Interrogation Of Teacher Daniel Rick For Failure to Report And Principal Arrested

Interrogation Of Teacher Daniel Rick For Failure to Report And Principal Arrested

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Speaker 1: Welcome to your top true crime hob for the variety

in episodes you're looking for enjoy, but you're free to

go on anytime. Y'all remember West or anything that doors

an it's okay, So just so you're aware enough and

I don't have to stay here. Talks to a slope

or anything.

Speaker 2: Okay.

Speaker 3: So I talked about Yer Brown or Eber.

Speaker 1: He told me that he kind of made you where

a while ago that law enforcement was.

Speaker 3: Kind of involved.

Speaker 2: Uh, yeah, that met with our principle.

Speaker 1: Okay, what did he I'll tell you about that said, Okay,

So I guess I'll just kind of back up. I

kind of just want to get to know YouTube before

we started talking about things.

Speaker 3: So you're Daniel Rick, right, and you went to.

Speaker 1: College for but you educational okay, so is that what

you've always done? Like that?

Speaker 3: And then I think you were a.

Speaker 2: Principal, right. It was five room school house in the country,

so it was good. I also taught four grades athletic

director coach, so it was many ads, so it was

I mean, it was good. It's just it was a

blad work.

Speaker 1: Okay, I can see that. But what made you come

down here?

Speaker 2: They offered me a position.

Speaker 1: Okay, how about family or children or anything? M in

what grades? Did you teach three? Four?

Speaker 3: Okay? And then you're athletic director there too, right, So

what did that all intel?

Speaker 1: How does it work when you have two different grade

class rooms? Are they together so like you teach third

and fourth grade or they like several times?

Speaker 2: So some classes are together, some classes are split. And

then when a certain grade is not in class, they

just have a study.

Speaker 1: All okay, And you got to pick what grades you taught.

Speaker 2: Or I was assigned third fourth grade?

Speaker 3: And then what was your duties as like the athletic director, just.

Speaker 2: Head up all the athletic apian pera.

Speaker 3: You have a special place for athletics.

Speaker 2: Or it's what I enjoy?

Speaker 3: Would you play any sports?

Speaker 2: All of it? All of them.

Speaker 1: Tell me a little bit about my favorite classrooms. How

how the activities or teaching land.

Speaker 2: So I have my classroom schedule. I'm an organized person,

so I'd like to say time matchment stand time move

from one class to the next. I had some time

to do my flight director work, so during the day,

like an hour and then and then I would just

have oversee making sure sports are in smoothly.

Speaker 1: Okay, did you get to like attend the events or

were you just strictly setting them up?

Speaker 2: I always attended home events, not always the way events.

Speaker 1: So I guess we were just made aware of kind

of like their internal investigation on you, and I wanted

to just kind of talk to you about some things

that they brought up to us and make sure there's

nothing else that we need to go over. They provided

me with kind of like their notes from their meetings

with you.

Speaker 3: Do you recall, like their meetings with.

Speaker 2: Them, how you didn't meet with I think five people

found Christ alone.

Speaker 3: Did they say how this all came about?

Speaker 2: It was notes from a variety of parents, Okay, and

just kind of what they what they are, the questions

they asked and then the answers they provided.

Speaker 3: How did you feel about the things that were saying?

Speaker 2: I mean, there were things that are false there, I'll

be honest, there are things that are true. There are

things that are over exaggerated and again false. Obviously you

know I'm I'm ashamed of certain things. So of the

way I acted. I've always wanted to be a father,

I've always wanted to have kids, and so when you

have students that want to hug you every day. It's

hard not to show that love back. So, yeah, you

know roughhouse with them, they sent in my lap, we play.

I guess that feeling of love I didn't receive when

I was a child, and not that that needs to

go anywhere. There was nothing wrong. It's just certain fathers

show their love differently. But it's just I acted like

a father and that was not the time I placed

work good.

Speaker 1: I'm able to share what was correct and accurate and

what wasn't about what they had.

