THE PROGRESS PRIDE FLAG WAS
CREATED TO SYMBOLIZE INCLUSION
OF MARGINALIZED COMMUNITIES
WITHIN THE LGBTQ+ COMMUNITY,
ACCORDING TO THE GOVERNOR'S
OFFICE.
EVERS PROCLAIMED JUNE 2022 AS
LGBTQ+ PRIDE MONTH THROUGHOUT
WISCONSIN.
>> OUR ACTIONS MATTER.
OUR WORDS MATTER.
AND DOING WHAT'S RIGHT MATTERS.
[APPLAUSE]
>> LGBTQ KIDS DESERVE OUR LOVE
AND RESPECT AND SUPPORT JUST
LIKE ANY OTHER KID.
I WILL ALWAYS STAND WITH THEM.
>> PBS WISCONSIN IS UNDERWAY.
>> THE FOLLOWING PROGRAM IS A
PBS WISCONSIN ORIGINAL
PRODUCTION.
>> THE TOWN IS SO SMALL THAT
IT'S ALMOST LIKE A BIG
NEIGHBORHOOD, IF THAT MAKES
SENSE.
>> WE HEAR FROM YOUNG PEOPLE
LIVING IN JACKSON COUNTY ABOUT
WHAT IT'S LIKE GROWING UP IN
RURAL WISCONSIN AND WHAT THEIR
PLANS ARE TO STAY OR GO.
THE PROGRESS PRIDE FLAG FLIES AT
THE STATE CAPITOL IN HONOR OF
GAY PRIDE MONTH.
AND SCHOOL SAFETY IS FRONT OF
MIND IN THE AFTERMATH OF THE
LATEST DEADLY MASS SHOOTING OF
CHILDREN IN TEXAS.
I'M FREDERICA FREYBERG.
TONIGHT ON "HERE AND NOW," THE
EXPERIENCE OF FREQUENT ACTIVE
SHOOTER DRILLS IN CLASSROOMS
ACROSS WISCONSIN.
WE SPEAK WITH A FORMER TEACHER
NOW WITH THE STATE DEPARTMENT OF
PUBLIC INSTRUCTION.
THE NEW PRESIDENT OF THE U.W.
SYSTEM STARTED THIS WEEK.
WE SIT DOWN WITH JAY ROTHMAN TO
HEAR HIS VISION FOR THE FUTURE.
WE BRING YOU THE FIRST OF TWO
SPECIAL REPORTS FROM ZAC
SCHULTZ, WHO TALKS WITH YOUNG
PEOPLE GROWING UP IN RURAL
WISCONSIN WHO ARE DECIDING
WHETHER TO STAY OR GO.
AND FOR JUNE, GAY PRIDE MONTH, A
SPECIAL FLAG FLIES OVER THE
STATE CAPITOL.
IT'S "HERE AND NOW" FOR JUNE 3.
FUNDING FOR "HERE AND NOW" IS
PROVIDED BY THE FOCUS FUND FOR
JOURNALISM AND FRIENDS OF PBS
WISCONSIN.
>> WISCONSIN LAW REQUIRES
SCHOOLS TO CONDUCT AT LEAST ONE
SCHOOL VIOLENCE DRILL EVERY
YEAR.
OTHERWISE KNOWN AS ACTIVE
SHOOTER DRILLS, SOME SCHOOLS
CONDUCT THEM SEVERAL TIMES A
YEAR.
WHAT IS THAT LIKE FOR STUDENTS
AND STAFF ALREADY SO ON EDGE AND
FEARFUL IN THE DIRECT AFTERMATH
OF MASS SCHOOL SHOOTINGS LIKE
THE ONE IN TEXAS OR SANDY HOOK,
CONNECTICUT?
OUR NEXT GUEST WROAT WROTE AN OP-ED
DETAILING SHOOTER DRILLS AND
SADLY WHY WE NEED THEM.
CURRENT COMMUNICATIONS DIRECTOR
AT THE WISCONSIN DEPARTMENT OF
PUBLIC INSTRUCTION, SHE JOINS US
NOW.
THANKS VERY MUCH FOR BEING HERE.
>> THANK YOU FOR INVITING ME.
>> SO YOU DESCRIBE ACTIVE
SHOOTER DRILLS AS FEELING
TERRIFYING.
HOW SO?
>> I THINK WHAT WE HAVE TO KEEP
IN MIND IS THAT STUDENTS WHO ARE
EXPERIENCING AN ACTIVE SHOOTER
DRILL ARE LITERALLY EXPERIENCING
THE BEHAVIOR THEY WOULD HAVE TO
DO IN THE FACE OF A TERRORIST
ATTACK, BECAUSE THAT IS WHAT AN
ACTIVE SHOOTER SITUATION IS.
AND SO OF COURSE THEY'RE
TERRIFYING.
THAT'S EXACTLY THE EXPECTED
RESPONSE TO THAT KIND OF
SITUATION.
AND I UNDERSTAND THAT THESE
DRILLS ARE DESIGNED TO MAKE SURE
THAT OUR BEHAVIOR CAN BE SAFE,
BUT THEY'RE ALSO TRAUMATIZING IN
AND OF THEMSELVES.
I THINK BACK TO SOMETIMES THE
ACTIVE SHOOTER DRILLS ARE VERY
DIFFICULT TO SUPERVISE.
THEY ARE TENSE SITUATIONS, THE
LIGHTS ARE OFF, WE'RE IN A
CORNER.
IT IS A VERY TERRIFYING
SITUATION, AND I THINK THROUGH
THE TIMES IN MY CLASSROOM WHEN
IT SEEMED LIKE THEY WEREN'T
GOING WELL, WHEN STUDENTS WERE
POTENTIALLY BEING DISRUPTIVE,
MOVING TOO MUCH, TALKING WHEN
THEY WEREN'T SUPPOSED TO BE
TALKING, AND I REMEMBER
PROCESSING THAT WITH THEM
AFTERWARDS.
