Jordan Supercast

Jordan Supercast

The Jordan School District Podcast Starring Superintendent Anthony Godfrey

  1. Herriman High Student is National Gatorade Player of the Year

    MAR 12

    Herriman High Student is National Gatorade Player of the Year

    You could say he was born to run with a high school career in cross country that is hard to beat. On this episode of the Supercast, meet Jackson Spencer who was recently named the National Gatorade Player of the Year in Boys Cross Country. Find out what sets Spencer apart from others in his sport, and how his love for running is paving a path for future success, possibly in the Olympics. Audio Transcription Anthony Godfrey: You are the first in Jordan School District. Jackson Spencer: I think it's pretty awesome just to be able to bring another level of excellence into this school district. Anthony Godfrey: How much do you run in a week? Jackson Spencer: In a week, at this point, probably around 50. Fifty miles a week. Anthony Godfrey: Fifty miles a week. Jackson Spencer: Yeah. I just like the feeling of pushing that body to the fastest limits. [Music] Anthony Godfrey Hello and welcome to The Supercast. I'm your host, Superintendent Anthony Godfrey. You could say he was born to run with a high school career in cross country that is hard to beat. On this episode of The Supercast, meet Herriman High School's Jackson Spencer, who was recently named the National Gatorade Player of the Year in Boys Cross Country. Find out what sets Spencer apart from others in his sport, and how his love for running is paving a path for future success, quite possibly in the Olympics. [Music] Anthony Godfrey We are here today at Herriman High School talking with Jackson Spencer, the Gatorade National Boys Cross Country Player of the Year. Jackson, thanks for taking a few minutes to talk with us. Jackson Spencer: Of course, yeah. Thanks for having me. Anthony Godfrey Tell me what it feels like to be the National Gatorade Player of the Year. You are the first in Jordan School District. Jackson Spencer: I think it's pretty awesome just to be able to bring another level of excellence into this school district, and to be able to set the bar just a little bit higher. Anthony Godfrey: Now, you had a race just this last weekend where you conquered once again. Talk to us about that. Jackson Spencer: Yeah, it was super fun. I was up against a lot of good competition from Utah and Idaho, and it's at the Simplot Games, which I really like. But yeah, it was kind of a race for me to just see back into what fitness I was in. I think it actually went really nicely, way better than I expected, so it went well. Anthony Godfrey: So how did it go better? Just ultimate time? I know with cross country it's always about the course and the course conditions, and the competition and all of that. Talk us through the race a little bit. Jackson Spencer: The time, I think it's more about time on the track. Yeah, I put down a consistent solid effort, and I was able to go out and hold it, which I'm really happy about. I got a really good time better than what I was expecting. Anthony Godfrey: Could you see the people behind you coming in second, or how far ahead? What were you? Jackson Spencer: Well, after I finished, I looked back and saw them coming in. Anthony Godfrey: So you had a good little distance between you and the next kids down the road. What do you do to prepare for a race? What do you do to be at your best and be ready to go? Jackson Spencer: I'll make sure to get a really good night's sleep for 9 to 10 hours, and then I'll make sure I eat. I always eat oatmeal, and then I'll do this thing that I'll drink. It's called beetroot powder. I drink that, and it's better. It's good for oxygen consumption in the blood. Anthony Godfrey: Beetroot powder? Jackson Spencer: Yeah, beetroot powder. Its got lots of nitrates. Anthony Godfrey: I've seen the Tik Tok videos, but you're much more persuasive. So you do beetroot powder, oatmeal, and 9 to 10 hours of sleep. Is it ever hard to make sure you get that sleep if you're anticipating a race and thinking it through, or are you well trained at getting good rest as well? Jackson Spencer: I've been to a few of these races, but there's definitely some times when it's just I get too excited to go to sleep, but most of the time I can get some good rest. After that, I will eat my lunch, and then I've got my race. Anthony Godfrey: Now, the Gatorade Award, does that include having blue Gatorade dumped on top of you when I give you the trophy? Jackson Spencer: I'm really glad that they didn't do that. Anthony Godfrey: Well, you probably could have run very quickly and gotten away from them after trying to do that. Tell me about receiving the award. You received it from an Olympic runner. Jackson Spencer: Yeah, Grant Fisher. I think, if I'm not mistaken, he held a world record in the 3K, which is really cool. Or it might have been the 2-mile. Anthony Godfrey: You have your eye on the Olympics, I assume. Jackson Spencer: Of