Issuu

KNEEL OR STAND

National anthem protests sweep the nation, fuels debate at Stevenson //page 25

Volume 51 - Issue 2 November, 2017

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

MASTHEAD

2017-2018 STATESMAN STAFF STATESMAN POLICY Bella Greenspan Editor-In-Chief

Karaj Singh Maxwell Cohn Managing Editors of Production Yogin Patel Chloe Myers Managing Editors of Design Olivia Lamberti News Editor Kendall Roberts Opinions Editor Ellie Baden Features Editor Lawrence Kreymer Sports Editor Grace Westphal Copy Editor Adele Lee Michael Levitt Web Editors Sivakami Ramakrishnan Ashley Mandel Graphics Team Aniket Nuthalapati Business Manager Alisa Mufti Social Media Manager Vicky Kolotov Staff Photographer Dean Bradshaw Advisor

STAFF REPORTERS

Rebecca Azevedo Ben Bowler Yana Bushuyeva Cheryl Chen Braeden Forman Ariana Gassel Anjini Grover Dylan Hu Ryan Johnson Christie Lee Raj Mullick Maya Parekh Trisha Patel Adam Rosen Brare Thompson

Purpose

Statesman is first and foremost a student-run publication with six annual issues distributed to students, faculty, staff and community members of Adlai E. Stevenson High School with a press run of 2,800. 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

PARKING CHANGES 06 BUILDING UPDATES 07 NEWS BRIEFS 08 FALL MUSICAL 09

EDITORIAL 11 SEX ED COLUMNS 12 THANKSGIVING 14 BRIEFS

STUDENT 18 PROFILES

STUDENT ANXIETY 19 SPECIAL ED CLASSES 20

FEATURES

HALLWAY ART 16

OPINIONS

STUDENT VOICES 10

TEACHER 21 EVALUATIONS STAFF PROFILE 23

EARLY COLLEGE 27 COMMITTMENT HAZING 29 COLOR GUARD 31 COACH PROFILE 32

SPORTS

KNEELING 24

CONTENTS

WE SERVICE 05

NEWS

SOS PROGRAM 04

4 NEWS

SEARCHING FOR THE SIGNS

New program helps Stevenson social workers identify students who need support

kriti Srivastava ’21 sits down and watches as her FMPs show a video on how to recognize signs of suicide. This was part of the new program, Signs of Suicide. Srivastava thinks the program has already helped students recognize signs of depression. She believes SOS has brought awareness to students that suicide does occur among teens. According to Sarah Bowen, director of student activities, this course took place from Sept. 19Oct. 10 and taught students signs of depression and how to get help if they or a peer needed support. Bowen said SOS was only presented to freshmen because the school wanted to teach students awareness and to get help early in their lives.

Information compiled from Elyssa's Mission

“The message was for students and how to watch out for each other,” social worker Jennifer Polisky said. “Our plan, over the next three years, is that everyone will have [SOS].” During advisory, counselors showed a video on how to observe signs of suicide and discussed it as a class. Students also filled out a survey regarding their experiences with mental illness. Social workers received the responses and helped any students who required immediate help. “One goal is awareness, making sure students know signs of depression, what to look out for in themselves and peers, and how to get help if they’re worried about themselves or a friend,” Bowen said. “We saw there were increases in the knowledge

that students had after being part of the program.” School board member Dave Weisberg believes both students and parents put pressure on students to do well in school. He thinks parents, as well as students, should keep an eye out for signs of depression or suicide in students. “I want the parents involved because, at the end of day, the parents know their kids better than anybody,” Weisberg said. Both Weisberg and Bowen believe SOS was beneficial. Many students were able to get help from social workers. "Through SOS we were able to identify some kids that were struggling and needed some resources and some support," Bowen said. BY SIVAKAMI RAMAKRISHNAN

NEWS 5

OUTREACH OUTPERFORMS

Advanced Placement classes pilot new service program with high hopes for the future

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The Seven Principles of WE Service

ne of the main critiques of the classes taught in today’s schools is that the content is not relevant to the modern world. Students may learn what the powerhouse of a cell is, but applying thatinformation to the world around them proves difficult. However, AP students at Stevenson may soon see that change. Both AP Spanish Language and Culture and AP Computer Science are piloting the College Board’s AP with WE Service program at Stevenson, which focuses on real-world applications of the AP curriculum. According to AP Computer Science teacher David Gumminger, the new program is already adding value to a normal AP class. “So often what we do here, it’s abstract. We learn how to do math, but we don’t really learn how to do math in a real setting,” Gumminger said. “[The WE program] offers students a chance to actually use what they’ve learned in a real, meaningful way.” Launched in 2016 by the College Board, the WE program has only been piloted by a select few high schools across the nation. According to the College Board, the aim of the program is to apply in-class content to the broader community through service learning. The school year is still fresh, but according to AP Spanish teacher

Raquel Antillera, hopes are already high for the success of WE. The program, Antillera notes, is split into two parts. Everyone in AP Spanish completes the in-class portion, which involves learning and presenting about global issues. However, the optional out-of-class portion is more heavily based in community service. “We’ve been only doing the portion that is in-class teaching, and that’s been very successful,” Antillera said. “The kids loved it, the teachers loved it, and we’ll see, but I think a lot of kids got inspired to help.” For some students, however, the new program is an unwelcome change. “I really think it’s a valuable op-

portunity to learn about poverty worldwide and the importance of education, but some people feel like it should not be incorporated,” Jeesu Choi ’19 said. “They feel like it’s just unnecessary.” Of course, with any new program comes questions. The WE program, still in its infancy, proves no exception as many of the details are left unclear. But for Antillera, this lack of restriction and detail has proven a blessing in disguise. “There are a lot of questions from the students, from the parents, from ourselves,” Antillera said. “It’s new for everybody, which is good, because we can kind of create it our own way.” BY BRAEDEN FORMAN

6 NEWS

CHASING PAVEMENT Growing student population causes parking shortage

Ken Latka, assistant principal of operations, sympathizes with these students, but said that the administration is unable to provide a viable alternative at this time. Impermeable surfaces like parking lots require nearby retention basins to prevent flooding, and the current campus layout has exhausted allowable impermeable square footage for the amount of re-

tention currently present. Latka also finds that increased enrollment has further burdened already crowded parking lots. “We’re going to hit 4800 students in the next six or seven years,” Latka said. “[And] we haven’t added parking since 1995.” As Stevenson is limited in how many spaces it can offer, Vernon Township officials are working

Distribution of Parking Spots at Stevenson

Data compiled by Ken Latka

tark Winter ’19 has learned not to mind inclement weather. Forced to park a mile away from her early bird gym class each morning, Winter often finds herself walking in rain, wind and cold. The situation is less than ideal, but other options don’t accommodate Winter’s needs. “I can’t bike in the winter, I spend twice as much time walking to school as driving and I live in a very isolated area where carpooling isn’t a possibility,” Winter said. “For [me], parking is pretty much required.” After parking passes at the Prairie View Metra Station were restricted and seniors were limited to four terms of parking last spring, students like Winter have experienced trouble getting to school.