Speaker 3: Talked to you about.

Speaker 2: So I think one of the parents automatically stated that

I had certain that I would pick favorites at the

beginning of the school year. That's that's not true. There

was one parent that mentioned something about me providing mangoes

as special treatment. That's not true. Yes, the kid did

the score book for a volleyball game, and so the adults, I,

you know, because they're putting in the time I would

pay them. So a kid, I'm not going to pay.

So I asked what fruit he liked. Okay, So I

guess it's been a while since I read the notes,

and so I would maybe have to be refreshed.

Speaker 1: Okay, So what the picking favorites or whatever they said,

did you seem to like favor some kids over more.

Speaker 2: Though, So I told this to the group that I

met with, is that students that behave well follow directions.

They are the ones that they will get to run

to the office to go do inherent for me, or

they are the ones who get to handback papers. They're

the ones to you know, get my books ready. They're

the ones to be the classroom helper. So that's just

kind of how I rewarded students who worked harder than others,

weren't troublesome in the classroom, they didn't cause behavioral issues,

so that it wasn't me just saying in front of

the classroom in my papers that never happened.

Speaker 3: Sure, just kind of gave.

Speaker 1: More like opportunities or I guess acknowledgements of their good

behavior by allowing them to do other things correct. Any

of the parents that had comments made, do you know

why they like reached out to particular ones?

Speaker 2: Again, I know who so certain parents I think again

they saw like at scoring events. So one of the

boys even put on unhorned because that's what we do

to whoever's that's a conference rule, whoever's in charge of security.

They put an orange vest on. So as I'm sweeping

the floor, one of my students put on an orange

vest and was sweeping right next to me. Wanted to

do SATs right next to me. I want to do

sometimes I do this four o'clock, so he would sit

right next to me, so that could be viewed by

by the parents too, because I guess that was what

he was choosing to do.

Speaker 1: Okay, do you think like the parents are just gonna

so they reached out to certain parents about it.

Speaker 2: Well, the one couple, I mean they knew, I guess

just based on probably what their son told them. And

then also to what would happen is that students that

would move on from my classroom, is that they would,

I guess think of who the favorites would be. And

I told them not to do that because and I

would say that multiple times throughout the throughout the years,

that I don't have favorites. It's just that I give

opportunities to those who you know, get their work done

or who have you know, who are disrupting the classroom

show good behavior.

Speaker 3: You ever received like any complaints from parents before this.

Speaker 2: Happened, yes, so, and the principal had me meet with

with those parents and we talked it over and I

went away from that meeting that you know, we understood

that yep, I shouldn't be doing those things. And the

parents I mean still were cordial with me during the

basketball season during the rest of the year. So so yeah,

there was some prior connection with one one couple.

Speaker 3: What were those complaints?

Speaker 2: So again mentioning, you know, I've always wanted to be

a father. So there were times that a student would

come to me before school care give me a hug

before school, and that was kind of a routine. And

so when we do religion stories, I would pull it

up on my smartboard and then I had to control

it with my mouth the computer. And so over time,

it's just like to stand by me, and it's all students.

It's not a certain gender. All students. I shouldn't say, ah,

but a lot of them would like to stand next

to me, and I let it happen. Over time. There

were students that asked if they could sit on my lap,

and at first I said no, and but again because

not having it's it's not excuse, but it was the

feeling that I had. I've always wanted to be a dad,

so yes, I let students sit on my lap. So

I never had girls, just because there was always a

part of me that felt that that was always wrong

and having students are boys, that is wrong. But that's

just what happened, and.

Speaker 1: That's what the complaint was from the parents.

Speaker 3: Previously.

Speaker 1: Did the principal address that with you at all prior to.

Speaker 2: Meeting with him the couple? So he did come into

my classroom, but wasn't very clear. He just didn't give

exact details, didn't give exact names, so just told me

to kind of be careful with how, you know, I'm

engaging students. That was kind of the first interaction. I

wish he would have specifically pointed out or said, hey,

this is what the parents said, this is what the

parents said you were doing, you know, don't do that,

so that that didn't happen in our first engagement.

