Rams News & Views Transcriptions

RAMS News and Views - Episode 33

0:02 
Welcome to Rams news and Views. I'm Doctor Steve Matthews, Superintendent of the Rockford Public Schools. Rams news and views provides insight on the Rockford public Schools, our Rockford, MI community, and issues and ideas surrounding public education. Our school district contributes in ways large and small to the success of our Rockford community. 
0:21 
Through our academic programs, athletics, the arts, our community programs, we create opportunities for our students, families and community to find a place and to come together. Rams News and Views shares the stories of the Rockford Public Schools and our impact on the lives of our students, families and community. 
0:37 
Today I'm joined by Matt Zoko, principal at Lakes Elementary, Krista Young from Rockford High School, and Mike Ram, assistant Superintendent of instruction.Welcome to the three of you. Thank you. Thank You for having us. Today, we're talking about a bond proposal that will be on the November ballot here in the Rockford Public Schools that if approved by the voters would generate $230 million in revenue for buildings, buses and technology in our district. 
1:03 
But before we begin that conversation, let's learn a little bit about our guests. What elementary, middle, and high school did you attend growing up? And we'll start with you, Mr. Deyoung. All right well, born and raised in Rockford, haven't left. So I started out at Belmont Elementary, spent a lot of time there, and then I was actually in this building. 
1:22 
It was just 6th grade at the time, Sheridan Trails what it was called, and then the rest of my middle school was bouncing around a little bit as they shifted buildings and then ended up at the high school. OK, very good. And you graduated what year? Graduated 1998, just a couple years ago. Just a couple of years ago, Mr. Zelko. I grew up on the West side of Grand Rapids. 
1:40 
I went to West Side Christian for my K through 8 opportunity and then on to Calvin Christian High School with the same elementary students. So it's one of those things where tight knit community matters and moving into the tight knit community of Rockford exemplified exactly what I grew up with. 
1:58 
So it's awesome to see that balance of what education can look like with a community around it. Very good. And Mr. Ram? I am from the east side of the state to, town called Frankenmuth, and so I went to List Elementary, EF Britt Miller Middle School, and then Frankenmuth High School, which isd Frankenmuth and  maybe different than Rockford, maybe similar to Mr. Zoko. 
2:21 
I graduated with about 120 students and so a proud Eagle for sure. Very good. And you had a little bit of a connection to Rockford in that there was a football coach at Frankenmuth High School when you were there. Yeah, the former varsity football coach in Rockford was my football coach in Frankenmuth. 
2:38 
So worked out in a cool way and you know, life happens.I went to Michigan State afterwards and my student teaching on the West side landed a job and he was one of the first people to reach out to say congratulations. That's very awesome. OK, So today's discussion highlights 3 bond proposal initiatives that if the bond ballot proposal passes in November, would be part of our bond proposal. 
3:03 
And Mr. Zoko, you've been a principal now at 2 buildings in our district that have had neither air conditioning or stand alone gyms. stand-alone gyms at our four elementary buildings that do not have it. The bond proposal would add air conditioning to all buildings that do not have it, primarily our 6 remaining elementary buildings and stand alone gyms at our four elementary buildings that do not have that. 
3:25 
So first, what would the impact of air conditioning be on the elementary student and staff experience? Yeah, that is a great question. When we have students and staff in a building that is a little too warm, it does make it rather difficult for that full active engagement that we're hopeful for all of our participants. 80° outside can easily be 85, 90, 95 within the building. 
3:52 
Fans are constantly running. It makes it difficult for just paying attention when you are hot and a little too hot to take on that day. At Canonsburg Elementary, it wasn't uncommon to see a multitude of fans running to just move and circulate the air. 
4:10 
Lakes Elementary it wasn't uncommon to see a teacher even trip over their air conditioner on the floor as we call them, because those fans are running constantly just trying to move that air. Having that constant state of feeling I can do this is awesome. 
4:26 
Red faced, sweating and melting in your class trying to take a test, trying to get ready for N.W.E.A assessing at the beginning of this school year is always rather difficult, so it helps us. So you were not only a principal now at Lakes, but you were also a teacher there at one point. 
4:45 
So when you were a teacher, you, I'm assuming you used a variety of fans in your classroom. That is most definitely the case. My classroom settings were in fourth or fifth grade, so I was in the upper wing with bigger bodies, and we called them little batteries in the room. We did so much of everything that we could to cool the room off. 
5:05 
It didn't matter how many fans you had running, it still was too hot. Too hot to the point where we would do our matters. Science lessons, understanding how the state of matter works, and we could melt things right on the windows. 
5:21 
When we understood what glue or crayons melting temperatures were in a classroom setting, it really talked about it's a little too hot in here, so it is a warm space to be in a building when you have no climate control. And, and from your perspective, you know, we have kind of snow days in the winter, which we always view as disruptive to the educational process. 
5:47 
But the the hot days, even if it's only 85 outside, can still be a disruption to the learning environment. Yes, our buildings were built well. As we know, Lakes Elementary is 73 years old this year. Cannonsburg Elementary is one of the originals as well, made of brick mortar, all the great things that keep a structure standing. 
6:09 
But it's also what you can build a brick oven out of. And they get hot. And we don't have the ability to open windows and doors after school to cool it off. That air gets trapped. And it makes it tough to say, OK, this is OK, but that building's age, for us, that is the difficulty. 
6:25 
And seeing it in two schools, seeing it in a classroom, it is a challenge. So air conditioning would aid us in the months where it's warm, but also there's a impact with only having one space for the gym and the cafeteria. 
6:46 
So we have 4 elementary's currently and Lakes is one of them that doesn't have a separate gym and cafeteria space. So. So, how would that impact the building to have a separate space for the gym and the cafeteria? That's always a great question that we can come across because people want to know what can you do different. 
7:03 
For us, it's scheduling. We have the opportunity to schedule within our day at a more consistent rate. We can have specials which would impact not only PE using a gym space, but art, music and steam operating within the day, keeping everybody busy and going and using a different multi purpose space or the cafeteria for cafeteria purposes. 
7:27 
It's something that we've never had, so we dream big about it as we see our peers taking on scheduling challenges and opportunities with it. They're able to have a little bit more free flowing day for their students and it allows their students to have that regularity and our teachers to understand where to go within the day as opposed to pausing and then getting back into that instructional time. 
7:48 
So currently at Lakes, your gym teacher, your PE teacher has to take a approximately 2 hour break during the middle of the day and, and so how does that impact her schedule and how does it impact you as you try to schedule gym experiences for all of our students? 
8:05 
Yeah, it's one of those things where we try to get creative. She runs a few different things. She does mileage club, she helps with other various activities, but it also goes into our art, our music and our steam. We also have to pause them for two hours as well. 
8:20 
So we look at a group of teachers that pause within the day can be tough and it's what do I feel it? We've got great opportunities, but we'd love to be more consistent with our educational programming throughout the entirety of the day. Because currently gym is kind of paired with art and music and steam and, and so a grade level will go kind of divide between those four areas over the course of an hour and when you have to pause one of them at that correspondingly means you have to pause the others as well you. 
8:51 
Got it. And it's one of those things, we're in that pause, we start to figure out, well, what can we do? We would like to just continue that programming for our students. It just allows for so much more. Our schedule is such a puzzle. We have instructional opportunities within the day where we have pull out for intervention that is all built around that schedule. 
9:11 
And it's hard to pause that within the day. Or can we continue it? Our lunchtime is spread out. We can't keep it tight. There's just so many little puzzle pieces that we forget with just something that a gymnasium in a cafeteria can add to the body of the day. 
9:27 
Very good. So Mr. Ram, the bond proposal identifies that we would expand hands on learning in our district. The last bond proposal also identified that. So what did we do in this area through the 2019 bond? Yeah, that's a great question. 
9:43 
I think there's great value for experiences that students have in our district. And we believe that, you know, student engagement and interest can be increased by providing opportunities where they get to experience their learning, right. And so one of the big pieces from the previous Bond was a real focus on STEAM And so science, technology, engineering, arts and math and how we can have students have experiences throughout our DK through 12 scope and sequence. 
10:16 
So you'll see in our district a lot of programming at the middle school that was in in its infant stages before the Bond. So we have robotics that are there. We have some infusion of some CAD, some just lots of different experiences at the in an elective way at the middle school. 
10:38 
But I would say the biggest impact that we've had has been at the elementary when it comes to STEAM. Over the past two years, we've been able to expand a special for every single elementary student one day per week and and every single building. And so that has been really significant. 
