What is this? Find out what it is and how to use it on pages 10-11
Check out things that seem out of place throughout the school day on page 13
Plainfield High School
Volume 84, Issue 7
January 27, 2010
Now that construction is nearly complete, what’s next for downtown Plainfield?
Whether or not the recession is over yet is debatable, but it hasn’t stopped progress in downtown Plainfield. The town centre facade project is an $800,000 initiative intended to improve the infrastructure in downtown Plainfield. A half million dollars came from federal funding, and tax payers accounted for 20% of the cost. The plan has been active since August 2009 and is now nearing completion. The project allowed improvements to US Highway 40 and renovated 16 buildings along Main St, including the overall aesthetic of the 100-year-old buildings. All that is left to do now is some brick work on one building and vegetation that needs to be planted, which will be done in
the spring, leading to an eventual ribboncutting ceremony. “It turned out as expected,” said Planning and Zoning Director Joe James. “It’s going to pay dividends.” James expressed hope for more business downtown, due to the project. “We’re going to see more investment in the town center,” he said. “It’s going to attract more business.” Before the construction period, there was a 40% vacancy rate in the town center, and James’s goal now is for 0% vacancy with 100% occupancy. While James said that the construction period probably did affect business in the area, but profits will be made up in time. James said he heard of a ladies’ consignment shop that could be coming in the town center soon, and a realtor has already moved its offices downtown. Also lured by the newlyimproved town center, biker Dennis Gibbs, along with his wife Janet, have opened a new bike shop in downtown Plainfield that sells bikes and all accessories assorted with DOWNTOWN, EMPTY BUILDINGS wait for new owners. Among them is the biking, along with old Village Theatre. “The longtime plan is to renovate it and operate it as a bike service. dinner theatre,” said Planning and Zoning Director Joe James, on the owner’s
Justin Young Copy editor
plans for the building.
Plainfield trail systems. “A bicycle shop is a destination,” he said. The co-owner even lets customers try out bikes on the trails, which can be found less than a tenth of a mile to the north and west. One of Plainfield’s newest workers, sophomore Clayton Meranda, helps in the service department of Gear Up Cyclery. Also a biker himself, Meranda enjoys his RECENTLY OPENED IN downtown Plainfield is Gear Up Cyclery. “One new job and working of the aspects we’ve always enjoyed is the bicycling,” said co-owner with his hands. “I’m Dennis Gibbs, who has been retired for three years, spending that time serving pizzas to research biking and visiting bike shops. “We enjoy bicycling so much, not or shoving trash into and Plainfield has a great trail system, so why don’t we support this?” photos / justin young trucks,” he said. Gear Up Cyclery, opened January 10, Meranda said his is a result of three years of research and a favorite aspect of biking is the freedom lifetime of passion by Gibbs and his wife. that comes with it. “I can do whatever I “The research we did showed the west want when I’m biking. Nobody tells me side needed a bicycle shop,” said Gibbs, what to do.” who has consulted with nearly forty bike On the recent renovations, Meranda said, dealers throughout the country, trying to “I think it will really improve Plainfield learn the tricks of the trade. because all the improvements have really Gibbs agreed that the infrastructure helped give the town a face lift.” improvements helped his decision of where Gibbs also anticipated the arrival of even to put the shop. “We think it’s an ideal spot more improvements to local infrastructure, to put this business,” he said. On the recent including improved parking and vegetation construction, Gibbs had “nothing to say along US Highway 40. He said, “It’s only but positive.” going to get better.” The location also proved convenient to Gibbs due to its proximity to the
Paid on pupil performance
New method of teacher compensation proposed
Aly Weigel Staff writer
Traditionally, work schedules and even teachers in personal ambitions are the state of all things that can get in Indiana are the way of schoolwork paid according to their and can, in essence, affect years of experience. But, in student’s performance. a few years, this system of “If I notice that a student compensation could see some is struggling, I make sure drastic changes. Indiana that they know that help is Superintendent of Education available. I always try to Tony Bennett and Indiana review good study practices Governor Mitch Daniels have during class and model proposed a new payment what I want the complete system for the teachers of assignment to look like,” Indiana that links student said Cumberworth. “But, success in the classroom what can also play a big to how much is on their part in student success, is individual paychecks. parental support. Students Much controversy has been with parents who care about sparked since the proposal their progress in school tend of this concept. Some argue to do better academically that paying teachers according than those whose parents EMMA HINE, 9 and BRENT SCHWANEKAMP, to student progress is unfair math don’t. When a student because of certain factors, such hears encouragement in as a child’s difficult home life, this system will effectively assess the classroom, as well as at a student’s own initiative and their a teacher’s strength, based entirely home, it has a very positive effect overall academic ability. English on student performance, in a fair on them.” teacher Janet Cumberworth and equitable way.” If teachers’ salaries really do says that she “agrees with the There are a variety of factors become linked to student success, principle of trying to attract that can either hinder or improve some teachers fear that they will and maintain strong teachers.” a student’s performance. Things begin to worry about what kind of However, she is “not sure how like college plans, home life, students are in their classes, such
as AP students versus remedial students. Math teacher Brent Schwanekamp feels that meritbased pay isn’t the best idea. “The biggest obstacle with teaching is the student draft. If this way of payment actually came into play, I would want the firstdraft pick of students, as would any teacher. But that’s not realistic. It’s our job as teachers to help students with their mistakes and teach them to grow as individuals,” said Schwanekamp. “Every student has the ability to pass. It’s up to them on whether they really want to or not.” Although merit-based pay could act a motivator for some teachers, so far, the negatives and positives do not match up. Principal Kellie Jacobs questions the proposal. “We have to look at the classes that are being taught. If we base teachers’ pay on student performance, then what do we do for teachers who teach in areas where there is no accountability for students? So far, I have not seen any answers for those types of questions,” said Jacobs.
“We are a public high school. We take any student who walks through our doors. That is why this payment is not fair. We can’t control what type of students we receive or what kind of home they go to when they leave after school. We can only control the time we have with the students during the day. Home life definitely affects student behavior at school, as well as their willingness to learn.” With this option, students would be taking end of year assessments for each academic class to measure improvement in the given subject, as well as give an insight to how much the students are actually learning in the classroom. “As far as I understand, the tests would measure the student’s growth. But if you’re asking students to grow, you have to keep in mind that it’s easier to grow if you’re in a lower level class. Growth in challenging classes is harder to achieve,” said Jacobs. “Although it has been done in other states, this way of payment is difficult, especially in finding a way to make it fair.”