course. Anthony Godfrey: And talk to us about the timeline for that. How will that work for you? Jackson Spencer: Yeah. So I'm going to be going on a mission after I graduate high school. So yeah, that'll be two years. And then the first Olympic cycle, there'll be an Olympic cycle literally right off of my mission, which I don't think I'll make just because I'll be on a lack of training and of experience as well. Anthony Godfrey: I mean, if you stay with your companion, you can only run as fast as he can run. So that's going to slow you down significantly. Jackson Spencer: A little bit. Anthony Godfrey: So there will be the opportunity right after your mission, potentially. Jackson Spencer: And then there's the way more realistic opportunity right after college four years later. I think that's 2032 Olympics. Yeah, I'm going to be shooting for those ones. That'll be right after I graduate college. Anthony Godfrey: And age-wise and timing-wise, is that about the right time for you to be competing? Jackson Spencer: Yeah, I think I'd be 24. Anthony Godfrey: So for those runners out there, talk to me about the different events that you compete in with track and with cross-country and the different distances and where you're really at your best. Jackson Spencer: So I can do a lot of different distances, or at least I've done a lot of different distances, anywhere from like the 400 all the way up to the, I've done the 8K for a race so far. So I'll start small, like the 400, that's a sprint event. That's one lap around the track. I only do it usually in relays when my team needs me. 48.6 for that. I got the 800, that one is, that's a two-lap race. It's a sprint, but it's like really a hard to maintain sprint. So yeah, you get two, I already said that, two laps on the track. And then I usually do that one for some open and then also lots of relays. And then my time for that is 149.9. Then I got the mile or like the 1600. It's more common, 1600 in high school. That's four laps around the track. That's the one where everyone tries to break four. And my time in that right now is four flat. Anthony Godfrey: Four flat. So is that your goal to cut it right below four? Jackson Spencer: Yeah, sure. Anthony Godfrey: Have you ever done that outside of competition? Jackson Spencer: Oh no, only in, see, up at altitude it's a lot harder to run that fast. My best time was down at sea level where there's more oxygen in the air to consume. So yeah, I train up here so it's really hard to do such a thing. But we'll see maybe this year. Anthony Godfrey: Maybe this year. I like your chances. So being in Utah, the thin air really prepares you so that when you're at sea level, you're at your best. Jackson Spencer: Yeah. Anthony Godfrey: And so your goal is under four at the 1600. Is 1600 the same as a mile? I Jackson Spencer: The mile is about eight meters longer so it's like a second. My best mile is 4:02. Anthony Godfrey: Okay. Close. Jackson Spencer: Yeah, and then I got the 3200 which is, that's eight laps around the track. That's pretty much like a long-distance event or, yeah, it's long distance to me at least. And then that was... Anthony Godfrey: And what's your time for eight laps? Jackson Spencer: 8:50 that I actually just got at Simplot. That was my personal best. Anthony Godfrey: Wow. Jackson Spencer: Yeah. Anthony Godfrey: And any time you're racing, you're racing against the other people on the track or on the course, but you're also trying for your best time ever, right? Your personal best. Jackson Spencer: Yeah, and then, so 5K, I've only done that... Well, on track I've only done that a few times, but my best on the track is 14:15. That's like... I did it on an indoor track so that's actually 25 laps. Anthony Godfrey: 25 laps? Jackson Spencer: On a normal track it's 12 and a half. Anthony Godfrey: Okay. Jackson Spencer: And then in cross country my best, I did it on the California State course. I did 14:16. I actually took the record. Anthony Godfrey: So really it's, am I beating the people that are on the track? Am I earning a personal best and am I breaking the record? Jackson Spencer: Yeah. Anthony Godfrey: Really you've got a lot of different times you're racing against. I'm getting a little short of breath just listening to these times and listening to these distances. It's pretty incredible. When did you first realize that you were a talented runner? Jackson Spencer: I'd say sixth grade when I started out. I did it. I was really small, but I was competing against... Anthony Godfrey: Was it like a three-legged race and you're like, "Hey, if we didn't have the sack and this kid tied to me, I think I could do really well." Jackson Spencer: No, it was just a normal cross-country race. So, yeah, it was in the middle school from... I lived in Massachusetts at the time, so the middle school was six to eight. I was this little kid going against all these big kids and we had a time trial that was the first day of running. I got seventh on their team. I was like, "I want to stay on this. I

