The Pearl Post October 2021 issue

Daniel Pearl Magnet High School 6649 Balboa Blvd., Lake Balboa, CA. 91406

www.thepearlpost.com

Volume 13 Issue 1 October 2021

Students feel lost despite return to in-person learning

Page 8

@ThePearlPost @ThePearlPost

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The Pearl Post

The Pearl Post

In this issue...

THE PEARL POST Print Editor-in-Chief Valeria Luquin

1 Cover Photo by Gabrielle Lashley News 3-5 4x4 block schedule / World Music Day preview/ Vaccine mandate

6-7 8-10 11 12-13 14-15

Features

Profile on new School Climate Advocate / Infographic of clubs at DPMHS

Special Reports Learning loss at DPMHS / Opinion on how Learning loss affects on campus learning

Sports COVID-19 precautions in sports / New student athlete Q&A

Opinion Editorial / New 4x4 block schedule

Online Editor-in-Chief Delilah Brumer Managing Editor Gabrielle Lashley Features Editor Nathalie Miranda Opinion Editor Delilah Brumer Entertainment Editor Jessica Melkonyan Sports Editor Branden Gerson Copy Editors Jhonny Gonzalez, Chareena Pascua, Naamah Silcott Staff Writers/ Photographers Rikka Lei Dimalanta, Emily Flores, Maryam Haque, Elishava Ibarra, Nickalas Lembo, Draven Lukata, Alan Ruiz, Emily Short Adviser Adriana Chavira

Entertainment

The Pearl Post is an open forum for student expression as allowed by California Education Codes 48907 and 48950, committed to excellence in reporting, writing and photography.

Photo by Emily Short The magazine strives to inform and educate students and faculty on events affecting Daniel Pearl Magnet High School.

Thoughts and opinions published in these pages are the work of journalism students and do not represent the position of DPMHS, its administrators or the Los Angeles For our first printed issue of the students now spend 90 minutes in each Unified School District. magazine post-distance learning, we of their classes. After over a year of An unsigned editorial is the opinion of knew that we wanted to highlight the distance learning, many students have the Editorial Board, which is comprised of the major changes that students encounexperienced the effects of learning loss.

Editor-in-Chief and the editors. Signed opintered as they returned back to in-person Our staff felt that it was important to reions in The Pearl Post reflect the views of the learning. The impact of the new 4x4 port on the severity and impact of these authors. A signed cartoon reflects the view of the cartoonist. schedule and learning loss are a few of two issues.

The Pearl Post welcomes letters to the the major topics we wanted to cover.

Despite having a staff of 14 students editor. They should be 250 words or less and After previously having a six class this year while also being in two sepamay be edited for length. Letters with profaniperiod bell schedule and following the rate classes, we look forward to working ty and obscenity will not be printed. Unsigned semester system, Daniel Pearl Magnet together in person. Effective communior anonymous letters will not be published.

High School (DPMHS) transitioned to cation has been crucial for us in order to Letters may be emailed to thepearlpost@ gmail.com. a 4x4 block schedule that follows the make sure we are all on the same page.

The magazine is published bimonthly mester system. To name a few, this major This has proven to be especially helpful and is the official campus newsmagazine of transition has impacted students’ time as we put together our first issue of the Daniel Pearl Magnet High School. The magaspent in the classroom, class scheduling magazine. zine is also posted online at http://www.theand the student-athletes at DPMHS.

pearlpost.com.

Student’s ideal fall activities / First Halloween back on campus

16 Back cover

Letter from the Editor

With the new 4x4 block schedule,

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The Pearl Post | October 2021

- Valeria Luquin

New changes with 4x4 block schedule For the 2021-22 school year, DPMHS switched to a 4x4 block schedule. This is one of many new changes students are adjusting to now that they are back on campus.

By Alan Ruiz

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fter completing the first mester of the 4x4 block schedule, sophomore Cheyanne Losino appreciates how the school’s new schedule fits into her routine, which consists of daily volleyball practice.

“It all lines up really well and the times work,” Losino said.

For the new school year, the Los Angeles Unified School District (LAUSD) encouraged schools to adopt the 4x4 schedule with incentives of roughly $80,000 in funding for an additional teacher position. Daniel Pearl Magnet High School (DPMHS) decided to put the funds toward extra tutoring and counseling, allowing students to take more classes each year. This enables them to complete more elective and graduation requirement courses.

