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January 2024 | Vol. 10 Iss. 1

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BEDORE READY TO WORK ON WEST JORDAN GROWTH, IDENTITY By Tom Haraldsen | t.haraldsen@mycityjournals.com

ob Bedore has lived in West Jordan for nearly 25 years. He has a business here, has performed in many plays in the city, and has built his career as an entertainer in both stand up comedy and improv while living in the community. He’s always tried as a resident to give back to the city. But last year, after considering it for many months, he finally decided to run for city council, and was elected in November. Bedore begins his four-year term as the councilmember from District 2 this month. “I’ve been saying for a long time that I wanted to run. I’ve even tried to volunteer my services with the city before, but it hasn’t worked out. So after discussing this with my wife, I decided to throw my hat in the ring, and I’m grateful for this opportunity,” he said. A few months ago, Bedore was working as a weatherman for ABC4, where “I did a quick study on weather—learning things about

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meteorology I didn’t know.” He eventually was able to do his own forecasts while the station was looking to hire a full-time meteorologist. He plans to bring that same “quick study” approach to council work. “I’ve been following the council for a long time,” he said. “When the city decided to build a new arts center and put money aside, I offered up my expertise in theater because I’ve run them and performed in them in the past. I’m still passionate about that need in West Jordan, but the project has been on hold, and now that money won’t go as far as it would have had we started building a center years ago.” He wants to work with the council on making such an arts center something more than “just a box–just a large building where a lot of activities could be held.” That is one of his goals moving Continued page 20 Bob Bedore emcees an improv tournament in 2017. Bedore has an extensive background in theatre. (File photo City Journals)

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AI in the classroom

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Inspired by brother, West Jordan’s Robison begins successful wrestling career By Josh McFadden | j.mcfadden@mycityjournals.com

ot all that long ago, high school girls had limited opportunities to wrestle competitively. That began to change in 2020 when the Utah High School Activities Association sanctioned girls wrestling. This decision gave young women such as West Jordan High School’s Tiana Robison the chance to get into the sport. But even with this significant change, had it not been for her brother, Robison may never have stepped onto the mat. Robison is currently a senior and a captain for the West Jordan girls squad. She is a team leader and has had great success in her three years as a Jaguar. Head coach Matthew Lloyd loves her work ethic and thinks she has tremendous potential. “She wrestled amazing last year and looks to improve and be one of the best in the area,” he said. “She is a smart wrestler, tough and has the skill to go far in state, I believe.” Not bad for someone who is still fairly new to the sport. Robison was a sophomore the first time she started wrestling. She and Lloyd can largely thank her brother for getting her involved in the sport. She was reluctant at first. “I started my sophomore year because my brother did it and was doing it and wanted me to try,” Robison said. “He was a good wrestler, so he really wanted me to just give it one chance. I play football, but wrestling was a super intimidating sport. Watching him at matches and tournaments, I would've never thought that it would be something I would be interested in. It looked super hard and super confusing. But somehow my family convinced me to try it, and so I did.” The uncertainty and trepidation of competing soon left, and Robison has fallen in love with wrestling. She loves competing and accomplishing goals after putting in hard work and a lot of effort. But what she loves the most

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is the camaraderie and family-like atmosphere of the West Jordan team. “First, what I love is the friends that you make doing the sport,” she said. “You get close friendships because you are with each other almost every single day. It starts to become a sort of family. I love having fun and being able to enjoy a sport with people I like. They become a motivating factor. But also, I love when you are able to see the work you put in is paying off. It's definitely a hard sport, and it definitely takes a lot, but it's great when you get to see improvement and everything you put in pays off.” Robison sees herself as someone who can motivate and lift others. Despite the grueling nature of wrestling, she has fun, and she tries to make each practice, workout and match enjoyable for everyone on the team. She feels great satisfaction in seeing not only her only success but that of others on the team. “I feel as if I bring a motivating factor,” she said. “I love to see my teammates doing good and succeeding in wrestling. Seeing them happy in the sport and feeling proud in themselves is something I love to see. I also love that I am able to challenge them and make them know how good they really are. I also love to make practice fun. I love to make it a good time.” Robison wants to improve her mindset and work on the mental aspect of competing. Wrestling can often be a mentally challenging sport, as the challenging nature of it can sometimes make people want to give up before they try. Regardless of where she places at state and how many matches she wins, Robison wants to end her senior year knowing she put 100% into everything she did. To achieve these goals will require a focused, dedicated effort from everyone, especially at practice. Perseverance will be critical. “This year I want to do my best,” she said.

West Jordan senior Tiana Robison (with the pink shoes on the right) is one of the Jaguars’ top wrestlers this season. With the support and urging of family, she began wrestling as a sophomore. (Photo courtesy of Matthew Lloyd)

“I want to be able to put absolutely everything on the mat and only grow. I want to see the team do their absolute best and use everything they can. We need to work hard in and out of practice. We need to take practice seriously and use it as a time to get better. Practice is the place to make mistakes and learn from them. So, I want to see people push hard at practice and not quit.” As Robison reflects on her time at West Jordan as a member of the Jaguars’ team, she will remember how much she has enjoyed being with the other girls, developing relationships and working together. Though the sport is demanding, she believes the team truly has had an overwhelmingly positive time together. She is also grateful for the support everyone gives one another and for the encouragement she gets from everyone involved with West Jordan girls wrestling. “This team knows how to have fun,” she

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said. “We are constantly laughing and making everything a fun time. I feel we have a really good team aspect. We are not just a sports team; we are friends, and I feel like that is super important. That includes managers, coaches, teammates and parents. We all just know how to be there for each other. I love to see them get better and have confidence in themselves.” After high school, Robison said she may try wrestling in college, though it has not been something she has considered much. However, she does plan on applying the lessons she has learned from the sport into other activities and aspects of life. “I definitely want to take everything I've learned and use it for something else—something like [mixed martial arts] or any sport,” she said. “I want to see what else I can do with everything I've learned.” l

