Inklings September 2023 Issue

CONT ENTS

Staples High School, 70 North Avenue, Westport, CT, 06880

News

4 New bathroom security measures

Security guards and grade level assistants are regularly inspecting bathrooms.

5 Dan Woog leads LGBTQ+ coaching group

Dan Woog is appointed to a division of the United Soccer Coaches.

Opinions

6 Food outside cafeteria

Samantha Sandrew ’25 shares her opinion on no food being allowed outside the cafeteria.

7 Westport drivers satire

Katherine Phelps ’25 satirizes how Westporters drive.

Features

8 New teacher Q&A Staples welcomes new teachers this school year

10-11 WPD’s Restorative Process

Head of Youth Services Kevin Godburn and Detective Ashley Delvecchio lead restorative justice program.

Inklings Staff

Editors-In-Chief

Genevieve Frucht, Paige Tighe

Paper Managing Editors

Ruby Kantor, Talia Varsano

Web Managing Editors

Jolie Gefen, Talia Moskowitz

Associate Managing Editors

Ava Cordella, Paige Miller

Associate Web Managing Editor

Samantha Sandrew

Creative Directors

Alex Gaines, Shivali Kanthan

Assistant Creative Director

Avery Michalowski, Olivia Signorile

Business Manager

Mia Kirkorsky

Assistant Business Managers

Charlotte Berner, Rylie Cordella, Caroline Zajac

Communications Coordinator

Caitlin Jacob

Social Media Managers

Ava Coyle, Poppy Harrington

Broadcast Directors

Zoe Alpert, Zoe Boxenbaum

Executive TV Show Producers

Nina Bowens, Ben Buchalter

Photography Directors

Alex Greenlee, Gabe Hellman, Max Saperstein

Cover photos by Mia Bomback ’25 Cover graphics by Shivali Kanthan ’24

Arts

13 New choir director

Staples welcomes new choir director, Lauren Pine.

14 Fall traditions

Three tips to have a cozy fall.

Sports

16 Football hall of fame

Football hall of fame inducts Assistant Principal James Farnen.

17 Fall sports captains

Captains of fall sports prepare for a successful season.

More About Us

News Editors

Sophia Reeves, Henry Watson

Opinions Editors

Angelina Matra, Katherine Phelps, Lily Rimm, Demi Sasson Features Editors

Mia Bomback, Lily Hultgren, Anna Kercher, Zara Saliba Arts Editors

Ava Chun, Addison Coughlin, Siena Petrosinelli

Sports Editors

Sage Cohen, Madison Mayr, Sophie Smith, Matthew Stashower Web News Editors

Ella Harrington, Rachel Olefson

Web Opinions Editors

Liora Perkins, Jack Robinson Web Features Editor

Andi Jacobs, Ayaan Olasewere Web Arts Editor

Alice Frascella, Olivia Saw Web Sports Editors

Tristan Gonzalez, William Murray Web Photostory Editor Audrey Curtis Advisers

Joseph DelGobbo, Mary Elizabeth Fulco

Inklings News is uncensored, unedited by administration, an does not allow for prior review.

Opinions

The Editorial Board determines editorial opinions that are authored by the Editors-in-Chief. Inklings News serves as an open forum for the public and welcomes letters to the editor and other submissions. Send signed letters to inklingsnews@westportps.org. Submissions will not be edited prior to publication.

Advertisements

Inklings News reserves the right to not publish advertisements that promote products that could be harmful to student health.

Membership

Inklings News is a member of the Columbia Scholastic Press Association and the National Scholastic Press Association and supports the Student Press Law Center.

The decisions of Inklings News and Westport Public Schools are made without regard to race, color, age, sex,religion, national origin, sexual orientation, marital status, disability or any other discriminating basis prohibited by local, state or federal law.

@inklingsnews

@inklings.news

EDITORIAL

Communication Time exists for a reason, students deserve a break

Students walk into their second class of the day, still sleepy from their early morning awakening and craving a 15-minute break from the rigor of the school day to talk and connect with their classmates. However, right after the bell rings, the teacher stands up in front of the class and introduces the topic they will focus on that day. The students’ hearts immediately break when they realize they will not have Communication Time and will have to sit through an 80 minute period without any breaks at all.

During Communication Time, teachers are given 15 minutes of freedom to decide what to do with their students. The Editorial Board appreciates the flexibility that is given to teachers; however, according to a poll of Staples students, a majority claim only zero or one of their teachers observe Communication Time. Many teachers have been disregarding Communication Time entirely and have been teaching for the full 80 minute period.

The Editorial Board understands why science teachers must teach for the full 80 minutes, as it makes up for the extra time afternoon classes receive when they have lab lunch. However, when it comes to other classes, the Editorial Board believes students

should always receive 15 minutes of Communication Time, as it not only makes time for a break, but also unifies the length of instruction morning and afternoon classes receive.

Social aspect:

The Board believes that having 15 minutes of Communication Time gives students a chance to connect with their classmates and form bonds that they would otherwise not get to make. It is important for students to feel comfortable with their classmates. The Board feels that going to a class that you may not like is less painful when you are comfortable with your peers.

Teachers can lead activities with the entire class, such as going outside for a walk or playing a Kahoot, where the students and teacher can get to know each other better.

