The Flash Volume 4 Issue 2

Philadelphia, PA Vol. 4, Issue 2 An Independent Student Production of Franklin Learning Center

February 26, 2020

theflashflc.org

OUT OF THE SPOTLIGHT

With the post-asbestos discovery attention of the district and the media largely gone, the FLC community is still questioning the safety of their building. Hilario Rodriguez sits in the middle of the stage on February 11, 2020. The auditorium, long-troubled by a leaking roof and flaking paint and plaster, is still in need of work and is still in use · Staff photographer Justine Chan

Los estudiantes de NLA se sienten excluidos de FLC Traducido por Lizbeth Castillo

Durante los últimos días del mes de Noviembre, un estudiante de Franklin Learning Center, Rosario Lemus (‘20), entregó una carta a los maestros y administradores detallando una lista de preocupaciones y peticiones de los miembros del Newcomer Learning Academy (NLA). Entre las peticiones ella pidió respeto de los trabajadores en la cafetería y los compañeros de la escuela, traductores que representan más lenguajes hablados por los estudiantes del NLA, y un mayor esfuerzo de la es-

NLA students deserve equal Treatment The FLASH FLC Editorial Board In late November, Franklin Learning Center senior Rosario Lemus brought a letter to teachers and administration detailing a list of concerns from student members of the Newcomer Learning Academy (NLA). Among her requests were respect from cafeteria workers and fellow students, translators that represent more languages spoken by NLA students, and better efforts from the school to administer activities that integrate the NLA into the FLC community.

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Les étudiants de NLA se sentent exclus de FLC Traduit par Chakira Bendrihem

Fin novembre, Rosario Lemus, responsable du Franklin Learning Center, a apporté une lettre aux enseignants et à l’administration détaillant la liste des préoccupations des étudiants membres de la Newcomer Learning Academy (NLA) Parmi ses demandes figuraient le respect des employés de la cafétéria et des autres étudiants, des traducteurs qui représentent plus de langues parlées par les élèves de NLA, et de meilleurs efforts de l’école pour gérer les activités qui intègrent NLA dans la communauté FLC.

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#EnoughisEnough: gun control is needed now more than ever

Art Student wins auto show Contest

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Find us @theflashflc

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FLC rappers address mental health

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Best photos of 2019 from the FLASH

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NEWS

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FLC Still Suffering from Hazardous Building Conditions Hannah Biaggi News Editor

down to inspect various teacher-reported issues within the school building. He made it clear that there were obvious problems that needed to be addressed immediately. These issues range from small things such as lights not being able to work in certain classrooms, to major ones such as water damage due to holes in the ceilings throughout the school. “We need to deal with the small problems before they become large,” said Jordan,

safe anymore weren’t heard and the district did not adjust the school reopening schedule or provide any more evidence that the building was safe to re-enter. Since the start of the 2019-2020 school Students and staff were told to go to class year, at least 7 schools have closed down in and the school day proceeded as usual. the Philadelphia School District due to the Other communities tried different tachazardous building conditions. If the SDP tics in the face of similar circumstances. has been doing its best to repair the issues Like Elkin, where a similar rally was held in the buildings, then why were the buildbut where teachers decided not to enter ing conditions at Franklin Learning Center the building without proof of its safety. High School getting worse? Members of affected Ben Franklin, SLA, Pierce, schools from around the McClure, Clara Barton, Sulcity have not had all of their livan, and Franklin Learning questions answered by the Center are all schools that School District and so many have been closed down at of them rallied outside of some point during the 2019the 440 building on Janu2020 school year due to cases ary 30th before the Board of asbestos found inside the of Education meeting. school. All of these schools Inside the meeting, Suhave reopened but their comperintendent William Hite munities are left wondering if repeated that one reason why the schools are safe to enter. things weren’t getting done is On Wednesday February 5th, a note was made on the wall in the OrchesHoney Polis-Bodine, a the lack of manpower. Howtra/Vocals room on the 4th floor · Staff Photographer Ace Ludwig Medical Assisting teacher at ever, the Board of EducaFranklin Learning Center approached the On December 17th, district officials tion voted to accept contracts for multiple School District of Philadelphia’s Board of made the decision to close Franklin Learn- companies to come and finish the work Education at their meeting on January 30. ing Center after the discovery of asbes- needed to be done in the school build“In the month of July 1976, a myste- tos in one of FLC’s two ventilation shafts. ings such as Franklin Learning Center. rious epidemic occurred in the Bellevue The list of work to be done over Franklin Learning Center is just one of Stratford. More than a hundred legionar- winter break originally only includ- the many schools in the district that need ies became sick attending a conference. ed asbestos abatement but FLC teach- better resources to fix their building. Now It’s an old hotel, old building. More than ers delivered a letter to 440 demand- it’s up to the school district to invest in 24 people died. The bacteria live in the ing that other building hazards be their students’ future and fix these issues. ventilation of large buildings--old build- addressed before opening the school again. However, it’s unclear whethings in particular--and it can be prevented One of the teachers’ demands were er the additional funds that the disby proper maintenance of the air ducts. to “Fully test the ventilation debris be- trict is hoping for will be spent to adFLC is not the Bellevue, but we are an ing blown into classrooms by the heat- dress the fears of the communities. old building. We could be The Bellevue.” ing system, and publish the reports to “We have health issues,” said HonPolis-Bodine’s fears aren’t just hypo- staff and families at least 24 hours be- ey Polis-Bodine. “We need your help. thetical. She presented the board with data fore the reopening of the building.” Please, please do air quality testing.” she had been collecting about the teachers When it at FLC. 29% of teachers reported onset of became clear asthma and 33% reported getting allergies. that the district FLC Special Education teacher Kelsey would not meet Dietrich also registered to speak to the this demand, Board of Education at their January meeting. FLC parents or“We’ve been told there are 60 years worth ganized a rally of dust in our ventilation system,” said FLC before the start teacher Kelsey Dietrick. “Really that means of the school those vents haven’t been cleaned since they day on Januwere installed. I go home with a sore throat. ary 2nd. The I sit in my building and get random hives on rally received my face, from what I assume must be dust.” some press atJerry Jordan, the President of the Philadel- tention but the On February 5th 2020, bubbling plaster lies on a paint-stripped wall in phia Federation of Teachers, visited Frank- pleas that the · the 4th floor music room due to water damage · Staff photographer Ace Ludwig lin Learning Center before it was closed school wasn’t

FLC worries about building hazards and health · Ilusstration by Samiah Smith

Independent Student Newspaper of Franklin Learning Center 616 N. 15th Street Philadelphia, PA 19130

Editorial Board Editor-in-Chief Hannah Woodruff Associate Editor Jordan Jones News Editor Hannah Biaggi Copy Editor Jalen Stokes A&E Editor Kyle Thiede Photography Editor Tiffany Rodriguez Video Editor Deja Dawkins Layout Editor Markist Williams Director of Marketing Jerrin Baez Social Media Editor Sophia Cisse Faculty Adviser Colin Chrestay WHYY Adviser Brianna Spause

Advertising All advertisers are subject to approval by The Flash FLC. We reserve the right to refuse advertisements. The deadline to reserve advertising space in The Flash FLC is at least one week prior to publication. Online advertisements can be placed as requested. Payment should be made in cash. Please note: first-time advertisers must prepay. Policies The Flash will be guided in the publication of all material by a concern for the truth, for human decency, and for human betterment, remembering that the test of good journalism is the measure of its public service. The Flash will strive to provide a comprehensive and intelligent account of events in a meaningful context. The Flash will strive to be a leader of student opinion through its editorials. The Flash will be a public forum for promoting change and for the exchange of comment and criticism through its letter to the editor and Opinion pages. A full list of policies and procedures can be found at theflashflc.org/constitution Memberships The Flash is a member of the Pennsylvania School Press Association and the Columbia Scholastic Press Association. Reader Involvement The Flash encourages readers to contribute through letters, guest columns, and story ideas. Suggestions will be considered for future publication. Letters should not exceed 300 words in length. Distribution Press run is 750 copies. Copies are provided free of charge to students, faculty, and staff.

News

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Nurses limit office hours at FLC

a student or a parent would consider to be an emergency,” Smith said. Despite her 12-1 PM office hours, Little is available to see students with emergencies all day long but some students and teachers are confused about what is considered an emergency. “I consider broken bones, bleedIn order to complete increased ing profusely--meaning bleeding that immunization paperwork and prowon’t stop--and oh, profuse vomitvide students with privacy, Franking ... that’s an emergency,” Little said. lin Learning Center’s new nurses, As for non-emergencies, LitCreshon Little and Gina Hall, have tle said “Cramps is not an emergenrestricted open office hours to a sincy … that’s not even a sickness that’s gle hour in the middle of the day. a situation … Colds, that’s a situaTwo bright pink posters are tion too, that’s not an emergency.” taped on the nurse’s office door, one The district gives nurses the power to with bold text saying “FLC Health set their own schedule and expects that Room Hours 12:00-1:00 pm. Open they use their discretion when priorifor non-emergent issues. DO YOU tizing student needs in the school day, HAVE A NOTE!” The other simply but also acknowledges that some time states that if you do not have a note must be spent on immunization records. then you can not be seen by the nurse. Smith said, “By the school health The limited hours are an improvecode from the state of Pennsylvania, they ment over the many days earlier in would worry about students with chronthe school year when the Nurse’s ic conditions...they would also worry office was completely closed while about students’ immunization status.” the nurses completed immunizaSome students are less concerned tion paperwork. Nurse Little said with nurse workload and more conthat paperwork is a problem she incerned with seeing a nurse when herited from FLC’s previous nurses. they are not well. Senior Phedo“You had about 600 kids that ra Jean-Phillipe said that the nurse’s didn’t have all these shots and there’s closed-door sends the wrong message. 1000 kids here,” said Little. “With “It gives the impression that she’s y’all having a lot of different nurses unavailable all the time and it’s not here--they weren’t doing what they The nurse’s office is shut to students · Staff photograa good student-to-nurse relationwere supposed to do. So that made pher Justine Chan ship, ” Jean-Phillipe said. “As a nurse, my job hard and so I had to, you dinator for the school district, said, “the she’s supposed to be welcoming so that know, kinda simmer down in the hours.” nurse works the same hours as the staff people feel comfortable talking to her. ” Now, however, she has the immuniin the building. ” According to Smith, For the FLC nurses caught between zation paperwork under control. Little posted limited office hours of 12-1 school nurses must be ready to see stu- state immunization requirements, rePM for non-emergent issues so that she dents at all times during their work hours quired vision and hearing screenings, can use the rest of the day to begin vi- except during their scheduled breaks. and emergencies, forming relationships Which students they see first, with students can be a difficult task. sion and hearing screenings and so that Smith said, is up to each nurse. “You have to prioritize,” said Litshe can continue meeting with students “As a trained professional, what a tle. “When it’s one person here and it’s who have more regular or chronic issues. nurse would assume would be an emer1,000 kids you gotta prioritize--you “I see kids that have medical reagency would be different than what have to--otherwise it’ll be crazy in here.” sons that they got to come to see me