41% reserved for students

50% reserved for faculty

9% reserved for visitors and buses

to provide more options for students elsewhere in the community. Peterson Park has proven a popular alternative for those affected by the September limit on the Prairie View Metra Station parking lot, which occurred due to commuter complaints. Daniel Didech, Vernon Township supervisor, hopes that encouraging commuters to use street parking near the Metra station will allow the township to reevaluate its limit in 2018. Until then, students may have to find other ways to get to school. “When the parking policies at Stevenson aren’t working for people, we try to pick up the slack,” Didech said. “We’re trying to do the best we can to serve as many students as we can.” BY OLIVIA LAMBERTI

NEWS 7

EXPANSION IN THE EAST

Photos provided by Sean Carney

Renovations create more green space on roof, room for classrooms with natural light

The roof of the East building (left) will have a greenhouse and each floor will have breakout spaces. The breakout spaces (second floor picured on top right, first floor pictured on bottom right) will allow teachers to move classes to a bigger area when needed.

hen the fire alarms started blaring in the East building, one of the fire exits was closed due to renovations. That fire exit forced Danielle Wachter’s ’18 class to leave through a different exit causing confusion. “Someone in the hallway asked a teacher [why they couldn’t go out that fire exit], and the teacher said because of the construction,” Wachter said. Ken Latka, assistant principal of operations, said the school had to change some of the fire exit maps on the back of classroom doors to account for the blocked fire exits. The day after they were officially changed was the day the fire alarms went off and caused confusion in Wachter’s class. “We had to clear [changing the fire exit maps] with the fire department and city before we could legally change them, but once that was

done, we changed them as quickly as we could,” Latka said. “We’ll have to change them again when the fire exit on the other side of the construction zone is blocked, but at that time the exit that’s blocked now would be unbarricaded.” The duration of the renovations and what they will include are still unknown to many people. According to Sean Carney, assistant superintendent for business, the construction should take about 18 months and open in 2019. He also said the renovations will cost about $25 million. “On each [floor], there will be breakout spaces so teachers can move their classes out to the hallway,” Carney said. “We’re building a rooftop garden and greenhouse. Students will be able to engage in projects where they take different types of plants or produce and have it bearing fruit or vegetables.” Not all students think the added

space is necessary. Wachter doesn’t fully understand why Stevenson is adding new classrooms when they’re already bigger than most other schools nearby. “I think [the renovations] are kind of unnecessary,” Wachter said. “A lot of schools near [Stevenson] aren’t as large, and could easily have more students because [Stevenson] is already so big.” Latka believes that with the addition of new classrooms, there would be no change in the size of classes. There would also be no new classes added - only more sections of some subjects. He emphasized that the addition was necessary to have enough space for the student population increase. “We’re already seeing class sizes start to increase,” Latka said. “Last year’s senior class was roughly 930 students, and this year’s freshman class is about 1050 students.” BY MICHAEL LEVITT

8 NEWS BRIEFS

ILMEA Jazz Festival

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Buzzer Beater

The Illinois High School Scholastic Bowl Coaches Association held the Kick Off tournament on Nov. 18. Up to 44 teams from all over the state attended this tournament. Although both Stevenson’s varsity and junior varsity quizbowl teams already had tournaments prior to the Kick Off, this was especially significant because they hoped this would be their first opportunity to qualify for Nationals. David Lee ’21 said that he, as well as other members of the junior var-

sity team, were excited about this tournament. He wasn't nervous about it because he believed the stakes were not incredibly high for him and just wanted to perform his best. Shamsheer Rana ’18, thought that motivation was high among members of the varsity team. He said that this was the first truly important tournament of the year. “The Saturday tournaments are good experiences,” Rana said. “However, this one is the one that really matters.”

NHS is holding its annual Give-A-Thon holiday campaign until Nov. 29. Classroom leaders are raising money to collect food, baby items and gifts for Lake County families through local Catholic charities, food pantries and Lake County PADS (Providing Advocacy, Decency and Shelter). Jessica Bae ’18, NHS Vice President, says that Give-A-Thon reflects the true spirit of giving back and making a difference. She thinks that Give-AThon is a great opportunity for others to connect with the community and have a heart. “Give-A-Thon has taught me to be really

hardworking and have compassion for others,” Bae said. “It also gives people motivation to focus on the needs of the surrounding community when they see others raising money with enthusiasm.” According to Give-AThon coordinator Brett Erdmann, NHS provided gifts with 500-700 food boxes and about 150 bikes last year. All of these gifts were loaded onto two trailers to be distributed to 385 homes. “Give-A-Thon makes us realize how fortunate we are and it opens our eyes to inequities in our own communities,” Erdmann said.

Photo by Rebecca Azevedo

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Give-A-Thon Season

NHS members make blankets for Give a-Thon. This contributes to the holiday spirit of giving back and making a difference.

BY CHRISTIE LEE

NEWS 9

FIDDLER RAISES THE ROOF

Cast, crew rehearse musical, “Fiddler on the Roof,” prepare for November 17-19

BY ALISA MUFTI

10 OPINIONS

CONSIDER THE SOURCE

Teaching how to spot the difference between a credible source, “fake news”

“I think the biggest part of why fake news has been spreading is because of the growing media culture and the common American desire to be fed i n fo r m a t i o n , whether it’s true or not.” - ELINA NIKERINA ’18

wave of rage over fake news has swept the country since Donald Trump’s election. With sensational media made out to be an “enemy of the American people”, a nationwide panic over distrust of the whole realm of journalism grows with every newly written Buzzfeed article. With so many eyes focused on inconsistencies in the media, it has become easier to demonize news sources and journalists and even make demands from the government to take control over these issues. The way I see it, the most practical way to deal with fake news would be to spread awareness of biases in the media through education. Fake news spawns from improper reporting tactics and a loose grip on journalistic ethics, allowing journalists to publish stories with sloppy fact checking and little regard for

integrity. Also, pressures to flood social media feeds and outsell competitors undermine the importance of honesty and credibility. As long as competition between news platforms exists, fake news will show up in our social media news feeds. This is why proper education in close reading and taking into account biases in the media is so important, especially now. We as students trust the information given to us by educators, but outside of class, we are exposed to all sorts of slanted and biased information, which we aren’t necessarily used to reading through an objective lens. We can’t control fake news. What can be controlled, however, is how we interpret the media, and how we differentiate credible sources from an unreliable one, and it all starts in the classroom. BY YANA BUSHUYEVA