Mental/psychological aspect:

The Editorial Board acknowledges that there are not only social benefits to the usage of 15-minute Communication Time but also psychological benefits. According to Cornell Health, intentional breaks from work refresh the brain which increases energy and improves productivity and ability to focus.

Break options:

The Board believes that students could also be given a break in a different way than Communication Time. Instead of having an 80 minute period, students could be given a break between first and second period, similar to what is done during midterms and finals, and then go to their second period class for 60 minutes.

The Editorial Board feels that this schedule could be beneficial because students could go to the cafeteria and grab a snack, as well as hang out with their friends before they go to class. While this is possible for most classes, the Board understands that science classes may need to teach through the whole period in order to do labs, so it is understandable if science classes do not participate in the break between periods.

Conclusion:

Communication Time is scheduled into the school day for a reason. If the administration just wanted an 80 minute class, they wouldn’t have a Communication Time label. The administration recognizes the importance of this 15-minute break to interact and connect with our peers, so it is imperative that the teachers use that Communication time for the good it was intended for.

The Editorial Board voted unanimously in favor of this opinion.

Graphic by Alex Gaines ’ 25

Security guards to check bathrooms, prevent stall crowding

Alex Gaines ‘25 Creative Director

New bathroom security measures have been put in place for this year resulting in regular bathroom inspections from security guards and grade level assistants. is policy is designed to work as a solution for students unnecessarily gathering in the bathrooms.

“If there’s just a group of people crowded into one stall, it’s an area of concern,” Grade Level Assistant Jesse McCray said.

Some of these concerns arose after violent videos of incidents in the bathrooms surfaced last year.

“It was really a safety risk,” McCray said. “And then when you add the fact that people were being lmed [during these incidents], it’s a violation of privacy as well.” If there is more than one

student in a stall, they will be sent to the assistant principal’s o ce and can have their belongings searched.

“We’re also trying to keep all the kids contained in [the cafeteria] during the lunch period,”

Assistant Principal Patrick Micinilio said. e assistant principals

announced this new rule at each grade’s back to school assembly, eliciting mostly negative reactions from students

“I feel like you’d need a lot of security guards for the amount of bathrooms,” Dylan Bruno ’25 said. “It just seems impractical.”

Some students cited concerns of an invasion of privacy.

“I think that we should have privacy [in the bathrooms], and I don’t think it’s very necessary,” Jenna Bard ’27 said. “I don’t think people should necessarily [crowd in bathrooms], but does there need to be a security guard to check?”

We’re also trying to keep all the kids contained in [the cafeteria] during the lunch period.”

- Patrick Micinilio Assistant Principal

Photo by Henry Watson ’25

Graphic by Shivali Kanthan ’24

WATCH OUT Ralph Morzello, a security guard, stands outside the foreign language bathroom. Since the beginning of the year, Morzello, in addition to other personnel, inspects the bathrooms throughout the school.

O688O

Dan Woog leads LGBTQ+ coaching group for United Soccer Coaches

Demi Sasson ‘25 Opinions Editor

Dan Woog, the renowned blogger behind 06880, was recently appointed as a board member of the ‘LGBTQ+ and Allies Coaches’ group, a division of United Soccer Coaches, the world’s largest coaching organization. Woog founded the coaching group a decade ago to support and educate all coaches on gender and sexuality issues.

Woog’s coaching initiative spans over eight communities including LGBTQ+, Hispanic, Black, Native American, Hispanic, women, disabilities, Asian American, faith-based and military backgrounds. He works towards fostering equality within the teams of the United Soccer Coaches organization to ensure that 100% of professional coaches, college, high school and youth players feel comfortable both on and o the eld.

“My goal is to make sure that all coaches are thinking

holistically, all the time about everybody on their team,” Woog said. “Not just everybody on their team but [also] the other coaches on their sta .”

Allowing every player to feel comfortable on a team enhances teamwork, productivity and e ciency. However, 81% of gay men and 74% of lesbians continue to conceal their sexual orientation, partially or entirely due to a fear of discrimination from their fellow players and o cials, according to outonthe elds.com. In order to combat this issue, both coaches and players are collaborating to create a safe environment for these individuals.

“It is important to be who you are, whoever you are and to be proud of who you are, and be

able to help others see that it’s a big world,” Woog said. “Rather than hiding your head and being fearful, it’s a lot better to be open and be embracing of everyone.”

The LGBTQ+ coaching group spearheads the “Rainbow Laces” project, where every fall, any team can ask for rainbow laces to put on their cleats. ese teams will then showcase these laces and promote it on social media to raise awareness. During Woog’s tenure as soccer coach of Staples High School, his team actively participated in that project by wearing rainbow laces.

“If you’re a coach, you probably have some queer kids on your team, or kids who have two moms or two dads, or a gay sibling, and you need to

think about it,” Woog said. While Woog founded this speci c branch of the organization 10 years ago, his journey to a leadership position was not swift. Five years ago he ran for the presidency position but was unsuccessful; nevertheless, he stayed involved and was unanimously voted to the Board of Directors last year.