Jordan Jones Associate Editor Sophia Cisse Social Media Editor

News Briefs Hannah Biaggi News Editor

Deferred Action for Childhood Arrivals

On November 12, immigrants camped outside of the Supreme Court awaiting news of what was to happen with the Deferred Action for Childhood Arrivals (DACA) program. DACA, also referred to as the Dreamers Act, is a program that former President Barack Obama put in place in 2012 that provides protection from deportation to immigrants who came to the United States when they were children. DACA also allows them to receive work permits. The Trump administration announced in 2017 that the DACA program was ending, causing a series of lawsuits in U.S. district courts. According to President Donald Trump’s attorney general, William Barr, the program is “illegal” and “unconstitutional.” On November 12, the Supreme Court heard arguments to keep the DACA program. The court will decide whether Trump has the power and authority to end the DACA program. The Supreme Court has yet to make a decision and won’t be expected to until June 2020. DACA recipients can continue to submit applications to renew their deferred action until the decision is announced. In the meantime, the future of thousands of immigrants across the country remains uncertain.

so they need their privacy,” she said. According to Little, the school district allows nurses to choose their hours: “We choose our hours based on what kind of kids we have in our building and what the needs are. If I find that the needs are different, then I can change them.” Shannon Smith, School Health Coor-

Q&A with School District’s Student of the Month

Trump aquitted by Senate

After being impeached by the House of Representatives, the decision to remove Donald Trump from office was up to the Senate and on Wednesday, February 5, the Senate finally reached a verdict. All charges against Donald Trump on whether he would be impeached or not were officially dropped. After many trials, the House of Representatives, who is controlled by the Democrats, felt as if they had enough evidence to vote on Trump’s impeachment and on December 18, the decision had been made and Trump was officially impeached by the House. Being impeached by the House didn’t mean that he was no longer president. The House now had to pass on that decision to the Senate, who is controlled by Republicans. The House did not immediately send the articles of impeachment to the Senate because according to Speaker of the House, Nancy Pelosi, the public had the right to know how the trial will take place and how Trump will be prosecuted. After weeks of delay, Trump’s impeachment trial was set and Pelosi’s efforts had failed. Donald Trump will remain president at least until the next presidential election.

Jennifer Rojas-Sandoval accepts her award at the January 30 Board of Education Meeting · Staff photographer Ace Ludwig Why did you choose UPenn? I chose UPenn especially because of the connections that they have with other professional companies and professional past alumni. And so I think...it’s very valuable to me, especially since I do want to work in a skincare company in the future. And so just by having those connections, it will also allow me to help others that are in need of resources, because I do a lot of helping around the school and so I do

want to give others the same opportunities that I received. What are your hopes for the future? I’m probably going to start investing and start my own skincare company, because...that has been a lifelong dream for me. Especially since I had bad acne growing up. And so just by helping others I think it’s very important to me.

Do you have any advice for younger students? I had to get myself out of my comfort zone. And so that’s what everyone should do. Like we know that it’s competitive to get into different programs and you may be shy or nervous but that shouldn’t matter because what matters is your future and how a certain program can help you with your future.

Opinion theflashflc.org #EnoughisEnough: gun control is needed now more than ever

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Zaynab Hajali Contributor

Gun violence needs to stop. A statement that many already know is true, but is anyone doing anything about it? The answer is that no, no one is doing anything to put an end to this problem. We need gun control as a country and the only way to achieve that goal is to make our voices be heard. Students shouldn’t be worried for their lives when they hear that there’s someone strange in the building, but they are. It’s absolutely frightening knowing that just because you go to a public school, you’ll never know if today’s your last day. Because of this fear precautions are needed for every school. FLC already has metal detectors that students have to go through every morning. These metal detectors makes sure no one brings in weapons or any other dangerous items. This is great but the only issue with them is that we need more. Not only do we need more but what about strangers that come in unexpectedly? They aren’t going to cooperate and go through a metal detector, which is why we need better security. There have been many mass shootings that have happened in the past where children have been injured and sadly killed as well. They were young and didn’t deserve to die, but the shootings happened and instead of doing something about it, our government pushed it to the side. One of the most heartbreaking shootings that have happened in America was the Sandy Hook shooting in 2012 where 26 people, 20 of them being young children, were murdered unexpectedly. Five years later, the Stoneman Douglas High School shooting happened, 17 people, most-

ly students, died and 17 were injured. The problem is these aren’t the only shootings that have happened in American schools, over the past 10 years there have been 180 school shootings and 365 victims. Most of the victims were children, thinking they would have another day to play outside with their friends or fight with their siblings. Instead all they got was their precious lives taken away, adding their names to the pile of kids who also couldn’t hug their parents goodbye. Devastating, right? Seeing as so many

students have been murdered, you would think the government would be respectful and do something about this, but no, they did nothing. We still don’t have gun control, something that is truly needed today and would put a stop to the killing of innocent children and teachers. Amy Garcia, a teacher at Franklin Learning Center, said ¨As a teacher, I see, on a regular basis, a much more frequent and prolific problem, teenagers and young adults using guns to “solve” disagreements. The true tragedy is the permanence of the pain,

trauma, and grief caused by a split-second decision.” She is not the only one to feel this way. Many have expressed their opinions on gun violence and how the government is just pushing everything under the rug. The government doesn’t seem to notice the impact that gun violence has on other people. That don’t notice that teens and children are losing their lives. Gun violence also has a lasting effect on those around them even if they weren’t harmed. Mrs. Garcia also talks about how gun violence can harm innocent people. She said, “It turned out that two teenagers had gotten into an argument across the street from the school, and decided to solve it with gunfire. The mother of a student who was sitting in my class at the time was caught in the crossfire and lost her life… Absolutely no good comes from using guns to solve disputes. The result is tragedy. Every. Single. Time.¨ Students are also showing signs that school shootings are affecting them. Manar Souici, a student at Franklin Learning Center, said ̈ I ́ve never been afraid of being in a school shooting until having a false lockdown in FLC that suddenly became a real one that the fear in my heart raised.¨ The act of gun violence in school have been ignored long enough. It has sadly gotten to the point where students are no longer taking the drills seriously. Nor are they trusting the school that’s supposed to keep them safe. It has gotten to the point where we can only help ourselves. Mrs. Garcia recommends that “any student who has had experience with gun violence reach out to a counselor, or an adult that they trust… There are people around them who would like to help; I encourage them to reach out and ask for it.¨

Roadside memorial for a lost life · Illustration by Trinity Thomas

The jury is out: was the 2010’s the best decade ever? Deja Dawkins Video Editor

The decade that we know and love is ending in only a few weeks as our childhood memories come to an end. We look back on the events that have happened and ask ourselves. Was 2010 the best decade? If not, then what was? Well, the answer is simple. None of the decades were the best. In fact, it is impossible to even measure which one was the best. Every decade is filled with major events that are both devastating and excellent, from the finale of our favorite tv shows to eruptions of national tragedies. This decade, for example, there were plenty of public shootings and gun violence issues. However, there were also more citizens willing to peacefully protest in order to fix these issues rather than sitting quietly like in other decades. Since every decade is different and everyone has a different opinion, it is almost impossible to choose which one is best. Louis Fantini, History, Law and English teacher at FLC says, “ I think it’s really hard to compare decades, right, because like what happens in a decade, it’s like the entire range of human experiences and like you’re going to have some things that get better and some things that get worse.” Yinel Gonzalez, senior at FLC, says

“Yeah I don’t think I can say there was a best one [decade] because it’s all different and everyone’s mindset was as well. What we believe now wasn’t the same as before” Another reason the winner for “the best decade” is impossible to crown is that decades are filled with a melting pot of around 7 billion people’s different perspectives and experiences. Everyone, while experiencing the same public events, have different opinions about them that are influenced based on other factors such as private events and how close they are with the public event. For example, someone who doesn’t support Donald Trump being elected and is a parent to a child in a school shooting is

more likely to think of this decade as the worst compared to someone who supports Trump and thinks he is doing well. Although, everyone is allowed to have

their opinion about which decade they think is the best, There is no way to say whether it is this decade or a previous one.

