JagWire Newspaper: Volume 21, Issue 1

JW

JAGWIRE

Mill Valley High School | Shawnee, Kansas Volume 21, Issue 1 | Oct. 19, 2020

LOOKING FOR THE BRIGHT SPOTS

Finding Good During the COVID-19 Pandemic | Page 12

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Inside Cover Cover & Inside Cover Design by Tatum Elliott

Oct. 19, 2020

LETTER FROM THE EDITORS Hey Mill Valley!

Welcome to the first issue in volume 21 of the JagWire newsmagazine. As editors-in-chief of the 2020-2021 JagWire, we are excited to cover a wide variety of relevant subject-matters as the year progresses.

To combat the ever-changing nature of the COVID-19 pandemic and its effect on the school year, we have decided to alter both the number of issues we will be producing and the focus of those issues. We will be reducing the number of issues from eight 24-page issues to five longer issues to give our staff more time to produce quality journalistic content.

Additionally, instead of breaking the newspaper into different sections, we have decided to focus on one specific topic, like we are doing with COVID-19 in this issue. In doing so, we will be able to cover broader, less time-sensitive top-

ics that will still be relevant the day you get your paper.

Despite the challenges of this school year, we are still incredibly excited to produce the next volume of the JagWire and to keep providing quality journalism to the community.

Your Editors,

5900 Monticello Road Shawnee, KS 66226 Phone: (913) 422-4351 Fax: (913) 422-4039 Email: jagwirenewspaper@gmail.com Adviser: Kathy Habiger khabiger@usd232.org JagWire, a monthly publication of Mill Valley High School, is printed by Valley Offset Printing, Inc.

Censorship Policy

The Kansas Student Publications Act guarantees the same rights for student journalists as are guaranteed for professional journalists. These rights include, but are not limited to, all First Amendment rights, including the rights of freedom of speech and the press, insofar as published items may not contain libelous, slanderous or obscene statements, may not incite or promote illegal conduct and may not cause a substantial disruption to normal school activity. This law also prevents censorship of any kind by the adviser, building or district administration.

Editors in Chief Hannah Chern

jagwire.hannahchern@gmail.com

Tatum Elliott

jagwire.tatumelliott@gmail.com

Tanner Smith

jagwire.tannersmith@gmail.com

Online Editors in Chief Steven Curto

jagwire.stevencurto@gmail.com

Anna Owsley

jagwire.annaowsley@gmail.com

Ben Wieland

jagwire.benwieland@gmail.com

Photo Editor Evan Sherman

jagwire.evansherman@gmail.com

PUBLICATION INFORMATION JagWire Office

STAFF

Professional Associations

Kansas Scholastic Press Association National Scholastic Press Association Journalism Education Association Journalism Educators of Metropolitan Kansas City The 2019 JagWire earned an All-American rating from NSPA and an All-Kansas rating from KSPA. It is also a member of the NSPA All-American Hall of Fame.

Editorial Policy

We value your opinions. If you wish to submit a column or a letter to the editor to the JagWire, you can do so by handing it in to a member of the staff or to the print journalism room (C101). Additionally, you may email any member of the staff with opinions, as well as tweet us at @millvalleynews. Anonymous content will not be accepted. Please understand that we have the right to edit all copy that runs in this publication.

Assistant Editors Aiden Burke

jagwire.aidenburke@gmail.com

Quinn Franken

jagwire.quinnfranken@gmail.com

Reporters & Photographers Gabby Delpleash

jagwire.gabbydepleash@gmail.com

Avery Gathright

jagwire.averygathright@gmail.com

Jordan Prestia

jagwire.jordanprestia@gmail.com

Hayden Resch

jagwire.haydenresch@gmail.com

Madelyn Welch

jagwire.madelynwelch@gmail.com

FIND US ONLINE Mill Valley News - mvnews.org @millvalleynews

@millvalleynews1

Mill Valley News

JagWire

Design & Illustration by Tatum Elliott

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Staff Editorial

SEARCHING FOR A SILVER LINING

Despite COVID-19’s negative effect on the community, it’s important to see the light Tanner Smith Editor in Chief

Ben Wieland

T

Online Editor in Chief

here is no question that the COVID-19 pandemic has wreaked havoc on American society. It’s killed over 200,000 Americans and required drastic changes to nearly all aspects of our lives. A majority of recent news, and a majority of this special issue, has been dedicated to documenting those challenges.

However, just as every cloud has a silver lining, COVID-19 has also led to a few positives. It sparked students to take up new hobbies, reconnect with their families and discover creative ways to spend time with their friends.

For some whose families have not been directly affected by the virus, the lockdown as a result of COVID-19

has given them the opportunity to focus on self-development. Students have found new methods for self-care, picked up new instruments, taken up painting or learned to bake as a result of the statewide stay-at-home order.

“Just as every cloud has a silver lining, COVID-19 has also led to a few positives.”

Students have also been able to use their spare time to focus on their families. Some have gotten to know their parents and siblings more closely with their newfound free time. Others have

discovered new family activities, like going on walks or eating meals together, that have helped them bond.

From socially distancing at parks to connecting over the internet, the lack of normal routines also gave friends new ways to create meaningful experiences and relationships. Students took to newly popularized platforms like Zoom and Discord to hang out while staying apart, and planned activities like picnics or bike rides that would allow them to see each other while staying six feet apart.

COVID-19 has indisputably had a net negative effect on our community, and its various impacts have been chronicled in the 24 pages of this issue of the JagWire. However, we believe it is important to recognize the positives that have come from this chaos, if only as a brief break from the overwhelming challenges the pandemic has created.

