Inklings December 2020 Issue

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Dec. 22, 2020

Volume 88, Issue 4

Graphic by Molly Gold ’21 & Poppy Livingstone ’21

African-American, Black, Puerto Rican, Latino studies mandated for 2022 Natalie Bandura ’22

new course on African-American, Black, Puerto Rican and Latino studies will be offered to Staples juniors and seniors starting in fall of 2022, pending town Board of Education (BOE) approval. This course is the result of a new Connecticut law signed

by Governor Ned Lamont on Dec. 9 that makes Connecticut the first state to require public high schools to offer the class.

“This is really quite a moment in Connecticut public school history,” Social Studies District Coordinator Lauren Francese said. “The coolest thing about this is that the legislation was led by student activists at UConn who felt strongly that this type of course needed to be offered to Connecticut high school students.”

Max Tanksley ’22 believes that the mandated course offering is a good first step towards bridging the racial divide in our society.

“We can heal many divides though education,” Tanskley said. “This law provides every student the opportunity to hopefully educate themselves on some lesser known parts of history and gain empathy for the experiences of others.”

The curriculum for the course, which was written by the State Education Resource Center and reviewed by a panel of national experts, was adopted by the state Board of Education. African-American, Black, Puerto Rican and Latino studies

“I’m hopeful that the long-term imwill be a year-long class with the prerequisites of Global Themes and US History. pact is that students will be more preIt differs from existing area studies class- pared for college, career and civic life if es by focusing on these minority groups there is a wide range of identities and within the realm of US history rather than voices represented in the course offerstudying a different area of the world. ings available in high schools,” Francese “This is a wonderful and long over- said, “[...] but we can’t make it happen due course, especially for this region of without students enrolling in the course.”

To attract student interest in the course, the country,” Staples Principal Stafford W. Thomas Jr. said. “[This class] is a rare ex- the social studies department is currently in perience for students who have been un- the committee process of making revisions derrepresented in school catalogs to have to the area studies requirement to shift it to a course where they are reflected in the ti- a global and multicultural studies requiretle and now have the opportunity to learn ment that would include African-American, Black, Puerabout their roots “I think it’s time we stop to Rican and and backgrounds in a much more whitewashing history and teach Latino studies.

A l e x i a comprehensive way the next generation about both Abrams-Rithan a unit lesson the past and present of people vera ’22 feels or a heritage month. of color.” that minority In many ways, it is - State Senator Will Haskell groups like Afria signal to students can-Americans that ‘we’ matter.”

Once the BOE approves the pilot- and Latinos have been underrepresented in ed course, social studies teachers will her past history classes, and that courses like share information about the course this one are important to becoming more and conduct an interest survey for 10th inclusive and open-minded as a society.

“In history, we learn about the story of and 11th grade students to determine how much student interest there is. the white Americans, the ones who fought “I think many people would take in- bravely for this country,” Abrams-Rivera terest in this course,” Grant Harriott said. “As a Puerto Rican female, I am so ’24 said. “Learning about where [Black proud that the history from a strong ispeople] came from and how much land in the Caribbean will finally be told. adversity they’ve been through will As we progress, I hope one day soon, peogive people a different perspective on ple will understand the amount of pride Black people and African-Americans.” that is poured into the Puerto Rican flag.”

Since the course will only be availAlthough optimistic about the course offering, Francese remains concerned that able in two years’ time, Dylan Dasbach a lack of student interest in the class may ’21 wishes the class had been offered result in it being cut from the state budget. sooner so that she could have taken it

as an opportunity to learn about different cultures and backgrounds.

“In the history classes and social studies classes that I’ve taken so far, even in AP US History, for example, in which we learned specifically according to the College Board curriculum,” Dasbach said, “we haven’t really learned about other people’s heritages [...] so I think it’s important for students to learn that, so that they can be more understanding of other people’s cultures and where they come from.”

According to Connecticut Senator Will Haskell, legislation supporting the inclusion of these studies was initially passed through Congress in 2019, receiving strong majority votes from both chambers and unanimous consent in the Senate. The bill was advocated chiefly by Senator McCrory, but attracted dozens of co-sponsors from both houses and parties.

“For many years, it’s been clear that Connecticut needs to do a better job of ensuring our curricula reflect the lives of our student bodies,” Haskell said. “I think it’s time we stop whitewashing history and teach the next generation about both the past and present of people of color.”

Thomas hopes that similar classes representing other minority groups will continue to be added to Staples’ course offerings and in a much shorter timeframe.

“This is a community which places a high value on education,” Thomas said, “and if certain groups are never discussed or included in the wide curricula, it does send a message (and one we no longer want to be sending) that you only matter so much in the grand scheme of things. The benefits of this course will be reaped for some time.”

Remote learning with friends creates sense of normalcy

Holiday charity events prosper in the season of giving back

Collaborative journal connects, engages friends during lockdown

Club sports adjust to COVID-19 postponements, regulations

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Carly Kaplowitz ’21 illuminates the social and academic benefits of remote learning with friends.

Read about ways that locals have given back to the community this unique holiday season.

Read about how a group of sentimental friends was able to stay connected during COVID-19.

See how Staples students are adapting to new rules and protocols, following delays of their club sports.

News Editor

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Inside the Issue

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Dec. 22, 2020

News

Coleytown Middle School prepares to welcome students back

Local briefs A

Finnegan Courtney ’23 News Editor

Jan

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MOCA’s “World Peace” exhibit ends

The 17th represents the final day to see Westport’s Museum of Contemporary Arts’ ‘World Peace’ exhibit before it closes.

The works in World Peace reflect the culture of identity and reflect upon the divided and fractured political climate of America’s past and present through the works of several artists, both local and worldwide.

Jan

17

15th annual Martin Luther King Jr. celebration

Although it may be virtual this year due to the COVID-19 pandemic, the Westport Library and TEAM Westport will celebrate the work and legacy of Dr. Martin Luther King, Jr. through a conversation with author Layla F. Saad.

Jan

19

Allison Gillman ’23

importance of an easy transition, prioritizing student comfortability and logistical Web Opinions Editor accuracy as important elements of the shift.

“We have a tight time frame of a coufter approximately three months ple of weeks that we’re going to transition of postponement due to a num- [students] in,” Scarice said. “There’s a lot ber of internal issues with the of kids who have never set foot in that building, along with COVID-19 compli- school before, so it’s going to be really imcations, renovations to Coleytown Middle portant [...] that they [be initiated] into the School (CMS) will be completely finished school and have a [smooth] transition.”

A large amount of CMS equipment

by Jan. 4, 2021, according to CMS Building Committee chairman Don O’Day. that had been reallocated to Bedford MidThe widespread growth of mold, dle School (BMS) will now be reinstalled which proved to be the initial cause of in the renovated CMS building before the CMS shutdown in September 2018, students begin instruction. Scarice wants led to the discovery of other issues. to provide faculty the opportunity to test the equipment in “We found that there were “The impression that people will order to ensure that the building a number of [...] have is you are driving into a construction new, modern, beautiful building, is ready for student instruction. problems that rather than something that was Eighth grade were no longer built in 1960.” science teacher within code, and Deoverall disarray - Building Committee Chairman Madeleine Manche, though of the buildDon O’Day eager to return to ing,” O’Day said. her own classroom The effects of COVID-19 presented another set of at CMS, has found benefits in the conjoined challenges to the building committee situation between the two middle schools.

“A pro of [the WPS middle school facand set renovations back by around two months. When the pandemic caused fac- ulty] all being in one building has been tories in the tri-state area to shut down that collaborating [is] so much easier,” or lose significant staffing, materials DeManche said. “If there’s something that for the school took far longer to arrive. I’m troubleshooting in my class, I can The CMS Building Committee was just walk down the hallway and [consult] tasked predominantly with repairing four other eighth grade science teachers.”

As the two-year process of restorleaks throughout the school. Among other changes, the committee elected to in- ing the CMS building comes to its stall a new Heating, Ventilation and Air conclusion, CMS Principal Kris SzaConditioning System, replace all of the bo applauded those who contributwindows, gut and redesign the library, put ed to and supported this undertaking.

“I would like to recognize [the admina copper and blue-colored skin around the exterior of the building and fashion a istration’s] efforts, and how hard they’ve “CMS” logo at the entrance of the school. worked to deal with these bumps in the “When you drive up to the front en- road and handle it professionally,” Szabo trance, the impression that people will said. “I am also very grateful that the town have is you are driving into a new, mod- of Westport and the community of Western, beautiful building, rather than some- port has supported renovating the buildthing that was built in 1960,” O’Day said. ing, keeping two middle schools funcWestport Public Schools (WPS) Super- tioning with the three grade levels [...] and intendent Thomas Scarice emphasized the maintaining the middle school project.”

