The Torrington Telegram

By: A. Marie Hamilton

Updated: 3 months ago / Posted Feb 22, 2023

TORRINGTON – Goshen County School District (GCSD) Superintendent Ryan Kramer spends his days responding to parent, teacher and community emails, calls or text messages before rotating between several meetings and keeping an eye on the everchanging Wyoming changing weather conditions to better manage the district and keep parents informed. However, the busy superintendent also finds quiet in between the moments of chaos to be both a husband and father.

Kramer was born in Cedar Rapids, Iowa and spent his early years in Middle Amana, Iowa, however, his father was transferred with United Airways eight years later to Rapid City, South Dakota.

It's in Rapid City where Kramer graduated high school from Stevens High School, then called the Rapid City Area School District, now Rapid City Area Schools (RCAS). It's at RCAS where he watched his mother teacher and where he fostered a love of teaching.

Soon Kramer left for Briar Cliff College in Sioux City, Iowa, where he played soccer, and graduated with his bachelors to become a teacher.

Nearly 600 miles away, Kramer would begin his teaching career in one of the most impoverished and roughest school districts in the Denver metro area. Kramer began teaching second grade in the Adams-Arapahoe School District, just outside of Denver, Colorado, in 1999. He spent one year teaching second grade and two years teaching fifth grade at Laredo Elementary before leaving in 2002 for an assistant principal position in Iowa.

It's at the Aurora school he said he learned how to be a better educator, better person and where he learned some of life's hard lessons for impoverished students, that he has carried with him through his career.

"Everyone who gets into education wants to be around the kids and to be impactful," Kramer explained. "Whether that's from sports, bands, theater or other extracurricular activities – we want to be where the kids are and to make an impact."

Further explaining, Kramer added, "For me, I sort of went to Denver a little naive."

"I knew impoverishment was a thing, I had a general idea what it was and what it was about," Kramer said. "I just didn't know truly what it meant until I got to Aurora as a first-year teacher."

It was in Aurora where Kramer learned how the whole child mattered when it came to education, not just standardized grades, lesson plans or expectations in the classroom – but meeting each child's basic needs, such as addressing food, clothing and shelter insecurities.

"Looking back, because you know hindsight is always 50/50, but in looking back, I learned that kids are always confident and passionate about what they are doing – they let their guard down – when their basic needs are met. You can see their true colors inside and outside of the classroom." "Each of my years in Denver taught me something valuable about teaching in general, but especially about teaching impoverished communities," Kramer explained. "Our experiences are slated by poverty and experiences growing up. It might not be normal to you or I, but to those kids and other kids who live in poverty, what we do as educators can make a difference in their lives."

Adding, "A lot of those kids struggled with the ‘why’ of going to school because they saw no way out and some had to go help their families earn money at fairly early ages."

Kramer said he wishes he had more time to learn how to better address the ‘why go to school’ for children and families living in poverty during that time. However, he said being a teacher in an impoverished school helped him dial in his ability to make and create impactful relationships with students, parents and fellow educators.

"They need someone they can trust to be there, that will trust them – it's not about agreeing, but it's about more than just teaching to this standard or that so they can pass a test – it's about seeing them as an individual, and kids grow up. They will become adults in society, we can help them now by showing them their value, their worth and giving them respect – as you would give any other child not living in poverty," Kramer explained.

Just as Kramer said he was starting to hit his stride and was reaching his students, he was given an opportunity to advance his career in Manly, Iowa at a consolidated school district, which included about four towns, beginning in the 2002-2003 school year.

Kramer was hired as the Title I coordinator and assistant K-12 principal at consolidated North Central Community School District, now called Central Springs Community School District after a merger in 2011.

It's at the consolidated district where Kramer said he learned another side of poverty and where he learned to be more proactive in children's education.

It was in his early administrative years as an assistant principal in Manly, where Kramer met and married his wife, Stacy Kramer, and had the first of their three children: Jacob in 2004 and Anneke in 2006.