WHY WAS THAT HAPPENING, HOW DO
WE MAKE SURE OUR BEHAVIOR LOOKS
DIFFERENT GOING FORWARD?
THE THING WAS, THEY EXPLAINED TO
ME AND I'M REALLY GLAD THEY DID
AND THAT I LISTENED.
IT WASN'T BECAUSE THEY WERE
TRYING TO BE DISRUPTIVE, THEY
WEREN'T BEING DISRESPECTFUL.
THEY WERE SCARED.
AND NONE OF US ARE OUR BEST
SELVES WHEN THEY'RE SCARED.
NOT TO MENTION THAT I TAUGHT
EIGHTH GRADE, THERE THEY WERE 13.
THAT'S SUCH A DIFFICULT
SITUATION TO PUT SOMEONE IN.
AND I THINK WE REALLY NEED TO
KEEP THAT IN MIND AND CONTINUE
LISTENING TO OUR CHILDREN AS
WELL.
>> SO HOW EXACTLY DO THESE
DRILLS GO?
I MEAN, YOU TALKED ABOUT THE
LIGHTS BEING OFF AND KIND OF IN
A CORNER.
WHAT ELSE IS HAPPENING?
>> SO I THINK ONE OF THE THINGS
THAT PEOPLE NEED TO KNOW ABOUT
ACTIVE SHOOTER DRILLS IS THAT
THE PROTOCOLS ARE, OF COURSE,
DESIGNED TO TRY AND KEEP US SAFE
IN A VERY UNSAFE SITUATION,
WHICH MEANS THAT LIMITS ARE SORT
OF TESTED THROUGHOUT THE DRILL.
SO FOR EXAMPLE, AT MY SCHOOL,
ONE OF THE THINGS THAT WOULD
HAPPEN IS TURN OFF THE LIGHTS,
LOCK THE DOORS, PUT PAPER OVER
THE WINDOWS, BECAUSE THERE WAS A
WINDOW IN THE DOOR, AND THEN
AFTER THAT DOOR IS LOCKED AND WE
ARE OUT OF SIGHT OF IT, OTHER
STAFF COME AROUND AND KNOCK ON
THE DOOR AND ASK TO BE LET IN.
AND WE ARE TOLD, PER PROTOCOL
BECAUSE IT IS WHAT IS EXPECTED
TO KEEP US SAFE, THAT WE CANNOT
LET THEM IN.
SO THAT MEANS THAT MY
13-YEAR-OLD STUDENTS ARE HEARING
A SECURITY GUARD OR A SCHOOL
SOCIAL WORKER OUTSIDE THE DOOR,
ASKING, PLEADING TO BE LET IN
BECAUSE THAT IS WHAT THE DRILL
REQUIRES THEM TO DO, AND THAT
PERSON, THEY HAVE A RELATIONSHIP
WITH, THEY KNOW WE HAVE TO SAY
NO.
THEY KNOW WE CAN'T DO ANYTHING.
BECAUSE IN THE HORRIFIC
SITUATION THAT THIS WAS REAL,
THAT COULD BE A TEST OF THE
SHOOTER.
AND SO THAT'S ONE OF THE THINGS
THAT WE HAVE TO DEAL WITH.
>> ON TOP OF THAT, WHAT IS IT
LIKE TO PRACTICE HOW TO RESPOND
TO AN ACTIVE SHOOTER IN THE
DIRECT AFTERMATH OF A MASS
SHOOTING?
>> IT'S SUCH AN IMPORTANT
QUESTION BECAUSE THERE ARE
REPEATED MASS SHOOTINGS, RIGHT?
LIKE, THERE'S VERY FEW TIMES
WHEN YOU DO A DRILL FOR ACTIVE
SHOOTER DRILLS THAT IT'S NOT IN
THE AFTERMATH OF A MASS
SHOOTING, BECAUSE THEY ARE
REPEATED IN OUR COUNTRY SO
OFTEN.
AND THE EXAMPLE I JUST GAVE
ABOUT IT BEING A DIFFICULT
EXPERIENCE WHEN STUDENTS WERE
MOVING TOO MUCH AND TALKING AND
THERE WAS NOISE AND IT FELT LIKE
THEY WERE BEING DISRESPECTFUL,
BUT IT TURNS OUT THEY WERE JUST
TERRIFIED, THAT WAS AN ACTIVE
SHOOTER DRILL WE DID TWO WEEKS
AFTER SANDY HOOK, AND IT WAS THE
SAME CLASSROOM THAT I HAD, I WAS
CURRENTLY TEACHING WHEN I FOUND
OUT ABOUT SANDY HOOK.
AND I HAD TO MAKE THE DECISION
IN THE MIDDLE OF THAT AFTERNOON
CLASS, DO I TELL THEM THAT SANDY
HOOK IS HAPPENING?
DO I TELL THEM IN A SPACE WHERE
THEY'RE ABLE TO AT LEAST TALK TO
EACH OTHER, TALK TO ME, BE IN
COMMUNITY TOGETHER, OR DO I NOT
TELL THEM BECAUSE IT FEELS
UNSAFE TO TELL THEM BECAUSE IT
IS EMOTIONALLY DIFFICULT, BUT
THEN THEY GO HOME AND TURN ON
THE TV OR LOOK AT THEIR SOCIAL
MEDIA AND LEARN THAT WAY?
THAT'S A DECISION I HAD TO MAKE,
AND I THINK BACK ABOUT THAT
DECISION A LOT.
DID I DECIDE THE RIGHT WAY?
I DID TELL THEM.
