Hawkeye 10 2017

ARE OUR SCHOOLS SECULAR? NOVEMBER 2017 | VOLUME 33 | ISSUE 2

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THE GRENNAN GUYS ARE A DYNAMIC DUO

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ATHLETES MUST COMPLY IN ORDER TO COMPETE

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MOUNTLAKE TERRACE HIGH SCHOOL | 21801 44TH AVE. W MOUNTLAKE TERRACE WA 98043

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Get in depth with your education

6 Secretary of Education DeVos visits Bellevue; educators speak out

2 | NOVEMBER 2017

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TERESA BONILLA | HAWKEYE

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TOMMY TRAN | HAWKEYE

ROBERT KRIEGER | HAWKEYE

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JACOB ALLARD | HAWKEYE

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HAWKEYE LEADERSHIP ‘17-’18 Co-Editors-in-Chief Sierra Clark and Vivian Nowka-Keane Editorial News Editor Nolan DeGarlais Sports Editor Kennedy Cooper and Sarah Davis Op/Ed Editor Marianne Nacanaynay Lifestyle Editor Annika Prom Business General Manager Ben Eyman Distribution Manager Open Visual Graphics Editor Tessa King Photo Editor Harper Thomas and Jacob Allard Design Editor Open Online Online Manager Open Data Manager Sam Johnson Audio/Video Manager Open ....................................................

2017-2018 Hawkeye Staff Alice Sampson, Amy Harris, Andy Nguyen, Annabeth Woodard, Ben Hawkins, Ben Rigney, Bruno Porras, Cameron Suraci, Charlotte King, Christen Spadavecchia, Ciara Laney, Corey Takeya, Derek Nguyen, Emma Holbrook, Erin Martino, Ethan Dunne, Flynn Thomas, Gavin Norley, Hank Belanger, Ian Dortsch, Jackson Freund, Jacob Finerty, Jake Paulsene, Jenny Tran, Jonathan Kwong, Josh Setala, Lenise Tay, Leo Diaz, Lexi Dellinger, Maria Hernandez, Matthew Hipolito, Meghan Park, Memphis Ramerman, Nhan Tran, Nhung Lam, Praditha Halstad, Praise Jingjit, Rackeb Kelemu, Robert Krieger, Samantha Svikel, Semira Beraki, Teresa Bonilla, Tommy Tran, Trinity Alber, Victoria Henry, Vito Sparapano and Yannie Tran Name in bold indicates the staff member of ....................................................... the month as selected by the Editorial Board.

Advisers Vince DeMiero and Mike McLaughlin FANs Coordinators Sandra Merten & Cathy Fiorillo Printing Pacific Publishing Member MTHS ASB, JEA/WJEA, NSPA, Student Press Law Center, Tao of Journalism

JONATHAN KWONG | HAWKEYE

Contents October

2017

ROBERT KRIEGER | HAWKEYE

6 Sec. DeVos visits Washington 8 Grennan twins fight the odds 11 Two more credits for class of 2021

12 What goes on in the Career Center?

14 Volleyball traditions carry on over decades

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COVER PHOTO BY TERESA BONILLA © 2017 HAWKEYE | ALL RIGHTS RESERVED.

reproduction in whole or in part without permission is prohibited.

4 | NOVEMBER 2017

OP/ED

Hawkeye

Letter from the Editor

Assumptions, stereotypes and connotations I

was intimidated to write this column in fear of offending people or being thought of as a “feminazi.” That in itself is a huge problem within society. No one should hide their thoughts in fear of judgment or because they’re scared of being called a derogatory term that misrepresents their beliefs.

This reflection led me to the conclusion that I need to write about this as it’s something people should be aware of.

Vivian Nowka-Keane It’s not as though I’m living in CO-EDITOR-IN-CHIEF a place where women are very oppressed and have few freedoms, so I don’t intend to riot or burn a pile of bras.

But something about hearing “woman” with the same inflection I’ve heard many times when a person says “b****”

or even racial slurs, rubs me the wrong way. It sounds as if it’s an insult or the woman’s idea or behavior is dismissed as idiotic.

While it may have started in a comedic way with uses in popular films like The Incredibles, when “Frozone” said, “You tell me where my suit is, woman,” demanding his wife find his superhero suit, I’ve personally seen it carried into new contexts.

What’s more vexing is that I continue to hear generalizations of genders. Traditional gender roles seem to have expanded from what duties a person has to how they behave on a day to day basis and what they believe. I’ve heard teachers categorize behaviors such as making noise as something “boys do,” and even prompt their class to agree. While none of it is done with malice, I think it’s keeping people from acknowledging the fallacy of stereotypes. While it may be a tool used in literature for characters, stereotypes shouldn’t

be used to assume a person’s beliefs, intelligence, actions or behavior.

Furthermore if someone identifies themselves with a certain ideology or belief, it should be known that there are many nuances and different approaches to these beliefs so people shouldn’t be stereotyped by these associations either.

I’ve noticed through social media that when people naturally adhere to stereotypical characteristics, they sometimes fall victim to criticism, as if stereotypical behaviors are unsavory and should be avoided.

Part of the disconnect, I believe, lies within what is okay as a joke or lightheartedly versus what’s okay in more serious or even negative context. I’m not going to tell anyone to stop making potentially offensive jokes, because I see that as unrealistic. What I do ask is that people make an effort to be more thoughtful about what they say, how they’re saying it and what meanings it may hold. H

TO INCLUDE OR TO EXCLUDE

Understanding the right to religious practice on public school grounds Column by Amy Harris Graphics by Robert Krieger

Setting aside the infuriating bigotry, these kind of lies may strike fear into the hearts of Christian voters and cause First Amendment group of students and a few adults scholars to shake their heads. gathered in around the flagpole in front Students arguably have more religious of MTHS late last month for an annual freedom than ever. Students, no matter their prayer circle, and as part of a global movement denomination, may pray openly, discuss known as See You at the Pole Day (SYATP), scripture with their peers, celebrate holidays locally organized by Mill Creek Foursquare (that includes saying, “Merry Christmas”) Church. or read scripture, be it the Quran, the Bible, In fact, a scroll through the #SYATP or even the Gospel of the Flying Spaghetti Instagram Monster. As long as the activtag shows ity isn’t disruptive, or interfer“It’s my concern that education Fellowship ing with the religious rights of and performing arts should be of Christian others, students are permitthe first priority.”

Athletes ted to do so under the First Jeannie Brzovic DRAMA TEACHER accounts, Amendment. among others, So, there ought to have been showing turnouts in the 80s, with preachno issue with the flagpole prayer on Sept. ers, music and after-parties at other venues, 27 then, right? Well, that’s a little harder to dwarfing the 20 to 25 who participated at answer.

MTHS. Sure, students were the ones taking part, This seems to contradict the message that but what about the adults in the group? all too many conservative lawmakers and Who were they? According to sophomores evangelical ministers are sending out. The Ian Rood and Mckenna Mortensen, who saturation of misinformation about students’ took part in the circle, they were Young religious rights in schools can make it muddy Life leaders and members of the Foursquare waters, for people ascribing to any belief church. system.

