T h e
O ff i c i al
New sp ap er
Of A tasco c ita
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Sc ho o l
THE TALON T
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May 2013
What’s Inside:
News
Parking Woes? A new student parking policy is set to go into effect next year. See Page 2
News
An Immigration Story An AHS student walked thousands of miles to come to the U.S. See Page 3
Op-Ed
Stepping into the Future A senior contemplates the major steps in his life as he heads to college. See Page 5
Center
High School Is ... Explore the world of high school in words and pictures. See Page 6 and 7
Features
Cheering the Home Team The Diamond Dolls bring snacks and support to AHS baseball players. See Page 11
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Crowning the Queen By Megan Jenkins Staff Writer Tux and gown-clad students flashed by in an array of colors as they flocked to the checkerboard dance floor, while Jeffrey Overbay’s voice boomed over the ding-ding-dings of slot machines, the sliding of poker chips, and shuffling of high-heels. “It's that time of night...” said Overbay, the senior class sponsor. In a few minutes, he would reveal the names of the Prom King and Queen. The students, assembled at Minute Maid Park’s Diamond Club, held their breath.
ly-highlighted hair was swept up into a side-braid reaching from the crown of her hair to the center of her elaborate
Naceanceno. She stood in suspense as the crowd waited for the words that would reveal the two seniors who would forever be remembered as the Queen and King of the 2013 Prom. “I was really anxious,” Michelle explained. “But when they mentioned
Counting Down The Minutes
Just a few hours earlier, when the Diamond Club was still and vacant and limos had not yet started to arrive at Minute Maid, Michelle Hicks sat at a table in Maggiano's, chit-chatting with her boyfriend, Daniel Higdon, while nibbling her way through a three-course Italian meal. A golfer, cheerleader, NHS member, and staff writer for the AHS school newspaper, Michelle had been nominated along with seven others for the title of Prom Queen the week before. Just as hours of preparation went into the class of 2013's prom, Michelle also had an extensive prepping process before the big night. After trying on dress after dress at Muzzie's, a boutique that specializes in high-end brand gowns and dresses, she eventually settled on a long, silver, openback dress from Dillards. “I fell in love with it,” said Michelle. “It was only around $100 and it went with the theme of Gatsby, so it was a win-win situation.” However, finding the perfect dress was just one component necessary for Michelle's perfect prom look. On the day of prom, she had her makeup done at MAC cosmetics, and headed over to In Color, where her fresh-
Prom queen and king, Michelle Hicks and Brady Frederick, smile after being crowned. Photo by Amanda Rojas up-do . Finally, after smiling for the click of a camera at the Mercer arboretum and the downtown waterwall, she now smiled out of genuine excitement amid the chatter of her friends as their party bus driver headed for Minute Maid Park. At approximately 8:30 p.m., Michelle entered the frenzied scene of silver, glitter, and 1920’s glamour. Though she was ready for a night of fun, nothing could prepare her for the honor she was about to receive. The Final Moments Moments after Overbay quieted the crowd with his announcement, Michelle shared the stage with the other nominees: Brady Frederick, Kyle O'Farrell, Jesse Rodriguez, Tucker See, Hayley Jost, Joey Tang, and Crystal
Enforcement Spurs D-Halls By Niq Cobon Staff Writer The bell to signal the end of the day has just rung and students are spilling out of every conceivable exit, as teachers try to herd the stragglers out the doors. Some students, however, are in a line that snakes down the cafeteria wall in front of downstairs Blue House l. This is a common scene
on many days in Atascocita High School, as the numbers of students attending D-hall has swelled into the dozens. Since an improved system of discipline enforcement has been implemented by principal Bill Daniels, the numbers of attendees in D-hall has nearly doubled compared to last year. On Mondays and Tuesdays, as many as 50 to 60 students will attend D-hall, while during Wednesday’s
Brady, I had I feeling I would win because the rest of those nominated were couples.” Moments later, Michelle’s nerves had dissipated, and a smile spread across her face, as she was surrounded by a roaring applause. A silver tiara, sparkling under the spotlight, was placed in her blonde hair. She took the place on stage beside her fellow winner, Brady Frederick, a baseball player known for carrying Atascocita's spirit stick with him to the school's sporting events. A glow across her face once again that night, as she proudly sported a white sash with embroidered black cursive letters. They read: Prom Queen.
afternoon sessions the numbers often swell to 100 to 168 students at one time, said Monique Zibi, the discipline program facilitator. Last year, the number of Dhalls being given out was almost the same as this year, administrators say. However, the discrepancy between this year and last is due to the enforcement. According to Zibi, in the past, students could often avoid their punishment. Because violations were sloppily recorded and the chain of discipline was not D-Hall continued on Page 2
2 D-Hall Continued from page 1 enforced, students could dodge having to go to detention, said Zibi and Daniels. “They thought they could slip through the net, and skip Dhall,” said Zibi. This might have been true in the past, but no longer. Under the new system, everyone who is assigned a D-hall will go to D-Hall or be assigned a worse punishment. “Don’t think we will forget it. We won’t,” said Zibi. The chain of command in the discipline program, which includes D-hall, Thursday/Saturday class, ISS and suspension, begins with Eric Lathan, Red House 1
“Don’t think we will forget it. We won’t,” said Zibi.