I TOLD THEM BECAUSE I REMEMBER
BACK WHEN I WAS IN MIDDLE
SCHOOL, I FOUND OUT ABOUT THE
OAK HOEOKLAHOMA CITY BOMBING AFTER
GOING HOME FROM SCHOOL, TURNING
ON MY TV IN AN EMPTY HOUSE, AND
THAT IS BURNED IN MY MEMORY AND
I DIDN'T WANT THAT TO HAPPEN FOR
THEM.
I WANTED TO GIVE THEM THE SPACE
TO TALK.
AND WE TALKED, BUT WE COULDN'T
FIND A SOLUTION BECAUSE WE CAN'T
SOLVE THIS AS STUDENTS AND AS
TEACHERS.
>> WHAT HAVE CHILDREN TOLD YOU
ABOUT HOW THEY FEEL GROWING UP
LIKE THIS?
>> I THINK A LOT ABOUT TWO
CONVERSATIONS I'VE HAD WITH
STUDENTS BEFORE IN MY CLASS.
WHEN I TALK ABOUT SOMETHING
BEING BURNED IN MY MEMORY, THESE
ARE TWO CONVERSATIONS THAT ARE
THAT, AND ONE OF THEM WAS WITH A
STUDENT WHO, NOT AFTER A DRILL,
AND NOT EVEN AFTER A MASS
SHOOTING, JUST MENTIONED TO ME,
YOU KNOW, I ALWAYS KNOW WHERE
THE IX ITTHE EXIT IS, I ALWAYS KNOW THAT
I DON'T HAVE MY BACK TO THE
CLASSROOM DOOR BECAUSE I DON'T
THINK OF A SCHOOL SHOOTING AS AN
IF, I THINK OF IT AS A WHEN.
THAT MEANS THAT WE ARE TRAINING
OUR CHILDREN TO HAVE
HYPERVIGILANCE, AND
HYPERVIGILANCE IS A TRAUMA
RESPONSE.
SO THAT'S THE SITUATION THAT
THEY'RE EXISTING IN.
AND THE OTHER THING THAT COMES
TO MIND IS, I TAUGHT ENGLISH AND
HISTORY AND SO WE DID A LOT OF
WRITING AS PART OF OUR PROCESS
PROCESSING TOGETHER ABOUT A LOT
OF THINGS.
ABOUT HAPPY THINGS AND ABOUT
THINGS LIKE ACTIVE SHOOTER
SITUATIONS, AND I HAD A STUDENT
WRITE SOMETHING ONCE.
HE WAS WRITING A POEM AND THE
LAST LINE, IT WAS ABOUT A SCHOOL
SHOOTING, AND IT WAS A LETTER TO
HIS CLASSMATES, AND THE LAST
LINE WAS SOMETHING ALONG THE
LINES OF, "DON'T WORRY, AT LEAST
WE'LL DIE QUICKLY."
AND THAT WAS IN HIS BRAIN,
RIGHT?
I DIDN'T ASK HIM TO WRITE ABOUT
THAT.
HE DECIDED TO TAKE THAT STEP TO
WRITE ABOUT IT AND IT'S JUST
SOMETHING I'LL NEVER FORGET.
>> IT IS UNFORGETTABLE.
ABBY SWETZ, THANKS VERY MUCH FOR
JOINING US.
>> THANK YOU.
>> THE LEADER OF THE U.W. SYSTEM
STEPPED INTO HIS NEW JOB THIS
WEEK.
SYSTEM PRESIDENT JAY ROTHMAN
WILL LEAD 13 UNIVERSITIES ACROSS
26 CAMPUSES AND A STATEWIDE
EXTENSION NETWORK.
HE COMES FROM THE LAW FIRM FOLEY
& LARDNER, WHERE HE WAS C.E.O.
HE SUCCEEDS TOMMY THOMPSON AS
THE EIGHTH PRESIDENT OF THE U.W.
SYSTEM.
WE SHOULD NOTE, PBS WISCONSIN IS
PART OF U.W. MADISON.
WE SAT DOWN WITH ROTHMAN LATE
THIS WEEK AND STARTED BY ASKING
HIS PRIORITIES.
>> WHEN YOU THINK ABOUT 36,000
GRADUATES COMING OUT OF THE
UNIVERSITY EVERY YEAR AND THE
IMPACT THAT THEY ARE HAVING THAT
FOCUS ON STUDENTS IS REALLY
CRITICAL.
YOU KNOW, THE SECOND ONE IS
LOOKING AT AFFORDABILITY.
I'VE ASKED OUR DATA ANALYTICS
TEAM TO REVIEW AFFORDABILITY
FROM TWO DIFFERENT PERSPECTIVES.
ONE IS FROM THE PERSPECTIVE OF
HOW DO WE COMPARE WITH PEER
INSTITUTIONS, AND THEN SECONDLY,
HOW DO WE COMPARE RELATIVE TO
ANY ONE PROSPECTIVE STUDENT'S
INDIVIDUAL ECONOMIC NEEDS?
BECAUSE IT IS IMPORTANT THAT WE
KEEP AFFORDABILITY IN MIND, AND
YOU'LL SEE THESE OBJECTIVES KIND
OF TIE INTO EACH OTHER, BUT ONE
OF THE GREAT THINGS WE'LL BE
DOING NEXT WEEK, WE'LL BE
PRESENTING A BUDGET TO THE BOARD
OF REGENTS, THE ANNUAL BUDGET,
AND I WILL BE RECOMMENDING IN
THAT BUDGET A TUITION FREEZE FOR
IN-STATE UNDERGRADUATE STUDENTS
FOR THE COMING SCHOOL YEAR THAT
FOCUS ON AFFORDABILITY.