10:55 
It's an expensive program. It takes a lot of equipment to have a STEAM experience, and so the bond has allowed us to do that as well as renovate some of the rooms that the students are in. And so through DK through 8th grade, our STEAM program has been really strong at the high school. 
11:12 
We've had computer science and some robotics classes and some engineering classes. And So what the Bond has also, the previous bond has also allowed us to do, is to begin construction on a space at the Rockford Freshman Center that would house our STEAM programming and really kind of move into bringing that into ADK through 12 scope, scope and sequence. 
11:35 
So if a student is interested in that type of programming and has those rich experiences, we can extend that all the way through their time. So that's been the big feather in the cap of the district. In addition, the district has renovated our culinary programs and the kitchens and some of those spaces you've seen the Creative Teaching and Learning Center on the West side of Rockford High School. 
11:58 
That is all about hands on inquiry. And so there's definitely a lot of touch points where it's been where it's happened. So we've had an emphasis on kind of hands on learning, getting students involved throughout our bond proposals. What would we do in the area of hands on or career exploration with this 2025 bond? 
12:18 
I think that's the next big focus, right? So the student achievement in our district continues to rise. Our core content areas are strong all the way through. There's fantastic opportunities for college credit and a new focus for us is really ensuring, especially at the secondary level, that kids have an opportunity to take classes in a course in a pathway, if you will. 
12:40 
And so you know that Mister Deyoung here has a digital communications or beyond the rock program. And so maybe, you know, if a student wants to go into media, there's an there's opportunity there. However, in this bond, what we envision is the construction of some a part of our high school that is directly focused on a variety of career pathways. 
13:00 
So when students take an elective class, say a business class or an engineering class, or you know, an art class or cooking class, it can perhaps number one, have depth. We can have additional classes because of the space, but #2 it might even lead to a certification. 
13:17 
I can see us having building on our Health Sciences programming right now and having a doctor's office in a new place. And so where we have students that are participating in being physical or physical therapy or being a nurse practitioner or those types of experiences. 
13:34 
So we want to bring that outside world to our kids, let them have experiences that they might not know about and hopefully peak their interest about moving forward. So one of the things that some people might argue is that the Kent ISD has a Career Technical Education Center, but one of the things that we know is that many of our students don't take advantage of that because they have to travel down to the Kent ISD. 
13:57 
And also sometimes it's hard to get into those programs at the Kent ISD. So, so having some complimentary programming here at Rockford High School would help our students, give them additional opportunity and not have to have them leave our campus, I think. One of the biggest goals of high school is to have kids inquire and hope about what their future might be as well as be prepared. 
14:19 
The ISD does a fantastic job for having kids think about post secondary preparedness. But you're exactly right, it doesn't afford all of our kids with their schedules, be it, you know, around their curriculum, but even maybe sometimes they're Co curriculars or to have that opportunity. 
14:35 
So we do want to bring elements of what's happening at the county level to Rockford Public Schools. And also, I would say diversify those experiences as well too.So, Mr. Deyoung, I've told community members that are beyond the rock television and video production classes have been wildly successful. 
14:53 
How successful have they been? That's awesome. It's been just great to see what the students can do when you put something in front of them. But yeah, they've had some great successes. They've been recognized as the high school Television station of the Year by the Michigan Association of Broadcasters for 17 different years, and they've gotten 11 in a row, which has been pretty neat. 
15:11 
They've gotten some awards for the National Academy of Television Arts and Sciences and some student production awards, which is essentially kind of like a student Emmy, same company that does the Emmy productions. We've done a lot of live streaming, especially when we went through Covad, we did quite a bit of live streaming, but we've continued on that. 
15:27 
So we got recognized by the NFHS a little bit as well. Thanks, Mr. Springer, on that. Just kind of spearheading doing a lot of live streaming for sports and the MHSA and that kind of a thing. And then probably one of the best parts is to watch the students like go out in the industry. So you know, you'll turn on a TV monitor and there's a student that you had in class, you know, they're behind the scenes or in front of the camera for some. 
15:47 
It's just a good growing experience. So kids have done some neat things so. A lot of success in our program, but some would argue, and I might be one of them, that our actual facilities are not world class. Would you agree with that? Yeah, I would. They were. And I think, you know, that's when we first built it. 
16:03 
Everything when I was a student back there, it was like, man, this is state-of-the-art. This is new. This is incredible, but you know, 30 some years later some of those things get a little outdated and you know, we've tried to do the best we can with the space and be innovative and like how could we do that? But you know, when you're broadcasting out of storage closet still 30 years later, it's a little tougher just from an infrastructure standpoint. 
16:21 
So I think that the kids and everybody in the district have helped us to, we do the best we can with some great opportunities and great facilities. We've got some stuff we're super thankful for. But as we move forward, we're like, man, if we want to be kind of on the cutting edge of things, we want more opportunities for kids and there's a lot of opportunities to expand, so. 
16:38 
So, So what would new facilities or new opportunities for Beyond the Rock and the video production group look like and and what you can you envision if this 2025 bond passes?Yeah, yeah, we've got lots of ideas we'd love to see. 
16:55 
Essentially we'd love to see the program have like a just a state-of-the-art television facility that would rival maybe a small market television station. We'd love to expand some of things we're currently doing, make them even better. So like the podcasting that we're doing now, we'd love to have some, you know, different podcasting rooms and voice over recording. 
17:12 
We've always talked about radio broadcasting and we've been kind of working on that a little bit. Currently we're looking into weather. So we've been kind of consulting on some weather and being able to broadcast that. We've had some successful student meteorologist in the field, which has been neat. And then just kind of interconnecting all of it in one almost like interconnected media hub. 
17:29 
So everything is kind of connected with what our students are doing. So we have an executive crew with like a sports department, a news department essentially. We want to give them like cutting edge what they would experience if they went into the industry or they went into this at a college level. And so we feel like from a foundational standpoint, we can provide that from the content and the curriculum and everything that they're getting. 
17:48 
And then from a standpoint of infrastructure, we just think that if we had that ability, it would be a huge blessing and we could do so much more. So part of the bond would be kind of a bricks and mortar thing creating, as you said, kind of this small market television studio. 
18:06 
And part of it would be for equipment as well. I'm assuming that video production equipment's cheap, right? Yeah. That's right. Yeah, Couple bucks. We're fine. We'll be, we'll be totally good there. Just a few dollars. So the the equipment that you use, what is the equipment that you use? 
18:21 
Yeah. So we would of course, you know, want to upgrade all of that and stuff. And so there is, you know, when you get to industry standard things, so such as your your cameras that you have in studio, you know, you know, thousands of dollars for these cameras and the lenses that you put on them, But they're going to give the students the same gear that they would be using if they went to a local station. 
18:39 
Also, some of the infrastructure of, you know, we'd love to be able to be a central hub for broadcasting. So if let's say we can have a fiber connection out to a field somewhere and there's a game that at that hub, we could have our main Control Center and in that spot we can control the cameras out there and we could have students on location. 
18:55 
But then we could have students kind of in that central media hub that could actually direct from there and call follow their cameras and things like that. So there's a lot of that kind of especially when it gets down to the live streaming function that yeah, the quite a bit of technology upgrade and obviously radio broadcasting brings in a whole another set of different elements to that. 
19:13 
So the technology would be a huge component of that as well, that would be great. The three of you have been around our district for quite a while. Mr. Deyoung probably has been here the longest since he grew up in our district. But but part of our district's history has been having a bond every five to seven years because the we pay off some bonds and then we ask our community to  keep the rate the same and, and that would generate additional revenue for us. 
19:40 
So, so as we look back over the last, you know, 20 to 25 years, we've had bonds every five to seven years. Mr. Ram, I noticed at our Back to School staff event you were recognized for having 25 years here in the district. 
19:56 
It goes fast. It does go fast. And so you've been around the district, Mr. Zoko. You've been here with us for how long now? I've got 19 years, 20 years in the district. OK, and and Mr. Deyoung, you've been here. 20 years in district and then a little bit as a little scrapper. 
20:14 
So, so over the course of time, you guys have seen some significant improvements in the district based on what the bonds have been able to do. As you look back over previous bonds, what would be a highlight for you as some of the previous bonds, Mr. Ramm? 
20:30 
Yeah, I think so. Two things stand out to me, and I would say there are many for sure. Just generally when you look around their district, the bond impact is ssignificant. SoI know these guys are going to talk about some as well. 
