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TOP NEWS Features



Longtime guitar teacher retires, leaves behind lasting legacy Page 5


Eye of the Tiger’s editorial board questions district handling of misconduct Page 7

RHS Theater Company, drama students put on two productions at once Page 9

Twins strengthen team culture across different RHS varsity sports Page 12

EYE OF THE TIGER Roseville High School’s student-produced publication

Eye of the Tiger


1 Tiger Way, Roseville, CA

FEB. 5, 2017 ISSUE 6, VOLUME 15


H Pre-Calc weight to be dropped

After RJUHSD placed a teacher on administrative leave nearly a year after a student alleged he sexually harassed her, Eye of the Tiger investigated how administrative regulation may affect disciplinary consequences for teachers. BY CAM MEDRANO

In April of last school year, a Woodcreek high school freshman reported incidents of sexual harassment by Health and Safety teacher Doug Mason. As per protocol, RJUHSD assistant superintendent Steve Williams led an investigation to determine the validity of al-

legations made. Upon a complaint or allegation against a faculty member, the district must meet with all parties involved and review evidence and legal matters prior to any directive measures. According to a letter from Williams to the parents of the student, a first investigation led the district to believe that Mason’s behavior

violated professional standards. However, the district did not move forward with dismissal. The parents of the student who originally filed a complaint against Mason requested that the California Department of Education (CDE) review the case. Ultimately, the CDE determined  TENURE | Page 2



RJUHSD executive director of Personnel Services Brad Basham works in his office. Basham said tenure has the ability to impede district disiplinary action.

Class size variation impacts efficiency




Although the student-toteacher ratio in the Roseville Joint Union High School District is 27.5-1, actual class sizes can vary widely. Some classes like PE, Dance and Student Government often carry over 40 students per period. Meanwhile, more specialized courses like AP French or AP Physics could have fewer than 20. Several factors - such as popularity with students, facilities capacity where classes are held, teacher availability, conflicts with other classes and

periods contribute to these discrepancies. Because of this, teachers may find themselves teaching classes with greatly varied student enrollment. Teacher CJ Addington’s first and second period AP Environmental Science classes currently have 41 students enrolled in each class while his fourth period AP Physics class contains 17. As a result, Addington has experienced issues regarding direct contact with his students. “If you get too many people in a class, it’s just really hard to make those one-on-one connec-

Left, CJ Addington teaches his AP Physics class of 17 students. Above, 46 students sit in Susan Hoffman’s first period French class. Discrepancies in class sizes like this happen at RHS for several reasons including student preferences and teacher availability.

tions,” Addington said. “I’d like to spend more time with each person and it’s just hard when there’s a lot of people.” Due to large class sizes, teachers sometimes struggle to efficiently manage grading for students. According to Addington, the more students he has in each class, the more time he must spend on making sure all of their grades and assignments are updated. This takes away from individual time spent with students. “It just takes longer,” Addington said. “The sorting and the paperwork and do-

ing grades. It adds a lot of extra work.” Senior Melanie Schroeder feels that large classes negatively impact her learning and that noise from students in the classroom make it difficult for her to ensure that she can follow teacher instruction. “It is harder for me to focus in class because there’s a lot of students talking constantly and it’s loud and sometimes I miss what the teacher says because I can’t hear [them],” Schroeder said. Schroeder believes that  RATIO | Page 3

New AP Euro alternative lacks APUSH prep AP Human Geo. structure leaves students behind BY NICOLE KHUDYAKOV

Roseville High School requires students take AP European History, World Studies or AP Human Geography as a prerequisite to AP US History. However, some teachers and students have cast recent doubts concerning the validity of AP Human Geography as an effective course in comparison to AP European History. According to AP coordinator Carrie Oberreuter, the course was not originally designed to segway directly into AP US History. “AP Human Geography is meant to be an elective, not necessarily a sequential path to AP US,” Oberreuter said.

In previous years, prerequisite classes for a student to take AP US were limited to AP Euro or World Studies. A recent development, in the form of a vote taken by the school board at the end of the 2014-15 school year, changed that. Now, taking the class fulfills a world studies-based district requirement. Due to these changes, students are beginning to consider the course an alternative for their sophomore year. AP Euro teacher Carol Crabtree felt that the change opened a door for students who were previously unwilling to take a blocked, year long AP class. “When they go and take the AP Human Geography course, they use what they’ve learned in certain areas,” Crabtree said. According to current AP Human Geography teacher Mark Andreatta, the course does not directly prepare students for AP US History, nor is it intended to

do so. Freshmen are warned to reconsider choosing to take the class as a substitute for AP Euro or World Studies on AP Night.

“It prepares you in terms of the volume of content you have to get ready for, but in terms of actual test prep for AP US, it  PREP | Page 3


Junior Jordan Susbilla sits in Jessica Fork’s AP U.S. History class last Thursday on registration day. Last school year, he took AP Human Geography as a sophomore, opting out of AP European History.

Beginning next school year, Honors-Pre Calculus will no longer be a weighted course. Honors Pre-Calculus teacher David Ray believes that this change will not cause a drop in class enrollment. According to RJUHSD assistant superintendent Jess Borjon, the district will be replacing Honors Pre-Calculus with a college-level algebra course to appeal to the students interested in a humanities field of study. “In the end, the goal for all our curriculum choices is to best serve students,” Borjon said in an email. “We are convinced that offering a College Algebra course and a regular Pre-calculus course that covers trigonometry is accomplishing that goal.” According to Borjon, the district realized the pre-calculus course offered was more of a college algebra course and not a pre-calculus course. “The correct naming of the course is College Algebra for the ‘non-trig’ based course and pre-calculus for the ‘trig’ based course,” Borjon said. Ray still sees value in the class and hopes the drop in credit will not deter students. “[It] is the stepping stone to Calculus,” Ray said. “I couldn’t imagine a student who was going on to take Calculus not taking PreCalculus because of the removal of ‘honors’ from the name.”

FIT Report guidelines updated


RJUHSD approved revisions of the Facility Inspection Tool guidelines at the January 23 board meeting. The revised guidelines call for analysis of additional facility conditions, including lighting and drainage. Additionally, the revisions expanded on the existing guidelines in accordance with two new laws – AB 10, requiring feminine hygiene products in high-poverty schools, and AB 746, addressing lead testing for drinking water. According to assistant superintendent Joe Landon, the California School Boards Association recommended updates for the board policy. “The most common reason for updates are due to new laws, but sometimes they recommend updates for other reasons,” Landon said in an email. “This particular policy had changes mainly to cover two new laws… They also did some rewording of various sections to make the policy more concise.”



EYE OF THE TIGER ROSEVILLE HIGH SCHOOL 1 TIGER WAY ROSEVILLE, CA 95678 EDITOR-IN-CHIEF Rachel Barber NEWS EDITOR Cam Medrano FEATURES EDITOR Nicole Khudyakov OPINION EDITOR Danielle Bennett A&E EDITOR Gabrielle Hutson Jackson Young SPORTS EDITOR Jamie Bateman Elena Bateman ESPAÑOL EDITOR Anuya Kamath Adam Hagen DESIGN EDITOR Viktoria Barr Mikayla Stearns ONLINE EDITOR Jack Rosetti COPY EDITOR Jack Rosetti FACULTY ADVISER Bobby Ritter The mission of Eye of the Tiger, a news-gathering organization run by Roseville High School students, is to inform, entertain and serve as a public forum for student expression. We will accomplish our goals by reporting unbiased news while offering student perspectives in our columns and editorials. This includes, but is not limited to, prominent issues, changes and events that have an impact on the students and communities of Roseville High School. We will strive to report with depth, accuracy and timeliness. It is not our goal to evoke controversy or sensationalize issues. We do not push moral values or political agendas. Views expressed in the opinion and entertainment sections, columns and letters-to-the-editor are those of the individual author, and do not necessarily belong to Eye of the Tiger staff, this publication or Roseville High School. All letters-to-the-editor must be signed and are subject to review by the editorial board before inclusion in the newspaper. We reserve the right to edit submitted work as needed for space limitations and content. Nonattributed editorials reflect the opinion of the staff and must be approved by the editorial board.

Eye of the Tiger offers advertising opportunities available in our newspaper, biweekly news broadcasts, sports game livestreams and on our website. For any inquiries or questions, contact our staff at

Comments? Criticism? Story idea? We want to hear it. Write to us at


TENURE: Regulation elongates process “[The purpose of a thorough investigations is] to determine what actually that RJUHSD had not conhappened and to then make sidered all of the evidence a fair and reasonable decipresent and suggested that sion that falls within the the district launch a secguidelines spelled out in ond investigation. After the Board Policies, Administraconclusion that Mason had tive Regulations, and CA harassed the student but not Education Code,” Williams to the level that required said in an email. his dismissal, he was transIndividual school districts ferred to Roseville and don’t possess the ability to Oakmont High Schools for dismiss employees without the 2017-18 school year. conducting thorough invesWhile word spread tigations and must abide by of Mason’s accusations, administrative regulations. Basham announced via “We are not a private email that “similar allegabusiness tions” have where we been brought The piece that can just let employees forward. tenure gets go,” BashConsequently, in the way of am said. “We are Mason was is the under- prohibited placed on from doadministraperforming ing that and tive leave teacher in the we have to as a third work within investigaclassroom. the confines tion ensued. Mason - Director of of the law.” Among is currently Personnel Brad the several waiting for Basham institutions the complethat may tion of the protect teachers from disthird investigation before ciplinary actions are the he may receive an ultimagrounds tenure covers. Actum. cording to Basham, tenure RJUHSD, like all school prevents non-business emdistricts, must abide by ployers such as RJUHSD administrative regulations from dismissing teachers while determining discifor personal beliefs and plinary actions regarding offers job security to atteachers and cannot distract those looking into the miss employees without a profession. While tenure substantial amount of evimay protect free speech dence. Districts must confor teachers fulfilling their sider several regulations roles, it is difficult to disin place when a complaint miss underperforming staff is made against a faculty members since they are not member before determincommitting any “egregious ing a form of punishment. CONTINUED FROM FRONT


Plans for Roseville High School’s new auxiliary gym are in the process of being finalized and construction will begin in Fall 2018 or Spring 2019 with a projected opening in January 2020. This project results from Measure D funding and is being designed by district architects, maintenance and operations staff, superintendents, and administration. Once all decisions have been made, the plans will be submitted to the Division of State Architects (DSA) to be approved or revised. Although the initial planning for the new structure has been completed, assistant superintendent Joe Landon anticipates approval of the design in Fall 2018. “The planning is going very well it just takes a lot of time,” Landon said. “It’s a long process to go through the DSA, probably for a project this size it will take about six months. The design is reviewed, it may be changed, and once we get a full design by our ar-

offenses” that constitute dismissal. “[Tenure] does make it a little more difficult because the process is lengthy and it’s more expensive but it doesn’t keep us from dismissing,” Basham said. While tenure may protect teachers from minor offenses, the district can take progressive measures of discipline such as verbal warnings or written letter of reprimand. “There are some things that rise straight to the top,” Basham said. “If you had a teacher who had what we call an egregious act such as sexual battery… that could most likely be an immediate suspension once we conduct an investigation.” Teachers must undergo a probationary period for two years after hiring before they may receive tenure.