CERTAINLY THAT HAS BEEN
FACILITATED IN PART BY GOVERNOR
EVERS DIRECTED SOME MONEY TO THE
U.W. SYSTEM FOR THAT PURPOSE,
AND I'M GRATEFUL FOR THAT MONEY
BECAUSE I THINK IT HELPS US
FOCUS ON THAT AFFORDABILITY
PIECE FOR THE UPCOMING SCHOOL
YEAR.
THE THIRD IS TO BUILD
RELATIONSHIPS AMONG THE VARIOUS
STAKEHOLDERS IN THE SYSTEM,
WHETHER THAT BE THE LEGISLATURE,
THE ADMINISTRATION, SHARED
GOVERNANCE, BUT PARTICULARLY
FOCUSED ON -- AND I SHOULD
MENTION STUDENTS IN THAT AS
WELL, BECAUSE THEY ARE REALLY AN
IMPORTANT CONSTITUENCY AND
STAKEHOLDER IN THIS, BUT FOCUS
WITH SOME PARTICULARITY ON THE
BUSINESS COMMUNITY AND REALLY
ASKING THE BUSINESS COMMUNITY,
WHAT MORE CAN THE SYSTEM DO TO
HELP YOU?
WHAT CAN WE BE DOING, WHETHER
THAT IS THE DEMAND FOR ENGINEERS
OR THE DEMAND FOR NURSES, OR
RE-SKILLING AND UPSKILLING OF
ADULT LEARNERS, THAT LIFELONG
LEARNING CONTINUUM THAT I THINK
IS GOING TO BE MORE AND MORE
PREVALENT IN OUR SOCIETY GOING
FORWARD.
ALL OF THAT IS ABSOLUTELY
CRITICAL TO THE VIBRANCY OF THE
STATE OF WISCONSIN.
WE WANT EMPLOYERS TO BE ABLE TO
FIND THE TALENT HERE SO THAT
THEY CAN GROW HERE AND NOT FEEL
THAT THEY HAVE TO GROW SOMEWHERE
ELSE.
I WANT TO BUILD THOSE
RELATIONSHIPS WITH THE BUSINESS
COMMUNITY.
AND LAST IS A FOCUS ON
DIVERSITY, EQUITY AND INCLUSION.
AND I BREAK THAT DOWN INTO A
VARIETY OF DIFFERENT BUCKETS.
ONE IS DEALING WITH PROSPECTIVE
STUDENTS FROM UNDERREPRESENTED
GROUPS.
AND MAKING SURE THAT THERE IS A
PATH FORWARD FOR THEM.
AFFORDABILITY IS A BIG PIECE OF
THAT.
STUDENT FOCUS IS A BIG PIECE OF
THAT.
BUT WE ALSO HAVE TO MAKE SURE
THAT THEY FEEL THAT THEY BELONG.
AND THEY ARE PART OF THE
UNIVERSITY COMMUNITY.
WHATEVER OF THE 13 UNIVERSITIES
THEY HAPPEN TO BE OR WHATEVER
CAMPUS THEY HAPPEN TO BE ON,
THAT IS PARTICULARLY IMPORTANT
AND A DRIVING FORCE, AND WE ALSO
HAVE TO SUPPORT THEM IN THEIR
JOURNEY, BECAUSE IT IS
UNCONSCIONABLE TO ME TO SAY,
WELL, WE RECRUIT THEM AND THEN
THEY'RE ON THEIR OWN.
THAT'S NOT FAIR.
THEY HAVE TO BE SUPPORTED ALONG
THE WAY AND WE HAVE TO HAVE THE
RESOURCES TO HELP THEM SO THAT
THEY CAN SUCCEED.
THAT'S ABSOLUTELY CRITICAL.
AND IT'S NOT JUST RACIAL AND
ETHNIC DIVERSITY.
IT'S ALSO SOCIOECONOMIC
DIVERSITY.
SO THAT WE TOUCH ALL PARTS OF
THE STATE, BECAUSE THAT'S WHAT'S
GOING TO MAKE THE STATE STRONGER
AND BETTER.
SO THAT'S THE STUDENT PIECE.
AND THEN YOU THINK ABOUT THE
FACULTY AND STAFF, AND THEN YOU
THINK ABOUT THE LEADERSHIP OF
THE UNIVERSITIES AND OF THE
SYSTEM ITSELF, BUT THAT WE ARE
FOCUSED, AND DIVERSITY, EQUITY
AND INCLUSION BECOMES SOMETHING
THAT'S NOT SET TO THE SIDE BUT
IT IS PART AND PARCEL OF EVERY
DECISION WE MAKE GOING FORWARD.
SO THOSE ARE THE FOUR PRIORITIES
THAT I HAVE SET FOR MY
INITIAL -- FOR THE START OF MY
TENURE.
>> OUTGOING U.W. MADISON
CHANCELLOR REBECCA BLANK SAID,
BEFORE SHE LEFT, THAT POLITICAL
POLARIZATION IN WISCONSIN IS THE
GREATEST EXISTENTIAL THREAT TO
AT LEAST THE FLAGSHIP
UNIVERSITY, IN HER MIND.
WHAT IS YOUR RESPONSE TO THAT?
>> I THINK, YOU KNOW, CHANCELLOR
BLANK DID EXTRAORDINARY THINGS
FOR U.W. MADISON.
I HAVE GREAT RESPECT FOR HER.
I THINK WE NEED TO FOCUS, AND
WHEN WE TALK ABOUT THE POLITICAL
POLARIZATION, I TAKE ONE STEP
BACK FROM THAT AND SAY, I HAVE
TO BELIEVE THAT WE ALL WANT WHAT
IS IN THE BEST INTEREST OF THE
STATE OF WISCONSIN.
WE MAY HAVE DIFFERENT VIEWS
ABOUT HOW WE GET THERE, BUT
LET'S START WITH THAT BASIC
PREMISE, THAT EVERYONE SITTING
IN THE LEGISLATURE, EVERYONE
SITTING IN THE ADMINISTRATION,
OUR CITIZENRY, OUR RESIDENTS
WANT WHAT IS BEST FOR THE STATE
OF WISCONSIN.