20:46 
But I would say too, that stand out to me #1 is the safe the school safety factor in the past bonds and the future bond? School safety continues to be a priority. So there's been construction of vestibules that limit access, there's been door locking pieces, there's been window film, there's been just general architecture and construction. 
21:08 
So mindful and many of the bonds is the school safety piece. So that that is one that is significant. I would say generally speaking. Maybe the other part is this having been on some discussions where you know, you're, we're talking about budget and we understand that the budget is dovetailed the general budget with maybe other ways in which schools are funded and being able to see how bonds impact student experiences directly. 
21:36 
So you know, instead of saying out of our per pupil allowance from the state, we have to replace a roof, we're able to use bond funds. Those monies then can go directly to programming for students. And really that's what we want. We in Rockford, we want escalated experiences. 
21:52 
We want to have innovative programming for students and the Bond complements our general budget and allows us to do that in a variety of ways. So I'm purposely not pointing to one of them because I believe there's many things that are indirectly impacted that are all student learning focused by the Bond approvals. 
22:10 
Mr. Zoko, has anything come to your mind? It definitely does. When I started in this district, I was in a portable classroom and I was in a little bit of the playground space of my school at Lakes Elementary. That being said, we were able to be responsive. These bonds allow us to respond to the meeting challenges of our students, opportunities to grow and do more. 
22:32 
And specifically when I think about it, Lakes has gone through paint changes. We've changed the paint, updated that. That might sound simple, but it's huge for our students. We've added new carpet. We've changed furniture and the way in which we learn. We've added new technology to the classroom, again, all through the bond and it allows our students to understand these changes are part of it. 
22:54 
No more toes and rows in doing that aspect, we have teaching and learning that comes to life because of these bonds. One of the things that I always connected to too, was I had a sense of community. When I was able to move into the building, we expanded the building. I was able to join, my students could join. 
23:12 
We weren't left outside to do what we needed to out there. So the bond allowed us through that time to do so many things every five years. Yes, it's it is a great thing. Mr. Deyoung. Yeah, I think for me, it's just neat that it's, I feel like this community is so focused on what is best for the community and the kids. 
23:31 
And to me, you just kind of keep seeing that. So when a bond like that goes through, I think it's neat to see like how supportive everybody is. And so and like Mr. Ram said, it's hard sometimes to pick specifics because there's a lot of different things. You know, from my perspective, of course, I see some Beyond the Rock stuff, which has been great. You know, we'll have, we'll have guest tours come in from different schools and they're like, we've heard about your program, could you tell us about it? 
23:51 
Could you show us? It's one of our favorite things to do. And they and they leave after a tour like that. And we just have the sense of pride. And there's also just this thankfulness. Like that's really neat that we get to do these things and we have these opportunities because of the community supporting that, you know, and we've have former students that are now like news directors, broadcasters, they'll come in sometimes and they'll look at what we're doing and what we're working with and they're like, Oh my gosh, we didn't have this at our TV station, you know, So it's it's neat, you know, just to see the opportunities that things like that can afford the kids down the road and things like, you know, air conditioning. 
24:21 
I also was in a portable my first year in Rockford Public Schools, and I remember a day it was 98° and really hot. And it's hard to focus and concentrate. And I know Mr. Ram at one point had brought up just about all the things that go into the basics that allow students a platform for success. It's hard to concentrate when you're really hot in a in a room. 
24:39 
But now, hey, I've got some air conditioning, I have gym space, so I can participate in that activity. And then like Mr. Ram said, it frees up money to innovate and to keep moving things forward. So I don't know how through the years as an as a community member, as a teacher, as a parent with five kids in the district, I've always been just proud of our community and how they come to support that because it's so important and we get to see the day-to-day of it with the students and the and the staff. 
25:01 
We do and it's, it's very exciting when you walk in our in our schools, in our classrooms and, and see the things that our community has supported over the years. And so that's why we will come to our community this November with a bond proposal. More information is on our district website. 
25:17 
And if you have additional questions, you can always reach out to me here in the Superintendent's office. I want to thank Mr. Zoko and Mr. Ram and Mr. Deyoung for talking with me today about the projects that have been identified. 3 of the projects that have been identified in the 2025 bond. There are other items highlighted on our Rockford Public Schools website where you will find a link to more bond information on the next Rams News and Views. 
25:39 
We will talk all things marching band as our Rockford High School Marching band season begins and we look forward to having that conversation. So until then, this is Doctor Steve Matthews, Superintendent of the Rockford Public Schools, thanking you for listening to Rams news and views. 

RAMS News and Views - Episode 32

0:01 
Welcome to Rams news and Views. I'm Doctor Steve Matthews, Superintendent of the Rockford Public Schools. Rams news and views provides insight on the Rockford public Schools, our Rockford, MI community, and issues and ideas surrounding public education. Our school district contributes in ways large and small to the success of our Rockford community. 
0:21 
Through our academic programs, athletics, the arts, our community programs, we create opportunities for our students, families and community to find a place and to come together. Rams News and Views shares the stories of the Rockford Public Schools and our impact on the lives of our students, families and community. 
0:37 
Today I'm joined by Shannon Ollett, principal at Edgerton Trails Elementary, Jen Donovan, a teacher at Edgerton Trails Elementary, and Brandy Berta, parent in our school district. So welcome to all three of you. Thank you. So today we're talking about the start of school, which is less than two weeks away, and what we can do to help our students and our parents start the school year well. 
0:59 
But before we begin, let's learn a little bit about each of you. What elementary, middle and high school did you attend growing up? We'll start with you, Miss Donovan. Good morning, thanks for having me. I am an east side of the state girl. I went to Marie C Graham Elementary School and then I went to Middle School South and then Lance Cruise High School. 
1:21 
OK, so all in Lance Cruise School District. And that was my first job, too, in Lance. Oh, really? Yeah. So that was great. OK, so how long have you been a teacher? Here in Rockford, 15 years, 27 total. OK, very good. And what buildings have you taught at? I started at Canonsburg and then went to Belmont and then followed Mrs. Olette to Edgerton trails. 
1:41 
OK, we were trying to separate YouTube but evidently it didn't work. Nope. Can't be done. Miss Olette, where did you go to? Elementary? Midland High School. I am a Rockford Ram. I went to Valley View Elementary starting in second grade, then N Rockford Middle School which is now the Freshman center, and then Rockford High School which is North Rockford Middle School and I am a graduate of Rockford. 
2:04 
So your middle school was at the freshman center? Yes, that was our junior high, but it. Was called a junior high at this. Point. Yes, it was. And then you went to high school at what is now N Rockford Middle School. Correct. OK, very good. How many in your graduating class? 280. 
2:20 
OK, very good. We're a little bigger than that now. We are a little bit bigger. My first teaching job was also at Valley View and my and my own kids went to Valley View, OH. That's awesome. Very good. Miss Berta, How about you? I grew up down the road in Lowell and attended Runzman Riverside Elementary, which is now the administration building in Lowell, and then I went to Lowell Middle School in Lowell High School. 
2:45 
OK, very good. And how long have you been in Rockford? 11 years. OK, very good. And how many kids and where do they go to school here? I have 4 in the district. I have a junior, I have a freshman. Well, incoming junior, incoming freshman. 
3:01 
I have an incoming 5th grader and a three-year old who's in the speech program. Oh, very good at Parkside, very, very exciting. So we're, we're glad to welcome each of you today. And so as you look back when you were in school as a child, what excited you about the first day of school? 
3:20 
We'll start with you, Miss Olette. Oh, always getting to see my friends and new school supplies. Loved the new school supplies and new tennis shoes. We always got to go get new tennis shoes. So that was always like the thing. But really loved a good pencil and a good pen. 
3:36 
So it's a weird thing. Still do, still do still do very good. How about? You miss Berta? Well, seeing my friends, Lowell is a big district like Rockford, so everyone's coming from different areas. And also the textbooks had the names of the previous students. 
3:53 
So when you were assigned A textbook, you could open it up and see who had your book the year before and the year before that, and it was so exciting. And then you got to put your name in and. Then you got to write your name with your new pencil in the book, so.  Miss Donovan. But similar, I loved seeing my friends, loved reconnecting with teachers that I had seen the year before. 
4:15 
I we, my friends and I would make big plans for the year and what Shenanigan or Ray we were going to plan. And it's funny because I still feel that way and my most treasured friends are all from school, either past or even current. 