Now, the rules are clear when it comes to Texas Governor Rick Perry once said in a school officials partaking in such an activity: campaign advertisement that there is “somethey can’t. But, the adults in this instance thing wrong in this country when gays can were not affiliated with the school, and so serve openly in the military, but our kids the line is blurred. can’t openly celebrate Christmas or pray in In fact, there appears to be little to no school.” legal precedent for this. Most schools accept That statement is demonstrably false. it as an extension of religious freedoms, HAWKEYE STAFF

A

with some, in particularly Christian, areas of the MTHS drama department. But, she embracing it. believes it’s a matter of time, with set builds However, there are varying opinions on for plays often happening on Sundays. the subjet. Christopher Ellinger, an AP “It’s my concern that education and perEuropean History and Honors Humanities forming arts should be the first priority,” teacher, made it clear that it was a difficult Brzovic said. issue.

The district office of Community Use views “To me, inclusion is always better than the issue a little differently. Brian Harding, exclusion,” Ellinger said.

Director of Facilities and Operation for the However, he was hesitant of the fact it was Edmonds School District, says that “these held near the entrance to the school. are public buildings,” paid for by the con“That’s right in the middle of where people stituents, and that the drama department come into school,” he said. “I personally just has to wait until the church gets out at would prefer them to be a little more prinoon or 1 p.m. vate.” Ellinger went on to express concern Besides, the profits of these rentals go into that such an overt display may be off-putting the improvement of the buildings that are to those of other religious being rented. beliefs.

Harding says “We’re trying to do a good Foursquare church, the orgathat over the thing, but we can’t connect nization that spread the word last decade, with everybody, and we’re about SYATP in the Mountlake $200,000 sorry about that. I always worry Terrace Area, has another interhas been about those who are on the outside looking in.” est in the school. Foursquare is a contributed network of three congregations: back to the Greg Schellenberg PRINCIPAL one in Mill Creek, one in South MTHS Everett, and one that meets in theater, the MTHS theater on Sundays. going towards things like an upgraded sound According to Communication Director system, new carpeting, soft goods (such as for the American Civil Liberties Union of curtains and rigging) and more to be enjoyed Washington Doug Honig, churches holdby renters and students alike. ing meetings in school aren’t all that out of Whether the contribution of money by the ordinary. Any issue would come from religious groups is unconstitutional or not individual breaches of contract between the must be decided by individuals personally, church and the school. but the general consensus is that it’s not. It’s So, have there been any breaches of this a common practice, and the results are the contract? Not yet, says Jeannie Brzovic, head same for both secular and religious rentals.

Hawkeye

However, these rather mundane Buddhist pizza giveaway at lunch logistics can’t address a lack of repto every four Christian ones? The resentation of other faiths, besides answer, according to interim princiChristianity. The Christian orgapal Greg Schellenberg, lies in both nization Young Life often drops tradition, and “school-savvy.” in on lunches to give out pizza. In Christianity, as the dominant fact, it’s nearly the only religious religion in the United States, and organization that ever is present at no matter one’s opinion, has had school. ties to the government and eduThis op/ed cation. column, so Young Life “To me, inclusion is always far, has only and other better than exclusion.” addressed “youth Christopher Ellinger Christianity. outreach HUMANITIES TEACHER And this lack programs” of diversity is an issue, because have been around for years, and are it doesn’t accurately reflect the a common sight among American religious demographics of the surhigh schools. rounding area.

As Schellenberg puts it, “the According to the latest census members of these church groups information, around 30 percent that come and deliver pizza were of Mountlake Terrace citizens are present when people were comreligious, meaning the vast majority ing in to deliver them pizza, and are not. it’s kind of this on-going, perDespite this, there are no clubs or petual thing.” In addition to that, pizza giveaways from atheistic or Christian “outreach” programs, agnostic student groups. Beyond especially from churches with a that, though the majority of those more evangelical mission, are often practicing religion in Mountlake more well endowed and devoted to Terrace may be Christian, nearly allocating resources towards jumpa fifth (18 percent) of the religious ing through all the necessary hoops population are not Christians. in order to get in a school in the Why doesn’t MTHS have one first place.

OP/ED

Though this may be the case, Schellenberg is optimistic that other groups may join in, too. “I would love to have other groups that would challenge other equitable notions. I think that exposure’s good,” he said.

However, as just one person, and a school official, Schellenberg can’t do much to add that exposure. Contacting other religious institutions to see if they would like to come to the school would be a much more obvious breach of the Constitution’s establishment clause, than this “implied endorsement” of Christianity.

“We’re trying to do a good thing, but we can’t connect with everybody, and we’re sorry about that,” Schellenberg said. “I always worry about those who are on the outside, looking in.”

But, with what he calls a “cumulative effect” of tradition, the disparity in representation will only continue to grow. Because of this, it is up to students themselves to strive for more religious (or non-religious) representation. H

NOVEMBER 2017 | 5

LETTERS TO THE EDITOR

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Can’t stand something else? Then write a letter to the editor of the Hawkeye!

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6 | NOVEMBER 2017

NEWS

U.S. SECRETARY OF EDUCATION BETSY DEVOS SPEAKS IN BELLEVUE

By Hawkeye Staff

money goes with them, and it’s difficult for districts to adjust to not having the money Just across Bellevue Square, on the block they were expecting to have. the Hyatt Regency Bellevue sits on, a crowd School choice proponents such as DeVos of about a thousand protesters gathered with argue that competition for funding increases signs, songs and an axe to grind with the competition and innovation among schools policies of U.S Secretary of Education Betsy to attract more students, but many protestDeVos. On Friday, Oct. 13, DeVos made ers disagreed. her way to Bellevue Gerrit Kischner, to speak at the a principal with Vice President Mike Pence Washington Policy the Seattle School was called in to make the tie Center’s Annual District, said that breaking vote of approval. That Dinner amidst an air argument is “patently was the first time a tie-breaker of controversy and false.” He explained vote was needed to approve a displeasure. how it was proven cabinet member.

Appointed in wrong by a school February, DeVos’ choice movement in confirmation was so contentious Vice Seattle during the 1990’s.

President Mike Pence was called in to make “We actually had schools competing with the tie breaking vote of approval. That was each other in Seattle, for example, where… the first time a tie-breaker vote was needed every principal had to go out and recruit,” to approve a cabinet member. said Kischner. “It was a full choice system DeVos is known for being a strong advocate and actually what you ended up with were for school choice, which includes magnet greater pockets of bad schools, and a few schools like MTHS, private schools, charpockets of good schools, and it was not a suster schools, online education and voucher tainable model.” programs. She is an outspoken supporter While many protesters had issues with for expanding charter schools and voucher DeVos’ policies, many also had problems programs. with DeVos’ qualifications, or lack thereof.

It’s this policy that drove hundreds of A representative from the Party of people to the streets, chanting, “Betsy DeVos Socialism and Liberation, who went by has got to go.”

Ryan, spoke regarding how his entire schoolJeff Snyder, a teacher from the Olympia ing was in the public education system. “I School District, had set up a projector with couldn’t [begin to] tell you how many people several slides regarding DeVos and school were lower income; how many people in my choices equivalent to racism, among others. area were affected by deep impoverishment.”