“Everyone has something that makes them di erent and if a coach doesn’t address that, if a coach doesn’t think about that, if they only think about X’s and O’s,” Woog said, “they’re not going to be as e ective of a coach as they can be because the players are going to be wondering ‘Where do I t in’ instead of feeling very comfortable.’”

SAY CHEESE Dan Woog (left) poses alongside Clark University Coach Brienne Smith (right) after receiving his “LGBTQ & Allies Award” from United Soccer Coaches for his long-term service to the organization.

Photo contributed by Dan Woog

Rather than hiding your head and being fearful, it’s a lot better to be open and be embracing of everyone.”

- Dan Woog

PLAYING WITH PRIDE These are Dan Woog’s Staples soccer shoes from his previous participation in the Rainbow Laces project. It will celebrate its seventh anniversary Oct. 8-14, 2023.

Photo contributed by Dan Woog

Administration: Bring back our lunch areas!

Samantha Sandrew ’25 Associate Web Managing Editor

You finally get your waffle fries after spending an eternity with your face stuck in the smelly armpit of some senior boy. You check your phone: only five minutes left of lab lunch. Panicked, you rush out of the cafeteria, gobbling fries as you go. Suddenly, dress shoes impede your path. A teacher stands over you and shouts “No eating outside the cafeteria!”

By insisting on no food outside the cafeteria, it is implying that the average Staples student is messy, disgusting and irresponsible. Is there sometimes

nacho cheese on the toilet seat? Potentially. And sloppy joe meat on the windows? Yes, occasionally. But not every student has no manners. Why punish the masses for the actions of some?

A total block on the entire school is outrageous because it decreases lunch options for the entire school. I will not deny that trash is left behind. But, these messes are frequently in the bathrooms and courtyard. By closing off these areas, we could still decrease mess and have more area choices.

High schoolers are almost adults. Staples does not need to monitor our free pe-

riods or hallways because the school has some level of trust in us. This same level of trust should transfer to lunch.

Staples is also a large school. In order to even get your food, you need to hip check at least four underclassmen, and the actual lunchroom seating area is even worse. Imagine cramming for your upcoming Kammerman

AP Government assessment in that area. If you want to leave and go somewhere more quiet, but without sacrificing your lunch, you can’t.

As the weather gets colder and the courtyard becomes un-

usable, the cafeteria will only become more crowded. There is no place where you can have a bite with a few friends without watching that one couple cuddling and splitting licks of ice cream. There are rarely open tables, forcing you to move to the similarly crowded hallway right outside the cafeteria, behind glass windows that make you feel like you’re in a zoo cage. The guidance has tables built for eating. There is a trash can five feet away from it. It makes no sense to close this space off. Administration: please bring back our lunch spaces. There are very few spaces for a quiet moment. There are also very few times when students can get a break. Lunch is the one time of the day students just live. But, how can we all live if there’s not enough space to breathe?

Photo dramatization by Storey Ahl ’25 & Siena Petrosinelli ’25

In order to even get your food, you need to hip check at least four underclassmen

- Samantha Sandrew '25

Slamming

Katherine Phelps ’25 Opinions Editor

The first thing my dad said to me when I got my license was “please drive safely, and be careful.” I smiled, nodded my head, grabbed the keys and drove cautiously down my street. However, it didn’t take me long to realize that novice drivers are not the most dangerous on the road. It seems to be that the longer you’ve had your li-

I was unaware that 30% of all Americans lived in Westport. It always seems that somebody is cutting me off in order to take a left into the Starbucks drive-thru. Or, pulling out in front of my car when I have the right of way. These are all instances of people not being smart drivers, or driving recklessly.

However, in my experience, most of these people aren’t teenagers,

Inklings humor & satire

of car crashes I have almost encountered with some of these women in the five months I’ve had my license is insane, and it’s because their driving skills are no longer up to par.

My mother has been driving for “25 years” (she would not appreciate it if I said her actual age), and she is a horrible driver. I firmly believe I’m a better driver than her already, which might be a little biased, but it makes sense.

Driving schools like Fresh Green Light require students in the state of Connecticut to attend 30 hours of Zoom classes and four two-hour in person lessons with a driving instructor if students plan on getting their license in four months. Students are also

supposed to have at least 100 hours of driving with a parent prior to taking their test.

Students become more alert and cautious when they’re driving, considering they learn about reckless driving in driver’s education and the dangers of driving under the influence.

The very last class I took was a parent class with my mom. At the end of the class, the kids took a little quiz where we had to check off what type of drivers our parents were. I knew my parents were far from perfect drivers, but it made me realize how even they should be working on their driving still.

Have I hit my garage before? Yes. Have I had to stop short quite a few times to not hit a family of deer? Absolutely. I’ll admit, I’m not the most amazing driver either. However, safe driving is something that needs to be taken seriously. Just because you didn’t get your driver’s license yesterday, doesn’t give you the right to not be cautious and follow the rules that are intended to keep us safe.

on the brakes: safe driving is still important, no matter how old you get

I’ll see these women going 60 miles per hour down Post Road in their Range Rovers trying to get to their

Photo dramatization by Angelina Matra ’25 & Avery Michalowski ’26

FEATURES

Get to Know Ms. Rhoden and Ms. Tullis

Paige Tighe ’24 Editor-in-Chief

Angelina Matra ’25 Opinions Editor

Melissa Rhoden Study Skills

Q:

A:

As the 2023-2024 school year begins, Staples welcomes new staff members to the faculty. With such diverse experiences and passions, these new additions to our Staples community have a lot to offer. Let’s get to know two of Staples’ newest additions!