principal, who is the coordinator. “This is not a democracy,” said a stone-faced Lathan. Lathan’s job is to pull together each aspect of the program to create a well-run machine that has a function to carry out fair and well-organized discipline. Next is Zibi, whose job is to preside over the D-hall aspect of the discipline program.. Zibi coordinates with secretaries to compile a list of students who attend detention or Thursday/Saturday class. Zibi is also responsible for enlisting teachers to watch D-halls. Regulars include Kap Mcwhorter, Joni Bates, Jill Davis, Tara Bain, Debra Howsmon, Lori Kittrell, and Megan Sandvick. When detention numbers swell to 100, Zibi could have as many as three additional teachers to help watch students. Terry Perkins, associate principal, who Zibi credits as being “in the loop of the disciplinary program,” is involved in cancelling certain detentions because of other discrepancies. This year, once a student is given a warning for an infraction, the next citation will result in a D-hall; infractions that require immediate detentions such as tardiness are immediately recorded. Once the mistake has been recorded, a system of secretaries and principals work together to ensure that a student either attends or is aware of his or her D-hall. “When a student is getting a D-hall, [we] make sure they know why they got it, and how they can prevent getting another one in the future,” said assistant principal and discipline program
News
collaborator Will Falker. Every day, the house principal communicates with the secretary, who is responsible for reminding the students about their detentions. When students fail to attend their D-hall, they are advanced to a Thursday/Saturday class, which morphs into in-school-suspension. A chain of administrators check and double-check to ensure students get the correct punishment. When a student breaks a rule, according to the discretion of the present AP/administrative representative, a citation is noted with the respective secretary. However, some students believe punishment can be unfairly meted out. “I felt like it was unfair, because my pants were ripped and I saw everyone else doing the same thing,” said Vincent Wilson,
“I felt like it was unfair, because my pants were ripped and I saw everyone else doing the same thing,” said AHS senior Vincent Wilson.
an AHS senior about his D-hall. However, administrators say they note the date, time, student name, and type of rule broken, so as to ensure efficiency. The same process is carried out to keep up with students involved in seat time, and those traveling through the discipline system. “When we get a D-hall, the [AP’s] explain why you got it, your actions, and how you can avoid your next one,” said junior Jhalil Davis, a D-hall attendee. And if one D-hall isn’t enough to teach students to avoid the next one, administrators say chances are good that they will be waiting for them.
Parking Lottery
By Lindsey Wills Staff Writer
A parking tag hangs from the mirror of an AHS student’s car. Every morning, just before 7 a.m., traffic backs up into the AHS student parking lot as more than 600 students guide their cars into assigned spots. Come August, however, some people predict that the traffic could be even worse under a new parking policy taking effect next year. Instead of giving students an assigned parking spot, White House 1 principal and AHS parking director Will Falker has decided to change the policy to open parking. Falker wants the students at the school to be more responsible and college ready. Changing the policy to open parking will help students do both of those things, Falker said. According to Falker, this will give students more responsibility and will help to get students college ready by preparing for parking in college. “Our students park without their own spot, all the time at sporting events, school dances, and work, so this new policy should work just fine,” said Falker. Under the new policy, students will still have to purchase
a pass, which will cost $35 for the year and $20 for a semester. Seniors will park in the Red House parking lot, while underclassmen will park in the Blue House lot. Underclassmen will only be allowed to park in Red if there is spillover. Students will be assigned color-coded tags to distinguish the grade levels. Falker plans to reserve the front row spots for students with perfect attendance as an incentive. Some AHS students say they will be much more inclined to get to school early to get a good spot next year and are excited about the policy. “This open parking policy is great. I have to be at school early every day so I’m going have a great spot,” said Natalie Priesmeyer, 10. However, other students worry that this new policy will cause them to be tardy -- a concern Falker dismisses. “If students are running late then they are already running the risk of being tardy, so it will be their responsibility to get to school earlier,” said Falker.
Students line up on Main Street for afternoon D-hall. The numbers have gone up as stricter enforcement of rules has been implemented on campus.
Trip of a Lifetime
News
What Will You Select?
3
on society, students in Forensic Science learn how to solve and investigate crimes. Everyone has seen television shows such as “CSI,� “ Dexter,“ By Michelle Hicks “NCIS,� and “Bones.� When stuStaff Writer By Michelle Hicks dents hear they can learn about Staff Writer He traveled alone, leaving those kind of things in school, his family and friends behind in Alyssa Cannon had never they are immediately interested in the only life he knew. He walked thought about what it would be the class, and line up to enroll. for months, crossing more than like to go hungry. Until the AHS According to Forensic 1,784 miles. He rode on top of senior spent three days living on Science teacher Cindy Welch, the trains, risking his life with every the streets as part of the school’s class consists of many hands-on motion. Social Action class. activities such as processes crime His name is Antonio Ruiz, During the class’s anscenes, studying fingerprints and an immigrant from El Salvador, nual poverty simulation, Cannon making plaster footprint impresand an 18-year-old freshman at experienced life without shelter, sions. Antonio Ruiz AHS. without food, without warmth. “I decided to take the class Antonio left his home in El Antonio walked for six days to And she’ll never forget it. just because it sounded interestSalvador on the night of April 30, “It made me realize how Houston in search of his uncle. ing, but I soon realized it’s some2012, hoping to arrive in the Unit- However, he was caught by border lucky I am to have the things I thing I think I would like to do as ed States and bring back money patrol and put in a new detention have,� said Cannon. a career,� said Forensic Science Social Action is one of the Club president Emily Stibbe, a three most popular courses chojunior. sen by students, according to head The students are always counselor Josie Pratt. The other up out of their seats, learning two are Forensic Science and AP through labs rather than sitting Psychology. in class taking notes, according The daily agenda of Social to junior Christian Rios, Forensic Action consists of learning about Science Club vice president. local, social, and global issues “Mrs. Welch creates a lot such as human trafficking and of songs about the topics and poverty while trying to make a sings them in front of the class,� difference. said Rios. “I don't think any other On block day, Social Ac teacher in the school does that.