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Oct. 19, 2020

FACTS AND FIGURES:

COVID-19

Statistics surrounding COVID-19 and its effect on our community

Reported Cases Global

United States

Tanner Smith Editor in Chief

Reported Deaths

37,686,296

Global Deaths United States Deaths Johnson County Deaths

7,792,816

Johnson County

12,270

Fast Facts

1

Men are 2.5 times more likely to have severe symptoms

2

The average age of an infected person is 45

Source for page: Johns Hopkins University as of Monday, Oct. 12

1,078,699

214,985 163

Types of Tests Molecular tests detect the pathogen within the body to confirm cases even if the pathogen is no longer able to replicate or cause the disease

Serological tests or “antibody tests� provide the capability to detect infections after the immune system has successfully eliminated the pathogen

JagWire

Design by Quinn Franken

Economic Impact

COVID Vocab Definitions of COVID-19-related words from Texas Medical Center

Gross Domestic Product

GDP fell at a 32.9% annualized rate, the steepest decline since records began back in 1947

34.6%

32.9% Consumer Spending

Consumer spending, which accounts for more than two-thirds of the U.S. economy, plunged at a 34.6% pace

5.8%

Unemployment Source: Pew Research Center

May 2020

February 2020

6.2

million people unemployed

1

Coronavirus

2

COVID-19

3

Asymptomatic

4

Contact tracing

5

Flattening the curve

6

Herd immunity

7

Self-isolation

8

Self-quarantine

9

Social distancing

a family of viruses that include SARS and MERS as well as other respiratory illnesses

COVID-19 stands for novel coronavirus disease 2019, which refers to the year of its initial detection

presenting no symptoms of the virus, even if the person is infected

identifying and monitoring people who may have come into contact with an infectious person

Source: World Economic Forum

Positivity Rate The positivity rate in Johnson County, Kansas is

5

20.5

million people unemployed

an attempt to create a more gradual uptick of cases, rather than a steep rise, in an effort to avoid overburdening the healthcare system all once

the reduction in risk of infection within a population, often because of previous exposure or vaccination

the act of separating oneself from others

the act of refraining from any contact with other individuals to observe whether any symptoms of the disease will arise after potential exposure

the act of remaining physically apart in an effort to stem transmission of COVID-19

10 Essential business

although this definition varies, essential businesses are those that serve a critical purpose

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Oct. 19, 2020

ON-SITE OR ONLINE? Students evaluate risks of on-site learning in the midst of the COVID-19 pandemic

During Sports and Entertainment Marketing, students watch a presentation while wearing masks and social distancing on Thursday, Oct 1. | Steven Curto

Aiden Burke Assistant Editor

Anna Owsley

A

Online Editor in Chief

fter months of uncertainty and deliberation, the school board settled on reopening in the hybrid learning model and made the remote model optional. With just 162 students going remote first semester, the vast majority of families determined in-person learning was in their best interest, each decision taking into consideration a unique set of factors.

Staying protected from COVID-19 was freshman Emma Clement’s top priority when she decided to go remote.

“I personally didn’t agree with the board’s decision to open in the hybrid model,” Clement said. “I believe that based on how high the numbers were at the time, we shouldn’t have been going to school.”

Having a large family cemented Clement’s decision because if she had to quarantine, so would her parents and four siblings. In addition to this inconvenience, she believed the remote option “would offer more stability as

“I like to be really active in school which is something I couldn’t do with the online learning model.”

Sophomore Paige Dinslage

opposed to constantly switching from going to school and staying home.”

Clement also received insight from her father, a pediatrician at Heartland

Primary Healthcare, which helped solidify her plan to go remote.

“I got to hear about his experiences with [COVID-19], which gave me some perspective on how bad returning to school could be,” Clement said.

Other students prioritized having direct contact with their teachers. After experiencing the downsides of online learning last year, senior Addison Stover knew she wanted to do in-person learning.

“I didn’t want to sit in my room all year. I have a hard time concentrating at home, and I feel like it’s better for me to get out of the house,” Stover said. “I also thought it was a good opportunity to see my friends at school and regain some sense of normalcy.”

While Stover’s parents had doubts about her decision, knowing that most students were opting for in-person learning sealed the deal.

“My parents weren’t too happy letting me go back to school, but they realized that all my friends were going

JagWire

Design by Gabby Delpleash

back, so they thought it wouldn’t be fair to me to keep at home,” Stover said. “I also work, so it wouldn’t have made sense for me to go to work then not be allowed to go to school.”

Likewise, sophomore Paige Dinslage knew the hybrid model would best meet her education needs.

“It tends to be stressful doing online because you have to have a lot of organization...” Dinslage said. “I like to be really active in school which is something I couldn’t do with the online learning model.”

Athletes like sophomore Matt Weis chose the hybrid model to ensure their spot in extracurriculars, in addition to wanting a better school environment. “[The hybrid model] is the closest thing that we could have to being in normal school,” Weis said. “I also chose the hybrid model because I still wanted to play football.”

Senior Abby Drumm also chose to attend school in person for the sake of normalcy and so she could maintain and build relationships through faceto-face interactions with her peers.

“I chose the hybrid [model] because I like being able to see my friends and make new ones,” Drum. said. “I’m glad I chose my decision so I’m not stuck home all day, every day.”

Dinslage is thankful for the hybrid model and believes it was what the student body wanted.

“My mental health, including many others, would go downhill because of all the stress that comes with doing online…” Dinslage said. “I think the school board did a really good job putting themselves in the students’ shoes because many of us wanted to go to school.”

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Junior Ben Baumgart works on his in-class French assignment while wearing a mask and practicing social distancing in the classroom Thursday, Oct 1. | Steven Curto

Freshman Emma Clement gets ready to start her first day of school under the new optional-remote learning model provided by the district this year Wednesday, Sept. 9. | Steven Curto

SPEAKING UP

In an anonymous survey on the Mill Valley News website, people weighed in on learning models Question: “Do you agree with the district’s decision to reopen school in the hybrid model?”