4:31 
So I those friendships are huge for. Me school really is about kind of building that community, and oftentimes that community lasts a lifetime. Doesn't. It it does it Does. That's pretty cool. Yeah. So Brandy parents typically look forward to the start of the school year. 
4:47 
That is correct, yeah. So that's true for you as well? It is OK. And if So, what are you looking forward to as this school year begins? Well, we've had a wonderful summer. My kiddos have gone off to camp. They've served in different capacities within the community. 
5:04 
We're getting sports started this week, so we have tryouts and things like that.B ut really over the past couple weeks we have been craving routine and just having, you know, we're eating dinner at this time, we're going to bed at a certain time, just getting up and getting out the door and things like that. 
5:22 
I I just cannot wait to have just a routine back in place at our home because it's been kind of chaotic with all, all the different ages and the kids going everywhere and doing things so. So at the the end of the last school year, people generally get excited about the coming summer. 
5:41 
But there comes a point in the summer when the clock turns and you say, I'm  I'm ready for routine, I'm ready for some consistency. I'm ready for us to know exactly what's going to happen every day. And that's where you're at as a family right now. I believe that was last Wednesday. 
5:57 
Really, if we could define a time, it was like, OK, you need to go back to school. And Jen, teachers typically have some more complex feelings about the start of school. We we care deeply about our students and we enjoy teaching them during the school year. 
6:16 
But having some time in the summer is typically really nice. But as you look forward to school beginning, what are you looking forward to? I I look forward to a new fresh start every single year. I think this career that we've chosen is unique and that there is a distinct start and stop and it's just a refresh. 
6:38 
It's wonderful and it's, I feel really lucky for that. We get new students, we get new parents and families to connect with. Some of us have new positions in the district that will challenge us, new opportunities, new experiences, new clubs. I think of my 5th graders and I think of all the great experiences that they'll have in fifth grade. 
7:00 
I think about my own son who's going to be a a sophomore at the high school and things that he can look forward to. And I think that's what's so refreshing to me is that it's a new fresh start. And it's kind of my husband and I were talking last night about this. 
7:17 
It's almost like a, like a novel, right? Your career. And every year is a new chapter. And like, it's just so it's, it's great. I feel really lucky for that. So I'm really excited for that new start every year. It's it's energizing to me. That's great. So what grades have you taught? 
7:34 
I started in middle school. I was a middle school special Ed teacher and then I had we adopted both of our sons. And when Drew came home, I taught 3rd grade and then second grade and then third and then fifth. 
7:52 
And so I've mainly upper L. OK. So, so you one of the things that excites you about the coming years, just that anticipation of yeah, students coming together, new families coming together and, and you building that community over the course of the year. 
8:08 
Yeah. And I and I know like I can speak for my colleagues that, you know, we prepare all summer and we're ready, but it's just that it's that opportunity that excites me. Are you nervous on the first day of school? Yeah, always, always. The first day is great. 
8:24 
The second day now is really hard because the routine is the novelty is set off and now we're in the trenches. So, but yeah, I'm always nervous the first day, but as soon as I see the kids, I love what I do and it melts away. That's awesome. So, Miss Olette, elementary principal, you've been an elementary principal for several years. 
8:44 
And while there are certainly many teachers, parents and students looking forward to the start of school, for some students in the district, there's a bit of anxiety about that. What can parents do to help those students who are anxious about the start of school? And why would students be anxious about the start of school? 
9:02 
I think a little anxiety is probably common among a lot of kids. So I think first of all, for parents not to be worried about that, a little bit of anxiety is a OK. So I think taking some time to visit the school, the schools are open, but if it's not just spending some time showing them where the front door is, where the door is, they're going to go in, play on the playground, talk about your family's routines. 
9:27 
If they're a bus rider where they'll walk to to wait for the bus, who's going to meet them after school? They're a Walker. What that looks like. I think just having those conversations, sometimes simply asking the question, what are you worried about? And sometimes it's as simple as, well, I will, I will miss you. 
9:44 
So maybe you stick that note in their backpack that they'll always have, or maybe it's, I don't know how it works at the end of the day. So you talk about that. So asking first because what you might assume is an anxiety for them might not be.  So asking those questions. Spending some time at the school next week, our elementaries will all have their open house. 
10:02 
So attend that open house that lets you get in the building. Your student can meet their teacher. They might see some friends or some peers that will be in their class. That always helps. They can start to think about the routine of when I enter, I'm going to walk right here and I'm going to be good. 
10:18 
I think starting some routines at home. You know, Brandy spoke to that like last Wednesday felt like a breaking point. So starting I, I heard my neighbor say to her kids, come on, you got to get to bed. We're we're starting the school routine.  So starting that school routine. Summer sure provides an opportunity for lots of late nights and you know, all those, all those things. 
10:38 
But now it's probably time to start that routine a little bit, get numb up a little bit earlier. I think if you're a have a screen time, kids start reducing that, but also just enjoying these last few weeks and creating those last memories and knowing that anxiety, a little anxiety is OK and reminding them that all of the people at a school are in a school because they care about kids and they'll be safe. 
11:02 
So not only are students anxious at times, but parents are a little bit anxious sometimes. What?What can we do to reduce parent anxiety? I think you know, we our district has a couple avenues that are in terms of communication. 
11:19 
One is district website, building website and then family access where the school itself sends out information. I think just being aware of all of those avenues, you could probably go down a lot of rabbit holes, but maybe finding what works best for you. Like the building website serves me while I know all the newsletters are on there spending time that way. 
11:40 
I think the more you know, the more prepared you are, maybe the less anxiety you have. And if any of your questions aren't answered always to just reach out to your specific building either with an e-mail or a phone call. Sometimes having your questions answered makes you feel so much better. 
11:55 
I've had a few emails from parents with some wonders and when I respond back I get the response of oh thank you we feel so much better right. So if you have a worry or a wonder, you should reach out to your school. That's great. So one of the things that happens at the beginning of school is me and, and my best friend, we come to school and all of a sudden we find we're not in the same class. 
12:16 
And so I get a little anxious because, you know, he's my buddy and I and I spent all summer with him and now I'm not going to see him during the course of the day. So, so how do you, how do you help parents have those conversations with their kids about it's going to be OK, you're going to make new friends, you know, you're not going to lose that friend. 
12:33 
How do those conversations start and how do they go? Yeah, what a growing experience, right? You've been with maybe student A for a couple years and you think you need that person, you know, you know, and the people sitting at this table know that the staff takes a lot of time creating those lists based on all sorts of student academic, social, emotional needs and in good fit. 
12:54 
So it will be OK. So I think you remind your student it will be OK. And there's a lot of opportunities that students are together. All of our grade levels peers all eat lunch together, all have a couple recesses together each day, see each other before school, see each other after school. 
13:11 
Also the way our academics work and our PLC process, our students actually intermingled during the day as well. So what might not be sitting next to the student at 8:35 every day is still not going to look like a complete separation. 
13:28 
There is lots of opportunity both academically and in those non academic times at school that are same grade peers are together. I also asked parents to just to work through it with their student rather than request the change because the change is, is domino, you know, based on all sorts of things. 
13:50 
And sometimes things we can't share, right, that we take a lot of time with our special Ed staff and the teachers before and the teachers coming up and really work through that. So I think it's a great learning opportunity for your student that, uh oh, this isn't quite what I thought or needed or thought I needed, and it'll be OK. 
14:09 
So there I think one of the things to reassure parents is there's some intentionality about how we create classless, especially at the elementary level. It is intentional and time consuming and so important. So, yeah. So like that domino effect is huge, right. 
14:25 
So sometimes when they say can I and then we say we really can't there, you know, there's a really strong reason for that. Yeah. So we appreciate parents understanding of that. We also appreciate that a student might feel a little sad at first. That's right, I totally get it. So Miss Donovan, you have a class list already, 232425 kids. 
14:46 
You know they all have parents. From your perspective as a teacher, what would you like parents to do to help their children get ready for the start of the school year? Parents have a truly a really important job. At this point. 
15:03 
I think there's a few things that I that were mulling around in my mind. I want parents to be optimistic about the year. Know that whether it's an incoming kindergartner or my 5th graders or a rising senior, just reassure them that it's going to be a really good year. 
15:22 
School. It's fun. We are, we're prepared, we're ready. We really do care about them once they're our students. There are students for life and some of the best back to the relationship thing. I, I truly do care about my, my seniors that have graduated last year and I love senior walkthrough day and visiting them and going to grad parties. 
