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Custom Class: post-landing-hero

On an overcast autumn day, a voice rang out in the Lower School nature yard. “Match!” it cried.

At the sound, the entire 4PreK class came running. One by one, they began smelling one of the yard’s plants, on a mission to find a scent match to a mystery plant they had been given that morning.

Research shows there are powerful benefits of sensory learning—building nerve connections in the brain, improving fine motor skills and perception, encouraging social interaction, and enhancing memory are among them.

This activity is one of several sensory learning exercises that Kate Nevins’ and Brittney Hansen’s preschool class enjoyed this fall, and was designed to engage students’ sense of smell. Before going outdoors, each child had been given a bit of the crumpled mystery plant (wild sagebrush), which they rubbed between their hands and smelled. The group then went to the nature yard to locate a full sage plant by scent alone. “Children ran from plant to plant smelling the scent on the palm of their hand and then smelling the plant to see if the scent matched,” the teachers wrote about the activity. “As soon as a child was sure they found the right plant they would yell, ‘Match!’ and we would all come running to smell for ourselves.”

Because research shows there are powerful benefits of sensory learning—building nerve connections in the brain, improving fine motor skills and perception, encouraging social interaction, and enhancing memory among them—Rowland Hall embraces opportunities to add it to lessons. “The five senses have been a part of the 4PreK curriculum for at least the past 20 years—it is such a critical unit for four- and five-year-olds to explore,” said Brittney.

In the 4PreK program, senses are introduced as tools for making scientific discoveries and observations about the world. And sensory learning can be quite simple. For example, for the listening exercise, the preschoolers walked to the McCarthey Campus back field, where they closed their eyes and concentrated on, and named, the sounds around them. When exploring touch, the children lay down on the grass and described how the blades felt against their bodies.

Our young naturalists were encouraged to slow down and use a keen eye. We are learning that scientists have to be patient and look very carefully.

Students also learned the importance of perseverance. For a color hunt designed to engage sight, each student painted the wells of an empty egg carton a different color, then went outdoors to collect items that matched those colors. “Some colors proved to be more difficult to find,” the teachers said. “Our young naturalists were encouraged to slow down and use a keen eye. We are learning that scientists have to be patient and look very carefully.”

The unit also recommended continuing sensory learning at home. After the color hunt, for instance, the teachers prompted parents and guardians to help students find ways to use their collection boxes around the house. “Encourage your children to take the cartons outside in your yard or with you on a neighborhood walk,” they told parents and caregivers. This helps create a powerful connection between school and home (an ongoing goal at Rowland Hall) and builds early childhood skills like language development, fine and gross motor skills, and problem-solving in a pressure-free, fun way.

Interested in other ways you can bring sensory learning into your home? Check out 31 Days of Sensory Play to get started.

STEM

4PreK Naturalists Harness Senses to Refine Perception, Fine Motor, and Other Early Development Skills

On an overcast autumn day, a voice rang out in the Lower School nature yard. “Match!” it cried.

At the sound, the entire 4PreK class came running. One by one, they began smelling one of the yard’s plants, on a mission to find a scent match to a mystery plant they had been given that morning.

Research shows there are powerful benefits of sensory learning—building nerve connections in the brain, improving fine motor skills and perception, encouraging social interaction, and enhancing memory are among them.

This activity is one of several sensory learning exercises that Kate Nevins’ and Brittney Hansen’s preschool class enjoyed this fall, and was designed to engage students’ sense of smell. Before going outdoors, each child had been given a bit of the crumpled mystery plant (wild sagebrush), which they rubbed between their hands and smelled. The group then went to the nature yard to locate a full sage plant by scent alone. “Children ran from plant to plant smelling the scent on the palm of their hand and then smelling the plant to see if the scent matched,” the teachers wrote about the activity. “As soon as a child was sure they found the right plant they would yell, ‘Match!’ and we would all come running to smell for ourselves.”