Basham believes this time periods. The latest proposal period should be lengthened to increase the probationto ensure students receive ary time period to three quality educators. years have failed. “As a “We want our kids to be school safe,” Basham leader said. “At the Tenure in you have same time, the more time California is piece that tento really ure gets in the incredibly evaluate the way of is the effectiveunderperformstrong. As ness and the ing teacher in professiona teacher, I the classroom.” alism of a According to feel very new teacher RHS teachers to your union represenprotected. district,” - Teacher Jon tative Jon ColeBasham Coleman man, it is the said. “You union’s job to can’t risk ensure teachers having them imunder investipact your students for the gation receive due process. next 30 years.” He believes tenure protects According to Basham, job security. the California Teachers “Tenure in California is Association (CTA) would incredibly strong,” Coleoppose legislature that man said. “As a teacher I lengthens probationary feel very protected.”

chitect that is approved by the state we can go ahead and start construction.” According to assistant principal Jason Wilson there is an upcoming meeting to decide details of the new building and sees this as an opportunity to learn and move forward with the design. “We’re starting to work on a lot of the detail,” Wilson said. “Everything comes with decisions and now we’ll start getting into more collaborative decision making about specifics. I’ve learned a lot through this process of helping with the development of a building.” The auxiliary gym will be located in the current staff 900s parking lot. “It’s going to match a lot of the exteriors to try and blend in but it will also bring a little modern shape and flow.” Wilson said. There will be a redesign of the area surrounding the new gym due to the elimination of the staff parking lot. Six portables will be taken out and the location will be used as a staging area for construction. It will later become additional parking spaces for staff. The current small gym

will continue to function as an area for RHS athletic and PE programs until a decision is made about how to use the space given the proper funding and district approval. Wilson believes there is potential in the building, but acknowledges that action will be delayed due to the construction of the new gym. “We have a lot of hopes and wishes,” Wilson said. “We could always use additional space for classrooms especially because we’re building our programs of study. We are in the process of testing the structure itself to see what can be done with it but it too will require funding and partnership with the district office.” The auxiliary gym will include a new girl’s locker room and team room and will have instructional space to be utilized by wrestling team, dance team, cheer team, and PE classes. The building will also have the capacity to host events such as wrestling, basketball, and volleyball tournaments. PE teacher Cindy Simon is excited for the new facility and believes it will be

Above, proposed plans for the new auxilary gym. Portables 22 through 27 are expected to be removed to make room for a new staff parking lot.

a positive change from the current small gym. “I know that as a department we’re super thankful and very excited,” Simon said. “I mean we are in one of the oldest buildings in Roseville and it’s not quite up to par. So we’re excited to have a clean, new area to work with.” Speaking from her former experience as a volleyball coach, Simon expects

the new facility to be particularly beneficial for volleyball teams. “It will definitely help the flow of volleyball, when there is a specific volleyball gym it is smaller and the crowd gets more involved because they’re closer to the court,” Simon said. “I think the comradery is better when you have that smaller facility for a volleyball game.”


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Eye of the Tiger

Health and Safety teacher Hank DeMello is taking over Doug Mason’s previous first period class following Mason’s recent administrative leave due to sexual harassment allegations posed against him.

Plans for new auxilary gym move forward

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FEB 13

Highschool on the Hill Incoming freshmen attend an informative night on academic programs and extracurriculars from 6-8 p.m in the gym.

Class Registration In-house registration materials due to counselors for next school year.

FEB 19

FEB 12

No School Presidents’ Day.

No School Lincoln’s Day.

FEB 21

Blood Drive Students 16 years and older able to particpate and donate.



PREPARED: Geo curriculum not set to change CONTINUED FROM FRONT

doesn’t work,” Andreatta said. “AP Euro is much better prep for kids wanting to take AP US.” Additionally, the class curriculum comes with certain prerequisites of its own. Andreatta said that the class is structured in a way that presumes its students have foreknowledge of history, which can only be gained through having taken previous courses on world history. Unlike Word Studies or AP Euro, the class focuses on current events, as well as social and political aspects in history. Junior Miles Judd exclusively took AP Human Geo before entering AP US. He felt that the change to a year long AP class was somewhat startling. According to Judd, peers of his who had previously taken AP Euro also seemed to have a better grasp on some of the information. “I think students that were in AP Euro are a little more prepared,” Judd said. “There are some things I think that in AP Euro they

may have a better background on.” Junior Kaitlyn Ang, who took AP Human Geo after taking AP Euro, believes that students taking only AP Human Geo miss out on essential information. “I think it’s kind of misleading, because sophomores, especially, go into AP Human Geo thinking that’s all they need to know and then they go into AP US History thinking they are prepared, but they’re not,” Ang said. Ang believes the class would better serve as an elective, and considers it more of a government and economics-based class than a historically focused one. She also said that a benefit of AP Euro was that it focused on the bigger picture, whereas AP Human Geo was a class led by facts. Though she considers it challenging, unlike Ang, many students taking the class don’t receive the benefit of having any previous historical background to rely upon. She believes students that haven’t taken


AP Human Geography teacher Mark Andreatta finds that students enter his course with many misconceptions. He acknowledges that treating his course as a prerequsite makes catching up in AP U.S. History more difficult.

AP Euro are, “left out of the loop.” “ [It’s] important for teachers to let the students know straight off the bat there’s going to be some differences,” Ang said. “[Sophomores] feel very frustrated, because they thought they were prepared -- but they weren’t and


Above, AP European History teacher Carol Crabtree works closely with AP U.S. History teachers in order to link the courses together. She belives AP Euro provides students with the necessary information to take APUSH.

there’s a lot of miscommunication.” Despite its mixed reputation, oftentimes, students take the class due to misplaced rumours of its easy nature. According to Andreatta, students come into the class with a belief that it’s essentially a less difficult variant of the same prerequisite AP social science class. They are frequently led to believe that the AP test is much less difficult, as it tests for a slightly different writing skill-set. “They learn very quickly that assumption has to die,” Andreatta said. Current AP US History teacher Avery Beebe agrees with the sentiment that AP Human Geo inadequately prepares students for her class. “AP Human Geo is a good social science elective, but it doesn’t necessarily follow the content and skills standards that are kind of needed in AP US,“

Beebe said. “That class is pretty much set in stone.” There are no plans to change the curriculum to reflect the class’ change in status, as the class structure is set. Much of the class is content-based rather than interactive due to the semester-long time frame in which it’s taken. Between AP US and AP Human Geo, the class skill sets differ greatly. AP US relies partially on students’ previous knowledge of events in European history. Anybody lacking that background will find themselves at a distinct disadvantage, according to Beebe. “It’s kind of a detriment to you if you don’t take one,” Beebe said. “Whether World Studies or AP Euro, in order to get that knowledge.” Incoming AP US students are also often unprepared for certain question and test formats they receive, as those formats aren’t used in AP Human

Geo. In comparison, AP Euro and AP US classes are able to work in tandem with one, as test and essay formats are identical. Crabtree has firsthand experience with the many similarities the two courses share. “There’s a lot of skill instruction that goes into AP European History that students will use in AP US History,” Crabtree said. “It’s clear to us partly because we work so closely together in making sure the courses completely align.” Beebe feels that the unchanging standards for AP Human Geo are set in stone and unlikely to change in a way that will benefit students taking it as a prerequisite before entering AP US. “My recommendation to it is that students don’t look at it as a way to satisfy that requirement,” Beebe said. “Look at it as a social science elective and take World Studies and AP Euro.”

NEWSINBRIEFS RHS purchases AP prep website ‘’ for student use BY KAIA WHITNEY

This school year, teachers informed students enrolled in Advanced Placement courses have been of the website, where they can practice utilizing the skills they have learned in class in order to better prepare themselves for AP testing occuring this May. Many AP teachers have started allowing their students to use this website during class time to give them a better look at the structure and questions that may be used on the real AP test. holds potentially the same value as Khan Academy which has been exploited by Roseville High for years now. Unlike Khan Academy, focuses on practice for AP courses. also includes SAT and ACT practice which can be deployed by students on their own time if desired. To gain access to all features of the website, students must sign in with their own login. AP coordinator teacher Carrie Oberreuter encourages the use of this website

during class time. “[Students] can even practice on their own, so if you’re motivated and you want that extra help or support, then you can go beyond what your teacher is requiring,” Oberreuter said.

District installs gate near Independence High School to halt traffic BY JOSH REBELLO

Over winter break, a gate in the Independence High School parking lot was installed. According to Independence High School principal Lebra Latteri, the gate was implemented to prevent parents dropping off their students from delaying busses. In the past, the busses have had difficulties with cars in the way of the bus exit. This has resulted in the busses being behind schedule. “People were driving in and out of the bus entrance and delaying busses,” Latteri said Principal Debra Latteri believed that the new gate will help prevent future accidents from happening. According to Latteri, In-

dependence students have had trouble finding parking spots due to parents and RHS students parking in the parking lot. Latteri has had students in the past who haven’t been able to come to class because they cant find any parking. “[The gate was added] to try to prevent the massive amounts of people that are parking in the Independence parking lot, so that our students don’t have a place to park,” Latteri said Latteri says Independence High School does not have any plans in the future regarding the gate and the problems that brought it into existence. Sophomore Sydney Oppenheim believes that the new gate will cause more issues with traffic. Oppenheim feels that parents who drop off their kids will have to make illegal U-turns to go the way they would normally go if the gate was never implemented. “Having Independence closed off will create more people to do U-turns,” Oppenheim said. Oppenheim also believes that the new gate will cause parents to be late to work because they have to go to the light at the train tracks and have to wait for the train to pass if one is present. “Now that they gated off [the exit] they have to keep going straight and wait for the train to go by,” Oppenheim said.


Above, science teacher CJ Addington speaks to his fourth period AP Physics class. Addington says that large class sizes incease work amount and take away his ability to connect with students individually.

RATIO: Large sizes inferior CONTINUED FROM FRONT

having more students in class with her takes away from individual time with her teacher. “Having an overcrowded classroom makes learning more difficult because you don’t get as much one-on-one time with the teacher,” Schroeder said. According to assistant principal Stephanie Malia, unpredictability of class sizes and the needs of different students leads to the uncertainty of class enrollment sizes. “We get a preliminary number from the district of our enrollment and then we base our schedule off of that,” Malia said. “Some things that are a little difficult to account for may be new students coming in or students who need to retake a class.” As a former teacher herself, Malia is aware of the difficulties overcrowding

can cause in the classroom, such as problems meeting each student’s individual needs, having to account for the most effective learning style for each student separately and what would be most beneficial to them. “Sometimes it has to do with the varying levels of students, that can sometimes make it more difficult to get to everybody,” Malia said. Class sizes may vary based on different needs of individual students and their future planned curriculum. As of now, no specific plans have been placed to lower specific class sizes. “As a district we’re always looking at that,” said Malia. “The new high school is going in so it’s all based on what our projected numbers are and how we build that master schedule.” AP English Language teacher Denise Weis’s class

sizes in the low to mid thirties were “manageable,” and any larger classes bring a longer turnaround time for grading classwork. “What [class size] tends to affect is how quickly I can get things graded, how much work I’m taking home,” Weis said. “There’s a big difference between grading two sets of 30 as opposed to two sets of 41 essays. All of a sudden you go from 60 to 80 essays and an extra potentially three to five hours of grading. The more kids you have, the more time you’re grading and the more time you’re entering grades.” Classroom environment partially depends on the class sizes, according to Weis, but more so on the academic attitudes of the her students. “AP are generally well behaved,” Weis said. “If it was a class of all freshman that would potentially be a nightmare.”