Illustration by Jordan Jones

Opinion

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Fashion District provides a needed social spot downtown Jalen Stokes Copy Editor

On September 9, 2019, there was interesting news spread around the city: The Gallery was revamped and is now reopened as the Fashion District. You may remember the gallery in its prime: The food court, the statues and structures and much more. Before the renovations, the place was in bad shape. The food court was desolate and dirty, where only a few stores like The Philadelphia Pretzel Factory and Cinnabon remained, but closed off from the rest of the space. Going down there means two things: you were lost, trying to go

somewhere else, or to go the 11th street station on the Market Frankford line. This was the main reason why the ‘Gallery’ was remade into the stylish ‘Fashion District.’ With more attractions being added soon. Just recently, AMC theatre and an arcade opened up, making the district a successful replacement for the beloved Gallery. A large part of the Philadelphia community still considers the Fashion District to be the Gallery, no matter how much porcelain is used in the foundation. To most, the Fashion district is just the new Gallery. Can you blame them? The Gallery in Center City is a part of Philly’s life. The center for food and convention has been here since 1977. A staple of memories would

The food court at the new Fashion District on 9th and Market is now a popular spot to grab a bite from Burger Fi, Chick-fil-A, Fei Wei, Cinnabon, and many more restaurants · Staff photographer Justine Chan

have happened there for a lot of people. So all the love is just carried on into the District. When the Fashion District first reopened, people were excited. Huge, bustling crowds filled the District to the brim for months and is only just now calming down. There also seems to be no age restrictions as of now. But fights do occur there often, so that could change. Fashion District’s aim is to make something that needed a lot of work into something fun and colorful. And they did a good job, too. What was at one point a depressing ghost mall in Center city is now a hub for all sorts of crowds. Even people passing by to go to the train stations look and stop at least once.

The opening of the Fashion District also provided new job opportunities to teens and adults. With more shops means more customers and more customers mean more help needed in those various shops. You might be able to see a “help wanted” poster or two if you casually stroll through the building. New food, new places, new jobs, and a new look added to the Fashion District to bring and replace the memories that the Gallery once fulfilled. It can serve as a great tourism spot if you’re new to the city, or a frequent place to hang out with friends. It came a long way from the blocked off, dim-lit, empty space we all knew.

The new Fashion District, located at 9th and Market, opened on September 19th 2019 with multiple floors of up to 55+ stores to shop in with many more stores to open soon. February 4, 2020 · Staff photographer Justine Chan

The Fashion District, which opened September 19th 2019 on 9th and Market, has quickly become a hotspot for entertainment with it’s Round 1 Bowling & Amusement, AMC Movie Theatre, CandyTopia, and many more · Staff photographer Justine Chan

Memes can’t evolve enough to outlive their creators Jalen Stokes Copy Editor

With 2020 bringing in promise to newer and fresher memes, It’s almost strange to think about how far memes have come since their uprising around 2010. Ten full years of internet humor, shaping how we joke and interact. But, is there a possibility that this will end? Although thinking about a time in the future where memes do not exist is unusual, being as though we grew up with

them, it is not far fetched. And the fact that we grew up with them, may very well be the reason they will inevitably end. If you haven’t considered how drastically memes have changed since 2010, allow me to provide you a timeline. At the beginning of the decade, memes were relatively new. They were wholesome and alternate sources for jokes online. You probably remember, or have seen an example of “Top text, Bottom text” memes. This is where it all started. However, as time rolled on, you can witness memes taking on a more abstract form. From captions on funny images to

Cat memes past, present, and future. · Illustrated by Paladin Jenkins

simulate a scenario (2013-2015) to loud and random bass boosted noises (2016), to cursed edits (2015-2018), to ironic memes that make little to no sense. We are currently in the ironic meme phase. How does what we consider to be funny change so much over-time? And what’s even more interesting, is why exactly is this surreal, random humor most appealing to younger audiences? It’s almost as if, our generation took over the concept of memes, and transformed it into something else. This idea would make the most sense, regarding who views memes the most. If you recall the memes and education article, the age group that views memes the most is us. Millennials and younger. And this is reflected further through the current memes about nostalgic experiences. Something peculiar about these nostalgia memes is that they all allude to childhoods

of around the same time. Growing up in the 2000s and playing Call Of Duty with friends after school, binging The Fairly Odd Parents marathons, owning excessive amounts of silly bands, and so much more. What these memes are saying is that children from around this time period have the most influence on memes as of right now. And if that is the case, that means memes are changing, as the community is changing. As the kids born into the 2000s are growing up, memes as a whole are conforming to what we think, is funny. If memes are getting more and more abstract as the audience matures, is it possible that the very same audience will simply grow out of it? Again, it is not far fetched. Memes that at one point expressed great enthusiasm for certain topics aren’t doing it as much anymore (“Spooktober” being one example). Children that have the most influence are going to Highschools and Colleges, and less interest in memes is reflected by the quality of how they’re presented. Through nostalgia expressed in memes, we know that a very specific audience is behind them, and we are a part of it. Memes could very well just be a product of our generation. If that is true, then memes will more than likely age and disappear with us.

Opinion

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it in many years. The gymnasium had been closed since September because of lead paint dust building up along the mats and coating the balls, ceiling, and walls. Nothing substantial had been done about the gym either. I know that I am luckier than all of the staff and most of the students because I’m a freshman and haven’t been exposed to these terrible conditions for long. I want to protest the lack of work done to my school and many other schools around the city. In my opinion, my health is more important than my education and I gladly took an absence for a better building environment for my school, classmates, and friends. - Kindred Brix / Class of 2023

February 19, 2020

The following letter was submitted to The Flash by World Language teacher Ben Moueddene. It was originally delivered as an open letter to the School District of Philadelphia’s Board of Education.

The Flash Editorial Board rated the School District of Philadelphia’s response to the demands made by FLC teachers in December 2019.

Letters to the Editors

Alumna Questions Building Timeline January 11, 2020 I graduated from the class of 2019 of Franklin Learning Center. When I heard the news that the building was going to be closed due to asbestos I was not surprised since it was always clear to me that the building had problems, yet I ignored them since the building is old right? I vividly remember the chipped paint on the walls and the alarming way some of the classrooms looked. For the past four years in this building, I paid little attention to the alarming hazards until I along with peers from the Flash wrote an editorial about the school building condition, Education First, Safety Second: The Cost of Going to School at FLC. While researching I remember feeling like a fool. How could I have justified horrible conditions just because the building is old? Did others feel this way too? Once that issue of the paper was printed I hoped that the editorial would stir up a conversation for change, for the building to get a breath of life. Yet there was nothing. It was as if it never happened. Flash forward to December 2019 and I hear the news that the school will be closed due to asbestos. Finally! Finally, the School District is being honest and transparent by addressing the issue instead of ignoring it. But why did it take so long? Why was the well-being of students and staff put on the backburner? It’s very sad that the very building that holds so many wonderful memories is the same one that can cause irreversible health damage in the future. The solution does not lie in giving students face masks, quick action should be taken. What else has to happen for there to be change? - Dariana Garcia / Class of 2019 Freshman Skips School to Stay Safe February 13 , 2020 Hello, I am Kindred Brix, a freshman at Franklin Learning Center (FLC), and on Friday, January 3rd, 2020 I did not go to school and took an absence because I wanted to preserve my health. On Tuesday December 17, 2019 inspectors found asbestos in the ventilation system, which they suggested had not been cleaned in

60 years, so school was dismissed and students received a letter telling us not to come back to school for the last three days of school before winter break. The School District of Philadelphia (SDP) said they would send inspectors to run tests and work on some areas of the building during winter break. On December 18th and 19th, the staff of FLC met at Strawberry Mansion and created a letter and a list of demands to do by the time FLC was opened. The SDP failed to meet most of these demands and yet still opened the school on January 2nd, while construction was still happening! When the workers were asked how long they still needed, they responded that most, if not all, of the work would be completed by Monday, January 6th, 2020 if they had January 2nd and 3rd with no school. The SDP sent us back to school anyway. A rally was held on January 2nd right before school started to protest kids coming back to potentially dangerous conditions in FLC. Directly after the rally a meeting was held with the parents and a couple of SDP inspectors while school was going on. The meeting answered little of the “Is the building safe?” questions and went on for almost an hour. Once the parent meeting had finished, Principal Nicole Lee had the juniors and seniors followed by freshman and sophomores come down to the auditorium to discuss the building conditions. Even less questions were answered in these meetings because the SDP inspectors had left after the parent meeting. I feel as if the SDP has not done enough to help make the lives of staff and students any safer. Some classrooms were a mess, with my 2/3 class in room 410 having no chairs whatsoever so the kids had to sit on the floor on Thursday. This was all because the building workers couldn’t fix the leak on the roof, meaning they couldn’t repaint the wall that they stripped of paint and could only put fans blowing the unpainted wall to prevent mildew buildup. In room 202, a pipe had been fixed without anyone telling the teacher what was wrong with it in the first place. Also another leak above another pipe had caused the ceiling paint to start flaking and no one had done anything about