January 27, 2011
[NEWS in BRIEF] More than books: Public library draws interest “It’s just for fun and to make people and students more aware of the teen book collection,” said Teen Services Coordinator Courtney Allison. Twenty-two teens have participated so far in the Book Spine Poetry in Area T at the Public Library. “They thought it was really fun,” said Allison. Book Spine Poetry (BSP) started January 1 and ends January 31. BSP is where readers take books from the teen section of the library and stack them on their sides so viewers can see the spines. Once the spines are arranged to where they make a sentence or “poem” that makes sense ,Allison will take a picture of it and post it on the windows in Area T. Allison said, “I had seen it on a web site and it seemed like a good idea and I thought teens might enjoy it.” BSP participant freshman Amber McIntyre said, “I had a lot of fun doing the Book Spine Poetry. Chelsea Ratet and I pulled about 50 books off the shelves and
Taylor Werner Staff writer
then started stacking them up to try and make them say scary things and ended up adding stuff which made them sound even funnier.” You, need, a deadly game of, beating, my boyfriend, overboard, hit the, untamed, betrayed, princess, waiting for, boy, looking lost, is one of the orders McIntyre decided to put these book tittles in. “We did it for about three hours and every time we couldn’t find a word we wanted, we took sharpies and wrote on duct tape and put in over the words we didn’t want to replace.” “The teens seem to love the monthly activities,” said Allison. “I Love the Library” month is next month, and in the teen section, teens may post their favorite things about the library on the Area
T window. Every third Tuesday of the month from 3:30 to 4:30, teens can play Rock Band 1 and 2 at the library. There is more excitement at the library than for just the teens. The library aims to grab the attention of all age groups. Mango Languages is one way the library is trying to accomplish that. “Mango languages is an online learning
system that the library purchased in early 2010 for patrons to use,” said Community Central Manager Joanna Carter. “Mango offers a lot of languages from Arabic to Japanese to French to Hebrew, as well as English as a second option for several languages.” The library has been promoting the Mango Languages program for about six months in the school, at library events and to organizations within the community. Anyone can use Mango inside the Plainfield Library, and while away from the library, members can use their library card number to access mango from the library’s web site. “Everyone is using it,” said Carter. Mango Languages seems to cross all age boundaries. Adults are using Mango to prepare for their vacations overseas, and elementary students use it to learn how to communicate with family members who speak a different first language. “Mango Languages makes language learning fun and easy, everyone wins,” said Carter.
DECA dominates Physics Club sends 25 competitors to State AP physics students combine Emma Simpson Staff writer
Distributive Education Clubs of America, also known simply as DECA, could possibly uncover the next Donald Trump. DECA is competitive business club that meets and practices to compete during second semester. The club recently had their District competition and will be competing in the State competition later next month. “I am overwhelmingly ecstatic,” said DECA sponsor Tricia Leslie. “I am so proud of them.” “Most of our competitors were first-timers, so they exceeded my expectations. We had 25 students who competed at the District competition who made it to State and we will have 17 more students competing in the written portion,” said Leslie. Seniors Devin Kolditz and Blain Meadows were two who made it past the District competition and advanced to State. Both students were proud of their performances at District. “We didn’t think we would get third place, but we did,” said Kolditz. “I think we did really well,.” Junior Breanna Segovia competed at the competition for the first time this year. “For my first year, I think I did pretty good. Having a partner, Susie Adjei, made it a lot easier,” said Segovia. She and her partner will also be advancing to the State competition. Leslie and the group will be preparing vigorously for State, so that those participating will be prepared for the competition awaiting them. “Now that they know what to expect, I think they will be more prepared,” said Leslie. “I think they will be strong competitors.”
Big Apple trip looms If students have been staying up day and night dreaming of the big city, then now is their chance to finally be able to go to New York City for a fraction of the cost. Seniors, though, can not sing up for the trip because it is only for freshman, sophomores and juniors. Students will be doing a lot of sightseeing in the three days they are there. “[Students] will attend a Broadway show, go to Times Square, Rockefeller Center, Ground Zero, the Statue of Liberty and the Empire State Building,” said New York trip director Luke Johnson. A few of the other places students will
Dylan Delph Staff writer
go see are Ellis Island, Little Italy, China Town and many other locations. The trip will cost students $1195.00 and is all inclusive. The price includes flight, meals, hotel, tips, etc. “Students should really take advantage of this, because the trip is far cheaper than if you were to go with your family,” said Johnson. The deadline for registration is in late February and the trip date is June 6-8. Information and registration forms can be found in Student Services or students contact Johnson at the middle school. His email address is email@example.com. in.us or call him at 838-3966 ext 1113 for further details or questions. Do not forget to act quickly as there are limited spots for the trip.
“... Times Square, the Statue of Liberty ...” -Luke Johnson, trip coordinator
science, entertainment Josh Ragsdell Staff writer
Come one, come all, to the Physics for All show. Tuesday, AP Physics students put together a show demonstrating concepts they had learned in class. Physics teacher Tracy Hood said, “It’s an evening to showcase physics and how it applies to the world around you. It’s for all ages and it’s a chance for AP students to show what they’ve learned.” Hood started the program last year in place of a traditional LAUREN FELTER, 11, physics class fundraiser. She said, “I anticipated we would need funds for a second field trip, and I didn’t want to do something like sell cookies.” Even though last year was the first year of Physics for All, Hood said, “I was thoroughly impressed by the enthusiasm of the students.” However she said, “We had no idea what we were doing.” “We learned a great deal about what it would take to make a very successful night,” she said. One of the results of the results of that first attempt was a later date for the show. Hood said, “We had it in October and moving it to January has helped.” She said, “The preparation has been part of class projects, so the students are more knowledgeable about the physics they are presenting.” The changes seem to have been beneficial. Hood said, “I am really impressed by the enthusiasm and commitment the AP students have had to this project this year. So far, they have exceeded my expectations.” A main purpose of Physics for All is to be a teaching opportunity for the students and a learning opportunity for the community. Hood said, “In today’s society, we have a lot of issues that need a basis in science to understand, so it’s a good service for the AP physics class to promote scientific literacy.”
January 27, 2011
Former doctor fabricates research
 “Why would a vaccine cause autism? That’s really stupid.” -Hannah Neal, 9
British medical journal finds autism study an ‘elaborate fraud’ “My brother’s autistic, we’ve done a lot of research and autism is mainly hereditary.” - Josh Mecham, 10
photo/grady farris PLAINFIELD STUDENTS WAIT in line to receive free vaccines. “[Vaccines are] critical. Back before vaccines, kids died all the time from the diseases that these vaccines are now preventing.” said School Nurse Debbie Draper.