El RJUHSD trata de un caso de acoso sexual POR CAM MEDRANO

En abril del año escolar pasado, un estudiante de primer año de secundaria de Woodcreek reportó incidentes de acoso sexual por el maestro de salud y seguridad, Doug Mason. Según el protocolo, el superintendente adjunto de RJUHSD, Steve Williams, dirigió una investigación para determinar la validez de las acusaciones formuladas. Ante una queja o acusación contra un miembro de la facultad, el distrito debe reunirse con todas las partes involucradas y revisar la evidencia y los asuntos legales antes de cualquier medida directiva. Según el distrito, el comportamiento de Mason violó las normas profesionales, pero no se encontraron motivos para el despido. De acuerdo con el director ejecutivo de servicios de personal de RJUHSD, Brad Basham, los distritos escolares individuales no

poseen la capacidad de despedir empleados sin realizar investigaciones exhaustivas y deben seguir las regulaciones administrativas. “No somos un negocio privado en el que podamos dejar ir a los empleados”, dijo Basham. “Tenemos prohibido hacerlo y tenemos que trabajar dentro de los límites de la ley”. Los padres del estudiante que originalmente presentó una queja solicitaron que el Departamento de Educación de California (CDE) revise el caso. En última instancia, el CDE determinó que RJUHSD no había considerado todas las pruebas presentes y sugirió que el distrito iniciara una segunda investigación. Después de la conclusión de que Mason había acosado al estudiante, pero no al nivel de despido, fue transferido a la escuela secundaria Roseville y Oakmont para el año escolar 2017-18. Mientras se corría la voz sobre las acusaciones de Mason, Basham anunció por correo electrónico que se habían presentado “acusaciones similares”. En

consecuencia, Mason fue puesto en licencia administrativa cuando se produjo una tercera investigación. Mason está esperando la finalización de la tercera investigación antes de que pueda recibir un ultimátum. En cuanto a RJUHSD, los distritos escolares necesitan cumplir con las regulaciones administrativas al determinar las medidas disciplinarias con respecto a los maestros y no pueden despedir a los empleados sin una cantidad sustancial de evidencia. Los distritos tienen que considerar varias regulaciones vigentes cuando se presenta una queja contra un miembro de la facultad antes de determinar una forma de castigo. Entre las muchas instituciones que pueden proteger a los maestros de las acciones disciplinarias están los fundamentos de la tenencia de los terrenos. Según Basham, la tenencia evita que empleadores no comerciales como RJUHSD despidan a los maestros por sus creencias personales y ofrece seguridad laboral


Director ejecutivo de servicios Brad Basham trabaja en su oficina. Basham ha dicho que los distritos escolares no tienen la capacidad de despedir empleados sin realizar investigaciones exhaustivas. para atraer a quienes investigan la profesión. Si bien la tenencia puede proteger la libertad de expresión para los maestros que cumplen sus funciones, es difícil despedir a los miembros del personal con bajo rendimiento ya que no están cometiendo ninguna “ofensa atroz” que constituya despido. “[Tenencia] hace que sea un poco más difícil porque



Gemelos contribuyen al exito de los equipos de ateltismo para la secundaria de Roseville

Ensenador de guitarra Brian Hack piensa retirar despues de treinta anos de ensenar

gresivas de disciplina tales como advertencias verbales o una carta de amonestación escrita. “Hay algunas cosas que suben directamente a la cima”, dijo Basham. “Si tuvieras un maestro que tuviera lo que llamamos un acto atroz como la agresión sexual ... eso podría ser una suspensión inmediata una vez que llevemos a cabo una investigación.”



El departamento de atletismo de la Escuela Preparatoria Roseville entrena a varios grupos de gemelos, tanto idénticos como fraternales, en varios deportes esta temporada. The Gills y Cerecedes abordan el fútbol y el tenis, respectivamente. Los gemelos Gill han estado jugando fútbol varsity juntos desde su primer año, y eso ha sido evidente en el éxito del equipo universitario. The Gills han jugado juntos durante 10 años, lo que Kelsey Gill cree que ha contribuido en gran medida a su éxito en la escuela secundaria. “Con 10 años jugando fútbol con alguien, los conoces bastante bien”, dijo Kelsey. “El año pasado tuvimos una conexión muy fuerte que creo que ayudó a nuestro equipo a convertirse en una familia más”. Sin embargo, ella piensa que tener un gemelo en cualquier equipo deportivo no beneficia automáticamente al equipo de una buena manera. “Creo que depende de la relación con tu gemelo porque si tienes una relación negativa puede traducirse en la dinámica del equipo”, dijo Kelsey.

el proceso es largo y es más caro, pero no nos impide despedir”, dijo Basham. “Ciertamente, no sería algo de lo que decimos ‘no somos va a seguir adelante y despedir a este maestro por este comportamiento poco profesional porque tienen el cargo “. Si bien la tenencia puede proteger a los maestros de ofensas menores, el distrito puede tomar medidas pro-


Los gemelos Cerecedes juegan al tenis juntos arriba. Ellos han jugado juntos en el equipo de tenis de RHS. Ellos han disfrutado jugar juntos en el equipo

La gemela hermana de Kelsey, Mackenzie Gill, coincide con Kelsey y piensa que su relación con su hermana ayudó al equipo, pero le da el crédito a todo el equipo cuando se trata de su histórico campeonato de la sección el año pasado. “Es genial tener una hermana en el equipo”, dijo Mackenzie. “Es bueno porque incluso fuera del fútbol siempre nos vamos a tener, lo que también nos ayuda en el campo. Nuestra química fue importante para nosotros el año pasado, pero definitivamente fue todo el equipo el que merece reconocimiento por nuestro campeonato “. Los Gills no solo tuvieron un gran éxito en la experiencia futbolística de la escuela secundaria, sino que los tenistas junior Max

y Cooper Cerecedes comenzaron a jugar tenis el año pasado, donde Cooper jugó en el equipo varsity y Max jugó en el equipo JV. Tienen la intención de jugar juntos esta temporada y han estado trabajando juntos desde el final de la temporada pasada, cuando el equipo universitario tuvo su mejor registro. “Empezamos a jugar realmente juntos durante el verano, y hemos mejorado mucho”, dijo Cooper. “Es agradable tener un compañero que comparte los mismos intereses”. Cooper estaba feliz de encontrar el amor para el deporte donde no lo esperaba. “Mi padre jugó al tenis en la escuela secundaria, así que quería que jugáramos y nos enamoramos mucho del deporte”, dijo Cooper.

El aviso reciente del profesor de guitarra Brian Hack sobre su retiro y la consiguiente falta de retorno a la Escuela Secundaria Roseville por el resto del año escolar ha tocado la fibra sensible de una variedad de personal y estudiantes en todo el campus. En sus más de 30 años enseñando en la escuela, ha establecido el programa de guitarra, servido como jefe de departamento y ha impulsado a los estudiantes hacia su futuro con su estilo de enseñanza del mundo real. Según el ex profesor de banda Mark Toffelmier, los compañeros de Hack admiraban la forma en que invirtió en sus alumnos. “[Era] un maestro que estaba muy interesado en que todos sus alumnos tuvieran éxito”, dijo Toffelmier. En sus años en Roseville, Hack enseñó una variedad de clases como AP European History y pudo servir como presidente de los departamentos de ciencias sociales y VAPA (artes visuales y escénicas). Durante su tiempo en RHS, Hack creó vínculos duraderos con estudiantes y profesores por igual. “Vi a mucha gente ir y venir”, dijo Hack. “Mis ex-


Ensenador de la guitarra Brian Hack piensa retirar este ano. El desarollo el programa de guitarra en RHS. Muchos estudiantes y miembros de facultad admiran su trabajo de los treinta anos que ha ensenado.

periencias más sorprendentes fueron las conexiones que pude hacer con tantos maravillosos estudiantes de RHS durante un período de tiempo tan largo”. Sus contribuciones a la escuela también ayudaron al desarrollo del programa Roseville Guitar, que ofrecía una tienda musical única, aún no ofrecida en la escuela. “Creo que el programa de guitarra fue diferente porque se extendió y atendió las necesidades de un grupo único de estudiantes que no siempre estaban totalmente involucrados con otros aspectos de lo que RHS tenía para ofrecer en términos de clases de música”, dijo Hack. La adición del programa de guitarra permitió a los estudiantes, que de otro

modo no estaban interesados ​​en ningún otro VAPA, participar en un programa que fomentaba la creatividad musical. Según Kyle Gard, un estudiante de guitarra de cuatro años, el programa le dio una perspectiva completamente nueva. “[Me] abrió los ojos a una perspectiva diferente hacia la música y las artes en lugar de tomar una clase de ciencias o de inglés”, dijo Gard. La atmósfera creada por las enseñanzas de Hack le dio vida al aula, ya que se centró en garantizar que sus alumnos estuvieran cómodos. “La atmósfera siempre fue relajada y los estudiantes nunca se sintieron presionados por nada”, dijo Gard.


Highschool on the Hill Los estudiantes de primer ano asisten en una noche informativa para los programas academicos

FEB 19

FEB 12 No hay escuela Dia de los presidentes

FEB 13

No hay escuela Lincoln’s Day

FEB 21

Blood Drive

Los estudiantes de 16 anos y mas pueden participar y donar la sangre.

Registracion de clases Fecha de limites para el material de registracion para el proximo ano



Hack leaves program he built on high note BY ALEYNA CAMACHO

Guitar teacher Brian Hack’s recent notice of his retirement and subsequent lack of return to Roseville High School for the remainder of the school year has struck a chord with a variety of staff and students across campus. Within his more than 30 years teaching at the school he has established the guitar program, served as department chair and propelled students toward their future with his teaching style. According to former band teacher Mark Toffelmier, Hack’s peers admired the way he invested in his students. “[He was] a teacher who was very interested in all of his students succeeding,” Toffelmier said. In his years at Roseville, Hack taught a variety of classes such as AP European History and was able to serve as the head chair for both the social science and VAPA (visual and performing arts) departments.