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Inaugural La Voz Latina de Utah singing competition debuts in West Jordan By Peri Kinder | peri.k@thecityjournals.com

he international singing festival, La Voz Latina de Utah, made its debut in West Jordan with participation of singers from Venezuela and Chile. Each contestant had to demonstrate proficiency in three genres: tropical, folkloric and pop ballad. Hugo Nava from Cabimas, Venezuela, was named the winner due to his powerful voice and captivating performance. The three-night festival was held Nov. 16, 24 and 30 at A lo Maracucho restaurant (7760 S. 3200 West). Carlos Villarroel created the event to highlight Latin culture in the state. Chief judge for the festival was international singing artist Mario Hernández. He was joined by Saúl Cuauro, an acclaimed percussionist in the state, and Latin drummer Domingo Rodríguez. Along with Nava, participants in the festival included Venezuelan singers Aranza Moncada, David Sánchez and Emily Riobueno de la Guaira and Raúl Villanueva from Chile. The three concerts were sold out and organizers are excited for future competitions. Visit lavozlatinadeutah. wordpress.com for more information. l

Acclaimed international musicians judged the first La Voz Latina de Utah singing festival held at A lo Maracucho restaurant in West Jordan. From left, Saul Cuauro, Domingo Rodríguez and Mario Hernández judged participants in tropical and folkloric music, as well as pop ballads. (Photo courtesy of Mario Hernandez)

Hugo Nava from Cabimas, Venezuela, was named the winner of the first La Voz Latina de Utah singing competition held in West Jordan. (Photo courtesy of Mario Hernandez)

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January 2024 | Page 5

West Jordan 2023

Students from Heartland Elementary took part in Jordan School District’s Sports Day. (Julie Slama/City Journals)

Sydney Torres dribbles downfield for the Copper Hills soccer team. (Photo courtesy Sydney Torres)

Copper Hills High student-athletes run in during the parade of athletes at the state unified basketball tournament. (Julie Slama/City Journals)

Gage Olsen helped lead the Copper Hills High baseball team from the plate and the mound.

Alpacas were a highlight amongst Jordan School District’s annual agriculture day for seventh-grade students. (Julie Slama/City Journals)

Musicians with their instruments getting warmed up ready to play and conducted by the mayor. (Courtesy Jessica Kimball)

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Point guard Isaiah Reiser has averaged nearly three assists per game this season. (Photo courtesy of Dave Reeder)

Students spin the wheel to be sorted into one of eight houses at Hawthorn Academy. (Photo courtesy Alicia George)

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Jennifer McNees reacts with surprise and gratitude to the announcement that she was selected as Antelope Canyon Elementary School’s Outstanding Educator of the Year, and one of the top 15 teachers in Jordan School District. (Photo courtesy of Jordan School District)

Westland Elementary families prepare pajamas to donate to Primary Children’s Hospital. (Jet Burnham/ City Journals)

Cream pies, what a prize!: Rocky Peak Elementary students met a school literacy goal and were rewarded with the opportunity to throw pies into their teachers’ and administrators’ faces. (Photo courtesy of Ami Anderson.)

The longest equivalent fraction chain in the world, with 15,000 links, was created by 23 students in Kimberly Sander’s third grade class at Jordan Hills Elementary. (Jet Burnham/City Journals)

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Local elected officials join Salt Lake County Mayor Jenny Wilson at West Jordan City Hall to kick off one of the turf conversion project designed to create water efficient landscaping at municipal buildings in the county. (Photo courtesy of SLCounty)

Devotion Championship Wrestling owner Manny Lemons gets kids pumped up about being kind. (Brian Morris/Ascent Academy)

January 2024 | Page 7

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January 2024 | Page 9

Real answers about artificial intelligence in the classroom By Jet Burnham | j.burnham@mycityjournals.com Editor’s note: this is part of a series of articles about artificial intelligence in schools.

the things that they're doing that are making you want to call them that word,’ so even the feedback that it gives when kids are speaking in ways that they shouldn't, it still tries to redirect them positively,” he said.

hile many express concerns about how AI will affect their job or their way of life, Jordan School District employees are already using AI to improve their jobs and the way they teach. During their Nov. 28 meeting, members of the Jordan School District Board of Education approved a five year contract with SchoolAI, an artificial intelligence platform created specifically for schools and developed with input from Jordan District teachers who piloted it. “AI is here,” board member Darrell Robinson said. “No matter what, it's going to be our reality, so we felt that we needed to take control of it and figure out how to use it instead of banning it and fearing it.” Jordan School District is leading out among other districts with their early adoption of AI tools, while some other districts have banned AI, Robinson said. Jordan District representatives have been asked to share their approach to AI at a school board convention this month. Those educators who have been using AI tools for several months are excited to share the benefits of—and to address common concerns about—AI.

Concern: AI is not safe

Answer: Closed AI systems and cautious teachers keep students safe Amber Saffen, an engineering and robotics teacher at Jordan Academy for Technology and Careers, said caution, not fear, is a reasonable response to AI. “I think there's a lot of value in approaching any new tool with caution,” she said. “I would alleviate people’s fears by saying schools are aware. Just like we protect students from certain websites but encourage the use of others, we're protecting students from certain AIs. There are plenty of teachers and administrators who are excited about AI, who see the value but understand the risks, and are working so hard so that it is being implemented and that we’re teaching AI literacy, as well.” Jordan School District is committed to using AI and other technologies ethically and to providing guidance and support within the framework of being: Conscientious, Collaborative, Critical and Creative, as described on their website. The SchoolAI tool, which is being implemented district-wide, provides safeguards, data security and privacy protections that comply with federal student privacy laws. “It's a technology that we're just starting to use on a broad scale, and we'll continue to watch to make sure that we're getting all of the benefit and that we're mitigating and

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Concern: Using AI is cheating

Valley High School teacher Graham Bany demonstrates the AI he uses in his classroom to Congressman Burgess Owens. (Photo courtesy of Darrell Robinson.)

eliminating the risks that are associated with any new program,” Jordan School District Superintendent Dr. Anthony Godfrey said. “SchoolAI put a fence around artificial intelligence so that our information doesn't get out and we only let in the information that we want. So we have safeguards in place. We have a lot of training in place, and I'm really optimistic about the way SchoolAI is going to be used.” Graham Bany, a teacher at Valley High School, said SchoolAI is a closed system, unlike popular public AI interfaces. “Since the SchoolAI is trained on education content, it's a lot cleaner and easier than an alternative artificial intelligence,” he said. “So, when I create a rubric using SchoolAI, and a rubric using Chat GPT, I get really, really different responses from both of them, because SchoolAI is actually made to help us meet our goals with students.”