The controversial paper was retracted last For students, February by the Lancet, the medical journal fabricating research Margaret Arnold means a failed class. where the study was originally published. Staff writer For (former doctor) “There have been lots of studies Andrew Wakefield, it disproving what Wakefield’s said for years, means the loss of his and I’m glad it’s finally being accepted,” medical license in Britain and a measles said school nurse Debbie Draper. “It’s endemic in England and Wales in 2008. hard to change peoples minds once they A 1998 paper written by Wakefield and believe something.” colleagues suggested that the MMR, or Despite the retraction of the paper and Measles, Mumps and Rubella vaccine, was all the proof against Wakefield, some connected to autism. people, like Rebecca Estepp, spokesperson Wakefield’s theory was that the virus for Talk About Curing Autism, still support used in the vaccine grew in the intestinal his theory. tract, causing the bowel to become porous “I guess the GMC (General Medical because of inflammation. He believes that Council) can say whatever they want to the material then seeps from the bowel into say for the rest of their existence, but I the blood which affects the nervous system know that my son got better because of Dr. and causes autism. Wakefield,” said Estepp on cnn.com. The conclusion of the paper was Another Wakefield supporter, according renounced by 10 of its 13 authors in 2004 to cnn.com, is actress Jenny McCarthy, when they learned that Wakefield had been who founded the Generation Rescue group paid more than “There have been lots of which supports $674,000 by a law Wakefield. The firm that intended studies disproving what group stated: “The to sue vaccine Wakefield’s said for years, sole purpose of the manufacturers. That GMC’s ruling ... is and I’m glad it’s finally was not the paper’s to try and quell the being accepted.” only fault. growing concern Five of the twelve Debbie Draper, of parents that the cases examined in expanding vaccine school nurse schedule and the the paper showed developmental remarkable rise in problems before being introduced to autism are correlated.” In the decade since Wakefield’s paper the MMR vaccine, and three never had was published, the number of children autism. Wakefield denied any wrongdoing. “The getting vaccinated has decreased due to allegations against me and my colleagues their parents fear of their children getting are both unfounded and unjust and I autism through vaccines. More than 90% of those infected with invite anyone to examine the contents of these proceedings and come to their own measles in 2008 had not been vaccinated conclusion. In fact, the Lancet paper does or their vaccination status was unknown. The Centers for Disease Control and not claim to confirm a link between the MMR vaccine and autism. Research into Prevention praised the retraction of the that possible connection is still going on,” study and wants to remind parents that vaccines are safe, effective and can save said Wakefield on cnn.com. In September 2008, a study was lives, and they urge parents to bring their conducted at Columbia University, questions to their pediatrician or their Massachusetts General Hospital and the child’s health care provider. Draper said that Wakefield’s study has Center for Disease Control that replicated key parts of Wakefield’s original paper and caused very few problems for her. “Plainfield has generally done a really could not duplicate his results. Since Wakefield’s study came out, good job at listening to their physicians around 20 other studies have been done and the health department and completing by different researchers in different the vaccines,” She said. populations in different countries, and they have all denied any relationship between vaccines and autism.
“Personally, I think he only did the ‘research’ to get the money and become recognized as a great scientist. Too bad things went downhill.” - Elizabeth Mennonno, 11
“I don’t really know. I’d have to look it up before I made an educated response.” - Chase Pitcock, 12
“No -- Studies have proven over and over that there is no relationship.” - Andrea Birke, Spanish
Student Poll Do you think that the MMR vaccine could be linked to Autism?
7% yes 61% no 32% I don’t know
page/margaret arnold sources/cnn.com and news.yahoo.com
Could advanced placement classes be too advanced?
January 27, 2011
Shelley Knapp’s AP 101 1
Is an AP curriculum harder to follow than a “regular” class curriculum? “It is definitely more rigorous; we go faster, cover more material and write more often. It is college-level curriculum so, yes, it would be more difficult than a standard high school English class.”
Change in the AP curriculum could be coming
What are the best ways to prepare your students for the AP exam? “Practice, practice, practice. The more familiar students are with an exam, the better they will do. Pacing is a huge problem with AP exams -- students have problems finishing. Practicing often helps with that challenge.”
Is it more challenging to teach an AP class? “The first few years it was. I was developing the curriculum as I was teaching it -- a very challenging task. But, I am familiar enough with it now so as to lessen the difficulty of instruction.”
photo / justin young
Rachael Roesler Staff writer
As the new semester begins with the new year, a plethora of things come to students’ minds. It is also at this time of year that the Guidance Department takes a deep breath and prepares for all the student scheduling for the next year. Next fall though, AP classes could look a little different, maybe even a little younger, than they do now. The 2011-2012 school year introduces the beginning of sophomores taking AP classes. However, this isn’t the only change that’s coming with the AP classes. Across the country, speculation has arisen about the curriculum of the current AP classes, suggesting that these classes may even be harder than the college freshman courses they represent. Physics and AP physics teacher Tracy Hood has already heard some suggestions at what her physics classes could look like in 2015. But, by then, the changes she’s hearing of could be changed.
Typically, the students in her AP physics class don’t earn grades under a C. Most of the time, if students are willing to take an AP class, they are capable of getting the grades they want. Even with a positive outcome, such as few failing grades, there could be room for change in curriculum in Hood’s eyes. “I’m never opposed to revision for student learning,” she said about the current curriculum. Though she’s not close-minded to any changes that might be coming over the next few years, she has no idea what they will look like or how they will change her classes. One thing is certain though: junior Lauren Feltner is “excited for the challenge,” of taking AP physics next year, regardless of the changes that may need to be made in the future. “I enjoy it now, so I know I’ll enjoy it next year,” said Feltner. She wasn’t sure exactly what she wanted to do in the future, but she knows one thing for sure: it will involve physics. Feltner believes physics is important because “it’s all about the earth, and it’s important to know how things
work.” Senior Josh Rychtarczyk, who is currently taking AP physics and AP calculus, enjoys taking AP classes. “I want to be an engineer, and they [the AP classes] really interest me,” said Rychtarczyk. Because he wants to be an engineer, the AP classes he is taking are a good eye-opener for how his future will look. “It’s a good intro to college, and you’ll learn a lot,” Rychtarczyk said. Although Feltner is expecting to find AP physics difficult, she and Rychtarczyk felt that they would rather take AP classes in high school where the atmosphere is more comfortable and the teachers are more familiar. “It’s a window to what college will be like, with still having a safety net,” said Hood. Whether changes need to be made to AP classes or not; it won’t stop the students from PHS from taking classes that challenge them and prepare them for their futures. page design/ rachael roesler
Why would you recommend taking an AP class in high school? “It is set up to mirror the rigor and expectation of a college-level class. What better way to prepare for college than by taking a college-level class before you go?”
Do you think AP classes have an adequate workload? 5
“I think there should be less ‘homework’ in an AP class. College professors rarely send home worksheets to be completed for homework. However, the amount of work completed in-class makes up for any homework assignment completed outside of class. We work until the bell every day.”
January 27, 2010
f e i l e R l a Comic
le y st ” y n o to r a “c s ’ p o h is B e ti r A
Art is often used as Josh Ragsdell a release of emotion or Staff writer as satire on personal events. Senior Artie Bishop does both. He said, “I would describe my artistic style as cartoony and kind of comical. I try not to be too serious. I draw anything I usually see. I began drawing before I can remember.” He began developing his style around three years ago and had two main influences. One of these is the Anime/Manga
Club, of which he is a member. “We watch a lot of anime and I like the art style,” he said. “Part of what influenced me was anime. I like the facial features such as the big googly eyes and the cutesy cartoon scenes.” He said another influence was “web comics” on the Internet. Part of developing his style was learning to draw a character in various moods with a “facial expressions exercise.” “The exercise included 25
expressions to help develop a character,” he explained. “Some of the expressions included happy, sad, mad and drunk.” Bishop said one of his favorite things to draw is video games. One of his drawings [as seen above] is a comical interpretation of such a video game. “It’s a drawing from Assassin’s Creed Brotherhood. The witch doctor is chasing the main character trying to give him a shot. The actually game is a lot more serious, but I like joking around with serious
things,” he said. Right now, Bishop is in the Digital Design and Drawing II art classes. “I like the laid back environment while expressing myself with one of my favorite hobbies,” he said. Bishop plans to continue these interests after high school. “I’m going to see if I can go into college and make video games using this style, and if I can’t get into that I’ll probably just start my own series of comics,” he explained. page design/ Josh Ragsdell
January 27, 2011
d r a w o t g n i k r
: p o T e th
t s e u q e h t n o s r e h c a Te e v i t a r t s i n i m d for an a license Emma Simpson Staff writer
“[Administering] is so different from teaching, so my favorite thing about it is learning so much.”