During his time at RHS, Hack created lasting bonds with students and teachers alike. “I saw a lot of people come and go,” said Hack. “My most amazing experiences were the connections I was able to make with so many wonderful RHS students over such a long time period.” His contributions also helped the development of the Roseville Guitar program, which offered a unique musical outlet, not yet offered at the school. “I think the guitar program was different in that it reached out and served the needs of a unique group of students who were not always totally involved with other aspects of what RHS had to offer in terms of music classes,” Hack said. The addition of the guitar program allowed students, who were otherwise uninterested in any other VAPA, to engage in a program that encouraged musical creativity. According to senior Kyle Gard, a four year

guitar student, the program gave him an entirely new outlook. “[It] opened my eyes to a different perspective towards music and the arts as opposed to taking a science or English class,” Gard said. The atmosphere created by Hack’s teaching brought life to the classroom, as he focused on ensuring his students were comfortable. “The atmosphere was always laid-back and students never felt pressured into anything,” Gard said. According to Hack, the development of the guitar program started a trend that would include more musical pathways, other than just band. One new musical pathway came with the additional offering of piano classes, which are now commonplace, and part of a larger effort to continue improvement of the musical arts department. Following Hack’s retirement, administration was quick to place Kenneth Smith as the new head of


Longtime guitar teacher Brian Hack’s retirement was noted by many members of the music program. In his time at RHS, he helped the program grow through the addition of guitar and piano classes.

the guitar classes. Smith is a first year teacher on campus and eager to advance the program with his own teaching style. “With the advanced students, I have kept their curriculum the same, as many have been with Hack for multiple semesters,” Smith said. “However, with the beginning and intermediate guitar I have

began to implement my own teaching style.” “Although the guitar program is currently controlled by Smith, there appear to be no worries with the students about its future,” Gard said. “I know that he has our best interests at heart and help lead the program to a good place.” His presence through-

out the campus will continue being felt by both students and teachers, yet many are excited to see where his retirement takes him. “I think the school will miss his presence, and his students will miss him, but sometimes a little voice says it is time to pursue new avenues and adventures,” said Toffelmier.

Senior wins Ellen tickets Three-time ticket winner visits with family BY AARON PUGLIANI

Over winter break, senior Kenzie Duncan fulfilled her childhood dream by attending The Ellen Show. She was a longtime, dedicated fan and has watched the show for eight years. “I would come home after school and I would wait for my mom to come home,” Duncan said. “It was on at four o’clock everyday and we would watch it together.” Part of what drew Duncan to the show was Ellen’s generosity. She strongly admires the way Ellen rewards hard workers during the course of her shows. “We just loved watching who she surprised,” Duncan said. “Not necessarily the celebrities, but the random people going through hardships and just seeing what she presents them with to change their lives around.” According to Duncan, the process of applying for tickets was simple. Duncan only had to enter her email in the online sweepstakes, before inputting her name and picking an attendance date that would work for her if she happened to win. “I was just bored one day and I was like, ‘It would be pretty cool to go’ and so I just went online and did it,” Duncan said. Duncan’s grandmother Ninette Murray said she was initially astounded by her granddaughter’s ease in obtaining the tickets to the show. “I couldn’t believe it that she got them so quickly and easily,” Murray said. Duncan won a total of three times after receiv-


Senior Kenzie Duncan (right) and her friend Courtney Carpenter (left) recently visited the set of The Ellen DeGeneres Show.

ing eight bids to attend the show. “I actually found out about both times receiving the tickets when I was in Mr. Fukuman’s class,” said Duncan. “My dad was jealous, my brother was jealous – everyone was really excited for me.” After learning that she could only attend one show per season, Duncan picked a date and packed her bags. She brought several members of her family, along with a close friend, senior Courtney Carpenter, to come along for the show. “I was so excited that she won and she wanted me to go with her,” Carpenter said. “I didn’t know she was going to ask our friends to go. And I’m good friends with her mom too and so it was such a fun and exciting experience.” Getting to the show was exciting for the group, as they had no idea what awaited them. “It was just amazing. We didn’t know what to expect,” Murray said. “Kenzie and her friend Courtney were getting all excited jumping up and down.” Murray enjoyed her time there and felt lucky that she was able to attend. “We had a great time

because we drove,” Murray said. “It was a very neat experience for me since I was with two teenagers and my daughter of course. I was the oldest one.” Although Carpenter was fascinated by the technicalities behind producing the show, she also took the time to recognize Ellen’s generosity. “It was really interesting seeing how they filmed the show live and how different it looks,” Carpenter said. “But at the same time, you can tell her genuineness and how much she enjoys helping the people who receive the generous gifts.” Duncan was ecstatic that she was given the opportunity to interact with celebrities, many of which were a part of the audience. “It was really cool. I met Hugh Jackman,” Duncan said. “He literally was super close to me and he gave me a lottery ticket. It was cool to see the people on the show.” Both she and Carpenter enjoyed their time as audience members on The Ellen Show and plan to make many more exciting lifelong memories together. “It was just a really cool experience and I wouldn’t have traded it for the world,” Duncan said.

Senior Jonathan Kunkle plays his self-made guitar in class. His interest in building guitars began in middle school.

Senior builds up guitar hobby BY GARRET SCHAEFER

Roseville High School senior Jon Kunkle found inspiration in building his own guitars from scratch. The guitar enthusiast’s interest began when he got the chance to build his own guitar after transferring to Buljan Middle School a few years ago. “I was in eighth grade and I heard that the woodshop teacher there made guitars for some famous people around. I had just switched schools so I thought ‘Man, I kind of want to do that for the last few months,’” Kunkle said. Kunkle could not enroll in woodshop teacher Duane Calkins’ class, so he agreed to come in while school was not in session. From there, Kunkle began to learn the process of building an entire guitar from scratch. Following the experience, Kunkle kept up his interest in the musical instrument and decided to pursue it further. He learned how to play the guitar through the guitar program at Roseville and continued gathering supplies for his guitarbuilding efforts. According to Kunkle’s

sister, Katerina Kunkle, Calkins was very welcoming and willing to help Kunkle in his quest to build a guitar. “The woodshop teacher was super nice and dedicated. He just agreed,” Katerina said. Jon enjoys the long process of making a guitar from scratch, even though he understands the time and effort needed to complete one. “[For the guitar] Mr. Calkins gave me a block of alder wood to use for the body and I used hard maple for the neck. It was pretty tedious. It took a good four months so I went everyday after school to sand the body and trace it out. I was trying to make a replica guitar so it was pretty close, but it definitely turned out,” Jon said. If built from scratch, a full guitar can take months to finish, so Jon feels a greater appreciation for handmade guitars. He believes there is nothing can compare to a bought guitar made by somebody else and one that you made to your own liking. “When you build it, it’s a little different. Someone didn’t build it for you but it’s your own work and

your own mistakes and your own process,” Jon said. In his time building guitars, Jon has gained a variety of new skills. “I’ve definitely learned some wood-working skills. The process of sanding, painting, and the electronics, too, so it’s fun,” Jon said. “Mr. Calkins definitely helped me out with what to do and how I want it to sound.” Junior Luke Jordan, a friend of Jon’s, has noticed the improvement and accomplishments that Jon is achieving. Jordan expressed admiration for Jon’s talent and passion. “Guitar is what makes Jon who he is because he’s always playing guitar, sending me videos, and he’s definitely good at it,” Jordan said. “It’s just something he’s been great at for his whole high school life.” After his first guitar was completed, Jon was pleased with the final product and his success just grew his passion for guitars further. “I was definitely surprised. I didn’t think it was as easy as it was. I was happy about it for sure because I was a little nervous how it would turn out,” Jon said.



Senior’s love passes state lines





When senior Jaydynn Santos’ boyfriend, Daniel Vasquez, finished his high school career early to begin training at a marine boot camp in San Diego, she refocused her energy on fashioning him a gift for his return in March. Santos harnessed social media to craft a present that incorporates people across the nation. “I’ve been trying to get stuff to surprise him once he gets back and to let him know I’ve always been thinking of him since he’s been gone,” Santos said. The gift started with a post on social media outlets, like Twitter and Facebook, where she asked people from other states to make and send a picture of themselves with a note card reading ‘Daniel, Jaydynn’s love for you is so big it has reached’ their respective state. Santos plans to bind the photos together in an album to surprise him, as soon as she recieves photos from all 50 states to complete the set. “It makes me think of

him and keeping him close to my heart, so it’s always good to have that,” Santos said. Santos found the inspiration for the project on “GFs Fiancees and Wives of Recruits”, a military group on Facebook, and soon set out to make it a reality. “I saw a few people do it and I thought it was a really cool idea,” Santos said. “I was like ‘I’ll have enough time to get it together and he won’t see me making it.’” Santos soon received responses from people, including those from other countries. She has almost reached all 50 states, with photos sent in from an additional three countries – Mexico, Hungary, and Croatia – an outcome she didn’t predict. “I’m so grateful for people helping me out and I didn’t think I’d get this far so I’m really happy about that,” Santos said. “I didn’t think [I could] because I didn’t have much connection with people outside of the state. Most of my family lives inside California.”

Senior Jaydynn Santos used her social media to reach out to people living in other states, in order to create a gift for her boyfriend.

However, she was able to approach several family members and a few of her friends, in order to extend her reach. Santos’ friend and fellow senior Gabby Ordaz contacted people she knew out of state, in an effort to support Santos and her dedication to the project. Having developed friendships with both Santos and Vasquez throughout the years, Ordaz admires the meaning behind Santos’ efforts. “She’s very driven,” Ordaz said. “She has her mind set on finishing it and getting all 50 states. I’m

very proud of her because I know it’s something she wants to do and she wants to see that smile on Danny’s face,” Ordaz said. While Santos misses Vasquez during their time apart, she looks forward to their reunion and finds emotional encouragement in the people she loves. “It does get lonely but my friends are there to support me so when time gets hard they are there for me,” Santos said. “I’m really proud of [my boyfriend], because he graduated early to be able to do what he wanted to do since he was 12 years old.”


Ceramics teacher Joyce Henry took a while to discover her passion for art. Her strict upbringing left her with few opportunities to explore her more creative side, so it wasn’t until Henry fell upon it by chance that she fell in love with the subject. -Nicole Khudyakov

I’d been teaching English for, I think, about seven years when I first made art. [This one time] I went with a group of friends of mine to the mountains. I had never made art as a kid. It wasn’t a pastime of mine. It wasn’t something that I went to. I had actually liked writing poetry — that was the closest to it I had ever come. [Anyway] the last morning that we were there, one of my friends said ‘Oh I wanna do some water color at the tables. Anyone wanna join me?’ and so a bunch of us sat down. And then, four hours later, I discovered art. I realized ‘This is so engaging.’ and I thought there was something to it, so I decided to enroll in an art class. I took everything from all the different colleges in the area and I loved everything I took, and after a couple of classes, I realized this is really calling to me. So I decided to get a credential.”