IF WE START THAT AS OUR NORTH
STAR, THAT'S WHAT WE OUGHT TO BE
FOCUSED ON.
THAT'S WHAT WE WANT TO FOCUS ON.
THEN WE CAN HAVE CONSTRUCTIVE
CONVERSATION ABOUT HOW WE GET
THERE.
AND THAT'S WHAT WE PLAN TO DO.
AND I WOULD TAKE IT ONE STEP
FURTHER THAN THAT, BECAUSE I
THINK WHEN YOU THINK OF -- YES,
IS THERE POLARIZATION IN THE
POLITICAL ENVIRONMENT THESE
DAYS?
YES, I DON'T THINK THAT'S
UNDENIABLE.
BUT, WHAT CAN UNIVERSITIES DO TO
HELP WITH THAT?
AND WE TALK ABOUT FREEDOM OF
EXPRESSION AND CIVIL DIALOGUE.
THE UNIVERSITIES HAVE ALWAYS
BEEN AND NEED TO CONTINUE TO BE
THAT PLACE WHERE THE MARKETPLACE
OF IDEAS IS DISCUSSED.
WITHOUT SOMEONE BEING TAINTED OR
LABELED BY THEIR PERSPECTIVES,
THAT IDEAS, CONCEPTS CAN BE
DISCUSSED IN AN OPEN, FREE AND
FRANK MANNER, REGARDLESS OF
WHICH YOUR POLITICAL PHILOSOPHY
HAPPENS TO BE.
THE UNIVERSITIES CAN BE GREAT
EXAMPLES OF HOW WE CAN FORWARD
THAT DISCUSSION GOING FORWARD.
WE'RE WORKING ON SOME THINGS
AROUND CIVIL DIALOGUE AND
FREEDOM OF EXPRESSION AT THE
SYSTEM RIGHT NOW THAT WE CAN
HELP TO SUPPORT THE UNIVERSITIES
THAT ARE ALREADY FOCUSED ON
THIS.
THEY'RE DOING A GOOD JOB.
HOW CAN WE DO A BETTER JOB TO
DISCUSS ISSUES THAT ARE
CRITICAL, THAT ARE HARD, THAT
ARE NUANCED, THAT ARE
SOPHISTICATED, NOT SUBJECT TO
SOUNDBITE, NOT SUBJECT TO TWEET,
BUT REQUIRE DEEP THOUGHT.
BECAUSE A LOT OF THINGS HAPPEN
IN THAT.
ONE LEARNS HOW TO THINK
CRITICALLY.
ONE LEARNS HOW TO THINK
ANALYTICALLY.
ONE'S VIEWS EVOLVE AS YOU HEAR
DIFFERENT VIEWPOINTS BATTED BACK
AND FORTH.
THAT'S IMPORTANT.
AND OUR STUDENTS ARE REALLY,
REALLY SMART.
THEY'LL BE ABLE TO ASSIST IN
WHAT THEY'RE HEARING AND MAKE UP
THEIR OWN MINDS AND THAT'S WHAT
THE UNIVERSITY EXPERIENCE OUGHT
TO BE.
>> THE FULL LENGTH INTERVIEW
WITH JAY ROTHMAN CAN BE FOUND
ONLINE AT PBSWISCONSIN.ORG.
NOW WE TURN TO A REPORTING
PROJECT FUNDED IN PART BY THE
OTTO BREMER TRUST, WHERE WE'VE
BEEN WORKING TO EXAMINE A MIX OF
RURAL ISSUES.
AS PART OF THIS PROJECT, WE'VE
GOTTEN HELP FROM THE STUDENTS
FROM THE PBS NEWSHOUR STUDENT
REPORTING LAB AT BLACK RIVER
FALLS HIGH SCHOOL.
ONE OF THE ISSUES WE'VE BEEN
INVESTIGATING IS THE POPULATION
DECLINE IN WISCONSIN'S RURAL
COUNTIES.
IN THIS REPORT, WE CAUGHT UP
WITH FIVE HIGH SCHOOL STUDENTS
IN JACKSON COUNTY AND TALKED
WITH THEM ABOUT WHAT IT'S LIKE
TO BE YOUNG AND LIVING IN RURAL
WISCONSIN.
>> THIS IS THE FIRST YEAR WE GET
TO PICK OUR NAME.
>> YEAH, THIS WAS --
>> WHEN HAYLIE SCHMIDT WAS
GROWING UP, SOFTBALL WAS
EVERYTHING.
>> SHE'S JUST SO CONFIDENT.
I DON'T KNOW IF THAT'S BECAUSE
OF WHAT WE DID OR IF JUST THAT'S
THE WAY SHE'S MADE.
>> WINTER IN BLACK RIVER FALLS
IS LONG, SO HER NANA'S BASEMENT
DOUBLED AS A PRACTICE FIELD.
JUST AS HER NANA DOUBLED AS A
COACH.
>> SHE SHOWED ME WHAT IT'S LIKE
TO BE, LIKE, DEDICATED TO
SOMETHING.
I FOUND THAT PASSION BECAUSE OF
HER.
>> HAYLIE'S CONNECTION TO NAY NANA
IS MORE THAN JUST SPORTS.
>> WHEN I WAS REALLY YOUNG, I
LIVED WITH MY NANA AND MY PAPA
BECAUSE MY MOM AND DAD BOTH WERE
ALCOHOLICS AND DRUG ADDICTS.
SO I COULD NOT LIVE THERE.
>> WHEN HER MOM STOPPED USING
SUBSTANCES, HAYLIE LIVED WITH
HER AT EAU CLAIRE AND FOUND THE
SCHOOLS OVERWHELMING.