Connecticut winter sports seasons begin

Infographic by Finnegan Courtney ’23 & Katie Simons ’22

Staples, along with all other CIAC schools in the state, will begin their winter sports seasons on the 19th. The season was supposed to start in November, but was indefinitely delayed due to a sharp uptick in Connecticut COVID-19 cases.

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End of quarter two & semester one

This day marks the end of the second quarter and first semester and represents a few days before report cards are sent home.

However, due to circumstances relating to the COVID-19 pandemic, there are no end-of-semester midterms this year.

Staples High School

NEW YEAR, NEW SCHOOL Coleytown Middle School reopens on Jan. 4, 2021, after more than two years of renovations and construction due to a severe mold infestation.

Photos by Remy Teltser ’21

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Dec. 22, 2020

News

‘COVID Alert CT’ creates new contact tracing opportunity, draws criticism District develops Natalie Bandura ’22

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Giselle Oldani ’22 Web News Editor

The current circumstances of the COVID-19 pandemic prompted the Westport School District and the Connecticut State Board of Education (BOE) to create a new snow day protocol for the 2020-21 school year.

In an email to the Westport community, Superintendent Thomas Scarice explained that the district would allow for three traditional snow days. Students will not have classes on those days. If more than three are needed, then the district would call for remote learning on snow days. In accordance with the BOE, the school will not be required to make up these remote learning days.

“I may be a purist, but I do believe that for most children, the experience of a snow day can be an unforgettable part of childhood and a unique opportunity for unstructured play,” Scarice wrote.

Some teachers within the district are in favor of the current plan approved by the district, particularly for its potential benefits for elementary school students.

“I think elementary school students would benefit from a snow day,” English teacher Jesse Baukes said.

“There’s something special about a snow day when you’re a younger kid.”

With the new advent of online learning, other policies have been added to make use of this regarding the possibility of snow days landing on consecutive days.

“We will not have ‘back to back’ snow days in the event that snow cleanup requires a second straight snow day,” Scarice wrote. “If a second straight snow day is required, we will conduct a remote learning day on the second day.”

With only three snow days, however, some students feel that this is taking away from that ‘unforgettable part of childhood’ Scarice wrote about.

“We all grew up looking forward to snow days where we could build snowmen, drink hot chocolate and watch movies,” Brianna Cornfield ’21 said. “We shouldn’t use our newfound ability for online school to take away from that.”

In the case of a serious power outage, it is likely school will be canceled due to unsafe roads and possible downed trees or power lines. For smaller outages, however, remote learning will be held instead.

Many things have changed due to the great impacts of the COVID-19 pandemic, however, some students are finding comfort in snow days, still potentially happening when a snowstorm rolls through.

“The pandemic is changing everything,” Samir Mott ‘22 said. “[It’s] nice as a student to have some familiarity.”

Photo by Cedrik Geijerstam ’23

installed it. Nasir Wynruit ’21 feels that the pect allows too much room for error school administration should inform stu- across many channels of communication.

News Editor dents about the app and encourage its use.

“The more channels you have to “I think the only thing wrong with [the] go through, the less accurate the reapp is how underused it is,” Wynruit said. porting is going to be,” Thomas said.

“Something like this really only works when “What you don’t want to have is for it a majority of people are actually using it. to start causing mass hysteria, and you free mobile COVID-19 exposure Like at the moment someone that was near don’t want to also have false positives app, “COVID Alert CT,” can now me could have tested positive and I wouldn’t or alarms or alerts going off due to it.” be installed for iPhone users by even know if we didn’t both have the app.”

One issue detracting users from installturning on “Exposure Notifications” unAs of now, the Staples administration is ing a contact-tracing app is privacy conder “Settings” and can be downloaded aware of the app, but its potential use has cerns, especially when user data is stored from the Google Play store for Android not yet been disin a system users. It was made publicly available on cussed as the “The app [...] can’t be accessed by in which user Nov. 12. While it is not meant as a re- school contininformation Google, Apple or contact tracers, placement for the state’s current contact ues to rely on such as locaand it only tracks other Bluetooth tracing system, the app was championed measures like tion tracking is technology, not locations. With as one of the best ways to stop the spread seating charts. uploaded to a those data concerns mitigated, its

by Connecticut Governor Ned Lamont.

“I don’t remote server.

“I’m grateful to the Governor’s office for r e m e m b e r “ C o n benefits will be great for the state.” giving [COVID Alert CT] such an import- [the app] as tact tracing - State Senator Will Haskell ant and public push, making sure the state being the [on an app] knew about it as soon as possible,” Con- game-changer in terms of contact trac- directly violates citizen’s constitutionnecticut Senator Will Haskell said. “The ing,” Staples principal Stafford W. al right to privacy,” Alex Harrington ’22 more folks who use it, the faster we can be Thomas Jr. said. “The app hasn’t ris- said. “As the population turns to trust informed of exposure, reducing the odds en to that level of importance and their government in a time of uncertainof [...] carriers spread[ing] it even further.” need and efficiency and effectiveness.” ty, the government is gaining access to “COVID Alert CT” uses Bluetooth Thomas believes that the app could their user’s location through these apps.” technology, keeping be valuable outside of school, Haskell assures residents, however, track of when somebut does not plan to en- that according to Apple and Google, data one is within six feet courage or mandate stored in the app is fully private and enof another app-enabled its use within Staples. crypted, and alerts sent to contact tracsmartphone by adding However, Westport First ers and other phones are anonymous.

660,000 Connecticut a secure random code Selectman Jim Marpe, advo“The app will never collect or transresidents have to the phone’s list of cates in support of the app, mit personal information, it can’t be downloaded close contacts if they but acknowledges that a dif- accessed by Google, Apple or contact remained within that contact tracing ficulty in using the app for tracers, and it only tracks other Bluedistance for at least 15 district-wide contact tracing tooth technology, not locations,” Haskell apps, as of Nov. 18 minutes. If an indiis the age-range of students. said. “With those data concerns mitigatvidual tests positive, “Our schools welcome ed, its benefits will be great for the state.”

20% of Connecticut a contact tracer from students as early as three Regardless of whether it will be inresidents have their education instituyears old, and a large majortegrated into the district’s system, activated “COVID tion, the Connecticut ity of elementary students Marpe feels that the app’s creation was Alert CT” as of Department of Public do not have personal de- a positive development for the town’.

Nov. 18 Health or their local vices,” Marpe said, in coor“We’re using every tool in the toolhealth department will dination with John Bayers. box to try to control the spread, primarStatistics from NBC ask if they are will“In addition, the schools ily to keep the schools open,” Marpe Connecticut ing to share the codes have to work closely with said. “This [app] [...] could be helpful if logged while they had parents and guardians on all normal contact tracing does not identipotentially been conhealth-related issues involv- fy individuals as having been exposed.” tagious. If the person ing students [...] Nonetheless, Graphics by Molly Gold ’21 agrees, they will be provided with a code I am aware that Mr. Scarice [...] is working to submit through the app, and that closely with his staff to continually refine person’s close contacts will be notified. methods for contact tracing and [I] have Despite advocacy of the app on the state confidence they will consider all options level, many Staples students have heard lit- that serve our students and staff well.” tle-to-no information about it and few have Caroline Coffey ’22 does not believe the app should be used to supplement the district’s current contact tracing procedures.

“To the extent that I know, the scope of the app is limited,” Coffey said.

“While the creators of the app may have been well-intentioned, [false] reports of exposure, the inability to account for precautionary measures taken, as well as individuals flagged for minimal contact can be misleading.”

While Thomas notes that he does not yet know enough about the app to make a definitive judgement, he doesn’t forsee it being the best and most effective means of tracking.

“That’s kind of the last case scenario that you would rely on as a school,” Thomas said.

“There are a bunch of conScan here for more cerns there [...] if you’re going to rely on a information on how person to voluntarily input the informato activate “COVID tion, which is not always that reliable.”

Alert CT.” Thomas also feels that the nature of the app and its voluntary as-

snow day protocol

SCHOOL IN THE SNOW Carine Geijerstam ’21 logs onto Zoom and participates in her virtual classes as she sits in a winter wonderland abroad in Norway.

inklingsnews.com

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Dec. 22, 2020

News

Westport Public Schools take less conservative approach to contact tracing Lucy Dockter ’23 Arts Editor

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s COVID-19 cases increase in Westport—case rates were up to 24.4 per 100,000 as of Dec. 15 according to the Connecticut Daily Data Report—Westport Public School administrators are beginning to pivot how they think about both in-person instruction and quarantining policies.

