping students.
“We’ve got some phenomenal parents in our district that are responding appropriately when these crises arise. That’s something we really need to celebrate, Hummel said.
Another year is coming to a close. But before the calendar flips to 2019, we thought it would be fun to go down memory lane and take a look at some of the most popular WKTV stories of 2018.
In compiling this list, I took a look at both page views on a story, which indicates the number of people who clicked on the article, and also social media statistics. The result is a mix of both most read and shared articles from the WKTV website.
Leading the pack on both was the Widening project on 56th Street set to start around July 9. It certainly had an impact on the community, since it is a direct route to the RiverTown Crossings mall. The project, which included widening 56th Street to three lanes and adding a traffic signal to the intersection of 56th Street and Ivanrest Avenue, was completed on time and opened before the holiday season even started.
TwoGuys Brewery was another popular story coming out of Wyoming. (WKTV/K.D. Norris)
The City of Wyoming snagged quite a few of the top stories as the next was On Tap: Wyoming’s new TwoGuys Brewing plans to be community catalyst. If you love beer, then you will be thrilled to know that there are more breweries scheduled to open in the area. In Kentwood, Brewery Vivant is looking to expand its operations to the city and and a brewery co-op is also set to open soon. Also, in Byron Center, they are working quickly on the Railbird Brewery.
We enjoy working with many individuals and groups who bring us stories on a variety of topics. Alan Headbloom is one of those contributors who tapes his show “Feel Like You Belong.” The show focuses on the “real stories about the real people we call migrants.” These stories cover a gamut of people who have been seasonal workers picking produce to those who have made the United States their home. One story is from Nkechy Ezeh, an award-winning educator who developed the Early Learning Neighborhood Collaborative, and another is from refugee survivor and mentor Metta Anongdeth.
The story by Dave Thompson on the statute of former astronaut Roger B. Chaffee was among our tops stories for 2018. (NASA)
Filmmaker Daniel Deal has been working with WKTV to produce a documentary about former astronaut Roger B. Chaffee, whose parents lived in the City of Wyoming. The project lead to a statute dedicated to the astronaut earlier this year. Community contributor Dave Thompson wrote the story, Statute of former astronaut Chaffee to be unveiled this Saturday.
Curator for the Jim Crow Museum shows some of the 135 photographs by David Levinthal donated to the museum in 2018 (Ferris State University)
A little known secret is that Ferris State University houses one of the largest collection of racist memorabilia in the world at the Jim Crow Museum of Racist Memorabilia. In 2018, the museum received an artwork donation valued at more than $2 million with Ferris State University sharing the story with us in Jim Crow Museum of Racists memorabilia receives artwork donation valued at $2 million.
We also partnered with the Myasthenia Gravis Foundation of Michigan to help bring awareness to this rare neurological disease.
The Grand Rapids Chorus of the Sweet Adelines was our top 2018 entertainment story.
That’s Entertainment
Entertainment stories are always popular throughout the year. This year, the Grand Rapids Chorus of the Sweet Adelines made the headlines with its regional win last May with people clamoring to see the group at its holiday concert. We’ll be checking back with the Sweet Adleines throughout 2019 as they prepare to head to the international competition in September. The Gerald R. Ford International Airport’s annual holiday music festival was a big hit especially since it featured several local high school groups and residents followed the success of a local group in the story GR’s own Super Future ready for big day at local Breakaway EDM festival.
Brandon Kimble was named the new head football coach for Godwin Heights.
Out sports coverage kicked off bigger this year with live coverage of games and stories on local teams. Starting it all off was the New Godwin Heights football coach talks football, mentoring. All the area teams worked hard toward playoff goals:
Jack, the therapy cat, was a huge hit with residents at Wyoming’s Vista Springs as well as the community at large.
Cat Tales
Managing Editor Victoria Mullen received a call inquiring if we would be interested in meeting Jack the Therapy cat (Jack, the therapy cat, puts a spark in the spirt). The story of Jack and his visits to Wyoming’s Vista Springs captured the hearts of many leading Jack and his owner Lynn Hopkins to win a $25,000 grant from Petco for Crash’s Landing (Therapy cat’s adoption story beats odds, hits jackpot).
