Volume 50 Issue 3

Juvenile Detention Center Tech Campus

the path to

Private School

Homeschool

Alternative School

Volume 50 - Issue 2 November 16, 2016

Public School

Adlai E. Stevenson High School 1 Stevenson Drive Lincolnshire, IL 60069

MASTHEAD

2016-2017 STATESMAN STAFF STATESMAN POLICY Purpose Statesman is first and foremost a student-run publication with six annual issues distributed to sutdents, faculty, staff, and community members of Adlai E. Stevenson High School with a press run of 3,000.

The primary goal is to serve as a public forum that delivers the news and provides content deemed to be newsworthy and timely to the Stevenson community. The Opinions expressed in Statesman do not necessarily reflect the opinions of the administration, school board, faculty, student body or community members.

Affiliation Statesman belongs to the Northern Illinois Scholastic Press Association, the Kettle Moraine Press Assiciation, the Columbia Scholastic Press Association and the National Scholastic Press Association.

Responding to Statesman Letters to the editor may be e-mailed to shsstatesman.business@gmail.com, placed in the mailbox of Dean Bradshaw or submitted to Room 2712. All letters must be signed. Letters must not contain personal attacks and may be edited.

Advertising Businesses may advertise in Statesman.

Ad content is subject to the discretion of the editorial board and will contain information that is appropriate.

Contact Mailing Address: One Stevenson Drive, Lincolnshire, IL 60069 Phone: 847-415-4000, ext 4354 Website: www.statesmanshs.org Email: shsstatesman.business@gmail.com

Sami Sparber Editor-In-Chief

Aman Grover Cindy Yao

Managing Editors of Production

Nikol Safronova Annie Wu

Managing Editors of Design

Karaj Singh

Business Manager

Emma Ismail News Editor

Charlotte Ronson Opinions Editor

Bella Greenspan Features Editor

Maxwell Cohn Lawrence Kreymer Sports Editors

Dean Bradshaw Adviser

STAFF REPORTERS Elyse Baden Jamie Berman Yana Bushuyeva Victoria Kolotov Olivia Lamberti Adele Lee Michael Levitt Ashley Mandel Alisa Mufti Chloe Myers Aniket Nuthalapati Maya Perekh Yogin Patel Sivakami Ramakrishnan Kendall Roberts Grace Westphal

06 | FINALS BEFORE BREAK 07 | COMPETENCY-BASED GRADING 08 | GRADEBOOK APP 09 | NICHE INFOGRAPHIC 10 | COLUMN 11 | EDITORIAL 12 | BREAK RECAP 13 | WINTER REVIEWS 17 | JUVENILE DETENTION CENTER 19 | HOMESCHOOLING 20 | ALTERNATIVE SCHOOL 21 | TECH CAMPUS 22 | PRIVATE SCHOOL 23 | TEACHER PROFILE 24 | CLUB PROFILE 25 | SPORTS SUPERSTITIONS 27 | ATHLETE PROFILE 29 | BOYS’ BOWLING 30 | MCNAMARA RESIGNS 31 | ALLIED SPIRIT RESOLUTION 32 | BOYS’ BASKETBALL PREVIEW

CONTENTS

04 | COLLEGE SAFETY

4 NEWS

SAFETY @ COLLEGE

Senior students, counselors react to recent violence at universities in preparation for attending after high school JAMIE BERMAN & EMMA ISMAIL

O

hio State, University of California Los Angeles, New Jersey Institute of Technology and Tuskegee University.

College campus violence made the news very frequently in 2016.

Almost every school has had an issue with criminal offenses at some point in time, and many of these instances happen to be violent. With dangerous behavior happening on and around college campuses, students struggle with applying and deciding where to attend.

The attack at Ohio State University in late November alarmed many senior students, parents and college counselors in the midst of the application process. Scott James ’17 applied to Ohio State after visiting his sister on campus.

EMMA ISMAIL

“With the recent attacks [at Ohio State], it’s not something that really worries me because it’s something that could happen at any college campus,” James said. “Just anywhere where there is a gathering of people.”

Recently, the knife attack in Columbus left 11 people hospitalized.

The university was shaken, but managed to get the attacker in just a few minutes. The incident appeared all over national news.

“Social media makes it so much easier for us to get information regarding colleges,” Sara English, college career counselor, said. “We can hear about an attack in seconds now, when it used to take hours, or it never made the news at all.”

However, despite the widespread knowledge of shootings and other events due to the media, most pro-

spective college students are not as concerned as the parents are. Students care about protection, but don’t worry about it as much because it can happen to anyone anywhere.

“Being concerned about safety is more of a parent thing, than a student consideration,” Morgan Sanchez ’16 said. “I mean, how could students be concerned? They’re trying to juggle every other factor when choosing a college—it’s too much to think about.”

Sanchez is a current freshman at Ball State University, where there was a shooting on campus in the fall. As a consequence of the shooting, two Ball State students were arrested and one man died.

“I didn’t feel unsafe, mostly because I didn’t know how they would

U.S Department of Education // Source

get into my building and it was on the opposite side of campus,” Sanchez said. “I was shocked but I wasn’t really scared, but that can partially be due to the fact that you hear about gun violence every day.

It’s only really a surprise when it hits close to home.”

Despite the fact that news reports frequently contain stories about college violence, Sanchez said that she didn’t expect so much violence at the beginning of the school year. She attributes this ignorance partially to the feeling of living in the relatively safe Stevenson community.

Kathryn Novkov ’17 feels similarly about possibly attending Ohio State. She applied this year and doesn’t really hesitate about being in Columbus, despite the recent attack.

If she commits to the school, security is not a major concern.

“I think if we grew up in a city, we would act very differently and we would probably be a lot more prepared to be in the environment [of college] than we are right now,” Novkov said. “I feel like we would take safer precautions.”

The myth of the Lincolnshire bubble is seen as shielding students from hate and violence. In result, students have no idea what happens in the real world outside of the safe north shore.

“I think Stevenson has protected us very well, Novkov said. “I’m not sure if it’s prepared us for dangerous situations. I don’t feel ready to be in a place that is not really safe.”

Although Novkov isn’t too worried about security, she admits that

it is not perfect. As universities might be working hard to protect the student body, there is still always the possibility of another incident occurring.