40% responded “No, we should be fully remote”

36%

responded “Yes, I agree with the current hybrid model”

15% responded “No, we should be fully in-person”

9%

responded “Yes, but we should be using a different model”

Survey of 114 people as of Tuesday, Oct. 13

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Oct. 19, 2020

REACTIONS TO THE NEW REALITY Teachers share reactions to the hybrid model and how they are continuing to adapt

TAKING NEW APPROACHES Teachers are trying new online applications due to the new hybrid model EdPuzzle

A program that allows teachers to engage their students using videos and comprehensive questions.

PearDeck

Hannah Chern Editor in Chief

Avery Gathright

A

GoFormative

A web-based tool that allows teachers to create digital formative assessments, tasks, or assignments.

A Google Slide or Powerpoint add-on that makes presentations interactive. Teachers can see student’s responses and interaction during the presentation.

Delta Math

A website that provides over 1,200 math problems for teachers to assign their students and allow instant feedback.

Writer/Photographer

midst all of the challenges that COVID-19 has brought, reopening schools this year has been a first for all. Teachers have been forced to leave behind traditional teaching methods to adapt to new learning environments.

When the district made the final decision to open school in the hybrid model, FACS teacher Ellen Gray was initially happy with the idea.

“At first, I was excited for hybrid because I thought it was kind of the best of both worlds: having smaller class sizes and getting to see students,” Gray said. “But now that I’m actually living hybrid, I think it was probably the worst decision. I feel like the learning is not really there when you only see your students once a week in person.”

Similarly, while he understands that the district is faced with a difficult situation, math teacher Kevin Mosher empathizes with students enduring the challenges of hybrid learning.

“It’s terrible for you all to be in the building twice a week; seeing a teacher once a week live is really tough academically,” Mosher said. “I get why we’re in hybrid, it’s better than just be-

ing completely remote, but it’s really tough on you all.”

Likewise, art teacher Jodi Ellis has found this year to be a different challenge, especially for figuring out class expectations despite the lack of adequate class time.

“It’s certainly not like what my classes have been [in the past]. I’m trying to get my head wrapped around what I should expect because I’m... only seeing a student once a week,” Ellis said.

“It’s definitely the hardest year I’ve ever taught... We are sticking around for you guys and hoping it gets better.”

FACS teacher Ellen Gray

Adjusting to the hybrid model has been a learning curve for teachers.

Gray finds it difficult to gauge student engagement, especially for her remote classes.

“It’s so hard to read them because the voice is not there. I really like the feedback and when you’re on mute, it’s hard [for students] to unmute

REAL REACTIONS

Teachers describe this school year in three words

“Necessary, Delectable, Temporary”

- History teacher Jeff Strickland

“Challenging, Chaotic, Evolving” - Math teacher Kevin Mosher

“Exhausting, Fast-Paced, Adventurous”

- Business teacher Dianna Heffernon-Meyers

“Muffled, “Scary, Intense, Overwhelming, Overwhelming” Disrupted” - Biology teacher Landra Fair

- English teacher Kristen Huang

JagWire

themselves to talk; only one or two kids in a class are actually willing to do that,” Gray said. “It doesn’t really feel like a class because I feel like they’re like faces on a screen that I’m hoping will interact with me.”

Similarly, science teacher Neil McLeod agrees that there is a lack of understanding how students feel about class content.

“The biggest impediment that I’ve noticed so far is that I have a harder time getting an idea of how students are progressing in their mastery of the content,” McLeod said. “Instead of having individual and group conversations in class to find weaknesses and shore them up, I have to give worksheets and writing assignments.”

Design by Quinn Franken

Despite the challenges she has faced this year, Gray believes that teachers are doing their best.

“It’s definitely the hardest year I’ve ever taught,” Gray said.” But we truly love what we’re doing, and we’re sticking around for you guys and hoping that it just gets better.”

Similarly, Ellis believes that the district has provided students and teachers the best option, so everyone should focus on the positives.

“They made lemonade out of lemons; it was the best that they could do,” Ellis said. “I think everyone can kind of lament that this isn’t a great situation, but everybody’s in this situation, and we’re all trying to do the best that we can.”

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HOW ARE TEACHERS FEELING ABOUT THE SCHOOL YEAR? 6% 1 NOT WELL 10% 14%

2

3 4

30%

5 VERY WELL

40%

Survey of 50 teachers While gathered around the table, special education teacher Sara Evans helps junior Gabe Fuller complete an activity on an iPad during her daily living class Monday, Sept. 28. |Jordan Prestia

While teaching her Human Growth and Development class, FACS teacher Ellen Gray presents a slideshow on childbirth. | Quinn

Franken

During Jessie Reimer’s chamber choir class, students sing the national anthem while one joins the class remotely Monday, Sept. 28 | Jordan

Prestia

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Oct. 19, 2020

HOLDER HITS THE

New principal Dr. Gail Holder adapts to the unprecedented times of COVID-19

Stepping into science teacher Jill Lloyd’s chemistry class, principal Dr. Gail Holder discusses an experiment with a student Friday, Oct. 9. | Jordan Prestia

Aiden Burke Assistant Editor

Steven Curto

w

Online Editor in Chief

hen new principal Dr. Gail Holder accepted the position in February, she couldn’t have imagined that her first year would be drastically altered by COVID-19.

Having never been principal before, Holder doesn’t have anything to compare her first year to.

“I’ve likened [dealing with COVID-19] to the fact that I don’t know what I don’t know. I’ve never been a lead building principal before,” Holder said. “I think there’s just been more to consider and more to think about in terms of starting a school year such as communication.”