“I’ve been doing this 33 years, and charter “[DeVos has] never worked anywhere in schools and vouchers will steal money from public education. She has no conception of public education,” Snyder said. “What’ll what it’s like for people, for the vast majority happen is people will take their money and of people in this country who are actually go separate themselves from the rest of the struggling, and just to get their kids in there population, and suddenly the schools will and get them into school,” Ryan said. “It’s be in trouble with a lack of funds, and the one of the few things this country can actuwealthy will go take their money and hang ally offer people concretely.” out with the wealthy, quite frankly.”

On the radio program “This American The idea of charter schools “stealing” Life,” in an episode titled “Vouching money from public schools is a point of Towards Bethlehem,” it was reported that contention. When students leave a public, Betsy DeVos actually volunteered at Burton mainstream school, whether it’s to go to a Elementary, a school in Grand Rapids, charter school or because they move out of a Michigan, where DeVos is from. DeVos district, state money follows them and goes spent an hour per week tutoring a young to the district/institution they attend. This latina girl, who she eventually moved to a money helps fund school programs and other private school. DeVos had also been a major district needs. force in education politics in Michigan, lobIn summary, when a student leaves a pubbying for school choice since the 1990s. lic school for a charter school, educational According to a report published on March

20 by the nonpartisan Saint Leo University Polling Institution, Betsy DeVos had a combined approval rating of 34.5 percent, making her the least approved-of Trump cabinet appointee.

In September, Politico ran a poll on Trump’s most and least popular Cabinet members, finding DeVos had a 40 percent disapproval rating, and an approval rating of just 28 percent.

Then why, with a plethora of opposition, did the Washington Policy Center invite DeVos to speak?

For starters, the Washington Policy Center (WPC) is self-described as an “independent, nonprofit, think tank that promotes sound public policy based on free-market solutions.” In both eastern and western Washington, they host the Washington Policy Center Annual Dinner (WPCAD), which works to bring inspirational speakers who often line with WPC values. An additional Young Professionals Dinner is also held for the college-aged students engaged with the WPC. The reasoning behind the invitation to DeVos was explained in a blog post by Liv Finne, Director for the Center for Education for the WPC. Finne explained that the first reason the invitation was extended to DeVos was because of DeVos’ cabinet position. As the U.S. Secretary of Education, DeVos “is one of the top policy leaders in the country,” Finne said. Billions in federal grants are distributed to schools, and several of those dollars benefit Washington state families.

The blog post also indicated the WPC’s desire to represent an advocate’s opinion

Hawkeye regarding school choice, with DeVos being one of the most outspoken and a leading proponents of school choice.

“We at Washington Policy Center may not agree with everything Secretary DeVos has to say, but we will vigorously defend her right to say it. And we will equally defend the right of civically-engaged people in our region to hear her,” Finne said.

So while the protesters shouted outside, DeVos spoke to about 1,200 attendees regarding the benefits of school choice.

“Education is an investment in individual students. And that’s why funding and focus should follow the student, not the other way around,” DeVos said.

DeVos had been scheduled to speak in the Young Professionals room after speaking in the main ballroom, but was unable to due to scheduling conflicts. To fill the time, Representative Maddie Stambaugh spoke on engaging young adults in their world and politics.

“Age is not an indicator of what we can and can’t accomplish,” Stambaugh said.

Fox Broadcasting television anchor and business journalist Neil Cavuto also spoke, but due to contractual terms, prohibited press from recording his speech.

By the time the event was over, the sky had darkened and protesters had dissipated except for a single individual with a sign saying, “Dump Trump,” and Jeff Snyder and his projection crew, among the masses of Bellevue bicycle police officers supervising cleanup efforts. H EDITOR’S NOTE: Marianne Nacanaynay, Teresa Bonilla, Jonathan Kwong, Amy Harris and Sam Johnson covered the secretary’s appearance in Bellevue and contributed to this story. The full version of this may be found online at www.thehawkeye.org.

Those protesting against DeVos and/or her policies in Bellevue on Friday, Oct. 13, weren’t just teachers and educators; many came with their families. One of those families brought two sons, one pictured with a sign reading, “I [heart] my public school.” JONATHAN KWONG | HAWKEYE

Hawkeye

NEWS

NOVEMBER 2017 | 7

Fulfilling the state’s paramount duty Story by Matthew Hipolito Graphic by Bruno Porras HAWKEYE STAFF

In 2009, the personnel director for the Chimacum School District walked into a courtroom of the King County Superior Court to be cross-examined in a case about education funding. Afterwards, Stephanie McCleary and her children, nerves frayed from hours of questions from state lawyers, went to look at puppies.

At the time, nobody — not her, not her son Carter, not King County Superior Court Judge John Erlick and especially not the puppies — could have known how big the case bearing her name would grow.

Today, the case known as Matthew and Stephanie McCleary et al., v. State of Washington remains one of the hottest issues on the legislative platter. In short, the case holds that, as determined by the state Supreme Court, the State of Washington does not and has not fulfilled the duty defined by the Constitution as its “paramount duty”: the “ample provision of education of all children residing within its borders.”

The case, which was filed in 2007 by the Network for Excellence in Washington Schools (NEWS) on the McClearys’ behalf and in their name, is still being argued today. But how has the case progressed since the initial decision against the state in 2010?

On paper, the state has made much progress. In 2012, the state was ordered to raise its education spending to levels that would amply provision education by 2018, and was also ordered to publish progress reports following its yearly legislative sessions. In 2014, the state was held in contempt for not making adequate progress towards finding a budgetary solution. And in 2015, the court ordered the state to pay $100,000 for every day that it fails to submit a budgetary plan that would fulfill the court’s requirements.

However, even as the legislature continued to debate legislative proposals and pass budgets, a solution that the state argued would once

reduced, and we are still trying to wait and see what the net and for all fulfill its obligations under McCleary remained effect is going to be,” McDuffy said, “so it is not simply lookelusive. ing at [any additional revenue that EHB2242 claims will be Until this month. added to ESD]. We believe we’ll see some additional, but Engrossed House Bill 2242 (EHB2242) was first read by we’ve got some huge gaps to fill.” legislators June 29 of this year, and by the next day, it had These gaps come most visibly in the form of increased class been read twice more and submitted to Governor Inslee, who passed it with the exception of four sections of the bill, which sizes. Many classes are at or above their contractual limit of 31 students allowed before something called “trigger fundwere deemed to be going “against the intent of this bill.” ing” kicks in, which gives teachers additional funding to deal According to the state, EHB2242 is the solution to with more students. Less visible are decreased funding for the McCleary problem. In a document entitled State of special education, English as a Second Language, counseling Washington’s Reply and Answer to Amici Briefs, originally and other similar programs. filed Sept. 8, 2017 and updated Oct. 12, the state argues “I don’t think it’s impacted students’ experience as terribly that it has “achieved compliance with article IX, section 1 [as it could have], but behind the scenes it’s been a matter of the Washington Constitution by implementing and fully of who’s paying the bills, and then it funding the education reforms that this trickles down to students and their Court endorsed in 2012.” “[The added funds are] not families supporting it rather than the The document says funding for K-12 going to get to the place state supporting it automatically,” education nearly doubled from $13.4 that the Supreme Court has Schellenberg said. billion in the 2011-13 period to $26.6 determined is the definition of The problem of “who’s paying the billion in the 2019-21 period. basic education for our district bills” is the most important one here.