� tion students get to go off campus Stibbe and Rios were the ! ! and serve the community or the ones who came up with the idea certain category that they are of the club from their love for the interested in. According to Social !! " # $ % class and their desire to learn & ' Action teacher Kap McWhorter, more about the subject. ' many students continually sign up The lessons learned in Fo ( ) * + for Social Action because they are rensic Science include analyzing " # $ hungry to make an impact and to bones to determine race, age and make the world a better place. gender. The students also study to his family. However, throughout center. McWhorter said he never maggots and decomposing pigs in his journey, he was worried and has to advertise for the class, but He was there two months order to understand the stages of scared to death that he would get and nine days, counting every day rather his students go out and decomposition. caught and sent back home. as if he were in a jail, according to do the talking, influencing others “It’s not a boring class “My mother and my four every year to sign up for this lifeAntonio. where we sit down in a desk all brothers are what kept me motichanging course. Finally, the workers at the day and take notes while the vated,� says Antonio with a smile. Social Action has made detention center found his aunt teacher talks,� said Rios. “It’s very After walking for a little such an impact on the students’ and uncle in Atascocita, and Anhands-on.� over a month, Antonio arrived in lives that even after they gradutonio was sent to live with them In AP Psychology, students Mexico. Once he crossed the Mexi- until a decision is made. ate, some students continue on don’t just canvas a crime scene, can border, he was captured by a Often, when students from to make the world a better place, they explore the inner workings cartel who demanded money. Latin America come to the United according to McWhorter. of the mind, according to teacher “I thought I was going Erin Siple and Matt States, they face a huge culture David Duez. to die, but my friend gave them Thompson, Class of 2011 graduclash, said Spanish teacher Josie The course considers such money to let us go,� says Antonio. Delgado. However, in her Spanish ates, are now on to bigger and questions as “What attracts one Antonio experienced many for Native Speakers class, students better things in college at the person to another?� and “What is hardships along the way, such as like Antonio are introduced to the University of Texas. They have more important: nature or nurcutting his leg when jumping on a culture of the U.S. teamed up with a water project ture?,� as well as studying psychotrain, attempting to swim across group in a village called Yoloshi in logical disorders and treatment Antonio is still waiting for the Rio Grande three times, and Tibet to help purify and give the a decision about his legal status. techniques, said Duez. being put in a detention center village clean water. Siple thinks “If I have to go back to El The course attracts stuonce he reached Texas. that Social Action is a big part of Salvador, it’s going to be hard bedents who want to earn college According to a Border her daily inspiration to go out and credit and gain a “better undercause I am so used to the opporPatrol Commission report, 10,000 tunities I have living here,� says help people in need. standing of human motivation and unaccompanied minors cross the “Every year students blow behavior,� he said. Antonio. border each year. Of those, more my mind,� said McWhorter. In the meantime, in the “Simply put, every student than 8,000 were taken into cussmall fold of his wallet, Antonio “I see them focus less on themcan relate to psychology,� said tody this year, double the number carries a crumpled piece of paselves, making everyone else their Duez. “The course is about them. taken into custody at this time last per that allows him to stay in this main target.� It is about every human on the year. While students in Social country. planet, really.� Once he crossed into Texas, Action go out and make an impact He guards it with his life.
Op-Ed
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Time to Reconsider Tardy Policy By Lindsey Wills Staff Writer An Atascocita High School student walks down Main Street with a sense of dread lingering in her stomach as she realizes that she is getting her very first detention. It is her last semester of senior year -- and the punishment is for being late to one class. Ever since school officials implemented the rule that every tardy is an automatic detention, the number of students in D-hall has increased. This policy, in theory, seems like a great way to ensure students get to class on time because it provides an incentive not to be tardy. But, in reality, it’s not working. Some students still
couldn’t care less about getting to class on time and don’t care that they have to sit through D-hall. Some others have to suffer through D-hall for their very first tardy because the traffic on Main Street was so bad that they couldn’t get to class on time. It’s also not fair to make teachers sit through detention with that many students. It’s just unreasonable. One could argue that stricter enforcement of rules will lead to better compliance with school rules. However, rather than solving one problem, it has just led to another: an excessive number of students in detention. So what is the solution? Let’s try bringing back the tardy bell. The tardy bell was
a way for students to know that when they got to class, they still had two minutes to go to the bathroom or their locker, or to take care of any business before class starts. It also lets students who are caught in traffic on Main Street know that they need to hustle and get to class. Everyone knows that some students hang around and wait to go to class until the tardy bell rang, but let’s be honest. If it helps more students get to class on time and keep more students out of Dhall, it’s just a small price to pay. And if it doesn’t work, then just take the bell away again. It’s not like students haven’t been put through enough change this year.
can’t be printed in the newspaper. Students who call people such derogatory names are inappropriate and just plain rude, especially when the people they are talking to are their friends. A word that society considers demeaning should not be used to refer to friends, and shouldn’t be coming out of students’ mouths at all. Friends are meant to add to life, not detract from life. Too often teenagers also think it is perfectly fine to argue with their parents about everything and blatantly disregard what they have to say. They don’t have a problem sneaking out of the house or doing exactly what their parents tell them not to. But sneaking out behind parents’ backs and not respecting what they have to say is downright wrong. Some students argue that everyone is disrespecting everyone else now, so that makes it permissible, right? Wrong.
No one should be disrespectful. Under any circumstances. Before talking to friends or calling out something in the hallway, students should think about how they would like to be greeted. Before addressing teachers as just “teacher,” students should consider whether that’s how they would like to be addressed in their position. Before sneaking out of the house or disrespecting their parents’ wishes, students need to think about how they would feel if the roles were reversed. Treating teachers as if they are a friend is wrong. Referring to other students using inappropriate names is wrong. Not showing parents the respect they deserve is wrong. Disrespecting people is unacceptable and wrong. Period.