Going forward, instead of encouraging whole classes to quarantine, only close contacts, defined more strictly as students and staff who have spent 15 minutes or more within six feet of a positive case, will be excluded from school and asked to self quarantine.

Back in September, upon Westport schools’ initial reopening, the high community rates would have triggered fully remote learning models. “Addendum 4,” the Connecticut State Department of Education guide for making decisions about school learning models during COVID-19, outlined the leading indicators of COVID-19 infection levels for consideration for reopening schools fully remote, in hybrid, or fully in person.

The original document recommends fully in-person schooling if there are fewer than 10 cases per 100,000 people per day, hybrid if case numbers are between 10 and 25 and a shift to fully remote learning if there are over 25 cases per 100,000 per day.

However, based on schools’ implementation of successful virus mitiga-

tion strategies, an Oct. 20 updated version of “Addendum 4” modified this strict structure to reflect a continuum which offered local districts more control over learning models in school.

“The level of community spread that would prompt action in non-school community settings is not necessarily indicative of a need for schools to suspend in-person learning,” “Addendum 4” stated. “The experience in our state since school reopening began indicates that transmission has been a rare event inside of school buildings even in communities with elevated transmission rates.”

Superintendent Thomas Scarice corroborated these state-wide findings on a local level.

“Our schools have shown a remarkable resilience in halting any spread of the virus in our buildings,” Scarice wrote in an email sent to the Westport community on Nov. 25. “I am confident that vigilance in maintaining our mitigating measures (i.e. masks, distancing, hand hygiene, etc.), as well as keeping the density of our schools at 50% capac-

ity, have ensured this measure of success.”

These successful measures has enabled the district to continue operating under the hybrid model, as long as district administration can staff classrooms. One impediment to staffing has been the high quarantine numbers.

Before Thanksgiving break, there were close to 1500 students and teachers in quarantine, mostly at the secondary level. It became logistically impossible to run the schools, and the middle and high school operated fully remotely from Nov. 13 - Nov. 30.

But school data is showing that there is so little spread

Graphic by Molly Gold ’21

in school that current quarantining measures may be too conservative.

“Of 508 classroom exposures recorded at Staples High School through Nov. 23, only one is believed to have led to an additional positive case within the school,” Scarice wrote.

Teachers have expressed concern about the new guidelines. John Horrigan, President of the Westport Education Association, said that the WEA does not support the decision to return to in-person learning.

“Some teachers may not be worried, but many are dealing with childcare issues due to their own district being full distance, and also if they have at-risk family members at home,” Horrigan said.

The WEA has signed and endorsed a letter with other school district teachers unions to ask the governor for a pivot to full remote learning until January. “[We have] expressed concern to the Superintendent regarding the health and safety of teachers and their families, especially in light of the upcoming holiday season,” Horrigan and union leadership wrote in an email to WEA colleagues.

Health administrators will continue to adjust current protocols with the release of new data and guidelines, keeping the health and safety of students and staff in mind.

“What we have learned about COVID continues to evolve,” Supervisor of Health Services Suzanne Levasseur said. “Guidance from the CDC and guidance form our State Department of Education and Department of Public Health continue to revise their protocols, and we will do the same.”

Staples retains hybrid schedule despite full-distance increase, scheduling concerns Anastasia Thumser ’22 Web News Editor

Following a two-week period of fully remote learning, Staples returned to the hybrid model on Nov. 30 while maintaining the initial schedule. The scheduling committee consisting of the Board of Education, among others, deferred any scheduling modifications to preserve routine and adhere to requirements.

“The purpose of our multiple schedules was to try and create consistency as we are preparing for more stops and starts than last year,” Principal Stafford W. Thomas Jr. said with regard to the continuation of the hybrid schedule.

The rapid increase of COVID-19 cases in Westport influenced the deliberation of potentially changing the weekly A/B day schedule.

The town’s red-zone designation and the predicted exacerbation of transmission due to holidays and returning college students led to a rise in students choosing to partake in distance learning either permanently or temporarily.

Roughly 20% of Staples students have opted for fully remote learning as of the week of Dec. 7, according to Thomas.

“We started the year at 5% [fully distanced] students and expected up to 15%, which was in line with the schools in our District Reference Groups such as Darien [among others],” Thomas said.

“This next stretch between Thanksgiving and winter break is going to bump those numbers higher is my guess, based on the predictable trends we’ve seen.”

Regardless of the growing interest in distance learning, the hybrid schedule will continue to be utilized for students attending school in-person and

Staples High School

at home, with possible modifications if a switch to remote learning recurs.

“As of now, there will not be changes made in the schedule for remote days, but there could be increased asynchronous and teacher office help during a typical 80-minute block when we are remote, as we know that 80 minutes of straight screen time multiplied by four is too long,” Thomas said.

Many Staples teachers agree that modifications are necessary when transitioning to a fully-remote model.

“Given the worldwide health crisis we are in, the remote model has so far been effective for students and teachers, but 80 minutes is a long time to be in class via a computer,”

science teacher Bethann Camillo said.

On the other hand, some teachers find the hybrid schedule to be the most productive use of time, allowing for optimal teaching instruction and student engagement.

“The 80-minute schedule is nice for class discussions and socratic seminars, because we need the extra time in class,” social studies teacher Eric Mongirdas said.

“From an AP standpoint, the problem with 50-minute periods, three or four days a week, is that we’re going to have a lot less instructional time. I don’t know how we’d fit the entire curriculum in with less time; that’s going to be a significant challenge.”

Despite concerns over curric-

Photo by Andreas Lolis ’21 SCHEDULE RETAINED Staples students will still be in class for 80-minute long periods, as there have been no changes made to the current block schedule despite frustration from students and teachers.

ulum deficits and lost educational time, some Staples students find extended periods to be ineffective.

“Personally, [I think] the 80-minute periods are demanding,” Emma Morris ’24 said. “I feel there is too much time on the teachers’ hands, resulting in them either overworking us or them not having enough planned. One leaves us feeling stressed, and the other leaves us procrastinating our work until the end of the period.”

Due to reservations about 80-minute periods, the scheduling committee drafted a fully-remote plan over the summer, which consisted of 50-minute class periods coinciding with 30 minutes of asynchronous learning. This model was going to be enacted on the switch to full distance but was decided against because another schedule change was assumed to be too abrupt.

“That [schedule] was the expectation for remote [...] but then we transitioned— literally overnight—to our first two days of remote learning that turned into another week and a half,” Thomas said. “There was concern about changing the class meeting times as perhaps it would have added yet another transition. Moving forward, if we do go back to remote, I believe we would stay in our hybrid schedule.”

While students and teachers acknowledge that a hybrid method is not ideal, the circumstances of the pandemic and the relative smoothness of the school year so far serve as justifications for maintaining the current schedule.

“The balance between our suggestions and the state’s recommendations have led us to the place we are now in that we are utilizing the hybrid schedule for both hybrid and remote learning at this point,” Thomas said. “If the pandemic has taught us anything, this is all subject to change.”

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Absence of midterm week necessitates adjustments to exam administration

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n years past, the midterm week was structured in order to decrease stress and boost productivity during exams. The school day was shortened, enrichment activities were scheduled for the ‘wellness block’ and students were limited to only two tests a day.

This year, however, the inclusion of this week in the hybrid schedule was deemed impractical by the district, as it would occupy 18 days of instructional time. While this is understandable, the reasoning behind the cancellation was not widely stated to the school; in fact, the Editorial Board only learned of this change after reaching out to Principal Stafford W. Thomas Jr. directly. Since the elimination of midterm week was purely for scheduling reasons, teachers are still able to give midterm-like tests to students during a regular class period. The Editorial Board feels that this policy has several flaws.

editorial The continued presence of midterms despite the lack of a midterm schedule amplifies student stress. Without this cushion, students may be subject to four tests in one day with no break

in-between, or still be required to manage a typical workload from other classes while juggling numerous midterms.

The special schedule used in years past allowed for students to purely focus on two exams per day, something completely lacking from the execution of midterms this year. This stress occurs on top of a year that the Editorial Board feels has been more stressful than most. With the hybrid model, the board expressed that communication and retention of material have both suffered.

To account for this, perhaps teachers could be encouraged to decrease workload around the time that midterms are administered, allowing students to focus on their projects and tests.

Additionally, teachers should begin discussing their expectations and plans for midterms with students as soon as possible—many students still seem to be operating under the assumption that midterm tests themselves, rather than the midterm week, have been canceled this year.

Furthermore, administering midterm tests in the hybrid model raises numerous academic integrity questions. With rising COVID-19 numbers around the state and in Westport, many students have opted to go fully remote or APO—Absent, Present Online—including on days they are designated to be in person. Any student can choose to stay home for the day, presenting an issue when students decide to stay home for test

[inklinations]

days and potentially gain unfair advantages.