Because research shows there are powerful benefits of sensory learning—building nerve connections in the brain, improving fine motor skills and perception, encouraging social interaction, and enhancing memory among them—Rowland Hall embraces opportunities to add it to lessons. “The five senses have been a part of the 4PreK curriculum for at least the past 20 years—it is such a critical unit for four- and five-year-olds to explore,” said Brittney.

In the 4PreK program, senses are introduced as tools for making scientific discoveries and observations about the world. And sensory learning can be quite simple. For example, for the listening exercise, the preschoolers walked to the McCarthey Campus back field, where they closed their eyes and concentrated on, and named, the sounds around them. When exploring touch, the children lay down on the grass and described how the blades felt against their bodies.

Our young naturalists were encouraged to slow down and use a keen eye. We are learning that scientists have to be patient and look very carefully.

Students also learned the importance of perseverance. For a color hunt designed to engage sight, each student painted the wells of an empty egg carton a different color, then went outdoors to collect items that matched those colors. “Some colors proved to be more difficult to find,” the teachers said. “Our young naturalists were encouraged to slow down and use a keen eye. We are learning that scientists have to be patient and look very carefully.”

The unit also recommended continuing sensory learning at home. After the color hunt, for instance, the teachers prompted parents and guardians to help students find ways to use their collection boxes around the house. “Encourage your children to take the cartons outside in your yard or with you on a neighborhood walk,” they told parents and caregivers. This helps create a powerful connection between school and home (an ongoing goal at Rowland Hall) and builds early childhood skills like language development, fine and gross motor skills, and problem-solving in a pressure-free, fun way.

Interested in other ways you can bring sensory learning into your home? Check out 31 Days of Sensory Play to get started.

STEM

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teacher talking to students in class

The Utah High School Activities Association (UHSAA) recently named debate teacher Mike Shackelford the 2019 Speech Educator of the Year—a Distinguished Service Award given primarily for Mike’s work strengthening debate programs not just here at Rowland Hall, but across Utah.

I'm grateful that my job allows me the opportunity to get involved in the larger debate community and make a difference for more kids in the state.—Debate Coach Mike Shackelford

“I'm grateful that my job allows me the opportunity to get involved in the larger debate community and make a difference for more kids in the state,” Mike said. “My mentors—Ryan Hoglund, especially—taught me the importance of giving back early in my career.” Ryan, our former debate coach and current director of ethical education, won this service award in 2007. 

Mike explained that school activities like debate depend on countless acts of service, from volunteer judges to late-night transportation and beyond. “Everyone is working so hard that it seems selfish not to do my part,” he said. “I also love matching the passion and work ethic that my students put into the activity.”

Match, he has. Since he joined Rowland Hall in 2007, Mike has taken on an array of leadership roles and accumulated several prestigious awards:

  • Utah Debate Coaches Association (UDCA) Chair of the Elementary and Middle School Division (2017–present)
  • UDCA Chair of the Novice Policy Committee (2016–present)
  • National Speech and Debate Association (NSDA) State Educator of the Year for Utah (2017–2018)
  • NSDA National District Chair of the Year (2016)
  • UDCA Policy Debate Coach of the Year (2014)
  • National Debate Coaches Association Executive Board (2013–2015)
  • NSDA Chair of the Great Salt Lake District (2011–2016)
  • UHSAA Speech and Debate Representative (2009–2015)

Rowland Hall Athletics Director Kendra Tomsic nominated Mike for the award and confirmed his dedication to debate. “Mike’s classes are full of enthusiastic debaters who feed off his energy and knowledge,” Kendra wrote in her recommendation letter. “He loves working with students in a competitive environment and it shows.”

For the Shackelfords, debate—and the friendly competition thereof—is a way of life: Mike's wife, Carol, won this award six years ago while coaching for Bingham High School. "Now I'm even with her, which feels great," Mike joked.

Mike is the eighth Rowland Hall employee to receive one of these awards.

The UHSAA started their Distinguished Service Awards program in 1987 to honor individuals for their contributions to high school activities. Mike is one of 17 Utahns to be honored this year, and he’s the eighth Rowland Hall employee on record to receive one of these awards. View a list of past recipients in our article on band director and music teacher Dr. Bret Jackson, UHSAA’s 2018 Music Educator of the Year.