“It’s really hard to safeguard so many people especially in an area that is open. It’s not like it’s some closed in, gated place where no one can [come in]. I don’t think it’s really possible to protect everyone.”

NEWS 5

attacks. It’s a situation too broad to be generalized because there’s not one group of people more vulnerable to issues, she said.

“To dismiss a school because they’ve had an issue in the past may be too premature,” English said.

“Though it is appropriate to have a conversation with a college representative to see what they have to say.”

Being concerned about safety is more of a parent thing, than a student consideration. I mean, how could students be concerned? They’re trying to juggle every other factor when choosing a college—it’s too much to think about.”

-Morgan Sanchez ’16 The counselors in the College Career Center agree with Novkov’s mentality. All schools will have precautions in place, but it’s hard to keep everybody completely safe, English said.

“There’s issues all over the country and there’s no specific type of the school where violence is more likely to occur,” college career counselor Daniel Miller said. “It can happen anywhere.”

English agrees with Miller regarding the widespread susceptibility to

Ultimately the college career counselors and Sanchez agree on the fact that an incident in the campus community should not be a primary concern in finding a good college fit. Though it can be a consideration, they said to not let it rule the college search.

“Safety shouldn’t make or break a college choice,” Sanchez said.

“But it’s for sure something to think about.”

6 NEWS

FINALS BEFORE BREAK

Stevenson holds finals before winter break for the first time in 51 years VICKY KOLOTOV

VICKY KOLOTOV

Kayla Rubalsky ’19 studies for the finals to come before winter break. The schedule change requires students to begin their studies earlier than they had in the previous years.

T

his year, for the first time in Stevenson history, finals were held the week before winter break.

For the last 51 years, Stevenson students have been studying the last week of the semester for the finals that come immediately after a two week long winter break.

“It’s rare that I’ll end up picking up a textbook or even glance at my backpack until at least a week and a half into winter break,” Kayla Rubalsky ’19 said. “Procrastination is a [pain] when you’re given

two weeks to goof off, and by the time I do attempt to study, I’ve already forgotten the material.” Recognizing the dilemma at hand for some students, the school took action.

Although this change was widely favored among the student body, some complications arose out of the schedule change.

Some of these complications include giving teachers an entire week after break to finish grading, which keeps some students from knowing their exact grades for a full three weeks after the end of the

semester has already finished.“I don’t know what my grade is in half of my classes,” Rubalsky said.

The added grading time worries many students. A good portion of the student body believes that some teachers may abuse the additional grading time by procrastinating. While some teachers chose to take their time working on final grades, others tend to agree with the concept of a stress-free break.

“I don’t want to have to think about grading tests during break,” math

teacher LouAnn Tollefson said. “I’d rather get it all out of the way beforehand, for myself and for my students alike.”

Despite the few issues present, many students agree that this change is for the better. Although there’s less time for students to study, the change provides them with the ability to regroup and rest before the start of second semester.

“I hope the school continues this method,” Rubalsky said. “The less time I have to forget, the better I perform.”

NEWS 7 EXTENDING EBR

Stevenson administration plans to convert all courses into a competency-based school system ADELE LEE

T

ADELE LEE

he Illinois State Board of Education (ISBE) is seeking 12 school districts to replace graduation course requirements with a competency-based school system.

The program was created to extend the competency-based system in the state. Moreover, the system is constructed to prepare students for further substantial career opportunities.

According to Anthony Reibel, director of assessment, research and evaluation, the competency-based learning system, also referred to as evidence based reporting (EBR), allows preparation for students and aligns with Stevenson’s vision of learning.

A“[Competency-based reporting has an] alignment to growth not only in how much you know, but growth in taking how much you know and how well you can put it together in meaningful ways,” Reibel said.

In contrast to the traditional grading system, competency-based grades are based on the demonstration of mastery in specific skills or applications of content.

English teacher Bill Fritz finds that by teaching an EBR class, he is

MYTH

FACT

“Competency-based grading is all subjective to the teacher’s discretion”

False - The targets are all pulled from Common Core and the assessments are created with a curricular team.

“Competency-based classes are easier than traditionally graded class”

False - They are fairer (Growth and re-performance are rewarded) not easier.

“To get a good grade in an EBR class, you just need to show growth”

False - It is based on your body of work with consideration to growth.

Anthony Reibel // Source

THE TRUTH ABOUT EBR able to see students incentivize their mastery in learning rather than a letter grade.

“I want [my students] to be passionate about what they’re learning,” Fritz said. “If they’re not passionate about what they’re learning, they’re not driven to understand the skill.”

Griffin Topel ’19 recognizes the benefits of EBR classes as well. This includes eliminating a final exam and having semester long grading periods. “[A benefit of EBR] is that there is

no percentage so you can come back from a potential failure and still be okay,” Topel said.

While Stevenson currently offers courses utilizing both the traditional and competency-based grading systems, school officials are advocating the school’s gradual transition to more competency-based classes.

For the 2016-17 school year, 55 percent of Stevenson’s courses are EBR and is projected to reach 65 percent by next year. Eventually, all courses will convert to the competency-based learning system.

8 NEWS NEW GRADEBOOK APP RELEASED

Stevenson student creates app that upgrades how to check grades MICHAEL LEVITT

ALI RAHMAN

A

new app has been created to help students understand their grades better. The Gradebook app, created by Ali Rahman ’18, allows students to figure out how future scores from assignments and assessments impact their current grades. This is a feature that Infinite Campus does not currently have.

The app is not only for Stevenson students; students across the nation can download it, enter their username and check their grades. As long as a school uses Infinite Campus, the students at that school can use Gradebook.

The Stevenson administration has not been contacted about the app, but Rahman said some of the teachers know about it.

“Some teachers are annoyed by the feature that shows hidden grades [grades that teachers do not want released yet] before they want the students to know,” Rahman said.

“Teachers are not supporting the app 100 percent and I think that is because of the absence of a hidden grade feature.”

The app is currently available for iOS devices as well as Android. Aditya Mansharamani ’18 and Pranav Putta ’20 made the Android version while Rahman created the iOS version.

In addition to a lack of support among Stevenson teachers, Rahman

Rahman codes as much as he can, even in school. He had been in contact with Mansharamani and Putta before the release of the app.

said there is also some confusion regarding the app’s purpose.