Concern: AI will replace teachers

Answer: AI will make better teachers “The teacher is not getting replaced by AI,” Kevin Morrill of SchoolAI explained. “They're just leveraging AI to be a better teacher, to be more prepared when they go in front of the class. They use our platform to do a lot of the heavy lifting. They get about 80% down the road using the platform on any given thing and then they can put on their creative hats, their experience, and then bake that into it. So we're seeing more prepared lessons, more prepared courses and units. We actually think that AI has the potential to increase humanity in the classroom by giving teachers more time to connect more deeply with students.” West Jordan Middle School teacher Andrew Holmes said using AI tools to accelerate productivity and reduce time spent

on lesson planning allows him to have more time to be a teacher and interact with his students. “I don’t think this is going to replace me—this is helping the overworked teacher do what they want to do,” he said. Many teachers save time by using AI tools for monotonous, time-consuming or complex tasks. “I regularly use the AI to help me draft an email to respond if I have a very upset parent,” District Math Consultant Amy Kinder said. “I still want to show parents that I care, but it takes so long to craft it, because you know someone's going to pick it apart. AI helps me draft great emails really fast.” She said AI only generates the first draft. “I look at it and re-edit it until it feels like a quality educator response with my flair on it—it's never just a copy/paste or anything like that,” Kinder said. AI is sometimes better than humans at responding appropriately and consistently to students’ behavior, too, Bany said. “Everyone's so scared of AI and language models and machine learning, but they also forget that the safeguards that are required to be put in place are actually helping with the ways the kids are getting direct one-to-one feedback from the machine that's more consistent than a human,” he said. Unlike a human, SchoolAI’s feedback to students is always positive and it redirects them when they get off-topic or behave inappropriately, he said. One of his high school students typed a negative comment about another student and the chatbot’s response impressed Bany. “It said, ‘Hey, you probably should consider not calling someone by rude names, but you should also still be sure to explain

Answer: It can be, so teachers are adapting Within SchoolAI, teachers have control and can set parameters for what the chatbot can and can’t do for students. It cannot be tricked into writing a student’s essay but will act more as a writing coach. However, students have access to AI tools without these kinds of constraints outside of school. They can find AI tools on the internet to help them study or organize their thoughts, but they can also find answers to cheat on their homework. “I think the tech has caused many pains for many math teachers,” Kinder said. “Because you can take pictures of math problems or you can Google any math problem and it will tell the answer, so it's like they're taking away the joy of solving it. So I think many of them don't see it as a tool just yet.” There are AI detectors teachers can use to identify AI generated content, which Saffen said aren’t even always necessary, because she can often tell when a student tries to pass off AI writing as their own. “ChatGPT does have a very particular voice to it,” she said. However, sometimes Saffen lets her students use AI-generated content, such as to write a paper explaining their engineering project. “I was not grading them on their ability to present the idea in writing,” Saffen said. “The writing was just a medium for them to get their idea into my head.” But she reminded her students that in other classes, using AI to write a paper is cheating. “I would totally 100% support and understand any English teacher who said you can't use AI, because what they're assessing is the person's ability to write,” Saffen said. To prevent students from using AI to cheat, Saffen said teachers will change the way they assess learning, just as teachers did when they realized they couldn’t keep calculators or the internet out of the classroom. “Teachers don't let you use spell check on a spelling test, but they let you use spell check on your essays, and that's AI or machine learning,” Saffen said. “I totally think it will come down to teachers adapting and figuring out and asking the question, ‘What am I assessing?’ And if the AI is not counteracting what you're trying to assess, then I don't think we as teachers need to be afraid of it.” Jordan District is already changing the way teachers assess students’ math skills.

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West Jordan Middle School science teacher Andrew Holmes loves using AI tools in his classroom. (Photo courtesy of Andrew Homes)

Nearly all of the district’s middle schools are currently piloting a new interactive method of teaching secondary math skills through rich problem-solving. There is less opportunity to cheat because students solve math problems collaboratively instead of filling out worksheets on their own. “People think that AI is going to change how everything is done to such a degree that people won't be able to adapt,” Saffen said. “But teachers care about their students, and they care about knowing that their students learned the content. And so if we think that we are no longer able to do that, we will find a way. I’ve known some fantastic teachers and I know they’ll figure it out. It will just take a while. But I don't think AI is going to break everyone, I guess is what I'm saying.”

Concern: AI can’t be trusted

Answer: That’s true, so we make sure students understand that Kinder was initially distrustful of AI. “I did have trepidations about it— How is it creating this? Is this from a meaningful place? Can I trust it all the time to do that?” Kinder said. The solution to the problem of mistrust has been education. Kinder attended training sessions and webinars to learn to use and understand AI, which helped her feel more comfortable using it. Now she uses it to develop engaging math activities, to collect and organize information for presentations and to craft emails. Saffen, who uses AI for many tasks, always double-checks its work. “There's some forms of machine learning that we use, and as teachers we understand what it is we're trying to do, so we're able to identify the weaknesses in that,” Saffen said. When she introduces students to a new tech tool, there is always a conversation about the potential impacts and weaknesses in its capabilities.