“My goal for administration is to make connections with students and help facilitate them in whatever they’re seeking.”
Rachel Gath, algebra
Brent Schwanekamp, geometry
“I decided to go into administration because you can take a lot of routes with it. ”
Jeri Meyerholtz, Spanish
Administration 101 • Administrative programs usually last two years • To become an administrator in Indiana, students must pass the SSLA • At Plainfield High School, five teachers are qualified to be administrators
“Busy” is one word to describe a teacher pursuing administration in the midst of the school year. Not only do these teachers teach seven periods a day, but they attend graduate school for two to four hours after their work day. Administrative programs usually last two years and the degree is in a Masters program at many colleges. After the program, students must pass the SLLA (school leaders licensure assessment), in order to receive their administrative licenses. The program can be very time consuming for a teacher. “I was definitely busy two nights a week,” said Brent Schwanekamp, geometry teacher. “I went to Butler for two hours on Tuesdays and Thursdays. It was extra tough during the football season.” Time management was tough for Spanish teacher Jeri Meyerholtz as well. “I would do homework at night and sometimes I pulled all nighters. I tried to do all my school work at school, but it took a motivation and self-discipline.” Rachel Gath, algebra teacher, tried to manage her work much like Meyerholtz. “I typically do most of my homework on the weekends. I try to do grading and planning throughout the week.” However long it may seem, it’s worth it for these teachers. They may not have seen themselves as administrators when they began teaching, but now administration is one of their highest accomplishments. “I didn’t see myself as someone who would pursue administration. I was mainly thinking I would teach a long time,” said Meyerholtz. “I didn’t think I’d to go into administration. I expected to teach and to coach,” said Gath. “Even though I have my license, I don’t see myself using it in the next five to ten years. I decided to get my Masters and administration fit me best. It’s a poor financial choice to not get your Masters [if you’re a teacher],” said Schwanekamp. Since they’ve seen what it’s like to be both a teacher and an administrator, these teachers are able to point out the biggest differences between the two. “Administration deals not only with curriculum, but also with the business aspect of schools,” said Gath. “With teaching, it’s more about communication with the students. With administrating, it’s all about leading and distributing. There’s a lot of delegation involved with administration,” said Meyerholtz. Schwanekamp would describe the biggest difference between teaching and administrating with a sports analogy. “The principal is like the head coach. It’s the principal’s job to coach the teachers and improve the educators. It’s the teachers’ job to be the assistant coaches.” Just like students at high school, these teachers had favorite classes in their administrative work. Suprisingly, each teacher had the same favorite class: educational law. “My hardest and most interesting class was legal perspectives of educational law,”said Meyerholtz. “We had to put ourselves in a lawyer’s shoe and decide the right procedure in disciplining a student.” Being in the same program as Meyerholtz, Gath had the same classes, and she agreed that her most interesting class was educational law. “I felt like I learned the most and I think that this class will be very useful as an adminstrator,” said Gath. Even though Swanekamp wasn’t in the same program as Meyerholtz or Gath, his educational law professor was the same. “Dr. Emert is such a good professor,” he said. “Having a good teacher made it so much better.” photos/emma simpson page design/emma simpson
January 27, 2011
g n i y d Stu d r a h
sw or d ph ot o/ ka itl in tip
; d e s a le e r s t r o p e r s s e r g o r P ly r a e Y e t a u q s Ade t n e m e v o r p im s n la p , s t o p s k a e w s d in f l o o h sc
The goal is by 2013-14 that every child in the U.S. will be successful ...
A young person. Any yellow parade. Artful yoo-hoo panthers ... wait, what does AYP stand for? AYP is the Adequate Yearly Progress report that schools across the nation receive every year. But some speculate what it really means. AYP is a stipulation provided for by ‘No Child Left Behind (NCLB),’ a program initiated in January 2002 by then-President Bush. The report is part of the ‘Stronger Accountability’ quota. The idea is that state’s hold schools responsible for their students aptitude to pass the end of course assessments (ECA). Assistant Superintendent of Curriculum Mary Giesting said, “The goal is by 2013-14 every child in the U.S. will be successful, no matter how absurd that sounds. Therefore the name ‘No Child Left Behind.’” “Successful” in the context of NCLB is to mean that every student who takes the ECA will meet or exceed the standards set, which at the time of 2013-14 will be 100%. This year’s results came bearing good and bad news for the corporation. Good: Plainfield Community Middle School and Brentwood, Central and Van Buren Elementary all made AYP ... And bad: Clarks Creek Elementary and Plainfield High School did not. The high school missed AYP by three of the 14 required categories. Due to a miscalculation by the
Kaitlin Tipsword Editor-in-chief
-Mary Giesting, assistant superintendant
administration on a minor stipulation of the program that required students by the end of their sophomore year to take algebra IA, the school missed the math participation category. Giesting said, “We will always make participation, now that we understand the rules. I assure you we will never have a no in participation again.” The school additionally received a ‘no’ in the category for mathematics aptitude for special education students. The target percentage was 54.2%, however the 32 student group that participated received a score of 37.5% passing. “We are currently looking at special programs for special education students that would provide remediation,” said Giesting. “I’m not sure those who wrote NCLB understand the large range of ability between these students. The gap is too wide to lump them all together.” The last category to not make AYP was the English 10 aptitude percentage. Giesting again offered the school’s new game plan on meeting the target next year. “Just like with our math remediations, we need more interventions in English. We are looking into classes to assist in the remediation process,” she said. Though the school suffered blows from the three missed categories, Giesting assured that it is nothing to worry about. “We did really well in our graduation rates. Many schools in Indiana did not make AYP. In fact, out of the 382 schools in Indiana, only 67, or 18% made AYP,” she said.
Do you think ECA testing is an accurate measure of the school’s success?
Alayna Scott, 9
“Not really, because some kids just don’t try and I don’t really think that is the teacher’s fault.” “Some people don’t even study or try hard on it, so I don’t think it should reflect on the school.”
Adrienne Hughes, 10
Andrew Lamar, 11
“I think the testing of students may show what a student is capable of, but not of what a teacher is capable of. A teacher can try, but a student may still fail.” “No, I don’t think it is an accurate measure because it is just like a final exam, and you don’t always remember what you learned.”
Jade Kirchoff-Foster, 12
page design/ kaitlin tipsword
Brooke Livingston, 10
January 27, 2011
Chris Ballog, 1
“I like taking pictures because it gives me a chance to try new things and improve my picture taking [skills] every time.”
0 1 , i k s o k l o v i a T a Katrin
“[Photograpgy is] a way to express myself and other people through pictures. I like how I can be creative because I don’t get a lot of chances to be with the stuff I do.