What do you like to do when you’re not teaching?

“I love traveling. My favorite trip so far was South Africa. There’s a lot of history there. I was able to go on a safari [and] got to see Mandela’s cell. It was just a really powerful, fun trip.”

Q: What is the craziest experience you’ve ever had?

A:

“I went to the Galapagos Islands and swam in the ocean with sea lions. You get in there and you have a little moment of panic because you realize that these are wild animals, they are not trained, it’s not a zoo, it’s real. All the babies are swirling around you and they come right up to you and they’re playing and [the dad] can drag you down to the bottom […] but I’m still here, I survived.”

Q: What is your most impactful memory as a teacher? A:

“I used to teach middle school, and at the time we had an elective class for students with disabilities and non-disabled peers to help out. Years later, one of the girls [from the class] was subbing in the building and she stopped by my room, and she said ‘Do you remember me? I’m in school now, studying to be a special education teacher.’”

Miriam Tullis Science

Q: What do you like to do when you’re not teaching?

A: “I’m an outdoor enthusiast. I like skiing, trail running, hiking, canoeing, so all sorts of different outdoor activities. Also, I love boogie boarding. If I am near an ocean, you can usually find me on a boogie board.”

Q: What is the craziest experience you have ever had?

A: “Either paddling across whitecaps on Eagle Lake in the Allagash Wilderness Waterway in Maine or whitewater tubing down Deep Creek in the Great Smoky Mountains during a downpour, both with my family. Both experiences were equally crazy.”

Q: What made you want to become a teacher?

A: “I have two kids of my own. My son, actually, graduated I saw that school wasn’t always easy for him, and being that [we were quarantined] I was in a particularly special position to help him. It really inspired me to want to really make a difference and work with students.”

Photo by Lily Rimm ’25

Photo by Mia Bomback ’25

Inquiry-based learning enhances student independence

Genevieve Frucht ‘24 Editor-in-Chief

Elsa D’Elia ’25 Staff Writer

Ateacher stands at the head of a classroom, arms crossed, silhouetted by the harsh glow of a Smart Board. It’s a prime set up for a lecture, except, in this case, there isn’t going to be a lecture at all. Rather, the teacher hushes the buzz of the classroom and instructs students to research their respective topics and come up with questions and ideas.

This is an example of inquiry-based learning, a principle outlined in the National Social Studies Standards, and a model that Staples implemented this year in the new Literacy, Identity & Community English course and that the social studies department has been utilizing for years. Inquiry-based learning allows students to grow independently in the classroom.

This year, the English department introduced the Literacy, Identity & Community course, which follows the University of Connecticut’s curriculum and utilizes inquiry-based learning.

“We want students to think for themselves,” Lauren Francese, head of the social studies

department, said. “It lends itself more to intellectual freedom and free thought in the classroom.”

Students are taught four key components of inquiry-based learning. The first component includes developing questions and planning for an inquiry.

“It’s not just about finding a question,” Francese said. “But, really thinking about if it’s a researchable question or something that you can pursue with the resources that you have.”

The second component of inquiry is applying disciplinary concepts and tools to students’ work. This idea stems from the goal of having students think like real-world researchers.

“You might take a question and say, ‘How would a political scientist go about understanding this? What do I need to find out?’” Francese said. Next, students are expected to learn how to evaluate sources they find on an advanced level.

“That’s about analysis of sources, evaluation of sources and

Inklinations

“I prefer more conventional methods of learning because it’s more straightforward and direct.”

digging in and doing the research,” Francese said.

Finally, the fourth component of inquiry is communicating conclusions and taking informed action. This can come in the form of crafting an argument or taking a more direct approach to relaying information. For example, students can be expected to teach classmates about their topic.

“You might have some tasks in your classes that are aligned more [with what] you might do in the real world,” Francese said.

The benefit that sticks out

the most in inquiry-based learning to Angelina DiLeo ’24 is that inquiry-based learning removes some of the stress students experience in traditional classroom environments.

“I think [inquiry is] better,” DiLeo said. “I think a lot of students get really nervous under pressure in front of teachers.”

Additionally, Dylan Fiore ’24 feels that inquiry-based learning takes student effort, keeping them more engaged in class.

“I feel like generally students have trouble staying focused when class is just lectures,” Fiore said. “Doing something independently keeps them more engaged and helps them actually practice the skills they’re supposed to be learning.”

“[Inquiry-based] works well for people who have demonstrated the ability to direct their own work but it’s not a great fit for students who benefit from more guidance. ”

“I like inquiry-based learning because I’m an independent person, so I like having the freedom to work on my own.”

Infographic by Alex Gaines ’25

Photos by Zara Saliba ’26

We want students to think for themselves.”