Additionally, the 4x4 schedule promotes both health and safety by limiting the amount of classrooms students enter and come in contact with.

In May of this year, DPMHS’ faculty voted to implement the 4x4 schedule for the 2021-2022 school year. The new schedule allows students to take four classes in one school day, each being 91 minutes long. As with every new procedure, there are varying opinions regarding the 4x4 schedule.

A major change is the extension of class duration from 55 minutes to 91 minutes. Some students have found it a challenge to stay alert during the longer classes. On the other hand, longer classes allow teachers more time to explain concepts thoroughly.

“I get more time for the lesson,” freshman Francesca Sisk said.

“The teacher can go more in-depth with the lesson so I can get a better understanding.”

Teachers are also being affected by the 91-minute classes.

For instance, history teacher Brenda Helfing tries to keep her class interactive and lively by having students work in groups to create and present posters on assigned reading material.

“I try to mix it up every 20 minutes or so,” Helfing said. “I try to do something different. I also try to get the kids moving out of their seats.”

Under the 4x4 schedule, students have only four classes per semester. Each semester is then broken up into two individual mesters, each lasting 10-weeks. The first mester of the school year will be completed on Oct. 15.

Most classes last only one semester, while others last two.

For example, the school decided to extend the duration of the English 9 course to two semesters so incoming freshmen can become accustomed to the advanced reading and writing skills expected in high school. Physical Education (PE) class also lasts the whole school year to give students the ability to meet the number of hours California requires for physical activity in PE. “When it comes to choosing what’s being taught each quarter, I have to look at students’ schedules and students’ needs,” Counselor Martina Torres said.

Photo by Naamah Silcott Juniors Elizabeth Rose and Samantha Willet distribute water from a beaker for a lab experiment in their AP Environmental Science class. With each class period lasting 91 minutes, students have more time to do different assignments, such as conducting

Some view the 4x4 schedule as more efficient. Having four class periods instead of six has helped students feel less overwhelmed and stressed. Taking two-mester long classes is also beneficial. For instance, after such a class is completed, students can fill the period with a course spanning the remaining two mesters of the school year. Thus, students have the opportunity to finish more classes in one year.

“Being able to focus on less classes and get more done in the school year, it’s just more productive,” junior Tanner Kirk said.

Although the changes in class schedule provide opportunity, it has also resulted in the loss of nutrition. Some students, including Losino, are unsatisfied with the only break they get in the school day: a 33-minute long lunch.

“I think that the lunch is really short,” Losino said. “Half an hour is super small considering we’re sitting in multiple classes for 90 minutes straight.”

This is only the first year DPMHS has adopted the 4x4 schedule, therefore Principal Armen Petrossian asks students and staff to both patiently endure the difficulties and enjoy the benefits of the new schedule as it is perfected.

“This is something that we’ve tried out and we need to give it a fair try,” Petrossian said.

News | October 2021

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Photos by Jhonny Gonzalez and Rikka Dimalanta (Left to right) Musicians Alejandra Iniguez, William Myers and Jose Arcilla rehearse the song “Across the Universe” by the Beatles during fourth period on Sept. 30 with music teacher Wes Hambright. Senior Spencer Vance practices during lunch on Oct. 6 for his piano solo of Rachmaninoff ’s “Prelude.”

Preparations for first in-person World Music Day performance in over a year

By Rikka Dimalanta

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ince he was five years old, senior Spencer Vance has been practicing piano. And now those years of practice have led up to the privilege of performing once again for his final World Music Day (WMD).

“I was originally just forced (to play piano) and then I took a little break. Then I actually found a passion for it, so I started to pursue it as something I enjoyed doing instead of something that was forced upon,” Vance said, who is performing in “Let It Be” by The Beatles as well as Rachmaninoff’s “Prelude” piano solo in C sharp minor.

While last year’s WMD was virtual, this year the students are finally back in the music classroom and preparing for this year’s WMD with each passing day. As of now, there are no planned live shows for the school audience due to COVID guidelines.