>> YOU PASS PEOPLE IN THE HALLS
AND YOU'RE LIKE, I DON'T EVEN
KNOW WHO YOU ARE.
>> AROUND THE TIME HER MOM
STARTED USING DRUGS AGAIN, HER
DAD WAS IN RECOVERY.
>> AFTER THAT, I MOVED BACK DOWN
HERE WITH MY DAD.
HE'S SEVEN YEARS SOBER NOW,
EIGHT THIS YEAR.
>> GOOD MORNING, TIGERS!
IT'S THURSDAY, FEBRUARY 3RD AND
WE HAVE A SENATE MEETING THIS
MORNING.
>> THERE ARE ONLY 500 KIDS IN
THE WHOLE HIGH SCHOOL.
>> NOW THAT I'M IN HIGH SCHOOL
HERE, I WOULD NEVER WISH TO GO
ANYWHERE BIGGER, BECAUSE I PASS
EVERYONE IN THE HALLS, I KNOW
EVERYONE.
>> THE CITY OF BLACK RIVER FALLS
HAS ABOUT 3500 PEOPLE, AND
HAYLIE SAYS THE FAMILIARITY IS
COMFORTING.
>> THIS TOWN IS SO SMALL THAT
IT'S ALMOST LIKE A BIG
NEIGHBORHOOD, IF THAT MAKES
SENSE.
>> I HAVE NOT LIVED THIS FAR
NORTH BEFORE, AND I DON'T THINK
I'VE BEEN THIS COLD BEFORE.
>> PAIGE BLACKDEER MOVED TO
BLACK RIVER FALLS SEVEN YEARS
AGO FROM ARIZONA.
>> DID YOU GET NATURAL LOG OF 10
MINUS NATURAL LOG OF 9?
>> PAIGE SAYS MAKING FRIENDS AT
SCHOOL WAS EASY BUT AFTER LIVING
IN A BIG CITY, THERE WAS NO
ADJUSTING TO SMALL TOWN LIFE.
>> I STILL DON'T THINK I'VE
REALLY GOT USED TO THAT, BECAUSE
I NEVER FULLY COMMITTED TO
LIVING IN THIS TOWN, BECAUSE
EVEN THOUGH I TECHNICALLY LIVE
HERE, WE GO TO ONALASKA OR LIKE
ANYWHERE MULTIPLE TIMES A WEEK.
>> SHE WAS SURPRISED AT HOW MANY
STUDENTS HAD NEVER TRAVELED, AND
HOW CLOSED MINDED PEOPLE COULD
BE.
>> EVEN IF YOU'RE NOT GIVEN THE
OPPORTUNITY TO GO SOMEWHERE, NO
ONE IS STOPPING YOU FROM
LEARNING.
LIKE WE HAVE THE INTERNET, WE
HAVE BOOKS.
NOTHING IS STOPPING YOU EXCEPT
FOR YOUR OWN MINDSET AND
BELIEFS.
>> ONE OF THE REASONS PAIGE'S
FAMILY MOVED TO BLACK RIVER
FALLS IS HER DAD IS HO-CHUNK AND
GOT A JOB WITH THE NATION.
BUT SHE SAYS THERE'S A
DISCONNECT WITH THAT PART OF HER
HERITAGE.
>> I'VE NEVER -- LIKE, I'M NOT
FULLY WHITE BUT I'M NOT FULLY
HO-CHUNK EITHER.
I DON'T FULLY PARTAKE IN
EVERYTHING LIKE A TYPICAL WHITE
PERSON WOULD BUT I ALSO DON'T
TAKE PLACE IN EVERY LIKE
TRADITIONAL HO-CHUNK THING.
>> SHE'S MANAGED TO FIT IN, EVEN
IF THE FIT IS ONLY TEMPORARY.
>> I'VE DEFINITELY WARMED UP TO
IT.
SO I DO LIKE IT HERE, BUT ASIDE
FROM THAT, I'M READY TO GO.
>> PULL!
>> I DON'T LIKE THE TOWN.
I DON'T LIKE TOWNS.
>> THERE'S NO DISCONNECT WITH
JACOB WARD.
HE GREW UP COUNTRY.
AND WON'T HAVE IT ANY OTHER WAY.
>> THE AIR IS DIFFERENT.
LIKE I GET OUT OF MY TRUCK AT
SCHOOL AND THE AIR IS JUST
DIFFERENT.
I MEAN, OUT HERE, IT'S JUST NICE
AND BREEZY, WHERE IN TOWN, YOU
CAN SMELL STUFF.
>> JACOB COULDN'T IMAGINE NOT
BEING ABLE TO SHOOT TRAP OFF THE
BACK DECK.
OR RIDE HIS SNOWMOBILE TO SCHOOL
IN WINTER.
>> IN THE CITY YOU CAN'T REALLY
RIDE YOUR SNOWMOBILE EVERY DAY.
>> JACOB HAS NO PROBLEM MAKING
FRIENDS WITH KIDS FROM THE CITY.
>> I HAVE A LOT OF FRIENDS THAT
LIVE IN TOWN.
I MEAN, WE ALL GET ALONG THE
SAME.
WE ALL KIND OF HAVE THE SAME
BELIEFS, ALL THAT TYPE OF STUFF.
>> HE SAYS WHITE STUDENTS AND
HO-CHUNK STUDENTS GET ALONG
FINE.
>> THE NATIVES, THERE'S THE GOOD
AND THE BAD OBVIOUSLY, JUST LIKE
EVERYBODY ELSE.
BUT THEY DO A LOT FOR THE
COMMUNITY.
>> HE DOESN'T MIND VISITING BIG
CITIES LIKE MINNEAPOLIS AND
CHICAGO.
JUST DON'T ASK HIM TO DRIVE ON
THE HIGHWAYS.