“Putting limits on news writers is a slippery slope. Awareness needs to come in form of educating the public on being thoughtful consumers and taking the source of information into consideration. That is what we as a society should focus on.” - KIRSTEN VOELKER, ENGLISH TEACHER

“I think that educating people about bias and fake news and not to trust everything as fact would be more useful and practical than attempting to monitor news platforms, which would be virtually impossible.” - JENNA BREUER, PSYCHOLOGY TEACHER

OPINIONS 11

STATESMAN EDITORIAL

Controversy rises over kneeling during National Anthem, sitting during Pledge of Allegiance

"to the republic for which it stands

's dawn e h t by light early

protests are genuine. Former 49ers quarterback Colin Kaepernick, the first athlete to kneel during the anthem, claimed he would not “stand up to show pride in a flag for a country that oppresses black people and people of color.” Despite harsh pushback from the NFL, other players and fans, Kaepernick and others continue to kneel. It is important to note that despite the nature of this protest, many players made efforts to respect the flag. Several players consulted with retired Green Beret Nate Boyer on how to protest. Boyer ultimately recommended kneeling. Because this issue has become so politicized, the way someone acts during any group display of na-

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WHY AREN'T YOU STANDING?!

ecently, discussion of professional athletes’ rights to protest police brutality and racial discrimination by kneeling during the national anthem has dominated the news. While every American has the constitutional right to freedom of speech, many view this action as disrespectful to the flag and the military. Although Statesman respects everyone’s right to protest, we believe this particular action distracts the public from the intended message. Amidst all of the tweets, Facebook debates and news coverage, raising awareness about racial issues in America is being put on hold. It is the opinion of Statesman that the motivations behind the

tional pride is now seen as taking a stance on this controversial topic, including sitting during the Pledge of Allegiance. According to Illinois code 105 ILCS 5/27-3, government funded schools must recite the Pledge of Allegiance daily. However, at Stevenson, most students stand or sit based on their teacher’s preference. Still, students who sit as a form of protest in classrooms where others stand, can be seen by their peers as disrespectful to their country. A similar stigma surrounds students who choose to stand alone. While every student has the right to express their beliefs about our country however they deem fit, Statesman acknowledges that the implication of sitting during the Pledge has changed as the result of the current political climate. With “taking a knee” becoming a symbol of free speech and standing coming to represent respect towards our country, Statesman believes that students should turn their focus more towards the issues that such actions represent, rather than honing in on the actions themselves. Next time students see someone sitting during the pledge, they should ask them why. It may open the door to learning more about other American experiences.

12 OPINIONS

THE STATE OF SEX ED * In July 2017, a program, in the House of Representatives mandated a comprehensive sex education curriculum. * According to the Future of Sex Education Initiative, a comprehensive sex education is a curriculum that addresses the “physical, mental, emotional and social dimensions of human sexuality.” * Over the past two decades, the United States has spent close to two billion dollars on abstinence only education. Twenty-six states require that if sex education is taught, abstinence must be stressed. Eleven states mandate that abstinence be covered. * A Congressionally-mandated study in 2007 found that comprehensive sex education is more effective at increasing contraceptive use. * In 2004, a study by the Committee on Government Reform found that the curricula of 80 percent of abstinenceonly programs contain basic scentific errors.

s a student that has attended schools in six states, learned the science behind the male body in Michigan and scenarios to teach abstinence in Oklahoma, I can say without a doubt that education varies across state lines. While core classes do not stray too far off from each other, topics such as sexual education have great variation, leading students to be misinformed or ill-informed. Abstinence only is simply not ‘sex education’, as it should also

provide accurate information on the effects of sexually transmitted diseases (STDs). A school, ideally being a safe place, should not stray away from fact or teach material that may be factually incorrect. For example, the school systems of Arizona and Oklahoma say that STDs cannot be taught due to conflicting ideologies and the question of homosexuality. This directly contradicts the reason that schools exist: to let students create their own opinions from unbiased information. If a scientific organization, such as the US Health and Human Services or the state departments of

public health, were to help in the creation of a curriculum, there would be less bias and more fact. In addition, it would enforce conforming to science and medical practices, since only 13 states (including Illinois) currently mandate the information to be medically accurate. As a society, we must strive to provide unbiased and factual information to students. The choice that we have is between the truth and what we want as a society. However, there shouldn’t really be a difference; the truth is what we should all want. BY YOGIN PATEL &TRISHA PATEL

OPINIONS 13

THE STATE OF SEX ED

t’s been *On Jan. 1, 2014, the Critical Health Pro13 years blems and Comprehensive Health Edusince the cation Act became effective providing iconic health guidance on how sex ed must be taught. class scene came out in *The Illinois State Board of Education the movie (ISBE) does not require school districts to of“Mean Girls.” fer sex education. To teach sex ed, schools must include a “comprehensive” education and teach It seemed ridiculous at the time that medically accurate content and provide schools with sex-ed might be taught through an resources to meet state requirements. abstinence-based education on sex and its damages. *A “comprehensive” curriculum includes information and I’d like to think that we’ve proinstruction on abstinence until marriage or older, AIDS, gressed as a society since then, and other STDs and methods of contraception. It places emphasis looking at Stevenson, health classes on the usage of accurate information regarding sexual intercourse are better in STD and contraception and other aspects of teens’ social lives such as relationships, education despite the few lectures friendships, family, etc. that reminded me of that movie. *The act also requires that all course material and instruction on Obviously Stevenson classes are sex education honor and respect monogamous heterosexual marriage. not as crude as the one in “Mean Girls.” In fact, it’s valuable that our school *While the Illinois Department of Human Services receives chooses to include sex education in our education funding from organizations that teach and enhealth curriculum when the ISBE reports force abstinence-only sex education, it does not receive they don’t have to. any external funding from “comprehensive” sex educa Learning things like decision-making, tion organizations. contraception and STDs are important, and *Even before the recent act on health educaStevenson does a good job exposing students tion, Stevenson taught health classes using to these ideas. But health clases too often fothe “comprehensive” methodology. cus on outdated concepts. Abstinence-based education, for example, is useless. The Center for Disease Control reports that people are starting to have sex at the young age of 17. Instead of teaching what is outdated, Stevenson should attempt to connect more with the evolving perspectives of the student body. Discussing things like consent, relationships and safe sex are a good start towards a more comprehensive sex education. We’re a modern school, and what students are taught should reflect those ideals and stick with students for a long time.