Though Staples students are rightfully expected to maintain a high standard of academic integrity, some will take advantage of the hybrid model, whether through searching for answers online, using notes during a closed notes test or other methods.

With these concerns in mind, the Editorial Board supports analysis-based projects. These may be a more effective way to assess student learning since these leave less room for cheating and require students to deeply understand concepts rather than simply recall surface-level facts.

For classes that necessitate a traditional cumulative test, there are several measures that should be taken in order to ensure a consistent and equitable standard among all test takers. Writing original questions or administering only opennote tests are all thoughtful ways to ensure the academic integrity of Staples students are upheld across the hybrid model.

This year has presented us with great challenges, necessitating potential changes in the way exam administration is carried out. We urge the school to remain open to these changes, adapting their current plans in order to decrease stress, maintain academic integrity and assuage the negative effects of removing the midterm week.

The editorial board voted unanimously in favor of this editorial.

Do cumulative tests, like midterms and finals, add value to education?

Brenna Connolly ’22

Ben Enos ’24

Stella Greenberg ’24

“In some subjects it can show how much you’ve learned during a semester but in some subjects I think they’re kind of pointless. If it’s not needed it can add a lot of stress."

“No, [...] sometimes kids will find a certain subject that they’re very interested in learning about and just having to study for a huge test at the end of the year kinda takes away from that.”

“I think that instead of learning because we want to, we just cram a bunch of information into our brains for the test [...] and then after it you forget everything anyway."

inklingsnews.com

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Opinions

Graphics by Krist ina

Chaney ’23 & M olly Gold ’21

Dec. 22, 2020

Virtual school creates beneficial learning environment Abbie Goldstein ’22

ally. My teacher is then forced to focus all of his energy on the lab, leaving the online Features Editor students to work independently. When everyone was virtual, all students did the same assignment at once, making the class more organized and allowing the teacher to focus on all the students’ concerns. he clock strikes Virtual school is the only safe option 8 a.m. Students as coronavirus becomes increasingly rub their eyes prevalent once again. The recent spike as they shut off their in Staples’ cases serves as evidence that alarms, walk over to the precautions currently in place like their desks and log onto mask-wearing, social distancing and sanZoom. Teachers have itizing the desks are not 100% effective. their screens shared Last March, no one, including both and lessons ready to teachers and students, were prepared go. As COVID-19 for the pandemic. This resulted in a cases continue to increase and Con- negative impact on the material stunecticut remains in the red zone, vir- dents absorbed and how they learned.

This year, however, teachers had time tual school is the only realistic option.

Although students and teachers take to plan and experiment with different safety precautions while physically in ways to engage students online. Using the building, being inside one enclosed virtual activities, videos, breakout rooms space increases the risk of spreading the and more, these lessons are keeping kids virus, according to the CDC. Due to engaged and helping them understand this, school should remain online un- the important concepts. Teachers have til we can safely return without risking worked hard to create a beneficial online our health. While some may view online learning environment that replicates the school as a bad thing, there are many pos- same structure as an in-person classroom.

Furthermore, Staples’ students have itive aspects that are often overlooked.

Remote school allows teachers to fo- created workspaces free from distractions and disturcus on all of their stuUsing virtual activities, bances in their dents at once, ensuring homes. This makes everyone is understandvideos, breakout rooms ing the material. While and more, these lessons it easy for students to focus on and the hybrid model is in are keeping kids engaged grasp the material effect, teachers have to and helping them they are learning. toggle between in-perunderstand the important Many stuson students and online dents were inistudents. It’s hard to have concepts. tially discouraged a lesson that works for both groups, and teachers waste critical in- when they found out school was going struction time having to explain different all online until Thanksgiving, but most directions to accommodate both cohorts. now understand that full-remote learnBut when the entire student body is vir- ing actually has many positive qualities. tual, teachers can focus on all the kids at This year has been so unpredictable, and once and create lesson plans for everyone. students forced to adjust to this different In my biology class, when students at school style of teaching have developed qualities participate in a lab, students at home com- of determination, growth, and confidence plete a separate activity or do the lab virtu- while learning the necessary material.

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Staples High School

Online learning fails to engage virtual students Molly Gold ’21

is my favorite way to learn. When teachers lay out information clearly and concisely, Creative Director I find it the most digestible and enjoyable.

However, this was my preferred method of learning during 42 minute stretches, not 80. This was my preferred method of learning when I had direct contact he clock strikes with my teachers, uninterrupted by slow 8 a.m. Students WiFi. Now, however, I feel my attenturn over in tion dwindle as my class hits the 20 minbed and grab their ute mark, largely caused by the fatigue computers. They watch due to excessive screen time, combined their Zoom screen buf- with the isolation of being confined to fer and teacher scram- my bedroom for the entire school day.

It’s clear that this issue isn’t unique to ble to correctly share their screen as the first me. I’ve noticed that other virtual students ten minutes of class rarely ask a question or interject to note a slowly creep by. They nod along through helpful observation, which are the things their first period class and eventually be- that bridge the gaps between teachers and come alert, only to be met with a head- students. I’ve had teachers practically begache after hours of screen time. Maybe ging the class to ask questions, as they have they’ll unmute their microphones one or no way of knowing what we’re understandtwo times. Frequently, however, they go ing. This lack of attention sends us into a until 2:10 without saying a single word. cycle: the less we pay attention, the fewer As a senior during a global pandem- questions we ask; the fewer questions we ic, I expected to give up football games, act, the less attentive we are. It’s hardly a coincidence that I’ve pep rallies, spirit week noticed a drop in and motorcade. I acI’ve noticed that other cepted the absence of virtual students rarely ask my grades in almost every class after bemy junior prom and a question or interject to ing fully remote for a “normal” summer. note a helpful just three weeks.

I even endured virtuobservation, which are I understand al college tours and masked standardized the things that bridge the that for the time being, options are tests. However, the one gaps between teachers limited, and many thing that I never anand students. of us are getting ticipated losing was used to saying, “we the engaging, attentive education that I have grown ac- have to just wait it out.” However, I feel that customed to over the last 12 years. there’s a difference between “waiting it out” This lack of engagement is not the and becoming idle. Teachers must adapt fault of my teachers. But I would also ar- their lessons to allow virtual students to gue that it is not entirely my fault, either. feel like they are a participant in our own The real culprit is the online learning education. Students have to make the consystem. Because group work or dynamic scious effort to not only pay attention, but projects are virtually impossible (no pun to also participate in those lessons. Until intended), many of my teachers utilize then, it’s going to continue to feel like we’re the 80 minute long period to lecture the watching somebody else’s education take class. Under normal circumstances, this place, rather than experiencing our own.

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Dec. 22, 2020

Opinions

Remote learning with friends creates sense of normalcy Carly Kaplowitz ’21

ness and make learning from home a little more exciting, students, including myself, Associate Managing Editor have decided to do school online with friends at their respective homes when both have tested negative for COVID-19. n 2020, we are While school can never truly be repforced to adjust to licated from home, I find that working the unusual world with friends is the closest we will get. A around us. We return big part of going to school is the interacto school with a new tions that I have with my peers and classschedule and a mask mates. As we entered the fully remote mandate, we go back to schedule before Thanksgiving, the loss the gym where we have of these interactions was the main aspect to book that I was nervous about, a p so getting to work with pointments in advance, friends from home is we shop in town where extremely helpful. our temperature Another aspect gets taken before that I love about we step into the working restore. But it’s motely with 2020, so we my friends learn to make is that my the best out of screen time every situation. has decreased As Staples i m m e n s e l y. continues with While working the hybrid learning from home alone, schedule due to coroI would find mynavirus cases at school self reaching for my and in the greater phone between Connecticut area, classes, on breaks SOCIAL ASPECT (Left to right) students are forced and during lunch.

Rachel Varsano '21 and Alice to adjust to the new But when there are Fielding '22 attempt to replicate normal of working in people around me, the social connection that school their homes. In an atI am able to limpre-COVID offered. tempt to cure loneliit the amount of

I

times I reach for my phone and instead engage in a conversation with my friends.

While I initially believed that having friends around would be a major distraction, I actually think it keeps me more on task. At times, I will admit that when I find something uninteresting in class, I tend to rely on social media applications to cure my boredom. But when I am around friends who are on task, I am influenced by their proper behavior and make the responsible choice to leave my phone in the drawer. If I am surrounded by many people who are on task, then I will follow suit and match their p r o d u c t i v i t y.

Perhaps the most simple aspect of why I love remote learning with friends: it’s fun. Between classes we can play music, we can tell funny stories about things that

happened in class and, when teachers give us breaks, we can actually spend time with one another instead of getting back into bed like we would do if we were by ourselves.