Dear Schoolboard Members, My name is Ben Moueddene, a World Languages and Technology Teacher at the Franklin Learning Center (FLC). My previous academic and professional background in my former country, before teaching Foreign Languages, was in Physical Geography, Cartography (mapping) and other Multidisciplinary Areas related to Environmental Science, specializing in Geomorphology, more specifically in the Effects of Natural Physical (Weather essentially) and Anthropic (Man-made) Conditions in Land and Soil Conservation. Thus, I do understand the active phenomena and how the processes occur in Air, Water and Soil pollution. In the case of FLC, these phenomena are (have been) replicating the natural processes (under different and fluctuating conditions of Temperature and Humidity, sometimes extreme), essentially in Air Pollution circulating constantly (through the Ventilation/Heating System) in a Closed Space (The School Building), occasionally in streaming water through leaks. The School District of Philadelphia (SDP) and the Philadelphia Federation of Teachers (PFT) Experts in the matter who are handling the Asbestos issue and other airborne contaminants understand that they face a dynamic process and not a static phenomenon as they seem to represent to concerned teachers, parents and students. Dr. Arthur L. Frank, M.D., Ph.D. Professor of Environmental and Occupational Health at Drexel University also provided in the videos and published documents on the school district website, no more than general information already known to the public, and does not explain the specific situation of FLC or other schools where the contaminants have been cycling in the ventilation system in a closed air circulation in a closed building specially in the winter season. SDP experts affirmed that they identified a hazardous source which was asbestos at one location, abated it and tested it at one specific time, as if it were a static phenomenon. But we all know, and SDP and PFT Experts cannot dismiss the perspective that there is a dynamic behind these phenomena. Air contamination is a dynamic three (03) phase process: Erosion (Abrasion, Dissolution, Decay), Transportation (Air Flow, Water Streaming), and Accumulation (Build-Up, Deposit), then it starts again to become a cycle at any point along the way where there were accumulations. In the case of FLC, the cycle may have been occurring for decade of buildup as it was acknowledged by SDP Experts. Indeed, Mr. J. Creedon acknowledged in meetings with FLC staff, students and parents that he could not tell when the damaged asbestos has occurred. Therefore, because SDP experts could not determine exactly the time when the asbestos has been damaged and

theflashflc.org the air contamination started, it is more likely that there is still active asbestos in the buildups within the ventilation/heating system. Air contamination has been occurring over all these past years or even decades. Some of the hazardous material was blown out the ventilation system during all this time into the building, and some of it has accumulated within the ventilation system as well as part of all the accumulated dirt that is sitting actually in the heating/ ventilation system. In looking at the issue from this perspective, the affirmation that the building is safe and the health hazard no longer exists is incorrect, to say the least, because Scientific Principles of Physics applied to Environmental Science and the understanding of the process of air contamination (which SDP experts surely do understand) tell otherwise. Some may argue that these concerns are just “All Theory,” that these phenomena may not be happening, have not been happening, that this recycling of dangerous debris does not exist at all as we are told, and that the limited test results obtained are sufficient to prove the building is safe. Then, how could it be demonstrated that the content of this letter is just speculation? There is one way to do it for sure. It is to sample throughout the ventilation system and at the end of the air flow (All Vents in Classrooms and other locations in the building) and test the debris samples for asbestos and all other possible active contaminants (Formaldehyde, wool glass, lead, allergens, for instance) as to relieve all concerned individuals about their health and responsible professionals from their liability. Moreover, why installing filters (that are by the way inefficient as per the manufacturer own acknowledgment in a published brochure on its website) at the vents in the classrooms and others spaces in the school if there were no risk? There is an urgency here to test and clean (in this order), and this must be done diligently, not to wait until the summer as we were promised. Any other minute of wait is just another minute of exposure. Indeed, with such approach to the issue and such proceeding (at a minimal cost) we will definitely know that there is no more risk and there were no health hazards any time in the past because the buildups over all this past time will also inform us on the history of the issue, whether there were or not any contamination. This is the only rational and responsible response to the identification of asbestos (already admitted and still around even though at a “safe” level, which to be read otherwise, means there is an ongoing production of active particles) and to proceed for a definite remediation in case a problem exists. Should this approach reveal negative results, hence positive outcomes to all of us. Thousands thanks to you Decision Makers. For those of us who are Concerned Individuals, it is also a fortunate opportunity whether for the sake to take care of our health or to be relieved from a serious burden. We may still be or have been or may not be or may not have been subjected to deposits in our airways, lungs, digestive system, and blood stream. It is good to know the truth; it is our Right to Know about our fate as to take care of Ourselves. I am personally monitoring the air quality in my classroom with a Formaldehyde detector and the recordings I am getting everyday do not plead for a safe air quality. This is my twenty fifth year of teaching for the School District of Philadelphia and I feel at the end of my career as those characters in the Horace McCoy Novel “They Shoot the Horses, Don’t They?” should you have read the book or seen the 1969 Sidney Pollack movie adapted from it. Thank you for your consideration of this matter. All my best regards, Ben Moueddene

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The new girl’s bathroom policy is unrealistic

Deja Dawkins Video Editor

Recently, FLC officials began to re-enforce a bathroom policy that was put in place by the school district. This policy states that students cannot go to the bathroom during the first or last 10 minutes of a period. This policy was set to prevent mistreatment of the student bathrooms and is in effect for every class period, even during student lunches. While it is necessary for FLC to find a solution to the constant bathroom mistreatment, the new bathroom policy does not think about students that may have bladder problems. This also leads to teachers being reluctant to send students to the bathroom at all, and it doesn’t stop students from vandalizing the bathrooms. Ultimately, it is doing more harm than good. Even though they are the minority of the school population, there are still students who have bladder problems or other medical conditions and may not be able to hold themselves as well as the rest of the student body. Normally, people cannot control when they will have to use the restroom. For these students, it is impossible for them to control it. Medical Assistant teacher Erin Flynn-Klepczynski explains that while there are few cases like these, they still exist. “I think if a student had a medical diagnosis, I don’t think telling them that they had to wait would be appropriate. Because I wouldn’t want to speak for their doctor. So if their doctor said this, you know, the minute this person has to go to the bathroom, they have to be

allowed to go, then I think that should be honored.” However, FLC is not taking into consideration these special cases. Not only is it forcing kids to hold themselves, which could be potentially medically harmful, but it is also causing teachers to just not send the students to the restroom at all. Some teachers believe that keeping up with the bells is too difficult while teaching. So as a result, they do not allow their students to the bathroom. “Most teachers just said that they aren’t going to send kids to the bathroom because they

can’t keep up with the bells, which results in kids coming to class late.” Senior Alyssa Barkley explains about her experience with the bathroom policy. This is now forcing students to hold themselves even longer than the policy intended which could cause medical problems later in life. Finally, students will continue to misuse the bathrooms if that’s what they want to do. Two 10 minute moments during class is not enough to stop them. Character Miles, another student at FLC, said during an interview “I feel like regardless

of the rules if students want to damage the bathroom they are going to do just that.” She also makes the suggestion that monitoring the bathrooms may help prevent the mistreatment from occurring. Ignoring the health risks for a silly way to tackle school vandalism is simply inefficient. FLC needs to go back to when this policy never existed and think of a new way to deal with students in bathrooms at inappropriate times. That way, no one is at risk and the school will be a slightly cleaner and safer place.¨

Illustration by Samiah Smith

Tutoring should be a requirement Kindred Brix Contributer

should have students who do well on the subject...help to tutor them.” FLC’s current policy on a failing grade is for the teacher to try to help as much as they can, and that includes tutoring. Nicole Lee says, “We offer tutoring in most of the core content classes and most if not all teachers are willing to tutor students if they set up appointments with the teachers.”

end up doing it.” He believes his grades wouldn’t benefit from it so why bother. Even though some students don’t think they would benefit from tutoring, Ms. Peagler believes that every student Around 90-94% of students at FLC with a failing grade should have mangraduate on time. That number might seem datory tutoring no matter the cause. large, but out of 871 current students, that She says, “[Tutoring] should be remeans 801 will graduate on time, leaving quired...if the students are failing because 70 to either be held back a grade or drop they don’t understand the informaout. For each grade, 18 of your friends “The few hours of extra help is proving tion. If it’s because they are not atwill not be going to college with you. tending then...I think we need to to be a great way to improve learning Most of the staff want that number to go down and one option is to require outcomes and reduce overall frustration for have conversations with parents to tutoring. Requiring tutoring is not a students and schools around the country. By make sure the parents are aware of our policies, that the parents know new idea. More than 5 schools across maintaining extra support, more and more that their students aren’t attending the nation have this system for kids with failing grades. It also seems to work. schools are helping students regain their on a consistent basis or coming in According to DSST Public Schools, footing, while still keeping the classroom late. And I think that they should be required to go to tutoring, as well.” “The few hours of extra help is provrigorous.” Some people, like Xavier, dislike ing to be a great way to improve the current tutoring situation and -DSST Public Schools learning outcomes and reduce overall feel that it is not needed, saying “I frustration for students and schools don’t go to tutoring because at the around the country. By maintaining extra Since most teachers are willing to tutor end I always end up bringing my grades support, more and more schools are helpstudents if they set up appointments, it’s up back up and tutoring is kinda boring.” ing students regain their footing, while to the students to take a step in the right diEven though tutoring can be boring, it’s still keeping the classroom rigorous.” rection. That’s where the problem is found. needed for some students to graduate. ManBut would mandatory tutoring help Xavier Barton, a freshman at FLC, datory tutoring is very hard to get off the the students at FLC? Frances Peagler, doesn’t like tutoring. He says, “When ground and that is why we need everybody, a teacher at FLC, certainly thinks so. I get home, I just lay down and say I’ll teachers, students, and parents, to step up She claims, “I think we should have do [my homework] and then I never and give the students the help they need. more tutoring. I think that we also

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NLA senior Rosario Lemus sits excluded from the classroom discussion. Photo Illustration by Tiffany Rodriguez