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“The students are aware that AI is going to be helpful, but also has potential concerns,” Saffen said. “I had a student ask the chatbot, ‘Is this information I need to cite and how would I cite it?’ I was actually really impressed that my students are already thinking along the conversation line of ‘How do I make sure that just because I'm using an AI, I'm not plagiarizing any ideas?’” Teachers have been given the opportunity to get ahead of students on AI tools. Before SchoolAI was released district-wide, 100 Jordan District educators piloted SchoolAI and provided feedback that helped designers customize features according to teachers’ needs. For the first few months of the school year, only teachers had direct access to SchoolAI. “Having teachers on-board early on and engaging with it helps them understand the benefits of SchoolAI,” Godfrey said. “It also helps them help students be good digital citizens, and to use AI effectively and in a way that helps support their learning, instead of using it as a substitute for learning.” Saffen was impressed that the district offered AI training even before SchoolAI was in use in most classrooms. The Teaching and Learning Department provides regular training, as well as tips and support through their Instagram account and podcast. “There are a lot of very smart, very capable people who have been at the forefront of this and have been ready for it for a while,” Saffen said. Jordan School District has prioritized educating stakeholders to ease their concerns about AI in the classroom. “We'll continue to inform parents and the community about how SchoolAI is being used,” Godfrey said. “Ongoing training is available for teachers to help make sure that we're making the most of artificial intelligence in the classroom.” l

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Students at Title 1 schools have access to technology to help provide a quality education. (Photo/Utah State Board of Education)

What defines a Title 1 school and how do schools use their Title 1 funding? By Ella Joy Olsen | e.olsen@mycityjournals.com

chool is in full swing and children across the valley are filling desks and playgrounds - bright kids with bright faces seeking bright futures through education. Regarding the school in your neighborhood, or the school your child attends, a question tossed about by parents, teachers and community members is, “Is it a Title 1 school?” But what exactly is a Title 1 school and what does it mean in terms of funding, programs and student body? First a little history. The Elementary and Secondary Education Act (ESEA) was signed into law in 1965 by President Lyndon Baines Johnson, in his war on poverty. He believed that “full educational opportunity” should be “our first national goal.” ESEA offered grants to districts serving low-income students, federal grants for textbooks and library books, funding for special education centers, and scholarships for low-income college students. Additionally, the law provided federal grants to state educational agencies to improve the quality of elementary and secondary education. This original Congressional act provides Title 1 funding. The Every Student Succeeds Act (ESSA) is the most recent Congressional reauthorization of the ESEA. President Barack Obama signed this into law in 2015. The version of the ESEA (prior to the ESSA) was the No Child Left Behind Act signed into law by President George W. Bush in 2001. What stats define a Title 1 school? Schools in an educational district are ranked on the percentage (not the number) of low income children in each school. The numbers are based on U. S. Census Bureau counts of school-age children (ages 5-17). Any school with 75% of their student body population determined to be economically disadvantaged must be provided funding. Once schools at or above 75% economically disadvantaged student population have been

served, the district may serve other schools in rank order, down to schools that are at or above 35% economically disadvantaged. A school must have a poverty rate of at least 35% to receive funds. According to Max Lang, ESEA Programs and Related State Initiatives Coordinator at the Utah State Board of Education, “Around 40% of Utah schools receive Title 1 funding, in some form.” The state provides a list of schools that qualify for Title 1 funding available at: www. schools.utah.gov. How much money are we talking about? The State of Utah received, “Exactly $75,722,863 in federal funding this year,” Lang said. And according to the Brookings Institute, in 2021 Congress appropriated $16.5 billion countrywide through Title 1. The money is allocated to schools in a tiered fashion. Funding tiers are determined using four statutory formulas, run through the state and individual districts, so funding will be allocated as fairly as possible and will meet the schools with highest needs first. Schools may be eligible for funding as determined by one, two or more tiers according to the formulas. Documentation on the formulas and their application tends to get into the weeds regarding all of the specifics, and isn’t easy reading, but for a comprehensive overview of the formulas see: www2.ed.gov/about/offices/list/ oese/oss/technicalassistance/titleiallocationformulastitleiconfppt22018.pdf How do Title 1 schools spend their money? The purpose of Title I funding is to provide all children significant opportunity to receive a fair, equitable, and high-quality education, and to close educational achievement gaps. The programs within a Title 1 school are decided on an individual school-by-school basis. “Ideally in a plan developed by all stakeholders—principal, staff, parents and some-

West Jordan City Journal

times students,” Lang said. Oftentimes schools will use the funds for increased training for teachers to respond to the unique challenges present in the school, instructional supports and non-instructional supports such as behavior and mentoring, counseling and prevention. Funds are also used for staffing of paraprofessionals. Another area of emphasis is parent and family engagement. Parents are encouraged to come into the school and see how they can take learning strategies home to incorporate them with their children. There is no class size requirement written into Title 1 law. “More and more research is indicating that class size alone doesn’t make a difference in educational outcomes,” Lang said. Solutions that focus solely on smaller class size are insufficient. Additional and unique approaches based on specific challenges within a school appear to be more effective. Title 1 funds may not be used for things like: food for meetings unless the event is being held for the specific purpose of parent and family engagement. Fieldtrips, intramural

activities, uniforms, school supplies…unless necessary to support students who meet the definition of homeless. Also, no class rings, prom gowns or drivers’ test fees, according to the Utah State Board of Education (USBE) Title 1 Handbook. Does Title 1 funding work? According to the audit report for the State of Utah, at this point Title 1 schools have been unable to wholly and sufficiently address educational inequities to raise student achievement. Disparities may be explained by family and community factors and resources, and are often underpinned by systemic inequities. The wide variety of family, community and systemic factors are not currently tracked in education data systems, but demographics appear to be stronger predictors of educational achievement than spending. Since some research suggests a tenuous link between spending and student performance, it’s likely not simply an issue of how much was spent, but how well it was spent to help students. auditor.utah.gov/kids/title-1-program.l

A cheerful kindergarten classroom designed to provide all children significant opportunity to receive a fair, equitable and high-quality education…plus a cheerful classroom makes school fun! (Ella Joy Olsen/ City Journals)