“The number one thing that is misunderstood about our app is that we are not replacing Infinite Campus,” Rahman said. “We are simply adding on to what their app does.”

According to Rahman, he did not need Stevenson’s permission to make the app because his app is affiliated with Infinite Campus, not an individual school.

Director of Information Services Doug Kahler does not know too much about the app.

“The way the app displays the data does appear easy to view,” Kahler said. “I do not know if that will translate into an improvement into student grade checking.”

Rahman’s goal is not for his app to come massively popular; rather, his

purpose was simply to find a solution to a common problem students face. Eshana Vora ’18 is one of those students.

“I think it’s an extremely helpful app that goes beyond the simple functions of Infinite Campus,” Vora said. “I would recommend it to all students because it has the ability to predict our grades based on assignments that our teachers haven’t put in yet, and that reduces a lot of the uncertainty surrounding our grades.”

Rahman constantly makes adjustments to the Gradebook app.

This is not the first app he has created, but it is the app that he takes the most seriously.

“It was interesting to create an app that builds upon an app my school uses,” Rahman said.

NEWS 9

ANNIE WU

ANNIE WU

10 OPINIONS

To all mem bers of the Future Bus iness Leade rs of America club: just because th at’s your cl ub name does n’t mean it ’s going to be true.

The Steven son istration is adminplanning to add up to 22 new classrooms to the East Building.

Why? Because it’s ju st too easy for visitors to make their way around th e school righ t now.

Yes, a lot of people are unhappy about Donald Trump becoming President of the United States.

But at least look at the bright side — and then please share it with me if you somehow find it.

s, as Fair wa ss!

World’s ce c huge su usual, a ere else can wh I mean, foods ackaged p g eatin tries er coun from oth any people m make so re at they a th e v belie d? e y inform culturall

to: ideas r own ail.com! u o y it Subm espins@gm th e shsclo choos ou can ted, y t your idea c le e s o If er or n wheth e posted b ld u wo ly! mous anony

EQUALITY IN MEDIA

Taking a closer look at prejudice present in today’s popular culture CINDY YAO

T

he fight for visibility of Asian-Americans in Hollywood productions is by no means new. From John Wayne’s role as Genghis Khan in “The Conqueror” (1956) to Mickey Rooney’s role as I.Y. Yunioshi in “Breakfast at Tiffany’s” (1961), whitewashing of Asian characters and culture has resulted in demeaning and often times inaccurate portrayals.

Decades later, Asian-American actors still continuously face discrimination at the hands of big Hollywood corporations. Opportunities are limited, but when they do present themselves, talented and underrepresented minorities are frequently denied roles in favor of

white celebrities.

Current movies such as “Doctor Strange,” “Aloha,” and soon to be released “Ghost in the Shell” and “The Great Wall” all feature A-list caucasian actors as Asian protagonists, continuing the long practice of Asian-American erasure on-screen.

Hollywood can’t and shouldn’t mistake diversity with a storyline containing cultural references while neglecting the very actors who are able to portray those roles.

The truth is Asian-Americans are equally capable of starring as characters with flaws, ambitions, and complex narratives—characters who are not defined or simplified by their heritage but enriched by it.

Asian-American visibility in entertainment is more than creating a connection to the Asian-American audience; it’s about creating a connection to the Hispanic audience, to the African-American audience, to the caucasian audience and all other audiences––not by skin color or cultural stereotypes, but through words and stories.

Between all the diverse narratives, we are interlinked by our similarities and empowered by our differences. A fight for visibility is a fight to prove that Asian-Americans in leading roles can be just as talented, just as successful, just as relatable and just as compelling.

OPINIONS 11 APPRECIATING SAFETY AT STEVENSON STATESMAN EDITORIAL

NIKOL SAFRONOVA

I

n November 2016, the nation was shocked by an act of violence at Ohio State University.

Only 17 years earlier, the nation was awe-struck at the Columbine massacre, one of the first major school shootings to be heavily covered by major news outlets. In between these two separate attacks, there have been countless others, leaving us to ask: is this the new normal?

We are lucky that students at Stevenson have never had to deal with an on-campus situation that resulted in tragic loss of life. Last year, when a student brought a gun to school, the situation was handled quickly and professionally and the school day resumed shortly thereafter. This is in part to how uncommon acts of violence are to the Stevenson area. In Lincolnshire, there is one violent crime every 25 days. Compared to Chicago (three violent crime every day), that is a testament to how safe Lincolnshire truly is.

Statesman believes that the strong relationships students foster with staff as well as the numerous extracurricular opportunities available at Stevenson discourage students from feeling the need to engage in violent behavior.

The school is incredibly well-protected; the doors lock remotely in the case of a lockdown and the video system notices anything that could be conceived as suspicious behavior. Furthermore, the security guards are not intimidating to the student

body. All of these factors combined are what create a community like Stevenson—one of acceptance and tolerance.

In a Statesman poll conducted last year regarding how safe students felt at school (using a scale from one to ten where one meant feeling not safe at all and ten meant feeling completely safe), 93.7 percent selected a ranking of seven or higher. This is a testament to the incredible work of the faculty at our school for making the environment friendly

and encouraging.

It is very rare to see any act of violence at Stevenson. A fight broke out in a classroom last school year and that was considered an act of violence at Stevenson high school, which shows just how rare it really is to witness what might be normal at other high schools. This, in part, is also the result of the high emphasis we place on acceptance of each other.

After the presidential election, students and faculty alike rallied around each other.

For example, a video on the morning announcements included clips of teachers clearly and explicitly showing support for Stevenson’s vastly diverse student body. Stevenson does not feel a sense of divide; it is one inclusive community full of different backgrounds, races and beliefs.

The community here at Stevenson makes the ongoing violence in Chicago, only 40 miles away, feel light years away.

12 OPINIONS

STUDENTS’ TIME OFF

From travelling to other countries to staying home, students share what they did over winter break CHLOE MYERS Trisha Patel ’20 spent her winter break in Jamaica for five days, and then she went to Indiana to visit her cousins. While Patel enjoyed going to Jamaica the most, she appreciated going home and relaxing with family. “It was nice not having to do anything over winter break,” Patel said. “I could just relax.”