Los estudiantes de NLA merecen el mismo trato

NLA students deserve equal treatment

Les étudiants de NLA se sentent exclus de FLC

El Consejo editorial de Flash FLC Traducido por Lizbeth Castillo

The FLASH FLC Editorial Board

La comité de rédaction du Flash FLC Traduit par Chakira Bendrihem

continua en la pagina 1

continued from page 1

suite de la page une

cuela para integrar más actividades que incluyan r a los estudiantes del NLA junto a la comunidad de FLC. Con 200 estudiantes representando 22 lenguajes y 31 países, el NLA es la especialización más grande en una escuela que ya está muy diversa. Lemus y otros en el programa han creado una mejor vida para estos estudiantes comparada a la que tenían antes de mudarse a los Estados Unidos. Antes de venir a los Estados Unidos, Lemus vivía en El Salvador por 16 años. Su familia se mudó aquí para vivir una vida y un futuro mejor. Para la adolescente, esta ciudad se convirtió en un refugio y ella empezó su educación en FLC en 2017. Durante sus primeros años en FLC, Lemus inmediatamente notó la manera en que los otros estudiantes hacian burla por su inferioridad en el lenguaje de Ingles. Esto la afectó gravemente. “No quise que las otras personas se dieran cuenta de donde soy.” dijo Lemus. “Si no hablo Ingles, personas van a saber que no soy de aqui.” Cuando Lemus empezó en FLC, ella se sintió orgullosa de atender una escuela con mucha diversidad. La oportunidad de estar con los estudiantes que no están en el NLA, quien los estudiantes del NLA los refieren como los “chicos Americanos” sonó bien. “Quiero que mis padres se sientan orgullosos de mí,” dijo Lemus. “Cuando llegué aquí no sabía hablar Inglés pero quiero que ellos piensen que estoy intentando para tener un futuro mejor.” LaemocióndeempezardenuevoyaprenderIngléssemurió cuando Lemus comenzó a sentirse despreciada en la escuela. De los 22 lenguajes hablados por los estudiantes del NLA, Español, Francés, y Haitiano Creole son los más común. Aunque todos los estudiantes aprenden Inglés con los maestros de ESOL, para muchos es difícil comunicarse con los otros estudiantes en la escuela. Esta barrera de comunicación es la razón en que los estudiantes de NLA se sienten aislados. Estas dudas no son nuevas para los estudiantes del

With 200 students representing 22 languages and 31 countries, the NLA is by far the most international major in an already diverse school. Lemus, along with others in the program, have been building their lives back up from where it was before moving here. Before coming to the United States, Lemus lived in El Salvador for 16 years. Her family moved here for a better life and future. For the young teen, this city became her refuge and she began attending FLC in 2017. Lemus quickly noticed that during her first years at FLC, students would mock her because of her developing English skills. This took a serious toll on her. “I didn’t want other people to notice where I am from,” Lemus said. “If I don’t speak English, people will know that I am not from here.” When Lemus started at FLC, she felt good about being in a school that was so diverse. The opportunity to be with the non-NLA students whom the NLA refer to as the “American kids” was appealing at first. “I want my parents to feel proud of me,” Lemus said. “When I came here I didn’t speak English but I want them to think that I’m trying hard for a better future.” The thrill to start anew and learn English died down as Lemus began to feel unwelcome in the school. Of the 22 languages spoken by NLA students, Spanish, French, and Haitian Creole are the most common. While all NLA students learn English from ESOL teachers, not all are able to communicate easily with other students in the school. This barrier in communication is one of several reasons NLA students feel isolated and targeted. These doubts are nothing new when it comes to the NLA students at FLC. Some students in the program feel as though they are a piece of a puzzle not meant for them. This raises the concern that Franklin Learning Center is not doing enough to make NLA students feel comfortable and secure in the school environment.

Avec 200 étudiants représentant 22 langues 31 pays, NLA est de loin la spécialité la plus internationale dans une école déjà diversifiée. Lemus, ainsi que d’autres membres du programme, ont reconstruit leur vie du pays où ils étaient avant de déménager ici. Avant de venir aux États-Unis, Lemus a vécu au Salvador pendant 16 ans. Sa famille a déménagé ici pour une vie et un avenir meilleurs. Pour la jeune adolescente, cette ville est devenue son refuge et elle a commencé à fréquenter FLC en 2017. Lemus a rapidement remarqué que pendant ses premières années à FLC, les étudiants se moquaient d’elle en raison de son manque de compétences en anglais. Cela lui a fait un lourd tribut. “Je ne voulais pas que d’autres personnes remarquent d’où je viens”, a déclaré Lemus. “Si je ne parle pas Anglais, les gens sauront que je ne suis pas d’ici.” Quand Lemus a commencé à FLC, elle se sentait bien d’être dans une école si diversifiée. L’occasion d’être avec les étudiants non-NLA que la NLA appelle les «enfants américains» était séduisante au début. “Je veux que mes parents soient fiers de moi,” a déclaré Lemus. “Quand je suis venue ici, je ne parlais pas anglais, mais je veux qu’ils sachent que je fais de mon mieux pour un avenir meilleur.” Des 22 langues parlées par les étudiants de NLA, l’espagnol, le français et le créole haïtien sont les plus courants. Alors que tous les élèves de l’ALN apprennent l’anglais auprès des professeurs d’ESOL, tous ne sont pas capables de communiquer facilement avec les autres élèves de l’école. Cet obstacle à la communication est l’une des raisons pour lesquelles les étudiants de NLA se sentent isolés et pris pour cible . Ces doutes n’ont rien de nouveau en ce qui concerne les étudiants de NLA à FLC. Certains étudiants du programme ont l’impression d’être une pièce d’un puzzle qui ne leur est pas destiné. Cela fait craindre que le Franklin Learning et

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E D I T O R I A L NLA en FLC. Algunos estudiantes sienten que son parte de un juego de piezas al cual no pertenecen. Esto plantea preocupación en que FLC no esta haciendo lo suficiente para que los estudiantes se sientan cómodos y seguros en el ambiente de la escuela. El “Flash FLC” se dirigieron a algunos estudiantes para comentarios. La mayoría estaban preocupados y no quisieron revelar sus nombres en la noticia. Hablando con los maestros, encontramos que las preocupaciones de los estudiantes están reportadas con los maestros, pero es difícil encontrar una solución. La maestra de Inglés que es parte de la enseñanza de ESOL Teresa Higgins dice, “Algunos [estudiantes de NLA] están conscientes del hecho que no pueden hablar Inglés y del miedo de las burlas y mal entendimiento.” El objetivo del NLA es para “mejorar habilidades de literatura, académica, social y comunitaria” y ofrecer un “servicio de apoyo adecuado incluyendo asociación de la comunidad, asesoramiento bilingüe y apoyo en consejos,” de acuerdo a su sitio web oficial. Mientras el distrito de las escuelas de Filadelfia, reclaman que esto es el objetivo del programa, las maestras de NLA estan de acuerdo que el programa le falta traductores. El hecho que casi no hay traductores en FLC hace la vida de los estudiantes y maestros de NLA casi imposible. William Mirsky, un maestro de ESOL de FLC, está de acuerdo que la información en la escuela debería ser traducida en más lenguajes que no sea español. “Lo se que muchas veces hay cosas que traducimos en español,” el explica, “pero, no hay mas traducimientos en otros lenguajes.” Problemas con la barrera de lenguaje aparece mas durante los anuncios de las mañanas que hace la escuela. Estos anuncios informan a los estudiantes sobre tutoría, deportes, eventos de la escuela, y otros mensajes. Esta información está distribuida solamente en Inglés. Los estudiantes de NLA casi nunca pueden entender los anuncios y por eso pierden oportunidades de la escuela y extracurriculares que puedan ayudar el problema de soledad que ellos tienen. “Algunas veces hay anuncios en Español,” dice Mirsky, “pero nunca se dan en Frances, o Arabe, o Chino.”

The Flash FLC approached several students for comment. Many were concerned and ultimately unwilling to share their names in the news. Upon speaking with teachers, we found the students’ concerns are commonly reported to teachers, but solutions are hard to find. ESOL and English 2 teacher Teresa Higgins says, “Some of [the NLA students] are conscious of the fact they don’t speak English in their approaches for fear that they might be laughed at or misunderstood.” The NLA aims to “enhance literacy, academic, social and communication skills” and provide “adequate support services including community partnerships, Bilingual Counseling Assistants (BCAs), and counseling support,” according to their official website. While the School District of Philadelphia claims that this is the program focus, NLA teachers agree that the program lacks translators. The fact that there are very few translators at FLC makes the lives of NLA students and teachers more difficult. William Mirsky, an ESOL teacher at FLC, agrees that more information in the school should be translated into more languages than just Spanish. “I know that often times there are things that we translate to Spanish,” he explains, “but there [are] no other language translations.” Issues with these language barriers often appear during the daily announcements that the school makes. These announcements inform students to look out for tutoring, sports tryouts, school events, and other messages. This information is distributed solely in English. NLA students often can’t understand it and miss out on school updates and the extracurriculars that may help them feel more included in the FLC community. “Sometimes there’s announcements in Spanish,” Mirsky recalls, “but it’s never in French, or Arabic, or Chinese.” While it’s definitely a challenge to find translators for all 21 languages in the NLA, the school can bring back making announcements in Spanish and French as a start. This way, the NLA students won’t feel as excluded as they do now. Maynor Lemus Del Cid, an NLA sophomore at FLC, believes that there should be “someone to represent the

Design by Deja Dawkins

Center ne fasse pas assez pour que les élèves de NLA se sentent à l’aise et en sécurité dans l’environnement scolaire. Le Flash FLC a approché plusieurs étudiants pour qu’ils donnent leur avis.. Beaucoup étaient inquiets de partager leurs noms dans les journaux. En discutant avec les enseignants, nous avons constaté que les préoccupations des élèves sont communiquées aux enseignants, mais les solutions sont difficiles à trouver. Teresa Higgins, enseignante à l’ESOL et à l’anglais 2, a déclaré: “Certains [des élèves de NLA] sont embarrassés du fait qu’ils ne parlent pas anglais en raison de la peur que l’on se moque d’eux ou d’être mal compris.” Selon leur site Web officiel, le NLA vise à “améliorer les compétences en expression écrite/ alphabétisation, académiques, sociales et de communication” et à prévoir “des services de soutien adéquats, y compris des partenariats communautaires, des assistants de conseil bilingues (BCA) et un soutien de conseil”. Alors que le secteur scolaire de Philadelphie réclame que c’est sur cela que le programme se concentre, les enseignants de NLA conviennent que le programme manque de traducteurs. Le fait qu’il y ait très peu de traducteurs à FLC rend la vie des étudiants et des enseignants de NLA plus difficile. William Mirsky, un enseignant ESOL à FLC, convient que plus d’informations dans l’école devraient être traduites dans plus de langues que simplement l’espagnol. “Je sais que souvent, il y a des choses que nous traduisons en espagnol”, explique-t-il, “mais il n’y a pas de traductions dans d’autres langues.” Des problèmes avec ces barrières linguistiques apparaissent souvent lors des annonces quotidiennes de l’école. Ces annonces informent les étudiants à la recherche de tutorat, d’essais sportifs, d’événements scolaires et d’autres messages. Ces informations sont diffusées uniquement en anglais. Les élèves de NLA ne peuvent souvent pas les comprendre et manquent les nouvelles de l’école et des programmes parascolaires qui peuvent les aider à se sentir plus inclus dans la communauté FLC. “Parfois, il y a des annonces en espagnol”, se rappelle Mirsky, “mais ce n’est jamais en français, ni en arabe, ni en chinois.” Bien que ce soit vraiment un défi de trouver