Taylorsville Elementary is one of many Utah schools receiving Title 1 funding which is intended to provide all children significant opportunity to receive a fair, equitable, and high-quality education, and to close educational achievement gaps. (Ella Joy Olsen/City Journals)

WestJordanJournal .com

January 2024 | Page 13

Burton retains mayoral seat, four council seats look different and slightly familiar By Travis Barton | travis.b@thecityjournals.com

est Jordan will have a two-term mayor. Mayor Dirk Burton won a second term at the late-November election, defeating Councilmember Kayleen Whitelock with 60% of the vote. “I want to thank all my supporters and the many people who answered and visited with me when I knocked on their door,” Burton wrote in a Facebook post the night of the election. “Whether you voted for me or not, I will continue to work hard to represent and serve you well. We make a better community when we appreciate different perspectives even when we disagree. We share much more in common than what divides us. Let’s make a great future for all of West Jordan!” Burton is the second mayor in West Jordan’s history, dating back to 1967, to earn a second term. The last mayor to do so was Junius Burton in 1977. While the mayoral seat was decided between two current elected officials, races in Districts 1 and 2 were contested by nonincumbents. District 2’s Melissa Worthen moved to Colorado in October and Councilmember Chris McConnehey of District 1 did not run again, having served in the position since 2012. District 1 will see a familiar face take

West Jordan will see a mix of remaining, returning and new faces for its elected officials. (File photo West Jordan)

the dais again in Chad Lamb, who beat Rulon Green with 64% of the vote. Lamb was elected to an at-large councilmember position in 2017 before losing out on reelection in 2021 also as an at-large. District 2 saw Bob Bedore defeat Gary Leany with 54% of the vote. The other two district races had incumbents facing challengers where one

earned another term in office while the other came up just short. Councilmember Zach Jacob will begin his third term representing District 3, having warded off challenger Sterling Morris with 65% of the vote. David Pack of District 4 however will bow out having fallen to Kent Shelton, who won with 57% of the vote.l

Dirk Burton, pictured here voting in 2019, retained his seat as mayor defeating challenger Kayleen Whitelock with 60% of the vote. (File photo courtesy West Jordan City)

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Positive, goal-oriented Bachman excited for senior season at Copper Hills By Josh McFadden | j.mcfadden@mycityjournals.com

n some sports, including swimming, some athletes start at a young age. For Copper Hills swimmer Hayley Bachman, it wasn’t until middle school when she started swimming competitively. Since then, she has taken off. Bachman quickly earned high praise and recognition for her efforts in the pool. As a young seventh grader, she had lofty goals for herself and her swimming career. “I started swimming competitively in seventh grade after I was told I had a lot of ‘natural talent,’” she said. “At my first swim meet, I got four ribbons, and I was basically convinced that I was the next Olympian. Silly 12-year-old Hayley.” While she might not make a U.S. Olympic squad, the Copper Hills senior has been one of the team’s steadiest, most reliable swimmers. She also has a positive attitude and outlook, which comes in handy for a sport as grueling as swimming. She is also someone that other team members can look to as an example and go to for support and encouragement. “I think I bring a lot of kindness and compassion to the team,” Bachman said. “Swimming is not an easy sport, and sometimes it is super hard mentally. I think that I am a good shoulder for anyone to lean on.” Speaking of shoulders, Bachman has dealt with pain in this area, as she has experienced tendonitis and bursitis during her career. Fortunately, with some physical therapy, the discomfort has subsided significantly this year. In the pool, Bachman has been a standout performer, particularly in the 50-yard freestyle event. Her time of 25:30 is the fastest girls time at Copper Hills in the last few seasons. She is also working hard in the 100 freestyle event. “I’m continuing to work on a positive attitude toward the 100 freestyle,” she said. “My freshman year, I got an all-time low of a 54.94, and three years later I have still not made it back down to a 54. I am hoping it will happen this season, but I am trying not to have the mindset that my 100 free peaked freshman year.” This season, Bachman has high hopes in another event: the 100 backstroke. She is also optimistic that the girls team canset some school records. “My goal for this season is to get the girls’ 100 backstroke school record,” she said. “It is a 1:03.66, and last year my best time ever was a 1:04.61. I have been working super hard on my backstroke and my backstroke dives in practice, and I really hope to achieve this goal. As far as my goal for the team, I would love for our girls’ medley relay team to also get the school record. We have some awesome swimmers this year, and I think it is so achievable. This would be especially meaningful for me, because I

WestJordanJournal .com

would then be a part of all three girls’ school relay records. I hope everyone on the team swims the best swims they are able to this season.” To achieve these goals, Bachman knows that she and her teammates need to not only work hard and put in the time and effort at practice, but they need to think positively. The mental aspect of swimming can be equally as important as the physical work it takes to be successful. “For the season to be successful for myself and for my team, I think we need to continue to focus on having positive selftalk about swim practice and our races, and overall just continue to work hard and try our best,” she said. Bachman loves competing on the Copper Hills team. She said the Grizzlies have swimmers of all talent and experience levels. This variety makes being on the team enjoyable and rewarding. She also said everyone supports and roots for one another, whether a swimmer has been competing for years or just got into the pool for the first time this season. “The best thing about swimming for Copper Hills is that it brings together experienced swimmers and people who have just gotten into the sport,” she said. “No matter what level you are at, we always find a way

to work together and cheer each other on. Our team does a great job at cheering for our swimmers.” High school can fly by, and Bachman is grateful for her experience on the Copper Hills team and for everything she has learned from swimming. Still, she knows the sport doesn’t define her, but it’s just something she does. When considering whether to continue swimming competitively at the collegiate level, Bachman spoke with many Division II and Division III coaches. However, she wanted to stay home in Utah and decided to attend Utah State University, where she will enroll in the fall. Bachman will be a psychology major. Though Utah State doesn’t have an NCAA-sanctioned swim team, it does have a College Club swim team, and Bachman is slated to be a part of the club. She is eager to continue her swimming career as an Aggie. “When touring USU Logan, I actually got the opportunity to swim with their swim team,” she said. “It is going to be a great fit for me, and I am super excited.” The Grizzlies will continue to compete against Region 2 foes this season, leading up to the Class 6A state meet. This will take place Feb. 23 and 24 at Brigham Young University. l