Although there are many upsides to learning remotely with friends, it is also important to note that everyone is a different learner, and students need to be honest with themselves whether or not they can handle learning in this type of environment.

Since learning from home is a big adjustment for all students, I think it is a smart and fun idea to learn with friends remotely to create a sense of normalcy.

Photos by Lys Goldman '21

ON TASK (Left to right) Quinn Jumper '21 joins Varsano and Fielding to stay motivated on a remote Wednesday.

Tutoring Online support Is here!

1 to 1 private tutors available for Learning Support Online and in person when appropriate (Post Covid) Highly trained Tutors Specializing in the Orton-Gillingham Multisensory Approach Services Include: • Reading for Fluency | Accuracy • Comprehension • Vocabulary building • Executive Functioning Skills

• Writing • Spelling • Math skills

Also “In training tutors” available This a great opportunity to work with in-training tutors supervised by Ilse Werther of Let’s Get Reading at a reduced rate.

Ilse Werther

CEO, Head Tutor To apply, please email

letsgetreadingllc@gmail.com

Proud to be a part of Staples High School and the entire Westport community! We appreciate your continued business & support.

The Sharkey’s say thank you inklingsnews.com

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Staples High School

feat

ures

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Online accommodations:

504s, IEPs undergo adjustments, cater to students at home Lys Goldman ’21

The most common 504 accommoda- way for students to reach her. If students tions seen by English teacher Brian Tippy cannot get on Zoom, Faynor will open include extra time (often time and a half), Google Meet as well, aiming to provide as flexibility with deadlines and breaking many options for engagement as possible.

Claire Redmer ’21 large projects into chunks. For extra time An increased share of responsibiliEditor-in-Chief accommodations in a normal year, teach- ty has fallen upon students in order to ers can use the assessment center to ad- ensure execution of their respective acminister extra time on tests and quizzes. commodations in the hybrid model. This However, according to Tippy, it becomes is particularly prevalent with 504s, as more difficult to implement extra time ac- students do not have special education commodations when students are online. teachers to advocate for them and provide “If [you are giving] the kind of test or individual supports. Because they are in n a normal year, she sits in the front quiz where you want to be able to see the person only two days per week, students row, her right ear closest to the teach- students take it to make sure that they’re have had to take on more responsibilier’s desk. Her 504 accommodations not using unauthorized aids, it becomes ty with making sure their needs are met. for sensorineural hearing loss ensure that really challenging to deal with in terms of After struggling to hear her teachers every video played in class has subtitles, a students being remote,” Tippy said. “Like when she was online due to the diminished transcript is provided for longer videos and how do you monitor that? And when they capabilities of her accommodations, Roher teachers make sure to talk loud enough have time and driguez decided and enunciate their words. In a normal a half, how to take matters year, she is able to talk to her teachers face- do you give into her own “When they have time and a half, to-face and explain her needs more clear- them a really hands, pushing how do you give them a really ly. In a normal year, her accommodations fair version for the school to fair version of their are much simpler and easier to execute. of their acpurchase a proaccommodation but still But Miranda Rodriguez ’21 faced nu- commodation gram for subtiprovide that accountability?” merous challenges pertaining to her ac- but still protles on Zoom. commodations when the COVID-19 pan- vide that ac“Getting subdemic forced school to transition from countability?” titles on Zoom fully in-person to hybrid and full-remote.

Echoing was something At one point, she juggled multiple devic- Tippy, speI was really es—her computer open with Zoom and cial education teacher Nicole Faynor stat- advocating for,” Rodriguez said. “I was classwork documents, her phone display- ed that IEPs are often easier to implement constantly [talking to administrators].” ing Google Meet with subtitles and her in person. Yet, Faynor expressed that it is Rodriguez also acknowledged that iPad showing a live transcript—in an at- possible to carry out the plans in the hy- students, teachers and administrators tempt to hear and understand everything brid model or during full distance learning. are all being forced to adapt to impleher teachers were saying. The restrictions “Working on goals and objec- menting and receiving accommodapresented by the communication obstacles tives is pretty similar whether we are tions in the hybrid and full-remote borne out of the hybrid and full-remote online or in-person,” Faynor said. models, and this will inevitably require models made it more difficult to both exHowever, for some students with IEPs, an increase in student responsibility. plain her needs and have her needs met. the extra in-person support was deemed “We just all have to take a step back Rodriguez’s accommodations are not necessary in order to work towards mastery and realize that no one is doing this perthe only ones that have faced obstacles in of their goals. Those students have been in- fectly, so let’s not compare anyone,” Rohybrid and vited to attend driguez said. “And sadly as a student full-remote school in-per- with any kind of disability or disorder, learning. 504 son four days you have to take the accountability of be“And sadly as a student with any kind a week—Mon- ing like ‘Alright, this is something that plans and Individualized of disability or disorder, you have to day, Tuesday, was diagnosed to me; give it to me.’”

Education Thursday and Additionally, improvements have take the accountability of being like Plans (IEPs), Friday—rather been made as the school year has pro‘Alright, this is something that was administered than just two. gressed, according to science teacher diagnosed to me; give it to me.’” to students F a y n o r Karen Thompson. As teachers have beneeding a stated that the come more familiar with the new platwide variety biggest chal- forms, such as giving assessments through of special lenge has been Schoology, they have been able to more and specific getting her effectively execute students’ accommodaaccommodations, have all been forced to students to engage while online, a prob- tions online, specifically with extra time. adapt in order to continue serving their lem often faced by all teachers in the hy“[On] Schoology, you can put students purposes for students sitting at home on brid or fully remote model. Faynor finds into different cohorts and assign them difZoom rather than inside a classroom. that giving her students numerous learn- ferent tests,” Thompson said, “so that one “Real-life accommodations are a ing options helps to keep them interested student would get 30 minutes and another lot simpler,” Rodriguez said, “but on- and involved with the teaching material. would get 45 minutes and it’s timed for them line it’s a completely different story.”

“We’ve given students some options,” and then it shuts down when their time is up.”

IEPs and 504s diverge in numerous Faynor said, “like sometimes we’ll work Though 504s and IEPs have faced ways; however, both have undergone ad- more with students in breakout rooms significant, specific obstacles as a rejustments in order to be effectively im- than maybe you would in your academ- sult of online learning, Faynor recogplemented through online learning. ic classes, so they can feel more comfort- nized that the challenges of this year Students with IEPs fall into a federal dis- able being one-on-one, rather than hav- are not exclusive to accommodations. ability category; they have accommoda- ing to be with everyone in a big group.”

“It’s a challenging year for everyone,” tions and modifications and work towards Faynor also allows students to not be Faynor said. “We are able to implement mastery of specific goals and objectives on camera after confirming they are pres- the students’ IEPs, but of course there’s with special education teachers. Stu- ent and responding. She finds that this is a challenges for everyone, whether you have dents with 504s, on the other hand, can way to more easily converse with students an IEP or not, whether you’re a special ed. have accommodations, but not modifica- who may be less comfortable with being on teacher or you’re an academic teacher. Evtions, and they do not work towards ob- camera. She also utilizes the G-Chat fea- eryone is just sort of going with the flow, dojectives with special education teachers. ture on Google Hangouts, a more informal ing the best we can, students and teachers.”

Managing Editor

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Photo by Eliza Barr ’21 Graphics by Molly Gold ’21

inklingsnews.com

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Dec. 22, 2020

Features

Holiday charity events prosper in season of giving back Lucy Arrow ’21

Staples High School

our current society, and hope to make an impact on the whole community.

“We’re also trying to move away from a charity model of community service and more towards working alongside local organizations who are working to bring about systemic and structural change,” Gillis said. “[though] it always helps to donate stuff like winter clothes and dry g o o d s .”

In addition to these organizations, students are also big believers that the holiday season is one of the most important times to give back and are hoping that they will still have the chance to participate this year. Olivia Bernard ’21 annually engages in the holiday charity events at her church, St. Lukes Church, and hopes to continue that.

“I especially love giving back during the holiday season with my church,” Bernard said. “This month my youth group is helping Al’s Angels with a toy drive drive-thru which is a really easy way to help out families going through hard

Kari na

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Mur ray ’ 22

HOLIDAY SPIRIT Saint Luke’s Youth Group held a holiday toy drive for Al’s Angels on Dec. 12, accumulating over 500 gifts to be delivered to children in need.

Phot os by

assembly events are being held outside with a limited number of volunteers. All Web Managing Editor are masked and frequently apply sanitizer.”