World Music Day is an international event with concerts worldwide to honor journalist Daniel Pearl and his passion for musical arts. It’s usually held in October to recognize Pearl’s birth month, with last year being delayed due to the pandemic. This year’s WMD theme is about the freedom to come back to school and be with other people, with the musicians also having the freedom to make music alongside others once again. The musical lineup ranges everywhere from alternative rock such as music from The Strokes and The Beatles, Rachmaninoff piano solos and some cello performances, which music teacher Wes Hambright is especially looking forward to.

“That’s kind of what music is all about really,” Hambright said.

“Playing with other musicians.”

The performance is planned to be recorded and posted on YouTube. Although Hambright and his students would like to perform live for the school, there have been many constant changes in their plans, specifically because of how en closed the MPR (Multi-Purpose Room) is. Nevertheless, the

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The Pearl Post | October 2021

students are still doing their best to make sure this year’s show lives up to the previous ones, no matter the situation.

“The students are working very hard and they’re very dedicated to putting on a great show,” Hambright said. “Not only music wise, but we also have a crew of design and decorating people who are coming up with ideas for how we’re going to decorate the MPR.” Senior Jose Arcilla, who is also the Teaching Assistant (TA) for Hambright’s class, is another one of the musicians performing this year and it will also be his final WMD. Arcilla has been involved in WMD for three years and he has been playing guitar for around five years. This year, he is performing in many of the songs including “Last Nite” and “Reptilia” by The Strokes.

“It’s kind of bittersweet to know that this is my last World Music Day, but I think that it’s a good opportunity for me and my bandmates. I know it’s going to be a good time,” Arcilla said.

Usually there would be performers every year who practice their skills gradually over time, however because of the pandemic there are some new musicians this year that have to learn and practice within a month. While the learning curve has brought a challenge, Arcilla feels that the COVID protocols haven’t given them any trouble.

“The distance between us doesn’t really matter because we know that we connect using the music,” Arcilla said.

Another student participating in WMD is sophomore Samantha Fuentes, who will be performing for her first time. She will be performing her first cello duet with senior Derek Calderon in “La Cinquantaine” by Gabriel Marie. Fuentes chose to perform this year because she thought it would be a great motivation after not playing her cello for over a year.

“I’m looking forward to learning the piece and mastering it,” Fuentes said. “It’s really rewarding in the end.”

Photo by Elishava Ibarra Senior Justice Harper gets his first dose of the COVID-19 vaccine at the in-school vaccination service in the MPR on Sept. 28.

LAUSD announces vaccine mandate for all eligible students

By Jessica Melkonyan

L

os Angeles Unified School District is the first district in the country to require eligible students to receive the COVID-19 vaccine. Non-vaccinated students who do not get the vaccine by Jan. 10, 2022 will not be permitted to enter campus.

“I do support my colleagues on the Board of Education in supporting this resolution,” school board member Scott Schmerlson said in an interview. “I believe that this is the way to help us avoid anyone else getting sick with COVID-19.”

Schmerlson did not participate in the vote due to his financial investment in Pfizer Biotech, the company that makes the vaccine for those under 18 years old. It would be unethical for Schmerlson to vote on this resolution. However, he did clarify that he is all for the mandate. As of Aug. 30, vaccinated students who’ve been in close contact with a positive COVID-19 case in school do not have to be quarantined if they are asymptomatic and show proof of a negative test. On Sept. 11, Daniel Pearl Magnet High School (DPMHS) parents and faculty were informed of the first recent positive COVID-19 test amongst the students.

Those who were in possible close contact with the student were informed and required to quarantine for a minimum of 10 days unless vaccinated.

DPMHS had a mobile vaccination unit that was on campus

Sept. 28, for dose one and again on Oct. 19 for dose two. DPMHS principal Armen Petrossian mentioned that there are several students who have received their vaccine, yet have not uploaded the vaccination information onto their Daily Pass.

“Many of our kids are already vaccinated,” Petrossian said. “I would say around 80-100% of our faculty are vaccinated.”

Sophomore Daniel Hernandez feels that mandating the vaccine is the best option.

“I feel concerned about going to school sometimes knowing that some students aren’t vaccinated,” Hernandez said. “Especially when there are different variants now, it’s concerning.”

