Superintendent's Office
June 2026
In Jennie Godfrey’s The List of Suspicious Things, Aunty Jean offers a line that made me stop and reflect after I read it. “If we’ve learned anything from t’last few years, it’s to take our joy where we can”. It’s a statement that gives perspective and balance in a complicated and, at times, challenging world. And it is especially helpful as I think about the work we do here in the Rockford Public Schools.
Here, and in all the schools, we have navigated a period of sustained challenge. Academic recovery, student mental health, staffing pressures, evolving expectations around technology, and the broader pace of change in society have all impacted our daily work. The last few years have been a whirlwind.
But Aunty Jean’s perspective offers something important: a reminder that even in complex and complicated times that create pressure in the system, joy is not optional - it’s foundational.
In our school district, that idea shows up in the ways that are both visible and easy to overlook if you’re only focused on outcomes, state test scores, or the last NWEA assessment. It’s in a classroom where a student finally grasps a concept that had been just out of reach. It’s in a performance, a competition, a classroom discussion, or a quiet moment of encouragement between a teacher and a student. It’s in the daily interactions that build trust, belonging, and confidence.
These little moments should not be seen as distractions from the work of education; they are part of the work.
Public schools are often evaluated exclusively through data points: test scores, graduation rates, attendance, and accountability measures. Those matter. And we keep track of them. These metrics provide important signals about whether we are meeting our obligations to students and families. But they do not fully capture the lived experience of a school community.
In Rockford, we are seeing both. This year, 2,987 community members shared their perspectives through district surveys, helping to inform decisions and strengthen connection across our schools. At the same time, our commitment to academic excellence continues to show results. Rockford Public Schools recently moved from Bronze to Silver status on the AP Honor Roll, reflecting expanded access to advanced coursework and strong student performance.
If we focus exclusively on what can be measured, we risk missing what makes schools special and important.
Taking joy “where we can” in a district like Rockford does not mean lowering expectations or ignoring challenges. It means recognizing that a healthy school system is not defined only by outcomes, but by the quality of daily experiences that lead to those outcomes. Students who feel connected are more likely to engage. Teachers who find meaning in their work are more likely to stay and grow. Communities that see the positive impact of their schools are more likely to support them.
For our seniors, that connection between achievement and experience is especially clear. This year’s graduating class has raised the standard for academic excellence at Rockford High School. College credits earned through partnerships with Ferris State University, Grand Rapids Community College, and Grand Valley State University have increased by 26 percent. Participation in Advanced Placement coursework has reached record levels, with 1,049 students taking 1,456 AP tests, and 56 percent of seniors attempting at least one AP course. That is more than a seven percent increase from the previous record set just one year ago.
This class has also shaped the culture of learning in meaningful ways. More than 256 seniors participated in academic service roles such as mentoring, tutoring, and supporting their peers. Their leadership has contributed to course failure rates that are the lowest we have seen, continuing a trend of improvement from previous years.
We have also been intentional about strengthening connection with our community. This year, we expanded opportunities for feedback through surveys and direct outreach, adjusted the start time of Board of Education meetings to improve accessibility, and launched district social media channels to provide more consistent and transparent communication. These efforts help ensure our community fees informed, heard, and connected to the work happening across our schools.
There is also a leadership dimension to this. In a time when public education is frequently the subject of debate and scrutiny, it is easy for the narrative to become dominated by problems. Some of those concerns are valid and deserve attention. But if that is the only story we tell, it becomes incomplete - and ultimately unhelpful.
Aunty Jean’s line suggests a more balanced approach: acknowledge the challenges, but do not lose sight of what is working, what makes us smile, what brings us joy.
In Rockford, that means being intentional about both. It means continuing to focus on strong instruction, responsible use of technology, student well-being, and long-term outcomes - while also making space to recognize the everyday successes that define a thriving school system.
This also includes a continued commitment to investing in our schools. Over time, the district has made significant investments across all buildings, including enhancements to learning environments and school safety. While individual projects may draw attention, the broader impact is a system of schools that better supports students and staff each day.
Because those moments of joy are not incidental; they are signals that something is going right.
And in public education, where the work is long-term and the impact unfolds over years, that matters.
“If we’ve learned anything…it is to take our joy where we can.”
In schools, that might be one of the most practical pieces of guidance we can follow.
Dr. Steve Matthews, Superintendent