- Lauren Francese Head of social studies department

Not criminals, just kids

Westport youth find success in restorative justice

Audrey Curtis ‘25 Photostories Editor

Zoe Boxenbaum ’25

Broadcast Director

Ablaring siren creeps closer and closer as flashing red and blue lights appear in the corners of your eyes. You imagine what it will feel like to be in a cold, desolate jail cell with metal handcuffs cutting into your wrists. What are you going to tell your parents? What about college? What about the job you always dreamed of?

It is scary to face criminal charges as a teenager. However, in Westport, minors facing a first-offense, low-level crime are supported by the Westport Police Department’s innovative restorative justice program rather than handcuffed and placed in jail. This initiative does not apply to juvenile criminals, but rather to kids who have made easily avoidable mistakes, looking for a second chance.

In 2018, Head of Westport Youth Services Kevin Godburn and Westport Police Youth Detective Ashley Delvecchio spearheaded the

Westport Junior Review Board (JRB) program, a restorative justice program that seeks to keep kids out of courts. Currently, the program sees 12-15 children annually and creates a unique plan for each individual. While programs like the JRB have existed nationally for decades, it was mandated in 2016 that every town in the state of Connecticut must integrate this type of program in their Police Departments, no matter how large or small. With a 30% uptick in non-violent juvenile crime rates nationally since COVID, diversion programs for youth offenders have become more essential than ever.

A 2019 study focused on the efficacy of these programs nationwide concluded that youth who had committed offenses and participated in a restorative justice conference were 44% less likely to recidi-

vate than those who were prosecuted in court for the same offenses, according to the Annie E. Casey Foundation for Youth Support. Though these programs look different across towns and police departments, restorative processes of many kids have proven effective.

Westport’s JRB process begins with an intake meeting with the convicted individual at Westport Town Hall. Here, individuals will sign a contract, relinquishing their fifth and sixth amendment rights. Then, the individual along with their families, Godburn, Delvecchio and a Westport Family Services social worker will collaborate to form a unique plan catered to each person’s misdemeanor, personal interests and mental health needs.

“The JRB supported me while I was going through a frustrating experience by offering counseling, yoga,

meditation and community leadership opportunities,” an anonymous Staples student said.

Once the minor completes their individualized six-month program, they will write a letter of reflection that is shared with their family, the police department and any individuals who aided them. This is the final step of the process before the charge is entirely removed from the minor’s record.

Upon completion of the program, minors are encouraged to continue to generate a positive impact in the Westport community through their chosen avenue of community service. Additionally, they are tasked with being advocates for safety and responsibility among the youth of Westport.

“As long as they’re successful through the program,” Godburn said, “then it’s really a fresh start and the original summons gets torn up…[but] this is not a get out of jail free card.”

Ultimately, the WPD believes the program provides an opportunity for teenagers to learn from a first time offense without it ending their hopes for college or a career.

“Everyone makes mistakes,” Delveccio said.“Especially kids.”

As long as they’re successful through the program, then it’s really a fresh start.”

-Kevin Godburn, Head of Youth Services

“

Photo dramitization by Mia Bomback ’25

OPERATION RESTORATION Detective Ashley Delvecchio and Head of Youth Services Kevin Godburn lead the Westport Police Department’s Junior Review Board, a restorative justice program that seeks to keep kids out of courts. The JRB sees 12-15 cases annually.

Graphic by Alex Gaines ’25

Photo by Mia Bomback ’25

Nina Bowens ‘25 Executive OTW Producer

Take a look into the hottest moments of September. Featuring Olivia Rodrigos “GUTS,” Taylor Swift’s new movie and controversy surrounding Kylie Jenner and Timothee Chalamet, September has been a busy month.

Rodrigo upholds teenage angst in new album “Guts”

Pop singer Olivia Rodrigo debuted the second full album of her career, “GUTS,” on Sept 8. The album’s 12 songs range from lyrical ballads to angsty manifestos, but all center around the singer spilling her thoughts, or guts. Most of the songs have been a hit on TikTok and streaming platforms, as Rodrigo’s “Top 5 Played Songs” are all from “GUTS” on Spotify. Rodrigo also announced a “GUTS World Tour'' coming to New York City on April 5 and 6.

“I think Olivia is a great singer and this new album really showcased the rock aspect of her music style,” Katie Hannon ’25 said. “My favorite song on the album is “Lacy.”

Fans appreciate “Taylor Swift: the Eras Tour”

The revenue off of the beloved Taylor Swift’s Era’s Tour is only rising, especially as her crew turned the concert into a documentary that is set to debut in theaters on Oct. 13. The film, directed by Emmy-award winning Sam Wrench, is a cinematic experience of Swift’s latest and greatest tour. The movie is an opportunity for all fans to experience some of the singer’s magic through the big screen or streaming platforms, and fans simply cannot wait.

“As a long-time fan,” Ryder Levine ’25 said, “I am so excited to see the magic of the Eras tour be translated into a more intimate setting, as well as all of the fun traditions that come along with it.”

Celebri-tea: Disapproval of Jenner + Chalamet

The rumors are true: Kylie Jenner and Timothee Chalamet, a most unlikely couple, are dating as they were seen kissing at Beyoncè’s Renaissance concert in early September. Many have speculated for months about this unexpected romance, and their PDA moment captured by paparazzi sent social media buzzing. Many question if Chalamet is using Jenner to promote his upcoming movie, “Wanka,” or if Jenner is simply attempting to make her ex, rapper Travis Scott, jealous.