No Excuse for Disrespect By Lindsey Wills Staff Writer A culture of disrespect is creeping into our society. Too many students think that it is acceptable to disregard people’s feelings or insult their friends in a joking way. It is not. Teenagers need to realize that regarding adults as their friends and calling their friends derogatory names is not acceptable and quite offensive. Too many teenagers talk to teachers as if they are on the same level, when in fact it is wrong of students to do so. Teachers deserve a certain level of respect. When students get too comfortable around their teachers, respect is thrown out of the equation. Soon, students think calling teachers “dude” or “woman” is acceptable. Too many times, students walking down the hallways of AHS call their friends names that
TA L O N S TA F F
w w w. a h s t a l o n . c o m Adviser:
Staff Writers:
Monica Rhor
Michelle Hicks
Layout Editor: Brooke Schoch Photo Editor:
Megan Jenkins
Darnell Woods Lindsey Wills
Dylan Richards Niq Cobon
Donyale Brock
Chaz Kinner
Margot Tiscareño Ashleigh Roland Alyna Diaz
Dominique Puente Cameron Crim
Why Not Let Students Use Cell Phones? By Mackenzie Dupre Special to The Talon An AHS student is sitting in class, cell phone on desk, visible and ready to be used. The teacher sees it and doesn’t take it up, but rather insists that the student use it. Educators are divided over the benefits of using cell phones for educational purposes. But in reality, cell phones should be considered computers that can fit in a pocket. Imagine sitting in a classroom and not having to go to the room next door to search for a piece of information that can be instantly retrieved in the palm of the hand. The saying “there is an app for everything” is quite true. Need a calculator? There is an app for that. Don’t know a word? There is an app for that. Stuck in Spanish class and don’t know the translation? There is an app for that. We are now in the 21st century. Information we now have to take extra steps to find in school could be instantly found. So why waste class time to search something that can be literally found in the matter of seconds? Teachers often say that students have a hard enough time focusing in class and that giving students an opportunity to have a device that is the source of entertainment might not be the brightest of all ideas. According to an article in School Library Journal, 60 percent of students use their phones in school even if the rules prohibit it. If students are allowed to have their phones out, teachers can be aware what they are doing, rather than forcing students to hide their phones so they won’t be taken up. Billions of dollars are being spent on increasing technology in schools. Is it worth that much money just to restrict student access to tools on their phones that they already use regardless of the rules? Having a cell phone out and visible can make teachers more aware of what’s being done on the phone. It provides endless uses that can make education much easier and more up to date. Our society is in the 21st century, shouldn’t our classrooms be too?
Op-Ed
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Another First Nears as College Approaches By Niq Cobon Staff Writer Does anyone else realize that the bell to dismiss class sound like a person flatlining? I don’t know, maybe after the first few days of hearing it seven times a day -- every day -you start to get used to it. But for me, first impressions do matter. So I’ll always remember the first time I heard the flatlining bell, just like I remember all the firsts in my life. Speaking of which, I distinctly remember the first day of my high school career. I remember the first day of middle school. I even remember when I transferred over to Pine Forest Elementary school. Before the transition into another step of schooling, whether it was in fifth grade or eighth grade, the next phase was always some big mystery to me. A fascinating enigma that looked like a mirage in the distance, but as you
Niq Cobon got closer the mirage came into focus. After the first few days of going into that new phase, however, the grandeur of my extravagant dreams wore off like the smell of cheap cologne. I always had the misconceived notion, as most do (probably due to media), that high school was a huge party: a place where breakout musical selections with complex dance steps were performed, and the eternal hierarchy of the seniors was su-
preme. Oh, how mistaken I was. After I got the hang of high school, the days began to spill into one another into a monotonous mixture of waking up every day to the same seven classes, punctuated by the all-too-brief two-day respite known as the weekend. If I could do it again, I would. I would take a less apathetic stance to school and extracurricular activities and come in to pull out all of the stops. I feel like no one properly explained high school to me. All they said was “make good grades,” “manage your time,” and “don’t do drugs.” They never said anything about not being late for school too many times or you will end up in a place you don’t want to be. Or “Hey, guess what your grades matter from jump. Don’t mess up, It’s just that your whole life is riding on this test grade. No pressure.” Now that I know what I
Finding Strength in Silence By Darnell Woods Staff Writer
Most children learn to speak through words and sounds. I learned through gestures and movements. American Sign Language was the first real language I can remember knowing like the back of my hand. I lived in a world where the only language used to communicate uses hand movements, hand shapes and facial expressions. In my young and impressionable mind, a language that requires “silly faces” to get a point across was magical and almost fairy tale-like. That sense of magic was nurtured even more by my parents and by the place where I grew up. I was raised on the campus of Gallaudet University, the only university in the United States that offers education specifically for the deaf and hard of hearing. There, on a beautiful and busy Washington D.C. campus where students signed greetings and communicated like any other college student would, my parents -- both deaf -- attended classes and I learned to appreciate what Deaf culture, with a capital “D,” really is.
Darnell Woods My parents were my mentors in Deaf culture. They always made sure to inform me never to sell myself short just because someone could hear better than I could, or because my first language required me to use my hands to communicate. They taught without preaching. They didn’t force me into Deaf culture but instead they opened the door and let me see for myself before entering. And I saw a community that was warm and accepting, a community sharing a family mentality and a philosophy that said: You’re Deaf like me. You share the same struggles I do. You get undermined and oppressed like I do. I may not know who you are, but I am connected to you in a unique and exclusive way.
If I’m out in public and I see a Deaf person or group of Deaf people signing, I instantly feel a need to approach them and have a friendly conversation. It’s the power of feeling as if you know someone already before you even know them that makes Deaf culture so strong. The beauty of Deaf culture doesn’t come from the lack of hearing or the language. It comes from the connection each and every Deaf person shares no matter how far or close they are to each other. This year, I plan to apply to Gallaudet University. Not to follow the footsteps of my parents, but to go back to where I came from. To go back to the roots of who I am, to the beginning of me. Not because I feel like I’ve lost direction, but because I miss the feeling of Deaf culture. I miss the socializing at sporting events. I miss the Deaf entertainment and theatre. I miss the friendly attitude and familylike mentality of Deaf culture, the feeling of being a part of something larger than I alone could ever be. I am applying to Gallaudet University not only to better myself as a person, but to better myself as a Deaf person.
know, I am even more apprehensive about moving on to college. I seriously worry about the mental health of those seniors that always say “ I can’t wait to go to college.” Do they even seriously consider all of the things that go into going to college, especially if you are going away from home? Maybe they feel like they have everything set and ready to go. Personally, I feel like I showed up to first period English on a day there was a test that I didn’t study for, I’m pants-less, and I forgot my glasses at home. But maybe I’m overreacting. Maybe college will be like everything else. It just takes time to adjust and then you get it. All I know is that I feel like my life is spread out before me like nutless peanut butter on a plain piece of bread. I can see the finish line. The end is nigh.
What’s Your Favorite TV Show?
The AHS Talon online surveyed readers to find out what shows they are watching. The choices pitted bayou boys versus zombies, stage mothers versus mean girls. Here are the results of the wholly unscientific poll: Duck Dynasty: 81
Walking Dead: 49 Dance Moms: 10
Pretty Little Liars: 9 Downton Abbey: 3
For more polls, photo galleries and up-to-the-minutes news, read the Talon online at www.ahstalon. com.