15:48 
And you know, it's just, it's such an important part. Know that that that community is important. I would also encourage parents to ask their children to try something new, whether it's a new club, a new sport, maybe do student council or some leadership or try try to meet someone new. 
16:14 
I think that is huge. School is for opportunity and new experiences. Also just be kind to be helpful. Relax. School is great and it's I think that's just the easiest thing to do. 
16:30 
Just reassure them. Yep. Yep. So you've had, you said over 20 years of teaching experience. And during that time, my sense is you've seen the whole gamut of students, some very cautious coming into the classroom, some just exuberance and and big personalities walking in. 
16:54 
But your perspective is that is that you have lots of confidence that you're going to be able to help every student be successful. I do, I really do. I think. I think about growing where you're planted and sometimes we have control over that, sometimes we don't, but we can. 
17:11 
What we can control is our attitude and our our sense that we can do a good job wherever we are. And the kids, the kids will flourish. They always do. And our community is strong and kids get a lot of support, so I'm proud of that. 
17:27 
Yeah, I'm proud of that as well. So Miss Berta, you've had students now that that have been in our system for a while, junior and and two other kids that have been kind of going back to school for several years. So from your perspective, what do you want teachers to know that would help you as a parent and help your children start the school year successfully? 
17:53 
I would say that communication is very important and we have wonderful teachers in Rockford. But just knowing that you can reach out to your students teacher if you have a concern or if you have a praise and just being having a partnership between parents and your your students and the teachers. 
18:16 
Because it does take a village and we all need each other to help these children of ours just flourish and grow. But here at Rockford, so I've had experiences where I've had concerns and I've been really grateful that those concerns have been met and taken care of. 
18:34 
And it's it's, I always tell teachers, you know, they always say at the end of conferences, reach out to me if you have any concerns. And I say the same thing back to them. Yeah, please do reach out to me too. So we can, you know, work through things together.But just having that open communication is just so important as the year goes on. 
18:51 
And yeah. So from your perspective, what, what are what's a good way for you to reach out to A to a teacher? If, if you have a concern? Is it, is it stocking them in the parking lot? 
19:08 
Is it absolutely? Is it waiting by the front door when they come in during the morning? Is it just sending an e-mail? What's the, I usually just send an e-mail or, you know, there are volunteer opportunities within the schools sometimes getting in and, you know, helping to be a classroom volunteer and reading with students. 
19:27 
And then you can see different things happening or maybe volunteering on the playground or just different things. So just reaching out to, you know, the teachers through e-mail, I feel like has worked really well starting there. And usually you know you get a response right back and. 
19:45 
So, so you've had, as we said, kids in the system for a while. Sometimes they'll come home and, and it feels like there's a 5 alarm fire at school. You know that. Oh my gosh, you won't believe. So do you believe everything your kids say about what goes on at school? 
20:02 
Absolutely not. And I hope that the teachers don't believe everything my kids say about what goes on at home. So there has to be a line there, right? But, you know, you know, if something happens with Billy and we're very upset, you know, just sitting down and talking about it and hearing about it. 
20:22 
And I know a lot of good coaches will have a 24 hour rule with different things, maybe employing that 24 hour rule with teacher, you know, at home or, you know, go back to school. Maybe these are some things that you can ask the teacher about or ask your fellow student about and then see how it goes during that day. 
20:39 
And then if they get home and they're still an issue, maybe follow up then. But yeah, not everything is an emergency, just like not everything's an emergency at home too with multiple kids. But. So, so part of going to school is, is the whole friendship piece, right? 
20:56 
That, that you, you meet new kids, you have different kids in your classroom, you try to make friends. You know from your perspective as a parent, what words of advice can you give your children to help them develop skills in making friends? 
21:13 
Oh, I would just say kindness, just you don't, you're, you might sit in the classroom with, with another student every day, but you don't know what path they walk. So just having, you know, openness and kindness and, you know, treat everyone the way that you want to be treated. 
21:30 
That golden rule is so important. And not everyone thinks the same way that you do or acts the same way that you do. But we're all Rockford Rams. We're all people and everyone is worthy of kindness, so just making sure that you know if you want to treat someone the way that you want to be treated. 
21:52 
Yep, So Miss Olette as parents and staff get ready for the start of the school year, what advice might you offer that you think would lead to the a successful start for everyone? I think Brandy kind of already said some of them, but I'm going to repeat them because they are so important and that one is communication. 
22:10 
So we try hard as a building to communicate to parents and I want parents to communicate to us, whether it's the front office or the teachers, just establishing that and they'll meet the teachers at open house and that's Step 1.So that's great. I think staying engaged with your school, I think parents are busy and kids are busy. 
22:29 
Most of our kids have some sort of after school activity, whether it's a music lesson or a sport or another activity or so just knowing that families are busy, but staying engaged. So you'll receive a lot of messages from Family Access and website, just making sure you check those. 
22:49 
I think get involved with the school if your schedule allows. So we have some volunteer opportunities during the school day. We also have volunteer opportunities in post school hours. So our PT OS are very active and sometimes in our buildings our PT OS are very small. 
23:05 
So you don't have to go to every single meeting to be involved. But your kids will love to see you as part of the the book bingo night or whatever that event might be. So if your schedule allows you to do one event, do it. So we'll just that kind of partnership. 
23:22 
Your kids will love to see you. And we of course, love to have parents in our building. I think taking the time every day to talk about school, whether that's in the car or while you're having dinner, taking time to prioritize some downtime to get homework done is is also important. 
23:40 
Their elementary students don't have a lot, but if they don't, they should be reading. Just making those connections and having had four children who are now grown adults, the days are long, the years are quick. So capitalizing on just those conversations you have, you are the most important person to those students and we play a role in that, but we need that partnership. 
24:05 
So I just so appreciate that. I think we always try to assume positive intent and we appreciate that back as Brandy said, you know, everyone's interpretation of things. So that open communication make attendance, attendance a priority if you can. 
24:20 
When kids miss school, school looks so different. It's so engaging. And we can't repeat or replicate that because we don't do worksheets. So making school a priority, attendance a priority when you can. We know that there are things that come up, but that is truly helpful and just a lifelong skill for your student because their attendance in school will be their attendance at work probably, and just getting ready for a great year. 
24:45 
You know, we're all Rams and I don't think of Rams as sports. I think Rams as our community. So at Edgerton, we're ready, you know, we're ready to wear our Ram spirit wear on whatever days. So, you know, just get ready to be back in school, be back in that routine, get ready to be a Rockford Ram again, and I'll be in the same place, under the same roof for five days a week. 
25:05 
Yeah, that's exciting. So August 25th, 1st day of school, everyone I think is looking forward to that day and looking forward to seeing kids on buses, getting off and walking up to school, getting into classrooms. 
25:21 
It has a real sense of almost celebration when the first day of school comes around. And so we're very excited that Miss Olette and Miss Donovan and Miss Berta helped us as we look ahead to the beginning of school. And we look forward to a great start on August 25th. 
25:39 
On the next Rams News and Views, we will talk about the proposed school bond issue that we will be in front of voters in Rockford on November 4th.So until then, this is Doctor Steve Matthews, Superintendent of the Rockford Public Schools, thanking you for listening to Rams News and Views. 
 

Coming Soon. For immediate transcript service, please contact 616-863-6322

Coming Soon. For immediate transcript service, please contact 616-863-6322

RAMS News and Views - Episode 29

0:02 
Welcome to Rams news and Views. I'm Doctor Steve Matthews, Superintendent of the Rockford public schools in Rockford, MI. The Rockford public schools in Rockford, MI educates over 7500 students, providing academic, athletics, arts, and extracurricular activities throughout the school year. 
0:18 
Rams News and Views is a podcast that provides insight into all that is going on in the Rockford Public Schools. We invite you to listen along as we talk with students, staff and community members about our school district, the Rockford Public Schools. Today I'm joined by Scott Beckman, Director of Security for the Rockford Public Schools, Ryan Moran, a school resource officer in Kent County Deputy and Leah Rapp, a soon to be senior and the incoming student council president for the 2 thousand 2526 school year at Rockford High School. 
0:47 
Our topic today is social media, its impact and how to stay safe and are increasingly interconnected world. Before we begin, I need to say that I use social media to inform and connect with our parents and students. So this topic has some relevance for me as well. 