    17 min
  2. Oak Leaf Elementary 6th Grade Students Leading by Helping Younger Kids with Reading

    MAR 5

    Oak Leaf Elementary 6th Grade Students Leading by Helping Younger Kids with Reading

    Something really cool is happening in classrooms at Oak Leaf Elementary School these days. Older students are stepping up and leading by example, proving to everyone that life is better with books. On this episode of the Supercast, meet some sixth-graders who are taking their love for literacy to the kindergarten classroom. They are reading to younger kids as part of the Planet Kindergarten literacy program. Audio Transcription Jennifer Ballard: I've taught for 12 or 13 years now and this has been the biggest breakthrough with kids' reading. Student: I like at the end when they feel so like accomplished of finishing a book or something. Jennifer Ballard: The kids all take care of each other better. They look out for each other. Student: And I love to see how much they improve throughout the year. Student: Sometimes when they're like with a friend, they like point at you and say, "Oh my gosh I know him!" [music] Anthony Godfrey: Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. Something really cool is happening in classrooms at Oak Leaf Elementary School these days. Older students are stepping up and leading by example, proving to everyone that life is better with books. On this episode of the Supercast, meet some sixth graders who are taking their love for literacy to the kindergarten classroom. They are reading with younger students as part of the Planet Kindergarten literacy program. [music] Anthony Godfrey: We're here at Oak Leaf Elementary School talking with Jennifer Ballard, one of the kindergarten teachers. Talk to us a little bit about this program of having sixth graders read with kindergartners. Jennifer Ballard: So this year we started doing Planet Kindergarten that was a pretty cool idea and concept from the Jordan School District literacy department, specifically the kindergarten specialists. And at first we were a little bit nervous because it's a big undertaking, but the program that they've set out is incredible. And we have so many of our students, almost a hundred percent, that have mastered all their letters and sounds, and they did that by November 1st. Anthony Godfrey: And all their letters and sounds by November 1st is really a benchmark where we say if you can get there before November, then it really sets you on a good path for the rest of the year. Jennifer Ballard: Absolutely. We are learning how to read and write CVC words, blends, and digraphs and we can't do any of that without knowing our letters and sounds. Anthony Godfrey: Describe what it looks like when sixth graders are helping kindergartners reach this goal because Planet Kindergarten is something that's happening in elementary schools throughout Jordan School District, but this is the first I've heard of sixth graders being involved in helping kindergartners reach that goal. So tell me what that looks like. Jennifer Ballard: So we have a couple time slots through the day that we have students coming down to read with our kindergartners and it is almost all sixth graders, but we do actually have students as young as third grade coming to help our kids read. And so the student council has really taken on the biggest piece of it and they come every day before lunch. At the beginning it was just practicing letters, and kids would go out in the hall with letter flashcards, they would learn letters and their sounds, and as they passed those off, they advanced into reading whole words and then reading in decodable text, which is amazing. Anthony Godfrey: Tell me, so do the sixth graders feel the sense of accomplishment as well? I assume that they do, and the student they're working with has a breakthrough. Jennifer Ballard: They do. It's really cute because they'll come in afterwards and I won't ask them for feedback on how the kids did, but I have several sixth graders come back to me and say, “Oh my gosh, they're getting so good at this” and they're so proud of them and really all the grades that come to help with them just feel really excited. I've even had several come back and tell me that that's their favorite part of the day is coming to read with our kindergarten students. Anthony Godfrey: So third through sixth graders coming to read with the kindergartners, how does that change the motivation for kindergartners? How long have you been teaching and what difference have you seen from years where you haven't had those older students helping? Jennifer Ballard: I feel like this year was monumental with that. I've never seen collective efficacy on such a grand scale before where we all had this goal, and it wasn't just teachers having a goal for kids, but the kids had the goal themselves, and now other kids have that goal for them. So we would announce that on Morning News. We talked about it a lot, and everybody just got excited about it. I've taught for 12 or 13 years. I've lost track but 12 or 13 years now and this has been the biggest breakthrough with kids reading. Anthony Godfrey: I assume that this is something that will continue for a long time now that you've seen the results. Jennifer Ballard: Yes, it absolutely will continue, and we're planning to keep it going all through the rest of this year, not just ending at letters and sounds but with reading books. Anthony Godfrey: What has the social impact been on just the culture of the school, with having older students involved with the younger students, because there's a lot of separation in elementary school? You don't always run into each other. You have separate playgrounds, separate lunchtimes. What has it done for unifying the school? Jennifer Ballard: I feel like the kids all take care of each other better. They look out for each other. I have little ones on the way to rotations, but the big kids will come and give them high fives and hugs, and they know their names. That's really cute, and when we take them out to the bus area, we get a little nervous to leave our kindergartners, but these big kids they just love them, and they've got them, and they take really good care of them. Anthony Godfrey: So there's a sense of belonging in both directions. The younger students have third through sixth graders to look up to and connect with, and the sixth and third graders, sixth through third graders feel this sense of responsibility to the younger students, it sounds like. I think this is tremendous. I think it's amazing. Jennifer Ballard: Yeah, it's been a really awesome thing at our school, and I feel like our school has always been really well connected, but this has connected us even more, and it's really cool to see the oldest kids looking out for the youngest ones and wanting them to be successful. Anthony Godfrey: Where did the idea come from? Where did this start? Jennifer Ballard: We were trying to decide in PLCs how to go about this goal because it did seem like a lofty goal and we knew we could attain it but we needed the right resources. So I believe it was our assistant principal Toni Lasater who had the idea and then we all talked about all the admin, our coach, the whole kindergarten team and it really just kind of steamrolled from, “well maybe it could be the student council that comes to read with them,” and then it evolved into, “well I bet even other grades would want to come read,” and soon enough teachers were telling us their kids were really working hard to come read with kindergarten. Anthony Godfrey: Did they need to earn that by working in their own class and making sure they're caught up before they could step away to help kindergartners? Jennifer Ballard: Yes, some teachers did use it as incentive. If they did a good job in class and got all their work done and if they were respectful and kind, then they got to come read with the kids. Anthony Godfrey: What a cool idea. Well, congratulations on a great program and a huge impact and I'm excited to see where this goes. Jennifer Ballard: We're really grateful for all the support from our whole staff because it does take time from upper grades. I know they have a lot of academics they need to cover, but we, as kindergarten teachers, are especially grateful to everyone who has helped out other teachers, aides, parents. It's been all-encompassing at our school. Anthony Godfrey: And everyone will benefit as those kindergartners who have the help of older students come up through the grades. Jennifer Ballard: Yes absolutely. Anthony Godfrey: It's going to have a cumulative ongoing effect, so thank you. [music] Anthony Godfrey: Stay with us. When we come back a conversation with the sixth-grade students who really are book ambassadors. Male Voice: Never miss an episode of the Supercast by liking and subscribing on your favorite podcasting platform. Find transcripts for this episode and others at supercast.jordandistrict.org. Female Voice: Does your child need the flexibility to learn from anywhere at any time, on a cruise in another country, or simply at home cozy on the couch? The Jordan Virtual Learning Academy is tailor-made for you and your family. It's personalized dynamic virtual learning on your schedule. The Jordan Virtual Learning Academy is an integrated system of three schools in Jordan School District. Rocky Peak Virtual Elementary School, Kelsey Peak Virtual Middle School, and King's Peak High School. Our programs are designed to meet or exceed district and state core curriculum standards, ensuring your child receives a superior educational experience tailored to their needs. Join us today at jordanvirtual.org. Anthony Godfrey: We're talking now with the student council at Oak Leaf Elementary about their experience helping kindergartners reach their reading goals. Tell me your name and tell me what you loved most about reading with kindergartners. Student: My name is Sadie Mills and I like, because the kindergartners are always so happy and energetic. Anthony Godfr