An added hurdle that has pegged Holder is the difficulty to communicate with parents, students and staff with changes the administration has had to implement this year due to COVID-19.

because what makes sense to me or my administrative team may not make sense to a parent community or to a student community. Not everybody understands... why we’re doing certain things,” Holder said. “I have to just make a decision and move forward with it, so I think I’ve tried my best to “Dr. Holder has led stay as transparent and as communias I possibly can.” with a ‘this is what cative Student body president senior Ellie believes that despite the chalwe can do’ attitude Boone lenges surrounding communication, Holder has found ways to stay in touch rather than a ‘this with the student body and take their is what we can’t do input into consideration.

“I have had a meeting with Dr. attitude.’”

Holder, and one thing that really stuck out to me was her willingness to listen StuCo Sponsor Erica Crist to our ideas and help us create solutions that cater to the needs of the “The most challenging part has students and the community,” Boone been staying on top of communication said. “She’s always open to getting in-

JagWire

Design by Anna Owsley

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GROUND RUNNING

sight from the student body, which is super admirable.”

For guidance, Holder has sought out advice from administrators and district colleagues to get input on how handle this year’s unique challenges. “[De Soto principal Sam] Ruff has been really great about providing me some great feedback and helping support a lot of the things that I’m doing and questions that I have,” Holder said. “I have a couple of mentors in the administrative world whose opinions I value…[and I’ve] reached out to them. In this kind of a job, a district hires you and they expect you, to a certain extent, to figure things out.”

Boone believes that Holder has done a great job adjusting to the school and hopes that she will continue forming a strong relationship with the student body.

“Dr. Holder is definitely adjusting well [to] being the new principal here, in the sense that she is truly making an effort to know the students here. I always see her greeting students and asking about their day, which makes the students feel seen,” Boone said. “I hope to see Dr. Holder foster a great relationship with our student body, which I already see her doing.”

Much like Boone, StuCo sponsor Erica Crist believes that Holder has done well working with the student body to maintain traditions and navigating challenges.

“Dr. Holder has led with a ‘this is what we can do’ attitude rather than a ‘this is what we can’t do’ attitude. For example, that has been her attitude as we’ve planned Homecoming,” Crist said. “Homecoming is going to look very different this year, but we’re still trying to keep some of the traditions and have time for celebration.”

Crist hopes that as the school year progresses parents and students start to see the changes to this school year through a positive perspective.

“The policies and procedures are new to everyone, and as Dr. Holder has stated previously, we’re learning to fly the plane while it’s in the air,” Crist said. “Be positive. Not everything is going to be sunshine and roses, but how we approach things...can have a huge impact on how we navigate the changes.”

With a thermometer in hand, principal Dr. Gail Holder checks a student’s temperature before school Monday, Sept. 28. | Jordan Prestia

HOLDER’S TOP THREE HURDLES Principal Dr. Gail Holder sheds light on the top three challenges she has been facing on the job

1.

“Knowing that there are

students who we are not

able to fully support due to pandemic restrictions”

consistent 2. “Maintaining and continual information to staff, students and parents”

3.

“Continuing to grow

as a professional and

principal while navigating a pandemic”

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Oct. 19, 2020

WE’LL GET THROUGH THIS The things that keep us going during the COVID-19 pandemic

Hannah Chern Editor in Chief

Anna Owsley Online Editor in Chief

Tanner Smith Editor in Chief

There’s no denying that

COVID-19 has taken its toll across the country – costing thousands of lives, disrupting the economy and completely altering everyday life. Stay-at-home orders forced everyone to shelter at home, preventing people from being able to go about the community. However, in the face of these struggles, people sought ways to make the most of these unprecedented times. Even amidst long, dark months of isolation, people found the light in their world by prioritizing the things they love. Some students have been able to spend more time with their families and focusing on themselves, and others have cultivated new hobbies and skills.

Bonding During The COVID-19 Pandemic

T

hough COVID-19 has been forcing many people apart since March, from the stay-at-home order to the new learning models, the experience has also brought many people together in new ways, as hardships often do. For many, bonds within families have grown stronger as a result of being forced to stay at home for months.

During her time at home, senior Navi Kaur was able to connect with her immediate family and cousins.

“I would like to stay over at my cousin’s house for a month. Then, my cousin would come and stay here for a month, so it was really nice because we all just go to chill and sit at home because no one was really working at the time and no one had school,” Kaur said.

Similarly, for junior Taylor Doyle, not being able to spend time with friends has led to her becoming closer with her family.

“When you’ve lost contact with a lot of people, you kind of just become friends with your own family,” Doyle said. “You have to have some social interactions or you go crazy, so the only people you surround yourself with is your family. You just naturally get closer to them.”

Between taking walks and watching shows with her brother, Doyle felt it was important to find ways to pass the time.

“We went on a lot of walks which are amazing,” Doyle said. “My brother and I have been watching The Simpsons, which is 30 seasons, which is keeping us super busy. Watching movies, going on walks, occasionally going on car rides to different places … all helped out.”

Sophomore Brianna Coup’s family is often busy with work and extracurriculars, but during the stay-at-home orders, they were able to bond through sports and card games.

“My parents got to stay home a lot more, and we got to be with each other. My brothers and I would all hang out and go outside and all play soccer together,” Coup said. “We also played tennis, went on runs and we played

JagWire

“When you’ve lost contact with a lot of people, you kind of just become friends with your own family... You have to just naturally get closer to them.”

Junior Taylor Doyle

Design by Tatum Elliott

games like Cards Against Humanity many times.”

During the stay-at-home orders, Coup’s aunt organized weekly family Zoom calls that allowed her and her family to talk about how everyone was doing.