Harassment demands greater scrutiny R

JUHSD placed tenured teacher Doug Mason on administrative leave late last month in the wake of multiple sexual misconduct accusations against him, according to a district communication to students’ families. This action has been a long-time coming and falls nearly a year after a Woodcreek student first alleged Mason sexually harassed her in a spring Health and Safety course. District decisions related to investigations into Mason’s sexual misconduct reasonably raise questions about RJUHSD’s discernment and particularly, why it took so long to remove Mason from the classroom. Despite inquiries, the specific timeline is unclear to the general public. According to reporting conducted by the Sacramento Bee, the student came forward in April last year alleging he “massaged her shoulders regularly, pulled an ankle-length skirt up to her knee, winked at her flirtatiously during class and asked that she call him during the summer so he could hear her voice.” Some time

later, the district ended its initial Mason investigation. RJUHSD concluded that his behavior, while in violation of professional standards, was not sexual harassment. A questionable decision. According to the Bee, at this time a district letter sent to the student’s family acknowledged Mason made their daughter feel “creepy” but said he would not be fired until he showed more signs of sexual misconduct because her grade in his class was unaffected. The known record shows Mason only underwent district counseling at this time. Another questionable decision. Sexual harassment and a victim’s level of success are not in a causal relationship. The logic behind the direct correlation of an earned “A” grade to appropriate classroom culture lacks any sort of merit. A teacher who accurately assigns grades should not remain on staff if they are also taking the time to sexually harass students. According to the Bee, the student’s family then requested the California Department of Education review the case. Although anonymous, the student and


family’s consistent perseverance and determination during an inevitably trying time are to be admired. The CDE redirected RJUHSD’s attention to the case, saying it had not been conducted properly to ensure student safety. Although the timeline is unclear, one can assume this action fell around fall of last year. The #MeToo movement was already making waves and headlines. In a time of such blatant cultural and societal revolution, erring on the side of caution and ensuring the student’s voice was heard should have been the only obvious course of action. This broader movement,

the CDE recommendation, the student’s family’s resolve and Mason’s CDE documented “extensive” history of inappropriate behavior should have led the district to take aggressive action. Instead, their tone deaf response was simply not enough. The district’s second investigation concluded Mason did in fact sexually harass the student, but not to the point of firing. To ensure her individual safety, he was transferred to teach periods at both Roseville and Oakmont instead. At this school year’s start Mason was introduced to two new, potentially vulnerable student bodies.

This move draws too many parallels to the assigning of a “sick leave” designation to a Catholic priest for it to meet moral standards. Ultimately, the story ended up in the hands of the Sacramento Bee and the family granted an interview. The story was published Friday, Jan. 12. RJUHSD announced Mason would be placed on administrative leave Monday, Jan. 15, citing newly surfaced allegations and showing an obviously heightened sense of urgency in the face of the story’s publication. Executive director of personnel services Brad Basham told the Bee Ma-

son had been punished earlier “to the extent allowed by law.” However, assistant superintendent of personnel services Steve Williams told Eye of the Tiger in an email, the damning severity of evidence is determined by district personnel. It seems, if RJUHSD wanted to punish Mason more severely than it initially did, the restrictions that prevented these actions could have been resolved internally. They didn’t.Yet another questionable decision. It is reasonable to wonder why Mason had not been put on administrative leave during the two district investigations that took place last year. We crucially urge caution and thoughtfulness when dealing with the remainder of this case and possible similar situations. RJUHSD has sent two communications to families emphasizing its prioritization of student safety. However, it is unclear what steps RJUHSD is currently taking and will take next. As students of the district, we want and deserve to know. (This article represents the views of the 2017-18 editorial board.)

College Board stunts success BY SINO OULAD DAOUD


o exploit American students, one must slow the progress of American education as much as possible. The best way to do this would be to place education in the hands of one organization that squeezes every penny out of students, yet uses none of it to benefit society. Some sort of monopoly would establish standards which American schools will accept, corrupting the nation’s education, while convincing the public that education is progressing. This task seems impossible, but so long as there are those who want to abuse the students of America, it can be done. First, the company must establish basic standards for all high school students. They must be low, as students must not become skillful or intelligent. An aptitude test might contain remedial mathematics and grammar questions, but demand lightning speed and unreasonable accuracy. They would spend hours studying concepts they learned years ago, and eventually master this exam while learning nothing, as one might master spinning a pencil around their thumb. The company would need a convincing face. It could be named something official, like “The College Council,” or “The University Board” and call itself a “nonprofit” organization

so that Americans think the company aims to benefit society, not monopolize education. The company could settle a profitable agreement with American universities to legitimize, and even to require their exam as the key to admission. The company could use these college-entrance exams to penny-pinch America’s children, charging them some $40 to $50 to mail their school an exam in bulk and send their score to one college, and charge them yet again for every additional college they hope to attend. Better still: the organization could send a few scores for free on the condition that the student send the scores without seeing them, and for no rational purpose take two weeks to send them electronically. They should birth an entire curriculum - a supposedly more sophisticated one - based on scoring well on another exam, and call it something like “Advanced Selection.” Schools could introduce these courses, force teachers to adhere to its standards, and award additional weight for completion of each course. Gullible students would then have further incentive to take them, and the most gullible

might take some solely for the weighted grade boost. In reality, the courses would be 100% theoretical - science classes would “design” labs rather than do them, mathematics students would write more words and solve fewer problems, and all other courses would lead students to fantasize about careers rather than experience them. Americans would be left with consistently mediocre students entering the job market, and yet be convinced that this curriculum is somehow better than that of the past or even those belonging to other countries (though statistics would probably show the contrary). The above mentioned “Advanced Selection” exams should prove difficult, be administered in a cluster once a year, and cost double the price of the college-entrance exam. Students could take any exam they wanted any time, for they must not be denied the opportunity to spend more money even if their school fails to offer a course. Regardless of whether colleges accept the scores as transferable credit, students would take the exams to satisfy their own academic egos and receive a number—a vague score


out of 5 to remind them how little they understood the subject. The “high-achieving” students would provide the greatest revenue, for they pay hundreds of dollars on tests and study materials to perfect their college-entrance exam. Some will hire tutors for tips on taking the once-in-a-lifetime exam! Other students meeting the National Lunch Act criteria might qualify for exam fee waivers and, annoyingly, be charged a fair price of around $5 for each exam. But this is alright, since one regular-price exam can pay to produce some 10 others. If done correctly, this corporation could halt, and ideally reverse American education. Statistics centered on the company’s exam pass rates would define the quality of teachers and schools, and ultimately represent the progress of American education. As a result, the “Advanced Selection” classes will proliferate, teachers will become slaves to the exams, and eventually, students will solely learn the company’s curriculum. Any governmental attempts to reform education would be ineffective, so long as the company controls the American high school curriculum. Students will spend hundreds of dollars and hours and learn nothing of worth; and the “nonprofit” company’s owners will keep the surplus money for themselves. It’s foolproof. Well, not entirely. Hopefully they continue believing college is the only doorway to happiness. They won’t change though, so long as they continue to believe their education is safe in the “free market.”


Pocket Points app effective incentive BY ELENA BATEMAN


ecently, Roseville High School began using an app called Pocket Points that rewards students for locking their phones and not using them during class. In order to do so, students must open the Pocket Points app, then turn their phone off. If the student keeps their phone off while the app is open, they will receive a point every 20 minutes. After starting with 30 points, students can earn more points by continuously keeping their phones off, and can then use those points to purchase coupons to various restaurants and stores. When one of my teachers introduced this to me, I felt ambivalent towards the validity and usefulness of the app. I mean, could this app that gives students virtual points really work to keep people off their phones at school? I caved and decided to download it, and now I am a huge supporter.

Before the app, I did go on my phone a lot during class. Now, I go on my phone less, and it’s nice that I’m rewarded. My good deed of staying off my phone now gets noticed. It’s a really unique idea that you’re able to buy coupons with the points. Rather than giving out physical points like the ROAR bucks, Pocket Points targets students who will shop and purchase things at the places where they offer coupons. This draws people like myself in and is more influential towards student behavior than ROAR bucks are now. Although I haven’t purchased any coupons yet, I am particularly excited about it, because there’s coupons on the app that I’m want to buy and use - 20% off to Tilly’s, buy one dozen get a glazed dozen free at Krispy Kreme, and 25% off an order from Pura Vida. Along with buying coupons, countless people have stayed off their phones in hopes that they can beat their friends. Under the tap leaderboard, students on the app can see who’s leading in points from the day, the week, and of all time. Even if the app’s coupons don’t keep students off their phone, they may use it to compete with their friends.



Unweighted Pre-Calc prevents fair rank BY CAM MEDRANO


have what most consider a “grade obsession.” And if you take a look around RHS, you’ll find that this sanity-reducing ailment affects an abundance of other poor, unfortunate souls. I realize it probably isn’t the healthiest thing for me, but what can I say, I grew up with it and I haven’t been able to cure it. Perhaps it was all of those participation awards from elementary school that forever infected my scholastic ego. Nonetheless, I haven’t been able to shake off this disease in my extensive one and a half years of high school. I’ve officially come to terms that this condition of mine isn’t going anywh ere — it’s just who I am. Now, imagine my dismay, in all of my try-hard glory, when I found out Honors Pre-Calculus would no longer be considered a weighted course. It seemed as if I was having flashbacks to the fall term when


the CILT team announced college courses would no longer grant students the weighted grade most students taking the classes expected. But I get it, allow the same opportunities for all students, ensure rigorous weighted courses, the typical district response to decisions such as these. However, the concept of “equal opportunities” is thrown away when you consider the negatives of the Honors Pre-Calc decision. How is it fair that my peers who take the class

prior to the 2018-19 school year will receive a weighted grade when I won’t? It shouldn’t matter what year I decide to take a class if the content remains the same. If a student taking the class this term receives a B in the class, they would receive the same outcome as a student who were to manage to score an A next year — a huge grade gap with absolutely no consequence. It makes sense that eliminating the weight of college courses applied to the grades that had yet to enroll

in those classes. This ensures that no student is at an advantage compared to the rest of their class – a great example for encouraging equal opportunities. It doesn’t make sense that a weighted grade will no longer to apply to Pre-calculus beginning next school year. This ensures that a student who takes the class this year is at an advantage among their graduating class – a poor example that encourages utilizing class rank to pit students against one another. And, while college courses are not accessible to every student at RHS, anyone with the drive to take Honors Pre-Calc on campus had every opportunity to do so, so the previous system did allow the equal opportunity the new policy now lacks. Of course, the district has recognized that students such as I will be concerned about “losing” a weighted grade. And yes, while one weighted course isn’t going to be the most pivotal aspect in my GPA, it’s the reasoning behind this that truly gets to me. According to assistant superintendent Jess Borjon, since other school districts don’t offer weighted classes and their

students are accepted into prestigious schools, it’s okay for Honors Pre-Calc to no longer receive weighted credit. This reasoning comes across as a logical fallacy. I don’t see how the comparison can be drawn. If a school district separate from ours doesn’t weigh courses, why must RJUHSD follow in their tracks? If RJUHSD thinks so highly of districts that don’t apply weighted credit, what’s the point of weighted class rank? After all, why not reward the students pursuing extra courses of math what is required? If I, a sophomore, can take the class next year and receive the same grade as a sophomore taking the class this term then I should earn the same amount of credit. Honors Pre-Calc at RHS has a reputation of being as rigorous as most AP classes and even if class enrollment doesn’t experience a dramatic decrease, student morale will. Students in prior years would go the extra mile to earn a grade bump and now we’re expected to do the same demanding work as before without the same benefits. So much for student equality.