LAUSD’s goal is to safely continue on-campus learning for students while maintaining students and families’ health as their top priority. Schools will continue to require daily screenings, mask coverage, COVID-19 testing and consistent hygiene care. All LAUSD faculty and staff must be vaccinated by Oct. 15.

“I don’t want anyone in our schools to go home and pass on COVID-19 to members at their homes,” Schmerlson said. “Vaccinating everyone in the family is the only way we will be able to protect ourselves.”

Instagram: @pcmtvc

News | October 2021

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Photo by Mimi Haque New school climate advocate talks to senior Danielle Haiwongse in the hallway of Daniel Pearl Magnet High School. The new position this year is in response to the removal of campus police in the district and aims to keep the enviroment on campus positive and calm. “I’m very happy to have this position and I hope that I can help as many students as possible,” Ruiz said.

New post focuses on school positivity

By Mimi Haque

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ediating between fights and conflict is no easy feat, especially when the people involved are teenagers. Magaly Ruiz understands this and her job as this school’s climate advocate directly tackles these issues, welcoming and supporting students and encouraging them to open up to their problems.

“As a school climate advocate, my responsibilities are to help create a safe, welcoming environment at school, to build community, make connections, to help the students not just get along with themselves, but even with the adults that are on campus,” Ruiz said.

This school year, Los Angeles Unified School District created an entirely new position to maintain the school’s environment and culture that wasn’t disciplinary, as a response to the removal of school police in LAUSD. Ruiz started working at this school in November 2019 as a community representative, where she helped the parents communicate with teachers and other members of staff. While she did enjoy this, she still wished to have more interactions with the students than just seeing them at the student store. The main challenge she faced at the beginning of working as a school climate advocate was that there were no replacements for community representative,

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October 2021 | The Pearl Post

so Ruiz had to help with both positions until her replacement, Lorenzo Ramos, arrived last month. She views her position as very enjoyable, as she can speak and meet many students of DPMHS every day.

“Mrs. Ruiz is someone who has great communication skills,” Principal Armen Petrossian said. “She has people skills.

She’s someone who’s trustworthy. She’s someone that both teachers and parents can trust. And she has experienced working with parents and students.”

Now that Ruiz is working as a school climate advocate, she is actually able to communicate with and help many students whenever they feel like opening up about their problems. She is there to talk to students who have things they need to speak about that they may not feel comfortable mentioning at home or with friends and to listen and assist anyone who needs it.

She sits with students who can’t stay in class because of anxiety and personal problems, and listens to them.

“I’m very happy to be here,” Ruiz said. “I’m very happy to have this position and I hope that I can help as many students as possible.”

Infographic by Alan Ruiz

Features | October 2021

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Photo by Gabrielle Lashley Juniors Jenica Felicitas, Angela Ledesma-Grattarola and Naamah Silcott take an online exam during their second period AP Environmental Science class at DPMHS after coming back to school from distance learning.

Learning loss still affects students

By Draven Lukata tudents like Senior Danielle Gonzalez are still being affected by learning loss suffered during distance learning.

“Some struggles that I am facing while being back to school is having to wake up early,” Gonzalez said. “Distance learning started at 9:00 and now I have to wake up earlier to get ready.”

Los Angeles School District students were in distance learning from March 15, 2020 through all of the 2020-2021 school year. During distance learning, students don’t remember topics that they covered. This could be for a couple of reasons such as low attendance, poor mental health, etc. Having to come back to in-person school while not remembering what they learned the previous semesters has been stressful for students now that they have in-person instruction. That situation has been frustrating for many students because if students have to take the next level of a subject or harder subject, then they can’t use the skills that they were supposed to have acquired. All of these issues are caused by learning loss, which is any specific or general loss of knowledge and skills or to reversals in academic progress.

Most commonly due to extended gaps or discontinuities in a student’s education according to EdGlossary.

“Online school wasn’t beneficial for me.” Gonzalez said. “I couldn’t access the resources that I needed.”

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The Pearl Post | October 2021

On the other hand, an article by the Centers for Disease Control states that the pandemic has affected mental health, “CDC actions, such as social distancing, are necessary to reduce the spread of COVID-19, but they can make us feel isolated and lonely and can increase stress and anxiety.”Attendance in schools dropped during the pandemic,“an average of 21 percent of their students have been “essentially truant” or unreachable during COVID-19 closures.” according to the article by Education Week, “an average of 21 percent of their students have been “essentially truant” or unreachable during COVID-19 closures.”