In fact many of the Crash’s Landings’ cat features are popular with our social media groups. So we wanted to end 2018 on a happy note with the announcement that two of the top cats featured on the WKTV Journal, Smudgee and Otter, found their “fur”-ever homes.
On the latest episode of WKTV Journal In Focus, visiting our studio is Wyoming Public Schools new Superintendent Craig Hoekstra, talking about his history and the future of his district, including what the district plans following the recent passage of a bond measure. Also on the show is the Kent County Friend of the Court, which works with the Circuit Court in the area of domestic relations but which has duties that are moving beyond simply investigation and enforcement.
Superintendent Hoekstra began his current duties in July of this year, but his history with Wyoming Public Schools runs deep, almost 30 years in fact. First as a student, then as a custodian, teacher, principal and, from 2015, as Assistant Superintendent for Instructional Services. But we talk more about his and the district’s future than his past.
The Kent County Friend of the Court is the collection, enforcement and investigative arm of the Circuit Court in the area of domestic relations. We talk Daniel Fojtik, Friend of the Court Director, and Kent County Commissioner Harold Voorhees, on the FOC and its duties, as well as a recent report on the status of a series of Community Engagement Task Force Recommendations.
“WKTV Journal In Focus” airs on cable television in the Wyoming and Kentwood areas on Comcast WKTV Channel 26 and on AT&T Channel 99 Government channel (see our Weekly On-air Schedule for dates and times). But all interviews included in episodes of WKTV Journal In Focus are also available on YouTube at WKTVvideos.
It was not just national elections that had to wait a few weeks for final counts to determine the outcomes, the Wyoming Public Schools has been waiting for two weeks to learn who would win write-in race for the second seat on its Board of Education.
The newly elected board member is Jennifer Lewis, who was one of two write-in candidates seeking the seat in the Nov. 6 election. Brian Jirous had filed for one of the two six-year seats that were being vacated by Tom Mott and Susan Sheets Odo. Jirous received 9,255 votes.
“I’m not sure I can say I know all the people who voted for me,” Jirous said with a laugh. “I am pretty certain some people were just filling in the boxes. But to be honest, I was not that worried about it.”
Brian Jirous
The harder part, Jirous said, was waiting to learn who the other new board member would be. Because write-ins have to be counted by hand, the process can take up to two weeks, according to school officials. The Wyoming Public Schools was notified this week that Lewis, who received 262 of the 762 write-in votes was the winner. The other write-in candidate, Adriana Almanza, received 84 votes. The remaining write-in votes are either invalid names or voters filled-in ovals with no names attached, according to city officials.
“We have some big shoes to fill with Tom Mott and Susan Sheets Odo vacating from the board,” said Lewis, who is a personal insurance agent and an alumnus of Wyoming Park High School. “They have been in the community for awhile. I have been in the community for awhile as well, working on a number of projects in and for the schools. Looking forward to and ready to take on the challenge.”
Lewis said she had considered running for the board but did not put her name on the ballot as her oldest son was graduating from Wyoming Public Schools last spring and heading to Michigan State University.
“I didn’t know how that transition would go, so I did not want to make a commitment to something,” she said, adding that it all went very smoothly. But when she learned that only one person had filed for the two open seats, she reconsidered and decided to seek one of the seats as a write-in candidate.
Jirous, who is an AT&T mobile technician and alumnus of Wyoming Park High School, said while he lives only a few doors down from Mott, it was actually his interest to serve the district in another capacity that made him decide to run.
“I wanted to be more involved, not just in the day-to-day but in a higher level,” Jirous said. “I wanted to learn how a district is run and this is an good opportunity and a good time in my life to do this.”
Both Jirous and Lewis will be sworn in at the Wyoming Board of Education’s first meeting of 2019, Monday, Jan. 14, at 6 p.m.
Cheryl Corpus is the new Gladiola Elementary School principal. SNN gets to know her in this edition of Meet Your Principal.
What and where was your previous job? I was associate director at the Center for Excellence in Teaching and Learning with The Education Trust-Midwest.