But does this bill really do all that it is and every district across the As the Supreme Court said, property purported to? Does it fulfill the state’s state.” value imbalances affect the ability of obligations to students, teachers and Dr. Kristine McDuffy SUPERINTENDENT OF THE EDMONDS SCHOOL DISTRICT districts across the state to educate districts? their students equally.

“The short answer would be no,” said Although the state claims that its work is done, arguments Dr. Kristine McDuffy, superintendent of the Edmonds on behalf of both the state and NEWS have, at time of writSchool District. “There has certainly been progress made, ing, not even begun. but we have a lot of gaps yet to fill.” These gaps include lapses The Seattle Times said in its August editorial that such a in funding for special education and teachers’ salaries. definitive conclusion on the McCleary issue should not be “[With regard to salary funding], it was a step,” said made until “school officials have time to fully analyze the McDuffy. “We are still trying to understand what the new new system the Legislature passed in a whirlwind more than funding model is going to look like. The state will be issuing a month ago” — a process, they said, that could take up to a some examples of a state salary schedule, we believe, in the year. next couple months, but we haven’t had a chance to see that Despite the fact that a complete assessment has yet to be yet, so we’ll have to stay tuned.” made, so far, the outlook is not a positive one.

That theme — that the bill is too new, meaning significant Spokane school officials estimate that even with added state study into its effects and debate on its provisions has yet to funds, the special education budget will still be $2-4 million happen — seems to be a prevalent one. Although the state short. Seattle school officials estimate a gap of over $50 milsays the bill fulfills its McCleary requirements, the argulion. Here at home, it’s a similar story. ments before the state Supreme Court about whether or “[The added funds are] not going to get to the place that not it actually does so are not scheduled to happen until the Supreme Court has determined is the definition of basic October 24th, which is over a week after the time of education for our district and every district across the state. writing.

Exactly how much money will be funnelled into ESD is There’s a shortfall for sure,” McDuffy said. “We’re just trying to determine what the real gap is, and that’s where the a number encrypted deep within the legalistic passages of Supreme Court is going to hear arguments from both sides the 121-page document known as EHB2242. of the lawsuit on Tuesday [Oct. 24].”

“We are still trying to understand what the impacts are Today, Carter McCleary has graduated — he was a senior going to be because our local levy is going to be reduced by a significant amount, so there’s when he wrote a special for the Times in January of this year.

But the trial filed in the name of him, his sister Kelsey, his the rest of the story,” mother Stephanie and his father Matthew (whose name was said McDuffy.

McDuffy referred spelled incorrectly in the case paperwork), still roils about in the Temple of Justice in Olympia. to a new stipulaAs different opinions about EHB2242 continue to swirl tion in the bill about the capitol and the community, it is still, for now, that limited the undecided whether the state has finally fulfilled its paraamount that mount duty — the education of the students of Washington, districts can Edmonds School District and MTHS. H raise to either EDITOR’S NOTE: The full version of this story can be found online at www.thehawkeye. $1.50 for every org. $1,000 in property in the county or $2,500 per student, whichever is less.

“The state is going to be flowing through additional revenue but our local levy collections are going to be dramatically

8 | NOVEMBER 2017

LIFESTYLE

Hawkeye

Green/ grey eyes

LIFESTYLE

Hawkeye

Blue/gray eyes

5’8” 5’6”

Likes green

THE GRENNAN TWINS TAKE ON TERRACE Story and photo illustration by Jacob Allard PHOTO EDITOR

“It’s kind of a weird story — we were born at the exact same time. Our kind of twin is super rare. There are like 50 born a year [with a] 20 percent chance of living,” freshman Jacob Grennan said.

Jacob and his twin brother Andrew Grennan were born simultaneously on Sept. 9, 2002.

Starting their lives with the odds stacked against them, they continue to support each other even now, more than 15 years later.

Andrew and Jacob are MonoamnioticMonochorionic (MoMo) twins. Unlike other twins, they shared the same amniotic sac in utero. MoMo twins are always identical and extremely rare. Whether or not twins are Monoamniotic is determined when the cell splits. There is a small five-day window during which if the cells splits, the twins share the same amniotic sac, according to the website, Pregnancy-info.net. If the cell had split after that time window had closed, Andrew and Jacob would’ve been born conjoined twins. Jacob and Andrew represent one-tenth of one percent of twins.

Despite being physically identical, the Grennan twins are different socially. Jacob, the more extroverted of the two, decided to run for freshman class vice president and now holds the

position.

While others might prefer to rise through the ranks and shoot for a higher position, Jacob is content sitting back while his friend and freshman president Leonardo Diaz presides as head of the class. Diaz and Jacob have been in their respective roles as president and vice president of their class since middle school.

Between each other, the twins agree Andrew is the more introverted of the pair.

“Speaking in front of crowds or even in front of classes — I get shaky thinking about it,” Andrew said, adding that the thought of standing in front of the freshman class and giving a speech to run for office give him anxiety.

That aside, with a large amount of persuasion, Andrew plans to run for one of the sophomore representative positions in the 2018-19 election.

“Yeah, [Jacob is] forcing me to [run for representative],” Andrew said regarding his out-ofcharacter plan.

Ever since he was born, Andrew has been hearing impaired, which occasionally makes for a difficult time in class. Simple instruction from teachers can be misheard, forcing him to have to ask for help or interrupt class to ask for clarification.

“Most recently [in] my fourth period, Ms. Widrig’s English class,” he recounted, “She said finish the paragraph, but she said, ‘body para-

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NOVEMBER 2017 | 9

graph,’ [but] I heard ‘paragraph.’” ing behind people’s backs. Not like in a rude Missing a word in the instructions led Andrew way, but as in [jokingly]... If you knew my friend to do the assignment incorrectly. group this would sound completely normal,” As they discovered in fifth grade, separating Jacob said, explaining his decision. is a difficult adjustment for the twins. Both Being raised together, the twins acquired simirecalled how the situation strained Andrew. lar interests and activities.

“In fifth grade I was very anxious. I didn’t have Almost every day after school, Andrew and my brother in [my class] so I didn’t have someJacob walk with some of their friends to Cedar one to look to. So I was confused because [of] Way Elementary School. There, the high school my hearing. I’ve gotten more used to it, so high students are put to work, helping out with the school is not even a problem for me any more,” kindergarteners. They stand at the front of the Andrew said. lines for the buses and sort students out by their That year, not only was he at a disadvantage stops. because of his impaired hearing, but his teacher Beginning school can be difficult for kinderstruggled to understand that he had different garteners and what the twins do helps ease some needs than the other students. of that.

“My teacher was considerIn addition, Andrew and “They were never alone… ably quote-unquote a ‘betJacob occasionally work and I’m so thankful that they ter teacher,’ and [Andrew] in classes with students had each other.” got the teacher that didn’t who need extra help. Both Keri Grennan really understand his hearbrothers enjoy helping out ing disability,” Jacob said. “I with the students. felt bad because I guess I wasn’t really there to “They wanted to volunteer last year but middle be like ‘hey,’” Jacob gestures as if directing the school gets out not with enough time to really teacher’s attention to his brother, “Hearing. It have some consistency,” their mother Kerri was difficult for him.”