In the pool, Bachman has been a standout performer, particularly in the 50-yard freestyle event. Her time of 25:30 is the fastest girls time at Copper Hills in the last few seasons. (Photo courtesy of Winston Hilton)

January 2024 | Page 15

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Beyond textbooks: How the maker movement is changing education, fostering creativity and accessibility

n Midvale, a sixth-grade girl curiously was examining the workings of Spheros, small, wheeled robots. In Murray, a junior high boy used wood, glue and string to craft a catapult. In South Jordan, an elementary-aged girl was looking forward to creating a 3D butterfly using Tinkercad. Makerspaces allow opportunities for hands-on making, creating, designing and innovating that bring individuals together in a variety of mediums, including robotics, textile crafts, woodcrafts and electronics. Commonly found at some libraries, museums, colleges and at the Utah STEM Action Center, the number of these spaces for open exploration have increased, especially in schools, which has given students equal access as well as gain skills in STEAM—science, technology, engineering, arts and mathematics. “Makerspaces need to be available and accessible,” said teacher Beth McKinney, who helped open the makerspace in Murray’s Hillcrest Junior High in an existing classroom this fall. “It’s important for kids to have a place where they can explore their own interests, talents, curiosities and have that experience on their own with the freedom to do it in a safe, controlled setting. Many students might not have the tools, the confidence or the opportunity to do so, so it’s important we have a safe space where any student can create and many learn best by doing, with their own hands.” Makerspaces are known as places where people, or “makers,” create, or “make,” projects using a variety of hands-on and digital tools. The junior high’s makerspace offers art

By Julie Slama | j.slama@mycityjournals.com supplies, robotics, a LEGO wall, 3D printing, K’NEX, speed and logic puzzles and more. Students opt to come to the space during an enrichment class period once per week as well as during the after-school program. Ninth-grader Allie Lobach likes coming to the makerspace. “It’s comfortable here; I’m free to make my own choices, but there’s help if I need it,” she said. The concept of makerspace is not new, according to Utah STEM Action Center’s director Tamara Goetz. “Makerspaces have been around a long time,” she said. “They were a place for people with common interests to tinker and build and that purpose still exists. What we’re seeing now is not a resuscitation of an old trend or fad of having a neighborhood tinkering spot in somebody’s garage. It’s become a way of learning and a way of thinking that is beginning to integrate how we teach kids and how we inspire kids. It’s the new way to do project-based learning; it’s maker learning, the idea of learning how to do a design process of iteration to create something to solve a problem that is important to you.” Goetz said there is an increased momentum around makerspaces. “Our future as a global economic leader depends on students having the ability to be innovative with technology,” she said. “Maker learning helps to build 21st century skills and helps students not just consume technology but develop it.” At Hawthorn Academy, a charter school in South Jordan, teacher Stephen Mesker said it’s those 21st century skills of identifying

Hawthorn Academy students create snowflakes in Tinkercad during a December after-school 3D Design Club meeting. (Julie Slama/City Journals)

Page 18 | January 2024

problems and finding solutions that is being taught in the school’s 3D Design Club, a precursor to what he hopes will evolve into a makerspace for its studentbody. “We teach them the skills, but the hope is to get everybody involved in STEM and get them prepared for future jobs,” he said. “Many manufacturing jobs now use 3D design and 3D printing and other makerspace skills that we need to provide that education and opportunity to our students.” That is key Goetz said. “Makerspaces are more than just a bunch of equipment with no real intent. What’s important, particularly in schools, is to address how can the makerspace aligns and integrates into the mission of the school, more than just a place to tinker,” she said. “It also needs to adapt with the growth of the school.” Such was the case with the STEM Action Center, which is celebrating its 10th anniversary. After moving out of an office downtown to its South Salt Lake location where space was provided as a solution to the many FIRST LEGO teams that needed a location to practice and build, the staff realized its potential when “a couple little girls would come by and knock on the window and ask what we were doing. That led us to realize there was a much greater potential space in our community, so we established an open tinker time.” They also adapted during Covid-19, to check out activity kits to teachers, which helped them reach many more kids, Goetz said. That led to creating Pop-Up Maker Faires, which are brought into schools to provide free, hands-on STEM activities that stu-

dents can bring home. The Center also awards grants, which help establish programming, innovation and makerspaces in schools. While Hawthorn, which purchased a dozen 3D printers from such a grant, began its club last year, others, like Channing Hall, a charter school in Draper, have been operating a makerspace for years and have incorporated lessons into the classroom. It was designated as a state platinum STEM school last spring. Goetz said that not all school makerspaces are the same. “Some schools have maker carts, some set up in a library; it can take on different formats and versions, depending upon what schools want. Some schools have a designated makerspace. What we’re seeing is the number of schools are trying to figure out what to do with the library (with the pivot to more online materials) and makerspace is coming into the conversation more and more for those schools,” she said. In Canyon School District, some schools, such as Midvalley Elementary and the recently rebuilt Union Middle, have designated rooms as makerspaces, while Midvale Middle’s library is used as a makerspace during lunchtimes, at a time when it’s accessible to all students. “It started here because I like kids to be kids; I want them to know how to play with their hands, how to create and how to solve problems on their own,” teacher librarian/ media specialist Judy Rembacz said. “Makerspace teaches kids how to think. They are in the driving seat, being empowered and passionate about their own learning. They figure out how to create and if something goes

In December, Midvale Middle School students create a robot using Cubelets during their lunchtime in their makerspace. (Julie Slama/City Journals)