During the summer after his daughter was born, the family moved to Stacy's hometown Hawarden, Iowa, where Kramer was promoted to principal at an elementary school in the West Sioux Community School District.

Two years later, the Kramer's had their third child, Drew, in 2008. It's also where they began heavily fighting for their daughters' health. Anneke was diagnosed with prader willi syndrome, also known as ‘ragdoll baby’ disease.

"Had it not been for my wife's parents allowing us to initially live with them to help with the kids, I don't know if we would have survived," Kramer explained. "With Anneke's condition, we have to highly monitor good calorie intake due to her low or no muscle tone and she had to have a feeding tube."

"Ragdoll baby syndrome comes with a variety of side effects, but with Anneke, her condition includes an insatiable appetite – she can't fill full – and she takes a shot for that every day."

In between answering calls, emails, text messages and individuals joining him at his office, during the quiet moments he could find, Kramer was on the phone advocating for his daughter, seeking the highly specialized and rare medication he needs and managing her appointments. The family travels to Children's Hospital Colorado in Denver about every six months for appointments, follow-ups and disease management for his daughter. He takes time out of his day to notify his wife of the progress he makes so the two can better monitor their daughters' health as a team.

"It can be overwhelming, but the two roles, I would say, are interdependent," Kramer said. "Being superintendent and being a parent of a special needs child as it relates to her health, means I learn from each role – so, I sort of wear both hats at all times." A trick of the trade he said he learned in his various other roles before coming to Goshen County School District (GCSD).

In 2011, Kramer moved to the position of middle and high school principal and the 6-12 activities coordinator in West Sioux, South Dakota; in 2016, he was voted by the board to become the superintendent at the Sioux Falls School District.

However, it was as principal for the middle and high school that Kramer said he met a child who impacted him, changed his administrative goals and bettered him as an educator; Kramer stays in regular contact with this young man, who is now an athlete at a college.

The unnamed student, for privacy concerns, was from an extremely rural and impoverished family, Kramer explained. "He had decided one day that school wasn't worth it – why bother going if he was just going to end up in a low wage-earning job – and so I sort of reflected back to my time in Aurora and thought, ‘how can I change this outcome?’ because I was in the position where I could."

When asked what he did, Kramer said, "I went to that young man's house, walked in and said, ‘Get up, let's go, we’re going to school,’ and we left."

"He responded by saying, ‘but I don't have any shoes on’ so I said, ‘well, you should have gotten up and dressed on time, let's go, we’re going to class now’ and that sort of kicked off our relationship," Kramer further explained.

For the duration of that student's middle and high school career, Kramer made an intentional decision to mentor this student and ensure he made it to school – and eventually, he got the young man into sports, like football, track and wrestling, it's wrestling that took this young man to college.

"He and his family immigrated from Nicaragua and he struggled, his family struggled financially and emotionally," Kramer explained. "He lived about six or seven blocks from school, so it wasn't going too much out of my way, but it was enough to make an impact for him and his family."

"Sadly, his mom eventually went back to Nicaragua, but he didn't want to go back because he was thriving academically and in sports – so, his wrestling coach eventually took him so he could finish his junior and senior year and we all celebrated the day he got into college," Kramer said.

"He never gave up, once I made the decision to pick him up every day, he never gave up – pouring in a measure of understanding and firmness, being dedicated to his education and life in general, that's what I mean by building relationships and it's something I still do here in Goshen," Kramer said. "He (the student) ended up tearing his ACL just before state during a practice, but – he insisted on going and he still placed."

That student went to a junior college initially, but soon after, he switched and is now finishing his college education and still participating in wrestling at Northwestern College in Orange City, Iowa.

"I just got to watch him compete on ESPN this week," Kramer said. "I texted him after his competition about how proud I am of him and how happy I am for his future – he is majoring in agricultural business administration and he has an internship in Des Moines, Iowa this summer."