Debate

Samantha Paisley skiing uphill.

Rowland Hall’s winter sports program introduced now-junior Samantha Paisley to backcountry skiing in eighth grade. Now, she’s in Lausanne, Switzerland, representing the United States in ski mountaineering—what she describes as “backcountry ski racing”—at the Youth Olympic Games.

This is the first year that ski mountaineering—known as SkiMo—will be included in the Youth Olympic Games (YOG), and the sport may be added to the Winter Olympics in 2026. In Lausanne, Samantha is one of only two US girls and one of 48 total international athletes competing in SkiMo. She’ll race in all three events: the individual on January 10, the sprint on January 13, and the mixed-nations relay—featuring randomly grouped teams of two boys and two girls—on January 14.

A description of the SkiMo events, according to olympic.org:

"Individual races are similar to a marathon, with athletes setting off in a mass start over a course with at least three ascents and descents and up to 1,900m of elevation gain. Races typically last between one-and-a-half and two hours, with at least one ascent where athletes need to remove their skis and climb on foot. As the name suggests, sprint races are much shorter and faster than individual races. The total ascent and descent is usually around 100m, with the fastest athletes completing the course in approximately three minutes. Relay races, meanwhile, feature a team of three or four athletes, with each member of the team completing a short circuit one after the other. Like the sprint, the relay is quite a fast event, with each circuit lasting about 15 minutes and including two ascents and descents."

Samantha Paisley skis uphill with competitors in background.

Samantha Paisley at the 2019 SkiMo World Championships.

Join us in supporting Samantha and Team USA: Rowland Hall is throwing a YOG SkiMo viewing party (event TBD) at noon on Monday, January 13, in the Larimer Center. We’ll also share Samantha’s results on Twitter as we hear them. A TeamUSA.org article details more ways to keep track of the YOG: check TeamUSA.org/Lausanne2020 or Team USA’s social channels; sign up for the Team USA Daily newsletter; download the Team USA app; or check the Olympic Channel or their app.

We chatted with Samantha before she traveled to Lausanne on January 6, the same day school started up after winter break. She’ll miss two weeks of class to compete in the YOG, but thanks in part to Rowmark Ski Academy, Rowland Hall’s teachers and staff already have the infrastructure to help elite student-athletes succeed.

The following Q&A has been lightly edited for length, style, and context.

How do you explain SkiMo to people who’ve never heard of it?

I usually describe it as backcountry ski racing. You start at the bottom of the mountain with skins on the bottom of your skis, race to the top, take the skins off, ski down, put the skins back on, and race right back up.

How did you get into this sport?

I found it in 2017, the winter of my eighth-grade year. I picked backcountry skiing (chaperoned by teachers Bill Shann and Molly Lewis) for my winter sport and had so much fun! Then my mom—a Snowbird ski-patroller/physician who’d been backcountry skiing for years—took me touring a few more times, and the skiing was incredible. Later that season I saw a flier for the Wasatch Powder Keg, a race at Brighton that covers the entire resort and the backcountry (i.e., Snake Creek and Guardsman Pass). So the next weekend I showed up to the race and got fourth place.

I even had a chance to use my Chinese mid-race—as I passed the athlete from China, I said some words of encouragement. After the race, she came up to me and we had a whole conversation in Chinese.—Junior Samantha Paisley

In March you competed in the World Championships in Villars, Switzerland. How did that go?

I finished as the 12th woman under age 17. It was such a neat experience. I learned so much about racing, balancing my school work, and standing up for myself. I became friends with the junior overall world champion, Katia from Russia, and we’re now pen pals. I even had a chance to use my Chinese mid-race—as I passed the athlete from China, I said some words of encouragement. After the race, she came up to me and we had a whole conversation in Chinese.

How did you qualify for the YOG?

The only race we’ve had this season was the Youth Olympic Qualifiers in Eldora, Colorado, where I ranked second overall (I got third in the individual and first in the sprint). My time in the sprint ranked me as the second-fastest woman of that day—the same day as the national championships for the elite men and women. So there was some pretty tough competition.