Online and in print, the AHS Talon brings you tomorrow’s news today.
A student displays his love of music by wearing his headphones. Photo by Kazzandra Farias
HIGH SCHOOL IS ... My Life Today
High school is the slam of snooze buttons on alarm clocks at sunrise. It is the trudging of feet to the bathroom, brushing of teeth, and dressing in the latest styles. It is chatting in the flex area and being shooed to class by administrators. High school is the slam of a locker and the roll of eyes. It is the rush of Main Street and the standstill of lunch lines. It is the adults’ need to control and the students’ need to rebel. High school is a playground for young people. It is trying to find yourself in a constantly changing world. It is the crash-course for adulthood. It is hoping, learning, and growing. It is students groaning things like “I want to go home,” “I’m tired,” and “I don’t get this.” It is realizing that none of the little things will matter in the long run and the moments we are living in now will someday be mere memories. High school is being young and reckless and having fun. It is enjoying youth and having little responsibility. High school is my choices, my failures, and my growth. It is learning through trial and error, heartbreak and triumph, loss and gain. It is and endless flow of tests, quizzes, worksheets, and lessons. It is the difference between studying hard and not caring. It is the stress to get grades up before report cards come out and the pressure to have a high class rank and GPA. It is focusing on what does matter, the entire reason I come to school every day. It is finding interests and following dreams and all the hard work it takes to get there. High school is the things I’m experiencing. Right now. In this moment. It is my life today, but who knows what the future holds. -Alaya Balderas-Gallegos, Special to The Talon
Cowboy boots let everyone know Atascocita students have Texas style. Photo by Tiffany Wallis
Atascocita cheerleaders rally the crowd at a home game. Photo by Aerie Y
A butterfly is ready for release at an NHS fundraiser that helped a local fifth-grader with cancer. Photo by Savannah Holtcamp
An AHS swimmer adjusts his cap during a meet. Photo by Kristien Newman
AHS Theatre Arts students perform The Tragedy of Romeo and Juliet. Photo by David Shorey
A Style All My Own
Yearbook Staff.
Adults tell teenagers all the time that high school is the best four years of their lives. Although we don’t want to admit it, it’s true. Some of our best memories will be in high school. You can be whoever you want to be, and completely change your mind the next day. But that’s the beauty of it. You can express who you are through art, music, and fashion. That is what intrigues me most about the students at Atascocita High School. Many kids express who they are and what they’re like just by the clothes that they wear. When students are older and have a job and a family, they’re not going to be able to change their mind every day about who they’re going to be. In most cases, they’re pretty much stuck with it. High school is the time to change your hair color, try out different styles, and get your hair dramatically cut. Sure, you may look back and think “Wow, why did I do that?” But at least you have something to laugh about. When I’m walking through the hallways going from class to class, I observe the different styles and fashions of individuals at Atascocita, and I can usually tell what a person is like. For example, if they’re wearing sweatpants and a t-shirt, they’re probably really laid-back and don’t care what other people think. Or if they have a bright red streak and sparkly boots, they like the attention drawn on them. It amazes me how every person is different in their own way, and how they choose to express that. Whether it’s their hair or shoes or clothes. Notice how you never see two people wearing exactly the same outfit. That’s because no one is the same. I think that reflects kids in high school really well. Two people may look similar, but everyone has something different to offer.
-Chloe Soto, Special to The Talon
The AHS Patriettes perform at the group’s spring show. Photo by Taryn Lawson
Two students engage in the popular pursuit of the perfect “selfie.” Photo by Teresa Mastroberardino
A crowd of students celebrate Gatsby-style at this year’s senior prom. Photo by Selena Morrison Chin.
Features
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Her Loss, Her Gain By Brooke Schoch Layout/Design Editor
Jill Davison Jill Davison never thought she’d be craving exercise, but that changed after she entered a “Biggest Loser” competition held on the Atascocita High School campus. These days, the Avid and English III teacher says she’s motivated to maintain her new healthier lifestyle. In the AHS “Biggest Loser” competition, 22 teachers fought for the title of weight loss champion. Competitors were required to pay a $10 entry fee to participate. If contestants lost weight at the weigh-in, they did not have to pay a fee. If their weight stayed the same, they paid a dollar.
ers was determined to win, and kept saying she would destroy us all,” said Davison. Davison admits she’s sometimes a little spiteful, so she is pushing herself just to outdo her co-worker. Although Davison believed she was too behind to win, beating her fellow teacher has kept her going strong. But Davison’s main drive in the competition was to support her friends. She plans to continue with her healthy habits no matter the outcome of the competition. “I’m pretty comfortable with my fluffiness,” said Davison. “But I’m happy with the changes I’ve seen.”
Music With A Message
By Michelle Hicks Staff Writer He walks down the hallways, dressed in a button-up red shirt, slim-fitting green pants, and a belt decorated with piano keys. He smiles and brightens up everyone’s day with his caring grin. Edgar Aguilar, a 17-year
“I’m pretty comfortable with my fluffiness,” said Davison. “But I’m happy with the changes I’ve seen.”
If it increased, they forked over a dollar per pound gained. A $5 fee was collected from those who did not weigh in at all. “This contest is a good activity that allows teachers to come together and benefit from such a fun activity,” said Matthew Webb, the head of the Social Studies department, who supervised the competition. Davison has been using an app called “Lose It,” which allows her to track calories, exercise, and weight loss. Davison says it helps her to be more aware of what she’s eating and to stay on track. Davison’s goal was to lose 20 pounds, but she said she would be happy with only 15. On April 1, with only one week left in the competition, she had already lost 16 pounds. Throughout the entire process, Davison looked to the help of a “rival competitor” for support. “I only got into the competition because one of my co-work-
to his music teacher, Edgar was an exception due to his incredible learning aptitude and evident talent. Shortly after he began learning the drums, he was diagnosed 100 percent deaf in his left ear. His parents were afraid it would be the end of his music career. But through the power of prayer, Edgar’s ear disability completely disappeared. He believes it was a miracle from God. Over the years, Edgar has learned to play more instruments and is now playing over 12 different instruments: drums, piano, singing, guitar, bass, violin, clarinet, bass clarinet, bassoon, trumpet, cello, and percussion instruments. Whether Edgar is putting together a “Back to School” concert or singing at church, he hopes that his music has the power to show people the joy and freedom of faith. He has influenced many people through his music. One day after a concert, a boy with an unfamiliar face came up to Edgar and thanked him for doing the concert. The boy was going through a rough time, and Edgar helped show him who Jesus was. “Music is my outlet. What I lack in social skills, I make up for in music,” Edgar says with a smile, the caring smile that can brighten anyone’s day. “It’s more than sound. It’s the ultimate communication device.”