“I free-handed the entire thing and it took me about 20 minutes to draw the whole picture.”
Andrew Kain, 11
“I feel like writing and drawing [are other ways] that I can find messages hidden deep in my mind.” page design/zach golay, jason thomason
January 27, 2011
Chillin’ Winter likehangouts icethroughout Plainfield Taylor Werner and Dylan Delph Staff writers
Barnes & Noble
Interview: Senior Eric Miller
Q: Why do you go to Barnes & Noble? A: “They have books and I like books. I’ve been reading since I was seven years old.” Q: How often do you go there? A: “I go there at least three to four times a week, sometimes only two, but then I feel really illiterate those weeks.” Q: How often do you make a purchase when you are there? A: “I buy a book every time I can convince my mom to buy me one , or If I actually have money that week, I will buy it myself.” Q: How often do you read while you are in Barnes & Noble? A: “The only time I read in there is when I read the first chapter to see if I’ll actually read the book, but usually I just read the tittle.” Q:: Who do you usually go there with? A: “I go there with my friends and my mom but sometimes I just go alone because I feel like looking for some new books.” Q: How do you feel about the Starbucks in Barnes & Noble? A: “I hate the Starbucks there and they should replace it with an Internet Café”
Area T: Public Library
Interview: Junior Alex Tartamella
Q: Why do you go to the library? A: “It’s a good place to hang out with friends, it’s nice and warm and it’s a place where I can just kick back and relax.” Q: How often do you got here? A: “I go to the library every day for about two to three hours minimum.” Q: What do you do when you go to the library? A: “I read a book or two, get on the computer, socialize and usually play some video games.” Q: Who do you usually go there with or meet at the library? A: “Tai Guthrie, Blake Starks, Zoe Goodman and I usually bring my little brother and sister because they like to read and they’re book nerds.”
Q: What would you do if you didn’t go to the library? A: “The day I stop coming here it would be boring, uninteresting and dull, because I am the life of the party.”
Great place to go with family and friends, indoors, 18 holes compared to the usual 9
Cons: Hit and miss music selection, lighting, not as big
photos/ dylan delph, taylor werner page design/ dylan delph, taylor werner
Monster Mini-Golf, located in Avon, is a great place to go with family and friends just to have fun. The building is almost hidden off to the side of Highway 36. They have two party rooms and a decent sized arcade to take a break from mini-golf. When I first entered the building, it seemed as if it was abandoned. Once I walked deeper, it began to get loud with the arcade games’ theme songs and children’s screams. The lighting was a little too much. After about an hour, I began to get a headache. A majority of the time, the music is played far too loud for any interaction with others to occur. On top of that, the music is far from my liking and it is recurring. They played about five songs over and over again. If you are a child, that may be great, but for the older people that go there, it is far from
appealing. The course itself is designed wonderfully. All the gimmicks and statues that are in view are intertwined with one of the holes in some way. For example, on the first hole, there is this massive monster that sits in the corner and as you take a shot behind it, it mocks you. Another hole has a dog named Fido. When the ball rolls past, the dog jumps out and starts barking. Overall, I was impressed with Monster Mini-Golf. The gimmicks are what impressed me the most, though. Even with the lighting and the not-sogood music, I would gladly visit the place again.
 Claudia J. Sproull, 63
Results arrive from important ECA test
Michelle Pea co-managing editor
Claudia J. Sproull, surrounded by her loving family, passed away peacefully on December 21 after a brief and intense battle with cancer at St. Vincent’s Hospice in Indianapolis. She was born on December 19, 1947, to Claude Nunn and Dorothy Noble of Louisville, Kentucky and Leitchfield, Kentucky, respectively, both deceased. Claudia received her undergraduate degree in Special Education from Brescia College in Owensboro, Kentucky ,and her Master’s Degree in special education, from Butler University. She taught in the Indianapolis Public Schools for 11 years, and finished her career at Plainfield Community School Corporation, after 16 years of service, retiring November 30, 2010. She received the coveted Kentucky Colonel designation in 1972 by the then-Governor of Kentucky, Wendell H. Ford. She had been class sponsor for the Octagon Club at Plainfield High School for several years. Known widely for her sunny disposition and ready smile, she cared deeply for special needs children. She had a gift of comforting those that lived life with physical and emotional disadvantages, and helped them realize their strengths while minimizing their weaknesses. Seeing her students excel was a constant source of joy. On June 16, 1973, she married Wayne Sproull, and to the marriage two sons were born, Nicholas (Jennifer), and Benjamin. She so loved and adored her grandchildren, Max (2), and Ella (3 months). courtesy of indystar.com
January 27, 2011
Imagine, a test so important, that failure to pass could mean no graduation. No, it’s not a nightmare, it’s the
ECA. “The End Of Course Assessment is a test that ensures all students meet a minimal level of competency prior to graduation,” said Assistant Principal in charge of curriculum and instruction, Marisa Donovan. ECA is required for Algebra I, English 10 and biology, though students only have to pass the Algebra I and English 10 tests to graduate. “[The ECA], when done with best effort, does a good job of showing a student’s minimal knowledge,” said Donovan. “It does in no way show overall what a student knows; it just shows basic knowledge.” Donovan is pleased to announce that 85% of students retesting passed the
Marisa Donovan’s Study Tips • Come to the test with a positive attitude • Take advantage of any review sessions that are provided in class • Create a “study group” of friends to go over the material • Go over any material from practice tests, homework, sample problems, review material, the textbook and class notes • Read questions carefully and make sure that you answer everything that it asks for • Eliminate answers you know aren’t right • Try your very best the whole time on the test
algebra ECA test and 80% passed the English test. “We did very well this year,” said Donovan. Because this test is so important to pass, students can prepare to retake this test by taking an extra class to prepare them. Teacher Rachel Gath teaches a math help class that students pass the ECA test. “[If a student fails the test] they are automatically put into the class as long as it fits into their schedule,” said Gath. The class is offered every semester during school and after school and students are able to retake the ECA every December and May until it is time for them to graduate. “The remediation class works well for most students,” said Donovan.
Last semester, every one of Gath’s students passed the ECA Algebra I test. “It was 26 students all together,” she said. Sophomore Robert Hall was among those students. “[Gath] helped a lot,” said Hall. “She explained everything and made it not as hard as the first time [taking the test].” “[Students should take the ECA] because [a student] could cheat the whole class and not learn anything; but on the test, you have to know the material to pass,” said Hall. “Students should prepare by paying attention and studying.” “Our teachers do a great job getting out students ready, but we have room for improvement,” said Donovan.