Degrees: I am a National Board Certified Teacher in English as a New Language. I have a bachelor of arts in English and a bachelor of arts in education; a master’s in TESOL/Applied Linguistics; and a master’s in Education Leadership. I’ve attended Central Michigan University, Cornerstone University and University of Colorado.
“Outstanding! You rocked today!” points out new Gladiola Elementary Principal Cheryl Corpus to kindergartners
Other positions you have held in education: I have worked as an adjunct instructor for Aquinas College, an instructional specialist with Godwin Heights Public Schools, a K-8 EL coordinator/assistant principal in Colorado, and a high school and adult education teacher in Flint.
How about jobs outside education? I’ve worked in retail, waitressing, and even worked at Kentucky Fried Chicken when I was young.
What kind of kid were you at the age of students at this new school? In elementary school, I was focused on reading, reading and more reading. I was also into the outdoors and animals. All three things are still true today.
Hobbies/Interests: I like being outdoors, advocating for education and being with my family.
What inspires you, both in your educational role and in your own life? People in general inspire me. You never know their story and I believe in the power of community and that education can create real change. I am driven to close achievement and opportunity gaps for students and to advocate for students and families.
What makes you laugh? A good meme and a good movie analogy to capture situations.
What would people be surprised to learn about you? That I just learned how to play Gaga ball on the playground with students, and plan on being the recess champion by the end of the year.
Tell us about a non-professional book you recommend and why: “Small Great Things” by Jodi Picoult. It challenges us to examine our assumptions/biases and explore the dynamic of race and prejudice.
Finish this sentence: If I could go back to school I would go to 11th grade, because I think it’s such an important year to make decisions about what you want to do after high school. I would sign up for more AP classes and push myself harder.
Check out School News Network for more stories about students, schools, and faculty in West Michigan.
New Principal Cheryl Corpus is getting to know her staff, including (from left) Katherine Henry, Restorative Practices practitioner; Amy Hendrickson, social worker; and Fritz Bowerman, behavioral interventionist
First-grader Guadalupe Guillen’s go-to is snake books.
“He’s obsessed with snakes, so he sticks with my reptiles box,” said teacher Kristin Accorsi, referring to books in her classroom categorized by genre. Sure enough, minutes later the little boy in a dinosaur shirt paged through pictures of emerald tree boas and bright yellow corn snakes.
“There are different colored snakes,” he explained, flipping to a picture of an orange serpent with long fangs.
Mia Madrigal-Rivas finds her perfect spot to read
Accorsi makes sure her Oriole Park Elementary first-graders have their favorite books and new ones to discover.
Her classroom is freshly stocked with more than 500 new titles. She gives them time to “book shop” for choices they can already read, are learning to read and aspire to read. They have ample time in class to read on their own, and can check out books to bring home and read with their parents. In notebooks, they keep track of their reading goals.
Accorsi is using focused strategies for Guadalupe and his 23 classmates to get the most out of every book they read, be it about snakes or anything else.
The district also invested in materials – hundreds of books for every classroom –– to support it. Main components of the curriculum’s reading workshop model include mini-lessons (short bursts of teacher-led instruction followed by student-led participation), independent reading time and sharing time, when classmates partner to work on a strategy. Teachers are implementing the curriculum in all district elementary schools including Oriole Park, Gladiola, West and Parkview.
“The biggest benefit is developing real readers,” Accorsi said. “Also, it’s a highly engaging structure because kids have a significant amount of choice in what they read.” She’s able to work with students at their level during independent reading time, reaching students who are below grade level and allowing those who are ahead to keep progressing.
“Students are becoming much more motivated and engaged to read.”
Creating Consistent Curriculum
The curriculum brings consistency to literacy instruction district-wide through research-backed strategies. Students will know expectations and lingo used in all grades and with every teacher, said Oriole Park Principal Jennifer Slanger. After 28 elementary teachers used the curriculum as a pre-adoption last school year, over the summer, all elementary teachers received four full days of training led by three staff developers from Teacher’s College Columbia University. Oriole Park and Gladiola staff members will continue training throughout the school year.