Samantha Paisley on top of SkiMo podium.

Samantha Paisley in the top podium spot for the sprint at the Youth Olympic Qualifiers in Colorado.

How does it feel to be representing your country in the YOG? And doing so during SkiMo’s debut?

It’s crazy! I can’t believe that out of all the youth athletes, I get to go. This sport is becoming more and more competitive and it feels surreal to be a part of such a monumental moment in SkiMo history. I’m also excited to meet people from other countries and watch some events. I’m very excited to see figure skating. 

When you get into the right headspace and feel confident, ignore everything else, and push yourself to go as fast as you can, it’s the best feeling in the world.

SkiMo is known as a grueling sport—is that true? Why have you continued to compete at such an advanced level? What drives you?

Honestly, the sport is very, very physically intense, but the hardest part is the mental component. It’s easy to give up quickly and it’s also easy to give up when you get passed by someone. Because of the length of the courses, you don’t move as quickly as if you were running or biking, and that can get frustrating. Therefore, no matter your physical fitness, if you aren’t in the right headspace it’s hard to do well. On the flip side, when you get into that headspace and feel confident, ignore everything else, and push yourself to go as fast as you can, it’s the best feeling in the world. 

I love this sport because all ages usually compete at the same time. It’s awesome because I get to train and race with incredible women and men who’ve not only raced the world circuit and done well, but also maintained full-time careers and balanced their lives well. It’s unreal that I have the mentors I have. And it’s also cool because there are a lot of young kids who look up to me on my Silver Fork SkiMo team, and I can be a role model and mentor to them.

What’s your training like?

I train everywhere I can. The beauty of SkiMo is that as long as you’re traveling uphill, you’re training. So, I spend my days hiking, running, biking, and skiing. I also joined Utah Crew and spend the spring, summer, and fall training with them. 

In the winter, I work out indoors once or twice a week. Cross-training is a big part of my philosophy because doing only one activity intensely can result in injury; it’s important to use muscles other than the ones specific to your sport. My SkiMo practice consists of two or three days of endurance—I often get 4,000 to 5,000 vertical feet in, which is about eight to 10 miles, depending on the location. I do sprint/interval work three times a week, and one of those days I do a crew workout. I take one or two days off to rest, mainly to catch up on sleep, do homework, and study for tests and quizzes.

Where do you hope to go with the sport—can you do it at the college level? Beyond? The 2026 Olympics?

After the YOG my goal is to qualify again for the US National Team and return to Europe to race in the World Championships in 2021. I also hope to ski in college—wherever I go, I want to start a team if there isn’t one. But I haven’t thought about my SkiMo future a lot. I like to live in the moment and set small goals—especially in such an intense sport, it’s hard to have a lot of lofty goals without losing perspective. I do have a national teammate, Grace Staberg, who is a senior in high school and is over in Europe for the rest of the school year racing the World Cup series. I wouldn’t be opposed to that.


Top photo: Samantha Paisley making the first ascent in the individual event at the World Championships in Villars, Switzerland, on March 11.

Students

First-grade teacher Susanna Mellor leading morning meeting.

On a Thursday in November, Susanna Mellor’s first-grade class was seated in a circle, ready to begin their morning meeting. That day, they started with a pinky greeting: everyone hooked fingers, forming a chain, and then Susanna turned to one of the students next to her. “Good morning, Thomas,” she began. The salutation passed around the circle, ending with a hearty, full-group welcome: “Good morning!”


Morning meeting is one of several practices recommended by Responsive Classroom, a student-centered approach to social and emotional learning (SEL) and effective classroom management. Lower School Principal Jij de Jesus explained that the division started utilizing Responsive Classroom in 2016 as a way to support Rowland Hall’s long-standing commitment to SEL, which is associated with higher academic achievement, improved teacher-student interactions, and higher-quality instruction.