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Aunque es un desafío encontrar traductores para los 21 idiomas en el NLA, la escuela puede volver a hacer anuncios en español y francés como lo hacían antes. De esta manera, los estudiantes de NLA no se sentirán tan excluidos como ahora. Maynor Lemus Del Cid, estudiante de segundo año de NLA en FLC, cree que debería haber “alguien para representar a los estudiantes de NLA” cuando se hacen estos anuncios. Con un representante de NLA ayudando a hacer anuncios, FLC podría involucrar a más estudiantes en todas las actividades estudiantiles. Higgins agrega a esto, diciendo: “[Los estudiantes de NLA] se sienten excluidos de las actividades escolares ... a veces simplemente sienten [como si] estuvieran separados en la escuela en general”. El Distrito Escolar afirma ayudar a los estudiantes de NLA con habilidades sociales y de comunicación, pero eso se vuelve difícil cuando algunos estudiantes tienen miedo de hablar. No tienen traductores en los que se puedan apoyar, lo que sofoca la defensa potencial de los estudiantes. Los maestros del NLA también han expresado que con los cambios en el plan de estudios, cada vez es más difícil enseñarle a la NLA sobre la cultura estadounidense mientras se mantiene la suya. Donna Sharer, la especialista en desarrollo curricular para el NLA en el distrito escolar, afirma: “Es necesario que haya mucha más colaboración con los maestros, es necesario que haya cambios en la forma en que se hacen las listas, especialmente con los nuevos estudiantes y lo que está disponible con ellos. “ Además de los cambios necesarios para el plan de estudios, la preparación de los maestros para el NLA ha sido una pieza crucial del rompecabezas que falta. No todos los maestros del NLA pueden comunicarse con sus alumnos a fondo debido a las barreras del idioma, y dados ​​ los recursos limitados para la traducción, esto se convierte en un problema cuando se les enseña a los alumnos en clase. Encuestas de los estudiantes de NLA, The Flash se encontró con un problema similar. Los estudiantes de NLA hablan 21 idiomas. Para alentar la participación, enviamos una encuesta anónima a todos los estudiantes de NLA con opciones disponibles en inglés, francés, español y árabe. Recibimos respuestas de 100 estudiantes, que es el 50% de la población del programa. En la encuesta, el 55% de los estudiantes in-

NLA students” when these announcements are made. With an NLA representative helping to make announcements, FLC could get more of its students involved in all student activities. Higgins adds onto this, saying, “[The NLA students] feel left out of school activities...sometimes they just feel [as though] they’re separated in the school in general.” The School District claims to aid NLA students with social and communication skills, but that becomes difficult when some students are scared to talk. They have no translators to lean on, which stifles potential student advocacy. NLA teachers have also expressed that with the changes to the curriculum, it’s increasingly becoming harder to teach the NLA about American culture while still maintaining their own. Donna Sharer, the curriculum development specialist for the NLA at the school district, states, “There needs to be a lot more collaboration with teachers, there needs to be changes in how rosters are done, especially with new students and what’s available with them.” Other than the changes necessary for the curriculum, teacher preparation for the NLA has been a crucial piece to the puzzle that is missing. Not all the teachers for the NLA can communicate with their students thoroughly due to language barriers, and given the limited resources for translation, this becomes an issue when the students are being taught in class. While surveying the NLA students, The Flash came across a similar issue. There are 21 languages spoken by the NLA students. To encourage participation, we sent out an anonymous survey to all NLA students with options available in English, French, Spanish, and Arabic. We received responses from 100 students, which is 50 percent of the program population. In the survey, 55 percent of students indicated that they had been discriminated against by at least one group in the school. 30 percent reported discrimination occurring in the cafeteria. There is an underlying disregard for their well-being that is being highlighted at lunch time. NLA students are all grouped together into fourth lunch. On regular days, this lunch period begins at 9:14 AM and on PD schedule (Wednesdays), at 9 AM. On half-days this lunch starts as early as 8:45 AM. One student, responding in French, said, “Our

des traducteurs pour les 21 langues de NLA, l’école peut faire les annonces en espagnol et en français pour commencer. De cette façon, les élèves de NLA ne se sentiront pas aussi exclus qu’aujourd’hui. Maynor Lemus Del Cid, un étudiant en deuxième année de NLA à FLC, estime qu’il devrait y avoir “quelqu’un pour représenter les étudiants de NLA” lorsque ces annonces seront faites. Avec un représentant de NLA aidant à faire des annonces, FLC pourrait impliquer davantage d’élèves dans toutes les activités étudiantes. Higgins ajoute,: “[Les élèves de l’ALN] se sentent exclus des activités scolaires ... parfois, ils ont juste l’impression [] d’être à part dans l’école en général.” Le secteur scolaire réclame d’aider les élèves de NLA avec des compétences sociales et de communication, mais cela devient difficile lorsque certains élèves ont peur de parler. Ils n’ont pas de traducteurs sur lesquels s’appuyer, ce qui étouffe le plaidoyer potentiel des étudiants. Les enseignants de NLA ont également exprimé qu’avec les changements apportés au programme, ça devient de plus en plus difficile d’enseigner à NLA la culture américaine tout en maintenant la sienne. Donna Sharer, spécialiste de l’élaboration des programmes d’études pour NLA dans le secteur scolaire, déclare: “Il y a beaucoup plus de collaboration avec les enseignants, il faut modifier les emplois du temps, en particulier avec les nouveaux élèves et ce qui est disponible avec eux.” Outre les changements nécessaires au curriculum, la préparation des enseignants à NLA est une pièce cruciale du puzzle qui manque. Tous les enseignants de NLA ne peuvent pas communiquer complètement avec leurs élèves en raison des barrières linguistiques et étant donné les ressources limitées pour la traduction, cela devient un problème lorsque les élèves sont enseignés en classe. Lors d’une enquête auprès des étudiants de NLA, The Flash est tombé sur un problème similaire. Les étudiants de NLA parlent 21 langues. Pour encourager la participation, nous avons envoyé un sondage anonyme à tous les étudiants de NLA avec des options disponibles en anglais, français, espagnol et arabe. Nous avons reçu des réponses de 100 étudiants, ce qui représente 50% de la population du programme. Dans l’enquête, 55 pour cent des élèves ont indiqué avoir été victimes de discrimination par

Design by Ace Ludwig

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dicaron que habían sido discriminados por al menos un grupo en la escuela. El 30 por ciento informó que hubo discriminación en la cafetería. Hay un desprecio subyacente por su bien-estar que se destaca a la hora del almuerzo. Los estudiantes de NLA se agrupan en el cuarto almuerzo. En días regulares, este período de almuerzo comienza a las 9:14 a.m. y en horario PD (miércoles), a las 9 a.m. En medio día, este almuerzo comienza a las 8:45 a.m. Un estudiante, respondiendo en francés, dijo: “Nuestro almuerzo es muy temprano, es más un desayuno que un almuerzo. Saben que no podemos hablar inglés, por eso nos dan el primer almuerzo. Además, los empleados de la cafetería son muy desagradables.” López Sugiere: “Todos los adultos en el edificio deben estar expuestos a una capacitación culturalmente sensible. Personal del clima, trabajadores de la cafetería, consejeros, maestros, enfermeras, administración, [y] conductores de autobuses.” The Flash informó el año pasado, en un editorial del personal, que los estudiantes de todas las especialidades de FLC estaban evitando ir a la cafetería. Los esfuerzos realizados para abordar las condiciones de la cafetería no han resuelto el problema, al menos no para algunos de los estudiantes en el NLA. En la encuesta, otro estudiante compartió su experiencia con el almuerzo temprano. El estudiante escribió de forma anónima: “El cuarto almuerzo me hizo perder peso y mi familia estaba enojada porque no voy a almorzar este año.” En medio de todo esto, a habido esperanza. Justo antes de que comenzara el año escolar 2019-2020, a FLC se le permitió agregar otro período de almuerzo. El cuarto almuerzo ya no será un problema que el NLA debe experiensar en el próximo año escolar. El presidente de la lista, James Arleth, recuerda: “En agosto [este año], por fin obtuvimos la aprobación para un quinto período de almuerzo para lidiar con el hacinamiento de tener solo 4 períodos. Como era muy tarde en el año, tuvimos que mover un grupo grande de estudiantes mientras las clases se alineaban también, y la forma más fácil de hacerlo a tiempo era con el NLA. Esto fue solo para acomodar este año y tenemos toda la intención de equilibrar esto el próximo año escolar.” Adicionalmente del almuerzo, los estudiantes del NLA también están preocupados por la clima de la escuela. Según la encuesta, el 22% de los encuestados recordó haber cambiado su propia apariencia o comportamiento como resultado de la discriminación en FLC y el 17% dijo que habían sido discriminados por los estudiantes no pertenecientes del NLA de FLC. El resultado de este prejuicio es un cambio de comportamiento al que recurre el NLA cada vez que se encuentra cerca del país que no pertenece al NLA. “Con algunos de nuestros [estudiantes de NLA], tienden a no hablar. Es el niño muy raro que se siente lo suficientemente cómodo para hablar y no preocuparse por cómo la gente lo vea,” afirma Higgins. “Necesitamos una oportunidad para eliminarla muy pronto para poder interactuar entre nosotros sin prejuicios”. A medida que los estudiantes de secundaria ingresan a la escuela secundaria, los maestros y los consejeros suelen plantar la frase “cursos rigurosos” en sus cabezas. El rigor académico es simplemente un aspecto de la educación que los estudiantes encontrarán en su viaje escolar y es un concepto que se prolonga en la universidad. Pero para los estudiantes de NLA en FLC, la oportunidad de explorar estos desafíos intelectuales en un salón de clases es limitada. La flexibilidad en la elección de clases no se aplica a los estudiantes de NLA. “Creo que podrían cambiar las clases,” dijo el estudiante senior de NLA Ariel Lopez-Nuñez. “Podrían poner parte del NLA para aprender a hablar inglés y otra parte donde solo hay estudiantes que hablan inglés.” Todos en FLC deben tener en cuenta que los estudiantes de NLA son estudiantes de FLC antes de ser NLA. La escuela debería tener un mejor desempeño y brindarles una experiencia en la escuela secundaria más cercana a su experiencia ideal en la escuela secundaria, tal como lo hacen para los estudiantes que no son de NLA. López concluye: “Los estudiantes de NLA hablan otro idioma y tienen grandes niveles de experiencias diferentes y desafiantes, pero siguen siendo estudiantes. Son adolescentes como estudiantes nativos. Enfrentan temores, emociones, problemas de identidad, problemas de relación, problemas familiares, estrés sobre el futuro, como cualquier otro estudiante.”