January 27, 2011
Seemingly “ordinary” events shed new light on those that are “out of place”
USUALLY COVERED WITH flyers and other sources of information for students, the message board in the Ellipse is completely bare after being cleared for the holidays. “Anything that goes on there gets approved by Mr. Rodkey,” said Principal Kellie Jacobs. Soon enough, papers will reappear upon the board and keep students informed and enlightened. photo/case marsteller
the rest of the student body is still at home, while the girls swim team spends their twohour delay sitting in the school cafeteria. “Usually, we don’t find out about two-hour delays until after we’re already here for morning practice and by then, we aren’t allowed to leave the school. We usually just sit in the cafeteria the whole time,” said junior swimmer Monique Cloe. photo/aly weigel
WHILE OTHERS SPEND their lunch period chatting with their friends, senior Noel Wagner spends her 25 minutes reading. “Books are interesting and it’s a way to get out of real life,” said Wagner. She’s loved reading since she was in 6th grade and her favorite author is E. D. Baker. photo/michelle pea pea photo/michelle
DURING THEATRE ARTS, senior Amber Pegram drags junior Vonda Manuel around the floor. “I was trying to get Vonda to concentrate on her work,” said Pegram, “but I found dragging her across the floor entertained her and made her laugh hysterically.” photo/chris rohrer
IN THE BACK of her class, physics teacher Tracy Hood works on her laptop as her student teacher, Cara McClincy, teaches. “It has been really good teaching here. It has been really good to see how to teach the different types of science,” McClincy said. McClincy is currently taking classes at Indiana University in order to become a teacher. “Mrs. Hood has really helped me behind-the-scenes to learn about new ways to teach new material to students.” photo/justin young
IN THE HALLWAY, junior Brynn Olinger sits doing her homework from the day when she was absent. photo/josh ragsdell
January 27, 2011
NO PAIN, NO GAIN
How student athletes get injured, how the trainer can help them No pain, no gain. If that old adage is true, then “game” can mean severe injury or death. Sports injuries are expected with sports. The CDC claimed there are 1,442,533 high school sports injuries per year, and that’s why the school has Certified Athletic Trainer Rebekah Montgomery. Montgomery, who works for Hendricks Regional Health and is contracted through the high school, helps athletes assess their injuries and determine the best course of action to get them back in peak physical condition. In the spring and fall, her office is located in the building by the football field that houses the alternative school and football locker rooms. In the winter, she can be found in the athletic complex. “In athletics, there can be catastrophic injuries,” said Montgomery, who has been with the high school for four years. “I’m trained to keep the situation calm until advanced care gets here,” she said, citing when a student athlete’s knee was dislocated once, and she maintained the situation until paramedics could arrive. “We start with an injury evaluation,” said Montogomery on what occurs when an injured athlete comes to visit her. “[It] includes getting a history about how the injury happened. We check the range, the strength and how functional they are and then make a plan for treatment, rehab and return to play.” So when should an athlete come see Montgomery? “Any time that they have an injury or a problem that prevents them from performing their best; when they’re in pain,” she said. Montgomery can be found at the school whenever there is a home meet or varsity practice. Montgomery also said that it is crucial to see her for any head injuries or possible stress fractures, an injury due to overuse that can lead to a tedious recovery. “I can also prevent them from sometimes having to see a doctor,” Montgomery said, though, that is not what occurred with
Justin Young Copy editor
sophomore Maria Whicker. Playing basketball caused Whicker to receive two stress fractures in both her tibias. She said it was the “continuous pounding up and down the court” that caused it. She first learned of her stress fractures November 11 after seeing Montogomery. “My legs were sore, but I didn’t think anything of it,” Whicker said. She said that seeing Montgomery at an earlier point could have prevented the stress fractures. Now, though, Whicker must wait until nearly three months after receiving the injury to return to basketball. Senior Gavin Walker found himself in a medical boot due to a “badly sprained ankle” and is now returning to basketball after a couple of weeks of wearing it. The medical boot’s purpose is to prevent any further injury. Walker “went into the training room and rehabbed with the trainer” during those two weeks. Montgomery helped him as he “used ice buckets and did functional stuff” with his ankle. As for Montogomery’s position in the school, Walker said, “I think she’s really good for the school because it helps all athletes with their current injuries, and with rehab, I got back a lot faster. It helps a lot.” Then there are athletes like freshman Amanda Hoffman, whose injuries go beyond what Montgomery can help. It was reported earlier in the year that Hoffman broke her fibula in a cross country race. After hearing it crack, she still finished the mile and a half left in the race. Now, Hoffman, after three months of recovering with no physical activity, is starting to return to running. Spending ten minutes on the bike and ten minutes running now, Hoffman hopes to be back running with the team in a month. “I don’t quit,” she said. “I’m not a quitter.”
photos / justin young
January 27, 2011
ATHLETES IN ACTION Justin Tharp, 11
Marie Bierman, 9
 Sarah Janssen, 12
Mikey Gullie, 9
photos/kevin terrell, bailey jackman colin dixon
Athletes of the Month “I have been swimming since I was six. I started because my two older sisters did and I wanted to be like them. I mostly do swimming for the team because we all become close. [The team] is like my second family. I also like [swimming] because it is rewarding to see how well I do on times.” -Wickham
Kyle Schmedake, 12 “He has had great success in both the Conference and County meets.” -Coach Chris Cavanaugh
Kelsy Wickham, 11
“She has been training very hard and has pushed herself all season. She is also one of the best girl swimmers we have this year.” -Coach Chris Cavanaugh
“I have been swimming for about seven years now. When I first started, my mom would put me in time out if I skipped practice. I like swimming because when I jump into the pool I feel like a graceful dolphin in search of a meal. For me, that meal is a championship.” -Schmedake
page/dylan delph photos/colin dixon, morgan blake
January 27, 2011
In March 2006, an Chris Rohrer unsuspecting Co. managing editor hero would soon emerge, a single hero to take the weight of the world on his shoulder’s just by uttering a simple word: “Yes.” Anime/Manga Club Sponsor Tim Wootton was approached on a normal day, in a normal town, by a normal librarian. “There was an interest in Anime/Manga, but there was no club,” said Wootton “[Pat Kriskovich] approached me because she knew I also had an interest in Anime/Manga.” The rest would be called history. Both Anime and Manga are Japanese arts, but Anime is motion picture animation and Manga is a graphic novel containing highly stylized art. By day, Wootton works for the school district doing desktop and telephone support and by afternoon, he takes on the responsibility of watching and supervising the activities of 40 members. A normal meeting for the Anime/Manga Club consists of a few announcements and the discussion of which Anime to watch. “It’s a pretty democratic system,” said Wootton. “We vote on a series and watch it, unless the interest changes, then we proceed on to a different series.” Currently,
the series being viewed is the Black Blood Brothers, but an additional Anime movie night is in the works. “We usually stay after school to watch a lesser known Anime that isn’t shown on television,” said Wootton For students not familiar with Anime, it can be broken down into sub categories:action, science fiction, drama, magic, vampire, romance, mystery and many more. “My personal preference is Mecha (giant robots), Gundam and older classic series, such as Astroboy and Trigun,” said Wootton. Anime first came to America in the 1960s with the movie Panda & the Magic Serpent (1961) and the first animated series Astroboy (1964) “The Anime/Manga fan base was small to begin with,” said Wootton, “so Anime/ Manga Club gives students the opportunity to get together to watch, discuss and enjoy Anime/ Manga.”
DURING A CLUB meeting’ Anime/Manga Club members wait to watch an Anime. “I not only enjoy the Anime but also the people,” said junior Jordan Rumple. “We all enjoy the same things so its a really good place to hang out.”