“I don’t like how Kylie Jenner and Timothee Chalamet are dating,” Abby Epstein ’25 said, “because Travis Scott is just superior to everyone.”

Graphic by Alex Gaines ’25

Graphic by Alex Gaines ’25

Photo by Nina Bowens ’25

Photo by Nina Bowens ’25

Photo contributed by Ryder Levine ’25

Graphic by Olivia Signorile ’25

Staples High School welcomes new chorus director

Storey Ahl ‘25 Staff Writer

director will surely strike a new chord in the music community.

performer. During those years, she began to dabble in teaching.

In the Staples High School choral room, the walls are filled with harmony, built together by a community of students. This year, the choral community will be transformed as a new teacher enters the room. As Staples prepares for a new year of music, the addition of a new choral

Following the resignation of Luke Rosenberg, the former Choral Director for 11 years, Staples welcomes Lauren Pine. Pine received her Bachelor of Music Education in Vocal Performance/ Opera and minor in Musical Theatre from Northwestern University and brings a new melody to Staples with her pop aca-

“I was doing private teaching with piano and voice, and then I just got really excited about it,” Pine said. “So I went back and got my masters in music education.”

Even before college, Pine knew that music was her passion and a potential career.

“I

started at age four studying the piano, my dad taught me how to sing the role of Christine in ‘Phantom of the Opera’ at age eight, so I knew really early that I could sing and was musically inclined,” Pine

said. “I took private lessons, did the dance thing, so music was always part of my life for as long as I could remember.”

Given her experience from her time as a part of the Northwestern pop acapella group, “Melodious Thunk,” Pine hopes to bring this new type of musical performing to Staples.

“What I’m really hoping to bring in is pop acapella,” Pine said. “We’ve been talking about starting a club and having competitions. I think the students really enjoy that because it’s relative to their lives; it’s the pop music they're listening to.”

Despite the entry of a new director with new ideas and plans, Pine hopes to preserve the success of the choral community.

“It’s such a well-oiled machine,” Pine said, “there’s so much that’s already in place, so I do hope to carry on tradition.”

“

...music was always part of my life for as long as I could remember.”

- Lauren Pine, Choir Director

PhotobyCaitlinJacob’24

Graphics by Alex Gaines ’25 & Olivia Signorlie ’25

MUSICAL STRIDES Newly appointed chorus director Lauren Pine hopes to bring a new type of music, “pop acapella,” to the Staples community.

Cozy up to autumn with these 3 tips

Cici Petrosinelli ‘25 Arts Editor

Sophia Reeves ‘25

News Editor

Warming up your favorite drink, snuggling into a cozy blanket and watching your favorite spooky movie are all signature fall comforts. Students enjoy participating in various activities that bring them into the autumn mood as summer fades away. Here are some tips to ensure an amazing and festive fall.

1: Have a ‘fall day’

“My friend and I have a fall tradition that we call ‘fall day’,” Sophie Cochran ’25 said. “Once a year in the beginning of October, we pick a day to get all the fall traditions we know done. It’s great because it’s a perfect kick start to fall. We make sure we don’t miss the best of fall by getting all the activities done in one day.”

Cochran likes cooking pumpkin bread, getting ghosts and Halloween decor. She also enjoys watching fall shows and movies including “Gilmore Girls” and “Hocus Pocus.”

2: Spend time with family

With the school year coming back to a start, students tend to get lost within their school work. However, making an effort to dedicate time with your family can bring joy to the new season.

“I like to go pumpkin picking with my family because it's family bonding time but it's also fun,” Jonah Bomback ’27 said.

3: Get a new, festive fall Starbucks drink

Contrasting summer, many people enjoy the warmth and sweetness of fall drinks. Madeline Tucker ’25 likes to switch up her Starbucks order to get into the autumn spirit.

“As soon as the school year starts and fall starts rolling around, I try to get in the fall mood as soon as possible,” Tucker said. “The Starbucks pumpkin cream cold brew is my recent favorite fall drink.”

Sophie Cochran ’ 25

Madeline Tucker ’ 25

Photo contributed by Sophie Cochran ’25

Photo by Cici Petrosinelli ’25

Photo by Cici Petrosinelli ’25

Graphic by Olivia Signorile ’25

Graphic by Shivali Kanthan ’24

Graphic by Shivali Kanthan ’24

Girls’ soccer team works in preparation for another successful season

Indie Ahl ’24 Staff Writier

The Staples girls’ varsity soccer program is known for conducting an intensive preseason in preparation for the fall season. The team trains profoundly throughout the summer on and off the field through workouts, practices, fitness training and a two-week preseason.

“Being the defending LL state champions, we know there is a target on our backs,” Head coach Barry Beattie said. “It’s a constant challenge to better ourselves through work on and off the field tactically, technically, physically and mentally.”

To maintain their success, the girls were expected to hone their skills and physical fitness in a variety of ways.

through captain’s practices where we were able to work on the ball and as a team,” Katherine Spada ’24 said.

“We also trained at Body Blast where we ran to improve cardio and lifted to get stronger.”

