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PRIDE A Guide to Achievements in our Local High Schools

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To our readers ...

W

elcome to the latest edition of Pride.

Within the pages of this edition, you will learn about achievements at our local high schools, whether in academics, sports or extracurricular activities.

All of the content for Pride was submitted by the schools. We extend a special thank you to all of the schools and advertisers for their participation in this publication. Pride would not have been possible without them.

We hope you enjoy this issue of Pride.

Publisher Sam R Fisher Advertising Director Jennifer Heintzelman

Advertising Sales Jill Reyna Kelly Shroyer Page Design Rusty Schrader

Inside Amboy High School .......................... 3-4

Morrison High School .................... 23-28

Ashton-Franklin Center High School ........5

Newman Central Catholic High School..29-31

Bureau Valley High School ....................6

Oregon High School ..........................31

Byron High School ...............................7 Chadwick-Milledgeville District 399 ......8-9 Dixon High School ........................ 10-14 Eastland High School .................... 15-17 Erie High School ........................... 18-19

Polo High School .......................... 32-33 Prophetstown High School...................34 Rochelle Township High School ...........35 Rock Falls Township High School .... 36-41

Faith Christian School .........................20

Sterling High School ...................... 42-45

Forreston High School ........................21

Unity Christian High School.................46

Fulton High School .............................22

West Carroll High School ...................47

Pride is a specialty publication of Sauk Valley Media of Dixon and Sterling. Articles and advertisements are the property of Sauk Valley Media. No portion of Pride should be reproduced without written consent of the publisher. Ad content is not the responsibility of Sauk Valley Media. Sauk Valley Media cannot and will not be held liable for the quality or performance of goods and services provided by advertisers listed in any portion of this publication.

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AMBOY HIGH SCHOOL | HOME OF THE CLIPPERS

Amboy sets sail for excellence

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Members of the Amboy FFA Chapter met with Illinois FFA state secretary Susie Thompson (far left).

Klein. Two other FFA memFFA bers and Amboy alumni are Amboy’s rich agricultural up for national honors. Nick tradition continues to help Bickett sang with the FFA Amboy’s excellent FFA National Choir at the national program become even betconvention in Louisville, Kenter. This year, Ms. Fisher tucky, and Andrew Klein is has taken over as the adviser in the running for a National and we have two section officers, Zach Becker and Grace Officer spot.

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Karlee Doege, Hallie Nauman and Delaney Wilhelm play some defense during the Erie Regional.

Athletics Amboy athletes continue the strong tradition, on and off the field, course, court, or sideline. The Amboy LaMoille Cross Country team had a very successful season, with Megan Grady and Romeo Blackburn both putting themselves in a good position for a strong postseason performance.

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AMBOY HIGH SCHOOL | HOME OF THE CLIPPERS Academics This past year, Amboy’s AP students performed phenomenally well, with 88 percent earning a 3 or better on their exam. All of the students who took the exam in our new U.S. history AP course earned this distinction. Another schoolwide benchmark: the junior class improved the school’s composite ACT score from a 19.9 to a 20.7.

After the successful conclusion of our first-year STEM class, in which students constructed and launched rockets, built a windmill and sent

This year’s first-quarter incentives winners. a weather balloon 90,587 feet into the sky, we have once again, under Mr. Browne’s guidance, created another

STEM class in which students can showcase their science ability.

Our freshmen transition

program, Clippers, Set Sail!, is entering its fourth year and continues to keep freshmen on track, as demonstrated by the fact that 98 percent of last year’s freshmen earned sophomore status and are on track to graduate.

In addition to the quarterly incentives, the Clippers, Set Sail! team gives out a ChromeBook each semester. This semester, the team took students on a tour of MIT in Morrison, Rock Valley College in Rockford, and Educators of Beauty in Sterling. This spring, they’ll tour NIU in DeKalb.

Arts Amboy continues its strong commitment to the arts, and it shows in everything from last spring’s musical, “Tarzan,” to sending five students to perform at the IMEA District 8 Honors Music Festival at DeKalb High School, to this year’s fall play, Lewis Carol’s “Alice in Wonderland.”

At this time I would like to be able to tell you what the spring musical is, but I have been sworn to secrecy under penalty of death if I so much as utter a word, but details will be made at a later date.

From left: Hope Sachs, Cynthia Lutyens, Hannah Scudder and Maddie Gerdes

Team spirit Amboy High School and Community Unit School District 272 strive to empower their worldclass learners and responsible students with rigorous academic opportunities and a continued commitment to athletics, arts and extracurricular opportunities.

Recently, on a Monday morning, I was reminded of the tough choices that high school students frequently face, and the hard deci-

sions they make. Sometimes, that decision is simply demonstrating your commitment and following through. For example, at the final football game of the season, even though their cheerleading squad was depleted and the weather was predicted to be bad, cheerleaders Hope Sachs, Cynthia Lutyens, Hannah Scudder and Maddie Gerdes showed up and cheered on the team, making their families, school and community proud.

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Tarzan (Nick Bickett) meets Jane (Lauren Gerdes) in “Tarzan.”

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ASHTON-FRANKLIN CENTER | HOME OF THE RAIDERS

FFA is on a roll AshtonFranklin Center FFA members enjoyed playing knocker ball at the annual back-toschool party.

This year’s FFA program has been great so far for Ashton-Franklin Center FFA members.

On Sept. 23, the AFC Chapter took first place overall in the section soils judging contest. Soil judging is determining the uses of the land and how well it can be farmed. The section soils judging took place outside of Ashton at the Wetzel family farm.

With 104 students from different chapters taking part, AFC placed 8 students in the top ten and 32 students in the top 37. AFC FFA Chapter has won this event 10 years in a row, including this year.

On Oct. 11, the annual back-to-school party for AFC FFA members was held at Mr. Petitt’s house. The party is held every year to kick off FFA and bring members together. As always, there were fun and games, including a bags tournament, dodge ball tournaments, and an activity new to members this year: knocker ball.

Knocker ball was the most popular game at the party. The members run and crash into each other while being protected by a giant inflatable ball. To wrap up the party, members gathered around a massive bonfire.

The most recent event for AFC FFA was the chapter visit on Oct. 16.

Susie Thompson, FFA’s Illinois state secretary, and the Illinois Section 2 officers visited the AFC FFA chapter.

The officers shared information, and talked about what FFA was and how it all began. They shared personal stories of how FFA was a huge part of their lives and what it meant to them. They also played games to represent how the FFA makes leaders out of everyone.

The Ashton-Franklin Center FFA Chapter can’t wait for more events and looks forward to this year of FFA.

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BUREAU VALLEY | HOME OF THE BUREAU VALLEY STORM

Old tractors get a new home EMMA DEPPEN Bureau Valley FFA Reporter

This fall, the Bureau Valley FFA, along with volunteers, constructed a building that would be used as a showroom for tractors that members have restored.

The building has been a dream for many, and finally being able to see the finished product makes those dreams come true.

Over the years, the Bureau Valley FFA tractor restoration teams has restored

many beautiful tractors, but didn’t have a place for people to be able to admire them, until now.

Without the help of the FFA members, students from the high school, and other local volunteers, the building would have not been possible.

Soon, we will be putting the final touches on the building, including a concrete floor and signs on the front.

We would like to thank everyone who put countless hours in helping us putting the building up: Mr. Thompson for

the labor, tools, backhoe and supplies that he donated; JMAC Metals for gutters and downspouts; Adam Baze for the steel coating, discounted steel, door and windows; Pioneer Hi Bred International for the $5,000 donation; and the Ag Boosters for the money they donated. We also thank everyone else who donated supplies, money or labor.

We are looking forward to filling our building with restored tractors for everyone to see.

Bureau Valley FFA members and other volunteers helped build a home for the tractors that group members restored.

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PRIDE 2015

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BYRON HIGH SCHOOL | HOME OF THE TIGERS

The CTE Department: Certified to work The focus of the CTE (Career and Technical Education) Department is providing opportunities for students to obtain national/state certifications.

The Agricultural Department students can be certified in pesticide application, which allows students to apply restricted-use pesticides.

The Auto Department allows student certification in Automotive Service Excellence (ASE), which is considered the first step in building a career as a service professional. Students can also get national credentials in automotive lift safety and Valvoline’s Motor Oil Certification Program.

New this year, the Construction, Agricultural and Auto departments are providing opportunities for students to earn an OSHA (Occupational Safety and Health Administration) 10 Certification. This certi-

fication covers general safety and health information, as well as instruction related to students’ area of work specialization.

The Business Department is focused on students gaining National Microsoft Office Certification in Powerpoint, Word, Excel, and Access. Last year, Byron led the area with 72 certifications issued.

The Drafting Department gives students the chance to get certified in Autocad.

The Consumer Science Department has certifications in child development, the ECE Level, and in culinary, with the ANSI food handler certificate for Illinois, and also the ServSafe certifications.

All of these certifications promote success in the classroom, build distinction, and prepare students for an increasingly competitive workforce.

Students work on an engine in the Auto Department of Byron High School’s CTE Department.

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CHADWICK-MILLEDGEVILLE DISTRICT 399

Volunteers lend a hand to kindergarteners Former teacher Diane Bracken organized a program that brought volunteers in on Wednesday afternoons to help students in grades kindergarten through third.