“One of the biggest difficulties for everyone was trying to learn new platforms from home,” Daniel Pearl Magnet High School Principal Armen Petrossian said. “As well as stress and no social contact.”

Some students fell behind in their classes. This caused students to make less progress in school. According to CNBC’s article “Virtual school resulted in ‘significant’ academic learning loss”, study finds on learning loss, “more than 97% — of educators reported seeing some learning loss in their students over the past year when compared with children in previous years, or 57%, estimated their students are behind by more than three months in their social-emotional progress.”

Story continued on page 8

Opinion

LAUSD must provide resources to remedy reality of student learning loss

By Delilah Brumer

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Edgenuity provided poor instruction and tedious fter a month of in-person learning, the sight of lessons, worsening students’ lack of motivation. bustling hallways, energetic basketball games Despite extensive evidence of learning loss, and lively classrooms makes it tempting to some prominent figures argue that learning loss did believe that the effects of distance learning are benot occur. For example, in an interview with Los hind us. However, pandemic-induced learning loss Angeles Magazine, United Teachers Los Angeles still has a colossal impact on students that needs (UTLA) President Cecily Myart-Cruz said, “There is to be remedied. no such thing as learning loss. Our kids didn’t lose Distance learning hurt students’ academic anything. It’s OK that our babies may not have progress and understanding of concepts. Stulearned all their times tables. They learned dents’ mental health was negatively impacted, resilience. They learned survival. They learned excaberating learning loss. Although teachers critical-thinking skills.” are trying to help students catch up, Los AnMyart-Cruz’ argument not only geles Unified School District (LAUSD) needs to ignores district data, it also disregards provide more comprehensive support. the long term effects of learning loss The severity of learning loss among on students, especially high school LAUSD students is shocking. According to a students. Learning loss is more than the May 2021 survey of 1,309 LAUSD teachers conIllustration by Gabrielle Lashley temporary setback of a student not learnducted by the LAUSD Independent Analysis Unit (IAU), ing their times tables. Learning loss is the 40,000 current half of teachers indicated that “fewer students met or exceedLAUSD high school students who are at risk of not earning their ed grade-level standards” during distance learning compared diplomas, according to the Los Angeles Times. Myart-Cruz is to previous years. In addition, according to the Los Angeles clearly making excuses for the union, but it’s long past time for Times, two in three students fell behind in math and literacy. teachers and administrators to acknowledge the damage that Not only did students have difficulty understanding has been done and find ways to fix it. depth of material, they also weren’t taught the same breadth The consequences of learning loss can no longer be preof material as in previous years. LAUSD switched to a special vented, but they can be minimized. At a school level, DPMHS block schedule during distance learning that significantly should continue to support teachers who are implementing decreased the amount of synchronous instruction students mastery grading, which allows students to earn higher grades received each week. This, along with other pandemic-related by showing improvement, even if they didn’t earn a high grade factors, led to only 17% of teachers reporting that they “taught initially. One example of this is allowing students to earn some nearly all of the formal curriculum they usually taught,” acpoints back on tests by correcting answers they got wrong. This cording to the IAU survey. allows students to learn from their mistakes and learn at their Another factor that caused learning loss was low student own pace, mitigating the effects of learning loss. attendance. LAUSD used the online platform Schoology as At a district level, LAUSD needs to allocate additional fundone way for students to access their classes. According to an ing toward tutoring for students who are struggling and credit analysis by the IAU, an average of 36% of high school students recovery options such as summer school. Edgenuity should no in the spring of 2020 and 67% of high school students in the longer be used by the district in any capacity. Most importantly, fall of 2020 actively engaged in Schoology each day. lawmakers, administrators, leaders and teachers should listen Learning loss is affecting a large group of Daniel Pearl to student feedback and work with students to move forward.

Magnet High School students as well. According to a survey conducted by The Pearl Post, 43.8% of DPMHS students are not We can counteract learning loss, but we need to work together confident in the concepts they learned during distance learning to implement comprehensive solutions. and another 37.5% are only somewhat confident. This can largely be attributed to a lack of interaction between students and teachers and the use of Edgenuity, a virtual learning platform that was used by many DPMHS teachers.