“Once a week on Tuesdays at 6 p.m., we would all get together and we’d all Zoom – grandparents, two sides of aunts and uncles – we’d all just talk [about what] we’re doing,” Coup said. “My aunt lives in Arizona, so I never get to see her, but she was able to Zoom with me. We got a lot closer, and now we text every single week because of it.”

Not only have families gotten closer, but COVID-19 has forced StuCo to get creative and find new ways to unite the student body, according to junior Bret Weber. “[COVID-19] brought our student council closer together,” Weber said. “When we first found out school would be canceled back in March, we knew we needed to do something, so we had virtual spirit weeks with different COVID-friendly activities for students to do from home.”

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Family First

During the COVID-19 pandemic, families have grown closer

78.3%

of students felt their family became closer during the COVID-19 pandemic

89.1%

of students said they spent more time with their family since the start of the COVID-19 pandemic Survey of 46 students

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Oct. 19, 2020

From the comfort of her own home, junior Taylor Doyle watches a show with her brother Thursday, Oct. 1. |Submitted by Taylor Doyle

In his free time, senior Zachary Botkin enjoys educating himself on higher-level mathematics. |Evan Sherman

Picking Up Hobbies

T

he stay-at-home order brought its struggles, but people were able to find consolation in discovering new hobbies.

During the beginning of the stayat-home order, Kaur found herself scrolling through Tik Tok endlessly.

Through Tik Tok, Kaur explored the realms of painting, whether it was tips about “what type of brushes to use” for strokes or what materials to use.

Additionally, Kaur would refer to Pinterest to find inspiration for her paintings, such as space-themed pieces.

Kaur also believes painting is a good relaxation activity.

“It was nice to do it without being rushed or without being like ‘oh, after

I do this, I have to do my project or something like that.’”

Similarly, for junior Hadley Rupe, the lockdown was an opportunity to finally tap into her creative side – making jewelry and sewing. “[My rings] are pokey, but I made them, and I’m glad that I learned how to do something,” Rupe said. ”Nobody else will have [the jewelry I make], which is also something cool.”

Alternatively, senior Zachary Botkin pursued a less conventional hobby: studying mathematics.

“I took a differential equations class,” Botkin said. “I took an online course through edX, and I was taught

by Professor Matic at MIT, and I did video lectures with differential equations and tests.”

As for Coup, she has become an avid cooker after spending months learning to make different dishes.

Is There A Bright Side?

“Before [the lockdown], I was the worst cook ever,” Coup said. “I started with making spaghetti. It was not the best the first time, but then I actually became really good at it. I make desserts every week now for my family, like homemade oatmeal chocolate chip cookies.”

In addition to her culinary adventures, Coup also discovered that she enjoys tennis. One day, her boyfriend’s family convinced her to play a game even though she had never picked up a racket before.

“For some reason, I was naturally actually good at it. Then, I played every single day because I became obsessed with it. They told me, ‘You’re really good at tennis’ and ‘You should talk to the team; you’re athletic enough to make the team,’” Coup said. “So, I tried out for the team, and I actually made it.”

Survey of 42 students

Students weigh in on whether there were any positive effects caused by the COVID-19 pandemic and anonymously share their thoughts on COVID-19’s impact

“Do you think any good has come out of the COVID-19 pandemic?

“The pandemic has for sure opened everyone’s eyes about how we’re all together in this no matter who we are.” - anonymous sophomore girl

Somewhat (43.5%)

“I really wish that COVID-19 never existed. However, because it has ... I’ve seen people band together by staying apart.” - anonymous senior girl

No (15.2%)

“[During the COVID-19 pandemic] I have found people to be very selfish and to not care about others’ situations.” - anonymous senior girl

Yes (41.3%)

JagWire

Design by Tatum Elliott

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Starting by painting an outline, senior Navi Kaur enjoys creating another piece of artwork Wednesday, Oct. 7. |Evan Sherman

Practicing Self-Care

S

ome have spent their time deepening bonds with family, others have explored new hobbies – but for many, the extra free time has allowed them to focus on self-care.

Without the pressures of school or extracurricular activities, students have been able to focus on themselves.

For Kaur, if she wasn’t baking or painting, the majority of her free time was spent relaxing.

“I thought it was nice not having to worry about anything. It was nice to lay in my bed and do nothing,” Kaur said. “I think people have been narrated as lazy, but I think self-care comes in many different forms; it isn’t always face masks or taking a nice bath. I just

think everyone got to chill for a bite.”

In addition to her newfound passion for tennis, Coup had discovered a new side of herself: her fondness for cleaning.

“I thought it was nice not having to worry about anything.”

Senior Navi Kaur

“The kitchen would be a mess, and I would clean it up. I’d also make my beds in the mornings,” Coup said. “I would do all these things that were unlike me. I became a different version

of myself, which was good.”

As for Weber, he has been able to spend more time enjoying the outdoors.

“I feel like I’ve spent more time outside in nature,” Weber said. ”Usually when I’m bored, I’ll either take my dog on a walk or lay in our hammock in our backyard and relax.”

Even though COVID-19 has forced people to stay at home for months, Kaur believes that the time spent in lockdown has allowed her to spend time doing things she wanted.

“I think it was a nice mental break that everyone needed,” Kaur said. “It was nice to stay at home, and I think a lot of people got into new hobbies and people explored their creative side. I probably would have never tried any of these things until I was locked in my house with nowhere to go.”

