Tastea Review See Page 4
History of Uniforms
self care See Pages 6 & 7
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Fremont High School
the
PHOENIX
New FHS schedule by 2022 by Isaac Tiscareno
Staff Writer
If students are short on sleep, they just might be in luck. On Oct. 14, 2019, Governor Gavin Newsom signed into law Senate Bill 328, which mandates an 8:30 AM start time for high schools. This bill was introduced as an attempt to help students get enough sleep. This new change in the law is also in accordance with the American Medical Association, the American Academy of Pediatrics’ and the Center for Disease Control’s opinion, who all believe that high school should start no earlier
than 8:30 AM for students’ benefit. Also, according to the National Sleep Foundation, students need eight and a half to nine hours of sleep. Two-thirds of students reported getting less than seven hours of sleep each night on average. In 2018, at the Fremont Union High School District’s Student Wellness Council, concerns were brought up with the schools in the district that had 7:30 AM start times, with Fremont High School being one of them. “One of the concerns that came up through [the District’s Student Wellness
Council] was the 7:30 start time that we had at most of our schools and feeling like that might be too early for students to start school,” FHS Principal Bryan Emmert said. At the FUHSD, start times were pushed forward to eight AM at the start of the 2018-2019 school year, which is the current schedule. The later start time, though helpful for some, is not convenient for everyone. “For some people, particularly staff that live far away, the later start time is a bit more of a challenge than getting here early and beating the traffic afterward,” Emmert said.
Hana Duus | The Phoenix
When the Student Wellness Council discussed changing the start times, they looked for a schedule that would start later and end early enough for extracurricular activities. They decided on a schedule that starts at 8:00 AM on most days. At FHS and Homestead High School, there are seven-period days on Monday and block days the rest of the week. The other newly adapted schedule, which is used at Lynbrook, Monta Vista and Cupertino High Schools, have a sevenperiod day three days a week and two block days. Having a start time of 8:30 AM could mean that extracurricular activities suffer because school would have to end later as well, due to the fact that there is a minimum number of state-mandated instructional minutes required for all public schools. If the instructional minutes requirements are not met, the schools may lose funding from the state, according to the California Department of Education. Students would also face other obstacles such as re-working their schedule to still include extracurricular
Vol. 8 Issue No. 2 Nov. 8, 2019
Hello, Thank you for taking the time to read this letter. We are The Phoenix, Fremont High School’s student-run newspaper. We publish eight issues throughout the school year, around once per month. To continue to support our students and showcase their hard work, we are requesting a one-time, tax deductible donation. This donation will allow us to sustain our Journalism program and allows us to continue to provide The Phoenix to the community for free. Each donor’s name will be featured on every issue of The Phoenix, and a special title, depending on the amount donated, will be given to every donor. If this is something you would be interested in or if you have any questions, please feel free to contact fremonthighphoenix@gmail.com or emer_martin@fuhsd.org. Thank you, The Phoenix activities, which are very important for students as these extracurricular activities can include caring for younger siblings or financially helping and supporting their own families by having a job. On the other hand, a study by the RAND Corporation, a nonprofit research firm, shows that later start times could, after two years, benefit the economy by 8.6 billion dollars. This increase would partially come about because of lower car crash rates and higher academic achievement. “Teens who report midday sleepiness tend to show
more anti-social behaviors like fighting, cheating, stealing, and lying,” according to another study conducted by a professor at Richard Perry University and a member of the Criminology and Psychology Department in the School of Arts & Sciences. This shows the possible benefits of having a later school starting time. So, in the end, Senate Bill 328 has been passed. Its consequences for students and teachers are unknown probably will not be known until it is enforced in July 2022.
NGSS standards is now introduced in Fremont by Vivien Su
Editor-in-Chief
Over the past few years, Fremont’s science classes have implemented the Next Generation Science Standards (NGSS) into their curriculums. California’s State Board of Education implemented the NGSS in 2013. The NGSS is comprised of two major parts: fundamental scientific skills and core topics. According to the California Department of Education, the scientific skills emphasized by the NGSS on the high school level include conducting investigations, drawing models and writing evidencebased explanations. Some of the core high school topics include weather and climate, Earth systems. And properties of matter. The most notable topic of the core curriculum of the NGSS are the Earth systems and Earth science content, which have greatly altered the science curriculum for all California public high schools. With FHS being no exception.
NGSS emphasize much more hands-on practices compared to the contentheavy material of the old science standards. “It [the old science curriculum] was so much content, but it wasn’t a lot of science practices. The NGSS have woven content with the cross-cutting concepts that go throughout all science,” Chemistry Honors and Physiology teacher Colleen Carey said. “You should be getting similar science practices across all the levels of science, and then it’s just the content standards that each subject that make them [the courses] different. The content standards are just one third of the whole thing [the NGSS].” Part of what contributes to the hands-on experience that the NGSS seeks to promote are skills that they call, “Performance Expectations.” “That’s [the Performance Expectations] where they [the NGSS] have actually blended the cross-cutting concept, the scienceengineering practices and
the disciplinary core idea [content standard],” Carey said. “Before, it might have said, ‘Students know this...,’ but in the Next Generation Science Standards, it might say, ‘Plan and conduct an experiment to figure out the molecular structure of different things based on their bulk properties.’” This higher demand for interaction has changed the way in which teachers support their students. According to Carey, under the NGSS, teachers have to assist with all of the science, engineering, planning and conducting elements of all the scientific explanations. Although the NGSS was officially implemented by California back in April 2019, the Fremont Union High School District just recently started making significant strides in working on incorporating the NGSS into all of their high schools’ science curriculums. “For the last two years, they’ve [the district] have been doing a lot of work to split those up. In the Spring of 2018, we, as a district,
finally decided which standards go where,” said Carey. “Because bio pretty much got all of life science and because they have to teach sex-ed, they did not get many of the earth science standards.” This left the earth science standards with the chemistry and physics courses. “They [the district] tried to break it up so that space went more to physics and earth went to chem because it went with the other physical science standards that were given,” said Carey. These major changes to the curriculum have posed many challenges for FHS’s science teachers. “It’s always really challenging when you change what you do, but being a teacher that was new to this school, anyway, it was a good year to blow up the curriculum and then reform it,” said Carey. Unbeknownst to students, there is a lot of behind-the-scenes work when it comes to planning new curriculum.
“Our team [...] made a wish list of where we [planned out] which performance expectations would go in which units,” said Carey. The earth science curriculum has also new challenges for the students. “The vocab part of that unit [the earth science unit] is a bit more [intensive] than chem usually is,” said Carey. “Chem is usually here’s some concepts; you can apply those concepts and then extend them.” Although much of the initial content planning has finished and the new materials have been fully integrated into the chemistry and physics courses, the earth science content will continue to change within the coming years. However,
for now, most of the teachers are concerned with how the content is going to play out this year. “This year in chemistry, we’re really focusing on the planning and conducting investigations [part of the curriculum], and I think we’re going to get more and more into the human impact part in the second semester, especially when we get into chemical reactions,” said Carey. Teachers are hopeful that many students will be leaving with skills that will help them in their future science classes. “Science and engineering practices are the things that you are going to take with you to be successful at the next level,” said Carey. Graphic courtesy of SERC-Carlton