Lifetime Fit By Ashleigh Roland Staff Writer
Edgar Aguilar -old senior at Atascocita High School and one of this year’s Top Ten, is known for his outspoken faith and his passion and talent for music. His life consists of playing music at different churches and going on weekend family vacations. His musical ability became apparent at the age of four when he pulled out all the pots and pans in his kitchen, and began to make melodious beats on them. Within a year, Edgar’s parents had taken him to music school to see if they could sign him up for drum lessons. The school normally offered lessons only to students eight years or older, but according
As soon as the 2:45 p.m. bell rings, a stream of AHS students pile their backpacks and gym bags into their cars and drive less than half a mile from their school parking spots to the Lifetime parking lot. They check in and store their belongings in the locker room and head to the basketball courts or workout machines. By 3 p.m. on most days, the basketball courts, workout machines and dance studios at Lifetime are filled with AHS students, turning the state-of-the-art workout facility into a daycare for many students who don’t have a ride home or just need a place to go after school. “I go to Lifetime because I like being in the basketball games and I like working on my shooting skills,” said sophomore Anthony Elder.
The guys usually participate in basketball games which last until one of the players has to leave. Whether they play three on three or even six on six, they say they still have fun while working on their skills. When their games are over, some go upstairs to the weights section of the gym and lift weights to get "swole," as many like to say. Many girls, on the other hand, put on their yoga outfits and head upstairs to the dance studio, where they stretch and get ready to dance and sweat in a class called “Soul Grooves.” Soul Grooves is a dance class, which lasts about an hour and features choreographed dance numbers and hip hop songs. "I go to the Soul Grooves class to hang out with my friends and get a good workout at the same time," said sophomore Macy Meyer. "You don't even realize you’re working out because it's so much fun." The Soul Grooves atmosphere is very welcoming and nonjudgmental, participants say. The regulars welcome newcomers and the AHS students who attend, according to the people who take the class on a daily basis. In a typical class, rows of people in yoga outfits and tennis shoes dance while the instructor yells out phrases such as “Come on!” and “I better see you sweating!” One phrase in particular that makes everyone laugh: “Mothers, don't look at your daughters for this song.” When the students are finished with their workout and games, they walk down to the Life Cafe to drink smoothies such as the popular Mocha Madness or Strawberry Sunrise and eat chicken quesadillas or Super Caesar Salads before going home. By 5:30 or 6:00 p.m., the students start to say goodbye to their friends, get their belongings out of their lockers and walk through the exit doors. But the next day, just after 2:45 p.m., they will all be back following the same routine.
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Teaching Skills for Life By Mackenzie Dupre Special to The Talon Her hand rested over the boy’s shoulder. His eyes teared up as he looked at his activity scores on the computer screen. Clemmie Mann, a special education teacher at Atascocita High School, whispered softly, “You’re going to do better next time. It’s okay.” Just like that, the boy’s eyes lit up and he was on to the next activity. This time with a smile ear to ear. The boy sat in a nearly empty classroom. In the back of the room, some students focused on the task on the computer screen. In another corner, the soft murmurs of students asking questions about their assignment filled the quiet classroom. Around the room, teachers worked oneon-one with students, making sure all their questions were answered. It was just another day at AHS’s Life Skills classroom, a program with 30 students. The Council for Exceptional Children states that “(Special educators) work to ensure that students with disabilities reach their learning potential.” The special education teachers at Atascocita High School are doing just that. “Each individual has their
own specific goals whether it’s learning math or gaining more life skills and it’s my job to help them,” said special educator Joe Willson. Willson graduated from Texas State San Marcos with a bachelor degree in Cultural Anthropology – and no idea that his heart really longed to be a special education teacher. “My mom and aunt were both teachers. I guess it just runs in the family,” said Willson, now in his fourth year teaching Life Skills at AHS. “What we are teaching them here will help students not only be very successful in education but with life skills and social skills.” Each individual special needs student has a personal goal to reach outside of high school, according to the special education teachers. One program that helps students reach their goal is Mosaic, a vocational training school that the students can attend outside of high school through a selection process. This school helps create jobs and further their education. “Seeing those students walk across the stage at graduation has to be the greatest thing I have ever seen,” said Willson. Clemmie Mann, who graduated from Steven F. Austin with a double major in health science, agreed.
Education comes naturally for Life Skills teacher Joe Willson, who is part of a teaching family. Photo by Mackenzie Dupre “Just being able to see these students become well shaped adults is amazing,” said Mann, who has been teaching life skills at AHS for six years. AHS allows special education students to remain at the school until they are 22. Recognizing this, the teachers say it is foremost that these students learn all they can to be independent. “We teach them to budget money; how to work,” said Mann. “It is very community-based. We just don’t sit in a classroom.” At AHS, regular students are said to be very accepting of those who have disabilities. “I remember in high school
I never saw special needs students as regular people, “ Willson said. “But now being a teacher, I see they really are normal people they all want the same things as others.” Since regular education students are accepting to those with disabilities, the idea of mixing the two is advantageous in many ways. Regular and special needs students can be fully aware of each other’s ways, according to Willson. “Seeing these students every day and seeing the kids happy really gives me a different outlook on things,” Mann said. “I shouldn’t take things for granted.”