Trisha Patel ’20

Patrick Sack ’17 said he enjoyed having the chance to relax with his family. “Unfortunately, my friends were all someplace else on vacations with their families, so I was left all alone,” Sack said.

Patrick Sack ‘17

Maema Njongmeta ’19

Maema Njongmeta ’19 relaxed with friends. “[I got to] see my friends for once,” Njongmeta said. Although he enjoyed being able to relax, by the end of break, Njongmeta was glad to be back in school again.

Alexandra Duerst ’18 spent the break in Missouri visiting her extended family. Her favorite part was when they visited Kansas City where she spent time with her aunt, grandma and cousins. Duerst’s break was considerably less relaxing due to travelling; however, she appreciated the time she had that she didn’t have to spend studying.

Alexandra Duerst ’18

OPINIONS 13 WINTER TRENDS

The New Year brings low temperatures, snow, sleet and winter trends. Discover the new trends before the snow melts ALISA MUFTI & KENDALL ROBERTS

ALISA MUFTI & KENDALL ROBERTS

The new year is the perfect opportunity to catch up on that series your friends have been raving about.

Binge new Netflix classics like “Stranger Things” or watch reruns of your favorite show, like “Gilmore Girls.”

Cozy up to the warmth of your laptop and get started!

Sweaters

No matter how low the temperature drops, sweaters are a great way to keep warm and cozy for the winter nights. They can easily be paired up with a cardigan or a scarf, and come in various colors. Sweaters are always a popular and recurring trend around the wintertime.

Ice skating is a great activity to spend time with others, regardless of your skill. It’s no wonder that places like the Ribbon at Maggie Daley Park in downtown Chicago or even your local neighborhood park offer ice skating during the winter season.

Even if you don’t know how to skate, grab a pair of skates and your friends for a fun time outdoors!

Hot Drinks

Tv Shows

As the snow continues to fall, there’s nothing like a hot drink to raise your spirits (and body temperature). You can make your own hot chocolate after a long day outside in the cold. Or, try the peppermint mocha from Starbucks, a drink unique to the winter time. These beverages will keep you nice and warm during the dark winter days and go great with baked goods like cookies and leftover treats from the holiday season.

Ice Skating

FEATURES 15

16 FEATURES

FEATURES 17

I

t’s 8:30 am. Tuesday.

The students at Stevenson High School and the residents of the Hulse Detention Center at the Robert W. Depke Juvenile Justice Complex are ready to begin their school day.

Located on Milwaukee Avenue, a mere 2.5 miles away from Stevenson’s ampus, the Hulse Detention Center lies within the boundaries of Lincolnshire’s District 125 and District 103. However, aside from start times, there are few things the schools have in common.

This school year, over 4,100 students attended Stevenson. With 833,000 square-feet of space and a 21-classroom addition on the way, Stevenson is the the largest high school in Lake County. Meanwhile, the Hulse Detention Center used its three classrooms, with a fourth completed in July 2016, to educate a population of approximately 34 residents ages 10 to 17 last school year, according to its 2015 SMAART Performance Report.

At the center, school is held year-round, five days a week, from 8:30 a.m. to 2:30 p.m. Classes are taught by certified teachers in accordance with the Apex Learning digital curriculum, which the center implemented in 2010.

EDUCATING YOUTH BEHIND BARS Residents of local juvenile detention center learn with digital curriculum system SAMI SPARBER

SAMI SPARBER

Balancing Size and Discipline According to Dennis McMahan, Deputy Superintendent of the Hulse Detention Center, the transition to Apex’s digital curriculum has resulted in several benefits. For one, the online platform allows for individualization of the residents’ education, McMahan said.

“Let’s say there’s a 14 year old in seventh grade and a 17 year old who’s a

senior in high school— both living here,” McMahan said. “If they’re in the same classroom with only one curriculum, it would be too easy for one student or too hard for the other.

With Apex, we’re able to teach them at the correct grade level.”

Apex Learning offers a wide range of courses in the subjects of math, science, english, social stud-

ies and world languages.

Its course catalog includes 13 Advanced Placement (AP) courses and several other electives and career-related options.

In some cases, residents can earn credits that can be transferred to their home schools when they leave, McMahan said.

According to McMahan, residents spend the majority of the school day working on a computer while teachers circulate throughout the classroom and assist as needed. There were three certified teachers and three teacher assistants working at the center in 2015. For the duration of their stay, residents are assigned to one of the nine computer stations that are located in each classroom.

Given that it allows for residents’ individual needs to be addressed, the Apex Learning digital curriculum has led to a decrease in behavioral issues during the school day. In 2010, the first year that Apex Learning was used at the center, the number of disciplinary incidents dropped by 83 percent.

Though more residents are attending the school program per day, the number of disciplinary incidents has continued to go down. In 2014-2015, there was an increase in (continued on page 18)

18 FEATURES (from page 17) the resident population of 28 percent but only an 18 percent increase in the number of disciplinary incidents—still reflecting a 60 percent decrease in disciplinary incidents since the time prior to the implementation of Apex Learning.

The center has also maintained a strong relationship with the nearby school districts, namely Districts 125 and 103.

“We’ve had a relationship with [the Hulse Detention Center] for almost 20 years,” Jim Conrey, Stevenson’s public information coordinator, said.

According to Conrey, the relationship revolves around a 1997 agreement with the Lake County Regional Office of Education in which Stevenson provides funding that originates from the state government and flows through the local school districts into the Hulse Detention Center. The agreement is due to be renewed for the 2017-2018 school year, Conrey said.

“This school year, the state is funnelling $400,050 through us to them,” Conrey said. “That money is being spent on whatever educational support services the cen-

ter may need. No local tax money goes into the funding and no Stevenson personnel are sent there.

We are simply a conduit to provide funding that comes from the state.”

Part of Stevenson’s decision not to send its own faculty to the center may stem from the fact that Stevenson students rarely end up there, Conrey said.

According to Rick Coakley, Stevenson’s school resource officer, of the 41 criminal case reports that were completed in 2015 by the Lincolnshire Police Department, there were only seven incidents which resulted in

a student being referred to the juvenile justice system.

At 8:30 a.m. on any given school day, students at Stevenson and residents of the Hulse Detention Center may be sitting 2.5 miles apart, but they can be sure that their respective institutions are doing their very best to provide them with a good education.