CHADWICK-MILLEDGEVILLE CONTINUED ON 9

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CHADWICK-MILLEDGEVILLE DISTRICT 399

Donors make weight room a reality Student use the school’s new weight room that was put in this summer. Generous donations from the ChadwickMilledgeville Athletic Boosters and the Milledgeville Men’s Club helped make the weight room a reality.

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DIXON HIGH SCHOOL | HOME OF THE DUKES AND DUCHESSES

Dixon staff certified to save lives

PULTORAK COMPETES AT STATE MEET

DHS junior Olivia Pultorak competed at the IHSA state golf meet at Red Tail Run in Decatur in October. In her second trip down state, she placed 24th out of 112 golfers, with a 2-day score of 175.

Twenty-two Dixon School District staff members took a class at Dixon High School on Oct. 8 to become American Red Cross CPR certified.

Staff members also learned how to use an AED (automated external defibrillator). AEDs are located in each of the district schools.

Class members included teachers and support staff from each of the district’s schools. The certified CPR teachers were Courtney Bond, Sherry Hafer and Barbara Wiese from DHS, Joyce Faivre from Washington School, and Vanessa Rubright from Jefferson School.

DIXON CONTINUED ON 12

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DIXON HIGH SCHOOL | HOME OF THE DUKES AND DUCHESSES HELPING STRENGTHEN FAMILY BONDS

Thrivent Financial and DHS sports families worked together to make wreaths that are being sold at football games to benefit the Bond family, whose daughter is suffering from leukemia. The beautiful wreaths were created by sports family members and sponsored

by Thrivent Financial and agent Jeanine Pitman.

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DIXON HIGH SCHOOL | HOME OF THE DUKES AND DUCHESSES WHERE THERE’S VOLLEYBALL, THERE’S HOPE

Volley for a Cure was held during the Dixon vs. Rock Falls volleyball match on Oct. 6. Money was raised through T-shirts sales and a bake sale. All proceeds from the event – $693 was raised – went to support Home of Hope in Dixon.

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DIXON HIGH SCHOOL | HOME OF THE DUKES AND DUCHESSES STUDENTS, STAFF LEND A HAND – AND AN ARM

TEACHER REALLY EXCELLED

The Dixon High School Student Council sponsors two to three blood drives each school year. The American Red Cross works closely with the students to put together the blood drives. On Oct. 2, council members hosted the fall blood drive, which went very well, with 73 students and staff registered for the day. The council collected 50 whole blood pints and four double red blood cell pints. Thanks to the donations from Dixon High School students and staff, 174 lives will be saved.

Dixon High School congratulates Brandon Woodward for being recognized by Those Who Excel as one of the best teachers in Illinois. Mr. Woodward has 8 years of teaching experience, the last 3 at Dixon High School. His current teaching assignment includes world history and psychology, in which his classes are characterized as engaging and thought-provoking.

He also serves as an assistant football coach and head girls’ track coach, leading the team to the conference championship. Dixon High School is fortunate to have such a dedicated professional on its staff.

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EASTLAND JR./SR. HIGH SCHOOL | HOME OF THE COUGARS

More than just academics and athletics Eastland Pride Each year, EJSHS focuses on not only academics and athletics, but on teaching students to be respectful of each other and people’s differences. The goal is to make everyone feel welcome in a positive and safe learning environment. Students are greeted on the first day of school with treats from the Student Council and the friendly smiles from staff members.

Throughout the year, students receive a magnetic locker “E” to display, showing all the extra- and co-curricular activities in which they’re involved. Students are excited to walk in on their birthday, or half-birthday, to see balloons and a happy birthday sign on their locker. The FFA makes sure to take time to treat the whole school to a fun lunch, and many activities are held to increase school spirit.

The school brings in outside resources, such as the National Guard (which comes in several times a year to promote team building), and the Riverview Center to talk about interpersonal relationships. Each October, we have an all-school character education day in which students hear presentations and are involved in discussion on topics relating to health and wellness, cyber safety, self-advocacy, bullying, safe dating, sexual assault, and preparing for life after high school.

The year typically ends with May Day baskets being distributed by the Student Council to all students, along with the cul- Among the many EJHS Pride projects, student council memmination of various service projects. bers help wrap up the year by wrapping up and distributing EASTLAND CONTINUED ON 16 May Day baskets to fellow students.

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EASTLAND JR./SR. HIGH SCHOOL | HOME OF THE COUGARS NATIONAL HONOR SOCIETY KIDS’ HAPPINESS SPIKES Helping Special Olympics Students from Eastland’s National Honor Society and Servant Leadership groups volunteered to attend the Winter Special Olympics in Galena. Students braved the cold in support of those competing in the Winter Olympics. They spent the day cheering on athletes, timing races, and helping athletes find their coaches. Helping the Special Olympics be a success is something the students will never forget.

The National Honor Society hosted an educational assembly for seventh- through 12th-graders as a kick-off to their service project: collecting supplies and money for Hoo Haven, a wildlife refuge in Durand. Students learned about a barn owl, corn snake, and a red tail hawk, and got to see them up close. They also hosted a bake sale, with profits going toward Hoo Haven.

The Eastland volleyball team has seen a great deal of success this year, but there is more to athletics at Eastland than just wins and losses. Being part of the team is about working together, dedication, and a commitment to each other and those around you. Varsity team members spent Columbus Day giving back by going to the Peoria Children’s Hospital to make crafts and spend time with patients. The girls have been so fortunate and wanted to help others who are going through a difficult time by brightening their day.

EASTLAND CONTINUED ON 17

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EASTLAND JR./SR. HIGH SCHOOL | HOME OF THE COUGARS Eastland Writes!

Each year, a group of local business people donate their time and money for the Eastland Writes! essay contest.

Eastland students submit entries in fiction, non-fiction and poetry, and can win cash prizes from $25 to $150, and Lake Carroll gift certificates for first-place winners in each category and the Overall Winner.

The Carroll County Review also publishes the winning essay.

The contest originated 3 years ago when Eastland Jr./Sr. High School administrators were approached by Bill Svoboda, Jon Whitney, the Honorable Val Gunnarsson and Dr. Joe Van Cura in an effort to promote writing in school and show students they can make a good living anywhere, even in Carroll County, if they can write well.

As part of the contest, an assembly is held highlighting a career where success was achieved through the ability to write and communicate effec-

tively. Two years ago, Jason Grotto, an investigative reporter for the Chicago Tribune, gave a presentation.

This past year, former Eastland graduate Anna Ruch, manager of operations and assistant photo editor in the White House Photo Office, flew in from Washington, D.C., to speak to the EJSHS students.

She spoke about her work in the White House, her interactions with President Barack Obama, and how growing up in Lanark, and her education at Eastland, helped create who she is today. Success after high school, she said, involves being kind to others, because you never know what connection they may have to your future employment. Anna talked about social media and the extensive background checks that were completed before she received her job. She reminded students not to post anything online that you would not want your parents to read because it could be a problem years later.

FFA HEADS TO KENTUCKY

Eastland FFA students attended an FFA National Convention in October, in Louisville, Kentucky.

Adding more STEM with 3-D printing Through Race to the Top funding, EJSHS purchased a 3D printer and digitizer. Eastland staff feels it is important for students to be exposed to the new technologies they’ll be expected to use and master once they enter the workforce.

Eastland purchased a MakerBot Replicator 3-D Fifth-Generation Printer, and a MakerBot Digitizer.

Adding the 3D printer along with our current Plasma Cam and the accompanying software, EJSHS students will be introduced to the manufacturing process from start to finish. At the end the process, students will be rewarded with an object they can hold in their hands.

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ERIE HIGH SCHOOL | HOME OF THE CARDINALS AND PANTHERS

Education: An excellent experience E3 = Excellent Experience in Education Erie High School (EHS) places an emphasis on providing an “Excellent Experience in Education” to our 216 students.

Everyone at the school – staffed by 25 teachers, three secretaries, a principal, and vice principal – works together to provide the best in an educational atmosphere for the students. This philosophy has worked well as the ACT composite average is 23.0. For the past 5 years, we have achieved a continuous

growth in scores for all students. In college readiness EHS has been above the state average in all areas tested, and for 2015 year we had six Illinois State Scholars.

A variety of courses are offered in academic classes, electives, and with a dual credit enrollment with Black Hawk College.

Our electives include the industrial arts program in which students can chose to learn drafting, wood technology at two levels, small gas engines, welding, and participate in a building trades experience.

Business and computer application department The business and computer application department finds students involved in information processing, social media, introduction to business, applied economics, career preparation, accounting, designing video games, and working in web design.

With the help of an iPad, ruler and paper, a student learns about geometric angles.

Spanish department Our Spanish department, under the direction of Ms. Laura Windish, has offered summer educational experiences to a variety of countries where Spanish is spoken. These opportunities are invaluable as an extension to understanding the culture and real-world application of the Spanish language.

Computers in class Since 2009, EHS has been a 1-to-1 school. Following a successful pilot program last year with iPads, a conversion was made this year from the laptops to the iPads.

Adjustments are still being made by students and staff, but the variety of apps available in this format continues to enhance the educational experience in the classroom. Another enhancement was the addition of Apple TV in all the classrooms. This has enabled a greater sharing of student work with their peers.

Family and consumer science department The family and consumer science department continues to fill food, sewing, child care, and consumer education classes.