For FFA Students, Cycle of Life is Part of Lesson By Megan Jenkins Staff Writer Faith Underwood has spent countless hours by the side of Tigger, her energetic, playful goat. Twice a day, she made a trip to the barn to feed him. Once a week, she groomed, walked and bathed his coat of ivory fur. “Just like you get attached to them, they get attached to you. I remember my goat used to follow me around everywhere,” Faith said, her voice breaking out into a giggle as she reminisced. It was that way ever since she got Tigger in October. But Faith also knew that her time with the little goat was limited. He’s not a pet, but an animal she raised in the program known as FFA, formerly known as Future Farmers of America. As an animal raised for market, Tigger will be killed -the industry prefers the term “harvested” -- for his value. If her
goat doesn’t make sale, Faith’s sponsor will decide where to place him. Either way, Tigger will not be placed back into her care and will not live longer than the few months spent prepping him before he’s shipped off. Although Faith felt accomplished when her first goat made sale, as if she were giving it more of a purpose, the parting day was no easier to face. On the day that animal was taken away, Faith and her classmates stood teary-eyed as they watched their hard work, dedication, and in many ways, their pets, be taken from them. “It was really hard.” said Faith, who is no longer in FFA. As she spoke, her giddy laughter disappeared, her voice trailed off and the corners of her mouth receded into a thin line. FFA’s primary aim is to provide a learning experience through agricultural education, especially for students aspiring to
“Just like you get attached to them, they get attached to you,” said former FFA member Faith Underwood.
enter into an agricultural profession. The program advocates the hard work, dedication, and commitment associated with the realities of a career in agriculture, according to Atascocita’s official FFA website. However, some high school students may not be prepared to trade off their pig, knowing that in a few months it will be chopped up, deep fried, and served alongside pancakes. “You will gain an emotional relationship with your little creature ... and just to have it shipped off to be killed?” said Alex Cleaver, 11, who regards the FFA association as animal cruelty. Christine Torres, a member
of FFA since freshman year, expressed a different view, explaining that the FFA sponsors “make sure that you’re aware that it’s a meat product, not a pet. You’re going to get attached regardless, but the reason you’re raising the animal in the first place is for produce.” For some, blurring the lines between pet and market animal was not a challenge. For instance, Jesse Gonzales, 12 regarded the pig as a burden that he gladly handed over. Erin Richardson, 12, however, worries that it would be too much for her. “I would love to raise an animal, but I would get too attached to it,” Erin said. Despite her own preference not to raise an animal through FFA, she still recommends it to other people. “I mean if they can handle [knowing their animal will be killed] than they can go right ahead.”
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Talent Showcase
Portrait of a Young Artist
Codie McKneely By Megan Jenkins Staff Writer Hazel eyes scan a blank, barren canvas. A silver rose dangles from a chain, draped around the neck of light-complexioned girl whose brown hair cascades in soft waves. The hazel eyes continue their voyage through the canvas’s white plains. Her hand advances towards a paint brush, and she closes in on the canvas. The first stroke of fresh color appears. The hazel eyes belong to a girl named Codie McKneely. Those same hazel eyes direct the AHS senior through Atascocita High School’s crowded halls. Saying she had a “busy schedule” in her last year would be a gross understatement. Even as the 18-year-old participated in varsity track, took a total of seven college-level courses, and dealt with the strife of teenage years, her passion for art held a constant presence.
That passion began the moment her tiny two-year-old hands could grasp a pencil. She hasn’t regretted a single moment since. “Every second that you invest in art is a second you’ve improved,” she declares with a smile. And she certainly has improved. Gradually, her art went from scribbles, to sketches, to stunning masterpieces. Not only has her art won the admiration and compliments of her peers, but it also garnered a four (the highest score possible) at an art competition known as Vase. Her art teacher, Mick Watson, even submitted one of her pieces to the Fine Arts Festival of Houston without telling her that he did until afterward, knowing she wouldn’t submit anything on her own. Codie’s decision to turn her talents into a career was finalized as her junior year neared its end, when her classmates insisted that to pursue any other path would be a waste of talent. Despite her mother’s warnings of a hunger and money-deprived future, she heeded her classmates’ advice. The girl with hazel eyes vowed to become an artist. One day, she hopes to hold a diploma from Colorado State, where she plans to major in art. But for now, she continues to add to her canvas. One brush stroke at a time.
Guitar Man
Zachary Doolen By Dominique Puente Staff Writer He wears combat boots as black as his newly cut hair, a thick metal chain with a silver lock around his neck, and a smile that can light up a room. Judging by his appearance, you’d never suspect this Atascocita High School senior is a musical theater major. Girls turn the other shoulder as he opens the cold metal glass doors. Boys walk into him as he lurks down the hallway as if he were invisible. A simple acknowledgement brightens his day, “People are afraid of what they don’t know,” Zachary Doolen, 17, says with truth in his eyes. English IV. 7th Period. The class sits in cliques texting, gossiping or playing games. Not Zach. He strums his prized possession, a glistening acoustic guitar named Diana that is always by his side. The tunes he weaves can clear minds, melt hearts and
sends chills through one’s spine. The class silences and turns to him. He looks up and lets out a simple chuckle. After two short years of playing the guitar, the aspiring songwriter has already completed an instrumental album, “Games with Death.” With passion in his voice, Zach discusses his favorite band, Staind, a post-grunge metal band. Oddly enough, with the same passion, he finds himself in awe over Les Miserables, a Broadway show. He laughs at himself, smiles, looks down at Diana and takes a long, deep breath. Diana is named after a dear friend who took her own life: Diana Solano. “It felt right naming my guitar after Diana. It really opened my eyes when she was gone,” Zach says with tears in his eyes. His first instrumental album contains the first song he wrote, “Ding, Dong, Ditch with Death,” a song about suicide. As the bell rings, he picks up Diana, pushes in his chair and swiftly walks towards the door. He holds it open with a smile on his face -- as always. “Everyone on this Earth is considered a blessing,” Zach says. “And when someone takes their own life, it’s like taking that much good left in the world.”