“Our goal here is not just to house them,” McMahan said. “Our goal is to try to mentor them and teach them so that hopefully, when they leave, we have given them tools to be successful and they won’t come back here or continue to get in trouble.”

Photo // Lake County Division of Juvenile Probation and Detention Services

Residents of the Hulse Detention Center at the Robert W. Depke Juvenile Justice Complex complete their assignments. In 2015, an average of 33.40 residents used the center’s school facilities each day.

FEATURES 19 SCHOOL AT HOME

Glimpse into how, why families choose this unique educational path MAYA PAREKH

MAYA PAREKH

F

ifteen-year-old Arianna Tilson can wake up whenever she chooses, decide which assignments she wants to do on which day and can do her studying while lying in bed.

Tilson is one of less than the four percent of children that are homeschooled in America According to Congressional Quarterly Researcher, currently at about two million, the number of homeschoolers has doubled in the past fifteen years.

A study conducted by the National Center for Education Statistics revealed that many parents homeschool in order to provide religious moral instruction, but in Tilson’s case, not only did her parents want to teach their daughter creationism, but they also wanted her to be able to learn at a faster pace.

Sarah Bowen, director of student services, said that every family she has worked with had a different reason for homeschooling their child.

“They might have a child who’s really involved in a particular sport, or a very talented musician, or is pursuing something that requires a lot of time and practice,” Bowen said. “So a 7:30-3:30 school day just doesn’t work for that student.”

While Tilson enjoys the flexibility of homeschooling, she said the biggest disadvantage is that it can get lonely at times. Seeing as her entire curriculum is online, she must find

National Center for Education Statistics // Source

other avenues of meeting people.

“Extra-curricular activities are my main way of meeting and interacting with other people,” Tilson said. “I’ve also taken piano lessons, done Girl Scouts and played volleyball.”

While extra effort may be needed for social interactions, there are several academic benefits to the unconventional learning approach. The average SAT scores for homeschooled students are higher in every category compared to all college-bound seniors, according to the National Home Education Resource Institute.

However, without a high school diploma, many homeschooled students experience difficulty in applying to college. They face challenges such as creating their own transcript

or explaining their unique situations on each application.

This does not mean colleges, including top tier universities, do not accept homeschooled students.

According to Stanford, nine out of thirty-five total homeschooled applicants were accepted to the University in 2000.

While the college process can be slightly confusing, the majority of homeschooled kids do not feel disadvantaged. The Washington Times cites that 96% of adults who were homeschooled thought that their unique education prepared them well for the rest of their life.

“I’ve had times when I’ve hated it and times when I have loved it - it varies,” said Tilson.

20 FEATURES

ALTERNATIVE EDUCATION

Regional Safe Schools allows students with personal or disciplinary problems to continue pursuing diploma AMAN GROVER

MICHAEL MUNDA

T

wenty years ago, a student caught selling drugs at an Illinois school could be expelled, marking the end of their high school career. Other than resorting to a private school if they could afford it, they would have no means to get a diploma, nor any way to truly make up for the education they lost out on.

That’s where Illinois state legislators stepped in, establishing a new program called Regional Safe Schools. This program guarantees all students, regardless of their circumstances, have the option to pursue a diploma, Michael Munda, principal of the Regional Safe School, said.

The Regional Safe School program was created to allow students between grades six to 12 who may have experienced problems at their local public school, whether personal or disciplinary, to continue their school work, Steve Tucker, dean of students, said.

In the case of expulsion, a student may be sent to a juvenile detention facility in lieu of an alternative education program if the issue ends up involving the police, Sarah Bowen, director of student services, said.

The Regional Safe School pro-

Students at Regional Safe Schools, regardless of circumstances, are still able to continue coursework in classrooms shown above.

gram, located 30 miles from Stevenson, serves all Lake County schools. While the student population has reached 98 students in the past, the school currently hosts 40. Due to a 67 percent budget decrease, the school now charges a small fee per student to any school that sends students, Munda said.

While there, students are typically able to continue whatever coursework they were taking at Stevenson, though there are rare exceptions, Tucker said.

“The counseling department at Stevenson maintains close communication with the staff at the Safe School, so we can really do our best to make sure that the academic transition is as seamless as possi-

ble,” Bowen said.

But the Regional Safe School is much more than just academics, Munda said. He believes that in many cases, it can give students who have made a poor choice in the past the new start that they need.

“The main focus for students at [the Regional Safe School], beyond ensuring that they receive an opportunity to continue their education, is working with specialized staff to deal with social skills that may have caused them to join our school,” Munda said.

Depending on the circumstances under which the student had to leave Stevenson, there may be options for them to participate in Stevenson events, Bowen said.

FEATURES 21 FOLLOWING THE PATH

Stevenson students spend part of their day at Tech Campus to explore careers ELLIE BADEN

ELLIE BADEN

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or Seldina Bahic ’18, 12:30 p.m. is the beginning of her favorite part of the day: Tech Campus. During the 30-minute ride to the Grayslake campus, her bus is filled with chatter from students as they enjoy the chance to socialize with their Stevenson peers.

However, once the bus arrives, participants must split up and rush to their individual classes.

As Bahic heads to her Medical Assisting class, Brentley Wright ’18 and Sammy Marban ’18 go to their Automotive Service and Certified Nurse Assisting classes, respectively. Bahic, Wright, and Marban are all taking advantage of the opportunity to begin exploring potential careers as high school students, while still taking their core Stevenson academics.

Some Tech Campus courses offer certification immediately after high school graduation, includ-

Tech Campus // Source

ing the Certifed Nurse Assisting course. Bahic plans on taking this class next year. According to Bahic, graduates of the nursing program receive a certificate permitting them to work in hospitals.

However, most classes require some form of post-secondary education.

Derrick Burress, Tech Campus principal, said that there are three paths that students take after graduating from Tech Campus: entering the job market immediately, attending the College of Lake County to earn an Associate’s Degree or an i-

ndusty certification, or attending a four-year university to earn a Bachelor’s Degree. Despite earning certification through Tech Campus, Bahic and Marban, along with Wright and the majority of Tech Campus students, plan on attending college post-graduation.

Another unique aspect of Tech Campus is the chance to connect with students from the other 22 schools in the program.

“It was really awkward at first because no one knows each other, but now it’s really nice because we’re all friends and we’re

all learning everything together,” Marban said.