West Jordan City Journal

wrong, how to make it work. They learn from failure and that’s a good thing. I also like how this connects them with their peers and with the school and that we’re giving this opportunity to all our students.” That is what teacher Wendie Nielson, at Bella Vista Elementary in Cottonwood Heights, wants students to discover. “They’re learning cooperation, collaboration, critical thinking, problem-solving,” she said. “When something doesn’t work, they got to change their thought process to hopefully make it work the next time.” Fifth-grader Anna Armstrong was learning about coding using an Intelino smart train. “It’s going to help with my future; I’m seeing all the things I can do with coding,” she said. “I want to be an astronaut, so I’ll need to know a lot about computers and coding. In makerspace, there’s science and math and communication as we work on things together, but a lot of it is trying to figure it out on my own.” Bella Vista’s first-year principal Angi Holden already has seen an increase of STEAM learning at her school. “We offer STEAM enrichment with after-school programming, and we have our STEAM Fridays where students rotate every five weeks through lessons around engaging topics created by our teachers,” she said. “Our goal is to expand to become a STEM-designated school, so students are prepared for the workforce, beyond academics.” Preparing all students in STEAM education is the goal behind the grants received by Canyons School District’s Digital Teaching and Learning Specialist Chandra Martz, who was overseeing a family STEAM night at Midvale Elementary. When Martz was in high school, she remembers being the only female in a STEM class of 25 students. “It always bothered me, so I want to get more girls into STEM. Canyons’ goal is to get every student college and career ready, so we’re trying to do that through STEAM,” she said. “I want as many kids as possible to be able to see STEAM in their future. I want girls to be able to see that they can be engineers. I want children of color to see that they can get a job in the field that pays well. I feel a lot of people in some of our Canyons communities are working three jobs just to try to make ends meet. There are careers that their children can enter, and they can make $100,000 out of high school. I just want them to be able to see that this could be their future; this opportunity is for everyone.” Martz, and others, are rolling out family STEAM nights in elementary schools, where they bring in kits of 12 activities with challenges that tie into curriculum standards. “I love that they went through all the activities to align it in math and science standards,” Goetz said. “They have signs at each station so teachers know this challenge aligns to certain standards and they can take that back to the classroom to build off of it; and parents are given open-ended questions to

WestJordanJournal .com

ask to foster exploration with daily activities at home.” Those kits, which were first originated by Utah Valley University, then expanded on and provided by Utah STEM Action Center, are available statewide through its network that includes several state higher education institutions, independent makerspaces and the Utah State Library Division. Jordan School District already has STEM activity tubs available for check-out to schools and Granite School District is creating its own set for more accessibility, Goetz said. At the recent Midvalley Elementary family STEM night, parent Brady Smith brought his first-grade daughter, Amelia. “I want her to stretch her mind in different ways in science and math and find the joy in learning and exploring through these cool activities,” he said. “I want her to have a mindset and a skill set that solves problems and thinks through things; I want her to be able to create and decipher.” Another part of Canyons’ program is establishing makerspaces with supplies in every middle school. Five of the eight schools already are in the process or have implemented makerspaces. STEAM squads are being introduced to elementaries and coding clubs will extend to middle schools next year. “The whole purpose of this grant is to give to students that may not have opportunity,” Martz said. “Some kids aren’t able to go to after-school programs, so we want to give opportunity.”

That opportunity is extending to teacher training as well as Canyons’ teachers becoming STEM-endorsed, she said. In addition, the STEM Action Center offers workshops weekly for teacher professional development in technical expertise. “Teachers walk out with lesson plans that have been facilitated in the workshops and can incorporate what they’ve learned into their classrooms,” Goetz said. Canyons District Elementary STEM Specialist Cynthia Lloyd hopes that makes a difference. “With these resources, we’re hoping teachers use them with their curriculum,” she said. “We are noticing that kids are needing critical thinking and problem-solving skills. It’s not just STEAM. It’s also sitting down and reading informational text. They’re not getting what they need out of it. One of the best ways to get kids to learn is through these STEAM activities because they’re highly engaging; we can teach those literacy skills along with these problem-solving and critical thinking skills.” Goetz agrees. “Makerspaces nurture curiosity,” she said. “It’s a place to create, a place to learn to invent and design, and a place to fail and repeat. We learn from failures. We learn to work as teams, alongside other fellow makers, because we’re trying to solve problems together. Communication and organization are a big deal as is resilience. These skills can be incorporated into academic learning. This

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aligns to the standards and it’s cross-disciplinary. Makerspaces are a welcoming place for everyone to create and solve what is important to them. It’s what’s called ‘a low floor and a high ceiling’ so it provides a huge potential for growth in learning.” l

Kindergartner Bella Coller tried out different activities during Midvalley Elementary’s Dec. 5 family STEAM night in Midvale. (Julie Slama/City Journals)

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January 2024 | Page 19

Be a Santa to a Senior program in West Jordan encourages companionship By Linda Steele | l.steele@mycityjournals.com

t the time of year when many people are prioritizing spending time with family, West Jordan encouraged residents to participate in the Be a Santa to a Senior program and share the joy of giving and companionship with an older adult who may not have anybody to share the holiday season with. “The holidays can be hard for many older adults, especially those who may not have a companion to share them with,” Dave Parke said, owner of the Home Instead West Jordan office. Home Instead provides senior home care services. The company has been in Salt Lake City for 25 years, with the West Jordan office open for 14 years. Be a Santa to a Senior has been helping seniors for 10 years and is very successful. “We enjoy doing it every year. As a company we have caregivers go out in the homes and the community of people who need help in order to stay living at home, or whatever they call home. Our caregivers go in and supply whatever care they might need so they can stay safe,” Parke said. Be a Santa to a Senior brings in a whole community with the support of retailers, volunteers and nonprofit organizations. Home Instead has partnered with Key Bank to help with collecting and distributing donated gifts. Inside the lobby of different Key Bank locations are

Ornaments on Home Instead giving trees have the name and gift request of a local senior in need. (Courtesy Home Instead)

gift trees with ornaments containing the name and gift request of local seniors. Members of the public are encouraged to visit a gift tree, pick and ornament and purchase the requested gift. Items can then be returned to the bank and deposited in the delivery box located near the tree. Gifts will be wrapped and delivered before Christmas. “It is touching,” Parke said. “I would love to see adults think of somebody that is elderly and just do something, give a plate of cookies, a card or a basket of fruit and say ‘hey, I just want you to know that people love you.’ It means so much to them.” Parke said. “Through Be a Santa to a Senior,