*While students are taught that absti-

nence is the only 100 percent effective prevention from pregnancy and STDs, classes seek to give students accurate information and facts on contraceptives and smart decisionmaking.

BY BELLA GREENSPAN & REBECCA AZEVEDO

14 OPINIONS

THANKSGIVING THOUGHTS 14% of Americans consume a vegetarian or vegan turkey substitute (Harris Poll)

“One Thanksgiving, my wife was making pies, but got so frustrated that she put them down the garbage disposal. The pipes clogged and made a mess just as people came in.”-Todd Sikora, math teacher

Average calories an American consumes on Thanksgiving: 4500 (Calorie Control Council)

“One year my mom tried to make a lemon chicken, but forgot it in the oven. The smoke alarm went off, we all ran in, took it out and could break it in half. Lesson learned: my mom cannot cook.”-Sam Burger ’18

“My parents won’t let me go shopping on Black Friday because I’m small, and they think I’ll get trampled.” -Candace Johnson ’18

“I had a high heel thrown at me on Black Friday at Macy’s. To be fair, I may have tripped her into a box of shoes. I don’t know why, it was Black Friday. What was I supposed to do...be civil?”-Nick Duffy ’18 Designed By Chloe Myers

BY MAYA PAREKH

16 FEATURES

WHERE

ART

ylvia Lima, administrative assistant, has found that her job requires more detective work than just helping her department. For the past year, Lima has been attempting to uncover the identities of 27 out of the 325 artists whose pieces are hanging in the hallways or left in storage closets. From name plaques going missing to only having partial information like cryptic signatures, Lima has identified all artists from the mid 2000s on. After careful consideration from the art department, Stevenson buys

art from seniors for around $100, claiming rights to display their artwork. “Alumni come here excited to see their piece of art, but we have no idea where it is,” Lima said. As the puzzle becomes more complete, Lima is hoping to have an interactive online database of alumni art by next year, so unnamed pieces of the permanent art collection can be claimed. For the alumni whose pieces are proudly displayed, Stevenson’s art curriculum has proved beneficial for their professional careers.

Daniela Adjunta ’16, has always considered art an important part of her life, but recently she has found her true passion in science. After graduating Stevenson, Adjunta went on to major in marine biology. Currently enrolled at Charleston University in West Virginia, Adjunta still finds ways to incorporate art into her life. “When I look to create a project or anything with that visual piece,” Adjunata said. “I always take into account what I learned through art classes I took at Stevenson.”

FEATURES 17

NOW?

THEY 3 2 2 Donna Lee ’10 has come a long way since her AP art days, currently working at Walt Disney Animations Studios as a storyboard artist. Even before graduating Stevenson, it was obvious to Lee that art was something she wanted to pursue. Working in the animation industry for the past four years, Lee has found her passion not just in art, but in storytelling. “It could range from a simple illustration depicting an animal to empowering women and encouraging more girls to become leaders,” Lee said.

Dan Addelson ’00 is a commercial and documentary filmmaker, as well as a director in Los Angeles. It was during his time at Stevenson when he discovered his passion for photography. “Photography classes in high school were one of the biggest influences in choosing my career. I use skills from those classes everyday,” Addelson said. It was only after taking an art class with a teacher who changed his life that Addelson discovered his love for the visual arts. Now, Addelson gets to do what he loves everyday.

In-Seung Hwang ’12 has always known he wanted to pursue a career in art. Through his experience inStevenson’s art program, Hwang was able to learn more than just basic art skills. “It was less arts and crafts for me and more of a discipline,” Hwang said. “I think that sort of vibe carried on with me.” Currently working in Los Angeles doing theatrical design, Hwang is finishing up his senior year at the Otis College of Art & Design as a motion graphics major. BY ANJINI GROVER & ASHLEY MANDEL

18 FEATURES

EXTRA ON EXTRACURRICULARS Sometimes, one activity can keep a student just as occupied as multiple extracurricular activities. “I’m super, super busy right now and honestly all throughout the year,” Hannah Lichtenstein ’18, an avid member of the school’s theater program, said. “I was in the fall play, which rehearsed everyday after school starting before school was in session, throughout the first week of September.” Her devotion to the theater calls for off-stage theater work as well. She is the president of the school’s international thespian troupe and is the props master for the musical. “I’m on Stevenson’s Failed Presidential candidates improv troupe,” Lichtenstein said. “I think I’m at school more than I’m at home to be honest.”

Freshmen often get the hang of Stevenson’s extracurricular based culture right off the bat. Dima Kobets ’21 is a prime example. Although his water polo career and swimming practices take up most of his time, Kobets makes time to be a part of the arts at Stevenson as well. “I am a member of the Guitar Club,” Kobets said. “I’ve been playing for a year and a half; I enjoy it very much so I’m trying to do it all at once.”

Many students, like Sasha Pinchuk ’18, tend to focus on extracurriculars outside of school. “Typically I work between 14-18 hours a week, but that number goes up in the summer,” Pinchuk said. “I also work 1 hour a week at Lincolnshire Academy of Dance as a TA.” She works at Starbucks, a tedious job for a high schooler, while making time for dance. She loves being a barista, but the time and skill it takes can be difficult. “It can be kind of taxing to balance all of it, but I make sure to prioritize and delegate,” Pinchuk said. “I used to be stressed but I try to make it easier myself.”

Many students, including Daniel Bien ’18, chose to take full advantage of the school’s many extracurricular opportunities. Bien is a member of Varsity Scholastic Bowl, Model United Nations, Jazz Band Ensemble, Youth and Government, Law Club and Marching band. It took Bien a while to get accustomed to the stress load. “Initially, it was pretty hard,” Bien said. “I would sometimes be academically ineligible. However, after getting the hang of it and learning how to manage my time, I have succeeded in balancing my school work with my club commitments.” In order to manage his time, Bien stays organized. Keeping track of upcoming activities is essential in figuring out how to devote time under his many time constraints. “I have a calendar with all my activities and what days I am busy,” Bien said. “It gives me an idea of when to complete my course work.” BY VICKY KOLOTOV

FEATURES 19

BATTLE WITH THE BRAIN

Exploring challenges Stevenson students face while combating various mental health issues ing medical treatment, which Sussman has tried. “The summer before sophomore year, I underwent Cognitive Behavioral Treatment (CBT) at a behavior clinic,” Sussman said. CBT is one treatment for anxiety that uplifts the patient’s spirits with positive ideas. According to Dan Brzostowski, a therapist at Arbor Counseling Center, CBT addresses an anxious patient’s thoughts. “By teaching patients to think realistically and less negatively, they’ll feel better,” Brzostowski said. s are year old r f 13-18 xiety disorde o % .1 n 25 by an a d te c e aff