However, many Tech Campus students find that this program can also be challenging. According to Wendy Custable, director of Applied Arts, Stevenson students have to miss the last 15 minutes of Tech Campus class each day in order to catch the return bus, meaning that students occasionally miss important information.

Bahic said that these courses often result in large amounts of homework and stress.

Still, Burress said that he would recommend Tech Campus for any student who is interested in exploring their passion.

Wright agreed that Tech Campus can be for anyone due to the wide variety of classes.

“The main reason I [love] Tech Campus is because the pathway is right there,” Bahic said. “I don’t have to wait [to start my career].”

22 FEATURES CREATING A COMMUNITY Students examine challenges, advantages of having private school education BELLA GREENSPAN

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elly Kempf ’19 hasn’t seen most of her friends from middle school in months, some even years.

She keeps in touch with a few of them, but getting together more than a few times a year is hard, because they all go to different schools.

Kempf came to Stevenson as a freshman from St. Mary’s School, a private Catholic school in Buffalo Grove. She was a student there from pre-school to eighth grade. But when Kempf finished eighth grade, her parents had to

Carmel Catholic High School's chapel at the front of their school.

MAX COHN & BELLA GREENSPAN make the decision about what kind of high school she would go to: public or private.

“I ended up going to public school because my parents didn’t really want to pay a huge tuition fee for my four older siblings and I,” Kempf said.

Compared to Stevenson’s population of 4200 people, Kempf said the transition was daunting, as St. Mary’s has less than 400 students in 11 grades.

“It was a culture shock to move to Stevenson,” Kempf said. “I went from seeing the same 40 people I’ve known for my whole life to being around 4000 kids who I didn’t know.”

Sigourney Porter, on the other hand, has been going to private school all her life. She is currently enrolled in Carmel Catholic High School.

“My brother decided he wanted to go to Carmel, and it was just easier for me to follow him since I had siblings who had already gone there,” Porter said.

Although both girls had different experiences in terms of their educations,

Saint Mary School's front entrance, located right next to Saint Mary's Church in Buffalo Grove.

they agree on one thing— the aspect of community at their respective private schools can not be replicated anywhere else.

Nicole Raftery, principal of St. Mary’s, agrees that the community involved with private schools is an important one.

“The community plays a big part in making it feel like a family,” Raftery said.

“We tend to all aspects of a person, the academic and behavioral pieces but also the social-emotional and the spiritual pieces. When you get to know all those aspects of a person, you begin to care about them in different and deeper ways.”

Both Kempf and Porter

went through ten years of their lives learning and growing with the same people. It was a family with a strong feeling of closeness, Kempf said.

Porter came from St. Francis de Sales School in Lake Zurich and most of her friends from there ended up going to Carmel.

Although most of her friends from St. Mary’s did not end up going to Stevenson, Kempf knows that their distance can’t break apart their closeness.

“I miss all my old friends, and it can be hard to keep in touch, but when we see each other we can bring up past memories,” Kempf said. “We had a lot of great experiences, it was like a second family.”

FEATURES 23 A TEACHER’S JOURNEY

Gregory Sherwin, geography teacher, reflects on his love, reason for teaching SIVAKAMI RAMAKRISHNAN

SIVAKAMI RAMAKRISHNAN

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regory Sherwin sits in his office, planning out the schedule for the school day.

Sherwin, a geography teacher, is well-known for his love of the Cubs and for effectively getting a student’s attention.

“I went to DePaul University and I remember the professor was struggling to relay the information to the students,” Sherwin said. “I thought, ‘gosh, if only the professor did this or that, then we would understand this,’ and then I realized that I could do this.”

Sitting in that class gave Sherwin a moment of enlightenment, he said. Teaching had been a career choice that had been at the back of his mind ever since third grade, but this instance reiterated his love for teaching so he decided to pursue it.

Sherwin came to teach at Stevenson in 1998. His favorite subject to teach is geography and he started teaching AP Human Geography in 2001.

“You have to find a career in life that you enjoy,” Sherwin said. “Making money is important but doing something you love makes everyday enjoyable.

Sherwin minored in geography in college and believes that human

Sherwin teaches his third period AP Human Geography class about the political geography of Russia and Central Asia.

geography is one of the best classes to take at Stevenson.

“In terms of making sense of the world today, it is the most relevant and pragmatic course that you can take,” Sherwin said. “Certainly, there are courses that will help you specifically. But generally, it’s the class that will help students understand the world in a practical way.”

Sherwin remembers being extremely nervous on his first day of teaching. At first, he was always scared to do something wrong but later on, he learned to laugh at him-

self when he made mistakes.

According to Sherwin, his goal was to be someone who students could relate to. He wanted to teach from the perspective of what it was like sitting in his classroom as a student.

“There are two key elements to teaching,” Sherwin said. “The first is that you have to teach the information. They have to learn things. The second is that it has to be interesting. If I’m not interested, or if the students aren’t interested, then why am I teaching?”

24 FEATURES

CLUB SPOTLIGHT

Law Club offers space for discussion, opportunities to meet professionals YOGIN PATEL

ANI NUTHALAPATI

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he speaker walks around the room. She talks about how she worked with Barack Obama when he was a senator, teaching him what he needed to know on the senate judiciary committee. The students sit upright, riveted by the story. By the time the story concludes and time for questions is called, hands fly up.

Every other week at Law Club, a speaker is invited to present their job and explain how law is used in their daily life. Often times it is interactive and not just a lecture-style presentation.

“Law Club makes its mission to educate students on law and how law impacts them,” sponsor David Elbaum said. “It’s also a vehicle for students to politically express themselves.”

Law Club has become much more popular this year. Members attribute this to the recent presidential election, which has also given a boost in membership to other political clubs at Stevenson as well.

“The club is definitely on an upward slope,” president Dylan Horwitz ’17 said. “Average attendance has nearly doubled since last year.”

Horwitz believes that this upward trend is also attributed to

Members of Law Club discuss a topic posed by president Dylan Horwitz ’17. When Horwitz doesn’t present, a professional does.

the club’s respectful environment and its unique nature. According to Horwitz, many of the activities they do as a club, such as having discussions and listening to speakers, are different from other clubs at Stevenson. The club also never becomes a place only for those with polarized opinions, Horwitz said.