Anime/ Manga Club Members: 30-40
Meetings: Wednesdays after school photos/ abby hallett
Frau Ament’s Ad ve n t u r e s From skiing to German competitions, Susan Ament has led the German Club on many different excursions in her years as club sponsor. But, German education wasn’t Ament’s original career choice. “I thought I wanted to be a physical therapist,” said Ament. After being recruited to Michigan for running, Ament couldn’t turn down the offer. “They didn’t have the physical therapy major that I wanted, but after my freshman year, German was my favorite subject,” said Ament. However, college wasn’t the first encounter Ament had with the German language. “My grandmother spoke German, and I came from a very German community,” said Ament. “I remember attending many German festivals as a child.” Then, from college, Ament filled in as a maternity substitute teacher for teachers at Hamilton Southwestern and Avon before teaching at Plainfield. Plainfield was splitting up the middle school and high school and the previous German teacher was moving to the position of vice principal at the middle school. “Each language would have a club because it helps generate enthusiasm for the class,” said
German Club Members: 80 members and 30-35 regular participants
Meetings: Once a month Actively participating in German Club, students dance at international festival and ride in the homecoming parade
Ament. So she picked up the duties as German Club Sponsor. The 2010-2011 school year has been an eventful year for the German Club, so far. “We participated in the Homecoming parade,” said Ament. “We also have done ‘International Festival’ where German club presented a song and dance called ‘Flieger Flieger Flieger’ which is a traditional German children’s song. We sponsored a family in need around the holidays and had a gift wrapping party, then played a gift exchange game known as ‘Dirty Santa’.” The activities aren’t finished for the German Club and many plans are still on their to-do list. “We plan on having a carnival in February, along with going rock climbing and dining out at the Heidelberg Haus and the Rathskeller, which are very authentic,” said Ament. “We also plan on going bowling and, of course, speaking a lot of German.” German Club offers students a chance to explore the language they are studying in school in a fun environment that expands their knowledge beyond the classroom and in to real world applications. “Typically, students who participate in German Club tend to be more enthused about the language and the culture,” said Ament.
page design/ andrew pea & chris rohrer
January 27, 2011
Germania! Junior Brandon Courtney talks about
his trip to Germany
“I saved up for three months while working at Noodles and Company. I even sold my car to pay for the trip.”
“Germans are obsessed with saving the environment. That’s why they only shower every other d a y . They’d
“I think it’s illegal to say the word ‘Nazi’ in Germany. If you scream it, people will come running.”
rather kill someone than hurt the planet.
“I think people should travel to other countries because you can learn about other cultures. I wanted to go to a foreign country, and I was learning German, so Germany seemed like the perfect place to go.”
“During the trip, I found out that Germans were much more tolerant and open-minded with controversial things, like homosexuality.”
In fact, I remember one guy saying that he wanted to murder everyone who drives a Hummer because they’re killing the environment, and he was serious.”
“Because I was American, they treated me disrespectfully and pretended I didn’t exist. I had to go through extra hoops to buy things. On the other hand, the younger people liked me because I was foreign. I guess old people dislike Americans for some reason.”
“Wh i to so le I was me re in Ge had a l l y a ton fun places rmany , . like */-, of history Some I went o b whe started re th ehind t f them .” he e Na zi pa m, rty
page design/ case marsteller, michael turinetti
January 27, 2011
In this case ...
being late might actually help us
Our Position: We believe that the school should have a later start time in order to benefit the whole of the student body.
There aren’t very many sides to the opinion of school starting later: you either want it to start later, or you don’t. Many students agree that if school started later, the student body would benefit by ultimately getting more sleep, better moods, decreased tardiness and an increase in consumption of breakfast in the morning before school. Today, one of the biggest health problems that teens face is chronic sleep deprivation. Although society often views sleep as a leisure that ambitious or active people cannot afford, studies show that getting enough sleep is a biological requirement, as important to good health as eating well or exercising. Teens are among those least likely to get enough sleep. Teens need, on average, 9.25 hours of sleep per
Do you think that our school should have a later start time?
night for best performance. By the end of high school, teens average fewer than seven hours per school night and most report feeling tired during the day. Although having school start at a later time would be very beneficial to all, obstacles remain, such as: after-school activities and reduced time to access public resources. In the end, studies have proven that students will perform better if the start time is pushed back. That can have a long lasting affect. Test scores could improve, student participation could skyrocket and attendance could increase. There isn’t anything preventing this from happening, and just because we haven’t made this a habit or a thing in the past, doesn’t mean we can’t do it now. It’s a new thing, and the majority of people are not willing to accept the fact that the age-old tradition of school starting at the crack of dawn just doesn’t allow everyone to function to his or her best. We have the ability to change it with the proper modifications. To follow the example of a two-hour delay,
if we start later, we will function better. That doesn’t necessarily mean shorter class periods, as with a normal two-hour delay. If the state believes that modifications to the school year cannot be made, then why would we spend our time writing across
“I don’t think so. We don’t “Yes. Every semester so “No, because the later we really have anything to do start, the later we get out. far since I’ve been at in the morning. We have school, I’ve seen people But yes if they shortened plans in the evening, so sleeping in my first period our class periods.” when we get out earlier class. Teachers shouldn’t -David Stoker, 11 we have time to do things.” have to be waking their students up.” -Kristen Lees, 9
-Dani Bunce, 10
Are you opinionated? Is there something on your mind?
Are you bothered by something troublesome to students? Do have something to say to the school, but can’t get it out?
Please bring your
Letters to the Editor
to room E102
Editor-in-chief Kaitlin Tipsword Copy editor Justin Young
“Yes and no. You would be able to sleep in more, but at the same time most people would be inclined to stay up later resulting in the same lack of sleep.”
“I’m aware of the research that says teenagers benefit from a later start time, but I prefer our current schedule. It might be nice though to have a flex day once a week when kids could begin school a few hours later.”
-Brandon Dawson, -Marci Davis, science 12
Managing editors Michelle Pea Chris Rohrer Cartoonist Case Marsteller Staff writers Margaret Arnold Dylan Delph Zach Golay Grace Kura Case Marsteller Andrew Pea Josh Ragsdell Rachael Roesler Emma Simpson Jason Thomason Michael Turinetti Aly Weigel Taylor Werner Business manager Carrie Farris Adviser Michelle Burress
the curriculum about switching to all-year school? Changes can be made, and for the benefit of the students, they must be.
Because the Quaker Shaker is an open forum, letters to the editor will be accepted. However, if they contain profanity, sexually suggestive or libelous material, they will not be published. Students can submit letters to room E102 or online to firstname.lastname@example.org. Views expressed in letters to the editor, editorials, opinion pieces and student submissions do not reflect the views of the Quaker Shaker staff or Plainfield Community School Corporation. The Quaker Shaker is associated with the Indiana High School Press Association, National High School Press Association, Quill and Scroll National High School Journalism Honorary and the Journalism Education Association.
The purpose of the production and distribution of the Quaker Shaker high school student newspaper are as follows: A. To report and explain the importance of school news to students, parents and faculty. B. To provide an open school forum for the unrestricted exchange of ideas and opinions in the form of columns, letters to the editor, interviews, etc. C. To educate the reader to do more than distribute information, but to promote free-thought and self-formed opinions. D. To serve as a check on decisions made by administrators which affect students. The Quaker Shaker student newspaper also serves as a training ground for those who want to be professional journalists, as well as an outlet for student submissions.