Passing The Time

Survey of 42 students

Popular hobbies and self care activities students picked up during the COVID-19 pandemic

Painting

Journaling

57% of students

Reading 41% of students

Exercising

39% of students

Baking

67% of students

72% of students

Taking Walks 85% of students

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Oct. 19, 2020

MILL VALLEY NEWS:

YOUR SOURCE FOR ALL THINGS AT THE VALLEY GO TO MVNEWS.ORG CONTRACT TRACING EXPLAINED: LECURU QUALIFIES FOR STATE: an interview with health services photos and story about the girls coordinator Tara Harmon-Moore tennis team regional meet

CONSTRUCTION UPDATE: majority of projects complete, theater ready mid-October

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FOLKLORE ALBUM REVIEW: Taylor Swift’s newest work full of simplistic storytelling

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Mill Valley News

JagWire

Design by Hannah Chern

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MORE THAN A TEST SCORE

Madelyn Welch

C

Writer/Photographer

olleges have always used the ACT and/or SAT to evaluate potential new students, but COVID-19 has changed that.

Many people have been debating for years on whether these tests really show an accurate representation of the student. Colleges should stay test optional because the application process will be more fair, students will be under less stress and students will still have the option to submit the test scores if they choose to.

Due to COVID-19, according to Fair Test, over 700 colleges are going test-optional. As a result, colleges are looking at other aspects of the application like the students’ experiences, attributes and academic level through a process known as the holistic review.

Going test-optional is a good thing because people who aren’t good test-takers can focus on showing other aspects of themselves through extracurriculars and essays. If college admissions are just focused on test grades they won’t see the students’ other strengths and weaknesses. Again, focusing more on extracurriculars and

Even after the COVID-19 pandemic, colleges should still continue adopting test-optional admission policies essays helps admissions learn more about the student’s experiences and attributes and colleges can look past just that stats.

“Students have other strengths than just a test score that could help them acheive life goals.”

Sophomore Madelyn Welch

A lot of people also struggle with paying for the ACT/SAT so having a more holistic review would make everything more fair. The ongoing debate about whether the ACT/ SAT requirement is fair or not mostly stems from the fact that preparing for and taking standardized tests is an expensive process for some. For example, preparatory courses and hiring a tutor could cost up to $100 per hour, according to Tutors.com. If one student can pay for study tools, a tutor and takes the test multiple times, they have a better chance of scoring high-

er than someone who studies a couple of books by themselves, and can only take the test once.

I believe that since many people know that people with less money do worse on the ACT/SAT colleges shouldn’t put so much weight on them. Students should not be penalized for not being able to afford expensive preparatory materials since this defeats the purpose of standardized test scores.

There are also test-flexible colleges which allow students to submit other test scores in place of ACT/SAT scores. For example, one can submit SAT Subject Tests, an IB exam or AP test. Test-flexible colleges are a good idea because colleges are still getting some test scores, but it doesn’t have to be the ACT/SAT. Students should be able to submit other test scores so that they can showcase their strengths.

A standerized test score can only get you so far in life before people make choices about their careers. Students have other strengths than just a test score that could help them acheive life goals. Colleges going test-optional or test-flexible solves money problems, allows students to be seen for more than just statistics and helps them build skills for the future.

A WHOLEISTIC LOOK

Breaking down the components of holisitic review

HOLISTIC REVIEW

A college admissions process that focuses on all aspects of an applicant’s profile instead of one particular factor. While it varries between colleges, the general principle is to focus on the student as a whole.

• sports • clubs • GPA • course rigor

• personal statement • student background

nonacademics

Source: College Board

academics

contextual

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Oct. 19, 2020

WORKING WITH THE RISK

The spread of COVID-19 brings new challenges and dangers to students who work

Making sure the menus are arranged correctly, senior Kyle Moylan sets a table at Nick and Jake’s for guests to eat at, Monday Sept. 28. | Evan Sherman

Avery Gathright Writer/Photographer

Ben Wieland

B

Online Editor in Chief

usinesses across Kansas have shut down or drastically changed their operations in response to the COVID-19 pandemic, and some student employees have been dragged along for the ride.

Senior Cooper Foltz has worked at Walmart, which was designated an essential business and has remained open for the duration of the pandemic.

During the initial springtime surge of cases, Foltz watched his company fall into chaos. He considered resigning after two years of work because of the compounding challenges posed by disease policies.

“At first, I was tempted to quit my job due to how little procedure there was during the initial panic,” Foltz said. “We unloaded trucks with more than 3000 boxes everyday, the store was flooded and out of stock across all departments, and it felt like the employees were the only ones wearing masks.”

Even more concerning for Foltz was the response from customers, who were worried and panicked about COVID-19.

“In the beginning, questions about pandemic necessities were repeatedly asked, often getting in the way of our stocking. There came a certain point where we weren’t allowed to tell customers if we had toilet paper, even as we would stock up to ten pallets in the back room before putting it out,” Foltz said. “Every day at work felt like Black Friday for about a month before peo-

ple started settling down.”

At more specialized businesses like Hello Beautiful, a salon where sophomore Ally Sul works, COVID restrictions were rolled out more rapidly.

“Masks have always been required at the salon, even before the mandate.

We even would spray the bottoms of peoples’ shoes before they would enter the salon,” Sul said. “The salon chairs and people’s stations have always been six or more feet apart. We also sanitize every chair and the credit card chip pad after every use before being used again.”

Ultimately, though, all three decided to continue working. Foltz decided to stick it out as a sense of normalcy returned to his workplace. A month after the initial panic, Walmart implemented masking and social distancing policies mandated for customers; the business also instituted a temporary

Design by Hayden Resch

JagWire

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Trying to maintain social distancing, senior Cooper Foltz pulls a pallet jack to a different aisle Friday, Oct. 1. | Evan Sherman

Ensuring everything is in the right place, senior Cooper Foltz stocks the shelves of Walmart Friday, Oct. 1. | Evan Sherman

Awaiting the next visitor, senior Kyle Moylan is ready to greet and serve guests at Nick and Jake’s Monday, Sept. 28. | Evan Sherman

Making sure everything is sanitary, sophomore Ally Sul cleans bottles of hair product for sale at the salon Hello Beautiful. | Evan Sherman

500-customer limit on the building.