Instagram: @delilah_rose2004

Special Reports | October 2021

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Students still suffer while on campus Story continued from page 6 "I'm still transitioning (from online to in-person),” a DPMHS student said in a poll. “It's tough because I need to put (in) five times the effort now. I got too lazy and comfortable with the swift and easy work during distance learning. I'm trying to adjust by giving myself a mental moment to just relax for a few minutes and organize my thoughts and priorities.”

Despite students falling behind, Petrossian said that he and the staff of DPMHS are trying to take steps to combat these issues and help the students that need the extra support. They hope the social interactions will help students and teachers emotionally because students need social interaction.

Other ways that teachers have fought against learning loss is going over assignments again, making sure students are understanding and catching them up. With the new 4x4 schedule students will have a chance to retake classes they may have failed during distance learning.

“I feel like emotionally the students were ready to come back because people crave structure and (being social) but academically whether students fall behind or not, we as a school are responsible to make sure they catch up,” Petrossian said.

The transition from middle school to high school has been hard on freshman like Anthony De La Maza because they didn’t feel prepared to come into high school due to the fact that they were still stuck in a middle school mindset since they have been distance learning since the second semester of their 7th grade.

According to De La Maza, in middle school, grades didn’t matter as much as high school grades so students didn’t try as hard. This affected students because when they entered high school that mindset stuck with them.

“It was kind of weird switching from online middle school to in person high school because it’s different,” De La Maza said. “I got used to online school so being in person is something I had to get used to.”

Learning loss wasn’t only hard on students though, teachers like James Morrison, DPMHS Sciences teacher had difficulties with online school.

Teachers had to learn new platforms and had to change their usual way of teaching to accommodate for the pandemic. Teachers also had to teach over Zoom, which had a lot of hardships.

“My whole teaching style had to adapt,” Morrison said. “I had more Zoom, Powerpoint, and had to just rely on the online book.” “Now I have to catch the students up and re-go over things that they were supposed to have learned.”

Despite distance learning, students and teachers hope to be able to combat learning loss and are striving for a better, more accommodating learning place.

“We are getting back on track for a better school year,” Petrossian said. “Learning loss is being dealt with in the classrooms and soon we hope to be able to catch students up.”

Instagram: @drav3nnn

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Photo by Alan Ruiz Junior Nancy Medrano hustles to scoop up the ball during a varsity lacrosse practice after school on the field of Birmingham Community Charter High School. Due to COVID-19 protocols, student athletes have to take several precautions such as wearing masks on the field during practices and games.

Athletes face off with COVID protocols

By Emily Flores and Branden Gerson

In September, the LAUSD Board of Education approved a vaccination mandate for all students 12 and older to secure the Varsity lacrosse player Giselle Khalil has been unable to continuation of in-person learning and student participation in attend her team’s daily practices on account of remaining unorganized sports. vaccinated for COVID-19. She said her parents are worried about “Every year has its own challenges, but nothing compares to side-effects she may experience from the vaccine. the COVID years,” BCCHS Athletic Director Rick Prizant said in an “They think I might have some sort of allergy towards the email.

“For example, this week we had to cancel a football game vaccine,” said Khalil, a junior. “I tried to make an appointment with and find a new opponent. ” an allergist, but they said I wouldn’t have an appointment until As for Khalil, she remains hopeful late October or early November.” on becoming vaccinated and eligible As the country remains impactto play lacrosse before the start of the ed by the pandemic , COVID-19 is season this coming spring. changing how the athletics program at On the other hand, one of Khalil’s Birmingham Community Charter High Lacrosse teammates, junior Medrano School and elsewhere in Los Angeles deals with an entirely different source are being conducted. Student athletes of frustration rooted from the continuundergo COVID testing twice a week, ation of high school athletics. Medrawear masks during practice and games no expressed that she has become and had to have their first dose of the Rick Prizant aggravated with the enforcement of COVID-19 vaccine by Oct. 3. Students face masks during practice. who haven’t been vaccinated aren’t “I think the most challenging part is just adjusting to playing allowed to practice with their teammates. with a face mask on, ” Medrano said.