lunch is very early, it’s more of a breakfast than a lunch. They know that we cannot speak English that’s why they give us the first lunch. In addition, the employees of the cafeteria are very unpleasant.” Lopez suggests, “Every adult in the building should be exposed to culturally sensitive training. Climate staff, cafeteria workers, janitors, teachers, nurses, administration, [and] bus drivers.” The Flash reported last year, in a staff editorial, that students from all majors at FLC were avoiding going to the cafeteria. Efforts made to address cafeteria conditions have not solved the problem, at least not for some of the students in the NLA. In the survey, another student shared their experience with this early lunch period. The student wrote anonymously, “Fourth lunch made me lose weight and my family was angry I don’t eat any lunch this year.”

au moins un groupe de l’école. 30 pour cent ont signalé une discrimination dans la cafétéria. Il y a un mépris sous-jacent pour leur bien-être qui est mis en évidence à l’heure du déjeuner. Les élèves de NLA sont tous regroupés dans le quatrième déjeuner. Les jours réguliers, ce temps de déjeuner commence à 9 h 14 et selon l’horaire de PD (mercredi), à 9 h. Les demi-journées, ce déjeuner commence dès 8h45. Un étudiant, répondant en français, a déclaré: “Notre déjeuner est très tôt, il s’agit plus d’un petit-déjeuner que d’un déjeuner. Ils savent que nous ne pouvons pas parler anglais, c’est pourquoi ils nous donnent le premier déjeuner. De plus, les employés de la cafétéria sont très désagréables. “ Lopez suggère: “Chaque adulte dans le bâtiment devrait être exposé à une formation culturellement sensible. L’équipe chargée d’ambiance, travailleurs de la cafétéria, concierges, enseignants, infirmières, administration [et] chauffeurs d’autobus.“ Le Flash a rapporté l’année dernière, dans un éditorial du personnel, que les étudiants de toutes les spécialités du FLC évitaient d’aller à la cafétéria. Les efforts déployés pour remédier aux conditions de la cafétéria n’ont pas résolu le problème, du moins pas pour certains élèves de NLA. Dans le sondage, un autre étudiant a partagé son expérience avec cette période de déjeuner précoce. L’élève a écrit de manière anonyme: “Le quatrième déjeuner m’a fait perdre du poids et ma famille était en colère en raison de ne pas manger de déjeuner cette année.” Au milieu de tout cela, il y avait de l’espoir. Juste avant le début de l’année scolaire 20192020, FLC a été autorisé à ajouter une autre période de déjeuner. Le quatrième déjeuner ne sera plus un problème que NLA devra traiter au cours de la prochaine année scolaire. Le président de l’emploi du temps James Arleth se rappelle, “En août [cette année], nous avons finalement obtenu l’approbation d’une 5e période de déjeuner pour faire face à la surpopulation de seulement 4 périodes. Puisqu’il était si tard dans l’année, nous avons dû déplacer un grand groupe d’étudiants tout en alignant leurs classes, et la manière la plus simple de le faire à temps était avec NLA. C’était uniquement pour accueillir cette année et nous avons bien l’intention d’équilibrer cette année scolaire prochaine. “ À part le é déjeuner, l’ambiance dans l’école est une préoccupation pour les élèves de NLA. Selon l’enquête, 22% des gens qui ont répondu se sont rappeler avoir changé leur apparence ou leur comportement en raison de la discrimination au FLC et 17% ont déclaré avoir été victimes de discrimination de la part des étudiants non-NLA du FLC. Le résultat de ce préjugé est un changement de comportement auquel NLA a recours chaque fois qu’ils sont autour du non-NLA “Avec certains de nos [élèves de NLA], ils ont tendance à ne pas parler. C’est très rare l’enfant qui est suffisamment à l’aise pour s’exprimer et ne pas s’inquiéter de la façon dont les gens vont le regarder “, déclare Higgins. “Nous avons besoin d’une opportunité de retirer cela très bientôt pour pouvoir interagir les uns avec les autres sans jugement.” Lorsque les collégiens entrent au lycée, les enseignants et les conseillers mettent souvent en tête l’expression «cours rigoureux». La rigueur académique est simplement un aspect de l’éducation que les étudiants rencontreront dans leur cheminement scolaire et c’est un concept qui se prolonge au collège. Mais pour les étudiants de NLA à FLC, la chance d’explorer ces défis intellectuels en classe est limitée. La flexibilité dans le choix des cours ne s’applique pas aux étudiants de NLA. “Je crois qu’ils pourraient changer les cours”, a déclaré Ariel Lopez-Nuñez, un étudiant senior de NLA. “Ils pourraient mettre une partie de NLA pour apprendre à parler anglais et une autre partie où il n’y a que des étudiants qui parlent anglais” Tout le monde à FLC doit garder à l’esprit que les étudiants NLA sont des étudiants FLC avant d’être NLA. L’école devrait faire mieux et leur offrir une expérience de lycée la plus proche de leur expérience de lycée idéale, tout comme ils le font pour les étudiants non-NLA. Lopez conclut: “Les étudiants de NLA parlent une autre langue et ont de vastes niveaux d’expériences différentes et stimulantes, mais ils sont toujours des étudiants. Ce sont des adolescents comme des étudiants natifs. Ils sont confrontés à des peurs, des excitations, des problèmes d’identité, des problèmes relationnels, des problèmes familiaux, un stress pour l’avenir, comme tout autre élève.”

“There needs to be a lot more collaboration with teachers, there needs to be changes in how rosters are done, especially with new students and what’s available with them.” -Donna Sharer, curriculum development specialist for the NLA Amidst all this, there has been hope. Right before the 2019-2020 school year began, FLC was permitted to add in another lunch period. Fourth lunch will no longer be an issue that the NLA must deal with in the next school year. Roster chair James Arleth recalls, “In August [this year], we finally got approval for a 5th lunch period to deal with the overcrowdedness of only having 4 periods. Since it was so late in the year, we had to move a large group of students’ roster around while having their classes line up as well, and the easiest way to do this in time was with the NLA. This was only to accommodate for this year and we have every intention to balance this out next school year.” Next to lunch, the school climate is a concern for NLA students. According to the survey, 22% of responders recalled about having changed their own appearance or behavior as a result of discrimination at FLC and 17% said that they have been discriminated against by FLC’s non-NLA students. Resulting from this prejudice is a change in behavior that the NLA resort to whenever they’re around the non-NLA “With some of our [NLA students], they tend not to speak. It’s the very rare child who is comfortable enough to actually speak out and not worry about how the people are going to watch him or her,” states Higgins. “We need an opportunity to take away that very soon to be able to interact with each other on a non-judgmental basis.” As middle school students enter high school, teachers and counselors often plant the phrase “rigorous courses” into their heads. Academic rigor is simply an aspect of education that students will come across in their scholastic journey and it’s a concept that prolongs into college. But for the NLA students at FLC, the chance to explore these intellectual challenges in a classroom setting is limited. Flexibility in choosing classes does not apply to the students of NLA. “I believe that they could change the classes,” said senior NLA student Ariel Lopez-Nuñez. “They could put part of the NLA to learn how to speak English and another part where there are only students that speak English” Everyone at FLC should keep in mind that the NLA students are FLC students before they are NLA. The school should do better and give them a high school experience closest to their ideal high school experience, just as they do for non-NLA students. Lopez concludes, “NLA students speak another language and have vast levels of different and challenging experiences, but they are still students. They are teenagers like native speaking students. They face similar fears, excitements, identity issues, relationship problems, family issues, stress over the future, then any other student.”