Other workers have tried to look on the bright side: sophomore Casey Cunningham, who works at Minsky’s Pizza, has enjoyed the social aspects that came with getting a job during a pandemic.

“It was really nice to just be out of the house and be able to earn some money,” Cunningham said, “I really enjoyed being able to see people again after being in quarantine, it was just nice to talk to people in person again.”

Issues, though, still exist within the workplace — Sul described the challenging customers she sometimes interacts with at the salon.

“The only issue has been when there are clients that don’t want to wear their mask,” Sul said. “I even had a client take off her mask and yell at me because the stylist who was doing her hair wasn’t there that day.”

CLOCKING IN Survey of 46 students

I do not work

Fast food How long do you work Customer Service per shift?

Other

I do not work

What type 4-6 hours of job do you have?

Stats on student employment during the COVID-19 pandemic I do not work Fast food Customer Service Other I do not work 4-6 hours

2-4 hours

2-4 hours

Other

Other

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Oct. 19, 2020

COLLEGE ISN’T CANCELED Madelyn Welch

Writer/Photographer

Ben Wieland Online Editor in Chief

Disruptions in traditional college admissions processes force students to adapt

Using her laptop at a local Starbucks, senior Patty McClain engages with other applicants during a virtual college visit via Zoom on Thursday, Oct. 1. | Gabby Delpleash While proofreading the essay section of his application, senior John Lehan makes notes and leaves edits on his first draft of his essay on Monday, Oct. 12. | Evan Sherman

A

s COVID-19 upends the traditional college admissions process, forcing students to cancel visits and rewrite their applications, students — some of whom have been preparing their college plans for years — have been forced to react to the repercussions.

For senior Patty McClain, who’d scheduled tours at a litany of schools across the country including the University of Kansas, Kansas State University, and the University of Minnesota, cancellations threw a wrench in her plans.

In one especially inopportune sequence of events, McClain scheduled a visit to the University of Minnesota during spring break. She was “super excited” to check out the campus — until, just one day until her scheduled

tour, an admissions officer called: the campus was shut down.

“My final decision probably won’t be influenced by the pandemic, but I do think my freshman year will be slightly abnormal...”

Senior Patty McClain

McClain expected her experiences on each campus tour to play a significant role in making her final college

choice. Now? She says the alternatives make it difficult to ask the right questions and get a feel for each school she’s considering.

“The fact that I didn’t get to tour some of the schools that are high on my list and meet with some of their students makes me concerned that I won’t make the right decision,” McClain said. “It’s been a little bit stressful to go through this process feeling completely unprepared.”

Senior John Lehan suffered from similar difficulties touring schools.

He’d planned a majority of his school visits for spring break, only to find every one of his tours canceled.

He took a different route to get a feel for each university: virtual tours.

Over the spring and summer, he registered for mass calls and Zooms with

JagWire

Design by Quinn Franken

university admissions officers.

However, he’s still struggled to compare his experiences touring colleges in person last winter to his digital recruiting visits, a challenge that’s made Lehan concerned about his ultimate decision.

“Because my visits got split between in-person and virtual experiences, I’m not sure I could fairly compare my college options,” Lehan said. “It’s harder to make confident decisions under such conditions. Having uncertainty around such an important decision definitely causes some stress.”

“Having uncertainty around such an important decision definitely causes some stress.”

Senior John Lehan

McClain agrees with Lehan about the challenges of virtual experiences, noting that they make it more difficult to get a sense of what a campus is like.

“Zoom meetings with college admissions counselors are rather uncomfortable for me,” McClain said. “I’ve found that it’s hard to ask the right questions and get a feel for a certain university virtually.”

The changes to the admissions process don’t stop at canceled tours,

either. Over two-thirds of all universities have waived their ACT and SAT test score requirements because testing sessions were canceled nationwide, according to the National Center for Fair and Open Testing.

The pandemic has also forced student-athletes uncertain about their future in college to make difficult decisions with incomplete information.

Spring and fall sports schedules have been shortened, adjusted, or even outright canceled. For Lehan, who runs track but lost his junior season to COVID-19, this muddied his decision.

“I wanted to factor athletics more into my decision, but COVID-19 canceled the 2020 track season,” Lehan said. “That made it hard to gauge my chances at continuing athletics.”

Ultimately, though, some students remain optimistic about their college choices. McClain thinks she’ll still be able to make a good decision — though she’s wary about her experience in college once she makes it to her chosen school.

“My final decision probably won’t be influenced by the pandemic, but I do think my freshman year of college will be slightly abnormal, if not very abnormal,” McClain said.

Lehan shares that optimism.

Though the details of the application process are different, his ultimate plans remain the same.

“Overall, my college plans remain largely unchanged,” Lehan said. “In the end, it’s the same process of filling out applications and choosing a college, just with less confidence.”

21

Out with the ACT and SAT

Due to COVID, many colleges are making it optional to submit ACT and SAT scores Due to COVID, 60% of colleges aren’t requiring students applying to submit their SAT or ACT score

With the absence of standardized test scores, admission counselors said focus shifts to transcripts, grades, and recommendations Universities are also incorporating COVID into the application process giving students the opportunity to show their perseverance and share their story Source: Wall Street Journal

Virtual Touring

Four websites that offer virtual tours for colleges across the nation

CampusTours 1,800 + schools in the United States, Canada, UK, China, and France Feature to fine tune details e.g. “how much tuition you’re willing to pay”

YouVisit

600 United States schools

ECampusTours CampusReel

Tours offer prompts asking students questions, and asking for input that is sent to college officials

Over 1,300 360-degree college virtual tours

Offers basic school information (programs, student demographics, etc.)