A senior citizen receives a donated Christmas gift. (Courtesy Home Instead)

we can help these seniors experience the happiness and togetherness the season can bring.” What is unique about Home Instead is they bring in nonmedical care to those in need. They help with typical family needs for aging adults. Home Instead helps with meal prepara-

tion, running errands, bathing and showering and more. Home Instead caregivers are trained to handle cognitive issues with seniors who may be struggling with Dementia or Alzheimer's. l

Continued from front page

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forward. He says the makeup of the city council, four members elected from specific districts with three at-large members, lends itself to getting support from a majority. “It gives each district a chance to get projects going in their areas,” he said. Bedore feels the biggest challenge facing West Jordan is the growth on the westside. “The buildout near 90th South requires us to take care of everyone west of it,” he says. “The hard part is that we have people in West Jordan who live here and bought homes here but don’t want to see middle or high density housing built near their neighborhoods. They feel it will hurt their property value. But growth is inevitable and things are going to happen. We have to be smart in how we build out. Property taxes are going to go up if we don’t.” And Bedore would like to see West Jordan improve its identity—or even get one. “We’re the third largest city in the state and yet we don’t act like it,” he said. “What is West Jordan known for….what makes us stand out? We don’t have a true downtown area. We don’t have a car lot, as an example. A lot of sales tax comes from those lots. We don’t have a state liquor story, which is important to a lot of people and also a tax revenue generator. They have to drive to West Valley which has two liquor stores or to Taylorsville which has one. We don’t have some

Newly-elected West Jordan city Councilmember Bob Bedore. (Photo courtesy Bob Bedore)

of the basic kinds of things that most large cities do have. We must build relationships and use the power of being the state’s third largest city to attract those types of things. I don’t want West Jordan passed over for anything West Jordan needs.” Coupled with that is community pride which is important to him. “I want pride in the city. When a city has pride, crime and littering go down because everyone is watching a little bit more when they’re thinking about their city. We can unify the council and turn West Jordan into ‘Best Jordan.’” l

West Jordan City Journal

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January 2024 | Page 21

JORDAN SCHOOL DISTRICT - Public Notices

SPECIAL EDUCATION CHILD FUND Every child is entitled to a public education regardless of disability. Children with disabilities may go without services because families are not fully aware of their options. If you know of a child, birth to age 22, who is not receiving any education services or feel that your child may be in need of special education services, please contact your local school or call the Special Education Department in Jordan School District at (801) 567-8176. SPECIAL EDUCATION RECORDS DESTRUCTION On January 31, 2024, Jordan School District will destroy special education records of students born prior to September, 1996. Former special education students who are 27 years old may request their records from the school last attended; otherwise, the records will be destroyed. CARSON SMITH SCHOLARSHIP Public school students with an Individualized Education Plan (IEP) may be eligible for a scholarship to attend a private school through the Carson Smith Scholarship program. Further information is available at http://www.schools.utah.gov/sars/Scholarships.aspx

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’m at the point where each doctor visit starts with “Well, at your age…”. I need to get my liver rotated, my heart valves oiled, my lung filters changed and I need a lot of bodywork done. Nips and tucks won’t do it, I need parts replaced and a complete undercarriage overhaul. I’ve got 99 problems and the cost of health insurance counts for at least 90. When I found myself without health insurance at the end of last year, I jumped on Healthcare.gov to explore my “affordable” options. The site states that four out of five people can find a plan for $10 or less a month, after tax subsidies. What they don’t tell you is that the fifth person has to get a third job, sell organs on the black market or start printing money in the basement to afford a healthcare plan. As I scrolled through my health insurance options, I got irrationally angry. Plans started at around $500 per month, with deductibles ranging from $7,500 to Lamborghini. Keep in mind, this was for one person, not an entire family with pets and farm animals. Since I had to register by the middle of December, my email was flooded with reminders from the site. Have I registered? Why not? Did I forget? Did I become independently wealthy? Did I decide to use the money for something fun instead?

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No. On the day before the deadline, I put on my adulting hat and signed up for health insurance. I’m still irrationally angry. I am seriously considering Alternate Healthcare Plan B, which is file for bankruptcy in the event of a major medical emergency. Still haven’t ruled that option out. I also have Healthcare Plan C: try not to get sick or need a blood transfusion or get concussed or go for an ambulance ride or break a bone. No emergency room visits. Just good old-fashioned stubbornness and denial. There are also herbal remedies and a variety of healing crystals that don’t actually solve my internal issues (there’s only so much power in a rose quartz) but it’s cheaper than an MRI. Or there’s always my mom’s answer to any illness when I was a kid: a spoonful of paregoric. The opium-based medicine made me feel very sleepy and hazy. But, for now, I’ll end up paying at least

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$7,000 per year to cover my annual physical, a series of blood tests and a couple of prescriptions. But I still have a copay because that seven grand isn’t nearly enough, obviously. I’ve been without health insurance before, but here’s the thing, affordable insurance shouldn’t be tied to employment. Because I’m not made of diamonds, I took a part-time job to cover health care costs. When we stayed in San Diego last summer, we dreamed about staying in a luxury hotel for $800 a night. Hospitals charge that much just for the ice chips. But our family learned the hard way that a one-week stay in the ICU can quickly reach nearly $100,000,

or about $14,000 per night. And that’s without the beach access and sunrise mimosas. Ironically, Intermountain Healthcare recently rebranded as Intermountain Health. Literally taking the “care” out of health care. I’m just one more person complaining about the high cost of insurance, but when medical expenses are one of the leading causes of bankruptcies in Utah, shouldn’t we start looking at the root cause? At what point do we put the “care” back in healthcare and create affordable options so I can get my joints greased, my oxygen system replaced and my body’s systems recalibrated?

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January 2024 | Page 23

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