“I think it’s amazing that I get to see real lawyers come and talk and that we can ask questions and have a conversation with them,” member Emilie Floen ’17 said.

Floen started going to the club

because she wants to be a lawyer in the future. She feels that it is a good experience to have.

On days that a speaker isn’t present, a presentation is given by Horwitz regarding an important legal issue.

Both Floen and Horwitz agree that the club is a very inviting place.

Like Elbaum said, it is seen as a place to both learn more about and understand other people’s ideas.

“It’s a really interesting club with really interesting people,” Floen said. “I can’t wait to go again.”

SPORTS 25

ASHLEY MANDEL NIKOL SAFRONOVA

SPORTS 27 WRESTLING WITH STEREOTYPES

Dylan Geick ’17 finds home in wrestling team, LGTBQ community GRACE WESTPHAL

D

ylan Geick ’17 is the poster boy for Stevenson’s varsity wrestling team.

He wrestles year round, is ranked third in state the state and is a top contender to win at State this year.

Weighing in at 160 pounds, Geick regularly hits the mat for dual meets during the week and quads or tournaments on the weekends. He takes only four weeks off of wrestling all year.

His determination and skill at wrestling catapulted him to the top of Stevenson’s 3A wrestling program and has caught the attention of some of the nation’s top post-secondary institutions, including Ivy League schools.

But there is more to Geick than just his expertise and willpower in wrestling. Geick, who transferred from Vernon Hills High School to Stevenson his junior year, is also a proud member of the LGBTQ community.

Photo // Dylan Geick

Dylan Geick ’17 pins Malik Beverly from Warren Township Highschool in the 2016 IHSA Regionals at Deerfield Highschool. Geick is currently ranked third in Illinois for wrestling.

Geick said many of the reasons he waited so long to come out as gay was because of the general team environment as well as the physical contact that wrestling entails.

“Some people could have been uncomfortable if they knew they were wrestling someone who was gay,” Geick said. “But what they don’t understand is that this is a sport and is completely removed

from that,” Geick said.

Despite varying ethnic backgrounds, religions and sexualities on the wrestling team, Geick said he didn’t receive a single negative response from members of the team.

His relationships with his teammates never wavered.

“It just so happened that all of those kids, even those who maybe had a homophobic view before, were able to see past that,”

Geick said. “They are still my friends, and we are much closer even now.”

The wrestling team wasn’t the only place Geick had come out to. He had a similarly positive reaction at home.

“It was a bit of a shock to my parents, but they have been very supportive and loving,” Geick said.

The team’s slogan is “Always Together,” and they regularly prove it. Last year when Geick went to state, most of the team took the bus ride down with him.

“We support each other in life,” Geick said.

Geick says that he feels the support of the team both on and off the mats.

He credits head coach Shane Cook with making the Stevenson team feel like a family and an environment he feels comfortable in, just like at home.

“I was blessed with my coming out experience,” Geick said.

FEATURES 15

SPORTS 29 ROLLING INTO THE NEW YEAR

Stevenson Boys Bowling has ambitions, determination to reach them ANI NUTHALAPATI

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ack Singer ‘17’s idea of sports practice is a little different than that of other athletes. There’s no running or swimming involved, and Singer usually doesn’t sweat too much. However, the one thing that remains the same across the board is his dedication and commitment.

For Singer, bowling is not just a hobby––it is a way of life. He started bowling competitively four years ago and hasn’t stopped since. While preparing for last year’s State Championship, he practiced for seven and a half hours a week. Though he won State, Singer says that his commitment hasn’t changed.

“I’m going to try and focus on helping the team succeed, without worrying as much about myself,” Singer said. “I think we can go back-to-back this year.”

This view is also held by other members of the

ANI NUTHALAPATI boys’ bowling team. While the team came first in state last year, they are always looking to get better.

Gabe Gordon ’17 also competed at State last year.

Gordon had never bowled competitively before, but decided to give it a shot junior year.

Gordon hopes to push himself farther this year.

To accomplish this, he practices for over seven hours a week.

“If I shoot the way I normally shoot, and so does everyone else, we shouldn’t have a problem,” Gordon said. “So holding up my end of the bargain is my goal for this season.”

Boys’ Bowling dealt with a coaching change before last season. Singer said that the new coach, Cody Mathias, has a deep understanding of competitive bowling due to his 12 years of competitive bowling, which included collegiate experience and two years of coaching at Antioch High School and

Stevenson High School // Source Stevenson High School // Source

at Bradford High School in Wisconsin.

Last year was Mathias’ first time coaching the Stevenson boys’ team.

Mathias said that he is still awed by the talent and dedication of the team and knows that they have a lot of potential.

“These kids, they really want to do this,” Mathias

said. “They have the drive to be better, and they are always looking to improve.”

--------------------Stevenson was unable to qualify for State; they placed 8th. While the team is disappointed, they are eager for next season.

30 SPORTS

FOOTBALL COACH RESIGNS

Bill McNamara has decided to step down from the varsity level next year, Joshua Hjorth new head coach LAWRENCE KREYMER

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fter Stevenson lost in the first round of the playoffs this year, a shock wave went around the school as news broke that head coach Bill McNamara had resigned.

After taking over seven years ago, McNamara helped establish a winning program, winning over 80 percent of his games. Before that, McNamara was an assistant and an offensive assistant for 18 years.

Stevenson won its first IHSA 8A State Championship in school history in 2014. That year, the Patriots went undefeated with a 14-0 record.

“There have been so many great moments, it's hard to place one over the other,” McNamara said.

“Patriot teams won so many big games, including

LAWRENCE KREYMER winning the state championship, but it's about the day-to-day relationships that will be remembered most.”

Starting next year, defensive coordinator Joshua Hjorth will take over as head coach. Hjorth and McNamara have worked together for 11 years.

“It's a bittersweet feeling; it was fun working on a day-to-day basis for so long,” Hjorth said. “He brought great energy that rubbed off on everybody.

He is a high character guy.

We have great memories together including beating Maine South and winning the North Suburban Conference six out of seven years.”

The impact that McNamara had on players was also profound. Ac-

“Stevenson will miss the passion that he brings everyday, along with his leadership to develop kids into men and great football players.”