    16 min
  3. Copper Canyon Elementary Students Already Preparing to Be the Perfect “Portrait of a Graduate”

    FEB 26

    Copper Canyon Elementary Students Already Preparing to Be the Perfect “Portrait of a Graduate”

    They are going about their days demonstrating the characteristics of Jordan School District’s “Portrait of a Graduate.” On this episode of the Supercast, we head to Copper Canyon Elementary School where students are posing for pictures in their cap and gowns already thinking ahead to graduation. They are being recognized for their actions demonstrating the six characteristics of “Portrait of a Graduate.” At this celebration breakfast, students are being recognized for being a responsible teammate. Audio Transcription Bobbie Nixon: It means the world to the students because the students just want to be acknowledged for things that they're good at and things that they want to be good at. Anthony Godfrey: What do you think it means to be a curious thinker? Student: I think it means to ask a lot of questions and I want to learn about everything I am. [music] Anthony Godfrey: Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. They are already demonstrating the characteristics of Jordan School District's Portrait of a Graduate. On this episode of the Supercast, we head to Copper Canyon Elementary School, where students are posing for pictures in their caps and gowns, already thinking ahead to graduation. They are being recognized for their actions, demonstrating the six characteristics of Portrait of a Graduate. At this celebration breakfast, where parents and grandparents are invited, students are being recognized for being a responsible teammate this month and are recognized for every characteristic throughout the year. We invite you to listen and learn more about all six characteristics of Portrait of a Graduate. [music] Anthony Godfrey: We're talking today with the principal of Copper Canyon Elementary, Bobbie Nixon. Bobbie, thanks for taking time with us. Bobbie Nixon: Hello, it's nice to be here with you. Anthony Godfrey: You have this great principal program where you give out awards that are based on Portrait of a Graduate, and I loved seeing those awards this morning. It was so fun to see parents, siblings, grandparents there supporting the kids who are getting the awards. As you've done this over the course of the year, before we get into the details, tell me about what this award has meant to the students who receive it and the families who come and support their students. Bobbie Nixon: It means the world to the students because the students just want to feel important, to be acknowledged for things that they're good at and things that they want to be good at. Anthony Godfrey: They want to be noticed that, hey, you're defining yourself in many ways in elementary school and it's exciting for them to be known for these characteristics that are included in Portrait of a Graduate. And for those listening, principals will often give out awards at elementary schools and a couple of our elementary schools are giving those awards based on Portrait of a Graduate characteristics. The Portrait of a Graduate was developed at the request of the Board of Education with lots of input from employees, students, and parents and with the help of an outside company to really focus on what we want students to be able to do, what characteristics and traits we want them to have as they graduate. And today you are honoring the responsible teammate characteristic that's a part of Portrait of a Graduate. Tell me about some of the students who received that and some of the things teachers had to say about that. Bobbie Nixon: So the students at Copper Canyon are incredible students, and one thing that I love is they do a lot of group work, and so they can find students who are good at teams, and we know so much in our jobs that if we can't team, we can't make it because we're better together. Anthony Godfrey: Right. Bobbie Nixon: So I love that some of the characteristics or some of the attributes that they were saying about the students, the teachers write what they see about the students who characterize that attribute. So some of the things I was hearing that they are easy to get along with, they listen to other people's opinions, they calm a situation down, and they take leadership when they need to. Anthony Godfrey: It feels to me like when a student is recognized for these great attributes and for trying to be a really good citizen to help other people, to be very curious and learn all they can, that once they're recognized for it then they really want to live up to it and they're even, they exemplify that characteristic even more than before. Bobbie Nixon: Yeah, that's true. They do. They know that it's known that they're doing that and they know that the other students know that they do that. So then they want to be that, and I think that maybe some of those things come naturally, and then some they'll even do it more now when they're in a group because they got that award. We try to do, one thing is we put a video out at the beginning of the year where the students role-play all of the Portrait of a Graduate characteristics. So you know if it's problem solving for example, they would role play some problem and then all the students in the building watch it. And so they know before the year begins what kind of things that they're, what it takes to be in each of the characteristics. And so when they get the award, it's like, “I did it!” But we try to give awards for lots of things and they have like several years to get some award but every student in Copper Canyon gets an award for something during the year. We have a theme award where it's “You've Got a Friend In Me” so they can be friends, or we have a principal's lunch, we have a math award, we have a Friday drawing, but everybody gets an award for something, recognized for something. But I think the Portrait of a Graduate is special, which is why we tried to make it special with the breakfast. Anthony Godfrey: Yes so it was and I failed to mention that it's an awards event, but it's also a breakfast, and I did see the bulletin board for You've Got a Friend In Me. You do a very nice job of creating that culture very intentionally and re-emphasizing it, and I love this idea of the video that shows positive examples of the sorts of things you're looking for so that students can win that award potentially on that particular characteristic of Portrait of a Graduate. So that's really exciting. I'll have to see some of those videos because it's really cool when students take responsibility for their own development, their own learning, and really strive to meet the expectations of the teacher, which we know is one of the best predictors of student success, but also to aspire to these characteristics that we've worked so hard to develop. Bobbie Nixon: I want to at the end of the year go full circle with the students by having all of the Portrait of a Graduate winners throughout the year, they're going to be on stage and be recognized by the rest of their peers. Because right now they're being recognized by their teachers, by us, by their parents but now they get to be it with the students and so we're working on getting enough graduation robes and to make it a special event for everybody to see and then they'll hopefully want to get it the next year. Anthony Godfrey: That's a really exciting next step recognized by your family and your teacher and then in front of your peers. That's a great next step. I love that. The characteristics of Portrait of a Graduate include resilient lifelong learner, curious thinker, empathetic communicator, engaged citizen, responsible teammate being highlighted today, and creative problem solver. Do any of those stand out as something that you remember a particular student or a particular award that was really particularly meaningful? Bobbie Nixon: So I feel like the Empathetic Communicator. We have an empathetic communicator and I just think the way this particular student puts things in his classroom is just one of those children everybody wants to be around, and he's nice, and he just is a way of wording things. He'll see you in the hall and he'll say, “hi, Mrs. Nixon.” and he'll give you a fist bump but all the other kids he just doesn't matter how young they are. He'll even open doors for you, and he just is just one of those empathetic people that understands. I've seen you know some kids in his class like that just don't fit in and he's the one that will always volunteer to be their partner or to be around them. He's just one of those kids. Anthony Godfrey: He's just wired that way. Bobbie Nixon: Yes and he's gonna leave he's a sixth grader. Anthony Godfrey: Oh he's a sixth grader Bobbie Nixon: Yes, he's a great kid. Anthony Godfrey: That's exciting. It sounds like he has a successful middle school experience ahead of him with that empathetic communicator characteristic in his backpack there. You do a lot with culture and you just recently had your lip sync contest, and that's something that involves all of your students. They all have an opportunity, and I've been able to see that in the past. I had to miss this one and it's really interesting to see students come alive as part of that performance, and you can sometimes tell the students who may not have chosen that first, but they really warm up on stage. How did this last event go last week? Bobbie Nixon: Oh it was so darling. It's such a winning event for the students. Miss Sherri Harrington she is our BTS person, and she puts so much time into choreography and taking the student that might not always be like the ham or the show person and finding that in them and they come out of their shells and they just do some amazing things. They think of the dances they want to do and the costumes they want to wear. Then they all sing to each other songs and our everybody in the building participates, so our teachers our lunch staff even our custodian who looks like Ed Sheeran. He looks just