1:02 
So welcome to the three of you. Thank you. So first, let's learn about our guests. Leah, where did you grow up? What elementary, middle and high schools have you attended? So I did not. I haven't always gone to Rockford. I actually went to Comstock Park from all of elementary school and then in 6th grade as well. 
1:19 
And then in 7th grade I moved to Rockford and went to East and I've been here ever since. All right. Very good. And you will be a senior next year?  Yep. And you're involved in student council, Yes. And you're going to be the student council president, Yes. So you're excited about that? Yeah, I'm really excited. 
1:35 
OK, that's very exciting. OK, Mr. Beckman, how about you? Elementary, middle and high school. Born in Detroit, moved up here in elementary school, went to Grand Rapids Public Schools and high school, went to Grand Rapids Catholic Central and worked in the Wyoming Police Department for 25 years before coming to Rockford as the Director of Security. 
1:54 
OK, very good, Mr. Moran. I'm actually from the Upper Peninsula. Oh, no, yeah. I was raised by a family of bears, No, I went to from Escanaba and if you are familiar with Jeff Daniels plays Escanaba in the moonlight. That is, my town went to Webster Elementary. 
2:12 
School that was AK through. Six. Then I went to Junior high which was Escanaba Area Junior High that was 7th and 8th and then Escanaba Area High School for 9 through 12. I was a police officer or deputy sheriff up there for quite a while before. Relocating down here and got this awesome opportunity to be the school. 
2:29 
Resource Officer here at Rockford. Well, very good. So Escanaba High School, how many in your graduating class? I think we had just shy of three. 100, I think we're around 279 two. 80 was the number. OK, very good. All right, Leah, adults fret that social media is taking over teenagers lives. 
2:48 
What's your view of social media? Is it is it as bad as adults think? And is it a distraction to you in school and out of school? Yeah, I think, I don't think it's as bad as like a lot of adults think, but I think it can be something that can affect us negatively. 
3:05 
I mean, there's like, I guess everything in mediation, like I like social media and I go on it like I would say a good amount, but I think sometimes like I need to make sure that I'm not getting distracted in class and I think that's something that can happen. But knowing that like I need to be paying attention and learning during class or even just like at home, I can like be doing things other than going on social media. 
3:26 
So I think knowing that like if you have a good sense of how much you're on it, I think it's OK and like making sure that you're not going on it too much. But when you get like carried away or like sometimes like people say like doom scrolling, like you're stuck in, like you're bad or doing something just like scrolling and scrolling forever, I think that is negative. 
3:45 
But I think there are a lot of positives too. And doing it like controlling how much you're doing, it's OK, OK. So what kind of social media is popular among teenagers these days? I mean, Snapchat's really popular, like that's, I feel like kids use that probably more than texting. 
4:01 
And then TikTok definitely is very popular. Just any time anyone's bored, I feel like they're going on TikTok or Instagram, OK. And then honestly, those three are probably like the biggest social media that kids. Are using right now so kids use it'll you see them on kind of scrolling here at school during lunch between classes. 
4:23 
Yeah, definitely at lunch. Kids will go on it during class.I would say it's definitely not as much because like we're learning, but. That's good. I'd like to hear that. Yeah. But I mean, sometimes like if someone finishes their work, you see them pull their phone out right away or just things like that if like that's what they are trying to do and I think yeah. 
4:42 
Or just like texting their friends in between classes, things like that. But. OK, so the social do you have alerts on social media that come to you all the time or have you turned those off? I have like my Snapchat notifications on so like when my friends text me I see that and same thing with Instagram like if someone likes a post or something like that. 
5:01 
I get that. I don't have it on for TikTok so I only like see TikTok notifications if I go into the app but I think it varies. Some people have certain ones on.  OK. So from your perspective, you're able to manage social media pretty well it sounds like. Yeah, I think so. 
5:16 
OK.I think it's pretty. OK, that's good. So Mr. Beckman and Mr. Moore, you, you both kind of deal with the the security aspect, keeping kids safe, all that kind of stuff. How much drama does social media create in the lives of our students from your perspective? 
5:37 
I'll start with that one just because I'm also the communication or the contact for OK to say. So I think it does create a lot of drama. I think there's it's very easy for students to be a little more aggressive verbally in that when they're on a keyboard and not face to face with somebody. 
5:55 
I think there's a lot of good that happens with it and then in it from a communication perspective. But at the same time, especially in groups, what they do is what may start out as just, you know, a normal conversation can roll into some pretty, in some instances, horrific language and horrific threats that people will make back and forth. 
6:20 
And that's usually when someone will report that to OK, to say and communicate with me. We'll send it out to the staff members so they can address it because, you know, when you talk about it being students looking at it at school, it does impact the school day and that, you know, and that's an issue. 
6:37 
If it rises to a different level, you know, or, or doesn't stop and continues, you know, then of course Deputy Moran's going to get involved in that because there are some things that he can speak to regarding criminal charges that may evolve. OK, there's. 
6:53 
There's laws in place, I mean, for cyberbullying in the state of Michigan that I mean that are useful to me to and talking to some students because a lot of times you get a lot of rumor spreading with, with the social media and things just kind of catch on like wildfire. And then we're trying to put that. Fire out. 
7:08 
And but a lot of times sitting down with the students and say hey. There are laws to protect these kids. They're laws to protect everybody. Not just kids, but just to protect people against any kind of cyber bullying that's going on. So. So how would you define cyber bullying? 
7:25 
A perceived threat. I mean, it's in. The law is. It's kind of written in the way where a person needs to. Be perceived that threat. In order for me to take on any, any kind of action, I don't think it's well written in Michigan. There's there's stronger laws in other states, but in Michigan right now it's a. 
7:43 
Perceived threat so if a person's getting if they're perceiving a threat from the other person or from a group of people, that's where I can take legal action. I don't need to take. I don't need that. Law just to talk to a kid because a lot of times, it's just with the rumors, you're trying to squash these rumors. I mean, it's sitting them down and saying, hey, where did you get this information from? 
8:01 
OK, that's completely false. We don't need to be talking about that on social media anyways. And it's not just kids, it's a lot of times it comes from adults as well. So I mean, it's the problem all over the place. OK, so so there's both student to student drama and then there's sometimes students to the outside world drama as well. 
8:21 
Which is more prevalent, the student to student drama or the student to the outside world drama? I'm going to say student to student in our building itself, but when we're addressing other issues from outside the Rockford community, when we deal with threats, sometimes those have been circulating in other states for a period of time before they get to Rockford. 
8:44 
And they're generic in a way that people start to believe that it's, it's a Rockford issue. And of course, then we've got to start the process of investigating those, making sure that, you know, they don't get lags, as we call it, because we start chasing rumors and we start chasing people's perceptions of what they saw. 
9:05 
And sometimes that's really difficult to get to during the night when we're, you know, I'm working with Deputy Moran, he's working with their patrol group to try and track these downs and stop them before it impacts people in the morning before they come to school. OK. And. Not only that, I mean, threats are a huge thing, but there's also just. 
9:23 
Kids. Need to realize I mean they don't always know who they're speaking to on social media and that's a huge problem. I mean talking about students to the outside world, there's a lot of naive kids out there and they're just not they're not mature and they're not understanding of the world. And I mean, FBI estimates they're like anyone given time, there's like 500,000 people posing as kids online that are there for I'll intent. 
9:47 
And that's, you know, that's something that kids need to understand as well.I mean, you can have conversations. With these people for weeks. And all that person is doing is trying to gain your. Trust so they start. Asking you to do the things that you wouldn't normally do. And that's where we see that it starts becoming a problem. And you know, people are getting in trouble, not so much trouble, but in danger themselves, right? 
10:08 
Yep. So Leah, you kind of grew up with social media. When did you when did you first get a phone? I got a phone for Christmas in 6th grade. OK. And was it was the intent at that point for you to be able to just communicate with your parents? 
10:25 
Yeah, I could communicate with my parents. I also could just like have apps. There wasn't a lot of like restrictions on my phone, but I mean my parents like kept me safe and we're checking in on. It OK, so, so you've kind of grown up with social media. Do you think about the dangers of social media when you're online or do you and do you take any precautions with your social media? 
10:46 
Yeah, I think definitely like all different apps have like different types of threats that can happen from them. So I mean Snapchat, like I'm careful on Snapchat because you have to like add someone and then they add you back. So I like if I don't know the person, I'm not going to add them or add them back. 