Real-world applications in the foods courses happen as they make delicious food for special events at school. Child care students are seen Students in the foods class make cookies for College helping in the preschool program.

Night.

Dual enrollment The dual enrollment with Black Hawk College offers 40 of our juniors and seniors a chance to enroll in English comp 101, English comp 102, Speech 101 and music appreciation this year.

On average, a high school student can graduate with 20 college credits by participating in this educational experience. The most college credits a student has graduated with so far has been 42, by also adding in the online coursework.

Online newspaper Other positive enhancements have included the student newspaper going online. The Cardinal Chronicle (CC) can be seen at www.ehscardinalchronicle.com. The paper’s also on Facebook and Twitter (@erieHSNews). All of this keeps the Editor-in-Chief, Russell Johnson, and adviser, Mr. Keith Stewart, busy as they work with a staff of 15.

A link to the CC can also be found on the www.ecusd.info page in the upper right-hand corner.

ERIE CONTINUED ON 19

PRIDE 2015

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ERIE HIGH SCHOOL | HOME OF THE CARDINALS AND PANTHERS National Honor Society The 37 members of the National Honor Society have expanded their individual peer tutoring program by helping the guidance office establish a learning lab

class. Group teams were established and rotate daily into this class with the goal of helping the struggling student.

Already, teachers and administration are noticing an increase in the students’ comprehension and knowledge.

All of these opportunities in the classroom and beyond have equipped our students to excel in college, trade school, or the work world, proving that EHS does indeed provide an “Excellent Experience in Education.”

Business and computer application department The business and computer application department finds students involved in information processing, social media, introduction to business, applied economics, career preparation, accounting, designing video games, and working in web design.

Spanish department

Members of the Erie High School Band get in some practice time.

Our Spanish department, under the direction of Ms. Laura Windish, has offered summer educational experiences to a variety of countries where Spanish is spoken. These opportunities are invaluable as an extension to understanding the culture and real-world application of the Spanish language.

Dual enrollment The dual enrollment with Black Hawk College offers 40 of our juniors and seniors a chance to enroll in English comp 101, English comp 102, Speech 101 and music appreciation this year. On average, a high school student can graduate with 20 college credits by participating in this educational experience. The most college credits a student has graduated with so far has been 42, by also adding in the online coursework.

Online newspaper

Students get in some choir practice.

Band and choir The band and choir departments are also visible in the community as they present concerts for senior citizens, two seasonal community concerts, and perform at athletic events. The departments also send students to DeKalb to participate in the Illinois Music Educators Association (IMEA), and the 3 Rivers Music Festival, to be held at Rockridge this year.

Other positive enhancements have included the student newspaper going online. The Cardinal Chronicle (CC) can be seen at www.ehscardinalchronicle.com.

They are also involved in Facebook and Twitter (@erieHSNews).

All of this keeps the Editor-inChief, Russell Johnson, and adviser, Mr. Keith Stewart, busy as they work with a staff of 15. A link to the CC can also be found on the www.ecusd.info page in the upper right-hand corner.

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FAITH CHRISTIAN SCHOOL | HOME OF THE FALCONS

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niques to remain prudent while hunting. A strategy class was offered exclusively to the junior high, and the pupils practiced chess and other pragmatic games to strengthen their mind and processing.

Lutheran Outdoor Ministry Center hosted the cross-country skiing class, in which students learned the sport while enjoying the brisk and snowy climate.

The crocheting class showed students this timeless and productive craft.

The numerous educational courses highlighted the students’ enjoyment in broadening their horizons in trying new activities and sports.

In summary, Faith Christian School’s premier annual Winterim provided an incredible alternative to traditional classroom education for the week. The students immensely appreciated the experiences they shared through the expanded curriculum while forging bonds in their fellowship with classmates.

D

ALLISON BANDERA

Amid 2015’s snowy January, Faith Christian School debuted its Winterim.

Students in grades five through 12 were presented with a wide variety of extracurricular programs to choose from for the weeklong endeavor. The educational activities offered several different classes, included cooking, cross-country skiing and others. The collaborations consisted of small groups giving students the chance to make new friends of all ages while they enjoyed their time of fellowship.

Many creative classes were taught the week of Winterim. The cake decorating class taught students how to create decadent desserts and practice the art of presentation. For future architects, there was the Productions Class. Our musical directors taught this high-school class the basic skills in constructing sets for our spring musical, “Peter Pan, Jr.” A Hunter Safety Class detailed important tech-

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Students in the junior high cross country skiing class come inside to warm up from the cold and play a game of Giant Jenga.

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PRIDE 2015

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FORRESTON JR./SR. HIGH SCHOOL | HOME OF THE CARDINALS

A proud nation of Cardinals The football team won Forreston’s first team state championship in Class 1A.

Forreston Junior/Senior High School seeks to enrich the lives of its students through academics, fine arts, athletics, and service to the community.

Academics The 2014-15 school year was exemplary. First and foremost, the academic accomplishments of the graduating senior class were evidenced by their dedication to success after completing their high school education. Of our graduating seniors, 98 percent had plans to enter college, post-secondary training, or the workforce. Nearly 80 percent were committed to attending a 2-year or 4-year college institution.

Organizations such as the Forreston Jr./Sr. High School’s Servant Leadership program, 2 members of which are at right, not only provide students opportunities to give back to the community, but also allows them to earn college credits for their service.

Athletics Our athletics program continues to generate “Cardinal Pride.” The football team won Forreston’s first team state championship in Class 1A. In an another historic event for Cardinal Athletics, the boys basketball team achieved its first Final Four appearance in Class 1A. The support shown by the community was overwhelming and provided our student athletes with memories that will last a lifetime.

Fine arts Forreston’s fine arts department also deserves accolades for its accomplishments. Our Redbird Regiment once again proved to be the best band in

the land by winning another band title in the IHSA’s Music Sweepstakes.

Students and the community In recognizing that the success of our school is due in part to the support from the surrounding communities, our students continue to show their gratitude through service organizations such as our Servant Leadership program. This provides them not only with opportunities to give back to the community, but also allows them to earn college credits for their service. One of this year’s Servant Leader program’s projects involved fundraising for

Shriner’s Children’s Hospitals. Students partnered with local Shriners during a home football game and also sponsored a very popular dunk tank, in which students could purchase chances to dunk their principal. A recent project is with Forreston’s New Life Food Pantry to provide local families with Christmas dinner baskets.

Forreston Junior/Senior High School students are enthusiastic, engaged, and driven to do well. Whether they are in the classroom, on the stage, or in the field, they will continue to be a source of pride for our staff, their families, and all those who are a part of the “Cardinal Nation.”

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FULTON HIGH SCHOOL | HOME OF THE STEAMERS

It was a good year for media pub class To the media publications class at Fulton High School, being in the spotlight is nothing new. Among students’ accomplishments this past year, they produced a yearbook that was showcased as a “how-to” on creativity and design by their publisher, and received recognition for becoming one of the few schools in the country to utilize Aurasma, an app that allows pictures throughout a yearbook to come to life as videos. Coming off a year with a stint of accomplishments like these would make most schools satisfied, but Fulton’s Media Publications Class (nicknamed Media Pub by its students) continued to raise the bar.

In addition to creating their memorable “Week in Review” videos (which highlight the previous week’s Steamer events) students began entering video contests and had remarkable success. Last year, four students (Jana Michaels, Brittnay VanOosten, Jamie Huennekens, and Kirsten Stage) submitted the winning video for the Illinois Coalition Against Domestic Violence Teen Dating Abuse video challenge contest. This statewide contest was sponsored by Verizon and the Chicago Bears, with the winner of the competition receiving $1,000 for the class and iPads for themselves. The goal of the video was to help inform and contribute to the elimination of dating abuse in teenage relationships.

Next, Media Pub submitted the winning entry for a regional video competition sponsored by Midwest Technical Institute. The class was awarded a $10,000 grant, which the students decided to divide evenly between the Media Pub course and the industrial technology, art, and music departments.

Additionally, Jana Michels went on to place second in another statewide competition, the Illinois Heart Rescue video contest.

The challenge was to demonstrate how to perform “handsonly CPR.” Having been a lifeguard at the local YWCA, Jana was already educated in the field and saw her opportunity. She put together another fantastic video and brought back $3,000 to the class in awards, and another impressive addition to the Media Pub resumé.

Accomplishing all this wasn’t easy, and the students know that, but it’s the process they enjoy. Students were encouraged to think outside the box and let their creative minds roam free on these competitions, as opposed to standard classes where opportunities like this aren’t available. Not only have they won awards from contests for themselves and their class, but they are making videos and putting together projects that represent not just their class or their school, but a community – a community that takes pride and embraces their school and tradition, of both the old and the new to come.

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MORRISON HIGH SCHOOL | HOME OF THE FILLIES, MUSTANGS, PONIES & COLTS

MHS Student Council: Homecoming and so much more When people think of student council, they think of a successful homecoming week. However, at Morrison High School, student council members’ hard work reaches well beyond homecoming.

Throughout the school year, the MHS Student Council meets each week, planning and preparing activities to improve the school and increase student involvement. The council’s work isn’t confined to the walls of MHS. Members also sponsor several projects and activities that help the community.

Although homecoming week is not the only focus, this week-long event kicks the year off with a healthy dose of school spirit. Like other schools, MHS has a homecoming parade, a dance, a pep assembly, and a big game on Friday night.