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“Typically students are very successful in CBT as they’re eager to learn.” Stevenson’s psychologists and social workers meet with students to talk about and help address a variety of issues. They can also help students and families seek help outside of school. According to school psychologist Claire Forde, there are ways students can contact members of their support teams. “Many students come to us on their own, though some students get referred to us (anonymously) by other stu36.9 % seek of anx ie trea tme ty suffe nt re

Statistic provided by the ADAA

tevenson students come from many different backgrounds. Every student deals with issues that others may not notice. For Ryan Sussman ’19, it is his battle with Obsessive Compulsive Disorder (OCD). There is a common misconception that people with OCD desire total perfection, however this is inaccurate. According to Mayo Clinic, OCD is an incurable anxiety disorder characterized by unreasonable thoughts and fears that lead to compulsive behaviors. “My symptoms trigger from even the smallest of conversations and can cause a high amount of anxiety distracting from the task at hand,” Sussman said. Sussman’s mother said she sometimes has difficulties getting Ryan to attend school and complete homework due to his anxiety. However, there are ways to limit the effects of mental illnesses, includ-

1% of US has OCD 12% of people face a specific phobia anxiety in their lifetime

dents,” Forde said. “We also receive referrals from teachers and parents.” According to Forde, two of the most common issues students sought help for last year were related to academic stress and anxiety. Stevenson offers 21 different support groups which are listed online. “We have support groups that meet weekly for students,” Forde said. “These groups cover a multitude of topics, including issues related to anxiety and depression and ways to cope.” These support groups allow students to open up in a private setting. But despite the accessible resources, Sussman believes the ability to control these feelings lies in the hands of the person experiencing them. “Anxiety is different for everyone.” Sussman said. “What helped me was accepting it rather than fighting it and CBT. After all, anxiety doesn’t just vanish.” BY ADAM ROSEN

20 FEATURES

INDIVIDUALIZED EDUCATION

or the majority of his first two years of high school, a student has participated in the special education program. However, due to his progress over the years, he has begun discussions with his case manager to move into more mainstream classes. According to Jay Miller, director of special education, approximately 11 percent of Stevenson students are involved in this department. These students take a variety of specialized classes to address academic, social emotional and daily living challenges, in addition to participating in mainstream college prep and AP courses. “People think special education is a very small component of the school because we are so embedded,” Miller said. Additionally, students in special education have a support network of speech therapists, occupational therapists and social workers. These students also attend a study skills class where they meet with their case manager daily to work through challenges at school. “Basically, we have programming that supports whatever students need,” Miller said. “Anything they need, we adapt to provide.” Special education classes are smaller in size, generally with no more than 15 students. Many of these classes employ a team-teach-

Photo from Jay Miller

Special education program provides supportive social, emotional and academic environment

In the Educational Life Skills Lab, students learn skills like cooking and independant living. These classes help participants transition out of Stevenson and into adult life.

ing method, with a teacher to provide content expertise and a special education professional to provide differentiated learning techniques. Other instructional classes require only a special education teacher and a teacher’s assistant. “[Having additional adults in the classroom] gives more attention to students, and [through smaller classes, they] are able to get more individualized support,” said Lauren Avers, English teacher and case manager. Although instructional classes move at a slower pace than mainstream classes, their content is comparable. Many core classes, such as Biology, Geometry, World History and Health, are available in a special education setting as well. Despite transitioning out of most

of his special education classes, this student recognizes the value they hold for both himself and his peers. “For someone like me, the classes are too slow,” the student said. “I was one of the few people who ended up not needing it in the long run.” In order to provide success for every student, some students must transition to mainstream classes while for others it means remaining at Stevenson past graduation in programs that support career exploration and job experience. “Our primary goal is to really get these kids as involved with Stevenson as possible so their experiences can mirror what is expected of them outside the walls of SHS,” Miller said. BY GRACE WESTPHAL

Due to the sensitive nature of this program, Statesman has decided to keep the student interviewed anonymous.

FEATURES 21

REFORM TO PERFORM

Teachers, Faculty Association adjust to new teacher evaluations based on student performance

hat separates English teacher Richard Tompson from his colleagues is not necessarily his work in the classroom, but rather his involvement with the community. Tompson is the incoming president of the Patriot Faculty Association (PFA), an organization that advocates for teachers’ rights and helps negotiate contracts. One issue Tompson focuses on is the teacher evaluation change, which the PFA is adapting to. “If a teacher receives a bad evaluation and is unable to remediate it or feels that they have received an assessment that is unfair, the association steps in,” Tompson said. Before 2011, most Illinois schools used the Charlotte Danielson framework, which evaluates teachers’ planning and preparation, classroom environment, instruction and professional responsibilities. However, in 2011 the Illinois General Assembly

passed Senate Bill 7 which requires student performance to play a substantial role in teacher evaluations. This makes up half of Stevenson’s evaluations; the other half still uses the Danielson framework. The bill allows each school district to determine how it wants to shift between evaluation structures. Recently, Stevenson was able to integrate the needed transitions with student learning objectives (SLOs). “Instead of taking the easy way out by using the

SAT or ACT, Stevenson took the hard approach with SLOs,” Tompson said. He added that these SLOs generally help teachers, and the PFA is pleased with the adjustment. Student performance in this model is primarily based off growth, not proficiency, meaning improvement is valued over high test scores. “There are certainly some challenges in designing tests to show [improvement], but the notion is that everybody can grow at all schools,”

said Larry Frank, director of Educational Policy and Research of the Illinois Educators Association. Growth is shown through continued mastery of more difficult concepts on in-class assignments and progression on standardized tests. English teacher Stephen Heller believes that Stevenson teachers have many resources to help students. “There are a lot of minds at work about how to best bring the students to the next level,” Heller said. Since this change was just recently implemented, many teachers have differing opinions on whether or not this actually helps teachers or students. “While there are definitely some teachers who are opposed to this adjustment, it’s mainly because it’s a new change, and they haven’t developed a system for it yet,” Frank said. “I think everyone is supportive of the basic idea, but there are still details to be worked out.” BY DYLAN HU

FEATURES 23

FEEDING THE FAMILY

Executive chef Joel Meyers serves Stevenson with Sodexo's new Mindful Menu, passion