>> NEVER AGAIN.
NEVER AGAIN.
THERE ARE TOO MANY PEOPLE.
JUST TOO MANY THINGS TO WORRY
ABOUT.
>> I HAVE ALWAYS LIKED THE IDEA
OF LIKE A BIG CITY LIFE.
>> LILLI WIRTZ IS THE YOUNGEST
OF FOUR KIDS, AND HER OLDER
SISTER HAS SHOWN HER WHAT AWAITS
AFTER GRADUATION.
>> SHE HAS ALWAYS SENT ME VIDEOS
OF LIKE HER NICE APARTMENT AND
SHE'S GOT A VIEW OF THE SKYLINE,
I'M LIKE, OH, THAT JUST SEEMS SO
NICE.
>> IN SOME WAY, LILLI DEFINES
WHO SHE IS BY WHAT SHE'S NOT.
FOR EXAMPLE, SHE'S NOT COUNTRY.
>> COUNTRY KIDS, YOU KNOW, LIKE
CAMO, LIKE ORANGE JACKETS, LIKE,
YOU KNOW, ALL THAT STUFF, LIKE
HUNTING.
THOSE ARE ALWAYS THE KIDS THAT
LIVED IN THE COUNTRY.
>> BUT LIVING IN TOWN DOESN'T
REALLY MAKE HER A CITY KID.
>> CITY AGAINST CITY BUT, YEAH,
I GUESS.
>> INSTEAD OF GETTING A JOB AT
KWIK TRIP OR WAL-MART, SHE
CALLED THE OWNER OF A DOWNTOWN
COFFEE SHOP AND ASKED IF SHE
COULD COME IN AFTER SCHOOL AND
BAKE.
>> USUALLY I HAVE LIKE 2 1/2
HOURS JUST IN THE KITCHEN ALONE,
I CAN PUT MY MUSIC ON, JUST DO
WHATEVER I WANT, AND THAT'S --
YEAH, THAT'S PROBABLY THE BEST
PART FOR ME.
>> CREATING YOUR OWN PATH CAN BE
LIBERATING IN A SMALL TOWN.
BUT AN INDEPENDENT STREAK CAN
LEAD TO ISOLATION.
>> SOMEONE GO OUT ALREADY.
I'M BORED.
>> IT'S VERY DIFFICULT TO COME
IN AS AN OUTSIDER IF YOU KNOW
THAT PEOPLE JUST AREN'T ALWAYS
GOING TO BE LIKE, WELCOMING.
>> BUT THAT DOESN'T MEAN LILLI
WISHES SHE WENT TO A BIGGER
SCHOOL.
>> I NEVER ACTUALLY WISH FOR
MORE PEOPLE.
I JUST WISH FOR DIFFERENT
PEOPLE, YOU KNOW, BECAUSE THE
NUMBER OF STUDENTS WAS NEVER THE
ISSUE, IT'S JUST THAT SOMETIMES
THEY DIDN'T MESH WITH PEOPLE
THERE.
>> I THINK BLACK RIVER IS
DEFINITELY A CLOSED MINDED TOWN
AND, LIKE, IF THERE'S SOMEONE
DIFFERENT FROM YOU, IT'S KIND OF
HARD FOR YOU TO ACCEPT THAT.
>> REESE COWLEY THOUGHT HE WAS
WELL LIKED AND ACCEPTED IN BLACK
RIVER FALLS.
THEN HE CAME OUT AS GAY.
>> A LOT OF PEOPLE ARE LIKE,
THAT'S NOT OKAY, SINCE THEY WERE
LIKE, LITTLE, AND THAT'S WHEN
THEY'RE LIKE, OH, WELL, THIS IS
WHAT MY FAMILY TAUGHT ME SO I'M
NOT GOING TO BE NICE TO THEM,
I'M NOT GOING TO ACCEPT THEM.
>> REESE HAS BEEN ATTACKED,
VERBALLY AND PHYSICALLY.
>> EVERY TIME YOU GO IN THE
HALLWAY, YOU GET SOME SORT OF
COMMENT OR JUST, LIKE, PEOPLE
MAKING FUN OF, LIKE, ME ONLINE.
>> HE KNOWS IF HE LIVED IN A
LARGER CITY, HE LIKELY WOULDN'T
BE THE FIRST OPENLY GAY MALE HIS
CLASSMATES HAD MET.
BUT HE IS.
SO HE'S SHOWING EVERYONE THAT
HE'S JUST LIKE ANY OTHER
STUDENT, PLAYING SPORTS, JOINING
CLUBS, AND JUST BEING A KID.
>> I KIND OF PUT MYSELF OUT
THERE, GOT INVOLVED IN A LOT OF
DIFFERENT THINGS JUST SO THAT
I'M NOT -- I MEAN, I AM STILL
LOOKED AT AS THE GAY KID BUT I
TRY TO MAKE MYSELF MORE THAN
JUST THAT.
>> IT'S WORKING.
>> I GAINED SO MUCH MORE
CONFIDENCE, I REALLY JUST KIND
OF LIKE STOPPED -- FOR A WHILE
ACTING LIKE I DIDN'T CARE BUT
THEN I REALIZED I REALLY DON'T
CARE WHAT OTHER PEOPLE THINK.
>> REESE JUST FINISHED HIS
FRESHMAN YEAR, SO HE HAS PLENTY
OF TIME TO PONDER HIS FUTURE.
BUT HE ALREADY KNOWS IT WON'T BE
IN BLACK RIVER FALLS.
>> DEFINITELY WANT TO LIVE IN A
BIG CITY FOR THE REST OF MY
LIFE.
I JUST THINK CITIES AT
NIGHTTIME, I'M A NIGHT OWL, I
THINK THEY'RE REALLY PRETTY AT
NIGHT.