11:02 
And I think that's like one way to keep them safe. And you can like UN add people and block people. So I mean, it's just like, I think making sure you're knowing who you're adding and UN adding is like important there. And then TikTok and Instagram you both, you can have like a private or a public account on both. So I just like, I think I have private accounts on both. 
11:19 
So like someone has to request to follow me and then I can accept it rather than like anyone can follow me. OK, OK, So have have have you ever interacted with somebody that you thought you knew online and it turned out they weren't who they said they were? That hasn't happened to me, but I mean, I know that that's like something that can happen and I know that there are like people I know that I've like had people on Snapchat that they just like thought they knew, but they didn't know them or like they thought that they went to this school but they didn't or things like that. 
11:47 
So definitely. OK, you heard Mr. Beckman, Mr. Moore and talk about kind of rumors that get started on social media. Have you have you seen that happen among your friends and have you been part of that at times? What do you think about the rumors? 
12:04 
Yeah, I've definitely seen that happen. I mean, it's just like it's crazy. Like any, anywhere it can get posted really. But I think Snapchat's probably the biggest one just because of like you can post on your story. So like it's only up for 24 hours and like any, all your friends can see it. 
12:19 
And then they even have private stories where like you can choose which ones of your friends see it. So like, I think that you're just like saying something to your friends through that. And then they tell them, they tell other friends what it said, but they can't even like go back and look at it because it's gone. So they're like trying to remember what you said, but they might change a little bit. 
12:36 
And that can really, I think be negative. Same thing with just like chats and snaps on Snapchat because it goes away after 24 hours. So like you can't like go back and be like, well, no, this is exactly what happened. It's like it's all hearsay kind of. And you're just like guessing, trying to remember what happened. 
12:54 
So, so you're describing something that I've never used before Snapchat and so so I assume you had a class here at Rockford High School that taught you how to use that, right? No, I mean, we all just kind of like, I don't know, it's weird how like kids just all know how to do it and. 
13:11 
Then it is weird for me as looking at it, I go how do they know how to do all this? So is it just kind of trial and error? Yeah. And all of that, definitely. And I think as you get older, the ways you use it are different. When you're younger, you kind of there's this thing called streaks. 
13:26 
So if you snap someone back and forth, so snaps, you just send them a picture and then they like send a picture back and it's just like of your face, anything random. And if like you get a streak by like doing it every day, so like a three day streak or whatever. And like younger kids definitely try to keep streaks longer and just like random things like that. 
13:44 
But as you get older, I think it's like different. You're more just using it to text your friends. OK, OK, so Mr. Moore and Mr. Beckman, we, we heard Leah kind of talk about using social media and Snapchat and Instagram and TikTok and those kind of things. 
13:59 
There's a there's a lot of parents out there that, you know, they have rising 6th graders, rising 9th graders, kids in high school. What do you think parents need to know about social media that they may not know? I, I think they need to kind of explain to their kids, especially when they're in control of the phone and things like that, that it's a, it is not a given that that's something that you know, that 6th graders may not necessarily be able to comprehend and understand based on a maturity level as to what they're exactly getting into. 
14:37 
Leah talked about streaks, especially younger kids that first get it. They want to be involved in streaks. Sometimes that can evolve into them adding people that may not necessarily know. And that's where, you know, when Deputy Moran talks about the 500,000, you know, people out there that might be trying to jump into these groups randomly and then start to work with these or groom, I guess is another word we can use for it. 
15:05 
That's where it becomes dangerous. And I think parents need to be really involved when they're allowing their other student to have a phone.I mean, it's a mini computer for goodness sakes. And to really monitor that stuff and it's, it's really a gradual release. You know, there are apps out there that that Deputy Morgan can touch it on that monitor those things. 
15:27 
You also have to be well aware that your student is providing you with the with their account information and not a fake account. Really, I shouldn't say fake account. I shouldn't say fake account. It might be an account that they have with their friends. Their parents see this account. 
15:42 
This is their friend group account. So the parents are seeing what they want them to see and not necessarily seeing what's really going on in these groups, these snap groups. And I think that they may be a little bit shocked as to what's coming, What's what's going around out there. 
16:00 
You know, historically, I mean, several years ago it was Instagram accounts. So I didn't Instagram account that my parents and my family watched or saw. And then I had my other account that all my friends were on. And we actually showed some of the the things that were being posted to some of the parents when we were involved in some bullying stuff and some things and some threats that were being posted. 
16:20 
And the parents were shocked at what was going on in that separate, unknown group. Yeah, I, I, I think parents, I, I think it's important for them to understand what's on their kids phone. I mean, just to understand the apps that they're they have on their phone. 
16:37 
A lot of kids. Will just download apps and not tell their parents but like with Snapchat. I'm a Facebook. Guy, I mean, that's I'm 40. 8 So that's about as. Much as I get as far as social media is concerned, but like Snapchat. I still to this day. 
16:52 
Don't completely understand it and I have to deal with it on a regular basis. But I, you know, kids love Snapchat. And I mean, some parents don't realize that, you know, the kids can put their location on Snapchat. So I mean for me as a law enforcement officer. 
17:07 
As a dad.I mean, you're inviting people to stalk you that's what's going through my head. And I think just parents need to understand what these. Apps are all about what the social media apps are about. How do how do parents learn about that? Talking to their kids, getting online, I mean, there's plenty out there that I mean, just if you Google anything, just understanding Snapchat, you know, for parents or for dummies or whatever, you can kind of go on there and they'll give you a rundown what's going on. 
17:31 
But your kid knows best. Your kid knows exactly what's going on. Open up that. Dialogue with with child. And and have that conversation, you know, walk through Snapchat. OK, So what does this mean? Your locations on what does this mean? Why is there a little emoji of you here in our town, right on our street? You know, just ask the questions, get informed. 
17:49 
Okay, so, so I think parents get overwhelmed a little bit thinking about this, trying to how do I how do I learn about it? How do I navigate it? How do I monitor it? Are there any hints or tips that you would give to parents about that? 
18:04 
So you know, one thing, when I talk to groups about social media, there's, I mean, there's a few things out there and I, I looked up a few more, but one of the big. Filters that I talk to. Parents about is it's. Called bark. You can go on there.  I don't know what the fee is. There's a monthly fee. But what it does it? You can have the app on your phone, have the app on your child's phone and it's going to monitor. 
18:23 
What your child is. Looking at and it's going to give you alerts. It's not going to tell you everything they're looking at, but it's going to give you alerts of things that you know are probably put up some red flags. Are they looking up some inappropriate material? Are they talking to someone? Maybe they shouldn't. You can set the filters on that, but there's a bunch. 
18:39 
Of there's bark, there's aura. Net Nanny and Family time, those are just a few. They all cost something and I don't know what the costs are. It's but I mean. As far as like safety? Those are the ones that I would recommend having you put on your own phone, having put on your child's phone, just so you can kind of see and get those alerts. Yeah. 
18:55 
And I think, I think the other thing is, is that constant communication, that dialogue, we talk about that as often as we can and maintaining that open, that open dialogue with your kids about concerns that might be happening out there, things that may they may not understand. 
19:10 
You know, we talk about being smart as and being wise. You know, wise comes with experience and you should be able to talk with your kids about that, have those open conversations, you know, and just make sure that you don't. I don't I don't want people to come become complacent. 
19:30 
OK, That is there's a huge responsibility in having a device like that, as powerful as it is with connecting you with people around the world, you know, literally around the world. And we just want to make sure that our kids are safe and that they're doing the right thing. 
19:45 
And by having that conversation, hopefully if someone reaches out, asks something inappropriate or you've got, you know, someone else that says, send me a pic as that grooming starts, that they immediately come to you. It can be reported. You can block that person and you can make sure, you know, let your friends know in that group. 
20:05 
Hey so and so in this group was asking for. Inappropriate things and everyone gets them out. So, so Leah, among you and your friend groups, how much do you talk to your parents about what's on your phone and your social media and  sharing what you're doing online with them? 
20:25 
Yeah, I think I talked to my parents about it like a good amount. I mean, there's not like on my phone, I don't have a lot of like unsafe things going on. So there's not like a lot where I'm like, oh, mom like this, I'm worried about this or something else like that, that. But I think my parents do a good job of like they don't get super mad. 
20:43 
They more just like want to know, which I think is helpful for kids because like when your parents get mad at you for anything you do, you're not going to tell them about it because I just I don't know. So I think my parents are probably like on the less strict side, which I think has like helped because I can like go to them and tell them things without them getting mad and they more care that I'm safe. 