In addition to the meal assembly, Al’s Angels also organizes a toy drive each year he holiday season is one of the great- in which people are able to donate toys to est times to give back to the com- children within a month’s span. Al’s Anmunity. With toy, food and cloth- gels hopes to reach at least 21,000 children. ing drives, groups of all ages are able to get This year, the organization is launching a involved and become engaged in the com- “Touchless Toy Drive,” and pairing with munity. However, this year with COVID-19 Amazon Smile. People are able to buy restrictions, it may look a little different. toys and ship to a location where they Local organizations have been working will then be wrapped and shipped out.

“Our ‘Touchless Toy Drive’ is doing to adjust their annual holiday charity events to follow COVID-19 protocols and follow well,” Diguido said. “Donors are providing through with their plans to give back. Both cash and/or shopping online and having Al’s Angels and the Christ and Holy Trini- these gifts delivered to our staging area ty Church are putting a spin on their usu- for assembly and delivery to our partner recipient orgaal charity events. n i z a t i o n s .”

A n n u a l l y, “Our ultimate goal is to help end The Christ volunteer group inequality and suffering, [and & Holy TrinAl’s Angels, we will do this] by empowering ity Church founded by Al of Westport Diguido, runs a communities and helping is currently holiday meal asfacilitate long term and participatsembly in which sustainable change.” ing in food volunteers aid - Reverend Marcella Gillis security proin packing meal grams in the bins and loading their delivery truck to ultimately de- Council of Churches of Greater Bridgeliver the food. Despite unprecedented port, a local faith-based organization. times, this assembly is still taking place. The goal of this council is to create a “We are holding this event in a more sustainable and healthy society.

“Early in the spring when COVID COVID-compliant manner,” Diguido hit, we joined [the Council of Churchsaid. “Meal es of Greater Bridgeport] “Food Pantry Adoption ‘’ program,” Reverend Marcella Gillis said. “We also work with Sustainable Westport on their Zero Food Waste initiative, and donated a lot of fresh produce from our gardens over the summer.”

Gra In attempts to change phi cs b their approach to charyB etti Kob ity events, the church ak ’ has a plan to organize 22 events that will impact

times financially or due to sickness.”

Nationally, organizations such as Feeding America are suggesting many COVID-friendly charity ideas that anyone can partake in. Some ideas include organizing a holiday game night fundraiser, baking for a good cause and sending words of encouragement to families struggling this year.

“Our ultimate goal is to help end inequality and suffering,” Gillis said. “[And we will do this] by empowering communities and helping facilitate long term and sustainable change.”

arts

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Collaborative journal connects, engages friends during lockdown

Poppy Livingstone ’21 Editor-in-Chief

W

hen I opened my email and saw that school would be fully online through Thanksgiving, I was transported back to the early days of quarantine. I quickly felt the same restlessness that I did last March.

However, there has been one project that has consistently kept me grounded for the past ten months; me and my friends’ quarantine journal: a collaborative project that has kept us connected and engaged since the earliest days of the lockdown.

The premise of this project is simple: take a durable blank notebook and a handful of sentimental friends and give each person the creative license to do whatever they want with their assigned pages. In my case, seven of my closest friends and I shared a 32 page sketchbook.

My first entry came in April. “It’s Monday and I’m very tired,” it begins. “When this is all over, I’m going to the mall and licking every surface I can find.” I carefully attached a vintage polaroid, an excerpt from a poem and a bandaid to the page, framing my words with a makeshift collage.

At the top of my entry, I posed a question: “What should we watch this month?”, leaving a box blank for my friends to fill out. After dropping it off at my friends house, I all but forgot about the journal until it was returned to me a month later, seven pages closer to complete. As I opened to my page, I saw my question box filled to the brim. Seven different penmanships, seven different colors, seven different movies, seven of my closest friends.

Flipping through the rest of the pages, I was struck by the creativity flowing through the sketchbook. No two pages

ne ’21 ivingsto L y p p o

by P old ’21 Photos Molly G y b s ic h Grap

were alike; one prominently featured clippings from an architectural magazine, another decorated with abstract doodles, another still adorned with a homemade envelope housing a miniature worm-ona-string. In a time when physical interaction is strictly limited and conversations occur only over the phone, the journal was a visual reminder of those I missed most.

The sketchbook shows not only the passage of time, but our individual developments as friends and people.

“I think I’ve reached a point in my constant boredom where I’ve come to accept it as part of the daily routine,” my friend said in late April.

Three months later, in the middle of summer; “This time could’ve been so horrible, but we’ve made it into something fun and weird and special...”

It’s a slowly-accumulating portrait of one of the most interesting and volatile times in our lives, both due to present circumstances and our existence as teenage girls. It’s both deeply individual and delightfully cohesive, as much a time-capsule as it is a confessional, a museum.

In my most recent entry, I posed two rhetorical questions. ”I sometimes feel preemptively nostalgic for this time in our lives. How will we explain it? How will we explain us?”

I’d like to think that these questions could be answered most accurately not by telling a handful of stories or summarizing the events of the last few months, but by flipping through the pages of the journal that they’re written in. The first page of the journal resonates with me even as we draw near the end of its circulation.

“This book is a makeshift record/ time capsule/message board/diary/art gallery/zine/carrier pigeon that we’re going to pass around for the next few months. This is for ourselves and for each other. I miss you all so much.”

COVID-19 JOURNAL ELEMENTS Images pictured are scanned directly from the quarantine journal of Poppy Livingstone ’21 and her friends. inklingsnews.com

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Arts

Dec. 22, 2020

Modified holiday traditions light up Westport Assistant Creative Director

J

ingle bells, jingle bells, jingle all the way. Oh what fun it is to stay at your home for the hol-i-days, hey!

Like this altered “Jingle Bells,” many holiday celebrations must be revised to reflect the COVID-safe adjustments for the 2020 season.

In Westport, annual community holiday traditions, such as the tree-lighting ceremony in front of Town Hall and the downtown menorah lighting, have been modified to be more COVID-safe while also bringing holiday cheer to Westport amid the COVID cabin fever.

“As we must seclude ourselves more and more,” Parks and Recreation Program Specialist Max Robbins said, “we feel it is necessary to give the people a chance to have some family fun while participating against your fellow community members.”

Already, Westport’s Parks and Recreation Department had to make adjustments for other town holiday events. They coordinated a virtual Memorial Day Ceremony in place of the usual downtown Memorial Day parade and created house decorating competitions for the Fourth of July, Halloween and the winter holidays.

To promote these modified events, Parks and Rec has taken to their social media pages and email lists, as well as the previously running WestportNow publication.

To keep the upcoming competition COVID-safe, participants will submit photos of their decorated houses to mrobbins@ westportct.gov to be judged by a panel chosen by Parks and Rec. Participants can decorate for two themes: winter won-

derland or winter holidays. Photos must Usually on the first night of the Jewish be sent by Dec. 20; winners will be an- holiday, clergy from different local synanounced on Dec. 23 and prizes will be de- gogues light the candles of the large melivered contact-free to winners’ doorsteps. norah at the corner between Starbucks and “We feel confident in our ability to run Anthropologie while all Westporters are inthese events while following all COVID-19 vited to watch and eat sufganiyot, which are guidelines, even as more restrictions are jelly-filled donuts. Each night another canplaced on the community,” Robbins said. dle is lit until the end of the eight day festival.

Giuliana Mirabelli ’30 and her family This year there will be no big first have already participated in the Fourth of night celebration. However, the canJuly and Halloween contests, and they plan dles will still be lit each night, allowing to decorate for Christmas as well. They Westporters to enjoy the holiday glow. placed second for the Fourth of July and “Hanukkah is a beautiful opportunity honorable mento bring the ention for Hallowtire community “The best part of the holiday is een, but for Mitogether to reseeing all the smiling faces and rabelli the house mind us that we the Christmas decorations.” decorating isn’t are stronger and - Parks and Recreation about winning. brighter when She likes to exerProgram Specialist Max Robbins we are unitcise her creativity ed in purpose,” for the competitions, such as when she im- Rabbi Jeremy Wiederhorn of Westport’s pressed the judges with her patriotic toy car The Conservative Synagogue (TCS) said. decorations for the Fourth of July, and she In place of a large community event, enjoys carrying out her plans with her family. synagogues like TCS are also creat“The best part of decorating is doing it ing home-based holiday festivities, with my family and the teamwork,” Mira- such as a virtual latke cooking class. belli said as she smiled up at her mother.