Grennan, who works at Cedar Way, said.

After that experience, Andrew and Jacob At the elementary school, Kerri works as a became more capable of being in class withparaeducator and runs the school’s solution out each other. Although it was still a hurdle room, which is where students are sometimes Andrew had to overcome, he now goes through sent to resolve conflicts among each other. She his day only seeing his brother during passing works with the students and helps them work periods because they have chosen different acaout their issues, which Andrew found very helpdemic paths. ful growing up.

Andrew prefers computer science and intends “So I’ll have an issue that I don’t know how to on pursuing it in college. Jacob has a vested deal with or explain and then she’ll just tell me interest in history, with it being his best subject my issue and it’s just like that’s spot on,” he said. in school. He hopes to one day have a job involv“They were never alone… and I’m so thankful ing history, along the lines of historian or a histhat they had each other,” said Kerri. tory teacher.

This opinion is shared by both her boys.

Jacob’s love of history began at a young age. He Andrew and Jacob agree that having a twin and his dad would go into his room, lie in bed made their childhood more enjoyable. and watch documentaries, sparking his passion “It’s a lot more fun… When you play with for history. action heroes or something like that, it kind of Jacob decided to not enroll in the full STEM sounds a little crazy… kids are just talking to pathway and instead has decided to take four themselves, so it’s a little different because you years of American Sign Language (ASL). are talking to someone else,” Jacob said. H “Both my sisters took ASL, and I guess talk-

10 | NOVEMBER 2017

By Nolan DeGarlais

NEWS

Hawkeye

OUT WITH THE OLD, IN WITH THE NEW

NEWS EDITOR

Textbooks are an inescapable part of modern American public education. The vast majority of schools, from the elementary to college level, use textbooks in a variety of courses that cover all subject areas, from the humanities to the sciences. But these physical textbooks now face much controversy as online textbook resources become available, which often contain more updated information for a lesser long-term cost.

Teachers mainly use textbooks as a tool for students to gain supplementary information regarding topics discussed in class. Textbooks can help students gain information for in-class projects and can also be used to assign homework to students; they have evolved into a valuable resource for teachers to help teach students necessary information, especially in Advanced Placement and honors classes, where textbooks generally experience heavier use.

Science teacher Adam Welman teaches multiple biology classes at Terrace. He has students use their biology textbooks to provide support to the material taught during class.

However, he does not have a consistent textbook use in his classes.

“I use the biology textbook in my class all year, though the frequency varies week-to-week,” Welman said. “Most of my textbook use is related to homework— for example, I might assign a reading and Cornell notes assignment once or twice in one week, and then not at all the following week. I sometimes assign questions from the textbook as homework, though not very often.”

Textbooks offer more detail than teachers can teach in classes, and enable students to review the subjects taught in class outside of school. However, many students find learning from textbooks less engaging and believe they do not retain as much information when learning a topic from a textbook compared to learning that same topic in class.

Heavy textbooks have also been linked to chronic back pain in students according to numerous studies, including those published in the Archives of Disease in Childhood from the United Kingdom.

Physical textbooks continue to be widely utilized in high schools across America, including MTHS. Some classes, such as many of the mathematics courses at Terrace, offer the use of online textbooks in addition to physical textbooks.

But these online textbooks are essentially digital copies of the physical textbooks, and contain little new information.

Physical textbooks and the online textbooks which directly correspond to them are rarely updated by school districts due to the great cost of purchasing enough textbooks for all schools in the district. Costs get up to thousands of dollars for each course in which the textbooks are being updated.

Ideally, textbooks would be updated yearly to be consistent with the latest information in their respective fields, but that would be far too expensive, and high school level textbooks rarely, if ever, receive yearly updates. Many teachers support updates about every five years, but that would also present serious cost problems to the school districts which have to pay for them.

The average textbook in an American public high school is used for between 7 to 10 years. However, this period of textbook use without update can continue for a much longer

period of time, as is the case for the textbooks in Welman’s biology classes, which are about 14 years old. “[The biology textbooks] should have been updated many years ago,” Welman said. “Biology content is constantly being updated as a science, so our district should obtain newer bio textbooks at least every five years or so, though that’s very expensive.”

Many textbooks, especially in the scientific fields, become outdated almost as soon as they are published due to the rapidly expanding knowledge in those fields. An example of this is in biology, where information in the textbooks concerning topics such as genetics and genetic engineering are vastly outdated due to how much knowledge about those topics has increased throughout the past 14 years. Biology, along with other fields, are experiencing constant advancement.

Many of the textbooks used by the Edmonds School District (ESD) have passed the typical usage period of 7 to 10 years, meaning that these textbooks are generally more outdated than the textbooks used in other American public school districts.

While this is not generally a problem in areas such as mathematics, where the information taught to students has remained almost the same for as long as these courses have existed, a serious problem is posed to fields with knowledge that is constantly advancing, such as the sciences and humanities.

History teacher Michole Mattix teaches with 10 year old textbooks originally published in 2007, which she does not feel are necessarily outdated.

“I really don’t see these textbooks as ‘outdated,’ I would just like some more technological support and supplemental material from the publisher,” Mattix said.

As many educational resources continue to move online, the opportunity for more regularly updated supplemental materials for textbooks becomes more readily available.

However, the costs of moving educational materials online concern many school districts.

The average cost of an individual physical high school textbook is $70. Since the school district must purchase enough textbooks for all students in all of the classes in the subject area the textbooks are being replaced for, the costs of replacing physical textbooks quickly add up. This cost has increased greatly in the past decade, as the cost of textbooks has risen 82 percent in the last decade.

The cost of adopting separate online textbooks in a school district is much higher at first. Devices required to view the textbooks, such as personal student laptops or tablets, cost upwards of $200 a student, combined with the cost of purchasing the access to the online textbook itself. For initial adoption of online textbooks, the cost per student can total up to as much as over $300.

However, even those school districts which have already invested in personal devices for students, such as the ESD, are reluctant to give up physical textbooks in favor of their online counterparts.

Online textbooks offer the benefit of containing informa-

EMMA HOLBROOK | HAWKEYE

tion which can be updated as the knowledge in a particular subject increases. They also do not have to be carried around like physical textbooks, reducing the negative health effects of carrying heavy textbooks from class to class. A student can take all of their textbooks with them by simply carrying their electronic device issued to them by the school district.

Many, however, question the effectiveness of learning from online textbooks as compared to physical textbooks.

Statistics show that countries with high physical textbook usage rank better in terms of education in scientific subjects.

In Taiwan, 92 percent of students are issued textbooks in science classes; the country ranks fourth in global scientific education. In the United States, 63 percent of high schoolers are issued textbooks in their science classes, and the country ranks 25th in global scientific education.

Advocates of the continued use of physical textbooks also argue physical textbooks provide students the opportunity to take written notes, which they claim better help students retain information than typed notes. They also make the case that learning from physical textbooks and taking written notes from them will better prepare students for university, where they will most likely be required to take written notes at some point. Also, textbooks are in many cases easier to issue to students and easier to reference back to when reviewing information.