Spirit days’ inclusivity counterintuitive BY DANIELLE BENNETT


or the sake of full disclosure, I might not be the most outwardly spirited person at this school. While my more meticulous friends would religiously don attire for each spirit day, I spent my morning snoozing my alarm clock until I had to make a dash to school. Still, I appreciate spirit weeks as a nice change of pace, and respect the dedication of people who go all-out with their spirit. I also respect the effort to have ingenuity in the different spirit days – it’s impossible to find something appealing to everyone, better yet something they have not seen before. That being said, when the days are checked and approved, in addition to originality, it is important to consider the implications the themes hold for our

school and their potential impact on the school day. Certain days set up for this last session – a rich-out day for Thursday, and toga day for Friday – did not lend themselves toward inclusiveness, nor order. The idea of a rich-out day is reminiscent of an event by the same name held by students at Granite Bay. For a football game against Del Oro, a group of students chose to dress in expensive brands, and wore tuxedos or dresses and fur, to perpetuate the stereotype that people at Granite Bay are more financially well-off than other areas. The response to the event was largely critical, arguing that it did not represent the entirety of Granite Bay students, both in values and in their wealth. Unlike Granite Bay, RHS students do not face that stereotype – and while there are students who are from more well-to-do families, there are those who struggle. When forming a spirit day, we need to respect our entire student population. Those with-


out as fortunate of circumstances were not likely to have spent their money on an overly expensive brand like Gucci that the posters advertised, and even those who could might not have necessarily wanted to. School spirit is an essentially inclusive concept. Participating can be as simple as putting on something that’s a specific color, and gets about as complicated as buying some cheap supplies at Dollar Tree. This simplicity allows everyone to join in, and even at times of competition, like the Clash

of Classes days, people can bond with those in their grade level, trying to be the most involved. The rich-out day, however, lacked this inclusive quality. Anyone without the means or drive to purchase some expensive articles could not participate in the same way. Even with more affordable options, like sunglasses or other faux-fancy items, the term “rich-out” indicates a competition that, rather than involving the cooperation of an entire class, limits us to an everyman-for-himself style con-

test. We do not value or bond with each other because of the amount of money we have; it does not reflect our interests or personalities. It will separate us rather than bringing us together, which misses the purpose of spirit week. And, while I love a nice toga as much as the next person, even the thought of putting together an ensemble adhering to the dress code left my head spinning. To live up to a dress code that requires us to avoid clothes that provide a “distraction” in class, and are not “revealing” while still wearing something togaesque is quite a feat, and I applaud those who managed what I could not attempt. The toga theme lacks that simplicity necessary for spirit week – students could easily take it to far, or might refrain from participating because they’re unsure how to make it school appropriate. We should aim to hold inventive spirit days, but it is not worth the sacrifice if the days exclude students.

PE policy reversal crushes fulfilled dreams BY NICOLE KHUDYAKOV


n the first day of the second semester, I experienced certain heartbreak. It was a terrible, achingly dramatic ordeal with a side dish of betrayal. I remember feeling hollow and disjointed. Almost like it was a freshly dead beloved household pet that nobody wanted to mention by name, I was forced to learn through word of mouth that the newly implemented PE policy from last semester – the one which allowed students the chance to carry their phones with them and listen

to ‘tunes’ in class when running – was now cancelled. After only a single semester of testing, it was decided that the policy just didn’t work out. So, although five minutes earlier, I had entered the gym with a smile on my face and anticipation in my step after being somewhat excited (read: resigned) to the idea that there would come a time when I would be forced to run several miles twice a week in fourth period heat (when the sun was at its hottest and I was at my most hopeless), my happy mood quickly turned itself around. The worst part, of course, wasn’t that I had no time to mourn privately as my hopes and dreams swan dived into the nearest squirrel hole around me. Nor was the worst part the twinge of

unfairness that those who went before me got some sort of reprieve that I didn’t. I knew that my only saving grace was going to be the terrible, obnoxious bubblegum electropop I hoard on my phone like a crow stealing away especially shiny tidbits for its nest. Just like that, with only the press of a metaphorical, nonexistent bright red button, any hopes I had for my future in PE shattered. I wouldn’t go so far as to compare music to energy for me, but I’d be lying if I didn’t mention that I very audibly sigh in relief whenever I’m searching for my earbuds and I discover them hiding away in a pocket of my backpack, rather than at home or in the last classroom I’d left. Like any self-respecting teenager, my attachment to


my music is strong enough that the chance to listen to it in the middle of class is one I’ll take at nearly any opportunity. Getting the chance to distract myself from my own pounding feet, heart,

breaths, and the growing fear that I’m about to have a heart attack, because something in my chest cavity really hurts when I run? That would have been the slightest bit of icing on the misery cake.



Each spring semester issue, a senior will reflect on an aspect of their experience at Roseville High School.


ver the course of our high school career, we’ve picked some life lessons and cliches that have genuinely made a positive impact on our dayto-day lives.With that being said, here are some words of wisdom from two departing seniors who have learned, through experience, the value of good advice. Go into situations with little to no expectations – this way you can’t be let down. Learn to laugh at yourself. Learn to take a joke but know what not to joke about. Laugh at your own jokes if nobody else will. The little things in life really are the best, learn to enjoy them. Do not mix light and darks while doing your laundry. It’s better to be the one who smiled than the one who didn’t smile back. Learn to value your time alone. You don’t have to win every argument Laugh loudly and laugh often. Don’t feel bad if you want to stay home a night. Never tell someone you think their laugh is annoying – it’s how they express happiness. Everyone is fighting their own private battle, so be mindful and considerate. Always sing along to your favorite songs. Know how and when to stand up for yourself. Be friends with the people you can sit comfortably in silence with. Sometimes a good listener is all someone needs. Always thank your friend’s parents before leaving their house. Don’t be glued to your phone when you’re out with friends. Live in the moment. If you have the aux, don’t dissapoint. A good playlist is always important People are their most honest late at night. Address a situation before the problem gets out of hand. Show love and appreciation to everyone you care about, even if it’s a very small gesture. Be someone you would want to be friends with. Don’t point something out about someone’s appearance if they can’t fix it in 10 seconds. A firm handshake is important. So is a tight hug. Nobody wants to see 30 minutes of a concert on your snapchat story. Do your share in a group project. Always dress up for spirit days. If you’re not in any school productions, at least go to support them. Go to more than one school dance. You won’t know if it’s not your thing until you try it. Dutch Bros medium iced chocolate milk is $2.75 and worth every penny. Dollar Tree has pretty much anything you are looking for. Be aware of the places that are open 24/7 and take advantage of them. A trip to Dyer Lane is always a fun idea. Always keep an extra blanket in the car. Be kind to people who are just trying to do their job. If something doesn’t go exactly as planned, at least you’ll have a good story to tell. You can either do something about a situation or accept it. Most importantly, sometimes the glass is half empty, and it’s up to you to fill it up.







Roseville High Theatre Company is currently putting on two plays at once, Faces of Freedom, their entrance in The Lenaea Festival, and Addams Family, this years spring musical. The new term of the year brought many new students and drama teacher Ashley White thinks that this current class is the best that she has had in a long time. “This is truly an amazing class” said White. “It blows me away how calmly they are handling [the work of two plays at once].” Senior Brooklyn Pontoni, who is starring in both shows, is excited to see how the plays turn out. “We have put in so much work and the cast of these are absolutely amazing,” Pontoni said. Pontoni is also the choreographer for Addams Family, as well as the lead matriarch Morticia Ad-

dams. She also has a part in Faces of Freedom. “It’s a lot of work doing both plays,” Pononi said.”But in the end, I think that it will all be worth it. We are all a big happy family and I think that is really important for these shows.” Faces of Freedom wass RHS Theatre Co.’s entry to be presented at the the Lenaea High School Theatre Festival last weekend. The Lenaea Festival is a yearly event for high school drama programs to showcase different one act plays as well as stand alone musical numbers and monologues. RHS Theatre Company has visited and performed at Lenaea annually for many years. This year’s entry is about the struggles of immigrants coming to America. According to White, the cast of Faces of Freedom is full of hard workers who are dedicated to progressing both themselves and the show as a whole. “They are on top of the


act. They studied their lines, they’ve had to study characters,” White said. “They come in and we just work, work, work. So it is exciting to see where we are and where we can be.” White is teaching all four periods this year, and believes that even how stressed her and the class are, the plays will both triumph. “Through nights of staying up late grading papers until 12 a.m. every night to working with no preparation period,” White. “It sure is not easy, but me and the students think they will be good.”

Pontoni loves having White as a teacher and she believes that she is handling practice well. “Yeah Mrs. White has been killing it lately with both coming up,” Pontoni. She has been pretty stressed though, I mean, who wouldn’t.” Junior John Wallasch, a student actor in both plays, is excited to see how the class will succeed. “I am in both Addams Family and Faces of Freedom, and I am a strong believer that both are going to be the best shows yet.” Wallasch said.


Addams Family: What to expect


Faces of Freedom effectively shines light on timely topics BY VIC WILKINSON AND CLAIRE OERTLY


Roseville High Theatre Company’s one-act production of Faces of Freedom was full of emotion and representation of the true beat of America. Featuring stories from all different backgrounds, Faces of Freedom allowed drama students to take on the persona of immigrants and display hardships they endured coming to America. Before the play itself began, drama students were able to put on their own production of a scene of their choosing from various different plays and singing pieces. Each of the scenes perfectly displayed the student’s talents as well as their passion for

performing. The personal scenes helped broadcast the wide range and intensity of emotions expressed by each actor and seemed to help them get in the zone for the actual performance of Faces of Freedom. Not each performer was in both the play and the opening performances, which gave more students the opportunity to showcase their skills. Faces of Freedom was touching and real and the execution by the performers only made it more so. Had the performers not shown so much professionalism in dealing with the topic of their roles, certain parts could have been interpreted in bad light. For instance, the portrayal of racist characters could have been problematic had it not clearly been satirical. To add to the sentimental value, after each

immigrant’s monologue, a solidarity stripe was painted on the American flag in the background to show that immigrants found freedom and helped make America, America. Along with the outstanding acting, the students were also in charge of stage setup for the play. They did so with fluidity, in the process of setting the stage for their performance. During the setup, drama teacher Ashley White informed the audience that the students were practicing stage set up for their annual Lenaea Festival competition which made us appreciate the set even more so. Overall, Roseville High’s Theatre Company gave a memorable and impactful show. They brought light to a topic that many Americans should educate themselves on and they did so with sensitivity.