Joel Meyers’s co-worker, Norma Soto, (right) with Joel Meyers (left) pauses from chopping chicken and turns to listen to the West Kitchen’s sous chef relay the orders for the day. Meyers’s day consists of overseeing such food preparation, including waking up early to organize elaborate breakfasts for late arrivals.

he mouthwatering scent of eggs waft through the West Kitchen, and in spite of the 11 orders tacked onto the bulletin board, the Sodexo employees walk to their stations with a grin as they clock in their hours. Orders have to be filled, not to mention prepping lunch for Stevenson’s vast population, and it’s hardly past six. While most students’ and faculty members’ days start at 8:30 a.m., Joel Meyers, Sodexo’s executive chef at Stevenson, starts his day at 6 a.m. This is the daily grind for Meyers, who has worked in the food business for over two decades. The culinary arts have always been embedded in his life, and he is unafraid to combine his gusto and diligence for grub inside and outside the cafeteria, ensuring optimal food for everyone. “[Food] is all I know in life,” Meyers said. “It is my passion.” One might catch Meyers running

to and from buildings to confirm that each catering order is being made safely and correctly. Meyers delivers these, along with his team, which are typically requested for faculty meetings. For instance, Meyers arranged a celebratory meal for science teacher and tennis coach Tom Stanhope, in honor of the girls' tennis team winning the state championship. “From 11 a.m. til about 2 p.m., I manage the operation, make sure there’s no questions from students regarding allergies, nutrition, things they need to follow for their personal reasons, [and] I make sure the food looks good on the lines,” Meyers said. Shortly after lunch, Meyers transitions to his next task: completing the necessary paperwork of checking invoices and orders. Thereafter, Meyers starts closing up, making sure that all orders have been printed out, as well as

verifying that the kitchen is clean and surplus food has been stored. Habib Osman, general manager of Sodexo at Stevenson, attributed Meyers’s work as a large factor to Sodexo’s unity through their angle on the new Mindful Meals menu. “We’ve created efficiencies where [not only] the people [like Meyers] in the East and West side work together, but where the food is consistent on both sides,” Osman said. “In order to avoid [inconsistency], we make them work together.” Many students who tasted the new meals praise the choice variety. Connor Horton ’18 orders from the West cafeteria and values the diligence of Meyers and other Sodexo workers for making this upgrade possible. “I think [Sodexo’s] work ethic is awesome,” Horton said. “Not only do they work hard, but they’re happy to do it, and they’re very fun to talk to.” All in all, Meyers said, he is proud to reflect on his career. Furthermore, he added, he deeply appreciates working at Stevenson. “I’ve worked in a lot of different segments of foodservice, and this one is a great one to work in,” he said. “We never feel like we’re outsiders. We feel like we’re part of the Stevenson family unit.” BY ARIANA GASSEL

24 SPORTS

KNEELING

FOR INJUSTICE T

he national anthem begins its age-old tune, the deep melodic notes resounding and bouncing off the walls of the San Francisco 49ers’ home stadium. The crowd of fans in red and white stand up from seats and and place their hats over their hearts. Yet while the whole of the stadium rises, the players on the grass sink. One by one, the 49ers take a knee in front of their audience, and by the third verse of the anthem, a mass of 30 players are seen kneeling during the national anthem. When Colin Kaepernick, former National Football League (NFL) player, first started his protest during the anthem, it wasn’t until the third game of the pre-season that the silent protest was given national attention. Backlash was almost immediate, and the protest’s original intentions of bringing awareness to police brutality were quickly overshadowed by the controversial nature of the action in the eyes of the media. The most frequent and fundamental criticisms of the protests are arguments of disrespect for the flag and our country. Dean Moran is an ex-marine that plays a huge role in students helping soldiers’ veterans night during the football game every year at Stevenson, and he agrees with these criticisms. “It’s the athlete's right if they want to kneel during the national anthem,” Moran said. “However, I don't approve of it and believe that there are other ways to protest.” After critical reactions from public political figures, such as president Donald Trump, gained increasing attention from the public and student population, the entirety of the NFL teams demonstrated unity in their protest. For Stevenson, many sports programs stated their own stances in response. Specifically, the football program was one of the first programs to outline its own guidelines and rules regarding kneeling.

“Obviously it has been a big issue our entire season, and [Coach Hjorth] said that we are allowed to take a knee during the anthem if that’s what the consensus of the group is,” outside linebacker Maema Njongmeta ’19 said. “In football, we like to say that we are a band of brothers. For us it’s important that whatever we do, we do it together.” Even with permission from the coach, no players kneeled across all levels. Njongmeta said that even after the announcement, no intentions or talk of kneeling occurred. For this, Njongmeta points to the individual circumstances of the players. “I don’t think there are any local injustices that would serve as driving motivation for the players to take a knee,” Njongmeta said. The girls’ swim and dive team faces similar circumstances, with coaches Kevin Zakrzewski and Don Carmichael openly stating their support of the girls if they decide to take a knee during the season. However, only two of the over 100 members of the program took action, and diver Nellie Maloney ’20 uses similar explanations as Njongmeta to explain the lack of kneelers. “We live in good neighborhoods and a safe community, so I don’t there would be any issues in this

stats from city-data.com

SPORTS 25

The crime rate statistics on Lincolnshire, IL, where Stevenson High School is located, supports Maloney’s beliefs. According to 2016 statistics, the crime index of Lincolnshire was 26.2, which was almost ten times less than the national average of 280.5. For Maloney’s belief about the motivation behind Stevenson athletes kneeling, Sasha Kokhan ’18, swimmer and one of the two kneelers, confirms it. Yet while she kneels to promote awareness for the national protest and police brutality, she also points to underlying racism in our local community that she feels many peo-

the parking lots because they think he’s trying to rob the cars.” Kokhan said. “In general, though, we live in a more sheltered community so not everyone is exposed to or experiences these injustices.” Although Kokhan acknowledges the fundamental lack of injustice around Stevenson district compared to the national scale, she doesn’t consider this to be a sufficient or justifiable reason to ignore the changes the protests are asking for. Moreover, Kokhan believes it to be the moral duty of students who are in the position to protest, to protest even though the injustices may not be directly impacting them. “I think that if you have the ability to make a difference, then you’re I think that if you have the ability to make a differ- being ignorant by ignoring the isence, then you’re being ignorant by ignoring the sues at hand,” Kokhan said. “At the issues at hand. At the core of the issue, every in- core of the issue, every instance of stance of injustice should be treated with the same regard.” injustice should be treated with the -Sasha Kokhan ’18 same regard.” BY CHERYL CHEN & LAWRENCE KREYMER region that would cause any con- ple tend to ignore. “My friend’s father is Puerto Ricerns,” Maloney said. “I think that the people at Stevenson who kneel can and her mother is black. She exare just joining in on the national plained how her father would sometimes get stopped by the police in protests.”