    20 min
  4. Teaching Assistant Born with Cerebral Palsy Is Incredible Inspiration in Classroom and Beyond

    FEB 19

    Teaching Assistant Born with Cerebral Palsy Is Incredible Inspiration in Classroom and Beyond

    Born with cerebral palsy, she has risen above challenges all her life and inspired countless people; friends, family, even total strangers along the way. On this episode of the Supercast, we invite you to listen closely as Oquirrh Hills Middle School Para-Educator Aubrey Allen talks about earning a bachelor's and master’s degree in recreational therapy, leading her to a career in the classroom and as a Unified Sports coach. Amber doesn’t let her disorder, which impacts movement, muscle tone, and speech, get in the way of making her dreams come true, and in the process, supporting others with special needs around her. Listen to Aubrey’s powerful message, watch on YouTube or read along with subtitles in the transcript below. Audio Transcription Kathy Taylor: Aubrey is amazing. She is helping us with warm-ups. She's helping us design activities to do during our practice time, but not just for sports, because she helps with academics. Aubrey Allen: Students are the best part of my job. Anthony Godfrey: The students are always the best part of our job. [music] Anthony Godfrey: Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. Born with cerebral palsy, she has risen above challenges all her life and inspired countless people, friends, family, and even total strangers along the way. On this episode of the Supercast, we invite you to listen closely as Oquirrh Hills Middle School para-educator, Aubrey Allen, talks about earning a bachelor's and master's degree in recreational therapy, leading her to a career as a classroom aide and as a Unified Sports coach. Aubrey doesn't let her disorder, which impacts movement, muscle tone, and speech, get in the way of making her dreams come true and, in the process, supporting others with special needs around her. You won't want to miss Aubrey's powerful message. Subtitles and a transcript for this podcast are available on our website. [music] Anthony Godfrey: We are here at Oquirrh Hills Middle School talking with Aubrey Allen. Aubrey, thank you for taking time to talk with us. Aubrey Allen: Thank you so much. I'm excited. Anthony Godfrey: I'm really happy to meet you and talk with you. I think I've met you before, but it's been a little while since we've talked. Aubrey Allen: Yeah. Anthony Godfrey: Tell me about your job here at Oquirrh Hills Middle School. Aubrey Allen: I am a para-educator and one of our special educators. I'm here at Oquirrh Hills, and I love it. Anthony Godfrey: You love being the aide here in the class, the para-professional. Aubrey Allen: Yeah. Yeah. Anthony Godfrey: What do you love most about this job? Aubrey Allen: I love being able to work with and support the kids. The students are definitely the best part of my job. Anthony Godfrey: The students are always the best part of our jobs. Aubrey Allen: Yeah. Anthony Godfrey: That's wonderful. Who's your favorite student? I'm just kidding. I'm not making you say or answer that question. Now you are a highly qualified individual. Tell me about your degrees and the work that you do outside of Oquirrh Hills. Aubrey Allen: Yeah, though I have a bachelor's degree in math, my master’s degree is recreational therapy, and now I'm a certified recreational therapist. I also manage a nonprofit called Adaptive Arena, and we offer free adaptive sports and activities for people of all abilities. I love working there, too. Anthony Godfrey: Now I understand that you also are an advocate for those with disabilities on social media. Aubrey Allen: Yeah, yeah. I started a social media platform for the video about my day-to-day life just to try to make others aware of what life can be like having a disability. Anthony Godfrey: For those listening, tell them about your disability. Aubrey Allen: I have cerebral palsy, and I have a moderate case of it. It affects the way I talk. The end is just how my body moves and how my muscles work. Anthony Godfrey: I've heard you're a big inspiration to those around you here at the school. What do you think about that? Aubrey Allen: I just try to be positive and uplift everyone. I think having my disability has given me a lot of pushback. There are a lot of things in life that are challenging for everyone, and you can either let them know who you are or try your best to write about your challenges and just be happy and positive. Anthony Godfrey: You're a great example of rising above your challenges, and I'm sure that your students really look to you for that positivity. I've only met you a couple of times, but you've been extremely positive. You light up, you're so friendly both times, and you really stand out that way. So I appreciate the positivity and the positivity you're bringing into the lives of the students and the people you work with. Aubrey Allen: That means so much to me. I really do try my best to overcome my challenges. Anthony Godfrey: So tell me more about what happens at the Adaptive Arena. Aubrey Allen: Yeah, it's more like a rec center for people with disabilities. We offer different activities. We have a cheer program and a wheelchair basketball program, and the cool thing about us is we let everyone play. So if somebody in a wheelchair has a brother who is not in a wheelchair, we put the brother in a wheelchair, too, and now they can play wheelchair basketball, or whatever together, and families really like that because typically kids with disabilities can't play on the same team as their siblings otherwise. So I just love that we can do well with different types of families and kids with all different abilities. Anthony Godfrey: So it really is inclusive. Anyone can participate. Aubrey Allen: Yeah. Yeah. Anthony Godfrey: And if you are playing with others who are in a wheelchair and you don't need a wheelchair, you're going to get a wheelchair. Aubrey Allen: Yes, yes. Anthony Godfrey: That seems fair. Now what is your favorite sport? I won't make you tell me who your favorite student is, but what's your favorite sport? Aubrey Allen: I think my favorite is wheelchair basketball because everyone gets so into it. Anthony Godfrey: Yeah, it's fast-paced. Aubrey Allen: Yeah, we do wheelchair basketball every Saturday morning, and we just have a blast. Anthony Godfrey: So it's your favorite and everyone else’s also. [music] Anthony Godfrey: Stay with us when we come back. More with Aubrey Allen and her colleagues. [music] Male Voice: Never miss an episode of the Supercast by liking and subscribing on your favorite podcasting platform. Find transcripts for this episode and others at supercast.jordandistrict.org. [music] Female Voice: They are out on the job in the rain, sleet, snow, ice, and in the sunshine, as Jordan School District students navigate their way to and from school every day. We are truly grateful for our city crossing guards, always vigilant and looking out for students to ensure everyone's safety. Because they work so hard protecting our kids, let's give those crossing guards a hand. If you're driving near or around schools, slow down, pay attention, watch for students and staff, and follow instructions from the school crossing guards and know our cities are always looking to hire crossing guards. If you like kids and need some flexible hours, contact your local city and apply to be a crossing guard today. Together, let's make this a safe and successful school year. Anthony Godfrey: What advice do you have for folks about how to make sure that people with disabilities in their lives feel included and noticed and a part of things? Aubrey Allen: Yes, that’s a great question. I remember when I was growing up and it was so easy to feel invisible because I had a disability. The people that stood out to me the most and that had the most impact on my life are the people who treated me like they were just anybody else and not only that, but they were comfortable talking to me and asking what I needed and if they should be aware of anything. So I think that is very important. Individual people do know that people with disabilities, they often times know they just want to be treated and included like everyone else. Anthony Godfrey: I love that. Just treat them like you treat everyone else. And I love that you said the people that have had an impact on your life are the ones who said, "How can I help you?" And just treated you like everyone else, asked you questions, and talked with you. Aubrey Allen: Yeah. Anthony Godfrey: Let's talk with some of the folks that you work with. Introduce yourself. Kathy Taylor: Hi, I'm Kathy Taylor and I am the teacher of the classroom that Aubrey is working in right now and we love Aubrey. She brings so much to our class. Anthony Godfrey: Tell me what it's like getting to work with Aubrey day in and day out. Kathy Taylor: Well, she's always positive. Anthony Godfrey: That's obvious. That’s obvious. Kathy Taylor: Even when sometimes it doesn't feel like it's a positive day. Some days are up and some days are down, but Aubrey is always up. Aubrey's expertise with the recreational therapy has been great. We are a Unified Sports school meaning . . . Anthony Godfrey: You're a premier Unified Sports school. You're an award-winning Unified Sports school. Talk about that. Kathy Taylor: So Unified Sports is a program with Special Olympics where we are participating in team sports with our students that have disabilities and with their peers. Peers and our students with disabilities all play on the same team. And for us, that's a huge deal because a lot of times our students are not on teams. Or parents, they go and watch a lot of sibling games, or they watch a lot of their friends play sports. But a lot of our kids don't play sports on their own. So this gives them the opportunity to be on a team, to get that camaraderie, feel like what competition is like, feel experience at the tournamen