This school year, several fifth-graders are pre-adopting the curriculum, with plans for full fifth- and sixth-grade implementation next school year.
“There were a lot of different things happening at our four elementary buildings, and if you take a peek at our M-STEP scores and even our district data, we really weren’t growing our students as readers as much as we should be,” said Oriole Park Elementary School Principal Jennifer Slanger. “What the reading workshop framework allows us to do is become consistent at the K-4 elementary.”
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Superintendent Craig Hoekstra said the curriculum and its alignment districtwide allows staff to meet the needs of all students in every classroom. Individualized goal-setting and conferring with teachers one-on-one while learning what students like to read meets them where they are and allows them to grow.
“Any time you can get students’ voice in the process –if there’s interest– there will be greater level of commitment,” he said.
District literacy coach Brenna Fraser has worked to support the implementation. “One of the things we are most excited about is the opportunity for students to get a lot more reading time in the day,” she said. “We are also very excited about the alignment piece and how that will support higher levels of collaboration.”
Pushing Toward Greater Proficiency
According to mischooldata.org, on the 2017-2018 M-STEP, 30 percent of Wyoming students district-wide scored proficient in English Language Arts at the end of third-grade.
Statewide, it’s a pivotal time for young readers. Beginning in the 2019-20 school year, according to third-grade reading legislation (Public Act 306), all third-graders need to be within one year of grade level in reading or face being held back. The law requires extra support for K-3 students who are not at grade level in reading, including individual reading improvement plans, which are customized plans for students reading at below grade level to improve.
Slanger said they are moving in the right direction. “We can say with confidence that this is an approach to teaching literacy that will drastically change or students’ ability to read, which in turn, then will support students on individual reading plans,” Slanger said. “I am anticipating three years down the road to really celebrate the growth of students and have fewer students on IRIPs.”
Part of the work toward growth is ensuring access to lots of books.
“The biggest takeaway I had (from training) was how important it is that we have books in front of students as much as possible,” Slanger said. The district provided each teacher with a “level library set,” books and resources for categorizing by level and genre, and a bookshelf.
At Oriole Park, four teachers piloted the reading workshop model last school year.
“I noticed a drastic change in students’ approach to reading,” Slanger said. They were highly engaged in the mini-lesson, they were participating and starting to take more ownership in their learning, they were excited to book shop. I think that is the coolest thing.”
Check out School News Network for more stories about students, schools, and faculty in West Michigan.
All five public school districts in the Wyoming and Kentwood areas have school board elections on Nov. 6. Of those districts, only two have contested races, Godwin Heights and Wyoming. School board elections will be towards the end of the ballot.
Godfrey-Lee Public Schools
There are two candidates seeking six-year terms, which are incumbents Eric Mockerman and Jacklyn Hernandez. Josephine Coleman was appointed by the board in May to fill a seat vacated by Rebecca Kibbe until the election. Coleman is seeking to fill the remainder of that seat’s term, which ends in 2022. All of these candidates are running unopposed.
Godwin Heights Public Schools
There are four candidates seeking to fill three seats on the Godwin Heights Public Schools Board of Education. These seats are all six-year terms. Two of the candidates are incumbents, David Drake, who was elected in 2013, and Richard Hamilton, Jr., who was elected in 2017. There are two challengers, Joseph Januska and David Rodriguez. All candidates were contacted and invited to participate in sharing their message to the voters.
https://youtu.be/WanUWhge64c
Joseph Januszka – Candidate
Occupation: Retired
Why did you decide to seek election to the Godwin Heights Public Schools Board of Education?
My interest in the schools and what I have been seeing has been growing the past 11 years. I owned and ran a small business which I believe gave me great insight into financial aspects of doing this. I believe this strong financial background will help me analyze and make decisions on the budgeting and spending that the school board oversees in the district.
If elected, what issues do you want to focus on and why?
I am a father and grandfather to five beautiful grandchildren. The youth of today is the future of our country. Education can not be wasted. Students today – leaders tomorrow. Our children need to learn the true history of our country, both the good and the bad, while also learning to respect it as well as everyone they encounter throughout their lives. They need to learn to live by rules and laws everyone of us are required to. I believe all this will help our students to learn and live side by side with their peers.