SPORTS 27

STRIVING TO BE THE NEXT STAR

Student athletes connect to universities at young age, compete for a chance at college athletics, scholarships publicity because track season is only in spring, and now, they’d be recruiting me off of my sophomore times, so there’s still time to improve,” said David Balaban ’19, varsity boy’s track and cross country runner. Using websites such as Athletic. net, universities keep track of athletes within a competitive range of scores in their respective sports. Once having taken notice of an athlete, colleges typically establish contact through email. “They send you an email, which asks if you’re interested,” Balaban said. “If yes, then that means they’ll continue the process.” Contact between students and interested universities is tightly regulated on the basis of age, often impeding recruitment efforts. In such situations, personal connections to colleges frequently help expedite the process. “It’s technically illegal for colleges to reach out to freshman, which is when I started visiting schools,” Van Zanten said. “For Notre Dame, I had a family friend who helped me communicate with the coach.” Coaches, who typically act as central figures in helping teams to improve in their sport, shift their role based upon the individual athlete and the college during the recruitment process. Frequently,

their involvement is predicated on how large the team is, as well as their connection to the player. “My coach connected me with a lot of the college coaches since he plays a big role in the water polo community,” said Eric Osuch ’18, varsity boys’ water polo player. “He would give our names out. If they needed a lefty, he would tell them ‘Eric would be a good fit for you.’” Winning performances on the field, however, are not enough to gain entry to a university. Grades remain a major component of admissions for student athletes. “I still have to keep my grades up to get into the school,” Van Zanten said. “I have to apply as a student athlete, and I try to continue to work hard to give myself the best shot.” BY RAJ MULLICK Photo from d125.org

ince the age of six, Kiki Van Zanten ’19 has been playing soccer. Ten years later, she still plays soccer, but now she travels around the world. “Grades one to six, I played on a local team that was with my friends, and it was a lot of fun,” Van Zanten, varsity girls’ soccer player, said. “When I began getting recruited, I focused on what would help me improve, not only for colleges, but for accessibility to the national team.” For many student athletes, the culmination of three years and hundreds of hours of practice comes with offers from universities interested in their potential as an athlete. In a highly competitive process, athletes are recruited by colleges as early as middle school. “I started being recruited after the end of seventh grade,” Van Zanten said. “For women’s soccer, recruiting starts very early and most high level players commit around sophomore year of high school.” A large factor in the early recruitment for women’s soccer is the lower level of funding the sport receives at the college level, resulting in a rush to commit while funds are still available for scholarships. Sports with greater funding for more seats often have later recruitment. Track is one such sport. “So far, I’m not getting much

Ten student athletes of the senior class announce college commitment during Early Signing Day. While most students officially commit as a senior, many unofficially visit and communicate with universities beforehand..

28 SPORTS

GAME ON

In its first year, Esports Club experiences surge of interest

tevenson’s varsity Overwatch team is all assembled in a classroom to discuss team strategy. Overwatch is one of many massive multiplayer video games considered an esport. The team captain, Matthew Meyer ’18, stands in front of the room, calling everyone to his attention. “I really liked how you guys played that way,” Meyer said to his team. He leads a group discussion of what they did well and what they could do to improve their communication and teamwork. They use footage of their last match as a reference point throughout the discussion. In other rooms, other teams are meeting for games such as League of Legends, Hearthstone and CS:Go. “While it doesn’t require physical prowess, esports are very comparable to athletic sports,” James Barnabee, Esports Club sponsor, said. “They require lots of practice, commitment, teamwork, hand-eye coordination and communication skills.” This is the first year for Esports Club, and the amount of interest has surprised everyone involved. When the club held its first meeting, over 80 people showed up. “We are limited by the number of computers we can have access to, and at the moment we are full,” Barnabee said. “We actually had to determine skill [among players] by rank, and we had to turn a few peo-

Students engage in an intense League of Legends match. They collaborate to stategically defend against and overwhelm their opponents.

ple away.” As with other sports, esports can be extremely competitive. There are high school leagues for esports with scholarship money on the line. Last year, one student who played on an unofficial Stevenson team was offered a full-ride scholarship to a university for computer programming. “We appeal more to the Stevenson culture because we are competitive,” club founder Jerry Zhou ’18 said. “We are competitive and that is reflected into our hobbies.” Each team comes up with a schedule where teams can practice together. They practice together about four times a week on top of individual practice and competitions. Esports has a more competitive mindset as opposed to a casual experience. “That’s actually what sets us apart from the Video Game Club,” Zhou said. He added that because of the tournaments, esports

players have tons of passion and motivation. Games continually have new content added and public opinion on the best strategies changes. Players must know what strategies and combos are most popular in competitive play to best compete. Gamers refer to it as the “meta.” In other countries such as China and South Korea, esports are major competitions, bigger than soccer or football. The industry is now rapidly growing in the United States with projected revenues according to Newzoo to reach $1.5 billion in 2020. “I actually believe now is the right time for this club to have started,” Zhou said. “As the esports industry itself is booming and doubling in popularity each year, we too are striving to grow and become something big.” BY BRARE THOMPSON

SPORTS 29

HANDLING HIGH SCHOOL HAZING Incidents at Niles North, Lake Zurich prompt athletic department to heighten prevention measures

ver the past year, hazing became a more prevalent issue in high school athletics. In Nov. 2016, a hazing incident at Lake Zurich High School included forced and degrading sexual acts. This past Sept., the Niles North football team was suspended due to reports of hazing. These events prompted high school athletic departments to heighten prevention measures and spread awareness. Fall sport athletes at Stevenson observed National Hazing Prevention Week this past Sept. Additionally, athletic director Tricia Betthauser and student-athletes discussed hazing in monthly meetings. According to Betthauser, hazing is often covered within the North Suburban Conference and at national conferences for high school athletic directors. Betthauser found hearing about the nearby hazing incidents to be an eye-opening experience. “Prior to last year, a lot of these hazing stories were more from the collegiate level, but I think that having these incidents happen in We always have to be vigilant, since there’s definitely that chance that hazing could still occur.” -Pat Ambrose

the area have definitely heightened [awareness],” Betthauser said. Betthauser recently collaborated with coaches and staff in the athletic department, as well as neighboring high schools, to decide upon a proper response to the local hazing incidents. According to Craig Anderson, Executive Director of the Illinois High School Association (IHSA), the IHSA does not determine specific procedures and protocols for high school athletic departments to follow when hazing incidents arise. “This is generally related to discipline of students at their schools, which is handled locally by the administrators,” Anderson said. “Our purpose is to support our membership and conduct state series in in-

terscholastic activities.” According to Betthauser, if a hazing incident was confirmed at Stevenson, other individuals would be notified in order to determine the procedures taken afterwards. The administration’s approach would vary depending on the situation’s circumstances. “It can go the punitive route where you’re talking about consequences,” Betthauser said. “You’re talking about possibly, the criminal route too, if there are criminal charges involved.” Pat Ambrose, head coach of the boys varsity basketball team, finds it best to direct these hazing procedures towards Betthauser and principal, Troy Gobble. This way, the situation may be handled fairly for all