"This is a kid who didn't have a lot, didn't have a future when I first met him and probably would have slipped through the cracks," Kramer said. "I was determined to be impactful, and he isn't the only child I created these sorts of relationships with and he won't be the last. I look for these sorts of moments to be a mentor, to be impactful and to be the best educator I can be because I learned all those years ago, educating children isn't just about the classroom, grades or academics – it's their lives, sports and interests – it's also their future ambitions and goals."

Kramer explained how this singular action laid the foundation for him to do the same for other students throughout his career, where many of those students either went to junior colleges or became tradesmen and women.

"A combination of activities, dedicated acts as a principal and compassion motivated these kids to stay in school," Kramer said. "Success looks different from student-to-student." "Thinking back to my early teaching days, being a first-year teacher, had I had the knowledge I learned during the middle of my career and now, I think I could have impacted those students a lot better," Kramer explained. "Poverty looks different from state-to-state, city-to-city and area-to-area. Poverty in a large metropolitan city is very different from an isolated farming community."

"How we collectively and individually approach poverty can and will impact a student's motivation to finish their education," Kramer explained. "I think that's the greatest lesson I’ve learned as an educator."

"Relationships are vital to building resilient kids and to provide them with the means they need to be successful – whether that's Denver, Colorado, Sioux City, South Dakota or Goshen County, Wyoming – relationships are my push, my goal and it's what I’m hugely passionate about," Kramer said. "It's why I make sure I attend as many school activities at all of our schools as I possibly can."

Adding, "Not all kids are going to college, that's not their desire nor their life ambition, you’re not going to reach every single student, but you can try – you have to try."

"I think kids deserve opportunities and second chances – as many as we can give so they find their successful paths in life," Kramer added. "I treat each student as if today is a new day – what happened yesterday, that's the path, what are we doing today to work toward our future goals? What are we doing to motivate kids to stay in school and finish their education? These are the things I constantly think about and work toward as superintendent today."

Upon arriving at the office, Kramer spends his morning responding to every email, phone call and message left from the day before or over the weekend. These emails and calls are from a number of community members, including parents and guardians, district employees and teachers, other various district stakeholders and sometimes local or state officials and the weather service. The topics range greatly from concerns, complaints, calls for help or consideration, clarity or clarification on district policies or topics dealing with board, student or personnel matters.

He attended several meetings during the day. One of his meetings was with GCSD Chairman Michael Sussex and Vice Chair Sarah Chaires to prepare the monthly school board agenda. The trio spoke about agenda items, shared vision and needs for the district and ways to best address community and board concerns.

During the meeting, Kramer fact-checked items on the agenda, and sought out information to help board members make decisions. He encouraged board members to come into his office if they have questions, concerns or comments that needed to be addressed.

The next meeting Kramer attended was in preparation for the now-passed, four-day school calendar public hearing and the board vote. The GCSD board voted 5-4 last week to adopt a four-day school calendar year, which is pending approval from the state.

During the meeting, the team, Southeast Schools Principal Tim Williams, Lingle Fort Laramie Schools Principal Corey Gilchrest and GCSD Media Relations Holly Lara also presented Kramer with information about implementing a four-day school calendar year, discussion about trimesters and how both affect the length of the school day.

Kramer also attended an administrator meeting with the district's principals and other administrators to discuss a number of district changes, concerns and updates. In attendance was Williams, Gilchrest, GCSD K-5 Literacy Coordinator Tayrn Hendricks, Principal Southeast Schools Randy Epler, LaGrange Principal Matt Daily, GCSD Instructional Facilitator Kevin Derby, Torrington Middle School Principal Marv Haiman, GCSD Instructional Coach and Gillingham Director Jamie Kissler, GCSD Literacy Coach Kelsey Walker, Trail Elementary Principal Tyler Floerchinger, Platte River School Principal Lindsay Maxie, and Torrington High School Principal.