Speaker 1: So so he didn't say it was for lap sitting

or anything. Okay, did he before you met with those.

Speaker 2: Parents over time? It was after the new year, Okay, So.

Speaker 1: I can understand that would be a little frustrating for you,

not understanding the abilities trying to get at which how

did that meeting go with the parents?

Speaker 2: Like I said earlier, it was cordial. You know, they

asked for the lap sitting stuff. So and I apologized,

I was in tears because I was, you know, mortified

a little bit, you know, just by my actions and

that that's kind of how you know, they said. They

still said, you know, he's still your favorite teacher, you know,

just you know, we want you to be more careful

and you know, the professional in the classroom. And I agreed.

Speaker 3: And how did it seem after that, like as far

as with that.

Speaker 2: Child, Yeah, so the child, it was good. The childhood

still come close to me sometimes leaning up against me

when I was sitting at my desk and I didn't

meet with that student when I'm one up in the hallway,

and I just said like, hey, this is what your parents,

you know, they said, we need to have you know,

a teacher student relationships. So he would also towards the

end of the year in the hugs again and like

I just kind of said, you know, I'm just making

sure that you know, meeting with your parents, that this

is you know, we're we're not you know, I don't

want to do things to your parents that this is

happening and you know that they're not aware of So

I did email right away. I emailed the parents and

I just said, hey, your son is He gave me

a hug last week, he gave me a hug this week.

Just wants you to be aware. I didn't meet with him,

and I talked about, you know, having a professional, you know, relationship.

So the dad texted me back and then just said, yeah,

you know you're We talked it over and I can't

remember exactly, but I just remember he texted me back.

Speaker 1: Any other complaints or anyone that's brought anything your attention

over the last five years, or that you had been there.

Speaker 2: So the family two years ago, they met with the principal,

a different principle, and then the principal and they met

with me, and it was it was a really awkward

meeting because she said that I didn't have classroom management

and because of that, their child was having boughts and

I didn't know how to resolve. I just remember that

that was kind of the attack. Is that because they

thought I didn't have classroom management, their child was having boughs.

Speaker 1: Any other things you can think of that came to

you no, ok And he said you wouldn't have girls

sit on your lap just because it felt wrong? Did

you like have like a preference? Did you feel closer

to was of, you know, the athletic kind of sorry things.

Speaker 3: Is that seeming accurate?

Speaker 1: Okay?

Speaker 3: So I kind of formed more of a bond in

that way.

Speaker 2: Yeah. It was never like me initiating hugs or forcing hugs.

It was always the student. And I think what happened

is that there was a student in my class that

was on the spectrum. And even the mom told me

that physical touch is something that you know, he needed,

and not not that she was asking me to do it,

It's just that she said, if he hugs you, just

be aware. So I think because other boys saw that

that they were inclined to also give me hugs as well.

So and I was.

Speaker 1: That towards like when you first started or when was

the child on the spectrum.

Speaker 2: And yeah, this was two years ago, so you.

Speaker 1: Think kind of just other kids seeing it happening kind

of opened up the door, okay. And other kids that

were like hugging you are sitting in your lap.

Speaker 2: There there are others.

Speaker 1: Yeah, any issues with them or their parents at any time.

Speaker 2: When I read the notes, I mentioned the one student

with the mangoes, and I saw the notes that the

mom and dad said, you know, never again, and that

didn't that happened because the student told me that. He

said that my mom does said or my dad doesn't

want you to or want me to sit in your

lap anymore. And I said, that's that's fine. So it

wasn't that the parents reached out to me. It was

just that the student said it to me.

Speaker 3: These kids in like the same class or they.

Speaker 2: Yeah, since it's a multi grade classroom, so it would be,

you know, the fifth and sixth graders, and then last

year would have been the fourth and fifth graders in

my classroom.

Speaker 3: Okay, so they're in fifth and sixth grade now, is

what you're saying.