21:01 
Not like exactly what I'm doing. They want like what I'm doing to be OK. And so like, I think I tell them things when I get worried or I just like, say, if something's funny, I'm like, oh, look at this, this is funny. Or like I'll show them a video I saw on TikTok. And so I think that that is like, it's kind of like helped our relationship too because they're not as strict. 
21:19 
So I want to like show them the things that I like, but I also will like go to them if I'm nervous rather than like, hiding it from them because they'd be mad that like, why did you ever do that in the first place? OK. So, Officer Moran, I know that, you know, you being from the UP there, there was an incident that happened in the UP several years ago with social media that that had a kind of a horrific ending. 
21:41 
But but a little, you know, the ending is not what I'm really focused on now. It's the the how did it reach that stage? And it was really about a kid not willing to share what was going on. And I'm glad you brought that up because that story, you know, being from the UP, this was a student in Marquette who, you know, fell victim him to sextortion, which was somebody was posing as a girl, became friends with him online on one of the social media platforms. 
22:10 
And after some conversations convinced him to send some inappropriate or some nude photos of himself to them. Once that person got that. Photo that. Person threatened to send that to everybody on his contact list unless he paid some money. 
22:26 
He paid some money. That person, the other person wanted more money and that wasn't ever going to be enough money. So eventually he said, I'm, I can't, I'm going to kill myself. And he eventually did. Fortunately, they found out who did this and they're holding a large, well, they're holding four or five of those people accountable right now. 
22:48 
A couple of them already been through trial. But one of the things that I want to stress about those things is a lot of kids think, Oh my God, I'm in trouble. And I don't want them to think that they've made a mistake. We've all made mistakes. I've made plenty of them in my life. This goes, you know, it, it's a little different now that it's on social media and other people can see it. 
23:08 
But it's still a mistake and it's something we can deal with. And I want to make sure kids know that they can come talk to me. They can come talk to a responsible adult. They can talk to their parents. Your parents are going to understand. There may be a little bit of anger at first, but they're going to work through it. There's contacts to the FBI that we can make local law enforcement and get investigation started to bring people to justice when something like this happens. 
23:29 
But. That goes back to also. You know, when I said know who you're talking to on, on social media, I mean, do some vetting, see who their friends are, But I mean, when it gets to the point where they start asking for inappropriate pictures. That's where you put the. Brakes on. So, so Mr. Beckman, your, your dad, you're, you're recently a grandpa and so, so part of this is important to you about keeping kids safe. 
23:54 
Your whole career has been about keeping people safe. And so, you know, how, how do you help parents understand that when their kids come to them having, as Officer Moran suggested, made a mistake, how, how do they enter into that conversation to let their kid know that, you know, while they may be upset with them, there's going to be a way out and they don't have to go to extreme measures to figure out a solution on their own. 
24:21 
I think that really comes down to I'm going to get, just give some, some advice of taking a pause. You've got to, you've got to soak that information in what they've done. And as Deputy Moran has said, you've got to reach out and get some help. 
24:38 
You can't do that on your own. You can't get them out of that situation. I mean, the, the, the case that he talked about, they were foreign nationals from a different country.You know, they're from the African continent. And, and so you don't know who you're dealing with. So by reaching out to the school resource officer, reaching out to the school, reaching out to law enforcement, if it's after hours, there's, you know, there are plenty of people out there that will help you navigate that. 
25:06 
And you know, we always try and say it's going to be, it's going to be OK coming out the other side. Don't ever do anything desperate. Don't ever do anything impulsive. But it's a, it's a matter of, of speaking to those parents and then the parents don't feel overwhelmed with it. Reach out to your law enforcement agency if, if it's something that you, you don't want to let the school know in the next, the next day, you know, Deputy Moran, myself, a building administrator will be on it right off the bat. 
25:34 
And we will help navigate that, that whole process with you. And then you can talk about being safe later. The the whole idea is to deal with it a deal, get the right people to help you deal with it, and then work through it on the other end. So, OK, to say an important piece of the puzzle here it, it's something that's been around in Rockford for a long time. 
25:57 
And, and I'm what I'm hearing you saying, is that still an important tool for us? Absolutely. They can report to OK to say anything, anything that you think you know, threats, asking for an appropriate picks, saying things that you might not necessarily want to tell your parents right off the bat. 
26:15 
Kids use that platform. They contact me 24 hours a day, seven days a week. Depending upon what the information is, it's a matter of either pulling in Deputy Moron right off the bat or working with the building administrators, our counseling department, our mental health liaisons. 
26:35 
There is a huge group of people that we draw in depending upon what the information is about. So that is a confidential reporting platform, but it's another way to communicate if you're having difficulty having that initial conversation. 
26:54 
We've actually had students that have had made OK to say tips on themselves because they want to be brought in to talk to somebody about it. OK, so. Well, I appreciate the conversation that we've had today. That last question is social media good or bad or perhaps both? 
27:11 
What do you think, Leah? I think it's good. I mean, there's definitely bad things that come with it, but I mean, like, right now, that's what keeps me and my friends like all connected. That's how we talk. And I think like even Snapchat, instead of texting, you can like send a picture of your face and text. 
27:27 
So like it shows more of your emotions rather than texting when you're like, do they mean in a mean way, in a nice way?Like how are they trying to say this? And I think it also like can give a lot of ideas. Like this year I ran the student council account on TikTok and that helped like just scrolling on the preview page, finding like different ideas for like what we can do in our school and different ideas like to decorate homecoming things, things and stuff like that. 
27:48 
So I think it's good because it can like give a lot of ideas. It keeps us all connected. I mean, like that's just what we use now and it's not going to like change. I don't think so. I mean, I think it's like it needs to be accepted. And there's definitely things that like can be that can happen to make it safer, but I think it's good because just it's the way it is now. 
28:11 
It's a tool and like you said, it's not going away, so we have to figure out how to use it well. What do you think, Officer Moran? Good or bad? It's good in moderation. I mean, I'm on Facebook. I use it as well. I mean, I get to keep track of what's going on with some of my friends back in the up and communicate with them that way. 
28:27 
The UP has Facebook. They have the Internet we got. It they got it last year, so it was that was a big step. No, but it's it is good. I mean, it's I appreciate. How the kids like it. I mean, as long as it's being used, you know, responsibly not to spread rumors where we have to get involved and step in and everything like that. 
28:47 
I realize that's not going to stop. But I mean, hopefully we can curb that a little bit. But it is, I mean in moderation, Yes, absolutely. Mr. Beckman, last word. Agree 100%.I think the vast majority of social media is a good thing actually a communications tool for groups. 
29:04 
It's a way to show things to others out there. It's, you know, the people run businesses on it. So there's a lot of great with it. But with anything, there's also that dark piece and we have to make sure that we're vigilant with that regarding that dark piece. 
29:19 
And by teaching your kids from day one, when you start to give them a little bit of independence with a new phone, maybe with a small, you know, with an app that they have a small group that they communicate with, making sure that they move forward as they, as they, you know, get a little bit older and making sure that they're they're utilizing it the right way. 
29:41 
They're reporting things to parents or a responsible adult. When something pops up on there that needs to be addressed, they don't repost threatening pictures or anything like that. So reposting is a can be a problem also. And just to make sure that they're, you know, that they're, they're good with their use of social media. 
30:02 
If you wouldn't say that directly to someone's face or, or, you know, make a threat like that to to a building or a school or something like that. If you wouldn't do that directly, don't do it on the, you know, what do they pause 10 seconds or wait 10 seconds before you hit send or post or whatever? 
30:20 
I have no social media, so I'm kind of the old guy in the group, but I've kind of avoided that just based on my career and and the things that I've done. I'm eventually I'm probably going to get it.And somehow it still finds you right it. Does it? It finds misses Beckman, and then Misses Beckman lets me know. 
30:37 
OK. Well, I'd like to thank Scott Beckman, the Director of Security for the Rockford Public Schools, Ryan Moran, our school Resource Officer and Kent County Deputy, and Leah Rapp, a student here at Rockford High School and the incoming student council President. On the next Rams with news and views, we'll talk to Doctor Corey Wilson, Crawford assistant Superintendent of human resources, Mike Graham, assistant Superintendent of instruction, and Lisa Weidenfeller, principal at North Rockford Middle School, about Rams 12, our Rockford Public Schools strategic plan, at the end of Year 1. 
31:05 
So until then, this doctor, Steve Matthews, Superintendent of the Rockford Public Schools, thanking you for listening to Rams news and views.