Kelloggsville Public Schools
For Kelloggsville Public Schools, incumbents Jane Ward and Donald Scott are seeking re-election to the board. The two spots each are for six-years. The candidates are running unopposed.
The district is also seeking a $19.2 million bond issue. The bond would be a continuation of the current bond. The current millage rate is 7.32. The issue will appear at the bottom of the ballot and is part of a long-term plan to update and modernize the district’s elementary schools, according to school officials. The bond cannot exceed 30 years.
Kentwood Public Schools
There are three seats, all four-year terms, up for the Kentwood Public Schools Board of Education. Three incumbents, all running unopposed, are seeking re-election to those seats: Pete Battey, Sylvia A. James, and James Lewis Jr.
Wyoming Public Schools
For the Wyoming Public Schools, there are two six-year board seats with three candidates running, non of whom are incumbents. The candidates are Adriana Almanza, Brian D. Jirous, and Jennifer Lewis. All candidates were contacted and invited to participate in sharing their message to the voters.
https://youtu.be/K-IyscCHQSE
Brian Jirous – Candidate
Occupation: AT&T Mobility Technician
Why did you decide to seek election to the Wyoming Public Schools Board of Education?
I decided to run for the school board to be able to help involve the community as a whole. I would like to be a voice for the community on the school board by bringing their issues to the board so they can be addressed. I would like to see more people attend the school board meetings and I think by having an open line of communication we can involve more people.
If elected, what issues do you want to focus on and why?
The main issue I will focus on is community involvement. I believe community involvement is the one thing that can help this district grow to be even better then it is now. The more people we can communicate with whether it is simply answering questions timely or getting them volunteer opportunities to connect with other families it will build a stronger district. I have started working on thie already by developing the Wyoming Public Schools Community facebook page but I would also like to set up round table discussions to help resolve other issues that may come up as well.
https://youtu.be/yt8PtTMVXJo
Jennifer Lewis – Candidate
Occupation: AT&T Mobility Technician
Why did you decide to seek election to the Wyoming Public Schools Board of Education?
I’ve wanted to run for many years. The timing is just right. I have the time to focus on our Wyoming kids.
If elected, what issues do you want to focus on and why?
Many residents may remember me from when I was campaigning for the dedicated millage for our schools. The community invested in our schools and children by passing that millage. That dedicated millage plan is a good plan and I want to make sure that the plan is well executed. I also want our kids to be successful and I want to be a part of helping them to achieve that.
Outside Grand Rapids Community College’s Sneden Hall before her morning “Principles of Economics” class, Lauren Kramer reflected on ways she’s benefiting from being both a Wyoming High School and GRCC student through the Wyoming Middle College.
They include a transcript already stacked with 30 GRCC credits; free tuition, books and materials; experience with college courses and expectations; and the discovery of a program she’s highly interested in: culinary arts.
The accomplished student, who started the Middle College as a Wyoming High School sophomore, said she’s making a smooth transition from high school classroom to college lecture hall. Though she’s now attending classes full-time at GRCC, Lauren is considered a fifth-year high school student. Still, she’s halfway through requirements for an associate degree.
She’s enjoying the bustle of city life as she spends her days on campus.
“It’s really great being downtown and the classes are fantastic,” she said.
Exploring downtown and the GRCC campus is part of the fun for Lauren Kramer
‘The Best Thing Going’
Wyoming Middle College, which started in 2012, was the first partnership for GRCC of its kind. It works like this: Students start in 10th grade taking college courses taught by GRCC faculty members at Wyoming High School. They take on a fifth year (also referred to as a 13th year in K-12) as a Wyoming student, but it’s spent entirely at GRCC. The cost is paid for through the per-pupil foundation allowance from the state.
Upon completion, students graduate with a high school diploma and a GRCC associate degree.
“It’s the best thing going,” said high school Principal Nate Robrahn, who this year expanded the cohort of sophomores starting Middle College from 50 to 65. About 150 students have graduated the program since it started.