Speaker 2: Yes, summer still in fourth grade.

Speaker 1: Okay, So how does that work if they're like they

stay in third and fourth grade until they moved to

fifth and sixth grade. There's not fourth and fifth correct?

How many kids are in your class at a time?

Speaker 2: Sixteen or I think I think that was the number

this year.

Speaker 1: The other notes from the meeting were you know, was

hugging the lap, sitting.

Speaker 3: There's something about an app.

Speaker 2: That hits false information. So, yes, the nap happened. I

do that every year as a joke, not as something

fun for the kids, because my classroom is right next

to the preschool classroom and so they have nap time.

My you know, they know that the kids have nap

time from like twelve thirty to one thirty, and so

it was always, you know, something that they wanted to

have and I said, you can have it at the

end of the school year. That was my thing that

I always said, so because I can remember a sex

grade girl, I mean, she she badgered me to have

nap time. So I said, we'll do it one day.

And so then it's just something that I've done every year.

I know where this is going. That student and that

parent said that I was stroking this child's hair, and

that absolutely did not happen. That did not happen. So

the kids like to play they call it head tap,

where they'll tap you or tap their classmates on the

head as like a game. And I always said, you know,

that's a recess to that recess. So as they were

laying down, I imagine that game was going on because

there were other students by him, so but that was

not for me.

Speaker 3: Okay, So he was behind the best two or in

front of us.

Speaker 2: He was behind my bookshelf. So it's like desk bookshelf here.

Speaker 1: But close enough to touch each other. No, Okay, what

are what I'm saying? I love you too, kids?

Speaker 2: So that I did not start that. Okay, that was

that came from and over time, you know, at first

I never said it back, but then towards the end

of the school year, I did say it back to him.

It was so I mentioned the student with It was

never documented, but what we feel was I always felt

he was slightly on the spectrum. He would say it.

Speaker 3: I would say to him too, how does that come about?

Speaker 2: Ah, it was just random one time. So it wasn't

you know anything. I guess it just happened. So he

I think it happened when we're standing in in lunchline

at times that you know, they would just joke and

say like I you know that I was their dad,

and I let them say that. So so that started.

And so I think because of just I didn't allow

the lap setting to happen, it probably morphed from that.

Speaker 3: Ok what about rubbing kids backs?

Speaker 2: So again, when I've always wanted to be a father.

When I first came here, three times that you know,

I thought I had a partner was the one, and

all three times it didn't work out. So so just

having that all to deal with that emotionally, that was tough.

So sometimes kids would would stand at my podium when

they they would when we were doing corrections or if

they needed help with a problem, and so sometimes they

would lean into me, and yes, so I would. I

would rub their back, and I realized that that was

proud of me.

Speaker 1: I appreciate you and just being honest with me. So

I can just try and figure out everything that happened.

Was it over their clothing or underneath the shirt?

Speaker 2: It was always on, always on above clothing. So I

think there could have been one time where ASSUMING was

wearing a shorter shirt and some of this I think

back and kind of think of what exactly happened, And

so there could have been a time where I made

some skin contact, but it wasn't me purposefully trying to do.

Speaker 1: That, Okay, And I believe you when you say like

you didn't force anyone to give you hugs or sit

on your lap or anything. And I can see like

in your demeanor that you do feel bad for this

happening and maybe didn't realize at the time the things

that were happening. So and I don't think that anyone

said you forced them to just so you know, okay,

have you ever had like meetings or talks with the

kids about not sharing anything that's been happening.

Speaker 2: So this is also where the information is false. So

hellotle So yes, I so sometimes the kids. I like

to joke with the kids, and so like an example

would be I had a ruler and so as a joke,

someone a student that I knew that would you know,

would be able to handle it. So I'd smap their

desk and just kind of as a joke, you know,

and just kind of be you know, kidding with them.

But then they would say like or say something like,

mister Rick, you know is going to you know, smack

us if we're not okay, And I would tell them,

you can't. You can't say that, like even if you

know it's a joke, because if that goes then the

parents might think something bad is happening. That That's an example.