January 27, 2011w
The Ropes Chris Rohrer co. managing editor
Mass chaos all around in our jungle environment. It’s dayone for the unaware tiger cubs huddled together in a small pack heedlessly steeping into other packs territory. The tiger cubs are harmlessly searching for a small piece of land to enjoy the afternoons kill. In the distance it’s spotted in the corner a table for themselves. But they must move in
fast, another pack has spotted it as well. The cubs’ spring in to attack mode relying solely on their instinct’s. Both packs approach the table, the cubs brawl; clawing and growling for the spot and to the victor goes the spoils. It looks like the tiger cubs are out of luck this time. OK a bit dramatic I know but seriously the cafeteria is a jungle on the first couple days of each semester. There is first the daunting task of finding the friends in the same lunch and then finding a table to suit the needs of each group. But after a couple of days the jungle calms down and usually lunch is an enjoyable experience. Unless of course you get the pleasure of sitting next to a table too small for the number of people residing
“ Zach Golay staff writer
“I am happy to join with you today in what will go down in history as the greatest demonstration for freedom in the history of our nation.” -MLK, Jr. This is the introduction to the famous “I Have a Dream” speech given by Dr. Martin Luther King, Jr. Excerpts from this speech are repeated by many others throughout the country, and perhaps even the world, as MLK’s birthday comes up on the calendar. Some students reflect on the ideals and life which Dr. King had. Others just simply enjoy the day off from school. Most don’t care. Yet, I cannot understand why we actually celebrate this day. Most students believe the school actually cares enough about Dr. King to award us a day off. We spent this day away from school as a memorial to his life. Yet, if weather conditions forced a cancellation, students would be sharing the memorial to his life in school, just like normal. In the end, however, I can’t get over the fact that we
there, then it’s a constant battle for chairs. It is literally a community watch system when faced with such a situation everyone at your table is in charge of keeping the chairs safe. But it is so interesting watching a person sneakily work their way through the cafeteria it as if they have transformed in to a really bad ninja. It is obvious you are going to take a chair. But even in the crime of theft there are still some unspoken rules. Usually asking is the first rule but more often than not it is forgotten which brings us to the second rule. Don’t take a chair from an occupied table simply wait till the occupants are getting their own lunch. Rule three: first come first serve, if you are at your table before the neighboring table
Anyone, anyone but Rachael Ray.
I have a dream... that one day people will see the bigger picture.
are awarded a day off to celebrate his birthday when so many other holidays we must go to school on. I remember Veteran’s Day back in November. I sat in school while my father, a navy veteran, stayed at home. I only got the chance to spend the time after school to honor my father’s service, which was mostly filled with homework. However, I was glad that the school took time to honor our veterans by playing a short video during seventh hour. The administration must’ve screwed up their calendars, though, because they played it a day late. I understand the works of Dr. Martin Luther King, Jr., and the lasting impact his life had on millions of others; but should we honestly celebrate it by us having a day off? I sincerely doubt that students go home and have a birthday cake for Dr. King and celebrate him. In fact, rumors floated around the school of students who spent the day partying. The school has other options available. Dr. King was undoubtedly a fantastic human being and we should celebrate his birthday. But in the process of that, the school has forgotten about many other holidays, including the one day of the year we reserve to honor those who fought under our nation’s flag and returned alive.
Rachael Roesler staff writer
has arrived their chairs are free game. Week three the jungle has entered into a serine harmony with each pack settled into their own environment and if each pack follows the unspoken rules no cubs get killed.
Almost every time the TV in my house is on and I’m not the one in control of the remote, one of two things is on: some sort of CSI who-did-it-this-time show, or something something on the Food Network. Usually, it’s the latter of the two. Seeing as though I live in the days of the “Iron Chef,” (a chef made out of iron or a chef that cooks iron?) and “Hells Kitchen,” (is everything burnt...?) my house holds back nothing when it comes to Bobby Flayapproved utensils and Rachael Ray recipe books. But of course, the terror doesn’t stop there. As if sharing the same name with the second most annoying TV cook isn’t bad enough, I can walk into a room and hear “Hey Rachael Ray!” No, I don’t spend my spare time smelling cheese and I don’t have my face on the back of a Ritz cracker box, but thanks for the concern.
Now I’m not saying having a TV station devoted to food is a bad thing; after all, some of the shows are teaching parents how to cook that had been burning macaroni from a box. But when they’re trying to make people make a legitimate meal out of Buddha’s hand (yes, it’s a real ingredient), star fruit and quail, something needs to be done. Because really, I’m not entirely sure what some of the things they use on these shows are, and the chance of me actually trying them are about zero to none. Let’s be honest. If I’m hungry, and I want to eat macaroni and I can’t find some, I’ll make it on my own, from scratch. It’s been done before and I’ve lived to tell the tale. No, it doesn’t have a Food Network seal of approval, but it tasted pretty good; good enough that I’d make it again, even though I don’t need a special about it on TV. So stop trying to do the world favors; if Grandma’s secret family recipe from 50 years ago isn’t good enough anymore, then yours won’t be in 50 years, either. That’s the way the world is; so try putting your parsley garnish on that.
No, I don’t spend my spare time smelling cheese.
saywhat Interesting things heard around the school...
My lip gloss is popping and so are my whiskers.”
“I have a dream ... that one day ... Coke and Pepsi can be served in the same restaurant.” “Thank goodness I didn’t have to get a sex change” “Why would they install glass windows in a school in Indiana?” page design/kaitlin tipsword
“Jeggings ... that’s what my grandma wears, thank you very much.” “The true link to autism is communism.” “And we didn’t even get a three-headed dog. We just got Felix.” “We acted like the gingerbread dated the statue. I stole the statue.”
foot ba - Kor ll seaso byn n Ream .” s, 10
January 27, 2011
r.” ethe aaman, 9 g o t k N rock t bac B s a k ut
” sse. iford, 10 o r c a la ls in - Drew R a o eg mor
“Be like Mr.
ey Land.” , 12 “Go to Disn -Devan Day
Mackey.” - Anton Hum
“Finish my truck.” - Chase Lankford, 10
“Take a road trip with my friends
“Get a new wakeboard.” - Joe Muskat, 10
(no parents)” -Tara Steele, 12
“Have fun!” -Kentlea Rominger, 10 “Graduate!”
One kitten at a time.” .... ! ld or w e th er ov e “Tak -Cody Shields, 12
ross race.” c o t o m a in W “
-Sarah Tejchma, 12
“Get a new jo
b.” - Madi William son, 12
-Tim Balz, 10
rst, 10 u H ie t a -K
“Go to C
“Do , 10
SB!” ke Jay r o f - Ja ped
my frie nd -Ashley s.” Mcatee , 11
300 run crunc he 5m iles s twic 3 ti me e a we s e -Eth a wee k and an H k.” etz ler, 12
In 2011, I want to.... students speak about their new years resolutions page design/alyweigel