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MORRISON HIGH SCHOOL | HOME OF THE FILLIES, MUSTANGS, PONIES & COLTS COUNCIL

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There are also some things MHS does a little differently.

Each year on the Thursday of homecoming week, MHS celebrates THUSE. Everyone assumes that this name comes from the idea of “enthusiasm” and getting everyone excited for the upcoming game. This night has a few special features that make our homecoming week unique, including the involvement of our senior parents.

At THUSE, the fathers of our seniors are invited to play a flag football game, and the moms of our seniors perform a pom pon routine. The moms practice for weeks heading into their big performance, and they always gets roaring cheers from the crowd. After the crowning of the king and queen and a pep talk from some senior football players, the night ends with the burn-

ing of an outhouse, a tradition going back many years when an actual outhouse went up in flames. Now, a group of senior boys builds the outhouse that will be torched.

Following homecoming week, students are back to work practicing good citizenship and working to keep school spirit buzzing. Projects such as trick-or-treating for canned goods, fundraisers for the American Cancer Society, and helping others at Christmas time will dominate meeting agendas for the next couple months. The Giving Tree Christmas project helps our students give back to less fortunate people in the community. After raising money throughout November and December, the council buys gifts for 20 to 25 Morrison children, spending about $75 per child on clothing and fun items. The gifts are wrapped, tagged and sent to the Morrison United Methodist Church,

where they’re handed out as part of their Helping Hands program. This project helps student council members learn the value of giving back to the community. Throughout the spring semester, the council holds dances, dodge ball tournaments and works to help keep students motivated to finish the year strong.

In May, as the school year comes to end, the cycle begins again. Homecoming decisions for the next year must be

made and another successful year will be celebrated. MHS Student Council members will continue their work throughout the summer, preparing freshmen orientation and back-to-school night. As senior members move on to the next phase of their lives, a new group of leaders emerges, ready to work hard and help make MHS a place that all students will be proud to call their alma mater.

MORRISON CONTINUED ON 25

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MORRISON HIGH SCHOOL | HOME OF THE FILLIES, MUSTANGS, PONIES & COLTS

Hungry for music and tradition? Try Madrigal If one were to mention a Madrigal choir or dinner to someone outside of the Midwest, chances are they would be met with a blank stare. Madrigal choirs remain a true Midwest tradition – one that was started nearly 60 years ago by Illinois State University, and the idea began to expand as it was adopted by high school choirs all over Illinois and surrounding states. Eventually, Madrigal dinners became a holiday community staple at many high schools each winter.

By the strictest definition, a Madrigal is a piece of music written for unaccompanied voices. Madrigals originated in 15th century Europe and are some of the oldest choral pieces performed today. They tend to focus on themes of love, the changing of the seasons and holidays, or even whimsical themes/ideas. Audience members enjoy a meal while listening to music and watching comedic dialogue.

Morrison is one of many Midwest high schools that help bring holiday cheer to their community through Madrigal performances. Boasting a program that

is one of the oldest in Illinois, Morrison High School plans to continue honoring their Madrigal dinner/tea tradition this December, and this year marks a huge milestone: though the Madrigal choir itself is even older, Morrison High School will present its 40th anniversary dinner/tea performances. As part of the celebration, MHS Madrigal alumni are invited to partake in this year’s festivities for a discounted price, and be recognized for their contributions to the program. Nearly 5 decades of Madrigal singers came out of the Morrison program,

and alumni are already reaching out to Madrigal director Meagan Zahora with words on how special the experience was to them in high school.

MHS Madrigal alumni will receive a 20 percent discount on reservation prices, and they can add their voices to the current Madrigal Choir as they sing two traditional Madrigal pieces. Morrison is expecting a huge turnout this year, so reservation sales have begun already.

They can be purchased at Fitzgerald’s Pharmacy in Morrison (815-772-3415).

Both performances will take place at Emmanuel Reformed Church in Morrison, with the dinner at 7 p.m. Dec. 18, and the tea at 2 p.m. on Dec. 19.

Ms. Zahora and the current Madrigal singers have found it to be an incredibly rewarding experience to hear from so many MHS Madrigal alumni. Students were surprised that so many people have been a part of the program, and they are really beginning to appreciate how profound of an impact this experience will have on them in many years to come.

MORRISON CONTINUED ON 26

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MORRISON HIGH SCHOOL | HOME OF THE FILLIES, MUSTANGS, PONIES & COLTS

B.L.I.N.D helps build a strong foundation for freshmen

Freshman year is often the most difficult year for high school students, and it can also be the year when the greatest impression is made on young people.

Freshmen come into high school with an open mind and a clear goal: graduation. However, many run into issues throughout high school that keep them from reaching their full potential.

Fortunately, for MHS freshmen, they have the B.L.I.N.D. (Building Lasting Impressions that Never Die) program to help them start high school on the right track. Each year, a small group of students dedicated to making a difference, both in the community and lives of others, are carefully chosen from throughout the area to represent their respective schools in B.L.I.N.D. The program has been changing the culture in high schools throughout the Sauk Valley for 16 years.

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MORRISON HIGH SCHOOL | HOME OF THE FILLIES, MUSTANGS, PONIES & COLTS B.L.I.N.D.

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Morrison High School has been part of the program since only 2013, but is already reaping the benefits of the program. During a typical year, about 70 to 75 freshmen enter MHS. From there, they are split into smaller groups, each with their own B.L.I.N.D. leader, which they will be a part of for the remainder of the year. The leader’s first priority is establishing a relationship with the freshmen in their group, which gives the freshmen someone to count on and look to for guidance.

Each month, the groups identify some important aspects of their life, demonstrated by a list of 40 essential assets.

Research shows that the more of these 40 assets a young person possesses the more likely they are to experience success in life. The average teenager has about 17 assets as they enter high school. At MHS it is our goal to help the freshmen attain more assets through the first year of high school.

B.L.I.N.D. also has significant benefits for the community. Throughout the year, students participate in several community service projects to help show them the importance of serving others. During the holidays, freshmen and B.L.I.N.D. leaders hld a book drive to provide every student at Northside School, pre-k through second grade, with a new book for Christ-

mas. Students visited the classrooms and distributed the books.

Later in the year, with the assistance of the B.L.I.N.D. leaders, freshmen made Valentine’s Day cards for every nursing home resident in Morrison. Students delivered the cards and helped brighten the day of more than 100 elderly people in Morrison.

This project was the highlight of year for many of the leaders. Students were amazed by the impact this simple project had on the nursing home residents. Through these service projects and others like it, the B.L.I.N.D. leaders and MHS freshmen help community members and play an active role in improving the climate at Morrison High School.

Freshmen students are not the only young adults reaping the benefits of this successful program. The junior and senior B.L.I.N.D. leaders also gain invaluable experiences from their leadership roles.

Through retreats, training and group activities, these young leaders grow and develop incredible skills that will be immensely helpful as they leave high school. They learn a great deal about what some of their peers might be facing and also ways to help these students succeed. The leaders also develop new friendships with students from other area schools that are part of the B.L.I.N.D. program.

Research shows that the larger the support system

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Through B.L.I.N.D., MHS officials hope to build an even larger foundation for that support system to help the

incoming students be successful, and B.L.I.N.D. members hope they can live up to their program’s name and Build a Lasting Impression that Never Dies.

MORRISON CONTINUED ON 28

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MORRISON HIGH SCHOOL | HOME OF THE FILLIES, MUSTANGS, PONIES & COLTS

Club is the key to a better community Key Club is one of the largest clubs at the high school, consisting of more than 70 hardworking and motivated students.

The students devote many hours toward helping their community through the many service projects the club organizes.

This year, our students have already logged more than 400 service hours, demonstrating their dedication and passion to serving their community.

Before the school year started, Key Club was already involved in many different ways. Throughout the summer, there were several opportunities for club members to remain involved with community service projects. Some chose to help with the Kiwanis at its annual sandwich sales to raise money for the organization, or served tea at a hospital fundraising event at the Methodist Church. However, the

biggest event of the summer was the annual blood drive. Nearly 20 students gave up their day to help with the setup and the running of the blood drive at Emmanuel Reformed Church. With their help, the blood drive was a huge success!

To end the summer, Key Club members helped with the high school’s open house, showing the freshman around their new school and giving them a glimpse of what Key Club is all about.

After school starts, Key Club becomes even more involved in the community.

Service hours hit a peak in September when Paint the Town and the Harvest Hammer roll around. Students set up for the Harvest Hammer the night before, assist with registration the day of the event, number all of the nearly 2,000 squares for Paint the Town, and sell

sandwiches for the Morrison Kiwanis.

This year, 30 Key Club members worked at Paint the Town and 25 members helped with Harvest Hammer.

Key Club also helps the community and the school in many other ways. Students have volunteered to babysit at the PTO meetings to allow parents with young children to attend the meetings, raised the flag at all home football games, and helped out with St. Mary’s Parish rummage sale.

The students’ hard work does not stop there. They continue to help the community throughout the year with events such as trick-or treating for UNICEF, the annual Key Club blood drive held in March, and an annual food drive to replenish the shelves at the Morrison Food Pantry.