The Addams Family cast (above) has been hard at work on this years spring musical, balancing learning lines, dances and musical numbers all at once. However, the cast says their experience has been smooth. BY JAKE LUKASKO AND VICTORIA YEO

RHS Theatre company is putting on the “Addams’ Family” musical. The musical will run March 15-17 and 22-24. The characters are based off previous interpretations of the Addams from the cartoon series, the 1964 live action television series and, perhaps most iconically, the 90s live action movies. Drama teacher Ashley White said that she chose The Addams Family as the spring musical because of the band of characters and its relevance in pop culture. “The Addams family musical was selected be-

cause it’s just a fun show, it has such great characters, it’s really well known,” White said. “It’s embedded in pop culture and its just such a funny fun kinda welcoming show.” White was looking for something less serious than Almost Maine, the show chosen for the winter drama showcase. “For the musical, you want something that’s big and thats fun and that’s entertaining” White said. “And so I kinda look at those factors.” The leads are seniors Brooklyn Pontoni and Austyn Creighton as the eccentric parents Morticia and Gomez Addams. Brooklyn Pontoni is also the choreographer, teaching the dances to the

actors. The cast also includes the rest of the traditional Addams family, Wednesday, Pugsley, Fester and more as they bump heads with the Beinecke family. Daughter of Morticia and Gomez gets entangled in a love affair with Lucas Beinecke, who is the kin of a very plain family. Wednesday wishes for the two families to meet in order to gain the approval of her and Lucas’ relationship. According to White, the play’s progression has been going over smoothly and the cast has been enjoying themselves. “We’ve had the most fun at rehearsal,” White said. “It’s been so smooth. Everyone is so easygoing.”




Tragedy meets comedy in Tonya Harding biopic “I, Tonya”


Witness the tragic life of Tonya Harding being transformed into a comedy in “I,Tonya.” Through the sit down interview style which depicts Margot Robbie as Tonya Harding reflecting on her rough and tumble upbringing, you gain a sense of love and protection for Tonya. It is fairly possible that the Harding Robbie is portraying is glossy and victimized, but the stellar performance provided makes you completely disregard that. Robbie makes the viewer feel everything Tonya Harding was supposedly subjected throughout her life. Through scenes on glory and failure it is difficult not to root for her, even after she supposedly orchestrated the bashing of her competitors knee. Oh and that’s another fabulous directing decision, while Kerrigan is shown she never actually speaks. I’m being dead serious, she does not utter a single line in the entirety of the film. The spotlight is completely on Tonya and it makes me happy to see her shine in the limelight after over two whole decades of disgrace. The in character interview style of directing in I, Tonya is novel for a biopic and provides the plot and character with a great deal of dimension making it all the more enthralling to watch. The interviews are actual transcriptions of Gillooly and Harding’s own words, just read off by Robbie and Stan. This decision is in much better taste than just keeping the original interviews, it allows for the breaking of the third wall

mid-script and intensifies the comedic factor among all the tragedy and pity. The humorous outlook Tonya has on her rough past is what defines “I, Tonya” as a comedy and of course the outrageous portrayal of her accused abusers, such as LaVona Harding played by Allison Janney. Janney takes on the rough around the edges character with an extreme lack of grace and it is perfect for LaVona. It is unlikely she is seen without a clove cigarette in hand or dropping an f-bomb in every other sentence. This is all apart of her charm and exactly why she steals every scene she’s in. Of course the telling of Tonya Harding can’t occur without Jeff Gillooly who is even given his

own perception of how he remembers his relationship with Tonya leading up to and following the takeout of Nancy Kerrigan’s knee. Sebastian Stan plays Gillooly as a meek and timid character through his own account and rampid abuser through Tonya’s. Stan takes the dichotomy of his character and plays one Jeff just as perfectly as the other. Tough I,Tonya is nearly perfect I have a problem with the great deal of character development and backstory in the first half and how absolutely nothing is done with it in the second. The pacing is fast and not bad but not exactly great either, the middle, which is pretty much the main focus of the film, just seems to lag and lose poignancy.

Great performances, directorial vision make “Call Me by Your Name” a masterpiece



Just to lay all my cards on the table, “Call Me by Your Name” is on the same shelf as “There Will Be Blood”, “Pan’s Labyrinth”, “Spirited Away” and “Mad Max: Fury Road”. It’s one of the greatest films of the 21st century and a true cinematic achievement. Centered around 17 year-old Elio Perlman (Timothée Chalamet), the film tackles the narrative heft of first love as our protagonist becomes infatuated with 24 year-old Oliver (Armie Hammer), a doctoral student that has come to work with Elio’s father for the summer of 1983. When Elio discov-

ers that his feelings are mutual, their secret love affair begins. Both Elio and Oliver combat their sexual identity in a way that is genuine. The time period, however, doesn’t play as big a role in their struggle as religion does. The characters truly have an incredible relatability in this film and none of their traits are lazily thrown together for the sake of moving a plot along. Although Elio might know about everything from literature to classical music, he’s emotionally clueless. His cluelessness paired with Oliver’s ultra suave personality make for unrivaled chemistry as they riff off each other’s weaknesses. The chemistry gets even


The Shape of Water BEST ACTRESS Frances McDormand Three Billboards...

BEST ACTOR Gary Oldman Darkest Hour

BEST DIRECTOR Guillermo Del Toro The Shape of Water


BEST SUPPORTING ACTOR Sam Rockwell Three Billboards...





“Remember Me” from Coco





Call Me by Your Name

Blade Runner: 2049

Lady Bird

War for the Planet of the Apes

The Shape of Water


The Shape of Water

better with great performances from both Chalamet and Hammer. Chalamet in particular as he exudes a sense of accessible naivety while switching between Italian, French and English sometimes all in the same scene. Screenwriter James Ivory’s script doesn’t hit every turn and twist when it needs to, and in the time of cookie cutter three act structures this makes the picture all the more enjoyable to watch. For over an hour a slow (I mean slow) burn persists as the two main characters make unsure advances toward one another. When everything comes together it felt like every moment was escaping me I wanted every scene to be an entire feature in and of itself but it couldn’t be. On first viewing I thought this was basically just manipulative, but on the second viewing I realized that this was truly masterful filmmaking. Director Luca Guadagnino brings you into this world with these characters, making you feel as they do. You want every moment of their love to last, but it can’t. An amazing narrative and performances aren’t the extent of Call Me by Your Name’s beauty though. the music, cinematography and production design also shine. The lovely production values amplify the emotions present in the movie. “Call Me by Your Name” practically wrecked me, leaving me thinking about the film for days after my first and second viewings. It acts with enough conviction to not give you the emotion release you want as it gut punches you with one devastating scene after another.


For Christmas I decided to treat myself with a hefty order of Glossier products. Glossier is the toke make up brand of cute french instagram girls which I often strive to imitate, so I figured this would bring me one step closer to my goal. I didn’t expect much from what I got I definitely didn’t expect it to be as great as everyone swears...But, hear me out they aren’t lying. I tested my purchased products as soon as I got them and I was pleasantly surprised. The stretch concealer gives great coverage and really does stretch like no matter how thinly you spread it doesn’t lose pigment but looks just like skin! A few others I would consider favorites are the cloud paint liquid blush and Generation G matte lipsticks. The colors of both products are beautiful and give your cheeks and lips a hue of color to keep a natural but better look, it’s perfect for the spring.


I’ve always enjoyed anime television series but I never took an interest in the graphic novels that anime series are often based on. The graphic novels are commonly reffered to as Manga, until recently over break. While looking for something to fill my excess time over winter break I went to my home away from home, Barnes & Noble for a good book.I scowered through the fiction section in search of anything that sounded intruiging but came up dry. After searching high and low for a good read I found myself in the manga section picking up the first book in the Sailor Moon series, this seemed a fitting place to start since Sailor Moon was also the first ever anime I watched. I finished it in approximately two days and have been reading the series nonstop ever since.

TRY: After being vegetarian for nearly two years now I’ve decided to take that next step to becoming vegan. Taking small steps is probably the best way to make a smooth transition and that’s exactly what I’ve been doing by testing out different non dairy alternatives of things such as milk and ice cream. I have found a new appreciation for milk replacements in specific vanilla rice and oat milk. Let me just say that oat milk is literally better than actual milk, it has a nice vescosity similar to milk with an even better taste. I perfer my rice milk with things such as cereal or in my tea. Vegan ice cream has also stole my heart and even replaced just regular ice cream, I doubt I will go back anytime soon. It’s surprising how many things actually taste better with non dairy milks. Have you ever tried english breakfast tea with vanilla rice milk? It’s probably one of the best breakfast beverages I’ve ever tried.




Girls soccer appeals CIF ruling

Conviction overturned in time for playoff run BY BRADLEY MORIN

Due to a controversial infringement of a player attending a college ID camp, the varsity girls soccer team was initially forced to forfeit three games that gave the Tigers their first losses of the season. After attempting to repeal the violation, the Tigers had their wins reimbursed, putting them back in first place. Originally, the girls were demoted from first in league to third, jeopardizing their playoff hopes. This could have been a tipping point for the team, but junior Kelsey Gill was optimistic about the team’s comradery and shared goal, which was to make playoffs and make a run for a backto-back section championship.

“We really came together more to try to get through this and did not point fingers or give blame,” Gill said. “I think we’re a great team that deserves to make playoffs and can win out if we all come together and strive for this, and now we have that opportunity.” Gill also pointed out how getting the wins back was the best thing that could have happened, due to the fact that they were the only team whose wins were given back. “The section looked into whether or not the ID camp was legal, and since it was, the best possible outcome occurred and we get our wins back, while the other teams who also had to forfeit games didn’t,” Gill said. After submitting a repeal, the Tigers’ wins were reimbursed, putting them back into first where they’re currently tied with Cosumnes Oaks. Senior Kendall Sparks was relieved to receive their wins back, and believes it will help the Tigers’ mindset going



Varsity soccer team coach Paul Stewart addresses his team before their game against Del Campo. The girls team was originally forced to forfeit three games before successfully appealing the ruling. forward into playoffs and potentially Northern California playoffs. “Having to forfeit those three games really united us as a team gave us a similar desire to do better, and it really brought us together as teammates,” Sparks said. “Now that we got our wins

back, we hope to win league this season, which was our goal from the beginning.” Sparks also looks forward to the rest of the season, hoping to benefit overall from this whole experience. “I feel like it can help inspire us in the future when we try to win league and

sections,” Sparks said. The girls varsity team will continue to fight for a top playoff spot, as they are currently tied for first place with a record of 7-1-1. They look to repeat their section championship run and possibly move further this year to regionals.