“We are opening our Hanukkah proMirabelli believes that the house graming to the larger community and weldecorating competitions are a good re- come new faces, as always,” Wiederhorn said. placement for the usual in-person acJordy Greenspan ’24 also appreciates tivities this year. She feels that the the atmosphere created by the holiday decorations bring happiness to the commu- lights and decorations around town and nity as a whole and to individual families. supports continuing to light the downtown “The best part of the holiday is see- menorah without the first night festivities. ing all the smiling faces and the Christ“Even if there’s not a lighting [celemas decorations,” Mirabelli said. bration], the fact that it’s there I think The downtown Hanukkah me- is great.” Greenspan said. “I think norah lighting for this year will also that it’s kind of, this is going to sound be changed to avoid gathering, align- cheesy, but it’s like the holiday spirit.” ing with CDC recommendations Greenspan acknowledged that this year for limiting contact between people. the community component of holiday cele-

brations will be lacking and even though the modified activities help connect the c o m m u n i t y, they cannot replace in-person events. However, after spending hours at home with her family in 2020, she believes there will be a stronger focus on family than in previous years.

“I think [the new organized activities] will benefit [the town] because it’s still people celebrating the holidays together,” Greenspan said. “It still brings people together even though they’re not really there [and] still gets families to do things together.”

Smith has learned new skills since Audio Production and now uses the software Logic Pro to compile his tracks in his home studio. For him, the production process differs from song to song.

“One of my favorite things about music is that it can be anything you want it to be,” Smith said. “There’s no formula or recipe that you have [to] follow to create a good song.”

Smith’s first track “Lights,” with Fiore, currently has over 3,000 streams on SoundCloud. Fiore has loved music for so long but has never produced his own sound before working with Smith.

“Music is important to me because it’s something that can release restless energy,” Fiore said.

The other tracks, “Why Do I Fight It?” and “Hit Me Up” are also works-in-progress.

Smith is constantly looking for rappers or singers to collaborate with on his projects.

After releasing his first three songs, Smith created an Instagram platform, “thatboysmitt,” to promote his new releases. He is continuing the momentum by working

for myself in music, I still hope to continue making music for myself and others to enjoy.”

Stream Smith’s music on Soundcloud @Smitt.

Graphic by Kristina Chaney ’23

Lilly Weisz ’23

Remy Teltser ’21 Managing Editor

The boys gathered around the TV, watching the Lakers game. A commercial break came on and George Smith ’21 started playing a beat he had been working on that day and the boys began freestyling over the tracks. Suddenly it was midnight and Alan Fiore ’21 sang a melody over the rhythm. Ten minutes later, the song has a viable hook, lyrics and tune. Smith wove together the beats and vocals, and boom: Smith’s first song was ready for release.

Smith released “Life of a Space Cadet” on SoundCloud on Nov. 8, a threetrack compilation of some of his recent unfinished projects, all self-produced.

“Most of the lyrics that I write either come to me when I’m freestyling or just pop up in my head randomly,” Smith said.

“It usually takes just one spark of inspiration for me to begin writing a song, but after that, each process is unique.”

Smith began his song-writing career during his freshman year when he took the elective Audio Production at Staples. Media teacher Geno Heiter’s course inspired Smith to begin producing his own sounds.

Staples High School

Photo by Remy Teltser ’21

Smith debuts unfinished EP track on SoundCloud

on new projects and revisiting past compositions.

On Dec. 2, Smith released five new beats on SoundCloud. One of the songs, “STORM,” was a track he had compiled in early August.

“This beat is what really inspired me to start taking music more seriously,” Smith said on his instagram platform.

He hopes to get his music onto more platforms like Spotify and Apple Music soon.

“I think the future of my music is looking pretty bright,” Smith said. “Regardless of whether or not I am able to find a career

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Dec. 22, 2020

Arts

Students look towards 2021with New Years resolutions

2 0 2 1 Claire Hanley ’21

Assistant Creative Director

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ith a continuous pandemic, political turmoil and conversations surrounding racial inequality, it is no secret that this year has been an especially chaotic one with much to reflect on. The new year represents not only closure on the wild rollercoaster that was 2020, but the opportunity for personal development and growth through establishing a New Year’s resolution.

Quinn McMahon ’21 has the resolution to become fluent in a foreign language next year.

He plans on staying motivated by making his learning as easy as possible and pacing himself.

“If you’re setting a goal for yourself, it should be fun and as relatively easy as possible,” McMahon said. “It’s definitely better to just do a tiny bit than to do nothing at all.”

Photo by Claire Hanley ’21

Isabella Rivel ’24 is looking to improve her organization of schoolwork going into 2021.

Schoolwork is a popular subject for growth going into the new year as students in all grade levels are always looking for ways to improve their academics.

“In 2021, my goal is to be more organized when doing my schoolwork,” Rivel said.

Photo by Lea Rivel ’22

Tatiana Dragun ’22 is all about finding balance in 2021. After living through the crazy 2020, it is important to balance all of the important elements in her life, such as her social life and academics “I want to find and keep a good balance between my relationships with family and friends and my school work and college preparations,” Dragun said.

Photo by Lyah Muktavaram ’22

Heather Wirkus, a science department teacher, has a more abstract goal: she plans on creating a better mindset by letting go of things that are beyond her control. Furthermore, she plans on bettering herself by staying connected with those around her.

“I believe sharing my goals with others will be a huge factor in holding myself accountable and achieving success,” Wirkus said.

Photo by Claire Hanley ’21

inklingsnews.com

sports

14

Sarah Fuller’s strength inspires female athletes Jess Leon ’22

to tear down the boundaries that have been up for years against female athletes.

Staff Writer I look up to people like Sarah Fuller. I am a female athlete who has worked hard to accomplish my dream of playing hile most of us were trying Division 1 field hockey for years. I have to bear our Thanksgiving trained hard on and off the field every day food comas, Sarah Fuller was to reach this goal. It wasn’t always pretty. I making history as the first woman to play have endured blood, sweat and tears. And in a Power 5 college football game. But she yet, to this day, I continue to face criticism did not stop there; she also became because of my gender. Sarah Fuller is one of many female athletes the first woman to score “I want to tell all the whose voice and strength in a Power 5 football girls out there that you have helped people like game on Dec. 12 by can do anything you me ignore the stereotypes kicking a field goal. that come with playing Sarah Fuller’s kick set your mind to.” sports. I hope that we conwas way more than just - Sarah Fuller tinue to see more woma kick. It represented a powerful message. “I want to tell all en athletes like Sarah Fuller proves to the girls out there that you can do anything the world that girls are capable of comyou set your mind to,” Fuller said. “Like peting in male-dominated athletics.

Today we live in a world where female you really can. If you have that mentality all the way through, you can do anything.” athletes have continued to prove their We have grown up in a time where strength on and off the field. We have conmales are considered strong, fast and tinued to prove the power we hold and athletic. They are known to be better will continue to leave a lasting legacy. Sarat sports because of the way their bod- ah Fuller is a fundamental athlete in hisies are built. Yet, Sarah Fuller was able tory that has changed the game forever.

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Graphic by Rachel Greenberg ’22

Club sports adjust to COVID-19 postponements, regulations Jalen St. Fort ’22 Staff Writer

Normally, high school athletes are able to partake in club sports at the end of their respective high school sports season. They are able to team up with other teens from other schools to compete on a statewide, and sometimes national, scale.

However, due to the ongoing COVID-19 pandemic, the future of club sports for 2020-21 athletes is looking different.

Photos by Jess Leon ’22

FHCC PRACTICE FHCC players practice at Insports in Trumbull.

Members practice in groups of four or less and all drills are no contact.

Governor Ned Lamont decreed that ers to scope out possible prospects. there will be a statewide pause on all high “It’s affecting everyone’s reschool and club sports. The new start date cruiting process because this year for these sports is Jan. 19. Clubs like Con- is a crucial year with getting recognecticut Football Club (CFC) cannot have nized by coaches,” Gonzalez said. games or practices until this date. Field In addition to the problem of reHockey Club of Connecticut (FHCC) will cruitment, another challenge start up practices again on Saturday Dec. 4. facing CFC and many This news has forced club other teams is that they teams and athletes to adapt to a are not allowed to new set of rules and protocols. hold team practices “When I registered, I received a safety yet. In light of this, protocol packet and I had to sign and re- it has forced many turn it back to the coach,” Lily Harrington athletes to try and stay ’22 of FHCC said. “The team takes tempera- in shape on their own. ture checks before every practice, we wear “I am staying in shape a mask the entire time during this and we are assigned to a hiatus by getting out of “The team takes group of four people.” my house and working temperature checks Teams like FHCC on my weaknesses as a before every practice, player,” Gonzalez said. expressed how forwe wear a mask the tunate that they “My sister, brother and entire time and we are I have been able to do a are still able to practice at all, assigned to a group of lot of footwork and ball as a lot of othwork, as well as fitness four people.” er clubs such and agility together.”