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PRIDE 2015

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NEWMAN CENTRAL CATHOLIC HIGH SCHOOL | HOME OF THE COMETS

Comets have many tales to tale

Seniors participated in the annual food drive and collected more than 1,800 items for the Dixon Food Pantry. The pantry’s executive director sent a note to the senior class thanking them for their service over the past 4 years and wishing them well in their future endeavors.

NEWMAN CONTINUED ON 30

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NEWMAN CENTRAL CATHOLIC HIGH SCHOOL | HOME OF THE COMETS COACH RACKS UP 300 WINS Coach Mike Papoccia celebrated his 300th career win on Sept. 5, 2015. The school hosted a celebration of his accomplishment, and members of past football teams congratulated Coach Papoccia on his dedication to the school and community, and thanked him for putting faith at the forefront of his players’ development.

NEW GROUP GETS THE WORD OUT

CROSS COUNTRY FINISHES STRONG

The boys and girls cross country teams finished strong at the IHSA regional meet. The boys team placed first and the girls team placed third.

RESPECTING LIFE WITH A ROSARY

Some of the members of the new student organization, Student Ambassadors. The student group is responsible for assisting the director of admissions with promoting Newman to the Sauk Valley at events and throughout the Catholic community.

Football players took part in a living rosary at the Sterling Coliseum to commemorate October as Respect Life month.

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NEWMAN CENTRAL CATHOLIC HIGH SCHOOL | HOME OF THE COMETS A NIGHT TO REMEMBER

Members of the junior class enjoy the Homecoming Week bonfire. Students took part in traditional Homecoming Week activities, including the football game and dance, as well as in-school activities, including boys volleyball, girls dodge-ball, rodeo relays, and a pep rally.

A SEASON TO REMEMBER

Erin Vits, left, and Emily Long, right, pose with new head girls tennis coach, Frannie Jacobs, after qualifying for the IHSA girls tennis tournament. Jacobs said she is “incredibly proud of our leadership from our doubles team” and that they “demonstrated excellent composure, mental toughness, and enjoyment for our returning starters to learn from.” She is thankful for the support of the parents, school, and media for making it a season to remember.

OREGON HIGH SCHOOL | HOME OF THE HAWKS

Students’ singing was music to judges’ ears The OHS Music Program earned third place in Overall Class B IHSA Music Sweepstakes.

Both band and choir earned third place for their respective divisions.

At the IHSA Solo and Ensemble

contest, Oregon High School took 89 events, 73 of them earning Division I rankings.

Of those events, four received Best of Day awards and four received perfect scores.

This year, 23 students made the ILMEA District ensembles.

Last January, four students qualified for the All-State ensembles and three students were accepted into the Future Music Educators Seminar.

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POLO HIGH SCHOOL | HOME OF THE MARCOS

Schools tap into the power of technology At the beginning of this school year, Polo Schools implemented a new 1-to-1 learning strategy. The 1-to-1 strategy pairs each student in the district with Chromebooks to use both in and outside the classroom, allowing them to supplement and enhance their educational experiences. One of the great advantages provided by the use of this technology is the numerous ways it can be used.

Teachers have embraced the many new and interesting opportunities the 1-to-1 program provides, including the most commonly used tool on the computers for teachers: the suite of Google applications. By using Google Drive and Google Docs, the teachers have created and shared work and ideas with students easier than ever before. Additionally, the use of Google Classroom has provided a tremendous support to teachers in organizing and collecting homework. In addition to the Google apps, the teachers, with the administration’s support, are exploring countless other apps to aid the students and increase learning in the classrooms.

By utilizing numerous apps for education, teachers are reaching students in new ways, organizing their classroom more efficiently, and bringing updated technology into their classes. Applications like Socrative allow teachers to engage in real-time question-and-answer sessions with students.

No longer do teachers have to wait to see if students are grasping the concepts. The 1-to-1 initiative allows them to see things as they are actually happening. Other apps, such as Remind, allows teachers to send both students and parents text or email reminders of upcoming assignments, and link to work they might need. This is providing another tool to make sure the students are staying on top of their work.

Gone are the days of “I forgot we had to read for today”.

With Remind, students can stay in touch with their teachers, and even other students, about assignments. There are countless other apps teachers are experimenting with to enhance learning, such as Pear Deck, Haiku Learning, EverNote, Prezi, and Subtext. Regardless of the app being used, the goal is the same: increase student learning and achievement.

Students have been as eager to use their Chromebooks as the school was to get them into their hands. While students enjoy having access to the Internet throughout the day, they also seem to be enjoying and benefiting from all that the technology has to offer. Many students like the ability to work with a partner in Google Docs in real-time. Additionally, with the ability to view each student’s edits once the assignment is submitted, teachers can provide feedback to students about their effort and help them fix where they may have gone wrong. Just like the teachers, students seem to enjoy apps like Google Classroom and others that make it easier to submit assignments and receive grades.

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Polo High School student Christopher Rademacher works on a laptop computer. At the beginning of this school year, Polo Schools implemented a new 1-to-1 learning strategy.

The 1-to-1 strategy pairs each student in the district with Chromebooks to use both in and outside the classroom

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Part of what the students like has to do with how the classrooms have changed since in the introduction of the 1-to-1 Chromebooks. Instead of teachers relying on only traditional teaching methods, they’re incorporating new ideas on the computer, which not only changes the classroom learning environment but

also breaks up the traditional class period (which students are all in favor of).

Regardless of who you ask, the new 1-to-1 initiative has been overwhelmingly positive so far. Anytime you can increase communication between students and teachers, the results are going to be positive. I’ve mentioned only a few of the ways we’re embracing this new technology here at PCHS, since there are too many to mention and too many things we’re all still exploring. For

example, not only are there great applications to use, there’s ease of access to knowledge. Students can now do their research right in the classroom as things come up, as opposed to having to go to computer labs. They can access the school’s website to find sports records, teacher emails, school news, lunch calendars, classroom info – the list goes on and on. Yes, the Chromebooks are here to stay in Polo, and everyone couldn’t be happier about it.

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PROPHETSTOWN HIGH SCHOOL | HOME OF THE PANTHERS

There’s change for incentive MADI PURVIS Junior, Prophetstown High School

The 2015-16 year at Prophetstown High School is underway with many new people and new ideas. This year, the high school welcomed principal Joshua Johnson who, along with the staff, is working hard to create a building that carries a welcoming, educational atmosphere.

One of the changes at the school has been the implementation of more incentives to encourage students to put forth the best effort in their class work. This led to starting a new early release program that all four grade levels can benefit from.

For freshmen and sophomores, the program allows them to be placed in an honors study hall where there is more freedom.

Students are allowed to converse, sit together, and have food and beverages, privileges that other study halls do not get. Then, on Fridays, these students can choose to leave school early instead of attending their eighth-hour study hall.

As for juniors and seniors, they can leave school early every day or, if they prefer, attend an honors study hall.

To participate in the early release program, students must meet certain requirements, the most important of which is maintaining a C or higher in all of their classes. If a student has any tardies, absences, or disciplinary actions in the previous week, it is the principal’s discretion whether the privilege will be revoked.

Each student’s grades and discipline records are checked every Friday, and if all of the above requirements are met, they are given a permission slip.

Mr. Johnson, who oversees the incentive, said “programs such as this have worked exponentially well in the past, which is why the teachers of PHS had my full support when they presented this program to me at the beginning of the year. So far, we have seen a rise in students achieving this goal and a reduction in students with D’s and F’s. Many more are getting closer every day to earning this privilege. I look forward to what our students can achieve in the future.”

Another student incentive at PHS was given through the English Department. On Oct. 21, the English teachers took a group of students who earned the privilege to Barnes and Noble, where each student picked out a book that was purchased by a grant. The books were then used to stock the classroom libraries so that the whole student body could enjoy them.

To take part in the trip, students had to be enrolled in an English class, and had to be passing; they could not have been on the D and F list more than once, they couldn’t have any detentions, and they had to have all library fines paid. Once a pupil met these requirements, a final teacher’s discretion was made.

Mr. Michael Morley, one of the teachers who went on the trip, said the incentive was offered for two reasons: “It rewards students who’ve upheld high academic and behavioral standards, and it encourages students to self-select and read high-interest books, fostering a positive school culture of literacy.”

Both of these positive student incentives have created a sense of responsibility and work ethic in Prophetstown High School.

As the school year progresses, there are hopes of continuing the incentives and to continue seeing the good work from all the students here.

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ROCHELLE TOWNSHIP HIGH SCHOOL | HOME OF THE HUBS

The RTHS student body raised more than $24,000 for tornado relief following the April 9, 2015, EF4 tornado by selling 3,000 Hub Strong T-shirts in 5 days.

Lifelong learning begins today Mission statement Rochelle Township High School is committed to excellence in preparing all students to be lifelong learners by developing and fostering academic, personal, and social growth.

About the school Rochelle Township High School draws students from a 221-square mile region including the city of Rochelle, and outlying communities of Creston, Esmond, Hillcrest, Kings, Lindenwood, and Steward. Students at Rochelle Township High School (enrollment 980) are involved in local community projects, extending their learning in the greater ChicagoRockford area.

60 percent of students are Caucasian, 29 percent Hispanic, 4 percent multiracial/ethnic, 3 percent black, and 4 percent other race. Students who meet low-income qualifications: 35 percent; 3 percent of students have limited English proficiency. RTHS has a 91 percent graduation rate; 23 percent of students going on to a 4-year school, 40 percent to a 2-year school, and 3 percent enlist in the military.