    21 min
  5. Bingham High School Music Theater Teacher & His Beatles Tribute Band

    FEB 12

    Bingham High School Music Theater Teacher & His Beatles Tribute Band

    He has a love for music and theater, has performed with the likes of Donny Osmond, in national commercials, musical theater, and is passionate about teaching and sharing his tremendous talents. Deleted: On this episode of the Supercast, meet Bingham High School music theater teacher David Martin. He is an incredible educator with an impressive resume, who also happens to perform in a Beatles tribute band, having fun for a good cause, with all concert ticket sales going to charity. Audio Transcription David Martin: This idea of Beatles concerts with a large group, choir, performers, dancers, instrumentals, that's kind of where that idea was formed. Anthony Godfrey: Tell me about the impact on you personally. David Martin: And knowing that even though our small contribution might seem small, it does make a difference. That's what keeps me coming back. Concert after concert after concert after concert. [Music] Anthony Godfrey: Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. He has a love for music and theater, has performed in national commercials, musical theater, and with the likes of Donny Osmond, and is passionate about teaching and sharing his tremendous talents. On this episode of the Supercast, meet Bingham High School music theater teacher David Martin. He is an incredible educator with an impressive resume, who also happens to perform in a Beatles tribute band, having fun for a good cause, with all concert ticket sales going to charity. [Music] Anthony Godfrey: We're here at Bingham High School talking with David Martin right before we go into the rehearsal for tonight's performances. We've got a lot to talk about, but introduce yourself and tell us a little bit about your time here at Bingham. What do you do? David Martin: My name is Dave Martin. I am the theater teacher and I teach stage tech. So that's the behind the scenes of all the shows and musical theater. So, all the song and dance and then a couple of film studies classes, which are great. Then I also oversee the student government efforts here at Bingham High School. Anthony Godfrey: Tell us how long you've been at Bingham. David Martin: I got here in 2022. So this is halfway through my fourth year. Anthony Godfrey: Where were you before, and what led you here? David Martin: Fun fact, I actually got my degree from the University of Utah in choral education in 2010. I taught choir at Kearns High School for six years and then I had a vocal hemorrhage. So for all you medical people, that's where your voice basically just breaks. I resigned, and I was a stay-at-home dad for six years.  Halfway through that six years. I went and got a master's in public administration from BYU. Then the position opened up and I was a little bit reluctant because I didn't have my degree in theater. I'd done a lot of theater, but I didn't have my degree. Somebody poked and prodded and said, “You should really apply.” Then I got the position. So it's been awesome ever since. Anthony Godfrey: Once you applied, you really dove in student government, stage crew, everything else. What has your involvement in theater been? David Martin: So my first big production, I'm about to name drop, was . . . Anthony Godfrey: This podcast is all about name dropping. Bring it. David Martin: I was in “Joseph and the Amazing Technicolored Dreamcoat” with Donnie Osmond at Kingsbury Hall when I was 14. Anthony Godfrey: So was he wearing purple socks at the time? David Martin: We did the cast party, and we were required. Everybody wore purple socks. Anthony Godfrey: Everyone wore purple socks. David Martin: Everyone wore purple socks. Anthony Godfrey: Wow. That was the real, that was that, you got the full Donnie Osmond experience. David Martin: Yeah. Which was just unbelievable. You can't write that. There's no way I could have as a, as a kid, or my parents even said, you know, “We're going to play our cards right. That you're going to be in a touring production of one of the most well-known musicals ever,” and especially a fan favorite here in Utah. So as a kid, 14, I just started. I was in music. I played in the band. I played trumpet and string bass in my middle school band. But to be in Kingsbury Hall with that caliber, and we ran it for three months, it just infected me with the theater bug. Then my next big theater thing was Desert Star Playhouse, like in 2006. I was brought in because somebody else had a vocal injury. So they called me up. Anthony Godfrey: I did not go. “Hamridge?” David Martin: No, similar though. It's actually . . .  so I did a handful of shows there. Anthony Godfrey: What was the spoof? David Martin: It was “Mission Credibles.” So it was Tom, Tom Cruise's Mission Impossible movies and then like superheroes. So we had like references to The Fly, the Jeff Goldblum, The Fly movie. Anthony Godfrey: Wow. David Martin: Really fun parody, really, really great. Then I did a Christmas show and then an Indiana Bones spoof the next year. Then kind of took a hiatus. Then my first show at Hale Center Theater was “Pirates of Penzance” in 2010hen I've done 23 at that theater over the last 10 years. That opened up doors to . . . . Anthony Godfrey: Twenty-three different productions. David Martin: Twenty-three different productions. Anthony Godfrey: Wow. David Martin: So that opened up doors to Music Direct and other theaters. So I've done a music direction for arts councils, Revision Arts, Draper Arts, and then Centerpoint, which is up in Centerville, Ogden Musical Theater, which is up in Ogden. I've been just kind of all over the map with doing shows and it's just been so much fun. It's a lot of work. It's a lot of time. But coming to teach here, I draw so much on my time as a performer. I didn't do the education route, which is okay. I have since learned all of the things, you know, for the instructional side of teaching theater in particular. But I really do draw on my experience. I did “Tuck Everlasting” at Hale, and we did it as our musical theater show last year. It was so cool to be on the other side of it. Anthony Godfrey: Yeah. David Martin: I did “Joseph” twice at Hale, and I've done it once here. So it's just really cool to just say like this show touched me so greatly and I want to present this and have the kids be a part of it. We're doing “Drowsy Chaperone” in the spring of this year in April and it's a number. It's my second show at Hale, actually in 2010 and it was life-changing. So I can be where the students are in their experience and say, "I was just like you when this show was opened, you know, to my eyes." Anthony Godfrey: Right. I would imagine it is really fun to see a show from both sides of it, where you were the performer and now you're making it happen for these students. David Martin: It's almost more emotional for me, I think, as a director now than it was as a performer. Because as a performer, you're very centered around yourself. You only have your job, your songs, your dances that you're responsible for. But to oversee all of the production elements, set design, building, costumes, everything when it finally comes together. I just have so many moments when I'm in the back of the theater, just like sobbing. I really just get so emotional when I'm like, "These are the moments. These are the moments that I wanted to see. And the kids caught the vision and they did it.” It's just awesome. Anthony Godfrey: We are here because you are performing with your band. David Martin: Yes. Anthony Godfrey: For the Dance-A-Rama, what's it called? Because it's all of the groups, all the dance groups are performing, and you and your Beatles band are playing for them. David Martin: Yeah. I love Dance-A-Rama though. I think we should market that, copyright it, and then sell it to the dance teachers here. Anthony Godfrey: Fantastic. Let's do it. David Martin: All right. Anthony Godfrey: Trademark. Trademark. Tell us about tonight's performance and what this looks like tonight. David Martin: So we've talked about Beatles concerts when I got here, because I just always talk about the Beatles. I can't not. And I've got a great relationship with Gina and Lori, the dance teachers here. They're unbelievable. They help us out with the musical, and we just have a really awesome Performing Arts department. But she just said, "What are your thoughts on a live performance?" And I said, "Done. No question." She's like, "Seriously?" And I was like, "Yes." I'm like, "There's no question. There's no, we need to work anything out. It's just going to happen." We can work it out. And we will work it out. So she said, "Okay," and so then she just gives us the set list. What's been the funnest part about it is there's a lot of songs that we don't typically do. We're opening the first dance, I think it's Dance Co. is “I Am The Walrus.” I've never done “I Am the Walrus.” They're not full songs, which is kind of sad because they're doing just cuts. Minute, maybe minute and a half of one song and maybe full song on some other ones. Anthony Godfrey: I'm the egg man. I'm the egg man. Goo goo g'joob. All right. Next song. David Martin: But it's so fun. We've never done that. So just to do that and then we don't typically do “Ob-LaDi” and I love “Ob-LaDi.” It's a fun, fun, fun, fun song to play. And then we lost a guitarist, couldn't make the schedule work. So he left the band, and then they were like, "Well, why don't you just play rhythm guitar on a bunch of stuff?" And so— Anthony Godfrey: What all do you play? Keyboard, bass, drums, guitar? David Martin: Yeah, that's it. Anthony Godfrey: That's it. David Martin: Well, and trumpet maybe if I had some time and I did play string bass. But I play well enough to... I'm a passable player and I think that's, you know. So these are going to feature the r