Responsive Classroom gives teachers the tools to create truly joyful, safe, and inclusive classrooms. More importantly, it gives students more responsibility and ownership in the process of building a community of kindness, respect, and learning.—Lower School Principal Jij de Jesus

“Responsive Classroom gives teachers the tools to create truly joyful, safe, and inclusive classrooms that help our students thrive,” he said. “More importantly, it gives students more responsibility and ownership in the process of building a community of kindness, respect, and learning with their classmates.”

Morning meeting achieves this by engaging young learners in a welcoming atmosphere at the start of each school day. In addition to an inclusive greeting, the meeting includes a moment of sharing, a group activity, and a daily message. Whatever the day’s focus, teachers use the meeting to make sure each child is recognized and participating in the class.

“Responsive Classroom practices help build confidence and ease anxiety by fostering a sense of belonging and significance,” Susanna said. And, she added, as the school year progresses, its rewards multiply. “When they listen to each other, students feel that they matter. I see new friendships begin to bud, classmates work comfortably and easily together, and students take risks as they share ideas in class discussions.”

The Responsive Classroom Approach

Responsive Classroom, first developed by the Center for Responsive Schools in 1981, creates safe, nurturing learning environments through four key domains: engaging academics, positive community, effective management, and developmentally responsive teaching. Because Rowland Hall is focused on integrating SEL into our academic and co-curricular programs (we formally added it to goal 1 of our Strategic Plan in November 2018), incorporating Responsive Classroom into the Lower School curriculum was a logical choice. And it has made a difference.

“It's given our teachers more clarity and alignment when they consider how best to support students, structure learning activities, and promote positive behavior expectations,” Jij said. “Students, in turn, experience more consistency and are clear on why their actions matter for their own learning and for the learning of others.”

Rowland Hall is focused on integrating social and emotional learning into our academic and co-curricular programs; we even formally added it to goal 1 of our Strategic Plan in November 2018.

To drive student success, Responsive Classroom also emphasizes interactive modeling to teach the skills, strategies, and procedures that help kids thrive at school.

“Interactive modeling has made my classroom a more calm, efficient, and productive learning environment,” Susanna said. “When students watch and comment on what I do as I role-play a procedure, they actively deduce the steps by verbalizing them and listening to peers do the same. As a result, they have a firm and clear understanding when it comes time for them to begin the task at hand.”

Integrating Responsive Classroom into Established Practices

Responsive Classroom has helped Rowland Hall refocus many classroom practices toward the school’s overarching SEL goals. One example occurs at the beginning of each school year: developing classroom agreements. Unlike traditional lists of rules, classroom agreements are created in partnership, giving teachers and students buy-in on how their classrooms will run. While the agreements have been a part of the Lower School for many years, Responsive Classroom added another layer to the process.

“Using the Responsive Classroom approach has allowed my students to delve deeper into the process of exploring their own hopes and dreams, and how we can work as a group to help each other achieve our goals,” Susanna said. She explained that students become engaged, thoughtful, and passionate as they determine what will help them do things like learn how to read, try harder math problems, or even score soccer goals. “I notice students putting much more thought and reflection into this process, making it more meaningful and effective,” she said.

Collaborating on classroom agreements also makes it more likely that children will follow, and reference, those agreements during the school year.

“Students refer back to these agreements when obstacles arise and really demonstrate ownership of them,” said Susanna. “For example, when having a class discussion about erasers being damaged intentionally, several children commented, ‘That’s not following our agreement. We said we’d take care of our materials this year so that we could become better writers.’”

Susanna Mellor's class reads the morning message.

Morning meeting gives students an opportunity to revisit class agreements and reflect on how they can work together in support of classroom goals.

Classroom agreements are referenced regularly by instructors too. In Susanna’s morning meeting, for instance, students are asked which agreements they want to focus on and what actions they can take to make sure those agreements are honored. One student reminded classmates that they can meet their goal to keep calm in the classroom by walking; another observed that they can fulfill the agreement to try harder math problems by listening respectfully during instruction.

Using Responsive Classroom in New Ways

Responsive Classroom also inspires new methods to empower students. This fall, the Lower School used the foundation of classroom agreements in a new way: to create school-wide Winged Lion Agreements.