During the meeting, Kramer advocated for full transparency from his team so the district could continue to build a foundation of trust with students and parents.

The team discussed various topics, such as absences, snow days and how to safely get district employees and students to school during winter weather times. He noted schools in southern Goshen County were particularly hit hardest during this winter so far, and wanted to address concerns he has received from parents. Kramer listened to the other administrators as it relates to school and staffing concerns and sought out their input in seeking solutions about changes, implementation of ideas and how to better reach the district's students and families.

Principals Daily and Haiman gave input about needing more support from fellow educators and adding in more instructional time for both math and English Language Arts.

The team discussed budget concerns, training and retraining of teachers, special education considerations and transfers among the district.

Together, Kramer and his other administrators agreed there needs to be better district policies that allow students to transfer not only from school-to-school in the district, but from GCSD to other districts and other districts into GCSD. The team agreed to discuss more about other pressing topics, like teacher and faculty retention, incentives, seeking and training new teachers as well as special education needs. They talked in great detail about IDEA (Individuals with Disabilities Education Act) compliance and what kids need in their IEP's (Individualized Education Plans). Kramer agreed that as a district, they need to address greater special education concerns and needs, he reminded his principals and encouraged them to report their data to the Wyoming Department of Education (WDE) so that they could use it later to address these concerns and more.

"Transparency is key for us to build a foundation of trust with our families because it's been a trying few years due to the COVID-19 pandemic and other concerns," Kramer told the team. "I would like to see us focus on facilitating a culture of trust and building stronger relationships as we move forward."

When asked what message he wanted to give to parents, Kramer said, "It's been a hard few years, I came to GCSD just before the pandemic began, so I don't think I was able to fully show our community who I am, my goals and my ambitions for our district because I was managing a crisis that we had little to no information about."

Adding, "My message to our families, parents, guardians and caretakers is – I want your students to thrive and to be successful, every day, I want that for them. I will work as hard as that takes – and I’m seeking to be as transparent as I humanly can."

When asked a similar question for his teachers and administrators, Kramer said, "My message to our teachers and staff is – we truly care about kids. I want us to show parents we have their children's best interest in-mind, and we are passionate."

Adding, "I also want to tell our teachers, I am proud of each teacher and how innovative they are. I am happy to hear their success stories and I am thrilled to see their classes take off and thrive. I want our teachers to know our district stands with you and for you – we will do the best we can to help support you in your classroom."

During the day, Kramer also answered questions from parents in a few parent meetings on the phone and in-person. He also did quick background checks for parent school volunteer forms as they came in for various things, such as field trips or volunteering in classrooms.

"Safety is our highest priority, so we want to know who is or may not be a good fit for volunteer roles," Kramer explained as he did the background checks using the Wyoming Division of Criminal Investigation (WyoDCI) database.

When asked if he had any final thoughts he wanted to give the community about himself or as a superintendent, Kramer said, "The COVID-19 pandemic was hard for us all – and as we continue to come through and out of that pandemic, back into some sort of normalcy, I want our entire community – whether a student, parent, teacher or support staff – to know, my job never stops. If you see me out in the community, stop by and say hi, chat with me. If you have a concern, my door is always open. I never stop being an administrator and I never stop being a parent. I love this community as much as the rest and I think we have a lot of great work ahead of us as we’ve been laying that foundation since I got here in 2019."

Adding, "Mostly, I want Goshen County to know, I will work for each student and family, and I will continue building relationships and improve strained ones, even with some of our board members, because I want our district to thrive and I want to see our students be successful, in whatever way success looks for those students."

"I love this community and I’ve grown very fond of it. It can be frustrating sometimes to be the superintendent, but it can also be very rewarding, and I want to thank our community for continuing to trust me," Kramer explained. "I look forward to continuing making GCSD a bright star here in Southeast Wyoming and in the state."