Students who are currently enrolled in the college upload videos sharing their experience and days in the life at the university

22

Oct 19, 2020

SCHOOLING SAFELY U

Steven Curto Avery Gathright Online Editor in Chief

Writer/Photographer

Many precautions are put in place to follow guidelines and keep students and staff safe

nlike previous years, this school year has presented a unique challenge; keeping students safe and healthy while they are at school.

The district has instituted new measures due to COVID-19 to ensure the safety of all students which include new cleaning procedures set in place by the Board of Education and Facilities Department.

According to head custodian Braden Lorenz, the new sanitation measures have been very effective at killing the virus and keeping students healthy.

One of these new sanitation measures is having students wipe down their desks with #16 Rejuvnal, a phosphate-free, pH-neutral wipe designed to provide effective cleaning, deodorizing, and disinfection when class is over.

“As a whole, the #16 Rejuvnal is a safe and very effective way for students and staff to help fight the virus and kill any bacteria that may be present,” Lorenz said.

Another measure to keep students and staff safe is taken while the students are all at home. On C days, a deep cleaning process occurs that makes sure that the building is safe from one group of students to the next.

Helpful Hand

Tools used to clean the building #16 Rejuvnal disinfectant for cleaning desks

Clorox 360 for deep cleaning classrooms

“We use our heavy--duty,, Quat 24 disinfectant and our Clorox 360 machine to do a completed deep cleaning process,” Lorenz said. “This ensures a safe classroom is ready for use the next day.”

“We will continue... following the best safety practices and guidelines so we can continue to sing...”

Choir Teacher Jessie Reimer

Some classes are harder than others to keep safe. For instance, the choir and band rooms have had additional air filters added in order to comply with the American Society of Heating, Refrigeration and Air Conditioning Engineers (ASHRAE) guidelines.

USD 232 Energy Manager Dwight Stoppel had to shift his focus to meet the safety demands, which include changes to the HVAC (Heating, ventilation and air conditioning) system.

“My position previously was to manage our HVAC to provide comfort and energy efficiency,” Stoppel said. “Now, my focus has changed to follow ASHRAE guidelines and provide a safe environment for students and staff while monitoring the daily demand on HVAC units.”

To meet these guidelines, choir teacher Jessie Reimer can only allow her class to sing for up to 30 minutes at a time. After that, the class must leave the room for about 15 minutes, to allow for the air in the room to be completely exchanged by the filters.

“I believe that all of these safety measures are creating a safe space for singing. We will continue to be diligent in following the best safety practices and guidelines so that we can continue to sing because the only other measure we could take is to not sing at all, which we absolutely do not want,” Reimer said.

Overall, Lorenz says that the district’s main goal is to ensure that students are safe and healthy through having a sanitized and socially distanced environment.

“Our end goal is to have a safe and clean atmosphere where students and staff can collaborate with one another and learn new things every day,” Lorenz said

Top Five Covid-19 Costs Most expensive purchases for the district

1.

4.

air purifiers $42,814

3.

2.

plexiglass shields $34,897

student desk shields $22,000

PPE - masks $16,576

5.

iPad travel boxes $14,477

JagWire

Design by Jordan Prestia

23

Head custodian Braden Lorenz wipes down lunch room tables with a mop and disinfectant ensuring everything is sanitized Thursday, Oct 1. | Steven Curto

Before leaving class, senior Ella Greenup waits to wipe down her desk with a paper towel while the teacher sprays the disinfectant Thursday, Oct. 1. | Steven Curto

Bending the Budget

The new MERV air filtration system is used by performance arts classes to keep students safe and healthy. The MERV filtration system was being used during choir class Thursday, Oct. 1. |Steven Curto

The district is forced to reallocate funds for necessities

$2,600,000

$205,188 total spent this year on COVID related items

$60,000 amount expected to exceed normal health services budget

amount in contingency reserve fund at the start of the year

$180,000 amount allocated in federal CARES funding

24

Oct. 19, 2020

Design by Tatum Elliott | Photos by Evan Sherman & Hayden Resch

ASK ABOUT MY MASK

Students and staff make a statement with their choice of face mask

Aiden Burke Assistant Editor

Madelyn Welch Writer/Photographer

Junior Luke Dufort wears a gas mask to ensure the safety of himself and others

Junior Luke Dufort

Science Teacher Ryan Johnston Science teacher Ryan Johnston wears both a face shield and a mask

JagWire: Why do you wear both a face shield and a mask?

Ryan Johnston: The mask offers some level of protection to both myself and others. The face shield helps protect me from droplets entering my eyes. It might be overkill, but ironically underkill could result in death.

JW: Do you wear both a face shield and a mask in places other than the school?

RJ: Yes. If I ever have to enter a place with other humans (other than my home), I wear both.

JagWire: What kind of mask do you wear?

Luke Dufort: It’s an ST-S100 Dual Filter Organic Vapor Respirator Mask fitted with N95 filters.

JW: Why do you wear a gas mask?

LD: I didn’t want to wear a cloth mask because that doesn’t quite cut it for me. The most important reason that I wear it is to protect other people in my family whose health might be compromised if I brought it back to them.

JW: Will you continue wearing a gas mask for the rest of the year?

LD: I’ll probably continue wearing it until I feel like things are dying down or getting safer, and I feel like I can stop wearing it without a risk of bringing it back home. It’s not about me. I’m wearing it to protect other people more than myself.

Senior Emily Hertel Senior Emily Hertel makes her own cloth masks JagWire: Why did you decide to create your own mask rather than buy one online or from a store?

Emily Hertel: At first the masks were becoming expensive, and my mom likes to sew so we decided to make our own.

JW: Are there any added benefits (in your opinion) to creating a mask rather than buying one?

EH: They are reusable, they are fun to make and it gives you something to do while you’re at home.