After the Bell Rings, Time for a Bite By Alyna Diaz Staff Writer
After a long day of school, sophomore Brian Cruz rushes to a place just down the street from AHS called Jitters Coffee. As he walks in, the aroma of coffee and freshly baked muffins fills the air. There’s quite a line to wait before he is able to get his order, but he says, “It’s worth it. The food is so good.” The walls are painted a harmonic color, and the place has its own homey feeling, a good atmosphere to relax and eat after a long day of tests and schoolwork. But this is just one example of the various places students like to go to eat after school.
“I usually just go to Jitters because it’s quiet and the coffee there is really good,” said Brian. Some other students like to hang out with friends at fast food restaurants and also eat after school. Some favorite fast food restaurants include McDonald’s, Chick-fil-A, Panda Express and Sonic. “McDonald’s is close and has really good food so I just go there and hang out with friends,” said sophomore Jocelyn Ramirez. Many students at AHS like to stop by and hang out at local eateries. Some students even swing by local gas stations to grab a drink and a snack on the way home. Some popular dine-in
restaurants visited by students include IHOP, Iguana Joe’s and AppleBee’s. Students go to these restaurants to unwind and release the day’s stress by hanging out with friends and grabbing a bite to eat. “I love Sonic’s drinks so I just go there after school for their ‘Happy Hour’,” said sophomore McKenzie Becker. Going to a place to eat after school is common with high school students, who prefer to grab a bite with friends rather than to just go home. As sophomore Brenden Ball explained, “I’d rather go to a place to eat after school with friends than go home with no one there.”
Hot Food Where do AHS students go to grab a snack? Go to www.ahstalon. com to vote for your favorite. McDonald’s Taco Bell Jitters Panera Bread Iguana Joe’s Chick-fil-A
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Diamonds Are A Guy’s Best Friend By Brooke Schoch Layout/Design Editor It’s the morning of the big game, and walking through the halls in their game day best are the AHS Diamond Dolls, a group of girls who show support for baseball players on game day. The girls sport white Diamond Doll shirts, embroidered with their player’s name and number, at almost every home game. They are loud and proud and play an important role in how the team performs, according to many of the players themselves. Whether it’s sunflower seeds or baseball-shaped cupcakes, these girls do their best to help their boys leave the game with a win. Jay and Alyssa Jay Anderson loves the game of baseball. He’s been playing ever since he can remember. His passion and dedication to the sport gained him his position on the varsity team as a sophomore. A third baseman who wears a number 10 jersey, Jay shares his game day excitement with his Diamond Doll and good friend Alyssa Powell. The two met in the eighth grade during their fourth period Spanish class, and the friendship grew from there. Jay appreciates everything Alyssa does for him on game day, but says his favorite part is the snack she brings for him during class. Jay says it helps make every game day even more special.
An AHS baseball player assumes a stance during practice. Photo by Taylor Bollom. “Having Alyssa as a Diamond Doll brought our friendship alive again,” said Jay. Alyssa, a 2013-2014 varsity cheerleader and choir member, has always shared Jay’s love for the game of baseball. It all started when Alyssa joined a softball league at age nine. She fell in love with the game and continued to play for six more years until devoting her time to cheerleading. “I’ve always loved baseball even when I was little,” said Alyssa. “It’s just always been a part of my life.” Alyssa loves making Jay’s game days special. Her favorite goodies to give to Jay are baseballshaped chocolate cupcakes with peanut butter icing. “I love coming to the games and showing him my sup-
port,” said Alyssa. Brandon and Annalyse Brandon Cody, a graduating senior, has also been playing baseball ever since he can remember. Brandon, who has been involved in the game since he was 4, will finish his AHS baseball career as a pitcher. Brandon hasn’t decided on a college yet, but is considering Ranger and Blinn, with the hopes of continuing his baseball career. “I love the game and every aspect of it,” said Brandon. Brandon shares his game day experiences with his girlfriend of five months, Annalyse Janak, a sophomore at AHS. He says the best part of having his girlfriend as a Diamond Doll is the support she brings on and off the field.
tablet, laptop, or smartphone to use in the classroom for Internet research, quizzes and other activities. “The district is currently in the process of drafting policies and making improvements to our network that would make this possible for us in the future,” said Paige Parker, a instructional technology specialist with the district. Curriculum coordinators will be working with instructional technology specialists and teachers to design lessons to use in the classroom. “There is a lot involved regarding infrastructure and policies before students are allowed to use their own devices in school,” said teacher Ann Weh-
rman, explaining that there is a lot of planning and getting the policy approved before the policy can be put into use. The Bring Your Own Device program will make use of applications such as Edmodo, Socrative, and Poll Anywhere, which allow teachers to grade and receive the students’ work electronically. Students will be allowed to use their devices for strictly educational purposes only, district officials say. “I think being able to use my cell phone to help with school would actually bring my grades up,” said sophomore Madison Shaw. “Since teenagers are already on their phone most of the
B-Y-O-D Spells Learning
By Ashleigh Roland Staff Writer Cell phones, iPads and laptops may soon be as common as textbooks in Humble ISD classrooms with the introduction of a Bring Your Own Device program next year. The school district will be piloting the program, popularly known as BYOD, in at least two secondary school campuses, according to superintendent Guy Sconzo. The school board is hoping to eventually bring the program to every campus, said Sconzo. Under BYOD, students can bring their device, an electronic
“She’s always there to support me,” said Brandon. “I always have the best snacks on game days.” Annalyse, an all-around athlete, spends her days involved with basketball, volleyball, Patriettes and choir. When she’s not in the gym, she’s stretching in the dance study or singing on stage. Annalyse grew to love baseball over the years and spends her time in the stands at many of the varsity games with the other Diamond Dolls. “I love cheering on Brandon and supporting all of the baseball boys,” said Annalyse. Although Brandon is graduating this year, Annalyse still plans to return as a Diamond Doll next year. “I love being a part of making the players’ game days special,” said Annalyse. time, doing some school work on it probably would benefit them and their grades.” According to the U.S. Department of Education’s 2010 National Education Technology Plan (NETP), many school administrators hope BYOD programs will help make students engaged and excited about their own learning. Humble school board members and technology specialists are working to get the pilot and systems perfected before putting the policy in schools as soon as they can. “I predict that AHS will see BYOD just as soon as we can work through some testing with pilots next fall,” Sconzo said.
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