“We are constantly yelling in BCCHS’ safety protocols are similar to the mandates that the practice so having to be 10 times louder puts an uncomfortable Los Angeles Unified School District implemented to ensure that amount of strain on our voice.

It is beyond frustrating.” the student-athletes, coaches and staff are safe on campuses.

Masks have been made a requirement for practices as well as Naamah Silcott contributed to this story. inter-league match-ups. In order to receive clearance to play against teams from other high schools, students and coaches are required to test negative prior to the match-up.

“

Every year has its own challenges but nothing compares to the COVID years.

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Sports | October 2021

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Photo by Gabrielle Lashley The Pearl Post Print Editor-in-Chief Valeria Luquin and Online Editor-in-Chief Delilah Brumer look forward to focusing on communication as a staff this school year.

Editorial

On campus, on deadline Student journalists set goals for the new year.

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s The Pearl Post staff readjusts to in-person learning, we plan on applying and building on the communication skills used during distance learning to aid our transition back to the classroom.

This school year brought several changes to Daniel Pearl Magnet High School (DPMHS), such as new teachers, COVID-19 safety protocols and a switch to a 4x4 block schedule. Instead of six class periods a day, there are now four. This creates some difficulties with our staff because the editors and staff writers are in two separate classes. Without the centralization of having the whole staff in the same period, communication is crucial.

Although distance learning was exhausting, it allowed us to learn several communication techniques and implement tools, such as the workplace messaging app Slack. We plan on utilizing this tool more frequently this year. We will also strive to create a strong sense of community between the staff and editors by participating in bonding activities outside of the classroom and working collaboratively.

With a significantly smaller staff of only 14 students this year, we foresee it being difficult to report on everything newsworthy. In addition, we have no photo or video editors. However, these challenges won’t prevent us from working diligently and keeping the DPMHS community informed. Our staff plans on focusing on local issues and creating multimedia content as

12 The Pearl Post | October 2021

a team in order to ensure our coverage is not hindered by our staff size.

Despite our staff writers being spread thin reporting for the website, magazine and the Prestige Yearbook, we intend on publishing content in a timely manner and refraining from posting stories on the website all at once. Since our staff is back in the newsroom, we aim to publish bi-monthly print issue magazines. Being in person has allowed us to achieve one of our goals from last year of starting a podcast. As co-anchors of the podcast, our Newsmagazine Editor-in-Chief and Special Reports/Managing Editor plan on uploading at least two episodes a month.

Last year’s unusual circumstances didn’t inhibit the quality of our content, with us publishing five high-quality issues of the news magazine and several articles per week on the website.

Due to our hard work, we were named finalists for “Best High School Newspaper” and “Best High School News Website” by the Los Angeles Press Club. That being said, the chaotic nature of the past year took a toll on our staff but we aim to continue producing high-quality articles and multimedia content.

Despite the smaller staff size and separate classes for editors and staff writers, we are confident that our staff will interact effectively and work efficiently. We look forward to this new school year and being back in person with our staff and peers.

New block schedule’s benefits outweigh drawbacks for students

By Emily Short

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s the first mester of the school year slowly comes to a stress until they learn how to plan for and teach in an extended close, students start to reflect on the pros and cons of the block of time, but eventually, both teachers and students report newest change, their schedule. Students were surprised school becomes less stressful.” and confused when they first found out about their new schedThe article goes on to talk about how this new schedule ule, to find out that not only will they have four classes a day can positively affect students’ grades and their performance in but their class time has been increased to an hour and a half. school. “Consistent evidence shows that students’ grades imThis new schedule, known as a block schedule or 4 x 4, prove and the number of students on the honor roll increases. can not only help students academically but can also help them Some evidence suggests that both improvements are greater if they have missed a required class or an elective. Finishing in 4 x 4 schools than in schools with six classes per day. Studies classes within a 10-week show declining failure mester will help the sturates in 4 x 4 schools dents accomplish their and a greater likelirequirements and have hood that students time to get extra classes labeled ‘at risk’ will for college or getting a remain in school, job. Teachers also have especially in the 4 x an advantage because 4 schedule, probably they can now not stress because students may about having to have repeat several classa different lesson plan es but still graduate for the five to six classes with their classes,” the they had every day. article states. This is They can instead have good because it helps less work to grade and students ask for help they have more time from teachers and to plan lessons for only help troubled students the three to four classes understand the conthey have a day. cepts better.