Another example would be like on the Swings, so the

boys played football and basketball, kickball. The girls like the

swings and the gliders, and so the girls were always

shouting for me to to give them or push them,

but I would I would just grab the chain and

I would do it this way. I would never push

them all back. And so I mean that went home

because a parent brought it up to me one time

that in a joking way that you know, She's like, well,

my daughter came home and said, mister Rick was gonna

push me off the swing or something, and It's just like, no,

like I just, you know, take the chain, and then

we went to stop. So so yes, there are there

were times where I would tell the students, make sure

that what you are saying at home is something that

is truthful or something that is not understood in the

wrong way.

Speaker 3: What about I'm ever saying to.

Speaker 1: Like not telling them about hugging, or to make sure

that it's just you two in private no one else sees.

Speaker 2: Yeah, no, it it was. I never said that to

students to just to say, don't tell your parents that

I'm ugg you, don't tell your parents that you're saying.

I never said that to students.

Speaker 1: Did you ever make a comment about how you could

go to jail or get in trouble.

Speaker 2: So there was it scared me. Scared me. And I also,

at the same time with someone that is a friend,

kind of mentioned something that happened at their school where

a police officer came to the school and met with

the teacher because a mom reported that the teacher touched her,

touched her but while sipping up her jacket. So that

scared me because that obviously that police officer came to

the school and interviewed that teacher. And so one time

I told him that I have First of all, I apologized.

I said I should not have treated you like my

own for me to have you sit in my lap

rub your back, that that was wrong with me. And

I said I could, I could get in trouble, I

could lose my job, I could get in trouble with

law enforcement. And I apologized, and I did say that

I'm sorry if you if you tell your parents, I understand,

but if you keep it between us, you know, that's

just kind of what I said. Okay, when was that

that was last school year?

Speaker 1: Did you think like any of the things that you

were doing would have sent you to jail? Well, aside

from hearing the story, like.

Speaker 2: Well, that's why, Yes, that's why I said that is

because I got so scared that and I realized that

for me to say that was completely out of place, stupid,

and not appropriate whatsoever. And it was me saying that

I have and not because I knew I was doing

something illegal. I realized that how I was treating students

was wrong. So I guess that was my gut reaction

to somehow fix the problem or fix what happened. And

I think about it, I wish I never said that.

Speaker 1: What about like, have you ever kissed a child in

the back of the head or anywhere?

Speaker 2: So the end of the school year two years ago,

there were multiple, I should say multiple couple a couple

of students that were begging me to teach fifth and

sixth grade next year, to switch to go to fifth

and sixth grade, and repeated they were saying, we will

miss you like, we love you, like we want you,

we want you to keep teaching us. Last day of school,

I had three students in tears. I had one that

wouldn't let go of my hand. That student it was

leading time to leave. That student, yes, kissed me. I

kissed him back.

Speaker 3: Where were the kisses.

Speaker 2: I think in the notes it's a forehead, but I

don't remember it being the forehead.

Speaker 3: Okay, and when was that? It's at the end of

two years ago. What about any trips like outside.

Speaker 1: Of school, like field trips, like with kids outside of

like just a free time, like you have ever asked

a kid to go?

Speaker 3: I don't need trips with you, just to hang out

with you outside of school.

Speaker 2: I did offer to go or this was quite a

few years ago. I did offer, like to pull kids

on a snowbial down at our South campus and I'm

trying to think if we had enough snow that year.

So that was an offering that I gave. I did

offer a couple of families to go kayaking, and three

responded that they they just were busy when it was

available to go.

Speaker 3: Did anyone ever go with you? What'd you do?

Speaker 2: We went up and down the Milwaukee River kayaking. Okay?

When was that? Oh boy, mm hmmm, three years ago?

Speaker 1: Just him?

Speaker 3: Or did his family go?

Speaker 2: Or so I picked him up from his house and

he was in one kayak and I was in the

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