Though the rapid developments in technology and the subjects which textbooks cover produces many problems for present and future textbook use, the goals of textbook use remain about the same as they always have been.

Mattix believes that, ultimately, textbooks should help students learn “how to read more effectively, efficiently and critically.” H

Hawkeye

NEWS

NOVEMBER 2017 | 11

TWO MORE MAKES CORE 24

school day, through methods such as taking online classes.

“Students can’t fail any classes in highschool, pretty much… the nice thing about 22 credits was that if a student failed in highschool we could support them when the school year started,” Aguiniga said.

For many students who struggle to meet the credit requirements, the challenge often comes with completing the math and science.

“It used to be only two science credits to graduate, now it’s gonna Story and graphics by Teresa Bonilla HAWKEYE STAFF be three years of science and I know that’s a huge problem Core 24 is the new set of requirements the Washington because science is one of the problems [for credit completion] State Board of Education (WSBE) has put in place for high of the last 22,” Aguiniga said. school graduation. Core 24 looks to give students a strong Aguiniga says he feels there should also be more support The goal of this is to provide students a way to explore their foundation to tackle the professional world. The policy has for students who are struggling, as it has already been chalskills and interests and shape their high school experience been in the works for a long time, as the project’s developlenging for some students to meet the 22 credit graduation according to their individual needs. Each district will determent began in 2008. The bill, named SB6552, was passed by requirement. mine if a student has fulfilled this requirement. The WSBE, the Washington state legislature in 2014 and is being impleThe second part of the Core 24 graduation requirements however, requires that a notation regarding the High School mented this year. However in the Edmonds School District are the personal pathway requirements. The personal path& Beyond Plan be on every student’s transcript.

(ESD) the program will be implemented beginning with the way requirements are determined by Washington as a state had previousgraduating class of 2021. each student’s post high school plans. ly had a minimum graduation require“Requirements for Core 24 The WSBE gave districts the option to wait two years They consist of seven credits which ment of 20 credits, though at MTHS, are shaped by a desire to give before implementing Core 24 and the EDS opted to do so. can be divided in three different ways. students needed 22 credits minimum students an academic base to Jose Aguiniga the On Time Graduation Coordinator at The three options are College to graduate due to specific Edmonds build off of, regardless of their MTHS says that he is very glad that the district did.

Emphasis, Career Emphasis and School District requirements. post high school plans.”

“I heard that it was gonna happen like about a year and a a combined College and Career Core 24 raised this minimum to half ago and I was happy that they pushed it back, [because] Emphasis. College Emphasis and 24 credits, with exceptions only in it was already going to be pretty hard, two years gave us the combined College and Career unusual circumstances. In cases where enough time gave counselors [and] admin enough time to tell Emphasis require three credits of career concentration, two an exception has been made, only 2 credits maximum can be parents to warn parents to let students know and make sure world language credits and two elective credits. The Career waived. Raising the minimum credits for graduation means they know what [is] required know,” Aguiniga said.

Emphasis pathway similarly requires three credits of career that students have more classes that they must pass, and in Had the ESD not decided to wait two years before impleconcentration, but has four elective credits. As a total there some cases take. The WSBE believes (according to a presenmenting core 24, this year’s junior class are 24 credits required, thus the name tation put out in 2010 when they were attempting to get core would have been the first to take on the Core 24.

24 passed) that there is room in students schedules for “more “The program requires core 24 requirements.

Requirements for Core 24 are shaped credits and more advanced classes”. This belief is backed by a 17 standard credits, these The program requires 17 standard by a desire to give students an academic Baker Evaluation Research Consulting (BERC) Group study encompass the subjects credits, these encompass the subjects base to build off of, regardless of their post in 2008 showing that 35% of high school seniors didn’t carry of English, Math, Science, of English, math, science, social studhigh school plans. In order to provide a a full load of credits.

Social Studies, Arts, ies, arts, fitness and health. The major comprehensive program for students, from “It’s a small percentage, not only that but those students Fitness and Health.” changes here being the addition of a those attending four year colleges to those that aren’t taking a full load, the majority of them already personal pathway art credit, for a total pursuing apprenticeships after high school, fulfilled their requirements.” Aguiniga said. of two, and a science credit, for a total of three. Though this Core 24 also implements a program called the High School Much of the issues that have arisen with Core 24 requiremight not seem like a big change as art credits are usually & Beyond Plan. The High School & Beyond Plan is a gradu- ments are, though it may provide career or college readiness only a semester and many students already take three or four ation requirement that students begin in middle school and for some students, it makes it harder for others to even years of science. continue to revise through their high school education until graduate. Now, it is much harder for students to make up As Aguiniga pointed out, a cushion has been removed from graduation. It helps prepare each student for graduation by a credit, as when they return to school after failing a class, high school graduation, as now students can fail no classes making sure that their credits are well distributed across all they already have to move on to the next credit. H without having to make up those credits outside of the of the necessary areas.

12 | NOVEMBER 2017

LIFESTYLE

Hawkeye

Juggling life and careers

Brister became the Career Center specialist after gaining a wide variety of experience as a student, an entrepreneur, a parent and volunteer

As she proudly displays the products from her business, Barb Brister holds up her personal favorite, the ones that started it all, the Flying Penguinis.

Story by Vivian Nowka-Keane Photos by Jonathan Kwong HAWKEYE STAFF

The story of the Flying Penguinis At just 12 years old, Career Specialist Barb Brister received her first sewing machine as well as started working her first job—picking strawberries. Brister earned money through her work

for the first time and was able to go shop freely to suit her desires. From print shops to fabric stores, Brister held many positions at various companies until she was encouraged to start a business of her own in 1981.

Her husband at the time was learning how to juggle when she developed her first soon-to-be product: The Flying Penguinis.

“We taught the penguins how to fly— because penguins don’t fly, except for here they do,” Brister said. The product came as a set of three penguins with instructions on juggling.

“I call them success symbols because most people think it’s really hard to juggle and so this is kind of a symbol of overcoming a seemingly impossible goal. But once they break it down into step by step, then you can learn to juggle, and it’s not so hard and it’s not impossible, it just looks difficult because you think you have three things in the air at one time but you really don’t,” Brister said.

She made a dozen sets and took them down to Pike Place

Market in October 1981, where a business called The Elements of Northwest Living (ENL) took the toy as “consignment,” meaning Brister kept the ownership of the product and would be paid 60 percent of the sale price. “It takes the risk out of them trying something new,” she explained, because if they didn’t sell, Brister would simply take the toys back.

A week later she received a call that the toys had sold out and people wanted more. ENL wanted to switch to wholesale and eventually were ordering from Brister regularly. As Brister found more companies to sell to, the business became known as “Chasley, Inc.,” named after her husband at the time who inspired the first product.

Chasley, Inc. developed different juggling toys like alien spaceships, bats and brains.

ENL, the company that first purchased from Brister, acted as mentors and taught Brister about retail business, including the logistics of using sales representatives.

Chasley, Inc. hired sales representatives and rented a warehouse space in Lake City, Seattle, moving from Brister’s home basement as to not bother the neighbors. Chasley, Inc. decided to rent space outside of home once UPS trucks were coming everyday with supply deliveries, according to Brister.