Faculty 58 teachers, 75 percent of whom have earned a Master’s degree or beyond.

Average numbers of years teaching: 13. All RTHS teachers are classified as “highly qualified” under the No Child Left Behind Act.

Faculty accolades IAVAT Illinois Agriculture State

Teacher of the Year, Northwestern University Gifted Summer Program Teacher, Fulbright Scholar NASA/NSTA Participant, Ad hoc faculty at NIU IMEA State Vocal Jazz Chair, District VIII Vocal Jazz Representative, Regional Wal-Mart Teacher of the Year, Coordinator of FFA IL Leadership Summer Camp, Western IL University Most Inspirational Teacher recipient, Membership Chairman for Technology Education Assoc. of Illinois

plete 400 hours of service while in high school, beginning the summer before they enter RTHS. Hours must benefit the community or student body. Students cannot receive payment or course credit for service hours. Upon accumulation of 400 hours, students are presented the Silver Cord, worn with distinction at Commencement.

Guidance department

RTHS participates in the Northern Illinois Big 12 Conference and is under the jurisdiction of the IHSA. These sports teams participate in full interscholastic schedules, both conference and nonconference: baseball, basketball, bowling, cheerleading, cross country, football, golf, poms, soccer, softball, tennis, track and field, volleyball, and wrestling.

Four guidance counselors assist the students with academic, personal and social concerns, college choices and career/vocational placement. Support staff in this department includes a registrar who processes student transcript requests and a receptionist.

Extracurricular activities Among the clubs: International Club, Ballet Folklorico, speech, Student Council, vocal jazz, drama, Library Book Club, Natural Helpers, GACME, Pins ’n’ Needles, Madrigal Cast, FFA, dodge ball, horticulture, Math Team, National Honor Society, Academic Team, Drumline, Color and Indoor Guard, jazz, concert and Pep Bands.

Student Council’s Mr. Hub Pageant raised $1,000 and the service club coalition earned a $3,000 grant for the Rochelle Area Community Emergency Shelter

Silver Service Program This program teaches students the value and personal satisfaction derived from public service. Students must com-

Athletics

2014-15 student accolades The class of 2015 boasts 18 Illinois State Scholars. In 2015, the highest number of students in RTHS history earned AP and dual credit credits. An FFA student presented the state-winning speech at the National Conference; student-athlete recipient of the first WTVO Considine Contender award; three AllState musicians; three students competed at SKILLSUSA state competition; US Congressional (Illinois) Art contest winner; RTHS competed at the state level in Drafting (placed second), science and engineering, and mathematics; service clubs stocked two local food pantries, purchased holiday gift cards for senior citizens, and earned a $3,000 grant for the local homeless shelter.

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ROCK FALLS HIGH SCHOOL | HOME OF THE ROCKETS

Students make a good impression

25 student leaders attended a retreat in August where they got intense training in a number of areas.

B.L.I.N.D. (Building Lasting Impressions that Never Die) is a group of high school students who have joined together with students from Fulton, Morrison, and Newman high schools to break down stereotypes in schools and among the schools.

The group uses the Search Institute’s 40 Developmental Assets as its template for developing healthy relationships.

Students elect to become a member and then are chosen via a survey given to the faculty. This is the 16th year B.L.I.N.D. has been incorporated into the different schools. Tolerance and acceptance are the two major teaching points.

This year’s 25 student leaders attended a 3-day/2-night retreat in August where they got intense training in a number of areas. A large community service project was included as part of the retreat. This year’s project included working at each of the individual high schools doing things such as painting, clearing weeds, cleaning and re-mulching a playground.

All freshmen attend a retreat in the fall with the other high schools’ freshmen at Westwood Sports Complex.

Early-out Wednesdays are devoted to teaching the 40 Developmental Assets along with a number of other personal awareness training to the freshmen.

Six-week leadership training classes for potential B.L.I.N.D. leaders are held at the Center for Youth building (GPA) in Sterling. Each week, students from NHS and RFHS meet from 6-7:30 p.m. to discuss ways to meet their potential and become stronger leaders. The program covers communication, healthy relationships, personal asset building, community service and suicide prevention, and is led almost entirely by current student leaders.

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ROCK FALLS HIGH SCHOOL | HOME OF THE ROCKETS

Junior Optimists serve their community The Junior Optimist Club, made up this year of 60 students from grades nine through 12, is the school’s community service club. The group, which is sponsored by the Rock Falls Optimist Club and is under the guidance of the Optimist Club, helps members develop citizenship, serve the community and learn to accept the role of responsible citizens. Its motto is “Kids helping kids.” There are five Junior Optimist Clubs in Illinois; Belleville, Deerfield, Highland, IVC and Rock Falls. Rock Falls High School was the first to be chartered.

Events/activities/fundraisers undertaken: Bridge the Community Run, Optimist fishing derby, Night for the Homeless (a fundraiser for the PADS Shelter in which students sleep in boxes on the front lawn of the high school and The Junior Optimist Club of Rock Falls High School present a $1,000 check to collect donations for the PADS Homeless ShelMyles Newberry, PADS director. The students braved temperatures in the 20s ter), Optimist highway clean-up, Zombie Shufon Oct. 16 to sleep in boxes and collect donations throughout the night for the fle Run for scholarship funds, visiting patients shelter. at CGH on Valentine’s Day, talent show

Bigs have a blast helping Littles B.L.A.S.T. is a student-to-student mentoring program that meets twice a month at Dillon and Merrill schools. Each session has Bigs (high school students) working with and Littles (elementary students) in an asset-rich activity.

The activities are based upon the 40 Developmental Assets. Many of the activities incorporate arts and crafts as a vehicle for presenting the assets.

There are 15 students assigned to each of the elementary schools. The high school students enrolled in the Childhood Studies class are chosen as the mentors for the program.

RFHS Students in the B.L.A.S.T. program visit Dillon School students.

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ROCK FALLS HIGH SCHOOL | HOME OF THE ROCKETS

Students get credit where credit is dual Rock Falls High School offers several dual credit courses through Sauk Valley Community College, including English 101 and English 103, taught by Mrs. Nunez; Introduction to Oral Communication 131 (speech), taught by Mrs. Schaefer; and MAT 240 (statistics) and MAT 203 (calculus), taught

by Mrs. Gallentine.

Dual credit offers students the opportunity to earn college credit while still in high school. Often, dual credit students graduate high school with an entire semester of college already completed.

In the English 101 composition course, students write essays on a variety of subjects. On the following pages are some examples of essays written by Rock Falls High School dual credit seniors.

Members of the English 101 dual credit course: Bottom row, from left: Sydney Arickx, Olivia Workman, Sydnie Nailor. Back row: Tess Schaefer, Mackenzie Schueler, Donovan Flynn (sitting), Kierstyn Summers, Reid Ackerman (sitting), Liz Lego, Clay Velazquez (sitting), Amber Rasmussen, Shawn Wyckstandt.

“Cheeseburger”

by Tess Schaefer Throughout the years, I have collected a fair amount of nicknames for myself, ranging from very common ones, like Tessy and Tessa, to more personalized ones, such as Tesserina (yes, I tried the ballerina thing). When I was in first grade, my friends and family called me Tesseroni because I ate enough Kraft Mac and Cheese to put myself into a cheddar-induced coma. In high school, my chemistry teacher labeled me “Left Twix” because she convinced me that

the left and the right Twix in the candy’s packaging are made in separate factories, and I was gullible enough to believe it. I have gone by so many names throughout life, but of the never-ending list, there is only one I feel does not do me justice: Cheeseburger, which I earned simply for being American.

I have always known that foreigners see Americans through prejudiced eyes. Because they watch American actors on television and read articles about America online, they think they know everything about the American

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culture and its people. Until studying abroad, I never knew the extent to which these stereotypes existed.

I lived in Denmark for a full year on exchange, learning to adapt to a new culture and country in which I had not established a reputation, yet people still looked at me as if I were nothing but a walking American stereotype.

Everywhere I went, the cliches followed me as if I wore my nationality like a prisoner’s shackle ball with no possibility of loosening the grip.

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After meeting my class for the first time at school in Denmark, I was instantly bombarded with questions about myself and my country. Honestly, I was not shocked by the eagerness at first; I was a foreigner, so who was I to blame them for being curious? But as I answered more questions, I realized that their perceptions of Americans were extremely over-exaggerated.

In fact, some of my classmates even doubted the truthfulness behind my nationality, claiming that I was “not fat enough to be an American.” Truthfully, I could hardly respond as I found myself completely flabbergasted. I had never dealt with such a remark before.

But surprisingly, the questions worsened from there. Do you know any celebrities? Do you live in a trailer park?

Have you ever been in a school shooting? No. No. NO. The stereotypes were becoming so absurd that I even considered ripping out my own hair and knitting the strands into earmuffs so

that I could block out the insanity. Plus, as I found out, Denmark is a pretty cold country, so let’s call it a win-win.

After those long days filled with exhausting questions at school, I would flee for my new home, hoping to escape the madness, except I was not safe there, either. Even my host families believed in the stereotypes and constantly pestered me about my nationality. While I was living with my host family, my host mother would compare me to the rude, materialistic Americans she had met in New York City. However, her most opinionated misconception was based on the lack of gun laws in the United States.