-Henry Marchese ’17

cording to the team, he helped all of his players not only on the football field, but helped them succeed in school and beyond.

“McNamara is a huge reason as to why I am being recruited by my dream school, quarterback Aidan O'Connell ’17 said. “He is constantly contacting coaches and trying to get my name and my teammates’ names out to coaches to find a spot for us for the next four years.”

With a new coach sometimes comes changes to the playbook. According to Hjorth, there won't be any major changes from the past couple of years to next year.

“I'm looking forward to molding everything together,” Hjorth said. “We “I’ll remember Coach Mac by how much he loves the game of football. His wisdom he shared with everyone the team is what will stick with me.”

-Aidan O’Connell ’17

have a very tough schedule next year including games against Palatine and other tough opponents. We will look for the best offensive, defensive and special team fits for our players.”

That said, McNamara won't completely leave the program. He is slotted to take over as coach of the freshman team.

“I won't be fully stepping down,” McNamara said. “I'll take over as a freshman coach and I want to have the same impact on these incoming players as I did on the varsity level. It was a very tough decision for me and my family, but every year we step back to look at what's best. It was ultimately a good time for the transition to new leadership in the football program.”

“He was a great coach with great experience. He led this program with class and that trickled down to the players.

The lessons he taught us carry on further than football.”

-Michael Marchese ’17

ACHIEVEMENTS : Became head coach in 2010, won the North Suburban Conference 5 out of 7 years, was named 2013 NCSA/Tom Lemming Coach of the Year, won state championship in 2014, ended career with a record of 67-16.

SPORTS 31 INTRODUCING ALLIED SPIRIT REVOLUTION Special education, athletics department collaborate for Allied Cheer team YANA BUSHUYEVA

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achel Eng, ’19, can’t wait for Tuesdays. On Tuesdays, she brings her practice bag, her white cheer shoes, her water bottle while a handful of friends are just as excited as she is.

Every Tuesday, 12 pairs of eager eyes stare at the clock, counting down the minutes until the day ends.

Eng is one of the 12 student athletes on the Allied Spirit Revolution team. Along with one-on-one helpers and rotating buddies (general studies students) and two coaches, the Allied Spirit team meets every Tuesday for an hour after school for practice.

This year, the sports department and the special education administrators created a cheerleading program for special education students.

“Allied Spirit Revolution is great,” Eng said. “We get to perform in school assemblies, and we wouldn’t have had a chance to do that before.”

Often times, special education students don’t have the same opportunities in extracurriculars and sports. But the athletic department and the special education administration are working together to make athletic programs accessible to students with special needs. These

YANA BUSHUYEVA

The athletic department and the special education department are working to increase visibilty of special education students.

programs will be aware of physical issues that may limit full athletic participation.

“It is an important part of our job to make our students feel more included in Stevenson,” said Jean Kell, special education teacher and one of the Allied Spirit Revolution coaches.

“We are concentrating our focus on creating more programs that do so.”

The program strives to create an inclusive and safe environment for special education students to practice sports and socialize with peers.

In fact, all of the Allied sports,

bowling and soccer, share the same mission: provide an atmosphere in which special education students can have fun, make friends and experience being a part of a team.

They also strive to give students confidence and opportunities to perform at games and other school assemblies.

“I think we need more programs like Allied Spirit Revolution because it lets us try things we haven’t had the chance to do before," Eng said.

“We can compete with other schools and perform at games.”

Breaking down

IHSA

In February 2016, the Stevenson boys’ basketball team took home the Illinois High School Association (IHSA) Class 4A Regional Championship title. Here’s a preview of the teams the Patriots will face during the regular season.

MAX COHN & LAWRENCE KREYMER

Zion-Benton 7:00 p.m. Feb. 7, at ZBHS 2016 record: 18-12 Key player: Senior Rod Henry-Hayes is the engine that gets the Zee Bee’s offense going. He does a little of everything for the Zee-Bees. Henry-Hayes is an athletic combo guard who is a nightmare for a team with a small backcourt.

Waukegan 7:00 p.m. Jan. 21, at SHS 7:00 p.m. Feb. 17, at WHS 2016 record: 13-18 Key player: Senior Carson Newsome’s length and athleticism make him a nightmare to guard; he’s impossible to stop when he is attacking the basket.

He also brings stability to the team.

Mundelein 7:00 p.m. Jan. 27, at SHS 2016 record: 2-25 Key player: Playing on varsity since freshman year, junior Tommy Marcotte has expanded his game to include strong defense. He leads an all-junior starting five for the Mustangs in nearly every single statistical category.

Warren Township 7:00 p.m. Jan. 25, at WTHS 7:00 p.m. Feb. 22, at SHS 2016 record: 12-6 Key player: Junior Brandon Ellis is a sharpshooting guard who brings great energy as a starter. Ellis brings a lot to the table as a marksmen who, when left open, will drain his shots like a pro.

SAMI SPARBER

Benet Academy 7:00 p.m. Jan. 31, at BA 2016 record: 31-4 Key player: Senior Jack Nolan leads the Benet threepoint juggernaut in points per game this year, and last year he was a main component of the offense, leading the Redwings to runner-up in the IHSA 4A State Series.

Libertyville 7:00 p.m. Feb. 10, at LHS 2016 record: 16-11 Key player: Junior Drew Peterson has developed his game to the point where he’s a threat from all areas of the floor. This summer, Peterson grew three inches and gained 15 pounds which has helped on both ends of the court.

Lake Zurich 7:00 p.m. Feb. 14, at SHS 2016 record: 24-10 Key player: Junior Ryan Kutsor is one of LZHS’s leading scorers. His game helps the team offensively, as he is a deadly force who can attack the basket anytime he wants and he also has a good shot from behind the arc.

Lake Forest 5:30 p.m. Feb. 4, at LF 2016 record: 18-13 Key player: Junior Justin McMahon’s ability to shoot and pass the ball makes him a dangerous player to defend.

He doesn’t turn over the ball frequently, which allows him a lot of time to make decisions that benefit the team.

Morgan Park 6:00 p.m. Feb. 18, at MPHS 2016 record: 10-2 Key player: Junior Ayo Dosunmu is one of the craftiest players in the state. Early this season, Dosunmu exploded for a career-high 51 points against Bowen and has been labeled the best point guard in Chicago.