- Lily Harrington ’22 as CFC arThough Lamont en’t as lucky. stated that club sports “With the club on hold it’s would resume on Jan. 19, athletes have exbeen really hard, for my team pressed their personal predictions on if the and I mentally and emotional- season will actually continue on as planned. ly not to be able to play.” Gaby “I think that club sports will conGonzalez ’22, a CFC player, said. tinue as long as there are no new cases Along with challenges regarding pro- that come from the clubs in our league,” tocols for coaches and players, the pan- Francine Stevens ’23 of FHCC said. demic has also brought upon other issues Ultimately, there is no telling what for athletes, namely in the college recruit- the 2021 club sports season will look ing process. With limited people allowed like. There may be fewer athletes particto attend games along with constant can- ipating in clubs and maybe even fewer cellations, it is hard for college recruit- teams. There’s also no way to know how

Photos contributed by CFC website

CFC PRACTICE CFC players have been following CDC guidelines, distancing and wearing masks while practicing indoors.

long the season will last, if it even begins.

“My team already has planned on not having a season,” club soccer player Tyler Kocadag ’24 said, “and I think in the next few weeks other club teams will follow.”

Graphics by Molly Gold ’21

Staples High School

Sports

15

Dec. 22, 2020

Keep winter sports: preserve students’ mental health Jess Leon ’22 Staff Writer

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he students of Staples High School have been long awaiting our sports seasons. Athletes and coaches have been preparing and adjusting in order to find safe ways to play this winter. But before our teams even got the chance to try out the new plans, the CIAC announced that the season would be pushed back to Jan. 19, and it appears to be in jeopardy of being outright canceled.

The authorities should give winter sports an opportunity to be played before making the final decision because to us, sports are more than a game.

The Webster dictionary defines sport as “a contest or game in which people do certain physical activities according to a specific set of rules and compete against each other.”

But to an athlete the word means far more than that. To us, “sport” means friendships, memories, competition and happiness.

When long days of Zoom classes come to an end, we usually run to the field, court or rink accompanied by our teammates who become like sisters and brothers. When I first learned the news stating winter sports were in jeopardy, I instantly thought of how much winter athletes could potentially lose. They won’t have the daily practices and the feeling of accomplishment you get when you walk off the field with your teammates after giving it your all.

I understand the decision made by the CIAC was based on physical health and safety. But I ask that those with roles in evaluating this decision to consider the importance of sports to competitive athletes who are just looking for a healthy outlet.

Sports provide an escape to many who struggle with mental health disorders whether it be anxiety, depression, ADHD or others. Many teenagers struggle with

mental health in their own ways, and often in secrecy. In fact, a Teen Mental Health study shows that 1 in 5 young people suffer from mental health issues. According to Eve Oberle, a researcher at the University of British Columbia, extracurricular activities are crucial assets for teens’ mental health.

Today, we are living in a time where seeking help from friends and adults isn’t always easy. For instance, social distancing, being away from our peers and not having extracurricular activities present unique challenges. Teenagers often feel trapped in their home without having safe outlets as we battle this pandemic. Thus, we should have the opportunity to have sports as an escape from the reality of our life.

I believe if all teams follow CDC, state and local CIAC health guidelines and safety protocols, winter sports can be responsibly played even in a modified format. Participating in sports is a neces- sary form of therapy for many teenagers. Therefore, I urge leaders to have this in the back of their h e a d s w h i l e making the final call for winter sports.

Stop winter sports: spreads COVID-19 Kristina Chaney ’23 Staff Writer

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hen I watch sports games, I am always struck by the sheer amount of physical contact between players. Constant collisions, an irreplaceable aspect of many winter sports, can’t be socially distanced.

The world has been cautious of COVID-19 for almost an entire year, and all of us are tired of face masks and quarantines. Staples students still want a return to full normalcy, and sports, a large part of high school that we haven’t regained yet, is something many want to come back to.

I want sports to return as much as anyone, but I can’t ignore that holding Staples sports in our current state is unsafe.

Professional sport leagues, the NBA and NHL, quarantined their teams and coaches with a complicated yet largely s u c c e s s f u l system called a sport bubble to hold their playoffs this fall. The NBA held their playoffs at Walt Disney World Resort by housing 22 teams in the theme park and confining all players and other workers to the property. The process was difficult and expensive, but it worked and the games passed without any reported cases of COVID-19.

But the only professional sports league currently being played, the NFL, did not enter a bubble and has been struggling with COVID-19 so much that some games are played with incomplete teams.

No one at Staples has the resources to effectively “bubble” and completely keep themselves away from germs, particularly if they regularly come in contact with the building.

And I highly doubt that many, if any, winter sports participants would be willing to return to constant quarantine and not be able to physically enter the Staples campus except to participate in their sport. Even if some players were dedicated enough to comply with a sport bubble similar to those seen in the NBA, I don’t think there would be enough participation under those requirements to fulfill the numbers of a sports team.

Whether or not all winter sports players agree to commit to distancing from the world except for sport practice, which is currently not allowed at Staples anyway, there will remain countless infective variables such as the coaches, gyms, opposing teams and audiences at competitions, etc. regardless. There is frankly no way to impose an effective quarantine sport bubble at the high school level.

Ergo, our high school winter sports cannot be safe to commence during COVID-19 without the impossibility of a safety bubble as intense and well-enforced as in professional leagues.

Photos by Hannah Kail ’22

Infographic by Molly Gold ’21

inklingsnews.com

16

Dec. 22, 2020

Sports

Senior athletes make most of final seasons SENIOR ATHLETE Sean Clarke ’21 has played football, basketball and baseball for Staples for four years. He is a captain of both the varsity football and basketball teams.

Cameron Manna ’21

Soccer, volleyball, swim & dive, field hockey and cross country were all able to participate in a FCIAC fall season with some changes and regulations. The football team, however, had a different expeor most high school athletes, their rience, and it was one second-year head most awaited season is their last. This coach Adam Behrends was uplifted by.

“It was very rewarding and inspiryear, however, in the midst of the COVID-19 pandemic, the class of 2021 did ing,” Behrends said. “To see a group of not get the final season they were expecting. young men keep their energy and enthuRegardless of the setbacks, most Staples siasm at such a high level during a realfall sports teams were able to have some ly difficult time was very encouraging.”

The team was not able to play any sort of a season. However, bright spots were hard to come by as there were modified se- games or practice in full pads until nior days, no pep rallies and no superfans. Oct. 17 when their private league beFor the girls’ soccer team they were gan, but coach Behrends knew it would heading into the central region champion- not stop the seniors from succeeding.

“I really don’t think there is anything ship game after a 6-2 victory over Danbury in the semifinals. However, the champi- that could have derailed the team’s persononship game was indefinitely postponed ality and who they became through their before getting canceled when Staples perseverance,” Behrends said. “[They are switched to full remote through Thanks- a] very special group and I’m glad I had the giving. The top-seeded Wreckers were opportunity to spend time around them.”

After four games, the Wreckers’ seacrowned co-champions with Ridgefield on Nov. 12 despite not getting the oppor- son was cut short and they finished with a tunity to play for the title. This ending was record of 3-1. Some seniors only play on varsity their senior a tough pill to swallow “It was overall a whirlwind year, many never got for the girls’ soccer team, to see the light of the especially the seniors. of emotions throughout FCIAC compettiton.

“It was devastatthe season with COVID, With COVID-19 ing at first, especially yet I wouldn’t change it cases rising, winter for the seniors when for the world.” sports could look we got the news [that] - Autumn Smith ’21 even worse than our final game was canthe outcome of the celed,” captain Autumn Smith ’21 said. “We only had 12 hours fall sports season. The CIAC Executive before our game and it was canceled, but Director Glenn Lugarini postponed the we had to look at the bright side from start of winter sports to Jan. 19. Howevthe season because we were undefeated.” er, despite the questions surrounding the Staples has been dominant over the prospects of a winter season, the Staples last few years on the soccer field, and boys’ basketball seniors are still hopeful they did not let COVID-19 stop them that they can play hoops one last time.

“If the FCIAC does not allow us to from leading the FCIAC. Smith, who won All-FCIAC honors this fall, has play through them, we will find an alterbeen a part of the varsity team since her nate solution and still be playing some freshman year, but never expected that form of basketball,” Sean Clarke ’21 said.

No one can say for certain if every her senior season would look like this.

“This is my last season of girls’ soc- senior will be able to play their final seacer, but I am very appreciative and fortu- son and when their final game will be. nate that we even had a season because There are two seasons left and dozens most sports weren’t able too,” Smith said. of seniors at Staples are still looking to “It was overall a whirlwind of emotions make their last mark as student athletes.

“All we can do for now,” Clarke said, throughout the season with COVID, “is prepare, hope and wait.” yet I wouldn’t change it for the world.”

Staff Writer

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