Since strict gun constraints prevented most Danish people from obtaining weapons, shooting homicides were unheard of in Denmark until this past year when two shootings occurred within the same weekend, killing two people and wounding five. Distraught and confused by the situation, she released her emotions by brutally comparing her country to mine, terrified that Denmark would start experiencing shootings as frequently as America does, which in her own mind was nearly every day.

ALWAYS AT YOUR DISPOSAL

Most distressingly of all, as if being stereotyped at school and at home was not enough, my closest friends believed in every single radical comment they had ever heard, opening the door to a star-spangled world of torture. If I tried telling a story about my school in America, they would ask, “Did everyone break out into song and dance like the movie High School Musical?” If they found an online article about an American murderer, they would send me the link, demanding to know why “my people” are so crazy. If I had eaten at McDonald’s even one time over the course of six months, they would tell me that I smelled like beef the entire following week, hence the nickname Cheeseburger. I could not shake them of their impractical beliefs, even after knowing them for months, and worse, even after they knew me. Though they could clearly see that I am not a musically inclined, homicidal, McChicken fanatic, for the longest time, they stubbornly refused to understand how unrealistic and foolish their generalizations sounded.

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ROCK FALLS HIGH SCHOOL | HOME OF THE ROCKETS “Farewell, My Friend”

by Amber Rasmussen

Standing under a never-ending blue sky, I feel my stomach clench and my throat tighten. The Castle looms ahead of me, sparkling under the Florida sun. Around me, hundreds of tourists mill about, pushing strollers occupied by cranky children who have been up since the park first opened. Little girls flutter about, dressed as their favorite princesses. I am hardly keeping my head above water in a sea of Elsas, Belles, Auroras, Snow Whites, and Ariels.

I first entered this enthralling place when I was only ten years old and still caught in that awkward stage of adolescence—I had not yet uncovered who I was or who I wished to be. My family had been anticipating our trip to Walt Disney World for almost a year, and although my brother and I were technically the children, my parents radiated excitement even more than we did.

When we first entered the enchanting world of the Magic Kingdom, my young senses were immediately overstimulated. All around me, temporary food stands sold delicious soft pretzels; freshly-popped, drenched-in-butter popcorn; and ice cream that melted almost instantly in the heat. Employees wandered about, smiling broadly, as if there were nowhere on earth they would rather invest their time, selling Mickey-shaped balloons in brilliant reds, oranges, yellows, blues, pinks, purples, and greens, and people gathered around them, laughing jovially, enraptured by the hundreds of vibrant balloons.

Quickly, for my family never did anything at a casual pace, we rounded the corner to see the coveted Cinderella Castle. “Castle” is a very extravagant word; however, it simply does not do Cinderella’s Castle justice. The structure is massive and covered with glit-

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No matter where I went, I absolutely could not escape the weight of my nationality, and although I tried as hard as I could, changing the European perception was impossible.

tering stones that appear as though pixie dust was brushed onto them by Tinker Bell herself. The spires curl up into the atmosphere, dotted with sparkling glass windows, and in my return visits, I would often find myself squinting into those windows from the ground, desperate to catch a glimpse of the princess herself. Adding to the majesty of the Castle is the stretch of road leading up to the palace called Main Street, U.S.A, which consists of two-story buildings designed to resemble a small town in the 1930s. Among these buildings are a retro movie theater with a grand, flashing marquee, a classic ice cream shop, and several gift stores. Even as a child, I adored anything that was not from the time period in which I was raised, so I marveled in Main Street, my wonder spreading throughout my body like the joy of Christmas morning, but my heart also ached for a time long gone that could not be restored.

As I stood marveling at the magnificence of a castle made solely for the purpose of entertaining people, I glanced over to find that my mother’s eyes were welling up with tears. In that moment, I realized that this place really was magical. No, there were no evil pirates to defeat in a sword-fight, and mermaids would not just swim up to me and start singing a glorious melody; however, this world could bring out the child in everyone, usually when one needs it the most.

Now I stand in the same spot six years later. We have returned to Walt Disney World four times since our first visit, and we have ridden every ride, experienced every show, and devoured every snack; in fact, we were even Grand Marshalls in a parade once. We are self-proclaimed “Disney Experts,” but as I stand in this spot, the air buzzing with the chatter of hundreds of people speaking a handful of different languages, I am thrust back in time to

the first moment I stood here. Usually, when we are young, everything seems gigantic, but then when we grow up, we realize that what we once thought was larger than life is now a more realistic, disappointing size. As I stand here, I do not feel that. I still feel small, but I also feel grateful. When I was young, I was very lonely, but I found a friend in Disney. I found a hope that could not be broken by catty girls on the playground. I learned to dream, and I discovered that imagination does not have to die with childhood.

This will be my last time standing on this spot until I have children of my own, and I cannot help but despair.

I am enveloped with a terror of forgetting this magical world and all it has taught me. I am desperate not to become the Evil Queen, who has lost all of her love and her dreams and her hope. Suddenly I am stricken with panic, and I wish I could stay forever and never grow up: Disney World’s very own Lost Girl. For a moment, I sincerely consider the option to wield my teenage rebellion at this opportune moment and refuse to leave, but I have always been an obedient daughter, so when my father reminds me that we have to return to the room to pack, I nod my head and cast one last look down Main Street. Beyond all the shops and tourists, the Castle remains, strong, sturdy, and unmoving. I suddenly feel my stomach shift and my throat tightens, and I wonder, absurdly, if this made-up world knows that its most loyal, adoring fan has to leave it behind. As I turn away, I refuse to look back. I follow my family out of this world and into a new one. This new world I find myself haphazardly thrown into is much more realistic and contains no magic, but even though there is no castle holding it together at the core, I will still manage to have hope and pursue my imagination at all costs.

However, by the end of my exchange, several people from my school, my host families, and my group of friends admitted that I had swayed their opinion of Americans, and they no longer saw “my people” as snobby, gun-loving psychopaths, who will literally kill each other over the last slice of pizza...

And frankly, I could not be more proud

of myself for having such an influence on their perspectives because at the end of the day, I am proud of who I am and where I come from, so if people want to base their opinions solely on what they hear, let them do so. As long as I am representing this great nation and home of mine, so help me God, call me Cheeseburger.

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ROCK FALLS HIGH SCHOOL | HOME OF THE ROCKETS The RFHS softball team visited the Gateway Arch in St. Louis this year. From left: Morgan Pope (manager) Audrey Betts, Maurelle Behrens, Jenny Lawson, Natalie Soltow, Sydnie Nailor, Michaela Ward, Madason Shaw, Olivia Babcock, Jordan Clevenger, Peyton Milne, Nicole Tupper, and Chelsi Blair.

Focus on this: Don’t let school become a blur Below is an article by two former Rock Falls High School athletes on their newfound perspectives of the importance of winning and losing in high school athletics. Both athletes played volleyball, basketball, and softball at Rock Falls for 4 years, and here they offer their perspectives on the importance of establishing relationships with teammates.

“Winning Isn’t Everything”

by Chelsi Blair and Nicole Tupper Life is about facing challenges. Some are as minor as getting out of bed in the morning, and others are as intense as fighting for a spot on a varsity team.

Adversity is a part of life, but are the obstacles that we face really what make us strong? As two former high school athletes, we have realized that the people who were alongside of us during the challenges that we faced were much more influential to our high school experience than the score at the end of a game. Clearly, sports teach us about teamwork, camaraderie, and loyalty, but there comes a point in every athlete’s life when the season must end. Friendships and memories, however, they stay with us for a lifetime.

With the final point, the final buzzer, or the final out, a season is ended in a fraction of a second, and just like that, it is all over. The long hard practices, the long bus rides, the time outs, the half times, the changing of innings, the huddles on the mound – it all comes to a shocking end, and often an athlete is left wondering, “What was it all for? My team didn’t win a regional plaque, I was never the stand out athlete on the team.

No one noticed all of the extra miles, the extra workouts, the extra shots, the extra swings, or the extra ground and fly balls. And for what? We lost anyway!”

So then there an athlete is, left to question an entire season – and maybe even an entire career. There is no doubt

that most athletes in high school learn the importance of hard work, but what many take for granted are those life changing bonds developed with teammates, who in turn will be our friends, our rocks, long after the ump calls “out!”

Sadly, because wins and losses have become the most important aspect of athletics, many athletes find themselves overwhelmed. “I just can’t wait for this to be over.” “I can’t wait to start the next sport.” “Next year will be different.” These thoughts plague athletes, and we should know because we have been there. We took high school sports for granted – and we took the people we played with for granted as well. We would do anything to play with our teammates again. To give one last high five! Yes, we had ups and downs in terms of relationships that developed; there was always the stupid, catty drama that probably exists on every team, but we look back now and laugh about how ridiculous that all was, and more importantly, we realize now how lucky we really were.

After a season is over, athletes begin to think about the experience in a totally different way. As expected, they reminisce about their team successes and the highlights from the seasons, but then, they also start to realize the importance of the relationships they made. There is no greater gift than the gift of friendship, so when they look back on the long bus rides and the hard practices, they see the memories in a different light. Suddenly, the game highlights, the outstanding moments – they all become moments shared with people they learned to care about. If a team is made up of a group of talented athletes who are only focused on winning, they certainly have a shot to “go the distance,” but if these players are so focused on winning that they never make time to create relationships

with each other, do they really win?