Outside of team training, players practiced on their own throughout the summer, which is necessary to meet the standard of fitness for the varsity team. Endurance is a key component in the team’s success as games are 80 minutes.

The efforts of the team have paid off. Recently, in the rankings done by the United Soccer Coaches Association, they were ranked number four in the coun

ers to have put Staples High School on the map like this. It’s not something that just happens overnight,” Beattie said. “This is through years of sustained growth and success.”

The team’s heightened preparation has led them to three state championships, first winning in 1989, and then their recent wins in the 2021 and 2022 seasons. For FCIACs, the team consistently finishes in the top three, according to captain Evelyn Chudowsky ’24.

“I think we’re going to

3

upcoming In girls’ soccer October Home Games

5

9

All home games are at Wakeman

vs. Bridgeport Central vs. Fairfield Warde vs. Fairfield Ludlowe

I think we’re going to have a great, dominant season.”

-Emma Asiel ’26

23

18 vs. St.Joseph vs. Westhill

Photo contributed by Talia Moskowitz ’24

4:00 p.m. 4:00 p.m. 4:00 p.m.

p.m.

Staples Football honors Farnen with Wall of Fame

Caroline Zajac ‘25 Associate Business Manager

The Staples football Wall of Fame, located towards the far right end of the football field, has added yet another member who has displayed dedication and excellence to Wreckers football: Staples assistant principal Jim Farnen.

Staples football announced its newest inductee in the Wall of Fame on Instagram on Sept. 2.

“Jim Farnen is a mentor, motivator, leader and the bedrock of Staples High School,” the Instagram caption said.“Most importantly, he bleeds Wrecker Blue.”

In addition to serving as an assistant princi-

pal for 24 years, Farnen has also been coaching for PAL Youth Football since 2007.

“This title means a lot. [...] I love Staples—all things Staples. I don’t think I’ve missed many football games in my 24 years here,” Farnen said.

Farnen joins 71 names representing 82 years of Wreckers football. According to the Wall of Fame website, honorable players and coaches date back to the first season in 1930. The Wall of Fame was unveiled in 1995 to serve as a public display of the players and coaches who “withstood the test of time and brought positive notice to themselves.”

Gridiron Club Officers,

boosters and Staples Football Alumni meticulously curate the Wall of Fame’s members, handpicking individuals of exceptional commitment to the cause of Wreckers football.

Matthew Jacowleff, Associate Head Coach, recognizes the importance of carrying a sense of honor and responsibility. “The wall of fame is a representation of sacrifice; to be truly great at something you must sacrifice,” Coach Matty said. “All of these players have given up so much for the sake of our football program and it is about time that they get the honor and celebration that they deserve.”

The Wall of Fame stands as a testament to the tightknit community of Wreckers football and is a reminder to Westport’s football fans of the profound contributions these coaches and players have given to the legacy of Staples football. Starting wide receiver Nathaniel Smith ’25 recognizes the importance of the Wall of Fame. “It remembers the legacy that players and coaches before us left,” Smith said. “It motivates my teammates and me to try to fill their shoes.”

The wall of fame is a representation of sacrifice; to be truly great at something you must sacrifice.”

- Matthew Jacowleff Associate Head Coach

Photo by Sophie Smith ’26

Photo by Matthew Stashower ’25

Farnen is the Football Wall of Fame’s newest member.

WALL OF FAME Staples Assistant Principal Jim Farnen is the Football Wall of Fame’s newest member.

OLD TIMERS The Wall of Fame’s 1995 charter members include people from 1929-present including Paul Lane, Staples’ home field’s namesake.

New year, new season: fall sports teams kick of season, build bonds

The month of September is an important transition period. It ushers in the return to school life in addition to the autumn season.The air grows crisper and the warm, golden sun fades quickly into the dark haze of night. Along with these changes, staff and students alike can also look forward to the return of another exciting staple of the season: fall sports.

Staples’ fall sports teams have already experienced successes and challenges. Regardless, many teams have clear goals and aspirations that will accompany them as they embark on the new season. While growth and improvement in skill is a key focus, many teams are also making sure an effort to connect and bond through their ups and downs.

Boys’ cross country

Boys’ cross country is starting out their season motivated and determined. As he leads the team into its fall season, captain Michael Bernier ’24 stressed the importance of producing motivation.

“I think, especially in running, motivation is really important,” he said. “So whenever you can help try to motivate your team to do better, whether that’s in practice by getting them to push themselves a little more, or during races by yelling at them to go faster to push or keep going, it’s really important.”

This season the team has prioritized improvement and overcoming any obstacles that may come about.

“Even when we have injuries or challenges, we continue to try to push past it,” Bernier said. “We’re trying to always get a little better, get a little faster, get a little stronger so we can hopefully do better in FCIACs, state championships and meets.”

Girls’ volleyball

Though the girls’ volleyball team lost a game to Fairfield Warde early on in their season, they were able to quickly bounce back with a win against Weston.

“It was a great game. We played really well. It’s great competition,” captain Siobhan Jebb ’24 said. “So, we’ve had challenges but we’ve also overcome them.”

Stepping into her role as captain, Jebb has made an effort to make sure the team has many opportunities to continue bonding.