“It just felt like fun, I felt like I was living the American Dream the whole time,” Brister said.

There were at least seven employees working for Chasley, Inc. for the next 15 years. In addition to these employees, Chasley, Inc. used “cottage industry” independent contractors who would sew the cut pieces together. Most of these contractors were immigrants from Laos, a Southeast Asian country. Brister said she had read articles in the news about the U.S. funding for Asian refugees being cut, and people needed to find work sooner. She then found a family from the country who also spoke English and acted as representatives for Chasley, Inc. to distribute the materials to be sewn to non-English speaking immigrants.

“It was really kind of unique and wonderful. I could help them and they could work without having to navigate the work world otherwise and not learn to speak English. [For] some of those it was really helpful to get settled in here, so that felt good,” Brister said.

The flying Penguinis sought trademark in 1984 and were granted trademark rights in 1991.

The business ended in 1998, as profit had decreased, and since then the trademark rights have expired.

“We always said if it stops being fun, we’ll go get real jobs.

It stops being fun when it stops making money— it becomes very stressful,” Brister said.

Hawkeye Brister wonders if the business would work now in the world of prevalent internet presence. To have the world as the audience to advertise to could potentially make the business successful again, but Brister has a job at MTHS’ Career Center now.

Over the past summer, Brister wanted to get the toys into the Museum of History and Industry. She wrote them a letter and they wrote back, saying they’d love to have them.

“They will be somewhere forever after I’m gone, the Flying Penguinis will still be documented in the museum,” Brister said.

The museum chronicles the world of industry and business in the Seattle and greater Pacific Northwest area from restaurants like Starbucks to technology companies like Microsoft and Amazon to products like the slinky and Pictionary. The museum only has about 2 percent of their collection on display while the remainder lies in storage.

“It could sit in their warehouse a long time but at least it’ll be there,” Brister said.

Brister and the Career Center Before entering the business world, Brister attended Western Washington University and graduated with a degree in Home Economics.

“It gave me a good skill set just in general [and] prepared me for a lot of different jobs,” Brister said.

LIFESTYLE She was the first person in her family to graduate from college, so she can relate to the struggles many high school students face today as first-generation college students and aims to help them succeed by guiding them along the way in their college application process. As Career Specialist she serves to help all students with various forms of post high school plans.

Brister was fascinated with art, but was discouraged to pursue it because she didn’t know how she would support herself financially. Despite having that mentality, she encourages art students to continue onwards with their passions.“There are places where one can make a living, being a ‘Fine Artist’ is probably the most challenging but if one has a passion and talent for it, they should by all means explore it as far as possible. For them, it’s not just what they like to do, it crosses over into who they are,” Brister said.

In February of 2005, Brister starting working at MTHS in the Fines Office. When the Career Specialist at the time moved on to a different school, Brister recalls the counselors and counseling office secretary Kim Runkel encouraging her to apply for the position.

“I’ve worked my whole life and so I brought a lot of experience to the position and had a lot of different perspectives,” Brister said.

Brister now applies her wide breadth of experience to help guide kids in deciding what they want to do. From going into business to going to college, or even pursuing unique trades like sewing, she feels she can help all students get where they want to be.

As part of her job, Brister arranges college representative visits, field trips, helps kids with scholarships, decide what they want to do and where they want to get their education. Brister is the Naviance coordinator along with counselor Tanya Benvenuti. Brister encourages students to use Naviance as a resource for career interests and Career Center events.

She also helps with the High School and Beyond planning

As seniors Jazmyn Burn-Seipp and Kenneth Morris-Fagan continue their last year of high school, Barb Brister enthusiastically works with them to plan their future beyond high school.

NOVEMBER 2017 | 13 that’s monitored by the counselors. According to Brister, this helps students figure out who they are, what they want to do and how they’re going to “get there.”

Brister believes there is never enough preparation for post high school, so she wants more traffic in the Career Center and more opportunities for all students. Lunch and PASS are both times Brister welcomes students to drop by.

Brister said her current job “means something [to students],” as opposed to her other jobs that didn’t affect others in the same way.

“This is helping kids with their future and it’s really exciting to think about the places they’ll go and the things they’ll accomplish and you’re just a little piece helping them along the way that maybe takes away some of the stress and some of the stumbling blocks to it,” she said.

What’s new this year in the Career Center?

The Association for Career and Technical Education (ACTE) is doing a lot to educate students about options other than college; apprenticeships, intradistrict classes and more.

Brister is introducing Future Fridays, intentional about helping all students make a plan for their future. Some of the planned fridays include career exploration, college applications, essays and scholarships. There will be an ACTE speaker presenting on the first Friday of every month.

One Friday will be preparing for the job fair at EdmondsWoodway High School, done for first time last year, which will involve interview preparation, preparing resumes and more. The jobs showcased at the fair are mostly part time and/or summer work.

In addition, there have been more college visits to our school this year because of sign ups through Naviance.

Brister wants more students to come to college visits as a way of getting information personally.

“Even if it’s a college you don’t think you’ll go to, it’s a good comparison to others you do think you want to go to. And you might surprise yourself and learn something that’s on your radar that wasn’t there before. I think it’s really good to reach outside your comfort zone,” Brister added.

Brister hopes students to understand the benefits of Naviance lessons, activities and career planning that will support them in the long run.

Because the future isn’t always certain, Brister lives by a simple philosophy when it comes to making plans: 1) Know it’s gonna change 2) The more information you gather, the better your decision is going to be.

For more information on the job fair and other counseling center activities, students can check Naviance or their emails for messages from from the Career Center. H

14 | NOVEMBER 2017

SPORTS

Hawkeye

VO L L E Y B A L L AND JUSTICE FOR ALL

By Annika Prom

out of respect for the pep band. volleyball team, she had friends who respected Miller and Although she doesn’t know the original significance of the her impact on the team as a tough coach. In addition, Miller “With liberty and justice for all!” custom, Noeun remembers the significance it held for her to proudly carried on the pledge tradition as coach.

At the beginning of every game, the girls volleyball team take part when she was on the squad.

“When you see programs succeed, you know that there’s respectfully stands for the Pledge of Allegiance and shouts “It kind of meant a lot to me playing here, linking arms gotta be a good leader behind it and so with that, I respected the final line in unison. This is how it’s done now and this is with my teammates and being proud what [Miller] did and if that’s a how it has been done for generations.

“As much as I am for change of our chance to play a sport,” she said. tradition she kept for Terrace I Though its origins are unknown, the team has re-estabin other aspects of the world definitely want to keep that alive,” lished the meaning of the tradition over time and continues “So yelling that line with my teamand life, this is one I probably mates, pretty much my fellow sisters at Noeun said. to carry on the spirit and pride it holds. wouldn’t want to change when the time, it’s just something we looked With each generation of volVarsity volleyball coach Rene Noeun has been familiar it comes to school tradition.” leyball players joining the team, forward to.