On September 6, 17 student delegates from grades one through five—one from each class—gathered in the McCarthey Campus parlor for the first-ever student constitutional convention. Delegates shared their classes’ newly developed classroom agreements with the group before beginning a discussion on agreements that could be applied to the whole school.

Student delegates created Winged Lion Agreements

Responsive Classroom helps educators look for ways to engage students in their school community. Above, the student delegates who helped craft the Lower School's first Winged Lion Agreements in September.

When students help make decisions about how the school runs, they understand their voices are valued and that they play a role in making school enjoyable for everyone.—Lower School Specialty Principal Linda Tatomer

Lower School Specialty Principal Linda Tatomer—who has completed all Responsive Classroom courses, including the Responsive Classroom for Leadership conference—led the discussion and was impressed by how the process unfolded. “When students help make decisions about how the school runs, they understand their voices are valued and that they play a role in making school enjoyable for everyone,” she said. “And because each student was a stakeholder in the convention’s outcome, they were serious about identifying meaningful goals.” She was also thrilled by the inclusion she saw in the room, especially by the way fifth graders mentored the first graders. “They really made connections and made them feel valued,” Linda said.

After thoughtful discussion, the group decided on five agreements for the year: 
    •    Be kind

    •    Respect

    •    Work hard and never give up

    •    Be safe

    •    Have fun


Each item was purposefully selected, down to exact words—for instance, the delegates chose the word “respect” because of its ability to encompass a wide range of areas, from personal behavior to how students should treat their surroundings.

Designing Better School Days with Responsive Classroom

Responsive Classroom further helps the Lower School team continuously reevaluate how to best meet students’ needs. One recent change to the school day occurred as a result of a February 2019 meeting with a Responsive Classroom consultant, who was sent to observe a full day at the school after Linda completed her training in the approach.

“One thing the consultant noticed was that our dining hall is very noisy,” Linda remembered. The consultant recommended a proven solution she thought would benefit the division: moving recess before lunch, an idea that the Lower School student support team had been considering for two years prior to the visit.

Lower School students on the playground.

In 2019, the Lower School moved recess from after to before lunch, resulting in school-wide behavior improvements.

“The change would have numerous benefits,” said Linda. “Children could focus on eating, noise would go down, and no one would be racing to get outside.” After presenting the idea to an enthusiastic Lower School faculty in the spring, Jij and Linda began working on making the change for the fall. When it was time to introduce the schedule adjustment to students during the second chapel of the year, Jij, Linda, and Chuck White, the McCarthey Campus emotional support counselor, were thoughtful in their approach, using a similar style students had already experienced in the classroom.

“We asked, ‘What should lunch feel and sound like?’” Linda said. The team also emphasized the why behind the discussion so students would understand both the reason for change and its related benefits. “We talked about how we can all follow agreements to make school more enjoyable for everyone,” Linda said.

Using a dining table that had been brought into the chapel, Jij, Linda, and Chuck then modeled for students proper lunch behavior: entering the dining hall respectfully, staying seated facing the table, and talking at an appropriate volume. Each child was also given the chance to practice at the table.

Children have adjusted well to the change, Linda said. It was, she explained, an extension of the discussions students have become accustomed to—and, importantly, it reminded them that they each play a part in creating a respectful, safe, and joyful school for all.

“I’m really proud of them,” she said.

Responsive Classroom Resources for Parents and Caregivers

Responsive Classroom has been an influential tool in helping Rowland Hall meet SEL goals in the Lower School. Because we are committed to partnering with parents and caregivers in their children’s education, we have made many Responsive Classroom materials available in the parent section of the McCarthey Campus’ Steiner Library for those who are interested in more information about the approach.

Academics

Senior Jordan Crockett Commits to Playing D1 Soccer for the University of Denver

On November 13, surrounded by family and friends, Rowland Hall senior Jordan Crockett did something she had been dreaming about for years: she signed the National Letter of Intent confirming her decision to play soccer at the University of Denver (DU). 

A dream come true: Jordan signing her National Letter of Intent at her November 13 signing party.