Although the block This new schedschedule has cons, it ule could be a pain seems the good outfor teachers as well, weighs the bad. When it especially with all the comes to the 4 x 4 block information they have schedule, it can really to teach in just one help students with some semester. The article Artwork by Emily Short “The Pros and Cons of graduation requireAs the end of the first mester approaches, students still have mixed feelings about the block schedule. ments they might be Block Schedules” by missing and have many opportunities to make them up. There ThoughtCo says “In the 4x4 schedule, it is especially difficult to is not much of a workload so students and teachers won’t be cover the necessary material for Advanced Placement courses so stressed about doing or grading work. If teachers have extra in the time allotted.” Having all of these cons, it’s not that hard time in their class, they can allow students to do their work and to see why many staff and students are stressed about the new be productive, having them get their work done so that they schedule. Other classes, such as AP courses last for the two not only have time to ask questions but won’t stress too much mesters, while classes like English 9 are for four mesters. at home. Students would also have the opportunity to turn it in With another school year coming and going, getting used while still in class, so they don’t worry about doing homework . to the new schedule is hard, especially when there is much The article “The Effects of Block Scheduling” by the Americhange. However, when students start to adapt and understand can Association of School Administrators, or AASA, states that, the block schedule, they can find themselves more at ease.

“The majority of teachers, administrators, students and parents are favorable to block schedules even after the sometimes difInstagram: @crying_apollo ficult period of change. Initially, teachers report feeling greater

Opinion | October 2021 13

Autumn is finally here and The Pearl Post asked its Instagram followers what their ideal fall activities are. Here are a few of their responses.

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The Pearl Post | October 2021

HALLOWEEN SPIRITS The first Halloween since isolation, how are students celebrating?

By Emily Short any students are thrilled to get ready for a spooky and fun Halloween especially since this will be the first Halloween back on campus.

“I’m excited to go trick or treating,” junior Sabrina Robertson said.

“I’m excited to actually have friends over this Halloween, because last Halloween was not that fun.”

With many teens now vaccinated, they feel safer going out with friends. Therefore, they are busy planning their Halloween festivities by preparing their costumes and mapping out where they will be heading to that night.

“I’m probably going to go see a friend and we’re going to meet up with a few others and go trick or treating in their neighborhood,” sophomore Desiree Spurkel said.

Some students are excited about dressing up in goofy outfits, going around the neighborhood and collecting candy from different houses. Students are also getting ready to do what Halloween is most famous for: trick or treating. They are looking forward to roaming around neighborhoods and collecting treats throughout the night.

“I’m excited about going back into being able to go out during that night and have a good time, get some candy, and give candy to people,” senior Cameron Frank said. “I’ll be hanging out with some friends and go trick or treating with them.”

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Photo contributed by Azniv Ovsepyan Azniv Ovsepyan decorated her room to get into the October mood.

Photo contributed by Gaby Huizar Senior Gaby Huizar and her family carved and designed pumpkins for a contest.

Photo by Jessica Melkonyan Senior Jessica Melkonyan baked Halloween themed cookies on Oct. 5 with her friends.

Photo by Chareena Pascua Senior Chareena Pascua carved a spooky tree to get in the Halloween spirit.

Entertainment | October 2021

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Junior Emily Short is in their first year of news magazine and yearbook. They are creative and hope to give their creativity a challenge within this new class. They are in many clubs such as Pride Club and Creative Writing Club. They hope to put as much creativity into their work as possible to inspire others to use their creative minds as well.

Sophomore Alan Ruiz practices taking photos of his classmates during his experimental photography class. Staff writers in the period one class spent the first couple of weeks enhancing their photography skills.

Some of the rules of composition they practiced photographing include the rule of thirds, filling the frame and leading lines. When they mastered these skills, they were ready to go and take photos that will be used for stories that are going to be published on the website, in the magazine and Prestige Yearbook.

Submit your best photos with a brief description to thepearlpost@gmail.com for a chance to be featured in the next issue of the The Pearl Post Newsmagazine.