Entertainment

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Art Student wins auto show Contest

Justine Chan Staff member

On January 13, 2020, representatives from the Philadelphia Auto Show and a camera crew from 6abc surprised FLC senior Anaije Williams with news that she was the winner of their 2020 student poster contest. As the winner, Williams will see her

poster printed and used to advertise the February auto show, held annually at the Pennsylvania Convention Center. “I was happy and excited that I got the recognition,” Williams said. “I had all the confidence in myself that I was going to win but like, I didn’t want to be too cocky so, it was like between a possibility that I couldn’t win and maybe I could ….” Williams’ skills have been honed in her Graphic Design class at Frank-

lin Learning Center. There, under the instruction of Andres Gonzalez, she created the winning poster. “Once I saw the design she made,” Gonzalez said, “I figured that she won but her seeing and being notified that she won … I was more anxious to see the look on her face.” As she was getting her photo taken by 6abc, she was congratulated by representatives from the Philadelphia Auto Show. As part of her prize, Williams received a

Williams’ poster will be used to advertise the February Auto Show. She received a new laptop and her entire class received two tickets to the 2020 Auto Show as part of her prize · Staff photographer Justine Chan

new MacBook Pro and enough tickets to take her family and entire class to the auto show. Gonzalez plans to attend as well. “I’m hoping to go to the Auto Show and see her poster. Like in a much bigger size than we’ve printed it here.” He also hopes “to see other people from different parts of the world, you know, walking into the auto show from different parts of the country--actually walking into the art show and seeing her piece.”

The Philadelphia Auto Show brought a camera crew from 6abc to surprise FLC senior Anaije Williams in class with news that she has won their 2020 student poster contest · Staff photographer Justine Chan

Behind the scenes of Spring musical rehearsal

Musical theatre students practice for the up and coming performance of the Spring musical at FLC, “The Wiz!” Stage Managers have the pleasure of working behind the scenes and help make the musical theatre department what it is. Music teachers Mrs. Frank, Mr. Sharp and the rest of the cast including the stage managers for the musical are working really hard to give it their best for “The Wiz!” Opening night is May 1, the show runs through May 3. · Stage manager and Staff Photographer Justine Chan

Entertainment

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FLC performers play in advanced All City ensembles

Kyle THiede A&E Editor Justine Chan Staff photographer

As the year opens up, Franklin Learning Center’s musicians begin to go back to tradition as many of the talented band and orchestra members join The Philadelphia Orchestra’s All-City Program. Among these talented students are Marcus Torres on Bass Clarinet, Jacqueline Lara on second Clarinet, Gevon Goddard on cello, and Yazmin Lopez for choir, along with Lenda Yan. These students carry a strong passion for music all throughout their life. Jacqueline Lara and Marcus Torres both started playing Clarinet in their elementary school days. Meanwhile, Gevon Goddard has been playing since the seventh grade. Regardless of their points in time, these students have discovered their passion for the performing arts, and they have all poured their blood sweat and tears into it. Lenda Yan adds, “it’s a challenge I’m

not used to, but I like the challenge.” Of course, not everyone is a veteran at this compared to the band and orchestra members. Yazmin Lopez is the only freshmen performing in the whole city. With all of this pressure, one would assume a freshman would fall back to the lack of experience. Lopez describes it as “Refreshing,” and that everything left her “speechless.” Each of these students has been working double time in order to successfully manage being a student at FLC as well as performing for such a prestigious program. To quote Jacqueline Lara, “In my first year, I struggled a bit since I would miss out once a week in class, often missing tests and labs. After the first 2 rehearsals, I was able to get ahead, asking teachers for any work I would miss and turning in assignments the day before a rehearsal. Now, I will make sure to do any tests before school starts.” These students have taken this responsibility head-on. Gevon Goddard says, “I balance school and All-City by finding spare time during the day so I can do my homework.” Then of course there’s the experience itself. Our students find the ability to show

Gevon Goddard poses for a picture, February 05, 2020 · A&E Editor Kyle Thiede

off their talents in front of the most distinguished music organization in the city. Jacqueline Lara describes the experience as “excellent” and Marcus credits it as a reason why he considers himself so talented. Lenda Yan mentions some great moments she had were “learning new warmup techniques and being able to sing in another language,” and Yazmin Lopez describes

performing on the stage as “Jaw-dropping.” Franklin Learning Center’s teachers have been very supportive of their students who have been granted this chance. Mrs. Frank says, “It’s an honor to have auditioned and to be apart of such a prestigious ensemble.” and Colin Sharp adds simply “There’s nothing else like playing on the stage of the Kimmel Center.”

FLC Instrumental music teacher Mr. Sharp, Jacqueline Lara, Gevon Goddard, and Marcus Torres joined each other to take a group picture · A&E Editor Kyle Thiede

FLC ‘20 Jacqueline Lara and Marcus Torres, both rehearse together for All City · A&E Editor Kyle Thiede

FLC rappers address mental health Kyle THiede A&E Editor What do Eminem, The Notorious B.I.G., XXXTENTACION, And FLC seniors Hilario Rodriguez and Isaiah Charity all have in common? If you thought “they’re rappers,” you’d be close. However each and everyone one of these people have used music to deal with internal problems such as sadness or depression. According to Statista, rap music is the highest listened to music genre making up 21.7 percent of all music consumption

in 2018. To some people, rap music gives off the impression of only being affiliated with drugs, gangs, and crime. However this couldn’t be further from the truth. Many rap artists have used the art form of a way of expressing emotions. Examples of this includes XXXTENTACION’s songs which discuss themes of loss, depression, and suicide. Other examples include Eminem’s more specific examples, when he discusses more personal issues, such as his personal battle with drugs and his struggle with his abusive mother. However, mainstream rap artists aren’t the only people that are using rap music

FLC senior Isaiah Charity holds a presence on Soundcloud as rapper LoneWolfOmega. Photo Courtesy of Isaiah Charity

as a method of expressing emotions. Many independent rappers use this art form the same way. Two perfect examples are Franklin Learning Center’s very own Isaiah Charity and Hilario Rodriguez. Isaiah Charity, or “LoneWolfOmega” on SoundCloud, expresses feelings of “regret, loss, and boldness” in his music. FLC Senior Hilario Rodriguez’s song “Platinum,” allowed him to express feelings of “heartbreak” and “sadness” in a way that helped him. This also goes beyond making music. People listening to music are also able to find ways to use the art form as a method of dealing with internal problems. FLC Se-

nior Jordan Moore said that he often listens to rap that allows him to relate to certain topics, which relieves certain emotions. Megan Condit, one of Franklin Learning Center’s student counselors, said that “any form of art can be used as a way to express emotions, and rap music is no different.” People of all ages are able to use music to vent their problems. As we as a society begin to accept rap and hip-hop as what it is as an art form, we need to be more open to the benefits rap music has for people both creating music, and taking it in.

FLC senior Hilario Rodriguez holds a presence on Soundcloud as rapper iiLyrick · Photo Courtesy of Hilario Rodriguez

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A year in photos: 2019 from The Flash FLC

Staff photographer Tiffany Rodriguez

Staff Photographer Alisha Lou

Staff photographer Justine Chan

Staff Photographer Ace Ludwig

Editor-in-Chief Hannah Woodruff

Staff Photographer Tiffany Rodriguez

Contributing Photographer Jaydalyn Osler

Sports

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Who is the man behind the FLC’s athletic department? Marlen Rojas Contributer

you know, made sure of. Sports are great because they instill like a lot of intangibles that you need in life: work ethic, being dedicated to something, learning Brian Kelly is currently in his ninth year how to work with others, commitment.” Kelly enjoys when graduat Franklin Learning Center as a Health and Physical Education teacher and more ates come back to thank them. “Keeping them in line, staying on recently became the Athletic Director. Formerly a history teacher, Kelly was top of them, caring for them, you recommended to FLC’s principal Charles know, just making sure that they’re Staniskis by Athletic Director Andrea Sul- doing everything they’re supposed livan and he was hired in 2011. Four years to do so that they can be successful.” He spent most of ago, he added the pohis career caring and sition of Athletic Director to his resume. “I was always surrounded looking out for his students, but as the years Kelly’s parents made sure education by great coaches and that’s go by his focus is now came first. “That was something my parents you starting to shift from to his family. their primary focus. If know, made sure of. Sports his“Icareer have two young I did everything I was ... supposed to do with are great because they instill boys...most of my days e ducat ion--gett ing like a lot of intangibles that after school and after, you know, athletics, the good grades, all that stuff--my dad encour- you need in life: work ethic, athletic directors, you aged us to play sports.” being dedicated to something, know, part of my job. usually running As a kid, Kelly learning how to work with I’m around to take them to played baseball, even others, commitment.” practice so, you know, winning a champiI spent a little more onship. He contintime, focus, and enerued playing on his high school baseball and football teams. gy on watching them grow up and deal“I was always surrounded by great ing with sports. and things of that nature” coaches and that’s something my parents

Contributing Photographer Marlen Rojas

Contributing Photographer Marlen Rojas

Ninth-grade cheerleaders Saniyah Johnson and Taylor Presbery-Fields reveal the prep behind their pep Halle Kooler Jamira Pugh Contributers

Cheerleading is a tougher sport than most people realize. Freshmen Taylor Presbery-Fields and Saniyah Johnson joined the cheerleading squad this year at Franklin Learning Center ready to take on the challenge. Presbery-Fields and Johnson joined the cheerleading squad because they love the experience of having the responsibility of cheering on the team and pumping up the crowd. “The purpose of cheerleading is for encouragement, to motivate the team, competition and to entertain the audience,” said Presbery-Fields.

Dedication is key when it comes to cheerleading. There are times when it can be a lot of fun but there are also times where you have to be serious. Johnson believes “cheerleaders are important to the athletic program because when people first think of cheer they think of giving me a T or give me an E... go TEAM, but that’s not it at all. The things we do are just as dangerous as football or any other sport.” Both girls put so much time and effort into cheer. They have to rely on their teammates every time they practice or perform and having trust in her team is a huge part of being an FLC cheerleader. According to Johnson, “Your life is literally in their hands.” Photo Courtesy of FLC cheerleading team

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Sports

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A look back at the 2019-2020 basketball season

FLC’s boys and girls basketball teams worked hard this year. The girls ended the season winless in twelve games. The boys finished the year 8-12 and had two players, Syncere Ross and Tommy Lopez named to All Public teams. Photographers Ruqaiyah HasanSeyni, Justine Chan, Jahiem Brumfield, & Alisha Lou