>> REESE ISN'T ALONE.
PAIGE BLACKDEER WILL BE HEADING
TO U.W. MAD MADISON IN THE FALL.
>> I KIND OF JUST ALWAYS KNEW
THAT I WASN'T GOING TO STAY
HERE.
LIKE, I JUST GOT MY ACCEPTANCE
LETTER FROM MADISON, GOING TO GO
TO MADISON IN THE FALL.
AND I DON'T REALLY PLAN ON
COMING BACK, LIKE, NO HATE TO
THE TOWN, BUT THIS IS NOT WHERE
I WANT TO BE FOR THE REST OF MY
LIFE.
>> LILLI WIRTZ WANTS TO STUDY
SCIENCE IN COLLEGE, AND DOESN'T
SEE HOW THAT CAN LEAD HER BACK
TO BLACK RIVER FALLS.
>> I THINK THAT THERE IS NOT A
TON OF OPPORTUNITY HERE.
WE HAVE LIKE A TECH COLLEGE BUT
WE DON'T HAVE LIKE ACTUAL
BUSINESSES THAT CAN, LIKE, HONE
ON SPECIFIC SKILLS.
>> EVEN JACOB WARD IS READY TO
EXPLORE A DIFFERENT PART OF THE
COUNTRY.
>> CAN'T WAIT TO GET OUT OF
HERE, REALLY.
IT GETS -- IT'S A LOT OF FUN AND
EVERYTHING BUT I KIND OF WANT TO
MOVE ON.
I'VE BEEN IN SCHOOL FOR 12 YEARS
NOW AND KIND OF WANT TO GET ON
WITH LIFE, GET WORKING TYPE OF
THING LIKE THAT.
>> HAYLIE SCHMIDT HAS HAD THOSE
CONVERSATIONS WITH CLASSMATES.
>> THERE'S DEFINITELY A FEW KIDS
WHERE THEY'RE LIKE, I'M BIGGER
THAN THIS SMALL TOWN, I'M GOING
TO GO OUT OF HERE AND I'M LIKE,
YOU DO THAT BECAUSE I'M PROBABLY
NOT.
>> BUT SHE KNOWS THE CITY IS NOT
AS WELCOMING AS IT MAY SEEM.
>> THERE'S DEFINITELY KIDS THAT
WANT THAT ADVENTURE, I WOULD
CALL IT, AND I HONESTLY THINK IT
MIGHT BE BECAUSE THEY'VE NEVER
LIVED IN A BIGGER CITY.
LIKE, I'VE LIVED THERE, I'VE
DONE IT, I'M OVER IT.
ZOO I'M NOT GOING TOSO I'M NOT GOING DO IT AGAIN.
IF YOU WANT YOUNG PEOPLE TO BE
HERE, YOU'RE CLEELY NOT DOING
WHAT YOU NEED TO.
>> LILLI SAYS IF THE LOCALS WANT
RURAL COMMUNITIES TO GROW AND
FOR EVERYONE TO FEEL WELCOME,
THEY SHOULD LISTEN TO WHY THE
KIDS DON'T COME BACK.
>> A LOT OF THE ADULTS THAT LIVE
HERE HAVE LIVED HERE, LIKE, A
MAJORITY OF THEIR LIVES, AND I
THINK THAT'S TELLING BECAUSE
MOST OF THE KIDS COMING OUT OF
HERE GET AWAY AS FAST AS THEY
CAN.
>> REPORTING FROM BLACK RIVER
FALLS, I'M ZAC SCHULTZ FOR "HERE
AND NOW."
>> NEXT WEEK, ZAC TALKS TO YOUNG
ADULTS ABOUT WHY THEY DECIDED TO
STAY IN BLACK RIVER FALLS, AND
WHAT LESSONS WE CAN LEARN FROM
THEIR EXPERIENCES.
AT THE STATE CAPITOL, IN HONOR
OF GAY PRIDE MONTH, GOVERNOR
TONY EVERS ORDERED THAT THE
PROGRESS PRIDE FLAG BE RAISED
OVER THE EAST WING OF THE
BUILDING.
THE PROGRESS PRIDE FLAG WAS
CREATED TO SYMBOLIZE INCLUSION
OF MARGINALIZED COMMUNITIES
WITHIN THE LGBTQ+ COMMUNITY,
ACCORDING TO THE GOVERNOR'S
OFFICE.
EVERS PROCLAIMED JUNE 2022 AS
LGBTQ+ PRIDE MONTH THROUGHOUT
WISCONSIN.
>> OUR ACTIONS MATTER, OUR WORDS
MATTER, AND DOING WHAT'S RIGHT
MATTERS.
[APPLAUSE]
LGBTQ KIDS DESERVE OUR LOVE AND
RESPECT AND SUPPORT JUST LIKE
ANY OTHER KID.
I WILL ALWAYS STAND WITH THEM.
>> PBS WISCONSIN IS UNDERWAY
WITH A MULTI-YEAR PROJECT THAT
WILL EXPLORE THE HISTORY OF
WISCONSIN'S LGBTQ+ COMMUNITIES
IN A TWO-HOUR DOCUMENTARY.
THAT SPECIAL, CALLED "WISCONSIN
PRIDE," WILL BE RELEASED NEXT
YEAR IN 2023.
FOR MORE ON ISSUES FACING
WISCONSIN, VISIT OUR WEBSITE AT
PBSWISCONSIN.ORG AND CLICK ON
THE NEWS TAB.
THAT'S OUR PROGRAM FOR TONIGHT.
I'M FREDERICA FREYBERG.
HAVE A GOOD WEEKEND.
FUNDING FOR "HERE AND NOW" IS
PROVIDED BY THE FOCUS FUND FOR
JOURNALISM AND FRIENDS OF PBS
WISCONSIN.