Information compiled from Chicago Tribune

parties involved. While Ambrose said he hasn’t encountered a hazing incident on the basketball team, he believes it is an issue that everybody should be aware of. Ambrose plans to address hazing with his players before the season begins. “We always have to be vigilant, since there’s definitely that chance that hazing could still occur,” Ambrose said. Although Ambrose has a strict policy on hazing, he recognizes that there can still be room for friendly banter. Nevertheless, Ambrose says it is still important to be cautious about going too far. Betthauser holds similar beliefs. “With playful teasing, there are behaviors that most adults would say is okay and that there is a place for, as long as there is mutual respect and understanding,” Betthauser said. “But, if it goes that step further where someone is feeling pressured to do something that they don’t agree with, uncomfortable with or as if they don’t have an option to speak out about it, that’s kind of where it crosses that line.” Since some hazing victims may be afraid to speak out in fear of be-

ing ridiculed, Ambrose tries to create a comfortable environment for athletes to speak out. “It all goes back to that opendoor policy,” Ambrose said. “There are multiple coaches on my staff so that there are others if [some athletes] don’t feel comfortable talking to me.” While the varsity football team annually calls up underclassmen for the playoffs, Stevenson hasn’t had any reports of hazing when these call-ups occur. Nick Machado ’20 was one of the sophomore football players called up this season, and despite being around older players, Machado had a positive experience. Machado believes activities that unite players truly have an impact. Stevenson Sports Conditioning (SSC) is an open-gym opportunity for all athletes to hone their skills during the offseason. Hudl groups are small groups within the football program to ensure that everybody is attending off-season training and creating strong relationships. “I wasn’t too afraid [when I was called up], just because I knew a lot of these guys just from going to SSC, after school lifts and being in my Hudl group,” Machado said. “There

Data compiled by www.hazingprevention.org

30 SPORTS

was positive chemistry.” Machado thinks that this atmosphere plays a significant role in hazing prevention. According to head football coach Josh Hjordth, the coaching staff has worked to promote an energetic, positive atmosphere and culture. Machado finds this approach to be impactful because players are not only told not to haze, but are encouraged to view each other as lifelong friends. “We have high expectations on the field, in the classroom and in life,” Hjorth said. “We want our players to be leaders, doing the right things, even when no one is looking. Our players have bought into this positive, energetic culture and know the expectations.” BY BEN BOWLER & ADELE LEE

SPORTS 31

CANDID WITH COLOR GUARD

or rifle captain Madalyn Casaletto ’19 and feature twirler Caroline French ’19, the word “club” has a different definition than most. For these two girls, the word means weekends, breaks and days filled with hard work and competitions. Color Guard combines dance and flag work and competes at regional and national events. Incorporating flag and rifle movement with dance, Color Guard is built on routine. In the fall months, Color Guard performs with the marching band at Stevenson’s home football games and at the Labor Day Parade. During winter, the performers go to regional and national competitions. “The season never ends! Training for band camp and football halftime starts mid April when we train the incoming freshman,” Casaletto said. “Football season goes until the end of October and we start auditions for our competitive winter season which ends in the beginning of April.” Color Guard has daily practice daily. The practices, routines and competitions all bear resemblance to a sport, rather than a club. “I definitely would consider it a sport due to the amount of training we put into this sport,” Casaletto said. “Sometimes it stinks that we are not recognized as a sport here because we do compete nationally,

Photo from Madalyn Casaletto

Members involved with club share stories of dedication, hard work, passion, competitions

Stevenson Color Guard preforms in a regional competiton. The club travels to showcases to exhibit their hardwork, practicing year round to improve and performing with the marching band at footbal games

which is something a lot of other teams here don’t do.” According to French, Color Guard’s dedication often goes unnoticed. The speciality of Color Guard is somewhat unknown around Stevenson. “I feel like the guard is under publicized,” French said. “It’s an amazing opportunity to compete and to grow in your time at Stevenson. We really love what we do.” Although Color Guard members may desire the reclassification of the club into a sport at Stevenson, Howie Mogil, Board Director of the Midwest Color Guard Circuit, argues otherwise. “The circuit already considers Color Guard a sport ‘of the arts,’ as does Winter Guard International,” Mogil said. “The activity has grown immensely over the years, and I don’t think that it matters whether it is called a sport or a club at a

particular school. I attribute the growth to instructors who enjoyed it so much as teens that they are now passing forward the opportunity to others.” Regardless of label, Color Guard continues to compete at an elite level. Stevenson placed third in the Lyrical Flag Division at the 2014 Grand Championships and continues to place in regional and national contests. Color Guard has also helped individuals with their college applications. “Baton is a big deal in colleges and it’s definitely something colleges look for, especially D1 schools,” French said “As for guard, colleges enjoy seeing it on an application as they know how time consuming, challenging and important it is. The guard community is definitely an amazing community that I am so glad to be apart of.” BY RYAN JOHNSON

END OF AN ERA

DON CARMICHAEL Years at Stevenson: 33 years Classes Taught: AP Environmental Science and Earth Science Honors

Favorite Dive: Twisters Accomplishments: Coached two

state champions, Illinois Swimming Association’s Diving Coach of the Year four times

Training: Started formal training at

age 12, dove for two years at Northern Illinois University

Hobbies: Traveling and playing music Coaching Philosophy: Help ath-

letes be well-rounded in school and life

Favorite Memories: “The ones that make me laugh I remember the most.”

Hardest thing about being coach: “Being the team psychologist.

Understanding how to coach the skills is the easy part, but getting a person in a place they feel comfortable and confident enough to do something risky or dangerous... that’s the hard part.”

Key take-aways from diving:

”Discipline, commitment, confidence, and accomplishment. And a fine back dive.”

Advice: “Stick to it. There are a lot of

things to give up on, so whether it’s playing the violin or finishing your earth science homework, just stick to it. You’ll feel better in the long run.”