    25 min
  6. What Is Wit and Wisdom; A Rich Reading & Learning Experience

    FEB 5

    What Is Wit and Wisdom; A Rich Reading & Learning Experience

    They are learning literacy by making clay model animals like a tiny toxic octopus and a very interesting elephant. It's all part of a Language Arts Curriculum called Wit and Wisdom that is fostering critical thinking in students across Jordan School District. On this episode of the Supercast, we take you to Terra Linda Elementary School where a first-grade teaching team is taking student success to new heights with this rich Wit and Wisdom reading experience and they're inviting parents to be part of it all. Audio Transcription Michelle Lovell: Terra Linda has risen to the top of the District for first grade data for middle of year. Aubrey McDonald: We always talk about in our class what do we want to do? Students: Cross our midline. Aubrey McDonald: And so when we do something with art and then write about it we're definitely crossing our midline. Student: It helps us remember. Michelle Lovell: You are being very intentional about your students’ reading needs and the progress they're making. [music] Anthony Godfrey: Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. They are improving literacy by making clay model animals, like a tiny toxic octopus and a very interesting elephant. It's all in support of a language arts curriculum called “Wit and Wisdom” that is fostering critical thinking in students across Jordan School District. On this episode of the Supercast, we take you to Terra Linda Elementary School, where a team of first-grade teachers is finding unparalleled student success using this rich Wit and Wisdom reading experience, and they're inviting parents to be part of it all. [music] Anthony Godfrey: We're here with Michelle Lovell and Aubrey McDonald talking about Wit and Wisdom and the way it's used in a first-grade classroom here at Terra Linda. Thanks for talking with us today. Aubrey McDonald: I'm happy to. Thanks for coming. Anthony Godfrey: Michelle, talk generally about Wit and Wisdom. We added that in the last couple of years in Jordan School District. What is it and what is it intended to accomplish? And then let's talk about how it's been adapted for use in this first grade classroom so effectively. Michelle Lovell: So Wit and Wisdom is a curriculum resource that we use in Jordan School District for language arts standards. This program is meant to be a knowledge-based knowledge-building program and it incorporates looking at reading text, it incorporates looking at art, talking and dialoguing about what they're learning, diving into text, finding text evidence, doing writing activities, and it does not have a phonics component. We still use UFLY for phonics, but the big pieces of Wit and Wisdom address those vocabulary, language, speaking, listening, and text-dependent kinds of pieces of the core. Anthony Godfrey: This is the rich reading experience that students get in conjunction with the phonics that they're learning. Michelle Lovell: Absolutely, and one of the pieces that we love about Wit and Wisdom is how deeply kids learn about topics because the reality is, if you aren't able, if you don't know a lot about a topic, you really can't speak to that topic, and if you can't speak to the topic, you can't write about it either. So being able to talk about something and have a deep knowledge base is a precursor to being able to write effectively about that topic. One of the things that I have really loved about Wit and Wisdom is going into classrooms and seeing the discussions kids have and I've just seen it in classroom after classroom with students talking about a book and bringing out parts of the book and having just amazing discussions about what they're reading, and because they have such strong discussions, that impacts what they can write about. Anthony Godfrey: The content knowledge is a really important companion to the just reading skills that we're teaching, so that they're getting this deeper knowledge, they're able to write about it, they're able to discuss it and there's some context for the reading that they're learning and there's some joy in reading these books and learning about the world around them. Michelle Lovell: Yes absolutely, and being able to also realize you can go back into a text you once you've read something and you want to talk about the details that we're giving kids the skills to be able to go back into a book, look for text evidence, cite textual evidence, which is — that's a skill that they're going to always need throughout their lives, and then relate those texts to other texts that they've read, relate them to other things that they're learning, art, science, social studies, all of those pieces coming together to build a huge knowledge base for kids. Anthony Godfrey: And to make a little twist on a common phrase, you're learning to read and learning while you read about all of these different topics, and as we visit this classroom today, we're going to learn about animals and what students learned about animals, which is really exciting for a first grader in particular. Michelle Lovell: Yes, and that's one of their science topics: learning about animal habitats and what animals do. Anthony Godfrey: So it's that overlap of getting a lot of things accomplished with the same with the same work that's being done in class. Michelle Lovell: That's correct. Anthony Godfrey: You've talked about fidelity versus integrity when using Wit and Wisdom in the classroom because this was a big lift. It was a big shift for students and for teachers from what we had been doing previously. So talk about the difference there. Michelle Lovell: So when we're talking about fidelity, we mean that we don't want to change any element of a curriculum, that it needs to be read verbatim and we're not going to change anything in the curriculum. Integrity means that we're going to have the outcome of the curriculum, and we're going to meet the learning goals and the objectives but teachers have a little more autonomy to make instructional decisions based upon their student needs. And so our goal with Wit and Wisdom is that teachers would read the analyze section of the lessons and read the learning goals and stay true to those, and as they're going through the lessons, to be able to make those teacher moves regarding how many questions they're asking and what types of questions, scaffolding background knowledge when it's needed, helping students who are reluctant learners to build that that knowledge base, and then even adding in and bringing in other topics as they, as what's happened in this classroom, where they're incorporating pieces that they're staying true to the Wit and Wisdom lessons and the integrity of the lessons, but they're building in and upon that, to bring in art and other pieces of science. Anthony Godfrey: Which brings us to Aubrey everything that she's doing with her first graders to make sure that this learning comes alive and is memorable and you've really got their brains firing on all pistons so talk about what you have done here in this classroom and what you did last Friday, your showcase. Aubrey McDonald : So for finishing module two, the end of module task is actually to write an informative paragraph about an animal, and we thought what could we do to mix that up a little bit, to add some art and to add a science standard in there as well. So last year my team and I we came up with having the students sculpt an animal. It had to include their unique feature and then we had them write what the animal was, what the unique feature was, and then what how the animal uses that unique feature because that's what the whole module was about is how can we learn from animals and their unique features. Last Friday we held a showcase and we invited students, all the students in the school they could come visit each of the three classrooms, and then we also invited some people from the community and the school district and then from 12:30 to about 12:55 we invited parents to come in and look at the projects. The students were so excited to share with their parents, and many of them have siblings in the school as well so you could just see the little first graders faces light up when big brother and sister came in and they had something exciting to share with them. Anthony Godfrey: Yeah and the pride in the learning that's taken place in the project that they have is really fun to see. Now they each wrote a paragraph about their about, their animal and they also sculpted the animal and put it in kind of a setting. So talk us through some of these projects that you have here on the table. Aubrey McDonald : Well one student decided, she did jellyfish and she actually made it a little jellyfish family. Anthony Godfrey: I would think it would be pretty hard to make a jellyfish out of clay but that's a very good representation. It's and, is the color did they color it with markers after work? Aubrey McDonald : Yes so we I had some markers and we did the coloring. Last year we had so this is our second year. Last year we put them on paper plates and they drew a little bit of a background and I thought well why don't we do some butcher paper this time and because the paper plate has the ridges and things so just to make it a little look a little bit nicer. So we just wrapped some cardboard in their color of what the setting for the environment, their habitat that they wanted it to be in. Anthony Godfrey: Yeah yeah, we test at various times to see the progress that students are making, and you showed me earlier today the progress that first grade students in Terra Linda are making. Talk to me about that, Michelle. Michelle Lovell: Yeah it was really exciting to see. We have midterm goals where we want the kids to meet learning goals in the middle of the year so they'll be on target to meet goals at the end of the year and Terra Linda has risen to the top of the District

    22 min
  7. Jordan School District Students to Work with NASA Aerospace Engineers on Exciting Project They Designed

    JAN 29

    Jordan School District Students to Work with NASA Aerospace Engineers on Exciting Project They Designed