“We are organizing pasta dinners and team activities to get some bonding, coming together and just the girls getting to know each other better,” she said, “so we can gel better on the court.“

Boys’ Waterpolo

The boys’ water polo team has kicked off their season with a strong lineup of both returning and new players. Captain Deneil Betfarhad ’24 pointed to the team’s bond as one of its major strengths.

“Our team chemistry is pretty strong,” he said. “Nothing’s going to break that.”

As the season progresses, the team is aiming to continue to grow and experience success.

“A big goal is to just work better as a team,” Betfarhad said. “Last year we relied on individuals and this year we’re trying to work as a team to score and also just have a winning season and publicize the sport to get some fans.”

Ayaan Olasewere ’25

Web Features Editor

Lily Hultgren ’25 Features Editor

Photo contributed by Deneil Betfarhad ’24

RUNNING TO VICTORY Morgan Samuel ’25 will face off against Bridgeport Central, Darien and Norwalk on Oct. 3.

Photo contributed by Charlie Scott ’24 (@charlie33prod)

CELEBRATING the Staples volleyball team huddles after winning against Ridgefeild on Sept. 22.

Photo by Sophie Smith ’26

LEADING THE TEAM Captain Deneil Betfarhard ’24 prepares for their game on Oct. 14. at Hopkins. Scan this QR code to view the full article!

sept crossy

Word Watching

34 Robert ___, who famously surrendered to the U.S. army at Appomattox Court House

35 Wine and rose, for example

Scan the QR code to the left to play the crossword online and check your answers!

37 Word to cap off a canción

Answers to last month’s crossword:

ACROSS

ACROSS DOWN

1 Leg to stand on

1 Leg to stand on

6 Cause of a fractal curve paradox

38 An actor is assigned one of these

39 Semi aquatic creature of scutes and skin

11 The greatest pirate you've ever seen

17 Heralded by a blade's blue glow

12 Furious

6 Cause of a fractal curve paradox

12 Furious

13 To make someone 12A

one’s masculine offspring?

38 An actor is assigned one of these

40 A dove or an affectionate aunt may have done this

Snoop Dog’s favorite lighter

2 “_______ deal”

13 To make someone 12A

14 Tubular lily

14 Tubular lily

15 "______ day's work"

15 “______ day’s work”

16 May be tough to do, should it involve pride

16 May be tough to do, should it involve pride

18 Patron of Grigori

Rasputin

19 Real talk, for short

18 Patron of Grigori Rasputin

20 Many Westport kids’ second lang.

19 Real talk, for short

21 Julus Caesar’s campaign against the Gauls

20 Many Westport kids' second lang.

25 Sao ___

26 A _____one interview

21 Julus Caesar's campaign against the Gauls

27 Like second hand clothes

25 Sao ___

28 Student run civil-rights organization of the 1960s

26 A _____one interview

29 CPR assistant

27 Like second hand clothes

30 “Day of Infamy” location

31 Small insect eaters named after their songs

28 Student run civil-rights organization of the 1960s

36 To take advantage of

29 CPR assistant

30 "Day of Infamy" location

39 Semi aquatic creature of scutes and skin

41 A heated kettle will have done this

40 A dove or an affectionate aunt may have done this

41 A heated kettle will have done this

42 If snakes had an alphabet, it would consist wholly of these

42 If snakes had an alphabet, it would consist wholly of these

DOWN

1 Snoop Dog's favorite lighter

2 "_______ deal"

3 The front room in tu casa

4 "_______ all be over soon"

5 What a bomb shelter does to its denizens

6 Birds' food pouches

7 Acryllic alternative

8 What a confident person may say their opposition is not

3 The front room in tu casa

4 “_______ all be over soon”

21 To take a turn for the worse… or, the behavior commonly seen in 11D, 16A, and 31A at this time of year

5 What a bomb shelter does to its denizens

once dressed a member of the Red Hot Chili Peppers in underwear only

23 Disgusting men

24 Said to have plagued Egypt along with frogs, lice, and flies

6 Birds’ food pouches

7 Acryllic alternative

8 What a confident person may say their opposition is not

22 Grunge inspired fashion designer who once dressed a member of the Red Hot Chili Peppers in underwear only

9 To capitalize on an opportunitnity

25 How Anakin won his freedom on Tatooine

27 The largest teacher’s union in the U.S.A.

29 Like wild type wheat, characterized by its bristles

10 A piano’s defining attribute, per a classic fishy pun

23 Disgusting men

32 A college’s most decorated chest-thumping

keg-standing partiers

11 The greatest pirate you’ve ever seen

24 Said to have plagued Egypt along with frogs, lice, and flies

17 Heralded by a blade’s blue glow

25 How Anakin won his freedom on Tatooine

33 Bathrooms, in Britain

34 Robert ___, who famously surrendered to the U.S. army at Appomattox Court

House

27 The largest teacher's union in the U.S.A.

21 To take a turn for the worse... or, the behavior commonly seen in 11D, 16A, and

35 Wine and rose, for example

31A at this time of year

22 Grunge inspired fashion designer who

29 Like wild type wheat, characterized by its bristles

32 A college's most decorated

37 Word to cap off a canción

Contributed by PJ Loranger ‘24, Kai Seo ’24 and Ella Tobben ’24