Jordan is one of eight women who signed onto DU’s 2020 roster this month. As a Division I school—the highest level of intercollegiate sports sanctioned by the National Collegiate Athletic Association (NCAA)—DU recruits some of the strongest high-school athletes from around the country. Jordan brings to the team years of high-level experience in club soccer, where she has played on several Utah teams: Black Diamond Soccer Club, Utah Soccer Alliance, and Celtic Premier FC, which won the US Youth Soccer National Championship in July.

While club players often choose to play at that level alone, rather than on high school teams, Jordan opted to play at Rowland Hall because of its close-knit community and for an extra, athletics-focused layer of college counseling and preparation. Bobby Kennedy, who coached Jordan for four years, explained that Rowland Hall was committed to helping her achieve her goal of playing D1 soccer. To do this, the school didn’t just help to hone her technical skills; her coaches, teachers, and college counselor also helped Jordan identify her top schools and develop the academic skills necessary to secure a spot on their teams—and, ultimately, in their classrooms.

Jordan’s high-caliber skills don’t come with an inflated ego: she’s a recognized leader among her peers, in part, because she’s fully committed to Rowland Hall’s team-first, family-like atmosphere, Bobby said.

“When we asked all the kids where they would prefer to play, she would write down, ‘Anywhere on the field but goalie,’” he explained. “You might think a player that’s reached her level of prominence in club, and is the classification’s MVP, would say, “I want to play center midfield,’ or ‘I want to play up front where I can score goals.’ By saying ‘I’ll play anywhere,’ you can read into the fact that she’s putting the team first.”

In addition to her strong leadership, Bobby said, Rowland Hall will remember Jordan as a consummate student-athlete, and probably the most impactful player in the last 10 years. 

“She’s literally a once-in-a-decade player,” he said.

Update November 26, 2019: For the second time, Jordan Crockett has been named 2A MVP. Read the story in the Deseret News. Congratulations, Jordan!


We asked Jordan to share more about her experience and how it feels to commit to DU. The following interview has been lightly edited for length and clarity.

Tell us about your athletic journey.

I started playing soccer when I was two, with my mom. I wasn’t really focused on soccer at first—I was a gymnast until I was around six. Then I decided I just wanted to play soccer, and that’s when I started playing club competitively. Once I got to Rowland Hall, my freshman year was a little bit rocky, adjusting to a level I wasn’t really used to playing at. But to build a relationship with people who are in the same community as me every single day was super special. The next three years we won the state championship, which was amazing. And with club, my junior year, I was also able to win the national championship. We are the first team from Utah to ever do that, so that was pretty amazing too.

Why was it important for you to continue playing at the high school level, even while you were involved with club soccer?

I didn’t want to let go of the community; I wanted to stay throughout my four years. It was a different level, but taught me how to lead in a different way and how to share an experience with everyone else. It helped me understand that I’m building family relationships with all of my teammates.

What does it mean to you to be recruited by a D1 school for the sport you love?

Relieved is one of the main things. I was recruited by many D1 schools, and to go to Denver is honestly a blessing. I remember 13-year-old me taking Polaroid pictures of my Denver soccer shirt and posting them on my wall. It’s really a dream come true.

How were you able to balance academics and athletics while at Rowland Hall?

My teachers, the principals, and the whole staff at Rowland Hall are so helpful and really easy to communicate with about being a high-level athlete and having to balance academics. I think being able to have a community that’s so accepting, and having them support me through my whole athletic career, was super helpful.

What is the top skill you gained at Rowland Hall that you'll be taking with you to Denver?

Probably the willingness to be open to new things. Rowland Hall has given me a lot of opportunities, both inside and outside the classroom. It’s really cool that Rowland Hall is a community that is able to teach you new things every single day.

Where do you see yourself in five years?

I want to be on the national team—that’s one of my biggest hopes and dreams. But if not, then I see myself in a job I enjoy, with my family and friends supporting me, and just enjoying life— trying to take each day a step at a time and live with no regrets.

Athletics

You Belong at Rowland Hall