“Students continue to be successful at the next level too,” Robrahn said. “A lot of those kids are going on to four-year universities, doing well and even graduating early from them.”
Students take one college class along with high school classes each semester sophomore year; two classes per semester junior year; and three per semester senior year. It’s a full schedule of college classes for the fifth year at GRCC.
Because of that experience, Lauren’s already used to the expectations, rigor and freedom of college. She knows what a syllabus is and how to follow it.
“(Wyoming Middle College) really helped with knowing the setup,” she said. “Here in college, most professors are very focused on the syllabus and they really stick to it, so if you need to know what’s due, when it’s due, the expectations, you just go through the syllabus.”
She plans to tackle 15 credits each semester, which means she will be a junior at the end of the school year, a full year ahead of many of her peers. Many of her general education classes are finished, and she has mostly electives left that align with her interests.
Lauren Kramer, who is a fifth-year Wyoming High School student, will have 60 college credits at the end of this school year
Programs Continue to Grow
GRCC has also established middle colleges at Cedar Springs and Ottawa Hills, and East Kentwood High School launched one this fall. Also through GRCC, Ottawa Area ISD offers a certification program at Careerline Tech Center and Kent ISD offers Launch U, where students earn an associate degree in mechanical design.
Dan Clark, GRCC dean of Academic Outreach, said about 500 students are involved in the middle college opportunities and interest is growing statewide.
“When we first started with Wyoming we were the 25th middle college in the state,” Clark said. “Now, in fall of 2018, there are over 150 middle college programs in the state.”
“We have more and more families that continue to say, ‘We want to do it,’” added Robrahn. Along with getting associate degrees before moving on to four-year institutions, he sees his students are earning certifications and discovering what’s possible on the GRCC campus.
“They have all kinds of options for kids, connections to culinary arts and to tech programs,” Robrahn said. “It’s not just an associate’s degree. You can get all those trainings and certifications. There are big jobs right now, $50,000-a-year jobs, and kids can walk out of (GRCC) and get them.”
Clark said GRCC offers extensive student support all the way through programs. Students regularly meet with college advisers and success coaches.
“The important thing we are hearing from these students is they have been able to learn and navigate the college process while they were in high school,” he said. “Now they have tools and maturity in understanding what college is all about.”
According to a study by National Center for Restructuring Education, School and Teaching, of 20 pilot schools with middle college programs followed over six years in Michigan, 997 students in 2016-2017 finished their 13th year with an average GPA of 2.94 and earned an average of 52 college credits. More than 11,000 Michigan students are in middle college programs.
Saving on Costs, Big Time
The most obvious benefit is cost savings, Clark said. At a minimum, students are saving the $114 per credit hour in 2018-2019 basic tuition rates at GRCC, plus the cost of books, fees and other materials.
Lauren said it would have cost at least $40,000, including room and board, had she enrolled directly into a four-year university and paid full tuition to tally up the number of credits she has earned from GRCC. All she has to pay for through the end of this school year is parking and food.
“We don’t have to pay for tuition, or books. I got a kit for my cake decorating class that would be $60, but with Middle College it’s completely taken care of. I get my own chef’s coat for my class and don’t have to pay for it.”
Icing on the Cake
Lauren excitedly talks about her “fantastic” Culinary Art and Design class, where she’s learning from renowned chefs and instructors to decorate and design pastries. She said enrolling in GRCC’s Secchia Institute for Culinary Education might be her next step.
She said wouldn’t have pursued that idea had she enrolled directly into a four-year university, adding, “It is definitely helping me figure out what I want to do.”
Lauren was unsure if she wanted to join Wyoming Middle College when she was a 10th-grader. It meant giving up her freshman year living in a dorm, marching in a university band and having “the basic college experience.” She also didn’t have many classes in high school with friends who aren’t in the program and missed out on some great high school teachers.
But she’s found other ways to branch out and enjoy her passions, like traveling and performing all summer as a color guard member with the Legends Drum and Bugle Corps.
Now, when she thinks about savings, the path she’s on and what she’s learned, she puts it succinctly:
“This is the greatest program.”
Check out School News Network for more stories about students, schools, and faculty in West Michigan.
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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