    You could say they are hitting new heights as winners of a NASA Aerospace Engineering contest. On this episode of the Supercast, we head to JATC North to hear how four students will be working with NASA TechRise engineers over the next 18 months to bring an experiment they proposed to life. It is an experiment, with real world applications, that will be launched into the edge of space on one of NASA’s high altitude balloons, a dream come true for aspiring space engineers. Audio Transcription Student: Now that we've won, we're going to be building some things that we can put in a box that they'll send up to the edge of space and we'll measure the amount that these different data storage units are going to... like what just happens to them. Student: It'll reach 60,000 feet Student: And we are going to test how the radiation and pressure there affects the electronics. [Music] Anthony Godfrey: Hello and welcome to the Supercast. I'm your host, Superintendent Anthony Godfrey. You could say they are hitting new heights as winners of a NASA Aerospace Engineering contest. On this episode of the Supercast, we head to JATC North to hear how four students will be working with NASA TechRise engineers over the next 18 months to bring an experiment they proposed to life. They'll be working on an experiment with real-world applications that will be launched using NASA's high-altitude balloons, a dream come true for these incredibly talented students. [Music] Anthony Godfrey: We are here at the JATC North campus to talk with Amber Saffen and some of her students about the Aerospace Engineering program. Amber, thanks for talking with us today. Amber Saffen: Yeah, welcome. Welcome to our program. Anthony Godfrey: Tell me how you and your students are now involved with NASA. Amber Saffen: Yes, so our CTE coordinator right at the beginning of the school year sent an email our way that NASA has a competition called NASA TechRise where students can write proposals for an experiment to be sent up into the stratosphere, and so as part of my program, I was like, "Hey, we're the aerospace program. That seems pretty dang relevant." So fresh to the program, my students got in and they did some research and they put together some proposals of some things that useful experiments they thought would be good to send up there. And then just a couple months ago, I got an email that one of those proposals had been accepted. And so I'm here with four of my students and they wrote a proposal and now NASA will be working with them once a week for the next 18 weeks to build the proposal. Gave them, is going to provide $1,500 for them to buy the supplies, is going to help them learn how to do it, and then that will be shipped back to be go up on the WorldView balloon. Anthony Godfrey: Let's meet your students and have them describe to me what this experiment is all about. Introduce yourselves, tell us what grade you're in, and what school you're from. Student: All right. My name is Blake Bigler. I'm a senior at Mountain Ridge High School. Student: My name is Canyon Bullock, and I'm a senior at Herriman High School. Student: My name is Mason Rice, and I'm also a senior at Mountain Ridge High School. Student: My name is Zach Hull, and I'm a senior at Riverton High School. Anthony Godfrey: Someone tell me about this experiment, what's involved exactly. What will you learn from being a part of this? Student: Yeah, we created this proposal like six months ago, but basically what it is, is we designed an experiment where we are testing how data storage is affected and how it works in space with like radiation and lower pressure. So now that we've won, we're going to be building some things that we can put in a box that they'll send up to the edge of space and we'll measure the amount that these different data storage units are going to, like what just happens to them. Anthony Godfrey: So tell me, how do you send this up? How far up does it go? What is all that going to look like? Student: So what we will be doing is we will be taking different data storage types like hard drives, disk drives, flash drives, things like that, and we will put them in a box, which we will attach to a weather balloon. Student: It'll reach 60,000 feet and then once it reaches 60,000 feet then it'll gradually go down where they can pick up all the tests and then take them back to the facility. Student: And we are going to test how the radiation and pressure there affects the electronics. Anthony Godfrey: What's the theory? What do you think might happen once you send that information up? I assume you'll send a zip drive up as well, a couple of floppy disks. [laughter] Never mind. No, don't worry about it. Student: I don't know that a five and a quarter floppy would fit in the box. Anthony Godfrey: Oh, it's going to be that small. Student: It's not particularly large. Anthony Godfrey: That makes sense. Student: We have to use a SATA size disk drive because a standard five and a quarter would just be too much. Student: We think we're going to put different amounts of insulation around the drives. So we're thinking different materials. Student: Lead, aluminum, foil, things like that. Student: So we're just trying to stop the radiation from reaching the data encoding because otherwise the radiation can scramble that and then your data that you send up there is no longer useful. Anthony Godfrey: So is it the radiation and the altitude? You're measuring the impact of both on data storage. Is that right? Student: Yes. It will mostly be the radiation because that's what we'll be getting through into the storage. But the pressure will also be being tested on the other parts of the experiment. Anthony Godfrey: I understand they're going to send you some money for materials to conduct this experiment. Somebody want to speak to that? Student: On the subject of materials, we're currently in a storage crisis. Things like RAM and NVMe drives and things like that are all way more expensive, like three times, four times. So great timing. Anthony Godfrey: Well, if you change your mind, I do have some of the large and small floppy disks available in my home. And if you really want to take your experiment to the next level, just let me know. We can include that. Tell me what interested you in being part of the Aerospace Engineering Program to begin with. Student: Well, for me, my dad's a pilot at Delta, so I've always been kind of interested in aviation. And I also am pretty decent at math and science, and I like those things, I'd say. So I thought that I'd try to put them together and do aerospace engineering. Anthony Godfrey: I'm not sure I would be surprised that he's really decent, but I appreciate the humility. So that's pretty cool. So have you traveled lots of great places with those pilot flight benefits of your dad's? Student: Yeah, I've traveled some pretty cool places. Anthony Godfrey: Do you want to be a pilot, or what do you want to do with your knowledge and with your science and math skills? Student: Well, that's kind of what this class is doing for me, is I'm trying to figure out if this is something that I'd want to do. And I think that this opportunity to work with NASA has definitely, like, it's got me a lot more excited about aerospace engineering, and it's, a lot more interested in this now for sure. Anthony Godfrey: Wonderful. How about for you? Why did you decide to be part of this class? Student: I've been doing, like, taking engineering programs at JTEC for a while now, and I just thought that aerospace would be the next one. And I was like, that's pretty interesting, but it's been my favorite one so far. And I think it's been really cool learning about things that fly, and rocket ships, and airplanes, and everything that flies. I think it's all really cool. Anthony Godfrey: What other engineering classes have you taken here? Student: Engineering Principles, CAD Mechanical Design, Architecture, Civil Engineering. I was going to do Robotics, but I opted out on that one. But this is the coolest one so far. Anthony Godfrey: Okay, great. How about you? Student: I always wanted to be an engineer, but I didn't know which kind. This is my first engineering JTEC class. And I decided to go with aerospace because I really like NASA and SpaceX, and I think that planes and rocket ships are really cool. So I just decided to take this class, and this class inspired me to start my, well, not start, but I'm going to start my degree in mechanical engineering with an aerospace emphasis at BYU. Anthony Godfrey: And for other engineering programs, the sky's the limit, but the sky's not the limit for aerospace. Student: No, not for this one. Anthony Godfrey: And you want to continue your studies at BYU, ideally. Student: Yep. Anthony Godfrey: Wonderful. Well, I'm glad you're getting a start here. That's awesome. And it's great that you've been able to narrow that already to aerospace. How about you? Student: So I'm actually in aerospace and robotics right now. Anthony Godfrey: So flying robots is really your thing. Student: Yes. So I've always found both interesting. Like, I would take apart toys to figure out how they work, and rockets are just awesome. There's no doubt about it. But I took these classes because it's just fun for me. Anthony Godfrey: How long before robots are our overlords? Student: Ideally, never. Anthony Godfrey: But let's be realistic. We're just here on the podcast. When's it going to happen? Student: If it's going to happen, it will be within the next century, I believe. Anthony Godfrey: I like how you leave the door open that it might not happen, but at least we've got a few years left. All right. Tell me, why did you decide to teach aerospace engineering? And what's your background? And how exciting is it for you that your students are now working

    21 min
4.7
out of 5
42 Ratings

About

The Jordan School District Podcast Starring Superintendent Anthony Godfrey

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