Boys soccer ahead of schedule Young team tied for first with four games left BY NATHAN LEMOS

Coming off of a conference winning season last year, the boys soccer team has continued to have great success in the CVC this season. The boys have a 6-1-2 record in league, and 10-6-2 record overall. The Tigers are currently placed atop the Capital Valley Conference, and are currently tied with Cosumnes Oaks for first place. Senior Ryan Kwong discussed how, even though the team has had quite a bit of success, he and others


Senior Max Garbolino takes a free kick in RHS’s game against the Bella Vista Broncos. Garbolino is a part of a returning senior class that has helped prepare younger players for the varsity level. were unsure of their future coming into the season and how the newcomers have played a huge role in their success thus far. “Coming into the season there was not a lot of optimism. We lost a lot of our

seniors, and most of them were starters,” Kwong said. “We have a ton of underclassmen on our team, and if not for them stepping up and playing big we would not be where we are now. Our two freshman starters

– Gavin Mann and Jaden Chauhan – have played a huge role in our recent success.” It did not take the new players long to adapt to the speed of varsity soccer, as the Tigers were able to de-

feat the preseason favorite, Cosumnes Oaks. The Tigers then went on a run in which they won four of their next five with the only loss coming at the Antelope Titans. During that stretch, the Tigers lead the CVC with 13 goals. Leading the way for the Tigers’ league-leading offense has been junior Austin Wehner. Wehner currently is second in the CVC with 15 goals, good for at least one goal per game, and leads the Tigers in both goals and assists. Wehner accredits his success to his close relationship with his teammates. “I am close friends with a lot of guys on the team, and that tight bond has really been advantageous,” Wehner said. “It’s really beneficial when you know your teammates really well and can rely on them.”

Performances of the Week JAN 15 - 19

Boys soccer defeats Whitney, Ponderosa BY COLTON RAYBACK

The performance of the week of January 15 goes to the boys varsity soccer team, who defeated the undefeated Whitney Wildcats and the Ponderosa Bruins. The Tiger’s defeated Whitney by the score of 3-1. The Tigers goals were scored by sophomore Tobias Metten, and juniors Cameron Fletcher and Austin Wehner. Wehner believes that the strong performances from all of his teammates helped secure the win. “It was a group effort from everybody and we

played great offensively and defensively,” Wehner said. Later in the week the Tigers dominated the Ponderosa Bruins by a score of 4-1. Wehner thinks that the stellar win helped with confidence with playoff hopes. “This shows what we are capable of as a team,” Wehner said. “Last year we won a playoff game, and I think we could make a deep run this year.”

JAN 22 - 26

Boys basketball ends strong first half of CVC play BY COLE SHAFFER

The performance of the week for the week of January 22 is the varsity boys

CIF needs to loosen rules on in-season camps

basketball team, as they were able to defeat the Bella Vista Broncos and the Ponderosa Bruins. Against the Broncos, the Tigers won by a score of 72-52. Going into their game against the Broncos, the Tigers had a record of 3-2 in league, and the win moved them to 4-2. Senior Joe Cirrincione believes that this was a big win for the Tigers, despite the fact they were the favorite coming in. “That was a really good win for the team and it really showed our team’s potential,” Cirrincione said. “It was a game we expected to win, but it always feel good to win no matter the opponent.” Against the Bruins, the Tigers won by a score of 75-72. The win moved the Tigers to 5-2 in league, and secured them as legitimate

CVC contenders. Cirrincione feels that the win was a good end of the first half of the season. “I don’t think that the score accurately represents the nature of the game, but a win is a win,” Cirrincione said. “We ended the first half of the league season on a high note, and hopefully we can keep the momentum going into the second half and even into a playoff run.”

JAN 29 - FEB 2

Girls basketball wins, extends streak to four BY ELENA BATEMAN

The performance of the week for January 29 is the girls varsity basketball win

over the Del Campo Cougars. Del Campo and the Tigers were neck and neck before the game, and the win for the Tiger’s pushed them into fourth place in league. Sophomore Isabelle Sanders believes that the win was due to the team coming together. “We played really well as a team on Friday,” Sanders said. “We utilized everyone’s strengths and never reduced our intensity even when we were ahead.” Sanders believes that after beating such a strong team, it shows that the Tigers have the ability to win the CVC. “After beating Del Campo I think it really shows how strong we are,” Sanders said. “Now that we beat them it boosted our confidence for games against teams like Whitney.”

Throughout high school, almost all coaches tell players that they are trying to get them ready to move on to the next level, whether it be JV to varsity or varsity to some form of collegiate sports. While they do their best, they can only do so much. Athletes now have to play in identification camps and scouting tournaments in order to properly showcase their talents for schools. One sport this is extremely prevalent in is soccer – and because of the fact that it is one of the few year-long sports, recruitment camps occur year-long. One RHS student athlete played in a showcase event in an effort to increase her chances of playing soccer beyond high school, which isn’t anything out of the ordinary. Unknown to her – and most student athletes – what she was doing could have caused her team to forfeit every game in which she played, as apparently she was not complying with CIF rules that blocks players from participating in certain drills. As soon as the administration here at RHS caught wind of the allegations, they decided it best to self-report the infraction to the CVC, in order to limit the damage. Ultimately, the CVC decided that the varsity soccer team would have to forfeit every game that the athlete played in since the camp, as well as forcing the athlete to sit out an additional two games. This caused mass hysteria, as the the forfeited games would not only drop the Tigers out of first place, but also give them their first league losses. However, the Tigers were able to get the ruling dropped, as the host school of the showcase emailed the league office and outlined that the drills that they did did in fact comply with CVC rules, and the Tigers got their record and standing back. While it is fantastic that the Tigers’ record actually depicts how they have played, this whole procedure brought to light a whole nother issue. The CIF should be trying to give its athletes the absolute best chance of continuing their athletic career. While they can’t offer kids scholarships or force them to go to camps, they should not have such strict rules so that athletes have to live in fear of costing their team games. It’s not like the athletes are going to these camps for weeks on end. They are going on their free time in an effort to better their chances of moving on to college athletics, and that should be encouraged, not punished.




Sets of RHS twins compete together, on and off the field BY BRADLEY MORIN

The Roseville High School athletic department coaches multiple sets of twins, both identical and fraternal, in various sports this

season. The Gills and the Cerecedes tackle soccer and tennis, respectively. The Gill twins have been playing varsity soccer together since their freshman year, and have been a huge part of the varsity soccer success


“With 10 years of playing soccer with someone and living with them, you get to know them pretty well,” Kelsey said. “Last year we had a super strong connection which I think helped our team become more of a family.” However, she thinks that having a twin on any sports team doesn’t automatically benefit the team in a good way. “I think it depends on the relationship with your twin because if you have a negative relationship it can translate to the team dynamic,” Kelsey said. “If we weren’t close then it could have been a negative thing.” Kelsey’s fraternal twin Mackenzie Gill concurs with Kelsey and thinks her relationship with her sister has helped the team, but credits the entire team when it comes to their historic section championship last year. “It’s cool having a sister on the team,” Mackenzie said. “It’s nice because even outside of soccer we’ll always have each other, which helps us on the field too. Our chemistry was important for us last year, but it was definitely the whole team that deserves credit for our championship.” Not only the Gills have tackled a high school sport together; juniors Max and Cooper Cerecedes began their tennis careers last year together. Cooper played varsity last year and Max played junior varsity, but they intend on playing


Coach Dana Duncan took over as head coach for Donny Nush in 2017. Duncan was able to lead the team to a 14-0 league season, including a 15-game- winning streak. Above, she talks to her daughter and team captain,


Juniors Cooper (left) and Max (right) Cerecedes warm up for a preseason tennis match last season. The Cerecedes twins are one of the multiple sets of twins who play sports together at RHS. together this season and we’ve both really improved have been working toa lot as well,” Cooper said. gether since the end of last “It’s nice to have a sibling year’s’ who shares season, the same when interests, the and it just twins so happens contribthat it’s a uted to sport. ” the best Cooper tennis was happy season to find ever. love for “It was the sport cool that where he we got didn’t exto learn pect it, and the sport - Mackenzie Gill was happy together his brother and get was pasbetter. We started playing sionate about the same during the high school seasport. son, and really started prac“My dad played tennis in ticing over the summer, and high school so he wanted us

Even outside of soccer we’ll always have each other, which helps us on the field.

to play, Cooper said. “Then we pretty much fell in love with the sport. We both really liked it, and we have practiced together during the offseason.” Cooper’s twin brother Max Cerecedes intends on playing varsity with his brother this year and hopes that his relationship with Cooper will benefit the team. “Depending on where coach puts us I think it will affect team chemistry. We already have a good balance with Reece Brown and CK Catilus,” Max said. “We had pretty good chemistry together last year but it’s gonna depend on whether he plays singles or I play doubles, but I hope we get to play together.”

Baseball athletic PE now made optional

Practice to start at 2:30 instead of in fourth period BY COOPER BADDLEY

One change that came for the Roseville High School baseball team with the switch from coach Lance Fisher to coach Greg Zanolli was changing the fourth period athletic PE from “strongly suggested” to optional. As more players opt to take a traditional class or elective, the team has experienced a drop in the amount of players enrolled in the class. Senior Blake Beaman, who was in the class last year and is so again this year, finds that the class has helped him get back into better shape for baseball and gives him time to practice despite his limited time due to his involvement in basketball. “I think it’s beneficial to take as we do go out and throw or hit sometimes,”


Senior Chase Nelson takes batting practice during fourth period atheltic PE. The class is not as strongly suggested for the first time since its creation, and while some players have taken advantage of the extra time to practice, others have decided to take academic classes before joining the team after school.

Beaman said. “I don’t have a lot of time after school to do the extra weight lifting because of basketball, so it helps to get in there fourth period and put some work in preperation for the season. Beaman also feels that the class gives players who play winter sports the chance to get their foot in the door early, when they normally would have been

caught behind. “Normally basketball season runs into baseball season, so we don’t really get the chance to have three weeks of practice before our first game, and this year it may be cut even closer because of playoffs,” Beaman said. “Even though we don’t fully participate in the class we get to loosen up our arms and

hit off of tees a little bit so that hopefully we can hit the ground running when the season starts. Senior Joe Cirrinicione, who was in the class last year but did not continue this year, believes that not being in the class put him a step behind the players in the class, but Zanolli has provided many opportunities to have him and others

not in the class catch up and better prepare for the upcoming season. “Not being in the class has definitely put me behind my teammates that are in the class slightly, but coach has been good about making sure that everyone – including players not in the class, have the same opportunities to get the off season work in,”

Cirrincione said. “It’s definitely beneficial because basketball and baseball are two totally different sports, and being able to do both at the same time will help me have a good senior season.” Cirrincione also believes that although the whole team is not together, their team chemistry will be unwavered going into the season. “I don’t think our team chemistry will be hurt from this,” Cirrincione said. “We’ve all played with each other for years and have grown very close, and just because some guys are in the class and some aren’t doesn’t mean that our chemistry will be affected.” Beaman agrees with the Cirrincione, stating that due to the travel baseball most play outside of the class together, the team remains as close as ever, even with the addition of a brand new coach. “I think our team chemistry will be fine. We played fall ball together and we all gelled really well, and that is something that I think will benefit us during the season,” Beaman said. “Our coach is a great guy and fits in very well with all of us.”

Eye of the Tiger (Issue 5, Volume 17)  
Eye of the Tiger (Issue 5, Volume 17)