It was pride; it was comwith the tradition of shouting the final line of the pledge Noeun hasn’t felt the need to formitment; it was respect.” before a match since 2003 when she entered MTHS as a Rene Noeun VARSITY VOLLEYBALL COACH mally introduce them to this aged, Noeun personally kept the tradition freshman. She joined the volleyball team in her sophomore yet prized tradition.

As with most alive because she looked up to former year and graduated in 2007. She recently returned to lead the other traditions, freshmen catch on to the habit without MTHS varsity volleyball coach Susie Miller.

Miller attended team as coach. question once they sense the dignity it possesses.

MTHS from 1977-80 and coached volleyball from 1987 to Noeun speculates the mysterious tradition has been around “For the most part, the freshmen in general will see it 2004. She was later inducted into the school’s Hall of Fame. since at least the 1990s -- maybe the 1980s. Though Noeun at our home games. I haven’t put a freshman on varsity so Noeun’s older sister Rattana attended MTHS during is unsure of whether other sports teams had the same tradithey do get to see these traditions as they are,” Noeun said.

Miller’s tenure as a coach and by the time Noeun joined the tion when she was a student, she does not believe they did, “Hopefully it’s something that excites them to wanna work hard to be on varsity. We don’t do that for JV and C-level games.”

Noeun never thought the tradition was disrespectful but rather a way to take a national symbol and bring it back to a smaller community and demonstrate pride in a different way.

“It’s showing gratitude to something that is honoring our country. We may not wear the American flag playing for the national team but we are representing Mountlake Terrace and so we want to do that with pride,” she said. “It could be an interpretation as to how you want to perceive us yelling a line but for us it just meant that. It’s our biggest effort to represent the school.”

In regards to delivering the Pledge of Allegiance in an unconventional manner, Noeun said the volleyball team has the right to do so just as people have the right to participate in the pledge as they see fit.

“We don’t mean it in disrespect,” Noeun said. “Know that we do it for our tradition.”

Noeun views the tradition as a unifying moment of pride for the girls that empowers them for their upcoming game.

“I just keep it because it’s never changed. As much as I am for change in other aspects of the world and life, this is one I probably wouldn’t want to change when it comes to school tradition,” she said.

Noeun feels the volleyball tradition is one that is unique in the context of sports at Terrace. As she has gradually bonded with this tradition, as a volleyball player and now as a coach, she feels “it’s just a volleyball thing” and she’d like to keep it The varsity volleyball team concurrently shout the last line of the Pledge of Allegiance before their home game against the that way. H Shorecrest Scots on Senior Night Oct. 10. TOMMY TRAN | HAWKEYE LIFESTYLE EDITOR

Hawkeye

SPORTS

NOVEMBER 2017 | 15

RESPONSIBILITIES OF AN ATHLETE GETTING AND STAYING ELIGIBLE IS ALL PART OF THE GAME Story by Sarah Davis Graphics by Tessa King CO-SPORTS EDITOR

Becoming eligible to play a sport can be an easy process and can lead to a fun sports season. But what if a student is not eligible? There are many reasons a student might be deemed ineligible. In all of the paperwork that must be filled out before the sports season, one can find everything from the attendance policy to what would happen if you were caught engaging in illegal behavior.

A lot of people skip over the athletic eligibility information when they are signing up for sports, and they miss out on important information that could determine if they’ll be allowed to play in a game or even go to practice. Some reasons one could be ineligible to play in a sport could be that they were absent for one or more periods throughout the day, they are failing two or more classes or even if they are in the presence of illegal behavior, such as underage drinking or doing drugs.

According to Activities and Athletics Director Kim Stewart, the first reason one can be ineligible to play a sport is not having the right paperwork. All of the athletic papers can be found on the MTHS website under the Athletics tab.

Once one fills out the paperwork and turns it in, they must have paid for an ASB card and a “pay to play” fee, which is a fee that one has to pay to participate in a sport. It is usually $100, with exceptions for those covered under free and reduced lunch. In addition to this, a student cannot have unpaid fines on record to be eligible to play a sport.

Once these steps are completed, potential athletes must get in a total of 10 practices before they are eligible to partake in a game. For football it is 12 practices due to conditioning reasons. But if one misses more than 3 practices before they complete the 10 practices,

the number of practices that you need to complete before you can play in a game will start to subtracting for every practice that you missed.

One also must be enrolled in at least 5 high school classes (2.5 semester credits) or the equivalent to that if the potential athlete is in Running Start. If they are failing two or more high school classes they will not be eligible. This is equivalent to failing one running start class.

A common question people ask is whether they can play if they do full time online school or full time running start, and the answer is yes, as long as they keep up with school work.

A student may be ineligible to play due to missing school.

Let’s say that one misses the first two periods of the day because they were not feeling well, then they wouldn’t be able to play in the game or practice they have one the day they missed school. If they do end up playing in the game or practice, even if they miss school, that athlete is not eligible to play in the next upcoming game or practice.

One injury that they take very seriously is concussions.

If a player gets a bump or blow to the head, no matter how severe, they are to be taken out of the game or practice immediately. As it says in the “Zackery Lystedt Law” for Washington state, a player “may not return to play until the athlete is evaluated by a licensed health care provider trained in the evaluation and management of concussion and received written clearance to return to play from that health care provider.”

However once you do return, you have to follow a progressive return to participation protocol before being fully active in said sport. You can only start this once you have been cleared by a doctor and you are no longer showing symptoms.

Then you can do small amounts of physical activity, that get progressive each day, until you are fully involved.

One of the more serious reasons that you could be ineligible to play is getting caught in the midst of illegal behavior.

According to Stew, they changed this policy in 2002 from being caught actually doing drugs or drinking alcohol, to just simply “If you are in the presence of illegal behavior, you are ineligible.”

This reason is less common for people to not be eligible, but when it does happen it can get very serious.

Let’s say that you were caught, and got suspended from athletics, what would be the process? Well to start off you have 24 hours to notify the principal of your presence when illegal activity was occurring. If the principal feels that you don’t need to be suspended, then he has the right to overturn the suspension. If the principal doesn’t overturn it you can appeal to the district A.D., and if you still think it is unfair you can appeal to the school board.

If you decide that you don’t want to appeal it you can start a process called 23 days (technically it is 42-44 days) which you get drug tested, to see what is in your system, and from there you try and recover, depending on how bad your situation is. Stew mentions that he “wants to know about the drugs and alcohol not to bust you but to help you.”

You do have the option to try and reduce the 42-44 day period to 23 days by requesting a hearing and they will bring

in a coach from a sport you don’t play and someone who heads up an activity, such as Honors Society, and they will decide if you are ready to go back to playing. But if you never got tested to see what is in your system, you are unlikely to reduce your time of suspension.

So what do you do if you are put in situation where illegal behavior was happening? What Stew recommends is that as soon as you see the drugs or alcohol or anything of that manner, you leave immediately. Then after that tell your parent or guardian when you get home and the following school day, self-report back to Stew about what happened and it will be taken care of.

The bottom line is that you are responsible for making yourself eligible for a sport and keeping it that way, not anyone else. When you sign the athletic code, you are promising to abide by it, and MTHS takes that very seriously.

Maintaining a clean reputation is essential for sports both in high school and after high school and making sure that you keep yourself safe and staying responsible is key. H

16 | NOVEMBER 2017

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