These athletes may feel like they accomplished all that they can, especially if all they wanted was that end result – they got their trophy. However, if these athletes walk away after it is finally over and breathe a sigh of relief, then they have missed out on one of the greatest rewards of being a teammate. Because winning is hammered into athletes’ heads, relationships between teammates often take the back burner. What these athletes do not understand is that after the season is over, the memories made are all that is left. Walking away after the last game, devastated because you aren’t ready for the season to be over, not wanting it to end, willing to give anything to go back out with your teammates one last time – this is how it should be. After all, in 30 years, will you remember how many wins and losses you had,or will you think back on the friendships and memories you made with your teammates? Here is our advice: Don’t let high school become a blur – stop and look around before it’s too late. Don’t spend your time complaining and wishing for it to be over. Instead, be a good leader who is a part of making lasting memories – ones that you and your teammates will treasure later in life. Most importantly, take the time to appreciate your teammates, and make sure you have each others’ backs, both on and off the court/field, because believe it or not, you are lucky to have the experience. AND, don’t play for the sole purpose of winning because, as we learned, that’s not what’s important.

Play for the love of the game, play for your teammates, play for your family, play with your heart, and whatever you do, don’t take the experience for granted because once it’s over, there’s no going back. There simply is no second chance.

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STERLING HIGH SCHOOL | HOME OF THE GOLDEN WARRIORS

SHS earns national recognition Sterling High School is a place where kids achieve. Over the last 5 years, Sterling High School has been recognized nationally six different times by U.S. News and World Report and The Washington Post.

These honors rank Sterling High School’s academic achievement second to none in the Sauk Valley, and in the top 9 percent of all high schools nationally. Most recently, Sterling High School was selected as a 2015 Apple Distinguished School. The Apple Distinguished School designation is reserved for schools that meet criteria for innovation, leadership, and educational excellence, and demonstrate a clear vision of exemplary learning environments. With these awards and the unbelievable changes that have taken place at Sterling High School, we wanted to showcase the changes to the ways our students learn.

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STERLING

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It was a goal of the Sterling High School 1-to-1 Initiative not just to help students use the technology in ways that prepare them for the future, but also to make learning cyclical; we learn from others, and in turn, others learn from us. Along with focusing on using technology to receive, synthesize, and publish information, the 1-to-1 Initiative deployment has been a catalyst for our new curricula to truly transform teaching and learning at Sterling High School to a more immediate, responsive, and differentiated experience for each student.

The 1-to-1 Initiative has changed the traditional classroom into a much more fluid, ubiquitous environment.

Students are no longer hindered by a traditional brickand-mortar version of a classroom. Use of technology such as Edmodo and the Skyward Learning Center have opened up new possibilities for both presentation of material and structure of scheduled class time. For example, using the Flipped Classroom model, students might be watching teacher-created video lessons at home and then taking an online quiz on the material. This leaves class time for working in collaborative groups on more difficult content, or for the teacher to make immediate adjustments

based on formative feedback.

Students can also explore content from course readings through online discussion groups, which gives all students a voice in finding deeper meaning in the content while allowing the teacher to find student misconceptions from the discussion threads, and address those in class.

The technology has transformed what activities occur in class and outside of class so that class time can be used differently: more collaboratively and responsively to the strengths and weaknesses of each class.

The access to technology has also allowed for more personalized learning. Students can design projects around their interests or career goals. For example, having a computer allows students in Scientific Research and Design to choose their own projects to research, design experiments, and publish findings.

When given the opportunity to personalize her learning, one student chose to explore a possible career path and build a robotic arm. She researched computer code and materials and experimented until she could create a working model. Each step, from research to experimentation and design to publication, was dependent upon her access to technology.

Because teachers have focused on Ruben Puentedura’s S.A.M.R. (Substitu-

tion Augmentation Modification Redefinition) Model while designing student learning, they have been deliberate in crafting experiences that allow students to go deeper with the content than previously possible without the 1-to-1 Initiative. Sophomores in English

class, for example, previously learned to recognize rhetorical appeals in the work of others. Now, however, students create multimedia presentations in which they use rhetorical appeals to create and publish messages on a passion of theirs through a multi-media format.

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This ability to influence others on a cause important to them has been motivating and gratifying to students, allowing them to see how they can create an impact in the world through their work.

The 1-to-1 environment has allowed teachers to reimagine the way they deliver content to their students.

For example, math teachers use the iPad and an Apple TV to demonstrate for their students how to solve a problem, and then capture the demonstration for inclusion into class notes. Similar to the flipped classroom, technology has allowed teachers to deliver instruction and share their content expertise even when not physically present with the students. The interactive, multi-media notes provide deeper review for students than their traditional class notes, enriching the review process with teacher narration for each step of the process. Edmodo also allows teachers to deliver differentiated video lessons to students based on short assessments that reveal student weaknesses, ensuring that instruction is tailored to individual needs.

Writing new curricula aligned to new standards might have meant expensive textbook purchases in the past, but the use of technology has made that an antiquated practice.

Instead, staff create their own dynamic content to support instruction. As a part of the professional development that began before the student deployment, staff were trained in the iWork and iLife suites, as well as iBooks Author. In our Spanish department, Marla Boynton has created an iBook. Unlike a traditional textbook, this interactive publication allows students to watch videos, take assessments, and link other resources to support their language acquisition.

As a result of the Sterling High School staff’s instruc-

tional reinvention, instructional materials include virtual labs in the science department. Unlike a traditional textbook or wet lab, this interactive chemistry lab through the University of Colorado allows students to experience far more chemical simulations than they would have before 1-to-1.

Instructional practices have evolved through 1-to-1 by changing student availability to their teacher’s expertise and changing the resources available to support the curriculum. Instead of relying on external and static print, teachers are able to create fluid, personalized, multidimensional resources to support the content.

As Sterling High School looks to the future, it continues to focus on the S.A.M.R. Model that will support and enable teachers to design, develop, and infuse digital learning experiences into their curriculum that utilize all types of technology. In this new robust environment, we look to expand how technology is used to create and share with the broader community. This will occur through expanded offerings in computer science. Beginning in January 2016, Sterling

High School will offer a Apple Swift Programming Course, allowing students to begin to invent and create their own iOS applications.

We look forward to seeing how our students work not only in our transformed system, but work to transform the world.

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UNITY CHRISTIAN HIGH SCHOOL | HOME OF THE KNIGHTS

Basketball team competes nationally After a whole season of practices and a couple of fundraisers, the Unity Christian Knights were finally headed to the National Christian Basketball Tournament in Erie, Pennsylvania, for the first time. Although there were no less than 64 teams present at the tournament, Unity Christian was the sole representative from Illinois.

Before making the trip to Erie, the student body and several supportive parents hosted a sendoff pep rally. The seniors gave speeches reflecting on their time together as teammates, and the unforged road ahead of them. After the pep rally, the Lady Knights presented each of the players a care basket to make the trip more enjoyable.

On March 5, the Knights played their first game. After a few short games, Unity earned the right to play in the game for third place in their division.

Although they lost that game (55-40) to Mount Airy Christian from Maryland, the team had gained respect and valuable experience. Seniors Knights, Colby Dykstra, Shawn Hintz, and Nolan

Willoughby were recognized for their basketball abilities as well as their sportsmanship. At Unity Christian High School, their mission is to honor God

through athletics, character and academics as well. This group of athletes did all of those things and set the pace for next year’s student-leaders.

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PRIDE 2015

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WEST CARROLL HIGH SCHOOL | HOME OF THE THUNDER

The WCHS staff and student body show their Thunder Pride with a “WC” formation on the football field.

Gimme a W! Gimme a C! What started out as a simple idea for a yearbook cover ended up becoming a symbol of school spirit and pride at West Carroll High School in Savanna The WCHS yearbook students decided to take a picture of the yearbook class forming the letters WC, and use it on the cover of the 2016 yearbook. Yearbook adviser Kathy Stines presented the idea to high school Principal Adam Brumbaugh, and he asked whether the yearbook students would like to expand the idea and include the entire WCHS staff and student population in forming

the WC. The yearbook students loved the idea and immediately began planning and laying out the formation on the football field.

After one rain delay, the day finally arrived and the yearbook students jumped in to action. Savanna Fire Department Assistant Fire Chief and wildlife photographer Scott Wolfe offered to bring the ladder truck, take the photograph, and help coordinate the event. Assistant Fire Chief Rex Kreuder along with WCHS students/fire

LEFT: The Savanna Fire Department ladder truck is placed in position on the football field to help rustle up students and staff into a WC formation. ABOVE: Savanna Assistant Fire Chief Scott Wolfe offers suggestions on the “WC” formation from his bird’s-eye view.

department cadets Nathan Dunk and Caleb Hastings helped get the truck to the school, set it up, and organize students. With the excellent cooperation of the WCHS staff and student body, the entire project was completed during a 40-minute study hall, and we are thrilled with the outcome.

Kathy Stines said “the project was a wonderful display of student creativity, collaboration, and Thunder Pride. The Savanna Fire Department’s participation shows the support our school receives from our communities.”

Savanna Assistant Fire Chief Rex Kreuder and WCHS students and Savanna Fire Department cadets Nathan Dunk and Caleb Hastings help the students and Chief Wolfe get ready for the photo.

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